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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary:
Interactive listening
|
By the end of the
lesson, the learner
should be able to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. Appreciate words with sound s and z. |
learner is guided individually or in groups to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. |
What are tongue twisters?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.145-146 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 2 |
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary:
Interactive listening
|
By the end of the
lesson, the learner
should be able to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. Appreciate words with sound s and z. |
learner is guided individually or in groups to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. |
What are tongue twisters?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.145-146 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 3 |
READING
|
Intensive reading:
Factual texts
|
By the end of the
lesson, the learner
should be able to:
Skim through the passage on activity 2 and tell what the story is about. Read the passage and answer the questions that follow. Appreciate the lessons learnt from the passage. |
Learner is guided individually or in groups to:
Skim through the passage on activity 2 and tell what the story is about. Read the passage and answer the questions that follow. |
Why do you read books?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.146-149 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 4 |
READING
|
Intensive reading:
Factual texts
|
By the end of the
lesson, the learner
should be able to:
Watch a video clip on leisure time. List activities you can do in our leisure time. Appreciate activities that you can do during leisure time. |
Learner is guided individually or in groups to:
Look for dialogues related to the theme from reference materials and read them. |
What activities do you do with your friends in your leisure time?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 146-149 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 5 |
READING
|
Intensive reading:
Factual texts
|
By the end of the
lesson, the learner
should be able to:
Watch a video clip on leisure time. List activities you can do in our leisure time. Appreciate activities that you can do during leisure time. |
Learner is guided individually or in groups to:
Look for dialogues related to the theme from reference materials and read them. |
What activities do you do with your friends in your leisure time?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 146-149 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 1 |
GRAMMAR IN USE
|
Word Classes:
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
Identify conjunctions in a variety of texts or sentences. Construct sensible sentences using conjunctions. Appreciate the use of conjunctions in sentences and texts. |
learner is guided individually or in groups to:
Identify conjunctions in a variety of texts or sentences. Construct sensible sentences using conjunctions. |
What are conjunctions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.149-152 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 2 |
GRAMMAR IN USE
|
Word Classes:
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
Fill in sentences with the right conjunction. Tell the use of conjunctions to your friends. Appreciate constructing correct sentences using conjunctions. |
learner is guided individually or in groups to:
Fill in sentences with the right conjunction. Tell the use of conjunctions to your friends. |
Can you identify conjunctions in texts or stories?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 149-152 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 3 |
GRAMMAR IN USE
|
Word Classes:
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
Fill in sentences with the right conjunction. Tell the use of conjunctions to your friends. Appreciate constructing correct sentences using conjunctions. |
learner is guided individually or in groups to:
Fill in sentences with the right conjunction. Tell the use of conjunctions to your friends. |
Can you identify conjunctions in texts or stories?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 149-152 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 4 |
WRITING
|
Creative Writing: Descriptive composition
|
By the end of the
lesson, the learner
should be able to:
Discuss what a descriptive composition is and its parts. Read the passage about |
learner is guided individually or in groups to:
Discuss what a descriptive composition is and its parts. Read the passage about |
What are descriptive compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.152-154 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 5 |
WRITING
|
Creative Writing: Descriptive composition
|
By the end of the
lesson, the learner
should be able to:
Discuss what a descriptive composition is and its parts. Read the passage about |
learner is guided individually or in groups to:
Discuss what a descriptive composition is and its parts. Read the passage about |
What are descriptive compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.152-154 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 1 |
WRITING
|
Creative Writing: Descriptive composition
|
By the end of the
lesson, the learner
should be able to:
Write a descriptive composition about |
Learner is guided in groups to write a descriptive composition about
|
Why do we write compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 152-154 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 2 |
WRITING
|
Creative Writing: Descriptive composition
|
By the end of the
lesson, the learner
should be able to:
Write a descriptive composition about |
Learner is guided in groups to write a descriptive composition about
|
Why do we write compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 152-154 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 3 |
WRITING
|
Creative Writing: Descriptive composition
|
By the end of the
lesson, the learner
should be able to:
Write a descriptive composition about |
Learner is guided in groups to write a descriptive composition about
|
Why do we write compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 152-154 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 4 |
SPORTS-APPRECIATING TALENTS
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary: Listening fluency
|
By the end of the
lesson, the learner
should be able to:
Look at the picture and name the activities the children are doing. Discuss the sports you like to play with a friend. Appreciate different sports that children participate in. |
In groups, learners to Look at the picture and name the activities the children are doing.
