PRIMARY ONE ENGLISH STUDIES 1ST TERM

MODULE CONTENT BREAKDOWN OF CONTENT TO OBJECTIVES PUPILS ACTIVITIES TEACHING AID (A)
SEPARATE UNIT LEARNING
MATERIALS
1 Revision
2 Phonological Using song and rhymes to identify Pupils should be able to 1)Identifies the sounds of 1)picture book
Awareness sounds made by various animals 1)Identify and name various animals as listed by 2)picture of
sounds made various the teachers animals
animals 3)Appropriate
rhymes
4)teacher
demonstration
3 Phonological Auditory perception discrimination Reproduce made by Produce sound, Try to 1)Picture books
Awareness -Sound of domestic animals such animals produce the various 2)picture of
as cat, horse, dog, cock, co w, and sounds. animals
goat. e.t.c 3)Appropriate
4) Teacher’s
demonstration.

4 Phonological Sound of letters Pupils should be able to 1)produce sounds and 1)Flash:
Awareness -production of basic sound in given 1) Produce and identify pronounce letter correctly cards/alphabet
words correctly e.g. /a/b/d/ basic sounds correctly. 2)listen to teacher’s charts
pronunciation of letters of 2)Toys
the alphabet 3)Pictures/Drawing
4)Real object
5 Productions of Using sounds and combination of Pupils should be able to Produce sounds and 1)Flash cards
the Sound /a/ sounds to decode unknown words 1) Produce and identify identifies short vowel. Alphabet charts
Short vowel /a/ short vowel: ate, each, ice. short vowel.
Short a:/ / : Short vowels are sounds that are
cat pronounce in a short form.
Short e:/ / :
bed
Short i: /i/ ; sir

1
6 Phonemic Meaning of long vowel. Pupils should be able to : Produce sounds and Flash cards,
Awareness Long vowel is the term used to identify long vowel sound. identifies Long vowel Alphabet Charts.
refer to vowel sounds whose sounds.
pronunciation is the same as its
letter. The five vowels of the
English spelling (a, e, I, o, u).
Long vowel sound / ei/, /i/, /ai/,
/ou/, /ju/
7. Mid-Term
Evaluation
8 Phonemic A Consonant: Meaning of Pupils should be able to Listen to teacher’s Flash
Awareness Consonant: A consonant is a identify consonant sound. pronunciation of letters of cards/Alphabet
speech sound that’s not a vowel. A 2. Pronounce the letters of the consonant. cards
Consonant is any letter of the the Consonant correctly.
alphabet except a, e, i, o, u and
sometimes y.
9. Songs and Wake up Good Morning Song and Pupils should be able to: 1) Sing songs and recite 1) Charts
Rhymes Rhymes. 1) Sing songs taught rhymes after teacher. 2) Picture books
2) recite rhymes 2) Reproduce sounds of with rhymes and
3) Identify letter sounds in rhyming words in songs songs.
songs and rhymes. and rhymes. 3) Flash cards
4) recognize rhyming 3) Match rhyming words to
words from given words given word.
sets. 4) Build families of words
5) build rhyming words that rhyme.
families.
10 Phonics The Alphabet: Pupils should be able to: 1) Listen to teacher say the Flash cards;
-Sounds of letters of the alphabet. 1) say the sounds of the sounds of the alphabets. - Alphabets charts.
-Letter: A; a. alphabet correctly; 2) participate in saying the
-sound of letter name; a – ee (long 2) recognize sounds of sounds of the letters of the
a to long e, also spell “ay”).
different letters of the alphabets.
-All sounds of letter: ____ _____
_____ alphabet;
- B, b; Bee, buh.
2
 -C, c: See, Kuh, Suh. 3)describe the shapes of
D,d: Dee, duh. letters of the alphabet.
4) arrange the letters of
the alphabet in the correct
order.
11 Phonics Names of all uppercase and lower- Pupils should be able to Listen to teacher say the Flash cards;
case letter of the alphabet. recognize sounds of sound of the alphabets; Alphabet charts;
-uppercase are capital letters; letters; Participate in recognition
-lower case are small letters; 2)identify uppercase and of letters.
A, B, C, D, E, F, G, H lowercase letters.
a, b, c, d, e, f, g, h
12 Phonics Blending sounds of letters to form Pupils should be able to: 1) imitate sounds of letters; 1) Pocket charts
words e.g. /v/ -an (to form Van; or 1) build words by blending 2) participate class drills 2) Picture Cards
/c/ -an to form Can). C-at: Cat. the sounds of letters of the and exercises; 3) Letter cards
alphabets. 3) build new words by 4) Word charts
blending sounds of the
alphabets.

