Osun State Unified English Scheme of Work Primary 5 for first term, second term and third term. Universal Basic Education. Schemeofwork.com
PRIMARY 5 ENGLISH SCHEME OF WORK FIRST TERM OSUN STATE
STATE OF OSUN UNIFIED SCHEME OF WORKS ENGLISH STUDIES GRADE FIVE FIRST TERM
| WEEK | TOPIC | CONTENT | BEHAVOIURAL OBJECTIVE | INSTRUCTIONAL MATERIAL | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 2 3 4 4 5 6 7 8 9 10 11 | Clearing & Revision Reading Phonic Vocabulary Building Oral & Writing comprehension Grammar ;using simple adjectives Writing Listening and speaking Reading phonic vocabulary oral and written comprehension Grammar Writing Listening and Speaking Reading Phonics Vocabulary Oral and Written Comprehension ‘ Grammar Adjectives Writing-Guided Narrative Composition Reading 1,Phonic 2. Vocabulary Oral and written comprehension Grammar using simple adverbs in Speaking and writing Writing Descriptive Composition Literature; Acting play Reading Phonics Vocabularies Oral and Written Comprehension Grammar; Alphabetical Order Writing; Descriptive composition(Elements of Soil) Poem Reading Vocabulary Oral and Written Comprehension Grammar Alphabetical Order Writing A Composition Dictation Reading Vocabulary Oral And written Comprehension Grammar Use of Dictionary Writing Composition Poem Reading Vocabulary Oral and Written Comprehension Grammar More exercise on adverb Listening and Speaking Dictation Reading vocabulary Oral and Written Comprehension Grammar Writing Listening and speaking Reading Vocabulary Oral and Written Comprehension Grammar Writing Listening and speaking Oral Debate | 1.Intonation patterns in statement questions commands and statement e.g. is he coming? (Falling Rising intonation) 2.Selection of new descriptive words 3.Read passage 4 .Answering factual and other questions based on the passage. 1.Definition of adjectives. 2.Identify of adjective in sentences. 3.List the types of adjectives Guided formal letter writing 2.Letter to the village head/school head teachers Structured dialogues on issues related to personal; hygiene. Use of stress e.g book very fas ? (falling ,rising, rising ,rising) Forms of adjectives using adjectives in sentences Guided formal letter writing to a school teacher Structured dialogues on food hygiene More on Aural Discrimination ; 1 Vowel and Consonant sounds 2 Selection and teaching of new words 3 Passage reading 4Answering of questions 1 Comparative adjectives 2 Positive comparative and superlative adjectives The Day I Met the Federal Road Safety Corp Official on the Road More Aural Discrimination Diphthongs ,digraphs and trigraphs selection of new words Read passages Answer questions Adverbs ; 1 Meaning 2 Functions of adverbs 3 Use in sentences e.g The girls sing sorrowfully ,I am terribly tried Elements if soil characteristics of soil ,clay, loamy ,and sandy Acting play-doing things at the right time Speech sounds /a;/,/b/,ts/,/s/and /z/ Select new words Teaching of selected words Read passage Answer questions on the passage Arranging lists of words in alphabetical order; 1 Letters of the alphabetical(A-Z) 2 Given lists of words 3Arrangment of words in alphabet. 1 Properties of soil and its characteristics in relation to land use potentials Selected poem Selection of descriptive words 2 Passage readings 3 Answering questions Arranging list of words in alphabetical order A memorable day in my life. Select words of the week Selection of descriptive words 2Passage reading 3 Answering of questions Using the dictionary to find the meanings of words ‘My favourite food ‘ Selected poem 1 Selection of new descriptive words. 2Passage reading 3 Answering of questions Adverbial clause of conditions ‘if’ and ‘when’ Telephone/conversation/dialogue Selected descriptive words for the week Selection of descriptive word 2 Passage reading 3 Answering of questions Articles ‘a’ and ‘an’ Re-arrange sentences e.g it was dark 2 The car tumbles 3 The trailer hit the car Intonation and stress pattern in questions and statements Selection of vocals Passage reading Answering questions Definite and indefinite articles cont A birthday party /attended Public schools are better than private schools | Learners should base able to: Use the intonation required in statements, questions, command and request correctly. 2.Prononuce, Spell, identify and say the meanings of selected words. 3 .Read the questions. 4 answers the questions Learners should be to : 1.define adjectives 2.Identify adjectives in sentences 3. say the types. Learners should be able to: Write official letters using the correct format Learners should be able to: Express themselves clearly in structured dialogues 2 .Listen to questions on given topics and answer promptly. Learners should be able to use stress correctly to convey meaning Learners should be able to ; 1.Complete the table on forms of adjectives 2 Use adjectives in sentences Learners should be able to write formal letters using the correct format Learners should be able to ; 1.Use the correct rhythm in their answers 2 Use structured items that occurs in both the questions and response appropriately. Learners should be able to; 1 Produce the sounds of each words correctly 2 Recognise the sounds 3 Draw the contrast between sounds when used in sentences 4Use each word in correct sentences Learners should be able to compare adjectives in sentences 2 Fill in the table on positive comparative ,superlative adjectives Learners should be able to; 1 Report incidents accumulately 2 Describe thefunction of the Road Safety Corps official on the road in the essay Learners should be able to 1 Produce the sounds of each word 2 Recognised the sounds 3 Draw the contrast between sounds when used in sentences Learners should be able to; 1 Describe adverbs 2 Identify their functions in sentences 3Use adverbs in sentences Learners should be able to; 1 Define soil 2 Lists its types 3 Mention the characteristic of clay loamy and sandy soil Learners should be able to ; Act play on doing things at the right time 2 Say the lessons learnt from the play Learners should be able to ; 1 Write down words that contain the speech sounds 2 Circle words that contains the sounds 3Select new words 4 Read the passage 5Answer questions Learmers should be able to arrange lists of words in alphabetical order Learners should be able to ; 1 State major characteristics of soil 2Its properties 3 Write simple descriptive composition about soil Learners should be able to ; 1 Pronounce and say the meaning of the selected words in the poem 2 Pick out rhyme 3 Identify the subject matters Learners should be able to ; 1 Select new descriptive words 2 Say the meaning of pronounced and spell 4 