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Literacy lesson plans Primary 1 Term 3, Weeks 21 –30

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Literacy lesson plans Primary 1 Term 3, Weeks 21 –25

Asking questions

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Foreword

One of the biggest challenges Nigeria faces is how to ensure that the tuition provided in schools is of good quality such that pupils’ learning outcomes improves significantly and those who complete primary school possess the requisite competences prescribed in the national curriculum. The current situation in which pupils’ mean score in English, Mathematics, and Life Skills is only 30%-40% is a matter of concern to UBEC and all stakeholders.

To improve mean scores in the core subjects requires significant changes in the way teachers plan and deliver their lessons. It means building the capacity of teachers to make the transition from teacher centred methods to activity-based learner centred approaches. The Literacy and Numeracy Lesson Plans developed by ESSPIN and adapted by the Teacher Development Programme (TDP) seek to facilitate the adoption and use of active learning approaches in our classrooms.

UBEC is delighted to collaborate with TDP to make the Lesson Plans available to schools in all parts of the country. Our expectation is that teachers will adapt and contextualise the Lesson Plans to their local situation and use them to enhance the quality of teaching and learning in the classrooms. As soon as the Lesson Plans are distributed to schools, teachers will be trained to use them as part of the UBEC-funded Teacher Professional Development programme. I must thank DFID/UKAid, ESSPIN and TDP for collaborating with us to improve the quality of teaching and learning in primary schools.

Dr Hamidu Bobboyi Executive Secretary, Universal Basic Education Commission, Abuja. 6th March 2017

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Weeks 21— 25

Literacy lesson plans Primary 1

Term 3 Asking questions

Introduction Asking questions

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Effective questioning in the classroom

Questioning is a very useful way to find out what pupils already know and whether they understand what they are learning. It is also a strategy to measure how successful your teaching is.

When you use questioning as part of your teaching, you are involving pupils in their learning, and giving them immediate feedback. This is a good way to develop motivation.

Pupil participation

Ask pupils to discuss questions in pairs or small groups. This is a good way to get the whole class talking. It gives pupils the chance to explain their thinking.

Explain to your class that the question is for them to discuss in a pair or a group. Tell them they have 2 — 3 minutes to discuss it. Ask the question and walk around the class listening to the pupils talk. You can then ask further questions to extend their thinking or help their understanding.

Thinking time

It is really important that when you ask pupils questions you count to 15 in your head before you choose someone to answer. This gives all pupils the chance to think of something to say, not just the ‘quick thinkers’.

When asking questions remember to choose pupils from different areas of the classroom – choose pupils who do not have their hand up and choose pupils whose understanding you want to check.

Different questions

The main types of questions are ‘closed’ questions and ‘open’ questions. When you ask closed questions there will only be one answer, eg: ‘What is 3 x 4?’, ‘What colour is the dog in the story?’. It is easier to ask closed questions. An open question is one that has many answers, eg: ‘What do you think Musa likes doing on a Saturday?’ Asking open questions makes children think of different ideas.

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Introduction Songs, stories and games for the term

Weeks 21— 25



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‘ch’ mime

Tap your chin! Chop the wood! Ch, ch, ch!

‘or’ song

Sit up or stand / Point to the sky or to the ground / Smile or frown / laugh or cry / run or walk / jump or hop.

‘sh’ story

Yusuf’s sheep is hot. She goes to her shed. She gets stuck in a bush. She starts to cry. Yusuf is going to the shop. He sees his sheep. ‘I will get you out. Hush, hush! Sh, sh, sh!’, he says.

‘ow’ story

Omar takes the brown cow to town. The brown cow is sitting down. Omar starts to frown. He cannot make her stand up. He says, ‘Please cow, get up now.’ The cow does not move. Omar pulls the cow’s tail. The cow jumps up and falls on top of Omar. ‘Ow, ow, ow’, he cries.

Market story

Mr Amedu and Lami are going to the market. Mrs Amedu is at home taking care of their baby. Lami is skipping to the market with her father.

At the market Lami buys a pineapple from a woman trader. She is carrying a baby on her back. Mr Amedu buys a tin of milk and a packet of sugar from another woman trader.

Market poem

Good morning, market woman / What have you got to sell? / I’ve got some fruits and fresh green shoots / And plenty of rice as well.

Market playscript

Child: Good morning. Market trader: Good morning. Child: Are you selling ? Market woman: Yes I am selling . Child: How much do they cost? Market woman: They cost Naira. Child: Here is the money.Market woman: Thank you.

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The football dog story

Musa and Sabo are playing football. Musa is kicking the ball into the penalty box.

Sabo is heading the ball and pushes him over. The referee is blowing his whistle. He is throwing the ball to Musa. Musa is putting the ball on the white spot to take a penalty.

A dog is running on to the pitch, barking. It is running up to the ball and pushing it with its nose. The little dog is pushing the ball into the net.

‘Goal!’ Musa and his friends are laughing.

Ali’s family story

Monday

Hello! My name is Ali. My parents are Mr and Mrs Jamila. I have two brothers and two sisters.

It is Monday morning. We are getting ready for school. My baby brother is crying. My senior brother is brushing his teeth. My junior sister is washing her face. My older sister is reading her school books. I am cutting vegetables. My mother is cooking breakfast. My father is eating his breakfast.

Saturday

It is Saturday afternoon. We are in the field. My grandmother is talking to my mother. My father is talking to my grandfather. My auntie is eating her biscuit. My uncle is drinking his water. My cousin is playing football with my brothers and sisters in the field.

What is in the box? game

Write words on flash cards.

Gather a set of objects and/or pictures to explain the words.

Put the pictures or objects in a box.

Hold up one of the flash cards.

Read the word, sounding it out carefully.

Choose a pupil to come and find the matching object/picture in the box.

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Sound bingo game

Write ‘or’, ‘born’, ‘torn’, ‘corn’, ‘worn’, ‘sort’, ‘port’, ‘cork’ and ‘fork’ on the chalkboard and make a set of flash cards of these words for each group.

Give each group a set of cards.

Say one of the ‘or’ words and ask the pupils to find the correct card.

Take the card from the first group to hold it up.

Continue until one group has no cards left.

Tell them to shout ‘Bingo!’.

Declare that group the winners.

Use this game to learn other sounds. Write the words on the chalkboard and make sets of the words for each group. Eg: for the ‘ow’ sound write, ‘cow’, ‘how’, ‘now’, ‘owl’,’ down’, ‘town’, ‘clown’, ‘frown’, ‘brown’ on the chalkboard and make a set of these words for each group.

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Week 21 Going to the market

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‘or’or born torn corn worn sort port cork fork sore core more

market yam buying paying selling fish rice man woman beans stall hen baby drinks car

Words/phrasesLetters/sounds

During the lesson, walk round the classroom and ask questions to see if the pupils clearly understand what you have taught them. If not, help them to understand by explaining the idea to them again, or asking other pupils to help them. You may need to use some different examples of the idea.

Assessment

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Week 21 Going to the market Day 1



Lesson title

In the market Learning outcomes

By the end of the lesson, most pupils will be able to:

Say the sound ‘or’.

Say the words for things they can see at a market.

Teaching aids

Before the lesson:

Have ready the ‘or’ flash cards.

Write the ‘or’ song on the chalkboard.

Write the ‘Market’ poem on the chalkboard (you will use this all week).

Make market flash cards with matching picture cards: ‘market’, ‘yam’, ‘buying’, ‘paying’, ‘selling’, ‘fish’, ‘rice’, ‘woman’, ‘beans’, ‘stall’, ‘hen’, ‘baby’, ‘man’, ‘drinks’, ‘car’.

Letters and sounds

Whole class teaching

Flash the ‘or’ revision cards.

Write ‘or’ on the chalkboard.

Say the sound and ask the pupils to join in with you.

Gather the pupils in a circle around you.

Read the song, pointing to the word ‘or’.

Explain the meaning of the song by doing actions with the pupils.

Ask the pupils to draw a happy face and a sad face in their exercise books.

Tell them to write ‘or’ in big writing between the faces.

Tell them to say a sentence about the pictures, eg: ‘I can be sad or happy’.

15 minutes

Song or

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Say the ‘Market’ poem with the pupils.

Explain it to them.

Ask them, ‘Do you go to the market?’ and ‘What do you see at the market?’

Say the words with the pupils.

Choose pupils to say a word and point to the matching picture/object.

Ask the pupils to draw a picture of one thing they can find in the market.


Ask each pupil to show their picture to the class.

Write their ideas on the chalkboard so you have a ‘shopping list’.

Introduction Plenary

10 minutes

Poem 10 minutes

Main activity

25 minutes

Pair task

Ask the pupils to open Macmillan New Primary English 1, page 21 and look carefully at the picture.

Tell pairs to ask each other questions about the picture.

Ask them what they can see in the picture.

Write their words on the chalkboard.

Show the flash cards and say each word three times to the class.

Point to the matching picture or object as you say the word.

Macmillan New Primary English 1

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Buying and selling Learning outcomes


Read words with the ‘or’ sound.

Say simple sentences about a market.

Teaching aids

Before the lesson:

Read the instructions for ‘Sound bingo’ and ‘What is in the box?’

Write: ‘or’, ‘born’, ‘torn’, ‘corn’, ‘worn’, ‘sort’, ‘port’, ‘cork’, ‘fork’ on the chalkboard and make a set of flash cards of these words for each group.

Write ‘or’ in large letters on a flash card.

Have ready the ‘Market’ flash cards and pictures of market food for each group.

Letters and sounds


Flash the ‘or’ revision cards.

Flash the ‘or’ card and say the sound with the pupils.

Act out the ‘or’ song with them.

Read the ‘or’ words and use the pictures to explain their meaning.

Ask some pupils to come and point to the ‘or’ sound in each word.

Play ‘Sound bingo’.

Lesson title or15

minutesSong Game

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Arrange the pupils in a circle.

Pass one of the picture cards to a pupil and tell him or her to say the name, eg: banana.

Tell them to pass it to the next pupil to say the name.

Repeat until everyone has had a turn.

Do the same with the other pictures.

Repeat until everyone has had a turn with all the pictures.

Group task

Tell the pupils to look at Macmillan New Primary English 1, page 21 and talk about the picture.

Show the market flash cards to the pupils.

Say the words carefully and ask the pupils to repeat them several times.

Give a set of flash and picture cards to each group.

Say one of the words and ask them to hold up the correct flash card and picture card and say it.

Explain the meaning of the words ‘selling’ and ‘buying’.

Choose one pupil in each group to be the ‘seller’.

Tell the seller to hold up a picture card and say, ‘I am selling .’

Tell the group to reply, ‘I am buying .’

Swap roles until everyone has had a turn at being the ‘seller’.

Introduction Main activity

25 minutes

10 minutes


Play ‘What is in the box?’ with the market flash cards and pictures.

Plenary

10 minutes

GameMacmillan New Primary English 1

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Lesson title

Market sentences Learning outcomes


Read and spell words with the ‘or’ sound.

Read sentences about a market.

Teaching aids

Before the lesson:

Have ready the ‘ee’ flash cards from last week.

Make sure each pair has a set of alphabet cards/letters.

Write the ‘or’ words from Day 2 on the chalkboard.

Ensure the ‘Market’ poem is still on the chalkboard.

Letters and sounds


Flash the ‘ee’ revision cards.

Sound out the ‘or’ words with the pupils.

Count the sounds, eg: ‘b–or–n’ (3).

Write: ‘sore, more, core’ on the chalkboard.

Tell the pupils that ‘ore’ makes the same sound as ‘or’.

Say: ‘s–ore has two sounds’.

Repeat for ‘more’ and ‘core’.

Ask pairs to make some of the ‘or’ words with their cards.

Tell them to sound out and say the word they have made.

Share some pupils’ words with the rest of the class.

or15 minutes

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Read the ‘Market’ poem to the class.

Read it line by line and ask the pupils to repeat each line with you.

Ask them to role play the poem in pairs.

Choose some pairs to show their role play to the class.


Tell the pupils to look at the picture in Macmillan New Primary English 1, page 21.

Ask them to say what they can see.

Write the following market sentences on the chalkboard:

‘The woman trader is selling corn.’

‘The boy is buying some corn.’

‘The lady is carrying mangoes on her tray.’


10 minutes


Ask one or two pupils to show their pictures and read their sentences to the rest of the class.

Plenary

10 minutes

25 minutes

Read the sentences to the class and point to each word as you read it.

Ask the pupils to point to the correct parts of the picture as you say each sentence.

Ask them to read the sentences with you. Point to each word as they say it.

Ask pairs of pupils to role play the sentences for the class so they all understand the meaning.

Ask the pupils to copy one of the sentences and draw a picture to explain it.

Poem Macmillan New Primary English 1

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Lesson title

Market sentences Learning outcomes


Read sentences containing words with the sound ‘or’.

Write simple sentences about a market.

Teaching aids

Before the lesson:

Have ready the ‘ee’ flash cards and write the ‘or’ words on the chalkboard.

Ensure the ‘Market’ poem is still on the chalkboard and have the ‘Market’ flash cards ready.

Have ready two large pieces of paper for each group.

Write the following ‘or’ sentences on flash cards: ‘Habiba has torn her dress.’, ‘A baby is born.’, ‘Aliyu eats with a fork.’, ‘Asabe has a sore leg.’

Letters and sounds

Group task


Sing the ‘or’ song with the pupils.

Read the ‘or’ words with them.

Ask some pupils to sound out the words.

Hold up the sentence cards.

Read and explain the sentences in the pupils’ local language.

Give groups of pupils a sentence card each.

Ask each group to read their card and draw a picture of it on a large piece of paper.

Choose someone from each group to read their sentence and show their picture.

15 minutes

Song or

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Say the ‘Market’ poem with the pupils.

Ask them to tell you what they can buy at the market.

Write a ‘shopping list’ of their ideas on the chalkboard.


