Osun State Unified English Scheme of Work Primary 6 for first term, second term and third term. Universal Basic Education. Schemeofwork.com
PRIMARY 5 ENGLISH STUDIES SCHEME OF WORK FIRST TERM OSUN STATE
STATE OF OSUN UNIFIED SCHEME OF WORK ENGLISH STUDIES GRADE SIX FIRST TERM
| WEEK | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVE | INSTRUCTIONAL MATERIALS | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1. 2. 3. 4. 5. 6. 7. 8. 9 10 11 | General clearing Revisions of last term’s works Reading Phonics Vocabulary oral/written comprehension Grammar finding words in a simple Dictionary or long list using alphabetical order Writing paragraphs. Listening/Speaking Reading Phonics Vocabulary Oral & written comprehension Grammar Writing – Paragraphs Introductory, Middle and concluding. Phonics – Reading Comprehension Grammar Writing- simple compositions that for different purposes. Print formats Reading Grammar Writing –Composition Reading Vocabulary Oral & written comprehension. Grammar Word formation. Writing Guided composition Poem Reading Vocabulary Oral and written. Grammar Word formations Writing E – mail and Text Messages Reading Vocabulary Oral and written comprehension Grammar – word formation Synonyms antonyms Writing composition what type of composition Listening and speaking Reading 1.Phonic 2.Vocabulary 3.Oral & Written Comprehension Grammar Writing Reading vocabulary oral & written comprehension Grammar Word Building Writing Literature Figure of Speech Reading vocabulary oral and written comprehension Grammar – Anagram sentence & words building Writing – composition | Aural Discrimination of vowels e.g. /n /):/ Difficult words. Reading Answering of questions. 1.letter of the alphabet (a – z) 2.Given list of words and how to locate them in a dictionary using alphabetical order. Introducing compositions with effective introductory aspects. Participating in short Play – learning Part of a play. Practice in correct speech habits e.g. correct pronunciation, stress and intonations. Distinguish between sounds in vowels and consonants. Selection of difficult words Reading selected passages or stories. Locating words and their meanings in the dictionary. Writing good introductory, body essay and concluding paragraph on “My School Aural Discrimination of Diphthongs Reading to summarize passages. Use o idiomatic expressions i.e. idioms expressed y phrasal verbs e.g. To blow one’s trumpet (boast) Apex Regulator: Consume protection council. Print formats: e.g. formats prose, drama, poetry, letters etc Reading to summarize passages Homonyms – words with the same spelling but different meaning e.g. tail – tale sometimes different spellings Guided composition on my family 1.Difficult words 2.Selection of difficult words 3.Reading and summering 4.Answering of questions Synonyms – words Similar in meaning or nearest in meaning enemy/foe. Myself Selected poem 1.Selection of descriptive Words. 2.Passage reading 3.Answering of questions. Antonyms –words opposite in meaning. Merits of writing e –mail and text messages – 1.rapid delivery 2.Economical 3.Clearity and completion of message. 1.selection of new words. 2.Pronounciation, spelling and identification of the words 3.Read the passage 4.summaries the passage 5.Answer the questions. Synonyms, homonyms and antonyms Selected topic Give a type of composition with an example Reporting incidents (Emphasis on Automobile Fire) 1.Move Award Discrimination Diphthongs and trigraphs 2.Selection of new words 3.Read passages 4.Answer questions Unstressed words Detail of a scene Selection of descriptive words 2.Teaching the pronunciation identification and meanings of the words. 3.Passage reading 4.Summary of contents 5.Anwering of questions Words butt into Nouns, verbs, adjective and adverbs e.g. Noun – anger Verb – anger adj – angry adj – angrily Classification of things e.g. chair, table, stool bench, couch are seats except table. Similes – is a phrase in which two things are compared e.g. The tea is as cold as ice 1.Selection of new descriptive words. 2.Discussing the meanings and identification of the words 3.pasage reading and summary 4.question and answers. Sentence building e.g 1.most mangoes like to eat boys – most boys like to eat mangoes Word building – net – ten tear – rate rat – art My school compound i.e location, buildings in it, modern amenities interesting places in the compound e.g. garden football field ball etc | Learners should be able to distinguish between sounds in vowels. 2.Learners should be able to select new words. 3.Pronounce, spell, identify and say the meanings 4.Read the passage 5.Answer the questions. 1.Learners should be able to find words in a dictionary. Learners should be able to recognize how introductory paragraphs are written. Learners should be able to read the play to bring out the meaning 2.role play any story the have real. Learners should be able to distinguish between vowels and consonants sounds. Learners should be able to 1.select new descriptive words in the passage. 2.pronunce, identify and explain the meanings. Learners should be able to 1.Read selected book/stories 2.explains the behavior of characters in the stories and predict their future actions. 3.Answer the questions. Learners should be able to locate words and their meaning in the dictionary. Learners should be able to write 1.good introductory paragraphs, body of essay and effective concluding paragraph to a given essay. 1.Learners should be able to draw the contrast between two different sounds when they are used. 2.Learners should be able to read passages with understanding 3.Gkive a summary key ideas or points in a passage. Learners should be able to: 1.Recognize the difference between literal and idiomatic use of language. 