Dictation For The Week 2 English Language Primary 5 Third Term Lesson Notes Week 2

PRY 5 ENGLISH THIRD TERM E-NOTE

Subject :English Grammar

Class :Primary 5

Term :Third Term

Week: 2

Class: Basic 5

Subject: English Studies

Topic:

Dictation For The Week 2 Spellings

Previous Lesson :

• The concept of Drug Abuse Expository Essay English Language Primary 5 Third Term Lesson Notes Week 2

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Learning Objectives:

1. Define and understand the meaning of selected words.
2. Learn to spell the selected words correctly.
3. Identify and use the selected words in appropriate contexts.
4. Enhance vocabulary skills and word recognition.
5. Develop an understanding of the importance of clear communication.

Embedded Core Skills:

1. Reading comprehension
2. Vocabulary building
3. Spelling
4. Writing skills
5. Critical thinking
6. Contextual understanding
7. Communication skills

Materials:

1. Whiteboard or blackboard
2. Markers or chalk
3. Word cards with the selected words (Camouflage, demitasse, glucose, inexorable, occasionally, prescience, superintendent, department, embrace, eliminate)
4. Worksheets for learners
5. Evaluation sheets for assessment

Duration: 45 minutes

Content

Meaning, Spelling and usage of word study

Camouflage, demitasse,
glucose, inexorable,
occasionally, prescience,
superintendent,
department, embrace,
eliminate

1. Camouflage: (noun) The disguising of something, such as military personnel or equipment, by means of blending with its surroundings or adopting a deceptive appearance.
2. Demitasse: (noun) A small cup used for serving strong coffee, especially after a meal.
3. Glucose: (noun) A simple sugar that serves as the primary source of energy for the body’s cells. It is found in various forms and is an essential component of many carbohydrates.
4. Inexorable: (adjective) Impossible to stop, prevent, or persuade; relentless. Not capable of being influenced or diverted from a determined course.
5. Occasionally: (adverb) At infrequent or irregular intervals; from time to time; now and then.
6. Prescience: (noun) The ability to know or perceive things before they happen; foresight; foreknowledge.
7. Superintendent: (noun) A person who manages or directs an organization, institution, or system, especially a school, building, or housing complex.
8. Department: (noun) A division or section of an organization, typically dealing with a specific area of activity or responsibility.
9. Embrace: (verb) To hold someone or something closely in one’s arms, especially as a sign of affection or greeting. To accept or support willingly or eagerly.
10. Eliminate: (verb) To completely remove or get rid of something, especially something unwanted or unnecessary. To exclude or expel someone from a competition or process.

Please note that these definitions are based on general usage and may vary slightly depending on the context

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Evaluation

1. The _______ of soldiers made them blend with their surroundings. a) camouflage b) superintendent c) embrace
2. A _______ is a small cup used for serving strong coffee. a) glucose b) demitasse c) inexorable
3. _______ is a simple sugar that serves as the primary source of energy for the body’s cells. a) glucose b) occasionally c) eliminate
4. The _______ march of time cannot be stopped. a) inexorable b) prescience c) department
5. We visit our grandparents _______ during the summer vacation. a) superintendent b) embrace c) occasionally
6. _______ is the ability to know or perceive things before they happen. a) eliminate b) demitasse c) prescience
7. The school _______ is responsible for managing the daily operations of the school. a) camouflage b) superintendent c) embrace
8. The _______ of a company handles specific areas of activity or responsibility. a) inexorable b) department c) glucose
9. The child ran into his mother’s arms and gave her a warm _______. a) eliminate b) embrace c) occasionally
10. Our goal is to _______ all sources of waste to promote a cleaner environment. a) demitasse b) prescience c) eliminate

I hope these questions help reinforce the understanding of the dictionary meanings of the words for the Primary 5 students.

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Use the words in Sentences

1. The chameleon’s ability to change colors helps it camouflage itself in its surroundings.
2. I enjoy drinking coffee from a demitasse cup after dinner.
3. Glucose is an essential source of energy for our body and brain.
4. Despite our best efforts, the inexorable passage of time cannot be stopped.
5. We occasionally visit our grandparents during school holidays.
6. The wise old woman’s prescience allowed her to predict the outcome of the game.
7. The school superintendent is responsible for managing the daily operations of the school.
8. The department store has a wide variety of products, including clothes, toys, and electronics.
9. The child ran towards his mother with open arms, ready to embrace her.
10. To maintain a clean environment, we must eliminate waste by recycling and reducing consumption.

These sentences aim to provide a better understanding of the words and their usage in different contexts

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Lesson Plan Presentation: Meaning, Spelling, and Usage of Words

Teacher’s Activities:

Introduction (5 minutes):

1. Greet the students and explain the lesson’s objectives.
2. Introduce the selected words and their importance in effective communication.
3. Provide examples of sentences using the selected words to illustrate their meanings.

Presentation (15 minutes):

1. Display each word card on the board and pronounce the word clearly.
2. Ask students to repeat each word after you to practice pronunciation.
3. Discuss the meaning of each word using simple and relatable explanations.
4. Write the words on the board, focusing on correct spelling and highlighting any challenging letter combinations or silent letters.
5. Provide examples of sentences using the words and explain their usage in different contexts [mediator_tech]

Learners’ Activities:

1. Engage students in interactive activities to reinforce understanding and spelling: a) Ask students to write the selected words in their notebooks. b) Have students work in pairs to create sentences using the words, encouraging creativity and context understanding. c) Conduct a spelling bee game, where students take turns spelling the words aloud.

Assessment:

1. Distribute worksheets with fill-in-the-blank exercises and ask students to choose the correct word from the word bank to complete each sentence.
2. Evaluate students’ understanding through observation during learners’ activities.
3. Use the evaluation questions below for a short written or verbal assessment.

Evaluation Questions:

1. What is the meaning of the word “camouflage”?
2. Spell the word “demitasse” correctly.
3. Use the word “glucose” in a sentence.
4. Provide an antonym (opposite) of the word “inexorable.”
5. Give an example of when someone does something “occasionally.”
6. Define the term “prescience” in your own words.
7. What is the role of a “superintendent” in a school?
8. Correctly spell the word “department.”
9. What does it mean to “embrace” someone or something?
10. Explain the importance of “eliminate” in maintaining a clean environment. [mediator_tech]

Conclusion (5 minutes):

1. Recap the lesson by reviewing the meanings and spellings of the selected words.
2. Discuss the importance of using words accurately and effectively for clear communication.
3. Encourage students to use the newly learned words in their everyday conversations and writing.

Conclusion (5 minutes):

1. Recap the lesson by reviewing the meanings and spellings of the selected words.
2. Discuss the importance of using words accurately and effectively for clear communication.
3. Encourage students to use the newly learned words in their everyday conversations and writing.

Note: Throughout the lesson, the teacher should provide assistance, guidance, and feedback to ensure students’ comprehension and progress.

This lesson plan aims to foster an understanding of the selected words’ meanings, spelling, and usage while enhancing vocabulary and communication skills.

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