Produced with the support of Involving pupils in their learning Learning is a process that happens inside pupils’ brains, not inside yours. All you can do is create a good environment

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Literacy lesson plans Primary 1 Term 2, Weeks 11 –20

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Literacy lesson plans Primary 1 Term 2, Weeks 11 –15

Involving pupils intheir learning

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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 11— 15

Literacy lesson plans Primary 1

Term 2 Involving pupils in their learning

Introduction Involving pupils in their learning

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Involving pupils in their learning

Learning is a process that happens inside pupils’ brains, not inside yours. All you can do is create a good environment for learning, a safe place for making mistakes and plenty of encouragement.

Things that are created by the learners themselves are usually 10 times more memorable and meaningful than anything created by the teacher.

How children learn

These lesson plans will provide you with a variety of techniques to make learning faster, fun and more effective for pupils. The plans use activities which reflect the way in which pupils naturally learn and attempt to bring the joy back into learning for them.

Every individual in your class responds to activities differently and learns their own way, but generally…

Children learn best when they:

Have objects to see and hold.

Take part in the lesson.

Can talk to each other to share ideas and learning.

Practise what they have learned individually, in pairs and in groups.

Are given activities that challenge them and make them think.

Are given encouragement and praise.

Realise that making mistakes is an important part of the learning process.

This set of lesson plans contains lots of activities to encourage learning through different methods.

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Weeks 11— 15



Introduction Sound stories

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Sound story: g

The good girl runs in the green grass. She sees a goat eating the good green grass in Gabriel’s garden.

Sound story: f

The fat farmer sits in the field with the flowers and eats his fish and fruit.

Sound story: b

The boy put his bag on the bench. He picked up a ball and put it on a bucket. He kicked the ball into a basket.

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Introduction Songs, rhymes and stories for the term

Weeks 11— 15



Days of the week

On Monday I walk to school / On Tuesday I run to school / On Wednesday I jump to school / On Thursday I skip to school / On Friday I walk, run, jump and skip to school / On Saturday I stay at home / And on Sunday I stay at home.

Letters of the week

S for Sunday / M for Monday / T for Tuesday / W for Wednesday / T for Thursday / F for Friday / S for Saturday.

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The best fruit

Mango is good / Orange is better / Banana is the best / Coconut is good / Plantain is better / Pawpaw is the best.

Monday’s child

Monday’s child has a bright face / Tuesday’s child is happy / Wednesday’s child has plenty to eat / Thursday’s child likes to give gifts / Friday’s child is wise and good / Saturday’s child works hard at home / Sunday’s child is helpful and kind.

How many fingers?

I have 1 bag / I have 4 bags / I have 2 rulers and 3 pens / I have 2 pencils and 5 crayons / I have 6 books / But I have 10 fingers.

Fruit

C is for cashew fruit up on the tree / P is for pineapple with big leaves you can see / M is for mango, juicy and sweet / O is for orange, a fruit good to eat / B is for banana, yellow and green / These are the fruits that we can see.

Simbi and Audu’s week

Simbi and Audu were playing on Monday. Simbi broke her leg on Monday. Simbi went to the hospital on Tuesday. Simbi’s mother came to school on Wednesday. Simbi stayed at home on Thursday. Simbi’s teacher came to see her on Friday. Simbi rested at home on Saturday and Sunday.

Vegetable soup

I went to the market / I bought some vegetables / Okra, onion, spinach, tomato and pepper / And I made my favourite soup.

Jumping James

Jumping James, Jumping James, touch the ground / Jumping James, jumping James, turn around / Skipping Stephen, skipping Stephen, show your shoe / Skipping Stephen, skipping Stephen, that will do / Running Raila, running Raila, run upstairs / Running Raila, running Raila, say your prayers / Hopping Hassan, hopping Hassan, blow out the light / Hopping Hassan, hopping Hassan, say goodnight.

Kemi’s week

My name is Kemi. On Monday I read my books. On Tuesday I sweep the compound. On Wednesday I work in the garden. On Thursday I help my mother in the kitchen. On Friday I write my homework. On Saturday I tidy the house. On Sunday I write my homework.

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Week 11 Time

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

‘g’go good gun green goat gate girl grass garden bag dog log big tag

‘o’hot on off dog doll pot cot dot mop lot hop

Monday Tuesday Wednesday Thursday Friday Saturday Sunday school what home come to I what does on day jump skip run walk hop

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 11 Time Day 1



Lesson title

Days of the week Learning outcomes

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

Say the sound ‘g’.

Say the days of the week and an activity for each day.

Teaching aids

Before the lesson:

Have the revision sound cards ready.

Write the ‘g’ words on the chalkboard and underline the letter ‘g’.

Draw pictures to explain ‘good’, ‘goat’, ‘gate’ and ‘girl’.

Prepare days of the week flash cards, one set between 2 — 3 pupils.

Write the days of the week on the chalkboard.

Letters and sounds

Whole class teaching

Flash the revision sounds.

Ask the pupils to say the sounds.

Write the letter ‘g’ on the chalkboard.

Tell pupils the letter makes the sound ‘g’ as in good.

Show the ‘g’ pictures and say the words. Ask them to join in.

Read the ‘g’ story to the class and ask them to put their hand in the air every time they hear the sound ‘g’ in a word.

Ask them to draw pictures of ‘g’ words

15 minutes Gg

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Teach the pupils the ‘Days of the week’ rhyme.

Show the pupils the days of the week flash cards and read each one to them.

Group task

Give each group a set of flash cards.

Ask them to put the cards in the order of the days of the week and then sort them into the days they come to school and days they don’t come to school.

Individual task

Ask each pupil to draw a line down the middle of a page in their exercise book.

Ask them to label each side, as shown below.

Ask them to draw a picture of something they do on a school day and something they do on a non school day under each heading.


Ask three pupils to come out and show the rest of the class their pictures, explaining in their local language what they have drawn.

On a school day On a day not in school

Introduction Plenary

10 minutes

Rhyme 10 minutes

Main activity

25 minutes


Give seven pupils one ‘day of the week’ flash card each.

Ask them to come to the front, and with the rest of the class, help them stand in the correct order for the days of the week (encourage them to look at the words written on the chalkboard to help them).

Ask each pupil holding a card to say which day they are, so the rest of the class can hear them.

Ask if anyone in the class can say the days and point to the correct day.

Ask which days they come to school and which days they don’t come to school.

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Week 11 Time Day 2





Write the letter ‘g’ correctly.

Complete a simple sentence in English.

Teaching aids

Before the lesson:

Write the ‘g’ words from Day 1 and draw ‘grass’, ‘gun’ and ‘go’ on the chalkboard.

Make flash cards of the ‘g’ words.

Prepare enough sand trays for one between 3 — 4 pupils.

Have ready the days of the weeks flash cards.

Letters and sounds


Flash the revision cards and ask the pupils to say the sounds.

Write ‘g’ on the chalkboard. Ask the pupils to say the sound.

Point to the pictures and say the words. Ask them to join in.

Show and read the flash cards. Ask them to say and match words to these pictures.

Show them how to write the letter ‘g’ in the air. Ask them to do the same.

Tell them to use their fingers to write the letter ‘g’ on desks, on the backs of their partners, in the sand, etc as large as possible.

Ask them to write the letter ‘g’ as large and then as small as possible in their exercise books.

Lesson title Gg15

minutes

13


Ask the pupils to find a space in the classroom where they can spread out.

Say the ‘Days of the week’ rhyme and encourage the pupils to join in with you.

Ask individual pupils to say and finish the sentences with a day of the week: ‘I come to school on ’ ‘I don’t come to school on ’

Pair task

Hand out a set of days of the week flash cards to each pair.

The first pupil should turn over a card and read the word.

The second pupil should say the sentence ‘I come to school on ’ or ‘I don’t come to school on ’ according to the day written on their card.

Tell the pupils to change over and continue to play until all the cards have been used.

Individual task

Ask each pupil to draw one thing they do on a Friday in their exercise books.

Ask them to find the card that says Friday and put it next to their picture.

Introduction Main activity

25 minutes

10 minutes


Say the ‘Days of the week’ rhyme again and ask the pupils to suggest actions.

Their suggestions can be in English or their local language.

Plenary

10 minutes

Rhyme Rhyme

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Week 11 Time Day 3



Lesson title



Say and write the sound ‘o’.

Use an action word in a sentence.

Teaching aids

Before the lesson:

Have ready the ‘g’ word flash cards and pictures from the last lesson.

Write the words with the letter ‘o’ in them on the chalkboard and draw a picture to go with each word.

Collect together a selection of sticks for the pupils to write on the ground outside.

Letters and sounds


Ask the pupils to join in with you saying ‘g’ words and matching them to the pictures.

Write ‘o’ on the chalkboard and tell pupils it makes the sound ‘o’ as in hot.

Read the ‘g’ story with the pupils and ask them to touch their ears when they hear the ‘g’ sound.

Read the words on the chalkboard, sounding the letter ‘o’ in each ‘o’ word.

Take them outside and ask them to write the letters ‘o’ and ‘g’ in the ground using the sticks and say the sounds.

Blend the sounds together to make a word: ‘g-o = go’.

Oo15 minutes

15


Ask the pupils to tell you what day it is and write their answer on the chalkboard.

Say the ‘Days of the week’ rhyme with the pupils and do the actions they made up on Day 2.

Ask the pupils to tell you the action words (verbs) in the rhyme, eg: jump, skip, walk.

Group task

Ask each group to work together to choose an action word to complete the following sentences, eg: ‘On Monday I jump to school’.

Tell them that when they have finished they will perform the words and actions for the rest of the class.

On Monday I to school. On Tuesday I to school. On Wednesday I to school. On Thursday I to school. On Friday I to school.

Ask each group to practise their rhyme so they can all say the words.


10 minutes

Plenary

10 minutes

25 minutes


Ask each group to come out and perform for the rest of the class.

Rhyme

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Week 11 Time Day 4



Lesson title

Monday’s child Learning outcomes


Say the sounds ‘o’ and ‘g’ and form the letters correctly.

Recognise the initial sounds of the days of the week.

Teaching aids

Before the lesson:

Write a list of ‘o’ words and draw pictures to go with them on the chalkboard.

Have ready the days of the week flash cards.

Prepare sand trays for each group.

Read ‘Monday’s child’ and make sure you understand it.

Letters and sounds


Flash the revision sounds and ask pupils to say the sounds with you.

Demonstrate how to write the letter ‘o’ on the chalkboard.

Read the ‘o’ words for the pupils, sounding the letter ‘o’ in each word.

Ask pupils if they can remember the words and read them out.

Ask them to match the words to the pictures.

Tell them to use the sand tray to write some of the words.

Ask them to read their words.

15 minutes Oo

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Read ‘Monday’s child’ to the pupils.

In your local language, explain the meaning to the pupils.


Write the days of the week on the chalkboard, but don’t write the first letter of each word, ie: onday.

Ask if anyone can say the first sound of each day.

Show them the first letter of each day and ask if anyone can say what sound it makes.

Group task


Ask them to look through the flash cards and make sure they can read each word.

Tell the groups to put the flash cards face down on the table.

Ask them to turn over the top card, say the word out loud to the rest of the group and then say the first sound of the word.

Continue until all the words have been said and each member of the group has had two turns.


Take the pupils outside and ask them to draw the first letters of each day of the week in the ground with their sticks (S, M, T, W, T, F, S).

Introduction Main activity Plenary

25 minutes

10 minutes

10 minutes

Rhyme

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Week 11 Time Day 5



Lesson title

Simbi and Audu’s week

Learning outcomes


Read and write three-letter words which contain the letters ‘g’ or ‘o’.

Ask and answer simple questions using the word ‘what?’

