Oral Composition, So That Cause and Effect, Sports Vocabulary and Argumentative Essay Writing for Primary 5

Class: Primary 5
Term: Third Term
Week: 4
Age: 10 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: English Language Studies
Previous Lesson: Telephone Conversations, Result with So, Health Vocabulary and Comparing Formal and Informal Letters.
Topic: Oral composition about self and family, cause and effect using so…that, sports vocabulary, argumentative essay writing
Subject Matter: Speech — oral composition on self and family with correct intonation and stress, Grammatical Accuracy — joining sentences using so…that to express cause and effect, Reading — vocabulary development through sports register passages, Writing — argumentative essay writing on familiar topics with logical point arrangement

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Explain how to join sentences using ‘so…that’ to show cause and effect.
• Define new words related to sports.
• Describe the basic structure of an argumentative essay.

Affective Domain:

• Appreciate the importance of clear and accurate oral communication.
• Value the use of appropriate vocabulary in different contexts.
• Show interest in writing well-structured argumentative essays.

Psychomotor Domain:

• Speak about themselves and their families using correct intonation and stress.
• Write and join paired sentences correctly using ‘so…that’.
• Use new sports words correctly in sentences.
• Outline logical points for an argumentative essay.

Social Domain:

• Participate in discussions about sports vocabulary.
• Share their oral compositions about themselves and their families.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• State Unified Scheme of Work
• Effective English for Primary Schools Book 5
• https://www.education.gov.ng
• https://www.nerdc.gov.ng

Instructional Materials

The teacher will teach this lesson with the aid of:

• Textbook
• Workbook
• Oral English manual
• Sound recorder
• Essay manual
• Chart showing examples of sentences using ‘so…that’
• Pictures or short passages about different sports

Rationale for the Lesson

This lesson helps pupils to communicate effectively about themselves and their surroundings. It enables them to express relationships between events using proper grammar and expands their vocabulary for specific topics like sports. Learning argumentative essay writing helps pupils to organize their thoughts logically and present their views clearly.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of sentence formation, simple vocabulary, and have engaged in simple oral presentations and writing tasks.

Lesson Content/Board Summary

Oral Composition About Self and Family

Definition of Oral Composition

Oral composition is the act of speaking or presenting ideas verbally about a topic. It involves using correct pronunciation, intonation, and stress to make the speech clear and understandable.

Composing About Self and Family

When speaking about yourself, you should mention your name, age, what you like, and your aspirations. When speaking about your family, you can mention the number of members, their names, occupations, and what makes your family special.

Important aspects of oral composition:

• Intonation: The rise and fall of the voice when speaking.
• Stress: Emphasizing certain words or syllables to convey meaning.
• Clarity: Speaking clearly so that listeners can understand every word.

Cause and Effect Using ‘so…that’

Explanation of Cause and Effect

Cause and effect show a relationship between two events where one event (the cause) makes another event happen (the effect). The conjunction ‘so…that’ is used to connect these two parts of a sentence.

Joining Sentences with ‘so…that’

The structure is typically: [Cause] + so + [adjective/adverb] + that + [Effect].

Examples:

1. The boy was very fast. He won the race.

   Joined: The boy was so fast that he won the race.

2. It was very hot. We could not play outside.

   Joined: It was so hot that we could not play outside.

3. She studied hard. She passed her exams easily.

   Joined: She studied so hard that she passed her exams easily.

NOTE: ‘So’ describes the degree of the adjective or adverb, and ‘that’ introduces the result or effect.

Sports Vocabulary

Importance of Sports Vocabulary

Understanding words related to sports helps in reading sports news, discussing games, and participating in sports activities. Different sports have specific terms.

Examples of Sports Words

The following are examples of sports vocabulary:

• Athlete: A person who competes in sports.
• Referee: The official who supervises a game.
• Goal: The act of scoring in games like football.
• Court: The playing area for sports like tennis or basketball.
• Pitch: The playing area for sports like football or cricket.
• Team: A group of players working together.
• Tournament: A series of competitions.

Argumentative Essay Writing

Definition of an Argumentative Essay

An argumentative essay is a type of essay where you present arguments for and against a particular topic or motion. The goal is to persuade the reader to agree with your point of view, usually by supporting one side with strong reasons.

Characteristics of an Argumentative Essay

An argumentative essay usually has these characteristics:

• It presents a clear position on a topic.
• It uses facts, examples, and reasons to support its claims.
• It acknowledges opposing viewpoints and explains why they are weaker.
• It aims to convince the reader.

