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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
CHILD RIGHTS
Reading |
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer indirect questions using context clues - show interest in connecting text to personal experiences |
The learner is guided to:
- respond to indirect questions using context clues - connect events in the story with real-life experiences - discuss with peers how stories relate to child rights |
How do stories help us understand our rights?
|
Oxford Progressive Primary English Learner's Book pg. 40
Story books Digital texts Question cards |
Written exercises
Oral discussions
Story connections
|
|
| 2 | 2 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- recognize sentences with subject-verb agreement - use subject-verb agreement correctly in sentences - appreciate the importance of correct grammar |
The learner is guided to:
- listen to stories or conversations and identify subject-verb agreement - make sentences from substitution tables - construct sentences related to child rights using subject-verb agreement |
How do we tell the number of things/people in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 41
Grammar charts Sentence strips Digital resources |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 2 | 3 |
Language Use
Writing |
Subject-verb agreement
Handwriting |
By the end of the
lesson, the learner
should be able to:
- identify correct and incorrect subject-verb patterns - apply subject-verb agreement rules in writing - show interest in using correct grammar |
The learner is guided to:
- play language games matching subjects with appropriate verbs - edit sentences with incorrect subject-verb agreement - construct sentences about child rights with correct subject-verb agreement |
Why is subject-verb agreement important in communication?
|
Oxford Progressive Primary English Learner's Book pg. 42
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 43 Handwriting models Lined paper Picture prompts |
Written exercises
Language games
Peer assessment
|
|
| 2 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly with consistent size - write sentences related to child rights neatly - show commitment to improving handwriting |
The learner is guided to:
- write sentences related to child rights with good handwriting - practice handwriting with proper letter formation and spacing - assess their own handwriting using set criteria |
How can we make our handwriting better?
|
Oxford Progressive Primary English Learner's Book pg. 44
Lined exercise books Handwriting models Assessment rubrics |
Handwriting samples
Peer assessment
Self-assessment
|
|
| 2 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly with consistent size - write sentences related to child rights neatly - show commitment to improving handwriting |
The learner is guided to:
- write sentences related to child rights with good handwriting - practice handwriting with proper letter formation and spacing - assess their own handwriting using set criteria |
How can we make our handwriting better?
|
Oxford Progressive Primary English Learner's Book pg. 44
Lined exercise books Handwriting models Assessment rubrics |
Handwriting samples
Peer assessment
Self-assessment
|
|
| 3 | 1 |
OCCUPATIONS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to words with target letter-sound combinations: 'sl', 'st', 'sw', 'sp', 'thr' - pronounce words with target combinations - use words with target sounds to create sentences |
Why is it important to look at someone's face as they speak to you?
|
Oxford Progressive Primary English Learner's Book pg. 47
Audio recordings Flash cards Word charts |
Pronunciation drills
Oral questions
Observation
|
|
| 3 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to occupations appropriately - construct sentences about different occupations - show interest in learning about various occupations |
The learner is guided to:
- listen to stories and identify words related to occupations - look up meanings in pictorial dictionaries - sing songs/recite poems about occupations - develop a talking tree using vocabulary related to occupations |
What words do you use to talk about occupations?
|
Oxford Progressive Primary English Learner's Book pg. 48
Digital devices Picture dictionaries Word charts |
Role play
Oral presentations
Video recordings
|
|
| 3 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- read words with target letter-sound combinations - point out words with target sounds from a text - engage in timed reading displaying appropriate emotions |
Why is it important to read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 50
Story books Word cards Reading charts |
Reading aloud
Timed reading
Observation
|
|
| 3 | 4 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate texts with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading different types of texts |
The learner is guided to:
- read a text paying attention to punctuation and tone - read grade-appropriate texts about occupations in the library - share what they have read with peers |
What makes it easy to read well?
|
Oxford Progressive Primary English Learner's Book pg. 51
Library books Digital resources Reading materials Story books Picture charts Digital texts |
Performance reading
Book talks
Peer assessment
|
|
| 3 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer inferential questions about a text - show interest in connecting story events to real life |
The learner is guided to:
- read a story and answer direct questions - respond to indirect questions using context clues - identify main idea, topic, or purpose in a text - connect events in the story with real-life experiences |
How do stories help us understand different occupations?