Ask the pupils to look at the picture in Macmillan New Primary English 1, page 21.

Ask, ‘What is the woman selling?’ and, ‘What is the boy buying?’

Show them the market flash cards and picture cards.

Choose pupils to name each card, one by one.

Group task

Give each group a large piece of paper.

Ask the pupils to draw a picture of someone selling and someone buying in the market.

Ask the pupils to finish the following sentences and write them underneath their pictures: ‘She is selling .’ ‘She is buying .’

Group task

Ask each group to show their picture and read their sentence to the rest of the class.

Introduction Main activity Plenary

25 minutes

10 minutes

10 minutes

Poem Macmillan New Primary English 1

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Lesson title

Market story Learning outcomes


Read and spell words with the ‘or’ sound.

Act out a story about a market.

Teaching aids

Before the lesson:

Have ready the ‘ee’ flash cards, the ‘or’ sentence cards and the ‘or’ pictures the pupils drew yesterday.

Write the ‘or’ words on the chalkboard.

Ensure the ‘Market’ poem is still on the chalkboard.

Write the ‘Market’ story on the chalkboard.

Letters and sounds



Read the ‘or’ words with the pupils, sounding them out carefully.

Look at the pictures from yesterday and ask the pupils to read the sentences that go with them.

Read five of the ‘or’ words slowly and ask the pupils to try to write them in their exercise books.

Sound out each word carefully.

Say, ‘corn’ and ask them to sound it out: ‘c–or–n’.

Repeat with ‘lord’.

Dictate, ‘A lord had corn.’ and ask the pupils to write it in their exercise books.

or15 minutes

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Read the ‘Market’ poem to the pupils.

Help them say it line by line.

Ask them to practise saying the poem in pairs.


Read and explain the ‘Market’ story to the class.

Ask the pupils the following questions about the story:

‘Who is at the market with Lami?’

‘What is Lami buying?’

‘Who is selling the pineapple?’

‘What is Mr Amedu buying?’

Tell them to try to answer in sentences.

Ask each pupil to write or draw a ‘shopping list’ of the things Lami and Mr Amedu bought.

Ask them to explain their shopping lists. Tell them to say, ‘Lami is buying .’ and ‘Mr Amedu is buying .’

Group task

Ask each group to role play being at a market.

Tell some pupils to be sellers and some to be buyers.

Ask the pupils to say what they are buying and selling.


10 minutes

10 minutes

25 minutes

StoryPoem

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Week 22 Going to the market

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‘ow’cow how now owl down town clown frown brown

my stall yams banana beans rice bowl garri orange pineapple buying selling jumping hopping skipping running walking eating lookingWhere are you going?What are you doing?I am at the marketI am eating my



Assessment

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Lesson title

Are you selling? Learning outcomes


Recognise the ‘ow’ sound in words.

Ask and answer the question, ‘Are you selling?’

Teaching aids

Before the lesson:

Have ready the ‘or’ flash cards and the ‘Market’ flash cards.

Write the ‘ow’ words on the chalkboard and draw pictures to explain their meaning.

Make a flash card with ‘owl’ on one side and draw an owl on the other.

Have ready 5 and 10 Naira notes to show the pupils.

Write the ‘Market’ playscript on the chalkboard.

ow15 minutes

Letters and sounds


Flash the ‘or’ cards to the class.

Write ‘ow’ on the chalkboard and say the sound.

Tell the pupils to join in with you.

Show the owl card and ask the pupils to say ‘ow–l is owl.’

Read the other ‘ow’ words with the pupils and explain their meaning.

Tell the pupils to sound the words out with you and count the sounds, eg: ‘c–ow’ (2), ‘d–ow–n’ (3).

Show the pupils how to write ‘ow’ in the air.

Tell them to write it on the ground and on a partner’s back.

Ask them to write ‘ow’ in their exercise books. Check they form the letters correctly.

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Quickly read through the market flash cards with the pupils.

Ask the pupils to stand in a circle.

Say, ‘I am at the market. I am selling .’ (Name a market object.)

Ask them to take turns to repeat this sentence and say a different object.

Continue round the circle until everyone has said something they are selling.

Pair task

Show the pupils the Naira notes and ask them to say the numbers in English.

Ask them to say how much the items on the market flash cards might cost.

Read through the ‘Market’ playscript on the chalkboard and point to the words as you say them.

Ask the pupils to say what the missing words could be.

Tell the pairs that one will be the child and the other will be the market trader.

Ask them to role play buying and selling, using the words on the chalkboard.

Show the pupils the market flash cards to remind them what they can buy.

Tell them to take turns at playing the different roles.

Ask each pair to share their role play with the class.


25 minutes

10 minutes

Plenary

10 minutes

Pair task

Ask the pupils to draw what they have been buying and selling.

Ask them to try to write the number of Naira it cost underneath.

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Lesson title

I am walking to the market

Learning outcomes


Write the sound ‘ow’.

Ask and answer the question ‘Where are you going?’

Teaching aids

Before the lesson:

Write the ‘ow’ words on the chalkboard.

Write the ‘ow’ story on the chalkboard.

Have ready the market flash cards and write the market words on the chalkboard.

Find the alphabet letter flash cards.

Letters and sounds



Read the ‘ow’ words with the pupils.

Read the ‘ow’ story on the chalkboard, pointing to the words as you say them.

Ask some pupils to come and underline the words with ‘ow’.

Read the story again and ask the pupils to shout ‘ow’ when they hear a word with ‘ow’.

Ask them to draw a picture about the story.

Tell them to write ‘ow’ underneath the picture.

ow15 minutes

Story

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Ask the pupils the question, ‘Where are you going?’

Tell them to answer, ‘I am going to the market.’

Ask the class to do some different actions, eg: skipping, walking, running, jumping, hopping.

Explain that instead of saying, ‘I am going to the market’ they can replace it with an action.

Ask the pupils to stand in a circle and play the game ‘I am to the market.’

Start it with them saying, ‘I am walking to the market.’

Ask the pupils to change the action in the sentence and show it to the rest of the class as they say it.

Continue round the circle until everyone has performed an action.

Pair task

Write ‘I am skipping.’ on the chalkboard.

Ask a pupil to perform the action.

Ask the pupils to draw a picture to show this action.

Repeat with: ‘I am walking.’, ‘I am hopping.’ and ‘I am running.’

Tell them to ask each other the question, ‘Where are you going?’

Tell them to answer by completing the sentence ‘I am to the market.’

Tell them to use ‘going’ or another action word.


25 minutes

10 minutes

Group task

Write the words ‘yam’, ‘sell’ and ‘run’ on the chalkboard.

Ask the groups to make these words with their alphabet letters.

Ask them to sound out and read the words.

Ask them if they can make and read any other words.

Plenary

10 minutes

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Lesson title

What are you doing?

Learning outcomes


Read and write words with the sound ‘ow’.

Ask and answer the question ‘What are you doing?’

Teaching aids

Before the lesson:

Make a set of action word flash cards for each group: ‘skipping’, ‘walking’, ‘running’, ‘jumping’, ‘hopping’, ‘selling’, ‘buying’, ‘eating’, ‘looking’.

Have ready a large piece of paper for each group, with the words ‘What are you doing?’ written at the top.

Letters and sounds



Write ‘ow’ and ask the pupils to say the sound.

Tell them to write ‘ow’ in the air with you.

Write the following sentences on the chalkboard: ‘The cow sat down.’ ‘The owl sat down.’ ‘The clown sat down.’

Ask the pupils to read the sentences and mime the different characters.

Say, ‘cow, owl, clown’ and ask the pupils to write them in their exercise books.

Tell the pupils to sound the words as they write them.

ow15 minutes

Game

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Ask the pupils the question ‘Where are you going?’

Ask them to answer using the words from Day 2 (skipping, walking, running, jumping, hopping), eg: ‘I am walking to the market.’

Tell the pupils to think of some things they can do at the market, using the words they have learned during the week.

Write their ideas on the chalkboard so you have a list, eg: buying, selling, eating, looking.

Read the list with the pupils and draw a picture by each one to show the meaning.

Ask them the question, ‘What are you doing?’

Ask individual pupils to answer by completing the sentence ‘I am at the market.’, using words from the list on the chalkboard.

Group task

Give each group an action word flash card and a large piece of paper.

Tell them to work together to complete the sentence ‘I am at the market.’

Ask them to use their flash card to complete the sentence.

Tell them to write the sentence near the top of their piece of paper.

Change the flash cards around the groups.

Ask them to cover the sentence they just wrote.

Ask them to write the same sentence underneath, completing it with the new flash card.

Repeat until each group has written five sentences.

Ask each group to read their writing to the rest of the class.

Pair task

Tell the pairs to ask each other the question, ‘What are you doing?’

Tell them to answer by completing the sentence ‘I am at the market.’

Choose some pairs to act out their sentence for the class.


25 minutes

10 minutes

10 minutes

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Lesson title

I am eating my Learning outcomes


Read words with the ‘ow’ sound.

Ask and answer the question ‘What are you doing?’, using the word ‘my’.

Teaching aids

Before the lesson:

Write the ‘ow’ words on the chalkboard and have pictures or actions ready to explain them.

Read the instructions for ‘Sound bingo’.

Make ‘ow’ cards for each group.

Write the sentence ‘I am eating my ’ on the chalkboard.

Letters and sounds


Flash the ‘or’ cards.

Write ‘ow’ on the chalkboard.

Say the sound with the pupils.

Do a mime or point to a picture for one of the words.

Ask a pupil to come and point to the correct word.

Ask them to sound it out and read it.

Encourage them to blend the sounds together.

Divide the class into groups and play ‘ow’ sound bingo.

15 minutes owGame

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Ask the pupils to tell you the names of food they can buy at the market and write their ideas on the chalkboard to make a shopping list, eg: ‘yams’, ‘banana’, ‘beans’, ‘rice’, ‘garri’, ‘orange’, ‘pineapple’.

Write ‘my’ on the chalkboard.

Explain that the word my tells us that it is something that belongs to me .

Ask the pupils the question ‘What are you doing?’

Write ‘I am eating my .’


25 minutes

10 minutes

Plenary

10 minutes

Individual task

Ask the pupils to divide a page of their exercise book into four and draw a different piece of food from the shopping list in each section.

Go round the class as they are working and ask each pupil to say a sentence for each picture using the phrase ‘I am eating my .’

Ask them to copy and complete the sentence underneath one picture, finding the word in the shopping the list.

Ask them to cover up the sentence on their page and try and write the next one without copying.

Ask each pupil to show their work to a partner and read their sentences.

Ask them to check that they have spelled the words correctly.


Ask individual pupils, ‘What are you doing?’ Tell them to reply, ‘I am eating my .’

Ask, ‘Where are you going?’ Tell them to reply, ‘I am to the market’.

Ask, ‘Are you selling ?’ Tell them to reply, ‘I am selling .’

Read it with the pupils and ask them to use a word from the shopping list to complete the sentence.

Ask them to read the answer, ‘I am eating my .’

Repeat using other words from the shopping list.

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Lesson title

Sentences about the market

Learning outcomes


Read and write words with the ‘ow’ sound.

Read and write a sentence about a market.

Teaching aids

Before the lesson:

Write the ‘ow’ words on the chalkboard.

Make sure each pair has a set of alphabet cards and a blank card.

Have ready the ‘Market’ flash cards with matching picture cards from last week.

ow15 minutes

Letters and sounds


Flash the ‘or’ cards.

Write ‘ow’ on the chalkboard.

Say the sound with the pupils.

Ask pupils to read the ‘ow’ words.

Count the number of sounds in each word eg: ‘d–ow–n’ (3), ‘ow–l’ (2).

Sound out some of the words and ask the pupils to say the word, eg: say ‘b–r–ow–n’ and ask if they can now say the word (brown).

Give each pair a blank card and ask them to write ‘ow’ on it.

Ask the pupils to use the alphabet cards and the ‘ow’ card to make some words and write them in their exercise books.

Ask some pairs to read out their words to the class.

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Stand all the pupils in a circle and give one pupil a ball.

Ask them to throw the ball to another pupil in the circle, asking the question, ‘Where are you going?’

Ask the pupil who has caught the ball to answer, ‘I am to the market.’

Repeat for about five pupils then change the question to ‘What are you doing?’

Continue until most pupils have had a turn.

Pair task

Ask the pupils to read the market words with you.

Show the market pictures and choose pupils to match them to the words.

Ask each pair to look at the market pictures.

Ask, ‘What can you see?’

Tell the pupils to reply, ‘I can see .’

Tell them to complete the sentence using words from the market flash cards.

Ask them to draw a picture of a market.

Go round the class and ask each pair to say a sentence about their picture.

Ask them to try and write a sentence underneath their picture, reminding them to use the sentences they have learned during the week.

While they are doing this go around the class and listen to pupils read their sentences.

Pair task

Tell the pupils to take turns at buying and selling.

Ask one pupil to say, ‘Are you selling ?’

Tell the partner to say, ‘Yes. I am selling .’

Choose pairs to share their role play with the class.


25 minutes

10 minutes

10 minutes

Game

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Week 23 Games we play

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‘sh’shop ship shed shell sheep bush fish cash bash hush rush

whistle football shirt boots socks player field goal goalpost net team my your his her our their



Assessment

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Week 23 Games we play Day 1



Lesson title

Football Learning outcomes


Say the sound ‘sh’.

Say some football words.

Teaching aids

Before the lesson:

Have ready the ‘ow’ flash cards from last week.

Write the ‘sh’ words on the chalkboard and read the ‘sh’ story.

Make football flash cards: ‘whistle’, ‘football’, ‘shirt’, ‘boots’, ‘socks’, ‘player’, ‘field’, ‘goal’, ‘goalpost’, ‘net’, ‘team’. Make a set for each group.

Draw pictures or collect objects and pictures to explain the flash cards.

Letters and sounds


Flash the ‘ow’ cards to the class.

Write ‘sh’ on the chalkboard.