Answer the questions to the passage Learners should be able to arrange words in alphabetical order Learners should be able to be ; 1 Say their memorable day 2Reasons why it was memorable 3 Write Composition on it Learners should be able to write the correct spellings of the dictated words Learners should be able to; 1 Select new descriptive words 2 Say the meaning of ,pronounce and spell the words 3 Read the passage 4 Answer the questions Learners should be able to use the dictionary to ; 1 Find the meaning of words 2 Learn how to search for words Learners should be able to write on their best food Learners should be able to ; 1 Pronounce ,spell, Identify and say the meanings of the poem 2 Pick out the rhyme 3 Say the moral lessons Learners should be able to; 1 Select new words 2 Say the meaning pronounce and spell 3 Read the passage 4 Answer the questions 1 Learners should be able to use ‘if’ correctly in sentences 2Use ‘when’ correctly in sentences Learners should be able to ; 1 Use accepted structure employed In telephone conversation Learner should be able to write the correct spellings of the dictates words Learners should be able to 1Select new descriptive word s 2 Pronounce ,spell, identify and say their meaning s 3 Read the passage 4 Answer the questions Learners should be able to 1 Explain the use of the articles 2 Use them in sentences 3 Answer question on the articles Learners should be able to re-arrange the sentences given to them Learners should be able to use correct intonation stress pattern in questions and statement Learners should be able to 1 Select new descriptive words 2 Pronounce ,spell ,identify and say the meanings 3 Read the passage Learners should be able to 1 Place the definite and the indefinite articles correctly 2 Fill in the gaps with the correct articles Learners should be able to say and write on the birthday party they attended Learners should be able to speak for and against the topic | Flash cards charts Dictionaries Picture charts . Couse book chart with models format letter Appropriate sources Newspaper cuttings Charts of some sentence with different stress . 2 Audio player 3 Flash cards 4Dictiooaries 1Pictures 2Charts 1 Course book 2 Chart with model format letter Teacher’s guide 2 Chart 3.Appropriate sources Course book Chart-counting the minimal pair Speech cassettes Other relevants materials on phonetics Pictures ,charts 1 Samples of narrative incidence written by the teacher 2 Samplesin newspapers 3 Extracts from an eye witness Courses-book and charts Flash cards Course book Real objects Charts on Adverbs Soil sample Seedlings Water Guided composition Relevant cut out pictures on the play Chart on the speech work Flash cards Dictionaries Lists of words flash cards real object 1 Soil sample 2 Guided Composition Model Flash cards Relevant pictures Flash cards Dictionaries Lists of words Flash cards Real objects Charts on event days Flash cards Flash cards Dictionaries And other relevant materials Dictionary Flash cards Relevant pictures Relevant pictures Flash cards Dictionaries Charts Relevant material suitable for classroom drama Flash cards Flash cards Dictionaries Other relevant material Real objects Relevant pictures Relevant charts A dialogue on a stress pattern in questions and statements Flash cards Dictionaries Other relevant materials Relevant charts Real objects Guides learners by telling them the birthday party she attended 2 Gives guidelines on how learners can talk and writ on the topic Relevant Charts | 1 .supervised learners practice and use of the appropriate intonation. 2.Guides learners to select words pronounce, spell, identify and say the meanings 3. Guides learners to read and answer the questions in the passage. Guides learners to: 1.define adjectives 2.Identify adjectives in sentences 3.list the types Writes a sample of formal letter on the board. 2.Discusses and guides them to note the formal features i.e Address, name (Addresses/rece Greetings, subject matter, body of the letter, Ending. 1.Presentss to pies for discussion 2.Prepares questions before hand on the topic. 3. Guides learners in their discussion 4.Summarises what has been leant Guides learners to ;1 Practice and use of appropriate intonation 2 Guides learners to selects words ,spell, pronounce ,identify and say the meanings 3 Guides learners to read the passage and answers the questions Guides learners to; 1 Filling tables on a forms of adjectives 2 Use adjectives in sentences Writes a sample of formal letter on the board 2 Discuss the features of a formal letter with the learners I,e the address and the date 2 Salutation 3 Subjects of the letter body and ending Presents topics for discussion 2 Prepares questions on the topic 3 Guides learners in their discussions 4 Ensures appropriate use of stress sand intonation pattern 1 Produces the pairs of sounds which contrast and lets leaves repeat after him /ae/ and /a:/ as in ‘cat’ and ‘cart’ 2 Writes the word containing the sounds n minimal pairs on the c/b 3 Guides learners to produce the sounds in isolation and in words Guides learners to compare adjectives through sentence contructions Discuss the positive, comparative and superlative adjectives with the learners 1 Discusses with learners an accident scene witness 2 Explains the impotantpoints consider when presenting a report on road accident 3 Leads learners to make their own report. 4Guides them in writing their report. 5 Leads themto discudd the roles playes by the Road Safety Officials Writes the words containing the sounds in mini pairs on the chalk board Guides learners to construct sentences with each pairs and boring out the contrast Explains the meaning of adverbs 2 Discussion its functions in sentences with learners 3 Guides learners to use adverbs in sentences Defines soil ,collects samples of soil for learners to see Classifies soil according to types Name the types of soil Tell story on doing things at the right time 2Arrange the stage and learners to act the play 3Guides learners to say the lessons learnt from the play Guides learners to write words containing speech sounds 2 Select new descriptive words 3 Read the passage 4 Answer the questions Explains to learner show to arrange words in alphabetical order Guides learners to arrange a given list of words alphabetically. 