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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Technology-Learning through technology
Listening and Speaking
Listening and Speaking |
Pronunciation and Vocabulary: Interactive Listening
Pronunciation and Vocabulary: Words with common Sounds |
By the end of the
lesson, the learner
should be able to:
Look at the picture and identify digital devices that can help in learning Listen to a talk about materials that aid in learning from your teacher or resource person Appreciate using digital devices in learning |
In groups, learners to identify digital devices that can help in learning
|
Which digital devices do you use when learning?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 96 Queenex English Learner's Book Pg. 97-99 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 2 |
Reading
|
Extensive Reading: Fiction and non-fiction material
|
By the end of the
lesson, the learner
should be able to:
Skim through the poem |
Learner is guided individually or in groups to skim through the poem
|
How is technology helpful?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 100- 101 Queenex English Learner's Book Pg. 101-102 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 3 |
Grammar in Use
|
Tense: Future time using will/shall
|
By the end of the
lesson, the learner
should be able to:
Identify future time using will/shall from sentences and texts Write sensible sentences using will/shall in future time. Have fun reading and writing sentences |
The learner is guided individually or in groups to identify future time using will/shall from sentences
Learner to write sensible sentences using will/shall in future time. |
How do you write sentences in future time?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 103-105 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 4 |
Grammar in Use
Writing |
Tense: Making predictions using will/shall
Mechanics of writing: Punctuation-use of commas |
By the end of the
lesson, the learner
should be able to:
Watch a video on future time and write sentences showing future time using will and shall. Make predictions using will/shall in sentences Appreciate the use of will and shall in sentences. |
In groups, Learners to watch a video on future time and write sentences showing future time using will and shall
Learner to make predictions using will/shall in sentences |
What activities do you plan to do in the future?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 105-106 Queenex English Learner's Book Pg. 106-107 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 5 |
Writing
The farm: Cash crops Listening and Speaking |
Mechanics of writing: Punctuation-use of double quotation marks
Pronunciation and Vocabulary: Oral narrative featuring proverbs and sayings |
By the end of the
lesson, the learner
should be able to:
Talk about the uses of double quotation marks. Read the text given and identify sentences showing the use of the double quotation mark. Appreciate the use of double quotation in sentences. |
Learner is guided individually or in groups to read the text given and identify sentences showing the use of the double quotation mark
|
What is the use of double quotation mark?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 108-109 Queenex English Learner's Book Pg. 110-112 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary: similes, idioms, proverbs and saying
|
By the end of the
lesson, the learner
should be able to:
Read the story about Kitule village and answer questions that follow. Identify similes, idioms, proverbs, saying and use them to form sentences. Appreciate polite words by reciting a poem |
Learners to read the story about Kitule village and answer questions that follow.
Learner to identify similes, idioms, proverbs, saying and use them to form sentences |
Why are similes idioms, proverbs and saying used in stories?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 113-115 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 2 |
Reading
|
Fluency in reading
|
By the end of the
lesson, the learner
should be able to:
Scan and skim through the passage given and answer questions that follow. Talk about the information you picked. Appreciate scanning and skimming through text to acquire needed information. |
Learners individually or in groups to scan and skim through the passage given and answer questions that follow.
Learner to talk about the information you picked. |
Why is scanning and skimming important when looking for specific information in a text?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 116-117 Queenex English Learner's Book Pg. 116-119 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 3 |
Grammar in Use
|
Sentences: Use of double imperatives
Language Pattern: question tags on the verb |
By the end of the
lesson, the learner
should be able to:
Identify the use of double imperatives Construct sentences using double imperatives with could and would. Appreciate the use of double imperatives. |
In pairs /in groups learners to identify the use of double imperatives and construct sentences using double imperatives with could and would
|
How do we use double imperatives in sentences?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 119-122 Queenex English Learner's Book Pg.123-125 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 4 |
Writing
|
Creative Writing;
Narrative composition
|
By the end of the
lesson, the learner
should be able to:
Read the narrative and answer questions that follow. Retell the story you have read in our own words and use similes and proverbs to describe the characters. Appreciate the use of similes and proverbs in texts and stories. |
The learner is guided individually or in groups to retell the story you have read in our own words and use similes and proverbs to describe the characters.
