Building Background/ Connection to prior knowledge: The pupils are familiar
with the topic(s).
CONTENT(S)
1. Making simple statements using the appropriate stress and intonation.
2. Responding to simple commands appropriately.
Stress and intonation
Commands and responses When you make statements, give commands, or respond to commands, your voice tends to go down at the end. But when you ask some questions, your voice goes up
at the end. Remember that the stress mark (ˈ) is used to show which part of a sentence
is stressed.
In this lesson, the sign ↘ at your voice goes down at the end of statements, commands, and responses to commands, while the sign ➚shows that
your voice goes up at the end of questions.
The way your voice goes up and down when you speak is known as intonation.
Examples
1. We can ↘ˈgo. Can we ➚ˈgo?
2. She will ˈwash the ↘dishes. Will she ˈwash the ➚ˈdishes?
3. He was ˈwaiting for ↘ˈEke. Was he ˈwaiting for ➚ˈEke?
4. You are ˈreading for a ↘test. Are you ˈreading for a ➚ˈtest?
5. They should ˈleave ↘now. Should they ˈleave ➚ˈnow?
6. The ˈman is ↘ˈkind. Is the ˈwoman ➚kind?
Statements
1. Nice to meet ↘you.
2. I’ll be back in a ↘minute.
3. She doesn’t live here ↘anymore.
4. Dad wants to change his ↘car.
5. Here is the weather ↘forecast.
6. Cloudy weather is expected at the end of the ↘week.
7. We should work together more ↘often
8. I’m going for a walk in the ↘park.
Commands
1. Write your name ↘here.
2. Show me what you’ve ↘written.
3. Leave it on the ↘desk.
4. Take that picture ↘ down.
5. Throw that ↘out.
6. Put your books on the ↘table.
7. Take your hands out of your ↘pockets.
Exercise
Copy the following commands into your exercise book. Then choose a partner
to read them aloud with. Try to provide suitable responses to the commands.
Go to bed!
Go out!
Come in!
Sit down!
Stand up!
Shut the door!
Turn it off!
Eat it all up!
Give it away!
PRESENTATION
Teacher’s Activities
1. Makes model statements with the appropriate stress and intonation.
2. Gives commands to pupils paying attention to the correct stress and intonation.
3. Guides pupils in making statements and responding to commands.
Pupils’ Activities
1. Listen to teacher’s statements and commands.
2. Repeat the statements after the teacher.
3. Follow teacher’s command appropriately.
EVALUATION
1. Construct simple sentences with appropriate stress and intonation.
2. Respond to given commands correctly.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
Week: Two
Date:
Class: Basic 3
Subject: English
Duration: 40 minutes
Topic: Simple dialogues expressing present, past and future actions.
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. Participates in simple dialogues using present, past and future tenses.
2. Ask and answer simple questions correctly using present, past and future tenses
Instructional material/Reference material:
1. Course book.
2. Sentences strip
3. A volunteer pupils for rehearsal
4. Other suitable materials.
Building Background/ Connection to prior knowledge: The pupils are familiar
with the topic(s).
CONTENT(S)
1. Simple dialogues
2. Dialogues in present, past and future actions.
3. Asking and answering simple questions using present, past and future tense
with the appropriate intonation e.g. i. Question: where is the teacher? Answer:
He is in the class. ii. Question: who is mallam Dikko? Answer: Mallam Dikko is the head teacher.
Simple present tense
The simple present tense is used to describe an action that happens always, is regular,
true, or normal.
Examples:
1. The sun rises in the east.
2. They work hard.
3. She sells clothes.
4. I go to school every day.
5. My father is a teacher.
Simple past tense questions
We often ask questions in English using the simple past tense. To ask a question
about something past, the verbs ‘did’, ‘was’, or ‘were’ can be used. When ‘did’ is
used, it is combined with a verb in the infinitive (basic) form.
Examples:
1 Were you invited to the party? No, I was not invited.
2 Where did he get it? He got it at home.
3 Was Yakubu given a gift? Yes, Yakubu got a gift.
Examples:
When the verb ‘was’ or ‘were’ is used, the past participle of a verb is used with it.
1 When did you take it? I took it at 2 pm.
2 Did you take your English textbook? Yes, I took my English textbook.
Exercise
Rearrange these words to form questions. One has been done for you.
1. you / who / did / to / talk /?
Answer: Who did you talk to?
2 why / beaten / Shina / was / game/ in the /?
3 work / with / did / you / who /?
4 did / what / time / you / up / wake / ?
5 what / did / eat / lunch / for / you / ?
Future tense
The future tense is used to express an action or an event that will take place in the
future. The future tense can be expressed in positive and negative ways. The negative
future is expressed by adding ‘not’ to the sentence.
1. I will play after breakfast.
2. Susan will not go to Germany.
3. What we achieve inwardly will change outer reality.
4. Always do your best. What you plant now, you will harvest later.
5. I will play after breakfast.
6. Susan will not go to Germany.
Exercise
Change the following to negative future tense. One has been done for you.
Bob will go by bus. Bob will not go by bus.
1 We will wash our uniforms on Sunday.
2 She will watch movies tonight.
3 The teacher will punish late comers.
4 The cat will win the race.
5 He will visit us soon.
PRESENTATION
Teacher’s Activities
1. Explains what dialogue is.
2. Gives example of dialogue shown in the content column.
3. Gets pupils to engage in dialogues in present, past and future tense, ensuring that
the correct stress and intonations are observed.