Structure of an Argumentative Essay

A typical argumentative essay has three main parts:

1. Introduction:
   • Introduces the topic.
   • States the main argument (thesis statement).
2. Body Paragraphs:
   • Each paragraph presents a point supporting the main argument.
   • Provide evidence, examples, or explanations for each point.
   • Acknowledge and refute counter-arguments (optional for Primary 5).
3. Conclusion:
   • Summarizes the main points.
   • Restates the main argument in a new way.
   • Leaves the reader with a final thought.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to briefly introduce themselves to a partner. The teacher then asks a few pupils to share one thing they like to do. The teacher states that today’s lesson will cover speaking about themselves, joining sentences, learning sports words, and writing essays.
Pupils’ Activity: Pupils greet the teacher, introduce themselves to a partner, and some share what they like to do. They listen attentively to the lesson introduction.
Learning Point: Pupils are prepared for the lesson and understand its scope.

Step 2: Oral Composition about Self and Family

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what oral composition is and demonstrates by briefly speaking about themselves and their family, emphasizing correct intonation and stress. The teacher then guides pupils to speak about themselves and their families, ensuring they use correct sentences and appropriate speech patterns.
Pupils’ Activity: Pupils listen to the teacher’s explanation and demonstration. They then practice speaking about themselves and their families, focusing on intonation and stress.
Learning Point: Pupils learn to compose and present oral information about themselves and their families with correct intonation and stress.

Step 3: Cause and Effect Using ‘so…that’

Time: 8 minutes
Teaching Skill: Explanation/Guided Practice
Teacher’s Activity: The teacher explains the concept of cause and effect and how ‘so…that’ is used to join sentences. The teacher writes example paired sentences on the board and guides pupils to join them using ‘so…that’. The teacher provides more examples for pupils to practice independently or in pairs.
Pupils’ Activity: Pupils listen to the explanation, observe the examples, and actively participate in joining sentences using ‘so…that’.
Learning Point: Pupils understand and can apply ‘so…that’ to express cause and effect in sentences.

Step 4: Sports Vocabulary

Time: 7 minutes
Teaching Skill: Vocabulary Building/Discussion
Teacher’s Activity: The teacher introduces the idea of sports vocabulary and shows pictures or reads short passages about different sports. The teacher lists new sports words on the board, explains their meanings, and asks pupils to use them in sentences.
Pupils’ Activity: Pupils identify sports in pictures/passages, listen to new vocabulary, explain meanings, and form sentences using the new words.
Learning Point: Pupils expand their vocabulary related to sports and can use the new words correctly.

Step 5: Argumentative Essay Writing

Time: 8 minutes
Teaching Skill: Explanation/Structuring
Teacher’s Activity: The teacher explains what an argumentative essay is and its purpose. The teacher discusses the main parts of an argumentative essay (introduction, body, conclusion) and guides pupils in selecting a familiar topic (e.g., “Should children have more playtime?”) and listing points for and against it.
Pupils’ Activity: Pupils listen to the explanation, ask questions, and participate in brainstorming points for and against a given topic. They discuss how to arrange these points logically.
Learning Point: Pupils understand the concept and basic structure of an argumentative essay and can organize points logically.

Step 6: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Explain what oral composition about self and family means.
2. Join these two sentences using ‘so…that’: “The sun was bright. We wore our sunglasses.”
3. Mention two sports-related words and use them in sentences.
4. State two characteristics of an argumentative essay.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 7: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher briefly summarizes the key learning points of the lesson, encouraging pupils to practice their oral compositions, use ‘so…that’ in their writing, expand their vocabulary, and think critically for argumentative essays.
Pupils’ Activity: Pupils listen to the summary and prepare for homework.
Learning Point: Pupils consolidate their understanding of the lesson content.

Home Task: Write four correct English sentences that demonstrate the main language skill in Oral composition about self and family, cause and effect using so…that, sports vocabulary,….

Lesson Keywords

• Intonation – The rise and fall of the voice in speaking.
• Stress – Emphasis placed on certain syllables or words.
• Cause – The reason why something happens.
• Effect – The result of something happening.
• So…that – A conjunction used to show cause and effect.
• Vocabulary – The body of words used in a particular language or by a particular person.
• Argumentative Essay – An essay that presents arguments for and against a topic to persuade the reader.

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to create more complex sentences using ‘so…that’ or to find more advanced sports vocabulary. They can also be asked to develop a short argumentative paragraph. For pupils who need more support, the teacher will provide simpler sentence structures, more direct examples, and offer one-on-one guidance during oral composition and vocabulary practice. Group work will be used to encourage peer learning and support.

Note for teachers using this lesson plan

Ensure to provide ample opportunities for pupils to practice speaking and writing, especially for the oral composition and sentence joining tasks. Use real-life examples or scenarios relevant to the pupils’ experiences to make the lesson engaging. Encourage active participation and provide constructive feedback to help pupils improve their skills. The sound recorder can be used to help pupils evaluate their own intonation and stress during oral compositions.