PRIMARY 2 THIRD TERM LESSON NOTE ENGLISH GRAMMAR

 PRIMARY 2 ENGLISH THIRD TERM E-NOTE

Week:  ONE

Date:

Class: Basic 2

Subject: English

Duration: 40 minutes 

Topic: Expressing ownership

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

1. Use possessive pronounce correctly.
2. Use the structure in meaningful situations to indicate possession.

Instructional material/Reference material: 1. Pictures

2. Real objects sentences – strips showing possessive pronouns.
3. Flash cards. 4. New Primary English Book 2

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

CONTENT

1. Using possessive pronouns as (singular) e.g. my, his, hers, mine. 2. Using possessive pronouns as (plurals) as ours, theirs, yours.

 

Whose are these?

The possessive noun are underlined below.

 

These boys have some bottle tops. They count with them and play games with

them.

Whose are these bottle tops? They’re mine. They’re yours.

2 These girls have some bowls. They eat from them and play with them.

Whose are those bowls? They aren’t yours. They’re mine.

3 These boys and girls have some pencils. They write with them and draw with

them.

Those are their pencils. They aren’t yours. They’re theirs.

4 The children have bottle tops, bowls, pencils, books and rulers. They use them

all in their classes.

These are your books. They are ours. They’re not yours.

 

EXERCISE

 

Use one word from the box below to complete each of these sentences.

 

1 That is not your bag. It is _________. 

2 That is not your hat. It is _________.

3 That is not my shirt. It is _________. 

4 Whose cup is this? It’s _________.

5 Whose book is this? It’s _________.

 

Choose one word from the box to complete each of the following sentences:

 

1 It is his dress. It’s _________.

2 This isn’t her football. It’s _________.

3 Whose hat is this? It’s _________. 

4 That is my sister’s coat. It’s _______.

5 Whose shoes are these? They are _________.

 

PRESENTATION 

 

Teacher’s Activities

1. Makes some sentences using the structure. “This is my book” etc.
2. Uses simple drills to provide practicing exercises for pupils.
3. Guides pupils’ activities.

 

Pupils’ Activities

 

1. Repeat the sentences after the teacher.
2. Answer questions individually and in pairs.
3. Express possessive words in sentences.
4. Identify possessive words in given sentences.

 

EVALUATION

1. Participate in oral questions and answer session.
2. Use possessive word correctly.
3. Express possessions correctly in meaningful situation.

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

[mediator_tech]

Evaluation

1. Whose are these bottle tops? They’re __________.
a) mine
b) his
c) hers

2. Whose are those bowls? They aren’t _________.
a) yours
b) mine
c) hers

3. Whose are those pencils? They aren’t _________.
a) ours
b) yours
c) theirs

4. Whose are these books? They are _________.
a) ours
b) his
c) mine

5. Whose are those rulers? They aren’t _________.
a) theirs
b) yours
c) mine

6. Whose are these bottle tops? They’re __________.
a) his
b) hers
c) mine

7. Whose are those bowls? They aren’t _________.
a) mine
b) hers
c) yours

8. Whose are those pencils? They aren’t _________.
a) mine
b) theirs
c) yours

9. Whose are these books? They are _________.
a) his
b) ours
c) hers

10. Whose are those rulers? They aren’t _________.
a) yours
b) theirs
c) mine

11. Whose are these bottle tops? They’re __________.
a) hers
b) mine
c) his

12. Whose are those bowls? They aren’t _________.
a) yours
b) his
c) mine

13. Whose are those pencils? They aren’t _________.
a) ours
b) yours
c) theirs

14. Whose are these books? They are _________.
a) ours
b) mine
c) his

15. Whose are those rulers? They aren’t _________.
a) theirs
b) yours
c) mine

Week:  Two

Date:

Class: Basic 2

Subject: English

Duration: 40 minutes 

Topic: Songs and rhymes

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

1. Read simple rhymes fluently.
2. Memorize the rhyme after discussing the content.
3. Learn sounds through songs.
4. Recite rhymes using the appropriate intonations.

 

Instructional material/Reference material: 1. Wall chart showing the rhyme.

