ENGLISH LANGUAGE PRIMARY 6 SECOND TERM
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ENGLISH LANGUAGE PRIMARY 6 SECOND TERM LESSON NOTE
SECOND TERM ENGLISH LANGUAGE E LESSON NOTE FOR BASIC SIX
Table of content
Class:- Basic 6
Subject:- English Language
Week:- 2
Topic: Speech Work: Pronunciation practice
Reading: Teaching of new words, meanings and Comprehension
Structure: Reading of letters of invitation and replies (formal and informal)
(infuse Nigerian Traditional values.
Grammar: Word formation: Noun formed from Adjectives
Writing: writing an application Letter
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. State some new words and their meaning
2. Write an application letter
Instructional material/Reference material:-
Nigeria Primary English for Pupil's book 6 learrn Africa New Edition by
O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with letters writing
Content.
Reading: Teaching of new words
ENGLISH LANGUAGE PRIMARY SECOND TERM LESSON NOTE
On that fateful Tuesday morning, Umar was rushing off to work when a
vehicle which had failed to stop when the traffic light turned red,
knocked him down. Even though Umar was taken to the (1) ___________
immediately, he (2) _________ as soon as he got there because of the internal
bleeding he suffered when he hit his head the pavement. The hospital
management informed his (3) _______________ who then (4) ___________
the death of her husband in the newspaper.The newspaper published details of
the (5) ___________ arrangements. According to the newspaper,
there was going to be a ___________ in honour of the (6) ___________ on
Friday at 6.00 pm. The funeral would be held on Saturday morning at 9.00 am,
followed immediately by the (8) ___________ at the burial site. During the wake,
the local (9) ___________ sang many inspirational songs. At the funeral service,
Pastor Okrika preached a comforting (10) ___________, and encouraged the
immediate family of the deceased and the (11) ___________ to be strong.
After the funeral service, a (12) ___________ transported the coffin to the burial site
where the (13) ___________ was lowered into the (14) ___________. The widow
and the (15) ___________ paid their last respects to the deceased by placing nu
(16) ___________ on the grave.
Writing an application letter
A job application letter explains to the employer why you are qualified for the
position you are applying for, and why you should be selected for an interview.
Your letter should be properly organised and designed to make the best impression
on the hiring manager. It should not be more than one page long.
It should be single spaced. Use about 1 inch margin and align your text to the left.
The font size should be between 10 and 12 points.
Begin the letter by stating what job you are applying for, for example,
I write to apply for the post of a clerical assistant in your establishment.
Explain how you heard about the job, especially if you heard about it from
someone associated with the company.
Go on to briefly mention how your experience and skills match the position you
have applied for. Then use a paragraph or two to explain why you are interested
in the job and why you would be an excellent candidate for the position.
Also explain how you meet the qualifications stated in the job advertisement.
Close the letter by restating how your skills make you fit for the position in the
company. Thank the employer for her/his consideration.
End with your signature and full name.
Remember to proofread your letter before posting/sending it.
Here is an example of an application letter
Evaluation:-
Answer the following questions:
1 Which of the two addresses is the sender’s address?
2 Why did the writer use ‘Yours faithfully’?
3 Did the letter contain the receiver’s name or title.
4 Why did the writer enclose a reference?
5 Which secondary school does the writer intend to go to?
ENGLISH LANGUAGE PRIMARY 6 SECOND TERM LESSON NOTE
Class:- Basic 6
Subject:- English Language
Week:- 3
Topic:.Speech Work Pronunciation practice: Put stress on the right Syllables
Reading: Teaching of new words, meanings and Comprehension
Structure: More constructions with clauses Using, ‘when’ ‘who’ ‘which’ ‘where’
Grammar: Word formation adjective formed from Noun
Writing: Narrative essay: A day I will not forget
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. Divide words into syllables
2. Stress words properly
Instructional material/Reference material:-
Nigeria Primary English for Pupil's book 6 learrn Africa New Edition by
O. Adams and Others.
Building Background /connection to prior knowledge : Students are familiar with the meaning of syllables
Content.
Speech Work Pronunciation practice: Put stress on the right Syllables
Syllable are words that can be broken down into simpler ones
The simplest type of syllable is just a vowel sound. Examples are:
are /aː/, eye /aɪ/, owe /əʊ/, awe /ɔː/, ear /ɪə/, air /eə/. All these words have one
syllable and the syllable is just one vowel sound.
