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THIRD TERM

WEEK 4

PRIMARY 4

THEME – PRIMARY MEASURES

PREVIOUS LESSON – Weight – Addition, Subtraction, Multiplication and Division of Weight in Grams and Kilograms Primary 4 (Basic 4) Term 3 Week 3 Mathematics

1. Introduction

2. Properties of a Square and Rectangle

3. Perimeter of a Square and Rectangle

4. Area of a Square and Rectangle

5. Lesson Evaluation and Weekly Assessment (Test)

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

1. identify the properties of a square and rectangle.

2. define perimeter.

3. find the perimeter and area of a square and rectangle.

4. solve a real life problem.

5. solve quantitative reasoning related to the perimeter and area of square and rectangle.

Perimeter is the distance round a particular shape. The perimeter of a rectangle or square is to add all the four sides. The concept of perimeter will enable the pupils to understand and appreciate the distance around a particular shape or object.

The pupils can add four (4) numbers together.

The teacher will teach the lesson with the aid of cut-outs of squares, rectangle, triangles and teacher’s table.

Choose a suitable and appropriate methods for the lessons.

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

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

ACTIVITY 1 – IDENTIFICATION OF A SQUARE AND A RECTANGLESquare and rectangle are quadrilaterals with four sides and angles.

ACTIVITY 2 – PROPERTIES OF A SQUARE AND A RECTANGLE

A SQUARE

A square is any quadrilateral with four equal sides and and equal angles.

Each of the angle is at 90º.

PROPERTIES OF A SQUARE1. It has 4 equal sides.

2. It has 4 vertices (corners).

3. It has 4 equal angles at 90°.

4. It has 2 equal diagonals.

5. The opposite sides are parallel.

6. A diagonal divides the square into 2 equal isosceles triangles.

7. The length of diagonals is greater than the sides of the square.

8. The area of a square is length x length, length square or l².

RECTANGLE

A rectangle is any quadrilateral with two opposite sides equal and equal angles.

Each of the angle is at 90º.

PROPERTIES OF A RECTANGLE1. The opposite sides are equal and parallel.

2. It has 4 vertices (corners).

3. It has 4 equal angles at 90°.

4. It has 2 equal diagonals.

5. A diagonal divides the square into 2 equal scalene triangles.

6. The area of a rectangle is length x breathe, i.e. L x B.

ACTIVITY 1 – SQUARE AND RECTANGLESquare and rectangle are any shape with four lengths.

Square has 4 equal length while rectangle has 2 equal opposite lengths.

ACTIVITY 2 – PERIMETER OF SQUARESFind the perimeter of,

Perimeter is 5 cm + 5 cm + 5 cm + 5 cm = 25 cm.

ACTIVITY 3 – PERIMETER OF RECTANGLESFind the perimeter of,

Perimeter is 7 cm + 12 cm + 7 cm + 12 cm = 38 cm.

ACTIVITY 4 – PERIMETER OF SQUARES AND RECTANGLESTeacher guides pupils to measure, record and find the perimeter of the following:

ACTIVITY 5 – WORKING EXERCISEFind the perimeter of the following:

Teacher guides pupils to measure, record and find the perimeter of the classroom and school’s building using non standard and standard tools.

ACTIVITY 1 – WORKING EXAMPLEThe shape below has four (4) lengths. Name all the lengths as A, B, C and D with A and D equal to 7 cm each while B and D equal to 4 cm each.

The area of the rectangle is calculated by by multiple 7 cm and 4 cm to give 28 cm² and equal to the number of square boxes in the shape.

Area of rectangle is Length x Breadth.That’s, L x B

Area of square is Length x Length.That’s, L²

ACTIVITY 2 – WORKING EXAMPLEFind the area of rectangles and squares, using the formula.

ACTIVITY 3 – WORKING EXERCISE

**LESSON 5 – REVISION AND WEEKLY ASSESSMENT **

As stated in performance objectives or lesson evaluation.

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

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

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

3. Teacher displays sample of square and rectangle.

4. Teacher lets pupils as groups or pairs to examine and compare the two shapes.

Pupil’s Activities – Examine and compare the two shapes.

5. Teacher guides pupils to measure each shape in order to identify the difference between the shapes.

Pupil’s Activities – Identify the different between square shape and rectangular shape.

6. Teacher uses the shapes and pupil’s responses to introduce the lesson.

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

7. Teacher guides and discuss the properties of square and rectangle.

Pupil’s Activities – Identify and state the properties of square and rectangle.

