ENGLISH STUDIES PRY 4

MODULE CONTENT CONTENT ELEMENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES LEARNING

OR CONTENT TO SEPARATE UNIT MATERIALS /
TEACHING AIDS
SUBJECT
MATTER

1–3 Phonemic Aural discrimination of the sounds Pupils should be able to pronounce (1) Listen to and repeat (1) Flash cards
Awareness and distinguish between the sands after the teacher
/Ʒ/ and /^/: burn – born: firm – form: (2) Sentence
in words and sentences using the
perch – porch correct stress and intonation (2) Distinguished strips
between the sounds.
(3) Flannel board
(3) Pronounces the
words paying attention
to the stress and
intonation

4–6 Phonics Pronunciation of vowels Pupils should be able to (1) Produces the sounds (1) Relevant
in each of the words pictures of
- vowels; a, e, i, o, u (1) Produce vowel sounds and correctly. objects
diphthongs correctly
- Diphthongs: meaning of diphthongs. (2) Write dictations (2) Flash cards
Diphthongs means having two sounds. (2) Distinguish between vowels and based on the use of
Diphthongs are double vowel sounds in diphthongs by pronouncing the these words (3) Flannel board
words e.g. oil, /ɔi/ as in boy correctly in words and in sentence
contexts
And /ea/ as in air.

- Production of vowels and diphthongs

in words and in sentences.

1
7 Mid – Term
Evaluation

Phonics (1) Production of Multi-syllabic words. Pupils should be able to (1) Listen attentively (1) Flash cards

Multi syllabic words: Words are broken (1) Produce multi syllabic words, 2 (2) Produce 2 and 3 (2) Sentence
into syllables or parts, each part can be and 3 syllable words syllable words strips
spoken in one push of breath.
(2) Identify 2 and 3 syllable words (3) Identify 2 and 3
(2) Syllable words e.g. hab/bi/tat, syllable words in
dan/ger/ous. sentences

PRY 4

MODULE CONTENT CONTENT ELEMENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES LEARNING

OR CONTENT TO SEPARATE UNIT MATERIALS /
TEACHING AIDS
SUBJECT
MATTER

1 Revision

2-6 Phonics Use of Regular and Irregular plurals Pupils should be able to (1) Pupils reproduces in (1) Charts
writing teacher’s examples of
- regular plurals: with ‘S’ ending e.g. (1) Identify regular and regular and irregular plurals (2) Chalkboard
ball/balls: girl/girls irregular plurals.
(2) Form regular and irregular (3) Pictures
- Irregular plurals e.g. man/men; (2) Use regular and
plurals
ox/oxen; child/children irregular plurals in simple
sentences

7 Mid – Term
Evaluation

2
8–9 Fluency (1) Responding to simple commands Pupils should be able to (1) Listen to teacher’s (1) Course book
with emphasis on stress and intonation. sentences and commends
- Define the meaning of (2) Supplementary
- Stress refers to an increased loudness stress and intonation - Repeat the sentences after texts
for a syllable in a word or for a word in the teacher
a phrase, sentence or question. - read simple sentences (3) Flash cards
correctly with the - Follow teacher’s command
Intonation: Meaning of intonation: the appropriate stress and appropriately
rise and fall of the voice in speaking e.g. intonation.
“She Spoke English with an Igbo
intonation

10 – 12 Fluency - Telephone conversation As in module 9 As in module 9 As in module 9

- Meaning of Telephone

- Types of Telephone

- Meaning of Conversation

3
 PRY 4

MODULE CONTENT OR CONTENT ELEMENT BREAKDOWN OBJECTIVES PUPILS ACTIVITIES LEARNING MATERIALS
OF CONTENT TO SEPARATE UNIT / TEACHING AIDS
SUBJECT
MATTER

1 Revision

2-3 Fluency Free Talk: Definition of talk: Using Pupils should be able to define free - Listen to teacher’s (1) Course book
spoken language to express your talk sentences and
thoughts, ideas and feeling. commands (2) Supplementary text
- explain free talk
- exchange ideas by means of - Repeat the sentences (3) Flash cards
spoken words - express thoughts between after the teacher.
themselves
- follow teacher’s
command
appropriately

4–6 Fluency Free Talk. Pupils should be able to express As in module 3 As in module 3
simple thoughts on the given
- What did you do this week?
topics
- Tell me about your family cats or
dogs? Who do you prefer?