Say the sound and tell the pupils to join in with you.

Emphasise the ‘sh’ as you sound out and read the words, eg: ‘sh–ee–p, sheep’ and ‘b–u–sh, bush’.

Ask the pupils if they know any other sound that needs two letters, eg: ow, ee, oa.

Read the ‘sh’ story to the pupils in their own language.

Act out the story in pairs.

Make sure they say, ‘sh, sh’ loudly at the end.

sh15 minutes

Story

34

35

Pair task

Ask pupils to talk to each another in their local language about the games they enjoy playing.

Write the names of any games they know on the chalkboard.

Tell them that during the week they are going to have a turn to teach the rest of the class how to play a game.

Group task

Ask the pupils to say something they know about football in their local language.

Show the pupils the football objects and pictures and ask them to tell you their names in their local language.

Show the football flash cards, with an object or picture for each word.

Read each word to the pupils and ask them to say it after you.

Repeat three times.

Give each group a set of flash cards.

Point to each football picture or object and ask each group to hold up the matching word flash card.

Ask each group to draw a large football and inside it write as many football words as they can, using the flash cards and the pictures or objects to help them.


Ask each group to tell you some football words.

10 minutes

25 minutes


10 minutes

36




Lesson title

Football Learning outcomes


Read words containing the sound ‘sh’.

Read some football words.

Teaching aids

Before the lesson:

Write the ‘sh’ story on the chalkboard.

Have ready a large piece of cardboard.

Have ready a set of football flash cards and objects or pictures to explain them.

Read the instructions for ‘What is in the box?’.

Letters and sounds


Flash the ‘ow’ cards.

Write ‘sh’ on the chalkboard and say the sound with the pupils.

Write the following words on the chalkboard: ‘need’, ‘bush’, ‘stuck’, ‘rush’, ‘shed’, ‘stick’, ‘shop’, ‘hot’, ‘hush’.

Ask some pupils to underline words with the ‘sh’ sound.

Choose some pupils to sound out these words and read them.

Read the ‘sh’ story to the pupils, pointing to the words as you read them.

Write ‘sh’ on the chalkboard.

Get the pupils to write ‘sh’ in the air, on the floor or on their backs.

Tell them to write ‘sh’ five times in their exercise books. Check they form the letters correctly.

sh15 minutes

Story

36

37


Ask the pupils if anyone can teach the rest of the class a game they enjoy playing with their friends.

Take them outside and play the game.

Write: ‘I am playing .’ (Write the name of the game on the large piece of cardboard.)

Ask the pupils to read it with you.

Display it in the classroom.

Group task

Show the pupils the football pictures and objects.

Show the word flash cards and say the words as you point to the pictures.

Write the following, one at a time on the chalkboard, asking groups to guess the missing letter each time: ‘pla er’, ‘w istle’, ‘ ield’, ‘goa , ‘ eam’, ‘boo s’.

Give the group that guesses the correct answer first a point.

The group that gets the most points is the winner.

Play ‘What is in the box?’ with the words and pictures.


Show the pupils the sentence on the cardboard, ‘I am playing .’

Ask them to read it with you.

Write ‘I am playing with my football.’ on the chalkboard.

Ask the pupils to read it with you and write it in their exercise books.

25 minutes

10 minutes

10 minutes


GameGame

38




Lesson title

Your football Learning outcomes


Read and write words with the ‘sh’ sound.

Say ‘my’ and ‘your’ in sentences.

Teaching aids

Before the lesson:

Write the ‘sh’ words on the chalkboard and draw pictures to explain them.

Have ready the cardboard from yesterday.

Ensure there are enough sand trays for each pair.

Have ready a football for each group.

Have ready pictures or real football objects, eg: whistle, shirt, socks, net.

Letters and sounds



Write ‘sh’ on the chalkboard and say the sound.

Read the ‘sh’ words, pointing to the pictures or doing actions to show their meaning.

Sound out the words, eg: ‘sh–i–p’ and ask the pupils to say the word, ie: ‘ship’.

Repeat with other ‘sh’ words.

Ask the pupils to tell you where ‘sh’ comes in each word (at the beginning or at the end).

Ask them to sound out the words carefully and count the sounds, eg: ‘r–u–sh’ (3), ‘sh–ee–p’ (3).

Ask pairs to take it in turns to write ‘sheep’ in the sand.

sh15 minutes

38

39


Show the pupils the cardboard with ‘I am playing ’ on it, from yesterday.

Ask them to read it with you.

Ask if anyone can teach the rest of the class a different game they enjoy playing.

Play the game outside.

Write ‘I am playing .’ (Write the name of the new game on the cardboard under the sentence you wrote yesterday.)

Ask the pupils to read the sentences with you.

Group task

Take the pupils outside.

Ask them to stand in a circle and give one pupil a football.

Ask this pupil to play with it in the middle of the circle.

Ask, ‘What are you doing?’

Tell the pupil to say, ‘I am playing with my football.’

Ask other pupils to point and say, ‘You are playing with your football.’

Repeat three times with different pupils.

Ask each group to stand in a circle and give them a ball.

Individual task

Show the pupils the football objects and pictures.

Explain them in their local language.

Write the names of the objects on the chalkboard.

Ask pupils to help you by writing the first sound for each word.

25 minutes

10 minutes

10 minutes


Tell them to repeat the activity so each pupil has a turn at saying both sentences.

Bring the pupils inside and ask them to draw a picture of themselves with a football.

Tell them to look at another pupil’s picture and ask ‘What are you doing?’

Ask the pupil holding the picture to reply ‘I am playing with my football.’

Ask them to point to their friend’s picture and say, ‘You are playing with your football.’

Game

40




Lesson title

His and her football

Learning outcomes


Write words with the ‘sh’ sound.

Say ‘his’ and ‘her’ in sentences.

Teaching aids

Before the lesson:

Place ‘sh’ word flash cards around the classroom.

Have ready the cardboard from yesterday.

Write the sentences in the main activity on the chalkboard and on sentence cards, one for each group.

Cut the last two sentences into separate words, one sentence set for each group.

Letters and sounds




Ask if anyone can remember any ‘sh’ words and write their ideas on the chalkboard

Say a ‘sh’ word and ask a pupil to find the matching card and stand by it.

Repeat five times.

Write the following on the chalkboard and ask the pupils to copy them into their exercise books, putting in the missing ‘sh’ sound: ‘fi ’, ‘ ip’, ‘ op’, ‘ eep’, ‘bu ’.

Tell the pupils to draw a picture to explain each word.

sh15 minutes

40

41


Show the pupils the cardboard from yesterday and read the sentences with them.

Ask if anyone knows any other games they could teach the class.



Ask the class to read the sentences with you.

Group task

Read the first two sentences below to the pupils and ask them to read each after you:

‘I am playing with my football.’

‘You are playing with your football.’

‘He is playing with his football.’

‘She is playing with her football.’

Ask the pupils to show you what the sentences mean.

Read the next two sentences to the class.


Hold up the flash cards of the football sentences and ask the pupils to read them with you.


25 minutes

10 minutes

10 minutes

Bring a girl and a boy to the front to explain their meaning.

Give each group a set of cut up football sentence cards.

Ask them to join the words together to form a sentence.

Ask two pupils from each group to show and read their sentence to the class.

Ask the pupils to copy the sentences into their exercise books.

Tell them to draw a boy if their sentence has ‘his’ in it and a girl if their sentence has ‘her’ in it.

Game

42




Lesson title

A simple story about football

Learning outcomes


Read and write words with the ‘sh’ sound.

Tell a story using words about football.

Teaching aids

Before the lesson:

Make sure each pair of pupils has a set of alphabet cards and a blank flash card.

Read ‘The football dog’ story.

Have ready newspaper cuttings showing some football pictures, eg: showing kicking, heading and throwing.

Letters and sounds




Ask pupils to give you words with the ‘sh’ sound.

Write them on the chalkboard, saying each sound as you do.

Choose some pupils to sound out the words and write them on the chalkboard.

Give each pair a blank card and ask them to write ‘sh’ on it.

Ask the pupils to use the alphabet cards and the ‘sh’ card to make some words and write them in their exercise books.

Ask the pairs to read out their words to the class.

sh15 minutes

42

43


Show the pupils the cardboard from yesterday and read the sentences with them.

Ask if anyone knows any other game they can teach the class.



Ask the pupils to read the sentences with you.

Ask them to say which game they like the best.

Group task

Write the following football words on the chalkboard: ‘whistle’, ‘football’, ‘shirt’, ‘socks’, ‘field’, ‘boots’, ‘footballer’, ‘goal’, ‘numbers’, ‘team’.

Read the words to the class and choose pupils to try and explain some of them.

Show the pupils the newspaper cuttings of football actions.

Ask the pupils to say what actions they can see.

Write the actions on the chalkboard, eg: kicking, heading, throwing.


Ask one or two pupils to show their football pictures and read their words and sentences to the class.


25 minutes

10 minutes

10 minutes

Read the story ‘The football dog’ and explain it in the pupils’ language.

Ask the following questions in English: ‘What is Musa doing?’ ‘What is Sabo doing?’ ‘What is the referee doing?’ ‘What is the dog doing?’

Choose groups to role play the story.

Ask pupils to draw an action picture about the story and write any football words and sentences they know to tell the story.

Game Story

Plenary

44

Week 24 My family

44

45

‘ch’chin chop chip such rich chilli chicken child

brother sister father mother baby younger junior senior older crying washing sweeping cooking eating sitting chopping cleaning my his her your



Assessment

45

46

Week 24 My family Day 1



Lesson title

Family names Learning outcomes


Say the sound ‘ch’.

Say words for family members.

Teaching aids

Before the lesson:

Write words with the ‘ch’ sound on the chalkboard.

Read the ‘ch’ mime.

Make a flash card with a chicken on one side and ‘ch’ on the other.

Make family flash cards: ‘junior brother’, ‘older sister’, ‘senior brother’, ‘younger sister’, ‘baby’, ‘father’, ‘mother’.

Letters and sounds


Flash the ‘sh’ cards from last week.

Write ‘ch’ on the chalkboard and say ‘ch’.

Show the picture and ask the pupils what it is.

Turn the card over and tell them to say ‘ch’ with you.

Teach them the ‘ch’ mime.

Ask them to listen for the ‘ch’ words as you say the mime.

Sound out the ‘ch’ words on the chalkboard with the pupils.

ch15 minutes

46

47


Ask the pupils to tell you about the members of their family, in their local language.

Show the pupils the flash cards with the English names for family members.

Read and explain the words to the class.

Draw a picture of a mother on the chalkboard.

Write: ‘This is my mother.’ and read it with the pupils.

Choose pupils to draw other family members and write: ‘This is my .’ (name of family member, eg: brother or mother).

Ask them to read the sentences with you.


Ask the pupils to draw a picture of their family in their exercise books.

Move around the class and ask the pupils to tell you the English names of each family member.

Ask them if their brothers and sisters are older or younger than they are.

Read out the names of family members, eg: father, mother, sister, junior brother and ask pupils to point to that person if they have drawn them.

Pair task

Ask the pupils to show their picture to a partner and say sentences about their family members, eg: ‘This is my mother.’, ‘This is my sister.’

Ask them to write some of these sentences in their exercise books.

25 minutes

10 minutes

10 minutes


48




Lesson title

Talk about the family

Learning outcomes


Say and write the sound ‘ch’.

Use action words (verbs) to talk about the family.

Teaching aids

Before the lesson:

Write the ‘ch’ words on the chalkboard.

Write the following words in a circle on the chalkboard: ‘chin’, ‘rain’, ‘fork’, ‘chicken’, ‘wish’, ‘chop’, ‘chip’.

Make sure there are enough sand trays for each pair.

Have ready the family flash cards from Day 1 and the following action flash cards: ‘washing’, ‘sweeping’, ‘cooking’, ‘eating’, ‘chopping’, ‘cleaning’, ‘sitting’, ‘crying’.

Letters and sounds


Flash the ‘sh’ cards.

Write ‘ch’ on the chalkboard and say the sound.

Get the pupils to write ‘ch’ in the air, on the floor or on their backs.

Point to the words in the circle and choose pupils to underline the words with the ‘ch’ sound.

Read the ‘ch’ words and explain their meaning.

Tell the pupils to sound the words out with you and count the sounds, eg: ‘ch–i–n’ (3), ‘m–u–ch’ (3).

Ask pairs to write ‘ch’ in the sand trays. Check they form their letters correctly.

ch15 minutes

48

49


Show the pupils the family flash cards and read them out together.

Choose pupils to draw family members on the chalkboard and say sentences about them, eg: ‘This is my father.’

Pair task

Ask pairs to come out and mime something that a family member does in the home, eg: sweeping, cooking.

Ask the other pupils to guess what the action is (in their local language).

Write the following words on the chalkboard and show actions to explain their meaning: ‘washing’, ‘sweeping’, ‘cooking’, ‘eating’, ‘chopping’, ‘cleaning’, ‘sitting’, ‘crying’.

Ask them to draw four pictures showing family members doing jobs in the home.

Help them find the word for each action and write it underneath each picture.


Tell the pupils they are going to play a game.

Tell them to look at the pictures they have drawn and the words they have written.

Place the action flash cards face down on the table.

Turn a card over and read out the word.

If the pupils have written that word, tell them to tick it in their book.

The first pupil to tick all four words is the winner.

Continue until all the flash cards have been read.

25 minutes

10 minutes

10 minutes


Game

50




Lesson title

Sentences about the family

Learning outcomes


Read words with the ‘ch’ sound.

Say a sentence about their family using an action word (verb).

Teaching aids

Before the lesson:

Write the ‘ch’ words on flash cards.

Write the following phrases on large flash cards: ‘a rich man’, ‘a chicken’, ‘a child with a chilli’, ‘chop the wood’.

Have ready a large piece of paper for each pair.

Have ready all the action flash cards.

Have ready two blank flash cards for each pupil.

