English Language Scheme of Work for Primary 2
The English Language Scheme of Work for Primary 2 is a comprehensive curriculum designed to enhance students’ English language skills and literacy. The scheme spans three terms and covers a range of topics and activities that are age-appropriate and engaging. Throughout the three terms, students will develop their reading, writing, listening, and speaking abilities, while also exploring grammar, vocabulary, and creative expression. The scheme aims to foster a love for learning and language, preparing students for further academic and personal growth.
First Term English Language Scheme of Work for Primary 2
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Phonics: /a/, /a: / | Identify and pronounce vowel sounds /a/ and /a:/ | – Identify the vowel sounds /a/ and /a:/<br>- Pronounce the vowel sounds<br>- Produce words containing the sounds<br>- Match the sounds with words<br>- Differentiate words containing the two sounds | – Small group identification of sounds on a chart<br>- Class pronunciation of the sounds<br>- Listening to audio recordings of words with /a/ and /a:/ sounds<br>- Pair-based creation of new words with the sounds<br>- Analysis of words with /a/ and /a:/ sounds | Charts, Tape, Web resources – Example link |
| 1 | Phonemic awareness | Learn sounds through songs | – Learn sounds through songs<br>- Identify the sounds in songs<br>- Repeat sounds in the words they hear<br>- Analyze the sounds given to them | – Each pupil presents a song to the class<br>- Class usage of songs to describe sounds<br>- Pair-based sound identification in songs<br>- Chin-touching or clapping for sound recognition<br>- Small group discussion to produce new words with identified sounds | Charts, Video or tape, Web resources – Example link |
| 1 | Vocabulary building; Meaning of words | Explain Vocabulary Building | – Explain Vocabulary Building<br>- Identify new words<br>- Analyze techniques used in reading | – Small group discussion on vocabulary building<br>- Class listing of new words from a passage<br>- Pair-based dramatization of the meanings of new words<br>- Pair-based passage analysis | Chart/flashcards on new words, Reading passages, Reading aloud, Web resources – Example link |
| 1 | Oral and written comprehension | Examine and label pictures in books | – Examine and label pictures in books<br>- List and identify comprehension strategies<br>- Apply comprehension strategies to text | – Small group discussion on labeling pictures<br>- Small group distinction of comprehension strategies<br>- Class comparison of reading strategies | Charts, Video or Tape, Web resources – Example link |
| 1 | Picture reading | Identify and interpret pictures | – Identify pictures<br>- Interpret information from pictures<br>- Categorize the pictures given | – Class description of pictures on the wall<br>- Pair-based discussion of information gathered from pictures<br>- Individual identification of given pictures | Images, Web resources – Example link |
| 2 | Comprehension: New words and meaning | Combine words to make meaning | – Combine words to make meaning<br>- Discuss the meaning of each word given<br>- Use the words in sentences | – Small group analysis of given words<br>- Class discussion of word meanings<br>- Pair-based comparison of words in sentences | Chart, Web resources – Example link |
| 2 | Oral and written comprehension on passage | Summarize the passage orally | – Summarize the passage orally<br>- Analyze the main idea of the passage given<br>- Dramatize the meaning of the passage | – Each pupil summarizes the passage orally<br>- Small group passage analysis<br>- Class discussion of the main idea of the passage<br>- Pair-based dramatization of themes in the passage | Tape, Charts, Web resources – Example link |
| 2 | Phonics: learn sounds through songs | Pronounce sounds by singing | – Pronounce sounds by singing<br>- Use sounds to form songs<br>- Identify sounds from music | – Each pupil presents sounds by singing with alphabet words<br>- Pair-based analysis of sounds by singing<br>- Small group sound description<br>- Class clapping or chin-touching for sound recognition | Tape, Video, Flashcards |
| 2 | Simple commands at home and school | Explain the meaning of command | – Explain the meaning of command<br>- Demonstrate how to command<br>- Identify words and punctuation marks used for command | – Pair-based definition of command<br>- Pair-based role-playing of giving commands<br>- Pair-based identification of sentences with exclamation marks as commands<br>- Class writing of simple commands | Charts, Pictures, Web resources – Example link |
| 2 | Picture reading | Identify things in pictures | – Identify things in pictures<br>- Interpret the pictures<br>- Describe the pictures | – Class distinction of pictures given<br>- Pair-based relation of pictures to text<br>- Small group explanation of given pictures<br>- Pair-based dramatization of events in the picture | Pictures, Web resources – Example link |
| 3 | Supplementary Reading | Read and share stories from recommended books | – Read and share stories with other pupils<br>- Discuss lessons learned from the book<br>- Relate events in the story to personal lives | – Each pupil reads a recommended storybook from the list<br>- Class discussion of lessons learned from the book<br>- Individual relation of story events to personal lives | Images, Charts, Web resources – Example link |
| 3 | Listening to and telling a story | Summarize a story in their words | – Summarize a story in their own words<br>- Relate the story to real-life situations<br>- List the characters in the story | – Small group story analysis and summarization<br>- Individual identification of story characters<br>- Small group discussion of lessons learned from the story and sharing with the class | Pictures of a man telling stories to pupils, Web resources – Example link |
| 3 | Phonics: consonants /b/, /d/ | Produce consonant sounds in words | – Produce consonant sounds as in bed, dog, doll<br>- Pronounce consonant sounds<br>- Match the sound with words | – Small group sound production<br>- Class pronunciation of sounds<br>- Class pointing to appropriate consonant sounds on a chart when heard<br>- Pair-based analysis of sounds in sentences | Charts, Tape, Web resources – Example link |
| 3 | Writing of Letters- a, b, c | Identify the alphabet | – Identify the alphabet<br>- Compose a song with the alphabet<br>- Match the alphabet with objects | – Small group alphabet itemization<br>- Class composition of a song with the alphabet<br>- Pair-based matching of letters with objects | Pictures, Tape or videos, Web resources – Example link |
| 4 | Vocabulary building: synonyms and antonyms | Explain synonyms and antonyms | – Explain synonyms and antonyms<br>- List some synonyms and antonyms<br>- Compare synonyms and antonyms | – Small group discussion on synonyms and antonyms<br>- Pair-based enumeration of synonyms and antonyms of common words<br>- Class analysis of synonyms of common words<br>- Small group analysis of opposite meanings of common words | Charts, Pictures, Web resources – Example link |
| 4 | Comprehension Reading passage | Identify new words in the passage | – Identify new words in the passage<br>- Explain the meaning of the new words<br>- Compose a comprehension small poem from the passage<br>- Summarize the passage | – Individual examination of the passage for new words<br>- Small group composition of a short poem from the passage<br>- Class summary of the passage<br>- Pair-based dramatization of the summary of the passage | Pictures, Charts, Web resources – Example link |
| 4 | Phonic Pronounce consonant sound in isolation | Identify the consonant sounds | – Identify the consonant sounds<br>- Arrange the consonant sounds in sequence<br>- Pronounce the consonant sounds | – Class mention of consonant sounds<br>- Small group recognition of consonant sounds<br>- Individual pronunciation of consonant sounds<br>- Small group organization of consonant sounds in sequence | Chart, Tape Audio, Web resources – Example link |
| 4 | Picture Reading: Classroom environment | Explain the pictures in the classroom | – Explain the pictures in the classroom<br>- Assess the classroom environment<br>- Categorize the pictures in the classroom environment | – Small group examination of given pictures<br>- Class survey of the classroom environment and description<br>- Individual identification of pictures in the classroom | Pictures, Web resources – Example link |
| 4 | Writing of alphabet: two-letter words | Arrange two letters to form a word | – Arrange two letters to form a word<br>- Match the letters<br>- Pronounce the two letters matched together | – Class assembly of letters in the alphabet<br>- Small group matching of two letters to form new words<br>- Class pronunciation of each letter of the two-letter word<br>- Individual pronunciation of the two letters matched together as a word | Charts, Pictures, Web resources – Example link |
| 5 | Introduction to color | Identify colors of things | – Identify colors of things<br>- List the names of principal colors (blue, yellow, orange, green, and violet)<br>- Describe objects with reference to their color | – Pair-based examination of colors of objects<br>- Class enumeration of colors<br>- Small group identification of colors of objects<br>- Pair-based description of colors of objects in their environment | Charts, Pictures, Objects, Web resources – Example link |
| 5 | Comprehension Reading Skills | Identify new words in the passage | – Identify new words in the passage<br>- Explain the meaning of the new words<br>- Compose a comprehension small poem from the passage<br>- Summarize the passage | – Each pupil examines the passage for new words<br>- Small group composition of a short poem from the passage<br>- Class summary of the passage<br>- Pair-based dramatization of the summary of the passage | Pictures, Charts, Web resources – Example link |
| 5 | Differentiate between two words | Identify the words and their meanings | – Identify the words and their meanings<br>- Compare the two words<br>- Differentiate between the words given<br>- Use the words in sentences | – Pair-based recognition of given words<br>- Small group categorization of given words<br>- Class analysis of the relationship between the given words<br>- Small group production of sentences with the two words<br>- Small group analysis of meanings of the words in the sentences | Charts, Flashcards, Web resources – Example link |
| 5 | Phonics: Production of consonant sound and words | List consonant sounds | – List consonant sounds<br>- Apply songs to the sounds<br>- Identify consonant sounds in words<br>- Match sounds and words | – Class mention of consonant sounds<br>- Pair-based composition of songs for sounds<br>- Small group matching of sounds and words | Pictures, Charts, Tape, Web resources – Example link |
| 5 | Supplementary Reading: Poetry | Read and share poems | – Read and share poems with other pupils<br>- Discuss lessons learned from the poem read<br>- Relate events in the poem to personal lives | – Each pupil reads a recommended poem from the list<br>- Class discussion of lessons learned from the poem read | Images/pictures, Video/tape, Web resources – Example link |
| 5 | Literature: Fiction and non-fiction | Identify works of fiction and nonfiction | – Identify works of fiction and nonfiction<br>- Determine the similarities between fiction and nonfiction<br>- Contrast works of fiction and nonfiction | – Pair-based itemization of works of fiction and nonfiction<br>- Class description of similarities between fiction and nonfiction<br>- Small group explanation of differences between fiction and nonfiction<br>- Small group arrangement of books into works of fiction and nonfiction | Pictures, Charts, Flashcards, Web resources – Example link |