2. Flash card showing the key words in the rhymes.
3. Approved course book.

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

CONTENT

1. Rhymes based on some virtues e.g. nature, love.
2. Songs that can help the pupils to learn sounds in words.

 

Poems

Say this poem after your teacher. As you do, take note of the words at the end of each line.

 

Healthy children

Healthy children everywhere,

Exercise and breathe fresh air,

Soap and water we have seen,

They keep hands and faces clean.

 

Healthy children often smile,

As they stop to rest a while,

Learning each day as they should,

To take time to eat pure food.

 

Healthy children bow to you,

We are very happy too,

See the toothbrush on parade,

of the germs we’re not afraid.

 

Healthy children all in turn,

Say we have so much to learn,

to stay healthy is the best plan

and we all know that we can.

 

Healthy children everywhere,

Exercise and breathe fresh air.

 

Exercise

Fill the gaps with the correct words from the poem.

1 Healthy children are _____________.

2 They exercise and _____________ fresh _____________.

3 They use soap and water to keep their __________ and faces ___________.

4 They often _____________ and stop to rest.

5 Healthy children learn each __________ and take time to eat __________ food.

 

PRESENTATION

Teacher’s Activities

1. Reads the rhyme(s) slowly (several times) to the pupils.
2. Demonstrate the action involved in the rhymes.
3. Explains the message in the rhyme to the pupils.
4. Teach relevant song to the pupils involving particular sounds.

 

Pupils’ Activities

1. Listen attentively to the teacher.
2. Read the rhymes aloud together, in groups and individually.
3. Listen to the teacher’s explanation.
4. Sing the song with emphasis on the sounds taught.
5. Memorize the rhyme.

 

EVALUATION

1. Read simple rhymes correctly.
2. Sing song to emphasize some given sounds.

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

[mediator_tech]

1. Exercise and ________ fresh air.
a) drink
b) smell
c) breathe

2. Soap and ________ we have seen.
a) toys
b) water
c) food

3. They keep hands and faces ________.
a) dirty
b) clean
c) wet

4. Healthy children often ________.
a) cry
b) smile
c) sleep

5. As they stop to ________ a while.
a) play
b) rest
c) study

6. Learning each day as they ________.
a) could
b) should
c) would

7. To take time to eat ________ food.
a) fresh
b) pure
c) spicy

8. Healthy children bow to ________.
a) themselves
b) you
c) me

9. We are very happy ________.
a) three
b) too
c) two

10. See the toothbrush on ________.
a) display
b) parade
c) sale

11. Of the ________ we’re not afraid.
a) germs
b) toys
c) animals

12. Healthy children all in ________.
a) line
b) turn
c) group

13. Say we have so much to ________.
a) teach
b) learn
c) forget

14. To stay healthy is the ________ plan.
a) best
b) worst
c) average

15. And we all know that we ________.
a) can
b) can’t
c) could

Week:  Three

Date:

Class: Basic 2

Subject: English

Duration: 40 minutes 

Topic: Listening to and telling stories

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

1. Tell a story.
2. State the title of their story.
3. Identify the characters in the story.
4. State the moral lesson of the story.

 

Instructional material/Reference material: 1. Picture showing

a story teller and his audience. 2. Different pictures to illustrate the story.

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT

1. Telling story using an appropriate style of narration.
2. Identifying the characters and events in the story.
3. Explaining the beginning content and closing of a story.

 

A dishonest milk seller

A long time ago, a milk seller became very rich through dishonest means. He would cross a river daily to reach the city where his customers lived. And on his way, he would always mix the water from the river with the milk generously so as to have good profits.

One day, he went around, collecting money from his debtors in order to organize an expensive wedding for his only son. So, he used the money to buy lots of good clothes, jewellry and other expensive materials for the wedding.

On his way home, while crossing the river, the boat overturned and all the expensive goods drowned in the river. The milk seller was very sad and burst into tears. At that time, he heard a voice from the river, saying

‘Do not cry. What you have lost is as a result of your cheating and dishonest act against your customers’.

