Structure: Construct sentences using substitution tables Primary 4 Second Term Week 11

Lesson Plan Presentation

Subject: English Grammar

Class: Primary 4

Term: Second Term

Week: 11

Topic: Constructing Sentences Using Substitution Tables

Sub-topic: Building Sentences with Subjects, Verbs, Objects, and Places

Duration: 40 minutes

Behavioural Objectives:

By the end of the lesson, pupils should be able to:

1. Understand what a substitution table is.
2. Use a substitution table to construct sentences.
3. Identify subjects, verbs, objects, and places in sentences.
4. Create their own substitution tables.

Keywords:

• Substitution table
• Subject
• Verb
• Object
• Place

Entry Behaviour:

Pupils have basic knowledge of constructing simple sentences.

Learning Resources and Materials:

• Flashcards with words for subjects, verbs, objects, and places.
• Whiteboard and markers.
• Printed substitution tables.

Building Background / Connection to Prior Knowledge:

Pupils have previously learned about the basic structure of sentences (subject + verb + object).

Embedded Core Skills:

• Critical thinking
• Sentence construction
• Grammar skills

Learning Materials:

• Flashcards
• Printed substitution tables
• Lagos State Scheme of Work

Instructional Materials:

• Flashcards
• Whiteboard
• Markers
• Worksheets

Content:

Substitution Table Example:

In this table, we have three rows, and each row represents a complete sentence. The first column (Subject) shows who is doing the action, the second column (Verb) shows the action itself, and the third column (Object) shows what the action is being done to.

Using this table, we can make different sentences by picking one word from each column. For example, if we choose “I” from the Subject column, “like” from the Verb column, and “ice cream” from the Object column, we get the sentence “I like ice cream.” If we choose “You” from the Subject column, “like” from the Verb column, and “hamburgers” from the Object column, we get the sentence “You like hamburgers.”

Substitution tables can be helpful when you’re trying to come up with lots of different sentences using the same basic structure. By changing just one or two words in the sentence, you can make it sound different and express different ideas.

Let’s use the same substitution table from the previous example:

Here are some examples of new sentences we can construct using this substitution table:

1. She likes cake.
2. We like sushi.
3. You like apples.
4. They like sandwiches.
5. He likes spaghetti.
6. I like tacos.

In each of these sentences, we’ve substituted a different subject and/or object while keeping the same verb. This shows how substitution tables can be a useful tool for creating new sentences with similar structures. By making small changes, we can create many different sentences that convey different ideas.

Presentation:

Step 1: Revising the Previous Topic (5 minutes)

• The teacher reviews the previous topic: constructing simple sentences.
• Ask pupils to give examples of sentences they remember.

Step 2: Introducing the New Topic (10 minutes)

• Explain what a substitution table is and its purpose.
• Show a substitution table on the board.
• Demonstrate how to create sentences using the table.

Step 3: Interactive Practice (15 minutes)

• Distribute printed substitution tables to pupils.
• Allow pupils to choose words from each column to create sentences.
• Encourage pupils to read their sentences aloud.
• Correct pupils when necessary and explain any mistakes.

Teacher’s Activities:

• Prepare and present the substitution table.
• Guide pupils in constructing sentences.
• Provide feedback and correct errors.

Learners’ Activities:

• Participate in revising the previous topic.
• Listen to the teacher’s explanation.
• Create sentences using the substitution table.
• Read sentences aloud.

Assessment (5 minutes):

• Ask pupils to create five sentences using the substitution table.
• Collect and review the sentences.

Ten Evaluation Questions:

1. What is a substitution table?
2. How do you use a substitution table?
3. Create a sentence using “The girl | reads | a book | at school.”
4. What is the subject in the sentence “The boy eats an apple in the park”?
5. What is the verb in the sentence “The dog chases a cat in the yard”?
6. What is the object in the sentence “The teacher writes a letter in the office”?
7. What is the place in the sentence “The girl reads a book at school”?
8. Create a sentence using “The teacher | writes | a letter | in the office.”
9. Identify the verb in “The boy eats an apple in the park.”
10. Create a sentence using “The dog | chases | a cat | in the yard.”

Conclusion (5 minutes):

• The teacher goes around to check the sentences.
• The teacher gives additional feedback.
• The teacher reinforces the importance of using substitution tables for constructing sentences.

Weekly Assessment

1. In English, sentences typically follow a –-__________ structure.
2. The __________ is the part of a sentence that performs the action or is being described.
3. The __________ is the part of a sentence that receives the action.
4. A sentence that contains two or more independent clauses is called a __________ sentence.
5. A sentence that contains one independent clause and one or more dependent clauses is called a __________ sentence.
6. A sentence that is missing either a subject or a verb is called a __________.
7. A __________ is a word that connects phrases, clauses, or sentences.
8. A __________ is a word that describes or modifies a noun or pronoun.
9. A __________ is a word that describes or modifies a verb, adjective, or other adverb.
10. An __________ is a word or group of words that shows the relationship between a noun or pronoun and other words in a sentence.