Week 9: Speech Work, Reading, Structure, Grammar, Writing, Dictation – Basic 4 English Lesson Note (First Term)

A: TOPIC- AURAL DISCRIMINATION /ɑ:/ and /ʌ/

LEARNING OBJECTIVES

By the end of the lesson, most of the pupils should have attained the following objectives: –

1. distinguish between the sounds /ɑ:/ in Chop and sound /ʌ/ in bird. /ɑ:/ in bag and /ʌ/ in shop.

2. recognize the sounds in words.

3. draw the contrast between sounds when they use the words and

4. make simple correct sentences to bring out the meaning.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Course book.

2. Any suitable book on English phonetics.

3. Tape recorder with speech cassettes.

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – irrespective of choosing methods of teaching, always introduce an activities that will

arouse pupil’s interest or lead them to the lessons.

REFERENCE MATERIALS

• Scheme of Work
• 9 – Years Basic Education Curriculum
• Course Book
• All Relevant Material
• Online Information

CONTENT OF THE LESSON

INTRODUCTION

AURAL DISCRIMINATION /ɑ:/ and /ʌ/

This is the long version of /ɑ:/. Pronounce this sound the way you pronounce ah. It is present in words such as “pass,” “staff,” “cart,” “heart,” “car,” “laugh,” “clerk,” “sergeant,” “calm,” “ah,” etc.

The /ʌ/ sound is the long version of the /ʌ/ sound. This sound is pronounced ‘or’. Some examples of words with this sound are “broad,” “rose,” “row,” “before,” “brought,” “four,” “saw,” “war,” “salt,” etc.

Source: Tammirza English Blog—Oral English: Easy Ways To Pronounce The 24 English Consonants And 20 English Vowels

AURAL DISCRIMINATION BETWEEN /ɑ:/ and /ʌ/

1. Chop shop

2. Catch cash

3. Very ferry

4. Have half

5. Heart hut

6. Last lost

7. Part pot

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions.

2. Teacher organizes the pupils in groups or pair depending on the size of the class.

3. Teacher writes out the words and the sounds symbols.

Pupil’s Activities – The pupils practice the new vowel and consonant sounds and in word context.

4. Teacher pronounces the sounds with the correct intonation.

Pupil’s Activities – The pupils repeat after the teacher.

5. Teacher drills the pupils on the sound distinctions in the words.

Pupil’s Activities – The pupils write the words and the sound symbols in their note books.

6. Teacher summarizes the lesson on the board with appropriate evaluation.

7. Pupil’s Activities – The pupils participate actively in the summary of the lesson by responding correctly to most of the questions write as instructed.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the

following week’s lesson.

LESSON EVALUATION

Teacher asks pupils to:

1. distinguish between the sounds /ɑ:/ and /ʌ/.

2. draw contrast between the sounds correctly.

3. make 3 simple correct sentences to bring out the meaning.

B-TOPIC: Recommended Reading Passages 

LEARNING OBJECTIVES

By the end of the lesson, most of the pupils should have attained the following objectives: –

1. identify new and difficult words.

2. read the passage.

3. skim for the main points in passage.

4. scan for the specific information.

5. answer the questions in complete sentences.

ENTRY BEHAVIOR

The pupils can read and write.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of

1. Course book

2. Dictionary

3. Pictures

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons.

REFERENCE MATERIALS

• Scheme of Work
• 9 – Years Basic Education Curriculum
• Course Book
• All Relevant Material
• Online Information

CONTENT OF THE LESSON

FOCUS LESSON

1. New Words and their meaning

2. Reading Comprehension – A reading passage selected from the course book based on regard and concern for interest of others.

Note – For reading focus, let pupils read the passage first.

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions.

2. Teacher organizes pupils in groups or pairs depending on the size of the class.

3. Teacher make list of new words or difficult words on the board.

4. Teacher guides pupils as groups or pairs for find the meaning of each word using dictionary.

Pupil’s Activities – Find the meaning of the new words.

5. Teacher uses the new and pupil’s responses to introduce the lesson.

Pupil’s Activities – Pay attention to the lesson to the lesson introduction.

6. Teacher allows groups or pairs-reading before independently reading.

7. Teacher reads and discussion the content of the passage.

Pupil’s Activities – Participate actively in the discussion.