Teaching aids

Before the lesson:

Write words that have the letter sounds ‘o’ and ‘g’ on the chalkboard, eg: dog, log, tag, go, got, chop, on, pot, pig.

Have ready the ‘o’ and ‘g’ word flash cards.

Practise reading the story ‘Simbi and Audu’s week’.

Letters and sounds


Write the letters ‘g’ and ‘o’ on the chalkboard.

Say the sounds they make with the pupils.

Point to the ‘o’ and ‘g’ words. Sound out the letters, blending them to make the words, eg: ‘d-o-g is dog’.

Show the class a flash card. Say the word, pronouncing each letter carefully.

Ask pupils to work in pairs to try and write the word in their exercise books.

Show them the flash card again and ask them to check their work.

Repeat, using different words.

Gg Oo15 minutes

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Explain to the pupils that the word what can be used to make a question.

Ask them some questions using the word ‘what’: ‘What is your name?’ ‘What is this?’ ‘What are you doing?’


Read the story ‘Simbi and Audu’s week’.

Explain to the class that they are going to practise asking questions about the story using the word ‘what’.

Ask them these questions:

‘What day does Simbi play?’ (Monday)

‘What day does Simbi go to the hospital?’ (Wednesday)

Group task

Ask each group to finish these questions about the story using the word ‘what’:

‘What day does Simbi ?’

‘What day does Simbi’s mother ?’


Read ‘Monday’s Child’ again.


10 minutes

10 minutes

25 minutes

Story Rhyme

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Week 12 Time

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

‘l’lizard long load lorry leaf little lamp lot like lollipop land look light late laugh love leap

‘f’fat food fruit flower fish father farmer field fork roof loaf scarf thief leaf off

Monday Tuesday Wednesday Thursday Friday Saturday Sunday school home come to I what does on day jump skip run walk hop



Assessment

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Week 12 Time Day 1



Lesson title

Monday’s Child Learning outcomes


Say the sound and recognise the letter ‘l’.

Read and write the days of the week.

Teaching aids

Before the lesson:

Write the revision sounds on flash cards.

Write the list of ‘l’ words on the chalkboard and draw pictures to match.

Write the days of the week on the chalkboard.

Ll15 minutes

Letters and sounds


Flash the revision sounds and ask pupils to say the sound and do the action with you.

Tell the pupils the new sound is ‘l’ as in ‘like’.

Write the letter ‘l’ on the chalkboard and ask them to say the sound with you.

Tell them to underline the sound ‘l’ in the words on the chalkboard.

Read the words for the pupils, sounding the letter ‘l’ in each word to help them hear the sound.

Ask them to say the words and match them to the pictures.

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Read ‘Monday’s Child’ to the pupils.

Ask the pupils to explain the meaning to you in their local language.

Individual task

Ask the pupils to choose their favourite day in ‘Monday’s Child’ and draw a picture of the child from that day in their exercise books.

Tell them to look at the names of the days of the week on the chalkboard and find the day of the week they have drawn.

Ask them to write the name of the day by the picture, trying to remember how to spell it.


Ask the pupils to get into groups according to the day of the week that they have drawn.

Read ‘Monday’s Child’ again and as you read each day, ask the pupils who have drawn a picture of that day to hold their picture up and say the name of the day of the week.


25 minutes

10 minutes

Rhyme

Plenary

10 minutes

Rhyme

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Week 12 Time Day 2



Lesson title



Form the letter ‘l’ correctly.

Choose the correct word to complete a sentence.

Teaching aids

Before the lesson:

Write the list of words with the letter ‘l’ on the chalkboard and draw pictures to match.

Prepare a set of word flash cards: ‘on’, ‘I’, ‘come’, ‘to’, ‘school’.

Collect together the days of the week flash cards.

Letters and sounds


Write the letter ‘l’ on the chalkboard.

Tell the pupils to make the sound ‘l’ as loudly and then as quietly as they can.

Show them how to form the letter ‘l’ by writing it in the air. Ask them to do the same.

Sound out ‘l-o-t’ and then say the word ‘lot’. Ask the pupils to join in.

Tell the class to write the letter ‘l’ and draw a picture of something which starts with the letter ‘l’ in their exercise books, using the words on the chalkboard to help them.

Ll15 minutes

25


Sing the ‘Letters of the week’ song for the pupils.

Ask the pupils to find a space in the classroom and try to make the shape of each letter with different parts of their bodies as you sing it, eg: arms, hands, legs.

Group task

Give each group a set of flash cards with the days of the week written on them.

Ask the pupils in each group to arrange them in order, starting from Sunday.

Write the sentence ‘On I come to school’ on the chalkboard.

Read the sentence to the class and ask each group to choose a card to complete the sentence.

Ask one member from each group to come out and hold the card up in the space

Ask each group to read the sentence together.

Repeat until each group has had a turn.

Rub the sentence off the chalkboard.

Ask each group to use their flash cards to make the sentence ‘On I come to school’ using each day of the week to make the sentence correct.

Tell them to choose one of the sentences to copy into their exercise books.


25 minutes

10 minutes


Ask each group to read out their sentences and the rest of the class to listen carefully and check if they are correct.

Plenary

10 minutes

Song

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Week 12 Time Day 3



Lesson title

Matching Learning outcomes


Say the sound and recognise the letter ‘f’.

Write a simple sentence about the days of the week.

Teaching aids

Before the lesson:

Write the ‘f’ words on the chalk-board and find or draw pictures to explain the words.

Have ready sets of days of the week flash cards and the words ‘on’, ‘I’, ‘come’, ‘to’, ‘school’, ‘jump’, ‘run’, ‘skip’, ‘walk’.

Write the names of the days of the week on the chalkboard.

Letters and sounds


Write the letter ‘l’ on the chalkboard.

Ask the pupils to make the sound with you.

Write the new letter ‘f’ on the chalkboard and tell them it makes the sound ‘f’ as in fish.

Ask the pupils to say the sound with you and read the ‘f’ story.

Ask the pupils to underline the letter ‘f’ in the words on the chalkboard.

Read the words to pupils, sounding the letter ‘f’ in each word to help them hear the sound.

Explain the meaning of the words and ask them to match them to the objects or the pictures.

Ff15 minutes

27


Hand out all the flash cards to different pupils.

Say the ‘Days of the week’ rhyme with the pupils and do the actions together.

When the action is named, or the day mentioned, ask the pupils with that flash card to hold it up for everyone to see.

Group task

Write the days of the week on the chalkboard in reverse order: Sunday, Saturday, Friday, Thursday, Wednesday, Tuesday, Monday.

Ask the pupils to read the names of the days of the week in reverse order.


Ask them to find the days of the week flash cards and arrange them in the correct order.

Tell them to read the names of the days of the week starting from Sunday, Saturday, …

Ask the pupils to use the flash cards to make and complete the sentence ‘On I to school’.

Tell each pupil to draw a picture in their exercise book to match their sentence.

Ask them to write the sentence by the picture.

Go to each pupil and help them read their sentence.


Ask six pupils to come out and show the rest of the class their pictures and read their sentences.


25 minutes

10 minutes

10 minutes

Rhyme

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Week 12 Time Day 4



Lesson title



Form the letter ‘f’ correctly.

Write the names of the days of the week.

Teaching aids

Before the lesson:

Write the ‘f’ words on the chalkboard.

Have ready sand trays, enough for one between three pupils.

Hide the ‘f’, ‘l’, ‘g’ and ‘o’ flash cards in each sand tray.


Letters and sounds


Write the letter ‘f’ on the chalkboard, ask the pupils to say the sound with you.

Write the letter ‘f’ in the air and tell the class to copy you several times.

Ask them to write ‘f’ on desks, on the floor and on their partner’s back, with their fingers, head and elbows.

Give out the sand trays to each small group of three.

Write ‘f’ on the chalkboard and ask groups to find it in the tray, hold it up and shout its sound.

Tell them to hide it back in the sand.

Repeat with the other hidden sounds.

Ask them to practise writing the letter ‘f’ in the sand trays.

15 minutes Ff

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Sing the songs and say the rhymes about the days of the week, encouraging the pupils to join in with you.


25 minutes

10 minutes

Plenary

10 minutes

Individual task

Ask the pupils to choose their favourite day and find the card with that day written on it.

Ask them to look carefully at the word on the card.

Ask questions to help them learn how to spell the word:

What is the first letter?

‘Can you find the letters d-a-y in the word?’

‘What letter does the word finish with?’

‘How many letters are there in the word?’

Tell pupils to try and write the word in their exercise books without looking at the word.

When they have done it, ask them to check if they are correct.

If they make a mistake, ask them to write the correct version underneath their first try.


Say the ‘Days of the week’ rhyme together and do the actions.

Group task

Give out the days of the week flash cards and ask each group to put them in the correct order.

Ask them to mix up the pile of cards so they are in a different order.

Tell them to put the cards in a pile, face down.

One person in the group turns over a card and asks the following question using the card: ‘Which day comes before ?’

The person who gets the right answer turns over the next card and asks the next question.

Continue until everyone in the group has had a turn.

Song Rhyme

30

Week 12 Time Day 5



Lesson title



Write words containing the sound ‘f’.

Write the days of the week.

Teaching aids

Before the lesson:

Write the words that have ‘f’ at the start or end on the chalkboard.

Have ready sand trays, enough for one between three pupils.


Ff15 minutes

Letters and sounds


Ask the pupils to say the sound ‘f’.

Read the words to the pupils, sounding the letter ‘f’ in each word.

Write the words ‘fan’ and ‘off’ on the chalkboard. Say each sound, eg: ‘f-a-n is fan’ and ask the class to join in.

Ask groups of three to practise writing the letter ‘f’ in the sand trays.

Ask one pupil to write a word with the letter ‘f’ in it in their sand tray and the other two to read what they have written.

Continue until each pupil in the group has had the chance to write at least two words.

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Ask the pupils to listen to the story of ‘Kemi’s week’.

Group task

Hold up a card with the name of a day of the week on it.

Ask the pupils to decide what Kemi did on that day and make up an action which shows what she did.

Ask one group to show their action to the rest of the class.

Hold up another card for each group to make up the action for.

Continue until you have shown them all the days of the week.

Read the story again, asking the pupils to join in with the actions as you read.

Individual task

Ask the pupils to choose one day of the week and draw a picture of what Kemi did on that day in their exercise books.

Tell the pupils to write a word or a sentence underneath the picture to tell the story of that day.


Ask three pupils to show their picture and read their word or sentence to the class.


25 minutes

10 minutes

10 minutes

StoryStory

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Week 13 In my environment

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‘Revision sounds’s a t i p n c k h r m d e g o f l

‘b’bag book bench ball bell bottle basket bowl bus bucket

‘u’umbrella up sun mum mud cup bun but nut hut

finger leg lip ear eye hand boy girl book window chair bag cup I can see this is these areHow many?What are these?



Assessment

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Week 13 In my environment Day 1



Lesson title

My body Learning outcomes


Say the sound and recognise the letter ‘u’.

Ask and answer questions using plural words which end with the letter ‘s’.

Teaching aids

Before the lesson:

Have ready the revision sound flash cards.

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

Letters and sounds


Flash the revision sounds. Ask pupils to say the sounds.

Write the letter ‘u’ on the chalkboard and tell the pupils it makes the sound ‘u’ as in umbrella.

Read the words for the pupils, sounding the letter ‘u’ in each word.

Ask them to underline the ‘u’ in the words on the chalkboard.

Ask pupils to say the words and match them to the pictures.

Tell pupils to draw a quick picture of a sun, mum, hut and umbrella.

Say the words and ask pupils to point to them in their pictures.

Uu15 minutes

35


Bring out one girl and one boy.

Ask the pupils: ‘How many boys?’ ‘How many girls?’

Encourage them to answer using the word girl or boy, ie: ‘one boy’.

