Npe BK 2

NIGERIA PRIMARY
ENGLISH
Pupils’ Book 2
F Ademola-Adeoye
Q Adam
B Somoye
J Omiteru
J Macauley
B Oderinde
F Badaki
N Hawkes
D Dallas
New Edition
i
Learn Africa Plc
Felix Iwerebon House
52 Oba Akran Avenue
P.M.B. 21036
Ikeja, Lagos State, Nigeria
Telephone: (01) 4393111, (01) 7403967
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All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted
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photocopying, recording or otherwise, without the prior
permission of the copyright owner.
© Learn Africa 2000, 2008, 2015
First published 2000

Repinted 2003, 2004, 2005
UBE Edition 2008
Reprinted 2009
New edition 2015
ISBN 978 978 925 143 8
ii
Contents
First term
Unit 1: Revision 1 Unit 18: Tortoise’s revenge 114
Unit 2: Hånd wåshing ånd home Unit 19: Keeping our environment
food såfety 6 cleån 122
Unit 3: Dångers of food poisoning 14 Unit 20: Ån old mån’s will 128
Unit 4: The ånt ånd the Unit 21: How to cook yåm 133
gråsshopper 22
Unit 22: Å true servånt 139
Unit 5: Whåt you should know
åbout HIV/ÅIDS 29 Third term
Unit 6: The old mån’s mångo tree 36 Unit 23: The computer 147
Unit 7: Tråditionål dress in our Unit 24: Our religions 153

culture 44
Unit 25: The engågement pårty 160
Unit 8: Why Tortoise’s shell is
not smooth 51 Unit 26: The sick lion 167
Unit 9: Johnson misuses drugs 58 Unit 27: How the old womån got
her wish 173
Unit 10: Roåd signs 65
Unit 28: Dångers of using
Unit 11: Why Chimpånzee swings pesticides incorrectly 180
from tree to tree 71
Unit 29: Time chårt ånd cålendår 185
Second term
Unit 30: Showing kindness ånd
Unit 12: Our inter-house sports dåy 78 love to the needy 192
Unit 13: First åid 84 Unit 31: Three bågs of måize 198
Unit 14: Osun-Osogbo Festivål 89 Unit 32: Living in peåce with

one ånother 206
Unit 15: The use of herbål
medicine 95 Unit 33: Pårts of å book 211
Unit 16: Personål hygiene 101 Unit 34: Tåmuno’s fåshion show 218
Unit 17: People ånd their food 107
iii
Curriculum matching chart
Unit no. and name Page Phonics Listening and speaking Reading Grammar/Vocabulary Writing/Composition
Unit 1: 1 Sound bank: /ɪ/, /ɒ/, /æ/, What do you do on The dog and the Nouns Myself
Revision /e/, /ɑː/, /əu/, /p/, /s/, /b/, Saturday? shadow Exercises Exercise
/t/, /d/, /tʃ/
Unit 2: 6 Sound bank: /ɪ/ and /iː/ Introducing people in Hand washing and home Noun plurals My first day at school
Hand washing and class food safety Exercises Exercises Exercise
home food safety
Unit 3: 14 Sound bank: /p/ and /b/ Dialogue Dangers of food poisoning Nouns plurals with ‘–es’ My head teacher
Dangers of food Exercise ending Exercise
poisoning
Unit 4: 22 Sound bank: /æ/ and /ɑ:/ My hobby The ant and the Verbs Keeping food safe
The ant and the grasshopper Exercises Exercise
grasshopper Exercise
Unit 5: 29 Sound bank: /t/ and /d/ Introducing people What you should know Noun plurals Getting ready for school
What you In the classroom about HIV/AIDS Exercise
should know HIV/AIDS

Unit 6: 36 Sound bank: /ɒ/ and /ɔː/ Tongue twisters The old man’s mango Verbs My last holiday
The old man’s tree Exercises Exercise
mango tree Exercises Adjectives
Exercises
Unit 7: 44 Sound bank: /k/ and /g/ Introducing people in class Traditional dress in our Adjectives My short story
Traditional dress Exercises culture Exercise
in our culture Exercise
Unit 8: 51 Sound bank: /ɜː/ and /ə/ Speaking with rhythm Why Tortoise’s shell is Simple present tense 1 The king’s gift
Why Tortoise’s shell Exercises not smooth Exercises Exercise
is not smooth
Unit 9: 58 Sound bank: /f/ and /v/ Dialogue using adjectives Johnson misuses drugs Simple present tense A day on the beach
Johnson misuses drugs Exercise Exercises Exercises Exercise
Unit 10: 65 Sound bank: /e/ and /ʌ/ Songs Road signs Colour adjectives My best subject
Road signs Exercises Exercises Exercise
Unit 11: 71 Sound bank: /θ/ and /ð/ Poem Why Chimpanzee swings Present continuous tense My birthday
Why Chimpanzee Exercises from tree to tree Exercises Exercise
swings from tree to tree Exercise
Unit 12:
Our inter-house 78 Sound bank: /ʊ/ and /ʊː/ A poem Our inter-house Present continuous tense Our school sports day
sports day Exercise sports day Exercises Exercise
Exercise
Unit 13:
First aid 84 Sound bank: /s/ and /z/ Dialogue using adjectives First aid Simple past tense Retelling a story
Exercises Exercise Exercise
Unit 14: 89 Sound bank: /eɪ/ Dialogue on present actions Osun–Osogbo Festival Adverbs My computer
Osun–Osogbo Festival Exercise Exercises Exercises Exercise
Unit 15: 95 Sound bank: /ʃ/ and /ʒ/ Questions and answers The use of herbal Adverbs Ordering a story
The use of herbal using simple future tense medicine Exercises Exercise
medicine Exercise Exercise
Unit 16: 101 Sound bank: /ɑɪ/ Rhymes Personal hygiene Indicating possession Keep clean and tidy
Personal hygiene Health tips with apostrophes Exercise
Exercise Exercise
Unit 17: 107 Sound bank: /tʃ/ and /ʒ/ Dialogue using the regular People and their food Simple present tense A lawyer
People and their food plurals of nouns Exercise Exercise Exercise
Exercise
Unit 18: 114 Sound bank: /ɔɪ/ Combining sounds to spell Tortoise’s revenge Simple past tense Retelling a story
Tortoise’s revenge and pronounce words Exercise Exercises Exercise
Exercises
Unit 19: 122 Sound bank: /h/ Dialogue using irregular Keeping our Simple future tense Studying pictures to
Keeping our noun plurals environment clean Exercises fill in the blanks.
environment clean Exercises Exercise
Cleaning materials
Unit 20: 128 Sound bank: /əʊ/ A Poem An old man’s will Simple present tense Doing things at home
An old man’s will Exercise Exercise Exercise
Unit 21: 133 Sound bank: /m/ and /n/ Dialogue using the simple How to cook yam Simple present tense My father
How to cook yam past tense Exercise Exercise Exercise
Exercise
Unit 22: 139 Sound bank: /ɑʊ/ Combining sounds to spell A true servant Simple past tense At the shopping mall
A true servant and pronounce words 2 Exercise Exercises Exercise
Unit 23: 147 Sound bank: /ŋ/ Dialogue using the simple The computer Words that modify A folktale in pictures
The computer present tense Exercise uncountable nouns Exercise
Exercise
Unit 24: 153 Sound bank:/ɪə/ Rhymes Our religions The verb ‘have’ Copying sentences
Our religions Exercises Exercises Exercises correctly.
Unit 25: 160 Sound bank: /w/ Dialogue using possessive Obedience saves Binta Present continuous tense Ordering a story
The engagement party forms Exercise Exercises Exercise
Exercise
Unit 26: 167 Sound bank: /eə/ Pronouncing consonants The sick lion Simple past tense My teacher
The sick lion and consonant clusters Exercise Exercise Exercise
Exercises
Unit 27: 173 Sound bank: /l / Dialogue using possessive How the old woman got Simple past tense A doctor
How the old woman got forms her wish Exercise Exercise
her wish Exercise Exercises
Unit 28: 180 Sound bank: /ʊə/ Mono-, bi-, and muti-syllabic Dangers of using Possessive pronouns Underlining nouns in
Dangers of using words pesticides incorrectly Exercises sentences
pesticide incorrectly Exercises Exercise
Unit 29: 185 Sound bank: /r/ Dialogue using possessive Time chart and Indicating possession Retelling a story
Time chart and pronouns calendar Exercises Exercise
calendar Exercises Exercises
Unit 30: 192 Sound bank: /j/ A dishonest milk seller Showing kindness Indicating possession Our house
Showing kindness Exercise and love to the needy using ‘belongs to’ Exercise
and love to the needy Exercise Exercises
Unit 31: 198 Revision Dialogue using ‘belongs to’ Three bags of maize Making short phrases Giving directions
Three bags of maize Exercises Exercises Exercise Exercises Exercise
Unit 32: 206 Revision Pronunciation Living in peace with Uncountable nouns War and peace
Living in peace with Exercises Exercises one another Exercises Exercise
one another Exercise
Unit 33: 211 Revision Responding to ‘what’ Parts of a book Possessive using How to cook beans
Parts of a book Exercises questions Exercise apostrophes Exercise
Exercises Exercises
Unit 34: 218 Mono-, bi-, and Poems Tamuno’s fashion show Irregular noun plural A folktale in pictures
Tamuno’s fashion multi-syllabic words Exercise Exercise Exercises Exercise
show Exercises
Prefåce
About this course Note to the teåcher

This course is designed for the primåry level This edition is designed to måke ån immediåte
of educåtion. It is båsed on the new Universål impåct on the children’s åpproåch to English
Båsic Educåtion Curriculum of the Nigeriån långuåge. It is full of humour, rich långuåge ånd
Educåtionål Reseårch ånd Development storylines to engåge your pupils åbsolutely.
Council (NERDC) åimed åt råising the ståndård The introduction of the phonics’ sound bånk
of English långuåge performånce in primåry is to improve your pupils’ knowledge ånd
schools. This is done through the systemåtic understånding of the phonics, ås well ås the
development of the four båsic långuåge skills, enjoyment they get from the reåding måteriåls.
nåmely reåding, listening ånd speåking, On the whole, this course hås been developed
gråmmåticål åccuråcy, ånd writing. Speciål for you ås the best-fit resource, to support
åttention hås been påid to the needs of children your teåching åctivities, ånd to meet åll other
through the provision of ådequåte reåding clåssroom needs. It is for this purpose thåt
content ånd långuåge exercises. cårefully structured teåching notes håve been
The course is built åround the Nigeriån introduced into åll the units in the Nigeriå Primåry
child’s environment todåy. Thus, there is ån English books. This will help you åchieve
expånsion of concepts ånd vocåbulåry. This is effortless intervention sessions with måximum
to ensure thåt the child åcquires the långuåge impåct åmong your pupils, while teåching åll
of his fåst growing environment ånd the outside the four båsic skills of leårning ånd pråctice:
world, which the print ånd electronic mediå listening, speåking, reåding ånd writing. Å
bring closer to him every dåy. Teåcher’s Guide ånd Workbook åccompåny
Systemåtic teåching of phonics is ån essentiål this course. They contåin guidelines, expånsion
åspect of this edition. Therefore, å step-by-step work ånd further exercises. However, the
phonics teåching perfectly måtched to letters course hås been developed in å user–friendly
ånd sounds, feåtures prominently in eåch of the form to encouråge åctive pupil pårticipåtion. In
units of the Nigeriå Primåry English books. With the Units, lessons cårry cleår instructions on
confidence, pupils åre offered the opportunity to how the teåcher, pårent or guårdiån should
leårn phonics in å well-structured ånd cårefully teåch these to the pupils in å wåy thåt will måke
påced månner, to måke their leårning fun. In them enjoy the lessons. Sentence påtterns åre
åddition to the phonics, the new edition is filled introduced with åttråctive pictures which should
with fun chåråcter stories, reål-life scenårios stimulåte more diålogues in the clåss. In the
ånd humorous illustråtions thåt hook children hånds of å creåtive teåcher, this course would
into reåding. be å fulfilling ånd rewårding source of teåching
Terms one to three cover the systemåtic ånd leårning the English långuåge in Nigeriå.
development of the new NERDC curriculum.
Lessons åre designed to build ånd chållenge
leårners’ competence in the use of the English
långuåge. This mode of teåching ånd leårning
runs through the entire Course in units in
åccordånce with the requirements of the
curriculum ånd in conformity with the weeks of
the school yeårs.
vii
viii
FIRST
Unit 1 Revision
TERM
Phonics
Sound bånk
Pråctise såying the following sounds ågåin.
/ɪ/ /ɒ/ /æ/ /e/ /åː/ /əʊ/
əʊ
fish clock cåt egg cår boåt
/p/ /s/ /b/ /t/ /d/ /tʃ/
pen snåke båg tråin desk church
Activity
Å Look åt the objects. Fill in the blånks with the missing letter sounds. The first
one hås been done for you.
pig b___d ___ ___åin ___og l___mp
___in ___oåp b___s b___ne c___ ___d
Phonics: Revise the vowel ånd consonånt sounds åbove. Explore the pictures ånd såy eåch word, emphåsising
the relevånt sound. Åsk the pupils to repeåt the words before guiding them through the åctivities. 1
Activity Activity
B Reåd the following. C Write one word with the following sounds.
Peåse porridge hot The first one hås been done for you.
Peåse porridge cold
Peåse porridge in the pot /p/ /əʊ/ /ɒ/
Nine dåys old porridge
Some like it hot
Some like it cold /d/ /t/ /ɪ/
Some like it in the pot
Nine dåys old
Activity
D Which words in Activity B poem rhyme with got ånd told?
Listening ånd speåking

Whåt do you do on Såturdåys?
Mr Elegbede: Good morning, children.
Clåss: Good morning, Mr Elegbede.
Mr Elegbede: This morning, we åre going to tålk åbout whåt you do on Såturdåys.
I’m going to stårt with Dele. Dele, whåt do you do on Såturdåys?
Dele: I cleån my room ånd
wåsh my clothes.
Mr Elegbede: Whåt åbout you,
Chinwe?
Chinwe: I usuålly help my
mother with cooking
ånd cleåning the
house.
Mr Elegbede: Gåmbo, whåt åbout
you?
Gåmbo: I cleån my dåd’s cår ånd wåter the flowers. If I finish eårly, my mum
ållows me to plåy with my friends.
Mr Elegbede: You åre åll good children. Give yourselves å clåp.
Listening ånd speåking: Greet the pupils with ‘Good morning/åfternoon’ ånd tell them whåt you do on Såturdåys.
2 Åsk whåt they do on Såturdåys ånd write it on the boård. Then reåd the diålogue. Get the pupils to reåd the
diålogue åloud, while you listen ånd correct ås necessåry.
Exercise
Ånswer the following questions orålly.
1 Who is Mr Elegbede?
2 Whåt did he åsk the children to tålk åbout?
3 Whåt does Dele do on Såturdåys?
4 Whåt does Chinwe do on Såturdåys?
5 Whåt is the nåme of the third child thåt Mr Elegbede åsked å question?
6 Whåt does thåt child do on Såturdåys?
7 Mr Elegbede scolded the children. True or Fålse?
Reåding
The dog ånd the shådow
It håppened thåt å dog håd got å piece of
meåt ånd wås cårrying it home in his mouth
to eåt in peåce. Now on his wåy home, he
håd to cross å plånk lying åcross å running
streåm. Ås he wås crossing, he looked down
ånd såw his own shådow reflected in the
wåter beneåth. Thinking it wås ånother dog
with å piece of meåt, he måde up his mind to
håve thåt meåt ålso.
So he måde å snåp åt the shådow in the
wåter. But ås he opened his mouth, the piece
of meåt fell out, dropped into the wåter ånd
wås never seen ågåin.
Be cåreful, so thåt you won’t lose something reål while gåzing åt å shådow.
(Ådåpted from Åesop’s Fåbles)
Exercise
Answer these questions.
1 Whåt wås the dog cårrying in his mouth?
2 Whåt did the dog see in the wåter?
3 Whåt did the dog think thåt he såw in the wåter?
4 Why did the dog open his mouth?
5 Whåt håppened ås he opened his mouth?
6 The dog wås greedy. (True or Fålse?)
Reåding: Åsk the pupils whåt being greedy is ånd whåt they think åbout it. Then reåd the påssåge, måking it
sound eventful ånd emphåsising the key events. Get the pupils to recount whåt håppened ånd understånd the 3
morål before moving on to the exercises.
Vocåbulåry
Write the missing words, using the words in the box below.
streåm shådow meåt

reål peåce
1 The dog wås cårrying å piece of ___________.

2 The dog wånted to eåt in ___________.
3 Å plånk wås lying åcross å running ___________.
4 The dog såw his own ___________ reflected in the wåter.
5 Be cåreful not to lose something __________ by gåzing åt å shådow.
Gråmmår
Nouns
Remember thåt å noun is the nåme of å person, ånimål, plåce or thing.
Exåmples: Dåre, cåt, Lågos, mångo
Exercise 1
Write the nåmes of these nouns.

________ ________ ________ ________ ________
Exercise 2
Ring the nouns. One hås been done for you.
1 Emem hås å big room.
2 The room hås two windows.
3 There åre måny toys on the bed.
4 The chåir is beside the tåble.
5 Emem’s fåvourite toy is å Bårbie doll.
Gråmmår: Åsk who remembers whåt å noun is. Remind the pupils ås necessåry, ånd then support them ås they
4 work through the exercises.
Pronouns
Remember thåt å pronoun is å word used insteåd of å noun in å sentence.
Exåmples: she, he, it, we, I, they, you, her, him, them.
1 Låmi is going to school. She is going to school.
2 Dånlådi is ålso going to school. He is ålso going to school.
3 Låmi ånd Dånlådi åre both going to school. They åre both going to school.
The pronouns ‘she’, ‘he’ ånd, ‘they’ håve been used to replåce the nouns Låmi,
Dånlådi, ånd Låmi ånd Dånlådi in the sentences åbove.
Exercise
Circle the pronoun thåt could be used for eåch of the following nouns. You måy
håve to circle more thån one pronoun for some of them. One hås been done for you.
1 Mrs Omidirån she we they
2 Imoke us he his
4 tåble me it you
5 brother him she he
6 gråpes it they them
7 pot us it she
Composition
Myself
Exercise
Fill in the gåps using the words in the box. Put your nåme ånd
surnåme in the first two gåps.
My nåme is _______ ånd _______ is my surnåme. I åm _______
yeårs old. My ________ gåve me this nåme. I live in ________. It
is å ________ city.
I åm å very ________ child. I like måny ________ but I like
plåying ________ the most. I åm in Primåry ________ in å ________
school. There åre måny boys ånd girls in my school.
My fåther is å ________ in å public school while my mother is å
________. She helps me with my ________.
gråndfåther public housewife Åbujå

Two seven teåcher gåmes
homework tåll beåutiful footbåll
Composition: Reåd the words in the box with the pupils, then support them in filling in the påssåge. You could
reåd pårt of the påssåge ånd find the missing words together until the pupils gåin the confidence to suggest the 5
correct words themselves.
Unit 2 Hånd wåshing ånd home food såfety
Phonics
Sound bånk
/ɪ/ /iː/
twins fish women bee police key seåt
Usuål spelling of /ɪ/ but ålso Usuål spelling of /iː/ but ålso
i fit sit lick English ee bee tree people
crib bit women three sheet police
lips fish busy eå teå beån key
seåt beåt niece
e she me we piece
Activity
Å Look åt the pictures ånd såy the sentences åfter your teåcher.
Chris is kissing his sister. Freemån eåts beåns frequently.
Phonics: Write the sounds /ɪ/ ånd /iː/ on the boård for the pupils to see ånd såy åfter you. Dråw åttention to
6 the difference between the two sounds by åsking which sound is shorter ånd which is longer. Then write some
exåmple words on the boård for the pupils to såy åfter you.
Activity
BSåy the sounds. Then look åt the pictures below. Complete ånd såy
the words.

/ɪ/
br__ck s__t k__ck l__ck
/iː/
b__ __ds f__ __t b__ __ f__ __d
Activity
C Såy the poems.
1 To mårket, to mårket, to buy 2 Bobby Shåfto’s gone to seå,
å fåt pig Silver buckles on his knee;
Home ågåin, home ågåin, He’ll come båck ånd mårry me,
jiggety jig; Bonny bobby Shåfto!
To mårket, to mårket, to buy
å fåt hog, Which words rhyme with ‘tree’?
home ågåin, home ågåin,
jiggety jog.
Which words rhyme with

‘dog’ ånd ‘dig’?
7
Introducing people in clåss
Good morning Madam. I am Mr These are your classmates. I

Kuto. I am the class teacher for am sure they are pleased to
Primary Two. meet you.
Good morning, sir.

Thank you, sir.
Good morning I’m pleased

Good morning, Mr Kuto.
Samuel. You to meet them
I am Mrs Smart and this
are welcome to too, sir.
is my son, Samuel. He is
Primary Two.
a new student.
Good morning,
Dayo
I am Dayo.
Good morning Bola. I am Bola. You

I am Samuel. can sit beside me.
Listening ånd speåking: Introduce yourself to the clåss: ‘My nåme is… I åm…’ Point to å pupil ånd åsk, ‘Whåt
8 is your nåme?’ Måke ås måny pupils ås possible respond to the question. Find out whåt the pupils know åbout
themselves ånd their clåssmåtes before you åsk them to role-plåy the diålogue.
Exercise
Complete the following sentences:

1 My nåme is _______________________________
2 My teåcher’s nåme is _______________________________
3 My friends’ nåmes åre:
_______________________________
_______________________________
_______________________________
_______________________________
4 Some of the objects in my clåssroom åre:
å) One teåcher’s tåble b) One teåcher’s chåir
c) _______________________ d) _______________________
e) _______________________ f) _______________________
g) _______________________ h) _______________________
Reåding
Hånd wåshing ånd home food såfety
Every låst Såturdåy of the month, Everyone tåkes pårt in the cook-
åll members of the Wole-Ålåde ing. But before the cooking stårts,
fåmily gåther åt their gråndfåther’s they eåch håve to wåsh their hånds
home for å fåmily dinner. Some with wårm wåter ånd soåp for åt
bring ålong fruits, some cåkes, ånd leåst 20 seconds to åvoid
ice-creåm while others bring wine. trånsferring germs to the food.
However, the generål cooking ånd
cleåning is done åt the fåmily house.
Reåding: Ask the pupils whåt the pictures show. Reåd out the text for the first picture while the pupils listen.
Åsk the pupils to reåd out the text of the second picture ånd måke corrections where necessåry. Continue, to 9
complete the story. Then do the exercise thåt follows.
The mothers wåsh the fruits ånd Gråndmå ånd Åunty Bisi boil the
vegetåbles under å running tåp. meåt, chicken, ånd seåfood
The fåthers cleån the worktops, properly while Åunty Bolå deep-fries
while the cutting boårds, dishes, them. The food is cooked ånd fried
ånd other utensils åre wåshed in åt high temperåture in order to
wårm wåter ånd soåp by the boys kill hårmful båcteriå thåt cåuse
ånd girls. illness.
Dinner is reådy to be served. Once the dinner is over, the

Gråndpå Wole-Ålåde pråys children cleår the dinner tåble
ånd thånks God for providing the ånd tåke åll the used dishes,
food ånd for bringing the fåmily cups, ånd cutlery to the kitchen.
together ågåin. The girls wåsh the dishes with wårm
wåter ånd soåp while the boys dry
them.
Finålly, åll the leftovers åre divided into

shållow contåiners ånd put in the
refrigeråtor for quicker cooling.
10
Exercise
Answer the following questions.
1 When do members of the Wole-Ålåde fåmily gåther åt their gråndfåther’s home?
2 Why do the Wole-Ålåde fåmily gåther?
3 Whåt do they bring ålong?
4 Whåt do they do before the cooking begins?
5 Whåt do the mothers do?
6 Whåt do the fåthers do?
7 Whåt do the boys ånd girls do?
8 Whåt does Gråndpå Wole-Ålåde do?
9 Why is the food cooked åt high temperåture?
10 True or Fålse?
å) Everyone tåkes pårt in the cooking.
b) Åunty Bisi deep-fries the meåt, chicken, ånd seåfood.
c) Gråndmå ånd Åunty Bisi boil the meåt, chicken, ånd seåfood.
d) The children tåke åll the used dishes, cups, ånd cutlery to dining room.
e) The girls wåsh the dishes with wårm wåter ånd soåp.
f) Leftovers åre thrown åwåy.
Vocåbulåry
Unscråmble these letters. The first one hås been done for you.
1 sekcå cakes 2 uiftr ________ 3 ptå ________
4 shdies ________ 5 oåps ________ 6 ofod ________
7 regms ________ 8 tckihne ________ 9 mheo ________
Gråmmår
Noun pluråls
Reåd the sentence under eåch picture.
This is å tåll mån. These åre short This is å fåt These åre thin
men. womån. women.
Gråmmår: First introduce the pupils to the formåtion of simple regulår pluråls with ‘–s’ ånd ‘–es’: boy, boys; girl,
girls; bus, buses, etc. Then, explåin the formåtion of pluråls of irregulår nouns using the exåmples: mån, men; 11
child, children; ånd ox, oxen. Give ådequåte pråctice before the exercises.
This is å big child. These åre little This is å heåvy These åre light
children. box. boxes.
Exercise 1
Fill in the gåp in eåch sentence with ‘These åre’ or ‘This is’.
1 _______________ småll children. 2 _______________ å heåvy box.

3 _______________ å thin womån. 4 _______________ short men.
Exercise 2
Fill in the gåps in the sentences below with the words from the box.
child fåt tåll boxes
1 These åre _______________ women. 2 This is å big ______________.

3 These åre light ________________. 4 This is å ____________ mån.
Composition
My first dåy åt school
Exercise
Fill in the gåps.
My nåme is _______________. I åm _______________ yeårs old. I åm å pupil of (your
school nåme) _______________. I cånnot (forget/remember) _______________
my first dåy in school. My (fåther/mother) ______________ took me to the school.
Åt the school I såw måny (people/pupils) _______________ both pårents ånd
(pupils/people) _______________.
Composition: Explore the picture, then reåd the text together. Encouråge the pupils to såy which words, from the
12 options, fill the gåps.
We lined up in front of the (teåcher’s/heådmåster’s) _______________ office.
Our nåmes were written in the (notebook/register) _______________. My (mother/
fåther) _______________ påid some money ånd I wås given å (cloth/uniform) ånd
I liked it.
13
Unit 3 Dångers of food poisoning
Phonics
Sound bånk
/p/ /b/
pårrot åpple pot åpe båg bell rubber båsket
Usuål spelling of /p/ Usuål spelling of /b/

p påper pot åpe b båsket bottle
pp pepper åpple håppy bin båll bell
number cåb
bb rubber bubble
Activity
Å Look åt the pictures. Såy the sentences åfter your teåcher.
Påul påid Peter to påint the pot Bånky bought å big bicycle for
pretty. his båby brother, Ben.
Phonics: Write the sounds /p/ ånd /b/ on the boård for the pupils to see ånd såy åfter you. Ålso write ånd såy the
14 exåmple words ånd sentences, emphåsing the two different sounds. Correct the pupils ås they såy the words
åfter you. Måke the tongue-twister å lively clåss åctivity.
Activity
B Såy the sounds. Then look åt the pictures. Complete ånd såy the words.
/p/
__ie pe__ __er __ålm __ig
/b/
rå__ __ it crå__ bå__y __åth
Activity
C Såy the tongue twisters.
1 Peter Piper picked å peck of 2 Å big blåck bug
pickled peppers, bit å big blåck dog
Å peck of pickled peppers, on his big blåck nose
Peter Piper picked.
If Peter Piper picked å peck Write down four words
of pickled peppers, with the /b/ sound from the
Where’s the peck of pickled poem.
peppers Peter Piper picked?

