Lesson Plan for English Language, First (1st) Term (Week 4) | NUE, NAPPS Scheme
Speech | Grammatical Accuracy (Structure) | Reading | Writing
LESSON PLAN FOR ENGLISH STUDIES, (Week 4)
GRADE 4 LESSON PLAN – FIRST TERM, WEEK 4 (NAPPS)
DATE: Monday 30th September – Friday 4th October
CLASS: Primary 4
PERIOD: 1st
DURATION: 60 minutes (Each subject period)
NO. IN CLASS: 22
AVERAGE AGE: 8 Years
SEX: Mixed
SUBJECT: English Studies
TOPIC 1: SPEECH
SUB-TOPICS:
(i) Obligations
(ii) Using “must” in Sentences
LESSON PRESENTATION
| Steps | Teacher’s Activities | Learners’ Activities | Learning Points | Evaluation |
|---|---|---|---|---|
| Introduction | Teacher starts with a story showing responsibility (e.g., brushing teeth, doing homework). | Pupils listen and identify duties. | Understanding obligations and responsibilities. | What are your duties at home? |
| Step 1 | Teacher explains the word “obligation” and gives examples. | Pupils repeat the word and say examples of their own obligations. | Meaning and recognition of obligations. | Mention two obligations you have. |
| Step 2 | Teacher introduces the modal verb “must” and shows how it expresses obligation. E.g., “You must do your homework.” | Pupils form sentences using “must.” | Correct use of “must” to express obligation. | Use “must” in a sentence. |
| Step 3 | Teacher organizes role-play or dialogue using “must” in obligations. | Pupils perform short dialogues. | Practice and fluency in expressing duties. | Say a sentence showing obligation. |
| Conclusion | Teacher summarizes the use of “must” and revises obligations. | Pupils review key points. | Reinforcement of expressing duties correctly. | What is the function of “must” in a sentence? |
TOPIC 2: GRAMMATICAL ACCURACY (STRUCTURE)
SUB-TOPICS:
(i) Nouns
(ii) Meaning of Nouns and Examples
LESSON PRESENTATION
| Steps | Teacher’s Activities | Learners’ Activities | Learning Points | Evaluation |
|---|---|---|---|---|
| Introduction | Teacher shows a picture with objects, people, and animals. | Pupils name what they see. | Introduction to nouns as naming words. | What is the name of this object? |
| Step 1 | Teacher defines a noun as a name of a person, place, animal, or thing. | Pupils repeat and give examples. | Understanding of the types of nouns. | What is a noun? |
| Step 2 | Teacher categorizes nouns into people, places, animals, things. | Pupils help sort the examples. | Classification of nouns. | Give one example of a person/place noun. |
| Step 3 | Teacher gives an exercise to underline nouns in sentences. | Pupils identify and underline nouns. | Identifying nouns in context. | Underline the nouns in this sentence: “The dog chased the ball.” |
| Conclusion | Teacher revises definition and examples. | Pupils say five nouns each. | Reinforcement of noun knowledge. | Mention four examples of nouns. |
TOPIC 3: READING
SUB-TOPICS:
(i) Reading Poems
(ii) Identify Setting and Plot in Poems
LESSON PRESENTATION
| Steps | Teacher’s Activities | Learners’ Activities | Learning Points | Evaluation |
|---|---|---|---|---|
| Introduction | Teacher reads a short, simple poem aloud (e.g., a poem on rain or school). | Pupils listen attentively. | Active listening and appreciation of rhythm. | What is the poem about? |
| Step 1 | Teacher explains the setting (place/time) and plot (what happened). | Pupils describe the poem’s setting and events. | Understanding poem structure. | Where is the poem set? What happened? |
| Step 2 | Teacher discusses new or poetic words. | Pupils pronounce and spell them. | Vocabulary building and fluency. | What does “drizzle” mean in the poem? |
| Step 3 | Teacher guides pupils to answer questions on the poem. | Pupils respond orally and in writing. | Comprehension and recall. | What happened in the poem? |
| Conclusion | Teacher recaps main points and rereads poem with the class. | Pupils echo-read the poem. | Reinforcement of poetic appreciation. | Identify the plot of the poem. |
TOPIC 4: WRITING
SUB-TOPICS:
(i) Simple Sentence
(ii) Writing Simple Sentence
LESSON PRESENTATION
| Steps | Teacher’s Activities | Learners’ Activities | Learning Points | Evaluation |
|---|---|---|---|---|
| Introduction | Teacher writes short simple sentences on the board (e.g., “The cat sleeps.”). | Pupils read aloud. | Introduction to sentence formation. | What do you notice about the sentence? |
| Step 1 | Teacher explains a simple sentence as having a subject and action. | Pupils identify subjects and actions. | Understanding sentence structure. | What is the subject in this sentence: “She runs”? |
| Step 2 | Teacher gives examples and builds sentences with pupils. | Pupils form simple sentences using given words. | Building correct and clear sentences. | Make a simple sentence using “boy”. |
| Step 3 | Teacher asks pupils to write 3–5 simple sentences about themselves. | Pupils write and read their sentences. | Independent sentence construction. | Write two simple sentences. |
| Conclusion | Teacher collects and reviews samples, correcting errors. | Pupils read sentences aloud. | Sharing and improvement of writing skills. | Read one sentence you wrote. |