| 5 | The writing process | Define elements of the writing process | – Define elements of the writing process<br>- Explain the writing process<br>- Apply the writing process to write about self | – Class analysis of the writing process<br>- Small group application of the writing process<br>- Individual application of the writing process to write about oneself | Charts, Pictures, Web resources – Example link |
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 6 | Supplementary Reading: Poetry | – Read and share poems with other pupils<br>- Discuss lessons learned from the poem read<br>- Relate events in the poem to personal lives | – Each pupil reads a recommended poem from Lagos State approved booklist<br>- Class discussion of lessons learned from the poem read | Images, Charts, Web resources – Scholastic, Education.com | |
| 6 | Literature: Fiction and non-fiction | – Identify works of fiction and nonfiction<br>- Determine the similarities between fiction and nonfiction<br>- Contrast works of fiction and nonfiction | – Pupils, in pairs, itemize the works of fiction and nonfiction<br>- Class description of similarities between fiction and nonfiction<br>- Small group explanation of differences between fiction and nonfiction<br>- Small group arrangement of books into works of fiction and nonfiction | Pictures, Charts, Flashcards, Web resources – Education.com | |
| 6 | The writing process | – Define elements of the writing process<br>- Explain the writing process<br>- Apply the writing process to write about self | – Pupils, as a class, analyze the writing process<br>- Small group application of the writing process<br>- Individual application of the writing process to write about oneself | Charts, Pictures, Web resources – Studv.com, CIS UT | |
| 7 | Mid-term tests | – Assessment | – Assessment | N/A | |
| 8 | Comprehension passage on drug abuse | – Discuss the main idea of the story<br>- Identify facts and other kinds of information in the passage<br>- Explain causes and effects in the given passage<br>- Discuss the moral lessons learnt from the story | – Pupils, as a class, mention names of simple drugs<br>- Pupils in pairs itemize three benefits of a drug-free lifestyle<br>- Pupils, in small groups, sing a song on drug abuse | Pictures, Video | |
| 8 | Supplementary Reading: A play | – Read and share with other pupils the story read<br>- Discuss lessons learnt from the book<br>- Relate events in the story to their personal lives | – Each pupil reads a recommended storybook from Lagos State approved booklist<br>- Class discussion of lessons learned from the book read | Images, Charts, Web resources – We Are Teachers | |
| 8 | Vocabulary building: new words and meaning | – Combine words to make meaning<br>- Explain the meaning of each word given to them<br>- Make use of the new words in sentences<br>- Dramatize the meaning of the new words | – Pupils, in small groups, analyze the words given to them<br>- Pupils, as a class, discuss the meaning of each word given to them<br>- Pupils, in pairs, use the words in their own sentences<br>- Pupils in pairs dramatize the meaning of the new words in the sentence | Charts, Flashcards | |
| 8 | Phonics: Vowel sound – /ai/ long | – Recognize the/ai/ sound<br>- Blend /ai/ words for reading and spelling<br>- Pronounce the /ai/ sound | – Pupils, in pairs, identify the /ai/ sound<br>- Pupils, in small groups, relate the sounds to words<br>- Each pupil pronounces the /ai/ sound in words | Tape, Pictures, Charts, Web resources – Ascen Learning Centre | |
| 8 | Colour matching colours | – Identify basic colours<br>- Locate real-world objects of a specific colour<br>- Match the colour given with the object | – Pupils, in pairs, examine the colours for identification<br>- Pupils, in small groups, think and identify objects with specific colours (e.g., Green-leaves, black tires)<br>- Each pupil matches the colour given with the object | Pictures, Video, Web resources – ESL Kid Stuff, Study.com | |
| 9 | Vocabulary building: New words and meaning | – Analyze new words to determine meaning<br>- Explain the meaning of each word given to them<br>- Identify synonyms of the new words<br>- Use the new words in their sentences<br>- Dramatize the meaning of the new words | – Pupils, in small groups, analyze the words given to them<br>- Pupils, as a class, discuss the meaning of each word given to them<br>- Pupils, in pairs, identify synonyms of the new words<br>- Pupils, in pairs, use the new words to form sentences<br>- Pupils, in pairs, dramatize the sentences with the new words | Charts, Flashcards, Web resources – Real Parent English | |
| 9 | Literature poetry | – Describe rhythm and rhyme<br>- Create poems with rhythm<br>- Dramatize rhymes and rhythm in poems by saying it loud | – Pupils, in small groups, analyze rhythm and rhyme<br>- Pupils, as a class, actualize a poem with rhythm<br>- Each pupil dramatizes the poem by rhyming it loud | Rhyming poems, Images, Pictures, Video/tape, Web resources – Scholastic, Education.com | |
| 9 | Spelling: Three-letter words | – Identify the letters<br>- Pronounce the three letters together<br>- Write the three-letter words correctly | – Pupils, in pairs, classify the three-letter words into sounds<br>- Pupils, in small groups, match the sounds in the three-letter words to pronounce them<br>- Each pupil fixes the letters together to make three-letter words | Tape/Video, Flashcards, Charts drawing, Web resources – Pinterest | |
| 10 | Revision: listening to and telling a story | – Summarize the story in their words<br>- Relate the story to real-life situations<br>- List the characters in the story | – Pupils, in small groups, analyze and summarize the story<br>- Pupils, as a class, discuss the ideas in the story and relate it to their real-life situations<br>- Pupils in pairs itemize the characters in the story | Picture of a man telling a story to his pupils, Web resources – Teaching English | |
| 10 | Revision: writing of two-letter words | – Arrange the letters<br>- Match two letters<br>- Pronounce the two letters matched together | – Pupils, as a class, assemble the letters<br>- Pupils, in small groups, match two letters together<br>- Pupils, in small groups, identify the sounds of the two letters<br>- Each pupil pronounces the two letters together | Chart, Pictures, Web resources – Pinterest | |
| 10 | Revision- Phonics: production of consonant sound and words | – List consonant sounds<br>- Apply songs to the sounds<br>- Match sounds and words | – Each pupil arranges the consonant sound<br>- Pupils, in pairs, compose songs to the sounds<br>- Pupils, in small groups, match the sounds and words | Pictures, Charts, Tape, Web resources – Lexia Learning | |
| 10 | Revision- comprehension: Passage reading skill | – Identify new words in the passage<br>- Compose a small poem from the passage<br>- Summarize the passage | – Pupils, in pairs, recognize the words given to them<br>- Pupils, in small groups, categorize the given words<br>- Pupils, as a class, discuss the given words<br>- Pupils, in pairs, dramatize the meaning of the new words | Pictures, Charts, Web resources – We Are Teachers | |
| 11 | Revision | – Revise | – Use relevant teaching and learning materials | N/A | |
| 12 | Examination | – Examination | – Examination | N/A | |
| 13 | Examination | – Examination | – Examination | N/A |
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Revision of first term work: oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. | – Pupils, as a class, discuss the pictures given and label them. – Pupils, in small groups, distinguish the strategies. – Pupils, as a class, compare the strategies. | – Chart – Video/tape – Web resources: The Classroom Key |
| 1 | Revision of first term work: the writing process | – Define elements of writing process. – Explain the writing process. – Apply the process to write outlines on a given letter writing. | By the end of the lesson, pupils should be able to: – Analyze the writing process. – Study a sample of the writing process to explain its procedures. – Generate the ability to write. | – Pupils, as a class, analyze the writing process. – Pupils, in small groups, study a sample of the writing process to explain its procedures. – Each pupil generates the ability to write. | – Chart – Pictures – Web resources: studv.com and cls.utk.edu PDF |
| 1 | Revision of first term work: structure, stories, rhymes, on the needs to wash hands before eating. | – Itemize what to use in washing our hands – Compose a song on washing of hands – Dramatize washing of hands with songs. | By the end of the lesson, pupils should be able to: – Discuss items used to wash hands. – Form songs to use in washing of hands. – Perform the correct way to wash hands. | – Pupils, as a class, discuss items used to wash hands. – Pupils, in small groups, form songs to use in washing of hands. – Each pupil performs the correct way to wash hands. | – Images/picture – Video – Web resources: unitvpoint.com and hetv.org |
| 1 | Revision of first term work: Phonics vowel sound /ai/ | – Recognize the /ai/ sound. – Pronounce the /ai/ sound – Blend /ai/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /ai/ sound words. – Pronounce /ai/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /ai/ sound words. – Each pupil pronounces /ai/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 1 | Revision of first term work: color and matching colors | – Identify basic colors. – Locate real-world objects of a specific color. – Match the color given with the objects. | By the end of the lesson, pupils should be able to: – Examine the colors for identification. – Think and identify objects with specific colors. – Match the color given with the object. | – Pictures – Video – Web resources: esikidstuff.com and studv.com | |
| 1 | Grammar: Sentence Types | – Explain why correct sentence structure is important. – Begin written sentences with capital letters. – Explain the types of sentences (Statements, questions, commands, and exclamations). – End written sentences with the appropriate punctuation marks (Period, question mark, and exclamation marks). | By the end of the lesson, pupils should be able to: – Analyze why correct sentences are important. – Discuss the sentences given. – Provide a sentence and classify it as a statement, question, or exclamation. – Listen to audio tapes and classify the sentences. – Write sentences ensuring that each sentence starts with a capital letter and ends with the appropriate punctuation. | – Charts – Tape video – Label pictures – Web resources: study.com | |
| 1 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 1 | Phonic: Consonant sounds clusters | – Pronounce consonant sounds in isolation. – Differentiate between consonant sounds in isolation and those in pairs. – Pronounce word bed consonant clusters correctly. – Identify consonant clusters in words. – Produce words with consonant clusters correctly. | By the end of the lesson, pupils should be able to: – Mention the consonant sounds. – Give a thumbs up when they hear a consonant sound. – Pronounce the consonant sounds in isolation. – Blend two consonant sounds in pairs to produce new sounds. – Produce additional consonant clusters and match them to words. | – Chart – Tape audio – Web resources: siqhtwords.com | |
| 1 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 1 | Storytelling | – Develop an understanding about the importance of storytelling. – Apply the teaching techniques of telling a story. – Create stories. | By the end of the lesson, pupils should be able to: – Analyze the importance of storytelling. – Illustrate the techniques of telling a story. – Put ideas together to create a story. | – Pictures – Video – Web resources: English.org.uk | |
| 3 | Grammar: Present, past, and future actions | – Explain the concept of tense. – Identify the tense by circling it in a sentence. – Make songs with the tense. – Fill in the missing tense. – Use pictures to compose sentences in different tenses. | By the end of the lesson, pupils should be able to: – Describe the concept of tense. – Identify the tense in a sentence. – Compose songs with the tense. – Fill in the missing tense in sentences. – Create sentences in different tenses using pictures. | – Chart – Pictures – Web resources: teachnology.com | |