However, this incident taught him a lesson. And he vowed to be honest in his dealings with people thereafter.

 

EXERCISE

Answer these questions orally.

1 How did the milk seller become rich?

2 From whom did he collect money?

3 What did he want to do with the money?

4 What happened to the boat?

5 Who told him not to cry?

6 What did he vow to do?

 

PRESENTATION

Teacher’s Activities 

1. Asks pupils to narrate stories in turns.
2. Guides them in the narration.
3. Explains the characters of the story and their actions to them.
4. Asks them questions based on a given story.

 

Pupils’ Activities

1. Narrate a story with the teacher’s guide.
2. Mention the characters in a story.
3. Answer questions on a given story.
4. Explain the moral lessons in the story.

 

EVALUATION

1. Narrate a story correctly.
2. State the title of their story.
3. Identify characters in the story.
4. State the moral lesson of the story.

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

[mediator_tech]

1. How did the milk seller become rich?
a) Through hard work
b) Through dishonest means
c) Through luck

2. Where did the milk seller’s customers live?
a) In the city
b) In the village
c) By the river

3. What did the milk seller mix with the milk?
a) Sugar
b) Water from the river
c) Flour

4. What did the milk seller use the money for?
a) To buy new clothes for himself
b) To organize a wedding for his son
c) To invest in a new business

5. What happened to the expensive goods on his way home?
a) They were stolen
b) They were lost in a fire
c) They drowned in the river

6. How did the milk seller feel after losing the expensive goods?
a) Angry
b) Happy
c) Sad

7. What did the voice from the river tell the milk seller?
a) To continue being dishonest
b) To cry and feel sorry for himself
c) That his loss was a result of his cheating and dishonesty

8. What did the milk seller vow to do after the incident?
a) To cheat more people
b) To be honest in his dealings with others
c) To retire from his business

9. What lesson did the milk seller learn from the incident?
a) That he should never trust anyone
b) That cheating brings good luck
c) That honesty is important in dealings with others

10. What event led to the milk seller’s change of heart?
a) Losing his money in a bet
b) The boat accident with the expensive goods
c) Meeting a wise old man

11. What did the milk seller buy with the money collected from his debtors?
a) New furniture for his house
b) Expensive clothes and jewelry
c) Food for the poor

12. Where did the milk seller hear the voice from?
a) The sky
b) The river
c) His own conscience

13. How did the milk seller react when he heard the voice?
a) He ignored it
b) He became even more dishonest
c) He felt remorse and realized his mistake

14. What was the milk seller’s initial reaction to the boat accident?
a) He laughed
b) He blamed someone else
c) He burst into tears

15. What was the milk seller’s motivation for being honest thereafter?
a) Fear of punishment
b) Desire to gain more wealth
c) The realization that cheating is wrong

Week:  Four 

Date:

Class: Basic 2

Subject: English

Duration: 40 minutes 

Topic: Simple oral comprehension/games

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

1. Listen to a short passage read to them.
2. Retell the story as it was read to them.
3. Answer simple comprehension questions.

 

Instructional material/Reference material: 1. Pictures of objects and persons

2. Charts 3. Course book

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

CONTENT

Reading passages that will interest the pupils.

Reading short stories to the pupils.

 

The computer

 

The computer is a machine that can process, store, and show information. It works automatically. That is, it does a lot of work and calculations by itself. You can also use the computer to read about and see things happening in other parts of the world. This is when the computer is connected to the Internet.

The computer has two main components hardware and software. Hardware refers to the physical parts of the computer. These are the parts we can touch. They are the monitor, mouse, keyboard, hard disc, and chips.

The software refers to the instructions that are stored in the computer, or that can be run by the computer.

Other parts of a computer are the motherboard, central processing unit (CPU), power cord, and computer case.

The computer can be a desktop type. This is the type of computer that cannot be carried about. It is heavy and is used in big offices and business centres.

Another type of computer is the laptop. A laptop is a personal computer that uses a battery. It is small and suitable for use while moving or travelling. It is called laptop because it can be placed on your lap while you are using it.