2.List some of the idiomatic expressions Learners should be able to 1.State the Apex consumer protection regulator 2.list sector regulators 3.state the major functions of the apex regulator. Learners should be able to recognize various print format Learners should be able to read passages with understanding Give a summary key ideas or points in a passage 1.Learners should be able to explain the meanings of Homonyms with examples. 2.Do exercises by filling in the correct homonyms in a sentence e.g. Minute – of a meeting Minute – of clock. (sometimes different spellings e.g. right – write Learners should be able to write a composition on “My family. Learners should be able to 1.Select words 2.identify pronounce and say the meanings 3.Read passages 4.Answer questions. Learners should be able to 1.form words 2.list words that are similar in meaning. Learners should be able to write a composition on themselves. Learners should be able to 1.select the difficult words in it. Learners should be able to select, say the meaning of selected words Read passage Answer questions. Learners should be able to: Identify and list words opposite in meaning. Learners should be able to 1.send e-mail and text messages 2.save cots Send out the non essentials e.g. greetings. Learners should be able to 1.select new descriptive words 2.say the meaning and identify the words 3.Read passage 3.Answer questions on the passage read Learners should be able to 1.define synonyms homonyms and anthonyms 2.Give examples on each. 3.Do exercises on each correctly. Learners should be able to 1.discuss orally on the selected topic 2.write sentences on the topic. Learners should be able to 1.make verbal report on incidents 2.Demostrate good speech habits of clear pronunciation, correct stress and intonation Learners should be able to 1.Produce the sounds of each word 2.reconginse the sound 3.Draw contrast between sounds when used in sentences. 4.use selected words in sentences 5.Read passages 6.Answer questions Learners should be able to 1.explain and unstressed words 2.give examples Learners should be able to write what the see in the picture Learners should be able to1.select new descriptive words 2.say meanings of words and identify them 3.Read passage 4.Summarize the content 5.Answer questions on passage read. Learners should be able to build words into four different ways i.e Noun verbs, abjections and adverbs Learners should be able to classify things by putting them together in groups or classes of the same kind. Learners should be able to compare two things Learners should be able to 1.select new descriptive words 2.pronounce, identify and ay the meanings f selected words. 3.read the passage 4.summarize the passage 5.Answer the questions on the passage read. Learners should be able to re-arrange words to make sensible sentence 2.learners should be able to re-arrange letters of another words. Learners should be able to write simple sentences on “My school compound” | Speech cassettes charts of new sound and words. Flash cards Dictionaries Chart flash cards Dictionary Course book 1.sample composition 2.course books Course book Play lets Extracts from books Speech cassettes suitable books on phonetics Flash cards Selected stories course book Relevant pictures chars Flash cards Dictionary. Sample composition Course book Speech cassettes Chart of new sounds and words Course book story book Flash cards that contains idioms and their meanings. 1.flash chards 2.posters 3.Video clips of awareness programmes 1.samples of prints 2.Texts on various topics. Course book story book Flash cards Dictionary charts showing homonyms. 1.Sample of written composition on my family 2.picture-family Flash cards Dictionaries Flash cards Dictionary Charts Flash Cards Flash cards Relevant pictures Flash cards Dictionaries Flash cards 2.chart to showing 3.Anthonyms 4.Dictionary 1.Telegram form 2.A computer 3.A mobile phone 1.Flash cards 2.Dictionary other 3.Relevant materials Flash cards charts Dictionary. Relevant charts flash cards. 1.Relevant picture 2.Sample forms for making reports Course book and charts Flash cards Dictionaries. Picture of a scene Flash cards Dictionary. Charts, flash cards, Dictionaries Flash cards. Charts on classification of things. 1.charts on similes 2.real objects Flash cards Dictionaries And other relevant materials 1.charts on sentence building 2.Pictures. The school compound | Produces pains of sounds which contrast and let learners repeat after him/her Guide learners to 1.Select words 2. Pronounce, Spell, Identify and say the meanings. 3.Reads the passage 4. Answer the questions. 1. Explains the ides of arranging words in alphabetical order and principle involved. Guides learners to find given words in a dictorinary. 1.Leads learners to discuss how best to introduce an essay 2.Leads them to write good introductory paragraph on the topic “my school. 1.Discuses the topic of the passage with the learners. 2. Explains unfamiliar words and structural items. 1.Produces pairs of sounds which contrast and let learners repeat after her. 2.Aural discrimination of consonants./t/q/ tin/thin Guides learners to select the new words. Teaches the pronunciation, recognition and meanings. 1.selects and presents relevant stories 2.Guides learners to read the stories 3.Guides learners to explain the behavioral of the characters. Guides learners to find the meanings of word in the dictionary. Leads learners to write good essay with effective introductory, body essay and concluding paragraph. 