SECOND TERM ENGLISH LANGUAGE E LESSON NOTE FOR BASIC SIX

SECOND TERM ENGLISH LANGUAGE E LESSON NOTE FOR BASIC SIX
Table of content
Week
Speech work
Reading
Structure
Grammar
Writing
1
Revision
Revision
Revision
Revision
Revision
2
Pronunciation practice
Teaching of new words
Reading of letters and invitation
Word formation
Expository composition
3
Pronunciation practice
Teaching of new words
Construction with clauses
Word formation
Narrative essay
4
Making speeches
Teaching of new words
News paper reading
Word formation
____
5
Pronunciation practice
Teaching of new words
Simple passage
Word formation
Passage on clean water
6
Intonation practice
Teaching of new words
Indefinite pronoun and adverbs
Relationship among style, purpose & the audience
Expository essay
7
Pronunciation practice
Teaching of new words
Information and description
Antonyms
Technical writing
8
Intonation practice
Teaching of new words
Idiomatic expression
Formation of adverbs
Recording observation
9
Passages
Teaching of new words
Synonyms
Writing dialogue
Simile and Metaphor
10
Pronunciation practice
Teaching of new words
Passage on the ocean
Direct and indirect speech
Formal letters
11
Intensifiers
Teaching of new words
Reading
Composition of adverb
Features of informal letters
12
Examination
Examination
Examination
Examination
Examination

Class:- Basic 6
Subject:- English Language
Week:- 2
Topic: Speech Work: Pronunciation practice
Reading: Teaching of new words, meanings and Comprehension
Structure: Reading of letters of invitation and replies (formal and informal) (infuse Nigerian Traditional values.
Grammar: Word formation: Noun formed from Adjectives
Writing: writing an application Letter
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. State some new words and their meaning
2. Write an application letter
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with letters writing
Content.
Reading: Teaching of new words

 

On that fateful Tuesday morning, Umar was rushing off to work when a vehicle which had failed to stop when the traffic light turned red, knocked him down. Even though Umar was taken to the (1) ___________ immediately, he (2) _________ as soon as he got there because of the internal bleeding he suffered when he hit his head the pavement. The hospital management informed his (3) _______________ who then (4) ___________ the death of her husband in the newspaper.The newspaper published details of the (5) ___________ arrangements. According to the newspaper, there was going to be a ___________ in honour of the (6) ___________ on Friday at 6.00 pm. The funeral would be held on Saturday morning at 9.00 am, followed immediately by the (8) ___________ at the burial site. During the wake, the local (9) ___________ sang many inspirational songs. At the funeral service, Pastor Okrika preached a comforting (10) ___________, and encouraged the immediate family of the deceased and the (11) ___________ to be strong. After the funeral service, a (12) ___________ transported the coffin to the burial site where the (13) ___________ was lowered into the (14) ___________. The widow and the (15) ___________ paid their last respects to the deceased by placing nu(16) ___________ on the grave.
Writing an application letter
A job application letter explains to the employer why you are qualified for the position you are applying for, and why you should be selected for an interview.
Your letter should be properly organised and designed to make the best impression on the hiring manager. It should not be more than one page long. It should be single spaced. Use about 1 inch margin and align your text to the left. The font size should be between 10 and 12 points.
Begin the letter by stating what job you are applying for, for example, I write to apply for the post of a clerical assistant in your establishment. Explain how you heard about the job, especially if you heard about it from someone associated with the company.
Go on to briefly mention how your experience and skills match the position you have applied for. Then use a paragraph or two to explain why you are interested in the job and why you would be an excellent candidate for the position. Also explain how you meet the qualifications stated in the job advertisement.
Close the letter by restating how your skills make you fit for the position in the company. Thank the employer for her/his consideration. End with your signature and full name.
Remember to proofread your letter before posting/sending it.
Here is an example of an application letter

 

 

 

 

 

Evaluation:-
Answer the following questions:
1 Which of the two addresses is the sender’s address?
2 Why did the writer use ‘Yours faithfully’?
3 Did the letter contain the receiver’s name or title.
4 Why did the writer enclose a reference?
5 Which secondary school does the writer intend to go to?