8. Teacher introduce and guides pupils to find the perimeter of a square and a rectangle with specific lengths.

Pupil’s Activities – Find the perimeter of a square and a rectangle with specific lengths.

9. Teacher guides pupils to determine the perimeter of the classroom and school building.

Pupil’s Activities – Measure, record and find the perimeter of the classroom and school’s building using standard measuring tools.

10. Teacher also guides pupils to measure, record and find the Perimeter and area of a square and a rectangle.

Pupil’s Activities – Find the perimeter and area of a square and a rectangle.

11. Summarizes the lessons on the board on the board with appropriate lesson evaluation.

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

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

Teacher asks pupils to,

1. identify and differentiate between a square and a rectangle.

2. state 5 properties of squares.

3. mention 5 properties of squares.

4. measure and find the perimeter and area of,

1. _________ is the distance around a particular shape.

A. Square

B. Rectangle

C. Perimeter

Figure 1.0 Square and Rectangular shapes.

Use the figure 1.0 to answer questions 2 – 5.

2. Measure and record the lengths of the triangle.

3. Find the perimeter of the triangular shape.

4. Measure and record the lengths of the square.

5. Find the perimeter and area of the square shape.

6. Measure and record the lengths of the rectangle.

7. Find the perimeter and area of the rectangular shape.

8. identify and differentiate between a square and a rectangle.

9. state 5 properties of squares.

10. mention 5 properties of squares.

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SECOND TERM SECURITY EDUCATION

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DICTATION

THIRD TERM

PRIMARY 5

WEEK 1

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

1. spell and pronounce correctly.

2. use the dictionary meaning of words.

3. write as dictated.

The pupils can identify and spelling a given word.

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

Choose a suitable and appropriate methods for the lessons.

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

Scheme of Work

9 – Years Basic Education Curriculum

Course Book

All Relevant Materials

Online Information

**FOCUS LESSONS **

SPELLING AND PRONUNCIATION1. Merchandise

Mer-chan-dise

2. Bribery

Brib-er-y

3. Torture

Tor-ture

4. Corporal

cor-po-ral

5. Immediately

Im-me-di-ate-ly

6. Opportunity

Op-por-tu-ni-ty

7. Recognize

Rec-og-nize

8. Vacuum

Vac-u-um

9. Accidentally

Ac-ci-den-tal-ly

10. Ubiquitous

U-biq-ui-tous

WORDS AND THEIR MEANINGS

1. Merchandisemeans to buy or sell goods or commodities.

2. Briberymeans illegal gift or money used to influence people for favour.

3. Torturemeans deliberate act inflicts severe physical or mental pain for the purpose of extracting information, coercing a confession, etc.

4. Corporalis a military rank used by the militaries and sometime by the police.

5. Immediatelymeans at once, instantly, straightway, without any delay, etc.

6. Opportunitymeans a chance to do something.

7. Recognizemeans identify or know somethings or people.

8. Vacuummeans an empty space.

9. Accidentallymeans something that happens by mistake or without intention.

10. Ubiquitousmeans being everywhere at the same time or found everywhere.

1. Merchandise

2. Bribery

3. Torture

4. Corporal

5. Immediately

6. Opportunity

7. Recognize

8. Vacuum

9. Accidentally

10. Ubiquitous

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

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

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

3. Teacher displays chart showing pictures or images that present or describe some or most of the words.

4. Teacher lets pupils identify and describe the chart.

Pupil’s Activities – Identify and describe the chart.

5. Teacher uses the chart and pupil’s reasonable to introduce the 10 new words on a chart.

Pay attention to the lesson introduction to understand the concept of the lesson.

6. Teacher pronounces the 10 words correctly and guides pupils to identify, pronounce and spell the words correctly.

Pupil’s Activities – Identify, pronounce and spell the words correctly.

7. Teacher guides pupils as groups or pairs to find the 10 words and their meaning.

8. Teacher uses the pupil’s findings to explain each of the word.

Pupil’s Activities – Analyze the meaning of the 10 words in their communities.

9. Teacher gives pupils 5 minutes to study the words for dictation.

10. Teacher dictates the words with the correct intonation.

Pupil’s Activities – Listen carefully and the words dictated by the teacher.

11. Teacher summarizes lesson on the board using appropriate lessons evaluation.

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

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

Teacher asks pupils to,

1. identify, spell and pronounce correctly.

2. use the dictionary meaning of words.

3. write as dictated.

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WRITING

FIRST TERM

SECOND TERM

THIRD TERM

By the end of the lesson, most of the pupils should have attained the following objectives (cognitive, affective and psychomotor) and be able to:

1. describe the essential characteristics of their school;

2. write a composition about their school.

