SUNDAY

MONDAY
Subject English Class Year 4 JUJUR

Day / Date Monday, April 29, 2024 Time 7.30-8.30AM

Week 7 Lesson number 15

World of Self, Family and

Theme Topic My Week
Friends

CCE Language 21st CL Singing , TPR activitiy

Differentiatio
Time Thinking Skill Applying
n Strategy

Flashcards, audio,
Assessment Task Teaching aids
textbook, worksheet.

Language / Grammar Focus: Expressing likes and skills (present tense): e.g. I like/love…
/ I’m good at…

PUPILS’ ASPIRATION

Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / / l
g skills p skills proficiency spiritualit
identity
y

SKILLS

Complementar
Main Listening Listening
y

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2 Understand meaning in a variety of 1.1 Recognise and reproduce target

familiar contexts language sounds

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

1.2.2 Understand with support specific 1.1.1 Recognise and reproduce with
information and details of longer simple support a wide range of target language
texts phonemes

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to listen to the song and match the able to identify and say the rhyming words
verses to at least five corresponding (too & you) in the song correctly.
pictures.

SUCCESS CRITERIA
Pupils can:
a. match the verses to at least five corresponding pictures based on the song heard.
b. say the rhyming words (too & you) in the song correctly.

LEARNING OUTLINE

1. Stick the school subject flashcards on the board.

2. Point to each flashcard and say the phrases out loud.
LESSON
PRE-

3. Encourage pupils to listen and repeat.

4. Ask pupils what their favourite subject is and encourage them to explain their
reasons.

5. Activity 1:
a. Introduce the subjects vocabulary using the flashcards and ask pupils to
raise their hands to say if they like and/or are good at a subject. (SB pg 15)
b. Ask pupils to repeat the words after you.
c. Distribute task sheet and introduce the task.
d. Say the subjects, pupils listen and number the corresponding subjects.
e. Pupils compare their answers in pairs before the class check.
6. Activity 2:
LESSON DEVELOPMENT

a. Distribute task sheet and explain the task.

b. Play the song once and have pupils listen. (track 19)
c. Play the song a second time, and have pupils match the verses to the
corresponding pictures. (assessment)
d. When pupils feel comfortable, invite them to sing along.
e. Draw attention to the rhyming words in the song (too & you) and write the
words on the board.
f. Point to each word randomly and have pupils to say the words. You could
vary the speed.
7. Activity 3:
a. Pupils take out their textbooks or distribute subjects flashcards.
b. Play the song and pupils have to raise the corresponding
textbook/flashcard when they hear them.
LESSON
POST-

7. Play the song and have pupils sing along.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils name and draw their Pupils draw and talk about Pupils draw and write
favourite subject. their favourite subject. about their favourite
subject.

REFLECTION ATTENDANCE:
a. _21__ /__26_ pupils are able to achieve the stipulated REMARK:
learning objective.
b. _5__ /__26_ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities
/ enrichment activities.
Subject English Class Year 6 TEKUN

Day / Date Monday, April 29, 2024 Time 9.30-10.30AM

Week 7 Lesson number 15

World of Self, Family and
Theme Topic Life in the past
Friends
Class discussion, pair
CCE Language 21st CL
work.
Differentiation Type and amount of
Thinking Skill Application
Strategy support
Assessment Task Teaching aids Textbook, worksheet.

Language / Grammar Focus: Informal written language (e.g. Yuck!; Ha! Ha! Ha!)

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and /
skills skills proficiency identity
spirituality
SKILLS
Main Reading Complementary Reading
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
3.2 Understand a variety of linear and non- 3.2 Understand a variety of linear and non-
linear print and digital texts by using linear print and digital texts by using
appropriate reading strategies appropriate reading strategies
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
3.2.1 Understand the main idea of simple 3.2.2 Understand specific information and
longer texts details of simple longer texts

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be able
able to read and understand the main idea to read and understand specific information
of the diary by answering at least two and details of the diary by identifying at least
questions correctly. four phrases that express the same meaning
as the sentences provided.
SUCCESS CRITERIA
Pupils can:
c. answer at least two questions about Samuel Pepys’ diary correctly.
d. write at least four phrases from the diary that express the same meaning as the
sentences provided.
LEARNING OUTLINE
 1. Show pupils the picture/extract from a diary and ask pupils what they can see.
2. Ask who they have learned about that kept a diary (Samuel Pepys).
PRE-LESSON

3. Show (or explain) how a blog can be a diary too.

4. Elicit sentences to compare diaries in the past and now using used to.
5. Ask pupils about their own diary-keeping habits.