1.Write words containing sounds in diphthongs on the board for the learners. 2.Teaches the pronunciations 3.Explains summary 4.guide learners to read passage carefully taking note of topic sentences and main ideas. 5.Guides learners to summaries given passage Put idioms in a baskets and their meanings. In another. 2.Let learners match idioms to their meanings 3.uses the idiomatic expressions in sentences. 1.Explains the major functions of the Apex regulator CPC 2.leads the discussion on the major categories of regulatory agencies. 3.Takes learners to CPC or any regulatory office near-by. 1.Provides samples of prints 2.Guides learners to differentiate the various formats. 3.Explains the formats for different types of materials. Guides learners to read passages carefully taking note of the key points. Guides learners to summarize giving passage. 1.Explains the meanings of homonyms with examples 2.Guides learners to give examples. 3.Assign exercises to learners on Homonyms’ Gives guidelines on my family. 2.Writes a sample composition on my family 3.Leads the learners to write on “My family” Guides learners to: Select words Read passages Answer questions. Guides learners to form words and List words that are similar in meaning. Guides learners to talk on the topic ‘myself’ orally. Gives guidelines Give sample Guides learners through the difficult words and its meanings 2.Selection of word rhymes 3.idetifying the subject matter of the poem. Guides learners to 1.select new words 2.Teaches the pronunciation, spellings and meanings. 3.Read the passage 4.Answer the questions. Explain the meaning of antonyms. Guides learners to find antonyms in given words using the dictionary Provides learners with the message to be sent 2.Lead learners to discover information for themselves. Guides learners to 1.select words 2.Pronounce, Spell and identify the words 3.Read the passage 4.summarize the passage 5.Answer the questions. Guides learners to 1.Define Antonym synergy and 2.Give examples on each 3.Do exercises involving Antonym, synonym and Homonyms. 1.Explains the contact of the composition to the learners. 2.Guides them through by discuss the sample she brought to the class with the children. 3.Assign learners to write on the selected topic. 1.Discuses various situations in which learners are likely to be called upon to give report in assisting the people 2.the important points in making statement or reporting an incident. 3.Give account of an incident of bank robbery he/her has witnessed with good explanations. 1.Writes the words containing the sounds. 2.Guides learners to construct sentences with each pair and bring out the contrast 3.Guides learners to pronounce 4.Identiofy and say meaning of words. 5.Read passages 6.Anwers questions. Explains unstressed words, Gives examples on unstressed words. Guides learners to explain unstressed words. Guides learners to read the pictures in the provided scene orally. 2.Makes them to write what they saw in the picture 3.Guides them through. Guides learners to 1.select new words 2.Pronounce, Identify and say meaning of words 3. Answer questions 4.Summarize the passages read 5.Do exercises. Revises the meaning of verb, noun, Adjective and adverb with the learners. 2.Give examples on each of the 3.Explains with examples that many words can be built in four different ways. Guides learners to classify thing according to class or kind Guides learners to 1.define simile 2.compare two different kinds of things 3.Do exercises on simile. Guides learners to select 1.New words, pronounce and say the meanings 2.read the passage 3.summarize the passage 4.answer the questions that follows. Explains sentence building to learners by giving examples and asking learners to re-arrange Guides them to re-arrange words to form another word Guides the learners by 1.Posing questions related to the school compound to them 2.Giving the guidelines 3.sample composition on the topic 4.Taking the learners round the compound – explanation. | Repeat the pains of sounds produced by the teacher in isolation and in words. Select the new words Pronounce identify and say meanings of words. Read the passage. Answer questions on the passage. 1.shave ideas on how to find words in the dictionary or a long list 2.Use knowledge of alphabetical order to find given words in dictionary in pairs or groups. 1.Work as a class to write a composition on “My School” under the teacher’s guidance 2.Organize the sentences logically emphasizing the opening paragraph. 1.Discus the topic with the teacher 2.Read the passage provided by the teacher 3.Memorize their parts and play their roles. Repeat pairs of sounds produced by the teacher in isolation and in words. 2.make sentence with each pair of words to show that can recognize the difference. Learners select new words say the meaning and pronounce the words after the teacher. Learners select new words say the meaning and pronounce the words after the teacher. Read stories Identify various characters in the stories and suggest reasons for their behavior. Use knowledge of alphabetical order to find the meanings of words in the dictionary. Write on essay with good introductory paragraph, middle and concluding paragraph. 1.Reapeat the pains of sounds after the teacher 2.Make sentences with sounds in diphthongs to show that they can recognize the sounds 1.March idioms and their meanings as guided by the teacher. 2.use idiomatic expressions in sentences to bring out their meanings. 1.Participate in discussion 2.Visit consumer protection council office or other regulatory office near-by. 1.observe various prints 2.Differentiate the various formats. 