English Studies for Primary 5 centres on how the pupils will know how to describe and pronounce English words, form sentences and paragraphs with appropriate linking words, deduce lessons from text, develop the ability to debate on topics and construct sentences grammatically.
The scheme is divided into six parts; Speech work, structure, comprehension, vocabulary development, writing and dictation. Each week covers topics that would be treated under these parts to enhance the pupils’ spoken and written English.
Some of the topics covered in this class are; Intonation patterns, stress and rhyme, active voice and passive voice, abbreviations and acronyms, letter writing, oral composition, expressing function of objects, observing and reporting things, descriptive essay etc.
| LAGOS STATE GOVERNMENT MINISTRY OF EDUCATION UNIFIED SCHEMES OF WORK FOR PRIMARY SCHOOLS | ||
| English Studies Scheme of Work for Primary/Basic 5 | ||
| CLASS | Primary/Basic 5 | |
| SUBJECT | English Studies | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
1 | (a) Speech work: Intonation patterns, stress and rhyme | By thc end of thc lesson, pupils should be able to: i. identify rising and falling tone; ii. use the tones and stress in songs; iii. compare the rhythmic pattern of each song with one another. iv) compose the different rhymes |
| (b) Structure: Review of tenses | By the end of the lesson, pupils should be able to: i. list the types of tense ii. use the tenses in sentences, iii. interpret actions in pictures in accordance to time (tenses) iv. classify the tenses of sentences used in a given passage. | |
| (c) Comprehension: (Reading Skills) Reading to comprehend main ideas | By the end of the lesson, pupils should be able to: i. identify the topic sentence in each paragraph; ii. establish the relationship between the topic sentence(s) and the main idea in a given passage; iii. attach contextual meanings to new words found in a given passage. | |
| (d) Vocabulary Development Words associated with family relation | By the end of the lesson, pupils should be able to: i. list minimum of fifteen related words for family relationship, ii. explain the following terms marriage, birth, couple, kinship. uncle, aunt, nephew, niece, cousin, brother-in-law iii. use the sentences iv. compose compositions on the family. | |
| e. Writing: Essay Writing on “How I spent my Last Holiday”. | By the end of the lesson, pupils should be able to: i. identify the features of a narrative essay ii. discuss their experiences on the previous holiday iii. write an essay on how they spent their last holiday | |
| (f) Dictations for the Week | Learners are to be guided to master the spellings and meanings of the following words: excited, terminus, rapidly, whizzing, numerous, famous, unique, thoroughly, invitation, recklessly | |
2 | (a) Speech work: vowel sounds /æ/ and /a:/ | By the end of the lesson, pupils should be able to: i. identify and distinctively pronounce the vowel sounds / eel and /a:/. ii. draw the contrast between the sounds when used in words iii. use each word in sentence. |
| (b) Structure: Making Sentences with Modal Auxiliaries | By the end of the lesson, students should be able to: i. explain and provide examples of modal auxiliaries (must, ought to, will, have to, shall, can, must etc.) ii. use the modal auxiliaries in sentences ii. infer the functions of modal auxiliaries in each sentence (such as futurity, possibility, certainty, willingness, unwillingness, obligation, permission, request) iv, compare using of modal auxiliaries for making polite requests with casual requests. | |
| (c)Comprehension and Vocabulary: Health and Safety | By the end of the lesson, students should be able to: i. identify words related to health and safety in a given passage ii. write the meaning of the identified words and use them in another meaningful sentence. iii. demonstrate how each \vord is applicable to health and safety iv. derive answers from the passage to the given questions | |
| (d) Writing: Letter writing Guided Informal Letter | By the end of the lesson, pupils should be able to: i. identify informal letters; ii. discuss the features of an informal letter; iii. write a letter to a close relative or a friend in another town. | |
| (e) Dictation for the week | Learners are to be guided to learn the following words: Monogamy, polygamy, dormitory, habitation, apartment, orphanage, surgery, infirmary, dispensary, hospice | |
| 3 | (a) Speech work: | By the end of the lesson, pupils should be able to: i. identify and pronounce vowel sounds /I/, /u/ and /u:/ correctly ii. write the words containing the sounds, iii. construct sentences with the pairs of sounds |
| (b) Structure: Active voice and Passive Voice | By the end of the lesson, students should be able to: i. identify active and passive sentences ii. change active sentences to passive sentences; iii. change passive sentences to active sentences; iv. analyze the features of active voice and passive voice | |
| (c)Comprehension and Vocabulary: Consumer Rights. | By the end of the lesson, pupils should be able to: i. differentiate between main ideas and supporting ideas in each paragraph; ii. recognize the unfamiliar words in a given passage iii. Construct sentences with the new words iv. establish the relationships between the main ideas and connecting ideas using evidence from the | |
| d) Supplementary Reading: Story Book | By the end of the lesson, pupils should be able to: i share with other pupils the story read; ii discuss lessons learnt from the book; iii relate events in the story to their personal lives. | |
| (e) Dictation for the week: | Learners are to be guided to learn the following words: Ablaze, institution, sachet, national, measurement, rhetoric, academics, fashion, village, transaction | |
4 | Speech Work Sound /u/ and /u:/ | By the end of the lesson, pupils should be able to: i. identify and pronounce vowel sounds /u/ and /u:/ correctly ii. write the words containing the sounds, iii. construct sentences with the pairs of sounds |
