BASIC 6 LESSON PLAN FOR FIRST TERM – ENGLISH LANGUAGE

BASIC 6 LESSON PLAN FOR FIRST TERM – ENGLISH LANGUAGE WEEK: One

CLASS: Basic six

SUBJECT: English Language TOPIC: Revision

BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to revise the previous topics

BUILDING A BACKGROUND: Pupils are familiar with the revised topics

INSTRUCTIONAL MATERIAL: Pictures, charts and textbook REFERENCE MATERIAL: Nigeria Primary English Pupils’ Book 6

CONTENT:

REVISION

Change each of the following to indirect speech.

1. ‘Get out’, the teacher yelled.
2. ‘i have seen the new house’, said Akanro.
3. The woman said to her son, ‘kindly fetch me some firewood’
4. ‘Have you seen my pencil?’ the woman asked

Write out the synonyms of the given words below.

1. Concluded
2. Discovered
3. Present
4. Calm
5. Enemy

EVALUATION: Pupils are evaluated thus:

WEEK: Two

CLASS: Basic six

SUBJECT: English Language

TOPIC: Further practice on report making; Grammar: Synonym Writing: Guided composition BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to:

1. Make reports
2. figure out the synonyms of words
3. write a guided composition

BUILDING A BACKGROUND: Pupils are familiar with report writing and synonyms INSTRUCTIONAL MATERIAL: Pictures, charts and textbook

REFERENCE MATERIAL: Nigeria Primary English Pupils’ Book to

CONTENT:

STRUCTURE

MAKING REPORTS

GRAMMAR

SYNONYMS

Synonyms are words that are similar in meaning. Examples:

Huge –	Big
Ancient- Enemy –	old foe	etc.

EVALUATION: Pupils are evaluated thus:

1. write a composition on the topic ‘My Class Teacher’.
2. Replace the underlined words in the following sentences with other words which means the same from the box. You may use your dictionary.

behave clinic healthy pierced unfortunately gradually hug abandoned be supportive be loving

• 1. The children should learn to act like smart pupils. (behave)
  2. A healthcare facility for patients should have many doctors and nurses. 3 The man left behind the old car on the street.

4 The knife cut through the soldier’s flesh. 5 Embrace me, please.

1. Good parents should be showing love and affection to their children.
2. We should be showing support or assistance to others in times of trouble. 8 The snake moved bit by bit towards its victim.
3. Unluckily it rained all day on Saturday.
4. Mr Olaolu’s physical condition showed that he was free from disease.

WEEK: Three CLASS: Basic six

SUBJECT: English Language

TOPIC: Reporting type of essay; Grammar: Noun: Definition and types; Writing: A report of an incident

BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to:

1. Explain a reporting type of essay
2. Define a noun and mention types
3. Write a report on an incident

BUILDING A BACKGROUND: Pupils are familiar with nouns and oral form of report

INSTRUCTIONAL MATERIAL: Pictures, charts and textbook REFERENCE MATERIAL: Nigeria Primary English Pupils’ Book to

CONTENT:

STRUCTURE

REPORTING TYPE OF ESSAY

The purpose of a report is to convey specific information to provide the reader with information. The purpose of an essay is to show how well you have understood the question and are able to answer it. A report usually contains a description of events/results of research.

GRAMMAR

NOUN

A noun is a naming word. It is the name of a person, idea, animal, place or things. E.g: Bose, farm, hospital, ant etc

EVALUATION: Pupils are evaluated thus:

1. What is a noun?
2. Mention the types of noun and give examples
3. Write a report on a traditional festival you witnessed in your village.

WEEK: Four CLASS: Basic six

SUBJECT: English Language

TOPIC: Pronunciation, stress and intonation practice; Grammar: pronoun: Definition and types Writing: Features of formal and informal letters

BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to;

1. Read with the correct intonation and stress pattern
2. Define pronouns and mention the types
3. State the features of formal and informal letters

BUILDING A BACKGROUND: Pupils are familiar with intonation, pronouns and letters

INSTRUCTIONAL MATERIAL: Pictures, charts and textbook REFERENCE MATERIAL: Nigeria Primary English Pupils’Book to

CONTENT:

PRONUNCIATION

STRESS AND INTONATION PRACTICE

Remember that stress is the force or loudness with which a part of a word is pronounced. Many words of two syllables come from one-syllable words. For example, the word ‘singer’ comes from the word

‘sing’ and the word ‘enlarge’ comes from the word ‘large’. In these two-syllable words, the stress is on the syllable of the original word. In the examples below, O and/or capital letters can be used to show the stressed syllable and o the unstressed syllable.

