Primary 4-5-6 Sample Napps Scheme

NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA
National Association of Proprietors of Private Schools

(NAPPS) – NIGERIA
NATIONAL UNIFIED EXAMINATIONS TEACHING SCHEME
for
PRIMARY 4
PRIMARY 5
PRIMARY 6
2020 EDITION
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NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

FOREWORD
It is my pleasure to introduce this teaching scheme developed essentially as an offspring of the national curriculum
and equipped with basic necessities needed for complete education of 21st-century pupils.
This teaching scheme is developed intentionally by the National Association of Proprietors and Private Schools
(NAPPS) to provide seamless teaching and learning platform for private pre-schools and basic schools in Nigeria. It
is designed to meet the lofty standards expected of private schools under the umbrella of NAPPS, and to raise the
standard of teaching in Nigerian Private Schools. However, this scheme is in tandem with the Government's
approved curriculum.
Furthermore, this document is specially created with the intention of providing adequate teaching guide for private
school teachers and a good pattern which can be used to develop lesson plans to effectively and efficiently impart
pupils in Basic schools. As a result, this scheme is a tremendous improvement on existent schemes.
NAPPS through her team of seasoned professionals has taken well concerted precious effort to expand and
standardize the Government's approved curriculum for schools in order to create a unified NAPPS curriculum to
justify the long awaited NAPPS unified examination.
It is a great privilege to recommend this teaching scheme to all private schools who are registered members of the
National Association of Proprietors and Private Schools (NAPPS) for the purpose of achieving a common goal.
Abayomi Otubela (FNMA)

National President - NAPPS
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ACKNOWLEDGMENT
Much work and effort has gone into the adoption of the Federal Government Curriculum and in turn standardizing
it to match up with the expected standards of private schools under the umbrella of National Association of
Proprietors of Private Schools (NAPPS).
In this light, it is an honour to express inestimable gratitude to the following dearly esteemed people for their
immensely thoughtful and robust contributions to creating this treasure, as my heart specially swells with
appreciation:
• Chief Abayomi Otubela (FNMA) – National President, NAPPS
• Apetutu Jane – Secretary, xxxxxx
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CONTENTS
PRIMARY 4 PRIMARY 5 PRIMARY 6
SUBJECT PAGE PAGE PAGE
MATHEMATICS 6 138 272
ENGLISH STUDIES 23 161 292
BASIC SCIENCE AND TECHNOLOGY
BASIC SCIENCE 42 176 310
BASIC TECHNOLOGY 47 180 315
PHYSICAL AND HEALTH EDUCATION 51 185 315
COMPUTER STUDIES 54 188 323
NATIONAL VALUES EDUCATION
SOCIAL STUDIES 58 192 328
CIVIC EDUCATION 63 198 336
SECURITY EDUCATION 68 202 340
RELIGION STUDIES
ISLAMIC RELIGION STUDIES 72 207 345
CHRISTIAN RELIGION STUDIES 75 210 348
PRE-VOCATIONAL STUDIES
AGRICULTURAL SCIENCE 80 213 352
HOME ECONOMICS 84 217 356
LANGUAGES
YORUBA 91 223 362
HAUSA 96 229 368
IGBO 102 235 374
FRENCH 114 247 388
ARABIC LANGUAGE 123 256 400
CULTURAL AND CREATIVE ARTS 127 261 404

HISTORY 132 266 409
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SCHEME OF WORK
FOR
PRIMARY 4
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ENGLISH STUDIES
PRIMARY 4 – FIRST TERM
WEEK THEME – TOPIC/CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 Speech Teacher leads pupils to describe the Pupils describe members of their Chart, notebook
-My family members of the family. family and the role they play in the
-Describing the members of the family. family.
Grammatical Accuracy (structure) Teacher leads pupils to explain past tense Pupils use past tense in sentences; Chart, textbook,
- Picture reading as things that happened in the past e.g. I ate expressing things they did early in notebook
- Giving information based on pictures. beans yesterday. that day or the previous day.
Reading Teacher guides the pupils to read pictures Pupils tell stories based on the Chart, textbook,
-Picture reading and give information based on the pictures. information provided in the picture. notebook.
-Giving information based on pictures
Writing Teacher guides the pupils to write short Pupils form short sentences and put Chart, notebook,
-Writing short sentences/statements sentences correctly e.g. I am coming to them down in their book.
your house.
2 Speech Teacher guides the pupils to practice Pupils practice making Chart, flash card
-Simple conversation making excuses using “may” e.g. May I use requests/excuses using “may” in an
-Practice in excusing using “May” your pen please? act.
Grammatical Accuracy Teacher guides the pupils to explain Pupils give examples of present Chart, flash card,
-Present tense present tense e.g. I go to school. tense. textbook, notebook
-Using present tense and examples of present
tense.
Writing Teacher leads pupils to write. Pupils write their addresses on their Textbook, notebook
-Addresses exercise books.
-Writing pupils addresses
3 Speech Teacher guides the pupils to use modal Pupils act using modal auxiliary in Flash card, chart,
-Simple conversation using appropriate words. auxiliary in sentences [permission] eg statements. textbook, notebook,
-Practice using modal auxiliary in sentence May we have some paper?
(permission).
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Grammatical accuracy Teacher leads pupils to change present to Pupils form sentences in present Chart, flash card,
Structure past tense e.g. I eat rice/ I ate rice/ I sweep tense and give the past tense of them. textbook, notebook
-Present tense and past tense the house/I swept the
-Changing present tense to past tense. house
Reading Teacher leads pupils to read and answer The pupils read the passage and Textbook, notebook
-Descriptive passage on good moral. the question on the passage. answer the questions on the passage.
Writing Teacher guides the pupils to write Pupils write composition about their Textbook, notebook
-Composition on interested topic. composition in their book. school in their book.
-Composition about ‘My School’.
4 Speech Teacher leads the pupils to use words Pupils write sentences associated Textbook,
-Obligations associated with “must”. with ‘must’. notebook, sound
-Using ‘must’ in sentences recorder.
Grammatical accuracy Teacher leads the pupils to define nouns as Pupils define noun and provide Chart, flash card,
-NOUNS the naming words e.g. Uche Ade Abuja etc. examples. textbook, notebook
-Meaning of noun and examples on nouns.
Reading Teacher leads the pupils to read poem and
-Reading poems identify plots and setting in poems.
-Identify setting and plot in poems.
Writing Teacher leads the pupils to write simple Pupils write simple sentences in their Textbook, notebook
-Simple sentence sentences in their exercise books e.g. exercise books.
-Writing simple sentence Ibrahim is playing football.
5 Speech Teacher leads the pupils to recite poems Pupils recite poem Textbook, note
-Poems
-Recite poems
Grammatical Accuracy Teacher guides the pupils to explain future Pupils give examples of sentences Chart, textbook,
-Future tense tense as event that will happen in future eg with future tense. notebook
-Using future tense accurately. I will see you tomorrow etc.
Reading Teacher guides pupils to identify character, Pupils identify character, simile, etc. Textbook, notebook
-Poems similes and metaphor in poems.
-Reading poems to identify character, similes and
metaphor in poems.
Writing Teacher leads pupils on how to prepare Pupils write how to prepare rice. Textbook, notebook
-Descriptive Essay rice.
-Descriptive essay on how to prepare rice
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6 Speech Teacher leads pupils to identify vowels and Pupils identify the vowels and Charts, flash cards
-Identification of vowels in English alphabets A-Z. consonants in English alphabet e.g. consonants in the English alphabet.
-Identification of consonants in English Alphabets vowels – a e i o u Pupils put it down in their books
A-Z. consonants – bcdfghjklmn etc. stating which are vowels and which
are consonants.
Grammatical Accuracy (Structure) Teacher guides pupils using ‘shall’ and ‘will’ Pupils repeat after the teacher. Textbook, chart,
-Future actions to express future actions e.g My mother will flash cards
Using ‘shall and will’. travel next week. I shall go to the school
farm tomorrow.
Reading The teacher guides pupils to read story Pupils read story books and answer Story books
-Independent reading for a purpose books and answer questions. questions from the book.
Writing Teacher guides the pupils on how to write Pupils write informal letter. Textbook, dummy
-Informal letter informal letter. letter
Guidelines on informal letter
7 Speech Teacher writes out the sounds symbols and Pupils pronounce the sounds and also Flash card, chart,
-Oral Discrimination in vowel sound gives example e.g. give examples. textbook, notebook,
-Discriminate between the sounds: /a/ and /a:/ pat – part, at – art etc. sound recorder.
Grammatical Accuracy (Structure) Teacher leads pupils to explain adjective as Pupils listen and give example of Flash card, chart,
-Adjectives words that give more information about adjective. notebook, textbook
-Meaning and examples of adjectives. nouns and pronouns (modify nouns) e.g. He
is wearing a blue shirt.
Reading Teacher leads the pupils to read informal Pupils read informal letter written to Textbook,
-Informal letter. letter written to a friend. their friends. notebook, real
-Reading informal letter written to friend. letter.
Writing Teacher leads pupils to write a letter about Pupils write a letter about their best Textbook, notebook
-Composition informal letter my best friend. friend.
-Informal letter: my best friend.
8 Speech Teacher leads pupils to identify the symbols Pupils listen, pronounce the sounds Flash card, chart,
-Oral discrimination in vowel pronounce the sounds and gives examples and give examples. textbook, notebook.
-Discrimination between the sounds // and e.g. cup + cub, gull – bust etc.
/3:/
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Grammatical Accuracy (Structure) Teacher guides pupils to define clause as Pupils listen and give examples of Chart, flash card,
-Clause sentence that have subject and finite verb clause. textbook, notebook
-Meaning of clause with examples. and have complete meaning. E.g the girl is
dancing.
Reading Teacher leads pupils write passage, identify Pupils listen, read passage and Textbook, notebook
-Reading any interesting topic on narrative the new word words with the meaning. answer questions.
passage. Pupils listen, read passage and answer
-Passage reading. A visit to the village. questions.
Writing Teacher guides pupils to write composition Pupils write a composition on ‘My Textbook, notebook
-Composition on ‘My Best Food’. Best Food’.
-My best food
9 Speech Teacher guides pupils to pronounce sound Pupils pronounce vowel sounds with Chart, flash card,
-Oral Discrimination and gives more examples. examples. textbook, notebook.
-More on vowels and consonants //, /3:/ /a/
and / a:/
Grammatical Accuracy (Structure) Teacher leads pupils to identify A-Z and Pupils identify A-Z. they read and Chart, flash card,
-English alphabet A-Z also read and write. write it in their book. textbook, notebook
-Identification of English alphabets A-Z
Reading Teacher guides pupils to write story and Pupils write story and identify the Chart, textbook,
-Reading story. - Reading story to identify the identify the characters, similes and characters, similes and metaphor. notebook
character similes and metaphor. metaphor.
Writing Teacher leads pupils write informal Pupils listen and write informal Dummy invite,
-Birthday party. - Formal invitation invitation on birthday party. invitation on birthday party. textbook, notebook
Speech Teacher guides pupils to narrate a story Pupils narrate their own story. Chart, textbook,
-Oral composition descriptive and narrative and describe a scene of an event. notebook
-Narrate a story describing a scene of an
event.
Grammatical Accuracy (Structure) Teacher guides pupils to list words in Pupils list words and arrange Chart, flash card,
-List of words alphabetical order. them in alphabetical order. textbook,
-Arrange list of word in alphabetical order. notebook
Reading Teacher guides pupils, read descriptive Pupils read passage and answer Textbook,
-Descriptive passage passage on good behavior. questions. notebook
-Descriptive passage on good behavior
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Writing Teacher guides pupils, write company Pupils write informal invitation. Dummy invite,
-Informal invitation. - Writing informal invitation. textbook,
invitation. -Company invitation notebook
10 Speech Teacher guides pupils to explain stress Pupils identify stressed and Chart, textbook,
-Stress and intonation pattern pattern as the force/energy used in unstressed marks. notebook
-What is stress and unstressed pattern? pronouncing syllable. Stress mark /
stressed, / - unstressed.
Grammatical Accuracy Teacher leads pupils to find meaning of Pupils find meaning of words in Chart, flash card,
-List of words. - Finding of meaning of words words in dictionary. dictionary. textbook,
in a simple dictionary. notebook
Reading Teacher leads pupils to finding the Pupils find the major character Textbook,
-Reading a passage on story with emphasis to major character in the passage and the and the role he/she plays in the notebook
identify the major character. role he/she plays in developing the development of the story.
-Major characters. story.
Writing Teacher guides pupils to write response Pupils write responses to formal Dummy invite,
-Formal invitation to formal invitation invitation. chart, textbook,
-Responses to formal invitation notebook
Speech Teacher provide sentence, pronounces Pupils give examples of words and Chart, flash card,
- Stress and intonation them in the appropriate intonation and stress them. textbook,
- Stressed and unstressed word. stress pattern. notebook
Grammatical Accuracy (Structure) Teacher leads pupils to define verbs as pupils listen and give examples of
-Verbs. -Meaning and examples of verbs. doing word e.g play, eat, dance etc. verbs.
Reading Teacher leads pupils to read and Pupils read and answer questions. Textbook, chart,
-Passage reading. - Passage based on pronounce new words with their notebook
narrative of real life story. meaning.
Writing Teacher guides pupils to copy poem. Pupils copy poem with emphasis Textbook,
-Poem. - Copying a poem with emphasis on on the format. notebook
the format.
11 Revision Revision Revision Revision
12 Examination Examination Examination Examination
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ENGLISH STUDIES
PRIMARY 4 – SECOND TERM
WEEK THEME- TOPIC- CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 Speech Teacher guides pupils to describe the Pupils listen and repeat after Textbook,
Narrative and descriptive composition content of the composition. the teacher. notebook
Describe the essential characteristics of the
school.
Grammatical Accuracy Teacher leads pupils to list types of Pupils list types of noun and Chart, textbook,
(Structure) nouns e.g countable nouns, uncountable gives examples of examples, notebook
-Nouns nouns, abstract nouns, concrete nouns
-Types of nouns. etc.
Reading Teacher leads pupils read passage on Pupils reads passage on diet Chart, textbook,
-Read appropriate informational text diet and nutrition. Also answer and nutrition. notebook
-Diet and nutrition questions.
Writing Teacher guides pupils to write a short Pupil write short story in their Story book,
-Writing a short story story of choice. exercise books. chart, textbook,
-Short story notebook
2 Speech Teacher leads pupils to use “may” and Pupils repeat after the teacher Chart, flash card,
textbook, notebook
-Simple conversation using the appropriate “can” in sentences e.g. may I come in, and give their own examples.
words. can I have my book please?
- Practice in permission using modal auxiliaries
“may” and “can” in sentences.
Grammatical Accuracy (Structure) Teacher leads pupils to explain Pupils explain countable and Chart, flash
-Types of nouns continued. countable and uncountable nouns with uncountable and give card, textbook,
-Countable and uncountable nouns examples e.g. countable noun- bag, pen, examples. notebook
pencil book etc. uncountable nouns-
water, sand, rice etc.
Reading Teacher leads pupils to read passage Pupil reads and identify the Textbook,
-Passage reading and identify benefit of eating food. main idea in the passage. notebook
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-A passage reading on diet and nutrition to

identify the main idea (subject matter) e.g. benefit
of eating food
Writing Teacher leads pupils to write essay on Pupils write essay on my Textbook,
-Narrative essay my family. family. notebook
-My family
3. Speech
-Oral Discrimination in consonants Teacher guides pupils to pronounce the Pupils pronounce /ts/ and /s/ Chart, flash
-Discriminate between the two consonants (ts/ consonant sounds and give examples consonant sounds and give card, textbook,
and /s/. (ts) chin (s) shin). examples. notebook
Grammatical Accuracy (structure) Teacher guides pupils to explain Pupils explain collective noun Textbook,
-Types of nouns continued. collective nouns with examples e.g., with examples. notebook
-Collective nouns. heap of sand, bag of rice etc.
Reading Teacher guides pupils read passage and Pupil read passage on animal Textbook,
-Descriptive passage ask questions. and answer questions. notebook
-A passage describing animals.
Writing Teacher guide pupils to write simple Pupil write simple sentences Chart, textbook,
-Simple sentence sentence on market events. on market event with correct notebook
-Writing simple sentences about events in correct sequence.
sequence (market)
4 Speech Teacher guides pupils to narrate an Pupil narrate an interesting Chart
-Oral composition interesting experience. experience
-A visit to my village.
Grammatical Accuracy Teacher leads pupils to explain direct Pupils listen and give examples Chart, flash
-Direct and indirect speech and indirect speech with examples. of direct and indirect speech. card, textbook,
-Examples of direct and indirect speech. notebook
Reading Teacher guides pupils to read passage Pupils read the passage and Story book,
-Story. -Reading story on interesting topic: the old and pronounce the new words. answer questions. textbook
woman and dog.
Writing Teacher leads pupils write wedding Pupils write informal Chart, textbook
-Informal invitation invitation cards. invitation.
-Wedding card
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5. Speech Teacher guides pupils to use stress Pupils practice using stress Chart, textbook.
Stress and intonation intonations – in questions: e.g. ‘what is intonation in questions.
Intonation and stress change-questions her name? What colour do you want?
Grammatical Accuracy Teacher guides pupils gives examples Pupils give examples of Chart, textbook
-Active and passive sentences of active and passive sentences e.g passive and active sentences.
-Examples of active and passive sentence Umi cooked the food.
Reading Teacher leads pupils to read and Pupils read drama and Textbook,
-Passage reading identify major character in drama. answer questions. notebook
-Drama to identify major character.
Writing Teacher leads pupil to write formal Pupils repeat after teacher Chart, textbook,
-Formal invitation invitation (company) invitation. and write the formal notebook
invitation.
6. Speech Teacher guides pupils narrate story. Pupils read story and identify Story book,
-Story telling (folk tales) moral lesson textbook,
-Narrate a story. (moral lesson). notebook.
Grammatical Accuracy (Structure) Teacher leads pupils to define future pupils use ‘shall and ‘will’ in Chart, textbook,
-Future tense tense as an event that will happen in sentences. notebook
-Meaning of future tense. time coming e.g I shall come
-Use ‘shall’ and ‘will’ in sentences. tomorrow, I will go next week etc.
Reading Teacher leads pupils to read informal Pupil read informal letter and Textbook,
-Informal letter letter written to mother. answer questions. notebook.
-Informal letter written to mother
Writing Teacher guides pupils write letter. Pupil write letter to their Dummy letter,
-Informal letter mother. chart, textbook
- Letter to mother
7. Speech Teacher demonstrates telephone Pupils demonstrate telephone Textbook,
-Telephone conversation conversation. conversation. notebook
-More on telephone conversation.
Grammatical Accuracy Teacher guides to pupil explain Pupils give more example of Chart, flash
-Adverbs adverbs as words that give more adverbs. card, textbook,
-Meaning and examples of adverbs notebook
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information about verbs and adverbs.

E.g he is writing slowly.
Reading Teacher guides to pupils read Pupil read and answer Textbook,
-Passage reading passages on food and drug safety. question. notebook
-Food and drug safety.
Writing Teacher leads to pupils write Pupil write letter of Textbook,
-Writing a letter of congratulations congratulatory letter. congratulation. notebook
8. Speech Teacher leads pupils discuss about Pupil talk about self and Textbook,
-Oral composition. -Talking about self and family. oneself and family. family. notebook
Grammatical Accuracy Teacher guides pupils to use simple Pupils use adjective in Chart, textbook,
-Using simple adjective adjective in speaking and writing. E.g. speaking and writing.
-Using simple adjective in speaking and writing. My father has a big house.
Reading Teacher guides pupils to read Pupils read acceptance letter Dummy letter,
-Congratulatory letter acceptance letter. and ask questions chart, textbook,
Reading response. notebook
Writing Teacher guide pupils to write Pupil write congratulatory Dummy essay,
-Writing response to letter of congratulation. congratulatory letter. letter in their exercise books. textbook,
-Response to letter of congratulation. notebook
9 Speech Teacher guides the pupils in writing Pupils repeat after the Textbook,
-Phonics. - Intonation patterns in statement. intonation pattern in statements. teacher. chart, flash
card
Grammatical Accuracy Teacher guides pupils to use idiomatic Pupils give examples of Chart, textbook
-Idiomatic expressions. expression e.g. turn over a new leaf. idiomatic expressions.
Reading Teacher leads pupils to read Pupils read passage on Textbook,
-Descriptive piece descriptive passage. Pronounce new memorable football match notebook
-A memorable football match. words with their meaning. and also ask questions.
Writing Teacher guides the pupils to write Pupils write a descriptive Textbook,
-Descriptive composition. - Elements of soil. descriptive composition. essay. notebook
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ENGLISH STUDIES
PRIMARY 4 – THIRD TERM
WEEK THEME- TOPIC - CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 Speech Teacher guides pupils to use question Pupils form sentences using question Chart, flash
-Using question tags. tags e.g. This isn’t your car, is it? No, it tags, cards, textbook,
isn’t. She can’t drive, can she? No she notebook.
can’t.
Grammatical Accuracy Teacher leads pupils to use present Pupil give examples of present Chart, flash
-Present perfect tense in sentences perfect tense in sentences e.g. I have perfect tense. cards, textbook,
-Using present perfect tense in sentences given her the book. She has written a notebook
letter.
Reading Teacher guides pupils to recognize Pupils recognize drama and poem. Charts,
-Concept print difference kinds of text. E.g drama is textbook,
-Recognizing different kinds of text, poem and written in scene while poem is written notebook
drama. in stanza.
Writing Teacher leads pupils to write about Pupils write about society in correct Chart, notebook,
-Simple sentences society in correct sequence. sequence. textbook
-Writing simple sentences about events in
correct sequence (society)
2 Speech Teacher leads pupils to use question Pupils form sentences using question Chart, flash card,
-Question tags tags e.g. You can play football, can’t tags and response. textbook.
-Using question tags and response you? Yes, I can.
Chart, textbook
Grammatical Accuracy Teacher guides pupil use past perfect Pupils give examples of past perfect
-Past perfect tense tense in sentences. E.g. you had been tense.
-Using past perfect in sentences. to London for years.
Reading Teacher leads pupils to reads poem Pupils read drama and poem and chart, textbook
-Concepts prints and drama to identify differences. also answer questions.
-Reading poem and drama to identify the
differences between them.
Writing Teacher guides pupils write poem on Pupil write a poem. chart, notebook,
-Poem cat. textbook
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-Writing poem on an interesting topic

3 Speech Teacher leads pupils to identify and Pupils pronounce /ↄ/, /ↄ:/ Chart, flash card,
-Oral Discrimination pronounce /ↄ/, /ↄ:/ Examples pot- and give examples. textbook.
-Vowels /ↄ/ /ↄ:/ port, hot etc.
Grammatical Accuracy Teacher guides pupils to use ‘if and Pupils form sentences using ‘if’ and Chart, textbook,
-Clause when’ in sentences e.g. When we don’t ‘when’ notebook
Adverbial clauses using ‘if and when’ exercise, we get fat. If I don’t run, I will
be late.
Reading Teacher guides pupils read the Pupil read passage and answer Textbook,
-Descriptive passage passage. questions. notebook
-Travelling by air, sea, and road.
Writing Teacher guides pupils write sympathy Pupil write sympathy letter in their Dummy letter,
-Letter letter. exercise books. chart, textbook
-Writing sympathy letter
4 Speech Teacher leads pupils to express ideas Pupils practices dialogue in the class. Chart, textbook
-Dialogue and have dialogue with the pupils.
-Dialogue involving expression of ideas
Grammatical Accuracy Teacher explains direct speech as Pupils listen to the teacher and Chart, textbook
-Direct and indirect speech utterances that comes from original repeats after her.
-Using direct and indirect speech speaker e.g. has the office been swept?
Reading Teacher leads pupils read passage on Pupil read passage on formal letter. Textbook,
-Formal Letter formal letter. notebook
-Reading passage on formal letter.
Writing Teacher leads pupils to write Pupils write sympathy letter in their Dummy letter,
-Sympathy letter sympathy letter in their exercise exercise books. textbook,
-Responding to letter of sympathy books. notebook
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5. Speech Teacher guides pupils to compose poem Pupils recite the poem. Textbook, chart.
-Poem on pussy cat.
-Poem on pussy cat
Grammatical Accuracy Teacher guides pupils to define synonyms Pupils define synonyms. Chart, flash card
-Words formation as words that are similar/ nearest in
-Meaning and examples of synonyms meaning. E.g big large beautiful pretty,
buy purchase etc.
Reading Teacher guides pupils to read passage on Pupil read passages pronounce the Textbook, chart
-Poetry reading poetry. The owl and the pussy cat”. new word and answer question.
-The owl and pussycat
Writing Teacher guides pupils to identify and Pupil write format of formal letter. Dummy letter
-Formal letter write format of informal letter e.g. formal
-Format of formal letter letter have two addresses.
6 Speech Teacher guides pupils to pronounce Pupils pronounce words with Charts, flash
-Oral Discrimination. /∂ /, /𝜃/ with example of /∂/ the, than, /∂ / and /𝜃/ sounds. cards
-Consonant sounds. /∂ /, /𝜃/ then / 𝜃/ think, thin, thing.
Grammatical Accuracy Teacher guides pupils to use active and Pupils form active and passive Chart, textbook
-Active and passive sentences passive sentence e.g Umi cooked the food sentences.
-Using active and passive sentences. passive- the food was cooked by Umi.
Writing Teacher lists features of formal letter e.g Pupils write features of formal Dummy letter,
-Formal letter the language should be formal, two letter. notebook,
-Features of formal letter addresses, signature etc. textbook
7 Speech Teacher guides pupils to give account of a Pupils give account of a poem read. Speech book,
-Oral composition poem. composition
-Giving account of a poem. book.
Grammatical Accuracy (structure) Teacher leads pupils to define antonyms English

-Word formation as opposite in meaning e.g. up-down, Grammar
-Meaning and examples of antonyms. above – below, good – bad, absent- textbook.
present. Etc
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Reading Teacher guides pupils to read passage on Pupil read passage and answer
-Descriptive passage things and places. Pronounce new word. questions.
-Descriptive passage on things and places.
Writing Teacher guides pupils to write formal
-Formal letter letter. Pupils write formal letter.
-Writing formal letter
8. Speech Teacher leads pupils to give points and Pupil practice debate in the class.
-Debates: English Studies is more important debate on the topic.
than Mathematics.
Grammatical Accuracy Teacher guide people using ‘same as’. Pupils compare objects and people Chart, textbook
-Comparing objects and people using ‘same as’.
-Using ‘same as to compare objects and
people.
Reading Teacher guide pupils in independent Pupil reads independently and
-Comprehension reading. explain.
-Independent reading.
Writing Teacher leads pupils to write formal Pupil write formal invitation Dummy letter,
-Formal invitation invitation. textbook
-Writing formal invitation
9 Speech Teacher guides pupils to use intonation in Chart, flash
-Command and questions command and questions. cards, textbook
-Using correct intonation to distinguish
between command and questions.
Grammatical Accuracy Teacher guides pupils in comparative Pupils practice forming comparative Chart, textbook
-Comparative form of adverbs and adjective e.g. short - and superlative forms of adverbs
-Comparative forms of adverb and adjective shorter- shortest and adjectives.
Good – better – best
Large – larger – largest
Reading Teacher leads pupils to read passage, Pupil read passage, pronounce new Textbook, flash
-Comprehension pronounce new words with the meaning. words and answer questions. cards, chart
-Passage on career.
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Writing Teacher guides pupil to write Pupils write composition in their Dummy essay,
-Narrative composition composition. exercise books. textbook,
-The day I met the Federal Road Safety notebook
Corps official on the road
10 Speech Teacher leads pupil distinguish between Pupils practice correct intonation to Textbook, chart
-Statements and command statements and command with correct distinguish statements from
-Using correct intonation to distinguish intonation. and command correctly. command
between statement and command
Grammatical Accuracy Teacher guides pupils using question tags Pupils repeat after the teacher and Chart, flash
-Question tags and responses and responses. E.g. It’s raining, isn’t it? give their own examples. cards, textbook
-Pupil use intonation in statement Yes, it is. We will all be wet, wont we? Yes, Pupils write down given examples
we will. in their books.
Reading Teacher guides pupils to read formal Pupil read formal letter and answer Textbook,
-Formal letter letter. question. notebook
-Reading formal letter.
Writing Teacher guides pupils write formal letter. Pupil write formal letter in their Dummy letter,
-Formal letter. - Writing formal letter exercise books. textbook.
Speech Teacher guides pupils to describe their Pupils describe their father’s house. Textbook
-Composition father house.
-Descriptive and narrative on ‘My Father’s
House’.
Grammatical Accuracy Teacher guides pupils to give more Pupils give examples on phrases and Chart, flash
-More on phrases examples on phrase.eg down the road, to write them down in their books. cards, textbook
the village etc.
Reading Teacher guides pupils to read selected Pupils read selected materials and Selected
-Independent selection of books materials and ask questions based on the ask questions based on the selected materials
-Selection of reading materials. selected materials materials
Writing Teacher leads pupils to write formal letter Pupils listen and write formal letter Dummy letter,
-Letter writing to the governor of my state about the chart.
-More on formal letter falling standard of education in the state.
Page | 19

MATHEMATICS
WEEK TOPIC/CONTENTS TEACHER’S ACTIVITIY LEARNERS’ ACTIVITY LEARNING
RESOURCES
1 WHOLE NUMBERS Teacher guides pupils to count by using Count using their counters. e.g. sticks and Counting devices,
bundles of sticks, seeds etc, in counting in match sticks in tens and hundreds. textbook, posters,
Counting and writing up to 10,000. terms of thousand. Labels columns of place value abacus. charts.
Counting and writing up to 100,000. Guide pupils to build place value, abacus and
Counting in bundles of 10, 100 up to ask them to label column. Observe and demonstrate the use of overlay
1000,000. Guide pupils in making overlay cards to be cards.
Use over lay cards to form and write used in forming and writing numbers. e.g. Make overlay cards.
numbers. 53670 =
Counting in 5’s and 7’s. 50000 5 0 0 0 0 Use abacus to place digits
Counting in 60’s. 3000 3 0 0 0
Place value using abacus 600 6 0 0 Write the place value of each digit in a given
Place value of 4-digit numbers. number such as 6435 as:
70 7 0
5 – 5,
Quantitative reasoning. 3 – 30,
Demonstrates the use of overlay cards.
4 – 400,
Guides pupils to use clock faces to count 60’s.
Guide pupils to state place value of a digit using 6 = 60
abacus.
Write the place value of a 4-digit number as: Solve problem on quantitative reasoning.
TH, H, T, U and explains that:
TH – Thousand; H – Hundred
T – Tens; U – Units
2 WHOLENUMBERS (contd) Guide pupils to state place value of a digit Use abacus to place digits Textbook, poster
using abacus. Write the place value of each digit in a and charts on
Place value using abacus Write the place value of a 5-digit number as: given number such as 6435 as: place value.
Place value of 4-digit numbers. HTH, TH, H, T, U and explain that: 5 – 5,
Roman Numerals i to D TH – Thousand; H – Hundred; 3 – 30,
T – Tens; U – Units. 4 – 400,
Quantitative reasoning
6 = 600.
Page | 20

Ordering of whole number up to Guides the learners to use fingers to

1000 represent numbers in Roman numerals i – x Practise the number formation using
(1 to 10) fingers
Quantitative reasoning. Solve examples on quantitative aptitude
Guides the pupils to order two or more involving Roman numerals
numbers e.g. 546 and 174 as Order any two given numbers.
546 > 174 or 174 < 546 Solve problems on quantitative aptitude
involving ordering of whole numbers.
3 L. C. M Guides learners to find L.C.M numbers e.g. Find Pupils listen attentively and follow the teacher Textbook.
the L.C.M of 3, 4, and 6. step by step.
L.C.M of two numbers up to 60. 2 3 4 6 Find the L.C.M of 3, 4, and 6 by using multiples:
2 3 2 3 Multiples of 3 = 3, 6, 9, (12), 15, 18
3 3 1 3 Multiples of 4 = 4, 8, (12), 16, 20
1 1 1 Multiples of 6 = 6, (12), 18, 24, 30
L.C.M = 2 x 2 x 3 = 12
L.C.M = 12
4 H. C. F Guides pupils to use multiplication table to Pupils listen attentively and follow the teacher Textbook,
identify H.C.F of 2-digit numbers. step by step. multiplication
H.C.F of 2-digit numbers. Guides the learners to use prime factor method charts.
to solve problem on H.C.F Pupils solve questions related H.C.F
e.g 16 = (2) x 2 x 2 x 2
18 = 2 x 3 x 5 Pupils ask questions when faced with
.: H.C.F of 16 & 18 = 2. difficulty.
Teacher explains how to find H.C.F using long

division method.
5 FRACTION Guides learners to divide an object e.g. an Show understanding of fraction with Textbook, orange,
orange into four equal parts to show proper practicals e.g orange. knife, cardboard,
Proper and improper fraction. fraction. marker.
Guides learner to identify and differentiate Identify proper, improper and mixed fractions.
Mixed numbers proper, improper, and mixed fractions.
Identify decimal number in fraction
Decimal fraction Guides pupils to identify decimal numbers in Solve problems in quantitative reasoning.
fraction.
Quantitative reasoning. Solve problems in quantitative reasoning.
Page | 21

6 FRACTION (Contd.) Guides the learners to state three or four Give equivalent fractions of given fractions. Textbooks,
Equivalent fraction equivalent fractions of a given fraction e.g. Orders fractions by comparing their new multiplication
3 3 𝑥 2 3 𝑥 3 3 𝑥 4
= = = numerations. chart.
4 4 𝑥 2 4 𝑥 3 4 𝑥 4
Ordering fraction
The above fractions are all equal.
Quantitative reasoning.
Quantitative reasoning Applying fraction in sharing of things at
Guides pupils to notice that when fractions have
home, school, market etc.
the same denominator the fraction with smaller
Application of fraction in sharing
number is less e.g.
commodities in home, market, school 4 7 4 7
etc. 8
and 8 implies that 8<8
Guides learners to order fractions from the

lowest to the highest or vice versa.
Quantitative reasoning:
Guides learners to apply fraction in sharing
things.
7 ADDITION OF WHOLE NUMBERS Guides learners to use abacus for addition of Use abacus to solve for addition Textbook.
whole numbers.
Addition of whole numbers up to Guides learners to note the importance of place Learners place digits correctly when
hundreds of thousands with and value in performing correct addition. performing addition.
without remainder. Guides the learners to solve problems on Add numbers up to 5 digits with and without
addition with remainder e.g remainder.
Quantitative reasoning of whole numbers e.g
Quantitative reasoning of whole Find the missing numbers. Apply same to quantitative reasoning.
numbers
TH H T U
? 8 2 7
+3 3 6 ?
8 1 8 9
Page | 22

8 ADDITION & SUBTRACTION Guides learners to revise addition of whole i. Revise additions of whole numbers
numbers. ii. Subtraction of whole numbers
Addition and subtraction of whole iii. Carry out addition and subtraction of
numbers, Guides learners to subtract whole numbers e.g. fractions
Subtract 3272 from 9654. iv. Solve quantitative aptitude problems
Addition and subtraction of fractions involving addition and subtraction of
Guides learners to add and subtract fractions.
Quantitative reasoning fractions.
Guides learners to solve quantitative reasoning v. Addition and subtraction of decimal
Addition and subtraction of decimal up involving addition and subtraction. fractions.
to 3 decimal numbers vi. Solve quantitative reasoning on decimal
Guides learners to solve addition and
numbers.
Quantitative reasoning on decimal subtraction of decimals to 3 decimal places. e.g.
numbers 4.263 + 5.123 = 9.386
Leads learners to correctly add and subtract
decimals in everyday life activities.
18.22cm – 11.45cm = 6.77 cm
9 MULTIPLICATION Guides pupils to revise multiplication of whole Carryout multiplication of whole numbers. Square
numbers. multiplication
Squares of 1-digit, 2-digit and 3-digit Guides learners to carryout multiplication of Solve problems involving multiplication of table, textbook.
numbers. whole numbers in 2-digit numbers e.g 40 x 12. whole numbers by 2digit numbers.
Guides learners to solve problems on Guides learners to solve quantitative
Square root of perfect squares up to multiplication of 3-digit whole numbers with 2-
400 using square chart – factor reasoning of whole number with 2digit
digit whole numbers e.g 150 x 12. numbers.
method. Guides learners to carryout multiplication of
Quantitative reasoning on square root whole numbers in 3-digit numbers e.g 450 x Solve problems on multiplication of decimal
of number not greater than four 120. with 2digit numbers
hundred. Guides learners to solve multiplication of
Solve quantitative reasoning on multiplication
decimal numbers by 2-digit numbers.
of 2digit numbers.
Division of two or three-digit Guides pupils to solve quantitative aptitude
numbers. problems on multiplication. Use square chart to find squares of any given
Example: Multiply 28.12 by 10. number.
Division by numbers up to 9 with or
without remainder. Guides learners to find the square of a number Give examples of objects with perfect square
say 3 by locating the intersection of 3 by 3 on faces.
Multiplication of decimals by 2 digit
the vertical and horizontal rows and columns
numbers.
respectively on the square chart to get 9.
Page | 23

Guides pupils to identify object of perfect Square root of a perfect squares not
square faces e.g dice, cube of sugar, sugar pack exceeding 400.
etc.
Guides learners to solve problems on square Solve series of quantitative aptitude problems
root of a perfect square e.g. involving squares of 1 digit and 2 digit
1 x 1 = 1, 2 x 2 = 4, 3 x 3 = 9, 4 x 4 = 16, 5 x 5 = numbers.
25, 6 x 6 = 36 etc.
Guides learners to solve quantitative aptitude
problem involving square of 1-digit and 2-digit
numbers e.g
Guides learners to find square root by factor
method e.g square root by factor method.
256 = 4 x 4 x 4 x 4.
10 DIVISION Guides pupils to divide 2 or 3 decimal by Divide 2 and 3-digit numbers by numbers not Textbook,
numbers not more than 9. more than 9. multiplication
Guides pupils to divide a given number by 10, chart.
20, 30, 40 etc. Divide given numbers by 10, 20, 30, 40, etc.
Guides pupils to solve quantitative aptitude Solve quantitative aptitude problems
problems. involving division.
11 REVISION
12 EXAMINATION
Page | 24

MATHEMATICS
WEEK TOPIC/CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1. ESTIMATION Guides learners to find estimate of decimals to Estimate decimals to the nearest whole numbers. Textbook,
nearest whole numbers e.g. 14.8 ≏ 15. workbook.
Rounding off decimals to the Estimate sums.
nearest whole numbers. Guides learners to find estimates of sums: 7.8 + 8.9.
7.8 + 8.9 = 16.7 Estimate products.
Estimation of sums. Actual results = 16.7
Estimate = 8 + 9 = 17. Solve quantitative reasoning involving estimation.
Estimation of products. Estimate = 17
Quantitative reasoning Guides learners to find estimate of products e.g. 2.1
involving estimate. x 3.8
Actual result = 2.1 x 3.8 = 7.98
Estimated result
≏ 2 x 4 = 8 (Estimate result)
2. OPEN SENTENCE Guides learners to solve problems on open Solve problems on open sentence in addition. Textbook,
sentence in addition and subtraction e.g workbook.
Solve problems on open sentence in subtraction.
Open sentence in addition.
12 + ? = 36. ? = 36 – 12. ? – 6 = 13 Solve problems on open sentence in
Open sentence in Guides learners to solve problems on open multiplication.
subtraction sentence in multiplication e.g. Solve problems on open sentence in division.
6 x ? = 30
Open sentence in Solve quantitative reasoning involving open
multiplication. Guides learners to solve problems on open sentence.
sentence in division e.g
Open sentence in division. ? ÷8 = 3
Quantitative reasoning in Guides learners to solve quantitative reasoning
open sentence. on open sentence.
3. MONEY Guides learners to solve problems on addition Solve problems on addition of money. Textbook,
and subtraction of money e.g. workbook.
Addition of money Solve problems on subtraction of money.
Page | 25

Subtraction of money N 7 . 50 + N6 . 60 = N 14 . 10
N27 . 50 – N19 . 60 = N 7 . 90 Solve word problems on addition and subtraction
Word problems on addition of money.
and subtraction of money. Guides learners to solve word problems on
addition and subtraction of money. Act as a shopkeeper or customers in mock buying
Mock buying and selling. and selling which will involve the collection of
Guides learners to carry out mock buying and change.
Quantitative reasoning
involving money selling in the class using a shopping corner.
Solve quantitative reasoning problems involving
Guides learners to solve quantitative reasoning addition and subtraction of money.
involving addition and subtraction of money.
4. MONEY (continued) Guides learners to solve multiplication of Solve problems on multiplication of money by a Textbook,
- Multiplication of money money by a whole number. e.g. whole number. workbook.
by a whole number. Multiply N3.15 by 6
Solve problems on division of money by a whole
- Division of money by a Guides learners to solve division of money by a number.
whole number. whole number. e.g. Divide N24.90 by 3.
Guides learners to solve words problems on Solve word problems on multiplication and
Word problems on multiplication and division of money by a division of money by a whole number.
multiplication and division whole number. e.g.
of money by a whole Guides learners to calculate the profit by Calculate/solve problems on profit and loss.
number. subtracting cost price (CP) from selling price
(SP). Solve quantitative reasoning problems involving
Calculation of profit. Profit = SP – CP. multiplication and division of money / profit and
Quantitative reasoning Guides learners to solve quantitative reasoning loss.
involving multiplication involving money.
and division of money
5. LENGTH Guides learners to revise and solve problems Revise unit of measure in length. Workbook,
on unit of measurement in length e.g. textbook
- Measurement of length. 100 centimeter (cm) = 1 metre(m) Take estimate and actual measurement of length
- Estimation of length and 50 cm = ½ metre and breadth of the classroom door and compare
breadth 1000 metres = 1 kilometre(km) their result.
500 metres = ½ kilometer
Page | 26

- Estimation of the distance 250 metres = ¼ metres. Estimate and measure the actual length of the
between the Head teacher’s length and breadth of the blackboard in the class.
office and your classroom. Guides learners to estimate and measure
length and breadth of their class door in Estimate and measure the distance between the
- Comparison of actual metres and centimeters and compare their classroom and the Head teacher’s office.
length with estimated result i.e estimate and actual length.
length. Guides learners to estimate and take actual Solve quantitative reasoning on length.
measurement of the length and breadth of the
black board in the class and compare their
result.
Guides learners to estimate and take actual
measurement of the distance between theHead
teacher’s office and the classroom.
Guides learners to solve quantitative reasoning
involving estimate and actual measurement of
objects.
6. LENGTH (Continued) Guides learners to solve problems on addition Add lengths. Textbook,
of length e.g. 8km 120m + 4km 4m. workbook.
Addition of length. 8 km 120m Solve word problems on addition of lengths.
+ 4 km 004m
Word problems on addition 12km 124m Subtract lengths.
of lengths.
Guides learners to solve word problems on Solve word problems on subtraction of lengths.
Subtraction of length. addition and subtraction of length.
Guides learners to solve word problems on Solve quantitative reasoning involving addition
Word problems on multiplication and division of length by a and subtraction of lengths.
subtraction and addition of whole number.
length.
Quantitative reasoning on addition and
Quantitative reasoning subtraction of length.
involving addition and
subtraction of length.
Page | 27

7. WEIGHT Guides learners to solve problems on addition Solve given problems involving addition of Workbook,
Addition and subtraction of weight. weights. textbook.
of weights in kilograms
and grams. Multiplication and division of weight in Solve given problems involving multiplication and
kilograms and grams. division of eights by whole numbers.
Multiplication and
division of weights in Quantitative reasoning involving addition, Guides learners to solve quantitative reasoning
kilogram and gram by subtraction, multiplication and division of involving weight.
whole numbers. weights.
8. TIME Guides learners to tell the time on the clock i. Learners indicate important times of the school Textbook,
Telling the time on the and explain how each hands of the clock works. day on a clock. Tell time as shown on the clock or workbook
clock as shown on the Guides learners to revise time measurement clock chart.
clock chart or clock. e.g.
Explain each hands of the 60 seconds = 1 minute ii. Convert from one unit of time to another.
clock. 60 minutes = 1 hour
24 hours = 1 day etc. iii. Write dates in various format and use calendar
Changing from minutes to effectively.
seconds, hours to minutes Guides learners on various ways of writing
and vice-versa. date e.g. 23/06/2017 (day, month, year). iv. Use calendar effectively.
2017/06/23 (year, month, year) etc.
The calendar and date. Guides learners on the use of calendar and how v. Solve quantitative reasoning on time and
to read the calendar. calendar.
Use of calendar.
Ask various questions based on the use of
Quantitative Reasoning calendar e.g.
involving time and What date did the school resume this term?
calendar How many days are there from June 11th to
July 15th.
Guides learners to solve quantitative reasoning
involving time and calendar.
Page | 28

9. TIME (Continued) Guides learners to discover the meaning of am Learners explain the word ‘am’ and ‘pm’ and use Textbook,
Concept of AM and PM. and pm. it to tell time on 24-hour clock chart. workbook,
Read time using AM and AM – Ante Meridian Atlas, Chart of
PM to indicate time of the PM – Post Meridian Use ‘am’ and ‘pm’ effectively to tell time. timezones.
day. Note: Show ‘am’ and ‘pm’ on 24 hour-clock
chart. Solve problems on time using ‘am’ and ‘pm’.
Solve more problems on
the use of ‘am’ and ‘pm’. Guides learners to use ‘am’ and ‘pm’ to indicate Solve quantitative reasoning on the use of ‘am’
time of the day while reading time, e.g. and ‘pm’
Quantitative reasoning on
the use of ‘am’ and ‘pm’. First lesson is 8.00am before noon and time for
closing is 1.30pm, after noon.
10 minutes to 7 in te evening is6.50pm.
Guides learners to solve more problems on the
use of ‘am’ and ‘pm’ e.g. 13.00 on 24-hour clock
is 1.00pm.
20 minutes to 6 before you come to school is
5.40am.
10. CALENDAR FORMATION Teacher guides learners to build calendar for Build/make calendar for January the following
January using the following year. year.
Reading a calendar Guides learners to make calendar for February
using January calendar above. Make calendar for the month of February.
Byuilding a calendar
Guides learners to make calendar for month of Make calendar for the month of March.
March using February above. Make calendar for the month of April.
Guides learners to make calendar for month of
April using the month of March above.
11. Revision
12. Examination
Page | 29

MATHEMATICS
RESOURCES
1 AREA Guides the pupils to state the meaning of area State the meaning of area and the units of Table of
Meaning of Area and units of measuring area, e.g. area is the measuring areas. dimensions,
Units of measurement of amount of surface an object covers. Formula charts,
area The units of area: square centimeters (cm2), textbooks.
square meters (m2), square kilometers (km2),
etc.
Area of Rectangles Guides the pupils to find the area of rectangle Use the given formular to find the area of
using the formular Area = LxB rectangle.
Area of Squares Guides the pupils to find the area of squares (3) Find small areas using the unit squares i.e.
using the formular Area = Length x Length e.g cm2, m2.
Area of square with sides 7cm = 7 x 7 =
49cm2.
Word problems involving Guides pupils to solve word problems on area (4) Solve word problems on Areas of Rectangles
area. e.g. What is the area of the top of a table with and squares.3
length of 10cm and breadth of 5cm?
Quantitative Aptitude on Guides pupils to solve problems of Solve problems of quantitative aptitude related
Area Quantitative aptitude on area. to area.
2 AREA (Continued) Guides pupils to find the area of farmland, Use the given formular to find the areas of Table of
classroom and football fields e.g. farmlands, classrooms etc. dimensions,
Area of farmland, Formula charts,
classrooms and football textbooks.
fields.
Areas of towns and cities Leads pupils to find areas of towns and cities Find areas of towns and cities using the given
formular
More calculations of areas Guides the pupils to develop interest in Find areas of shapes, farmlands etc, in their
of shapes, farmlands, etc finding areas of shapes, structures and environments.
in the environment. farmlands in their environment.
Page | 30

More examples on areas of Leads pupils to solve more examples on aras Solve more examples on areas of rectangles and
rectangles and Squares of rectangles and squares. squares
Quantitative Aptitude on Guides them to solve more problems of Solve more problems of Quantitative Reasoning
Area quantitative aptitude on area. on Areas.
3 CAPACITY Guides pupils to state the meaning of capacity States the meaning of capacity and the units for Table of
as the amount of liquid a container can hold. measuring capacity. dimensions,
Meaning and units for The units are: milliliters (ml), centiliters (cl), Formula charts,
measuring capacity. deciliters (dl) and liters (lt) textbooks.
Addition involving Guides the pupils to solve problems of Solve problems of addition involving liters.
capacity (litres) addition involving litres e.g. 5Litres + 4Litres
= 9Liters
Subtraction involving Leads pupils to solve problems of subtraction Solve problems of subtraction involving litres.
capacity (Litres) involving litres e.g. 15Ltrs – 5Ltrs = 10Ltrs.
Leads pupils to solve problems of Addition Solve problems of Addition and subtraction of
and Subtraction of decimals involving litres decimals involving litres.
e.g.
18.5L of water+ 29.8L of water = 48.3Lof
water
(ii) 28.8L of oil
- 9.9L of oil
18.9L
Addition and subtraction Guides pupils to solve problems on Solve problems on quantitative aptitude
of decimals involving litres quantitative aptitude involving addition and involving litres
subtraction using litres e.g. 20L, ---, 30L, 35L
_____, 45L ___
4 CAPACITY Guides pupils to solve problems on Solve problems on multiplication of litres Table of
multiplication involving litres e.g. (i) 8Litres x (capacity) dimensions,
Multiplication involving 2 = 16Ltrs Formula charts,
litres textbooks.
Division involving litres Leads pupils to solve problems on division Solve problems on division of litres (capacity)
involving litres e.g.
20Ltrs ÷ 5 = 4Ltrs
2.16Ltrs ÷ 6 = 0.36Ltrs
Page | 31

Word problems on Guides the pupils to answer questions on Solve word problems in addition and subtraction
Capacity (Addition and word problems in addition and subtraction
Subtraction) e.g. A jug has the capacity of 2.5L, if it contains
1.75L of water, how much more water is
needed to fill the jug?
Word problems on Guides the pupils to solve word problems on Answer questions on word problems involving
capacity (Multiplication multiplication and division, e.g. If 1 bottle multiplications and divisions.
and Division) contains 1.8L of milk. How much will 26
bottles contain?
Quantitative Aptitude Guides the pupils to solve problems on Solve quantitative aptitude problems involving
involving involving litres. quantitative aptitude in multiplication and litres.
division
5 PLANE SHAPES Guides the pupils to identify shapes with Fold and cut out plane shapes to find the line(s) Table of
line(s) of symmetry e.g. = Square, Rectangle, of symmetry dimensions,
Identification of shapes Rhombus etc. and those without lines of Formula charts,
with symmetry and non- symmetry e.g. trapezium, scalene triangle, textbooks,
symmetry lines parallelogram, etc. mathematical
Location of line(s) of Guides pupils to locate line(s) of symmetry of Locate the line(s) of symmetry of the given plane set.
symmetry of different any given shapes e.g. shape
shapes
Rectangle Square
Revision of properties of Guides pupils to state the properties of State the properties of Rectangle and Squares
Rectangles and Squares rectangles and squares e.g. and other plane shapes.
A rectangle has opposite sides equal in length
and breadth. It has 2 lines of symmetry.
A Square has all the four sides equal etc.
Construction of plane Leads the pupils to construct plane shapes Construct plane shapes and show their
shapes to show the lines of and locate their line(s) of symmetry. symmetry line(s).
symmetry e.g. rectangle,
square, etc.
Page | 32

Quantitative Aptitude on Leads pupils to solve quantitative problems Solve quantitative problems on plane shapes.
plane shapes on plane shapes e.g. Indicate the lines of
symmetry in these shapes
(i) (ii) (iii)
Rectangle Square Isosceles Triangle

6 PLANE SHAPES Guides pupils to identify right, acute and Identify the right, acute and obtuse angles Table of
(Continued) obtuse angles e.g. dimensions,
Formula charts,
Acute Obtuse
Identification of right Right textbooks,
Angle Angle
angle, acute angle and Angle mathematical
obtuse angle. set.
Horizontal and Vertical Guides pupils to locate vertical and horizontal Locate various horizontal and vertical lines in
Lines lines in the classroom and other shapes e.g. the classroom.
Drawing of 4 cardinal Leads pupils to draw and locate the 4 cardinal Draw and locate the 4 cardinal points
points points e.g. (i) North (ii) South (iii) East (iv)
West
Use of 4 cardinal points to Guides pupils to locate the positions of states Use 4 cardinal points to locate the position of
locate position of states in in Nigeria and also locate the rising and states in Nigeria and relate it to the rising and
Nigeria setting of the sun to the 4 cardinal points e.g. setting of the sun.
Kano = North; Enugu is in the East etc.
Quantitative aptitude on Leads pupils to solve quantitative problems on Solve quantitative aptitude involving plane
plane shapes and 4 4 cardinal points and plane shapes. shapes and 4 cardinal points.
cardinal points
7 THREE DIMENSIONAL Guides pupils to identify 3-dimensional shapes Identify 3-dimensional shapes e.g cubes, cuboids Table of
SHAPES e.g. cubes, cuboids and cylinders. and cylinders. dimensions,
charts of shapes,
Identification of 3- textbooks,
dimensional shapes.
Page | 33

Distinguish between open Guides pupils to distinguish between open and Distinguish between open and closed shapes and mathematical
and closed shapes and closed shapes, e.g. closed shapes has their top state their features. set.
state their features. covered with lid, while open shapes have their
top open or uncovered.
Identification of the Guides pupils to identify the properties of 3- Identify the various properties o 3-dimensional
properties of 3- dimensional shapes e.g. (i) No. of faces (ii) No. shapes i.e. face, vertices and edges.
dimensional shapes of vertices and edges, etc.
Drawing and construction Leads pupils to constructs 3-dimensional (4) Construct 3-dimensional shapes e.g. cubes,
of 3-dimensional shapes shapes cuboids and cylinders.
8 Three Dimensional Guides pupils to identify uses of 3-dimensional Identify the uses of 3-dimensional shapes in Table of
Shapes shapes like cubes; used to store things, cuboids homes and environments. dimensions,
are also use to store things at home. charts of shapes,
Uses of 3-dimensional textbooks,
shapes at home (uses of mathematical
cubes, cuboids and set.
cylinders).
Identification of 3- Leads pupils to identify 3-dimensional shapes Identify 3-dimensional shapes in our homes and
dimensional shapes in our in our homes and environments e.g. maggi environments.
homes and environments cube, cup, boxes, etc.
Problem solving involving Guides pupils to copy and complete the table: Copy and complete the given table.
3-dimensional shapes. No. of No. of No.
Shapes Faces Edge of
Vert
ices
1- Sugar cubes
2- Matches box
3- Cuboids
Quantitative aptitude on Guides pupils to solve quantitative problems Solve problems on quantitative on 3-
3-dimensional shapes. on 3-dimensional shapes. dimensional shapes.
Page | 34

9 BAR GRAPH Leads pupils to state the meaning of pictogram State the meaning of pictogram and its uses Table of
as a representation of information in pictorial dimensions,
Meaning of pictograms. form. charts of shapes,
textbooks,
Use of frequency table to Guides pupils to construct a frequency table Construct of a frequency table and a pictogram. mathematical se.
represent the information and use it to draw a pictogram e.g.
in a pictogram
Marks 1 2 3 4 5
No. of Pupils 7 3 5 8 6
Reading mode from Leads pupils to read mode from the table and Read mode from the table and the pictogram.
pictograms pictograms e.g. the mode in this table is = 4
marks
Marks 1 2 3 4 5
No. of Pupils 7 3 5 8 6
Identification of the least Leads pupils to identify the least and the Identify the least and the highest value from the
and the highest value from highest value from the pictograms, e.g. the given pictogram.
the pictograms pictogram shows the number of mangoes own
by 5 people.
S/N Names of No. of Oranges

People
1 Ali 000000
2 Moses 0000
3 Ade 0000
4 Ayo 00
5 James 0000000
Key: 0 represents mangoes.
10 BAR GRAPH Guides pupils to collect data and make a (1) Collects data and construct a frequency table. Table of
frequency table e.g. number of seats in primary dimensions,
Collection of data and school. charts of shapes,
presentation of data in a Primary School No. of Seats textbooks,
frequency table. 1 10 mathematical se.
Page | 35

2 15
3 20
4 25
5 50
Construction of bar graphs Guides pupils to construct a bar graph using Construct a bar graph using the given
using the frequency table. the given information on the frequency table information on the frequency table.
above.
Identification of mode Leads pupils to identify the mode from the Identify mode from a bar graph.
from the bar graph. table and the bar graph.
Interpretation of Guides pupils to interpret information from Interprets information from bar graphs.
information on the bar bar graphs.
graph.
Use of bar graphs to Guides pupils to use bar graphs in presenting Use of bar graphs to represent information.
represent information in information.
our environments.
Reading mode from bar Guides pupils to read and find mode from the Find mode from bar graphs given to them.
graphs. bar graph.
Identification of number of Guides pupils to identify the number of items Identify the number of items from the given
items from the table and from the table and bar graphs given. table and bar graphs.
bar graphs.
Word problems on mode. (4) Guides pupils to solve word problems on Solve word problems involving mode.
mode.
11 REVISION Revision Revision Revision

12 EXAMINATION Examinations Examinations Examinations
Page | 36

BASIC SCIENCE AND TECHNOLOGY (BST)

(BST) – BASIC SCIENCE
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 CHANGES IN NATURE Explains the meaning of changes in Pupils participate in class discussions. Posters, charts,
Types of changes: nature. textbooks.
Temporary (reversible) States and explains the types of
Permanent (reversible) changes in nature.
2 CHANGES IN PLANT Lists the physical changes seen in Pupils participate in class discussion. Posters, charts,
e.g. leaf fall, colour of leaves, flower, fruits, plants e.g change in colour, size, etc. textbooks.
etc.
3 CHANGES IN ANIMALS. Illustrates the changes seen in Pupils study the charts and watch the Posters, charts,
Life cycle of insects e.g. cockroach, animals. films on changes in animals. textbooks,
butterfly Transformation from egg to documeantary
Growth in animals i.e. changes from butterfly. videos.
young ones to adult
4 CHANGES IN NON-LIVING THINGS Explains how non-living things Pupils study the charts and watch the Posters, charts,
Melting, rusting, moulding, burning, etc. change from one form to another films on changes in non-living things. textbooks,
such as melting of candle wax, documeantary
burning of wood, rusting of iron, etc. videos.
5 WEATHER Explains the meaning of weather. Pupils relate to their life experience on Posters, charts,
Factors affecting weather Describes the factors affecting factors affecting weather. I dentify textbooks,
Weather instruments weather e.g. cloud, weather, weather instruments documeantary
moisture, rain, temperature, etc. videos, pictures
Explains and describes weather
instruments e.g thermometer, rain
gauge, wind vane, etc.
6 WAETHER (Continued) Shows diagrammatic representation Identify weather symbols and a weather Posters, charts,
Weather symbols of weather symbols to pupils. table. textbooks,
Keeping weather records Explains how to keep weather Interprete weather table. documeantary
Weather forecast. records. videos, pictures.
Page | 37

WEATHER Describes the terms. Explains the Participate in class discussions and group
Meaning of weather factors of weather. activities
Weather factors e.g. sunshine, wind, Visit a meteorological station to observe
temperature, etc. and learn how to use some standard
weather instruments.
7 WEATHER INSTRUMENTS States examples of weather Make improvised weather instruments.
Weather Instruments: instruments. Help pupils to identify Pupils keep records of weather changes.
Wind vane. Rain gauge. Thermometer. and differentiate different weather
Barometer. etc. instruments.
Uses of weather instruments
Weather records.
8 COLOUR Shows or illustrates charts and Pupils define colour. State the result of Posters, charts,
Primary and secondary colours. pictures showing technological mixture of primary colours. textbooks,
Colours and nature of rainbow products in transportation and documeantary
Producing new colours. communication systems. videos, pictures.
LIFE CYCLE OF INSECT Demonstrate measurement in cm3 Observes and describe life cycle of
Life cycle of insect: common insects e.g. housefly, cockroach,
Complete metamorphosis etc.
Incomplete metamorphosis Draw the life cycle of a cockroach and
housefly.
9 Safety in Our Environment Describes safety Participate in class discussion
Meaning of Safety: Right to life. Right of Explains methods of being safe. Make improvise simple safety devices.
everyone to use the road without injury Draw some safety devices, road signs
or death. Items to be handled carefully. (symbols)
Ways of keeping safe at home school and Practice how to safely cross the road in
on the road class
10 Safety in our Environment Shows examples of safety devices to As above
Simple safety devices at school, home and pupils. Explains simple safety List the advantages of road safety
on the road continue techniques to pupils.
Advantages of road safety
11 REVISION
12 EXAMINATION
Page | 38


TOPICS/ CONTENT TEACHERS ACTIVITY PUPILS’ ACTIVITY LEARNING
RESOURCES
1 Human Body (The mouth) Show the pupils teeth: Work in pairs to identify and locate the types Posters and charts,
The feeding system: Initiate and guide class discussion of teeth in their mouth. textbooks, video
The teeth: on:The uses of the different types of Chew some piece of bread, garri and note the documentaries.
- Incisors teeth e.g. incisors, canines. types of teeth used for chewing.
- Canines and their functions Pupils feel the texture of the food.
2 Human Body (The mouth) Show pupils types of teeth and Locate the relative position of premolar and Posters and charts,
The feeding system: initiate a discussion of molar and molar in the mouth. textbooks, video
- the teeth type and their functions premolar and their various functions. documentaries.
e.g.
- premolar and molar.
3 Human Body (The mouth) Guide class discussion on the roles of Discuss the uses of the teeth, the lip and the Posters and charts,
The tongue/lips and their roles in the tongues and lips in feeding. tongue in feeding textbooks, video
feeding. Draw the diagram showing the lips and the documentaries.
tongue.
4 Human Body (The Mouth) Teacher guide pupils to state the Discuss the uses of silvery glandand saliva in Posters and charts,
Work of salivary glands Functions of saliva in feeding. details. textbooks, video
and the saliva documentaries.
5 Human Body (The mouth) Guide pupils to learn the digestive Discuss about the alimentary canal, Posters and charts,
Alimentary canal (Diagram of system. (digestive system) (ii) draw and label parts textbooks, video
digestive system) of alimentary canal. documentaries.
6 Water Display water and other liquids in Observe water and other liquids displayed Posters and charts,
Meaning of water bowls in the class. Differentiate by the teacher. textbooks, video
Qualities of good water between water and other liquids. Pupils differentiate between water and other documentaries.
Differentiating water from other liquids
liquids.
7 Water Demonstrate evaporation of water. Observe teachers demonstrate evaporation Posters and charts,
Evaporation of water textbooks, video
documentaries.
Page | 39

8 Water Demonstrate condensation of water Pupils observe teachers’ demonstration of Posters and charts,
Condensation of Water water condensation. textbooks, video
documentaries.
9 Water Dissolve salt in water Observe teacher demonstration while Posters and charts,
Water as a solvent. Demonstrate that water is a solvent dissolving salts in the water. Participate textbooks, video
Substance that dissolves in water by dissolving sugar/salt in the water. actively on demonstration of solute/solvent. documentaries.
e.g. salt, sugar etc.
10 Water Guide pupils to observe qualities of Pupils participate actively in the observation Posters and charts,
Pure and Impure Water pure and impure water of two types of water qualities. textbooks, video
documentaries.
11 Revision
12 Examination

TOPICS TEACHERS ACTIVITIES PUPILS ACTIVITIES LEARNING RESOURCES
1 WATER Present ice blocks to pupils to and guide Pupils make observations. Posters and charts,
Freezing them to understand that ice block is frozen textbooks, video
water. documentaries.
2 WATER CYCLE Define water cycle. Explain drying up of Pupils note the definition and make Posters and charts,
Definition, elements of water cycle: streams in the dry seasons. contributions to the discussion textbooks, video
stream, cloud, etc. documentaries.
Drying up of streams
3 WATER CYCLE AND RAINFALL Explain Rain formation and the water Pupils participate in class discussion Posters and charts,
Formation of rain cycle. Draw the water cycle. and group activities. textbooks, video
documentaries.
4 WATER CYCLE Explain how dew is form on leaves Draw diagram of water cycle Posters and charts,
Dew label the water cycle. textbooks, video
Formation of dew documentaries.
Page | 40

5 WATER Write the chemical formula of water H2O. Pupils participate in class discussion Posters and charts,
Chemical composition of water. Explain the constituents of water: and group activities. textbooks, video
Chemical formula of water: H2O hydrogen and oxygen. documentaries, bowl of
Hydrogen and Oxygen Explain the combination ratio of hydrogen water.
to oxygen as 2:1
6 LIQUIDS Explains the meaning of liquid. Provide Pupils participate in classroom Posters and charts,
Meaning od liquid. evidence of physical properties of liquid discussion and practicals. textbooks, video
Physical properties of liquids through practicals. documentaries, water,
Movement of liquids ink, etc.
Examples of liquids
7 LIQUIDS USED AS SOURCES OF Explain the meaning of energy. Explain the Pupils participate in classroom Posters and charts,
ENERGY meaning of source of energy. discussion and practicals. textbooks, video
Meaning of energy. State examples of liquids that are sources documentaries,
Examples of liquids that provide of energy. kerosene, petrol, diesel,
energy. etc.
8 MEASURING VOLUME OF Provide pupils with measuring cylinders Measure the volume of liquids in Posters and charts,
LIQUIDS and graduated jars and cups. metre cube. Participate in the class textbooks, videos on
Meaning of volume. Use graduated measurements to measure demonstrations. laboratory practicals,
Objects that have volume liquids in metric units Demonstrate Participating in measurement in real objects like stones,
Measuring volume in cm3 liquid measurement in cm3Display written cm3Finds out volumes of soft drinks cylinders, test tubes,
Measuring in ml, mm3 volume in common soft drinks and juice and juice drinks on their packs. water
drink pack (e.g. a bottle of coke of 35 cl)
9 MEASURING VOLUME OF Guide pupils to improvise measuring Improvise and calibrate measuring Stones, stick, charts,
IRREGULAR SOLIDS cylinders with estimated scales. cylinders with scales estimated in bowl, video on science
Measuring volume of irregular Display written volume of contents in metric units. practicals, etc.
shaped solid. common soft drinks and juice drink packs Find out volume of soft drinks on
(e.g. a bottle of coke of 35 cl). their packs.
10 UNITS OF MEASUREMENT OF Guide pupils to compare volume of given Find the equivalent volume of Stones, stick, charts on
VOLUMES objects market measures using standard units and dimensions,
Comparism of volume of objects. calibrated instruments. bowl, video on science
Measurement of volume with Guide pupils to compare various standard practicals, etc.
standard units e.g. units accurately.
10 ml = 1cl
Page | 41

100 cl = 1 litre To find the numbers of litres in a given Pupils participate actively to find
1000mml = 1 litre container. various standard and the number of
litres in a given container.
11 Revision
12 Examination.
(BST) – BASIC TECHNOLOGY

PRIMARY FOUR – FIRST TERM
RESOURCES
1 TECHNOLOGY AND YOU. Explains and defines technology with Pupils participate in class Charts, video
Meaning of Technology good illustrations. discussions. documentaries.
2 TECHNOLOGY AND YOU; Explains the importance of technology Pupils study the charts and Charts, video
IMPORTANCE OF TECHNOLOGY: with illustrations. understand the need for documentaries,
State the importance of technology in the area Produces chart that illustrates product technology. textbook.
of health, communication and fast ways of of Technology.
doing things and mass production of goods.
3 TECHNOLOGY AND YOU Lists types of Technology and Pupils participate in class Charts, video
Developed technology illustrates developed and under- discussion. documentaries,
Under-developed technology developed Technology. textbook.
4 TECHNOLOGY AND YOU: Illustrates different type of houses and Pupils study the charts and watch Charts, video
TECHNOLOGY AND SHELTER: their materials. the films technology and shelter. documentaries,
Types of houses e.g mud, bamboo, timber, textbook.
concrete, etc
5 TECHNOLOGY AND YOU: Explains communication system and Pupils study the charts and watch Charts, video
COMMUNICATION produces charts that illustrate the new the films technology and shelter. documentaries,
Types of communication system e.g town crier, communication system. textbook.
beaten drums, telephone, Radio, Television, etc
6 TECHNOLOGY AND YOU. States product of Technology. Identify the product of technology. Charts, video
PRODUCTS OF TECHNOLOGY AT HOME: Shows films of products of Technology Watch films and ask questions. documentaries,
at home. textbook.
Page | 42

-Electric cooker, gas cooker, refrigerator, Lists products of Technology at school.

boiling ring, etc.
-Product of Technology at school
7 TECHNOLOGY AND YOU (CONTINUED) Shows or illustrates charts and Pupils to state the meaning of Charts, video
Products of Technology in Transportation. pictures showing technological technology. Identify the products. documentaries,
-Communication system. products in transportation and textbook.
communication systems.
8. SHAPES Explain the meaning of shapes. Identify different shapes. Charts, textbook,
2-Dimensional and 3-Dimensional shapes – Differentiate between plane shapes pictures of
Plane and solid shapes. and solid shapes. shapes.
Shapes of real objectssolid shapes: Cone, Cite examples of technologies that use
Funnel, Cylinder, Box, Cuboid, etc. different shapes and shapes of some
Technology based on different shapes. natural objects.
9 SHAPES AND CONSTRUCTION Discusses construction of shapes. Identify materials used for Charts, textbook,
Shapes with paper, wood, metal Explains type of shapes. construction of shapes. pictures of
Shaping tools Describes materials that are used to Identify the tools used for shapes,
construct different shapes and the construction of shapes. mathematical set.
tools used.
10 METHODS OF SHAPE CONSTRUCTION Demonstrates how objects can be Watch the demonstration of how Charts, textbook,
Folding formed by folding and bending. e.g. to fold and bending objects. pictures of
Bending cylinder, cone, box, funnel, etc. shapes,
Casting cardboard,
marker, etc.
11 REVISION
12 EXAMINATION
Page | 43


PRIMARY FOUR – SECOND TERM
RESOURCES
1 VEHICLES Guides pupils in defining a Vehicle Pupils participate in class discussion. Chart on vehicles,
Definition of vehicle pictures,
Examples of vehicle. textbooks.
2 EXTERNAL PARTS OF Produces charts on parts of Vehicle (external). Pupils participate in class discussion. Chart on vehicles,
VEHICLES Illustrates with diagrams parts of Vehicle pictures,
Frame and engine. internal. e.g. frames and engine. textbooks.
3 TYPES OF VEHICLES Discusses different types of Vehicles. Pupils identify different types of vehicles. Chart on vehicles,
- Bicycle. - Motorcycle pictures,
textbooks.
4 VEHICLES States the types of Vehicles: car and bus. Pupils identify different types of vehicles. Chart on vehicles,
- Car. - Bus pictures,
textbooks.
5 VEHICLES Explains Vehicle as truck and identifies Pupils draw different types of vehicle and Chart on vehicles,
- Truck - Trailer external parts of truck and trailer. external parts. pictures,
textbooks.
6 VEHICLES: AIR Explains air vehicles such as jets, airplane, Pupils identify and draw air vehicles. Chart on vehicles,
VEHICLES: drones, etc. pictures,
Jets, Airplane, Drones, etc. textbooks.
7 VEHICLES Describes, identifies and differentiates different List and identify vehicles on water. Pictures,
Boat Canoe Ship Yacht vehicles that move on water. textbooks.
8 VEHICLES States the use of bicycle and motorcycle. Pupils state the use of vehicle. Pictures,
Uses of vehicles: textbooks.
9 Vehicles - Advantages and States the advantages/disadvantages of bicycle Pupils ask question. Pictures,
disadvantages and motorcycle. textbooks.
10 SAFETY MEASURES IN Initiates a class discussion on safety measures Lists safety measures and their importance. Poster on safety
USING VEHICLES while using vehicles. rules.
11 Revision / Examination Revises all the topics taught with pupils. Revises all the topics with the teacher.
12 Examination
Page | 44


PRIMARY FOUR – THIRD TERM
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS ACTIVITIES LEARNING RESOURCES
1 FORMS OF ENERGY Define Energy uses specific examples Pupils identify different types of Charts, posters, textbook.
Concept of Energy. for different forms of energy. vehicle.
2 FORMS OF ENERGY Uses of charts and pictures to guide Pupils identify different types of Charts, posters, textbook.
-Mechanical -Electrical pupils to identify forms of energy. vehicle.
3 FORMS OF ENERGY States sources of energy. Name various sources of energy. Charts, posters, textbook.
Chemical –e.g battery cell.
Solar energy- e.g sun
4 FORMS OF ENERGY Identifies different sources of energy. Name various sources of energy. Charts, posters, textbook.
Heat –rubbing hands, friction, stones,
etc. Light energy.
5 FORMS OF ENERGY Identifies different sources of energy. Name various sources of energy. Charts, posters, textbook.
Sound – magnetic-energy
6 FORMS OF ENERGY Identifies different sources of energy. Mention sources of energy. Charts, posters, textbook.
-Potential -Kinetic
7 FORMS OF ENERGY Identifies different sources of energy. Explain all sources of energy. Charts, posters, textbook.
-Nuclear energy -Wind energy
8 SOURCES OF ENERGY States sources of energy. States uses of different type of Charts, posters, textbook.
-Sun for Solar energy.
-Fuel. e.g kerosene, petrol, etc.
-Water
-Waves -Tide energy.
Wind. Uses of energy, e.g cooking, energy.
transportation, communication, etc.
11 REVISION Revises all the topics taught with Revises all the topics.
pupils.
12 EXAMINATION
Page | 45

(BST) – PHYSICAL AND HEALTH EDUCATION

WEEK TOPIC/ CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 MOVING OUR BODY PARTS Teacher explains the meaning of Pupils listen to the teacher’s Charts, videos on body
Locomotor Movements; Definition of locomotor movement. explanations on locomotor movements, textbook,
Locomotor movement. movement. playground.
Types e.g walking
2 MOVING OUR BODY PARTS Teacher guides pupils to demonstrate Watch teacher’s demonstration and Charts, videos on body
Locomotor movement; locomotor movements such as practice. movements, textbook,
- Running - Skipping walking, running, skipping. playground.
3 MOVING OUR BODY PARTS Teacher guides pupils to identify and Pupils imitate teacher’s illustrations. Charts, videos on body
Locomotor movement: demonstrate locomotor movements movements, textbook,
- Sliding - Hopping such as sliding, hopping, jumping and playground.
- Jumping - Leaping leaping.
4 MOVING OUR BODY PARTS Teacher explains the meaning of non- Pupils listen to teacher’s Charts, videos on body
Non-locomotor movement: locomotor movement and states explanation and ask questions. movements, textbook,
- Meaning - Types examples. playground.
5 MOVING OUR BODY PARTS Teacher guides pupils to identify and Pupils imitate teacher’s Charts, videos on body
Non-locomotor movement: demonstrate non-locomotor demonstrations on non-locomotor movements, textbook,
- Stretching - Bending movements such as stretching, movements. playground.
- Twisting. - Swinging. bending, twisting, swinging.
6 MOVING OUR BODY PARTS 11 Teacher guides pupils to identify and Pupils demonstrate pulling and Charts, videos on body
Non-locomotor movements: i demonstrate non-locomotor pushing movements, textbook,
pulling ii pushing. movements such as pulling, pushing. playground.
7 ATHLETICS Teacher defines athletics and lists Pupils listen to the teacher and ask Charts, , textbook,
Meaning of athletics. examples of athletics. questions. playground.
Examples: Jumps, throws, track and Pupils lists examples of athletics.
field events, races.
8 ATHLETICS Teacher explains the concept of Pupils observe and practise what Charts, , textbook,
Middle distance race: 800m race, middle distance race. was learnt.. playground.
1500m race.
Page | 46

9 ATHLETICS Teacher explains the concept of long Pupils listen and practise all as Charts, , textbook,
Long distance race such as: distance race. directed. playground.
3000m race, 5000m race, 10000m
race and marathon. Teacher lists examples of long
distance races.
10 SKILLS IN ATHLETICS Teacher list, explains and Pupils listen to the teacher’s Charts, , textbook,
Skills in middle distance race. demonstrates the skills in athletics – explanations and practice all skills. playground.
Skills in long distance race e.g. middle and long distance races.
standing, take off, running, arm Pupils practise the skills in athletics.
action and finishing.
11 REVISION
12 EXAMINATION

WEEK TOPIC/ CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 BALL GAMES Teacher defines ball games. Pupils listen to teacher’s Charts, videos of sport
Meaning of ball games explanation and prepare for highlights, textbooks.
Types of ball games e.g. football, Teacher explains the concept of the practice.
table tennis, basketball, volleyball, ball games.
etc.
Teacher lists examples of ball games.
2 BALL GAMES: FOOTBALL Teacher explains the concept of Pupils put to practice the different Charts, videos of football
Meaning of football football game and the basic skills skills in soccer games. game highlights,
Football skills: dribbling, goal involved. textbooks.
keeping, shooting, ball control, Pupils demonstrates the basic skills
heading, etc. Teacher enumerates the basic skills in in football on the field.
football and demonstrates them.
3 BALL GAMES: TABLE TENNIS Teacher explains the concept of table Pupils practise table tennis skills as Charts, videos of table
Meaning tennis game and the basic skills many times as possible. tennis highlights,
Tennis skills: involved. textbooks.
Page | 47

The grip service, forehead drive,

backhand drive etc. Teacher enumerates the basic skills in
table tennis and demonstrates them.
4 BALL GAMES: BASKETBALL Teacher explains the concept of Pupils form a basketball team and Charts, videos of
Meaning and skills involved. basketball game and the basic skills each pupil plays a particular role. basketball game
Position of the players e.g. guards, involved. highlights, textbooks.
centre and forward.
Teacher enumerates the positions and
players in a basketball game.
5 BALL GAMES: BASKETBALL Teacher demonstrates the basic skills Pupils put into practise basketball Charts, videos of
Basketball Skills: in basketball. skills. basketball game
Jump ball, dribbling, passing, highlights, textbooks.
shooting, re-bounding
6 VOLLEY BALL Teacher explains the concept of Pupils illustrate and practice the Charts, videos of
Meaning of volleyball volleyball game. skills in volley ball game. volleyball game
Skills e.g. service, passing, scoring, highlights, textbooks.
spiking; volleying etc.
7 PERSONAL HYGIENE Teacher defines personal hygiene. Pupils listen and explain how to Comb, soap, bucket of
Meaning practise good personal hygiene. water, towel, toothbrush,
Importance Teacher enumerates the importance toothpaste, etc.
Materials used in taking care of the of personal hygiene and lists the basic Pupils write the benefits of good
body items required for good personal personal hygiene.
hygiene.
8 PERSONAL HYGIENE Teacher explains how to care for the Demonstrate how to care for the Labelled picture of the
Care of the Eye. eye and the benefits of doing so. eye. human eye, eye glasses,
eye drop.
9 PERSONAL HYGIENE Teacher explains and demonstrates Demonstrate how to care for their Labelled picture of the
Care of the Teeth. how to care for the teeth and the lists teeth properly. teeth, toothbrush,
the importance of doing so. Mention why they have to care for toothpaste.
their teeth.
10 PERSONAL HYGIENE Teacher explains and demonstrates Demonstrate how to care for their Labelled picture of the
Care of the Ear. how to care for the human ear and ears properly. human ear, eardrops.
lists the importance of doing so.
Page | 48

List examples of safety devices for

the human ear.
11 REVISION REVISION
12 EXAMINATION EXAMINATION

WEEK TOPIC/ CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNERS’RESOURCES
1 First aid and safety education Teacher explains the meaning of Pupils listen to teacher’s explanation Charts, first aid box.
Meaning of First Aid first aid and categorizes the and participate in class discussion.
Group the contents of a first aid box. contents of a first aid box.
2 First Aid and Safety Teacher explains the concept of first Pupils participate actively in class Charts, first aid box,
Components of first box (food, water, aid and safety education. discussion. video of first aid
medication, support objects). treatment.
Contents of first aid box Teacher lists the components of a Pupils list the components of a first
first aid box. aid box.
3 First Aid and Safety Teacher demonstrates how to use Pupils listen to teacher’s concept on Charts, first aid box,
Uses of the materials in the first aid the contents of a first aid box. the use of content of first aid kit and video of first aid
box participate in class discussion. treatment.
Pupils demonstrate the use of

contents of a first aid box.
4 Safety Education Teacher explains the meaning of Pupils pay attention to conceptualize Charts and posters on
Safety measure e.g. putting safety measure and the importance. safety measures. safety.
appropriate sport attire.
Usage of proper sport equipment and Teacher explains lists common Pupils demonstrate safety measures.
facilities. safety measures during sport times.
5 Safety Education and accident Teacher defines safety and lists the Pupils contribute in causes of Charts and posters on
prevention. importance of safety. accident, participate actively in class safety.
Meaning of safety. discussion and write notes.
Page | 49

Causes of accident. Teacher explains some causes of

Prevention of accident accident and how to prevent
accidents.
6 Safety Education and road Teacher explains how to be safe on Pupils listen and contribute to road Real traffic signs, pictures
accident prevention the road: traffic control, vehicle safety guidelines e.g. good roads, of traffic light and road
Meaning of road safety. maintenance, road maintenance, obeying road signs. signs.
Road safety measures road signs, road markings, pavement
marking, public education, etc.
7 Safety education and accident Teacher lists examples of road Pupils touch and they put on safety FRSC guidelines
prevention safety guidelines and discusses the devices, identify motorcyclists, document, pictures of
Road safety guidelines for consequences for disobeying the pedestrians and bicycles. people who disobeyed
pedestrians, cyclists, drivers, etc. guidelines. guidelines, pictures of
Consequences of not observing road Pupils participate actively in the class road accidents.
safety guidelines Teach explains possible penalties or discussion.
Penalties for not observing road punishments for not obeying the
safety guidelines. guidelines.
8 Safety Education and accident Teacher explains more safety Pupils listen to talk given by the Pictures of FRSC officials.
prevention measures or preventive measures visiting FRSC officials and VIO,
General crashes on road to ensure safety on the road. LASTMA.
Preventive measures.
Duty of Safety Agencies. Teacher lists example of safety
agencies and how they do their
work.
9 Safety Education and accident Teacher explains more safety Pupils listen to talk given by the Pictures of FRSC officials.
prevention measures or preventive measures visiting FRSC officials and VIO,
Road traffic crashes to ensure safety on the road. LASTMA.
Preventive measures
Teacher lists example of safety
agencies and how they do their
work.
10 MEDICAL VIGILANCE Teacher explains the concept of Pupils visit nearby NAFDAC office or NAFDAC approved
medical vigilance. Pharmacy, and write down their medicines.
observations.
Page | 50

Medical vigilance (to be aware of any Teacher explains how to monitor

adverse reaction when medicine is one’s health especially after taking a
taken). medicine.
12 REVISION
13 EXAMINATION
(BST) – COMPUTER STUDIES

PRIMARY FOUR – FIRST TERM
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 COMPUTER Defines a computer and explains the Define a computer and list the uses Charts and pictures of a
Definition, Uses. uses. of a computer. computer.
Advantages of a computer. Lists places where computers are used.
2 DATA Explains the meaning of data. Participates in the class discussion Charts, textbook
Relationship between data and Relates data to information.
information. States sources of information
Sources of information
3 COMPUTER HARDWARE Explains the meaning of computer Defines computer hardware. Charts, textbook.
hardware. Describes the features of a Lists examples of computer
computer and lists the parts. Lists hardware.
examples of computer hardware.
4 HARDWARE COMPONENTS Explains hardware components – input Define input devices. Identifies the Charts, textbook, real
Input Devices: Keyboard, mouse, devices. Describes the features of the input devices and draw them. hardware components.
microphone, joystick, scanner. input devices. List input devices.
5 HARDWARE COMPONENTS Explains the meaning of output Define output devices. Charts, textbook, real
Output Devices: Monitor, printer, devices. Lists examples of output List output devices and draws them. hardware components.
speaker, projector, etc. devices. Differentiates between an
output device and an input device.
6 MONITOR Describes a monitor. States the uses of Identifies a monitor. State the uses Real monitor, labelled
a monitor. of a monitor. picture of a monitor.
Draw a monitor.
Page | 51

7 PRINTER Describes a printer as an output device. Acknowledge a printer as an output Real printer, labelled
States the uses of a printer. device. Draw a printer and state the picture of a printer.
uses.
8 SYSTEM UNIT Teacher identifies the internal features Identify a system unit. List the uses Real system unit, labelled
Internal features e.g. motherboard of a system unit. of a system unit. Draw and label a picture of a system unit.
External features States the functions of the system unit.
motherboard.
Relate system unit to CPU.
Teacher describes a system unit. State

the functions of a system unit. Draw a
system unit. List the external features
of a system unit: power button, USB
Port, CD Drive, ETC.
9 STORAGE DEVICES Explain the meaning of storage device. Identify storage devices. Flash drive, memory card,
Hardware Storage devices List examples of storage devices, e.g. Draw storage devices. Floppy disk, CD.
hard disk, compact disk, flash drive,
memory card.
10 COMPUTER MEMORY Explain the meaning of computer Participates in the class discussion. Chart and pictures.
RAM memory. Compare and contrast RAM Differentiates between RAM and
ROM and ROM. ROM.
11 REVISION
12 EXAMINATION

PRIMARY FOUR – SECOND TERM
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS. ACTIVITIES LEARNING RESOURCES
1 COMPUTER SOFTWARE Explains the meaning of software. Define software Charts, textbook.
Application Software Differentiates between application Differentiate between application
System Software software and system software. software and system software.
Page | 52

2 SYSTEM SOFTWARE Defines system software. Explains the Define system software. Real software CD.
meaning of operating system.
Describes utilities software.
3 OPERATING SYSTSEM Explains the meaning of operating Define operating system. A computer setup (laptop
system. List examples of operating List examples of operating system. or desktop).
system. E.g. MS-DOS, WINDOWS, i-OS, List the functions of operating
LINUX, UNIX, etc. system.
4 UTILITIES Explains the meaning of utilities. Lists Define utilities software A computer setup (laptop
examples of utilities software, e.g. List examples of utilities software. or desktop).
Antivirus,
5 APPLICATION SOFTWARE Explain the meaning of application. Define application. A computer setup (laptop
Lists examples of applications. List examples of application or desktop).
software.
6 USES OF COMPUTER SOFTWARES Lists the uses of computer software. Writes the uses of computer A computer setup (laptop
software. or desktop).
7 SETTING UP A COMPUTER Describe a computer. Explain how to Write how to set up a computer. A computer setup (laptop
System Cables set up a computer. Explain the use of Identify computer cables and how or desktop).
system or computer cables. to use them.
8 TYPES OF COMPUTER CABLES Show computer cables to pupils, Identifies computer cables, e.g. A computer setup (laptop
Explains how to use them and Power cable, USB cable, Ethernet or desktop).
differentiate the cables. cable.
9 Uses of software i. Guides pupils to identify different Pupils identify the different types of A computer setup (laptop
(Microsoft – Word) types of common operating system. common operating system. or desktop).
ii. Type short text to demonstrate word Carry out the activity demonstrated
processing. by the teacher.
10 CONNECTING DIFFERENT PARTS Explains and demonstrates how to Identify the different parts of a A computer setup (laptop
OF A COMPUTER connecting the system unit, keyboard, computer and connect them or desktop).
monitor, mouse, printer, scanner, etc. correctly.
11 Revision Revises all the topics taught with Revise all the topics with the
pupils. teacher.
12 Examination
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COMPUTER STUDIES
PRIMARY FOUR – THIRD TERM
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNER’SRESOURCES
1 REVISION OF SECOND TERM Revises last term work. Revise last term work. A computer setup (laptop
WORK or desktop).
2 BOOTING A COMPUTER Explains the meaning of booting. Tell Observe the teacher demonstration. A computer setup (laptop
Warm booting ways of booting a system. Differentiate List the types of boot. or desktop).
Cold booting between cold booting and warm
booting.
3 STEPS FOR BOOTING Explains how to boot a computer. Practise booting a computer. A computer setup (laptop
Demonstrates booting of a computer. Ensure the system is connected to power or desktop).
source, turned on, and the monitor is
turned on too. Don’t interrupt booting
process.
4 DATA Explains the meaning of data. Lists the Define data. A computer setup (laptop
types of data: Alphabetic, Numeric, Lists the types of data. or desktop).
alphanumeric, and symbols data.
5 INFORMATION Relate data to information. Lists the Define information. A computer setup (laptop
types of information: oral, written, List the types of information. or desktop).
electronic information.
6 SOURCES OF INFORMATION Explain the sources of information: Identify different sources of information. A computer setup (laptop
radio, television, newspaper, social Explain the meaning of social media and or desktop).
media, internet. state examples.
7 SOCIAL MEDIA Explain the meaning of social media. Describes social media and gives A computer setup (laptop
Show pupils examples of social media examples, e.g. Facebook, WhatsApp, or desktop).
platforms on a gadget. Twitter, Instagram, LinkedIn, Imo,
Snapchat, etc.
8 COMPUTER AS AN Demonstrates how computer collects Observe and make use of the input A computer setup (laptop
INFORMATION PROCESSING data through input devices. devices e.g. keyboard, mouse, etc. or desktop).
MACHINE (IPO)
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9 COMPUTER AS AN Demonstrates how data is processed Observe how CPU processes data. A computer setup (laptop
INFORMATION PROCESSING through the CPU or system unit. or desktop).
MACHINE (IPO)
10 COMPUTER AS AN Demonstrates how result is produce Observe and make use of the output A computer setup (laptop
INFORMATION PROCESSING through output devices e.g. monitor, devices. or desktop).
MACHINE (IPO) printer, etc.
11 Revision Revises all the topics taught with pupils. Revise all the topics with the teacher.
12 Examination
Page | 55

NATIONAL VALUES EDUCATION (NVE)

(NVE) – SOCIAL STUDIES
TOPICS/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNER’S RESOURCES
1 THE FAMILY Teacher explains the concept of family Listen and take notes. Participate in Chart, pictures, textbook.
Definition of terms and states the relative sizes of each class discussions.
Types of family type of family e.g. One’s extended
Sizes of different types of family. family is larger than the nuclear family.
2 FAMILY RELATIONSHIPS Explains the concept of family Listen and take notes. Participate in Chart, pictures, textbook.
Extended relations relationships. Opens a class discussion class discussions.
Family tree and encourages pupils to participate.
3 MARRIAGE PRACTICES IN NIGERIIA Explains different marriage practices Listen and take notes. Participate in Chart, pictures, textbook.
Role of culture in marriage practices. in Nigeria and the relevant objects class discussions.
Concept of dowry. used during marriage ceremonies.
Reasons for difference in marriage
practices.
4 MARRIAGE PROBLEMS AND THEIR Explains the concept of marriage and Listen and take notes. Participate in Chart, pictures, textbook.
SOLUTIONS gives examples of problems in class discussions.
Financial crisis marriage. Describes possible solutions
Infidelity to the problems.
Divorce
External influence
5 ELEMENTS OF CULTURE Lists the elements of culture and Listen and take notes. Participate in Chart, pictures, textbook.
Food, dressing, language, religion, explains using different cultures in class discussions. List the elements
festivals, etc. Nigeria. of culture.
6. CUSTOMS AND BELIEFS Explains the meaning of customs and Listen and take notes. Participate in Chart, pictures, textbook.
Cultural practices beliefs. Compares the customs and class discussions. Describes the
Difference in customs and beliefs beliefs of different cultures in Nigeria. customs and beliefs of different
among cultures in Nigeria. cultures.
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7 WAYS OF PRESERVING CULTURE Describes ways of preserving culture Listen and take notes. Participate in . Chart, pictures, textbook.
Sports and Games. Festivals. History and explains the importance. Initiates class discussions
Museums. Storytelling. an open class discussion.
8 RELIGION Defines religion. Describes the Listen and take notes. Participate in Chart, pictures, textbook.
Definition characteristics of religion class discussions.
Types and comparison.
9 RELIGIOUS PRACTICES AND Explains the religious practices of Listen and take notes. Participate in Chart, pictures, textbook,
ASPECTS OF RELIGION different religions. Compares the class discussions. The Holy Bible, Quran,
Objects used for worship practices and explains to pupils with Rosary.
Places of worship stories they can relate with.
Mode of worship
10 OTHER PEOPLE’S BELIEFS AND Explains the need to tolerate other Listen and take notes. Participate in Chart, pictures, textbook,
TRADITIONS people’s religion, their beliefs and class discussions. The Holy Bible, Quran,
Beliefs and customs of other people. customs. Rosary.
11 REVISION
12 EXAMINATION

WEEKS TOPICS/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 CITIZENSHIP Explains the concept of citizenship. Listen and take notes. Participate in Chart, pictures, textbook.
Meaning of citizenship Illustrates how the pupils are citizens class discussions.
Modes of acquiring citizenship of Nigeria.
2 RIGHTS OF CITIZENS Lists the rights of Nigerians. Listen and take notes. Participate in Chart, pictures, textbook,
Meaning of rights class discussions. List their rights as Constitution.
Examples of rights of citizens Nigerians.
3 THE CONCEPT OF LOCAL Explains the concept of local Listen and take notes. Participate in Chart, pictures, textbook,
GOVERNMENT government. Describes the duties of class discussions. Lists the problems Constitution.
local government. Lists the problems of
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Local Government as the lowest local government and the solutions to facing local governments in Nigeria
level of government. the problems. and the solutions to the problems.
Problems of Local Government and
their solutions
4 THE CONCEPT OF STATE Explains the concept of state Listen and take notes. Participate in Chart, pictures, textbook,
GOVERNMENT AND THEIR government. Describes the duties of class discussions. Constitution.
PROBLEMS state government. Lists the problems
State Government as the second of state government and the solutions
level of government. to the problems.
5 FUNCTIONS OF STATE Describes the duties of state Listen and take notes. Participate in Chart, pictures, textbook,
GOVERNMENT AND SEPARATION government. class discussions. Constitution.
OF POWER
Duties of state government
6. THE AGRICULTURAL INDUSTRY Defines the terms to the pupils, Listen and take notes. Participate in Chart, pictures, textbook,
AND DIVISION OF LABOUR explains the concept of applying class discussions.
Meaning of agriculture division of labour in agriculture
Forms of agriculture
Meaning of labour
Meaning of division of labour
7 SAVINGS Explains the concept of savings and Listen and take notes. Participate in Chart, pictures, textbook.
Meaning of savings gives examples. class discussions.
Modes of savings
8 EMPLOYMENT Explains the concept of employment, Listen and take notes. Participate in Chart, pictures, textbook,
Definition of employment underemployment and unemployment. class discussions. rea; employment letter.
Importance of employment Describes the effects of unemployment
-Underemployment in Nigeria.
-Unemployment
9 NATURAL RESOURCES Chart, pictures, textbook,
Meaning of natural resources map of Nigeria.
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Types of natural resources

10 CONSERVATION AND DISTRIBUTION Chart, pictures, textbook,
OF NATURAL RESOURCES NATURAL map of Nigeria showing
RESOURCES the location of different
Meaning of conservation natural resources.
Meaning of distribution
Location of natural resources in
Nigeria.
11 REVISION
12 EXAMINATION

WEEKS TOPICS/CONTENT TEACHER’S RESOURCES TEACHER’S ACTIVITIES LEARNER’S RESOURCES
1 HOUSING Explains the concept of housing. Listen and take notes. Participate in Chart, pictures of
Meaning of House Describes a house as a basic need of class discussions. Define house. different houses including
Types of house humans for survival. an estate, textbook.
2 FEATURES OF GOOD HOUSING Lists the features of a good house. Listen and take notes. Participate in Chart, pictures of
Characteristics of every good house. class discussions. different houses including
an estate, textbook.
3 POPULATION AND HOUSING Explains the meaning of population Listen and take notes. Participate in Chart, pictures of
Meaning of population and the need to provide adequate class discussions. different houses including
The need to provide adequate affordable housing. an estate, textbook.
housing for people.
4 PERSONAL HYGIENE AND Explains the concept of personal Listen and take notes. Participate in Charts on personal
PERSONAL DEVELOPMENT hygiene and personal development and class discussions. hygiene.
Meaning of personal hygiene how they relate to each other.
Meaning of personal development
Effects of good personal hygiene on
personal development.
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5 PHYSICAL FITNESS AND Explains the concept of physical fitness Listen and take notes. Participate in Charts and videos on
HOUSEHOLD POPULATION and household population. class discussions. physical fitness.
Meaning of physical fitness
6. DRUG ABUSE Explains the meaning of drug abuse. Listen and take notes. Participate in Charts, pictures, video
Meaning of drug abuse. class discussions. List types of hard documentary.
Types of hard drugs Lists examples of hard drugs and states drugs.
Causes of drug abuse methods of abusing drug.
7 PREVENTION OF DRUG ABUSE Explains the concept of life coping Listen and take notes. Participate in Charts on personal
AND LIFE COPING SKILLS skills. Describes the effects of drug class discussions. List the effects and hygiene.
Effects of drug abuse abuse and methods of prevention. prevention of drug abuse.
Methods of prevention of drug
abuse.
Meaning of life coping skills
8 POLLUTION Explains the term “pollution”. Listen and take notes. Participate in Charts, pictures and video
Meaning of pollution Describes the types, causes, effects and class discussions. Answer questions documentary of sites of
Types of pollution prevention of pollution. on pollution. pollution.
Causes of pollution
Methods of prevention
9 NATURAL DISASTERS Explains the concept of natural Listen and take notes. Participate in Video documentary of a
Meaning of disaster. disasters. Opens a class discussion and class discussions. particular natural
Meaning of natural disasters encourages pupils to participate. disaster e.g. flooding in
Types of natural disasters Niger state or Hurricane
Response to natural disasters Katrina.
10 MECHANIZED AGRICULTURE Explains the concept of mechanized Listen and take notes. Participate in Charts, posters, textbook.
Meaning of mechanized agriculture. farming. class discussions.
Advantages of mechanization in
agriculture.
11 REVISION
12 EXAMINATION
Page | 60

(NVE) – CIVIC EDUCATION

WEEKS TOPICS/CONTENT TEACHERS’ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 MEANING OF GOVERNANCE Guides pupils to define or - explain Explain what governance means. Charts, textbook.
The process or art of governing governance.
people
2 MEANING OF GOVERNMENT Defines the meaning of Government Explain what Government is? Charts, textbook.
Government means or is defined as
a group of people who are elected
and empowered to make rules and
make people to obey the rules.
3 IDENTIFY GOVERNMENT AT Assists pupils to identify levels of Identify various levels of Charts, textbook.
DIFFERENT LEVELS government. government.
Local Government
State Government
Federal Government
4 GOOD GOVERNANCE Guides the pupils on the importance of Pupils list the characteristics of Charts, textbook.
Characteristics of good governance good governance: -Provision of good good governance: Teacher lists:
Features of good governance: road.-Education e.g. building of schools -Transparency -Dedication
Importance of good governance. -Provision of social amenities -Honesty -Commitment
-Health care improvement, poverty -Patriotism, - Justice
alleviation, prevention of corruption List the importance of good
etc. governance.
5. TYPES OF GOVERNMENT Guides pupils with charts or List the different types of Charts, textbook.
Types of Government: photograph on the types of government.
-Monarchy -king e.g. Jordan, Government.
Morocco
-Traditional e.g. Oba, Emir, Obi.
6 TYPES OF GOVERNMENT Guides the pupils to explain the Pupils explain the types of Charts, textbook.
Explains or defines the following: meaning of the following Government.
-Monarchy -Oligarchy
-Constitutional etc.
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7 EXAMPLES OF TYPES OF Guides the pupils on functions of these Mention the examples of various Charts, textbook.
GOVERNMENT AND THEIR various types of Government. types of Government.
FUNCTIONS
8 DIFFERENCES BETWEEN Guides the class discussion on the Explain the differences between Charts, textbook.
MONARCHY AND OLIGARCHY. differences. Monarchy and Oligarchy.
9 DIFFERENCES BETWEEN Guides the pupils to differentiate Explain the differences between Charts, textbook.
TRADITIONAL AND between traditional and constitutional traditional and constitutional.
CONSTITUTIONAL GOVERNMENT Govt.
ARMS OF GOVERNMENT Guides the pupils on the arms of List the arms of Government. Charts, textbook.
10
Executive, Legislative and Judiciary. Government.
11 Revision Revision on the term work.
12 Examination.