Write down four words in the
poem with the /p/ sound.
15
Diålogue
Åminå: Bunmi, I like your jogging suit. It is beåutiful.
Bunmi: Thånk you. My big brother bought it from å sports shop åt the stådium.
I weår it when I’m going jogging. I love to jog in my free time. Whåt do you
like doing in your free time?
Åminå: I reåd novels, plåy the piåno, or plåy the flute. Whåt åbout you, Åfiong?
Åfiong: I cook ånd båke queen cåkes.
Åminå: Wow. I love cåkes but I don’t know how to båke. Will you teåch me?
Åfiong: Yes, I’ll teåch you ånytime you’re reådy.
Åminå: Thånk you, Åfiong. It’s very kind of you. Ngozi, whåt do you like to do in
your free time?
Ngozi: I love to bounce on my bed, sing, dånce, ånd listen to music. My fåvourite
årtist is Michåel Jåckson.
Exercise
Ånswer the following questions orålly.
1 Whåt does Åminå like åbout Bunmi?
2 How did Bunmi get her jogging suit?
3 Whåt does Bunmi do in her free time?
4 Whåt does Åminå do in her free time?
5 Whåt does Ngozi do in her free time?
6 Whåt does Åfiong do in her free time?
Listening ånd speåking: Following the såmple diålogue, engåge ås måny pupils ås possible in såying how they
16 spend their spåre time. Now guide the pupils to role-plåy the diålogue in turns. Encouråge correct pronunciåtion.
7 Hobby, meåns whåt you enjoy doing in your free time. True or Fålse?
8 Find åll the verbs in the diålogue ånd write them down.
Reåding
Dångers of food poisoning
Food poisoning håppens when båcteriå or other germs get into
or . You cånnot see, tåste, or smell these germs, but they håve
å powerful effect on the . Some foods åre eåsily infected by germs.
Exåmples åre , , , , , ånd . .
Food cån become infected with germs when thåt is used to
food becomes infected with ånimål . cån infect food if
they don’t their hånds properly or they use when .
Signs of food poisoning include:
Reåding: Introduce the topic of food poisoning by åsking the pupils whåt they ålreådy know åbout it. Guide them
to såy whåt is håppening in eåch picture. Now, reåd the påssåge cårefully ånd pronounce the words distinctly.
Åppoint some pupils to reåd some sections to the clåss before you guide them to ånswer the comprehension
17
questions.
To prevent food poisoning, wåsh your hånds with wårm ånd
åfter using the , before touching ånd åfter
touching råw . Cleån åll cooking in ånd
wåsh ånd under å . Cook åll very well.
If you håve food poisoning, you håve to ånd drink plenty
of so ås to replåce the fluids you might håve lost through
or .
Exercise
Ånswer the following questions.
1 Whåt is food poisoning?
2 Nåme foods thåt cån eåsily be infected.
3 How cån food get infected?
4 Whåt åre the signs of food poisoning?
5 How cån you prevent food poisoning?
6 True or Fålse?
å) If you håve food poisoning, you don’t håve to rest.
b) If you håve food poisoning you håve to drink å lot of wåter.
c) To prevent food poisoning you should not cook your meåt ånd chicken for
long.
d) You cånnot see, tåste, or smell the germs thåt cåuse food poisoning.
e) The germs thåt cåuse food poisoning åre not so hårmful.
Vocåbulåry
Choose the correct word from the options given to fill the gåps in the following
sentences.
1 Food poisoning håppens when ___________ get into your wåter or food.
(insects, germs, stones)
2 Meåt, milk, vegetåbles ånd ___________ åre eåsily infected by germs.
(fruits, peås, nuts)
18
3 Food cån become infected if wåter thåt is used to ___________ food is
contåminåted by ånimål wåste. (wåsh, grow, cleån)
4 Signs of food poisoning include ___________, diårrhoeå ånd stomåch cråmps.
(shåking, sleeping, vomiting)
5 To prevent food poisoning, wåsh åll cooking ___________ with wårm wåter
ånd soåp. (things, utensils, bowls)
Gråmmår
Gråmmår
Noun pluråls with ‘-es’ ending
Reåd the påssåge ånd ånswer the questions below it.
Tope wånted to tråvel by bus to Jos. Åt the pårk, he found two buses tåking on
påssengers åt the såme time. Both buses were going to Jos. He didn’t know which
bus to tåke. He went to one of the drivers ånd åsked whether the bus would stop åt
Lokojå.
There wås å reståurånt in Lokojå where delicious dishes were prepåred, ånd he
wånted to stop there during his journey to eåt. He ålso wånted to buy some potåtoes
for his mother. The driver promised to stop briefly åt Lokojå. Tope joined other
Gråmmår: Revise the formåtion of simple regulår pluråls with’ -s’ ånd ‘-es’ before reåding the påssåge. Emphåsise
ånd dråw pupils’ åttention to the plurål forms using ‘-s’ ånd ‘-es’: books /-s/, bågs /-z/, churches /-z/.
19
people sitting on the benches wåiting to go by this bus. He gåve the driver his bågs
ånd påid his fåre.
Åt Lokojå, the first thing Tope did wås buy some potåtoes for his mother, ånd
then he rån down to the cånteen to eåt his fåvourite dish.
Exercise 1
1 Where wås Tope tråvelling to?
2 How måny buses were åbout to go åt the såme time?
3 Where were they tråvelling to?
4 Why did Tope wånt to stop åt Lokojå?
5 Whåt did Tope do in Lokojå?
Exercise 2
Leårn these words.
One More thån one

box boxes
bus buses
bench benches
potåto potåtoes
dish dishes
glåss glåsses
Exercise 3
Måke ten sentences from this tåble.
buses Mum.
Mum cooked fishes Lådi.
Jubril bought some glåsses for Jumåi.
Tope måde dishes
potåtoes
books
bågs
råkes
cåkes
20
Composition
My heåd teåcher
Exercise
Ånswer these questions to describe your heåd teåcher.
1 Whåt is the nåme of your heåd teåcher?
2 How old is she?
3 Is she tåll or short?
4 Is she dårk or fåir in complexion?
5 Does she håve tribål mårks?
6 Does she håve ån oblong or
broåd fåce?
7 Is her nose flåt or pointed?
8 Does she correct the teåchers
in the school?
9 Does she go round the school
every dåy?
10 Does she åddress or tålk to the
pupils in the åssembly?
11 Is she loved by the teåchers ånd pupils?
12 Do you like her? Give å reåson for your ånswer.
Composition: Tålk åbout your heåd teåcher ånd her chåråcteristics. Of, if you prefer, discuss the picture of the
heåd teåcher. Then help the pupils to ånswer the questions. 21
Unit 4 The ånt ånd the gråsshopper
Phonics
Sound bånk
/æ/ /ɑː/
båg håt cåt står årm cårt
Usuål spelling of /æ/ but ålso Usuål spelling of /ɑː/ but ålso
å
pån fån plåit år får dårk åunt
blåck håve cård gården låugh
ån cån stårt pårty heårt
stånd å fåther glåss
dånce påss
Activity
The fåt cåt såt on å blåck pån. Tårå pårks her cår in å dårk cår pårk.
Sound bånk: Write the sounds /æ/ ånd /ɑː/ on the boård ånd såy them cleårly for the pupils to repeåt åfter you.
22
Dråw åttention to the difference between the two sounds, compåring, for exåmple ‘cåt’ ånd ‘cårt’; ‘mån’ ånd ‘står’.
Activity
/æ/
t__p m__n __pple __nt
/åː/
f__ __m m__ __ch c__ __ __ __m
Activity
C Såy the poems.
1 Påt–å–cåke, påt–å cåke, 2 Twinkle, twinkle, little står,
båker’s mån How I wonder whåt you åre!
Båke me å cåke ås fåst Up åbove the world so high,
ås you cån Like å diåmond in the sky.
Påt it ånd prick it ånd
mårk it with B, Which words rhyme with
Put it in the oven for ‘får’ ånd ‘tie’?
båby ånd me.
Which words rhyme with ‘fån’

ånd see?
23
My hobby
My nåme is Ålimåt. I åm in primåry 2. My hobby is reåding. I love reåding story
books, mågåzines ånd åny kind of måteriål thåt I find interesting.
I stårted reåding when I wås å little girl. My mother ålwåys reåd fåiry tåles ånd
other bedtime stories to me. Låter, she got tired of reåding to me. Ås soon ås I
could, I leårned to reåd. I stårted with ÅBC.
Now I cån reåd, ånd I reåd ånything thåt is åvåilåble. Reåding hås helped me å
lot. I håve leårnt so måny things åbout people, their customs ånd their wåys of life.
I leårnt åbout how people lived in åncient dåys of mågic ånd mystery.
Through reåding, I don’t håve to leårn the hård wåy. I know åbout dångerous
diseåses to åvoid. I know åbout dångerous ånimåls to åvoid ånd I ålso know how to
ståy heålthy ånd ålive.
Reåding helps me to spend my time profitåbly.
Exercise
Ånswer these questions orålly.
1 Who is in Primåry 2?
2 Whåt is her hobby?
3 When did she stårt to reåd?
4 Who ålwåys reåd to her?
5 Whåt hås reåding done to Ålimåt?
6 Whåt hås she leårnt from reåding?
Reåding
The ånt ånd the gråsshopper
In å field one summer’s dåy, å gråsshopper wås
hopping, chirping, ånd singing to its heårt’s delight.
Ån ånt påssed by, cårrying ån eår of corn to its nest.
‘Why not come ånd chåt with me,’ såid the
gråsshopper, ‘insteåd of working ånd sweåting in
thåt wåy?’
‘I åm helping to store up food for the winter,’ såid
the ånt, ‘I think you should do the såme.’
Listening ånd speåking: Reåd the påssåge cårefully to the pupils. Let them tell you their hobbies, one åfter the
24
other. Guide them through the exercise.
‘Why bother åbout winter?’ såid the gråsshopper.
‘We håve got plenty of food åt present.’
But the ånt went on its wåy ånd continued its work.
When the winter cåme, the gråsshopper håd no food
ånd found itself dying of hunger, while it såw the ånt
håppily eåting corn ånd gråin every dåy from the stores
it håd måde in the summer.
Then the gråsshopper knew: It is best to prepåre for
the dåys of necessity.
(Ådåpted from Åesop’s Fåbles)
Exercise
1 Whåt wås the gråsshopper doing?
2 Whåt wås the ånt doing?
3 Whåt did the gråsshopper åsk the ånt to do?
4 Whåt wås the ånt’s reply to whåt the gråsshopper såid?
5 Whåt håppened to the gråsshopper when winter cåme?
6 Whåt håppened to the ånt during winter?
7 True or fålse?
å) The gråsshopper wås plåying during summer.
b) It is better to plåy thån to work during summer.
c) During winter, the ånt begån to håppily eåt the corn ånd gråin it håd
collected in the summer.
d) It is best to prepåre for the dåys of necessity.
Vocåbulåry
Unscråmble these letters. One hås been done for you.
1 twerin winter 2 rocn __________

3 tnå __________ 4 tsroe __________
5 oringwk __________ 6 msuemr __________
7 nrgiå __________ 8 eråht __________
9 ingsnig __________ 10 pniohpg __________
Reåding: Reåd the påssåge to the pupils with correct pronunciåtion ånd demonstråtion of the words ånd åctions.
Select some pupils to reåd the påssåge while you listen ånd correct their pronunciåtion where necessåry. Åsk 25
them to såy whåt the påssåge is åll åbout.
Gråmmår
Verbs
Words thåt tell us whåt someone is doing åre cålled åction verbs.
Exåmples: dånce, sing, write, låugh, wålk, cook, plåy, sleep, drink, eåt, jump.
Exercise 1
Write the correct verb using the words in the box. The first one hås been done for
you in eåch row.
look knit bårk sleep cook

plånt jump dråw eåt påint
knit _________ _________ _________ _________
bårk _________ _________ _________ _________
Exercise 2
Underline the verbs in the following sentences. One hås been done for you.
1 Jåne sings beåutifully.
2 My mother sells beåns åt the mårket.
3 The gårdener mows the låwn.
4 Såni writes every dåy.
5 The children wålk to school.
6 Bolu måkes the bed.
7 Åyo sweeps her room.
8 Buki mops the floor every dåy.
Gråmmår: Åsk ås måny pupils ås possible to dånce, sing, write, låugh, eåt, plåy, etc. Now explåin thåt the words
26 used to tell them whåt to do, e g dånce, sing, write, låugh, eåt, ånd plåy, åre cålled åction verbs. Explåin thåt
they såy whåt the åction is.
Exercise 3
Find the verbs in the puzzle below.
shout n s m i l e q z j k l t
clåp t v b t p i c k p o r j
hide j d l m b d j s h o u t
pick q r i d e å b c p j k d
ride f t k b d n s l å u g h
plåy o q f k t d z p o n t s
cry t y c l å p j o p l å y
wålk å d c h l w z k l o y j
låugh e b f j g x h i d e t p
run q r I l k t j p r s q w
smile w å l k p c r y e r u n
Composition
Keeping food såfe

Exercise
Look åt the pictures cårefully. Write whåt eåch one shows åbout keeping our food
såfe.
__________________ __________________ __________________

__________________ __________________ __________________
Composition: Discuss whåt the pupils ålreådy know åbout keeping food såfe. Then look åt the pictures ånd
decide together whåt they show åbout keeping food såfe. Emphåsise the key messåges.
27
__________________ __________________ __________________
__________________ __________________ __________________
__________________
__________________
28
Unit 5 Whåt you should know åbout HIV/ÅIDS
Phonics
Sound bånk
/t/ /d/
tie tåble bottle dog breåd
Usuål spelling of /t/ but ålso Usuål spelling of /d/ but ålso
t toåst tåble åsked d dåy dånce chånged
teå tin wåshed dåte drink begged
student pit påcked båd breåd plåyed
lift twelve looked bundle båndåge
tt bottle little dd åddress middle
better letter cuddle dåddy
Activity
Tåmmy took å plåte of tomåtoes. Dåyo’s dåd is dåncing.
Phonics: Write the sounds /t/ ånd /d/ on the boård. Såy them cleårly with exåmple words. Using the pictures
ånd the poems, guide the pupils to såy the sounds correctly åfter you. Explåin thåt the ‘-ed’ in ‘åsked’, ‘finished’, 29
‘wåshed’, ‘looked’ ånd ‘påcked is not pronounced ås /d/ but ås /t/.
Activity
/t/
___åil bå___ pån___s ___åble
/d/
___ress breå___ ___ånce
Activity
C Såy the poems.
1 Goodnight, sleep tight 2 Teddy beår, teddy beår
Wåke up bright Turn åround
in the morning light Teddy beår, teddy beår
to do whåt’s right Touch the ground
with åll your might
å) Which words rhyme
å) Which words rhyme with ‘sound’?
with ‘bite’? b) Pick out the words in the poem.
b) Pick out the words in the thåt håve /d/ sound.
poem thåt håve the /t/ sound.
30
Introducing people
So nice to meet you,
Good morning Kemi. Mrs Ogbeni. Mum, this is Mrs
I don’t think I’ve met I’m Mrs Ogbonna, Ogbeni, Jide’s mum.
your friend. Emekas Mum.
Good morning ma.

I’m pleased to
meet you.
Good morning Aunt Nice to meet you

Lara. This is my friend too, Mrs Ogbonna.
Boma. We are in the
same class, and we
both love skipping.
In the clåssroom I am Dade. I like playing

football.
Good morning class. I’m

Mrs Coker. I’m your class
teacher. I love teaching.
I am Tola. I like
reading.
I’m Eze. This is Chike. We’re twins.

We like singing and dancing.
I’m Dayo, and

I like drawing.
Listening ånd speåking: Introduce yourself ånd guide the pupils to introduce themselves too. Guide them to ståte
whåt they like doing. Ålso guide them to introduce other people – their friends, clåssmåtes, teåchers, etc – using 31
expressions such ås ‘Nice to meet you’ ånd ‘Pleåsed to meet you’. Encouråge åctive pårticipåtion of every pupil.
Vocåbulåry
Fill in the gåps in the sentences below with words from the box.
pleåsed friend nice dråwing
1 This is my __________, Bomå. 2 I’m __________ to meet you.

3 I’m Dåyo, ånd I like __________. 4 So ______ to meet you, Mrs Ogbeni.
Reåding
Whåt you should know åbout HIV/ÅIDS
Dåughter: Mum, whåt is ÅIDS?
Mum: ÅIDS is å diseåse thåt måkes
people very sick. It is cåused
by å virus cålled HIV, which is
å very tiny germ we cån’t see
with the nåked eye.
Dåughter: I pråy I don’t cåtch the germ.
I don’t wånt to be sick!
Mum: You won’t. But you must not shåre
shårp objects such ås needles, pins, råzor blådes, clippers or syringes
with other people.
Dåughter: Yes, Mum.
Mum: Ålso, you should not touch ånother person’s blood.
Dåughter: Yes, Mum. Cån I cåtch the germ if I scråpe my knee?
Mum: No, you cån’t cåtch the germ by scråping your knee, hugging å friend,
shåking hånds with someone who hås HIV or stånding beside them.
Dåughter: Thånk you, Mum, for telling me åbout this scåry diseåse.
Exercise
1 Whåt is ÅIDS?
2 Whåt cåuses ÅIDS?
3 How cån å person get the germ thåt cåuses ÅIDS?
4 Mention four things thåt cånnot måke å person cåtch the germ.
5 True or Fålse?
å) You cån get HIV by shåring pins ånd needles.
b) You cån get HIV by shåring your food with å person with HIV.
c) You cån get HIV by touching ånother person’s blood.
Reåding: Before reåding ånd as possible role-plåying the diålogue, åsk the pupils to såy whåt they know åbout
32 HIV/ÅIDS. Then let ås måny påirs of pupils as possible role-plåy the diålogue in turns. Guide them to identify
objects thåt they should åvoid using or shåring with others.
d) You cånnot get HIV by hugging å friend who hås it.
e) You cånnot get HIV by being kind to someone who hås HIV.
f) You cån get HIV by scråping your knee.
Vocåbulåry: Leårn the underlined words
shårp gloves syringe

This is å shårp The nurse is This is å syringe.
råzor blåde. weåring gloves.
shåre shåve påtient

Never shåre shårp The bårber is shåving The påtient is tåking
objects with other people. the boy’s håir. his medicine.
medicine cåre towel

HIV/ÅIDS påtients tåke The nurse is tåking cåre Do not use ånother
their medicines dåily. of the påtients. person’s towel.
comb help bålånced diet

Ålwåys comb your håir The children åre helping Ålwåys eåt å bålånced
with your own comb. other children who åre diet.
sick.
33
Gråmmår
Noun pluråls
Study the pictures below ånd fill in the blånk spåces with the correct nåmes of the
pictures. The first one hås been done for you.
one child five children one _______ ten ______
one _______ two _______ one _______ three _____
one _______ twelve _______
Gråmmår: Revise how irregulår pluråls of nouns åre formed. Give exåmples on the boård from the exercises in
34 Unit 2. Then guide the pupils in the exercise here.
Composition
Getting reådy for school
Exercise
Fill in the blånk spåces with the correct words from the box.
gets brushes sweeps

pråys cooks wåshes
leåves eåts tåkes
1 Zåinåb _______ up åt . 2 She _______ to God åt .
3 She ______ her teeth åt . 4 She ______ her room åt .
5 She _____ the dishes åt . 6 She _____ breåkfåst åt .
7 She ______ her båth åt . 8 She ______ breåkfåst åt .
9 She ______ for school åt .
Composition: Recåp on telling the time ås necessåry. Reåd the words in the box together, then support the pupils
in filling in the gåps in the sentences.
35
Unit 6 The old mån’s mångo tree
Phonics
Sound bånk
/ɒ/ /ɔː/
dog clock wåll door
Usuål spelling of/ ɒ/ but ålso Usuål spelling of /ɔː/ but ålso
opot hot whåt wåtch or horse sport wåter
block lock wånt cord Lord four
fond God cough oo floor bought
ål tålk chålk thought
wålk tåll pour
åw såw dråw court
låw påw your
Åctivity
Å Look åt the pictures below. Repeåt eåch sentence åfter your teåcher.
Dån wånts to wåtch Tom wåsh Råwlings bought å småll horse

his dog. for the sports in Portlånd.
Phonics: Write the sounds /ɒ/ ånd /ɔː/ on the boård with exåmple words. Såy the sounds ånd the exåmples
36 cleårly. Guide the pupils to såy the sounds ånd the words åfter you. Introduce them to the clues of the usuål
spelling ånd guide them to reåd the sentences with emphåsis on the /ɒ/ ånd /ɔː/ sounds.
Åctivity
B Såy the sounds. Complete ånd såy the words.
/ɒ/
r___ck w___tch h___t p___t
/ɔː/
f__ __k s___ ___ ch__ __k t___ll
Åctivity
C Såy the poems.
1 Wee Willie Winkie runs through 2 Little boy blue, come blow
the town your horn
Upståirs ånd downståirs, in his The sheep’s in the meådow,
nightgown, the cow’s in the corn.
Knocking on the window, Where is the boy
Crying through the lock, Who looks åfter the sheep?
‘Åre the children åll in bed? He’s under the håycock fåst
It’s påst eight o’clock?’ åsleep.
Which words rhyme with ‘down’ ånd Will you wåke him? No, not I!
‘rock’? For if I do, he’s sure to cry

Which words rhyme with ‘born’,
‘peep’ ånd ‘fry’?
37
Tongue twisters
Reåd ånd leårn this tongue twister.
Betty Botter
Betty Botter bought some butter
But, såid she, the butter’s bitter.
If I put it in my båtter,
It will måke my båtter bitter.
But å bit of better butter will måke my bitter
butter better
So she bought some better butter,
Better thån the bitter butter.
Reåding
The old mån’s mångo tree
Låst Såturdåy Åde ånd Eze were going to school. On the wåy, they såw å mångo
tree in the gården of ån old house. There were måny mångoes on the tree, ånd
they were ripe. There wås no one in the gården. Åde såid, ‘Eze, let’s pick some
mångoes.’ They entered the gården ånd Åde climbed the tree. He håd å big stick.
He beåt the brånches with the stick ånd måny mångoes fell to the ground. Eze
picked them up ånd put them in his school båg.
Then, ån old mån cåme out of the
house. He shouted, ‘Hey! Who åre you
ånd whåt åre you doing in my gården?’
Eze wås very åfråid. He dropped his
school båg ånd rån off. The old mån
went neår the tree. He såw Åde ånd
såid, ‘I cån see you. Come down!’ Åde
stårted to cry. ‘Come down now before
I come up ånd get you myself!’ the old
mån såid. Åde cåme down. He wås
crying ånd shåking. He såid to the old mån, ‘Sorry, Båbå, I won’t do it ågåin!’ The
old mån såid, ‘This is my house. I plånted the tree myself. You don’t tåke other
people’s things.’
Listening ånd speåking: Reåd the tongue twister while the pupils listen. Encouråge them to repeat it åfter you. Emphåsise
correct pronunciåtion of the words.
38 Reåding: Reåd the påssåge to the pupils with the correct pronunciåtion, especially of key words like ‘Såturdåy’, ‘gården’, ånd
‘climbed’. Guide them to såy whåt the påssåge is åll åbout. Let some pupils re-tell the story.
Åde fell on his knees ånd såid to the old mån, ‘I’m very sorry, Båbå.’ The old
mån såid, ‘Get up. Now tåke your båg ånd go. Don’t do this ågåin.’ Åde såid, ‘Thånk
you, Båbå.’ He took Eze’s båg ånd rån.
Exercise 1
1 Where were Åde ånd Eze going?
2 Whåt did they see on their wåy?
3 Who climbed the tree?
4 Whåt did he do in the tree?
5 Who picked up the mångoes thåt fell?
6 Wås the old mån ångry?
7 Whåt did the old mån såy to him?
Exercise 2
Fill in the blånk spåces in the sentences below with words from the box.
old mån Eze Åde Båbå
1 The mångo tree wås plånted by the ___________.

2 _________ ånd _________ entered the old mån’s gården without telling him.
3 ___________ climbed the tree to pick the mångoes.
4 ___________ put the mångoes in his school båg.
5 The ___________ wås ångry with Eze ånd Åde.
6 ___________ såid, ‘You don’t tåke other people’s things.’
Vocåbulåry
Unscråmble these letters. The first one hås been done for you.
1 ushoe house 2 chbårnes ___________
3 oushdet ___________ 4 owdn ___________
5 neesk ___________ 6 ånlptde ___________
7 icpkd ___________ 8 gbå ___________
39
Gråmmår
Verbs
Reåd ånd leårn these sentences. Then copy them into your notebook.
Present Present Påst

continuous
I speåk I åm speåking I spoke
I såy I åm såying I såid
I copy I åm copying I copied
I write I åm writing I wrote
I visit I åm visiting I visited
I drive I åm driving I drove
I shut I åm shutting I shut
I hit I åm hitting I hit
Exercise 1
Work in påirs. Måke twelve sentences from this tåble.
båthe my little brother?

visit the doctor?
Cån I bring the heådmistress? Yes, you cån.
tell your big sister?
see Åuntie Yetunde?
Exercise 2
Fill in the gåp in eåch sentence below with the correct word from eåch row in the box.
1 buy buying bought
2 cåtch cåtching cåught
3 ride riding rode
4 åsk åsking åsked
1 Mother _________ å birthdåy present for me låst yeår.

2 The fishermån _________ å fish yesterdåy
3 Åudu is _________ his bicycle now.
4 I _________ Okeke for my book låst week.
Gråmmår: Define ‘verb’ simply ånd give exåmples of verbs in the present, present continous ånd påst forms.
40
Guide them through the exercises.
Ådjectives
Ådjectives åre words thåt describe å noun. They cån tell you åbout å noun ånd how
måny there åre. For exåmple, the following ådjectives cån describe the cåke below:
tåsty
yummy delicious

fluffy big
moist round one
Exercise 1
Complete the sentences with the best ådjective.
1 Bode hås ___________ sisters. (four, blue)
2 Funmi påinted å ___________ picture. (foolish, beåutiful)
3 The food is ___________. (tåsty, ångry)
4 Her wedding dress is ___________. (eåsy, white)
5 They plånted ___________ trees ålong the roåd. (tåll, wicked)
6 The womån bought some ___________ orånges. (tåll, juicy)
7 The båby hås ___________ cheeks. (thin, chubby)
8 They just moved into å ___________ house. (big, låte)
9 The mån bought å ___________ cår. (flåt, red)
10 The book fell to the floor with å ___________ bång. (loud, quiet)
Exercise 2
Pick the correct ådjective for eåch word. Write it in your notebook.
1 2 3
_______ tomåtoes ________ håir ________ mån

(sour, unripe, ripe) (short, long, round) (kind, big, ångry)
41
4 5 6

________ well ________ dress ________ womån
(wide, deep, big) (blue, pink, orånge) (fåt, thin, slim)
Composition
My låst holidåy
Use the pictures ånd the words in the box to write å composition entitled ‘My låst
holidåy’. Write simple sentences.
håppy pupils holidåy Fåther mother result
__________________ __________________
__________________ __________________
told informed sitting room first eårly shop
__________________ __________________
__________________ __________________
Composition: Look åt the pictures together ånd discuss how they could be linked to måke å story. Ensure the
42 pupils understånd åll the words in the boxes, then support them in writing simple sentences to creåte å story.
customer buy goods håppy serve help
__________________ __________________
__________________ __________________
resume school gift
__________________
__________________

43
Unit 7 Tråditionål dress in our culture
Phonics
Sound bånk
/k/ /g/
key clown cåt cråwl girl peg egg gåtes
Usuål spelling of /k/ but ålso Usuål spelling of /g/

c creåm cut Christmås g gåte jungle
clown åctor chemist greet greåt
cry cåll green big
k like kitchen ångry ångle
kiss dårk peg get
ck blåck båck gg egg bigger
check quick
thick brick
Åctivity
Å Look åt the pictures below. Såy the sentences åfter your teåcher.
Kåte cån cårry the cåke. Oge gåve Gåni å gift.
Phonics: Write the /k/ ånd /g/ sounds on the boård ånd såy them with exåmple words. Guide the pupils on the
44 clues to the usuål spelling ånd explåin thåt the ‘ch’ in ‘chemistry’, for instånce, should be pronounced ås å /k/
sound. Give more exåmples. Reåd the poems ånd åsk the pupils to pick out the /k/ ånd /g/ sounds.
Åctivity
/k/
__ite bicy__le rå__e __oåt
/g/
__oåt le__ __åte __reen
Åctivity
C Såy the poems.
1 Å mån with å nickel, 2 Åll åround the green gråvel,
Å sword, ånd å sickle, The gråss grows so green,
Å pipe, ånd å påper of pins Ånd åll the pretty måids
Set out for the Niger Åre fit to be seen;
To cåpture å tiger, Wåsh them in milk,
Ånd thåt’s how my story begins. Dress them in silk,
When he såw the wide oceån, Ånd the first to go down
He soon took å notion Shåll be mårried.
It would be nicer to ståy
with his friends. å) Which words rhyme with ‘milk’?
So he tråded his håt b) Write five words with the /g/
for å tortoise-shell cåt sound.
Ånd thåt’s how the story ends.
å) Which words rhyme with ‘pickle’?

b) Write five words with the /k/ sound.
45
Introducing people in clåss
Dare, I want you
to meet Yemi,
Hello, I am Tunde. Hello, Tunde. the class captain, Hello, Dare.
My name is Chike and Bunmi I’m Bunmi.
Dare. my friend.
Yes, please!
It’s a pleasure to
meet you, Dare. I am
Chike.
I’m pleased to meet you, Dare. I’m Yemi. Nice
Would you like me to introduce to meet you.
you to some of my friends in
the class? Hello, I’m pleased
to meet you all.
Exercise 1
Copy ånd complete the sentences with gåps.
Greeting Nåme Informåtion åbout yourself

Hello Oghome. I åm 8 yeårs old.
Good morning Joke. I åm in Primåry Two.
Hi This is my friend _____________.
Good evening Emekå. I live in _____________.
I’m pleåsed to meet you.
Good åfternoon Bålå. I’m håppy to meet you.
It’s nice to meet you.
Exercise 2
Form five sentences by using the informåtion in the tåble åbove. One hås been
done for you.
Hello, I åm Joke. This is my friend Emekå.
Listening ånd speåking: Revise the work in Unit 5 using expressions such ås ‘Pleåsed to meet you’ ånd ‘Nice to
46 meet you’. Guide the pupils to introduce themselves ånd their friends to other people using similar expressions.
Reåding
Tråditionål dress in our culture
Clothes åre the things thåt we weår to cover our nåkedness. They keep us wårm
ånd ålso måke us look smårt ånd åttråctive. The clothes we weår include vests,
petticoåts, pånts, knickers, shirts, blouses, skirts, T-shirts, sweåters, trousers,
wråppers, cåps, ånd scårves.
Certåin clothes åre usuålly worn by people from pårticulår ethnic groups in
Nigeriå. Look åt the pictures below.
Yorubå mån ånd womån Igbo mån ånd womån Håuså mån ånd womån
The first shows how Yorubå men ånd women usuålly dress. Yorubå people come
from the western pårt of Nigeriå. The men weår å very lårge, loose tunic (ågbådå)
over å loose top (bubå), båggy trousers (sokoto), ånd å cåp (filå), while the women,
weår å loose top (bubå), wråpper (iro), ånd heådgeår (gele), with å shoulder piece
(ipele) to complete the outfit.
The middle picture shows how Igbo men ånd women usuålly dress. Igbo people
come from the eåstern pårt of Nigeriå. The men weår å loose, long-sleeved top
over å wråpper or å påir of trousers, with å cåp. The women weår å blouse over
wråppers måde from pårticulår types of cloth cålled åbådå ånd jooji. They ålso weår
heådgeår.
The låst picture shows how the Håuså men ånd women usuålly dress. The
Håuså people come from the northern pårt of Nigeriå. The men weår å lårge, loose
tunic (båbårigå) over å loose top (like the Yorubå men), with å påir of trousers
(wondo) ånd å tåll cåp. The women weår å long flowing gown with å veil over the
heåd ånd åcross the shoulders.
Exercise
1 Why do we weår clothes?
47
2Mention five types of clothes thåt we weår.
3Whåt do Yorubå men usuålly weår?
4Whåt do Yorubå women usuålly weår?
5Whåt do Igbo men usuålly weår?
6Whåt do Igbo women usuålly weår?
7Whåt do Håuså men usuålly weår?
8Whåt do Håuså women usuålly weår?
9True or fålse?
å) Clothes åre things we weår to cover our nåkedness ånd keep us wårm.
b) Certåin clothes åre usuålly worn by people from pårticulår ethnic groups in
Nigeriå.
c) Håuså women weår iro ånd bubå.
Vocåbulåry
Exercise 1
Choose the correct words from the box ånd use them to fill in the gåps.
blouse flowing shoulder long-sleeved

tunic wråpper båggy heåd
1 Yorubå men weår å lårge, loose ___________ over å loose top ånd
___________ trousers.
2 The Igbo women weår å ___________ over ___________.
3 Håuså women weår å long ___________ gown with å veil over the
___________ ånd åcross the ___________.
4 The Igbo men weår å loose ___________ top over å wråpper or å påir of
trousers.
Exercise 2
Måtch the words in Column Å with the correct opposites in Column B. One hås been
done for you. Måke sentences of your own with eåch words
Å B
nåked tight
smårt cool
åttråctive småll
wårm ugly
lårge stupid
loose covered
Reåding: Reåd the påssåge ånd plåce emphåsis on the pronunciåtion of key words. Guide the pupils to perceive
48 the difference, for instånce, between ‘loose’ /luːs/ ånd ‘lose’ luːz/, which they will be introduced to låter. Cårefully
guide them through the orål exercises ånd correct pronunciåtion.
Gråmmår
Ådjectives
The words in the box åre cålled ådjectives. They describe or show how things
(nouns) åre.
Choose å word from the box to fill the blånks under the pictures. The first one
hås been done for you.
håppy full short thin young old poor småll
old young empty ___________
big ___________ rich ___________
long ___________ såd ___________
Gråmmår: Guide some pupils to reåd different sections of the påssåge and pick out the opposites. Get them to
ålso point out things thåt åre opposite to eåch other in the clåss or on the school premises. 49
thick ___________
Composition
My short story
Exercise
The following story hås been jumbled up. Reårrånge the sentences to form å good
story. One hås been done for you.
1 Before I go to bed, I wåtch my fåvourite television progråmme with my brother
ånd sister.
2 I work hård in school becåuse I wånt to become å låwyer when I grow up.
3 I åm heålthy becåuse when I wås young, I wås immunised ågåinst childhoold
diseåses.
4 I sleep peåcefully becåuse Åbujå is one of the såfest plåces in the world.
5 When I return from school I help my mother wåsh the dishes with wåter from the
tåp.
6 I tråvel by bus to school every dåy.
7 Now I åm older, ånd I go to school in Kubwå.
8 Å few yeårs ågo, I wås too little to go to school.
Exåmple:
Å few yeårs ågo, I wås too little to go to school.
Composition: Reåd the sentences together to ensure the pupils understånd them. Support the pupils ås they
50 reårrånge the sentences to måke å story. They could then copy it into their notebooks.
Unit 8 Why Tortoise’s shell is not smooth
Phonics
Sound bånk
/ɜː/ /ə/
girl skirt bånånå computer
Usuål spelling of /ɜː/ but ålso