3.Explain the format for different types of materials. Listen to teacher Read passages carefully summarize passages. 1.Participate in class discussion 2.Find out homonyms in a given sentence 3. Do exercises given to them. 1.Participate to the lesson by answering questions 2.construct simple sentences on the composition. 3.Write a composition on “My family” following the guidelines of the teacher Select words read passages answer questions. 1.Formwords 2.List words that are similar in meaning 3.Do exercises. Learners follow the teacher’s guideline as to talk and write on themselves. Select words pick rhyme words Identify subject matter recite and memorize the poem. 1.Select the difficult words 2.Pronunce, Spell and say the meanings of the words. 3.Read passages 4.Answer questions. 1.Participate in class discussions 2.Find out the antonyms of given words. 1.Prepare the message 2.work out the cast 3.put all essential details 4.Consult teacher for advice. 1.Select words 2.Pronounce, Spell and identify the words 3.Read the passage 4.Summarize the passage 5.Answer the questions. 1.Define Homonym 2.Give examples of each. 3.Pick the correct words to fill in gaps. .Participate in the discussion 2.Talk orally on the topic elected 3.Write on the select topic 1.Discuss various points as a class and prepare in groups to give report on any incident.2.Each pupils gives account of his/her experiences. 3.Write their reports and read to the class use past tense form of verbs. 1.Repeat the point of sounds produced by the teacher. 2.constract sentences with each pair to bring out the contrast. 3.pronounce, Identify and say meanings of words 4.Read passages 5.Answer questions. 1.Listen to teacher’s explanations 2.Give examples 3.Do exercises Read pictures of scene 2.write what they see in the scene. 1.Select words 2.Prononuce, Identify and say meaning of words 3.Answer questions. 4.Summarize the passage read 5.Do exercises. 1.say meaning of verb noun, adjective and adverb 2.Give examples on each 3.Do exercises given to them. Participate in the lesson, by answering questions and classifying things according to kinds Define simile 2.participate by giving examples. 3.compare two different kinds of things 3.Do exercises given to them. 1.Select the difficult words 2.Pronounce and say the meanings of the words 3. Read the passage 4.Summarize the passage 5.Answer questions. 1.Participate by aswring questions 2.Re-arrarnge words 3.Do exercises given to them 1.Answer questions 2.Read teachers sample on the composition 3.Explore the compound by going round it. 4.write a composition on “My school compound”. |
Osun State Unified English Scheme of Work Primary 6 for first term, second term and third term. Universal Basic Education. Schemeofwork.com
PRIMARY 5 ENGLISH STUDIES SCHEME OF WORK SECOND TERM OSUN STATE
STATE OF OSUN UNIFIED SCHEME OF WORK ENGLISH GRADE 6 2ND TERM
| WEEK | TOPIC | CONTENT | BEHAVIORAL OBJECTIVE | INSTRUCTIONAL MATERIAL | TEACHER’S ACTIVITIES | LEARNER’S ACTIVITIES |
| 1 | Reading vocabulary building oral and written comprehension | Reading selected stories to explain and predict behavior of characters and their future actions. | Learners should be able to: 1. Read selected stories 2.Explain the behavior of characters in the stories and 3. Predict their action | Selected stories Course books 3.Pictures or drawings of some of the characters 4.Flip charts, cardboard paper | 1.Selects and presents relevant stories to pupils 2.Explains to learners that characters are important in stories 3.Guides learners to read the stories. 4.Guides learners to identify various characters and low they behave. | Read the stories 2. Identify various characters in the stories and suggest reasons for their behavior |
| Grammar synonyms | synonyms | Learners should be able to: 1.Define synonyms 2.identify the synonyms of given words; form new words from synonyms 1.Use the word and their synonyms. | Course books Charts 3. Flash cards dictionary | 1. Explain the meaning of synonyms 2. Give the examples of synonyms. | 1.Participate in class discussions 2. Find out the synonyms of given words 3. Use the words in sentences correctly. | |
| Writing stories | Selected stories e.g bird and beast. Tortoise and squirrel | Learners should be able to: 1.Tell difference stories 2.Tell the importance of the stories as it affect their lifes 3.Tell stories on their own | Pictures, course books, chart | Tell stories 2.Tell the moral aspect of the stories 3.Tell the immoral of the story as it affect their life 4.Ask and answer questions. | (1) Listen to teacher’s story (2) relates the stories to their life (3) learn the moral aspect (4) Ask and answer questions. | |
| 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, flashcards showing the keywords in the poem and song simple poetry course books | 1. Lead the pupils to study the poem 2. Read poem to the learners to arouse the interest 3. Let learners take turns reading the poem. | (1) Listen to the teacher Take turns in reading (2) Memorize the poem and song | |
| 2 | Reading vocabulary building oral and written comprehension | Selected words 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 (4) answer the questions | Flash cards Dictionaries Charts | (1) Guide learners to select words (2) identify and sue the words in sentences. (3) read the passage (4) questions. | (1)Read the passage (2) select and identify words (3) use the selected words (4) Ask and answer questions. |
