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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
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
|
|
| 1 | 3 |
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 |
Oral presentations
- Observation checklist
- Peer assessment
- Conversation assessment
|
|
| 1 | 4 |
Listening and Speaking
|
Interactive Listening
|
By the end of the
lesson, the learner
should be able to:
- Pronounce words with the sounds /s/ and /z/ correctly - Use vocabulary related to leisure time correctly - Construct sentences orally using theme-related vocabulary |
The learner is guided to:
- Take turns to say words with the sounds /s/ and /z/ - Practice making oral sentences using pairs of words with the sounds /s/ and /z/ - Say tongue twisters with the target sounds - Select leisure activities and give hints about them using words and actions - Make sentences using words related to leisure activities - Look up the meaning of vocabulary related to leisure in a dictionary - Make sentences using the new vocabulary |
How can we improve our pronunciation of sounds /s/ and /z/?
|
Oxford New Progressive Primary English Learner's Book pg. 113
- Word cards - Dictionary - Digital devices - Picture cards of leisure activities |
Oral presentations
- Observation checklist
- Vocabulary tests
- Peer assessment
|
|
| 1 | 5 |
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 |
Written assignments
- Oral questions
- Comprehension exercises
- Peer assessment
|
|
| 2 | 1 |
Reading
Grammar in Use |
Factual Texts
Conjunctions |
By the end of the
lesson, the learner
should be able to:
- Summarize the main ideas in a text - Relate ideas in a text to personal experiences - Appreciate the importance of leisure activities |
The learner is guided to:
- Read the passage 'Leisure activities' again - Identify the main ideas in each article - Write two sentences to summarize the main idea in each article - Discuss the benefits of leisure activities mentioned in the text - Relate the ideas in the text to their own experiences - Create a poster showing different leisure activities and their benefits |
How do leisure activities contribute to our well-being?
|
Oxford New Progressive Primary English Learner's Book pg. 115
- Charts with leisure activities - Digital devices - Manila paper - Drawing materials Oxford New Progressive Primary English Learner's Book pg. 116 - Sentence strips - Charts with conjunctions - Manila paper |
Written summaries
- Oral presentations
- Observation checklist
- Peer assessment
|
|
| 2 | 2 |
Grammar in Use
|
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions in texts - Use conjunctions correctly in sentences - Value the importance of conjunctions in communication |
The learner is guided to:
- Read paragraphs containing the conjunctions for, yet, since, also - Discuss how these conjunctions are used - Make sentences from a table using the conjunction for - Fill in blanks using the conjunctions also, for, yet, since - Write sentences using also, for, yet, since - Create a chart with their sentences - Display and read sentences from other pairs - Correct any mistakes in the sentences |
How do conjunctions help us express our ideas clearly?
|
Oxford New Progressive Primary English Learner's Book pg. 117
- Sentence strips - Charts with conjunctions - Digital devices - Manila paper |
Written exercises
- Oral presentations
- Peer assessment
- Group work assessment
|
|
| 2 | 3 |
Grammar in Use
|
Conjunctions
|
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 |
Written exercises
- Presentations
- Peer assessment
- Story assessment
|
|
| 2 | 4 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Identify descriptive features in a composition - Write sentences to describe activities or events - Appreciate the importance of descriptions in writing |
The learner is guided to:
- Read the composition 'Roller skating' - Talk about the things that roller skaters use - Describe skaters as presented in the composition - Write sentences about how they spend their leisure time - Organize the sentences to make a paragraph - Share their paragraphs with peers - Give feedback on each other's writing |
Why is it important to describe things or events clearly?
