Vocabulary Development English Grammar Primary 3 First Term Lesson Notes Week 8

Class: Primary 3

Subject: English Grammar

Topic: Vocabulary Development

Sub-topic: Word Class and Pronunciation

Time: 40 minutes

Duration: 1 period/day

Term: First Term

Week: 8

Set Induction:

• Begin the lesson by showing the students pictures of various objects and ask them to name them.
• Discuss with the students why knowing the names of things is important.

Previous Knowledge:

• Ensure that students have a basic understanding of vocabulary and word recognition.

Behavioral Objectives: By the end of this lesson, students should be able to:

1. Identify the word class (part of speech) of a given word.
2. Pronounce the given words correctly.

Embedded Core Skills:

• Vocabulary development
• Pronunciation
• Critical thinking

Learning Materials:

• Whiteboard and markers
• Chalkboard and chalk
• Flashcards with the target words
• Pronunciation guides for the words

Reference Books:

• Primary 3 English textbook

Instructional Materials:

• Flashcards with the target words and their word classes (e.g., “Enthusiastic (Adjective)”)
• Pronunciation guides for the words

Content:

1. Enthusiastic:
   • Meaning: Showing great interest or excitement.
   • Word Class: Adjective
   • Pronunciation: /ɛnˌθjuːziˈæstɪk/
   • Shorter Sentence: The students were enthusiastic about the upcoming field trip.
2. Wisdom:
   • Meaning: The quality of having experience, knowledge, and good judgment.
   • Word Class: Noun
   • Pronunciation: /ˈwɪzdəm/
   • Shorter Sentence: His wisdom comes from years of life experience.
3. Approached:
   • Meaning: To come near or closer to something or someone.
   • Word Class: Verb (Past Tense)
   • Pronunciation: /əˈprəʊtʃt/
   • Shorter Sentence: She cautiously approached the wild animal.
4. Valuable:
   • Meaning: Having great worth or importance.
   • Word Class: Adjective
   • Pronunciation: /ˈvæljuəbl/
   • Shorter Sentence: The antique watch was very valuable.
5. Exemplary:
   • Meaning: Serving as a desirable model; outstanding.
   • Word Class: Adjective
   • Pronunciation: /ɪɡˈzɛmpləri/
   • Shorter Sentence: Her exemplary performance earned her an award.
6. Inspiration:
   • Meaning: Something that stimulates or encourages creative ideas.
   • Word Class: Noun
   • Pronunciation: /ˌɪnspɪˈreɪʃən/
   • Shorter Sentence: The beautiful scenery served as her inspiration for the painting.
7. Strive:
   • Meaning: To make great efforts to achieve something.
   • Word Class: Verb
   • Pronunciation: /straɪv/
   • Shorter Sentence: He strives for excellence in everything he does.
8. Generation:
   • Meaning: All the people born and living at about the same time.
   • Word Class: Noun
   • Pronunciation: /ˌdʒɛnəˈreɪʃən/
   • Shorter Sentence: The older generation often shares wisdom with the younger one.
9. Shining:
   • Meaning: Giving off or reflecting light; bright.
   • Word Class: Adjective
   • Pronunciation: /ˈʃaɪnɪŋ/
   • Shorter Sentence: The stars were shining brightly in the night sky.
10. Essential:
    • Meaning: Absolutely necessary; of great importance.
    • Word Class: Adjective
    • Pronunciation: /ɪˈsɛnʃəl/
    • Shorter Sentence: Water is essential for our survival.

1. Tunde was described as a bright and __________ boy. a) smart b) enthusiastic c) lazy d) curious
2. Tunde’s grandfather, Baba Yinka, was known for his __________. a) fun-loving nature b) wisdom and kindness c) strict rules d) adventurous spirit
3. When Tunde found an injured bird, he approached it with __________. a) fear b) sadness c) courage and care d) anger
4. Mama Funke praised Tunde for his __________ and respect. a) bravery b) happiness c) kindness d) discipline
5. Tunde embraced the national values of discipline, courage, and __________. a) happiness b) mischief c) respect for elders d) fun
6. What did Tunde do when he became a young man? a) He left his village. b) He became lazy. c) He recognized the importance of values. d) He stopped helping others.
7. Tunde’s village became a __________ example of the values that make a nation strong. a) boring b) shining c) noisy d) colorful
8. Tunde’s story teaches us to __________ these national values. a) ignore b) forget c) strive for d) avoid
9. What is the main message of the passage? a) Tunde’s village had many problems. b) National values are not important. c) Tunde’s story encourages us to embrace and pass on national values. d) National values are just words.
10. What was the most important lesson Tunde learned from his grandfather? a) To be mischievous b) To be lazy c) The importance of discipline, courage, and respect for elders d) To avoid helping others
11. Tunde was __________ by his village. a) praised b) ignored c) disliked d) discouraged
12. Tunde’s exemplary character made him an __________ to others. a) embarrassment b) inspiration c) annoyance d) obstacle
13. Tunde’s village served as an example of how values can __________ a nation. a) weaken b) strengthen c) destroy d) confuse
14. National values are not just __________. a) words b) actions c) games d) stories
15. What should we strive to be like according to Tunde’s story? a) Lazy b) Mean c) Irresponsible d) Embrace national values and pass them on to the next generation

Presentation:

Step 1: Introduction (5 minutes)

• Begin by explaining what “word class” means. Tell the students that it is like a word’s job in a sentence.
• Show examples of different word classes (e.g., nouns, verbs, adjectives) and explain their roles in sentences.

Step 2: Introduce Target Words (7 minutes)

• Display the flashcards with the target words (e.g., “Enthusiastic”) and their word classes (e.g., “Adjective”).
• Explain the meaning of each word in simple terms.
• Have the students repeat the words and their word classes after you.

Step 3: Pronunciation Practice (10 minutes)

• Focus on the correct pronunciation of the target words.
• Use pronunciation guides (e.g., /ɛnˌθjuːziˈæstɪk/ for “Enthusiastic”) to help the students with correct pronunciation.
• Have the students practice pronouncing the words several times.

Step 4: Word Class Identification (8 minutes)

• Write each target word on the board (e.g., “Wisdom”).
• Ask students to identify the word class of each word. For example, “What word class is ‘Wisdom’? Is it a noun, verb, or adjective?”
• Encourage students to use the provided word class labels as a reference.

Step 5: Reinforcement (5 minutes)

• Summarize the importance of knowing word classes and correct pronunciation.
• Ask students to use each of the target words in simple sentences to reinforce their understanding.

Teacher’s Activities:

• Explain concepts clearly.
• Provide pronunciation guidance.
• Facilitate word class identification.

Learners’ Activities:

• Listen attentively.
• Repeat the words and their word classes.
• Practice pronunciation.
• Identify word classes.
• Use words in sentences.

Evaluation:

• Assess students’ ability to identify word classes and pronounce the target words correctly.
• Encourage students to participate actively in class discussions and practice sessions.