1 Collects soil samples for the learners to see 2 Name the properties of soil 3Explain the characteristics 4 Gives a controlled composition for learners to write on the soil Guides learners to ; 1 Select difficult words in the poem 2 To pronounce ,spell and say the meanings of selected words 3Read the poem to them 4 Explain its contents 5 Let learners recite and memorize Guides learners to ; 1 select new words 2 Teaches the pronounciation ,spellings and meanings of the words 3 read he passage 4 answer the questions Revises arranging in alphabetical order with the learners Guides learners to arrange lists of words alphabetically Guides the learners by telling story of her memorable day ‘ 2 Guides learners to say the relevances of the story, 3 Guides them to say their memorable day and write on it 1 Revise the selected new words for the week with the learners 2 Pronuciation ,spellings, and meanings with them . 3 Dictate the words Guides learners to; 1 Select new words 2pronuce and say meanings of the words 3 Read the passage 4 Answer the passage questions Guide learners to 1 Use the dictionary to find meaning of words 2 Be able to search for words 3 To pronounce words 1 Discusses her best food as sample with the learners 2 Guides learners to talk on their favourite food 3 Gives guidelines on how to write the composition Guides learners to ; 1 Select new words in the poem 2 Pronounce ,spell, and say the meaning of the words 3 Pick out the rhyme 4Say the moral lessons Guide learners to select new words 2 Pronounce spell and say the meaning of the selected words 3 Read the passage 4 Answer the questions Explains the adverbial clause of condition to the learners . Give exercise to them Guide learners to GSM phone to exchange calls with the class monitor Revises the new descriptive words with the learners Dictate the words to the listeners Guides learners to 1 Select new words 2 Pronounce and say the meaning of the words3 Read the passage 4 Answer the questions Explain the uses on definite and indefinite articles 2Guides learners to use ‘a’ and’an’ in sentences 3 Gives class written exercise Writes sentences on the board 2 Explains how to re-arrange to learners 3 Allow learners to re-arrange orally 4 Gives written exercises Guides the caller to get the receiver and they convert Guides learners 1 Select new words 2 Pronounce and say meaning of the words 3 Read the passage 4 Answer the questions Gives explanations on placing the definite and indefinite articles correctly Listen to teacher oral composition on the topic 2 They speak on the topic following the guide lines of the teacher 3 They write on the topic Groups the learners into two Select group representatives 3 Gives guidelines on how to speak for and against the topic Time them ,assign others to appreciate the speakers |
Osun State Unified English Scheme of Work Primary 5 for first term, second term and third term. Universal Basic Education. Schemeofwork.com
PRIMARY 5 ENGLISH SCHEME OF WORK SECOND TERM OSUN STATE
ENGLISH LAUGUAGE SECOND TERM SCHEME OF WORK FOR GRADE 5
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | |
| TEACHERS | LEARNERS | |||||
| 1 | Reading vocabulary building oral and written comprehension | Selected words Answer factual and other questions based on the passage | Learner should be able to spell, i) spell the words ii) pronounce the words iii) say the meaning of the words | Flash cards Dictionaries charts | Gide learners to select words 2) Identify and use the words in sentences 3) read the passage asks questions | I) Read the passage answer questions ii) select and identify word |
| Grammar Direct and indirect speech | Direct and indirect speech | Learner should be able to: 1) Identify sentences in direct speech and indirect speech correctly | Course book Parents/Teachers demonstration | Lead the learners to explain the meaning of direct speech 2) State the examples of direct speech | Listen to the teacher Identify the direct speeches | |
| Writing Composition | The Bank | At the end of the lesson, pupils should be able to: 1) write simple and correct sentences on ‘The Bank’ | A Chart pictures | Guide the learners to explain the meaning of the Bank ii) Importance of the Bank | Listen to the teacher Write the composition of ‘The Bank’ though the teacher’s guidelines | |
| Dictation | Dictation of selected words | Learners should be able to write the words dictated correctly | Flash cards course book | i) Teacher dictates the words to the learners ii) Mark the learners book iii) Do the correction | Read the selected words 2) Listen to the teacher when dictating the words 2) Write the dictated words | |
| 2. | Reading | i) Difficult/selected words ii) Answer factual question and other questions based on the passage | At the end of the lesson, pupils should be able to pronounce spell, and say the meaning of the words 2) read the passage and answer the question | Flash cards Dictionaries chart | Guide the learners to select the words 2) Identify and use the descriptive words 3) read the passage ask the questions along with reading | Select and identify the selected words ii) read the passage iii) answer the question |
| Grammar Indirect Speech | Course book cardboard | Learners should be able to: i) recognise indirect speech correctly ii) Identify indirect speech in the sentences iii) say the meaning of indirect speech | Guide learners to define indirect speech. State the examples of indirect speech | Lead the learners to construct the speech 2) Explain the concept 3) Ask and answer learners questions | Learner follow the teacher when reading 2} identify the meaning of indirect speech construct the speech | |
| Writing: Informal Letters | Meaning of informal letters 2) Examples of informal letters | Learners should be able to; 1) Identify the informal letters 2) Identify the examples 3) Write the | Course book chart | Define informal letters Give examples of informal letters Ask and answer questions from the learners | Define informal letters Identify the informal letters 2) Give examples of informal letters 3) Ask and answer questions from teachers | |
| Composition Market | A market | 1) Define market 2) Describe the location of the market 3) Explain the items sold in the market | Chart pictures of a market Item sold in the market e.g Food, cloth | Discuss the meaning the location and the item sold in the market with the learners | i) Define market ii) Describe a market iii) mention items sold in the market Do assignment | |
| 3 | Reading Vocabulary building oral and written comprehension | Selected words Answer factual and other questions based on the passage read | Learners should be able to: i) Spell the words ii) Pronounce the words iii) Say the meaning of the words | Flash cards Dictionaries charts | Guides learners to select words 2) Identify and use the words in sentences 3) read the passage 4) Ask and answer questions from the learners | 1) Read the passage answer question 2) Select and identify words |