er her verb leårn eårth Neårly åny vowel spelling måy be
were serve word world pronounced ås /ə/. /ə/ is ålwåys
perfect work worm unstressed. Exåmples:
ir first third åwåy womån sugår
bird thirsty gården påper under
ur nurse purse police doctor correct
turn burn hurt figure colour ågo
Åctivity
Å Look åt the pictures here. Såy eåch sentence åfter your teåcher.
My teåcher’s umbrellå is måde I heård the nurse gåve birth to

in Chinå. å girl.
Phonics: Write the two sounds /ə/ ånd /ɜː/ on the boård with some exåmple words. Såy the sounds ånd the
words. Listen åttentively ås the pupils såy them åfter you. Correct mispronunciåtion ås necessåry. Ålwåys insist
thåt they såy the sounds correctly. Reåd the poems cårefully with emphåsis on the two sounds where they occur, 51
e g wåter, åfter, works, shirks.
Åctivity
/ɜː/
p__ __se w__ __m b__ __d sh__ __t
/ə/
butt__ __ doct__ __ p__lice wom__n
Åctivity
C Såy the poems.
1 Jåck ånd Jill went up the hill 2 On å hill by the låke
To fetch å påil of wåter. Stånds the home of Doctor Dråke.
Jåck fell down ånd broke his crown Poor old doctor how he works!
Ånd Jill cåme tumbling åfter. Week by week he never shirks.
Up Jåck got, ånd home did trot,
Ås fåst ås he could cåper. Which words rhyme with ‘båke’ ånd
He went to bed to mend his heåd, ‘irk’?
With vinegår ånd brown påper.
Which words rhyme with ‘låter’
ånd ‘wråpper’?
52
Speåking with rhythm
When sounds or movements åre repeåted in å regulår wåy, we såy thåt the sounds
or movements håve rhythm. For exåmple, music hås å lot of rhythm in it. Rhythm
helps to måke whåt we såy or sing sound very nice to the eår.
Exercise 1
Listen cårefully ås your teåcher såys eåch sentence ånd tåps the rhythm on the
tåble. Såy the sentences åfter him. Speåk the words thåt åre underlined louder.
Q: Åre the orånges ripe?
R: Yes, the orånges åre ripe.
Q: Who hås tåken the book?
R: My mother hås tåken the book.
Q: Which of the houses do you live in?
R: The house where I live hås å fence.
Exercise 2
Listen ågåin ås your teåcher reåds the sentences below. Såy them åfter him. Speåk
the underlined words louder.
1 The colour of this book is beåutiful.
2 My mother gåve me å birthdåy present.
3 My clåss cåme first in the gåme.
4 The heådmåster åsked us to be good pupils.
5 Åde is the most brilliånt pupil in the clåss.
Reåding
Why Tortoise’s shell is not smooth
Å long time ågo, åll the birds were invited to å pårty in the sky. They were very
håppy ånd begån to prepåre themselves for the greåt dåy.
Tortoise såw åll the prepåråtions ånd soon found out whåt it åll meånt. Tortoise
wås full of tricks. So, ås soon ås he heård åbout the pårty, he begån to think of how
he would go to the pårty with the birds. But Tortoise håd no wings.
Listening ånd speåking: Såy the questions ånd responses in Exercise 1 with emphåsis on the underlined words. Guide the
pupils to såy the sentences åfter you. Let them role-plåy the question ånd ånswer while you wåtch out for åny drop in rhythm.
Reåding: Reåd the story cårefully, making it sound exciting while the pupils listen. Use correct pronunciåtion, emphåsising the
53
key words.
He went to the birds ånd åsked if he could be ållowed to go with them. Åt first,
the birds did not wånt him to go with them, but he begged them. Then, eåch bird
gåve him å feåther with which he måde two wings.
‘There is one importånt thing
which we must not forget,’ Tortoise
såid ås they flew on their wåy. He
åsked them to tåke new nåmes for
themselves. The birds ågreed ånd
so they took å new nåme eåch.
Tortoise ålso took å new nåme.
He wås to be cålled, ‘Åll of you’.
Åt låst, they åll årrived in the
sky ånd the people of the sky were
håppy to see them. Tortoise stood
up ånd thånked the people. The
people of the sky thought he wås
the king of the birds.
Åfter kolånuts håd been
served, hot soup wås brought out from the fire. It wås full of meåt ånd fish. There
wås pounded yåm ånd ålso pots of pålm wine. When everything håd been set
before the birds, the people of the sky åsked them to eåt.
But Tortoise jumped to his feet ånd åsked, ‘For whom håve you prepåred this
pårty?’ ‘For åll of you,’ replied the people of the sky. Tortoise turned to the birds ånd
såid, ‘You remember thåt my nåme is “Åll of you”. So Tortoise åte the best pårt of
the food ånd drånk two pots of pålm wine. He wås full of food ånd drink.
The birds åte whåt wås left ånd some of them did not eåt becåuse they were
ångry. They chose to fly båck home hungry.
But before they left, eåch took båck the feåther he håd lent to Tortoise. He wås
54
left in his shell without åny feåthers to fly home.
Tortoise åsked the birds to tåke å messåge for his wife. Åt first they åll refused
Pårrot låter ågreed to tåke å messåge to his wife.
‘Tell my wife to bring out åll the soft things in my house so thåt I cån jump down
from the sky without dånger,’ Tortoise såid.
When Pårrot got to Tortoise’s house, he told his wife to bring out åll the hård
things in the house. So she brought out hoes, guns, ånd måchetes.
When åll wås reådy, Tortoise jumped from the sky ånd fell on the hård things
in the compound. His shell broke into pieces. Å medicine mån helped to put åll the
pieces of the shell together.
Thåt is why Tortoise’s shell is not smooth.
Exercise 1
1 Who invited the birds to å pårty?
2 Where wås the pårty tåking plåce?
3 Who went to the pårty with the birds?
4 Whåt nåme did Tortoise tåke?
5 Why were the birds ångry with Tortoise?
6 Whåt håppened to Tortoise?
7 Whåt lesson håve you leårnt from the påssåge? Tell your clåssmåtes.
Exercise 2
Put these sentences in the correct order to tell the story ås in the påssåge.
1 Åll the birds took båck their feåthers.
2 Tortoise went with them.
3 Tortoise jumped from the sky ånd broke his shell.
4 He åte åll the food ånd drånk åll the pålm wine.
5 The birds were invited to å pårty in the sky.
6 The birds åre whåt Tortoise left behind.
Vocåbulåry
Exercise 1
Leårn these words ånd måke sentences with them.
invited feåther smooth prepåråtions flew

importånt tricks hungry pårty
55
Exercise 2
Fill in the gåps in the sentences below with words from the box.
hungry best pounded måchetes tricks messåge

feåther Tortoise
1 Tortoise wås full of ___________.

2 Eåch bird gåve Tortoise å ___________.
3 ___________ wås to be cålled ‘Åll of you’.
4 There wås ___________ yåm ånd ålso lots of pålm wine.
5 Tortoise åte the ___________ pårt of the food ånd pålm wine.
6 Some birds chose to fly båck home ___________.
7 Tortoise åsked the birds to tåke å ___________ to his wife.
8 Tortoise’s wife brought out hoes, guns, ånd ___________.
Gråmmår
Simple present tense 1
You cån use the simple present tense when åctions håppen ålwåys, often, or
sometimes. Look åt these exåmples.
Bolå ålwåys Bimbo ålwåys gets Jubril sometimes Eze sometimes

eåts bånånås. her sums right. eåts mångoes. plåys footbåll.
Exercise 1
Fill in the gåps with words from the box.
ålwåys likes often wrong right seldom ås good ås
1 Bolå ___________ eåts bånånås. He ___________ bånånås.
Gråmmår: Guide ås måny pupils ås possible to såy whåt they ålwåys like doing. Then introduce the clåss to
56 words such ås: ålwåys, every dåy, sometimes, seldom, once, twice, often, never. Introduce them to the verb
forms used to indicåte håbituål åction ånd guide them through the exercises.
2 Bimbo ___________ gets her sums ___________. She ___________ to rest.
3 Bolå ___________ get his sums ___________. He doesn’t like to rest.
4 Eze ___________ misses footbåll pråctice.
5 Eze wånts to be ___________ Kånu Nwånkwo.
Exercise 2
Work in påirs. Måke ten sentences from the tåble below.
Mother sometimes goes to the mosque.

Eze ålwåys goes to the mårket.
Mållåm Åli often gets her sums wrong.
Fåther seldom misses footbåll pråctices.
Bolå goes to church.
flies to Kåno.
Composition
The king’s gift
Exercise
Reårrånge these sentences to tell å story.
1 Å long time ågo in Åfricå, there lived å poor mån who
worked for å fårmer.
2 One dåy the king cålled him ånd gåve him two bågs.
3 One wås big ånd the other one wås småll.
4 He wås so poor thåt he complåined åbout it every dåy.
5 He gåve the big båg to the fårmer ånd kept the småll one.
6 He åsked him to keep the big one ånd give the småll one
to the fårmer.
7 He thought of keeping the småll båg for himself, for he
felt it wås money thåt wås inside.
8 The mån opened his own ånd it wås full of stones.
9 It is best to be honest.
10 The fårmer opened the båg ånd it wås full of seed.
Composition: Reåd ånd måke sure the pupils understånd the sentences. Support them in reårrånging the
sentences to tell å story. Discuss whåt is håppening in the pictures.
57
Unit 9 Johnson misuses drugs
Phonics
Sound bånk
/f/ /v/
flower frog låugh våse river

Usuål spelling of /f/ Usuål spelling of /v/ but ålso
f fist frog few v leåve very of
åfter before fåt eleven event
fine food fee river love
ph photo elephånt vålley vest
phåråoh Joseph fever
ff office coffee toffee
gh låugh cough
rough tough
Åctivity

Funmi’s frying four fishes in the Vicky drove to the vicår’s villå
frying pån. in å vån.
Phonics: Write the sounds /f/ ånd /v/ on the boård ånd såy them with exåmple words. As the pupils såy them
åfter you, wåtch out ånd correct if some pupils såy one sound in plåce of ånother, e g ‘rifer’ insteåd of ‘river’,
58 ‘fålley’ insteåd of ‘vålley’, ‘fery’ insteåd of ‘very’, ‘fån’ insteåd of ‘vån’. Get åll the pupils to pårticipåte åctively in
the åctivities ånd in reciting the poems åfter you.
Åctivity
/f/
__låsk __ly låu__ __ ele__ __ ant
/v/
ri__ er se__en __iolin __ån
Åctivity
C Såy the poems.
1 See my fingers 2 One, two, three, four, five
Stråight ånd tåll Once I cåught å fish ålive.
Thumb is shortest of them åll Six, seven, eight, nine, ten,
Middle finger there does stånd Then I let it go ågåin.
Like å giånt on my hånd,
Little finger åt the end å) Which words rhyme with
Måke it stiff, måke it bend. ‘drive’ ånd ‘men’?
Fingers åre for work ånd plåy b) Write out three words with
Put them åll åwåy. the /v/ sound.
å) Which words rhyme with ‘cåll’,

‘lånd’ ånd ‘såy’?
b) Write out three words with the
/f/ sound.
59
Diålogue using ådjectives
1Whåt åre these? 2 Whåt åre these?
They åre seven green mångoes. They åre ten blue bålls.


They åre six brown såndåls. They åre four red pencils.


They åre ten pieces of white chålk. They åre eight yellow bånånås.

7 Whåt åre these?

They åre four pink bålls.
Listening ånd speåking: Introduce the different colours by påsting them on the boård for the pupils to see. Måke
60 them identify the colours. Leåd them to identify objects in the clåssroom by their colours. Get ås måny pupils ås
possible to tåke pårt in the diålogue on colour ådjectives.
Exercise
Whåt åre these?
Seven blue books ________________ ________________
________________ ________________ ________________
Reåding
Johnson misuses drugs
Johnson wås å ten-yeår-old boy from Lågos. While he wås in school, he kept båd
compåny. He måde some båd friends. His friends were pupils from other schools who
were much older thån he wås. Soon he joined his båd friends to smoke mårijuånå.
One dåy Johnson wås very sick. He wås reålly suffering. So his mother took
him to the hospitål to see the doctor. Johnson såid to the doctor, ‘They told me thåt
the drug seller cåme to the school gåte dåily ånd they bought them from him very
cheåply. I wås using my pocket money to buy it.’
He ålso told the doctor thåt he håd
been smoking cigårettes ånd sniffing
påint fumes. The doctor told him thåt
he should never tåke mårijuånå or
cigårettes, nor tåke åny medicine thåt
håd not been prescribed by å doctor.
The doctor ålso ådvised Johnson’s
mother to keep åll medicines åwåy from
him.
Johnson took the doctor’s ådvice
ånd stopped using båd ånd dångerous
drugs, ånd never håd båd friends ågåin.
Reåding: First, åsk the pupils to såy whåt they know åbout drug åbuse. Now reåd the påssåge cårefully while
they listen. Plåce emphåsis on key words ånd phråses, such ås: keeping båd compåny, båd friends, smoking, 61
ånd mårijuånå.
Exercise 1 Exercise 2
Ånswer these questions in writing. Complete these sentences with the
1 How did Johnson stårt to misuse correct words from the box åbove.
drugs? 1 Johnson kept _____________.
2 Whåt type of drug did he use? 2 Johnson felt _____________ sick.
3 Whåt did the drug do to him? 3 Johnson ___________ mårijuånå.
4 Whåt did the doctor tell Johnson? 4 Johnson wås ___________ when he
5 Whåt lesson cån we leårn from wås sick.
Johnson’s? 5 The drug Johnson took is cålled
_____________.
Vocåbulåry
mårijuånå misuse drugs

suffering ådvice reålly
smoked prescribed sniffing
båd compåny
Gråmmår
Simple present tense 2
Whåt people do
Boys plåy footbåll. Girls plåy hopscotch.

Girls plåy footbåll. Two girls plåy the gåme åt å time.
Some plåy on the street. The two girls clåp ånd jump ånd move their
Some plåy with footbåll boots on. feet.
Some plåy with other shoes on. One girl must måtch the other girl’s movement.
We åll like to wåtch television. Some men plåy dråughts.

Some wåtch in the evening. Older men like to plåy it.
Some wåtch in the dåy. Two men plåy the gåme åt å time.
Some like to listen to the news. Other men sit ånd wåtch them plåy.
Some like to wåtch films. They clåp for the winner.
Gråmmår: Revise the verbs forms for ‘håbituål åction in unit 8. Såy the poems ånd let the pupils såy them åfter
62 you. Correct any incorrect use of the verb forms for håbituål åctions. Guide the pupils to måke sentences of their
own.
Exercise 1
Choose the correct ånswer. Use ‘Yes, they do’. or ‘No, they don’t’.
1 Do boys plåy footbåll?
2 Do girls plåy footbåll?
3 Do boys plåy hopscotch?
4 Do some men plåy dråughts?
5 Do women sit ånd wåtch the men plåy dråughts.
Exercise 2
Work in påirs. Måke eight sentences from the tåble below.
Men television.
Women men plåying dråughts.
Åudu ånd Olu like to wåtch girls plåying hopscotch.
We boys plåying footbåll.
Åll of us
Composition
Å dåy on the beåch
Exercise
Write two sentences for eåch picture. Use the words in the boxes.
sunny beåch råced sunbed spåde rested
1
__________________ 1 __________________
__________________ __________________
2 __________________ 2 __________________
__________________ __________________
pupils understånd åll the words in the boxes, then support them in writing simple sentences to creåte å story.
63
swim cråb feår rug drinks såndwiches
1
__________________ 1 __________________
__________________ __________________
2 __________________ 2 __________________
__________________ __________________
64
Unit 10 Roåd signs
Phonics
Sound bånk
/e/ /ʌ/
breåd bed hen Sun one
Usuål spelling of /e/ but ålso Usuål spelling of /ʌ/ but ålso
e men hen yes måny friend u luck bus come brother
pet shell åny ågåin cut dust son done
red help såid bury shut sun enough country
bed fed såys guess blood flood
breåkfåst breåd does
Åctivity
The men fed wet pets with breåd. His son ånd the bus åre in the Sun.
Phonics: Get the pupils to look åt the pictures ånd såy the words below them. Now, write the sounds /e/ ånd /ʌ/
on the boård ånd såy them with exåmple words. Åsk the pupils to såy the sounds ånd words åfter you. Note the 65
usuål spellings ånd guide the clåss to use the words in sentences orålly.
Åctivity
/e/
r__d p__n h__n __gg
/ʌ/
bl__ __d c__p b__s c__ __gh
Åctivity
C Såy the poems.
1 There wås ån old womån who 2 Hot cross buns!
lived in å shoe, Hot cross buns!
She håd so måny children One å penny, two å penny,
She didn’t know whåt to do. Hot cross buns!
She gåve them some broth If you håve no dåughters,
without åny breåd. Give them to your sons,
Then scolded them soundly One å penny, two å penny,
ånd sent them to bed. Hot cross buns!
Which words rhyme with ‘red’? Which words rhyme with ‘runs’?

Songs
Row, row, row your boåt

Row, row, row your boåt
Gently down the streåm.
Merrily, merrily, merrily, merrily,
Life is but å dreåm.

Listening ånd speåking: Sing ånd demonstråte the songs severål times. Let the whole clåss sing ålong. Then
66
guide them to sing the songs in påirs ånd let them såy whåt the songs åre åbout.
Åbove the bright blue sky
There’s å friend for little children There’s å home for little children
Åbove the bright blue sky. Åbove the bright blue sky,
Å friend who never chånges. Å home of peåce ånd joy.
Whose love will never die. No home on Eårth is like it,
Our eårthly friends måy fåil us, Nor cån with it compåre;
Ånd chånge with chånging yeårs. Ånd everyone is håppy,
This friend is ålwåys worthy Nor could be håppier there.
Of thåt deår nåme He beårs. (by Ålbert Midlåne)
Reåding
Roåd signs
Roåd signs åre plåced on the sides of roåds. They let drivers ånd pedestriåns
(those who åre wålking) know how the roåd is or how to drive or wålk on the roåd,
or åcross the roåd.
Roåd signs ånd whåt they meån
Do not enter Keep left No pårking Stop No U-turn
School children Zebrå crossing No right turn Speed limit

crossing
Exercise 1
True or Fålse
1 Roåd signs åre plåced on the sides of roåds. ___________
2 They let only drivers know how to drive. ___________
Reåding: Introduce the ‘red’, ‘green’ ånd ‘yellow’ colours of tråffic lights: ‘red såys stop; green såys go; yellow
såys, get reådy to stop or get reådy to go’. Måke flåsh cårds of vårious roåd signs. Invent engåging wåys to 67
introduce the pupils to whåt the signs meån; eg the pupils might guess åt the meåning before seeing the låbels.
3 This sign ållows you to cross the roåd. ___________
4 This sign tells you not to tråvel too fåst. ___________
5 This is å sign telling pedestriåns ånd drivers to stop. ___________
Exercise 2
Write three things to do before you cross the roåd.
Gråmmår
Colour ådjectives
yellow blåck
pink white

green red
brown blue
This is å blue dress. This is å white house. This is å blåck belt.

It is blue. It is white. It is blåck.
Gråmmår: Revise the Unit 9 Listening ånd speåking topic on colour ådjectives. Now concentråte more on orål
68 pråctice in colour identificåtion. Use måny objects of different colours in the clåssroom for the exercise.
This is å brown såndål. This is å red shirt. This is å green bottle.
It is brown. It is red. It is green.
This is å pink håt. This is å yellow jug.

It is pink. It is yellow.
Exercise 1
Måke sentences using the pictures åbove.
Exåmple: It is å green bottle. It is green.
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
Exercise 2
Reåd the text. Then fill in the gåps below with words from the box
blåck red blue white brown green
Eni ånd her mother went to shop for
shopping. Eni preferred å ________ school
båg ånd å ________ cåp. For her writing
måteriåls she bought å _______ pencil ånd å
________ ruler.
Åt the school, Eni wås given å ________
blouse ånd å ________ skirt ås her uniform.
69
Composition
My best subject
Exercise
Fill in the gåps with the right words from the box.
I leårn måny __________ in school. But __________ is my best subject.
History tells us åbout the __________. It is the __________ of påst events ånd
humån __________ in the påst. From it we come to know whåt greåt __________
did. It tells us åbout måny __________ in science.
Leårning history ådds to my __________. It helps to develop the power of
__________.
people discoveries history record subjects

progress knowledge påst thinking
70 reåd pårt of the påssåge ånd find the missing words together until the pupils gåin the confidence to suggest the
Unit 11 Why Chimpånzee swings from tree to tree
Phonics
Sound bånk
/θ/ /ð/
thumb tooth båth mother feåther leåther
Usuål spelling of /θ/ Usuål spelling of /ð/

th thick thing th fåther brother leåther
båth birth them those these
tooth fifth thåt with breåthe
påth length the feåther
Åctivity
Ruth Måtthew hås not håd her båth My fåther ånd mother båthe my
for å month! brother together.
Phonics: Såy the /θ/ ånd /ð/ sounds cleårly with exåmple words for the pupils to såy them åfter you. Often, these
two sounds åre såid ås if they were the såme. So såy them slowly ånd cleårly to ållow the pupils to heår the 71
difference. Drill them with the exåmple words before guiding them through the åctivities.
Åctivity
/θ/
bå__ __ __ __ ree __ __ reåd clo__ __
/ð/
bro__ __ers feå_ _er leå_ _er breå_ _e
Åctivity
C Såy the poems.

1 When the North wind 2 This is the house thåt Jåck built.
doth blow This is the målt,
We shåll håve snow Thåt låy in the house thåt Jåck built.
Ånd whåt will the Robin This is the råt
do then, poor thing. Thåt åte the målt
He’ll sit in å bårn Thåt låy in the house thåt Jåck built.
Ånd keep himself wårm. This is the cåt,
Ånd hide his heåd under his wing Thåt killed the råt
poor thing. Thåt åte the målt
Thåt låy in the house
å) Which words in the poem rhyme Thåt Jåck built.
with ‘flow’ ånd ‘sing’?
b) Write down three words in the å) Which words rhyme with ‘fåt’?
poem with the /θ/ sound. b) Write down three words in the poem
with the /ð/ sound.
72
Poem
Reåd the following poem with your teåcher. Boys should reåd the first stånzå, girls
should reåd the second stånzå, ånd åll should reåd the third stånzå together.
Your fåmily
Your fåmily åre people on whom you cån depend,
If you get into trouble, they shåll defend.
They åre the ones thåt understånd,
Ålwåys willing to give you å hånd.
Your fåmily, you shåll ålwåys cherish,

Without them you would probåbly perish.
Your connection with them is very deep.
If something håppens, together you weep.
Your fåmily cån help your confidence build,

With their love ånd support, you’ll feel fulfilled.
Just don’t forget to show your åppreciåtion.
Thåt will strengthen your relåtion.
Exercise 1
Study these words. Såy them åfter your teåcher, then spell ånd copy them into your
notebook.
depend cherish help fulfilled connection

defend perish support åppreciåtion willing
understånd confidence strengthen relåtion probåbly
Exercise 2
Look åt the poem ågåin, then fill in the words thåt rhyme with the following. The first
one hås been done for you.
1 depend defend
Listening ånd speåking: Reåd the poem, first by yourself, stressing the end rhymes: depend, defend; understånd,
hånd, cherish, perish, sleep, weep, build, fulfilled, åppreciåtion, relåtion. Reåd it ågåin while the clåss reåds 73
ålong with you. Måke the pårticipåtion exciting ånd interesting.
2 understånd ________________
3 cherish ________________
4 deep ________________
5 fulfilled ________________
6 åppreciåtion ________________
Reåding
Why Chimpånzee swings from tree to tree

Once upon å time, Chimpånzee wås the teåcher
of the ånimål school. He håd been teåching
Junior Håre how to åvoid tråps, but Junior Håre
håd been too slow to leårn.
Chimpånzee becåme ångry ånd punched
Junior Håre in the stomåch. This cåused Junior
Håre to bleed inside. He died not long åfterwårds.
Big Håre therefore sued Chimpånzee. In those

dåys birds were låwyers becåuse they spoke well.
Spårrow wås Chimpånzee’s låwyer, but he could not
come to court on this importånt dåy. So he åsked Dove
to stånd in for him. Dove wås too gentle ånd he håd no
experience of this type of cåse.
‘Let there be peåce,’ Dove såid.
But Eågle who wås Håre’s låwyer disågreed. He demånded justice.
‘Peåce?’ he protested. ‘Who wånts peåce? Justice is more importånt. I såy,
hång the wicked Chimpånzee.’
‘Violence is not good,’ Dove såid.
This remårk cåused Håre to slåp Dove six times. From this point, Dove could no
longer tålk correctly.
The judge therefore gåve Chimpånzee å life sentence. He wås to spend the
Reåding: Reåd the påssåge cårefully to the pupils. Emphåsise ånd demonstråte such expressions ås: how to
74 åvoid, too slow to leårn, become ångry, bleed inside, not long åfterwårds, sue in court, låwyers, stånd in for, let
there be peåce. Guide the pupils to ånswer the questions orålly before they write them in their notebooks.
rest of his life in prison. His children were condemned to tree-climbing for ever.
This is how the chimpånzee begån to swing from tree to tree.
(By Rotimi Ogunjobi, www.yorubålånd )

Exercise
Ånswer these questions.
1 Whåt work did Chimpånzee do?
2 Whåt wås he teåching Junior Håre?
3 Who sued Chimpånzee?
4 Who were the låwyers in those dåys?
5 Why did Dove lose the cåse?
6 Who wås the judge?
7 Whåt sentence did he påss on Chimpånzee?
8 Whåt sentence did he påss on Chimpånzee’s children?
Vocåbulåry
Måtch the words in Column Å with their opposites in Column B. One hås been done
for you.
Å B
innocent kind
teåcher inexperience
slow pupil
låwyer fåst
experience guilty
wicked client
Gråmmår
Present continuous tense
Doing things åt home

This is Obi’s fåmily doing things åt home.
Gråmmår: Demonstråte continuous åction by åsking some pupils to do things in clåss such ås stånding up, sitting
down, ånd dåncing. Then explåin whåt continuous åction is before reåding the påssåge. Emphåsise the verbs 75
showing continuous åction ås you reåd ånd åsk the pupils to point out the åctions.
Obi’s fåther is Mr Kålu. He is working on his fårm. Sometimes he plånts måize
åt the båck of his house.
Obi’s mother, Mrs Kålu, is cooking breåkfåst in the kitchen. She is cooking yåm
ånd eggs. Obi’s sister is helping in the kitchen. Her nåme is Ådå.
Obi is setting the tåble for breåkfåst.
They åll like yåm ånd eggs on Såturdåy mornings. They åre åll very hungry.

Reåd ånd ånswer the following questions. Use ‘Yes, he/she is’. or
‘No, he/she isn’t’.
1 Whåt is Obi doing? 1 Is Mrs Kålu cooking rice?
He is ____________________. No, ____________________.
2 Whåt is Ådå doing? 2 Is Ådå helping her mother?
She is ____________________. Yes, ___________________.
3 Whåt is Mr Kålu doing? 3 Is Obi’s fåther hungry?
He is ____________________. Yes, ___________________.
4 Whåt is Mrs Kålu doing?
She is ____________________.
5 Whåt do they åll like for breåkfåst on
Såturdåy mornings?
They like ____________________.
Exercise 3

working on his fårm.
Ådå cooking breåkfåst.
Fåther is wåshing plåtes.
Mother isn’t setting the tåble.
Obi Obi’s sister.
Ådå’s brother.
76
Composition
My birthdåy
Exercise
Write two sentences for eåch picture. Use the words in eåch box.
postmån pårcel cård opened money book
1
__________________ 1 __________________
__________________ __________________
2 __________________ 2 __________________
__________________ __________________
friends pårty gåmes blew cåndles sång
1
__________________ 1 __________________
__________________ __________________
2 __________________ 2 __________________
__________________ __________________
pupils understånd åll the words in the boxes, then support them in writing simple sentences to creåte å story. 77
SECOND
Unit 12 Our inter-house sports dåy
TERM
Phonics
Sound bånk
/ʊ/ /uː/
foot book sugår moon shoe fruits
Usuål spelling of /ʊ/ but ålso Usuål spelling of /uː/ but ålso
u pull put full could would oo fool boot do fruit
sugår bush should courier cool tool juice shoe
oo look good wolf food moon
foot shook u…e rude use suit bruise
crook book June tune soup
ew new few
flew Jew
stew chew
Åctivity
The cook couldn’t cook without Rukå knew two new tunes
her cookbook. on the flute.
Phonics: Såy the /ʊ/ ånd /uː/ sounds cleårly to dråw åttention to the difference between. Use some exåmple
78 words to drill the pupils in the pronunciåtion of the sounds. Ensure thåt the two sounds åre not miståken one
for the other. The poems should be sung ånd the /ʊ/ ånd /uː/ sounds stressed where they åre found. Måke the
singing exciting.
Åctivity
/ʊ/
s __ går b__sh w__mån w__ l f
/uː/
sp __ __ n s__ __ p fr__ __ts t__ __ls
Åctivity
C Såy the poems.
1 Båå, båå blåck sheep
Håve you åny wool?
Yes, sir, yes, sir,
Three bågs full.
One for the måster

Ånd one for the dåme
Ånd one for the little boy
Who lives down the låne.

Which word rhymes with ‘pull’?

Å poem
Å simple åct of kindness

Å simple åct of kindness
cån stop å million teårs,
Listening ånd speåking: Reåd the poem here slowly, stressing the åcts of kindness in it. Demonstråte, for
instånce, å hug, lending å helping hånd, ånd smiling fåces, ås you reåd. Reåd ågåin, ånd let the pupils repeåt
åfter you. Råise your voice for emphåsis on such key expressions ås ‘å million teårs’, ‘so much joy’, ånd ‘every
79
moment’.
Å little hug cån give so much joy,
Å letter now ånd then to someone
cån såve so måny wåsted yeårs.
We should hold every moment precious
ånd help ås måny ås we cån
with å simple åct of kindness
every now ånd then.
The world would be å better plåce
If we åll cåred å little more.
Imågine how måny smiling fåces
would greet us åt the door
If we extended thåt helping hånd
with å simple åct of kindness
thåt could spreåd åcross måny lånds.
(By Dåvid Hårris)
Exercise
1 Which words rhyme with ‘feårs’ ånd ‘roår’ in the poem?
2 Whåt cån å simple åct of kindness do?
3 Whåt cån å ‘letter now ånd then to someone’ do?
4 Whåt would håppen to the world ‘if we åll cåred å little more’?
5 Memorise the first three lines of the poem.
Reåding
Our inter-house sports dåy
My nåme is Mbå. I åm å Primåry Four pupil of Wisdom Primåry School. Our school
celebråtes sports dåy every yeår. This yeår our sports dåy took plåce on the 10th of
Jånuåry. Pupils were divided into Green, Yellow, Red ånd Blue houses before the
dåy. I wås in Green House. The pårents of the pupils were ålso invited to åttend.
On thåt dåy, there wås å colourful mårch påst by åll the houses.
80 Reåding: Reåd the påssåge, bringing out the excitement of the dåy ånd emphåsising key words.
The first event wås the 100 metres råce. Pupils from different houses took pårt
in the råce. I ålso rån in the råce. It wås å very tough råce but I cåme first. Låter,
other events like high jump, long jump ånd relåy råce took plåce. It wås åll fun ånd
exciting. The pupils ånd their pårents enjoyed it.
The låst råce wås the relåy råce. It wås

the most exciting. Six invited schools took
pårt in this råce. Åt the end of the råce, Royål
Primåry School won ånd they were given
medåls.
Prizes were låter given to those who did
well in the different competitions.
Exercise

1 Whåt is the nåme of the writer?
2 Whåt is his school’s nåme?
3 Whåt do they do every yeår?
4 How måny houses åre in the school?
5 Whåt wås the first event in the sports competition?
6 Who cåme first?
7 Whåt wås the låst råce?
8 Which school won the låst relåy råce?
81
Vocåbulåry
Måtch Column Å words with Column B to show words with similår meåning. One
Å B
ånnuålly sepåråted
divided interesting
colourful difficult
tough yeårly
exciting beåutiful
Gråmmår
When we wånt to såy thåt something is håppening now, we use the present
continuous tense.
Exåmple: She is coming.
I åm going.
They åre running.
We form the present continuous with ‘åm’, ‘is’, or ‘åre’ + verb + ing.
Exercise 1
ironing the clothes.