- What is your favourite country to

live?

7 Mid – Term
Evaluation

8 – 10 Fluency Responding to simple commands Pupils should be able to read As in module 6 AS in module 6
with emphasis on stress and simple sentence correctly with the
intonation. appropriate stress and intonation

4
 - Reading simple sentence with
appropriate stress and intonation

11 – 12 Fluency Reading class appropriate stories Pupils should be able to Participate in reading Poetry and story books
and poems etc. the story and poem
- read class appropriate stories and (2) A flannel containing
- discipline poems. (2) Dramatize the the poem to be taught
poem
- courage - Identify values and lessons in (3) Flash cards
given stories and poems (3) Identify values and
lessons in pairs or in
groups

5
 COMPREHENSION PRY 4

MODULE CONTENT OR CONTENT ELEMENT OBJECTIVES PUPILS ACTIVITIES LEARNING

BREAKDOWN OF CONTENT MATERIALS /
SUBJECT TO SEPARATE UNIT TEACHING AIDS
MATTER

1 Revision 1 week

2–3 Comprehensive Reading Class appropriate
informational texts
- Text on diet and nutrition
- benefits of eating for
healthy living.
Pupils should be able to (1) Read the informational (1) Course book 2–3
texts week
(1) read class appropriate (2) Pictures
informational texts e.g. health, (2) Work in pairs or groups
(diet and nutrition) to identify main ideas in
the texts
(2) Identify main ideas in the
text (3) Work in pairs

(3) Identify supporting facts in

the texts

4–5 Comprehension Reading class appropriate Pupils should be able to As in module 3 As in module 3 4–6
informational texts! week
(1) read class appropriate
- environment, informational text

- consumer rights (2) Identify main ideas in the

texts

(3) Identify supporting facts in

the texts

7 Mid – Term
Evaluation

8–9 Comprehension Reading Descriptive passage Pupils should be able to: Read the passage as (1) Course book 8–9
guided by the teacher week

6
 - Identify and explain new
words used for describing
people,
(1) read descriptive passages
with understanding
(2) Identify new words used for
describing people
(2) Work in groups to
identify descriptive words
in the passage

(3) answer factual questions

10 – 12 Comprehension Reading Descriptive passage As in module 9 As in module 9 10 – 12

to: week

Identify and explain animal,

things and places

PRY 4

MODULE CONTENT OR CONTENT ELEMENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES LEARNING

CONTENT TO SEPARATE UNIT MATERIALS /
SUBJECT TEACHING AIDS
MATTER

1 Revision

2–3 Comprehension Reading class appropriate stories and Pupils should be able to (1) Read stories and poems (1) Selected
poems to: stories and
(1) read class appropriate (2) Discuss similarities and poem
- Identify words similes stories and poems with differences they observed in
understanding of answer stories (prose) and poems (2) Course books
- Meaning of similes: similes with the teacher’s guidance

7
 Compare things which are alike in some questions on the poems and (3) Answer questions (3) Flash Cards
way. stories individually, in pairs or in
groups (4) Real Objects
- Examples of similes in the stories; as (3) Identify and interpret
bad as an egg; as brave as a lion similes (4) Identify similes in poems.

4–5 Comprehension Reading class appropriate stories; and As in module 3 As in module 3 As in module 3
poem to:

- Identify words metaphors,

- Meaning of Metaphors: A Metaphors

is a figure of speech that is used to
make a comparison between two
things that aren’t alike but do have
something in common.

- Examples of metaphors in the stories:

Her tears were a river flowing down her
cheeks.

Metaphors help writers and poets

make a point in a more interesting way

COMPREHENSION PRY 4

MODULE CONTENT OR CONTENT ELEMENT BREAKDOWN OBJECTIVES PUPILS ACTIVITIES LEARNING MATERIALS
OF CONTENT TO SEPARATE UNIT / TEACHING AIDS
SUBJECT MATTER

6 Comprehension Reading class appropriate stories Pupils should be able (1) Read stories and poems. As in module 5
and poems to to:
(2) Identify similies and
metaphors in poems

8
 - explain the characters setting and Understand characters,
plots in poems and stories setting plots.