Write the family and action words on the chalkboard.

Letters and sounds



Write ‘ch’ on the chalkboard and say the sound with the pupils.

Hold up each flash card and tell the pupils to sound out the word and read it.

Role play to explain the meanings.

Choose pupils to come and point to the ‘ch’ sounds in the words.

Ask the pupils to read the phrases on the large flash cards with you.

Explain the meaning and read again.

Give each group a large flash card and piece of paper.

Tell them to draw a picture to explain the phrase on their card.

Let each group hold up their picture and the others guess what the phrase is.

ch15 minutes

50

51


Quickly show the action flash cards and ask the class to read them.

Stand the pupils in a circle and put the family flash cards in the middle, face down.

Put the action cards in a different place in the middle of the circle.

Ask one pupil to come out, pick a family flash card and also an action flash card.

Ask them to read the cards and do the action as that person.

Tell them to ask the other pupils, ‘What is doing?’ (Name the family member on the card.)

Choose a pupil in the circle to answer using a sentence, eg: ‘Father is sitting’.

Ask the pupil in the middle of the circle to say whether the answer is correct and show their cards to the other pupils.

The pupil who gives the correct answer chooses the next cards.

Repeat so that everyone can have a turn.

Group task

Give each group two blank cards for each pupil in the group.

Ask each pupil to choose a family member and make a flash card with the name of the family member on one side and a picture of that person on the other side.

Tell them to try and make sure each pupil writes a different family member on their card.

When they have finished ask them to write an action word on their other card, in the same way.

Tell them to put their cards on the table so they can see the words.

Ask the pupils to take turns to chose a family card and an action card and answer the question, ‘What is doing?’

Group task

Ask each group to say a sentence using their flash cards, eg: ‘The baby is crying.’, ‘Mother is eating.’


25 minutes

10 minutes

10 minutes

Game

52




Lesson title

Ali’s family Learning outcomes


Read and write words with the ‘ch’ sound.

Read a family story in English.

Teaching aids

Before the lesson:

Place the ‘ch’ word flash cards around the room or outside.

Write the following words on the chalkboard: ‘my’, ‘is’.

Read ‘Ali’s family’ (Monday) and write it on the chalkboard. You will need this tomorrow as well.

Have ready the family and action flash cards the pupils made yesterday.

Letters and sounds



Write ‘ch’ on the chalkboard and say the sound with the pupils.

Say all the ‘ch’ words one at a time.

Ask them to look for each matching word and stand by it.

Give each group a different phrase card from yesterday.

Ask them to write the phrase in their exercise books and draw a picture to explain it.

Ask each group to read their phrase to the class.

ch15 minutes

52

53

Group task

Ask the pupils to find the flash cards they made on Day 3.

Tell them to take it in turns to show each other the flash cards and read them.

Ask each group to choose two flash cards and use them to say one sentence to the rest of the class.


Read ‘Ali’s family’ (Monday) to the class.

Ask seven pupils to come to the front and pretend to be members of Ali’s family.

As you read each sentence, ask pupils to tell the ‘family members’ what to do.

Repeat with seven different pupils, and tell them to do the actions as you read the sentence.

Group task

Ask the groups to choose a family flash card and an action word.

Ask each pupil to use the words ‘my’ and ‘is’ with their group’s flash cards to write a sentence in their exercise book, eg: ‘My father is eating.’

Ask them to read each other’s sentences.

Move round the class and help the pupils read their sentences.

Ask the groups to read some of their sentences to the class.


25 minutes

10 minutes

10 minutes


Ask the pupils to help you read ‘Ali’s family’ (Monday).

Story Story

54




Lesson title



Read and spell words with the ‘ch’ sound.

Say a simple sentence using a possession word.

Teaching aids

Before the lesson:

Make sure each pair of pupils has a set of alphabet cards.

Prepare a blank flash card for each pair.

Ensure that ‘Ali’s family’ (Monday) is still on the chalkboard.

Have ready possession flash cards: ‘my’, ‘her’, ‘his’, ‘their’ and ‘your’.

Make a set of possession cards for each group.

Letters and sounds



Write ‘ch’ on the chalkboard and say the sound.

Ask pupils to give you words with the sound ‘ch’ and write them on the chalkboard.

Choose some pupils to try to write the words.

Give each pair a blank card and ask them to write ‘ch’ on it.

Ask them to use the alphabet cards and the ‘ch’ card to make some words.

Tell the pupils to write their words in their exercise books.

Ask some pupils to read out their words to the class.

ch15 minutes

54

55


Read ‘Ali’s family’ (Monday) to the class and ask seven pupils to come out and do the actions as on Day 4.

Write the sentence: ‘My junior sister is washing her face.’ on the chalkboard.

Read it with the pupils.

Replace the first word in each sentence with one of the words on the possession flash cards, eg: ‘His junior sister is washing her face.’

Ask pupils to read the new sentence.

Group task

Give each group a set of possession cards.

Ask them to read the words with you.

Write the following sentence on the chalkboard: ‘My baby brother is crying.’

Read it with the class.

Ask the pupils to write the sentence in their exercise books.

Ask them to change the first word to one of the words on the possession flash cards.

Tell them to write the new sentence in their exercise books.

Introduction

10 minutes

Main activity Plenary

25 minutes

10 minutes

Ask the pupils to write it again, changing the family member in the sentence.

Ask them to write it again, changing the action word so the sentence has changed completely, eg: ‘Your junior sister is crying.’, ‘Your junior sister is eating.’

Ask a pupil from each group to read out their sentences to the class.

Read the story again and ask each group to practise a short role play which tells the story.


Ask each group to show their role play to the class.

Ask some of the characters: ‘What are you doing?’ Ask the ‘character’ to answer, ‘I am .’

StoryStory

56

Week 25 My family

56

57

‘th’them then that this with moth thin thick path bath

Letters/sounds


Assessment

grandfather grandmother uncle auntie cousin talking eating biscuit drinking playing games afternoon my us

Words/phrases

57

58




Lesson title



Say the sound ‘th’ and recognise it in words.

Read simple sentences in English.

Teaching aids

Before the lesson:

Have ready the flash cards for ‘sh’ and ‘ch’ words.

Write the ‘th’ words on the chalkboard.

Divide the story ‘Ali’s family’ (Monday) into sections.

Write the sections in large writing on separate pieces of paper, so each group can have a different part of the story.

Letters and sounds


Flash the ‘sh’ and ‘ch’ words.

Write ‘th’ on the chalkboard and tell the pupils to say ‘th’.

Write the following sentences on the chalkboard:

‘The boy is with his mother.’

‘The boy is with his goat.’

‘The child eats yam then goes out to play.’

‘The girl likes playing with them.’

Read and explain the sentences.

Sound out and read the ‘th’ words with the pupils.

Ask some of them to come and underline the ‘th’ sound in the words.

Give each group a sentence from the chalkboard and ask them to draw a picture to explain it in their exercise books.

th15 minutes

58

59


Ask the pupils what they can remember about the story ‘Ali’s family’ (Monday).

Read the story to the class.

Ask pupils questions about the story, eg:

‘How many brothers does Ali have?’

‘How many sisters does Ali have?’

‘What is Ali’s father doing?’

‘What is Ali’s baby brother doing?’

‘What is Ali doing?’

‘What is Ali’s senior sister doing?’

Group task

Give each group one section of the story and ask them to practise reading it together so they are confident with the words.

Read the story again, asking each group to hold up their section when they hear you read it.

Ask one pupil from each group to come out to the front and hold up their story section.

Ask the rest of the class to help the pupils stand in the correct order of the story.

Ask a pupil from each group to read their section of the story.

Ask each group to choose pupils to come and be the character/s from their section.

Help the pupils perform the story for the rest of the class.

Ask each group to practise reading their story again to each other.


Ask the pupils to say some of the action words from the story.

Choose pupils to write the words on the chalkboard.

Choose pupils to mime the actions. Say ‘What is _ doing?’ (Put in the pupil’s name.)

Tell the pupil to reply ‘I am .’ (Put in the action.)

25 minutes

10 minutes

10 minutes


Story Story

60




Lesson title

More family members

Learning outcomes


Read and write words with the sound ‘th’.

Say and recognise more family words.

Teaching aids

Before the lesson:

Write the ‘th’ words on the chalkboard.

Make family flash cards: ‘grandfather’, ‘grandmother’, ‘uncle’, ‘auntie’ and ‘cousin’.

Have a sand tray ready for each pair.

Letters and sounds


Flash the ‘sh’ and ‘ch’ word cards.

Write ‘th’ on the chalkboard and say the sound with the pupils.

Say the words with the pupils and count the sounds, eg: ‘th–e–m’ (3).

Write ‘th’ in the air and tell the pupils to join in with you.

Tell the pupils to write ‘th’ on the floor, on their desks and on their arms.

In pairs, tell the pupils to write ‘th’ in the sand tray as big as they can.

Tell them to write ‘th’ in their exercise books as big as they can and as small as they can.

Check they form the letters correctly.

th15 minutes

60

61


Ask the pupils to name members of their family and you write their suggestions on the chalkboard.

Read out the names one at a time and ask individual pupils to say one thing about that person in their local language.


Stand the pupils in a circle and give one of them a ball.

Ask them to throw the ball across the circle and say, ‘Your auntie is skipping.’

Ask the pupil who catches the ball to point to the first pupil and say, ‘My auntie is skipping.’

Tell them to do the action.

Repeat with different family members and actions until everyone has had a turn.


Choose some pupils to talk about their pictures and read what they have written to the class.

Pair task

Ask each pair to choose one person from the list on the chalkboard and draw that person in their exercise book.

Ask them to copy the name of that person underneath the picture with the word ‘my’, eg: ‘My grandmother.’

Tell the pairs to swap books and write underneath the picture in their partner’s book, eg: ‘Your grandmother’.

Ask them to choose another person from the list and repeat the activity.

This time, tell the pupils to write ‘his’ or ‘her’ instead of ‘your.’

Remind them that if their partner is a girl they write ‘her’ and if their partner is a boy they write ‘his’ .


25 minutes

10 minutes

10 minutes

Game

62




Lesson title

Ali’s family – Saturday

Learning outcomes


Read words with the sound ‘th’.

Ask and answer questions in English.

Teaching aids

Before the lesson:

Make two sets of flash cards for the ‘th’ word list.

Read the story ‘Ali’s family’ (Saturday) and write it on the chalkboard.

Have ready all the family flash cards.

Have ready the action flash cards from last week.

Letters and sounds



Write ‘th’ on the chalkboard and say the sound with the pupils.

Gather the pupils in a circle and put the ‘th’ words face down in the middle.

Choose a pupil to turn over a card, show the class and read it.

Ask the pupil to guess where the matching card is and turn another card over and say it.

If the card matches, the pupil keeps both cards.

If it doesn’t match, they should put the cards back face down in exactly the same place.

Choose another pupil and repeat the process until all the cards have gone.

th15 minutes

Game

62

63

Pair task

Quickly show the class the family flash cards and ask the pupils to read them.

Tell the pairs to ask each other, ‘What is your uncle doing?’

Tell them to start their answer with ‘My uncle is .’

Tell them to ask each other and answer the question, ‘What is your cousin doing?’


Read and explain the story ‘Ali’s family’ (Saturday).

Read the story again and choose pupils to come and underline the action words.

Ask them the following questions:

‘What is Ali’s grandmother doing?’

‘What is Ali’s auntie doing?’

‘What is Ali’s uncle doing?’

‘What is Ali’s cousin doing?’

Tell them to answer using the word ‘his’ instead of Ali, eg: ‘His grandmother is talking’.


Show the action flash cards to the class.

Ask the pupils to do the action and read the word.

Ask them to use the action words to say a sentence about a family member, eg: ‘My grandfather is skipping.’


25 minutes

10 minutes

10 minutes

Pair task

Ask the pairs to choose one of the characters and draw a picture of what they are doing.

Tell them to write a sentence under the picture, eg: ‘My auntie is eating her biscuit.’

Choose some pairs to read their sentences to the class.

Story

64




Lesson title

Ali’s family – Saturday

Letters and sounds



Read the ‘th’ words from the chalkboard, pointing to each word as you say it.

Point to a picture and choose a pupil to point to the matching word.

Read the sentence on the chalkboard with the pupils.

Ask them to copy it into their exercise books and draw a picture about it.

Learning outcomes


Read ‘th’ words in a sentence.

Write simple sentences about their own family.

Teaching aids

Before the lesson:

Write ‘path’, ‘bath’, ‘moth’, ‘thin’ and ‘thick’ on the chalkboard and draw pictures to show their meaning.

Write ‘A moth has thin wings.’ on the chalkboard.

Write each sentence from ‘Ali’s family’ (Saturday) on separate sheets of paper.

th15 minutes

64

65


Play ‘What is in the box?’ with the family flash cards and pictures.


Ask the pupils to tell you something about the story ‘Ali’s family’ (Saturday) and write their ideas on the chalkboard

Read the story to the pupils.

Read it again and this time ask them to listen for the word ‘my’ and put their hand in the air when they hear it, then put it down when you read the next word.

Group task

Give each group a sentence from the story and ask them to read it together.

Read the story again, asking each group to hold up their sentence when you read it.

Ask one pupil from each group to come to the front and hold up their story sentence.

Ask the class to help the pupils stand in the correct order of the story.

Ask a pupil from each group to read their sentence.

Ask each group to choose pupils to be the character from their sentence.

Help the pupils perform the story for the class.

Ask each group to practise reading their story again to each other.


Ask each pupil to draw a picture of their family on a Saturday afternoon.

Tell them to write some sentences about the picture.

10 minutes

25 minutes

10 minutes


Game Story

66




Lesson title

My family Learning outcomes


Read and spell words with ‘th’.

Make up and write a sentence.

Teaching aids

Before the lesson:

Write the whole of ‘Ali’s family’ story on the chalkboard.

Make sure each pair has a set of alphabet cards and a blank card.