The pupils can identify and describe the characteristics of their school.

**INSTRUCTIONAL MATERIALS**

The teacher will teach the lesson with the aid of:

1. A suitable guided composition piece;

2. Composition prepared by the teacher.

Scheme of Work

9 – Years Basic Education Curriculum

MacMillan Brilliant Primary English school book 6

All Relevant Materials

A MOTOR PARKA motor park is a place or building reserved for parking cars.

My first visiting to Lagos State BRT motor park in Oshodi is amazing and orderly from what parks in Oshodi use to be.

The motor park is the biggest, world class bus terminal and one of its kind in Lagos and Nigeria.

It is one of the newest infrastructural development in Lagos to boost the transportation sector.

The motor park is not just a bus terminal. It has become the newest tourist destination in Lagos.

When every part of the facility opens fully, it will become a tourist hub. It will feature recreational and entertainment centres. It will have its museum, art gallery, fast foods, lounge, mall, hotel and tech hubs.

The purpose of the motor park is to create a central business district for road transportation in Lagos. It will also put Lagos at the forefront of transportation development in Africa.

The facility is highly secure. It has 24-hour security personnel and CCTV cameras installed in strategic areas of the terminal.

Source –Oshodi Transport Interchange, A World Class Terminal In Lagos

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

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

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

3. Teacher displays chart showing a motor park.

4. Teacher asks pupils to examine, identify and describe as a group or pair.

5. Teacher uses the chart and pupil’s responses to introduce the lesson and prepares a model composition and uses this to guide pupils.

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

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

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

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

**LESSON EVALUATION**

Teacher asks pupils to,1. identify and describe the physical features of your school.

2. give account to the following – number of teacher, classrooms, toilets, school bus, etc.

4. write a composition about your school.

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WRITING

FIRST TERM

SECOND TERM

THIRD TERM

By the end of the lesson, most of the pupils should have attained the following objectives – describe the identify and describe the main features of a motor park.

The pupils can read and write.

The teacher will teach the lesson with the aid of:

1. A suitable guided composition piece;

2. Composition prepared by the teacher.

Scheme of Work

9 – Years Basic Education Curriculum

MacMillan Brilliant Primary English school book 6

All Relevant Materials

A MOTOR PARKA motor park is a place or building reserved for parking cars.

My first visiting to Lagos State BRT motor park in Oshodi is amazing and orderly from what parks in Oshodi use to be.

The motor park is the biggest, world class bus terminal and one of its kind in Lagos and Nigeria.

It is one of the newest infrastructural development in Lagos to boost the transportation sector.

The motor park is not just a bus terminal. It has become the newest tourist destination in Lagos.

When every part of the facility opens fully, it will become a tourist hub. It will feature recreational and entertainment centres. It will have its museum, art gallery, fast foods, lounge, mall, hotel and tech hubs.

The purpose of the motor park is to create a central business district for road transportation in Lagos. It will also put Lagos at the forefront of transportation development in Africa.

The facility is highly secure. It has 24-hour security personnel and CCTV cameras installed in strategic areas of the terminal.

Source –Oshodi Transport Interchange, A World Class Terminal In Lagos

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

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

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

3. Teacher displays chart showing different motor parks.

4. Teacher asks pupils to examine, identify and describe as a group or pair.

5. Teacher uses the chart and pupil’s responses to introduce the lesson and prepares a model composition and uses this to guide pupils.

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

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

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

Teacher asks pupils to,

1. identify and describe the nearest motor park in your community.

2. write a composition on a park motor in your community.

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ENGLISH STUDIES

THIRD TERM

WEEK 2

PRIMARY 4

TOPIC – READING LETTERS WRITTEN TO AN OLD CLASSMATE, MOTHER AND AN OLD NEIGHBOUR

LEARNING AREA –Features of Informal Letters

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

1. Read the letter.

2. Do oral and written comprehension exercises on the letters.

3. Use the format in their own informal letters.

4. Use the unfamiliar words in the letters in their sentences.

The pupils can read and write.

The teacher will teach the lesson with the aid of:

1. Course book

2. Supplement readers

3. A short informal letter written on a cardboard or board.

Choose a suitable and appropriate methods for the lessons.

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

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

**CONTENT OF THE LESSON **** **

**FOCUS LESSON **

READING LETTERS –Informal letter contains its own format:

1. Friendship

Dearest mother

Warmth – yours sincerely

Affectionately

2. Chit chat

For example, What do you mean by not letting me hear from you?

