THE FAMILY

Listening and Speaking

Pronunciation and Vocabulary: Sounds /d/ and /t/

By the end of the lesson, the learner should be able to:

- Pronounce sounds /d/ and /t/ correctly for effective oral communication.
- Discriminate sounds /d/ and /t/ in a language sample for listening comprehension.
- Appreciate the importance of correct pronunciation for effective communication.

The learner is guided to:
- Repeat words containing the sounds /d/ and /t/ after the teacher.
- Work in groups to take turns saying the words with the sounds /d/ and /t/.
- Say sentences containing words with sounds /d/ and /t/.
- Pick out words with the sounds /d/ and /t/ from sentences.
- Match words that have the same sounds.

Why should we pronounce sounds and words correctly?

- Oxford New Progressive Primary English Learner's Book pg. 1
Audio recordings
Charts with words containing sounds /d/ and /t/
Dictionary
Digital devices

Observation Oral questions Peer assessment Written exercises Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary: Sounds /f/, /v/ and /tw/

By the end of the lesson, the learner should be able to:

- Pronounce sounds /f/, /v/ and /tw/ correctly for effective oral communication.
- Use vocabulary related to the theme 'the family' in sentences for effective oral communication.
- Play language games for listening comprehension.

The learner is guided to:
- Repeat words containing the sounds /f/, /v/ and /tw/ after the teacher.
- Work in groups to take turns saying the words and sentences with sounds /f/, /v/ and /tw/.
- Play a game to match words that start with the same sounds.
- Use words with the sounds to make sentences.
- Search for words related to the theme on the internet and use them in sentences with peers.

How can we learn a new word?

- Oxford New Progressive Primary English Learner's Book pg. 2
Word cards
Audio recordings
Digital devices
Dictionary

Oral presentation Observation schedule Question and answer Peer assessment Self assessment

Listening and Speaking

Pronunciation and Vocabulary: Sounds /f/, /v/ and /tw/

By the end of the lesson, the learner should be able to:

- Pronounce sounds /f/, /v/ and /tw/ correctly for effective oral communication.
- Use vocabulary related to the theme 'the family' in sentences for effective oral communication.
- Play language games for listening comprehension.

The learner is guided to:
- Repeat words containing the sounds /f/, /v/ and /tw/ after the teacher.
- Work in groups to take turns saying the words and sentences with sounds /f/, /v/ and /tw/.
- Play a game to match words that start with the same sounds.
- Use words with the sounds to make sentences.
- Search for words related to the theme on the internet and use them in sentences with peers.

How can we learn a new word?

- Oxford New Progressive Primary English Learner's Book pg. 2
Word cards
Audio recordings
Digital devices
Dictionary

Oral presentation Observation schedule Question and answer Peer assessment Self assessment

Reading

Extensive Reading: Reference Materials (Dictionary)

By the end of the lesson, the learner should be able to:

- Arrange words alphabetically for ease of reference.
- Identify the spelling and meaning of words from the dictionary for understanding.
- Promote the use of reference materials to obtain information.

The learner is guided to:
- Arrange words alphabetically or according to related areas.
- Discuss with peers how words are organized in a dictionary.
- Collaboratively identify the spelling and meaning of words from electronic or print dictionaries.
- Search for the meaning of vocabulary words related to the theme 'the family'.

Why is it important to spell words correctly?

- Oxford New Progressive Primary English Learner's Book pg. 4
Print and electronic dictionaries
Vocabulary lists
Digital devices
Word cards

Observation Written exercises Oral questioning Assessment rubrics Group work evaluation

Reading

Extensive Reading: Reference Materials (Junior Encyclopaedia)

By the end of the lesson, the learner should be able to:

- Read the junior encyclopaedia to obtain information for lifelong learning.
- Select appropriate reference materials to access specific information.
- Value the importance of reference materials in acquiring knowledge.

The learner is guided to:
- Read grade appropriate texts, write down unfamiliar words and check their meaning.
- Select a topic and obtain information from references such as junior encyclopaedia.
- Read information about family from a junior encyclopaedia and answer questions.
- Write down information they have learned in their own words.