Discuss the sports you like to play with a friend. |
Which sport do you like?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 155-159 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 5 |
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary: Words with Sound ai
|
By the end of the
lesson, the learner
should be able to:
Carefully listen to your teacher read words with sounds ai and practice saying the words. Underline words with sound ai in passages or sentences. Enjoy identifying and reading words with sound ai. |
In groups, learners to carefully listen to your teacher read words with sounds ai and practice saying the words.
|
Which sounds do the words have in common?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 155-159 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 1 |
READING
|
Intensive Reading: Reading with technology
|
By the end of the
lesson, the learner
should be able to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. Desire to read more stories using digital devices. |
Learner is guided individually or in groups to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. |
How is technology helpful?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 160- 161 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 2 |
READING
|
Intensive Reading: Reading with technology
|
By the end of the
lesson, the learner
should be able to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. Desire to read more stories using digital devices. |
Learner is guided individually or in groups to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. |
How is technology helpful?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 160- 161 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 3 |
READING
|
Intensive Reading: Reading with technology
|
By the end of the
lesson, the learner
should be able to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. Desire to read more stories using digital devices. |
Learner is guided individually or in groups to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. |
How is technology helpful?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 160- 161 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 4 |
READING
|
Intensive Reading:
Reading with technology
|
By the end of the
lesson, the learner
should be able to:
Search for a story on the internet with the guidance of the teacher and read it. Role play the story read in class. Appreciate using digital devices to read intensively to acquire knowledge. |
The learner is guided individually or in groups to;
Search for a story on the internet with the guidance of the teacher and read it. Role play the story read in class |
What is the importance of reading intensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 160-161 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 5 |
READING
|
Intensive Reading:
Reading with technology
|
By the end of the
lesson, the learner
should be able to:
Search for a story on the internet with the guidance of the teacher and read it. Role play the story read in class. Appreciate using digital devices to read intensively to acquire knowledge. |
The learner is guided individually or in groups to;
Search for a story on the internet with the guidance of the teacher and read it. Role play the story read in class |
What is the importance of reading intensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 160-161 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 1 |
GRAMMAR IN USE
|
Sentences:
use of interrogatives
|
By the end of the
lesson, the learner
should be able to:
Discuss the uses of interrogatives. Complete sentences using the correct interrogatives. Appreciate the use of interrogatives in communication. |
The learner is guided individually or in groups to discuss the uses of interrogatives.
Complete sentences using the correct interrogatives. |
How do you write sentences in future time?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 163-165 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 2 |
GRAMMAR IN USE
|
Sentences:
use of interrogatives
|
By the end of the
lesson, the learner
should be able to:
Discuss the uses of interrogatives. Complete sentences using the correct interrogatives. Appreciate the use of interrogatives in communication. |
The learner is guided individually or in groups to discuss the uses of interrogatives.
Complete sentences using the correct interrogatives. |
How do you write sentences in future time?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 163-165 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 3 |
GRAMMAR IN USE
|
Sentences:
use of interrogatives
|
By the end of the
lesson, the learner
should be able to:
Discuss the uses of interrogatives. Complete sentences using the correct interrogatives. Appreciate the use of interrogatives in communication. |
The learner is guided individually or in groups to discuss the uses of interrogatives.
Complete sentences using the correct interrogatives. |
How do you write sentences in future time?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 163-165 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 4 |
WRITING
|
Commonly misspelt words
|
By the end of the
lesson, the learner
should be able to:
Discuss some words that you find difficult to spell. Check the spelling of the words you wrote from a dictionary. Appreciate writing commonly misspelt words correctly. |
In groups, Learners to discuss some words that you find difficult to spell.
Check the spelling of the words you wrote from a dictionary. |
Which words do you find difficult to spell?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 166-167 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 5 |
WRITING
|
Homophones and homonyms
|
By the end of the
lesson, the learner
should be able to:
Identify homophones and homonyms. Construct sentences using homophones and homonyms Appreciate the use of commas in sentences. |
In groups, learners to read the paragraph given and identify punctuation marks used in the text.
|
What is the use of a comma?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 168-170 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 1 |
ENVIRONMENTAL POLLUTION
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary: speaking fluency
|
By the end of the
lesson, the learner
should be able to:
Look at the pictures and discuss them with a friend. Write a short speech on the following topic; |
Learners in groups to look at the pictures and discuss them with a friend.
Write a short speech on the following topic; |
What is environmental pollution?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 171-174 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 2 |
ENVIRONMENTAL POLLUTION
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary: speaking fluency
|
By the end of the
lesson, the learner
should be able to:
Look at the pictures and discuss them with a friend. Write a short speech on the following topic; |
Learners in groups to look at the pictures and discuss them with a friend.
Write a short speech on the following topic; |
What is environmental pollution?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 171-174 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 3 |
READING
|
Intensive reading
|
By the end of the
lesson, the learner
should be able to:
Watch a video on environmental pollution. Read the passage and answer the following questions. Appreciate reading intensively to acquire information from stories and varied texts. |
Learners individually or in groups to watch a video on environmental pollution.
Read the passage and answer the following questions. |
Why is it good to read intensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 174-178 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 4 |
READING
|
Intensive reading
|
By the end of the
lesson, the learner
should be able to:
Watch a video on environmental pollution. Read the passage and answer the following questions. Appreciate reading intensively to acquire information from stories and varied texts. |
Learners individually or in groups to watch a video on environmental pollution.
Read the passage and answer the following questions. |
Why is it good to read intensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 174-178 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 5 |
READING
|
Intensive reading
|
By the end of the
lesson, the learner
should be able to:
Watch a video on environmental pollution. Read the passage and answer the following questions. Appreciate reading intensively to acquire information from stories and varied texts. |
Learners individually or in groups to watch a video on environmental pollution.
Read the passage and answer the following questions. |
Why is it good to read intensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 174-178 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 1 |
GRAMMAR IN USE
|
Word classes: Nouns which only occur in singular or plural
|
By the end of the
lesson, the learner
should be able to:
Identify nouns which only occur in singular or plural form. Underline the nouns which only occur in singular or plural form in varied texts. Appreciate the use nouns which only occur in singular or plural form in varied texts. |
In pairs /in groups learners to identify nouns which only occur in singular or plural form.
Underline the nouns which only occur in singular or plural form in varied texts. |
Which nouns occur in singular and plural form only?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 178-180 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 2 |
GRAMMAR IN USE
|
Word classes: Nouns which only occur in singular or plural
|
By the end of the
lesson, the learner
should be able to:
Identify nouns which only occur in singular or plural form. Underline the nouns which only occur in singular or plural form in varied texts. Appreciate the use nouns which only occur in singular or plural form in varied texts. |
In pairs /in groups learners to identify nouns which only occur in singular or plural form.
Underline the nouns which only occur in singular or plural form in varied texts. |
Which nouns occur in singular and plural form only?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 178-180 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 3 |
WRITING
|
Functional Writing;
Personal diary/journal
|
By the end of the
lesson, the learner
should be able to:
Identify what a personal journal is and how it is written. Create a three-day journal on a topic of your choice Appreciate writing a personal journal. |
The learner is guided individually or in groups to rewrite the story you have read in our own words and use similes and proverbs to describe the characters.
|
What is a personal journal?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.181-183 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 4 |
WRITING
|
Functional Writing;
Personal diary/journal
|
By the end of the
lesson, the learner
should be able to:
Identify what a personal journal is and how it is written. Create a three-day journal on a topic of your choice Appreciate writing a personal journal. |
The learner is guided individually or in groups to rewrite the story you have read in our own words and use similes and proverbs to describe the characters.