|
What is the meaning of similes and proverbs you read?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.126-127 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 5 |
Writing
Communicable diseases Listening and Speaking |
Creative Writing;
Narrative composition
Pronunciation and Vocabulary: Speaking fluency |
By the end of the
lesson, the learner
should be able to:
Choose a topic for a narrative composition and discuss the points to include in your composition Write a story and make your composition interesting. Enjoy writing narrative compositions |
In groups, learner are guided to choose a topic for a narrative composition and discuss the points to include in your composition
|
How can you make your composition interesting?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 126-127 Queenex English Learner's Book Pg.128-129 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 1 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary: Sounds /h/
Intensive Reading |
By the end of the
lesson, the learner
should be able to:
Listen to our teacher read the passage |
Individually or in groups learners to:
Listen to our teacher read the passage |
Have you ever suffered from a communicable disease?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.129-131 Queenex English Learner's Book Pg. 131-133 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 2 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Discuss the causes, spread and prevention of communicable diseases Recite a poem on |
The learner to
discuss the causes, spread and prevention of communicable diseases Learner to recite a poem on |
How can we prevent the spread of communicable diseases?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.133 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 3 |
Grammar in Use
|
Word classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify what adverbs are and the four types of adverbs. Read sentences and discuss the use of adverbs of time, place, manner and frequency. Appreciate the use of adverbs in sentences. |
Learner is guided individually, in pairs or in groups to:
Identify what adverbs are and the four types of adverbs. Read sentences and discuss the use of adverbs of time, place, manner and frequency. |
What are adverbs?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 133-135 Queenex English Learner's Book Pg. 135-137 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 4 |
Grammar in Use
Writing |
Word classes: Adverbs
Mechanics of writing: Punctuation marks |
By the end of the
lesson, the learner
should be able to:
Identify the different types of adverbs from the poem. Fill in blank spaces with the correct adverbs in sentences. Appreciate learning about adverbs and their uses. |
Learner is guided individually or in groups to:
Identify the different types of adverbs from the poem. Fill in blank spaces with the correct adverbs in sentences. |
How many types of adverbs have you learnt?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 135-137 Queenex English Learner's Book Pg. 138-141 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 5 |
Writing
|
Mechanics of writing:
Punctuation marks
|
By the end of the
lesson, the learner
should be able to:
Identify an exclamation mark and discuss how it is used. Punctuate sentences using an exclamation mark. Appreciate the use of an exclamation mark in sentences |
Learner is guided individually or in groups to:
Identify an exclamation mark and discuss how it is used. Punctuate sentences using an exclamation mark. |
How is an exclamation mark used?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 138-141 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 1 |
Writing
Leisure Time Activities Listening and Speaking |
Mechanics of writing:
Punctuation marks
Pronunciation and Vocabulary: Interactive listening |
By the end of the
lesson, the learner
should be able to:
Watch videos on the use of the exclamation and apostrophe Play punctuation games using a digital device. Enjoy playing digital games on punctuation marks. |
Learner is guided individually or in groups to:
Watch videos on the use of the exclamation and apostrophe. Play punctuation games using a digital device. |
Why do we use punctuation marks?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 138-141 Queenex English Learner's Book Pg. 142-143 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary:
Interactive listening
|
By the end of the
lesson, the learner
should be able to:
Tell his or her deskmate why it is important to take turns when speaking. Role-play the conversation between Lina and Kim, focus on turn taking and interrupting politely. Be polite when having a conversation with people. |
Learner is guided individually or in groups to tell his or her deskmate why it is important to take turns when speaking.
In pairs, Role-play the conversation between Lina and Kim, focus on turn taking and interrupting politely. |
How should you behave when someone is talking to you?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.143-144 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 3 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary:
Interactive listening
Intensive reading: Factual texts |
By the end of the
lesson, the learner
should be able to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. Appreciate words with sound s and z. |
learner is guided individually or in groups to listen to your teacher read some words and identify the words with sound s and z.
Learner to come up with tongue twisters using words with sound s and z. |
What are tongue twisters?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.145-146 Queenex English Learner's Book Pg.146-149 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 4 |
LISTENING AND SPEAKING
READING |
Pronunciation and Vocabulary:
Interactive listening
Intensive reading: Factual texts |
By the end of the
lesson, the learner
should be able to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. Appreciate words with sound s and z. |
learner is guided individually or in groups to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. |
What are tongue twisters?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.145-146 Queenex English Learner's Book Pg.146-149 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 5 |
READING
|
Intensive reading:
Factual texts
|
By the end of the
lesson, the learner
should be able to:
Watch a video clip on leisure time. List activities you can do in our leisure time. Appreciate activities that you can do during leisure time. |
Learner is guided individually or in groups to:
Look for dialogues related to the theme from reference materials and read them. |
What activities do you do with your friends in your leisure time?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 146-149 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 1 |
GRAMMAR IN USE
|
Word Classes:
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
Identify conjunctions in a variety of texts or sentences. Construct sensible sentences using conjunctions. Appreciate the use of conjunctions in sentences and texts. |
learner is guided individually or in groups to:
Identify conjunctions in a variety of texts or sentences. Construct sensible sentences using conjunctions. |
What are conjunctions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.149-152 Queenex English Learner's Book Pg. 149-152 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 2 |
WRITING
|
Creative Writing: Descriptive composition
Creative Writing: Descriptive composition |
By the end of the
lesson, the learner
should be able to:
Discuss what a descriptive composition is and its parts. Read the passage about |
learner is guided individually or in groups to:
Discuss what a descriptive composition is and its parts. Read the passage about |
What are descriptive compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.152-154 Queenex English Learner's Book Pg. 152-154 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 3 |
WRITING
|
Creative Writing: Descriptive composition
|
By the end of the
lesson, the learner
should be able to:
Write a descriptive composition about |
Learner is guided in groups to write a descriptive composition about
|
Why do we write compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 152-154 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 4 |
SPORTS-APPRECIATING TALENTS
LISTENING AND SPEAKING
LISTENING AND SPEAKING |
Pronunciation and Vocabulary: Listening fluency
Pronunciation and Vocabulary: Words with Sound ai |
By the end of the
lesson, the learner
should be able to:
Look at the picture and name the activities the children are doing. Discuss the sports you like to play with a friend. Appreciate different sports that children participate in. |
In groups, learners to Look at the picture and name the activities the children are doing.