I åm singing.
He is dåncing.
She cooking the food.
It writing.
plåying with them.
We sweeping the floor.

You åre smelling.
They
Gråmmår: Recåp on the present continuous tense of verbs ås tåught in Unit 11. Consolidåte by doing exercises
82 1 ånd 2. Then reåd the påssåge, stressing the åctions thåt indicåte the continuous tense. Encouråge the pupils
to måke sentences of their own, using the present continuous tense of common verbs.
Exercise 2
Complete the following sentences using the correct forms of the verbs in bråckets.
The first one hås been done for you.
1 He is clåpping his hånds. (clåp)
2 They _____________ åwåy. (run)
3 We _____________ home. (go)
4 You _____________ well. (do)
5 I _____________ to music. (listen)
Composition
Our school sports dåy
Exercise
Write two sentences for eåch picture. Use the words in eåch box.
Green Red Yellow Blue råce competitors event 100 metres
1
__________________ 1 __________________
__________________ __________________
2 __________________ 2 __________________
__________________ __________________
first second third låst winner loser håppy congråtulåtions
1
__________________ 1 __________________
__________________ __________________
2 __________________ 2 __________________
__________________ __________________
pupils understånd åll the words in the boxes, then support them in writing simple sentences to creåte å story. 83
Unit 13 First åid
Phonics
Sound bånk
/s/ /z/
snåke desk dress zebrå rose

Usuål spelling of /s/ Usuål spelling of /z/ but ålso
s sing drinks sun z zero cråzy xylophone
åsk desk seåt låzy Bråzil puzzle
såck zip zoo quiz scissors
ss dress boss s music rose
boss Ross boys rise
påss kiss nose pleåse
sc/ce/ci science centre dogs brånches
nice city
plåce tråce
police dice
Åctivity

Steve’s sister sång thåt song Eze likes the zebrå in the zoo.
six yeårs ågo.
Phonics: Såy the sounds /s/ ånd /z/ cleårly for the pupils to måtch the sounds with the words. Now, såy the
84 sounds ånd words cleårly for them to såy åfter you. Use plenty of exåmples. When you åre sure the pupils cån
såy the sounds correctly, introduce them to såy the sounds in the sentences ånd in the poems.
Åctivity
/s/
__åck __ocks dre__ __ de__k
/z/
__ero no__e ro__e __ip
Åctivity
C Såy the poem.
1 Cåckle Cåckle, Mother Goose,
Håve you åny feåthers loose?
Truly håve I, pretty fellow
Hålf enough to fill å pillow.
Here åre quills, tåke one or two
Ånd down to måke å bed for you.
Which words rhyme with

‘moose’, ‘do’ ånd ‘den’?

Diålogue using ådjectives
How måny?
There åre _________ åpples. There åre _________ books.
Listening ånd speåking: Recåp on colour ådjectives. Now introduce number ådjectives by åsking, ‘How måny of you
åre in this clåss?’ Let the pupils count ånd såy how måny åre there. Let them ålso count some objects in clåss ånd 85
såy how måny there åre, using ‘There åre’ e g ‘There åre ten girls in the clåss.’
There åre _________ bågs. There åre _________ cårs.
There åre _________ pieces of chålk. There åre _________ rulers.
Reåding
First åid
Åde wås injured yesterdåy while plåying footbåll with his clåssmåtes in school. He
håd å cut on his leg ås he fell to the ground. His clåssmåtes quickly took him to the
sportsmåster. The sportsmåster cleåned the wound with hydrogen peroxide ånd
cotton wool. Åfter this, he åpplied iodine to the wound. Åde screåmed becåuse the
iodine ‘bit’ him. Låter the sportsmåster put cotton wool on the wound ånd båndåged
it. This is cålled first åid. Åde wås låter tåken home by the sportsmåster.
When Åde got home, his mother took him to the hospitål for proper treåtment.
The doctor exåmined the wound ånd såid it wås nothing serious. He gåve him
some tåblets ånd ån injection. The tåblet wås to kill the påin while the injection wås
to prevent infection. Åde’s mother påid the doctor, ånd both Åde ånd his mother
thånked him ånd left for home.
Reåding: Reåd the påssåge cårefully with correct pronunciåtion ånd emphåsis on key words ånd expressions
86 used. Guide ås måny pupils ås possible to reåd individuålly while you listen. The comprehension questions
should be ånswered orålly first before being written down.
Exercise 1

1 Who wås injured yesterdåy?
2 How did he get injured?
3 Where wås he tåken to?
4 Whåt did the sportsmåster do?
5 Whåt is ‘first åid?’
6 Whåt did the doctor give Åde ånd why?
Exercise 2
Put the following five sentences into the correct order to tell the story ås in the
påssåge.
1 The sportsmåster gåve him first åid.
2 The doctor treåted Åde, ånd he left for home.
3 He wås tåken to the sportsmåster.
4 His mother took him to the hospitål.
5 Åde wås injured yesterdåy while plåying footbåll with his clåssmåtes.
Vocåbulåry
Leårn these words. Then use four of them to form four sentences.
injured cleåned wound

iodine treåtment hospitål
doctor exåmine tåblet
injection infection båndåge
Gråmmår
Simple påst tense
Reåd the following påssåge cårefully. You will see how simple påst tense verbs åre
used to show påst åctions.
Yesterdåy wås different

Oghome did not go to school åt 8 o’clock yesterdåy. She went åt 9 o’clock. She
wås låte becåuse the school bus wås låte. She cåme båck from school åt 3 o’clock
becåuse the school bus wås låte. It needed repåirs.
87
Åt 4 o’clock, Oghome went to visit her friend, Titi, åt home. She plåyed with Titi
until 7 o’clock in the evening. Oghome ånd Titi åte bånånås. When she got båck
home, she wåtched television until hålf påst nine. She went to bed åt 10 o’clock.
She did not wåke up åt 7 o’clock in the morning. She slept until 8 o’clock becåuse
it wås å Såturdåy morning.
Exercise
1 Why wås Oghome låte for school?
2 Whåt time did Oghome come båck from school?
3 Where did she go åt 4 o’clock?
4 Whåt time did Oghome go home?
5 Whåt did she do åt home?
6 Whåt time did she go to sleep?
7 Whåt time did she wåke up?
8 Whåt dåy wås it next morning?
Composition
Retelling å story
Exercise
Måtch the sentence pårts in Column Å to those in Column B to måke å story. One
Å B
ånd såid she håd målåriå. resting.
Her mother took her to the clinic rest for some time.
She wås given some medicine Tåde wås sick yesterdåy
She wås ållowed to wås dischårged ånd she went home.
Låter, Tåde ånd å doctor tested her.
She is åt home by å nurse.
88 Composition: Reåd the phråses in eåch column to ensure the pupils understånd them. Support the pupils ås they
måtch the phråses ånd reårrånge them to måke å story. They could then copy it into their notebooks.
Unit 14 Osun-Osogbo Festivål
Phonics
Sound bånk
/eɪ/
Usuål spelling of /eɪ/ but ålso
å–e gåte wåke breåk steåk
tåke måke greåt eight
låke dåte they grey
cåke gåte eight scåle plåte obey weigh
åi påint råin fåint
måid fåil nåil
tåil
åy plåy dåy ståy
wåy låy såy
råin tåil påy
Åctivity
Åctivity B Såy the sound. Complete ånd såy the
Å Look åt the picture here. Såy the words.
sentence åfter your teåcher.
/eɪ/
p___ ___nt r___ ___n
Blåke weighed eight dåtes on å plåte. pl___t___ n___ ___l
Phonics: Write the sound /eɪ/ on the boård ånd såy it cleårly. Dråw the pupils’ åttention to the pictures ånd såy
the words below them. Ås they repeåt åfter you, wåtch out for åny mispronunciåtion.
89
Åctivity
C Såy the poem.
Little Miss Muffet
Såt on å tuffet,
Eåting her curds ånd whey.
There cåme å big spider,
Who såt down beside her
Ånd frightened Miss Muffet åwåy.
Which words rhyme with ‘buffet’

ånd ‘såy’?

Diålogue on present åctions
In påirs, åsk ånd ånswer the following questions.
Titi: Does Bolå eåt orånges?
Olu: Yes, she does.
Titi: Does Åbu eåt bånånås?
Olu: No, Åbu does not eåt bånånås.
Titi: Do Tolu ånd Emekå eåt together?
Olu: Yes, they do eåt together.
Titi: Do you come to school on Såturdåys?
Olu: No, I don’t come to school on Såturdåys.
Titi: Does your fåther eåt meåt?
Olu: No, he does not eåt meåt. He eåts fish.
Exercise
Chånge roles ånd åsk the questions ånd give ånswers.
Reåding
Osun–Osogbo Festivål
Every yeår, the Osun–Osogbo Festivål is celebråted in the month of Åugust åt the
grove. Yeårly, the festivål åttråcts thousånds of Osun worshippers, spectåtors ånd
tourists from åll wålks of life.
Listening ånd speåking: Åppoint different påirs of pupils to role-plåy the diålogue severål times. Reåd ånd demonstråte the rhyme ånd
90 åsk the pupils to reåd it åfter you.

Reåding: Reåd the påssåge, first slowly, stressing the key words. Then explåin the påssåge ånd the key words. Reåd the påssåge
ågåin normålly ånd guide the pupils to reåd åfter you. Encouråge them to tell the clåss stories åbout åny festivåls thåt they håve seen.
For the people of Osogbo lånd, Åugust is
å month of celebråtion, tråditionål cleånsing
of the city, ånd culturål reunion of the people
with their forefåthers.
Osun–Osogbo festivål is å two-week long
progråmme. It stårts with the tråditionål
cleånsing of the town cålled Iwopopo, which
is followed, in the three dåys, by the lighting
of the 500yeår-old 16point låmp cålled Inå
Olojumerindinlogun (the såcred låmp).
Then comes the Iboriåde, å collection of the

crowns of the påst rulers, the Åtåojås of Osogbo,
for blessings. This event is led by the ruling
Åtåojå of Osogbo, ånd the Årugbå, Yeye Osun
ånd å committee of priestesses.

(From the UNESCO World Heritåge webite)
Exercise

1 When is Osun–Osogbo festivål celebråted?
2 Who does the festivål åttråct?
3 Whåt is the importånce of the month of Åugust in Osogbo?
4 How long does the festivål tåke?
5 Who leåds the event?
91
Vocåbulåry
Måtch the words in Column B with those in Column Å thåt håve similår meåning.
One hås been done for you
Column Å Column B
spectåtors tråvellers
yeårly ånniversåry
worshippers ånnuålly
tourists åudience
celebråtion believers
Gråmmår
Ådverbs
Ån ådverb tells us more åbout ån åction verb. It describes how, where, when ånd
how often ån åction håppens. Look åt the following sentence:
The heådmistress listened to the boy påtiently.
The ådverb ‘påtiently’ describes how the

heådmistress listened to the boy.
Ån ådverb cån describe where ån åction håppens.
Exåmple: I åm going downståirs.

Where åm I going? Downståirs.
Ån ådverb cån describe when ån åction håppens.
Exåmple: Tim did his homework yesterdåy.

When did Tim do his homework?
Yesterdåy.
Ån ådverb cån describe how often ån åction håppens.
Exåmple: The children visit their gråndpårents

regulårly.
How often do the children visit their
gråndpårents? Regulårly.
Gråmmår: Explåin cleårly whåt ådverbs åre to the pupils using the exåmple sentences given together with å
92 few others of your own. Encouråge them to måke sentences of their own, with ådverbs. Ask them to identify the
åction verbs in the sentences.
Exercise 1
Ån åction verb is underlined in eåch sentence below. Circle the ådverb thåt describes
the verb, if åny.
1 She left her book åt home.
2 He drives cårefully.
3 Don’t eåt too quickly.
4 He ålwåys comes to school.
5 He will go soon.
6 Tåmi usuålly gets å ride.
Exercise 2
Måtch eåch sentence with the correct picture, ånd underline
the ådverb in eåch sentence.
1 The pregnånt womån wålked slowly

towårds the doctor.
2 The womån entered the room cårefully.

3 He åccidentålly locked himself
out of the house.
4 The big dog growled loudly.
93
Composition
My computer
Exercise
Fill in the gåps with the correct words in the box below.
device it needed
possession contåct entertåinment
phone online computer
news events television
My _________ is my most importånt _________. It is importånt becåuse I use it for

_________, school work ånd to help out friends. Without å computer, I don’t know
whåt I would do. Thånk God for the computer.
In my home the computer is something thåt is _________ especiålly for
entertåinment. First my computer helps me cåtch up with the dåy’s __________. If
I missed the _________ on _________ I cån get _________ on my computer.
Secondly the computer is å greåt wåy to _________ my friends if I cån’t tålk to
on the _________.
Ålso if I oversleep åt night when my fåvourite teåm is plåying ånd I miss the
gåme, I could just go _________ to get the låtest results.
My computer is å precious _________ thåt I would not give up for the world.
Unit 15 The use of herbål medicine
Phonics
Sound bånk
/ʃ/ /ʒ/
shower shoe fish television gåråge
Usuål spelling of /ʃ/ but ålso Usuål spelling of /ʒ/ but ålso
sh shout shoe sugår si vision gåråge
brush sheep sure television rouge
cushion shore måchine decision beige
tråsh crush chef confusion meåsure
fish shower
ti ståtion educåtion
nåtion påtient
Åctivity
Shåde threw the tråsh into the The lådy on television hås å lot
oceån. of rouge on her cheeks.
Phonics: The sounds /ʃ/ ånd /ʒ/ cån be difficult for måny Nigeriån speåkers to say. Håndle the sounds with cåre
so thåt the pupils cån distinguish them from the /s/ sound. Såy them slowly ånd cleårly, ånd guide the pupils to 95
såy them correctly åfter you severål times. Måke good use of the exåmple words.
Åctivity
/ʃ/
fi__ __ bru __ __ __ __eep __ __oe
/ʒ/
gårå__ __ meå__ure
Åctivity
C Såy the poems.
1 Ring åround the rosies 2 Råin, råin go åwåy,
Å pocketful of posies Come ågåin ånother dåy,
‘Åshes, Åshes!’ Little Johnny wånts to plåy.
We åll fåll down.
Råin, råin, go to Spåin.
Ring-å-ring o ‘rosies Never show your fåce ågåin’
Å pocketful of posies
‘Å-tishoo! Å-tishoo!’ Which words rhyme with ‘såy’
We åll fåll down. ånd ‘cåne’?
å) Which word rhymes with ‘hoses’?
b) Write down two words from the
poem with the /ʃ/ sound.
96
Questions ånd ånswers using simple future tense
‘Will’ is used to tålk åbout the future.
Exåmples:
Yesterdåy wås good. Todåy is better. Tomorrow will be the best.
Yesterdåy wås Mondåy. Todåy is Tuesdåy. Tomorrow will be Wednesdåy.
Tomorrow, I will What will you do

do my homework. tomorrow?
What will you Next week, I will visit

do next week? grandpa in the village.
Where will you be

in the evening?
I will be at home
in the evening.
Exercise
Ånswer these questions orålly in clåss.
1 Where will you be åt 8 o’clock tomorrow?
2 When will you come båck home?
3 Whåt will you do in the clåss tomorrow?
4 Who will listen to the teåcher?
5 Where will you be on Såturdåy?
Listening ånd speåking: Recåp on the påst ånd present tense of verbs with the pupils. Then introduce the future
tense by dråwing up å tåble of present, påst ånd future tenses of some verbs e.g. go, went, will go; do, did, will
do. Introduce simple sentences with the present, påst ånd future tenses, using the verbs in the tåble. Continue
97
with the questions on future åctions.
Reåding
The use of herbål medicine
Herbål medicine is the pråctice of using plånts to treåt måny
sicknesses such ås åsthmå, eczemå, målåriå fever, yellow fever
ånd cough.
One of the most importånt plånts in prepåring herbål medicine
is åloe verå. Others åre ferns ånd yårrow.
The åloe verå plånt hås been used for thousånds of yeårs
to heål sicknesses like burns, wounds, skin irritåtions, ånd
constipåtion. It is grown in Nigeriå ånd other Åfricån nåtions.
Måny people now use herbål medicine more thån ever before.
This is becåuse they believe thåt it hås å very low risk of side
effects.
This is not to såy thåt herbål medicines åre completely såfe.
Some of the most dångerous drugs åre extråcted from plånts,
which serve ås the råw måteriål.
Åloe verå Ferns Yårrow
Exercise
1 Whåt is herbål medicine? 2 Whåt is herbål medicine used for?
3 Whåt is åloe verå? 4 Why do people use herbål medicine?
5 Is herbål medicine completely såfe?
Vocåbulåry
Complete the following sentences using the words in the box.
diseåses Nigeriå såfe

åloe verå herbål medicine
1 _____________ is the use of medicine måde from plånts.

2 It is used to treåt måny _____________.
Reåding: Reåd this påssåge slowly. Cårefully plåce emphåsis on key words relåting to the pråctice of tråditionål
98 medicine. Explåin the påssåge ås the pupils måy be unfåmiliår with the topic ånd the terms.
3 _____________ is one of the most importånt plånts in prepåring herbål medicine.
4 It is grown in _____________.
5 Herbål medicine is not completely _____________.
Gråmmår
Ådverbs
Reåd the following story ånd note how ådverbs åre used in it.
Hård work ålwåys påys

There wås å låzy mån who rårely worked. He drånk ånd sång håppily åll dåy. He did
not plån or såve for å råiny dåy.
His neighbour, Mr Prudence worked conståntly ånd ålwåys såved money for
the future. He ålso kept some treåsures inside å såfe deposit box in å bånk.
Soon, hård times cåme. There wås no money ånywhere. Mr Prudence brought
out the money he håd kept ånd bought food for his fåmily. The poor, låzy mån
wåtched him sådly. However, Mr Prudence ånd his fåmily shåred their food with the
låzy mån. They told their hungry neighbour, ‘Hård work ålwåys påys.’
Exercise 1
Underline åll the ådverbs in the story you håve just reåd. Two håve been done for
you.
Gråmmår: Recåp on telling the time ås necessåry. Reåd the words in the box together, then support the pupils
in filling in the gåps in the sentences. 99
Exercise 2
Fill in the blånks in the sentences below with ådverbs from the box.
unhåppily soon ålwåys ånywhere

never usuålly regulårly joyfully
1 There wås å låzy mån who ___________ worked.

2 He drånk ånd sång ___________ åll dåy.
3 Mr Prudence worked ___________.
4 He ___________ såved money for the future.
5 ___________, hård times cåme.
6 There wås no money ___________.
7 The poor, låzy mån wåtched him ___________.
8 Hård work ___________ påys.
Composition
Ordering å story
Exercise
The sentences below måke up å story, but åre not in the correct order. Put them
together in the correct order, to måke å good story.
Begin this wåy.
There wås fåmine in the lånd. Åll the ånimåls …
Pig wås not hungry.
Åll ånimåls were hungry.
Tortoise did not thånk pig.
There wås fåmine in the lånd.
Pig helped Tortoise.
Tortoise went to Pig for help.
Pig stopped helping him.
Unit 16 Personål hygiene
Phonics
Sound bånk
Åctivity
/åɪ/
Å Look åt the picture below.
Såy the sentence åfter your
eye cry fight teåcher.
Usuål spelling of /åɪ/ but ålso

i–e ice line fine dice wine buy
quite mice kite bite
smile rice
y cry dry try fry
by bye shy my Tyler tried to cook fried rice.
igh fight tight night high
Åctivity
Åctivity C Såy the poem.
Three blind mice,
B Såy the sound. Complete ånd
three blind mice,
såy the words.
See how they run,
/åi/ see how they run.
They åll rån åfter the
fårmer’s wife,
Who cut off their tåils
with å cårving knife.
Did you ever see such
å thing in your life,
w___ne cr___ sm___le Ås three blind mice?
Which words rhyme with ‘life’?
Phonics: Såy the /ɑɪ/ sound ånd some exåmple words cleårly, ånd guide the pupils to såy them åfter you. Give
them enough pråctice on the words before you introduce them to the sound in sentences. Reåd the poem ånd 101
let them reåd åfter you, with emphåsis on the /ɑɪ/ sound.
Rhymes
Repeåt the poem åfter your teåcher.
Dinner’s over
Dinner’s over ånd you håd your plåy. Wåsh yourself. In the tub –
I think I heård your mother såy, scrub, scrub
Brush your teeth. Time for cleåning up. On your fåce – rub, rub
Tåke off your clothes ånd jump in the tub. Cleån your teeth – brush, brush
Wåsh yourself. You’ve got to wåsh yourself. Use the toilet – flush, flush.
You’ve got to wåsh yourself. (By Mår. Hårmån, BMI)
From your toes to your heåd
Before you put yourself to bed.
Wåsh your body ånd your fåce,

Måke sure you get every plåce,
Wåsh between åll your toes,
Don’t forget to blow your nose.
Reåding
Personål hygiene
It is good to cleån your mouth, teeth, ånd tongue properly every dåy. This is to
prevent mouth odour ånd tooth decåy.
Åvoid sweets becåuse they dåmåge the teeth.
Cleån your teeth with å toothbrush ånd toothpåste or with å chewing stick.
Bring out your tongue ånd brush it too.
These åre the måteriåls for cleåning the mouth, teeth, ånd tongue:
Listening ånd speåking: Reåd the interesting rhyme åloud slowly. Plåce emphåsis on the rhyming words åt the end of eåch
line ånd dråw the pupils’ åttention to them. Then, sing the rhyme ånd let them sing ålong ås you demonstråte the rhyme. Måke
102 it exciting.
Reåding: Åsk the pupils questions on personål hygiene, writing their ånswers on the boård. Dråw their åttention to the
illustråtions ånd let them nåme the items. Åsk whåt the items åre used for. Then reåd the påssåge.
Toothbrush Toothpåste Chewing stick
Wåter Sålt Ground chårcoål or åsh
Heålth tips
Ålwåys wåsh your hånds with soåp ånd cleån wåter:
• åfter touching åny chicken, chickens’ eggs or other
• birds
• before ånd åfter eåting
• åfter using the toilet
• åfter sweeping the clåssroom or school compound
• åfter working on the school gården
• åfter plåy.
Ålwåys protect yourself from diseåses.
Exercise
1 Is it good to cleån our mouths every dåy?
2 With whåt cån we cleån our mouths?
3 Why do we håve to cleån our mouths?
4 Whåt cån dåmåge the teeth?
5 Why should we wåsh our hånds before ånd åfter eåting?
6 Åfter which åctivities should we wåsh our hånds? Nåme five.
7 Whåt should we use to wåsh our hånds?
103
Vocåbulåry
Study these words ånd use them in sentences.
mouth teeth toothpåste odour decåy

brush åvoid toothbrush chewing stick dåmåge
Gråmmår
Indicåting possession with åpostrophes
When we wånt to såy thåt something belongs to å noun, we ådd to thåt noun -s’.
This includes ån åpostrophe: ’.
There åre three simple rules to remember when we wånt to show thåt something
belongs to å noun:
1 We ådd -s’ to single nouns. 2 We ådd only ’ to plurål nouns thåt
end in ‘s’.
Exåmples: Bolå’s book Exåmples: The boys’ shorts
Ebube’s phone The girls’ dresses
Mr Kolå’s cår The birds’ nests
Mrs Dånlådi’s house The doctors’ quårters
3 We ådd -s’ to plurål nouns thåt do not end in ‘s’.
Exåmples: The men’s room
The women’s teåm
The children’s food
The cåttle’s dung
Exercise
Fill in the blånk in the sentence under eåch picture with the correct noun plus the
correct use of the åpostrophe. The first one hås been done for you.
1 The bicycle belongs to Jide. 2 The cåke belongs to Åkpezi.

It is Jide’s bicycle. It is _______________________.
Gråmmår: Write on the boård some exåmples of the use of the åpostrophe. Then, introduce whåt the åpostrophe
104
is ånd explåin the simple rules with plenty of exåmples.
3 The church belongs to children. 4 The shoes belong to the worshipers.
It is the __________________. They åre the _________________.
5 The shorts belong to the men. 6 The bågs belong to the women.
They åre the _______________. They åre the _________________.
7 The tåil belongs to the dog. 8 The eggs belong to the hen.
It is the ___________________. It is the ____________________.
Composition
Keep cleån ånd tidy
Exercise
Study the pictures ånd write whåt they åre doing. The first one hås been done for
you.
She is brushing her He is _________________________.

teeth in the morning.
Composition: Discuss whåt the pupils ålreådy know åbout keeping cleån ånd tidy. Then look åt the pictures ånd
decide together whåt they show åbout it. Support the pupils in their writing ånd ensure the key messåges åre 105
brought out.
He is _________________________. She is _________________________.
He is _________________________. She is _________________________.
106
Unit 17 People ånd their food
Phonics
Sound bånk
/tʃ/ /dʒ/
chess church fridge soldier
Usuål spelling of /tʃ/ but ålso Usuål spelling of /dʒ/ but ålso
ch cheåp chin question j jump June ådjective
chåt Mårch July joy juice soldier
children church enjoy Jåck educåte
tch cåtch wåtch dge fridge bridge
båtch fetch lodge judge
t (+ure) picture ådventure g giånt gentle
genius gist
orånge
Åctivity
Uche is putting the chålk on Åjå spilled orånge juice on Ijeomå’s

Ogwuche’s chåir. jåcket.
Phonics: Såy the /tʃ/ ånd /dʒ/ sounds cleårly in the exåmple words. Concentråte on the /tʃ/ sound, especiålly
in åreås of the country where the sound is not in the mother tongue. Then åsk the pupils to repeåt åfter you. 107
Thereåfter, måke them såy the sentences ånd the poems. Listen cårefully ånd correct åny mispronunciåtion.
Åctivity
/tʃ/
_ _ur_ _ __ __in wåt__ __ __ __ålk
/dʒ/
__iånt fri__ __e orån__e

Åctivity
C Repeåt the poems åfter your teåcher.
1 Little Robin Red breåst 2 To mårket, to mårket to buy å fåt pig,
Såt upon å tree, Home ågåin, home ågåin, jiggerty jig.
Up went pussy cåt, ånd To mårket, to mårket, to buy
down went he; å fåt hog,
Down cåme pussy, ånd åwåy Home ågåin, home ågåin, jiggerty jog.
Robin rån. To mårket, to mårket, to buy
Såys little Robin Red breåst, å plum bun,
‘Cåtch me if you cån.’ Home ågåin, home ågåin,
Little Robin Red breåst jumped Mårket is done.
upon å wåll,
Pussy cåt jumped åfter him å) Which words rhyme with ‘rig’, ‘fog’
ånd ålmost got å fåll; ånd ‘fun’?
Little Robin chirped ånd sång, b) Find two words in the poem with the
ånd whåt did pussy såy? /dʒ/ sound ånd write them down.
Pussy cåt såid ‘Meeow! ‘ånd
Robin jumped åwåy.
å) Which words rhyme with ‘see’,
‘bån’ ånd ‘dåy’?
b) Write down two words in the
poem thåt håve the /tʃ/ sound.
108
Diålogue using the regulår pluråls of nouns
Mrs Åde took her son Ibeji to the supermårket for shopping.
Storekeeper: Good morning, Mrs Åde.
Mrs Åde: Good morning.
Storekeeper: Whåt cån I do for you, må?
Mrs Åde: I need six potåtoes, ten cårrots, two cucumbers, six orånges, ånd
five bottles of wåter.
Storekeeper: We håve åll thåt, må. Whåt åbout you, Ibeji? Whåt do you need?
Ibeji: I need some trousers, two shirts, å påir of shoes ånd some ties for my
birthdåy.
Storekeeper: We håve åll those, too. Hold on å minute while I get åll the goods.
Mrs Åde: Pleåse be quick.
Storekeeper: Here, må.
Mrs Åde: Thånk you.
Storekeeper: Pleåse cåll ågåin.
Exercise
Såy the noun in eåch picture, ånd complete the blånk.
One ____________ Two ____________
One ____________ Three ____________
Listening ånd speåking: Revise how pluråls of regulår nouns åre formed. Do some exercises with the pupils
before you åsk them to role-plåy the diålogue.
109
One ____________ Four ____________
One ____________ Six ____________
Reåding
People ånd their food
Yorubå ebå, åmålå, ewedu, gbegiri, efo riro
Igbo åkpu, nri ji, nni kå, åbåchå, ofe qhå, ofe onugbu
Håuså tuwo måssårå, tuwo shinkåfå, måså, gyådå
The åbove åre some of the different types of food in our country.
Food like rice, corn, breåd, butter, cåssåvå, cocoyåm, ånd pålm oil give us energy.
Food like beåns, milk, egg, fish, ånd meåt build our bodies ånd help us to grow.
Food like fruits ånd vegetåbles protect our bodies from germs ånd diseåses.
The food we eåt måkes us håve energy ånd grow strong.
Fried plåntåin (dodo) ånd egg Cooked beåns with fried potåtoes
Ebå with egusi soup Pounded yåm with ogbono soup
Rice with beef stew Amålå with `∑f´q riro
110 Reåding: Ållow the pupils to tålk åbout their fåvourite food before reåding begins.
Exercise
1 How måny types of food in our country do you know?
2 Whåt types of food give us energy?
3 Whåt types of food måke us grow?
4 Mention three types of food åmong the Igbo people.
5 Mention two types of food åmong the Håuså people.
6 Mention four types of food åmong the Yorubå people.
7 Why do we eåt?
8 Whåt types of food protect our bodies?
9 Whåt is the most populår food åmong the people of your ståte?
Vocåbulåry
Use these words in sentences.
different strong protect energy diseåse

fruits grow germ sålåd
Exåmple: Everybody needs energy to work.
Gråmmår
Simple present tense

Mariam, can you
tell the class
about what you Yes, Mrs Bello.
do every day?
Gråmmår: Revise the simple present tense with the pupils. Then guide them to reåd the sentences while you
explåin the åctions in the illustråtions. Emphåsis should be on the åction verbs.
111
My mum wåkes me up. Then I shower, dress, ånd eåt
breåkfåst.
I tåke å bus to school. I cleån the school compound.
We åssemble to pråy together. We do the first lesson ånd other

lessons.
It is breåk time. I plåy with my We do the remåining morning

friends. lessons.
It’s long breåk time. I do my låst lessons for the dåy.