How does a dictionary help us to learn?

- Oxford New Progressive Primary English Learner's Book pg. 5
Junior encyclopaedia
Digital reference materials
Lesson notes
Digital devices

Reading logs Written summaries Question and answer Peer assessment Individual assignments

Grammar in Use

Determiners: Articles (a, an, the)

By the end of the lesson, the learner should be able to:

- Identify definite and indefinite articles in a written text for effective communication.
- Distinguish between the use of definite and indefinite articles.
- Realise the use of articles in oral and written contexts for self-expression.

The learner is guided to:
- Read aloud the articles a, an and the with peers.
- Identify definite and indefinite articles from a paragraph.
- Match definite and indefinite articles with a list of nouns collaboratively.
- Complete blanks in sentences using correct articles.

How are articles used with nouns?

Oxford New Progressive Primary English Learner's Book 5
Digital devices
Charts with examples of articles
Lesson notes
Teacher's Guide

Written exercises Oral presentation Group work evaluation Individual assignments Assessment rubrics

Grammar in Use

Determiners: Articles (a, an, the)

By the end of the lesson, the learner should be able to:

- Identify definite and indefinite articles in a written text for effective communication.
- Distinguish between the use of definite and indefinite articles.
- Realise the use of articles in oral and written contexts for self-expression.

The learner is guided to:
- Read aloud the articles a, an and the with peers.
- Identify definite and indefinite articles from a paragraph.
- Match definite and indefinite articles with a list of nouns collaboratively.
- Complete blanks in sentences using correct articles.

How are articles used with nouns?

Oxford New Progressive Primary English Learner's Book 5
Digital devices
Charts with examples of articles
Lesson notes
Teacher's Guide

Written exercises Oral presentation Group work evaluation Individual assignments Assessment rubrics

Grammar in Use

Determiners: Articles (Sentences with Articles)

By the end of the lesson, the learner should be able to:

- Use definite and indefinite articles correctly in sentences for effective communication.
- Construct sentences using articles for self-expression.
- Adopt the use of articles in oral and written contexts for communication clarity.

The learner is guided to:
- Construct sentences using definite and indefinite articles with peers.
- Type sentences on a digital device and share with friends via mobile phone, email, or computer printouts.
- View a video related to the theme in which the definite and indefinite articles are used.
- Cooperate with others to search for sentences with articles from a selected newspaper, magazine or internet.

Which articles do we use before words beginning with vowels?

- Oxford New Progressive Primary English Learner's Book pg. 6
Digital devices
Video clips
Newspapers and magazines
Lesson notes

Written exercises Oral presentation Peer assessment Question and answer Class discussion

Writing

Functional Writing: Filling Forms (Structure)

By the end of the lesson, the learner should be able to:

- Identify the required information to be filled in forms for different purposes.
- Understand the format and structure of different forms.
- Realise the importance of filling forms correctly for effective communication.

The learner is guided to:
- Study different types of forms (such as admission forms, personal details forms).
- Discuss the information that is required in different sections of forms.
- Read instructions on filling in forms collaboratively.
- Identify different sections of forms such as personal details, school details, etc.

Why should one be careful when filling in forms?

- Oxford New Progressive Primary English Learner's Book pg. 9
Sample forms
Digital devices
Charts with form samples
Lesson notes

Observation Oral questions Group work evaluation Assessment rubrics Individual assignments

Writing

Functional Writing: Filling Forms (Structure)

By the end of the lesson, the learner should be able to:

- Identify the required information to be filled in forms for different purposes.
- Understand the format and structure of different forms.
- Realise the importance of filling forms correctly for effective communication.

The learner is guided to:
- Study different types of forms (such as admission forms, personal details forms).
- Discuss the information that is required in different sections of forms.
- Read instructions on filling in forms collaboratively.
- Identify different sections of forms such as personal details, school details, etc.

Why should one be careful when filling in forms?