Nowadays, smaller computers than the laptop are in use. These are called pads, tabs, minis, and notebooks.

 

EXERCISE

Answer these questions.

1 What is a computer?

2 How does a computer work?

3 How many main components does a computer have?

4 Mention five parts of a computer.

5 The physical part of a computer is called the ____________

A hardware. B software. C laptop.

6 Which of the following is a computer software?

A keyboard B mouse C instructions in a computer

7 A laptop is a type of computer that uses ____________

A water. B a battery. C coal.

8 Which of the following is the smallest computer listed?

A desktop B laptop C Ipad

 

PRESENTATION 

Teacher’s Activities

1. Reads interesting passages to the pupils, emphasizing important words.
2. Tells a story to the pupils selects some pupils to re-tell the story.
3. Asks pupils simple questions based on the story.

 

 Pupils’ Activities

1. Listen carefully to the passage read by the teacher.
2. Retell the story to teacher and other pupils.
3. Answer simple questions based on the story.

 

EVALUATION

1. Listen attentively to a given passage story.
2. Retell the story directly.
3. Answer given question from the story.

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

[mediator_tech]

1. The computer is a machine that can ________, store, and show information.
a) process
b) bake
c) swim

2. The computer works ________.
a) manually
b) automatically
c) intermittently

3. The computer can connect to the ________.
a) television
b) radio
c) Internet

4. Hardware refers to the ________ parts of the computer.
a) invisible
b) physical
c) virtual

5. Software refers to the ________ that are stored in the computer.
a) books
b) instructions
c) food

6. The monitor, mouse, keyboard, hard disc, and chips are examples of computer ________.
a) devices
b) animals
c) toys

7. The motherboard, central processing unit (CPU), power cord, and computer case are other parts of a ________.
a) computer
b) car
c) television

8. A desktop computer is ________.
a) portable
b) heavy
c) small

9. A laptop is a personal computer that uses a ________.
a) battery
b) solar panel
c) cable

10. A laptop is suitable for use while ________ or travelling.
a) swimming
b) cooking
c) moving

11. Smaller computers than laptops are called ________.
a) pads
b) beds
c) chairs

12. Pads, tabs, minis, and notebooks are examples of smaller ________.
a) cars
b) animals
c) computers

Week:  Five

Date:

Class: Basic 2

 

Subject: English

Duration: 40 minutes 

Topic: Introducing individuals

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

1. Introduce themselves individually.
2. Introduce themselves in pairs by using appropriate words.

 

Instructional material/Reference material: picture that shows two people introducing themselves course book.

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

CONTENT

Guiding pupils to introduce themselves using words like, “My name is Mary”

“This is my friend” to introduce themselves.

 

Exercise

Complete the following sentences:

1 My name is _______________________________

2 My teacher’s name is _______________________________

3 My friends’ names are:

_______________________________

_______________________________

_______________________________

_______________________________

4 Some of the objects in my classroom are:

1. a) One teacher’s table b) One teacher’s chair
2. c) _______________________ d) _______________________
3. e) _______________________ f) _______________________
4. g) _______________________ h) _______________________

 

PRESENTATION

Teacher’s Activities

1. Introduces him/herself to the pupils.
2. Emphasizes on the words that make introduction e.g. “I am, you are, we are, my name is.
3. Asks pupils to introduce themselves individually.

 

Pupils’ Activities

1. Introduce themselves individually by mentioning their names.
2. Introduce themselves to their partners in pairs Pupils in the class

 

EVALUATION

1.  Correct introduction of themselves.

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

Week: Six

Date:

Class: Basic 2

Subject: English

Duration: 40 minutes 

Topic: Introducing adjective and adverbs

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

1. Identify and correctly use adjectives, adverbs

 

Instructional material/Reference material: 1. Course book

2. Charts 3. Chalkboard

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT

Adjectives 

Adverbs

Presents Adjectives and Adverbs.

 

Adjectives are words that describe a noun. They can tell you about a noun and how many there are. 

 

Fat woman

Pink dress

Exercise 

Complete the sentences with the best adjectives.

1 Bode has ___________ sisters. (Four, blue)

2 Funmi painted a ___________ picture. (foolish, beautiful)

3 The food is ___________. (tasty, angry)

4 Her wedding dress is ___________. (easy, white)

5 They planted ___________ trees along the road. (tall, wicked)

6 The woman bought some ___________ oranges. (tall, juicy)

7 The baby has ___________ cheeks. (thin, chubby)

8 They just moved into a ___________ house. (big, late)

9 The man bought a ___________ car. (flat, red)

10 The book fell to the floor with a ___________ bang. (loud, quiet)

[mediator_tech]

1. The ________ woman.
a) tall
b) fat
c) smart

2. The ________ dress.
a) blue
b) pink
c) yellow

3. The ________ dog.
a) small
b) fast
c) happy

4. The ________ car.
a) red
b) big
c) funny

5. The ________ boy.
a) young
b) brave
c) tall

6. The ________ house.
a) old
b) white
c) smart

7. The ________ tree.
a) green
b) small
c) fast

8. The ________ cat.
a) lazy
b) black
c) pretty

9. The ________ girl.
a) smart
b) tall
c) happy

10. The ________ book.
a) thick
b) interesting
c) yellow

11. The ________ man.
a) old
b) fast
c) funny

12. The ________ flower.
a) beautiful
b) small
c) lazy

Now, let’s move on to adverbs. Adverbs are words that modify verbs, adjectives, or other adverbs. They describe how an action is done, or give more information about an adjective or another adverb.

13. He ran ________.
a) slowly
b) quickly
c) loudly

14. She speaks ________.
a) softly
b) loudly
c) beautifully

15. The car drove ________ down the street.
a) fast
b) slowly
c) carefully

Adverbs

An adverb tells us more about an action verb. It describes how, where, when and how often an action happens. Look at the following sentence:

 

The headmistress listened to the boy patiently.

The adverb ‘patiently’ describes how the headmistress listened to the boy.

An adverb can describe where an action happens.

Example: I am going downstairs.

Where am I going? Downstairs.

An adverb can describe when an action happens.

Example: Tim did his homework yesterday.

When did Tim do his homework? Yesterday.

An adverb can describe how often an action happens.

Example: The children visit their grandparents regularly.

How often do the children visit their grandparents? Regularly.

 

Exercise

1 The pregnant woman walked slowly towards the doctor.

2 The woman entered the room carefully.

3 He accidentally locked himself out of the house.

4 The big dog growled loudly 

 

PRESENTATION

Teacher’s Activities

1. Guides pupils on the correct use of: Adjectives and Adverbs.
2.  Leads pupils to identify adjectives and adverbs in short sentences.

 

Pupils’ Activities

1. Read adjectives and adverbs presented by the teacher.
2. Identify them in sentences. 

 

EVALUATION

Pupils to identify adjectives and adverbs in sentences

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

[mediator_tech]

1. The headmistress listened to the boy ________.
a) patiently
b) quickly
c) angrily

2. I am going ________.
a) upstairs
b) downstairs
c) outside

3. Tim did his homework ________.
a) yesterday
b) today
c) tomorrow

4. The children visit their grandparents ________.
a) regularly
b) rarely
c) occasionally

5. The teacher explained the lesson ________.
a) clearly
b) loudly
c) rudely

6. The bird flew ________ across the sky.
a) gracefully
b) clumsily
c) quietly

7. He speaks ________.
a) softly
b) angrily
c) rapidly

8. The students worked ________ on their project.
a) diligently
b) lazily
c) carelessly

9. She smiled ________.
a) happily
b) sadly
c) angrily

10. The car drove ________ on the highway.
a) smoothly
b) aggressively
c) noisily

11. The baby slept ________ through the night.
a) peacefully
b) restlessly
c) loudly

12. He plays the piano ________.
a) skillfully
b) carelessly
c) anxiously

Week:  Seven

Date:

Class: Basic 2

Subject: English

Duration: 40 minutes 

Topic: Use of regular and irregular plurals of nouns

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

1. identify regular and irregular plurals.
2. use regular and irregular plurals in simple sentences.