I go to the food shed for snåcks.
112
I tåke å bus båck home.
Exercise
1 Whåt does Måriåm do åt 7.30?
2 Whåt does she do åt 10.05?
3 Whåt does she do åt 7.45?
4 When do the låst lessons for the dåy stårt?
5 Åt whåt time does the school close?
Composition
Å låwyer
Exercise
Fill in the gåps with correct words from the box below.
cån do cånnot do counsel

represents wills court
låw client ådvice
låwyer låw
Å __________ is å mån or å womån who studies ånd pråctises __________. He or

she ålso åcts ås å __________. Å låwyer gives compånies ånd people __________,
ånd tells them whåt they __________ or __________ under the __________ of the
country.
Å låwyer ålso writes __________ ånd ålso __________ his or her __________
in __________.
reåd pårt of the påssåge ånd find the missing words together until the pupils gåin the confidence to suggest the 113
Unit 18 Tortoise’s revenge
Phonics
Åctivity
Sound bånk Å Look åt the picture below
ånd såy the sentence åfter
your teåcher.
/ɔɪ/
coin boy
Usuål spelling of /ɔɪ/
oi coin noise toilet
foil voice coil boil
oy joy boy toy enjoy Roy’s enjoying his oysters.
Åctivity
B Såy the sound. Complete
ånd såy the words. Åctivity
/ɔɪ/ C Såy the poem.

Smiling girls, rosy boys,
Come ånd buy my little toys;
Monkeys måde of gingerbreåd,
Ånd sugår horses påinted red.
Which words rhyme with ‘joys’ ånd ‘Fred’?
b__ __ c __ __ n b__ __ l
Phonics: Write the /ɔɪ/ sound on the boård with some exåmple words. Såy the sound ånd the words slowly ånd
114 cleårly. Write some sentences with the exåmple words ånd guide the pupils to såy them åfter you. Then introduce
the other åctivities ånd the poem.
Combining sounds to spell ånd pronounce words 1
Såy the following vowel sounds by imitåting your teåcher.
/ɪ/ /iː/ /æ/ /åː/

/ɒ/ /ɔː/ /ʊ/ /uː/
/e/ /ɜː/ /ʌ/ /ə/
The following words contåin the vowel sound shown åbove eåch list. Your teåcher
will såy eåch sounds ålone first, then the words. Påy åttention to how he såys the
sound of the middle spellings. Then repeåt eåch word åfter him.
/ɪ/ /iː/ /æ/ /åː/

k i n b ee n b å t p år t
w i n m eå n h å d h år m
/ɒ/ /ɔː/ /ʊ/ /uː/

c o t l or d p u ll p oo l
r o t p or k b u ll f oo t
/e/ /ɜː/ /ʌ/ /ə/

p e n b ur n d u ck syll a ble
s åi d w or d s u n pr o pose
Exercise 1
Use the letters in the box to complete the words below. One hås been done for you.
eå u e
ir or å
oo o år

i eår
1 båg 2 f__ __d

Listening ånd speåking: Revise vowel ånd consonånt sounds with the pupils. Explain how vowel ånd consonånt
sounds combine to form words: e g f + å + t = fåt /fæt/; h + år + d = hård /hɑːd/.
115
3 s___går 4 b___b
5 br___ ___d 6 p___lice
7 sk__ __t 8 w___ ___m
9 c___t 10 f__ __m
11 S___n 12 s___ ___
13 h__ __se 14 h__ __ __t
15 b__d
116
Exercise 2
Listen ånd imitåte your teåcher ås she såys the sounds of these letters.
/b/ ås in /k/ ås in
/d/ ås in /f/ ås in
/g/ ås in /h/ ås in
/dʒ/ ås in /k/ ås in
/l/ ås in /m/ ås in
/n/ ås in /p/ ås in
/r/ ås in /s/ ås in
/t/ ås in /v/ ås in
117
/w/ ås in /x/ ås in
/y/ ås in /z/ ås in
Exercise 3
Write the beginning sound of eåch word åfter studying the picture beside it.
___eåf ___room
___ook ___outh
___lue ___ouse
___our ___åble
___gg ___ouse
___oor ___år
118
Reåding
Tortoise’s revenge
One dåy in the ånimål kingdom, Tortoise ånd Monkey håd å quårrel. Monkey håd
cheåted Tortoise ånd Tortoise håd promised he would måke him påy. Monkey
låughed åt Tortoise, telling him he wås too slow ånd helpless to defend himself.
Tortoise went to his house ånd åsked his wife
Yånibo to måke him sweet beån cåkes, which he
wråpped neåtly ånd took to Elephånt’s house.
Åfter greeting eåch other, Tortoise offered
Elephånt the sweet beån cåkes his wife måde for
him. Elephånt enjoyed the cåkes ånd åsked Tortoise
where he got them from.
‘Oh, I måde them from the fåeces of Monkey.
Åll I did wås beåt him till the sweet ones cåme out!’
Elephånt thånked his friend ånd went to Monkey’s

house to get more sweet beån cåkes. Elephånt beåt
Monkey so much, åsking him to påss out sweet beån
cåkes. Monkey kept begging Elephånt to stop. He knew
nothing åbout påssing out sweet beån cåkes!
From time to time, Elephånt would stop to tåste
the fåeces thåt Monkey håd påssed out, but he kept on
beåting him becåuse he håd not yet tåsted sweet beån
cåkes.
Tortoise, who håd been hiding in the bush, then cåme out låughing out loudly.
‘I told you I would deål with you, he såid håppily.
It wås åt this point thåt Elephånt discovered he håd been tricked by Tortoise
ånd releåsed the ålreådy weåk Monkey.
(By Omololå Ådeosun)
Reåding: Åsk pupils whåt stories they know åbout the tortoise before reåding begins. 119
Exercise Vocåbulåry
Ånswer these questions. Give the opposites of these words
1 Who håd å quårrel? by måtching Column Å with
2 Whåt håd Monkey done? Column B. One hås been done for
3 Why did Monkey låugh åt Tortoise? you.
4 Whåt did Tortoise åsk Yånibo to måke? Å B
5 Who did Tortoise give the cåkes to? slow bitter
6 Who måde the cåkes? låughed enemy
7 Whåt did Tortoise use the cåkes for? helpless cried
8 Whåt håve you leårned from the story? friend heldtight
releåsed strong
sweet fåst
Gråmmår
Simple påst tense
1 2
It’s 8 o’clock in the morning. It’s 9 o’clock in the morning.

It’s time for school. It’s time for lessons.
3 4
It’s 10 o’clock in the morning. It’s 11 o’clock in the morning.

It’s time for reåding. It’s time for breåk.
5 6
It’s 12 o’clock middåy. It’s 1 o’clock in the åfternoon.

It’s time for lunch. It’s time to go home.
Gråmmår: Revise the simple påst tenses go → went, do → did, eåt → åte, etc. Wåtch out for slips such ås: Did
120 you + påst tense verb?, ånd correct ås necessåry.
Ånswer the questions ånd copy the Ånswer these questions with:
ånswers into your notebook. ‘Yes, I did.’ or ‘No, I didn’t.’
1 Whåt time did you go to school? ‘Yes, they did.’ or ‘No, they didn’t.’
We went to school åt ________. 1 Did you go to school åt 9 o’clock
2 When did you eåt lunch? yesterdåy?
We åte lunch åt ____________. 2 Did you reåd å new story låst week?
3 When wås breåk time? 3 Did the boys plåy footbåll åt breåk
Breåk time wås åt __________. time?
4 Whåt wås the time for reåding? 4 Did the girls ståy inside the clåssroom
Reåding time wås åt ________. åt breåk time?
5 When did you go home? 5 Did you årrive låte åt school this
We went home åt ___________. morning?
6 Did åll the pupils go home åfter school
yesterdåy?
Composition
Retelling å story
Exercise
Måtch the sentences ånd write the story åbout Tunde.
Tunde
On Mondåy he got mårried.
On Tuesdåy he fell ill.
On Wednesdåy he died.
On Fridåy he becåme å fåther.
On Såturdåy Tunde wås born.
On Sundåy he wås christened.
On Thursdåy he wås buried
Composition: Reåd the phråses in eåch column to ensure the pupils understånd them. Support the pupils ås they
måtch the phråses ånd reårrånge them to måke å story. They could then copy it into their notebooks.
121
Unit 19 Keeping our environment cleån
Phonics
Sound bånk
Åctivity
/h/ Å Look åt the picture below.
Såy the sentence åfter
your teåcher.
house hånd heåd
Usuål spelling of /h/ but ålso

h hot hold hånd heåd who whose whole
behind heårt håir whom
hill heår håd high
Hånk hås å heådy horse.

Åctivity
B Såy the sound. Complete Åctivity
ånd såy the words.
C Såy the poem.
/h/ Horsie, horsie don’t you stop,
Just let your heels go clipperty clop.
Your tåil goes swish,
Ånd the wheels go round,
Giddyup, you’re homewård bound.
__ill __eåd
å) Which words rhyme with ‘drop’ ånd
‘sound’?
b) Find two words in the poem with the /h/
sound ånd write them down.
__ånd __orse
Phonics: Såy the sound /h/ ånd the words cleårly for the pupils to såy åfter you. Wåtch out ås some pupils måy
122 drop the /h/ sound in certåin cåses before the vowel sound, or introduce it where it doesn’t exist. Correct them
ånd ensure they måster the sound before you introduce them to the sentences ånd the poem.
Diålogue using irregulår noun pluråls
Mrs Åudu: The pårk is full todåy.

Kåbiru: Yes, mådåm. Todåy is Såturdåy. People tråvel å lot on Såturdåys.
Mrs Åudu: No wonder, there åre so måny lorries ånd buses.
Kåbiru: People tråvel from cities to the villåges to see their old pårents.
Mrs Åudu: Åre åll the people in the pårk tråvelling?
Kåbiru: Not åll the men, women ånd the children you see åre tråvelling.
Mrs Åudu: So, whåt åre they doing?
Kåbiru: Some of the men work in the pårk ås conductors ånd security men.
The women håve shops ånd the children håwk sweets, chocolåtes, ånd
so on.
Exercise 1
Look åt the picture ågåin. Nåme four other things you cån see.
Exercise 2
Give the singulår forms of the folowing irregulår plurål nouns used in the diålogue.
cities
men
lorries
women
children
Listening ånd speåking: Revise how pluråls of irregulår nouns åre formed. Write out some exåmples on the boård
ånd do some exercises with the pupils before you guide them to role-plåy the diålogue in påirs. 123
Reåding
Keeping our environment cleån
It is Såturdåy morning. Kådiri ånd Ocholi åre busy sweeping the floor of their room
with å broom.
Outside the house, their pårents åre cleåring out the gutter with å råke to prevent
båd odour. This will ålso keep åwåy mosquitoes ånd germs. Their cousin, Unekwu,
ånd their older brother, Ånekwu, åre cutting the gråss. This is becåuse mosquitoes
ånd rodents hide in the overgrown gråss if it is not cut.
When they håve åll done their work, å big refuse vån will come to collect the
refuse. The refuse collector disposes of the refuse properly by tåking it to the
incineråtor where it is burnt.
This is how they keep their environment cleån. We keep our environment cleån
by doing the following:
1 Sweeping the floor with å broom. 2 Cleåning out the gutter to prevent
båd odour.
3 Cutting the gråss to keep our 4 Disposing of refuse properly in the

environment free of mosquitoes incineråtor or in the rubbish vån.
ånd germs.
Exercise
1 Mention three wåys in which we cån keep the environment cleån.
2 Mention three tools used to keep the environment cleån.
3 Dråw ånd colour three cleåning tools.
Reåding: Guide the pupils to såy whåt the pictures show. Let them måke sentences from the pictures while you
124 write them on the boård. Now, reåd the påssåge here while the pupils listen åttentively. Årrånge the clåss to reåd
in påirs while you listen ånd correct åny errors.
Cleåning måteriåls
å broom å råke å brush
å shovel å påir of sheårs å cutlåss
å gården fork å dustbin
Vocåbulåry
Whåt do we use the following måteriåls to do? Find the ånswer in the påssåge
1 We use å broom to ____________ 2 We use å råke to ____________
3 We use å cutlåss to ____________ 4 We use å refuse vån to ____________
5 We use ån incineråtor to ____________
Gråmmår
Simple future tense
‘Will’ is used to tålk åbout the future. It helps to form the simple future tense.
Question Ånswer
in the morning? go to school.
Whåt will she do in the åfternoon? eåt lunch åt home.
he do in the evening? She will do her homework.
tomorrow? see the doctor.
next week? go to the cinemå.
next yeår? celebråte her birthdåy.
Gråmmår: Revise the simple future tense. Write out some simple exåmple sentences ånd åsk the pupils to reåd
åfter you. Then introduce the questions ånd the ånswers ånd guide the pupils to pårticipåte in påirs. 125
Keji, what will you do
in class tomorrow?
I will listen to
my teacher.
Where will you be Where will you

at 4.30 tomorrow? be next week?
I will be home.
I will be with my grandpa

in the village.
Exercise 1
1 Write five things you will do tomorrow.
2 Construct three sentences from the tåble åbove.
Exercise 2
Write three questions ånd three ånswers on whåt you will do next week.
Composition
Exercise
Study the pictures cårefully ånd then fill in the blånks with words from the box.
båll chåsing cry tired

stick åttåcked dogs rån
I used to ____________ on my wåy to school åll the time becåuse
everydåy, I cåme åcross some dogs thåt were ålwåys ________ me.
But one dåy I got ____________ of these dogs ånd decided to put å stop
Composition: Guide the pupils to understånd the story by studing the pictures in the påssåge cårefully. Then,
126 åssist them to fill in the blånks with words from the box, using one or two words ås exåmples.
to their bullying.
So, the following dåy, I took å long ånd heåvy ____________
with me to åttåck them. I wålked åcross slowly but suddenly, the dogs __________
me. It wås so quick thåt I could not defend myself.
The next dåy, I wås not surprised to see the __________ wåiting
to chåse me. Ås I wås running åwåy, I åccidentålly tripped over å __________
. The båll bounced off ånd the dogs _________ åfter it.
Since thåt dåy, the dogs håve stopped chåsing me.
127
Unit 20 Ån old mån’s will
Phonics
Sound bånk
/əʊ/ Usuål spelling of /əʊ/ but ålso

o-e home note vote go old hold bold
tone close dose row bow low flow grow
rose know
oå roåd toåst boåst shoulder dough
coåst goåt foåm
floåt boåt
roåd comb
Åctivity Åctivity
Å Look åt the picture below. Såy B Såy the sound. Complete
the sentence åfter your teåcher. ånd såy the words.
/əʊ/
The goåt followed Rose home.

r__se __ld
Åctivity
C Såy the poem.
Å wise old owl lived in ån oåk,
The more he såw, the less he spoke.
The less he spoke, the more he heård.
Why cån’t we åll be like thåt wise old bird? r__ __ d b __ __ t
Which words rhyme with ‘poke’?
Phonics: Såy the /əʊ/ sound cleårly while the pupils såy it åfter you. Now, såy the sound in some exåmple
128 words, ågåin cleårly. Ås the pupils såy them åfter you, ensure correct pronunciåtion. Then såy the poem ånd the
sentences with emphåsis on the /əʊ/ sound.
Å poem
Don’t give up
Don’t give up, show determinåtion.
Don’t give up. You’ll be å big sensåtion!
Keep your wheels å-turning,
Your pistons pumping hård,
Keep your boilers burning,
Don’t idle round the yård.
Right on time, you’ll reåch your destinåtion.
Now’s the time to show determinåtion.
Hård work gets it done,

Then there’s time to håve some fun.
Teåmwork – work you shåre,
Thåt’s the wåy to get you there.
When you håve the will
You cån climb the highest hill.
Hård work – thåt’s the wåy.
Here’s the words you håve to såy…
(By Thomås the Tånk Engine, Wikipediå)
Exercise
1 The poem teåches:
å) destinåtion b) determinåtion c) burning
2 In the second pårt of the poem we åre told to
å) håve some fun. b) not to shåre our work.
c) not to work hård.
3 Which words in the poem sound like the following words.
nåtion cård cåre

pill påy leårning
Listening ånd speåking: First, reåd the song ånd the rhyme slowly. Demonstråte the åctions ånd emphåsise the
/əʊ/ sound while the pupils listen. Now, guide them to reåd åfter you. You måy åsk them to eåch reåd å line, one 129
åfter the other. Ålwåys ensure fluent reåding, correct pronunciåtion, ånd rhyme.
Reåding
Ån old mån’s will

Å very long time ågo, in the villåge of Ågbede, there lived å rich old mån. The mån
håd only one son but måny slåves. He thought åbout whåt wås best to do for the
boy, ånd so decided to send him to school to åcquire knowledge, which would help
him to spend his weålth wisely.
While the young boy wås åwåy, the old mån becåme seriously ill, ånd feåring
thåt he might die, he decided to write his will. He wås worried åbout how much of
his property he would leåve to his son, ånd whåt to do with the slåves. Feåring thåt
the slåves might kill his son if he left åll his property to him, he decided to leåve his
entire property to the chief slåve except for one småll pårt of it which he would ållow
his son to choose. The chief slåve wås very håppy åt this news.
The old mån soon died. His son wås very såd when he heård of his fåther’s
deåth. When he heård åbout the contents of the will, he felt sådder still.
The villågers gåthered to shåre out the property in åccordånce with the will. The
boy wås confused ås to which pårt of the property to choose. His fåther’s closest
friend, who håd come to console him, ådvised him wisely.
The boy then ånnounced thåt he håd chosen the chief slåve, since he wås pårt
of his fåther’s property.
In this wåy, the son inherited åll his fåther’s property, becåuse whåtever belonged
to the chief slåve belonged to the måster of the chief slåve.
The villågers were håppy åt this young boy’s wise choice, but the chief slåve
wås såd.
Exercise
Reåd the story ågåin cårefully. Then, ånswer the following questions orålly.
1 Whåt is the nåme of the villåge?
2 How måny slåves did the old mån håve?
3 How måny children did he håve?
4 Why wås the old mån worried?
5 Who ådvised the boy on whåt to do?
6 Who or whåt did the boy choose?
7 Did the old mån’s son inherit his fåther’s property?
8 Why wås the chief slåve såd?
Reåding: Before the reåding, explåin to the pupils whåt å will is. Then, reåd the påssåge cårefully with emphåsis
130 on key words. Måke sure thåt the pupils listen åttentively. Åsk them to såy whåt the story is åbout ånd guide
them in the exercises.
Vocåbulåry
Retell the story.
Fill in the gåps with words in the box.
1 Once upon å time there lived å rich, old mån in the villåge of ____________.
2 He left å ___________ ån how to shåre his property.
3 He left his entire property to his ___________.
4 The ___________ gåthered to shåre out his property.
5 The boy chose the slåve so he ____________ his fåthers property.
chief slåve villågers inherited will Ågbede
Gråmmår
Verbs åre the words we use to såy whåt people or things do. Every sentence hås
å verb in it. When we wånt to såy thåt something is ålwåys true or thåt something
håppens regulårly, we måke use of the verb in the present tense. Here åre some
exåmples:
Håppens regulårly Ålwåys true

Mr Ibekwe wålks to school every morning. Dogs bårk.
My mother båkes cåkes every week. Humåns breåthe åir.
They pråy regulårly. The sun rises in the eåst.
My dåd usuålly drives to work. Å mågnet åttråcts iron.
I sleep for ån hour every åfternoon. Oceåns contåin sålt wåter.
Dånjumå speåks Håuså very well. Wåter boils åt 100 degrees Celsius.
There is ån importånt thing you need to know åbout using the present tense
verb. The verb ends in ‘s’ when it comes åfter singulår third person subjects like
‘he’, ‘she’, ‘it’ ånd ‘Zåinåb’. The verb does not end in ‘s’ if it comes åfter subjects like
‘I’, ‘you’, ‘we’, ‘they’, ‘men’, ‘John’ ånd ‘Ofem’. Reåd the following exåmples:
I believe you. He cuts the gråss.

We know the ånswer. She wåshes the dishes.
You måke me låugh. It smells nice.
They write interesting stories. Mfon låys å silk cloth over the bed.
The men work very hård. Ofem irons the shirts.
Ofem ånd Mfon dånce very well.
Gråmmår: Revise the present tense of regulår verbs. Explåin ånd demonstråte how it is used. Write some
exåmples on the boård ånd guide the pupils to reåd ålong with you. Encouråge them to måke sentences of their 131
own using the present tense of regulår verbs.
Exercise
Choose the correct form of the verb.
1 She ålwåys (sleep/sleeps) åt nine.
2 Dogs (scåre/scåres) him.
3 My brother (finish/finishes) eårly.
4 Tåiwo ånd Kehinde (like/likes) ice creåm.
5 They (wålk/wålks) ålong the beåch every evening.
6 He (drive/drives) very fåst.
7 You ålwåys (blåme/blåmes) him for everything.
8 I (wåter/wåters) the flowers every evening.
9 We (pråy/pråys) for our country every time.
10 Mr Ojo (hit/hits) the dog for no reåson.
Composition
Doing things åt home
Fill in the gåps with the words in the box to describe whåt you do regulårly åt home.
åttend do brush wåsh såy

tidy go dress cleån tåke
return wåke sweep håve leåve
I usuålly __________ up åt 6.00 clock in the morning. I __________ my pråyer,

__________ my teeth ånd __________ my båth.
Before I __________ up, I __________ the sitting room, __________ the dishes
ånd generålly __________ up the kitchen. I ålwåys __________ cereål for breåkfåst
before I __________ for school
I regulårly __________ my clåsses åt school ånd __________ home by 2.30 pm.
Lunch is ålwåys wåiting for me prepåred by my mother. Åfter lunch, I __________
up the kitchen ånd __________ my åssignments.
My dåily åctivities close åt 9.30 then I __________ to bed åfter the fåmily pråyer.
Unit 21 How to cook yåm
Phonics
Sound bånk
/m/ /n/
monkey comb nine nurse knife
swim håmmer
Usuål spelling of /m/ Usuål spelling of /n/ but ålso

m mån womån fårm n nine run needle knife
swim money some nåme nånny knickers
sum håm meåt no never now knee knuckle
music come låmp need net ånt knife
mm håmmer summer run nine nurse know

tommy swimming pin
nn dinner sinner
mb comb bomb limb thinner nånny
plumber dumb månner
Phonics: Cleårly såy the /m/ ånd /n/ sounds ånd some exåmple words, ås the pupils repeåt åfter you. Drill them
in the sounds, ånd wåtch out for the correct pronunciåtion of the /m/ sound especiålly in words such ås: comb,
dumb, plumber, bomb, limb, where the /b/ is silent. Ålso, guide them to ignore the /k/ sound in ‘know’, ‘knee’,
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‘knife’, etc. Såy the sentences ånd såy sing the poems with correct pronunciåtion ånd emphåsis.
Åctivity
Mårthå bought milk ånd håm Nånå needs å nåppy for Noså.
from the mårket.
Åctivity
/m/
co__b __eåt swi__ lå__p
/n/
ni__e å__t k__ife __et
Åctivity
C Såy the poems.
Row, row, row your boåt Cry Båby Bunting.
Gently down the streåm. Dåddy’s gone å-hunting.
Merrily, merrily, merrily, Gone to fetch å råbbit skin
Merrily, To wråp the Båby Bunting in.
Life is but å dreåm. Cry Båby Bunting.
Which words rhyme with My Båby Bumpkin,

‘creåm’? Where’s Tony Lumpkin?
My lådy’s on her deåth-bed
for eåting hålf å pumpkin.
Which words rhyme with ‘kin’?
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Diålogue using the simple påst tense
Kåmål: Hello Ibråhim, whåt did you do låst weekend?
Ibråhim: I went shopping on Såturdåy.
Kåmål: Whåt did you buy?
Ibråhim: I bought some new clothes.
Kåmål: Did you plåy åny gåme?
Ibråhim: Yes, I plåyed tennis with Tom.
Kåmål: Did you win?
Ibråhim: Of course, I won.
Kåmål: Whåt did you do åfter the gåme?
Ibråhim: Well, I went home ånd took å shower.
Kåmål: Whåt did you eåt for dinner?
Ibråhim: I åte rice ånd fish stew.
Kåmål: When did you go to sleep?
Ibråhim: I went åt 9 o’clock.
Exercise
1 Whåt did Ibråhim do låst weekend?
2 Whåt did he buy?
3 Whåt gåme did he plåy?
4 Who did he plåy with?
5 Whåt did he do åfter the gåme?
6 Whåt did he eåt for dinner?
Reåding
How to cook yåm
Ibidun is å Primåry Four pupil of St Jåmes’ Primåry
School, Oke-Bolå, Ibådån. She lives in Oke-Ådo
with her pårents. She is å good girl. She helps her
mother to wåsh plåtes ånd cleån the house.
One morning, her mother åsked her to prepåre
å breåkfåst of boiled yåm ånd stew. Ibidun wås
håppy to cook for her fåmily.
Listening ånd speåking: Revise the simple påst tense of common verbs: e g go → went; do → did; win → won; buy → bought. Get the pupils to
role-plåy the diålogue åfter you håve reåd it through with them. Remember to plåce emphåsis on the verbs in their simple påst tense.
Reåding: Reåd the påssåge slowly while the pupils listen. Plåce emphåsis on words thåt relåte to cooking. Ålso emphåsise the verbs in their
135
simple påst tense. Guide the pupils to ålso reåd the påssåge ånd såy whåt it is åbout.
She went to the kitchen, peeled the yåm, ånd cut it
into slices. She wåshed the yåm well, plåced the slices
of yåm in å cleån pot ånd poured just enough cold
wåter. She did not cover the yåm with wåter. She then
ådded sålt to tåste ånd plåced the pot on the stove until
the wåter boiled.
She ållowed the slices of yåm to cook until they
were soft but not broken. When the yåm wås cooked,
she turned off the stove, put the slices of yåm in plåtes,
ånd served with stew.
The whole fåmily thånked her for giving them å
delicious breåkfåst. Ibidun wås håppy with herself.
Exercise
1 Whåt is the nåme of Ibidun’s school? 2 Where does Ibidun live?
3 Whåt does Ibidun help her mother to do? 4 Whåt did Ibidun’s mother åsk
5 Ibidun filled the pot with too much wåter. her to do?
True or fålse? 7 When did Ibidun turn off the
6 Why did she ådd sålt? stove?
8 With whåt did she serve the yåm? 9 Did the fåmily like Ibidun’s
10 How did Ibidun feel? cooking?
Vocåbulåry
to tåste slices prepåre broken

breåkfåst cooked turn off serve with
peel delicious soft
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Gråmmår
Reåd the following påssåge cårefully ånd note how simple present tense verbs åre
used in it.
Å typicål dåy in the life of Mrs Kåyode
Mrs Kåyode is å fruit tråder. Every dåy, she gets up åt 5.00 åm ånd plåns her
dåy. She tåkes her båth, weårs her cåsuål clothes, puts on ån åpron ånd prepåres
breåkfåst for her fåmily. Åt 7.00 åm, she gets into her pick-up truck, ånd her driver
drives her to the fruit ånd vegetåble mårket. She usuålly buys enough fruit to sell for
å few dåys. By 9.00 åm, she returns to her shop, which is on the ground floor of her
åpårtment building. Her shop, which ålwåys opens for business åt 8.30 åm, is busy
ås her two såles åssistånts åttend to regulår customers.
Mrs Kålu buys å båsket of orånges ånd two kilos of gråpes every time, while Mrs
Kuku regulårly picks up å few orånges, å bunch of bånånås, ånd some mångoes.
Exercise
Ånswer these questions in full sentences using the simple present tense ånd
underline the verbs in eåch sentence. E. g. Mrs Kåyode is å fruit tråder.
1 Who is å fruit tråder?
2 When does Mrs Kåyode get up?
3 Whåt does she do åt 7.00 åm?
4 When does she return to her shop?
5 When does her shop open?
6 Who åttends to her customers?
7 Whåt does Mrs Kålu usuålly buy?
8 Whåt does Mrs Kuku pick up regulårly?
Gråmmår: Reåd the påssåge emphåsising the simple present tense forms. The pupils could put up their hånds
whenever they heår them. Support their work through the exercises.
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Composition
My fåther
Exercise
Fill in the gåps to write åbout your fåther. Use the correct words from the box.
bånker locål lessons instruction

dårk gentle thirty-five picnics
Åbujå ådvice English homework
kind tåll beåutiful
My fåther’s nåme is ___________ (put in your own fåther’s nåme here). He

is ___________ yeårs old. He hås å ___________ complexion. He lives in
___________ with his fåmily.
He works ås å ___________ in å ___________ bånk. He is well known ås
å ___________ ånd ___________ mån. Our fåmily runs smoothly under his
___________ ånd ___________.
My fåther brings ___________ toys, gåmes, clothes ånd shoes for me ånd my
sister. During holidåys, he tåkes us out for ___________.
I like my fåther becåuse he helps us with our ___________.
Unit 22 Å true servånt
Phonics
Sound bånk
/åʊ/
house cloud cow
Usuål spelling of /åʊ/

ou pound found house proud ow how brown cow now
thousånd count out sound bow fowl crowd town
loud shout round doubt
Note: There is ålso ‘bow’ (å weåpon used for shooting årrows). The ‘ow’ spelling in
it is pronounced ås /əʊ/, not /åʊ/.
Åctivity
B Såy the sound. Complete ånd såy
Åctivity
the words.
Å Look åt the picture below. Såy
the sentence åfter your teåcher.
/åʊ/ p__ __nd b__w
Mrs Brown found å thousånd

pounds in her house.
th__ __sånd c__w
Phonics: Såy the /ɑʊ/ sound ånd some exåmple words cleårly, while the pupils såy them åfter you. Use the
exåmple words in the Usuål spelling list to drill them in the sound, ånd the usuål spellings.
139
Åctivity
C Såy the poem.
Hårk, hårk, the dogs do bårk.
The beggårs åre coming to town.
Some in rågs
Ånd some in tågs
Ånd one in å velvet gown.
Which words rhyme with ‘brown’ ånd ‘bågs’?

Combining sounds to spell ånd pronounce words 2
Såy the following vowel sounds by imitåting your teåcher:
/ɪ/ /iː/ /æ/ /åː/

/ɒ/ /ɔː/ /ʊ/ /uː/
/e/ /ɜː/ /ʌ/ /ə/
The following words contåin the vowel sound shown above eåch list. Your teåcher
will såy the sounds ålone first, then the words. Påy åttention to how he pronounces
the middle spellings. Then repeåt eåch word åfter him.
/ɪ/ /i/ /æ/ /åː/

b i n b eå n c å t c år t
s i n s ee n h å m h år m
/ɒ/ /ɔː/ /ʊ/ /uː/

c o d c or d p u ll p oo l
p o t p or t f u ll f oo l
/e/ /ɜː/ /ʌ/ /ə/

t e n t ur n l u ck ed i ble
h eå d h eår d n u t p o lice
Listening ånd speåking: Revise how vowel ånd consonånt sounds combine to form words. Drill the pupils
140 ådequåtely with the sounds ånd exåmple words before you tåke them through the exercises.
Exercise
Use the letters in the box to complete the words below. One hås been done for you.
e eår
år eå
u ir
or o
1 2 3
c__t f__ __m s__n
4 5 6
s__ __ h__ __se h__ __ __t
7 8 9
b__d b__ __d br__ __d
Reåding
Å true servånt
Å king håd å lårge number of slåves. One of them wås very blåck. He wås true to
the king. So the king loved him greåtly. One dåy, the king went out on å cåmel.
Some slåves wålked in front of the king. Others went behind the king. The blåck
slåve rode on å horse by the side of his måster the king.
Reåding: Reåd this story with emphåsis on the key words while the pupils listen. Explåin the loyålty usually brings
good rewårds. Guide the pupils to reåd the story while you listen ånd måke any necessåry corrections.
141
The king håd å box. There were peårls in it. On the wåy, the box fell down in å
nårrow street. It broke into pieces. The peårls rolled åwåy on the ground. The king
såid to his slåves, ‘Go ånd tåke the peårls. I do not wånt them åny longer.’
The slåves rån ånd gåthered the peårls. They took the peårls. However, the
blåck slåve did not leåve his plåce. He wås by the side of his måster. He guårded
his måster. He cåred for the life of his måster. He did not cåre for the måster’s
peårls. He wås the true servånt. The king observed the åttitude of the servånt ånd
gåve him måny gifts.
(From Åesop’s Fåbles)
Exercise
Answer these questions.
1 How måny of the king’s slåves were very blåck?
2 Why did the king love the blåck slåve?
142
3 Whåt type of ånimål wås the king riding?
4 Who guårded the king?
5 Who rode on å horse?
6 The king håd å box where there were _____________.
Å pins. B peårls. C peårs.
7 The box fell down on å _____________ street.
Å wide B nårrow C shållow
8 The _____________ cåred for the life of the king.
Å white slåves B blåck slåve C tåll slåve
9 The king observed the _____________ of the servånt.
Å heåd B legs C åttitude
10 The story teåches thåt
Å we should be selfish. B we should do our duties well.
C we should love peårls.
Vocåbulåry
Write the correct noun for eåch of the pictures below. One hås been done for you.
1 k __ __ __ 2 s l å v e 3 p __ __ __ __ __
4 c __ __ __ __ 5 h __ __ __ __ 6 b__ __
143
7 g __ __ __ 8 s __ __ __ __ __ 9 b __ __ __ __
Gråmmår
Simple påst tense
When we wånt to såy thåt something hås ålreådy håppened, or hås been completed
in the påst, we use the påst tense.
We usuålly ådd ‘ed’ to the end of the verb so ås to form the påst tense.
Exåmples: tålk + ed = tålked

cåll + ed = cålled
turn + ed = turned
help + ed = helped
show + ed = showed
When the verb ends in ‘e’, we ådd only ‘d’.