|
Oxford Progressive Primary English Learner's Book pg. 52
Story books Question cards Digital resources |
Written exercises
Oral discussions
Story connections
|
|
| 4 | 1 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- identify irregular nouns in texts - distinguish between regular and irregular plurals - appreciate the importance of correct noun forms |
The learner is guided to:
- pick out irregular nouns and their plural forms from a text - form plurals of specific words with irregular forms - construct sentences about occupations using irregular nouns |
How do we talk about many things?
|
Oxford Progressive Primary English Learner's Book pg. 53
Grammar charts Word cards Digital resources |
Gap filling exercises
Matching activities
Written tests
|
|
| 4 | 2 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- use singular and plural forms of irregular nouns correctly - apply irregular noun forms in communication - show interest in using correct grammar |
The learner is guided to:
- listen to stories/poems and respond to questions about irregular nouns - recite poems/read texts with irregular noun forms - play language games involving irregular plurals |
Why is it important to know singular and plural forms?
|
Oxford Progressive Primary English Learner's Book pg. 54
Grammar charts Sentence strips Digital resources |
Written exercises
Language games
Oral questions
|
|
| 4 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words with proper letter formation - value neat handwriting for communication |
The learner is guided to:
- look at samples of texts with good handwriting - identify aspects of good handwriting - copy letter patterns of words with target letter-sound combinations |
How do we write words in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 56
Handwriting models Lined paper Sample texts |
Handwriting exercises
Observation
Self-assessment
|
|
| 4 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- write words related to occupations legibly - apply consistent spacing in writing - show commitment to improving handwriting |
The learner is guided to:
- listen to dictation on verbs in present and past tense - write words related to the theme in response to picture prompts - type words and phrases using digital devices |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 57
Lined exercise books Digital devices Picture prompts |
Dictation exercises
Handwriting samples
Digital typing
|
|
| 4 | 5 |
TECHNOLOGY
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen for target letter-sound combinations (dr, gr and shr) - say words with target letter-sound combinations - use words with target sounds to create sentences |
How can we use sounds to learn new words?
|
Oxford Progressive Primary English Learner's Book pg. 59
Audio recordings Flash cards Word charts |
Pronunciation drills
Oral questions
Observation
|
|
| 5 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to technology appropriately - respond to three-directional instructions - show interest in learning about technology |
The learner is guided to:
- listen to an audio recording about technology and identify words - talk about how they use technology using new vocabulary - pretend to use a computer and describe their actions - make sentences using technology-related words |
What words do we use to talk about technology?
|
Oxford Progressive Primary English Learner's Book pg. 60
Digital devices Picture cards Word charts |
Role play
Oral presentations
Digital recordings
|
|
| 5 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- pick out words with letter-sound combinations (dr, gr, shr) from a text - read words with letter-sound combinations correctly - engage in timed reading of a text with expression |
Why is it important to pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 61
Story books Word cards Digital resources |
Reading aloud
Timed reading
Observation
|
|
| 5 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate texts with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading technology-related texts |
The learner is guided to:
- read a text displaying right facial expressions and tone - take appropriate pauses at punctuation marks - practice reading sentences with decodable and non-decodable words - participate in readers' theater |
Why do we need to read at the right speed?
|
Oxford Progressive Primary English Learner's Book pg. 62
Reading materials Digital texts Flash cards |
Performance reading
Timed reading
Peer assessment
|
|
| 5 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict story outcomes based on title and pictures - identify main ideas in a technology-related text - value reading for information |
The learner is guided to:
- look at picture and title to predict story events - read a print or digital text related to technology - talk about setting and characters in the story |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 64
Story books Picture charts Digital texts |
Comprehension questions
Story prediction
Character analysis
|
|
| 5 | 5 |
Reading
Language Use |
Comprehension
Future time (will/shall) |
By the end of the
lesson, the learner
should be able to:
- infer meanings of new words in a technology text - answer direct and indirect questions about a text - show interest in connecting text to personal experiences |
The learner is guided to:
- infer meanings of new words in a text - answer direct questions by locating sentences with answers - respond to indirect questions using prior knowledge - retell a story or conversation about technology |
How can technology help us in our daily lives?
|
Oxford Progressive Primary English Learner's Book pg. 65
Story books Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 66 Grammar charts Sentence strips |
Written exercises
Oral discussions
Story retelling
|
|
| 6 | 1 |
Language Use
|
Future time (will/shall)
|
By the end of the
lesson, the learner
should be able to:
- distinguish between different uses of will/shall - apply future time expressions in communication - show interest in talking about future plans |
The learner is guided to:
- sing a song using 'will' and 'shall' - listen to story or conversation and respond to questions using will/shall - complete sentences with appropriate future time expressions |
How can we talk about things that will happen in the future?