7 Mid – Term
Evaluation

8–9 Comprehension Reading Passage on a range of Pupils should be able (1) Read the passage (1) Selected passage on
issues e.g. to: cooperation
(2) Answer simple questions
- Cooperation (1) read the selected in pairs or groups. (2) Flash cards
passage
(3) Identify new words and (3) Relevant pictures
(2) Identify issues ideas related to the passage. and diagrams
related to the passage

(3) answer questions

on the passage

10 – 11 Comprehension Reading passage on a range of As in module 9 As in module 9 As in module 9

issues e.g.

- Food and drug safety

12 – 13 Comprehension Reading passage on a range of issue As in module 11 As in module 11 As in module 11

e.g.

- Road safety

9
 3RD TERM PRY 4

MODULE CONTENT OR CONTENT ELEMENT OBJECTIVES PUPILS ACTIVITIES LEARNING

BREAKDOWN OF CONTENT MATERIALS /
SUBJECT MATTER TO SEPARATE UNIT TEACHING AIDS

1 Revision

2–4 Comprehension Independent reading: Pupils should be able to Pupils to: (1) Story books

- Reading independently for
a purpose;
(1) Set purpose for reading (1) Read story books and (2) Supplementary
other reading materials Readers.
(2) Read story books and other independently.
reading materials independently (3) Newspaper,
for entertainment, enjoyment or (2) Recognize the purpose Magazines etc.
information of reading any text

(3) Select books and other reading (3) Show interest in

materials independently reading independently

(4) Select books and other

reading materials on their
own.

(5) Pupil to summarize

what they have read.

5–6 Comprehension Independent reading: As in module 4 As in module 4 As in module 4

- Independent selection of
books and other reading
materials

7 Mid – Term Evaluation

10
8–9 Concepts of print (1) Recognizing charts,
maps, graphs, pictures etc.
in printed materials and
texts
10 – 11 Concepts of print Parts of text e.g. title, title
(Comprehension) page, table of content;
glossary, index etc.
12 – 13 (Comprehension) Previewing text using text
(Concept of print). features
Pupils should be able to: Pupils to: (1) Recommended
books
(1) Identify different types of (1) Recognize and use
fronts, illustrations, graphics etc. charts, maps, graphs, (2) Story books
pictures etc.
(2) Use title, title page, table of
content, glossary and index to (2) Identify parts of text
locate information. e.g. title of text, table of
content, glossary
(3) recognize different kinds of
text, poems, plays, drama, letters, (3) Locate information in
biographies etc. text using parts of text
(4) Preview text using text
features e.g. headings,
graphics titles etc.
As in module 9 As in module 9 As in module 9
As in module 11 As in module 11 As in module 11
11
 COMPOSITION (WRITING) PRY 4

MODULE CONTENT OR CONTENT ELEMENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES LEARNING

CONTENT TO SEPARATE UNIT MATERIALS /
SUBJECT TEACHING AIDS
MATTER

1–3 Composition (1) Consumer: Meaning of consumer: a person Pupils should be able to Participate in explanation Posters, charts,
who purchases goods and services for personal of consumer fliers showing
use. (1) explain who a market scenes.
consumer is using simple
(2) Thins that can be consumed sentences (2) Magazines,
pictures,
- A market day in my town. newspapers.

(3) Textbooks

4–6 Composition Market: Explain the meaning of market. Pupils should be able to Participate in explanation As in module 3
of market
Market is a regular gathering of people for the - explain the meaning of a
purchase and sale of provision, livestock and market
other commodities
- list three key market
- Purchase operators in simple
sentences.