6. Activity 1:
a. Ask pupils to remember the diary on pages 22-23. Ask Who wrote it?
(Samuel Pepys)
b. Pupils read the questions and complete the activity individually or in pairs.
(Assessment)(SB pg 28)
c. Check answers as a class.
7. Activity 2:
a. Refer pupils to the picture and elicit what they can see.
b. Ask pupils to read Gemma’s diary individually.
c. Ask a gist question such as Do you think Gemma had a good day?
Why/Why not?
DEVELOPMENT

d. Have pupils exchange their ideas in pairs before whole-class feedback.

LESSON

e. Ask Are diaries formal or informal? How do you know?

f. Pupils consider the style of the example diary entry.
8. Activity 3:
a. Read out each sentence and have pupils write the phrases that express the
same meaning. (Assessment)
9. Activity 4:
a. Ask pupils to read the diary entry again.
b. Pupils underline or highlight anything in the diary that was also true for them
yesterday.
c. It is possible that some pupils don’t underline anything.
d. Conduct feedback as a whole class, eliciting answers in full sentences using
too/also/as well.
LESSON

10. Post lesson 10 What about you?: Pupils work in pairs to share what they
POST-

remember from the lesson.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Have pupils tell a partner one Have pupils tell a partner two Have pupils write about at
thing they did yesterday. things they did yesterday. least two things they did
yesterday.
REFLECTION ATTENDANCE:
c. _21__ /_25__ pupils are able to achieve the stipulated REMARK:
learning objective.
d. _4__ /_25__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 5 YAKIN

Day / Date Monday, April 29, 2024 Time 10.30-11.00AM

Week 7 Lesson number 15

Theme World of Knowledge Topic Days

pair work, class

CCE Language 21st CL
discussion, quiz
Differentiatio Type and amount of
Thinking Skill Application
n Strategy support
Textbook, audio,
Assessment Task Teaching aids
worksheet.
Language / Grammar Focus: Adverbs of frequency: always, usually, normally,
often, sometimes, never
PUPILS’ ASPIRATION
Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / / l
g skills p skills proficiency spiritualit
identity
y
SKILLS
Complementar
Main Listening Writing
y
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.3 Communicate with appropriate
1.2 Understand meaning in a variety of
language form and style for a range of
familiar contexts
purposes in print and digital media
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
1.2.1 Understand with support the main
4.3.2 Spell a range of high frequency
idea of longer simple texts on range of
words accurately in independent writing
familiar topics
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE
By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to listen and understand the texts by able to spell high frequency words
matching the people with at least six correctly.
phrases correctly.
SUCCESS CRITERIA

Pupils can:
e. listen to the texts and match the people with at least 6 phrases correctly.
f. spell at least 80% of the words in the table and in sentences correctly.

LEARNING OUTLINE
 PRE-LESSON 11. Elicit days of week and choose pupils to write on board.
12. Find out pupils’ favourite day with a show of hands. Write numbers on board
below each day.
13. Ask: Which day is the favourite of most pupils? Why?

14. Activity 1:
d. Write ‘Daily Routines’ on board. (SB pg 22 Activity 1)
e. They look at the five table headings and read words in blue in Days and
Nights Quiz.
f. Explain words in blue are daily routines.
g. They write them in columns 1–5 in table. (Assessment)
h. Pupils compare with a partner.
i. They listen to CD1.21 and check answers.
j. Explain that we will come back to the Days and Nights Quiz next lesson.
LESSON DEVELOPMENT

15. Activity 2:
a. Play the video or CD1.22 for pupils to watch or listen and match the
people to the phrases. (Assessment)
b. Pause after each speaker to check answers.
c. Play the video or audio again if students find the task difficult. (DS)
16. Activity 3:
a. Draw a horizontal line on board. Write ‘never’ on left of line, ‘always’ on
right.
b. Pupils read adverbs in box. (SB pg 22 Activity 4)
c. Explain ‘normally’ means most of the time and give a personal example.
e.g. I normally have breakfast at 7.30am.
d. Elicit where to write the other four adverbs on board.
e. Pupils listen to CD1.22 again and complete sentences with an adverb.
(Assessment)
f. Check answers with the class.

