Upload
duongcong
View
271
Download
12
Embed Size (px)
Citation preview
1
Nigeria Primary English Teacher’s Guide Book 1
F. Ademola Adeoye Q. Adam B. Somoye J. Omiteru J. Macauley B. Oderinde F. Badaiki N. Hawkes D. Dallas
New Edition
2
Learn Africa Plc Felix Iwerebon House 52 Oba Akran Avenue P.M.B. 21036 Ikeja, Lagos State, Nigeria Tel: (01) 4393111, (01) 7403967 Fax: (01) 4964370 E-mail: [email protected] Sales Enquiries: [email protected] Website: www.learnafricaplc.com Area offices and branches Abuja, Ajegungle, Akure, Benin, Enugu, Ibadan, Ilorin, Jos, Kano, Onitsha, Oweri, PorthHarcourt, Zaria with representatives throughout Nigeria. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. © Learn Africa Plc 2000, 2008, 2015 First published 2000 UBE Edition 2008 New Edition 2015 ISBN 978 978
3
Contents First term 1 Unit 1 Happy Joe 1 2 Our playground 3 Our house 4 My father’s farm 5 Games 6 My family 7 On my way to school 8 My best friend 9 Dauda and his mother 10 A visit to Grandma 11 A visit to the National museum 12 Simple hygiene 13 Revision Second term Unit 14 The tortoise and the calabash of wisdom 15 Binta and the mango tree 16 The pig and the tortoise 17 The man, the boy and the donkey 18 Mr Kusa, the banker 19 The three billy goats 20 The new yam festival 21 Sara and the cough mixture 22 Tortoise and snail 23 A day on the beach 24 Crossing the road 25 A visit to Olumo rock 26 The fox and the parrot 27 The accident 28 All for one naira 29 Reading from left to right
4
30 Parts of a book 31 Our favourite food 32 In the supermarket 33 The lion and the mouse 34 The three friends 35 The fox and the goat 36 In the zoo 37 The Henshaw’s house 38 Building a clinic
5
First term Unit 1 Happy Joe Phonics
1 Pronounce the sounds /ɪ/ and /iː/. 2 Instruct the pupils to imitate you repeatedly. 3 Lead the pupils to pronounce the word list under Sound bank. 4 Lead the pupils to say the sounds and the words in Activity A. 5 Guide the pupils to do the exercises in Activity B. Listening and speaking 1 Read the poem to the pupils with feeling. 2 Let all the pupils imitate you as you read. 3 Pupils should answer the questions in Exercises 1 and 2 orally. Reading 1 Identify the objects in the classroom by pronouncing the name of each
object. 2 Let the pupils imitate you. 3 Instruct each pupil to identify each of the objects in the classroom. 4 Exercise 1 – Guide the pupils to do the exercise. 5 Exercise 2 – Tell the pupils how to ask questions using what and who. 6 Exercise 3 – Differentiate between asking questions with what and who
and assist the pupils to do the exercise. Grammar 1 Define noun and illustrate with many examples of the categories of
person, place and thing. 2 Let the pupils give their own examples of nouns of different categories
as in (1) above. 3 Let the pupils identify nouns in sentences. 4 In Exercise 1, let the pupils read the words under the given pictures and
say if they are persons, places or things. 5 In Exercise 2, let the pupils read the given sentences and say the nouns
in them.
6
6 In Exercise 3, let the pupils look around their classroom and say the names of the things that they see.
7 Teach the pupils to add an ‘s’ to singular nouns to make them plural. 8 In Exercise 4, let the pupils look at the pictures and circle the correct
word after the example. Composition 1 Guide the pupils to practise in class the speeches on page 9. 2 Read the speech bubbles with the pupils. 3 In the Exercise, assist the pupils to complete the sentences about
themselves and others. Unit 2 Our playground Phonics
1 Pronounce the sounds /æ/ and /aː/ correctly and instruct the pupils to imitate you.
2 Lead the pupils to pronounce the word lists under Sound bank, paying attention to the usual spellings of the sounds.
3 Guide the pupils to say the sounds and the words in Activity A. 4 Lead the pupils to say the words and underline the sounds /æ/ and
/ɑː/ in Activity B. 5 Let the pupils repeat the sentence in Activity C after you. 6 Show the pupils the sound and spelling differences between /æ/ and
/ɑ ː/. Listening and speaking 1 Describe ‘what’ questions to the pupils. 2 Exemplify them in the drama passage. 3 Guide the pupils to act out the drama in class. 4 On the Exercise, instruct the pupils to ask and answer the question
orally in pairs. Reading 1 Read the passage to the pupils.
7
2 Let them match the pictures to the activities described in the passage. 3 On the Exercise, let the pupils write True or False accordingly. 4 In Vocabulary, let the pupils name the objects shown in each of the
pictures. Grammar 1 Define and exemplify pronouns to the pupils. 2 Identify pronouns in sentences by writing them on the chalkboard and
instruct the pupils to do the same. 3 On the Exercise, let the pupils read each of the sentences and write a
pronoun in each blank space to replace the underlined word(s). Writing 1 Let the pupils copy the given letters of the alphabet in their exercise
book. 2 Personally check each pupil’s work to ensure that capital and small
letters are correctly copied. Unit 3 Our house Phonics
1 Pronounce the sounds /ɒ/ and /ɔː/. 2 Let the pupils imitate you repeatedly. 3 Teach the pupils to identify the difference in sound and spelling
between /ɒ/ and /ɔː/ by pronouncing the word list under Sound bank. 4 Let the pupils give their own examples of words containing the sounds
/ɒ/ and /ɔː/. 5 Let the pupils say the sounds and the words in Activity A. 6 Lead the pupils to say the words and underline the sounds in Activity B. 7 Let the pupils repeat the sentences in Activity C after you. Listening and speaking 1 Read aloud the sentence under each of the animals. 2 Let the pupils repeat after you.
8
3 In Exercise 1, instruct the pupils to make the sounds produced by the given animals. Demonstrate with one or two examples first.