| 3 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 3 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 4 | Phonics: /ee/ vowel sound | – Recognize the /ee/ sound. – Pronounce the /ee/ sound. – Blend /ee/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /ee/ sound words. – Pronounce /ee/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /ee/ sound words. – Each pupil pronounces /ee/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 4 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 4 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 4 | Grammar: Noun as a naming word | – Define nouns as naming words. – Recognize and give examples of nouns in sentences. – Make sentences using nouns as subjects. | By the end of the lesson, pupils should be able to: – Define nouns as naming words. – Recognize and provide examples of nouns in sentences. – Form sentences using nouns as subjects. | – Pictures – Video – Web resources: English.org.uk | |
| 5 | Phonics: /oa/ vowel sound | – Recognize the /oa/ sound. – Pronounce the /oa/ sound. – Blend /oa/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /oa/ sound words. – Pronounce /oa/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /oa/ sound words. – Each pupil pronounces /oa/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 5 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 5 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 5 | Creative writing: Sentence building | – Build sentences with nouns as subjects. – Build sentences with nouns as objects. – Formulate sentences using adjectives. – Create sentences with verbs. – Construct sentences with adverbs. | By the end of the lesson, pupils should be able to: – Build sentences with nouns as subjects. – Build sentences with nouns as objects. – Formulate sentences using adjectives. – Create sentences with verbs. – Construct sentences with adverbs. | – Pictures – Video – Web resources: English.org.uk | |
| 6 | Phonics: /oo/ vowel sound | – Recognize the /oo/ sound. – Pronounce the /oo/ sound. – Blend /oo/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /oo/ sound words. – Pronounce /oo/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /oo/ sound words. – Each pupil pronounces /oo/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 6 | Grammar: Adjectives | – Define adjectives. – Recognize and provide examples of adjectives in sentences. – Create sentences using adjectives. | By the end of the lesson, pupils should be able to: – Define adjectives. – Recognize and provide examples of adjectives in sentences. – Formulate sentences using adjectives. | – Pictures – Video – Web resources: English.org.uk | |
| 6 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 6 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 7 | Midterm Examination | – Midterm Examination | – Midterm Examination | – Midterm Examination | |
| 8 | Phonics: /ou/ vowel sound | – Recognize the /ou/ sound. – Pronounce the /ou/ sound. – Blend /ou/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /ou/ sound words. – Pronounce /ou/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /ou/ sound words. – Each pupil pronounces /ou/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 8 | Grammar: Verbs | – Define verbs. – Recognize and provide examples of verbs in sentences. – Create sentences using verbs. | By the end of the lesson, pupils should be able to: – Define verbs. – Recognize and provide examples of verbs in sentences. – Formulate sentences using verbs. | – Pictures – Video – Web resources: English.org.uk | |
| 8 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 8 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 9 | Creative writing: Sentence building | – Build sentences with verbs as actions. – Construct sentences with nouns as subjects. – Create sentences with adjectives and adverbs. – Write a short descriptive paragraph. | By the end of the lesson, pupils should be able to: – Build sentences with verbs as actions. – Construct sentences with nouns as subjects. – Create sentences with adjectives and adverbs. – Write a short descriptive paragraph. | – Pictures – Video – Web resources: English.org.uk | |
| 10 | Phonics: /aw/ vowel sound | – Recognize the /aw/ sound. – Pronounce the /aw/ sound. – Blend /aw/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /aw/ sound words. – Pronounce /aw/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /aw/ sound words. – Each pupil pronounces /aw/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 10 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 10 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 11 | Revision | – Revision | – Revision | – Revision | |
| 12 | Examination | – Examination | – Examination | – Examination | |
| 13 | Examination | – Examination | – Examination | – Examination | |
| 14 | Evaluation and feedback | – Reflect on the course content. – Provide feedback on the course. – Discuss improvements. | By the end of the lesson, pupils should be able to: – Reflect on the course content. – Provide feedback on the course. – Discuss improvements. | – Group discussion – Feedback forms – Web resources: Education.com | |
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 7 | Midterm | – Midterm Examination | – Midterm Examination | – Midterm Examination | – Midterm Examination |
| 8 | Vocabulary Building: New Words and Meaning | – Combine words to make meaning. | By the end of the lesson, pupils should be able to: – Combine words to make meaning. – Discover the meaning of each word given to them. – Use the new words in sentences. | – Pupils, in small groups, analyze the words given to them. – Pupils, as a class, discuss the meaning of each word given to them. – Pupils, in pairs, use the words in their own sentences. – Pupils, in pairs, dramatize the meanings of new words in sentences. | – Charts – Flashcards – Web resources: www.realeenglish.com – How to study vocabulary building. |
| 9 | Oral and Written Comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | – Pupils, as a class, discuss pictures given and label them. – Pupils, in small groups, distinguish the strategies. – Pupils, in pairs, compare the strategies. | – Charts – Video |
| 10 | Written Composition: My School | – Explain steps to writing a composition. – Analyze their school facilities. – Use the steps to write an essay on “my school”. | By the end of the lesson, pupils should be able to: – Explain steps to writing a composition. – Analyze their school facilities. – Use the steps to write an essay on “my school”. | – Pupils, as a class, discuss the steps to writing a composition. – Pupils, in small groups, analyze their school facilities. – Pupils, in small groups, classify the components of the school into sections. – Pupils, in small groups, take turns to describe each section of the school orally. – Each pupil writes an essay on “my school”. | – Charts – Pictures – Web resources: www.bvius.com |
| 11 | Structure: Make Sentences on Synonyms and Antonyms | – Explain synonyms and antonyms. – List some synonyms and antonyms. – Make sentences using synonyms and antonyms of the same words. | By the end of the lesson, pupils should be able to: – Explain synonyms and antonyms. – List some synonyms and antonyms. – Make sentences using synonyms and antonyms of the same words. | – Pupils, as a class, discuss what synonyms and antonyms mean. – Pupils, in small groups, itemize some synonyms and antonyms. – Each pupil writes sentences using synonyms and antonyms of the same words. | – Charts – Pictures |
| 12 | Examination | – Examination | – Examination | – Examination | – Examination |
| 13 | Examination | – Examination | – Examination | – Examination | – Examination |
| 14 | Evaluation and Feedback | – Reflect on the course content. – Provide feedback on the course. – Discuss improvements. | By the end of the lesson, pupils should be able to: – Reflect on the course content. – Provide feedback on the course. – Discuss improvements. | – Group discussion – Feedback forms – Web resources: www.education.com |
| Week | Topic | Content | Behavioural Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Revision: Oral and Written comprehension | Examine and label the pictures in the passage; List and identify comprehension strategies in the passage; Apply comprehension strategies to the passage. | Pupils, as a class, discuss the picture given and label them. Pupils, in small groups, distinguish the strategies in the given passage. Pupils, in pairs, compare the strategies in the given passage. | Charts, Pictures, Video or oral passage or sound, Web resources (https://www.theclassroomkey.com) | |
| 1 | Revision: Antonyms Synonyms. (Having knowledge). | Explain synonyms and antonyms; List some synonyms and antonyms; Compare synonyms and antonyms. | Pupils, in small groups, discuss what synonyms and antonyms mean. Each pupil enumerates synonyms and antonyms. Pupils, as a class, analyze synonyms and antonyms. | Chart, Pictures, Web resources (https://vww.education.com) | |
| 1 | Revision: Making sentences on antonyms and synonyms | Assemble some synonyms and antonyms; Categorize synonyms and antonyms; Apply synonyms and antonyms to sentences. | Pupils, as a class, analyze some synonyms and antonyms. Pupils, in small groups, separate synonyms from antonyms. Each pupil applies both in separate sentences. | Chart, Picture, Web resources (https://www.education.com) | |
| 1 | Revision: Poetry: Rhyming poems | Understand rhyming poems; Demonstrate recognition of rhyming words; Determine whether two words rhyme or not. | Pupils, as a class, discuss the poem given. Pupils, in pairs, act out the rhyming words. Pupils, in small groups, figure out whether two words rhyme or not. | Video/tape, Chart, Web resources (https://www.education.com) | |
| 2 | Composition: How I spent my last holiday | Narrate their experience during the last holiday; Select the formality to use in writing the essay; Write their experience during the last holiday correctly; identify pictures given; | Each pupil narrates their holiday experience. Pupils, in small groups, select the formality to write the essay. Each pupil writes his or her holiday experiences. pictures given. Pupils, in pairs, relate the pictures to. | Pictures, Web resources (https:/Avww.pinterest.com) | |
| https://www.readinqroc | |||||
| 2 | Concepts of print: Recognize different prints. | Identify the front and back of the book; Recognize different types of print resources e.g. Novels, newspapers, magazines etc.; Observe and identify parts of a book such as title, author etc.; Recognize that a group of sentences makes up a paragraph and paragraphs make a story; | Pupils, in pairs, describe the book given to them. Pupils, in pairs, identify important details like author’s name, title, illustration, summary. Pupils, in small groups, perform gallery walk to identify different types of print resources e.g novels, magazines, newspapers etc. Pupils in small groups identify sentences paragraphs and chapters that make up the print resource. Pupils, as a class list out the common print resources. | Picture, Chart, Flashcard, Magazines, Newspapers, Novels, Bible, Quran, Dictionary | |
| 2 | Phonics: Learn sounds through song | Pronounce the sounds by singing; Use the sounds to form a song. Identify the sounds by singing. | Pupils, as a class, listen to an audio tape or the teacher singing a song and a hum or clap along. Each pupil demonstrates the actions described in the song. Each pupil presents the song with emphasis on the sounds. Pupils, in pairs, analyze the sound by singing. Pupils, in small groups, describe the sounds. Pupils, in pairs, use the sounds in a new song. | Tape/video, Flashcard, Web resources (https://www.actionfactor.com, https://www.enhatedIearning.com/asi/abc/print.html) | |