Share jokes

Confidence, etc.

3. Main purpose of writing

4. Intimacy

INFORMAL LETTER (FORMAT)There is no set format when writing an informal letter. But there is a general pattern that people usually follow –

Sender address6, Segun Micheal Street,

Broad Road,

Apapa,

Lagos.

15th May, 2022

**Greetings **

Dear Dad, Uncle, Seun…..

**Body of the letter **

First paragraph – introduction

Second paragraph – Main content of the letter

Third,

Fourth, if any

Last paragraph – Conclusion

**End of the letter **

Lots of Love

Best,

Best Wishes,

Kind Regards,

Kindly,

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

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

2. Teacher organizes pupils in groups depending on the size of the class with sample of informal letter.

3. Teacher asks the groups or pairs to read and discuss the content of the letter.

3. Teacher uses the letter and pupils responses to introduce the lesson and reads out the informal letter.

Pupil’s Activities – Listen to teacher’s reading.

3. Teacher points out the format of informal letters.

Pupil’s Activities – Read a model letter.

4. Teacher points out the formal tone.

Pupil’s Activities – Discuss the main ideas in the letter.

5. Teacher highlights new words and their use and meanings in sentences.

Pupil’s Activities – Gives answers to questions provided by the teacher.

6. Teacher guides pupils to write an informal letter.

Pupil’s Activities – Write a letter to friends or family.

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

Pupil’s Activities – Participate actively in the summary of the lesson and write as instructed.

Teacher asks pupils to,1. read the letters.

2. do oral comprehension test.

3. use the unfamiliar words in their own sentences

ENGLISH STUDIES

THIRD TERM

WEEK 2

PRIMARY 4

TOPIC: COMPARING THINGS AND PERSONS ACCORDING TO WEIGHT, SIZE, HEIGHT, DISTANCE SHAPE AND QUALITY

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

1. Form positive, comparative and superlative of as many adjectives as possible.

2. Use each word in sentences.

3. Use regular and irregular adjectives.

4. Compare things that are equal.

The pupils can compare objects with different weights or sizes.

The teacher will teach the lesson with the aid of:

1. Cook book

2. Materials around the classroom

Choose a suitable and appropriate methods for the lessons.

Scheme of Work

9 – Years Basic Education Curriculum

Course Book

All Relevant Material

Online Information

REGULAR ADJECTIVESRegular adjectives describe nouns and usually end in er/est – comparatives and start with more/most – superlatives.

POSITIVE COMPARATIVE SUPERLATIVE

1. WEIGHT– Big – Bigger – Biggest

2. SIZE– Wide – Wider – Widest

3. HEIGHT– Tall – Taller – Tallest

4. DISTANCE– Long – Longer – Longest

Lead is heavier than feather – weight.

A mountain is bigger than a hill.

Michael is tall. Destiny is taller.

POSITIVE COMPARATIVE SUPERLATIVE1. important – more important – most important

2. intelligent – more intelligent – most intelligent

3. Beautiful – more beautiful – most beautiful

4. quiet – more quiet – most quiet

5. Gentle – more gentle – most gentle

IRREGULAR ADJECTIVESIrregular adjectives have irregular comparative and superlative forms.

POSITIVE COMPARATIVE SUPERLATIVE1. Good – Better – Best

2. little – less – least

3. much – more – most

4. bad – worse – worst

5. far – further/farther – furthest/farthest

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

2. Teacher organizes pupils in groups or pairs depending on the size of the class with sample of objects and chart showing objects with various weights and sizes.

3. Teacher asks pupils to compare and discuss their differences.

4. Teacher uses the sample and chart to introduce the lesson and explains when ‘more’ and ‘most’ are used and ‘as…. as’ is used. For example, she is as pretty as pretty can be. He is strong as lion.

Pupil’s Activities – Discus before comparing persons, things, etc.

- Use these words in sentences as possible, in groups and individually.

- Write down sentences using various adjectives of comparison. For example, Bola is as clever than her sister.
5. Teacher summarizes the lesson on the board with appropriate lesson evaluation.

Teacher asks pupils to,1. Form positive comparative and superlative of many adjectives correctly.

2. Use each word in two sentences.

3. Use regular comparison appropriately.

4. Compare things that are equal.

ENGLISH STUDIES

THIRD TERM

WEEK 1

PRIMARY 5

TOPIC:A MOTOR PARK

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

1. describe the essential characteristics of their family or school;

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

The pupils can read and write.