| (b) Structure: Using Adjective in Speaking and Writing | By the end of the lesson, pupils should be able to: i. describe adjective with adequate example ii. use adjective for comparison(positive, comparative, superlative) iii. compose different sentence using adjective infer function of adjective in a sentence | |
| (c) Comprehension: Paragraph from children’s novel | By the end of the lesson, pupils should be able to: i. read and analyze selected children’s novel ii. identify keywords/sentence that signal main ideas iii. put the keywords in sentence iv. derive factual information from selected text v. establesh relationship between surporting ideas using evidence from the passage vi. infer implied meaning of ideas in a passage | |
| (d) Writing: Descriptive | By the end of the lesson, pupils should be able to: i. mention and explain each features of descriptive essay ii. describe their best friend iii. write a descriptive essay on ‘my favorite friend’ | |
| (e) Dictations for the week | Learners are to be guided to learn the following words: dialect, rhythm, transformation, seizure, psychology, unprecedented, gymnastics, aesthetics, accommodation, occasion | |
5 | (a) Speech work: Minimal Pairs Vowel sounds /e/ and /o:/ | By the end of the lesson, pupils should be able to: i. recognize and pronounce the sounds /e/ and /0:/ correctly ii. generate ten words containing the sounds iii. contrast between the sounds when used in words construct sentences with the pairs of sounds. |
| (b) Structure: Adverbs | By the end of the lesson, students should be able to: i. describe adverbs with adequate examples ii. use adverbs for comparison (positive, comparative and superlative) iii. compose different sentences using adverbs iv. infer functions of adverbs in sentences | |
| c) Comprehension: Emphasis on supporting details, tone, mood and purpose | By the end of the lesson, pupils should be able to: i. identify the rnain idea in a text; ii. analyze a text to bring out its mood and purpose; iii. relate the issue raised in the text to their real life experiences iv. describe the supporting details using evidence from the passage | |
| (d)Writing: Guided Formal Letter Writing | By the end of the lesson, pupils should be able to: i. list and describe features of formal writing ii. analyze the style and pattern of sentence structure use for official/formal letter iii. write formal letter | |
| (e) Dictation for the week | Learners are to be guided to learn the following words: fallacy, mismanagement, implicite, privilage, indigent, magnanimous, machine, escorter, information, ridiculous, | |
6 | (a) Speech work: Making Polite Requests | By the end of the lesson, pupils should be able to: i. recognize a situation where need to politely request something ii. make a polite request iii. differentiate between a polite and rude request/answers iv. carry on a polite and respectful conversation |
| (b) Structure: using direct and indirect speech | By the end of the lesson, pupils should be able to: i. identify sentences reported speech ii. change direct speech to reported speech and vice versa iii. criticize ten different sentence to discover the basic rules guiding change of direct speech to reported speech | |
| (c) Comprehension and Vocabulary Development: National Social Service Institutions, eg CPC, FRSC, ICPC, NAFDAC, NDLEA, NEMA | By the end of the lesson, pupils should be able to: i. read to draw out meanings from the selected passage; ii. differentiate between main ideas and supporting ideas in a given passage; iii recognize the key words and the easily confused words in the given passage, and use them in different contexts correctly. iv answer factual and other questions from the selected text. | |
| (d) Writing- Descriptive Guided Composition on Bicycle/ Automobile | By the end of the lesson, pupils should be able to: i. highlight the features of a descriptive essay; ii. describe the features of an object; iii. develop outlines for a descriptive essay; iv. write a descriptive essay on either of the following: Bicycle or Automobile. | |
| e) Supplementary Reading: Play | By the end of the lesson, pupils should be able to: i share with other pupils the drama book read; ii discuss lessons learnt from the book; iii relate events in the story to their personal lives. | |
| (f )Dictation for the week | Learners are to be guided to learn the following words: Trial, tramway, aircraft, balloon, barrow, truck, delivery, diesel truck, elevator, | |
| 7 | A. Mid-term tests B, Open day C. Mid-term break D. Homework | Learners are to be guided to learn the following words: analysis, foreigner, fetter, conflagration, concede, Perplex, lucid, aggravate, ambiguous, camouflage. |
8 | (a) Speech work Contrasting Consonant Sounds /p/ and /f/ | By the end of the lesson, pupils should be able to: i. recognize and pronounce the sounds /p/ and/f/ correctly ii. generate ten words containing the sounds iii. draw the contrast between the sounds when used in words e.g. pill, fill iv. construct sentences with the pairs of sounds. |
| (b) Structure: Making Reported Command and Reported Questions | By the end of the lesson, pupils should be able to: i. identify the use of command and interrogative statement ii. change direct command and questions to reported command and questions iii. analyze sentence structure of direct and reported command | |
| (c ) Comprehension Reading on Education such as Moral, Value etc | By the end of the lesson, pupils should be able to: i. diffentiate between main ideas and surpporting ideas ii. construct sentence with the key words and unfamiliar words derived from the passage. iii. infer implied meanings or ideas in the passage | |
| (d)Writing: Descriptive Essay. Describe your House or School. | By the end of the lesson, pupils should be able to: i. describe the key features of their house or school; ii. develop outlines for ether ‘My House’ or ‘My School’; iii. write a descriptive essay on any of the topics | |
| e) Supplementary Reading: Poems | By the end of the lesson, pupils should be able to: i share with other pupils the poems read; ii. discuss the main idea of the poem iii. discuss lessons learnt from the poems; iv. relate events in the poem to their personal lives. | |