| 2 | Picture reading. | Interpret the picture given; Describe the picture given. | Pupils, as a class distinguish the text Pupils, in small groups, explain the picture given. Pupils, in small groups, dramatize the event in the picture. | Pictures https://www.pinterest.com Reading images | |
| 2 | Listening to and telling a story. | Summarize the story in their own words; Relate the story to real-life situation; List the characters in the story. | Pupils, in small groups, analyze the story then, summarize it. Pupils, as a class, discuss the main ideas in the story and relate it to their real-life situation. Each pupil discusses the purpose of the story Each pupil itemizes the characters in the story. | Picture of a man telling story to his pupils Web resources (https://www.teachingenglish.org.uk, https://www.cambrice.org) | |
| 2 | Vocabulary: Building word and meaning. | Combine words to make meaning; Understand the meaning of each given word; Use the new words in sentences. | Pupils, in small groups, analyze the words given to them. Pupils, as a class, discuss the meaning of each word given to them. Pupils, in pairs, use the words in their own sentences. Pupils in pairs dramatize the meaning of the new words in the sentence. | Charts, Flashcards, Web resources (https://www.realeamenalish.com, How to study vocabulary building) | |
| 2 | Supplementary Reading. | Read and share with other pupils: Use dictionaries to find meanings of new words; Follow the line while reading and use the picture to help in pronouncing the words correctly. | Pupils, as a class, read a supplementary reading material. Pupils, in pairs, consult a dictionary for the meaning of new words. Pupils, as a class, identify pictures in the reading material. Pupils, in pairs, use the picture to aid pronunciation. | Pictures Reading materials from newspapers, supplementary readers. | |
| 3 | Writing Skill: Correct writing and spelling | Correctly write and spell words; Write sentences and paragraph; Use correct tense in sentences. | Pupils, as a class, discuss the importance of correct writing and spelling. Pupils, in pairs, write words from a given list correctly. Pupils, in small groups, write sentences and paragraphs. Pupils, in pairs, identify correct tense in sentences. | Chart, Pictures, Web resources (https://www.education.com) | |
| 3 | Capital Letters and Full stop: Recognize | Identify the use of capital letters and full stops in sentences. | Pupils, as a class, distinguish between capital letters and small letters. Pupils, in pairs, locate capital letters in sentences. Pupils, in pairs, identify full stops in sentences. | Chart, Picture, Web resources (https://www.education.com) | |
| 3 | Types of Sentences: Understand and use. | Identify different types of sentences and punctuate them correctly. | Pupils, as a class, analyze different types of sentences. Pupils, in small groups, punctuate sentences correctly. Each pupil creates their sentences using different types. | Chart, Pictures, Flashcards, Web resources (https://www.enchantedlear.com, https://www.education.com) | |
| 3 | Comprehension: Identify story elements | Identify the elements of a story; List the characters and events in a story; Discuss the story elements; | Pupils, as a class, analyze a story and list its elements. Pupils, in small groups, list the characters and events in a story. Pupils, in pairs, discuss the story elements. Each pupil identifies the importance of story elements. | Charts, Pictures, Web resources (https://www.enchantedlearning.com) | |
| 3 | New Entry: Subtraction with borrowing | Solve subtraction problems with borrowing; Use borrowing to find the difference between two numbers. | Pupils, as a class, discuss subtraction with borrowing. Pupils, in pairs, solve subtraction problems with borrowing. Pupils, in small groups, find the difference between two numbers using borrowing. | Pictures, Charts, Flashcards, Web resources (https://www.enchantedlear.com) | |
| 4 | Vocabulary: Synonyms and Antonyms | Recognize synonyms and antonyms; Use synonyms and antonyms in sentences. | Pupils, as a class, discuss synonyms and antonyms. Pupils, in pairs, identify synonyms and antonyms in sentences. Pupils, in small groups, use synonyms and antonyms in their sentences. | Chart, Pictures, Web resources (https://www.woraclesynch.com, https://www.antonym.com) | |
| 4 | Composition: A Trip to the Beach | Write an essay about a trip to the beach; List important details to include in the essay; Use correct grammar in the essay. | Pupils, as a class, discuss a trip to the beach. Pupils, in pairs, list important details to include in the essay. Each pupil writes an essay about a trip to the beach. Pupils, in pairs, evaluate the grammar used in the essay. | Picture of a beach, Web resources (https://www.incrediblepalces.org, https://www.britannice.com) | |
| 4 | Concepts of Print: Identify different prints. | Identify different print resources and their uses; Observe and describe print resources e.g. Novels, newspapers, magazines etc. | Pupils, as a class, discuss the different types of print resources and their uses. Pupils, in pairs, describe print resources like novels, newspapers, magazines etc. Pupils, in small groups, analyze the importance of print resources. | Chart, Picture, Flashcard, Magazines, Newspapers, Novels, Bible, Quran, Dictionary | |
| 4 | Phonics: Learn sounds through song | Identify sounds through singing; Apply the sounds to words; Build new words using sounds. | Pupils, in pairs, listen to an audio tape or the teacher singing a song and hum or clap along. Pupils, as a class, analyze the sounds made in the song. Pupils, in small groups, create words using the sounds. Pupils, in pairs, use the words in sentences. | Tape/video, Flashcard, Web resources (https://www.phonicsplay.com, https://www.enchantedlerning.com/asi/abc/print.html) | |
| 4 | Picture reading: Identify the content of the picture | Interpret and analyze the picture; Discuss the events in the picture. | Pupils, as a class, analyze the picture given to them. Pupils, in small groups, discuss the events in the picture. Pupils, in pairs, explain the content of the picture. | Pictures, Reading images from books | |
| 4 | Listening and telling a story: Understand | Listen to a story and tell it in their own words; Discuss the story and make predictions. | Pupils, in small groups, listen to a story then summarize it in their own words. Pupils, in pairs, discuss the story and make predictions. Pupils, as a class, evaluate the purpose of the story. | Picture of a man telling a story to his pupils Web resources (https://www.teachingenglish.org.uk, https://www.cambridge.org) | |
| 5 | Vocabulary: Building word and meaning. | Combine words to form meaning; Understand the meaning of given words; Use the words in sentences. | Pupils, as a class, discuss how to combine words to form meaning. Pupils, in pairs, analyze the given words. Pupils, in small groups, use the words in sentences. | Charts, Pictures, Web resources (https://www.wordhawk.com, https://www.enchantedlearning.com) | |
| 5 | Comprehension: Identify story elements | Identify story elements; Discuss the setting, characters, and events in a story; Understand the plot of the story. | Pupils, as a class, analyze the story elements. Pupils, in small groups, discuss the setting, characters, and events in a story. Pupils, in pairs, understand the plot of the story. Each pupil summarizes the story. | Chart, Pictures, Web resources (https://www.enchantedlearning.com) | |
| 5 | Composition: Write a short story | Write a short story; Plan the story with a beginning, middle, and end; Use descriptive words. | Pupils, as a class, discuss the elements of a short story. Pupils, in pairs, plan a short story with a beginning, middle, and end. Each pupil writes a short story. Pupils, in pairs, use descriptive words in their stories. | Picture of a storytelling session, Web resources (https://www.incredibletales.com) | |
| 5 | Grammar: Use of conjunctions | Identify and use conjunctions in sentences; Join sentences using conjunctions. | Pupils, as a class, discuss the use of conjunctions in sentences. Pupils, in pairs, identify conjunctions in sentences. Pupils, in small groups, join sentences using conjunctions. | Chart, Pictures, Web resources (https://www.englishgrammar.org, https://www.enchantedlearning.com) | |
| 5 | Phonics: Word formation through blending | Blend sounds to form words; Read words fluently; Build sentences using blended words. | Pupils, in pairs, blend sounds to form words and read them fluently. Pupils, as a class, build sentences using blended words. Pupils, in small groups, evaluate the importance of word formation through blending. | Flashcards, Web resources (https://www.phonicsbuddy.com, https://www.enchantedlearning.com/abc/print.html) | |
| 5 | Listening and Comprehension: Understand | Listen to and comprehend a narrative; Discuss the narrative and make inferences. | Pupils, in small groups, listen to a narrative and comprehend it. Pupils, in pairs, discuss the narrative and make inferences. Pupils, as a class, evaluate the significance of the narrative. | Picture of a child listening to a story, Web resources (https://www.storynory.com, https://www.readingrockets.org) | |
| 6 | Vocabulary: Homophones and Homographs | Recognize homophones and homographs; Use homophones and homographs in sentences. | Pupils, as a class, discuss homophones and homographs. Pupils, in pairs, recognize homophones and homographs. Pupils, in small groups, use homophones and homographs in sentences. | Chart, Pictures, Web resources (https://www.homophoneword.com, https://www.enchantedlearning.com) | |
| 6 | Composition: Write a descriptive paragraph | Write a descriptive paragraph; Use adjectives and adverbs effectively; Edit and revise the paragraph. | Pupils, as a class, discuss how to write a descriptive paragraph. Pupils, in pairs, write a descriptive paragraph. Pupils, in small groups, use adjectives and adverbs effectively. Each pupil edits and revises their paragraph. | Picture of a writer at a desk, Web resources (https://www.write101.com, https://www.enchantedlearning.com) | |
| 6 | Grammar: Tenses and verb agreement | Identify different verb tenses and subject-verb agreement; Use appropriate tenses and agreement in sentences. | Pupils, as a class, discuss different verb tenses and subject-verb agreement. Pupils, in pairs, identify tenses and agreement in sentences. Pupils, in small groups, use appropriate tenses and agreement in sentences. | Chart, Pictures, Web resources (https://www.englishgrammar.org, https://www.enchantedlearning.com) | |
| 6 | Comprehension: Interpret texts | Interpret texts and make inferences; Discuss the theme and main ideas of texts; Summarize texts. | Pupils, in small groups, interpret texts and make inferences. Pupils, in pairs, discuss the theme and main ideas of texts. Pupils, as a class, summarize texts. Each pupil evaluates the importance of text interpretation. | Chart, Pictures, Web resources (https://www.enchantedlearning.com) | |
| 6 | Oral Presentation: Express ideas clearly | Express ideas clearly in a presentation; Use visual aids effectively; Respond to questions confidently. | Pupils, as a class, discuss how to express ideas clearly in a presentation. Pupils, in pairs, practice using visual aids effectively. Each pupil gives a presentation and responds to questions confidently. | Picture of a pupil giving a presentation, Web resources (https://www.presentationexpressions.com, https://www.presentationmagazine.com) | |
| 7 | Midterm Assessment | Assess pupils’ understanding of the topics covered in weeks 1-6. | Pupils take a midterm assessment to evaluate their understanding of the topics covered in weeks 1-6. | Charts, Pictures, Web resources (https://www.assessmenthub.com) | |