Explain that when there is more than one boy or girl an ‘s’ is added to the end of the word.

Bring out different numbers of boys and girls and ask the same question, encouraging the pupils to answer, eg: two girls , three boys .

Pair task

Tell the pupils to ask each other the following questions and answer by adding the letter ‘s’ on to the end of the word:

‘How many fingers do you have?’ (Five fingers)

‘How many legs do you have?’ (Two legs)

‘How many eyes do you have?’

‘How many hands do you have?’

‘How many ears do you have?’

Ask pupils to draw a picture of themselves and show it to a partner saying, eg: ‘I have one nose’ ‘I have two hands’


Sing the song ‘How many fingers?’ with the pupils.

10 minutes

25 minutes


10 minutes

Song

36




Lesson title

In my environment Learning outcomes


Say the sound and recognise the letter ‘u’ in words.

Read and understand plural words which end with the letter ‘s’.

Teaching aids

Before the lesson:

Make the ‘u’ word flash cards ‘sun’, ‘bun’, ‘fun’, ‘gun’, ‘run’.

Read Learn English 1, page 30.

Write the following plural words on the chalkboard: ‘books’, ‘cats’, ‘keys’, ‘birds’, ‘bags’.

Letters and sounds

Pair task

Flash the revision sounds. Ask pupils to say the sounds.

Write the letter ‘u’ in the air and ask the pupils to copy you in the air, on their desk, on their partner’s back, with their fingers, feet, head and elbows.

Show pupils the ‘u’ word flash cards.

Sound out the letters carefully and say the words with the pupils.

Say one of the words and choose a pupil to come and point to the word. Repeat for the other words.

Ask pupils to write the ‘u’ words on the picture they did yesterday.

Uu15 minutes

37


Ask individual pupils to touch and say the names of the parts of their body of which there is more than one, eg: lips, legs, hands, ears.

Pair task

Read the plural words on the chalkboard and help the pupils to understand what they mean.

Tell the pupils to ask each other questions using the words on the chalk-board, eg: ‘How many books?’ (There are two books.)


Ask three pupils to show their pictures and read their words to the rest of the class.

25 minutes

10 minutes

10 minutes


Ask the pupils to draw pictures in their exercise books to match the words on the chalkboard and then try to write the word underneath each picture.

While the pupils are doing this, go round the class and read Learn English 1, page 30 with each pair.

Learn English 1

38




Lesson title



Say the sound and recognise the letter ‘b’.

Write plural words which end with ‘s’.

Teaching aids

Before the lesson:

Write the ‘b’ words and draw matching pictures on the chalkboard.

Read Learn English 1, pages 62 — 63.

Letters and sounds


Write the letter ‘b’ on the chalkboard.

Tell pupils that the letter ‘b’ makes the sound ‘b’ as in bag, book, ball.

Read the ‘b’ story to the pupils and ask them to count the number of times they hear the sound ‘b’.

Read each word to the pupils, sounding the ‘b’ at the beginning of each word, to help them listen to the sound.

Choose pupils to come and underline the ‘b’ sound in each word.

Ask the pupils to draw pictures of words beginning with ‘b’.

Bb15 minutes

39


Ask the pupils to look at the pictures in Learn English 1, page 64 and read the words.

Remind them that when there is more than one object we add the letter ‘s’ to the word.

Write ‘two dogs’, ‘two books’, ‘two bags’, ‘two balls’, ‘two tables’, ‘two chairs’ on the chalkboard.

Ask the pupils to read the words with you.


Ask the pupils to open Learn English 1, pages 62 — 63.

Ask them:

‘How many books can you see in the picture?’

‘How many chairs can you see in the picture?’

Encourage them to answer using, ‘I can see ’ and the letter ‘s’ at the end of each object.

Write the names of the objects on the chalkboard.

Individual task

Ask each pupil to look at the objects in Learn English 1, pages 62 — 63 and write the singular and plural of each word, then match them together, eg: chair chairs.

Pair task

Ask the pupils to look around their classroom and say the name of objects of which there are more than one.

25 minutes

10 minutes

10 minutes


Learn English 1Learn English 1

40




Lesson title



Write words beginning with ‘b’.

Make simple sentences using plurals.

Teaching aids

Before the lesson:

Prepare a sand tray, enough for one between four pupils.

Make cards of the letter ‘s’, enough for one between four pupils.

Make a set of word flash cards: ‘These are’, ‘This is’, ‘books’, ‘keys’, ‘cats’, ‘boys’, ‘birds’, ‘bags’ and ‘shirts’ for each group.

Write the sentences from the lesson introduction on the chalkboard.

Letters and sounds


Write the letter ‘b’ on the chalkboard.

Ask the pupils to join you in making the sound.

Form the letter ‘b’ by writing it in the air and let the pupils do the same.

Ask the pupils if they can remember any words that start with the letter ‘b’ and write them on the chalkboard as they say them.

Ask the pupils to take it in turn to practise writing their letters in the sand tray.

While they are waiting for their turn, ask them to write some of the ‘b’ words on their picture from yesterday.

Bb15 minutes

41


Ask the pupils to help you read the sentences you have written on the chalkboard: ‘This is a book.’ ‘This is a bag.’ ‘This is a bird.’ ‘This is a cat.’ ‘This is a key.’

Explain that the phrase ‘this is …’ is used when there is only one object and today the class is going to learn what to say when there is more than one object.

Group task

Read the sentences written on the chalkboard to the pupils.

Give letter ‘s’ cards to each group.

Ask one pupil from each group to come out and place the letter ‘s’ card at the end of the singular words written on the chalkboard.

Explain that if we have more than one object the sentence changes from ‘This is a book’ to ‘These are books’.


Ask each group to read out one of their sentences.


25 minutes

10 minutes

10 minutes


Ask them to use the flash cards to make the sentences: ‘This is a ’ ‘These are ’

42




Lesson title



Read and write words with the letter ‘u’.

Ask and answer simple questions.

Teaching aids

Before the lesson:

Prepare flash cards with ‘sun’, ‘mum’, ‘mud’, ‘cup’, ‘bun’, ‘but’, ‘nut’, ‘hut’.

Collect the sets of flash cards from Day 4.

Collect some books, bags and cups together.

Letters and sounds


Flash the revision sounds. Include ‘b’ and ‘u’. Ask the pupils to say the sounds.

Tell pupils they are going to write words with ‘u’ in them.

Read out the word bun.

Ask pupils to sound it out, ‘b-u-n’.

Ask the class to try to write it.

Write it on the chalkboard and ask them to check if they are correct.

Do the same for the other words.

Tell pupils to draw an umbrella and write some words with ‘u’ in them.

Uu15 minutes

43

Pair task

Hold up some objects and ask the pupils: ‘What are these?’

Ask the pupils to answer: ‘These are ’

Ask pupils to practise this question and answer it using real objects.

Pair task

In the same pairs, ask one pupil to ask the question: ‘What are these?’

Ask the other pupil to make the answer using a flash card.

Tell pupils to copy the sentence into their exercise books and draw a picture to illustrate the sentence.


25 minutes

10 minutes

10 minutes


Ask two or three pairs to read out their answers to the questions.

44

Week 14 Asking questions

44

45

‘Revision sounds’s a t i p n c k h r m d e g o f l b u

‘j’jug juice jolly jelly joke jam jar jumping James join job jet

yes no not Who is this? this is he she What can you see? I can see dancing writing drawing skipping hopping running



Assessment

45

46

Week 14 Asking questions Day 1



Lesson title

Yes and no Learning outcomes


Say the sound that the letter ‘j’ makes in a word.

Ask and answer simple questions using ‘Yes it is’ and ‘No it is not’.

Teaching aids

Before the lesson:

Write the ‘j’ words on the chalk-board and draw a picture or make up an action to explain them.

Practise the sound for ‘j’.

Make a card for each pupil with the word ‘yes’ on one side and ‘no’ on the other.


Letters and sounds


Write the letter ‘j’ on the chalkboard.

Tell the pupils that the letter makes the sound ‘j’ as in jug.

Ask the pupils to join in with you, making the sound.

Read the words on the chalkboard to the pupils, emphasising the sound ‘j’ at the beginning of each word to help them hear it.

Show a picture, an object or do an action to match each word and ask the class to say the word.

Jj15 minutes

47


Give each pupil a card with ‘yes’ and ‘no’ written on it.

Ask the class simple questions which have the answer ‘yes’ or ‘no’, eg: ‘Is this book blue?’ ‘Is the table green?’

Tell them to answer the question by holding up the side of the card with the correct answer.


Ask the pupils to open Learn English 1, pages 44 — 45 and look at the pictures.

Ask them questions about the pictures which have the answer ‘yes’ or ‘no’.

Again, ask the class to answer by holding up the side of the card with the correct answer on it.

Pair task

Tell the pupils to look at Learn English 1, pages 44 — 45 and ask each other simple questions, this time answering ‘Yes it is’ or ‘No it is not’, eg:

‘Is this a palm tree?’ (No it is not)

‘Is this a rat?’ (Yes it is)


Ask one pupil to think of an animal, but not tell anybody.

Tell the other pupils to ask them questions to try and guess what the animal is, eg: ‘Is it white?’ ‘Does it have four legs?’ ‘Is it a cow?’

The pupil thinking of the animal can only answer ‘yes’ or ‘no’.

25 minutes

10 minutes

10 minutes


Learn English 1

48




Lesson title

Jumping James Learning outcomes


Write the letter ‘j’.

Ask and answer simple questions using ‘Yes he/she is’ and ‘No he/ she is not’.

Teaching aids

Before the lesson:

Write the ‘j’ words on the chalkboard.

Read the rhyme ‘Jumping James’ and make sure you understand it.

Write the rhyme on the chalkboard.

Letters and sounds


Write the letter ‘j’ on the chalkboard.

Ask the pupils to say the sound.

Read the words on the chalkboard with the pupils, sounding the letter ‘j’ at the beginning of each word.

Choose pupils to come and underline the ‘j’ sound.

Ask the pupils to practise writing the letter on their desks, on the back of their friends, in the air, etc.

Tell them to open their exercise books and write the letter ‘j’ as large and as small as possible on the page.

Ask them to draw objects that begin with the ‘j’ sound.

Jj15 minutes

49


Read the rhyme ‘Jumping James’ and ask the pupils to join in with you.

Pair task

Tell the pupils to ask each other questions about the rhyme which have the answers ‘Yes he is’ or ‘No he is not’, eg:

‘Is James jumping?’ (Yes he is)

‘Is Hassan jumping?’ (No he is not)

‘Is Raila skipping?’ (No she is not)

Group task

Ask the pupils to mime one of the pupils in the rhyme.

Choose pupils to guess who they are miming. They must ask their questions in the same way as before, eg: ‘Is she Raila?’ and the group should answer, eg: ‘Yes she is’ or ‘No she is not’.


Ask each group to practise saying the rhyme and doing the actions.

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

25 minutes

10 minutes

10 minutes


Rhyme

50




Lesson title



Write the letter ‘j’.

Ask and answer simple questions in English using the phrase ‘Who is this?’

Teaching aids

Before the lesson:

Write the rhyme ‘Jumping James’ on the chalkboard.

Write the words ‘jug’, ‘jam’, ‘job’ and ‘jet’ on the chalkboard.


Prepare a sand tray for each pair of pupils.

Letters and sounds


Read the rhyme ‘Jumping James’ and ask the pupils to join in with you.

Say the rhyme together.

Ask the pupils to point to the ‘j’ sounds in the rhyme.

Sound out the ‘j’ words with the pupils carefully, eg: ‘j-u-g is jug’.

In pairs, ask the pupils to practise writing the letter ‘j’ in the sand tray.

