• BASIC 5

• LESSON PLAN FOR 1ST TERM

WEEK: One
• CLASS: Basic Five
• SUBJECT: English language
TOPIC: Revision
• BEHAVIOURAL OBJECTIVES:At
the end of the lesson,
• pupils should be able to answer
questions on the previous topics
INSTRUCTIONAL MATERIAL:
Pictures, charts and textbook
REFERENCE MATERIAL: Nigeria
Primary English.
• Book 5 BUILDING A
BACKGROUND: Pupils are
familiar with the revised topics
CONTENT: REVISION
• Write out the past tense of the
following Eat 4.
• dance Drink 5. cry Work 6. forget

• WEEK: Two CLASS: Basic Five

SUBJECT: English language
TOPIC: Reading: Teaching of
New words, meaning and
comprehension;
• How I Spent My Last Holiday; The
tenses.
• BEHAVIOURAL OBJECTIVES:At
the end of the lesson,
• pupils should be able to: Read
and comprehend the passage
Learn new words Use the correct
forms of tenses in sentences
BUILDING A BACKGROUND:
Pupils
• are familiar with comprehension
passages and new words
INSTRUCTIONAL MATERIAL:
Pictures, charts and textbook
REFERENCE MATERIAL: Nigeria
Primary English.
• Book 5 CONTENT: READING:
Now read the passage carefully
and try to remember the facts in
it.
• CREATION MYTHS A myth is an
ancient story that explains
something very important to
people in a particular region.
• Older people tell these stories to
younger people in every part of
the world. All storytellers change
these stories when they tell them;
• so there are now many different
versions of the same myth. Much
later, people began to write them
down.
• A creation myth is a myth that
explains how the universe, the
Earth or life began.
• There are hundreds of wonderful
creation myths in every country
and region. Here are some from
Nigeria.
• The first example is a creation
myth known to our Efik people.
The creator, Abassi,
• made a man and a woman but he
did not want them to live on Earth.
His wife, Atai,
• persuaded him to let them be
here. Abassi wanted to control the
humans, so he made them eat all
their meals with him.
• He did not want them to grow
food or hunt. He also ordered
them not to have children.
However,
• the woman was fed up and she
began growing food. Then the
man joined his wife in the fields
and they stopped coming to eat
• with Abassi. Soon they had
children. Abassi was very angry
and blamed his wife for what
happened. She promised to do
something about it.
• She sent death to Earth and she
also sent arguments and fighting
to weaken the power of the
people.
• Use examples in the passage to
choose the correct word from
each pair in brackets.
• 1 I’m writing (down/up) the names
of friends I want to come to my
party. 2 The story is known
(to/about) children in this area.
• There are millions of people living
(in/on) Earth. Bayo is fed (with/up)
because he has no money for ice-
cream.
• 5 He blamed me (for/by) missing
the bus! NEW WORDS Ancient 2.
Myth 3. Versions 4. Bored 5.
• Empty
• GRAMMAR Fill in the gaps with
the most appropriate form of
tenses.
• She ------ rice and beans last
night.
• ( eat )
• The old woman---- from the tree. (
fell )
• My father --- a red jeep. ( drive)
Who ……………… the flower
vase?
• ( break ) She rice and beans.
( prepare)
EVALUATION: Pupils are
evaluated thus: Write a
composition on the topic ‘How I
Spent My Last Holiday’
WEEK: Three CLASS: Basic Five
SUBJECT: English language
TOPIC: A.
• Speech work: Sentences in the
passive voice ‘with and without an
agent’ Structure: Mastering of the
passive voice construction
change active sentences into
passive voice
• Grammar: Relative clauses using
words such as “who”, “which”, and
“that” Writing: Writing abbreviated
forms of letters e.g.
• Telegrams format/content
BEHAVIOURAL OBJECTIVES:At
the end of the lesson, pupils
should be able to: Change
sentences in active voice to
passive voice correctly use ‘who’,
• ‘which’, ‘that’ Write abbreviated
forms of letter
• BUILDING A BACKGROUND:
Pupils are familiar with
abbreviated forms of letters and
construction of sentences in
active and
• passive voices INSTRUCTIONAL
MATERIAL: Pictures, charts and
textbook REFERENCE
MATERIAL: Nigeria Primary
English. Book 5
• CONTENT: STRUCTURE Active
and Passive voice In active voice,
• the subject performs the action
and the action is received by the
object. E.g: I ran into the class.