4 In Exercise 2, get the pupils to fill in the blanks using the words in the box. Do the first one for them.
Reading 1 Read the passage on Our house aloud in class. 2 Ask the pupils to name the major rooms in a house. 3 In Exercise 1, let the pupils answer the questions in their exercise books. 4 In Exercise 2, instruct the pupils to study the picture of the bedroom
carefully and write out what they can see. Grammar—Punctuation 1 Explain the uses of the question mark. 2 In Exercise 1, tell the pupils to trace the big question marks. 3 In Exercise 2, ask the pupils to write a question mark at the end of each
sentence. 4 In Exercise 3, let the pupils write a question mark or a full stop at the
end of each sentence. 5 In Exercise 4, ask the pupils to fill in the blanks with the correct question
words. Show them examples with questions 1 and 2. 6 In Exercise 5, let the pupils write the answers to the given questions. Composition 1 Let the pupils say what they know about their mothers. 2 In the Exercise, ask the pupils to look at the pictures and complete the
sentences about their own individual mothers. Unit 4 My father’s farm Phonics
1 Pronounce very well the sounds /ʊ/ and /uː/ and tell the pupils to imitate you.
2 Pronounce the word list under Sound bank and ask the pupils to repeat after you.
9
3 Draw the pupils’ attention to the spelling differences between /ʊ/ and /uː/sounds.
4 Let the pupils say the sounds and the words in Activity A. 5 Lead the pupils to say the words and underline the /ʊ/ and /uː/
sounds in the given words in Activity B. 6 Let the pupils repeat the sentences after you in Activity C. Listening and speaking—Simple greetings and responses 1 Organise the pupils to practise the dialogues in class. 2 Tell the pupils to study the pictures carefully. 3 Explain the meaning of responses to them. 4 In the Exercise (p. 23), ask the pupils to match the greetings in the right
column with the correct pictures in the left column. Reading 1 Read the passage aloud to the pupils. 2 Ask them if there are any difficult words to explain. 3 In Exercise 1, assist the pupils to answer the questions in writing.
Demonstrate with item 1 on the chalkboard. 4 In Exercise 2, ask the pupils to write True or False in the blank spaces
accordingly. 5 In Vocabulary, let the pupils identify the crops or fruits in the pictures
by using the format: It is a … Grammar —Punctuation 1 Let each pupil write the comma in their exercise book. 2 Explain and exemplify the uses of the comma. 3 In the Exercise, let the pupils study the pictures and in one sentence list
the items bought by Mrs Hassan, and in another sentence, the items the boy is taking to the hall. Remind them to separate the items with commas.
Writing 1 Let the pupils copy the lower and upper case letters correctly into their
exercise books.
10
2 Demonstrate the correct way to write them on the chalkboard. Unit 5 Games Phonics
1 Pronounce the sounds /əә/ and /ɜː/correctly, and ask the pupils to say them repeatedly.
2 Lead the pupils to pronounce the word list under Sound bank. 3 Let them say the sound and the words in Activity A. 4 In Activity B, tell the pupils to say the words and underline the sounds. 5 In Activity C, let the pupils repeat the sentences after you. Listening and speaking 1 Tell the pupils to read the rhyme after you. Then organise the boys to
read the first stanza and the girls to read the second stanza. 2 In Exercise 1, let the pupils read the rhyme in groups of one boy and one
girl each. 3 In Exercise 2, instruct the pupils to change partners and read the rhyme
again. Reading 1 Explain the meaning of games to the pupils. 2 Read the passage to the pupils. 3 Let the pupils learn the differences between indoor and outdoor games. 4 In the Exercise, guide the pupils to answer the questions. 5 In Vocabulary, tell the pupils to use the words in the box to complete the
given sentences. Do item 1 for them as an illustration. Grammar — Full stop 1 Write the full stop on the chalkboard. 2 Explain the uses of the full stop. 3 In the Exercise, guide the pupils to answer the questions above the
pictures and to put the full stop at the end of each.
11
Composition — My best food 1 Ask the pupils to study the pictures and complete the sentences about
their best food. Unit 6 My family Phonics
1 Pronounce the sounds /ʌ/ and /e/ correctly and tell pupils to say them repeatedly.
2 Pronounce the word list under Sound bank and ask the pupils to imitate you.
3 In Activity A, tell the pupils to say the sounds and words after looking at the pictures.
4 In Activity B, let the pupils say the words and underline the sounds in the given words.
5 In Activity C, they should repeat the given sentences after you. Listening and speaking 1 Read both rhymes to the hearing of the pupils. 2 Select some pupils to read the rhymes in class. 3 In Exercise 1, let the pupils say the rhymes after you line by line. 4 In Exercise 2, say the rhyme in one go. 5 In Exercises 3 and 4, say the rhyme again and let the pupils repeat. 6 In Exercises 5 and 6, say the whole rhyme and identify two words each
that sound alike. Write them on the board. Reading 1 Read the story aloud to the pupils. 2 Allow them to ask questions. 3 Give them explanations of unfamiliar words. 4 Guide the pupils to fill in the gaps in Exercise 1 with the right answers. 5 Get the pupils to answer the wh- questions in Exercise 2.
12
Grammar — Indicating singular and plural nouns 1 Briefly explain how simple plurals of nouns are formed, i.e. by adding –s
or –es. 2 Read out the sentences under the pictures and tell the pupils to imitate
you. 3 In Exercise 1, let the pupils say and write the name of each of the objects
in its plural form. 4 In Exercise 2, the pupils should give the plurals of the given words. Writing 1 Tell the pupils to copy the given letters of the alphabet in their exercise
books. Unit 7 On my way to school Phonics 1 Pronounce the sounds correctly and tell the pupils to say them
repeatedly. 2 Lead the pupils to pronounce the word list under Sound bank. 3 In Activity A, let the pupils say the sounds and the words, and then
study the pictures. 4 In Activity B, get the pupils to say the words and underline the sounds
in the given words. 5 In Activity C, tell the pupils to repeat the sentences after you. Listening and speaking—Informal invitation 1 Explain the meaning of informal invitation. 2 Read out the dialogue. 3 Organise the pupils to act out the dialogue in class. 4 In Exercise 1, the pupils should answer the questions orally. 5 In Exercise 2, pupils should be assisted to make ten sentences from the
given table. Demonstrate this with three sentences (in the table). Reading—On my way to school 1 Read the passage to the pupils in class.
13
2 Tell them to study the pictures. 3 Explain difficult words. 4 In Exercise 1, guide the pupils to write the answers to the questions in
their exercise book. 5 In Vocabulary, the pupils should match each word in Column A to its
opposite meaning in Column B and then make sentences with each of the words.
Grammar—Articles ‘a’ and ‘an’ 1 Define and exemplify articles in English. 2 Differentiate the use of ‘a’ (before consonants) and ‘an’ (before vowels). 3 Lead the pupils in reading the words/sentences under the pictures. 4 In the exercise, tell the pupils to put a or an correctly before each of the
nouns in the given sentences. Give them examples. Composition 1 Guide the pupils to write a sentence under each picture to retell the
story of the accident. 2 In the second exercise about the classroom, let the pupils write sentences
about their class. Unit 8 My best friend Phonics 1 Pronounce correctly the sounds /f/ and /v/ and let the pupils imitate
you repeatedly. 2 Lead the pupils in pronouncing the word list under Sound bank
repeatedly. 3 In Activity A, the pupils should say the sounds and the words. 4 In Activity B, let the pupils say the words and underline the sounds in
the given words. 5 In Activity C, the pupils should repeat the given sentences after you.