 

 

 

 

 

 

 

Class:- Basic 6
Subject:- English Language
Week:- 3
Topic:.Speech Work Pronunciation practice: Put stress on the right Syllables
Reading: Teaching of new words, meanings and Comprehension
Structure: More constructions with clauses Using, ‘when’ ‘who’ ‘which’ ‘where’
Grammar: Word formation adjective formed from Noun
Writing: Narrative essay: A day I will not forget
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. Divide words into syllables
2. Stress words properly
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with the meaning of syllables
Content.
Speech Work Pronunciation practice: Put stress on the right Syllables
Syllable are words that can be broken down into simpler ones

 

 

The simplest type of syllable is just a vowel sound. Examples are: are /aː/, eye /aɪ/, owe /əʊ/, awe /ɔː/, ear /ɪə/, air /eə/. All these words have one syllable and the syllable is just one vowel sound.
A syllable can have consonant (C) sounds before the vowel (V), after the vowel, or before and after the vowel. Here are some examples. (Each of the words has one syllable.).

 

 

Some syllables have two or more consonants before the vowel, after the vowel, or before and after the vowel. Here are some examples. (Each word has one syllable.)

 

 

Usually, the number of syllables in a word is the same as the number of vowel sounds – not the number of vowel letters.

 

Examples:
1. moved (2 vowel letters (o, e) but only 1 vowel sound /muːvd/, so only one syllable)
2. Deborah (3 vowel letters (e, o, a) but only 2 vowel sounds /debrə/, so only two syllables)
3 comfortable (4 vowel letters (o, o, a, e) but only 3 vowel sounds /kʌmftəbəl/, so only three syllables)
Remember that the sounds /l/, /m/, and /n/ can be syllables together with other consonants, but with no vowel sound.
Examples:
1. Couple (2 syllables – /kʌ + pl/)
2. Button (2 syllables – /bʌ + tn/)
3. Tourism (3 syllables – /tʊə + rɪ + zm/)
Structure: More constructions with clauses Using, ‘when’ ‘who’ ‘which’ ‘where’
Relative and interrogative pronouns
Use ‘who’, ‘which’ or ‘that’ to say which person, animal, or thing you are referring to, or to describe them.
Eamples:
1 I have a brother who is a mechanic?
2 Achebe is someone who writes great novels.
3 Do you know who she is?
4 HIV is the condition that (or which) produces AIDS.
5 The cheetah is the animal that (or which) runs the fastest.
Use ‘what’ to refer to things or places.
Examples:
1 Tell me what happened.
2 What’s the capital of Nigeria?
Also use what to ask for a description.
Example: What is Abuja like?
Use ‘where’ to refer to a place.
Example: Aba is the city where there is a big market.
Use ‘when’ or ‘that’ to refer to time.
Example: I remember the first day when/that I went to school.
Grammar: Word formation adjective formed from Noun
Making adjectives from nouns
We can add a variety of endings to some nouns to make adjectives. Examples:
1 noun + ‘-less’: harmless, careless
2 noun + ‘-ous’: famous, dangerous
3 noun + ‘-ful’: successful, careful
When the noun ends in ‘y’, change ‘y’ to ‘i’: beautiful.
Be careful! Some words ending in ‘-ful’ are nouns: a teaspoonful of sugar.
We can add –able/-ible or –ive to some nouns or verbs to make adjectives:
1 noun or verb + ‘-able’: breakable, enjoyable
2 noun or verb + ‘-ible’: sensible, horrible (from ‘horror’)
3 noun or verb + ‘-ive’: expensive, creative
Evaluation:-
The spelling changes if you change the order of sounds in these one-syllable words from CV to VC. Write out the new words.
Example: CV VC
/seɪ/ = say /eɪs/ = ace
1 /təʊ/ = ___________ /əʊt/ = oat
2 /fəʊ/ = ___________ /əʊf/ = oaf
3 /leɪ/ = ___________ /eɪl/ = ail
4 /kaː/ = car /aːk/ = ___________
5 /laɪ/ = lie /aɪl/ = ___________
6 /kiː/ = ___________ /iːk/ = eke
Add ‘who’, ‘which’, ‘that’, ‘what’, ‘where’ or ‘when’ in the gaps.
A: _______ is Old Oyo National Park?
B: The Park is in northern Oyo State and part of southern Kwara State. It’s near Saki, Igboho, Igbeti, and Sepeteri _______ have their own attractions for tourism.
A: _______ is the Park like?
B: Well, it has many animals including buffaloes, bushbuck, and a wide variety of birds. Also, the Park has the interesting ruins of Oyo city _______ was the capital of the Yoruba Empire.
A: _______ can we do there?
B: People walk or travel in buses to see the animals. You’ll see people ____ are relaxing near their chalets. There are also young people _______ are camping.
A: _______ is the best time to go?
B: It can be very wet in the rainy season.
A: Thank you for all the useful information.
Fill in each gap with an adjective made from the word at the end. Use your dictionary.
1 Your writing has many mistakes. You have been very _____. (care)
2 Her new wrapper is so _____. (beauty)
3 That looks like an _____ watch. (expense)
4 This injection may be a little _____. (pain)
5 There are so many _____ Benin bronzes. (wonder)
6 It was _____ of Okon to save the baby from the fire. (courage)
7 SpongeBob SquarePants is a _____ cartoon. (fame)
8 It was _____ to try and get Efe to agree. (use)