Discuss the sports you like to play with a friend. |
Which sport do you like?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 155-159 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 5 |
READING
|
Intensive Reading: Reading with technology
Intensive Reading: Reading with technology |
By the end of the
lesson, the learner
should be able to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. Desire to read more stories using digital devices. |
Learner is guided individually or in groups to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. |
How is technology helpful?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 160- 161 Queenex English Learner's Book Pg. 160-161 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 1 |
READING
|
Intensive Reading:
Reading with technology
|
By the end of the
lesson, the learner
should be able to:
Search for a story on the internet with the guidance of the teacher and read it. Role play the story read in class. Appreciate using digital devices to read intensively to acquire knowledge. |
The learner is guided individually or in groups to;
Search for a story on the internet with the guidance of the teacher and read it. Role play the story read in class |
What is the importance of reading intensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 160-161 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 2 |
GRAMMAR IN USE
WRITING |
Sentences:
use of interrogatives
Commonly misspelt words |
By the end of the
lesson, the learner
should be able to:
Discuss the uses of interrogatives. Complete sentences using the correct interrogatives. Appreciate the use of interrogatives in communication. |
The learner is guided individually or in groups to discuss the uses of interrogatives.
Complete sentences using the correct interrogatives. |
How do you write sentences in future time?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 163-165 Queenex English Learner's Book Pg. 166-167 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 3 |
WRITING
ENVIRONMENTAL POLLUTION LISTENING AND SPEAKING |
Homophones and homonyms
Pronunciation and Vocabulary: speaking fluency |
By the end of the
lesson, the learner
should be able to:
Identify homophones and homonyms. Construct sentences using homophones and homonyms Appreciate the use of commas in sentences. |
In groups, learners to read the paragraph given and identify punctuation marks used in the text.
|
What is the use of a comma?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 168-170 Queenex English Learner's Book Pg. 171-174 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 4 |
READING
|
Intensive reading
|
By the end of the
lesson, the learner
should be able to:
Watch a video on environmental pollution. Read the passage and answer the following questions. Appreciate reading intensively to acquire information from stories and varied texts. |
Learners individually or in groups to watch a video on environmental pollution.
Read the passage and answer the following questions. |
Why is it good to read intensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 174-178 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 5 |
READING
GRAMMAR IN USE |
Intensive reading
Word classes: Nouns which only occur in singular or plural |
By the end of the
lesson, the learner
should be able to:
Watch a video on environmental pollution. Read the passage and answer the following questions. Appreciate reading intensively to acquire information from stories and varied texts. |
Learners individually or in groups to watch a video on environmental pollution.
Read the passage and answer the following questions. |
Why is it good to read intensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 174-178 Queenex English Learner's Book Pg. 178-180 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 1 |
WRITING
|
Functional Writing;
Personal diary/journal
|
By the end of the
lesson, the learner
should be able to:
Identify what a personal journal is and how it is written. Create a three-day journal on a topic of your choice Appreciate writing a personal journal. |
The learner is guided individually or in groups to rewrite the story you have read in our own words and use similes and proverbs to describe the characters.
|
What is a personal journal?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.181-183 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 2 |
MONEY- SAVINGS AND BANKING
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary:
Intensive listening
|
By the end of the
lesson, the learner
should be able to:
Look at the picture in activity 1 and discuss how you save your money in pairs/groups. Practice pronouncing words given correctly. Enjoy reading and pronouncing words which have sound h |
In groups, learners to look at the picture in activity 1 and discuss how you save your money in pairs/groups.
Practice pronouncing words given correctly. |
Where do people save money?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.184-187 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 3 |
READING
|
Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
Skim through the passage and tell what it is about. Read the story |
In groups, Learners to skim through the passage and tell what it is about.
Read the story |
What is the story about?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 187-190 Queenex English Learner's Book Pg.191-192 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 4 |
GRAMMAR IN USE
WRITING |
Word classes: Prepositions
Spelling: Homophones |
By the end of the
lesson, the learner
should be able to:
Identify what are prepositions and how they are used. Make correct sentences using prepositions. Appreciate the use of prepositions in sentences. |
In groups, The learners to identify what are prepositions and how they are used.
Make correct sentences using prepositions. |
What are prepositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.192-195 Queenex English Learner's Book Pg.196-197 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 5 |
WRITING
|
Spelling:
Words with double consonants and double vowel sounds
|
By the end of the
lesson, the learner
should be able to:
Identify and circle words with double consonants and double vowel sounds. Play spelling games using digital devices. Appreciate the use of words with double consonants and double vowel sounds. |
In groups, The learners to identify and circle words with double consonants and double vowel sounds.
Learners to play spelling games using digital devices. |
Which words have double consonants and double vowels?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.197-200 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
Your Name Comes Here