federal capital territory, abuja 3... · national value. production of the title of poems...

EDUCATIO

NRESOURCE

CENTRE

F CT - A BU JA

FEDERAL CAPITAL TERRITORY, ABUJA

PRIMARY THREE (3)

2014 Edition

Table of Contents

Hausa Language------------------------------------

Igbo Language---------------------------------------

Yoruba Language-----------------------------------

Basic Science---------------------------------------

Basic Technology----------------------------------

Physical & Health Education-------------------

Islamic Studies------------------------------------

Christian Religious Studies--------------------

Social Studies-------------------------------------

Civic Education------------------------------------

Security Education-------------------------------

Computer Studies (ICT)_------------------------

Home Economics----------------------------------

Agriculture-------------------------------------------

Entrepreneurship----------------------------------

FCT-ERC JUNIOR SCHOOL TEACHING SCHEMES, 2014 EDITION

ENGLISH STUDIES

ENGLISH STUDIES

PRIMARY 3 FISRT TERM

WEEK TOPIC CONTENT ACTIVITIES

1 Resumption Test Resumption Test Resumption Test

2 LISTENING/SPEAKING Pronunciation of consonants and consonants clusters: /b/, /p/ /pl/, /pr/, /bl/, /br/ using letter sounds

Production of the consonant sounds /b/, /p/ in isolation, in word and in sentence. Context, using letter sounds: Pp, Bb

Teacher writes the letters and sounds on the board, pronounce the alphabets and produce their sounds, demonstrate correctly. Pupils: pronounce letters and sound after the teacher.

READING Aural discrimination (Skills: phonic vowel sound)

Aural discrimination of the sounds /aI/, /x/, /ᴧ/ in isolation, in words and in sentence. E.g. /æ/ - Aa - am, man, fam using /a:/ - Aa – arm, calm, form etc.

Teacher writes and reads the sentences containing the sounds (from a text) to the class while the pupils listen. Teacher re-reads the sounds and words and pupils read after him/her.

WRITING Introduction to the use of capital letters and full stop.

The various uses of the capital letter of the alphabets during writing: e.g. Aa, Bb, Cc, Dd, Ee, Ff, etc. E.g. to begin a sentence I am a good child. The full stop marks the end of a sentence.

Teacher writes sample of words and sentences using capital letters. Read out the sentences or words and get the pupils to do the same. Pupils write the sentence on the board correctly. Enumerate the uses of capital letters and full stop. Pupils write in their exercise books.


GRAMMATICAL ACCURACY Use of Regular and Irregular plural

Regular plurals ending

with ‘s’ and ‘es’ e.g.

i). boy-boys, girl-girls

ii). Baby-babies, knife-

knives.

Irregular plurals e.g.

Man-men

Woman-women

Ox-oxen

Teacher writes words in the singular and plural for forms on the board and read them to the class. Pupils write in their exercise books and pronounce them after the teacher.

3 LISTENING/SPEAKING Pronounciations of consonants and consonant clusters using letter sound F-/f/-fl, fr, V-/v/

Production of consonants sounds and their letters /f/ - Ff /v/ - Vv e.g. This is letter ‘f’, it sounds /f/ This is letter ‘v’, it sounds /v/ /f/ - ‘F’ is for – fire, fat, father etc. /v/ - ‘V’ is for verb, victory, van etc. Make sentence with the words clusters of ‘f’ e.g. fl-flower, fly, flame etc. fr-fry, frame, frog etc.

Teacher writes letters and sounds and words on the board, pronounce them, form songs with them and sing along with the pupils. Teacher guides pupils to pronounce the diagraphs correctly in their clusters and to pronounce the words 100.

READING Concept of print: features of printed materials and types.

Recognition of the make-up of a printed material. E.g. Title page, Title Recognition of reading materials e.g. story books, class textbook etc.

Teacher shows pupils title pages of different books, illustrate, margin, pictures, charts, graphs etc. Pupils observe the display of the materials and ask and answer teacher question.

WRITING Introduction to hand writing

Write the letters of the alphabets according to their formation group e.g. C is formed anti clock wise from top to bottom etc.

Writing, reading written items aloud, practice of the correct posture to assume while writing.


GRAMMATICAL ACCURACY Introduction to verbs

Introduction of the word verb. A verb is word that tells action. E.g. eat, cry, read etc. Action verb e.g. - I eat bread everyday - the baby is crying - I read songs and poems

Teacher shows pupils pictures demonstrating different actions. Teacher writes verb words on the board, pronounce them out loud. Pupils write in their exercise books and pronounce loud after teacher. Instructional materials: charts, pictures, textbooks etc.

4 LISTENING/SPEAKING (Consonant and consonants clusters cont) e.g. /t/ - tall, tell etc /d/ -doll, dove etc /g/ - girl, gun etc /k/ - call, cain etc.

Pronunciation of consonant sounds and their letters using letter sounds e.g. This is letter ‘Tt’> it sounds /d/- /d/ for dove. This is letter ‘Gg’> it sounds /g/ - /g/ for girl etc. Consonant clusters e.g. tr> tray, try, tribe etc. dr> draw, drum etc.

Teacher writes consonants and their clusters sounds on the board. Teacher reads out and makes sentences with them. Pupils listen to teachers pronounce of consonant sounds and letters and clusters and write them in their exercise books and pronounce them.

READING The value of friendship simple poem (song) on national value.

Production of the title of poems friendship. “the more we are together”

Teacher writes the poem on the board and reads it loud. Pupils write the poem in their exercise books and read loud after the teacher.

WRITING Use of punctuation sentences: Comma (,), question mark (?) and exclamation marks (!)

Present punctuation marks, their uses in sentences. - Comma (,) e.g. John, Mary and Ahmad are in the same class. - Question mark (?) e.g. Are you angry? exclamation mark (!) e.g.

Teacher writes sample sentences without the punctuation mark and asks pupils to read and write some words or sentences with punctuation marks and pupils read to recognize the difference.


Oh!, No! Hurray! Etc.

GRAMMATICAL ACCURACY Singular and Plural continues: Irregular/zero plural

Presentation of plural words in three categories: 1). Regular plurals e.g. ‘s’, ‘es’, ‘ies’ 2). Irregular plurals: e.g. ox-oxen, woman-women 3). Zero plural words: e.g. sheep-sheep, fish-fish, water-water, etc.

Teacher writes words on the board and put their plural forms and pronounces them together in chorus. Teacher writes zero plural words and ask pupils their plural forms.

5 LISTENING/SPEAKING Making simple statement using the correct tell and intonation and responding to simple questions on parts of speech.

Parts of the body: presentation of the diagram of complete human being. Mention parts of the body from head to toes

Teacher makes model

statement using parts of

the body with correct

intonation and stress.

Pupils mention parts of

the body after the teacher

correctly with good

intonation.

READING Aural discrimination /ᴐ/, /ᴐ:/, /ᴐi/ as in pot, door, boy, on, call, toy using letter sounds

Vowel sounds are a, e, I, o, u /ᴐ/ - o > for pot o> it sounds short. /ᴐ:/ - o > for port, it sounds longer. /ᴐi/ - o+i > for boy, toy it starts with o and end with oi.

Teacher writes letters, sounds, sentences, song on the board and pronounces the vowel sounds and their letters, and words that sounds them out and make sentences with words. Pupils listen, pronounce and read sentences and give more examples of their own.

WRITING Writing answers to a comprehension passage: Days of the week

Mention the days of the week: e.g. from Monday – Friday.

Teacher presents a shot comprehension passage and guides the pupils to study the passage and to read through silently and quietly.

GRAMMATICAL Auxiliary verbs: definition Teacher presents and


ACCURACY Use of auxiliary verb e.g. can, may and will

of a verb, identification of auxiliary verb in a sentence. e.g. a. The boy is crying b. I can run c. Bash will help you

demonstrates the correct use of auxiliary verbs in sentences. And writes it on the board. Pupils read the list of auxiliary verbs, read sentences and identify the auxiliary verbs correctly.

6 LISTENING/SPEAKING Stress and intonation (in a dialogue).

Dialogue between two people e.g. Teacher: children did you do your homework yesterday? Pupils: (indoors) Yes we did, Sir.

Teacher demonstrates the dialogue with a pupil or two. Pupils demonstrate their dialogues one after the other in pairs and teacher corrects wrong usage of grammar.

READING Aural discrimination o sounds /e/, /ei/ using letter sounds

Presentation of vowel letter ‘Ee’ e.g. e for egg, set, eight – it sound /e/ Vowel /e/ plus I = vowel /ei/ - it spells ‘ay’ /ai/ as in day, say, pay etc

Teacher writes letters and sounds and words and sentences on the board, pronounce, produce sounds and letters correctly. Pupils write the sentences in their exercise books and pronounce after the teacher.

WRITING A short C composition (guided) about myself; dictation of numbers.

Writing of letters A and C e.g. 1. My name is ……… 2. I am …….. years old Dictation of numbers e.g. 1……, - 12……, 7…..

Teacher writes the guide essay on the board. Pupils come out one by one the board to fill in the gabs.

GRAMMATICAL ACCURACY Expressing future actions in the negative using ‘will’ and ‘shall’

Tenses: Future tense tells us what we will do tomorrow or in the future. E.g. - I will wear my new sandals tomorrow. - I shall not wear my

Teacher explains the future tense, uses future markers shall and will to make sentences and show contrast by using the negative will not and shall not.


sports uniform tomorrow. Pupils listen, read out written sentences.

7 LISTENING/SPEAKING i). Oral composition ii). Aural discrimination of /i/ and /I:/ sounds as in bit, beat sit, seat etc.

A folk story that will interest the pupils. e.g. sit seat, fill feel it eat, bit beat building moral values like love, being your brothers keeper, being kind etc.

Teacher tells the story slowly stressing important points at the time using the correct intonation. Pupils listen attentively, re-tell the story in their own words and answer questions on the story.

READING Reading a non fiction passage on drug abuse effects (Comprehension passages)

Read a short story on drug abuse and its effect to the pupils.

Teacher reads passage, display charts and explains what drug abuse means and what it damage can cause to human health. Pupils listen, then read, then answer questions.

WRITING Writing three or four sentences on everyday activities using the present and the past tense.

Tenses: the present and the past tense: uses of tenses. E.g. Tenses tells us the time of the action and activities. 1. Now I am writing- present continuous tense 2. Everyday I write – present tense 3. Yesterday I wrote- past tense etc.

Teacher explains what habitual activities means, writes examples of habitual sentences in present and past tenses. Pupils read sentences written and listen to the explanation of the teacher.

GRAMMATICAL ACCURACY Using past continuous tense.

Past continuous tense: tells us about action/activities were that took place in the past. E.g I was going to the class when i fell down.etc.

Teacher explains past continuous tense, how it is formal and when it is used; demonstrates the correct use of the tense in sentences. Pupils listen to teacher’s explanations.

8 LISTENING/SPEAKING Pronunciation of vowels and diphthongs: i). Ў/ǯ/ /ə/ as in third

Vowel sounds: pronounce the vowels sounds 1). /ӡ:/ /ə/

Teacher pronounces the sounds in isolation and other words using real objects that represents


sister. ii). /ɛə/ /Iə/ as in care near using letter sounds

Ir > girl er > sister Shirt father a>above alone etc. 2). /ɛ/ /ie/ Hare ea > ear fear Chair er > stear

the words, tell the pupils to imitate him. Engage pupils in words drills. Pupils listen attentively to the teacher.

READING Comprehension, independent reading

A short passage selected from textbook. On a relevant topic like food safety etc.

Teacher reads out the first paragraph to pupils and tells pupils to read silently. Write words on the board. Pupils listen and write in their exercise books.

WRITING Writing answer to questions a simple narrative passage.

Narrative passage. A narrative uses past form of the verb in different ways like simple past, past continuous etc.

Teacher tells the pupils to bring to bring their textbooks out and open the relevant page, read to the pupils and tells them to read. Pupils obey teacher’s instructions open book and read silently.

GRAMMATICAL ACCURACY Present perfect tense.

Present perfect tenses e.g. ed, and en. It tells you about an action that has been concluded now. E.g. Using ‘ed’ 1). Cleaned > I have cleaned the table. 2). Washed > I have washed my clothes E.g. using ‘en’ 1). Eaten > Mudi has eaten the rice 2). Stolen > Ameh has stolen my pencil.

Teacher introduces the topic by explaining the use of present perfect tense, write examples on the board and tell pupils to read out. Pupils identify present perfect tense correctly in sentences and words.

9 LISTENING/SPEAKING Making request using please plus auxiliary and giving polite responses.

Dialogue between pupils and teacher. Good children are polite and respectful when they talk/speak.

Teacher presents and demonstrates the use of auxiliary plus please to achieve politeness in speech, writes write


e.g. 1). Please Ma, can I pass? 2). Mother may I take some bread please? Etc.

some example on the board. Pupils write, listen, read and act in pairs.

READING Auxiliary discrimination of sounds /u/ and /u:/ using letter sounds.

Pronunciation of sounds in isolation: e.g. a). /ui/ - uuu > long /u/ - u > short b). /ui/ /u/ boo - bul pool - pull.

Teacher demonstrates the production of the sounds in minimal pair. Teacher writes words with the sounds, pronounces words and tells the pupils to imitate him. Pupils listen, pronounce sounds, words, read sentences correctly.

WRITING Continuous writing: A short story about “my best friend”

Present a guided sample of a descriptive simple composition. E.g. My best friend is Suzan, she is seven years old. Etc.

Teacher writes a sample descriptive essay on the board and tells pupils to read. Pupils read the essay, and then explain what they understand.

GRAMMATICAL ACCURACY Writing the names of colour and numerals.

Present different colours and numbers: e.g. red, green, brown, yellow, blue, black etc. Painted on flashcards. E.g. of numbers 12, 14, 15, 17 etc. Spelling: what you see and write it.

Teacher uses flash cards to announce colours and numbers to the pupils, Teacher asks pupils to identify them, name them, spell and write the colours and numbers they can see on the flash cards. Pupils listen and watch the teacher, answer questions spell words (names of colours and numbers) shown by teacher.

10 LISTENING/SPEAKING Pronunciation practice:

Pronunciation of multi syllabic words like e.g.

Teacher writes words on the board (2x3 syllable


production of multi syllabic words.

two syllable words 1). Father – fa-ther 2). Picture – pic-ture etc. e.g. three syllable words 1). Photograph - pho-to-graph 2). Banana – ba-na-na

words), reads them slowly to mark each syllable and intonation. Pupils listen attentively and pronounce 2 and 3 syllable words after the teacher correctly.

READING Non friction: Reading time chart Calendar

Presentation of time and - - Chart: reading the time on the chart - Reading dates and days on the month.

Teacher displays a clock and a calendar on the wall of the class and asks the pupils to mention the names of the objects hanging on the wall. Pupils watch and listen to the teacher attentively follow every instruction to the later.

WRITING Hand writing: using determiners with nouns to show singular and plural

Production of countable and uncountable nouns: e.g. countable nouns 1). Determiner – noun combined Five boy = five boys Ten girls = ten girls etc. 2). Determiner – uncountable – nouns - Much - water – much water etc.

Teacher writes the items on the board and tells pupils to copy into their exercise books. Pupils read and copy the written items on the board into their books observing all the rules and hand writing.

GRAMMATICAL ACCURACY Perfect tense with ‘for’ and ‘since’

Identify perfect tenses ’for’ and ‘since’ in a given sentences or words.

Teacher writes sentences on board and explains to pupils. Pupils listen, attentively to the teacher and copy item on the board into their books.

11 LISTENING/SPEAKING Aural discrimination producing /aI/, /au/, /uə/ and/əu/ diphthongs

Pronounce after teacher 1). /ai/ - sky, lie, my, tile, buy etc. 2). /au/ - cow, now, how etc. 3). /uə/ - poem, fuel, tour

Teacher writes sounds and words and pronounces them according to the groups and guides pupils to pronounce sounds in


etc. 4). /əu/ - goat, coat, coach etc.

words correctly after the teacher.

READING Creative reading using structure and words

Presentation of pictures of various parts of a home. E.g. kitchen, dining tables, bed etc. 1). We eat at the dining table. 2). My mother cooks in the kitchen etc.

Teacher uses pictures or flashcards to pronounce home related words and asks the pupils their uses. Teacher writes sentences on the board. Pupils listen attentively, read, copy the written item on the board into their books.

WRITING Colours , shapes and sizes.

Production of different colours shapes and sizes, e.g. colour the shapes and copy their names/descriptive 1) Triangle 2) rectangle 3). circle 4). square

Teacher draws shape of triangle, circle, etc on the board and colour them. Pupils draw/colour the shapes on the board carefully.

GRAMMATICAL ACCURACY Interrogation with responses using present perfect tense.

Identification of present perfect tenses in a sentences or words. e.g. Q - Have you finished your home work? Yes – Yes I have or No, I Have not.

Teacher makes series of statements using the present prefect tense. Pupils read, say statement after the teacher made.

12 LISTENING/SPEAKING Pronunciation of consonant sounds i). /ə/ and /ɵ/; /s/ and /ς/ the thin sell shell

Pronunciation practice of sounds and words. a). /ə/ as in the, then, them, there, either etc. /t/ as in tin, till, tick etc. b). /ə/ /t/ /ɵ/ the tin thin them team theme

Teacher reads the words containing the sounds demonstrate and pronounce the sounds in word context, distinguish between the sounds in words in normal pairs. Pupils listen, read, and write the written item on the board by the teacher into their books.

READING Present a passage or Teacher writes, reads


A passage/poem on Road Safety

poem to note common signs on the use of road. E.g. Look, Listen, Before you cross the street. E.g. Look left and right before you cross the road.

poem or passage from the pupils textbook etc. Explains difficult /new words and get the pupils to make sentences with them. Pupils read silently then read out loudly individually and in group.

WRITING A passage on personal hygiene

Present a passage to class and note the following: brush, bath, wash, cut, etc. e.g. 1). I brush my teeth every morning. 2). I wash my clothes any time it is dirty. Etc.

Teacher tells the pupils to copy the passage into their exercise books. Pupils read out what they have copied and explain what they understand.

GRAMMATICAL ACCURACY Plural formation using numerals in words form

Present numerals in figure and plural nouns. e.g. 1). circles – there are six circles 2). Oranges – the oranges are twelve in number etc.

Teacher writes numerals in figures along with plural nouns and tells the pupils to read it and give the spelling of the numerals in words and write what they have spelled.

13 Revision Revision Revision

14 Examination Examination Examination

ENGLISH STUDIES

PRIMARY 3 SECOND TERM


1 LISTENING AND SPEAKING Pronunciation of vowel ad diphthongs /e/ and /ei/

The sound /e/ as in ‘egg’ leg ten and /e/ as in eight, late, cake etc for auditory decimation e.g. let us have a cake for our birthday

Teacher pronounces the sounds for pupils to repeat after him using charts, Diagrarns and flash cards.

Reading for main idea A passage on National Read a passage slowly


values. Read safety, Honestly etc.

emphasizing the main points using the right information pupils to answer questions first orally them in writing.

WRITING Introduction to the use of capital letters Grammatical Accuracy the regular and Irregular plurals.

Pupils are made copy in their own writing passage write capital letter appropriately uses. e.g. months of the year and days of the week.

Teacher selects a given passage which he written on the board for pupils to copy.

GRAMMATICAL ACCURACY The regular and Irregular plurals.

Nouns and the plural forms Eg Boy /Boys girl/girls Knife /knives woman / women child /children.

The teacher uses object in the classroom to illustrate the plural forms E.g book /books Table /Tables boy /boys man /men.

2 LISTENING AND SPEAKING Pronunciation of consonants /f/ and /v/

The sound /f/ and /v/ as in fan- van ferry- very hail- veil figour- vigour

Teacher writes the words with sound /f/ and /v/ on flash cards pupils recite poem with rhyme words.

READING Understanding the main idea in a poem.

Short poem relation with correct Information and stress on discipline courage and carting

Course book poem and common rhymes on coupe car try to be written and recited.

WRITING Use of capital letter.

Passage copying Solomon langy born on Monday, christened on Tuesday married on Wednesday, divvied on Thursday, took ill on Friday, died on Saturday and was buried on Sunday.

Writing a short story on daily routine on the chalkboard

GRAMMATICAL ACCURACY The auxiliary verb.

Modal auxiliary for expressing obligation i. Aishat must go to school ii Bimbola has to start now iii Ngozi should sit at home today.

Teacher uses simulation approach to demonstrate obligation by giving pupils role to play.


3 LISTENING AND SPEAKING Production of /p/ and /b/ consonants and vowels /e/ <e/ />/

The consonants /p/ ad /b/ Pail bail Pan ban Pet bet Mop mob

Use the rhymes Peter pipper pick a peck of pickle pepper corn. I will never stop inlil my good became better and my better best.

READING Substituting words in passages

Passage on family road safety. Pupils should be able to replace difficult words in passage with simple ones sharing the same meaning.

Teacher selects such passage as Akin and his brothers Using the Zebra crossing

WRITING very comma, full stop and spacing for /eg ibi /i/y and clarity.

Passage with blank spaces to be filled in with appropriate words from a given list.

A passage on the road crossing with content word omitted could be given to pupils to complete.

GRAMMATICAL ACCURACY Punctuation marks: The comma and question marks.

Make a list of common household items. Ask question on possible items ommilter eg. : In every home, there are chairs, table, beds and plates. (ii) Do we need a television in the home?

The teacher writes a list of items in a student school bag. The pupils are to separate the items using a comma.

4 LISTENING AND SPEAKING The consonant cluster.

Two or more consonant sound closely located in a word. E.g. /br/ bread, bride, braiding /dr/ dry, drink, drama /gr/ great, green /kr/ cream, cry, cross.

Pupils practice saying this cluster /br/ /dr/ /gr /kr/ bread dry great cream bride drink green cry brain drama ground cross.

READING Comprehension passage.

Passage on a good citizen. E.g. Paying tax, obeying traffic rules, respecting the national anthems, reporting crime etc.

The teacher leads the class in the passage reading the pupils should identify question of citizen in the passage.

Writing copying simple Short passage of simple The teacher uses the


sentences sentences neatly written on the chalkboard describing a good citizen.eg A good citizen loves his country Every good citizen can recite the national anthem. Good citizens use zebra crossing.

rules to dram him on the board horizontally according to the pupil’s arity exercise books. He copies the sentences correctly for the Pupils to present into their notebooks.

GRAMMATICAL AND SPEAKING Pronunciation of vowels /a:/ /^/ and consonants /k/and /g/

Writing simple present tense on habitual action eg A good citizen obeys the law know Good citizen pay their tax.

Using sun rise and set church and mosque state habitual truth using simple presents

5 LISTEN AND SPEAKING Pronunciation of vowel /a:/or /^/ and consonants /k/ and /g/

The vowel /a:/ as in far, car, palm, art Was fan, can, man, blood consonants /k/ as car, kettle, kiss, cook and /g/ girl, goat, big, bag, game.

Charts drapranic models and audio tapers. The teacher gives model pronunciation and ask the pupils to say words in which way are found.

READING Comprehension passage illustrating basic hygiene.

Passage on hygiene elderliness environmental sanitation, washing hands, etc.

Rhyme This is the way we wash our hands wash our hands This is the way we wash our hands early in the morning.

WRITING Describing things.

Using size weight, colour, height, small, appearance, sound to describe an object.

Paper, stone, feathers, flower, Iroko tree. The teacher should make the pupils describe the height look and weight.

GRAMMATICAL ACCURACY Present performs using regular “ed” ending.

Action in the present and concluded in the past as in i) Adamu has completed his assignment ii) We have watched the match iii) Ngozi has prayed for us iv) The pupils have clapped for him.

Using pictures, diagrarns and cartoons make the pupils, to say statements using the –ed verb forms.


6 LISTENING AND SPEAKING making statement and commands in appropriate stress and information.

Making simple statements and using appropriate stress and information Give commands to pupils paying attention to correct stress. Guide pupils in making statements and responding to commands.

Teacher makes simple statements followed with appropriate command pupils repeat teacher’s statement and gives appropriate response using course books and charts.

READING Reading for meaning

Oral comprehension based on: i) Stories. Drug abuse and consequences. ii) Emphasis on words considered difficult for the pupils.

Using the relevant course book or supplementary reader the teacher reads the story to the pupils or ask a good reader to read story aloud.

WRITING: Sentences on Habitual events.

Dictation of events washing sweeping, singing, working, eating, laughing cooking, etc in simple sentence.

Teacher gives example i) Joseph goes to church every Sunday. ii) Today he is going to church iii) Yesterday he went to church iv) Kola eats amala very well v) Audu dances well vi) He danced yesterday.

GRAMMATICAL ACCURACY The simple present and past tense.

Actions that occur habitually are expressed in simple present. They are eternal truth. i )The sun rises from the east. ii) Christians go to church on Sunday. iii) Muslims pray five times a day. The simple past takes the ‘ed’ for the regular form.

Teacher using diagram, pictures and real object makes simple present sentences and ask the pupils to Identify the action word. The pupils should then turn the sentences to simple past.

7 LISTENING AND SPEAKING Simple Dialogue.

The rising turne for yes and No questions. The pupils attention should be drawn to the stress at the end of

Dramatise ten conversation using appropriate action words


the question Eg.Fating did you this sweep the class this morning Response: Yes, I did TEACHER: Was the broom returne to the store? RESPONSE: NO it wasn’t.

READING Reading simple poems

Common rhyme which illustrates a process showing virtues and teaching moral old rogger is dead and gone to his grave. Hmm ha gone to his grave They planted an apple tree over his heed hmm ha over his heed The apple tree grew ripe and ready to fall hmm ha ready to fall. There came an old woman to pick them all up hmm ha pick them all an. Old Rogger got up and gave her knock which made the old woman to luckly rock him when rickely etc.

Using a tree apple and summation the teacher should make class learn the poem in rhythm.

WRITING Guided writing.

Using a diagram and chart to tell a story eg. An old man, a graveyard a tree, an apple an old woman stggariery reading session.

Picture of an old man woman, tree and graveyard. The teacher asks pupils to rearrange in order of the poem earnt.

GRAMMATICAL ACCURACY The present perfect.

Using the regular –ed verb form .The action in is recent past.

Pictures and chart to describe the action in the poem i) They planted an apple tree over his heed ii) She plucked the apple iii) They killed the rat iv) I washed my hands.


8 LISTENING AND SPEAKING The consonant cluster.

Two or more consonant located closely together in a word eg f1=fly, flower, flow flesh b/=blind, bladder, blow, bless g/=glad, glamour, glow glass p/= ply, plier, plough, plus

Practice the clusters in pairs ft/ /bl/ /gl/ /pl/ fly blind glad ply flower bladder glamour plier flow blow glow plough flesh bless glass plus.

READING Creative reading.

Reading chart diagrams pictures for interences. Getting more meaning then the words or pictures could show. Reading meaning to a text. Eg A diagram showing a boy with mouth agape at the bight of a snake.

Using chart, diagram and calendars, the teacher guides pupils to find answers to questions on pictures and diagrams.

WRITING Punctuation mark: The full stop and question mark.

The full stop is used at the end of a sentences obhreuation eg. This is my house. ii). Prof Soyinka urote the play konpi Harrest. The Question mark is used to end an interrogative statement eg i) Who discovered the River Niger?

The teacher writes short sentences on the board write full stop at the abbreviated titles and end of the same for question marks. The pupils then copy these sentences into their exercise book correctly.

GRAMMATICAL ACCURACY The Interrogative sentences.

Interrogation and responses using present perfect. Question: Have you cooked the food? Response: No I have not. Question: How they cleared the farm? Response: Yes they have.

Course Book The teacher should guide the pupils in noting that yes or no answer type questions do not always being with watt but model auxiliary, is am, are were has ,have etc.

9 LISTENING AND SPEAKING Oral composition.

A story built on any topic of interest to the pupils. Eg. Football, The lawyer. My father’s car, my birthday.

Pictures, real objects and slide could be used by the teacher sensitize the pupils to active participation.


READING Descriptive reading.

Describe comprehension Involves describing an event object or a natural phenomena eg Rain flood , Desert, ocean, shore, mountain, etc.

Using pictures, Newspaper motion pictures and slide the teacher guides the pupils on the features of size, colour, height, weight frequency pain, joy, etc. common in event.

WRITING Pressing personal feelings.

Words to capture personal feelings of likeness and dislike: Needs and affection for motional values Eg I like the game of football I don’t like wresting. My daddy loves me. I love Nigeria.

The national flag, anthem, map, games item and family diagram could be used as set induction by the teacher.

GRAMMATICAL ACCURACY. The use of descriptive words.

Words paint picture of things on our mind .The right choice of words makes others to understand us better. Size, Big, small, long, short, fat, thin, hat. Weight: Light, hervy, bulky, colour: Bright, dull, shining brilliant, attractive beautiful

Balls of various sizes, and colours. Books of different weight and length Ink of different colours and volume could be used to help the pupil’s description.

10 Listening and speaking consonant cluster /sm/ /str/ and /spr/

Pronunciation of words with the clusler /str/ /sr/and /spr/ as in smile, small, smart, smooth /str/ strike, strong, stream, strtch /spr/ spring, spray, spread, sprain i) Spread the clothes on the small rail. ii) Spray the strong Insecticides by the stream.

Using chart, flash card, picture and real object teacher guides the pupils in the pronunciation drill. /str/ /spr/ /str/ Strike sprite smile Strong sprang small Stray spray smart.

READING Extensive or independent Supplementary readers


Extensive reading. of selected from books. Poems and folktales. Eg. The tortoise and the marriage in heaven. The squirrel and his in-laws. The drummer boy.

Newspaper and children literature. (i). Ask pupils to retell the stories they have read. ii) Ask pupils to recite their favorites rhymes.

WRITING Written answer to comprehension passages.

Writing answer to comprehension passage from the pupils course book supplementary reader aterature

Pupils should be made to read a given passage and write answer to the question on it in the classroom.

GRAMMATICAL ACCURACY The past continuous.

Using the past continuous tense. Eg. The teacher was writing on the board when they boy fell. She was dancing on the field when we wrote the test. The rain was falling when the accident happened.

The teacher gives sentences for the pupils to identify the past continuous Eg. I was sleeping when the thief entered my house.



ENGLISH STUDIES

PRIMARY THREE 3RD TERM


1 Resumption Test and

Revision of last terms

work

Resumption Test and

Revision of last terms

work

Resumption Test and

Revision of last terms work

Resumption Test Previous knowledge. Test paper and oral question are used by teacher to get the pupils to remember what they learn before pupils answer question orally and in writing.


2 LISTENING/SPEAKING Aural discrimination of consonant sounds:- /tz/ and /z/ as in Church Treasure Aches Pleasure Teach Measure etc.

Production of the consonant sound in isolation using diagraph: /ts/ ch- Church /z/ Sur- Treasure Production of consonant sound in words eg /ch/ sounds /ts/ as in church, riches, teach. /Sur/ sounds /z/ as in treasure, pleasure, measure. Sentences: /ts/ We go to church on Sunday /z/ I can measure the water with a cup etc.

Teacher writes sounds and letter sounds and words on the board, pronounces the words, demonstrates the sounds production, pronounces the words again and tell pupils to to imitate. Makes sentences with the words and tells pupils to repeat after him/her Pupils listen attentively to the teacher, pronounce the letter sounds and words after the teacher several times. Read the sentences imitating teacher’s pronunciation etc Write sentences in their exercise books Suggest more words and sentences for further practice.

READING: A simple passage for plain facts (comprehension)

Simple passage:- eg The minister’s visit on the schools Prize Giving Day’’. Explaining the use of simple present and past with definite time adverbial.

Teacher initiates reading and tells the pupils to read silently. Explains difficult words and use them in sentences, etc Pupils read silently. Listen to teachers explanations try to substitute words explained with their equivalent Make sentences with words Read aloud in groups and individually Answer questions and

write in their exercise

books.

WRITING: A simple composition on how I

Composition guide lines:- Title of

Teacher ask the pupils how the spent their last holiday


spent my Holiday’’ composition:- ‘’How I spent my Holiday’’ How to start:- In dentition-ie give a paragraph space. Words to use-Nouns, pronouns, Verbs in appropriate tenses that fit into such a narrative Size of composition:- Precise to the pupils ability Vocabulary:- Simple observe all rules of writing. Use capital letters and punctuations correctly. Organize event chronologically.

individually and ask them leading question to prompt correct answer Guides them on how to organize and write the story reminds them about punctuations. Reminds them to use the correct tenses to make simple sentences using nouns and pronouns. Pupils listen to the teacher and answer the questions. Tell how they spent their holiday to the class one by one. Write in their exercises following teacher guides line. Read out what they wrote to the class.

GRAMMATICAL ACCURACY: Cross word puzzle: Matching the verb to the noun/pronoun.

Eg. The boy

Writes the crossword puzzle on the board, mixing up the words. Tells the pupils to match and rearrange them into correct sentences. Pupils follow teacher’s instruction Write sentences in their exercise books.

3 LISTENING/SPEAKING: Aural discrimination: Pronunciation of consonants and consonant sounds /j/ /z/ /dz/ as in : Yes Zip Judge You Razor Soldier Youth Blaze Badge.

Aural discrimination of sound of the consonants /j/, /z/ and /dz/ using letters sounds eg:- Letter Y sounds /j/-in: Yes, yopu, youth, yogurt etc. Letter Z sounds /z/ as in:- Zip, razor, blaze, zebra, Zain etc Letter J sounds /dz/ as in:- judge, soldier,

Teacher writes letters, sounds, words and sentences on the board accordingly. Pronounces words and demonstrates the sounds production and tell pupils to imitate. Read sentences observing correct stress and intonation and fluency. Pupils listen attentively, to the teacher, pronounces


bodge, Algiers etc. Notice that letters J can also be spent with ‘’dg’’ as in judge, gier as in Algiers. Dier as in soldier etc.

the words and sounds after the teacher Read the sentences imitating the teacher’s pronunciation in reading. Write sentences in their exercise books Suggest more words and sentences for further practice.

READING: Comprehension: About school activities.

A passage from pupils text book:- Reading to answer questions Topic eg: At school:- Telling about processes and activities related to the school activities on a normal school day.

Teacher initiates reading by reading a paragraph to the pupils. Tell pupils read passage silently without movement of their lips. Teacher explains difficult words from the passage to the pupils Teacher tells pupils to read out loud individually and in groups Teacher asks pupils question on the passage pupils read silently Listen to the teachers explanations Try to substitute new words Make sentences with new words Pupils read passage aloud individually and in groups, skim for main ideas Pupils answer questions from the passage and write them in their exercise books.

WRITING: A short composition on the food I like best.

Title of composition-my best food Made-Descriptive/expository Use appropriate verb tenses ideal for description and

Teacher reminds pupils of the correct rules of writing eg, paragraph, use of capital letters, punctuation, writing from left to right etc guide them to write the essay by asking leading


expository writing. questions Pupils listen to the teachers instructions answer the teacher question Writes composition in their workbooks.

GRAMMATICAL ACCURACY: Expressing future Action using the present continuous tense to replace ‘’shall and will’’

Shall We shall go to werri tomorrow. We are going to Bwari tomorrow I shall tell mother about it in the evening I am going to tell mother about it in the evening I shall write my promotion exam next week I am going to write my exam next week Will My father will leave for London tomorrow My father is leaving for London tomorrow etc.

Teacher writes examples of sentences with ‘’shall and will and writes their equivalent using present continuous form of the verbs. Pupils reads the sentences and point out the replacements to pupils Teacher tells pupils to read the sentences and suggest their own examples Teacher gives them more sentences to use to practice at time pupils read sentences with shall and will Pupils read the replacement sentences using present continuous tense to express future actions Foster own examples and make own sentences Copy teachers note.

4 LISTENING/SPEAKING: Oral composition.

A story on any topic that will capture and retain Pupils interest. Encourage them to tell their own stories using simple correct English eg: ‘’My birthday party’’

Teacher initiates telling using a popular single:-eg story! ‘’story’’ Sto-ry!! teacher tells the pupils to volutes to tell the class about their individual Birthday parties. Teacher listens and praises good presentation


eg Clap for him. Pupils tell their stories as the teacher point at each of the. Clap for a good presentation by their classmate Answer teacher’s questions orally.

READING: Reading a passage on National values: Security

What security is all about. Importance of security, official security officers and their duties eg The policy the army, the road safety, the civil defense the customs, the immigration, the prison officers the private security e.g. gateman NDLEA etc. Security is every bodies responsibility how can you help to make sure that there is security etc.

Teacher explains what security is all about to the pupils Teacher tells pupils the different security official there are in the country Teacher asks pupils to try and say the duties of each official security group. Pupils listen attentively to the teacher. Mention the security outfits they know about Say their duties as security officials. Answer teacher question Copy notes given by the teacher.

WRITING: Hand writing and dictation.

Sentences eg:- I am dancing; John is eating. Every morning we walk to school. Who is carrying? Are you sick? A short phrase/single sentences describing an object according to size and color e.g. A fat brown hen. Single words with some vowels and consonant sounds already learnt eg. sit-seat, plead-bleed. etc.

Teacher dictates words and sentences to the pupils slowly and repeatedly Pupils listen attentively and write in their exercise books. Pupils read what they have writing by spelling and pronouncing words pupils read out sentences the have written or correction and applause.


GRAMMATICAL ACCURACY: Using modal auxiliaries to express obligation:-‘’shall’’, ‘’must’’, ‘’ought to’’, ‘’have to’’, has to’’, ‘’should’’.

‘’Shall’’:- Ahmed shall clean the tables ‘’Must’’:- Amina must work. Ought to:- We ought to be in school before 6 O’clock. Udo ‘’have to’’ go to the hospital now. Does baby have to sleep now? Yes she ‘’has to’’

Write sentences associated with each modal auxiliary on the board. Get the pupils to read each sentences Explain the use of the modals and the meaning of obligation Ask pupils to give more examples and write them for pupils to see. Pupils read the sentences on the board. Listen to teachers explanations, give more own examples of modal in sentences in their work books.

5 LISTENING/SPEAKING:- Responding to simple commands and answering question on them.

Simple commands: eg . Clap your hands! question: What are you doing? Response:- We are clapping our hands or I am clapping my hands. ii. Ada Dance!:- question: What is she doing? Response:- She is dancing. More simple commands:- - Jump up!, Run!, Sit down!, Stand!, Laugh!, Smile!, Be quiet!. Etc.

Teacher gives the pupils vabal simple commands Teacher ask pupils questions Pupils respond to teachers command in action. Answers teachers questions.

READING: A passage from pupils textbook on uses of things around them.

What are they used for? eg A spoon?- Is used for eating. A tea spoon?- is used for stiring tea A table knife?- Is used for cutting soft food.


A cup?- Is used for drinking . A plate?- etc An umbrella? etc A ball? Etc.

WRITING: Writing simple sentences about objects in and around the classroom descriptively.

Description of thing in and around the class. A red pencil is on the teachers table. Mani is wearing a blue cap. My school uniform is red and blue. There is a mango tree behind our class room. There are many boys and girls in my class.

Teacher tells pupils to bring out their books and pencils/pens and write what they can see around and inside the classroom. Teachers ask pupils to mention te names of the objects and things that they have written down. Teacher tells them to make sentences with those objects and things and he/she writes the sentences on the board and tells pupils to copy. Pupils write objects they can see around and within the classroom Read out the names they have written. Make sentences with them Copy the sentences on the board.

GRAMMATICAL ACCURACY: Fill in the gaps: Test pupils competence on the use of verb tenses.

Put the correct form of the verb in bracket: eg (finish) I have……….my work (Eat) I ……..bread in the morning (Sing) we ………in the class everyday (Buy) My Mother………..sandals tomorrow. etc A passage in healthy being HIV. the teacher should read the passage as the pupils listens carefully

Teacher writes verb roots in bracket and leaving blank spaces Teacher read some to give the pupils example of what to do. Tells the pupils to write in their exercise book and fill in the gaps Pupils listen to teacher attentively Copy the sentences with the verbs in bracket Fill in the gaps with the correct verb tenses. Using charts picture as the


pupils course book the pupils in oral ready of the select passage.

6 LISTENING/SPEAKIN: Oral Comprehension.

A passage on healthy living HIV.

Teacher reads the passage and pupils listen carefully. Using charts, picture and the pupils course book. Te teacher leads the pupils in oral reading.

READING: Reading comprehension.

A passage caring for our neigbours health. The common registers of health should be discussed.

Teacher using diagram read objects especially public health drawing, the pupils should be led to read the passage. Pupils should point out difficult words.

WRITING: Hand writing

Copying passages on

healthy living into the

exercise books. The

use of capital letters

and the full stop should

be observed.

The teacher asks pupils to

copy passages into their

exercise books paying

attention to the capital

letters and full stop or

punctuation marks.

GRAMMATICAL ACCURACY Asking for permission

Using ‘can’ or ‘may’ in

asking for permission.

These modal auxiliaries

may suggest politeness

in speech term. E.g.

Zainab can I come in

please?

Ngozi: No you can’t. or I

am afraid you can’t.

Course book and

classroom simulation is

recommended for helping

pupils initiate dialogue.

7 LISTENING/SPEAKING Pronouncing verbs /əu/ and /ei/

The sound /əu/ as in

goat, coat, toe, rope etc

Teacher uses audio tape

and flash cards, the


and sound /ei/ as in

cake, lake, snake,

plate, date etc. e.g.

i). The rope is not a

tape

ii). The goat is by the

gate etc.

teacher should guide the

pupils in correct

pronunciation of vowels

/əu/ and /ei/

READING: Passage on important historical town.

Onitsha spiritual mother

of Asaba. The passage

should be read carefully

for comprehension.

Emphasis on the

content words.

Pupils course book. The

teacher should list the

difficult words for pupils to

get their meaning using the

dictionary.

WRITING: The exclamation and interrogation marks.

The exclamation mark

is written ‘!’ and

interrogation mark as ‘?’

these marks follows

their appropriate

expression in writing,

but takes tone or

intonation in speech.

E.g.

1). Hurray! We have

arrived Asaba.

2). Where is the trader?

The teacher guides the

pupils in to appropriate use

of the exclamation and

question marks.

GRAMATICAL ACCURACY The simple sentence

Write three or four

sentences on everyday

activities using the

The teacher stimulates

pupil’s expression.

Instructional Materials:


simple present. E.g.

1). Mummy sweeps our

house every morning.

2). I eat food everyday.

Etc.

Using charts, diagrams and

pictures

8 LISTENING/SPEAKING Oral comprehension

A story on courage and

love for one’s

fatherland. It should be

short, logical and rich in

morals.

Course books,

supplementary readers,

newspapers and national

value story books.

READING: The stories of national heroes and heroines.

Queen Amina of Zaria,

the stories should high

light heroic qualities

worthy of emulation.

Queen Amina of Zaria

is seen by many as a

role model.

Pictures, history books and

biographies. The teacher

leads the pupils to indentify

living heroes in their

communities.

WRITING: Guide composition

The pupils are made to

fill in the blank spaces

of a selected passage.

The omitted words

should be content

words.

Using charts, pupils course

books, select appropriate

passages to be filled by the

pupils.

GRAMATICAL ACCURACY: The irregular plurals

Plurals of noun are

formed by the

transformation of

sounds and letter of the

Flash cards and charts can

be use to make pupils

identify the irregular form of

the plurals.


words to be pluralized.

E.g. Man Men

Mouse Mice etc.

9 LISTENING/SPEAKING Stress and intonation

Expressing the past

perfect using ‘ed’ or ‘en’

verbs forms e.g.

1). Haruna has

completed his work.

2). Okon was arrested

last month.

3). She has spoken the

truth. Etc.

The teacher reads out

sentences containing the

‘ed or en’ verb form with

emphasis on the past

perfect.

Charts, pictures, diagrams

to be used.

READING: Comprehension passage

The Alafin of Oyo is a

historical figure in

Yoruba land. The

legendary story

carefully read could

enlarge the pupils

knowledge of our

national history.

Course books and

supplementary readers.

The teacher guides the

pupils on reading the

passage paying attention

on words that suggest

main ideas. Pupils should

write 10 things said about

nation.

WRITING: Guided writing

The pupils are made to

complete a passage by

filling the blank spaces

with the right word from

the options given. E.g.

Oyo is an important

…(1)…. Kingdom in

Course books and

supplementary readers.


….(2)…… The head of

the Kingdom is called

…..(3)…… He has a

…(4)….

1). Modern/Traditional

2). Nigeria/Ghana

3). Emir/Alafin

4). Palace/Chamber

GRAMATICAL ACCURACY: The present perfect using “since” and “for”

Present perfect with

‘since’ e.g.

1). I have been awake

since 5:00 am

2). The dress has been

made since last week.

Present perfect with

‘for’ e.g.

1). I have been playing

for three weeks.

2). She has been at the

cinema for 5 hours.

Charts, supplementary

materials.

Teacher makes series of

statements using the

present perfect with ‘for’

and ‘since’. Pupils should

be ask to construct their

sentences.

10 LISTENING/SPEAKING Statement and commands

Making simple

statements and

responding to

command with

emphasis on stress and

intonation. E.g.

May I have your pen

please?

Response: I’m afraid

Teacher makes simple

statements. E.g. This is a

beautiful flower can I have

some for my table please?

Response: No, I’m afraid

you can’t.


you can’t.

Command: Could you

shot the door please?

Response: with all

pleasure. Or the

pleasure is mine.

READING: Interpretative reading

Using charts, diagram,

carton and pictures.

The pupils make up

sentences on their

expression. Describing

what they see and

information.

The teacher introduces

pictures, charts and

diagrams to the class for

reading and discussion.

WRITING: Indicating position

Indication position using

“here” and “there”. The

boys are here, but the

girls are there.

The key is here

The ball is there. Etc.

Using real objects and

pictures, the teacher

demonstrates the use of

“here” and “there”

GRAMATICAL ACCURACY: The negator “not”

Expressing future

action in the negative.

E.g.

1). We will not be going

to school next

Wednesday.

2). Daddy, shall we go

to the cinema today?

No, we shall not.

Teacher explains and

demonstrates what future

actions are.

Teacher gives several

examples to pupils and

asks them to write their

own sentences.


Note that “will” is more

certain than shall.



MATHEMATICS

GENERAL MATHS FIRST TERM PRIMARY 3

WEEK TOPIC / CONTENT

ACTIVITIES

1 WHOLE NUMBERS UP TO 999 i. Counting of numbers up to 999 ii. Writing of numbers up to 999 iii. Counting in groups of Hundreds, Tens and Units.

Teacher: i. Guides pupils to prepare piles or bundes of given collection in hundreds, tens and units. ii. Guides pupils to identify, count and read up to 999. Pupils: i. Prepare piles or bundes of given collection in hundreds, tens and units. ii. Count, identify and read out numbers up to 999.

2 WHOLE NUMBERS UP TO 999 i. Ordering whole numbers with the symbols < (lesser than), > (greater than). ii. Expansion of 3-digit numbers.

Teacher: i. Guides pupils to expand a given number e.g. 432 in hundred, tens and unit. 432 = 400 + 30 + 2 ii. Guide pupils to identify the symbol less than (<) and greater than (>) etc. iii. Leads pupils to compare two given numbers using the symbols < and > iv. Lead pupils to mention the importance of counting and ordering of whole numbers. Pupils: i. Pupils expands given numbers e.g. 432 in hundred, tens and unit. ii. Identify the symbol less than and greater than (< and >) iii. Compare two given numbers using the symbols of greater than and less than. iv. Mention the need of counting and ordering of numbers in everyday activities.


Instructional Resources: Match stick, bottle top, seeds, ropes, rubber bands, pebble charts of written whole numbers, place value charts etc.

3 FRACTION i. Fraction of concrete objects into ½ , 1/3 ¼ , 1/5 and 1/6 ii. Fractions of shapes such as squares, rectangles, triangles, circles. iii. Identifying numerator and denominators of fractions.

Teacher: i. Guides pupils to divide into parts without remainder to form a fraction. ii. Guide pupils to divide shapes into given number of parts without remainder iii. Guides pupils to match the division with the corresponding fraction e.g. ½ , 1/3 etc. iv. Guide pupils to identify numerators and denominators of fraction. Pupils: i. Divides numbers into parts without remainder to form a fraction ii. Divide shapes into given number of parts without remainder. iii. Match the division with the corresponding fraction. iv. Identify numerators and denominators of fractions. Instructional Resources: Concrete objects, papers cutting, counters, shapes (square, circles, rectangle, triangle), papers of equal sizes, markers, colour pencils, inequality chart etc.

4 EQUIVALENT FRACTIONS i. dividing sets of objects into two to show that half is equal ½ = 2/4 = 3/6 ii. Dividing the whole unit into equal parts using fraction board. iii. Ordering of fraction to include of symbols < and > e.g. ¼ < ½

Teacher: i. Guide pupils to divide different sets of objects into two to discover that ½ = 2/4 = 3/6 = 4/8 etc. ii. Guide pupils to divide sets of objects into two to discover that 1/3 = 2/6 = 4/12 etc. iii. Leads pupils to identify which fraction is less and which is greater. ¼ < ½ 1/5 < ¼ ¼ > 1/5 ½ > 1/5 Pupils: i. Divide different sets of objects into two parts to discover that ½ = 2/4 = 3/6 etc. ii. Divide sets of objects into two to discover that 1/3 = 2/6 = 4/12 etc. iii. Identify which fraction is less and which is great.


Instructional Resources: Concrete objects counters, inequality chart, paper cut out in shapes of square, rectangle, triangles etc.

5 ADDITION i. Addition of two and three digits numbers with remaining or exchanging. ii. Addition of 3 digit numbers, taking two at a time. iii. Addition of fraction with the same denominators.

Teacher: i. Guides pupils to arrange counters in bundles of tens and count the numbers in the expanded form and be able to write them in that form. E.g. 96 = 9tens +6units 75 = 7tens and 5units 58 = 5tens and 8units ii. Guides pupils to solve some addition problems on the board e.g. 76+19 = ( ) iii. Guides pupils on the use of abacus in adding numbers etc. iv. Guides pupils to add fractions with the same denominator e.g. 3/6 + 2/6 . Pupils: i. Arrange counters in bundles and of tens and count them in the expanded form and write them in that form. ii. Pupils solve some addition problems on the board. iii. Pupils use abacus and count correctly. iv. Add fractions with the same denominators. Instructional Resources: Charts and flash cards, addition cards, fraction cards, counters, abacus chart.

6 SUBTRACTION i. Subtraction of 3-digit number with regrouping. ii. Subtraction of fractions with the same denominator.

Teacher: i. Guides pupils in subtracting 3-digit numbers with regrouping. ii. Lead pupils in subtracting fractions with the same denominator e.g. 3/6 – 2/6. Pupils: i. Subtracts 3-digit numbers with regrouping. ii. subtracts fractions with the same denominators. Instructional Resources: Chart and flash card, subtraction cards, counters, abacus chart, fraction cards.

7 OPEN SENSTENCES i. Open sentences involving addition of numbers ii. Open sentences involving subtraction of numbers.

Teacher: i. Guides pupils to find missing numbers example: 9 + = 15 18 - = 7


ii. Leads pupils to appreciate the relationship

between + and – iii. Guide pupils to solve quantitative aptitude problems on open sentence. Pupils: i. Find missing numbers in open sentences ii. Give examples of open sentence in every day life. iii. Solve related quantitative aptitude problems. Instructional Resources: Chart containing worked examples on open sentences.

8 MULTIPLICATION i. Multiplication as repeated addition ii. Using multiplication table to find

a. 1x1, 1x2……..1x9 b. 2x1, 2x2……..2x9 c. 3x1, 3x2……..3x9

Teacher: i. Guide pupils to use repeated addition for multiplication e.g. 2x4 = 2x2x2x2 = 8 ii. Guide pupils to use multiplication tables to multiply one digit number by 1 e.g. 1x1, 1x2…..1x9 ii. Guide pupils to use table to multiply one digit number by 2 and 3 e.g. 2x1, 2x2…..2x9 and 3x1, 3x2…..3x9 Pupils: i. Use repeated addition for multiplication ii. use multiplication tables to multiply one digit number by 1 and 2 e.g. 1 x 1, 1 x 2 ……….. 1 x 9 2 x 1, 2 x 2 ……….. 2 x 9 3 x 1, 3 x 2 ……….. 3 x 9 Instructional Resources: 10 x 10 square chart, multiplication table, chart, counters, pebbles, beads, seed etc.

9 MULTIPLICATION Using multiplication tables to find

a. 4 x 1, 4 x 2……4 x 9 b. 5 x 1, 5 x 2……5 x 9 c. 6 x 1, 6 x 2……6 x 9

Teacher: i. Guides pupils as they use the multiplication table to multiply; a. 4 x 1, 4 x 2……….4 x 9 b. 5 x 1, 5 x 2……….5 x 9 c. 6 x 1, 6 x 2……….6 x 9 Pupils: Uses the multiplication table to multiply one digit number e.g.

a. 4 x 1, 4 x 2………..4 x 9 b. 5 x 1, 5 x 2………..5 x 9 c. 6 x 1, 6 x 2………..6 x 9

Instructional Resources:


10 x 10 square chart, multiplication table, chart, counters, pebbles, beads, seed etc.

10 MULTIPLICATION i. Using multiplication tables to find a. 7 x 1, 7 x 2……..7 x 9 up to 9 x 1, 9 x 2, 9 x 3……9 x 9 ii. Revision of multiplication of numbers from 1x1, 2x2……..9x9

Teacher: i. Guide pupils as they use the multiplication table to find: a. 7 x 1, 7 x 2…….7 x 9 b. revise multiplication of numbers from 1x1, 2x2……..9 x 9. Pupils: Uses multiplication table to;

a. Find 7 x 1, 7 x 2, 7 x 3……7x9 b. Multiply numbers from 1 x 1, 2 x 2……..9 x 9.

Instructional Resources: 10 x 10 square chart, multiplication table, chart, counters, pebbles, beads, seed etc.

11 MULTIPLICATION i. Multiplying 2-digit numbers by one digit number vertically e.g. 2 4 x 5 ii. Multiplication of three 1-digit numbers, taking two at a time, e.g. 5x3x7 = (5x3)x7 = 15x7=105.

Teacher: i. Guide pupils to multiply 2-digit numbers by one digit number vertically e.g. 24 x 5 = 2 4 x 5 ii. Guide pupils to multiply three, 1-digit numbers, taking two at a time e.g. 5x3x7 = (5x3) x 7 = 15 x 7 = 105. Pupils: i. Multiply 2-digit numbers by one digit number vertically. ii. Multiply three, one-digit numbers, taking two at a time. Instructional Resources: 10 x 10 square chart, multiplication table, chart, counters, pebbles, beads, seed etc.

12 Revision Revision

13 Examinations Examinations

GENERAL MATHS SECOND TERM PRIMARY 3



ACTIVITIES

1 DIVISION Division of whole numbers not exceeding 48 by 2,3,4,5 and 6 without remainder

Teacher: Guide pupils through division of whole numbers such as 20/5 or 20: 5, 10/5 or 10 : 5 Pupils: Pupils divide whole numbers not exceeding 48 by 2, 3, 4, 5 and 6. Instructional Resources: Bottle tops, sticks, pebbles, beads etc.

2 DIVISION Factors of whole numbers not exceeding 48

Teacher: Leads pupils to divide by grouping repeated subtraction using bottle tops not exceeding 48. Pupils: Pupils solve division using grouping and repeated subtractions. Instructional Resources: Bottle tops, pebbles, sticks etc.

3 DIVISION Find the missing factor in a given numbers

Teacher: Use rectangular pattern of numbers to find factor of given numbers 1 2 3 4 5 6 2 4 6 8 10 12 3 6 9 12 15 18 4 8 12 16 20 24 5 10 15 20 25 30 6 12 18 24 30 36 Two factors of 6 = 2,3 Two factors of 30 = 5, 6 Guide pupils to se rectangular pattern to solve examples 30 = 2 x 3 x Pupils Uses rectangular pattern of numbers to find factor of given numbers solve sums involving missing factors of given numbers. Instructional Resources: Bottle tops, time table, chart etc.

4 DIVISION Factors and multiples of numbers

Teacher: i. Guide pupils to write out the multiples of given numbers 2,4,6,8,10,12 etc. 3, 6, 9, 12, 15, 18 etc. ii. Leads pupils to distinguish between factors and multiples of given numbers.


iii. Leads pupils to give examples of everyday activities where correct division is needed, emphasis on the need for accurate in division. Pupils: i. Write out the multiples of given numbers 2 and 3. ii. Distinguishing between factors and multiples of given numbers. iii. Pupils gives examples of everyday activities where correct division is necessary. Instructional Resources: Bottle tops, beads, pebbles, sticks etc.

5. MONEY i. Changing money not exceeding ₦20 into smaller units. ii. Shopping involving addition and subtraction with money not greater than ₦20. iii. Multiplication involving money with product not exceeding ₦20.

Teacher: i. Reminding the pupils that numbers of 1kobo in 5kobos, =5k, number of 5k in 10k = 2kobo etc. ii. Give pupils 50k and ask them to change it into 10k coins. iii. Corner shop in class with items like, omo, Lipton, tin milk, biscuits, sweets, tooth paste, etc. iv. a pupil as shopkeeper another two pupils as customers, goes to shop to buy items that involved given change not exceeding ₦20. -mental work with multiplication of 2x2, 2x5, 3x2, 3x4 etc. v. Guide pupils towards saving sums involving multiplication of money with product not exceeding ₦20. E.g. 10kx3 = 30k, ₦3x4 = ₦12. Pupils: i. Participates in changing money into smaller units. ii. collect items for the corner shop. iii. Acts as a shop keeper and customers. iv. Respond to the mental questions asked: - solve sums on multiplication involving money not exceeding ₦20. Instructional Resources: Coins and Naira, items in corner shop, counters, class room pupils.

6 LENGTH i. Estimation of lengths (in

Teacher: i. Guides pupils to measure their table using


centimetres (cm) and metres (m) and comparison of estimate with actual measurement. ii. Estimation of widths (in centimeters cm and metres(m) and comparison of estimate with actual measurement. iii. Conversion of centimeters to metres iv. Conversion of metres to centimeters. v. Simple word problems leading to correct measurement.

their hand spans. ii. Find out which child has the longest and shortest hand span. iii. Estimate the length of various objects in the class. iv. Guides pupils to measure length of given objects using standard units. v. Leads pupils to mention the importance of standard units. vi. Ask pupils to measure the two lengths and two widths of their tables and add their results. vii. Guide pupils to pick regular figures and measure all the distances round, record their results. viii. Guide pupils to record results on chalkboard. ix. Guide pupils to find out that the distance round the plain object is called perimeter. x. Guide pupils to perform activities to find out more regular shape in their environment. Pupils: - Measure their table using their hands span. - Find out which child has the longest and shortest hand span. - Estimate the length of various objects in the class. -Apply standard units of measurement. - Pupils mention the importance of these standard units. - Pupils measure the two lengths and two widths of their table and add their results. - Pupils measure regular figure and write out results on chalkboard. - Solve more sums by measuring more regular shapes to find out perimeters. Instructional Resources: Rope, measure tape, rules, desks, tables, hand span of the pupils etc.

7 LENGTH i. Comparing non-standard measure e.g. arm length ii. Measurement in metres and centimeters.

Teacher: i. Guides the pupils to measure the length of the classroom with their foot and arms length and record their result. ii. Lead pupils towards the differences in arm length and other non-standard measure used.


iii. Guide pupils to use metre rule to measure objects in class. iv. Lay emphasis on the importance of standard unit compare with natural unit in measurement. v. The need for standard unit in the society. Pupils: i. Measure the classroom with their foot and arm length and then compare their results ii. Find out the differences in arms length and other non-standard measurement. iii. Use metre rule to measure objects in the class. iv. Understand the importance of standard unit against natural units. Instructional Resources: Classroom, arms length, foots, metres rule, pencil etc.

8 AREA i. Area of squares by counting unit squares. ii. Area of rectangle by counting unit squares iii. Estimating area of classroom using 1 metre square (100cm by 100cm) clothing material.

Teacher: - Guide pupils towards counting unit square - Areas of rectangle by counting unit squares. - Leads pupils towards using 1 metre square (100cm by 100cm) to give the estimate of the area of the classroom. Pupils: - Pupils counts the unit squares and record - Pupils counts area of rectangle by using unit square - Pupils uses 1 metre square to represent 100cm by 100cm to give the estimate of the classroom.

9 CAPACITY i. identifying litres as unit of measuring capacity using empty containers e.g. 1 litre, 2 litres, 10 litres etc. ii. Reading of table of capacity iii. Measuring how many 4 litres containers in 20 litres of a can.

Teacher: i. Guide pupils to identify the litre as a unit of measurement used in our daily activities. ii. Guide pupils to learn the following 10 millilitres (ml) = 1centilitre(cl) 10 centilitres (cl) = 1 decilitre (dl) 10 decilitres (dl) = 1 litre 1000 litres = 1 kilolitre (kl) iii. Guide pupils to use empty containers to measure liquid into bigger containers. iv. Need for accurate measurement of liquid e.g. water, kerosene, ground nut oil etc. Pupils:


i. Identify litres as unit of measurement of capacity. ii. Study and copy the units of litres iii. Measure water with 1litre into a 4 litres container and record their findings. iv. Identify the need for accuracy in measuring liquids e.g. water. Instructional Resources: Water, 1 litre bottle, 2 litres bottle, 4 litres jerry can etc.

10 CAPACITY i. Measuring liquid (e.g. water with graduated cylinder or container up to any stated number of litres. ii. Determining the quantity of clean or unclean water in the environment.

Teacher: - Lead pupils to measure water or liquid with the graduated cylinder. - Guide pupils to determine the quantity of water measured. Pupils: i. Measured liquid using the graduated cylinder provided. ii. Determine the amount or quantity of liquid measured. Instructional Resources: Graduated cylinder, bowl, water etc.



MATHEMATICS THIRD TERM PRIMARY 3


ACTIVITIES

1 WEIGHT i. Introducing grams and kilograms as unit of measurement. NB: (100g = 1kg) ii. Finding and recording weights of objects iii. Finding weights of small objects (e.g. packet of sugar, tin of milk, textbooks) and recording in grams.

Teacher: i. Guide pupils to obtain the weight of some objects ii. Explain that the weight of some small objects like packets of sugar, tin of milk are expressed in grams. Pupils: i. Obtain the weight of some of these objects ii. Note that the weight of small objects like packet of sugar, tin of milk are expressed in grams. Instructional Resources: Stones, packet of sugar, tin of milk, pencil, a scale or balance.


2 WEIGHT i. Finding weight of heavy objects (e.g. stones, human beings) and recording in kilograms.

Teacher: i. Guide pupils to obtain weight of heavy objects e.g. rocks, bags etc. ii. Lead pupils to note that weight of heavy objects are expressed in kilograms iii. Lead pupils to apply the grams and kilograms as standard units of measurement iv. Guide pupils to solve some problems involving weights. Pupils: i. Obtain weight of heavy objects e.g. stones, etc. and express it in kilograms ii. Apply the grams and kilograms as standard units of measurement. iii. Solve some problems involving weights. Instructional Resources: Stones, a scale or balance, marble different stones.

3 TIME i. Identification and reading of clocks to ½ and ¼ hour. ii. telling time in minutes iii. Changing seconds to minutes and minutes to seconds. iv. Word problems on time.

Teacher: i. Guides pupils to read clock to ½ and ¼ hour . ii. Lead pupils to tell time in minutes iii. Guide pupils in conversion from minutes to second and vice-versa. iv. Lead pupils in solving word problems on time. Pupils: i. Reads time to ½ and ¼ hour ii. Tells time in minutes iii. Converts from minutes to second and from seconds to minutes iv. solve word problems on time. Instructional Resources: Wall clock, wrist wrist hand watch, charts showing time in ½ and ¼ hours.

4 TIME i. Reading days of the week ii. Reading months of the year iii. Reading days of the weeks and month of the year. iv. Reading important days of the year.

Teacher: i. Guide pupils to read days of the week ii. Lead pupils to read months of the year. iii. Guide pupils to read days and months iv. Displays calendar and guides pupils to say datese and when certain events like Christmas, New year, Easter , Id-el-kabir, Nigerian Independence day, children’s day, democracy day etc. are celebrated. Pupils: i. Read days of the week


ii. Read months of the year iii. Note the number of days in months iv. Mention certain dates and when certain events are celebrated using a calendar. Instructional Resources: Calendar, flash card; for days of the week, months of the year etc.

5 SYMMETRY i. Identifying symmetrical objects e.g. leaves, [pictures, squares, rectangle, triangles etc. ii. Identifying lines of symmetry in various objects iii. Folding various planes shapes along their lines of symmetry. iv. Finding the numbers of lines of symmetry in various shapes v. world problem on lines of symmetry.

Teacher: i. Guide pupils to identify symmetrical objects. ii. Leads pupils to identify lines of symmetry in various objects. iii. Guide pupils to fold various shapes along their lines of symmetry. iv. Lead pupils in finding the lines of symmetry in various shapes. v. Guide pupils in solving word problems related to lines of symmetry. Pupils: i. Identifies symmetrical objects ii. Identifies lines of symmetry in various objects. iii. Folds various shapes along their lines of symmetry. iv. Find lines of symmetry in various shapes. v. Solve word problems on liens of symmetry. Instructional Resources: Cardboard, leaves, plane shapes, broom sticks, circular tins.

6 SYMMETRY i. Properties of square ii. Properties of rectangle iii. Properties of triangle

Teacher: i. Guide pupils to observe and record the properties of a square. ii. Guide pupils to observe and record the properties of rectangles iii. Guide pupils to observe and record the properties of triangles. Pupils: i. Observes and record the properties of a square. ii. Observes and record the properties of a rectangle. iii. Observes and record the properties of a triangle. Instructional Resources: Pencil, broomstick, straight edges and


squared corner shapes etc.

7 SYMMETRY i. Stating the relationship between the sides and angles of a; -Triangle -Square -Rectangle

Teacher: i. Guide pupils as they state the relationship between the sides and angles of the following: a. Triangle b. Square c. Rectangles Pupils: i. Mention the relationship between the sides and angles of the following: a. Triangle b. Square c. Rectangle Instructional Resources: Straight edges and squared cornered shapes, triangles, rectangles, squares, card board, pencil, ruler etc.

8 STRAIGHT LINES AND CURVES i. Drawing and recording vertical and horizontal lines and curved lines. ii. Drawing curved lines to form various shapes iii. Joining various shapes to form new objects.

Teacher: i. guide pupils to draw horizontal lines, vertical lines and curves (such as arc, semi circle and circle). ii. Lead pupils to form various shapes using lines and curves. Pupils: i. Draw horizontal, vertical and curved lines. ii. Form various shapes using lines and curves iii. Join various shapes to form new objects Instructional Resources: Ruler, pencils, various shapes e.g. triangle, rectangles, squares, circles, cardboard etc.

9 PICTOGRAMS i. Reading and showing information on pictogram using vertical arrangement ii. Reading and showing information on pictogram using horizontal arrangement. iii. Finding the total number of objects on a pictogram

Teacher: i. Guide pupils to read and show information on pictogram using vertical arrangement ii. Guide pupils to read and show information on pictogram using horizontal arrangement iii. Guide pupils to find the total number of objects on a pictogram. Pupils: i. Read and show information on pictograms using vertical arrangement ii. Read and show information on pictogram using horizontal arrangement iii. Find the total number of objects on a


pictogram. Instructional Resources: i. Card boards of pictograms arranged vertically and horizontally. ii. Cut out of pictures for pictograms

10 PICTOGRAMS Pictogram mode: i. identify the most common value in a pictogram. ii. finding the mode in a pictogram iii. Drawing pictogram from a given table . iv. Drawing table from a pictogram.

Teacher: i. Guide pupils to identify the most common value in a pictogram. ii. Guide pupils to draw pictogram from a given table. iii. Leads pupils to draw tables from pictogram. Pupils: i. Identify the most common value in a pictogram ii. Draw pictogram from a given table iii. Draw tables from pictograms. Instructional Resources: i. Pictograms with one mode for each pictogram ii. Mathematical activity or game etc.

11 PICTOGRAM (MODE) i. Reading mode from table ii. Identifying the number of items from the tables iii. Finding the sum of two or more items from a table. iv. Differentiating between two items from a table. v. Word problems on mode.

Teacher: i. Guide pupils to read mode from tables. ii. Lead pupils to identify the number of items from the tables. iii. Guide pupils to sum two or more items from a table. iv. Guide pupils to differentiate between two items from a table. v. Guide pupils to solve word problems on mode. Pupils: i. Read modes from tables ii. Identify the number of items from the table. iii. Sum two or more items to from a table. iv. Differentiate between two items from a table v. Solve word problems on mode. Instructional Resources: i. Data from emerging issues such as environmental degradation. ii. Mathematical activity or game iii. Pictograms with one mode for each program.




NIGERIAN LANGUAGE (NL)

HAUSA LANGUAGE PRIMARY THREE AJI UKU ZANGO NA DAYA FIRST TERM

MAKO JIGO/MAKASUDI AYYUKA

1 HARSHE:

Cigaba da tadi

a. Yi Magana a cikin dogayen

jimloli, misali: sunayen mutane,

malami da sauransu

b. Sunayen masu sana’a. misali:

makeri, baduku, masuce ds

Jagoranci

Zana wa yara suna

Dubawa

Tambayoyi

2 ADABI:

Gajerun wasan ƘwaiƘwayo

a. Ma’anar wasan ƘwaiƘwayo

b. Bayana saukakan sigogin wasan

ƘwaiƘwayo

Jagoranci

Bayani

Ƙwatanta wasa

Kaaranta wasa

Fito da darusa atsakaninsu

tare da malami

3 ADABI:

Wasan ƘwaiƘwayo

a. Gajeren wasan ƘwaiƘwayo

b. Fadin sunayen yanwasan

ƘwaiƘwayo

Jagoranci

Bayani

Ƙwatanta sunan yan wasa

4 ADABI:

Wasan ƘwaiƘwayo

Jagoranci

Bayani


a. Fitar da darusa wajen wasan

ƘwaiƘwayo

b. Ƙyawawan ɗabi’u

Fitar da darusan wasa

5 AL’ADU:

a.Fassaran ma’ana ƘwaiƘwayo ɗabi’u

b. Na’oin Ƙyawawan ɗabi’u

misalan na’oin amana, gaskiya, hakuri,

Ƙwazo, adaki, biyyaya ds

Jagoranci

Kawo misalan nao’in

Ƙyawawan ɗabi’u

Bayani/Tambayoyi

6 AL’ADU:

a. Kyawawan ɗabi’u

b. Bayanin na’öin Ƙyawawan ɗabi’u

Jagoranci

Bayani

Fitar da darusa wasa

7 HARSHE:

Ƙarin Ƙidaya: ashirin da daya zuwa

hamsin (21-50)

Jagoranci

Fadar misalan alkahuman

Ƙidaya daga 21-50

8 AL’ADU:

Tsabtar abinci ma’anar abinci

Bayanin tsabtar abinci misali wanke

nama, rufe nama, dafa/gasa nama da

kuma gujewa

Sauraron bayani akan tsafta

abinci daga Malami

Alwatar da wani bangare na

tasfta

Tambayoyi

9 AL’ADU:

Muhimmancin tsabta

Jagoranci

Muhimmanci tsafta

Tambayoyi

10 HARSHE:

Ci gaba da sunaye

a. Rabe-rabe sunayen abubuwa

masu raid a marasa rai

b. Jera sunayen abubuwa masu rai

c. Jera sunayen abubuwa masu rai

Jagoranci

Bayani akan rabe-rabe

sunayen abubuwa

Jere sunayen

Tambayoyi

11 AL’ADU:

Ƙarin wasanin gargajiya misali

Jagoranci yadda ake wasanni

Bayani muhimancin wasanni


a. Tafa-tafa, yara kurisa

b. Misalan wasa na motsa jiki

Aikata wadansu wasanni

12 HARSHE:

Ƙarin Ƙalmonin aiki:

a. Aikatau aikin kalma

b. Tantance aikin kalma

Jagoranci

Bayani

Tantance aikin kalma

13 Bitar aikin baya

14 Jarabawa

HAUSA LANGUAGE PRIMARY THREE AJI UKU ZANGO NA BIU SECOND TERM


1 Maimaita aikin baya

2 HARSHE:

Ƙarin karatu: Matsakaiciyar labarai

a. Jagoranci

b. Bayani akan

labari

c. Tambayoyi

3 HARSHE:

Maimaita labarai

a. Jagoranci

b. Bayani akan

labari

c. Tambayoyi

4 ADABI:

Cigaba da waƘoƘi:

a. Ma’anar waƘa

b. Misalan waƘoƘi

a. Jagoranci

b. Kawo Sunfarin

WaƘoƘi

c. Rera WaƘoƘi

d. Sauraron

e. Tambayoyi

5 Maimaita waƘoƘi da suka saurara

a. Wasan tashee

b. WaƘoƘin ilimi

a. Jagoranci

b. Kawo sunfufin

waƘoƘi


c. Rera waƘoƘi

d. Sauraron

e. Tambayoyi

6 AL’ADU:

Ƙarin Magana da zauranci.

a. Bayana Ƙarin Magana da azanci

b. Kawo Ƙarin Magana da maganganu azanci

a. Jagoranci.

b. Ba da misalign

zaurance

c. Tambayoyi

7 AL’ADU:

Kawo Ƙarin Magana da maganganu azanci

a. Jagoranci

b. Kawo ire-iren

Ƙarin Magana

c. Tambayoyi

8 AL’ADU:

Gabatr da zaurance.

a. Ma’anar zaurance

b. Bayani akan zaurance

a. Jagoranci

b. Bayani

c. Tambayoyi

9 AL’ADU:

Zaurance:

a. Maganganu zaurance da misalai. Zuddu,

keke, wada, gaba

b. Za, ba, ka, baje ds.

a. Jagoranci

b. Bayani

c. Tambayoyi

d. Kawo ire-iren

zaurance

e. Tambayoyi

10 AL’ADU:

Ƙula da iyali

a. Jagoranci

b. Bayani akan

iyali

c. Tambayoyi

11 Bitar aikin baya

12 Jarabawa

HAUSA LANGUAGE PRIMARY THREE AJI UKU ZANGO NA UKU THIRD TERM



1 Maimaita aikin mako baya

2 HARSHE:

Ƙarin rubutu:

a. Jagoranci

b. Yin bayani

c. Tambayoyi

a. Jagoranci

b. Bayani

c. Tambayoyi

3 ADABI:

Tarihi da hikayoyi

a. Jagoranci akan tarihin bayajida

b. Bada labari

a. Jagoranci

b. Bayani

c. Tambayoyi

4 ADABI:

Hikayoyi da tarihi

a. Labarain Hausa baƘwai

b. Labarin Hausa banza baƘwai

a. Jagoranci

b. Bayanin Hausa baƘwai

da banza baƘwai da

c. Tambayoyi

5 AL’ADU:

Ƙarin karikican/tar kacen cikin gida:

a. Kawo jerin karikica/tarkacen gida

b. Ƙarin tarkacen cikin gida

a. Jagoranci

b. Kawo sanfurin wadansu

karikitan cikin gida

c. Tambayoyi

6 AL’ADU:

Ƙarin karikacan cikin gida.

Tantance bayani karikikan cikin gida.

a. Na dakin girki, misali ludayi, mara ds.

b. Na bayan daki, misali sabulu, soso,

dutsen goga Ƙafa, ds

a. Jagoranci

b. Bayani

c. Tarkacen dakin girki da

bayan ɗaki

d. Tambayoyi

7 HARSHE:

Tayar da harufa:

Ma’anar harufa

Jagorancin rubutun harufa, misalai b, ɓ, d, ɗ,

k, Ƙ, f ds

a. Jagoranci

b. Bayani

c. Kawo akan allo

d. Tambayoyi

8 HARSHE:

Tayar da harufa: Ma’anar wasull.

a. Jagoranci

b. Bayani


a. Jagorancin bubutun wasulla, misali I,

e, a, o, u

c. Tambayoti

9 ADaBI:

Ƙarin tatsuniya:

a. Kawo tatsuniya

b. Muhimancin tatsuniya

c. Fito da darusa tatsuniya

a. Jagoranci

b. Kawo tatsuniya da

muhimancin tastuniya

c. Daruda dake cikin

tambayoyi

10 ADABI:

Ci gaba de tasuniya

a. Jagoranci

b. Bayani

c. Tambayoyi

11 HARSHE:

Ƙara rubutun gaɓoɓɓin kalma

a. Jagoranci

b. Bayani da tambayoyi

12 Bitar aikin da ta gaba a. Jagoranci

b. Bayani da

c. Tambayoyi

13 Jarabawa d.

ASỤSỤ IGBO

PRAỊMARỊ 3 TAM NKE MBỤ

IZUỤKA

1.

2.

ISIOKWU / NDỊNISIOKWU

IME IHE E KWURU

a. Okwu ndị na-egosipụta ihe a ga-eme dk: nọdụ, kwụrụ, gbaa, pụọ, kụọ aka

b. Mmekọzọ. Ọmụmaatụ - iṅomi onye dọkita, onye ọrịa, onye ọrụ ugbo, dgz. ỌNỤỌGỤGỤ (1-50)

IHE OMUME NA NGWA NKỤZI

IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ime ihe e kwuru 3. Ịgwarịta onwe ha mee ihe e kwuru 4. Ịgụ uri dịka: Meenụ ihe m mere, anyị ga-eme ihe I mere ugbu a

5. Ịṅọmi ndị mmadụ dị iche iche NGWA NKỤZỊ Eserese, ụgbọ odee, tepụrekọda, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME:


3.

4.

5.

6.

a. Mkpọpụta ọnụọgụgụ b. Ngụtalị ọnụọgụgụ c. Odide ọnụọgụgụ ỌNUỌGỤGỤ 50-60 a. Mkpopụta ọnụọgụgụ b. Ngụtalị ọnụọgụgụ c. Odide ọnụọgụgụ ỌNỤỌGỤGỤ(60-70) a. Mkpopụta ọnụọgụgụ b. Ngụtalị ọnụọgụgụ c. Odide ọnụọgụgụ MMEPỤTA EJIJE NKENKE a. Nhọpụta ndị ga-eme ejije nkenke b. Nhọpụta ejije dị nke nke c. Ngwa ndị e ji emepụta ejije MMEPỤTA EJIJE NKENKE Ihe mmụta dị n’ejije ahụ

1. Ịkpọpụta ọnụọgụgụ 2. Igosipụta ọnụọgụgụ 3. Idepụta ọnuọgụgụ 4. Ịrụgọsị ọnụọgụgụ NGWA NKỤZI Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, abakuusu, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ ọnụọgụgụ 2. Igosipụta ọnụọgụgụ 3. Idepụta ọnụọgụgụ 4. Ịrụgọsị ọnụọgụgụ NGWA NKỤZI: Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, Abakuusu, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ ọnụgụgụ 2. Idetu ọnụọgụgụ 3. Igwu egwuregwu ọnuọgụgụ: otu, abụọ tụtụrụ akị, atọ anọ tipịa ya, ise, isii tụba n’ọnụ, asaa, asatọ tapịa ya, toolu, iri, loo mmiri ya dgz. NGWA NKỤZỊ: Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, abakuusu, ụmụaka n’onwe ha. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ime ejije nkenke 2. Ịkpakọ ngwa ejije NGWA NKỤZI Ọgbọ/obom/nkwago, ngwa ejije, ụmụaka n’onwe ha. IHE ỤMỤAKWỤKWỌ GA-EME 1. Imezi/ịkwado ngwa ejije 2. Imepụta ejije n’onwe ya 3. Imezi ngwa ejije


7.

8.

9.

10.

URU ỊKPA AGWA ỌMA BARA a) Agwa ọma ụmụaka na-akpa b) Uru dị n’ime omume ọma: ịma atụ omume ọma: ije ozi, ịsọpụrụ mmadụ, ikwu eziokwu dgz. OMUME ỌJỌỌ a. Omume ọjọọ ụmuaka na- eme izu ohi, ịtụ asị, ịnụpụisi, dgz. b. Ntaramahụhụ na-eso omume ọjọọ ỌGỤGỤ AHỊRỊOKWU MFE Ọgụgụ were were Ịgụ ihe ọgụgụ na-agarịrị ỌGỤGỤ AHỊRỊOKWU MFE a) Nghọta b) Ngụwanye

4. Ikwu ihe mmụta dị n’ejije NGWA NKỤZI Ogbọ/obom/nkwago, ngwa ejije, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ikwu omume ọma na nke ọjọọ dị iche iche 2. Ịkparịtaụka gbasara omume ọma na nke ọjọọ dị iche iche 3. Ịjụ na ịza ajụjụ 4. Ime nke nke ejije banyere omume ọma NGWA NKỤZI Akwụkwọ ọgụgụ, ụmụaka n’onwe ha, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkparịta gbasara omume ọma na nke ọjọọ 2. Ige ntị 3. Ijụ na ịza ajụjụ 4. Ime nkenke ejije banyere omume ọjọọ NGWA NKỤZI Akwụkwọ ọgụgụ, ụmụaka n’onwe ha,dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị

2. Ime ihe e kwuru dk. ịnọzi nke ọma 3. Ijizi akwụkwọ ọgụgụ nke ọma 4. Ịgụ n’arụtụghị aka na mkpurụ- okwu 5. Ịkpọzi okwu akpọzi NGWA NKỤZI kaadị mgbubam, akwụkwọ ọgụgụ, Ọkọwaokwu, eserese, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ikpọzị okwu akpọzị 2. Ịkọwa mpụtara ahịrịokwu ha gụrụ 3. Ịgụ ahịrịmfe NGWA NKỤ : Kaadị mgbubam, akwụkwọ ọgụgụ,


11.

12.

13.

14.

IMEBE AHỊRỊOKWU MFE Ụmụaka imebe ahịrịokwu mfe nke aka ha MMỤGHARỊ ỌGỤGỤ MMỤGHARỊ IHE A KỤZIRI ULE NA MMECHI

Ọkọwaokwu, eserese, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịjụ na Iza ajụjụ NGWA NKỤ : Kaadị mgbubam, akwụkwọ ọgụgụ, Ọkọwaokwu, eserese, dgz.

ASỤSỤ IGBO

PRAỊMARỊ 3 TAM NKE ABỤỌ

IZUỤKA

1.

2.

3.


NSỤPE

Iwu metụtara nsụpe dk: nnukwu

mkpụrụ edemede na obere mkpụrụedemede NSỤPE a) Nsụpe mkpụrụokwu b) Odide mkpụrụokwu ỌNUỌGỤGỤ (80-90) a) Mkpopụta ọnụọgụgụ b) Ngụtalị ọnụọgụgụ c) Odide ọnụọgụgụ


IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịrụgosị mkpụrụedemede ndị nnukwu na ndị obere NGWA NKỤZỊ Kaadị mgubam, ụgbọ odee, akwụkwọ ọgụgụ, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịsụpe okwu 3. Idetụ ahịrịokwu NGWA NKỤZ Kaadị mgbubam (flash card), ụgbọ odee, akwukwọ ọgụgụ, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ ọnụọgụgụ 2. Igosipụta ọnụọgụgụ 3. Idepụta ọnuọgụgụ 4. Ịrụgọsị ọnụọgụgụ


4.

5.

6.

7.

8.

ỌNỤỌGỤGỤ(90-100) a) Mkpopụta ọnụọgụgụ b) Ngụtalị ọnụọgụgụ c) Odide ọnụọgụgụ ỌGỤGỤ AHỊRỊOKWU MFE a) Ịgụ ahịrị mfe b) Imebe ahịrịmfe dịka - Bịa ebe a - Rie nri - Lezie anya nke ọma. MMEPỤTA EJIJE NKENKE a) Ngwa ndị e ji emepụta ejije b) mmepụta ejije dị nkenke c) Ihe mmụta dị n’ejije ahụ URI/ABỤ (EGWU) Uri/egwu dị iche iche dịka

a) Uri ọṅụ nwa b) Uri iku nwa c) Uri ndịụka d) Uri ọrụ URI/ABỤ (EGWU) Ịgba egwu obodo ha.

NGWA NKỤZI: Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, Abakuusu, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụ ọnụgụgụ 2. Idetu ọnụọgụgụ 3. Ịrụgọsị ọnuọgụgụ NGWA NKỤZỊ: Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, abakuusu, dgz IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịgụpụta ahịrịmfe 2. Imebe ahịrịmfe 3. Ịjụ ajụjụ 4. Ide ihe odide NGWA NKỤZI Ụgbọọ ọdee, akwụkwọ ọgụgụ ha, tepụrekọda, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME: 1. Imezi/ịkwado ngwa ejije 2. Imepụta ejije n’onwe ya 3. Imezi ngwa ejije 4. Ikwu ihe mmụta dị n’ejije NGWA NKỤZI Ogbọ/obom/nkwago, ngwa ejije, ụmụaka n’onwe ha. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ uri/egwu dị iche iche 2. Ịgba uri/egwu 3. Ịjụ na ịza ajụju NGWA NKỤZI Udụ, ọja, ogene,ijele, ejiji egwu dị iche iche, ụmụaka n’onwe ha,dgz. IHE ỤMỤAKWỤKWỌ GA-EME: Igba uri/egwu ndị obodo ha


9.

10.

11.

12.

NRI NDỊ IGBO a) Ụdị nri ndị Igbo na-eri b) Etu e si eri ha dk: olulo,

ọtịta, ọṅụṅụ, dgz. c) Ọdịdị nri ndị Igbo dị iche iche d) Oge a na-eri nke ọ bụla NRI NDỊ IGBO i) Ụdị nri ndị Igbo na-amasị ha ii) Odidi nri ndị Igbo dị iche iche MMỤGHARỊ IHE A KỤZIRI ULE NA MMECHI

NGWA NKỤZI Udụ, ọja, ogene,ijele, ejiji egwu dị iche iche, ụmụaka n’onwe ha,dgz IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkọwapụta etu e si eri ha 3. Ikwu oge a na-erigasị nke ọ bụla. 4. Odide aha nri ndị Igbo dị iche iche NGWA NKỤZI Ngwongwo nri ndị Igbo dị iche iche, akwụkwọ ọgụgụ, eserese nri ndị Igbo gasị, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ikpọzị okwu akpọzị 2. Ịkọwa mpụtara ahịrịokwu ha gụrụ 3. Ịgụ ahịrịmfe NGWA NKỤ : Ngwongwo nri ndị Igbo dị iche iche, akwụkwọ ọgụgụ, eserese nri ndị Igbo gasị, dgz.

ASỤSỤ IGBO

PRAỊMARỊ 3 TAM NKE ATỌ

IZUỤKA

1.

2.


MKPARỊTAỤKA BANYERE NRUBEISI a) Nkọwa nrubeisi b) Ụzọ dị iche iche e si egosipụta nrubeisi


IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịkparịtaụka ụka 3. Ịjụ na iza ajụjụ 4. Ngosipụta NGWA NKỤZỊ Tapụrekọda, akwụkwọ ọgụgụ, ụmụaka n’onwe ha, eserese, dgz.


3.

4.

5. IZUỤKA

6.

7.

MKPARỊTAỤKA BANYERE NRUBEISI: Uru dị n’irubeisi AGWỤGWA DỊ MFE: Gwam gwam gwam dị iche iche AGWỤGWA DỊ MFE: Gwam gwam gwam dị iche iche na ihe mmụta dị na nke ọ bụla NNABATA ONYEỌBỊA a) Nkọwa ọnye bụ Onyeọbịa b) Ụzọ nnabata Onyeọbịa ISIOKWU/NDỊNISIOKWU NNABATA ONYEỌBỊA a) Nnabata ọnyeọbịa b) Ọghọm dị n’ịnabata Onyeọbịa ọjọọ ỌNUỌGỤGỤ (1-100) a) Mkpopụta ọnụọgụgụ b) Ngụtalị ọnụọgụgụ c) Odide ọnụọgụgụ

IHE ỤMỤAKWỤKWỌ GA-EME: 1. Mkparịtaụka 2. Ngosipụta 3. Nkọwapụta NGWA NKỤZI: Tepụrekọda, Tiivi, dgz. IHE ỤMỤAKWỤKWỌ GA-EME 1. Ige ntị 2. Ịjụ agwụgwa 3. Ịza agwụgwa NGWA NKỤZI: ESerese, akwụkwọ ọgụgụ, ụmụaka n’onwe ha, dgz. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ikwu ihe mmụta 2. Ime ajuazaa gwam gwam gwam NGWA NKỤZI: Akwụkwọ ọgụgụ na ụgbọ ojii IHE ỤMỤAKWỤKWỌ GA-EME 1. Ịkọwa onye bụ onyeọbịa 2. Ikwupụta ụzọ e si anabata onyeọbịa NGWA NKỤZI: Akwụkwọ ọgụgụ, eserese, kaadị mgbubam IHE OMUME NA NGWA NKUZI IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịkọwaputa ihe ndị e ji ele ọbịa 2. Ikwu ọghọm dị n’ịnabata onye ọbịa ọjọọ 3. Ime ejije ile ọbịa IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ịgụ ọnụọgụgụ 2. Igosipụta ọnụọgụgụ 3. Idepụta ọnuọgụgụ 4. Ịrụgọsị ọnụọgụgụ


8.

9.

10.

11.

ILU DỊ MFE a) Ndị bụ okwu amamihe na ilu b) Ndị na-ekwukarị ha dk. ndị okenye na ndị chiri echichi ILU DỊ MFE Uru ilu bara na ndụ ndị Igbo AKỤKỌ IFO a) Akụkọ ifo dị iche iche dịka: nke okike na nke na-akụzi ezi omume b) Ihe mmụta sitere n’akụkọ ifo EKWUMEKWU: NLEKỌTA ỤMỤAKA a) Ụzọ nlekọta ụmụaka b) Uru ọ bara ilekọta ụmụaka c) Ụzọ dị iche iche e si emegbu ụmụaka d) Ụzọ mgbochi mmegbu ụmụaka

NGWA NKỤZI: Mkpụrụokwe, mkpịsị osisi, ụgbọ odee,ngwa mmetụaka, kaadị mgbubam, Abakuusu, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige ntị 2. Ịtụ ilu dị mfe 3. Ijụ na ịza ajụjụ 4. Ịkọwa ilu dị mfe NGWA NKỤZỊ: Akwụkwọ ọgụgụ, onyenkụzị na ụmụaka n’onwe ha, eserese ndị na-akọwagasị ilu. IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ikọwa ilu dị mfe 2. Ikwu uru ilu bara 3. Ise eserese na-akọwa ilu NGWA NKỤZỊ: Akwụkwọ ọgụgụ, onyenkụzị na ụmụaka n’onwe ha, eserese ndị na-akọwagasị ilu IHE ỤMỤAKWỤKWỌ GA-EME: 1. Ige akụkọ 2. Ịkọ akụkọ 3. Ịza /ịjụ ajụjụ 4. Ikwu ihe mmụta pụtaran’akụkọ. NGWA NKỤZI: Ụgbọọ ọdee, akwụkwọ ọgụgụ ha, tepụrekọda, ụmụaka n’onwe ha IHE ỤMỤAKWỤKWỌ GA-EME 1. Ikwupụta ụzọ e si elekọta ụmụaka 2. Ikwu ụzọụfọdụ e si emegbu ụmụaka 3. Ịjụ na iza ajụjụ 4. Mkparịtaụka ọgbọ/obom/ nkwago, ngwa ejije, ụmụaka n’onwe ha.


12.

13.

MỤGHARỊ IHE A KỤZIRI ULE NA MMECHI

YORÙBÁ PRIMARY 3 TÁÀMÙ KÌN-ÍN-NÍ

ÕSÊ ORÍ ÕRÕ/ ÀKÓÓNÚ ÀMÚŚE IŚË

1. Ìtàn àwôn akôni ilê Yorùbá láyé àtijö

àti òde òní

ÀKÓÓNÚ IŚË

1. Orúkô akôni àgbègbè akëkõö ní

ayé àtijö àti ní òde òní.

2. Akitiyan àwôn akôni tí a ti dárúkô

OLÙKÖ

1. Sô ìtàn àwôn akôni kàyéfì

2. Kó akëkõö lô sí ibi pàtàkì tí ó jç mö ìtàn àwôn

akôni wõnyí

3. fi àwòrán àwôn akôni wõnyí han akëkõö

AKËKÕÖ

1. Dárúkô àwôn akôni lökùnrin àti lóbìnrin tí wön

mõ

2. Sô ìtàn àwôn akôni náà

3. Sô ìrírí wôn nípa ohun tí wôn rí ní ibi tí wön lô.

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn akôni ilê Yorùbá àtijö àti òde òní.

2. ÒÝKÀ: Oókanlélögbõn dé ogójì (31 –

40)

ÀKÓÓNÚ IŚË

OLÙKÖ

1. Àtúnyêwò òýkà láti oókan dé ôgbõn

2. Ka òýkà Yorùbá láti oókanlélögbõn dé ogójì


1. òýkà Yorùbá láti oókanlélögbõn dé

ogójì.

2. Àròpõ/ àyôkúrò àwôn òýkà kan láti

fún wa ní òýkà mìíràn.

3. Títöka sí àwôn õrõ tó śe pàtàkì fún

òýkà (lé àti dín).

3. Śe àròpõ àti àyôkúrò àwôn òýkà kan han

akëkõö.

AKËKÕÖ

1. Ka òýkà láti oókan dé ôgbõn.

2. Ka òýkà Yorùbá láti oókanlélögbõn dé ogójì

3. Tëtí sílê láti gbö bí a ti ń śe àròpõ àti àyôkúrò

òýkà.

OHUN-ÈLÒ ÌKÖNI

1. Igi kéèkèèké, òkúta wëwë abbl

2. Àwòrán tó ń śe àfihàn òýkà oríśiríśi nýkan.

3. ERÉ - ONÍTÀN KÉÈKÈÈKÉ

ÀKÓÓNÚ IŚË

1. Kíka ìwé eré –oníśe.

2. Śíśe eré-oníśe

3. Ìjíròrò lórí êkö tí a rí kö àti êdá inú

ìtàn

OLÙKÖ

1. Darí akëkõö láti ka eré-oníśe

2. Darí akëkõö láti śe eré

3. Śàlàyé kókó inú eré-oníśe

4. Gba akëkõö láàyè láti dárúkô àwôn olú êdá ìtàn

AKËKÕÖ

1. Fetí sílê láti gbö ohun tí wôn ń kà

2. kópa nínú eré śíśe

3. Sô kókó inú eré oníśe

4. Dárúkô àwôn olú êdá ìtàn


OHUN-ÈLÒ ÌKÖNI

1. Aśô eré àti àwôn ohun èlò mìíràn tó bá eré mu.

4. Orin Ômôdé Síwájú sí i

ÀKÓÓNÚ ÌŚE

1. Àwôn orin àti êkö tí wön ń kö wa bá

kí ni ń ó folè śe láyé tí mo wá.

Ìmötótó ló lè śëgun àrùn gbogbo.....

wê kí o mö, gé èékánná rç, jçun tó

dára...

OLÙKÖ

1. Pe akëkõö láti kô orin

2. Pe akëkõö láti fa êkö inú orin tirê fún olùkö

3. fa êkö inú orin náà yô.

AKËKÕÖ

1. Kô orin sí etígbõö olùkö

2. Fa êkö inú àwôn orin náà yô

3. Tëtí sí àwôn orin tí olùkö ń kô àti êkö inú wôn

OHUN-ÈLÒ ÌKÖNI

1. Téèpù àti kásëêtì tí a ti gba orin sí

2. Àwòrán tó jçmö orin náà

5. Òwe Síwájú sí i

ÀKÓÓNÚ IŚË

1. òwe àti pàtàkì rê

2. Títúmõ òwe àti lílòó lörõ b.a.

Agbójú le ogún fi ara rê fósì ta.

Ôwö ômôdé kò tó pçpç tàgbàlagbà kò

OLÙKÖ

1. Sô ohun tí òwe jë àti pàtàkì rê láàrin àwôn

Yorùbá

2. Pe akëkõö láti pa òwe tí wôn ti gbö rí.

3. Kô àwôn òwe náà sí ara pátákó ìkõwé kí o sì fë

òwe tirê kún un

4. Sô ìtumõ òwe kí o sì lò wön lörõ.


wô kèýgbè.

Àgbà kì í wà löjà kórí ômô tuntun wö.

AKËKÕÖ

1. Tëtí sí olùkö.

2. Pa àwôn òwe tí o mõ

3. Sô ìtumõ òwe tí o pa

4. Śe àkôsílê àwôn òwe tí olùkö kô sára pátákó

ìkõwé

OHUN-ÈLÒ ÌKÖNI

1. Téèpù tí a ti gba òwe sí inú rê

2. Àwòrán oríśiríśi nípa àwôn òwe tí a pa

6. ÀPÈKÔ ÀWÔN ÕRÕ LÉDÈÉ

YORÙBÁ

ÀKÓÓNÚ IŚË

Kíkô õrõ Yorùbá kéèkèèké b.a. àga,

tábìlì, ìwé, çyç, ojú, çsê, ôwö, orí, imú,

ayé.

OLÙKÖ

1. ka àwôn õrõ náà fún akëkõö

2. śe sípëlì àwôn õrõ pêlú çnu

3. Pe àwôn õrõ Yorùbá náà fún wôn láti kô

4. fi káàdì pélébé pélébé han akëkõö

AKËKÕÖ

1. fetí sí ohun olùkö ń kà

2. kópa nínú śíśe sípëlì çnu

3. kô sípëlì õrõ Yorùbá tí olùkö ń pè

4. wo káàdì pélébé pélébé tí olùkö kô sípëlì sí.

OHUN-ÈLÒ ÌKÖNI


Káàdì pélébé pélébé tí a kô sípëlì sí.

7. Dídárúkô Nýkan Síwájú sí i

ÀKÓÓNÚ IŚË

Orúkô àwôn nýkan tí ó wà ní àárin ìlú

b.a. ôjà, ilê, ìwòsàn, ilé-ìtajà ńlá kan

àti kéèkèèké ní oríśiríśi, ààfin ôba,

àgö ôlöpàá, pápá ìśeré ńlá, ilé-ìwé

lóríśiríśi

OLÙKÖ

1. Pe akëkõö láti dárúkô àwôn ohun tí wön fi máa

ń rìn ní ààrin ìlú.

2. Sô ìwúlò àwôn ohun tí ó wà ní àárin ìlú.

AKËKÕÖ

1. Dárúkô àwôn ohun tí ó wà ní àárin ìlú

2. Sô ìwúlò àwôn ohun tó ní àárin ìlú wôn.

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn ohun tó wà ní àárin ìlú.

8. AŚÔ WÍWÕ

ÀKÓÓNÚ IŚË

1. Kí ni aśô wíwõ?

2. Aśô àwôn ôkùnrin b.a. sòkòtò,

agbádá, fìlà abbl

3. Aśô àwôn obìnrin: b.a. ìró, bùbá,

yêrì, dàńsíkí abbl

OLÙKÖ

1. Śàlàyé aśô wíwõ fún akëkõö

2. Śe àlàyé õnà tí àwôn ôkùnrin àti obìnrin ń gbà ń

wô aśô

3. Śe àfihàn àti àlàyé ìlò aśô wíwõ

4. Sô irúfë aśô tí àwôn ôkùnrin àti obìnrin ń wõ àti

pàtàkì aśô wíwõ.

AKËKÕÖ

1. Tëtí sí olùkö nípa aśô wíwô

2. Śàlàyé oríśi aśô tí àwôn ôkùnrin àti obìnrin ń

wõ


3. Sô àléébù tí ó wà nínú wíwô aśô

OHUN-ÈLÒ ÌKÖNI

Bùbá, Yêrì, agbádá, fìlà, sòkòtò abbl

9. ÌTÊSÍWÁJÚ LÓRÍ AŚÔ WÍWÔ

ÀKÓÓNÚ IŚË

1. Gbólóhùn kéèkèèké nípa aśô wíwõ

b.a. mo dé fìlà, màmá wé gèlè, lô wô

sòkòtò abbl

OLÙKÖ

1. Kô gbólóhùn sí ara pátákó.

2. kà á fún akëkõö

3. Parí akëkõö láti ka àwôn gbólóhùn náà.

AKËKÕÖ

1. Fetí sí ohun tí olùkö ń sô

2. farabalê ka gbólóhùn náà

Ohun-Èlò Ìköni

Kádíböõdù tí a kô àwôn gbólóhùn kéèkèèké sí.

10. ÌSÕRÍ – Õrõ Gbólóhùn

ÀKÓÓNÚ IŚË

1. õrõ-oruko

2. õrõ aröpò orúkô

3. õrõ-ìśe

4. õrõ-àpèjúwe

5. õrõ-atökùn

OLÙKÖ

Kô àpççrç àwôn õrõ tí ó lè wà lábë ìsõrí õrõ

kõõkan. Bí àpççrç:

1. õrõ-orúkô – ilé, igi, ojú, ayò abbl

2. õrõ – ìśe: wá, jçun abbl

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí ìsõrí õrõ kõõkan


6. õrõ-àsopõ 2. Kô àwôn àpççrç tí olùkö kô sókè

3. Pe àwôn õrõ náà bí olùkö śe pè é fún wôn.

OHUN-ÈLÒ ÌKÖNI

Kí akëkõö töka sí irúfë õrõ tí ó wà lábë

ìsõrí kõõkan nínú gbólóhùn kéèkèèké tí

olùkö kô sójú pátákó.

11. ÌSÕRÍ ÕRÕ: Õrõ-Orúkô

ÀKÓÓNÚ IŚË

1. Kín ni õrõ-orúkô?

2. Ìdámõ õrõ-orúkô àti àpççrç wôn.

OLÙKÖ

1. Śàlàyé ohun tí õrõ-orúkô jë

2. Śàlàyé õnà tí a lè gbà dá õrõ-orúkô mô nínú

gbólóhùn

3. Dárúkô àpççrç õrõ-orúkô, b.a. ilé, ènìyàn, igi,

çyç, çranko, ìlù abbl.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí õrõ-orúkô

2. Kô ìdámõ õrõ-orúkô sí ojú pátákó

3. Pe àwôn õrõ-orúkô tí ó jç mö ènìyàn tàbí

çranko

OHUN-ÈLÒ ÌKÖNI

Ìwé pélébé pélébé tí a kô õrõ-orúkô sí

nínú.

12. OÚNJÇ ILÊ YORÙBÁ

OLÙKÖ

1. Śàlàyé àwôn oúnjç irè oko fún akëkõö


ÀKÓÓNÚ IŚË

Ìtêsíwájú àwôn irè oko àti oúnjç tí a ń

fi wôn śe.

2. Õnà ni a ń gbà śe õkõõkan wôn.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö nípa oúnjç oko

2. Pe àwôn oúnjç ilê Yorùbá, kí o sì sô bí wôn śe

ń śe õkõõkan wôn.

OHUN-ÈLÒ ÌKÖNI

Iśu, èlùbö ègbodo, ìrçsì, êwà abbl

13.

ÀTÚNYÊWÒ ÊKÖ

14.

ÌDÁNWÒ


YORÙBÁ PRIMARY 3 TÁÀMÙ KEJÌ


1. Sísô Nýkan Síwájú sí i

ÀKÓÓNÚ IŚË

1. Oríśiríśi iśë ômô: B. a: àwòrán yíyà, çní

híhun, ìdí ìgbálê híhun, awô/ aśô ríran, ère

gbígbë abbl.

2. Ohun èlò fún iśë kõõkan.

OLÙKÖ

1. Śàlàyé bí a ti ń śe àwôn iśë wõnyí.

2. fi àwôn ohun èlò han akëkõö

3. Tö akëkõö sönà lórí bí a ti ń śe àwôn iśë

wõnyí

4. kó akëkõö lô ibi tí wön ti ń śe èyí tí kò bá lè

śe nínú kíláásì.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. kópa nínú śíśe àwôn iśë náà

3. kópa níbi lílô tí a ti ń śe èyí tí olùkö kò bá lè

śe.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán tó ń śe àfihàn àwôn iśë wõnyí

2. Ohun èlò fún àwôn iśë náà

2. KÍKA GBÓLÓHÙN KÉÈKÈÈKÉ

ÀKÓÓNÚ IŚË

OLÙKÖ

1. Kô gbólóhùn sí ara pátákó


Kíka gbólóhùn kéèkèèké 2. Kà á fún àwôn akëkõö

3. Darí akëkõö láti ka àwôn gbólóhùn náà

AKËKÕÖ

1. fetí sí ohun tí olùkö ń sô

2. fara balê kô gbólóhùn náà.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àwôn gbólóhùn

kéèkèèké sí.

3. ÀLÖ ÀPAMÕ

ÀKÓÓNÚ IŚË

1. Àlö àpamõ kì í ní orin

2. máa ń jë ìbéèrè àti ìdáhùn b.a. kín ló kan

ôba níkòó – abç

3. máa ń wáyé sáájú àlö onítàn

OLÙKÖ

1. já àlö àpamõ tí olùkö pa.

2. pa àlö àpamõ fún akëkõö láti já

3. fún akëkõö láàyè láti pa àlö tirê

4. śàlàyé nípa êkö tí àlö náà ń köni

AKËKÕÖ

1. já àlö àpamõ tí olùkö pa

2. pa oríśiríśi àlö àpamõ

3. sô êkö tí àlö náà köni

OHUN-ÈLÒ ÌKÖNI

1. Téèpù tí a gba àlö sí.

2. Àwòrán tó jç mö êdá inú àlö.


4. PÀTÀKÌ ÌWÀ RERE

ÀKÓÓNÚ IŚË

Àwôn ìpèdè tó ń fi ìwà rere hàn, b. a. “ìwà

rere lêśô ènìyàn” “ìwà lçwà ômô ènìyàn”

“oore lópé ìkà ò pé”. Çni tó ń śe rere kó

múra sí i, “Bí a bá da omi síwájú abbl

OLÙKÖ

1. Śàlàyé ní kíkún lórí ìwà rere.

2. Sô oríśiríśi ìpèdè tó ń śe àfihàn ìwà rere

3. Sô pàtàkì tàbí àýfààní ìwà rere, b.a. ó máa

ń fa àlàáfíà láwùjô, ó ń mú ni jë çlësìn pípé tí

yóò dé õrun rere/ àlùjánà.

AKËKÕÖ

1. Fi etí sí àlàyé olùkö

2. Sô oríśi ìpèdè mìíràn tí ó töka sí ìwà rere

3. Sô pàtàkì ìwà rere, yàtõ sí èyí tí olùkö tí sô

OHUN-ÈLÒ ÌKÖNI

1. Fíìmù tó ń śe àfihàn ìwà rere pêlú èrè tó wà

níbê.

5. ÀŚÀ BÍ A ŚE Ń JÇUN

ÀKÓÓNÚ IŚË

1. Àwôn ìlànà tó tö láti têlé bí a śe ń jçun.

B.a. fô ôwö kí o tó jçun, máa sõrõ bí o bá ń

jçun, má dúró lósòó jçun, a kì í jçun láti inú

ìkòkò.

2. Sô ìdí àwôn ìlànà wõnyí: láti pa òfin

ìmötótó mö.

OLÙKÖ

1. Śàlàyé àwôn ìlànà tí a gbôdõ têlé nígbà tí a

bá ń jçun.

2. Sô ìdí tí a fi gbôdõ têlé e: b.a. láti pa òfin

ìmötótó mö.

AKËKÕÖ

1. fi etí sí àlàyé tí olùkö ń śe.

2. sô ìdí mìíràn tí a fi gbôdõ pa òfin wõnyí mö


yàtõ sí ti olùkö

OHUN-ÈLÒ ÌKÖNI

Àwòrán oríśiríśi tó ń śe àfihàn àwôn tó

ń jçun pêlú ìlànà ìmötótó

6. OJÚŚE ÒBÍ SÍ ÔMÔ

ÀKÓÓNÚ IŚË

1. Ojúśe òbí sí ômô b.a.

ìpèsè – êkö tó yè kooro,

owó ilé-ìwé

àlàáfíà pípé

aśô

ilé-ìgbë

ààbò

fi ìwà rere/ ìwà ômôlúàbí kö àwôn

ômô nípa jíjë oníwàrere, nítorí çsin

iwájú ni têyìn ń wò sáré

pa òfin orílê-èdè mö.

OLÙKÖ

1. Sô ìtumõ ojúśe

2. Śàlàyé ojúśe òbí

3. Gba akëkõö láàyè kí ó sô ojúśe òbí rê

4. Darí akëkõö láti fi ojúśe òbí rê śeré.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö

2. Sô ojúśe òbí tìrç

3. Kópa nínú eré

OHUN-ÈLÒ ÌKÖNI

Àwôn ìdílé tó ó śe àfihàn ojúśe òbí

7. ÌWÉ KÍKÀ: Kíka Àśàyàn Ìwé

ÀKÓÓNÚ IŚË

1. ìsônísókí ìśêlê inú ìtàn

2. ìbáyému ìśêlê inú ìtàn

3. êkö àti kókó õrõ tó súyô

OLÙKÖ

1. Ìfáàrà lórí òýkõwé àti ohun tí ìtàn dálé

2. Àlàyé lórí àwôn kókó õrõ tó súyô

3. Àlàyé êkö tó fë kí akëkõö kô nínú ìśêlê

4. Àkôsílê lórí ìdánilëkõö


AKËKÕÖ

1. Ka ìwé náà

2. Tún ìtàn náà sô ní sókí

3 Jíròrò lórí kókó õrõ inú ìwé náà

4. Kô àwôn ohun tí olùkö ti kô sí ojú pátákó inú

ìwé

5. ka ìwé náà láti ilé

8. ÊYÀ ARA ÈNÌYÀN

ÀKÓÓNÚ IŚË

Díê nínú àwôn êyà ara bí àpççrç irun, orí,

imú, çnu, àgbõn, ôrùn, apá, ikùn abbl

OLÙKÖ

1. Jë kí akëkõö dárúkô àwôn êyà ara ènìyàn tí

ó mõ kí ó sì töka sí wôn.

2. Kô àwôn kókó inú êkö yìí sí ara pátákó kí

àwôn akëkõö lè kô ö sínú ìwé wôn.

AKËKÕÖ

1. Dárúkô êyà ara ènìyàn tí ó wà

2. Da àwôn kókó tí olùkö kô sí ara pátákó kô

sínú ìwé

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù pélébé pélébé tí a kô orúkô

êyà ara kõõkan sí

9. ÌKÍNI FÚN ONÍRÚURÚ AYÇYÇ

ÀKÓÓNÚ IŚË

OLÙKÖ

1. Darí akëkõö láti fi bí a śe ń kí ni śeré.


Ìkíni àti ìdáhùn láàrin ìnáwó śíśe: ìgbéyàwó,

ìsílé, ìkömô, ôjö ìbí abbl

ìgbéyàwó – ç kú ìnáwó ìyàwó, êyìn

ìyàwó kò ní mçni, àśç àti bëê bëê lô.

2. Fi àwòrán àwôn tó ń kí ara wôn han akëkõö

AKËKÕÖ

1. Sô ohun tí wôn mõ nípa àśà ìkíni sáájú

ìdánilëkõö.

2. Śe àpççrç àwôn oríśi ìkíni tí wön ti gbö rí

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn tó ń kí ara wôn.

10. ÌSÕRÍ ÕRÕ: Aröpò Orúkô

ÀKÓÓNÚ IŚË

1. Kí ni aröpò orúkô?

2. Ìdámõ aröpò orúkô àti àpççrç wôn:

Èmi, ìwô, êyin, àwôn, àwa, òun

abbl.

OLÙKÖ

1. Śàlàyé ohun tí aröpò orúkô jë

2. Śàlàyé õnà tí a lè gbà dá aröpò-orúkô sí ojú

pátákó

3. Pe àwôn õrõ aröpò-orúkô.

AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí aröpò-oruko

2. Kô ìdámõ aröpò-orúkô sí ojú pátákó

3. Pe àwôn õrõ aröpò-orúkô

OHUN-ÈLÒ ÌKÖNI

Ìwé pélébé pélébé tí a kô aröpò orúkô sí

nínú.

11.

ÀTÚNYÊWÒ ÊKÖ


12.

ÌDÁNWÒ


YORÙBÁ PRIMARY 3 TÁÀMÙ KËTA


1. KÍKÔ GBÓLÓHÙN KÉÈKÈÈKÉ

ÀKÓÓNÚ IŚË

Kíkô gbólóhùn kéèkèèké. B.a. Bádé lô

sí ilé-ìwé, Ayõ gé igi, Tèmítöpë mô

ìwé

OLÙKÖ

1. Kô gbólóhùn sí ara pátákó

2. Kà á fún akëkõö

3. Darí akëkõö láti ka àwôn gbólóhùn náà

AKËKÕÖ

1. fojú sí ohun tí olùkö ń kô.

2. farabalê láti kô gbólóhùn tirê.

3. Kô àkôsílê olùkö sínú ìwé rç

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô àwôn gbólóhùn kéèkèèké

sí.

2. KÍKÔ SÍLÉBÙ

ÀKÓÓNÚ IŚË

1. Õrõ onísílébù kan b.a. K + F

d + e = de

w + a = wa

OLÙKÖ

1. Śàlàyé bí a śe lè śêdá õrõ onísílébù kan

2. Śàlàyé bí a śe lè śêdá õrõ onísílébù méjì (K

+ F) KF

3. Lo káàdì pélébé pélébé tí a ti kô õrõ

onísílébù kan tàbí méjì sí


j + ç = jç

2. Õrõ onísílébù méjì b.a. F + KF

A + dé = Adé

I + kú = ikú

Ì + lú = ìlú

4. Pe akëkõö ní õkõõkan láti pe àwôn õrõ náà

AKËKÕÖ

1. Tëtí sí àlàyé olùkö nípa ìśêdá õrõ onísílébù

kan tàbí méjì

2. Sô àpççrç õrõ onísílébù kan tàbí méjì

3. Pe àwôn õrõ tó wà nínú káàdì tí olùkö fi hàn

wön.

OHUN-ÈLÒ ÌKÖNI

1. Káàdì pélébé pélébé aláfihàn.

2. Àwòrán tó ń fi àwôn õrõ onísílébù kan tàbí

méjì hàn.

3. Àlö Onítàn Síwájú sí i

ÀKÓÓNÚ IŚË

Àlö onítàn máa ń sábà ní orin àti

ègbè, ó ní àhunpõ ìtàn, ó ń köni

lögbön, b.a. àlö erin àti ìjàpá, ìjàpá àti

ajá, ìjàpá (Yán-níbo) àti babaláwo.

OLÙKÖ

1. Pàlö fún akëkõö

2. Śàlàyé nípa êkö tí àlö náà ń köni

3. Gba akëkõö láàyè láti pa àlö onítàn

4. Sô ìyàtõ láàrin àlö onítàn àti àlö àpamõ

5. Kô àlö onítàn mìíràn bõ láti ilé

AKËKÕÖ

1. Tëtí sí àlö onítàn tí olùkö pa

2. kópa nínú gbígbe orin àlö


3. pa àlö onítàn

4. Śàlàyé lórí àlö onítàn tí o pa.

OHUN-ÈLÒ ÌKÖNI

1. Àwòrán ohun tí àlö dá lé lórí tàbí ohun náà

gan-an b.a. (ìjàpá).

2. Téèpù tí a gba àlö sí

4. ERÉ ÔMÔDÉ SÍWÁJÚ SÍ I

ÀKÓÓNÚ IŚË

1. Oríśiríśi eré ômôdé (Ta ló wà nínú

ôgbà náà, kí ni ń lëjê, çyç mélòó

tolongo wáyé, çkùn mëran)

2. Bí a śe ń śe wön

3. Àýfààní àti ìwúlò wôn

4. Eré ômôdé śíśe

OLÙKÖ

1. Śàlàyé lórí oríśiríśi eré ômôdé

2. sô àýfààní àti ewu tó wà níbê

3. Darí akëkõö ní ìsõrí ìsõrí láti śeré ômôdé

AKËKÕÖ

1. fi etí sí ohun tí olùkö ń sô

2. kópa nínú śíśe eré náà

3. sô oríśiríśi eré ômôdé mìíràn

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn ômôdé tó ń śe oríśiríśi

eré ômôdé.

5. ÀWÔN OHUN ÈLÒ INÚ ILÉ

ÀKÓÓNÚ IŚË

OLÙKÖ

1. Śàlàyé oríśiríśi yàrá tó máa ń wà nínú ilé

2. Sô àwôn ohun èlò tó máa ń wà ní yàrá


1. Àwôn yàrá inú ilé b.a

Yàrá tí à ń sùn

Yàrá ìgbàlejò

Ilé ìdáná

Ilé ìyàgbë

Balùwê

Yàrá ìkërù sí abbl

2. Ohun èlò tó wà ní yàrá kõõkan b.a.

sëêtì tábìlì, àga, êrô asõrõ-mágbèsì,

amóhùnmáwòrán abbl.

kõõkan

3. Gba akëkõö láàyèlati sô àwôn ohun èlò tó

wà ní àwôn yàrá ní ilé e wôn.

AKËKÕÖ

1. Fetí sí ohun tí olùkö ń sô.

2. kópa nínú sísô àwôn ohun èlò inú ilé.

OHUN-ÈLÒ ÌKÖNI

Àwòrán ilé àti ti oríśiríśi àwôn ohun èlò

inú ilé

6 ÌTÀKURÕSÔ SÍWÁJÚ SÍ I

ÀKÓÓNÚ IŚË

1. Ìtàkurõsô lórí ààbò òpópónà

ôkõ

2. Àýfààní tí ó wà nínú lílo afárá

ìdátítì kôjá

3. rínrìn pêlú àkíyèsára

OLÙKÖ

1. Olùkö béèrè ìdí tí wôn fi gbôdõ pa àwôn òfin

orí òpópónà mötò mö

2. Darí ìtàkurõsô nípa bíbéèrè ìbéèrè kí

akëkõö sì dáhùn

AKËKÕÖ

1. kópa nínú ìtàkurõsô

2. Dáhùn àwôn ìbéèrè olùkö lórí òfin tó de rírìn

ní òpópónà mötò.

OHUN-ÈLÒ ÌKÖNI

Àwòrán àwôn tó ń sôdá lópòpónà


7. ORÚKÔ OYÈ ÔBA ILÊ YORÙBÁ

ÀKÓÓNÚ IŚË

1. Oríśiríśi àwôn ôba ilê Yorùbá

àti orúkô oyè wôn. B.a Ôõni ti

Ilé-Ifê.

2. orúkô oyè ôba ìlú wôn

OLÙKÖ

1. Sô oríśiríśi orúkô ôba ilê Yorùbá

2. fi àwòrán àwôn ôba wôn han akëkõö

AKËKÕÖ

1. Dárúkô àwôn ôba ilé Yorùbá tí wön mõ

2. Dárúkô ôba ìlú wôn àti ohun tí wôn mõ nípa

rê

OHUN-ÈLÒ ÌKÖNI

Àwòrán ôba kan ní ilé Yorùbá.

8. ÌSÕRÍ ÕRÕ: Õrõ-Ìśe

ÀKÓÓNÚ IŚË

1. Kín ni õrõ-ìśe

2. Iśë wo ni õrõ-ìśe ń śe nínú

gbólóhùn èdè Yorùbá.

OLÙKÖ

1. Śe àlàyé õrõ-ise

2. kô õrõ-ìśe sí ara pátákó

3. Śàlàyé iśë tí õrõ-ìśe ń śe nínú gbólóhùn

AKËKÕÖ

1. Tëtí sí àlàyé olùkö.

2. Farabalê láti kô õrõ-ìśe tìrç

3. kópa nínú iśë tí õrõ-ìśe ń śe

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù tí a kô õrõ-iśë sí.

9. ORÚKÔ OŚÙ NÍNÚ ÔDÚN OLÙKÖ


ÀKÓÓNÚ IŚË

1. Àwôn ośù nínú ôdún: śërë, èrèlè,

çrënà abbl

2. Kíkô orin tí ó bá ośù lô.

1. Kô àwôn ośù wõnyí sí ara pátákó

2. Sô àwôn ośù wõnyí ní èdè wôn àti Yorùbá

3. Kô Gêësì ní orin fún àwôn akëkõö àti ní èdè

Yorùbá

4. Pe akëkõö láti sô àwôn ośù tí a kô sí ara

káàdì pélébé pélébé.

AKËKÕÖ

1. Pe àwôn ośù wõnyí têlé olùkö bí ó śe ń pè é

2. Dá àwôn ośù wõnyí mõ bí olùkö śe kô wôn

sínú káàdì pélébé pélébé

3. Fi ośù wõnyí kôrin bí olùkö śe kô wön.

10. ÀŚÀ ÌRANRA-ÇNI-LÖWÖ

ÀKÓÓNÚ IŚË

1. Kín ni àśà ìranra-çni-löwö?

2. Oríśi õnà tí a ń gbà ran ara çni löwö

ní ilê Yorùbá. Àpççrç, Àáró, õwê abbl

OLÙKÖ

1. śe àlàyé lórí àśà ìranra-çni-löwö

2. sô oríśiríśi õnà tí a fi lè ran ara wa löwö

3. Töka sí àwôn àśà ìranra-çni-löwö kan.

4. sô èrè tàbí àýfààní tó wà nínú kí ènìyàn ran

ara çni löwö

AKËKÕÖ

1. Fetí sí àlàyé nípa ìranra-çni-löwö.

2. kópa nínú sísô oríśiríśi õnà tí a lè gbà ran

ara çni löwö


3. sô àwôn àýfààní tó wà nínú kí a ran ara çni

löwö.

Ohun-Èlò Ìköni

Àwòrán tó śàfihàn àwôn tó ń rolê nínú oko tí

wön ti ń śe àáró.

11. ÒÝKÀ YORÙBÁ

ÀKÓÓNÚ IŚË

1. òýkà Yorùbá láti oókanlélógójì dé

àádöta (41 – 50)

2. śíśe ìdámõ àwôn fígõ

OLÙKÖ

1. Tö akëkõö sönà láti ka òýkà láti

oókanlélógójì dé àádöta

2. Pe akëkõö láti śe ìdámõ fígõ òýkà láti


AKËKÕÖ

1. Tëtí sí àlàyé olùkö lórí òýkà láti


2. ka òýkà láti oókanlélógójì dé àádöta

3. Da òýkà tí a kô sí ojú pátákó/ ìwé pélébé

pélébé mõ ní õkõõkan.

OHUN-ÈLÒ ÌKÖNI

Kádíböõdù àti ìwé pélébé pélébé tí a kô òýkà

kõõkan sí láti oókanlélógójì dé àádöta.

12.

ÀTÚNYÊWÒ ÊKÖ


13.

ÌDÁNWÒ

BASIC SCIENCE AND TECHNOLOGY (BST)

BASIC SCIENCE PRIMARY THREE 1ST TERM

WEEK TOPIC/ CONTENT ACTIVITIES

1 – 3

Measurement of length and mass Measuring length: -instruments, -units of length

TEACHER 1. Uses a chart showing metric rule and tape rule to teach pupils the metric units of length (mm, cm). 2. Shows pupils the correct ways of measuring length, breadth and height of objects including their heights. PUPILS 1. Read and learn the metric unit of


length. 2. Measure the length, breadth and height of tables, desks, books in the classroom. INSTRUCTIONAL RESOURCES Tape rule, meter rule, objects in the classroom, the pupils, a chart on standard unit of length, a chart on standard unit of mass, lever arm balance, eraser, record book, pencil, weighing scale (bathroom scale), rope, and sticks.

4 – 7 Measuring mass: -instruments, -units of Measuring mass.

TEACHER 1. Guides the pupils to use lever arm balance and bathroom scale. 2. Guides pupils to record their weights. 3. Uses the chart to teach pupils the metric units of mass. 4. Initiates class discussion on standard instruments for measuring mass. 5. Guides pupils to estimate masses of objects in the classroom. PUPILS 1. Working in pairs, measure their heights. 2. Record the measurements taken. 3. Working in pairs, pupils record their weights. 4. Use balance to estimate the masses of objects in the classroom. INSTRUCTIONAL RESOURCES Tape rule, meter rule, objects in the classroom, the pupils, a chart on standard unit of length, a chart on standard unit of mass, lever arm balance, eraser, record book, pencil, weighing scale (bathroom scale), rope, and sticks.

8 – 10 Measurement of Time Measuring time: -instruments for measuring time -units of measuring time.

TEACHER 1. Uses chart to teach pupils how to read time. 2. Initiates class discussion on how to accomplish certain tasks within specified time frame. PUPILS


1. Read time correctly. 2. Read a paragraph of any story from their textbook and recap the story within a set time frame. INSTRUCTIONAL RESOURCES 1. A chart showing faces of clock with different readings in second, minute, hour. 2. Wall clock 3. Stop clock

11 – 13 Revision / Examination

BASIC SCIENCE PRIMARY THREE 2ND TERM


1 – 2

SOIL Importance of soil: -medium for plant growth -sources of nutrients (food) and air.

TEACHER 1. Guides pupils to mention the importance of soil to plants. 2. Guides pupils to mention the importance of soil to animals. PUPILS 1. Mention the importance of soil to plants. 2. Identify things in their surroundings that are made from soil. INSTRUCTIONAL RESOURCES

1. School garden 2. Chart showing uses of soil (in

roads, garden, field, pottery).

3 – 4 Importance of soil to animals: -surface for human activities (farming, building, pottery making)

TEACHER Explains the environmental importance of soil (checking erosions, beatifies the environment e.g. sports field, roads etc). PUPILS 1. Visit potters workshop and observe articles made from soil to plants. 2. Visit the school garden. INSTRUCTIONAL RESOURCES 1. School garden 2. Chart showing uses of soil (in roads, garden, field, pottery).

5 – 6 Air in Motion TEACHER


Wind: -meaning -effect -importance

1. Initiates and guides class discussion on the meaning of wind. 2. Makes reference to pupils experiences on windy days. 3. Guides pupils to make and fly paper or polythene kites. PUPILS 1. Use paper or hand fan to show air in motion. 2. Observe and describe the effect of wind on: -their bodies -light objects like feathers, pieces of paper. 3. Make and fly paper kites. INSTRUCTIONAL RESOURCES Pieces of paper, feathers, picture/chart showing the effect of wind, balloons, cardboard paper, pair of scissors, gum, sticks, thread, pictured chart of air.

7 Harmful effects of air

TEACHER 1. Presents inflated balloons to lift objects. 2. Explains to pupils that wind propels the balloons, kites and windmill. 3. Presents the pictures of someone : -sneezing, -coughing (without covering the mouth with his hand) -smoking 4. Initiates and guide class discussion on the role of air in transferring harmful substances into the body. PUPILS 1. Use inflated balloons to lift things 2. Discuss the role of air in smoking, coughing and sneezing. INSTRUCTIONAL RESOURCES Pieces of paper, feathers, picture/chart showing the effect of wind, balloons, cardboard paper, pair of scissors, gum, sticks, thread, pictured chart of air.

8 – 9 Quality and Uses of Water 1. Water quality

TEACHER Provides pupils with samples of water of different qualities (clean, dirty muddy).


PUPILS Observe and describe samples of contaminated water. INSTRUCTIONAL RESOURCES Samples of water: -clean water -muddy water -rain water -tap water -Contaminated water -bottled water -sachet water -glass of water 2. Sand 3. Urine 4. Dust 5. charts showing various ways water can be contaminated.

10 Dangers of drinking bad water TEACHER Uses simple activities to guide pupils to identify water that is unfit for drinking (check colour, odour). PUPILS Collect and observe substances that contaminate water e.g. sand, urine and dust. INSTRUCTIONAL RESOURCES Charts showing various ways water can be contaminated.


BASIC SCIENCE PRIMARY THREE 3rd TERM


1 – 2

Quality and Uses of Water 1. Common uses of water 2. Purifying water

TEACHER Shows samples of contaminated water Guides class discussion on the dangers of drinking bad/contaminated water. PUPILS Observe and describe samples of contaminated water.


INSTRUCTIONAL RESOURCES Muddy water, sand, urine, dust, charts showing various ways water can be contaminated.

3 – 5 Packaged water: - reasons for packaging water - types of packaged water - features of sage packaged water

TEACHER 1. Displays samples of packaged water and a glass of water in class, guides pupils to suggest reasons for packaging, identify types of packaged water, and features that make them safe. 2. Initiates and guides class discussions on the common uses of water. PUPILS 1. Observe the displayed set of water samples. 2. Participate in class discussions. INSTRUCTIONAL RESOURCES -bottled water -sachet water -glass of water -charts showing various ways water can be contaminated.

6 – 8 Plants Plants as living things

TEACHER 1. Takes pupils on a nature walk to observe plants (explains characteristics which the observed plants display on the spot). 2. Guides pupils to identify plants as living things. (explain growth, irritability, reproduction as it affects plants). PUPILS 1. Observe plants in their localities. 2. Identify plants as living things. INSTRUCTIONAL RESOURCES Specimen of plants in the localities.

9 – 10 Animals Observing features of animals.

TEACHER 1. Takes pupils on a nature walk to observe animals (explains characteristics which the observed animals display on the spot). 2. Guides pupils to identify animals as living things. (explain growth, movement, feeding, irritability, excretion, reproduction as it affects animals). PUPILS 1. Observe animals in their localities


2. Identify animals as living things. INSTRUCTIONAL RESOURCES Specimen of animals in the localities.


BASIC TECHNOLOGY

PRIMARY THREE 1ST TERM


1 – 3

UNDERSTANDING BASIC TECHNOLOGY 1. Forms of Technology: -underdeveloped technology -developed technology

TEACHER 1. Guides the pupils to name and identify examples of under developed and developed technology. 2. Explains the differences between underdeveloped and developed technology. PUPILS 1. Participate in class discussions 2. Identify examples of underdeveloped and developed technology. INSTRUCTIONAL RESOURCES Charts and posters, hoes, cutlasses, vehicles, etc.

4 – 6 2. Examples of: - underdeveloped technology (farming with hoes and cutlasses, using of town crier, use of stones to make fire, use of donkeys for transportation etc) - developed technology (farming with harvesters, tractors, using of ship, airplanes, use of lighter etc.

TEACHER Guides the pupils to name and identify examples of under developed and developed technology. 2. Explains the differences between underdeveloped and developed technology. PUPILS 1. Participate in class discussions 2. Identify examples of underdeveloped and developed technology. INSTRUCTIONAL RESOURCES Charts and posters, hoes, cutlasses, vehicles, etc.

7 - 10 3. Characteristics: - underdeveloped technology are low profile or olden days technology; - developed technology is high profile

TEACHER Guides the pupils to name and identify examples of under developed and developed technology.


or modern day technology. 2. Explains the differences between underdeveloped and developed technology. PUPILS 1. Participate in class discussions 2. Identify examples of underdeveloped and developed technology. INSTRUCTIONAL RESOURCES Charts and posters, hoes, cutlasses, vehicles, etc.


BASIC TECHNOLOGY

PRIMARY THREE 2ND TERM


1 – 5

Forms of Energy TEACHER 1. Guides pupils to name the sources of light e.g. the sun, stars, fire, electricity. 2. Guides pupils to realize that light is not fire but fire produces light. PUPILS Participate in class discussions. INSTRUCTIONAL RESOURCES Plane mirrors; lenses convex and concave lenses, empty tins with shiny surfaces, pencil.

6 – 10 Light energy - Source; - Uses - Reflection of light.

TEACHER 1. Initiates and guides class discussion on the uses of light energy. 2. Directs pupils in use of shiny surface or mirrors to reflect light and form images by placing objects: -in front of a mirror; -between two or more mirrors. PUPILS 1. Perform the following activities with mirrors and describe the observations: -point a mirror or shiny surface facing a bright light at a dark corner. -look at their faces in the mirror.


-hold a pencil in front of a mirror. 2. Tabulate the observations. INSTRUCTIONAL RESOURCES Plane mirrors; lenses convex and concave lenses, empty tins with shiny surfaces, pencil.


BASIC TECHNOLOGY


REVISION OF 1ST AND 2ND TERM WORK

BASIC SCIENCE AND TECHNOLOGY (BST)

PHYSICAL AND HEALTH EDUCATION

PRIMARY THREE, FIRST TERM

WEEK TOPIC/CONTENT

ACTIVITIES

4. MOVING OUR BODY PARTS Movements by i) animal and sound they make

i) People ii) Machines e g car,

airplane, motorcycles etc.

Teacher explains and demonstrates movement rhythms and pattern. Pupils listen and imitate teacher’s demonstration Teaching/learning materials; playground and whistles.

5. MOVING OUR BODY PARTS Components of physical fitness -endurance -strength -flexibility

Teacher list and explain by demonstration, the components of physical fitness. Pupils demonstrate physical fitness activities to achieve the component.

6. HEALTH AND HYGIENE Pollution 1) noise pollution

Teacher explains pollution and explain noise and chemical pollution. Pupils


2) chemical pollution listen and observe the teacher then attempt describing pollution. Learning materials: pictures, posters, video clips.


PRIMARY THREE, SECOND TERM

WEEK TOPIC/CONTENT

ACTIVITIES

4. ATHLETICS- SPRINTS 100 meters 200 meters

Teacher explains the type of race. Demonstrate the start, run and finish of the race. Pupils practice the race by imitating the teacher.

5. ATHLETICS/ HIGH JUMP - Run - Take off - Clearing of crossbar - Landing and recovery.

Teacher mention and demonstrate the stages involved in high jump Guide the pupils to practice the activities. Learning/teaching materials: upright and crossbar, ropes, measuring tape.


PRIMARY THREE, THIRD TERM

WEEK TOPIC/CONTENT

ACTIVITIES

4. SWIMMING- STYLES - Crawl/freestyle - Breast stroke - Back stroke

Teacher explains and demonstrates the styles in swimming. Guide the pupils to demonstrate. Pupils listen and observe the teacher practice the styles. Teaching/learning materials; swimming pools, floats.

5. SWIMMING-SAFETY RULES - Shower - Warm up - Don’t swim after meals

Teacher explain the safety rules and summarize the skills on the chalkboard Pupils listen to the teachers. Explanation; attempt to list the safety rules.

6. GAMES-FOOTBALL SKILLS - Passing

Teacher demonstrates the basic skills and guides the pupils to practice the


- Trapping - Throwing - Heading

skills. Teaching/learning materials; football field and footballs.

BASIC SCIENCE AND TECHNOLOGY PRIMARY

COMPUTER STUDIES

FIRST TERM PRIMARY THREE

WEEK TOPIC/CONTENT

ACTIVITIES

1. HISTORY OF COMPUTER. Early counting devices:

Teacher engages the pupils to count with fingers, toes, pebbles, stones, sticks etc. Pupils count up to 25 using their fire fingers, sticks and stone.

2. LATER DEVELOPMENT OF COMPUTER. (1) COUNTING WITH ABACUS

Teachers identify early mechanical Calculating devices and demonstrates the uses of abacus and calculators. Pupils use the abacus and calculator to solve different mathematical problems.

3. LATER DEVELOPMENT (2) Binary digits, bit and bytes.

Teacher lead pupils to statue the meaning of binary digits, bit and bytes.

Explain how many digits we have in bit and bytes.

4. The computer definition and parts of computer.

-The teacher leads the pupils to State the meaning and identify input and output devices. -Leads pupils to use keyboard and Mouse to input information into the Computer, display keyboard and Mouse, monitor, printers and Pictures. -Pupils type short sentences using The keyboard and the mouse to Highlight tests or change the Content of the document.


BASIC SCIENCE AND TECHNOLOGY

COMPUTER STUDIES

SECONDTERM PRIMARY THREE

WEEK TOPIC/CONTENT ACTIVITIES

1. THE SYSTEM UNIT DEFINATION, Component and functions of the CPU.

-Teacher guides the pupils to explain the term system unit. -Display’s system unit or its pictures And identify the parts and functions of the CPU. -Pupils closely observe the CPU, identify its component parts. -Draw and label CPU and its component parts.

2. DISK DRIVE Identification, types, uses and does and Don’t of using disk drive.

-Guides the pupils to identify and Locate the drive on the system unit. -State the functions and the uses Of drive in CPU.

3. THE MOTHER BOARD Identification and definition. List the components of the motherboard.

-Explain the meaning of mother Board. -Guide the pupils to identify and list Components of the motherboard.

BASIC SCIENCE AND TECHNOLOGY

COMPUTER STUDIES

THIRDTERM PRIMARY THREE

WEEK TOPIC/CONTENT

ACTIVITIES

1. STORAGE DEVICES DEFINITION AND TYPES

-Teacher guides the pupils to explain the term storage devices. -Shows pupils types of storage devices e.g: Flash drive, Hard Disk and component disk etc. -Examine the storage devices on Display.

2. DIGITAL VERSATILE Disk (DVD). Explain the term digital versatile


DISK (DVD) DEFINITION, TYPES OF USES

Disk (DVD) -Guide pupils to list types of Versatile disk and their uses e.g Floppy and diskettes etc. -Make attempts to explain list and

mention their uses.

3. TYPES OF DISKETTES AND CARE OF THE DISKETTES. MENTION THE TYPES OF DISKETTES AND GRADES OF DISKETTES. GRADES OF DISKETTES.

-Teacher guides the pupils to Identify different types of Diskettes and grades of the

Diskettes.e.g 3

.

Double density,

High density.

Draw 3

, and 5

, diskettes.

-List ways of caring for diskette.

PRE-VOCATIONAL STUDIES (PVS)

HOME ECONOMICS

1st TERM PRIMARY 3


1 Grooming and care of the body.

- (I) definition of good grooming

- Teacher defines good grooming to the pupils. Good grooming is taking care of all parts of the body e.g. hair, nails, clothes. Etc

- Teacher uses one of the pupils that is looking good neat and show the pupils.

- (II) Identification of different parts of the body.

- Teacher asks the pupils to identify their head, hair, eyes, nose, mouth, face, hands, finger nails, leg and toes.

- Teacher shows the pupils a chart and asks the pupils one after the other to identify the different parts of the body.

2 Grooming and care of the body.

- (I) maintenance of body hygiene

- Teacher asks the pupils if you don’t want to be dirty what will you do?

- Teacher explains some maintenance of the body hygiene. e.g.


- By bathing twice a day - By washing and ironing your clothes - By combing your hair or plait - By trimming your finger nails etc

- (II) reason for daily care of the body

- Teacher asks the pupils question why do you bath and comb your hair.

- Teacher explains some reasons for daily care of the body e.g.

- To look neat - To prevent body odour etc

- Teacher brings out the neat pupils in the class and asks the pupils how does he look?

(III)the uses of bathing/washing materials

- Teacher asks the pupils to mention some bathing and washing materials.

- Teacher discuss some uses of bathing materials e.g. soap, water, sponge, bleach etc

- Teacher show the pupils some examples of bathing and washing materials. E.g. water, soap, sponge.

3 Care of hand and feet - (I) identification of hand

and feet

- Pupils where asks to clap their hand 5 times and feet 5 times.

- Teacher shows the pupils chart and asks the pupils to identify hands and feet.

- (II) functions of hands and feet

- Teacher asks the pupils which part of your body do you use for writing?

- Teacher and the pupils state some functions of hands and feet.

- Feet – for walking around - Hands – for writing - Teacher uses one of the pupils to

pick a chalk and write his or her name on the chalkboard using his or her hand, and the teacher ask which part of the body does he or she used in writing and walking back to his/her sit.

4 Care of hand and feet - (I) reason for daily care of

the hands and feet

- Teacher explains some reasons of daily care of hands and feet.

- Teacher shows the pupils some materials used for taking care of hands and feet.

- (II) causes of foot rot - Teacher explains foot rot to the pupils.


- Pupils and teacher state some causes of foot rot. E.g.

- Walking without shoes - Walking on sharp objects - Playing inside water; - Teacher shows the pupils a picture of

a boy with rot foot.

5. Care of the hair: - (i) types of hair

- (ii) tools used for hair care and cleaning

- Teacher calls two pupils one with long hair and the other with a short hair;

- Teacher explains the types of hair to the pupils. There is long and short hair, using the pupils and identify long and short hair

- Teacher asks the pupils to mention

any tool used for hair care;

- Teacher explains tools used for hair care and show some examples e.g. comb, shampoo, brush, hair cream etc.

6. Care of the hair: - (i) Effects of shaving with

unsterilized instrument when barbing the hair;

- Teacher asks the pupils where do you barb your hair? Does the barber burn the clipper before barbing your hair?

- Teacher explains unsterilized instrument to the pupils

- Teacher show the pupils a chart of a barber sterilising his clipper;

- Teacher explains some effect of unsterilized instrument e.g

- Causes ringworm, burn, AIDS etc

7. Care of the skin: - (i) types of the skin

- (ii) article for skin care

- (ii) skin infection

- Teacher explains the types of skin to the pupils. There are soft, smooth and coarse skin;

- Pupils were asks to mention some

articles use for skin care e.g. soap, water, sponge, body lotion, cosmetics etc;

- Teacher shows the pupil some examples of articles for shin care e.g. powder, soap, sponge.


- Teacher asks the pupils to mention any skin infection they know;

- Teacher mention and explains some skin infections to the pupils e.g. craw-craw, eczema, ring worm etc;

- Teacher shows the pupils a picture of a girl with craw-craw

8. Practical:

- Care of skin - Teacher asks the pupils to mention

some article used for skin care - Teacher display various skin care

articles and asks some of the pupils to demonstrate how to care for skin using the article;

- Teacher guide the pupils on how to clean and save the article for future use.

9. Care of the mouth and teeth: - (i) define mouth show

parts of mouth

- (ii) materials for cleaning the mouth

- (iii) Danger of not caring for the mouth

- Teacher asks the pupils to identify their mouth using their hands;

- Teacher define mouth to the pupils; - Teacher shows parts of the mouth to

the pupils using a chart e.g. lips, tongue and teeth.

- Pupils were asks to mention materials used for cleaning thee mouth;

- Teacher explains the two types of materials use for cleaning the mouth. Traditional and modern;

- Teacher shows the pupils examples of traditional materials e.g. ask, salt, chewing stick. Modern – brush, toothpaste

- Teacher asks the pupils question if

you don’t brush your teeth how do you feel.

- Teacher explains some dangers of not caring for mouth.

10. Care of the mouth and teeth: - (i) modern material for

cleaning the teeth

- Teacher asks the pupils to mention some material use for cleaning the teeth that can be bought in the market;

- Teacher explains modern material for


cleaning teeth; - Teacher shows the pupils some

examples of modern materials for cleaning the teeth e.g. toothpaste, brush etc

11. Personal health rules: - (i) define personal health

rules for healthy living

- Teacher defines personal health to the pupils;

- Teacher discusses rules for healthy living with the pupils e.g.

- Wear clean cloths

- Wash and clean various parts of the body;

- Eat good food - Teacher show the pupils, some

materials used for healthy living - Fresh fruit, water, soap, clean cloth

12. Personal healthy rules: - (i) Rules of good health in

development effect of rough play

- Teacher explains good healthy to the pupils

- Teacher asks the pupils to state some effect of rough play;

- Teacher shows the pupils picture of a boy who wound through rough play.

13. REVISION -

14. EXAMINATION. -

HOME ECONOMICS

2nd TERM PRIMARY 3

WEEK TOPIC/CONTENT

ACTIVITIES

1. Personal clothing: - (i) define cloth, type of

clothing

- Teacher asks the pupils question. What do you use to cover your nakedness?

- Teacher defines cloth to the pupils - Pupils were asks to mention type of

cloth; - Teacher shows the pupils types of

cloth e.g. shirt, skirt, vests, trouser etc. Shoes, wrappers, night gown etc.

2. Personal clothing: - (i) Reasons for wearing

clothes

- Teacher asks the pupils why do you wear clothes?

- Teacher explains some reasons for wearing clothes e.g. beautification,


- (ii) Types of foot wears

- (iii) importance of foot wears

identification, protection etc;

- Pupils mention foot wears;

- Teacher explain foot wears to the pupils and examples e.g. canvas, slippers, trainer shoes etc;

- Teacher shows the pupil examples

of foot wears;

- Teacher discusses the importance of foot wears with the pupils e.g. for protection, beautification

3. Care and uses of clothes: - (i) uses of clothes

- (ii) care of clothes, materials for care of clothes

- Teacher asks the pupils. Why do you wear clothes?

- Teachers explains the uses of clothes to the pupils;

- Beautify the body; - Keeping the body warm; - Protect the body from dirty and

infection - Teacher explains how to care for

clothes to the pupils e.g - Wash dirty cloth; - Keep clothes in a safe place; - Pupils were asks to mention

materials for care of clothes; - Teacher shows the pupils examples

of materials for cleaning clothes: soap, water

4. Practical: - (i) demonstrate washing of

handkerchief

- Teacher display materials for washing handkerchief;

- Teacher group the pupils and guide them on washing of handkerchief

5. Clothes for different occasion: - (i) clothes for different

occasions

- Teacher asks the pupils do you wear your school uniform to church or mosque?

- Teacher explains different clothes for different occasion e.g. play time, wedding, party bed time, church, mosque, school;

- Teacher shows the pupils chart of police, students wedding;

-

6. Clothes for different - Teacher asks the pupils is there any


occasions: - (i) Nigerian traditional

clothes

igbo, hausa, Yoruba to come out; - Teacher asks the pupils which

clothes do you people wear? - Teacher explains ans shows

examples of Hausa, igbo, Yoruba wearing their traditional clothes;

- Yoruba – iro and buba; - Hausa – baba riga - Igbo – Judge - Bini – Lace

7. Practical: - (i) practical. Role play on

different traditional clothes

- Teacher group the pupils and guide them on different traditional clothes e.g Hausa, Yoruba and Igbo;

8. Care of rooms in the houses: - (i) Define house

- (ii) Importance of cleaning

the house

- (iii) steps of cleaning

rooms

- Teacher asks the pupils where do you live?

- Teacher defines house to the pupils and shows that chart of a house

- Teacher states the importance of cleaning the house;

- Pupils list materials used for cleaning house;

- Teacher shows the pupils some materials used for leaning the house, e.g water, detergent etc.

- teacher explains the steps of cleaning the rooms e.g.

- remove cob webs - dust the room - scrub the room - teacher demonstrates using long

broom, short broom, rag and water

9. Care of room in the use: - (i) articles or tools for

cleaning the rooms

- Cleaning agents

- teacher asks the pupils to mention some articles used for cleaning rooms;

- teacher explains and shows the pupils some articles used for cleaning the rooms .e.g. broom, brush, duster, water, long broom and detergent

- teacher explains cleaning agent to

the pupils;

- teacher explains homemade cleaning agents – are those cleaning agent that we can find


within our environment e.g sand, egg shell, ash, snail shell, salt etc;

10 Cleaning the sitting room - (I)materials used for

cleaning sitting room (II) Steps in cleaning sitting room.

- Teacher asks the pupils to mention materials used for cleaning sitting room.

- Teacher shows the pupils examples of materials used for cleaning sitting room e.g. broom, long broom, mop, water

- Teacher explains steps in cleaning

sitting room to the pupils.

- Open doors and windows

- Gather all the material for cleaning sitting room.

- Remove the furniture

- Sweep the sitting room after removing the cob webs

- Dust the furniture and materials

- Put back the furniture

- Store all materials used.


12 Examination Examination

HOME ECONOMICS

3rd TERM PRIMARY 3

WEEK TOPIC/CONTENT

ACTIVITIES

1 Cleaning the bedroom - (I) identify the bedroom

reasons for cleaning the bedroom

- Teacher asks the pupils where do you sleep?

- Teacher defines bedroom to the pupils - Teacher state reasons for cleaning

bedroom


- (II) process for cleaning the bedroom

- For fresh breath - To look neat etc

- Teacher asks the pupils why do we

clean our bedroom?

- Teacher state the process for cleaning the bedroom

- Gathering of cleaning method

- Removal of cobwebs

- Sweeping, dusting and polishing

- Making beds

- Re – arranging the room after cleaning and dusting

- Cleaning and storing of cleaning materials

2 Cleaning bathrooms and toilets

(I) ways of arranging furniture in the bedroom.

(ii) materials used for cleaning the bedroom

- Teacher asks the pupils to mention items found in bedroom;

- Teacher explains ways of arranging furniture in the bedroom ;

- Teacher shows the pupils picture of well arranged bedroom

- Pupils were asked to mention materials used for cleaning bedroom;

- Teacher mention some materials use for cleaning bedroom;

- Teacher shows the pupils some materials use for cleaning bedroom such as broom, packer, duster and mop

3. Cleaning bathroom and toilet: - (i) types of toilet and

bathroom

- (ii) Reasons for cleaning the toilet and bathroom

- Teacher asks the pupils where do you take your bath?

- Teacher explains the two types of bathroom and toilet to the pupils: traditional and modern toilet and bathroom;

- Teacher shows the pupils a picture of modern and traditional toilet and bathroom

- Teacher asks the pupils is it good to


- Materials for cleaning the toilet and bathroom

keep our bathroom and toilet dirty?

- Teacher asks the pupils to state some reasons for cleaning the toilet and the bathroom;

- To look neat;

- To prevent diseases etc

- Teacher asks the pupils to mention some materials for cleaning the toilet and bathroom

- Teacher mentions and shows the pupils examples of materials used for cleaning the toilet and the bathroom such as broom, brush, izal, mop;

4. Cleaning the bathroom and the toilet:

- (I) Toilet cleaning technique

- (ii) bathroom cleaning technique

- Teacher explains the steps and techniques for cleaning toilet;

- Teacher explains the cleaning technique of bathroom;

- Teacher shows the pupils the materials to be used e.g. broom, water, detergent etc,

5. Practical: - Demonstrate scrubbing

and washing of toilet

- Teacher asks the pupils to mention materials use for cleaning toilet;

- Teacher demonstrates to the pupils scrubbing and washing of toilet;

- Teacher asks some pupils to demonstrate scrubbing and washing of toilet


6. Cleaning of kitchen and food store:

- (I) types of kitchen and food store

- (ii) reasons for cleaning the kitchen and food store

- teacher asks the pupils where do your mother cook food?

- Teacher defines kitchen and store to the pupils;

- Teacher explains types of kitchen and store e.g traditional and modern;

- Teacher shows the pupils the types of kitchen and food store using a picture

- teacher asks the pupils to mention the

materials used for cleaning the kitchen;

- teacher asks the pupils to state reasons for cleaning the kitchen and the food store

- teachers states some reasons for

cleaning kitchen and food store;

- to avoid falling due to wet slippery floors;

- to avoid odour

- to avoid house hold pest

7. Food in the locality: - (I) Meaning of food stuff

list in the locality

- (ii) function of the different food nutrient in the body

- Teacher explains meaning of food stuff to the pupils. Food stuff are those raw food found within our locality

- Teacher asks the pupils to mention some food stuff in the locality;

- Teacher mention and shows the pupils some examples of food stuff in the locality e.g. yam, rice, beans, fish and egg

- Teacher list the food nutrients and

explains their functions:

- (i) carbohydrates – provides the body with energy e.g. yam, rice, bread;

- (ii) protein- body building food. E.g meat, fish, beans, milk etc

- (iii) vitamins – protective against


diseases e.g. fruits and vegetables;

- (iv) Minerals – strong bone and teeth e.g. salt

- (v) Fat and oil – provide the body with heat and energy e.g. palm oil

- (vi) water – help in digestion and removal of waste product

- Teacher shows the pupils some examples of food nutrients e.g. yam, rice, beans, fish, egg, milk, palm oil, groundnut, orange and ugwu

8. Food in the locality: - (i) ways of using the food

stuff in preparation

- (ii) steps and procedure for preparing a particular food common in the locality

- Teacher explains the different ways of preparing food using the food stuff e.g rice while rice, jollof rice kunu

- Yam – build, fried, porridge etc - Beans – moi-moi, akara, porridege etc; - Teacher shows the pupils some

examples of prepared food stuff e.g. moi-moi

- Teacher explains steps and procedure

for preparing a particular food in the locality;

- Teacher shows the pupils ingredients for preparing a particular food and the procedure

9. Classification of food: - Classification of food

based on nutrients

- Teacher explains the six classes of food based on nutrients with example;

- (i) energy giving food e.g. yam, rice; - (ii) body building – meat, milk, beans - (iii) protective against diseases – fruits

and vegetables; - (iv) heat and energy – palm oil,

groundnut, groundnut oil; - (v) strong bone and teeth – salt - (vi) digestion and removal of water

product e.g. water, juice etc. - Teacher shows a chart of classes of

food to the pupils


10. Food belonging to various food group:

- (i) Food belonging to various group. List food stuff in the locality

- (ii) food group according to function

- Teacher asks the pupils to list food stuff in the locality;

- Teacher shows the pupils some food in the locality e.g. yam, beans, rice, plaintain, millet or ange, soya beans

- Teacher group the food according to the function e.g.

- Energy giving food – yam, rice maize, cassava, garri, potatoes, bread cake etc;

- Body building – meat, fish and milk, beans, soya

- Protective food – orange, banana, guava, paw-paw, green vegetable

- Heat and energy – palm oil, groundnut, margarine etc

- Strong bone and teeth – salt - Digestion – water, juice etc - Teacher shows the pupils a chart of

food grouping according to functions

11. Food belonging to various food group:

- (i) food that belong to more than one group

- Teacher explains to the pupils there are some food that belong to more than one group i.e it performs different function in the body e.g. eg belong to body building and energy giving;

- Margarine belong to energy giving and also provide heat;

- Fruit and vegetable protect the body against diseases and also helps indigestion.

- Teacher shows some example of the food belonging to more than one group e.g. egg, fruit, vegetable

-



AGRICULTURAL SCIENCE PRIMARY THREE –1ST TERM


1

CLIMATES FOR CROPS AND ANIMALS

TEACHER Explains the meaning climate and


Meaning of Climate The regular pattern of weather conditions of a particular place.

weather condition PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCE Displays charts of rain-falling and wind/clouds formation.

2 FACTORS OF CLIMATE Temperature Rainfall Sunlight Wind etc.

TEACHER Explains factors of climate and weather conditions. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures of climate and weather conditions.

3 DISTRIBUTION OF CROPS Forest crops e.g. timber, cocoa, coffee, oil, palm, cassava, yam, fruits etc.

TEACHER Explain and provides pictures of forest crops. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures.

4 SAVANNAH CROPS e.g. Millet, groundnut, guinea corn, cotton, maize, etc.

TEACHER Provides pictures of savannah crops to pupils PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Pictures and charts of savannah crops.

5 DISTRIBUTION OF ANIMALS Forest animals e.g. Fish, Pigs, Snails.

TEACHER Explain and shows picture of forest animals. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures.

6 SAVANNAH ANIMALS e.g. Cattle, goats, sheep, camels, horses, donkeys, poultry, etc.

TEACHER Explains and shows sample of savannah animals or visit poultry. PUPILS Observes the teacher and ask questions. INSTRUCTIONAL RESOURCES Charts and pictures.

7 MATERIALS NEEDED FOR GROWING CROPS Materials for growing Crops

TEACHER Explains and shows sample of materials for growing crops


Good seeds Stem cutting Fertilizers/manure

PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Pictures and charts.

8 HOW TO RAISE ORNAMENTAL PLANTS Steps in growing ornamental Plants Choice of Land/site Land clearing Nursery beds/pot-preparation.

TEACHER Organized plants sample for class demonstration or visit an ornamental garden PUPILS Observes the teacher and ask questions. INSTRUCTIONAL RESOURCES Charts and pictures

9 RAISING OF SEEDLING IN THE NURSERY Transplanting Weeding Manuring

TEACHER Explains the methods of raising seedlings. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Chart and pictures

10 Watering Mulching during dry season Pruning.

TEACHER Explains ways of raising ornamental plants to pupils PUPILS Observes the teacher and ask questions. INSTRUCTIONAL RESOURCES Charts and pictures

11 Revision

12-13 Examination

AGRICULTURAL SCIENCE PRIMARY THREE –2ND TERM


1

ENERGY GIVING FOOD Meaning of Carbohydrate: Carbohydrates are energy (carbohydrate) giving foods. Examples of energy giving foods ; Tubers, yam, potato, cassava, cocoa yam, etc.

TEACHER Provides food composition chart for pupils. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

2 Examples of energy giving food GRAINS: Maize, rice, millet, (carbohydrates) guinea corn, wheat etc.

TEACHER Provides samples of grains, eggs, groundnut, cowpea, tubers(yam or cassava). PUPILS


Observes the teacher and ask questions. INSTRUCTIONAL RESOURCES Charts and samples of grains.

3 BODY BUILDING FOODS Meaning of Proteins: Foods (Protein) Proteins are body building foods e.g. Animal protein: meat, fish, egg.

TEACHER Shows pupils example of animal protein PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts.

4 Plant Protein TEACHER Shows pupils examples of fruits and vegetable PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

5 FRUIT AND VEGETABLES (VITAMINS) Vitamins are body regulating goods. Examples of Fruits: Oranges, mango, cashew, guava, paw-paw, pineapple etc. Examples of Vegetables: Lettuce, cabbage, water leaves, bitter leaf, etc.

TEACHER Explain and gives examples of both vitamins and vegetable foods. PUPILS Observes the teacher and ask questions. INSTRUCTIONAL RESOURCES Charts and pictures

6 MINERAL SALT: Meaning of Mineral Salts Mineral salts are goods that keep bones and teeth strong. Examples of Mineral salts are the table salt, sugar, fruits and vegetables.

TEACHER Provides samples of table salt, sugar, fruits etc. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

7 USES OF VITAMINS AND MINERALS Uses of Vegetables and fruits It helps in food digestion It protects/prevents diseases.

TEACHER Explains the usefulness of vitamins and minerals to human body PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

8 OIL AND FATTY FOODS Meaning of Oil and Fatty foods These are foods that give fat and warmth.

TEACHER Shows samples of oil and fats obtained from these foods. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES


Charts and pictures

9 Examples of Oil and Fatty Foods i. Butter ii. Ground nut iii. Palm oil iv. Palm kernel v. Cotton etc.

Provides chart showing oil and fatty foods to pupils PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

10 Uses of Oil i. It is used for cooking/frying ii. It gives the body energy iii. It keeps us warm iv. It is used in rubbing metals

to avoid rusting v. It is used in making creams

TEACHER Explains the usefulness of oil to human body. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Chart and pictures

11 WATER Importance of Water

i. It helps in digestion ii. It helps in the absorption of

food

TEACHER Explains the importance of water to the body. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures.

12 Revision

13 Examination

AGRICULTURAL SCIENCE PRIMARY THREE –3rd TERM


1

BALANCE DIET Meaning of balance diet Balanced diet is that meal that contains all the classes of food in a correct proportion.

TEACHER Explains the collection of food quantity in a correct measure to form a balanced diet PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

2 Composition of balance diet Carbohydrate foods (energy giving foods), Fat and Oils, Vitamins, Minerals and Water.

TEACHER Explains and give examples of foods that make up a balance diet. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

3 Importance of Balance Diet It ensures better growth

TEACHER A diet table of meals containing different


It provides enough energy for work and play It prevents illness

classes of food. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

4 Unbalance diet Meaning of unbalance diet: An unbalance diet is meal that does not contain all the classes of food or not in the correct proportion.

TEACHER Explains the meaning of unbalance diet- meals not containing all the classes of foods. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and picture

5 The effects of unbalance diet Stunted growth, goiter, kwashiorkor, bow-leg etc.

TEACHER A food not taken in the right proportion (unbalance diet) has bad effects. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

6 FOOD PROCESSING Meaning of Processing]It is the treatment of food in order to preserve it.

TEACHER Pictures of processing mill or machines (grinding machine) should be shown to pupils. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

7 Importance of Food Processing To improve usage To improve food value To prepare food for storage To prevent wastage

TEACHER Pictures of processing mill or machines (grinding machine) should be shown to pupils. PUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures.

8 FOOD PRESERVATION Meaning of food preservation Preservation of food is an act of keeping food in its original state or in good condition.

TEACHER Provides pictures of preserved food stuffs. INSTRUCTIONAL RESOURCES Charts and pictures

9 Importance of food preservation It remains fresh It reduces loss It prevents possible contamination

TEACHER We preserve foods in order to stay in good health condition PUPILS


and infection Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

10 Methods of preservation Sun drying, Smoking, Salting, can, bags, packets for preservation

TEACHER Explains different methods of food preservation. PPUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

11 Methods of preservation Refrigeration, Canning, Bagging etc.

TEACHER Explains different methods of food preservation. PPUPILS Observes the teacher and ask questions INSTRUCTIONAL RESOURCES Charts and pictures

12 Revision

13 Examination

RELIGIOUS AND VALUES EDUCATION (RVE)

ISLAMIC RELIGIOUS STUDIES

PRIMARY 3 FIRST TERM

WEEK TOPIC CONTENT ACTIVITES/TEACHING GUIDE

1 Suratul Humazah Chapter 104 Verse 1-9 Reading and memorisation. Recitation of the surah by the teacher/pupils.

2 Article of Faith Belief in Angels of Allah How they are created Names of Angles e.g. Jibril, Mikail, Malik, Raqib, Atid, Munkar, Nakir etc.

3 Attributes of Allah (36-40) Reading and memorisation


4 Prophets of Allah Prophet Muhammad (S.A.W.) and his relationship with Khadijah, his marriage and names of their children with Khadijah

Narration

5 Kindness and Obedience

Kindness and obedience to parents, teachers, elders, fellow human beings, neighbours and other creatures

6 Pillar of Islam State the five pillars of Islam Importance of pillar of Islam

To be shown on chart

7 Suratul Asr Chapter 103 Verse (1-3) Reading, memorisation and lessons learn from it.

8 Cleanliness purification Hadith Reading and memorisation

9 Shaytan (Satan) Shaytan and what he is created from His disobedience to Allah His ways of misleading people

Give examples

10 Attributes of Allah 40-45 Reading and memorisation

11 Evil of Hypocrisy Meaning of hypocrisy and its characteristics values of sincerity.

12 Prolongation of Vowels Pronunciation of madda ( ) as prolongation e.g. Baitul māal

To be shown on a chart

13 Revision.

Revision.

Revision.

14 Examination

Examination

Examination


PRIMARY 3 SECOND TERM


1 Suratul Humazah Chapter 102 Verse 1-9 Reading and memorisation. Recitation of the surah by the teacher/pupils.

2 Article of Faith Belief in destiny, good and bad


3 Attributes of Allah (46-50) Reading and memorisation

4 Prophet of Allah Prophet Muhammad (S.A.W.)

His call to prophet hood

Persecution of the prophet and his followers by the Makkans

Moral lessons learnt from his life

Narration

5 Arabic writing Joining of three words in Arabic How to construct proper sentence in Arabic

Reading and writing In the exercise book

6 Jinns Jinns and what they are created from The relationship between jinns and mankind

7 Suratul Qariah Chapter 103 Verse (1-11) Reading and memorisation

8 Tayammum (Dry ablution)

Meaning of Tayammum Circumstance under which tayammum is performed What spoils tayammun

Practical demonstration by the teacher to pupils using sand, stone, ice etc.

9 As-salat (Prayer) Salatul Jumu’ah (Friday prayer and congregation prayer)

To be demonstrated to the pupils In the class or mosque

10 Obedience to Parents duties toward parents as ordered by Allah (SWT) in the Glorious Qur’an

Give examples

11 Revision.

Revision.

Revision.

12 Examination

Examination

Examination

13 Examination

Examination

Examination



PRIMARY 3 THIRD TERM


1 Suratul Adiyat Chapter 100 Verse (1-9) Reading and memorisation. Recitation of the surah by the teacher/students.

2 Hijra of the prophet Muhammad (S.A.W)

Meaning of Hijra and its significance Hijrah to Abyssinia (Ethiopia) and Yathrib (Medina)

Narration

3 Congregational Prayer (continued)

How it is performed. Conditions governing its performance

Practical demonstration. Picture showing people praying.

4 Human Relations Meaning of co-operation. Choice of company (Friends). Difference between good and bad company

To be shown on a chart and picture.

5 Human Relations (continued)

Importance of helping the poor and the weak. Respect for one another

To be shown on a chart and picture.

6 Truthfulness Meaning of truthfulness Lessons learnt from it

Explain with examples

7 Cleanliness Meaning of cleanliness Conditions of cleanliness as stated in the Qur’an

8 Suratul Zilzalah Chapter 99 Verses (1-8) Reading and memorisation

9 Establishment of the Ummah in Medina

How ummah was established in Medina by the Prophets (S.A.W.)

Narration

10 Kindness Kindness to people in difficulty and old people

To be shown on chart.

11 Revision

Revision Revision

12 Examination

Examination

Examination


CHRISTIAN RELIGION STUDIES



1 Revision of last term Revision of last terms work

2 THE PROMISE OF THE

SAVIOR

The meaning of Emmanuel (Matt.1: 23)

ACTIVITIES; Teacher to explain the

meaning of Emmanuel.

3 THE PROPHECY Prophet Isaiah foretold the birth of Jesus

Christ Isaiah 7:14, 9:6-7, 11:1-15)

ACTIVITIES: Teacher to lead pupils to

identify the prophecies of Isaiah about the

birth of Christ Jesus. Pupils: participate in

discussion. Instructional resoures: picture

of Jesus being arrested or being tired.

4 THE TYPE OF SAVIOR The type of savior the Jews were expecting

(a conquering Messiah) Acts 1:6, john

18:36

ACTIVITIES: To explain the type of savior

the Jews expected.

Pupils: read and copy the note instructional

resources: Jesus being tied or arrested.

5 SIGNIFICANCE OF A

SAVIOR

The importance of a savior(Matt. 1:21)-

saves-protects(2nd Samuel 22:2-3)-

cares(Hosea 13:4&5). Etc.

ACTIVITIES: Teacher to lists out the

importance of a savior.

Pupils: read and copy the note.

6 THE PROMISE OF THE

COMFORTER.

Explain the person of the Holy spirit. The

promise of the Holy spirit in Acts 1:1-18


ACTIVTIES: Teachers explain the bible

passages.

Pupils: Ask Questions instructional

resources: Bible

7 THE COMING OF THE HOLY

SPIRIT

The coming of the Holy spirit on the

apostle. Acts 2:1-14

ACTIVITIES: Teacher to lead a discussion

on areas of the pupils lives. They can

appropriate the power of the Holy spirit.

8 THE WORK OF THE HOLY

SPIRIT

The work of the holy spirit on the apostles.

Boldness, power, healing, comforting.

ACTIVITIES: Teachers leads them in

prayers for the empowerment of the holy

spirit.

Pupils: identify two areas of their lives that

they need holy spirit.

Instructional Resources: pictures of

believers worshipping and praying.

9 THE SECOND COMING OF

JESUS

His ascension and promise of second

coming (Acts 1:6-12)

ACTIVITIES: Teachers tells the story of the

ascension and promise of his coming.

Pupils: participate in class discussion and

ask questions. Instructional Resources:

Bible

10 PREPARATION FOR THE

SECOND COMING

Preparation for second coming

Matthew(25:1-13, 28:19-20)

ACTIVITIES: Teachers narrate the parable

of the ten (10) virgin, drawing out practical

lessons of chastity ,patience ,vigilance etc

11 REASON FOR COMING Why he is coming the second time (john


SECOND TIME 14;1-3).

ACTIVITIES: teacher identifies things they

need to change in their lives

Pupils; memorize (Acts 1:11 & the 14:1-3)

12 REQUEST FROM GOD Guide pupils in identifying things they to

ask God to help them change in their lives

ACTIVITIES: teacher pray for change

Pupils: pupils also pray for change

Instructional Resources- Bible reading.




PRIMARY THREE 2ND TERM


1 Resumption test Resumption test

2 JESUS THE WAY TO THE

FATHER

Jesus the only way to God the father(John

14:6)

Activities: teacher tell the story of Jesus and

Nicodemus the way to the father

Pupils: Answer and Questions.

Instructional Resources; pictures or drawing

of Nicodemus meeting Jesus.

3 PEOPLE ARE SINNERS We are sinners and cannot save ourselves

(roman 3:23)

Activities: Teacher explain how to see the

father through Jesus Christ

Pupils: participate in discussing how to be

born again.

Instructional resources: Pictures of a man


been baptized.

4 WHY A PERSON BE BORN

AGAIN

A person be born again to have lives and

have it more abundantly. To be save from

hell fire.

Activities; Teacher teach the pupils the story

of the tax collector.

Pupils; participate in the discussion.

5 HOW CAN A PERSON BE

BORN AGAIN

Explain how a person can be born again

John 3:1-21.

Through Baptist- through life in Christ –

through the acceptance of Jesus Christ into

ones life.

Pupils; To memorize (john 4; 6).

6 JESUS THE TRUE GOOD

SHEPHERD

Meaning of the term the good shepherd

(john10:1-18)

Activities: Teacher explains the meaning of

good shepherd with the story of the lost

shepherd.

Pupils: Ask Questions. Instructional

Resources: pictures or drawing of a

shepherd tending his sheep.

7 THE QUALITIES OF A

GOOD SHEPHERD

Qualities of a good shepherd

-Kind –loving –caring –protective etc.

Activities: Teachers ask of the pupils have

domestic animals and let the pupils explain

how they take care of them. Pupils:

participate in the discussion.

Instructional Resources: pictures of Jesus

the good shepherd.

8 WHY JESUS A GOOD

SHEPHERD

Jesus is a good shepherd

John 10:1-18


Activities: Teacher identifies the Qualities of

a good shepherd. Lead the pupils to recite

(psalms 23).

9 JESUS THE BREAD OF LIFE Meaning of the bread of life (john6:35)

Activities: Teacher to explain the term bread

of life.

Pupils: Answer and ask questions.

Instructional Resources: Sample of a real

bread.

10 SIGNIFICANCE. Using the reasons why we eat, explain Jesus

as the bread of life(John 6:51).

Activities: Teacher lead the class to identify

the significance of Jesus as bread of life. E.g.

the importance of the word of God (Matt 4:4).

Pupils: Participate in the discussion.

Instructional Resources: Picture showing

preacher preaching d of God.

11 Revision. Revision.

12 Examination. Examination.




1 Resumption test. Resumption test.

2 SHOWING HOSPITALITY.

NEED FOR BEING

HOSPITABLE

Explanation of the term hospitality.

1) Feeding the hungry, helping the needy.

Activities: The teacher explains the term

“hospitality”.

Pupils: Ask and answer questions.

Instructional Resources: Bible pictures or


drawing of Abraham and Sarah welcoming

the Angels and the widow of Zarephath,

welcome Elijah.

Need for being hospitable(Roman12:13,

Hebrew 13:2)

Activities: Teacher leads the pupils to

identify the need for being hospitable.

Pupils: pupils to recall occasions of

hospitability by themselves.

Instructional Resources: Pictures of people

showing kindness to strangers.

3 REASONS FOR SHOWING

HOSPITALITY

Reason for showing hospitality e.g. –to save

life, -to show love etc.

Activities: Teacher discusses with the

pupils.

Pupils: Ask Questions and answer.

4 SHOWING LOVE AND

UNSELFISHNESS.

Moral responsibility showing unselfish love

to others e.g. telling the truth.

Activities: Teacher explains moral obligation

existing between friends.

Pupils: ask and answer questions.

Instructional Resources; Pictures of close

friends showing love towards one another

through care.

5 SHOWING LOVE AND

UNSELFISHNESS

The love between Jonathan and David (1

Samuel18:1-4,23:15-18)-protective

Activities: Teacher describes the kind of

love existed between Jonathan and David.

Let them” be their brother’s keeper”

Pupils: dramatize the story of David and

Jonathan.


6 SHOWING LOVE AND

UNSELFISHNESS.

Helping someone in need/danger. Luke

10:29-37.

Activities: Explain the kind of love that exist

among the pupils.

Pupils: Ask and answer questions.

7 SHOWING DESIRE FOR

PEACEFUL CO-EXISTENCE.

Explanation of peaceful co- existence.

Matthew5:21-25 i.e. Living in peace with

one another.

Activities: teacher to explain what peaceful

co-existence mean.

Pupils: Ask Questions.

Instructional Resources: picture showing

people setting land disputes.

8 INSTANCES IN THE BIBLE

SHOWING CO-EXISTENCE.

Instance in the bible of people desiring

Abraham and Lot Genesis 13:1-12.

Philemon and Onesimus philemon1:8 Isaac

and Abimelech Genesis 26:2-29

Activities: teacher explains instances of

people desiring peaceful co-existence e.g.

Esau and Jacob, Abraham and Lot.

Pupils: Demonstrate by working together in

the classroom.

Instructional Resources: pictures of

Christian and Muslim living together.

9 IDENTIFY REASONS FOR

HAVING PEACE

Recall how people can show desire for

peaceful co-existence e.g. call for dialogue,

tolerance, forgiveness call for reconciliation

or settlement of disputes.

Activities: Teacher to explain for the pupils

e.g.-progress and love

- Peace of mind and health


- Help of God etc.

10-11 FORBEARANCE AND

UNDERSTANDING

Explain the term forbearance

Isaac in the face of provocation Genesis

26:17-23.

Turning enemies into friends be e.g.

tolerance, love, Proverbs16:7

Activities: teacher to explain forbearance for

the pupils.

Pupils: Ask and answer Questions.

12 Revision Revision.

13 Examination Examination.

SOCIAL STUDIES

1ST TERM PRIMARY THREE

WEEK TOPIC/ CONTENT

ACTIVITIES

1 THE NUCLEAR AND EXTENDED FAMILIES 1. Concept of the family. A family is a group of people who are closely related to each other by blood e.g. father, mother and children.

Teacher guides pupils to define family. INSTRUCTIONAL RESOURCES Pictures, photograph e.g. father, mother, children.

2 THE NUCLEAR AND EXTENDED FAMILIES 2. Nuclear family: father, mother, and children.

Teacher asks pupils to find out Who are the members of their nuclear families, using questioning method. PUPILS ACTIVITIES: Find out from home about their nuclear families. INSTRUCTIONAL RESOURCES: Pictures of father, mother, brothers, sister and children.

3 THE NUCLEAR AND EXTENDED FAMILIES 3. Extended family: close blood relations e.g. father, mother, children, uncles, aunties grandmother, grandfather,

Teacher uses questioning method to assist pupils find out who are their extended family members PUPILS ACTIVITIES: Pupils role play respect among family members/extended members in the class.


nephew, etc.

INSTRUCTIONAL MATERIALS: Pictures and charts showing extended family members

4 THE NUCLEAR AND EXTENDED FAMILIES 4. Respect among family members: e.g. father/mother, parents/children, sibling/sibling, children/uncles, parents/in-laws etc. .

Teacher leads pupils to identify various ways family members respect each other. PUPILS ACTIVITIES: Role-play respect among family members and extended families in the class. INSTRUCTIONAL MATERIALS: Pictures showing ways of showing respect: prostrating, squatting.

5 THE NUCLEAR AND EXTENDED FAMILIES 5. Functions or roles of extended family members e.g. - assisting the direct parents in the child’s upbringing. - Extended family members give the child a social identity. - They also help in keeping family history.

Teacher asks pupils to find out from home who are members of their extended family and the roles they play in their upbringing. PUPILS ACTIVITIES: Outline some of the contributions of aunties, uncles, grandparents to their upbringing. Respond to questions in the class. INSTRUCTIONAL RESOURCES: Picture of a family, picture of extended family/older people in their community

6 TYPES OF MARRIAGES IN OUR COMMUNITY. 1. Meaning of marriage: - Lawful and acceptable union of a Man and woman to makeup a family.

Teacher uses questioning method to explain the meaning of marriage. PUPILS ACTIVITIES: Participate actively in answering questions. INSRUCTIONAL RESOURCES: Pictures of husbands and wives (couples) during marriage ceremonies.

7 TYPES OF MARRIAGES IN OUR COMMUNITY. 2. Types of marriages: - Polygamy - Monogamy etc.

Teacher uses role – playing process to demonstrate types of marriages. PUPILS ACTIVITIES: Participate actively in the role – playing of polygamous and monogamous families. INSTRUCTIONAL RESOURCES Pictures or photographs that show types of marriages.

8 TYPES OF MARRIAGES IN OUR COMMUNITY 3. Forms of marriage in Nigeria: - marriage by ordinance - marriage in the church - marriage in the mosque

Teacher uses questioning method to identify forms of marriages in Nigeria. INSTRUCTIONAL RESOURCES forms of marriage on card board.

9 VARIOUS WAYS OF GETTING MARRIED AND THE OBJECTS

Assign to pupils the task of discovering how Marriage is practiced and


USED IN THE CEREMONY. 1. Marriage practices in Nigeria e.g. - Agreement by the two families by paying bride price. - Religious marriage either in the church or mosque. - Traditional marriage, court marriage

demonstrates the process. PUPILS ACTIVITIES: Carry out the investigation. INSTRUCTIONAL RESOURCES: Bible, qur’an, audio visual aids, textbooks.

10 VARIOUS WAYS OF GETTING MARRIED AND THE OBJECTS USED IN THE CEREMONY. 2. Objects used in marriage ceremonies: wine, kola nut, food stuff, wedding gowns, money service, etc.

Teacher demonstrates the functions of marriages in the lives of individual and the community at large. PUPILS ACTIVITIES: Share their findings in class discussion. INSTRUCTIONAL RESOURCES: Real objects, marriage album, resource person

11 VARIOUS WAYS OF GETTING MARRIED AND THE OBJECTS USED IN THE CEREMONY. 3. Role – play on how marriages are contracted: - Agreement by the two families by paying the bride price, in the court, church or mosque.

Teacher demonstrates to the pupils the process of marriage practices, using the pupils in role - playing how marriages are contracted. INSTRUCTIONAL RESOURCES: Audio – visual aids, Resource persons, real objects, marriage objects, etc.

12 VARIOUS WAYS OF GETTING MARRIED AND THE OBJECTS USED IN THE CEREMONY. 4. Film show on how marriages are contracted.

Teacher leads pupils to watch the film on how marriage is contracted and the objects used. PUPILS ACTIVITIES: Share their findings in class discussion. INSTRUCTIONAL RESOURCES: Audio – visual aid (video cassette, television)



SOCIAL STUDIES

2ND TERM PRIMARY THREE

WEEK TOPIC/ CONTENT

ACTIVITIES

1 COMMON DRUGS IN OUR COMMUNITY AND THE RIGHT

Teacher shows labels with names of drugs to the pupils for the purpose of


PEOPLE TO GIVE THEM. 1. Meaning of drug: medical substances for curing illnesses.

identification. PUPILS ACTIVITIES: Participate in class discussion on common drugs. INSTRUCTIONAL RESOURCES: Samples of readily available labels of empty packets and bottles of common drugs.

2 COMMON DRUGS IN OUR COMMUNITY AND THE RIGHT PEOPLE TO GIVE THEM. 2. Identification of modern common medicine/drugs e.g. Aspirin, Daga, phensic, Nivaquine, Panadol, Paracetamol, Alabukun.Traditional e.g. lemon grass.

Teacher leads class discussion on synthetic and natural Medicines or drugs. INSTRUCTIONAL RESOURCES: Posters showing various drugs.

3 COMMON DRUGS IN OUR COMMUNITY AND THE RIGHT PEOPLE TO GIVE THEM. 3. Who administers the drugs: parents, guardian, teacher, nurses, doctors etc.

Teacher invites a medical person to give a talk on the topic. PUPILS ACTIVITIES: Participate in class discussions on who administers drugs. INSTRUCTIONAL RESOURCES: Posters showing various drugs and who must administer them; colourful charts.

4 COMMON DRUGS IN OUR COMMUNITY AND THE RIGHT PEOPLE TO GIVE THEM. 4. Nature walk: Organizes nature walk to identify some local herbs, e.g. moringa, lemon grass, bitter leaf, nim tree, etc.

Organizes nature walk to identify some local herbs. PUPILS ACTIVITIES: Participates in the walk; answering questions from the talk. TEACHING AID: Samples of local herbs and drugs

5 WAYS TO IDENTIFY SOMEONE WHO HAS ABUSED DRUGS. 1. Concept of drugs abuse: drug abuse is the intake of medicine without prescription.

Teacher leads class discussion on the meaning of drug abuse. INSTRUCTIONAL RESOURCES: Textbooks, flash cards.

6 WAYS TO IDENTIFY SOMEONE WHO HAS ABUSED DRUGS. 2. Mode of taking medicine: swallowing e.g. tablets, drinking of syrups, inhaling, e.g. smoke, fumes, vapour, injection, etc.

Teacher leads pupils on mode of taking medicine e.g. Panadol adult-II-II-II syrup children teaspoon I-I-I etc. INSTRUCTIONAL RESOURCES: Charts/posters illustrating some methods of taking medicines.


7 WAYS TO IDENTIFY SOMEONE WHO HAS ABUSED DRUGS. 3. Ways of knowing someone who has abused drugs: - Untidy appearance - Drunken behaviour - Frequent fighting - Disobedience - Convulsion - Inattentiveness - Having frequent accidents.

INSTRUCTIONAL RESOURCES:: Poster showing a drug addict.

8 WAYS TO IDENTIFY SOMEONE WHO HAS ABUSED DRUGS. 4.Ways of helping someone who has abused drugs/medicines: e.g. reporting any change of behaviour to parents, teachers, other adults.

Teacher invites resource persons to give talk on how to help someone who has abused drug/medicine. PUPILS ACTIVITIES: Dramatize caring for people who have abused drug/medicine. INSTRUCTIONAL RESOURCES: Resource person.

9 WAYS TO IDENTIFY SOMEONE WHO HAS ABUSED DRUGS. 5. Seeking medical attention: e.g. counsellors psychiatric hospital, etc.

Teacher invites resource persons to give appropriate referral services. PUPILS ACTIVITIES Recite poems and rhymes that discourage drug abuse. TEACHING AID: Charts of health centres and health personnel and health personnel.

10 WAYS TO IDENTIFY SOMEONE WHO HAS ABUSED DRUGS. Dramatize ways of identifying someone who has abused drugs and caring for people who have abused drugs.

Teacher leads pupils in drama, songs and rhymes that discourage drug abuse. INSTRUCTIONAL RESOURCES: Poster showing a drug addict.

11 REVISION

12 EXAMINATION

SOCIAL STUDIES

3RD TERM PRIMARY THREE

WEEK TOPIC/ CONTENT

ACTIVITIES

1 WAYS OF PREVENTING COMMON ILLNESSES.

Teacher uses guided questions to find out the meaning of illness.


1. Concept of illness: - Suffering from a disease or not feeling well.

INSTRUCTIONAL RESOURCES: Posters.

2 WAYS OF PREVENTING COMMON ILLNESS. 2. Common illnesses in the community: - Malaria - Dysentery - Diarrhea - Cholera, etc.

Teacher guides pupils to find out the common illness pupils have suffered before. INSTRUCTIONAL RESOURCES: Posters, pictures showing people suffering from one illness or the other.

3 WAYS OF PREVENTING COMMON ILLNESS. 3. Symptoms of common illnesses in the community: - General weakness - Lack of appetite - Headache/cold etc.

Teacher asks pupils to find out symptoms of common illnesses. PUPILS ACTIVITIES Find out symptoms of common illnesses. INSTRUCTIONAL RESOURCES: Pictures showing people suffering from one illness and symptoms.

4 WAYS OF PREVENTING COMMON ILLNESS. 4. Causes of common illnesses like dysentery or diarrhea: - Dirty and polluted surroundings. - Infections.

Teacher uses guided questions to find out the causes of Common illnesses if any, the pupils have suffered before. PUPILS ACTIVITIES: Report findings to the class. In group assignment pupils discuss the causes of common illnesses in their community. INSTRUCTIONAL RESOURCES: Pictures of some causes of common illnesses.

5 WAYS OF PREVENTING COMMON ILLNESS. 5. Prevention of common illnesses - washing of hands before eating - Cleaning of one’s environment - Eating balanced diet. - Regular medical check-up, etc.

Teacher leads pupils to find out how common illnesses can be prevented in the community. PUPILS ACTIVITES: Find out ways of preventing common illnesses from the community and report

6 WAYS OF PREVENTING COMMON ILLNESS. 6. What to do when you are ill: - Go to the hospital or other health centres. - Take drugs prescribed by the doctors etc.

Pupils should find out what to do when we are ill. Pupils to report findings to the class. In group assignment pupils discuss what to do when we are ill. INSTRUCTIONAL RESOURCES: Chart of health centres and health personnel.


7 CAUSES OF ROAD ACCIDENTS 1. Meaning of road accident: - Sudden bad happening(s) on the road which can cause damage or loss of life, loss of property or physical injury.

Teacher uses guided questions to teach the meaning of road accidents. PUPILS to give examples of road accidents. INSTRUCTIONAL RESOURCES: Pictures, photographs, charts, etc.

8 CAUSES OF ROAD ACCIDENTS 2. Causes of road accident include: - Bad roads - Poorly built roads by corrupt and inappropriate workers. - Poor uses of resources - Bad vehicles - Careless and unsafe driving - Inability to read and interpret road signs.

Teacher uses charts to demonstrate further examples/causes of road accidents. PUPILS ACTIVITIES: demonstrate some causes INSTRUCTIONAL RESOURCES: Resource persons such as Road safety personnel, pictures, photographs, pupils text books, charts.

9 CAUSES OF ROAD ACCIDENTS 3. Different types of road signs: stop, bend, narrow, bridge, zebra crossing, traffic light.

Teacher uses guided questions to teach different types of road signs and how to read them. PUPILS ACTIVITIES: Give examples of road signs and demonstrate how to cross a road. INSTRUCTIONAL RESOURCES: Road signs, pictures, charts, etc.

10 CAUSES OF ROAD ACCIDENTS 4. What to do when road accident occurs: - Report to the police. - take them to the hospital - Tow away the damaged vehicle from the road.

Teacher invites resource persons to give talk on what to do when road accident occurs. PUPILS ACTIVITIES: Dramatize what to do when road accident occurs. INSTRUCTIONAL RESOURCES: Resource person charts of health centre and health personnel, etc.

11 CAUSES OF ROAD ACCIDENTS 5. How to prevent road accident: - Put vehicle in good conditions. - Educate the drivers and road users, etc.

Teacher uses charts to demonstrate further examples on how to prevent road accident PUPILS ACTIVITIES: Respond to questions, read the chart. INSTRUCTIONAL RESOURCES: Resource persons such as road safety personnel, charts.




CIVIC EDUCATION PRIMARY THREE – 1ST TERM


1-5

Civic Education 1. Components of Civic Education: - Nationality - Right and duties - Democratic practices - Community values.

TEACHER Leads the pupils to discuss relevant components of Civic Education. PPUPILS Engage in identifying and listing the components of Civic Education. INSTRUCTIONAL RESOURCES 1. Posters 2. Pictures 3. Video clips

6 – 10 2. Dimensions of Civic Education: - political - legal - social - economic - cultural

TEACHER Guides pupils to explain the dimensions of civic education. PPUPILS 1. Participate in explaining the dimensions of civic education. 2. Role play situations that explain the components and dimensions of civic education. INSTRUCTIONAL RESOURCES 1. Posters 2. Pictures 3. Video clips


CIVIC EDUCATION

PRIMARY THREE –2ND TERM


1-4

National Identity 1. Meaning of National Identity: - Accepting and belonging to a nation by identifying with its goals and aspirations. Working as individual or as group to achieve the goals.

TEACHER Leads pupils to explain the meaning of national identity. PUPILS Explains the meaning of national identity.


INSTRUCTIONAL RESOURCES Posters, Pictures, Video clips, Maps, National symbols.

5-8 2. Elements of national identity - National Anthem - Citizenship of nation - Payment of taxes - Work for the success of the nation - Respecting national symbols, etc.

TEACHER Asks pupils to list the elements of National Identity. PUPILS Mention elements of national identity. INSTRUCTIONAL RESOURCES Posters, Pictures, Video clips, Maps, National symbols.

9 – 10 3. Reasons for patriotism: - to promote unity - to promote development - to ensure full and proper use of resources - to help the nation benefit from our knowledge and skills.

TEACHER Guides discussion on reasons why Nigerians should be patriotic. PUPILS Participate in discussion on reasons for patriotism. INSTRUCTIONAL RESOURCES Posters, Pictures, Video clips, Maps, National symbols.


CIVIC EDUCATION

PRIMARY THREE –3RD TERM


1-3

National Symbols 1. Meaning and examples of National Symbols: - People/leaders - Public property, constitution, mace, national flag, coat of arms, etc.

TEACHER Leads pupils to explain the meaning of national symbols using pictures and real objects. PUPILS Examine pictures and real objects and explain the meaning of symbols. INSTRUCTIONAL RESOURCES Pictures of National symbols and others.

4-5 2. Description of National Symbols: - the eagle in the Nigerian coat of arms representing strength, - the green colour of the nation flag stands for agriculture, and white stands for peace, etc.

TEACHER Guides pupils to draw and describe national symbols of Nigeria. PUPILS Draw and describe Nigerian symbols. INSTRUCTIONAL RESOURCES 1. Pictures of National symbols and


others 2. Tours to see important nation symbols.

6-8 3. Differentiation: e.g. a) National symbols – national flag, currency, National Anthem, Coat of Arms, Constitution, etc. b) Other symbols: - traditional leaders; - religious leaders and highway codes; etc.

TEACHER Helps pupils to differentiate by categorizing national symbols. PUPILS Differentiate by categorizing national and other symbols. INSTRUCTIONAL RESOURCES 1. Tours to traditional and religious institutions. 2. Pictures, posters, video clips.

9 – 10 4. Respecting National Symbols: - Stand at attention - Standing up when National Anthem is sang - Saluting the National flag - According respect to traditional and religious leaders - Handling naira with care - Respect for the constitution.

TEACHER Explains ways of respecting national symbols. PUPILS 1. Demonstrate ways of respecting National and other symbols. 2. Listen and ask questions INSTRUCTIONAL RESOURCES 1. Tours to traditional and religious institutions. 2. Pictures, posters, video clips.

SECURITY EDUCATION



1 – 10

IDENTIFICATION OF SECURITY AGENCIES AND THEIR PRIMARY DUTIES. Security agencies and their primary duties: - Police - FRSC - NDLEA - SSS - I.C.P.C - NSCDC - Military - Prisons - NAFDAC, etc.

TEACHER 1. Guides pupils to state the primary duties of various security agencies. 2. Organize excursion visits to security agencies within their environment. PUPILS 1. Mention the primary duties of various security agencies. 2. Visit the various security agencies and ask questions. INSTRUCTIONAL RESOURCES Textbooks, pictures, video clips,


handbills, posters.


SECURITY EDUCATION PRIMARY THREE 2ND TERM


1 – 5

ELEMENTS OF CRIMINAL BEHAVIOUR 1. Identification of criminal behaviours : - Falsehood - Fighting - Theft - Bodily Harm - Forgery - Examination malpractice - Sellers of bad food and fake drugs, etc.

TEACHER 1. Leads pupils to identify various criminal offences and their punishments. 2. Organizes excursion visit to security agencies within their vicinity to find out ways of avoiding criminal behaviour. PUPILS 1. Mention the various criminal offences and their punishments. 2. Visit Police stations and ask questions. INSTRUCTIONAL RESOURCES Handbills, posters, video clips, etc.

6 – 10 2. Ways to avoid Criminal Behaviours : - Not joining gangs - Avoid peer pressure - Learn to be self-satisfied, etc.

TEACHER 1. Leads pupils to identify various criminal offences and their punishments. 2. Organizes excursion visit to security agencies within their vicinity to find out ways of avoiding criminal behaviour. PUPILS 1. Mention the various criminal offences and their punishments. 2. Visit Police stations and ask questions. INSTRUCTIONAL RESOURCES Handbills, posters, video clips, etc.



SECURITY EDUCATION


REVISION OF 1ST AND 2ND TERM WORK

CULTURAL AND CREATIVE ARTS (CCA)

CULTURAL AND CREATIVE ARTS


WEEK TOPIC/CONTENT

ACTIVITIES

1 Introduction to nature drawing -defintion-natural things found in our environment e.g plants,animals:meaning of enivornment.

-teacher explains the meaning of environment and writes the nature that can be found. -pupils observe natural things around us. -teaching around resource: plants, pictures of animals.

2 Animals found in the environment -different types of animals -drawing of animals

-teacher shows they pictures of animals and list them. -pupils copy different different types of animals and draw. -teaching resources;pictures of animals;pencil;papers

3 Land scape drawing and painting and painting -drawing of a particular portion of a land – trees,grasses,leaves etc

-teacher takes pupils out to observe land scape. -teacher sets pupils at work to observe land scape. -teaching resources pictures of land scape, pencils, paper.

4 Flowering plants in the environment -observation of flowers - importance of flowers in the environment

-teacher takes pupils out to observe flowers. -teacher writes the importance of flower


-pupils observe flower -pupils write theimportance of flowers

5 DESINNING AND COLOURING FLOWERING PLANTS. -Drawing and painting different.type of flower.

-teacher draws and paint flower for pupils. -teacherguides pupils to draw and paint. -teaching resource; different types of flower, pencil, crayon, paper.

6 ANIMAL DRAWING AND PAINTING -drawing and painting different types of animal found in our environment.

-teacher shows pictures of different types of animal. -draw some on the board. -pupils observe animals in pictures -they draw and painting animals

7 Uses of lines in design -introduction to line - definition of lines -types of line-broken lines, curved line.

-teacher defines line -teacher writes the types of line -teacher draws type of line -pupil;s draw different types of line -teaching resource:different types of lines,pencil, paper.

8 FORMATION OF SHAPES AND PAINTING PRACTICAL -Forming lines to make shapes for designs Eg. Geometrical shapes

-teacher draws different shapes on the board. -pupils colour shapes -teaching resources :pencil,crayon,paper

9 DESIGNING PATTERNS FORM BASIC SHAPES -explain patterns on designs found on bedsheets, curtains.

-teacher draws patterns on the board. -pupils draw on their books.

10 Making designs with simple repeat:explain simple repeat -making patterns to form design using simple repeat.

-teacher makes simple repeat -pupils create simple repeat. -tyeaching resource,:pencil, paper

11 Exhibition Display pupils work for the term

Display pupils’ works for the term for pupils to appreciate and admire.

12 Christmas carol(singing)

13 Revision

14 Examination



PRIMARY 3 2ND TERM

WEEK TOPIC/CONTENT

ACTIVITIES

1 Modeling Definition Media for modeling.

-teacher defines and mention media for moulding :clay,plastercine,paper machine -pupils write them in their books.

2 Clay preparation -collection of clay -kneading of clay -removal of impuries

-teacher writes steps for preparing clay . -pupils write them down. -teaching resources:clay,water,nylon

3 Moulding house hold utensils(practical)cups,flower vase,mug.

-teacher mentions house house hold utensils to be moulded and shows them examples. -teaching resource:clay, spatulars etc.

4 Creating a drama from a story book -explanation and meaning of drama

-teacher reads a story and group pupils to act. -pupils act drama. -teaching resources:story books.

5 Drama (practical)introduction to staging a drama

-teacher introduces pupils to staging a play. -pupils act play

6 Drama practical -drama play on good behavior and consequences or reward of a good behavior.

-teacher tells story of a good behavior and group pupils to act. -pupils act drama on good behavior and reward of good behavior.

7 Drama -drama play on dignity of labour.

-teacher compiles the story and good pupils to act. Pupils act drama on dignity of labour

8 Drama practical -tape recorder -CD

-Teacher plays video or tape for pupils. -pupils listen to tape recorder. -teaching resources:tape ,and CD

9 Fabrics decoration -making adire or batik. -defintion -materials.

-teacher teaches where they are produced and methods used. -pupils watches producedures and write the materials. -teaching resource: dye, popline, bowl, causic soda, hydrosulphite.

10 Production of adire and batik cloths(practice)

Teacher demonstrates for pupils on how to make adire and batik -pupils dye their clothes -teaching resources:dye ,poplin,hot


water,caustic soda,hydrosulphite.

11 REVISION

12 EXAMINATION




WEEK TOPIC/CONTENT

ACTIVITIES

1 RESUMPTION TEST

-Revision of last term and test

2 Traditional fabric and dresses -explanation on traditional fabrics and dresses.

-teacher explains traditional fabrics 1. Adire, aso oke, akwuete saki etc. -pupils copy them in their books.

3 Traditional dresses Examples of traditional dresses And when they are worn.

-teacher teaches examples of dresses and when they are worn. 1. Dansiki, agbada, babariga etc.

4 Importance of traditional dresses Importance and values of traditional dresses to the nation -teacher teaches and write the values to pupils eg.for special occasion -pupils they listen and copy the values -t .resources Types of dresses Pictures of different tribes

5 Drawing of traditional dresses practical

Drawing and painting of traditional dresses -teacher shows them some picture from charts or text books tlo draw and paint. -teaching resources:samples of traditional dresses

6 Traditional fashion accessories 1. Meaning of traditional fashion accessories

2. Types of tradition fashion accessories

3. Examples eg.beaded jewelries, corals working stick, shells, cowries etc.

-teacher mentions types of acc -teacher shows different types of acc -pupils observe and list them down. -T-resources:jewelleries from traditional mat.crowns etc.

7 Importance of traditional fashion accessories.

Explaination on the values of traditional fashion accessories


Teacher explains the importance and value of traditional fashion accessories. -teacher writes them on the board pupils listen and write.

8 Designing Beads Practical

Beads decoration -teacher shows different types of beads-bigs and small -make bead decoration

9 Making a crown practical Designing a traditional crown with cut out papers

10 Fashion accessor drawing and painting

Drawing and painting: traditional cap from niger delta, Yoruba and hausa.

11 Exhibiton Display all works done for pupils and teachers to appreciate.

12 REVISION

13 EXAMINATION

ARABIC LANGUAGE (AL)

المنهج الدراسي للسنة الثالثة اإلبتدائيةSCHEME OF WORK FOR PRIMARY THREE

FIRST TERM الفترة األولى

األسبوع الموضوع المحتوياتبعض التحيات باللغة العربية حسب المناسب

كل , هللا أكرم, رمضان مبارك: واألعياد مثلعيد مبارك, عام أنتم بخير

أحمر, أزرق, أسود, فرأص, مثل أبيض

, سوق, مكتبة, مستشفى, مطبخ, مسجد: مثل.وما إلى ذلك

, حقيبة, ثالجة, حمام, مكيف, مروحة: مثل إناء وإلى غير ذلك

۸٠إلى ۷١من

التحايا

التمييز بين األلوان وأسمائها

أسماء األماكن التعرف على

التعرف على أسماء األشياء

نطقاألرقام العربية

األول

الثانى

الثالث

الرابع

الخامس


.........., أنا تلميـذ, أنا ولـد: مثل

مايراه المدرس مناسبا لمستوى التلميذ

ترجمة بعض كلمات العربية إلى اإلنجليزية

أنا , أحب الولد: كتابة الجمل اليسيرة مثل.التلميذ

, كالسبورة, من األشياء الموجودة فى المدرسة.والكراسة, والسجل, والممسحة

: كتابة بعض الكلمات العربية البسيطة مثل.....قلم , مدرسة, كتاب, بنت, ولد

.ماسبق درسها

كتابة الجمل القصيرة

األناشيد العربية المختارة

الترجمة

الخط العربي

الرسم

اإلمالء

المراجعة اإلمتحان

والتصحيح

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر

الثانى عشرالثالث عشر والرابع عشر


SECOND TERM الفترة الثانية

األسبوع الموضوع المحتويات.وهذا قلم أحمر, مثل هذا قلم أسود

....بهذه مكت, هذه مسطرة, هذه قلم: مثل

.........مثل هذان ولدان وهاتان بنتان

۹٠إلى ۸١من

.ما يالئم التالميذ فى مرائـى المدرس

, الخروف, التقرة, الدراجة, السيارة: مثل الدجاجة

: من األشياء الموجودة فى المدرسة مثل..........زهرة , شجرة

هذه , إمالء بعض الكلمات اليسيرة مثل هذه.بنت وما إلى ذلك, ولد

ترجمة بعض كلمات العربية إلى اإلنجليزية

إستعمال األلوان فى الجمل القصير

.كتابة الجمل اليسيرة

.كيفية كتابة الجمل البسيطة

يةنطق األرقام العرب األناشيد العربية

التعارف على األشساء الموجودة فى

بيئة التالميذ الرسم

اإلمالء

الترجمة

األول

الثانى

الثالث

الرابع الخامس

السادس

السابع

الثامن

التاسع


Boy ولد bird طير pen قلم : وبالعكس مثل

لما سبق درسها

المراجعة العامة

اإلمتحان والتصحيح

العاشر

الحادى عشر

إلى الثانى عشر


THIRD TERM الفترة الثالثة

األسبوع الموضوع المحتوياتمسجد , سوق, دار, دكان, مذياع, سيارة: مثل

.وماإلى ذلك ترجمة بعض الكلمات العربية إلى اإلنجليزية

وبالعكس......الولد نطيف, التلميذ مجتهد: مثل

كتاب و , دفتر, ماتيسر على فهم التالميذ مثل

.وقلم رصاص, قلم ١٠٠إلى ۹٠من

..أزرق, أخضر, أصفر, أسود, أبيض, مثل

, من األشياء الموجودة فى المدرسة مثل

........فصل, ممسحة, سبورة , العلم نافع: من الجمل المفيدة اليسيرة مثل

.........الكتاب مفيد .تالميذما يناسب مستوى ال

الحوار بين التالميذ عن طريق السؤال مااسمك؟ أين بيتك؟: والجواب مثل

من الدروس السابقة

إستمرار التعرف على أسماء األشياء الموجودة فى بيئة التالميذ

الترجمة

كتابة الجمل المختارة

اإلمالء نطق األرقام العربية

إستمرار بتمييز األلوان

الرسم

يالخط العرب

األناشيد العربية

المحادثة

المراجعة العامة

اإلمتحان والتصحيح

األول

الثانى

الثالث

الرابع

الخامس

السادس

السابع

الثامن

التاسع

العاشر

الحادى عشر

الثانى عشر والثالث عشر

federal capital territory, abuja 3... · national value. production of the title of poems...

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