English Language Primary 3

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WEEK1

Topic: Phonemic Awareness

Subtitle: Phonemic

Learning Objectives: At the end of this this lesson, pupils should be able to:

1.    Pronounce words correctly using their sound

2.    Differentiate between sounds in words and correct intonation

Resources and materials:

Scheme of work

Online information

Instructional material: picture chart and flash card

Building Background/connection to prior knowledge: pupils are familiar with numbers in hundred, tens and units from their previous classes.

CONTENT

Phoneme is an individual unit of sound in a given word or it is the smallest unit of sound in a word that makes a difference in its pronunciation, as well as its meaning, from another word. Example the /s/ in soar differentiate it from /r/ in roar, as it becomes different from soar in pronunciation as well as meaning, other examples are;

 1. born /o/ and burn/u/,

2.    firm/o/ and form/o/,

3.    cot/o/and court/ur/

4.    spot/o/ and sport/or/.

5.    When/w/ and then/t/

6.    Thin/t/ and chin/c/

7.    Pin /i/ and pen/e/

 

Strategies& Activities:

Step1: Teacher revises the previous topic.

Step2: Teacher introduces the new topic.

Step3: Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation: underline and write the difference

1.    Seem/seen

2.    Pool/pull

3.    Come/cone

4.    Knew/know

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

1.    write five (5) pairs of phonemes

2.    underline and write the difference

i.               perch/porch

ii.             then/than

iii.           bad/had

iv.           by/my

 

 

WEEK 2

Topic: Phonics I

Subtitle: Vowels and diphthongs

Learning Objectives: At the end of this this lesson, pupils should be able to:

1.    Produce vowel sounds and diphthongs

2.    Write out words containing vowels and diphthongs

3.    Differentiate between vowels and diphthongs by producing them correctly

 

Resources and materials:

Scheme of work

Online information

Instructional material: picture chart and flash cards

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Vowels and diphthongs

Vowels are sound that are not pronounced by the touch of two organs of vocal tract, rather it is just an air-stream. There are three types of vowels;

1.    Short vowels: are one phoneme vowels because their sound is not prolonged and do not have diacritic(:).

2.    Long vowels: they have diacritic(:) which is a colon like two dots symbol examples/i:/, /a:/, it’s prolongs the sound of the vowel.

3.    Diphthongs: are addition of two vowel sound together and the voice moves from one to another, examples, /ai/and /ei/. 

Short vowels

i.               Got

ii.             Sit

iii.           Cap

iv.           Put

v.             Ten

long vowels

i.               See

ii.             Bird

iii.           Saw

iv.           Too

v.             Father

Diphthongs                                          

/ai/                                                     /ei/

i.               Kite                                      cake

ii.             Sky                                       wake

iii.           Ride                                     name

iv.           Nine                                    steak

v.             My                                       skate

vi.           Flytake

vii.         Bybreak

viii.       Micemaid

ix.           Licesake

x.             Timepaint

xi.           Twicegreat

xii.         Whyrain

xiii.       Eye                                      eight

xiv.        Buy                                      rake

Strategies& Activities:

Step1: Teacher revises the previous topic.

Step2: Teacher introduces the new topic.

Step3: Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

1.    Underline the diphthong, that is /ai/ and /ei/

File, fail, light, late, tile, tail, bike, bake, pay and pile.

2.    Write five words with long vowels.

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

1.    Write 10 words with diphthongs.

 

WEEK 3

Topic: Phonics I

Subtitle: Multi Syllabic words

Learning Objectives:At the end of this this lesson,pupils should be able to:

1.    Produce multisyllabic words 2 and 3 syllable words.

2.    Identify 2 and 3 syllable words

3.    Complete 2 and 3 syllable words

 

Resources and materials:

Scheme of work

Online information

Instructional material: charts

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Multi-syllabic words

 A syllable is a word or part of a word that contains a single vowel sound. When we pronounce a word, we can divide it into one or more syllables. For example, ‘book’ has one syllable, ‘sis-ter’ has two syllables, and ‘e-le-phant’ has three syllables. There are two types of syllables: a stressed syllable and an unstressed syllable.

1.      A stressed syllable is one that is pronounced with greater force than other syllables in the word.

2.     An unstressed syllable is one that is pronounced with less force than other syllables. We can mark stressed syllables with a very short stroke (ˈsister) or write them in capital letters (SISter).

Listen and imitate as I say these words in column A with two claps and the words in column B with three claps to show the number of syllables.

2 syllable words:

En/list                          

Prob/lem

Sun/set

Kid/nap

Vel/vet

Pen/cil

Fal/con

Lob/by

Nap/kin

Men/tal

In/vent

Vis/it

Sud/den

Den/tist

Cob/web

Ca/bin

Jun/gle

 

3 syllable words

Ter/ri/ble

Ca/pi/tal

Pas/sen/ger

o/lym/pic

ca/pi/tal

re/gis/ter

ae/ro/plane

en/ve/lope

ma/na/ger

 

Strategies& Activities:

Step1:Teacher revises the previous topic.

Step2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

1.    Exercise 3 and 4, page 76 of Nigeria Primary English Book 3

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

1.    Group into 2 or 3 syllable

Basket, balloon, umbrella, neighbourhood, bicycle, library, bedroom, bedtime, berry, obedient, anybody, celebration, potato, salad, roller, bacon, baby, person, denominator.

WEEK 4

Topic: Phonics III

Subtitle: Regular and irregular plurals

Learning Objectives:At the end of this this lesson,pupils should be able to:

1.     Identify regular and irregular plurals

2.     Use regular and irregular plurals in simple sentences

Resources and materials:

Scheme of work

Online information

Instructional material: picture chart and flash card

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

 

Regular and irregular plurals

Plurals that are made by simply adding ‘-s’ or ‘-es’ to the singular noun (or pronoun) are called regular plurals.

Other kinds of plural are called irregular plurals: have addition of ies, remove f or fe and add ves.

Regular plurals

Wish – wishes

Fox – foxes

Boy – boys

Guy – guys

Keys – keys

Holiday – holidays

Tomatoes – tomatoes

Hero – heroes

Echo – echoes

Book – books

 

Irregular plurals

Wife – wives

Child – children

Foot – feet

Life – lives

Leaf – leaves

Thief – thieves

Wolf – wolves

Mouse – mice

Tooth – teeth

Man – men

Company – companies

Goose – geese

Woman – women

Strategies& Activities:

Step1:Teacher revises the previous topic.

Step2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

In tabular form arrange regular and irregular plurals: dishes, foxes, pencils, dogs, scissors, children, babies, buses, butterflies, teeth, boats, goats, people and cakes.

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

1.     Fill in the blank spaces with the correct singular form.

 1 a) The men are very hardworking.

 b) The ____________ is very hardworking.

2 a) I have been walking about since morning. My feet hurt.

b) I have been walking about since morning. My left ____________ hurts.

3 a) The farm is full of mice.

b) I saw a big ____________.

4 a) The women obeyed and attended the meeting.

b) The ____________ obeyed and attended the meeting

2.      Give the singular forms of these words

i.       sheep

ii.      cats

iii.     tables

iv.  potatoes

vi.           berries

vii.         vi. scissors

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