1 VALUES Guides discussion on Values and Contribute to discussions and take Charts, textbook.
-Meaning of values National values down notes
- Meaning of National Values
2 EXAMPLES OF NATIONAL VALUES Explains two examples of National Name the examples of National Charts, textbook.
- Obedience values. values.
-Loyalty
3 EXAMPLES OF NATIONAL VALUES Explains two examples of National Explain the examples of National Charts, textbook.
-Dedication values. values.
- Honesty
4. EXAMPLES OF NATIONAL VALUES Explains two examples of National Identify people with good civic Charts, textbook.
- contentment values. values in the society.
- right attitude to work
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5 THE NEED TO IMBIBE VALUES IN Guides pupils on the discussion Participate in the discussion. Charts, textbook.
THE SOCIETY
-To promote democracy
- To promote human rights
- To promote peace and harmony.
6 PROBLEMS OF LACK OF GOOD Leads pupils to lists 5 problems of lack State 5 problems of lack of good Charts, textbook, Nigeria
NATIONAL VALUES of good national values. national values. Constitution
- It causes ignorance;
- It encourages tribalism;
- It slows down economic growth
etc.
7 NATION Guides discussion on the meaning of a Contribute to the discussions using Charts, textbook.
Meaning: A body of people that nation. relevant resources.
share spirit of unity and live
together under the same
government.
8 CHARACTERISTICS OF A NATION Help pupils to identify the Explain the characteristics of a Charts, textbook.
- Common territory and symbols characteristics of a nation nation using relevant learning
- common languages resources.
- common customs and traditions
etc.
9 WHAT COMPRISES OF NATION . Guides the discussion using a chart to . Participate in discussion on what Charts, textbook.
A nation comprises of geo-political explain what comprises of a nation comprises of a nation
regions, states and local government
areas.
10 DUTIES AND RESPONSIBILITIES Guides the pupils to list and explain the Write down the duties of and Charts, textbook, Nigeria
OF A NATION. duties of and responsibilities of a responsibilities of a nation. Constitution
- Territorial integrity. - Provides nation.
security. - General welfare.
- Employment. - Health etc
11 REVISION - Revision on the term work.
12 EXAMINATION
Page | 63


WEEKS TOPICS/CONTENT TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES LEARNER’S RESOURCES
1 BUILDING OUR NATION Leads pupils to discuss and give Participate in discussion on reasons Charts, textbook, Nigeria
Reasons why we should build our reasons why we should build our why we should build our nation. Constitution
nation. nation.
-for peaceful co-existence.
- for common use of resources.
- to unite us against external
aggression, etc.
2 PEACEFUL CO-EXISTENCE Leads pupils to explain and list Contribute to discussion Charts, textbook, Nigeria
-To benefit from one another, etc. peaceful co-existence Constitution
Avoid the following:
- Tribalism,
-Religious differences
-favouritism etc.
3 COMMON USE OF RESOURCES Uses chart to explain the uses of Observe the chart and list the Charts, textbook.
Mineral resources e,g, petroleum, resources resources.
gold, gas, lime, stone etc.
4. ETHNICITY Leads the pupils on the meaning of Explain the meaning of ethnicity. Charts, textbook.
Meaning of ethnicity e.g. group of ethnicity.
people having the same language,
culture and values or traditions.
5 CAUSES OF ETHNICITY IN Guides the pupils on causes of Write down the causes of ethnicity. Charts, textbook,
NIGERIA. ethnicity. documentary of the
Colonialism, poverty, illiteracy, etc. Nigeria Civil war.
6 CAUSES OF ETHNICITY IN Guides the pupils on causes of Write down on paper the causes of Charts, textbook,
NIGERIA. ethnicity in Nigeria. ethnicity in Nigeria. documentary of the
-Nepotism Nigeria Civil war.
-Discrimination
-Resource allocation
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7 CONSEQUENCES OF ETHNICITY IN Organises and helps pupils to feel the Participate in practical activities to Charts, textbook,
NIGERIA Consequences of ethnicity. help them feel the Consequences of documentary of the
-Communal clash or conflict ethnicity. Nigeria Civil war.
-Political Violence
-Nepotism/Discrimination.
8 CONSEQUENCES OF ETHNICITY IN Organises and helps pupils to feel the Participate in practical activities to Charts, textbook,
NIGERIA Consequences of ethnicity. help them feel the Consequences of documentary of the
-Underdevelopment ethnicity. Nigeria Civil war.
-Waste of manpower
-Waste of resources
9 SOLUTION TO PROBLEMS OF Helps pupils through class and home Suggest ways to solve the problem Charts, textbook,
ETHNICITY work to find solutions to the problems of ethnicity in Nigeria. documentary of the
-Tolerance of Ethnicity in Nigeria. Nigeria Civil war.
-Patriotism Suggest ways to solve the problem
-Public enlightenment campaign Helps pupils through class and home of ethnicity in Nigeria.
-Inter-tribal marriages. work to find solutions to the problems
-Government policies of Ethnicity in Nigeria.
10 WAYS OF BEING PATRIOTIC Leads pupils to list ways of being Participate actively in the Charts, textbook,
-Honesty patriotic. discussion. documentary of the
-Dedication to work Nigeria Civil war.
-Dignity of labour
-Cleaning the environment, etc.
11 REVISION
12 EXAMINATION
Page | 65

(NVE) – SECURITY EDUCATION

1 SECURITY EDUCATION Guide pupils to state the meaning of Participate in stating the meaning of Charts, textbook,
Meaning of Security and Security both terms. security education. documentary on Boko
Education. Haram and the Fulani
Herdsmen.
2 NEED FOR SECURITY EDUCATION Guide pupils to give reasons for Participate in giving reasons for Charts, textbook,
Reasons for security education. security education security education. documentary on Boko
Haram and the Fulani
Herdsmen.
3 INTRODUCTION TO Guide pupils to state who their Identify who and what neighbours Charts, textbook,
NEIGHBOURHOOD SECURITY neighbours are, and the security are. documentary on Boko
Meaning of: neighbour. implications. Haram and the Fulani
Neighbourhood watch and security Herdsmen.
implications.
4 OBSERVATION OF OUR Guide pupils to study how to observe Participate in the observations, and Charts, textbook,
NEIGHBOURS’ MOVEMENT people in their neighbourhood. play the roles on security documentary on Boko
The movement of our neighbours and consciousness. Haram and the Fulani
their visitors Herdsmen.
5 REPORTING SUSPICIOUS Guild pupils to know ways to observe Demonstrate some suspicious Charts, textbook,
MOVEMENTS and report suspicious movement of movements of people in our documentary on Boko
Reporting to parents and security neighbours. neighbourhood. Haram and the Fulani
agents. Herdsmen.
6 REPORTING SUSPICIOUS Guide pupils in class discussion on State consequences of failing to Charts, textbook,
MOVEMENTS how to report suspicious movements observe and report suspicious documentary on Boko
Consequences of failing to observe and the possible consequences of not movements in their neighbourhood. Haram and the Fulani
and report: reporting suspicious movements. Herdsmen.
Loss of valuable items, rape,
kidnapping, death, etc.
7 OBJECTS OF ALERT Guide pupils to identify and know the Participate in the practical use of Charts, textbook,
Uses of objects of security alert: different types of security alert security alert objects. documentary on Boko
Whistles, drums, horn, gong, etc. objects.
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Haram and the Fulani

Herdsmen.
8 ROLES OF SECURITY AGENTS, Guide pupils to discuss the role of Discuss the role of the vigilante and Charts, textbook,
TOUTHS AND ELDERS IN THE some security agents. police in their neighbourhood. documentary on Boko
NEIGHBOURHOOD Haram and the Fulani
Types of security Agents and their Lead pupils to discuss the role of Pupils should be able to mention Herdsmen.
roles e.g., vigilante, police, civil elders and youth in the what elders and youth do to help the
defence etc. neighbourhood. security agents.
The role of elders and youth in the
neighbourhood.
9 DANGEROUS PEOPLE IN THE Guide pupils in the discussions of Pupils should identify Charts, textbook,
NEIGHBOURHOOD dangerous people dangerous/suspicious people in the documentary on Boko
Examples of dangerous people, neighbourhood. Haram and the Fulani
Thieves, robbers, kidnappers, rapists, Herdsmen.
etc.
1O RECRUITMENT OF SECURITY Guide pupils to discuss the ways Pupils should discuss the ways of Charts, textbook,
AGENTS security organisations train their training and the respect for the documentary on Boko
How security agents are trained by security personnel. security agents. Haram and the Fulani
their organisation. Herdsmen.
Incentives for security agents.
11 REVISION
12 EXAMINATION
Page | 67


1 NEED FOR SECURITY EDUCATION Enlighten pupils on why we need Discuss reasons for security Charts, textbook.
Reasons for security education e.g. to security education. education in schools.
be security conscious.
2 WAYS OF SECURING OUR Guide the pupils to state ways of Participate in discussing the Charts, textbook.
ENVIRONMENT securing our environment. security of our environment.
Various means of security.
3 MAINTENANCE OF SECURITY Ask pupils to find out from their Take home assignment to find out Charts, textbook.
AGENTS parents how they maintain the local how local security agents are taken
How to maintain the security agents. security agents. care of.
4 EMERGENCY PHONE NUMBERS Identify the important phone Demonstrate the use of police and Charts, textbook.
Phone numbers of: numbers and their uses fire service phone numbers.
Police, Fire service, etc.
5 EMERGENCY PHONE NUMBERS Identify the important phone Demonstrate the use of phone Charts, textbook.
Phone numbers of: numbers and their uses numbers of: FRSC, NEMA, NAFDAC
- FRSC - NEMA
- NAFDAC
6 IMPORTANCE OF MODERN Guides pupils to mention some Mention the modern security Charts, textbook.
SECURITY EQUIPMENT modern security equipment. Explain equipment they know.
- Modern Security equipment e.g. their importance.
Drones, CCTV, Scanners Lists the importance of security
Shocking Baton, equipment.
Satellite.
7 MODERN MEANS OF SECURITY Guide pupils to mention some ICT Mention some gadgets used in Charts, textbook.
ALERTS facilities used in tracking hooligans in gathering information to curb
The use of ICT in security. the neighbourhood. insecurity.
8 THE TRADITIONAL WAYS OF Explain the use of gun, burning bush, Participate in the discussion Charts, textbook.
SECURITY and wood.
Use of: gun, burning bush, wood, etc.
Page | 68

9 THE TRADITIONAL WAYS OF Explain the use of security guards. Participate in the discussion Charts, textbook.
SECURITY -The use of hunters
-Security guards. -The use of The help of town criers.
-The use of hunters
-The use of town criers.
10 MODERN SECURITY AGENTS Guide pupils to mention the modern Pupils participate in listing the Charts, textbook,
- Police, army security agents modern security agents. documentary on the
- The Civil Defence military action of the
- Road Safety Nigeria Army against
- Fire Service etc. Boko Haram.
11 REVISION
12 EXAMINATION
(NV) – SECURITY EDUCATION

WEEKS TOPICS/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING ACTIVITIES
1 WAYS OF DETECTING SUSPECTS Guides pupils to detect suspects. Discuss how not to be suspected in Charts, pictures. Short
Detecting Suspects in the the neighbourhood. films on security.
neighbourhood. -Role play drama should be done.
2 WAYS OF CALLING LAW Guide pupils to identify ways to track Participate in a play to show how to Charts, pictures. Short
ENFORCEMENT AGENTS down a thief, hooligan in our use a handset to catch a thief or films on security.
Means of tracking a suspect. neighbourhood. hooligan in the neighbourhood.
3 USE OF INTERNET Explain to pupils the meaning of Participate in defining the internet Charts, pictures, browsing
The meaning of internet. internet and mentioning the uses of internet. phone, security agencies’
- Guide pupils to discuss the use of website, Short films on
internet for security. security.
4 THE USE OF INTERNET MEDIA TO Guide the pupils to discuss how the Discuss matter on the internet and Charts, pictures, browsing
REPORT EVENTS OF SECURITY social media can help to report how it can help to report security phone, security agencies’
Using the media to reach the world security issues. issues. website, Short films on
for security. security.
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5 MUSICAL JINGLES TO CURB Guide pupils to sing the jingles for Sing the jingles for security. Charts, pictures, Short
INSECURITY IN THE security. films on security, real
NEIGHBOURHOOD security jingle or alert.
The use of music to checkmate bad
influence in our society.
6 COMEDY IN SECURITY EDUCATION Allow pupils to organize a comedy Organize a comedian class to show Charts, pictures, Short
Using comedy to train and teach class to create awareness in securing security awareness in our films on security.
security awareness in our our neighbourhood. neighbourhood.
neighbourhood.
7 CONSEQUENCES OF POLITICAL Explain to pupils why they should not Discuss why they should not allow Charts, pictures, Short
THUGGERY allow Politicians to use them; the politicians to use them. films on security.
Reasons for not allowing youth How to stop political thuggery in our Discuss the consequences
participation in political thuggery society.
8 SECURITY EDUCATION IN THE Allow pupils to discuss why we need Discuss why they need military Charts, pictures, Short
MILITARY the support of the military in security involvement in securing the people films on security.
The reasons why military should be education. in our neighbourhood.
involved in our neighbourhood
security.
9 PRECAUTIONARY TIPS ON PERSONAL Lead the discussion Discuss what they know to be Charts, pictures, Short
SECURITY personal security. films on security.
Tips on Personal security and its
effectiveness.
10 CONSTITUTIONAL GUIDE TO Allow pupils to state what the Discuss their rights and Charts, pictures, Short
PERSONAL SECURITY. constitution is saying about personal responsibilities. films on security.
The right and responsibilities of security.
citizens for personal security.
12 REVISION
13 EXAMINATION
Page | 70

ISLAMIC RELIGION STUDIES

WEEKS TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNER’S
RESOURCES
1 THE READING AND MEMORIZATION OF The teacher teaches and Both the pupils and teachers The Holy Books -
SURATUL-AL KAUTHAR admonishes from the Quran. read individually and Quran
The Reading and Memorization of Suratul-Al collectively.
Kauthar
2 FARA’IDUL WUDU Pupils listen to and observe the Pupils listen to and observe the The Holy Books -
Fara’idul wudu teacher. They ask questions and teacher. They ask questions and Quran
participate in class discussion. participate in class discussion.
3 THE HIJRA OF THE HOLY PROPHET (S.A.W) Teacher narrates the events to the Pupils listen to and observe the The Holy Books
FROM MECCA TO MEDINAH pupils with questions and answers teacher. They ask questions and – Quran
The Hijra of the Holy Prophet (S.A.W) from Mecca and showing of maps, pictures, etc. participate in class discussion.
to Medinah
4 MEANING AND LESSONS FROM SURATUL-AL Teacher translates and itemizes the Pupils listen to and observe the The Holy Books
KAUTHAR lessons. teacher. – Quran
Meaning and Lessons from Suratul-Al Kauthar Pupils read from the Holy Book.
5 THE SUNNAH ASPECT OF AL-WUDU Teacher demonstrates the acts. Pupils demonstrate the acts. The Holy Books
The Sunnah Aspect of Al-wudu – Quran
6 ESTABLISHMENT OF MUSLIMS UMMAH IN Teacher narrates the events and Pupils listen to and observe the The Holy Books
MEDINAH emphasizes the main point to the teacher. They ask questions and – Quran
Establishment of Muslims Ummah in Medinah pupils. participate in class discussion.
7 THE READING AND MEMORIZATION OF Teacher reads from the Holy Book Pupils reads from the Holy Book The Holy Books
SURATUL-AL MAUN collectively and individually collectively and individually – Quran.
The reading and memorization of Suratul-Al Maun correctly. correctly.
8 RECOMMENDABLE ASPECTS OF AL-WUDU Teacher reads and demonstrates the Pupils reads and demonstrates The Holy Books
Recommendable aspects of Al-wudu acts. the acts. – Quran
9 QUALITIES OF THE HOLY PROPHET MOHAMMED Teacher narrates the incidence to Pupils listen to and observe the The Holy Books -
(SAW) – TRUSTWORTHINESS the pupils pointing out the lessons. teacher. They ask questions and Quran
AND HIS DEATH participate in class discussion.
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Qualities of the Holy Prophet Mohammed (SAW) –

Trustworthiness.
The Death of the Holy Prophet Mohammed (SAW).
10 BELIEF IN ANGELS AND FUNCTIONS OF ANGELS Teacher narrates with examples. Pupils listen to and observe the The Holy Books
teacher. They ask questions and – Quran
Belief in angels and their functions. participate in class discussion.
11 REVISION
12 EXAMINATION AND CLOSING

WEEKS TOPICS/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 THE READING AND MEMORIZATION The teacher explains the Suratul to Pupils listen to and observe the The Holy Books –
OF SURATUL QURAISH the pupils and how to apply to teacher. They ask questions and Quran
The Reading and Memorization of Suratul daily life. participate in class discussion.
Quraish
2 BELIEF IN THE REVEALED BOOKS The teacher guides the pupils to Pupils listen to and observe the The Holy Books –
Belief in the Revealed Books learn the names of the revealed teacher. They ask questions and Quran
books as well as the prophets they participate in class discussion.
were revealed to.
3 ISLAMIC BROTHERHOOD The teacher discusses the Pupils listen to and observe the The Holy Books –
Islamic brotherhood responsibilities towards fellow teacher. They ask questions and Quran
Muslims. participate in class discussion.
4 MEANING AND LESSONS FROM The teacher asks the pupils Pupils listen to and observe the The Holy Books –
SURATUL AL-QURAISH questions from the lessons taught. teacher. They ask questions and Quran
Meaning and lessons from Suratul Al- participate in class discussion.
Quraish
Page | 72

5 BELIEF IN REVEALED BOOKS, The teacher explains to the pupils Pupils listen to and observe the The Holy Books –
TAURAH, ZABUR, INJIL, ETC why they must believe in the teacher. They ask questions and Quran
Belief in revealed books, Taurah, Zabur, revealed books. participate in class discussion.
Injil, etc
6 THE READING OF AYATUL AL- The Teacher recites the surah and Pupils listen to and observe the The Holy Books –
KURSIYU (FIRST PART) ask the pupils to follow. teacher. They ask questions and Quran
The reading of Ayatul Al-kursiyu (First participate in class discussion.
part)
7 HISTORY OF THE FOUR RIGHTLY The teacher explains to the pupils Pupils listen to and observe the The Holy Books –
GUIDED CALIPHS: 1. ABUBAKAR AS- the word KHALIF, as well as how teacher. They ask questions and Quran
SADIQ Abubakar became a Muslim. participate in class discussion.
History of the four rightly guided caliphs:
1. Abubakar As-Sadiq
8 AYATUL AL-KURSIYU (SECOND PART) The teacher asks the pupils to Pupils listen to and observe the The Holy Books –
Ayatul Al-kursiyu (second part) recite after him and asks them to teacher. They ask questions and Quran
recite individually. participate in class discussion.
9 SHORT HISTORY OF UMAR BIN AL- The teacher explains to the pupls Pupils listen to and observe the The Holy Books –
KHATAB, SECOND CALIPH OF ISLAM how Umar bin Al-khattab accepted teacher. They ask questions and Quran
Short history of Umar Bin al-Khattab, Islam and how he stood by the participate in class discussion.
Second Caliph of Islam Holy Prophet.
10 AYATTUL KURSIYYU, MEANING AND The pupils recite the verse from Pupils listen to and observe the The Holy Books –
USAGE their books individually. teacher. They ask questions and Quran
Ayattul Kursiyyu, meaning and usage participate in class discussion.
11 REVISION
12 EXAMINATION
Page | 73


WEEKS TOPICS/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 READING AND MEMORIZATION OF The teacher recites the Surah and Pupils listen to and observe the teacher. The Holy Books –
SURATUL FIL asks the pupils to follow. They ask questions and participate in Quran
Reading and memorization of Suratul fil class discussion.
2 SHORT HISTORY OF UTHMAN BN AFFAN The mentions to the pupils how Pupils listen to and observe the teacher. The Holy Books –
Short history of Uthman bn Affan Othman bin Affan accepted Islam. They ask questions and participate in Quran
class discussion.
3 BELIEF IN THE REVEALED BOOKS The teacher explains to the pupils Pupils listen to and observe the teacher. The Holy Books –
(HOLY QUR’AN) how all the revealed books were They ask questions and participate in Quran
Belief in the revealed books (Holy Qur’an) incorporated into holy Qur’an. class discussion.
4 MEANING AND LESSONS FROM The teacher explains and writes Pupils listen to and observe the teacher. The Holy Books –
SURATUL FIL on the board the lessons learnt They ask questions and participate in Quran
Meaning and lessons from Suratul fil from the surah. class discussion.
5 UMAR BN AL-KHATTAB’S The teacher discusses with the Pupils listen to and observe the teacher. The Holy Books –
CONTRIBUTIONS TO ISLAM pupils how Umar spent his wealth They ask questions and participate in Quran
Umar bn Al-Khattab’s contributions to for the progress of Islam. class discussion.
Islam
6 SURATUL QADR, READING AND The teacher recites the surah Pupils listen to and observe the teacher. The Holy Books –
MEMORIZATION while the pupils listen. The pupils They ask questions and participate in Quran
Suratul Qadr, Reading and Memorization recite after the teacher class discussion.
individually.
7 SHORT HISTORY OF ALIYU BN ABI The teacher mentions how Aliyu Pupils listen to and observe the teacher. The Holy Books –
TALIB accepted Islam and how he stood They ask questions and participate in Quran
Short history of Aliyu bn Abi Talib by the Holy Prophet. class discussion.
8 SURATUL AL QADR, MEANING AND The teacher explains the lessons The pupils recite the surah correctly from The Holy Books –
LESSONS LEARNT learnt from the reading after the their note books and Quran
Suratul Al Qadr, Meaning and Lessons pupils have read the Surah..
learnt
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9 CONTRIBUTIONS OF UTHMAN BN The teacher explains how Pupils listen to and observe the teacher. The Holy Books –
AFFAN AS CALIPH Othman spent his wealth for the They ask questions and participate in Quran
Contributions of Uthman bn Affan as progress of Islam. class discussion.
Caliph
10 ISLAMIC RULES OF CONDUCTS – The teacher assists the pupils Pupils listen to and observe the teacher. The Holy Books –
(KINDNESS) identify what is good conduct They ask questions and participate in Quran
Islamic rules of conducts – (kindness) from their experience. class discussion.
CONTRIBUTIONS OF ALIYU BN ABI The teacher tells short story of

TALIB AS LAST CALIPH OF ISLAM the life of Aliyu bin Abi Talib as
Contributions of Aliyu bn Abi Talib as last well as his achievement.
Caliph of Islam
11 REVISION
12 EXAMINATION
Page | 75

CHRISTIAN RELIGION STUDIES

WEEK TOPICS/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 WE ARE CHILDREN OF ONE FATHER Asks the pupils to explain how members of the Pupils listen carefully, read the The Holy Bible, My
The fatherhood of God (John 1:12; 3:16) same family should behave towards one Bible passages, participate in Bible Story,
and brotherhood of man (Matt. 5:21-24) another. the class discussion and ask Christian films.
The significance of being in Christ Parents to children; children among questions.
(John 13:34-35) themselves; children to parents; parent to
parent.
2 WE ARE CHILDREN OF ONE FATHER Leads the pupils to memorise the passage: (Mk Pupils listen carefully, read the The Holy Bible, My
Attitudes of children of one Father 12:29-31). Bible passages, participate in Bible Story,
(1John 4:7-8) the class discussion and ask Christian films.
Importance of living in peace Explains our relationship with God as children questions.
of God.
3 WE ARE CHILDREN OF ONE FATHER Leads the pupils to dramatize model family life Pupils listen carefully, read the The Holy Bible, My
Examples of parents’ call to their children as a Christian family. Bible passages, participate in Bible Story,
and why they are called. the class discussion and ask Christian films.
The purpose of God’s call: for service. questions.
4 GOD CALLS US FOR A PURPOSE Asks pupils to give examples of when their Pupils listen carefully, read the The Holy Bible, My
Right response to God’s call (i.e. parents call them and why? Bible passages, participate in Bible Story,
obedience) 1 Sam 3:10; Isaiah 6:8 Guides and discusses the purpose of God’s call. the class discussion and ask Christian films.
questions.
5 GOD CALLS US FOR A PURPOSE Explains the right response to God’s call. Pupils listen carefully, read the The Holy Bible, My
The story of the call of Abraham (Gen Bible passages, participate in Bible Story,
12:1-3; 4-9) Tells the story of the call of Abraham and his the class discussion and ask Christian films.
obedience to God’s call. questions.
6 GOD CALLS US FOR A PURPOSE Enumerates the benefits of obedience to God’s Pupils listen carefully, read the The Holy Bible, My
Benefits of obedience to God’s call call to service. Bible passages, participate in Bible Story,
Luke 5:1-11 the class discussion and ask Christian films.
Gen. 12:10 – 20 Discusses the benefits of responding to God’s questions.
call perfectly.
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7 GOD GAVE THE LAW Teacher explains the meaning of “Law.” Pupils listen carefully, read the The Holy Bible, My
Meaning of Law. Leads pupils to discuss the importance of Bible passages, participate in Bible Story,
Reason why God gave the ten school rules and regulations. the class discussion and ask Christian films.
commandments - Exodus 20:1 – 17 Leads the pupils to list the ten questions.
The importance of the law to the Israelites commandments.
8 JESUS LOVES ALL PEOPLE Explains the importance of the law to the Pupils listen carefully, read the The Holy Bible, My
Identify various ways Jesus showed love to Israelites and how we must now do the will of Bible passages, participate in Bible Story,
His people God. the class discussion and ask Christian films.
By dying on the cross to redeem/save us Writes the ten commandments on the board questions.
(john 3:16; 15:12) and guides pupils to memorize them.
By loving his enemies who crucified him Arrange a film show.
(matt 5:44 – 48)
9 JESUS LOVES ALL PEOPLE Leads people to identify various ways Jesus Pupils listen carefully, read the The Holy Bible, My
Identify instances Jesus demonstrated His showed love to people. Bible passages, participate in Bible Story,
love: Explains to the pupils that God is love and He the class discussion and ask Christian films.
- Blind Bartimaeus (Mark 10:46 – 52) loves the world that was He sent Jesus to die questions.
- Zacchaeus (Luke 19:1 – 6) the sin of the world.
10 JESUS LOVES ALL PEOPLE Leads pupils to mention instances of Jesus Pupils listen carefully, read the The Holy Bible, My
Jesus demonstrates His love demonstrating love for mankind. Bible passages, participate in Bible Story,
- The Adulterous woman the class discussion and ask Christian films.
(John 8:1 – 11) Explains the importance of showing love to questions.
one another
11 REVISION
12 EXAMINATION
Page | 77


RESOURCES
1 JESUS GAVE HIS LIFE FOR US ON THE CROSS Explains reasons why Jesus gave His life for Pupils reckon with the death The Holy Bible,
Reasons for Jesus giving His life for us (John us. of Jesus for the remission of My Bible Story,
3:16) It was God’s will Leads the pupils to identify the sacrifice the sins of the world Christian films.
He came for the purpose of saving us from sin Jesus made for us.
and reconciling us to God Guide the pupils in discussing the
He loved the world (John 15:13 -14) significance of Jesus giving His life for us.
2 JESUS GAVE HIS LIFE FOR US ON THE CROSS Explains what new life means. Pupils say what they The Holy Bible,
Sacrifice Involved in Jesus giving His life for us Explains that new life came as a result of understand as new life. My Bible Story,
The arrest of Jesus (Matt 26:47 – 54) the resurrection of Jesus from death. Christian films.
Trials and suffering of Jesus (Luke 23:1 – 13) Lists some of the evidences of a new life. They identify all Christians
The death of Jesus on the cross (Luke 23:44 – 49) Leads the pupils to read the Bible passages. have the new life.
3 JESUS GAVE HIS LIFE FOR US ON THE CROSS Explains the terms. Pupils identify with the Cross The Holy Bible,
Trials and suffering of Jesus Guides the pupils through the Bible as the point of remission of My Bible Story,
Jesus before Pilate (Luke 23:1 – 7) references. sins of the whole world. Christian films.
Jesus before Herod (Luke 23:8 -12)
4 JESUS GAVE HIS LIFE FOR US ON THE CROSS Explains the terms. Pupils identify gave Himself as The Holy Bible,
The death of Jesus on the cross Guides the pupils through the Bible the last and final sacrifice for My Bible Story,
Luke 23:44 – 49 references. sins. Christian films.
5 JESUS GAVE HIS LIFE FOR US ON THE CROSS Explains the terms. Pupils identify without Jesus, The Holy Bible,
Importance of Jesus laying down his life for us Guides the pupils through the Bible there is no forgiveness of sins My Bible Story,
To save us from sin and death references. and that Jesus is the only way Christian films.
To make us one with the Father to the Father.
6 JESUS GIVE GAVE US A NEW LIFE Explains the terms. Understand that the new life is The Holy Bible,
Guides the pupils through the Bible the life of God and as My Bible Story,
references. Christians we have the new Christian films.
life.
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7 JESUS GIVE GAVE US THE NEW LIFE Explains salvation and teaches them how Show understanding of The Holy Bible,
Effect of the new life from the Bible to get saved. salvation through Jesus as the My Bible Story,
(Acts 16:31 – 34, Romans 10:9 – 10) Encourages the pupils to give their life to only the only authentic eternal Christian films.
Jesus and be saved. salvation
Guides the pupils through the Bible
references.
8 JESUS GIVE GAVE US THE NEW LIFE Lists the characteristics of a new life Lists the fruits of the recreated The Holy Bible,
The fruits of the new life (Gal. 5:22 – 26) human spirit. My Bible Story,
They understand the meaning Christian films.
of the fruits of the Spirit.
9 CHHARATERISICS OF THE NEW LIFE Lead pupils to dramatize a changed life. Pupils participate in the The Holy Bible,
Characteristics of a new life: Right living drama. My Bible Story,
Obedience , living a happy life with everyone, etc Christian films.
10 CHARATERISICS OF THE NEW LIFE Lead pupils to dramatize a changed life Pupils participate in the The Holy Bible,
Explains the attributes of true Christians. drama. My Bible Story,
Attributes of true followers of Jesus – how they Christian films.
act like Jesus.
12 EXAMINATION

RESOURCES
1 GOD AND OUR TALENTS Gives illustration of people with gifts Pupils recognize the importance of The Holy Bible, My
Tell the story of the talents. and abilities and how they are serving using one’s talents for God. Bible Story,
(Matt 25:13 – 30) God with them e.g. Christian Musicians, Christian films.
Pastors, etc.
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2 GIFTS ARE FROM GOD Explains that God is giver of gifts and Pupils listen carefully, read the Bible The Holy Bible, My
How gifts and abilities come from God. He wants us to use our gifts to glorify passages, participate in the class Bible Story,
Him. discussion and ask questions. Christian films.
3 DISTRIBUTION OF TALENTS BY GOD Tells Bible story and encourages the Pupils listen carefully, read the Bible The Holy Bible, My
How gifts and talents are distributed according to pupils to participate. passages, participate in the class Bible Story,
each person’s abilities discussion and ask questions. Christian films.
4 PURPOSE OF GIFTS AND TALENTS Tells Bible story and encourages the Pupils listen carefully, read the Bible The Holy Bible, My
Stress the purpose for which gifts and abilities are pupils to participate. passages, participate in the class Bible Story,
given (for service of God and humanity) discussion and ask questions. Christian films.
5 USE OF GIFTS AND TALENTS Tells Bible story and encourages the Pupils listen carefully, read the Bible The Holy Bible, My
Where and how we can use our gifts and abilities pupils to participate. passages, participate in the class Bible Story,
(at home, church, school, communities) discussion and ask questions. Christian films.
6 ABANDONING TALENTS Tells Bible story and encourages the Pupils listen carefully, read the Bible The Holy Bible, My
Consequences: loss of talent and condemnation at pupils to participate. passages, participate in the class Bible Story,
the end. discussion and ask questions. Christian films.
7 KINDNESS TO OTHERS Explains that a neighbour is anyone in Pupils listen carefully, read the Bible The Holy Bible, My
Narrate the story of the good Samaritan (Luke need of help passages, participate in the class Bible Story,
10:29 – 37) discussion and ask questions. Christian films.
8 PEOPLE WHO SHOULD HELP OTHERS Tells Bible story and encourages the Pupils listen carefully, read the Bible The Holy Bible, My
People with the opportunity to help in the pupils to participate. passages, participate in the class Bible Story,
passage (Priest, Levite, Samaritan) discussion and ask questions. Christian films.
9 PEOPLE IN NEED OF HELP Leads the pupils to identify the needy Pupils listen carefully, read the Bible The Holy Bible, My
People in need of help in our communities e.g. around them and how God expects passages, participate in the class Bible Story,
Orphans, the sick, beggars, homeless, etc. them to help them. discussion and ask questions. Christian films.
10 HOW TOHELP OTHERS Guides pupils in discussing ways they Pupils listen carefully, read the Bible The Holy Bible, My
Ways we can help the needy around us: can be of help: Praying, sharing things passages, participate in the class Bible Story,
like foods clothes, and visitation. discussion and ask questions. Christian films.
12 EXAMINATION EXAMINATION AND CLOSING
Page | 80

PRE-VOCATIONAL STUDIES (PVS)

(PVS) – AGRICULTURAL SCIENCE
RESOURCES
1 Meaning of Agriculture. Presents pictures of animals and crops Participate by attempting the definition of Textbook, charts,
-Definition and meaning of Agriculture to suggest the meaning of agricultural Agriculture. posters.
processes.
2 Meaning of Agriculture. Displays rice, corn, cassava to the Touching and feeling of crops Textbook, charts,
-Growing of crops e.g. rice, corn, cassava etc. pupils. Etc. posters, real crops.
3 Meaning of Agriculture. Presents live chicken. Touch and feel the chicken Textbook, charts.
-Rearing of animal’s e.g. chicken, goat, cattle.
4 Importance of Agriculture. Discusses the benefits of Agricultural Mention typical examples of raw-materials Textbook, charts,
-Sources of food. products to man. posters.
-Sources of medicine.
5 Importance of Agriculture. Discusses the benefits of agricultural Participate in the discussion Textbook, charts,
-Employment and job creation. products to man. posters.
-Source of income generation.
6 Importance of Agriculture. Explains the meaning of raw materials. Participate in discussion Textbook, charts,
-Sources of raw materials. Explains the sources of raw materials. posters.
7 Importance of Agriculture. Identifies cloth making and decoration Participate in cloth making and decoration Textbook, charts,
-Cloth making and decoration. as benefits of agricultural products to as agricultural products posters.
man.
8 Identifying people that are involved in Presents pictures showing farmers in Participate in discussing different Textbook, charts,
Agricultural activities. different agricultural production areas. agricultural activities posters.
-Animal rearers.
9 Identifying people that involved in Presents pictures showing farmers in Participate in discussing the examples of Textbook, charts,
Agriculture activities. different agricultural production areas. agricultural activities posters.
-Crop Farmers.
Identifying people that are involved in Identifies fishermen and traders where Listen and take down notes
Agricultural activities. agricultural produce are sold.
-Fishermen and Marketers.
Page | 81

10 Identifying people that are involved in Explains agricultural activities and give Participate in discussing agricultural Textbook, charts,
Agricultural activities. examples of people involved in it. activities. posters.
- Gardeners
-Agriculture Science Teachers Explains by work of the professionals. Contribute and take down notes.
- Agriculture Engineers Demonstrates the work of the
- Agriculture Economists professionals.
11 REVISION Revises all the topics taught with Listen and get ready for the examination
pupils.
12 EXAMINATION
AGRICULTURAL SCIENCE
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS ACTIVITIES LEARNER’S RESOURCES
1 Soil Types and Enrichment. Displays soil samples. Observe and identify soil types Textbook, charts, posters,
-Meaning and definition of Soil. real soil samples.
2 Soil Types. Displays soil samples. Observe and identify soil types Textbook, charts, posters,
- Soil classifications: clay, sandy and real soil samples.
loamy soils
3 Soil Enrichment. Explains soil fertility Note the differences in Soil for Textbook, charts, posters,
-Meaning of soil fertility fertility features. real soil samples.
4 Soil fertility reduction. Shows pupils samples of fertile Observe different types of soil and Textbook, charts, posters,
-Causes of soil fertility reduction soil (loamy) and a non-fertile soil identify causes of fertility real soil samples.
-Burning (sandy) in a separate container. reduction
5 Soil fertility reduction. Describes overgrazing and Participate in class discussion Textbook, charts, posters,
-Overgrazing leaching. real soil samples.
-Leaching
6 Soil fertility reduction. Shows pupils samples of fertile Discuss erosion Textbook, charts, posters,
-Erosion soil (loam) and a non-fertile soil real soil samples.
(sand) in separate containers.
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7 Maintaining soil fertility. Demonstrates the use of Participate in the demonstration Textbook, charts, posters,
-Ways to make soil fertile to grow crop, fertilizers and manure, e.g. cow real soil samples.
addition of fertilizer dung, poultry droppings.
8 Maintaining Soil fertility. Identifies mulching materials and Participate in the discussion Textbook, charts, posters,
-Meaning of Mulching. their applications real soil samples.
9 Maintaining soil fertility. Explains crop rotation with Draw four portions of land on the Textbook, charts, posters,
-Crop rotation. necessary diagrams chalk board indicating four crop real soil samples.
rotation
10 Maintaining soil fertility. Explains bush fallowing Contributes to class discussion Textbook, charts, posters,
-Leaving land fallow (bush fallowing) real soil samples.
11 REVISION Revises all the topics taught with
pupils.
12 EXAMINATION
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES LEARNER’S RESOURCES
1 Agricultural Tools and Equipment. Displays tools for pupils to identify Identify and describe farm tools Textbook, charts, posters,
-Definition of farm tools and and name them. real farm tools.
Equipment
2 Agricultural Tools and Equipment. Narrates types of tools and their State uses of the farm tools Textbook, charts, posters,
-Types of tools uses. taught real farm tools.
Cutting tools: cutlass; axe; sickle.
3 Agricultural Tools and Equipment. Narrates types of tools and their Describe digging tools Textbook, charts, posters,
-Digging tools: hoe; pick axe. uses. real farm tools.
4 Agricultural Tools and Equipment. Narrates types of tools and their Differentiate between digging Textbook, charts, posters,
-Carrying tools: basket, head-pan, wheel uses. tool and carrying tools real farm tools.
barrow.
5 Agricultural Tools and Equipment. Narrate the type of tools and their Describe gathering tools Textbook, charts, posters,
-Gathering tools: rake, garden-fork. uses. real farm tools.
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6 Agricultural Tools and Equipment. Demonstrates the uses of animal Participate in class discussion Textbook, charts, posters,
-Animal farm tools: fishing net, fishing farm tools in the school farm. real farm tools.
trap, hook and line.
7 Agricultural Tools and Equipment. Demonstrates the use of baskets, Participate in class discussion Textbook, charts, posters,
-Basket, water trough, feeding trough. water trough and feeding trough real farm tools.
8 Agricultural Tools and Equipment. Explains maintenance and care of Discuss maintenance culture Textbook, charts, posters,
-Maintenance and care of farm tools after farm tools real farm tools.
use.
-Store in a cool dry place.
9 Agricultural Tools and Equipment. Describes the importance of Participate in the discussion Textbook, charts, posters,
-Wash/clean and dry. washing and drying real farm tools.
10 Agricultural Tools and Equipment. Explains rusting and how to avoid it. Contribute and copy note Textbook, charts, posters,
-Rub oil on metal parts to avoid rusting. summary. real farm tools.
-Sharpening blunt edges, etc. Explains the importance of
sharpening blunt edges. Participate and take down notes.
11 Revision / Examination Revises all the topics taught with
pupils.
12 Examination
Page | 84

(PVS) – HOME ECONOMICS

1 MEANING, SCOPE AND IMPORTANCE OF HOME Teacher defines and explains the Pupils: participate in class Charts showing a home:
ECONOMICS meaning of Home economics. discussion the father, mother and
Meaning of Home Economics: their children
2 MEANING, SCOPE AND IMPORTANCE OF HOME Teacher enumerates the scope Pupils: Participate in class Chart showing the area of
ECONOMICS (areas) of Home Economics discussion Home Economics
Scope of Home Economics:
Foods and nutrition; Clothing and textiles; Housing and
interior decoration; Home management; Child care,
development and family living.
3 MEANING, SCOPE AND IMPORTANCE OF HOME Explains and give examples of Pupils Give examples of people Chart and pictures
ECONOMICS different careers in Home in Home Economics careers illustrating careers in
a. Careers in Home economics Economics Home Economics
b. Home Economics prepares boys/girls for home
making and other careers which include:
i. Dietician
ii. Nutritionist
iii. Teacher
iv. Fashion designers
v. Researchers, etc.
4 MEANING, SCOPE AND IMPORTANCE OF HOME Explains meaning, scope and the Pupils: Participate in class Chart showing the scope
ECONOMICS importance of Home economics to discussion and careers in Home
i. Importance of Home Economics to the society the society economics
a. It teaches us how to live a good, healthy and happy
life in home, community, nation, and the world.
b. It teaches people how to care for themselves and
their families
c. It teaches us how to eat good diets with little
available resources
5 PERSONAL GROOMING AND USE OF COSMETICS Displays a well-labelled chart and Pupils touch different parts of A well-labelled diagram of
Identification of the different parts of the body: (a) Hair identify different parts of the body their own body. the body
(b) eyes (c) nose (d) mouth (e) teeth (f) legs (g) nails,
etc.
Page | 85

6 PERSONAL GROOMING AND USE OF COSMETICS Discuss the functions of the parts Pupils identifies and state the A chart showing the parts
State the functions of each parts of the body: (a) Hair (b) of the body listed. function of each parts of their of the body explained e.g.
eyes (c) nose (d)mouth (e) teeth (f) legs (g) nails, etc. body e.g. hair, teeth for hair, eyes, nose, etc.
inspection.
7 PERSONAL GROOMING AND USE OF COSMETICS Discusses the functions of each Pupils: observe clean body e.g. Materials for taking care
State the functions of each part of the body: (a) chest (b) part of the body listed. hair, teeth, etc. of the body e.g. soap,
arm (c) belly (d)pubic region (e) legs (f) hand (g) nails sponge, water, towel,
tooth brush, etc.
8 PERSONAL GROOMING AND USE OF COSMETICS Displays different cosmetics and Observe the cosmetics and Samples of different
What are cosmetics and deodorants? deodorants e.g. cream, powders, deodorants on display. cosmetics and deodorants
Importance of cosmetics and deodorants eye shadow, mascara, spray, roll- e.g. cream, powder,
on, etc. and state their importance perfumes, roll-on, etc.
9 PERSONAL GROOMING AND USE OF COSMETICS Explains points to bears in mind Participate in class discussions. Samples of different
Points to bear in mind in the choice and use of cosmetics when choosing and using cosmetics and deodorants.
and deodorants e.g. Avoid heavy make-up cosmetics and deodorants. Identify and differentiate
between traditional and
Identification of different cosmetics: Displays different cosmetics modern cosmetics
Traditional/indigenous cosmetics e.g. camwood powder including the traditional ones
“uhe” (Igbo) or “osun” (Yoruba), antimony “otajele”
(Igbo) or “tiro” (Yoruba), “lalle” (Hausa) or “laali”
(Yoruba)
10 PERSONAL GROOMING AND USE OF COSMETICS Explains some dangerous Identify information on Labelled chart of safe and
Effects of some chemicals used in cosmetics. chemicals used in the making of containers of cosmetics. dangerous cosmetics.
Reasons for daily care of the body cosmetics and their effects.
eg. To remove dirt and sweat that may cause diseases to State reason for taken care of Materials needed for
our body Gives reasons for daily care of the the body and demonstrate how taking care of the body.
body and also displays cosmetics to take care of their body
Demonstration on how to care for the body and deodorants e.g. oil, cream,
perfumes lipsticks, body spray, etc.
11 REVISION
12 EXAMINATION
Page | 86


1 TYPES AND CARE OF PERSONAL Displays a variety of personal Identify and name different types of Different articles of clothing.
CLOTHING clothing/items clothing
Types of personal clothing e.g. shirts,
trousers, pants, vests, scarves, wrappers,
pyjamas, caps, foot wears, night gown, etc
2 TYPES AND CARE OF PERSONAL Produces a chart of variety of Identify and give reasons for wearing pictures of people wearing
CLOTHING personal clothing articles clothing different clothing
Reasons for wearing clothes e.g. for
protection etc
3 TYPES AND CARE OF PERSONAL Discuss the guidelines for proper care Practice how to hang and store their Pictures of wardrobe, boxes
CLOTHING of clothes clothes and drawers.
General guideline for proper care of clothing,
e.g. Do not store clothes that are damp or
keep clothes in a damp place
4 TYPES AND CARE OF PERSONAL Demonstrates step by step ways of Demonstrate how to care for their Items used for the care of
CLOTHING caring for personal clothing. clothing personal clothing e.g.
Demonstrate how to care for personal hangers, shoe rack, boxes, etc.
clothing e.g. shirt, blouses, trousers,
footwear, caps, etc.
5 TYPES AND CARE OF PERSONAL Displays pictures of different Identify people from the pictures Picture of different traditional
CLOTHING traditional and religious clothes. according to their different clothes. and religious clothes.
Clothes for different occasions e.g.
traditional cloth (Hausa, Igbo, Yoruba, etc),
religious worship
6 TYPES AND CARE OF PERSONAL Displays pictures of clothes for Identify people from the pictures Picture of different traditional
CLOTHING different occasions (school, work, according to their different clothes. and religious clothes.
Clothes for different occasions e.g. school, sports, household work, wedding,
work, sports, household work, wedding, birthday, parties, etc.)
birthday, parties, etc.
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7 TYPES AND CARE OF PERSONAL Displays pictures of clothes for Identify different clothes for different Picture of different clothes.
CLOTHING different occasions (sleeping and occasions.
Clothes for different occasions e.g. sleeping travelling)
and travelling
8 TYPES AND CARE OF PERSONAL Discusses reasons for laundering Participate in the class discussion Picture of a well dressed
CLOTHING personal clothes person and a dirty person
Reasons for laundering personal clothes, e.g.
Tidiness, good appearance, etc
9 TYPES AND CARE OF PERSONAL Demonstrate to the pupils how to Participate in making of darning and Thread, needle, piece of
CLOTHING mend clothes e.g. darning and patching fabrics, torn clothes, (picture
Acts of mending: using thread and needle patching of patched clothes)
where necessary
Various ways of mending clothes e.g.
darning, patching
10 TYPES AND CARE OF PERSONAL Demonstrate the proper ways of Participate in the washing, sorting Clothes (coloured and white),
CLOTHING sorting and washing different types and mending torn clothes, laundry
Simple methods of washing different types of clothes equipment, washing agents.
of clothes:
Sorting according to colours, texture of
fabrics
Mending any tears in the clothes
Removing any stains by soaking or steeping,
etc
11 REVISION
12 EXAMINATION
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1 FOOD: CLASSIFICATION AND FUNCTIONS Defines food and nutrients Participate in the class discussion Chart of pictures of different
OF FOOD foods.
Meaning of food
Meaning of nutrients
2 FOOD: CLASSIFICATION AND FUNCTIONS Discusses the reasons for eating food Participate in class discussion by Different types of foods.
OF FOOD giving their reasons for eating food.
Reasons for eating food, e.g. makes us grow
3 FOOD: CLASSIFICATION AND FUNCTIONS Discusses the types of food nutrients Classify the real food items on display Different real food items
OF FOOD and their sources according to their functions
Classes of food nutrients and sources e.g.
carbohydrate. Source: Yam, rice, etc
4 FOOD: CLASSIFICATION AND FUNCTIONS Discusses the functions of food Participate in the class discussion Chart containing the
OF FOOD nutrients about the functions of food nutrients. classification according to
Functions of food, e.g. Carbohydrates, functions and sources of food
provides the body with heat and energy nutrients.
5 FOOD: CLASSIFICATION AND FUNCTIONS Displays charts and discusses Observe the chart on display Chart showing deficiency
OF FOOD deficiency diseases of nutrients diseases of nutrients.
Deficiency disease of each nutrients e.g,
Carbohydrates.
Deficiency: lack of energy
6 FOOD: CLASSIFICATION AND FUNCTIONS Group the food nutrients according to Classify the real food items Real food items
OF FOOD their functions .
Food Groups:
e.g. Body building food: protein
7 FOOD: CLASSIFICATION AND FUNCTIONS Explains an adequate diet and Copy the board summary Real food items
OF FOOD importance
Meaning of Adequate diet
Importance of adequate diet
8 FOOD: CLASSIFICATION AND FUNCTIONS Explains meal planning and things to Mention some of the things to Real food item.
OF FOOD consider when planning meals. consider when planning meals.
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Definition of Meal planning

Things to consider when planning meal, e.g.
Includes all the food nutrients in each meal
9 FOOD: CLASSIFICATION AND FUNCTIONS Explains menu and how to plan meal Participate in the class discussion Sample of a planned menu for
OF FOOD for a day e.g. breakfast, lunch and a day.
Meaning of Menu dinner.
Suggested meals for a day
-Breakfast -Lunch. -Dinner/supper
10 FOOD: CLASSIFICATION AND FUNCTIONS Demonstrates how to plan a day meal Participate in the class discussion Cooking equipment and
OF FOOD utensils, food items.
Practical: demonstrate how to plan a day’s
meal e.g. breakfast, lunch and dinner
11 FOOD: CLASSIFICATION AND FUNCTIONS Explains good food habits and table Mention some of the table manners Chart of the table manners
OF FOOD manners they observe in their various homes
Good food habits and table manners e.g.
Always wash your hands before and after
meals.
12 REVISION
13 EXAMINATION
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NIGERIAN LANGUAGES (NL)
YORUBA PRIMARY 4 – TAAMU KINNI

Ò SÈ ORÍ́́́́́ Ò RÒ ÀKÓÓNÚ AMÚṢE IṢÉ́́ OLÙKÓ́́ AMÚṢE IṢÉ́́ AKÉ́́ kÒ Ó́́
1. Fò né tíìkì- ìtè síwá jú ló rí Kíkọ á lífá bé è tì è dè Yorù bá lá papò só jú Aké kò ó yó ò té tí sí bí olù kó ṣe pe à wọn ìró ná à .
ÈDÈ á lifá bé è ti È dè Yorù bá pá tá kó ìkò wé - Yó ò pe à wọn ìró kó nsó ná ǹ tì à ti fá wè lì bí
Kíkọ lé tà tí ó dú ró fú n ìró kó nsó ná ǹ tì olù kó ṣe pè wó n.
Kíkọ lé tà tí ó dú ró fú n fá wè lì.
2. LÍTÍRÉṢÒ Eré onìṣe Sọ oríkì eré oníṣe fú n aké kò ó Yó ò lè sọ nípa eré oníṣe
- oríkì eré oníṣe Kọ à wọn pà tà kì à ti ìwú lò eré oníṣe - Mọ pà tà kì eré oníṣe ní ̀àwù jọ
- pà tà kì à ti ìwú lò eré oníṣe Sọ à wọn à ǹ fà à ni à ti à lé ébù eré oníṣe. - Sọ à ǹ fà à ní à ti à lé é bù eré oníṣe.
- à ǹ fà à ní à ti à lé ébù eré oníṣe
3. OǸ̀ KÀ Oǹ̀ kà lá ti oó kà nlé lá à dó ta títí dé Kaoǹ kà fú n à wọn aké kò ó lá ti Ka oǹ kà lá ti à à dó ta títí dé ọgó rù n ú n
ọgó rù n ú n. oó kà nlé lá à dó ta títí dé ọgó rù n ú n - fojú sí bí a ṣe ṣe à rò pò à ti à yọkú ro oǹ kà .
ṣíṣe à là yé kíkú n nípa oǹ kà
à pẹẹrẹ
60-5=55 (à á rù n dín ló gó ta)
kọ oǹ kà fú n à wọn aké kò ó .
4. ÀRÒSỌ È rọ kò m̀pú tà , ò tá ò ṣìṣé ni bí? Sísọ oríkì è rọ kò m̀pú tà Mímọ oríkì è rọ kò m̀pú tà
Kín ni è rọ kò m̀pú ta? Sọ ìwú lò è rọ kò mọpú tà lá wù jọ Sísọ ìwú lò è rọ kò m̀pú tà .
Kín ni ìwú lò è rọ kò m̀pú tà ?
5. LÉ́́ TÀ KÍKỌ Oríkì lé tà kíkọ Kọ oríkì lé tà kíkọ Té tì sí à là yé olù kó
- Oríṣiríṣi lé tà ṣe à là yé à pẹẹrẹ lé tà ní oríṣiríṣi lè mé nuba oríṣiríṣi lé tà kíkọ.
6. ÀKÀYÉ Sọ ìtú mò à kà yé ṣà là yé oríkì à kà yé Yó ò mọ oríkì à kà yé
ka ìwé à ṣà yà n ọló rò geere ní è dè Kíka à yọkà kan nínú à kà yé Té tí sí à là yé olù kó
Yorù bá Pe aké kò ó lá ti kà á Ka à kà yé ní à kà sínú .
dá hù n ìbé è rè ló rí à kà yé ná à
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7. ÀṢÀ Oríkì à ṣà Sọ oríkì à ṣà Aké kò ó yó ò ní ò ye ohun tí à ṣà yorù bá jé
Pà tà kì à ṣà là wù jọ ṣà là yé pà tà kì à ṣà lá wù jọ yó ò té tí sí à là yé olù kó .
Oríṣiríṣi à ṣà yorù bá mé nuba oríṣiríṣi à ṣà yorù bá
8. ÌTÀN ÀRÒSỌ Oríkì ìtà n à rò sọ ọló rò geere Sọ oríkì ìtà n à rò sọ ọló rò geere Mọ oríkì ìtà n à rò sọ ọló rò geere
à ló onítà n tí kò ní orin pa à ló onítà n tí kò ní orin mọ à pẹẹrẹà ló onítà n tí kò ní orin
9. PỌNTUÉṢÀN Oríṣiríṣi à mì pọntué ṣà n gé gé bí ṣà là yé oríṣiríṣi à mì pọntué ṣà n Té tí sí à là yé olù kó
à pẹẹrẹ à mì ìdá nudú ro, à mì kọ wó n sí ara pá tá kó ìkò wé kíkó pa nínú kíkọ à pẹẹrẹ sí ojú pá tá kó ìkò wé .
ìyà lé nu
10. EWÌ Kín ni Lítíré ṣò ewì? Ka ewì sí aké kò ó lé tí Ka ewì ná à sínú
- Kó kó ò rò tí ó jẹ mó ohun - ṣe à là yé ewì tí a kà - ṣe à mì sí a ̀wọn ò rò tí ó ta kó kó .
tí ó ń lọ lá wù jọ bíi è tò
ọrò ajé , ò ṣè lú
11. ÌSÒ RÍ ÒRÒ Oríṣiríṣi ìsò rí ò rò Dá rú kọ oríṣi ìsò rí ò rò Mọ ìsò rí ò rò è dè yorù bá
oríkì ò rò orú kọ sọ ohun tí ò rò orú kọ jé - mọ oríkì ò rò orú kọ
oríṣiríṣi ò rò orú kọ mé nu ba oríṣiríṣi ò rò orú kọ tí ó wà - - ṣe à pẹẹrẹ oríṣiríṣi ò rò orú kọ
à pẹẹrẹ orú kọ è nìyà n, ẹranko,
ìlú , nǹ kan à ti bé è lọ
12. ERÉ ONÍTÀN Kíka ìwé eré oníṣe Darí aké kò ó lá ti ka ìwé eré oníṣe Fetí sílè lá ti gbó ohun tí à ń kà
KÉKÈÈKÉ ṣíṣe eré oníṣe Darí aké kò ó lá ti ṣe eré oníṣe - Kó pa nínú eré oníṣe
- Sọ kó kó inú eré oníṣe
- Dà rú kọ à wọn è dá ìtà n.
13. ÀTÚYÈ WÒ À TÚ NYÈ WO È kÓ À TÙ NYÈ WÒ È kÓ À TÚ NYÈ WÒ È kÓ
È kÓ́́
14. ÌDÁNWÒ ìƊÁ NWÒ Ìɗá nwò ÌDÁ NWÒ .
Page | 92

YORUBA
PRIMARY 4 – TÁÀMÙ KEJI
Ò SÈ ORÍ Ò RÒ ÀKÓÓNÚ IṢÉ́́ ÀMÚṢE IṢẸ OLÙKÓ́́ ÀMÚṢE IṢÉ́́ AKÉ́́ kÒ Ó́́
1. LÉ́́ TÀ KÍKỌ Lé tà gbè fé Sọ oríkì lé tà gbè fé Té tí sí à là yé olù kọ
- Oríkì lé tà gbè fé - ṣe à là yé ìgbé sè lé tà gbè fé - sọ à wọn ìgbé sẹ tí olù kó kọ
- - ìgbé sè lé tà gbè fé - kọ à pẹẹrẹ lé tà gbè fé só jú patá kó sínú ìnú wọn.
- À pẹẹrẹ lé tà gbè fé
2. È RỌ KÒ M̀PÚTÀ Dídá è yà ara kò m̀pú tà mò Dá rú kọ à wọn è yà ara kò m̀pú tà Dá rú kọ à wọn è yà ara kò m̀pú tà
- ya à wò rá n kò m̀pú tà - ya à wò rá n kò m̀pú tà sí ojú pá tá kó - ya à wò rá n kò m̀pú tà sínú ìwé
wọn.
3. EWÌ Ò we Sọ ohun tí ò we jé Té tí sí olù kó
-ṣe à là yé ló rí ìtumò ò we sọ pà tà kì ò we ní à wù jọ yorù bá - Pa à pẹẹrẹ ò we tí o mò
- pà tà kì ò we lá wù jọ yorù bá pa ò we pè lú ìtumò rè fú n à wọn aké kò ó - - kọ à wọn à pẹẹrẹ ná à sílè .
4. PỌNTUÉṢÀN Ìtè síwá jú ló rí à wọn à mì ṣe à là yé ìtè síwá jú ló rí à mì pọntué ṣà n à ti ìlò rè Té tí sí à là yé olù kó
pọntué ṣà n Tó aké kò ó só nà lá ti kọ à mì ná à sí ojú pá tá kó - Kó pa ní kíkọ à mì pọntué ṣà n sí
- Ìwú lò à mì pọntué ṣà n nínú ara pá tá kó
gbó ló hù n yorù bá - - ṣe à dà kọ à wọn à pẹẹrẹ ná à
sínú ìwé wọn.
5. ÀṢÀ Ìwà rere à ti ìwà bú burú ṣe à là yé ló rí ìwà rere Té tí sí à là yé olù kó
- à pẹerẹ ìwà rere sọ à ǹ fà à ní tí a lè rí gbà nínú ìwà rere - ṣe à là yé ló rí ìfé sí orílè è dè ẹni
ìfé sí orílè è dè ẹni - - jírò rò ló rí ò nà tí a lè gbà fí ìfé
darí aké kò ó lá ti ṣe eré tí ó fi ìwà rere hà n hà n sí orílè è dè ẹni.
6. ÌSÒ RÍ Ò RÒ Ò rò aró pò orú kọ à ti afarajorù kọ Sọ oríkì ò rò aró pò orú kọ Ki oríkì ò rò aró pò orú kọ
- À pẹẹrẹ ò rò aró pò orú kọ - Kọ à pẹẹrẹ ò rò aró pò orú kọ
- Oríkì ò rò afarajorú kọ - Ki oríkì ò rò afarajorú kọ
- À pẹẹrẹ ò rò afarajorú kọ - À pẹẹrẹ ò rò afarajorú kọ.
7. Ò RÒ ÀTI ÍDÀKEJÌ Ò rọ[ à ti ìdà kejì Kọ à pẹẹre ò rò à ti ìdà kejì Mọ ìtumò à wọn ò rò à ti ìdà kejì
8. ÌTÀN ÀRÒSỌ À ló onítà n tí kò ní orin. pa à pẹẹrẹ á ló onítà n tí kò ní orin fú n aké kò ó Té tí sí à wọn à pẹẹrẹ tí olú kó ń fú n
- À pẹẹrẹ à kù kọ à ti kò lò kò lò , - Darí aké kò ó lá ti pa à ló onítà n tí kò wọn
bí igú n ṣe pá ló rí ló rin ti wọn mò - Pa à ló onítà n tìrẹ
- Fa è kó inú à wọn à ló onítà n ná à yọ - - sọ è kó tí ìtà n ná à kó wọn.
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9. ÀKÀYÉ Ìwé kíkà ṣà là yé ló rí kó kó à yọkà Té tí sí à là yé olù kò
Ka à yọkà ná à fú n aké kò ó - Ka à yọkà ní à kà sínú
Jé kí aké kò ó kà á ní à kà sínú - Dá hù n ìbé è rè olù kó
ṣà là yé à wọn ò rò tí ó ta kó kó nínú à yọkà ná à - Sọ ìtumò à wọn ò rò tí ó ta
bé è rè ìbé è rè ló wó aké kò ó nípa à yọkà ná à . kó kó .
10. OǸKÀ Ka ò kà nlé ló gó rù n ú n dé à á dó jọ Ka ò ǹ kà fú n à wọn aké kò ó Ka oǹ ka lá ti ọgó rù n ú n dé à á dó jọ
- ṣe à là yé kíkú n nípa oǹ kà gé gé bí à pẹẹrẹ - fojú sí́ bí a ti ń ṣe à rò pò à ti
110 = à á dó fà =(20x6-10) à yọkú rò .
- ṣe à rò pò à ti à yọkú rò oǹ kà
11. ÀTÚNYÈ WÒ È KÓ́́ À TÚ NYÈ WO È KÓ À TÚ NYÈ WO È KÓ À TÚ NYÈ WÒ È KÓ
12. ÌDÁNWÒ ÌDÁ NWÒ ÌDÁ NWÓ ÌDÁ NWO.
YORUBA
PRIMARY 4 – TÁÀMÙ KETA
Ò SÈ ORÍ Ò RÒ ÀKÓÓNÚ ÀMÚṢE IṢÉ́́ OLÙKÓ́́ ÀMÚṢE IṢÉ́́ AKÉ́́ KÒ Ó́́
1. LÉ́́ TÀ KÍKỌ Lé tà à ìgbè fé Ki oríkì lé tà à ìgbè fé Té tí sí à là yé olù kó
ṣà là yé ìlapa è rò lé tà à ìgbè fé Da ìlapa è rò tí olù kó kọ só jú pá tá kó kọ sínú
ṣe á là yé oríṣi ò nà tí a lè gbà gbé lé tà à ìgbè fé ìwé
kalè Kọ à pẹẹrẹ lé tà tìrẹ,kí o tè lé ìlà nà ti olù kó .
Tó aké kò ó só nà lá ti kọ lé tà
2. ÌTÀN ÀRÒSỌ À ló onítà n tí ó ni orin Sọ à pẹẹrẹ à ló onítà n tí ó ní orin fú n aké kò ó Té tí sí à wọn à pẹẹrẹ tí olù kó ṣe
Darí aké kò ó lá ti pa à ló onítà n oó rin tí wó n mò Pa à ló onítà n oló rin tìrẹ
fa ẹkó tí ó wa nínú à wọn à ló onítà n ná à yọ. Sọ è kó tí a rí kó ninú à wọn ìtà n ná à .
3. ÌTÈ SÍWÁJÚ Pọntué ṣà n ṣe à là yé oríṣiríṣi à mì pọntué ṣà n à ti ìlò wọn Té tí sí à là yé olù kó
LÓ́́́́́ RÍ ÀWỌN ÌLÒ Kọ wó n sí ojú pá tá kó ìkò wé pè lú à pẹẹrẹ - Kó pa nínú kíkọ à wọn à mì pọntué ṣà n
ÀMÌN tó aké kò ó só nà lá ti kọ à wọn à mì ná à só jú ná à sá jú pá tá kó ìkò wé
pá tá kó ìkò wé . - ṣe à dà kọ iṣé ojú pá tá kó sínú ìwé rè .
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4. ÌTÀN ÀRÒSỌ Aá wò yíyanjú ní ilè ṣe à là yé ìtumò aá wò Té tí sí à là yé olù kó
Yorù bá sọ à wọn ohun tí ó má a ń fa aá wò Mọ à wọn ohun tí ó má a ń fa aá wọ[
à á rín à wọn wo ni aá wò ti má a ń ṣẹlè ? Ò ye à wọn tí aá wò má a ń wá yé lá à á rín wọn yó ò yé e
Yó ò sọ à wọn ò nà tí a lè gbà yanjú aá wò Yó ò mọ à wọn ò nà tí a lè gbà yanjú aá wò ní ilè Yorù bá .
5. EWÌ Ò we : oríṣịríṣi ò we ṣe ìtú mò ò̀̀ we à ti lílò rè Té tí sí olù kó
- à pẹẹrẹ ẹṣin ìwá jú ni tè yìn ń wò sá ré . - Pa à wọn ò we tí o mọ
- ilé ọba tó jó ẹwà ló bù si. - ṣe à kọsílè à wọn ò we tí olù kó kọ sá ra pá tá kó .
- sọ oríṣiríṣi ò we tí a ní ní ilè yorù bá
- pe aké kọó lá ti pa ò we tí wó n gbó rí
6. ÀṢA ̀ Aṣọ wíwò Yó ò fi oríṣiríṣi aṣọ ilè yorù bá à ti à wò rá n wọn Dá rú kọ oríṣiríṣi aṣọ ilè yorù bá
han aké kò ó - dá rú kọ oríṣiríṣi aṣọ ìgbà ló dé
sọ à ǹ fà à ní à ti à lé ébù aṣọ ìgbà ló dé díè - sọ à ǹ fà à ní à ti à lé ébù aṣọ ìgbà ló dé .
7. ÀRÒKỌ À rù n kò gbó ò gù n ṣà là yé ìtumò à rò kọ Té tí sí à là yé olù kó
é è dì ṣà là yé kíkú n ló rí arù n kogbó ogun é edi - mọ ìdí tí à rù n é è dì fi jé kò gbó ò gù n
ṣà là yé ìdìtÍ à rù n yií fi jé kò gbó ò gù n - mọ ìmò rà n tí a lè fú n ẹni tí ó ní à rù n é è dì à ti
ìmò rà n fú n à wọn tíó ní à rù n é è dì ẹni tí kò ní.
ìmò rà n rè fú n à wọn tí kò tí ì ní à rù n é è dì
8. AKÀYÉ Ìdíje bó ò lù ṣà là yé ló ri kó kó à yọkà ṣà là yé ló rí kó kó à yọkà
à fẹsè gbá ka à yọkà ná à fú n à wọn aké kò ó - ka à yọkà ní à kà sínú
jé kí aké kò ó ka à yọkà ní à kà sínú - dá hù n ìbé è rè olù kó
ṣà là yé à wọn ò rò tí ó ta kó kó nínú à yọkà ná à - sọ ìtumò à wọn ò rò tí ó ta kó kó .
9. ÌTÈ SÍWÁJÚ LÓRÍ Àṣà ouń́ jẹ jíjẹ ṣà là yé oríṣiríṣi ouń jẹ tí à wọn yorù bá ń jẹ Té tí sí à là yé olù kó
ÀṢÀ - ṣà là yé ló rí ìsò rí ouń jẹ pè lú à pẹẹrẹ - sọ à pẹẹrẹ ouń jẹ mìírà nlá bé ìsò rí kò ò kan yà tò
- mé nu ba à wọn ouń jẹ tí ó wà fú n ìpanu sí ti olù kó .
10. ÌSÒ RÍ Ò RÒ ò rò ìṣe ṣà là yé ìtumò ò rò ìṣe Mọ ìtumò ò rò ìṣe
-ṣà là yé iṣé tí ò rò ìṣe ń ṣe nínú gbó ló hù n - ṣe à là yé ló rí à wọn iṣé tí ò rò ìṣe ń ṣe nínú
è dè yorù bá gbó ló hù n è dè yorú bá
- sọ à pẹẹrẹ ò rò ìṣe - mọ à pẹẹrẹ ò rò ìṣe
11. OǸKÀ YORÙBÁ Ka à á dó jọ dé igba Ka oǹ kà fú n aké kò ó lá ti à á dó jọ dé igba Ka oǹ kà lá ti à á dó jọ dé igba
ṣe à là yé kíkú n nípa oǹ kà . kọ oǹ kà fú n aké kò ó - fojú sí bí a ti ń ṣe à rò pò à ti à yọkú rò oǹ kà .
lá ti à á dó jọ dé igba. ṣe à rò pò à ti à yọkú rò oǹ kà
12. ÀTÚNYÈ WÒ È KÓ́́ ATÚ NYÈ WÒ È KÓ À TÚ NYÈ WÒ È KÓ À TÚ NYÈ WÒ È KÓ
13. ÌDÁNWO ÌDÁ NWÒ ÌDÁ NWÒ ÌDÁ NWÒ
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HAUSA AJI HUDU – ZANGO NA FARKO

Na ɗaya Ƙidaya: Malami: Zaijagoranci ɗalibai wajen karantoma’anar ƙidaya da faɗarmisalan ƙidayadaga 51-
(1) Menene ƙidaya. Faɗi alƙaluman ƙidaya. 100. Ɗalibai: Sufahimcikalmar ƙidaya da misalanta.
Kayanaiki: Ƙananankaratuttukan alƙaluman ƙidaya.
Na biyu Kidaya:
(2). Tantance alƙaluman ƙidaya daga Malami: Zaijagorancidalibaisurubutoalƙaluman ƙidayadaga 51-100.
51-100. Ɗalibai: Zasuyitambayaakanabinda da basuganeba.
Kayan aiki: Murafunkwalba, tsakuwa, da sauransu.
Na uku (3). Insha’in Baka:
I. Ma’anarinsha’in baka. Malami: Zaiyibayani da baki game da insha’inbaka.
II. Kawo bayanai game da ma’anar insha’in Ɗalibai: Zasusaurari malami game da bayanin da yakeyiakan insha’inbaka.
baka. Kayanaiki: Rikoda, bidiyo da sauransu.
Na huɗu
(4). Insha’in Baka: i. Kawo bayanai ko labarai masu tambayoyi a Malami: Zaiyitambayoyi game da darasin da yakoyar.
ƙarshe.ii. Bayar da amsoshin tambayoyi Ɗalibai: Zasuamsatambayoyi.
Kayan aiki: Kaset, faifan CD, talabijin da sauransu.
Na biya Sauraro da Magana
(5). Gabatar da Auna Fahimta: Malami: Zaijagoranci ɗalibai wajen karantalittafi. Zaikumayitambaya game da darasi.
I. Karantabayanikolabarai masu tamabayoyi a ƙarshe Ɗalibai: Zasubadaamsartambayoyin.
II. Bayar da amsoshin tambayoyi. Kayan aiki :Littatafai, katuttuka da sauransu.
Na shida Gabatar da Rubutun Wasiƙa: Malami: Zaijagoaranciɗalibaisubayar da ma’anarwasiƙa.

(6). I. Ma’anar wasiƙa ataƙaice. Ɗalibai: Zasumaimaitadarasin da malamiyabayarakanma’anarwasiƙa.
II. Tantance yadda akefararubutunwasiƙa. Kayanaiki: Samfurinwasiƙa da sauransu.
Na shida Ci gaba da Rubutun Wasika: Malami: Zaijagoranciɗalibaiwajen bayar da misalan yadda akecikegurabunawasiƙa.
(7). Misalinrubutunwasika.Wasiƙar da za a cikegurabu, Misalin: Sannanzasulura da misalanwasiƙa da kumaamsatambayoyidagamalami.
Zuwaga //Bayan ///Ina gaida/..Kahuta ///
Na shida Fara Koyon Ƙa’idojin Rubutu: Malami: Zaijagoranciɗalibai da wajen karantama’anarƙa’idojinrubutu.

(8). Ma’anarƙa’idojinrubutu. Tantancemanyanharrufa. Ɗalibai: Zasusaurarimalami game da darasin da yakawoakanma’anarƙa’idojinrubutu.
B B C D D Kayanaiki: Litattafai, jaridu da sauransu.
F G H J K
K L M N R
S T W Y Z.
Na tara (9). Cigaba da Fara KoyonKa’idojin Rubutun: Malami: Zaiba da bayaningyaraaikinɗalibai.

Tantance ƙananan haruffa Ɗalibai: Zasusaurari malamisannansutantancemanya da ƙanananharuffa.
Ii. Misalan manya da ƙanananharuffa. Kayanaiki: Katuttuka da sauransu.
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Cigaba da Fara Koyon Ƙa’idojin Rubutun: Malami: Zaibayyanadarasiakanmahallanmanya da ƙanananharuffa.

i. Bayyanamuhallanmanyanharuffa. Ɗalibai: Zasusaurarimalami da kumatantancemanyaharuffa.
ii. Bayyanamuhallanƙanananharuffa. Kayanaiki: Litattafai, jaridu, katuttuka d.s
B Ɓ C D Ɗ F G H J KƘ L M N R S T W Y Z.
Ci gaba da Fara Koyon Malami: Zaibayyana misalanƙa’idojinrubutu.

Na goma Ka’idojin Rubutun: alibai: Zasu saurari malami da kumalura da darasin da yakawoakanƙai’dojinrubutu.
(10). Misalan alamun taya da magana Kayanaiki: Litattafai, talabijin dad.s
Alamarzancen wani ( “....”)
Aya ( . )
Alamartambaya ( ? )
Wakafi ( , )
Baka Biyu ( () )
a sha ɗaya
(11). Bitar Ayyukan Baya Bitarayyukanbaya.
Bitar Ayyukan Baya Jarabawa

Na sha
biyu (12). Jarabawa Jarabawa.
Na sha uku
(13).
Na sha
huɗu (14)
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HAUSA AJI HUDU – ZANGO NA BIYU

MAKO BATU / MAKASUDI AYYUKA
Na Ɗaya GajerunWasanninKwaikwayo: Malami: Yakawowasuwasanninkwaikwayogajeru dagalittafi.

(1). i. Ma’anarwasankwaikwayo. Malamizaijagorancidalibaisuganema’anarwasankwaikwayosukumamaimaita ire-
ii. Ire-irenwasankwaikwayo. irensu.
Na Biyu Gajerun Wasannin Kwaikwayo: Malami:Zaikawowasumisalangajerunwasanninkwaikwayo da kumabayyana yadda

(2). i. Misalanwasankwaikwayo: akeaiwatar da su.
ii. Yadda akeaiwatar da wasankwaikwayo. Ɗalibai: zasuambato misalan da kumaaiwatarwa yadda malamiyakoyarmasu.
Kayanaiki: Rikoda da sauransu.
Gajerun Waƙoƙi:
i. Ma’anar waƙa. Malami: Yayibayani da baki game da ma’anar waƙa da kumakarantawaƙoƙi ga ɗalibai.
ii. Karantawaƙoƙi Kayanaiki: Littafi da sauransu
Gajerun Waƙoƙi: Malami: Yajagoranci ɗalibai wajen rera waƙoƙin daga littafi. Haka nan, malamiya sa
i. Rerawaƙoƙi ɗalibaisufito da muhimmankalmomi.
ii. Muhimmamkalmomi da kecikin waƙa. Kayanaiki: Littafi, rediyo da Sauransu.
Na Uku
(3). Kacici-kacici: Malami: Yaba da bayaninma’anarkacici-kacici da misalansu.
i. Ma’anarkacici- kacici. Kayanaiki: Kaset, rediyo da sauransu.
ii. Misalankacici-kacici.
Na Huɗu Kacici-kacici: Malami: Zaikawowasunau’oinkacici-kacici, yakumabayyana su ga yara.

(4). i. Bayyanawadannankacici-kacici. Wajenamsatambayoyin da zaimusuacikinaji.
Da kikakwance kai wazaiyimikikitso? Ɗalibai: Susaurarimalami.
Ɗan ƙaraminfalke ma ci kasuwarlahira.
Na Biyar Karin Magana: Malami: Yafadikoyabayyanama’anar karin magana da badamisalansu.

(5). i. Ma’anar Karin Magana. Ɗalibai: Susaurarimalamiwajendarasi.
ii. Misalan Karin Magana. Kayanaiki: Littafi, wayar hanun (salula) da sauransu.
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Na Shida Karin Magana: Malami: Yakawowasujerin karin magana, tare da nemandalibaisufadima’anoninsu.

(6). I. Kawojerin karin magana
Maganganun Azanci: Malami: zai yibayaniakanma’anarazanci a aji.

Ɗalibai: Zasusaurarimalamiwajenbayyanaabin da akenufi da maganganunazanci.
I. Ma’anarmaganganunazanci.
Na Bakwai Maganganun Azanci:

(7). i. Misalanmaganganunazanci
ii. Maganganunazanci da ma’anarsu. Malami: Zaijagoranciɗalibaisuyibayanikokawomisalanmaganganunazanci da
ma’anarsu.
Bitar Ayyukan Baya.
Na Bitar Ayyukan Baya.

Takwas Bitar ayyukan baya
(8).
Na Tara Jarabawa Bitar ayyukan baya.

(9).
Jarabawa
Na Goma
(10).
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HAUSA AJI HUDU – ZANGO NA UKU

MAKO BATU/MAƘASUDI AYYUKA
Na Ɗaya (1). Aure: Malami: zaiyibayani game da ma’anaraure da kumakawo ire-irensa.

I. Ma’anar Aure
II. Ire-iren aure.
Na Biyu (2). Aure: Malami: zaiyibayaniakan yin aure a kasarHausa da kumakawomisalanmatakan yin
Bayyana matakan yin aure a ƙasar Hausa. auren.
Kayanaiki: Rediyo, littafi, talabijin.
Na Uku (3). Aure:

I. Ma’anarbiki. Malami: Zaifadima’anarbiki, yakumabayyaninal’aduniridaban-daban da sukegudana a
II. Misalanal’aduiridaban- daban da lokacinbiki a ƙasar Hausa.
sukegudana a lokacinbiki.
Na Huɗu (4). Aure:
I. Ba da muhimmancinaure. Malami: Zai kawowasukoirinmuhimancin da yaketattare da aure.
II. Ba da bayanin yadda ake yin Ɗalibai: Zasugane yadda akeaure da kumamuhimmancinaure.
aure.
Na Biyar (5). Hausawa da Sana’o’insu: Malami: zai yibayaniakanma’anarsana’a da kawo ire-irensana’o’inHausawa.

i. Ma’anarsana’a. Dalibaizasusaurarimalami dominsu san ko sun ganema’anarsana’a.
ii. Ire-irensana’o’inHausawa.
Na Shida (6). Hausawa da Sana’oi’nsu: Malami: zaiiyadubalittafin zaman mutum da sana’arsa.

I. Bayyanawasusana’o’inHausawa. sannanyazaɓiwasudagacikinmuhimmankalmomin da aka ambata a cikinwaɗannan,
II. Ba da misalankayan amfani da su sana’oi’ndonyiwaɗalibai bayaninsu.
wajen yin sana’o’in. Kayanaiki: Hotuna, kayan gudanar dasana’o’in, d. s.
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Na Bakwai Abubuwan amfani da Sana’o’in kan Malami: Zai yi bayani a kan irin amfanin jama’a da ake samarwa daga waɗannan
(7). samar: sana’o’in
i. MuhimmancinSana’o’inHausawa Ɗalibai su bayyana irin muhimmanin sana’a a garinsu.
.
Na Takwas Abincin Hausawa: Malami:Zaibayaniakanma’anarabincin. Ya kuma sa ɗalibaisulissafo ire-irenabincin da

(8). i. Ma’anar Abinci suke ci a gidansu.
ii. Rabe-raben Abincin Hausawa
Na Tara (9). Abincin Hausawa: Malami: Yakarafayyacewaɗalibai game da muhimmancinabincigajikinɗan’Adam.
Ire-iren Abinci mai Gina jiki, sa kuzari d. S.
Bayyana muhimmancin cin Abinci a jikin
ɗan-Adam
Malami: zaijagoranciɗalibai, zuwawuraren da akeɗinkawa da sayar da
Na Goma Tufafin Hausawa:
tufafinHausawa, dominsugani da idanuwansu.
(10). i. Ma’anarTufafi.
ii. Rabe-raben Tufafi
Na Sha Ɗaya Tufafin Hausawa:

Malamiyafitowa da ɗalibai, muhimmancinsanyasutura.
(11). Ba da bayaniakanTufafinMata da Maza.
KawoamfaninTufafinHausawa.
Bitar Ayyukan Baya.
Na Sha Biyu Bitar Ayyukan Baya:
(12)
Na Sha Uku
Jarabawa
(13) Jarabawa:
Page | 101

IGBO LANGUAGE
PRAỊMARỊ NKE ANỌ TAAM NKE MBỤ
IZUỤKA ISIOKWU NDỊNISIOKWU IHE ONYENKUZI GA-EME IHE ỤMỤAKWỤKWỌ GA-EME.

(A) ASỤSỤ: Ịgụ ọnụọgụgụ Onyenkuzi ga-edepụta ma gụpụtakwara ụmụ-akwụkwọ - Ịgụ ọnụọgụgụ
1. Ọnụọgụgụ (1-50) ọnụọgụgụ malite 1-50 - Ide ọnụọgụgụ
- Ịza ajụjụ.
-Iduzi ụmụaka iji ejijji ndị na-azụ ahịa ma gosipụta ka - Ije ejije nkenke
(B) AGỤMAGỤ: Ịzụ Ahịa ndị na-azụ ahịa sị akpa agwa na ụdị mmegharị ahụ na- metụtara ịzụ ahịa.
Ejije Dị Nkenke eso ịzụ ahịa.
(A) ASỤSỤ: Nkọwa ọdịdị - Ịkọwapụtara ụmụaka ọdịdị mmadụ. Ọmụmaatụ ọdịdị - Ịkwọwapụta etu
2. Ịkọwapụta ihe ihe dị iche iche. mmadụ: ogologo, mkpụmkpụ, ibu, njọ, oji, gịrịgịrị, dgz. mmadụ dị.
(Indicating - Iji mkpụrụokwu ndị a mepụta ahịrị nkenke. - Imebe ahịrị mfe.
Sizes
andLength)Dịk - Ịkwọ ihe agwa ọma pụtara dịka - Agwa ọma bụ nwata
a: Ọdịdị mmadụ ime omume dị mma. Nwata na-akpa agwa ọma anaghị
anọ n’ò tù ụmụaka na-akpa agwa ọjọọ.
- Ịkpọsịta agwa ọma dị iche iche dịka:Ikwu ezi
(B) OMENALA: Agwa ọma dị okwu, ịga ozi,ikele ekele, irube isi,ezughi ohi, alụghị - Ịkpọsịtasị agwa ọma
Ezi Omume iche iche ọgụ,atụghị asị, ịbịa akwụkwọ n’oge, dgz. ụfọdụ ndị ha maara.
Dịka: Ibi ndụ -Ịkọwa uru ịkpa agwa ọma bara. - Ide ihe odide
ezi omume -Iji agwa ọma ndị a mebe ahịrị mfe. -Imebe nkenke ahịrịmfe.
3. A) ASỤSỤ: Ịgụ Ọnụọgụgụ - Idepụta ọnụọgụgụ- Ịgụ ọnụọgụgụ - Ịgụọnụọgụgụ
Ọnụọgụgụ (50-100) -Ịrụgosi ọnụọgụgụ - Iji ọnụọgụgụ mepụta ahịrịmfe. Mụmaatụ: - Ide ọnụọgụgụ
1. Ndị nkuzi anyị dị iri mmadụ ise n’ọnụọgụgụ. - Ịrụgosipụta ọnụọgụgụ.
2. Ụmụakwụkwọ lere uleahụ dị narị mmadụ anọ. - Iji ọnụ ọgụgụmebe
3. Naanị ụmụaka mmadụ iriabụọ na ise gafere n’ule hụ. ahịrịmfe.
Ḇ ) AGỤMAGỤ: Ejijie Dị - Iduzi ụmụakwụkwọ imeejije nkenke metụtara - Ijepụta nkenke ejije metụtara ọrụụbi
Nkenke Ejije Nkenke: Ịrụ “ọrụugbo” - Ịkpọpụtagasịngwandị e jigasịarụ ọrụ ugbo
Ọrụ ugbo. - Ịkpọsịta ma depụta akụrụ- ngwa ndị e ji arụ ọrụ ugbo. - Isepụta akụrụngwa e ji arụ ọrụ ugbo.
- Ịhazi ụmụakwụkwọ n’ime ejije.
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4. A) OMENALA: Ezi Agwa ọma: - Ịkọwapụtara ụmụaka agwa ọma ndị a. - Ijepụta nkenke ejije
Omume i) Ịdị ọcha - iduzi ha n’imepụta nkenkeejije na-egosipụta agwa na-ezipụta-gasị agwa
ii) Ime ihe ọma ndị a. ọma ndị a.
n’oge - Iji agwa ọma ndị a mebe ahịrị mfe.
iii) Nrubeisi
iv) ịhụnanya. - Iduzi ụmụaka n’ikwu okwu na telefoonu.
B) AGỤMAGỤ: Ikwu okwu na - Ịkọwapụtara ha ụdị olu, akparamagwa na ụdị - Ijepụta ejije telefoonu
Ejije nkenke telefoonu mmegharị ahụ na-eso okwu telefoonu.
5. A) ASỤSỤ: Ịkọwapụta ihe - Ịkpọsịta na idepụtagasị ụdị ụda dị iche iche ana- anụ - Ịkpọsịtagasị ụda ihe
Ịkwọpụta Ihe ha nụrụ na ntị nantị dịka: ụfọdụ ha na-anụgasị.
i) Ụda egbe - Iji ụda ndị a mebe
(ii) ụda ụgbọala ahịrịmfe nke ha.
iii) ube nnụnụ na anụmanụ- Iji ụda ndị a mebe ahịrịmfe.
B) OMENALA: Agwa ọjọọ dịka - Ịkọwa ihe bụ agwa - Ịkpọsịtagasị agwa
Agwa Ọjọọ izu ohi, asọghị ọjọọ. Agwa ọjọọ bụ ime ajọ omume. ọjọọ ụfọdụ ha maara.
anya na ịtụ asị Ọ bụ mmadụ ịkpa agwa nke ọha na eze anabataghị. - Ikwupụta ọghọm ụfọdụ
- Idepụta ma kọwapụta agwa na-eso ịkpa agwa ọjọọ.
ọjọọ dị iche iche
- Ịkọwa ọghọm dị n’ịkpa
agwaọjọọ.
6. A) AGỤMAGỤ: Abụ na uri dị Ịgụ uri na abụ nwa dị iche iche. Ịgụ abụ na uri ndị ha ma na ndị onye nkuzi
Abụ na uri dị mfe mfe dịka Abụ depụtara
Nwa - Ịkọwa ihe bụ ịtọrọmmadụ
B) OMENALA: i) ịtọrọ mmadụ na enyeghi nsọpụrụ. - Ịza na ịjụ ajụjụ
Agwa ọjọo ii) Enyeghi - Ịkpọsịta ọghọm na-esote -Inye ọmụmaatụ nke ha.
nsọpụrụ ịkpaagwa ọjọọ. - Imebe ahirị mfe nke ha.
- Imebe ahirị mfe
7. A) ASỤSỤ: Ịkọwapụta ihe - Ịkwupụta na idepụta ụdị isi -Inye ọmụmaatụ isi ihe
Ịkọwapụta Ihe e siri n’imi. dị iche iche dịka: isiọma, na ụfọdụ ha nụrụla.
isi ọjọọ dịka isi nri gbara - Ikwu ka obi dị ha
ụka, nri rere ọkụ, ihe rere banyere isi ndị ahụ.
ure, ihe nwụrụ anwụ dgz. - Imebe ahịrị mfe nke
- Imebe ahịrị mfe metụtara ha.
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isindị a.
B) OMENALA: Uru ịkpa agwa - Ịkpọsịta uru dị n’ịkpaagwa -Inye ọmụmaatụ agwa
Uru Agwa Ọma ọma bara ọma. Ọmụmaatụ: ọma nke ha.
Bara i) Inwe otito - Ikwupụta ihe onyinye
ii) Irite erere dịka ihe onyinye n’aka ndị mmadụ ha natarala site n’ịkpa
iii) Aha ọma agwa ọma.
- Imebe ahịrịmfe metụtara - Imebe ahịrịmfe
ịkpa agwa ọma.
8. A) ASỤSỤ: Ịkọwapụta etu - Ịkọwapụta ọdịdị ihe ụfọdụ ha na-ahụgasịn’ụlọakwụ- - Ịkọwapụta ihe ụfọdụ ha na-emetụ aka na ndị
Ịkọwapụta Ihe ihe ha na-ahụ kwọ ha dịka: oche, osisi, igbe akwụkwọ, ụgbọ ojii, ha na-ahụgasị na gburugburu ụlọakwụkwọ ha.
anya na ndị ha ọkọlọtọNịjirịa, akwụkwọ, dgz. - Imebe ahịrị mfe nke ha.
na-emetụ aka - Iji ihe ndị a mebe ahịrị- mfe. Ọmụmaatụ:
dị. i) Ụgbọ ojii ahụ dị mbadamba.
ii) Osisi ahụ toro ogologo.
iii) Akpa akwụkwọ ya dị arọ.
B) AGỤMAGỤ:
Abụ na uri ndị dị - Ịgụpụta abụ/uri n’olu a na-anụ nke ọma.
mfe Abụ na uri mfe: - Ịdepụta abụ n’ụgbọ ojii - Isonye na ọgụgụ uri
i. Abụ ndị e ji - Ịgụkọ uri ọnụ ya n’ụmụ- akwụkwọ. na abụ.
eku - Ịkọwa uri a gụpụtara. - Ide ihe odide
nwa - Ịjụ ajụjụ gbasara abụ ha gụpụtara. - Ịjụ na ịza ajụjụ.
ii. Abụ Ọmụmaatụ abụ ọrụ: Onye gbuo onye gbuo, onye akpọla
egwuregwu ibe ya onye okoli, dgz.
iii. Abụ ọrụ
9. A) OMENALA: Ahụhụ na-esote Ịkpọsịta na idepụta ahụhụ/ ọghọm na-esote ịkpa agwa - Inye ọmụmaatụ nke ha.
Agwa ọma na agwa ọjọọ ọjọọ. - Ịjụ na ịza ajụjụ
Agwa ọjọọ
- Ịgụpụtara ụmụaka abụ na
B) AGỤMAGỤ: Egwu ofufe a egwu ofufe ụfọdụ. - Isonye n’ọgụgụabụ
Abụ na uri/Egwu na-agba agba. - Ikwu oge e ji agba ha. - Ịgụ egwu ofufendị
dị mfe. - Iduzi ụmụaka n’ịgba ha nụrụla.
egwu/uri n’ọgbọ.
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10. ASỤSỤ: Ịkọwapụta Ihe - Ịkọwapụta na izipụta - Ịkọwapụta ihe ndị ha

Ekwumekwu ndịiche dị n’etiti ihe ndị a: hụrụ, nụrụ na ndị
i) ihe ha hụrụ n’anya ha sitere n’imi na gburugburu ebe obibi ha.
ii) ihe ha nụrụ na ntị -Ịkọwa ọdịdị ihe ha
iii) ihe ha siri n’ime meturu aka.
iv) ihe ha meturu aka - Imebe ahịrịmfe.
- Iji ihe ndị a mepụta ahịrị- - Ịza ajụjụ.
mfe.
11 A) OMENALA: i)Steeti ndị - Ịkọwa ndị bụ ndị Igbo. Ikwupụta ụdịrị ejiji ndị nne na nna ha na-eji.
Ndị Igbo. Igbo -Ịdepụta na ịkpọsịta Ikwupụta ụdịrị ejiji ndị agbụrụ ọzọ na-eji.
ii) Steeti ndị bụ njirimara ndị Igbo. Ọmụmaatụ: asụsụ, ngwa ejije,
agbataobi ha. omenala, dgz.
- Ịgụ uri
- Ịgụpụta uri na abụ dị mfe. - Ịjụ na ịza ajụjụ
B) AGỤMAGỤ: -Ịkọwapụta ma depụta uru uri na egwu na-abara - Ide ihe odide
Abụ na uri dị Uru mmadụ.
mfe. abụ/egwu/uri
bara
12. Mmụgharị ihe a -

mụrụ
13 Ule na Mmechi -
Page | 105

IGBO LANGUAGE
PRAỊMARỊ NKE ANỌ TAAM NKE ABỤỌ
IZUỤKA ISIOKWU NDỊNISIOKWU IHE ONYENKUZI GA-EME IHE ỤMỤAKWỤKWỌ GA-EME

1. A) ASỤSỤ: Ọgụgụ Ọgụgụ Aghọtaazaa - Ịkọwa aghọtaazaa na usoro/mgbaso ya. - Ịgụ ihe ọgụgụ
dịmfe. - Ịgụpụta otu aghọtaazaa. - Ịjụ ajụjụ
-Ịkọwa okwu ọhụrụ batara -Ịza ajụjụ
n’aghọtaazaa. - Ide ihe odide.
- Iji okwu ọhụrụ ndị ahụ
mebe ahịrị mfe.
B) AGỤMAGỤ: Agwụgwa dị mfe - Ịkọwa ihe bụ agwụgwa. - Ikwupụta gwam gwa m gwa m ndị ha ma.
Agwụgwa (Gwa m - Ịkwupụta na idepụta agwụgwa ụfọdụ - Ịjụ na ịza ajụjụ
gwa m gwa m) - Inye ọsịsa ha. -Ide ihe odide.
2. A) ASỤSỤ: Ọgụgụ Ịgụ aghọtaazaa dị - Ịgụpụta aghọtaazaa. - Ịgụ aghọtaazaa
na aghọtaazaa. mfe - Ịkọwapụta isiokwu na okwu ọhụrụ batara n’ederede. - Ịjụ na ịza ajụjụ
-Ide ihe odide.
B) OMENALA: Ụdị akaọrụ ndị Igbo - Ikọwa ihe bụ “aka ọrụ”.
Akaọrụ ndị Igbo dị iche iche. - Ịkpọsịta na idepụta - Inye ọmụmaatụakaọrụ ndị ha ma.
akaọrụ ndị Igbo dịgasị - Idetu ihe e dere n‘ụgbọ
iche iche.
3. A) ASỤSỤ: Ọgụgụ Ịgụ ederede dị mfe. - Ịgụpụta aghọtaazaa/ederede. - Ịtụgharị/ikwu uche
na aghọtaazaa. Ntụgharị uche n’ihe - Ịkọwapụta isiokwu na okwu ọhụrụ dị n’ederede. ha gbasara isiokwu
a gụrụ. - Ime ka ụmụakwụkwọ tụlekọrịta uche gbasara ha.
isiokwu ederede. - ịjụ na ịza ajụjụ
- Ịjụ ụmụakwụkwọ ajụjụ gbasara isiokwu ha.
B) AGỤMAGỤ: Ịjụ na ịza gwa m - Ikwu na idepụta gwa -Ikwu agwụgwa ndị
Gwa m gwa m gwa gwa m gwa m. m gwa m gwa m ụfọdụ. ha maara
m (Agwụgwa) dị - Inye ọsịsa gwam gwa -Ịza ajụjụ
mfe mgwa m. -Ide ihe odide
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4. A) OMENALA: Ụdị akaọrụ ndị Igbo - Ịkpọsịta na idepụta ụdị akaọrụ ndị Igbo dị iche iche. -Ịkpọpụta akaọrụ ndị
Akaọrụ ndị Igbo dị iche iche -Ịkọwa akaọrụ ndị a Igbo ndị ha maara
-Ịjụ ụmụaka ụdị akaọrụ ndị ọzọ ha maara. -Idetu ihe e dere
- Iji akaọrụ ndị a mebe ahịrị-mfe. n’ụgbọojii.
B) AGỤMAGỤ: Igosipụta obiụtọ na - Idepụta agwụgwa dị iche - Ịkọwa etu obi na-adị
Gwa m gwa m gwa mmasị dị n’ịjụna iche. ha mgbe ha na-eme
m ịza ha - Ịjụ ụmụaka ọsịsa ha. agwụgwa
- Inye ọsịsa ha - Idetu ihe odide
5. A) ASỤSỤ: Ọgụgụotu aghọta- - Ịgụpụta otu aghọtaazaaa họpụtara. -Isonye n’ọgụgụ
Aghọtaazaa. azaa dị mfe. - Ịkọwa okwu ọhụrụ batara n’ederede ha. aghọtaazaa
-Ịjụ ajụjụ site n’ihe a gụrụ. - Ịza ajụjụ
B) AGỤMAGỤ:Ilu ilu Igbo dị mfe - Ịkọwa ihe bụ ilu - Ịkọwa ihe ilu pụtara.
Ndị Igbo. - Ịtụ ilu ole na ole dị mfe. - Inye ọmụmaatụ nkeha.
- Inye nkọwa ha. - Ide ihe odide.
- Ịjụ na ịza azịza.
6 A) ASỤSỤ: Odide edemede - Ịkọwa ihe bụedemede - Ịjụ na ịza ajụjụ

Edemede nduzi:Ụdị Akaọrụ - Ikwu ma desita ihe ndị a na-atụ anya n’edemede na - ide ihe odide
nduzi ndị Igbo usoro mgbaso edemede dịka: isiokwu, ahụ edemede
kpọmkwem na nkebi ole na ole.
n’ụfọdụ obodo.
- Ikọwa ihe bụ akaọrụ -Ikwu ihe ndị obodo ha na-arụkarị e jiri ara
B) OMENALA: Akaọrụ ndị Igbodị - Ịkpọsịta akaọrụ dị iche iche e jiri mara ndịIgbo. ha.-Imebe ahịrị mfe
Akaọrụ iche iche - Iji akaọrụ ndị a mebe ahịrịmfe. -Ịjụ na ịza ajụjụ-Idetu ihe odide.
7. A) AGỤMAGỤ: Ilu Ilu Igbo dị mfe - Ịkọwa ihe ilu pụtara. - Ịtụ ịlụ ụfọdụ dị mfe ndị ha nụrụla
dị mfe - Ịtụ ma depụta ilu dịmfe. - Idetu ihe e dere n’ụgbọ
- Ịkọwa ilu ndị a tụrụ.
-Ikwupụta uru ndị ha mara dị n’inwe akaọrụ
B)Omenala : Uru akaọrụ bara -Ịkpọsịta na idepụta uru ndị a na-eritegasị n’inwe -Idepụta ihe e dere n’ụgbọ ojii
Akaọrụ ndị Igbo akaọrụ. - Imebe ahịrị mfe nke ha.
-Iji akaọrụ ndị a mebe ahịrịmfe.
Page | 107

8. ASỤSỤ: Edemede Njirimara - Idepụta njirimara nkebi edemede nduzi - Ịjụ ajụjụ
Nduzi edemede nduzi - Inye nduzi banyere idepụta nkenke edemede iji nye - Idepụta nkenke edemede e nyere ha.
ọmụmaatụide edemede otu nkebi a haziri ahazi.
B) OMENALA: Akaọrụ ndị Igbo na - Ịkpọsịta akaọrụ ndị Igbo gasị - Inye ọmụmaatụ nke ha
AkaọrụNdịIgbo Uru ha bara -Ịkọwa uru ha bara. - Idepụta ihe odide.
9. A) Ide Edemede Nduzi - Iduzi ụmụakwụkwọ n’ide edemede nke ha. - Idepụta nkenke
ASỤSỤ:Edemede - Iji nduzi e nyere dee otu nkebi edemede (Edemede edemede
Nduzi otu nkebi a haziri ahazi. - Ịjụ ajụjụ
- Iza ajụjụ
- Ịkpọsịta ma depụta ilu Igbo ndịdị mfe
B) AGỤMAGỤ: Ilu Ihe mmụta dị na ilu -Inye nkọwa ha. - Inye ọmụmaatụ ilu
dị ndị ha maara.
Mfe - Ịzụ na ịza ajụjụ
-Ide ihe odide.
OMENALA: Izipụta mmasị e - Iwepụtara ụmụakwụkwọ ohere na ọnọdụ maọbụ - Isonye n’egwuregwu.
Akaọrụ ndị Igbo nwere banyere egwuregwu ga-eme ka ha zipụta mmasị ha nwere - Ịjụ ajụjụ
Akaọrụ dị iche iche n’otu ọrụaka. - Ịza ajụjụ
11. Mmụgharị na ule -
12. Ule na mmechi -
Page | 108

