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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
THE FARM - CASH CROPS
Listening and Speaking Listening and Speaking |
Proverbs and Sayings
|
By the end of the
lesson, the learner
should be able to:
- Identify proverbs and sayings in an oral narrative - Use proverbs and sayings appropriately in speech - Appreciate the importance of proverbs and sayings in communication |
The learner is guided to:
- Listen to a story from a teacher or an audio recording and identify proverbs and sayings - Share proverbs and sayings they know in pairs - Discuss the events in the story and predict what will happen next - Identify feelings portrayed in the story - List proverbs from the story and discuss their meanings - Practice using the proverbs correctly - Search the internet for songs and stories with proverbs and sayings - Listen to them and list proverbs and sayings on manila paper to make a poster |
Why are proverbs and sayings important in our daily communication?
|
Oxford New Progressive Primary English Learner's Book pg. 89
- Audio recording - Digital devices - Manila paper Oxford New Progressive Primary English Learner's Book pg. 90 - Dictionary - Digital devices |
Oral questions
- Observation checklist
- Peer assessment
- Oral presentations
- Portfolio
|
|
| 2 | 2 |
Reading
|
Fluency in Reading
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas and supporting details from a text - Read a text accurately and with expression - Respond to questions based on the text correctly |
The learner is guided to:
- Talk about pictures in the text about cash crops - Read the first sentence of each paragraph and predict what the passage is about - Read the passage 'Cash crop farming' - Scan the passage to identify cash crops grown in Kenya and counties that practice cash crop farming - Answer factual and inferential questions about the text - Suggest solutions to challenges faced by cash crop farmers |
Why is it important to read at the right speed and with expression?
|
Oxford New Progressive Primary English Learner's Book pg. 91
- Chart with pictures of cash crops - Word cards Oxford New Progressive Primary English Learner's Book pg. 92 - Stopwatch/timer - Word charts - Reading materials on cash crops |
Written assignments
- Oral questions
- Reading fluency tests
- Comprehension exercises
|
|
| 2 | 3 |
Reading
Grammar in Use |
Fluency in Reading
Double Imperatives |
By the end of the
lesson, the learner
should be able to:
- Identify new words from a word chart within a stipulated time - Read articles about cash crop farming at the right speed - Recommend to peers ways of enhancing reading fluency |
The learner is guided to:
- Identify new words from the passage using a word chart within a specific timeline - Search for articles about cash crop farming from newspapers, magazines or internet - Set the number of words to read per minute in groups - Assign paragraphs to each member and take turns to read - Note how long each member takes to read their paragraph - Help each other pronounce unfamiliar words and read fluently |
What makes someone a good reader?
|
Oxford New Progressive Primary English Learner's Book pg. 93
- Newspapers - Magazines - Digital devices - Word charts - Stopwatch/timer Oxford New Progressive Primary English Learner's Book pg. 94 - Picture cards - Charts |
Reading logs
- Reading speed charts
- Peer assessment
- Observation checklist
|
|
| 2 | 4 |
Grammar in Use
|
Question Tags
|
By the end of the
lesson, the learner
should be able to:
- Identify question tags in sentences - Use question tags correctly in sentences - Appreciate the importance of question tags in communication |
The learner is guided to:
- Read sentences with question tags and identify how they are used - Copy sentences with question tags from a dialogue and underline the question tags - Match statements with the correct question tags - Complete sentences using correct question tags - Practice making sentences using question tags in pairs - Correct each other where necessary |
Why do we use question tags in our daily communication?
|
Oxford New Progressive Primary English Learner's Book pg. 95
- Dialogue charts - Sentence strips - Digital devices Oxford New Progressive Primary English Learner's Book pg. 96 - Manila paper |
Written exercises
- Oral presentations
- Peer assessment
- Sentence construction tests
|
|
| 2 | 5 |
Writing
|
Similes and Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify similes and proverbs in a story - Explain the meaning of similes and proverbs - Appreciate the importance of using similes and proverbs in creative writing |
The learner is guided to:
- Read the story 'Harvest time' in groups - Identify similes and proverbs from the story - Discuss what they think happened when the children got to the farm - Write a story about what happened when the children got to the farm using similes and proverbs - Exchange their work with another group for correction - Search the internet or books for proverbs and similes - Create charts with proverbs and similes for display |
How do similes and proverbs make our writing interesting?