A syllable can have consonant (C) sounds before the vowel (V), after the vowel, or
before and after the vowel. Here are some examples.
(Each of the words has one syllable.).
ENGLISH LANGUAGE PRIMARY SECOND TERM LESSON NOTE
Some syllables have two or more consonants before the vowel,
after the vowel, or before and after the vowel. Here are some examples.
(Each word has one syllable.)
Usually, the number of syllables in a word is the same as the number of vowel sounds – not the number of vowel letters.
Examples:
1. moved (2 vowel letters (o, e) but only 1 vowel sound /muːvd/, so only one syllable)
2. Deborah (3 vowel letters (e, o, a) but only 2 vowel sounds /debrə/, so only
two syllables)
3 comfortable (4 vowel letters (o, o, a, e) but only 3 vowel sounds /kʌmftəbəl/,
so only three syllables)
Remember that the sounds /l/, /m/, and /n/ can be syllables together with
other consonants, but with no vowel sound.
Examples:
1. Couple (2 syllables – /kʌ + pl/)
2. Button (2 syllables – /bʌ + tn/)
3. Tourism (3 syllables – /tʊə + rɪ + zm/)
Structure: More constructions with clauses Using, ‘when’ ‘who’ ‘which’ ‘where’
Relative and interrogative pronouns
Use ‘who’, ‘which’ or ‘that’ to say which person, animal,
or thing you are referring to, or to describe them.
Eamples:
1 I have a brother who is a mechanic?
2 Achebe is someone who writes great novels.
3 Do you know who she is?
4 HIV is the condition that (or which) produces AIDS.
5 The cheetah is the animal that (or which) runs the fastest.
Use ‘what’ to refer to things or places.
Examples:
1 Tell me what happened.
2 What’s the capital of Nigeria?
Also use what to ask for a description.
Example: What is Abuja like?
Use ‘where’ to refer to a place.
Example: Aba is the city where there is a big market.
Use ‘when’ or ‘that’ to refer to time.
Example: I remember the first day when/that I went to school.
Grammar: Word formation adjective formed from Noun
Making adjectives from nouns
We can add a variety of endings to some nouns to make adjectives. Examples:
1 noun + ‘-less’: harmless, careless
2 noun + ‘-ous’: famous, dangerous
3 noun + ‘-ful’: successful, careful
When the noun ends in ‘y’, change ‘y’ to ‘i’: beautiful.
Be careful! Some words ending in ‘-ful’ are nouns: a teaspoonful of sugar.
We can add –able/-ible or –ive to some nouns or verbs to make adjectives:
1 noun or verb + ‘-able’: breakable, enjoyable
2 noun or verb + ‘-ible’: sensible, horrible (from ‘horror’)
3 noun or verb + ‘-ive’: expensive, creative
Evaluation:-
The spelling changes if you change the order of sounds in these one-syllable
words from CV to VC. Write out the new words.
Example: CV VC
/seɪ/ = say /eɪs/ = ace
1 /təʊ/ = ___________ /əʊt/ = oat
2 /fəʊ/ = ___________ /əʊf/ = oaf
3 /leɪ/ = ___________ /eɪl/ = ail
4 /kaː/ = car /aːk/ = ___________
5 /laɪ/ = lie /aɪl/ = ___________
6 /kiː/ = ___________ /iːk/ = eke
Add ‘who’, ‘which’, ‘that’, ‘what’, ‘where’ or ‘when’ in the gaps.
A: _______ is Old Oyo National Park?
B: The Park is in northern Oyo State and part of southern Kwara State.
It’s near Saki, Igboho, Igbeti, and Sepeteri _______ have their own attractions
for tourism.
A: _______ is the Park like?
B: Well, it has many animals including buffaloes, bushbuck, and a wide
variety of birds. Also, the Park has the interesting ruins of Oyo city _______ was
the capital of the Yoruba Empire.
A: _______ can we do there?
B: People walk or travel in buses to see the animals. You’ll see people ____ are
relaxing near their chalets. There are also young people _______ are camping.
A: _______ is the best time to go?
B: It can be very wet in the rainy season.
A: Thank you for all the useful information.
Fill in each gap with an adjective made from the word at the end.
Use your dictionary.