IGBO LANGUAGE
PRAỊMARỊ NKE ANỌ TAAM NKE ATỌ
IZUỤKA ISIOKWU NDỊNISIOKWU IHE ONYENKUZI GA-EME IHE ỤMỤAKWỤKWỌ GA-EME
A) ASỤSỤ: - Ịkọwa mkparịtaụka nandị na-akparịtaụka - Igosipụta ka e si ememkparịtaụka n’etiti
1. Ekwumekwu Mkparịtaụka -Kọwaara ha usoro e si eme mkparịtaụka. ụmụakwụkwọ
Ọmụmaatụ: ekele na ịjụ ase - Ịjụ ajụjụ
- Nkwulite isiokwu ụka - Idebanye ihe e deren’ụgbọ n’ime
-okwukwu, ogige, ntule uche na nzaghachi akwụkwọ ha
B) AGỤMAGỤ: ii) Uru akụkọ ifo - Ịkọwa ihe bụ akụkọ ifo -Ịkọpụta nkenke akụkọ ifo ndịha maara.
Akụkọ ịfo bara - Ịkọwa uru akụkọ ifo na- abara ndị Igbo -Ikwupụta uru ụfọdụ ha chere n’akụkọ ifo bara.
2. A) ASỤSỤ: Mkparịta ụka Ịzụ na - Izipụta ọnọdụ ịzụ na ire ahịa -Ime mkparịtaụka
Ekwumekwu ire ahịa -Ikwupụta ihe ndị a na-ahụgasị n’ọnọdụ ahịa - Ijụ ajụjụ
- Iduzi ụmụaka n’imebe obere egwuregwu - Ime obere egwuregwu metụtara azụmahịa
metụtara ịzụ na iri ahịa.
B) OMENALA: i. Nri ndị Igbo dị -Ịkpọsịta aha nri e jiri mara ndị Igbo -Ikwupụta aha nri ndị
Njirimara Ndị iche -Ikwupụta etu e si erigasị ha dịka: ọtịta, olulo, Igbo ndị ha maara.
Igbo iche ọhụhụ, osisi, ọṅụṅụ.Inye ụmụaka ohere ikwupụta - Ikwuetu e si erinri
ii. Etu e si eri ha aha nri ụfọdụ ndị na-amasị ha na ihe mere nri ndị ndị a.
iii. Nri ndị ọzọgasị ahụ ji amasị ha. - Ikwu aha nri ndị ọzọ
na- -Iji aha nri ndị a mebeahịrịmfe. na-amasị ha na ihe
amasị ha. Ọmụmaatụ: mere o jiri amasị ha.
i) A na-esi ji. - Imebe ahịrịmfe nke
ii) A na-ahụ ji n’ọkụ. ha.
iii) Nne m na-asụ ụtara ji. - Ịjụ ajụjụ.
iv) Nne m na-akọ ede.
3. OMENALA: i. Asụsụ - Ịkọwa ihe bụ asụsụ na - Ịkpọsịta ngwa ejiji ndị
Njirimara Ndị ii. Ejiji na ngwa ejiji Ejiji. Igboha maara.
Igbo ndị - Ịkọwapụta ngwa ejiji ndị
Igbo Igbo dị iche iche.
Ọmụmaatụ: Uwe, Ịchafụ isi, akwa ọmụma, ọla ntị,
uwe, okpu, ihe olu, jigida, ugbeneugo, dgz.
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- Igosipụta eserese na-egosi ndị jiri ejiji Igbo

nakwandị jiri ejiji ndị mba ọzọ
B) AGỤMAGỤ: Akụkọ ifo na-akụzi - Ịkọ nkenke akụkọ ifo na-akụzi ezi omume. - Ịkọakụkọifo nke ha
Akụkọ Ifo ezi omume -Ịkọwapụta ihe mmụta dị n’akụkọ ifo. - Ikwupụta ihe mmụta dị n’akụkọifo ha nụrụ.
- Ịkọwa okwu ọhụrụ batara n’akụkọ - Imebe ahịrịmfe nke ha.
-Iji okwu ọhụrụ ndị ahụ mebe ahịrịmfe.
4. A) OMENALA: Isipụta otu nri ndị - Idunye ụmụakwụkwọn’iwekọta ngwa ha ga-eji - Iwekọta ngwa e ji esi otu nri ndị Igbo.
Nri Ndị Igbo Igbo esi nri ndị a. - Ịkọwa etu e si esi nri
- Ịkọwa etu e si esi nri ndị a họọrọ. ndị na-amasị ha.
- Iduzi ha n’isi ụdị nri a họpụtara. - Isipụta nri ndị ahụ
n’onwe ha.
B) AGỤMAGỤ: iii. Akụkọ ifo na- - Ịkọ otu akụkọ ifo na-
Akụkọ ifo akụzi ịdị ike ọrụ akụzi ịdị ike ọrụ
- Ịkọwa agwa na okwu - Ikwu ihe mmụta sitere
ọhụrụ batara n’akụkọ ifo n’akụkọ ifo ahụ
-Iji okwu ọhụrụ ndị ahụ - Ịza ajụjụ
mebe nkenke ahịrị mfe. - Imebe ahịrị mfe nke
- Ikwu ihe mmụta dị ha.
n’akụkọ a kọrọ.
5. A) Ejije Nkenke: - Iduzi ụmụaka n’ime ejije - Ime nkenke ejije
Mkparịtaụka Ịzụ na ire ahịa nkenke metụtara ịzụ na - Imebe ahịrịmfe
ire ahịa, ịkwe ọnụ ahịa na - Ịza ajụjụ.
ịkwụ ụgwọ ihe ha zụrụ.
- Imebe ahịrị mfe
metụtara ịzụ na ire ahịa.
B) Akụkọ ifo Akụkọ ifo metụtara - Ịkọ otu akụkọ ifo metụtara nsọpụrụ na nnupụisi - Ịkọ akụkọ ifo
nsọpụrụ na - Ịkọwa okwu ọhụrụ batara n’akụkọ a kọrọ - Ikwu ihe mmụta siteren’akụkọ ifo ha nụrụ.
nnụpuisi - Ikwu ihe mmụta dị n’akụkọ ifo.
Page | 110

6. A) ASỤSỤ: MKPARỊTAỤKA - Ịkọwa ịzụ na ire ahịa - Ịkparịtaụka

Ịzụ na ire ahịa Ụzọ mgbochi - Ịkọwa ihe bụ mmegbu - Ikwu uche ha banyere
mmegbu onye na- - Ikwusita ụzọ dị iche iche mmegide na-adị
azụ ahịa Ore ahịa nwere ike isi megbuo Ọzụ ahịa. Dịka: iji n’ọzụzụ ahịa.
ntụ awara awa, ịtụ asị, enyezughị ụfọ ego
(change),ire ngwa ahịa rụrụ arụ/mebiri emebi,
dgz.
- Inye ha ohere ịkparịta-ụka n’ụzọ a ga-esi gbochie
mmegide na-adị n’ụzụ ahịa.
B) OMENALA: i) Ụdị ejiji dị iche - Igosipụta eserese na-egosi ndị jiri ejiji Igbo dị - Ide ihe odide
Ejiji Ndị Igbo iche iche iche - Ịjụ ajụjụ
- Ịkọwa ngwa ejiji, ụmụ- agbọghọ na ụmụnwoke. - Ịza ajụjụ.
ii. Mkpa/ Uru ejiji - Ịkọwapụta uru dị iche iche ejiji na-aba. - Ịjụ ajụjụ
bara Ọmụmaatụ: - Ịza ajụjụ
i) Eji ya amata agbụrụ onye si.
ii) Ọ na-enye aka n’ịkwalite omenala mba, dgz.
7. A) AGỤMAGỤ: Akụkọ ifo metụtara - Ịkọ otu akụkọ ifo metụtara ịghọ aghụghọ. - Ikwu ihe mmụta sitere n’akụkọ ahụ.
Akụkọ ifo aghụghọ - Ịkọwapụta agwa ndị batara n’akụkọ ifo. - Ikwu uche ha gbasara agwa ụfọdụ pụtara ihe
- Ịkwu ihe akụkọ ifo na-akọ maka ya. n’akụkọ ifo.
- Ịkọwapụta okwu ọhụrụbatara n’akụkọ. - Iji okwu ọhụrụ mebe ahịrịmfe.
- Iji okwu ndị a mebe ahịrịmfe.
B) OMENALA: Ngwa ejiji ndị Igbo - Ikwupụta ngwa ejiji ndị Eze, Lọọlọ, na ndị chiri - ịza ajụjụ
Ejije ndị Igbo chiri echichi echichi - Ịjụ ajụjụ
kpọmkwem
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8. A) ASỤSỤ: i. Ụzọ mgbochi Ịkpọsịta ma depụta ụzọ ndị e nwere ike iji gbochie - Ikwu uche ha gbasara
Mkparịtaụka mmegbu onye na- mmegbu Ọzụ ahịa. Dịka: Iji ezigbo ntụ dị mma, ire ihe a ga-eme iji
azụahịa. ngwa ahịa dị mma, iwezugha ịtụ asị na gbanahụ mmegbu
aghụghọ,dgz. na-adị n’ịzụ ahịa na ire
ahịa.
B) Omenala: i. Omenala ndị Igbo - Ịkọwapụta ihe bụ Omenala - Ịjụ na ịza ajụjụ
Njirimara Ndị ii. Uru ya - Ịkpọsịtasị omenala ụfọdụ dịka: ịgba mgba, ịgụ - Ide ihe odide
Igbo nwa aha, ịzụ ahịa nwa, iri ji ọhụrụ,dgz.
- Ịkọwa uru omenala bara.
9. A) ASỤSỤ: i) Ejije nkenke na- - Iduzi ụmụakwụkwọn’ime nkenke ejije iji -Imepụta nkenke ejije
Mkparịtaụka egosi mkparịta dị gosipụta mkparịta ụka dị n’etiti Ore ahịa na Ọzụ ime klasị.
n’etiti Ọzụ ahịa na ahịa. - Ijụ ajụjụ
Ore ahịa. - Ikwu/ịkọwapụta ụdịrị mmegharị ahụ na-eso ịzụ - Ịza ajụjụ.
na ire ahịa.
B) AGỤMAGỤ: i) Akụkọ ifo - Ịgụpụta/ ịkọ otu akụkọ ifo metụtara ezi enyi. - Ikwupụta ihe ha mụtara n’akụkọ
Akụkọ ifo metụtara ezi enyi - Ịkọwa okwu ọhụrụ batara ederede agụpụtara. -Ịkọ akụkọ ifo nke ha.
ii) Akụkọ ifo - Ịgụpụta/ ịkọ otu akụkọ ifo metụtara ịhụnaanya. - Ikwupụta ihe hamụtara n’akụkọ
metụtara ịhụnanya - Ịkọwa okwu ọhụrụ batara ederede agụpụtara -Ịkọ akụkọ ifo nke ha.
- Iji okwu ọhụrụ ndị a mebe ahịrị mfe . - Imebe ahịrị mfe nke ha.
10. A) Omenala: i) Mmasị ụmụaka - Ime ka ụmụakwụkwọ kwuo uche ha banyere ejiji -Ịza ajụjụ
Mkparịtaụka nwere banyere ejiji mba dị iche iche, ndị na-amasị na ndị anaghị amasị -Ịjụ ajụjụ
mba dị iche iche. ha. -Ikwu uche ha
B) AGỤMAGỤ: ii) Akụkọ ifo - Ịgụpụta/ ịkọ otu akụkọ -Ikwu ihe mmụta sitere
Akụkọ ifo metụtara ifo metụtara iso ò tù n’akụkọ ifo.
iso ò tù ọjọọ ọjọọ. - ịjụ na ịza ajụjụ
- Ịkọwa okwu ọhụrụ batara n’ederede agụpụtara
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11. A)OMENALA: i) Mkpa ọ dị - Iduzi ụmụakwụkwọ n’ime mkparịtaụka - Ime mkparịtaụka

Ekwumekwu: ịkwalite n’isiokwu a. - Ịjụ na ịza ajụjụ.
omenala Igbo.
- Ịgụpụtara ụmụakwụkwọ aghọtaazaa a họpụtara. - Ịgụ aghọtaazaa
B) Aghọtaazaa ii) Ọgụgụ - Ịkọwa isiokwu dị n’aghọtaazaa. - Ịjụ ajụjụ
aghọtaazaa - Ịkọwa okwu ọhụrụ batara n’ihe a gụrụ - Ịza ajụjụ
a họpụtara - Iji okwu ọhụrụ ndị ahụ mebe ahirịmfe - Ide ihe odide
- Ịjụ ajụjụ gbasara ihe ha gụrụ.
12. A) ASỤSỤ: i) Azụmahịa - Ikwupụta ụdị azụmahịa e nwegasịrị - Ikwu uche ha banyere azụmahịa dị iche iche.
Mkparịtaụka - Inye ụmụakwụkwọ ohere ikwu ụdị azụmahịa na- - Ịkọwapụta ụdị azụmahịa ndị na-amasị ha
amasị ha na ihe mere o jiri amasị ha. - Ịjụ na ịza ajụjụ
B) AGỤMAGỤ: ii) Ide/ịkọ otu - Idunye ụmụakwụkwọ n’ịkọ/ide otu ifo masịrị ha - Ide akụkọ ifo masịrị ha.
Akụkọ ifo akụkọ ifo metụtara na ihe mmụta dị n’akụkọ ifo ahụ. - Ịkọ akụkọ ifo masịrị ha
isiokwu masịrị ha.
iii) Ihe mmụta dị
n’akụkọ ifo
13. MMỤGHARỊ -
IHE AMỤRỤ
14. ULE NA -
MMECHI
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FRENCH STUDIES
PRIMARY FOUR
PREMIER TRIMESTRE
SEMAINE SUJET OBJECTIFS CONTENU
1 Pourquoi L’apprenant devrait Les avantages de parler le français (voyage, l’emploi, le service diplomatique, mariage, amitié, etc.)
apprendre finir par s’intéresser au VOCABULAIRE/EXPRESSION : Ambassadeur, diplomatique. Voyager à l’indicatif présent à la
le français. première et deuxième personne singulière (Je, tu).
français ? GRAMMAIRE : Le verbe voyager à l’indicatif présent à la première et deuxième personne singulière
(Je, tu)
SUPPORT PEDAGOGIQUE : Les photos de personnes célèbres qui ont eu du succès dans leur carrière
grâce au français.
ACTIVITES : L’enseignant présente les avantages du français et l’apprenant donne ses points de vue.
EVALUATION : Résumé des avantages du français (le professeur pose des questions et les
apprenants répondent).
2 Salutation L’apprenant devrait Des expressions de salutation. Ex. Bonjour monsieur/ madame/ mademoiselle/ amis etc.
être capable de saluer VOCABULAIRE/EXPRESSION : Bonjour, amis, monsieur, madame, mademoiselle, professeur.
et répondre aux GRAMMAIRE : Epeler et prononcer les mots de salutation : (Bonjour)
salutations simples en SUPPORT PEDAGOGIQUE : Dialogue, Jeux de rôle entre l’enseignant et l’apprenant.
français. ACTIVITES : L’enseignant demande aux apprenants de saluer en français
EVALUATION : Les apprenants saluent en Français.
3 Salutation L’apprenant devrait Des expressions de salutation. Ex. Bonsoir (papa/père / maman/mère/ frère, les amis).
être capable de saluer VOCABULAIRE/EXPRESSION : Bonsoir/ mère/ père/ frère/ amis.
et répondre aux GRAMMAIRE : Epeler et prononcer les mots de salutation : (Bonsoir)
salutations simples en SUPPORT PEDAGOGIQUE : Photo des différentes formesde salutations.
français. ACTIVITES : L’enseignant adopte une méthode d’animation appropriée comme la chanson et les
apprenants imitent et répètent.
EVALUATION : Les apprenants se saluent
4 Salutation : L’apprenant devrait Des expressions de salutation. Ex. Bonne nuit (camarade/ classe/ Kola, Tunde/ etc.).
être capable de saluer VOCABULAIRE/EXPRESSION : Bonne nuit camarade, classe etc.
et répondre aux GRAMMAIRE : Epeler et prononcer les mots de salutation : (Bonne nuit camarade).
SUPPORT PEDAGOGIQUE : Jeux de rôle.
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salutations simples en ACTIVITES : L’enseignant adopte une méthode d’animation appropriée comme la chanson et les
français. apprenants imitent et répètent.
EVALUATION : Les apprenants se saluent
5 Salutation L’apprenant devrait Des expressions de salutation. Ex. Comment Ça va ? Ça va bien
être capable de saluer CIVILISATION : Vous/tu
et répondre aux VOCABULAIRE/EXPRESSION : Comment ça va ? Ça va bien.
salutations en français. GRAMMAIRE : Epeler et prononcer les mots de salutation : (Comment ça va ? ça va bien).
SUPPORT PEDAGOGIQUE : Jeux de rôle.
ACTIVITES : L’enseignant adopte une méthode d’animation appropriée comme la chanson et les
apprenants imitent et répètent.
EVALUATION : Les apprenants se saluent suivant les modèles du professeur.
6 Se : L’apprenant devrait : Les expressions de présentation (Je m’appelle, tu t’appelles…)
présenter être capable de se VOCABULAIRE/EXPRESSION : Je m’appelle Ola. Tu t’appelles Daoudu.
présenter. GRAMMAIRE : Le verbe S’appeler à l’indicatif présent à la première et deuxième personne singulière
(Je, tu).
SUPPORT PEDAGOGIQUE : Photos, images, CD Vidéos.
ACTIVITES : L’enseignant se présente et demande aux apprenants de se présenter.
EVALUATION : Le professeur demande aux apprenants de se présenter.
7 Se L’apprenant devrait : Les expressions de présentation (âge, les chiffres de 1-10).
présenter être capable de donner VOCABULAIRE/EXPRESSION : Quel âge as-tu ? J’ai …ans.
et demander son âge. GRAMMAIRE : Le verbe avoir à l’indicatif présent.
SUPPORT PEDAGOGIQUE : Photos, images, CD Vidéos.
ACTIVITES : L’enseignant présente son âge et demande aux apprenants de dire leurs âges.
EVALUATION : Exercices de présentation.
8 Se L’apprenant devrait : Les expressions de présentation dans les langues maternelles au Nigéria
présenter être capable de dire et VOCABULAIRE/EXPRESSION : Je parle….. Tu parles….
demander les langues GRAMMAIRE : Le verbe parler à l’indicatif présent à la première et deuxième personne singulière.
qu’on parle. SUPPORT PEDAGOGIQUE : Jeux de rôle.
ACTIVITES : L’enseignant présente sa langue maternelle et les apprenants présentent leurs langues
maternelles.
EVALUATION : Exercices de présentation
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9 : Se : L’apprenant devrait être Les expressions de présentation : les adresses

présenter capable de donner et demander VOCABULAIRE/EXPRESSION : J’habite… (Pays/ ville/ quartier). Tu habites…
son adresse GRAMMAIRE : Le verbe habiter à l’indicatif présent à la première et deuxième personnes
singulières.
SUPPORT PEDAGOGIQUE : Jeux de rôle
ACTIVITES : Le professeur présente son adresse (le pays, la ville et le quartier). Les
apprenants présentent leurs pays, ville, quartiers.
EVALUATION : Exercices de présentation.
10 Prendre L’apprenant devrait être capable : Les expressions pour saluer et prendre congé
congé de saluer et prendre congé VOCABULAIRE/EXPRESSION : Au revoir professeur/ madame/ Bola/ Mademoiselle.
GRAMMAIRE : Epeler les mots prendre congé
SUPPORT PEDAGOGIQUE : Dialogue, photos, images.
ACTIVITES : Le professeur présente en dialogue les expressions. Les apprenants répètent.
EVALUATION : Exercices de production
11 Prendre L’apprenant devrait être capable : Les expressions de prendre congé (A demain, à bientôt)
congé de saluer et prendre congé VOCABULAIRE/EXPRESSION : A demain le professeur, à bientôt
Madame/mes amis.
GRAMMAIRE : Epeler et prononcer les mots prendre congé
SUPPORT PEDAGOGIQUE : Dialogue, photos, images.
ACTIVITES : Le professeur présente en dialogue les expressions. Les apprenants répètent.
12 Prendre L’apprenant devrait être Les expressions pour saluer et pour prendre congé
congé capable de VOCABULAIRE/EXPRESSION : Au revoir professeur. A la prochaine.
saluer et prendre congé en GRAMMAIRE : Epeler et prononcer les mots pour saluer etpour prendre congé.
français. SUPPORT PEDAGOGIQUE : Dialogue, photos, images.
ACTIVITES : Le professeur présente en dialogue les expressions pour saluer et pour
prendre congé. Les apprenants répètent.
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FRENCH STUDIES
PRIMARY FOUR
DEUXIEME TRIMESTRE

1 Présenter les L’apprenant devrait Expression pour présenter la famille proche (Je te présente mon père/ ma mère/ ma sœur etc.
membres de la être capable de VOCABULAIRE/EXPRESSION : père, mère, frères.
famille proche. parler de sa famille GRAMMAIRE : Les adjectifs démonstratifs voici, voila.
proche. SUPPORT PEDAGOGIQUE : Vidéos, photos, illustrations.
ACTIVITES : Le professeur présente en dialogue les expressions pour présenter la famille
proche. Les apprenants répètent.
EVALUATION : Exercices de production.
2 Présenter les L’apprenant devrait Présenter (sa femme/ son mari/ ses enfants).
membres de la être capable de VOCABULAIRE : Expression : ma femme, mon mari, mes enfants etc.
famille proche. parler de sa famille GRAMMAIRE : Pronom personnel (il, elle)
proche. SUPPORT PEDAGOGIQUE : Vidéos, photos, illustrations.
ACTIVITES : L’enseignant présente une famille proche sur une photo. L’apprenant présente sa
famille proche suivant le modèle du professeur.
EVALUATION : Résumé de la présentation.
3 Présenter les L’apprenant devrait Présenter sa tante/oncle/nièce/neveu)
membres de la être capable de VOCABULAIRE/LES MOTS : Tante, oncle, nièce, neveu.
famille proche. parler des membres SUPPORT PEDAGOGIQUE : Vidéos, photos, illustrations.
de sa famille proche. ACTIVITES : L’enseignant présente une famille proche sur une photo. L’apprenant identifie les
personnes sur la photo.
4 Présenter les L’apprenant devrait Présenter sa famille proche (le grand père, la grande mère).
membres de la être capable de VOCABULAIRE : Expression des mots de la famille proche (grand père, grande mère, etc.)
famille proche. parler des membres GRAMMAIRE : Le verbe Présenter àl’indicatif présent à la première et deuxième personne
de sa famille proche. singulière.
SUPPORT PEDAGOGIQUE : Vidéos, photos, illustrations.
ACTIVITES : L’enseignant présente la photo d’une vieille dame et la photo d’un vieil homme pour
montrer le grand père et la grande mère.EVALUATION : Résumé de la présentation.
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5 Présenter les L’apprenant devrait Présenter sa famille proche : (le cousin, la cousine, l’oncle, la tante).
membres de la être capable de VOCABULAIRE/EXPRESSION : Vocabulaire de la famille proche (le cousin la cousine, l’oncle, la
famille proche. parler de sa famille tante).
proche. GRAMMAIRE : Les adjectifs possessifs : mon/ma/mes.
SUPPORT PEDAGOGIQUE : Vidéos, photos, illustrations.
ACTIVITES : L’enseignant présente les membres de sa famille en photos. L’apprenant identifie
les personnes que l’enseignant a présentées. Par la suite l’apprenant présente sa famille proche.
6 Parler de l’école. L’apprenant devrait présenter son propre école.
être capable de VOCABULAIRE/EXPRESSION : Les élèves vont àl’école tous les jours. Les élèves apprennent les
parler de son école. matières comme le français.
GRAMMAIRE : Le verbe aller àl’indicatif présent à la première et deuxième personne
singulière(J’ai… Tu as…)
SUPPORT PEDAGOGIQUE : photo d’une école.
ACTIVITES : L’enseignant présente l’école en se servant de l’expression il y a … L’apprenant
répète (directeur, directrice, bâtiment, élèves).
EVALUATION : L’apprenant dessine l’école et nomme les différentes sections de l’école.
7 Parler de l’école. L’apprenant devrait Les objets de la classe.
être capable de VOCABULAIRE/EXPRESSION : Une table, une gomme, une montre, un tableau, un stylo, un
nommer les objets crayon.
de la classe. GRAMMAIRE : L’article indéfini un et une
SUPPORT PEDAGOGIQUE : Les objets de la classe.
ACTIVITES : L’enseignant présente les objets de la classe. L’apprenant répète.
EVALUATION : Le professeur demande à l’apprenant de nommer les objets de la classe.
8 Parler de l’école. L’apprenant devrait Les activités de la salle de classe (un dialogue qui présente une classe).
être capable de VOCABULAIRE/EXPRESSION : Enseignement, professeur, élèves.
nommer les objets GRAMMAIRE : Les préposition- sur/sous, devant/derrière.
de sa classe. SUPPORT PEDAGOGIQUE : Les objets de la classe, photos, images.
ACTIVITES : L’enseignant présente quelques objets de la classe. L’apprenant à son tour présente
des objets de la classe.
EVALUATION : Le professeur présente un jeu qui reprend les expressions d’identification.
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9 Parler de l’école. L’apprenant devrait Parties du bâtiment (la fenêtre, la porte, le mur, le toit, le plafond etc.)
être capable VOCABULAIRE/EXPRESSION : Il est devant/derrière (la porte, le mur, la fenêtre etc.)
d’identifier le GRAMMAIRE : Devant/derrière.
bâtiment de l’école et SUPPORT PEDAGOGIQUE : Photos, images.
identifier les parties ACTIVITES : L’enseignant montre aux élèves les parties du bâtiment. L’apprenant identifie
du bâtiment de chaque partie du bâtiment.
l’école. EVALUATION : L’apprenant nomme les différentes sections du bâtiment.
10 Parler de l’école. L’apprenant devrait Les parties de l’école comme terrain de football, bibliothèque, le laboratoire, le drapeau, le
être capable bureau etc.
d’identifier quelques VOCABULAIRE/EXPRESSION : Le football, le filet, le court, les livres, la cloche, la salle de
parties de l’école. réunion etc.
GRAMMAIRE : Le verbe jouer, à l’indicatif présent à la première, deuxième et troisième personne
singulier (Je, tu, il/elle).
SUPPORT PEDAGOGIQUE : Photos, images.
ACTIVITES : L’enseignant conduit l’apprenant à identifier quelques parties de l’école. Il épèle et
prononce quelques mots et l’apprenant répète.
EVALUATION : L’apprenant nomme les différentes parties de l’école.
11 REVISION
12 EXAMEN
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FRENCH STUDIES
PRIMARY FOUR
TROISIEME TRIMESTRE

1 Compter de 1 - 10 L’apprenant devrait Vocabulaire et expression liés aux chiffres 0 à 10
être capable de VOCABULAIRE/EXPRESSION : Le football, le filet, le court, les livres, la cloche, la salle de
compter de 0 -10. réunion etc.
GRAMMAIRE : Le verbe Compter. Je compte, tu comptes, …
SUPPORT PEDAGOGIQUE : Tableau/ grilles, vidéo.
ACTIVITES : L’enseignant présent les chiffres oralement.
EVALUATION : L’apprenant compte de 0 à 10.
être capable de VOCABULAIRE/EXPRESSION : Je compte, tu comptes, il/elle compte, vous comptez, nous
compter de 11 -15. comptons, ils/elles comptent
GRAMMAIRE : Le verbe Compter. Je compte, tu comptes, …
SUPPORT PEDAGOGIQUE : Tableau, vidéo.
ACTIVITES : L’enseignant présent les chiffres oralement. L’apprenant répète après lui
(une chanson de chiffres)
EVALUATION : Exercice qui reprend les chiffres.
être capable de VOCABULAIRE/EXPRESSION : Compter, ajouter, égaler etc.
compter de 16 -20. GRAMMAIRE : Je compte, vous comptez, nous comptons.
SUPPORT PEDAGOGIQUE : Grille, vidéo etc.
ACTIVITES : L’enseignant présente les chiffres oralement. L’apprenant répète après
l’enseignant.
EVALUATION : L’apprenant compte de 16 à 20.
4 Dire l’heure L’apprenant devrait Expression liée à l’heure (Quelle heure est-il ? il est...)
être capable de ➢ VOCABULAIRE/EXPRESSION : Midi, minuit, demie, quart, moins etc.
demander et indiquer ➢ GRAMMAIRE : Le verbe Compter à l’indicatif présent à la première et deuxième
l’heure. (Quelle heure personne plurielle.
est-il ? il est...) ➢ SUPPORT PEDAGOGIQUE : Horloges
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ACTIVITES : L’enseignant présente l’heure. L’apprenant répète et répond aux

questions.EVALUATION : L’apprenant répond aux questions sur l’heure.
5 Dire l’heure L’apprenant devrait Expressions liées à l’heure.
être capable de VOCABULAIRE/EXPRESSION : Il est tard, il est tôt, il est à l’heure etc.
demander et indiquer GRAMMAIRE : Le verbe Arriver.
l’heure. SUPPORT PEDAGOGIQUE : Horloges, emploi de temps.
ACTIVITES : L’enseignant présente des phrases/ des expressions liées à l’heure en
utilisant les mots comme : « tard » « tôt » « à l’heure ».
EVALUATION : L’apprenant répond aux questions sur l’heure.
6 Dire l’heure L’apprenant devrait Expression liée à l’heure de la journée.
être capable de VOCABULAIRE/EXPRESSION : Le matin, l’après midi, le soir, la nuit.
demander et GRAMMAIRE : Le verbe Manger, prendre à l’indicatif présent.
d’indiquer l’heure de SUPPORT PEDAGOGIQUE : La montre, vidéo, photos, l’horloge.
la journée. ACTIVITES : L’enseignant fait des phrases avec les expressions liées à l’heure de la
journée en utilisant les mots comme: le matin, l’après midi, le soir, la nuit. L’apprenant
répète et répond aux questions sur l’heure.
7 Dire l’heure. L’apprenant devrait Expression liée à l’heure de la journée.
être capable de VOCABULAIRE/EXPRESSION : Le matin, l’après midi, le soir, le déjeuner, le petit
demander et déjeuner, le diner, la prière, le diner, l’école, le marché, l’église, la mosquée.
d’indiquer l’heure de GRAMMAIRE : Se lever, se laver à l’indicatif présent.
la journée. SUPPORT PEDAGOGIQUE : La montre, vidéo, photos, l’horloge.
ACTIVITES : L’enseignant fait des phrases avec les expressions liées à l’heure de la
journée en utilisant les mots comme : le matin, l’après midi, lesoir, nuit. L’apprenant répète
et répond aux questions sur l’heure.
8 Identifier les L’apprenant devrait Expressions liées aux aliments.
aliments. être capable de VOCABULAIRE/EXPRESSION : L’orange, la mangue, la pomme, l’ananas, la banane etc.
nommer les aliments GRAMMAIRE : Le verbe manger, boire à l’indicatif présent.
principaux. SUPPORT PEDAGOGIQUE : Image, jeux de rôle, les objets concrets.
ACTIVITES : L’enseignant nomme les différents aliments. L’apprenant reproduit
oralement les mots.EVALUATION : Exercice de reproduction et d’identification. Nommez
les aliments que vous préférez.
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9 L’heure de repas. L’apprenant devrait Expressions liées à l’heure de repas.

être capable VOCABULAIRE/EXPRESSION : Petit déjeuner, du matin, sept heures, six heures, déjeuner,
d’identifier l’heure de demi, dîner, soir, soirée.
repas. GRAMMAIRE : Le verbe prendre, boire, manger à l’indicatif présent.
SUPPORT PEDAGOGIQUE : L’horloge.
ACTIVITES : L’enseignant dit les différentes heures des repas. L’apprenant reproduit
oralement. Les l’heure de repas.
EVALUATION : Exercices de reproduction et d’identification ; nommer l’heure de repas.
10 Les repas L’apprenant devrait Expressions liées aux repas.
être capable VOCABULAIRE/EXPRESSION : Le petit déjeuner, le déjeuner, le dîner.
d’identifier les repas. SUPPORT PEDAGOGIQUE : La photo d’une famille qui déjeune.
ACTIVITES : L’enseignant nomme les différents repas comme la pate, l’igname, le riz, le
pain, le foufou etc. L’apprenant reproduit oralement les mots.
EVALUATION : Exercices de reproduction et d’identification.
11 Identifier les L’apprenant devrait Le foufou, l’igname pilé, l’amala, le riz, les haricots, le garri. L’eau, l’eau minérale, la soupe.
aliments et les être capable de VOCABULAIRE/EXPRESSION : La sauce de la viande. La sauce du poisson etc.
repas. nommer les plats GRAMMAIRE : Préparer, boire, manger,
locaux, les boissons SUPPORT PEDAGOGIQUE : Images de quelques aliments. Vidéo qui montre comment
courantes et les préparer quelques aliments.
soupes. ACTIVITES : L’enseignant nomme les différents plats locaux. Montre la vidéo de plats
locaux et comment on prépare quelques plats. L’apprenant écoute au professeur et répond
oralement les mots.
EVALUATION : L’apprenant nomme les repas principaux, les boissons et les soupes.
12 RÉVISION
13 EXAMEN
Page | 122

‫‪NAPPS‬‬ ‫‪NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS‬‬ ‫‪NIGERIA‬‬
‫‪ARABIC LANGUAGE‬‬
‫)‪SCHEME OF WORK FOR PRIMARY FOUR (4‬‬
‫منهج الدراسي للسنة الرابعة االبتدائية‬
‫فترة االولي‪FIRST TERM -‬‬
‫المحتويات‬ ‫الموضوع‬ ‫اإلسبوع‬
‫‪Contents‬‬ ‫‪Topic‬‬ ‫‪Week‬‬
‫يوم االحد‪ ،‬يوم االثنين ‪ ،‬يوم الثالثاء‪،‬‬ ‫ايام االسبوع‬ ‫االول‬
‫يوم االربعاء يوم الخميس‪،‬‬ ‫بقية ايام االسبوع‬ ‫الثاني‬

‫يوم الجمعة‬
‫حمار‪،‬حصان‪،‬جمل‪ ،‬العربة‬ ‫التعريف باالشياء (المواصال ت القديمة)‬ ‫الثالث‬
‫سيارة‪ ،‬قطار‪ ،‬طائرة‪،‬سفينة‬ ‫التعريف باالشياء (المواصال ت الحديثة)‬

‫الرابع‬
‫دراجة‪ ،‬دراجة البخارية ‪،‬قافلة‪ ،‬شاحنة‬ ‫بقية و سائل‬ ‫الخامس‬

‫مواصال ت الحديثة‬
‫يا ابي انت حبيبي‬ ‫االناشيد العربية المختارة‬ ‫السادس‬
‫انت اهل المكرمات‬
‫انت تسعي لسروري‬
‫و المي كل فضل‬ ‫بقية االناشيد‬ ‫السا بع‬
‫فهي خير االمهات‬
‫يا ابي انت حبيبي‬ ‫حفظ االناشيد‬ ‫الثامن‬
‫انت اهل المكرمات‬ ‫المختارة‬
‫انت تسعي لسروري‬
‫و المي كل فضل‬
‫من واحد الي عشرة ( ‪)10-1‬‬ ‫االرقام العربية (مراجعة االرقام)‬
‫التاسع‬
‫‪Page | 123‬‬
‫‪NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES‬‬

‫من احدي عشرة الي عشرين‬ ‫االرقام العربية‬ ‫العاشر‬

‫(‪)20-11‬‬ ‫(كتابة)‬
‫من احدي عشرة الي عشرين‬ ‫االرقام العربية‬ ‫الحادي عشر‬
‫(‪)20-11‬‬ ‫(قراءة)‬
‫من واحد الي عشرين ( ‪)20-1‬‬ ‫االرقام العربية(حفظ)‬ ‫الثاني عشر‬
‫المراجعة‬ ‫الثالث عشر‬
‫اإلمتحانات و التصحيح‬ ‫الرابع عشر‬
‫)‪ARABIC LANGUAGE (AL‬‬

‫‪SECOND TERM‬‬ ‫الفترة الثانية‬
‫ابوبكر‪ :‬الي اين تذهب؟‬ ‫المحادثة ( السوق)‬ ‫االول‬
‫مصطفي‪ :‬أذهب الي السوق‬
‫ابوبكر ‪ :‬مع من تذهب الي السوق؟‬ ‫المحادثة ( السوق)‬ ‫الثاني‬

‫مصطفي‪ :‬اذهب السوق مع و الدي و اختي‪.‬‬
‫ابوبكر‪:‬بماذا تذهبون الي السوق‬ ‫المحادثة ( السوق)‬ ‫الثالث‬
‫مصطفي ‪:‬نذهب الي السوق بالسيارة‬
‫ابوبكر‪:‬ماذا تشتري في السوق؟‬ ‫المحادثة ( السوق)‬
‫مصطفي ‪ :‬أشتري البرتقال و الصابون و الكتاب و القلم و الموز‬ ‫الرابع‬
‫يا ابي انت حبيبي‬ ‫النصوص المختارة (النشيد العربي)‬ ‫الخامس‬

‫انت اهل المكرمات‪.‬‬
‫انت تسعي لسرورى‬
‫و المي كل فضل‪.‬‬
‫‪.‬‬ ‫حملتني ارضعتني‬
‫‪Page | 124‬‬

‫يوم االحد‪ ،‬يوم االثنين ‪ ،‬يوم الثالثاء‪ ،‬يوم االربعاء يوم الخميس‪،‬‬ ‫ايام اإلسبوع‬ ‫السادس‬
‫يوم االحد‪ ،‬يوم االثنين ‪ ،‬يوم الثالثاء‪ ،‬يوم االربعاء يوم الخميس‪،‬‬ ‫قراءة و حفظ ايام اإلسبوع‬ ‫السا بع‬
‫النصوص المختارة (النشيد العربي‪( :‬البقرة في المزرأة‬ ‫الثامن‬
‫بقرتي جميلة ارجلها جميلة‬
‫و شعرها جميل و ذيلها طويل في رأسها قرنان تحتهما اذنان‬
‫يحلبها الفالح اذا اتي الصباح‬ ‫النصوص المختارة (النشيد العربي‪( :‬البقرة في المزرأة استمرار)‬ ‫التاسع‬
‫حليبها نظيف وزبدها لطيف‬
‫وجبنها الجديد غذاؤه مفيد‬

‫صباح‪،‬نهار‪،‬مساء‪،‬ليل‬ ‫كتابة و قراءة و حفظ األوقات‬ ‫العاشر‬
‫مراجعة‬ ‫الحادي عشر‬
‫اإلمتحانات و التصحيح‬ ‫الثاني عشر‬
‫‪Page | 125‬‬


‫‪THIRD TERM‬‬ ‫الفترة الثالثة‬

‫يصلي المسلمون في المسجد الجامع يوم الجمعة‪.‬‬ ‫الجمل المختارة‬ ‫االول‬
‫تغسل زينب المالبس يوم السبت ‪.‬‬
‫تأكل البنت الطعام كل يوم‬
‫يأكل التالميذ الفطور صباحا‪.‬‬ ‫بقية الجمل المختارة‬ ‫الثاني‬
‫يكتب التالميذ الدرس‪.‬‬
‫يذهب التالميذ الي المدرسة ‪.‬‬ ‫نذهب الي السوق يوم األحد‪.‬‬ ‫بقية الجمل المختارة مع الحفظ‬ ‫الثالث‬
‫من واحدة و عشرين الي خمسة و عشرين (‪) 21 - 25‬‬ ‫كتابة األرقام العربية‬ ‫الرابع‬
‫من سادسة و عشرين الئ ثالثين (‪)30-26‬‬ ‫كتابة بقية األرقام العربية‬ ‫الخامس‬
‫من واحد الي ثالثين (‪) 30- 1‬‬ ‫قراءة األرقام مع الحفظ‬ ‫السادسة‬
‫) ‪1st-11th‬من األولى الي احدي عشر)‬ ‫كتابة األعداد العربية‬ ‫السا بع‬
‫حادي عشر الي عشرين‬ ‫كتابة األعداد العربية‬ ‫الثامن‬
‫)‪(11th -20th‬‬ ‫)استمرار)‬
‫من إحدي و عشرين الي احدي ثالثين(‪)31- 21‬‬ ‫كتابة األعداد العربية‬
‫(استمرار)‬ ‫التاسع‬
‫من واحد الي ثالثين (‪) 30- 1‬‬ ‫كتابة األعداد العربية المأخوذة‬ ‫العاشر‬
‫من واحد الي ثالثين (‪) 30- 1‬‬ ‫قراءة األعداد مع الحفظ‬ ‫الحادي عشر‬
‫مراجعة‬ ‫الثاني عشر‬

‫اإلمتحانات و التصحيح‬ ‫الثالث عشر‬
‫‪Page | 126‬‬

CULTURAL AND CREATIVE ART (CCA)

RESOURCES
1 Definition of Arts Explains the meaning of Arts. Discuss the meaning of Arts. Sample artwork
Definition of Music Explains the meaning of Music as organized sound. Discuss the meaning of Music.
2 Origin of Arts Explains the origin of Arts. Discuss the origin of Arts. Sample artwork
Definition and features of traditional dance Explains and lists the features of traditional dances. Lists the features of traditional dances.
3 Branches of Arts Mention and explains the branches of Arts. Discuss the branches of Arts. Sample artwork
Definition of Drama Defines and explains Drama. Discuss the branches of Drama.
4 Uses of Arts Lists the uses of Arts State the uses of Arts Sample artwork
Sources of Sound Lists and explains the natural sources of Sound. Mention the natural sources of Sound.
5 Introduction to Nigerian Art works. Displays and explains some Nigerian Art works. Mention some Nigerian Art works. Sample artwork
Definition of Theatre Defines and explains Theatre. Discuss and explains Theatre.
6 Elements of design Lists and explains the meaning of elements of State the meaning of elements of design. Sample artwork
Sources of Musical sound (e.g. voice and design. Mention other sources of producing
instrument). Mention and explains other sources of producing sound like voice/instruments.
sound like voice/instruments.
7 Uses of elements of design States the uses of Elements of design. Discuss the uses of Elements of design. Sample artwork
Greeting practices, time and occasion in Explains the different ways of greetings among the Discuss different ways of greetings
Nigeria. tribes in Nigeria. among the tribes in Nigeria.
8 Principles of design Lists and explains the meaning of principles of State the meaning of principles of design. Sample artwork
Difference between Music and Noise design. Pupils listen to differentiate between
Guides the pupils to differentiate between noise noise and music.
and music.
9 Lines and Shapes Lists and explains the meaning of lines and shapes. Discuss the meaning of lines and shapes. Sample artwork
Different Dances for occasion in Nigeria e.g. Lists and explains different dances for Nigeria. Discuss different dances for Nigeria.
wedding, burial, etc.
10 Types of Lines and Shapes Lists and explains the type of lines and shapes Discuss the type of lines and shapes Sample artwork
Musical Instruments (i.e. definition and lists (straight lines, curved lines, etc.) shapes (plain (straight lines, curved lines, etc.) Shape
of Nigerian musical instruments) e.g. udu, shapes, e.g. square, rectangle, etc.) (plain shapes, e.g. square, rectangle, etc.)
shekere, kakaki, etc. Define and list some musical instruments in List some musical instruments in Nigeria.
Nigeria.
Page | 127

Uses of Lines and shapes Use of lines and shapes to form object, to show Name some object in line and shape to
Values derived from greetings e.g love, unity, direction, create patterns, etc. show direction and patterns.
peace, etc. Explains value derived from greeting e.g. love, Discuss value derived from greeting e.g.
unity, togetherness, etc. love, unity, togetherness, etc.
Design using lines and shapes Pattern making. Create pattern using lines, curves and
Production of sounds through hitting, Explains to pupils how instruments produce sound. shapes.
shaking, blowing, etc. of local musical Listen to teacher how instruments
instrument. produce sound.
11 Revision Revises all the topics taught with pupils. Revises all the topics with the teacher.
12 Examination
CREATIVE AND CULTURAL ARTS (CCA)

RESOURCES
1 Colours in our environment Identifies different colours in the locality. Name different Colours in our locality. Sample artwork
Characteristics of traditional dance Explains the characteristics of traditional dance.Discuss the characteristics of traditional
dance.
2 Primary and Secondary Colours Explains the types of Colours using a diagram. List the types of colours we have. Sample artwork
Classification of local musical instruments Classifying of local instruments under idiophone. Identify local instruments under idiophone.
e.g. Idiophones, etc.
3 National sources of colours in art in our Explains the sources of colours in our Name the sources of colours in our Sample artwork
environment. environment and how to obtain them. environment.
Differentiate between drama and theatre. Explains and lists the differences between List the differences between Drama and
Drama and Theatre. Theatre.
4 Types of Texture in Arts (soft, rough, Explains and identifies texture using clay, Identify texture using clay, fabrics, tables, Sample artwork
etc.) fabrics, tables, etc. etc.
Classification of local musical instruments, Classifying of local instruments under List out local instruments under
e.g. membranophone (membranophone) (membranophone)
5 Colour wheel on Primary colours. Explains the types of colours using a colour Draw a colour wheel. Sample artwork
Some traditional dances in Nigeria. wheel. List some traditional dances in Nigeria.
Page | 128

Mention and explains some traditional dances in

Nigeria.
6 Colour wheel on primary and secondary Explains the types of colours using a colour Draw a colour wheel. Sample artwork
colours. Classification of local musical wheel. List out local instruments under
instrument, e.g. chordophones Classifying of local instruments under (chordophone)
(chordophone)
7 Uses of colours. Mentions and explains the uses of colours. Discuss the uses of colours. Sample artwork
8 The uses of texture Mention and explains the uses of Texture. Discuss the uses of Texture. Sample artwork
Classification of local musical instrument, Classifying of local instruments under List out local instruments under
e.g. aerophones. aerophone. aerophones.
9 Drawing of items Draw surface textures, e.g. rough, smooth, etc. Identify surface textures, e.g. rough, smooth, Sample artwork
Meaning of environment and how to care Explains the meaning of environment. etc.
for our environment. Listen to teacher on the meaning of
environment.
10 Colouring of items Draw and colour surface textures that are Identify surface textures that are smooth Sample artwork
Practical application of sounds from at least smooth and rough. and rough.
one local instrument. Playing of an instrument from Idiophone, Listen to the playing of an instrument from
chordophone, membranophone and aerophone. Idiophone, chordophone, membranophone
and aerophone.
12 Examination
CULTURAL AND CREATIVE ARTS

WEEK TOPIC/CONTENT TEACHER ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 Meaning and types of Printing Explains the meaning and lists the types of Discuss the meaning and list the types of Sample artwork
Definition of foreign musical instruments. printing. printing.
Explains the meaning of foreign musical List foreign musical instruments.
instruments and list them.
2 Leaf printing Explains the meaning of leaf printing and Produce leaf printing. Sample artwork
demonstrate it.
Page | 129

Meaning of natural basic body movements; Explains the meaning of natural and basic body Discuss the meaning of natural and basic
time, space, mood, etc. movements. body movements.
3 Finger and thumb printing. Explains and demonstrates the meaning of Produce finger and thumb printing. Sample artwork
Foreign musical instruments e.g. piano, finger and thumb printing. Listen to teacher on foreign musical
recorder, saxophone, guitar, etc. Explains foreign musical instruments e.g. instruments e.g. piano, recorder, saxophone,
piano, recorder, saxophone, guitar, etc. guitar, etc.
4 Definition and types of drawing. Explains and lists type. s of drawing. List the type of drawing. Sample artwork
Responding to Music using body Guides and assists pupils to respond to music Participate in body movements through
movements. through body movements. music.
5 Definition and types of shading. Explains and lists types of shading. Discuss types of shading. Sample artwork
Producing sound from foreign musical Guides pupils to play available foreign Listen to available foreign instruments.
instruments e.g. blowing, striking, etc. instruments.
6 Meaning of still life drawing. Explains and draw two or three objects. Draw objects. Sample artwork
7 Still life drawing. Arrange two or three objects for drawing. Draw objects. Sample artwork
Playing (practical) of foreign musical Guides the pupils to play available musical Play available musical instruments.
instruments. instruments.
8 Papier mache (definition and materials)/ Explains Papier mache and list the materials List the materials needed for Papier mache. Sample artwork
Materials/Tools for environment care. needed. List Materials/Tools for environment care.
Explains Materials/Tools for environment
care.
9 Papier mache (practical). Guide pupils to produce Papier mache Produce Papier mache Sample artwork
Practical/ Benefits of caring for our Lists Benefits of caring for our environment Copy note on Benefits of caring for our
environment. environment
10 Stages of Papier mache. Explains the stages of Papier mache. Discuss the stages of Papier mache. Sample artwork
Different between local and foreign Displays and mention local/foreign Mention local/foreign instruments and their
instruments. instruments and their differences. differences.
12 Examination
Page | 130

HISTORY
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES LEARNING RESOURCES
1. RESUMPTION TEST Resumption Test Resumption Test
Resumption Test
2. THE FOUR EARLY REGIONS IN NIGERIA Leads pupils to state the four early States the four early regions in Nigeria. Descriptive chart showing
Eastern region regions in Nigeria. the regions in Nigeria
Mid-Western region
3. THE FOUR EARLY REGIONS IN NIGERIA Leads pupils to state the four early States the four early regions in Nigeria. Descriptive chart showing
Northern region regions in Nigeria the regions in Nigeria
Western region
4. THE FOUR EARLY REGIONS IN NIGERIA Displays and locate the regions on the Observe and locate each of the early Map of Nigeria
Location of each of the regions in the map of map of Nigeria regions on the map of Nigeria. Descriptive chart showing
Nigeria. the regions in Nigeria
Eastern region, mid-western region,
northern region, western region
5. THE FOUR EARLY REGIONS IN NIGERIA Guides them to name the major ethnic Name the ethnic groups of each of the Descriptive chart showing
The major ethnic groups in the regions: groups in each of the regions. early regions the major ethnic groups
-Igbos -Edo, Urhobo etc
-Hausa etc -Yoruba
6. THE FOUR EARLY REGIONS IN NIGERIA Guides the pupils to name the states in Name the states in each of the regions Map of Nigeria
States in each of the four early regions. each of the regions. Descriptive chart showing
Eastern region – Imo, Abia, Enugu etc. the major ethnic groups and
Mid-Western region – Edo their states
Northern region – Kano, Katsina, Sokoto etc.
Western region – Oyo, Ekiti etc.
7. STATE CREATION IN NIGERIA Leads the pupils to give the meaning of Gives the meaning of state creation. Descriptive chart of states
Meaning of state creation. state creation. State the reasons for state creation. created in 1967
Reasons for state creation. Guides the pupils to state the reasons State the number of states created in
Number of state created in 1967. for state creation. 1967.
Names of the states created Guides them to state the number of Name the states created in 1967
state created in 1967.
Leads them to name the states created
in 1967
Page | 131

8. STATE CREATION IN NIGERIA Guide the pupils to name the head of Mention the name of the head of state Descriptive chart showing
Name of the head of state and the governors state and governors of states created in and governors of the states created in states in 1967 and their
of the states created in 1967 1967. 1967. governors
9. COLONIAL ADMINISTRATIVE Guides pupils to state the colonial State the colonial administrative Map of Nigeria
HEADQUARTERS OF BRITISH administrative headquarters of the headquarters of the British protectorate.
PROTECTORATE British protectorates in the Nigeria
Calabar. area.
Lokoja.
10. COLONIAL ADMINISTRATIVE Leads pupils to state when they were State when they were made the Charts, posters. Textbook.
HEADQUARTERS OF BRITISH made the headquarters of the British headquarters of the British
PROTECTORATE protectorates. protectorates.
The year they were made headquarters of
the British protectorate.
11. FEDERAL CAPITALS Leads pupils to state the first federal State the first federal capital of Nigeria. Charts, posters. Textbook.
First federal capital of Nigeria (Lagos). capital of Nigeria, the year it was Mention the year it was made the federal
The year it was made the federal capital. established and the name of the then capital.
The name of the then head of state. head of state. State the name of the then head of state.
12. FEDERAL CAPITALS Guides pupils to state the name of the Name the current federal capital and the Map of Nigeria
The Current Federal Capital Abuja. current federal capital and the year it year it was created.
Year it was established. was created. Displays map of Nigeria. Locate the old and the new current
Location of the old and current federal federal capital territories on the map of
capitals Nigeria.
13. Revision Revision Revision Revision
14. Examination Examination Examination Examination
Page | 132

HISTORY
WEEK TOPIC/ CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY
1. RESUMPTION TEST Resumption test Resumption test Resumption test
2. HEROES AND HEROINES IN NIGERIA Leads pupils to explain the meaning of Explain the meaning of hero and heroine. Charts, posters. Textbook.
Meaning of heroes and heroines in Nigeria. heroes and heroines. Name some of the heroes and heroines in
Names of heroes and heroines in the locality Guides pupils to name some of the the locality of the school.
of the school heroes and heroines in their locality.
3. HEROES AND HEROINES IN NIGERIA Guides pupils to discuss the life history Discuss the life history of the heroes and Charts, posters. Textbook.
Life history and contribution of the heroes of the heroes and heroines in the heroines in the locality of the school
and heroines in the locality of the school locality of the school
4. HEROES AND HEROINES IN NIGERIA Leads pupils to mention some of the Mention some of the heroes and heroines Charts, posters. Textbook.
Heroes and heroines in Nigeria e.g., heroes and heroines of Nigeria. of Nigeria.
Jaja of Opobo
Oba Ovonramwen of Benin.
5. HEROES AND HEROINES IN NIGERIA Leads pupils to mention their Mentions their contributions to the Charts, posters. Textbook.
Heroes and heroines in Nigeria e.g., contributions to the development of development of Nigeria.
Chief Nana of Itstekiri. Nigeria
Queen Amina of Zaria etc.
6. HEROES AND HEROINES IN NIGERIA Explains the major contributions of Charts, posters. Textbook.
Major contributions of heroes and heroines heroes and heroines to the
to the development of Nigeria. development of Nigeria.
7. SOME NIGERIAN PEOPLE Teacher explains the origin of the Explains the origin of the people and Pictures of the Gbaygi and
Some people in Nigeria e.g., people and the location for the named location for the named people. Jukun people
The Gbaygi. people.
The Jukun.
8. SOME NIGERIAN PEOPLE Explains the origin of the people and Explains the origin of the people and Pictures of the Nupe and
Some people in Nigeria e.g., their location. their location. Oworo people
The Nupe.
The Oworo
9. SOME NIGERIAN PEOPLE Guides the pupils on the explanation of Explains the origin of the people and Pictures of the Kanuri and
Some people in Nigeria e.g., the people and their location. their location. Yakor people
The Kanuri.
The Yakor.
Page | 133

10. SOME NIGERIA PEOPLE Guides the pupils on the explanation of Explains the origin of the people and Pictures of the Yala and Zulu
Some people in Nigeria e.g., the people and their location. their location. people
The Yala.
The Zulu.
HISTORY
WEEK TOPIC/ CONTENT TEACHER’S ACTIVITY PUPILS’ ACTIVITY LEARNING RESOURCES
1 SOME NIGERIAN PEOPLE Guides the learners to mention some Mention some people in Nigeria. Pictures of the Awori and
Some people in Nigeria e.g. peoples in Nigeria Find out the origins of people of Nigeria Oro people
The Awori Asks them to find out from their homes from home and report back to the class
The Oro the origins of the people.
2. SOME NIGERIAN PEOPLE Guides them to state their origins State their origins Pictures of the Isoko, Itsekiri
Some people in Nigeria e.g. and Urhobo people
The Isoko
The Itsekiri
The Urhobo etc.
3. SOME NIGERIAN PEOPLE Guides them to name the town where Names the town where the people are Charts, posters. Textbook.
Origin of the people. the people are located. located
location/states
4. IMPORTANT HISTORICAL FEATURES Leads the pupils to explain what Explains what historical feature and sites Chart showing examples of
AND SITES IN NIGERIA historical features and sites are. are. the historical features and
Meaning of historical features and sites. Guides the pupils to mention the sites
Historical land marks e.g., Mountains, lakes, examples of historical features and Mention examples of historical features
rivers, caves, monument, ancient buildings, sites. and sites.
etc..
5. IMPORTANT HISTORICAL FEATURES Guides the pupils outside to see some of Explores and identifies some of the Charts, posters. Textbook.
AND SITES IN NIGERIA the features and sites around the school features and sites around the school
Historical features and sites in the locality locality locality.
e.g., Rivers, trees, lakes, etc.
Page | 134

6. MAJOR HISTORICAL FEATURES AND Asks pupils to find out from homes Pupils report back findings from home Charts, posters. Textbook.
SITES IN NIGERIA some historical features and sites in on the historical features and sites in
Historical features to look out for in Nigeria. Nigeria. Nigeria
Lakes and rivers, trees, hills and mountains.
7. MAJOR HISTORICAL FEATURES AND Leads pupils to list and describe these Pupils list and describes these features Charts, posters. Textbook.
SITES IN NIGERIA features and sites and sites.
Historical features to look out for in Nigeria.
Implements tools, Artifacts etc..
8. MAJOR HISTORICAL FEATURES AND Leads pupils to describe these features Describes these features and sites Charts, posters. Textbook.
SITES IN NIGERIA and sites.
Historical sites: palace-Benin, Oyo etc.
Markets. churches/ Mosque.
9. MAJOR HISTORICAL FEATURES AND Takes pupils in a visit to historical sites. visits historical sites. Charts, posters. Textbook.
SITES IN NIGERIA
Historical sites:
-Shrines -Museums -Cultural centers etc.
10. MAJOR HISTORICAL FEATURES AND Leads the pupils to describe the sites Describes the sites they
SITES IN NIGERIA they visited. visited.
Description of the sites visited.
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SCHEME OF WORK
FOR
PRIMARY 5
Page | 136

ENGLISH STUDIES
PRIMARY FIVE – FIRST TERM

WEEK THEME – TOPIC/CONTENTS TEACHER’S LEARNING RESOURCES PUPILS’ LEARNING RESOURCES LEARNING
RESOURCES
1 SPEECH Teacher explains the meaning of intonation – -Explain intonation Chart, recorder,
-Intonation pattern in statements the rising and falling of pitch in speaking. -Use intonation in spoken words. textbook,
- Using correct intonation in statements. Writes examples of statement notebook.
GRAMMATICAL ACCURACY Explains the meaning of adjective as “a word Pupils explain adjectives and adverbs. Chart, flash card,
-Using simple adjectives and adverbs in used to qualify or modify a noun. -use them in speaking and writing textbook, notebook
speaking and writing Explains adverbs as ‘words that modifies a -identify them in given sentences
verb’.
READING Selects a relevant passage on road safety and - Learn the key words/ new words Chart, flash card,
- Reading from specific passages singles out key words and new words. -Read and answer questions on the passage. textbook, notebook
- Reading from specific passages on
topics relevant to Road Safety
WRITING Teacher explains the meaning of formal letter. Pupils are able to explain formal letter as an Chart, textbook,
-Guided formal letter - Lists the features of a formal letter i.e. official letter. notebook
-Explanation on the meaning of formal - Address and date of the writer at the top They are also able to list its features.
letter. right corner
- Formal features of a formal letter. - Address of the receiver at left corner below.
- Salutation/greeting ‘Sir’ or ‘Dear Sir’
- Subject of the letter
- Body of the letter
- Ending/conclusion Yours Faithfully
First name and surname.
2 SPEECH Lists examples of question and how they are -Practise asking questions using the correct Chart, recorder,
-Intonation pattern in questions. asked e.g. intonation. textbook,
-Using correct intonation in asking - “Is he coming?” (Falling, falling, rising) notebook.
questions. “Will you read the book very fast?” (Falling,
rising, rising, rising).
GRAMMATICAL ACCURACY -Explains the use of adjectives and adverbs -Pupils explain the use of adjectives and Chart, textbook,
-Using simple adverbs in sentences. notebook
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Adjectives and adverbs in speaking -Helps pupils identify adjectives and adverbs -Identify them in given sentences.
and writing in sentences.
-Use of adjectives in making sentences,
using adjectives e.g. ‘Mike is a tall boy’
‘My dress is beautiful’.
READING -Teacher selects a relevant passage on health. - Learn the key words Chart, flash card,
-Reading from specific passages -Prepares a chart/flash card for new - Read and answer question on the passage. textbook, notebook
(comprehension) words/key words.
WRITING Prepares a guided formal letter using the -Pupils use the guide provided by the teacher Chart, textbook,
-Guided formal letter writing formal features appropriately e.g. Write a to write a formal letter notebook, dummy
formal letter to the Head of School. letter
3. SPEECH Guides pupils to use the correct intonation Pupils practice making commands using the Recorder, chart,
- Intonation practice in command while making commands. correct intonation. textbook, notebook
- Using the correct intonation in making Teacher lists examples of command e.g.
command. - Keep quiet (falling)
- Wake up (falling) etc.
GRAMMATICAL ACCURACY Explains the meaning of adverb and list Give more examples on adverbs and identify Chart, flash card,
-Using simple adjectives and adverbs in examples. An adverb is a word that adds more them in given sentences. textbook, notebook
speaking and writing meaning to verbs, adjectives and more verbs.
- Identification of meaning of adverb and
examples of adverbs e.g. slowly, noisily,
silently etc.
READING Selects relevant passage on the topic Read passage. Chart, flash card,
- Reading from specific passage “consumer right”. Learn the key words and answer questions textbook, notebook
- Reading from specific passage on on the passage.
relevant topics like ‘consumer right’.
WRITING Guides pupils to prepare an application letter Prepare a guided application letter using the Chart, dummy
-Guided formal letter writing using the features of a formal letter. features of formal letter appropriately. letter, textbook,
-Writing an application letter to the notebook
Manager of a company.
4. SPEECH Guides pupils to make requests using correct Pupils use the correct intonation in making Recorder,
-Intonation practice in request intonation. requests. textbook,
They list examples of requests e.g. ‘may I use notebook, chart
your pen?
‘Could you sign this form sir?’
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GRAMMATICAL ACCURACY Guides pupils to identify adverbs in sentences Identify adverbs in sentences Chart, textbook,
-Using simple adjectives and adverbs in and make correct sentences using them - Make correct sentences using notebook
speaking and writing adverbs.
-Identification and uses of adverbs:
- Making sentences with adverbs e.g. “she
walks slowly,” “She sings merrily.”
WRITING Teacher guides pupils through writing a Pupils explain the meaning of narrative
Guided narrative composition guided narrative composition. composition. Pupils write a narrative
composition on ‘The day I met the Federal
Road Safety Corp officials on the road.”
READING Guides pupils to differentiate between fiction Differentiate between fiction and non-fiction Chart, textbook,
-Reading non-fiction passage and non-fiction notebook
- Meaning of fiction and non-fiction
5. Speech Explain the meaning of intonation and stress Pupils explain the meaning of intonation and
-Intonation and stress respectively. stress. Chart, recorder,
-Meaning of intonation and stress Guides pupils to practice putting stress on Pupils practice putting stress on words. flash card,
‘Intonation is the rising and falling of the words. notebook, textbook
pitch of voice in speaking. Stress is the plain in
extra force used in pronouncing a Explain
particular word of syllable.
GRAMMATICAL ACCURACY Guides pupils to write the English alphabets. Write out the letters of the alphabet a – z. List Chart, flash card,
- Identification of letters of the alphabet Guides them to arrange words in alphabetical words and arrange them in alphabetical notebook, textbook
A-Z. Forming words like mother, baby, order order.
etc.
Arranging list of words in alphabetical
order
READING Teacher presents non-fictional passages to the Pupils, through the help of the teacher, Non-fictional
Reading non-fiction passages class. She helps them identify why they are identify non-fictional passages, main ideas, text/passages.
Present a selected non-fiction passage non-fictional passages. She guides pupils to sequence of events, plot, setting, characters, Chart, flash card,
Explanation of the main ideas, sequence identify the main ideas, sequence of events, etc. textbook, notebook
of events, characters, plots, setting etc. characters, setting, plots, etc.
WRITING Teacher guides pupils to narrate the events Pupils narrate a day memorable to them Recorder,
Guided narrative composition that took place and made the day a using the teacher’s guide. textbook, notebook
Writing a narrative composition on the memorable day, by narrating a day
‘The day I would never get’ memorable to her.
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6 SPEECH Teacher guides pupils to use correct Pupils practice using intonation and stress to Textbook
Intonation and stress intonation and stress to convey meaning of convey meaning of statements.
Workbook.
Using intonation and stress correctly to statements.
convey meaning in statement. e.g. Oral English
“I have a pen.” ‘The pen is mine.”
Manual
GRAMMATICAL ACCURACY Teacher guides pupils through writing Pupils write a narrative composition on “My
Guided narrative composition narrative compositions on common topics like last summer vacation”. Sound recorder
“My last summer vacation”. Essay Manual
READING Teacher guides pupils to identify the main Pupils identify the main ideas. Read the given
Comprehension passage. idea of the passage passage and answer the question.
WRITING Teacher guides pupils to write a narrative List out the points.
Writing a narrative composition on ‘what composition on “What I would rather be after Narrate the experience in a logical order
I would be after primary school.’ primary school.” Write guided composition on the topic.
7 SPEECH Lists examples of questions e.g. Pupils use intonation and stress correctly to Textbook
-Intonation and stress pattern. “Who are you?” “Is that you? convey meaning in questions.
Workbook.
Use correct intonation to ask the question.
GRAMMATICAL ACCURACY Explains the meaning of direct and indirect Pupils identifying direct and indirect Oral English
-Using direct and indirect speech speech respectively “indirect speech is the speeches and give examples of each. Manual
word of the speaker being reported by
someone else” writing examples of direct and Sound recorder
indirect speech. Essay Manual
READING Pupils work in pairs to identify the role of Pupils identify the role of each character in
-Reading non-fiction story. each character. the passage; they summarize and draw
conclusions.
WRITING Teacher guides pupils to observe types of soil Pupils name the type of soil and their
- Descriptive composition and to write a composition on “The elements properties. They discuss their characteristics.
- Explain the meaning of descriptive of soil.” Pupils write a composition on “The elements
composition on ‘elements of soil’ of soil.”
8 SPEECH Using intonation and stress correctly to List examples of command e.g. “go away” “sit Textbook
Intonation and stress practice convey meaning using ‘command’. down.”
Workbook.
Use correct intonation in making the
command. Oral English
GRAMMATICAL ACCURACY Teacher guides pupils through changing direct Pupils make a list of indirect speeches. Manual
Direct and indirect speeches speech to indirect speech. Direct speech; Jide They change the indirect speeches to direct
said ‘I am looking at Bola’s pictures.” Indirect speeches. Sound recorder
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speech: Jide said that he was looking at Bola’s Essay Manual

picture.
READING Reading and answering question from class Pupils identify the key words in the selected
Comprehension appropriate text. text and they learn the meaning of the words
and use them in sentences.
WRITING Teacher guides pupils to write a descriptive Pupils explain the meaning and types of
Descriptive composition composition on “Agriculture”. Agriculture. They also write on the
Teacher writes a guided composition to help importance of agriculture to people.
pupils write on their own.
9 SPEECH Teacher uses intonation and stress to convey Pupils list examples of request e.g. Textbook
Intonation and stress practice. meaning using ‘request’ e.g. “Can I go with “May I use your pen?”
Workbook.
you?”
GRAMMATICAL ACCURACY Teacher guides pupils to change direct Pupils make a list of indirect speeches and Oral English
Direct and indirect speech speeches to indirect speeches e.g. Indirect they change the indirect speeches to direct Manual
speech: Wunmi’s mother said that she would speeches.
visit Wumi’s teacher. Sound recorder
Direct Speech: Wunmi’s mother said “I will Essay Manual
visit Wunmi’s teacher”.
READING Teacher guides pupils through reading and Pupils read and answer questions on the text
Comprehension answering questions from the comprehension read.
passage.
WRITING Teacher guides pupils through descriptive Pupils engage in discussion on:
Descriptive Composition composition on “Religion”. - the meaning of religion
- name the two major religion
- explain types of religion and
their beliefs and mode of worship.
10 SPEECH Helps pupils to identify stressed words in Pupils identify the stress words in some Recorder, flash
- Stress and intonation given sentences. given sentences. card, textbook,
Teacher guides pupils to understand that the notebook
underlined words are stressed.
- “Moremi was unhappy”
- “What promise did Moremi make?”
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GRAMMATICAL ACCURACY Explains passive and active sentences. Pupils identify passive and active sentences Chart, textbook,
Active and passive sentences Helps pupils identify active and passive through the guide of their teacher. notebook
sentences.
In Active sentences the focus is on the
performer of the action e.g. ‘John broke the
cup’ in a passive sentence the force is not on
the performer of the action but on what is
done. E.g. “The cup was broken by John”
Reading Teacher selects a comprehension passage. She Pupils read the passage, answer its question Textbook,
Comprehension lists the new words/key words of the passage. and learn the new words. notebook, chart.
Writing -Explains informal invitation. State the features of informal invitation Dummy letters,
Writing and responding to formal and -Explains formal invitation. letter. textbook, notebook
informal invitation. -Guides pupils to write an informal invitation Write an informal invitation letter.
and a formal invitation. Write a formal invitation.
11 Revision
12 EXAMINATION
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ENGLISH STUDIES
PRIMARY FIVE – SECOND TERM
WEEK THEME – TOPIC/CONTENTS TEACHER’S LEARNING RESOURCES PUPILS’ LEARNING RESOURCES LEARNING
RESOURCES
1 SPEECH Teacher guides pupils to produce the pairs of Pupils repeat the pairs of sounds in isolation Textbook
More on Aural discrimination: vowels, vowel sounds which contrast /^/ and /ↄ:/ as and words.
Workbook.
consonants, diphthongs, digraphs and in ‘one’ and “warn”.
trigraphs. Oral English
GRAMMATICAL ACCURACY Teacher guides pupils to identify present Pupils explain the meaning of present perfect Manual
Using present perfect tense and past perfect tense and to know that they are used tense. They list examples of present perfect
perfect tenses in sentences to express finished actions and events which tense. e.g. Sound recorder
have some present importance. - has/have gone Essay Manual
- has/have moved
- has/have spoken etc.
READING Reading answering question from class Pupils read the selected passage and answer
Comprehension appropriate texts and poem. Identifying the questions therein.
similes and metaphors
WRITING Acknowledging receipt of an informal Write responses to informal invitation.
Responding to informal invitation. invitation letter. Accepting the invitation. - Write acceptance in response to informal
invitation.
- It could be in form of informal letter.
2 SPEECH Teacher guides pupils through producing the Pupils repeat the pairs of sounds in isolation Textbook
Aural discrimination: vowels, consonants, pairs of consonant sounds which contrast and in words.
Workbook.
diphthongs, diagraphs, trigraphs. /p/ and /f/ as in pill and fill.
GRAMMATICAL ACCURACY Using present tense in sentences e.g. ‘The Make sentences with the present perfect Oral English
Using present perfect past perfect tenses train has moved.’ ‘He has written the letter.’ tense. Manual
in sentences.
READING Teacher guides pupils to read for implied Explain what is meant by implied meaning i.e. Sound recorder
Comprehension meaning – relevant passages on national to suggest that something is true without Essay Manual
social services institutions. saying it directly.
WRITING Acknowledging receipt of informal Writing response to informal invitation
Responding to informal invitation invitation/expressing regret Write reply to informal invitation explaining
why you will not be present.
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3 SPEECH Teacher leads pupils to produce the pairs of Pupils repeat the pairs of sounds in isolation Textbook
More on aural discrimination: vowels, consonant sounds which contrast – and in words.
Workbook.
consonants, diphthongs and trigraphs. /s/ and /ts/ as in ‘shop’ and ‘chop’.
GRAMMATICAL ACCURACY Teacher explains past perfect tenses and Pupils list examples of past perfect tenses e.g. Oral English
Present perfect and past perfect tenses. identify them. Teacher explains that past - had gone Manual
perfect tenses are used to refer to events - had walked
which had already happened at the time of - had written etc. Sound recorder
talking about it. Essay Manual
READING Teacher explains the full meaning of FRSC. Pupils read relevant passages on FRSC
Comprehension Teacher leads pupils to read for implied and answer questions on the passage.
meaning in relevant passages on FRSC.
WRITING Teacher leads pupils to write an acceptance Pupils discuss model responses to formal
Responding to formal invitation to a formal invitation (acceptance could be in invitation conveying acceptance. They write
form of informal letter too.) responses to specified invitation with the
teacher’s guide.
4. SPEECH Teacher writes and produces the words Pupils write the words containing the sounds Textbook
More on aural discrimination: vowel, containing the sounds: in pairs and pronounce them correctly.
Workbook.
consonants, diphthongs, diagraphs and / æ / - /a:/ / æ / - /a:/
trigraphs. Cat - Cart Pat – Part Oral English
Ban – Barn Hat – Heart
Manual
Pack - Park
GRAMMATICAL ACCURACY Using past perfect tense in sentences Sound recorder
Using present perfect and past perfect - They had slept before I came home. Make sentences with the past perfect tense. Essay Manual
tenses in sentences. - She had done the work before the Orally and writing.
teacher came.
READING Teacher explains the full meaning of ICPC Pupils read relevant passages on ICPC
Comprehension and guides the pupils to read relevant and answer questions on the passage.
passages for implied meaning.
WRITING Teacher leads pupils to write responses to Pupils discuss model responses to formal
Responding to formal invitations formal invitations, excusing themselves from invitation conveying regrets and they write a
attending. specified response to invitation.
5 SPEECH Teacher writes the words containing the Pupils write examples which will bring out in Textbook
More on aural discrimination: vowel sounds in minimal pairs context ‘same as’
Workbook.
consonants, diphthongs, digraphs and / ^ / and / ↄ:/
trigraphs Cut – Court
One – Warn
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GRAMMATICAL ACCURACY Teacher leads pupils to compare objects and Pupils construct sentences using “same as”. Oral English
Comparing objects and people using ‘same people using “same as” e.g. “English is not the
Manual
as’, same as mathematics.”
“as … as”. “Taiwo’s behaviour is not the same as Sound recorder
Kehinde’s behaviour.”
Essay Manual
READING Teacher guides pupils to read for implied Pupils read selected relevant passages where
Reading for implied meaning; reading message in relevant passages on functions of the functions of NAFDAC are discussed. They
relevant passages on national social NAFDAC. also answer questions on the passage.
service institution e.g. NAFDAC
(comprehension).
WRITING Teacher writes a letter of congratulations to Pupils discuss occasions which call for
Writing letters of congratulations and guide pupils in writing theirs. congratulation.
sympathy. Pupils read sample letters of congratulations.
Pupils identify suitable language for
expressing congratulation.
Pupils write letters of congratulations.
6 SPEECH Teacher writes words containing the sound Write and pronounce more words using Textbook
More on aural discrimination: vowels in minimal pairs: minimal pair of /p/ and /f/ sounds.
Workbook.
consonants, diphthongs, diagraphs and /p/ /f/ /p/ /f/
trigraphs Pill – Fill Pit – Feet Oral English
Pail – Fail Pile – File
Manual
GRAMMATICAL ACCURACY Teacher compares objects and people using Pupils mention situations in which ‘same as’
Comparing objects and people using ‘same “same as” and “as … as” e.g. “A mother is as could be used. And they make sentences using Sound recorder
as’, ‘as…as’ correctly in sentences. important as a father”. “Frank is as tall as “as … as” correctly. Essay Manual
Ben.”
READING Teacher leads pupils to read relevant Pupils select relevant passages on NAFDAC
Comprehension passages for implied meaning; passages on and answer questions on the passage.
national social service institutions.
WRITING Teacher leads pupils to write letters of Pupils identify occasions which call for letter
Writing letters of congratulations and sympathy. of sympathy.
sympathy Pupils read letter of sympathy and identify
suitable language for expressing sympathy.
7. SPEECH Teachers guide pupils to write the words Pupils write and pronounce the minimal pair Textbook
More on aural discrimination: vowels, containing the sounds in minimal pairs: of sounds: /s/ and /ts/
Workbook.
consonants, Diphthongs, digraphs, and /s/ – /ts/ /s/ – /ts/
trigraphs. Share – Chain Wash – Watch
Page | 145

Shop – Chop Sheep – Cheap Oral English

Wish – Witch
Manual
GRAMMATICAL ACCURACY Teacher constructs more sentences in Pupils make more sentences using “same as”
Comparing objects and people using comparing objects and people using “same and “as ... as” e.g. Sound recorder
“same as” and “as … as” correctly in as” and “as … as” - A camel is not as fast as a car Essay Manual
sentences. - A dog is not as strong as a lion
- Lagos is as beautiful as Abuja.
- Animal need air same as we do.
READING Teacher explains the full meaning of NDLEA. Pupils select a relevant passage. They read the
Comprehension Teacher reads relevant passages with the passage and answer questions on the passage.
pupils on national service institutions – Pupils work in pairs to get implied meaning
NDLEA – for implied meaning. from the passage.
WRITING Teacher guides pupils through Pupils read samples of acknowledgement
Responding to letters of congratulations acknowledging receipt of letter of letter provided by the teacher.
and sympathy. (This is to enable the congratulations. Pupils draft formal and informal
sender to know that the letter was acknowledgment letters.
received).
8 SPEECH Construction of sentences / æ / and /a:/ Make sentences with the minimal pairs e.g. Textbook
More on aural discrimination: vowels, sounds to bring out the contrasts e.g. – the construct more sentences with the minimal
Workbook.
consonants, diphthongs, diagraphs, and cat is in the cart. pairs.
trigraphs. He gave him a pat for taking part in the game. Oral English
GRAMMATICAL ACCURACY Teacher explains the use of adjectives and Pupils make correct use of adjectives in Manual
Further practice in using adjectives and construction of sentences using adjectives sentences and identify adjectives in sentences.
adverbs in speaking and writing. e.g. - Ayo is a clever boy. Sound recorder
- I have a long ruler. Essay Manual
- She is beautiful.
READING Teacher guides pupils though reading Students read relevant passage on NDLEA and
Comprehension relevant passages for implied meaning. answer the questions on the passage.
WRITING Teacher guides pupils though acknowledging Pupils read sample of acknowledgment letter
Responding to letters of congratulations receipt of letters of sympathy. of sympathy. Pupils write a demo letter of
and sympathy sympathy using appropriate language.
q SPEECH Teacher guides pupils though construction of Pupils construct more sentences with the
More on aural discrimination: vowels, sentences using /^/ and /ↄ:/ sounds to bring minimal pairs.
consonants, diphthongs, diagraphs, and out the contrast.
trigraphs.
Page | 146

GRAMMATICAL ACCURACY Teacher guides pupils though the use of Pupils make correct use of adverb in
Further practice in using adjectives and adverbs e.g. sentences orally and in writing.
adverbs in speaking and writing -He walked slowly.
-The children played noisily
-She handled the plates carefully.
READING Reading for implied meaning: reading Explain the full meaning of NEMA
Comprehension relevant passages on national social service - Select relevant passage. Read passage in
institution group to get implied meaning from the
passage
WRITING Further practice on the features of an Pupils review the features of an informal
More on formal and informal letters. informal letter. Address of the writer and letter.
date at the right-hand corner.
Salutation (greeting) e.g. ‘Dear Mother”
Body of the letter
Conclusion (ending) e.g. Yours sincerely
Name (first name)
10 SPEECH Teacher guides pupils though construction of Pupils construct more sentences using words
More on aural discrimination: vowels, sentences using words with sounds /p/ and with sounds – /p/ and /f/ e.g. “The bottle is
consonants, diphthongs, diagraphs, and /f/ to bring out the contrast e.g. she put the filled up with pill.”
trigraphs pan under the ceiling fan.
GRAMMATICAL ACCURACY Teacher gives list of words and asks the Pupils make a list of words arranged in
Further practice in arranging list of word pupils to arrange the words in alphabetical alphabetical order.
in alphabetical order. order.
READING Teacher guides pupils though reading for Pupils read relevant passages on NEMA and
Comprehension implied meaning: reading relevant passages answer questions in the passage.
on national social service institution. NEMA
WRITING Writing on informal letter; to a friend, sister, Pupils read a sample letter.
More on formal and informal letters brother, etc. They write an informal letter using the
features taught.
12 EXAMINATION Examination Examination Examination
Page | 147

ENGLISH STUDIES
PRIMARY FIVE – THIRD TERM
RESOURCES
1 SPEECH Teacher guides pupils through construction of Pupils construct simple sentences using the Textbook
More on Aural Discrimination: sentences using consonant sounds: /s/ and minimal pairs.
Workbook.
vowels, consonants, diphthongs, /ts/ to bring out the contrast e.g. - ‘She washed
digraphs and trigraphs her uniform under the watch of her mother.’ Oral English
- Sheep are cheap in the market.
Manual
GRAMMATICAL ACCURACY Teacher guides pupils through expressing Pupils write pairs of sentences with one
Expressing consequences or consequences or results using ‘so … that’ e.g. expressing “cause” and other expressing the Sound recorder
‘”cause and effect’ with the use of The food is so much that I cannot finish it.’ “effect.” Essay Manual
the phrase - ‘so … that’ ‘so that’. The bag is so light that I can lift it with one - The food is much
hand. - I cannot finish it
- “The food is so much that I cannot finish it”
READING Teacher guides pupils through reading for Pupils select relevant passage and they make a list
Vocabulary vocabulary development. Reads relevant of new words and explain their meanings.
passage on marriage (register). They read and answer questions.
WRITING Teacher explains the features of a formal letter Pupils perform review of formal letter:
Further practice on the features of and give examples e.g. letter to the Head - Address of the writer and date at the top right-
a formal letter Teacher, letter to the Manager of a company hand corner.
etc. - Address of the receiver below at the left-hand
corner.
- Salutation (sir or Dear sir)
- Subject of the letter below the salutation.
- Body of the letter.
- Ending/conclusion: yours faithfully.
- First name and surname (full name).
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2 SPEECH Guides pupils to structure dialogue on issues Use correct stress intonation and rhythm in dialogue Textbook
Structured dialogue involving such as personal hygiene and food hygiene. discussions.
Workbook.
expressing of ideas with
appropriate stress and intonation Oral English
pattern.
Manual
GRAMMATICAL ACCURACY Teacher guides pupils Expressing purpose Pupils join parts of sentences together using ‘so that’
Expressing consequences of using ‘so that’ e.g. she walks so fast, that she to express purpose. Sound recorder
“cause and effect” with the use of will not be late to school. Essay Manual
the phrase
- So … that
- so that
READING Reading for vocabulary development: reading Pupils select relevant passages that contain new
Vocabulary relevant passage on: ‘family’ (registers) words pupils need to learn. They make list of the
new words, explain their meanings and make
meaningful sentences with the words. They also read
the given passage.
WRITING Writing a formal letter to the Editor of a Read a sample letter to the Editor of a newspaper.
Further practice on formal and newspaper on ‘Abuse of children in Nigeria” - Discuss the effects of child abuse in Nigeria
informal letter Writing to the editor of a newspaper using the
features of a formal letter.
3. SPEECH Teacher guides pupils through having Pupils make use of sentences in classroom drama Textbook
Using the telephone telephone conversation/dialogue. situations e.g. They use phones to have a
Workbook.
conversation.
They repeat various forms of staring a telephone Oral English
conversation, e.g. caller: “May I speak to John
Manual
please?”
Receiver: “John is not at home. Do you want to leave Sound recorder
a message?”
Essay Manual
GRAMMATICAL ACCURACY Teacher guides pupils through using ‘so’ Constructing more sentences using ‘so’ without ‘that’
Expressing consequences or without ‘that to express result or to express result
“cause and effect” with the use of consequences e.g. ‘our teacher is so friendly - reading of the sentences.
the phrase everybody likes him’
- so … that - Bisi was so tired she slept off etc.
- so that
- using ‘so’ without ‘that” to
express result or consequence.
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READING Teacher guides pupils through reading for Pupils select relevant passages and they:
Vocabulary vocabulary development: reading relevant - Make a list of the new words
passage on: ‘Health’ (registers). - Explain their meanings
- Make sentences with the words.
They Read sample formal and informal letters.
WRITING Comparison of formal and informal letter in Pupils identify the similarities and differences
Further practice on formal and respect of their formal features between formal and informal letters.
informal letter
4 SPEECH Teacher guides pupils to talk about Pupils speak about “self” using correct sentences. Textbook
Oral composition themselves and their families (Talk About They use the correct intonation and stress in the
Workbook.
Myself) discussion.
GRAMMATICAL ACCURACY Teacher guides the pupils to write pairs of Using so …. that to join two short sentences together Oral English
Expressing consequence of sentences. Guides pupils in joining pairs of e.g. Manual
“cause and effect sentences together using “so…. that” e.g. 1. a) The water is dirty
- so----that - The water is so dirty that I don’t want to b) I don’t want to drink it Sound recorder
- so that drink it 2. a) The box is heavy Essay Manual
- The box is so heavy that the boy can’t carry b) The boy can’t carry it.
it.
READING Teacher guides pupils through reading for Pupils elect relevant passage and they:
Vocabulary vocabulary development. They read relevant - Make a list of new words
passages on sports (Registers). - Explain the meanings and uses
- Use the new words in meaningful sentences.
WRITING Teacher guides pupils through writing an Pupils explain what an argumentative essay is.
Argumentative argumentative essay on familiar topics e.g. They list out points for and against the motion.
writing/discussing essay ‘Herbal medicine is better than conventional They arrange the points in logical order.
medicine”
5. SPEECH Teacher guides pupils through talking about Pupils speak about “My Mother” and they give Textbook
Oral composition - Talking about self and family (My mother) appropriate information. They use correct
Workbook.
self and family (my mother) intonation, stress and rhythm patterns in expression.
GRAMMATICAL ACCURACY Teacher guides pupils through using ‘so’ and Pupils write two short sentences: Oral English
Expressing consequences or without ‘that’ to join sentences together to Join the sentences together using ‘so’ without ‘that’ Manual
“cause and effect with the use of express purpose e.g. e.g. - - The room is so hot, I switched on the fan.
- So … that - so that - The room is so hot I couldn’t sleep. Sound recorder
I switched on the fan
Page | 150

READING Teacher guides pupils through reading for Pupils read a relevant passage with words associated Essay Manual
Vocabulary vocabulary development. Teacher reads a with” farming” and they make a list of new words.
relevant passage on farming (Registers). They explain the meanings; and they use the new
words in meaningful sentences.
WRITING The teacher writes an argumentative essay on Pupils list out the points for or against the motion.
Argumentative Writing / familiar topics e.g. “A teacher works harder They arrange the points clearly and argue the points
Discussion Essay than a farmer” and points out the essential to logical conclusion.
features of an argumentative writing to the The pupils write the argumentative essay on the
pupils to note. topic.
6 SPEECH Teacher guides the pupils to talk about their Pupils use correct sentences when talking on the Textbook
Oral Composition - Talking about best friend. The teacher ensures the pupils use topic “My best friend”.
Workbook.
My Best Friend accurate language and construction; and They use correct intonation, stress and rhythmic
corrects them when they make mistakes. patterns. Oral English
GRAMMATICAL ACCURACY Teacher guides pupils through identifying Pupils list the rules that guide changing of direct Manual
Further practice on using direct direct and indirect sentences e.g. speech to indirect speech e.g.
speech and indirect speech. A direct speech is written using exact words of The verbs in simple present tense change to past Sound recorder
the speaker. It is enclosed within quotation tense. The pronouns also change. Essay Manual
marks (“”) The pupils note that an indirect speech is not
An Indirect speech is the reported speech. enclosed in inverted comma.
READING Teacher guides pupils through reading for The pupils select relevant passage on the topic and
Vocabulary vocabulary development. The teacher reads a they make a list of new words; they explain the
relevant passage on ‘Health” (Registers). meanings; and they make sentences with the new
words.
WRITING The teacher guides the pupils through writing Pupils list out the points for or against the motion.
Argumentative Discussion / an argumentative essay on familiar topics e.g. They arrange the points clearly and write for or
Writing ‘Boarding School is better than Day School”. against the motion.
7 SPEECH The guides the pupils to talk about “My Pupils speak on the topic, use correct sentences in Textbook
Oral Composition School”. The teacher helps the pupils to write discussing about “My School”.
Workbook.
correctly and improve. They use correct stress, intonation and rhythm.
GRAMMATICAL ACCURACY Teacher further explains and gives more Pupils make a list of direct speeches and change Oral English
Changing direct to indirect example on changing direct to indirect speech them to indirect speeches e.g. Bola said “the teacher Manual
speech. e.g. I said “I shall visit them soon.” (Direct). will come tomorrow.”
I said that I would visit them soon. (Indirect). Indirect speech: Bola said that the teacher would Sound recorder
come the next day.
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READING Teacher initiates reading for vocabulary Pupils select a relevant passage on the topic. They: Essay Manual
Vocabulary development. Teacher reads a relevant - Make a list of new words.
passage on “traditional religion” (registers). - Explain the meanings
- Make sentences with the words.
WRITING Teacher writes a composition on “Children’s Pupils explain the date of the Children’s Day. They
Descriptive Essay / Composition Day” celebration to guide the pupils through list the significance of Children’s Day and write a
writing correctly. guided composition on Children’s Day celebration.
8 SPEECH Teacher explains the meaning of debate and Pupils explain the meaning of debate “as an Textbook
Debate on simple and familiar registers of debate. organized way of arguing your case or points of view.
Workbook.
topics Pupils list the registers e.g. panel of Judges,
Proposers, Opposers of the motion, etc. Oral English
GRAMMATICAL ACCURACY The teacher further explains changing indirect Pupils make a list of indirect speeches and change Manual
Direct and Indirect Speeches speech to direct speech. them to direct speech,
The teacher explains recovering direct speech Sound recorder
from reported speech e.g. John told Mary to Pupils cull direct speeches from a prose passage. Essay Manual
go straight home and said that he would soon
follow her. (Indirect Speech)
Direct or reported speech - John said “Mary go
straight home, I will soon follow you.”
READING Teacher guides pupils through reading for The pupils select a relevant passage and they:
Vocabulary vocabulary development. Teacher reads a - Make a list of new words
relevant passage on “transportation” - Explain the meanings
(registers). - Make sentences with the new words
WRITING Teacher explains writing a composition on Pupils explain what kind of food pounded yam is and
More on descriptive composition “How to prepare pounded yam’. how it is prepared.
They write a descriptive composition on the topic.
9 SPEECH Teacher guides pupils through debates and Pupils write speeches for or against the motion.
Debate and discussion on simple discussions on “Herbal medicine is better than Pupils act as moderators as well as speakers.
topics e.g. “Herbal medicine is conventional medicine” and helps them to
better than conventional improve. Teacher emphasizes on the use of
medicine. proper tenses in the pupils’ speeches.
GRAMMATICAL ACCURACY Teacher explains identification of present Pupils make sentences with the present perfect
Further practice on using present perfect tense in a sentence; she explains that it tenses. e.g. “I have spoken.” “She has written.”
perfect and past perfect tenses in is used to express finished action which has “They have gone.”
sentences. present importance.
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READING Teacher guides pupils through reading for Pupils select a relevant passage and they:
Vocabulary vocabulary development. The teacher guides - Make a list of the new words
the pupils through reading relevant passages - Explain their meanings
on “drug” (registers). - Make sentences with the words
WRITING The teacher guides the pupils through writing Pupils use hospital registers in writing the
Narrative Composition a narrative composition on simple and composition. They narrate their experience at the
familiar topics e.g. “A visit to the hospital”. hospital in the writing.
10 SPEECH The teacher guides the pupils through debate Teacher guides the pupils to write speeches for or -
Debate on simple and familiar and discussion on simple and familiar topics against the motion. Pupils act as moderators as well
topics. e.g. “Boys are more helpful than girls”. as speakers.
GRAMMATICAL ACCURACY Teachers guides pupils through identifying Pupils use past perfect tense in sentences e.g.
Further practice on using present past perfect tenses and explains that they are I had written my homework before I got home.
and past perfect tense in used for an action which began before the Obi had lived in Ibadan for the past twenty years.
sentences time of speaking in the past and was
completed before the time of speaking.
READING Teacher guides pupils through reading for Pupils select a relevant passage and they:
Vocabulary vocabulary development on “Education” - Make a list of new words
(registers). - Explain their meanings and uses
- Make sentences with the new words.
WRITING Teacher guides pupils through writing a letter Pupils explain the special favour. They write their
Letter writing asking for special favours. reasons for making the request.
SPEECH Teacher guides pupils through debates and Teacher guides the pupils to write speeches for or
Debate on simple and familiar discussion on simple and familiar topics – against the motion.
topics “Mothers are more caring than fathers”. Pupils act as moderators as well as speakers.
GRAMMATICAL ACCURACY Teacher guides pupils through making more Pupils prepare a substitution table and write out
Present and past perfect tenses in sentences with past perfect tense with the aid sentences from the table.
sentences. of substitution table.
READING The teacher guides the pupils to read for Pupils read the passage and make a list of new
Vocabulary vocabulary development on “Teaching” words. They explain their meanings of the new
(Registers), words and use them in sentences.
WRITING The teacher guides pupils through writing a Pupils write letters of gratitude using appropriate
Letter writing letter expressing gratitude for a favour expressions and terminologies for such letters.
received.
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MATHEMATICS

LEARNING
WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
RESOURCES
1. WHOLE NUMBER i. Guides pupils to use abacus to form and read i. Form and read numbers using Abacus, Number
i. Meaningful counting in thousands and given numbers e.g. 895, 643. Abacus. Chart, and
millions. ii. Guides pupils to write several numbers in ii. Write and read numbers up to a Quantitative
ii. Writing several numbers in thousand and thousand and millions in words and figures. million in words and figures. Aptitude book.
millions in words and words and figures. iii. Guides pupils to identify prime number less iii. Find the prime factors of numbers
iii. Identification of prime number less than than 100. in each set.
100. iv. Guides pupils to express numbers as iv. Express numbers as product of
iv. Express numbers as product of prime product of prime factors. prime factors.
factors. v. Guides pupils to solve Quantitative Aptitude v. Solve problems on Quantitative
v. Quantitative Aptitude on counting in on counting in thousand and millions. Aptitude involving thousands and
thousand and millions. millions.
2. FRACTIONS i. Guides the pupils to state the meanings of i. Starting the meanings of fraction Chart, Flash card,
i. Meaning of fraction and percentage with fraction and percentage with examples. and percentage. Counters, Abacus
examples. ii. Guides the pupils to convert fractions to ii. Convert fractions to decimals. Chart, Quantitative
ii. Changing fractions to decimals. decimals e.g. 2/10 = 0.2 iii. Pupils convert decimals to Aptitude book, and
iii. Changing decimal to fractions. iii. Guides the pupils to convert decimals to fractions. Fraction Cards.
iv. Changing decimals to percentage and vice fractions e.g. 0.4 = 4/10, 0.62 = 62/100 iv. Converts decimals to percentage
versa. iv. Guides the pupils to change decimals to and vice versa.
v. Quantitative Aptitude on problems related percentage and vice versa. v. Solve quantitative aptitude
to percentages. v. Guides pupils to solve Quantitative Aptitude problems related to percentages.
problems on percentage and fraction.
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3. FRACTIONS i. Guides pupils to state the meaning of ratio as i. Pupils states the meaning of ratio Chart, Flash card,
i. Meaning of ratio with examples. ratio is a way of showing how large or how and example in which ratio is used. Counters, Abacus
ii. Changing fractions to ratio. small one quantity is when compared to ii. Convert fractions to ratio. Chart, Quantitative
ii. Stating the relationship another quantity. iii. Identify the relationship between Aptitude book, and
iii. Stating the relationship between fraction ii. Guides pupils to identify the relationship ratio and fraction. Fraction Cards.
and ratio. between fraction and ratio. E.g. ½ = 1:2 iv. Determine the ratio of two
iv. Application of real life e.g. sharing items iii. Guides pupils to change fractions to ratio numbers.
between pupils in a given ratio. e.g. 8/6 = 4/3 = 4:3 v. Solve problems on ratios and
v. Quantitative Aptitude on ratio. iv. Guides pupils to apply ratio in real life e.g. fraction involving Quantitative
sharing items between pupils in a given ratio Aptitude.
using the symbol “:” is to i.e. 1:2, 1 is to 2.
v. Guides pupils to solve Quantitative Aptitude
problems on ratio.
4. ADDITION OF NUMBERS AND FRACTIONS i. Guides pupils to add columns under unit. i. Arrange counter into TH H T U. Chart, Flash card,
i. Addition of numbers involving three or First, tens and hundreds e.g. ii. Carryout addition of numbers. Counters, Abacus
more digits. TH H T U iii. Carryout addition of decimal Chart, Quantitative
ii. Addition of decimal fractions. 5 6 7 4 numbers. Aptitude book, and
iii. Addition of mixed fractions and mixed 3 4 6 0 iv. Carryout addition of mixed Fraction Cards.
numbers. 2 5 7 0 fractions.
iv. Word problems on addition of numbers. v. Solve word problems on addition of
v. Quantitative Aptitude on addition of numbers e.g. sum of 333, 1362, and
numbers ii. Guides pupils to add decimals fractions 1200 is 2895.
e.g. 15. 972
+ 32. 127
48. 099
iii. Guides pupils to add mixed numbers
e.g. 2¼ + 1²/4
iv. Guides pupils to solve word problems on
addition of numbers.
v. Guides pupils to solve quantitative aptitude
problems on addition of numbers and fraction
5. SUBTRACTION OF NUMBERS AND i. Guides pupils to subtract numbers involving i. Subtract numbers involving three or Chart, Flash card,
FRACTIONS. five or more digits. more digits. Counters,
i. Subtraction of numbers involving three of ii. Guides pupils to subtract decimal numbers ii. Subtract decimal numbers or Subtraction Chart,
more digits. iii. Guides pupils to subtract mixed fractions fraction. Quantitative
ii. Subtraction of decimal fractions. and mixed numbers e.g. 2¼ - 1⅛ iii. Use LCM method to subtract Aptitude book, and
fractions. Fraction Cards.
Page | 155

iii. Subtraction of mixed fractions and mixed iv. Guides pupils to solve word problems on iv. Solve word problems on
numbers. subtraction of numbers and fractions. E.g. A subtraction of numbers, decimals and
iv. Word problems on Subtraction of numbers. woman spent ₦5,300 on food items out of fractions.
v. Quantitative Aptitude on Subtraction of ₦10,500 and later spent ₦3,250. How much v. Solve quantitative problems
numbers does she have left? involving subtraction of numbers and
v. Guides pupils to solve quantitative aptitude fractions.
problems on subtraction of numbers, decimals
and fractions.
6. MULTIPLICATION i. Guides pupils to multiply a 3-digits numbers i. Multiply a 3-digits numbers by a 3- Chart, Flash card,
i. Multiplication of 3-digits numbers by a 3- by a 3-digit number e.g. digit number. Counters, Abacus
digit number. 437 x 132 = 57684 ii. Multiply whole number of zero and Chart, Quantitative
ii. Multiplication of numbers by zero and one. ii. Guides pupils to give correct interpretation one and interpret the given problems. Aptitude book, and
iii. Multiplication of decimals by whole of zero and one. iii. Solve problems on multiplication of Fraction Cards.
numbers. iii. Guides pupils to solve the following decimal by whole numbers.
iv. Using the operation “of” as multiplication examples iv. Apply the meaning of “of” as
in fractions. 2.86 x 5 1.27 x 4 multiplication in a fraction.
iv. Guides pupils to apply the meaning of “of” v. Solve given problems on
as multiplication e.g. ½ of 18 = 9 or ½ x 18 = 9 quantitative aptitude problems on
v. Guides pupils to solve quantitative aptitude multiplication.
problems on multiplication.
7. MULTIPLICATION CONTINUED 1. Guides pupils to multiply decimal fractions 1. Multiply decimals by decimal Chart, Flash card,
1. Multiplication of decimal fractions by by decimal numbers. numbers Counters, Abacus
decimals numbers. e.g. 34.20 x 2.5 2. Carryout multiplication of fractions Chart, Quantitative
2. Multiplication of fractions by fractions. 2. Guides pupils to multiply fractions by by fractions. Aptitude book, and
3. Squares of whole numbers more than 50. fractions 3. Find the square of a given whole Fraction Cards.
4. Square roots of perfect squares greater than e.g. ½ x ⅗ = ³/10 number more than 50.
400. 3. Guides pupils to find the squares of given 4. Find the square roots of a perfect
5. Quantitative aptitude problems involving whole numbers more than 50 e.g. 2² = 2 x 2 = 4 square of a whole number greater
squares of numbers more than 50 and square 10² = 10 x 10 = 100 than 400.
roots of numbers greater than 400. 4. Guides pupils to find the square root of 5. Solve more quantitative aptitude
perfect square of whole numbers greater than problems on squares of whole
400 e.g. √144 is 12 i.e 12 x12 = 144 numbers and square roots of
√25 is 5 ie 5 x 5 = 25. numbers.
5. Guides pupils to solve quantitative aptitude
problems on square roots of numbers e.g.
Page | 156

8. DIVISION 1. Guides pupils to find the multiples of 1. Find the multiples of numbers up to Chart, Flash card,
1. Multiples of numbers up to 50. numbers up to 50 e.g. 10 = 10, 20, 30, 40, 50 50. Counters, Abacus
2. Division of whole number by 10, 20 20 = 20, 40, 60, 80, 1000 2. Determines the number of groups Chart, Quantitative
…………… 90. 2. Guides pupils to determine how many to obtain in a given number e.g. 10, 20, Aptitude book, and
3. Division of numbers by 100 and 200. group of 10, 20, 30 …. 900 are in a given 30____ Fraction Cards.
4. Division of whole numbers by 2-digit number e.g. there are 3 groups of 10 in 30. 3. Apply the rule of shifting decimal
numbers with or without remainders. Thus = 30÷ 3 = 10. points once to the left to obtain result
5. Quantitative Aptitude on division of 3. Guides pupils to divide numbers by 100 and of divided numbers by 10 and
numbers by 100 and 200. 200 by shifting decimal point i.e. twice left carryout division of numbers by 100
when dividing by 100 e.g. and 200.
I. 500 = 5.00 = 4 4. Solve problems of division of whole
100 numbers by 2-digit numbers with or
Ii. 800 = 8.00 = 4 without remainders.
200 = 2 5. Solve given problems in
4. Guides pupils to solve problems of division quantitative aptitude on division.
of whole numbers by 2-digit numbers with or
without remainders e.g.
(I) Divide 256 By 12 ii. Divide 7955 By 18
9. DIVISION 1. Guides pupils to divide decimals by 1. Solve given word problems on Sticks, stones,
1. Division of decimals by multiples of 10 up multiples of 10 up to 90 by shifting decimal division. Abacus, Charts on
to 90 points e.g. division and
2. Division up decimals by 100 and 200. a. 32. 5 = 3.25 2. Solve given quantitative aptitude multiples of numbers
3. Division of whole number by 2-digit 10 problems on decimals.
numbers b. 710.4 = 710.4 = 35.52
4. Word problems on division of numbers. 20 2
5. Quantitative aptitude on decimals 2. Guides pupils to divide decimals by 100 and
200 e.g.
236.53 = 2.3653
100
3. Guides pupils in the division of 3-digit
whole numbers by 2-digit numbers e.g.
Divide 357 by 21.
4. Guides pupils to solve word problems on
division e.g. Divide six thousand three hundred
and seventy – eight by thirty-two, what is the
quotient and the remainder.
Page | 157