- Oxford New Progressive Primary English Learner's Book pg. 9
Sample forms
Digital devices
Charts with form samples
Lesson notes

Observation Oral questions Group work evaluation Assessment rubrics Individual assignments

Writing

Functional Writing: Filling Forms (Practice)

By the end of the lesson, the learner should be able to:

- Fill information in forms correctly for self-expression.
- Record the required information accurately in forms.
- Value the importance of accuracy when filling forms.

The learner is guided to:
- Fill forms provided by the teacher with specific details such as personal and school details.
- Record the required information related to the theme in the forms with partners.
- Fill in forms in digital or print format in pairs and display them.
- Download online forms and fill in information with guidance from the teacher.
- Create a form, and then type it on a computer, laptop or tablet with guidance.

What information do we fill in forms?

- Oxford New Progressive Primary English Learner's Book pg. 10
Sample forms
Digital devices
Online forms
Lesson notes

Completed forms Peer assessment Self assessment Individual assignments Assessment rubrics

FAMILY CELEBRATIONS

Listening and Speaking

Pronunciation and Vocabulary: Sounds /l/ and /r/

By the end of the lesson, the learner should be able to:

- Discriminate sounds /l/ and /r/ in a language sample for listening comprehension.
- Pronounce words containing sounds /l/ and /r/ accurately for effective communication.
- Appreciate the importance of accurate pronunciation for effective communication.

The learner is guided to:
- Listen to audio materials and identify sounds /l/ and /r/, words, and expressions related to the theme.
- Work in groups to say words containing sounds /l/ and /r/ aloud.
- Say words that begin with sounds /l/ and /r/.
- Role-play a dialogue featuring words with sounds /l/ and /r/.

Why should you pronounce sounds and words correctly?

- Oxford New Progressive Primary English Learner's Book pg. 12
Audio recordings
Word cards
Digital devices
Charts with words

Observation Oral questions Peer assessment Oral presentation Listening comprehension

Listening and Speaking

Pronunciation and Vocabulary: Vowel Sounds

By the end of the lesson, the learner should be able to:

- Identify vowel sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/ in a language sample.
- Use vocabulary related to the theme 'family celebrations' in sentences for effective oral communication.
- Value the importance of correct pronunciation in communication.

The learner is guided to:
- Listen to a passage or dialogue and identify the vowel sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/.
- Use vocabulary related to the theme to construct sentences.
- Use word wheels with sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/ to form new words.
- Watch a video from the web and identify learned sounds and words.
- Role play and create a video collaboratively using the learned sounds and words.

Which words are used as subjects in a sentence?

- Oxford New Progressive Primary English Learner's Book pg. 14
Word wheels
Audio recordings
Video clips
Digital devices

Oral presentation Group work evaluation Observation Role play assessment Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Vowel Sounds

By the end of the lesson, the learner should be able to:

- Identify vowel sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/ in a language sample.
- Use vocabulary related to the theme 'family celebrations' in sentences for effective oral communication.
- Value the importance of correct pronunciation in communication.

The learner is guided to:
- Listen to a passage or dialogue and identify the vowel sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/.
- Use vocabulary related to the theme to construct sentences.
- Use word wheels with sounds /ɜː/ /ɑː/ /ɔɪ/ /aɪ/ to form new words.
- Watch a video from the web and identify learned sounds and words.
- Role play and create a video collaboratively using the learned sounds and words.

Which words are used as subjects in a sentence?

- Oxford New Progressive Primary English Learner's Book pg. 14
Word wheels
Audio recordings
Video clips
Digital devices

Oral presentation Group work evaluation Observation Role play assessment Peer assessment

Reading

Intensive Reading: Poems (Similes and Sayings)

By the end of the lesson, the learner should be able to:

- Read poems related to the theme for comprehension.
- Identify similes and sayings in poems for literary appreciation.
- Apply appropriate reading techniques to answer questions based on a poem for self-expression.

The learner is guided to:
- Talk about pictures and the title of a poem.
- Read a poem featuring similes and sayings related to the theme for comprehension.
- Find new words and similes in a poem with peers.
- Recite the poem and answer oral questions.
- Participate in readers' theatre collaboratively to read a passage.

Why should we read the title and pictures in a story?