 

 

Class:- Basic 6
Subject:- English Language
Week:- 4
Topic: Speech Work: Making speeches during occasions
Reading: Teaching of new words, meaning and Comprehension
Structure: News paper reading
Grammar: Word formation of noun
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. Describe how nouns are formed
2. List some nouns formed from adjectives
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students have learnt about word formation in the previous lesson
Content
Grammar: Word formation of noun
Nominalization: Forming nouns
Making nouns from adjectives: We can add an ending to some adjectives to make nouns, for example, adjective + ‘-ness’.
Examples: sadness, kindness, rudeness, sickness, tiredness, weakness.
When the adjective ends in ‘y’, change ‘y’ to ‘i’. Examples: happiness, laziness. We can also add ‘-th’ to adjectives about size. These nouns often have spelling changes.
Examples: grow – growth, wide – width, deep – depth, strong – strength, high – height.
Making nouns from numbers: We can also add ‘-th’ to numbers (except 1, 2, and 3) to make nouns. Examples: tenth, sixteenth, forty-fourth, a hundredth, a thousandth. When the word for the number ends in ‘y’, change ‘y’ to ‘ie’, for example: thirtieth, eightieth. Sometimes there are spelling changes. Examples: five — fifth, eigh — eighth, nine — ninth, twelve — twelfth.
Additional ways of forming nouns
Many nouns can be formed from other words by adding the following endings:
-ist ─ atheist, artist, scientist, journalist, essayist
-er/–or ─ painter, actor, doctor, writer, footballer
-ment ─ government, arrangement, development, commencement
-tion ─ generation, devotion, organisation, foundation
-ism ─ criticism, vandalism, Judaism
Evaluation:-
Write the noun forms of these words.
1 weak
2 deep
3 rude
4 seven
5 sad
6 million
7 grow
8 strong
9 ugly
10 fit
11 shy
12 tidy
13 twelve
15 wide

 

 

 

 

 

Class:- Basic 6
Subject:- English Language
Week:- 5
Topic: Speech Work: Pronunciation practice
Reading: Teaching of new words meaning and Comprehension
Structure: Simple passages of dialogue and Conversaton
Grammar: Word formation: Verbs from Adjectives
Writing: Passage on clean safe water strategies.
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. Read and answer questions from a simple passage
2. Stress some words in a sentence while reading
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students have read various simple passage since the term began.
Content
Structure: Simple passages of dialogue and Conversaton
Intonation practice using dialogue
1 ‘Who doesn’t want to play?’ ‘Bello doesn’t want to play.’
‘Does Bello want to play?’ ‘Bello doesn’t want to play.’
‘What doesn’t Bello want to do?’ ‘Bello doesn’t want to play.’
2 ‘Can you tell me what happened?’ ‘No, I wasn’t there.’
‘Can you tell me what happened?’ ‘No, I should tell my dad first.’
‘Can you tell me what happened?’ ‘No, I didn’t see anything.’
3 ‘Is it better to tell lies or to be honest?’ ‘It’s better to be honest.’
4 ‘Can a poor woman steal bread?’ ‘No, it’s best not to steal.’
Evaluation:-
1. Write out a simple passage from your textbook read it aloud and stress some words where necessary.