5. Guides pupils to solve quantitative aptitude

problems on decimals.
10. USE OF NUMBER LINE IN ADDITION AND 1. Guides pupils to add numbers using 1. Add numbers using number line. Chart, Flash card,
SUBTRACTION number line e.g. 2. Subtract number using the given Counters, Abacus
1. Use of number line in addition of whole 2. Guides pupils to subtract numbers using number line Chart, Quantitative
numbers number line. 3. Add fractions using number line Aptitude book, and
2. Use of number line in subtraction of whole 3. Guides pupils to add fractions using number 4. subtract fractions using number Fraction Cards.
numbers line e.g. line
3. Use of number line in addition of fractions 4. Guides pupils to subtract fractions using 5. Solve problems on quantitative
4. Use of number line in subtraction of number line e.g. aptitude using the number line.
fractions 5. Guides pupils to solve problems on
5. Quantitative aptitude involving addition quantitative aptitude using number line. 1. Solve problems of addition in open
and subtraction on the number line sentences.
OPEN SENTENCES 1. Guides pupils to solve problems of addition 2. Solve problems on subtraction of
1. Open sentence in addition and subtraction on open sentences e.g. open sentences.
2. Open sentence in subtraction. 20 + x = 50. Y – 35 = 70 3. Use letters to represent boxes in
3. Use of letters to represent boxes in open 2. Guides pupils to solve quantitative problems open sentences.
sentences in open sentence 4. Solve quantitative aptitude
4. quantitative aptitude on open sentences. problems on open sentences.
12. Examinations Examinations Examinations Examinations.
Page | 158

MATHEMATICS
LEARNING
RESOURCES
1. MONEY i. Show charts of various denomination of i. Identify various currencies shown Chart of various
i. Identify various currencies used in Nigeria and money used in Nigeria and other countries. on the chart. denomination of
other countries. ii. Guide pupils to explain that the demand ii. Carry out conversation of one money.
ii. Compare Nigeria unit of money with pound (I.e. market force for any currency will currency to the others as contained Quantitative
sterling, American dollars and some West Africa determine the conversation rate. in the chart. Aptitude.
countries. iii. Link rates of conversion to the iii. Nigeria bank note, coins on model
iii. Guide the pupils to convert from one currency purchasing power quoted in foreign of money. Organize a shopping
to another. currencies. corner in the class.
iv. Guide pupils to carryout profits and loss, simple iv. Calculate profit and loss, simple interest,
interest, commission, discount and transaction in commission, discount and transactions.
offices, banks and market. v. Solve Quantitative Aptitude problem
v. Guide pupils to solve problem on Quantitative involving money.
Aptitude.
2. PERIMETER i. lead pupils to discover that perimeter i. meaning of perimeter of shapes as Chart of various
Meaning of perimeter and identification of shapes measures total distance round a shape. distance round the shape. shapes, Chart
around the classroom. ii. Guide pupils to measure objects around ii. Measurement of objects around showing various
the class e.g.: Their books, tables, bench etc. the classroom. formulas for
and write their result. iii. Find the perimeter of regular calculating
iii. Guide pupils to use the formula 2(L+B) shapes. perimeter.
in calculating perimeters of square or iv. Find perimeter of irregular Quantitative
rectangle as shown below: shapes. Aptitude.
ii. Find perimeter of shapes using formula. v. Solve problems involving
iii. Measurement of objects around the class. perimeter in Quantitative Aptitude.
iv. Find the perimeter of irregular objects.
v. Quantitative aptitude.
Perimeter P = L+B+L+B
= L+L+B+B
= 2L+2B
= 2(L+B)
iv. Guide the pupils on how to use rope or
thread to measure irregular objects or
shapes.
Page | 159

v. Guide pupils to identify the problems on

perimeter in quantitative Aptitude.
3. CIRCLE i. Guide pupils to identify the properties of i. identifying the properties of a Chart of various
I. State properties of a circle. a circle. circle E.g. shapes, Chart
ii. calculate the circumference with given radius. ii. Guide the pupils to calculate the showing various
iii. Calculate the circumference of a circle with circumference of a circle with given its Radius formulas for
given diameter. radius. e.g. C = 2πd calculating
iv. Find the relationship between circumference 22/7 or 3.14 as Pie (π) circumference.
and 𝜋d iii. Guide pupils to find the circumference of Quantitative
v. Quantitative Aptitude. a circle when the diameter is given. Aptitude.
C = 𝜋d Diameter
iv. Guide pupils to find the relationship
between circumference and 𝜋d.
v. Quantitative Aptitude.
ii. Find the circumference of a circle

with given radius.
iii. Find the circumference of a circle
with given diameters.
iv. Find the relationship between
circumference and 𝜋𝑑.
4. WEIGHT i. Introduce the idea of weight. Define i. Define weight. Chart of various
i. Introduction to the idea of weight. weight. Ii. Identify the various types of weighing scales and
ii. Presentation of weight scale. ii. Guide the pupils to identify the types of weight scale. weight.
iii. Find and Record the weight of some pupils weight scale. iii. Let the pupils weigh themselves Quantitative
using weighing scale. iii. Guide pupils to weigh themselves. and record the result. Aptitude.
iv. Word problems involving Kg and grams. iv. Guide pupils to solve word problem iv. Solve problem on word problem.
v. Quantitative Aptitude on weight. involving weight. v. Solve problem on quantitative
v. Guide pupils to solve quantitative aptitude involving weight.
Aptitude problems involving weight.
Page | 160

5. TIME i. Guide pupils to define speed as average i. Define average speed. Clock, Stopwatch,
i. Definition of Average speed. speed = distance/time. ii. Find average speed in given Speedometer,
ii. Use formula for speed in calculating and ii. Guide pupils to calculate average speed problems. Quantitative
recording in Km/hr. using the formula Distance / time. iii. Solve problem involving Average Aptitude.
iii. Solve problems on average speed. iii. Guide pupils to solve on average speed. speed using the formula.
iv. Word problem on Average speed. iv. Guides pupils to solve word problem iv. Pupils solve word problems on
v. Quantitative Aptitude. involving average speed. average speed.
v. Guide pupils to sums on Quantitative v. Quantitative Aptitude.
Aptitude.
6. TEMPERATURE i. Define temperature and list the types of i. Identifying types of thermometers Themometer, and
i. Meaning of temperature and types of thermometers. and there uses. Quantitative
thermometer. Ii. Guide thee pupils to live the temperature ii. Filling and finding the Aptitude.
ii. Reading of temperature using thermometer. of pupils in the class. temperature of pupils in the class.
iii. Identifying the degrees of hotness of various iii. Guide pupils to read thermometers to iii. filling and reading temperature of
objects and area (locations) in degree Celsius. ascertain temperature of people objects pupil’s object around them.
iv. Word problem on temperature. and location. iv. Word problem on temperature.
v. Quantitative Aptitude. iv. Guide pupils to solve word problems on v. Quantitative Aptitude involving
temperature. temperature.
v. Quantitative Aptitude involving
temperature.
7. AREA i. Guide pupils to calculate the area of the i. pupils the formula Chart of various
i. Calculation of areas of rectangle and squares by right-angle triangle. A = ½ (base x height) = ½ b x h shapes, Chart
multiplying length and breadth. ii. Guide pupils to construct a right-angle ii. Construction of a right-angle showing various
ii. Construct rectangle triangle. triangle by dividing the rectangle into two triangle. formulas for
iii. Calculate the area of right angle triangle. halves along the diagonal to form the equal iii. Pupils use derived formula to calculating Area.
iv. Explanation on how a right-angle triangle is right angle. calculate the area of a right-angle Quantitative
obtained using its formula. iii. Guides pupils to calculate the area of a triangle. Aptitude.
v. Quantitative Aptitude. right-angle triangle. iv. Quantitative Aptitude based on
iv. Guides pupils to derive the formula for area.
area of right angle triangle ½ of area of a
rectangle or ½ (base x height).
v. Quantitative Aptitude involving area.
Page | 161

8. VOLUME i. Guide pupils to identify unit cubes. i. Identifying unit cubes. Chart of various
i. Presenting Unit cube. ii. Guide pupils to count the number of ii. counting of number of cubes unit shapes, Chart
ii. Determine the number of cube used to fill an cubes unit that makes up a cube or cuboids. that makes up a cube or cuboids. showing various
open cuboid. iii. Guide pupils to measure length, breadth iii. Write the volume in cubic units. formulas for
iii. Volume of a cuboids and cube. and height of cuboids. iv. Find the volume of a cuboids calculating Volume.
iv. Formula for finding volume V = L x b x h iv. Guide them to use the formula using the formula Quantitative
v. Quantitative Aptitude on volume. V = L x b x h in cubic Unit. V = L x b x h in cubic Unit. Aptitude.
v. Quantitative Aptitude on volume. v. Quantitative Aptitude on volume.
9. CAPACITY i. Present open cube of dimension 10 cm x i. Identification of open cube of Chart of various
i. Presentation of an open cube of dimension 10cm 10 cm x 10 cm and containers that can hold dimension 10 cm x 10 cm x 10 cm containers,
x 10 cm x 10 cm and containers that can control liquid. and containers around them. Quantitative
liquid. ii. Guides them on finding the relationship ii. Establish the relationship between Aptitude.
ii. Find the relationship between litres and cubic between litres and cubic centimetre. litres and cm³.
centimetre (cm³). iii. Guide them to compare containers with iii. Compare capacity of the
iii. Comparing two containers to know the liquid content. containers and the cube of
capacity. iv. Guides the pupils to identify the use of dimension 10 cm x 10 cm x 10 cm
iv. Identify the use of litre as a Unit of capacity and litre as a unit of capacity. iv. Identify that 1 litre = 1000cm³.
established relationship between litre and cm³. v. Quantitative Aptitude on capacity. v. Quantitative Aptitude on capacity.
v. Quantitative Aptitude on capacity.
10. CAPACITY i. Guides pupils to identify various i. Identifying types of containers that Chart of various
i. identifying types of containers that hold water. containers around them that can hold can hold liquid e.g. bucket, cup, containers,
ii. Identify numbers of litres that a container can water. bottles etc. Quantitative
hold. ii. Guide pupils to fill various containers to ii. Fill various containers to Aptitude.
iii. Revise the relationship between litres and cm³. identify the amount of water various determine the litre they can hold.
iv. Word problem on capacity. containers can hold. iii. Establishing the relationship
v. Quantitative reason relating to capacity. iii. Guide pupils to find the relationship between litre and cm³.
between litres and cm³. iv. Read and write and solve sums on
iv. Guide pupils to read and answer words.
questions on capacity. v. Quantitative Aptitude.
11 REVISION REVISION REVISION
12 EXAMINATION EXAMINATION EXAMINATION
Page | 162

MATHEMATICS
LEARNING
RESOURCES
1. STRUCTURE OF EARTH i. guide the pupils to identify shapes that i. Identify shapes that are spherical in Chart, Flash Cards,
i. Introduction of shapes that are spherical. are spherical in shape e.g. Egg, Ball etc. shape. Posters, and
ii. Shape of earth. ii. Guide pupils to identify the volume of the ii. Describe earth as a spherical. Quantitative
iii. Volume of the globe. globe with emphasis on sphere. iii. Calculate the volume of the Aptitude Workbook.
iv. Comparing volume of a sphere and cuboids iii. Guide the pupils to compare the volume cuboids.
v. Quantitative Aptitude involving volume of a of a sphere and cuboids. iv. Shows that the volume of the
sphere and cuboids. iv. Quantitative Aptitude involving volume globe is less than the volume of
of a sphere and cuboids. the cuboids enclosing it.
v. Guide pupils to identify that the volume v. Quantitative Aptitude.
of globe is less than that of enclosing
cuboids.
2. PLANE SHAPES i. Guides pupils to explain parallel and i. Identify parallel and perpendicular Chart, Flash Cards,
i. Parallel and perpendicular lines. perpendicular lines using edges of the lines in selected objects. Posters, and
ii. Properties of triangles including equilateral, board. ii. Identify properties of a triangle, Quantitative
isosceles e.t.c ii. Guide pupils to state the properties of a equilateral and isosceles angles etc. Aptitude Workbook.
iii. Introducing the symbols parallel lines e.g. triangle including equilateral, isosceles iii. Label parallel line and
AB//CD also Introducing the symbol of etc. perpendicular lines.
perpendicular lines. e.g. EC/GH with examples. iii. Guide pupils to identify symbol live iv. State properties of shapes like
iv. Properties of the following shapes trapezium, AB//CD, EC/GH used in parallel and trapezium parallelogram and
parallelogram and rhombus. perpendicular lines. rhombus.
Quantitative Aptitude triangles. iv. Guide pupils to state the properties of v. Quantitative Aptitude on angles.
the following: shapes trapezium,
parallelogram and rhombus.
3. 2 AND 3 – DIMENSIONAL SHAPES. i. Guide pupils to construct 2 and 3 i. Constructing 2 and 3 dimensional Chart, Flash Cards,
i. 2 and 3 dimensional shapes using card board dimensional shapes. shapes. Posters, and
sheets, tapes, scissors and rulers. ii. Guide pupils to identify cubes, cuboids ii. Identify cubes, cuboids and Quantitative
ii. Showing cubes, cuboids and cylinders as prism. and cylinder as prism. cylinder as prism. Aptitude Workbook.
iii. Guide pupils to identify properties of 3. iii. State properties of cube, cuboids
and pyramids.
Page | 163

4. 2 and 3 – Dimensional shapes continued i. Dimensional shapes such as; cube i. State the faces edges and vertices Chart, Flash Cards,
i. Properties of a 3 cuboids and cylinder etc. of the various dimensional Posters, and
dimensional shapes e.g. cubes, cuboids, pyramid ii. Guide pupils to identify the faces, edges shapes. Quantitative
etc. and verticals of the various dimensional ii. Quantitative aptitude problems Aptitude Workbook.
ii. Counting number of faces, edges and vertices in shapes. related to cube cuboids and
the various dimensional shapes. iiii. Quantitative Aptitude relating to 3 pyramid.
Quantitative Aptitude relating to 3 dimensional dimensional shapes.
shapes.
5. CIRCLE i. Guide pupils to measure the distance i. Measure the distance from the Chart, Flash Cards,
i. Identifying parts of a circle i. Radius from one centre of any point on the centre to any point on the Posters, and
ii. Diameter circumference. circumference. Quantitative
iii. Circumference ii. Guide pupils to measure distance round ii. Measure distance round the circle Aptitude Workbook.
ii. Circle with different radii, diameter and the circle to determine the to determine the circumference.
circumference circumference. iii. Determine the distance round the
iii. Identify and determine a radius on the iii. Guide pupils to identify and determine circle and determine the
diameter of the circumference of a circle. radius on the diameter of the circumference of the circle.
iv. Relationship between radius and diameter of a circumference of a circle. iv. State the relationship between
circle. iv. Guide pupils to identify the relationship radius and diameter.
Quantitative Aptitude on circle. between radius and diameter of the v. Solve some quantitative aptitude
circles. problems on circle.
v. Guide pupils to solve some quantitative
aptitude problems on circle.
6. DATA PRESENTATION i. Guide pupils to use tally to represent i. Use tally to represent Chart, Flash Cards,
i. Preparing tally from a given pictogram information. information e.g. I I I I I I I I I I I Posters, and
ii. Drawing bar graph and pictogram from ii. Guide pupils to draw bar graph and ii. Draw bar graph and pictogram of Quantitative
information collected locally. pictogram on test result (full mark 25) or given information. Aptitude Workbook.
iii. Drawing and reading of a pie chart. selected data from mathematical game iii. Drawing and reading of pie chart.
iv. Representation of data on bar graph and etc. iv. Representation of data on a bar
pictogram. iii. Guide pupils to draws and read pie graph and pictogram.
Quantitative Aptitude on data presentation. chart. v. Quantitative Aptitude.
iv. Guides pupils to represent data on a bar
graph and pictogram.
v. Quantitative Aptitude on data.
7. MEASUREMENT OF CENTRAL TENDENCY. Guides pupils to find the mode of a given Find the mode of a given data. Chart, Flash Cards,
i. Mode of a given data. data. Use data gotten from their Posters, and
environment to calculate mode.
Page | 164

ii. Identify the mode as applicable in daily life Leads the pupils to get data from their Calculate mode of a given data. Quantitative
activities. environment and ask them to calculate the Prepare tally of data and record the Aptitude Workbook.
iii. Calculate mode of a given data. mode. Guides pupils to calculate the mode mode.
iv. Mode of a set of data in daily activities. of a given data. Guides pupils’ data and ask Quantitative Aptitude.
Quantitative Aptitude. them to prepare a tally of a data and find
the mean. Quantitative Aptitude.
8. MEASURE OF CENTRAL TENDENCY (CONT). Guide pupils to calculate the mean of a Calculate the mean of a given data. Chart, Flash Cards,
i. The mean of a data. data. Finding the mean of data collected Posters, and
ii. Calculating mean of data gathered from Lead the pupils to gather data from the round the environment. Quantitative
environment. environment and find the mean. Calculate mean as applicable in daily Aptitude Workbook.
iii. Calculating mean as applicable in daily life Guides pupils to calculate mean as life.
activities. application in daily life activities. Calculate the mean from a given
iv. Identification of mean from a given data. Lead pupils to identify mean from a given data.
Quantitative Aptitude data. Quantitative Aptitude. Quantitative Aptitude
9. MEASUREMENT OF CENTRAL TENDENCY Guides the pupils on the meaning of Write number and identify the Chart, Flash Cards,
(CONT). median e.g. middle number in a given set of middle numbers. Posters, and
i. Median of a data number, when arranged ascending or Collection of result in the class and Quantitative
ii. Calculating the median of result collected in the descending order. finding the median. Aptitude Workbook.
class. Guide them to collect data in the classroom Calculating median as its applicable
iii. Calculating median application in their daily and find the median. to their daily activities.
activities. Guide pupils to calculate median applicable Identify median from a given data.
iv. Identification of median from a given data. in their daily activities. Quantitative Aptitude.
Quantitative Aptitude Guide them to identify median from a given
data.
10. TOSSING COINS Guide pupils to toss a coin 20 times and Toss the coin 20 times and record Coin, Chart, Flash
AMA THROWING DICE. record the number of times a head appears the number of times a head appears Cards, Posters, and
i. Tossing of coins and the number of times a tail appears. and number of times tail appears. Quantitative
ii. Throwing of dice Guides pupils to throw a dice and record Prepare a tally of heads and tails 20 Aptitude Workbook.
iii. Preparing tally from the data. their result. (tosses).
iv. Other chances events in daily life activities. Guide pupils to prepare a tally for their Throw the die 24 times and record
Quantitative Aptitude results. the number of times occurrence of
Guide the pupils to identify various chance 1,2,3,4,5 and 6.
events in their daily life. Identify various chance events in
i. Quantitative Aptitude. their daily life activities.
11. Revision Revision Revision
12. Examination Examination Examination
Page | 165


LEARNING
RESOURCES
1 ENVIRONMENTAL CHANGES Show pupils the charts, photographs of Look for photographs of erosion Chart, Pictures,
Erosion: (i) Meaning and causes of erosion. areas devastated by erosion. Guide pupils to sites and discuss the causes of Posters etc.
explain the meaning of erosion. erosion.
2 ENVIRONMENTAL CHANGES Guide pupils to discuss the effects and the Participate in the discussion of Chart, Video,
Effects and control of erosion control measures erosion. Pictures, Posters etc.
(ii) Suggest erosion control,
measures.
(iii) Visit erosion site near by the
school.
3 POLLUTION Show pictures of polluted water (ii) Shows Visit industrial areas to: -observe Chart, Video,
Types of Pollution: polluted water to the class (iii) Arrange ways which industries pollute air Pictures, Posters etc.
(i) Air (ii) Water (iii) Water pollution pupils to visit industrial area and observe and water.
Effects and control of air and water pollution. the emission of gases into the air. Etc. Suggest ways of controlling or
reducing the risk of water and air
Guide discussion on the effects and control pollution. (ii) Suggest the ways of
of air and water pollution. reducing the effects of Air/water
pollution.
4 WASTE AND WASTE DISPOSAL Lead discussion of meaning of waste (a) Children listen, asks questions, on Chart, Video,
Types of Wastes Discussion of proper disposal of waste. the meaning and the types of wastes. Pictures, Posters etc.
(i) Refuse
(ii) Sewage etc.
Methods of solid waste disposal (i) Method of
disposing liquid waste
5 WASTE DISPOSAL Displace pictures and diagrams of disposing Prepare and develop a compost pit. Chart, Video, Waste,
wastes: (ii) Guide pupils to make compose Bin, Pictures,
puts as a way of disposing waste. Posters etc.
6 WASTE MANAGEMENT Arrange for guest to talk on re-cycling waste Prepare posters that teach proper Chart, Video, Waste,
Meaning of re-cycling (ii) Arrange visits to land area where wastes disposal of household wastes. Bin, Pictures,
are re-cycled. Posters etc.
Page | 166

Suggest different ways of recycling e.g. salvaging,

composting, washing and re-using of plastic
bottle, etc. Re-using wastes (waste re-cycling).
7 WASTE MANAGEMENT Guide pupils to discuss about advantages of Discuss different ways of re-cycling. Chart, Video, Waste,
Advantages of waste re-cycling waste re-cycling Bin, Posters etc.
8 ENVIRONMENTAL QUALITY Lead class discussion on environmental Participate in class discussion (i) Chart, Video, Waste,
Meaning of environmental quality quality. Potted plants Bin, Pictures,
- Identify ways of maintaining healthy (ii) Materials – Brooms rakes hoes, Posters etc.
environment e.g. sweeping, clearing, proper cutlasses.
waste disposal etc.
9 ENVIRONMENTAL QUALITY Help pupils to plan, clean and beautify their Plant flowers to beautify their Chart, Video, Waste,
Materials for maintaining healthy environment school environments. environment. Bin, Pictures,
Posters etc.
10 ENVIRONMENTAL QUALITY Lead class discussion on the advantages of a Pupils participate in the discussion Chart, Video, Waste,
Advantages of a healthy environment healthy environment. about a healthy environment and the Bin, Pictures,
Disadvantages of degrading environments Guide pupils to discuss the disadvantages of disadvantages of degrading Posters etc.
degrading the environment. environment.
11 Revision Revision Revision
12 Examination Examination Examination

LEARNING
RESOURCES
1 THE HUMAN BODY (Skeleton) Uses chart or model human skeleton Observe the chart on skeletal system or the Charts, model
Types of bone: to describe the major bones e.g. long model of human skeleton human skeleton
Long bones (femurs, humerus) bones (femurs, humerus)
2 THE HUMAN BODY (Skeleton) Uses the charts to describe the types Observe and describe what bones of Charts, model
Vertebra (Cervical, thoracic, phalanges (toes). of bones of the vertebra vertebra look like. e.g. Hard, strong etc. human skeleton
3 THE HUMAN BODY (Skeleton) Uses chart to show pupils the ball Observes and discuss about the types of Charts, model
Types of joints: and socket joints. bone (ball and socket). human skeleton
(Ball and socket) shoulder joint
Page | 167

4 THE HUMAN BODY (Skeleton) Uses chart to show examples of Identify the joints from the chart. Charts, model
Hinge Joint (Elbow, Knee Joint) hinge joint human skeleton
5 THE HUMAN BODY (Skeleton) Guides pupils to state the functions State the functions of each bones and the Charts, model
Functions of bones and joints of the bones and the joint. joints human skeleton
6 REPRODUCTION IN PLANTS Provide flowers e.g. hibiscus flowers Bring flower to the classroom and identify Charts, real flower,
Reproduction in plants to guide the pupils to identify parts and name parts of the flower. textbook.
of a flower. Draw a flower and label its parts.
7 REPRODUCTION IN PLANTS Guide discussion on pollination Pupils participate in the discussion on Charts, real flower,
Pollination: pollination. textbook.
Types of pollination Pupils list the types and the agents of
Agents of pollination pollination.
8 REPRODUCTION IN PLANTS Teacher defines fertilization. Participate on the discussion of fertilization Charts, real flower,
Fertilization Guides discussion on fertilization in plants. Plants, and
and encourages pupils to participate. textbook.
9 REPRODUCTION IN PLANTS Guides the discussion on the Identify stages of development from Charts, real flower,
Stages of development from flower to fruits. development of fruits. flowers to fruits. Plants, and
Identifies stages of development Pupils participate in the class discussion textbook.
from flower to fruits. and ask questions.
10 REPRODUCTION IN PLANTS Guides pupils to distinguish between Differentiate between pollination and Charts, real flower,
Distinguish between pollination and fertilization pollination and fertilization in fertilization in flowering plants. Plants, and
in flowering plants. flowering plants. textbook.

LEARNING
RESOURCES
1 ROCKS Guide pupils to identify and classify Collect, observe and classify rocks on the Rock samples,
Meaning of Rocks different types of rocks. bases of colour, shapes, hardness etc. Chart, Posters,
Types of Rocks: Igneous Rock. Metamorphic Pictures and Video.
Rocks. Sedimentary Rock
Page | 168

2 ROCKS Classify rocks and give some Collects and classify types of rocks. Rock samples,
Details of metamorphic and sedimentary rocks examples of metamorphous and the (Sedimentary/metamorphic rocks) Chart, Posters,
sedimentary rocks Pictures and Video.
3 ROCKS Guide pupils to state the major uses State some importance use of rocks. Rock samples,
Uses of Rocks of rocks Pictures and Video.
4 ROCKS Give examples of major land-marks Read about major land marks in Nigeria. Rock samples,
Major land-marks in Nigeria e.g. rock, Zuma rock, in Nigeria. Chart, Posters,
rock Sheer rock. Pictures and Video.
5 ROCKS Give examples of major land-marks Read about major land marks in Nigeria. Rock samples,
Major land-marks in Nigeria e.g. Olumo, Aso rock, in Nigeria. Chart, Posters,
Kufena. Pictures and Video.
ACID AND BASE Provide materials needed for the Carry out teacher’s directed activities on: Acid and Base
6 Meaning and examples. lesson. (Lemon, wood ash, water, red Lemon – acid. Mixture of wood-ash and samples, Chart,
and blue litmus paper.) water-base. Use of red/blue litmus paper. Posters, Pictures.
7 ACID AND BASE Guide pupils to demonstrate Uses the red/blue litmus papers to Acid and Base
Physical properties of Acids and bases physical properties of acid/bass. demonstrate the existence of acid/base. samples, Chart etc.
8 ACID AND BASE Give names of the acids/bases and Participates in practically actively. Acid and Base
Types of Acid and Bases guide the pupils to test lemon and samples, Chart
dissolves ashes in water and records
their findings.
9 ACID AND BASE Initiate discussion on uses of acid Use palm oil and dissolve wood ashes to Acid and Base
Uses of acid and base and base. make soap. samples, Chart
10 ACID AND BASE The teacher guides pupils to make Pupils are to fully practice patting in soap Acid and Base
Soap making. Local materials use for making soap soap with ashes, palm oil etc. making. samples, Chart,
e.g. ashes, palm oil etc Explain in uses of soap. Enumerate the uses of soap Posters, Pictures.
(iii) Methods of soap preparation.
USES OF SOAP
Uses of soap e.g. bathing, washing.
Page | 169


LEARNING
RESOURCES
1 Materials & Maintenance. Defines and identifies materials used in Pupils participate in class discussion. Wood, Metal
Definition of materials technology: Plastic, Chart and
Identification of materials e.g. wood, metal, plastic, etc. wood, metal and plastic. Picture.
2 Materials & Maintenance. Goes around the school workshop and gets Pupils participate in class discussion. Wood, Metal
Types of materials e.g. wood, hard & soft wood, etc. different types of wood. Classification into Plastic, Chart and
soft and hard wood. Picture.
3 Materials & Maintenance. Discusses metal and gathers metallic Pupils participate in class discussion. Metal sample,
Types of materials -metal objects. Explains their uses. Posters, Chart.
4 Materials & Maintenance. Define, identify, discusses materials plastic, Pupils participate in class discussion. Plastic and Rubber
Types of materials -plastic and rubber. rubber and their uses. Sample.
5 Materials & Maintenance. Defines, discusses and explains Pupils participate in class discussion. Charts, Pictures,
Definition of Maintenance. maintenance, types and importance. Videos and
Types of maintenance and importance. Posters.
6 Motor Vehicle part internal. Define, list and explain vehicle internal List vehicle internal parts. Charts, Pictures,
Definition of Vehicle Internal part. parts. Locate internal part of a car. Videos and
Identify Internal parts and location of airbag, seat Identify, locate internal part on a car. Posters.
belt and steering.
7 Motor Vehicle part internal. Identify, locate with illustration brake, Locate brake, pedal clutch and gear Charts, Pictures,
Brake, pedal, clutches, gear box, etc. pedal clutch and gear box. box. Videos and
Internal part of vehicles and their function. Explain with illustrations of the various Discuss the various Internal part of Posters.
Internal part of vehicle, e.g. ear bag, steering. vehicle, e.g. ear bag, steering, etc.
8 Drawing Instruments. Define, discuss technically and identify Discuss technically and identify Drawing
Definition of Drawing technically and identification drawing instruments, e.g. drawing board, drawing instruments, e.g. drawing Instruments,
of drawing instruments. T-square, Set Square, Divider, etc. board, T-square, Set Square, Divider, etc. Charts, etc.
9 Drawing Instruments. Display drawing instruments and explain List drawing instruments. Drawing
List of Drawing Instruments and their uses. their uses. Instruments, Charts.
10 Drawing Instruments. Use instrument to draw circle, lines, etc. Draw circle, lines, etc. Drawing
Uses of our compasses, set square and circle, Instruments,
straight lines, etc. Charts, etc.
Page | 170


LEARNING
RESOURCES
1 Energy Conversion. Define, discuss and explain concept of Pupils participate in class discussion. Chart, Pictures,
Definition of Energy. energy. Posters and
Concept of Energy. Video.
2 Energy Conversion. Lists forms of Energy as mechanical, List forms of energy and understand Chart, Pictures,
Forms of Energy as mechanical, chemical, chemical, electrical, solar, etc. their concepts. Posters and
electrical, solar, etc. Video.
3 Energy Conversion. Explain energy conversion from one form Pupils participate in class discussion. Chart, Pictures,
Energy conversion from one form to another. to another. e.g. chemical to light energy Posters and
Electrical energy to heat energy Video.
Chemical energy to heat energy
4 Energy Conversion. Display electrical to mechanical energy Pupils participate in class discussion. Chart, Pictures,
Electrical to mechanical energy. with the aid of diagram. Posters and
Mechanical energy to electrical energy. Video.
5 Energy Conversion. Participate in the discussion. List the Pupils participate in class discussion. Chart, Pictures,
Importance of energy conversion. importance of energy conversion with Posters and
examples, e.g. blender, heater, etc. Video.
6 Heat and Temperature. Participate in heat and temperature Pupils participate in class discussion. Chart, Pictures,
Definition of Heat and Temperature. discussion. Posters and
Differences between Heat and Temperature. Video.
7 Heat and Temperature. Handle and examine different types of List different types of Thermometer. Thermometer,
Thermometer Thermometer. Chart, Pictures,
Types of Thermometer. Posters and Video.
8 Heat and Temperature. Practice and measure. Identify units and symbols for Thermometer,
Unit and Symbols of temperature scale (degree Identify units and symbols for Thermometer. Chart, Pictures,
Celsius (0C) Thermometer. Posters and Video.
Unit and Symbols of temperature (degree Fahrenheit (F)
9 Heat and Temperature. Name the units and symbols of Copy note on the units and symbols Thermometer,
Unit and Symbols of temperature degree Temperature scale F. of Temperature scale. Chart, Pictures,
Fahrenheit (F). Calculation of Temperature. Posters and Video.
Page | 171

10 Heat and Temperature. Practice, measure and record accurately Pupils participate in class discussion. Thermometer,
Measuring of temperature of object in 0C. the temperature of things, e.g. flask of hot Chart, Pictures,
Measuring of temperature of object in F. water, some ice water. Posters and Video.
11 Revision Revises all the topics taught with pupils Revises all the topics with the teacher.

LEARNING
RESOURCES
1 Basic Electricity. Guides pupils to define electricity as a form Pupils to define electricity as a form Chart, Pictures,
Definition of electricity as form of energy. of energy. of energy. Posters and Video.
Type of electricity - static Identifies types of electricity. List types of electricity.
2 Basic Electricity. Explains how to produce electricity from Pupils participate in class discussion. Chart, Pictures,
Type of electricity – current friction, current, magnets, etc. Posters and Video.
Type of electricity - friction
3 Basic Electricity. Provides variety of materials and forms of Pupils participate in class discussion. Chart, Pictures,
Electricity generation by solar energy; Electricity energy to generate electricity. Posters and Video.
generation by chemical energy to light.
4 Basic Electricity. Guides pupils to produce electricity from: Pupils to produce electricity from: Chart, Pictures,
Electricity generation by friction electricity friction, magnets –chemical and defines friction, magnets – chemical. Posters and Video.
generation by magnets. Magnet.
Defines Magnet.
5 Basic Electricity. Defines conductor, state conductor State conductor material and non- Conducting
Conductor’s material and non-conducting material and non-conductor materials. conductor materials. Materials, Chart,
materials, e.g. copper, aluminum, conductor, non- Pictures, Posters
conductor - Fur, etc. and Video.
Page | 172

6 Basic Electricity. Explain different materials like rubber, Pupils participate in class discussion. Non-conducting
Non-conductor materials, e.g. rubber, ceramics. ceramics. As non-conductor materials. Materials, Chart,
Classification of material and non-conductor. Explains classification of material and non- Pictures, Posters
conductor (metals) and non-conductors and Video.
(wood, glass, plastic, etc.)
7 Basic Electricity. States the uses of electric circuit to List the uses of electric circuit to Chart, Pictures,
Electric circuit demonstrates that it can- light bulbs demonstrate that it can- light bulbs. Posters and Video.
Use of Electricity. - It makes magnet or magnetic field. It
generates heat.
8 Magnetism. Defines Magnetism. Explain the Properties of Magnet Chart, Pictures,
Definition of Magnetism. Explains the Properties of Magnet. Posters and Video.
Properties of Magnet.
9 Magnetism. Plans and organizes simple activities to Horse-shoe, Bar
Uses of Magnet. enable pupils find out about Magnetism. List different types of Magnets. magnet, Chart,
Type of Magnet. Collects different types of Magnets, e.g. Pictures, Posters
horse-shoe, bar magnet, etc. and Video.
10 Magnetism. Leads discussion on the make Magnet Pupils participate in class discussion. Horse-shoe, Bar
Make Magnet - Temporary temporary and permanent. magnet, Chart,
Make Magnet -Permanent Pictures, Posters
and Video.
11 Revision Revises all the topics taught with pupils. Revises all the topics with the teacher
Page | 173


LEARNING
RESOURCES
1 Creative Rhythmic activities Teacher explains the concept of Creative Pupils listen to teacher’s explanation Chart, Posters,
Meaning of Creative Rhythmic Activities. Rhythmic Activities. and participate in different rhythmic Facility and
Types of rhythmic activities e.g. Marching, Galloping, Teacher demonstrates and guides the activities as directed by the teacher. Equipment.
Hopping pupils to practice different rhythmic
activities
2 Creative Rhythmic activities Teacher explains the concept of Marching, Pupils watch the teacher’s Chart, Posters,
Explanation of: Galloping and Hopping, guiding pupils to demonstration and practice. Facility and
- Marching - Galloping - Hopping carry out the creative rhythmic activities. Equipment.
3 Measuring physical fitness components Teacher explains the meaning of physical Pupils listen to teacher’s definition of Chart, Posters,
(endurance, strength, speed) fitness and the component of physical concept of endurance, speed, agility, Facility and
- Meaning of physical fitness fitness. etc Equipment.
- Components of physical fitness e.g. endurance,
speed, agility, etc.
4 Measuring physical fitness components Teacher guides the pupils to measure Pupils practice the activities such as Chart, Posters,
(endurance, strength, speed) their physical fitness component press up, minute run, work bench, Facility and
- Measuring physical fitness components in (endurance, speed, and strength) etc. Equipment.
endurance (press up, minute run).
- Work bench, step on and off, squat, thrust
5 Measuring physical fitness components continue. Teacher guides the pupils to measure Pupils practice activities like pull- Chart, Posters,
- Strength; (pull-ups, sit-ups) their physical fitness component ups, sit-ups and 50m dash. Facility and
- Speed; (50 m dash) (endurance, speed, and strength) Equipment.
6 Measuring physical fitness components Teacher guides the pupils to measure Pupils measure their physical fitness Chart, Posters,
- Agility; (shuttle race) their physical fitness component (Agility; levels. Facility and
- Filling the basket shuttle race, filling the basket, basketball Equipment.
- Basketball skills skills)
Page | 174

7 Field events (athletics) Teacher explains the meaning of field Pupils listen to teacher’s explanation Chart, Posters,
- Meaning of field events in athletics events in athletics. on field events. Facility and
- Types of field events in athletics e.g. throws, jumps. Teacher illustrate and guide the pupils to Pupils listen, watch and practice the Equipment.
Long jump: - meaning of long jump, demonstrate/practice the different types skills involved in long jump
- Skills in long jump, e.g. the appearance, run-up, of field events in athletics.
take-off, flight, landing and recovery.
9 Field events (athletics) Teacher illustrate and guide the pupils to Pupils practice more skills in long Chart, Posters,
- Demonstrate the skills in long jump demonstrate/practice the different types jump skills Facility and
- The jumping pitch. of field events in athletics. Equipment.
10 Field events (athletics) Teacher illustrate and guides the pupils to Pupils listen to the teacher’s Chart, Posters,
High jump. acquire High Jump skills e.g. run-up, take explanations on high jump and skills Facility and
Explain the meaning of high jump –off, flight and landing. involved. Pupils practice the Equipment.
High jump skills e.g. run-up, take –off, and flight. Teacher guides and ensure pupils observe different skills in high jump.
- Demonstration of the skills in high jump the various high jump rules. Pupils practice basic styles in high
- Facilities and equipment jump and observe high jump rules.
- The basic style in high jump.
- Rules for high jump.

LEARNING
RESOURCES
1 BALL GAMES Teacher explains the different types of ball Pupils listen to teacher’s explanation Chart, Posters,
Definition games Facility and
Types of ball games. Equipment.
2 BALL GAMES Teacher explains the facilities and equipment Pupils participate in discussion on Chart, Posters,
Facilities and equipment in Volley Ball in Volley Ball and Basketball. facilities and equipment used in ball Facility and
Facilities and equipment in Basket Ball Teacher guides pupils in group discussion. games. Equipment.
3 BALL GAMES Teacher explains the facilities and equipment Pupils participate in the class discussion Chart, Posters,
Facilities and equipment in Foot Ball in Foot Ball and Table Tennis. Facility and
Facilities and equipment in Table Tennis Teacher guides pupils in group discussion. Equipment.
Page | 175

4 BALL GAMES Teacher illustrates and guides pupils to Demonstrate skills in playing volley ball Chart, Posters,
Skills for playing Volley ball and basket ball demonstrate the skills for playing volley ball and basketball. Facility and
and basket ball Equipment.
5 BALL GAMES Teacher illustrates and guides pupils to Demonstrate skills in playing Football, Chart, Posters,
Skills for playing Football, Hockey and Table demonstrate the skills for playing Football, Hockey and Table Tennis Facility and
Tennis Hockey and Table Tennis. Equipment.
6 BALL GAMES Teacher guides pupils to discuss the Discuss the advantages. Chart, Posters,
Advantages of playing Football, volley ball, advantages of playing Football, volley ball, Facility and
Hockey, basketball, and Table Tennis Hockey, basketball, and Table Tennis Equipment.
7 BALL GAMES Teacher guides pupils to discuss the safety Discuss safety measures Chart, Posters,
Safety measures for playing ball games measures for playing ball games. and Facility.
8 NUTRITION Teacher guides pupils to identify and discuss Pupils identify and mention the sources Chart, Posters,
Define food. Define nutrition. Sources of the sources of food nutrients. of food nutrients. Facility and
nutrition. Teacher guides pupils to discuss nutritional Pupils discuss nutritional deficiencies Equipment.
Nutritional deficiencies e.g. kwashiorkor, deficiencies e.g. Kwashiorkor, rickets, e.g. Kwashiorkor, rickets, pellagra, and
rickets, pellagra, curvy. pellagra, and curvy. curvy.
9 NUTRITION Teacher guides pupils to discuss the Pupils discuss the characteristics of Chart, Posters,
Characteristics of those deficiency diseases. characteristics of nutritional deficiencies and nutritional deficiencies and prevention Facility and
Prevention of diseases prevention of diseases. of diseases. Equipment.
10 NUTRITION (FAMILY) Teacher guides pupils to mention the effects Mention effects of large family size on Chart, Posters,
Meaning of Family. of large family size on Nutrition. nutrition. Facility and
Effects of large family size on nutrition. Equipment.
Page | 176


LEARNING
RESOURCES
1 DISEASES Teacher explains and guides pupils to discuss Pupils listen to teacher’s explanation and Charts and
Meaning of diseases meaning of diseases and examples of participate in the discussion Posters,
Examples of diseases diseases textbooks
2 DISEASES Teacher explains and guides pupils to discuss Participate in the discussion. Charts and
Meaning of sickness. meaning of sickness, and the differences Posters,
Differences between sicknesses and diseases. between sicknesses and diseases. textbooks
3 DISEASES Teacher explains and guides pupils to discuss Pupils listen and discuss some signs and Charts and
meaning of signs and symptoms of diseases signs and symptoms of diseases. symptoms of diseases. Posters,
textbooks
4 DISEASES Teacher explains and guides pupils to discuss Pupils identify the types of disease Charts and
Types of disease the types of disease; communicable and non- Pupils discuss communicable and non- Posters,
Communicable diseases communicable diseases. communicable disease. textbooks
Non- communicable diseases
5 DRUG EDUCATION Teacher explains and guides pupils to discuss Pupils listen to teachers and ask Drug samples,
Meaning of drug education the types of drugs (synthetic and natural questions. Pupils discuss the types of Charts and
Types of drugs (synthetic and natural drugs) drugs) drugs (synthetic and natural drugs) Posters,
textbooks
6 DRUG EDUCATION Teacher explains and guides pupils to discuss Pupils participate in classroom and group Charts and
What drugs are used for what drugs are used for, the consequences of activities. Posters,
The consequences of using drugs. using drugs. textbooks
7 DRUG USE (DRUG EDUCATION) Teacher explains and guides pupils to discuss Pupils discuss ways of using drugs and Drug samples,
Ways of taking drugs: ways of using drugs and their experience in their experience in using different the injections,
- oral consumption - rubbing using different the oral, rubbing, inhaling and oral, rubbing, inhaling and injecting Charts and
- injecting - inhaling injecting methods. methods. Posters,
Textbooks.
8 DRUG USE Teacher presents the difference between Pupils view from displayed poster and Alcohol and
Meaning of alcohol and tobacco alcohol and tobacco and their effects to discuss the difference between alcohol Tobacco
Types of alcoholic drinks. Types of tobacco. health on a poster and guides pupils to and tobacco and their effects to health. samples, Charts
Reasons for drinking or smoking. Effects of discuss the topic. and Posters,
drinking alcohol and smoking tobacco Textbooks
Page | 177

9 DRUG EDUCATION Teacher guides pupils to educate other on the Pupils dramatize the effects of drug abuse Charts and
Effects of drug abuse in individuals. effects of drug abuse. and educate others against drug abuse. Posters,
- In families - In society Textbooks
10 DRUG EDUCATION Teacher guides pupils to visit nearby Pupils visit nearby NAFDAC office on Charts and
Herbal medicine NAFDAC office. excursion by the school authority; Posters,
- Definition. - Types. - Differentiate identify NAFDAC listed and registered Textbooks
between NAFDAC listed and registered herbal herbal medicine.
medicine
Page | 178


LEARNING
RESOURCES
1 COMPUTER GAMES Teacher shows/ displays latest adventures Play adventure computer games to Computer
i. Meaning of computer games. games. predict actions and results. facilities and
ii. Types of computer games. Displays different types of computer game and Play different types of computer equipment.
iii. Uses of computer games. explains each uses of Computer game. games in groups.
2 COMPUTER GAMES Teacher demonstrates adventures games e.g. Provide answers to teacher’s Computer
i. Steps in playing computer games (prince). prince questions. facilities and
ii. Actions of the key players. equipment.
3 COMPUTER GAMES Teacher ask leading questions on the problems Play adventure computer games to Computer
i. Predict the action of Key players. encountered by the adventurers. predict actions and results. facilities and
ii. Suggest possible solutions to the key equipment.
problems.
4 COMPUTER GAMES Teacher demonstrates the test drive game. Play test drive computer games to Computer
i. Steps in playing Test drive game. Ask leading questions on the problems predict actions and results. facilities and
ii. Actions of the key players. encountered by the players. Play test drive computer games to equipment.
iii. Predict the action of the key players. predict actions and results.
5 COMPUTER GAMES Teacher demonstrates the test drive game. Play test drive computer games to Computer
i. Steps in playing the game. predict actions and results. facilities and
ii Suggest possible solutions to the key equipment.
problems.
6 COMPUTER GAMES Teacher demonstrates computer games Mario. Provide answers to teacher’s Computer
i. Steps in playing Mario game. questions. facilities and
7 COMPUTER GAMES Teacher ask leading questions on the problems Provide answers to teacher’s Computer
i. Predict the action of the game. encountered by the adventurers. questions. facilities and
8 COMPUTER GAMES Teacher demonstrates computer Dave game. Play Dave computer game to predict Computer
i. Steps in playing the game (Dave). actions and results. facilities and
iii. How to play the game.
Page | 179

9 COMPUTER GAMES Teacher ask leading questions on the problems Provide answers to teacher’s Computer
i. Predict the action players of the game. encountered by the game. questions. facilities and
ii. Solution to the key problem. equipment.
10 COMPUTER GAMES Teacher demonstrate the game (Test drive, Play Test drive and Mario game. Computer
i. Steps in playing the game. Mario) facilities and
ii. Demonstration of the game. equipment.
iii. Importance of playing a computer game.
COMPUTER STUDIES
WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES LEARNING
RESOURCES
1 Computer Hardware. Displays / shows the computer hardware. Identify the computer hardware Chart, Posters and
i. Definition of computer hardware. from the parts of Computer. Equipment.
ii. Explanation of hardware.
2 Care of Computer hardware (I). Guides pupils using neat duster. Participate in caring for the Chart, Posters and
i. Steps for caring for computer hardware. computers in the school computer Equipment.
ii. Demonstrates ways of caring for the laboratory.
computer.
3 Care of Computer (II) CD & Compact disk. Demonstrates ways of taking care of the Watch and listen to teacher, ask Chart, Posters and
i. Ways of taking good care of computer system. computer. questions and participate in class Equipment.
ii. Demonstrates ways of caring for the discussion.
computer.
4 Reason for taking care of Computer. Explains to pupils why they need to take good Listen to teacher, ask questions and Chart, Posters and
i. Explain the need to take care of computer care of the Computer system. participate in class discussion. Equipment.
system.
ii. Give reason why computers should be cared
for.
5 Reason for taking care of Computer. Guides pupils to draw up a roaster for caring Clean the computer system in their Chart, Posters and
i. Avoid damages. for the school Computer. school. Equipment.
ii. Protect the system.
Page | 180

6 Ways of protecting Computer. Explains ways of protecting Computer using Examine anti-virus packages and Chart, Posters and
i. Meaning of password. password and anti-virus. how it works. Equipment.
ii. Use of password.
7 Ways of protecting Computer. Explains virus that attacks computer. Listen and learn the viruses that Chart, Posters and
i. Meaning of virus. attacks computer. Equipment.
ii. Example of computer virus.
8 Ways of protecting Computer. Explains anti-virus that prevent virus from Listen and learn the virus that Chart, Posters and
i. Meaning of anti-virus. attacking computer. prevent virus from attacking Equipment.
ii. Examples of anti-virus. computer.
9 Ways of protecting Computer. Demonstrates the use of anti-virus on the Observe and listen to the lesson. Chart, Posters and
i. Uses of anti-virus. computer system. Equipment.
ii. Steps on how to use anti-virus.
10 Practical. Guides in arranging the computer laboratory Pupils cleans and arrange the Chart, Posters and
i. Cleaning and arranging the computer and shows pupils the right sitting position computer lab. Equipment.
laboratory. when using the computer.
ii. Assume the right sitting position when using
the computer.
COMPUTER STUDIES
RESOURCES
1 Internet I. Guides pupils to define Internet and list the Participate in the class discussion. Chart, Posters and
i. Meaning of Internet. parts of Internet. Equipment.
ii. Parts of Internet.
2 Internet. Guides pupils to define world wide web and e- Participate in the class discussion. Chart, Posters and
i. Meaning of world wide web (www). mail. Equipment.
ii. Meaning of e-mail /web site.
iii. Advantages of e-mails.
Page | 181

3 Internet. Asks pupils to define Internet browser and Pupils identify the Internet browser Chart, Posters,
i. Meaning of Internet browser. define Internet browser. on the computer. Facility and
ii. Uses of Internet browser. Equipment.
iii. Identify Internet browser.
4 Internet Browser. Mention the types of Internet browser e.g. Listen and learn types of Internet Chart, Posters,
i. Types of Internet browser. Microsoft Internet explorer, Nets cap navigator. browser. Facility and
ii. Explanation on the types of Internet browser. Equipment.
5 Creating e-mail account. Demonstrates creating of e-mail account on the Pupils participate in creating e-mail Chart, Posters,
i. How to create e-mail account (steps). computer system. account Facility and
ii. E-mail Addresses. Equipment.
6 Sending and Receiving e-mail. Practice sending and receiving Pupils participate in creating, Chart, Posters,
i. Practice sending and receiving e-mail. e-mail with pupils. sending and receiving e-mail. Facility and
ii. E-mail Addresses. Equipment.
7 Chatting on the Internet. Organizes visit to cybercafé to demonstrate the Pupils visit a cybercafé and chat on Chart, Posters,
i. Steps in chatting on the Internet. chatting on the Internet or through the school the Internet. Facility and
ii. Practice creating e-mail. computer laboratory. Equipment.
8 Uses of Internet. Leads pupils to start the use of Internet. Pupils mention the uses of Internet Chart, Posters,
i. Uses of the Internet. and the advantages. Facility and
ii. Advantages of the Internet. Equipment.
9 Benefits of Internet. Explains the benefits of using Internet to Listen and learn the benefits of Chart, Posters,
i. List the benefits of Internet e.g. Information pupils. Internet. Facility and
exchanges. Equipment.
ii. E-learning and E-entertainment.
10 Mis-use of Internet. Explains or describes the abuse of the Internet Pupils follow the teacher Chart, Posters,
i. Abuse of Internet. and also the effects of it on the society. explanation and listen to the abuse Facility and
ii. Effects of abuse of Internet on the society. Demonstrates the chatting and creating e-mail and the effects in the society. Equipment.
Practical. with the computer system. Pupils participate by creating an e-
i. Creating e-mail. mail account.
ii. Chatting on the Internet.
11 Revision Revises all the topics taught with pupils. Revise all the topics with the
teacher.
Page | 182

NATIONAL VALUES EDUCATION (NVE)

RESOURCES
1 MEMBERS OF A FAMILY Guides pupils to understand the meaning of Participate in class discussion. Chart, Posters and
Meaning of family family. Listen answer ask questions. Pictures.
People in a family
2 UNITY IN CULTURAL DIVERSITY Guides pupils to understand the concept of Participate in class discussion. Chart, Posters and
Definition of culture. cultural diversity. Listen answer ask questions. Pictures.
Definition of cultural diversity. Lists the benefits of cultural diversity.
Benefits of cultural diversity.
3 CHANGING CULTURE Lists the common changes in culture and the Participate in class discussion. Chart, Posters and
Common changes in culture. factors responsible for the changes. Listen answer ask questions. List Pictures.
Factors that cause changes in culture. the common changes in culture
4 MARRIAGE CUSTOMS AND PRACTICES Lists different cultural practices in marriage. Participate in class discussion. Chart, Posters,
Definition of marriage. Concept of marriage as a Listen answer ask questions. Videos and
kind of relationship between a man and a Pictures.
woman. Cultural practices and customs in
marriage.
5 ROLES OF FAMILY MEMBERS IN MARRIAGE Guides pupils to understand the duties of each Participate in class discussion. Chart, Posters,
Duties of the children, mother and father in the member of the family. Listen answer ask questions. Videos and
family Pictures.
6 RESPONSIBLE PARENTHOOD Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
Definition of parenthood. responsible parenthood. Lists the benefits of Listen answer ask questions. Videos and
Responsibilities of parents towards their responsible parenthood and the roles good Pictures.
children. Benefits of responsible parenthood parents play in the family.
7 PROBLEMS OF PARENTHOOD Guides pupils to the factors that are Participate in class discussion. Chart, Posters,
Challenges parents face. responsible for poor parenting Listen answer ask questions. Videos and
Factors that contribute to poor parenting. Pictures.
8 TRADITIONAL AND MODERN MARRIAGES Guides pupils to understand the concepts of Participate in class discussion. Chart, Posters,
Traditional Marriages traditional and modern marriages. Listen answer ask questions. Videos and
Modern marriages Lists the benefits of cultural diversity. Pictures.
Page | 183

9 RELIGION AND RELIGIOUS BELIEFS Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
Definition of religion. religion and religious beliefs. Listen answer ask questions. Videos and
Common religious beliefs in the society. Pictures.
10 CONTROLLING RELIGIOUS INTOLERANCE Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
AND ROLES PLAYED BY RELIGIOUS BODIES religious intolerance. Explains methods of Listen answer ask questions. Videos and
Meaning of religious intolerance. reducing religious intolerance in the society. Pictures.
Dangers of religious intolerance. Discusses the roles played by religious bodies
How to prevent or reduce religious intolerance. and religious leaders.
Page | 184

SOCIAL STUDIES
LEARNING
RESOURCES
1 LEADERSHIP Guides pupils to understand the meaning and Participate in class discussion. Chart, Posters, Videos
Meaning of leadership. concept of leadership. Discusses some Listen answer ask questions. and Pictures.
Qualities of good leadership leadership roles which the pupils can relate
Need for leadership with.
2 ORGANISATION AND COOPERATION Guides pupils to understand the concept of Participate in class discussion. Chart, Posters, Videos
Definition of organisation. organisation and cooperation and their Listen answer ask questions. List and Pictures.
Definition of co-operation. benefits. the benefits of organisation and
Importance of organisation and cooperation in cooperation.
the family, at school, in the nation, and every
other place.
3 RESOURCE PRESERVATION (SAVING) Guides the students to understand the Participate in class discussion. Chart, Posters, Videos
Meaning of resources. concept of resource preservation and the Listen answer ask questions. List and Pictures.
Meaning of preservation benefits. the benefits of resource
Concept of resource preservation preservation.
4 RESOURCE PRESERVATION (SAVING) Guides the students to understand the Participate in class discussion. Chart, Posters, Videos
Meaning of resources. concept of resource preservation and the Listen answer ask questions. List and Pictures.
Meaning of preservation benefits. the benefits of resource
Concept of resource preservation preservation.
5 RESOURCE DEVELOPMENT (CAPITAL) Guides the students to understand the Participate in class discussion. Chart, Posters, Videos
Concept of resource development. concept of capital and resource development. Listen answer ask questions. List and Pictures.
Meaning of capital. the benefits of resource
development.
6 RESOURCE DISTRIBUTION Guides the students to understand the Participate in class discussion. Chart, Posters, Videos
Meaning of resource distribution. concept of resource distribution and the Listen answer ask questions. List and Pictures.
Fair distribution of resources benefits. the benefits of fair resource
Concept of raw materials distribution.
7 EMPLOYMENT Guides the students to understand the Participate in class discussion. Chart, Posters, Videos
Definition of employment concept of employment. Listen answer ask questions. List and Pictures.
Relationship between employees and the benefits of employment.
employer
Importance of employment
Page | 185

8 WAGES AND INCOME Guides the students to understand the Participate in class discussion. Chart, Posters, Videos
Definition of wage. concept of rewarding workers including Listen answer ask questions. and Pictures.
Definition of income. bonus, gratuity, etc.
Other methods of rewarding or compensating
workers.
9 COMMUNICATION AND TRANSPORTATION Guides the students to understand the Participate in class discussion. Chart, Posters, Videos
Definition of communication concept of communication and transportation. Listen answer ask questions. and Pictures.
Definition of transportation Discusses modern methods of communication Compare traditional methods of
Modes of communication and transportation. and transportation. communication and transportation
with modern methods.
10 NATIONAL WATER SUPPLY Explains the duties of water cooperation and Participate in class discussion. Chart, Posters, Videos
Concept of water supply. the methods of water supply in towns and Listen answer ask questions. List and Pictures.
State and national agencies in charge of water cities. the benefits of water supply to
supply. citizens and residents.
Page | 186

SOCIAL STUDIES
LEARNING
RESOURCES
1 HOUSING Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
Definition of housing. housing. Explains some the importance of Listen answer ask questions. Videos and Pictures.
Types of housing housing.
Differences between traditional and modern
housing
2 FEATURES OF GOOD HOUSING Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
Qualities of good housing housing. Explains some the importance of Listen answer ask questions. Videos and Pictures.
Kinds of houses in specific areas in Nigeria. housing.
3 POPULATION AND HOUSING Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
Definition of population. How population population. Explains some the importance of Listen answer ask questions. Videos and Pictures.
relates to housing. census. Opens class discussion. Explain the meaning of population
Concept of overpopulation. census, overpopulation,
Concept of underpopulation. underpopulation and population
Concept of population census density.
4 PERSONAL HYGIENE AND PHYSICAL Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
DEVELOPMENT personal hygiene and physical development. Listen answer ask questions. Videos and Pictures.
Meaning of personal hygiene.
Meaning of personal development.
Relationship between personal hygiene and
physical development.
5 DESCRIBE PHYSICAL DEVELOPMENT OF Guides pupils to understand the stages of Participate in class discussion. Chart, Posters,
CHILDREN FROM TEN YEARS AND ABOVE, development in children and the features of Listen answer ask questions. Videos and Pictures.
Characteristics of physical development of development at every stage
children at pre-adolescent stage.
(a) Girls initially grow taller than boys etc.
6 PHYSICAL FITNESS AND HOUSEHOLD Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
POPULATION physical fitness. Listen answer ask questions. Videos and Pictures.
Meaning of physical fitness.
Components of physical fitness. Importance of
physical fitness for community members.
Page | 187

7 DRUG ABUSE AND PREVENTION Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
Meaning of drug abuse. drug abuse. Explains methods of abusing Listen answer ask questions. Lists Videos and Pictures.
Methods of drug abuse. drugs and prevention methods examples of hard drugs e.g.
Types of hard drugs marijuana, gum, etc.
Prevention or reduction of drug abuse
8 POLLUTION Guides pupils to understand the meaning of Participate in class discussion. Chart, Posters,
Meaning of pollution pollution and how it plays out in the Listen answer ask questions. List Videos and Pictures.
Types of pollution environment in different forms. Explains the types of pollution and the
Prevention or control of pollution. some the importance of housing. control measures.
9 NATURAL DISASTERS Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
Definition of natural disasters. natural disasters. List examples of natural Listen answer ask questions. List Videos and Pictures.
Types of natural disasters. disasters. examples of natural disasters.
Compares different natural
disasters
10 RESPONSE TO NATURAL DISASTERS Guides pupils to understand the concept of Participate in class discussion. Chart, Posters,
housing. Explains actions taken by Listen answer ask questions. List Videos and Pictures.
government agencies and people when a examples of natural disasters.
natural disaster takes place Explains the proper method
government agencies and people
should react to natural disasters.
Page | 188


LEARNING
RESOURCES
1 LOYALTY Guides pupils to explain loyalty and evidence Explain loyalty and its evidence in Chart, Posters,
Meaning/Explanation of loyalty in the family. the family. Videos and
-Evidence of loyalty to the family: Pictures.
Obedience. Respect Protection
Assurance Standby even in times of difficulty
or need, etc.
2 LOYALTY TO THE COMMUNITY Guides pupils to explain evidences of loyalty Participate actively in the Chart, Posters,
-Willingness to serve. -Show goodwill to the community. discussion. Videos and
-Good representation. -Personal sacrifice. Pictures.
3 LOYALTY TO THE STATE OR NATION Guides pupils to explain evidences of loyalty Participate actively in the Chart, Posters,
-Defend to the state or nation. discussion. Videos and
-Respect for Nation and National symbols Pictures.
-Make personal sacrifice
-Willingness to serve.
4 CONSEQUENCES OF DISLOYALTY Guides pupils to enumerate consequences of Make contributions to the Chart, Posters,
-Failure. -External enemies disloyalty. discussion. Videos and
-Lack of development Pictures.
5 LOYAL SERVICES TO THE NATION. Explains areas of loyal services to the nation. Participate actively and ask Chart, Posters,
-NYSC -Military questions. Videos and
-Law enforcement agencies Pictures.
-Voluntary services.
6 LEADERSHIP Explains the concept of leadership and Ask question, take down notes and Chart, Posters,
-Meaning democratic type of leadership. contribute to the discussion. Videos and
-Types Pictures.
-Democratic leadership
7 TYPES OF LEADERSHIP Explains the autocratic and Leize faire types Ask question, take down notes and Chart, Posters,
- Autocratic leadership of leadership contribute to the discussion. Videos and
- Leize faire leadership Pictures.
8 QUALITIES OF A GOOD LEADER. Enumerates qualities of a good leader. Participate actively in the Chart, Posters,
-Transparency. Dedication discussion. Videos and
-Honesty -Commitment Pictures.
Page | 189

-Patriotic -Justice
9 LEVELS OF LEADERSHIP Lists levels of leadership and discusses Participate in the discussion and Chart, Posters,
-Family -Community leadership role in family level. take down note. Videos and
-Local government -State government Pictures.
-Federal government -Institutions
10 LEVELS OF LEADERSHIP Explains Participate in the discussion and Chart, Posters,
-Community Community and local government leadership take down note. Videos and
-Local government levels and their roles. Pictures.
-Roles of the above
11. LEVELS OF LEADERSHIP Explains Participate in the discussion and Chart, Posters,
-State government State and Federal government leadership take down note. Videos and
-Federal government levels and their roles. Pictures.
-Roles of the above
12 LEVELS OF LEADERSHIP Explains institutional level of leadership and Participate in the discussion. Chart, Posters,
- Institutions e.g. schools, banks, companies, their roles. Videos and
government agencies, etc. Pictures.
Page | 190


LEARNING
RESOURCES
1 GOOD LEADERSHIP Explains the concept of good Leadership and Listen to the teacher ask questions Chart, Posters,
-Benefits of good Leadership. its benefits. where needed. Videos and Pictures.
2 BAD LEADERSHIP Explains consequences of bad leadership. Participate in the discussion. Chart, Posters,
-Problems/consequences of bad leadership: Videos and Pictures.
Dissatisfaction. Strikes
Demonstration.
3 BAD LEADERSHIP Explains consequences of bad leadership. Participate in the discussion. Chart, Posters,
-Riot -Insecurity Videos and Pictures.
4 ARMS OF GOVERNMENT Gives the meaning and the three divisions of Listen to the teacher ask questions Chart, Posters,
Meaning the arms of government. where needed. Videos and Pictures.
Divisions: Executive. - Legislative
- Judiciary
5 EXECUTIVE ARM OF GOVERNMENT Gives examples of the executive arm of Participate actively in the discussion. Chart, Posters,
-President -Governors - Ministers - government. Videos and Pictures.
Commissioners -Local government Chairmen
6. EXECUTIVE ARM OF GOVERNMENT Explains the functions of the executive arm of Participate actively in the discussion. Chart, Posters,
Functions of the Executive Arm of government government. Videos and Pictures.
7 LEGISLATIVE Gives example of the Legislative arm of Participate actively in the discussion. Chart, Posters,
-Senate. -House of Representative government. Videos and Pictures.
-State House of Assembly -Councillors
8 LEGISLATIVE Explains the functions of the Legislative. Listen and contribute to the Chart, Posters,
Functions discussion. Videos and Pictures.
9 JUDICIARY Explains the functions of the Judiciary. Participate actively in the discussion. Chart, Posters,
Functions and examples of the Judiciary Videos and Pictures.
(Courts, Judges, Magistrates, etc)
10 REASONS FOR DIVISION OF THE ARMS OF Explains reasons for the division of the arm Listen, ask questions and take down Chart, Posters,
GOVERNMENT. of government note. Videos and Pictures.
To avoid abuses or dictatorship; Ensure that
the constitution is obeyed; for orderliness.
Page | 191


LEARNING
RESOURCES
1 PRESSURE GROUP Explains the meaning of pressure groups Listen to teacher’s Chart, Posters,
Meaning of pressure group: Group of people who have with examples explanation and contribute Videos and
common interest and seek to influence government towards the lesson. Pictures.
policies e.g. Workers Union like NLC, ASUU, NUT etc.
2 EXAMPLES OF PRESSURE GROUP Discusses with the pupils’ examples of Listen to the teacher’s Chart, Posters,
Associations like Market Women Association, National pressure group explanation and ask Videos and
Council for Women Societies (NCWS) question where necessary. Pictures.
- Social Club, Peoples Club, Rotary Club
Old Pupils Association of schools etc.
3 IMPORTANCE OF PRESSURE GROUPS Organizes debate on "should pressure Select members of Chart, Posters,
- Protecting members interest groups be encouraged or discouraged? proposing and opposing Videos and
- Contribute to development by assisting government to team. Pictures.
provide services
- Keep the government in check.
4 DISADVANTAGES OF PRESSURE GROUPS Organizes debate on "should pressure Identify three advantages Chart, Posters,
- Can make it difficult for government to implement groups be encouraged or discouraged? and disadvantages of Videos and
policies; can make unattainable demand; hijacked by pressure group. Pictures.
hoodlums; loss of lives etc.
5 MEANING OF HARD WORK Explains the meaning of hard work Listen to teacher's Chart, Posters,
Hard work is the effort put by individuals to achieve a set Guides the pupils on the various ways of explanation. Videos and
goal discouraging laziness. Suggest two ways to Pictures.
DISCOURAGING LAZINESS discourage laziness and
Discourage by: less payment, punishment, denial of encourage hard work.
promotion, compulsory retirement, etc.
6 ENCOURAGING HARD WORK. Guides discussions on how to encourage Mention four rewards for Chart, Posters,
Encourage hard work by: Providing jobs; promotion, hard work. hard in the school, home Videos and
upward review of payment rewards, and nation Pictures.
national honour, etc.
7 SOCIAL INJUSTICE Guides the pupils to the meaning of social Explain the meaning of Chart, Posters,
Meaning of social injustice injustices social injustices. Videos and
Pictures.
Page | 192

8 TYPES OF SOCIAL INJUSTICE Guides the class discussions Identify the types of social Chart, Posters,
Types of social injustice: injustice Videos and
- Inadequate pay for work done. - Denial of fundamental Pictures.
rights. – Nepotism. - Subjective application of rewards and
sanction, etc.
9 WAYS PEOPLE COMMUNICATE SOCIAL INJUSTICE Displays poster of demonstration and List two ways people Chart, Posters,
Communicating social injustice to leaders: asks the causes of social injustice. communicate to their Videos and
- Demonstration. - Strikes. leaders. Pictures.
- Reduced production. - Resignation
- Petition etc.
10 HOW TO AVERT STRIKE OR DEMONSTRATION. Guides the pupils on ways to avert strike Explain the ways one can Chart, Posters,
Suggestion on what the leaders can do to avert strike or or demonstration avert strikes or Videos and
demonstration. E.g. demonstration Pictures.
- Holding a press conference. - Increase in salaries. -
Making all allowances available e.g. leave bonus. -
Taking care of their welfare etc.
12 EXAMINATION. EXAMINATION. EXAMINATION.
Page | 193


LEARNING
RESOURCES
1 SECURITY TIPS. teacher guides pupils to state the meaning of - Pupils state the meaning of Chart, Posters,
Personal security: personal security. Personal security. Videos and
- Meaning - They explain what personal Pictures.
security is.
- Mention some tips.
2 SOME SECURITY ALERT The teacher guides pupils to mention some - Pupils mention the necessary alert Chart, Posters,
Mention some security alert. security alert: Bell, Whistle, Gun, Phone, Torch items used by the security Videos and
light, Fire. personnel. Pictures.
3 ROLES OF SECURITY AGENT IN THE -The teacher allows pupils to show some Pupils express the role of a security Chart, Posters,
NEIGHBOURHOOD. security role to themselves in the school, home agent as the May-guide, Vigilantes, Videos and
Roles of security agent and the community. Hunting dog, Parrot. Pictures.
-The teacher guide pupil to mention other - Pupils mention some roles played
agent of security around us. by some of these agents.
4 THE ROLES OF ELDERS IN MAINTAINING -The teacher guides pupils to discuss what the - Pupils discuss the ways the Chart, Posters,
SECURITY IN OUR NEIGHBOURHOOD elders should do to allow for effectiveness of community care for security agents. Videos and
Roles of security agents in our security agents. - They express their effectiveness. Pictures.
neighbourhood.
5 CONSEQUENCES OF FAILURE TO REPORT -The teacher allows pupils to express - The pupils express their feelings on Chart, Posters,
HOOLIGANS IN THE NEIGHBOURHOOD themselves on the failure to report danger failure of reporting danger signal in Videos and
Failure to report danger case. cases in the neighbourhood. the neighbourhood to the security Pictures.
agents.
6 VARIOUS MEANS OF SECURING OUR -The teacher guides and directs pupils discuss - Pupils state the necessary tips for Chart, Posters,
ENVIRONMENT/NEIGHBOURHOOD. means of securing the environment. securing the neighbourhood without Videos and
-Means of securing our neighbourhood. being suspected. Pictures.
7 IMPORTANCE OF MODERN SECURITY -The teacher allows pupils to brainstorm on the - Pupils brainstorm on the function Chart, Posters,
Importance and function of modern security. functions of modern security. of modern security and its Videos and
-Mention their importance to our world. importance to the neighbourhood. Pictures.
8 USES OF MODERN MEDIA TO ALERT - The teacher leads pupils to mention some of Pupils listen to teacher and tell her Chart, Posters,
SECURITY. the modern alert. How do we use it for security modern alert security is and how to Videos and
Modern alert: How to access it. within the neighbourhood? use them. Pictures.
Page | 194

9 SECURITY AGENCIES The teacher allows pupils to mention the The pupils list the security agency Chart, Posters,
Mentioning security agency. security agency that we have. they know in the neighbourhood. Videos and
The functions and what they bring. - The police, the army, the Civil Defence, the Pictures.
Fire Service. Defence, the Fire Service.
- The teacher allows pupils to know the
functions of this agency.
-They help to coordinate friendship and
tolerance.
-They allow for cordiality among citizenry.
10 MORE AGENCIES OF SECURITY IN OUR The teacher allows for Field Trips to some -The pupils get themselves ready for Chart, Posters,
MODERN TIME. security agencies area in the neighbourhood. a field trip to any of the Agencies Videos and
More Agencies of modern security -The NEMA office. Pictures.
-The NDLEA etc. -They give room for expression of
speech.

LEARNING
RESOURCES
1 INTRODUCTION TO PERSONAL SECURITY -The teacher guides pupils to stating the - Pupils say the meaning of personal Chart, Posters,
Meaning of personal security meaning of personal security. security. Videos and
-Guide them to state its importance. -Give the importance of personal security. Pictures.
2 NEEDS FOR PERSONAL SECURITY. -The teacher allows pupils to mention some Pupils appreciate the reinforcement of Chart, Posters,
The needs for personal security. vital points supporting the needs for oneself towards the security of others. Videos and
personal security. Pictures.
3 DUTIES AND RESPONSIBILITIES OF PERSONAL -The teacher allows pupils to mention some - Pupils stand to checkmate wrong Chart, Posters,
SECURITY responsible duties of self-security. doings. Videos and
Duties of personal security. -They stand to give responsible up breed Pictures.
of self.
4 COMMON CRIMES IN THE SOCIETY. -The teacher guides pupils to give the - Pupils state the simple meaning of Chart, Posters,
Meaning of crime and the common ones. meaning of crime. crime. Videos and
-To mention common crime in the society. -They mention common types of crime. Pictures.
Page | 195

5 VARIOUS TYPES OF COMMON CRIMES. The teacher leads pupils to listing the The list the common crimes in our society Chart, Posters,
Listing common crimes in our society. common crimes. – theft, drug trafficking etc. Videos and
-Theft, rape, drug trafficking etc. Pictures.
6 VARIOUS TYPES OF COMMON CRIME. The teacher guides pupils in mentioning the Pupils still list more crime in our society Chart, Posters,
Listing common crimes in our society. common crimes – fraud, assault etc. that they know. Videos and
Pictures.
7 VARIOUS TYPES OF COMMON CRIMES. -The teacher leads pupils in mentioning - Pupils try to mention some more Chart, Posters,
Listing common crime in the society. more common crime in our society such as: common crimes played in our society. Videos and
drug contamination and adulteration; Pictures.
- Food contamination and adulteration
8 WAYS OF AVOIDING CRIMINAL BEHAVIOURS. -The teacher allows pupils to tell ways they Pupils mention some likeable ways of Chart, Posters,
Avoiding criminal behaviour can curb criminal act in their avoiding criminal action. Videos and
neighbourhood. -Organizing mockery drama to stop crime Pictures.
-Giving workshops on how to avoid
criminal behaviour.
9 Ways of avoiding criminal behaviours. - The teacher should allow pupils to be The pupils make suggestions that will Chart, Posters,
Avoiding criminal behaviours exposed to public sensitization against entail mobilising youth to speak openly Videos and
criminal behaviour in our society. against criminal behaviour in the society. Pictures.
10 Ways of avoiding criminal behaviours The teacher guides the pupils in stating -Pupils give more points on avoiding Chart, Posters,
Avoiding criminal behaviours some other ways of avoiding criminal criminal behaviour among our people. Videos and
behaviour in our society. Pictures.
Page | 196


LEARNING
RESOURCES
1 SECURITY MANAGEMENT - The teacher guides pupils to define - The pupils give the simple definition of security Chart, Posters,
Meaning of security management. security management. management. Videos and
-The teacher guides pupils to discuss -They also discuss what they think is security Pictures.
Security Management. management.
2 WHAT IS NATIONAL SECURITY? -The teacher guides pupils to discuss The pupils discuss what they understand as National Chart, Posters,
Meaning of National Security. what they understand by National Security. Videos and
Security. Pictures.
3 WHAT IS NATIONAL SECURITY? - The teacher allows pupils to discuss The pupils discuss more points on the definition and Chart, Posters,
Function of National Security. some of their functions. state some functions of national security. Videos and
Pictures.
4 HOW TO ENSURE NATIONAL -The teacher guides pupils to outline -Pupils state the influences of National Security. Chart, Posters,
SECURITY. some influences of National Security on -They discuss how mutual benefits can ensure National Videos and
Influence of National Security. the nation and the international Security. Pictures.
community.
5 HOW TO ENSURE NATIONAL - The teacher allows pupils to state what Pupils discuss how this can influence our economy as a Chart, Posters,
SECURITY. Influence this has on our economy. nation. Videos and
Influence of National Security on Pictures.
Economy.
6 ENSURING NATIONAL SECURITY. -The teacher guides pupils to discuss how The pupils discuss the ways military facilities can be Chart, Posters,
The influences of National Security to use National Security for our defence. used as our security in our country. Videos and
on our defence. Pictures.
7 ENSURING NATIONAL SECURITY. - The teacher allows pupils to discuss Pupils discuss the way of using intelligent agency to Chart, Posters,
The influences of National Security how we can use diplomacy in securing secure our nation. Videos and
for intelligent diplomacy our nation. Pictures.
8 NATIONAL SECURITY ON - The teacher guides pupils on how to The pupils discuss on vandalism of government Chart, Posters,
VANDALISM OF GOVERNMENT discuss the ways of securing government properties in our societies and as a nation. Videos and
PROPERTIES. properties from the hands of vandals. Pictures.
Security on government properties.
Page | 197

9 NATIONAL SECURITY ON DRUG - The teacher allows pupils to discuss The pupils discuss on drug traffickers both in our Chart, Posters,
TRAFFICKERS who drug traffickers are and how to curb country and outside the shore. Videos and
Security against Drug Traffickers. their excesses in our nation. Pictures.
10 ENUMERATION OF SOME - The teacher leads pupils to mention The pupils talk on the bodies responsible for our Chart, Posters,
NATIONAL SECURITY AGENCIES some bodies of National Security. national security (NDLEA). Videos and
The body responsible for National - The teacher allows pupils to state how The pupils are made to discuss on terrorism using Boko Pictures.
Security. terrorism and war can be curbed in our Haram as a case study.
NATIONAL SECURITY ON society and nation. -They discuss how to put to an end the war in the world
TERRORISM AND WAR and live in peace.
Security on terrorism and war

Page | 198


WEEKS BROAD TOPIC CONTENT ACTIVITIES
1 ARABIC TEXT OF SURATUL ALAQ: Arabic text of Suratul Alaq: Reading and The teacher and pupils read the surah properly individually
READING AND MEMORIZATION Memorization and collectively.
2 BELIEF IN THE LIFE AFTER DEATH Belief in the life after death The teacher tells the pupils that the process starts when a
person dies.
3 LESSONS FROM ROLE OF SOME Lessons from role of some women mentioned in the The teacher tells the pupils short stories of the lives of
WOMEN MENTIONED IN THE QUR’AN Qur’an prophet: Lut and Nuh.
4 MEANING AND LESSON LEARNED Meaning and lesson learned from Suratul Alaq The pupils itemise the lessons learnt from Lugman’s
FROM SURATUL ALAQ wisdom.
5 SIGNIFICANT OF THE BELIEF IN THE Significant of the belief in the life after death Both the teacher and pupils discuss on the reward and
LIFE AFTER DEATH punishment after death.
6 SHORT HISTORY OF MARYAM (JESUS Short history of Maryam (Jesus Mother) The teacher explains the background mystery of Maryam.
MOTHER)
7 ARABIC TEXT OF SURATUL QARIA: Arabic text of Suratul Qaria: Reading and The teacher drills the pupils; pronouncing the words of the
READING AND MEMORIZATION Memorization surah individually and in rows, as well as write such in their
note books.
8 DEFINITION OF YAUMUL QIYAMA Definition of Yaumul Qiyama The teacher tells the pupils that it is the day that Allah(SAW)
will judge all
9 SHORT HISTORY OF ASIYA THE WIFE Short history of Asiya the wife of Fir’aun The teacher tells the pupils who is Asiya the Pharaoh’s wife.
OF FIR’AUN
10 TRANSWERLATION AND LESSONS Transwerlation and lessons from Suratul Qariah The teacher itemises the lesson by writing on the black
FROM SURATUL QARIAH Board the meaning of the Surah.
11 THE OCCURRENCES OF THE DAY OF The occurrences of the day of Qiyama The teacher tells the pupils the happenings of the
QIYAMA ofjudgement.
12 ARABIC TEXT OF VERSES 12 – 14 OF Arabic text of verses 12 – 14 of Suratul Luqman The teacher asks the pupils to explain the lessons they learnt
SURATUL LUQMAN from the verse of Luqman.
13 REVISION AND EXAMINATION
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ISLAMIC RELIGIOUS STUDIES

1 ARABIC TEXT OF VERSES 15 – 17 OF Arabic text of verses 15 – 17 of Suratul Luqman Both the teacher and the pupils read the verses
SURATUL LUQMAN individually and collectively.
2 DEFINITION OF AS SAWM Definition of As Sawm The teacher explains to the pupils the position of
fasting in Islam
3 SHORT HISTORY OF PROPHET NUHU’S Short history of Prophet Nuhu’s wife The teacher tells the pupils the difficulties
WIFE Prophet Nuhu had with his wife.
4 MEANING AND LESSONS FROM VERSES Meaning and lessons from Verses 12 – 14 of Suratul The teacher discusses with the pupils the lessons
12 – 14 OF SURATUL LUQMAN Luqman of sural-al Luqman verses 12 – 14.
5 PURPOSE OF FASTING FROM QUR’AN Purpose of fasting from Qur’an and Sunnah The teacher asks the pupils to explain fasting.
AND SUNNAH
6 SHORT HISTORY OF PROPHET LUT’S Short history of prophet Lut’s wife The teacher explains to the pupils the activities of
WIFE Lut’s wife.
7 ARABIC TEXT OF VERSES 18- 19 OF Arabic text of verses 18- 19 of Suratul Luqman The pupls to explain the lessons from suratul
SURATUL LUQMAN Luqman 18-19
8 SIGNIFICANCE OF FASTING IN ISLAM Significance of fasting in Islam The teacher explains to the pupils the significance
of fasting in Islam.
9 RULES OF CONDUCT IN ISLAM – Rules of conduct in Islam – Selfishness The Teacher leads the pupils on discussion of
SELFISHNESS rules of conduct with examples. (selfishness).
10 MEANINGS AND LESSONS LEARNT Meanings and lessons learnt from Suratul Luqman The teacher writes on the black board the lessons
FROM SURATUL LUQMAN VERSES 16 – verses 16 – 18 of suratul (16-18) from the lessons of Luqman.
18
11 REVISION
12 EXAMINATION
Page | 200

ISLAMIC RELIGIOUS STUDIES

1 ARABIC TEXT OF SURATUL AL-TIN – Arabic text of Suratul Al-Tin – Reading and Both the teacher and the pupils read the text of
READING AND MEMORIZATION Memorization the surah together and in groups, individually and
in rows.
2 THE DEFINITION OF ZAKAT The definition of Zakat The teacher and the pupils discuss the meaning of
zakat as contained in Islam.
3 VIRTUOUS CONDUCTS IN ISLAM – Virtuous Conducts in Islam – Modesty The teacher and the pupils discuss what is
MODESTY modesty and some individuals that earn it.
4 MEANING AND LESSONS LEARNT FROM Meaning and lessons learnt from Suratul Tin The teacher and the pupils recite the verse of the
SURATUL TIN chapter and mention the lessons learnt.
5 THE PURPOSE OF ZAKAT IN ISLAM The purpose of Zakat in Islam The teacher to lists the purpose of zakat to the
pupils.
6 VIRTUOUS CONDUCTS IN ISLAM – Virtuous Conducts in Islam – Selflessness The teacher and pupils discuss how selfishness is
SELFLESSNESS and the way to eradicate it from the general
populace.
7 ARABIC TEXT OF SURATUL DUHA Arabic text of Suratul Duha The teacher and the pupils read the text of the
suratul loudly individually.
8 IMPORTANCE OF ZAKAT Importance of Zakat The teacher lists the importance of zakat on the
black board for the pupils to read and copy.
9 VIRTUOUS CONDUCTS IN ISLAM – Virtuous conducts in Islam – Commanding of doing Both the teacher and pupils discuss on doing good
COMMANDING OF DOING GOOD good to oneself and to the others, as well as not doing
so.
10 MEANING AND LESSONS LEARNT FROM Meaning and lessons learnt from Suratul Al-Duha The teacher asks the pupils to recite the verses of
SURATUL AL-DUHA the surah and lastly give meaning to all the verses.
11 THOSE TO ENJOY ZAKAT Those to enjoy Zakat Both the teacher and the pupils mention those to
enjoy zakat.
12 REVISION
13 EXAMINATION
Page | 201


LEARNING
RESOURCES
1 CREATION Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
God creates and wants us to create (Genesis 1) scripture and share revelations gotten scripture. Pupils replicate bible Posters and
from the scriptures. scenarios by practicing bible principles Textbook.
2 CREATION Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
God created man in His own image (Genesis 2) scripture and share revelations gotten scripture. Pupils replicate bible Posters and
from the scriptures. scenarios by practicing bible principles Textbook.
3 PURPOSE OF GOD’S CREATION Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
- For God’s praise (Ephesians 1:11-14) scripture and share revelations gotten scripture. Pupils replicate bible Posters and
- For man’s use (Genesis 1 & 2) from the scriptures. scenarios by practicing bible Textbook.
- Teacher guides and encourage pupils principles. Pupils practice the act of
to worship and praise God. worshiping God in spirit and in truth.
4 THINGS CREATED BY MAN Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
- Artificial creation scripture and give real-life examples that scripture. Pupils replicate bible Posters and
- The wisdom of God in man. depicts God’s Wisdom. scenarios by practicing bible principles Textbook.
5 GOD’S PROTECTION. Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
God saves us from danger (Psalm 91 scripture and give real-life examples that scripture. Pupils replicate bible Posters and
Psalm 23:4) depicts God’s Protection. scenarios by practicing bible principles Textbook.
6 GOD’S PROVISION. Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
God supplies our needs. Psalm 23 scripture and give real-life examples that scripture. Pupils replicate bible Posters and
depicts God’s Provision. scenarios by practicing bible principles Textbook.
7 GOD’S PROVISION Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
Things provided by God scripture and give real-life examples that scripture. Pupils replicate bible Posters and
depicts God’s Provision. scenarios by practicing bible principles Textbook.
8 THE DIGNITY OF LABOUR Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
God wants man to work scripture and give real-life examples that scripture. Pupils replicate bible Posters and
depicts God’s desire for man to work scenarios by practicing bible principles Textbook.
Page | 202

9 THE DIGNITY OF LABOUR Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
Types of work scripture and give real-life examples that scripture. Pupils replicate bible Posters and
depicts God’s definition of work. scenarios by practicing bible principles Textbook.
10 IMPORTANCE OF WORK. Teacher guides the pupils to read the Pupils read and meditate on the Bible, Chart,
Why we should work scripture and discuss the importance of scripture. Pupils replicate bible Posters and
work. scenarios by practicing bible principles Textbook.

LEARNING
RESOURCES
1 GOD’S MERCY Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
God shows mercy to us and give real-life examples that depicts God’s Pupils replicate bible scenarios by and My Bible
Mercy. practicing bible principles Story.
2 GOD’S MERCY Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
The need to be merciful to others and share revelations gotten from the Pupils replicate bible scenarios by and My Bible
scriptures. practicing bible principles Story
3 GOD’S SALVATION Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
God saves his people and give real-life examples that depicts God’s Pupils replicate bible scenarios by and My Bible
Salvation. practicing bible principles Story
4 GOD’S MEN AS TOOL OF SALVATION Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
God uses people to save others and give real-life examples where God used one Pupils replicate bible scenarios by and My Bible
man to save another. practicing bible principles Story
5 THE PENTECOST Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
Day of Pentecost and share revelations gotten from the Pupils replicate bible scenarios by and My Bible
scriptures. practicing bible principles Story
Page | 203

6 GOD’S INSPIRATION Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
The holy spirit inspires us and give real-life examples that depicts God’s Pupils replicate bible scenarios by and My Bible
Inspiration. practicing bible principles Story
7 ROLES OF THE HOLY SPIRIT Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
What God does for us through the and give real-life examples that depicts what the Pupils replicate bible scenarios by and My Bible
Holy Spirit Holy Spirit does for man. practicing bible principles Story
8 GOD’S GUIDANCE THROUGH THE Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
HOLY SPIRIT and share revelations gotten from the Pupils replicate bible scenarios by and My Bible
The Holy Spirit Guides Us to The scriptures. practicing bible principles. Story
Truth
9 HOW THE HOLY SPIRIT GUIDES Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
Work of the Holy Spirit and share revelations gotten from the Pupils replicate bible scenarios by and My Bible
scriptures. practicing biblical principles. Story
10 FRUITS OF THE SPIRIT Teacher guides the pupils to read the scripture Pupils read and meditate on the scripture. Holy Bible,
Galatians 5: 21 – 23 and share revelations gotten from the Pupils replicate bible scenarios by and My Bible
scriptures. practicing biblical principles. Story

LEARNING
RESOURCES
2 THE PERSON OF THE HOLY SPIRIT Teacher guides the pupils to read the scripture Pupils read and meditate on the Holy Bible,
Trinity and give real-life / personal examples that depicts scripture. Pupils replicate bible scenarios and My Bible
The personality of the Holy Spirit the person of the Holy Spirit. by practicing biblical principles. Story
3 THE INFLUENCE OF THE HOLY Teacher guides the pupils to read the scripture Pupils read and meditate on the Holy Bible,
SPIRIT IN OUR LIVES and give real-life / personal examples that depicts scripture. Pupils replicate bible scenarios and My Bible
the influence of the Holy Spirit. by practicing biblical principles. Story
Page | 204

God’s work on us through the Holy

Spirit
4 THE HOLY SPIRIT MAKES US Teacher guides the pupils to read the scripture Pupils read and meditate on the Holy Bible,
FAITHFUL and give real-life / personal examples that shows scripture. Pupils replicate bible scenarios and My Bible
Faithfulness to God through the Holy the faithfulness of God through the Holy Spirit. by practicing biblical principles. Story
Spirit
5 THE HOLY SPIRIT MAKES US LOVE Teacher guides the pupils to read the scripture Pupils read and meditate on the Holy Bible,
Gods’ love is in us through the Holy and give real-life / personal examples that depicts scripture. Pupils replicate bible scenarios and My Bible
Spirit God’s love in man through the Holy Spirit. by practicing biblical principles. Story
6 GOD SENT HIS SON TO Teacher guides the pupils to read the scripture Pupils read and meditate on the Holy Bible,
DEMONSTRATE LOVE and share revelations gotten from the scriptures. scripture. Pupils replicate bible scenarios and My Bible
The death of Jesus shows the love of by practicing biblical principles. Story
God for everybody in this world.
7 IMPORTANCE OF LOVING ONE Teacher guides the pupils to read the scripture Pupils read and meditate on the Holy Bible,
ANOTHER and give real-life / personal examples that depicts scripture. Pupils replicate bible scenarios and My Bible
- Why we should love others just the God’s love in man through the Holy Spirit and the by practicing biblical principles. Story
same way God loves us all. importance of loving one another.
- How to love people especially
sinners.
- Preaching the Gospel to sinners.
8 THE REWARDS OF HAVING THE Teacher guides the pupils to read the scripture Pupils read and meditate on the Holy Bible,
HOLY SPIRIT AND WORKING WITH and give real-life / personal examples that depicts scripture. Pupils replicate bible scenarios and My Bible
/ IN THE SPIRIT God’s reward for working with and in the Holy by practicing biblical principles. Story
The Holy Spirit (Ephesians 5:18 Spirit.
Colossians 3:16 – 17)
9 GOD’S REWARD SYSTEM FOR Teacher guides the pupils to read the scripture Pupils read and meditate on the Holy Bible,
FAITHFUL PEOPLE. and give real-life / personal examples that depicts scripture. Pupils replicate bible scenarios and My Bible
Rewards of working for God and God’s reward system for faithful people. by practicing biblical principles. Story
walking with God
10 REWARD FOR FAITHFUL Teacher guides the pupils to read the scripture Pupils read and meditate on the Holy Bible,
SERVANTS and share revelations gotten from the scriptures. scripture. Pupils replicate bible scenarios and My Bible
Story of the master and the talents. by practicing biblical principles. Story
Page | 205


RESOURCES
1 HOW TO GROW CROPS Teacher shows the pupils different crops, e.g. Identifies the different crops Chart, Posters,
Classification of crops according to cereal or legume crops. Pictures, Video
Farm; legumes, cereals and tubers. and Textbook.
2 HOW TO GROW CROPS Teacher guides pupils on how to raise crops by Ask and answer questions Chart, Posters,
-Procedure for raising farm crops. demonstrating these pre and planting activities Pictures, Video
-Pre-planting activities. in the school farm. and Textbook.
(i) Land cleaning
(ii) Stumping and ridging and construction of
beds.
3 HOW TO GROW CROPS Teacher explains preparation of nursery beds Participate and take note Chart, Posters,
-Preparation of nursery beds and Sowing. and sowing Pictures, Video
and Textbook.
4 HOW TO GROW CROPS Teacher explains selection and transplanting of Contribute and ask questions Chart, Posters,
-Selection and transplanting of Seedlings. seedlings Pictures, Video
and Textbook.
5 HOW TO GROW CROPS Teacher demonstrates post planting activities Participate in post planting activities Chart, Posters,
- Post planting activities: Pictures, Video
(i) Watering (ii) Mulching and supply. and Textbook.
6 HOW TO GROW CROPS Teacher describes and demonstrates thinning Participate in the demonstration Chart, Posters,
(iii) Thinning and Supplying. and supplying Pictures, Video
and Textbook.
7 HOW TO GROW CROPS Teacher guide pupils on how to apply Apply fertilizers and manure in the Chart, Posters,
(iv) Application of fertilizer and manure. fertilizers and manure. school farm Pictures, Video
and Textbook.
8 HOW TO GROW CROPS Teacher guides pupils on how to weed and Demonstrate weeding and staking in Chart, Posters,
(v) Weeding/staking (where applicable) stake crops the school farm Pictures, Video
and Textbook.
9 HOW TO GROW CROPS Teacher guides pupils on how to apply Demonstrate application of pesticide Chart, Posters,
(vi) Application of Pesticide. pesticides Pictures, Video
and Textbook.
Page | 206

10 HOW TO GROW CROPS Teacher explains how to harvest matured Participate in harvesting of crops Chart, Posters,
(vii) Harvesting of Matured crops. crops Pictures, Video
and Textbook.
11 HOW TO GROW CROPS Teacher describes processing and preservation Ask questions and take down notes Chart, Posters,
Post-harvest Activities. Pictures, Video
-Processing and preservation and Textbook.
12 How to Grow Crops. Teacher discusses storage and marketing Participate in class discussion Chart, Posters,
Storage and Marketing. Pictures, Video
- Safety signs, symbols, labels, e.g. skull and and Textbook.
crossbones.
13 Revision Revises all the topics taught with pupils. Revision

RESOURCES
1 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher defines weeds, pests and diseases, Participate in making weed album Chart, Posters,
Definition of weeds, pests and diseases. and guides pupil to make a common weed Pictures, Video
album and Textbook.
2 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher observes the weed album to explain Observes the weed album to explain Chart, Posters,
Problem of weeds to farmers. the problems of weeds to crops. the problems of weeds to crops. Pictures, Video
and Textbook.
3 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher explains biological control Participate in the discussion Chart, Posters,
Control measures: - Biological measures Pictures, Video
and Textbook.
4 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher explains cultural control measures Participate in the discussion Chart, Posters,
- Cultural Pictures, Video
and Textbook.
5 Control of crop weeds, Pests and diseases. Teacher explains chemical control measures Participate in the discussion Chart, Posters,
-Chemical. Pictures, Video
and Textbook.
Page | 207

6 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher displays and identifies the insects Identify the insects Chart, Posters,
Identification of some common insects’ pest such as: Pictures, Video
Beetles, Weevil, grasshopper, locust, caterpillar, and Textbook.
termite.
7 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher guides pupils to make pest album Participate in making pest album Chart, Posters,
Damages caused by Pests: Pictures, Video
- Eat crop leaves and roots. - Destroy grains. and Textbook.
8 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher describes methods of pest control Participate in class discussion Chart, Posters,
Methods of pests control Pictures, Video
- Spraying chemicals to kill pests and Textbook.
- Properly storing farm products
- Cleaning surrounding bushes.
- Shooting and setting trays, scare crow.
9 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher explains diseases in plants Contribute to class discussion Chart, Posters,
Definition of diseases in plants Pictures, Video
Causal agents –fungi bacteria, viruses, nematodes. and Textbook.
10 Control of crop weeds, Pests and diseases. Teacher describes control measures Participate in class discussion Chart, Posters,
Control measures of plants diseases: Pictures, Video
-Keeping the farm free of weeds and Textbook.
-Planting healthy seeds. - Seedlings and cutting.
11 REVISION Revises all the topics taught with pupils. REVISION
Page | 208


RESOURCES
1 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher guides pupils to identify Identify Contaminated foods. Chart, Posters,
Definition of contaminated foods. contaminated foods. Pictures,
Video and
Textbook.
2 CONTROL OF CROP WEEDS, PESTS AND DISEASES Teacher explains the dangers in eating Contribute in class discussion Chart, Posters,
Effects of eating contaminated food: contaminated foods. Pictures,
-Poisoning, sickness, purging. Video and
Textbook.
3 REARING OF FARM ANIMALS Teacher discusses the needs of animals for Participate in class discussion Chart, Posters,
Meaning of Farm Animals and needs of growing young healthy growth. Pictures,
animals for healthy growth. Video and
-Balanced ration. -Clean water and clean environment. Textbook.
4 REARING OF FARM ANIMALS Teacher guides pupils to start school farm Participate in school farm Chart, Posters,
Procedures/steps involved in rearing Farm Animals e.g. chicken, Guinea pigs, rabbits, etc. Pictures,
-Construction of houses or shelter. Video and
Textbook.
5 REARING OF FARM ANIMALS Teacher guides pupils on how to rear farm Participate in rearing farm animals Chart, Posters,
-Rearing Equipment. -Provide medication. animals Pictures,
-Introduction of young animals (stocking) Video and
-Provide food and water daily. -Cleaning house Textbook.
regularly. -Routine Veterinary checks.
6 REARING OF FARM ANIMALS Teacher leads pupils to school farm or Go to school farm to demonstrate Chart, Posters,
Identify and select appropriate housing and commercial farm to demonstrate how these how these routine operations are Pictures,
equipment for rearing, Rabbits, Guinea pigs, routine operations are carried out. carried out. Video and
Chicken. Textbook.
7 REARING OF FARM ANIMALS Teacher describes how pests and parasites Participate in discovering Chart, Posters,
Meaning of Pests and Parasites. are discovered on farm animals parasites Pictures,
Video and
Textbook.
8 REARING OF FARM ANIMALS Teacher describes how pests and parasites Participate in discovering Chart, Posters,
are discovered on farm animals parasites Pictures,
Page | 209

Common Pests and Parasites of farm animals: lice, Video and

housefly, worms, ticks, tsetse fly, etc. Textbook.
9 REARING OF FARM ANIMALS Teacher explains symptoms of animal Participate in class discussion Chart, Posters,
Common diseases of farm animals diseases Pictures,
-Ring worm, scabies, sleeping sickness. Video and
-Pneumonia. -Tuberculosis Textbook.
-New castle disease.
10 Rearing of Farm Animals. Teacher explains effects of consuming Participate in class discussion Chart, Posters,
The diseases, symptoms and remedy. infected animal. Pictures,
-Effects of consuming infected animal. -Transfer of animal diseases to human. Video and
-Transfer of animal diseases to human. Textbook.
11 REVISION Revises all the topics taught with pupils. REVISION
Page | 210


LEARNING
RESOURCES
1 FAMILY: FUNCTIONS, RELATIONSHIPS/TREE Teacher: Guides discussion on the Pupils: Give meaning and Family pictures,
Meaning of family: meaning and types of family. types of family and also Chart, Flash
- Family is a group of persons who live together and are bring family picture Cards, Posters
united by ties of marriage, blood or adoption. and Textbook.
Types of family: Nuclear family, Polygamous family
- Extended family
2 FAMILY: FUNCTIONS, RELATIONSHIPS/TREE Teacher: Discusses the functions of the Pupils: Participate in the Family pictures,
Functions of each family member: family discussion of family and Chart, Flash
- Every person has a role to play within the family. their functions Cards, Posters
- Individual responsibilities should therefore be distributed and Textbook.
fairly among members of the family.
3 FAMILY: FUNCTIONS, RELATIONSHIPS/TREE Teacher: Explains the role of the father in Pupils: participate in the Family pictures,
Roles of the father in the family the family. discussion of the roles of the Chart, Flash
- Provides family needs e.g. food, clothing, shelter father Cards, Posters
- Show love, kindness and understanding to every members of and Textbook.
the family.
4 FAMILY: FUNCTIONS, RELATIONSHIPS/TREE Teacher: Explains the roles of the mother Pupils: Participate in the Family pictures,
Roles of the mother in the family in the family discussion of the roles of the Chart, Flash
- Child-bearing - Preparing food mother Cards, Posters
- Love and care for the member and Textbook.
5 FAMILY: FUNCTIONS, RELATIONSHIPS/TREE Teacher: Explains the roles of the children Pupils: participate in the Family pictures,
Roles of the children in the family in the family discussion of the roles of Chart, Flash
- Respect and obey their parents and elders Teacher: Explains the family tree children in the family. Cards, Posters
- Appreciate and reciprocate the love given to them by their and Textbook.
parents. - Respect the laws of the land Pupils: Draw their personal
FAMILY: FUNCTIONS, RELATIONSHIPS/TREE family trees
Explain the family tree
- Members of the family relate to each other in different ways.
The relationship knits are usually referred to as the family
kinship pattern.
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6 FAMILY: FAMILY VALUES AND LIFE CYCLE Teacher: Discusses family cycle. Pupils: Participate in the role Family pictures,
Meaning of family life cycle. play of family relationship Chart, Flash
- It begins with two relatively young persons, grows normally Cards, Posters
into a large group through the coming of children, and and Textbook.
eventually returns to a group of two old persons.
Stages of family life cycle: - The beginning of family.
- The expanding family - The contracting family
7 FAMILY: FAMILY VALUES AND LIFE CYCLE Teacher: Discusses family values Pupils: Participate in role Family pictures,
Family values: playing of family relationship Chart, Flash
- Love - Care Cards, Posters
- Forgiveness - Submission and care and Textbook.
- Fear of God
8 USES OF PERSONAL AND FAMILY RESOURCES Teacher: Explains the meaning of personal Pupils: identify and name family
Meaning of resources and family resources. personal and family resources e.g.
- Available assets that may be used by the home makers to resources clothes, comb,
achieve goals. money, etc
Personal resources e.g. energy, time money, abilities and skill
of family members.
9 USES OF PERSONAL AND FAMILY RESOURCES Teacher: Explains the uses of personal and Pupils: State the uses of Real objects e.g.
Uses of personal and family resources family resources personal and family clothes, towel,
- Personal belongings are used for different purposes e.g. hair resources plates, iron,
brush, towels, bags, clothes, etc. radio, etc.
10 USES OF PERSONAL AND FAMILY RESOURCES Teacher: Demonstrates the steps of caring Pupils: Participate in the Real objects e.g.
Guidelines for care of personal belongings for personal belongings discussion clothes, towel,
- Keep them where they belong to within the home, when not Teacher: explains the effects of right plates, iron,
in use. choice, use and care on personal radio, etc.
- Wash the used ones when they are dirty appearance
- Keep shoes on the shoe racks
USES OF PERSONAL AND FAMILY RESOURCES
Effects of right choice, use and care of personal appearance
- When personal belongings are used and cared for
correctly, the person will be well dressed.
12 EXAMINATION AND CLOSING EXAMINATION AND CLOSING EXAMINATION
Page | 212


RESOURCES
1 TYPES AND USES OF SIMPLE SEWING TOOLS AND Teacher: Displays different sewing tools Pupils: Identify types of Sewing tools
EQUIPMENT sewing tools and equipment e.g. Pins,
Identification of sewing tools and equipment -- Tape measure scissors,
- Scissors needles, tapes
- Pins measure, etc.
- Needle, etc
2 TYPES AND USES OF SIMPLE SEWING TOOLS AND Teacher: Discuss the uses of each sewing Pupils: Practice the use of sewing tools
EQUIPMENT tools and equipment sewing tools and equipment e.g. pins,
Uses of sewing tools needles,
thimbles, etc.
3 TYPES AND USES OF SIMPLE SEWING TOOLS AND Teacher: Discuss the care of sewing tools Pupils: Practice the care of sewing tools
EQUIPMENT and equipment. sewing tools and equipment. e.g. pins,
Care of sewing tools needles,
thimbles, etc.
4 TYPES AND USES OF SIMPLE SEWING TOOLS AND Teacher: Demonstrate how to use knitting Pupils: Practice the use of chart showing
EQUIPMENT pins and crochet. crocheting and knitting. knitting and
Knitting and crocheting tools are craft works that operate with crocheting
given instructions in short languages e.g. abbreviations. work.
5 TYPES AND USES OF SIMPLE SEWING TOOLS AND Teacher: Demonstrate the terms on Pupils: Practice the use of wool, knitting
EQUIPMENT knitting and crocheting those terms with the teacher. pins, crochet.
Terms in knitting e.g. K – Knit, P-purl, Sl.st – slip stitch
Terms in crocheting e.g. ch-chain, st-stitch, tr-treble
6 TYPES AND USES OF SIMPLE SEWING TOOLS AND Teacher: Explains what temporary and Pupils: Pay attention to the Thread, needle,
EQUIPMENT permanent stitches are with examples on teacher’s explanations. thimble, etc
Simple Basic stitches each.
- Temporary stitches
- Permanent stitches
7 TYPES AND USES OF SIMPLE SEWING TOOLS AND Teacher: Demonstrate how to make Pupils: Make sample of the Thread, needle,
EQUIPMENT temporary stitches e.g. tacking, basting. stitches on piece of material thimble, etc.
Practice on temporary stitches e.g. tacking, basting, or brown paper
tailor’s marking
Page | 213

EQUIPMENT permanent stitches e.g. running, back and stitches on pieces of material thimble, etc
Practical on permanent stitches e.g. running, back and hemming stitches or brown paper
hemming stitches
EQUIPMENT decorative stitches e.g. satin, loop, chain, stitches on pieces of material thimble, etc.
Practical on decorative stitches e.g. satin, stem, chain, stem, etc. or brown paper
loop, etc.
10 TYPES AND USES OF SIMPLE SEWING TOOLS AND Teacher: Explain how a head-rest or tray Pupils: Practice how any of Thread, needle,
EQUIPMENT cover is made the articles has been made. thimble, etc.
Common articles made by sewing, knitting and crocheting
e.g. head-rest, tray cover, head band, etc.
Page | 214


RESOURCES
1 COOKING TOOLS AND EQUIPMENT Teacher: Differentiates between cooking Pupils: Participate in the class cooking tools e.g. pans,
Identification of simple cooking tools and tools and equipment discussion spoons, measuring
equipment e.g. pans, pots cooking spoons, etc. equipment, etc.
2 COOKING TOOLS AND EQUIPMENT Teacher: Brings samples of cooking tools Pupils: examine the cooking tools and cooking tools e.g. pans,
Uses of cooking tools and equipment and equipment. equipment on display spoons, measuring
equipment, etc.
3 COOKING TOOLS AND EQUIPMENT Teacher: Discusses on the uses of cooking Pupils: Participate in discussion charts showing kitchen
Differentiate between cooking tools and tools and equipment equipment and tools.
equipment
4 COOKING TOOLS AND EQUIPMENT Teacher: List out the materials needed for Pupils: Make samples of the local wood ash, detergent,
Practical on cleaning agents e.g. local abrasive the production of the local abrasives. abrasive. egg shell, fine sand, etc.
5 COOKING TOOLS AND EQUIPMENT Teacher: Demonstrates how to use the Pupils: Practice the washing of the local abrasive – wood
Practical abrasive to clean the cooking tools and cooking tools and equipment ash, eggshell, pawpaw
- Cleaning agents for cooking tools and equipment. leave, etc.
equipment e.g. pawpaw leaves, ashes, Instructional Resources:
eggshell and fine sand for washing cooking
tools and equipment.
6 FOOD SAFETY AND COOKING METHODS Teacher: defines food safety Pupils: Participate in the class Samples of
Meaning of food safety: discussion contaminated foods e.g.
- Is a scientific discipline describing handling, rotten tomatoes, fruits,
preparation and storage of foods in ways that etc.
prevent food borne illnesses.
7 FOOD SAFETY AND COOKING METHODS Teacher: Explains risk factors in raw food Pupils: Participate in class discussion mould on bread, metal
Risk factors in raw food items contamination. rust, etc.
contamination
- Biological – Mole, fungi, etc
- Chemical – pesticide, toxin, etc.
- Physical – stones, metal rust, etc
Page | 215

8 FOOD SAFETY AND COOKING METHODS Teacher: Explains the reasons why food is Pupils: Participate in class discussion Resources: Food
Meaning and reasons for cooking food. cooked (Different types)
- For easy digestion
- To make it more palatable
- To kill germs
9 FOOD SAFETY AND COOKING METHODS Teacher: Demonstrates different meal Pupils: Participate in class discussion Different types of food,
Cooking methods preparation methods stove, pot, cooking
spoon, etc.
- Steaming - Stewing
- Frying - Roasting
- Grilling - Baking, etc
10 FOOD SAFETY AND COOKING METHODS Teacher: Gives a broad summary on the Pupils: Copy the board notes chart showing different
Advantages and disadvantages of each advantages and disadvantages of cooking summary. cooking methods.
cooking methods. methods. cooking pot, stove,
Pupils: Practice at least one cooking
FOOD SAFETY AND COOKING METHODS frying pan, etc.
Teacher: Supervises pupils’ practical method
Practical: Preparation of simple meals
using different methods e.g. boiling, frying,
streaming, etc.