3
 PRIMARY ONE ENGLISH STUDIES 2ND TERM
MODULE CONTENT BREAKDOWN OF OBJECTIVES PUPILS TEACHING AID (A)
CONTENT TO ACTIVITIES LEARNING
SEPARATE UNIT MATERIALS
1. Revision
2. Phonics Identification of Pupils should be able to: 1) Truck sounds in 1)Pocket chart
familiar sounds in 1) read familiar words spoken words in 2) Picture Cards
words e.g. and text; text read. 3) Letter Cards
house/mouse, try/fry, 2) compare words with 2) Participate in 4)Word Charts
cat/bat/hat similar sounds reading drills and
activities and self-
corrections.
3 Phonics Word sounds and Pupils should be able to: Distinguish 1) Word cards
syllables: free, eat, cat. 1)blend sounds to form between sounds 2) Listening games.
one syllable words e.g. at the beginning,
my, to, do, etc. middle and end
of words.
4 Phonics Combining sounds to Pupils should be able to: Practice by Flash cards of
form two and three 1) use sounds of letters to imitating given three letter
letter words e.g. form words. teacher’s actions words.
-“tonight” from “to” 2) break large words into 2) clap to the 2) Charts of
and “night” smaller words. number of common three
-“into” from “in” and syllables in a letters words.
“to” word
5 Fluency 1) Reading aloud with: Pupil should be able to: 1) Imitate sounds 1) Pocket chars
pacing, intonation, 1) correctly read letters of of letters; 2) Picture Cards
punctuation. the alphabets; 2) participate in 3) Word Charts
2) read given text with class drill and
fluency and expression. exercises on
reading.
6 Fluency Reading variety of Pupils should be able to: 1) participate in Word charts;
texts; Reflect appropriate class drills and Story books
Poems on love, fantasy pacing, intonation, exercises or
punctuation when reading.
reading orally. 2) read a variety
of texts. (story
books).
7. Mid-Term
4
 Evaluation
8. Fluency Independent Reading: Pupils should be able to: 1) identifies and 1) story books
Teaching approach Read accurately without practice correct 2) Charts
which focuses on hesitations, omissions or pronunciation of
pupils’ comprehension. mispronunciations. new words
It is vital that we teach
readers to focus on
their thinking while
reading.
1)Reading to Children –
Read Aloud.
2) Reading with
children – Shared
Reading
3) Reading by children
– Independent Reading

9. Fluency Recognition of Pupils should be able to: 1) Pronounce 1) Pupils

common one-letter eg. 1) recognize common given words textbooks.
“is”, “my” and “three- words e.g. My, you, I, are, correctly. 2)Story books.
letter e.g. “the”, “was” is, yes, no, etc. by sight. 2)Use words in
2) Read class appropriate own speech.
texts and sentences
accurately.
10 Comprehension Listening Pupils should be able to: 1) Listen to story 1) Story books
Comprehension: 1)identify main characters read by the 2) School Library
-Answering questions and setting of a story. teacher.
from stories 2) correctly answer 2) identify
questions about texts or characters and
stories read aloud settings in a
story.
11. Comprehension Listening Pupils should be able to: Answer questions 1) Story books
Comprehension: -explain sequence of based on story; 2) School Library
-making connections events in stories; 2) Re-tell parts of
and responding to -re-tell and dramatizes the story;
story themes, plots and stories and parts of 3) Dramatize the
settings. stories. story

5
12 Comprehension Written Pupils should be able to: 1) Read stories or 1) Pupils text
Comprehension: 1) describe information texts from books: books.
-making connections gained from texts in own 2) Explain in own 2) Story books,
and responding to words; words 3) The school
story themes, plots and 2) answer written instructions in library.
settings. comprehension questions texts or story.
based on materials read. 3) Answer
questions based
on text or story.

6
 PRIMARY ONE ENGLISH STUDIES 3RD TERM
MODULE CONTENT BREAKDOWN OF OBJECTIVES PUPILS TEACHING AID (A)
CONTENT TO ACTIVITIES LEARNING
SEPARATE UNIT MATERIALS
1 Revision
2. Comprehension Reading Pupils should be 1) Read and 1) Pupils text
informational text: able to: interpret given books;
-pictures; 1) explain pictures, graphs, 2) Charts;
-illustrations; simple written table, charts; 3) Graphs;
-tables; instructions; 2) Explain given 4) Tables;
-charts; 2) recognize instructions in
-graphs main ideas own words;
drawn from 3) Answer
looking at questions based
pictures, on materials
illustrations read.
tables, charts
and graphs.
3. Vocabulary Reading vocabulary Pupils should be 1) Match pictures 1) Story books
Acquisition acquisition: able to: to words, read 2) Textbooks
(1) Word 1) name some aloud. 3) Picture
categories: colours, basic words 2) Participate in 4) Word Cards
shapes, foods, categories Picture-word, 5) Poems
Animals, Toys etc. correctly; matching game. 6) Dictionaries
2) sort pictures 3) Construct
and words into sentences using
basic word keywords in the
categories stories read.
4. Vocabulary Abbreviation and Pupils should be 1) Listen to 1) Story books;
Acquisition word ending in able to: teacher’s 2) Textbooks;
eg.Mr, Mrs, Dr, 1) recognize explanations; 3) Picture books;
Rev, etc. and explain 2) Construct 4) Word cards;
-s, -ed, -es, -ing, etc common words using 5) Poems;
-symbols e.g. N; k; - abbreviations. abbreviations. 6) Dictionaries.
; +; =, x, % ^ & etc/ 2) use 3) participate in
abbreviations drills and
appropriately in exercises
sentences.
7
 3) correctly add involving
endings to base abbreviations,
word Adding endings to
common words.
5. Vocabulary Synonyms: Pupils should be 1. Listens to the 1) Story books;
Acquisition Meaning of able to explain teacher’s 2) Textbooks;
Synonyms: the concept of explanations. 3) Picture books;
Synonyms are synonyms 2) Take turns to 4) Word cards;
words similar in 2) identify give the 5) Poems;
meanings e.g. aid – antonyms and synonyms and
help, ally – friend, synonyms antonyms of
begin – start. correctly in own common words.
Antonyms. speech and in
Homonyms written texts
and stories.
3) identify
homonyms.
6. Vocabulary Content specific Pupils should be 1) Find out the 1) Story books;
Acquisition vocabulary; able to: meaning of words 2) Textbooks;
-numeracy, 1) Explain in a dictionary. 3) Picture books;
science, health meaning of new 2) Participate in 4) Word cards;
words in discussing new 5) Poems;
content specific words.
texts correctly. 3) Use words in
2) use of new new sentences
vocabulary and
grammatical
constructions in
own speech
7. Concept of print Parts of a book: Pupils should be Listen attentively Simple story books
-Front cover, back able to: to the story.
cover, title pages, 1) identify 2) Take time to
author upper and identify parts of
lower case the book i.e. front
letters in cover, title pages,
printed words back cover,
and sentences authors etc.

8
8. Concepts of print The Alphabets : A – Pupils should be
Z able to:
Identify letters
of the alphabet
in printed
words and
sentences.
9-10 Concepts of Print Punctuation Marks: Pupils should be Listen to 1) Simple
-Comma (,) able to: teacher’s Storybooks
-full stop (.) 1) recognize explanations. 2) Pupils text
-question mark )? that group of 2) identify books
words make punctuations in 3) School Library
sentences. textbooks and
2) identify other printed
common materials
punctuation
marks in books
and other
printed
materials.
11-12 Concepts of print Eye Movement: Pupils should be 1) Make correct 1) Word charts
-reading from left able to: eye movement 2) Flash cards
to right; 1) Identify the and hold their
-top to bottom etc. beginning and reading materials
-matching oral end of written correctly.
words to print. words. 2) Listen to words
2) recognize being read words
that sentences written on flash
are read from cards.
the top to the
bottom.

9
 PRIMARY ONE (LISTENING AND SPEAKING) ENGLISH STUDIES 1ST TERM
MODULE CONTENT BREAKDOWN OF CONTENT OBJECTIVES PUPILS ACTIVITIES TEACHING AID (A)
TO SEPARATE UNIT LEARNING MATERIALS
1-3 Sounds and Production of basic sounds Pupils should be able to: Produce sound and 1) Flash cards
letters in given words correctly e.g. produce and identify basic pronounce letters 2) Alphabet charts
/a/, /b/, /c/. sounds correctly. correctly.
4-6 Sounds and Correct pronunciation of 1) Pronounce letters of the Identify sounds of given 1) Flash cards.
letters letters of the alphabets. E.g. alphabets correctly. words. 2) Alphabets charts
A, B, C, D, 2) Listen to the teacher’s 3) Pictures
pronunciation of letters
of the alphabet.
7 Mid-Term Evaluation
8-10 Songs and Clear recitation of various Pupils should be able to: 1) Listens while teachers 1) charts
Rhymes rhymes on : -listen to songs and rhymes recites rhymes. 2) Picture books with
-depicting nature, attentively. rhymes and songs.
-care, -recite rhymes
-kindness and love
11-12 Songs and Short songs which appeal to Pupils should be able to: 1) Recite rhymes after 1)Charts
Rhymes children sentiments. 1) Sing songs taught; the teacher, 2)Picture books with
2)recite rhymes 2) Recite rhymes alone rhymes and songs.
sounding words clearly.

10
 PRIMARY ONE (LISTENING AND SPEAKING) ENGLISH STUDIES 2ND TERM
MODULE CONTENT BREAKDOWN OF CONTENT TO OBJECTIVES PUPILS TEACHING AID (A)
SEPARATE UNIT ACTIVITIES LEARNING
MATERIALS
1–2 Simple greetings and 1) Greeting at home and Pupils should be able to: Role-play 1) Pictures
commands appropriate time for particular 1) greet and respond to members of the depicting modes of
greetings e.g Pupil: “Good morning simple greetings family, home, greeting among
dad, how do you do?” appropriately. school and class various group.
Dad: “Good morning Ade. How do 2) give and carry out community. 2) Charts
you do?” simple commands. 2) demonstrate
2) Greetings at school e.g. Pupil: 3) demonstrate appropriate
“Good morning Madam/Sir/Mr. appropriate greetings for greetings for
Obi.” different people. different people.
Teacher: “Good morning Olu, how
3–4 are you?”
Pupil: “I am very well, thank you
Sir.”
5–6 Identification of 1) Introductions: such as “what is Pupils should be able to: 1) Say their 1) Pictures
persons, objects, you name?” “My name is Tinu”. 1) identify self, family names and those 2) charts
colours, and animals. “What is your members e.g. father, of family and 3) Real objects.
father’s/mother’s/brother’s/sister’s mother, brother and class members
name?” sister. clearly.
2) Identification of objects at home 2) identify named objects 2) Participate in
e.g. bed, mat, radio. What is that?, at home, on the way to self-introduction.
“Show me a cup” etc. and from school and in the
school.
7–9 Identification of 1) Identification of major colours. Pupils should be able to: 1) Explain what 1) Real objects.
persons, objects White, red, blue, yellow, black. 1) identify named animals. domestic and 2) Charts
colours and animals. 2) Description of things according 2) clearly pronounce non-domestic
to their colours: e.g. yellow bag, names of object, persons, animals are with
red bucket’. Give me the green colours identified. examples.
book’ etc.
3) Identification of animals;
-Domestic animals e.g. Cats, dogs,
and goats.
-Wild animals e.g Lions, Elephants
and Hyenas. .
11
10 – 12 Expressing Possession Using the possessives, my, yours, Pupils should be able to: 1) Listen to Real objects.
his, hers, in simple correct -use singular forms of teacher’s 2) Picture of
sentences. possessives to express explanation objects.
a) This is my pen. ownership. 2) repeat
b) This is your pen. teacher’s
c) This is his/her pen. examples.

12
 PRIMARY ONE (LISTENING AND SPEAKING) ENGLISH STUDIES 3RD TERM
MODULE CONTENT BREAKDOWN OF CONTENT TO SEPARATE OBJECTIVES PUPILS TEACHING AID
UNIT ACTIVITIES (A) LEARNING
MATERIALS
1–3 Expressing Expressing gratitude through role play: e.g. Pupils should be able to: Listen to teacher Pictures
gratitude Thanks, Thank you. You are the best, That’s 1) Express gratitude and repeat the depicting
farewell. very kind of you. I can’t thank you enough. correctly. teacher’s relevant
expression. situations.
4–6 Expressing 1) Expressing farewell in various ways and Pupils should be able to Dramatize Wall charts
gratitude and situations. say farewell to people different
farewell. Goodbye; Bye; correctly. situations for
2) Expressing farewell. using “thank
you” “goodbye”
7- 9 Asking and Simple questions and answers such as: Pupils should be able to Answer teachers 1) Charts
answering “what is your name? My name is Olu” ask simple questions using questions e.g. My 2) Flannel
questions. what. name is Akpan. graph
10 – 12 Asking and What is your father’s name? Pupils should be able to Asking one 1) Charts
answering My father’s name is Ahmed. answer simple questions another simple 2) Real objects
questions. correctly. questions, giving
correct answers
to the questions.

13
 PRIMARY ONE (LISTENING AND SPEAKING) ENGLISH STUDIES 3RD TERM
MODULE CONTENT BREAKDOWN OF CONTENT TO OBJECTIVES PUPILS TEACHING
SEPARATE UNIT ACTIVITIES AID (A)
LEARNING
MATERIALS
THIRD TERM
1 –6 Introducing Nouns: Meaning of Nouns. Pupils should be able to identify names. Identify nouns 1) Real
Nouns and Pronouns -names of people; objects
-names of places, 2) Pictures
-names of things;
-names of animals
7 Mid-Term
Evaluation
8 – 12 Introducing Nouns Pronouns: Meaning of Pronouns Pupils should be able to identify Identify Pictures
and Pronouns. e.g. She, they, he, it etc. pronouns. Pronouns Flash
objects
2ND TERM
1–3 Introducing Singular forms e.g. ball, boy, girl Pupils should be able to identify singular Identify Real
Singular/Plural forms of objects. singular forms Objects
forms
4-6 Indicating Plural forms e.g balls, boys, girls Pupils should be able to identify plural Identify Real
singular/plural forms of objects. singular forms Objects
forms
7 Mid-Term Evaluation
8 – 12 Use of Article “A” Identification of objects using Pupils should be able to identify objects Identify objects Pictures
and “An” articles “a” e.g. A goat, A dog that use articles ‘A’ or ‘An’ using article ‘a’ Toys
Identification of objects using Identify
article “an” e.g. An egg, An objects using
umbrella. article ‘an’
3RD TERM
Present and Past Identification of Present and Past Pupils should be able to identify Past Identify Wall charts.
Actions actions. and Present actions e.g. I eat every present and
morning. I ate rice yesterday. past actions.

14