|
Oxford New Progressive Primary English Learner's Book pg. 97
- Digital devices - Story books - Manila paper - Reference materials |
Creative writing assignments
- Peer assessment
- Group presentations
- Observation checklist
|
|
| 3 | 1 |
Writing
|
Similes and Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Plan a story about a visit to a farm - Use similes and proverbs to enhance creative writing - Create a story incorporating similes and proverbs |
The learner is guided to:
- Work in pairs to plan a story about a visit to a farm using a planning table - Include when they visited, who went with them, what the farm looked like, what they did and how the day ended - Write the story individually using proverbs and similes - Exchange compositions with classmates for checking and feedback - Identify correct and incorrect use of similes and proverbs |
Why should we plan before writing compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 98
- Planning templates - Digital devices - Reference materials |
Creative writing assignments
- Peer assessment
- Self-evaluation
- Composition rubrics
|
|
| 3 | 2 |
Writing
|
Similes and Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Create stories using similes and proverbs - Evaluate the effectiveness of similes and proverbs in creative writing - Value the role of similes and proverbs in enhancing communication |
The learner is guided to:
- Read and analyze stories with similes and proverbs - Create their own similes related to farm activities - Write a narrative composition incorporating appropriate similes and proverbs - Present their compositions to the class - Give and receive feedback on the effective use of similes and proverbs - Compile a class collection of effective similes and proverbs |
How can we use similes and proverbs effectively in our compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 99
- Sample compositions - Digital devices - Reference materials |
Creative writing assignments
- Portfolio assessment
- Presentation rubrics
- Peer assessment
|
|
| 3 | 3 |
HEALTH – COMMUNICABLE DISEASES
Listening and Speaking Listening and Speaking |
Speaking Fluency
|
By the end of the
lesson, the learner
should be able to:
- Speak accurately and at the right speed - Show appropriate emotions during oral presentations - Appreciate the importance of speaking fluently |
The learner is guided to:
- Take turns to present a speech about communicable diseases in groups - Speak accurately and at the right speed - Show different feelings and emotions during the speech - Choose a group member to present the speech to the class - Identify interesting events that happened in school during the week - Create news items about these events - Present news items to the class with appropriate emotions |
Why should we speak clearly and confidently?
|
Oxford New Progressive Primary English Learner's Book pg. 100
- Audio recordings - Digital devices - Charts with health information Oxford New Progressive Primary English Learner's Book pg. 101 - News articles on communicable diseases |
Oral presentations
- Observation checklist
- Peer assessment
- Self-evaluation
|
|
| 3 | 4 |
Listening and Speaking
Reading |
Speaking Fluency
Descriptive Texts |
By the end of the
lesson, the learner
should be able to:
- Identify words with the sound /h/ in a poem - Pronounce the sound /h/ correctly - Express ideas fluently and with appropriate intonation |
The learner is guided to:
- Listen to a poem read by the teacher - Recite the poem in groups with accurate pronunciation and expression - Identify words in the poem that start with the sound /h/ - Read paragraphs with words that have the sound /h/ - Play word games using words with the target sound - Search for poems or songs on communicable diseases - Identify words with the sound /h/ from the poems or songs |
Why is it important to pronounce sounds correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 102
- Audio recordings - Word cards - Digital devices - Dice for word games Oxford New Progressive Primary English Learner's Book pg. 103 - Health charts - Reference books on diseases |
Oral presentations
- Observation checklist
- Word pronunciation tests
- Peer assessment
|
|
| 3 | 5 |
Reading
|
Descriptive Texts
|
By the end of the
lesson, the learner
should be able to:
- Retell a story in own words - Create mental images from events in the text - Visualize characters and places mentioned in the text |
The learner is guided to:
- Read the story 'Watch out for diseases!' again - Retell the story in their own words in pairs - Describe the people in the story, where they are and what they do - Identify details that have been left out in retelling - Visualize events, characters or places mentioned in the story - Pick out the main idea in each paragraph |
Why is it important to visualize what we read?