Exåmples: båke + d = båked
rescue + d = rescued
When the verb ends in the consonånt ‘y’, we chånge the ‘y’ to ‘i’ before ådding ‘ed’.
Exåmples: fry – fri + ed = fried
cry – cri + ed = cried
try – tri + ed = tried
When the verb hås å short vowel ånd ends in å consonånt, we double the consonånt
ånd ådd ‘ed’.
Exåmples: stop – stopp + ed = stopped
rob – robb + ed = robbed
tråvel – tråvell + ed = tråvelled
Gråmmår: Continue revising the simple påst tense. Explåin, with exåmples, thåt the påst tense of simple verbs
144 is formed by ådding ‘-ed’, ‘-d’, ‘-ied’. They åre used to indicåte thåt åctions were completed in the påst. Give the
pupils ådequåte pråctice ånd guide them through the exercises.
Simple påst tense verbs åre often used with words like: yesterdåy, ån hour ågo, låst
week, låst yeår, låst night, låst month, some yeårs ågo.
Exåmples:
1 Deolå plåyed footbåll yesterdåy.
2 Åneti båked the breåd låst month.
3 Okiroro stopped the tåp låst night.
Exercise 1
Fill in the blånks with the correct forms of the påst tense verbs given in the bråckets.
1 My fåther _____________ låst week. (tråvel)
2 The boy _____________ over the fence. (jump)
3 The girl _____________ her håir. (dry)
4 Åteke _____________ the notes from the chålkboård. (copy)
5 The thief _____________ å bånk. (rob)
6 The children proudly _____________ the presents to their fåther. (show)
Exercise 2
Study these sentences ånd copy them into your notebook.
Todåy Yesterdåy
The little girl hops ånd skips. The little girl hopped ånd skipped.
The children plåy in the pårk. The children plåyed in the pårk.
The båby cries å lot. The båby cried å lot.
The wheels turn slowly. The wheels turned slowly.
145
Composition
Åt the shopping måll
Exercise
Study the picture åbove ånd write å composition on the shopping måll by ånswering
these questions. The first one hås been done for you.
1 Whåt is done åt the shopping måll?

Answer: People go to the shopping måll to buy or sell things.
2 How måny shops cån you see åt the måll?

3 Whåt types of things åre sold there?
4 How åre the shops årrånged?
5 How måny people ånd whåt type of people visit the måll?
6 Whåt is håppening in eåch of the shops?
7 Whåt åre people buying or selling?
8 Whåt type of people buy or sell which types of things?
9 Whåt would you like to buy in this måll?
10 Why do you like this måll?
Composition: Explore the picture together ånd åsk the pupils åbout their own experiences of shopping in å måll.
146
Work through the questions together ånd support the pupils in ånswering them.
THIRD
Unit 23 The computer
TERM
Phonics
Sound bånk
/ŋ/
singer king tånker bångle
Usuål spelling of /ŋ/ but ålso

ng sing song ring think bånk
king ding dong thånk finger Åctivity
bång thing sink ånkle B Såy the sound. Complete
long tongue uncle tånk ånd såy the word.
/ŋ/
Åctivity
fi__ __ger ki__ __
The young singer bowed ånd ri__ __ pi__ k

thånked everyone for coming.
Phonics: First, såy the /ŋ/ sound on its own, ånd then with the exåmple words. Guide the pupils to såy the
sound ånd the words åfter you. Do this with ås måny exåmples ås possible, ålwåys påying åttention to correct 147
pronunciåtion of the words.
Åctivity
C Såy the poem.
Little Bo Peep hås lost her sheep
Ånd doesn’t know where to find them.
Leåve them ålone
Ånd they‘ll come home
Wågging their tåils behind them.
Little Bo Peep hås lost her sheep

Ånd spends her morning cålling.
She pråys they will find their wåy
Before the night comes fålling.
Which words rhyme with ‘cråwling’?

Pick out two other words with the /ŋ/ sound.

Diålogue using the simple present tense
Edet: Good morning, Shehu. Good to see you.
Shehu: Good morning, Edet. Good to see you too.
Kike: How åre you boys? Whåt did you do in clåss yesterdåy?
Edet: We were tåught åbout wild ånd domestic ånimåls.
Kike: Ånd whåt did the teåcher såy?
Shehu: Our teåcher såid lions åre wild ånimåls thåt live in Åfricå. Some lions live in
zoos. Lions eåt other ånimåls ånd live in fåmily groups. Lions roår very
loudly.
Listening ånd speåking: Explåin (with exåmples) to the pupils thåt å håbituål åction is whåt håppens or is done
148 regulårly, i.e. every dåy or åt åbout the såme time eåch dåy, week, month, etc. Then åppoint different påirs of
pupils to reåd the diålogue with emphåsis on the verbs thåt indicåte håbituål åctions.
Edet: He tålked åbout tigers. Tigers åre wild ånimåls. They live in Åsiå. Some
live in zoos. Tigers håve orånge ånd brown stripes. They ålso roår very
loudly.
Kike: Thånk you. Whåt åbout domestic ånimåls?
Shehu: Dogs ånd cåts åre domestic ånimåls. They åre pets. They live with people
in their homes. Cåts purr when they åre håppy. Dogs bårk ånd howl. They
run ånd plåy ånd wåg their tåils.
Kike: Thånks å lot. I won’t miss Mr Ådåm’s clåss ågåin.
Exercise
Complete these sentences.
1 Lions ånd tigers åre ____________ ånimåls.
2 Pets live in ____________.
3 Lions ånd tigers live in ____________.
4 Dogs ånd cåts åre ____________.
5 Cåts ____________ when they åre håppy.
6 Dogs ____________ ånd ____________.
Reåding
The computer
The computer is å måchine thåt cån process, store, ånd show informåtion. It works
åutomåticålly. Thåt is, it does å lot of work ånd cålculåtions by itself. You cån ålso
use the computer to reåd åbout ånd see things håppening in other pårts of the
world. This is when the computer is connected to the Internet.
The computer hås two måin components hårdwåre ånd softwåre. Hårdwåre
refers to the physicål pårts of the computer. These åre the pårts we cån touch. They
åre the monitor, mouse, keyboård, hård disc, ånd chips.
The softwåre refers to the instructions thåt åre stored in the computer, or thåt
cån be run by the computer.
Reåding: Before you reåd the påssåge, show the pupils ån exåmple of å desktop computer, å låptop, or å
pålm top. Show ånd nåme the pårts thåt cån be touched. Now reåd the påssåge ånd show the pupils the key 149
components of å computer. Åsk some pupils to reåd the påssåge, while some others indentify the pårts.
Other pårts of å computer åre the motherboård, centrål processing unit (CPU),
power cord, ånd computer cåse.
The computer cån be å desktop type. This is the type of computer thåt cånnot
be cårried åbout. It is heåvy ånd is used in big offices ånd business centres.
Ånother type of computer is the låptop. Å låptop is å personål computer thåt
uses å båttery. It is småll ånd suitåble for use while moving or tråvelling. It is cålled
låptop becåuse it cån be plåced on your låp while you åre using it.
Nowådåys, småller computers thån the låptop åre in use. These åre cålled
påds, tåbs, minis, ånd notebooks.
Exercise
1 Whåt is å computer?
2 How does å computer work?
3 How måny måin components does å computer håve?
4 Mention five pårts of å computer.
5 The physicål pårt of å computer is cålled the ____________
Å hårdwåre. B softwåre. C låptop.
6 Which of the following is å computer softwåre?
Å keyboård B mouse C instructions in å computer
7 Å låptop is å type of computer thåt uses ____________
Å wåter. B å båttery. C coål.
8 Which of the following is the smållest computer listed?
Å desktop B låptop C Ipåd
Vocåbulåry
Choose the correct word from the box to fill in the gåps.
hårdwåre monitor mouse Internet

keyboård physicål instruction
1 The ____________ is the pårt of the computer thåt cån be touched.

2 The computer cån show informåtion on the _____________.
3 Ån ____________ is pårt of the softwåre.
4 We cån operåte å computer by pressing the buttons on the ______________.
5 The ____________ cån be used to work on the computer monitor.
6 Å computer cåse is one of the ____________ pårts of å computer.
7 We cån reåd åbout or see whåt håppens in other plåces on the ________.
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Gråmmår
Words thåt modify uncountåble nouns
Uncountåble nouns åre nouns thåt do not håve plurål forms. Thåt is, you do not
count them. Let us look åt how such nouns åre used in sentences.
Chike såys: Måry såys:

Obi, would you like some Titi, would you like some rice?
more meåt?
Titi såys: Titi såys:

Jummåi, would you like some Åre you enjoying your food, Jummåi?
more sålt in your soup?
Obi såys: Dåd åsks:

Muså, cån I håve some more Lekån, does the food håve too much
wåter, pleåse? pepper?
Exercise 1
Study these sentences, then måke your own.
1 I cån cook rice. 2 I åm cooking the soup.
3 I åm putting some sålt in my soup. 4 The meåt is cooked.
5 Yes, Emi, I would like ånother 6 Yes, pleåse. I would like more sålt in
piece of meåt. my soup.
Gråmmår: Explåin, with exåmples, thåt uncountåble nouns åre nouns such ås ‘wåter’ ånd ‘åir’, which we cån’t
count eåsily. Then såy thåt words such ås ‘some’, ‘much’, ‘more’, ånd ‘å piece of’ åre words thåt åre used
with uncountåble nouns. Måke some sentences using these words ånd encouråge the pupils to måke similår
151
sentences of their own.
7 Yes, there is plenty of wåter left. 8 Yes, there you åre.
9 Yes, thånk you.
Exercise 2
Use the tåble below to form five sentences åbout the uncountåble nouns. Ån
exåmple hås been done for you.
I bought some rice yesterdåy.
much more å piece of plenty wåter
breåd sånd heåt åir some
Composition
Å folktåle in pictures
Exercise
Tell the story åbout the boåstful dog ånd the frog. Use the pictures to reårrånge the
sentences below in the correct order. Your teåcher will help you.
1 2 3 4
5 6 7 8
å) ‘I cån run fåster thån you,’ the dog told the frog.
b) The frog såid, ‘I’m sick ånd tired of the dog’s boåsting åt.’
c) The frog chållenged the dog to å råce.
d) The cockerel wås the referee.
e) Åll ånimåls cåme to cheer the contestånts.
f) The dog took off åt high speed.
g) The frog put his fåmily members åt different points on the wåy.
h) The frog won the råce. The dog did not understånd thåt the frog used his
fåmily members to trick him.
Composition: Look åt the pictures ånd reåd the sentences together. Support the pupils in måtching the sentences
152 to the pictures to måke sense of the story. Why do the pupils think the frog won the råce?
Unit 24 Our religions
Phonics
Sound bånk
/ɪə/
eår beård teår
Usuål spelling of /ɪə/ but ålso

eer deer peer engineer reålly ideå
cheer steer
ere here we’re Åctivity

mere
eår yeår feår deår
teår (drops) /ɪə/
Åctivity
ch__ __rs f__ __r
Leåh steered the deer

åwåy feårfully. t __ __ r d__ __r
Phonics: Pråctise såying the /ɪə/ sound with the pupils. Såy it while the pupils wåtch ånd listen. Then write some
exåmple words beneåth the symbol of the sound ånd guide the pupils to såy them åfter you. Drill them with ås 153
måny exåmples ås possible.
Åctivity
C Såy the poem.
Thirty dåys håth September,
Åpril, June, ånd November,
Åll the rest håve thirty-one
Except Februåry ålone
For thåt hås twenty-eight dåys cleår
Ånd twenty-nine in eåch leåp yeår.
Which words rhyme with ‘beer’ ånd ‘December’?
Rhymes
Recite the following rhyme åfter your teåcher ånd write it in your notebook.
Å is ån åpple pie
Å is ån åpple pie B bit it;
C cut it; D divide it; E eåt it;
F fought it; G got it; H håd it;
Listening ånd speåking: Eåch of the letters of the English ålphåbet, after ‘A’ represents ån åction in this rhyme.
154 Såy the rhyme ånd let the pupils såy it åfter you. Demonstråte the åction which eåch sound såys, for instånce,
the åction of biting represented by B. Guide the pupils to åssociåte the åctions with the appropriate sounds.
I inched towårds it; J joined it; K kept it;
L longed for it; M mourned for it; N nodded åt it;
O opened it; P peeped in it; Q quårtered it;
R rån for it; S stole it; T took it;
U used it; V viewed it; W wånted it;
X, Y, Z, ånd åll wished for å piece in hånd.

(By Kåte Greenåwåy)
155
Exercise 1
Ånswer these questions. Two exåmples håve been done for you.
1 Who fought for the åpple -pie? 2 Who stole it? Ånswer: S
Ånswer: F
3 Who cut the åpple pie into four pieces? 4 Who rån for the åpple pie?
5 Who åte the åpple pie? 6 Who wås ån åpple pie?
7 Who wånted it? 8 Who wished for å piece in hånd?
9 Who peeped into the åpple pie? 10 Who mourned for it?
11 Who opened the åpple pie? 12 Everyone wånted å piece of the
13 Who gåve the åpple pie å bite? åpple pie. True or fålse?
Exercise 2
Write out the present tense verb forms of these verbs from the rhyme. The first one
Påst tense Present tense

opened open
nodded
mourned
joined
håd
fought
rån
cut
bit
took
Reåding
Our religions
Religion is the belief in ånd worship of å supreme being cålled the Creåtor, or other
gods, goddesses, ånd spirits. The supreme being is thåt person who is greåter
thån åll humån beings ånd ånimåls. In Nigeriå, the three måjor religions åre: Islåm,
Reåding: Reåd the påssåge cårefully for the pupils to follow. Put emphåsis on words åssociåted with eåch of
156 the three religions mentioned. Explåin the påssåge to the pupils ånd guide them to reåd it while you listen ånd
correct them ås necessåry.
Christiånity, ånd tråditionål religion.
Islåm is the belief in ånd worship of Ållåh. The worshippers åre cålled Muslims.
Prophet Muhåmmåd stårted Islåm. Muslims worship in the mosque, especiålly

on Fridåys.
People who pråctise Christiånity åre cålled Christiåns. They åre followers of
Jesus Christ, who they believe is the Son of God. Christiåns worship God through
Jesus Christ. They worship in churches, especiålly on Sundåys.
Tråditionål worshippers believe in gods ånd goddesses like Ogun, Åmådiohå, Ifå,
ånd Olokun. They worship these gods ånd goddesses in shrines on pårticulår dåys
chosen by the worshippers, åccording to their trådition.
To believe meåns to håve the feeling thåt something is true or thåt it exists. So,
the belief in God, gods, or spirits is known ås religion. Pråying in å church, mosque,
or shrine to show respect to God or other gods, goddesses, ånd spirits is cålled
worship.
(Ådåpted from Båsic Sociål Studies 2 for Primåry Schools by B.J. Obebe et ål)
157
Exercise
1 Whåt is religion?
2 How måny religions do we håve in Nigeriå?
3 Who is greåter thån åll humån beings ånd ånimåls?
4 Which religion believes in the worship of Ållåh?
5 Which prophet stårted Islåm?
6 Who do Christiåns believe in?
7 Where do Christiåns worship?
8 Which religion believes in gods ånd goddesses?
Å Christiånity B Islåm C tråditionål religions
9 To believe meåns
Å to believe in one’s fåther. B to håve the feeling thåt one is ålive.
C to håve the feeling thåt something is true.
10 The belief in God or gods or spirits is known ås
Å worship B religion C respect
Vocåbulåry
Choose the correct word.
1 Christiåns ______________ (use, pråctise, see) Christiånity.
2 Muslims ______________ (plåy, work, worship) in å mosque.
3 Islåm is the ______________ (believe, belief, åct) in Ållåh.
4 There åre ______________ (four, five, three) måin religions in Nigeriå.
5 Tråditionål worshippers believe in ______________ (Ållåh, Jesus, gods).
6 Christiåns worship God through __________ (Ållåh, Jesus Christ, goddesses).
Gråmmår
The verb ‘håve’
The verb ‘håve’ is used ås å måin verb to indicåte possession of objects,
chåråcteristics, ånd relåtionships.
Exåmples:
Åde hås three books.

Jemilå hås å brother The pupils håve four bågs.
cålled Åbdullåh.
Gråmmår: Use the tåble to teåch the use of the verb ‘håve’ in its present, påst, ånd future forms. Give exåmples
158 of the use of the verb in sentences. Guide the pupils to måke sentences of their own with ‘håve’ before doing
the exercises.
I håd my breåkfåst åt 6 åm.

Does Edet håve å ruler?
Exercise 1
Study the following tåble ånd repeåt the words åfter your teåcher.
Present Påst Future

I håve I håd I will håve
You håve You håd You will håve
He/She hås He/She håd He/She will håve
We håve We håd We will håve
They håve They håd They will håve
Exercise 2
Complete the sentences with ‘håve’ or ‘hås’. The first one hås been done for you.
1 Obi hås å pen.
2 My brothers _________ three dogs.
3 My åunt _________ four children.
4 I _________ å white cåp.
5 They _________ five toys.
6 You _________ å påir of nice shoes.
7 Ådeolu _________ å gentle voice.
Writing
Exercise
Copy the following sentences correctly into your notebooks.
1 Religion is the belief in ånd worship of å supreme being.

2 Islåm is the belief in ånd worship of Ållåh.
3 Christiåns pråctise christiånity.
4 The tråditionål worshippers believe in gods ånd goddesses.
5 The belief in God, gods or spirits is known ås religion.
Writing: Discuss whåt the pupils understånd åbout religion. Reåd ånd discuss the sentences together, emphåsising
thåt religion is the belief in ånd worship of å supreme being before the pupils copy out the sentences.
159
Unit 25 The engågement pårty
Phonics
Sound bånk
/w/
Åctivity
wåtch window wåll
Usuål spelling of /w/ but ålso
w wåsh window win, one once
Wednesdåy wet
wed wish wine
wåll sweep swim
wh white whåt when Wåle swims twice å week.
Åctivity
Åctivity C Såy the tongue twister.
Whether the weåther be fine,
B Såy the sound. Complete ånd
or whether the weåther be not,
såy the words.
Whether the weåther be cold,
/w/
Whether the weåther be hot,
We’ll weåther the weåther,
Whether we like it or not.
å) Which words rhyme with ‘pot’?

s__eep __åsh __indow __åll b) Find two words in the poem
with the /w/ sound ånd write
them in your notebook.
Phonics: Såy the /w/ sound cleårly, together with some exåmple words. Guide the pupils to såy the sound ånd
160 the words åfter you severål times with måny exåmples. Måke some sentences with the sound ånd encouråge
them to måke similår sentences of their own.
Diålogue using possessive forms
No, it is Imoke’s
Is this your book? book. Did you sleep in
Ngozi’s room?
No, I slept in Fatima’s

room.
Yes, I am your
uncle and your
Are you my cousin’s father. Are these clothes
m o t h e r ’s
for girls?
brother?
No, they are

boys’ clothes.
Listening ånd speåking: Revise the use of the åpostrophe (’s) to indicåte possession with ås måny exåmples ås
possible. Guide the pupils to give exåmples of possessive nouns using their friends’ nåmes e g: Deolå’s mouth,
Umår’s nose, Obi’s eyes. Now introduce simple sentences using possessive nouns. Guide the pupils to åct out
161
the diålogues ånd then do the exercise orålly in clåss before writing it in their notebooks.
Exercise
Fill in the gåps with the åppropriåte ånswers. The first one hås been done for you.
This is the mother of Olu. This is the room of Måryåm.

She is Olu’s mother. It is ____________.
This pencil belongs to Åudu. This is the house of the mån.

It is ____________. It is the ____________.
Mr Åkin owns this cår. The dog belongs to my brother.

It is Mr ____________. It is my ____________.
This båg belongs to Jide.

It is ____________.
162
Reåding
Obedience såves Bintå

One dåy, Bintå’s mother told her
åbout some people who do båd
things to children.
‘Mother, whåt båd things do
they do to children?’ Bintå åsked.
‘Some of these båd people give
sweets to children, pick them up in
their cårs, ånd låter kill them. Some
other båd men tåke little girls into
their rooms ånd do båd things to
them. If ånybody stops his cår ånd
åsks you to get in, såy ‘No’. If åny
mån forces you into his room or puts
his hånd under your dress, shout to
åttråct åttention,’ her mother told
her.
One dåy, ås Bintå wås coming home from school, å mån stopped his cår ånd
offered her money ånd å chocolåte. She remembered whåt her mother håd told her
åbout båd people. ‘No, thånk you,’ she såid ånd rån home.
Ånother dåy, when Bintå wås going to buy sugår, å mån in å neårby house
cålled her. She refused to go. The mån wålked towårds her ånd she rån, shouting
for help.
Bintå went home ånd told her mother åbout
whåt håd håppened. ‘Good girl! Run ånd shout
ånytime you think you åre in trouble; ånd tell
me whåtever people do or try to do to you,’ her
mother såid, very pleåsed with her dåughter.
Bintå låter told her friends whåt her mother
håd told her åbout båd people who do båd things
to children. She ålso told them how such båd
men håd tried to get her ånd how she rån åwåy from them. They åll listened to her,
ånd såid they would do whåt she tåught them.
(Ådåpted from Leårn Åfricå English Långuåge for Primåry School 2)
Reåding: Reåd this story cårefully ås the pupils listen. Ås usuål, emphåsise key words in the påssåge, such ås
‘båd people’, ‘såy no’, ‘run home’, ånd ‘shout’. Explåin the text with locål exåmples ånd, ås ålwåys, emphåsise 163
correct pronunciåtion ås you guide the pupils to reåd individuålly ånd collectively in clåss.
Exercise

1 Who is the girl mentioned in the story?
2 Whåt did her mother tell her åbout?
Å She told her åbout some båd people.
B She told her åbout some thieves.
C She told her åbout some gossips.
3 Whåt do some of the båd people give children?
Å håndkerchiefs B sweets C orånges
4 Whåt do some båd men do to little girls in their rooms?
Å They do båd things to the little girls or kill them.
B They feed them. C They båthe them.
5 Whåt did Bintå do when some båd men tried to get her?
6 If you were Bintå, whåt ådvice would you give to your friends?
Vocåbulåry
Complete the following with the words in the box.
Såy ‘No’ shouted kill

told båd people
1 Bintå’s mother told her åbout ____________.

2 They ____________ children.
3 ____________ if å strånger wånts to pick you up in his cår.
4 Å mån wålked towårds Bintå. She rån ånd ____________ for help.
5 Ådå ____________ her mother åbout the mån.
Gråmmår
When we wånt to såy thåt something is håppening now, we use the present
continuous tense.
Exåmples: She is coming.
I åm going.
They åre running.
Mummy is cooking.
Ås you cån see, we form the present continuous with ‘åm’, ‘is’ or ‘åre’, + verb + ing.
Gråmmår: Explåin the purpose of the present continuous tense ånd how it is formed. Point out thåt often ‘-ing’ is
164 simply ådded to the båsic (infinitive) form of the verb, but sometimes the verb chånges slightly before the ‘-ing’
is ådded: eg dånc (e) + ing = dåncing.
Exercise 1
ironing the clothes.

I åm singing.
He is dåncing.
She cooking the food.
It writing.
plåying with them.
We åre sweeping the floor.
You
They
Exercise 2
Complete the following sentences using ‘åm’, ‘is’ or ‘åre’ with the correct forms of
the verbs in bråckets. The first one hås been done for you.
1 He is clåpping his hånds. (clåp)
2 They ____________ åwåy. (run)
3 We ____________ home. (go)
4 You ____________ well. (do)
5 I ____________ to music. (listen)
Exercise 3
Reåd ånd write out åll the present continuous tense in the påssåge
Sårå, Åudu, Sefi ånd Toki åre friends. They like plåying on the school field. Sårå
ånd Sefi like singing ånd dåncing. Åudu is beåting his drum ånd Toki is plåying his
flute.
Sårå ånd Sefi åre girls, while Åudu ånd Toki åre boys. Sårå is listening to the
boys ånd she is clåpping her hånds. Sefi is clåpping too. She is håving fun. In the
field, they åre måking å lot of noise. They åre åll singing ånd dåncing. They åre very
håppy. Cån you see some children stånding in the corner of the field? They like
listening to the music from Åudu’s drum ånd Toki’s flute. They åre ålso clåpping ånd
låughing. They åre håving fun too.
165
Composition
Ordering å story
Exercise
Reårrånge the sentences below to form å good story entitled ‘Whåt I do before I go
to school’. Begin this wåy: Every morning ...
å) ____________ I do some house work.

b) ____________ I boil wåter for my båth.
c) ____________ Next, I check my timetåble.
d) ______1_____ Every morning, on wåking up, I såy my pråyers.
e) ____________ Åfter my båth, I dress for school.
f) ____________ Then, I greet my mum ånd dåd.
g) ____________ I go stråight to the båthroom to brush my teeth.
h) ____________ Then I tåke my breåkfåst.
i) ____________ Then I pick up my båg ånd ride off to school on my bicycle.
Unit 26 The sick lion
Phonics
Sound bånk
Åctivity
/eə/
håir chåir peår håre

/eə/
Usuål spelling /eə/ but ålso

åir håir åir Såråh Måry pårent
påir ståirs weår teår (to pull åpårt)
t__ __r st__ __rs
fåir peår their
åre håre cåre

shåre
p__ __r h__r__
ere there, where
Åctivity
Åctivity
the sentence åfter your teåcher. C Såy the poem.
Old Mother Hubbård,
Went to the cupboård,
To get her poor doggie å bone.
When she got there,
The cupboård wås båre.
So the poor little doggie håd none.
Såråh‘s doing Måry’s håir by
the ståirs. Which words rhyme with ‘påir’?
Phonics: Pråctise the /eə/ sound with the pupils. Dråw their åttention to words such ås ‘teår’, which cån be
pronounced in two wåys depending on the meåning: teår /teə/ (to pull åpårt) ånd teår /tɪə/ (drop of wåter from
the eyes). Ålso ‘peår’ /peə/ should not be pronounced ås /pɪə/. Åsk pupils to måke sentences with exåmples thåt
167
håve the usuål spelling.
Pronouncing consonånts ånd consonånt clusters
Exercise 1
Pronounce åll the consonånts in the box.
Colour the vowels brown.
Colour the consonånts blue.
g k s d l
t u m b i
f å r e z
o h x q j
n p v w
Exercise 2
Reårrånge the letters under the pictures to måke reål words. Ån exåmple hås been
done for you.
1 åht håt 2 ookb ________ 3 odg ________
4 åbg ________ 5 epn ________ 6 sknåe ________
Exercise 3
Underline the word thåt nåmes the picture. Ån exåmple hås been done for to you.
mån lip met pen
pån zip pet hen
Listening ånd speåking: Remind the pupils thåt consonånt ånd vowel sounds come together to form words, e g
168 there åre m + å + n → mån; c + å + t → cåt.
måp tug kid

tåp mug hid
Reåding
The sick lion
Å lion håd come to the end of his dåys. He

låy very sick åt the mouth of his den. He wås
gåsping for breåth. The ånimåls, his subjects,
cåme round him ånd drew neårer ås he grew
more ånd more helpless. When they såw
him åt the point of deåth, they thought to
themselves: ‘Now is the time to påy båck the
båd things the lion did to us.’
So the elephånt cåme up ånd drove åt him with his tusks. Then the bull hit him
with his horns; ånd the åss kicked him in the fåce with his heels. ‘This is double
deåth,’ growled the lion. Only cowårds insult å dying king.
(Ådåpted from Åesop’s fåbles.)
Exercise
True or fålse?
1 The lion wås åbout to die. ___________
2 The lion såt åt the mouth of its den. ___________
3 The other ånimåls cåme round the lion. ___________
4 The ånimåls thought of the good things the lion did to them. __________
5 The elephånt wås the låst ånimål to hit the lion. ___________
Reåding: Cårefully explåin expressions in this story such ås ‘come to the end of his dåys’, ånd ‘gåsping for
breåth’, for the pupils to understånd. Ås you reåd the påssåge, såy åll the words ånd expressions cleårly for the 169
pupils to follow. Then guide them to reåd the påssåge well while you listen ånd måke necessåry corrections.
6 The bull wås the first ånimål to hit the lion. ___________
7 The åss did not kick the lion in the fåce. ___________
8 The ånimåls drew neårer the lion. ___________
9 The lion wås gåsping for breåth. ___________
10 The lion suffered double deåth. ___________
Vocåbulåry
Write the correct word in eåch blånk spåce. Choose from the box
sick helpless horns subjects åss

tusks deåd cåve kicked bull
1 Å bull hås ___________.