 

Class:- Basic 6
Subject:- English Language
Week:- 6
Topic: Speech Work: Intonation practice: Using Different intonations to suggest different meaning And aptitude
Reading: Teaching of new words, meaning and Comprehension
Structure: Indefinite pronoun and indefinite Adverbs e.g. some, any, none
Grammar: Relationship among style, purpose and The audience
Writing: Expository essay. Mode of drug use and Consequences. Effects of normal and excessive Use of drugs.
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. Write an essay on the effect of fake drugs
2. Use indefinite pronoun properly
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with some examples of indefinite pronoun such as when, who etc
Content
Writing: Expository essay. Mode of drug use and Consequences. Effects of normal and excessive Use of drugs.
The dangers of fake medicines
Fake medical products are quite harmful. Fake medicines range from the useless to the highly dangerous. They often contain the wrong level of the active ingredients – too little, too much, or none at all. They may even have an active ingredient intended for a different purpose. In some cases, fake medicines have been found to contain highly dangerous substances such as rat poison.
One can easily be deceived by fake drugs. They are often packaged to a high standard with fake tablets and syrup that look the same as the genuine ones. Sometimes a laboratory test is the only way to identify the difference. In order to fight the counterfeiting of drugs and other regulated products, the Nigerian government established a body called the National Agency for Food and Drug Administration and Control (NAFDAC). NAFDAC helps in regulating the standard of drugs manufactured or imported into the country. Its function is to register and ensure the quality of consumable items that are produced for Nigerian markets.
One of its functions is to check imported drugs at the ports, factories, drug stores, or pharmaceutical companies. To identify which are fake and which are genuine, the agency has the mandate to prosecute any offender in court. It also has the power to destroy all confiscated fake drugs without any compensation
Structure: Indefinite pronoun and indefinite Adverbs e.g. some, any, none
Indefinite pronounsand
An indefinite pronoun replaces a noun: Singular: anyone/anybody, anything, someone/somebody, something, everyone/ everybody, everything, no one/nobody, nothing, other. These use singular verbs and singular personal pronouns.
Examples:
1 Someone is in the back room.
2 Everyone has to bring a present.
3 No one was ready.
Plural: few, many, several, others. These use plural verbs and plural personal pronouns.
Examples:
1 Many people are coming.
Singular or plural: any, some, none, all, more, most. For these, it depends on what noun the indefinite pronoun replaces.
Examples:
1 Any parents who want to can bring their children.
2 Any player can bring his dad.
2 Several children were sitting in their seats.
‘Everyone’ and ‘everybody’ seem to mean more than one person, but they use a singular verb.
Examples:
1 Everyone is going to Lawal’s party.
2 Everybody knows.
Evaluation:-
Choose a word (A, B, or C) to fill in the gaps.
1 ________ boys were late for school.
A Several B Any C Everyone
2 ________ knows I’m here.
A Many B None C No one
3 Does ________ know where my biro is?
A someone B others C anyone
4 I think ________ of the teams have played well so far.
A several B one C none
5 ________ of the stories was interesting.
A Something B None C Anyone

 

 

 

Class:- Basic 6
Subject:- English Language
Week:- 7
Topic: Speech Work: Pronunciation practice: pronounce the words using the correct stress
Reading: Teaching of new words, meaning and. Comprehension
Structure: Passages dealing with information and Description
Grammar: Words and opposite: Antonyms
Writing: Technical writing: Complete application Forms. Keeping of diaries
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. State the meaning of antonyms
2. List some words and opposite
3. State the meaning of emphatic stress
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with the antonyms of some words e.g black – white
Content:-
Speech Work: Pronunciation practice: pronounce The words using the correct stress
Sentence stress and emphatic stress
When we speak, certain words are normally stressed. Words that are stressed are nouns (boy, table, Nigeria), verbs (talk, dance, leave), adjectives (thin, large, fine), adverbs (quickly, often, now), and negative auxiliary verbs (don’t, can’t).
All other words are not normally stressed. The following words are not usually stressed: pronouns (she, they, we, etc.), the verb ‘be’ (am, is, was, were, etc.), auxiliary verbs (can, may, should, etc.), articles (a, an, the, etc.), conjunctions (and, but, or, etc.), prepositions (to, by, in, etc.)
Listen and repeat the following sentences after your teacher. The stressed syllables are written in capital letters.
1 The GIRLS PLAYED VOLLEYball.
2 JAcob can SWIM.
3 The LIGHTning FLASHED in the sky.
4 I DIDN’T HAVE EGGS for BREAKfast.
5 They NEVer LEFT the HOUSE YESterday.
6 You should COOK and CLEAN by yourself.
7 We FOUND an OLD guiTAR in the BASEment.
8 Some GIRLS RIDE BIKES.
9 The TOURist LOOKED aROUND THE muSEUM.
10 KANU SCORED the WINNing GOAL.
Sometimes in conversation, speakers can choose to put the stress in any place. This is like underlining words in writing. We do this to show the importance to us of certain words. To stress a word (in speech), a speaker makes it louder, longer, or higher.
Practise reading the following conversation in pairs. The stressed words are written in capital letters.
A: The cap’s MINE, you know.
B: It ISN’T yours!
A: It IS mine!
B: No, it ISN’T yours!
A: It’s certainly MINE!
B: It isn’t YOUR
A: It’s DEFinitely mine!
B: I HOPE you lose it.
A: I WON’T lose it.
B: You WILL lose it.
A: Give ME my cap!
B: Take it! It’s UGLY anyway!
Note that we emphasise (or stress) words when we want to make a contrast with what another person says or correct some wrong information.
Grammar: Words and opposite: Antonyms
Antonym is a. word with a meaning that is opposite to the meaning ofanother word. Here is some example of antonyms
Word
Antonym
Word
Antonym
1. Increase
Decrease
6. Dilligent
Lazy
2. Happy
Sad
7. Punctual
Late
3. Patient
Restless
8. Important
Valueless
4. Obedient
Disobiedent
9. Forward
Backward
5. Friendly
Enemy
10. Buy
Sell