Dupe took the lunch box.
• Passive verbs tell us about the
person or thing that the action in a
sentence is happening to.
• It is not always clear who or what
is doing the action, as in: The car
was stolen.
• We do not know who stole the
car. GRAMMAR Relative Clause
using ‘Who’,
• ‘Which’ and ‘That’ Relative
clauses are used to join two or
more sentences together using
‘who’, ‘which’, and ‘that’
Examples: This is my aunt.
• She is staying with us. This is my
aunt who is staying with us. Next
weekend is the party. I told you
about it.
• Next weekend is the party which i
told you about. Here is the book. I
promised to give it to you.
• Here is the book which I promised
to give you
• WRITING ABBREVIATED
FORMS OF LETTER An
abbreviated form of letter is a
short form of
• letter usually in form of a telegram
or a text message. It doesn’t
contain addresses titles etc.
Examples: Daddy, please bring
my books.
• Am in school. Tomorrow is my
birthday. 9am prompt. Be
punctual I will be absent in school
today because am not feeling
well.
• Tell my teacher. EVALUATION:
Pupils are evaluated thus: Write
these pairs of sentences as one
sentence using ‘who’, ‘which’, or
‘that’. There’s the boy.
• He broke the window. That’s the
old woman. She helped the infant
up when he fell down. 3 Is that
the bike?
• You got it for your birthday. 4 Can
I borrow the magazine? You
bought it this morning. 5 Have you
watched the DVD I lent it to you
last week?
• WEEK: Four CLASS: Basic Five
SUBJECT: English language
TOPIC: A.
• Speech Work: Intonation practice
in statement Questions command
and request
• Reading: Teaching of new words
meaning and Comprehension
Grammar: Paragraphs major and
minor Characters Writing:
• My best friend
• BEHAVIOURAL OBJECTIVES:At
the end of the lesson, pupils
should be able to: Use the correct
intonation in statements,
• command and request Learn new
words Explain the concept of
major and minor characters
• Write a composition on the topic
‘My Best Friend’ BUILDING A
• BACKGROUND: Pupils are
familiar with intonation and
composition writing
INSTRUCTIONAL MATERIAL:
Pictures, charts and textbook
REFERENCE MATERIAL: Nigeria
Primary English.
• Book 5 CONTENT: INTONATION
IN STATEMENTS, COMMAND
AND REQUEST Intonation has to
do with the falling and rising of our
reading tone.
• Example: Is there a snake on the
kitchen floor? ( Yes/No Question)
No, there isn’t. ( Statement) May i
use the bathroom please?
• ( Request) When are you going
home? (Question)
• GRAMMAR MAJOR AND MINOR
CHARACTERS EVALUATION:
Pupils are evaluated thus: Using
an arrow,
indicate the appropriate intonation
for each of these sentences. Do
we have some sugar at home?
Where is my school bag? I need
to rest. Can I have some stew?
Are you going home now?
• WEEK: Five CLASS: Basic Five
SUBJECT: English language
TOPIC: Speech Work: Reading
poem on good
• Neighborliness; Reading:
Teaching of new words meanings
and Comprehension; Grammar:
Formal letter to a village head or
any Other constituted authority;
• Writing: Features of formal and
informal letters BEHAVIOURAL
OBJECTIVES:At the end of the
lesson,
• pupils should be able to: Read
and comprehend a poem Learn
new words State the features of a
formal letter Write a formal letter
BUILDING A BACKGROUND:
Pupils are familiar with letter
writing and poems
INSTRUCTIONAL MATERIAL:
Pictures, charts and textbook
REFERENCE MATERIAL: Nigeria
Primary English.
• Book 5 CONTENT: Speech Work
A POEM Take turns to read
different lines of the poem. Pay
serious attention to its message.