8. Teacher highlights the main points.

Pupil’s Activities – Read the passage to skim for the main points.

9. Teacher distinguishes the theme and subject matter of the passage.

10. Teacher summarizes the lesson on the board with using appropriate lesson evaluation and guides pupils to answer in a complete sentence.

Pupil’s Activities – Participate actively in the summary of the lesson by responding to questions in-complete sentences and write as instructed.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

LESSON EVALUATION

Teacher asks pupils to:

1. read the passage correctly.

2. skim for the main points;

3. state the specific information in the passage.

4. answers questions in complete sentences.

C- TOPIC: FURTHER PRACTICE IN THE USE OF TENSE

LEARNING AREA

1. Past Tense
2. Present Tense
3. Future Tense
4. Lesson Evaluation

LEARNING OBJECTIVES

By the end of the lesson, most of the pupils should have attained the following objectives: – use the following correctly;

1. Identify the past tense, present tense and future tense.

2. Use the the past tense, present tense and future tense correctly.

3. make sentences with the past tense, present tense and future tense correctly.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Course book
2. Substitution tables

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note: – irrespective of choosing methods of teaching, always introduce an activities that will arouse pupils’ interest or least them to the lessons.

REFERENCE MATERIALS

1. Scheme of work

2. 6 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

CONTENT OF THE LESSON

INTRODUCTION TO TENSE

Tense is an action verb that tell the time.

For example,

1. Present tense – something happening now. I eat rice everyday. – present tense.
2. Past tense – something happened earlier. I ate rice yesterday. – past tense.
3. Future tense – something going to happen, I will eat rice tomorrow. – Future tense.

PAST TENSE

Past tense is mainly used to express actions or events that happened in the past.

EXAMPLES

1. I went home economics center yesterday.
2. I ate apple this morning.
3. John travelled to America last year.
4. My father died last year.
5. He lived in Lagos
6. You dropped your bag.

PRESENT TENSE

The present tense is used to express action or event that currently going to happen.

EXAMPLES

1. She goes to school every morning.
2. I always study at school.
3. He understands English.
4. It mixes the sand and the water.
5. She tries very hard.
6. He enjoys playing the game.

FUTURE TENSE

The present tense is used to express actions or events that are yet to happen.

EXAMPLES

1. I will see you tomorrow.
2. It will rain tomorrow.

Reference Book – Macmillan Brilliant Primary English 6 Page 172

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Teacher organizes pupils in groups or pairs depending on the size of the class.

3. Teacher displays charts showing sentences with present, past and future tenses. For example – I eat rice everyday, I ate rice yesterday and I will eat rice tomorrow.

Pupils Activities – Discuss the given sentence.

4. Teacher asks pupils to identify and differentiate between the sentences.

5. Teacher uses the pupils’ reasonable responses to introduction the lesson and explains the use of past, present and future tenses with appropriate examples.

6. Teacher guides pupils to use the past, present and future tenses correctly.

Pupils Activities – Use past, present and future tenses in making statements sentences.

7. Teacher summarizes the lesson on the board with appropriate lesson evaluation.

Pupils Activities – Participate actively in the summary of the lesson by responding correctly to the questions and write as instructed.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

LESSON EVALUATION

Teacher asks pupils to;

1. Identify the past tense, present tense and future tense.

2. use the the past tense, present tense and future tense correctly.

3. make sentences with the past tense, present tense and future tense correctly.

D- TOPIC: GUIDED COMPOSITION (MY FAMILY)

LEARNING OBJECTIVES

By the end of the lesson, most of the pupils should have attained the following objectives

(cognitive, affective and psychomotor) and be able to:

1. describe the essential characteristics of their family.
2. describe the members of the family, noting their special characters.

ENTRY BEHAVIOR

The pupils can identify each member of their family.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. A suitable guided composition piece;
2. Composition prepared by the teacher.

REFERENCE MATERIALS

• Scheme of Work
• 9-Years Basic Education Curriculum
• MacMillan Brilliant Primary English school book 6
• All Relevant Materials

CONTENT OF THE LESSON

FOCUS COMPOSITION

MY FAMILY

Samson is my family’s name. We live in Lagos at No. 9, Estate Road, Igando. There are five members in my family. They are my parents, my younger brothers and myself, living together under the same roof.

The name of my father is Mr. Samson Omotayo. He is a trader. He enjoys reading and listening to music when he is free. My mother’s name is Mrs. Samson Ruth. She is a fashion designer.

She looks after the family. Every day she cooks meals for us. She teaches me and my brother at home. My brother and I are students. I am 12 years old and I am in primary six. My younger brothers, Stephen is eight years old and he is in primary four. Nathaniel is six years old and he is in primary two. We enjoy playing together. We like watching cartoon on cartoon network.

I love my family and my family loves me. I am very proud of my family.

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks

the pupils some questions –

2. Teacher organizes pupils in groups or pairs depending on the size of the class.
3. Teacher displays chart showing member of a family.
4. Teacher asks pupils to examine, identify and describe as a group or pair.
5. Teacher uses the chart and pupil’s responses to introduce the lesson and prepares a model composition and uses this to guide pupils.

Pupil’s Activities – Pay attention to the lesson introduction and write composition on the topic

given by the teacher.

6. Teacher summarizes the composition on the board with appropriate lesson lesson evaluation.

Pupil’s Activities – Participate actively in the summary of the lesson by responding correctly to the questions and write as instructed.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

LESSON EVALUATION

Teacher asks pupils to,

1. describe members of their family noting their special characters;
2. list two special characters of a member of your family.
3. write a composition on my family.

E- TOPIC: TEACHING OF NEW AND DIFFICULT WORDS

LEARNING AREA

1. Introductory Activities
2. New Words/Difficult Words
3. Making Sentences with New/Difficult Word
4. Spelling and Dictation
5. Lesson Evaluation and Weekly Assessment (Tests)

PERFORMANCE OBJECTIVES

By the end of the lesson, most of the pupils should have attained the following objectives :-

1. pick out new and difficult words from the week comprehension passages.
2. pronounce new and difficult words correctly.
3. write the meaning of new and difficult words in the passages.
4. make a sentence with these words.
5. attempt 70% (and above) of weekly assessment correctly.

ENTRY BEHAVIOR

The pupils can use dictionary to find the meaning of new words.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of dictionary and chart showing difficult words.

REFERENCE MATERIALS

1. Scheme of Work
2. 9 – Years Basic Education Curriculum
3. Macmillan Brilliant Primary English school book 6.
4. All Relevant Materials

CONTENT OF THE LESSON

NEW AND DIFFICULT WORDS

1.

2.

3.

4.

5.

PRONUNCIATION OF NEW AND DIFFICULT WORDS

1.

2.

3.

4.

5.

MEANING OF NEW AND DIFFICULT WORDS

1.

2.

3.

4.

5.

MAKING SENTENCES WITH THE NEW WORDS AND DIFFICULT WORDS

1.

2.

3.

4.

5.

PRESENTATION

To deliver the lesson, the teacher adopts the following steps.

1. To introduce the lesson, the teacher reviews the previous lesson. Based on this, he/she asks the pupils some questions.

2. Guides pupils to identify new and difficult words from the passage.

Pupil’s Activities – Scan the meaning of the new words.

3. Write the new and difficult words on the board and let the pupils to find the meaning of each word in the dictionary.

Pupil’s Activities – Find the meaning of each word in the dictionary.

4. Supports pupils to make sentences with the new and difficult words.

Pupil’s Activities – Make a sentence each with the new and difficult words.

5. Organize pronunciation and spelling competition (whole and group spelling) with the new and difficult words.

Pupil’s Activities – Participate actively in the individual or group competitions.

6 . Summary the lesson with dictation.

Pupil’s Activities – Take part in the dictation.

7. Prepare weekly assessment (test) questions.

Pupil’s Activities – Attempts 70% (and above) of weekly assessment correctly.

CONCLUSION

To conclude the lesson for the week, the teacher reviews the entire lesson and links it to the following week’s lesson.

NEXT LESSON

Take time to preview the next lesson, identify new and difficult words and give pupils as assignment.

LESSON EVALUATION/ASSIGNMENT

Ask pupils to:

1. Pronounce and spell new and difficult words correctly.

2. Find the meaning of new and difficult words.

3. Make sentences with new and difficult words.

4. Write dictated words correctly.