- Oxford New Progressive Primary English Learner's Book pg. 16
Poems with similes and sayings
Picture charts
Digital devices
Lesson notes

Oral recitation Written questions Observation Peer assessment Assessment rubrics

Reading

Intensive Reading: Stories (Similes and Sayings)

By the end of the lesson, the learner should be able to:

- Read stories related to the theme for comprehension.
- Identify events in a story for logical and fluent flow.
- Realise the importance of reading comprehension for lifelong learning.

The learner is guided to:
- Read a story featuring similes and sayings related to the theme for comprehension.
- Identify events in a story for logical and fluent flow.
- Answer factual and inferential questions from stories featuring similes and sayings.
- Discuss and role play events in a text based on the theme.
- Watch a video related to the theme for specific information.

What is your favourite poem or story?

- Oxford New Progressive Primary English Learner's Book pg. 18
Story books
Digital texts
Video clips
Lesson notes

Comprehension questions Retelling of stories Role play Group discussions Oral presentation

Reading

Intensive Reading: Stories (Similes and Sayings)

By the end of the lesson, the learner should be able to:

- Read stories related to the theme for comprehension.
- Identify events in a story for logical and fluent flow.
- Realise the importance of reading comprehension for lifelong learning.

The learner is guided to:
- Read a story featuring similes and sayings related to the theme for comprehension.
- Identify events in a story for logical and fluent flow.
- Answer factual and inferential questions from stories featuring similes and sayings.
- Discuss and role play events in a text based on the theme.
- Watch a video related to the theme for specific information.

What is your favourite poem or story?

- Oxford New Progressive Primary English Learner's Book pg. 18
Story books
Digital texts
Video clips
Lesson notes

Comprehension questions Retelling of stories Role play Group discussions Oral presentation

Grammar in Use

Word Classes: Regular Nouns

By the end of the lesson, the learner should be able to:

- Identify plurals of regular nouns for effective communication.
- Form plurals of regular nouns correctly.
- Promote the use of regular nouns in communication.

The learner is guided to:
- Give examples of regular nouns.
- Discuss the difference between singular and plural regular nouns.
- Pick out and write plurals of regular nouns from audio recording.
- Construct sentences using regular nouns in their plural forms.

How do you show the number of things you have?

- Oxford New Progressive Primary English Learner's Book pg. 20
Charts with regular nouns
Audio recordings
Picture cards
Digital devices

Written exercises Oral questioning Group work evaluation Sentence construction Assessment rubrics

Grammar in Use

Word Classes: Irregular Nouns

By the end of the lesson, the learner should be able to:

- Identify plurals of irregular nouns for effective communication.
- Use plurals of irregular nouns in spoken and written language for communication clarity.
- Value the correct use of irregular nouns in daily communication.

The learner is guided to:
- Give examples of irregular nouns.
- Discuss the difference between regular and irregular nouns as they work together.
- Look up regular and irregular nouns on the internet and write them down.
- Construct sentences using irregular nouns in their plural forms.
- Create a puzzle using a list of regular and irregular nouns on a digital device or in exercise book with peers.

Which things do we have in our classroom?

- Oxford New Progressive Primary English Learner's Book pg. 21
Charts with irregular nouns
Puzzles
Word cards
Digital devices

Written exercises Oral presentation Puzzle completion Group discussions Peer assessment

Writing

Creative Writing: Open-ended Compositions (Planning)

By the end of the lesson, the learner should be able to:

- Express ideas on a given topic relevantly for effective communication.
- Plan a composition with a clear beginning, middle and end.
- Acknowledge the importance of planning before writing.

The learner is guided to:
- Discuss how to write a story on a given topic together.
- Talk about the possible order of events in a given story with peers.
- Write the first paragraph of a composition while observing correct punctuation and spelling.
- Search and read written compositions online or offline for reference.

Why is it necessary to express thoughts and feelings clearly?

- Oxford New Progressive Primary English Learner's Book pg. 23
Sample compositions
Digital devices
Writing materials
Lesson notes

Composition planning First paragraph writing Peer assessment Group discussions Observation

Writing

Creative Writing: Open-ended Compositions (Writing)

By the end of the lesson, the learner should be able to:

- Write an open-ended composition creatively for self-expression.
- Proof-read and edit compositions for accuracy.
- Realise the importance of creativity in writing for effective communication.