|
Oxford New Progressive Primary English Learner's Book pg. 104
- Story charts - Digital devices - Picture cards |
Oral presentations
- Observation checklist
- Peer assessment
- Retelling rubrics
|
|
| 4 | 1 |
Reading
Grammar in Use |
Descriptive Texts
Adverbs and Modals |
By the end of the
lesson, the learner
should be able to:
- Summarize stories in their own words - Make connections between texts and personal experiences - Value reading as a source of information |
The learner is guided to:
- Rewrite the story in one paragraph using their own words - Describe people they know who are like characters in the story - Search the internet for videos about communicable diseases - Watch the videos and write down what they learn - Share the information with classmates - Discuss how the information relates to their daily lives |
How do we apply what we read to our daily lives?
|
Oxford New Progressive Primary English Learner's Book pg. 105
- Digital devices - Videos on communicable diseases - Reference materials Oxford New Progressive Primary English Learner's Book pg. 106 - Sentence strips - Substitution tables - Digital devices |
Written summaries
- Observation checklist
- Presentation rubrics
- Self-evaluation
|
|
| 4 | 2 |
Grammar in Use
|
Adverbs and Modals
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of adverbs in texts - Categorize adverbs according to their types - Use adverbs correctly in sentences |
The learner is guided to:
- Recite a poem about different types of adverbs - Identify adverbs of manner, place, time and frequency from the poem - List adverbs from the poem and classify them according to type - Fill in blanks in sentences using appropriate adverbs - Make sentences using adverbs from the poem - Read the passage 'Watch out for diseases!' and identify adverbs |
Which words tell us how, when, and where actions happen?
|
Oxford New Progressive Primary English Learner's Book pg. 107
- Charts with adverb types - Sentence strips - Digital devices Oxford New Progressive Primary English Learner's Book pg. 108 - Manila paper - Charts - Digital devices - Reference materials |
Written exercises
- Oral presentations
- Classification tasks
- Peer assessment
|
|
| 4 | 3 |
Writing
|
Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Identify exclamation marks in sentences - Use exclamation marks correctly in writing - Appreciate the importance of correct punctuation |
The learner is guided to:
- Read sentences with exclamation marks aloud in pairs - Talk about how exclamation marks are used in sentences - Circle exclamation marks in sentences - Listen to a story read by the teacher and copy it in their exercise books - Include exclamation marks where needed - Write sentences showing surprise, shock, disgust or excitement - Use exclamation marks appropriately in their sentences |
Why is it important to use correct punctuation in writing?
|
Oxford New Progressive Primary English Learner's Book pg. 108
- Sentence strips - Charts with examples - Digital devices |
Written exercises
- Observation checklist
- Peer assessment
- Punctuation tests
|
|
| 4 | 4 |
Writing
|
Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Identify apostrophes in sentences - Use apostrophes correctly in writing - Collaborate with others to judge the appropriateness of punctuation marks |
The learner is guided to:
- Read sentences with apostrophes aloud - Circle apostrophes in a paragraph - Add apostrophes to sentences in the correct position - Write sentences using apostrophes correctly - Create charts with sentences using apostrophes - Share charts with classmates - Watch a video on the uses of apostrophes - Make notes on other uses of the apostrophe |
How does correct punctuation make our writing clearer?
|
Oxford New Progressive Primary English Learner's Book pg. 109
- Sentence strips - Charts with examples - Digital devices - Videos on punctuation |
Written exercises
- Observation checklist
- Peer assessment
- Group presentations
|
|
| 4 | 5 |
LEISURE TIME ACTIVITIES
Listening and Speaking |
Interactive Listening
|
By the end of the
lesson, the learner
should be able to:
- Recite poems with expression - Identify the main ideas in a poem - Display varied emotions when reciting poems |
The learner is guided to:
- Recite the poem about leisure time in groups - Answer questions about the poem - Discuss how each stanza makes them feel - Make a recording of themselves reciting the poem - Change their voice to show how they feel while reciting - Share recordings with friends - Ask for feedback on how to improve the recitation |
Why should we use facial expressions and gestures when speaking?