| (d) Dictation for the week | Learners are to be guided to learn the following words: publication, insurance, management, economical, lightning, flight, midnight, python, nylon, thigh | |
9 | (a) Speech work Contrast sounds /S/ and/tS/ | By the end of the lesson, students should be able to: i. recognize and pronounce the sounds /S/ end /tS/ ii. cite examples of words containing the sounds iii. contrast the pairs with ten words each |
| (b) Structure: Sentence Building | By the end of the lesson, students should be able to: i. define and idcntify sentences with examples ii. analyse simple sentence constituent iii. construct different forms of simple sentence iv. create brief stories in simple sentences | |
| (c)Comprehension and Vocabulary Development: Reading on Information Communication Technology | By the end of the lesson, pupils should be able to: i. draw inferences from passages after reading; ii. differentiate between main ideas and supporting ideas in a given passage; iii. construct sentences with the key words and unfamiliar words derived from the passage, iv. infer implied meanings of ideas in the passage | |
| (d)Writing: Comparison of Formal and-Informal Letters | By the end of the lesson, pupils should be able to: i. distinguish between formal and informal letters; ii. state the features and format of a formal letter; iii. write a letter of invitation | |
| e) Dictation for the | Learners are to be guided to learn the following words: Campaign , hypocrisy, financial, secretariat, apparatus, commitment, purchase, privilege, maintenance, endurance | |
10 | (a) Speech work: Intonation Practice in Statements, Questions, Commands and Request | By the end of the lesson, pupils should be able to: i. identify intonation symbols and mention the types of intonation patterns (such as falling, rising, fallingrising, rising-falling intonations) ii. explain intonation patterns in statements, iii. construct sentences (e.g. statements, questions, commands, requests) and indicate their intonation patterns iv. act a short play using the intonation patterns for communication |
| (b)Structure: Present Perfect Tense | By the end of the lesson, pupils should be able to: i. explain the present perfect tense ii. give examples of present perfect tense iii. convert present tense to present perfect tense with examples | |
| (c)Ccmprehension and Vocabulary Development (Attribute of Truthfulness) | By the end of the lesson, pupils should be able to: i. identify and explain the key word in the passage: ii. use the key words and unfamiliar words in sentences iii. deduce the main ideas and supporting ideas from the given passage iv. infer the appropriate answers from the given passage to questions; | |
| (d ) Writing: Debate: “Corporal punishment should not be enforced in school” | By the end of the lesson, pupils should bo able to: i. describe characteristics of a debate ii. explain the registers of debate iii. demonstrate understanding of debate procedures | |
| (f )Dictation for the week | Leamers are to be guided to leam the following words: disgusting, copious, publicize, disciplined, overcome, subordination, traficking, fickle, jubilant, rhythmical | |
11 | (a) Speech work: /p/ and /b/ | By the end of the lesson, students should be able to: i. recognize and pronounce the sounds /p/ and /b/ ii. cite examples of words containing the sounds iii. contrast the pairs with ten words each |
| (b) Comprehension and Vocabulary development: Reading a non-fiction passage | By the end of the lesson, pupils should be able to: i. identify the topic sentence in each paragraph; ii. establish the relationship between the topic sentence(s) and the main idea in a given passage; iii. attach contextual rneanings to new words found in a given passage. | |
| (c) Writing: Reply to formal and informal invitations | By the end of the lesson, pupils should be able to: i. distinguish the contents or styles of an invitation letter from a response(reply) to an invitation letter; ii. differentiate between the features of a formal invitation to an informal invitation. iii. write a reply to a birthday party invitation | |
| (d )Dictations for the week | Learners are to be guided to learn the following words: vandalism, sausage, sanctuary, scapegoat, prejudice, rainforest, rebellion, spectacles, supreme, species | |
| 12 | Revision | Revise |
| 13 | EXAMINATION | |
| CLASS | Primary/Basic 5 | |
| SUBJECT | English Studies | |
| TERM | Second Term | |
| WEEK | TOPICS | Learning Objectives |
1 | (a) Structure: Abbreviations and Acronyms | By the end of the lesson, pupils should be able to: i. identify the features of abbreviated forms of words; ii. differentiate between abbreviations and acronyms; iii. apply standard English conventions in abbreviations of common words. iii) compose the different forms of short letters/texts |
| (b) Stucture: Review of reported speech (command) | By the end of the lesson, pupils should be able to: i. mention the rules guiding the reported speech; ii. form command sentence; iii. convert direct command sentence to reported command iv. demonstrate the use of direct and reported commands in class | |
| (c) Comprehension and Vocabulary Development Reading to comprehend | By the end of the lesson, pupils should be able to: i. identify the topic sentence in each paragraph; ii. establish the relationship between the topic sentence(s) and the rnain idea in a given passage: iii. attach contextual meanings to new words found in a given passage, iv. construct sentences with the new words | |
| (d). Writing: Letter Writing. Responding to a Formal Invitation e.g. weddings, chieftaincy etc. | By the end of the lesson, pupils should be able to: i. make a list of occasions for formal invitation; ii. give reasons for formal invitation iii. identify the features of formal invitations; iv. write responses to formal invitations | |
| (f) Dictations for the week | Learners are to be guided to master the spellings and meanings of the following words: Resident, electoral, emergency, experience, imprisonment, convicted, transmit, statistics, libration, diplomatic | |