17. Ask 3 or 4 quiz questions to review frequency adverbs.

LESSON
POST-

18. Pupils write the answers in their notebooks.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write at least two Pupils write at least three Pupils write at least four
sentences using sometimes, sentences using sometimes, sentences using
never, always, usually, often never, always, usually, often or sometimes, never,
or normally. normally. always, usually, often or
normally.
REFLECTION ATTENDANCE:
e. __9_ /__13_ pupils are able to achieve the stipulated REMARK:
learning objective.
f. _4__ /_13__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities
/ enrichment activities.
TUESDAY
Subject English Class Year 6 TEKUN

Day / Date Tuesday, April 30, 2024 Time 7.30-8.30AM

Week 7 Lesson number 16

World of Self, Family and
Theme Topic Life in the past
Friends
CCE Language 21st CL Class discussion, pair work.
Differentiation
Type and amount of support Thinking Skill Creation
Strategy
Assessment Task Teaching aids Textbook, worksheet.

Language / Grammar Focus: Informal written language (e.g. Yuck!; Ha! Ha! Ha!)

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and /
skills skills proficiency identity
spirituality
SKILLS
Main Writing Complementary Writing
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.2 Communicate basic information intelligibly 4.3 Communicate with appropriate language
for a range of purposes in print and digital form and style for a range of purposes in print
media and digital media
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
4.2.3 Narrate factual and imagined events 4.3.1 Use capital letters, full stops, commas in
and experiences lists, question marks and speech marks
appropriately at discourse level
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE
By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to write a diary entry about their experience to use capital letters, full stops, commas in lists,
during their previous school trip in at least two question marks and speech marks in informal
paragraphs. writing.
SUCCESS CRITERIA
Pupils can:
g. write a diary entry about their previous school trip in at least two paragraphs.
h. use capital letters, full stops, commas in lists, question marks and speech marks in at least
two paragraphs.
LEARNING OUTLINE
 19. Memory Game: Divide the pupils into pairs.
PRE-LESSON

20. Give a piece of paper to each pair.

21. Give them one minute to remember and write down as many informal language /
phrases from Geby’s diary.

22. Activity 1:
k. Ask pupils to look again at the text on page 28 of the Pupil’s Book.
l. Ask Whose diary is it? and Does Gemma use formal or informal language in her
diary?
m. Pupils read the diary entry again and underline the examples of informal
writing.
n. Remind pupils that exclamation marks are used more often in informal writing
than in more formal writing.
o. Ask pupils to find more examples of punctuation in the diary.
p. Note that brackets are often used in informal writing to add information like the
example.
DEVELOPMENT

23. Activity 2:
LESSON

g. In pairs, pupils write short notes to answer each question.

h. Pupils put their ideas together to help plan for Activity 3.
i. If they have no shared experience of a trip, have them think about a family trip
they have been on.
j. Have them make written notes together, which they can use to support writing
in the next step of the lesson.
k. Monitor and help pupils.
24. Activity 3:
b. Read out the start of the diary entry and elicit from a volunteer how to finish the
sentence.
c. Pupils write a diary entry about a school trip. (Assessment)
d. Either they write together or they can support each other if their content is
different.

25. Learning To Learn: Read out the text in the box.

POST-LESSON

26. Emphasise how important it is to revise and repeat new vocabulary.

27. Ask if the pupils have tried any of the techniques for memorising new vocabulary.
28. Let them share their experience.
 FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS
REMEDIAL REINFORCEMENT ENRICHMENT
Pupils read one of their friend’s Pupils exchange their diary Pupils work with a partner to
diary entries and give feedback entries with a partner and tell check each other’ diary
on each other’s work. each other what they like about entries and make
it. corrections if there are
mistake.
REFLECTION ATTENDANCE:
g. __21_ /__26_ pupils are able to achieve the stipulated learning REMARK:
objective.
h. _5__ /_26__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 5 YAKIN

Day / Tuesday, APRIL 30

Time 8.30-9.30AM
Date ( TUESDAY)