The learner is guided to:
- Write the whole composition legibly and neatly, independently.
- Proof-read compositions with peers.
- Share their completed stories in small groups.
- Make corrections based on feedback from peers and teacher.

How can you make your story interesting?

- Oxford New Progressive Primary English Learner's Book pg. 25
Writing materials
Sample compositions
Digital devices
Dictionary

Completed compositions Peer assessment Self-assessment Written assignments Assessment rubrics

Writing

Creative Writing: Open-ended Compositions (Writing)

By the end of the lesson, the learner should be able to:

- Write an open-ended composition creatively for self-expression.
- Proof-read and edit compositions for accuracy.
- Realise the importance of creativity in writing for effective communication.

The learner is guided to:
- Write the whole composition legibly and neatly, independently.
- Proof-read compositions with peers.
- Share their completed stories in small groups.
- Make corrections based on feedback from peers and teacher.

How can you make your story interesting?

- Oxford New Progressive Primary English Learner's Book pg. 25
Writing materials
Sample compositions
Digital devices
Dictionary

Completed compositions Peer assessment Self-assessment Written assignments Assessment rubrics

ETIQUETTE

Listening and Speaking

Pronunciation and Vocabulary: Sounds /e/ and /eɪ/

By the end of the lesson, the learner should be able to:

- Identify polite words and phrases in a conversation for communication.
- Pronounce words and phrases containing sounds /e/ and /eɪ/ accurately for effective communication.
- Value the importance of correct pronunciation in communication.

The learner is guided to:
- Use tongue twisters to practise the sounds /e/ and /eɪ/.
- Identify words and phrases containing the sounds /e/ and /eɪ/.
- Listen to correct pronunciation of words and phrases related to etiquette from a digital device.
- Practise saying words and phrases containing the sounds /e/ and /eɪ/.

Why should we pronounce sounds and words clearly?

- Oxford New Progressive Primary English Learner's Book pg. 27
Audio recordings
Tongue twisters
Digital devices
Charts with polite words

Observation Oral pronunciation Peer assessment Dictation Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary: Sounds /p/ and /b/

By the end of the lesson, the learner should be able to:

- Use appropriate words and phrases to show politeness in different contexts.
- Pronounce words containing sounds /p/ and /b/ accurately for effective communication.
- Promote the use of polite words and phrases in different contexts.

The learner is guided to:
- Use a word puzzle to find words and phrases containing the sounds /p/ and /b/ collaboratively.
- Construct simple sentences using words related to the theme.
- Write words containing the sounds /p/ and /b/ from a dictation.
- Recite a poem featuring words related to etiquette with peers.

Which words do we use to show politeness?

- Oxford New Progressive Primary English Learner's Book pg. 28
Word puzzles
Poems on etiquette
Audio recordings
Digital devices

Oral recitation Written dictation Group work evaluation Observation Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Sounds /p/ and /b/

By the end of the lesson, the learner should be able to:

- Use appropriate words and phrases to show politeness in different contexts.
- Pronounce words containing sounds /p/ and /b/ accurately for effective communication.
- Promote the use of polite words and phrases in different contexts.

The learner is guided to:
- Use a word puzzle to find words and phrases containing the sounds /p/ and /b/ collaboratively.
- Construct simple sentences using words related to the theme.
- Write words containing the sounds /p/ and /b/ from a dictation.
- Recite a poem featuring words related to etiquette with peers.

Which words do we use to show politeness?

- Oxford New Progressive Primary English Learner's Book pg. 28
Word puzzles
Poems on etiquette
Audio recordings
Digital devices

Oral recitation Written dictation Group work evaluation Observation Peer assessment

Reading

Intensive Reading: Skimming

By the end of the lesson, the learner should be able to:

- Read a text of about 300 words for comprehension.
- Apply skimming technique when reading a text to obtain main ideas.
- Acknowledge the importance of skimming in reading for quick overview.

