LEARNING OBJECTIVES: At the end of the lesson, students should be able to

1. Speech work: Word boundaries,– Linking consonant to vowel, linking consonant to consonant, linking vowel to vowel
2. Grammar- Revision of Nouns and Pronouns
3. Reading and Comprehension- Reading to identify how a diagram or map clarifies or complements reading materials
4. Vocabulary development- Spelling drill
5. Composition- Expository essay. Topic: How to plant a tree 
6. Literature-in-English- Drama ( Use simile and metaphor in sentence 

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: 

Vowel to consonant linking

When one word ends with a consonant sound, and the following word starts with a vowel sound, the sounds are often linked together. When linking occurs, the two words flow together and sound like one single word. Here are some consonant-to-vowel linking sound examples: an elephant [anelephant]

When one word ends with a vowel sound and the next word begins with a vowel sound, we link the words with a sort of Y or W sound. It depends on the shape of our mouth at the end of the first word.

Lips wide

When the first word ends in an a, e, i vowel sound [ eɪ / i: / aɪ ], our lips are wide. Then we insert a Y sound at the beginning of the next word:

Here are some more examples of word pairs that are linked with Y.

• lay out, may I, say it
• he ate, she is, we are
• high up, my arm, why ever

Lips round

When the first word ends in an o, u vowel sound [ əʊ / u: ], our lips are round. Then we insert a W sound at the beginning of the next word:

Here are some more examples of word pairs that are linked with W.

• no other, show off, grow up
• you are, too often, throw it

When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next word if it starts with a vowel sound.

For example, in the phrase turn off…

Remember that it’s the sound that matters.

In the next example sentence, have ends with…

• the letter e (which is a vowel)
• but the sound v (which is a consonant)

So we link the ending consonant sound of have to the beginning vowel sound of the next word a.

And in fact we have four consonant to vowel links in this sentence:

To understand linking, it is important to know the difference between vowel sounds and consonant sounds. Here is a table of English vowels and consonants:

The table shows the letters that are vowels and consonants. But the important thing in linking is the sound, not the letter. Often the letter and the sound are the same, but not always.

For example, the word pay ends with:

• the consonant letter y
• the vowel sound a

Here are some more examples:

GRAMMAR- TOPIC: REVISION OF NOUNS AND PRONOUNS

1. Identifying Types of Nouns

Identify the nouns in the following sentences

1. No one understands why whales sometimes strand themselves.
2. Since 1989, people in a group called Project Jonah have used an inflatable pontoon to 

rescue stranded whales and other marine mammals.

1. More than two thousand marine mammals have been helped in recent times.

1. Identifying Types of Pronouns

Identify the pronouns in the sentences below and state their types.

1. Which of the animals do you think has the worst reputation?
2. I believe the skunk is the animal that most people want to avoid.
3. The skunk can easily protect itself from others.
4. It can spread those nearby with a bad-smelling liquid.
5. This is a repellant that drives away predator.

Topic : Reading for Spartial description e.g; Interpretation of diagrams, maps and sketches.

Reading involves more than just real words, images, photographs, graphs, diagram even cartoons, are used to relating messages and ideas.

THEME: READING 

DIAGRAMS, MAPS AND SKETCHES

PERFORMANCE OBJECTIVES

Students should be able to;

1. Read and interpret diagrams and maps accurately. 
2. Make meaning from the spatial description. 
3. Identify how a given diagram clarifies written material. 

CONTENT

A concept map is a visual organizer that can enrich students’ understanding of a new concept. Using a graphic organizer, students think about the concept in several ways. Most concept map organizers engage students in answering questions such as, “What is it? What is it like? What are some examples?” Concept maps deepen understanding and comprehension.

 Why use a concept map?

1. It helps students organize new information.
2. It helps students to make meaningful connections between the main idea and other information

Graphs gives a great deal of information in smaller spaces than it writing in words.

Diagrams are illustrations of a process or idea. They show relationship among  all details in the picture.

A map is a diagrammatic representation of an area of land or sea showing physical features like cities, roads, etc.

Sketches are rough or unfinished drawing or painting often to assist in making a more finished picture. There are so many different types of chart, diagrams and graphs which shows the relationship between two or more sets of ideas. The most common types of graphs you will come across are line graphs, bar graphs and pie chart. 