14
Listening and speaking 1 In Exercise 1, let the pupils practise the dialogues in class. Organise
them in groups. 2 In Exercise 2, organise the pupils to practise the dialogues in simple
commands in class. Reading—My best friend 1 Read the passage aloud to the pupils. 2 Guide them to read sections of the passage individually. 3 In Exercise 1, guide the pupils to answer the questions in writing. 4 In Exercise 2, tell the pupils to write Yes or No if the given statements are
correct or incorrect. 5 In Vocabulary, ask the pupils to use the words in the box to complete the
given sentences below. Grammar 1 Define, explain and give examples of possessive pronouns. 2 Tell the pupils to study the pictures and read the sentences under them. 3 In Exercise 1, the pupils should underline the correct possessive
pronouns in the given sentences. 4 In Exercise 2, tell the pupils to use the pictures to make five sentences
from the table. Show them examples. Writing 1 In Exercise 1, instruct the pupils to copy the given lower and upper case
letters into their exercise books. 2 In Exercise 2, tell the pupils to place the letter ‘m’ in the spaces provided
and copy the words into their exercise books. Unit 9 Dauda and his mother Phonics 1 Pronounce the sounds /t/ and /d/ repeatedly and let the pupils say
them after you. 2 Pronounce the word list under Sound bank for the pupils to imitate.
15
3 In Activity A, the pupils should say the sounds and the words. 4 In Activity B, they should say the words and underline the sounds
indicated. 5 In Activity C, the pupils should repeat the sentences after you. Listening and speaking 1 In Exercise 1, tell the pupils to listen carefully as you say each of the
sentences and tap the rhythm on the table. 2 Repeat each sentence and read the underlined words louder. 3 In Exercise 2, instruct the pupils to listen again and repeat after you
afterwards. 4 Say the questions with a rising tone. 5 In Exercise 3, instruct the pupils to read the sentences in Exercise 1 again
and tap the rhythm. This could be done individually or in groups. 6 In Exercise 4, ask the pupils to write out the questions for the responses
in Exercise 2. Reading 1 Organise and guide the pupils to read the story aloud in class. 2 Discuss the moral lesson(s) in the story with the pupils. 3 Explain difficult words. 4 In the Exercise, pupils should be guided to write the answers in their
exercise books. 5 In Vocabulary, tell the pupils to fill in the gaps with the correct words
from the passage after giving them an example with No. 1. 6 Go through each pupil’s answers. Grammar 1 Define and exemplify verbs. 2 Let the pupils give copious examples of their own. 3 Allow the pupils to study the pictures illustrating verbs carefully. 4 Teach the pupils the different verb tenses with sentence examples. 5 Explain the simple present tense using the given pictures. 6 In the exercise, let the pupils look at the pictures carefully and complete
the sentences with verbs.
16
Composition—My mother’s kitchen Instruct the pupils to study the picture of a kitchen and fill in the gaps with the appropriate names of objects or persons in the kitchen. Unit 10 A visit to Grandma Phonics 1 Tell the pupils to study the pictures. 2 Pronounce the sounds and let the pupils repeat them many times. 3 Lead the pupils to pronounce the word list under Sound bank. 4 In Activity A, tell the pupils to say the sounds and the words after
looking at the pictures. 5 In Activity B, ask the pupils to say the words and underline the given
sounds in each word. 6 In Activity C, pupils should repeat the given sentences after you. Listening and speaking 1 Point at each of the figures and name its colour. 2 Let the pupils repeat the names of the colours. 3 Read the sentences under the objects. 4 Let each pupil identify an object in the class and say its colour. 5 In Exercise 1, let the pupils colour the given shapes in the colours
mentioned below them. 6 In Exercise 2, instruct the pupils to identify the colours of each of the
objects given and write them in their exercise books. Reading 1 Select some pupils to read the story aloud in class. 2 Explain unfamiliar words from the passage. 3 Discuss the moral of the story with the pupils. 4 Let the pupils write the answers to the questions in Exercise 1. 5 In Vocabulary, ask the pupils to fill in the gaps using the words in the
box.
17
Grammar 1 Revise the use of articles with the pupils. 2 In the exercise, tell the pupils to name the objects on the table in the
given picture. They should put a or an before the words. Writing 1 In Exercise 1, let the pupils copy the given letter into their exercise
books. 2 In Exercise 2, ask the pupils to place the letter e in the spaces provided
and copy the words into their exercise books. Unit 11 A visit to the National Museum Phonics 1 Pronounce the sound and let the pupils say them repeatedly. 2 Lead the pupils in pronuncing the words in the list under Sound bank. 3 Direct the pupils attention to the various spellings of the sound. 4 In Activity A, let the pupils say the sound and the words in the box. 5 In Activity B, pupils should be told to say the words and underline the
/s/ sound in the given words. Listening and speaking 1 Read the poem aloud twice. 2 Direct the pupils’ attention to the –ing rhymes at the end of the lines of
the poem. 3 In Exercise 1, let the pupils copy the poem into their notebooks and
memorise it. 4 In Exercise 2, tell the pupils to fill in the spaces. Reading 1 Reading the passage aloud in class 2 Explain key words such as museum, national, important, famous, eatery
and snacks. 3 In the Exercise, direct the pupils to answer the questions in groups and
in their exercise book.
18
4 In Vocabulary, tell the pupils to choose the correct answers from the box. Demonstrate this with No. 1.
Grammar—The simple past tense 1 Explain the simple past tense and its main use. 2 Use sentence examples. 3 Use the pictures (1-10) to illustrate the various past tense verb forms.
Tell the pupils to study the pictures. 4 In Exercise 1, direct the pupils to study the pictures (1-10) carefully and
rearrange the sentences on page 76 to match the pictures. 5 In Exercise 2, let the pupils underline all the verbs in the simple past
tense in Exercise 1. Show them one or two examples. Composition—My school library 1 Assist the pupils to study the picture of the school library and the labels. 2 Let the pupils ask questions. 3 In the exercise, tell the pupils to fill in the gaps using words from the
box. Show them an example. Unit 12 Simple hygiene Phonics 1 Pronounce the sound /z/ and let the pupils repeat after you. 2 Pronounce the words in the list under Sound bank and direct the pupils
to imitate you. 3 Point the pupils’ attention to the two major spellings of the sound, i.e. s
and z. 4 In Activity A, let the pupils say the sound and the words together. 5 In Activity B, let them say the words and underline the sound
individually. Listening and speaking—Persons’ names 1 Instruct the pupils to practise the dialogues in class. Organise them in
groups to do this.