• The girl who was too busy
chatting Different Attention
Chatting NEW WORDS She didn’t
stop, look or listen,
• just carried on with her
conversation and crossed the
road. Now look what’s happened.
• She’s bandaged all over because
a car hit her in every imaginable
place, including her face. Her
friends were the same and shared
the blame.
• Lumps and bumps came up in
clumps Conversation Cross
Happened Imaginable Lumps
Bump Clumps Bandaged Writing
FEATURES OF FORMAL AND
INFORMAL LETTERS
EVALUATION: Pupils are
• evaluated thus: Find the
dictionary meaning of these words
and use each of them in a
sentence Different Attention
Chatting Conversation Cross
Happened Imaginable Lumps
• Bump [Link] Write a letter to
your village head requesting that
the road to your village be
repaired.
• What are the differences between
a formal letter and an informal
letter

• WEEK: Six CLASS: Basic Five

SUBJECT: English language
TOPIC: Speech Work: Making
polite
• requests; Structure: Sentence
building on reported speech;
Reading: Teaching of new words,
meaning and Comprehension;
• Grammar: Writing: Formal
invitation
• BEHAVIOURAL OBJECTIVES:At
the end of the lesson,
• pupils should be able to: Make
polite requests Change direct
speech to reported speech Learn
new words Design a formal
invitation BUILDING A
BACKGROUND: Pupils
• are familiar with making polite and
impolite requests
INSTRUCTIONAL MATERIAL:
Pictures, charts and textbook
REFERENCE MATERIAL: Nigeria
Primary English.
• Book 5 CONTENT: Speech Work
MAKING POLITE REQUESTS
Read this rude conversation in
pairs. A: Hey! Come here. B:
Why?
• A: I want to talk to you. B: What
about? A: Get me a glass of juice.
B: Have I got to?
• Now read this polite conversation
together. A: Excuse me. Would
you come here for a minute,
please? B: How can I help you?
• A: I’d like you to do something for
me, if you don’t mind. B: Not at
all. What can i do?.
• A: Would you mind getting me a
glass of juice, please? I’m thirsty.
• Structure: SENTENCE BUILDING
ON REPORTED SPEECH There
are two ways of reporting what
someone has said: either as
direct speech or indirect reported
speech.
• Direct speech quotes the exact
words spoken, while indirect
speech reports what someone
has said, but not in their exact
words. In writing,
• direct speech is put in quotation
marks (or inverted commas).
EVALUATION: Pupils are
evaluated thus: A. B.
• Look at this invitation carefully
and design a formal invitation
WEEK: Seven CLASS: Basic Five
SUBJECT: English language
TOPIC: Speech Work: Using the
telephone {Call
• and Response in telephone
conversation} Structure: Compare
and contrast polite intonation And
the rude or impolite
tone/intonation in Dialogue;
Reading: Teaching of new words,
meaning;
• Grammar: Comparison of formal
and informal Letters in request of
formal feature; Writing: Guided
composition on bicycle
BEHAVIOURAL OBJECTIVES:At
the end of the lesson,
• pupils should be able to: Carry out
telephone conversation Compare
and contrast polite and rude
intonation
• Compare formal and informal
letters Write a guided composition
• on bicycles BUILDING A
BACKGROUND: Pupils have
been making calls and are familiar
with bicycles
• INSTRUCTIONAL MATERIAL:
Pictures,
• charts and textbook REFERENCE
MATERIAL: Nigeria Primary
English. Book 5 CONTENT:
Speech Telephone conversation
The following are common words
used on telephone conversation
Structure INTONATION
• Choose a partner sitting near you.
A is the caterpillar and B is the
butterfly. Read the play aloud.
• Then change parts and act out
the dialogue. Say the questions
and answers with the correct
intonation. A: Hello. I’m a
caterpillar. What are you?
• B: I’m a butterfly. A: How did you
grow up to be so pretty? B: You’ll
be like me one day.
• Will you do what I tell you? A: Oh,
yes. Please tell me. B: Well. First,
eat as many leaves as you can.
• You will grow very fat. Then build
a house round yourself and stay
inside.
