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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 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:
- 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 Oxford Progressive Primary English Learner's Book pg. 62 Reading materials Digital texts Flash cards |
Reading aloud
Timed reading
Observation
|
|
| 2 | 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
|
|
| 2 | 5 |
Reading
|
Comprehension
|
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 |
Written exercises
Oral discussions
Story retelling
|
|
| 3 | 1 |
Language Use
|
Future time (will/shall)
|
By the end of the
lesson, the learner
should be able to:
- identify sentences expressing future time - use 'will' and 'shall' to express future actions - appreciate the importance of expressing time correctly |
The learner is guided to:
- recognize sentences with words that express future time - talk about what they plan to do after school using will/shall - ask and answer questions using words expressing future time |
What will you and your classmates do at break time?
|
Oxford Progressive Primary English Learner's Book pg. 66
Grammar charts Sentence strips Digital resources |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 4 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
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 |
Role play
Oral presentations
Observation
|
|
| 4 | 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:
- listen to words with target letter-sound combinations - identify and pronounce words with target sounds - read a text displaying appropriate expressions |
Why is it important to read words properly?
|
Oxford Progressive Primary English Learner's Book pg. 73
Story books Word cards Reading charts |
Reading aloud
Timed reading
Observation
|
|
| 4 | 3 |
Reading
|
Fluency
Comprehension |
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 Oxford Progressive Primary English Learner's Book pg. 75 Story books Picture charts Digital texts |
Performance reading
Timed reading
Peer assessment
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
WILD ANIMALS
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
Reading
Language Use |
Comprehension
Opposites |
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 Oxford Progressive Primary English Learner's Book pg. 101 Grammar charts Word cards Story books |
Written exercises
Concept mapping
Story retelling
|
|
| 8 | 4 |
Language Use
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
- distinguish between different opposite pairs - apply opposites correctly in communication - show interest in using correct vocabulary |
The learner is guided to:
- use opposites to respond to questions from stories - play language games involving identification of opposites - complete sentences using appropriate opposites |
How can opposites help us express ourselves better?
|
Oxford Progressive Primary English Learner's Book pg. 102
Grammar charts Word cards Language games |
Written exercises
Language games
Peer assessment
|
|
| 8 | 5 |
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
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
FESTIVALS
Listening and Speaking 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:
- identify and pronounce words with letter-sound combinations (mb, nt, nd, nch) - say other words that have the target sounds - repeat sentences with target letter-sound combinations |
Why do we learn new words?
|
Oxford Progressive Primary English Learner's Book pg. 107
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 108 Picture cards Word charts Audio recordings |
Pronunciation drills
Oral questions
Observation
|
|
| 9 | 4 |
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:
- select and read words with target letter-sound combinations - practice reading sentences with decodable and non-decodable words - engage in timed reading with peers |
Why should we read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 109
Story books Word cards Reading charts |
Reading aloud
Timed reading
Observation
|
|
| 9 | 5 |
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 festivals |
The learner is guided to:
- read a text displaying appropriate facial expressions - read texts paying attention to punctuation, facials, pace and volume - participate in readers' theater about festivals |
How can we improve our reading speed?
|
Oxford Progressive Primary English Learner's Book pg. 110
Reading materials Digital texts Flash cards |
Performance reading
Timed reading
Peer assessment
|
|
| 10 | 1 |
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 festivals - value reading for information and pleasure |
The learner is guided to:
- look at pictures and title to predict story events - talk about setting and characters in festival stories - get clues from the story to answer direct questions |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 111
Story books Picture charts Digital texts |
Comprehension questions
Story prediction
Character analysis
|
|
| 10 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- answer direct and indirect questions about a text - retell stories about festivals in sequence - show interest in cultural celebrations |
The learner is guided to:
- answer direct and indirect questions from a text - retell a story about festivals using own words - create a story map for the festival story - share story maps with classmates |
How does a story help us understand different festivals?
|
Oxford Progressive Primary English Learner's Book pg. 112
Story books Question cards Digital resources |
Written exercises
Story mapping
Oral discussions
|
|
| 10 | 3 |
Language Use
|
Prepositions (next to, around, near, by, along, after, under)
|
By the end of the
lesson, the learner
should be able to:
- identify prepositions in texts about festivals - use prepositions to describe position/location - appreciate the importance of prepositions |
The learner is guided to:
- recognize prepositions in relation to positions of objects - listen to and answer questions with prepositions in a story - place objects at different points and use prepositions to describe |
Where do you keep different things at home?