19
Reading 1 Read the passage and highlight the importance of hygiene. 2 Tell some pupils to read the passage again in class. 3 Explain unfamiliar words, e.g. insecticide, germs, thanked and bites. 4 In the exercise, guide the pupils to answer the questions individually
and in their exercise books. 5 In Vocabulary, let the pupils study the pictures and the words under
them and then complete the sentences that follow. Grammar—Simple present tense 1 Explain the uses of the simple present tense. 2 Give sentence examples. 3 Let the pupils give their own sentence examples. 4 In Exercise 1, teach the pupils to choose the correct form of the verb. 5 In Exercise 2, read the preceding passage and ask the pupils to fill in the
blanks with the correct words from the passage. Writing 1 In Exercise 1, let the pupils copy the letters into their exercise books. 2 In Exercise 2, direct the pupils to study the pictures and fill in the blanks
to complete the name of each object. Composition—My bedroom 1 Study the picture of the bedroom with the pupils. 2 Tell the pupils to look at the picture and fill in the gaps to complete the
given sentences. Unit 13 Revision Phonics 1 In Exercise 1, direct the pupils to look at the pictures and fill in the gaps.
Show them an example with No. 1. 2 In Exercise 2, tell the pupils to look at the pictures and fill in the gaps. Listening and speaking 1 Study the given pictures with the pupils in class.
20
2 Let the pupils mention the names of the objects. 3 In Exercise 1, let the pupils look at the pictures and circle Yes or No if the
objects in the given pictures begin with /k/ or /b/. 4 In Exercise 2, tell the pupils to circle Yes or No if the objects in the
pictures end with /n/ or not. 5 In Exercise 3, let the pupils circle the two pictures with the same vowel
sound. Show them an example. 6 In Exercises 4 and 5, ask the pupils to say the sound of each letter in the
blanks and then say the words. 7 In Exercise 6, let the pupils say the missing sound in each word and then
say the word. Reading—A football star 1 Read the passage aloud. 2 Let individual pupils read aspects of the passage aloud in class. 3 Explain difficult words. 4 Guide the pupils to answer Yes or No in the exercise. 5 In Vocabulary, tell the pupils to learn some words and fill in the gaps.
21
Second term Unit 14 The tortoise and the calabash of wisdom Phonics
1 Pronounce the sound /ʃ/ several times and let the pupils imitate you repeatedly.
2 Lead the pupils to pronounce the word list under Sound bank and direct their attention to the spellings of the sound.
3 In Activity A, tell the pupils to say the sound and the words. 4 In Activity B, let them say the words and underline the sound in the
given words. 5 In Activity C, pupils should repeat the sentence after you. Listening and speaking 1 Read each line of the poem aloud. 2 Let the pupils repeat the lines after you. 3 In the exercise, let the pupils answer the questions orally in class. Make
sure their sentences are free of grammatical mistakes. Reading 1 Pupils should listen to you read the story. 2 They should then read in turns after you. 3 With books closed, let them answer a few quick questions to know
whether they followed the story. 4 In Exercise 1, let the pupils answer the questions in writing. 5 In Exercise 2, ask the pupils to answer Yes or No accordingly if the
sentences are true or not. 6 In Vocabulary, pupils should fill in the blanks after studying the
pictures. Grammar 1 Write words ending in –ing on the board. 2 Tell the pupils to look at the pictures and lead them to read the
sentences under them.
22
3 Tell the pupils the use of –ing words (i.e. to say what someone is doing now).
4 Let the pupils give their own examples of –ing words. 5 In Exercise 1, tell the pupils to look at the pictures and say what each
person is doing. 6 In Exercise 2, let them read the given words and add –ing to each one. 7 In Exercise 3, pupils should add –ing to the spaces in the given words. Composition—My neighbour 1 In the exercise, guide the pupils to fill in the gaps with the correct words
given in the box below. 2 Do two examples for the pupils as a demonstration. 3 Draw the pupils’ attention to the correct use of ‘each other’. Unit 15 Binta and the mango tree Phonics 1 Follow the procedures given in the previous units. 2 Ensure that this sound is correctly pronounced.
3 Ensure that each pupil can produce the sound /ʒ/ correctly. Listening and speaking—Simple greetings and commands 1 Explain the meaning and use of greetings and commands to the pupils. 2 Give them examples of greetings and commands. 3 In the exercise, organise the pupils to practise the dialogues in class. 4 Make good use of the pictures to teach the pupils. Reading 1 Ensure that the pupils read the passage aloud after a sample reading by
you. 2 Get them to answer the questions under the exercise. 3 Get the pupils to fill in the gaps with words from the passage under the
vocabulary section.
23
Grammar—Simple past tense 1 Explain with example sentences what the simple past tense is used for. 2 Read the passage on ‘Laide’s birthday’ and point out the simple past
words in the passage. 3 In the exercise, let the pupils fill in the blanks with words in the simple
past tense. Do two examples for them. Writing 1 In Exercise 1, let the pupils copy the given upper case letters in their
exercise books. 2 In Exercise 2, pupils should place the letter ‘w’ in the spaces provided
and copy the words in their exercise books. Unit 16 The pig and the tortoise Phonics 1 Follow the procedures used for phonics in the previous units. 2 Ensure each pupil is able to pronounce the sounds correctly and give
their own examples of words containing the sound. Listening and speaking—Simple commands 1 Explain simple commands to the pupils so as to revise what has been
taught in the previous units. 2 Direct the pupils to look at the pictures very carefully and read what is
below them. 3 In Exercise 1, divide the pupils into pairs and let each pupil tell his/her
partner what to do by using command or imperative sentences. Follow the example given.
4 In Exercise 2, let the pupils write what both partners said in Exercise 1. Reading 1 Pupils should read the passage silently after a sample reading by you. 2 Let the pupils study the pictures in the passage. 3 In Exercise 1, guide the pupils to answer the questions in class. 4 In Exercise 2, tell the pupils to fill in the gaps.
24
5 In Exercise 3, let the pupils choose the correct answer from options A-C. 6 In Vocabulary, in Exercise 1, tell pupils to read the words under the
picture and copy them into their notebooks. 7 In Exercise 2 (Vocabulary), tell the pupils to repeat the given sentences
after you. 8 In Exercise 3, direct the pupils to spell and say the given words. Grammar 1 Explain how compound words are formed. 2 Write examples on the board and draw the pupils’ attention to the
example pictures. 3 Let the pupils give their own examples. 4 In Exercise 1, direct the pupils to draw lines from the pictures to the
correct words. Do one for them. 5 In Exercise 2, let the pupils break the given words into two and
underline the word on the right. Do No. 1 for them. Composition 1 Guide the pupils to look at the picture of the dog carefully and complete
the table below it with the words given in the box. Unit 17 The man, the boy and the donkey Phonics 1 Produce the sound loudly and let the pupils imitate you repeatedly. 2 Practise oral drill with the word list under Sound bank with the pupils
in class. 3 Guide the pupils to do Activities A, B, and C following the instructions
in the textbook.