| 8 | Vocabulary: Idioms and Proverbs | Recognize idioms and proverbs; Use idioms and proverbs in sentences; Discuss the meaning of idioms and proverbs. | Pupils, as a class, discuss idioms and proverbs. Pupils, in pairs, recognize idioms and proverbs. Pupils, in small groups, use idioms and proverbs in sentences. Pupils, in pairs, discuss the meaning of idioms and proverbs. | Chart, Pictures, Web resources (https://www.idiomsandproverbs.com, https://www.enchantedlearning.com) | |
| 8 | Composition: Write a persuasive essay | Write a persuasive essay; Use persuasive techniques effectively; Edit and revise the essay. | Pupils, as a class, discuss how to write a persuasive essay. Pupils, in pairs, write a persuasive essay. Pupils, in small groups, use persuasive techniques effectively. Each pupil edits and revises their essay. | Picture of a speaker addressing an audience, Web resources (https://www.persuasiveessays.com, https://www.enchantedlearning.com) | |
| 8 | Grammar: Direct and Indirect Speech | Identify direct and indirect speech in sentences; Convert direct speech to indirect speech; Punctuate speech correctly. | Pupils, as a class, discuss direct and indirect speech. Pupils, in pairs, identify direct and indirect speech in sentences. Pupils, in small groups, convert direct speech to indirect speech. Pupils, in pairs, punctuate speech correctly. | Chart, Pictures, Web resources (https://www.englishgrammar.org, https://www.enchantedlearning.com) | |
| 8 | Phonics: Reading comprehension through phonics | Read and comprehend passages using phonics; Answer questions based on the passages; Discuss the passages. | Pupils, in pairs, read passages using phonics and comprehend them. Pupils, as a class, answer questions based on the passages. Pupils, in small groups, discuss the passages. Each pupil evaluates the effectiveness of phonics in reading comprehension. | Flashcards, Web resources (https://www.phonicsreading.com, https://www.enchantedlearning.com/abc/print.html) | |
| 8 | Listening and Comprehension: Analyze texts | Listen to and analyze texts; Discuss the author’s purpose and point of view; Summarize the texts. | Pupils, in small groups, listen to and analyze texts. Pupils, in pairs, discuss the author’s purpose and point of view. Pupils, as a class, summarize the texts. Each pupil evaluates the significance of text analysis. | Picture of pupils listening to a speaker, Web resources (https://www.listentolearn.com, https://www.readingrockets.org) | |
| 9 | Vocabulary: Figures of Speech | Recognize figures of speech; Use figures of speech in sentences; Discuss the meaning of figures of speech. | Pupils, as a class, discuss figures of speech. Pupils, in pairs, recognize figures of speech. Pupils, in small groups, use figures of speech in sentences. Pupils, in pairs, discuss the meaning of figures of speech. | Chart, Pictures, Web resources (https://www.figuresofspeech.com, https://www.enchantedlearning.com) | |
| 9 | Composition: Write an argumentative essay | Write an argumentative essay; Use argumentative techniques effectively; Edit and revise the essay. | Pupils, as a class, discuss how to write an argumentative essay. Pupils, in pairs, write an argumentative essay. Pupils, in small groups, use argumentative techniques effectively. Each pupil edits and revises their essay. | Picture of a debate, Web resources (https://www.argumentativeessays.com, https://www.enchantedlearning.com) | |
| 9 | Grammar: Active and Passive Voice | Identify active and passive voice in sentences; Convert active voice to passive voice; Punctuate voice correctly. | Pupils, as a class, discuss active and passive voice. Pupils, in pairs, identify active and passive voice in sentences. Pupils, in small groups, convert active voice to passive voice. Pupils, in pairs, punctuate voice correctly. | Chart, Pictures, Web resources (https://www.englishgrammar.org, https://www.enchantedlearning.com) | |
| 9 | Phonics: Fluency in reading and comprehension | Read passages fluently using phonics; Answer questions based on the passages; Discuss the passages. | Pupils, in pairs, read passages fluently using phonics and answer questions based on the passages. Pupils, as a class, discuss the passages. Each pupil evaluates the fluency in reading and comprehension. | Flashcards, Web resources (https://www.fluentphonics.com, https://www.enchantedlearning.com/abc/print.html) | |
| 9 | Listening and Comprehension: Analyze texts | Listen to and analyze texts; Discuss the author’s purpose and point of view; Summarize the texts. | Pupils, in small groups, listen to and analyze texts. Pupils, in pairs, discuss the author’s purpose and point of view. Pupils, as a class, summarize the texts. Each pupil evaluates the significance of text analysis. | Picture of pupils listening to a speaker, Web resources (https://www.listentolearn.com, https://www.readingrockets.org) | |
| 10 | Vocabulary: Homophones and Homographs | Recognize homophones and homographs; Use homophones and homographs in sentences; Discuss the meaning of homophones and homographs. | Pupils, as a class, discuss homophones and homographs. Pupils, in pairs, recognize homophones and homographs. Pupils, in small groups, use homophones and homographs in sentences. Pupils, in pairs, discuss the meaning of homophones and homographs. | Chart, Pictures, Web resources (https://www.homophonesandhomographs.com, https://www.enchantedlearning.com) | |
| 10 | Composition: Write a descriptive essay | Write a descriptive essay; Use vivid descriptions effectively; Edit and revise the essay. | Pupils, as a class, discuss how to write a descriptive essay. Pupils, in pairs, write a descriptive essay. Pupils, in small groups, use vivid descriptions effectively. Each pupil edits and revises their essay. | Picture of a scenic landscape, Web resources (https://www.descriptiveessays.com, https://www.enchantedlearning.com) | |
| 10 | Grammar: Direct and Indirect Speech | Identify direct and indirect speech in sentences; Convert direct speech to indirect speech; Punctuate speech correctly. | Pupils, as a class, discuss direct and indirect speech. P |
Second Term English Language Scheme of Work for Primary 2
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Revision of first term work: oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. | – Pupils, as a class, discuss the pictures given and label them. – Pupils, in small groups, distinguish the strategies. – Pupils, as a class, compare the strategies. | – Chart – Video/tape – Web resources: The Classroom Key |
| 1 | Revision of first term work: the writing process | – Define elements of writing process. – Explain the writing process. – Apply the process to write outlines on a given letter writing. | By the end of the lesson, pupils should be able to: – Analyze the writing process. – Study a sample of the writing process to explain its procedures. – Generate the ability to write. | – Pupils, as a class, analyze the writing process. – Pupils, in small groups, study a sample of the writing process to explain its procedures. – Each pupil generates the ability to write. | – Chart – Pictures – Web resources: studv.com and cls.utk.edu PDF |
| 1 | Revision of first term work: structure, stories, rhymes, on the needs to wash hands before eating. | – Itemize what to use in washing our hands – Compose a song on washing of hands – Dramatize washing of hands with songs. | By the end of the lesson, pupils should be able to: – Discuss items used to wash hands. – Form songs to use in washing of hands. – Perform the correct way to wash hands. | – Pupils, as a class, discuss items used to wash hands. – Pupils, in small groups, form songs to use in washing of hands. – Each pupil performs the correct way to wash hands. | – Images/picture – Video – Web resources: unitvpoint.com and hetv.org |
| 1 | Revision of first term work: Phonics vowel sound /ai/ | – Recognize the /ai/ sound. – Pronounce the /ai/ sound – Blend /ai/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /ai/ sound words. – Pronounce /ai/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /ai/ sound words. – Each pupil pronounces /ai/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 1 | Revision of first term work: color and matching colors | – Identify basic colors. – Locate real-world objects of a specific color. – Match the color given with the objects. | By the end of the lesson, pupils should be able to: – Examine the colors for identification. – Think and identify objects with specific colors. – Match the color given with the object. | – Pictures – Video – Web resources: esikidstuff.com and studv.com | |
| 1 | Grammar: Sentence Types | – Explain why correct sentence structure is important. – Begin written sentences with capital letters. – Explain the types of sentences (Statements, questions, commands, and exclamations). – End written sentences with the appropriate punctuation marks (Period, question mark, and exclamation marks). | By the end of the lesson, pupils should be able to: – Analyze why correct sentences are important. – Discuss the sentences given. – Provide a sentence and classify it as a statement, question, or exclamation. – Listen to audio tapes and classify the sentences. – Write sentences ensuring that each sentence starts with a capital letter and ends with the appropriate punctuation. | – Charts – Tape video – Label pictures – Web resources: study.com | |
| 1 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 1 | Phonic: Consonant sounds clusters | – Pronounce consonant sounds in isolation. – Differentiate between consonant sounds in isolation and those in pairs. – Pronounce word bed consonant clusters correctly. – Identify consonant clusters in words. – Produce words with consonant clusters correctly. | By the end of the lesson, pupils should be able to: – Mention the consonant sounds. – Give a thumbs up when they hear a consonant sound. – Pronounce the consonant sounds in isolation. – Blend two consonant sounds in pairs to produce new sounds. – Produce additional consonant clusters and match them to words. | – Chart – Tape audio – Web resources: siqhtwords.com | |
| 1 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 1 | Storytelling | – Develop an understanding about the importance of storytelling. – Apply the teaching techniques of telling a story. – Create stories. | By the end of the lesson, pupils should be able to: – Analyze the importance of storytelling. – Illustrate the techniques of telling a story. – Put ideas together to create a story. | – Pictures – Video – Web resources: English.org.uk | |
| 3 | Grammar: Present, past, and future actions | – Explain the concept of tense. – Identify the tense by circling it in a sentence. – Make songs with the tense. – Fill in the missing tense. – Use pictures to compose sentences in different tenses. | By the end of the lesson, pupils should be able to: – Describe the concept of tense. – Identify the tense in a sentence. – Compose songs with the tense. – Fill in the missing tense in sentences. – Create sentences in different tenses using pictures. | – Chart – Pictures – Web resources: teachnology.com | |
| 3 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 3 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 4 | Phonics: /ee/ vowel sound | – Recognize the /ee/ sound. – Pronounce the /ee/ sound. – Blend /ee/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /ee/ sound words. – Pronounce /ee/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /ee/ sound words. – Each pupil pronounces /ee/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 4 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 4 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 4 | Grammar: Noun as a naming word | – Define nouns as naming words. – Recognize and give examples of nouns in sentences. – Make sentences using nouns as subjects. | By the end of the lesson, pupils should be able to: – Define nouns as naming words. – Recognize and provide examples of nouns in sentences. – Form sentences using nouns as subjects. | – Pictures – Video – Web resources: English.org.uk | |