Some Antonyms can be formed by adding prefix ‘dis’ to the original word e.g honesty — dis + honesty = dishonesty, Loyal — dis + loyal = disloyal, organise — dis + organise = disorganise etc
Evaluation:-
1. Why are some words stressed in a sentence?
2. List some words that can not be stressed in a sentence.
3. Write out the antonym of the following words:- give, love, big, pride, permanent, visible, infect, respect.

 

 

 

 

 

 

Class:- Basic 6
Subject:- English Language
Week:- 8
Topic: Speech Work: Intonation practice with questions (Conveying various attitudes)
Reading: Teaching of new words, meaning and Comprehension
Structure: Idiomatic Expression
Grammar: Formation of verbs
Writing: Recording observation
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. State the meaning of idiomatic expression
2. Give some idiomatic expression and their meaning
3. Understand how some verbs are formed
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with the meaning and examples of idioms e.g make a hay while the sun shines
Content
Structure: Idiomatic Expression
Idiomatic expression are an expression that cannot be understood from the meanings of its separate words but that has a separate meaning of its own. A form of a language that is spoken in a particular area and that uses some of its own words, grammar, and pronunciation. A style or form of expression that is characteristic of a particular person, type of art, etc.
Examples are:-
Phrase Meaning
1. do your best to try very hard
2. put on an act to pretend you feel a particular way
3.get your own back to do something bad to someone who did
something bad to you
4. turn the corner to begin to get better when you are ill
5. come clean to admit the truth about something
6. clear the air to discuss and end a quarrel
7. spill the beans to tell a secret
8. ring a bell to be something that you think you remember
9. feel in your bones to feel certain
10. miss the bus to lose the chance of doing/having something
Grammar: Formation of verbs
Forming verbs and adverbs
We can change some nouns or adjectives to verbs by adding ‘-en’. Here are some examples:
Noun Adjective Verb Example
1. breadth broad broaden Travelling broadens your knowledge
of places.
2. depth. deep deepen They are going to deepen the storm
drain.
3. length long lengthen Mum is lengthening the sleeves of
my dress.
3. shortness short shorten A taxi will shorten your journey by an
hour.
4.strength strong strengthen Milk will strengthen your bones and
teeth.
5. threat threatening threaten Dad threatened to tell the head
teacher.
6. width wide widen Workers are widening the main road.
7.whiteness white whiten My trainers need whitening with that
cream
Evaluation:-
1. List out ten idioms and their meaning

 

 

 

 

 

 

 

 

 