4 Ensure that pupils are able to differentiate between consonant /θ/ and /ð/. Demonstrate the difference orally in class through correct pronunciation.
25
Listening and speaking 1 Sing the song ‘Old Macdonald’ in class using the classical rhythm
associated with this song. (Check the Internet or nursery rhymes CDs.) 2 Let the pupils sing the song together repeatedly in after you. 3 In Exercises 1, tell the pupils to answer the questions orally. 4 In Exercise 2, ask the pupils to write True or False accordingly if the
sentences are correct or not. Reading 1 Read the story aloud to the pupils. 2 Let the pupils read the passage silently in pairs. 3 Let the pupils indicate difficult words and phrases while you explain
them. 4 In Exercise 1, pupils should be guided to write the answers to questions
1-8 in writing. 5 In Vocabulary, in Exercise 1, let the pupils fill in the gaps with the words
in the box. In Exercise 2, let the pupils to copy the words given in their notebooks and learn their meanings.
Grammar 1 Explain the uses of contractions to the pupils. 2 Exemplify contractions copiously. 3 In Exercise 1, let the pupils read each of the given sentences and write
the shortened forms of the words in brackets and then use them to fill in the blank spaces. Show them examples.
4 In Exercise 2, tell the pupils to read the given sentences to find out the shortened forms of the words in brackets and then use them to fill in the blanks.
Writing 1 Guide the pupils to copy the given upper and lower case letters in their
exercise books. Demonstrate with a few examples on the chalkboard.
26
Unit 18 Mr Kusa, the banker Phonics 1 Follow the procedures outlined in the previous units in teaching phonics.
2 Let the pupils pay attention to the different spellings of the sound/tʃ/. 3 Let them differentiate orally between /ʃ/ and /tʃ/ sounds. Listening and speaking 1 Read the rhyme in class and tell the pupils to repeat it after you. 2 Let the pupils read the rhyme on their own aloud. 3 In Exercise 1, tell the pupils to read the poem again and fill in the gaps
with words from the poem. Reading 1 Read the passage aloud to the pupils. 2 Tell some pupils to read the whole passage in parts. 3 Explain some difficult words (if any). 4 Guide the pupils to answer the questions in Exercise 1 in writing. 5 In Exercise 2, tell the pupils to read the story again and write Yes or No
accordingly if the given statements are correct or not. 6 In Vocabulary, ask the pupils to look carefully at the pictures, learn their
names and copy the names into their notebooks. Grammar—Punctuation 1 Explain the use of capital letters. 2 In Exercise 1, let the pupils write the lower case version of the given
capital letters. 3 In Exercise 2, tell the pupils to circle the capital letters at the beginning
of each of the sentences. 4 In Exercise 3, let the pupils change the first letter in each sentence to a
capital letter. Composition—My family 1 Guide the pupils to study the pictures in the composition exercise and
use them to fill in the gaps. Fill in the first two gaps for them.
27
Unit 19 The three billy goats Phonics 1 Follow the procedures used for phonics in the previous units. 2 Let the pupils cite copious examples of words containing the sound and
pronounce them correctly. Listening and speaking—Simple greetings at home 1 Organise the pupils to practise the dialogues in class. 2 Let them study the pictures carefully. 3 Ask them simple questions on the greetings. Reading 1 Read the story aloud to the pupils. 2 Discuss the moral of the story with the pupils. 3 In Exercise 1, let the pupils answer the questions in writing. 4 In Exercise 2, tell the pupils to write True or False accordingly if the
statements are correct or not. 5 In Vocabulary, get the pupils to use the words in the box to fill in the
gaps correctly. Grammar—Punctuation 1 Explain the use of full stops to the pupils. 2 In Exercise 1, let the pupils put a full stop at the end of each sentence. 3 In Exercise 2, pupils should add capital letters and full stops to make the
given sentences correct. Writing 1 Let the pupils copy the given capital and small letters into their exercise
books. 2 Teach the pupils how to write on straight lines in their notebooks. 3 Give them homework.
28
Unit 20 The New Yam Festival Phonics 1 Follow the procedures outlined in the previous units for the teaching of
phonics. 2 Ensure that the pupils are able to give their own examples of words
containing the /m/ sound. Listening and speaking 1 Read the rhyme and let the pupils repeat it after you. 2 Let the pupils read the rhyme together in class aloud. 3 Guide the pupils to answer the questions under Exercise orally. Reading 1 Read the passage aloud. 2 Call on individual pupils to read the passage in parts. 3 Pupils should answer the questions under the exercise in writing. 4 In Vocabulary, tell the pupils to use the words in the box to fill in the
gaps in the given sentences. Grammar 1 Demonstrate the use of capital letters with word and sentence examples. 2 Write the sentences containing capital letters on the board and tell the
pupils to study them. 3 In the exercise, tell the pupils to use capital letters to make the given
sentences correct. Composition—A hospital 1 Under the exercise, guide the pupils to each study the hospital picture
with a partner in class and answer the given questions. 2 All the answers should be written. 3 Write a sample answer on the board for the pupils to copy.
29
Unit 21 Sara and the cough mixture Phonics 1 Follow the procedures used in the previous units for the teaching of
phonics. 2 Pupils should be able to give word examples of the sound /n/. 3 Follow all the instructions in the Activity section. Listening and speaking 1 Sing the songs with the pupils in class. 2 Point out the words that sound alike (rhymes) and write them on the
board. 3 In Exercise 1, get the pupils to answer the questions orally. Monitor their
sentence structures for cases of mistakes. 4 In Exercise 2, guide the pupils to read the second rhyme again and
answer the questions in writing, following your example. Reading 1 Read the passage to the pupils. 2 Explain some difficult words such as mixture, bedtime, prescribed,
discharged, drug abuse, and public school. 3 In Exercise 1, pupils should answer the questions in simple sentences. 4 In Exercise 2, pupils should rearrange the given sentences to retell the
story. 5 In Exercise 3, tell the pupils to learn the given words. Grammar 1 Explain synonyms to the pupils through a good, simple definition and
copious word examples. 2 In Exercise 1, instruct the pupils to match each word to its synonym. Do
No. 1 for them. 3 In Exercise 2, let the pupils choose the word from the box that is a
synonym of that underlined in each sentence. 4 In Exercise 3, tell the pupils to underline the word in each row that is a
synonym of the first word.
