LESSON PLANS FOR ENGLISH LANGUAGE

[Onwura Chioma]

LESSON PLANS FOR BASIC 6
Class: Basic 6
Age: 12 years
Duration: 35 minutes per period
Date: __________________
Term: __________________
Week: __________________
Below are the lesson plans for English Language, Mathematics, Asụsụ Igbo, Basic Science, Physical and Health Education, and History. Each lesson follows the format you provided, including specific objectives, instructional materials, instructional techniques, entry behaviour, set induction, five instructional steps, summary note, evaluation, closure, and assignment.

SUBJECT 1: ENGLISH LANGUAGE
PERIOD 1: THE CONSONANT SOUNDS /t/ AND /d/
Class: Basic 6
Age: 12 years
Duration: 35 minutes
Date: __________________
Topic: The consonant sounds /t/ and /d/
1. Specific Objectives
By the end of the lesson, pupils should be able to:
Identify the consonant sounds /t/ and /d/.
Explain the difference between the two sounds.
Pronounce words containing /t/ and /d/ correctly.
Give five examples of words containing each sound.
2. Instructional Materials
English textbook
Flashcards
Chalkboard and chalk
Pictures of objects whose names contain /t/ and /d/
3. Instructional Techniques
Explanation
Demonstration
Question and answer
Oral drills
Group discussion
4. Entry Behaviour
Pupils can pronounce simple English words and identify some consonant sounds.
5. Set Induction
The teacher writes the words ten and den on the board and asks pupils to pronounce them.
The teacher asks:
What sounds do you hear at the beginning of the words?
Do the two words begin with the same sound?
The teacher introduces the lesson.
6. Instructional Procedures
Step 1: Introduction (5 minutes)
The teacher introduces the consonant sounds /t/ and /d/. Pupils listen carefully as the teacher pronounces the sounds.
Step 2: Explanation (10 minutes)
The teacher explains that /t/ and /d/ are consonant sounds produced when the tongue touches the area just behind the upper teeth.
/t/: A voiceless sound. Examples: ten, table, teacher, tin, top.
/d/: A voiced sound. Examples: dog, door, day, doll, dig.
The teacher explains that the vocal cords vibrate when producing /d/, but do not vibrate in the same way when producing /t/.
The teacher pronounces the words, and pupils repeat them.
Step 3: Group Discussion/Group Work (7 minutes)
The teacher divides the class into two groups.
Group A gives five words beginning with /t/.
Group B gives five words beginning with /d/.
Each group pronounces its words aloud.
Step 4: Summary (5 minutes)
The teacher reviews the differences between /t/ and /d/ and asks pupils to pronounce selected words.
Step 5: Evaluation (5 minutes)
The teacher asks pupils to:
Identify the initial sounds in table and door.
Give three words beginning with /t/.
Give three words beginning with /d/.
State one difference between /t/ and /d/.
7. Closure (3 minutes)
The teacher corrects pronunciation errors and encourages pupils to practise the sounds at home.
8. Summary Note
The consonant sounds /t/ and /d/ are made when the tongue briefly blocks the airflow near the upper teeth.
/t/ is a voiceless consonant sound.
/d/ is a voiced consonant sound.
Examples:
/t/ words
/d/ words
Table
Door
Ten
Den
Tin
Dig
Top
Dog
Teacher
Day
9. Assignment
Write ten words containing the /t/ sound and ten words containing the /d/ sound. Underline the letters representing the sounds.
PERIOD 2: READING AND WRITING STORIES THAT EXPLAIN FUTURE ACTIONS
Class: Basic 6
Age: 12 years
Duration: 35 minutes
Date: __________________
Topic: Reading and writing stories that explain future actions
1. Specific Objectives
By the end of the lesson, pupils should be able to:
Explain the meaning of future actions.
Identify expressions used to talk about future events.
Read and understand a short story about future plans.
Write a short story explaining their future actions.
2. Instructional Materials
English textbook
Chalkboard
Writing materials
Story charts
3. Instructional Techniques
Reading aloud
Explanation
Discussion
Demonstration
Guided writing
4. Entry Behaviour
Pupils can read short stories and write simple sentences about their daily activities.
5. Set Induction
The teacher asks pupils:
What do you want to become in the future?
What will you do after completing your education?
The teacher introduces the topic.
6. Instructional Procedures
Step 1: Introduction (5 minutes)
The teacher explains that future actions are things people plan or expect to do later.
Step 2: Explanation (10 minutes)
The teacher introduces expressions used to describe future actions:
I will become a doctor.
I shall visit my grandmother.
We are going to build a house.
She will travel tomorrow.
They will attend school next week.
The teacher reads a short story:
My Future Plans
My name is Chika. I am a pupil in Basic 6. I want to become a doctor in the future. I will study hard and obey my teachers. After my primary education, I will attend secondary school. I will continue my education until I enter the university. When I become a doctor, I will treat sick people and help the poor. I hope to make my parents proud.
The teacher asks pupils questions about the story and explains how the writer describes future actions.
Step 3: Group Discussion/Group Work (7 minutes)
Pupils work in groups to discuss what they want to become in the future and the steps they will take to achieve their goals.
Each group produces three sentences about future actions.
Step 4: Summary (5 minutes)
The teacher reminds pupils that future actions can be expressed using words and phrases such as will, shall, and going to.
Step 5: Evaluation (5 minutes)
What is a future action?
Mention three expressions used to describe future actions.
What does Chika want to become?
Write two sentences about your future plans.
7. Closure (3 minutes)
The teacher encourages pupils to set goals and work hard to achieve them.
8. Summary Note
Future actions are things we plan, intend, or expect to do later.
Examples:
I will become a teacher.
We shall travel tomorrow.
She is going to visit her aunt.
They will write their examination next week.
A story about future actions explains what a person intends or expects to do in the future.
9. Assignment
Write a short story of about 100 words on the topic “What I Want to Become in the Future.”