| Grammar synonyms | Synonyms Examples of synonmys | Learners should be able to; (1) explain the meaning (2) give examples (3) identify the synonyms of given words | Course books, flash cards, dictionary | (1) Explain the meaning of synonyms (2) Give examples of synonyms (3) Ask and answer question from the learners | (1) Participate in class discussions (2) find out the synonyms of the given words use the synonyms in the sentences (3) give examples of synonyms Ask questions | |
| Writing composition | Medical practitioner | Learners should be able to: (1) describe medical practitioner (2) write simple and correct sentences Medical practitioner | Course books Charts Pictures | Leads the learners to describe doctor (2) state their function (3) where they work or where they can be found | (1) describe doctors (2) state their function (3) mention where they can be found | |
| Poem | (1) Read the poem (2) Discuss the theme (3) Pick out the rhyme (4) Recite the poem | Learners should be able to: (1) read the poem (2) memorize the poem | A short poem on a cardboard Flash cards showing the keywords in the poem. Simple poetry book | Lead the learners to study the poem (2) read poem to learners to arouse interest (3) let pupils take turns reading poems | (1) takes turns reading the poem (2) memorize the poem (3) recite the poem (4) pick out the rhyme | |
| 3 | Reading vocabulary building oral and written comprehension | Reading passage on the class appropriate text (2) identify and explain selected words (3) answer factual and other questions based on the passage read. | Learners should be able to: (1) read the appropriate text (2) answer questions on the passage (3) identify main ideas (4) answer questions on the passage | Course books Flash card Dictionary charts | Guides learners to: (1) select words (2) identify and use the selected words (3) read the passage (4) ask and answer question (5) assignment | Select and identify words (2) use the words (3) read the passage |
| Grammar antonyms | Antonyms | Learners should be able to: (1) define antonyms (2) identify the antonyms of given words. Use the words and their antonyms | Course books Charts Flash cards Dictionary | (1) explain the meaning of antonyms (2) give examples of antonyms (3) ask and answer questions from the learners (4) give assignment | Participate in class discussions (2) find out the antonyms of given words (3) use the words in sentences correctly (4) ask and answer question. | |
| Writing e-mail and text messages | Merits of writing e-mail and text messages; | Learning should be: (1) send e-mail and text messages (2) save cost | A computer A mobile phone | Provides learners the message to be sent, the cost of sending each word Leads learners to discover information for themselves | Prepare the messages (2) work out the cost Put all essential details (3) find out who first prepares the best version | |
| Dictation | Dictation of a sentence e.g a sentence from a paragraphed in the comprehension | Learners should be able to: write the words dictated correctly | Flash cards Course books Chalkboards | 1.Taecher dictates the 2.words to the learners 3.Do the correction Give assignment | Read the sentence 2.learners write The dictated words 3.Do the correction . | |
| 4 | Reading Vocabulary building Oral and written Comprehension | Learners should be able to: Spell the wordsPronounce the words 3.Say the meaning of the words. 4.Answer the questions | Selected words 2.Answer factual and other questions based on the passage read | Flash cards Dictionary Charts | 1.Guide learners to select words 2. Identify and use the words in sentences. 3.Read the passage 4.Ask and answer questions from the pupils | Read the passage 2. Select and Identify words 3. Use the words in sentences 4.Asks the teacher questions |
| Grammar | Learners should be able to: Explain the meaning 2. Give examples of antonyms 3. Identify the antonyms in the sentence or given words. | Antonyms Examples of Antonyms | Course books Flash Cards Dictionary | 1. Explain the meaning of antonyms 2.Give examples of antonyms 3. Ask and answer questions from the learners. 4. Give assignment | 1. Participate in class discussions 2. Find out antonyms of the given words 3. Use the antonyms 4.Ask and answer questions from the teacher. | |
| Writing Composition | Learners should be able to: 1. Describe nurse 2.Write simple and correct sentence on the ‘nurse’ | The Nurse | Relevant picturesCourse booksCharts | 1. Lead the learners to describe a ‘nurse’. 2.State their functions 3.Ask and answer from the learners.. | 1. Describe the nurse 2. Write simple and correct sentences on the composition ‘The nurse” 3.Ask and answer questions from the teachers. | |
| Listening | Learners should be able to: 1. Make verbal report on incidents. 2. Express themselves orally about the incident. 3. Demonstrate good speech habits of clear pronunciation. 4. Give account of a logical order and vividly. | 1. Making verbal reports and statements; 2. Reporting class incidents to teacher. | Relevant pictures of incident which can use to stimulate the learners. | 1. Discusses with learners various situations in which they likely to be called upon to give report in assisting the people in authorities in the investigation. 2. Discuss the important points in making statement 3. Give account of incident | 1. Discuss various points as a class and prepare in groups to give report on any incident. 2. Each learners give account of his / her experiences; 3. Write their reports and read to the class. |
PRIMARY 5 ENGLISH STUDIES SCHEME OF WORK THIRD TERM OSUN STATE
ENGLISH LAUGUAGE THIRD TERM
SCHEME OF WORK FOR GRADE 6
| WEEKS | TOPIC | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIALS | ACTIVITIES | |
| TEACHERS | LEARNERS | |||||