|
Oxford New Progressive Primary English Learner's Book pg. 111
- Audio recording devices - Digital devices - Poem charts |
Oral presentations
- Observation checklist
- Peer assessment
- Recording evaluation
|
|
| 5 | 1 |
Listening and Speaking
|
Interactive Listening
|
By the end of the
lesson, the learner
should be able to:
- Identify polite ways to interrupt during conversations - Take turns appropriately during conversations - Value the importance of politeness in communication |
The learner is guided to:
- Talk about a picture showing a conversation - Listen to a conversational narrative read by the teacher - Retell the narrative while expressing different moods and feelings - Identify words used to interrupt politely in the narrative - Identify polite people in the narrative and give reasons - Hold conversations about leisure with classmates - Interrupt politely and take turns to speak - Search for videos of conversational narratives - Identify turn-taking skills in the videos |
Why is it important to interrupt politely during conversations?
|
Oxford New Progressive Primary English Learner's Book pg. 112
- Audio recordings - Digital devices - Picture cards Oxford New Progressive Primary English Learner's Book pg. 113 - Word cards - Dictionary - Picture cards of leisure activities |
Oral presentations
- Observation checklist
- Peer assessment
- Conversation assessment
|
|
| 5 | 2 |
Reading
|
Factual Texts
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a factual text - Answer factual and inferential questions correctly - Value reading as a source of information |
The learner is guided to:
- Read the passage 'Leisure activities' - Answer factual and inferential questions about the passage - Identify the importance of leisure activities for children from the passage - Write a sentence for each article in the passage to bring out the main idea - Form a paragraph using the sentences - Give their opinions about the writer's views - Talk about leisure activities they participate in |
Why should we participate in leisure activities?
|
Oxford New Progressive Primary English Learner's Book pg. 114
- Charts with leisure activities - Digital devices - Reference materials Oxford New Progressive Primary English Learner's Book pg. 115 - Manila paper - Drawing materials |
Written assignments
- Oral questions
- Comprehension exercises
- Peer assessment
|
|
| 5 | 3 |
Grammar in Use
|
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions in sentences - Use conjunctions to join sentences correctly - Appreciate the importance of conjunctions in communication |
The learner is guided to:
- Read sentences with conjunctions (and, but, or, because) and note how they are used - Identify conjunctions used in a conversation - Fill in blanks using appropriate conjunctions - Make sentences using the conjunctions and, but, or, because - Write sentences on a chart using the conjunctions - Display the chart on the class noticeboard - Look at charts prepared by other groups |
Why do we join words and sentences?
|
Oxford New Progressive Primary English Learner's Book pg. 116
- Sentence strips - Charts with conjunctions - Digital devices - Manila paper Oxford New Progressive Primary English Learner's Book pg. 117 |
Written exercises
- Oral presentations
- Peer assessment
- Observation checklist
|
|
| 5 | 4 |
Grammar in Use
Writing |
Conjunctions
Descriptive Composition |
By the end of the
lesson, the learner
should be able to:
- Find conjunctions in authentic texts - Use a variety of conjunctions in sentences - Judge the appropriateness of conjunctions in texts |
The learner is guided to:
- Find interesting articles in newspapers or magazines - Read the articles and underline conjunctions - Create a list of different conjunctions from the articles - Use the conjunctions to create their own sentences - Share their sentences with the class - Create stories using different conjunctions - Assess each other's use of conjunctions |
How can we vary our use of conjunctions in writing?
|
Oxford New Progressive Primary English Learner's Book pg. 118
- Newspapers - Magazines - Digital devices - Reference materials Oxford New Progressive Primary English Learner's Book pg. 119 - Sample compositions |
Written exercises
- Presentations
- Peer assessment
- Story assessment
|
|
| 5 | 5 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Plan a descriptive composition - Write a descriptive composition using appropriate vocabulary - Value the importance of planning before writing |
The learner is guided to:
- Talk about different ways people spend their leisure time - Choose a game or activity to describe - Describe how the game is played or how the activity is done - Describe the people who take part in the activity - Write a plan for a composition about the game or activity - Write the first paragraph of the composition |
How do we write an interesting descriptive composition?