 

Instructional material/Reference material: 1. Charts

2. Chalkboard 3. Pictures 4. Flash cards

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

 

CONTENT

1. Regular plurals, plurals with‘s’ ending e.g. ball/balls, girl/girls.
2. Irregular plurals, e.g. man/men; ox/oxen, child, children

 

 Regular Plural Nouns

Most singular nouns are made plural by adding -s to the end of the singular form.

Singular and Plural Nouns Examples:

car – cars

bag – bags

table – tables

house – houses

dog – dogs

Irregular Plural nouns

 

Exercise

 

Write down the correct plurals forms of the following nouns.

1 life – _____________       2 loaf – _____________

3 mouse – _____________ 4 tooth – _____________

5 woman – _____________ 6 leaf – _____________

7 deer – _____________     8 house – _____________

9 baby – _____________    10 man – _____________

 

PRESENTATION

 

Teacher’s Activities

1. Writes out on the board examples of regular and irregular plurals.

 

2. Guides them in the formation of plurals

Pupils’ Activities

1. Pupils reproduce in writing teacher’s examples of regular and irregular plurals
2. Form regular and irregular plurals.

 

EVALUATION

 

1. Give the plural forms of five words.
2. Make simple sentences with regular and irregular plurals.

 

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

[mediator_tech]

Irregular plural nouns are nouns that do not follow the regular rule of adding “-s” to the end of the singular form to make them plural. Instead, they have unique forms. Here are some examples of irregular plural nouns:

1. Man – men
2. Woman – women
3. Child – children
4. Tooth – teeth
5. Foot – feet
6. Mouse – mice
7. Goose – geese
8. Leaf – leaves
9. Fish – fish (remains the same for both singular and plural)
10. Sheep – sheep (remains the same for both singular and plural)

These are just a few examples of irregular plural nouns. It’s important to remember that irregular plural nouns do not follow a specific pattern and need to be learned individually.

[mediator_tech]

 

1. The singular form of “men” is ________.
a) mans
b) man
c) mens

2. The plural form of “woman” is ________.
a) womans
b) women
c) woman

3. The plural form of “child” is ________.
a) childs
b) childen
c) children

4. The plural form of “tooth” is ________.
a) tooths
b) teeths
c) teeth

5. The plural form of “foot” is ________.
a) foots
b) feets
c) feet

6. The plural form of “mouse” is ________.
a) mouses
b) mice
c) mooses

7. The plural form of “goose” is ________.
a) gooses
b) goos
c) geese

8. The plural form of “leaf” is ________.
a) leafs
b) leaves
c) leafen

9. The plural form of “fish” is ________.
a) fishs
b) fishes
c) fish

10. The plural form of “sheep” is ________.
a) sheeps
b) sheepen
c) sheep

11. The singular form of “women” is ________.
a) womans
b) woman
c) womens

12. The singular form of “children” is ________.
a) childs
b) child
c) childrens

13. The singular form of “teeth” is ________.
a) tooths
b) tooth
c) teeths

14. The singular form of “feet” is ________.
a) foots
b) feet
c) foot

15. The singular form of “geese” is ________.
a) gooses
b) goose
c) gees

 

 

Week:  Eight

Date:

Class: Basic 2

Subject: English

Duration: 40 minutes 

Topic: Simple present and past tense of common verbs.

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

Identify and use simple past and present tense of common verbs.

 

Instructional material/Reference material: 1. Chalkboard

2. Pupils charts on display

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

CONTENT

Production of simple present and past tense of common verbs in tabular form e.g. run/ran; come/came.

Simple present tense 1

You can use the simple present tense when actions happen always, often, or sometimes. Look at these examples.

 

Bola always eats bananas. Benita always gets her sums right.

 

Exercise

Fill in the gaps with words from the box.