2 | (a) Speech work: Oral Composition talking about myself, family and environment | By the end of the lesson, pupils should be able to: i. say out loud/pronounce relevant words on the topic. ii Compose sentences sequentially on the topic; iii develop ability to speak fluently about family |
| (b) Structure: Word Bank and Sentence Building | By the end of the lesson, students should be able to: i. make many new words from a given words define and provide examples of modal auxiliaries (must, ought to, will, have to, shall, can, must etc.) ii. complete phrases with sentences; iii summarise a long sentence; | |
| (c)Comprehension and Vocabulary: Law and Order | By the end of the lesson, students should be able to: i. identify words related to law and order in a given passage ii. write the meaning of the identified words and use them in another meaningful sentence. iii. demonstrate how each word is applicable to law and iv. derive answers from the passage to the given questions | |
| (d ) Writing: Formal Invitation as Opposed to Letter Writing | By the end of the lesson, students should be able to: i. recall and describe formal invitations and letter writing ii. contrast the features of formal invitation and letter writing; iii. write a formal invitation and a formal letter. | |
| (e) Dictation for the week | Learners are to be guided to learn the following words: Superintend, extraordinaire, entrepreneur, official, saboteur, journalism, supersede, guarantee, isolationism, evolutionary | |
3 | (a) Speech work: Dialogue on the experience of national Issues | By the end of the lesson, pupils should be able to: i. identify proper ethics of discussion; ii. demonstrate good mastery of words pronunciation, stress placement on word and intonations in sentences iii. express their thoughts on the given topic fluently; |
| (b)Structure: Making and Responding Requests (Sentence Building) | By the end of the lesson, students should be able to: i. identify differences between making requests and responding to offers ii. classify the appropriate words that are for polite and casual request making iii. form examples of request making with their responses | |
| (c)Comprehension and Vocabulary: ‘Children’s Novel’ | By the end of the lesson, pupils should be able to: i) differentiate between main ideas and supporting ideas in each paragraph; ii. recognize the unfamiliar words in a selected passage iii. Construct sentences with the words iv. Infer implied meanings of ideas in the passage | |
| (d ) Writing: Letter writing Informal Letter | By the end of the lesson, pupils should be able to: i. explain the features of an informal letter; ii. read a comprehension passage written in an informal letter form; iii. write letters to friends in another schools about their school’s activities. | |
| e.Supplementary Reading: Story Book | By the end of the lesson, pupils should be able to: i share with other pupils the story read; ii discuss lessons learnt from the book; iii relate events in the story to their personal lives. | |
| (f) Dictation for the week: | Learners are to be guided to learn the following words: Exhaust, cashmere, champagne, schedule, fascism, controversial, chassis, gestation. | |
4 | (a) Speech work: Discussion on Roles of Individual Members of the Family | By the end of the lesson, pupils should be able to: i mention words associated with family; ii use the family related words for sentence building; iii act roles of family members with adequate discussion; iv compose poems on family. |
| (b) Comprehension and Vocabulary Development: children’s poems | By the end of the lesson, students should be able to: i. read selected children’s poems rhythmically. ii. dentify key words/lines that signal main ideas; iii. construct sentences/ poems with the words in another context; iv. answer questions from the poems. | |
| (c)Writing: Acknowledging Receipt of letters of Congratulations and Sympathy | By the end of the lesson, pupils should be able to: i. explain the features of acknowledgment letters ii. describe the style of such letter iii. compose/write an acknowledgement letter with appropriate register. | |
| (d) Dictations for the week | Learners are to be guided to learn the following words: Allusion, elation, treasure, thistle, chamois, confer, mortgage, abattoir, nightingale, colonel. | |
5 | (a) Speech work Consonant Contrast /s/ and /z/ | By the end of the lesson, pupils should be able to: i. recognize and pronounce the sounds /s/ and /z/ correctly ii. generate tens words containing the sounds iii. draw the contrast beueen the sounds when used in words iv. construct sentences with the pairs of sounds. |
| (b) Structure: Types of Clause: -Independent and Dependent Clause. | By the end of the lesson, pupils should be able to: i. explain the meaning of the term “clause”; ii. differentiate between independent and dependent clauses; iii. identify independent and dependent clauses in sentences. | |
| (c) Comprehension and Vocabulary Development:Emphasis on new words, and meaning/Purpose | By the end of the lesson, pupils should be able to: i. identify new words in a selected passage and use them in another context: ii. analyze the passage to bring out the main idea and purpose; iii, answer questions from passage. | |
| (d)Writing: Letter Asking for Special Favours | By the end of the lesson, students should be able to: i. explain the features of letter; of request ii, analyze the style and tone of request letter; iii. write a letter of request | |
| (e ) Dictation for the week | Learners are to be guided to learn the following words: Confidential, conspicuous, apostrophe, courtesy, simultaneous, trivialize, busyness, terrestrial, erosion, suspicion | |
6 | (a) Speech work: A Folktale on Reward and Punishment | By the end of the lesson, pupils should be able to: i describe the features of folktales; ii explain the purpose of folktales; iii present folktales; iv deduce/infer lessons from the folktales. |
| b) Structure Comparing Objects and People Using “same as” | By the end of the lesson, pupils should be able to: i. recognize the use of comparison in any given passage ii. mention situation in which same as could be used iii. generate sentences With the use of “sarne as” | |
| (c) Comprehension and Vocabulary Development: Emphasis on New words and Meaning, simile and metaphor. | By the end of the lesson, pupils should be able to: i. read to draw out simile and metaphor from the selected passage; ii. differentiate between main ideas and supporting ideas in a given passage; iii. recognize the key words and the easily confused words in the given passage, and use them in different contexts correctly iv. infer implied meanings of ideas in the passage | |
| (d) Writing- Letter of Absence from School | By the end of the lesson, pupils should be able to: i. explain the features of letter of permission ii. describe the style of such letter iii. compose/write a letter of absence from school with appropriate register. | |
| e) Supplementary Reading: Play | By the end of the lesson, pupils should be able to: i. share with other pupils the drama text read; ii discuss lessons learnt from the book; iii relate events in the story to their personal lives. | |
| f) Dictation for the week | Learners are to be guided to learn the following words: Devastate, surcharge, indictment, confiscate, demonstrate, revenue, jersey, promulgate, demonstrator , collaboration | |
| 7 | A. Mid-term tests B. Open day C. Mid-term break D. Homework | Learners are to be guided to learn the following words: Refinery, defensible, interference, disputation, presidency, defensible, politician, impossible, meditative, valedictory. |
8 | (a) Speech work: Expressing Function of Object | By the end of the lesson, pupils should be able to: i. describe functions of ‘object’ and mention its types ii. distinguish objects from other items in sentences iii. complete sentences with objects. iv. generate five sentences and mention objects there |
| (b) Structure: Expressing Consequences or Cause and Effect with Use of “So…that” | By the end of the lesson, pupils should be able to: i. identify the use of “so…that” in given sentences; ii. discuss ways of joining simple sentences to form longer ones iii. construct sentences by using ‘so that’ to express cause and effect, result, purpose, consequence | |
| (c ) Cornprehension and Vocabulary Development: Deriving New Words and Meaning | By the end of the lesson, pupils should be able to: i. draw inferences from after reading, ii. differentiate between ideas and supporting ideas a given passage, iii. construct sentences the Key and unfamiliar words derived from the passage, iv. provide ansßers to the questions that follow the passage. | |
| (d) Writing: Writing formal and informal invitation letter | By the end of the lesson, •pupils should be able to: i. distinguish the contents or styles of a formal and informal invitation letters: ii. differentiate between the features of a formal invitation to an informal invitation. iii. write a formal and an informal invitation on any occasion | |
| e) Supplementary Reading: Poems | By the end of the lesson, pupils should be able to: i share with other pupils the poems read; ii discuss lessons learnt from the poems; iii relate events in the story to their personal lives. | |
| (f) Dictation for the week | Learners are to be guided to learn the following words: gubematorial, controversial, contemporaneous, editorial, herbaceous, negotiation, experimental, electrician humanitarian, electrician | |
9 | (a) Speech work: -Intonation Practice passage | By the end of the lesson, pupils should be able to: i. read aloud, as a drill, to master the intonation patterns in a given script; ii. draw out the intonation patterns in a given recorded dialogues; iii. create dialogue to generate intonation in commands. |
| (b)Structure: Articles | By the end of the lesson, pupils should be able to: i. give examples of definite and indefinite articles; ii. distinguish between definite and indefinite articles; iii. use definite and indefinite articles in sentences | |
| C) Comprehension and Vocabulary Development: Teaching New Words and Meaning | By the end of the lesson, pupils should be able to: i. recognize simile and metaphor used in the passage; ii. identify key information from the passage iii. differentiate between main ideas and supporting ideas in a given passage; iv. construct sentences with the key words and unfamiliar words derived from the passage, | |
| (d)Writing- Letter of Congratulation | By the end of the lesson, pupils should be able to: i. explain the features of letter of congratulation ii. describe the style of such letter iii. compose/write a letter of congratulation with appropriate register. | |
| (e ) Dictation for the week | Learners are to be guided to learn the following words: mosquitoes, aggravate, yoghurt, constructive,assuage, deluge, ingredientj vanguard, retreated convocation, | |
10 | (a) Speech work: Children’s Novel | By the end of the lesson, pupils should be able to: i. read the text audibly and pronounce the new words correctly, ii. construct sentences with the identified new words orally; iii discuss orally the meanings and lesson they can derive from the text iv answer questions follow the passage orally. |
| (b ) Structure: Construction with the Past Tense, then Past Perfect Tense | By the end of the lesson, pupils should be able to: i. explain the past perfect tense ii. give examples of past perfect tense iii. covert past tense to past perfect tense with examples | |
| (c)Comprehension and Vocabulary Development Health: Sickness and Cure for Human Ailments | By the end of the lesson, pupils should be able to: i. identify and explain the key word in the passage: ii. use the key words and unfamiliar words in sentences iii. deduce the main ideas and supporting ideas from the given passage iv. infer the appropriate answers from the given passage to questions; | |
| (d ) Writing: Writing Indicating Direction | By the end of the lesson, pupils should be able to: i. identify the features of giving directions ii. draw out a layout of directions iii. write direction to a specific place. | |
| (e)Dictation for the week | Learners are to be guided to learn the following words: Phoenix, bouquet, | |
11 | (a) Speech work Diphthongs Contrast /ie/ and /ei/ | By the end of the lesson, pupils should be able to: i. recognize and pronounce the sounds /ie/ and /ei/ correctly ii. generate tens words containing the sounds iii. draw the contrast between the sounds when used in words iv. construct sentences with the pairs of sounds. |
| (b) Structure: Verb Phrase as Verb Phrase Compliment | By the end of the lesson, pupils should be able to: i. explain verb phrase compliment in English grammer ii. describe two grammatical function that can function as verb phrase compliment | |
| (c) Comprehension and Vocabulary development: Reading for further understanding of relationship between ideas | By the end of the lesson, pupils should be able to: i. identify the topic sentence in each paragraph; ii. establish the relationship between the topic sentence(s) and the main idea in a given passage; iii. attach contextual meanings to new words found in a given passage. | |
| (d)Writing- Letter of Appreciation | By the end of the lesson, pupils should be able to: i. explain the features of letter of appreciation ii. describe the style of such letter iii. compose/write a letter of appreciation with appropriate register. | |
| (e )Dictations for the week | Learners are to be guided to learn the following words: stationary, stationery, monosyllabic, confusions, interdenominational, matriculation, typographical. inarticulate , distinctive, deception. | |
| 12 | Revision | Revise |
| 13 | EXAMINATION | |
| CLASS | Primary/Basic 5 | |
| SUBJECT | English Studies | |
| TERM | Third Term | |
| WEEK | TOPICS | Learning Objectives |
1 | (a) Speech work: Intonation Practice passage (Request) | By the end of the lesson, pupils should be able to: i. read dialogues aloud repeatedly to master the intonation patterns in a given script; ii. draw out the intonation patterns in a given recorded dialogues; iii.create dialogue to generate intonation in request form. |
| (b) Structure: Linking Words: such as although, because, but, so-..that etc, | By the end of the lesson, pupils should be able to: i. identify linking words; ii. classify linking words according to their functions; iii. form sentences and paragraphs with linking words. | |
| c) Comprehension and Vocabulary Developrnent Reading to comprehend main ideas and acquire new words main ideas and acquire new words | By the end of the lesson, pupils should be able to: i. identify the topic sentence in each paragraph, ii. establish the relationship between the topic and the main idea in a given passage; iii. attach contextual meanings to new words found in a given passage. iv) construct sentences with the new words | |
| (d)Writing: Composition involving expression of personal opinion. | By the end of the lesson, pupils should be able to: i. state qualities of expressing opinions: e.g. ii identify common phrases for opinions iii describe how people express their opinions e.g. They can agree or disagree with one another. iv. discus the procedures for expressing personal or general opinions; e.g. formal or informal procedures v. compose/write an essay on a given topic to express ones opinion . | |
| (e) Dictations for the Week | Learners are to be guided to learn the following words: merchandise, bribery, torture, corporal, immediately, opportunity, recognizes, vacuum, accidentally, ubiquitous. | |
2 | (a) Speech work: Expressing Congratulations | By the end of the lesson, pupils should be able to: i. identify congratulatory speech presentation ii. use appreciation words (like: Excellent! Well done! keep it up) to acknowledge the effort, dedication, or skill of someone; iii. discuss the qualities of a good congratulatory speech; iv. express good wishes for future success to improve English speaking skill |
| (b) Structure: Passage based on illustrating ‘When’ adverbial structure | By the end of the lesson, students should be able to: i. identify adverbials in sentencesj; ii. examine the use and function of ‘when’ in sentences; iii construct long sentences with ‘when; | |
| (c) Comprehension and Vocabulary Development Emphasis on new Words and Meaning/Purpose | By the end of thc lesson, pupils should be able to: i. identify new words in a selected passage and use them in another context; ii. analyze the passage to bring out the main idea and purpose; iii. answer questions from the selected passage. | |
| (d)Writing: Expository Essay: Basic Concept of Drug Abuse | By the end of the lesson, pupils should be able to: i. identify and describe the features of an expository essay; ii discuss the topic orally; iii compose and write an essay on a drug abuse. | |
| (e) Dictation for the week | Learners are to be guided to learn the following words: Camouflage, demitasse, glucose, inexorable, occasionally prescience, superintendent, department, embrace, eliminate | |
3 | (a) Speech work: Observing and reporting things, complete action | By the end of the lesson, pupils should be able to: (i) identity the features of report presentation; (ii) explain the style of report; (iii) present a report on an incident orally. |
| (b ) Structure: Passage Based on Conversation with ‘that / which’ Adjectival Clause | By the end of the lesson, pupils should be able to: I. identify the use of that/which adjectival clause in a given passage; ii. insert ‘that/which ‘appropriately in a fill in the gap passage; iii. match make/ connect noun phrases and clauses together with ‘that/which’ to form sentences (iv) form sentences and paragraphs with the use that/which; | |
| (c)Comprehension and Vocabulary: Road Safety | By the end of the lesson, pupils should be able to: i. differentiate between main ideas and supporting ideas in each paragraph; ii. recognize the unfamiliar words in a selected passage iii. construct sentences with the words iv. answer questions on the passage | |
| (d ) Writing: Descriptive (Elements of Soil) | By the end of the lesson, pupils should be able to: i. classify the soil according to types (suitability different types of soil for plant growth; ii. state major characteristics of soil and its properties; iii. write simple descriptive composition about soil. | |