Lesson
Week 7 16
number

Word of Self, Family and

Theme Topic Days
Friends

pair work, class discussion,

CCE Language 21st CL
quiz

Differentia
tion Time Thinking Skill Application
Strategy

Assessme Teaching Textbook, true/false card,

Task
nt aids video, worksheet

Language / Grammar Focus: Adverbs of frequency: always, usually, normally,

often, sometimes, never

PUPILS’ ASPIRATION

Ethnics
Bilingual
Knowledg Thinking Leadershi and National
/ / proficien
e skills p skills spiritualit identity
cy
y

SKILLS

Complemen
Main Speaking Reading
tary

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.2 Understand a variety of linear and

2.2 Use appropriate communication
non-linear print and digital texts by using
strategies
appropriate reading strategies

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.2.3 Guess the meaning of unfamiliar

2.2.1 Keep interaction going in short
words from clues provided by title, topic,
exchanges by using suitable questions
and other known words

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should By the end of the lesson, pupils should be
be able to keep interactiong going in able to guess the meaning of unfamiliar
short exchanges by using at least two words from clues provided by title, topic,
suitable questions. and other known words.

SUCCESS CRITERIA

Pupils can:

a. ask at least two suitable questions to interact with each other when comparing
answers.
b. guess the meaning of unfamiliar words in the Days and Nights quiz from clues
provided by title and other known words.
LEARNING OUTLINE

PR
E-
LE 1. Write on board: ‘Daily Routines’, ‘morning’, ‘afternoon’, ‘evening’ and
‘night’.
SS
O 2. Pupils brainstorm blue words in quiz they remember from previous lesson.
N

3. Activity 1:

a. Read the Key Phrases aloud and have pupils repeat. (Act 2 SB pg 22)
b. In pairs, pupils use the phrases to compare true/false answers to the
12 statements in Days and Nights text. (DS)

c. Hand out a True and a False card to each pair.

LE d. Pupils watch a video on 12 quiz facts. https://youtu.be/GnFRFl3WGeY

SS
e. After each fact, pairs hold up a True or a False card, and teacher
O gives the answer. (Assessment) (TB p.36).
N
D 4. Activity 2:
E a. Pupils choose 3 quiz facts they think are surprising.
V
EL b. In small groups, compare ideas using Key Phrases: What do you think?
O What about you?(Assessment)
P c. Write 1–12 on board. Ask: Which facts are surprising?
M
E 5. Activity 3:
NT a. Write on board: ‘Between 7.30 and 8.30 in the morning’; ‘Between
7.30 and 8.30 in the evening’.

b. Model the language:

e.g. I think you get up, have breakfast and go to school between
7.30 and 8.30 in the morning.

c. In pairs, they take turns to guess what their partner does. How many
guesses are correct?
P
O
ST 6. Spot the mistake: Change 5-6 words in the quiz.
-
LE 7. Read out the statements with changes.
SS 8. Pupils listen and correct the differences to make it the same as the original.
O
N

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT

Pupils write at least one Pupils write at least two Pupils write at least three
sentence about thing they sentences about things sentences about things
usually do between 7.00 they usually do between they usually do between
and 9.00 in the evening. 7.00 and 9.00 in the 7.00 and 9.00 in the
evening. evening.

REFLECTION ATTENDANCE:

a. __11_ /__16_ pupils are able to achieve the REMARK:

stipulated learning objective.
b. _5__ /_16__ pupils are not able to achieve the
stipulated learning objectives and they are given
remedial activities / enrichment activities.
Subject English Class Year 4 JUJUR

Day / Date Tuesday, April 30, 2024 Time 10.00-11.00AM

Week 7 Lesson number 16

World of Self, Family and

Theme Topic My Week
Friends

Language game, Don’t

CCE Language 21st CL break the chain, Inside
outside circle.

Differentiatio
Time Thinking Skill Applying
n Strategy

audio, flashcards,
Assessment Task Teaching aids
worksheet

Language / Grammar Focus: Questions (present simple) to ask about preference:

What’s your favourite [subject]?

PUPILS’ ASPIRATION

Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / / l
g skills p skills proficiency spiritualit
identity
y

SKILLS

Complementar
Main Speaking Listening
y

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1 Communicate simple information 1.2 Understand meaning in a variety of

intelligibly familiar contexts

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

2.1.1 Explain and give reasons for basic 1.2.5 Understand longer supported
opinions questions

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to give at least one reason why they able to listen and respond correctly to
like their favourite subjects. supported questions.

SUCCESS CRITERIA
Pupils can:
i. explain and give at least one reason why they like their favourite subjects.
j. answer questions about their favourite subject using the target language.