| 5 | Phonics: /oa/ vowel sound | – Recognize the /oa/ sound. – Pronounce the /oa/ sound. – Blend /oa/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /oa/ sound words. – Pronounce /oa/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /oa/ sound words. – Each pupil pronounces /oa/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 5 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 5 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 5 | Creative writing: Sentence building | – Build sentences with nouns as subjects. – Build sentences with nouns as objects. – Formulate sentences using adjectives. – Create sentences with verbs. – Construct sentences with adverbs. | By the end of the lesson, pupils should be able to: – Build sentences with nouns as subjects. – Build sentences with nouns as objects. – Formulate sentences using adjectives. – Create sentences with verbs. – Construct sentences with adverbs. | – Pictures – Video – Web resources: English.org.uk | |
| 6 | Phonics: /oo/ vowel sound | – Recognize the /oo/ sound. – Pronounce the /oo/ sound. – Blend /oo/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /oo/ sound words. – Pronounce /oo/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /oo/ sound words. – Each pupil pronounces /oo/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 6 | Grammar: Adjectives | – Define adjectives. – Recognize and provide examples of adjectives in sentences. – Create sentences using adjectives. | By the end of the lesson, pupils should be able to: – Define adjectives. – Recognize and provide examples of adjectives in sentences. – Formulate sentences using adjectives. | – Pictures – Video – Web resources: English.org.uk | |
| 6 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 6 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 7 | Midterm Examination | – Midterm Examination | – Midterm Examination | – Midterm Examination | |
| 8 | Phonics: /ou/ vowel sound | – Recognize the /ou/ sound. – Pronounce the /ou/ sound. – Blend /ou/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /ou/ sound words. – Pronounce /ou/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /ou/ sound words. – Each pupil pronounces /ou/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 8 | Grammar: Verbs | – Define verbs. – Recognize and provide examples of verbs in sentences. – Create sentences using verbs. | By the end of the lesson, pupils should be able to: – Define verbs. – Recognize and provide examples of verbs in sentences. – Formulate sentences using verbs. | – Pictures – Video – Web resources: English.org.uk | |
| 8 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 8 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 9 | Creative writing: Sentence building | – Build sentences with verbs as actions. – Construct sentences with nouns as subjects. – Create sentences with adjectives and adverbs. – Write a short descriptive paragraph. | By the end of the lesson, pupils should be able to: – Build sentences with verbs as actions. – Construct sentences with nouns as subjects. – Create sentences with adjectives and adverbs. – Write a short descriptive paragraph. | – Pictures – Video – Web resources: English.org.uk | |
| 10 | Phonics: /aw/ vowel sound | – Recognize the /aw/ sound. – Pronounce the /aw/ sound. – Blend /aw/ with words for reading and spelling. | By the end of the lesson, pupils should be able to: – Identify /aw/ sound words. – Pronounce /aw/ sound in words. – Relate the sound to words. | – Pupils, in pairs, identify /aw/ sound words. – Each pupil pronounces /aw/ sound in words. – Pupils, in small groups, relate the sound to words. | – Tape – Picture – Charts – Web resources: ascendlearningcentre.com |
| 10 | Vocabulary building: New words and reading | – Combine words to make meaning. – Identify the meaning of each word given to them. – Use the new vocabulary building words in sentences. – Analyze techniques used in reading. | By the end of the lesson, pupils should be able to: – Discuss what vocabulary building means. – List new words from the given passage. – Explain the meaning of the new words. – Use the new words in their own sentences. – Analyze the given passage. | – Charts – Flashcards – Web resources: studentreasure.com | |
| 10 | Oral and written comprehension | – Examine and label pictures in books. – List and identify comprehension strategies. – Apply comprehension strategies to text. | By the end of the lesson, pupils should be able to: – Discuss the pictures given and label them. – Distinguish the strategies. – Compare the strategies. – Apply the comprehension strategies to a selected text. | – Video on oral sounds – Charts – Web resources: The Classroom Key | |
| 11 | Revision | – Revision | – Revision | – Revision | |
| 12 | Examination | – Examination | – Examination | – Examination | |
| 13 | Examination | – Examination | – Examination | – Examination | |
| 14 | Evaluation and feedback | – Reflect on the course content. – Provide feedback on the course. – Discuss improvements. | By the end of the lesson, pupils should be able to: – Reflect on the course content. – Provide feedback on the course. – Discuss improvements. | – Group discussion – Feedback forms – Web resources: Education.com |
Third Term English Language Scheme of Work for Primary 2
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Revision: Oral and Written comprehension | Examine and label the pictures in the passage; List and identify comprehension strategies in the passage; Apply comprehension strategies to the passage. | – Pupils discuss the given pictures and label them as a class. – Pupils in small groups identify comprehension strategies in the passage. – Pupils in pairs compare the strategies in the given passage. | – Charts – Pictures – Video or oral passage or sound – Web resources: theclassroomkey.com | |
| Revision: Antonyms Synonyms (Having knowledge) | Explain synonyms and antonyms; List some synonyms and antonyms; Compare synonyms and antonyms. | – Pupils in small groups discuss the meanings of synonyms and antonyms. – Each pupil enumerates synonyms and antonyms. – Pupils as a class analyze synonyms and antonyms. | – Chart – Pictures – Web resources: education.com | ||
| Revision: Making sentences on antonyms and synonyms | Assemble some synonyms and antonyms; Categorize synonyms and antonyms; Apply synonyms and antonyms to sentences. | – Pupils as a class analyze some synonyms and antonyms. – Pupils in small groups separate synonyms from antonyms. – Each pupil applies both in separate sentences. | – Chart – Picture – Web resources: education.com | ||
| Revision: Poetry: Rhyming poems | Understand rhyming poems; Demonstrate recognition of rhyming words; Determine whether two words rhyme or not. | – Pupils as a class discuss the given poem. – Pupils in pairs act out the rhyming words. – Pupils in small groups figure out whether two words rhyme or not. | – Video/tape – Chart – Web resources: education.com | ||
| 2 | Composition: How I spent my last holiday. | Narrate their experience during the last holiday; Select the formality to use in writing the essay; Write their experience during the last holiday correctly; Identify pictures given. | – Each pupil narrates their holiday experience. – Pupils in small groups select the formality to write the essay. – Each pupil writes his or her holiday experiences. – Pupils in pairs relate the pictures to pictures given. | – Pictures – Web resources: pinterest.com readinqroc | |
| Concepts of print: Recognize different prints. | Identify the front and back of the book; Recognize different types of print resources e.g. Novels, newspapers, magazines etc.; Observe and identify parts of a book such as title, author etc.; Recognize that a group of sentences makes up a paragraph and paragraphs make a story; | – Pupils in pairs describe the book given to them. – Pupils in pairs identify important details like author’s name, title, illustration, summary. – Pupils in small groups perform gallery walk to identify different types of print resources e.g novels, magazines, newspapers etc. – Pupils in small groups identify sentences, paragraphs, and chapters that make up the print resource. – Pupils as a class list out the common print resources. | – Picture – Chart – Flashcard – Magazines – Newspapers – Novels – Bible, Quran – Dictionary | ||
| Phonics: Learn sounds through song | Pronounce the sounds by singing; Use the sounds to form a song; Identify the sounds by singing. | – Pupils as a class listen to an audio tape or the teacher singing a song and hum or clap along. – Each pupil demonstrates the actions described in the song. – Each pupil presents the song with emphasis on the sounds. – Pupils in pairs analyze the sound by singing. – Pupils in small groups describe the sounds. – Pupils in pairs use the sounds in a new song. | – Tape/video – Flashcard – Web resources: actionfactor.com enhatedIearning.com | ||
| Picture reading. | Interpret the picture given; Describe the picture given. | – Pupils as a class distinguish the text. – Pupils in small groups explain the picture given. – Pupils in small groups dramatize the event in the picture. | – Pictures pinterest.com – Reading images | ||
| Listening to and telling a story. | Summarize the story in their own words; Relate the story to real life situation; List the characters in the story. | – Pupils in small groups analyze the story then summarize it. – Pupils as a class discuss the main ideas in the story and relate it to their real life situation. – Each pupil discusses the purpose of the story. – Each pupil itemizes the characters in the story. | – Picture of a man telling story to his pupils – Web resources: teachingenglish.org.uk cambrice.org | ||
| Vocabulary: Building word and meaning. | Combine words to make meaning; Understand the meaning of each given words; Use the new words in sentences. | – Pupils in small groups analyze the words given to them. – Pupils as a class discuss the meaning of each word given to them. – Pupils in pairs use the words in their own sentences. – Pupils in pairs dramatize the meaning of the new words in the sentence. | – Charts – Flashcards – Web resources: realeamenalish.com study vocabulary building | ||
| Supplementary Reading. | Read and share with other pupils the story read; Discuss lessons learned from the book; Relate events in the story to their personal lives. | – Each pupil reads a recommended storybook from Lagos state approved booklist. – Pupils as a class discuss the lessons learned from the book read. – Each pupil relates the event in the story to his or her personal lives. | – Images – Charts – Web resources: weareteachers.com scholastic.com | ||
| Grammar: Present Continuous Tense. | Recognize the present continuous tense; Demonstrate actions in present continuous tense; Apply the present continuous tense in speaking. | – Pupils as a class discuss the action demonstrated in the picture. – Pupils in pairs describe the actions in the picture. – Pupils as a class analyze the tense used in the picture. – Pupils as a class identify the action and tense of the sentence given. – Pupils in pairs use the tense in a sentence. – Pupils as a class use the tense in a conversation. | – Picture of a boy playing football – Chart – Video tape – Web resources: dailygrio.com education.com | ||
| 3 | Composition: The Journey to the Village. | Select the formality to use in writing the essay; Identify the pictures given; Write an essay based on the pictures correctly; Speak about what they wrote in the essay. | – Pupils in small groups select the formality to write the essay. – Each pupil selects the pictures that tell a story. – Pupils as a class list the major points to write on. – Each pupil writes his or her essay. – Pupils in pairs speak about what they wrote in the essay. | – Pictures pinterest.com readinqroc webapreebook lindanistore | |