Ask one pupil to write one of the ‘j’ words from the chalkboard in the sand and draw a picture to show the meaning of the word.

The other pupil should use the picture to help them read the word.

Jj15 minutes

Rhyme

51


Ask the pupils to tell you the names of the children in the rhyme ‘Jumping James’.

Write the names of the children on the chalkboard.

Individual task

Ask the pupils to choose two of the children in the rhyme and draw a picture of them in their exercise books, to show what they are doing.

Tell pupils to write the name of the child underneath the picture.

While they are doing this, go round the class and read Learn English 1, pages 46 — 47 with each pupil.

Pair task

Tell the pupils to practise asking and answering questions with each other about their pictures using the phrase ‘Who is this?’, eg: ‘Who is this?’ (This is James, he is jumping.)


25 minutes

10 minutes

10 minutes

Rhyme Learn English 1

52




Lesson title



Identify the sounds ‘g’, ‘l’ and ‘f’ at the beginning of words.

Make sentences using the words ‘he’ and ‘she’.

Teaching aids

Before the lesson:

Make sets of letters ‘g’, ‘l’ and ‘f’ for groups of 3 — 4 pupils and hide them outside.

Make sets of flash cards with the words ‘jumping’, ‘writing’, ‘reading’, ‘running’, ‘skipping’, ‘playing’, ‘dancing’, ‘eating’ and ‘hopping’.

Letters and sounds


Call out today’s letter sounds and choose pupils to write them on the chalkboard.

Check pupils form the letters correctly.

Ask the pupils to write them in the air and on each other’s backs.

Put pupils in groups and go outside.

Call out a word beginning with ‘g’ and ask groups to find the correct sound.

Repeat with the other sounds.

Say each sound and ask pupils to give you a word that it begins with.

Repeat several times.

Gg Ll Ff15 minutes

53


Stand the pupils in a circle and show them a card with an action word on it.

Ask all the pupils to do the action written on the card.

Continue until you have used all the cards.

Group task

Remind the class that ‘he’ can be used instead of ‘boy’, while ‘she’ can be used instead of ‘girl’.

Give each group a set of flash cards, placing them face down on the table.

Ask each pupil in the group to pick a card, read it and do the action for the rest of the group.

Ask the other pupils in the group to guess the action, saying: ‘He is ’ or ‘She is ’

Tell pupils to take it in turns, in their groups, to read the sentences in Learn English 1, pages 46 — 47.


Say the rhyme ‘Jumping James’ with the pupils and do the actions.


25 minutes

10 minutes

10 minutes

Learn English 1 Rhyme

54




Lesson title



Identify words that begin with the sounds ‘b’, ‘g’, ‘l’ and ‘f’.

Ask and answer simple questions using the phrase ‘What can you see?’

Teaching aids

Before the lesson:

Draw pictures for words beginning with ‘b’, ‘g’, ‘l’ and ‘f’.

Collect together the flash cards with the following words: ‘dancing’, ‘writing’, ‘drawing’, ‘skipping’, ‘hopping’, ‘running’, ‘jumping’.

Letters and sounds


Ask the class if they can remember any words starting with the sounds ‘b’, ‘g’, ‘f’ or ‘l’ and write the words on the chalkboard as pupils say them.

Ask each pupil to think of something they could buy which starts with the letters ‘g’, ‘f’, ‘b’ or ‘l’.

Tell each pupil to say their object in the following sentence, eg:

‘I went to the market and I bought a goat.’

Go round the class, giving each pupil a turn to say the sentence and their object.

Tell pupils to draw a picture for each sound.

Ask them to write the correct letter by the picture.

Bb Gg Ll Ff15 minutes

55


Take the pupils outside and stand them in a circle.

Put the flash cards face down on the floor in the middle of the circle.

Ask one pupil to turn over a card, read it (with help) and do the action 10 times.

The pupil in the middle asks the question: ‘What can you see?’

Ask another pupil to answer the question using the phrase: ‘I can see (name of pupil), s/he is (action).’

Ask everybody to join in the action.

Tell the pupil who answered to come out, turn over another card and repeat.

Continue until all the cards have been used twice.

Introduction

10 minutes

Main activity Plenary

25 minutes

10 minutes

Pair task

Ask the pupils to draw the pictures of one of the pupils doing an action in the middle of the circle.

Tell them to ask each other about their picture using the question: ‘What can you see?’

Ask the other pupil to answer ‘I can see , s/he is ’


Say the rhyme ‘Jumping James’ together and do the actions.

Rhyme

56

Week 15 Fruit and vegetables

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57

‘Revision sounds’s a t i p n c k h r m d e g o f l b u j

pan man sad mad mat rat pot cot mop sob job cup bus mum hum sum hut cut

CVC wordsLetters/sounds


Assessment

fruits apple banana mango pineapple orange cashew fruit vegetables cabbage Irish potato sweet potato carrot tomato chilli pepper is good is better is best

Words/phrases

57

58

Week 15 Fruit and vegetables Day 1



Lesson title

Fruit Learning outcomes


Read cvc words containing the vowel ‘a’.

Say the names of a range of fruits.

Teaching aids

Before the lesson:


Write the words ‘pan’, ‘man’, ‘sad’, ‘mad’, ‘rat’ and ‘cat’ on the chalkboard.

Collect real fruit or pictures and write the names of the fruit on the chalkboard.

Make flash cards, each containing the name of a fruit from the ‘Fruit’ rhyme.

Letters and sounds


Flash the revision sounds, telling pupils to join in as you say the sounds.

Give each pupil a flash card and tell them to find a partner.

Pupils should take it in turns to say their sound to their partner and listen as their partner says his/her sound.

Repeat four times with different partners

Read the words on the chalkboard, saying each sound carefully, eg: ‘p-a-n is pan’ and tell the pupils to join in.

Ask the pupils if they can see any words that look and sound the same (rhyme).

a in cvc words15 minutes

59


Ask the pupils to tell you the types of fruits they like to eat.

Teach them the ‘Fruit’ rhyme and explain its meaning.

Ask them to tell you the local names of the fruits in the rhyme.

Write the local names of the fruits on the chalkboard next to their English names.


Show the class some real fruit or pictures of the fruit named in the rhyme.

Show them the flash cards and say the names of the fruits.

Ask if anyone can match the name of a fruit to a picture or real fruit.

Choose pupils to stick the card next to the correct picture or hold it by the real fruit for the class to see.

Tell pupils to draw two fruits from the rhyme in their exercise books and copy the name of the fruit under-neath their picture.

While they are doing this, walk around the class and help pupils read the names of the fruits.


If you have real fruit, cut them up into pieces so that all the pupils can try some.

If you don’t have real fruit, ask pupils to find out if they can try some at home and tell you what they tasted like.

25 minutes

10 minutes

10 minutes


Rhyme

60




Lesson title

The best fruit Learning outcomes


Write cvc words containing the vowel ‘a’.

Make a simple sentence in English about a fruit.

Teaching aids

Before the lesson:


Write the words and draw pictures for ‘pan’, ‘man’, ‘sad’, ‘mad’, ‘rat’ and ‘cat’ on the chalkboard.

Make sets of fruit name flash cards and some with the phrases ‘is good’ and ‘is best’, for each group.

Letters and sounds


Flash the revision sounds to the class.

Read the words on the chalkboard and ask the pupils to look at the pictures.

After 30 seconds, ask them all to turn around so they can’t see the chalkboard.

Rub off one of the pictures and ask the pupils to look at the chalkboard.

Tell the pupils to draw the missing picture in their exercise books, then compare it with the person sitting next to them.

Repeat with the other pictures.

Now rub out the words and ask them to try to write the words to match the pictures they have drawn.

a in cvc words15 minutes

61


Say the ‘Fruit’ rhyme with the pupils.

Ask them: ‘Which is your favourite fruit?’

Encourage them to answer using the sentence ‘ is good’.

Group task

Give out a set of flash cards to each group.

Ask each group to look at the names of the fruit and decide which one each person in the group likes best.

Tell them to practise asking and answering the question, ‘Which is your favourite fruit?’

Ask them to use the flash cards to make a sentence for each person in the group in turn according to their favourite fruit, eg: ‘Orange is good, pineapple is best.’

Ask the pupils to read their sentence to the rest of the class.


Ask if anyone knows the names of any other fruits.

Ask them to say the colours of fruits they know, eg: ‘A banana is yellow.’


25 minutes

10 minutes

10 minutes

Rhyme

62




Lesson title

Vegetable soup Learning outcomes


Read and write cvc words containing the vowel ‘o’.

Say and recognise words for some vegetables.

Teaching aids

Before the lesson:

Write: ‘o’, ‘pot’, ‘cot’, ‘mop’, ‘sob’ and ‘job’ on the chalkboard.

Prepare sand trays for each pair.

Read the rhyme ‘Vegetable soup’.

Collect a selection of vegetables to show to the pupils.

Make sets of flash cards with the names of different vegetables on them.

Letters and sounds


Write the letter ‘o’ on the chalkboard.

Ask the pupils to join in with you making the sound.

Read the ‘o’ words, sounding out each sound.

Do actions for each word and ask pupils to match the action to the word.

Give each pair a sand tray and ask them to practise writing the ‘o’ words in the sand.

Ask one of them to draw one of the words containing ‘o’ in the sand and the other to guess the word.

Repeat, giving the other pupil a chance to write the word.

o in cvc words15 minutes

63


Ask the pupils to say what their favourite soup is.

Ask them the types of vegetables that their mothers usually use in preparing their favourite soup.

Read the rhyme ‘Vegetable soup’ and help pupils understand its meaning.

Show them the vegetables and say the names of the vegetables with them.

Show the class the flash cards and read them with the pupils.

Choose pupils to try to match the flash cards to the correct vegetables.

Pair task

Tell the pupils that their sand tray is a soup pot.

Ask them to draw the vegetables in the sand that will make their soup.

When they have done this, ask each pair to show their soup to the class and say what is in it.


25 minutes

10 minutes

10 minutes


Read the rhyme ‘Vegetable soup’ again and encourage the pupils to join in with you.

Ask them to show you some actions to show the meaning of the rhyme.

RhymeRhyme

64




Lesson title

Matching vegetables

Letters and sounds


Write the letter ‘u’ on the chalkboard.

Say the sound with the pupils.

Read the ‘u’ words, saying each sound carefully, eg: ‘c-u-p is cup’.

Tell the pupils to join in.

Ask if they can see any words that rhyme.

Ask each group to come out and choose a flash card to take back to their table.

Ask each group to practise an action which shows the meaning of the word.

Tell each group to show their action to the rest of the class.

Ask the class to guess the word.

Ask pupils to write the words in their exercise books.

Learning outcomes


Read and write cvc words containing the vowel ‘u’.

Match the names of vegetables to the correct objects or pictures.

Teaching aids

Before the lesson:

Make a set of flash cards with the words ‘cup’, ‘bus’, ‘mum’, ‘hum’, ‘sum’, ‘hut’ and ‘cut’ and write them on the chalkboard.

Have ready the vegetables from yesterday.

Prepare sand trays for each pair of pupils.

u in cvc words15 minutes

65


Play ‘I went to market and I bought ’ with the class.

Ask them to finish the sentence with the name of a vegetable or fruit that they could buy in the market.

Encourage them to say different fruits and vegetables.

Continue until every pupil has had a turn.


Show the pupils different vegetables and say the names in English.

Show them again and ask if anyone can tell you the local name and/or its English name.

Ask the class if anyone can hear which sound the English name of each vegetable starts with.

Write the name of the vegetables on the chalkboard and read the words.

Ask the pupils to come out and underline the first letter of the words.

Ask them if they can tell you what sound the letters make.

Pair task

Read out the name of a vegetable and tell the pupils to write its first letter in their sand tray.

Repeat with the rest of the vegetables.