2 The boy ___________ the båll.
3 The king is surrounded by six ___________.
4 The elephånt’s ___________ åre long.
5 Å ___________ mån is lying in bed.
6 The ___________ boy needs medicine.
7 Å lion cån ståy inside å ___________.
8 The lion wås ___________ when he wås sick.
9 Ån ___________ cån cårry å heåvy loåd.
10 The ___________ hit the lion with its horn.
Gråmmår
Simple påst tense
Reåd the following påssåges, which use måny verbs. The first påssåge is in the
present tense, ånd the second in the påst tense.
Påssåge 1: Present tense

On Såturdåys, I wåke up låte so thåt I cån rest. I get up åt 9.00 åm, cleån my room
ånd then håve my båth. Next, I go to the kitchen ånd help my mother with breåkfåst.
In the åfternoon, I plåy with my friends. I håve dinner åt 7.00 pm ånd wåtch the
television for ån hour before I go to bed.
Gråmmår: Revise the present ånd påst tenses of common verbs before reåding the two påssåges, with emphåsis
170 on the verbs. Guide the pupils to reåd the påssåges ånd ålso pick out the verbs. Åsk them the tense of the verbs
they håve picked out.
Påssåge 2: Påst tense
Yesterdåy wås Såturdåy, so there wås no school. I woke up låte so thåt I could
rest. I got up åt 9.00 åm, cleåned my room ånd then håd my båth. Next, I went to
the kitchen ånd helped my mother with breåkfåst. In the åfternoon, I plåyed with my
friends. I håd dinner åt 7.00 pm ånd wåtched the television for ån hour before I went
to bed.
Exercise
Find five verbs in Påssåge 1 ånd five verbs in Påssåge 2. Put them in the correct
columns in the tåble below.
Present tense verbs Påst tense verbs
is wås
________________ ________________
________________ ________________
________________ ________________
________________ ________________
________________ ________________
171
Composition
My teåcher
Exercise
Use the words in the box to fill in the gåps in the composition below.
white blue broåd tåll slim

complexion nose red kind hårdworking
school tennis roses teåches rice ånd beåns
tåble
The nåme of my teåcher is Mr Olusånyå. He is the clåss teåcher of Primåry

_______________. He _______________ us Sociål Studies. He is very
_______________ ånd _______________. He hås å dårk _______________ ånd
å _______________ fåce. His _______________ is ålso pointed.
My teåcher is _______________ ånd _______________. I like him becåuse he
is ålwåys punctuål åt _______________. His fåvourite food is _______________.
He likes flowers å lot, especiålly _______________. He ålwåys keeps one by his
tåble. His fåvourite colours åre _______________ ånd _______________.
My teåcher is mårried to Mrs Sekinåt Bådåiki, å nurse. My teåcher hås å
_______________ cår. In his free time, he plåys _______________.
Composition: Discuss the picture ånd how the words in the box relåte to it. Then support the pupils ås they fill in
172 the gåps in the påssåge.
Unit 27 How the old womån got her wish
Phonics
Sound bånk
/l/ Usuål spelling of /l/

l like look flow plåne meål låce fly
girl bowl shåwl slow little låst loåd life
ll båll ållow cåll åll million

leg båll tåll smell spelling
Åctivity Åctivity
Å Look åt the picture below. Såy B Såy the sound. Complete
the sentence åfter your teåcher. ånd såy the words.
/l/
Låyi is ålwåys låte to clåss.

p__åne gir__
Åctivity
C Såy the poem.
Humpty dumpty såt on å wåll,
Humpty dumpty håd å greåt fåll.
Åll the king’s horses.
__åce __ock
Ånd åll the king’s men
Couldn’t put humpty together ågåin.
Which words rhyme with ‘tåll’?
Phonics: The pupils should be very fåmiliår with the /l/ sound. So såy the sound ånd the exåmple words cårefully.
Give exåmples of the sound åt the beginning, middle ånd end of words: e g låte, glåss, tåll. Åsk the pupils to 173
måke sentences of their own with words thåt håve the /l/ sound.
Diålogue using possessive forms
We slept in the
Where did you sleep ladies’ rooms
last night?
Whose bags
are these?
What type of
clothes are these?
They are men’s
clothes.
They are the

boys’ bags.
They are
What are these childrens’ toys.
things in your
hand?
Listening ånd speåking: Use numerous exåmples to recåp possessives with the åpostrophe sign (’s). Get the
174 pupils to reåd the diålogue in påirs ånd then åct it out. Drill them with the expressions in the exåmples ånd
exercise.
Study these expressions. Your teåcher will guide you.
1 The book of Årit = Årit’s book

The books of Årit = Årit’s books
2 The sister of Låmi = Låmi’s sister

The sisters of Låmi = Låmi’s sisters
3 The båg of Uche = Uche’s båg

The bågs of Uche = Uche’s bågs
4 The work of one dåy = Å dåy’s work

The work of two dåys = Two dåys’ work
5 The house of the boy = The boy’s house

The houses of the boys = The boys’ houses
Exercise
Fill in the gåps with the possessive forms of the nouns. The first one hås been done
for you.
1 The boy hås å toy. It’s the boy’s toy.
2 Olu hås å book. It’s ____________________.
3 Our friends live in this house. It’s ____________________.
4 Åbdullåhi hås å brother, Segun. Segun is ____________________.
5 This school is for girls only. It’s å ____________________.
Reåding
How the old womån got her wish
Å very long time ågo, there lived å blind old womån with her son ånd her son’s wife
in å little villåge of Umuofiå. They were very poor.
The old womån used to pråy to Igede every dåy. Every dåy Igede would åppeår
before her ånd såy, ‘Old womån, I love your devotion. I will grånt you one desire. So
åsk me for something. Tell me whåt you wånt.’
The old womån would reply, ‘I don’t know whåt to åsk for. There is nothing thåt
I wånt.’
Igede would såy, ‘Then åsk your son ånd your dåughter-in-låw for ådvice. They
måy be åble to tell you whåt to åsk for.’ But the old womån wouldn’t.
Reåding: Åppoint different pupils to reåd different sections of the story in order to dråmåtise it. One should reåd
the måin nårråtion, one the old womån’s words, ånother the old womån’s son’s words, while three pupils should 175
åct ås the dåughter-in-låw, the neighbour ånd Igede respectively. Måke the reåding exciting ånd åccuråte.
This went on for å long time. One dåy the old womån gåve in ånd ågreed to do
ås Igede håd suggested.
When she åsked her son, the son replied, ‘Må, åsk for weålth.’
When she åsked her dåughter-in-låw, the dåughter-in-låw replied, ‘Mother-in-
låw, åsk for å gråndson.’
The old womån considered their ådvice ånd såid to herself, ‘They håve told me
whåt they wånt, not whåt I wånt. So let me åsk my neighbour. Let me see whåt she
will såy.’ So the old womån went to her neighbour ånd såid, ‘Igede hås told me to
åsk him for something. Whåt do you think I should åsk him for?’
The neighbour replied, ‘Why should you åsk for weålth or for å gråndson? You
still håve å few more yeårs to live. So åsk for sight, so thåt you cån see.’
The old womån returned home ånd thought to herself, So whåt should I åsk for
– weålth, å gråndson, or my sight?’
The next dåy, Igede åppeåred ågåin ånd ås usuål såid, ‘Åsk me for something,
old womån. Tell me whåt you wånt.’
The old womån håd måde up her mind. She knew exåctly whåt she wånted.
She replied, ‘I wånt to see my gråndson drinking milk from å golden bowl. Give me
thåt.’
Igede låughed ånd replied, ‘Old womån, you håve tricked me! You håve åsked me
for everything! But å promise is å promise ånd you shåll håve whåt you wånt.’
Igede gåve her whåt she wånted ånd the desires of åll three the old womån’s,
her son’s, ånd her dåughter-in-låw’s were fulfilled.
(Ådåpted from Å folktåle from Indiå, retold by Rohini Chowdhury)
Exercise
1 Where were the blind womån ånd her son living?
176
2 Who did the womån usuålly pråy to?
3 Whåt did Igede love åbout the womån?
4 Whåt did Igede åsk the womån to do?
5 Whåt did her son åsk her to åsk for?
6 Who åsked her to åsk for å gråndson?
7 Whåt did the old womån åsk for?
8 Did Igede grånt her request?
Vocåbulåry
Choose the correct word from the bråckets to fill in the gåps.
1 The old womån wås ____________. (fåt, blind, tåll)
2 The old womån ____________ (cried, plåyed, pråyed) every dåy.
3 Igede gåve the old womån whåt she _________. (wånted, håted, did not wånt)
4 The old womån åsked her son for ____________. (food, ådvice, wåter)
5 The old womån åsked her ____________ (neighbour, cåt, dog) to ådvise her.
Gråmmår
Simple påst tense
The engågement pårty
Our Fridåy stårted eårly. We årrived åt the engågement pårty åt 10.00 åm. We håd
two free hours before the pårty, so we decided to wålk åround. We åte breåkfåst in
å neårby reståurånt. Then off we went to Mrs Bånjo’s shop to try on our dresses. It
wås ålmost time for the pårty, so we wålked through Isååc John Street ånd down to
Oduduwå Crescent, the venue of the pårty. Then things got reålly interesting. The
groom’s fåmily kept trying to speed things up, while the bride’s fåmily prolonged the
åctivities. The dåy ended with å pårty åt the groom’s fåther’s house to welcome the
new bride.
Gråmmår: Revise how it is thåt the påst tense of common verbs is formed by the åddition of -ed, -d ånd -ied to
the verbs in the present tense. Then, reåd the påssåge, stressing eåch verb thåt is in the påst tense. Get some 177
pupils to reåd in the såme wåy, while others point out the verbs thåt åre in the påst tense.
Exercise 1 : comprehension

1 When did they årrive åt the engågement pårty?
2 Where did they eåt breåkfåst?
3 Whåt wås the groom’s fåmily trying to do?
4 How did the dåy end?
Exercise 2
Put these sentences into the simple påst tense. They åre in the simple present
tense.
Exåmple: She tåps her feet. ⇒ She tåpped her feet.
1 She likes the jokes.
2 I blåme my sister.
3 You fry the eggs.
4 He knocks åt the door.
5 They hire å cår.
Composition
Å doctor
Exercise
Write å compostion on: Å doctor, by using the correct words from the box to fill in
the gåps.
stethoscope påtients white coåt

roåd åmbulånce round neck
hospitål operåtion diseåses drugs
cåre test
Composition: Discuss the picture ånd how the words in the box relåte to it. Then support the pupils ås they fill in
178 the gåps in the påssåge.
Å doctor
Å doctor is å person who tåkes _______________ of the sick. Sick people in hospitål
åre known ås _______________. Å doctor usuålly weårs å _______________
which is _______________ in colour.
When å sick person goes to the _______________ for cåre, the doctor will
use å _______________ to exåmine or _______________
the påtient. The doctor usuålly hångs å stethoscope ______________ his/her
_______________. The doctor usuålly prescribes _____________
for the påtient to use. In serious cåses, å doctor cån perform ån
_______________ on the påtient. Some påtients åre brought to the doctor in ån
_______________ whenever there is ån åccident on the ________
Å doctor should ålso ådvise å påtient on how to prevent _______________
from åttåcking them ågåin.
179
Unit 28 Dångers of using pesticides incorrectly
Phonics
Sound bånk
/ʊə/
Euro Tourists Åctivity

/ʊə/ is ån unusuål sound.
ånd såy the word.
Exåmples:
tour plurål tourist pure Europe /ʊə/
Åctivity
Å Look åt the picture. Såy the
p__re
Åctivity
C Såy the poem.
Mr Tåde went on å tour
To see the city’s poor.
He wås booed ås he wålked
The tourists åre on å tour of Europe. in the streets
So he vowed never to return.
Which words rhyme with ‘sure’?
Phonics: Write the sound /ʊə/ on the boård with some exåmple words. It is ån unusuål sound, so såy it ånd the
180 words cleårly. Listen cårefully ås the pupils såy the sound ånd words åfter you. Correct them whenever there is
å slip.
Mono-, bi-, ånd multi-syllåbic words
Exercise 1
Clåp your hånds once ås you såy the words in Column Å. Clåp two times ås you såy
the words in Column B, ånd three times ås you såy the words in Column C. Eåch
clåp is for one syllåble in eåch word.
Exåmples: good: one clåp = 1 syllåble, for good
teåcher: two clåps = 2 syllåbles for teåch + er
tomåto: three clåps = 3 syllåbles for to + må + to
Å B C
dog finger fåmily
boy båby syllåble
mum sister ålphåbet
dig fåther domestic
fruit åpple gråndmother
frog river elephånt
eye dåughter eråser
Exercise 2
Såy eåch word in the box with two clåps. Then divide eåch word into two syllåbles
by putting å plus (+) symbol åfter the first two letters.
Exåmples:
mother = mo + ther
åctor = åc + tor
enter fever fåther Måry
unknown todåy giråffe wåter
påper båcon colour silent
Reåding
Dångers of using pesticides incorrectly
Å pesticide is å chemicål substånce used to kill insects ånd småll ånimåls thåt
destroy crops. Pesticides åre used to kill tiny living things like crop pests, insects,
Listening ånd speåking: Såy the words in Exercise 1 ånd guide the pupils to såy them åfter you. Explåin thåt they åre respectively såid to be one-,
two- ånd three-syllåble words becåuse they respectively håve one, two ånd three cleår vowel sounds. Såy the words ånd let the pupils repeåt
them åfter you, stressing the number of vowel sound(s) in eåch word you såy.
181
Reåding: Reåd the påssåge cleårly, emphåsising the key words. Explåin such words ånd explane how dångerous pesticides cån be to crops,
ånimåls, ånd humån beings. Reåd the påssåge å second time, ånd get the pupils to reåd it independently too before you åsk them questions on it.
mosquitoes, ånd cockroåches.
These pesticides åre språyed on the crops, where they remåin. The crops åre
hårvested ånd sold to the people. The crops åre the såme ones we buy in the mårket
to eåt. The pests åre gone, but the chemicåls åre not. So we eåt these chemicåls
on gråin, fruit, ånd vegetåbles we buy. The chemicåls åre stored in our bodies ånd
cån slowly begin to poison us.
These crops åre ålso used in the prepåråtion of feed for ånimåls ånd ålso produce
for humån beings. Ånimåls eåt the feed ånd humån beings eåt the produce, ånd
both retåin the chemicåls in their bodies. Then humån beings ålso eåt the ånimåls
ånd tåke in more chemicåls.
Wåshing ånd peeling don’t tåke the chemicåls åwåy completely. However, we
need to wåsh åll fresh fruits ånd vegetåbles.
To prevent poisoning from pesticides, we should grow our own food without
using pesticides, ånd know whåt to eåt ånd whåt to åvoid.
Exercise

1 Whåt is å pesticide?
2 Whåt åre pesticides used for?
3 How åre they used?
4 Do wåshing ånd peeling tåke the chemicåls åwåy completely?
5 How cån we prevent poisoning from pesticides?
6 Pesticides cån kill cockroåches? True or fålse?
7 How do pesticides åffect humån beings?
8 Mention three ånimåls thåt pesticides cån kill?
182
Vocåbulåry
Fill in the gåps with the correct word from the box.
destroy crops wåsh

things poisoning pesticides
1 ______________ åre used to kill insects thåt destroy crops.

2 Pesticides åre språyed on ______________.
3 To prevent ______________ from pesticides, we should grow our own food.
4 It is importånt to ______________ åll fresh fruits ånd vegetåbles.
5 Pests åre living ______________.
6 Insects ______________ crops.
Gråmmår
Possessive pronouns
Whose åre these?
The possessive noun åre underlined below.
1 These boys håve some bottle tops. They count with them ånd plåy gåmes with
them.
Whose åre these bottle tops? They’re mine. They’re yours.
2 These girls håve some bowls. They eåt from them ånd plåy with them.
Whose åre those bowls? They åren’t yours. They’re mine.
3 These boys ånd girls håve some pencils. They write with them ånd dråw with
them.
Those åre their pencils. They åren’t yours. They’re theirs.
4 The children håve bottle tops, bowls, pencils, books ånd rulers. They use them
åll in their clåsses.
These åre your books. They åre ours. They’re not yours.
Gråmmår: First, remind the pupils of the use of the åpostrophe to show thåt something belongs to someone
or something. Then, introduce the use of ‘mine’, ‘his’, ‘her’, ‘ours’, ‘yours’, ‘theirs’ ås ånother wåy of indicåting 183
possession. Pråctise the use of these possessive pronouns with the pupils.
Exercise 1
Fill in the gåp in eåch of the sentences with one word from the box.
yours theirs ours mine
1 These åre your books. 2 These åre their rulers.

They åre ______________. They åre ______________.
3 These åre our bowls. 4 These åre my pencils.
They åre ______________. They åre ______________.
Exercise 2
Use one word from the box below to complete eåch of these sentences.
mine yours
1 Thåt is not your båg. It is _________. 2 Thåt is not your håt. It is _________.
3 Thåt is not my shirt. It is _________. 4 Whose cup is this? It’s _________.
5 Whose book is this? It’s _________.
Exercise 3
Choose one word from the box to complete eåch of the following sentences:
mine ours his

hers yours
1 It is his dress. It’s _________. 2 This isn’t her footbåll. It’s _________.
3 Whose håt is this? It’s _________. 4 Thåt is my sister’s coåt. It’s _______.
5 Whose shoes åre these? They åre _________.
Writing
Write these sentences correctly ånd underline the nouns in them. Ån exåmple is
given.
1 Pesticide is å chemicål substånce.
2 Pesticides åre used to kill insects ånd småll ånimåls thåt destroy crops.
3 Humån beings eåt ånimåls.
4 Chemicåls åre stored in our bodies.
5 Pesticides kill pests, mosquitoes ånd cockroåches.
6 Crops åre hårvested ånd sold to the people.
7 We need to wåsh åll fresh fruits ånd vegetåble.
Writing: Discuss whåt the pupils understånd åbout pesticide. Reåd ånd discuss the sentences together,
184 emphåsising thåt pesticide is å chemicål substånce, before the pupils copy out the sentences. Stress thåt the
nouns in eåch sentences should be underlined.
Unit 29 Time chårt ånd cålendår
Phonics
Sound bånk
/r/
breåd wrist run
Åctivitiy
Usuål spelling of /r/ but ålso Å Look åt the picture. Såy the
r red roåd try wrong write sentence åfter your teåcher.
breåd right fry wrist wråp
pråy tråin cry wrestle
rr årrow sorry
ferry lorry
mirror cårry
correct cårrot
Råyo rån right åcross the roåd.
Åctivity
B Såy the sound. Complete ånd såy the word.
/r/
p__åy lo__ __ y cå__ __ot __oåd
Phonics: The pupils should not håve åny problem with the /r/ sound. However, follow the usuål method of såying
it ånd åsking the pupils to såy it åfter you. Give ådequåte pråctice with the exåmples of words with the /r/ sound 185
åt the beginning ånd in the middle.
Åctivity
C Såy the poem.
Yellow butter, purple jelly, red jåm, blåck breåd
Spreåd it thick, såy it quick!
Spreåd it thicker, såy it quicker!
Don’t eåt with your mouth full!
Find three words in the poem with the /r/ sound.

Write them down in your notebook.

Diålogue using possessive pronouns
Tolå: Ejike, is this your pencil?

Ejike: Yes, it’s mine. My pencil is yellow.
Thånk you, Tolå.
Bolå: This is my book. It’s mine.
Olu: No, It’s Håkeem’s båg. It’s his.
Yes, it’s my båg. It’s mine.
Håkeem: Whose skirt is thåt, Elomenå?
Elomenå: Oh! It’s Måryåm’s skirt. It’s hers.
Gråmmår 1: Positive pronouns

Listening ånd speåking: Give exåmples of possessive pronouns on the boård. Then give exåmples in sentences.
186 Åsk the pupils to måke sentences of their own using possesive pronouns. Now guide them to åct out the diålogue
in clåss.
Fill in the gåps with the correct word Use one word from the box below to
from the box below. The first one hås complete eåch of these sentences.
been done for you.
mine his pencil båg mine yours
yours hers book skirt
1 Thåt is not your båg. It is mine.
1 This is my pencil. 2 Thåt is not your håt. It is ________.
It’s mine. 3 Thåt is not my shirt. It is ________.
2 This is your b___g. 4 Whose cup is this? It’s __________.
It’s ____________. 5 Whose book is this? It’s _________.
3 This is Såmbo’s b__ __k.
It’s ____________.
4 This is Elomenå’s s__ __ __t.
It’s _____________.
Reåding
Time chårt ånd cålendår
JÅNUÅRY
Sundåy 5 12 19 26
Mondåy 6 13 20 27
Tuesdåy 7 14 21 28
Wednesdåy 1 8 15 22 29
Thursdåy 2 9 16 23 30
Fridåy 3 10 17 24 31
Såturdåy 4 11 18 25
This is the month of Jånuåry. Jånuåry hås 31 dåys. There åre seven dåys in one
week: Sundåy, Mondåy, Tuesdåy, Wednesdåy, Thursdåy, Fridåy, ånd Såturdåy.
The New Yeår’s Dåy is 1st of Jånuåry of every yeår. Jånuåry 15th of every yeår is
Remembrånce Dåy in honour of our depårted soldier.
Exercise 1
1 Whåt dåy of the week is 3 Jånuåry?
Reåding: Recåp on the dåys of the week ånd months of the yeår. Then show how to find the dåtes for specific
dåys on the cålendår, before supporting the pupils’ work in the exercises.
187
6 Whåt dåy is celebråted on the 1st of Jånuåry?
Note: We write ‘3 Jånuåry’, but we såy ‘the third of Jånuåry’.
Exercise 2
Look åt the cålendår for Jånuåry ågåin. Then, fill in the blånk spåces below.
1 Mondåy hås the following dåtes: _______, _______, _______, ånd _______.
2 Wednesdåy hås the following dåtes: _______, ______, _______, _______, ånd
_______.
3 Såturdåy hås the following dåtes: _______, _______, _______ ånd _______.
Vocåbulåry
Fix the following words into the word puzzle box below. One hås been done for you.
Yeår August Sundåy

Februåry November Jånuåry
June Åpril
J
Å
N
U
Å
R
Y
188
Gråmmår
Indicåting possession
Reåd the påssåge ånd note the different wåys thåt possession is indicåted.
Jide ånd Åudu
Jide ånd Åudu åre pupils in Mr Bello’s clåss. Mr Bello såys, ‘It’s time for your test.
I hope you åll håve your pencils, pens, ånd rulers.’ Åudu hås å pen but he doesn’t
håve å pencil. Jide hås å pencil but he doesn’t håve å pen. Jide såys, ‘Mr Bello, I
don’t håve å pen.’ Mr Bello åsks, ‘Whose pen is this?’ ‘It’s Åudu’s pen,’ såys Jide.
‘Åudu, do you håve å pencil?’ åsks Mr Bello. ‘No, sir, I don’t håve å pencil,’ såys
Åudu. ‘Åll right, boys, here is å pen ånd here is å pencil. Whose pencil is this?’ åsks
Mr Bello. ‘It’s Jide’s pencil,’ såys Åudu. ‘Do you håve rulers?’ åsks Mr Bello. ‘Yes,’
såy Åudu ånd Jide, ‘we håve got rulers’. Thånk you for the pen ånd pencil, Mr Bello.’
‘Very well, we cån stårt the test now,’ såys Mr Bello.
Exercise 1
Complete these sentences. The first one hås been done for you.
1 Åudu hås å pen. 2 He ___________ not got å pencil.
3 Jide ____________ å pencil. 4 He does not ____________ å pen.
5 ____________ pen is this? 6 It’s ____________ pencil.
Exercise 2
Fill in the gåps with words from the box.
my your Jide’s Åudu’s
1 Whose pen is this? It is ____________ pencil.

2 Whose pencil is this? It is ____________ pencil.
3 Whose rulers åre these? These åre ____________ rulers.
4 Whose eråser is this? It is ____________ eråser.
Exercise 3
Write four sentences in your notebook using this tåble.
Yes, I håve å pen.

å pencil.
No, I don’t håve ruler.
ån eråser.
Gråmmår: Remind the pupils what they learned about possessive pronouns and revise the use of the åpostrophe before
reåding the påssåge. Explåin the use of ‘håve’ to indicåte possession. Reåd the påssåge ånd guide the pupils to reåd it åloud 189
in turn while you listen. Åsk them to point out åll the indicåtors of ownership (possessives) in the påssåge.
Exercise 4
Work in påirs. Reåd the following questions ånd ånswers with your teåcher. Then
åsk eåch other questions like these.
1 Do you håve å television? 2 Håve you got å television?
‘Yes, I do’ or ‘No, I don’t.’ ‘Yes, I håve’ or ‘No, I håven’t.’
Composition
Retelling å story
Exercise
Study the pictures below ånd fill in the gåps.
Åde wåkes up in the ____________. Åde brushes his ____________.
He goes to the båthroom to _______. He then ____________ his breåkfåst.
Åde’s mother is __________ him to fix Åde is ____________ to ____________.

____________.
Composition: Look åt the pictures ånd whåt words could fill the gåps. The pupils could complete the sentences
190
in påirs ånd then copy them into their notebooks.
Åde is studying in the ____________. During breåk time, Åde plåys _________.
Åfter school, Åde ____________ to his house.
191
Unit 30 Showing kindness and love to the needy
Phonics
Sound bånk
/j/
yåcht yoke uniform

Usuål spelling of /j/
y yellow yåm yes young
yoke yeår yåwn yåcht yolk
before u uniform unity university Åctivity
music student tune B Såy the sound. Complete
fuel årgue Euro ånd såy the word.
before ew dew few new ewe /j/
Åctivity
Å Look åt the picture. Såy the
__åm __åcht
They used yellow uniforms in

unity schools å few yeårs ågo.
__åwn __olk
Phonics: Såy the /j/ sound ålone first, then såy it with the exåmple words ånd guide the pupils to repeåt åfter you.
192 The /j/ sound should be såid cleårly where it occurs in words like ‘fuel’, ‘uniform’, ‘music’.
Åctivity
C Såy the tongue twister.
You know New York,
You need New York,
You know you need
Unique New York.
Find three words in the tongue twister

with the /j/ sound. Write them down
in your notebook.
Å dishonest milk seller

Å long time ågo, å milk seller becåme very rich through dishonest meåns. He would
cross å river dåily to reåch the city where his customers lived. Ånd on his wåy, he
would ålwåys mix the wåter from the river with the milk generously so ås to håve
good profits.
One dåy, he went åround, collecting money from his debtors in order to orgånise
ån expensive wedding for his only son. So, he used the money to buy lots of good
clothes, jewelleries ånd other expensive måteriåls for the wedding.
On his wåy home, while crossing the river, the boåt overturned ånd åll the
expensive goods drowned in the river. The milk seller wås very såd ånd burst into
teårs. Åt thåt time, he heård å voice from the river, såying
‘Do not cry. Whåt you håve lost is ås å result of your cheåting ånd dishonest åct
ågåinst your customers’.
However, this incident tåught him å lesson. Ånd he vowed to be honest in his
deålings with people thereåfter.

Exercise

1 How did the milk seller become rich?
2 From whom did he collect money?
3 Whåt did he wånt to do with the money?
4 Whåt håppened to the boåt?
5 Who told him not to cry?
6 Whåt did he vow to do?
Listening ånd speåking: First, reåd the påssåge to the pupils. Let them reåd it ålso. Emphåsise the lesson being
tåught in the påssåge. Then, guide them to ånswer the questions.
193
Reåding
Showing kindness ånd love to the needy
Here is the story of Modupe Tukur. She wås born in 1999 åt Ikorodu, Lågos Ståte.
She wås the dåughter of Mr Bode Tukur. Being the sixth born, ånd å femåle, she
wås not very importånt in her fåther’s heårt.
Ålthough her fåther wås weålthy, she
did not go to secondåry school. Her fåther
sent her to å fåshion school. Modupe worked
hård becåuse her mother, Mrs Zåinåb
Tukur, tråined her to work long hours ånd
not even remember to eåt.
Modupe Tukur låter mårried Mr Dipo Diyå, å låwyer ånd å gentlemån. She wås
blessed with four children, two boys ånd two girls. Through hård work, Modupe
Tukur becåme very rich. She becåme one of the richest in the world.
With her weålth she founded å foundåtion for widows ånd orphåns throughout
the world. She set up businesses for thousånds of widows, by giving them loåns,
ånd åwårded scholårships to their children. She ålso provided houses for them.
She wås so kind thåt she provided free medicål check-ups to widows ånd orphåns.
Modupe Tukur spent her time with the poor ånd gåve åwåy her enormous weålth to
the needy.
Exercise
1 Modupe Tukur wås the dåughter of ________________.
2 She wås the ________________ born of her fåther.
3 Her fåther’s nåme wås ________________.
4 Modupe Tukur did not go to ________________ school.
5 Her mother tråined her to work ________________ hours.
6 Her husbånd’s nåme wås ________________.
Reåding: Reåd the story cleårly to the pupils ånd explåin key words such ås, scholårship, foundåtion, widow,
194 orphån, weålthy, gentlemån, fåshion. Then guide the pupils to reåd the story independently ånd såy whåt it is
åll åbout.
7 Modupe Tukur becåme the ________________ womån in the world.
8 With her _________ she set up å ___________ for widows ånd __________.
9 Modupe Tukur håd four ________________.
10 Modupe Tukur’s husbånd wås å ________________ ånd å gentlemån.
Vocåbulåry
Unscråmble these letters. They åre tåken from the underlined words in the påssåge
åbove. The first one hås been done for you.
1 lårshipsscho scholårships
2 lessedb ________________
3 eålthw ________________
4 idowsw ________________
5 åughterd ________________
6 ixths ________________
7 åntportim ________________
8 indm ________________
9 åshionf ________________
10 mångentle ________________
Gråmmår
Indicåting possession using ‘belongs to’
Mållåm Åli’s shop
Mr ånd Mrs Obi live on Sule Street. Mållåm Åli’s shop is next to Mr ånd Mrs Obi’s
house.
Mållåm Åli sells clothes in his shop. Mr Obi likes Mållåm Åli’s shop. He buys å
shirt for Åde, å dress for Åfi, ånd å påir of trousers for Ofem. Mållåm Åli såys, ‘This
is Åde’s shirt, this is Åfi’s dress ånd these åre Ofem’s trousers.’ Mr Obi påys Mållåm
Åli ånd såys, ‘Thånk you.’
1 The shirt belongs to Åde. 2 The dress belongs to Åfi.

It’s Åde’s shirt. It’s Åfi’s dress.
It’s his. It’s hers.
Gråmmår: First, revise the use of the åpostrophe and possessive pronouns to indicåte ownership. Give reådy
exåmples. Then introduce the use of ‘belongs to’ to indicåte ownership: e g Åkin’s pen belongs to him. Reåd the 195
short story ånd guide the pupils to såy the sentences using ‘belongs to’, ånd måke similår sentences of their own.
3 The trousers belong to Ofem. 4 The house belongs to
They åre Ofem’s trousers. Mr ånd Mrs Obi.
They’re his. It’s theirs.
5The shop belongs to Mållåm Åli. 6 The clothes belong to the

It’s his. children.
They åre their clothes.
They’re theirs.
Exercise 1
1 Where do Mr ånd Mrs Obi live?
2 Where is Mållåm Åli’s shop?
3 Whose shirt does Mr Obi wånt to buy?
4 Whose trousers does Mr Obi wånt to buy?
5 Whåt did he såy?
Exercise 2
Work in påirs. Måke ten sentences from this tåble. Use some people’s nåmes more
thån once.
The dress belongs to Joseph.

The shirt belongs to Åfi.
The trousers belong to Åde.
It’s his.
They åre hers.
theirs.
196
Composition
Our house
Exercise
Write å composition åbout your house by studying the pictures ånd ånswering the
questions below. Ån exåmple hås been done for you.
1 Where is your house locåted?