Page | 216

YORUBA
PRIMARY 5 – -TAAMU KINNI
Ò SÈ ORÍ Ò RÒ ÀKÓÓNÚ ÀMÚṢE IṢÉ́́ OLÙKÓ́́ ÀMÚṢE IṢÉ́́ AKÉ́́ kÒ Ó́́
1. OǸKÀ Igba dé ò ó dú nrú n Ka ò ǹ kà ní è dè gè é sì à ti è dè yorù bá lá ti igba dé ò ó dú nrú n: Ka oǹ kà lá ti igba dé ò ó dú nrú n
ṣe à là yé kíkú n nípa igba=ogú n mé wà á - Té tí sí à là yé olù kó lá ti ka oǹ kà ná à
- (20X10=200) - ṣe à dà kọ à pẹẹrẹ tí olù kó ṣe sínú ìwé rẹ.
- Kọ à pẹẹrẹ oǹ kà ná à ní fígò à ti ní è dè yorù bá só jú
pá tá kó lá ti igba títí dé ò ó dú nrú n
2. ÌTÈ SÍWÁJÚ Pọntué ṣà n ṣà là yé ìtumò pọntué ṣà n Sọ ìtumò pọntué ṣà n
LÓRÍ - ṣà là yé bí a ṣe ń lo à wọn à mì ná à nínú gbó ló hù n - mọ ibi ìlò rè nínú gbó ló hù n.
PỌNTUÉṢÀN è dè yorù bá
3. ÀGBÓ́́ YÉ Sísọ ìtà n Sísọ ìtà n fú n aké kò ó Té tí sí olù kó
- bè èrè ìbé èrè ló rí ìtà n ná à ló wó à wọn aké kò ó - dá hù n ìbé èrè olù kó
- darí aké kò ó lá ti sọ à wọn kó kó tí ó sú yọ - kó pa nínú sísọ kó kó inú ìtà n.
4. GBÓLÓHÙN Gbó ló hù n è dè yorù bá Sọ ohun tí gbó ló hù n jé Té tí sí ohun tí olù kó ń sọ
ÈDÈ YORÙBÁ - dá rú kọ oríṣiríṣi gbó ló hù n tí a ní - sọ à pẹẹrẹ oríṣiríṣi gbó ló hù n yà tò sí è yí tí
- sọ à pẹẹrẹ ò kò ò kan olù kó mé nu bà .
5. ÀKÀYÉ À kà yé Mé nu ba orÍṣiríṣi à kà yé ṣà là yé oríki à kà yé bí olù kó ṣe gbé e kalè
- sọ pà tà kì à kà yé ̀̀̀̀̀ - ka à yọkà
̀̀̀
̀̀̀ - ṣe à fà yọ kó kó inú à yọkà .
̀
6. ÀRÒKỌ À rò kọ ṣe à là yé ṣó kí ló rí à̀̀̀̀ rò kọ Fetí sí à là yé olù kó
̀
- Mé nu ba oríṣiríṣi à̀̀ rò kọ
- ṣe à̀ là yé bí a ṣe ń kọ à rò kọ alá là yé - té lé ìlà pa è rò olù kó lá ti kọ à rò kọ tì rẹ
- ìlà pa è rò à rò kọ alá là yé - ṣe à dà kọ iṣé ojú pá tá kó sínú ìwé rẹ.
7. ERÉ ONÍṢE Eré oníṣe : oníjó ló rin Sọ ìtà n eré tí wó n fé ṣe fú n aké kò ó ní ṣó kí ṣe à tú nsọ ìtà n eré tí olù kó sọ fú n wọn
- tó ka sí ọgbó n à ti è kó inú eré ná à fú n aké kò ó - Jírò rò ló rí ọgbó n à ti è kó inú eré ná à
- - ṣe olù darí eré ná à - ṣe eré ná à lá bé ìdarí olù kó .
8. ÌTÀN ÀRÒSỌ Ìtà n à rò sọ ké ékè èké Sọ ìtumò à rò sọ Tè le à pẹẹrẹ olù kó lá ti ka ìtà n ná à ní ṣó kí
- tó aké kò ó só nà lá ti ka ìwé ìtà n à rò sọ - fa è kó inú ìtà n ná à yọ.
- sọ ìtà n ná à ní ṣó kí fú n à wọn aké kò ó
- tó aké kò ó só nà lá ti fa è kó inú ìtà n yọ
9. ORÍṢIRÍṢI ÌSÒ RÍ Ìsò rí ò rò orú kọ Pe aké kò ó lá ti sọ oríṣiríṣi orú kọ tí wó n mò Yó ò sọ oríṣiríṣi orú kọ ilè Yoruba ti ó mò
Ò RÒ ORÚKỌ - kọ à wọn orú kọ ná à sí ojú ṕ tá kó - té tí sí à là yé olù kó ló rí à wọn orú kọ ilè yorù bá
- sọ pà tà kì orú kọ lá à á rín à wọn yorù bá à ti ìdí tí wó n - kọ à wọn orú kọ ná à ni ìsò ríǹsò rí sí inú ìwé .
fi ń jé orú kọ bé è
Page | 217

10. ÌMÓ́́ TÓTÓ Ìmó tó tó ara ṣe à là yé ni è kú n ré ré nípa ìmó tó tó ara Sọ bí a ṣe lè ṣe ìmó tó tó ara
- fi à wọn ohun è lò fú n ìmó tó tó ara hà n - sọ à wọn ewu tí ó wà fú n à it̀ ó jú ara ẹni
- sọ ewu tí ó wà nínú à it̀ ó jú ara ẹni - kọ orin ìmó tó tó .
- kọ orin tí ó jọ mó ìmó tó tó ara
11. ÀṢÀ À ṣà ìgbé yà wó ṣe à là yé ló rí è tò ìgbé yà wó ìbílè yorù bá Yó ò tú n à là yé ṣe ló rí ìlà na è tò ìgbé yà wó ìbílè
- kó aké kò ó ní ere ìgbé yà wó yorù bá - ṣe eré ìgbé yà wó
- kó à ké kò ó ní orin ìgbé yà wó tà bí sun ẹkú n ìyà wó - kọ orin ìgbé yà wó tà bí sun ẹkú n ìyà wó .
12. È RỌ ÌBÁRA ẸNI è rọ ìbá ra ẹni sò rò ṣe à fihà n è rọ ìbá ni sò rò alá gbè éka (G.S.M) fú n aké kò ó Gbìyà njú lá ti ya à wò rá n è rọ ìbá ni sò rò alá gbè éka
SÒ RÒ alá gbè éká G.S.M - dá rú kọ à wọn è yà ara è rọ ìbani sò rò alá gbè éká sínú ìwé rè
- dá rú kọ è yà ara è rọ ìbá ni sò rò alá gbè éká
gé gé bí olù kó ti fi hà n.
13. ÀTÚNYÈ WÒ À TÚ NYÈ WÒ È kÓ À TÚ NYÈ WÒ È kÓ À TÚ NYÈ WÒ È kÓ
È kÓ́́
14. ÌDÁNWÒ ÌDÁ NWÒ ÌDÁ NWÒ ÌDÁ NWO
YORUBA ̀̀̀
PRIMARY 5 – -TAAMU KEJI ̀̀̀̀
̀̀̀
Ò SÈ ORÍ Ò RÒ ÀKÓÓNÚ ÀMÚṢE IṢÉ́́ OLÙKÓ́́ ̀̀̀ ÀMÚṢE IṢÉ́́ AKÉ́́ KÒ Ó́́
̀̀
1. ÌTÈ SÍWÁJÚ LÓRÍ ÀṢÀ À ṣà ìgbé yà wó Mé nuba à wọn ohun è lò ìgbé yà wó : - Yó ò lè̀̀ sọ à wọn ohun è lò ìgbé yà wó tí a ní nílẹ yorù bá
- sọ bí a ṣe ń lo ò kò ò kan ohun è lò ìgbé yà wó yií - Mọ bí a ṣe ń fi à wọn ohun è lò yìí ṣe ìwú re fú n ni ló jó
sọ à ǹ fà àní tí ó wà kí omidan kó ra níjà á nu fú n ìgbé yà wó
ìgbé yà wó alá rinrin - Mọ à ǹ fà àní tí ó wà́ nínú kíkó ara ẹni nijà á nu títí di ọjó
ìgbé yà wo.
2. ÀRÒKỌ À rò kọ Sọ ìtumò à rò kọ aṣà ríyà njiyà n Mọ ìtumò à rò kọ aṣà ríyà njiyà n:
asà ríyà njiyà n - Kọ à wọn ìgbé sè tì ò wà nínú kíkọ à rò kọ - kọ à pẹẹrẹ à rò kọ aṣà ríyà njiyà n
aṣà ríyà njiyà n - té tí sí à là yé olù kó ló rí à wọn ìgbé sè kíkọ à rò kọ
- ṣe à pẹẹrẹ à rò kọ ́́́́ aṣà ríyà njiyà n aṣà ríyà njiyà n.
́
3. ÌMÓ́́ TÓTÓ Ìtó jú à yíká ilé ṣe à là yé ní è kú n ré ré ní́́́́́ pa ìmó tó tó ní à yíká ilé : Sọ bí a ṣe lè ṣe ìmó tó tó à yíká wa
- fi à wọn ohun è lò fú n ́́́́́ ṣíṣe ìmó tó tó á yíká ilé han - sọ à wọ ewu tí à it̀ ó jú à yíká ilé lè fà
́́́
aké kò ó ́́́ - kọ orin à ti ewì ìmó tó tó .
- sọ ewu tí à it̀ ó jú à yíká́́ ẹni lè fà
- kọ orin à ti ewì tí ó jẹ mó ìmó tó tó
Page | 218

NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS
̀̀̀̀
NIGERIA
̀̀̀
̀̀̀
4. OHUN ÈLÒ IṢÉ́́ Irinṣé ṣe à là yé oríṣiríṣi iṣé ilè yorù bá Té tí sí à là yé̀̀̀̀ olukó
̀
- gba aké k̀ó lá à yè lá ti sọ à wọn iṣé tí wó n mò - yó ò̀̀ lè sọ oríṣiríṣi iṣé ilè yorù bá mìiŕ à n tí o mò à ti
pè lú irinṣẹ tí wó n ń lò irinṣé tí wọn ń lò
- darí à wọn aké kò ó lá ti lọ sí ibi tí à wọn - kó pa nínú lílo irinṣẹ tí ó bá mò ó n lò .
ò ṣìṣé ná à wà
5. ORÚKỌ ÀWỌN ỌBA Orú kọ à wọn ọba ṣe à mú lò à wò rá n lá ti fi ṣà là yé orú kọ oyè à wọn Fi ara balè lá ti wo à wò rá n tí olù kọ ṣe à mú lò rè fú n
ALAYÉ ÀTI ÌLÚ WỌN à ti ìlú wọn ọba alayé à ti ìlú wọn ìdá nilé kò ó
- ṣe ìrìnà jò sí à à fin ọba kan - Sọ ìrírí rẹ nípa ìrìnà jò rẹ sí à à fin ọba.
- - kọ orú kọ oyè à wọn ọba alayé à ti ìlú wọn - Da orú kọ à wọn ọba alayé à ti ìlú wọn kọ sínú ìwé .
sí ojú pá tá kó
6. ERÉ ÍDÁRAYÁ Eré ìdá rayá Sọ ìtumò eré ìdá rayá Yó ò lè sọ ìtumò eré ìdá rayá
- Sọ oríṣiríṣi eré ìdá rayá tí ó wà - sọ oríṣiríṣi eré ìdá rayá tí ó wà ní ilè yorù bá tí o mò
- Mé nu ba à kó kó tí a má a ń ṣe eré ìdá rayá - sọ à kó kó tí à ń ṣe à wọn eré ìdá rayá kò ò kan nílè yorù bá .
kò ò kan
7. IṢÉ́́ ÀMÚṢEIṢÉ́́ Iṣé à bá lá yé Darí à wọn aké kò ó lá ti dá rú kọ à wọn iṣé àbá lá yé tí Dá rú kọ díè lá ra iṣé à bá lá yé yorù bá tí o mò
ÀBÁLÁYÉ yorù bá ń ṣe - Só bí a ṣe ń kíni fú n iṣé kò ò kan.
8. ÌTÈ SIWÁJÚ LÓRÍ IṢÉ́́ Iṣé à bá lá yé Yó ò fi ṣe eré nínú kílá à sì Sọ ìkíni à wọn ò ṣìṣé kò ò kan à ti ìdá hù n wọn
ÀBÁLÁYÉ - Darí aké kò ó lá ti ṣe à kọsílè rè - ṣe eré iṣé kò ò kan à ti ìkíni wọn.
- Sọ bí a ṣe ń kí à ṣìṣé kò ò kan lé nu iṣé à ti
ìdá hù n wọn
9. ÌTÀN ÀRÒSỌKÉKERÉ Ìtà n à rò sọ Tó aké kò ó só nà lá ti ka ìwé ìtà n à rò sọ ná à Tè lé à pẹẹrẹ olù kó lá ti ka ìtà n
ké keré sọ ìtà n ná à ní ṣó kí fú n aké kò ó - Sọ ìtà n ná à ní ṣó kí
- tó aké kò ó só nà lá ti fa è kó inú ìtà n yọ - Fetí sílè lá ti gbó bí olù kó ṣe ka ìtà n ná à
- Fa è kó inú ìtà n yọ.
10. ÌSÒ RÍ Ò RÒ Ò rò ató kù n Sọ oríkì ò rò ató kù n Mọ ohun tí à ń pè ní ò rò ató kù n
- Sọ iṣé tí ò rò ató kù n ń ṣe nínú gbó ló hù n - Sọ à wọn ò rò ató kù n à ti ibi ìfihan wọn nínú
- Kọ à wọn ò rò ató kù n kalè gbó ló hù n
11. ÀTÚNYÈ WÒ È KÓ́́ À TÚ NYÈ WÒ À TÚ NYÈ WÒ È KÓ À TÚ NYÈ WÒ È KÓ
È KÓ
12. ÌDÁNWÒ ÌDÁ NWÒ ÌDÁ NWÒ ÌDÁ NWÒ
Page | 219

YORUBA
PRIMARY 5 – TAAMU KETA
1. ÌtÈ síwájú Lórí OríṢiríṢi Oríṣiríṣi Orú kọ Mé nu Ba Oríṣiríṣi Orú kọ Mọ À wọn Oríṣi Orú kọ Tí A Ní Nílè Yorù bá
OrùkỌ Bí I Orú kọ - Sọ À pẹẹrẹ Orú kọ À mú tò runwá - Mọ Ìyà tò Lá à á rín Orú kọ À bisọ,Inagijẹ,
Ìnagijẹ,À bíkú , - Orú kọ Ìnagijẹ À mú tò runwá ,Oyè
À mú tò runwá - Orú kọ Oyè - Kọ À wọn Orú kọ Ná à Sí Inú Iwé Rẹ.
- Orú kọ À bísọ
2. OǸKÀ Kíkà lá ti Ka oǹ kà ní è dè gè é sì à ti è dè yorù bá lá ti ka oǹ kà lá ti ò ó dú nrú n títí dé iriwó
ò ó dú nrú n títí ò ó dú nrú n dé irinwo - té tí sí à là yé olù kó nípa oǹ kà lá ti ò ó dú nrú n títí dé
Dé irinwó - ṣe à là yé kíkun ní ò ó dú nrú n 20 X15=300 irinwó
- kọ à pẹẹrẹ oǹ kà ná à ní fígò à ti è dè - da à pẹẹrẹ tí olù kó kọ só jú pá tá kó kọ sínú ìwé rẹ.
yorù bá só jú pá tá kó
3. GBÓLÓHÙN Gbó ló hù n Sọ irú gbó ló hù n tí à ń pè ní alá bó dé Té tí sí ohun tí olù kó sọ
alá bó dé - ṣe à pẹẹrẹ fú n aké kò ó - sọ à pẹẹrẹ gbó ló hù n alá bó dé tí o mò yà tò sí è yí tí
- ṣe à là yé à wọn ò rò ìṣe tí a lè rí nínú olù kọ mé nu bà .
gbó ló hù n alá bó dé
4. ÀPÈKỌ À pè kọ ẹlé yọ ò rò Olù kó yó ò kọ à wọn ò rò lá ti inú ìwé à ṣà yà n só jú Fọkà n bá ohun tí olù kó ń kó
pá tá kó : - yó ò ṣe à là yé à ti ìtumò rè lé yọ kò ò kan. - mọ ìtumò à wọn ò rò tí olù kó kọ só jú pá tá kó
- tó à wọn aké kò ó só nà lá ti lò ò rò ná à nínú - mọ bí a ṣe lè lo à wọn ò rò ná à nínú gbó ló hù n.
gbó ló hù n
5. ÌMÓ́́ TÓTÓ ILÉ Ìtó jú ilé ṣe à là yé bí a ṣe lè ṣe ìmó tó tó ilé wa Mò bí a ṣe lè ṣe ìmó tó tó ilé
- mé nu bá à wọn ohun è lò fú n ìtó jú ilé - dá à wọn ohun è lò ìtó jú ilé mò
- ewu tí ó wà nínú à ìtó jú ilé - mọ ewu tí ó wà nínú à ìtó jú ilé ẹni
- mọ à wọn orin à ti ewì tí ó bá ìtó jú ilé mu.
6. ÌTÈ SÍWÁJÚ LÓRÍ ÀṢÀ À ṣà ìgbé yà wó Mé nu ba à wọn ohun è lò ìgbé yà wó Mọ à wọn ohun è lò ìgbé yà wó
- sọ ìyà tò tí ó wà nínú ìgbé yà wó ayé à tijó - mọ ìyà tò tí ó wà ní́nú ìgbé yà wó ayé à tijó à ti tò de
à ti ti ò de ò ní ò ní
- sọ oríṣi ìgbé yà wó tí a ní ló de ò ní - mọ oríṣi ìgbé yà wó tí a ní ló de ò ní.
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7. ÀRÒKỌ Àròkọ oníròyìn Sọ ohun tí àròkọ oníròyin má a ń dálé Tẹ́tí sí àlàyé olùkọ́
- Kọ ìlàpà èrò àròkọ oníròyìn sójú - ṣe àdàkọ àwọn ìlàpà èrò tí olùkọ́ kọ sí ojú
pátákó pátákó ìkọ̀ wé
- ṣe àpẹẹrẹ àròkọ oníròyìn sójú pátákó - kọ àpẹẹrẹ àròkọ oníròyìn tìrẹ.
8. ORIN ÌBÍLẸ̀ Orin ìbílẹ̀ tí ó jẹ Kọ oríṣiríṣi orin wọ̀ nyí sójú pátákó ìkọ̀ wé Kọ orin náà tẹ̀ lé olùkọ́
mọ́ ayẹyẹ - fi fọ]nrán kọ àwọn orin tí o ti gbà sílẹ̀ - tẹ́tí sí orin tí fọ́ nrán ń kọ
sí eti àwọn akẹ́kọ̀ ọ́ - kọ àpẹẹrẹ orin tìrẹ tí o mọ̀ .
- darí akẹ́kọ̀ ọ́ láti kọrin
9. EWÌ Àkànlò èdè Ki oríkì àkànlò èdè ṣe àlàyé ṣókí lórí àwọn àkànlò èdè náà
- sọ àwọn ibi tí àkànlò èdè ti lè jẹyọ - kọ àkànlò èdè àti ìtumọ̀ wọn sílẹ̀
- tọ́ akẹ́kọ̀ ọ́ sọ́nà láti sọ̀ rọ̀ lórí oríṣiríṣi - lo àwọn àkànlò èdè náà nínú gbólóhùn.
orí ọ̀ rọ̀ tí ó lè mú wọn ṣe àmúlò
àkànlò èdè tí a kọ́ wọn
10. EWÌ òwe kI oríkì òwe fún àwọn akẹ́kọ̀ ọ́ Yóò lo àwọn òwe nínú gbólóhùn
- bèrè lọ́ wọ́ àkẹ́kọ̀ ọ́ nípa àwọn òwe tí - kọ ìtúmọ̀ àwọn òwe náà sílẹ̀
wọ́n mọ̀ - lo àwọn òwe náà nínú gbólòhùn.
- fi àwọn òwe tí a kọ sára káàdì pélébé
pélébé han akẹ́ƙkọ̀ ọ́
- ṣe àlàyé àwọn òwe náà
11 ÈDÈ Èdè alọ́ niláhán ṣe àlàyé ohun tí èdè alọ́ niláhọ́ n jẹ́ Tẹ́tí sí àlàyé olùkọ́
- sọ ìwúlò rẹ̀ nínú èdè yorùbá - kópa nínú pípe èdè alọ́ niláhọn
- pe àpẹẹrẹ ìpèdè alọ́niláhọ́n fún - ṣe àpẹẹrẹ ìpèdè alọ́ niláhọ́ n tìrẹ.
akẹ́kọ̀ ọ́
- jẹ́ kí akẹ́kọọ̀ ọ́ dánra wò nípa pípe èdè
alọ́niláhọ́ n lọ́ pọ̀ ìgbà
12. ÀTÚNYẸ̀WÒ Ẹ̀KỌ́ ÀTÚNYẸ̀WÒ Ẹ̀KỌ́ ÀTÚNYẸ̀WÒ Ẹ̀KỌ́ ÀTÚNYẸ̀WÒ Ẹ̀KỌ́
13. ÌDÁNWÒ ÌDÁNWÒ ÌDÁNWÒ ÌDÁNWÒ
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ZANGO NA ƊAYA
DARASI: HAUSA
AJI BIYAR
Na daya (1) Ƙidaya: Malami: Yayi ƙoƙarin nunawa ɗalibai waɗannan alƙaluman ƙidaya ta hanyar amfani da duwatsu ko wasu
i. Alƙaluman Ƙidaya: Ɗari da ɗaya abubuwan daban. Malami ya nuna wa ɗalibai yadda ake tara adadi da ɗebewa.
zuwa ɗari da hamsin (101 – 150 )
Na biyu (2) Auna Fahimta: Malami: Ya samo jawabai da labarai daban-daban, makamanta waɗanda aka kawo a sama, don auna fahimtar
i. Ma’anar labari ɗalibai.
ii. Karanta labari
Na uku (3) Muhimmancin Labari: Malami: Ya taimakawa ɗalibai, wajen fito da muhimman kalmomi tare da yi masu bayanin waɗannan kalmomi.
ii. Karanta labari a zuci
Na hudu (4) Sauƙaƙan Jimloli: Malami: Ya bawa ɗalibai aikin gida, domin su rubuto sauƙaƙan jimloli masu ɗauke da bayani da kuma masu
i. Ma’anar jimla ɗauke da tambaya.
ii. Ma’anar sassauƙar jimla
Na biyar (5) Sauye-sauyen Kalma: Malami: Ya kawo misalan kalmomi, da yadda ake samun sauye-sauye a cikinsu.
i. Gina kalma Malami: Ya sa ɗalibai suyi ta sauya kalmomi.
ii. Ci gaba da gina kalma
Na shida (6) Karatu don Auna Fahimta Malami: Ya gayyato wani jami’in kula da lafiya don bayyana wa ɗalibai hanyoyin kamuwa da sarke-haƙora, da
i. Ma’anar labara kuma hanyoyin riga-kafin kamuwa do ita.
ii. Karanta labara da kansweru
Na bakwai (7) Karatu don Auna Fahimta: Malami: Ya yi bayani kamar yadda ya gabata a bya.
i. Kawo labara da suka karantan Ɗalibai: A yi masu tambayoyi su amsa
Na takwas (8) Karatu don Auna Fahimta: Malami: Ya kamar yadda bayani ya gabata
i. Kawo muhimmancin kalmomin Ɗalibai: A ba su labari su karanta da kansweru su kuma amsa tambayoyi
Na tara (9) cikin labara Malami: Yayi ƙoƙarin kawo jimloli da kuma jawabi waɗanda ba a bi ƙa’idojin rubutu ba domin ɗalibai su rubuta
ii. Karanta labara a zuci su daidai.
Ƙa’idojin Rubutu:
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Na goma (10) i. Kiyaye ka’idojin rubutu Malami: Ya fayyacewa ɗalibai kowace alama da muhallun amfaninta
ii. Kawo wasali
Ƙa’idojin Rubutu: Malami: Ya sa ɗalibai su rubuta tunaninsu ta hanyar kallon abin da ke faruwa a wanan hoto daban, ko abin da
Na sha ɗaya i. Kayi amfani da aya ke faruwa a kewaye da su
(11) ii. Tantance jimla
Ci gaba da Rubutun Hannu: Malami: Ya sake maimaita abin da aka yi a sama tare da ba ɗalibai aikin gida
Na sha biyu i. Rubuta baƙeƙe da wasula a allo
(12) ii. Bayyaba tunaninsu ta hanyar
rubutu
Ci gaba da Rubutun Hannu: Bitar aikin baya

i. Rubuta baƙeƙe da wasula
Na sha uku (13) ii. Rubuta tubabu a littafi
Na sha hudu Bita Ayyukan Baya Jarabawa

(14)
Jarabawa
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ZANGO NA BIYU
DARASI: HAUSA
AJI BIYAR
Na daya (1) Gajeren Rubutaccen Wasan kwaikwayo: Malami: Yasa ɗalibai su karanta dukkan littafin Wasan Mafara, sannan su kwantanta yinsa a
i. Bayyana jigon wasan kwaikwayo aikace.
ii. Jera manya da ƙananan ‘yan wasa
Na biyu (2) Gajerun Rubutaccen Wasan kwaikwayo: Malami: Ya sa ɗalibai kawo misalan wasu littatafan makamantan waɗannan.
i. Wasan mafara
ii. Uwar Gulma
Na uku (3) Gajerun Waƙoƙi: Malami: Ya ƙara kawo wata gajeriyar rubutacciyar waƙa. Ya rera wa ɗalibai.
i. Ma’anar waƙa Ya fito da muhimman kalmomin cikin waƙa, tare da faɗa masu ma’anoninsu.
ii. Karanta waƙa
Na hudu (4) Gajerun Waƙoƙi: Malami tare da ɗalibai su yi ƙoƙarin tsamo sabbin kalmomi don tsattsefe su
i. Rera Waƙoƙi
ii. Mahimmancin kalmomin da ke cikin waƙa
Na biyar (5) Adon Magana: Malami: Ya jagoranci dalibai wajen bayyana musu ma’anonin waddanan adon magana,
i. Ma’anar adon magana sannan yasa yara su kawo wa dandansweruka sani don tattannawa a aji.
ii. Bada bayanin adon magana
Na shida (6) Gabatar da Karya Harshe: Malami: Ya misaltayin gagara-gwari da ingiza-bami ta hanyar kawo misali don ɗalibai su
i. Kawo yadda ake karya harshe fahimta. Sannnan ya umarci ɗalibai, suma su kawo misalai tare da aiwatar dasu a aji.
ii. Hanyoyi karya harshe
Na bakwai (7) Gajerun Labarai: Malami: Yasa ɗalibai su kawo wani gajeren labari ko tatsuniya, tare da fito da muhimman
i. Bayar da labarin gargajiya kalmomin cikin labarin
ii. Labaran gargajiya
Na takwas (8) Gajerun Labarai: Malami: Ya tsamo irin darussan da su ke cikin labarin.
i. Fito da darassan labaran gargajiya
ii. Labaran gargajiya
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Na tara (9) Gajerun Labarai: Malami: Ya yi ƙoƙarin fito da bayanai muhimmai da suka fito cikin labarin
i. Fito da bayanai daga labaran gargajiya
ii. Misalan labarun gargajiya
Na goma (10) Gajerun Labarai: Malami: Ya zayyana irin muhimmancin da labarun gargajiya ga al’ummar Hausawa.
i. Muhimmancin labaran gargajiya
ii. Muhimmancin kalmomin cikin labaran gargajiya
Bita Ayyukan Baya

Na sha daya Bita ayyukan baya
(11) Jarabawa
Jarabawa
Na sha biyu (12)
ZANGO NA UKU
DARASI: HAUSA
AJI BIYAR
Na daya (1) Tsaftar Jiki: Malami: Ya tsara kwatanta wa ɗalibai yadda ake tsaftace tufafi da irin muhimmancin da yake
i. Ma’anar tsaftar tattare da tsaftace su da illar rashin tsaftace su da kuma zama da kazanta
ii. Misalan sassan jiki
Na biyu (2) Tsaftar Jiki: Malami: Idan zai yiwu, ya samo jami’in kiwon lafiya don ya ƙarawa ɗalibai bayanin
i. Bayyanin yadda ake tsaftace sassan jiki muhimmancin tsafta
ii. Hanyoyin tsaftace jiki
Malami: Ya ƙara bayyana wa ɗalibai muhimmancin sunaye ya kuma umarce su dasu rubutu
Na uku (3) Sunayen Hausawa: sunayen danginsu, ta hanyar basu aikin gida
i. Kawo sunayen hausawa
ii. Tantance sunayen yanka da na rana dana yanayi
Sunayen Hausawa: Malami: Ya bambanta tsakanin sunayen yanka, gargajiya da na rana

Na hudu (4) i. Bayani sunan yanka Ɗalibai: Su rubuto sunayen rana guda biyar
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ii. Bayanin sunan rana

ii. Muhimmancinsunayen
Tsarin saurautun Hausawa: Malami: Ya sa ɗalibai su misalta yadda ake naɗin sarauta a cikin aji. Ya kuma shirya kai ziyarta
Na biyar (5) i. Ma’anar sarauta Hausawa da tsarinta tare da ɗalibai don halartar wani taro na naɗin sarauta
ii. Bayanin nadin sarauta
.
Na shida (6) Tsarin sarautun Hausawa: Malami: Ya shirya ziyara zuwa gidan sarki tare da ɗalibai don ganin yanayin zaman fada.
i. Tantance sunayen sarauta da ayyukansweru a
ƙasar Hausa
ii. Misalan nadin sarauta Malami: Ya kara fayyacewa ɗalibai yadda ake aiwatar da waɗannan sana’o’in.
Ɗalibai: Su rubuto sana’o’in mata guda biyar
Na bakwai (7) Sana’o’i:
i. Ma’anar sana’a Malami: Ya gayyato masu aiwatar da waɗannan sana’o’in don ƙara fayyacewa ɗalibai yadda
ii. Bada bayanin sana’a ake yinsu
iii. Muhimmancin sana’o’in Hausawa
Na takwas (8) Malami: Ya kai yara wuraren da ake aiwatar da waɗannan sana’o’in domin su gani da ido
Sana’o’i:
i. Sana’oi noma da ƙira
Na tara (9) ii. Yadda ake aiwatar da noma da ƙira d. s. Malami: Ya bai wa ɗalibai aikin gida, domin kawo ya rubuto yadda ake bikin suna a garinsu,
sannan su tattauna irin bambance- bambacen da ke akwai a aji
Kayan sana’a:
Na goma (10) i. Ma’anar kayan sana’a Malami: Ya bayyanawa ɗalibai irin nishaɗin da tattare da bikin suna
ii. Misalan kayan sana’a Ɗalibai: Su kawo irin ilolin da suke na tattare da bikin suna
Bikin suna:
i. Ma’anar biki
Na sha daya ii. Bayanin yadda ake gudanar da bikin suna
(11) Maimaicin ayyukan baya
Bikin suna:
i. Misalan bikin suna
Na sha biyu ii. Muhimmancin da ilolin bikin suna Jarabawa
(12)
Maimaicin Ayyukan Baya
Na sha uku
(13)
Jarabawa
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IGBO LANGUAGE
PRAỊMARỊ NKE ISE TAAM NKE MBỤ
IZUỤKA ISIOKWU NDỊNISIOKWU IHE ONYE NKUZI GA-EME IHE ỤMỤAKA GA-EME
1. A)ASỤSỤ: Odide na ọgụgụ ọnụọgụgụ -Idepụta ọnụọgụgụ -Ịgụpụta ọnụogụgụ
Ọnụọgụgụ 1-100 - Ịgụ ọnụọgụgụ -Iji ọnụọgụgụ mebe
-Ịrụgosi ọnụọgụgụ ahịrịmfe
B) AGỤMAGỤ: i. Nkọwa abụ - Ịkọwa abụ n’ụzọ dị nkenke - Ịkpọsịta na ikwupụta

Abụ - Idepụta njirimara abụ dịka: echiche miri emi, ọgbara njirimaraabụọ abụ
ii. Ụdị abụ dị iche iche dịka abụ nwa, agbara ọgbara ọgbara, (Stanzers) nwere
abụ otito, akwamozu, ikpe, dgz. -Ịgụpụta abụ nwa dịka: “onye mụrụ nwa na-ebe akwa? Egbe - Ịgụpụta abụ ụfọdụ
mụrụ nwa na-ebe akwa….” onye nkuzi gụụrụ ha
- Ide ihe odide.
2. A) ASỤSỤ: i. Ihọrọ otu aghọtaazaa dị - Igụ otu aghọtaazaa sitere n’akwụkwọ ọgụgụ a họpụtara. - Ịza ajụjụ sitere
Aghọtaazaa n’akwụkwọ a họpụtara gụọ ma zaa n’aghọtaazaa
ajụjụ so ya. - Ịkọwa ihe bụ gburu-gburu
B) OMENALA: Idebe - Ịkọwa ihe bụ idebe gburugburu ọcha - Inye ọmụmaatụ ndị ọzọ
gburugburu ọcha i) Nkowa ndebe gburugburu ọcha - Gurugburu anyị dị ka ụlọ obibi, ụlọ ahịa, ebe anyị na-agụ ebe bụgasị gburugburu ha.
ii) Ebe ndị bụ gburu gburu gị akwụkwọ, dgz.
3. A) ASỤSỤ: Odide na ọgụgụ ọnụọgụgụ Onye nkuzi idepụta ma gụpụta ọnụọgụgụ Isonye onye nkuzi gụpụta
Ọnụọgụgụ (100-200) ọnụọgụgụ
B) AGỤMAGỤ: Abụ Ọgụgụ otu abụ sitere n’akwụ-kwọ - Ịgụpụta out abụ sitere n’akwụkwọ abụhọpụtara - Ịjụ ajụjụ
abụ a họpụtara - Ịchọpụta echiche dị naya - Ịbụ abụ
-Kọwaa echiche dị nay a, zipụta - Ịkọwa ihe mmụta sitere na ya.
nghọta, mmasị na obiụtọ dị n’abụ - Ịkọwa atụmatụokwu dịn’abụ a gụrụpụtara.
4. OMENALA: Idebe i. Ngwa ndị e ji edebe gburugburu - Ịkọwapụta ngwa e ji edebe gburugburu ọcha dịka: nnukwu - Igosi ka e si eji ngwa
gburu-gburu ọcha ọcha mma, nkata ahịa, ngacha, ọgụ, azịza, dgz. ndị ahụ edebe gburu-
gburu ọcha
- Ịkọwapụta ụzọ ụfọdụ e si edebe akara ngwa e ji edebe - Isepụta akara ngwa
ii. Ụzọ Nchekwa gburugburu ọcha ụfọdụ
ngwa ndị a dịka – iweba ha ebe mmiri agaghị ama ha. -Ikwu ụzọ a ga-esi chekwaa
ngwa ndị a.
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-Ịgụpụta abụ sitere n’akwụkwọ ọgụgụ a họpụtara -Ịgụ abụ

B) AGỤMAGỤ: i. Ọgụgụ otu abụ sitere n’akwụkwọ -Ịchọpụta echiche dị na ya. -zipụta nghọta dị n’abụ
Abụ abụ a họpụtara - Ịkọwa okwu ọhụụ dị na ya. -Izipụta mmasị na obi ụtọ
ii. Nkọwa echiche dị n’abụ ha nwere n’abụ site
n’isonye n’abụ ha na-agụ
A)ASỤSỤ: I. Ọgụgụ otu aghọtaazaa dị - Ịgụpụta otu aghọtaazaa -Ịgụ ihe ọgụgụ
5. Aghọtaazaa n’akwụkwọ a họpụtara - ịkọwa okwu ọhụrụ batara n’aghọtaazaa. - Ịjụ ajụjụ
- Ịjụ ụmụakwụkwọ ajụjụ banyere isiokwu dị - Ịza ajụjụ
n’aghọtaazaa.
B) AGỤMAGỤ: Ịbụ otu abụ a tụlere n’isi - Onye nkuzi ga-ahọpụta otu abụ ma mee ka ụmụaka soro ya Ịgụ otu abụ ma buru ya
Abụ gụgharịa ya ugboro ugboro n’isi.
6. A) ASỤSỤ: Ọnụọgụgụ 200-300 - Idepụta na ịgụ ọnụọgụgụ ma mee ka ụmụaka soro ya - Ịgụ ọnụọgụgụ.
Ọnụọgụgụ gụpụtakwa ya. - Ide ọnụ ọgụgụ
B) OMENALA: Idobe Ụzọ Nlekọta gburugburu dịka: ịza Onye nkuzi ịkpọsita ụzọ ụfọdụ e si elekọta gburugburu dịka -Ịkpọsịta ụzọ ụfọdụ e si
gburu-gburu ọcha ihe, ikpofu ahịhịa ebe o kwesiri ịza ihe, ịkpọ ihe ọkụ, ikpofu ahịhịa, dgz. elekọta gburugburu.
A) Agụmagụ: Akụkọ okike -Ịkọrọ ụmụ akwụkwọ akụkọ okike dị iche iche dị ka: Genesisi - Ịjụ ajụjụ
7. Akụkọ ifo 1. Okike Chineke kere dị n’akwụkwọ Nsọ(Bible); Ịkọrọ - Inye ọmụmaatụ nke ha
ụmụakwụkwọ akụkọọdịnala ụfọdụ gbasara okike. - Idetu ihe
- Idepụta agwa ụfọdụ
n’ụgbọojii.
B) OMENALA: Idebe Ọrụ dịịrị onye ọ bụla n’idebe - Ịkọwa ihe gbasara idobe gburugburu ọcha
gburu-gburu ọcha gburugburu ọcha dịka: Nne na nna, - Ịgụpụta ụzọ ụfọdụ onye ọ bụla kwesiri isi dobe gburugburu - Inye ọmụmmatụ nke
ndị ntorọbịa na ụmụaka ọcha dịka: ọzịza, nhicha, nzacha hịhịa, ịtụtụpụ mpekele ha
akwụkwọ dị n’ala, ịsachasị ngwa e ji sie ma rie nri,dgz. - Idetu ihe odide
A) ASỤSỤ: Ọnụọgụgụ 300-400 - Idunye ụmụakwụkwọ ịgụ ọnụọgugụ ha gụrụla n’oge gara - Igụ ọnụọgụgụ
8. Ọnụọgụgụ aga - Ide ọnụọgụgụ, sụọ
- Idetu ma gụpụta ọnụọgụgụ ndị ọzọ n’ụgbọ asụsụ ma dee ya ede
ojii
- Iji ọnụọgụgụ mebe ahịrịokwu.
B) OMENALA: Idebe Uru idebe gburugburu ọcha bara - Ịkọwara ụmụakwụkwọ ihe ụfọdụ na-ebụtegasị ọrịa dị iche - Ịjụ ajụjụ
gburugburu ọcha iche dị ka iru inyi - Ide ihe odide
- Inye ọmụmaatụ ndị
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-Ịkpọpụtara ụmụakwụ- kwọ ajọ ihe ọrịa nwere ike ibutere ọzọ ha chetara
mmadụ.
- Ikwupụta uru dị iche iche dị n’idebe gburu-
gburu ọcha
9. A) ASỤSỤ: ii. Ịgụ aghọtaazaa - Ịgụ otu aghọtaazaa sitere n’akwụkwọ ọgụgụ ahọpụtara - Ịjụ ajụjụ
Aghọtaazaa ii. Nkọwa ihe a gụrụ - Ịchọpụta okwu ọhụrụ dị n’ihe a gụrụ - Ịza ajụjụ sitere n’ihe a
- Ịkọwapụta okwu ndị ahụ gụrụ.
- Iji okwu ndị ahụ mebe ahịrịmfe. - Ịchọpụta okwu ọhụrụ
B) AGỤMAGỤ: Akụkọ ifo metụtara ụmụanụmanụ - Ịkọrọ ha ifo nkenke ole na ole metụtara ụmụ-anụmanụ - Ịjụ ajụjụ
Akụkọ ifo -Ichọpụta ka omumeụmụanụmanụ ndị ahụ siri yite omume - Ikwu uche ha banyere
ndị mmadụ akụkọ ifo ha gere
10. A) OMENALA: Ndebe gburugburu ọcha. -Idunye ụmụakwụkwọ ikwupụta ọrịa ụfọdụ ndị mmadụ na- - Ịkpọpụtagasị ụzọ e si
Idebe gburugburu ebute site n’edebeghi gburugburu ọcha edebe gburugburu
ọcha. -Ikwupụta ụzọ dị iche iche a ga-esi gbochie ọrịa ndị ahụ. ọcha.
- Ịgụpụtakwa uru dị n’idebe gburugburu ọcha - Ịgụpụta uru ụfọdụ dị
- Iwepụta/ịhọrọ otu abụ n’ime akwụkwọ abụ a họpụtara. n’idebe gburugburu
-Onye nkuzi ịgụpụta abụ ahụ n’onwe ya ugboro ugboro. ọcha.
- Iduzi ụmụ akwụkwọ n’ịgụ abụ ahụ ma gụọ ya ugboro ugoro
B) AGỤMAGỤ: Ibu otu abụ n’isi -Ịgụ abụ

Abụ -Iso onye nkuzi gụọ abụ.
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11. A) ASỤSỤ: Iji ọnụọgụgụ mebe ahịrịokwu -Ịkọwa ihe bụ ahịrịokwu -Ịgụ ọnụọgụgụ
Ọnụọgụgụ -Ịgụpụta ọnụọgụgụụfọdụ -Imebe ahịrịokwu
-Iji ọnụọgụgụ ụfọdụ mebe -Idepụta ahịrịokwu
ahịrịmfe.
- Idepụta ahịrị mfe
n’ụgbọojii.
B)AGỤMAGỤ: Ịkpọpụta Abụ e bu n’isi - Ịgụgharị Abụ a họpụtara - Ịgụ abụ n’eleghị anya
Abụ - Iduzi ụmụakwụkọ n’ime akwụkwọ
ịgụpụta abụ ha mụrụla - Idetu abụ ha gụrụ.
- Ijụ ajụjụ
- Ịza ajụjụ.
12. A) OMENALA: Idobe Ihe mmụta na mmasị dị n’idebe - Idunye ụmụakwụkwọ ikwu ihe ha chere o ji dị mkpa idebe - Ikwu uche ha n’ihe
gburu-gburu ọcha gburugburu ọcha. gburugburu anyị ọcha. ọmụmụ
-Ịchọpụta echiche ụmụ- akwụkwọ banyere ọrịa na ọnwụ. - Ide ihe odide
- Ịjụ na ịza ajụjụ
B) AGỤMAGỤ: Ịkọwapụta echiche dị n’abụ e bu n’isi - Ịkọwapụta usoro e si eme nnyocha abụ dịka: olu e jiri dee
Abụ Abụ, Asụsụ nka dị n’Abụ.
- Iduzi ụmụakwụkwọ ịchọpụta echiche Odee nwere n’Abụ ha
gụrụla ma buru n’isi
-Ikwu okwu
-Ịjụ ajụjụ
- Idetu ihe
13. Mmụgharị Ihe a -

kuziri
14. Ule na Mmechi -
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IGBO LANGUAGE
PRAỊMARỊ NKE ISE TAAM NKE ABỤỌ
IZU ISIOKWU NDỊNISIOKWU IHE ONYE NKUZI GA-EME IHE ỤMỤAKA GA-EME
1. A) ASỤSỤ: i. Nkọwa Akaraedemede - Ịkọwa ihe bụ akara-edemede - Ịjụ ajụjụ
Akaraedemede ii. Uru Akaraedemede bara. - Ịkọwapụta ihe o ji dị mkpa itinye akara- - Ịza ajụjụ
edemede n’ahịrịokwu. Ịmaatụ: Iji mee ka nghọta ahịrịokwu pụta ihe - Inye ọmụmaatụ nke ha.
nke ọma.
B) AGỤMAGỤ: Nkọwa Ejije - Ikwupụtara ụmụakwụkwọ ihe bụ ejije - Ịjụ na ịza ajụjụ.
Ejije - Ịkọwapụta ihe dị iche n’ejije na akụkọ nkịtị - Ide ihe odide-Inye ọmụmaatụ
- Ịkpọsịta maọbụ nye ọmụmaatụ akwụkwọ Igbo bụ Ejije. nke ha.
2. a) asụsụ: i. Akaraedemede dị iche iche: - Idepụta n’ụgbọ ojii Akaraedemede ụfọdụ a ga-atụle dịka: kpọm, -Ịjụ ajụjụ
Akaraedemede kpọm, Rịkọm, kpọrịkọm, dgz rịkọm, kpọmrịkọm, wgz. - Ịkpọpụta nke ọ bụla
- Ịkpọpụta ma kọwaa nke - Ide ihe odide
ọ bụla. - Ịza ajụjụ
Ịgụ nwa aha
b) Omenala: - Ịkọwapụta ihe omenala ịgụ aha pụtara - Ịjụ ajụjụ
Mmemme - Ikwupụta mkpa aha dị na ndụ mmadụ - Ikwu ihe bụ echiche
Ọdịnala ha banyere ịgụ aha
3. A) ASỤSỤ: i. Itinye akaraedemede ndị a - Idepụta ahịrịokwu dị -Imebe ahịrịokwu nke
Akaraedemede n’ahịrịokwu: icheiche n’ụgbọ ojii ha.
i. Kpọm - Itinye akaraedemede - Ịrụgosịpụta akara-edemede
ii. Rịkọm dabara adaba n’ahịrịokwu ndị a n’ahịrịokwu
iii) Kpọm rịkọm ebe a chọrọ ha.
-Ịjụ ajụjụ
B) AGỤMAGỤ: Ejije dị iche iche - Ịrụtụ aka na nkọwa ejije -Inye ọmụmaatụ nke ha.
Ejije - Ịkọwapta ụdị ejije e nwere dị ka: Ejije Ọdịnala. -Isonye n’ime ihe egwuregwu
Ọmụmaatụ: Ịgba mgba, Akpakoro kpankoro, Iti mmọnwụ. ọdịnala
Ejije Ugbu a. - Ide ihe odide.
Ọmụmaatụ: Ejije e dere ede
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4. A) AṢỤSỤ: Edemede nduzi na njirimara -Ịgụpụta ma depụtara ụmụakwụkwọ ihe ndị e ji mara edemede ndụzi -Ide ihe odide
Edemede ndụzi ya dịka- Isiokwu, ahụ edemede, nhazi edemede na mmechi - Ịjụ ajụjụ
5. A) OMENALA: Ịgụ nwa aha, - Ikwupụta uru dị iche iche aha bara dịka - Ịjụ ajụjụ
Mmemme Uru aha bara i. Iji mata mmadụ - Ịza ajụjụ
ọdịnala ii. Iji mata agbụrụonye si pụta, dgz.
B) AGỤMAGỤ : Uru Ejije Bara - Ikwupụta ma depụta n’ụgbọ uru dị iche iche ejije bara dịka: - Ide ihe odide
Ejije - Inwe obi ụtọ -Ịjụ ajụjụ
- Mbawanye amamihe -Ịza ajụjụ
-Nkwalite mmekọrịta mmadụ na mmadụ, obodo na obodo site n’ịgba
mgba
- Ime ka mmadụ dị garagar ma gbasie ike, wdg.
6. A) ASỤSỤ: i. Itinye akara- - Imebe na ichepụta ahịrịokwu dị iche iche -Imebe ahịrịokwu
Akaraedemede edemede ndị a - Itinye akarauhie n’ahịrị - okwu ndị e mepụtara. nke ha
n’ahịrịokwu Dịka: -Ịjụ ajụjụ
ii. Akarauhie i. Ngozi na-abịa. - Ịza ajụjụ.
iii) Akara mkpu ii. Nne m na-esi ofe.
- Itinye akara mkpu n’ahịrị-okwu. Ịmaatụ:
i. Pụọ ebe a!
ii. Bilie ọtọ!
B) AGỤMAGỤ: ii. Ọgụgụ Akwụkwọ Ejije a - Ịgụpụta akwụkwọ ejije a họpụtara - Ịgụ akwụkwọ ejije
Ejije Ugbu a họpụtara - Ịkpọpụtaagwa ndị pụtara Ihen’ejije ahụ. - Ijụ ajụjụ
- Ịkọwapụta ihe ụfọdụ gbasara agwa ndị ahụ. - Ịza ajụjụ
- Ikwu uche ha gbasara agwa ndị
a kpọrọ aha.
6. A)ASỤSỤ: Nchọpụta akara edemede - Iduzi ụmụakwụkwọ n’ịrụgosipụta akara edemede dị iche iche - Ịrụgosipụta akara - edemede dị
Akaraedemede n’ime ahịrịokwu n’ime ahịrịokwu. n’ahịrị- okwu.
- Ịkpọpụta aha akara edemede ndị a rụgosi- pụtara - Ịjụ ajụjụ
- Itinye ha n’ahịrịokwu. - Ịza ajụjụ
A) OMENALA:
Mmemme Aha Igbo dị iche iche - Ịkpọpụtagasị aha ndị Igbo - Ide ihe odide
Ọdịnala (igụ dị iche iche - Ịjụ ajụjụ
nwa aha) - Ịza ajụjụ
- Idepụta aha ndị nwoke aha ndị nwaanyị na nkọwa ha. - Ide ihe odide
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B) OMENALA: Aha dị iche iche - Ịkọwa omenala ịgụ nwa aha na uru ya. - Ịza ajụjụ
Mmemme - Ịjụ ajụjụ
ọdịnala
(ịgụ nwa aha)
7. A) Agụmagụ: Ịgụ akwụkwọ ejije a - Iduzi ụmụakwụkwọ ịgụ akwụkwọ ejije a họpụtara - Ịgụ akwụkwọ ejije
Ejije họpụtara. - Ịkọwa ọkpụrụkpụ okwu ufọdụ batara n’ejije a. - Ịjụ ajụjụ
Ugbu a - Ịkpọpụtagasị aha dị iche iche - Ịza ajụjụ
- Ide ihe odide.
B) OMENALA: Mpụtara aha dị iche iche - Ikwu ihe dị icheiche aha ndị Igbo pụtara dị ka: Chidiebere, - Ikwu aha ndị ha maara
Mmemme Eberechukwu, Chigọziri, Okoye, Amaechina, Nwafo, Mgbaafọ,dgz. - Ịjụ ajụjụ
ọdịnala (ịgụ Okoye- Nwoke a mụrụ ụbọchị ahịa Orie, - Ịza ajụjụ
nwa aha) Amaechina- Ka ama ezinụlọ ghara ichi
8. A) ASỤSỤ: Edemede nduzi na njirimara - Ịgụpụta ma depụtara ụmụakwụkwọ ihe ndị e ji mara edemede nduzi - Ide ihe odide
Edemede nduzi ya. dị ka - isiokwu, ahụ edemede, nhazi edemede na mmechi. - Ịjụ na ịza ajụjụ
B) OMENALA: Mgbe na otu e si agụ aha: - Ịkwọpụtara ụmụ akwụkwọ usoro e si agụ aha n’omenala Igbo dị ka ọ - Ịjụ ajụjụ
Mmemme i. Ndị Igbo gbachaa ụbọchị asaa (n’ime abali asatọ) - Ịza ajụjụ
Ọdịnala (ịgụ ii. Ndị ụka - Ịkọwa usoro ndị ụka si agụ aha - Ide ihe odide
nwa aha)
9. A) ASỤSỤ: Edemede nduzi gbasara - Iduzi ụmụakwụkwọ ide edemede dị ka “Onwe m” - Ide edemede
Edemede Nduzi isiokwu ọ bụla. - Ịkọwara ha usoro e si ede edemede nduzi n’isiokwu a. - Ịjụ ajụjụ
Ọmụmaatụ: - Ịza ajụjụ.
Aha m bụ ----------
Adị m afọ -----------------
Aha nne m bụ------------ .dgz.
B) AGỤMAGỤ: i. Nkọwa agwa dị n’ejije. - Ịgụ otu ejije sitere n’ime akwụkwọ ọgụgụ a họpụtara. - Ịgụ akwụkwọ ejije
Ejije ii. Ihe mmụta dị - Ịchọpụtasị agwa pụtara ihe, na ịkwọ agwa ndị ahụ. - Ịchọpụta agwa pụtara ihe.
n’ejije - Ịkọwapụtara ụmụakwụ-kwọ ihe mmụta ụfọdụ sitere n’ejije ha gụrụ. - Ịjụ ajụjụ
- Ịza ajụjụ
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10. A) OMENALA: Ejije nkenke metụtara ịgụ - Iduzi ụmụakwụkwọ ime - Ime ejije nkenke
Mmemme nwa aha. ejije nkenke metụtara - Ịjụ na ịza ajụjụ
ọdịnala (ịgụ “ Ịgụ Aha”
nwa aha)
B) Agụmagụ: Imepụta ejije nkenke - Ịhazi na iduzi ụmụakwụ- - Ime ejije nkenke
Ejije metụtara ịmụ nwa na ịgụ kwọ n’ime ejije nkenke - Ịjụ ajụjụ
Nkenke ahịa - Ịkpọpụta ma nye onye ọ - Ịza ajụjụ
bụla aha ha ga-aza.
11. Mmụgharị na -
ule
12. Ule na mmechi -
IGBO LANGUAGE
PRAỊMARỊ NKE ISE TAAM NKE ATỌ
A) ASỤSỤ: Ịkọwa i. Ọdịdị mmadụ - Ịkọwapụtara ụmụakwụ-kwọ ọdịdị mmadụ dị iche iche. Ọmụmaatụ : onye - Ịjụ ajụjụ
ọdịdị mmadụ ogologo, onye mkpụmkpụ, onye ibu. - Ịrụgosipụta ihe n’eserese
- Idunye ụmụkwụkwọ n’ ịrụgosipụta ọdịdị mmadụ ọ bụla nọ n’eserese e - Ide ihe odide
webatara. - Imebe ahịrị mfe nke ha.
- Ime nkenke ahịrịmfe metụtara ọdịdị mmadụ
B) AGỤMAGỤ: ii. Akụkụ ahụ - Igosipụta eserese na-egosi akụkụ ahụ mmadụ dị iche iche . - Ịrụgosipụta ihe
Okwu ntụhị mmadụ. - Ịrugosipụta akụkụ ahụ nke ọ bụla. - Ịjụ ajụjụ
- Ịza ajụjụ
Okwuntụhị - Ịkọwa ihe bụ okwuntụhị
- Ikwupụta na idepụta okwuntụhịdị iche iche dịka Papa Pịta patara pọpọ panye - Ịjụ ajụjụ
papa pọọlụ. - Ịza ajụjụ
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2. A) ASỤSỤ: Ịkọwa Iji akụkọ ahụ dị iche - Imebe na idepụta ahịrịmfe dị iche iche na-egosi akụkụ ahu dị iche iche - Imebe ahịrịmfe nke ha
ọdịdị mmadụ iche mebe ọmụmaatụ: - Ịjụ na ịza ajụjụ.
ahịrịokwu. 1. Lee isi m. 2. E ji anya ahụ ụzọ. 3. Enwere m ụkwụ abụọ.
B) OMENALA: Ndị Ndị bụ ndị ntorọbịa - Ịkọwa ndị bụ ntorọbịa - Ịjụ ajụjụ
ntorọbịa na (13yrs -above) - Ịza ajụjụ
ahụike ha
3. A) ASỤSỤ : Ịkọwa Ọdịdị ahụ mmadụ - Iduzi ụmụ akwụkwọ n’ịrụgosịpụta ọdịdị mmadụ nọ n’eserese - Ịza ajụjụ
ọdịdị mmadụ i. Mma -Idunye ụmụakwụkwọ ikwu ọdịdị ahụ ha. - Imebe ahịrịmfe
ii. Ogo Ọmụmaatụ: - Ịrụgosipụta ihe n’eserese.
iii. Njọ 1. Etoro m ogologo/ogo 2. Chika mara mma 3. Okechukwu jọrọ njọ
B) AGỤMAGỤ: Okwu ndị ha na ibe - Idepụta okwu ntụhị ụfọdụ - Ịjụ ajụjụ
Okwuntụhị ya yiri n’ụda - Ịchọpụta okwu ndị yiri n’ụda - Ịza ajụjụ
Ọmụmaatụ: Ụkọchukwu kwuru kwuru okwuchukwu n’ụlọ chukwu dị - Ide ihe odide.
n’Arochukwu.
Papa pịta patara pọpọ panye papa Pọọlụ, wdg.
4. A) OMENALA: Ndị Mgbanwe dị n’ahụ - Ikwupụta mgbanwe dị iche iche dị n’ahụ ndị ntorọbịa dịka: - Ịjụ ajụjụ
ntorọbịa na ndị ntorọbịa. - ubu basara abasa - Ịza ajụjụ
ahụike. - ịkpụ ara , ajị ịgba n’akụkụ ahụ ha ụfọdụ, mgbanwe n’olu okwu ha, ịhụ nsọ, dgz. - Ide ihe odide
- Ịgụpụta na depụta okwuntuhị ndị ọzọgasị

B) AGỤMAGỤ: Okwuntụhị dị iche - Inye ọmụmaatụgasị dịka: - Ịjụ ajụjụ
Okwuntuhị iche i. Ti nchị gbim tipute nchị nsị dị nchị n’afọ nchị - Ịza ajụjụ
2. Nwaanyị na-akwa akwa na-akwa n’ọkụkọ yiri akwa n’elu akwa a kwara akwa - Ide ihe odide
dị n’elu akwa, dgz.
5. A) ASỤSỤ: Ịkọwa Ọdịdị ahụ mmadụ - Igosipụta eserese na-egosi ọdịdị mmadụ dịka - Ụcha, ibu, dgz. - Ịza ajụjụ
ọdịdị mmadụ i. Ụcha - Idunye ụmụaka ikwu ihe dị iche n’etiti ndị mmadụ e sepụtara n’eserese ahụ. -Ịza ajụjụ
ii. Ibu, - Ide ihe odide
iii. Oji, dgz.
B) OMENALA: Ndị Nlekọta ahụ - Ịkọwaihe bụ nlekọta ahụ - Ịjụ ajụjụ

ntorọbịa na - Ịgụpụta ụzọ dị iche iche e si elekọta ahụ dịka: ịsa ahụ, iri ezigbo nri, ịkpụ isi, - Ịza ajụjụ
ahụike ha ibecha mbọ aka na mbọ ụkwụ, dgz. - Ide ihe odide
6. A) ASỤSỤ: Idezu Nkọwa idezu akụkọ - Idepụta obere akụkọ n’ụgbọ ojii - Idezu akụkọ
Akụkọ - Ịkọwa ihe bụ idezu akụkọ - Ịjụ na ịza ajụjụ
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- Idunye ụmụaka n’idezu akụkọ e depụtara n’ụgbọ. Ọmụmaatụ: Mbe na ------------

bụ enyi. Ha --------nta. Ha abụọ --------- oke. Oke ahụ pere ----------.
B) OMENALA: Ndị Ọrịa ụfọdụ na- - Ịgụpụta ọrịa ụfọdụ na-emetụta ndị ntorọbịa dịka: - nsi nwaanyị (gonorrhea) - Ijụ ajụjụ
ntorọbịa na emetụta ndị - Mmịnwụ (HIV) - Ịza ajụjụ
ahụike ha ntorọbịa dịka - Obirinajaọcha (AIDS) - Ide ihe odide
HIV/AIDS, dgz. - Ọrịa ọgbụgbọ na ọnyụnyụ - Imebe ahịrị mfe.
- Ọkọahụ (rashes).
- Imebe ahirị mfe na-ekwu maka ọrịa ndị a.
7. A. ) ASỤSỤ: Idezu Nhazi Edemede -Ịkọwa ihe bụ nhazi edemede - Ịjụ ajụjụ
Akụkọ I) Isiokwu -Idepụta nkenke edemede ugbọojii. - Ịza ajụjụ
ii) Mmalite. - Ịgụpụta usoro dị na nhazi - Ide ihe odide.
edemede dị ka :
Edemede ọ bụla na-enwe isiokwu, mmalite, ahụ edemede, na mmechi.
B) Omenala: Ndị Ụzọ e si ebute ọrịa - Ịkọwapụta ụzọ dị iche - Ịjụ ajụjụ
ntorọbịa na ndị a iche e si ebute ọrịa ndị - Ịza ajụjụ
ahụike dịka: - Ide ihe odide
- Mmekọrịta nwoke na nwaanyị nke n’erughi eru.
- Itinye ọbara enyochaghị nke ọma n’ahụ onye ọzọ
-Mma; agbụba, na ihe nke onye ọrịa jigoro mepụta ọbara n’ahụ ya,wdg.
8. A) Agụmagụ: Okwuntụhị dị iche - Ikwu na idepụta okwuntụhị ndị ọzọ. - Ịjụ ajụjụ
Okwuntụhị iche. - Ime ka ụmụaka kwuo okwu ntụhị ndị onyenkuzi depụtara.. - Ịza ajụju
- Ide ihe odide.
B) Omenala Ndị Ụzọ Ọrịa Ndị a si - Ịgụpụta ụzọ dị iche iche ọrịa ndị a si esogbu ha. Ọmụmaatụ: Mmịnwụ na-ebute - Ịjụ ajụjụ
ntorọbịa na esogbu ha oke ahụ ọkụ, ọnƴụnyụ na ọgbụgbọ, ụkwara, dgz. - Ịza ajụjụ
ahụike Nsi nwaanyị (gonorrhea, na-eme ka ọbara na abụ na-apụta oge ha na-anyụ - Ide ihe odide
mmamịrị.
9. A) Asụsụ Idezu Nhazi edemede - Ịkọwapụta ihe gbasara ahụ edemede dị ka: - Ịjụ ajụjụ
akụkọ. i. ahịrịokwuọ bụla na-eji nnukwu leta ebido. - Iza ajụjụ
i. Ahụ edemede ii. Ọkpụrụkpụ okwu ọ bụla na-adị na nkebi na nkebi. - Ide ihe odide
ii) Mmechi edemede iii. Nchịkọta edemede na-adị na mmechi edemede.
Asọmpi Okwuntụhị
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B) Agụmagụ: - Onye nkuzi ga-ekewa ụmụakwụkwọ n’ò tù iji mee asọmpi a. - Ime asọmpi
Okwuntụhị - Ito ndị mere nke ọma - Iza ajụjụ
- Inye ha ihe nrite.
- Ịgba ndị emeghi nke ọma ume maka ụbọchị ọzọ.
10. A) Omenala : Ụzọ e si egbochi - Ịgụpụta ụzọ dị iche iche a ga-esi gbochie ọrịa ndị a dị ka: - Ijụ ajụjụ
Ndị ntorọbịa na ọrịa ndị a. - Izere mmekọrịta nwoke na nwaanyị n’erughi eru. - Ịza ajụjụ
ahụike. - Inyocha ọbara nke ọma tupu a gbanye ya n’ahụ onye ọrịa. - Ide ihe odide.
- Izere ọbara onye ọzọ dịka n’ihe mberede okporoụzọ.
- Ị na-adị ọcha mgbe dum, dgz.
Ịkọrọ ụmụakwụkwọ akụkọ.
- Idepụtara ha akụkọ a kọfọrọ akọfọ.
B) Asụsụ: Idezu - Kọọ akụkọ - Idunye ụmụakwụkwọ - idezu akụkọ

akụkọ a kọfọrọ. - Dee ma defọ ya. idezu akwụkwọ ahụ. - Ịjụ ajụjụ.
A) Omenala: Ihe mmụta banyere ịkọwapụta ihe dị iche iche banyere nlekọta ahụ dị ka: - Ijụ ajụjụ
Ndị ntorọbịa na nlekọta ahụ - Uru dị na nlekọta dIka: ahụ ike, ogologo ndụ, obi ọcha,dgz. - Ịza ajụjụ
ahụike ha. - Inwe ezi mmekọrịta mmadụ na ibe ya.
B) Asụsụ: Idezu Idezu akụkọ a -Iduzi ụmụakwụkwọ n’idezu akụkọ e defọrọ edefọ. - Idezu akụkọ
akụkọ a kọfọrọ kọfọrọ. -Ileba anya n’akụkọ ụmụakwụkwọ dere i ji mara ebe ha detere maọbụ ebe ha - Ịjụ ajụjụ
dejọrọ.
11. Mmụgharị na ule - -
12. Ule na mmechi. - -
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PRIMARY FIVE
PREMIER TRIMESTRE

1 COMPTER L’apprenant devrait avoir la Les chiffres de 21- 40
capacité de compter les VOCABULAIRE/EXPRESSION : Vingt et-un, vingt deux, vingt trois, vingt quatre, vingt cinq.
nombres de 21-40. SUPPORT EDAGOGIQUE : Images, jeux de rôle, dialogue, mimes.
ACTIVITES : L’enseignant présente les nombres oralement. L’apprenant les reproduit
oralement.
EVALUATION : Identifier les chiffres 21 -40.
2 COMPTER L’apprenant devrait avoir la Les chiffres 41- 60
capacité de compter les EXPRESSION : Quarante- et-un, quarante deux, quarante trois, quarante quatre, quarante
nombres de 41-60. cinq.
SUPPORT PEDAGOGIQUE : Images, jeux de rôle, dialogue, mimes.
ACTIVITES : L’enseignant présente les nombres oralement. L’apprenant les reproduit
oralement.
EVALUATION : Identifier les chiffres de 41 -60.
3 LES CHIFFRES ET LES L’apprenant devrait avoir la Les objets dans la classe.
OBJETS DE LA capacité de dire les nombres VOCABULAIRE/EXPRESSION : J’ai deux livres, elle a quatre cahiers, il a trois livres.
CLASSE. et des objets dans la classe. SUPPORT PEDAGOGIQUE : Vidéos, photos, les objets dans la classe.
LANGUE : Verbe avoir + nom.
ACTIVITES : L’enseignant présente les objets de la classe oralement. L’apprenant reproduit
oralement les nombres des objets.
EVALUATION : Exercice sur les chiffres ; ex. 42 cahiers plus 5 cahiers =47 cahiers etc.
4 PRESENTER LES L’apprenant devrait être Présenter un élève.
AUTRES. capable de présenter d’autres VOCABULAIRE/EXPRESSION : Voici un élève, voila une élève.
personnes ACTIVITES : L’enseignant présente les autres oralement. L’apprenant répète après
l’enseignant.
EVALUATION : Exercice de répétition et d’identification.
5 PRESENTER LES L’apprenant devrait être Présenter un professeur.
AUTRES. capable de présenter d’autres VOCABULAIRE/EXPRESSION : Voici un professeur. Il s’appelle monsieur John. Il est grand et
personnes. beau.
GRAMMAIRE : Le verbe être + adjectif qualificatif. Ex. Je suis grand. Je suis grosse etc.
SUPPORT PEDAGOGIQUE : Jeux de rôle, la photo
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ACTIVITES : L’enseignant présente un professeur oralement. L’apprenant répète après

l’enseignant.
6 PRESENTER LES L’apprenant devrait être Présenter une mère.
AUTRES. capable de présenter d’autres EXPRESSION : Le professeur fait la présentation oralement.
personnes. VOCABULAIRE/EXPRESSION : Voici une mère. Elle s’appelle Agnès. Elle est belle.
GRAMMAIRE : Le verbe être + adjectif qualificatif. Ex. Il est beau, Elle est mince.
SUPPORT PEDAGOGIQUE : Jeux de rôle, une photo qui montre une mère.
ACTIVITES : L’enseignant présente les autres oralement. L’apprenant répète après
l’enseignant.
7 IDENTIFIER LES L’apprenant devrait être Identifier les parties du corps. Exemple, la tète, les yeux, le nez, l’oreille et les dents.
PARTIES DU CORPS capable de nommer les parties VOCABULAIRE/EXPRESSION : La tête, les yeux, le nez, la bouche et les dents.
HUMAIN. du corps humain. SUPPORT PEDAGOGIQUE : La photo montrant les parties du corps.
ACTIVITES : L’enseignant présente les parties du corps oralement. L’apprenant reproduit
après l’enseignant.
EVALUATION : L’enseignant demande aux apprenants de nommer les parties du corps.
8 IDENTIFIER LES L’apprenant devrait être Identifier les parties du corps. Exemple, la poitrine, le bras, la main, le ventre.
PARTIES DU CORPS capable de nommer les parties VOCABULAIRE/EXPRESSION : La poitrine, le bras, la main, le ventre.
HUMAIN. du corps humain. SUPPORT PEDAGOGIQUE : La photo montrant les parties du corps.
ACTIVITES : L’enseignant présente les parties du corps oralement. L’apprenant reproduit
EVALUATION : L’enseignant demande aux apprenants de nommer les parties du corps.
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9 IDENTIFIER L’apprenant devrait Identifier les partis du corps. Exemple, la jambe, le genou, les doigts et le pied.
LES PARTIES être capable de VOCABULAIRE/EXPRESSION : La jambe, le genou, les doigts et le pied.
DU CORPS nommer certaines SUPPORT PEDAGOGIQUE : Jeux de rôle. Photo l’image montrant les parties du corps.
HUMAIN. parties du corps ACTIVITES : L’enseignant présente les parties du corps oralement. L’apprenant reproduit après
humain. l’enseignant.
EVALUATION : L’enseignant demande aux apprenants des questions. Exemple, montre moi votre ventre =
voici mon ventre.
10 IDENTIFIER L’apprenant devrait Les parties du corps humain et leurs fonctions.
LES PARTIES être capable de dire VOCABULAIRE/EXPRESSION : L’enseignant présente les parties du corps humain et leurs fonctions.
DU CORPS à quoi servent les Exemple, on parle avec la bouche, on écrit avec la main.
HUMAIN ET parties du corps SUPPORT PEDAGOGIQUE : Jeux de rôle. L’image montrant les parties du corps.
LEURS humain. ACTIVITES : L’enseignant présente les parties du corps oralement. L’apprenant reproduit après
FONCTIONS. l’enseignant.
EVALUATION : L’enseignant demande aux élèves de mentionner les fonctions des parties du corps.
11 PARLER DE LA L’apprenant devrait Parler de la grande famille.
GRANDE être capable de VOCABULAIRE : Le grand père, la grande mère, l’oncle, la tante.
FAMILLE. répondre aux ACTIVITES : L’enseignant décrit oralement une grande famille. Les apprenants écoutent et répètent.
questions portant sur SUPPORT PEDAGOGIQUE : Photo, vidéos illustratives, autres documents.
la grande famille. EVALUATION : Le professeur fait le résumé de la présentation.
12 PARLER DE LA L’apprenant devrait Parler de la grande famille.

GRANDE être capable de VOCABULAIRE : Le grand père, la grande mère, l’oncle, la tante.
FAMILLE. répondre aux LANGUE/GRAMMAIRE : Qui est votre grand père ? C’est le père de mon père.
questions portant sur ACTIVITES : L’enseignant présente aux apprenants les membres de la famille oralement. L’apprenant
la grande famille. écoute et répète après le professeur.
SUPPORT PEDAGOGIQUE : Photo, vidéos illustratives, autre document montrant la grande famille.
EVALUATION : Exercices de répétition et d’identification.
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PRIMARY FIVE
DEUXIEME TRIMESTRE

1 Parler des L’apprenant devrait (A) Le nom, l’âge, adresse, famille, enfants etc. Exemple, monsieur/madame… s’appelle etc.
voisin(e)s être capable de (B) Voici/ voila monsieur/madame/mademoiselle…
parler des voisins. EXPRESSION/VOCABULAIRE : Voila monsieur…, voici madame…, il/elle s’appelle…
LANGUE : Le verbe être ; Il est…, elle est…
SUPPORT PEDAGOGIQUE : Images d’une personne etc.
ACTIVITES : L’enseignant présente d’abord son/sa voisin/voisine et les élèves répètent après lui.
EVALUATION : Exercices de reproduction et d’identification d’une personne.
2 Parler des ami(e)s L’apprenant devrait (A) Le nom, l’âge, l’adresse, la famille, les enfants etc. Exemple, Obi, Bola, Hassan etc.
être capable de (B) Je présente Obi, Bola, Hassan…
parler des ami(e)s EXPRESSION/VOCABULAIRE : Voila monsieur…, voici madame…, il/elle s’appelle…
LANGUE : Le verbe S’appeler à l’indicatif présent.
SUPPORT/PEDAGOGIQUE : Images d’une personne, un homme, une femme etc.
ACTIVITES : L’enseignant présente d’abord son ami(e) et les élèves répètent après lui.
3 Parler du L’apprenant devrait La nationalité / la langue maternelle
professeur être capable de EXPRESSION: Je présente … Obi/ Bola/ Hassan. Voici /voila Obi/Bola/Hassan.
parler du LANGUE : Le verbe parler à l’indicatif présent.
professeur. SUPPORT/PEDAGOGIQUE : Images d’un monsieur/ une femme/une dame etc.
ACTIVITES : L’enseignant se présente d’abord et les élèves répètent après lui.
4 Exprimer la L’apprenant devrait Exprimer la gratitude à des personnes.
gratitude être capable EXPRESSION/VOCABULAIRE: Monsieur/madame/ mademoiselle, j’apprécie. Monsieur/madame/
d’utiliser certaines mademoiselle, c’est gentil.
expressions de GRAMMAIRE : Exemple, c’est bien/gentil etc.
gratitude. SUPPORT PEDAGOGIQUE : Images d’un monsieur/ une femme/une dame exprimant la gratitude etc.
ACTIVITES : L’enseignant organise un jeu de rôle. Il/elle devise les élèves en group. Les élèves offrent des
cadeaux et expriment la gratitude.
EVALUATION : Exercices de reproduction pour exprimer la gratitude.
5 Remercier L’apprenant devrait Merci, merci beaucoup, merci bien. Merci madame, merci monsieur, merci papa/ maman. Merci
quelqu’un. être capable de Obi/Hassan/Fatima.
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remercier EXPRESSION / VOCABULAIRE: Je te remercie. Je vous remercie. Je te remercie mon ami(e). Je vous remercie
quelqu’un. monsieur/madame.
LANGUE : Le verbe remercier.
CIVILISATION : Vous/te
SUPPORT/PEDAGOGIQUE : Images, Jeu de rôle, dialogue.
ACTIVITES : L’enseignant présente un dialogue simple. Les élèves reproduisent oralement les séquences.
EVALUATION : Exercices de reproduction. Ex : ce qu’on dit à quel qu’un qui nous aide ?
6 Nommer les jours L’apprenant (A) Lundi, Mardi, Mercredi, Jeudi, Vendredi, Samedi, Dimanche. (B)Un poème/ une chansweron contenant
de la semaine devraient être les jours de la semaine.
capable de nommer EXPRESSION/VOCABULAIRE: Aujourd’hui, c’est Lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche.
les jours de la LANGUE : C’est + jour. Ex, c’est Lundi, c’est vendredi…
semaine. CIVILISATION : Vous/te
SUPPORT PEDAGOGIQUE : Calendrier, autres images.
ACTIVITES : L’enseignant présente les jours de la semaine en contexte. Les élèves imitent le professeur.
EVALUATION : Exercices de rappel et de reproduction.
7 Nommer les mois L’apprenant devrait Janvier, Février, Mars, Avril, Mai, Juin, Juillet, Août, Septembre, Octobre, Novembre, Décembre
de l’année. être capable de EXPRESSION/VOCABULAIRE: Nous sommes en Janvier, Février…
nommer les mois CIVILISATION : Les 4 saisons en France (l’hiver, le printemps, l’été, l’automne).
de l’année. SUPPORT PEDAGOGIQUE : Calendrier, les autres images.
ACTIVITES : L’enseignant présente les mois de l’année. L’élèves imitent le professeur.
EVALUATION : Exercices de rappel et de production.
8 Dire les jours de la L’apprenant devrait (A) Aujourd’hui, hier, avant-hier, demain, après-demain. (B) Les activités de la journée/semaine (aller à
semaine. être capable de dire l’école, aller à l’église/mosquée). Faire le devoir etc.
les jours de la EXPRESSION/VOCABULAIRE: Aujourd’hui, je fais mon devoir. Je vais à l’école demain.
semaine. GRAMMAIRE : C’est + nom. Le verbe- aller.
SUPPORT/PEDAGOGIQUE : Images etc.
ACTIVITES : L’enseignant présente les jours de la journée en contexte. Les élèves imitent le professeur
oralement.
EVALUATION : Exercices de rappel.
9 Dire les L’apprenant devrait (A) Le matin, l’après-midi, le soir, la nuit, le minuit. (B) Les repas de la journée.
périodes/moments être capable de dire EXPRESSION/VOCABULAIRE: Le matin, je mange le petit déjeuner. L’après-midi, je mange...
de la journée. les périodes de la CIVILISATION : Les quatre saisons en France (L’été =summer, L’hiver= winter, l’automne= autum, le
journée. printemps= spring.)
LANGUE : C’est + nom. Le verbe aller.
SUPPORT/PEDAGOGIQUE : Calendrier, autres images etc.
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ACTIVITES : L’enseignant présente les mois de l’année en contexte. Les élèves imitent la production orale du
texte de l’enseignant.
EVALUATION : Exercices de rappel de noms des saisons.
EX :- Nommez les quatre saisons en France.
10 Dire la date L’apprenant devrait (A) Dire la date c’est-à-dire lundi, le 1er mai, jeudi, le 4 avril etc. (B) Quelle est la date d’aujourd’hui ?
être capable de dire EXPRESSION/VOCABULAIRE: La date d’aujourd’hui, c’est…, Hier, c’est… Demain, c’est…
la date Grammaire : Les articles définis.
SUPPORT PEDAGOGIQUE : Calendrier, autres images etc.
ACTIVITES : L’enseignant présente la date en contexte à l’orale d’abord. Les élèves imitent la production
orale du texte de l’enseignant.
EVALUATION : Exercices de rappel et de reproduction.
11 RÉVISION
12 EXAMEN
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PRIMARY FIVE
TROISIEME TRIMESTRE

1 Compter (Les L’apprenant devrait (A) Les chiffres/les nombres de 60 – 80.
chiffres de 60 -80) être capable de (B) Les appellations des chiffres. C’est- à – dire Soixante à quatre vingt.
compter jusqu'à 80 SUPPORT PEDAGOGIQUE : Jeux, mimes, calendrier, objets connus etc.
en Français ACTIVITES : L’enseignant rappelle les nombres 21-60 et les exploite pour présenter 61-100.
EVALUATION : Exercices de reproduction et d’identification orale. Ex, 65, 70 etc.
2 L’apprenant devrait (A) Les objets de la classe (un stylo, un crayon, un cahier, une règle, une gomme, un dictionnaire, un
Les chiffres et les être capable de livre, un torchon, un tableau)
objets compter de 60 à 80 (B) Les chiffres et les objets (soixante stylos, soixante-dix règles, quatre -vingt gommes etc.)
des objets de la EXPRESSION/VOCABULAIRE : Voila soixante deux stylos. Voici soixante treize crayons etc.
classe. SUPPORT PEDAGOGIQUE : Jeux, les objets de la classe.
ACTIVITES : L’enseignant présente les nombres et les objets. L’apprenant écoute, et reproduit.
EVALUATION : Exercices de rappel et de reproduction orale. Ex, l’exercice d’appellation (so.._x.._nte
etc.)
3 Les chiffres 80 - L’apprenant devrait (A) Les chiffres/les nombres de 80 – 100 Comptage.
100) être capable de (B) Les appellations des chiffres. C’est- à – dire quatre vingt un, quatre vingt cinq etc. jusqu'à cent.
compter en français SUPPORT PEDAGOGIQUE : Jeux, mimes, calendrier, objets connus etc.
jusqu'à 100 ACTIVITES : L’enseignant présente les nombres oralement. L’apprenant reproduit oralement les
nombres.
EVALUATION : Exercices de reproduction et d’identification orale.
4 Les chiffres et les L’apprenant devrait 1. Les objets de la maison (un tapis, une télévision, une radio, un lit, une table, une chaise etc.). 2. Les
objets de la maison être capable de chiffres et les objets (quatre vingt cinq télévisions, quatre vingt dix lits, vingt deux radios)
produire les chiffres EXPRESSION/VOCABULAIRE : Voici, cent chaises, voilà vingt quatre tables.
(80 à 100) SUPPORT PEDAGOGIQUE : Jeux, les objets de la maison etc.
ACTIVITES : L’enseignant présente les nombres et les objets. L’apprenant écoute et reproduit.
EVALUATION : Exercices de rappel et de reproduction. Ex : 85, 97, 100.
5 Demander la L’apprenant devrait Les prépositions (à côté de, devant, sur, derrière, sous, en face de, loin de, près de etc.
direction être capable de se EXPRESSION/VOCABULAIRE : Où est la poste ? C’est à côté de l’école. C’est près de l’église. C’est en
renseigner sur les face de la mosquée.
directions. GRAMMAIRE/LANGUE : Les directions (à côté, à droite, à gauche etc.)
CIVILISATION : Formule de politesse (s’il te plait, s’il vous plait.)
Page | 244

SUPPORT PEDAGOGIQUE : Photos ou vidéos illustratives, autres documents et dialogues.

ACTIVITES : L’enseignant demande des directions. L’apprenant répète après l’enseignant.
EVALUATION : Exercices de présentation orale.
6 Epeler L’apprenant devrait Les lettres de l’alphabet A -E
être capable d’épeler EXPRESSION : L’enseignant produit l’alphabet oralement.
en français VOCABULAIRE: a/ah/, b/bay/, c/say/, d/day/, e/uh/
ACTIVITES: L’enseignant présente les lettres de l’alphabet oralement. L’apprenant reproduit les lettres
SUPPORT PEDAGOGIQUE : Chanswerons sur les alphabets.
EVALUATION : Exercices de mémorisation de prononciation.
7 Epeler L’apprenant devrait Les lettres de l’alphabet F -J
être capable d’épeler EXPRESSION : L’enseignant produit l’alphabet français oralement.
en français. VOCABULAIRE: f/ef/, g/jay/, h/ash/, i/ee/, j/jay/
SUPPORT PEDAGOGIQUE : Chanswerons portant sur les alphabets.
8 Epeler L’apprenant devrait Les lettres de l’alphabet K -O
en français VOCABULAIRE: K/ka/, L/el/, M/em/, N/en/, O/o/
SUPPORT PEDAGOGIQUE : Chanswerons, Jeux de rôle.
EVALUATION : Exercices de mémorisation de prononciation et d’identification.
Page | 245

9 Epeler L’apprenant devrait Les lettres de l’alphabet p-t

être capable d’épeler EXPRESSION : L’enseignant produit les lettres oralement.
en français. VOCABULAIRE: P/pay/, Q/ku/, R /err/, S/ess/, T/tay/
SUPPORT PEDAGOGIQUE : Chanswerons, Jeux de rôle.
EVALUATION : Exercices de prononciation.
10 Epeler L’apprenant devrait Les lettres de l’alphabet U -Z
en français. VOCABULAIRE: U/ui/, V/vee/, W/double vay/, X/iks/, Y/e-grek/, Z/zed/
SUPPORT PEDAGOGIQUE : Chanswerons
11 REVISION
12 EXAMEN
Page | 246


‫)‪SCHEME OF WORK FOR PRIMARY FIVE (5‬‬
‫منهج الدراسي للسنة الخامسة االبتدائية‬
‫فترة األولي ‪FIRST TERM‬‬
‫‪CONTENTS‬‬ ‫‪TOPIC‬‬ ‫‪WEEK‬‬
‫يستيقظ احمد من النوم‪،‬‬ ‫يف الصباح‬ ‫االول‬

‫عل أرسته‪ ،‬يتناول الفطور‪ ،‬و يلبس مالبس المدرسة‬
‫يصل صالة الصبح‪ ،‬و يسلم ي‬
‫ي‬
‫صغية‬
‫ر‬ ‫قطت‬
‫ي‬ ‫االناشيد العربية المختارة‬ ‫الثان‬
‫ي‬
‫سمية‬
‫اسمها ر‬
‫شعرها جميل‬
‫و زيلها طويل‪....‬‬
‫جوال ‪ ،‬حاسوب‪ ،‬ناسوخ ‪،‬ءاله التصوير‪ ،‬طابع‪ ،‬هاتف ‪....‬‬ ‫التعريف باالشياء (وسائل اإلتصا ل)‬ ‫الثالث‬
‫تشق الشمس‬ ‫بشي ‪:‬مت ر‬ ‫ر‬ ‫الصديقي)‬
‫ر‬ ‫المحادثة(بي‬
‫ر‬
‫ي‬
‫تشغ الشمس يف الساعة السابعة صباحا‪.‬‬ ‫امي‪ :‬ر‬ ‫ر‬ ‫الرابع‬
‫مت تغرب الشمس؟‬ ‫ي‬ ‫‪:‬‬‫بشي‬ ‫ر‬
‫أمي‪ :‬تغرب الشمس يف الساعة السادسة مساء‬ ‫ر‬
‫بشي‪ :‬اين تقع كنو؟‬ ‫ر‬
‫نيجييا‬
‫ر‬ ‫أمي‪ :‬تقع كنوشمال‬ ‫ر‬
‫بشي اين تقع الجوس‬ ‫‪:‬‬ ‫ر‬
‫نيجيي‬
‫ر‬ ‫امي‪ :‬تقع الجوس يف جنوب‬ ‫ر‬
‫صغية‬
‫ر‬ ‫قطت‬
‫ي‬ ‫النصوص المختارة (اناشيد)‬ ‫الخامس‬
‫سمية‬
‫اسمها ر‬
‫شعرها جميل‬
‫و زيلها طويل‬
‫لعبها لطيف‬
‫ووجهها نظيف‬
‫جمل ‪،‬حمار‪،‬حصان‪،‬‬ ‫قراءة الكلمات المختارة(اسماء البهائم)‬ ‫السادس‬
‫بقرة‪،‬دجاجة‪،‬بطة‬
‫جوالت جديدة‪،‬‬
‫ي‬ ‫قراءة الجمل المختارة (وسائل اإلتصال)‬ ‫السا بع‬
‫‪Page | 247‬‬

‫تتعلم عائشة الحاسوب‬

‫تتكلم خديجة يف الهاتف‬
‫اب‪-‬بأس‪-‬بي‪-‬مؤمن‪،‬ماء باب‪-‬‬ ‫أشكال األصوات‬ ‫الثامن‬
‫جبل‪ ،‬كلب‪.‬‬
‫ر‬
‫ال ستة و عشون‪30- 21‬‬ ‫ر‬
‫واحد و عشون‪ -‬ي‬ ‫قراءة األعداد العربية‬
‫التاسع‬
‫واحد و ثالثون‪ -‬اربعون ‪40-31‬‬ ‫ا قراءة األعداد العربية)‬ ‫ر‬
‫العارس‬
‫ذهب خرج‪-‬كتب‪ -‬جلس‬ ‫الماض)‬ ‫االفعال (فعل‬ ‫الحادي ر‬
‫عش‬
‫ي‬
‫‪ -‬أكل‪ -‬نام –درس‪-‬فهم‬
‫يذهب يخرج‪-‬يكتب‪ -‬يجلس‬ ‫االفعال (فعل المضارع)‬ ‫الثان ر‬
‫عش‬ ‫ي‬
‫‪ -‬يأكل‪ -‬ينام –يدرس‪-‬يفهم‬
‫مراجعة‬ ‫الثالث ر‬
‫عش‬
‫اإلمتحانات و التصحيح‬ ‫عش‬‫الرابع ر‬

‫‪SECOND TERM‬‬ ‫فترة الثانية‬

‫‪Contents‬‬ ‫‪Topic‬‬ ‫‪week‬‬
‫يرجع احمد من المدرسة‬ ‫يف النهار‬ ‫االول‬
‫يصل صالة الظهر‪ ،‬و يتناول الغداء‪ ،‬و يسيي ح‪.‬‬
‫ي‬ ‫عل ارسته‪ ،‬ثم‬‫يسلم ي‬
‫ساعدن‬
‫ي‬ ‫ساعدن‪،‬‬
‫ي‬ ‫‪:‬‬ ‫صاحت العية‬ ‫االناشيد العربية المختارة‬ ‫الثان‬
‫ي‬
‫ساعدن‪.‬‬
‫ي‬ ‫ساعدن‬
‫ي‬ ‫صاحت‬ ‫‪،‬‬‫البي‬ ‫ف‬
‫ي‬ ‫ة‬‫العي‬ ‫و‬ ‫فرحان‪،‬‬ ‫الثعلب‬ ‫كض‬ ‫‪،‬ر‬‫البي‬ ‫ألخرج من‬
‫ابيض‪ -‬بيضاء ؛ احمر‪ -‬حمراء‬ ‫التعريف باالشياء (األلوان)‬ ‫الثالث‬
‫اسود‪-‬سوداء‪ ،‬اصفر‪ -‬صفراء‬
‫ازرق‪-‬زرقاء‬
‫خالد‪ :‬مساء ر‬
‫الخي‪،‬‬ ‫المحادثة(هل‪-‬نعم‪-‬ال)‬
‫محمد مساء النور‬ ‫الرابع‬
‫‪Page | 248‬‬

‫خالد‪ :‬هل هذا يوسف‪.‬‬

‫محمد‪ :‬نعم هذا يوسف‪.‬‬
‫عل‬
‫خالد هل هذا ي‬
‫محمد‪ :‬ال هذا أحمد‬
‫يف كل رشء له ءاية‬ ‫النصوص المختارة (اناشيد)‬ ‫الخامس‬
‫تدل عل انه واحد‬
‫ّ‬
‫غرفة ‪ ،‬رسير‪،‬مكيف‪ ،‬مراة‬ ‫الكلمات المختارة(البيت)‬ ‫السادس‬
‫حمام‪ ،‬مطبخ‪،‬غرفة الجلوس‬
‫كببي‪ .‬هذه ساعة ر‬
‫كبية‬ ‫هذا بيت ر‬ ‫الجمل المختارة (هذا‪ -‬هذه)‬ ‫السا بع‬
‫صغي‪ .‬هذه تلميذة ر‬
‫كبية‬ ‫ر‬ ‫هذا تلميذ‬
‫‪.‬‬
‫هذا ولد طويل وهذه بنت طويلة‬
‫(ث‪-‬ج‪-‬ن)‬ ‫أشكال األصوات‬ ‫الثامن‬
‫ثعلب‪ ،‬مثلث‪ ،‬ثلج‪ ،‬جميل‪ ،‬مسجد‪،‬نور‪ ،‬منار‪ ،‬مسلمون‬
‫خمسي‬
‫ر‬ ‫ال‬
‫من واحد وثالثون ي‬ ‫األعداد العربية‬ ‫التاسع‬
‫‪50-31‬‬
‫اب – أباء‬ ‫مفرد و الجمع‬ ‫ر‬
‫العارس‬
‫ام‪ -‬امهات‬
‫ولد‪ -‬اوالد‬
‫بنت‪-‬بنات‬
‫مراجعة‬ ‫الحادي ر‬
‫عش‬
‫اإلمتحانات و التصحيح‬ ‫الثان ر‬

‫عش‬ ‫ي‬
‫‪Page | 249‬‬


‫رجع احمد من صالة العشاء‪.‬‬ ‫يف الليل‬ ‫االول‬
‫وجلس مع ارسته حول المائدة‪.‬‬
‫تناول عشاء‪ ،‬وذاكر دروسه قبل النوم‪.‬‬
‫ال غرفة النوم‪.‬‬ ‫ثم ذهب ي‬
‫لوال الخليفة و القران يقرؤه‬ ‫االناشيد العربية المختارة‬ ‫الثان‬
‫ي‬
‫ما قام للناس احكام و جمع‬
‫انت المبارك يهدي هللا شيعته‬
‫اذا تفرقت االهواء و الشيع‬
‫جميل‪-‬جميلة‬ ‫التعريف باالشياء مذكر و مؤنث )‬ ‫الثالث‬
‫‪....‬‬
‫قصية‪ ،‬ثقيل‪-‬ثقيلة الخ‬
‫قصي‪ -‬ر‬ ‫ر‬ ‫‪.‬‬
‫طويل–طويلة قبيح‪-‬قبيحة‬
‫(بي عبد هللا و سعيد)‬ ‫ر‬ ‫المحادثة‬ ‫الرابع‬
‫ال المدرسة‬ ‫ي‬ ‫تذهب‬ ‫مت‬
‫ي‬ ‫‪:‬‬ ‫هللا‬ ‫عبد‬
‫ال المدرسة يف ساعة السابعة و النصف صباحا‪.‬‬ ‫ي‬ ‫اذهب‬ ‫سعيد‪:‬‬
‫ال البيت؟‪.‬‬ ‫مت ترجع ي‬ ‫عبد هللا‪ :‬و ي‬
‫ال البيت يف ساعة الثانية بعد الظهر‪.‬‬ ‫سعيد‪ :‬ارجع ي‬
‫عبد هللا‪ :‬ماذا تدرس يف المدرسة؟‬
‫سعيد‪ :‬ادرس اللغة العربيية‬
‫ّ‬
‫يا ال مروان ان هللا فضلكم‬ ‫النصوص المختارة (اناشيد)‬ ‫الخامس‬
‫عل من دينه البدع‬ ‫فضال عظيما ي‬
‫مكا دونك من مقض لحاجتنا‬
‫وال وراءك للحجات مطلع‬
‫انت‪ -‬انت‪ -‬انا‪-‬هو‪-‬ه‪-‬هما انتما انتم َّ‬

‫اني –نحن‪.‬‬ ‫الكلمات المختارة(الضمائر)‬ ‫السادسة‬
‫ي‬
‫صغية مع اخته زينب‪.‬‬‫ر‬ ‫مني يلعب بكرة‬
‫كان ر‬ ‫الجمل المختارة‬ ‫السا بع‬
‫مني الكرة يف حفرة عميقة‪.‬‬
‫رم ر‬
‫ي‬
‫‪Page | 250‬‬

‫فبكبت زينب الن الكرة وقعت يف الحفرة العميقة‪.‬‬

‫(ع‪-‬ف‪-‬ك)‬ ‫أشكال األصوات‬ ‫الثامن‬
‫علم‪ -‬معلم‪ -‬قيع‬
‫فصل‪-‬مفرد‪-‬صيف‬
‫كتاب‪ -‬مكتب‪-‬سمك‬
‫سبعي(‪ )70-51‬نحو‪:‬‬‫ر‬ ‫ال‬
‫خمسي‪ -‬ي‬
‫ر‬ ‫من واحد و‬ ‫األعداد العربية‬
‫واحد و خمسون ‪،‬‬ ‫التاسع‬
‫اثنا و خمسون‬
‫هو جلس‪-‬انت جلست‪ -‬انت جلست‬ ‫الماض‬ ‫فعل‬ ‫ر‬

‫العارس‬
‫ْ‬ ‫ي‬
‫ه جلست –انا جلست‬‫ي‬
‫مطبخ‪-‬مرحاض‪-‬حمام‪-‬مروحة مصباح‪-‬مكيف‪-‬ثالجة‪-‬كهربائية‬ ‫الكلمات المختارة‬ ‫الحادي ر‬
‫عش‬
‫مراجعة‬ ‫الثان ر‬
‫عش‬ ‫ي‬
‫اإلمتحانات و التصحيح‬ ‫الثالث ر‬

‫عش‬
‫‪Page | 251‬‬


LEARNING
RESOURCES
1 INTRODUCTION TO DRAWING Mention and explains different types of drawing. Mention different types of drawing. Chart, Posters,
Songs that promote National values e.g. Teach pupils songs that promote National value e.g. Listen to songs that promote National Flash cards, Audio
Nigerian National Anthem, etc. National Anthem, etc. value e.g. National Anthem, etc. and Video.
2 STILL LIFE DRAWING Arrange two or three objects for drawing. Draw objects. Chart, Posters,
Motifs in dance Explains the meaning of motifs and how it can be Listen to the meaning of motifs and how Flash cards, Audio
used in dance. it can be used in dance. and Video.
3 NATURE DRAWING Arrange two or three fruits for drawing. Draw fruits object. Chart, Posters,
The art of composing poetic lines/texts. Explains and guide pupils to compose simple poem Flash cards, Audio
with stanza’s rhythm, etc. Compose simple poem with stanza’s and Video.
rhythm, etc.
4 LANDSCAPE DRAWING Outdoor drawing within the school compound. Draw an outdoor drawing within the Chart, Posters,
Meaning of acting and definition of Defines acting and actor. school compound. Drawing Materials
actor. Listen to definition of acting and actor.
5 IMAGINATIVE DRAWING Memory drawing. Draw from memory. Chart, Posters,
How to put the lines and text to music. Assists the pupils on how to compose text. Pupils to compose text. Drawing Materials
6 LIFE DRAWING Male or female model for drawing. Draw male or female model. Chart, Posters, and
Meaning and importance of Honesty Explains the importance of morality, honesty to Drawing
and integrity. achieve integrity. Discuss the importance of morality, Materials.
honesty to achieve
7 INTRODUCTION TO PATTERN AND Explains and lists different types of design cards. Lists different types of design cards. Chart, Posters,
CARD MAKING Lists names of popular actors and actress in Nigeria. Mention names of popular actors and Flash cards, Audio
Names of popular actors and actress in Lists types of cards e.g. birthday, wedding, actress in Nigeria. and Video.
Nigeria. ceremonial cards, etc. Mention types of cards e.g. birthday,
TYPES OF CARDS Explains the right attitude to work and lists them. wedding, ceremonial cards, etc.
Maintaining the right attitude to work. List the right attitude to work.
8 CARD MAKING AND MATERIALS Lists the materials and explains the process of card Explain the process of card making. Chart, Posters,
making. Listen to teacher on how to apply motif Flash cards, Audio
Application of motif in dance. How to apply motif in dance. in dance. and Video.
Page | 252

9 INTRODUCTION TO WEAVING Explains the meaning of weaving. Copy note on the meaning of weaving. Chart, Posters,
Uses of Drama in teaching value. Lists various ways by which Drama is used to teach Mention various ways by which Drama is Flash cards, Audio
TYPES OF WEAVING values. used to teach values. and Video.
Meaning/ objectives of apprenticeship Explains and lists different types of weaving. Lists different types of weaving.
system. Explains the meaning of apprenticeship system and Copy note on the meaning of
its objectives. apprenticeship system and its objectives.
10 WEAVING (PRACTICAL) Assists pupils to weave mat using plain weave Weave mat using plain weave method. Weaving
Trades where apprenticeship system is method. Lists those trades that are connected to materials, Charts,
practiced e.g. blacksmith, tailoring, Lists and explains those trades that are connected apprenticeship. Posters and Video.
carpentry, etc. to apprenticeship.
11 REVISION Revises all the topics taught with pupils. Revises all the topics with the teacher.