Here are some more examples:

Nouns and adjectives (Oo) Verbs (oO)

Boy – BOYhood

Own – disOWN

Star – STARdom

Take – reTAKE

friend – FRIENDship

miss – dismiss

Most two-syllable nouns and adjectives have stress on the first syllable, even if they are not formed from an original one-syllable word. For example, ‘pastor’ is not formed from the original word ‘past’, but it still has the stress pattern Oo.

GRAMMAR

PRONOUNS AND TYPES

A pronoun is a word used instead of a noun. Examples are: he, she, they, my, their, our e.t.c

WRITING

FEATURES OF A FORMAL AND INFORMAL LETTER

EVALUATION: Pupils are evaluated thus:

FORMAL LETTER

INFORMAL LETTER

1. State four features each of a formal letter and an informal letter
2. What are pronouns? Mention four types with examples.
3. Write a letter to your headmaster requesting for a new school uniform.

WEEK: Five CLASS: Basic six

SUBJECT: English Language

TOPIC: Grammar: Verbs: Definition and types Structure: Mastering of passive voice Construction: change active sentences into Passive voice writing: Argumentative essay: A teacher is more Important than a farmer

BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to:

1. Define verbs and mention types
2. Change active sentences to passive voice
3. Write an argumentative essay

BUILDING A BACKGROUND: Pupils are familiar with verbs and essays

INSTRUCTIONAL MATERIAL: Pictures, charts and textbook REFERENCE MATERIAL: Nigeria Primary English Pupils’Book to

CONTENT:

GRAMMAR

A verb is an action word or a doing word. There are three types of verbs. They are:

VERBS AND TYPES

1. ACTION VERBS: action verbs do the action in a sentence. E.g: we rode our bikes to the swimming pool; i wish i knew how to play the guitar.
2. HELPING VERBS: they help the main verb in a sentence, e.g. Mum might might bake some cookies; many kids were playing soccer during recese
3. LINKING VERBS: they link the subject to a noun or adjective in a sentence. They help to rename or describe. E.g. My dad is a truck driver; Ben seems unhappy

STRUCTURE

ACTIVE AND PASSIVE VOICE

When X (doer) does something to Y (receiver), there are usually two ways to talk about it: “active voice” and “passive voice”. We use active verbs if we want X to be subject. We use the passive verb if we want Y to be the subject. In the example below in the active construction, “ Osaro” is the doer and it is also the subject of the sentence. However, in passive sentence, “a car” is the receiver of the action, but it is the subject of the sentence.

EXAMPLES:

Active voice Passive voice

Titi sang a song. A song was sung by Titi.

The pupil kicked the ball. The ball was kicked by the pupil.

Did Musa write this letter? Was this letter written by Musa?

Someone else did that. That was done by someone else. WRITING

EVALUATION: Pupils are evaluated thus:

1. Write these sentences in the passive using the verbs in brackets. Add ‘by…’ only when necessary.

Example:

Chinua Achebe/Things Fall Apart (write) Answer: Things Fall Apart was written by Chinua Achebe.

• 1. Meeting/Dr Ayedun (chair)
  2. The grave of the saint/over 1000 years ago (build) 3 This blue cloth/in Ibadan/last June (dye)

4 Mandela/the first black President of South Africa (elect)

1. What are helping verbs? Give two examples
2. Write an argumentative essay on the topic ‘Teachers are better than farmers’

WEEK: Six

CLASS: Basic six

SUBJECT: English Language

TOPIC: Structure: Selected poem based on the virtues of Kindness; Grammar: Adjectives: Meaning and types

BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to:

1. Read a poem based on the virtues of kindness
2. Define adjectives and state its meaning

BUILDING A BACKGROUND: Pupils are familiar with the word ‘kindness’ and adjectives

INSTRUCTIONAL MATERIAL: Pictures, charts and textbook REFERENCE MATERIAL: Nigeria Primary English Pupils’Book to

CONTENT:

GRAMMAR

POEM

Out there

Out there is a cry of anguish and of pain.

Out there someone’s suffering for someone else’s blame. Out there, there is someone who’s lost all sense of hope. Waiting for some kind of help without which he can’t cope. Out there lies a semblance of a once healthy being

Who’ll die a slow and painful death unless he gets some seeing. But out there stands a person who cares for animals, true.

Yes, someone who can make a change. That person could be you! By Kenneth Cassar

EVALUATION: Pupils are evaluated thus:

1. What are adjectives?
2. Mention the types of adjectives with examples
3. Write out the rhyming words in the poem
4. What is the poem talking about?

WEEK: Seven CLASS: Basic six

SUBJECT: English Language

TOPIC: Grammar: Adverb: Meaning and types; Writing: Guide to good essay writing; comprehension BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to:

1. Define adverbs and types
2. Write a good essay
3. Read and comprehend a passage

BUILDING A BACKGROUND: Pupils are familiar with parts of speech and essay writing

INSTRUCTIONAL MATERIAL: Pictures, charts and textbook REFERENCE MATERIAL: Nigeria Primary English Pupils’Book to

CONTENT: GRAMMAR

STRUCTURE

READING

WHO WILL FINANCE MY EDUCATION NOW?

Elizabeth Fasoro is the 17-year-old daughter of the late Mrs Iyabo Deborah Fasoro. Her mother was the policewoman who was cut down on active duty during the bank robbery in Ikere Ekiti, Ekiti State on 25 November. Elizabeth says she still finds it hard

to believe that her mum is no more. The young girl is currently in Senior Secondary School 3 at Ansar-ud-deen Grammar School, Ikere Ekiti. ‘Mum was the best thing in my life. She was a very caring and understanding woman, who played the role of both father and mother to

me,’ she said.

‘I just came back from school that day about 4 pm when I learned that robbers had invaded the bank and the police station. Knowing that she could be in danger as a policewoman, I prayed for my mum and then went on to do the domestic chores.

‘After a while, my boss at the tailoring shop where I learn tailoring after school hours came to announce to us in our house that robbers had killed two police officers, a man and a woman.

‘I quickly ran to the station. It was there that I got to know that my mum was the policewoman that was killed. ‘My mum had just lost her elder sister a few days before she was shot dead. She had discussed arrangements of the burial with me and even told me about her plans to settle in Ekiti State. She had promised to give me my school fees the day she was killed. But now, she can’t do that. I don’t know who to turn to for help now.

‘My ambition is to become a journalist. I’m appealing to the government to please intervene on the payment of my late mum’s entitlement from the police force and also to do something for me and my elder brother Tope Fasoro, who is just in his first year of study at the Ikere College of Education, Ikere Ekiti.

‘Since the sad incident, everyone has been in shock. The family has particularly monitored my movements because they know that I might do something bad to myself because I never imagined that my mum would die so young. She was very determined to sponsor me and my brother in school so that we wouldn’t have problems in future. Now there is no one we can turn to. I am appealing to the government to please sponsor our education.’ (Adapted from The Sun, 11 December 2014)

Answer the following questions. 1 Who wrote this story?

1. Who cut down Mrs Fasoro’s?
2. What is the name of Elizabeth’s school? 4 What was she doing after school hours?

5 Where did she learn about her mother’s death? 6 Where was her mother killed?

1. What is Elizabeth’s ambition?
2. What does she hope the government will do for her and her brother?

EVALUATION: Pupils are evaluated thus:

• 1. What are adverbs?
  2. Mention the types of adverbs with examples.
  3. Read the comprehension passage and answer the following questions

WEEK: Eight CLASS: Basic six

SUBJECT: English Language

TOPIC: Speech Work: Argumentative Essay; Structure: Instructions; Grammar: Preposition meaning and usage; Writing: Argumentative essay: Science does more harm to humanity than good

BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to:

1. Explain the concept of instruction
2. Argue on a debate topic
3. Define preposition and explain its usage

BUILDING A BACKGROUND: Pupils are familiar with instructions and debates INSTRUCTIONAL MATERIAL: Pictures, charts and textbook

REFERENCE MATERIAL: Nigeria Primary English Pupils’Book to

CONTENT:

STRUCTURE

INSTRUCTION

Instruction is a detailed information about how something should be done or operated. A set of instruction could be:

1. How to solve a mathematical equation
2. How to prepare a dish
3. How to use an appliance e.g phone
4. How to make things e.g bags, shoes etc

Instructions are very important as they serve as a guide to achieve certain purposes.