|
Oxford Progressive Primary English Learner's Book pg. 67
Grammar charts Song lyrics Digital resources |
Written exercises
Oral presentations
Language games
|
|
| 6 | 2 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write technology-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- write names of technology items from images - complete crossword puzzles using technology vocabulary - spell words from teacher dictation |
Why is the correct spelling of words important?
|
Oxford Progressive Primary English Learner's Book pg. 68
Picture cards Crossword puzzles Digital resources |
Spelling tests
Dictation exercises
Written work
|
|
| 6 | 3 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules when writing - show commitment to spelling words correctly |
The learner is guided to:
- make correct words from jumbled letters - play spelling games with peers - write words using each letter of their name |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 69
Word puzzles Spelling games Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 6 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules when writing - show commitment to spelling words correctly |
The learner is guided to:
- make correct words from jumbled letters - play spelling games with peers - write words using each letter of their name |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 69
Word puzzles Spelling games Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 6 | 5 |
SAFETY
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to text with target letter-sound combinations (dw, tw, nk, sq) - pick out and pronounce words with target sounds - use words related to safety in sentences |
What words do we use to talk about safety?
|
Oxford Progressive Primary English Learner's Book pg. 71
Audio recordings Flash cards Word charts |
Pronunciation drills
Oral questions
Observation
|
|
| 7 | 1 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to safety appropriately - construct sentences about safety measures - show awareness of safety through communication |
The learner is guided to:
- listen to sentences with safety vocabulary and repeat them - identify safety-related words from audio recordings - role play scenarios related to safety - make sentences using words about safety |
Why is it important to pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 72
Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 73 Story books Word cards Reading charts |
Role play
Oral presentations
Observation
|
|
| 7 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - use punctuation marks correctly when reading - show enthusiasm for reading safety-related texts |
The learner is guided to:
- engage in timed reading with minimal hesitations - take appropriate pauses at punctuation marks - practice reading sentences with decodable and non-decodable words - participate in readers' theater |
What helps someone to read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 74
Reading materials Digital texts Flash cards |
Performance reading
Timed reading
Peer assessment
|
|
| 7 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify main ideas in safety-related texts - make predictions about story outcomes - value reading for information |
The learner is guided to:
- look at pictures and title to predict story events - read/listen to a safety story from digital device or teacher - respond to direct and indirect questions about the text |
What do you think will happen in this story?
|
Oxford Progressive Primary English Learner's Book pg. 75
Story books Picture charts Digital texts |
Comprehension questions
Story prediction
Observation
|
|
| 7 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer indirect questions using context clues - show interest in applying safety knowledge |
The learner is guided to:
- get clues from the story to answer direct and indirect questions - identify the main idea in a story about safety - talk about their own experiences related to safety |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 76
Story books Question cards Digital resources |
Written exercises
Oral discussions
Story connections
|
|
| 7 | 5 |
Language Use
|
Conjunctions (but, because)
|
By the end of the
lesson, the learner
should be able to:
- identify sentences containing conjunctions - join phrases using 'but' and 'because' - appreciate the importance of using conjunctions |
The learner is guided to:
- watch video clips and identify sentences with conjunctions - use conjunctions 'but' and 'because' in sentences - play language games featuring the target conjunctions |
When do we use the words but/because in sentences?
|
Oxford Progressive Primary English Learner's Book pg. 77
Digital videos Sentence strips Grammar charts |
Gap filling exercises
Sentence joining
Oral questions
|
|
| 8 | 1 |
Language Use
|
Conjunctions (but, because)
|
By the end of the
lesson, the learner
should be able to:
- join sentences using 'but' and 'because' - apply conjunctions appropriately in communication - show interest in using correct grammar |
The learner is guided to:
- fill in a substitution table joining phrases with conjunctions - write sentences using 'but' and 'because' - edit sentences by adding appropriate conjunctions |
How can conjunctions help us express our ideas better?