LEARNING OUTLINE

8. Have pupils sit in a circle (or two, if you have a very large class).
9. Show pupils the first card, say the word and give it to one pupil. This pupil says
the word and passes it to their neighbour. This pupil says the word and passes
it on, and so on.
LESSON
PRE-

10. Meanwhile, repeat for the next word, and the next, so that several words are
circulating.
11. Increase the pace and challenge by passing some cards in the opposite
direction and/or telling pupils to be much faster.

12. Activity 1:
a. Ask pupils to look at their timetable and try to elicit subjects they learn in
their school day.
b. Have pupils write down three subjects they like.
c. Ask some pupils what their favourite subject(s) is/are, and elicit basic
ideas for why they like these subjects.
d. Direct pupils’ attention to the picture and elicit what they can see. (Act
3 SB pg 32)
LESSON DEVELOPMENT

e. Play the CD and have pupils chorally repeat the exchange. (track 20)
f. Direct pupils’ attention to the table and explain that they will have to ask
one another what their favourite subject is and then fill in the table with
their results. (Assessment)
g. Encourage pupils to give reasons for their answer as best they can.
(Assessment)
h. Pupils report their findings to the class.
13. Activity 2:
g. Don’t break the chain: Pupils sit in a circle. Say, My favourite subject is
English.
h. The pupil to your right has to say what you said and add his/her favourite
subject. E.g. Your favourite subject is English, my favourite subject is
Maths.
i. Pupils continue in the same manner. The pupils who doesn’t remember
a subject someone else has mentioned is out of the game.
 8. Inside outside circle: In concentric circles, pupils rotate to face new partners
LESSON
POST-
and then take turns to ask and answer about their favourite subject using the
target language.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write at least two Pupils write at least three Pupils write at least four
sentences about their friends’ sentences about their friends’ sentences about their
favourite subjects based on favourite subjects based on friends’ favourite
their findings in Activity 1. their findings in Activity 1. subjects based on their
e.g. Abu’s favourite subject is findings in Activity 1.
Maths. e.g. Abu’s favourite
subject is Music. He likes
Music because it is
interesting and fun.
REFLECTION ATTENDANCE:
i. __21_ /__28_ pupils are able to achieve the stipulated REMARK:
learning objective.
j. _7__ /_28__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities
/ enrichment activities.
WEDNESDAY
THURSDAY
Subject English Class Year 5 YAKIN

Day / Date Thursday, May 2, 2024 Time 8.30-9.30AM

Week 7 Lesson number 17

Word of Self, Family and

Theme Topic Days
Friends
pair work, group work, class
CCE Language 21st CL
discussion
Differentiation
Time Thinking Skill Application
Strategy
Textbook, word cards,
Assessment Task Teaching aids
worksheet, video.
Language / Grammar Focus: Adverbs of frequency: always, usually, normally, often, sometimes,
never
PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Reading Complementary Writing
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
4.3 Communicate with appropriate language
3.3 Read independently for information and
form and style for a range of purposes in print
enjoyment
and digital media
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.3.1 Read and enjoy A2 fiction/non-fiction print 4.3.2 Spell a range of high frequency words
and digital texts of interest accurately in independent writing

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to read and enjoy the text by saying sentences to spell adverbs of frequency accurately in
that are true for them. writing sentences.

SUCCESS CRITERIA

Pupils can:
k. read the Daily Routine text and say sentences that are true for them.
l. spell adverbs of frequency correctly in at least six sentences.

LEARNING OUTLINE
 29. Put pupils in pairs or groups of three or four.
PRE-LESSON
30. Give each pair/group one or more sets of cards.
31. Pupils work together to make a sentence from the word cards.
32. Invite pupils to tell the class their sentences or they could write them on the board for
peer checking.

