Passages Based on Illustrating ‘When’ Adverbial Structures in Longer Sentences Primary 5 (Basic 5) Third Term Week 2 English Studies

PASSAGE BASED ON ILLUSTRATING “WHEN” ADVERBIAL STRUCTURES IN LONGER SENTENCES PRIMARY 5 (BASIC 5) THIRD TERM WEEK 2 ENGLISH STUDIES

ENGLISH STUDIES

THIRD TERM

WEEK 2

PRIMARY 5 (BASIC 5) 

THEME – STRUCTURE

TOPIC – PASSAGE BASED ON ILLUSTRATING “WHEN” ADVERBIAL STRUCTURES IN LONGER SENTENCES

LEARNING AREA

1. Introduction

2. Examples of “When” in Longer Sentences

3. Passages Based on Illustrating ‘When’ Adverbial Structures in Longer Sentences

4. Practice Exercise

5. Summary

LEARNING OBJECTIVES 

By the end of the lesson, pupils should be able to:

1. Explain the meaning of “when” as an adverbial structure.

2. Identify sentences that contain “when” clauses.

3. Read passages with correct understanding.

4. Construct longer sentences using “when”.

5. Use “when” correctly in writing and speech.

6. Answer comprehension questions based on the passage.

ENTRY BEHAVIOUR

Pupils have previously learned about linking words such as and, but, because, so, before, and after. They also know how to construct simple and compound sentences.

This lesson builds on that knowledge by introducing how the word “when” is used to connect two actions in a sentence and show the time an action happens, making sentences longer and clearer.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Sentence charts

2. Whiteboard and marker/chalkboard and chalk

3. English textbook

4. Flashcards

5. Pupils’ notebooks

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

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

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

CONTENT OF THE LESSON

INTRODUCTION

The word “when” is used as an adverbial structure to show the time an action takes place. It helps us to join two actions in a sentence and make the sentence longer and clearer.

“When” tells us at what time something happens or what is happening at the same time as another action.

Examples of “When” in Longer Sentences:

• I was eating rice when my friend came to visit me.

• The teacher entered the class when the pupils were reading.

• She smiled when she saw her mother.

• The bell rang when we were writing our test.

• I was sleeping when my father returned home.

• We were playing football when it started to rain.

• He shouted when he saw the snake.

• The pupils were singing when the principal entered.

• I felt happy when I passed my examination.

• The children were eating when the lights went off.

• She was dancing when her friend arrived.

• The phone rang when I was bathing.

• I was writing when the teacher called my name.

• They were laughing when the joke was told.

• The dog barked when a stranger came near the house.

Importance of the Lesson

This lesson helps pupils to:

• Show time in sentences correctly.

• Join two actions in one sentence.

• Write longer and clearer sentences.

• Improve writing and speaking skills.

In this lesson, pupils will learn how to use “when” to construct longer sentences and express actions happening at specific times.

READING PASSAGE: A Day in School

Ayo is a Primary Five pupil. He wakes up early in the morning when the sun is just rising. When he finishes brushing his teeth, he takes his breakfast. He goes to school when it is 7:30 a.m.

When Ayo gets to school, he greets his teacher and friends. He listens carefully when the teacher is teaching. When the bell rings, the pupils go for break. He is always happy when he learns new things in class.

Comprehension Questions

1. Who is Ayo?

2. When does Ayo wake up?

3. What does Ayo do after brushing his teeth?

4. What time does Ayo go to school?

5. What does Ayo do when he gets to school?

6. What happens when the bell rings?

8. What does Ayo do when the teacher is teaching?

9. When is Ayo happy?

ANSWERS

1. Ayo is a Primary Five pupil.

2. He wakes up early in the morning when the sun is just rising.

3. He takes his breakfast.

4. He goes to school when it is 7:30 a.m.

5. He greets his teacher and friends.

6. The pupils go for break when the bell rings.

7. He listens carefully when the teacher is teaching.

8. He is happy when he learns new things in class.

PRACTICE EXERCISE

A. Answer the Questions.

1. What is the function of “when” in a sentence?

2. Give two examples of sentences using “when”.

3. What happens when the bell rings in school?

4. Why do we use “when” in sentences?

5. Identify one sentence from your textbook that uses “when”.

B. Fill in the Blanks with “when”.

6. I was sleeping ______ my mother called me.

7. The pupils were writing ______ the teacher entered.

8. She smiled ______ she saw her friend.

9. We were playing ______ it started to rain.

10. The bell rang ______ the pupils were in class.

C. Join the Sentences Using “when”.

11. I was eating. My friend arrived.

12. The teacher entered. The pupils were reading.

13. She was singing. The principal came in.

14. The phone rang. I was bathing.

15. The children were playing. It started to rain.

ANSWERS

1. “When” shows the time an action happens and joins two actions in a sentence.

2. Any correct sentences using “when” (e.g. I was eating when my friend came).

3. The pupils go for break when the bell rings.

4. To show the time an action happens and join two actions.

5. Any correct sentence from textbook.

6. when

7. when

8. when

9. when

10. when

11. I was eating when my friend arrived.

12. The teacher entered when the pupils were reading.

13. She was singing when the principal came in.

14. The phone rang when I was bathing.q

15. The children were playing when it started to rain.

SUMMARY

Pupils learned that “when” is used to show time in sentences and helps to join two actions happening at the same time or one after another.

PRESENTATION

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

1. The teacher introduces the lesson by asking pupils:

• What do you do when you wake up in the morning?

• What happens when the bell rings?

• When do you go to school?

Pupils’ Activities: The pupils respond orally.

2. The teacher explains that “when” is used to show the time an action happens.

Pupils’ Activities: The pupils listen attentively.

3. The teacher writes examples on the board:

• I was eating rice when my friend came.

• The bell rang when the pupils were writing.

Pupils’ Activities: The pupils read after the teacher.

4. The teacher explains that “when” joins two actions in one sentence to make it longer and clearer.

Pupils’ Activities: The pupils repeat the explanation.

5. The teacher reads the passage A Day in School aloud with correct expression.

Pupils’ Activities: The pupils listen carefully.

6. The teacher identifies sentences with “when” in the passage.

Pupils’ Activities: The pupils point out the sentences.

7. The teacher guides pupils to construct their own sentences using “when”.

Pupils’ Activities: The pupils form sentences orally and in writing.

8. The teacher corrects pupils’ mistakes in grammar and sentence structure.

Pupils’ Activities: The pupils make corrections.

9. The teacher asks pupils comprehension questions based on the passage.

Pupils’ Activities: The pupils answer questions.

10. The teacher summarizes the lesson by revising the use of “when” in sentences.

Pupils’ Activities: The pupils participate in the summary.

CONCLUSION

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

LESSON EVALUATION 

Teacher asks pupils,

1. What is the function of “when” in a sentence?

2. Give two examples of sentences using “when”.

3. Identify two sentences from the passage that use “when”.

4. What happens when the bell rings?

5. Construct one sentence using “when”.

6. Why do we use “when” in sentences?