GRAMMAR

PREPOSITION MEANING

SPEECH

ARGUMENTATIVE ESSAY- DEBATE

As you have already learned, a debate is a form of argument that is meant to be spoken. The purpose of a debate is to convince your listeners to agree with your own point of view. A debate has two sides. You either argue for or you argue against the topic. For example, in the topic, ‘Children’s rights and responsibilities should be enforced’, the side supporting the topic should argue for it, while the opposing side argues that ‘children’s rights and responsibilities should not be enforced’. To convince your listeners to your own point of view, you must give adequate facts and details to support your opinion.

Let us briefly review the rules for debates as follows:

1. First a debater takes a side. Then a coin is tossed to decide who speaks first.
2. The pupils debating must present the speech within the stipulated time. Those supporting the chief speaker speak only for a short time after the chief speaker has delivered his/her speech.
3. The speaker must speak either for or against the motion. Do not speak on both sides of the argument.
4. Once it is time for you to stop, the timekeeper will ring the bell. Make sure you stop to avoid being disqualified or penalised.
5. The judges will decide the group or persons that win at the end of the debate. EVALUATION: Pupils are evaluated thus:
   1. What is an instruction?
   2. Give three examples of instruction
   3. State five rules of debate
   4. What are prepositions?
   5. Give five examples of preposition.

WEEK: Nine CLASS: Basic six

SUBJECT: English Language

TOPIC: Speech Work: Direct and indirect speech; Grammar: Conjunction meaning and Identification; Writing: Simple future questions and past tense

BEHAVIOURAL OBJECTIVES: At the end of the lesson, pupils should be able to:

1. Change sentences from direct speech to indirect speech
2. Explain the meaning of conjunction and identify them in sentences
3. Ask simple future questions

BUILDING A BACKGROUND: Pupils are familiar with direct and indirect speech and parts of speech

INSTRUCTIONAL MATERIAL: Pictures, charts and textbook REFERENCE MATERIAL: Nigeria Primary English Pupils’Book to

CONTENT:

SPEECH WORK

DIRECT AND INDIRECT 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. In reported speech, the present tense changes to the past tense.

Example: ‘It is late’, he said. DIRECT SPEECH He said that it was late. INDIRECT SPEECH

Makinde said, ‘I am going home.’ DIRECT SPEECH Makinde said that he was going home. INDIRECT SPEECH

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

GRAMMAR

CONJUNCTIONS

A conjunction is a word which joins two words, phrases, clauses, or sentences together to complete their meaning. There are three major kinds of conjunctions: coordinating, subordinating, and correlative.

Coordinating conjunctions This conjunction is used to join two words, statements or clauses of equal status together. These conjunctions include: and, or, but .

Subordinating conjunctions This is a conjunction that is used to join two unequal statements, clauses, or phrases together. One parts depends on the other for its full meaning. Examples of subordinating conjunctions are: before, after, since, because, when, although, though, if, who, which.

Correlative conjunctions This conjunction is used in pairs. Examples are: either … or, both …. and, neither … nor, not only … but also, whether … or.

EVALUATION: Pupils are evaluated thus:

1. What are the features of direct and indirect speech? 2.

Change each of the following direct statements to reported speech by answering the questions that follow them:

1 Akin and Bode: ‘We are going to a party.’ What did Akin and Bode say? 2 Amina: ‘The soup is bad.’ What did Amina say?

3 Opa and Amina: ‘We like the new teacher.’ What did Opa and Amina say? 4 Mr Oputa: ‘Sara got all the answers right.’ What did Mr Oputa say?

5 Luqman : ‘I swept the compound alone.’ What did Luqman say?

1. What are conjunctions?
2. Mention three types of conjunctions