| 1 | Reading | Identify issues related to the text | Learners should be able to: a) Read the selected passage. b) Identify issues related to the passage. | Flash cards Cardboard 2. Related pictures and diagram | Guides the learners to read the passage. 2. Explain new words and ideas in the selected passage. | Read the passage. 2. Answer simple questions. Identify new words and ideas related to the passage. |
| Grammar Direct speech | Review indirect speech explain direct speech with examples, “My mother gave me a book.” | Learners should be able to use direct speech orally. | Course book 2. Flash cards. 3. Chalkboard | Guides the learner to use direct speech. | Practice use of direct speech. | |
| Writing Composition | Using introduction paragraph to indicate the direction composition. | Learners should be able to recognise how introductory paragraph are written. | Flash cards. | Leads learners to produce suitable paragraph. Guide learners to write good sentences with an effective concluding paragraph. | Organise the sentences logically. 2. Discuss what will be the content of such composition. | |
| Poem | Discuss the theme of poem mood, subject matter and meaning. | Learners should be able to read poem as instrument of speech training. 2. Memorize and recite poems. 3. Discuss meaning and effect of poem. | Flash cards. A short poem. 2. simple poetry books Chalkboard | Read poem to arouse learners’ interest. ii) Outline figure of speech in poem. iii) Encourages them to memorize the poem | Learners listen to the teacher. Read the poem following teacher’s pattern. Memorize the poem and song. | |
| 2 | Reading | Identify issues related to the text, identify and explain selected words. | Learners should be able to a) Read class appropriate text. b) Identify main ideas. c) Answer question on the passage. | Flash cards Relevant pictures | Guides the learners to identify and use new descriptive words. Learners to read the passage. Ask and guides learners to answer factual and other question on the passage. | Identify and use new descriptive words as guided by the teacher. Read the passage and answer questions. |
| Grammar Indirect Speech | Indirect speech e.g. Tina said that her mother gave her a book the previous day. | Learner should be able to use indirect speech orally and in writing. | Course book Flash cards Chalkboard. | Creates a true to life situation in which the language. Activity will take place. | Practice use of direct and indirect speech. | |
| Writing Speaking at interview | Interview for employment | Learners should be able to answer simple questions at interview straight forwardly and fluently. | Two tables benches, Chairs for the chairman and the person interviewed. | Guides learners to speak audibly with clear speech. | Suggest more topic on which interview could be based and dramatize these. | |
| 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. | Revise the selected words with the learners. 2. Ask them to list the word, pronounce, say the meaning. Dictates to learners. | List the selected words, say the meaning, form sentences with it. State the words as the teacher dictates. | |
| 3 | Reading | Identify issues related to the text. | Learners should be able to i) Read the selected passage. ii) Identify issues related to the passage. | Flash cards Cardboards Relevant pictures | Guides the learners to rea passage. 2. Explains new words and ideas in the selected passage. | 1. Read the passage 2. Answer simple questions 3. Identify new words and ideas related to the passage. |
| Grammar Rules for changing Direct to indirect speech | Review the topic with the learners. | Learners should be able to familiar with rules for changing direct to indirect speech. | Course book | Guides the learners to the topic. | Practice explanation given by the teacher. | |
| Writing | Teaching of simple and correct sentences. Ask learners simple English and correct their mistakes. | Write a composition on a given topic. | Learner / teacher experiences | Discuss the content of the topic with the learners. 2. Correct their mistakes where necessary. | Write simple and correct sentences with them on the chalkboard | |
| Poem | Discuss the theme of the poem, subject matter, mood and meaning. | Learners should be able to 1. Read poems as instrument of speech training. 2. Memorize and recite poems. 3. Discuss meaning effect of poem. | Flash cards shot poem on a chalkboard. Simple poetic books | Reads poem to arouse interest of the learners 2. Let learners take turns reading | ||
| 4 | Reading | Identify issues related to the text, identify and explain selected words. | Learners should be able to a) Read class appropriate text. b) Identify main ideas. c) Answer question on the passage. | Flash cards Relevant pictures | Guides the learners to identify and use new descriptive words. Learners to read the passage. Asks and guides learners to answer factual and other questions in the passage. | Identify and use new descriptive words as guided by the teacher. Read the passage and answer questions. |
| Grammar Direct and indirect speech Orally | Review of direct and indirect speech | Learners should be able to use direct and indirect speeches orally. | Chalkboard Course books Flash cards. | Creates a true to life situation in which the language actively will take place. | Practice use of direct and indirect speeches. | |
| Writing Speaking at interview. | Interview for school admission. | Learners should be able to : Answer simple question at interview. Straight forwardly and fluently. | Forms filled by learners before interview. | Guides learners to work in groups and in pairs. | Give a model interview with the assistance of the teacher. | |