|
Oxford Progressive Primary English Learner's Book pg. 113
Grammar charts Objects for positioning Digital resources Oxford Progressive Primary English Learner's Book pg. 114 Song lyrics Language games |
Gap filling exercises
Position games
Sentence construction
|
|
| 10 | 4 |
Writing
|
Punctuation
|
By the end of the
lesson, the learner
should be able to:
- recognize capital letters, full stops, question marks and exclamation marks - use basic punctuation marks correctly - appreciate the importance of punctuation |
The learner is guided to:
- read sentences and identify different punctuation marks - point out capital letters, full stops, question marks and exclamation marks - put capital letters in the correct places in sentences |
Which questions do people ask when they have been invited for a festival?
|
Oxford Progressive Primary English Learner's Book pg. 117
Sample texts Punctuation charts Sentence strips |
Punctuation exercises
Written work
Observation
|
|
| 10 | 5 |
Writing
|
Punctuation
|
By the end of the
lesson, the learner
should be able to:
- use full stops, exclamation marks and question marks correctly - edit sentences adding appropriate punctuation - show commitment to using punctuation correctly |
The learner is guided to:
- put appropriate punctuation marks in sentences - copy conversations and add correct punctuation - write sentences about festivals using correct punctuation - edit texts by adding correct punctuation |
How do we write sentences correctly?
|
Oxford Progressive Primary English Learner's Book pg. 118
Punctuation guides Sentence strips Digital resources |
Editing exercises
Written work
Peer editing
|
|
| 11 | 1 |
PLAY TIME AND GAMES
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with the target letter-sound combinations in oral texts. - Pronounce words with the target letter-sound combinations correctly. - Use new words related to the theme in relevant contexts. - Value the importance of correct pronunciation in communication. |
The learner is guided to:
- Listen to an oral text with words containing target letter-sound combinations. - Point out words with target sound combinations. - Practice saying words with target letter-sound combinations with peers. - Use new words to construct sentences and give feedback. - Develop a talking tree using vocabulary learnt. |
What words do we use to talk about playtime and sports?
|
Oxford New Progressive Primary English Learner's Book pg. 121
Audio recordings Word cards Flash cards |
Observation
Oral questions
Peer assessment
Checklists
|
|
| 11 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with the target letter-sound combinations in oral texts. - Pronounce words with the target letter-sound combinations correctly. - Use new words related to the theme in relevant contexts. - Value the importance of correct pronunciation in communication. |
The learner is guided to:
- Listen to an oral text with words containing target letter-sound combinations. - Point out words with target sound combinations. - Practice saying words with target letter-sound combinations with peers. - Use new words to construct sentences and give feedback. - Develop a talking tree using vocabulary learnt. |
What words do we use to talk about playtime and sports?
|
Oxford New Progressive Primary English Learner's Book pg. 121
Audio recordings Word cards Flash cards |
Observation
Oral questions
Peer assessment
Checklists
|
|
| 11 | 3 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations. - Articulate words with target letter-sound combinations clearly. - Use vocabulary related to the theme effectively in communication. - Appreciate the importance of listening attentively and responding appropriately. |
The learner is guided to:
- Identify words with target letter-sound combinations from oral texts. - Practice pronouncing target letter-sound combinations. - Match vocabulary to pictures and objects. - Recite rhymes/sing songs using vocabulary related to theme. - Interpret facial expressions and gestures in various situations. |
What can we tell from people's faces and hand movements as they talk?
|
Oxford New Progressive Primary English Learner's Book pg. 123
Picture cards Charts Audio recordings Oxford New Progressive Primary English Learner's Book pg. 125 Story books Readers Flash cards Wall charts |
Observation
Oral presentations
Question and answer
Role play assessment
|
|
| 11 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read words with target letter-sound combinations correctly. - Read texts at the appropriate speed and with expression. - Apply reading skills in different contexts. - Value the importance of reading fluently for effective communication. |
The learner is guided to:
- Read words with letter-sound combinations correctly. - Read texts displaying appropriate facial expressions and tone. - Practice reading sentences containing decodable and non-decodable words. - Read grade-appropriate texts in the library and share with peers. |
What makes it easy to read well?