Class:- Basic 6
Subject:- English Language
Week:- 9
Topic: Speech Work: Passages dealing with quarrels Hot exchanges of instructions
Reading: Teaching of new words, meanings and Comprehension
Structure: Word with similar meaning Synonyms
Grammar: Writing dialogue
Writing: Simile and Metaphor
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:
1. State the meaning of similie
2. Explain metaphor
3. Use similie and metaphor in a sentence
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with the meaning and examples of similie e.g She is as Slow as a snail
Content
Grammar: Writing dialogue
Dialogue
Take turns to act out sections of this dialogue in class.
Afiong: No, not again. Another accident!
Zainab: Some of our drivers are reckless. They don’t have consideration for other road users.
Afiong: You are right. And these are the major causes of accidents on our roads.
Zainab: If only drivers could be more cautious and considerate.
Afiong: Look at this! Some people are very kind. See the way they are attending to the victims.
Zainab: They are not just passersby. They are first-aiders.
Afiong: Who are they?
Zainab: The Red Cross Society.
Afiong: What do they do?
Zainab: They go to the scene of road accidents or fire incidents to offer first aid to victims before they are taken to the hospital.
Afiong: Are they paid for the job?
Zainab: No, the Red Cross Society is a humanitarian organisation. Members just love giving help to victims of accidents and other disasters.
Afiong: What an organisation! I’d love to be a member.
Zainab: You’d be welcome
Answer the following questions.
1 What caused the conversation between the two girls?
2 Mention two causes of road accidents as shown in the dialogue.
3 Who is a first-aider?
4 What organisation is said to be a humanitarian organisation?
5 What does the Red Cross Organisation do?
6 Do their members get paid for giving help to people?
7 Who says she’d like to join the organisation?
Writing: Simile and Metaphor
Similes (‘… as …’ and ‘… like …’)
When we want to compare something or someone with something/someone else, we use ‘like’ or ‘as’ to make the comparison. Here are some examples:
1. Ike is as strong as a horse. (Ike’s strength is compared to the strength of a horse.)
2. The touch of Amina’s hand was as light as a feather. (The lightness of Amina’s touch is compared to the lightness of a feather.)
3. Orezimena was very excited. Her eyes shone like stars. (The brightness of Orezimena’s eyes is compared to the brightness of stars.)
The use of ‘as’ or ‘like’ to compare things or people is known as simile. Sometimes you may leave out the first ‘as’.
Metaphors
Metaphors are words or phrases used to describe someone or an object so as to show that the two things have the same features or qualities. They help to make a description more powerful. For example, if you want to say that Chukwu is very tall you could say: Chukwu is a giant. This is a metaphor and gives a more impressive description of Chukwu.
Evaluation:-
Use a metaphor to describe someone who is
1 tall — She is a giant.
2 kind — Amina is an angel.
3 angry
4 stubborn
5 short
6 smart

 

 

 

 

 

 

Class:- Basic 6
Subject:- English Language
Week:- 10
Topic: Speech Work: Pronunciation practice History/Historical
, science/Scientist, Electric/Electrical/Electricity
Reading: Teaching of new words, meanings and Comprehension
Structure: A passage on the ocean: Importance Of oceans on earth. Role of the ocean in a linked
Global system. Resources of ocean
Grammar: Changing direct speech to reported Speech
Writing: Writing of formal letters
Veerbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. Change direct speech to an indirect speech
2. Report commands
3. State the features of formal letter
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with direct and indirect speech
Content
Grammar: Changing direct speech to reported Speech
When a speech contains the exact words of a speaker, we call it direct speech. When the speech is reported by someone in his own words, it is called reported speech.
Reporting statements
In reported speech, the present tense changes to the past tense.
Example:‘It is late’, he said. becomes He said that it was late.
The inverted commas used before and after the teacher’s words in the following sentence show that they are his words:
The teacher said, ‘This is my book.’ The same idea may be written in another way: The teacher said (that) it was his book. Here, inverted commas are not used because the words are not the exact words of the teacher. They were reported by someone else.
More examples:
1. Makinde said, ‘I am going home.’ What did Makinde say? Makinde said that he was going home.
2. Kalu said, ‘It’s a snake.’ What did Kalu say? Kalu said that it was a snake.
When we report things that happen regularly, the verbs may not change.
Examples:
1. The teacher says, ‘The sun rises in the east.’ The teacher said that the sun rises in the east.
2. The girl says, ‘I sell bread every day.’ The girl said that she sells bread everyday.
3. My mother says, ‘Obedient children succeed in life.’ My mother said that obedient children succeed in life.
Reporting commands
We report commands by using other verbs such as: told, asked.
Examples:
1. Direct speech: My dad said, ‘Stop shouting.’
Reported speech: My dad told me to stop shouting
2. Direct speech: ‘Don’t play outside the house,’ Dad shouted.
Reported speech: My dad told me not to play outside the house.
Writing: Writing of formal letters
Features of formal letters
Surname: The name that you share with your parents. It is also called the family name or last name.
Maiden name: A woman’s family name before she got married.
Salutation: A word or phrase used at the beginning of a letter or speech, such as ‘Dear Mr Nwagbara?.
Introduction:- The beginning of the body of the letter usually consist of greetings
Formal: Made or done officially or publicly or with set rules.
Signature: Your name written in the way you usually write it, for example, at the end of a letter; the act of signing something or a document.
Sign: To write your signature to show that you have written something or
you agree with it.
Evaluation:-
Change the following commands to reported speech. The first one has been done for you.
1. ‘Bring me the radio,’ Jaja to his sister.
Answer: Jaja ordered his sister to bring the radio to him.
2. ‘Sit down and watch the children’s programme,’ said Akilu to his daughter.
3. Mother said to Asabe: ‘Please change the channel.’
4. ‘Raise the aerial for good reception,’ said father to me.
5. Julia said to Uche, ‘Increase the volume of the radio.’
6. ‘Keep moving,’ said the police to the crowd.
7. Mma to Ata, ‘Give this video decker to Musa.’
8. ‘Come home in time for di hunner,’ Osaro told his sister.
9. Do your assignment before watching television,’ my mother told us.
10. ‘Find me a new station,’ Ije commanded her brother.

 

 

 

Class:- Basic 6
Subject:- English Language
Week:- 11
Topic: Speech Work: Intensifiers: Distinguish between ‘Very’ and ‘so’ on the hand and ‘very’ and ‘Quite’ on the other use of intensifiers
Reading: Teaching of new words, meaning and Comprehension
Structure: Reading simple materials on the Organization of formal gathering.Grammar: Composition of adverb
Writing: Write informal letters features of informal Letters
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. State the features of an informal letter
2. Write some new words and their meaning
Instructional material/Reference material:- Nigeria Primary English for Pupil’s book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with informal letter and have written a good number of informal letters.
Content
Writing: Write informal letters features of informal Letters
Address: The details of the place where someone lives or works, which you use to send them letters.
First name: The name that comes before your family name (or surname).
Personal letter: A letter written to people close to you.
Stamp: A piece of paper, which pays for the postal services, that you buy and stick onto an envelope before posting it.
Envelope: A thin paper cover in which you put and send a letter.
Occasion: An important social event or ceremony.
Affectionately: Showing that you love someone and care about them. ‘Yours
affectionately’ is sometimes used to conclude an informal letter.
Sincerely: If a person feels or believes something sincerely, then they really feel or believe it and not just pretending. ‘Yours sincerely’ is used to end a letter written to someone, especially a letter that you have begun by using the person’s name.
Relatives: Members of one’s family.
Classmate: Members of the same class in a school, college, or university.
Introduction: The beginning of a letter or essay.
Body: The central or main part of a letter or essay, where the subject matter or the main message of the letter or essay is discussed.
Reply: Something said, written, or done as a way of responding or replying to a letter.
Reading: Teaching of new words
Use the words in the box below to fill the space in each statement.
carpet library punishment
party pizza balloons

1 My bedroom carpet is red.
2 We’re having a ___________ on Saturday. Would you like to come?
3 Can you help me blow up the ___________?
4 When will you return the ___________ books?
5 Two thousand naira should buy us a ___________ and a drink.
6 As a ___________, he was not permitted to participate in any school activities
Evaluation:-
1. Write an informal letter to your school principal asking for permission to be absent from school.

 

 

 

 

Subject : 

SECOND TERM ENGLISH LANGUAGE E LESSON NOTE FOR BASIC SIX

Term :

SECOND TERM

Week:

WEEK 1

Class :

PRIMARY 6/ BASIC SIX

 

Previous lesson : 

The pupils have previous knowledge of some topics of English Grammar that have been taught in their previous classes

Topic :

Revision

Behavioural objectives :

At the end of the lesson, the pupils should be able to

  • solve some simple questions on English Grammar

 

Instructional Materials :

  • Wall charts
  • Pictures
  • Related Online Video
  • Flash Cards

Methods of Teaching :

  • Class Discussion
  • Group Discussion
  • Asking Questions
  • Explanation
  • Role Modelling
  • Role Delegation

 

Reference Materials :

  • Scheme of Work
  • Online Information
  • Textbooks
  • Workbooks
  • 9 Year Basic Education Curriculum
  • Workbooks

 

Content :

CLASS: PRIMARY 6                               SUBJECT: ENGLISH LANGUAGE

 

NAME: …………………………………………………………………………

Section A: COMPREHENSION (10 mks)

Udo and his four sons lived in a little village named Ikenze. All of them were good farmers. They had a flock of sheep and herd of cattle. Their house, though made of mud and thatch, was one of the best in the town. The family was rich and had plenty of food to eat. Udo, then seventy-two years old, was unhappy because his sons were always quarrelling among themselves.

