WEEK1

Topic: Phonemic Awareness

Subtitle: Phonemic
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. Pronounce words correctly using their sound
2. Differentiate between sounds in words and correct intonation
Resources and materials:
Scheme of work
Online information
Instructional material: picture chart and flash card
Building Background/connection to prior knowledge: pupils are familiar with
numbers in hundred, tens and units from their previous classes.
CONTENT
Phoneme is an individual unit of sound in a given word or it is the smallest unit of
sound in a word that makes a difference in its pronunciation, as well as its
meaning, from another word. Example the /s/ in soar differentiate it from /r/ in
roar, as it becomes different from soar in pronunciation as well as meaning, other
examples are;
1. born /o/ and burn/u/,
2. firm/o/ and form/o/,
3. cot/o/and court/ur/
4. spot/o/ and sport/or/.
5. When/w/ and then/t/
6. Thin/t/ and chin/c/
7. Pin /i/ and pen/e/

Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation: underline and write the difference
1. Seem/seen
2. Pool/pull
3. Come/cone
4. Knew/know
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:
1. write five (5) pairs of phonemes
2. underline and write the difference
i. perch/porch
ii. then/than
iii. bad/had
iv. by/my

WEEK 2
Topic: Phonics I
Subtitle: Vowels and diphthongs
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. Produce vowel sounds and diphthongs
2. Write out words containing vowels and diphthongs
3. Differentiate between vowels and diphthongs by producing them correctly

Resources and materials:

Scheme of work
Online information
Instructional material: picture chart and flash cards
Building Background/connection to prior knowledge: pupils are familiar with
the topic in their previous classes.
CONTENT
Vowels and diphthongs
Vowels are sound that are not pronounced by the touch of two organs of vocal
tract, rather it is just an air-stream. There are three types of vowels;
1. Short vowels: are one phoneme vowels because their sound is not prolonged
and do not have diacritic(:).
2. Long vowels: they have diacritic(:) which is a colon like two dots symbol
examples/i:/, /a:/, it’s prolongs the sound of the vowel.
3. Diphthongs: are addition of two vowel sound together and the voice moves
from one to another, examples, /ai/and /ei/.
Short vowels
i. Got
ii. Sit
iii. Cap
iv. Put
v. Ten
long vowels
i. See
ii. Bird
iii. Saw
iv. Too
v. Father
Diphthongs
/ai/ /ei/
i. Kite cake
ii. Sky wake
iii. Ride name
iv. Nine steak
v. My skate
vi. Flytake
vii. Bybreak
viii. Micemaid
 ix. Licesake
x. Timepaint
xi. Twicegreat
xii. Whyrain
xiii. Eye eight
xiv. Buy rake
Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. Underline the diphthong, that is /ai/ and /ei/
File, fail, light, late, tile, tail, bike, bake, pay and pile.
2. Write five words with long vowels.
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:
1. Write 10 words with diphthongs.

WEEK 3
Topic: Phonics I
Subtitle: Multi Syllabic words
Learning Objectives:At the end of this this lesson,pupils should be able to:
1. Produce multisyllabic words 2 and 3 syllable words.
2. Identify 2 and 3 syllable words
3. Complete 2 and 3 syllable words
Resources and materials:
Scheme of work
Online information
Instructional material: charts
Building Background/connection to prior knowledge: pupils are familiar with
the topic in their previous classes.
CONTENT
Multi-syllabic words
A syllable is a word or part of a word that contains a single vowel sound. When
we pronounce a word, we can divide it into one or more syllables. For example,
‘book’ has one syllable, ‘sis-ter’ has two syllables, and ‘e-le-phant’ has three
syllables. There are two types of syllables: a stressed syllable and an unstressed
syllable.
1. A stressed syllable is one that is pronounced with greater force than other
syllables in the word.
2. An unstressed syllable is one that is pronounced with less force than other
syllables. We can mark stressed syllables with a very short stroke (ˈsister) or
write them in capital letters (SISter).
Listen and imitate as I say these words in column A with two claps and the words
in column B with three claps to show the number of syllables.
2 syllable words:
En/list
Prob/lem
Sun/set
Kid/nap
Vel/vet
Pen/cil
Fal/con
Lob/by
Nap/kin
Men/tal
In/vent
Vis/it
Sud/den
Den/tist
Cob/web
Ca/bin
Jun/gle