30
Writing 1 Let the pupils copy the given lower and upper case letters correctly. 2 This should be done in class and supervised by you. Unit 22 Tortoise and Snail Phonics 1 Follow all the instructions outlined in the previous units for the teaching
of phonics. 2 Give the teaching of this sound extra attention as it is often difficult for
second language learners to pronounce. Listening and speaking 1 Read the poem, then let the pupils repeat after you. 2 Give examples of rhymes in the poem. 3 Guide the pupils to do the Exercise. Reading 1 Read the poem aloud in class. 2 Pupils should study the pictures. 3 You and the pupils should discuss the moral of the story. 4 In Exercise 1, let the pupils write True or False accordingly if the
statements are correct or not. 5 In Exercise 2, get the pupils to fill in the gaps with the correct words
from the passage. Grammar—Punctuation 1 Tell the pupils that capital letters are used to begin people’s names.
illustrate with sentence examples. 2 In the exercise, let the pupils write the given sentences correctly using
capital letters to begin people’s names. Composition 1 Let the pupils read the given description.
31
2 Then, let them change the underlined words to talk about their own fathers.
Unit 23 A day on the beach Phonics 1 Follow the procedures outlined in the previous units for the teaching of
phonics. 2 Ensure that the pupils can cite their own examples of words containing
the /h/ sound. 3 Monitor the pupils closely when they do the exercises in Activities A, B
and C. Listening and speaking—Farewell and gratitude 1 Explain the meaning of farewell and gratitude to the pupils. 2 Give them adequate examples. 3 Organise the pupils to practise the dialogues in class after studying the
pictures. 4 In the exercise, let the pupils match pictures on the left with the correct
expressions on the right. Do No. 1 for them on the chalkboard. Reading 1 Guide the pupils to study the pictures in the story. 2 Let them read the story and fill in the gaps with the right words from the
box to complete the story. 3 In Vocabulary, let the pupils learn the given words. Grammar 1 Explain what pronouns are and their uses. 2 Use sentence examples to illustrate the uses of pronouns. Writing 1 In Exercise 1, let the pupils write out the names of the pictures. 2 In Exercise 2, tell the pupils to arrange the letters to form the names of
the given objects.
32
Unit 24 Crossing the road Phonics 1 Follow the procedures outlined in the previous units for the teaching of
phonics. 2 Ensure that the pupils are able to give word examples of their own. 3 Guide the pupils to do the exercises in Activities A, B and C. Listening and speaking 1 Read the rhyme aloud. 2 Tell the pupils to study the pictures. 3 Pupils should read the rhyme together aloud. 4 In the exercise, let the pupils write out the days of the week mentioned
in the rhyme in the correct order. Give them two examples. Reading 1 Guide the pupils to study the pictures in groups. 2 Then read aloud and explain the sentence under each picture. 3 Explain some traffic rules mentioned in the passage. 4 In Exercise 1, pupils should write Yes or No accordingly if the statements
are correct or not. 5 In Exercise 2, assist the pupils to learn the given words in pairs. Explain
the words with examples. Grammar 1 Define and explain homonyms with copious examples given in the
textbook. 2 In the Exercise, guide the pupils to choose the right word to fill in the
blanks. Composition—My school 1 Guide the pupils to study the pictures carefully. 2 Then guide them to write about their school by answering the given
questions in complete sentences. Answer No. 1 as an example.
33
Unit 25 A visit to Olumo Rock Phonics 1 Follow the procedures outlined in the previous units for teaching
phonics. 2 Pupils should be able to pronounce words containing the sound
correctly. 3 All the pupils should be able to do the activities in Activities A, B and C. Listening and speaking 1 Choose a boy and a girl to read the dialogue between Alhassan and
Rashida. 2 Explain the terms traditional marriage ceremony, introduction, successful,
and payment. 3 In Exercise 1, let the pupils answer the questions orally. 4 In Exercise 2, assist the pupils to learn the given words. Reading 1 Read the passage aloud. 2 Let some pupils read parts of the passage in turns. 3 In Exercise 1, tell the pupils to write Yes or No if the given statements are
correct or not about the passage. 4 In Vocabulary, guide the pupils to study the pictures and use the words
in the box to fill in the gaps correctly. Grammar 1 Revise pronouns with the pupils. 2 Let them recall what pronouns are used for. 3 Study the pictures with the pupils and read out the sentences under
each. 4 Draw the pupils’ attention to the underlined pronouns in each sentence. 5 In Exercise 1, ask the pupils to underline the pronouns in the given
sentences.
34
Writing 1 Guide the pupils to write the name of each animal or bird under its
picture. Give them an example. Unit 26 The fox and the parrot Phonics 1 Pronounce the sound /aʊ/ and tell the pupils to imitate you repeatedly. 2 Do oral drill in class with the word list in Sound bank. 3 Guide the pupils to do the exercises in Activities A, B, and C. Listening and speaking 1 Read the poem to the pupils aloud. 2 Let the pupils repeat it after you. 3 Get the pupils to study the pictures. 4 In the exercise, tell the pupils to read the poem again and then fill in the
gaps in the sentences correctly. Reading 1 Read the story aloud in class. 2 Discuss the moral of the story with the pupils. 3 Guide the pupils to answer the questions under the exercise. Grammar 1 Explain the use of the present continuous tense. 2 Give them sentence examples. 3 Let the pupils look carefully at the pictures and read the sentences under
them aloud together. 4 In Exercise 1, direct the pupils to look at the pictures, study what the
people in them are doing and use their answers to fill in the gaps correctly.
5 In Exercise 2, let the pupils add –ing to the given words.
35
Composition— Things I do every day Direct the pupils to complete the given sentences by looking at the pictures above the sentences. They may do this exercise in pairs. Unit 27 The accident Phonics
1 Pronounce the sound /əәʊ/ and get the pupils to imitate you repeatedly. 2 Lead the pupils to pronounce the words in the Sound bank. 3 Guide the pupils to do the activities in Activities A, B, and C. Listening and speaking 1 Revise rhymes with the pupils. 2 Give them examples of rhyming words from the poems. 3 Tell the pupils to say the rhymes here after you. 4 Let the pupils answer the questions in Exercise 1 and 2 orally. Reading 1 Assist the pupils to study and understand the events in the pictures
about an accident. 2 Guide them to answer the questions under the exercise in writing. 3 In Vocabulary, help the pupils to learn the meanings of the given words. Grammar 1 Explain what abbreviations mean with examples. 2 Lead the pupils to read the sentences beside each picture. 3 In Exercise 1, let the pupils write the given abbreviations in full. 4 In Exercise 2, tell the pupils to copy the sayings correctly in small letters. Unit 28 All for one naira Phonics 1 Follow the procedures outlined in the previous units for the teaching of
phonics.