| Grammar Rules for changing direct speech to indirect speech | Rules for changing direct speech to indirect speech e.g Change in pronoun Change in tense etc | Learners should be able to: 1) explain the rules for changing direct speech to indirect speech | Chart cardboard | 1) Discuss the rules 2) Give examples of the rules 3) Write the rules | Identify the rules 2) Explain the rules 3) Write the rules 4) do assignment | |
| Writing Features of informal letters | Features of Informal letters | Learners should be able to 1) Identify features of informal letters e.g one address, salutation | Chart course book | 1) Discuss the feature 2) Write the features 3) Give assignment | 1) identify the feature 2) Mention the features 3) Write assignment | |
| Poems and Songs | 1) Reads and sing poem and songs Discuss the theme of the poem and the meaning | Pupils should be able to: 1) read and songs as instrument of speech training | A Chart cardboard flash cards | Lead the learners to study the poem 2) Read poems to pupils to arouse interest 3) Let the pupils take turns reading the poem | Take turns in reading the poem and singing the songs memorize the poem and song | |
| 4 | Reading vocabulary building oral and written comprehension | Selected words Answer factual and other questions based on the passage reads | Learners should be able to: i) Spell the words ii) Pronounce the words iii) Say the meaning of the words | Flash cards Dictionaries charts | Guides learners to select words 2) Identify and use the words in sentences 3) read the passage asks questions | 1) Read the passage answer question ii) Select and identify words |
| Grammar Direct and indirect speech | Changing in pronoun | Pupils should be able to: Identify the use of changes in pronoun | Course book chart | Discuss the rules for changing direct speech to indirect speech ii) write the rules iii) Ask and answer questions from pupils | Identify the rules for changing direct to indirect speech. Use the rules in sentences. Asks and answer question | |
| Writing Formal | Meaning and examples of formal letters | Learners should be able to: Identity formal letter correctly ii) List the examples of formal letters | Course book chart | Discuss the meaning of formal letter 2) Give examples of formal letters Give assignment | Identify the meaning 2) List the examples 3) Write the formal letters 4) Do assignment | |
| Dictation | Dictation of a sentence from the comprehension read | Learners should be able: Write the words dictated by correctly 2) Explain the words dictated | Flash cards | Dictate the sentences 2) Mark and correct pupils exercise 3) Give assignment | 1) Study the sentence 2) Write the sentence 3) Explain the sentence | |
| 5 | Reading vocabulary building, Oral and written comprehension | Selected words answer factual and other questions based on the passage read | Learners should be able to: i) Spell the words ii) pronounce the word. iii)Say the meaning of the words | Flash cards Dictionaries charts | Guides learners to select words 2) identify and use the words in sentences 3) Read the passage 4) Ask and answer questions from the learners | i) Read the passage answer questions ii) Select and identify words |
| Grammar Direct and indirect speech | Change in Tense e.g Direct: “I am singing” he said. Indirect: He said he was singing (present progressive changes to past progressive) | Learners should be able to: 1) Use the rules for changing direct to indirect speech | Course book charts | Discuss the rules for changing in Tense 2) Give examples 3) Asks and answer question from the learners 4) Give assignment | Identify the changes in tenses 2) State the example 3) Ask and answer questions 4) Do assignment | |
| Writing Formal letter | Feature of formal letter | Learners should be able to: i) Identify the features of formal letters ii) Write formal letter correctly | Course book chart | 1) Discuss the features of formal letters 2) Write the features 3) Ask and answer question 4) Give assignment | 1)Identify the features of formal letter 2) Write formal letter 3) Ask and answer questions from teacher 4) Write the assignment | |
| Songs and poems | Songs and poem read and sing poem and songs | Learners should be able to: Read and songs as instrument of speech training | Flash cards showing key words in the poem an songs chart | Lead learners to study the poem 2) Read the poems to the pupils to arouse interest 3) Let the pupils take turns reading the poems | Take turns in reading the poem and surging the songs memorize the poem & song | |
| 6 | Reading – Vocabulary building Oral and written comprehension | Selected words Answer, factual and other question based on the passage read | Learners should be able to; i) Spell the words pronounce the words ii) Say the meaning of the words | Flash card Dictionaries Charts | Guide learners to select words 2) Identify and use the words in sentences 3) Read the passage ask questions | i) Read the passage answer questions ii) Select and identity words |
| Grammar Direct and direct speech | Rules for changing direct speech to indirect speech “Change in time and place” | Learners should be able to: 1) Identify the rules of changing direct to indirect speech | Course book | Discuss the rules for changing direct speech to indirect speech make sentences with the rules. Ask and answer questions | Identify the rules 2) Make sentences with the rules 3) Write examples Ask and answer questions Do assignment | |
| Writing Response of the Informal letters | Response of the informal letters | Learners should be able to response to informal letters correctly | Course book F. | Discuss the response 2) Write the response of informal letter Ask and answer questions from the pupils Give assignments | Identify the response 2) Write the response 3) Ask and answer questions 4) Do the assignment | |
| Dictation | Selected words from the passage read | Learners should be able write the dictated words. 2) Explain the words dictated | Course book Flash card | Dictate the words 2) Explain the meaning of the words 3) Mark and correct learner’s book Give assignment | 1) Study the selected words 2) listen and write the dictated words 3) Do assignment | |
| 7 | Reading Vocabulary building Oral and written comprehension | Selected words answer factual and other questions based on the passage read | Learners should be able to: ii) spell the words pronounce the words iii) Say the meaning of the words | Flash cards Dictionaries Charts | Guides learners to select words 2) List and use the words in sentences 3) Read the passage 4) Ask and answer questions from the learners | Read the passage answer questions ii) Select and identify words |