| Vocabulary: Building words and meaning. | Combine words to make meaning; Understand the meaning of each given words; Use the new words in sentences. | – Pupils in small groups analyze the words given to them. – Pupils as a class discuss the meaning of each word given to them. – Pupils in pairs use the words in their own sentences. – Pupils in pairs dramatize the meaning of the new words in the sentence. | – Charts – Flashcards – Web resources: realeamenalish.com study vocabulary building | ||
| Concepts of print: Recognize different prints. | Identify the front and back of the book; Recognize different types of print resources e.g. Novels, newspapers, magazines etc.; Observe and identify parts of a book such as title, author etc.; Recognize that a group of sentences makes up a paragraph and paragraphs make a story; | – Pupils in pairs describe the book given to them. – Pupils in pairs identify important details like author’s name, title, illustration, summary. – Pupils in small groups perform gallery walk to identify different types of print resources e.g novels, magazines, newspapers etc. – Pupils in small groups identify sentences, paragraphs, and chapters that make up the print resource. – Pupils as a class list out the common print resources. | – Picture – Chart – Flashcard – Magazines – Newspapers – Novels – Bible, Quran – Dictionary | ||
| Poetry: Nursery rhymes. | Memorize nursery rhymes; Recognize rhyming words in nursery rhymes; Write new nursery rhymes with rhyming words. | – Pupils as a class listen to the teacher sing a nursery rhyme. – Pupils in pairs memorize and recite the nursery rhyme. – Pupils in pairs identify rhyming words in the nursery rhyme. – Pupils as a class analyze the sounds in the nursery rhyme. – Pupils in small groups create new nursery rhymes with rhyming words. | – Chart – Picture – Video/tape – Web resources: songsforteaching.com singasong.com lancsngsyoke.oro.uk | ||
| Listening to and telling a story. | Summarize the story in their own words; Relate the story to real life situation; List the characters in the story. | – Pupils in small groups analyze the story then summarize it. – Pupils as a class discuss the main ideas in the story and relate it to their real life situation. – Each pupil discusses the purpose of the story. – Each pupil itemizes the characters in the story. | – Picture of a man telling story to his pupils – Web resources: teachingenglish.org.uk cambrice.org | ||
| Supplementary Reading. | Read and share with other pupils the story read; Discuss lessons learned from the book; Relate events in the story to their personal lives. | – Each pupil reads a recommended storybook from Lagos state approved booklist. – Pupils as a class discuss the lessons learned from the book read. – Each pupil relates the event in the story to his or her personal lives. | – Images – Charts – Web resources: weareteachers.com scholastic.com | ||
| Revision: Phonics. | Recognize the sound by singing; Identify the sounds by singing; Demonstrate the sounds in the song; Apply the sounds in reading and writing. | – Pupils as a class listen to an audio tape or the teacher singing a song and hum or clap along. – Each pupil demonstrates the actions described in the song. – Each pupil presents the song with emphasis on the sounds. – Pupils in pairs analyze the sound by singing. – Pupils in small groups describe the sounds. – Pupils in pairs use the sounds in a new song. – Pupils as a class use the sounds in reading and writing. | – Tape/video – Flashcard – Web resources: actionfactor.com enhatedIearning.com | ||
| 4 | Comprehension passage: Oral and Written comprehension. | Examine and label the pictures in the passage; List and identify comprehension strategies in the passage; Apply comprehension strategies to the passage. | – Pupils discuss the given pictures and label them as a class. – Pupils in small groups identify comprehension strategies in the passage. – Pupils in pairs compare the strategies in the given passage. | – Charts – Pictures – Video or oral passage or sound – Web resources: theclassroomkey.com | |
| Revision: Making sentences on antonyms and synonyms | Assemble some synonyms and antonyms; Categorize synonyms and antonyms; Apply synonyms and antonyms to sentences. | – Pupils as a class analyze some synonyms and antonyms. – Pupils in small groups separate synonyms from antonyms. – Each pupil applies both in separate sentences. | – Chart – Picture – Web resources: education.com | ||
| Handwriting: Continue practicing joining. | Practice joining in cursive writing; Demonstrate correct joining – slanting; Maintain good posture; Practice straight lines. | – Pupils as a class practice joining in cursive writing. – Each pupil practices correct joining with a slant. – Pupils in pairs check and correct their partner’s joining. – Pupils in small groups maintain good posture during writing. – Pupils as a class practice straight lines in cursive writing. | – Copybook – Chalkboard – Picture of cursive writing – Video or tape – Web resources: penmanshiprocks.com handwritingwprksheets.com | ||
| 5 | Computer Studies: Introduction to Computer. | Identify and list parts of the computer; Demonstrate care and maintenance of the computer; Demonstrate how to power on and off the computer system; Recognize the keyboard and mouse. | – Pupils as a class identify and list parts of the computer system. – Pupils in pairs demonstrate care and maintenance of the computer system. – Pupils as a class demonstrate how to power on and off the computer system. – Pupils as a class recognize the keyboard and mouse. | – Computer system – Pictures – Chart – Web resources: techcareers.com webapreebook.com bizkids.com | |
| Creative Arts: Drawing and Painting. | Choose the medium to paint with; Identify different colours and shapes; Paint objects using different shapes and colours; Describe the picture they painted. | – Pupils as a class choose the medium to paint with. – Each pupil identifies different colours and shapes to use. – Pupils in pairs paint objects using different shapes and colours. – Pupils in small groups describe the picture they painted. | – Paint – Brush – Pictures – Colours – Chart – Web resources: theartstory.org mykidcraft.com paintingtutorials.org | ||
| 6 | Music: Recognize the musical elements in a song. | Identify the song; Recognize and identify the musical elements in the song; Sing along with the song; Understand and explain the lyrics of the song. | – Pupils as a class identify the song. – Pupils in pairs recognize and identify the musical elements in the song. – Each pupil sings along with the song. – Pupils in pairs understand and explain the lyrics of the song. | – Audio tape – Video tape – Musical instruments – Web resources: makingmusicfun.net mylearningsongs.com teachingchildrenmusic.com | |
| Religious Knowledge: Jesus and His Disciples. | Identify Jesus and his disciples; List the names of the disciples; Recognize their functions; Learn and explain some of the events in the life of Jesus and His disciples. | – Pupils in pairs identify Jesus and his disciples. – Pupils as a class list the names of the disciples. – Each pupil recognizes the functions of the disciples. – Pupils in pairs learn and explain some of the events in the life of Jesus and His disciples. | – Pictures – Charts – Bible – Web resources: jesus-story.net biblestorynook.com biblepath.com | ||
| PHE: Keeping our body clean and healthy. | Recognize the importance of keeping the body clean; Identify the parts of the body; List ways of keeping the body clean and healthy; Participate in cleaning the body. | – Pupils as a class discuss the importance of keeping the body clean. – Pupils in pairs identify the parts of the body. – Pupils as a class list ways of keeping the body clean and healthy. – Each pupil participates in cleaning the body. | – Charts – Pictures – Web resources: healthforkids.co.uk superkidsnutrition.com | ||
| Social Studies: My school and my community. | Identify and list the names of places within the school; Identify and list the names of places within the community; Relate places within the school to places within the community. | – Pupils in pairs identify and list the names of places within the school. – Pupils as a class identify and list the names of places within the community. – Each pupil relates places within the school to places within the community. | – Charts – Pictures – Map – Web resources: mycommunity.org goodschools.org socialstudiesforkids.com | ||
| French: Greetings and Polite Expressions. | Identify and list the greetings; Demonstrate the greetings; Recognize polite expressions; Use polite expressions in a conversation. | – Pupils as a class identify and list the greetings. – Pupils in pairs demonstrate the greetings. – Pupils in pairs recognize polite expressions. – Each pupil uses polite expressions in a conversation. | – Charts – Pictures – Web resources: frenchlearner.com learnfrenchlab.com frenchvocabulary.blogspot.com | ||
| 7 (Midterm) | Mathematics: Addition and Subtraction. | Recognize and identify numbers 1-10; Identify and list objects that add up to numbers 1-10; Recognize the symbols for addition and subtraction; Perform addition and subtraction operations. | – Pupils as a class recognize and identify numbers 1-10. – Pupils in pairs identify and list objects that add up to numbers 1-10. – Pupils as a class recognize the symbols for addition and subtraction. – Each pupil performs addition and subtraction operations. | – Charts – Pictures – Number cards – Objects for counting – Web resources: mathplayground.com coolmath4kids.com pbskids.org | |
| English: Reading and Comprehension. | Read a passage; Identify and list the objects in the passage; Answer questions on the passage; Discuss the passage. | – Each pupil reads a passage. – Pupils as a class identify and list the objects in the passage. – Pupils in pairs answer questions on the passage. – Pupils as a class discuss the passage. | – Charts – Pictures – Passage (story) – Web resources: readworks.org starfall.com readingrockets.org | ||
| Handwriting: Continue practicing joining. | Practice joining in cursive writing; Demonstrate correct joining – slanting; Maintain good posture; Practice straight lines. | – Pupils as a class practice joining in cursive writing. – Each pupil practices correct joining with a slant. – Pupils in pairs check and correct their partner’s joining. – Pupils in small groups maintain good posture during writing. – Pupils as a class practice straight lines in cursive writing. | – Copybook – Chalkboard – Picture of cursive writing – Video or tape – Web resources: penmanshiprocks.com handwritingwprksheets.com | ||
| 8 | Music: Recognize the musical elements in a song. | Identify the song; Recognize and identify the musical elements in the song; Sing along with the song; Understand and explain the lyrics of the song. | – Pupils as a class identify the song. – Pupils in pairs recognize and identify the musical elements in the song. – Each pupil sings along with the song. – Pupils in pairs understand and explain the lyrics of the song. | – Audio tape – Video tape – Musical instruments – Web resources: makingmusicfun.net mylearningsongs.com teachingchildrenmusic.com | |
| Computer Studies: Introduction to Computer. | Identify and list parts of the computer; Demonstrate care and maintenance of the computer; Demonstrate how to power on and off the computer system; Recognize the keyboard and mouse. | – Pupils as a class identify and list parts of the computer system. – Pupils in pairs demonstrate care and maintenance of the computer system. – Pupils as a class demonstrate how to power on and off the computer system. – Pupils as a class recognize the keyboard and mouse. | – Computer system – Pictures – Chart – Web resources: techcareers.com webapreebook.com bizkids.com | ||
| Creative Arts: Drawing and Painting. | Choose the medium to paint with; Identify different colours and shapes; Paint objects using different shapes and colours; Describe the picture they painted. | – Pupils as a class choose the medium to paint with. – Each pupil identifies different colours and shapes to use. – Pupils in pairs paint objects using different shapes and colours. – Pupils in small groups describe the picture they painted. | – Paint – Brush – Pictures – Colours – Chart – Web resources: theartstory.org mykidcraft.com paintingtutorials.org | ||