|
Oxford New Progressive Primary English Learner's Book pg. 120
- Planning templates - Digital devices - Reference materials - Sample compositions |
Composition planning
- Written assignments
- Peer assessment
- Self-evaluation
|
|
| 6 | 1 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Complete a descriptive composition independently - Edit compositions for improvement - Collaborate with others to determine the quality of a composition |
The learner is guided to:
- Complete the description of how a game is played or an activity is carried out individually - Exchange their work with classmates - Correct their classmate's work - Suggest improvements to make the writing better - Revise their compositions based on feedback - Present their final compositions to the class |
How can we improve our compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 121
- Sample compositions - Digital devices - Reference materials - Editing checklists |
Final compositions
- Peer editing
- Self-evaluation
- Presentation rubrics
|
|
| 6 | 2 |
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 |
Oral presentations
- Role-play assessment
- Observation checklist
- Peer assessment
|
|
| 6 | 3 |
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 emotions in a speech - Present speeches with appropriate emotions - Appreciate the role of emotions in oral presentations |
The learner is guided to:
- Listen to a speech read by the teacher or from an audio recording - Discuss the feelings of the person presenting the speech - Take turns to present the speech showing emotions - Create a speech about sports - Choose a group member to present the speech to the class - Give feedback on the use of emotions in presentations |
How can emotions make a speech more effective?
|
Oxford New Progressive Primary English Learner's Book pg. 123
- Audio recordings - Digital devices - Speech scripts Oxford New Progressive Primary English Learner's Book pg. 124 - Picture cards - Word cards |
Oral presentations
- Observation checklist
- Peer assessment
- Speech assessment rubrics
|
|
| 6 | 4 |
Reading
|
Reading with Technology
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a text about sports - Answer factual and inferential questions correctly - Appreciate the value of sports in fostering talents |
The learner is guided to:
- Talk about their talents in sports in pairs - Read the passage 'A breath of fresh air' - Name sports mentioned in the passage - Identify the most popular sporting activity in the world - Explain how Kenya's women's volleyball team has raised the Kenyan flag high - Find the meaning of words as used in the passage - List benefits of sports to the country |
How do sports help in developing talents?
|
Oxford New Progressive Primary English Learner's Book pg. 125
- Digital devices - Sports magazines - Reference books - Picture cards Oxford New Progressive Primary English Learner's Book pg. 127 - Internet resources - Manila paper |
Written assignments
- Oral questions
- Comprehension exercises
- Peer assessment
|
|
| 6 | 5 |
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 |
Written exercises
- Oral presentations
- Question formation
- Peer assessment
|
|
| 7 | 1 |
Grammar in Use
|
Interrogatives
|
By the end of the
lesson, the learner
should be able to:
- Identify phrases used as interrogatives - Use 'How much' and 'What else' correctly in sentences - Appreciate the importance of interrogatives in communication |
The learner is guided to:
- Read a dialogue with phrases 'How much' and 'What else' - Talk about how the phrases have been used - Underline phrases used as interrogatives in a paragraph - Complete sentences using 'How much' or 'What else' - Write questions using 'How much' and 'What else' - Give the questions to classmates to answer - Check whether classmates have used the phrases correctly |
How do we form effective questions?
|
Oxford New Progressive Primary English Learner's Book pg. 129
- Sentence strips - Digital devices - Charts with interrogatives Oxford New Progressive Primary English Learner's Book pg. 130 - Question cards - Charts with interrogatives - Quiz templates |
Written exercises
- Oral presentations
- Question formation
- Peer assessment
|
|
| 7 | 2 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify words that are often misspelled - Spell words correctly - Appreciate the importance of correct spelling in communication |
The learner is guided to:
- Tell classmates words they often misspell - Practice spelling words together - Fill in crossword puzzles with correctly spelled words - Rearrange letters to make words with specific meanings - Listen to words read by the teacher and write them down - Use the words in sentences |
Why is correct spelling important in communication?