Ask the pupils to choose a vegetable and write its name in the sand tray, then draw it in their exercise books and write the name underneath.

While they are doing this, go around the class and read the names of the vegetables with the pupils.


Ask some pupils to show their pictures and read their words to the rest of the class.

10 minutes

25 minutes

10 minutes


Game

66




Lesson title

Fruit or vegetable? Learning outcomes


Read and write cvc words containing ‘a’, ‘o’ or ‘u’.

Ask and answer simple questions in English.

Teaching aids

Before the lesson:

Have ready the revision sound flash cards for each group.

Write ‘pan’, ‘sad’, ‘man’, ‘pot’, ‘mop’, ‘hut’ and ‘cup’ on the chalkboard.

Write the sentence ‘A sad man on a bus.’ on the chalkboard.

Draw two large circles on the ground. Label one circle ‘fruit stall’ and one circle ‘vegetable soup’.

Letters and sounds


Hold up the revision sound flash cards and tell pupils to join in as you say the sound.

Read the words on the chalkboard, saying each word carefully.

Tell the pupils to join in with you.

Give each group a pack of revision sounds.

Ask them to make some three-letter words with the cards.

Read their words to the rest of the class.

Ask if any of the pupils can read the sentence on the chalkboard.

a o u in cvc words 15 minutes

67


Ask the pupils to tell you the name of some fruits and vegetables that they have learned this week.


Take the pupils outside and ask them to find a long stick they can draw with.

Tell the class that they are going to fill the ‘fruit stall’ with fruit and the ‘soup pot’ with vegetables.

Divide them into two groups and ask each group to stand around the edge of one of the circles.

When you say ‘go’, the pupils should draw as many different fruits or vegetables as they can inside their circle.

After 10 minutes, tell the pupils to stop and bring them together around one circle.

Pair task

Tell the pupils to ask each other ‘What can you see?’ They should answer by finishing the sentence ‘I can see ’

Repeat with the other circle.

Ask the class which circle has more – fruits or vegetables?


Together, say all the fruit and vegetable rhymes that you learned during the week with the pupils.

25 minutes

10 minutes

10 minutes


Rhyme Rhyme

68

Literacy lesson plans Primary 1 Term 2, Weeks 16-20

Creating opportunitiesfor classroom talk

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70

Weeks 16 — 20


Term 2 Creating opportunities for classroom talk

Introduction Creating opportunities for classroom talk

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Classroom talk

In any classroom, the pupils should do most of the talking, not the teacher. If pupils have the chance to talk they will quickly improve their language skills.

They should experience lots of different types of talk, in pairs, small groups, and within the whole class, eg:

Having conversations between themselves and with adults in the school.

Asking questions of each other and of the adults in the school.

Answering questions.

Telling stories.

Taking part in role play.

Expressing opinions.

Explaining how to do something.

Giving instructions.

Solving problems.

Sharing ideas.

Retelling experiences.

Singing songs.

Saying rhymes.

These are all included in the literacy lesson plans.

Here are some ideas to help you encourage all pupils to join in classroom talk:

Ask questions which have lots of different answers and can be answered by individuals, not the whole class at the same time.

When you ask a question, 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 you ask a question, give the pupils 2 or 3 minutes to discuss the answer with a partner before putting their hands up.

When you ask a question, give the pupils 2 or 3 minutes to write the answer in their exercise books and then ask random pupils. This makes all pupils try to think of the answer.

Sit the pupils in a circle and ask them a question which has lots of different answers. Go around the circle and ask every pupil to answer.

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72

Introduction Songs and stories for the term

Weeks 16 — 20



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Bola put her hand high in the air so that the teacher would choose her to help her friend. The teacher saw her and said, ‘Bola, can you help Ayo please?’ Bola came out to the front of the class and helped her friend read the words.

The teacher said, ‘Well done’, to both of them and they sat on their chairs feeling very happy.

Ebun, the funny elephant

Inside the forest there lived a group of elephants. All the elephants were large and grey with long trunks. All except for Ebun, who was small and yellow.

Every day, Ebun played with all the other animals, who lived under the trees. He laughed at the lion, smiled at the snake, ran with the rat and danced with the dog. They loved him, and when the sun rose in the morning, they woke up ready to play. One day however the sun rose, but there was no Ebun. The animals were sad. The cat cried, the spider shouted and the monkey jumped up and down between the trees. ‘Where is Ebun?’, they yelled.

The animals went to look for him. They looked under the leaves, over the trees, between the grass and behind the flowers, but they couldn’t find him. The lion cried ‘Let’s go home’, so the monkey, the snake, the dog, the spider, the cat, the rat and the lion went back to their homes under the trees.

Suddenly they heard a noise – ‘boo!’ – and Ebun jumped out from behind a tree to surprise them. ‘Hurray’, the animals cheered, ‘here he is’, and they all laughed at the funny joke.

In the classroom

Ayo and Bola are best friends. They are in the same class at school and always sit at the same table.

One day, the teacher wrote some sentences on the chalkboard and asked Ayo to come out and read the sentences carefully. Ayo could not read some of the words. The teacher asked if any of the other children could help Ayo read the words.

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74

Weeks 16 — 20



The clapping rhyme

(Pupils stand in a circle and do the actions) Clap in, clap out / Clap up, clap down / Clap over, clap under / Clap all around.

Here we go round the cashew tree

Here we go round the cashew tree, the cashew tree, the cashew tree / Here we go round the cashew tree, on a hot and sunny morning /

Every day I sweep the floor, sweep the floor, sweep the floor / Every day I sweep the floor, on a wet and rainy morning /

Every day I say my prayers, say my prayers, say my prayers / Every day I say my prayers, on a hot and windy morning /

Every day I go to school, go to school, go to school / Every day I go to school, on a cool and sunny morning /

Every day I read my book, read my book, read my book / Every day I read my book, on a hot and rainy morning /

Here we go round the cashew tree, the cashew tree, the cashew tree / Here we go round the cashew tree, on a hot and sunny morning.

The alphabet song

ABCDEFG / HIJKLMNOP / QRS, TUV / WXY and Z /

Happy, happy I can be / Now I know my ABC.

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Work!

All work and no play / Makes Jack a dull boy / Work, work, work / Walk, walk / Walk to the well / Fetch the water / Wash your hair.

Under the table

On the table, put your hand on the table / Under the table, put your ball under the table / Inside the pot, put your food inside the pot / Inside the class, put your bag inside the class.

If you’re happy and you know it

If you’re happy and you know it clap your hands, (clap clap) / If you’re happy and you know it clap your hands, (clap clap) / If you’re happy and you know it and you really want to show it, if you’re happy and you know it clap your hands. (clap clap)

If you’re happy and you know it stamp your feet, (stamp stamp) / If you’re happy and you know it stamp your feet, (stamp stamp) / If you’re happy and you know it and you really want to show it, if you’re happy and you know it stamp your feet. (stamp stamp)

If you’re happy and you know it nod your head, (nod nod)...

If you’re happy and you know it shout ‘we are’ (‘we are’)...

If you’re happy and you know it do all four (clap clap, stamp stamp, nod nod, ‘we are’)...

My head, my shoulders

My head, my shoulders, my knees, my toes / (sing three times, pointing to the part of the body mentioned as you sing)

All belong to God. (raise hands up in the air)

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Week 16 In the classroom

76

77

‘z’zip zoo zebra zinc zoom zero zigzag

write sweep cook pray walk talk read draw sing say under cat behind in over besideWhere is the? Answer the questionCome to the chalkboardSit downStand up



Assessment

A consonant vowel consonant (CVC) word is made up of three sounds. A consonant sound can be one or more letter, eg: ‘sh’ has two consonants, but is one sound. A vowel sound can also be more than one letter, eg: ‘oa’.

Introduce one new word per day and revise words previously learned.

log dog on get got

CVCs

77

78

Week 16 In the classroom Day 1



Lesson title

What is happening?

Learning outcomes


Say the sound for the letter ‘z’.

Answer simple questions about a picture.

Teaching aids

Before the lesson:

Write the letter ‘z’ on the chalkboard.

Have ready the set of flash cards for all previous letters.

Write the key words on the chalkboard.


Letters and sounds


Quickly flash the cards of previous letters and ask the pupils to say each sound.

Say the sound that ‘z’ makes, as in ‘zip’.

Ask the pupils to practise saying this sound to a partner.

Show pupils how to form the letter ‘z’ in the air and ask them to copy.

Sound out the CVC letter by letter so that the pupils can hear the sounds, eg: ‘l–o–g’ = log.

Ask pupils to say each sound as you write ‘log’ on the chalkboard.

Say ‘l–o–g’, emphasising each sound, and ask pupils to write it.

15 minutes Zz

79


Read out the key words twice and ask the pupils to read them after you.

Explain the meaning of each in your local language.


Ask the pupils to look at the pictures in Learn English 1, pages 85 — 87.

Pair task

Tell pupils to talk about what they can see in the picture.

Ask a pupil from each pair to say one thing that is happening in the picture.

Ask a follow-up question about what they have said, eg: If they said, ‘I can see a boy standing’ ask them ‘What is the colour of his shirt?’


Show the pictures to other pupils to see if they can guess the word.


25 minutes

10 minutes

10 minutes

Individual task

Tell the pupils to choose two words that are written on the chalkboard and draw a picture in their books to illustrate each word.

Learn English 1

80




The pencil is under the table

Learning outcomes


Recognise words containing ‘z’.

Make sentences using prepositions.

Teaching aids

Before the lesson:


Write the key words on the chalk-board, and write several words using ‘z’ among them.

Make a set of flash cards for each group which make the sentence: ‘The pencil is under the table’.


Prepare sand trays.

Letters and sounds


Quickly show the flash cards of previous letters, including ‘z’.

Ask the pupils to say each sound.

Ask pupils to form the letter ‘z’ in the air, on the desk and in the sand trays with a finger.

Read out the words on the chalkboard.

Ask pupils to ‘stand up’ if the word has the sound ’z’ in it and ‘sit down’ if it doesn’t.

Sound out today’s CVC word, for the pupils: ‘d–o–g’ = dog.

Ask pupils to say each sound as you write ‘dog’ on the chalkboard.

Say the CVCs, emphasising each sound, and ask pupils to write them.

Lesson title Zz15

minutes

81


Read a key word and ask a pupil to point to it.

Point to a word and ask pupils to read it.


Ask pupils to look at the picture in Learn English 1, page 85.

After a few minutes, ask them to tell you about the position of the objects in the pictures using prepositions: under on behind in over beside in front of

Pair task

Ask one person in each pair to hide their pencil and ask the other the question: ‘Where is the pencil?’.

The other pupil answers using a preposition, eg: ‘The pencil is under the table’.


25 minutes

10 minutes


See how many words containing the letter ‘z’ they can tell you.

Plenary

10 minutes

Group task

Write the following sentence on the chalkboard and ask the pupils to help you read it: ‘The pencil is under the table’.

Give each group a set of flash cards containing the words in the sentence.

Ask the pupils to arrange the words in the same order as written on the chalkboard.

Learn English 1

82




Lesson title

Under the table Learning outcomes


Say a simple rhyme that illustrates the letter ‘z’.

Read key words.

Teaching aids

Before the lesson:

Have ready the set of sound flash cards for all previous letters.

Write the words containing the letter ‘z’ on the chalkboard.


Write key words on the chalkboard.

Prepare sand trays.

Letters and sounds


Quickly show the flash cards of previous letters.

Ask the pupils to say each sound out loud.

Read out the words containing the letter sound ‘z’ to the pupils.

Sound out today’s CVC, ‘c–a–t’ = ‘cat’. Ask pupils to sound it out as you write it on the chalkboard.

Ask the pupils to read it with you and identify other previously taught letter sounds in the rhyme.