| e) Supplementary Reading: Story Book | By the end of the lesson, pupils should be able to: i share with other pupils the story read; ii discuss lessons learnt frorn the book; iii. relate events in the story to their personal lives. | |
| (f) Dictation for the week: | Leamers are to be guided to learn the following words: ambulance, tornado, thoughtful, mammal, enjoyment, consequently, phantom, souvenir, questionnaire, fantastic. | |
4 | (a) Speech work: Contrasting Diphthongs in Pairs /au/ and /uI/ and /Iu/ | By the end of the lesson, pupils should be able to: i recognize and pronounce the sounds /au/uI/ correctly ii generate tens words containing the sounds iii draw the contrast behveen the sounds when used in words iv Construct sentences with the pairs of sounds. |
| (b) Stucture: Construction v,äth the Past Tense, Past Perfect Tense | By the end of the lesson, pupils should be able to: (i) explain the past tense with examples; (ii) classify past tense and past perfect tense in a passage (iii) covent past tense to past perfect tense with examples | |
| (c) Comprehension and Vocabulary Development Emphasis on new Words. Tone, mood and, Meaning/Purpose | By the end of the lesson, pupils should be able to: i. identify a speakeds&/flteds tone in a text: ii. analyze a text to bring out its mood and purpose; iii. relate the issue raised in the text to their real life experiences | |
| (d) Writing: Debate: “A Farmer is more Important than a teacher’ Or any other topical topic. | By the end of the lesson, students should be able to: i. describe characteristics of a debate; ii. explain elements of debate; iii. demonstrate understanding of debate presentation. | |
| (e) Dictation for the week | Learners are to be guided to learn the following words: significance, commentary, maximum. Participation, congregation, wheelchair, excitement, cowardice, Pentecostal, broadcasting | |
5 | (a) Speech work: Contrasting Diphthongs in Pairs /ai/ and /au/, Contrasting monopthongs and diphthongs /Ie/ and lei/ Ia:/ and /ai/ | By the end of the lesson, pupils should be able to: i. recognize and pronounce the sounds /au/, /ou/ correctly ii. generate tens words containing the sounds iii. draw the contrast between the sounds when used in words iv. Construct sentences with the pairs of sounds. |
| (b)Structure: Construction with Prepositional Verbs vs. Phrasal Verbs: Position of the object | By the end of the lesson, to: i. describe the prepositional verbs and phrasal verbs ii. differentiate between prepositional verbs and phrasal verbs; iii. construct sentences showing position of the object of a phrasal verb and position of the of a prepositional verb. | |
| (c) Comprehension and Vocabulary Development Emphasis on new Words and Meaning/Purpose | By the end of the lesson, pupils should be able to: i. identify new words in a selected passage and use them in another context; ii. analyze the passage to bring out the main idea and purpose; iii. answer questions from the selected passage. | |
| (d)Writing: Descriptive Essay. Write composition on ‘My School” | By the end of the lesson, pupils should be able to: (l) highlight the features of a descriptive essay; (ii) familiarise more with their irnrnediate environment: school to form outlines on the topic; (iii) complete a guided essay on ‘My School’; (iv) write a descriptive essay on v’ My Student” | |
| (e ) Dictation for the week | Learners are to be guided to learn the following words: harmony, helicopter, gymnastics, haphazard, hurricane, imitate, immigrant, hijack, gnashi gravity. | |
6 | (a) Speech work: Passages on National Values using correct Stress and Intonatiom | By the end of the lesson, pupils should be able to: i. read, and pronounce stress and intonation patterns of, a given passage (discipline, commitment etc). correctly; ii. Use intonation in connected speech while discussing the main and supporting ideas of the passage iii. express their opinions on the topic through the use different pitch heights, range, intonation patterns, pause, and tempo. |
| (b) Structure: Use of “That, Who, Which, and When’ to produce -Defining Relative Clauses | By the end of the lesson, pupils should be able to: i recall the relative pronouns ii. identify the use of relative pronouns in sentences, iii. explain defining clause with its features iv. construct defining relative clause with and without relative pronouns. | |
| (c ) Comprehension and Vocabulary Development: Family Needs and Resources. Emphasis on New words and Meaning, simile and metaphor. | By the end of the lesson, pupils should be able to: i. read to draw out simile and metaphor from the selected passage; ii. differentiate between main ideas and supporting ideas in a given passage; iii. recognize the key words and the easily confused words in the given passage, and use them in different contexts correctly. iv answer questions from the selected text. | |
| (d ) Writing: Composition on ‘Girls are Iliore useful in the family’. | By the end of the lesson, pupils should be able to: i. desclibe characteristics and elennents of a debate; ii. draw out points to suppofl or oppose the motion; iii. argue for or against the topic. | |
| e) Supplementary Reading: Play | By the end of the lesson, pupils should be able to: share with other pupils the drama text read; ii discuss lessons learnt from the book; iii relate events in the text to their personal lives. | |
| f) Dictation for the week | Learners are to be guided to learn the following words: Burglar, compassion, decadent, destiny, energetic, famously, fragrant, generative, dessert, desert | |
| 7 | A. Mid-term tests B. Open day C. Mid-term break D. Homework | Learners are to be guided to learn the following words: opaque, phenomenal, spontaneous, arbitrary, entrepreneur, deficit, heroism, aesthetics, jewelry, monumental. |
8 | (a) Speech work: Oral Composition ( Talking about self and family) | By the end of the lesson, pupils should be able to: i. introduce themselves; ii. speak about the family; giving appropriate information; iii. speak in correct intonation, stress and rhythm. |