 

1 Bola ___________ eats bananas. He ___________ bananas.

2 Bimbo ___________ gets her sums ___________. She ___________ to rest.

3 Bola ___________ get his sums ___________. He doesn’t like to rest.

4 Eze ___________ misses football practice.

5 Eze wants to be ___________ Kanu Nwankwo.

[mediator_tech]

1. Bola ________ bananas.
a) eats
b) ate
c) eating

2. Benita ________ her sums right.
a) gets
b) got
c) getting

3. John ________ to school every day.
a) walks
b) walked
c) walking

4. They ________ football on weekends.
a) play
b) played
c) playing

5. She ________ the piano beautifully.
a) plays
b) played
c) playing

6. We ________ our homework in the evening.
a) do
b) did
c) doing

7. The sun ________ in the morning.
a) rises
b) rose
c) rising

8. He ________ his teeth before bed.
a) brushes
b) brushed
c) brushing

9. They ________ TV in the evening.
a) watch
b) watched
c) watching

10. She ________ up early every day.
a) wakes
b) woke
c) waking

11. We ________ lunch at noon.
a) have
b) had
c) having

12. The train ________ at 7:00 AM.
a) arrives
b) arrived
c) arriving

13. They ________ their friends on weekends.
a) visit
b) visited
c) visiting

14. He ________ to the gym three times a week.
a) goes
b) went
c) going

15. She ________ a new book every month.
a) reads
b) read
c) reading

Simple past tense

Read the following passage carefully. You will see how simple past tense verbs are used to show past actions.

 

Yesterday was different

Oghome did not go to school at 8 o’clock yesterday. She went at 9 o’clock. She was late because the school bus was late. She came back from school at 3 o’clock because the school bus was late. It needed repairs.

At 4 o’clock, Oghome went to visit her friend, Titi, at home. She played with Titi until 7 o’clock in the evening. Oghome and Titi ate bananas. When she got back home, she watched television until half past nine. She went to bed at 10 o’clock.

She did not wake up at 7 o’clock in the morning. She slept until 8 o’clock because it was a Saturday morning.

 

Exercise

Answer these questions.

1 Why was Oghome late for school?

2 What time did Oghome come back from school?

3 Where did she go at 4 o’clock?

4 What time did Oghome go home?

5 What did she do at home?

6 What time did she go to sleep?

7 What time did she wake up?

8 What day was it next morning?

 

PRESENTATION

Teacher’s Activities

1. Presents and demonstrate use of simple present and past tense of common verbs in tabular form
2. Guides pupils to use present and past tense of common verbs in sentences

 

Pupils’ Activities

1. Pupils reproduce in writing teacher’s examples of simple present and past tense of common verbs in tabular from.
2. Pupils produce their own sentences using the present and past tense of common verbs.

 

EVALUATION

1. Correctly identify and produce a list of simple present and past tense of common verbs.
2. Make simple sentences using present and past tense of common verbs

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

[mediator_tech]

1. Oghome went to school at ________ o’clock yesterday.
a) 8
b) 9
c) 10

2. Oghome was late for school because ________.
a) she overslept
b) the school bus was late
c) she didn’t want to go

3. Oghome came back from school at ________ o’clock.
a) 2
b) 3
c) 4

4. The school bus needed ________.
a) repairs
b) fuel
c) cleaning

5. Oghome visited her friend Titi at ________ o’clock.
a) 3
b) 4
c) 7

6. Oghome and Titi ate ________.
a) apples
b) bananas
c) oranges

7. When Oghome got back home, she watched television until ________ o’clock.
a) 9:30
b) 10
c) 8:30

8. Oghome went to bed at ________ o’clock.
a) 9
b) 10
c) 11

9. Oghome woke up at ________ o’clock on Saturday morning.
a) 6
b) 7
c) 8

10. Oghome slept late on Saturday because ________.
a) she had a busy day
b) she didn’t want to wake up
c) it was a Saturday morning

Week: Nine

Date:

Class: Basic 2

Subject: English

Duration: 40 minutes 

Topic: Correct use of apostrophe in possessives

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

Correctly use apostrophes in possessives.

Apostrophes in possessives e.g. i. It is the boy’s toy ii. It is the boys’college.

 

Instructional material/Reference material: 1. Chalkboard 2. Pupils charts on display.

 

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

CONTENT

Apostrophes in possessives e.g. i. It is the boy’s toy ii. It is the boys’ college.