| Grammar Tense | Present perfect tense | Learners should be able to 1) Identify the form of present perfect tense 2) Use present perfect tense in sentences 3) construct correct present perfect tenses in sentence | Course book chart flash cards | 1) Explain present perfect tense 2) Give the examples 3) Give exercises 4) Give assignment | Identify the present perfect tense 2) Construct 3) Correct sentence on the tense taught. Do exercise Ask and answer questions | |
| Writing Response of the formal letters | Response of formal letters e.g Employment letter Request letter Query letter | Learners should be able to: write response to formal letters correctly | Course book | Discuss the response 2) Write the response of formal letter 3) Ask and answer questions from the pupils 4) Give assignments | Identify the response of formal letter 2) Write the response 3) Ask and answer questions 4) Do the assignment | |
| Dictation | Selected words from the passage reads | Learners should be able to; Write the words dictated 2) Explain the words the words dictated | Course book Flash cards | Dictate the words 2) Explain the meaning of the 3) Mark and correct learners books Give assignments | 1) Study the selected words 2) Listen and write the dictated words 3) Do assignment | |
| 8 | Reading Vocabulary building, Oral and written comprehension | Selected words Answer factual and others questions based on the passage read | Learners should be able to 1) Spell the words pronounce the words 2) Say the meaning of the words 3) Answer the questions | Flash cards Dictionaries Charts | Guide learners select words 2) Identify and sue the word in sentences 3) Read he passage ask question | 1) Read the passage 2) Select and identify words |
| Grammar Tense | Past prefect tense | Learners should be able to 1) Identify the form of past perfect tense 2) Construct the correct past perfect tense 3) Use past perfect tense in sentences | Course book | Explain past perfect tense 2) Give example 3) Asks and answer questions from the learners 4) Give exercise 5) Give assignment | 1) Identify the type of Tense Give example of the tense 2) construct they correct use of the tense Do the assignment | |
| Writing Composition | The food I like most e.g rice | Learners should be able to: i) Describe the food ii) Say the preparation of the food iii) importance of the food iv) Write simple sentences on the food I like most | Chart cardboard course book | Guide the to describe the food 2) Explain the preparation 3) Write the summary | 1) Listen to teacher explanation 2) Describe the source and class of the food 3 Write the preparation of the food through the teacher’s guidelines | |
| Songs and poem | Read and sing Discuss the theme of poems and songs | Learners should be able to: 1) read and sing the poem as instruments of speech training 2) Memorize and recite poems | A short poem on a cardboard Flash card showing the key words in the poem and song simple poetry books course book | Lear the learners to study the poem. 2) Reads poem to learners to arouse interest 3) Let pupils take turns reading the poems | Listen to the teacher 2) Take turns in reading the poems sing the songs 3) memorize the poem and the song | |
| 9 | Reading; vocabulary building, Oral and written comprehension | Selected words from the passage. Answer factual and other questions based on the passage read | Learners should be able to: 1) Spell the words 2) pronounce the words 3) say the meaning of the words | Flash cards Dictionaries Charts | Guide learners to select words 2) Identify and use the words in sentences 3) Read the passage 4) Ask questions 5) Give the assignment | Read the passage answer questions ii) Select and identify words iii) Make sentences with the new words |
| Grammar Tenses | Future perfect tense e.g I will have clocked tense We will have had public holiday | Learners should be able to 1) Use future perfect tense in sentences; and 2) Identify it in the sentences correctly | 1. Course book 2. Passage from other sources 3 Charts | Guides pupils to Identify future perfect tenses 2) Use future tense in sentences | Identify present future and past perfect tenses | |
| Writing Composition | My best subject | Learners should be able to: Write simple and correct sentences on “My Best” subject | Guide them to describe the subject 2) Ask them question and give the guide lines | 1) Describe the friend 2) Write simple and correct sentences on “My best subject” | ||
| Listening & Speaking Debate | Debates and discussions on simple and families topics e.g Male child is better than female child. | Learners should be able to; Act as moderators; and 2) speak for the motion or against it. | Course book | 1) Tell the pupils that a debate is an organized way of arguing your case or points of view 2) Introduces the register of debates to pupils i.e words structure, terms, mannerisms etc | 1) Act as moderators while some pupils are reading the prepare speech. 2) As many pupils possible should also act as moderators us well as speakers | |
| 10 | Reading vocabulary building Oral and written comprehension | Selected words Answer factual and other questions used on the passage read | Learners should be able to; i) Spell the words ii) Pronounce the words say the meaning of the words | Flash Cards Dictionaries Charts | Guide learners to select words 2) Identify and sue the words in sentence 3) Read the passage 4) Ask and answer questions from the learners | 1) Read the passage 2) Answer and identify words |
| Grammar Active and passive sentences | 1) Identifying active and passive sentences 2) Changing active sentence to passive sentences | Learners should be able to: 1) Identify active and passive sentence; 2) Change active sentences to passive sentences | 1) Various passage 2) Substitution tables 3) Course book | Explains active and passive sentences with examples 2) Guide learners to identify active and passive sentences 3) Guides pupils to change active sentences to passive | 1) Identify sentences in active and passive voice 2) Change sentences from active to passive 3) Change sentences from passive to active | |
| Writing Composition My School | My School | Learners should be able to; i) Describe the school ii) Write simple and correct sentences on ‘My School’ | Picture | Guide the learner to describe the school compound 2) Write the description of the schools 3) Ask and answer questions 4) Give examples 5) Give Assignment | 1) Describe the school 2) Write simple and correct sentences on my school. 3) Ask and answer questions 4) Do the assignment | |
| Dictation | Dictation of selected words | Learners should be able to write the words dictated correctly | Flash cards course book | 1) Teacher dictates the words to the learners 2) Mark the learners book 3) Do the correction | 1) Read the selected words 2) Listen to the teacher when dictating the word 3) Write the dictated word |