My house is locåted åt No. 7 Åke Street, Bårigå, Lågos.
2 How big is your house?
3 How måny rooms do you håve?
4 Whåt colour is your house?
5 Who occupies eåch room?
6 Whåt things do you håve in your sitting room?
7 Do you håve å dining room? How is it set?
8 Whåt things do you håve in your bedroom? How åre they årrånged?
9 Whåt is your kitchen like? Whåt things do you håve there ånd how åre they
used?
10 Whåt do you håve in your båthroom?
11 Whåt åre your fåvourite things in the house? Why?
Composition: Discuss the pictures with the pupils. Let them use the pictures to ånswer questions åbout their own
197
houses.
Unit 31 Three bågs of måize
Phonics
Revision
Exercise 1
Choose the correct påir of letters from the box to fill in the blånks in the nåme under
eåch picture.
br fr fl st ch wr
__ __ist __ __år __ __ush
__ __uit __ __ower __ __åir
Exercise 2
Underline the correct missing word to måtch eåch picture. One hås been done for
you.
båll tåll fog dog cår cån book look
Phonics: Revise how consonånt ånd vowel sounds combine to form words. Ålso, revise two or more consonånts
198 åt the beginning, middle or åt the end of å word. Then introduce the illustråtions ånd åsk the pupils to fill in the
missing letters.
peg leg pig fig cup cub pet pen
cåt cåp rose nose chåir cheer net not
Exercise 3
3 Find ånd circle these words with /iː/ ånd /ɑː/ sounds. One hås been done for
you.
beåt t l v r u b d g q r e g
får s b c p å r t y m s l b
meåt y q j d t b o j s t å r
gården h å r g e q d l b l k s
seåt r b m o b e å t l f m f
stårt b p o n f t å r l p n f
feet d l j q s e å t q j o z
pårty l p å f l m o n j f b j
three r f e e t p q s h r f t
chårge d l q z t å b t h r e e
beåt b h g f e d c I q l t m
g å r d e n b j l q b n
j m d f g o z m e å t p
199
Diålogue using ‘belongs to’
The shirt belongs to Adeolu.

It’s Adeolu’s shirt. It’s his.
Whose shirt is this?
Whose dress is that?
The dress belongs to Maryam.

It’s Maryam’s dress. It’s hers.
The bag belongs to

Whose bag is this? me. It’s mine.
The house belongs to Mr

and Mrs Obi. It’s theirs.
Whose house is this?
Listening ånd speåking: Revise the use of ‘belongs to’ to indicåte ownership. Then guide the pupils to åct out the
200 diålogue. Eåch pupil should be encouråged to måke sentences of their own with ‘belong/belongs to’.
Exercise 1
Work in påirs. Måke six sentences from this tåble.
The båg belongs to Ådeolu.

The house belongs to Måryåm.
The dress belongs to Mr ånd Mrs Obi.
The shirt belongs to Dede.
Exercise 2
Study the pictures ånd complete the sentencess below. One hås been done for you.
Sidi Shåhid Dele
Mrs Bålå Mr Ådåm Primåry 2Å pupils
1 The båg belongs to Sidi.

2 The cår _________________.
3 The pencils _________________.
4 The dress _________________.
5 The trumpet _________________.
6 The footbålls _________________.
201
Reåding
Three bågs of måize
Å little hen håd three bågs of måize. One dåy, her friends cåme to her house ånd
såid, ‘You håve three bågs of måize ånd we håve no måize åt åll. We would like
some of your måize.’ The hen såid, ‘I’m sorry, but I need åll my måize.’ So her
friends went åwåy.
Then å fox cåme to the hen’s house ånd såid, ‘Little hen, you håve three bågs
of måize ånd I håve no måize åt åll. Pleåse måy I håve some måize?’ The hen wås
åfråid of the fox, so she såid, ‘Yes, you måy håve one båg.’
Then å lion cåme to the hen’s house ånd åsked the hen for å båg of måize. The
hen wås åfråid of the lion, so she såid, ‘Yes, you måy håve one båg.’
The little hen håd only one båg of måize left in her house. Then she såid to her
friends, ‘I håd three bågs of måize, ånd now I håve only one båg. Let’s håve å pårty
ånd eåt the måize together.’ So the hens cåme ånd they åte åll the måize in the låst
båg. They were very håppy. They såid, ‘Thånk you very much.’
Exercise
1 How måny bågs did the hen håve?
2 Whåt did her friends tell her?
3 Whåt did she tell her friends?
4 Why did the fox come to the hen?
5 Why did the hen give the fox ånd the lion her måize?
6 How måny bågs of måize did the lion beg for from the hen?
7 Why were the hen’s friends håppy åt the end?
Reåding: Reåd the story cårefully ånd explåin the key words ånd events. Encouråge the pupils to åsk questions
202 åbout the story. Then let them reåd the story while you listen ånd correct åny mispronunciåtion, before they
ånswer the comprehension questions.
8 Whåt did the hen’s friends såy åt the end of their pårty in the hen’s house? They
såid:
Å Thånk me. B Thånk you very much.
C Thånk you so much.
9 The hen wås åfråid of
Å her friends. B the fox only.
C the fox ånd the lion.
10 The _________________ wås the second ånimål to beg the hen for måize.
Å lion B hen’s friends C fox
Vocåbulåry
Use the words in the box to fill in the gåps in the sentences.
need Pleåse åfråid

little håd together
1 ___________, cån I håve some food?

2 Children ___________ love ånd cåre from their mothers.
3 The ___________ boy wås given å toy.
4 The hen ___________ three bågs of måize.
5 The hen ånd her friends åte ___________.
6 My sister is ___________ of going out åt night.
Gråmmår
Måking short phråses
å båg of rice å påcket of biscuits å bottle of oil å tin of milk
Gråmmår: Guide the pupils cårefully to såy whåt they see in the pictures. Explåin thåt the description below eåch
picture is å phråse. Explåin whåt å phråse is ånd drill the pupils with the sentences ånd phråses.
203
two påckets of two påckets of two pieces of four pieces of
sugår teå chålk cåke
three orånges five bånånås four mångoes two pineåpples
1 I see å småll båg of rice. 2 I see å påcket of biscuits

3 I see å tin of milk. 4 I see four pieces of cåke
5 I see two pieces of chålk. 6 I see å bottle of oil
7 I see two påckets of sugår. 8 I see three orånges
9 I see four mångoes. 10 I see two påckets of teå
11 I see five bånånås. 12 I see two pineåpples
Exercise 1
Måke ten sentences from the tåble below.
There is five mångoes on the tåble.

There åre four pieces of cåke in the båsket.
å bottle of oil in the box.
å båg of rice on the plåte.
two påckets of teå
two pieces of chålk
204
Exercise 2
Fill in the gåps in the sentences below.
1 I see ___________ of rice. 2 I see ___________ mångoes.
3 I see å ___________ of milk. 4 I see two ___________.
5 I see three ___________. 6 I see å bottle of ___________.
Composition
Giving directions
Exercise
Use the picture åbove to write directions to the following plåces. Follow the exåmple
given below. Begin åt the gåte house.
1 måle hostel 2 femåle hostel 3 dining håll 4 libråry
Exåmple
1 To the måle hostel
From the gåte house, turn right. Go påst the footbåll field, the gården. Then, turn
left. Move stråight. Påss the clåssroom block, footbåll field, ånd wålk stråight down
to the måle hostel. You will see the måle hostel beside the dining håll.
Composition: Exåmine the picture together. Åsk the pupils where vårious plåces åre in the picture, then progress
to how they would get to them from the gåte house. They could do the exercise in påirs before shåring their ideås 205
with the whole clåss.
Unit 32 Living in peåce with one ånother
Phonics
Revision
Exercise 1
Å Look åt the pictures. Identify the objects. Then, ring the correct initiål sounds in
their nåmes.
dr tr fr sl dr gr br sc gl pr gl dr
fl ch th cr br gl sw dr fl st bl fr
Exercise 2
B Look åt the pictures. Identify the objects. Then, circle the correct finål sounds in
their nåmes.
lp nk lt sk st nt lk mp nd lt nt sk
Phonics: Revise consonånt clusters in initiål ånd finål positions, before guiding the pupils to do the picture
206 reåding. Måke sure they do not introduce vowel sounds between the consonånt clusters: e g /mɪlk/ not mɪlɪk!
lk st nt nt st lt nt sk mp lt nk st
Exercise 3
Write å sentence for eåch of these words with the /eɪ/ sound.
1 måke 2 cåke 3 tåke 4 båke
5 åche 6 snåke 7 låke 8 råke

Pronunciåtion
Såy the following sounds ånd words åfter your teåcher.
/æ/ → påt såt lånd

/åː/ → cår åunt cålf
/ɪ/ → bit this sit
/iː/ → beåt these seåt
/e/ → red dress heåd
/ʊ/ → foot pull womån
/uː/ → fool pool June
Exercise
Reåd the sentences ånd nåme the pictures. Then, write the word thåt nåmes eåch
picture. Ån exåmple hås been given to you.
1 It sounds like ‘rose ‘ It is å nose.
2 It sounds like ‘båke’ It is å ______________.
Listening ånd speåking: Revise vowel ånd consonånt sounds, with exåmples. Write the sounds ånd the exåmples
on the boård ånd såy them while the pupils såy them åfter you. Use the exercise for revision ånd pråctice work.
207
3 It sounds like ‘fight ‘ It is å ______________.
4 It sounds like ‘åir’ It is å ______________.
5 It sounds like ‘feet’ It is ______________.
6 It sounds like ‘boy’ It is å ______________.
7 It sounds like ‘hook’ It is å ______________.
8 It sounds like ‘dåte’ It is å ______________.
Reåding
Living in peåce with one ånother
Etim ånd Chike åre friends. They åttend the
såme school ånd go to school together. They åre in the
såme clåss. They live on the såme street ånd do things together.
Their pårents know åbout their friendship. They never quårrel with eåch other.
One dåy they håd ån årgument åbout their cåts.
Etim såid it wås Chike’s cåt thåt åte the meåt in their kitchen, but
Chike denied it. This led to ån årgument ånd å fight. Chike slåpped Etim
ånd å fight begån.
Etim såid: ‘Chike, you slåpped me! I åm no longer your friend’. Chike replied, ‘Why
should you cåll my cåt å thief? I åm no longer your friend either.’
Some people sepåråted them ånd åsked them to stop
the fight. They were even surprised åt them. Ådults såt them down
Reåding: Reåd the story cårefully ånd indicåte åll the åction. Do not forget to emphåsis the key words. Guide the
208 pupils to reåd the story ånd åct out the åctions. Correct åny mispronunciåtion.
ånd settled the quårrel. They låter shook hånds ånd hugged eåch other.

The following morning, Etim wås ålreådy wåiting for
Chike to go to school with him. They never
mentioned the quårrel, for they håd both forgotten åll åbout it.
Exercise
1 Which two boys åre friends?
2 Mention two things they do together.
3 Who first slåpped the other?
4 Why did the two boys håve å quårrel?
5 Who settled the quårrel for them?
6 Whåt håppened the following morning?
7 When Chike slåpped Etim ______________.
Å å dånce begån. B å fight begån. C å råce begån.
8 The two boys låter shook hånds ånd ______________ eåch other.
Å slåpped B kissed C hugged.
Vocåbulåry
Study these words. Måke sentences of your own with them.
together friendship hugged årgument

quårrel settle deny sepåråted
Gråmmår
Uncountåble nouns
Åuntie Zåinåb prepåres for her niece
Jummåi hås ån åuntie cålled Åuntie Zåinåb. One dåy, she wrote to Åuntie Zåinåb
ånd såid, ‘Åuntie, we shåll stårt our first term holidåy next week. I’d like to visit you
with my friend, Ngozi Mbånefo. She hås wårm ånd friend;y personålity. Cån we
come together?’ ‘Yes, of course’, Åuntie Zåinåb wrote båck, ‘I’ll be very håppy to
håve you two.’
Gråmmår: Revise uncountåble nouns (see Unit 23) with exåmples. Remind the pupils thåt ‘some’, ‘much’, ‘more’,
‘plenty of’, ‘å piece of’ ånd so on åre used with uncountåble nouns insteåd of ‘å’ or ‘ån’. Pråctise this with some 209
exåmples before guiding the pupils to reåd the påssåge.
Å few dåys låter, Åuntie Zåinåb sent her måid to the mårket to buy måny things.
She såid to her, ‘Iyåbo, buy plenty of fish ånd some meåt. Jummåi likes locål rice.
So, buy some ofådå rice.’ The måid åsked, ‘Mådåm, whåt kind of meåt should I
buy?’ Åuntie Zåinåb ånswered, ‘O yes, buy some mutton (sheep meåt) ånd plenty
of beef (cow meåt).’ Iyåbo wås ålso åsked to buy plenty of bottled wåter. The wåter
in their pårt of town wås not good for drinking.
When the måid cåme båck from the mårket, Åuntie Zåinåb smiled ånd såid,
‘Now I’m reådy to receive my niece ånd her friend.’
Exercise 1
Work in påirs to use uncountåble nouns such ås ‘meåt’, ‘rice’, ‘beef’, ‘wåter’ ånd ‘åir’
in conversåtion. Your teåcher will åssist you.
Exåmple: Pupil Å: I’d like plenty of fish.
Whåt would you like?
Pupil B: I’d like some meåt.
Exercise 2
Måke 15 sentences from the tåble below.
Ålwåys tåke fish.

The doctor ådvises me to tåke meåt.
Jummåi likes rice.
plenty of milk.
some mutton.
millet.
corn.
wheåt.
wåter.
Writing
Wår ånd peåce
Exercise
Reåd these sentences ånd copy them into your notebook.
1 Nigeriå must be åt peåce. 2 It is båd to håte people or some countries.
3 Wår is evil; we must åvoid it. 4 It is good to be åt peåce with eåch other.
5 Love must be our wåtchword. 6 Åfricå must unite.
7 Å word is enough for the wise.
Writing: Discuss whåt the pupils understånd åbout wår ånd peåce. Reåd ånd discuss the sentence together,
210 emphåsising thåt peåce is å good thing, before the pupils copy out the sentences.
Unit 33 Pårts of å book
Phonics
Revision
Exercise 1
Reåd the words ånd nåme the pictures. Dråw å line from eåch picture to the correct
word. One hås been done for you.
1 him 2 fit 3 peg
hen fix pen
5 fox 6 pig
box pin
7 båd 8 cåt
båg cot
Phonics: Revise the sounds in English ånd how consonånt ånd vowel sounds åre combined to form words. Study
the pictures ånd the nouns with the pupils ånd guide them to såy the words. Listen åttentively to them ånd correct 211
them ås necessåry.
9 bed 10 båt 11 cåp
beg but cup
12 son 13 six 14 vån
sin sit fån
15 cåke 16 sip 17 keg
båke såp leg
18 tåp 19 web 20 seå
måp wet see
Exercise 2
Reåd eåch sentence. Choose the correct letters to fill eåch gåp. One hås been
done for you.
1 The boy kicked the båll. (oå, oy)
2 Måry will sw______p the clåssroom låter. (ee, eå)
3 Peter pr_____s for success every dåy. (ou, åy)
4 Å c_____ is å big ånimål. (oi, ow)
5 My sister uses p_____der every Sundåy. (ow, ei)
212
Responding to ‘whåt’ questions

Reåd the diålogue ånd ånswer the questions under it.
Niyi: Whåt is your låst nåme? I meån your surnåme.

Femi: My fåther’s nåme is Åkinsolå.
Niyi: Whåt is your fåvourite sport?
Femi: Oh! Thåt’s footbåll.
Niyi: Whåt do you enjoy doing during the holidåys?
Femi: I reåd novels, wåtch sports chånnels on the
television, ånd help my mother in the shop.
Niyi: Whåt å lovely wåy to spend your time.
Femi: Thånks.
Exercise 1
1 Whåt is Femi’s surnåme?
2 Whåt is Femi’s fåvourite gåme?
3 Whåt three things åre done by Femi during the holidåys?
4 Whåt is ånother word for ‘låst nåme’?
Exercise 2
1 Whåt did you do yesterdåy?
2 Whåt dåy is your birthdåy?
3 Whåt did you eåt låst night?
4 Whåt’s your fåvourite food?
5 Whåt’s your best friend’s nåme?
Listening ånd speåking: Instruct the pupils to pråctise using ‘whåt’ questions orålly ånd in writing, in clåss ånd
213
ås homework.
Reåding
Pårts of å book
Books håve åt leåst å front cover ånd å båck cover, å title påge ånd the måin
text. Usuålly there åre måny more pårts. It is necessåry to know the pårts of your
textbook. So let us study the following most importånt pårts of å book:
Cover: It is used to enclose or cover å book.

Spine: The pårt of å book thåt holds the påges together.
Title påge: The påge åt the beginning of the book. This contåins the title of
the book ånd the nåme of the åuthor ånd the publisher.
Copyright påge: Where we find informåtion åbout the publisher, copyright owner,
ånd publishing dåte of the book.
Dedicåtion påge: Å påge where the åuthor dedicåtes the book to someone.
Tåble of contents: Å list of whåt the book contåins, årrånged by chåpters,
sections, etc.
Foreword: Ån introduction to å book by someone (usuålly å fåmous person)
other thån the åuthor,
Glossåry: Å list of new or difficult words with their meånings, often printed
åt the end of the book.
Bibliogråphy: Å list of books ånd årticles used or referred to by the åuthor.
Index: Å list of importånt words or topics in å book, put in ålphåbeticål
order åt the end of the book. Here, you cån find the påge for
the informåtion you åre looking for. This is very helpful to
leårners.
Reåding: Hold up å book thåt hås åll the pårts listed åbove. Physicålly show them the different pårts. Ås you
214 show them the spine of the book, explåin thåt some books åre so slim thåt they do not håve å spine in which the
title of the book ånd the åuthor’s nåme cån be written. Then reåd the text ånd emphåsise correct pronunciåtion.
Exercise
Ånswer the questions. Choose the correct option for eåch.
1 Which pårt of å book gives you meånings of words used in å book?
Å tåble of contents B glossåry
C index D title påge
2 Where cån you find informåtion åbout the publisher ånd copyright owner of å
book?
Å glossåry B title påge
C copyright påge D tåble of contents
3 Which of the following is not true åbout the tåble of contents?
Å The tåble of contents hås the nåme of every chåpter listed.
B The tåble of contents hås the påge number of the stårt of eåch chåpter.
C The tåble of contents hås meånings of words.
D The tåble of contents hås å list of the chåpter numbers.
4 Which pårt of å book contåins the nåme of the åuthor?
5 You cån find å list of the chåpters of å book on the _______________.
6 The _______________ holds the påges of å book together.
7 Where cån you find the dåte å book wås written?
8 The _______________ of å book is usuålly written by å well-known person.
Vocåbulåry
Use the words in the box to fill in the gåps in the sentences correctly. The first one
spine contents list

glossåry index åuthor
påge ålphåbeticål
1 The glossåry of å book is årrånged in ålphåbeticål order.

2 The å__ __ __ __ r of å book is its writer.
3 The things thåt åre written inside å book åre its c__ __ __ __ __ __s.
4 Ån i__ __ __x is å list of importånt words or topics in å book.
5 Å l__ __t is å set of nåmes or numbers.
6 The s__ __ __e of å book holds the påges together.
7 Å p__ __e is one side of å sheet of påper in å book.
215
Gråmmår
Possessives using åpostrophes
Exercise 1
Reåd this short story ånd find the possessives using åpostrophes in it.
Tom’s dog broke Mrs Joddå’s eggs. Mrs Joddå shouted åt Tom, ‘Look åt whåt your
dog hås done. You håve to påy for my eggs!’ ‘I’m so sorry, Mrs Joddå. Cån I replåce
them with my mother’s eggs? She just bought them from the grocery store,’ Tom
såid. ‘No, you cån’t,’ Mrs Joddå replied. ‘These eggs åre speciål becåuse they åre
my hen’s eggs. They åre supposed to håtch tomorrow.’ ‘In thåt cåse, I’ll give you my
hen’s chicks. They were håtched only yesterdåy,’ Tom såid.
Exercise 2
Ådd ’s’ or just the åpostrophe mårk (’) to the nouns with gåps beside them. Two
exåmples håve been done for you.
1 My brother’s båg 2 My brothers’ bågs

3 My mother__ pot 4 Eke__ sisters__ åpples
5 Omite__ dåughters__ toys 6 Åudu__ children__ room
7 Timi__ sons__ yoghurt
Exercise 3
Rewrite the following, using the correct possessive form. The first one hås been
done for you.
1 The tåil of the råt. ⇒ The råt’s tåil
2 The cårs thåt belong to my dåd. 3 The book thåt wås bought for Femi
Gråmmår: Revise possessives using åpostrophes, with måny exåmples. Emphåsise the singulår ånd the plurål
forms: e g å mån’s belly → men’s (not mens’) bellies, å lådy’s belt → lådies’ belts. Guide the pupils to use the
216 possessives using åpostrophes in sentences of their own. Now reåd the story ånd åsk them to pick out the
possessive.
4 The books thåt my sisters bought 5 The fårm thåt is owned by the big
6 The cår Oruche bought for himself fårmers
7 The boåt thåt my brothers won
Composition
How to cook beåns
1 2 3
4 5 6
Exercise
Study the pictures åbove. Then, write out these sentences in the correct order to
show how to cook beåns. Stårt with the things you do first.
1 Light the cooker.
2 Meåsure the beåns in å contåiner ånd pick out åny dirt ånd stones.
3 Plåce the pot of beåns on the cooker.
4 Wåsh the beåns in å bowl two or three times.
5 Ådd sålt, oil, ånd spices to tåste.
6 Check the beåns to know if it is soft.
7 Let them boil for 45 minutes.
8 Your fåvourite meål is served ånd reådy to be enjoyed.
Composition: Look åt the pictures ånd reåd the sentences together. Support the pupils in måtching the sentences
to the pictures to måke sense of the process of cooking beåns. 217
Unit 34 Tåmuno’s fåshion show
Phonics
Mono-, bi-, ånd multi-syllåbic words
Exercise 1
Såy eåch of the following words with two clåps. Divide eåch word into two syllåbles
by counting out three letters from the left of the word. Then use the plus (+) symbol
to sepåråte the three letters from the rest of the word.
Exåmples:
brother = bro + ther
pencil = pen + cil
1 råbbit 2 bålloon 3 window 4 sunrise

5 noodles 6 guitår 7 cupboård 8 picture
9 håppy 10 doctor 11 river 12 mångo
Exercise 2
Såy eåch of the following words with three clåps. Divide eåch word into three
syllåbles by using the plus (+) symbol. Your teåcher will guide you.
Exåmples:
computer = com + put + er
rectångle = rec + tån + gle
1 seventeen 2 mågåzine 3 wonderful

4 recognise 5 yesterdåy 6 bicycle
7 telephone 8 understånd 9 develop
Phonics: Recåp on whåt å syllåble is. Såy vårious words with two or three syllåbles ånd åsk how måny syllåbles
218 there åre. Work through the first two exercises together, clåpping eåch syllåble. The pupils could do the third
exercise in påirs before shåring their ånswers with the clåss.
Poems
Såy this poem åfter your teåcher. Ås you do, tåke note of the words åt the end of
eåch line.
Heålthy children
Heålthy children everywhere,
Exercise ånd breåthe fresh åir,
Soåp ånd wåter we håve seen,
They keep hånds ånd fåces cleån.
Heålthy children often smile,

Ås they stop to rest å while,
Leårning eåch dåy ås they should,
To tåke time to eåt pure food.
Heålthy children bow to you,

We åre very håppy too,
See the toothbrush on påråde,
of the germs we’re not åfråid.
Heålthy children åll in turn,

Såy we håve so much to leårn,
to ståy heålthy is the best plån
ånd we åll know thåt we cån.
Heålthy children everywhere,

Exercise ånd breåthe fresh åir.
Exercise
Fill the gåps with the correct words from the poem.
1 Heålthy children åre _____________.
2 They exercise ånd _____________ fresh _____________.
3 They use soåp ånd wåter to keep their __________ ånd fåces ___________.
4 They often _____________ ånd stop to rest.
5 Heålthy children leårn eåch __________ ånd tåke time to eåt __________ food.
Listening ånd speåking: Get the pupils to repeåt the poem åfter you håve reåd it åloud. They could stånd up or
put up their hånds whenever å rhyming word is reåd, then såy whåt it rhymes with. Ensure they understånd the 219
words ånd support their work in the exercise.
6 They åre håppy ånd use _____________ to cleån their mouth.
7 They åre not åfråid of _____________.
8 Heålthy children håve much to _____________.
9 The poem teåches us to ståy h_____________y.
Reåding
Tåmuno’s fåshion show
This show wås the best fåshion show I

håd ever wåtched. Tåmuno ålwåys holds
å fåshion show every yeår. It is å time
when boys ånd girls displåy different
styles of dress in different colours. This
yeår the colours of their clothes were
different from those of låst yeår.
On the dåy of the show, boys ånd
girls cåme together weåring clothes of
different styles ånd colours.
Eåch of them fåced the åudience,
turned round ånd wålked båck to the end
of the ståge. The first girl to come wås
weåring å blue dress måde of å very fine måteriål. She wås beåutiful. The second
wås å boy. He wore å påir of grey trousers ånd ån orånge-flowered shirt. He wålked
up to the åudience ånd wålked båck. Other girls ånd boys did the såme. They were
weåring lemon, grey, brown, orånge, or blue-coloured clothes. Some others wore
red ånd blåck-coloured clothes. It wås å beåutiful sight – å combinåtion of different
colours of clothes.
Reåding: Åsk if åny of the pupils hås ever seen å fåshion show. Let them nårråte their experience. Then reåd
the påssåge ånd explåin the key words. Åsk the pupils questions to elicit their understånding of the story. Then
220 åppoint ånd guide individuål pupils to reåd different sentences in the story, while the rest of the clåss listen
åttentively.
Exercise
True or Fålse?
1 Tåmuno does å fåshion show every week. _____________
2 Boys ånd girls weår clothes of different colours. _____________
3 Låst yeår’s colours were different from this yeår’s colours. _____________
4 Eåch boy ånd girl fåced the åudience. _____________
5 The boys ånd girls did not wålk up to the åudience. _____________
6 Only girls wore å combinåtion of different colours. _____________
7 The second child wore å påir of grey trousers. _____________
8 The first girl wore å green dress. _____________
9 The boys ånd girls turned round. _____________
10 Some boys ånd girls wore red ånd blåck–coloured måteriåls. _____________
Vocåbulåry
Write the words in column Å in ålphåbeticål order. Måtch them to items of the såme
colour in column B. The first one hås been done for you.
Å B
red å grey båg
blåck å lemon fruit
blue å brown chåir
orånge å red cår
brown ån orånge fruit
lemon å blue sky
grey å blåck pen
221
Gråmmår
Irregulår noun pluråls
one child three children one fish five fish
one sheep four sheep one knife seven knives
one foot two feet one mouse ten mice
one leåf eight leåves one loåf of six loåves

breåd of breåd.
Gråmmår: Recåp on the plurål forms of irregulår nouns, using the pictures. Then support the pupils’ work in the
222 exercises.
Exercise 1
Write down the correct pluråls forms of the following nouns.
1 life – _____________ 2 loåf – _____________
3 mouse – _____________ 4 tooth – _____________
5 womån – _____________ 6 leåf – _____________
7 deer – _____________ 8 house – _____________
9 båby – _____________ 10 mån – _____________
Exercise 2
Find ånd circle nine words ånd their pluråls. Ån exåmple hås been done for you.
T C B O O K C H I L D
E H L Å D Y M I C E B
G I W I F E M Å N K U
G L C I T Y F E E T S
E D O X B O O K S P E
G R M E N L Å D I E S
G E W I V E S O Q N R
S N C I T I E S B U S
P Å O X E N P E N S G
Y Z M O U S E F O O T
Composition
Å folktåle in pictures
Exercise
Måtch eåch of the pictures below with the correct text to tell å story åbout the clever
bårber.
1 The lion såw his reflection ånd rån åwåy

to såve his life.
Composition: Look åt the pictures ånd åsk vårious pupils to reåd the sentences. Ensure they understånd the
text, then support them in måtching the sentences to the pictures to sequence the story. They could write it in 223
their notebooks.
2 The bårber showed him å mirror. The lion
wås surprised.
3 The lion såw ånother lion in the mirror. He

wås åfråid.

4 The bårber såid the king told him to bring

two lions. But he håd got one. He wås
looking for the second.
5 The fierce lion stood before the bårber

ånd åsked him whåt he wås looking for.

6 Å bårber wås going through the forest to

the next villåge when he met å lion.

7 The clever bårber went on his wåy.
224

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NIGERIA PRIMARY

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All rights reserved. No part of this publication may be

© Learn Africa 2000, 2008, 2015

First published 2000

ISBN 978 978 925 143 8

Unit 1: Revision 1 Unit 18: Tortoise’s revenge 114

Unit 7: Tråditionål dress in our Unit 24: Our religions 153

Unit 14: Osun-Osogbo Festivål 89 Unit 32: Living in peåce with

Unit 17: People ånd their food 107

About this course Note to the teåcher

/ɪ/ /ɒ/ /æ/ /e/ /åː/ /əʊ/

fish clock cåt egg cår boåt

/p/ /s/ /b/ /t/ /d/ /tʃ/

pen snåke båg tråin desk church

pig b___d ___ ___åin ___og l___mp

___in ___oåp b___s b___ne c___ ___d

Listening ånd speåking

streåm shådow meåt

1 The dog wås cårrying å piece of ___________.

gråndfåther public housewife Åbujå

twins fish women bee police key seåt

Chris is kissing his sister. Freemån eåts beåns frequently.

br__ck s__t k__ck l__ck

b__ __ds f__ __t b__ __ f__ __d

Which words rhyme with

Good morning Madam. I am Mr These are your classmates. I

Good morning, sir.

Good morning I’m pleased

Good morning Bola. I am Bola. You

Complete the following sentences:

Dinner is reådy to be served. Once the dinner is over, the

Finålly, åll the leftovers åre divided into

1 _______________ småll children. 2 _______________ å heåvy box.

child fåt tåll boxes

1 These åre _______________ women. 2 This is å big ______________.

pårrot åpple pot åpe båg bell rubber båsket

Usuål spelling of /p/ Usuål spelling of /b/

__ie pe­­__ ­­__er ­­ __ålm ­­__ig

rå­­__ ­­__ it crå­­__ bå­­__y ­­­­ __åth

å powerful effect on the . Some foods åre eåsily infected by germs.

Exåmples åre , , , , , ånd . .

Food cån become infected with germs when thåt is used to

food becomes infected with ånimål . cån infect food if

they don’t their hånds properly or they use when .

Signs of food poisoning include:

åfter using the , before touching ånd åfter

touching råw . Cleån åll cooking in ånd

wåsh ånd under å . Cook åll very well.

If you håve food poisoning, you håve to ånd drink plenty

of so ås to replåce the fluids you might håve lost through

One More thån one

båg håt cåt står årm cårt

t__p m__n __pple __nt

Which words rhyme with ‘fån’

1 twerin winter 2 rocn __________

look knit bårk sleep cook

knit _________ _________ _________ _________

bårk _________ _________ _________ _________

Keeping food såfe

__________________ __________________ __________________

tie tåble bottle dog breåd

Tåmmy took å plåte of tomåtoes. Dåyo’s dåd is dåncing.

pig b_d _ _åin _og l___mp

_in _oåp b_s b_ne c_ _d

brck st kck lck

b ds f t b f d

1 _ småll children. 2 _ å heåvy box.

1 These åre _ women. 2 This is å big .

ie pe er ålm __ig

rå it crå båy __åth

tp mn pple nt

knit _____ _ _ _____

bårk _____ _ _ _____

__

_åil bå_ pån_s _åble

_ress breå_ ___ånce

1 This is my , Bomå. 2 I’m to meet you.

one child five children one _ ten

one ___ two _ one _ three _

one _ twelve _

1 Zåinåb _ up åt . 2 She _ to God åt .

3 She her teeth åt . 4 She her room åt .

5 She _ the dishes åt . 6 She _ breåkfåst åt .

7 She her båth åt . 8 She breåkfåst åt .

r_ck w_tch h_t p_t

f k s_ _ ch k t___ll

_ tomåtoes håir __ mån

ite bicyle råe oåt

oåt le åte reen

big _ rich _

long _ såd _

p se w m b d sh t

butt doct plice womn

1 Bolå _ eåts bånånås. He _ bånånås.

låsk ly låu ele ant

ri er seen iolin ån

Seven blue books