1 Your writing has many mistakes. You have been very _____. (care)
2 Her new wrapper is so _____. (beauty)
3 That looks like an _____ watch. (expense)
4 This injection may be a little _____. (pain)
5 There are so many _____ Benin bronzes. (wonder)
6 It was _____ of Okon to save the baby from the fire. (courage)
7 SpongeBob SquarePants is a _____ cartoon. (fame)
8 It was _____ to try and get Efe to agree. (use)
ENGLISH LANGUAGE PRIMARY 6 SECOND TERM LESSON NOTE
Class:- Basic 6
Subject:- English Language
Week:- 4
Topic: Speech Work: Making speeches during occasions
Reading: Teaching of new words, meaning and Comprehension
Structure: News paper reading
Grammar: Word formation of noun
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. Describe how nouns are formed
2. List some nouns formed from adjectives
Instructional material/Reference material:-
Nigeria Primary English for Pupil's book 6 learrn Africa New Edition by
O. Adams and Others.
Building Background /connection to prior knowledge : Students have learnt about word formation in the previous lesson
Content
Grammar: Word formation of noun
Nominalization: Forming nouns
Making nouns from adjectives: We can add an ending to some adjectives to
make nouns, for example, adjective + ‘-ness’.
Examples: sadness, kindness, rudeness, sickness, tiredness, weakness.
When the adjective ends in ‘y’, change ‘y’ to ‘i’. Examples: happiness, laziness.
We can also add ‘-th’ to adjectives about size.
These nouns often have spelling changes.
Examples: grow - growth, wide - width, deep - depth, strong - strength,
high - height.
Making nouns from numbers: We can also add ‘-th’ to numbers (except 1, 2, and 3)
to make nouns. Examples: tenth, sixteenth, forty-fourth, a hundredth, a thousandth.
When the word for the number ends in ‘y’, change ‘y’ to ‘ie’, for example: thirtieth,
eightieth. Sometimes there are spelling changes. Examples: five -- fifth, eigh --
eighth, nine -- ninth, twelve -- twelfth.
Additional ways of forming nouns
Many nouns can be formed from other words by adding the following endings:
-ist ─ atheist, artist, scientist, journalist, essayist
-er/–or ─ painter, actor, doctor, writer, footballer
-ment ─ government, arrangement, development, commencement
-tion ─ generation, devotion, organisation, foundation
-ism ─ criticism, vandalism, Judaism
Evaluation:-
Write the noun forms of these words.
1 weak
2 deep
3 rude
4 seven
5 sad
6 million
7 grow
8 strong
9 ugly
10 fit
11 shy
12 tidy
13 twelve
15 wide
ENGLISH LANGUAGE PRIMARY 6 SECOND TERM LESSON NOTE
Class:- Basic 6
Subject:- English Language
Week:- 5
Topic: Speech Work: Pronunciation practice
Reading: Teaching of new words meaning and Comprehension
Structure: Simple passages of dialogue and Conversaton
Grammar: Word formation: Verbs from Adjectives
Writing: Passage on clean safe water strategies.
Verbal Aptitude
Behavioral objective:- At the end of the lesson the pupils should be able to:-
1. Read and answer questions from a simple passage
2. Stress some words in a sentence while reading
Instructional material/Reference material:- Nigeria Primary English for Pupil's
book 6 learrn Africa New Edition by O. Adams and Others.
Building Background /connection to prior knowledge : Students have read various simple passage since the term began.
Content
Structure: Simple passages of dialogue and Conversaton
Intonation practice using dialogue
1 ‘Who doesn’t want to play?’ ‘Bello doesn’t want to play.’
‘Does Bello want to play?’ ‘Bello doesn’t want to play.’
‘What doesn’t Bello want to do?’ ‘Bello doesn’t want to play.’
2 ‘Can you tell me what happened?’ ‘No, I wasn’t there.’
‘Can you tell me what happened?’ ‘No, I should tell my dad first.’
‘Can you tell me what happened?’ ‘No, I didn’t see anything.’
3 ‘Is it better to tell lies or to be honest?’ ‘It’s better to be honest.’
4 ‘Can a poor woman steal bread?’ ‘No, it’s best not to steal.’
Evaluation:-
1. Write out a simple passage from your textbook read it aloud and stress some words where necessary.
ENGLISH LANGUAGE PRIMARY 6 SECOND TERM LESSON NOTE
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