|
What is a personal journal?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.181-183 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 5 |
WRITING
|
Functional Writing;
Personal diary/journal
|
By the end of the
lesson, the learner
should be able to:
Identify what a personal journal is and how it is written. Create a three-day journal on a topic of your choice Appreciate writing a personal journal. |
The learner is guided individually or in groups to rewrite the story you have read in our own words and use similes and proverbs to describe the characters.
|
What is a personal journal?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.181-183 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 1 |
MONEY- SAVINGS AND BANKING
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary:
Intensive listening
|
By the end of the
lesson, the learner
should be able to:
Look at the picture in activity 1 and discuss how you save your money in pairs/groups. Practice pronouncing words given correctly. Enjoy reading and pronouncing words which have sound h |
In groups, learners to look at the picture in activity 1 and discuss how you save your money in pairs/groups.
Practice pronouncing words given correctly. |
Where do people save money?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.184-187 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 2 |
MONEY- SAVINGS AND BANKING
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary:
Intensive listening
|
By the end of the
lesson, the learner
should be able to:
Look at the picture in activity 1 and discuss how you save your money in pairs/groups. Practice pronouncing words given correctly. Enjoy reading and pronouncing words which have sound h |
In groups, learners to look at the picture in activity 1 and discuss how you save your money in pairs/groups.
Practice pronouncing words given correctly. |
Where do people save money?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.184-187 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 3 |
READING
|
Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
Skim through the passage and tell what it is about. Read the story |
In groups, Learners to skim through the passage and tell what it is about.
Read the story |
What is the story about?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 187-190 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 4 |
READING
|
Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
Skim through the passage and tell what it is about. Read the story |
In groups, Learners to skim through the passage and tell what it is about.
Read the story |
What is the story about?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 187-190 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 5 |
READING
|
Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
Find an article on money and banking on the internet Skim and scan through the article to get information about money and banking. Enjoy reading extensively diseases in the community' |
The learner to find an article on money and banking on the internet
Skim and scan through the article to get information about money and banking. |
How do you scan an article?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.191-192 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 1 |
GRAMMAR IN USE
|
Word classes: Prepositions
|
By the end of the
lesson, the learner
should be able to:
Identify what are prepositions and how they are used. Make correct sentences using prepositions. Appreciate the use of prepositions in sentences. |
In groups, The learners to identify what are prepositions and how they are used.
Make correct sentences using prepositions. |
What are prepositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.192-195 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 2 |
GRAMMAR IN USE
|
Word classes: Prepositions
|
By the end of the
lesson, the learner
should be able to:
Identify what are prepositions and how they are used. Make correct sentences using prepositions. Appreciate the use of prepositions in sentences. |
In groups, The learners to identify what are prepositions and how they are used.
Make correct sentences using prepositions. |
What are prepositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.192-195 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 3 |
WRITING
|
Spelling: Homophones
|
By the end of the
lesson, the learner
should be able to:
Identify homophones from sentences and varied texts. Underline homophones in sentences. Enjoy using homophones in sentences. |
In groups, The learners to Identify homophones from sentences and varied texts.
Learner to underline homophones in sentences. |
What are homophones?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.196-197 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 4 |
WRITING
|
Spelling:
Words with double consonants and double vowel sounds
|
By the end of the
lesson, the learner
should be able to:
Identify and circle words with double consonants and double vowel sounds. Play spelling games using digital devices. Appreciate the use of words with double consonants and double vowel sounds. |
In groups, The learners to identify and circle words with double consonants and double vowel sounds.
Learners to play spelling games using digital devices. |
Which words have double consonants and double vowels?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.197-200 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 5 |
WRITING
|
Spelling:
Words with double consonants and double vowel sounds
|
By the end of the
lesson, the learner
should be able to:
Identify and circle words with double consonants and double vowel sounds. Play spelling games using digital devices. Appreciate the use of words with double consonants and double vowel sounds. |
In groups, The learners to identify and circle words with double consonants and double vowel sounds.
Learners to play spelling games using digital devices. |
Which words have double consonants and double vowels?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.197-200 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
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