 

One evening, he called them together and gave each a bundle of brooms to break. They tried in turn but were unable to do so. He then untied the bundle and asked them to break each rib one by one. This they did easily.

 

‘United, we stand; divided, we fall, ‘said Udo. ‘You all now see the importance of unity. If you live in love and peace together, you will overcome any group of enemies or difficulties. But if you continue to quarrel and act singly, you many be easily hurt.’

 

The sons promised to do as he advised. They agreed to settle all future disputes peacefully. ‘We have learnt the lesson at last,’ they said, ‘that unity is strength.’

 

Questions: (2 marks each)

How did Udo and his sons earn their living?

 

What was their house made of?

 

Why was Udo not satisfied with his sons?

 

With what did Udo teach his sons about unity?

 

How did the sons break the brooms?

 

State what kind of sentence the following are:

Hurray! _______________________________________________

What is the problem? _____________________________________________

Lend me your textbook, please. _______________________________________

Come here. ______________________________________________________

Best of luck _______________________________________________________

Write out the type of pronoun that is underlined in each of the following sentences.

He saw himself in the picture _________________________________________

She is a beautiful lady________________________________________________

It is an animal ______________________________________________________

That is our house ___________________________________________________

What is a question? __________________________________________________

 

Write out 5 WH___ questions in a sentence






 

Make 5 sentences using a preposition in it






 

Lexis & Structure

The school management sent a condolence message to the ___________ family.

(a) deprived        (b) saddened             (c) angered                (d) bereaved

 

Femi was _______________ tired and hungry after the exercise

(a) both                (b) either                    (c) with                      (d) Nor

 

The thief cleverly _____________ the mob’s attack

(a) hurriedly       (b) escaped                (c) tripped                 (d) bowed

 

Not only was she an actress _____________ also a singer

(a) but                  (b) and                       (c) however               (d) or

 

The Ogunleke’s family were _______________ to Christianity ten years ago.

(a) converted      (b) changed               (c) mocked                (d) Christened

 

The former Lagos Island East Local Government Chairman went from house to house ______________for his re-election.

(a) debating         (b) canvassing          (c) appealing             (d) asking

 

There is ______________ salt in the food.

(a) few                 (b) much                    (c) most                      (d) more

 

During the NASS election, there was a long ________________ at the polling station.

(a) queue             (b) crowd                   (c) line                       (d) people

I don’t know _______________ is visiting our school.

(a) whom             (b) who                      (c) whose                   (d) which

 

I do not know when the coin dropped ___________ the well.

(a) above             (b) towards                (c) under                    (d) into

 

After the _________ the weather is cooled.

(a) rain                 (b) raining                 (c) rains                     (d) rained

 

Have you got _______________ salt left in the store.

(a) a                      (b) any                       (c) a few                     (d) an

 

I have ______________ the boy’s request.

(a) admitted        (b) granted                 (c) approved                         (d) subjected

 

We are expected to ______________ to school everyday.

(a) come              (b) comes                   (c) coming                 (d) come

 

Emeka ___________ to the bottom of the deep river.

(a) walked           (b) dived                    (c) sailed                    (d) strolled

 

Audu is a skillful player ______________ he hardly score a goal.

(a) and                 (b) because                (c) since                     (d) though

 

My uncle is very rich _____________ he prefers cheap things.

(a) but                  (b) so                          (c) because                (d) while

 

That is the pencil __________ cost ten Naira.

(a) and                 (b) who                      (c) which                   (d) whose

 

This is the girl _______________ I informed you about.

(a) which             (b) whom                   (c) who                       (d) didn’t

 

The teacher parked his car ____________ nobody could hit it.

(a) if                     (b) where                   (c) while                    (d) when

 

Section C: Write a composition about your class teacher (10marks)

 

 

Presentation

 

The topic is presented step by step

 

Step 1:

The class teacher revises the previous topics

 

Step 2.

He introduces the new topic

 

Step 3:

The class teacher allows the pupils to give their own examples and he corrects them when the needs arise

 

 

Conclusion

The class teacher wraps up or conclude the lesson by giving out short note to summarize the topic that he or she has just taught.

The class teacher also goes round to make sure that the notes are well copied or well written by the pupils.

He or she does the necessary corrections when and where  the needs arise.

 

Evaluation

What is

Mention

Write out

Explain

 

 

Assignment

Prepare for the next lesson by reading about