|
Oxford Progressive Primary English Learner's Book pg. 78
Grammar charts Sentence strips Digital resources |
Written exercises
Sentence construction
Peer assessment
|
|
| 8 | 2 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write safety-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- copy words with sounds (dw, tw, nk, sq) and read them aloud - spell words related to safety during dictation - correct misspelled words related to safety |
Why should we spell words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 79
Word cards Spelling lists Digital resources |
Spelling tests
Dictation exercises
Written work
|
|
| 8 | 3 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- organize jumbled letters to make words - apply spelling rules consistently - show commitment to improving spelling skills |
The learner is guided to:
- organize jumbled letters to form safety-related words - listen to recordings and spell words correctly - make words from each letter of their names |
How can we improve our spelling skills?
|
Oxford Progressive Primary English Learner's Book pg. 80
Word puzzles Audio recordings Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 8 | 4 |
DOMESTIC ANIMALS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- identify and pronounce words with letter-sound combinations (ft, ct, lt, rd) - say words with target letter-sound combinations - use words with target sounds to talk about domestic animals |
What words do you use to talk about domestic animals?
|
Oxford Progressive Primary English Learner's Book pg. 82
Audio recordings Flash cards Word charts |
Pronunciation drills
Oral questions
Observation
|
|
| 8 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to domestic animals appropriately - respond to three-directional instructions - show interest in learning about domestic animals |
The learner is guided to:
- practice using vocabulary related to domestic animals - recite rhymes/sing songs about domestic animals - play language games matching vocabulary to pictures - respond to three-directional instructions |
Why is correct pronunciation important in speech?
|
Oxford Progressive Primary English Learner's Book pg. 83
Picture cards Word charts Audio recordings |
Role play
Song recitation
Matching exercises
|
|
| 9 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- identify words with target letter-sound combinations (ft, ct, lt, rd) - read words with letter-sound combinations correctly - read a text displaying appropriate expressions and tone |
Why should we read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 84
Story books Word cards Reading charts |
Reading aloud
Timed reading
Observation
|
|
| 9 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading about animals |
The learner is guided to:
- engage in timed reading taking appropriate pauses - recite poems about caring for domestic animals - read sentences containing decodable and non-decodable words - participate in readers' theater |
Why do we pause when we read?
|
Oxford Progressive Primary English Learner's Book pg. 85
Reading materials Poetry books Digital resources |
Performance reading
Timed reading
Peer assessment
|
|
| 9 |
Mid-term |
||||||||
| 10 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify sequence of events in a text - make predictions about story outcomes - value reading for information |
The learner is guided to:
- predict what will happen based on title and pictures - read/listen to a story about domestic animals - get clues from the story to answer questions |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 86
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 87 Question cards Digital resources |
Comprehension questions
Story prediction
Observation
|
|
| 10 | 2 |
Language Use
|
Quantifiers (some, many, no, all, any)
|
By the end of the
lesson, the learner
should be able to:
- identify quantifiers in sentences - use quantifiers appropriately in speech - appreciate the importance of quantifiers |
The learner is guided to:
- take turns to read sentences with quantifiers - fill in gaps with appropriate quantifiers - ask and answer questions using quantifiers |
Which words do you use to talk about things that can be counted?
|
Oxford Progressive Primary English Learner's Book pg. 88
Grammar charts Sentence strips Digital resources |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 10 | 3 |
Language Use
|
Quantifiers (some, many, no, all, any)
|
By the end of the
lesson, the learner
should be able to:
- distinguish between different quantifiers - apply quantifiers correctly in communication - show interest in using correct grammar |
The learner is guided to:
- make sentences from substitution tables using quantifiers - write sentences about animals using quantifiers - type sentences with quantifiers on digital devices |
How can we improve our use of quantifiers in daily communication?
|
Oxford Progressive Primary English Learner's Book pg. 89
Grammar charts Sentence strips Digital devices |
Written exercises
Digital typing
Peer assessment
|
|
| 10 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write animal-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- copy words with target letter-sound combinations - spell words during teacher dictation - arrange jumbled letters to make correct words |
Why should we spell words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 90
Word cards Spelling lists Digital resources |
Spelling tests
Dictation exercises
Written work
|
|
| 10 | 5 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules consistently - show commitment to improving spelling skills |
The learner is guided to:
- listen to recordings and spell words correctly - form words using letters of their names - play spelling games with peers |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 91
Word puzzles Audio recordings Digital resources |
Spelling bee
Word formation games
Written exercises
|
|
| 11 | 1 |
WILD ANIMALS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations in oral texts - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- say sounds and name pictures with target letter-sound combinations (lk, lf, lm, mp) - repeat sentences with target letter-sound combinations - identify words with target sounds from a story |
How can we tell from people's faces and hand movements as they talk?