So, if you want to be a strong reader and increase your comprehension , do not skip over diagrams, chart and sketches, they contain important information you need to read them carefully. 

VOCABULARY DEVELOPMENT:  SPELLING DRILLS

abbreviation             abscess                     absence                      abysmal                            abdicate

aberration                abeyance                 abomination               abrasive                             abscond

abstentious               abstinence                    abyss                         accede                        accentuate

accessory                 acclimatization           accolade                   accelerator                    accessible accomplice             accessories                 accommodation   accompaniment              accumulate

accurate                  accustomed                     achieve                          accrue               accustom

acrimony                     acumen                      addicted                          adept adherent

EVALUATION: Study the spellings words above and rewrite.

GENERAL EVALUATION

• Construct five sentences each to illustrate the various uses of the verbs be, do, have.

• Construct five sentences each to illustrate the various uses of the verbs shall, will

TOPIC: COMPOSITION

CONTENT:  EXPOSITORY ESSAY

HOW TO PLANT A TREE

Trees are important plants that have improved life through the provision of essential necessities. These needs make them valuable and contribute to benefits of planting them. Treesprovide a foundation to life. During photosynthesis, trees facilitate the breakdown of food materials in the presence of carbon dioxide and sunlight to produce carbohydrates. The carbohydrates promote the growth of food consumed by both humans such as apples and oranges and animals such as elephants, giraffes among other. They also support life by providing wood and charcoal utilized as sources of fuel and provision of timber used to provide housing. Moreover, trees support life by providing habitat to different species such as bees, birds, and squirrels.

Trees battle climate change by absorbing carbon dioxide produced in various processes in the environment and releasing oxygen to the environment. The oxygen serves to improve the quality of air thereby regulating the climate. Trees also control the climate by restraining the occurrence of the sun, rain, and wind. The trees do so by cooling the environments through their leaves absorbing beaming of the sun, cooling the atmosphere and preserving warmth when harsh winds occur. Trees lower the air temperature by regulating the intensity of the heat through minimizing the levels of carbon dioxide produced. Additionally, they lower temperatures by providing shade to homes and streets and by releasing water vapor into the atmosphere that reduces the heat generated.

Trees clean the air by absorbing odors, harmful chemicals such as nitrogen oxides, and removing dust and sifting particles from the air and trapping them in their leaves and bark. Trees provide enough oxygen for breathing to the world by absorbing carbon dioxide from the environment and producing oxygen. Trees growing on one acre of land are estimated to consume six tons of carbon dioxide and produce four tons of oxygen beneficial to about eighteen people in a year. Trees sustain the ecosystem through their roots by preventing soil erosion during floods through holding the soil in place.

Planting of trees saves water. When it rains, the trees soak up and store water in their surrounding soil preventing water runoff thus, providing sufficient water. Also, they save water through tree shades slowing the process of water evaporation to the atmosphere. Trees prevent water pollution by breaking the direct fall of rainfall to the ground thereby allowing water to flow down to the trunk of the tree. Consequently, the breaking of rainfall facilitates the filtering of water, preventing the carrying of pollutants deposited on ground surfaces to water bodies.

Planting of trees creates economic opportunities. Jobs such as fruit harvesting, tree mulching and watering, building, furniture construction and production of materials such as books and paper are created. Trees provide economic benefits. When planted adjacent to buildings and housing, they reduce the need for air conditioning by 40percent by cooling the environment and cleansing the air in the surrounding. Trees also provide value to properties. The presence of trees and adequately maintained landscapes boosts the cost of property by up to 20 percent. Trees also save on the cost incurred in energy by cooling the environment through tree shades and heating the environment by trees minimizing the cooling effects of winds.

Trees help to heal, relax and reduce blood pressure. Due to their infinite shapes, forms, sizes and multiple colors, they help to boost people’s moods and relax them.

LITERATURE:  Use the recommended text on drama

USE OF SIMILIES AND METAPHORS IN SENTENCES

1. Simile: You are dark as charcoal

Metaphor: You are a dark charcoal

2. Simile: Tunde is as sly as a fox

Metaphor: Tunde is simply a fox

3. Simile: Aremu is a fast as a cheetah on the field

Metaphor: Aremu is a cheetah on the field

EVALUATION: Make more examples of your own

Words of the week: until, vacuum, sergeant, preferred, questionnaire, possession, occurrence, millennium, indispensable, harass