 

Examples

 

Study these expressions. Your teacher will guide you.

1 The book of Arit = Arit’s book

The books of Arit = Arit’s books

2 The sister of Lami = Lami’s sister

The sisters of Lami = Lami’s sisters

3 The bag of Uche = Uche’s bag

The bags of Uche = Uche’s bags

4 The work of one day = A day’s work

The work of two days = Two days’ work

5 The house of the boy = The boy’s house

The houses of the boys = The boys’ houses

[mediator_tech]

1. The toy of the boy = ________ toy.
a) boy
b) boys’
c) boy’s

2. The college of the boys = ________ college.
a) boy
b) boys’
c) boy’s

3. The book of Arit = ________ book.
a) Arit’s
b) Arits’
c) Arits

4. The sister of Lami = ________ sister.
a) Lami’s
b) Lamis’
c) Lamis

5. The bag of Uche = ________ bag.
a) Uche’s
b) Uches’
c) Uches

6. The work of one day = ________ work.
a) day’s
b) days’
c) days

7. The house of the boy = ________ house.
a) boy’s
b) boys’
c) boys

8. The houses of the boys = ________ houses.
a) boy’s
b) boys’
c) boys

Exercise

Fill in the gaps with the possessive forms of the nouns. The first one has been done for you.

1 The boy has a toy. It’s the boy’s toy.

2 Olu has a book. It’s ____________________.

3 Our friends live in this house. It’s ____________________.

4 Abdullahi has a brother, Segun. Segun is ____________________.

5 This school is for girls only. It’s a ____________________.

 

PRESENTATION

Teacher’s Activities

1. Presents and demonstrate use of apostrophes in possessives.
2. Leads pupils to use apostrophes in simple sentences.

 

Pupils’ Activities

1. Listen to teacher’s presentation on the apostrophes in possessive.
2. Produce their own sentences using apostrophes in possessives.

 

EVALUATION

1. Correctly identify apostrophes in possessive.
2. Use apostrophes in possessive.

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

 

Week:  Ten

Date:

Class: Basic 2

Subject: English

Duration: 40 minutes 

Topic: Using the present continuous tense

 

Behavioural objectives: At the end of the lesson, pupils should be able to;

1. Identify and use present continuous tense correctly.

 

Instructional material/Reference material: 1. Chalkboard

2. Pupils charts on display

Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).

CONTENT

1. Identification and use of present continuous tense e.g. I am eating, He is running.
2. Guided examples of present continuous tense.

 

Present continuous tense verbs describe what’s happening right now.

Present Continuous Tense Examples

Oliver is running.

They are playing ball.

The verbs “is running” and “are playing” describe things happening right now, as we speak.  We call them present continuous tense verbs.

 

Exercise

 

PRESENTATION

Teacher’s Activities

1. Guides pupils to identify present continuous tense in sentences.
2. Leads them to make sentences using present continuous tense.

 

Pupils’ Activities

1. Identify present continuous tense in sentences.
2. Use present continuous tense correctly in sentences.

 

EVALUATION

1. Identify present continuous tense in sentences.
2. Make four sentences using the present continuous tense.

Summary: Teacher goes over the topic once again to enhance better understanding.

Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.

1. Oliver ________.
a) run
b) running
c) ran

2. They ________ ball.
a) play
b) playing
c) played

3. The children ________ in the park.
a) run
b) running
c) ran

4. She ________ a book.
a) read
b) reading
c) reads

5. We ________ dinner.
a) cook
b) cooking
c) cooked

6. The dog ________ in the garden.
a) play
b) playing
c) played

7. They ________ to music.
a) listen
b) listening
c) listened

8. I ________ my homework.
a) do
b) doing
c) did

9. He ________ his guitar.
a) play
b) playing
c) played

10. The birds ________ in the sky.
a) fly
b) flying
c) flew

11 REVISION

12 EXAMINATION

Third Term Examinations Primary 2 English Grammar

 

PRIMARY 3 THIRD TERM LESSON NOTE ENGLISH GRAMMAR