Ask them to underline any letters they recognise in pencil.

Zz15 minutes

83


Ask the pupils to look at the pictures in Learn English 1, page 85 — 87.

Ask them to say something about any of the pictures, in their local language.



Read the key words to the pupils, emphasising any known letter sounds. Ask them to read after you.


25 minutes

10 minutes

Individual task

Ask pupils at random to give an instruction to another pupil to obey.

Plenary

10 minutes

Learn English 1

Give instructions to the pupils and ask them to obey, making it as much fun as possible, eg: ‘Read a book’ ‘Come to the chalkboard’ ‘Put the pencil on the table’ ‘Sit down’ ‘Stand up’, etc.

Ask the pupils to write simple words in a sand tray, eg: ‘sit’ ‘read’ ‘talk’

84




Lesson title

The dog is on the log

Learning outcomes


Say a simple rhyme in English.

Write and read simple sentences.

Teaching aids

Before the lesson:


Write the letter ‘z’ on the chalkboard.

Write the words containing the letter ‘z’ on the chalkboard.

Have ready a set of pictures which illustrate people doing different actions.

Letters and sounds




Read out the words with the sound ‘z’ in them to the pupils.

Say the simple rhyme ‘Pussy Cats’ from Learn English 1, page 33.

Sound out today’s CVC: ‘g–e–t’ = get. Say the word. Ask pupils to say each sound as you write the word on the chalkboard.

Say the CVCs and ask the class to write them down.

Dictate the simple sentence to the pupils to write in their books: ‘The dog is on the log’.

Zz15 minutes

Learn English 1

85


Whisper an instruction to a pupil.

Ask the pupil to obey your instruction.

Ask another pupil to say what action the pupil is doing.

Repeat until about five pupils have had a turn.

Group task

Give each group a set of pictures which show people carrying out simple actions.

Ask pupils to talk about the pictures in their local language.

Ask the pupils to say a simple sentence in English about something that is happening in their picture.

Write the sentence on the chalkboard as they say it, and ask the pupils to read it after you.

Leave these sentences on the chalkboard as you will need them on Day 5.

Individual task

Tell the pupils to choose one of the sentences about the pictures and write it in their exercise book.

Pair task

Ask the pupils to read their sentence to a partner.


25 minutes

10 minutes

10 minutes

86




Lesson title

Listen to a simple story

Learning outcomes


Write and say the letter sound ‘z’.

Sequence words to form a sentence.

Teaching aids

Before the lesson:


Write words that have the sound ‘z’ in them on the chalkboard.

Make flash cards of the sentences the pupils created yesterday. Write one word on each card.

Read the story ‘In the classroom’.

Letters and sounds




Ask pupils to touch the sound ‘z’ in the words on the chalkboard.

Sound out today’s CVC: ‘g–o–t’. Say the whole word, ‘got’.

Ask the pupils to say out loud each sound as you write ‘got’ on the chalkboard.

Repeat with other CVCs.

Dictate the simple sentences below to the pupils to write in their books: ‘The dog has got the log.’ ‘The log is on the dog.’ ‘Get on the log.’ ‘Get on the dog.’

15 minutes Zz

87

Group task

Whisper an instruction to a pupil.

Tell the pupil to obey your instruction.

Ask another pupil to say what action the pupil is doing.

Repeat until about five pupils have had a turn.

Group task

Remind the pupils of the pictures and sentences they wrote on the previous day.

Give each group a set of sentence flash cards.

Ask pupils in their groups to arrange the words to form the sentence.

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


Read the pupils the simple story ‘In the classroom’ from the introduction section.

Ask the pupils questions about the story, eg:

‘Who are the people in the story?’

‘What did the teacher ask Ayo to do?’

‘What did Bola do?’


Ask the pupils to role play the story while you read it.


25 minutes

10 minutes

10 minutes

Story Story

88

Week 17 Position of objects

88

89


Assessment



bed bad jug bit bet

CVCs

‘w’walk wall wide well white will

over under near behind in beside on between inside outside far in front of


89

90

Week 17 Position of objects Day 1



Lesson title

Position of objects Learning outcomes


Write and say the letter sound ‘w’.

Say the position of an object using a preposition.

Teaching aids

Before the lesson:

Write the letter ‘w’ on the chalkboard.

Make flash cards containing the prepositions ‘under’, ‘behind’, ‘in front of’, ‘inside’, ‘between’, ‘outside’.

Collect a ruler, pen, ball, pencil and duster.

Ww15 minutes

Letters and sounds


Tell the pupils that the letter ‘w’ makes the sound ‘w’, as in wall.



Introduce the new CVC by sounding it out: ‘b–e–d.’

Ask the pupils to tell you the word.

Tell them to form the letter ‘w’ in the air, then on the desk with a finger.

91


Ask all the pupils to stand in a straight line, one in front of the other.

Ask them the questions: ‘Who is in front of you?’ ‘Who is behind you?’


Put a ball on, under, near to, far away from and behind different objects.

Describe the position of the ball, eg: ‘The ball is under the chair’.

Give several pupils an object to place in the room and ask other pupils to describe the position of the objects using the same type of sentence as you.

Ask the pupils to sit in a circle, each with a pencil.

Ask them to place the pencil in different positions, eg:

‘Place your pencil under your leg’

‘Place your pencil behind you’, etc.

Show the pupils the preposition flash card describing each action.


25 minutes

10 minutes


Jumble up a sentence with CVC words in it and write it on the chalkboard, eg: ‘The cat sat on a red mat’.

Ask pupils to sequence the sentence correctly and write it in their books.

Plenary

10 minutes

Pair task

Give each pair a preposition flash card and ask them to draw a picture illustrating the word.

92




Lesson title

The cat is under the table

Learning outcomes


Read words starting with ‘w’.

Write simple sentences containing CVC words.

Answer questions using the word ‘where’.

Teaching aids

Before the lesson:

Write ‘w’ on the chalkboard.

Have ready flash cards of words containing the letter ‘w’.

Collect a bucket, ball, duster, cup, pen and pencil.

Read Learn English 1, Activity 2, pages 87 — 88.

Letters and sounds


Quickly show the pupils the flash cards with the words starting with ‘w’, and help them to read the words out loud.

Introduce the new CVC by sounding it out, ‘b–a–d’.

Ask the pupils if they can tell you the word.

Write the word on the chalkboard, with the initial sound missing, and ask pupils to say the missing sound. Repeat but miss out the vowel, and then the last sound.

Rub the word off chalkboard, say it and ask pupils to write it in their books.

Say different CVCs and ask pupils to sound them out, then write them in their books.

Ww15 minutes

93


Give pupils different objects and ask them to place them somewhere in the classroom.

Ask the pupils: ‘Where is your pencil?’ ‘Where is your duster?’, etc.

Encourage them to use the prepositions they learned on Day 1 in their answer.


Ask the pupils to open Learn English 1, pages 87 — 88 and read the sentences to them.

Individual task

Dictate the following sentences for the pupils to write in their exercise books:

‘A bug sat in a red bag.’

‘A rat and a cat ran on a bed.’

Sound out the words slowly and clearly.

If there is time, ask them to draw a funny picture to go with one sentence.


25 minutes

10 minutes

Pair task

Ask the pupils to share their pictures with a partner and read the sentences to each other.

Plenary

10 minutes

Learn English 1

94




Lesson title

The chair is under the table

Learning outcomes


Read words containing the sound ‘w’ and demonstrate their meaning.

Read simple words describing position.

Teaching aids

Before the lesson:

Have ready the flash cards containing the letter ‘w’ and ‘over’, ‘under’, ‘near’, ‘behind’.

Letters and sounds



Ask the pupils to come and stand in a circle and put the flash cards of words beginning with ‘w’ face down in the middle.

Ask one pupil to choose a card, read it silently and do an action which shows its meaning.

Ask the other pupils to guess what the word is.

Introduce a new CVC by sounding it out, ‘j–u–g’, and ask the pupils to tell you the word.

Write the word on the chalkboard, with the first sound missing, ask pupils to say the missing sound.

Rub the word off the chalkboard, say the word and ask pupils to write it in their books.

Ww15 minutes

95


Say ‘The clapping rhyme’ and ask pupils to join in with the words and actions to teach the position of objects.

Ask the pupils to tell you some words that describe the position of objects.

Pair task

Give each pair a position card, eg: ‘under’.

Ask the paired pupils to tell each other a sentence using their word and the position of different objects in the classroom, eg:

‘The chair is under the table.’

‘The chalk is on the chalkboard.’

‘The book is inside the table.’

Repeat by swapping the cards several times among the pairs.

Ask each pair to say one of their sentences to the class.

Write each sentence on the chalkboard and ask pupils to come out and underline the word on their flash card.

Ask them to draw a picture which illustrates their sentence, choose the correct sentence from the chalkboard and copy it underneath their picture.


Flash the cards and ask the pupils to place their pencils somewhere that would match the word on the card, eg: for ‘under’, the pupils put their pencils under another object in the classroom.


25 minutes

10 minutes

10 minutes

Rhyme

96




Lesson title

The cow is on the chair

Learning outcomes


Build CVC words.

Read sentences that describe the position of objects in the classroom.

Teaching aids

Before the lesson:

Write the rhyme ‘Work!’ on the chalkboard.

Write the following funny sentences on the chalkboard that show the position of objects: ‘The pencil is under the dog.’ ‘The chair is on the cow.’ ‘The elephant jumps over the duster.’

Letters and sounds


Read the rhyme ‘Work!’ and encourage the pupils to join in with you.

Ask pupils to come to the chalkboard and underline the letter ‘w’ in the rhyme.

Introduce a new CVC by sounding it out, ‘b–i–t’, and ask the pupils to tell you the word.

Say previously learned CVCs and ask pupils to sound them out, then write them in their books.

15 minutes WwRhyme

97


Say ‘The clapping rhyme’, with the whole class standing in a circle.

Ask them to find a partner and say the rhyme with them.


25 minutes

10 minutes

Rhyme

Plenary

10 minutes


Say several letter sounds and ask pupils to form each letter in the air.


Ask the pupils to copy the funny sentences into their books and underline the words that show the position of the objects.

Ask them to draw a picture to illustrate one of the sentences.

Ask them to show their pictures to the rest of the class.

Pair task

Write several CVCs on the chalkboard, with a variety of first, middle and ending sounds missing.

Ask pupils in their pairs to decide on the missing sounds and write the complete words in their books.

Ask some pairs to read the words they have made.

98




Lesson title

On the chair Learning outcomes


Recognise the sound ‘w’ in words.

Read simple sentences in English.

Teaching aids

Before the lesson:

Write the words ‘weak’, ’will’, ‘well’, ‘wall’, ‘ball’, ‘bed’, ‘feet’ on the chalkboard.

Prepare flash cards with the words to make the following sentences: ‘The ball is under the table.’ ‘A book is on the chair.’ ‘A pencil is beside the chalkboard.’ ‘The chair is between the tables.’ ‘The book is inside the table.’

Ww15 minutes

Letters and sounds



Ask the pupils to form the letter several times in the air.

Ask pupils to say the sound the letter ‘w’ makes.

Read out the words on the chalkboard and ask pupils to put their hand up if the word contains the sound ‘w’.

Introduce a new CVC by sounding it out, ‘b–e–t’, and ask the pupils to tell you the word.

Write the word on the chalkboard, with the first sound missing, and ask pupils to say the missing sound.

Rub the word off the chalkboard, say the word and ask pupils to write it in their books.

99


Put the class into two teams and ask each team to tell you words that describe position.

Write the words on the chalkboard as each team says them.

The winning team will be the one that can think of the most words.

Ask them to perform some actions that show they understand the words.


Write some sentences on the chalkboard that show the position of objects.