7 Mid – Term Evaluation

8–9 Composition - Prices As in module 6 As in module 6 As in module 6

- Cost

10 – 12 Composition List three key market operators in simple As in module 9 As in module 9 As in module 9
sentences

12
 2ND TERM PRY 4

MODULE CONTENT OR CONTENT ELEMENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES LEARNING

CONTENT TO SEPARATE UNIT MATERIALS /
SUBJECT MATTER TEACHING AIDS

1 Revision

2–3 Composition; An informal letter Pupils should be able to (1) Listen to and A suitable guided
(Guided Informal write down in their informal letter
- They are letters to your parents, Make appropriate use of
letter) books meaning of, formats
friends, brothers, sisters, uncles, aunties, guidelines to write an informal and features of
niece, nephews, cousins, grandparents. letter informal letters (2) An informal
letter prepared by
- Write an informal letter (2) Write informal the teacher.
letters to relatives
and friends

(3) Participate in
class discussion

4–6 Composition How to write informal letters: As in module 3 As in module 3 As in module 3

(Guided Informal
Letter) In informal letters, you must write the
address, date, salutation, body of the
letter and conclusion

7 Mid – Term Evaluation

8–9 Composition Write an informal letter As in module 6 As in module 6 As in module 6

(Guided Informal
Letter) - Write a letter to your father asking him
about his health condition

10 – 12 Composition - Write an informal letter As in module 9 As in module 9 As in module 9

13
- Write a letter to thank your aunty and
to inform her that you arrived home
safely

14
 COMPOSITION PRY 4

MODULE CONTENT OR CONTENT ELEMENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES LEARNING

CONTENT TO SEPARATE UNIT MATERIALS /
SUBJECT MATTER TEACHING AIDS

1 Revision

2–4 Composition Meaning of narrative Composition: Pupils should be able to: - Identify a narrative Picture charts of
(Narrative composition exciting events
Composition) Narrative Composition is a piece of Define the meaning of
writing that tells a story narrative composition. - Read over the work on - Model narrative
the chalkboard passages
- It can be essays, fairy tales, movies and - State elements of
jokes, which are the elements narrative composition - Composition
prepared by
teacher.

5–6 Composition Write a composition on Pupils should be able to Write composition As in module 4
(Narrative (narrative) given by the
- A journey to school - narrate a story
Composition). teacher.
- What I do every Saturday - write a composition on a - copy the model
given topic compositions given by the
teacher.

7 Mid – Term
Evaluation

8 – 10 Composition Meaning of Descriptive Composition. Pupils should be able to - Read over the work on As in module 6
(Descriptive the chalkboard.
Composition) Descriptive Composition is an essay that - define the meaning of
asks the learner to describe something: descriptive composition. - Identify a descriptive
composition

15
 object, person, place, experience, - State elements of
emotion and situation descriptive composition.

11 – 12 Composition Write descriptive Composition on Pupils should be able: - Write Compositions on As in module 10
(Descriptive descriptive composition
Composition) - My Family - describe the essential given by the teacher.
characteristics of their
- My School family and school - Copy the model
composition given by the
- describe the members of teacher
the family, noting their
special characters. - Read over the work on
the chalkboard.

- write two or three

paragraphs on their own
memorable day

16
 LISTENING AND SPEAKING PRY 4

MODULE CONTENT OR CONTENT ELEMENT OBJECTIVES PUPILS ACTIVITIES LEARNING

BREAKDOWN OF MATERIALS /
SUBJECT MATTER CONTENT TO SEPARATE TEACHING AIDS
UNIT

1–2 Simple Conversation Practice in excusing Pupils should be able to Make sentences after (1) Real objects
using the appropriate teacher’s modal examples with
words - Obligation; permission (1) engage is simple conversation can, cannot (2) Approved
etc - - Segun can ride a involving, excuse, obligation course book.
bicycle. permission etc.

He cannot drive a car

3–4 Simple Conversation (1) ‘Can’ meaning Pupils should be able to use modal Make sentence after teachers As in module 2
using the possible auxiliaries to make sentences such modal examples with ‘can’
appropriates words as ‘can I come ‘cannot’, may; ‘may not’, must,
The pilot can fly an must not,
aeroplane. He cannot
drive a train (2) make sentence on their
own with modal auxiliaries

5–6 Simple conversation (1) ‘Must’ meaning Pupils should be able to: use As in module 4 As in module 4
using the appropriate obligation ought to modal auxiliaries in sentences in
words meaning what is right. contextual situation so as to bring
out their meaning