PRIMARY 5 ENGLISH SCHEME OF WORK THIRD TERM OSUN STATE
ENGLISH LAUGUAGE THIRD TERM SCHEME OF WORK FOR GRADE 5
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | |
| TEACHERS | LEARNERS | |||||
| 1 | General cleaning and treating last term work. | Revising and treating last examination work | Learners should be able to keep the school compound tidy. | |||
| Reading | 1. A reading passage 2. Identification of the selected difficult words. 3. Answering question under the passage. | Learners should be able to 1. Read fluently 2. Explain the content of the passage. 3. Answer questions on the topic read correctly. | Flash card, relevant pictures and diagrams | i) Guide learners to identify the selected likely difficult words. ii) Guide learners to pronounce the likely difficult words. iii) Guide learners to answer the question under the passage. | i) Identify and use new descriptive words. ii) Read the passage following teacher’s pattern. iii) Answer the question under the passage. | |
| Writing Congratulatory Letter. | Expressing congratulations through controlled writing. i) Congratulation on occasion of (a) Success, (b) Birthday (c) Wedding (d) Promotion (e) Birth of a baby, etc. | Learners should be able to 1. Write letter of congratulations on (a) Success, (b) Birthday (c) Wedding (d) Promotion (e) Birth of a baby, etc. | 1. Course book 2. Suitable material from other sources, e.g. newspaper. | 1. Discuss occasion which calls for congratulations. 2. Guide the learners to read the passage dealing with the subject. 3. Give learners exercises to do while supervising their works. | 1. Identify occasion that call for congratulations. 2. Read samples of congratulatory messages. 3. Draft message of their own, these could be formal or informal depending on the relationship between the sender and the recipient, (addressee). | |
| Grammar Simple Adjective | Identification, description and use of adjective e.g. “Tunde is a tall man.” “Her dress is beautiful.” | Learners should be able to Use simple adjective and identify their functions in sentences. 2. Use adjective in sentences orally and in writing. | i) Explains the main uses of adjective. ii) Guide learners to identify adjective in sentences. | i) Identify adjectives in sentences. ii) Make correct use of adjectives in sentences. | ||
| Listening and Speaking using the telephone. | i) Telephone conversation / dialogue. ii) Intonation and stress pattern in questions and statements. | Learners should be able to: i) Use accepted structure employed in telephone conversations. ii) Use correct intonation and stress pattern in questions and statements. | A book containing a play let or any improved material suitable for classroom drama. | i) Makes use of series of classroom drama situation, e.g. use GSM phones to exchange calls with the class monitor. ii) Guide learners to act as the caller and receiver when they converse. | i) Repeat the various forms of starting a telephone conversation, e.g. “Hello, may I help you? Caller: May I speak to Buhari.” Receiver: Buhari is not at home, do you want to leave a message? | |
| Poem | i) discuss the theme of poem’s subject matter and meaning. ii) Identification of rhymes in the stanzas. | Learners should be able to Read the given poem correctly. Read poem as instrument of speech training. ii) Memorise and recite poem. iii) Identify the theme of the poem. iv) Identify the rhyme in the stanzas. | i) Flash cards. ii) Simple poetry book etc. | i) Guide learners to identify the theme of the poem. ii) Lead them to identify the rhyme in the poem. | i) Listening to the reading of poem by the teacher. ii) Identify the theme of the poem with the teacher etc. | |
| 2 | Reading Comprehension | i) Reading passage. ii) Identification of likely difficult word. iii) Answering questions under the passage. | Learners should be able to: i) Read passage. ii) Draw out meaning from information provided. iii) Identify the likely difficult words of the passage. Iv) Answer the question under the passage. | i) Selected passage. ii) Flash card | 1. Guide learner to identify the selected likely difficult words. 2. Guide learners pattern reading of the passage. 3. Give explanation of the passage. 4. Guide learners to answer the questions under the passage. | Identify the likely difficult words. 1. Read the passage following teacher’s guide. 2. Answer questions under the passage. |
| Poem | i) Reading of poem. ii) Identification of theme, rhymes in the stanzas | Learners should be able to read the poem given correctly. 2. Memorise and recite poem. 3. Identify the theme of the poem. 4. Identify the rhyme in the stanzas etc. | i) Flash cards ii) Simple poetry book etc. | Guide learners to identify the theme of the poem. 2. Lead them to identify the rhyme of the poem. | i) Read the poem. ii) Identify the theme. iii) Identify the rhyme in the poem. | |
| 3 | Reading | Identification and selection of difficult words. 2. Teachers sample and corrects sentence. | Learners should be able to: 1. Select difficult words. 2. Identify and form sentences with the words for meaning. | Flash cards Dictionaries | Discuss the content of the topic with the learners corrects their mistakes where necessary. | Writes simple and correct sentences with them on the chalkboard |
| Grammar Using present tense | Present Tense. | Learners should be able to use present tense “Go and pay your school fees.” b) I always walk to the school. | Course book | Guides learners to use present tense. | Identify present tense in a sentence. | |
| Writing Composition. Responding to letter of congratulation. | Acknowledging receipts of letter of congratulation or sympathy. | Learners should be able to i) Distinguish between formal and informal acknowledgement. | Course book | Guides learner to acquire the appropriate style for acknowledging letters. | Read samples of acknowledgement letter provided by the teacher. | |
| Dictation | Selected words for the week. | Learners should be able to pronounce, spell, identify and form sentences with the words. 2. Writing the words correctly as the teacher dictating. | Flash cards Dictionaries and chalk. | Revises the selected words with the learners. | State the words as the teacher dictating. | |
| Grammar Simple Adverb. | I) Identification, description and use of adverb, e.g. the girl sings sorrowfully. ii) I am terribly tired. | Learners should be able to use simple adverb and identify their functions in sentences. ii) Use adverbs in sentences orally and in writing. | Charts containing adverbs. ii) Read objects. | i) Guide learners to identify adverbs in sentences. ii) Guide learners to use adverbs in writing sentences. | i) Identify adverb in sentences. ii) Make correct use of adverbs in sentences. | |