|
Oxford New Progressive Primary English Learner's Book pg. 131
- Word cards - Crossword puzzles - Dictionaries - Digital devices |
Spelling tests
- Crossword completion
- Word arrangement
- Peer assessment
|
|
| 7 | 3 |
Writing
Listening and Speaking |
Spelling
Making a Speech |
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 Oxford New Progressive Primary English Learner's Book pg. 135 - Picture cards - Audio recordings - Speech scripts |
Spelling tests
- Written exercises
- Peer assessment
- Word usage tests
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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 story 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
|
|
| 8 | 2 |
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 Oxford New Progressive Primary English Learner's Book pg. 144 - Reference materials - Charts - Sample texts |
Written exercises
- Oral presentations
- Role-play assessment
- Peer assessment
|
|
| 8 | 3 |
Writing
|
Appointment Diary and Journal
|
By the end of the
lesson, the learner
should be able to:
- Identify the features of an appointment diary - Create an appointment diary with relevant information - Appreciate the importance of planning and organizing activities |
The learner is guided to:
- Read an entry from an appointment diary - Identify the features of an appointment diary - Discuss what items should be recorded in an appointment diary - Talk about why it is important to keep an appointment diary - Keep an appointment diary for three days - Display their work in class |
Why should we plan our activities in advance?
|
Oxford New Progressive Primary English Learner's Book pg. 145
- Sample appointment diaries - Digital devices - Charts - Reference materials |
Written assignments
- Diary assessment
- Peer assessment
- Self-evaluation
|
|
| 8 | 4 |
Writing
Listening and Speaking |
Appointment Diary and Journal
Intensive Listening |
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 Oxford New Progressive Primary English Learner's Book pg. 149 - Picture cards - Role-play props |
Journal creation
- Written assignments
- Peer assessment
- Self-evaluation
|
|
| 8 | 5 |
MONEY- SAVINGS AND BANKING
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 |
Oral presentations
- Role-play assessment
- Vocabulary tests
- Peer assessment
|
|
| 9 | 1 |
Listening and Speaking
Reading |
Intensive Listening
Extensive Reading |
By the end of the
lesson, the learner
should be able to:
- Identify words with sounds /m/, /n/ and /ŋ/ in a story - Pronounce words with the target sounds correctly - Construct sentences orally using the target sounds |
The learner is guided to:
- Listen to a story read by the teacher - Identify words from the story with sounds /m/, /n/ and /ŋ/ - Say two words that have each of the target sounds - Listen to the dialogue again and identify words with sounds /sn/ and /sl/ - Say three more words with sounds /sn/ and /sl/ - Look up the meaning of words related to banking in a dictionary - Make oral sentences using the words - Use words to complete a paragraph about banking |
Why is correct pronunciation important in communication?
|
Oxford New Progressive Primary English Learner's Book pg. 151
- Word cards - Audio recordings - Dictionaries - Digital devices Oxford New Progressive Primary English Learner's Book pg. 152 - Story charts - Digital devices - Reference materials - Picture cards |
Pronunciation checks
- Oral presentations
- Vocabulary tests
- Peer assessment
|
|
| 9 | 2 |
Reading
Grammar in Use |
Extensive Reading
Prepositions |
By the end of the
lesson, the learner
should be able to:
- Select suitable reading materials on money and banking - Skim through texts to obtain the main idea - Scan texts to obtain specific information |
The learner is guided to:
- Visit a library and select a newspaper article, storybook or poem - Skim through it quickly to determine what it is about - Read it carefully and identify the main points - Keep a record of articles, storybooks or poems read in their creative writing diary - Search for articles about saving money on the internet - Read the articles and write down the main points |
Why should we read a variety of materials?
|
Oxford New Progressive Primary English Learner's Book pg. 155
- Library books - Newspapers - Magazines - Digital devices Oxford New Progressive Primary English Learner's Book pg. 156 - Sentence strips - Charts with prepositions - Digital devices - Manila paper |
Reading logs
- Written summaries
- Oral presentations
- Peer assessment
|
|
| 9 | 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
|
|
| 9 | 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
|
|
| 9 | 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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