| Poem | Discuss the theme of poem Subject matter and meaning. | Learners should be able to a) Read poem as instrument of speech training b) Memorize and recite poems c) Discuss, meaning mood, and effect of poets. | Flash cards A short poem Simple poetry book Chalkboard. | Read poem to arouse learners interest figure of speech in poem. Encourages them to memorize the poem. | Learners listen to the teacher. Read the poem following teacher patterns. | |
| 5 | Reading | Identify issues related to the text | Learners should be able to a) Read selected passage. b) Identify issues related to the passage. | Flash cards Related pictures and diagram | Guides the learners to read the passage. 2. Explain new words and ideas in the selected passage. | Read the passage 2. Answer simple questions. Identify new words and ideas related to the passage. |
| Grammar Review of verb. | Review of verb forms e.g. Tell, tells, telling, told. Eat, eats, eating, ate, eater. | Learners should be able to 1. Differentiate types of verb in relation to time and Use the various verb form. | Word cards Flash cards Course book | Gives examples using appropriate verb forms. Encourages learners to give more example | Write the examples given by the teacher 2. Give more examples of their own verb forms 3. Use verb forms in sentences. | |
| Writing Composition | Using introductory paragraph to indicate the direction of composition. | Learners should be able to recognise how introductory paragraph written. | Flash cards | Leads learners to produce suitable paragraphs. Guide learners to write good sentences with an effective concluding paragraph. | Organise the sentences logically. 2. discuss what will be the content of such composition. | |
| Poem | Discuss the theme of poem subject matter and meaning. | Learners should be able to 1. Read poem as instrument of speech training. 2. Memorize and recite poems 3. Discuss meaning and effect of poem. | Flash cards A short poem 2. Simple poetry books chalkboard | Read poem to arouse learners interest. 2. Outlines figures of speech in poem. 3. Encourages them to memorize the poem. | Learners listen to the teacher. Read the poem following teacher pattern Memorize the poem and song. | |
| 6 | Reading | Identify issues related to the text. | Learners should be able to a) Read the selected passage. b) Identify issues related to the passage. | Flash cards Cardboard Related pictures and diagram. | Guides the learners to read the passage. 2. Explain new words and ideas in the selected passage. | Read the passage. 2. Answer simple questions. Identify new words and ideas related to the passage. |
| Grammar Synonyms | Words that are similar in meaning (Synonyms) | Learners should be able to 1. Identify the synonyms of given words. | 1. Course book 2. Flash cards 3. charts that are showing synonyms 4. Dictionary | Explains the meaning of synonyms. | Participated in class discussion. | |
| Writing Speaking at interviews. | Interview for school and mission. | Learners should be able to 1. Answer simple question at interview straight forwardly and fluently. | Forms filled by learners before interview. | Guides learners to work in groups and in pairs. | Give a model interview with the assistance of the teacher. | |
| Dictation | Selected words for the week | Learners should be able to pronounce, spell, identify and form sentences with the words. Writing the words correctly as the teacher dictating | Flash cards Dictionaries and chalk | Revises the selected words with the learners Ask them to list the words Pronounces say the meaning. Dictates to the learners. | List the selected words say the meaning, form sentences with it. State the words as the teacher dictates. | |
| 7 | Reading | Identify issues related to the text. | Learners should be able to 1. Read the selected passage. 2. Identify issues related to the passage. | Flash cards Cardboard Related pictures and diagram. | Guides the learner to read the passage. 2. Explain new words and ideas in the selected passage. | Read the passage 2. Answer simple questions, identify new words and ideas related to the passage. |
| Grammar Autonomy | Words that are opposite in meaning. | Learners should be able to identify autonyms of given words and form new words from autonyms and synonyms correctly. | 1. Charts showing synonyms and autonyms. 2. Dictionary. | Explain the meanings of autonyms with examples. 2. Guides learners to find the synonyms and autonyms of given words using context or the dictionary. | Find out the synonyms and autonyms of given words using context or dictionary. | |
| Writing Composition | Using introductory paragraph to indicated the direction of composition. | Learners should be able to recognise how introductory paragraphs are written | Flash cards | Leads learners to produce suitable paragraph. Guide learners to write good sentences with an effective concluding paragraph. | Organise the sentences logically. 2. discuss what will be the content of composition | |
| Dictation | Selected words for the week | Learners should be able to pronounce, spell, identify and form sentences with the words correctly as the teacher dictating. | Flash cards Dictionaries and Chalk | Revises the selected words with the learners. 2. Ask them to list the words pronounce, say the meaning Dictates to learners. | List the selected words, say the meaning form sentences with it. State the words as the teacher dictates | |