LEARNING
RESOURCES
1 WEAVING Use paper strips to weave a mat. Weave a mat. Weaving Material,
Types of apprenticeship system e.g. Explains the types of apprenticeship system. Chart, Flash Card,
father/son, trader/ apprentice List the types of apprenticeship system. and Posters.
2 MEANING OF MOSAIC Defines and explains the meaning of mosaic. Explains the meaning of mosaic. Chart, Posters,
Musical notes and symbols. Explains music note e.g. the symbols drawn on Flash cards, Audio
staff indicating the sound direction. Copy note on music note e.g. the and Video.
symbols drawn on staff indicating the
sound direction.
3 MATERIALS FOR MOSAIC Lists the materials used for Mosaic production. Copy note on the materials used for Chart, Posters,
The importance of Motif in Dance. Discuss the importance of Motif in Dance. Mosaic production. Flash cards, Audio
Mention the importance of Motif in and Video.
Dance.
Page | 253

4 PRODUCTION OF MOSAIC Produce Mosaic to reflect societal ill. Produce Mosaic. Chart, Posters,
-To reflect one ill in the society e.g. cultism, Draw the musical notes and explains their Flash cards, Audio
HIV, smoking, etc. values. Draw the musical notes. Video, and Musical
Musical notes and their values. instrument.
5 MOSAIC Produce Mosaic using paper or tiles, etc. Produce Mosaic. Chart, Posters, Audio
Concept of rhythm Explains the pattern of long and short note Copy note on the pattern of long and Video, and Musical
value in Music. short note value in Music. instrument.
6 INTRODUCTION TO CALABASH Defines and explains Calabash decoration. Produce Mosaic. Chart, Posters,
DECORATION Audio Video, and
Components of Dance e.g. movement, time, Lists and explains the component of dance. Copy note on the pattern of long and Musical
space, expression, music, etc. short note value in Music. instrument.
7 USES OF CALABASH Mention the uses of calabash e.g. decoration, List the uses of calabash e.g. Decorating
Meaning of impersonation/difference storage, etc. decoration, storage, etc. Material, Calabash.
between impersonation and acting. Define impersonation and explains the Explains the difference between
difference between impersonation and acting. impersonation and acting.
8 WOOD CARVING AND PAINTING Explains how wood carving and painting can be Discuss wood carving and painting. Wood, Painting
used for e.g. decoration, beautification, etc. Material. Flash
Sofa names in Music e.g. d: r:m: f: s: l:t: d: Explains how to write music and the names for Copy note on how to write music and Card, and Posters.
the sofa notes. the names for the sofa notes.
9 METHOD OF WOOD CARVING Lists the stages and method in wood carving. Mention the stages and method in Wood, Painting
Meaning and function of role play. Defines and list the functions of role of play. wood carving. Material. Flash
List the functions of role of play. Card, and Posters.
10 MATERIALS FOR WOOD CARVING Mention and explains the materials used for Mention the materials used for wood Wood, Painting
Writing melody with text e.g. “Twinkle wood carving. carving. Material. Flash
twinkle little star”. Guides the pupils on how to write melody using Pupils to write melody using sofa Card, Video and
sofa notation with bar line. notation with bar line. Audio and Posters.
Page | 254


LEARNING
RESOURCES
1 MEANING OF NIGERIA TRADITIONAL Defines and describes the traditional Listen to the traditional architecture in Flash Card, Video,
ARCHITECTURE architecture in Nigeria. Nigeria. Audio and Posters.
Basic techniques in Dance. Lists and explains techniques in Dance. Lists techniques in Dance.
2 FORMS OF ARCHITECTURE IN NIGERIA Lists and explains the types of traditional Lists the types of traditional Flash Card, Video,
Clapping in rhythm architecture in Nigeria e.g. mud house, grass architecture in Nigeria e.g. mud house, Audio and Posters.
house, bamboo house, etc. grass house, bamboo house, etc.
Guides pupils to clap rhythm e.g. taaaataa, etc. Pupils to clap the rhythm e.g. taaaataa,
etc.
3 TOOLS/ MATERIALS FOR BUILDING State the materials used for building traditional Copy note on the materials used for Flash Card, Video,
TRADITIONAL HOUSES houses e.g. grass, thatch, mud, etc. building traditional houses e.g. grass, Audio and Posters.
Warm-up exercise for dance. Lead pupils to warm-up exercise and its thatch, mud, etc.
importance. Pupils to do warm-up exercise.
4 PURPOSE OF LOCAL ARCHITECTURE Discuss the importance of local architecture. Copy note on the importance of local Flash Card, Video,
Setting poem to sofa Show pupils how to set a poem to sofa e.g. architecture. Audio and Posters.
“Twinkle twinkle litter star” d.d /r.r. Pupils to set a poem to sofa e.g.
“Twinkle twinkle litter star” d.d /r.r.
5 BASIC CONSIDERATION IN LOCAL Explains the reason for local architecture is Mention the reason for local Flash Card, Video,
ARCHITECTURE being considered. architecture is being considered. Audio and Posters.
Developing a character in a play. Explains the meaning and importance of Copy note on the meaning and
development as an actor. importance of development as an actor.
6 AREAS WHERE LOCAL ARCHITECTURE Mention places where local materials are Listen to the teacher’s places where Flash Card, Video,
MATERIALS ARE FOUND suitable for certain architecture. local materials are suitable for certain Audio and Posters.
Importance of apprenticeship system e.g. Lists the importance of apprenticeship and architecture.
acquisition of stalk, value, etc. explain each. Copy note on the importance of
apprenticeship.
7 MEANING OF COLLAGE Define and discuss Collage. Discuss Collage. Collage Material,
Differentiate between the musical notes and Explains musical notes and define their values Copy note on musical notes and define Flash Card, Video
values. through drawing. their values through drawing and Audio.
8 MATERIALS FOR COLLAGE Lists the materials used for Collage e.g. pieces of Mention the materials used for Collage Collage Material,
Basic tools of an actor: body and voice/ body broken bottles, sticks, cloths, etc. e.g. pieces of broken bottles, sticks, Flash Card, Video
and voice exercises. cloths, etc. and Audio.
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States the basic tools of an actor and leads

pupils to start training the body and voice. Pupils to start training the body and
voice.
9 STEPS IN MAKING A COLLAGE State the stages in collage. Mention the stages in collage. Collage Material,
Singing of songs that promote National value. Guides pupils to sing song like Nationa.al Flash Card, Video
PROCESS IN MAKING A COLLAGE anthem and other value teaching songs. Pupils to sing National anthem. and Audio.
Singing the scale in sofa notation d.r.m.f.s.l.t.d. Guides the pupils on collage making. Pupils to make collage.
Define a scale in music and sing it in sofa.
Listen to teacher’s definition on a scale
in music.
10 USES OF COLLAGE Explains and lists the uses of collage. Lists the uses of collage. Collage Material,
Attitudes acquired through apprenticeship Explains and leads the pupils to understand the Copy note on the importance of Flash Card, Video
system. importance of apprenticeship system. apprenticeship system. and Audio.
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HISTORY

WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES LEARNING
RESOURCES
1. RESUMPTION TEST RESUMPTION TEST RESUMPTION TEST
RESUMPTION TEST
2. BRITISH RULE IN NIGERIA Leads learners to explain the reasons for the Learners to explain the reasons for the Chart, Posters,
- Reasons for the occupation of Nigeria by the occupation of Nigeria by the British. occupation of Nigeria by the British. Flash cards,
British. Audio and Video.
-Names of colonial administrators in Nigeria
3. BRITISH RULE IN NIGERIA CONTINUED Displays for learners the map of Nigeria coast Mention and identify in the map the Chart, Posters,
- British protectorates in Nigeria. as point of entry in Nigeria. amalgamated protectorates. Flash cards,
- Amalgamation of the protectorates in 1914 Guides learners to discuss the amalgamation of Audio and Video.
- Some of the consequences of British rule in Nigeria.
Nigeria.
4. NATIONALISTS AND NATIONALISM IN Guides learners to discuss the roles played by Discuss the roles played by Herbert Chart, Posters,
NIGERIA. Herbert Macaulay in Nigeria Macaulay in Nigeria and identification of Flash cards,
SOME NATIONALISTS IN NIGERIA Herbert Macaulay’s picture. Audio and Video.
- HERBERT MACAULEY
- Meaning of nationalism and nationalists
- background
- nationalist activities.
- Lesson from Herbert Macauley’s life.
5. NATIONALIST AND NATIONALISM IN Guides learners to discuss the roles played by Discuss the roles played by Dr. Nnamdi Chart, Posters,
NIGERIA CONTINUED Dr. Nnamdi Azikiwe in Nigeria. Azikiwe in Nigeria. identify Dr. Nnamdi Flash cards,
- DR. NNAMDI AZIKIWE Displays the picture of Dr. Nnamdi Azikiwe. Azikiwe Audio and Video.
- Background.
- Nationalist activities.
- Lesson from Dr Nnamdi Azikiwe life.
6. NATIONALIST AND NATIONALISM IN Guides learners to discuss the roles played by Discuss the roles played by chief Obafemi Chart, Posters,
NIGERIA CONTINUED chief Obafemi Awolowo in Nigeria. Awolowo. Flash cards,
- CHIEF OBAFEMI AWOLOWO Displays his picture. Identify picture of Chief Obafemi Audio and Video.
- Background. Awolowo.
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- Lessons from the life of chief Obafemi
Awolowo.
7. NATIONALIST AND NATIONALISM IN Guides learners to discuss the roles played by Learners to participate in the discussion Chart, Posters,
NIGERIA CONTINUED Alhaji, Sir Ahmedu Bello. of the roles played by Alhaji Sir Ahmedu Flash cards,
- ALHAJI SIR AHMEDU BELLO Bello. Audio and Video.
- Background.
- Lessons from the life of Alhaji, sir Ahmedu
bello.
8. NATIONALIST AND NATIONALISM IN Guides learners to discuss the roles played by Learners to participate in the discussion Chart, Posters,
NIGERIA CONTINUED Malam Aminu Kano of the roles played by Malam Aminu Flash cards,
- MALAM AMINU KANO Kano. Audio and Video.
- Background.
- Lessons from the life of Malam Aminu Kano
9. NIGERIA INDEPENDENCE Leads the learners to state the year of - Learners to state the year of Chart, Posters,
- Year of independence (1960) independence. leads them to mention some of independence. Flash cards,
- Key people that participates in the the key people that participated in the - Mention some of the key people who Audio and Video.
independence independence ceremony. participated in the independence.
10. NIGERIA INDEPENDENCE CONTINUED i. Guides them to state where the ceremony Learners to give reasons for such Chart, Posters,
i. Venue of ceremony (Lagos) was held. structure and why the venue was Lagos. Flash cards,
ii. The structure of the government of Nigeria ii. Reasons for such structure (parliamentary Pay attention to teacher’s distinction of Audio and Video.
at independence. system) Nigeria as a Federation and Republic
NIGERIA INDEPENDENCE CONTINUED Differentiates a Federalism from a Republic
Meaning of Federation and Republic
11. REVISION Revision Revision
12. EXAMINATION Examination Examination
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HISTORY
LEARNING
WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES
RESOURCES
1. Resumption Test Resumption Test Resumption Test
Resumption Test
2. Traditional Religion in Nigeria Guides learners to explain the meaning of Learners to explain the meaning of Chart, Posters,
Meaning of traditional Religion. traditional Religion. traditional Religion. Audio and
Video.
3. Traditional Religion in Nigeria Leads learners to list the types of traditional List the types of traditional Religions Chart, Posters,
Types of traditional Religion in the locality of Religions in the locality of the school. in the locality of the school. Flash cards, Audio
the school. and Video.
4. Islam in Nigeria Leads learners to explain the origin of Islam in Learners to explain the origin of Islam Chart, Posters,
Origin of Islam Nigeria. in Nigeria. Audio and Video.
5. Islam in Nigeria continued. Guides them to mention the agents of the Mention the agents of the introduction Chart, Posters,
Agents of the spread of Islam in Nigeria. introduction and spread of Islam in Nigeria. and spread of Islam in Nigeria. Audio and Video.
6. Islam in Nigeria continued. Guides learners to state where Islam is State where Islam is dominant in Chart, Posters,
Dominant areas where the Religion is predominant in Nigeria. Nigeria. Audio and
practiced in Nigeria. Video.
7. Christianity in Nigeria Guides learners to explain the origin of Explains the origin of Christianity in Chart, Posters,
Origin of Christianity in Nigeria. Christianity in Nigeria. Nigeria. Audio and Video.
8. Christianity in Nigeria continued Guides them to mention some early Christian Mention some early Christian Chart, Posters,
Early Christian missionaries e.g., missionaries. missionaries. Flash cards,
Mary Slessor, Bishop Ajayi Crowther, Henry Audio and
Townsend. Video.
9. Christianity in Nigeria continued Leads them to list the activities of the early List the activities of the early Christian Chart, Posters,
Some activities of the early Christian Christian missionaries. missionaries. Flash cards, Audio
missionaries. and Video.
10. Christianity in Nigeria continued Leads them to describe the roles of the Describe the roles of the early Chart, Posters,
Roles played by the early Christian missionaries Christian missionaries. Flash cards, Audio
missionaries. and Video.
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HISTORY
LEARNING
RESOURCES
Resumption Test
2. Traditional occupations in the locality. Leads learners to explain the meaning of Learners to explain the meaning of Chart, Posters,
- Meaning of traditional occupations. traditional occupation. traditional occupation. Flash cards,
- Some traditional occupation in the locality e.g., Guides them to name some of the traditional Name some of the traditional Audio and Video.
farming, fishing, carving etc occupations in the locality. occupations in the locality.
3. Traditional occupations in the locality Leads them to state the importance of traditional Discuss the importance of each Chart, Posters,
continued. occupations. traditional occupations. Flash cards,
Importance of the traditional occupations in the Audio and
locality. Video.
4. Traditional occupations of the people in the Ask learners to find out from home the types of Learners to mention some of the Chart, Posters,
state. traditional occupations the people of their state tools used in the production of Flash cards,
- Traditional occupations e.g., farming, fishing, engage in. some of the traditional Audio and
cattle rearing, blacksmithing, carving, trading, occupations like fishing. Video.
dyeing etc…
- Description of the various occupations.
5. Traditional occupations of the people in the Leads the learners to list out the importance of Demonstrate some of these Chart, Posters,
state continued. the occupations. occupations. Flash cards,
- The importance/ benefits of the occupations. Mention some of the items gotten Audio and
from these occupations. Video.
6. Traditional occupations of the people of Guides learners to mention the traditional List the traditional occupations of Chart, Posters,
Nigeria. occupation of the Hausa people. the Hausa people. Flash cards,
- The Hausa people. Audio and
- Traditional occupations of the Hausa people. Video.
- Descriptions of the various occupations.
7. Traditional occupation of the people of Leads them to list out the benefits of the Learners to mention various Chart, Posters,
Nigeria. occupations. products of traditional occupation Flash cards,
- The Hausa people continued. of Hausa people. Audio and
The importance or benefits of the occupations. Video.
8. Traditional occupations of the people of Guides the learners to list the traditional List and mention the traditional Chart, Posters,
Nigeria occupations of the Yoruba people. occupation of the Yoruba people. Flash cards,
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- The Yoruba people. Audio and

- Traditional occupations of the Yoruba people Video.
e.g., farming, cocoa, drumming, hunting etc…
- Description of the various occupations.
9. Traditional occupation of the people of Guides learners to demonstrate some of these Learners to mention some of the Chart, Posters,
Nigeria. occupations. implements used in the production Flash cards,
- The Yoruba people continued. of the various occupations. Audio and
The importance and benefits of the occupations Video.
10. Traditional occupation of the people of Nigeria Guides the learners to list out the traditional Listen to talks on the various
continued. occupation of the Igbo people. occupations of the Igbo people.
- The Igbo people.
- Traditional occupations of the Igbo people e.g.,
farming, palm produce, coco yam, cassava, trading
etc
- Descriptions of the various occupations.
11. Traditional occupation of the people of Guides the learners to demonstrate some of State the benefits of the various
Nigeria. these occupations. occupations of the Igbo people.
- The Igbo people. Mention 3 things produced by the
The importance or benefits of the occupations. Igbo people.
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SCHEME OF WORK
FOR
PRIMARY 6
Page | 262

ENGLISH STUDIES
PRIMARY SIX – FIRST TERM

WEEK THEME – TOPIC/CONTENTS TEACHER’S ACTIVITIES PUPIL’S ACTIVITIES LEARNING
RESOURCES
1 SPEECH Teacher explains: Pupils listen attentively to the teacher; repeat Textbook
Intonation pattern - Meaning of intonation expressions after the teacher.
Workbook.
- Intonation in command e.g. “look at the picture”,
“sit on the next seat” Oral English Manual
- How to put stress in the correct places.
Sound recorder
GRAMMATICAL ACCURACY Identify letters of the alphabet (A – Z) and Pupils identify letters of the alphabet and
Finding words in a simple explains how to use a dictionary. demonstrate how to use a dictionary. Essay Manual
dictionary Gave list of words to be arranged in alphabetic - Arrange the list of words in alphabetic order.
order.
READING Teacher guides pupils through intonation practice Pupils engage in conversation using correct
Fluency using dialogue and conversation on issues such as intonation.
national values, honesty, etc. Pupils describe some attitude that show national
values
WRITING Teacher explains the meaning of essays. Pupils listen attentively and ask questions when
Writing Essays/ Compositions - Types of essay e.g. expository, argumentative. necessary.
2 SPEECH Teacher guides pupils through intonation in Pupils repeat the expressions after the teacher. Textbook
Intonation pattern questions and statements. e.g.
Workbook.
“Can I play with the cat?”, “Can I sit on the next
seat?”, “You may play with the cat”, “You may sit Oral English Manual
on the next seat”.
Sound recorder
GRAMMATICAL ACCURACY - Teacher explains how to locate words in a Pupils discuss the ideas in the passage and answer
dictionary using alphabetical order. oral questions on national values. Essay Manual
Finding words in a simple - Uses the word in sentence construction
dictionary
READING Reads a passage on national value: “Pride In Our Pupils: bring in simple dictionaries and search for
Fluency Culture” words and their meanings.
- locate words in the dictionary under the guide of
the teacher.
WRITING Teacher lists and explains features of essays. Pupils list the features of essays in their note book
Writing Essays/compositions
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3. SPEECH Distinguishes between command questions and Pupils use intonation to distinguish commands, Textbook
Intonation pattern statements using appropriate intonation and questions and statements.
Workbook.
stress. - Role play actions that involve commands,
statements and questions. Oral English Manual
GRAMMATICAL ACCURACY Identifies simple figures of speech e. simile, Pupils under the guide of the teacher, identify Sound recorder
metaphors, rhyme. Explains with examples the simple figures of speech in simple poem.
Figures of speech identified figures of speech. Essay Manual
READING Read a selected story from the text e.g. “Animal Pupils dramatize the story with each taking a role
Comprehension Crackers”. under the guidance of the teacher.
WRITING Guides pupils through writing good essays or Pupils to list the guides to good
Writing Essays/Compositions compositions: content, organization, expression. essay/composition in their note books.
Explains the basic guidelines.
4 SPEECH Guides pupils through making verbal reports: Pupils demonstrate reporting an incident to the Textbook
Reporting incidents (emphasis - reporting class incidents to teacher, classmate or teacher.
Workbook.
on Automobile Fire) friend.
GRAMMATICAL ACCURACY Idioms expression by phrasal verbs and their Pupils to provide more examples of idiomatic Oral English Manual
Use of idiomatic expressions meanings e.g. ‘my friend came around ten minutes expression using phrasal verbs Sound recorder
after he had fainted (my friend woke up ten
minute after he had fainted)’ Essay Manual
READING - Read a selected story from the pupils’ text Pupils dramatize the story with each taking a role
Comprehension “animal Crackers II”
- Identify the characters in the story
- Predict future actions of the characters.
WRITING Writing introductory paragraph. Pupils write a good introductory paragraph on the
Writing Essays/Compositions - Using introductory paragraph to indicate the topic “My School” under the guide of the teacher.
direction the composition will go.
5. SPEECH Teacher explains how to: Pupils prepare as a group to give a report of Textbook
Reporting incidents (Emphasis - Give a report of group activities an incident.
Workbook.
on Automobile Fire) - Use correct tenses in report
- Report an incident without exaggeration. Oral English Manual
GRAMMATICAL ACCURACY Teacher explains the meaning of idiomatic Pupils match idioms and their meaning as guided Sound recorder
expressions and gives examples: by the teacher.
Use of idiomatic expressions. - To let the cat out of the bag (to reveal a secret) Essay Manual
- To give a person a cold shoulder (To ignore a
person).
- To kick the bucket (to have died).
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READING Teacher explains the meaning and concept of Pupils listen to the teacher’s explanation and ask
Summary summary and gives a detailed guide to question(s) when necessary.
understanding summary.
WRITING Writes a good and effective concluding paragraph Pupils to produce suitable concluding paragraphs
Writing Essays/compositions to a given essay in order to tie up the ideas. under the guide of the teacher
6 SPEECH Teacher reads an eye witness’ account of an Pupils in a group write their reports and read to Textbook
Reporting incidents (Emphasis incident on automobile fire the class.
Workbook.
on Automobile Fire) - Teacher helps pupils to note the date, time,
place, etc. Oral English Manual
GRAMMATICAL ACCURACY Uses simple idiomatic expressions in sentence Pupils use simple idiomatic expressions in Sound recorder
Use of idiomatic expressions constructions. sentences that will bring out their meaning.
Essay Manual
READING Read a selected passage from pupils’ textbook Pupils read a given passage correctly and identify
Comprehension “The History of Schools” the key points.
Summarizes the main ideas in the passage.
WRITING Teacher explains the concept of narrative essays. Pupils work as a group to write an essay on the
Writing Essays/compositions - Writes a narrative essay on a given topic e.g. My given topic.
visit to the amusement park.
7 SPEECH Teacher explains the meaning of play or drama. Pupils discuss parts of a play with their teacher. Textbook
Participating in short play - Guides pupils to learn parts of a play
Workbook.
(Drama of Aider).
GRAMMATICAL ACCURACY Differentiates between the literal and the Pupils- listen attentively to the teacher as he Oral English Manual
Use idiomatic expressions idiomatic use of language with examples e.g. differentiates. Sound recorder
- “My friend came around ten minutes after he had - Ask relevant questions when necessary.
fainted’. - “My friend came around to see me”. Essay Manual
READING - Explains the meaning of drama. Pupils identify more features of drama and
Comprehension - Identifies the features of drama e.g. characters, examples of dramatic devices with the guide of the
setting, scene, dialogue etc. teacher.
WRITING Expository essay Pupils organize the sentences; logically
Writing Essay/ Composition - Explain expository essay emphasizing the opening paragraph on the given
- Write an expository essay on a given topic e.g. topic under the guide of the teacher.
“My favourite dish”
- Writes a simple guide to good essay.
8 SPEECH Teacher guides pupils through role playing: Pupils participate in pairs using appropriate Textbook
- Content of the First Aid Box procedure pronunciation and intonations.
Page | 265

Participating in short play (First - Procedure of first aiding Workbook.

Aid Drama).
Oral English Manual
GRAMMATICAL ACCURACY Demonstrates idiomatic use of language as Pupils provide more examples on figurative use of
Use idiomatic expressions opposed to figurative use: language Sound recorder
Figurative Use of Language - Shows relevant examples; Essay Manual
- Notes that idioms not proverbs.
READING Reads a selected drama text and guides the pupils Read carefully the drama text, identify the
Comprehension to understand the story in the drama text. features of drama in the text.
WRITING Descriptive essay: -Write a descriptive essay on a Pupils to organize the sentence logically,
Writing Essay/ Composition given topic e.g “Traditional Festival in My Village” emphasizing the opening paragraph on the given
“ Mode of Drug use” topic.
9 SPEECH Acts any stories from a passage in the pupils’ text. Pupils read the passage provided by the teacher Textbook
Participating in short play carefully and note any difficult words.
Workbook.
(Drama of First Aid).
GRAMMATICAL ACCURACY Teacher guides pupils to note the differences Pupils to identify more proverbs from a text. Oral English Manual
Use idiomatic expressions and between idioms and proverbs. Sound recorder
proverbs - Shows examples of each.
READING Rehearses selected scenes in a drama text. Pupils rehearse the selected scenes in preparation Essay Manual
Comprehension for activity.
WRITING Teacher explains argumentative essay. Pupils organize sentences logically, emphasizing
Writing Essays/ Compositions - Writes an argumentative essay on a given topic. the opening paragraph and the concluding
e.g. “Which would you rather be; a teacher or a paragraph on the given topic.
farmer?”
SPEECH Uses different intonations to suggest different Pupils to engage in conversations on national
Intonation practice using national values such as “honesty” “good morals” value using correct intonation.
dialogues and conversations in e.g. Trustworthy, Obedience, truthful.
relevant issues (National Values
Honesty).
GRAMMATICAL ACCURACY Teacher gives more examples on proverbs Pupils use examples of proverbs in sentence
Idiomatic expressions and - Use proverbs in sentence construction. construction and indicate the meaning.
proverbs
READING Acts out selected scenes from the drama text Pupils act assigned parts in a drama under the
Comprehension And guides pupils to use appropriate language. guide of the teacher.
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WRITING Argumentative Essay: Writes an argumentative Pupils organize the sentences in a logical order
Writing Essays and essay on a given topic e.g. “Fathers are better - Emphasizing opening and concluding
compositions. than Mothers” to guide the pupils through. paragraphs.
10 SPEECH - Uses related words in sentence e.g. “A good Pupils describe some attitudes that show national Textbook
Intonation practice using citizen must be obedient” values.
Workbook.
dialogues and conversations in “A kind man must be generous”.
relevant issues (national values, Oral English Manual
honesty.)
Sound recorder
GRAMMATICAL ACCURACY - Teacher explains synonyms as word with similar Participate in class discussions with respect to the
Word formation (Synonyms) meaning. topic. Essay Manual
- Gives examples of words similar in meaning.
READING Guides pupils to read a passage extensively and Pupils note difficult words and their meanings in
Comprehension independently. – Helps pupils to note and their notebooks as they read.
understand difficult words.
WRITING Explains Letter writing: - types of letter Pupils participate in discussion on the types of
Writing simple compositions - explain informal letter letter.
that fit different purposes.
SPEECH Role plays some good behaviours expected of a Pupils participate in dramatizing good behaviour
good citizen. and the reward for such behaviour.
GRAMMATICAL ACCURACY Synonyms: Pupils to identify synonyms in a passage
Word formation (synonyms) - Give more examples of word similar in meaning
- Use the words in sentence construction.
READING Guides pupils to read for relaxation: fiction and Visit school or community library to borrow
Comprehension non-fiction books books, read and return.
WRITING Explains the concept of informal letter: Pupils to listen to the teacher and ask questions
- features of informal letter. where needed
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ENGLISH STUDIES
PRIMARY SIX – SECOND TERM
RESOURCES
1 SPEECH Teacher pronounces the words: Pupils produce the sounds correctly with the Textbook
Aural Identification of vowels /æ/ as in cat, at teacher’s guidance.
Workbook.
/a:/ as in art
/ↄ:/ as in port Oral English
// as in but
Manual
GRAMMATICAL ACCURACY Discusses more on synonyms: Pupils identify some words similar in meaning.
Word formation - Makes sentences with the new words. - Use the words in sentence construction Sound recorder
READING Reading newspapers on important national issues. Pupils bring old newspapers from home Essay Manual
Comprehension e.g. ‘fight counterfeiting of drugs and other Share information read with others
regulated products.
WRITING Letter: Pupils to listen to the teacher and ask questions
Further practice on writing - Types of letter where needed.
simple compositions that fit - Explain the types (informal letter)
different purposes
2 SPEECH Teacher lists and sounds the following to help the Pupils: Textbook
pupils pronounce and differentiate the sounds: - Pronounce the word after the teacher.
Workbook.
Aural Discrimination of vowels /æ/ /a:/ - Produce the sound correctly
At Art Oral English
Cat Cart
Manual
/ ↄ/ /ↄ:/
Pot Port Sound recorder
// / :/ Essay Manual
Luck Lurk
Cut Curl
GRAMMATICAL ACCURACY Explains antonyms as words that are opposite in Pupils participate in the discussion on the
Word formation meaning. meaning of antonyms and give examples of
- Gives examples of antonyms in nouns e.g. antonyms
Exit – entrance, Man – woman, Girl – boy
READING Explains the meaning of map. Pupils bring map of Nigeria and share ideas of
Map Reading - Locates some selected places on the map. located places with others.
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WRITING Explains features of informal letter. Pupils write address and date correctly with the
Informal Letter - Writes address and date. guide of the teacher.
3 SPEECH Teacher explains identification of consonant Pupils repeat the sounds after the teacher. Textbook
Aural identification of sounds with examples:
Workbook.
consonants /i/ as in tin; /∂ / as in thin;
/l/ as in late; /r/ as in rate Oral English
GRAMMATICAL ACCURACY Teacher explains antonyms in pronouns e.g. He – Pupils to practice using the words in sentence Manual
Word formation she; Him – Her;We – They construction showing their contrast.
READING Teacher explains the scanning as a reading skill. Pupils practise scanning through a newspaper. Sound recorder
Comprehension - Demonstrates scanning through a newspaper. Essay Manual
WRITING Teacher explains the features of an informal Pupils write correctly salutation and opening
Informal Letter letter: paragraph with the teacher’s guide.
Writes salutation and introductory paragraph.
4 SPEECH Teacher identifies and discriminates consonant Pupils repeat the same sounds after the teacher. Textbook
Aural discrimination of sounds with examples:
Workbook.
consonants. /s/ as in price; /z/ as in prize; /ts/ as in chin; /s/
as shin Oral English
GRAMMATICAL ACCURACY Teacher explains antonyms in adjectives e.g. Pupils find out antonyms of some given words Manual
Word formation Sad – Happy Beautiful – ugly etc. with the teacher’s guide.
- Uses the words in sentence. Sound recorder
READING Teacher explains the following reading skills: Pupils bring old newspapers to class and practise Essay Manual
Comprehension - Skimming skimming newspapers and other materials.
Teacher demonstrates skimming a newspaper.
WRITING Teacher discusses writing good body/content of Teacher to guide pupils on
Informal Letter an informal letter on a given topic. - How to logically arrange sentences.
- Notes the following: organization and expression - Pupils make sure each paragraph contains an
(language use). idea.
5 SPEECH Teacher identifies and sounds diphthongs e.g. Pupils repeat the sound production after the Textbook
Aural Identification and / l∂/ and /e∂/ teacher. They also give more examples of words
Workbook.
discrimination of diphthongs. - Discriminates between diphthongs e.g. with the treated sound.
/i∂/ /e∂/ Oral English
Here Hair
Manual
Ear Air
Tear Tear Sound recorder
(Noun) (Verb)
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GRAMMATICAL ACCURACY Teacher explains antonyms in verbs e.g. Pupils find out antonyms of some given words Essay Manual
Word formation Arrive – Depart; Laugh – Cry; Come – Go with the teacher’s guide.
- Use the words in sentence construction.
READING - Explains the meaning of e- mail with examples. Pupils read e-mails correctly and consult the
Comprehension Teacher guides pupils through reading e- mails teacher for explanations when necessary.
and identifies essential and non-essential
messages.
WRITING Teacher guides pupils through writing a good Pupils write individually good concluding
Informal Letter concluding paragraph and closing remark e.g. paragraph and remark with the teacher’s guide.
“Yours sincerely”
“Your son”
“ Your friend” etc.
6 SPEECH Giving formal speeches e.g. head boy’s speech on Pupils improvise various occasions e.g. birthday Textbook
Guided speech making school speech and prize giving day. Use party.
Workbook.
appropriate registers.
GRAMMATICAL ACCURACY Explains formation of antonyms with prefixes. Pupils find out more words with their antonyms Oral English
Word Formation - Explain prefix as an addition of letters to the using prefixes. Use the words in sentence Manual
beginning of a word to modify its meaning. e.g. construction under the guide of the teacher.
Able – Unable, Happy – Unhappy Sound recorder
Believe – Disbelieve, Behave – Misbehave etc. Essay Manual
READING Reads text messages. Pupils read text messages correctly. They identify
Comprehension - Explains the meaning of text messages essential and non-essential messages.
- Identifies essential and non-essential messages.
WRITING Guides pupils to on writing an informal letter to a - Pupils write a letter as a group to a friend on a
Informal Letter friend or relative on school related issues. given topic.
- Notes the features of informal letter. - Pupils discuss the points to be included
7 SPEECH Introduces the chairman and special guest of an Pupils dramatize introduction of a special guest Textbook
Guided Speech making occasion. and chairman of an occasion.
Workbook.
Uses appropriate registers
GRAMMATICAL ACCURACY Guides pupils on formation of antonyms with Pupils find out more antonyms with suffixes. They Oral English
Grammatical Formation suffixes – a letter or group of letters added to a use the words correctly in sentence with the guide Manual
word at the end to modify its meaning. e.g. of the teacher.
Useful – Useless; Mindful – Mindless Sound recorder
Helpful – Helpless; Careful – Careless Essay Manual
Uses the words in sentence construction.
Page | 270

READING Pupils write the importance of good e-mail: Pupils prepare e-mails with the guide of the
Comprehension - Word economy. - Instant delivery teacher.
- Clarity and completion of message etc.
WRITING Teacher explains features of a formal letters e.g. Pupils listen to the teacher and write the features
Formal Letter the writers address and date; the receiver’s of a formal letter in their notebook.
address etc.
8 SPEECH Teacher guides pupils to prepare Chairman’s Pupils as a group: Textbook
Guided speech making. speech and show real examples. - Prepare chairman speech.
Workbook.
- Uses appropriate registers. - Dramatize speech presentation
GRAMMATICAL ACCURACY Teacher reviews verb forms: Pupils give more examples of verb forms and use Oral English
Word formation - Tell – Tells – Telling – Told them in sentence construction. Manual
- Eat – Eats – Eating – Ate – Eaten etc.
READING Importance of good text message. Pupils prepare text messages under the guide of Sound recorder
Comprehension - Word economy - Save cost and time the teacher. They read out the text messages to Essay Manual
- Instant delivery - Completion and clarity of the class.
message
WRITING Teacher explains how to write the Writer’s Pupils practise writing addresses and date
Formal Letter address and date; the receivers address. correctly for a formal letter.
Note the proper and correct ways of writing the
addresses
9 SPEECH Teacher guides pupils through proposing a toast Pupils dramatize proposing toast and giving vote Textbook
Guided Speech Making of a guest of honour and preparing a vote of of thanks.
Workbook.
thanks.
GRAMMATICAL ACCURACY Differentiates types of verb forms in relations to Pupils use different types of verb forms in Oral English
Review of verb forms time i.e. tenses. sentence construction Manual
Sound recorder
READING Teacher states similarities and differences Pupils listen to the teacher and note the Essay Manual
Comprehension between e-mail and text messages. similarities.
WRITING Enumerates the features of a formal letter Pupils practise writing salutation, heading/title of
Formal Letter - Writing salutation, heading/title of the letter. a formal letter.
- Note the title of the receiver in salutation.
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10 SPEECH Teacher helps pupils to prepare a guided speech. Pupils debate on a given topic in relation to
current issues.
Pupils hold discussions, debates on current issues.
- Note correct pronunciation
GRAMMATICAL ACCURACY Uses the previously learnt verb forms in sentence Pupils use the verb forms learnt in sentences
Review of verb forms. construction.
READING Guides pupils through writing and sending e-mails Pupils practice how to write and send e-mails and
Comprehension and messages. text messages.
- Notes organization and expression (use of
language).
WRITING Teacher guides pupils through the features of a Pupils practise writing an introductory paragraph
Formal Letter formal letter: of a formal letter.
- Introductory paragraph, content concluding
paragraph and remark.
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ENGLISH STUDIES
PRIMARY SIX – THIRD TERM
WEEK THEME TOPIC CONTENT ACTIVITIES
1 SPEECH Teacher reads a comprehension passage, asks Pupil listen attentively and answer the questions Textbook
Listening: Comprehension on questions and the pupils answer verbally. asked by teacher.
Workbook.
importance of public notices and
safety in the community. Oral English
GRAMMATICAL ACCURACY Explains the concept of direct and indirect speech. Pupils listen to the teacher and give more Manual
Review of direct and indirect - Explains the rules guiding changing direct to examples of direct and indirect speech.
speech indirect speech. Sound recorder
- Gives examples of changing direct speech to Essay Manual
indirect speech and vice-versa.
READING Guides pupils to use alphabetical order to search Pupils listen and note the principles involved in
Vocabulary for words in a dictionary. arranging words in alphabetical order.
- Explains the idea of words in alphabetical order
and the principles of using a dictionary.
WRITING Guides pupils to write a formal letter on a given Pupils write a formal letter as a group to the
Writing formal letter topic. Headmaster or Headmistress of their school with
- Notes the organization and expression (language the teacher’s guide.
use) -the language use must be entirely formal.
2 SPEECH Teacher reads the content of poster and charts on Pupils listen and answer the questions asked by Textbook
Listening and Responding good health and ask questions. the teacher.
Workbook.
Discusses the content of a health poster e.g. Pupils in the class discussion and ask question
smoking is dangerous. when necessary Oral English
GRAMMATICAL ACCURACY - Gives examples with simple future tense e.g. Pupils practise the use of direct and indirect Manual
Review of direct and indirect Joseph said “I will go to school tomorrow.” speech in groups under the guide of the teacher.
speech - Joseph said that he will go to the school the next Sound recorder
day.” Essay Manual
READING Explains the use of a dictionary: Pupils rearrange a list of words in alphabetical
Vocabulary Explains arrangement of words in alphabetical order and check their meaning in a dictionary.
order
WRITING Teacher guides pupils to write on the importance Pupils write on the topic given with the guide of
Safety in the community of safety in the community and how to ensure the teacher.
safety at all times.
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3 SPEECH Teacher guides pupils through the process of Pupils carry out a class project to produce a chart Textbook
Public Notice making important public notice. with important public notices.
Workbook.
GRAMMATICAL ACCURACY Teacher explains direct and indirect speech in Pupils participate in group; practises change of
Review of direct and indirect past tense, e.g. Ayo said ‘I went to Lagos last direct speech and indirect speech with the Oral English
speech week.” teacher’s guide. Manual
Ayo said that he had gone to Lagos the previous
week. (Direct) Sound recorder
READING Teacher guides pupils to use a dictionary to get Pupils share ideas on how to find words in the Essay Manual
Vocabulary the meanings of new words. dictionary. They use the knowledge of
- Uses the words in sentence construction. alphabetical order to find some words in their
dictionaries.
WRITING Teacher discusses about NAFDAC: Pupils participate in the class discussions on
-About NAFDAC - Writes the full meaning of NAFDAC; states the NAFDAC and writes an article on NAFDAC.
origin, objectives and their duties.
4 SPEECH Teacher leads pupils through pronunciation of Pupils listen attentively and provide more Textbook
Syllables: monosyllabic words with appropriate stress and examples of mono-syllabic words,
Workbook.
Monosyllabic words intonation e.g. ‘go’, ‘come’, ‘teach’, ‘kick’, ‘sleep’ etc.
Bi-syllabic words Oral English
Tri-syllabic words Explains that mono-syllabic words are stressed by
Manual
Poly-syllabic words. their first letters.
GRAMMATICAL ACCURACY Explains direct and indirect speech in past perfect Pupils participate in group discussions and Sound recorder
Review of direct and indirect tense. practices on indirect and direct speech in past Essay Manual
speech -Direct and indirect speeches expressed in past tense under the guide of the teacher.
perfect tense retain the verb tenses.
e.g. Mary said, “Father had left for work before I
got home” (Indirect)
Mary said that her father had gone to work before
she got home.
READING Explains the concept of idiomatic expressions: Pupils listen and note the uses of idiomatic
Idioms - Writes examples of idiomatic expressions and expressions.
discusses the benefits of idiomatic expressions. Pupils write some idiomatic expressions they
know and their meanings.
WRITING Teacher discusses about SON: Pupils write an article on SON with the guide of
About SON - Writes the full meaning of SON (Standard the teacher.
Organisation of Nigeria); states the origin,
objectives and their duties.
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5 SPEECH Teacher guides pupils through pronunciation of Pupils pronounce mono-, bi- and poly-syllabic Textbook
Syllables: mono-, bi- and poly-syllabic words. words with appropriate stress and intonation.
Workbook.
Monosyllabic words Pupils are guided by the teacher to speak audibly - Bi-syllabic words are either stressed by their
Bi-syllabic words with clear speech. They indicate stress in the first or second syllable. Oral English
Tri-syllabic words words pronounced.
Manual
Poly-syllabic words.
GRAMMATICAL ACCURACY Explains the meaning of simile and metaphor to Pupils give more examples of simile and Sound recorder
Similes and Metaphors the pupils and gives examples of each to metaphors Essay Manual
differentiate them.
READING Guides pupils through idiomatic use of language Pupils give more examples of idioms expressed in
Idioms as opposed to the literal use e.g. ‘my friend came phrasal verbs.
around ten minutes after he had fainted’ as
opposed to ‘my friend came around to see me”
WRITING Guides pupils on writing an expository essay on Pupils are guided by the teacher to write as a
Expository Essay the topic “The need for Healthy food group expository essay on a given topic.
consumption”
6 SPEECH Teacher guides pupils through pronunciation of Pupils speak audibly with clear speech under Textbook
Syllables: poly-syllabic words with appropriate stress and teacher’s guide as they pronounce polysyllabic
Workbook.
Monosyllabic words intonation. words and write them in their notebooks to show
Bi-syllabic words - Poly-syllabic words are words with more than the syllable. Oral English
Tri-syllabic words two syllables e.g.
Manual
Poly-syllabic words E-XA-MI-NA-TION
DUP-LI-CA-TION Sound recorder
- Note that poly-syllabic words are stressed by
Essay Manual
their second or third syllable.
GRAMMATICAL ACCURACY Teacher compares simile and metaphor. e.g. Pupils give more examples of simile and metaphor
Similes and Metaphors - She is as red as a rose (simile). in comparison.
- She is a red rose (metaphor).
- He is as strong as a lion (Simile).
He is a lion (metaphor).
READING Teacher writes examples of idiomatic expressions Pupils match idioms and their meanings as guided
Idioms and their meanings. e.g. To blow one’s trumpet (to by the teacher and they use idiomatic expressions
boast). To let the cat out of the bag (to reveal a in sentences that bring out their meanings.
secret). To give a person a cold shoulder (to
ignore a person).
Page | 275

WRITING Teacher explains the meaning of e-mails and text Pupils construct emails and text messages with
Writing e-mail and text messages messages. the teacher’s guidance.
- Importance of e-mail and text messages e.g.
words economy, instant delivery etc.
7 SPEECH Teacher explains the meaning of interview. Pupils work participate in the role-play and they Textbook
Speaking at interviews. Teacher role-plays and conducts an interview for act as an applicant or pupils attending the
Workbook.
school admission. interview.
GRAMMATICAL ACCURACY Gives examples of idioms e.g. ‘To take the bull by Pupils use idiomatic expressions in sentence and Oral English
Idiomatic Expressions the horn” (to confidently face a challenge). To turn discussions. Manual
over a new leaf (to change from old ways or from
bad to good). Pupils match idioms to their meanings. Sound recorder
READING Teacher explains the following and gives Pupils participate in class discussion on how to Essay Manual
Vocabulary examples: find out synonyms, antonyms and homonyms of
- Synonyms - Antonyms - Homonyms words.
WRITING Teacher explains the similarities and differences Pupils write the similarities and differences
Writing e-mails and text between e-mails and text messages. between e-mails and text messages in their note
messages books.
8 SPEECH Teacher explains the concept of interview for Pupils dramatize interview scenes with the Textbook
Speaking at interviews employment and conducts a role-play interview teacher’s guide.
Workbook.
for employment with the pupils.
GRAMMATICAL ACCURACY Teacher explains alliteration: Pupils repeat after the teacher and provide more Oral English
Figures of Speech continued - Explains the meaning of alliteration with examples of alliteration. Manual
examples e.g. Plantain planter planted plantain on
a plantain plantation. Sound recorder
READING -Teacher explains the meaning of simile and Pupils make their own list of similes and Essay Manual
Simile and Metaphor metaphor with examples. metaphors. They turn similes into metaphors and
-Teacher explains turning simile to metaphor and vice-versa.
vice-versa e.g. “He is as strong as a lion (simile),
“He is a lion (metaphor)
WRITING Teacher explains how to compose e-mails and Pupils work in two groups to compose an e-mail
Writing e-mails and text text messages to a friend or relative and text message to a friend or relative.
messages
9 SPEECH Teacher explains the meaning of audition and Pupils participates in the role play and suggests Textbook
Speaking at interviews organizes audition role play for the pupils. more questions that could be asked during an
Workbook.
audition or interview.
Page | 276

Teacher prepares questions based on the post the Oral English

candidates/pupils are seeking.
Manual
GRAMMATICAL ACCURACY Teacher explains the meaning of personification: Pupils discuss in groups and bring out examples of
Figures of Speech continued - Explains personification with examples e.g. personification in a given passage. Sound recorder
“The moon smiles”; “The wind whispers” etc. Essay Manual
READING Teacher guides pupils to identify simile in a given Pupils identify similes in the passage given. They
Simile and Metaphor passage. turn the similes to metaphor.
WRITING Explains the meaning of biography – a descriptive Pupils pair up to practise writing a biography of
Writing biography and writing on a person by another person while their teacher with the teacher’s guide.
autobiographies autobiography is written by oneself.
- Contents of a good biography involves:
- close observation; faithful recording of what was
observed; description of the outside of the person
being written about; description of habits,
manners, tasks, mental and moral qualities of the
person; the life history: picking on the highlights
of the history.
10 SPEECH - Teacher explains the importance of good morals Pupils role play morals and good behavioural Textbook
Speaking at interviews and behaviours at interviews. patterns.
Workbook.
- Teacher conducts a role play of an interview
scene. Oral English
GRAMMATICAL ACCURACY Guides pupils to form antonyms by using prefixes Pupils provide more examples on the antonyms Manual
Synonyms and Antonyms e.g. using prefixes and using them in sentence
- Believe – Disbelieve; construction. Sound recorder
- Behave – Misbehave; Essay Manual
- Agree – Disagree.
Guides pupils to use the antonyms formed in
sentence construction.
READING Review of direct and indirect speech in questions Pupils change given direct speeches to indirect
Direct Speech and Indirect e.g. Binta asked “Did mother go the market speeches and they dramatize scenes involving
Speech yesterday?” (Direct). Binta asked whether/if direct and indirect speech in groups.
mother went to the market the previous day.
(Indirect)
Joseph asked, “Can I come in?’ (Direct). Joseph
asked if he could come in (Indirect).
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WRITING Teacher explains the meaning of autobiography – Pupils practise writing autobiographies of
Writing biography and a form of descriptive writing about a person themselves under the teacher’s guidance.
autobiography written by himself.
- Contents of a good autobiography: description of
one’s habits, taste, manners, mental and moral
qualities of one’s history, picking on the highlights
of the history.
SPEECH Teacher guides pupils to engage in an interview Pupils participate in the interview and ask
Speaking at interviews successfully as an interviewee. questions when necessary.
GRAMMATICAL ACCURACY Teacher dictates words for pupils to spell (write) Pupils check the meaning of dictated words in the
Dictation in their notebooks. dictionary.
Teacher guides pupils to use the words spelled in
sentence construction.
READING Teacher explains organization and structure of Pupils observe the features of texts and they
Concept of print various text features e.g. headings, keywords, identify them in various texts provided by the
pictures, etc. teacher.
Guides pupils to identify the features of different
texts
WRITING Discusses the similarities and differences between Pupils note what the teacher says in their
Writing biography and biography and autobiography. notebooks.
autobiography
Page | 278

MATHEMATICS

WEEK TOPIC/CONTENTS TEACHER’S ACIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1. WHOLE NUMBER Guides the learners to count in millions and - Count in millions and billions up to 99 000 000 000. Textbook
- Counting in millions and billions; to write and read in millions and - Write and read in millions and billions in figures.
Charts
billions up to tens of billions billions in figures; to write and read in millions - Write and read in millions and billions in words.
(10 00000 to 99 000 000 000). and billions in words; to find the place value and - Find place value and values of numbers. Posters
- Write and read in millions and values of digits in a number e.g. 7543821 - Solve quantitative reasoning in millions and billions.
Workbook
billions in figures. 7 = 7000 000,
- Write and read in millions and 5 = 500 000
billions in words. 4 = 40000
- Place value of millions and 3 = 3000
billions from 1000 000 to 99 8 = 800
000 000 000). 2 = 20
- Solve problems involving 1=1
quantitative reasoning. Place number on value charts
M HTH TTH TH H T U
7 5 4 3 8 2 1
2. WHOLE NUMBERS Guides the learners to understand place values - Place I give value of decimal numbers. Textbook
- Place values of decimal of decimal numbers e.g. 78.364029 - Write expanded form of decimals.
Charts
numbers. 7 = 70 – Tens - Write and read decimal numbers in words.
- Decimals in expanded form. 8 = 8 – Unit - Order decimal numbers in ascending and descending Posters
- Decimal numbers in words. 3 = 3/10 - Tenths order.
Workbook
- Ordering of decimals. 6 = 6/100 – Hundredths - Solve quantitative reasoning on decimal numbers.
- Quantitative reasoning on 4 = 4/1000 – Thousandths
decimal numbers. 0 = Nothing – No ten thousandth
2 = 2/100000 – Hundred thousandth
9 = 9/1000 000 – Millionth
- Guides learners to write and read decimal in
words e.g. 5.2 = five and two tenths.
- Guides learners to order decimal numbers in
ascending and descending orders; to solve
quantitative reasoning on decimal numbers.
Page | 279

3. FRACTIONS Guides learners to discover meaning of fractions - Learners discover meaning of fraction through Textbook
- Meaning and types of fractions and its types; to order fractions using <, >, or = activities given to them and its types. They cut a
Charts
- Ordering of fraction using <, > e.g. 1/2 = 5/10, 1/6 < 2/5, 1/3 > 2/7 cardboard using marked lines to understand the
and =. - Guides learners to order fractions in ascending concept of fraction. Posters
- Ordering of fractions in or descending order; to express to express - Learners order fractions to the same denominator
Workbook
ascending and descending decimals as fractions and vice-versa; to solve and consider the LCD.
order. quantitative reasoning on fractions. - Order fractions on either ascending or descending Cardboard
- Expressing fractions as order. Marker
decimals and vice-versa - Express fractions as decimal and vice – versa.
- Quantitative reasoning on - Solve quantitative reasoning on fractions.
fractions.
4. L.C.M AND H.C.F OF WHOLE - Guides learners to write multiples and - Find multiples and common multiples of 2-digit Textbook
NUMBERS common multiples of 2-digit whole numbers e.g. whole numbers.
Charts
- Multiples of numbers up to 1st multiples of 10 and 15, Find LCM of given numbers.
20 multiples and find the 10 = 10, 20, 30, 40, 50, 60, 70, 80, 90 ... - Find factors and common factors of given numbers. Posters
common multiples. 15 = 15, 30, 40, 60, 75, 90, 105 … - Find the HCF of given whole numbers.
Workbook
- LCM of 2-digit whole numbers Common multiples of 10 and 15 = 30, 60, 90 … - Solve quantitative reasoning on LCM and HCF.
- Factors and common factors of - Guides learners to find LCM of given numbers Cardboard
whole numbers. using factors and prime factors methods. Marker
- H.C.F of 2-digit whole - Guides learners to find factors and common
numbers. factors of 2-digit whole numbers. e.g. factors of
- Quantitative reasoning 28 and 30.
involving LCM and HCF of Factors of 30 = 1, 2, 3, 5, 6, 10, 15, and 30.
whole numbers. Factors of 28 = 1, 2, 4, 7, 14 and 28.
Common Factors of 28 and 30 = 1 and 2.
- Guides the learners to find HCF of 2-digit
whole numbers by factor method.
- Guides learners to solve quantitative reasoning
involving LCM and HCF.
5. Demography Guides learners to define population. - Define demography and population. Textbook
- Guides the learners to conduct population - Give population of their school, classes etc.
Posters
census of their school. - Read and compare population of some towns, cities
- Guides the learners to read and compare and states in Nigeria using the country map. Workbook
populations of towns, cities or states in Nigeria. - Read and compare population of HIV prevalence in
Population charts
- Guides learners to read and compare some countries.
Real life data
population of HIV prevalence in different - Solve quantitative reasoning involving population.
countries of the world.
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6 RATIO AND PROPORTION - Guides learners to revise previous work done - Compare two things and reduce ratio to its simplest Textbook
on fraction (reducing fractions to its simplest form.
Charts
form) and relate the idea to ratio. - Solve problems on direct proportion, and note how
- Guides learners to solve direct proportion the saving is in direct proportion to the numbers of Posters
problems. e.g. A man saves money every day. If days.
Workbook
he saves ₦ 30 each day, how much can be saved - Solve given problems on inverse proportion and
in 4 days? identify some activities that are inversely related. Real life data
In a day = ₦30 - Solve words problems on proportions.
2 days = ₦30 + ₦30 = ₦60 - Solve problems on quantitative reasoning involving
3 days = ₦30 + ₦30 + ₦30 = 90 ration and proportion.
4 days = ₦30 + ₦30 + ₦30 + ₦30 = ₦120.
That is (₦30 x 4) = ₦120.
- Guide learners to solve problems on inverse
proportions and to identify some activities that
are inversely related.
- Guide the learners to solve problems involving
ratio and proportions.
Ratio and family size and - Guides learners to explain the concepts of ratio - Under the guidance of the teacher, learners explain
resources and ratio of two of family size and resources with examples. the concept of ratio of family size and resources with
populations. - Guides learners to solve problems on ratio of examples.
family size and resources. e.g. The following are - Solve problems on ratio of family size and resources
members of Hassan’s family: Hassan, Abiodun, e.g. ratio of family size to salary or income.
Yemisi, Taiwo and Kehinde. If Hassan earns a - Correctly use ratio in relating proportion of
monthly salary of ₦40, 000. Find the ratio of his resources proportion of resources to family size.
family size to his monthly salary. - Find the ratio of two given populations.
There are 5 persons in Hassan’s family. - Solve quantitative reasoning involving ratio and
Ratio of his family size to his salary = family size and resources and ratio of two
5 : ₦40,000 populations.
Therefore, each member of his family will need
(receive) ₦8000
- Guides learners to express two populations in
a ratio.
Page | 281

7. PERCENTAGES - Guides the learners to express numbers as a - Express number as a percentage of another e.g. Textbook
percentage of another e.g. Find the percentage percentage of boys and girls in a class.
Charts
of boys and girls in a class, if the boys are 18 and - Solve problems on percentage of boys and girls in a
the girls are 22. class. Posters
- Guide learners to calculate percentage increase - Solve problems on percentage decrease.
Workbook
e.g. The monthly salary of a worker is increased - Solve more problems on percentage decrease and
from ₦50 000 to ₦75 000. Find the percentage decrease. Real life data
increase. - Solve quantitative reasoning on percentage.
- Guide learners to calculate percentage
decrease.
- Gives more problems on percentage increase
and decrease
- Guide the learners to solve quantitative
reasoning on percentages.
8 ADDITION AND - Guides learners to solve problems involving I. Solve problems involving addition of whole numbers Textbook
SUBTRACTION addition and subtraction of whole numbers. II. Solve problems involving subtraction of whole
Charts
- Guide the learners to add fraction and decimal number
4
e.g. +
3 III. Solve problems on addition of fraction and decimal Posters
7 5
IV. Solve problems on subtraction of fraction
Guides the learners to solve subtraction of Workbook
V. Quantitative reasoning on addition and subtraction.
fractions e.g.
Real life data
9 2
Subtract from 3
21
9. MULTIPLICATION - Guides the learners to solve multiplication by Solve problems on multiplication of numbers by 3- Textbook
3-digit numbers. e.g 1.724 x 181 digit numbers.
Multiplication
- Guides learners to multiply decimal by decimal - Solve problems on multiplication of decimal by
Charts
e.g. 0.51 x 0.8 decimal.
- Guides the learner to solve multiplication of - Solve problems on multiplication of fraction by Posters
fraction by fraction. fraction.
- Guides learners to find square and square root - Find the square and square roots of numbers. Workbook
of perfect square of numbers.
- Guides learners to solve quantitative reasoning
on multiplication.
10. DIVISION - Guides learners to divide whole numbers by 2- - Solve problems on division of whole numbers by 2- Textbook
digit numbers e.g. 9104 ÷ 16 digit numbers.
Multiplication
- Guides the learners to divide whole numbers - Solve problems on division of whole numbers by 3
Charts
by 3-digit numbers e.g. 5880 ÷ 120 digit numbers.
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- Guides learners to divide decimals by 2 digit - Solve problems on division decimals by 2-digit Posters
numbers e.g. 82.32 ÷ 24 numbers.
Workbook
- Guides the learners to divide decimals by 3- - Solve problems on division of decimals by 3-digit
digit numbers e.g. 32.25 ÷ 215 numbers.
- Guides learners to solve quantitative reasoning - Solve quantitative reasoning on division of numbers.
involving decimals.
11 REVISION
12 EXAMINATION
MATHEMATICS
RESOURCES
1. ORDER OF OPERATION Guides the pupils towards understanding BODMAS as a way - Identify and write the meaning of BODMAS. Textbook
(BODMAS) of ordering mathematical operations. - Solve problems using order of operation. Workbook
- Guide the pupils to solve problems using BODMAS. Multiplication
Order of operation - Guides the pupils to solve problems on Quantitative chart
(BODMAS) Aptitude involving BODMAS.
Quantitative reasoning.
2. INDICES (Power) Guides the pupils to write numbers in index form e.g. 2 x 2 x - Write numbers in index form. Textbook
2 = 2³ - Express numbers in index form. Workbook
Numbers in index form - Guides the pupils to express numbers in index form e.g. - Multiply numbers using index form. Multiplication
Indices. express 48 in index form: - Solve problems on Quantitative Reasoning chart
48 = 2x2x2x2x3 = 24 x 3. related to indices.
- Guides pupils to multiply numbers using the index form e.g.
e.g.
20 x 63 = (22 x 5) x (32 x 7)
- Guide pupils to solve problems on Quantitative Reasoning
in index form.
RATIO AND - Guides learners to solve problem on ratio. e.g. The ratio of - Calculate ratio of given numbers. Textbook
3. PERCENTAGES boys to girls in a class is 3:2, if there are 35 pupils in the - Express given numbers as percentage of Workbook
- Expressing a number as class, how many are boys? others. Multiplication
a percentage of another - Guides pupils to express a number as a percentage of - Calculate profit and loss percentages of given chart
number. another e.g. What percentage of 10 is 5? problems.
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- Profit and loss percent. - Guide pupils to calculate the profit and loss percentages in - Solve quantitative reasoning problems on
a given problem. ratio, percentage, profit and loss.
- Guide learners to solve quantitative aptitude problems on
ratio, percentage, profit and loss.
4. OPEN SENTENCES - Guides pupils to interpret and solve word problems e.g. If Interpret word problems into open sentences Textbook
60 oranges are divided equally in 3 baskets, how many are in and solve them. Workbook
Open sentence one basket? - Solve quantitative aptitude problems Posters
- Guides pupils to solve Quantitative Aptitude - related involving two or more operations on open Charts
problems involving three or more operations. sentences.
MONEY, POPULATION, - Guides the learners to give reasons for some levies. - List items on which taxes and rates could be Textbook
5. ECONOMICS AND - Guide learners in transaction of buying and selling of taken. Workbook
CONVERSION OF shares. - Calculate taxes rates and shares dividends. Posters
CURRENCIES - Guides pupils to calculate taxes rates and shares dividends. - Use calculator to convert currencies. Charts
- Guides learners to use calculator for the conversion of one - Solve problems on Quantitative reasoning
- Taxes, rates, rents, currency to another. base on taxes, rates, shares dividends and
buying and selling of - Guides learners to solve problems on Quantitative conversion of one currency to another.
shares and dividends. Reasoning based on taxes, rates, shares dividends and
conversion of one currency to another.
- Use of calculator in
conversion of currency.
LENGTH Guides learners to understand the Pythagoras rule, right- Draw a right-angled triangle. Textbook
6. angled triangles and measurement of sides. Use Pythagoras theory: a2 + b2 = c2 to calculate Workbook
Pythagoras Rule an unknown side. Posters
Solve Quantitative Aptitude problems on Charts on
3cm 5cm Pythagoras rule. Triangles
4cm
- Guides learners to identify the hypotenuse, opposite and
the adjacent sides of a right-angled triangle.
- Guides the pupils to use Pythagoras rule to calculate the
unknown side i.e.
a2 + b2 = c2. Where a and b are the adjacent and opposite
sides of the triangle and c the hypotenuse side.
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Guides learners to solve Quantitative Aptitude problems

involving Pythagoras rule.
7. WEIGHT Guides the learners to understand the meaning and the units - Weight is the heaviness of any object and the Textbook
of measurement. basic unit of measurement for weight is Workbook
Word Problem on weight. - Guides the learners to measure weights using a weighing gramm. Formula book
scale. - Obtaining of their body weight and the
- Express their weight and that of objects in different units. different objects.
- Guides pupils to solve word problem on weight. - Expressing their weight and that of objects in
- Guides learners to solve problems on Quantitative Aptitude grammes, kilogrammes.
on weight. - Solve word problems on weight.
Example – Convert 2000 grammes to kilogrammes. - Solve Quantitative Aptitude problems on
2000 = 2kg weight.
1000
Convert 3kg to grammes.
Solution: 3kg x 1000g
= 3000 grammes.
8. TIME - Guides pupils to perform practical activities to determine - Measure time on task in seconds and minutes. Charts
time taken for a task e.g. walking. - Solve quantitative aptitude problems School Timetable
Timing in minutes and - Guides learners to solve quantitative aptitude problem on involving timing. Textbook
seconds. time. - Use timetable to estimate the time it will take Workbook
- Guides pupils to use timetable to estimate the time it takes a train or airplane to get to a certain
Reading timetable of a train or an airplane to get to a specific destination. destination.
journeys. - Guides learners to prepare timetable for their daily or - Use timetable to plan for a day or a week.
weekly activities.
9. PERIMETER i. Guides the learners to define the term perimeter. Pupils understand that perimeter is the Textbook
ii. Guides pupils to draw two rectangles of dimensions 20cm distance round a shape. Workbook
Perimeter of a rectangle by 10cm and 25cm by 8cm. Pupils find the perimeter of the two rectangles. Formula book
Pupils compare their results of the two Charts
rectangles.
10cm 8cm
20cm 25cm
- Guides pupils to prove that they have equal area but
different perimeters.
Page | 285

10. AREA - Guides pupils to draw and break a trapezium into two parts - Calculate the area of a given trapezium. Textbook
(rectangle and triangle) e.g. - Find areas in m2 and covert to hectares. Workbook
Area of trapezium and - Find the area of the given trapezium. Formula book
other figures. Charts
Land areas
The area of a trapezium is (area of rectangle) + (area of

triangle)
- Guides pupils to calculate land areas expressing the units in

hectares.
- Guides learners to find the area of trapeziums.
Area of trapezium = 1/2(the sum of the opposite parallel

lines) x the perpendicular height
i.e. 1/2 x (a+b) x h 6 cm
5 cm
8 cm
Opposite parallel lines = (a + b) = 6 + 10 = 16 cm
Perpendicular height = 5 cm
∴ Area 1/2 (a + b) x h
1/2 x 16 x 5 = 40 cm2
11 REVISION
12 EXAMINATION
Page | 286

MATHEMATICS
RESOURCES
1. VOLUME - Guides pupils to work in groups to build models of simple Construct simple 3 – dimensional shapes using Textbook
3 – dimensional shapes. e.g. prism, cylinder and sphere. cardboard. Workbook
Models of simple 3 – - Guides pupils to define a prism. E.g. A prism is a solid with - Identify the end of the uniform cross – Formula book
dimensional shapes. uniform cross – section. selection which is the base of the prism, length Charts
- Calculate the volume of cuboid. (which is a prism on a which is the height and calculate volume of
Volume of prisms rectangular base) V = L x b x h cuboids.
- Guides pupils in deriving and calculating the volume of a - Derive the formula for finding the volume of a
Volume of cylinder cylinder. Volume = 𝜋𝑟²ℎ. sphere.
- Guides pupils in deriving and calculating the volume of a - Derive the formula for finding the volume of
Volume of sphere sphere. Volume = 4/3 𝜋𝑟³ sphere.
Solve some Quantitative Aptitude problems on volume of - Solve quantitative aptitude problems on
Quantitative Aptitude prism, cylinder and sphere. volume.
2. CAPACITY - Guides pupils to work in groups to define capacity using - Use smaller units of container to determine Textbook
practical illustration to demonstrate the different units of the capacity of bigger containers. Workbook
capacity. E.g. Use a 50 cl bottle to fill a litre bottle with - Calculate the capacity of given containers. Formula book
water. - Calculate capacity of given container. Charts
- Guides pupils to change millilitres to litres. - Solve word problem on capacity.
- Guides pupils to change litres to millilitres. - Calculate more word problem on capacity.
- Guides pupils solve word problems on capacity. E.g. A
drum contains 1500 litres of petrol. How long will it last if a
driver takes 50 litres a day?
- Word problems on capacity.
3. SPEED - Guides pupils to work in groups to define average speed - Record and calculate the time and distance. Textbook
- Average speed (practical) by carrying out an activity. E.g. measure and record the - Calculate average speed Workbook
- Average speed. times used by a pupil to walk along the sides AB, BC, CD Average Speed = Distance covered Formula book
- Time and DA of the football field. Time taken Charts
- Distance - Guides pupils to calculate average speed as:
- Quantitative Aptitude Speed = Distance Calculate time taken as =Total distance
Time Average speed
3. Calculate Time taken using: Total distance - Calculate total distance using the formula
Average speed Average speed x Total time.
Page | 287

- Guides pupils to calculate Total distance as; - Solve quantitative aptitude problems related
Average speed x Total time taken. to time and speed.
- Guides pupils to solve quantitative aptitude problems
related to time and speed.
4. PLANE FIGURES - Guides pupils to discovered and appreciate the various 2 – - Pupils mention and draw the different two – Textbook
dimensional shapes in their environment. E.g. Surface of dimensional shapes in the environment. Workbook
their desk top, black board etc. - Identify properties of two – dimensional Formula book
- Guides pupils to identify the basic properties of two - shapes. Charts
dimensional shapes. E.g. Rectangular, circle quadrilaterals - Pupils mention the properties and draw
- Guides pupils to identify the basic properties of isosceles, isosceles, equilateral, right angle and scalene.
equilateral, right angle and scalene triangle. - Pupils draw and mention the irregular
- Guides pupils to draw and mention the irregular polygon polygons and their properties.
and their properties. - Solve quantitative Aptitude problems on 2 –
- Solve some quantitative aptitude problems on 2 – dimensional shapes or polygon.
dimensional shapes or polygon.
5. ANGLES - Guides the pupils using illustrated examples to describe - Pupils give examples of how angles are Textbook
where angles can be formed in the classroom. e.g. when one formed using their environment. Workbook
opens a book, suggest how such openings is made in - Pupils mention types of angles, draws and Formula book
degrees. - Open door. - Clock face. identify the symbols of an angle. Charts
- Guides the pupils to mention types of angles, draw and - Use protractor and ruler to measure correctly
identify the symbols of an angle. Examples of angles: Acute, the given angle.
right angle, obtuse, etc. - Identify the number of edges, verticals and
- Guides pupils to measure angles using a protractor in the faces of given shapes, using protractor to
correct placement. determine the sizes of angles in a given shape.
- Guides pupils to indicate the edges, vertices and faces of - Measures and identify angles on straight line
given shapes using protractor to determine the size of using protractor.
angles in a given shape.
- Guides pupils on how to use protractor to measure angles
on a straight line.
E.g. Measure <x and <y.
Find x + y
i. < y = 120° ii. < x = 60°
y
iii. < x + < y = 120° + 60° = 180°
X
Page | 288

6. HEIGHT AND DISTANCE Leads pupils in describing height, give examples of heights - Measure their heights without shoes using Textbook
e.g. building, towers, a tree, mountains, human being etc. metre rule, use metre rule to obtain the Workbook
Measurement of Height and the unit of measurement height. measurement of dimensions of their classroom. Formula book
Measurement of Distance - Pupils work in groups to measure out Charts
Word problems on Height - Guides pupils in describing distance, using illustrated distances given in the class activity.
Word problem on distance examples. E.g. find the distance between two buildings. - Pupils solve problems on height.
Quantitative Aptitude - Guides pupils in solving word problems on height - Solve problem in involving distance.
- Guides pupils in solving word problems on distance. - Solve problem in quantitative Aptitude
- Guides pupils in solving problems in quantitative Aptitude involving height and distance.
involving height and distance.
7. POLYGONS - Guides pupils to recall the names and features of 2- - Pupils identify given plane shapes in terms of Textbook
Two-dimensional polygon. dimensional polygon. its name and essential features. e.g. square, Workbook
rhombus, parallelogram, etc. Formula book
Angles of a polygon. - Guides pupils in finding the sum of the interior angles of a - Pupils solve problems on the sum of interior Charts
regular polygon and exterior angles. and exterior angles of a regular polygon.
Three-dimensional figure. - Guides pupils in describing a 3-dimensional figure and - Pupils describe and give examples of 3-
gives examples by the number of sides. dimensional shapes.
Properties of 3- - Leads pupils to mention the properties of the 3- Solve problems on sum of interior and exterior
dimensional figures dimensional figures given. e.g. prism, pyramid, cube, cones, angles.
etc. - Mention the properties of the given 3-
Quantitative Aptitude. - Leads pupils in solving problems involving 2-dimensional dimensional figures.
and 3-dimensional figures. - Solve problems on 2 and 3-dimensional
figures in quantitative Aptitude.
Page | 289

SCALE DRAWING Guides the pupils in defining scale as a ratio or Define scale and draws simple scale drawing Textbook
8. proportion used in the process of reduction or according to a given scale.
Workbook
enlargement.
Example; Measure the dimension of farms; playground. Convert given lengths and distance using a defined Formula book
scale.
Charts
Solving more worked examples on scale drawing. Mathematical
3cm
set
9cm State the usefulness of scale drawing.
Small Triangle Solve problems in quantitative Aptitude involving
scale drawing.
Small Triangle
- Guides pupils in converting given lengths and
distances to their corresponding scale value.
- Guides pupils on solving more worked examples on
scale drawing.
- Guides pupils in stating the usefulness of scale
drawing.
e.g. It is used in presenting building plans on paper.
- Guide pupils to solve problems in quantitative Aptitude
involving scale drawing.
9. POPULATION Teacher guides the pupils by defining population and Pupils are to prepare pictogram of given data. Textbook
present a pictogram chart of the population of the boys
Workbook
Meaning of population and and girls in the school.
interpretation of Formula book
pictograms. Pupils interpret given data on bar Graph.
Charts
Guides pupils on how to interpret bar graph
Interpretation of Bar Mathematical
Graphs. set
Page | 290

10. MEASURES OF CENTRAL Guides pupils to work in groups to count and record the Pupils organize the data Textbook
TENDENCY numbers of pupils in their group born in first four
Workbook
months of the year. Solve problem on constructing tally table of given
Collection of data data. Formula book
Guides pupils to use tally marks to represent Data
Charts
Tally marks collected. Solve problems involving Tally marks in quantitative
e.g.: Construct tally table for the following data. Aptitude. Mathematical set
Quantitative Aptitude 7 6 6 5 9 6 8
5 7 5 8 9 9 5
8 6 7 6 9 6 7
Guides pupils to solve problems involving tally marks in

quantitative Aptitude.
MEASURES OF CENTRAL - Guides pupils to define mean, median and mode with - Defines mean, median and mode and give examples.
TENDENCY examples. - Organize a given data and calculate the mean.
- Guides pupils by using worked examples to explain - Organize a given data and calculate the median.
Mode, Mean and Median mean of a given data. - Organize a given data and calculate the mode.
Calculation of mean - Guides pupils by using worked examples to explain - Solve problems involving mean, median and mode.
Calculation of median median of a given data.
Calculation of mode - Guides pupils by using worked examples to explain
Quantitative Aptitude mode of a given data
- Guides pupils to solve problems involving mean,
median and mode.
11 REVISION
12 EXAMINATION
Page | 291


RESOURCES
1 SOLAR SYSTEM Uses charts to guide pupils to: Pupils name natural bodies that can be found in Textbook
- Meaning of solar system: The sun - Name natural bodies in our solar system such our solar system. Charts and posters
and the nine planets. as the moon, stars and the planets. They model the solar system and name the Real picture of
- Natural bodies planets. Space.
2 SOLAR SYSTEM Describes the major characteristic features of Observe photograph of people working in space Textbook
- Components of the solar system planets and the new status of Pluto and on land and compare them. Charts and posters
- Location of bodies in the solar Real picture of
system (i.e. distances from the sun). Space.
3 SOLAR SYSTEM Uses pictures of people in space and on earth Pupils throw stones and other objects, vertically Textbook
- The earth’s gravity and and other simple activities to illustrate gravity upwards, and then describe what happens – how Charts
weightlessness in space. and weightlessness in space. the objects go up and come down due to gravity. Posters
4 THE EARTH AND THE MOVEMENT Uses chart or balls of various sizes to show the They participate in the activities – using ball of Textbook
- Earth rotation location of planet earth and other planets within various sizes to show the location of the earth Charts and posters
- Earth revolution our solar system. and the movements (rotation and revolution) of Real picture of
Teacher uses balls to demonstrate the rotation the earth in our solar system. Space.
and revolution of the earth.
5–6 EARTH MOVEMENT - The Eclipse: Teacher uses sample activities to illustrate: Pupils demonstrate causes of day and night: Textbook
- Solar eclipse - the earth’s rotation on its axis; They observe stars in the night, notice the Charts and posters
- Lunar eclipse - the earth’s revolution around the sun and its constellations and they keep records of moon Real picture of
- The sun: Effects of interaction effects; - the earth’s orbit; and phases. night stars.
between the sun and the earth - lunar and solar eclipses.
7 CHANGES IN OUR CLIMATE Teacher uses charts to guide pupils to identify Pupils identify and draw weather symbols. Textbook
Our weather: and draw simple weather symbols. Charts on weather
- Meaning of weather Pupils take note of differences between different Charts of weather
- Simple weather symbols Teacher guides pupils to compare and contrast weather conditions. symbols.
(weather factors) different weather conditions,
Page | 292

8 CHANGES IN OUR CLIMATES Teacher guides pupils to make weather Observe weather and keep records of their Textbook
- Uses of weather symbols e.g. The observation and state the importance of weather observations. Charts on weather
study of temperature helps to symbols. Charts of weather
explain rainfall patterns etc. Identify weather instruments and state the uses symbols
Teacher introduces weather instruments to the of each of the weather instruments. Real thermometer
- Weather Instruments pupils and helps them to identify weather - Draw weather instruments such as wind vane,
instruments. rain gauge, thermometer, etc.
Teacher enumerates the uses of weather
instruments.
9 CHANGES IN OUR CLIMATES Guides pupils to make weather observation and Pupils make a weather chart, they observe Textbook
- Keeping weather records keep weather records. weather and keep record. Workbook
Charts and posters
10 CHANGES IN OUR CLIMATES Teacher shows pictures of flooding and slides of Pupils demonstrate understanding of the Textbook
- Global warming: pollution sites. concept of global warming. Charts and posters
Causes: Pollution (Harmful gases) Workbook
Control Shows pictures of flooding landslides, hurricanes They identify various features of landslides,
Effects: Flooding, rising sea level, tsunamis, etc. pollution areas and flooding.
natural disasters like hurricane,
tsunami. - They compare various images of events that
show effects of changes in the climates.
CHANGES IN OUR CLIMATES Effects of Global warning e.g. flooding, rising sea,
level, hurricanes, tsunamis
13 REVISION
14 EXAMINATION
Page | 293

BASIC SCIENCE
RESOURCES
1 FORCE Teacher demonstrates force to show its meaning. Pupils push a desk, pull a rubber band, etc. to Textbook
- Meaning of Force - Gives two examples of force as pull and push demonstrate force in the classroom. Workbook
- Push and pull - Provides some other examples of force. Charts and posters
- Examples of force
2 FORCE Demonstrates the effects of force for pupils to Describe the effects of force in different situations Textbook
- Effects of force observe by pushing chairs or desk on the floor. after applying force. Workbook
Charts and posters
Breaks an egg to show effect of applying force.
3 FORCE Guides pupils to demonstrate friction. Pupils push objects on a surface in the classroom; Textbook
FRICTION: Demonstrates the effects of frictions for pupils to to observe frictional force. Workbook
- Meaning of friction observe – as in grinding stones, car brakes, They rub their palms against each other to Charts and posters
- Effects of friction walking, etc. observe friction and describe the effects of Real sliding objects
- Frictional force friction. etc.
4 FORCE Take the class on visits to places such as metal Pupils visit a metal fabrication workshop for Metal workshop
- Advantages and disadvantages fabrication workshops for pupils to observe observation of frictional force in grinding, Textbook
of frictional force. friction or frictional forces. sharpening, brake system, etc.
5 THE HUMAN BODY SYSTEM Brings a model of human’s heart for proper Draw and label the human heart. Textbooks
(BODY CIRCULATION) observation of the human heart. State the functions of human heart. Workbook
- Components of human Guides pupils to name parts of the heart and the Model human heart
circulatory system: blood vessels.
- The human heart
- Functions of the heart
6 THE HUMAN BODY SYSTEM Guides pupils to name the blood vessels using a Participate in drawing and labelling parts of the Textbooks
(BODY CIRCULATION) diagram in the chart or textbooks. heart and the blood vessels. Workbook
- Blood vessels: Model human heart
Arteries, Veins, Capillaries Guides pupils to identify parts of the human heart
- Functions of the blood vessels. using a model human heart
7 THE HUMAN BODY SYSTEM Guides and moderates class discussions on blood Pupils trace the movement of food and other Textbooks
(BODY CIRCULATION) circulation. materials by the blood to all parts of human body Workbook
- Distribution of food and other Explains the functions of blood circulation. using a chart. Model human heart
materials by the blood.
Page | 294

8 REPRODUCTION - Explains the meaning of reproduction in humans Understand the concept of reproduction in human Textbooks
- Meaning of reproduction - Explains the purpose of reproduction beings and describe it briefly, (ii) Explain purpose Workbook
- Purposes of reproduction of reproduction. Charts and posters
9 REPRODUCTION - Uses chart to explain the male reproductive Identify parts of the male reproductive organ. Textbooks
Male reproductive organs organ. Draw and label the male reproductive organs and Workbook
Guides pupils to identify main parts and to state the functions. Charts and posters
understand reproduction in male.
10 REPRODUCTION - Uses chart to explain the female reproductive State the functions of female reproductive organs. Textbooks
- Female Reproductive Organs: organ. Draw and label the female reproductive organs. Workbook
Parts Charts and posters
Functions of female Guides pupils to identify main parts and to
reproductive organs understand reproduction in female.
11 REVISION
12 EXAMINATION

RESOURCES
1 AIR Demonstrates the collapsible-can experiment, Pump a deflated football, deflate back and Textbook
- Air pressure: Uses an inverted tumbler filled with water and describe their experience. Real objects like
Meaning of air pressure: sealed with nylon leaf to illustrate and explain air They demonstrate air pressure using inverted tumbler, football,
Things that fly in ai. pressure. tumbler with water; and explain what keeps the etc.
water from pouring.
2 AIR Guides and moderates class discussion on how air Make and operate air-pressured balloon, air- Textbook
- Why things move in the air pressure enables things to move in the air pressured paper boat and discuss what make Balloon
(aeroplane, air balloon, birds etc.) them move in air Paper
3 AIR Guides and moderate class discussion on effects of Examine things that flow in air and identify their Textbook
- Applications of air pressure: air pressure boats sealing on the sea, generating special characteristics (lightness, shapes) Workbook
Navigation, generation of electricity (wind mill) Use inflated balloon to lift objects. Charts and posters
electricity, etc.
4 AIR Teacher demonstrates application of air pressure Pupils relate with air pressure through vaccine Textbooks
- Application of air pressure: in flotation and suction. cleaner, pumping machine, etc. Charts and posters
Page | 295

- Floatation: water Teacher describes the role of air pressure in Pupils explain the role of air pressure in the
transportation different applications. applications discussed.
- Suction
5 MINERAL RESOURCES Teacher collects samples of minerals e.g. Tin – ore, Observe the minerals provided and describe their Textbook
Meaning of minerals: coal, iron, crude oil etc. and helps the pupils to characteristics. Workbook
Types of mineral resources in identify them. Real life minerals
Nigeria
6 MINERAL RESOURCES Teacher leads pupils to observe the unique Examine the minerals provided and describes Textbook
- Physical characteristics of physical characteristics of each mineral and guides their characteristics. Workbook
some major mineral resources. them to identify the minerals. Real life minerals
7 MINERAL RESOURCES Uses charts and posters to explain the sources of Group the minerals into solid and liquid minerals. Textbook
- Physical characteristic of the minerals and describe their physical properties Differentiate between solid minerals and liquid Workbook
some major mineral resources for proper identification. minerals. Charts and posters
8 MINERAL RESOURCES Guides class discussion on the uses and the State some importance of mineral resources to Textbook
Importance of mineral importance of minerals Nigeria in industries and transportation. Workbook
resources - in industries and Charts and posters
transport system
9 MINERAL RESOURCES Explains the use of mineral resources for the Listen and take note on mineral exploitation and Textbook
Importance of mineral development of the communication sector and the development and the benefits derived Workbook
resources for communication economy of Nigeria. Charts and posters
and to the economy.
10 MINERAL RESOURCES Guides class discussion on the disadvantages of Participate in the discussion of disadvantages of Textbook
Disadvantages of mineral minerals exploitation and encourages to mineral exploitation such as natural disasters. Workbook
exploitation e.g. participate actively. Charts and posters
- Overflooding
- Landslide
- Earthquake
- Pollution
11 REVISION
12 EXAMINATION
Page | 296


1 COLOUR Defines colour and states the types of Pupils participate in class discussion. Textbook
- Definition of colour primary colour. Charts and posters
- Primary colours Colour wheel
2 COLOUR Lists the types of secondary colour. Identify primary and secondary colour. Textbook
- Secondary colours Charts and posters
Colour wheel
3 COLOUR SEPARATION State the components of colours separation Pupils list the components of white light Textbook
- Components of colours separation using glass prism for separation - (ROYGBIV) Charts and posters
Colour wheel
4 PRODUCTION OF PRIMARY Guides pupils through the guidelines of Describe production of primary colours. Textbook
COLOURS production of primary colours List the colours of light. Charts and posters
- Guidelines Colour wheel
5 PRODUCTION OF SECONDARY Provides pupils with coloured plates and Sort coloured plates into primary and Textbook
COLOURS guides them to use it to blend the colours. secondary colours. Charts and posters
- Guidelines Coloured plates.
6 DRAWING INSTRUMENTS Defines board in technical drawing and Define board in technical drawing. Textbook
(Board Practice) explains board practice procedures various Drawing board
Board in Technical drawing instruments in technical drawing. Demonstrate understanding of board Mathematical set
Procedure of board practice practice.
7 DRAWING INSTRUMENTS Teacher guides pupils to identify various Pupils identify various drawing instruments. Textbook
(Board Practice) drawing instruments and their uses. Drawing board
- Dividers - Compasses Pupils list the uses of various drawing Mathematical set
- Ruler - T-Square instruments.
- Set square - French curves, etc.
Their uses
8 WOODWORK HAND TOOLS Explains the concepts of woodwork and hand Define woodwork hand tools. Textbook, workbook
- Definition of woodwork tools. Describes woodwork hand tools and List examples of woodwork hand tools. Charts and posters
- Definition of hand tools lists examples. State the uses of some woodwork hand tools. Rea woodwork hand
- Uses of hand tools. tools such as hammer,
saw, etc.
Page | 297

9 WOODWORK HAND TOOLS Teacher defines and helps pupils to identify Identify measuring and marking tools. Textbook, workbook
- Measuring tools and their uses: measuring and marking tools. Charts and posters
Tape, metre rules, etc. State the uses of measuring and marking Rea woodwork hand
- Marking tools and their uses: States the uses of measuring and marking tools. tools such as tape,
scriber, divider, centre punch. tools. divider, etc.
10 Introduction to Woodwork, hand Display cutting tools and identify each of Mention type of saws and planes. Textbook, workbook
tools. them. Charts and posters
Cutting tools and their uses. Mention type of saws and planes. Rea woodwork hand
Types of saw and plane. tools such as saw,
scraper, etc.
12 EXAMINATION

1 MAINTENANCE Teacher explains the concept of maintenance Pupils take notes. Textbook and workbook
Definition of Maintenance. and lists the types. Pupils define and list types of maintenance. Workshop
Types of Maintenance Simple machines
2 MAINTENANCE Explains how to carry out preventive and Discuss how to carry out preventive and Textbook and workbook
- Preventive maintenance on car. corrective maintenance on car. corrective Maintenance on car. Workshop
- Corrective maintenance on car. Demo car.
3 MAINTENANCE AT HOME Explains and demonstrates preventive and Discuss corrective Maintenance on home Textbook and workbook
- Preventive Maintenance at home corrective maintenance on home equipment equipment and facilities. Workshop
Corrective Maintenance at home and facilities. Home appliances
Tap repair, roof repair, TV repair, Kitchen utensils
cooker repair, etc.
4 IMPORTANCE OF MAINTENANCE Lists out and explains the importance of List out the importance of maintenance on Textbook and workbook
Importance of Maintenance at maintenance on facilities and equipment at facilities and equipment. Workshop
home, school, work, etc. home, office and in school with illustration. Work tools
5 SAFETY PRECAUTIONS AND Defines safety, safety precaution and accident Pupils participate in class discussion. Textbook and workbook
ACCIDENT and how they are all related to one another. Workshop
Work tools
Page | 298

Definition of Safety, accident and Explains and demonstrates with illustration Pupils write examples of safety precautions
method of preventing accident in safety and safety precaution. and how to prevent accidents.
the workshop and on road. Lists examples of safety precautions at home,
school and in a workshop.
6 SAFETY DEVICES Lists out workshop body safety (protective) List out workshop body safety devices. Textbook and workbook
- Body safety or protective devices: devices. Workshop
boots, gloves, goggle, etc. Demonstrates how to use safety devices. Demonstrate how to use safety devices. Gloves, helmet, google,
etc.
7 SAFETY DEVICES Enlightens pupils on how to operate a fire Pupils participate in class discussion. Textbook and workbook
- Workshop safety devices: fire extinguisher and the importance of a fire Real fire extinguisher
extinguisher. extinguisher.
8 SAFETY DEVICES Explains with illustration how to observe Pupils participate in class discussion. Textbook and workbook
- Safety precautions at home, in safety precautions at home, in workshop and Real safety precaution
workshop and on the road. on the road. poster
9 SAFETY DEVICES Demonstrates how to observe safety Pupils describe how to be safe in school Textbook and workbook
- Safety precautions in laboratory, precautions in laboratory, school, garden, etc. laboratory, at home and on the road. Real laboratory safety
school, garden, etc. precaution poster
10 FIRST AID & FIRST AID BOX Defines and explains first aid. Pupils participate in class discussion. Textbook and workbook
- Definition of First Aid and First Demonstrates how to use a first aid box to First aid box.
Aid Box carry out first aid treatment. Pupils list the contents of a first aid box.
- First aid materials. Demonstrates how to use first aid box and
material. Pupils demonstrate how to use a first aid box.
12 Examination

WEEK TOPIC/CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1 SIMPLE MACHINE Explains the concept of simple machines. Pupils participate in class discussion. Textbook and workbook
- Definition of Simple machine Lists and explains types of simple machines – Charts and posters
- Types of Simple machine: lever lever, pulley, screws, wedges, etc. Pupils show understanding of simple Real simple machine
pulleys, inclined plane, etc. machines by giving examples of their own. such as bottle opener.
2 SIMPLE MACHINE Teacher classifies simple machines under: - Identify machine under lever, pulley and Textbook and workbook
lever - pulley and - inclined plane, inclined plane. Charts and posters
Page | 299

Simple machine class, e.g. lever Real simple machines

pulleys, inclined plane, etc.
3 LEVER Explains the concept of lever. Pupils participate in class discussion and ask Textbook and workbook
- Classification of Lever Lists the classes of lever and gives examples. questions when necessary. Charts and posters
Wheelbarrow, hammer
4 Classification of lever. Identify material of 3rd class lever. Discuss material of 3rd class lever. Textbook and workbook
Lever as a simple machine 3rd class Charts and posters
materials Wheelbarrow, hammer
5 SIMPLE PULLEY Defines and explains the components of a Pupils participate in class discussion. Textbook and workbook
- Definition of simple pulley simple pulley. Charts and posters
- Components of pulley Explains the concept of an elevator and the List examples of pulley in real life application.
process pf fetching from a well.
6 SIMPLE PULLEY Identifies and demonstrates the application Identify the application of fixed and movable Textbook and workbook
Types of pulley: of fixed and movable pulley. pulley. Charts and posters
- Fixed pulley - Movable pulley.
7 FIXED PULLEY Explains the concept of fixed pulley. Describe a pulley Textbook and workbook
- Materials and arrangement. Lists the materials and the arrangement of a Describe a fixed pulley. Charts and posters
fixed pulley. List the materials of pulley.
8 FIXED PULLEY Explains the construction and operation of a Lists the application of pulley. Textbook and workbook
- Construction and operation of a simple fixed pulley. Describes a simple fixed pulley and how to Charts and posters
simple fixed pulley. construct it.
9 PULLEY AS A MACHINE Explains the basic principle of pulley. Identify fixed and movable pulley. Textbook and workbook
- Principles and Operation of: Charts and posters
Two Mounted pulley system Distinguishes between fixed and movable Explain the basic principles of pulley systems.
One fixed and one moveable pulley pulleys. Describes the materials and
Two fixed and two moveable pulleys arrangement of various pulley systems.
10 Inclined plane. Defines, lists and explains the operation of an Pupils participate in class discussion.
Definition of inclined plane. inclined plane.
Materials for Inclined plane.
Advantages of inclined plane. Lists the advantages of an inclined plane.
12 Examination
Page | 300


RESOURCES
1 PHYSICAL FITNESS AND BODY Teacher explains the concept of Pupils state the meaning and mention some Textbook and
CONDITIONING physical fitness and body and components of physical fitness e g agility, workbook
- Meaning of physical fitness conditioning and lists the components. power, flexibility and balance.
- Components of physical fitness and body Charts and posters
conditioning e g agility, power, flexibility
and balance
2 PHYSICAL FITNESS AND BODY Teacher explains how to measure the Pupils state the benefits of the activities Textbook and
CONDITIONING components of physical fitness and mentioned. workbook
- Measuring of agility body conditioning.
- 10 meters shuttle race They also demonstrate the activities to Charts and posters
- Power, standing broad jump. Demonstrates the methods of measure their agility, power, flexibility and
- Flexibility; straight knee measuring the components. balance.
- Balance beam walks
3 PHYSICAL FITNESS AND BODY Teacher explains the benefits of the Pupils engage in the discussion and take Textbook and
CONDITIONING components of physical fitness. notes. workbook
- Benefits of agility, power, flexibility and
balance. Charts and posters
4 ATHLETICS - Relay race Teacher explains and demonstrates the Listen to teacher’s explanation and ask Textbook and
- Meaning of relay race concept of relay race. questions. workbook
- Types e.g. 4 x 100m; 4 x 400m, Teacher lists and explains the types of They also demonstrate relay race.
- Medley relay relay race. Charts and posters
5 ATHLETICS - Relay skills Teacher demonstrates the basic skills Watch teacher’s demonstration and practise Textbook and
- Baton grip in relay race. baton exchange. Pupils pair up and practise workbook
- Take off baton exchange
- Non-visual take over exchange Charts and posters
6 ATHLETICS – Basic skills in hurdles Teacher demonstrates the basic skills Pupils practise the skills demonstrated by the Textbook and
- Starting position in hurdle race. teacher. workbook
- Approach to the hurdles
- Clearing the hurdles Playground
- Landing Video highlights of
- Stride between hurdles races.
Page | 301

7 ATHLETICS - Jumps Teacher explains the concept of jumps Listen to teacher’s explanation. Textbook and
- Meaning of jumps and lists the types of jumps. workbook
- Types of jumps:
High jumps and Long jumps Charts and posters
8 ATHLETICS – Basic skills in high jump Teacher demonstrates the basic skills Observe teacher’s demonstration and practise Textbook and
- The Flop - Straddle of high jump and guides the pupils to high jump skills. workbook
- Western Roll - Eastern Roll identify and safely demonstrate the
- Scissors skills. Charts and posters
9 ATHLETICS – High Jump and Basic Styles Teacher lists and explains the safety Listen to the teacher’s explanation. Textbook and
Rules and regulation in high jump. rules and regulations in high jump. Observe teacher’s demonstration and practise workbook
Officials in high jumps Describes the officials of high jump. styles in long jump.
Basic Styles: - The Sail; The Hang; Charts and posters
Hitch kick; Landing; Recovery
10 ATHLETICS – Stages is Long Jump Teacher explains the stages of high Pupils identify and describe the stages of long Textbook and
- Run-up - Take off jump. jump. workbook
- Flight - Landing Pupils draw and label a high jump pole and a
- Recovery long jump pitch. Charts and posters
11 REVISION
12 EXAMINATION
Page | 302

PHYSICAL AND HEALTH EDUCATION

1 BALL GAMES Teacher explains the concept of ball game Pupils listen to the teacher. Posters and charts
- Meaning and Types of Ball Games: and lists examples of ball games. Textbook and workbook
Football, Tennis, Volleyball, Basketball, Teacher guides pupils to identify Pupils identify different ball games.
Hockey, Handball and Basketball. different ball games.
2 BALL GAMES Teacher lists and explains the basic rules Pupils listen to the teacher’s Posters and charts
Rules and regulations of football and table and regulations in football and table demonstrations. Pupils play football and Textbook and workbook
tennis tennis. table tennis and they apply the basic rules Video highlights of
and regulations. football and table tennis.
Rules and regulations of: volleyball and and regulations in volleyball and demonstrations. Pupils play volleyball and Textbook and workbook
basketball. basketball. basketball and they apply the basic rules Video highlights of
and regulations. volleyball and basketball.
Rules and regulations of hockey and and regulations in hockey and handball. demonstrations. Pupils play hockey and Textbook and workbook
handball. handball and they apply the basic rules and Video highlights of
regulations. hockey and handball.
5 BALL GAMES Teacher lists the main officials of football, Pupils identify the key officials of different Posters and charts
The key officials of: football, table tennis, table tennis, volleyball, basketball, ball games. Textbook and workbook
volleyball, basketball, hockey, handball. hockey, handball and explains their Pupils list the duties of key officials in ball Picture of referees,
duties. games. umpires, etc.
6 BALL GAMES Teacher enumerates the main positions of Pupils write notes on the positions of Posters and charts
Position of players in: players in football, basketball, hockey. players during different ball games. Textbook and workbook
- Football - Basketball - Hockey Video highlights.
7 INDIGENOUS GAMES Teacher explains the meaning of Pupils listen to the teacher’s explanation. Posters and charts
Meaning of indigenous games indigenous games. Textbook and workbook
Concept of: - Dambo, - Kokowa Teacher lists examples of indigenous Pupils identify and differentiate indigenous Real indigenous game
- Mgba. - Ayo - Langa. games. games. items.
8 INDIGENOUS GAMES Lists the importance of indigenous games Pupils observe the teacher’s Posters and charts
- Importance of the games and demonstrates the ways of playing the demonstrations and play the games Textbook and workbook
- Methods of Playing games. Indigenous game items.
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9 INDIGENOUS GAMES Displays some materials used for playing Pupils practice the skills of various Posters and charts
- Skills of indigenous games indigenous games. indigenous games Textbook and workbook
- Material used for the game Demonstrates some skills of indigenous “Ayo” game board and
games. the seeds.
10 INDIGENOUS GAMES Explains some basic rules of indigenous Pupils mention the rules and regulations in Posters and charts
Rules in indigenous games. games. indigenous games. Android smartphone
Modern ways of playing indigenous games Shows the pupils modern ways of playing with the Ayo game app
– on phones and computer. indigenous games e.g. The game apps can
be downloaded and installed on android
smartphones e.g. Ayo game app
11 REVISION
12 EXAMINATION
PHYSICAL AND HEALTH EDUCATION