| Writing Sympathy letters | i) Expressing sympathy through controlled writing. ii) Sympathy on occasion of a) Bereavement b) Loss of valuable goods etc. | Learners should be able to write letter of sympathy. ii) Write letter of sympathy on a) Bereavement b) Loss of valuable goods etc. | Course book ii) Suitable materials form other sources e.g. Newspaper. | i) discuss occasion which calls for sympathy. ii) Guide learners to read the passage dealing with the subject. iii) Give learners exercise to do. | i) Identify occasion that calls for sympathy. ii) Draft message of their own, these could be formal or informal depending on the relationship between the sender and the recipient (addressee) | |
| Listening and Speaking. (Oral composition about self and family.) | 1. Self 2. Family i) Father ii) Mother iii) Sister iv) Brother v) Uncle etc. | Learners should be able to 1. Introduce themselves. 2. Speak about the family giving appropriate information. 3. Use correct intonation stress and rhythm patter in expressing. | A chart containing public speech and dialogue. | i) Begin the lesson by introducing him / herself to the class. ii) Lead the learners to introduce themselves. iii) Guide learners to talk about their families. iv) Sees that each pupil uses the correct stress and rhythm pattern in expression. | 1. Introduce themselves following teacher’s model. 2. Pupils talk about their families. 3. Speak in correct intonation, stress and rhythm. | |
| 4 | Read comprehension | Reading selected passage and explains the content | Learners show be able to read selected stories, select difficult words identify and forms sentences from the words for meaning | Course book select stories Or Passages | Explain to the learners | Identify difficult words writes simple and correct sentences with them on the chalkboard |
| Grammar using present and past tense | Past tense is a event that has happen in the pasts | Learner should be able to present and past tense | Course book | Guides learner to identify present and past tense in a statement | Use tenses appropriately | |
| Writing | Teaching of simple and correct sentences Ask learner simple sentence and corrects their mistakes | Learners should be able to reorganised how introductory paragraph are writing | Teacher experience | Discuss the content of the topic with the learners 2) Correct their mistakes where necessary | Writing simple and corrects sentences with them on the chalkboard | |
| Poem | Discuss the theme of poem subject matter and meaning | Learner should be able to read poems as instruction of speech | Flash cards 2) A short poem on a chalkboard 3) simple poets bodies | Reads poems to arouse interest of the learners | Listen to the teachers, read the poem memorize the poem and says | |
| 5 | Reading | Identify issues related to the text given identify and explain meaning of selected words | Learners should be able to select difficult words identify, and pronounce and forms sentence | Flash cards relevant pictures and diagram | Guides the learners to identify and used the selected word in sentence | Identify and use new descriptive words as guided by the teacher |
| Grammar using present, perfect | Guides learners to identify present perfect tense and past perfect | Learner should be able to use present perfect tense in sentence | Course book 2) use tense appropriately | Guides learner to identify present perfect tense | Identify present perfect tense | |
| Writing | Present perfect tense e.g She has spoken the train has moved | Learners should be able to recognised how introductory paragraph are writing | Course book passage from other charts | Guides learner to identify present perfect tense | Identify present perfect tense | |
| Dictation | Selected words for the week | Learner should be able to pronounce spell, identify and form sentences with the words 2) Writing the words correctly as the teacher dictating | Flash cards Dictionaries and chalk | Revises the selected words with the learning | List the selected word 2) State the words as the teacher dictates | |
| 6 | Reading | Identify issues related to the text – identify and explain meaning of selected words | Learner’s should be able 1) Read the passage in the class effectively 2) Identify main ideas answer questions of the passage | Flash cards relevant pictures and diagrams | Guides the learners to identify and use the selected words in sentences | Identify and use new descriptive words as guided by the teacher |
| Grammar past perfect tenses | Past perfect tense e.g They had slept before 1) I came home 2) She had done the work bettor the teacher arrived | Learner should be able to use past perfect tenses in sentence | 1) Course book 2) Passage from other sources 3) Charts | Guides learner to use the tenses in sentence | Use tenses appropriately | |
| Writing responding to letter of congratulation poem | Acknowledging receipts of letters of congratulation or sympathy Discuss the theme of poem 2) mood 3) subject matter and mean ones | Learner should be able 1) Distinguish between formal, informal acknowledgement learner should be able to pronounce and say the meaning of the selected words pick out the rhymes in the poem. Recite the poem | Course book Charts/pictures on selected | Guides learner to acquire i.e the appropriate style forackes Guides learners to select difficult words. Figures of speech Recite poem | Read samples of acknowledgement letter provided by the teachers Select difficult words pronounce and say the meaning of words Pick rhymes words Recite poem | |
| 7 | Reading | Identification and selection of difficult words 2) Teachers simple and correct sentence | Learners should be able 1) read fluently in the class 2) identify and forms sentences with the words for meanings | Flash cards Dictionaries | Guides the learners to identify and use the selected words in sentences | Identify and use new descriptive words as guided by the teachers |
| Grammar comparing objects and people using “ same as” | Comparing objects and people using “same as” e.g 1) English text is not the same as mathematics text 2) Taiwo behaviour is not the same as kehinde’ | By the end of the lesson learners should be able to compare objects and people using “same as” correctly in sentences | Charts showing uses of “same as” 2) Course book 3) Substitution tables | Teachers provides examples which will bring out in context “Same as” 2) Guides learners to make sentences using “Same as” 3) Give a board summary | Learner participate actively in classroom discussion 2) Mention situations in which same as could be used 3) Use “same as” in sentences | |