 

[Onwura Chioma]

PERIOD 3: GRAMMAR — FORMS OF VERBS

Class: Basic 6

Age: 12 years

Duration: 35 minutes

Date: __________________

Topic: Forms of verbs in tabular form

1. Specific Objectives

By the end of the lesson, pupils should be able to:

Define a verb.

Identify the different forms of verbs.

Complete a table showing five forms of verbs.

Use the forms of verbs in sentences.

2. Instructional Materials

Chalkboard

English textbook

Verb flashcards

Charts showing verb forms

3. Instructional Techniques

Explanation

Demonstration

Question and answer

Group work

4. Entry Behaviour

Pupils can identify action words such as eat, go, play, and write.

5. Set Induction

The teacher asks pupils to perform actions such as jumping, walking, and writing.

The teacher asks: What do we call words that show actions?

The teacher introduces verbs.

6. Instructional Procedures

Step 1: Introduction (5 minutes)

The teacher defines a verb as a word that expresses an action, state, or occurrence.

Examples: eat, write, sleep, go, read.

Step 2: Explanation (10 minutes)

The teacher explains the five forms of verbs and writes the following table on the board.

Base Form

Present Tense

Present Participle

Simple Past

Past Participle

Go

Go/Goes

Going

Went

Gone

Eat

Eat/Eats

Eating

Ate

Eaten

Write

Write/Writes

Writing

Wrote

Written

Come

Come/Comes

Coming

Came

Come

See

See/Sees

Seeing

Saw

Seen

Play

Play/Plays

Playing

Played

Played

Walk

Walk/Walks

Walking

Walked

Walked

Sing

Sing/Sings

Singing

Sang

Sung

Drink

Drink/Drinks

Drinking

Drank

Drunk

Break

Break/Breaks

Breaking

Broke

Broken

Speak

Speak/Speaks

Speaking

Spoke

Spoken

Take

Take/Takes

Taking

Took

Taken

Give

Give/Gives

Giving

Gave

Given

Run

Run/Runs

Running

Ran

Run

Do

Do/Does

Doing

Did

Done

The teacher explains:

Base form: The basic form of a verb, e.g. eat.