1 PERSONAL HEALTH Teacher explains the concept of Pupils define personal health and lists the Charts and posters
- Meaning of personal health personal health and lists the importance. Textbook and workbook
- Importance of personal health importance.
2 ENVIRONMENTAL HEALTH Teacher explains the meaning of Pupils listen attentively to the teacher’s Charts and posters
- Meaning of environmental health environmental health and lists the explanations and write notes. Textbook and workbook
- Importance of environmental health importance. Pupils define environmental health and Video of environmental
writes the importance. sanitation
3 PUBLIC HEALTH – Waste Disposal Teacher defines public health and Pupils write note, ask questions, and Charts and posters
- Types of waste explains the concept of waste participate in classroom discussion. Textbook and workbook
- Methods of waste disposal disposal. Real waste samples
- Importance of waste disposal Teacher initiates and engages the Pupils visit a refuse disposal site.
- Noise pollution pupils in a class discussion.
4 VISION – EYE HEALTH Teacher describes the eye and Pupils write note, ask questions, and Charts and posters
- Meaning of vision explains the meaning of vision. participate in classroom discussion. Textbook and workbook
- Importance of vision Teacher lists the importance of Pupils describe the eye and enumerates how Model of the human eye
- Care of the eye vision and how to care for the eye. to care for the eye. Eye glasses
Page | 304

5 TOOTH HEALTH AND DENTITION Teacher defines dentition, explains Pupils participate in class discussion. Charts and posters
- Structure of the tooth the structure of the human teeth, Textbook and workbook
- Dental problems dental problems and how to care for Pupils draw and label the human teeth. Model of the human
- Prevention the human teeth. teeth.
6 MEDICINE Explains the meaning of medicine Pupils identify fake medicine using the Charts and posters
- Meaning of medicine and states the features of fake features of fake medicines describes in class Textbook and workbook
- Features of fake medicine medicine. Sample of fake medicine
Teacher guides pupils to identify
fake medicines.
7 USE OF MEDICINE Explains the normal use of medicine Pupils talk about the normal and excessive Charts and posters
- Normal use or ways of using medicine and the abuse of medicine. use of medicine and give examples. Textbook and workbook
- Excessive use of medicine Sample of original
medicine
8 DRUG ABUSE Explains the meaning of hard drugs Pupils listen and learn from the stories and Charts and posters
- Meaning of drug (hard drug) and states the types of drugs. guest talk and answer teacher’s questions. Textbook and workbook
- Types of drug: - synthetic and natural drugs Encourages the pupils to stay away
- Examples of natural drugs: heroin, cocaine, from drugs.
Indian hemp, codeine, aspirin, etc. Tells a story of a drug abuser.
9 EFFECTS OF DRUG ABUSE Lists the dangers of drug abuse – bad Pupils dramatize the effects of drug abuse Charts and posters
Effects of drug abuse on health: respiratory health, mental or psychological and tell some stories about the victims of Textbook and workbook
tract infection, high blood pressure etc. imbalance, waste of finances and drug abuse. Rehab video
time, etc.
10 EFFECTS OF DRUG ABUSE Teacher discusses some medical Pupils campaign against drug abuse using Charts and posters
- Effects of drug abuse on individuals: Stroke, illnesses that may result from abuse posters. Textbook and workbook
weight loss, death. of drug and the worst effect – death. They dramatize educating one another on
the dangers of drug abuse.
11 REVISION
12 EXAMINATION
Page | 305


RESOURCES
1 WORD PROCESSING Explains what word processing Listen and learn what word processing Laptop or desktop
- Meaning of word processing software means. software is and what it is used for. computer
- Types of word processing software: Word Processing
Microsoft - Word, Word Perfect, etc. software
2 MICROSOFT WORD Demonstrates loading and quitting a Observe and load word processor and Laptop or desktop
- Identify word processing software word processor. quit word processor. computer
- Demonstrate loading and quitting a word Word Processing
processor. software
3 USES OF WORD PROCESSOR Mentions the uses of word processing Listen and learn the use word Laptop or desktop
- Uses of word processing software. software. processing software. computer
Demonstrates the uses of words Observes the teacher’s demonstrations Word Processing
processors on a computer and does the same. software
4 WORD PROCESSING ENVIRONMENT Minimizes and restore document to Identify the title and menu bars. Laptop or desktop
- Title bar and its uses demonstrate title and menu bar Observe the teacher and learn to use computer
- Menu bar and its uses options. the title and menu bars. Word Processing
software
5 WORD PROCESSING SKILLS Demonstrates how to open and load Observe the teacher; open and load Laptop or desktop
- Opening MS-word the MS-Word from the computer. MS-word from the computer. computer
- Loading MS-word from the desktop. Word Processing
software
6 WORD PROCESSING Demonstrates how to create a new Observe how the teacher creates a new Laptop or desktop
- Creating new document. document. document and does the same thing. computer
- Steps to create new documents. Word Processing
software
7 WORD PROCESSING SKILLS - Editing Explains the meaning of editing. Listen to and observe the teacher’s Laptop or desktop
- Meaning of editing. Demonstrates the steps to edit a demonstration of how to edit a computer
- Steps to edit a document. document. document. Word Processing
software
8 WORD PROCESSING SKILLS - Saving Explains the meaning of saving. Creates a new document, edits it and Laptop or desktop
- Meaning of saving. Demonstrates how to save new saves it. computer
- Steps on how to save a document. document.
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Word Processing
software
9 WORD PROCESSING SKILLS Explains the meaning of retrieving. Listen and learn how to retrieve and Laptop or desktop
- Meaning of retrieving. Demonstrates how to retrieve a saved save old documents. computer
- How to save an old document. document (steps) Define retrieve Word Processing
Demonstrates how to save an old software
document (steps).
10 WORD PROCESSING SKILLS Demonstrating the use of the Carryout the activity of using the Laptop or desktop
- How to use the minimize and restore button. minimize and restore button. minimize and restore button. computer
- Using the minimize and restore button Word Processing
- Quitting the software Explains the meaning of quitting and software
- Steps to quitting the software demonstrates how to quit the word
processing software.
11 REVISION Revises all the topics taught. Revise all the topics with the teacher.
12 EXAMINATION

RESOURCES
1 DRAWING WITH COMPUTER Explains drawing with the computer Listen and observe the teacher. A computer
Explain drawing with computer. with example. Drawing software
- Draw simple drawings.
2 DRAWING WITH COMPUTER Guides class to identify drawing Identify drawing packages in the A computer
- Identity different computer drawing software. packages in the system. system. Drawing software e.g.
- Types of computer drawing software e.g. Corel Draw or Paint
CorelDraw, Paint, etc.
3 PAINT PROGRAMME Describes the Paint program and Listen to the lesson and take note of A computer
- Description of paint program. describes the components the description and comment. Drawing software e.g.
- Component of paint program. Paint
4 PAINT PROGRAM ENVIRONMENT Describes the tool box and uses. Open the drawing packages in the A computer
- List the icons on the tool box and uses. Guides the pupils to explore the paint system. Drawing software e.g.
- Name the colours in the palette. environment. Paint
Page | 307

5 PAINT PROGRAM ENVIRONMENT Guides the pupils to draw lines, ellipse Draw geometrical figures A computer
- Draw geometric figures e.g. lines and rectangles. -lines Drawing software e.g.
- Draw geometric figures e.g. ellipses and -eclipse, etc. Paint
rectangles.
6 DRAWING WITH PAINT, ARTIST Guides pupils to use pencil, eraser tool, Draw objects using pencil, eraser, fill A computer
- Using drawing tools, e.g. pencil tool, eraser tool. fill colour, text too, etc. colour, text tool, etc. Drawing software e.g.
- Using drawing tools, e.g. filling colour tool, text Paint
tool, etc.
7 DRAWING WITH PAINT ARTIST Guides pupils to use the following tools: Pupils learn to use the tools under A computer
- Using drawing tools, e.g. colour picker, triangular colour picker, triangular, magnifier, line teacher’s activity. Drawing software e.g.
tool. and rectangular tool. Paint
- Magnifier, line tool, rectangular tool.
8 DRAWING WITH PAINT Guides pupils to use the following tools: Learn to use the tools mention under A computer
- Using drawing tools, e.g. pentagon, five points pentagon, five-point star tool, etc. teacher’s activity. Drawing software e.g.
start tool. Paint
- Polygon, curve, Hexagon tool, etc.
9 PRECAUTION WITH THE USE OF COMPUTER Guides class discussion on the Participate in class discussion. A computer
HARDWARE precaution in the use of computer. Safety charts and
- Precaution that should be taken in the use of the posters
computer.
- Precaution that should be taken by the computer
users.
10 CARE OF THE HUMAN-WARE Demonstrates correct postures. Practise correct arrangement of A computer
- Meaning of human-ware. Correct sitting arrangements that are hardware e.g. monitor, UPS, etc. Charts and posters
- Reason why we should take care of human-ware safe and that promote comfort and
(computer users). efficiency.
11 REVISION Revises all the topics taught with Revise all the topics with the teacher.
pupils.
12 EXAMINATION
Page | 308


1 IT GADGETS Presents some IT gadgets, computers, Observe the common IT gadgets. Gadgets such as laptop,
- Meaning of IT gadget. iPad, handheld, palmtop, tab, etc. iPad, smartphone.
- Classification of common IT gadgets –Computers: Charts and posters
laptops, iPad, tablet, etc.
2 IT GADGETS Presents some IT gadgets, iPad, home Observe some common IT gadgets Smartphone
Classification of common IT gadgets e.g. theatre, MP3, MP4, digital camera, e.g. copying/transfer of document, Flash drive
Audio/video gadgets e.g. MP4 handy camera, cam coders. music
Smartphones e.g. Android phone
Storage devices: e.g. flash drives
Uses of IT gadgets.
3 USES OF IT GADGET Guides pupils to use some common IT Use some common IT gadgets. Smartphone
- Uses of IT gadgets computers. gadgets, e.g. copying/transfer of Mention uses of IT gadgets. Charts and posters
- Audio/Video gadgets. document with flash.
4 USES OF IT GADGET Guides pupils to use some common IT Use flash and memory cards. Smartphone
- Uses of IT gadgets storage devices. gadgets. Transfer files using phones via Charts and posters
- Uses of IT gadgets smart phones. Saving document in a flash. Bluetooth.
Transfer files through Bluetooth.
5 OPERATING IT GADGETS Guides pupils to operate the computer. Operate the computer. Smartphone
Operating a computer system to create a document. Guides pupils to use the phone to snap Charts and posters
Operating ta smartphone to snap photo photos and transfer files Use the phone to snap and transfer Internet access
files.
6 SEARCH ENGINES Explains the meaning of search Listens as the teacher explains the Smartphone
- Meaning of search engines. engines. meaning of search engines. Charts and posters
- Types of search engines. Guides pupils to ask questions on a Ask Google a question. Google app
search engine e.g. Google.
7 SEARCH ENGINES Guides pupils to use the internet for Use the internet for various functions Smartphone
- Uses of search engines. various functions in the internet such e.g. online registration, downloading Charts and posters
as online registration. music, etc. Google app
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8 SOCIAL NETWORKING Explains the meaning of social Describes social networking. Smartphone
- Meaning of social networking. networking and lists the type. States examples of social networks Charts and posters
- Types of social networks Lists the importance of internet tools. and their importance Google app
- Importance of internet tools. List examples of social networks or Computer
applications.
9 ABUSE OF THE INTERNET Mention some forms of abuse of the Listen and ask questions as the Smartphone
- Meaning of Internet. Internet e.g. terrorism. teacher mentions some forms of Charts and posters
- Abuse of the Internet e.g. prostitution, etc. abuses of the internet. Google app
Computer
10 IT AND SOCIETY Explains some aspects of the human Mention various aspects of the human Smartphone
- Explain IT and society. society that is influenced by computer. society that is influenced by the Charts and posters
- Small scale applications of computer. computer. Google app
- Large scale application of computer. Lists some wrong notion about Computer
- Misconception of IT. computer and internet. States some Identifies careers in IT. Charts
- Career opportunities in IT careers based on computer, IT and the Posters
internet.
11 REVISION Revises all the topics taught with Revise all the topics with the teacher.
pupils.
12 EXAMINATION
Page | 310

NATIONAL VALUE EDUCATION (NVE)

RESOURCES
1 CONCEPT OF LIVING TOGETHER - Guides pupils to explain the - Participate in the discussion in Textbook
- Living together is about living in peace or in harmony with human concept of living together in the the class. Workbook
beings around us. society. - Respond to the teacher Poster
- It is a way of life in which we respect and love one another in spite of - Guide the pupils to discuss issues questions. Charts
our cultural, religious, racial and political difference. like cultural, religious, racial and - Outline and explain the issues
political. of living together.
2 FEATURES THAT CAN MAKE OUR LIVING TOGETHER PEACEFUL - Guide pupils to explain the - Participate in the discussion Textbook
- Factors that can make our living together peaceful in the society factors that taking instructions in the class. Workbook
which is tolerating individual differences, honesty and sincerity. from appropriate authority. - Should obey our leaders, Poster
- Man is a social being, man lives among people and God relates with - List for of the things are should teachers, parents and others Charts
them. do to make us live together who have authority in different
peaceful. areas of our lives.
3 EXTERNAL INFLUENCE ON NIGERIAN FAMILY LIFE. - Guide pupils to explain the - Mention the members of Textbook
- Meaning of external influence; the lifestyles of other people, which meaning of external influence. families speak their indigenous. Workbook
our people now practise e.g. language, family system, behaviours of - Mention external influence in Language in their homes. Poster
families. Nigeria family life. - Respond to the teacher’s Charts
- List influence of religions on Nigerian family life. questions.
4 INFLUENCE FROM FOREIGN COUNTRIES IN NIGERIAN FAMILY - Brings some foreign articles to - Identify the articles brought Textbook
LIFE the class and leads the pupils to by the teacher. Workbook
- Our contact with foreigners has affected our family life in many ways identify them. - Name some other foreign Poster
e.g. Education, food and eating habits, baby feeding habits etc. - Explains the influence of these materials Charts
articles on Nigerian family. - Identify various influences
- Explains the influence on which these have had on the
Nigerian family life. Nigerian family life.
5. INFLUENCE OF RELIGIONS ON FAMILY LIFE IN NIGERIA. - Describe the behaviour of some - Identify the behaviour of Textbook
- The two main non-indigenous religions in Nigeria are Christianity people in relation to their religious some people in relation to their Workbook
and Islam. Christianity was brought to Nigeria by the Europeans while beliefs. religious beliefs. Poster
Islam was brought to Nigeria by Arabs. - Mention influence of religions on - Respond to the teacher’s Charts
Nigerian family life. questions
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- List two major influences of the religions on Nigerian family life.

Marriage pattern, monogamy versus polygamy, divorce, freedom for
the wife etc.
6. INFLUENCE OF WORKING PARENTS ON NIGERIAN FAMILY LIFE. - Explains the influence of working - Respond to the teacher’s Textbook
- In turn the wife used to be in charge of taking care of home by parents on the Nigeria family life. questions. Workbook
preparing food and taking care of the children. - Ask pupils to narrate the - Show pictures and Poster
- The situation where by both parents work outside the home have a experiences when their parents go photographs of parents Charts
number of influence on the family life. to work. working in their offices.
7 MARRIAGE - Guide the pupils recall the - Participate in the Textbook
-Definition of marriage elements of marriage traditions, dramatization of inter-ethnic Workbook
Types of marriage: discuss issues related to inter- marriage. Poster
Inter-ethnic Marriage: (Types of Inter Marriage) ethnic marriage. - Mention two types of Charts
Intra-ethnic Marriage - Asks pupils to dramatize inter- marriages.
ethnic marriage.
8. ADVANTAGES OF INTER ETHNIC AND DISADVANTAGES OF INTER -Teacher guides pupils to learn the - Participate in the class Textbook
ETHNIC MARRIAGES. advantages of inter-ethnic discussion. Workbook
- To help people to know and appreciate the cultures of other marriages. - Leads pupils to - Teacher’s demonstrates to the Poster
Nigerian, promote relationship, promote national unity, proper mention advantages of inter-ethnic pupil’s process of inter-ethnic Charts
understanding others customs, communal peace etc. marriages. marriage.
9. PROBLEMS OF INTER-RELIGIOUS MARRIAGE. - Teacher leads pupils to watch the - Pupils share their findings in Textbook
- An Inter religious marriage is the marriage between partners film on how marriage is contracted class discussion. Workbook
(people) who belong to different religions. In inter religious marriage; and the objects used. - Participate actively in Poster
the couple may stay without changing their religion e.g. a Christian - Teacher assigns to pupils the task answering questions. Charts
and Muslim etc. of discovering how religious
- Some religion, only allow inter marriage on condition that the marriage is practiced.
partner involved in the marriage does not change to the religion of
his/her partner.
10 VALUES THAT FOSTER INTER MARRIAGE - Teacher guides the pupils to - State the values of inter Textbook
- The values that foster inter marriages are: discuss issues and values relating marriage. Workbook
Affection, tolerance, cooperation, unity, to inter marriage. - Participate in the class Poster
Understanding, etc. discussion. Charts
- How married partners are prepared in mind and body to express
their feelings or live for each other.
PROBLEMS OF INTER RACIAL MARRIAGE - Teachers explain the problems of - Pupils respond the teacher’s Textbook
- This is the marriage between two people of different racial groups it inter-racial marriage. questions. Workbook
could be regarded as marriage outside of one’s social group etc. Poster
Page | 312

- Inter racial marriage is good it also has some implications or - Teacher asks the pupils to - Participate in class discussion. Charts
problems. Couples in inter racial marriage faces barriers that most mention them.
married couples of the same culture do not experience etc.
11. REVISION
12. EXAMINATION

RESOURCES
1 CONCEPT OF HEALTHY BOY-GIRL RELATIONSHIP - Teacher asks the pupils to define - Give examples of boy-girl Textbook
- A healthy boy-girl relationship is a kind of relationship that will Healthy boy-girl relationship. relationship which they know. Workbook
not put either the boy or girl in social, psychological or physical - Asks pupils to give examples of - Participate in the building and Poster
problem now or in the future. boy/girl relationship which they expansion of the futures. Charts
- The relationship between boys and girls was a matter of mutual know and expands on the pupils’
relationship. responses.
- Mentions characteristics of healthy
boy-girl relationship.
2 WAYS OF MAINTAINING A HEALTHY BOY – GIRL RELATIONSHIP - Teacher leads the pupils to - Pupils ask to be careful about Textbook
Measures to be adopted to maintain a healthy boy-girl relationship: understand situations of healthy boy- the kind of friends you made or Workbook
Say ‘No sex before marriage. girl relationship. go out with. Poster
Girls especially, should learn to maintain a good dress culture. - Mention the maintain healthy boy- - Mention more areas that Charts
- Boys should not be too pushy and a girl should learn to refuse girl relationship maintain a healthy boy-girl
sexual advances from boys etc. - Teacher asks the pupils to think relationship.
about the future and talk about your
mutual interest together.
3. DANGERS OF AN UNHEALTHY BOY-GIRL RELATIONSHIP. - Teacher guides pupils to find out the - Pupils should find out the Textbook
- Unhealthy boy-girl relationship can lead to unwanted pregnancies. dangers of an unhealthy boy-girl dangers of an unhealthy boy- Workbook
- Death or infertility can occur to these trying to terminate relationship. girl relationship. Poster
unwanted pregnancies etc. - Teacher uses guided questions to - Mention the dangerous Charts
find out causes of danger of an unhealthy boy-girls
unhealthy boy-girl relationship. relationship.
Page | 313

4. SOCIAL AND MORAL RESPONSIBILITIES OF BACHELORS AND - Teacher explains to the pupils - Participate in the class Textbook
SPINSTER’S IN COURTSHIP should avoid sexual relationship discussion. Workbook
- When a boy and girl grow up and become adults as a man and before marriage. - Mention on more Poster
woman they are expected to get married. - Teacher organised the debates, responsibilities of bachelors Charts
They are expected to refrain from pre-marital sexual relationship. drama and other activities that would and spinster’s in courtship.
- They should show love and loyalty to any one they intend to marry. make you clever and loved in your
society.
5. CONCEPT OF FOREIGN CULTURE - Explains the concept of foreign - Mention some of the foreign Textbook
- Foreign culture is the way of life of people from other nations. This culture. cultures in the school and Workbook
includes: their custom, religion, tradition, arts, language, dressing, - Asks pupils to some foreign cultures community. Poster
food, music and so on. found in the school and community. - Participate in the class Charts
- Some examples of foreign cultures – western cultures for example, discussion.
American and European
- Eastern culture for example, Arabic
-Oriental culture for example, Chinese, Japanese and people from
other Asian countries.
6. INFLUENCE OF FOREIGN CULTURES ON NIGERIA CULTURES. - Teacher explains influence of - Pupils respond to questions, Textbook
- The ways of foreign cultures have affected influence over values foreign cultures. read the chart. Workbook
and culture e.g. mode of dressing, music, religions, practices - Mention influences our values and - Participate in the class Poster
language. culture. Teacher uses charts to discussion. Charts
- To make of foreign cultures have affected influence our values and demonstrate further examples on
cultures e.g. marriage practices, and family life political institution influence of foreign culture.
and family life political institution, education etc.
7. ADVANTAGES OF FOREIGN INFLUENCE ON OUR CULTURES - Explains the advantages of foreign - Live examples of the Textbook
- Better ways of doing things religious beliefs and practices, making culture on our culture. advantages of foreign culture. Workbook
Nigeria to be more united, education, good health system. - Asks pupils to give examples of - Participates in the answering Poster
- There is now great improvement on our security and judiciary advantage of foreign culture. questions. Charts
system due to foreign influences.
8. DISADVANTAGES OF FOREIGN INFLUENCE ON OUR CULTURE. - Teacher explains the disadvantages - Pupils respond the teacher Textbook
- Nigerians tend to look down on what they have and can do of foreign culture on our culture. question. Workbook
mentally and physically. - Asks pupils to give examples of - Participate in the class Poster
- Our traditions and cultures, for example; In religious worship and disadvantages of foreign culture. discussion. Charts
festivals are ignored if not condemned.
9. WAYS OF PROMOTING OUR CULTURE. - Teacher explains the good aspect of - Pupils respond the teacher Textbook
- We must promote these aspects of our culture so as to influence our culture. questions. Workbook
people in other countries. Poster
Page | 314

- Some of the ways by which we can preserve the good - Mention some aspect s of our - Participate to the class Charts
encouragement of youths through school programme, mass media culture. discussion
programme.
10. GLOBALISATIONS AND INFLUENCE OF FOREIGN CULTURE. - Teacher explains the globalisation Pupils observe the teacher and Textbook
- Is the process of making different countries of the world come and influence of foreign culture. ask question. Workbook
closer in terms of cultural, political and economic interaction. Identify global and influence of Participate to the class Poster
foreign culture. discussion. Charts
11. REVISION
12. EXAMINATION

RESOURCES
1 MEANING OF GENDER DISCRIMINATION AND FORMS OF - Explains and discuss areas in which - Pupils observe the teacher ask Textbook
DISCRIMINATION gender discrimination occurs. questions. Workbook
- Gender simply tells whether one is male or female. Gender Poster
discrimination, therefore arises when people are denied their rights - Guide pupils to mention more areas - Mention more areas of gender Charts
and access of resources because of their gender. of gender discrimination in their discrimination in their
- In our society, some people are treated unfairly, or female, which community. community.
gender discrimination occurs are as politics, employment, education,
inheritance etc.
2. CONSEQUENCES OF GENDER DISCRIMINATION - Guides pupils to ask questions on the - Pupils ask questions on Textbook
- To make gender discrimination brings about consequences of gender teacher’s explanation. Workbook
Denial of fundamental human right as enshrined in our Nigeria discrimination. Poster
constitution. - list areas in which gender Charts
- A man or woman may feel demoralized if he or she is prevented - Mentions the consequences of discrimination.
from obtaining admission to a school or university the basis of gender discrimination.
gender.
3 SOLUTION TO GENDER DISCRIMINATION - Mention the problems facing the - Find out from home about the Textbook
- Men and women should be given equal opportunity in the process society. gender discrimination. Workbook
of recruitment, appointment or promotion in all areas of life. - Guides pupils to asks question - Respond to the teacher Poster
question. Charts
Page | 315

4. CONCEPT OF CONFLICT AND COOPERATION - Guides pupils to explain the conflict - Pupils respond the teacher Textbook
- Means disagreement among people or groups of people, on the and cooperation. question. Workbook
other hand. - Mentions the areas where people - Participate in the guided Poster
- Cooperation means working together for the good of everybody. disagree. discussion in mention the areas Charts
where people disagree.
5. IMPORTANCE OF COOPERATION - Uses guided questions to find out the - Participate in the teacher’s Textbook
- Cooperation is importance to promote unity, peace, progress and importance of cooperation. questions. Workbook
understanding. - Leads the pupils to mention them - Pupils respond the class Poster
- To promotes the stronger part person or group discussion. Charts
6 CAUSES OF GROUP CONFLICTS - Mention causes of group conflicts. - Pupils should understand the Textbook
- Human beings interact and exchange idea with one another. Some - Leads pupils to find out their causes causes of conflicts. Workbook
of the people we interact with are our relation, members of our of group conflicts. - Pupils respond to the teacher’s Poster
ethnic group, our co-workers, our political party members, our questions. Charts
friends and our neighbours.
7. CONSEQUENCES OF CONFLICTS - Leads pupils explain consequences - Participate in the guides Textbook
- Members of the family, members of group and association, at the of conflicts. discussion on the consequence of Workbook
local, national and international levels are supposed to tolerate. conflicts. Poster
- Which can have many negative efforts on the individuals and - Highlights the consequences of - Examine pictures and real Charts
society at large etc. conflicts objects and explain conflicts.
8 ROLE OF COMMUNICATION IN CONFLICTS RESOLUTION - Uses charts to demonstrate further - Pupils respond to the teacher’s Textbook
- It is a situation where the groups involved in the conflict hold a examples on how to communicate to questions. Workbook
formal discussion in their differences. the people during the conflict. Poster
- Mention the conflicts resolution. Charts
9. WHY CONFLICTS OCCUR BETWEEN DIFFERENT GROUPS - Guides pupils to ask, questions on - Participate in class discussion Textbook
- Group conflicts in our community which show the religious why conflicts occur. on different groups. Workbook
differences, ethnic differences, land matters, traditional chieftaincy - Pupils respond to the teacher’s Poster
claims etc. - Leads to the pupils mention different questions. Charts
- To promote the peace among the people in the community group.
10. HOW GROUP CONFLICTS PROBLEMS CAN BE RESOLVED - Identifies how group conflict - Participate in the guided Textbook
- To find ways to resolve group conflicts: Tolerance, being patient, problems can be resolved. discussion on group conflict Workbook
good judicial arrangement. - Highlights how group conflict problems and how it can be Poster
- Ensure that group conflicts can resolved by getting the parties problems can be resolved. resolved. Charts
involved to express their feelings and thoughts - Pupils respond to the teacher’s
questions.
Page | 316

11. STRATEGIES FOR CONFLICTS RESOLUTION - Uses method and explains to the - Pupils should find out methods Textbook
- People or organizations which are trying to resolve a particular pupils how different strategies can be for conflict resolution. Workbook
conflict. used for conflict resolution. - Pupils respond to the teacher’s Poster
- Make sure that the parties involved understand each other and - Guides pupils to identify and discuss questions Charts
allow a neutral group to settle the dispute. conflict resolution.
12. REVISION
13. EXAMINATION.

RESOURCES
1 NATIONAL HONOURS AWARDS Guides the pupils to define National Participate actively in the Textbook
Definition of National Honours Awards Honours Awards discussion and take down notes. Posters
2 TYPES OF NATIONAL HONOURS AWARDS Assists pupils in mentioning MON and CON Participate actively in the Textbook
- MON -Member of the Order of the Niger. and their full meaning. Gives examples of discussion and take down notes. Posters
- CON- Commander of the Order of the Niger. such Awardees in their community.
3 TYPES OF NATIONAL HONOURS AWARDS Assists pupils in mentioning OON and OFR Participate actively in the Textbook
- OON- Officer of the Order of the Niger. and their full meaning. discussion and take down notes. Posters
- OFR- Officer of the Federal Republic of Nigeria Gives examples of such Awardees in their
community.
4 TYPES OF NATIONAL HONOURS AWARDS Assists pupils in mentioning CFR and GCON, Participate actively in the Textbook
- CFR- Commander of the Federal Republic of Nigeria the full meaning, discussion and take down notes. Posters
- GCON- Grand Commander of the Order of the Niger. examples of such Awardees in the
community.
5 TYPES OF NATIONAL HONOURS AWARDS Assists pupils in mentioning GCFR and the Participate actively in the Textbook
GCFR – Grand Commander of the Federal Republic of Nigeria full meaning. Gives examples of such discussion and take down notes. Posters
Awardees in the community.
6 PEOPLE FOR NATIONAL AWARDS Displays a chart showing distinguished Participate actively in the Textbook
People that are qualified for national honours awards are Nigerians receiving medals/awards. discussion and take down notes. Posters
people who have meritoriously served the Country. Give
examples.
Page | 317

7 REASON FOR NATIONAL HONOURS AWARDS Explains Hard work and Obedience that lead Contribute and take notes. Textbook
Hard work and Obedience. to National Honours Awards. Posters
8 REASONS FOR NATIONAL HONOURS AWARDS Explains Patriotism and Outstanding as a Contribute and take notes. Textbook
- Patriotism and Outstanding feat as reasons for National reason for National Honours Awards. Posters
Honours Awards.
- Encouragement and Excellence as reasons for National Explains Encourage and Excellence as
Honours Awards reasons for National Honours Awards.
9 REASONS FOR NATIONAL HONOURS AWARDS Explains Meritorious service, selfless service Participate actively in the Textbook
Meritorious service, selfless service. as reasons for National Honours Awards discussion. Posters
10 VALUING NIGERIAN GOODS Guides class on the discussion on the values Participate in class discussion Textbook
- Values of Nigerian food items: of some Nigerian food items. and take down notes. Posters
Freshness. No preservatives. No additives.
Promoting balanced diet, proper nutrition, etc.
13 REVISION
14 EXAMINATION.

RESOURCES
1 REASONS WHY WE VALUE NIGERIAN GOODS Leads pupils to identify why we should value - State reasons we why should Textbook
- National pride Nigerian goods. value Nigerian goods. Workbook
- Contentment Posters and charts
2 REASONS WHY WE VALUE NIGERIAN GOODS Explains reasons why should value Nigerian State reasons why we should Textbook
- Hard work (profitable engagement) goods. value Nigerian goods Workbook
- Better life Posters and charts
3 REASONS WHY WE VALUE NIGERIAN GOODS Explains reasons why we should value Nigerian State reasons why should value Textbook
- Employment opportunities and - better economy goods. Nigerian goods. Workbook
Posters and charts
4 MEANING OF VALUES AND NATIONAL VALUES Leads learners to define values and explain the Participate in the discussion and Textbook
- Ideas of what is wrong. meaning of national values. take down notes. Workbook
- Ideas of what is right. Posters and charts
- Ideas of what is important to life.
Page | 318

5 TOLERANCE AS A NATIONAL VALUES Explains the meaning of tolerance. Ask questions based on the Textbook
- Meaning of Tolerance teacher’s explanation. Workbook
- Respect for people’s way of doing things Posters and charts
- Forgiveness
6 CHARACTERISTICS OF TOLERANCE Explains the meaning of accommodation slow List and make contributions. Textbook
- Accommodation to anger as characteristics of tolerance Workbook
- Slow to anger Posters and charts
7 CHARACTERISTICS OF TOLERANCE Define Peace and emphasise the importance Participate in the discussion and Textbook
- Peace maintain and promoting peace. take down notes Workbook
- Importance of peace Posters and charts
8 MEANING AND ATTRIBUTES OF Defines co-operation and lists the attributes of Participate in the discussion and Textbook
CO-OPERATION co-operation. take down notes. Workbook
- Definition of co-operation Posters and charts
- Attributes of co-operation
9 ATTRIBUTES OF CO-OPERATION Explains communal efforts and shared Ask questions and take down Textbook
-Communal efforts responsibilities. notes. Workbook
-Shared responsibilities Posters and charts
10 ATTRIBUTES OF CO-OPERATION Explains how to help people that are in need Participate actively and take Textbook
-Helping each other in times of need and how to co-operate with people from other down notes. Workbook
(e.g. Elderly person, Handicaps, Colleagues, etc.). - tribes. Posters and charts
National unity
11 REVISION
12 EXAMINATION
Page | 319


1 UNITY Defines Unity and explains National Participate actively and take down Textbook
-Definition of unity Unity. notes. Workbook
-Explanation of National Unity Poster and charts
2 ELEMENTS OF UNITY Explains the importance of Sports in Participate actively and take down Textbook and workbook
Factors that promote unity among people. bringing about National Unity. notes. Picture or video of
-Sports (e.g. football, wrestling, athletics, etc.) Supporters of Super
Eagles of Nigeria.
3 ELEMENTS OF UNITY Explains the importance of cultural Participate actively and take down Textbook
-Cultural activities activities such as festivals in promoting notes. Workbook
(e.g. fishing festivals, carnivals, etc.) national unity. Poster and charts
4 NATIONAL SYMBOLS Lists the colours of the national flag and Draw the National flag and explain the Textbook and workbook
- National Flag states the significance of each colour of colours. Poster and charts
the flag. Real flag of Nigeria
5 COAT OF ARMS Explains the items on the coat of arms Draw the Coat of Arms and note the Textbook
- Diagram items in it. Workbook
- Meaning of items on the Coat of Arms. Poster and charts
6. NATIONAL ANTHEM Writes and sings with the pupils the Join in the singing the first stanza of Textbook and workbook
- First stanza first stanza of the national anthem. the National Anthem and write it Poster of the national
down. anthem.
7 NATIONAL ANTHEM Sings with the pupils second stanza of Sing and write it down. Textbook and workbook
- Second stanza of the National Anthem the National Anthem. Emphasizes the Take note of the prayers in the Poster of the national
(National Prayer) prayers in the national anthem anthem. anthem.
8. NATIONAL PLEDGE States the meaning of and recites the Recites and take down notes. Textbook and workbook
- Meaning National Pledge. Poster of the national
- Recitation pledge.
9 VALUES THAT PROMOTE PEACE Defines humility, moderation, Participate actively in the discussion Textbook
- Humility - Moderation humanness and self-control. and take down notes. Workbook
- Humanness -Self control Explains how they promote peace. Poster and chart
10 VALUES THAT PROMOTE PEACE Defines forgiveness and tolerance. Participate actively in the discussion Textbook and workbook
- Forgiveness -Tolerance Explains how they promote peace. and take down notes. National anthem.
11 REVISION
12 EXAMINATION
Page | 320


1 PERSONAL SECURITY The teacher leads pupils to define Pupils discuss on personal security. Textbook and workbook
- Concept of personal security personal security and why they need it. -They state its help to self and to others. Posters and Security
Security Watch Article
2 EXPLAIN THE MEANING OF PERSONAL The teacher leads pupils to state the Pupils listen to guided steps to take in Textbook and workbook
SECURITY precautions we need to take in securing securing themselves and even their Posters and Security
- Necessary precautions to take in ourselves. neighbours. Security Watch Article
personal security.
3 PRECAUTIONARY MEASURES ON The teacher allows pupils to mention the The pupils discuss on the necessary Textbook and workbook
PERSONAL SECURITY measures they can take to secure precautions they need to take to secure Posters and Security
- Measures to take on Personal Security. themselves in their neighbourhood. themselves against danger on personal Security Watch Article
ground.
4 ENUMERATE THE PRECAUTIONARY The teacher guides pupils to list out The pupils try to list some necessary Textbook and workbook
MEASURES some precautionary measures to take on precautionary measures we need to take Posters and Security
- Measures to take on personal security personal security. to secure self. Security Watch Article
- On food intake
- On health wellbeing etc.
5 PERSONAL SECURITY – Duties of The teacher guides pupils to mention The pupils discuss on how to secure a Textbook and workbook
Children some duties to perform in securing child on personal security. Posters and Security
- Duties and responsibilities of children Children. -Parents should respect the place of the Security Watch Article
with respect to child security. child in the law of the land.
-Government should appreciate the place
of the child in the constitution.
6 PERSONAL SECURITY – Protection The teacher guides pupils to discuss The pupils discuss freely some of the Textbook and workbook
Against Child Abuse and Harassment some child abuses children encounter abuses they face at home, school and Posters and Security
- Some child abuses and harassment that from the adult around them in the neighbourhood when hawking. Security Watch Article
must be checked. neighbourhood. Testimonies of Victims
7 PERSONAL SECURITY – Child Security The teacher guides pupils to tell their The pupils discuss freely some of the Textbook and workbook
Against Sexual Assault story on the kind of sexual abuses they sexual abuses they encounter at home, Posters and Security
- Sexual abuses and harassment of a boy encounter a home, school and school and their neighbourhood – Security Watch Article
or girl child neighbourhood. homosexual, forceful sex, etc. Testimonies of Victims
Page | 321

8 PERSONAL SECURITY – Child Security The teacher allows pupils to express The pupils express their views on how Textbook and workbook
Against Sexual Assault their experiences on the matter. older relatives have sex with their little Posters and Security
- More on sexual abuses on a boy/girl girls and say it is a way of culture. Security Watch Article
child from parent and other relatives. Testimonies of Victims
9 DOMESTIC VIOLENCE AT HOME and The teacher leads pupils to discuss the The pupils use their home experiences to Textbook and workbook
CHILD SECURITY matter of husband beating/fighting their express their views on the subject Posters and Security
spouses. matters (fighting and quarrelling among Security Watch Article
- Battery and assault of women. parents). Testimonies of Victims
- Child in the hands of the abusers The teacher guides pupils to discuss the
way forward for child security and The pupils are made to express their
gender mutilation in our neighbourhood. feelings freely on the way forward to
their security from gender mutilation.
10 PERSONAL SECURITY MANAGEMENT The teacher guides pupils to discuss how The pupils give necessary guidelines on Textbook and workbook
- Meaning of Security Management to manage the produce for consumption how to maintain good security of what Posters and Security
and well-being. we produce for consumption. Security Watch Article
- Necessary reinforcement measure
taken against violators of fake food and The teacher guides pupils to be more The pupils discuss the punishment that
drugs careful on the drugs and foods they eat needs to be given to fake drugs and foods
and to avoid eating expired food and fake paddlers. Also discuss reasons why the
drugs. law should be heavy on those offenders.
11 REVISION
12 EXAMINATION
Page | 322

SECURITY EDUCATION
1 PERSONAL SECURITY MANAGEMENT The teacher gives pupils room to air their The pupils talk on how to manage our Textbook and workbook
views on how to market goods and resources well and how to have reservation Posters and Charts
Marketing and Financial Management products and how to manage the places for our product and the place of Security Watch Article
financial resources too. marketing globally.
2 PERSONAL SECURITY MANAGEMENT The teacher guides pupils in accepting The pupils get the understanding that we Textbook and workbook
the fact that we need security in the need security to manage our entertainment Posters and Charts
Security in entertainment and fashion entertainment and fashion industries to and fashion industries so that they can be Security Watch Article
industries curb piracy and other crimes. valued in the diaspora.
3 PERSONAL SECURITY MANAGEMENT The teacher allows pupils to express The pupils express their view on the matter Textbook and workbook
themselves on issues of managing crimes of crimes management and why punishment Posters and Charts
Crime Management in our neighbourhood and nation at large should be ensured on theft, rapes, forgery, Security Watch Article
especially Boko Haram and the Fulani etc. Scene of Boko Haram’s
herdsmen. Pupils give their opinions about Boko crime
Haram and the Fulani herdsmen.
4 PERSONAL SECURITY MANAGEMENT The teacher allows pupils to express The pupils talk on matters of examination Textbook and workbook
themselves on issues of crimes and how malpractices and other related offences. Posters and Charts
Crime Management to combat the crimes in our Pupils discuss banditry, burglary, and other Security Watch Articles
neighbourhood. social vices.
5 PERSONAL SECURITY MANAGEMENT The teacher allows pupils to The pupils express their feeling on Textbook and workbook
Discuss on how to stop bad food securing and managing our food and drugs Posters and Charts
crimes on bad food products and fraud. production especially the ones that affect for children why fraudulence act should be Security Watch Articles
little infants and growing children. punished severely by law.
NAFDAC report on
Describes the operations of NAFDAC criminals.
6. PERSONAL SECURITY MANAGEMENT The teacher asks pupils why children The pupils express themselves on why Textbook and workbook
need to be educated to avoid being education is the key to avoiding stealing, Posters and Charts
Hooliganism due to illiteracy. involved in crimes as theft, burgling, etc. killing and all kinds of crimes. Security Watch Articles
7 PERSONAL SECURITY MANAGEMENT The teacher allows pupils to discuss why The pupils express themselves by discussing Textbook and workbook
laws should be made against crimes and why law should be enacted against Posters and Charts
Enacting laws against prostitution in the why prostitution should be made to prostitution. Security Watch Articles
constitution attract severe punishment. -The constitutional law should be well Constitution
established enforced against all offenders.
Page | 323

8 PERSONAL SECURITY MANAGEMENT The teacher guides pupils to discuss why The pupils discuss well on how to maintain Textbook and workbook
we need to maintain our arts and cultural and manage our artefacts and tourist areas. Posters and Charts
Management of our cultural artefacts things Pictures of cultural
artefacts.
9 PERSONAL SECURITY MANAGEMENT The teacher allows pupils to see great The pupils show their concern on the Textbook and workbook
insight in why these areas need to be culture of maintenance of national artefacts Posters and Charts
Management of tourist areas such as secured and maintained for greater why they must be secured and managed Pictures of iconic places.
national parks and museum. future and attractions of other nations of well for the world around to appreciate and
the world to come and study. study.
10 PERSONAL SECURITY MANAGEMENT The teacher allows pupils to discuss on Pupils discuss on maintenance of our sport Textbook and workbook
sport centre security and management. centres such as stadium, beaches, indoor Posters and Charts
Management of our sport centres and halls, golf fields etc. Picture of the Abuja
maintenance National Stadium.
11 REVISION
12 EXAMINATION
SECURITY EDUCATION
1 PERSONAL SECURITY The teacher allows pupils to discuss on The pupils discuss on cultism and Textbook and workbook
MANAGEMENT how to put a stop to cultism in schools and murder that are so pronounced in our Posters and chart
Managing Security on cultism and higher institutions and even in politics of society in recent times. especially in our
murder our time. daily political, economic and general life.
2 PERSONAL SECURITY The teacher leads pupils to discuss on The pupils express their views on Textbook and workbook
MANAGEMENT human trafficking and prostitution and prostitution and human trafficking. Posters and chart
Managing security on Human how it affects the nation within and Picture of prostitutes
Trafficking and Prostitution outside its shores. arrested by police.
3 PERSONAL SECURITY The teacher leads pupils to discuss on road The pupils discuss traffic offences as Textbook and workbook
MANAGEMENT traffic offenders and waterways offenders. witnessed on the road daily. Posters and chart
Managing security on road traffic Picture of traffic offenders
offenders and the maritime. arrested by police.
Page | 324

4 PERSONAL SECURITY The teacher allows pupils to discuss on Pupils discuss on the importance of Textbook and workbook
MANAGEMENT self-control and behavioural management discipline and self-control. Posters and chart
Behavioural management and self- as way of staying out of crime and lawful Picture of criminals.
control always.
5 PERSONAL SECURITY The teacher allows pupils to express their - The pupils discuss on some nonchalant Textbook and workbook
MANAGEMENT views on how law agencies abuse laws and attitude and behaviour of our law agency Posters and chart
rules instead of enforcing the rules and officials. Pictures of corrupt police
Criminal behaviour and lack of self- laws. - Fighting in the House of Representative officers taking bribe.
control of law agencies. Teacher discusses policemen taking bribe and Senate. Pictures of senators fighting
and lawmakers (senators) fighting one - Traffic breaking of police and military and throwing chairs
another and throwing chairs. personnel etc.
6 PERSONAL SECURITY The teacher gives room for pupils to The pupils discuss on how to maintain Textbook and workbook
MANAGEMENT express their feelings on the government funds and property. Posters and chart
Criminal behaviour of the Police. mismanagement of public funds and Pictures of senators fighting
Mismanagement of funds by property of government leading to poverty The pupils describe one effect of bad and dragging the mace.
government leaders and hunger among Nigerians governance that affects them personally.
7 NATIONAL SECURITY The teacher explains the concept of They discuss ways of ensuring security of Textbook and workbook
national security and discusses the lives and property and protecting Picture of the President
Concept of National Security responsibility of the President and his national dignity and national values. having a meeting with
aides in ensuring national security. Security Officers.
8 NATIONAL SECURITY The teacher lists ways of ensuring good The pupils discuss methods of ensuring Textbook and workbook
security in Nigeria; defeating Boko Haram national security. Pictures of traditional rulers
Ways of Ensuring National Security and the Fulani herdsmen and other groups They talk about national unity as a major of different tribes having a
that cause insecurity in Nigeria. factor for national security. meeting.
9 NATIONAL SECURITY Guides pupils to discuss vandalism of oil The pupils express their feelings on Textbook and workbook
pipeline, electricity transformers, street mismanagement of oil pipelines, street Pictures of vandals arrested
Vandalism of pipelines and light poles and other basic amenities light poles, transformers and other basic and paraded by security
electricity facilities provided by the government. amenities. officials.
10 NATIONAL SECURITY The teacher allows pupils to express their The pupils express their feeling on this Textbook and workbook
view on how to curb these misbehaviours type of misbehaviours and how to Posters and chart
Control and prevention of criminal in our society. control this menace in our society and Pictures of different security
behaviours. The teacher lists agencies that work to nation at large. officials.
Operation of agencies that deal with ensuring good national security in Nigeria Pupils describe the mode of operation of
national security in Nigeria. and describes their mode operation. the Nigeria Army and the Police.
11 REVISION
12. EXAMINATION
Page | 325


RESOURCES
1 ARABIC TEXT OF SURATUL MULK The teacher reads the verse and the Pupils listen, take notes, ask questions, The Holy Quran
VERSES 1- 5 pupils follow in the reading loudly participate in the class discussion. Stories of the Quran
and in rows. Pupils recite the passage off-hand
2 ASMAU-LAHIL-HUSNA 21 – 25 The teacher writes the Arabic names Pupils listen, take notes, ask questions, The Holy Quran
with its English interpretation for participate in the class discussion. Stories of the Quran
the pupils to read. Pupils recite the passage off-hand
3 LESSONS FROM THE ROLE OF WOMEN The background history of Khadijah Pupils listen, take notes, ask questions, The Holy Quran
IN EARLY ISLAM E.G. KHADIJAH as the first wife of the Prophet participate in the class discussion. Stories of the Quran
Mohammad SAW. Pupils tell the story off-hand.
4 MEANING AND LESSONS LEARNT Teacher explains the lesson learnt in Pupils listen, take notes, ask questions, The Holy Quran
FROM SURATUL MULK VERSES 1 – 5 the Surat-ul Mulk (1-5); meaning of participate in the class discussion. Stories of the Quran
each verse. Pupils recite the passage off-hand
5 ENGLISH MEANING OF BEAUTIFUL Teacher explains the meaning to the Pupils listen, take notes, ask questions, The Holy Quran
NAMES OF ALLAH NUMBER 21 – 25 Arabic names of Allah 21-25, writes participate in the class discussion. Stories of the Quran
the meaning on the black board for Pupils copy the names and then gives the
the pupils to copy translations off-hand.
6 LESSONS FROM THE ROLE OF WOMEN The background history of Aisha, the Pupils listen, take notes, ask questions, The Holy Quran
IN EARLY ISLAM E.G. AISHA wife of the holy prophet, as well as participate in the class discussion. Stories of the Quran
her contributions to Islam. Pupils tell the story off-hand.
7 ARABIC TEXT OF SURATUL MULK The teacher and the pupils read Pupils listen, take notes, ask questions, The Holy Quran
VERSES 6 – 10 verses (6-10) individually and loudly participate in the class discussion. Stories of the Quran
in the rows.
8 ASMAU-LAHIL-HUSNA NUMBER 26-30 Teacher writes the names in Arabic Pupils listen, take notes, ask questions, The Holy Quran
on the board and read same to the participate in the class discussion. Stories of the Quran
pupils.
9 LESSONS LEARNT FROM THE ROLE OF The history of Hafsat and the Pupils listen, take notes, ask questions, The Holy Quran
WOMEN IN EARLY ISLAM E.G. HAFSAT contributions she offered to the participate in the class discussion. Stories of the Quran
progress of Islam.
MEANING AND LESSONS LEARNT Pupils listen, take notes, ask questions,
FROM SURATUL MULK VERSES 6 – 10 The teacher drills the pupils in participate in the class discussion.
reading the pronunciation of the
Page | 326

verses correctly, individually and in

group.
10 ENGLISH MEANING OF THE The teacher translates the Arabic Pupils listen, take notes, ask questions, The Holy Quran
BEAUTIFUL NAMES OF ALLAH 26 – 30 names of Allah (26-30) into English participate in the class discussion. Stories of the Quran
as well as write such on the board
LESSONS FROM THE ROLE OF WOMEN for the pupils to copy. Pupils copy the names and then gives the
IN EARLY ISLAM E.G. FATIMAH The history of Fatimah as well as her translations off-hand.
contributions to Islam
11 REVISION
12 EXAMINATION

RESOURCES
1 ARABIC TEXT OF VERSE 103 OF Teacher drills the pupils on the correct Pupils copy the verses in their note The Holy Quran
SURATUL ALI IMRAN. READING, pronunciation of the verse. books. Stories of the Quran
WRITING AND MEMORIZATION
2 DEFINITION OF SADAQAH (CHARITY) Teacher explains the meaning and Pupils listen, take notes, ask questions, The Holy Quran
significance of sadaqah participate in the class discussion. Stories of the Quran
Pupils recite the passage off-hand
3 BRIEF HISTORY OF SUNNI SCHOOLS Teacher lists the four founders of the Sunni Pupils tell a brief story about the Sunni The Holy Quran
OF LAW E.G. IMAM MALIK schools of law in Islam. schools. Stories of the Quran
4 MEANING AND LESSONS FROM VERSE The pupils to recite the verse individually Pupils listen, take notes, ask questions, The Holy Quran
103 OF ALI IMRAN and in group from their note books. participate in the class discussion. Stories of the Quran
5 PURPOSE OF SADAQA (CHARITY) Teacher explains purpose of Sadaqah and its Pupils explain the purpose of Sadaqa The Holy Quran
circumstances. Stories of the Quran
6 CONTRIBUTIONS OF SUNNI SCHOOLS Teacher explains the contribution of these Pupils explain the contributions of Sunni The Holy Quran
OF LAW TO ISLAM E.G. AHMAD BIN schools towards the development of Muslim schools t0 Islam as regards law. Stories of the Quran
HANBAL Umamah
Page | 327

7 ARABIC TEXT OF VERSE 104 OF Teacher drills the pupils on the correct Pupils listen, take notes, ask questions, The Holy Quran
SURATUL ALI IMRAN pronunciation of the verse correctly. participate in the class discussion. Stories of the Quran
8 SIGNIFICANCE OF SADAQA Teacher explains the individual to enjoy Pupils tell the significance of Sadaqa The Holy Quran
zakat Stories of the Quran
9 SHORT HISTORY AND Teacher enumerates some of his Write a brief biography of Imam Shafil The Holy Quran
CONTRIBUTIONS OF IMAM SHAFIL contributions to the development of Islam. Stories of the Quran
10 MEANING AND LESSONS OF VERSE Teacher leads the pupils in attempt to write Pupils listen, take notes, ask questions, The Holy Quran
104 OF SURATUL ALI IMRAN and understand the verse in the local participate in the class discussion. Stories of the Quran
language after English. Pupils recite the passage off-hand
11 REVISION
12 EXAMINATION

RESOURCES
1 ARABIC TEXT OF VERSE 105 OF Teacher drills the pupils in the correct Pupils listen, take notes, ask questions, The Holy Quran
SURATUL ALI IMRAN. READING, pronunciation of the verse. participate in the class discussion. Stories of the Quran
WRITING AND MEMORIZATION Pupils recite the passage off-hand
2 THE DEFINITION OF AS- SALAT Teacher defines the terms to the pupils. Pupils explain the concept of salat. The Holy Quran
(PRAYER) Pupils state the importance of salat. Stories of the Quran
3 BRIEF HISTORY AND CONTRIBUTION Historical background of the Shaykh as Pupils give an account of the contributions The Holy Quran
OF IMAM ABU HANIFA well as his contributions to Islam. made by Iman Hanifa to Islam. Stories of the Quran
4 MEANING AND LESSONS LEARNED Teacher explains the verse to the Pupils listen, take notes, ask questions, The Holy Quran
FROM VERSE 105 OF SURATUL ALI understanding of the pupils in both participate in the class discussion. Stories of the Quran
IMRAN English and vernacular Pupils recite the passage off-hand
5 FARAIDUS SALAT (COMPULSORY STEPS Teacher explains to the pupils the Pupils explain Faraidus Salat and the The Holy Quran
OF SALAT) compulsory step to follow for an accepted compulsory steps of salat Stories of the Quran
salat.
Page | 328

6 MORAL LESSONS FROM THE LIFE AND Teacher explains the events that reveal the Pupils give an account of the life of The Holy Quran
TEACHINGS OF PROPHET MUHAMMAD qualities of the Holy Prophet. Prophet Muhammad (SAW). Stories of the Quran
SAW: HONESTY
7 ARABIC TEXT OF VERSES 1 – 5 OF Teacher drills the pupils on the correct Pupils listen, take notes, ask questions, The Holy Quran
SURATUL YASIN pronunciation of the verses. participate in the class discussion. Stories of the Quran
8 SUNNAN AND MUSTAHABBAT OF SALAT Teacher explains the events that reveal the The Holy Quran
qualities of the Holy Prophet. Stories of the Quran
9 MEANING AND LESSONS FROM VERSE 1 Teacher explains the meaning of the Pupils listen, take notes, ask questions, The Holy Quran
– 5 OF SURATUL YASIN verses 1- 5 of Surat-al yasin. participate in the class discussion. Stories of the Quran
10 DEFINITION AND WHEN TO OBSERVE Define Sujudul Sahwi and when to observe Pupils take note and participate in the The Holy Quran
SUJUDUS SAHWI it. class discussion. Stories of the Quran
ARABIC TEXT OF SURATU ZALZALAH: Teacher drills the pupils on how to read
READING, MEANING AND LESSONS the surah correctly.
LEARNED
11 REVISION
12 EXAMINATION
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LEARNING
WEEKS TOPIC / CONTENT TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
RESOURCES
1 PAUL’S EARLY LIFE Teacher ask pupils if any of them bears the name Pupils meditate on Paul’s early life, Holy Bible, My
Paul’s name, nationality and religion i.e. Saul Paul. taking note of Paul’s name, Bible Story, The
i. Paul was a Hebrew, a roman and a Teacher explains and guides the pupils to nationality and religion i.e. Saul. Holy Spirit.
Greek meditate on the early life of Apostle Paul. Pupils take note of lessons learnt
ii. He was originally a Judases and later a Teacher shares lessons gotten from Paul’s early from Paul’s early life.
Christian life.
2 PAUL’S EARLY LIFE Continues Ask for the meaning of the name and whether Pupils meditate on Paul’s early life, Holy Bible, My
i. Paul’s place of birth (Tarsus) (Acts 22:3) they know the story of Paul in the bible. taking note of Paul’s name, Bible Story, The
ii. Son of a Pharisee (Acts 23:6) Teacher explains and guides the pupils to nationality and religion i.e. Saul. Holy Spirit.
meditate on the early life of Apostle Paul. Pupils take note of lessons learnt
Teacher shares lessons gotten from Paul’s early from Paul’s early life.
life.
3 PAUL’S EARLY LIFE Continues Narrates the story of Paul, his parentage, Pupils meditate on Paul’s early life, Holy Bible, My
i. Paul studied under Gamaliel (Acts 22:3) education and early opposition to the way of taking note of Paul’s name, Bible Story, The
ii. Persecuted the Church (Acts 8:1-3) Christ. nationality and religion i.e. Saul. Holy Spirit.
Teacher explains and guides the pupils to Pupils take note of lessons learnt
meditate on the early life of Apostle Paul. from Paul’s early life.
Teacher shares lessons gotten from Paul’s early
life.
4 PAUL’S EARLY LIFE Continues Teacher explains and guides the pupils to Pupils meditate on Paul’s early life, Holy Bible, My
Approval of Stephen’s death (Acts 7:54 -60, 8:1) meditate on the early life of Apostle Paul. taking note of Paul’s name, Bible Story, The
Teacher shares lessons gotten from Paul’s early nationality and religion i.e. Saul. Holy Spirit.
life. Pupils take note of lessons learnt
from Paul’s early life.
5 PAUL’S CONVERSION Teacher ask if any of the pupils had been Pupils share their conversion story. Holy Bible, My
i. Paul’s proposed mission to Damascus converted from another religion to Christianity or Pupils meditate on Apostle Paul’s Bible Story, The
(Acts 9:3-9) heard of anybody who had been so converted. conversion story. Holy Spirit.
ii. What happened to Paul on the way Teacher guides pupils to meditate on Apostle Pupils meditate on lessons and
(Acts 9:3 – 9) Paul’s conversion and share their Conversion biblical principles gotten from
story. Apostle Paul’s conversion story.
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Teacher shares lessons gotten from Apostle Paul’s

conversion.
6 PAUL’S CONVERSION Continues Ask pupil if they observed any change(s) in the Pupils meditate on the healing and Holy Bible, My
The healing and commission of Paul by Ananias life of the people so converted. commission of Paul by Ananias. Bible Story, The
(Acts 9:10 – 19) Teacher explains and guides the pupils to Pupils meditate on lessons and Holy Spirit.
i. Ananias vision (Acts 9:10-16) meditate on Apostle Paul’s conversion. biblical principles gotten from
ii. The healing and commissioning (Acts Teacher shares lessons gotten from Apostle Paul’s Apostle Paul’s conversion story.
9:17 – 19) conversion.
7 PAUL’S SENT FORTH Ask pupil to describe the work of any missionary Pupils describe the work of any Holy Bible, My
Selection and send forth of in their towns or Local Government Areas. missionary in their towns or local Bible Story, The
i. Paul and Barnabas (Acts 13:1 – 3) Teacher explains and guides pupils to meditate on Government Areas and compare Holy Spirit.
ii. Paul’s missionary work involves Act 13: 1-3 and share lessons and biblical their lives with to that of Apostle
preaching the gospel to people in some principles learnt. Paul, taking note of the similarities
other towns. between them.
8 PAUL’S MISSIONARY JOURNEY Ask pupils to describe the work of any missionary Pupils meditate on the lessons and Holy Bible, My
Paul preached to different people (Acts 13: 5; in their towns or local government areas. biblical principles learnt in Acts 13: Bible Story, The
14:5) Teacher explains and guides pupils to meditate on 5; 14:5. Holy Spirit.
Acts 13: 5; 14:5 and shares lessons and biblical
principles learnt.
9 PAUL’S MISSIONARY JOURNEY CONT. Lead the class in discussing the selection of Paul Pupils discuss the selection of Paul Holy Bible, My
Paul preached to different people (Antioch in and Barnabas for missionary work. and Barnabas for missionary work. Bible Story, The
Pisidia, Lystra and Derbe) Acts 14:6 -21 Holy Spirit.
10 PAUL’S MISSIONARY JOURNEY CONT. Teacher guides the pupils to mention the group of Mention the group of people to Holy Bible, My
Corinth (Acts 18:1 – 17) people to whom they preached to in various whom they preached to in various Bible Story, The
Paul preached to the Jews and Gentiles towns. towns. Holy Spirit.
PAUL’S MISSIONARY JOURNEY CONT.
Discuss the importance of missionary work
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RESOURCES
1 GOAL SETTING Teacher guides the class in discussion on goal Pupils read the Bible passage and The Bible
Meaning of goal setting setting state the lesson learnt.
Guide for achieving one’s plan
Pressing on towards a goal (Phil 3:13 – 14)
2 GOAL SETTING CONT. Leads pupils in listing several goals and Pupils explain and differentiate long The Bible
Types of goal: classify them into short and long terms. term and short-term goals
- Short term Describes the long term and short term goals
- Long term of Jesus while He was on earth.
3 GOAL SETTING CONT. Leads class in discussing the importance of Pupils listen and take down lesson to The Bible
Importance of goal setting goal setting. be learnt.
Helps us accomplish what we planned. Pupils list the importance of goal
Makes us happy when we achieve something, Describes the gains of Jesus for setting goals. setting.
etc.
4 GOAL SETTING CONT. Discusses the basic steps for achieving goals. Pupils listen and take down lesson to The Bible
Steps for achieving goals Defines prayer as a way of communicating be learnt.
- Prayer with God as our Father.
- Support of family, friends, parents and
counsellors
5 DECISION MAKING Explains decision making and gives examples Pupils read the Bible passage and The Bible
Meaning of decision making of how Jesus made decisions while He was on state the lesson learnt.
Examples of decision making earth. Teacher guides the class in discussion
(1 Kings 12:1 – 16) on goal setting Pupils tell the story very briefly.
6 DECISION MAKING (Continued). Leads pupils in discussing the importance of Pupils list the importance of decision The Bible
Importance of decision making: Identification decision making. making.
of various options. Ranking of choices. Discusses major things to decide – when to
pray and fast.
7 DECISION MAKING CONT. Leads pupils in selecting some typical Pupils list the advantages of decision The Bible
Advantages of Good Decision problems and how they choose to solve them. making.
- Saves time, yields results, achieves goals Pupils participate in the class
- Happy with self-actualization, parents are discussion and ask questions.
proud of you, etc
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8 DECISION MAKING CONT. Leads pupils in selecting some typical Pupils participate in the class The Bible
Disadvantages of bad decision: problems and how they choose to solve them. discussion and ask questions.
Wastes time. Bad results. Losers. Sad
Brings shame to the parents.
School dropout
9 CHOOSING A CAREER Defines Career Teacher guides the class in discussion The Bible
Definition of Career: Ask pupils to mention the works their parents on goal setting
Types of Career: do
Carpentry. Welding. Engineering. Guide pupils to select suitable occupation
Teaching. Hair plaiting. Tailoring
(Matt 13:54 -58; Gen. 4:1 -6)
10 CHOOSING A CAREER Lead the pupils to discover that there is Teacher guides the class in discussion The Bible
Dignity of labour: dignity in labour (All jobs are important) on goal setting
Satisfaction. Independence. Confidence.
Thessalonians 3:6 – 13
11 REVISION
12 EXAMINATION

WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES LEARNING RESOURCES
1 THE VALUE OF HARD WORK The teacher guides pupils through identification of Pupils explain what moderation means. The Bible
different kinds of work. Pupils mention if they have seen anyone
- 2 Thessalonians 3:6 – 15 Paul’s letter to the Thessalonians urging them to drink before.
work hard (manual and intellectual)
2 THE VALUE OF HARD WORK The teacher lists the advantages of hard work: Pupils discuss the need to exercise The Bible
Success in life. High self-esteem, rewards. Makes moderation in everything we do.
our family proud, etc.
3 MODERATION Teacher defines moderation. Pupils discuss the need to exercise The Bible
Exercising control over what we eat and drink. moderation in everything we do.
4 MODERATION IN DRESSING Teacher guides pupils to read the Bible passage Discuss the dangers of over indulgence The Bible
1 Tim 2:9-10. 1 Peter 3:3 – 5. 1 about to moderation in dressing.
Cor 6:9 – 10
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5 MODERATION Guides pupils to understand the need to avoid drug Pupils read the Bible passage and The Bible
(James 3:2 – 12) abuse and addiction. participate actively in the class discussion.
6 MODERATION IN CHRISTIAN Guides pupils to understand the dangers of over- Pupils participate in the class discussion The Bible
LIFE indulgence: and ask questions.
Untimely death. Rape. Delinquency. Drop out
Frustration. Family shame. Stealing, etc.
7 TEMPTATION AND Leads pupils to understand the meaning of Pupils explain what temptation and The Bible
CORRUPTION temptation and corruption. corruption mean. They describe how to
Discusses how Jesus Christ overcame temptation overcome temptation and escape the
and was not involved in the corruption of the corruption that is in this world.
world
8 TEMPTATION AND Explains the types and causes of corruption: love of Pupils mention if they had been tempted The Bible
CORRUPTION money and other material things of the world. before.
Luke 18:18 – 24
1 Timothy 6:10
9 TEMPTATION AND Explains the meaning of lust and greed. Teacher Pupils list the various kinds of temptation The Bible
CORRUPTION – LUST lists other things that make people corrupt or fall and causes of corruption.
(Luke 12:13 – 21) into temptation: self-centeredness, unemployment,
keeping bad companies, use of drugs.
10 TEMPTATION AND Lists ways of overcoming temptation: Discuss the need to rely on Jesus in order The Bible
CORRUPTION - Fasting and prayer to overcome temptation
Ways of overcoming temptation - Word of God
(Matt 4:1 – 11) - Discipline, etc.
11 REVISION
12 EXAMINATION
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1 PRESERVATION OF FARM PRODUCE Guide pupils to identify different Identify different farm produce and the types Textbook and workbook
Meaning of Farm produce preservation. farm produce and the types of of preservation. Charts and posters
preservation suitable for them. Real food crops
2 PRESERVATION OF FARM PRODUCE Explains Reasons for Participate in class discussion and lists the Textbook and workbook
Reasons for preservation of Farm produce. preservation of Farm produce. reasons for preservation of farm produce Charts and posters
-Retain freshness -Retain freshness Preserved food crops e.g.
-Reduce loss. -Reduce loss. rice
3 PRESERVATION OF FARM PRODUCE Explains the prolonging of shelf Participate in class discussion and identify Textbook and workbook
Reasons for preservation of Farm produce. life of produce. more reasons for preserving farm produced Charts and posters
-Prolong shelf life of produce. -Prevent possible contamination Preserved food crops e.g.
-Prevent possible contamination and and injection from unpreserved mango
injection from unpreserved food. food.
4 PRESERVATION OF FARM PRODUCE Discusses sun-drying as a way of Participate in class discussion and list farm Textbook and workbook
Methods of farm produce preservation: preserving farm produce produce that can be preserved through sun- Charts and posters
-Sun-drying drying. Sun-dried onions
5 PRESERVATION OF FARM PRODUCE Discusses smoking, salting and Pupils list examples of farm produce that can Textbook and workbook
-Smoking. frying as good methods of be preserved through smoking, salting and Charts and posters
-Salting preserving farm produce. frying. Smoked fish
-Frying They contribute in the discussion and ask Salted or fried fish.
questions.
6 PRESERVATION OF FARM PRODUCE Discusses refrigeration, salting Pupils list examples of farm produce that can Textbook and workbook
-Refrigeration. and frying as good methods of be preserved through refrigeration and Charts and posters
-Canning preserving farm produce. canning. Refrigerated orange
They contribute in the discussion and ask Can tomatoes
questions.
7 PRESERVATION OF FARM PRODUCE Discusses bagging and bottling Pupils list examples of farm produce that can Textbook and workbook
-Bagging. as good methods of preserving be preserved through refrigeration and Charts and posters
-Bottling. farm produce. canning. Bagged rice
They contribute in the discussion and ask Bottle natural fruit juice
questions.
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8 PRESERVATION OF FARM PRODUCE Leads pupils in demonstration of Participate in the practical and carry out Field
Practical activities of farm produce. sun-drying farm produce for everything done by the teacher. Sun
- Practical on sun-drying preservation Farm produce e.g. onion
9 PRESERVATION OF FARM PRODUCE Leads pupils in demonstration of Participate in the practical and demonstrate Field
{Practical) refrigeration and bagging of everything done by the teacher. Sun
-Refrigeration of Milk and Fish. farm produce for preservation Pupils ask questions when necessary. Farm produce – milk, fish,
-Bagging method of seeds and grains. rice, maize.
10 PRESERVATION OF FARM PRODUCE Demonstrates bottling of liquid Pupils identify the farm produce suitable to Field
-Bottling of liquid fruits and vegetable. fruits and vegetable. bottling and salting methods of preservation. Sun
-Salting and smoking of Fish and Meat. Discusses -Salting and smoking Pupils participate in the practical and Farm produce – liquid
of Fish and Meat. demonstrate everything done by the teacher. fruits, fish and meat.
Pupils ask questions when necessary.
11 Revision / Examination
12 Examination
1 PACKAGING Teacher discusses the concept of Pupils participate in class discussion and Textbook and workbook
Concept of packaging of farm produce. packaging of farm produce. ask questions when necessary. Posters and charts.
2 PACKAGING Teacher explains the essence of Pupils identify the relationship between Textbook and workbook
Why package farm produce? packaging. preservation and packaging. Posters and charts.
- For ease of transportation Compares and contrasts packaging and
preservation. They write the reasons for packaging.
3 IMPORTANCE OF PACKAGING Teacher discusses the importance of Identify the importance of packaging of Textbook and workbook
- To make farm produce appealing to packaging farm produce. farm produce. Posters and charts.
buyers. Participate in class discussion and ask
questions when necessary.
4 IMPORTANCE OF PACKAGING Teacher discusses “proper Identify “proper identification” as a Textbook and workbook
- For proper identification. identification” as a reason for reason for packaging farm produce. Posters and charts.
packaging farm produce. Participate in class discussion and ask
questions when necessary.
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5 PACKAGING METHODS Explains canning as a method of Briefly describes canning. Textbook and workbook
- Canning: cans are used for packaging packaging farm produce. Posters and charts.
Sardine, Geisha and other
canned foods.
6 PACKAGING METHODS Explains the use of cellophane Briefly explain the concept of using Textbook and workbook
Packaging using cellophane wrappers. wrappers as a method of packaging cellophane wrappers for packaging farm Posters and charts.
farm produce. produce. Cellophane paper, carrots.
7 PACKAGING METHODS Demonstrates the use of cardboard Participate in the demonstration of Textbook and workbook
Packaging using cardboard boxes. boxes as a means of packaging farm using cellophane wrappers for Posters and charts.
produce. packaging farm produce. Cardboard and scissors.
8 PACKAGING METHODS Demonstrates the use of baskets and Participate in the demonstration of Textbook and workbook
Packaging using baskets and bags. bags as a means of packaging farm using baskets and bags for packaging Posters and charts.
produce. farm produce. Baskets and bag.
9 PACKAGING METHODS Demonstrates the use of cage as a Participate in the demonstration and ask Textbook and workbook
Packaging using cages for animals means of packaging animals such as questions when necessary. Posters and charts.
rabbit, puppy, etc. Cage
10 PACKAGING METHOD Demonstrates the use of bottles as a Participate in the demonstration of Textbook and workbook
Packaging using bottles. means of packaging farm produce. using bottles for packaging farm Posters and charts.
produce. Bottles, milk, maize.
11 REVISION
12 EXAMINATION
1 MARKETING AND FARM RECORDS Discusses the concept of farm record Identify farm produce and market Textbook
Definition of market and marketing of farm with the pupils. Workbook on farm records
produce. Real farm record document
2 MARKETING AND FARM RECORDS Explains agricultural marketing Participate in class discussion Textbook
Agricultural marketing activities. activities. Workbook on farm records
Real farm record document
3 MARKETING AND FARM RECORDS Describes types of markets of Participate in class discussion Textbook
Types of markets of agricultural produce. agricultural produce. Workbook on farm records
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4 FARM RECORDS Displays farm record sheets for pupils Participate in class discussion Textbook
Meaning of farm records. to record dummy farm produce Workbook on farm records
5 FARM RECORDS Farm record sheets should be provided Participate in class discussion Textbook
Types of farm records. for pupils to record dummy farm Workbook on farm records
-Farm diary produce records. Real farm record document
6 FARM RECORDS Farm record sheets should be provided Record farm produce on dummy farm Textbook
- Cash records. for pupils to record dummy farm records Workbook on farm records
-Production record. produce records. Real farm record document
FARM RECORDS Farm record sheets should be provided Record farm produce on dummy farm Textbook
Uses of farm records. for pupils to record dummy farm records Workbook on farm records
-To know the quantity of items in the farm. produce records. Real farm record document
Uses of farm records. for pupils to record dummy farm records Workbook on farm records
-Quantity of farm produce realized. produce records. Real farm record document
The amount money realized for sales. for pupils to record dummy farm records Workbook on farm records
produce records. Real farm record document
Record Keeping. for pupils to record dummy farm records Workbook on farm records
-Daily farming activities and events. produce records. Real farm record document
-Purchases and sales in the farm
12 Revision / Examination Revises all the topics taught with
pupils.
13 Examination
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1 HEALTHY HOME ENVIRONMENT Teacher discusses the reasons for Pupils participate in the discussion and Chart on the home and
- Reasons for cleaning the home and classroom cleaning the home, classroom and ask questions. classroom environment
environment: surrounding.
- To remove dust and dirt. To prevent germs and
pests. To make the environment look attractive.
2 HEALTHY HOME ENVIRONMENT Teacher describes the tools and Pupils mention some of the tools and Charts and posters of
Cleaning agents and tools - are used for removing agents for cleaning the home and cleaning agents tools and agents for
dust and dirt from various articles and surfaces in the classroom environment. cleaning the home.
the home and classroom environment.
3 HEALTHY HOME ENVIRONMENT Teacher explains how to clean the Pupils listen attentively to the teacher’s Charts and posters of
Guideline for cleaning the home and its home and classroom surroundings. explanation and demonstrate all that tools used in taking care
surroundings. was taught. of the home and
Daily cleaning e.g. opening all windows and surroundings.
sweeping.
4 HEALTHY HOME ENVIRONMENT Teacher: Explains how to clean the Pupils: listen attentively to the Instructional Resources:
Guideline for cleaning the home and its home and classroom surroundings teacher’s explanation tools used in taking care
surroundings. weekly. of the home and
Weekly cleaning e.g. it should be more thorough surroundings
than daily cleaning.
5 HEALTHY HOME ENVIRONMENT Teacher: Gives tools needed for the Pupils: Carryout the cleaning of their tools and agents for
Practical on cleaning of the classroom cleaning of the classroom classroom environment. cleaning the home and
environment. environment and demonstrate as classroom surroundings
well. e.g. broom, water, buckets,
detergent, towels, dustbin.
6 STITCHES: TYPES AND USES Teacher: Explains the meaning of Pupils: Participate in class discussion charts showing different
Definition of stitches stitches and the different types of types of stitches.
Types of stitches stitches
a. Temporary stitches e.g. even and uneven
basting
b. Permanent stitches e.g. running stitch
Decorative stitches e.g. herring bone stitch.
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7 STITCHES: TYPES AND USES Teacher: Explains the uses of Pupils: Participate in class discussion charts showing different
General uses of stitches e.g. help in holding pieces stitches types of stitches
of materials in position.
8 STITCHES: TYPES AND USES Teacher: Demonstrates the process Pupils: Practice the making of Tools needed for the
Practical on temporary stitches e.g. taking of making temporary stitches. temporary stitches. work e.g. needle, thread,
piece of fabrics
9 STITCHES: TYPES AND USES Teacher: demonstrate the process Pupils: Practice the making of Tools needed for the
Practical on Permanent stitches e.g. running back of making permanent stitches. permanent stitches work e.g. needle, thread,
stitch. piece of fabrics
Practical on Permanent stitches e.g. hemming Teacher: demonstrate the process Pupils: Practice the making of
of making permanent stitches. permanent stitches
10 STITCHES: TYPES AND USES Teacher: demonstrate the process Pupils: Practice the making of tools needed for the
Practical on decorative stitches e.g. herring bone, of making permanent stitches. permanent stitches. work e.g. needle, thread,
Y-stitches piece of fabrics
Practical on decorative stitches e.g. chain, loop or
blanket stitches.
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WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 CLOTHING CONSTRUCTION PROCESS Teacher: Defines seam and mention the Pupils: Listen to the teacher’s Album showing the
Meaning of Seam types of seams explanations different types of
- Is how two or more pieces of materials are seams.
joined together firmly
Types of seams e.g. plain/open seam, run and fell
2 CLOTHING CONSTRUCTION PROCESS Teacher: Explains the different types of Pupils: Practice how to make chart showing stages of
Explanation on the types of seams seams e.g. open seam, French seam, run seams on brown paper following seam making.
and fell seam, etc the teacher’s demonstration
3 CLOTHING CONSTRUCTION PROCESS Teacher: Explains the uses of seams Pupils: Examine seams exhibited Different types of
Uses of seams by the teacher seams.
- Are used to join one piece of materials to Instructional Resources:
another one to form a dress.
4 CLOTHING CONSTRUCTION PROCESS Teacher: Demonstrate how to make an Pupils: Practice how to make an chart showing the
Practical: Stages of making an open seam open seam. open seam stages in making an
open seam
5 CLOTHING CONSTRUCTION PROCESS Teacher: Place sample of already made Pupils: Produce their own seams brown paper, scissors,
Practical: Produce an album showing stages of seams. on various seams to produce their coloured thread,
making the different seams. own album. needle, pins, etc.
6 MEAL PLANNING FOR HEALTHY LIVING Teacher: Explains meaning of meal Pupils: Participate in class charts showing the
Meaning of meal planning: planning. discussions. food groups.
- Is the process of preparing and serving
balanced diet at the right time of the day.
7 MEAL PLANNING FOR HEALTHY LIVING Teacher: Explains the importance and Pupils: Participate in class chart on food nutrients.
Importance and guidelines for healthy eating guidelines for healthy eating. discussion
- Each meal should contain energy giving, body
building and protective foods
8 MEAL PLANNING FOR HEALTHY LIVING Teacher: Explains factors that influence Pupils: Participate in discussion Chart on food nutrients
Factors to consider in planning meal: meal planning.
Age of family member. Occupation. Size of family.
Likes and dislikes.
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9 MEAL PLANNING FOR HEALTHY LIVING Teacher: Discusses the three major meals Pupils: Participate in class charts showing the
There are three main meals each day: of the day. discussions. three meals of the day
Breakfast. Lunch. Dinner/supper.
10 MEAL PLANNING FOR HEALTHY LIVING Teacher: Plans meal with pupils. Pupils: Plan a day’s meal. Sample of menu card.
Planning of simple meal for the day (Breakfast,
lunch, dinner)

WEEKS TOPIC / CONTENT TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES LEARNING
RESOURCES
1 KITCHEN: DEFINITION, TYPES Teacher: Discusses kitchen and types of Pupils: Participate in the Pictures of different
Definition of Kitchen: Is a place where food kitchen discussion types of kitchen –
preparation takes place. traditional and
Types of Kitchen: Traditional. Modern modern.
2 KITCHEN: DEFINITION, TYPES Teacher: Discusses the types of kitchen Pupils: Participate in the Charts on kitchen
Different types of kitchen layouts or plans or arrangements. discussion plan/arrangement.
arrangement:
One-wall or corridor type. Parallel lines.
L-shaped. U-shaped
3 KITCHEN: DEFINITION, TYPES Teacher: Explains factors to consider Pupils: Participate in discussion pictures of kitchen
Factors to consider when planning a kitchen when planning a kitchen plans
a. Position of the door
b. Size and type
4 KITCHEN: DEFINITION, TYPES Teacher: Explains kitchen hygiene Pupils: Participate in discussion Pictures of a well-
Meaning of hygiene kept kitchen.
Definition of kitchen hygiene
- Total cleanliness of the kitchen
5 KITCHEN: DEFINITION, TYPES Teacher: Explains the materials needed to Pupils: Participate in discussion Equipment to keep
keep the kitchen and its surroundings the kitchen clean e.g.
clean. broom, dustbin, etc.
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Materials needed to keep the kitchen and its

surroundings clean e.g. mop, bucket, broom,
water, etc.
6 KITCHEN: DEFINITION, TYPES Teacher: Explains the procedure in Pupils: Participate in discussion Equipment to keep
Daily cleaning of the kitchen: Open the windows. keeping the kitchen clean daily. the kitchen clean e.g.
Sweep the dirt. Clean the cabinets. Empty the broom, dustbin, etc.
dustbin.
7 KITCHEN: DEFINITION, TYPES Teacher: Explains the procedure in Pupils: Participate in discussion Equipment to keep
Weekly cleaning of the kitchen keeping the kitchen clean daily the kitchen clean e.g.
- In addition to the daily cleaning of the kitchen, broom, dustbin, etc.
a. Take the cooking utensils out and clean
thoroughly
b. Scrub the floor
c. Clean the drains and disinfect them
8 KITCHEN: DEFINITION, TYPES Teacher: Explains how to avoid household Pupils: Participate in the class Equipment to keep
How to avoid household pest, odour and accident pest, odour and accident. discussion. the kitchen clean.
e.g. all kitchen walls, floors and working surfaces
should be smooth without any cracks or holes
where dirt or insect can lodge
- Regularly wash and clean work surfaces e.g.
cooker, stove, etc.
9 KITCHEN: DEFINITION, TYPES Teacher: Explains the meaning of first aid Pupils: Give more items in a first Instructional
Meaning of first-aid: First treatment given to an and also list items in the first aid box aid box. resources: first aid
injured person before the arrival of a qualified box.
personnel.
Contents of a first aid box and their uses e.g.
cotton wool, bandages, plasters, etc
10 KITCHEN: DEFINITION, TYPES Teacher: Discusses guidelines on kitchen Participate in the class chart on cleaning
Guidelines of kitchen hygiene and prevention of hygiene. discussion equipment, Cleaning
home accident e.g. Food should not be kept Teacher: Demonstrates how to clean a Practice how to clean a modern agents and
uncovered. The floor of the kitchen should not be modern kitchen. kitchen equipment
slippery
Practical on how to clean a modern kitchen in
order to avoid home accident
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YORUBA
PRIMARY 6 – TÁÀMÙ KÌNNÍ
1. ÀṢÀ È kó ilé : À gbó yé ìwà Kín ni ìwà ọmọlú à bí? Ronú nípa ìbé èrè tí olù kó bé èrè kí o sì dá hù n rè
ọmọlú à bí - Sọ ojú ṣe ọmọlú à bí sí à wù jọ - Té tí sí à là yé olù kó ló rí ìwà ọmọlú à bí à ti ojú ṣe rè sí
- Sọ à ǹ fà à ní tí ó wà nínú jíjé ọmọlú à bí à wù jọ
- Sọ à lé ébú à ij̀ é ọmọlú à bí - Dá rú kọ à wọn à ǹ fà àní tí ó wà nínú jíjé ọmọlú à bí.
2. ÀKÀYÉ Ìwé à ṣà yà n Mé nu ba oríṣiríṣi à kà yé tí ó dá lé ìṣè lè à wù jọ Té tí sí à kà yé olù kó
- Sọ ò we à ti à wọn à kà nlò è dè tí ó jẹyọ - Dá rú kọ oríṣiríṣi à kà yé tí ó dá lé ìṣè lè à wù jọ tí o mò
- Mé nu ba ò we à ti à kà nlò è dè tí a ṣà mú lò rè nínú à kà yé
ná̀ à .
3. LÉ́́ TÀ GBÈ FÈ Kíkó oríkì lé tà gbè fè ṣe à là yé ohun tí lé tà gbè fè jé Té tí sí à là yé olù kó nípa ohun tí lé tà gbè fè jé
- Mé nu ba à wọn ìgbé sè / ìlà nà lé tà gbè fè - dá ìlà nà lé tà gbè fè mò
- ṣe à là yé kíkú n nípa ìgbé sè inú lé tà - kọ à pẹẹrẹ lé tà tìrẹní ìlà nà tí olù kó kó ẹ.
4. OǸKÀ Irinwó títí dé Kọ oǹ kà lá ti irinwó títí dé è é dé gbè ta sí ojú pá tá kó Ka oǹ kà lá ti irinwó títí dé è é dé gbè ta
è é dé gbè ta (400 - - tọ aké kò ó só nà lá ti kà á - ṣe à dà kọ oǹ kà tí a kọ só jú pá tá kó sínú ìwé rẹ
500) - ṣe à là yé ìgbé sè oǹ kà kò ò ká n ní kíkú n - gbìyà njú lá ti ka à wọn oǹ ka ná à fú nra rẹ.
5. ÌTÈ SÍWÁJÚ À rò kọ alá rìiy
́ à njiyà n Sọ oríkì à rò kọ alá rìiy ́ à njiyà n fú n aké kò ó Té tí sí à là yé olù kó ló rí ohun tí à rò kọ alá rìiy ́ à njiyà n jé
LÓRÍ ÀRÒKỌ - ṣe à pẹẹrẹ à rò kọ alá rìiy ́ à njiyà n - sọ à wọn à pẹẹrẹ à rò kọ tí o mò
- sọ ìlà nà tí à ń gbà kọ irú à rò kọ bé è - mé nu ba ìlà nà tí à ń lò lá ti kọ à rò kọ alá rìiy ́ à njiyà n.
6. ERÉ ONÍTÀN Eré onítà n ké keré Sọ oríkì eré onítà n Mọ oríkì eré onítà n
- mé nu ba pà tà kì à ti ìwú lò eré onítà n ní à wù jọ Dá rú kọ pà tà kì à ti ìwú lò rè lá wù jọ
- sọà lé ébù à ṣà tí ó ṣú yọ - sọ à wọn à lé ébù rè tí o mò
- sọ à wọn ọnà è dè à ti ilò è dè tí a ṣe à mú lò rè - mé nu ba à wọn à ṣà , ọnà è dè à ti ilò è dè tí a lò .
7. ÀṢÀ Ìmò ó ṣe lá ti ṣe à ṣeyọrí Yó ò sọ ohun tí à ṣeyọrí jé Té tí sí à là yé olù kó ló rí ohun tí à ṣeyọrí jé
- kín ni ìmò ó ṣe? - té tí sí à là yé ló rí ohun tí ìmò ó ṣe jé à ti ipò rè nínú ṣíṣe
- dá rú kọ à bù dá à ṣeyọrí à pẹẹrẹ iṣé à ṣeká ra à ṣeyọrí
- darí ìjírò rò ló rí oríṣiríṣi à bù dá fú n à ṣeyọrí - kó pa nínú ìjírò rò ló rí à bù dá ìwà à ṣeyọrí.
8. ÀWỌN Ò NÀ ò nà ìbá ra ẹni sò rò ṣe à là yé ohun tí à ń pè ní ìbá ra ẹni sò rò Té tí sílè lá ti gbó à là yé olù kó ló rí ò nà tí à ń gbà bá ra ẹni
ÌBÁRA ẸNI lá yé à tijó - sọ à wọn è yà ara tí a má a ń lò lá ti bá ara ẹni sò rò sò rò lá yé à tijó
SÒ RÒ à pẹẹrẹ ojú , ọwó ,è jìka, imú - sọ à wọn è yà ara tí à ń lò lá ti fi bá ra ẹni sò rò
- sọ à wọn ohun è lò à fojú rí tí à ń lò lá ti fi bá ra ẹni - sọ à pẹẹrẹ ohun è lò à fojú rí mìiŕ an tí o mò .
sò rò lá yé à tijó
9 ÌTÀN DÒWE À wọn ò we onítà n ṣe à là yé ṣó kí ló rí ohun tí à ń pè ní ìtà ndò we Té tí sí à là yé olù kó ló rí à wọn ìtà n tí ó di ò we
- fú n aké kò ó ní à pẹẹrẹ ìtà ndò we - sọ à pẹẹrẹ tìrẹ pè lú à wọn ìtà n tí ó bí irú ò we bé è .
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- sọ irú ìtà n tí ó bí irú à wọn ò we bé è

- à pẹẹrẹ ìtà n ìjà pá à ti ìgbín.ò we inú rè ni “à lọ nit i
ahun à bò ni ti à na rè ”
10. ÀṢÌLÒ ÒÒGÙN À ṣìlò ò ò gù n – à ǹ fà à ní Sọ ohun tí à ṣìlò ò ò gù n jé fú n à wọn aké kò ó Té tí sí à là yé olù kó ló rí à kò rí iṣé
tí ó wà bí a bá lo - sọ à ǹ fà à ní tí ó wà bí a bá lo ò ò gù n ló nà tí ó yẹ - ṣe à tú nsọ à wọn à ǹ fà à ní tí ó wà nínú kí a lò ò ò gù n
ò ò gù n ló nà tí ó yẹ - mé nu ba ewu tí ó wà bí a bá sẹ à ṣìlò ò ò gù n ló nà tí ó yẹ
- ṣe à pẹẹrẹ ò nà à sìlò ò ò gù n fú n aké kò ó - sọ à wọn ewu mìiŕ à n tí à ṣìlò ò ò gù n lè kó bá ní tí ó yà tò
sí è yí tí olù kó wí.
11. EWÌ Ewì à sìkò Yó ò ka è wì sí aké kò ó lé tí Ka ewì ná à sínú
- ṣe à là yé ló rí ewì tí a kà - ṣe à mì sí à wọn ò rò tí ó ta kó kó nínú ewì ná à
- sọ à wọn kó kó ò rò ajẹmó ò rò tó ń lọ lá wù jọ - pín ewì ná à sí ìgbé sè ìgbé sè
- ṣe à là yé à à tò ewì - tó ka sí ọnà è dè à ti ìṣọwó lo è dè nínú ewì ná à
- sọ à wọn ọnà è dè à ti ìlò è dè tí aké wì ṣe à mú lò rè - ṣe ìjírò rò ló rí ìbá yé mú ewì ná à .
12. Ò RÒ SÍSỌ Ìbá lò pò takọtabo Sọ ìtumò ìbá lò pò takọtabo Mọ ìtumò ìbá ralò pọ[ takọtabo
- sọ à wọn tí ó ní è tó lá ti ní ìbá lò pò takọtabo - sọ à wọn ewu tí ó wà nínú ìbá lò pò takọtabo
- sọ à wọn ewu tí ó wà nínú ìbá lò pọ[ takọtabo ló nà - kó pa nínú ìjírò rò ló rí ìbá lò pò takọtabo.
tí ko[ tọ] - Fa à wọn è kó tí a lè rí kọ nínú kíkó ara ẹni ní ìjá nu.
- darí ìjírò rò ló rí à wọn tí ó ní è tó lá ti bá ra lò pò
13. ÀTÚNYÈ WÒ À TÚ NYÈ WÒ È kÓ À TÚ NYÈ WÒ È kÓ À TÚ NYÈ WÒ È kÓ
È ƘÓ́́
14, ÌDÁNWÒ ÌDÁ NWÒ ÌDÁ NWÒ ÌDÁ NWÒ
YORUBA
PRIMARY 6 – TÁÀMÙ KEJÌ
1. GBÓLÓHÙN Gbó ló hù n alá kà npò ṣe à là yé ìhun gbó ló hù n alá kà npò Té tí sí à là yé olù kó ló rí ìhun gbó ló hù n alá kà npò
- Kọ à pẹẹrẹ gbó ló hù n alá kà npò sí ojú pá tá kó - Ka à wọn à pẹẹrẹ tí olù kó kọ dá radá ra
- Darí aké kò ó lá ti ṣè dá gbó ló hù n alá kà npò tirè - fà là sí abé à wọn gbó ló hù n alá kà npò tí olù kó pè sè
- ṣe à pẹẹrẹ tìrẹ ló rí gbó ló hù n alá kà npò .
2. ÀKÀYÉ Ìwé à ṣà yà n Yó̀ ò pè sè à yokà ló rí kó kó ò rò tí ó jẹ mó ò rọ[ tí ó ń lọ Ka à yọkà tí olù kó pè sè ní à kà ye
lá wù jọ - bé ère ìbé ère ló rí ohun tí kò yé ọ
- jẹ kí aké kò ó ka à yọkà ná à sínú - dá hù n à wọn ìbé ère ló rí à yọkà ná à .
- jé kí aké kò ó dá hù n ìbé èrè ló rí à yọkà tí a kà
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3. ÀRÒKỌ Ìtè síwá jú nínú Yan à kó lé à rò kọ alá rìiy ́ à njiyà n Jírò rò ló rí à kó lé tí olù kó kọ sí ojú pá tá kó
à rò kọ alá rìiy
́ à njiyà n - ṣe ìlà pa è rò à rò kọ alá rìiy ́ à njiyà n bíi - kọ à pẹẹrẹ à rò kọ alá rìiy ́ à njiyà n tìrẹ nípa lílo
À kó lé , Ìfá à rà , Kó kó , À gbá lọgbá bò ìlapa è rò tí olù kọ kó .
- darí aké kò ó lá ti kọ à rò kọ alá rìiy ́ à njiyà n ló rí à kó le]
ti] o] yà n
4. LÉ́́ TÀ KÍKỌ Lé tà à ìgbà gbè fè ṣe à là yé oríkì lé tà à ig̀ bà gbè fè Té tí sí à là yé olù kọ
- kọ ìlà nà kíkọ lé tà à ig̀ bagbè fè sá ra pá tá kó - dá ìlà nà lé tà à ìgbagbè fè mò
- ṣe à là yé kíkú n nípa ìgbé sè inú lé tà gbè fè - kọ à pẹẹrẹ lé tà tìrẹ.
bíi à dírè sì, dé ètì, ìkíni, à kó lé ,
kó kó inú lé tà , ìgú nlè
- darí aké kò ó lá ti lo ìlà nà kíkọ lé tà à ig̀ bè fè lá ti kọ ti
rè
5. EWÌ Kíka ewì ké keré Yan ìwé ewì ké keré fú n kíkà Té tí sí bí olù kó ṣe ka ewì
- ka ewì fú n à wọn aké kò ó - kó pa nínú kíka ewì ní kílá à sì
- darí ìjíró rò ló rí è kó inú ewì ná à - kó pa nínú ìjírò rò ló rí è kó inú ewì tí a kà
- ṣe à là yé ìlò à ti ọnà è dè tí a ṣe à mú lò rè nínú ewì - té tí sí à là yé olù kó ló rí ìlò è dè à ti à wọn ò rò tí ó ta
kó kó .
6. ÌSÒ RÍ Ò RÒ ò rò asopò Sọ à wọn ò rò tí a mò sí ò rò asopò bíi ṣù gbọn, à mó , Té tí sí à là yé olù kó
à ti, pè lu, sì, ò un à ti bé è bé è lọ - ṣe à dá mò à wọn ò rò asopò
sọ iṣé tí ọỌrò asopò má a ń ṣe nínú gbó ló hù n - mọ ibi ìlò à wọn ò rò asopò
- lọ à wọn ò rò asopò gé gé bí à pẹẹrẹ nínú gbó ló hù n - ṣe à pẹẹrẹ à wọn gbó ló hù n tìrẹ kí o sì ṣe à mú lò
oríṣiríṣi ò rò asopò .
7. Ò NÀ ÌBÁRA ẸNI Ìtè síwá jú ló rí à wọn Sọ à won ohun è lò ìbá ra ẹni sò rò ló de ò ní Mọ à wọn ohun è lò ìbá ra ẹni sò rò dá jú
SÒ RÒ ò nà ìbá ra ẹni sò rò - sọ ìyà tò tí ó wà lá à á rín ohun è lo fú n ìbá ra ẹni sò rò - ṣe à fiwe à wọn ohun è lò ìbá ra ẹni sò rò ní ayé à tijó
ló de ò ní lá yé à tijó à ti ti ò de ò ní pè lú ti ò de ò ní
- ṣe à mú lò ohun è lò alohù n.
8. ÀGBÓ́́ YÉ / ÀKÀYÉ Ìjọba alá gbá dá dá ra Bé èrè ìbé èrè ató nisó nà nípa kó kó ò rò Sọ nípa è tò ìjọba alá gbá dá à ti ti oníkakí
ju ìjọba oníkakí lọ - sọ ìtumò ìjọba alá gbá dá - sọ ìyà tò tí ó wà lá à á rín è tò ìjọba mé jè èjì
- sọ ìtumò ìjọba oníkakí - mé nu ba à ǹ fà à ní tí ó wà nínú è tò ìjọba mé jè èjì.
- sọ à ǹ fà àní tí ó wà nínú è tò ìjọba mé jè èjì
9. ÌTÈ SÍWÁJÚ LÓRÍ À ṣìlò ò ò gù n ṣe à là yé ewu tí ó wà nínú à ṣìlò ò ò gù n Té tí sí à là yé olù kó nípa ewu tí ó wà nínú à ṣìlò ò ò gù n
ÀṢÌLÒ ÒÒGÙN - ṣe à là yé nípa ò nà tí a lè fi dé kun à ṣìlò ò ò gù n - ṣe à fikú n à wọn ò nà tí a lè gbà dé kun lá ti ṣị ò ò gù n lò
10. Ò NÀ ÌRÌNÀJÒ Ohun ìrìnsè lá yé ṣe à là yé ohun ìrìnsè lá yé à tijó Té tí sí à là yé olu[kó
LÁYÉ ÀTIJÓ́́ à tijó gé gé bíi: - sọ à wọn à ǹ fà à ní mìiŕ à n tí o mò yà tò sí ti olù kó
ẹsè , ẹṣin, ké té ké té , ọkò ojú omi - sọ à wọn ohun ìrìnsẹ ayé à tijó tí o mò
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- sọ à ǹ fà à ní à ti à lé ébù wọn - sọ à wọn ohun ìrìnsè ayé ò de ò ní tí o mò .
- ṣe à là yé bí à wọn oníṣò wò ṣe ń kó ọjà wọn rìn lá yé
à tijó
- gba aké kò ó lá yè lá ti sọ à wọn ohun ìrìnsè à tijó tí ó
mò
11. ÀTÚNYÈ WÒ È KÓ́́ ÀTÚNYÈ WÒÈ KÓ́́ ÀTÚNYÈ WÒ È kÓ́́ ÀTÚNƳẸWÒ È kÓ́́
12. ÌDÁNWÒ ÌDÁNWÒ ÌDÁNWÒ ÌDÁNWO
YORUBA
PRIMARY 6 – TÁÀMÙ KẸTA
Ò SÈ ORÍ Ò RÒ ÀKÓÓNÚ ÀMÚṢE IṢÉ́́ OLÙKÓ́́ ÀMÚṢE IṢÉ́́ AKÉ́́ kÒ Ó́́
1. OWÓ KÍKÀ Owó kíkà ṣe oǹ kà owó lá ti kó bò títí dé ná írà Ka owo lá ti kó bò títí dé ná iŕ à
- 1k - kó bò kan
N5.00 – ná írà má rù n ú n
N10 –ná iŕ à mé wà á
2. ÌTÈ SÍWÁJÚ LÓRÍ ò nà ìrìnà jò lá yé ò de ṣe à là yé à wọn ohun ìrìnsè lá yé ò de ò ní. Bíi ọkò ojú omi , ré lù weè , Té tí sí à là yé olù kó
Ò NÀÌRÌNÀJÒ ò ní ọkò ò furufú , kè ké , alù pù pù - Sọ à wọn à ǹ fà à ní à ti à lé ébù inú ohun
- Sọ à ǹ fà à ni à ti à lé ébù tí ó wa nínú à wọn ohun ìrìnà jò ayé ò de ò ní ìrìnà jò ayé ò de ò ní tí o mò
- ṣe à dà kọ à wọn ohun tí olu[kó kọ sí
ojú pá tá kó .
3. ÌMÒ Ó́́ ṢE LÁTI ṢE Ìmò ó ṣe lá ti ṣe ṣà là yé ohun tí ìmò ó ṣe jé à ti ipò rè nínú ṣíṣe à ṣeyọrí Té tí sí à là yé / ìtà n à wọn akọni ló kù nrin
ÀṢEYỌRÍ à ṣeyọrí́ - ṣe à pẹẹrẹ à wọn akọni ló kù nrin à ti ló bìnrin tí ó ti ṣe à ṣeyọrí nípasè à ti ló bìnrin tí olù kó mé nu bà nínú
à mú lò à wọn à bù dá ná à kílá à sì
à pẹẹrẹ Ajayi Crowther - sọ à wọn akọni mìiŕ à n tí o mò .
Funmilayọ Kuti
Moremi à ti bé è bé è lọ
4. ÌWÉ KÍKÀ Kíka ìwé à ṣà yà n eré Yan ìwé eré onítà n ké keré fú n kíkà nínú kílá à sì Yó ò ka ìwé eré ná à
onítà n - darí kíka ìwé eré onítà n - kó pa nínú eré ṣíṣe
- darí aké kò ó lá ti ṣe eré ná à - kó pa nínú ìjírò rò nípa è kó tí ó sú yọ,
- darí ìjírò rò ló rí kó kó è kó tí ó ṣú yọ, è dá ìtà n à ti ìwà wọn è dá ìtà n à ti ìhù wà sí wọn.
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5. ÌTÈ SÍWÁJÚ LÓRÍ Ìtè síwá jú ló rí ṣe à pẹẹrẹ ità ndò we ló ríṣiríṣi fú n aké kò ó Sọ à pẹẹrẹ ìtà ndò we díè tí o mò
ÌTÀNDÒWE ìtà ndò we - gé gé bí à pẹẹrẹ : - sọ ìtà n tí ó rò mó à wọn à pẹẹrẹ
ọbè tí baá lé ilé kìí jẹ, ìyá á lé ilé kìí sè e ìtà ndò we tí o ṣe.
ilé ọba tó jó ẹwà ló bù si
6. OGE ṢÍṢE Oge ṣíṣe ṣe oríkì oge ṣíṣe Yó ò mọ oge ṣíṣe ní à wù jọ yorù bá
- sọ pà tà kì oge ṣíṣe ní à wù jọ yorù bá - Sọ à ǹ fà à ní oge ṣíṣe
- sọ à wọn ohun è lò oge ṣíṣe - Sọ à wọn ohun è lò fú n oge ṣíṣe.
7. ÍTÈ SÍWÁJÚ LÓRÍ OGE Oge ṣíṣe lá yé à tijọ Yó ò ṣe à là yé ló rí ohun è lò fú n oge ṣíṣe lá yé à tijó Mé nu ba à wọn ohun è lò oge ṣíṣe lá yé
ṢÌṢE à ti ò de ò ní - Sọ ohun è lò oge ṣíṣe lá yé ò de ò ní à tijọ
- Sọ ìyà tò tí ó wà lá à á rín oge ṣíṣe ní ayé à ti ọ à ti ò de ò ní - Sọ ohun è lò oge ṣíṣe lá yé ò de ò ní
- Sọ ìyà tò tí ó wà lá à á rín oge ṣíṣe ní ayé
à tijó à ti ò de ò ní.
8. ÌMÚRA Ìmú ra lá yé à tijó à ti Sọ díè nípa ò nà tí à ń gbà mú ra ní ayé à tijó Té tí sí à layé olù kó ló rí ìmú ra ní ayé
ò de ò ní - Sọ bí a ṣe ń mú ra ní ò de ò ní à tijó à ti ò de ò ní
- Sọ ìyà tò tí ó wà nínú ìmú ra ní ayé à tijọ à ti ti ò de ò ní - Sọ à wọn ìyà tò tí o rí tó ka sí yà tò sí è yí
tí olù kó mé nu bà
- Sọ ìjọra tí ó wà lá à á rín ìmú ra mé jè èjì.
9. ÀPÈKỌ À pè kọ ṣíse à pè kọ onígbó ló hun fú n à wọn aké kò ó Té tí sí bí olù kó ṣe ń pe à wọn ò rò ná à
- Sọ ìtumò à wọn gbó ló hù n tí a lò fú n aké kò ó já de
- mọ bí a ṣe ń kọ à kọtó tí ó tò nà .
10. ÀṢÀ À ṣà ìsọmọló rú kọ ṣe à là yé à ṣà ìsọmọló rú kọ Té tí sí à là yé olù kó
- Sọ à wọn ohun è lò ìsọmọló rú kọ - Sọ à wọn ohun è lò ìsọmọló rú kọ
- À pẹẹrẹ oríṣiríṣi orú kọ gé gé bíi - Mé nu ba oríṣiríṣi orú kọ tí à ń jé ní ilè
À bísọ, À mú tò runwá , Ìdílé , Ìnagijẹ yorù bá .
11. ÌKÍNI Ìkíni fú n onírú urú Sọ pà tà kì ìkini ní à wù jọ Yó ò mọ onírú urú à yẹyẹ ti a ní ní ilè
ayẹyẹ ní ilè yorù bá - Sọ à wọn iṣé tí ìkíni ń jé yorù bá
- ṣe à pẹẹrẹ onírú urú ayẹyẹ - mọ bí a ṣe ń kíní fú n onírú uru ayẹyẹ
- sọ bí a ṣe ń kíni ni à kó kò ayẹyẹ kan à ti bí a ṣe ń dá hù n ná à
- mọ ìdá hù n tí ó tè lé ìkíni bé è
- fa è kó tí ó wà nínú ìkíni ni à kó kò
ayẹyẹ yọ.
12. ÀTÚNYÈ WÒ È kÓ́́ À TÚ NYÈ WÒ È kÓ À TÚ NYÈ WÒ È KÓ À TÚ NYẸWÒ È KÓ̀
13. ÌDÀNWÒ ÌDÀ NWÒ ÌDÁ NWO ÌDÀ NWÒ
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ZANGO NA FARKO
DARASI: HAUSA – AJI SHIDA
Na daya(1) Tsarin Sassauƙar Jimla: Malami: Ya kawo wasu misalan jimlolin a aji, tare da nuna wa ɗalibai sassan
i. Ma’anar jimla a taƙaice jimlolin.
ii. Bada misalan jimloli
Na biyu (2) Tsarin Sassauƙar Jimla: Malami: Ya buƙaci ɗalibai suyi ƙoƙarin misalta kawo manufar sassauƙar
i. Bayani akan sashen suna jimla, da kuma iya rarrabawa tsakanin sassauƙa da wadda ba sassauƙa ba,
ii. Bayani akan sashen aikatau (bayani) don duk inda suka gan susu iya bambance su cikin sauri.
Na uku (3) Kalmomi masu Ma’ana Ɗaya: Malami: Tare da ɗalibai su kawo ire-iren waɗannan kalmomi a cikin aji, tare
i. Ma’anar kalma da kawo ma’anoninsu.
ii. Misalan kalmomi masu ma’ana ɗaya
Na hudu (4) Kalmomi masu Ma’ana Ɗaya: Malami: Ya kawo wa dɗalibai wasu kalmomin don su nemo ma’anonin su a
i. Ire-iren kalmomi masu ma’ana iri ɗaya rubuce a matsayin aikin gida. Sannan daga baya malami ya yi ƙoƙarin sa su
ii. Jimloli (Kalmomi biyu kofiye da haka masu ma’ana iri gina jimloli ta hanyar yin amfani da waɗannan kalmomi da wadannan
ɗaya) kalmomi da suka nemo ma’anoninsu a cikin aji a aikace
Na biyar (5) Karatu Don Auna Fahimta: Malami: Ya samo wasu labarai daga wasu littatafai a karanta, a kuma yi
i. Ma’anar karatu domin fahimtawa bayanin tsauraran kalmomin cikin labaran, sannan a amsa tambayoyi.
ii. Karanta labara
Na shida (6) Karatu Don Auna Fahimta: Malami tare daɗalibai suyi ƙoƙarin fahimtar darasin da labarin yake ɗauke
i. Sababbin kalmomi cikin labara dashi tare da nuna wa ɗalibai muhimmancin koyi da waɗannan darussa ko
ii. Furta sabobbin kalmomi kauce masu a rayuwa saboda illar da take tattare da su.
Na bakwai (7) Karatu Don Auna Fahimta: Malami: Ya tsamo muhimman kalmomi don yiwa ɗalibai bayanin
i. Muhimman kalmomi da ma’anarsu ma’anarsu.
ii. Tamboyoyi da aiki
Na takwas (8) Ci Gaba Da Rubutun Wasiƙa: Malami: Yayi wa ɗalibai bayani dalla-dalla kan matakan rubuta wasiƙa ‘yar
i. Ma’anar wasiƙa yar’gida gida, da kuma kowane bangare da ta ƙunsa. Malami yaba wa yara aikin gida
ii. Tsare-tsare akan rubutun wasika yar gida domin su rubuto wasiƙa ‘yar gida.
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Na tara (9) Rubutun Wasiƙa: Malami: Ya umarci ɗalibai da su fito gaban allo su rubuta yadda a ke tsara
i. Ka’idojin Rubutun Wasiƙar Yar’gida muhimman ɓangarorin wasiƙa don sauran ɗalibai su gani a aikace, sannan
ii. Mutanen da Wasiƙar Yar’gida ta Shafa ya fito masu dagyare-gyaren daya gani.
Na goma (10) Ci Gaba Da Rubutun Hannu: Malami: Ya ƙara ba wa yara ayyukan da suka shafi rubutu.
i. Manyan bakaken Hausa
ii. Kananan bakaken Hausa
Na sha daya Ci Gaba Da Rubutun Hannu: Malami: Ya duba rubuce-rubucen da ɗalibai sukayi, tare da yi masu gyara a
(11) i. Manyan tagwayen baƙaƙen Hausa wuraren da sukayi kuskure.
ii. Kananan tagwayen baƙaƙen Hausa
Na sha biyu Ci Gaba Da Rubutun Hannu: Malami: Ya gwada wa ɗalibai yadda ake rubutu a allo da ma yadda ake riƙe
(12) i. Manyan da ƙananan wasulan Hausa fensiri a yayin rubutu
ii. Manya da ƙananan wasula masu goyo
Na sha uku Bitar Ayyukan baya Bitar Ayyukan baya