Have ready family and action, ‘my’ and ‘is’ flash cards for each group.

Write the following on the chalkboard: ‘Which letter does each word begin with?’, ‘Which word is the action word?’, ‘Which three letters does the action word end with?’, ‘How do you spell your family word?’

Letters and sounds


Flash the ‘sh’, ‘ch’ and ‘th’ words.

Write ‘th’ on the chalkboard and tell the pupils to say it.

Give each pair a blank card and ask them to write ‘th’ on it.

Ask the pupils to use the alphabet and ‘th’ cards to make some words and write them in their exercise books.

Ask some pupils to read out their words to the class.

Dictate, ‘A thin man is in a bath.’ and ask the pupils to write it in their exercise books.

th 15 minutes

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67


Read the whole ‘Ali’s family’ story to the class.

Ask the pupils questions about the family using the question form, ‘What is Ali’s doing?’

Ask them to answer using the phrase, ‘His is .’

Group task

Give each group the action, family, ‘my’ and ‘is’ flash cards.

Ask them to make a sentence using their flash cards.

Read the questions on the chalkboard with the pupils.

Tell them to read the sentence they have made, look very carefully and answer the questions about their words.

When they have answered the questions, ask the pupils to read the sentence again to each other.

Take the flash cards away.

Individual task

Ask each pupil to try and write more sentences about someone in their family, thinking about what to say and how to spell it.

Move round the class and help the pupils.


Choose some pupils to read their sentences to the class.

25 minutes

10 minutes

10 minutes


Story

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Literacy lesson plans Primary 1 Term 3, Weeks 26-30

Assessment for learning

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Weeks 26 — 30


Term 3 Assessment for learning

Introduction Assessment for learning

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Assessment for learning

Effective assessment supports learning, giving all pupils the chance to be successful learners.

Assessment in the classroom happens all the time, it is an ongoing process. It helps you to find out:

What your pupils have learned.

How well you are teaching.

How to plan your next steps of teaching.

What your pupils are doing well and what they need to practise.

In every lesson you should walk round the classroom and ask questions to see if the pupils clearly understand what you have taught them. If they do not, then you should help by explaining the idea to them again – maybe in a different way or with another example, or you could ask another pupil to help them.

Assessment used each day in the classroom gives you a much broader picture of your pupils’ ability and progress. It also helps to give your pupils a sense of achievement, helping them to understand what they can do well and what they still need to practise.

There are many ways that you can assess your pupils’ knowledge and understanding:

By observing.

Using careful questioning.

Through discussion with individuals, pairs or groups of pupils.

When marking work produced by individual pupils.

Looking at exams at the end of a term.

In every classroom there will always be some pupils who learn faster than others. When you read the learning outcomes for each day, think about which of your pupils will achieve them at the end of the lesson and which of them will need more time to achieve the learning outcomes.

As you get to know your pupils you will be able to plan how you can help each pupil to do their best in every lesson.

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Introduction Teaching aids, songs, stories and games for the term

Spelling tricky words

Look carefully at the word. How many letters has it got? Are there any dangly or tall letters? Can you sound any letters out? Air write the word.

Say the word five times.

Hide the word.

Write the word.

Check the word carefully. Well done if it is correct, but if any letters are wrong change them.

Look at the word again carefully and repeat the steps if necessary.

Weeks 26 — 30



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Sound grids

Draw a grid on the chalkboard as shown below.

Tell the pupils to draw a grid in their exercise books.

Say a CVC word (eg: cat) and then sound it out, ‘c–a–t’.

Say another CVC word (eg: sit) and ask the pupils to sound it out with a partner.

Find ‘s’ from the alphabet letter cards and put it in the first square on the sound grid, ‘i’ in the second square and ‘t’ in the third square.

Sound it out: ‘s–i–t, sit’.

Say another CVC word (eg: pin) and ask the pupils to sound it out with a partner.

Ask the pupils to tell you what to put in the first square in the sound grid and then in the second and third squares.

Tell the pupils to make the word in their own sound grids.

Five little ducks song

Five little ducks went swimming one day / Over the hills and far away / Mummy duck called, ‘Quack, quack, quack quack’, / But only four little ducks came back. Four little ducks… Three little ducks… Two little ducks… One little duck…

One to ten rhyme

One, two, six, ten are three-letter number words / Four, five, nine are four-letter number words / While three, seven and eight are five-letter number words.

Alphabet jungle rhyme

a – b – c – d – e I’m in the jungle in a coconut tree / f – g – h – i – j Do you want to come and play? / k – l – m – n – o – p – q I will bring a friend or two / r – s – t – u – v A zebra and a chimpanzee / w – x – y – z We’ll play until it’s time for bed.

( Repeat the whole rhyme a second time.)

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Tortoise and the dog story

Once upon a time it did not rain for a long time. The crops did not grow. There was very little food to eat. One day, Tortoise told his wife that he was going to get food. He told his friend Dog to follow him to a farm. Yams were growing on the farm. Dog took two yams and ran home. Tortoise kept packing more and more yams into his big bag. Suddenly the farmer came. He was very cross. It is not good to steal or take things that do not belong to us.

Market story

On Saturday afternoon, Jamila is sent to the market by her mother. Jamila has to buy a pineapple for the family to eat.

At the market place, Jamila sees a lot of shops where many things are sold. She also sees many buyers and sellers. The buyers are busy moving from one shop to the other. A hen is pecking corn. Jamila sees Yusuf. Yusuf is buying fish for his mother. It is hot and Jamila cannot see a pineapple. Jamila is sad.

At last Jamila sees a woman selling pineapples. The woman is Jamila’s friend. Jamila plays with the baby. The woman is happy to see Jamila. She gives her some sweets.

The woman is also selling rice, yams, beans and fish. Jamila buys a pineapple. The woman gives Jamila her change. Jamila goes home happy because she has the pineapple and her sweets.

Questions

1 Who sends Jamila to the market?

2 What can Jamila see at the market?

3 What is Yusuf buying?

4 What is the woman selling?

5 What is the hen doing?

6 What does the woman give Jamila?

Answers

1 Jamila’s mother sends her to the market.

2 Jamila can see a lot of shops.

3 Yusuf is buying fish.

4 The woman is selling pineapples.

5 The hen is pecking.

6 The woman gives Jamila sweets.

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Ali at home story

Ali is playing with his friends. Fatima is under the tree. She wants to sleep. Some children are sleeping. Garba is eating. Sanni is sitting by Garba. Mummy is sitting by the house. Daddy is pushing the goat.

Ali is swinging on the tree. He wants to get the mangoes off the tree. He stands on the chair but it falls over. He does not want to fall.

What is in the box? game

Write words on flash cards.

Gather a set of objects or pictures to explain the words.

Put the pictures or objects in a box.

Hold up one of the flash cards.

Read the word, sounding it out carefully.

Choose a pupil to come and find the matching object or picture in the box.

I spy game

Choose an object or picture the pupils can see, eg: a desk.

Say, ‘I spy with my little eye something beginning with .’ (Say the first sound of the object, eg: ‘d’.)

Ask the pupils to think of something they can see that begins with that sound.

The first pupil to guess the object correctly then says, ‘I spy ’ and chooses a different object with a different sound and says the sound for the others to try to guess.

Alphabet I spy game

Play ‘I spy’, but tell the pupils to say the letter name and the sound.

‘I spy with my little eye something beginning with .’ (Say the first sound and the letter name of the object.)

Market game

Pupil 1: I went to the market. I bought a banana.

Pupil 2: I went to the market. I bought a banana and a carrot.

Pupil 3: I went to the market. I bought a banana, a carrot and a yam.

Continue adding a different food each time until the list is too long to remember!

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Week 26 The food we eat

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‘Revision sounds’s a t i p n c k e h r m

ai oa ee or ow

d g o l f u b j z w v y x

sh ch th

plantain carrot yam corn sweets coconut rice banana soup bread water fish beans egg



Assessment

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Week 26 The food we eat Day 1



Lesson title

Talking about food Learning outcomes


Spell words with ‘sh’, ‘ch’ and ‘th’.

Talk about and name different types of food.

Teaching aids

Before the lesson:

Have ready a set of alphabet cards and 3 blank cards for each pair.

Bring in some food and write the names on flash cards, eg: ‘yam’, ‘plantain’.

Read Macmillan New Primary English 1, page 98, I can eat.

Write the revision sounds grid on the left on to a large piece of cardboard.

Letters and sounds


Read the sounds in the revision sounds grid with the pupils.

Point to sounds at random and ask the pupils to shout them out.

Say some of the sounds and ask pupils to come and point to them.

Ask the pupils to say the sounds ‘sh’, ‘ch’ and ‘th’.

Tell the pairs to write ‘sh’, ‘ch’ and ‘th’ on their blank cards.

Ask them to use these cards and their alphabet cards to make and write as many words as they can in 10 minutes.

Check their work and ask the pupils to read their words to you.

15 minutes

c n p t i a s

ch sh owee or oaai

l o g m d r h

xyvz wjb

k

th

f

e

u

Blending

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Ask the pupils to join you in saying the following rhyme:

Hickety Pickety my black hen, She lays eggs for gentlemen, Sometines nine and sometimes ten, Hickety Pickety my black hen.

Put the yam on a chair and the plantain on another chair.

Touch the yam and plantain and say, ‘This is a yam.’, ‘This is a plantain.’

Choose pupils to touch the other food and say, ‘This is a .’

Say, ‘I like .’ (name the food). Point to one of the pupils and say, ‘You like .’ (name the food).

Tell one of the pupils to point to a picture and say, ‘I like .’ (name the food).

Tell their partner to say, ‘You like .’

Repeat with other pictures and swap roles.

Tell the pupils to draw their favourite food in their exercise books.

Tell them to write ‘I like .’ under the picture.


Ask the pupils what food they like eating at home.

Encourage them to say, ‘I like .’

Introduction Plenary

10 minutes

10 minutes

Main activity

25 minutes

Pair task

Ask the pupils to name some food they like.

Write their ideas on the chalkboard.

Ask the pupils to open Macmillan New Primary English 1, page 98, I can eat, touch the pictures of food and say their names.

Tell them to point to the fish, beans, bananas and egg.

Ask them to say which food they like the best.

Write ‘I like’ and ‘You like’ in large writing on the chalkboard.


Rhyme

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Spelling words related to food

Learning outcomes


Blend sounds to make new words.

Read and spell some food words.

Teaching aids

Before the lesson:

Have ready the alphabet and food flash cards from yesterday. Draw picture cards to explain the food words.

Make the following flash cards for each group: ‘corn’, ‘egg’, ‘yam’, ‘plantain’, ‘sweets’.

Write the following words on the chalkboard, fun run, ran, rat, hat, hot, hut, but, bun, fun.

Letters and sounds


Tell the pupils they are going to play a game called ‘Full circle’.

Say ‘fun’ and ask the pupils to make it with their letter cards.

Tell them to sound it out with you.

Write ‘fun’ on the chalkboard and explain that they are going to keep changing one sound at a time to make new words.

When they make ‘fun’ again, they should call out ‘Full circle’ and the game ends.

Change the ‘f’ to ‘r’ and make ‘run’ then the ‘u’ to ‘a’ to make ‘ran’, the ‘n’ to ‘t’ to make ‘rat’.

Continue to make all the words in the list, showing the pupils how to play.

Ask groups to use their letters to repeat the game.

Lesson title

15 minutes

Blending Game

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Ask the pupils to join you in reciting the rhyme ‘Hickety Pickety my black hen’ to the class.

Group task

Play ‘What is in the box?’ with the food flash cards and pictures.

Give the groups flash cards for: ‘corn’, ‘egg’, ‘yam’, ‘plantain’ and ‘sweets’.

Ask them to draw pictures to match the words on the flash cards.

Ask them to write the words under their pictures.

Ask each group to choose their favourite food from the flash cards.

Tell them to say, ‘I like .’

Pair task

Ask the pupils to describe their picture to their partner.

Choose some pairs to talk about their pictures to the class.


25 minutes

Game10 minutes

Plenary

10 minutes

Rhyme

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Lesson title

Food we like to eat Learning outcomes


Use blending to read new words with the same pattern.

Say simple sentences using food words.

Teaching aids

Before the lesson:

Have ready the revision sounds grid from Day 1, and ‘sh’, ‘ch’ and ‘th’ flash cards.

Have ready pictures of different types of food and a piece of paper for each group.

Find the right letter cards for the pupils for the following ‘Full circle’ words: ‘ship’, ‘chip’, ‘chin’, ‘thin’, ‘than’, ‘can’, ‘cash’, ‘rash’, ‘rap’, ‘rip’.

Letters and sounds


Read the sounds from the revision grid with the pupils.

Point to sounds at random and ask the pupils to say them.

Write the list of words for today’s ‘Full circle’ game on the chalkboard.

Ask the pupils to make the first word, ‘ship’ with their cards.

Tell them to sound it out.

Ask them to change the ‘sh’ for a ‘ch’ and sound the new word out.

Continue until they have made all the words.

15 minutes

Blending Game

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Sit the pupils in a circle.

Ask them to tell the pupil sitting next to them what they eat at home.

Tell them to say, ‘I eat .’

Ask them to explain to the class what their partner eats at home.

Tell them to say, ‘He eats .’ if their partner is a boy, and ‘She eats .’ if their partner is a girl.

Go round the circle until everyone has had a turn.

Group task

Give each group a piece of paper.

Ask them to draw pictures of foods they enjoy.

Ask each group to hold up their pictures and describe what they have drawn.


10 minutes

Individual task

Ask the pupils to copy the list off the chalkboard in their exercise books.

Ask them to draw a picture for each item on the list.


Ask a few pupils to read their list of words and show their pictures.

Plenary

10 minutes

25 minutes

Ask them to discuss in their groups how they prepare the food they have drawn.

Ask a pupil from each group to name and describe how their food is prepared. (They can use their local language.)

On the chalkboard, write ‘To make food I like I need .’ (You can choose any food.)

Ask the pupils to help you list the things you need.

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Lesson title

Food in plurals Learning outcomes


Spell words by sounding them out.

Make words plural by adding ‘s’.

Teaching aids

Before the lesson:

Write the sounds ‘ai’, ‘oa’, ‘ee’, ‘or’ and ‘ow’ on flash cards.

Have fruit or vegetables in pairs or groups of more than two, eg: yams, plantains, carrots.

Look at Macmillan New Primary English 1, page 98, I can eat.

Read the instructions for the ‘Market’ game.

Letters and sounds


Hold up the flash cards and say the sounds with the pupils.

Say a CVC word, eg: ‘man’ and ask the pupils to sound it out.

Draw a sound grid on the chalkboard.

Choose a pupil to write ‘man’ in the grid, putting one sound in each box.

Repeat with the word ‘shop’.

Make sure the pupils know that ‘sh’ is one sound and write it in one box.

Repeat with rain, road, corn and town.

15 minutes

Spelling

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Pair task

Ask the pupils to open Macmillan New Primary English 1, page 98, I can eat and name the food they can see.

Write: ‘This is a banana’ and ‘This is a yam’ and read it with the pupils.

Ask them to look in their textbooks and find more pictures of food.

Choose pairs to say what they can see.

Tell them to say, ‘This is .’


Show the pupils the real fruit and vegetables.

Write the names of the fruit and vegetables on the chalkboard.

Tell the pupils to draw some food in pairs, eg: two yams, two carrots in their exercise books.

Choose pupils to tell you what they have drawn, eg: two yams.

Ask them what sound they can hear at the end of the word(s).

Draw one of the foods on the chalkboard and ask a pupil to write the word underneath it.

Draw the same food three times, eg: three carrots and ask a pupil to write the word underneath.

Explain that they should add an ‘s’ on to ‘carrot’ to show that there is more than one.

Repeat with the other food, explaining that adding an ‘s’ on the end shows there is more than one.

Ask the pupils to write words under the pictures in their exercise books.


Play the ‘Market’ game.


25 minutes

10 minutes

10 minutes

GameMacmillan New Primary English 1

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Lesson title

Telling a story about food

Learning outcomes


Spell words by sounding them out.

Write simple sentences about food.

Teaching aids

Before the lesson:

Have ready the sound flash cards from yesterday.

Write the ‘Tortoise and the dog’ story on the chalkboard.

Letters and sounds


Say ‘boat’ and ask the pupils how many sounds they can hear.


Choose pupils to come and write the sounds in the grid, as shown below.

Repeat with ‘rain’ and ‘town’.

Give each group a different sound card from yesterday.

Ask them to draw a sound grid in their exercise books and put their sound in the middle.

Tell them to write letters before and after the sound to make words.

15 minutes

b oa t

Spelling

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Draw a yam on the chalkboard and write ‘This is a yam.’


Draw two yams and write ‘These are yams .’


Ask them why there is an ‘s’ on ‘yams’.

Explain that when there is more than one we often add an ‘s’ to the end.

Draw a carrot and ask pupils to come and help you. Write ‘It is a carrot.’

Draw three carrots.

Ask the pupils ‘What letter should I put at the end of carrot?’

Write ‘These are carrots.’

Repeat with apple, orange and banana.

Group task

Read and explain the ‘Tortoise and the dog’ story.

Ask the pupils what food is mentioned in the story.

Put the pupils in groups of three.

Tell them to role play the story, ie: one group acts as Tortoise, one as Dog and one as the farmer. Stones can be used to represent the yams.

Ask each group to say what they think will happen to Tortoise.

Ask, ‘What did you learn from the story?’

Tell them to draw a bag of yams in their exercise books and write underneath it, eg: ‘These are yams.’

Pair task

Ask the pupils to read their sentences to a partner.


10 minutes

10 minutes

25 minutes

Story

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Week 27 Eating outside

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‘Letter names’a b c d e f g h i j k l m

n o p q r s t u v w x y z

bananas pineapple plantain corn yams pounded yam fried yam roasted yam juice restaurant waiter customer food drink



Assessment

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Week 27 Eating outside Day 1



Lesson title

Cooking yam Learning outcomes


Know the names of some letters in the alphabet.

Talk about how to cook yam.

Teaching aids

Before the lesson:

Write the alphabet in lower case letters on a large piece of paper. Draw an animal for each letter if possible.

Write the ‘Alphabet jungle’ rhyme on the chalkboard.

Find a food wrapper for each group with the name of food written clearly on it, eg: a biscuit packet.

Have ready a yam to show the pupils.

15 minutes

Letters and sounds


Point to some of the animal pictures and ask the pupils to say each animal’s name.

Ask them to say what sound the animal makes in a sentence, eg: ‘A dog makes the sound woof’.

Point to a letter, eg: ‘t’ and tell the pupils it is a ‘t’ (say its name) and stands for the sound ‘t’ (say its sound).

Repeat with six more letters.

Read and explain the ‘Alphabet jungle’ rhyme.

Ask the pupils to sing it with you.

Point to the letters as they sing the song.

Letters Rhyme

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Group task

Give each group the food wrappers you brought in.

Ask them to discuss and name the food that was in the wrapper.

Choose a pupil from each group to draw the food on the chalkboard.

Ask the other groups to try to name it.

Ask a pupil from each group to say a sentence about the food, eg: ‘I like .’ ‘We eat at home.’


Show the class the yam. Ask, ‘What is this?’

Ask the pupils to say some ways it can be eaten, eg: pounded yam, boiled yam.

Ask, ‘How do you cook yam?’ (First you peel the yam.)

Ask, ‘Why do you peel the yam?’

Ask, ‘What do I need to do next?’ (Cut the yam into small pieces.)

Ask, ‘Why do I need to cut the yam into pieces?’

Ask, ‘What do I need to do next?’ (Cook the yam).

Ask, ‘What do you need to cook the yam?’

Write their ideas on the chalkboard, eg: ‘yam, knife, stove, pot, water, salt’.


25 minutes

10 minutes


Ask the pupils to say what they think about yam, eg: ‘I like it’, ‘It is hot’.

Plenary

10 minutes

Individual task

Tell the pupils to divide a page of their exercise book into four.

Tell them to draw four things that they do to prepare and cook yam, one in each box.

Ask the pupils to write some words on their pictures to explain them.

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Lesson title

Eating outside Learning outcomes


Know the names of some letters of the alphabet.

Role play eating outside.

Teaching aids

Before the lesson:

Have ready the alphabet letters and pictures from the previous day.

Make sure you know the ‘Alphabet jungle’ rhyme and have it written on the chalkboard.

Read the instructions for ‘Alphabet I spy’.

Letters and sounds


Say the names of the letters of the alphabet, pointing to each letter as you say its name.

Sing the ‘Alphabet jungle’ rhyme, pointing to each letter as you say it.

Point to a letter and say its name.

Ask the pupils to say the sound.

Repeat with five new letters.

Play ‘Alphabet I spy’ using the alphabet pictures.

Ask the pupils to draw five animals in their exercise books.

Tell them to write the letter that each animal begins with by each picture.

15 minutes

Letters Rhyme Game

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Pair task

Ask the pairs to talk about the foods they like to eat.

Write a list of the foods on the chalkboard.

Ask the pupils if they know the names of any other foods and write them on the chalkboard.


Explain to the class that they will be pretending to eat outside in a restaurant.

Explain that when people eat at a restaurant, someone called a ‘waiter’ brings their food.

Set up a ‘restaurant’ with a table and seats.

Choose two pupils to be the ‘customers’ in the restaurant.

Tell another pupil to be the ‘waiter’ and ask them to greet each other.

Tell the waiter to say, ‘What would you like to eat?’

Ask the customers to reply, ‘I would like .’ (say a food they like).

Tell the waiter to use his or her exercise book to write the food in.

Ask the waiter to mime bringing the food and placing it in front of the customers.

Ask the class what they think the waiter might say, eg: ‘Enjoy your food.’

Tell the ‘customers’ to say something about the food, eg: ‘This is good.’


25 minutes

10 minutes

Group task

Appoint a waiter for each group and tell the others they are customers.

Ask them to role play going into a restaurant and ordering food.


Ask the pupils to tell you the different foods they chose and you write them on the chalkboard.

Plenary

10 minutes

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Lesson title

Eating out Learning outcomes


Know the names of some letters of the alphabet.

Ask and answer questions in a restaurant.

Teaching aids

Before the lesson:

Have ready the alphabet letters and pictures.

Ensure the ‘Alphabet jungle’ rhyme is on the chalkboard.

Letters and sounds


Say the alphabet letter names, pointing to each letter as you say its name.

Say the ‘Alphabet jungle’ rhyme, pointing to each letter as you all say it.

Point to a letter and say its name.

Ask the pupils to say the sound.

Repeat with five new letters.

Say some sounds and ask the pupils to say the letter names.

Ask the pupils to draw some more animals in their exercise books and write the letter they begin with next to it.

15 minutes

Letters Rhyme

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Choose some pupils to say the names of food they would like to order in a restaurant.


Remind them that they did a role play about a restaurant yesterday.

Choose some different pupils to do the role play.

Guide them through each step.

Group task

Ask the pupils what else they can order in a restaurant, ie: a drink.

Ask the pupils to name some drinks they like and write them on the chalkboard.

Ask groups to discuss what happens when they have finished eating their food.

Explain that when you have finished eating, you need to pay for it.

Choose pupils to do a role play. Tell them to ask how much the food and drink cost and then pay the waiter.

Ask them what they think happens next, eg: the waiter says, ‘Goodbye. Have a good day.’ and everyone leaves.

Appoint different waiters from yesterday and ask groups to role play going to a restaurant, ordering food and drink, eating it, paying for it and going home.

Tell the waiters to write down the food orders in their exercise books.

Repeat the activity, swapping roles, until everyone has had a turn at being the waiter.


Choose some pupils to read out the lists of food they wrote in their exercise books when they role played the waiter.

Ask some pupils to say what they had to eat in the role play. Tell them to say, ‘I had and a drink of .’


25 minutes

10 minutes

10 minutes

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Lesson title

Food sentences Learning outcomes


Know the names of most letters of the alphabet.

Say and write some sentences about food.

Teaching aids

Before the lesson:

Have ready the alphabet letters and pictures.

Read the instructions for playing ‘What is in the box’.

Draw some pictures of food and drink on flash cards, eg: banana, yam, juice.

Letters and sounds


Say the ‘Alphabet jungle’ rhyme with the pupils.

Teach the pupils five more letter names.

Say some sounds and ask the pupils to tell you the letter names.

Put the food and drink pictures in the box and play ‘What is in the box?’

Emphasise the first letter and sound when you are playing this game.

15 minutes

Letters Rhyme Game

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Arrange the pupils in a circle.

Give some of them the food picture cards to pass round.

When you say ‘stop’, each pupil holding a card should make up a sentence about it, eg: ‘I like boiled yams.’, ‘My mother cooked some rice.’

Repeat until all the pupils have had a turn.


25 minutes

10 minutes

Plenary

10 minutes

Ask them to write the names of the food and the people in their picture.

Tell them to write sentences under their picture to explain what everyone is eating.

Tell the pupils to try and write what some of the people are saying, eg: ‘Daddy likes yams.’

Choose some pairs to hold up their pictures and explain them to the class.

Ask other pairs to ask questions, eg: ‘What is Mummy eating?’ ‘What are they drinking?’

Group task

Tell each group to role play being in a restaurant. Appoint pupils to be the waiter and customers.

Remind them to greet one another, order food and drink, talk about the food, pay for the food and leave.

Pair task

Ask the pupils to tell their partners what they like to eat and drink.

Choose some pairs and ask them to tell the class what they have found out, eg: ‘Garba likes mango and juice’.

In their exercise books, ask the pupils to draw a picture of their family and friends eating together.

Tell them to draw the food on their plates.

Game

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Lesson title

Describing food Learning outcomes


Say the letters of the alphabet in the correct order.

Write sentences to describe their favourite food.

Teaching aids

Before the lesson:

Make sure each pair has a set of alphabet cards.

Have ready word and picture cards of different types of food for each group.

15 minutes

Letters and sounds


Say the ‘Alphabet jungle’ rhyme.

Teach the class the remaining letter names.

Play ‘Alphabet I spy’.

Tell the pupils to get out their letter cards and work in pairs.

Say a letter name and ask the pairs to hold up the correct card.

Ask them to arrange their cards in alphabetical order.

Ask one pupil to say the name and the other to say its sound.

Tell the pairs to swap roles and go through the alphabet again.

Letters Rhyme Game

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Ask some groups to do their restaurant role play for the class.

Ask the class to try to remember the names of the food and drinks ordered.

Choose some pupils to say the name of some of the food and drinks.

Write them on the chalkboard.

Ask the pupils to help you spell them.

Pair task

Ask the pupils questions about food: ‘Which foods do you like to eat? What colour is it? When do you eat it? Does your mother like to eat it?’

Tell them what your favourite food is, why you like it and when you eat it.

Say ‘It tastes good’ and explain the meaning of ‘taste’ (in your local language).

Write ‘My favourite food’ on the chalkboard and ask the pupils to copy it carefully into their exercise books.

Write ‘I like . It is .’ on the chalkboard.

Ask the pupils to complete the sentences, with the name of the food and its colour.

Ask them to try to write a few more sentences of their own about the food.

Choose some pairs to read their sentences to the class.

Pair task

Tell the pupils that you are going to see how many different types of food and drink the class can name.

Ask pairs to think of some names of food and drink.

Go round the class and ask each pair to say one item of food and drink they thought of.

Ask everyone to count the number of different names they thought of.


25 minutes

10 minutes

10 minutes

100

Week 28 Numbers

100

101

‘Blending’at mat fat sat hat cat bat pat rat

pet net set bet get jet let met

pot cot not dot hot got lot

one two three four five six seven eight nine ten



Assessment

102

Week 28 Numbers Day 1



Lesson title

Number names Learning outcomes


Blend sounds to read words.

Read the numbers one to ten in words.

Teaching aids

Before the lesson:

Make sure there are enough alphabet letters for each pair of pupils.

Write the numbers one to ten in words on flash cards for each group.

Prepare a sand tray for each group.

Read Macmillan New Primary English 1, pages 36 — 39.

Letters and sounds


Say the ‘Alphabet jungle’ rhyme with the class.


Write ‘at’ on the chalkboard.

Ask the pupils to sound it out and say it with you.

Put ‘p’ in front of it and say ‘p–at is pat’.

Rub out ‘p’ and do this again with other letters, eg: ‘m’, ‘b’, ‘c’, ‘s’.

Ask pairs of pupils to make ‘at’ with their letters.

Tell them to choose different letters to go in front of ‘at’ to make a word.

15 minutes

Blending Rhyme

102

103

Pair task

Ask the pupils to count the numbers from 1— 10 with you.

In pairs, ask one to count the numbers from 1— 10 while the other shows the correct number of fingers.

Tell the pupils to swap roles with their partner.

Group task

Hold up each number word flash card in turn.

Ask the pupils to look at them very carefully.

Ask the pupils to read the words after you.

Ask them to look at Macmillan New Primary English 1, page 36.

Say some of the numbers and ask the pupils to point to the correct word.

Place the set of number flash cards face down in front of each group.

Tell them to take turns to pick a flash card and show it to the others.

Ask the other pupils to read the word.

Ask them to point to it in the textbook.

Repeat until everyone has had at least two turns.

Group task

Give a sand tray to each group.

Write ‘one’, ‘two’, ‘three’ on the chalkboard.

Ask the pupils to take it in turns to write these words in the sand trays.

While they are waiting their turn, tell the pupils to draw pictures in their exercise books.

Tell them to draw one car, two balls and three sticks.

10 minutes

25 minutes


10 minutes


104




Lesson title

Write numbers to five

Learning outcomes



Write number words from one to five.

Teaching aids

Before the lesson:

Have ready enough alphabet letters for each pair of pupils.

Have ready the one to five word flash cards and 15 counters for each group.

Copy the following 1— 5 missing letter words on to a large piece of paper for each group: 1 n 2 t 3 thr 4 ou 5 fi

Letters and sounds


Say the ‘Alphabet jungle’ rhyme with the class.

Say the letters of the alphabet and ask the pupils to say the sounds.

Write ‘et’ on the chalkboard and ask the pupils to sound it out.

Put ‘p’ in front of it and say ‘p–et is pet’.

Do this again with ‘n’, ‘b’, ‘g’ and ‘s’.

Ask pairs of pupils to make ‘et’ with their letters.

Tell them to choose different letters to go in front of ‘et’ to make a word.

15 minutes

Blending Rhyme

104

105


Place a set of the number word flash cards in different places on the ground outside.

Call out a number from one to five and tell the pupils to run and stand by the matching number card.

The last pupil to reach the card is out.

Anyone standing by the wrong number is out.

Repeat with the other numbers until most of the pupils are out.

Group task

Place the number word flash cards in random order in front of each group and give them the counters.

Ask the groups to read the numbers and place the correct number of counters by each flash card.

Individual task

Ask the pupils to look at the drawings they did yesterday.

Ask, ‘How many cars are there? How many balls? How many sticks?’

Tell them to write the correct number under each picture.

Tell them to use the number word flash cards if they need help.

25 minutes

10 minutes

Game 10 minutes


When they have finished, let them go round to see what other groups have done.

Give each group the paper with the missing letter words.

Ask them to write in the missing letters to make the number words.

Ask each group to hold up their paper and check that they are correct.

106




Lesson title

Read and write numbers to ten

Learning outcomes



Read and write number words up to ten.

Teaching aids

Before the lesson:

Have ready enough alphabet letters for each pair of pupils.

Find flash cards with the number words from six to ten and 40 counters for each group.

Copy the following 6 — 10 missing letter words on to a large piece of paper for each group: 6 s 7 v n 8 ei 9 n n 10 t n

Letters and sounds


Say the letters of the alphabet.

Write ‘ot’ on the chalkboard.

Ask the pupils to sound it out and say it with you.

Put ‘p’ in front of it and say ‘p–ot is pot’.

Do this again with other letters, eg: ‘n’, ‘h’, ‘g’, ‘l’.

Ask pairs of pupils to make ‘ot’ with their letters.

Tell them to choose a letter to go in front of ‘ot’ to make a word.

Tell them to write the word in their exercise books.

Ask them to repeat this with the letters, n, h, g and l and read the words to their partner.

15 minutes

Blending

106

107


Write the words for the numbers one to five on the chalkboard.

Sing ‘Five little ducks’ with the class.

Choose pupils to name the numbers mentioned in the song.

Flash the number word cards for 6 — 10 at random and ask the pupils to read them.

Flash the cards again and ask the pupils to hold up the correct number of fingers for each card you show.

Group task

Place the number word cards for 6 — 10 in random order in front of each group and give them the counters.

Ask them to read the number words and place the correct number of counters by each flash card.

When they have finished, let them go round to see what other groups have done.

Give each group the paper with the missing letter words.

Ask them to write in the missing letters to make the number words.

Ask each group to hold up their paper and check that they are correct.


Place a set of the number cards 6 — 10 in different places on the ground outside.

Call out a number from 6 — 10 and tell the pupils to run and stand by the matching number card.




25 minutes

10 minutes

10 minutes

Game


Song

108




Lesson title

Making sentences with number words

Learning outcomes


Start blending sounds to read words.

Write sentences with number words.

Teaching aids

Before the lesson:

Make sure there are enough alphabet letters for each pair of pupils.

Have ready a set of number cards 1— 10 and number word cards 1— 10 for each group.

Write the following word list on the chalkboard: ‘cat’, ‘can’, ‘man’, ‘map’, ‘mop’, ‘top’, ‘tap’, ‘cap’, ‘cat’.

Letters and sounds


Say the letters of the alphabet and ask the pupils to say the sounds.

In pairs, ask the pupils to get out their alphabet cards.

Play ‘Full circle’ using the list on the chalkboard.

15 minutes

Blending Game

108

109

Group task

Place the set of number word cards and number cards face down in random order in front of each group.

Ask a pupil to turn over one number card and one number word card and look at them.

If the word number is the same as the number card, the pupil keeps the cards.

Continue around the group until all the cards have been taken.


Choose a pupil to come and draw two hens.

Write on the chalkboard, ‘There are two hens’.

Ask them to read the sentence with you.

Ask, ‘What is the job of the letter “s” on the end of this word?’


Place a set of the number word cards 1— 10 in different places on the ground outside.

Call out a number from 1— 10 and tell the pupils to run and stand by the matching number card.





25 minutes

10 minutes

Game Game10 minutes

Ask pupils to help you write the words: ‘goats’, ‘trees’, ‘birds’, ‘girls’ and ‘boys’.

Tell them to draw 6 goats, 7 trees, 8 birds, 9 girls and 10 boys in their exercise books.

Ask them to write sentences about the pictures.

Tell them to start the sentence with, ‘There are .’

110




Lesson title

Questions about numbers

Learning outcomes


Start using sounds to spell words.

Ask and answer simple questions about numbers.

Teaching aids

Before the lesson:

Write the ‘One to ten’ rhyme on the chalkboard.

Have ready 10 pieces of string for each group.

Shuffle each group’s sets of number and number word cards.

Read Macmillan New Primary English 1, page 39.

Letters and sounds


Show the letters of the alphabet and ask the pupils to say the sounds.


Say ‘rat’ and ask the pupils to say the sounds.

Choose three pupils to come and write the sounds in the grid.

Repeat with ‘pin’, ‘sun’, ‘net’ and ‘pot’.

Draw a picture of a cat in a hat on the chalkboard.

Ask the pupils to tell you what they can see in the picture.

Dictate ‘a cat in a hat’ and ask them to write it in their exercise books.

15 minutes

Blending

110

111

Group task

Ask pupils to help you write the number words from one to ten on the chalkboard.

Give each group the set of 1— 10 number and number word flash cards.

Ask them to use the pieces of string to connect the number to the correct word.

Ask them to count the number of letters in each number word.


Ask the pupils to look at Macmillan New Primary English 1, page 39.

Read and explain it to the class.

Remind the pupils that when there is more than one they add an ‘s’ at the end of the word.

Hold up three pens and ask, ‘How many pens are there?’

Tell them to reply ‘There are three pens’.

Write ‘There are’ on the chalkboard and repeat with different numbers and different objects.


Say the ‘One to ten’ rhyme together.


25 minutes

10 minutes

10 minutes

Ask the pupils to draw a picture of some objects, eg: books.

Tell them to draw between 2 and 10 objects.

Ask them to write ‘How many are there?’ in their exercise book.

Tell them to give their exercise book to their partner.

Tell them to write the answer in their partner’s book, eg: ‘There are four books.’

Choose some pairs to read their questions and answers.

RhymeMacmillan New Primary English 1

112

Week 29 Stories

112

113

‘Tricky words’no go into was you they all are my her

sells buys market yam pineapple bananas beans rice woman baby



Assessment

113

114

Week 29 Stories Day 1



Lesson title

At the market Learning outcomes


Read some tricky words.

Say sentences about a picture.

Teaching aids

Before the lesson:

Write ‘no’, ‘go’ and ‘to’ on flash cards.

Write the first five key words on flash cards for each group.

Look at the picture in Macmillan New Primary English 1, page 21.

Letters and sounds


Explain to the class that they are going to look at words that are tricky to sound out.

Display ‘no’, ‘go’ and ‘to’ and read them to the class.

Write ‘I went to the top of the hill’ on the chalkboard.

Read it then point to ‘to’ and explain that the ‘o’ in ‘to’ does not have the same sound as the ‘o’ in dog.

Read the sentence with the pupils several times.

Repeat with ‘I go to the log hut’ and ‘There is no lid on the pan’.

15 minutes

Tricky words

114

115


Ask pupils to think about when they go to the market.

Ask them to talk about what they see.

Ask them what they buy.

Group task

Give each group the key word flash cards.

Explain each word and ask the groups to find and hold up the correct flash card.

Ask them to put the words into sentences.

Ask each group to say their sentences.

Write some of their sentences on the chalkboard and ask the class to read them with you.

Pair task

Ask the pupils to look at the picture in Macmillan New Primary English 1, page 21.

Ask them to think about what the boy and girl buying corn might be talking to the seller about.

Ask them to role play what is happening.


Choose some pairs to share their role plays with the class.

25 minutes

10 minutes

10 minutes



116




Lesson title

The market story Learning outcomes



Retell a simple story.

Teaching aids

Before the lesson:

Have the tricky words from yesterday and write ‘was’, ‘you’ and ‘they’ on new flash cards.

Copy the ‘Market’ story on to the chalkboard and keep it on display for the rest of the week.

Write the last five key words on flash cards for each group and have the key word cards from yesterday.

Letters and sounds


Flash the cards ‘no’, ‘go’ and ‘into’.

Write ‘A man was sad’ and read it, pointing to each word.

Write ‘was’ on the chalkboard and sound it out.

Discuss the tricky bit of the word where the letters do not match the sound, ie: the ‘a’ in ‘was’ does not have the same sound as the ‘a’ in ‘man’.


Repeat with ‘You need a pen’.

Repeat with, ‘They run from the dog’.

Display the words and ask the pupils to read them without sounding them out.

15 minutes

Tricky words

116

117


Give each group the last five key word flash cards.

Explain each word and ask the groups to hold up the correct flash card.

Ask the pupils to put each word in a sentence.

Write their sentences on the chalkboard and ask the class to read them with you.

Group task

Give each group the key words from yesterday so they have all 10 now.

Ask the pupils to practise reading them in their groups.

Choose groups to read some of the words to the class.

Read the ‘Market’ story and explain it to the class.

Choose some pupils to help you role play the story as you read it again.

Ask them questions to make sure they have understood the story, eg: ‘What made Jamila sad?’, ‘What made Jamila happy?’

Ask them to draw a picture in their exercise books to explain the story.

Tell them to try to write some words next to their picture.

Group task

Ask pupils from each group to hold up their pictures and talk about the story.

Tell the class to listen carefully and say if the groups miss out any parts of the story.

25 minutes

10 minutes

10 minutes


Story

118




Lesson title

Questions and answers

Learning outcomes



Read and answer questions about a story.

Teaching aids

Before the lesson:

Have two sets of this week’s key word flash cards for each group.

Make separate flash cards for each group containing the questions and answers about the ‘Market’ story from the introduction.

Letters and sounds


Flash the tricky words, display the word cards and read them to the class.

Write ‘All fish can swim’ on the chalkboard.

Read it, pointing to each word, then point to ‘all’ and read it again.

Write ‘all’ on the chalkboard and sound it out.

Discuss the tricky bit, ie: the ‘a’ in ‘all’ does not have the same sound as the ‘a’ in ‘man’.


Repeat with ‘Fish are in a dish’.

Display the tricky words and ask the pupils to read them without sounding them out.

15 minutes

Tricky words

118

119

Group task

Shuffle each group’s sets of key word flash cards and place them face down in front of the group.

Ask a pupil to turn over two cards and read them.

If the cards are the same, tell the pupil to keep them.

Continue around the group until all the matching cards have been taken.

Group task

Ask if anyone can remember the ‘Market’ story.

Read it again and choose pupils to help you role play the story.

Give each group the questions and answers for the story.

Shuffle the answers for each group.

Write ‘?’ on the chalkboard and tell the pupils that this is used at the end of a question sentence.

Ask them to find the questions on the cards.

Tell the pupils to read the questions with you.

Tell them to read the other cards carefully. They are the answers.

Explain that they have to find the answer to each question.

Tell them to place each answer card next to the correct question card.