The teacher will teach the lesson with the aid of:

1. A suitable guided composition piece;

2. Composition prepared by the teacher.

Scheme of Work

9 – Years Basic Education Curriculum

MacMillan Brilliant Primary English school book 6

All Relevant Materials

1. A MOTOR PARKFollow the link –

A motor park

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

The name of my father is Mr. Samson Omotayo. He is a trader. He enjoys reading and listening to music when he is free. My mother’s name is Mrs. Samson Ruth. She is a fashion designer. She looks after the family. Every day she cooks meals for us. She teaches me and my brother at home.

My brother and I are students. I am 12 years old and I am in primary six. My younger brothers, Stephen is eight years old and he is in primary four. Nathaniel is six years old and he is in primary two. We enjoy playing together. We like watching cartoon on cartoon network.

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

3. MY SCHOOLThe name of my school is Oye Nursery and Primary School, No. 19 Estate Road, Lagos. My school is the best school in my community. My school is blue and white. I like to go to school every day. My class teacher is very kind and teaches us to follow school rules and regulation. My school is located at very nice place and away from all the crowd and noise of the city.

My school has a school’s anthem and pledge.

My school has lots of facilities such as one computer room, one library, one common reading room, two big playground. My school has classes for kindergarten, nursery and primary class students.

My school has around nineteen qualified teachers including men and women, one headteacher, two assistant headteachers, one cleaner and two gatemen.

My teacher teaches us well and makes us learn subjects in very creative and attractive ways.

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

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

3. Teacher prepares a model composition and uses this to guide pupils;

Pupil’s Activities – Write composition on the topic given by the teacher.

Teacher asks pupils to,1. describe their family or school environment;

2. describe members of their family noting their special characters;

3. list two special characters of a member of your family.

ENGLISH STUDIES

THIRD TERM

WEEK 1

PRIMARY 3

TOPIC: TEACHING OF NEW AND DIFFICULT WORDS

1. Introductory Activities

2. New Words/Difficult Words

3. Making Sentences with New/Difficult Word

4. Spelling and Dictation

6. Lesson Evaluation and Weekly Assessment (Test)

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

1. pick out new and difficult words from the week comprehension passages.

2. pronounce new and difficult words correctly.

3. write the meaning of new and difficult words in the passages.

4. make a sentence with these words.

5. attempt 70% (and above) of weekly assessment correctly.

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

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

Scheme of Work

9 – Years Basic Education Curriculum

MacMillan Brilliant Primary English school book 6

All Relevant Materials

NEW AND DIFFICULT WORDS1.

2.

3.

4.

5.

PRONUNCIATION OF NEW AND DIFFICULT WORDS

1.

2.

3.

4.

5.

MEANING OF NEW AND DIFFICULT WORDS1.

2.

3.

4.

5.

MAKING SENTENCES WITH THE NEW WORDS AND DIFFICULT WORDS1.

2.

3.

4.

5.

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

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

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

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

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

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

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

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

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

6. Summary the lesson with dictation.

Pupil’s Activities – Take part in the dictation.

7. Prepare weekly assessment (test) questions.

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

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

Teacher asks pupils to,

1. Pronounce and spell new and difficult words correctly.

2. Find the meaning of new and difficulty words.

3. Make sentences with new and difficult words.

4. Write dictated words correctly.

ENGLISH STUDIES

READING COMPREHENSION

FIRST SECOND THIRD TERM

WEEK 1 2 3…..

PRIMARY 4 5 6

TOPIC: AS STATE IN INReadingComprehension Plan Lesson Note for Upper Primary English Studies

By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to:

1. read the passage;

2. skim for the main points in passage;

3. scan for the specific information;

4. answer the questions.

The pupils can read and write.

The teacher will teach the lesson with the aid of:

1. Course book

2. Dictionary

3. Pictures

Choose a suitable and appropriate methods for the lessons.

Scheme of Work

9 – Years Basic Education Curriculum

Course Book

All Relevant Material

Online Information

CONTENT OF THE LESSONA reading passage selected from the course book based on regard and concern for interest of others.

Topic:

READING TO FIND THE MAIN POINTSNote – For reading focus, let pupils read the passage first.

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

2. Allows pupils to first read the questions.

3. Reads the passage to the pupils.

4. Lets pupils read the passage individually or in group.

Pupil’s Activities – Listen to the summary the teacher gave.

5. Leads a discussion on the content of the passage.

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

4. Highlights the main points.

5. Distinguishes the theme/subject matter of the passage;

Pupil’s Activities – Answer the questions asked.

Teacher asks pupils to,

1. read the passage correctly;

2. skim for the main points;

3. state the specific information in the passage.

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