| (b) Structure: Phrasal Verbs | By the end of the lesson, pupils should be able to: (i) describe phrasal verbs; (ii) learn the meaning of ten phrasa verbs; (iii) provide written and then speaking practice of the ten phrasal verbs; (iv)acquire more vocabularies. | |
| (c ) Comprehension and Vocabulary Development: Deriving New Words and Meaning | By the end of the lesson, pupils should be able to: i. draw inferences from passages after reading; (ii) differentiate between main ideas and supporting ideas in a given passage; (iii) construct sentences with the key words and unfamiliar words derived from the passage; (iv) provide answers to the questions that follow the passage. | |
| (d)Writing: Descriptive Essay. Write composition on “My Environment’ | By the end of the lesson, pupils should be able to: (i) complete a guided essay on ‘My Environment’; (ii) highlight the outlines steps/procedures of writing this essay; (iii) write a descriptive essay on ” My Environment”. | |
| e) Supplementary Reading: Poems | By the end of the lesson, pupils should be able to: i share with other pupils the poems read; ii discuss lessons learnt from the book; iii relate events in the story to their personal lives. | |
| (f) Dictation for the week | Learners are to be guided to learn the following words: feudal, depiction, withdrawal, honorary, wrestling, toxicant, xylophone, vulture, vampire, shrewd. | |
9 | Speech work: Exposition Basic Concept of Drug Abuse | By the end of the lesson, pupils should be able to: i. master the correct pronunciation of words and sentence forms in a given dialogue; ii. identify the appropriate words (register) for the topic; iii. speak in correct intonation, stress and rhythm, about Drug Abuse; iv. discuss the appropriate information on drug abuse such as . causes, effects and solution |
| (b)Structure: Adjective and Adverb Puzzles | By the end of the lesson, pupils should be able to: (i) identify adjectives and adverbs in puzzle games; (ii) recognise the adjective and adverb in every sentence and match the puzzle pieces to check the answer. iii) consider comparative and superlative adjectives and adverbs game puzzles activity (iv) analyse the use of adjectives and adverbs in sentences | |
| (c) Comprehension and Vocabulary Development: Teaching New Words and Meaning (Inter-house Sport Day) | By the end of the lesson, pupils should be able to: i) recognize simile and rnetaphor used in the passage; (ii) differentiate between rnain ideas and supporting ideas in a given passage; (iii) construct sentences with the key words and unfamiliar words derived from the passage, (iv) provide answers to the questions that follow the passage. | |
| (d ) Writing: Composition on ‘Town life is better than village life’. | By the end of the lesson, pupils should be able to: (l) describe characteristics and elements of a debate; ii.) draw out points to support or oppose the motion; iii.) argue for or against the topic. | |
| (e ) Dictation for the week Abbreviate, | Learners are to be guided to learn the following words: acrobatic, arrogance, bureaucracy, calibrate, impassive, impromptu, marathon, metamorphosis, miscellaneous | |
10 | (a) Speech work: Managing Agriculture | By the end of the lesson, pupils should be able to: (i) read the selected passage audibly and pronounce the new words correctly, ii construct sentences with the identified new words orally; iii discuss orally the meanings and lesson they can derive from the passage; iv answer questions follow the passage orally. |
| (b) Structure: Descriptive Adjective | By the end of the lesson, pupils should be able to: (i) identify basic adjectives (ii) use adjectives to describe themselves or objects; iii) differentiate between the use of opposing pairs of adjectives e.g. “tall and short”, “hot and cold”, expensive and cheap”. iv) Construct sentences with descriptive adjectives. | |
| (c)Comprehension and Vocabulary Development:”Health-sickness, cures for human ailment” | By the end of the lesson, pupils should be ablo to: (i)identify and explain the key word in the passage: (ii) Use the key words and unfamiliar words in sentences iii. deduce the main ideas and supporting ideas from the given passage (iv) infer the appropriate answers from the given passage to questions; | |
| (b) Writing: Composition on “My Grandma” | By the end of the lesson, pupils should be able to: i identify the appropriate adjectives for descriptions of grandma; ii use the descriptive adjectives in simple sentences; iii write a descriptive essay on “My grandma”. | |
| (e)Dictation for the week | Leamers are to be guided to learn the following words: Authoritatively, categorically, organisational, malady, outrageous, deficiency, ubiquitous, million, mammal, pioneer. | |
11 | (a) Speech work: Using the Telephone | By the end of the lesson, students should be able to: i.) identify accepted structure employed in telephone conversations; ii) apply correct intonation and stress pattern in questions and statements; iii demonstrate clarity in speech and use very pleasing tones in class |
| (b)Structure: ‘Must ‘ ‘have to’ | By the end of the lesson, students should be able to: i. explain use of ‘Must and Have to’ ii. differentiate between the uses of ‘Must and Have to’ iii. construct sentences on different ways of using ‘Must and Have to’. | |
| (C) Comprehension and Vocabulary development: Reading for further understanding of relationship between ideas | By the end of the lesson, pupils should be able to: (i) identify the topic sentence in each paragraph; (ii) establish the relationship between the topic sentence(s) and the main idea in a given passage; (iii) attach contextual meanings to new words found in a given passage. | |
| (d)Writing: Descriptive Essay. Write composition on “A Goat” | By the end of the lesson, pupils should be able to: i. highlight the outlines steps/procedures of writing descriptive essay; ii. complete a guided descriptive essay iii. write a descriptive essay on ‘A Goat’. | |
| (e )Dictations for the week | Learners are to be guided to learn the following words: Zealot. vandahsm. vocation. therapeutic, negligence, jealousy, impedinentt alliance. absorption, alkaline | |
| 12 | Revision | Revise |
| 13 | EXAMINATION | |