7 Mid – Term
Evaluation

8 – 10 Aural Discrimination Discrimination between Pupils should be able to Practice the new vowel and As in module 6
in vowel and the sounds consonant sounds and in word
consonants (1) distinguish between the context.
- Distinguish between the sounds
sounds

17
 /^/ in bid and sound /Ʒ:/
in bird /ǝ/ in bag and /ǝ:/
in bark
11 – 12 Aural Discrimination Aural consonants as
in vowels and chop/shop, catch/cash,
consonants very/ferry, have/ half
(2) Distinguishes the pair
of voiced and voiceless
consonant sounds
/^/ in bud and sound /Ʒ:/ in bird
/ǝ/ in bag and /ǝ/ in bark.
(2) recognize the sounds in words
(3) draw the contrast between
sounds when they use the words
Pupils should be able to
(1) draw the contrast between
sounds when they use the words
(2) discriminate between two
pairs of consonants e.g. /t/ /c/
chin /c/ shin /v/ vest; /f/ first
18
(2) write the word and the
sound symbols in their note
books
(3) Differentiate
Practice the new vowel and As in module 10
consonant sounds and in word
contact
(2) Write the words and the
sound symbols in their note
books
 2ND TERM PRY 4

MODULE CONTENT OR CONTENT ELEMENT OBJECTIVES PUPILS ACTIVITIES LEARNING

BREAKDOWN OF CONTENT TO MATERIALS /
SUBJECT SEPARATE UNIT TEACHING AIDS
MATTER

1 Revision

2–4 Using Position: Pupils should be able to: Listen attentively to the teacher Course book
Question Tags and ask questions using tags
Tomorrow is Monday isn’t it (1) Ask and respond to (2) Teacher’s guide
question tags. (2) In pairs, they engage in
You are a boy/girl/, Aren’t you? conversation using correct (3) Other relevant
(2) Making sentences questions with correct tags materials
She is quite attractive, isn’t she? adding question tags
We shall see each other again, (3) Identify what tags to be used for
(3) Use tags in asking various questions
shan’t we? question either position or
negative.

5–6 Using Negative: Pupils should be able to As in module 4 As in module 4

Question Tags
- You didn’t come to school,
did you
- This book isn’t yours is it
(1) Ask and respond to
question tags
(2) Making sentences
adding question tags

(3) Use tags in asking

question either positive or
negative

7 Mid – Term
Evaluation

19
8 – 10 Using Using Modal Auxiliaries As in module 6 As in module 6 As in module 6
Question Tags
- You can cook, can’t you? Yes,
you can

- I can have this, can’t I? No, he

can.

11 – 12 Using “May I” or Mayn’t I? As in module 10 As in module 10 As in module 10

Question Tags
- I mayn’t enter this road, may
I?

- No, you may not

20
 3RD TERM PRY 4

MODULE CONTENT CONTENT ELEMENT BREAKDOWN OBJECTIVES PUPILS ACTIVITIES LEARNING

OR OF CONTENT TO SEPARATE UNIT MATERIALS /
TEACHING AIDS
SUBJECT
MATTER

1 Revision

2–4 Stress and Stress pattern: Pupils should be able to Say each phrases expressing Course book
intonation correct stress
- Meaning of stress pattern; The - express the stress pattern
stress pattern of a word is the way all e.g. writing has only one (2) Use pronunciation pattern
the syllables are stressed in it. stress provided by the teacher in
sentences to show stress and
- utter each expression with intonation.
the correct stress.
- Answer question in stress and
- use intonation pattern to intonation
express meaning
- Answer questions on stress and
- distinguish the contrast
intonation
between the two expression
both in statement and in
question

5–6 Stress and Intonation: Meaning of intonation: As in module 4 As in in module 4 As in module 4

intonation
Intonation is the way a person’s
voice raises and lowers depending on
what they are talking about

21
7 Mid – Term
Evaluation

8 – 12 Stress and Intonation and stress change the As in module 6 As in module 6 As in module 6
intonation meaning of sentences e.g. You wants
me to stay (statement) You want me
to stay?