|
Oxford Progressive Primary English Learner's Book pg. 93
Audio recordings Picture cards Word charts |
Pronunciation drills
Oral questions
Observation
|
|
| 11 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to wild animals appropriately - construct sentences about wild animals - show interest in learning about wild animals |
The learner is guided to:
- listen to story about wild animals and identify related vocabulary - talk about what they have learned about various wild animals - act out how animals and tourists behave - match words with correct pictures |
What words can we use to talk about wild animals?
|
Oxford Progressive Primary English Learner's Book pg. 94
Digital devices Picture cards Word charts |
Role play
Oral presentations
Matching exercises
|
|
| 11 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations in texts - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- say the sounds and read words with target combinations - identify words with target sounds from a chart - read words with letter-sound combinations correctly |
Why is it important to read words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 97
Story books Word cards Reading charts |
Reading aloud
Word identification
Observation
|
|
| 11 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading about wild animals |
The learner is guided to:
- read a text displaying appropriate facial expressions - engage in timed reading with appropriate pauses - practice reading sentences with decodable and non-decodable words |
What makes it difficult to read well?
|
Oxford Progressive Primary English Learner's Book pg. 98
Reading materials Digital texts Flash cards |
Performance reading
Timed reading
Peer assessment
|
|
| 11 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict story outcomes based on title and pictures - identify main ideas in texts about wild animals - value reading for information and pleasure |
The learner is guided to:
- brainstorm possible outcomes based on title and pictures - identify characters and setting of a story - locate sentences to respond to direct questions |
How do we tell the characters in a story?
|
Oxford Progressive Primary English Learner's Book pg. 99
Story books Picture charts Digital texts |
Comprehension questions
Story prediction
Character analysis
|
|
| 12 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- answer direct and indirect questions about a text - develop concept maps from texts read - show interest in wildlife conservation |
The learner is guided to:
- answer indirect questions using contextual clues - develop a concept map from the text read - retell a story to peers in a few words |
How do we get the meaning of new words in a story?
|
Oxford Progressive Primary English Learner's Book pg. 100
Story books Question cards Digital resources |
Written exercises
Concept mapping
Story retelling
|
|
| 12 | 2 |
Language Use
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
- identify opposites of different words in texts - use opposites in constructing sentences - appreciate the role of opposites in communication |
The learner is guided to:
- identify opposites from a group of words in a text - tell stories about wildlife using opposites - construct sentences using opposites related to wild animals |
Why is it important to learn about opposites of words?
|
Oxford Progressive Primary English Learner's Book pg. 101
Grammar charts Word cards Story books Oxford Progressive Primary English Learner's Book pg. 102 Language games |
Gap filling exercises
Matching activities
Sentence construction
|
|
| 12 | 3 |
Writing
|
Punctuation (The comma)
|
By the end of the
lesson, the learner
should be able to:
- recognize the comma in a text about wild animals - use commas correctly in writing lists - appreciate the importance of punctuation |
The learner is guided to:
- recognize commas from texts on wall charts/chalk board - use commas correctly in writing exercises - use commas to write lists of items/names |
How do we decide where to pause when reading a text?
|
Oxford Progressive Primary English Learner's Book pg. 104
Sample texts Sentence strips Punctuation charts |
Written exercises
Punctuation tasks
Peer assessment
|
|
| 12 | 4 |
Writing
|
Punctuation (The comma)
|
By the end of the
lesson, the learner
should be able to:
- use commas correctly in written work - edit sentences by adding commas where needed - show commitment to using punctuation correctly |
The learner is guided to:
- role play conversations with peers using commas - write sentences using commas to separate list items - edit texts by adding commas where necessary |
Why are commas important in writing?
|
Oxford Progressive Primary English Learner's Book pg. 105
Sample texts Punctuation guides Digital resources |
Editing exercises
Written work
Peer editing
|
|
| 12 | 5 |
Writing
|
Punctuation (The comma)
|
By the end of the
lesson, the learner
should be able to:
- use commas correctly in written work - edit sentences by adding commas where needed - show commitment to using punctuation correctly |
The learner is guided to:
- role play conversations with peers using commas - write sentences using commas to separate list items - edit texts by adding commas where necessary |
Why are commas important in writing?
|
Oxford Progressive Primary English Learner's Book pg. 105
Sample texts Punctuation guides Digital resources |
Editing exercises
Written work
Peer editing
|
|
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