33. Activity 1:
q. Copy on board the chart with adverbs (never, usually) and numbers (1 - 4) from
p.23, Activity 5.
r. Pupils look again at adverbs in box on p.22, Activity 4.
s. They tell you adverbs to write in numbers 1 - 4 in chart.
t. Ask: Why is normally above usually in the chart? (The meaning is similar) Elicit
percentages to put in chart for sometimes, often, usually e.g. 25%, 60%, 75%.
u. Model sentences with verb to be and an adverb; with another verb and adverb.
v. e.g. I’m always / usually at school before 8am. I sometimes / never go to school
LESSON DEVELOPMENT

by car.
w. Pupils read Rules about place of adverbs and choose answers.
x. Pupils watch a video on adverbs of frequency and check their answers.
https://youtu.be/qz8dxy9hTzI
34. Activity 2:
d. Pupils read My daily routine on p.23.
e. In pairs, they take turns to say a sentence that is true for them. (Assessment) (DS)
f. Find out if any pupils have no true sentences.
35. Activity 3:
g. Pupils rewrite the sentences with an adverb of frequency. (Activity 6 SB pg 23)
(Assessment)
h. Encourage them to use each adverb of frequency at least once.
i. Pupils compare adverbs they wrote with a partner. Are any the same?
j. Choose pupils to read a sentence aloud.

36. With books closed, dictate the sentences to the class. (Language Point TB pg 37)
POST-LESSON

37. Pupils work in pairs and correct the mistakes in the sentences.
38. Check answers with the class, and check that pupils have spelled all the adverbs of
frequency correctly.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils complete the worksheet. Pupils complete the worksheet. Pupils complete the
worksheet.
REFLECTION ATTENDANCE:
k. _8__ /__12_ pupils are able to achieve the stipulated learning REMARK:
objective.
l. _4__ /_12__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 6 TEKUN

Day / Date Thursday, May 2, 2024 Time 11.00AM-12.00PM

Week 7 Lesson number 17

Theme World of Knowledge Topic Life in the past

CCE Language, Values 21st CL Class discussion, pair work.

Differentiation Learning preferences and

Thinking Skill Application
Strategy needs
Textbook, worksheet,
Assessment Task Teaching aids large sized paper for each
group, audio.
Language / Grammar Focus: Past tenses review (including used to)

PUPILS’ ASPIRATION
Ethnics
Thinking Leadership Bilingual National
Knowledge / / and
skills skills proficiency identity
spirituality
SKILLS
Main Writing Complementary Writing
MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD
1.2 Understand meaning in a variety of 4.3 Communicate with appropriate language
familiar contexts form and style for a range of purposes in print
and digital media
MAIN LEARNING STANDARD COMPLEMENTARY LEARNING STANDARD
1.2.2 Understand with little or no support 4.3.2 Spell most high frequency words
specific information and details of longer accurately in independent writing
simple texts on a range of familiar topics
MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE
By the end of the lesson, pupils should be able By the end of the lesson, pupils should be able
to listen for specific information in the text by to spell at least five school or classroom words
choosing at least four words in the sentences correctly.
correctly.
SUCCESS CRITERIA

Pupils can:
m. circle at least four words in the sentences based on the text heard.
n. write at least five school or classroom words with correct spelling.

LEARNING OUTLINE
 PRE-LESSON 39. Pupils work in pairs or in small groups.
40. Each pupil draws an object from the past. (e.g. pen made from feather, oil lamp)
41. Pupils take turns to show their drawing to their partner and guess the object.

42. Activity 1:
y. Have pupils look around the classroom.
z. In groups, they write as many English words for things they can see in the
classroom as possible on a large piece of paper.
aa. Give them two minutes for this.
bb. Have pupils review the words they have brainstormed.
cc. They circle things which they think children could find in their classroom 50
(or 100) years ago.
dd. Gather some ideas from pupils.
ee. Write them on the board and focus on spelling at this stage.
ff. Ask pupils to look at the picture of the classroom on page 27 of the Pupil’s
Book.
gg. Ask them if they can see anything on their lists.
43. Activity 2:
DEVELOPMENT

l. Tell the pupils they are going to listen to a tour guide explaining how
LESSON

classroom used to be in the past.

m. Play audio 1.11 and ask them to write down all the school / classroom words
they hear. (Assessment)
n. Check answers as a class. Ask for any words not mentioned in Activity 1.
o. Refer the pupil to the list of options 1-8 and give them time to read them.
p. Pupils listen to the audio and tick the correct answers.
44. Activity 3:
a. Pupils read the sentences and circle the correct words.
b. Play the audio and have pupils check their answers. (Assessment)
45. Activity 4:
e. Elicit from the pupils the similarities and differences between the classroom
in the photo and their classroom.
f. Have pupils make notes about their ideas and conduct feedback on these
and on any common language mistakes after pupils have finished this step.
g. CCE: Discuss the Value question: Elicit ideas from the pupils and write their
answers on the board. (refer Teacher’s Book page 51)
 46. Ask the pupils what they think the classrooms of the future will look like.
LESSON
POST-