| Religious Knowledge: Jesus and His Disciples. | Identify Jesus and his disciples; List the names of the disciples; Recognize their functions; Learn and explain some of the events in the life of Jesus and His disciples. | – Pupils in pairs identify Jesus and his disciples. – Pupils as a class list the names of the disciples. – Each pupil recognizes the functions of the disciples. – Pupils in pairs learn and explain some of the events in the life of Jesus and His disciples. | – Pictures – Charts – Bible – Web resources: jesus-story.net biblestorynook.com biblepath.com | ||
| PHE: Keeping our body clean and healthy. | Recognize the importance of keeping the body clean; Identify the parts of the body; List ways of keeping the body clean and healthy; Participate in cleaning the body. | – Pupils as a class discuss the importance of keeping the body clean. – Pupils in pairs identify the parts of the body. – Pupils as a class list ways of keeping the body clean and healthy. – Each pupil participates in cleaning the body. | – Charts – Pictures – Web resources: healthforkids.co.uk superkidsnutrition.com | ||
| Social Studies: My school and my community. | Identify and list the names of places within the school; Identify and list the names of places within the community; Relate places within the school to places within the community. | – Pupils in pairs identify and list the names of places within the school. – Pupils as a class identify and list the names of places within the community. – Each pupil relates places within the school to places within the community. | – Charts – Pictures – Map – Web resources: mycommunity.org goodschools.org socialstudiesforkids.com | ||
| French: Greetings and Polite Expressions. | Identify and list the greetings; Demonstrate the greetings; Recognize polite expressions; Use polite expressions in a conversation. | – Pupils as a class identify and list the greetings. – Pupils in pairs demonstrate the greetings. – Pupils in pairs recognize polite expressions. – Each pupil uses polite expressions in a conversation. | – Charts – Pictures – Web resources: frenchlearner.com learnfrenchlab.com frenchvocabulary.blogspot.com | ||
| 9 | Mathematics: Introduction to Multiplication. | Identify and list objects that can be multiplied; Recognize and list the symbols for multiplication; Demonstrate multiplication of objects. | – Pupils in pairs identify and list objects that can be multiplied. – Pupils as a class recognize and list the symbols for multiplication. – Each pupil demonstrates multiplication of objects. | – Charts – Pictures – Number cards – Objects for counting – Web resources: mathplayground.com coolmath4kids.com pbskids.org | |
| English: Sentence construction. | Recognize the subject and predicate; Identify and list parts of a sentence; Construct simple sentences; Use simple sentences in conversation. | – Pupils as a class recognize the subject and predicate in sentences. – Pupils in pairs identify and list parts of a sentence. – Each pupil constructs simple sentences. – Pupils in pairs use simple sentences in conversation. | – Charts – Pictures – Sentence strips – Flashcards – Web resources: grammarly.com learnenglishkids.britishcouncil.org | ||
| Science: The Solar System. | Identify and list the planets in the solar system; Recognize the position of each planet in the solar system; List some characteristics of the planets. | – Pupils as a class identify and list the planets in the solar system. – Pupils in pairs recognize the position of each planet in the solar system. – Pupils in small groups list some characteristics of the planets. | – Charts – Pictures – Models of the solar system – Web resources: spaceplace.nasa.gov nasa.gov solarsystem.nasa.gov | ||
| Home Economics: Personal Hygiene. | Recognize the importance of personal hygiene; List and explain the ways to maintain personal hygiene; Demonstrate personal hygiene practices. | – Pupils as a class recognize the importance of personal hygiene. – Pupils in pairs list and explain the ways to maintain personal hygiene. – Each pupil demonstrates personal hygiene practices. | – Charts – Pictures – Models – Web resources: kidshealth.org caringforkids.cps.ca | ||
| Civic Education: Rights and Responsibilities of a Child. | Recognize and list the rights of a child; Recognize and list the responsibilities of a child; Discuss and explain the rights and responsibilities of a child. | – Pupils in pairs recognize and list the rights of a child. – Pupils as a class recognize and list the responsibilities of a child. – Each pupil discusses and explains the rights and responsibilities of a child. | – Charts – Pictures – Web resources: childhoodfirst.net kidsrights.org teachingenglish.org.uk | ||
| 10 | Physical and Health Education: Exercises for Physical Fitness. | Recognize and list the benefits of physical fitness exercises; Identify and list physical fitness exercises; Demonstrate physical fitness exercises; Participate in physical fitness exercises. | – Pupils in pairs recognize and list the benefits of physical fitness exercises. – Pupils as a class identify and list physical fitness exercises. – Each pupil demonstrates physical fitness exercises. – Pupils as a class participate in physical fitness exercises. | – Charts – Pictures – Videos – Web resources: exerciseforkids.com healthykids.nsw.gov.au | |
| Creative Arts: Pottery. | Recognize and list the tools used in pottery; Identify and list the materials used in pottery; Create simple pottery objects; Describe the pottery objects created. | – Pupils as a class recognize and list the tools used in pottery. – Pupils in pairs identify and list the materials used in pottery. – Each pupil creates simple pottery objects. – Pupils in small groups describe the pottery objects created. | – Pictures of pottery tools – Clay – Pottery wheel – Web resources: potteryforkids.com artforkidsandrobots.com pottery-making-instructions.com | ||
| Agricultural Science: Planting and Caring for Vegetables. | Recognize and list the tools used in planting vegetables; Identify and list the materials used in planting vegetables; Demonstrate planting and caring for vegetables; Participate in planting vegetables. | – Pupils in pairs recognize and list the tools used in planting vegetables. – Pupils as a class identify and list the materials used in planting vegetables. – Each pupil demonstrates planting and caring for vegetables. – Pupils as a class participate in planting vegetables. | – Pictures – Charts – Soil – Seeds – Gardening tools – Web resources: kidsgardening.org betterhomegardening.com gardeningknowhow.com | ||
| 11 (Revision) | Revision: Mathematics – Multiplication and Division. | Recognize and list objects that can be multiplied and divided; Recognize and list the symbols for multiplication and division; Demonstrate multiplication and division of objects; Perform multiplication and division operations. | – Pupils in pairs recognize and list objects that can be multiplied and divided. – Pupils as a class recognize and list the symbols for multiplication and division. – Each pupil demonstrates multiplication and division of objects. – Pupils in small groups perform multiplication and division operations. | – Charts – Pictures – Number cards – Objects for counting – Web resources: mathplayground.com coolmath4kids.com pbskids.org | |
| Revision: English – Reading and Comprehension. | Read a passage; Identify and list the objects in the passage; Answer questions on the passage; Discuss the passage. | – Each pupil reads a passage. – Pupils as a class identify and list the objects in the passage. – Pupils in pairs answer questions on the passage. – Pupils as a class discuss the passage. | – Charts – Pictures – Passage (story) – Web resources: readworks.org starfall.com readingrockets.org | ||
| Revision: Science – The Solar System. | Identify and list the planets in the solar system; Recognize the position of each planet in the solar system; List some characteristics of the planets. | – Pupils as a class identify and list the planets in the solar system. – Pupils in pairs recognize the position of each planet in the solar system. – Pupils in small groups list some characteristics of the planets. | – Charts – Pictures – Models of the solar system – Web resources: spaceplace.nasa.gov nasa.gov solarsystem.nasa.gov | ||
| Revision: Home Economics – Personal Hygiene. | Recognize the importance of personal hygiene; List and explain the ways to maintain personal hygiene; Demonstrate personal hygiene practices. | – Pupils as a class recognize the importance of personal hygiene. – Pupils in pairs list and explain the ways to maintain personal hygiene. – Each pupil demonstrates personal hygiene practices. | – Charts – Pictures – Models – Web resources: kidshealth.org caringforkids.cps.ca | ||
| Revision: Civic Education – Rights and Responsibilities of a Child. | Recognize and list the rights of a child; Recognize and list the responsibilities of a child; Discuss and explain the rights and responsibilities of a child. | – Pupils in pairs recognize and list the rights of a child. – Pupils as a class recognize and list the responsibilities of a child. – Each pupil discusses and explains the rights and responsibilities of a child. | – Charts – Pictures – Web resources: childhoodfirst.net kidsrights.org teachingenglish.org.uk | ||
| 12 | Mathematics: Division. | Recognize and list objects that can be divided; Recognize and list the symbols for division; Demonstrate division of objects; Perform division operations. | – Pupils in pairs recognize and list objects that can be divided. – Pupils as a class recognize and list the symbols for division. – Each pupil demonstrates division of objects. – Pupils in small groups perform division operations. | – Charts – Pictures – Number cards – Objects for counting – Web resources: mathplayground.com coolmath4kids.com pbskids.org | |
| English: Creative Writing. | Choose a topic to write about; Plan and organize ideas; Write a short creative piece; Share and discuss their writing. | – Pupils as a class choose a topic to write about. – Pupils in pairs plan and organize ideas for their writing. – Each pupil writes a short creative piece. – Pupils in small groups share and discuss their writing. | – Charts – Pictures – Writing materials – Web resources: creativewritingforkids.com youngwriters.co.uk timeforkids.com | ||
| Science: The Human Body – The Respiratory System. | Identify and list the parts of the respiratory system; Recognize the functions of the respiratory system; Learn and explain how the respiratory system works; Demonstrate healthy respiratory practices. | – Pupils in pairs identify and list the parts of the respiratory system. – Pupils as a class recognize the functions of the respiratory system. – Each pupil learns and explains how the respiratory system works. – Pupils in small groups demonstrate healthy respiratory practices. | – Charts – Pictures – Models – Web resources: innerbody.com kidshealth.org lung.org | ||
| 13 (Examination) | Examinations: All Subjects. | Demonstrate understanding of concepts taught in all subjects through written examinations. | – Pupils take written examinations in all subjects to demonstrate their understanding of the concepts taught. | – Examination papers – Writing materials – Answer sheets – Web resources: examresources.com exampapersplus.co.uk examsuccess.co.uk |
Throughout the three terms, the English Language Scheme of Work for Primary 2 emphasizes a balanced approach to language learning, incorporating listening, speaking, reading, and writing skills. The scheme encourages active student participation, creativity, and critical thinking, preparing them for further language development and academic success.