(13)
Na sha hudu Jarabawa Jarabawa
(14)
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ZANGO NA BIYU
MAKO BATU/MAKASUDI AYYUKA
Na daya(1) Karatun Gajerun Wasanni Kwaikwayo: Malami: Ya yi ƙoƙarin kawo wa ɗalibai wasu wasannin kwaikwayo na
i. Ma’anar Wasan Kwaikwayo dandali na mata da na maza, domin su gabatar a aji.
ii. Misalan Wasan Kwaikwayo Malami ya dubi littafin ‘Wasannin Yara’ na Umaru Dembo ko wasu litattafan.
Na biyu (2) Karatun Gajerun Wasanni Kwaikwayo: Malami: Ya karanta wa yara wani rubutaccen wasan kwaikwayo, kamar
i. Bayyana Al’adun Hausawa da ake misalatawa a wasan ‘Uwar Gulma’ na Alhaji Muhammed Sada
kwaikwayo
ii. Muhimman darussa da wasan kwaikwayo ke ɗauke da su
Karantun Gajerun Wasannin Kwaikwayo: Malami: Ya jagoranci karanta su a aji tare da ɗalibai da ƙoƙarin bayyana
Na uku (3) i. Wasan Gyara Kayanka darasin da suke koyarwa
ii. Wasan Langa
Karatun Rubutattun Waƙoƙi: Malami: Ya sa yara su rera wannan waƙar sannan a kawo masu wani littafi
Na hudu (4) i. Ma’anar rubutacciyar waƙa mai ɗauke da gajerun waƙoƙi. Haka kuma, malami ya yi masu bayanin yadda
ii. Misalin rubutacciyar waƙa mai take ‘Mu je neman ilmu’ faɗakarwar dake cikin waƙoƙin za ta amfane su a rayuwarsu ta yau da
kullum
Karatun Rubutacciyar Waƙa: Malami: Ya yi bayanin yadda zubi da tsarin waƙar yake ga ɗalibai.
Na biyar (5) i. Bayanin Baiti Rubutacciyar waƙar
Karatun Rubutacciyar Waka: Malami: ya yi bayanin waɗansu abubuwa na daban da waƙar ta taɓo
Na shida (6) i. Fitar da Keɓaɓɓun da ke cikin
ii. Ma’anar Keɓaɓɓun Kalmomin
Dabarun Tafiyar da Ruyuwa: Malami: Ya ƙara kawo jerin wasu dabarun tafiyar da rayuwa, tare da
Na bakwai (7) i. Ma’anar Dabarun Tafiyar da Rayuwa tattauna su da ɗalibai.
ii. Matakan Tsara Rayuwa
Dabarun Tafiyar da Rayuwa: Malami: Ya ba wa ɗalibai damar kawo nasu dabarun tafiyar da rayuwa da
Na takwas (8) i. Bambance-bambance da ke cikin matakan tsara rayuwa suka sani da kuma yadda zasu ɗabbaƙa dabarun a rayuwarsu
tsakanin namiji da kuma mace
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ii. Bayanin tanade-tanaden da ke cikin dabaruntafiyar da

rayuwa
Shan Miyagun Ƙwayoyi:

Na tara (9) i. Ma’anar Miyagun Kwayoyi Malami: Ya jaddada waɗalibai illolin shan miyagun ƙwayoyi da kawo
ii. Misalan Miyagun Ƙwayoyi misalan irin mutanen da suka lalace saboda shan miyagun ƙwayoyi
Shan Miyagun Kwayoyi:

Na goma (10) i. Illolin Shan Miyagun Kwayoyi Malami: Ya yi bayani a kan irin asarar da ƙasa tare da iyayen masu shan
ii. Bayanin Muhimman Kalmomi ƙwayoyi ke yi
Bitar Ayyukan baya

Na sha ɗaya Bitar ayyukan baya
(11)
Jarabawa
Na sha biyu Jarabawa
(12)
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ZANGO NA UKU
Na daya(1) Wasanin Dandali: Malami: Ya jagoranci ɗalibai su aiwatar da wani wasan dandali acikin aji ko
i. Bayanin Wasanin Dandali a wajen aji
ii. Tantance Wasanin Dandali
Na biyu (2) Wasanin Dandali: Malami: Ya dubi littafin Wasanin Rara na Umaru Dembo
i. Misalan Wasanin Dandali
ii. Fito da fa’idojin wasanin dandali
Na uku (3) Hanyoyin Sadarwa: Malami: Ya jagoranci ɗalibai su yi bayani akan allo game da darasin da
i. Ma’anar Sardawa malami ya rubuto
ii. Ire-iren Hanyoyin Sadarwa
Na hudu (4) Hanyoyin Sadarwa: Malami: Ya bayyana abin da hanyoyin sadarwa na zamani da na gargajiya
i. Hanyoyin Sadarwa na Zamani suka ƙunsa.
ii. Hanyoyin Sadarwa na Gargajiya
Na biyar (5) Hanyoyin Sadarwa: Malami: Ya ƙara tsefe bayanin kan rukunonin hanyoyin sadarwa
i. Gidan Waya
ii. Gidan Waya da/Wasiƙa
Na shida (6) Hanyoyin Sadarwa: Malami: Ya kawo sunayen hanyoyin sadarwa na karta-kwana ko sha-yanzu
i. Sabuwar fasaha/Sadarwa magani-yanzu
ii. Ire-iren Hanyoyin Sadarwa na Zamani dana Gagajiya
Na bakwai (7) Hanyoyin Sufuri: Malami: Ya ƙara yi wa ɗalibai cikakken bayani a kan hanyoyin sufuri.
i. Ma’anar Sufuri
ii. Lissafa Hanyoyin Sufuri iri-iri
Na takwas (8) Hanyoyin Sufuri: Malami ya yi ƙoƙarin kai ɗalibai ziyara zuwa filin jirgin sama da tashar jirgin
i. Kawo Amfanin Hanyoyin Sufuri ƙasa idan akwai
ii. Hanyoyin Sufuri na Gargajiya dana Zamani
Na tara (9) Bukukuwan Hausawa:
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i. Ma’anar Bikin Sallah Malami: Ya sa ɗalibai su bayar da labarin wani bikin sallah da suka taɓa
ii. Bayanin Bikin Sallah halarta
Na goma (10) Bukukuwan Hausawa:

i. Bayanin Bikin Mauludi Malami: Ya sa ɗalibai suyi bayanin yadda ake hawan sallah a matsayin aikin
ii. Muhimmancin Bukukuwan Sallah gida
Na sha ɗaya Kwalliya da Tufafin Hausawa:

(11) i. Bayanin zane da kwalliya da ban daban Malami: Ya jagoran ci ɗalibai da sununa yanda ake ado da kuma kwalliya.
ii. Bayanin zanen kwalliya da tufafi
Na sha biyu Maimaitacin Aikin Baya

(12) Malami: Ya fito daɗalibai don su kwatanta yadda ake kwalliya
Na sha uku Jarabawa Maimaicin aikin baya

(13) Jabarawa
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IGBO LANGUAGE
PRAỊMARỊ NKE ISII TAAM NKE MBỤ
1. A) Asụsụ: Ọnụọgụgụ 1-150 - Idepụta ọnụọgụgụ Igbo n’ụgbọ ojii - Ide ihe odide
Ọnụọgụgụ. -Ịkọwapụta ọnụọgụgụ ndịahụ - Ịjụ ajụjụ
-Idunye ụmụakwụkwọ ịgụpụta ọnụọgụgụ. - Ịza ajụjụ
- Ịgụ ihe ọgụgụ.
B) Agụmagụ: Ejije Ijije omume onye Dibịa -Ịkọwa ọrụ onye dibịa bekee - Ike ekike onye Dibịa bekee
nkenke bekee - Iduzi ụmụakwụkwọ n’ ike ekike onye dibịa bekee - Ime nkenke ejije ime klasị
- Idunye ụmụakwukwọ ijijeonye dibịa na-agwọ onye ọrịa.
2. A) Asụsụ: Ịgụ ọnụọgụgụ 151-300. - Idepụta ọnụọgụgụ Igbo bido na 151-300. - Ide ọnụọgụgụ
Ọnụọgụgụ - Ịgụpụta ọnụọgụgụ ugboro ugboro ma mee - Ịgụ ọnụọgụgụ
ka ụmụakwụkwọ guso ya. - Ịrụgosipụta ọnụọgụgụ.
B) Omenala: i) Nkọwa ihe Orubere -Nkọwa ihe bụ “Orubere Ụmụaka”. - Ide ihe odide
Orubere na ọrụ ụmụaka pụtara. - Ịkpọsịta na idepụta orubere ndị a: - Ijụ ajụjụ
ụmụaka. - ikike ịga akwụkwọ - Ịza ajụjụ.
- ikike ikwu okwu
- ikikeiri nri n’oge kwesiri,dgz.
ii) Oke na Ọrụ Ụmụaka - Ịkọwapụtara ụmụakwụ- kwọ ha ihe bụ oke na ọrụ - Ide ihe odide
ha. Nke a gụnyere ịga ozi dị iche iche dịka: ịsaefere, ichu - Ịjụ ajụjụ
mmiri, ịza ụlọ, dgz. - Ịza ajụjụ
- Imebe ahịrịmfe dị iche iche metụtara oke na ọrụ ụmụaka
n’ezinụlọ ha.
i. Ana m asara nne mefere.
ii. Uche na Ada na-aza ụlọ.
iii. Nneka na-echu mmiri.
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3. A) Asụsụ: Ọnụọgụgụ - Idepụta na ịgụpụta ọnụọgụgụ Igbo bido na 301 ruo na - Ide ọnụọgụgụ
Ọnụọgụgụ. (301-400) 400. - Ịgụ ọnụọgụgụ
- Ịza ajụjụ
B) Agụmagụ: Ejije Ijije omume Onye Nọọsụ - Idunye ụmụakwụkwọ iji ejiji Onye Nọọsụ ma gosipụta ka - Ijije onye Nọọsụ.
nkenke Nọọsụ si arụ ọrụ.
B) Omenala: i) Uru inye ụmụaka - Ịkpọsịta uru dị n’inye - Ide ihe odide
Orubere na ọrụ orubere ha. ụmụaka orubere ha. - Ịjụ ajụjụ
ụmụaka - Idepụta uru ndị a. - Ịza ajụjụ.
Dịka: inwe obi ọcha, igosi ihụnanya, ịdị uchu, ịgba mbọ,
obi iruala, itozu etozu, dgz
4. Ijije omume Njinịa - Idunye ụmụaka iji ejijji - Ide ihe odide
B) Agụmagụ: Ejije onye Njinịa ma gosipụta - Ịjụ ajụjụ
Nkenke ka Njinịa si arụ ọrụ. - Ịza ajụjụ.
5. A) Asụsụ: Ọnụọgụgụ 401-500 Idepụta na ịgụpụta ọnụọgụgụ bido na 401-500. - ide ọnụọgụgụ
Ọnụọgụgụ. - Ịgụ ọnụọgụgụ
- Ịjụ ajụjụ
- Ịza ajụjụ
B) Agụmagụ: Ejije Ijijie omume Onyenkuzi - Idunye ụmụaka iji ejiji - Ijije onyenkuzi.
nkenke. Onye nkuzi ma gosipụta ka Onye nkuzi si arụ ọrụ. - Ịza ajụjụ.
6. A) Asụsụ: Ibi N’udo - Ịkọwa ihe bụ udo na ibi n’udo - Ide ihe odide
Mkparịtaụka: Ibi “Ibinudọ“dịka ebe ọgba aghara n’adịghị, ịnọ na-enweghi - ịza ajụjụ
n’udo. esemookwu, dgz. - Ịjụ ajụjụ
- Inye ọmụmaatụ dị iche iche.
B) Omenala: Ịzụ na i) Nkọwa ihe bụ - Ịkwọ ihe bụ “Ọgwụ” dịka - ihe ọ bụla onye ọrịa na- - Ide ihe odide
ịṅụ ọgwụ aghara ọgwụ. eri/aṅụ iji mee ka ahụ dị - Ịza ajụjụ
aghara ya mma ọzọ. - Ịjụ ajụjụ.
ii) Ọgwụ dị iche - Ịkọwapụta ụdị ọgwụ dị iche iche dịka - Ọgwụ bekee, - ide ihe odide
iche ọgwụ Igbo, , mkpụrụ ọgwụ, ọgwụ mmiri, ọgwụ olulo, - Ịza ajụjụ
ọgwụ ọgbịgba, na ọgwụ otite. - ịza ajụjụ.
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7. A) Agụmagụ: Ijije omume Onye Soja. - Ịkọwapụta ọrụ Onye Soja. - Ike ekike Onye Soja
Ejije nkenke. - Iduzi ụmụaka ike ekike onye Soja, ma gosipụta - Ijije Onye Soja.
ọrụ onye Soja.
B) Omenala: i) Ndepụta Ọgwụ - Ịkọwara ha na ọ bụ ọrụ - Ide ihe odide

Ịzụ/Ịnụ ọgwụ Dọkịta na Ndị na-akụọgwụ (Pharmacists)idepụtara onye - Ịjụ ajụjụ
agharaaghara ọrịa ọgwụ. -Ịza ajụjụ
ii)Ịṅụ Ọgwụ - Ịkpọsịta na idepụta ụdịọgwụ dị iche icheenwere. - Ịde ihe odide
- Ịkọwapụta usoro dị mma e si aṅụ ọgwụ. - Ịjụ ajụjụ
Ịmaatụ: Ịṅụ ọgwụ dịka onye dọkịta siri dee ya - Ịza ajụjụ
8. A) Asụsụ: Ụzọ ndị e si ebi n’udo - Ịkọwapụta ebe na idepụta ụzọ dị iche iche e si ebi n’udo. - Ide ihe odide
Mkparịtaụka: Ibi - Mkparịtaụka
n’udo. -Ịrụkọrịta ọrụ ò tù - Ịjụ ajụjụ
- Igwukọrịta egwu dịkaegwuregwu bọọlụ - Ịza ajụjụ.
- Ịmụ asụsụ mba
- Inyerita ihe onyinye.
Ịkọwapụta nsogbu ụfọdụ dị n’ịnụ ọgwụ aghara aghara - Ịde ihe odide
B) Omenala: i) Nsogbu dị n’ịzụ dịka: isi mgbaka, ọnwụ ike, - Ịjụ ajụjụ
Ịzụ/Ịnụ Ọgwụ ọgwụ aghara-aghara omume ọjọọ, obi ọjọọ,dgz. - Ịza ajụjụ
agharaaghara Ọrịa ụfọdụ dị ka anya ịkpọ mmadụ.
ii) Nsogbu dị n’ịnụ ọgwụ - Ide ihe odide
aghara-aghara - Ijụ ajụjụ
- Ịza ajụjụ
9. A) Asụsụ: Uru dị n’ibi n’udo Ịgụsịpụta uru dị n’ibi n’udo dị ka: - Ide ihe odide
Mkparịtaụka: Ibi 1. Inwe ntụkwasị obi nammadụ 2. Inwe obi ọcha - Ịjụ ajụjụ
n’udo. 3. Ọganihu 4. Ịdị n’otu - Ịza ajụjụ.
5. Egwu anaghị adị.
B) Agụmagụ: Ejije Ijije omume Onye Ọrụugbo - Idunye na iduzi ụmụakwụkwọ ike ekike na ịrụ ọrụ ụfọdụ - Ike ekike Onye Ọrụugbo
Nkenke onye ọrụ ugbo na-arụ dị ka ịkọ ọrụ, ịkụnye mkpụrụ n’ala, - Ijije onye ọrụugbo
dgz.
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10. A) Omenala: i) Ihe bụ omenala. - Ịkọwa ihe bụ “Omenala” dị ka usoro ejiji, nkwenye, - Ide ihe odide
Mgbanwe na- ekpemekpe, dgz. nke - Ịza ajụjụ
abata n’omenala. obodo ọ bụla. - Ịjụ ajụjụ
ii) Mgbanwe ụfọdụ na-abata - Ịrụgosipụta ndịiche dị n’omenala oge gboo na nke oge - Ịza ajụjụ
n’omenal obodo dịka: nri, ugbu a. - Ịjụ ajụjụ
ejiji, uri/egwu, dgz. Ọmụmaatụ: - Ide ihe odide.
- Ịzụ ahịa nwa alaala - Iru mgbede alaala
- Igbu ejima alaala - Igbu ichi alaala
- Ịkọ akụkọ ifo alaala. - Ugbu a ụmụ nwaanyị
na-eyizi uwe ụkwụ ogologo. Ụfọdụ ụmụnwoke na-eyi ọla
ntị, na-akpakwa isi ha dịka ụmụ nwaanyị, wdg.
B) Agụmagụ: Ejije - Ijije omume Onye na-azụ - Iduzi ụmụakwụkwọ imepụta ejije na-egosi Ọzụahịa. - Ije ejije na-egosi
Nkenke. ahịa/Ọzụahịa Ọzụahịa
11 A) Asụsụ: Mkparịtaụka:Ihe na-ebute - Ikewa ụmụakwụkwọ n’otu n’otu, mee ka ha kparịtaụka - Ime mkparịtaụka
Mkparịtaụka: ebighị n’udo n’etiti ụmụ n’isi okwu a. - Ịjụ na ịza ajụjụ.
akwụkwọ.
- Ịkọwa onye bụ Onye Eze, - Ijije Onye Eze
B) Agụmagụ: Ejije - Ijije omume Onye Eze Ebe a na-ahụ OnyeEze,njirimara Onye Eze na ọrụ ya. - Ịjụ ajụjụ- Ịza ajụjụ
Nkenke
12. A) Omenala: i) Uru ịkwalite omenala bara. - Ịgụpụta na idepụta uru dịn’ịkwalite omenala dị ka - Ide ihe odide
Mgbanwe na- - Agamnihu obodo - Mmepe obodo - Ịjụ ajụjụ
abata n’omenala. -Ntolite Asụsụ -Ibi n’udo. - Ịza ajụjụ.
B)Agụmagụ: Ejije ii) Ụzọ ịkwalite omenala - Ịkọwapụta uru omenala ndị a bara. - Ide ihe odide
Nkenke ụfọdụ dị mma bụ ndị na-ala - Iwebata omenala ndị a nankuzi. - Ịjụ ajụjụ
azụ dịka: - Ịchịkọba asọmpi ga-akwalite omenala ndị a. - Ịza ajụjụ.
-akụkọ ifo - Inye ụmụakwụkwọ ohere ikwu uche ha gbasara ụzọ
- Ịgba mgba a ga-esi akwalite omenala ndị a.
-egwu ọnwa
- Ịtụ okwe, dgz. -Idunye ụmụaka iji ejijji Onye Ọkaikpe ma gosipụta ka - Ikwu uche ha.
Ọkaikpe si arụ ọrụ.
Ijije omume Onye Ọkaikpe Ijije Onye Ọkaikpe.
13. Mmụgharị na Ule -
14. Ule na Mmechi -
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IGBO LANGUAGE
PRAỊMARỊ NKE ISII TAAM NKE ABỤỌ
1. A) ASỤSỤ: i. Njikọ - Ịkọwa ihe bụ “Njikọ” dịka okwu na-adị n’etiti okwu ma ọ - Ide ihe odide
Nkejiasụsụ ii. Nkọwa njikọ bụ n’etiti ahịrịokwu abụọ iji jikọta ha ọnụ dịka: - Ịjụ ajụjụ
“na” – Ji naede; Nne na nna, Ọkụ na mmiri. - Ịza ajụjụ
iii. Okwu ndị e ji ezipụta njikọ. - Ịgụpụta na idepụta okwu na-ezipụta njiko dịka – na, - Ide ihe odide
mana, n’ihina, makana. - Ịjụ ajụjụ
- Iji njikọ ndị a mebe ahịrị-Mfe - Ịza ajụjụ
- Nkọwaihe abụ - Imebe ahịrịmfe
B) Agụmagụ: Abụ Ịgụ Abụ Nkenke - Ịhọrọma gụọ otu Abụ dị nkenke
- Ịtụle ihe Abụ gụrụ. Dịka: Aha onye dere abụ, Ebe o si, - Ịgụ abụ
Isiokwuabụ, ihe abụ na-ekwu maka ya, ihe abụ na-akụzi, - Ịjụ ajụjụ
wdz. - Ịza ajụjụ
2. A) Asụsụ: Njikọ - Ọmụmaatụ njikọ dị iche - Idepụta ahịrịokwu ụfọdụ iji gosipụta ebe e nwere - Ịrụgosipụta njikọ
Nkejiasụsụ iche n’ime ahịrịokwu. “Njikọ” – dị ka: n’ime ahịrịokwu
1) Ji na ede bụ ihe oriri. - Ịjụ ajụjụ
2) Ọ bịaghị mana nwanne ya bịara. - Ịza ajụjụ
3) Okeke jụrụ nri ahụ makana ọ tọghị ụtọ. - Imebe ahịrịmfe nwere njikọ.
ii. Uru njikọ bara
- Ịkọwa uru njikọ bara n’ahịrịokwu - Ịjụ ajụjụ. - Ịza ajụjụ.
- Ide ajụjụ
i. Ngwa Nzikọrịta
B) Omenala: Ozi - Ịkọwa ihe bụ Nzisa Ozi - - Ịjụ ajụjụ
Usoro Nzisa/ “Ụzọ mmadụ abụọ mọọbụ - Ịza ajụjụ
Nzikọrịta Ozi. karịa si emekọrịta”. - Ide ihe odide
- Ịkpọpụtagasị ụfọdụ ngwa nzikọrịta ozi.
- Ikewa ha ụzọ abụọ:
Nke Mgbe Ochie na nke Ndị Ugbu a. Ọmụmaatụ nke mgbe
ochie: ọkụ, ọmụ nkwụ, Egbe, Ekwe,dgz. Nke Ndị Ugbu a:
Tiivi, Redio, telefoonu, Ekwentị, leta, dgz.
3. A) Asụsụ: Ịchọpụta Njikọ n’ime ahịrịokwu. - Ịkọwa ihe bụ Njikọ - Ide ihe odide
Nkejiasụsụ. - Imebe ahịrịokwu - Ịjụ ajụjụ
- Idepụtara ahịrịokwu nwere njiko - Ịza ajụjụ
- Ịrụgosipụta okwu ndị bụ njikọ n’ime ahịrịokwu e ebere.
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B) Agụmagụ: Abụ - Ịgụpụta ụdị Abụ dị icheiche.

Nkenke Ụdị Abụ dị iche iche . - Idepụta ụdị Abụ dị iche ichen’ụgbọojii. Ọmụmaatụ:
i) Abụ Agha- Nzogbu - Ịgụ abụ
Nzogbu, enyi mba! - Ịjụ ajụjụ
ii) AbụNwa- Onye tiri nwa na-ebe akwa… - Ịza ajụjụ.
- Ịkọwa ihe abụ na-ekwu maka ya.
- Ịkọwa okwu ọhụrụbatara n’abụ
4. A) Omenala: Nzikọrịta Ozi nke Odịnala. - Ịkọwapụta Nzikọrịta Ozi nke Ọdịnala dịka ụzọ ndị - Ide ihe odide
Usoro Nzikọrịta mgbeochie si ezikọrịta ozi dị iche iche site - Ịjụ ajụjụ
Ozi i) N’ịkachi nzu n’ezi - Ịza ajụjụ.
ii) Ike ọmụ nkwụ n’ukwu osisi na-amịmkpụrụ.
iii) Ịsụnye ọkụ n’ogologo ụzọ
iv) Ịkụ ekwe, ogene na ikoro, dgz.
B) Agụmagụ: Abụ. Ide nkenke abụ ndị a họpụtara. - Ịgụpụta nkenke Abu sitere n’akwụkwọ ọgụgụ a
họpụtara.
- Ịgụgharị Abụ ahụ ihe dị ka ugboro atọ. - Ịgụ abụ
- Ịchọpụta atụmatụokwu dị n’Abụ dị ka – Myiri, Mbụrụ, - Ịjụ ajụjụ
Mmemmadụ, dgz. - Ịza ajụjụ
- Inye nkọwa atụmatụokwu ndị batara n’abụ a gụpụtara
- Ịkọwapụta ihe bụ aghọta-azaa

A) Asụsụ: Nkọwa Aghọtaazaa - Inye ọmụmaatụ siteren’ime akwụkwọ ọgụgụ a họpụtara.
Aghọtaazaa - Ịgụpụta aghọtaazaa
- Ịgbado ụkwụ n’aghọtaazaa a gụpụtara wee jụọ mazaa - Ịgụ aghọtaazaa
ajụjụ sitere n’aghọtaazaa. - Ịza ajụjụ
- Ịza ajụjụ
- Ịhọrọ otu maọbụ Abụdị nkenke n’akwụkwọ Abụ a
họpụtara.
5. B) Agụmagụ : Abụ Ịgụ abụ ndị a họpụtara. - Ịgụpụta Abụ ndị ahụ n’ò tù n’ò tù (in group) - Ịgụ abụ a họpụtara
- Ịjụ ajụjụ site n’Abụ a gụrụ - Ịjụ ajụjụ
dị ka : isiokwu abụ, ihe mmụta dị n’abụ, aha onye dere - Ịza ajụjụ
abụ,dgz.
- Ịgụpụta aghọtaazaa
- Ịchọpụta okwu tara akpụ,
- Ịtapịa okwu ndị ahụ. - Ịgụ aghọtaazaa
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A) Asụsụ: Ịgụ na ịza ajụjụ sitere n’aghọta- - Ịjụ ajụjụ sitere n’ihe a - Ịjụ ajụjụ
Aghọtaazaa azaa. gụrụ dị ka – Kedụ isiokwu - Ịza ajụjụ
dị n’ihe a gụrụ? - Ide ihe odide
- Ịgụpụta akara ngwa e ji ezikọrịta ozi n ‘oge ugbu a dịka:

igwe na-ekwu okwu, akwụkwọ mgbasa ozi (newspaper),
igwe onyoonyoo, “bill boards”, ekwentị, dgz. - Ide ihe odide
B) Omenala: Nzikọrịta Ozi nke ugbu a. - Ịjụ ajụjụ
Usoro Nzikọrịta Ịhọpụta otu abụ n’akwụkwọ Abụ a họpụtara maka - Ịza ajụjụ.
Ozi. ọmụmụ.
- Ịgụpụta Abụ ahụ ugboro ugboro
6. - Idunye ụmụakwụkwọ ịgụabụ ahụ n’otu n’otu. - Ịgụ abụ
A) Agụmagụ: Abụ Ibu Abụ n’isi - Iduzi ha ịgụ ya n’ọgbara n’ọgbara n’eleghi anya - Ịjụ ajụjụ
n’akwụkwọ. -Ịza ajụjụ
Ịgụpụta uru dị na Nzikọrịta Ozi dị ka:

i) ịkwalite ezigbo mmekọrịtan’etiti mmadụ na ibe ya,
ii) Ịkwalite ezi mmekọrịta n’etiti obodo na obodo
iii) Ibelata esemookwu.
- Ịgụ aghọtaaazaa
- Ịchọpụta okwu ọhụrụ dị na
ya ma kọwaa ha - Ide ihe odide
B) Omenala: Uru nzikọrịta ozi bara. - Ịchọpụta ilu dị na ya ma - Ịjụ ajụjụ
Usoro Nzikọrịta tụrie ya -Ịza ajụjụ
Ozi. - Ịchọpụta omenala bataranaihe a gụrụ.
7.
A)
Asụsụ:Aghọtaazaa - Ịchọpụta ma - Ịkọwa ihe bụ ọjị.
kọwaa: i. Ọjị dịka mkpụrụ osisi ọjị mịtara
i. mkpụrụokwu ii. Ọjị dịka ihe e ji anabata onye ọbịa iji gosi obi ọma. - Ịgụ aghọtaazaa
ọhụrụ - Igosipụta umụ akwụkwọ mkpụrụ ọjị, waa ya n’ihu hama - Ịjụ ajụjụ
ii. ilu na omenala batara gosi ha ibe ọjị ole dị n’otu mkpụrụọjị. - Ịza ajụjụ
B) Omenala: n’aghọta- azaa. - Ịkọwapụta na ọjị gbara anọ na-egosi ụbọchị anọ dị n’izu
Mmemme ndị Igbo.
Ọdịnala: Ọjị. i. Ọjị Ịgụ aghọtaazaa sitere n’akwụkwọ aghọtaazaa a họpụtara.
ii. Ibe ọjị gbara - Iduzi ụmụakwụkwọ
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ịchọpụta ihe mmụta sitere

n’aghọtaazaa a gụrụ. - Ide ihe odide
- Ịjụ ajụjụ
- Idunye ụmụakwụkwọ - Ịza ajụjụ.
gụpụta n’otu n’otu abụ ha
burula n’isi.
8. - Idunye ha ịgụpụta n’igwe
A) Asụsụ: - Ịde ihe odide
Aghọtaazaa Ihe mmụta dị n’aghọtaazaa - Ịjụ ajụjụ
- Ịsa ajụjụ.
9.
- Ịgụ abụ
B) Agụmagụ: Abụ Ịgụ abụ e bu n’isi - ịjụ ajụjụ
- Ịza ajụjụ
10. A) Omenala: i. Ihe ndị na-anọchi anya ọjị. - Ịgụpụta ihe ndị ọzọ dị - Ide ihe odide
Mmemme iche iche e ji eche ọjị dịka: - Ịjụ ajụjụ
Ọdịnala Ọjị. aṅara, akị ilu, mmanya dị - Ịza ajụjụ
iche iche, achịcha,
ahụekere.
ii. Uru ojị bara - Ịgụpụta uru ọjị bara dị ka: - Ide ihe odide
- Iji gosi ihu ọma - Ịjụ ajụjụ
- iji gosi obi ọcha - Ịza ajụjụ.
- Ọ na- eweta obi ruru ala
- Iji gosi ebe udo dị.
Ịgụ abụ e bu n’isi na idetu ya. - Idunye ụmụakwụkwọ ịgụpụta n’ọgbara n’ọgbara abụ ha - Ịgụ abụ
B) Agụmagụ: Abụ gụrụla ma buru n’isi. - Ịjụ ajụjụ
- Idunye ha idetu Abụ ahụ - Ịza ajụjụ
n’ugbọojii.
11. Mmụgharị na ule - Iduzi ụmụakwụkwọ ịmụgharị ndịnisiokwu ha mụrụla na - Ịjụ ajụjụ
taam.
12. Ule na Mmechi -
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IGBO LANGUAGE
PRAỊMARỊ NKE ISII TAAM NKE ATỌ
1. A) Asụsụ: Edemede Ihe bụ Edemede. - Ịkọwapụta ihe edemede. - Ide ihe odide
Nduzi. Edemede bụ ihe ọ bụla mmadụ deturu n’akwụkwọ ka onye ọ - Ịjụ ajụjụ
bụla nwere mmasị gụọ. -Ịza ajụjụ
- Imetụ aka n’usoro ide edemede dị ka idepụta isiokwu, ịmụba
ahụ edemede, mmechi ya.
B) Agụmagụ: Ilu dị Nkọwa ilu - Ịkọwapụta ihe bụ ilu.

Mfe Nkọwa ilu dịka: Ụzọ dị omimi ndị Igbo si egosipụta amamihe - Ide ihe odide
ha. Ụzọ dị nkenke ma dị omimi ndị Igbo si ezipụta amamihe, - Ịjụ ajụjụ
nkuzi, ndụmọdụ, dgz. - Ịza ajụjụ
- Idepụta ilu dị iche iche
- Inye nkọwa ha
2. A) Asụsụ: Edemede Njirimara edemede - Ịrụtụ aka n’ihe bụ edemede - Ide ihe odide
Nduzi dịka: - Iduzi ụmụakwụkwọ n’ịmata usoro e si ede edemede dịka: - Ịjụ ajụjụ
i. Isiokwu i) Isiokwu: ỤLỌ AKWỤKWỌM - Ịza ajụjụ.
ii. Nhazi na ii) Nhazi ọkpụrụkpụ ihe mebere edemede dị ka :
iii. Usoro Aha ụlọ akwụkwọ m, Afọ ọ malitere, ụdị ụlọakwụkwọ ọ bụ, wdg.
Ịkọwa ihe bụ ịchọ mma dịka -Usoro ime ka anyị dị mma ile anya
B) Omenala: Ịchọ i) Nkọwa Ịchọ mma. dgz. - Ide ihe odide
Mma - Ịgụpụta ngwa ụfọdụ e ji achọ mma dị ka: ude, ọla ntị, ncha, uri - Ịjụ ajụjụ
ii) Ngwa ndị e ji achọ ọnụ na uri anya, uwe, ughegbe anya, akpụkpọ ụkwụ,dgz - Ịza ajụjụ
mma.
3. A) Asụsụ: Edemede Ide edemede n’otu - Onye nkuzi inyere ụmụakwụkwọ akan’ịhọpụta otu isiokwu. - Ịhọpụta isiokwu edemede
Nduzi isiokwu a họpụtara - Ime ka ụmụakwụkwọ tụta aro ihe a ga-ede n’isiokwu a - Ịtụta aro ihe ha ga-
họpụtara. ede n’edemede.
- Iduzi ha n’ide edemeden’isiokwu ha. - Ide edemede
- Ịjụ ajụjụ.
B) Agụmagụ: Ilu di Uru ilu bara - Ịkwupụta uru ilu na-abara ndị Igbo. - Ide ihe odide
mfe - Idepụta uru ndị a n’ụgbọ ojii ma nye nkọwa ha. - Ijụ ajụjụ
- Ịza ajụjụ
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4. A) Omenala Ịchọ Ụzọ dị iche iche e si achọ - Ịkọwa ihe bụ ịchọ mma. “Ịchọ mma metụtara ihe ọ bụla - Ide ihe odide
Mma. mma ugbu a. mmadụ mere iji maa mma karịa etu chi ya siri kee ya”. - Ịjụ ajụjụ
- Ịkpọsịta ma depụta ụzọ dị iche iche mmadụ si achọ mma. - Iza ajụjụ.
Dịka: Ịsa ahụ, ike na ịkpa isi, Ịbọ isi, ite uri anya na uri ọnụ, ite
ude n’ahụ, dgz.
- Idepụta ngwa ndị e ji achọ mma. Dịka: Mvọ isi, owu/eriri isi,
ude, mgbaisi ụtọ, iyeri ntị na nke olu, iyi uwe, dgz.
- Iji ngwa ndị a mebe ahịrịmfe
- Idepụta ilu mfe ndị a n’ụgbọ ojii.
- Ịkọwa ilu mfe ndị a.
B) Agụmagụ: Ilu mfe dị iche iche na - Ide ihe odide

Ilu Dị Mfe nkọwa ha - Ịjụ ajụjụ
- Ịza ajụjụ
5. A) Asụsụ: Edemede Nhazi aro a tụpụtara - Inyere ụmụakwụkwọ aka n’ịhazi n’usoro n’usoro aro ndị ha - Ịhazi isiokwu edemede ha
nduzi n’usoro. tụpụtara. - Ide edemede
- Ịgwa ụmụaka ka ha debanye edemede ha n’ime akwụkwọ ha. - Ịjụ na ịza ajụjụ.
- Idepụta ilu mfe dị iche iche - Ide ihe odide

B) Agụmagụ : Ilu Ihe mmụta n’ilu - Ịkọwa ilu ndị ahụ - ịjụ ajuju
dịmfe - Ikwu ihe mmụta dịn’ilu edepụtara. - Ịkọ ihe mmụta dị n’ilu
6. A) Asụsụ: Edemede Ịgbaso usoro e wepụtara - Onyenkuzi ga-eduzi ụmụakwụkwọ n’ide edemede site n’ịgbaso - Ide edemede nduzi
nduzi dee edemede nduzi. usoro o wepụtara. - Ịjụ ajụjụ.
- Ilebanye anya n’edemede ụmụakwụkwọ ịmata ebe ha detara
na ebe ha dejọrọ.
- Inye ụmụakwụkwọ ohere idezigharị edemede ha.
- Ịkpọsịta ma depụta ụzọ dị iche iche ndị Igbo si achọ mma.
B) Omenala: Ịchọ Ụzọ ndị Igbo si achọ Ọmụmaatụ: ide nki na uri n’ahụ, ịkpa isi, iyi jigida, igbu ichi, ịpị
mma mma. eze, iyi uwe, dgz. - Ide ihe odide
- Ịza ajụjụ
7. A) Agụmagụ : Ilu dị Omenala ndị Igbo pụtara - Idepụta ilu ụfọdụ dị mfe - Ide ihe odide
mfe ihe n’ilu. - Inye nkọwa ilu ndị ahụ - Ịjụ ajụjụ
- Ikwu omenala ndị Igbo - Ịza ajụjụ
batara n’ilu e depụtara.
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B) Omenala: Ịchọ Ntụle ịchọ mma ndị Igbo - Idepụta ụzọndị Igbo si achọ mma n’oge gboo nakwa n’oge - Ide ihe odide
mma na nke bekee (ugbu a) ugbu a. - Ijụ ajụjụ
- Ịtụlerikọta ha abụọ. - Ịza ajụjụ
8. A) Asụsụ: Edemede Ide edemede nduzi n’otu - Iduzi ụmụakwụkwọ n’ide edemede site n’ịgbaso usoro o - Ide edemede
Nduzi isiokwu a họpụtara wepụtara. - Ijụ ajụjụ
- Ilebanye anya n’edemede ụmụaka ịmata ebe ha detara na ebe - Ịza ajụjụ
ha dejọrọ.
Uru ịchọ mma bara
B) Omenala: Ịchọ - Ikwupụta na idepụta uru dị n’ịchọ mma. Ọmụmatụ - Ide ihe odide
mma i. Iji nwee obi ụtọ afọ ojuju. - Ịjụ ajụjụ
ii) Iji kwalite ịdị ọcha nke onwe. - Ịza ajụjụ
iii. Iji nọrọ n’ahụ ike, dgz
9. A) Agụmagụ: Ilu dị Ịtụ ilu dị mfe - Idepụta ilu mfe dị iche iche - Ide ihe odide
mfe - Ịkọwa ilu ndị ahụ - Ịjụ ajụjụ
- Ikwu ihe mmụta dị n’ilu e depụtara. - Ịza ajụjụ.
B) Omenala ịchọ Oghọm dị n’ịchọ mma - Ịgụpụta ma depụta ọghọm dị n’ịchọ mma - Ide ihe odide
mma Ịmaatụ: Imefu ego, anya ụfụ, dgz. - Ịjụ ajụjụ
- Ịza ajụjụ
- Inye ọmụmaatụ nke
ha
1 A) Agụmagụ: Ilu dị Ịtụ ilu metụtara - Idepụta ilu mfe metụtara ụmụanụmanụ. - Ide ihe odide
mfe anụmanụ. Ọmụmaatụ: - Ịjụ ajụjụ
i. Ọ bụ nwa mkpị ma ụzọọba. - Ịza ajụjụ.
ii) Ọ dịghị onye ma ọchị nkịta.
- Inye nkọwa ilu ndị ahụ.
Ọmụmaatụ:
i. When one knows your secrets, he can use it to your
disadvantage.
ii. You can never know theheart of a man throughhis face.
- Ikwu omenala ndị Igbobatara n’ilu e depụtara.
- Inye ụmụakwụkwọ ohere ikwu uche ha na mmasị ha na-enwe

n’ihe gbasara ịchọ mma.
- Ikwu uche ha
- Ịjụ ajụjụ
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B) Omenala ịchọ Echiche (mmasị) - Ịza ajụjụ

mma gbasara ịchọ mma.
11. A) Asụsụ: Edemede Odide edemede nduzi. - Iduzi ụmụakwụkwọ n’ide edemede site n’ịgbaso usoro o - Ide edemede
Nduzi. wepụtara. - Ịjụ ajụjụ.
- Ilebanye anya n’edemede ụmụaka ịmata ebe ha detara na ebe
ha dejọrọ.
B) Omenala: Ịchọ Gosipụta/ Chọọ mma. - Ịgwa ụmụakwụkwọ ka ha - Ịkpakọba ngwa

mma kpakọgba ngwa dị iche ụfọdụ ndị e ji achọ
iche e ji achọ mma. mma.
- Iwepụtara ụmụakwụkwọ - Ịchọ onwe ha mma.
ohere igosipụta maọbụ chọọ onwe ha mma.
12. Mmụgharị na Ule -
13. Ule na mmechi -
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FRENCH LANGUAGE
PRIMARY SIX – PREMIER TRIMESTRE

1 Identifier les L’apprenant devrait être Identifier les objets comme, une table, une chaise, une craie (féminin), et un tableau, un cahier, un
objets de la classe capable de nommer chiffon etc. (masculin)
quelques objets dans la - GRAMMAIRE : L’article indéfini (masculin/féminin)
classe en français. - SUPPORT PEDAGOGIQUE : Les objets de la classe, les imagesetc.
- ACTIVITES: L’enseignant montre les objets en disant leurs noms alors que les apprenants écoutent
et répètent après lui. Il enseigne aussi l’article indéfini et les apprenants écoutent et répètent.
- EVALUATION : L’enseignant demande aux élèves de faire la liste des objets.
2 Identifier d’autres L’apprenant devrait être Identifier d’autres objets dans la classe.
objets de la classe capable de nommer GRAMMAIRE : L’article indéfini (masculine/féminin un, une).
comme, un livre, un d’autres objets dans la - SUPPORT PEDAGOGIQUE : Les objets de la classe, les imagesetc.
cahier, une gomme, classe. - ACTIVITES: L’enseignant nomme et montre les objets alors que les apprenants écoutent et
une règle, une répètent après lui.
fenêtre, une porte, - EVALUATION : Faire la liste des objets, dessiner et nommer les objets.
un ventilateur, un
climatiseur.
3 Identifier les L’apprenant devrait être Les objets de la maison comme, un tapis, une télévision, une radio etc.
objets de la capable de nommer des - GRAMMAIRE : L’article défini (masculine/féminin le, la).
maison. objets de la maison comme, - SUPPORT PEDAGOGIQUE : Les objets de la maison, les images, les photos de la salle à manger et
un ordinateur, une du salon qui montrent des objets dans la maison.
télévision, un climatiseur, - ACTIVITES : L’enseignant expose les photos et les images de la maison, les apprenants écoutent et
un tapis, une chaise, un répètent après lui.
canapé etc. - EVALUATION : Faites la liste des objets, montrez les photos et images, alors que les apprenant
nomment les objets.
4 L’utilité des objets L’apprenant devrait être Les utilités des objets de la classe comme, chaise -s’asseoir. Touchons/chiffon- effacer le tableau.
de la classe. capable de savoir l’utilité - GRAMMAIRE : Le verbeSE SEVIR à l’indicatif présent.
des objets de la classe. - SUPPORT PEDAGOGIQUE : Les objets de la maison, les images, les photos de la salle à manger et
du salon qui montrent des objets dans la maison.
- ACTIVITES: L’enseignant dit et écrit l’utilité des objets de la classe. L e professeur lit aussi l’utilité
des objets dans la classe et les apprenants écoutent, répètent et copient.
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- EVALUATION : l’enseignant écrit les utilités des objets de la classe au tableau. Il donne l’exercice
aux apprenants.
5 L’utilité des objets L’apprenant devrait être Les utilités des objets de la maison comme, la radio – pour la nouvelle, la télévision pour regarder.
de la maison. capable de savoir l’utilité - GRAMMAIRE : L’expression comme se servir de, on l’utilise pour…
des objets de la maison. - SUPPORT PEDAGOGIQUE : Les objets de la maison, les images, les photos de la salle à manger et
du salon qui montrent des objets dans la maison.
- ACTIVITES: L’enseignant dit et écrit l’utilité des objets de la maison au tableau. Le professeur lit
aussi l’utilité des objets dans la maison et les apprenants écoutent, répètent et copient.
- EVALUATION : l’enseignant écrit les utilités des objets de la maison au tableau. Il donne l’exercice
aux apprenants.
6 Visiter les lieux L’apprenant devrait être Nommer les lieux publics comme le marché, le stade, l’hôpital, la bibliothèque, le cinéma, la banque.
publics. capable d’identifier et de - GRAMMAIRE : Les verbes, voir, aller à l’indicatif présent.Faites quelques phrasesavec les verbes
nommer les lieux publics. voir, aller et les lieux.
- SUPPORT PEDAGOGIQUE : Images, photos. Il fait une visite des lieux publics avec les élèves. Les
apprenants écoutent et répètent. L’enseignant donne quelques phrases avec les lieux publics
- ACTIVITES: L’enseignant nomme les lieux publics et les apprenants copient.
- EVALUATION : Exercices d’identification des lieux publics.
7 Visiter les lieux L’apprenant devrait être Nommer des lieux publics sacrés (lieux d’adoration) comme la mosquée, l’église et leur confession.
(d’autres lieux) capable d’identifier et de Exemple, catholique, Redeemed, Anglican etc.
nommer des lieux publics. - GRAMMAIRE : Verbes aller et visiter. A l’indicatif présent.
- SUPPORT PEDAGOGIQUE : Les images, photos, livres, cassettes etc. Des lieux publics.
- ACTIVITES : L’enseignant à l’aide des images, nomme des lieux publics. L’enseignant fait aussi
quelques phrases avec les lieux publics, alors que les apprenants écoutent, répètent et copient.
- EVALUATION : Exercices d’identification des lieux publics.
8 Visiter les lieux – L’apprenant devrait être Dire les fonctions des lieux comme, Park – on s’amuse là- bas. L’hôpital - … La banque - … La
les fonctions des capable d’identifier les bibliothèque - …
lieux lieux publics et dire leurs - GRAMMAIRE : Les phrases : à l’hôpital on soigne les malades.
fonctions. - SUPPORT PEDAGOGIQUE : Les images, photos des lieux, la carte d’une ville.
- ACTIVITES : L’enseignant fait une visite de quelques lieux publics avec les apprenants. Il leurs
explique les activités fonction des lieux. Il montre aussi les lieux publics sur la carte d’une ville.
- EVALUATION : Exercices d’identification des lieux publics et leurs fonctions.
9 Visiter les lieux ; L’apprenant devrait savoir Parler de quelques lieux publics comme l’hôpital, l’école, la banque, le jardin. Le super marché,
les employées et parler des lieux publics. bibliothèque etc.
quelques noms - EXPRESSIONS/VOCABULAIRE: Le vocabulaire comme infirmière, docteur. L’école (professeur, la
des lieux publics. femme, le bureau, l’instituteur/trice, la cour de recréation. Jardin (jardinier, l’herbe, la pelouse, le
Terrace, l’arrosoir).
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- SUPPORT PEDAGOGIQUE : Les images, photos, livres, cassettes etc. des lieux discutés.
- ACTIVITES : L’enseignant montre et nomme les noms dans les cartes des lieux qui contiennent les
employées, les noms aux apprenants. Les apprenants voient et répètent après l’enseignant.
- EVALUATION : L’enseignant donne l’exercice d’identification des noms, de lieux discutés.
10 Visiter les lieux de L’apprenant devrait être Visiter les lieux de loisirs comme le cinéma, le stade, la piscine, le théâtre, le restaurant, etc. dire ce
loisir. capable de nommer qu’on fait, voit dans ces lieux. Par exemple, la piscine, on se baigne (la natation); au restaurant, on
quelques lieux de loisirs. Ils mange ; au cinéma, pour les films ; au stade, on fait le sports.
doivent être capables aussi - EXRESSIONS /VOCABULAIRE: Les phrases avec les noms des lieux de loisir.
de dire ce qu’on fait là- bas - SUPPORT PEDAGOGIQUE : Les images, photos qui montrent les lieux de loisirs et ce que l’on fait
ou les activités dans les dans ces lieux, c'est-à-dire activités des lieux de loisirs.
lieux de loisir. - ACTIVITES : L’enseignant montre la carte, l’image, les photos des lieux de loisir et les gens qui font
les diverses activités dans ces lieux. Il explique aussi les images aux apprenants et les apprenants
écoutent et répètent après lui.
- EVALUATION : Exercice qui reprend les lieux de loisir.
11 Nommer les mois L’apprenant devrait être Nommer les mois de l’année comme janvier, février, mars avril etc.
de l’année. capable de nommer les - EXPRESSION /VOCABULAIRE: Nous sommes en janvier, février etc.
mois de l’année. - SUPPORT PEDAGOGIQUE : Calendrier, les autres images.
- ACTIVITES : L’enseignant présente les mois de l’année les uns après les autres, insistant sur la
prononciation correcte de chaque mois. L’apprenant se sert de expérience des jours de a semaine
pour comprendre les mois.
- EVALUATION : Exercice de mémorisation des mois de l’année.
12 Nommer les mois L’apprenant devrait être Parler des mois de l’année comme Janvier est le premier mois de l’année. Juillet est le huitième mois
de l’année. capable de parler des mois de l’année. En juin, nous sommes en vacance. Le premier mai est le jour des travailleurs. Etc.
de l’année. - EXPRESSIONS /VOCABULAIRE: Le verbe être à l’indicatif présent.
- GRAMMAIRE : L’expression « c’est et nom. Ex. janvier c’est le premier mois de l’année.
- SUPPORT PEDAGOGIQUE : Le papier, calendrier, agenda, la carte des activités dans les mois de
l’année.
- ACTIVITES : L’enseignant lire les mois de l’année. Il fait quelques phrases avec les mois de l’année
et les apprenants écoutent et répètent après lui.
EVALUATION : Exercices qui reprennent les mois de l’année.
13 REVISION
14 EXAMEN
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FRENCH LANGUAGE

1 Repérer les L’apprenant indiquer un itinéraire de quelques place/lieux comme le marché près de l’école, le marché Wuse en ville pour
lieux : comment devrait être aller à pied ou en taxi, vous allez tout droit, vous tournez à droit, à gauche, après le feu rouge, traversez la rue
trouver le capable de etc.
marché. repérer les lieux - VOCABULAIRE/EXPRESSION: Tout droit, à gauche. Où se trouve ? À droit, traversez, tournez. Prenez la rue
autour de lui et Obasanjo.
le marché en GRAMMAIRE : Le verbe trouver, prendre à indicatif présent à la première et deuxième personne singulière
ville. (je, tu) et ‘vous’, à la deuxième personne plurielle.
- SUPPORT PEDAGOGIQUE : Les photos, images des personnes qui traversent, tournent ou cherchent la route.
- ACTIVITES : L’enseignant aide l’apprenant à repérer le marché près de l’école avec l’itinéraire correcte. Les
apprenants répètent après lui.
- EVALUATION : L’enseignant demande aux apprenants oralement et individuellement, après en group. ‘Où se
trouve le bureau du principal ?’ Le marché ? Etc.
2 Repérer les L’apprenant indiquer et trouver un itinéraire à l’hôpital, en ville et ce qui se trouve dans la communauté de l’école.
lieux : comment devrait être - VOCABULAIRE/EXPRESSION: Devant vous…, derrière là, là- bas, ici, vous voyez…etc.
trouver l’hôpital. capable de - GRAMMAIRE : Le verbe TOURNER, VOIR à indicatif présent à la première et deuxième personne singulière
repérer les lieux (je, tu) et ‘vous’, à la deuxième personne plurielle.
comme l’hôpital - SUPPORT PEDAGOGIQUE : Le plan de la ville ou le village avec les lieux et leurs localisations/adresses.
près de l’école et - ACTIVITES : L’enseignant indique plusieurs itinéraires de l’hôpital au village, de l’école en utilisant
l’hôpital en ville. l’expression correcte. Les apprenants eux aussi mentionnent les lieux publics et leurs adresses.
EVALUATION : Production de la carte d’une ville/village qui suggère les situations des lieux.
3 Repérer les L’apprenant Indiquer l’itinéraire de la mosquée centrale ou celle de la communauté de l’école en utilisant les expressions
lieux : comment devrait être et les mots appropriés comme, où est la mosquée ? Elle se trouve…, allez vers… tournez à droit etc.
trouver la capable de - VOCABULAIRE/EXPRESSION: Reprend les expressions pour indiquer l’itinéraire (vers, allez à gauche, près,
mosquée repérer ou à côté de)
centrale en ville savoir comment - GRAMMAIRE : Les prépositions de lieu (où) ; dans, près de, loin de, en face de, sur, à gauche etc.
et la mosquée trouver la - SUPPORT PEDAGOGIQUE : Papier, crayon en couleur, une table, des ciseaux, du carton pour dessiner et
locale. mosquée produire une carte d’une ville.
centrale. - ACTIVITES : L’enseignant explique plusieurs fois comment aller à la mosquée dans la communauté et en
ville, en utilisant les mots et les expressions appropriés.
Page | 370

EVALUATION : L’exercice qui demande la réponse ‘oui’ ou ‘non’. La mosquée est en face du marché ? (oui ou
non)
4 Repérer les L’apprenant Indiquer l’itinéraire de l’église catholique, Redeemed, Anglican et d’autres dans la communauté et même
lieux : comment devrait être l’église œcuménique en ville.
trouver l’église capable de - Où est/ où se trouve l’église catholique d’ici ?
dans la repérer et savoir - Elle est derrière… Pour aller là- bas, prenez … sur la rue de…
communauté et comment - VOCABULAIRE/EXPRESSION: Les expressions et mots pour indiquer l’itinéraire : allez… tournez derrière,
l’église trouver les vers, allez à gauche, près de, à côté de etc.
œcuménique en églises dans la - GRAMMAIRE : Les prépositions de lieu (où) ; dans, près, de, loin de, en face de, sur, à gauche etc.
ville. communauté et - SUPPORT PEDAGOGIQUE : Les photos, image des églises, les personnes qui tournent, traversent (allez tout
celle de la ville. droit) etc., qui indiquent un itinéraire.
- ACTIVITES : L’enseignant explique encore l’itinéraire pour aller à l’église œcuménique en ville. Les
apprenants écoutent et répètent après lui.
- EVALUATION : L’exercice d’associer : les dessins des itinéraire et les formules en faisant la liste des formules
et les dessins appropriées.
5 Repérer les L’apprenant Indiquer l’itinéraire de chez soi comme pour aller/ venir chez moi, prenez la route de…, marchez tout droit…
lieux : comment devrait être jusqu'à… tournez à gauche, traversez la route, derrière… vous voyez… c’est maison/chez moi.
se trouver chez capable de - VOCABULAIRE/EXPRESSION: Les expressions et mots pour indiquer l’itinéraire.
soi. repérer et - GRAMMAIRE : Le verbe traverser au présent (je, te, vous). Epelez quelques mots – ‘derrière’, ‘devant’,
d’indiquer ‘tournez’ etc.
l’itinéraire de - SUPPORT PEDAGOGIQUE : Les crayons pour dessiner et décrire au tableau.
chez lui. - ACTIVITES : L’enseignant aide l’apprenant en indiquant l’itinéraire de chez lui. Les élèves font la même
chose. EVALUATION : L’enseignant demande aux apprenants de dessiner leur maison (un bâtiment).
6 Parler de la L’apprenant Parler de ce que les jeunes font au parc. Ils s’amusent en jouant au ballon avec des amis, ils font du tennis, le
jeunesse dans la devrait être filet d’escalade, le ménage, tour d’escalade, le pont suspendue, balançoire etc.
communauté : ce capable de - GRAMMAIRE : Epeler les mots de base au parc comme ‘bascule’, ‘pont’, ‘ménagé etc.
qu’ils font dans le parler de ce que - SUPPORT PEDAGOGIQUE : Les images, photos, vidéos de parc qui montrent les activités des jeunes. Jeux de
parc. les jeunes de la rôle.
communauté - ACTIVITES : L’enseignant demande aux apprenants de mentionner les activités qu’ils font au parc. Il leur
font dans le parc. aide après à mentionner les autres. Il leur montre les photos et vidéos. Il prononce les noms des activités
tandis que les apprenants écoutent, regardent, répètent et mémorisent les noms.
- EVALUATION : L’enseignant demande aux apprenants de reproduire oralement les noms des activités qu’ils
font au parc.
7 Parler de la L’apprenant Parler de ce que les jeunes font au stade (ils font du sport, la course, du vélo, la course de sac à dos). Ils jouent
jeunesse dans la devrait être au tennis, au basket, au foot, le judo, la crosse de hockey etc.
communauté : ce capable de - GRAMMAIRE : Le verbe FAIRE, JOUER à l’indicatif présent (singulier/pluriel)
Page | 371

qu’ils font dans le parler de ce que - SUPPORT PEDAGOGIQUE : Jeux de rôle, les photos, images des sports et des activités divers au stade.
stade. les jeunes de la - ACTIVITES : L’enseignant décrit oralement et à l’écrit ce que font les jeunes au stade. Apres, il amène les
communauté apprenants au cours de l’école pour pratiquer quelques activités.
font dans le EVALUATION : L’enseignant demande aux apprenants de décrire quelques sports oralement.
stade.
8 Parler de la L’apprenant Parler de ce que les jeunes font dans la bibliothèque (ils lisent les livres les romans. Ils consultent les
jeunesse dans la devrait être dictionnaires, l’encyclopédie. Ils recherchent l’information sur l’internet.
communauté ; ce capable de - GRAMMAIRE : Le verbe lire à l’indicatif présent.
qu’ils font dans parler de ce que -SUPPORT PEDAGOGIQUE : Photo d’une bibliothèque
la bibliothèque. les jeunes de la - ACTIVITES : L’enseignant explique aux apprenants les procédés à suivre pour être membre de la
communauté bibliothèque ; l’inscription, on emprunte des livres, le silence à la bibliothèque. Il leurs montre les photos et
font dans la images des gens dans la bibliothèque. Les apprenants écoutent, et répètent. Une visite à une bibliothèque de la
bibliothèque. ville.
- EVALUATION : Le devoir de recherche sur internet pour rechercher les informations sur l’usage de la
bibliothèque.
9 Parler de la L’apprenant Parler de ce que les jeunes font au café et au restaurant comme, ils s’amusent avec leurs ami(e)s. Ils mangent
jeunesse : ce que devrait être et ils boivent les boissons différentes comme le riz, la soupe, la sauce, le fufu, œuf au plat, les nouilles, les
font les jeunes au capable de pommes de terre, la salade, du thé, du pain, du poulet etc.
café/restaurant. parler de ce que - VOCABULAIRE/EXPRESSION : Qu’est-ce que vous voulez, monsieur ? Je vous sers quoi, madame ? Qu’est-ce
les jeunes font que vous voulez comme dessert ? Qu’est-ce que vous voulez come l’entrée ? Etc.
dans le Je voudrais manger…
café/restaurant - GRAMMAIRE : Le verbe manger, à l’indicatif présent.
- SUPPORT PEDAGOGIQUE : Les vidéos, les images qui montrent un café/restaurant.
- ACTIVITES : L’enseignant explique plusieurs fois les activités des jeunes au café et restaurant aux
apprenants.
EVALUATION : Le petit drame des jeunes au restaurant en classe.
10 Parler de la L’apprenant Danser, boire, fumer. Ecouter la musique, ils s’amusent avec les sexes opposés en dansant etc.
jeunesse dans la devrait être - VOCABULAIRE/EXPRESSION : J’aime la musique, viens danser ! Je ne sais pas danser.
communauté : ce capable de dire - GRAMMAIRE : Les verbesdanser et écouter à l’indicatif présent à la première et deuxième personne
que font les ce que font les singulière.
jeunes à la jeunes à la - SUPPORT PEDAGOGIQUE : La cassette, la radio, les vidéos, les photos.
discothèque. discothèque - EVALUATION : L’exercice de nommer et dessiner les instruments qu’on voit et utilise à la discothèque.
comme :
11 REVISION
12 EXAMEN
Page | 372

FRENCH LANGUAGE

1 Identifier ce qu’on L’apprenant devrait être Nommer quelques aliments qu’on achète au marché comme, le gombo, la viande, les légumes, le
achète au marché capable d’identifier les poulet, du riz, des haricots etc.
comme les aliments. aliments qu’on achète au - VOCABULAIRE/EXPRESSION : C’est combien ? Ça fait combien ? Ça coute combien ?
marché. - GRAMMAIRE : Le verbe acheter et aller à l’indicatif présent à toutes les personnes.
- SUPPORT PEDAGOGIQUE : Les photos des aliments, image ou les aliments réels, ou une visite
préalable au marché.
- ACTIVITES : L’enseignant montre les aliments qu’on achète sur les photos aux apprenants. Il
prononce leurs noms aux apprenants alors qu’ils écoutent et répètent après lui.
- EVALUATION : L’enseignant donne aux apprenants l’exercice de dessiner quelques nourriture ou
aliments et les nommer.
2 Identifier ce qu’on L’apprenant devrait être Nommer les choses qu’on achète au supermarché comme, les savons, les détergents, les céréales, la
achète au capable d’identifier ce mayonnaise, la farine, les boissons, les jus, les bonbons, les conserves (tin food).
supermarché. qu’on achète au - VOCABULAIRE/EXPRESSION : C’est combien ? Ça fait combien ?
supermarché. - GRAMMAIRE : Le verbe vouloir à l’indicatif présent à la première et deuxième personne singulière
(je, tu)
- SUPPORT PEDAGOGIQUE : La carte, les photos du supermarché qui montre des choses qu’on y
achète. Les images de ce qu’on achète au supermarché.
- ACTIVITES : L’enseignant nomme et montre les objets aux apprenants et ils écoutent et répètent.
- EVALUATION: L’enseignant demande aux apprenants de nommer les objets/choses qu’on achète
au supermarché.
3 Dire les prix des L’apprenant devrait être Comment dire combien ça coute ? C’est combien ? Ça fait combien ? Par exemple, combien coûte
articles. capable de dire les prix cette robe ? Ça coûte cinq Nairas.
Page | 373

des articles et aussi - VOCABULAIRE/EXPRESSION : Ça fait…, ça coute

utiliser les expressions - SUPPORT PEDAGOGIQUE : L’argent concret, jeux de rôle, une chanson.
pour dire les prix des - ACTIVITES : L’enseignant répète ou dit plusieurs fois « c’est combien ? » Ça coûte combien ? Il
articles. montre aux apprenants l’argent (cent naira, mille nairas etc.) Les apprenants écoutent et répètent
après lui.
- EVALUATION: L’enseignant demande aux apprenants de faire les courses au marché, c'est-à-dire
des courses imaginaires en classe.
4 Comment faire des L’apprenant devrait être Comment faire des achats entre le vendeur/ la vendeuse et le client/la cliente.
achats. capable de faire des - VOCABULAIRE/EXPRESSION : Reprend les expression des achats ; c’est combien ? C’est cher ! C’est
achats. bon marché etc.
- GRAMMAIRE : Le verbe faire à toutes les personnes à l’indicatif présent.
- SUPPORT PEDAGOGIQUE : Les photos des gens qui achètent au marché. Jeux de rôle,
- ACTIVITES : L’enseignant enlève quelques objets dans la classe comme le sac, la règle etc. et pose
une question aux apprenants, ‘combien ça coûte ? c’est... (Trois cent naira). Les apprenants imitent le
professeur en faisant les gestes.
EVALUATION: Les apprenants dramatisent une scène où on dit les prix en utilisant les expressions
des prix et des achats.
5 Dire ce qu’on trouve L’apprenant devrait être Des articles qu’on trouve au magasin comme, les robes, les pantalons, les jupes, le t-shirt, la chemise,
au magasin. capable de dire ou la culotte, le jeans, la chemise, la ceinture, etc.
d’identifier ce qu’on - VOCABULARY / EXPRESSIONS – ‘Qu’est-ce que c’est ? C’est…’
trouve au magasin. - SUPPORT PEDAGOGIQUE : Les photos des vêtements, les images des vêtements.
- ACTIVITES : L’enseignant montre et nomme les articles qu’on trouve au magasin aux apprenants.
Il prononce leurs noms aux apprenants et les apprenants écoutent et répètent après lui.
- EVALUATION: L’enseignant demande aux apprenants les noms des articles sur la carte
individuellement. L’enseignant demande aussi aux apprenants de dessiner quelques vêtements.
6 Des articles qu’on L’apprenant devrait être Des articles qu’on trouve à là librairie (le dictionnaire, le cahier, le livre, la carte, le crayon, la
trouve à la librairie et capable de dire ou gomme) et à la pharmacie (le médicament, le thermomètre, la seringue, les comprimés, la
à la pharmacie. d’identifier ce qu’on pommade, la bande de crêpe etc.
trouve à là librairie et à là - GRAMMAIRE : L’article défini et indéfini au pluriel.
pharmacie. - SUPPORT PEDAGOGIQUE : Les photos, les images, les vidéos qui montrent les articles mentionnés.
- ACTIVITES : L’enseignant montre les photos, l’image des articles à là libraire et à la pharmacie aux
apprenants. Il nomme les articles alors que les apprenants écoutent et répètent après lui. Ils copient
les notes de l’enseignant.
- EVALUATION: Exercice de courses imaginaires de ce qu’on trouve ou on achète à la libraire et à la
pharmacie.
Page | 374

7 Des articles qu’on L’apprenant devrait être Des articles qu’on trouve à la poste (le timbre, la boite de lettre, le grand sac de livrer), au kiosque
trouve à la poste, au capable de dire ou (l’enveloppe, l’eau minérale ou des boissons, les bonbons, du pain, les petits gâteau), et au
kiosque et au d’identifier ce qu’on restaurant (les nourritures, les plats, l’assiette à soupe, la tasse, la grande tasse, le verre, le couteau,
restaurant. trouve à la poste, au la cuillère, etc.
kiosque et au restaurant. - GRAMMAIRE : L’article défini et indéfini au pluriel.
- SUPPORT PEDAGOGIQUE : Les photos, les images, les vidéos qui montrent les articles mentionnés.
- ACTIVITES : Les apprenants peuvent faire une visite des lieux où on voit tous les articles qu’on a
discutés avec l’aide de l’enseignant. Il montre les articles sur les photos aux apprenants.
- EVALUATION: L’enseignant demande aux apprenants d’écrire quelques articles qu’ils achètent au
kiosque, et de ce qu’ils voient au restaurant.
8 Parler de ce qu’on L’apprenant devrait être Parler de ses gouts et ses préférences c'est-à-dire ce qu’on aime comme, j’aime la viande, j’aime
aime en utilisant les capable de dire ce qu’il manger du riz mais je préfère des haricots. Tu aimes la couleur bleu ? Moi, je préfère la couleur
mots AIMER, aime (ses gouts et ses rouge. J’aime la piscine, mais je préfère la mer.
PREFERER. préférences). - GRAMMAIRE : Le verbe aimer et préférer à l’indicatif présent à toutes les personnes.
- VOCABULAIRE/EXPRESSION: Oui, bon, d’accord, beaucoup, j’aime, je préfère.
- SUPPORT PEDAGOGIQUE : Le professeur apporte en classe certains aliments simple (chocolat,
fruits, bonbons, biscuits etc.).
- ACTIVITES : L’enseignant fait la liste de ce que l’on peut aimer ou préférer.
- EVALUATION: L’enseignant donne l’exercice pour exprimer ce que les apprenants peuvent aimer
et préférer parmi la liste des aliments au tableau.
9 Parler de ce qu’on L’apprenant devrait être Parler de ses gouts et ses préférences en utilisant les mots ‘adorer et choisir’, par exemple, j’aime
aime ‘adorer, choisir’ capable de dire ce qu’il lire, mais j’adore regarder la télévision. Je choisis le match de foot. J’aime aller à la montagne, mais
aime, ce qu’il adore et j’adore aller au cinéma etc.
choisit. - GRAMMAIRE : Le verbe adorer et choisir à toutes les personnes à l’indicatif présent
- VOCABULAIRE/EXPRESSION: beaucoup, mieux comme j’adore beaucoup, j’aime mieux etc.
- SUPPORT PEDAGOGIQUE : Le professeur fait la liste des lieux ou des choses pour que les
apprenants dissent ce qu’ils aiment.
- ACTIVITES : L’enseignant aide les apprenants à faire quelques phrases de ce qu’ils adorent, et les
apprenants font des gestes de choix etc.
- EVALUATION: Exercice d’expression de choix et de préférence.
10 Parler de ce qu’on L’apprenant devrait être Parler de ce qu’on n’aime pas en utilisant la phrase ‘n’aime pas’. Exprimer l’opposition comme, je
n’aime pas. capable de dire ce qu’il n’aime pas aller à la mer. Je n’aime pas le bonbon. Tu aimes manger du gâteau ? Non, je n’aime pas le
n’aime pas et ainsi gâteau.
d’exprimer l’opposition. - GRAMMAIRE : La négation - Ne + verbe + pas.
- VOCABULAIRE/EXPRESSION: Non, je n’aime pas ceci/cela.
- SUPPORT PEDAGOGIQUE : Images, photos, divers, qui montre l’opposition. Jeux de rôle.
Page | 375

- ACTIVITES : L’enseignant fait la liste de ce qu’on peut détester comme le bruit, l’accident et
demande aux apprenants de dire ou choisir ce qu’ils aiment. Les apprenants répondent à la
négation ‘je n’aime pas’
EVALUATION: Exercice qui indique l’opposition et une attitude négative. Ex, tu aime l’accident ?
Non… etc.
11 Parler de ce qu’on L’apprenant devrait être Parler de ce qu’on n’aime pas en utilisant le mot ‘détester’ comme, je n’aime pas le cinéma. Je
n’aime pas ‘détester’. capable de dire ce qu’il déteste la discothèque. Tu n’aime pas la mer ? Oui, je déteste aller à la mer. Tu mange du pain ? Non,
n’aime pas et ainsi je déteste le pain etc.
exprimer l’opposition. - GRAMMAIRE : La négation - Ne + verbe + pas.
- VOCABULAIRE/EXPRESSION: Je déteste…
- ACTIVITES : L’enseignant fait la liste comme les dessins d’un accident, les poubelles, les aliments,
fruits et demande aux apprenants de dire ce qu’ils détestent.
-EVALUATION: Exercice qui implique l’opposition et une attitude négative comme, tu veux cela ? (la
poubelle). Tu aime le vol ? Tu aime le bruit ?
12 REVISION
13 L’EXAMEN
Page | 376


‫)‪SCHEME OF WORK FOR PRIMARY SIX (6‬‬
‫‪FIRST TERM‬‬ ‫فترة األولي‬
‫‪CONTENTS‬المحتويات‬ ‫‪TOPIC‬الموضوع‬ ‫‪WEEK‬اإلسبوع‬
‫يختار المدرس ن األلعاب المفيدة(يلعب ابراهيم كرة السلة)‬ ‫يف الملعب‬ ‫االول‬
‫طلع البدر علينا‬ ‫االناشيد العربية المختارة‬ ‫الثان‬
‫ي‬
‫من ثنيات و الوداع‬
‫الخ‪.....‬‬
‫مثل‪ :‬أدماوا – يوال‪ ،‬كنو‪ -‬كنو‬ ‫التعريف باالشياء ( الوالية‪ -‬العاصمة)‬ ‫الثالث‬
‫األب ‪ :‬اين زينب‬ ‫المحادثة ربي األب و األرسة‬
‫اإلبن‪ :‬زينب تكنس الدار‬ ‫الرابع‬
‫األب‪ :‬و اين احمد‬
‫األم‪ :‬احمد يلعب بالكرة‬
‫ال المدير‬ ‫قطعة بسيطة عن األمانة مثل‪ :‬رأي خليل محفظة يف فناء المدرسة فاخذها ي‬
‫فان بها ي‬ ‫النصوص المختارة ( عن األمانة)‬ ‫الخامس‬
‫الخ‪.....‬‬
‫المحرم‪ -‬ذو الحج‬ ‫قراءة الكلمات المختارة(اسماء الشهور)‬ ‫السادس‬
‫يصوم المسلمون يف شهر رمضان مرة يف كل سنة بعد رؤية الهالل‪...‬الخ‬ ‫قراءة الجمل المختارة (عن الرمضان)‬ ‫السا بع‬
‫اربعي ‪40-30‬‬
‫ر‬ ‫ال –‬‫ثالثي – ي‬
‫ر‬ ‫من‬ ‫قراءة األرقام العربية‬ ‫الثامن‬
‫اربعي‬
‫ر‬ ‫ال‬
‫ثالثي ي‬
‫من واحد و ر‬ ‫قراءة األعاد العربية‬
‫‪40- 30‬‬ ‫التاسع‬
‫ر‬
‫نحو‪ :‬السالم عليكم يا ي‬
‫ام‬ ‫(بي األم و ابنتها)‬
‫المحادثة ر‬ ‫العارس‬
‫وعليكم السالم ورحمة هللا‬
‫من اين انت‪ ،‬انا من المدرسة‬
‫كنيسة‪،‬مستشف‪،‬محكمة‪،‬محطة‬
‫ي‬ ‫مدرسة‪،‬مسجد‪،‬سوق‬ ‫التعريف باألشياء(اسماء األماكن)‬ ‫الحادي‬
‫‪،‬مطار‪،‬مكتب‪،‬وزارة‪...‬‬ ‫عش‬ ‫ر‬
‫يحتفل المسلمون بعيد الفطر يف الشوال بعد رؤية الهالل ثم يعلن السلطان فيخرج المسلمون‬ ‫قراءة الجمل (عيد الفطر)‬ ‫الثان ر‬
‫عش‬ ‫ي‬
‫المصل ‪....‬‬
‫ي‬ ‫ال‬
‫صباحا ي‬
‫مراجعة‬ ‫الثالث ر‬
‫عش‬
‫اإلمتحانات و التصحيح‬ ‫عش‬‫الرابع ر‬
‫‪Page | 377‬‬


‫منهج الدراسي للسنة السادسة االبتدائية‬
‫‪SECOND TERM‬‬ ‫فترة الثانية‬
‫المحتويات‬ ‫الموضوع‬ ‫‪WEEK‬اإلسبوع‬
‫‪Contents‬‬ ‫‪Topic‬‬
‫يختار المدرس ن األلعاب المفيدة(اللعب بالحبل)‬ ‫يف الملعب‬ ‫االول‬
‫علم اكي‬
‫ي‬ ‫علم‪-‬‬
‫ي‬ ‫علم‬
‫ي‬ ‫االناشيد العربية المختارة للمدارس‬ ‫الثان‬
‫ي‬
‫الطبشي‪-‬مدرسة‪-‬جرس‪-‬كتاب‪-‬معلم‪-‬صبورة‬
‫ر‬ ‫‪-‬‬ ‫فصل‬‫‪-‬‬ ‫دفي‬ ‫‪-‬‬ ‫ممسحة‪،‬قلم‬ ‫التعريف باالشياء(وسائل التعليم)‬ ‫الثالث‬
‫المعلم‪ :‬قم ياطالب‬ ‫المحادثة ربي المعلم و الطالب‬

‫الطاالب‪ :‬الطالب يقوم‬ ‫الرابع‬
‫المعلم ‪:‬اين وقف احمد‬
‫الطالب‪ :‬وقف احمد امام الصبورة‬
‫صل هللا عليه و سلم‪ ":‬عليكم بالصدق فان الصدق يهدي ي‬
‫ال‬ ‫الحديث عن الصدق قال ي‬ ‫النصوص المختارة ( عن الصدق)‬ ‫الخامس‬
‫الي‪."...‬الخ‬
‫شمال‪ -‬ررسق‪-‬جنوب‪ -‬غرب‬ ‫قراءة الكلمات المختارة(عن الجهات االربعة)‬ ‫السادس‬
‫الصدق أمانة‬ ‫قراءة الجمل المختارة‬ ‫السا بع‬

‫و الكذب خيانة‬
‫يصدق المسلم يف كالمه دائما‬
‫خمسي‪50-41-‬‬
‫ر‬ ‫ال‬
‫واربعي – ي‬
‫ر‬ ‫من واحد‬ ‫قراءة األرقام العربية‬ ‫الثامن‬
‫خمسي‬
‫ر‬ ‫ال‬
‫واربعي – ي‬
‫ر‬ ‫من واحد‬ ‫قراءة األعداد العربية‬ ‫التاسع‬
‫‪50-41‬‬
‫بقرن جميلة ارجلها جميلة‬ ‫االناشيد العربية المختارة‬ ‫ر‬
‫العارس‬
‫ي‬
‫و شعرها جميل و ذيلها طويل يف رأسها قرنان تحتهما اذنان‬
‫مراجعة‬ ‫الحادي ر‬
‫عش‬
‫اإلمتحانات و التصحيح‬ ‫الثان ر‬
‫عش‬ ‫ي‬
‫‪Page | 378‬‬


‫منهج الدراسي للسنة السادسة االبتدائية‬
‫يف فناء المدرسة مثل‪:‬‬ ‫يف الملعب‬ ‫االول‬
‫الكرة‪ ،‬الحكم ‪،‬المرم‬
‫كت‬
‫ضب الر ي‬
‫نشيد الكتاب‪:‬‬ ‫االناشيد العربية المختارة للمدارس‬ ‫الثان‬
‫ي‬
‫كتان‬
‫ياكتان يا ي‬
‫انت يل الصحاب‬
‫رواح‬
‫ي‬ ‫صديف يف‬
‫ي‬ ‫يا‬
‫حبيت يف اإلياب‬
‫ي‬ ‫و‬
‫فيك علم فيك نور‬
‫فيك تحقيق الرغاب‬

‫زيارة‪،‬سفر‪،‬رحلة عطلة‪ ،‬هدية‪ ،‬احسان‬ ‫التعريف باالشياء(معامالت)‬ ‫الثالث‬
‫ا حمد‪ :‬السالم عليكم و رحمة هللا‬ ‫الطالبي‬

‫ر‬ ‫المحادثة ربي‬ ‫الرابع‬
‫عمر ‪:‬السالم عليكم و رحمة هللا‬
‫احمد‪:‬هل معك ساعةيا عمر‬
‫مع ساعة‬‫عمر‪ :‬نعم ي‬
‫مت اشيتها‬‫احمد‪ :‬ي‬
‫اشييتها باالمس ‪...‬الخ‬
‫عل كل مسلم و مسلمة‪ ،‬العلم فالصغر كالنقش‬
‫العلم نور ‪ ،‬طلب العلم فريضة ي‬ ‫النصوص المختارة ( عن طلب العلم)‬ ‫الخامس‬
‫عل الحجر‬‫ي‬
‫النقود‪-‬الذهب‪-‬الفضة‪-‬التجارة‪ ...-‬الخ‬ ‫قراءة الكلمات المختارة(االموال)‬ ‫السادسة‬
‫‪Page | 379‬‬

‫كبي‪.‬‬
‫فهد شيخ ر‬ ‫قراءة الجمل‬ ‫السا بع‬
‫يملك فهدحقال ‪.‬‬
‫يحصد الشيخ الحقل يف كل يوم‪.‬‬
‫ترك ابنه الكسول ‪.‬‬
‫ستي(‪)60-51‬‬
‫ال ر‬‫خمسي – ي‬
‫ر‬ ‫من و احد و‬ ‫قراءة األرقام العربية‬ ‫الثامن‬
‫ستي(‪)61-51‬‬
‫ال احدي و ر‬
‫خمسي – ي‬
‫ر‬ ‫من احدي و‬ ‫قراءة األعداد العربية‬ ‫التاسع‬
‫عي‪ -‬يد‪-‬اذن‪ -‬فم‪-‬صدر ‪...‬الخ‬

‫رأس‪-‬رجل‪ -‬ر‬ ‫قراءة الكلمات المختارة (اعضاء االنسان)‬ ‫ر‬
‫العارس‬
‫قراءة الجمل المختارة لقط الطيور القمح‪.‬‬ ‫الحادي ر‬

‫عش‬
‫اكل الخروف الحشيش‪.‬‬
‫رسق اللصوص النقود‬
‫مراجعة‬ ‫الثان ر‬
‫عش‬ ‫ي‬
‫اإلمتحانات و التصحيح‬ ‫الثالث ر‬

‫عش‬
‫‪Page | 380‬‬

CULTURAL AND CREATIVE ARTS (CCA)

WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING MATERIALS
1 IMAGINATIVE COMPOSITION Defines and explains imaginative Pupils explain imaginative composition. Textbook and workbook
Meaning of Choir. composition. Copy note on meaning of choir. Charts and posters
Define choir and explain in details to pupils.
2 MATERIALS FOR IMAGINATIVE Lists the materials necessary for drawing Copy note on the materials necessary for Textbook and workbook
DRAWING AND PAINTING and painting e.g. paper, pencil, colour, etc. drawing and painting e.g. paper, pencil, Charts and posters
colour, etc. Drawing instruments
3 PARTS OF CHOIR – Soprano Explains voice parts in choir, soprano, alto, Listen to voice parts in choir, soprano, Textbook and workbook
(Treble) tenor, bass, etc. alto, tenor, bass, etc. Charts and posters
4 PERSPECTIVE Explains and mention the types of List the types of Perspective. Textbook and workbook
Perspective. Charts and posters
5 LIGHT AND SHADE Explains the meaning of light and shade. Pupils mention the meaning of light and Textbook and workbook
How light reflect on objects to show light shade. How light reflect on objects to Charts and posters
and shadow. show light and shadow. Drawing instruments
6 IMAGINATIVE SCENES Teacher guides pupils to draw from memory Draw from memory on festival or village Drawing instruments
on festival, village scenes, school scenes. Art magazine for children
environment, etc.
7 IMAGINATIVE DRAWING Teacher guides pupils to draw from Pupils draw from memory. Charts and posters
memory. Drawing instruments
8 IMAGINATIVE DRAWING (CONTD.) Teacher guides pupils to draw from Pupils draw from memory. Charts and posters
9 IMAGINATIVE PAINTING Guides pupils through painting from Paint from memory. Drawing instruments
memory. Painting materials
10 IMAGINATIVE PAINTING (CONTD.) Painting from memory. Paint from memory. Drawing instruments
Painting materials
12 EXAMINATION
Page | 381


WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING MATERIALS
1 IMAGINATIVE COMPOSITION Defines and explains imaginative Pupils explain imaginative Textbook and workbook
composition. composition. Charts and posters
2 MATERIALS FOR IMAGINATIVE Lists the materials necessary for drawing Copy note on the materials Textbook and workbook
DRAWINGAND PAINTING and painting e.g. paper, pencil, colour, necessary for drawing and painting Charts and posters
etc. e.g. paper, pencil, colour, etc. Drawing instruments
3 PARTS OF CHOIR – Soprano (treble) States the relationship of one object to Listen to voice parts in choir, Textbook and workbook
another as regards to size. soprano, alto, tenor, bass, etc. Charts and posters
Explains voice parts in choir; soprano,
alto, tenor, bass, etc.
4 PERSPECTIVE Explains and mention the types of List the types of Perspective. Textbook and workbook
Perspective. Charts and posters
5 LIGHT AND SHADE Explains the meaning of light and shade. Mention the meaning of light and Textbook and workbook
How light reflect on objects to show light shade. How light reflect on objects Charts and posters
and shadow. to show light and shadow. Drawing instruments
6 IMAGINATIVE SCENES Teacher guides pupils to draw from Draw from memory on festival or Charts and posters
memory on festival, village scenes, school village scenes. Drawing instruments
environment, etc. Art magazine for children
7 IMAGINATIVE DRAWING Teacher guides pupils to draw from Pupils draw from memory. Charts and posters
8 IMAGINATIVE DRAWING (CONTD.) Teacher guides pupils to draw from Draw from memory. Charts and posters
9 IMAGINATIVE PAINTING Guides pupils through painting from Paint from memory. Drawing instruments
memory. Lists the importance of recycling Painting materials
10 IMAGINATIVE PAINTING (CONTD.) Guides pupils to paint from memory. Paint from memory. Drawing instruments
Parts of Choir: Bass Painting materials
11 REVISION Revises all the topics taught with pupils. Revises all the topics with the
teacher.
12 EXAMINATION
Page | 382


1 INTRODUCTION TO TIE AND DYE Explains the meaning of tie and dye. Copy note on the meaning of tie and Textbook and workbook
dye. Art workshop
Charts and posters
2 MATERIALS FOR TIE AND DYE. Lists the materials for Tie and Dye. Lists the copy note on the materials for Art workshop
Tie and Dye. Dye and dying materials
3 METHODS OF TIE AND DYE. Explains the different types of Tie and List the different types of Tie and Dye. Art workshop
Dye. Pupils to sing solo. Dye and dying materials
4 PRODUCTION OF TIE AND DYE Demonstrates how to produce Tie and Produce Tie and Dye on fabric. Art workshop
Dye on fabric. Dye and dying materials
Guides pupils to perform forms of Pupils to perform forms of dance-
dance- contemporary and ballet contemporary and ballet
5 USES OF TIE AND DYE Explains the uses of tie and dye e.g. for List the uses of tie and dye e.g. for Art workshop
window blinds, for decoration, window blinds, for decoration, Dye and dying materials
adornment, etc. adornment, etc.
6 INTRODUCTION TO BATIK Explains the meaning of Batik. Explain the meaning of Batik. Art workshop
Dye and dying materials
7 MATERIALS NEEDED FOR BATIK Lists the materials for Batik. Copy note on the materials for Batik. Art workshop
8 METHOD FOR BATIK Explains the different method of Batik List the different method of Batik Art workshop
9 BATIK MAKING Demonstrates how to produce Batik. Produce Batik. Art workshop
10 INTRODUCTION TO BEAD MAKING Explains the concept of bead making. Pupils list the meaning of Bead making. Art workshop
Demonstrates bead making. Pupils make simple beads. Bead making materials.
11 REVISION Revises all the topics taught with Revises all the topics with the teacher.
pupils.
12 EXAMINATION
Page | 383

HISTORY
LEARNING
RESOURCES.
2. i. Meaning of civic rule Lead learners to explain the meaning of civic rule. Learners to explain the meaning of civic Chart, Posters,
ii. Period of civic rule in Nigeria Guides them to state the periods of civic rule in rule. Audio, and Video.
Nigeria State the periods of civic rule in Nigeria.
3. Period of civic rule in Nigeria 1960 Lead learners to discuss the period of civic rule Learners to discuss the period of civic rule Chart, Posters,
– 1966 from 1960 – 1966 from 1960 – 1966 Audio, and Video.
4. Period of civic rule in Nigeria 1979 Guide learners to discuss the period of civic rule Learners to discuss the period of civic rule Chart, Posters,
– 1983 from 1979 – 1983 from 1979 – 1983 Audio, and Video.
5. Period of civic rule in Nigeria 1999 Guide learners to discuss the period of civic rule Discuss the period of civic rule from 1999 – Chart, Posters,
– to date from 1999 – to date to date Audio, and Video.
6. Civilian leaders: Lead them to mention the past and present Mention the past and present civilian Chart, Posters,
i. Dr. Nnamdi Azikiwe civilian leaders in Nigeria. leaders in Nigeria. Audio, and Video.
ii. Sir Abubakar Tafawa Balewa Their history and their contributions. Their history and their contributions to the
iii. Alhaji Shehu Shagari development of Nigeria.
7. Civilian leaders: Lead them to mention the past and present Mention the past and present civilian Chart, Posters,
i. Chief Olusegun Obasanjo civilian leaders in Nigeria.Their life history and leaders in Nigeria. Audio, and Video.
ii. Mallam Umaru Musa Yar’adua their contributions to the development of Nigeria.
8. Civilian leaders: Guide learners on the discussion of their history Discussion their history and their Chart, Posters,
i. Dr. Goodluck Ebele Jonathan and their contributions and achievements to the contributions and achievements. Audio, and Video.
ii. Mohammadu Buhari development of Nigeria.
9. The process of civic rule Take pupils on excursion to the state or National Learners embark on excursion to the state Chart, Posters,
i. Formation of political parties. Assembly. or National Assembly. Audio, and Video.
10. Conduct of election in Nigeria e.g Guides learners to list out process of election Learners to list out process of election Chart, Posters,
i. Registration of voters Audio, and Video.
ii. Campaign etc
iii. Inauguration of elected leaders
Page | 384

HISTORY
LEARNING
WEEK TOPIC / CONTENT TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES RESOURCES.
2. MILITARY RULE Lead learners to explain the meaning of Explain the meaning of military rule Chart, Posters,
- Period of military rule in Nigeria military rule Nigeria. in Nigeria. Audio, and Video.
3. MILITARY HEADS OF STATE IN NIGERIA Guides them to state the periods of military State the periods of military rule in Chart, Posters,
- Major General Aguiyi Ironsi rule in Nigeria Nigeria Audio, and Video.
4. MILITARY HEADS OF STATE IN NIGERIA Guides them to state the periods of military State the periods of military rule in
- General Yakubu Gowon rule in Nigeria. Nigeria Chart, Posters,
Guides them to explain how military leader Audio, and Video.
came to power
5. MILITARY HEADS OF STATE IN NIGERIA Lead pupils to explain the meaning of Explain the meaning of military rule Chart, Posters,
- General Murtala Muhammed military rule Nigeria. in Nigeria. Audio, and Video.
6. MILITARY HEADS OF STATE IN NIGERIA Guides them to mention the military heads Mention the military heads of state in Chart, Posters,
- General Olusegun Obasanjo of state in Nigeria. Nigeria. Audio, and Video.
- General Ibrahim Badamasi Babangida of state in Nigeria. Nigeria. Audio, and Video.
- General Sani Abacha of state in Nigeria. Nigeria. Audio, and Video.
9. MILITARY HEADS OF STATE IN NIGERIA Leads them to mention the heads of state in Mention the achievements and Chart, Posters,
- General Abdulsalami Abubakar Nigeria. The contributions and achievement contributions of the head of state. Audio, and Video.
10. HOW MILITARY LEADERS CAME TO POWER Guides them to explain how military leaders Explain how military leaders came to Chart, Posters,
- Through military coups. came to power power Audio, and Video.
Page | 385

HISTORY
LEARNING
WEEK TOPIC / CONTENT TEACHER’S ACTIVIY LEARNERS’ ACTIVITY
RESOURCES.
1. RESUMPTION TEST Resumption Test Resumption Test
Resumption Test
2. OIL ECONOMY Guides pupil to explain what crude oil is. Explain the meaning of crude oil Chart, Posters,
Crude oil Audio, and Video.
Crude oil exploration in Nigeria.
3. OIL ECONOMY Guides them to state the benefits of crude oil State the benefits of crude oil to the Chart, Posters,
Benefits of crude oil to Nigeria economy to the Nigerian economy Nigerian economy Audio, and Video.
4. OIL ECONOMY Guides pupils to list out the by – products of List out the by-products of crude oil Chart, Posters,
By-products of crude oil crude oil. Audio, and Video.
5. THE GROWTH OF INDUSTRIES IN NIGERIA Leads learners on excursion to oil exploration Learners embark on excursion to Chart, Posters,
Meaning of industry sites e.g filling station. filling station Audio, and Video.
Types of industry
6. EXCURSION Take learners on excursion to some industries Embark on excursion Chart, Posters,
Excursion in their community Audio, and Video.
7. THE GROWTH OF INDUSTRIES IN NIGERIA Guides them to list some industries in Nigeria List some industries in Nigeria. Chart, Posters,
Some industries in Nigeria Audio, and Video.
8. THE GROWTH OF INDUSTRIES IN NIGERIA Guides them to list some industries in Nigeria. State the location of the industries. Chart, Posters,
Location of industries in Nigeria Audio, and Video.
9. THE GROWTH OF INDUSTRIES IN NIGERIA Leads learners to state the benefits of State the benefits of industries to Chart, Posters,
Benefits of industries to Nigeria economy industries to Nigeria economy Nigeria economy Audio, and Video.
10. THE GROWTH OF INDUSTRIES IN NIGERIA Leads learners to mention the various Mention the various products Chart, Posters,
Products manufactured by Nigerian industries products manufactured in Nigerian industries. manufacture in Nigerian industries. Audio, and Video.
Guides the learners to state the important of State the important of
THE GROWTH OF INDUSTRIES IN NIGERIA manufactured products to Nigerian economy. manufactured products to Nigerian
Important of manufactured products to economy.
Nigerian economy
Page | 386

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NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA

National Association of Proprietors of Private Schools

NATIONAL UNIFIED EXAMINATIONS TEACHING SCHEME

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Abayomi Otubela (FNMA)

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

CULTURAL AND CREATIVE ARTS 127 261 404

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

-A passage reading on diet and nutrition to

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

information about verbs and adverbs.

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

-Writing poem on an interesting topic

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Grammatical Accuracy (structure) Teacher leads pupils to define antonyms English

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Ordering of whole number up to Guides the learners to use fingers to

Teacher explains how to find H.C.F using long

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Guides learners to order fractions from the

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Rectangle Square Isosceles Triangle

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

S/N Names of No. of Oranges

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

11 REVISION Revision Revision Revision

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

BASIC SCIENCE AND TECHNOLOGY (BST)

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – BASIC SCIENCE

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

(BST) – BASIC SCIENCE

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES