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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 1 |
SPORTS - APPRECIATING TALENTS
Listening and Speaking Listening and Speaking |
Non-verbal Cues
|
By the end of the
lesson, the learner
should be able to:
- Identify different emotions from pictures - Display different emotions using facial expressions - Value the importance of non-verbal cues in communication |
The learner is guided to:
- Talk about emotions shown by children in pictures - Use their faces to show different emotions - Role-play conversations showing different emotions - Continue conversations while showing appropriate emotions - Present conversations to the class |
Why is it important to use non-verbal cues when speaking?
|
Oxford New Progressive Primary English Learner's Book pg. 122
- Picture cards showing emotions - Digital devices - Charts with emotions Oxford New Progressive Primary English Learner's Book pg. 123 - Audio recordings - Speech scripts |
Oral presentations
- Role-play assessment
- Observation checklist
- Peer assessment
|
|
| 3 | 2 |
Listening and Speaking
Reading |
Non-verbal Cues
Reading with Technology |
By the end of the
lesson, the learner
should be able to:
- Identify words with the vowel sound /aɪ/ as in kite - Pronounce words with the target sound correctly - Construct sentences orally using the target sound |
The learner is guided to:
- Say the names of pictures and identify the common sound (/aɪ/) - Listen to a speech and identify words with the vowel sound /aɪ/ - Take turns to say tongue twisters with the target sound - Say other words that have the same vowel sound - Recite a poem with words containing the target sound - Identify words from the poem with the target sound |
Why is correct pronunciation important in communication?
|
Oxford New Progressive Primary English Learner's Book pg. 124
- Picture cards - Audio recordings - Digital devices - Word cards Oxford New Progressive Primary English Learner's Book pg. 125 - Sports magazines - Reference books - Picture cards |
Oral presentations
- Pronunciation checks
- Observation checklist
- Peer assessment
|
|
| 3 | 3 |
Reading
|
Reading with Technology
|
By the end of the
lesson, the learner
should be able to:
- Search for information about sporting activities - Analyze rules of sporting activities - Collaborate with others to determine the appropriateness of reading materials |
The learner is guided to:
- Choose a sporting activity played in school - Search the internet for an article about the rules of the sporting activity - Discuss whether they follow all the rules when they play at school - Identify new words in the article - Work out the meaning of the words from context - Create crossword puzzles using the new words - Mime or role-play how the sporting activity is played - Write rules of the sporting activity on a chart - Discuss whether the article was appropriate |
How can technology enhance our reading experiences?
|
Oxford New Progressive Primary English Learner's Book pg. 127
- Digital devices - Internet resources - Sports magazines - Manila paper |
Internet search skills
- Article analysis
- Role-play assessment
- Group presentations
|
|
| 3 | 4 |
Grammar in Use
|
Interrogatives
|
By the end of the
lesson, the learner
should be able to:
- Identify interrogatives in sentences - Use interrogatives correctly in sentences - Value the importance of asking questions appropriately |
The learner is guided to:
- Read sentences with interrogatives (who, why, when, how, which) - Identify words that make the sentences questions - Fill in blanks using appropriate interrogatives - Take turns to ask and answer questions about sports using interrogatives - Type the questions and answers using a computer or tablet - Email them to the teacher |
Why do we ask questions?
|
Oxford New Progressive Primary English Learner's Book pg. 128
- Sentence strips - Digital devices - Charts with interrogatives Oxford New Progressive Primary English Learner's Book pg. 129 |
Written exercises
- Oral presentations
- Question formation
- Peer assessment
|
|
| 3 | 5 |
Grammar in Use
Writing |
Interrogatives
Spelling |
By the end of the
lesson, the learner
should be able to:
- Form a variety of questions using interrogatives - Use interrogatives appropriately in different contexts - Judge the appropriateness of interrogatives in communication |
The learner is guided to:
- Create a variety of questions using different interrogatives - Role-play interviews using the questions they have created - Create a sports quiz using various interrogatives - Administer the quiz to their classmates - Evaluate the effectiveness of their questions - Suggest improvements to their questions |
How can we vary our questions to get different types of information?
|
Oxford New Progressive Primary English Learner's Book pg. 130
- Question cards - Digital devices - Charts with interrogatives - Quiz templates Oxford New Progressive Primary English Learner's Book pg. 131 - Word cards - Crossword puzzles - Dictionaries - Digital devices |
Quiz creation
- Interview assessment
- Peer assessment
- Self-evaluation
|
|
| 4 | 1 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify homophones in sentences - Use homophones correctly in sentences - Value the importance of correct spelling and word usage |
The learner is guided to:
- Read sentences with homophones (words pronounced the same but spelled differently) - Identify pairs of homophones in a story - Use homophones to construct sentences - Choose correct words from brackets to fill in blanks - Use pairs of words to make sentences showing different meanings - Exchange work with classmates for checking |
How does correct spelling enhance communication?
|
Oxford New Progressive Primary English Learner's Book pg. 132
- Word cards - Dictionaries - Digital devices - Sentence strips |
Spelling tests
- Written exercises
- Peer assessment
- Word usage tests
|
|
| 4 | 2 |
Listening and Speaking
|
Making a Speech
|
By the end of the
lesson, the learner
should be able to:
- Present a speech about environmental pollution - Speak clearly and fluently - Use appropriate facial expressions and gestures |
The learner is guided to:
- Listen to a speech about environmental pollution read by the teacher - Take turns to present the speech in groups - Speak clearly and use facial expressions and gestures - Choose a group member to present the speech to the class - Talk about pictures showing environmental pollution - Make a speech about the pictures - Present the speech clearly with appropriate expressions |
Why should we speak clearly and confidently when making speeches?
|
Oxford New Progressive Primary English Learner's Book pg. 135
- Picture cards - Audio recordings - Digital devices - Speech scripts |
Oral presentations
- Observation checklist
- Peer assessment
- Speech assessment rubrics
|
|
| 4 | 3 |
ENVIRONMENTAL POLLUTION
Listening and Speaking Listening and Speaking |
Making a Speech
|
By the end of the
lesson, the learner
should be able to:
- Pronounce words with sounds /f/ and /v/ correctly - Identify words with the target sounds in a text - Construct sentences orally using the target sounds |
The learner is guided to:
- Listen to a speech read by the teacher again - Identify words from the speech with sounds /f/ as in fan and /v/ as in van - Practice saying the words with peers - Read sentences with the target sounds as fast as possible - Pronounce the sounds correctly - Listen to a passage read by the teacher - Say words from the passage with sounds /f/ and /v/ |
Why is correct pronunciation important in public speaking?
|
Oxford New Progressive Primary English Learner's Book pg. 136
- Word cards - Audio recordings - Digital devices - Sentence strips Oxford New Progressive Primary English Learner's Book pg. 137 - Dictionaries - Dice for word games |
Pronunciation checks
- Oral presentations
- Observation checklist
- Peer assessment
|
|
| 4 | 4 |
Reading
|
Poems, Songs and Tongue Twisters
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in a poem about pollution - Answer factual and inferential questions correctly - Appreciate the importance of environmental conservation |
The learner is guided to:
- Read the poem 'Who is to blame?' in groups - Answer factual and inferential questions about the poem - Name things from the poem that pollute the environment - Find the meaning of words as used in the poem - Suggest ways to dispose of different waste items - Compare the environment described in the poem with their own environment - Present the poem during school assembly using facial expressions and gestures - Draw pictures of the environment described in the poem |
How does pollution affect our environment?
|
Oxford New Progressive Primary English Learner's Book pg. 138
- Poem charts - Drawing materials - Digital devices - Reference materials |
Written assignments
- Oral presentations
- Drawing assessment
- Peer assessment
|
|
| 4 | 5 |
Reading
Grammar in Use |
Poems, Songs and Tongue Twisters
Nouns (singular/plural only) |
By the end of the
lesson, the learner
should be able to:
- Read stories about environmental pollution with comprehension - Identify main ideas in a story - Value the importance of environmental conservation |
The learner is guided to:
- Read the story 'Be responsible' - Identify the main characters in the story - Explain phrases used in the story - Identify things that polluted the animals' environment - List ways in which pollution affects wild animals - Suggest ways humans can conserve the environment - Read the song in the styory and make up a tune - Sing the song as a group - Compose a stanza to add to the song - Create tongue twisters about pollution |
Why should we care about environmental pollution?
|
Oxford New Progressive Primary English Learner's Book pg. 139
- Story charts - Digital devices - Reference materials - Videos on pollution Oxford New Progressive Primary English Learner's Book pg. 142 - Word cards - Sentence strips - Charts |
Written assignments
- Oral presentations
- Song composition
- Role-play assessment
|
|
| 5 |
Assessment |
||||||||
| 6 | 1 |
Grammar in Use
|
Nouns (singular/plural only)
|
By the end of the
lesson, the learner
should be able to:
- Identify nouns that only occur in the plural form - Use nouns that only occur in the plural form correctly - Value the importance of using nouns correctly |
The learner is guided to:
- Look at pictures and read sentences with nouns that only occur in the plural form - Note how the words in colour are used - Role-play a telephone conversation with nouns that only occur in the plural form - Underline nouns that only occur in the plural form in the conversation - Use the identified nouns to construct sentences - Say other words that only occur in the plural form - Create a chart of sentences using these nouns |
How do we identify nouns that only occur in the plural form?
|
Oxford New Progressive Primary English Learner's Book pg. 143
- Picture cards - Sentence strips - Digital devices - Charts |
Written exercises
- Oral presentations
- Role-play assessment
- Peer assessment
|
|
| 6 | 2 |
Grammar in Use
Writing |
Nouns (singular/plural only)
Appointment Diary and Journal |
By the end of the
lesson, the learner
should be able to:
- Analyze the use of nouns that only occur in the singular or plural form - Use these nouns correctly in communication - Collaborate with others to determine the correctness of noun usage |
The learner is guided to:
- Search the internet for videos about nouns that occur only in the plural form - Discuss what they learn with friends - Create sentences using both types of nouns (singular only and plural only) - Create a class dictionary of nouns that only appear in singular or plural form - Edit texts with incorrect usage of these nouns - Create stories using these nouns correctly |
How can we improve our use of nouns in communication?
|
Oxford New Progressive Primary English Learner's Book pg. 144
- Digital devices - Reference materials - Charts - Sample texts Oxford New Progressive Primary English Learner's Book pg. 145 - Sample appointment diaries - Reference materials |
Written exercises
- Editing tasks
- Story creation
- Peer assessment
|
|
| 6 | 3 |
Writing
|
Appointment Diary and Journal
|
By the end of the
lesson, the learner
should be able to:
- Identify the features of a personal journal - Create a personal journal to document experiences - Value the importance of keeping records of personal experiences |
The learner is guided to:
- Read sample journal entries - Identify the features of a personal journal - Discuss what should be written in a personal journal - Write journal entries for given days - Display their work in class and review other learners' work - Keep their own personal journal for three days - Include events that happen to them and what they learn in school - Look for examples of personal journals on the internet - Compare them with the sample journal |
Why is it important to keep a record of our experiences?
|
Oxford New Progressive Primary English Learner's Book pg. 146
- Sample journals - Digital devices - Reference materials - Charts |
Journal creation
- Written assignments
- Peer assessment
- Self-evaluation
|
|
| 6 | 4 |
MONEY- SAVINGS AND BANKING
Listening and Speaking |
Intensive Listening
|
By the end of the
lesson, the learner
should be able to:
- Role-play conversations about money and banking - Express different emotions during conversations - Appreciate the importance of saving money |
The learner is guided to:
- Talk about a picture of people at a bank - Pretend to be the people in the picture and role-play a conversation - Express different emotions during the role-play - Continue the dialogue using gestures and facial expressions - Present the dialogue to the class - Discuss the importance of understanding people's feelings when they speak |
Why is it important to understand people's feelings as they speak?
|
Oxford New Progressive Primary English Learner's Book pg. 149
- Picture cards - Digital devices - Role-play props |
Oral presentations
- Role-play assessment
- Observation checklist
- Peer assessment
|
|
| 6 | 5 |
Listening and Speaking
|
Intensive Listening
|
By the end of the
lesson, the learner
should be able to:
- Identify similes and proverbs in a dialogue - Use similes and proverbs correctly in sentences - Interpret a speaker's feelings and emotions correctly |
The learner is guided to:
- Listen to a dialogue read by the teacher or from an audio recording - Role-play the dialogue showing feelings and emotions - Identify similes in the dialogue - Use the similes to make sentences - Exchange sentences with another pair and give feedback - Identify proverbs in the dialogue and explain their meaning - Identify new words from the dialogue and discuss their meaning |
How do similes and proverbs enhance our communication?
|
Oxford New Progressive Primary English Learner's Book pg. 150
- Audio recordings - Digital devices - Charts with similes and proverbs Oxford New Progressive Primary English Learner's Book pg. 151 - Word cards - Dictionaries - Digital devices |
Oral presentations
- Role-play assessment
- Vocabulary tests
- Peer assessment
|
|
| 7 | 1 |
Reading
|
Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
- Predict content of a story using pictures and title - Identify main ideas in a story about saving money - Appreciate the importance of saving money |
The learner is guided to:
- Look at pictures in the story 'Saving for the future' - Skim through the story and predict whether they will enjoy reading it - Read the story - Scan the story and write down the main points - Discuss whether they enjoyed reading the story - Give reasons for their answer - Say whether the language used was easy or difficult |
Why is saving money important?
|
Oxford New Progressive Primary English Learner's Book pg. 152
- Story charts - Digital devices - Reference materials - Picture cards Oxford New Progressive Primary English Learner's Book pg. 155 - Library books - Newspapers - Magazines - Digital devices |
Written assignments
- Oral presentations
- Comprehension exercises
- Peer assessment
|
|
| 7 | 2 |
Grammar in Use
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of time (in, on, at) in sentences - Use prepositions of time correctly in sentences - Appreciate the importance of prepositions in communication |
The learner is guided to:
- Read sentences with prepositions in, on and at showing time - Talk about how these prepositions have been used - Make sentences about themselves using in, on and at to show time - Copy a table and underline prepositions in sentences - Indicate whether the preposition shows time or place - Make sentences using in, on and at to show time - Write sentences on a chart and display in class |
Which words show when events happen?
|
Oxford New Progressive Primary English Learner's Book pg. 156
- Sentence strips - Charts with prepositions - Digital devices - Manila paper |
Written exercises
- Oral presentations
- Classification tasks
- Peer assessment
|
|
| 7 | 3 |
Grammar in Use
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of place (in, on, at) in sentences - Use prepositions of place correctly in sentences - Value the importance of prepositions in communication |
The learner is guided to:
- Look at a picture and read a paragraph with prepositions of place - Talk about how the prepositions in, on and at have been used - Use the prepositions to make sentences about place - Draw pictures to illustrate their sentences - Create a chart with sentences using prepositions of place - Display and compare with other groups' work - Search the internet for articles about money - Identify sentences with the prepositions in, on and at |
Which words show where things are located?
|
Oxford New Progressive Primary English Learner's Book pg. 157
- Picture cards - Sentence strips - Digital devices - Charts Oxford New Progressive Primary English Learner's Book pg. 158 - Crossword templates |
Written exercises
- Oral presentations
- Drawing assessment
- Peer assessment
|
|
| 7 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify homophones in sentences - Use homophones correctly in sentences - Value the importance of correct spelling |
The learner is guided to:
- Read sentences with homophones (words pronounced the same but spelled differently) - Identify pairs of homophones in a story - Use the homophones to construct sentences - Listen to sentences read by the teacher and write them down - Exchange work with a classmate to check spelling - Search the internet for examples of homophones - Help each other learn the correct spelling of the words |
Why should we spell words correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 159
- Word cards - Dictionaries - Digital devices - Sentence strips |
Spelling tests
- Written exercises
- Dictation assessment
- Peer assessment
|
|
| 7 | 5 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify words with double consonants and vowels - Spell words with double consonants and vowels correctly - Collaborate with others to enhance spelling skills |
The learner is guided to:
- Write the names of items in pictures - Rearrange letters to spell words with double consonants correctly - Use the words to fill in blanks - Read a story and list words with double consonants and double vowels - Use the words to make sentences - Exchange work with classmates to check usage - Talk about ways to improve spelling - Search the internet for words with double letters - Create puzzles using the words |
How can we improve our spelling skills?
|
Oxford New Progressive Primary English Learner's Book pg. 160
- Word cards - Dictionaries - Digital devices - Puzzles |
Spelling tests
- Written exercises
- Puzzle creation
- Peer assessment
|
|
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