The learner is guided to:
- Read a variety of print and non-print texts of about 300 words for comprehension.
- Skim through a digital text of about 300 words focusing mainly on the title and illustrations.
- Identify events in a story or a passage of about 300 words with logical and fluent flow.
- Answer factual questions from a text of about 300 words.

Why do we read?

- Oxford New Progressive Primary English Learner's Book pg. 29
Texts of about 300 words
Digital texts
Reading materials
Lesson notes

Comprehension questions Reading speed check Observation Peer assessment Written assignments

Reading

Intensive Reading: Scanning

By the end of the lesson, the learner should be able to:

- Apply scanning technique when reading a text to obtain specific information.
- Infer meaning of vocabulary from contexts.
- Recommend intensive reading in their day-to-day life.

The learner is guided to:
- Scan for information such as words and answer questions from print or digital text.
- Work together to infer the meaning of vocabulary from contexts.
- Skim or scan a comic, magazine, newspaper or age appropriate reader.
- Discuss and role play events in texts based on the theme.

How can we read faster?

- Oxford New Progressive Primary English Learner's Book pg. 30
Comics
Magazines
Newspapers
Digital texts

Observation Reading assessment Group work evaluation Oral questioning Role play assessment

Reading

Intensive Reading: Scanning

By the end of the lesson, the learner should be able to:

- Apply scanning technique when reading a text to obtain specific information.
- Infer meaning of vocabulary from contexts.
- Recommend intensive reading in their day-to-day life.

The learner is guided to:
- Scan for information such as words and answer questions from print or digital text.
- Work together to infer the meaning of vocabulary from contexts.
- Skim or scan a comic, magazine, newspaper or age appropriate reader.
- Discuss and role play events in texts based on the theme.

How can we read faster?

- Oxford New Progressive Primary English Learner's Book pg. 30
Comics
Magazines
Newspapers
Digital texts

Observation Reading assessment Group work evaluation Oral questioning Role play assessment

Grammar in Use

Language Pattern: Enough + Nominal + Infinitive

By the end of the lesson, the learner should be able to:

- Use the language pattern 'enough + nominal + infinitive' in sentences correctly for fluency in speech.
- Respond to questions on the language pattern in written communication.
- Adopt the use of language structures for effective communication.

The learner is guided to:
- Recite a poem with the pattern 'enough + nominal + infinitive' related to the theme with peers.
- Identify lines from the poem that have the language pattern 'enough + nominal + infinitive'.
- Construct sentences related to the theme using the language pattern 'enough + nominal + infinitive' with peers.
- Complete a written exercise based on the language pattern 'enough + nominal + infinitive'.

Why should we use correct sentences in our speech or writing?

- Oxford New Progressive Primary English Learner's Book pg. 31
Poems with language patterns
Sentence strips
Digital devices
Exercise books

Written exercises Sentence construction Oral presentation Observation Peer assessment

Grammar in Use

Language Pattern: A lot/a lot of

By the end of the lesson, the learner should be able to:

- Use the language pattern 'a lot/a lot of' in sentences correctly for fluency in speech.
- Respond to questions on the language pattern in written communication.
- Adopt the use of language structures for effective communication.

The learner is guided to:
- Recite a poem with the pattern 'a lot/a lot of' related to the theme with peers.
- Identify lines from the poem that have the language pattern 'a lot/a lot of'.
- Construct sentences related to the theme using the language pattern 'a lot/a lot of' with peers.
- Complete a written exercise based on the language pattern 'a lot/a lot of'.

How can we write sentences correctly?

- Oxford New Progressive Primary English Learner's Book pg. 33
Exercise books
Digital devices
Sentence strips
Lesson notes

Written exercises Sentence construction Observation Oral questioning Peer assessment

Writing

Handwriting: Legibility

By the end of the lesson, the learner should be able to:

- Write legibly in print script for clarity of communication.
- Apply accurate and consistent spelling in print script for writing fluency.
- Adopt the use of accurate and consistent spelling in a variety of print scripts for effective communication.