47. Ask them what they would like to change about the classroom they have now.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils write one thing they Pupils write two things they Pupils write three things
remember about how remember about how they remember about
classrooms used to be in the classrooms used to be in the how classrooms used to
past. past. be in the past.
REFLECTION ATTENDANCE:
m. __21_ /_26__ pupils are able to achieve the stipulated REMARK:
learning objective.
n. __5_ /26___ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities /
enrichment activities.
Subject English Class Year 4 JUJUR

Day / Date Thursday, May 2, 2024 Time 12.00-1.00PM

Week 7 Lesson number 17

World of Self, Family and

Theme Topic My Week
Friends

True-False Game, group

CCE Values 21st CL
work

Differentiatio
Time Thinking Skill Applying
n Strategy

timetable, pictures,
Assessment Task Teaching aids
worksheet, dialogues

Language / Grammar Focus: Present simple for talking about regular actions (school
timetable)

PUPILS’ ASPIRATION

Ethnics
Nationa
Thinkin Leadershi Bilingual and
Knowledge / l
g skills p skills proficiency spiritualit
identity
y

SKILLS

Complementar
Main Reading Reading
y

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.3 Read independently for information 3.2 Understand a variety of linear and non-
and enjoyment linear print and digital texts by using
appropriate reading strategies

MAIN CONTENT STANDARD COMPLEMENTARY CONTENT STANDARD

3.3.1 Read and enjoy A1 fiction/non-fiction 3.2.1 Understand the main idea of simple
print and digital texts of interest texts of one or two paragraphs

MAIN LEARNING OBJECTIVE COMPLEMENTARY LEARNING OBJECTIVE

By the end of the lesson, pupils should be By the end of the lesson, pupils should be
able to read the story and give opinions on able to read the dialogues and identify at
the story. least 3 out of 4 true or false sentences
correctly.
 SUCCESS CRITERIA

Pupils can:
o. give opinions on the story read.
p. identify at least three true or false statements correctly.

LEARNING OUTLINE

14. Draw a class timetable on the board.

15. Direct pupils’ attention to it and ask pupils in L1 what days they have English.
16. Fill in the appropriate slots of the timetable by writing the words.
LESSON
PRE-

17. Ask pupils what subject they would like to have more hours of and what
subjects they’d like less hours of.
18. Encourage pupils to participate in the discussion and to justify their
answers.

19. Activity 1:
a. Introduce the characters in the story using pictures.
b. Ask pupils to read the story quietly, on their own.
c. Ask pupils some questions, e.g. Where are they? What are they looking
at? Do they have the same timetable or different timetables?
d. Follow up by asking pupils for their opinions on the story. (Assessment)
20. Activity 2:
LESSON DEVELOPMENT

j. True-False Game: Organise pupils into groups of four. Paste dialogues on

the wall around the classroom.
k. Assign roles – three of the pupils are runners, they will read a dialogue
each; the fourth pupil is the manager. The manager stays at the desk
with the worksheet.
l. The manager reads the sentences to the relevant team member, who
runs to their dialogue on the wall to find out if it is true or false.
(Assessment)
m. They return to the manager and tell them.
n. The runners should not see the worksheet and the manager should not
see the dialogues.
o. They can ask each other to repeat or explain orally.
p. Check the answers as a whole class.

21. Post lesson task 10 What about you: Ask pupils to work in pairs to share what
LESSON

they remember from the lesson. They should note their answers in their
POST-

notebooks.
9. Review some of pupils’ learning by asking volunteers or nominating pupils to
 tell the class what they have written.

FOLLOW-UP ACTIVITIES / TAKE-HOME TASKS

REMEDIAL REINFORCEMENT ENRICHMENT
Pupils identify two true or Pupils identify three true or Pupils write two true or
false statements based on false statements based on the false statements based
the dialogues. dialogues. on the dialogues. They
exchange their
statements with a
partner and identify
whether the statements
are true or false.
REFLECTION ATTENDANCE:
o. __23_ /__28_ pupils are able to achieve the stipulated REMARK:
learning objective.
p. _5__ /_28__ pupils are not able to achieve the stipulated
learning objectives and they are given remedial activities
/ enrichment activities.