GRAMMAR PRY 4

MODULE CONTENT OR CONTENT ELEMENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES LEARNING

CONTENT TO SEPARATE UNIT MATERIALS /
SUBJECT MATTER TEACHING AIDS

1–2 Using past present Past Tense e.g. Pupils should be (1) Identify past; tenses - Course book
and future tenses able to correctly
accurately - I ate, I ate use: - use past tenses correctly - Substitution of
tables
yesterday, we wrote, (a) Past tense

3–4 Using past, present, Present Tense e.g. Pupils should be (1) Identify past, present and As in module 2
and future tenses able to correctly future tenses
accurately I eat rice, everyday use
(2) Use past, present and
I am eating (a) present tense future sentences in making
Ola sings. statement or sentences

5–6 Using past, present Future tense; e.g. Pupils should be As in module 4 As in module 4
and future tense able to correctly
accurately - I will eat salad tomorrow use

22
 (a) future tense

7 Mid – Term
Evaluation

8 – 10 Nouns and Pronouns Nouns: Meaning of nouns Pupils should be (1) Identify nouns (1) Course book
able to
- Types of nouns; proper noun, concrete (2) Use nouns in making (2) Real objects
noun, abstract noun, collective nouns, - define nouns sentences
countable and uncountable (mass) nouns (3) Pictures
- identify noun

- identify types of
nouns

11 – 12 Nouns and pronouns Pronouns: Meaning of pronouns Pupils should be (1) Identify pronouns As in module 10
able to
- Types of pronouns e.g. personal: (2) Use nouns and pronouns
- define pronouns in making sentences
I / me, you / you, he / him, she / her, it / it.
- Identify pronouns
- reflexive: myself, yourself, himself
- Identify types of
- Possessive: my / mine, your / yours, his / pronouns
his, her / hers

23
 GRAMMAR PRY 4

MODULE CONTENT OR CONTENT ELEMENT OBJECTIVES PUPILS ACTIVITIES LEARNING

BREAKDOWN OF CONTENT TO MATERIALS /
SUBJECT MATTER SEPARATE UNIT TEACHING AIDS

1 Revision

2–4 Adjectives Adjectives: Meaning of
Adjectives:
Examples: A cold drink.
Cold is an adjective
Pupils should be able to (1) Identify adjectives (1) Course book
(1) Identify adjectives (2) Use adjectives in (2) Real objects
making sentences
(2) Use adjectives in making (3) Pictures
sentences

- Types of adjective

5–6 Adjectives Comparison of Adjectives: As in module 4 As in module 4 AS in module 4

Positive, Comparative and

superlative

7 Mid – Term
Evaluation

8 – 10 Adverbs Adverbs: Meaning of adverbs. Pupils should be able to As in module 6 As in module 6

Examples of adverbs after, (1) Identify adjectives and

already, before adverbs

(2) Use adverbs in making

sentences

24
11 – 12 Comparative Comparative forms of adverb e.g. Pupils should be able to use the (1) Identify the As in module 10
forms of adverbs Ahmed walks more slowly than comparative forms of adverbs comparative forms of
Eze. correctly adverbs

(2) Use comparative

sentences

25
 3RD TERM PRY 4

MODULE CONTENT OR CONTENT ELEMENT BREAKDOWN OF OBJECTIVES PUPILS ACTIVITIES LEARNING

CONTENT TO SEPARATE UNIT MATERIALS /
SUBJECT MATTER TEACHING AIDS

1 Revision

2–6 Question Tags Question tags when body of sentence is Pupils should be able to (1) Make sentences that (1) Course book
positive and the tail is negative: e.g. she is involve question
beautiful, isn’t she? (1) Ask and respond to (2) Flash card
question tags? (2) Do oral drills on
- Today is Wednesday, Isn’t it? negative question tags
(2) Make sentences,
adding the question
tags.

(3) Use the negative and

positive tags correctly.

7 Mid – Term
Evaluation

8 Adverbial clause Adverbial clause of condition (if): e.g. if Pupils should be able to (1) Identify target (1) Course book
using “if and we know our rights as Nigerians, nobody adverbial clauses.
where” can abuse them. (1) Use adverbial clause (2) Flash cards
of condition (if) (2) Use of adverbial
correctly. clauses of condition “if”
and ‘when’
(2) Use adverbial clause
of condition (when)
correctly

26