| Writing structured dialogues involving expression of ideas with appropriate stress and intonation pattern | Structured dialogues s issues such as personal hygiene and food hygiene | By the end of the lesson learners should be able to express themselves clearly in structured dialogues. 2) Write legibly 3) listen to questions on given topics and answer promptly and correctly | 1) Course book 2) Teacher’s guide 3) Other appropriate sources 4) Newspaper cutting on the various topics | Teacher presents topic(s) discussion 2) Prepares questions before hand on the topics 3) Guides learners in their discussion 4) Ensures appropriate use of stress and intonation | Learners engage in dialogues/discussion on given topics 2) Answer questions posed by the teacher 3) Use correct intonation, stress and rhythm in dialogues | |
| Poems | Discuss the theme of poem, subject matter and meanings | Learner should be able to read poem as instrument of speech training 2) memorize and recite poems 3) Discuss meaning and effect of poems | 1) Flash cards 2) A short poem on a chalkboard 3) simple poetry books | Read poem to arouse learner’s interest ii) Outline figure of speech in poem iii) Encourages them to memorize the poems | Learners listen to the teacher Rea the poem following teachers pattern Memorize the poem and song | |
| 8 | Dictation | Selected words for the week | Learner should be able to pronounce, spells, identify and form sentences with the words | Flash cards Dictionaries and chalk | Revise the selected words with the learners | List the selected words 2) State the words as the teacher dictate |
| Reading | Identify issues related to the text identify and explain meaning of selected words | Learners should be able 1) Read the passage in the class effectively 2) Identify ideas answers questions on the passages | Flash cards Relevant pictures and diagram | Guides the learners to identify and use the selected words in sentences | Identify and use new descriptive words as guides by the teacher | |
| Grammar past perfect tenses | Past perfect tense e.g They has slept before 2) I came home 3) She had done the work before | Learner should be able to use past perfect tenses in sentence | 1) Course book 2) Passage from other sources 3) Charts | Guides learner to use the tenses in sentence | Use tenses appropriately | |
| Writing Responds to letter of congratulate poem | Acknowledge receipts of letter of congratulation or sympathy discussion the theme of poem 2) mood 3) subject matter and meaning | Learner should be able to distinguish between formal, informal acknowledgement learner should be able to pronounce and say the meaning of the selected words pick out the rhymes in the poem recite the poems | Course books Chalks pictures on selected poems | Guides learner to acquire i.e the appropriate style Guides learners to selected difficult words, figures of speech 3) Recite poems | Read samples of acknowledgement letter provided by the teacher Select difficult words, pronounce and say the meaning of words pick rhyme words recite poem | |
| 9 | Reading | Identification and selection of difficult words 2) Teachers simple and correct sentence | Learner should be able to a) Road fluently in the class b) identify and forms sentences with words for meaning | Flash cards Dictionaries | Guides the learners to identify and use the selected words in sentences | Identify and use new descriptive words as guide by the teachers |
| Grammar comparing objects and people using same as | Comparing objects and people using “Same as” e.g 1) English text is not the same as mathematics text Taiwo behaviour is not the same as Kehinde | By the end of the lesson learners should be able to compare objects and people using “Same as correctly in sentences | Charts showing uses of same as course book 3) Substitution tables | Teachers provided examples which will bring out in context “Same as” 2) Guides learners to make sentences using same as 3) Give a board summary | Learner participate actively in classroom discussions 2) Mention situations in which same as could be used 3) Use same as in sentences | |
| Writing structured dialogised involving expression of ideas with appropriate stress and intonation patterns | Structured question issues such as personal hygiene and food hygiene | By the end of the lesson learners should be able to express themselves clearly in structured dialogue 2) Write legibly 3) Listen to questions on given topics and answer promptly and correctly | 1) Course book 2) Teacher guide 3) Other appropriate sources 4) Newspaper cutting on the various topic | Teacher present topic for discuss for discussion 2) prepares question between hand on the topics 3) Guide learner in their discussion 4) Ensure appropriate use of stress and intonation | Learners engage in dialogues/discussion on given topics 2) Answer questions posed by the teacher 3) Use correct intonation, stress and rhythm in dialogues | |
| 10 | Reading | Identify issues related to the text given identify and explain meaning of selected words | Learner should be able to select difficult words, identify and pronounce and forms sentences | Flash cards Relevant pictures and diagram | Guides the learners to identify and use the selected words in sentences | Identify and use new descriptive words as guided by the teacher |
| Grammar Active and passive sentences | Identify in active and passive sentences | Learner should be able to identify active and passive sentences | Course book 2) Various passages | Explains active and passive sentence with examples | Identify sentences in Active and passive voices | |
| Writing | Learners should be able to recognised now introductory paragraph are writing | Teaching of simple and correct sentences Ask learner simple sentences and correct their mistakes | Teacher experiences | Discuss the content of the topic with the learners 2) Correct their mistakes where necessary | Writing simple and corrects sentences with them on the chalkboard | |
| Dictation | Selected words for the week | Learner should be able to pronounce spell identify and form sentences with the words 2) Writing the words correctly as the teacher dictating cards | Flash cards Dictionaries and chalk | Revised the selected words with the learner 2) Ask them to list the words pronounces, say the meaning Dictating to learner | List the selected words say the meaning from sentences with it. state the words as the Teacher dictates |
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