Read the sentences to the pupils.

Ask the pupils to read the sentences.

Ask them to point out the words from each sentence that show the position of objects.

Group task


Ask them to rearrange the words to make sentences.

Instruct them to read the sentences to each other.

Ask them to turn the ‘position’ word face down and try to write the word in their exercise book.


Say ‘The clapping rhyme’ together and do the actions.


25 minutes

10 minutes

Rhyme10 minutes

100

Week 18 Animals

100

101

‘v’van vim village visit very have ever shave

‘y’yam yellow yes yell young every play day

dog cat mouse elephant lion rat monkey snake bear spider goat cow chickenWhat is?



Assessment



lot cot rot hot pot

CVCs

101

102

Week 18 Animals Day 1



Lesson title

Animals Learning outcomes


Say the sound ‘v’.

Say the names of different animals.

Write the names of animals.

Teaching aids

Before the lesson:

Write the letter ‘v’ on the chalkboard.

Draw or find pictures of as many different animals as you can.


Letters and sounds


Show the pupils the letter v and tell them it makes the sound ‘v’, as in van. Ask them to practise saying the sound with a partner.

Introduce the new CVC, ‘lot’.

Write about 10 different letters of the alphabet on the chalkboard.

Ask pupils to say each sound as you point to it.

In pairs, ask pupils to see if they can make any CVC words using the letters on the chalkboard.

Ask some pairs to share their words with the rest of the class.

Vv15 minutes

103


Tell pupils to look at the pictures in Learn English 1, page 114 — 115.


Read out the names of the animals you have written and ask the pupils to read them after you.

Show the pictures of the different animals and ask the pupils if they can say their names.

Pair task

Ask the pupils to tell each other what they know about the animals in the pictures (they can use their local language).

Ask a pupil from each pair to name and describe an animal from the pictures on the chalkboard (in English).

Ask them to draw a picture of an animal of their choice and write the name of the animal underneath.


Ask some pupils to show their pictures to the rest of the class and read the name of the animal.

10 minutes

25 minutes


10 minutes

Learn English 1

Group task

Ask the pupils to talk to each other about the animals they can see in the pictures.

Ask a pupil from each group to say the name of one of the animals.

Write their responses on the chalkboard.

104




Lesson title

Names of animals Learning outcomes


Identify and sequence initial sounds.

Identify and name animals.

Read a simple rhyme in English.

Teaching aids

Before the lesson:

Write the words containing the sound ‘v’ on the chalkboard.

Make a set of animal name flash cards for each group.

Have ready pictures of different animals.

Write the names of the animals on the chalkboard.


Letters and sounds


Read the words and ask the pupils to read after you, emphasising the ‘v’ sound.

Ask the pupils to look at the chalkboard and identify whether the sound ‘v’ comes at the start, middle or end of each word.

Introduce the new CVC word: ‘cot’.


Ask the pupils to say each sound as you point to it.

Ask the pupils, in pairs, to write CVC words using the letters on the chalkboard.

Vv15 minutes

105


Display the pictures of different animals where everyone can see them.

Ask one pupil to point to a picture and another pupil to point at the correct name.


Ask pupils to sing ‘The alphabet song’.

Show a flash card with the name of an animal on it.

Ask the pupils to say the sound at the beginning and the end of the animal’s name.


Tell the pupils to open Learn English 1, page 116 and read the rhyme ‘Eah, Eah, Oh’.

Ask them to follow the rhyme in their books as you read it.

Ask them to read the rhyme together.

Pair task

Ask the pupils to read the rhyme to each other.

25 minutes

10 minutes

10 minutes


Song Learn English 1

Group task

Give each group a set of cards showing the names of different animals.

Ask the pupils to arrange them in alphabetical order using the first letter of each animal’s name, eg: b = bird c = cat d = dog

Discuss the order they have chosen and correct it if necessary.

Learn English 1

106




Lesson title


Learning outcomes


Say the sound that the letter ‘y’ makes in a word.

Read and write the names of different animals.

Answer simple questions about a story.

Write simple sentences in English.

Teaching aids

Before the lesson:

Write the words ‘yellow’, ‘yam’ and ‘yes’ on the chalkboard.

Collect animal name flash cards for each group including all of the animals from ‘Ebun, the funny elephant’.

Letters and sounds


Say the sound the letter ‘y’ makes as in ‘yam’.

Ask the pupils the following questions and ask them to point to the correct answer on the chalkboard:

‘What is a colour starting with the letter y?’ (yellow)

‘What is a type of vegetable starting with the letter y?’ (yam)

‘Are you a boy?’ (yes)

‘Are you a girl?’ (yes)

Introduce the new CVC, ‘rot’.


Ask pupils to say the sound as you point to each letter.

Yy15 minutes

107

Individual task

Ask the pupils to write the name of the animals on the chalkboard in their exercise books.

Ask them to draw one of the animals.


Read the story ‘Ebun, the funny elephant’.

Ask the pupils simple questions about the story.

Group task

Give each group a set of flash cards containing the names of animals in the story.

Read the story again and when you come to the name of the animal, ask a pupil to hold up the name of that animal for everyone to see.

Ask another pupil to point to the picture of the animal mentioned.


Dictate simple sentences for the pupils to write in their exercise books, using words containing the sound ‘y’, eg: ‘I like yams.’ ‘Yams are good.’ ‘Yes, I can hop and run.’

25 minutes

10 minutes

10 minutes


Story

108




Lesson title

Animal noises Learning outcomes


Write and read CVCs.

Sequence words to make a sentence.

Teaching aids

Before the lesson:

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

Write the following jumbled sentences on the chalkboard using the name of animals: ‘dog is this a.’ ‘mouse this a is.’ ‘lion is a this.’ ‘is a monkey this.’

Display the pictures of animals.

Letters and sounds


Read out the words containing the sound ‘y’ to the pupils and ask them to read them after you, emphasising the sound ‘y’ in each word.

Introduce the new CVC, ‘hot’.



Ask pupils to work in pairs and see which pair can write the most CVCs in a minute.

Yy15 minutes

109


Show the pictures of animals.

Ask the pupils to say simple sentences about each of the pictures.

Read one of the jumbled up sentences on the chalk-board and ask pupils to say it in the correct order, eg: ‘dog is this a’ becomes ‘this is a dog ’ when it is sequenced correctly.

Individual task

Help the pupils to read the rest of the sentences.


Read the story ‘Ebun, the funny elephant’ and ask the pupils to make the sounds of the animals when they are mentioned in the story, eg: ‘hissss’ for the snake.


25 minutes

10 minutes

10 minutes

Learn English 1

Pair task

Ask a pupil to point at the picture of an animal in Learn English 1, pages 114 — 115.

Ask the other pupil to say a sentence about the animal.

Story

110




Lesson title


Learning outcomes


Say the sounds ‘v’ and ‘y’.

Say words with letter sounds ‘v’ and ‘y’.

Write simple CVC words.

Sequence a story.

Teaching aids

Before the lesson:

Write words containing the letter sounds ‘v’ and ‘y’ on the chalkboard.

Read the story ‘Ebun, the funny elephant’.

Letters and sounds


Say the sounds ‘v’ and ‘y’ and ask the pupils to practise making the sounds with a partner.

Read words that contain ‘v’ and ‘y’ sounds and ask the pupils to read after you.

Introduce the new CVC, ‘pot’.



See which pupils can make the most CVCs in 1 minute.

Vv Yy15 minutes

111


Ask the pupils to look at the pictures in Learn English 1, pages 114 — 115.

Ask the pupils to sit in a circle.

Go round the circle in turn and ask them to say one thing they know about one of the animals in their local language.


Read the story ‘Ebun, the funny elephant’ to the pupils.


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


25 minutes

10 minutes

10 minutes

Story

Individual task

Ask the pupils to draw a line down the middle of the page of their exercise books, to divide the page into two sections.

Ask them to draw a picture of something that happens at the start of the story on one side of the paper, and a picture of something that happens at the end of the story on the other side of the paper.

Group task

Tell each group to prepare a role play of the story to show to the rest of the class.

Learn English 1

112

Week 19 Daily activities

112

113

‘x’fix six box fox ox exit

‘ai’pail fail tail laid braid sail snail

eat run come sweep read wash walk bath drink cook playEvery day, I



Assessment



bug hut but rug tug

CVCs

113

114

Week 19 Daily activities Day 1



Lesson title

Every day at home Learning outcomes


Say and write the sound ‘x’.

Say a simple sentence in English.

Write CVCs.

Teaching aids

Before the lesson:

Write words that contain the sound ‘x’ on the chalkboard.

Prepare a list of all CVCs previously learned.



Prepare sand trays.

Letters and sounds


Write the letter ‘x’ on the chalkboard.

Tell the class it makes the sound ‘x’, as in express.

Ask the pupils to read the words with you, emphasising the sound ‘x’.

Introduce the new CVC word ‘bug’ in the same way as in previous weeks.

Ask three pupils to come out to the chalkboard: one pupil writes the first sound, one the second sound and one the last sound of the word ‘get’ (repeat with several CVCs).

Xx15 minutes

115


Read the key words on the chalkboard and ask the pupils to read after you.


Ask the pupils to look at the pictures in Learn English 1, page 94.

Pair task

Ask pupils to talk about what the people in the pictures are doing.

Tell a pupil from each pair to say something about the activities happening in the picture.

Ask the pupils to tell their partners one thing they do every day at home.

Ask them to tell you what they do every day.

Tell the pupils to write the letter ‘x’ in sand trays.


Read out the list of CVC words you prepared earlier and ask pupils to spell them in their exercise books.

Write the correct spellings on the chalkboard and ask pupils to check their spellings.

25 minutes

10 minutes

10 minutes


Learn English 1

Individual task

Ask the pupils to write the letter ‘x’ in their exercise books.

116




Lesson title

Every day Learning outcomes


Recognise the letter and say the sound ‘x’.

Say simple sentences.

Read simple sentences.

Teaching aids

Before the lesson:

Make enough sets of sentence cards for each group with the following sentences on them: ‘Every day I walk to school.’ ‘Every day I wash my hands.’ ‘Every day I go to sleep.’ ‘Every day I sweep the floor.’ ‘Every day I drink some water.’ ‘Every day I play at home.’

Letters and sounds


Introduce the new CVC, ‘hut’.

Ask three pupils to come out to the chalkboard: one pupil writes the first sound, one the second sound and one the last sound of the word ‘bed’ (repeat with several CVCs).

Demonstrate writing several letters in the air and ask the pupils to copy you.

Read out the words containing the sound ‘x’ to the pupils and ask them to touch their head when they hear it.

Xx15 minutes

117



Ask them if they can use their local language to tell you as many things as possible that are happening in the pictures.


Tell the pupils some of your daily activities, eg: ‘Every day I come to school.’ ‘Every day I eat.’ ‘Every day I sleep.’ ‘Every day I wash.’, etc.

Pair task

Ask the pupils to tell their partners about things they do every day, using the phrase: ‘Every day, I ’.

Write simple sentences on the chalkboard that describe daily activities.

Read these sentences to the pupils.


Tell individuals to act out a daily activity and ask other pupils to guess the action.

25 minutes

10 minutes

10 minutes


Learn English 1

Group task

Ask the pupils to read the short sentences on the flash cards.

Ask pupils to exchange cards within their groups and read them.

118




Lesson title

Sweep, wash, play

Learning outcomes


Say the sound ‘ai’.

Build CVCs and simple regular words.

Make simple sentences with the key words.

Teaching aids

Before the lesson:

Write ‘ai’ on the chalkboard.


Prepare enough sets of flash cards for each pair, with the key words written on them.

Collect 10 counters for each pair.

Letters and sounds


Show the class where you have written ‘ai’ on the chalkboard.