| 8 | Reading | Identify issues related to the text, identify and explains selected words. | Learners should be able to a) Read class appropriate text. b) Identify main ideas c) Answer question on the passage. | Flash cards Relevant pictures. | Guides the learners to identify and use new descriptive words. Learners to read the passage. Ask and guides learners to answer factual and other questions on the passage. | Identify and use new descriptive words as guided by the teacher. Read the passage and answer questions. |
| Grammar Figures of speech | Identify and mentions figures of speech. | Learners should be able to familiar with types of figures of speech. | Flash cards Course book | Encourages learners to mention and teach them figure of speech | Familiar word. Hyperbole, irony, similes, metaphor, paradox, personification, exaggeration etc. | |
| Writing | Using introductory paragraph to indicate the direction composition | Learners should be able to recognise how introductory paragraph are written. | Flash cards | Leads learners to produce suitable paragraph. Guide learners to write good sentences with an effective concluding paragraph | Organise the sentences logically. Discuss what will be the content of such composition. | |
| Poem | Discuss the theme of poem, mood subject matter and meaning. | Learners should be able to 1. Read poem as instrument of speech training. 2. Memorize and recite poems. 3. Discuss meaning and effect of poem. | Flash cards 2. A short poem 3. simple poetry books Chalkboard. | Read poem to arouse learners interest. Outline figures of speech in poem Encourages them to memorize the poem. | Read the poem following teacher’s pattern. 2. Memorize the poem and familiar with figure of speech. | |
| 9 | Reading | Identify issues related to the text , Identify and explains selected words | Learner should be able to a) read class appropriate text b) Identify main ideas c) Answer question on the passage | Flash cards Relevant pictures | Guides the learner to identify and use new descriptive words learner tor read the passage Asks and guides learner to answer factual and other question the passage | Identify and use new descriptive words as guided by the teacher Read the passage and answer question |
| Grammar similes | Comparohy two things or person with the use of “ as” “like etc | Learners should be able to compar two things in respect of what they share in common | Flash cards course book sentence strips | Uses the blackboard work from which learners will prepare their own list | Construct sentences with similes | |
| Writing | Using introductory paragraph to indicate the direction composition | Learners should be able to recognise how introductory paragraph are writing | Flash cards course book | Leads learner to produce suitable paragraph Guide learner to write good sentences with an effective paragraph | 1) Organise the sentences logically 2) Discuss what will be the content of such composition | |
| Poem | Discuss the theme of poem, subject matter mood, and meanings | Learner should be able to read poem as instrument of speech in training 2) Memorize and recite poem 3) Discuss meaning and effect of poem | Flash cards 2) A short poem simple poetry books chalkboard | Read poem to arouse learners interest, outline figures of speech in poem. Encourages them to memorize the poem find out the figures of speech | Read the poem following teachers pattern 2) Memorize the poem and familiar with figures of speech | |
| 10 | Reading | Identify issues related to the text, identify and explains selected words | Learner should be able to a) read class appropriate text b) Identify main Ideas c) Answer question on the passages | Flash cards relevant pictures dictionaries | Guides the learner to identify and use new descriptive words Learner to read the passage Asks and guide learner to answer factual and other question on the passages | Identify and use new descriptive words as guided by the teacher Read the passage and answer questions |
| Grammar Metaphor | Similes and metaphors are best taught together, one helps to make the meaning of the other clearer e.g She is as red as a rose. “she is a red rose | Use similes and be able to turn them into metaphors and vice versa | Course book ii. Sentence strips | Encourages learner to begin to look for these Similes and metaphors in their extensive reading | Construct sentences with similes 2) Make their own list of similes and metaphors 3) Turn the similes into metaphors 4) Prepare new similes (thus should be the joint effort of the learner and the teacher) | |
| Writing conduct at interviews | Conduct interview for employment 2) Conduct at interview. Interview for school admission 3) Interview for employment 4) Audition conduct interview | Learner should be able to . i) answer question at interview straight forward and fluently and ii) Identify the importance of good morals and behaviour pattern at interviews | Forms filled by learners before interview 2) Two tables benches chairs for the chairman and the person to be interviewed 3) Course book 4) Any other relevant materials | Guides learners to working groups and pairs 2) Encourages attentive listening Guided learner to speak audibly with clear speech 3) Gives model interview with a learner 4) Notes areas of weakness to work 5) Prepares question based on the post the candidates are seeking. | Gives a model interview with the assistance of the teachers | |
| Dictation | Selected words for the week | Learner should be able to pronounce, spell identify and forms sentences with the words correctly as the teacher dictating | Flash cards dictionaries and chalks | Revises the selected words with the learner 2) Ask them to list the words pronounces say the meaning Dictates to the learner | List the selected words say the meaning forms sentences with it. State the words as the teacher dictated | |