|
Oxford New Progressive Primary English Learner's Book pg. 119
- Sample compositions - Digital devices - Reference materials |
Written assignments
- Oral presentations
- Peer assessment
- Composition rubrics
|
|
| 2 | 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
|
|
| 3 | 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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
SPORTS - APPRECIATING TALENTS
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
|
|
| 3 | 5 |
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 |
Oral presentations
- Observation checklist
- Peer assessment
- Speech assessment rubrics
|
|
| 4 | 1 |
Listening and Speaking
|
Non-verbal Cues
|
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 |
Oral presentations
- Pronunciation checks
- Observation checklist
- Peer assessment
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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 |
Written exercises
- Oral presentations
- Question formation
- Peer assessment
|
|
| 4 | 5 |
Grammar in Use
|
Interrogatives
|
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 |
Quiz creation
- Interview assessment
- Peer assessment
- Self-evaluation
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
ENVIRONMENTAL POLLUTION
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
|
|
| 5-6 |
mashujaa day |
||||||||
| 6 | 2 |
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 |
Pronunciation checks
- Oral presentations
- Observation checklist
- Peer assessment
|
|
| 6 | 3 |
Listening and Speaking
|
Making a Speech
|
By the end of the
lesson, the learner
should be able to:
- Use vocabulary related to environmental pollution correctly - Construct sentences orally using theme-related vocabulary - Appreciate the importance of environmental conservation |
The learner is guided to:
- Practice saying words related to environmental pollution - Guess the meaning of the words - Look up the meanings in a dictionary - Take turns to make oral sentences using the words - Choose words from a box with specific meanings - Make oral sentences using the chosen words - Play word games using dice to practice the vocabulary |
How can we expand our vocabulary about environmental issues?
|
Oxford New Progressive Primary English Learner's Book pg. 137
- Word cards - Dictionaries - Digital devices - Dice for word games |
Vocabulary tests
- Oral presentations
- Observation checklist
- Word game performance
|
|
| 6 | 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 Oxford New Progressive Primary English Learner's Book pg. 139 - Story charts - Reference materials - Videos on pollution |
Written assignments
- Oral presentations
- Drawing assessment
- Peer assessment
|
|
| 6 | 5 |
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 singular form - Use nouns that only occur in the singular form correctly - Appreciate the importance of using nouns correctly |
The learner is guided to:
- Read a dialogue with nouns that only occur in the singular form - Identify words in colour and note how they are used - Underline nouns that only occur in the singular form in sentences - Make oral sentences using nouns that only occur in the singular form - Write sentences on a chart and display in the classroom - Compare their work with that of other groups - Search the internet for videos about nouns that only occur in the singular form |
Why do some nouns only occur in the singular form?
|
Oxford New Progressive Primary English Learner's Book pg. 142
- Word cards - Sentence strips - Digital devices - Charts |
Written exercises
- Oral presentations
- Observation checklist
- Peer assessment
|
|
| 7 | 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
|
|
| 7 | 2 |
Grammar in Use
|
Nouns (singular/plural only)
|
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 |
Written exercises
- Editing tasks
- Story creation
- Peer assessment
|
|
| 7 | 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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
Listening and Speaking
|
Intensive Listening
|
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 |
Pronunciation checks
- Oral presentations
- Vocabulary tests
- Peer assessment
|
|
| 8 | 4 |
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 |
Written assignments
- Oral presentations
- Comprehension exercises
- Peer assessment
|
|
| 8 | 5 |
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 | 1 |
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 |
Written exercises
- Oral presentations
- Drawing assessment
- Peer assessment
|
|
| 9 | 2 |
Grammar in Use
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of direction in sentences - Use prepositions of direction correctly in sentences - Collaborate with others to determine the correctness of prepositions used |
The learner is guided to:
- Look at pictures and read sentences with prepositions of direction - Note how the prepositions have been used - Use the prepositions to give each other instructions - Play a blindfold game using prepositions of direction - Solve a code to fill in blanks with prepositions - Write down six prepositions of direction - Create a crossword puzzle using the prepositions - Give another group the puzzle to solve - Search the internet for videos about prepositions |
Which words show direction of movement?
|
Oxford New Progressive Primary English Learner's Book pg. 158
- Picture cards - Sentence strips - Digital devices - Crossword templates |
Preposition games
- Written exercises
- Crossword creation
- Peer assessment
|
|
| 9 | 3 |
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 | 4 |
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
|
|
| 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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