4. Guides pupils to practice the use of the rising and falling tones correctly
Pupils’ Activities
1. Listen to teacher’s explanation.
2. Repeat the dialogues after the teacher observing the correct stress and intonation
(rising and falling tones).
3. Practice the dialogues in two and in groups, both inside and outside the classroom
EVALUATION
1. Ask two questions and answer them correctly through simple dialogues.
2. Engage in dialogues using the rising and falling tone.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
Week: Three
Date:
Class: Basic 3
Subject: English
Duration: 40 minutes
Topic: Oral comprehension
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. Listen carefully to a story.
2. Answer questions on the main points in the story in their own words.
3. Re-tell the story in their own words.
4. Tell similar stories.
Instructional material/Reference materials:
Building Background/ Connection to prior knowledge: The pupils are familiar
with the topic(s).
CONTENT (S)
1. A story that will interest the pupils but built on any topic such as road safety,
national values, disasters, risk reduction, drug abuse, HIV/AIDS etc.
2. Provide stories that will encourage them to tell their own stories in simple English
e.g. the house that jack built.
3. Prepare them for future life.
What you need to know about HIV/AIDS
AIDS (which means Acquired Immune Deficiency Syndrome) is a disease that can
make people very sick. AIDS comes from a virus called HIV (which means Human
Immunodeficiency Virus). A virus is a germ that gets into your blood and makes you
very sick. The HIV virus usually gets into the body from someone else’s blood.
Therefore, if someone is bleeding, don’t touch the blood. Instead, tell an adult
immediately.
HIV infection is not like a cold or the flu. You cannot get it by riding in a school bus
with someone who has HIV, visiting the home of someone who has HIV, or by
holding that person’s hand. You cannot get this germ just by touching an infected person, or by being around him. You cannot get HIV/AIDS from hugging someone
or using a bathroom right after someone with the disease has used it.
HIV is spread through risky behaviour, for example, when you touch another person’s body fluid, such as blood. Many people get HIV through sex or sharing the same needle, syringes, or sharp objects with a person who has HIV. HIV could be passed from an infected pregnant mother to her unborn child. You could also get HIV through blood transfusion if the blood is infected.
It is not easy to tell if someone has HIV. You cannot tell that people have AIDS just by looking at them. It is even possible for someone to have HIV without knowing it. Therefore, it is better to get tested regularly. Doctors test your blood or saliva to find out if you are infected with HIV.
You can help stop the spread of HIV by staying away from relationships with the opposite sex. You should not share needles, syringes, or other sharp objects with people. Blood samples should be properly tested before they are used. You need to think clearly in order to choose what will make you healthy and protect yourself
from HIV. So you have to stay away from alcohol and drugs.
Until a cure is found for HIV and AIDS, the smartest thing to do is to know the facts about HIV/AIDS and avoid risky behaviour.
Answer these questions.
1 How can AIDS make people feel?
2 What does AIDS stand for?
3 What is a virus?
4 What should you do when someone is bleeding?
5 Mention two things which cannot cause HIV.
6 Mention two ways you can get HIV.
7 Why is it better to get tested regularly?
8 What can you do to help stop the spread of HIV?
9 Has a cure been found for HIV and AIDS?
PRESENTATION
Teacher’s Activities
1. Tell the story slowly, stressing important point with the correct intonation.
2. Ask questions.
3. Give pupils the opportunity to tell their own stories.
4. Guides and supervise pupil’s activities.
Pupils’ Activities
1. Listen attentively to the teacher’s telling or reading the story.
2. Re-tell the story.
3. Answer questions on the story.
4. Tell similar stories in groups, about children’s club or society they know orally.
1. Course book or supplementary readers.
2. Relevant pictures or real objects.
EVALUATION
1. Answer questions on the main points in the story.
2. Relate story in their own words.
3. Participates in telling similar stories.
Summary: Teacher goes over the topic once again to enhance better understanding.
Wrap-up [conclusion]: Teacher corrects and marks pupils’ notes.
Week: Four
Date:
Class: Basic 3
Subject: English
Duration: 40 minutes
Topic: Pronunciation of vowels and diphthongs.
Behavioural objectives: At the end of the lesson, pupils should be able to;
1. Produce vowel sounds and diphthongs correctly.
2. Distinguish between vowels and diphthongs by pronouncing them correctly in words and sentences contexts.
3. Write down some dictated words correctly.
Instructional material/Reference material: 1. Relevant pictures of objects. 2.
Flash cards3. Flannel board. 4. Course book.
Building Background/ Connection to prior knowledge: The pupils are familiar with the topic(s).
CONTENT(S)
Pronunciation practice: e.g. a, e, i, u /ie/ and /ea/ here –hare Ear- air Fearfare/fairBear- bear/bare e.g. the hare was here yesterday
PRESENTATION
Teacher’s Activities
1. Demonstrates and pronounce the words or show objects or their pictures while
repeating the words correctly.
2. Lets the pupils imitate him/her.
3. Engages pupils in drills, using the minimal pair.
4. Dictates words to the pupils to copy.
Pupils’ Activities
1. Listen attentively to the teacher.
2. Produce the sounds used in each pair of words correctly.
3. Write dictation based on the use of these words.
EVALUATION
1. Produce the sounds used in each pair of words correctly.