3 syllable words
Ter/ri/ble
Ca/pi/tal
Pas/sen/ger
o/lym/pic
ca/pi/tal
re/gis/ter
ae/ro/plane
en/ve/lope
ma/na/ger

Strategies& Activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. Exercise 3 and 4, page 76 of Nigeria Primary English Book 3
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:
1. Group into 2 or 3 syllable
 Basket, balloon, umbrella, neighbourhood, bicycle, library, bedroom,
bedtime, berry, obedient, anybody, celebration, potato, salad, roller, bacon,
baby, person, denominator.
WEEK 4
Topic: Phonics III
Subtitle: Regular and irregular plurals
Learning Objectives:At the end of this this lesson,pupils should be able to:
1. Identify regular and irregular plurals
2. Use regular and irregular plurals in simple sentences

Resources and materials:

Scheme of work
Online information
Instructional material: picture chart and flash card
Building Background/connection to prior knowledge: pupils are familiar with
the topic in their previous classes.
CONTENT

Regular and irregular plurals

Plurals that are made by simply adding ‘-s’ or ‘-es’ to the singular noun (or
pronoun) are called regular plurals.
Other kinds of plural are called irregular plurals: have addition of ies, remove f or
fe and add ves.
Regular plurals
Wish – wishes
Fox – foxes
Boy – boys
Guy – guys
Keys – keys
Holiday – holidays
Tomatoes – tomatoes
Hero – heroes
Echo – echoes
Book – books

Irregular plurals
Wife – wives
Child – children
Foot – feet
Life – lives
Leaf – leaves
Thief – thieves
Wolf – wolves
Mouse – mice
Tooth – teeth
Man – men
Company – companies
Goose – geese
Woman - women
Strategies& Activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
In tabular form arrange regular and irregular plurals: dishes, foxes, pencils, dogs,
scissors, children, babies, buses, butterflies, teeth, boats, goats, people and cakes.
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:
1. Fill in the blank spaces with the correct singular form.

1 a) The men are very hardworking.

b) The ____________ is very hardworking.
2 a) I have been walking about since morning. My feet hurt.
b) I have been walking about since morning. My left ____________ hurts.
3 a) The farm is full of mice.
b) I saw a big ____________.
4 a) The women obeyed and attended the meeting.
b) The ____________ obeyed and attended the meeting
2. Give the singular forms of these words
i. sheep
ii. cats
iii. tables
iv. potatoes
vi. berries
vii. vi. scissors
WEEK 5
Topic: Fluency
Subtitle: Stress and intonation
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. read simple sentences correctly with the appropriate stress and intonation
2. respond to simple command
Resources and materials:
Scheme of work
Online information
Instructional material: flash cards and picture charts
Building Background/connection to prior knowledge: pupils are familiar with
the topic in their previous classes.
CONTENT
Stress and Intonation
Stress refers to the force you use when saying a syllable or word which makes it
sound louder and stronger than other syllables or words in the sentence. In writing,
stressed syllables can also be shown with capital letters, e.g. CAPtain.
While, intonation describes how the tone of your voice rises and fall in a speech.

Examples of stress on words

LADder, RABbit, HANDbag, CHICKen, balLOON, shamPOO, caTARRH,
canTEEN, maCHINE, guitar, caNOE,
CARRot, Basket, arTISTE, RULer,CRAYon.
Intonation
Tongue twisters
Read the tongue twisters and stress the syllables or words in capital letters.
There ONCE was a FLY on the WALL.
I wondered, ‘Why DIDn’t it FÅLL?’
WERE its feet STUCK?
Or WAS it just LUCK?
Or does GRAvity miss
Things so SMÅLL

I KNEW a MAN whose NAME

was SHAW.
HE ATE a ROCK and BROKE
his JAW.
WHAT do you THINK?
He SAID, with a WINK.
PerHAPS it’s BAD to EAT them RAW.

Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:Using capital letter indicate the stress parts of these
words
a. Trophy
b. Castle
c. Discuss
d. Table
e. gravel
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:
Using capital letter indicate the stress parts of these words
a. Travel
b. Delay
c. Cartoon
d. Promise
e. garden
WEEK 6
Topic: Fluency
Subtitle: Reading
Learning Objectives:At the end of this this lesson,pupils should be able to:
1. Read a story appropriately
2. Identify values and lesson in the story
Resources and materials:
Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with
the topic in their previous classes.
CONTENT
Fluency reading. page 15-16 of Nigeria Primary English Pupils’ Book 3
The boy who had courage
One day, thieves came to a big house near our village. They came in the middle of
the night and hid their car in a bush. They went into the house and told everybody
to lie down. They stole many things: a radio, a television set, and all the money in
the house.
A boy lived in a little house near the big house. He had heard a sound that woke
him up. He looked out and saw the thieves, but they did not see him. He ran out to
call for help. He ran quietly along a bush path to call the villagers. They all came
back with him quietly and hid in the bush. When the villagers saw the thieves’ car,
four of them pushed it gently through the bush to the chief’s house.
Later, the thieves came out with all the things they had stolen. They wanted to get
away but they could not find their car. The villagers then pounced on them and
began to beat them. They took the thieves to the chief’s house. They got back all
the things the thieves had stolen and the villagers were very happy that they had
caught the thieves. They carried the boy high on their shoulders and said, ‘You are
our hero!’ In the morning, they took the thieves to the police station.
At the end of reading, the pupils should each tell what lesson they have learnt from
the story. And also identify and familiarize new words.
Strategies& Activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:1 Who came to the village in the middle of the night?
2 What did they do in the big house?
3 What did the thieves steal?
4 Who called for help from the villagers?
5 What happened to the car the thieves had hidden in the bush?
6 Were the thieves caught?
7 Where did the villagers take the thieves in the morning?
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:Listening and speakingpage 15 of Nigeria Primary English Pupils’
Book 3, read dialogue and answer exercise 1 and 2.

WEEK 7
Topic: Comprehension I
Subtitle: Road safety
Learning Objectives:At the end of this this lesson,pupils should be able to:
1. Listen carefully to the story and also re-read
2. Re-tell the story in their own words
3. Answer questions on the main point in the story

Resources and materials:

Scheme of work
Online information
Instructional material: picture chart and flash cards
Building Background/connection to prior knowledge: pupils are familiar with
the topic in their previous classes.
CONTENT
Road Safety
Page9-10 of Nigeria Primary English Pupils’ Book 3

Road safety refers to methods and steps taken to reduce the danger of a person
using the road being killed or injured. Users of roads are pedestrians (people who
are walking), cyclists (people riding bicycles), motorists (people driving cars), and
passengers (people travelling in vehicles).
To use the roads safely, road users should follow road safety rules. A pedestrian
should use the zebra crossing when crossing a busy road in the city. Where there is
no zebra crossing or a pedestrian bridge, he should carefully watch the vehicles
coming from both sides of the road. Then he should cross when it is safe. No one
should use the phone or read a newspaper while crossing a road.
Drivers should also follow road traffic safety rules. They should always take their
driver’s licenceand other car documents with them when they drive. A driver
should not drink alcohol before or while driving. He should not drive under the
influence of drugs. A driver should obey all traffic signals, lights, and signs. If a
driver wants to change lanes, he should use the indicators on his car, or use his
hand. A driver should not speed or overload his vehicle. A driver should not use
the phone while driving. If he must use the phone, he should move aside, park his
car safely, and then use the phone. A driver should always use the seat belt in his
car. He should not drive when he is tired.
Strategies& Activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1 What is road safety?
2 Who are pedestrians?
3 What word is used in the passage for people travelling in a vehicle?
4 Mention two things a pedestrian should do when using the road.
5 What should a driver do if he wants to change lanes?
6 Mention three things a driver should not do while driving.
7 Mention two things a driver should do to keep the road safe.
Write T (true) or F (false) in the boxes below.
1 People riding bicycles are called pedestrians.
2 A pedestrian should always use zebra crossings.
3 Drivers should obey traffic rules.
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:
 1. Using the following words, make 6 sentences
i. Driving licence
ii. Alcohol
iii. Influence
iv. Traffic light
v. Indicator
vi. Overspeed