Tell the pupils the letters make the sound ‘ai’, as in rain.

Ask the pupils to practise saying the sound with a partner.

Write the following words on the chalkboard: ‘r n’ (rain) ‘p n’ (pain)

Ask pupils to work out the words and say them aloud.

Introduce the new CVC, ‘but’.

Ask one pupil to write the first sound, one the second sound and one the last sound of the word ‘but’ (repeat with several CVCs).

ai15 minutes

119


Read out the key words describing daily activities and ask the pupils to read after you.


Ask pupils to suggest sentences using the key words.

Write the sentences on the chalkboard and ask individual pupils to help you read them.

Pair task

Give a set of flash cards and 10 counters to each pair.

Tell each pair to turn the flash cards face down on the table between them.

Ask them to guess which word they think might be on the other side of the card before they turn it over.

Ask one member of the pair to turn over the card and read the word.

If they get it right they get a counter.

Continue the game until one member of the pair has five counters.


Sit on the floor in a circle.

Ask each pupil to go into the centre and mime an activity.

Other pupils guess the activity.

The pupil in the centre chooses the next person to do the mime.


25 minutes

10 minutes

10 minutes

120




Lesson title


Learning outcomes


Write ‘ai’.

Read words containing the sound ‘ai’.

Write simple sentences.

Read the key words.

Write some CVC words.

Teaching aids

Before the lesson:

Write CVC words on the chalkboard.

Make a set of key word flash cards for each group.

Letters and sounds


Write ‘ai’ on the chalkboard.

Say words that contain the sound ‘ai’ and ask pupils to join in with you.

Introduce the new CVC, ‘rug’.

Air write several letters and ask pupils to copy you.

Carefully sound out the ‘ai’ words and ask pupils to copy you.

Ask pupils to spell each word in their exercise books.

Tell them to underline the ‘ai’ letters in the words.

ai15 minutes

121


Teach the pupils the song ‘Here we go round the cashew tree’.

Ask the pupils to sing the song and suggest actions to go with the words.


Ask pupils to read the CVC words on the chalk-board as you point to them quickly, and in random order.

Group task

Tell pupils to talk to each other about their daily activities at home and at school.

Give each group a set of flash cards with the key words written on them.

Ask each group to turn the cards face down on the table and get each member to choose a card.

Tell them to read the word on the card and draw a picture in their exercise book which shows them doing the action.

Pair task

Write the following letters on the chalkboard: i, s, p, n, t, d, o, g, h.

Ask pairs to write down as many CVCs as they can in 2 minutes.

Ask for their results and write them all on the chalkboard.


25 minutes

10 minutes

10 minutes

Song

Ask them to write the sentence ‘Every day, I ’, completing the sentence with the word on their flash card.

Ask them to show the picture and read the sentence to the rest of the group.

122




Lesson title


Learning outcomes


Say the sounds ‘x’ and ‘ai’.

Recognise these sounds in words.

Write letter sounds ‘x’ and ‘ai’.

Say simple rhymes.

Answer simple questions about a rhyme.

Teaching aids

Before the lesson:

Write words containing the sounds ‘x’ and ‘ai’ on the chalkboard.

Write the letters ‘x’ and ‘ai’ on the chalkboard.

Prepare sand trays.

Letters and sounds


Say the sounds ‘x’ and ‘ai’.

Ask the pupils to say the words on the chalkboard by first sounding them out.

Introduce the new CVC, ‘tug’.

Ask three pupils to come out to the chalkboard: one pupil writes the first sound, one the second sound and one the last sound of the word ‘hut’ (repeat with several CVCs).

Ask the pupils to practise writing the letters ‘x’ and ‘ai’ in sand trays and in their exercise book.

Xx ai15 minutes

123


Sit the pupils in a circle.

Ask them to tell the person sitting next to them their daily activities at home, for 5 minutes.

Ask them to retell what their partners said to the rest of the class, taking it in turns round the circle so that everyone has the chance to speak.

Individual task

Instruct pupils to divide a page of their exercise book into four and number each square 1— 4.

Ask them to draw a picture of four daily activities in the order in which they do them.

Ask pupils to write a sentence under each picture: ‘Every day, I ’.

Pair task

Ask the pupils to sing the song, ‘Here we go round the cashew tree’ and do the actions with a partner.

Tell them to choose one of their daily activities and put it into the song to make a new verse, eg:

‘Every day I wash my teeth, wash my teeth, wash my teeth / Every day I wash my teeth, on a hot and sunny morning’.

Introduction

10 minutes

Song

Main activity Plenary

25 minutes

10 minutes

Song


Ask each pair to sing their verse to the rest of the class.

124

Week 20 Objects around us

124

125

‘oa’goat boat soap coat

‘ee’tree free bee week feet see peep

ball pencil pen book chair table floor chalkboard box ruler window door bag paper houseCan you see?I can seeWhere is?Go and touch



Assessment


if meet feet greet jog

Simple words

125

126

Week 20 Objects around us Day 1



Lesson title

Simple objects Learning outcomes


Say the sound ‘oa’.

Use simple nouns to name objects.

Play I spy.

Build simple words.

Teaching aids

Before the lesson:

Make a set of flash cards with the words containing ‘oa’.


Letters and sounds


Teach the sound that ‘oa’ makes, as in goat.

Ask the pupils to fill these gaps with correct letters, eg: b t = boats p =t d =l d =c t =

Ask them to read the words they have written, trying to sound out the word.

Tell the pupils to write several previously learned letters in the air, in their books, and on the chalkboard with a finger dipped in water.

Introduce today’s word, ‘if’.

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127


Ask the pupils to look around the class and name as many objects as they can.


Ask the pupils to open Learn English 1, page 20 and name all the objects they can see.


Write the names of the objects they identified on the chalkboard.

Say one of the words and ask a pupil to come out and point to the word.

Point to a word and ask a pupil to read it.

Pair task

In pairs, tell the pupils to ask each other questions, eg: ‘Where is the pencil?’ ‘Can you see a flag?’


Play ‘I spy’.

Choose an object in the room.

If you are thinking of a table you would say ‘I spy, with my little eye, something beginning with t’.

The pupils then suggest things beginning with ‘t’ until someone says the right one.

25 minutes

10 minutes

10 minutes


Learn English 1

Individual task

Ask the pupils to draw three objects in their exercise books and write the names underneath.

Game

128




Lesson title

Giving instructions

Learning outcomes


Recognise and say the sound ‘oa’ in words.

Give and follow a simple instruction in English.

Suggest answers to simple puzzles.

Teaching aids

Before the lesson:

Write the words containing ‘oa’ on the chalkboard.


Have ready some everyday objects, such as a ball, book, pencil, etc.

Letters and sounds


Ask the pupils if they can tell you the sound ‘oa’ makes in a word.

Remind them that it makes the sound ‘oa’ as in goat and ask them to practise saying it to a partner.

Write words that contain the sound ‘oa’ on the chalkboard.

Ask one half of the class to sound out a word, eg: ‘c–oa–t’.

Ask the other half to say the word ‘coat’.

Repeat with several ‘oa’ words.

Ask pupils to write words that contain the sound ‘oa’ in their exercise book.

Introduce today’s word, ‘meet’.

oa15 minutes

129


Ask the pupils to look at the pictures of some objects in Learn English 1, page 30, and say their names.

Pair task

In pairs, ask pupils to talk about what they can see in the pictures.


Sit in a circle and place many different objects on the floor in the centre of the circle.

Ask a pupil to follow instructions, making sure you use their name, eg: ‘Hassan, go and touch the ball’.

Ask another pupil to give the same instruction, naming a different pupil and saying a different object.


Read these word puzzles for the children to guess the answer to:

‘I have four legs, I have a flat top, put your books on me’ (a table).

‘I am flat, I am black, I love chalk’ (chalkboard).

‘I have legs, but can’t walk’ (a chair).

‘I used to be a tree, but now I’m flat. People write on me’ (paper).


25 minutes

10 minutes

10 minutes

Learn English 1

130




Lesson title

What is this? Learning outcomes


Say the sound ‘ee’.

Build CVCs and simple regular words.

Read the names of objects.

Teaching aids

Before the lesson:

Write words that contain the sound ‘ee’ on the chalkboard.

Make each group a set of flash cards, containing the key words.


Letters and sounds


Say the words on the chalkboard, emphasising the ‘ee’ sound in each word.

Say the words again and ask the pupils to join in with you.

Ask some pupils to come out and underline the letters ‘ee’ in the words on the chalkboard.

Divide the class into two teams. One team thinks of a CVC and says it out loud.

The other team has to sound it out and spell it on the chalkboard.

Now swap roles.

Introduce today’s word, ‘feet’.

ee15 minutes

131


Ask the pupils to open Learn English 1, page 30, and look at the pictures.

Ask them to name all the objects they can see in the pictures.


Write the names of the objects on the chalkboard as they say them.

Point to each word and ask the pupils to read them.


Draw some objects on the chalkboard.

Ask the pupils to pick the name of an object on the flash card and place it under the matching picture.


25 minutes

10 minutes

10 minutes

Learn English 1

Pair task

Ask the pupils to ask each other questions about the pictures in Learn English 1, page 30 using the phrases: ‘What is this?’

They should answer using the phrase, ‘This is a )’

Ask them to fill in these gaps with correct letters: sp n m t p t b d cl ck

Learn English 1

132




Lesson title

Matching words to objects

Letters and sounds


Say the sound ’ee’ and point to it on the chalkboard.

Sound out each word containing this sound, eg: ‘f–ee–t’.

Ask pupils if they can tell you the word you have sounded out.

Introduce today’s word, ‘greet’.

Individual task

Write these words on the chalk-board and ask the pupils to fill the gaps with the correct letters, in their exercise books: tr b s fr

Learning outcomes


Read words that contain the sound ‘ee’.

Build simple words.

Match words to objects.

Say a simple sentence.

Teaching aids

Before the lesson:

Write words containing the sound ‘ee’ on the chalkboard.

Have ready the set of flash cards with the key words.

ee15 minutes

133


Ask the pupils to name several objects in the classroom.

Group task


Ask them to place the words next to the correct object in the classroom and say the name.

Ask each group to think of two simple sentences using the name of an object.

Individual task

Dictate these simple sentences for the pupils to try and write in their exercise books:

‘I can see a book.’

‘My feet can tap.’

‘We can see a pen and a book.’

Encourage them to look for the words around the classroom to help them.


Play ‘I spy’.

See if any pupils can lead the game.

10 minutes

25 minutes

10 minutes


Game

134




Lesson title

I can see Learning outcomes


Say the sounds ‘oa’ and ‘ee’.

Read and write simple words.

Match the names of objects with their picture.

Teaching aids

Before the lesson:

Write the words containing ‘oa’ and ‘ee’ on the chalkboard.


Find a large piece of blank paper for each group, eg: the back of a calendar.


Letters and sounds


Point to ‘oa’ and ‘ee’ on the chalk-board and say the sounds.

Ask pupils to repeat them out loud.

Read the words that contain the sounds ‘oa’ and ‘ee’.

Introduce today’s word, ‘jog’.

Pair task

One partner sounds out a word and the other partner spells it and says the word.

Swap over roles.

Ask each pair to draw a picture of their favourite word and write the word next to it.

oa ee15 minutes

135



Ask the pupils to read the names of the objects.

Group task

Give each group a sheet of paper and ask them to draw and write as many objects as they can think of: in the house in the classroom in the market

Ask them to show their pictures to the rest of the class and read the names of the objects.

Pair task

Ask each pair to ask each other the questions:

‘What can you see in the house?’ ‘I can see ’

‘What can you see in the classroom?’ ‘I can see ’.


Play ‘I spy’.

25 minutes

10 minutes

10 minutes

Game


Learn English 1

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 2016.

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