36
2 Ensure that the pupils are able to give their own examples of words containing the sound /eɪ/.
3 Follow the instructions under Activities A, B, and C. Listening and speaking 1 Tell the pupils to say the rhyme after you. 2 Pupils should read the rhyme aloud in unison. 3 Ask them to identify some rhyming words in the poem. 4 Select individual pupils to read the rhyme and correct any reading
errors. 5 In Exercise 1, tell the pupils to answer the questions orally. 6 In Exercise 2, let the pupils match the words in Column A with that
rhyme with those in Column B. Reading 1 Read the story while the pupils follow from their textbooks. 2 Explain the moral lesson in the story. 3 Explain the unfamiliar words in the passage. 4 Pupils should be told to answer the questions in writing. 5 In Vocabulary, guide the pupils to choose the correct word to complete
each of the given sentences. Do No. 1 as an example. Grammar—Punctuation 1 Tell the pupils to write the punctuation marks as in the textbook. 2 Explain the uses of the comma, full stop and question mark with
sentence examples. 3 In Exercise 1, let the pupils use a comma, full stop or a question mark to
complete the given sentences. 4 In Exercise 2, tell the pupils to copy only the sentences that have a
comma, full stop or question mark into their notebooks. Composition—Telling the time 1 Explain the functions of the short and the long hands of the clock in
telling the time. 2 Read the sentence under each clock to reinforce (1) above.
37
3 In the exercise, let the pupils study the pictures and write about Kola’s daily activities by filling in the gaps in the given sentences.
Unit 29 Reading from left to right Phonics 1 Follow the instructions outlined for the teaching of phonics in the
previous units. 2 Let the pupils pronounce the sound /ʊəә/ repeatedly collectively and
individually as it is not common in most Nigerian languages. 3 Monitor the pupils closely when they do the exercises in Activities A, B
and C. Listening and speaking 1 Sing this song melodiously according to its popular tune that you know
of. (Check the Internet or nursery rhymes CDs.) 2 Ensure that the pupils repeat the song after you. 3 Pupils should be assisted to memorise the song. 4 Guide the pupils to answer the given questions orally or in writing. Reading 1 In Exercise 1, guide the pupils to circle the right options. 2 In Exercise 2, let the pupils underline two words that have the same
sound in each sentence. 3 In Exercise 3, tell the pupils to read the given sentences from left to right
and copy them into their notebooks. 4 In Exercise 4, ask the pupils to circle the right options. Grammar—Prepositions 1 Define and give examples of a preposition. 2 Use the sentences under the picture to illustrate the use of prepositions. 3 In the exercise, guide the pupils to answer the questions correctly.
38
Composition 1 Study the picture of the market scene with the pupils, together and
discuss what you see. 2 Tell the pupils to study the picture again and complete the given
sentences by using the scrambled words. You could assist the pupils to unscramble some words.
Unit 30 Parts of a book Phonics 1 Follow the instructions given in the previous units on the teaching of
phonics. 2 Pronounce the vowel sound and ensure that the pupils do the same
correctly. 3 It is useful if you can ensure that each pupil is able to pronounce the
sound correctly. Listening and speaking 1 Sing this song following the classical or popular tune with which it is
sung. 2 Instruct the pupils to repeat after you. 3 In the exercise, let the pupils fill in the gaps with the right words from
the song. 4 Encourage the pupils to learn the song by heart. Reading 1 Organise the pupils to practise the dialogues in class. 2 In Exercise 1, tell the pupils to say the names of the parts of a book. 3 In Exercise 2, ask the pupils to label the parts of the book in the picture
using the words in the box. Grammar 1 Explain prepositions using the pictures and the sentence examples
under them.
39
2 In the exercise, let the pupils underline the prepositions in the sentences. Show them examples.
Composition—Describing a friend Guide the pupils to look at the picture on the left. Then, they should fill in the blanks with the words in the box. Unit 31 Our favourite food Phonics 1 Follow the instructions given in the previous units on the teaching of
phonics. 2 Ensure that each pupil is able to pronounce the sound /eəә/ correctly. 3 Each pupil should also be able to do the exercises under Activities A, B
and C. Listening and speaking 1 Sing the song and get the pupils to repeat it after you. 2 In the exercise, pupils should read the poem again and look at the
calendar to fill in the correct number of days of each month. Reading 1 Read the short passage. 2 Some pupils can be selected to read to the class. Correct pronunciation
errors. 3 In Exercise 1, the pupils should be guided to answer the questions in
their notebooks. 4 In Exercise 2, pupils should be guided to circle the correct table. 5 In Vocabulary, tell the pupils to fill in the blanks correctly using words
from the passage. 6 Help the pupils to read the bar chart and pie chart and answer questions
on Exercises 1 and 2 under them. Grammar 1 Define and exemplify antonyms. Use the textbook examples.
40
2 In Exercise 1, let the pupils circle the antonyms of the first word in each row.
3 In Exercise 2, tell them to draw a line to match each word to its antonym. Writing Direct the pupils to copy the given sentences into their exercise books. Unit 32 In the supermarket Phonics 1 Follow the instructions given in the previous units on the teaching of
phonics. 2 Direct pupils’ attention to the different spellings of the sound /aɪ/. 3 Let them do the exercises under Activities A, B and C. Listening and speaking 1 Read out the days of the week and make the pupils listen attentively. 2 Ask the pupils to mention the days of the week in the right order. 3 Let the pupils pay attention to the simple present tense verbs used to
describe what takes place regularly in the sentences used. 4 In the exercise, tell the pupils to look carefully at the pictures and fill in
the gaps. Reading 1 Read the passage aloud in class. 2 Explain unfamiliar words to the pupils. 3 In the exercise, let the pupils answer the questions in writing. Check
their sentence structures. 4 In Vocabulary, ask the pupils to fill in the gaps with words from the
passage. Grammar—Simple present tense 1 Explain what the simple present is used for. 2 Exemplify the simple present tense using the pictures and the sentences
under them.
41
3 In the exercise, let the pupils fill in the gaps with the correct words from the box.
Composition—A bicycle 1 Guide the pupils to study the picture of a bicycle and answer the
questions. 2 Endeavour to teach the pupils parts of a bicycle, e.g. seat, pedals,
handles, brakes, tyres, and wheels. Unit 33 The lion and the mouse Phonics 1 Follow the instructions given in the previous units for the teaching of
phonics. 2 Monitor all the exercises under Activities A, B, and C. Listening and speaking 1 Sing this song according to its classical or popular tune/rhythm. Check
the Internet or nursery rhymes CDs. 2 Pupils should repeat the song after you many times. 3 Pupils should be encouraged to memorise the song. 4 In the exercise, guide the pupils to answer the questions. Reading 1 1 Read the poem to the class. 2 Pupils should also read after you. 3 Guide the pupils to fill in the gaps in the exercise that follows. 4 In Vocabulary, assist the pupils to unscramble the given colours of the
rainbow. Reading 2 1 Read the story and discuss its moral lesson with the pupils. 2 Explain the difficult words, e.g. paw, nibbled, roared, jungle. 3 Let the pupils answer the questions in writing. 4 Assist the pupils to do the exercises under Vocabulary.