WEEK 8
Topic: Comprehension II
Subtitle: Reading
Learning Objectives:At the end of this this lesson,pupils should be able to:
1. Read non-fiction passage correctly
2. Answer questions on the passage

Resources and materials:

Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with
the topic in their previous classes.
CONTENT

An old man and his three sons: page 26 Nigeria Primary English
A very long time ago, there was an old man who had three sons. These three
brothers did not love one another as brothers should, but were always quarrelling,
fighting, and abusing one another. The old man was very unhappy about the
behaviour of his sons. So, he thought carefully and decided on the way of making
them change their bad behaviours.
As the old man lay on his deathbed, he called all his sons before him. He sent out
the youngest to bring three sticks. When he had brought them, the old man tied the
sticks together and gave them to his eldest son and asked him to break them. He
tried, but could not, as the sticks were too strong to break. The second son tried but
failed, and so did the third son.
The old man then untied the sticks and divided them among his sons so that they
might break them. This time, they broke the sticks easily. The old man then said,
‘You can now see that it is good to stay together as brothers. Three can stand
together firmly, but it is impossible for one to stand alone.’

Summary
The pupils should be able to discuss what the understand from the comprehension,
the comprehension message speaks about unity, just like the three sticks together
cannot be broken, if we come together we too will not be broken but live in unity,
bring out progress in our school, school, home and society at large.
Strategies and activities:
Step1:Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. Why was the old man unhappy with his sons?
2. Mention three things the three brothers were always doing.
3. When did the old man call his sons together?
4. Who did the old man send to bring the sticks?
5. Who among the three sons broke the three sticks when they were tied
together?
6. Who among them could break the sticks when they were separate?
7. What lesson can we learn from the story?
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:
Use words from the passage to fill in the blanks below.
1 The old man was ____________ about the behaviour of his sons.
2 The old man ____________ of how to make his sons change.
3 The old man lay on his ____________.
4 The old man ____________ three sticks together and asked them to break them.
5 The sticks were too ____________ to break.
WEEK 9
Topic: Comprehension III
Subtitle: Poem
Learning Objectives:At the end of this this lesson,pupils should be able to:
1. Read simple poems
2. Identify values and lesson in poem

Resources and materials:

Scheme of work
Online information
Instructional material: flash card and picture chart
Building Background/connection to prior knowledge: pupils are familiar with
the topic in their previous classes.
CONTENT

Courtesy: Page 3 of NPE Book 3

Many of us are courteous and polite
Even with strangers we are meeting.
But being nice has much more might
As it lasts longer than just a greeting.

Thank you, you’re welcome, and please

Are words most are taught as a child,
But being a really nice person with ease,
Takes a very long, long while.
(by Jean Gorney)
Strategies and activities:
Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. Mention 3 courtesy words
2. Two ways to show courtesy

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:
1. When we receive gifts from our elders, we are expected to
say………………………
2. Should we be polite to strangers?
WEEK 10
Topic: Comprehension IV
Subtitle: Calendar
Learning Objectives:At the end of this this lesson,pupils should be able to:
1. Read information on calendars
2. Obtain information from calendar

Resources and materials:

Scheme of work
Online information
Instructional material: picture chart
Building Background/connection to prior knowledge: pupils are familiar with
the topic in their previous classes.
CONTENT: CALENDAR; calendar is a system by which time is divided into
days, weeks, months and years
Days of the month: Thirty (30), days has September, April, June and November.
All the rest are thirty-one expecting February which has but twenty-eight (31),
days clear and twenty-nine days in each leap year. There are 365 days an ordinary
year and 366days in a leap year.

Strategies and activities:

Step1:Teacher revises the previous topic.
Step2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils’ questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. How many months are there in a year?
2. How many days are there in February?
3. Which month do we celebrate Christmas?

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.
Assignment:
1. How many days are there in a year?
2. In which month do we celebrate Nigeria’s independence?
3. Your birthday, that is day, month and year.