Ask each group to read one of their questions and answers and ask the others if they are correct.


Ask the pupils to choose one of the answer cards and write it in their exercise books.

Tell them to draw a picture to explain it.


25 minutes

10 minutes

10 minutes

Game Story

120




Lesson title

Role play Learning outcomes


Read tricky words in sentences.

Act out a simple story.

Teaching aids

Before the lesson:

Write the following ‘tricky word sentences’ on flash cards. Cut each sentence into words and mix them up: ‘You need a pen’, ‘They ran from the dog’, ‘A man was sad’.

Have ready two sets of the key word flash cards for each group.

Set up a market stall with cartons, tins and some real food.

Letters and sounds

Group task

Flash the tricky words learned so far.

Give each group the words for a tricky word sentence.

Ask the pupils to put the words in the correct order to make sense.

Tell them to copy the sentence into their exercise books and draw a picture to explain the meaning.

Tell the groups to read their sentence to the class and check they make sense.

If there is time, swap the sentence cards around the groups and repeat.

15 minutes

Tricky words

120

121


Shuffle each group’s two sets of key word flash cards and place them face down in front of the group.

Ask a pupil to turn over two cards and read them.

If the cards are the same, tell the pupil to keep them.

Continue around the group until all the cards have been taken.


Tell the pupils they are going to make up their own market story.

Tell them the classroom is now a market. Make sure there is space to walk around.

Choose about six pupils to be ‘buyers’.

Ask them to think who they are shopping for and what they are going to buy.

Tell them to greet one another and talk about what they are doing in the market.

Tell the other pairs they are ‘sellers’.

Tell them to choose an item from the market stall to sell.

Ask them to think about what they are selling.

Tell them to shout out, ‘Come and buy my .’

Tell the ‘buyers’ to walk around and visit all the ‘sellers’.

Tell the ‘sellers’ to ask them, ‘What do you want to buy?’

Tell the ‘buyers’ to ask what they want and the ‘sellers’ to tell them if they are selling it.

Encourage all the pupils to say something.


25 minutes

10 minutes

10 minutes


Ask the ‘buyers’ if they were able to find what they wanted.

Ask the ‘sellers’ if they sold anything.

Game

122




Lesson title

At the market Learning outcomes


Read tricky words without sounding them out.

Write a story about a market.

Teaching aids

Before the lesson:

Have ready the tricky word flash cards learned so far and write ‘my’ and ‘her’ on flash cards.

Have ready the market stall from yesterday.

Letters and sounds


Flash the tricky words learned so far.

Write ‘My pen is in my bag’ on the chalkboard.

Read it, point to ‘my’ and explain that the ‘y’ in ‘my’ does not have the same sound as the ‘y’ in ‘yam’.

Read the sentence with them a few times.

Repeat with, ‘Amina put her pen in her bag’.

Display the words and ask the pupils to read them without sounding them out.

15 minutes

Tricky words

122

123


Flash the key words and tell the pupils to read them with you.

Ask them to say some of the things they bought at the market in the role play yesterday.

Write these words on the chalkboard.

Ask the pupils if anything has ever happened to them at a market, eg: did they get lost? Did someone give them a sweet? Did someone drop the food?

Choose some pupils to role play these ideas with you in the market stall.


Introduction

10 minutes

Main activity Plenary

25 minutes

10 minutes

Individual task

Tell the pupils they are going to write their own story about the market.

Write ‘I am at the market.’ on the chalkboard.

Ask the pupils to copy this carefully in their exercise books.

Ask them to write sentences about what they are buying and who they see.

Tell them to try to write about something that happens.

They could also say if they are sad or happy.

Encourage the pupils to write as much as they can and help them with spelling.


Choose some pupils to read their stories to the class.

Ask the class to ask questions about the stories.

124

Week 30 Stories

124

125

‘Tricky words’I the no go into was you they all are my her

Ali Fatima Sanni Garba tree house goat chair mummy daddy



Assessment

125

126




Lesson title

Ali at home Learning outcomes


Read and write the word ‘I’.

Listen to a story and predict the ending.

Teaching aids

Before the lesson:

Have the tricky word flash cards from last week and write ‘I’ on a large flash card.

Write the story ‘Ali at home’ on the chalkboard.

Letters and sounds


Flash the tricky word cards.

Write ‘I can run. I can hop.’ on the chalkboard.

Read the sentences and do some actions to explain them.

Display the ‘I’ card.

Explain that ‘I’ is an important word, is written with a capital ‘I’ and has a different sound from ‘i’ in words like ‘it’, ‘sit’ and ‘big’.

Ask the pupils to read the sentences and do the actions with you.

Ask them what else they can do and write their answers like this, eg: ‘I can jump.’

In pairs, ask them to draw a picture of something they can do.

Write underneath it, ‘I can .’

15 minutes

Tricky words

126

127


Ask the pupils to think about what their family does at home.

Ask them what they do at home.

Ask them what their mummy does at home.

Ask them what their daddy does at home.

Read the story ‘Ali at home’.

Group task

Ask the pupils to discuss what might happen to Ali if he falls, eg: he might hurt his leg and have to go to the hospital.

Ask them to discuss what Ali might do to stop himself falling, eg: he might shout and ask Fatima to pick up the chair or he might jump down.

Tell them they have to decide what happens at the end of the story.

In groups of six, ask them to role play what happens to Ali.

Tell the groups to share their role plays with the rest of the class.

Ask each group what they think Ali’s daddy and mummy will do and say.


Write ‘Ali will fall’ and ‘Ali will not fall’ on the chalkboard.

Ask the pupils to choose one of the sentences and copy it in their exercise books.

Tell them to draw a picture to show what they think happens at the end of the story.

25 minutes

10 minutes

10 minutes


Story

128




Lesson title

Writing sentences Learning outcomes


Read and write the word ‘the’.

Write simple sentences.

Teaching aids

Before the lesson:

Have ready all the tricky words taught so far.

Write the story ‘Ali at home’ on the chalkboard.

Write the first five key words on flash cards for each group.

Letters and sounds


Flash the tricky word cards.

Write ‘ snake is in grass.’ on the chalkboard.

Ask the pupils, ‘What are the missing words?’

Explain that the is a tricky word because the ‘e’ has a different sound from ‘e’ in ‘net’.

Write ‘The is in the .’

Ask the pupils to think of some words to put in the gaps, eg: ‘The yam is in the pan’.

Take about six suggestions and write them on the chalkboard.

In pairs, ask the pupils to copy the sentence with the blanks and put in their own words.

15 minutes

Tricky words

128

129

Group task

Read the story ‘Ali at home’ to the pupils again.

Give each group the first five key word flash cards.

Read and explain each one.

Say each word and ask the groups to find and hold up the correct flash card.

Group task

Write ‘swinging’, ‘eating’, ‘sitting’ and ‘pushing’ on the chalkboard.

Read and explain the words.

Tell the pupils to use the words to answer these questions:

‘What is Ali doing?’

‘What is Ali’s mummy doing?’

‘What is Ali’s daddy doing?’ and

‘What is Garba doing?’

Give them time to discuss each question then ask each group to say their answer, eg: ‘Ali is swinging.’

Write ‘Ali’, ‘Mummy’, ‘Daddy’ and ‘Garba’ on the chalkboard.

Ask the pupils to write a sentence explaining what each person is doing in their exercise books.

Pair task

Ask the pupils to discuss what they would like to do if they were at Ali’s home.

Choose some pairs to say their ideas.

Ask them to discuss some of the things they do in their own home.

Choose some different pairs to say their ideas.


25 minutes

10 minutes

10 minutes

Story

130




Lesson title

What are they saying?

Learning outcomes


Spell some tricky words.

Write simple speech.

Teaching aids

Before the lesson:

Make large flash cards of the words ‘no’, ‘go’, ‘I’ and ‘the’.

Read the instructions for spelling tricky words.

Write the last five key words on flash cards for each group.

Letters and sounds


Say some letter sounds at random and ask the pupils to say the letter names.

Tell them you are going to teach them an easy way to learn to spell tricky words.

Hold up the ‘no’ card.

Tell the pupils to look at it carefully.

Say it with them five times. Air write it five times.

Hide the card and ask the pupils to write it in their exercise books.

Show them the card and ask them to check their answer.

If they are wrong, they can change it.

Repeat with the other words.

15 minutes

Tricky words

130

131


Read the story ‘Ali at home’ to the pupils again.

Give each group the last five key word flash cards.

Read and explain each one.

Say each word and ask the groups to find and hold up the correct flash card.

Pair task

Write ‘Garba’ and ‘Sanni’ on the chalkboard and draw speech bubbles by their names, as shown below.

Ask the pupils to discuss what Garba and Sanni are saying to each other.

Suggest they may be talking about school, football or their family.

Ask the pairs to role play what Garba and Sanni are saying.


Choose some pupils to read their speech to the class.

Ask the class how they could continue it, ie: ‘What did he say next?’


25 minutes

Garba Sanni

10 minutes

10 minutes

Choose pairs to show their role play to the class.

Write some of the things they say in the speech bubbles.

Ask the pupils to choose two people in the story and draw them in their exercise books.

Tell the pupils to write their names and some of the things they are saying.

Tell them to draw a speech bubble around the words they say.

Story

132




Lesson title

At break time Letters and sounds



Tell them you are going to use the easy way to learn to spell some more tricky words.

Hold up the ‘into’ card.

Tell them to look at it carefully.

Say it with them five times. Air write it five times.

Hide the card and ask the pupils to write the word in their exercise books.

Show them the card and ask them to check their answer.

If they are wrong, they can change it.

Repeat with the other words.

Learning outcomes


Spell some tricky words.

Role play ideas for a story.

Teaching aids

Before the lesson:

Make large flash cards of ‘into’, ‘was’, ‘you’ and ‘they’.

15 minutes

Tricky words

132

133


Tell the class they are going to create their own story called ‘At break time’.

Ask them to discuss in their local language what sorts of things they like to do at break time.

Ask them to say some of the games they play.


Group task

Take the pupils outside and put them into small groups.

Give each group an activity to role play, eg: eating, talking to friends, playing football.

Tell them to decide what they are going to do and what they are going to say.

Give them time to practise their role play.

Ask each group to do their role play for the class to watch.

Encourage the class to ask each group questions, eg: ‘What are you eating? What did she say next? What games are you playing?’

Pair task

Discuss with the class what they have been doing outside.

Ask the pupils to draw these activities in their exercise books.

Tell them to use a whole page and try to include as much detail as they can.

Ask the pupils to show their drawings to their partner and explain them.

Tell them to suggest other things their partner could include.

Ask them to write some words or sentences about their picture.


Ask some pairs to show their drawings to the class and explain them.

10 minutes

25 minutes

10 minutes


134




Lesson title

Writing a story Learning outcomes


Use the easy method to learn to spell words.

Write a short story.

Teaching aids

Before the lesson:

Make large flash cards for the words ‘all’, ‘are’, ‘my’ and ‘her’.

Letters and sounds


Say some letter sounds and ask the pupils to say the names.

Show the pupils the flash cards and read them.

Use the easy method to learn these new tricky spellings.

Say, ‘The dog was in her shop’ and ask the pupils to write it in their exercise books.

Read it again slowly and give them time to write it.

Repeat with ‘I can go to the hut.’

15 minutes

Tricky words

134

135


Tell the pupils to look at their drawings from yesterday.

Ask the pupils what else happens at break time, eg: pupils are carrying bags for the teachers, some pupils are sweeping, women are making the breakfast.

Pair task

Tell the pupils to write ‘At break time’ in their exercise books.

Ask them to suggest ways to make break time more fun, eg: have swings and see-saws.

Tell them to add these new ideas to their drawing from yesterday.

Tell the pupils to draw four children in their exercise books and give them names.

Tell them to write what the children are doing at break time.

Tell them to write down what the children are saying.

Tell them to look at their drawing and describe what is happening.

Ask them to include as much detail as possible.

When they have finished, ask the pupils to swap books and read each other’s story.

Ask them to suggest one more thing that their partner could write about.


Read some of the pupils’ stories to the class.

Ask the pupils questions about the stories.

25 minutes

10 minutes

10 minutes


136136

Acknowledgment

Many different stakeholders have contributed to the development and production of this material

Special thanks go to

His Excellency, The Deputy Governor/Honourable Commissioner, Ministry of Education, Science and technology, Kano State, Professior Hafiz Abubakar;

Honourable Commissioner, Ministry of Education, Katsina State, Professor Halimatu Sa’adiya Idris;

Honourable Commissioner of Education, Science and Technology, Kaduna State, Prof. Andrew Jonathan Nok;

Honourable Commissioner of Education, Science and Technology, Jigawa state, Rabi’a Hussaini Adamu Eshak

Honourable Commissioner for Education, Zamfara State, Alhaji Moktar Muhammed Lugga;

The Executive Chairman, State Universal Basic Education Board, Kano State, Zakari Ibrahim Bagwai;

The Executive Chairman, State Universal Basic Education Board, Katsina State, Alhaji Lawal Buhari;

The Executive Chairman, State Universal Basic Education Board, Kaduna State, Nasir Umar;

The Executive Chairman, State Universal Basic Education Board, Jigawa State, Alhaji Salisu Zakari Hadejia

The Executive Chairman, State Universal Basic Education Board, Zamfara State, Murtala Adamu;

Thanks go to all SUEBEB staff for their time and valuable input; The State School Improvement Team (SSIT), Teacher Developemt Team (TDT) and Teacher Faciliatators (TF) of Jigawa, Kano, Katsina, Kaduna, and Zamfara for their continuous contributions.

Thanks also go to all the teachers who have used this Teacher’s Guide and started to bring about changes in their classroom.

This document is issued for and can only be relied upon by the party which commissioned it to the extent set out in the terms and conditions of the commission. These materials were produced with UKaid technical assistance from DFID under TDP.

Copyright © Cambridge Education Limited 2016

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