ENGLISH LANGUAGE LESSON PLAN SCHEME OF WORK PRIMARY ONE FIRST TERM

Lesson Notes / Scheme of work

Primary 1  |  Primary 2Primary 3

Primary 4 |  Primary 5Primary 6

JSS1JSS2  | JSS3

SSS1SSS2  |  SSS3

Question Bank

Primary 1 |  Primary 2  |Primary3

Primary 4  | Primary5 Primary6

JSS1JSS2 |  JSS3

SSS1SSS2  |  SSS3

ENGLISH LANGUAGE LESSON PLAN SCHEME OF WORK PRIMARY ONE THIRD TERM

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:

  1. Identify and name sounds made by various animals and
  2. 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.

 

Topic: Phonological Awareness

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

  1. Identify and name sounds made by various animals and
  2. 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

  1. 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:

  1. Produce and identify basic sounds correctly;
  2. Distinguish the sounds of the different letters of the alphabet correctly; and
  3. 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 

  1. 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:

  1. Listen to one syllable. Words and recognizes words that begin with same letter sounds.
  2. Recognize words that end with same letter sounds.
  3. Identify rhyming words
  4. Identify beginning and end sounds;
  5. Blend sounds to form one syllable words e.g. ex, to, my, do etc, and
  6. 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.

 

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

  1. 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

  1. 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.

  1. 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

  1. 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

  1. 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:

  1. Sing songs taught.
  2. Recite rhymes
  3. Identify letters sounds in songs and rhymes.
  4. Recognize rhyming words from given word sets; and
  5. 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 

  1. Recite rhymes

 

 

 

Lesson Notes

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