The learner is guided to:
- Use appropriate writing instruments (pencil first and then a pen).
- Print lower and upper case letters neatly and legibly.
- Pay attention to consistent letter size and height, direction of strokes such as dots, tails, crossbars, curves and differences in letter orientation like 'd' and 'b'.
- Write silent letters in words and phrases such as 'please listen', 'I beg your pardon', 'may I borrow your watch'.

How does being unable to read other people's work make you feel?

- Oxford New Progressive Primary English Learner's Book pg. 34
Writing materials
Letter formation charts
Writing pattern cards
Digital devices

Handwriting samples Observation Peer assessment Self-assessment Written exercises

Writing

Handwriting: Legibility

By the end of the lesson, the learner should be able to:

- Write legibly in print script for clarity of communication.
- Apply accurate and consistent spelling in print script for writing fluency.
- Adopt the use of accurate and consistent spelling in a variety of print scripts for effective communication.

The learner is guided to:
- Use appropriate writing instruments (pencil first and then a pen).
- Print lower and upper case letters neatly and legibly.
- Pay attention to consistent letter size and height, direction of strokes such as dots, tails, crossbars, curves and differences in letter orientation like 'd' and 'b'.
- Write silent letters in words and phrases such as 'please listen', 'I beg your pardon', 'may I borrow your watch'.

How does being unable to read other people's work make you feel?

- Oxford New Progressive Primary English Learner's Book pg. 34
Writing materials
Letter formation charts
Writing pattern cards
Digital devices

Handwriting samples Observation Peer assessment Self-assessment Written exercises

Writing

Handwriting: Neatness

By the end of the lesson, the learner should be able to:

- Write neatly in print script for clarity of communication.
- Apply accurate and consistent spelling in print script for writing fluency.
- Adopt the use of accurate and consistent spelling in a variety of print scripts for effective communication.

The learner is guided to:
- Look up for words and find the correct spelling from a digital device with peers.
- Consistently use the correct spelling of words with blends and double consonants.
- Copy sentences and paragraphs neatly and legibly in their exercise books.
- Practice copying poems and short passages maintaining neatness and legibility.

Why should you ensure your written work is easy to read?

- Oxford New Progressive Primary English Learner's Book pg. 35
Digital devices
Dictionaries
Writing materials
Sample handwriting passages

Handwriting samples Dictation Observation Peer assessment Self-assessment

ACCIDENTS: FIRST AID

Listening and Speaking

Pronunciation and Vocabulary: Word Stress (Object/Object)

By the end of the lesson, the learner should be able to:

- Pronounce words related to the theme using the correct stress for effective communication.
- Distinguish between words whose meaning is contrasted by stress.
- Appreciate the importance of word stress in communication.

The learner is guided to:
- Listen to and recite short rhythmic poems.
- Say tongue twisters to practise the sounds /ɒ/ /eɪ/ /aɪ/ and the consonant clusters 'sn' 'tr' 'st' collaboratively.
- Say words related to the theme using the correct stress with peers, ('object, ob'ject').
- Construct sentences with words whose meaning may be distinguished through word stress.

Why should we learn new words?

- Oxford New Progressive Primary English Learner's Book pg. 38
Audio recordings
Word cards with stress marks
Digital devices
Poems with stress patterns

Oral reading Stress identification Observation Peer assessment Recitation

Listening and Speaking

Pronunciation and Vocabulary: Word Stress (Present/Present)

By the end of the lesson, the learner should be able to:

- Use vocabulary related to the theme in a variety of contexts for speech clarity.
- Construct sentences using vocabulary related to the theme collaboratively.
- Interpret nonverbal cues correctly for listening fluency.

The learner is guided to:
- Listen to the correct pronunciation of words whose meaning is contrasted by stress from an audio or phone recordings.
- Construct sentences using vocabulary related to the theme collaboratively.
- Record themselves practising word stress and present the recording to the whole class.
- Use and interpret nonverbal cues in oral contexts.

How can we say sounds and words correctly?

