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ENGLISH LANGUAGE LESSON PLAN SCHEME OF WORK PRIMARY ONE FIRST TERM

Lesson Notes / Scheme of work

Primary 1 | Primary 2 | Primary 3

Primary 4 | Primary 5 | Primary 6

Question Bank

Primary 1 | Primary 2 |Primary3

Primary 4 | Primary5 | Primary6

SSS1 | SSS2 | SSS3

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ENGLISH LANGUAGE LESSON PLAN SCHEME OF WORK PRIMARY ONE FIRST TERM

Week: 1

Class: Basic 1

Topic: Phonological Awareness

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

Identify and name sounds made by various animals and
Reproduce sounds made by animals

Instructional material/Reference material: Pictures and charts, video, NPE Book 1

Building Background /connection to prior knowledge: Pupils are familiar different animals sound.

ENGLISH LANGUAGE LESSON PLAN SCHEME OF WORK PRIMARY ONE FIRST TERM

Topic: Phonological Awareness

Behavioral objectives: At the end of the lessons, the pupils should be able to

Identify and name sounds made by various animals and
Reproduce sounds made by animals

CONTENT

Auditory discrimination is the ability to recognize similarities and differences between sounds.

Particularly, auditory discrimination allows people to distinguish between phonemes in words. Phonemes are the smallest units of sound in any given language.

Sounds made by animals

Cats-mew, purr, meow, hiss, yowl

Cattle-moo, low, bawl (calf), bellow (bull)

Assignment

Mention any two sounds of animals

Week: 2

Class: Basic 1

Topic: Phonemic awareness

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

Produce and identify basic sounds correctly;
Distinguish the sounds of the different letters of the alphabet correctly; and
Reproduce sounds of letters of the alphabet.

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils are familiar phonics sound.

CONTENT

[i:] e, be, eve, see, meet, sleep, meal, read, leave, sea, team, field, believe, receive

[i] iy-it, kiss, tip, pick, dinner, system, busy, pity, sunny

[e] eea-let, tell, press, send, end, bread, dead, weather, leather

[ei] aai, ayei, eyea-late, make, race, able, stable, aim, wait, play, say, day, eight, weight, they, hey, break, great, steak

[æ] a -cat, apple, land, travel, mad;

Assignment

Mention any two sounds

Week: 3

Class: Basic 1

Topic: Phonemic awareness 2

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

Listen to one syllable. Words and recognizes words that begin with same letter sounds.
Recognize words that end with same letter sounds.
Identify rhyming words
Identify beginning and end sounds;
Blend sounds to form one syllable words e.g. ex, to, my, do etc, and
Segment and syllable words into separate letter sounds.

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils are familiar phonics sound.

ENGLISH LANGUAGE LESSON PLAN SCHEME OF WORK PRIMARY ONE FIRST TERM

CONTENT

A syllable is a part of a word that contains sounds (phonemes) of a word. It usually has a vowel in it. A syllable is also called a ‘beat’ and teachers often teach children to identify syllables by clapping the ‘beats’ in words. Another way to describe a syllable is a ‘mouthful’ of a word.

How to count syllables 1. The “Listen Method” Rules:

Say the word.

How many times do you hear A, E, I, O, or U as a separate sound?

This is the number of syllables

The “Chin Method” Rules Put your hand under your chin.

Say the word.

How many times does your chin touch your hand?

This is the number of syllables

The “Clap Method” Rules Clapping may help you find syllables.

Say the word.

Clap each time you hear A, E, I, O, or U as a separate sound.

The number of claps is the number of syllables.

The “Robot Speak Method” Rules

Make believe you are a robot from the year 2000.

Say a word as this robot.

Pay attention to the pauses you make.

How many parts did you break your word into?

Example:

robot = “ro” *pause* “bot”… 2 syllables

The “Written Method” Rules

Count the number of vowels (A, E, I, O, U) in the word.

Add 1 every time the letter ‘y’ makes the sound of a vowel (A, E, I, O, U).

Subtract 1 for each silent vowel (like the silent ‘e’ at the end of a word).

Subtract 1 for each diphthong or trip thong in the word.

Diphthong: when 2 vowels make only 1 sound (au, oy, oo)

Trip thong: when 3 vowels make only 1 sound (iou)

Does the word end with “le” or “les?” Add 1 only if the letter before the “le” is a consonant.

The number you get is the number of syllables in your word.

Examples

Take

1 syllable: take pronounced: tay-k Bee

syllable: bee pronounced: bee Taking
syllables: tak-ing pronounced: tay-king

Strategies and activities:

Assignment

Mention any two Words and it syllables

Week: 4

Class: Basic 1

Topic: Phonemic awareness 3

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

Sing songs taught.
Recite rhymes
Identify letters sounds in songs and rhymes.
Recognize rhyming words from given word sets; and
Build rhyming word families

Instructional material/Reference material: Pictures and charts, video, jolly phonics rhyme, NPE Book 1

Building Background /connection to prior knowledge: Pupils are familiar nursery rhymes.

CONTENT

Twinkle, twinkle little star. Twinkle, twinkle, little star…

I’m a Little Tea Pot. I’m a little teapot, short and stout. …

London Bridge is Falling Down (Short Version)…

Mary Had a Little Lamb. …

Humpty Dumpty. …

Hey diddle diddle….

Baa baa black sheep. .

Assignment

Recite rhymes

ENGLISH LANGUAGE LESSON PLAN SCHEME OF WORK PRIMARY ONE FIRST TERM[/vc_wp_text][/vc_column][/vc_row][vc_row][vc_column][vc_separator color=”orange” border_width=”4″][/vc_column][/vc_row][vc_row][vc_column][vc_wp_text title=”OTHER LINKS”]https://ultimosedusupport.com/social-studies-primary-3-second-term-lesson-note-scheme-of-work/[/vc_wp_text][/vc_column][/vc_row][vc_row][vc_column][vc_wp_text]

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