42
Grammar 1 Revise the simple past tense with examples. 2 Guide the pupils to study the pictures and answer the questions that
follow. Writing Assist the pupils to draw the objects named in the spaces provided. Give them samples. Unit 34 The three friends Phonics 1 Follow the guidelines given in the previous units on the teaching of
phonics. 2 Ensure that individual pupils are able to pronounce the sound and the
words containing it correctly. Listening and speaking 1 Read the poem twice. 2 Pupils should read after you. 3 Explain the meaning of smart, fair, friendly, grade, A1. 4 Assist the pupils to do the exercise. Reading 1 Read the passage aloud in class. 2 Allow select pupils to read the passage. 3 Let the pupils answer the questions in Exercise 1 in writing. 4 In Exercise 2, tell the pupils to match the sentence parts in Column A to
those in Column B to make good sentences. 5 In Vocabulary, assist the pupils to match the words to the pictures. Grammar—Adjective 1 Describe an adjective and its functions. 2 Give the pupils simple examples of adjectives. 3 Use the adjectives in sentences and write them on the board.
43
4 In Exercise 1, let the pupils underline the adjectives in the given sentences. Do Nos 1-3 as examples.
5 In Exercise 2, tell the pupils to circle the adjectives among the given words.
Writing 1 Ask the pupils to write the name of each picture under it. Give them
examples. 2 Check the pupils’ notebooks for any spelling errors. Unit 35 The fox and the goat Phonics 1 Follow the guide given in the previous units for the teaching of phonics. 2 Each pupil should be able to pronounce the sound /j/ correctly. 3 Let the pupils pay attention to u as a spelling of the sound /j/ as in use,
music, etc. Listening and speaking 1 Organise the pupils to take turns to practise the dialogues in class. The
pupils could do this in pairs. 2 Monitor the pupils’ spoken English for grammatical or pronunciation
errors. Reading 1 Read the passage to the class. 2 Divide the pupils to take turns to read the passage aloud. 3 In Exercise 1, let the pupils write True or False accordingly if the
sentence is correct or not. 4 In Exercise 2, tell the pupils to write out five words from the puzzle box
and use them to complete the given sentences. 5 In Vocabulary, pupils should use the words in the box to complete the
sentences. Grammar—Questions and answers 1 Explain what a question and an answer are.
44
2 Let the pupils answer the given questions with ‘Yes, I do’, ‘No, I don’t’, ‘Yes, I have’, or ‘No, I don’t have.’
Composition Assist the pupils to look carefully at the picture of a classroom and use the words in the box to complete the given sentences. Unit 36 In the zoo Phonics 1 Follow the guide given in the previous units on the teaching of phonics. 2 In Exercise 1, guide the pupils to put the words in the table. That is,
Guide them to put the words respectively beginning with b and d in the correct columns.
3 In Exercise 2, guide the pupils to make words with the letters in the box by filling in the blank spaces under the pictures correctly.
4 In Exercise 3, let the pupils pick the correct word for each picture and tick it right.
5 In Exercise 4, tell the pupils to arrange the letters in each row to form the name of the object indicated in the picture.
Listening and speaking 1 Pronounce all the parts of the human body and let the pupils repeat
them many times. 2 You could use a pupil to demonstrate the parts of the body to the class. 3 In the exercise, let the pupils fill in the gaps to complete the names of
parts of body. Let them say each word three times. Reading 1 Describe what a zoo is and the various homes of the animals shown in
the pictures. 2 Allow the pupils to ask questions. 3 Tell them to fill in the gaps in the sentences after studying the pictures
again.
45
4 In Vocabulary, let the pupils draw a line from each word to its matching picture. Help them with two examples.
Grammar 1 Read the sentences and describe the functions of adjectives in them.
Remind the pupils that adjectives describe nouns. 2 In the exercise, tell the pupils to fill in the gaps in the given sentences
with the words in the box. Writing 1 Assist the pupils to identify this animal — a lion. 2 Then, let them answer the questions in writing. Check their notebooks
individually for spelling or grammatical errors. Unit 37 The Henshaws’ house Phonics 1 In Exercise 1, let the pupils name each picture and listen to the
beginning sounds of the words. 2 In Exercise 2, let the pupils write the letter that begins each of the words
in the given pictures above. give them an example. 3 In Exercise 3, guide the pupils to name the given pictures. 4 In Exercise 4, let the pupils name the pictures and listen to the sound at
the end of the words. Give them an example. Listening and speaking 1 Read the poem and let the pupils read after you. 2 Let each pair of pupils read the poem aloud. 3 Explain to them what of rhyme scheme means. Give them examples. 4 In the exercise, let the pupils answer the questions orally. Reading 1 Read the passage aloud. 2 Select some pupils to read different parts of the passage. 3 Explain the parts of a house.
46
4 Let the pupils choose the correct options in the exercise. 5 Let them fill in the gaps appropriately under Vocabulary Exercise 1. 6 Guide them to use the letters in the box to complete the words in
Vocabulary Exercise 2. Grammar 1 In Exercise 1, let the pupils make six sentences from the table. Write an
example on the board for them to copy. 2 In Exercise 2, let the pupils underline the noun in each sentence. Composition Guide the pupils to look carefully at the given words and use them to complete the sentences. Unit 38 Building a clinic Phonics 1 Explain what a syllable is. Give simple examples. 2 In Exercise 1, let the pupils listen to the sentences and clap to each
syllable in the words. Demonstrate with Nos. 1 and 2. 3 In Exercise 2, tell the pupils to look at the pictures and say the words. 4 In Exercise 3, teach the pupils to draw lines to the correct words. Listening and speaking 1 Read the poem aloud to the pupils. 2 Let them read the poem together. 3 Help them to identify the rhymes in the poem. Reading 1 Read the passage and explain the difficult words and phrases. 2 Let the pupils answer the questions in complete sentences. 3 In Vocabulary Exercise 1, get the pupils to fill in the gaps with words
from the passage. 4 In Vocabulary Exercise 2, assist the pupils to complete the given words
by using the correct letters from the box.
47
Grammar 1 Study the pictures with the pupils. 2 Let them identify the actions taking place. 3 Read the sentences and point out the simple past tense verbs. 4 In Exercise 1, let the pupils look at the pictures and say the words under
each picture. 5 In Exercise 2, guide the pupils to make ten sentences from the table.
Give them three examples. Composition 1 In Exercise 1, let the pupils complete the sentences using the words in
the box. 2 In Exercise 2, organise the pupils to work in pairs and make six
sentences from the table. Write two examples on the board for the pupils to copy.