• GRAMMAR FORMAL AND
INFORMAL LETTER Study the
samples below on formal and
informal letters.
FORMAL LETTER INFORMAL
LETTER EVALUATION: Pupils
are evaluated thus: Write a letter
to your classmate telling him/her
that you will not be attending
his/her birthday party.
• WEEK: Eight CLASS: Basic Five
SUBJECT: English language
TOPIC: Speech Work: Intonation
practice;
• Structure: Reported speech;
Reading: Teaching of new words,
meaning and Comprehension;
• Grammar: Writing the opposite of
the underlined Words Writing:
Abbreviated forms of letter e.g.
Telegram BEHAVIOURAL
OBJECTIVES:At the end of the
lesson,
• pupils should be able to: Read
with the appropriate intonation
Learn new words Write the
opposites of given words Write a
telegram BUILDING A
BACKGROUND:
• Pupils are familiar with intonation
practices INSTRUCTIONAL
MATERIAL: Pictures, charts and
textbook REFERENCE
MATERIAL: Nigeria Primary
English.
• Book 5 CONTENT: SPEECH
WORK INTONATION PRACTICE
Choose a partner sitting near you.
Say this conversation together.
• Remember to use the correct
intonation for the questions and
statements. Hakeem: Hi, did you
enjoy school today? Ejike: Yes, I
did.
• We had a visit from the
webmaster. He taught us how to
use the Internet. Hakeem: That
must have been interesting.
• And what did he teach you? Ejike:
He taught us how to use search
engines to surf the net. Hakeem:
What’s a search engine?
• Ejike: A search engine is a
computer program that helps us
to find information on the Internet.
Hakeem: How does it work?
• Ejike: A search engine is compiled
by robot programs called spiders
or crawlers. Hakeem: What have
spiders and crawlers got to do
with the Internet?
• Ejike: They're not insects. They
are computer programs designed
to find web pages. Hakeem: Can
you give me examples of search
engines? Ejike: Google, Yahoo,
• and Metacrawler. Hakeem: How
do you use them? Ejike: Oh, just
type the subject or name of the
website you are searching for into
the
• search box, and click ‘Enter’ or
‘Go’. Within seconds, it will bring
up a lot of related topics or take
you straight to the specific
• website you want to visit.
Hakeem: Thank God for the
Internet. I think my homework has
just got a lot easier. Who visited
Ejike’s school?
• What did the visitor talk about?
Mention three search engines
given in the passage 4 What is a
search engine?
• 5 How can you use a search
engine? 6 Are search engines
insects?
ComNpEilWed,WinOteRrnDeSt,
visitor, designed, engine, website,
easier,
• information EVALUATION: Pupils
are evaluated thus: Find the
dictionary meaning of these words
and use each of them in a
sentence Compiled, internet,
visitor, designed,
• engine, website, easier,
information Write a telegram to
your friend, telling him/her to bring
your maths note to school Wite
out the antonyms of these
words Match the words in Column
A with their opposites in Column B
A B healthy mild clean general
raw ineffective effective dirty
severe cooked particular
unhealthy.
• WEEK: Nine CLASS: Basic Two
SUBJECT: English Language
TOPIC: Speech Work: Making
reports of statements,
Commands, questions changing
reports to direct; Speech;
• Structure: Sentence building;
Reading: Teaching of new words,
meaning and Comprehension;
Grammar: Intonation practice on
question Tags;
• Writing: Describing a house
BEHAVIOURAL OBJECTIVES:At
the end of the lesson, pupils
should be able to: Make reports of
commands,
• questions and statements Build
sentences and learn new words
Read question tags with the
appropriate intonation Describe a
house BUILDING A
BACKGROUND: Pupils are
familiar
• with intonation and composition
INSTRUCTIONAL MATERIAL:
Pictures, charts and textbook
REFERENCE MATERIAL:
Premier Primary English.
• Book 5 CONTENT: SPEECH
WORK
• WRITING
• EVALUATION: Pupils are
evaluated thus: Complete the
statements below with the
appropriate question tags.
• She killed a snake ? We are safe
now ? They are not around ? We
should stay in door ?
• They can’t remember the old
picture ?