Present tense: Shows present actions or habitual activities, e.g. eats.

Present participle: Usually ends in -ing, e.g. eating.

Simple past: Shows completed actions in the past, e.g. ate.

Past participle: Often used with has, have, or had, e.g. eaten.

Step 3: Group Discussion/Group Work (7 minutes)

Pupils work in groups to complete the forms of these verbs:

Buy

Read

Sleep

Teach

Make

The teacher guides the groups and corrects their work.

Step 4: Summary (5 minutes)

The teacher revises the five forms of verbs and explains their uses in sentences.

Step 5: Evaluation (5 minutes)

What is a verb?

List the five forms of verbs taught.

Give the past tense of go.

Give the past participle of eat.

Complete the table for write.

7. Closure (3 minutes)

The teacher asks pupils to mention verbs and their forms before ending the lesson.

8. Summary Note

A verb is a word that expresses an action, state, or occurrence.

Examples of the five forms of verbs:

Base Form

Present Tense

Present Participle

Simple Past

Past Participle

Begin

Begin/Begins

Beginning

Began

Begun

Buy

Buy/Buys

Buying

Bought

Bought

Teach

Teach/Teaches

Teaching

Taught

Taught

Read

Read/Reads

Reading

Read

Read

Sleep

Sleep/Sleeps

Sleeping

Slept

Slept

Note: The present tense form depends on the subject. For example, we say I go but he goes. The past participle is not always the same as the simple past.

9. Assignment

Write the five forms of these verbs in a table:

Fly

Know

Choose

Catch

Drive

Bring

Think

Learn

See

Speak

PERIOD 4: WRITING — BIOGRAPHY

Class: Basic 6

Age: 12 years

Duration: 35 minutes

Date: __________________

Topic: Writing a biography

1. Specific Objectives

By the end of the lesson, pupils should be able to:

Define biography.

Identify the features of a biography.

Arrange biographical information in a logical order.

Write a short biography of a notable person.

2. Instructional Materials

English textbook

Biography charts

Pictures of notable people

Chalkboard

3. Instructional Techniques

Explanation

Demonstration

Discussion

Guided writing

4. Entry Behaviour

Pupils have heard stories about important people in their families and communities.

5. Set Induction

The teacher asks:

Who is your favourite Nigerian leader?

What do you know about that person?

The teacher introduces the topic.

6. Instructional Procedures

Step 1: Introduction (5 minutes)

The teacher explains that a biography tells the life story of a person and is written by another person.

Step 2: Explanation (10 minutes)

The teacher explains the main features of a biography:

Full name

Date and place of birth

Family background

Education

Occupation or career

Achievements

Important events in the person's life

The teacher presents a short example.

A Short Biography of Dr Nnamdi Azikiwe

Dr Nnamdi Azikiwe was a Nigerian nationalist and statesman. He was born on 16 November 1904 in Zungeru, in present-day Niger State, Nigeria. He received his early education in Nigeria and later studied in the United States of America. He worked as a journalist and became an important leader in Nigeria's struggle for independence. He served as Nigeria's first President from 1963 to 1966. He is remembered for his contributions to Nigerian nationalism and education.

Step 3: Group Discussion/Group Work (7 minutes)

Pupils work in groups to list information about a famous Nigerian leader, teacher, or community leader.

They arrange the information in the order used in a biography.

Step 4: Summary (5 minutes)

The teacher revises the meaning and features of a biography.

Step 5: Evaluation (5 minutes)

What is a biography?

Who writes a biography?

Mention four features of a biography.

Write three sentences about a famous Nigerian.

7. Closure (3 minutes)

The teacher corrects pupils' answers and reminds them to use accurate information when writing biographies.

8. Summary Note

A biography is the written account of another person's life.

Features of a biography include:

Name

Date and place of birth

Family background

Education

Career

Achievements

A biography is usually written in the third person, using words such as he, she, and they.

9. Assignment

Write a short biography of a famous Nigerian leader or an important person in your community.