|
Oxford New Progressive Primary English Learner's Book pg. 126
Readers Story books Digital devices |
Timed reading tests
Observation checklist
Oral reading assessment
Self-assessment
|
|
| 11 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story based on title and pictures. - Identify characters and setting in a text. - Answer direct and indirect questions based on a text. - Appreciate the importance of reading for comprehension. |
The learner is guided to:
- Look at pictures and title to predict story events. - Read/listen to a story and identify key elements. - Respond to questions based on the text. - Retell the story in their own words. - Talk about their own experiences related to the story. |
What do you think will happen in the story?
|
Oxford New Progressive Primary English Learner's Book pg. 127
Story books Digital devices Picture charts |
Written questions
Oral responses
Retelling assessment
Comprehension tests
|
|
| 12 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Sequence events in a story correctly. - Infer meanings of new words using context clues. - Summarize information from a text appropriately. - Value reading texts for information and enjoyment. |
The learner is guided to:
- Read a story and identify main ideas. - Get meanings of new words using contextual clues. - Respond to direct and indirect questions. - Summarize the story in one sentence. - Role play scenarios from the story. |
What do the pictures tell us about the story?
|
Oxford New Progressive Primary English Learner's Book pg. 128
Story books Digital devices Picture cards |
Story maps
Question and answer
Role play assessment
Written exercises
|
|
| 12 | 2 |
Language Use
|
Comparatives and Superlatives (-er and -est)
|
By the end of the
lesson, the learner
should be able to:
- Identify comparatives and superlatives in sentences. - Use comparatives and superlatives correctly in various contexts. - Appreciate the role of comparatives and superlatives in communication. |
The learner is guided to:
- Identify sentences with comparative and superlative forms. - Complete table with correct comparative and superlative forms. - Read sentences containing comparatives and superlatives. - Make sentences comparing objects using comparative and superlative forms. |
How do we talk about things that are bigger, smaller or faster than others?
|
Oxford New Progressive Primary English Learner's Book pg. 129
Picture cards Flash cards Word cards |
Written exercises
Oral questions
Observation checklist
Language games
|
|
| 12 | 3 |
Language Use
Writing |
Comparatives and Superlatives (-er and -est)
Guided Writing |
By the end of the
lesson, the learner
should be able to:
- Construct sentences using comparatives and superlatives correctly. - Apply knowledge of comparatives and superlatives in daily communication. - Value the importance of comparing objects appropriately. |
The learner is guided to:
- Make sentences about pictures using comparative and superlative forms. - Read stories containing comparatives and superlatives. - Identify all words that compare things in stories. - Act out stories containing comparatives and superlatives. - Play language games using comparatives and superlatives. |
Which words can we use when comparing ourselves with others?
|
Oxford New Progressive Primary English Learner's Book pg. 130
Picture cards Story books Flash cards Word cards Oxford New Progressive Primary English Learner's Book pg. 134 |
Written exercises
Oral presentations
Role play assessment
Language games evaluation
|
|
| 12 | 4 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
- Write sentences about games and play activities clearly. - Use correct spelling in writing. - Value the importance of clear and correct writing. |
The learner is guided to:
- Draw and color pictures of objects related to the theme. - Write the names of the objects drawn. - Use target words to fill in gaps in sentences. - Match pictures with their names and copy them. - Participate in a singing game about comparatives. |
How do we write words in a sentence?
|
Oxford New Progressive Primary English Learner's Book pg. 134
Picture cards Digital devices Writing materials |
Written exercises
Drawing and labeling assessment
Spelling tests
Peer assessment
|
|
| 12 | 4-5 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
- Write sentences about games and play activities clearly. - Use correct spelling in writing. - Value the importance of clear and correct writing. |
The learner is guided to:
- Draw and color pictures of objects related to the theme. - Write the names of the objects drawn. - Use target words to fill in gaps in sentences. - Match pictures with their names and copy them. - Participate in a singing game about comparatives. |
How do we write words in a sentence?
|
Oxford New Progressive Primary English Learner's Book pg. 134
Picture cards Digital devices Writing materials |
Written exercises
Drawing and labeling assessment
Spelling tests
Peer assessment
|
|
| 13 |
9 |
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