- Oxford New Progressive Primary English Learner's Book pg. 39
Recording devices
Word cards
Digital devices
Stress pattern charts

Oral presentation Recording assessment Observation Self-assessment Peer assessment

Reading

Intensive Reading: Visuals (Comics and Pictures)

By the end of the lesson, the learner should be able to:

- Read visuals in print and digital formats for information.
- Interpret visual media appropriately for comprehension.
- Acknowledge the importance of visual media for lifelong learning.

The learner is guided to:
- Read age appropriate digital texts in different formats such as audio, video and animated stories.
- View cartoons, mimes, pictures, photographs, comics collaboratively.
- Work together to interpret visuals and discuss.
- Predict happenings in cartoons or comics and write down their thoughts.

Why is it important to interpret visuals correctly?

- Oxford New Progressive Primary English Learner's Book pg. 40
Comics
Pictures
Digital texts
Cartoons
Video clips

Visual comprehension Written predictions Group discussions Observation Peer assessment

Reading

Intensive Reading: Visuals (Comics and Pictures)

By the end of the lesson, the learner should be able to:

- Read visuals in print and digital formats for information.
- Interpret visual media appropriately for comprehension.
- Acknowledge the importance of visual media for lifelong learning.

The learner is guided to:
- Read age appropriate digital texts in different formats such as audio, video and animated stories.
- View cartoons, mimes, pictures, photographs, comics collaboratively.
- Work together to interpret visuals and discuss.
- Predict happenings in cartoons or comics and write down their thoughts.

Why is it important to interpret visuals correctly?

- Oxford New Progressive Primary English Learner's Book pg. 40
Comics
Pictures
Digital texts
Cartoons
Video clips

Visual comprehension Written predictions Group discussions Observation Peer assessment

Reading

Intensive Reading: Visuals (Maps and Directions)

By the end of the lesson, the learner should be able to:

- Read maps for information and directions.
- Interpret maps appropriately for comprehension.
- Value the importance of maps for finding locations and directions.

The learner is guided to:
- Conduct virtual tours on google maps and find the direction of various places on the map.
- Use google maps, digital maps and printed maps to give directions.
- Locate information from a simple map and make short sentences using terms like north, south, east and west. For example, 'The sun rises in the east.'

How do visuals like photos and videos enhance our understanding of a text?

- Oxford New Progressive Primary English Learner's Book pg. 41
Maps
Digital devices
Compass
Direction charts

Map reading Direction giving Sentence construction Oral presentation Written exercises

Reading

Intensive Reading: Visuals (Maps and Directions)

By the end of the lesson, the learner should be able to:

- Read maps for information and directions.
- Interpret maps appropriately for comprehension.
- Value the importance of maps for finding locations and directions.

The learner is guided to:
- Conduct virtual tours on google maps and find the direction of various places on the map.
- Use google maps, digital maps and printed maps to give directions.
- Locate information from a simple map and make short sentences using terms like north, south, east and west. For example, 'The sun rises in the east.'

How do visuals like photos and videos enhance our understanding of a text?

- Oxford New Progressive Primary English Learner's Book pg. 41
Maps
Digital devices
Compass
Direction charts

Map reading Direction giving Sentence construction Oral presentation Written exercises

Grammar in Use

Pronouns: Personal Pronouns

By the end of the lesson, the learner should be able to:

- Identify personal pronouns used as subjects and objects for communication.
- Use personal pronouns correctly as subject and object for self-expression.
- Adopt the use of personal pronouns in communication.

The learner is guided to:
- Identify personal pronouns used as subjects and objects in sentences with peers.
- Discuss pictures on the theme using personal pronouns collaboratively.
- Construct sentences about the theme using personal pronouns as subjects and objects.
- Create a list of sentences containing pronouns, and key them in on a digital device.

Which words replace names of people or things in sentences?

- Oxford New Progressive Primary English Learner's Book pg. 43
Pictures
Digital devices
Sentence strips
Newspapers/magazines

Written exercises Sentence construction Group discussions Observation Digital typing

Grammar in Use

Pronouns: Possessive Pronouns

By the end of the lesson, the learner should be able to:

- Identify possessive pronouns used in sentences.
- Use possessive pronouns correctly in sentences for self-expression.
- Adopt the use of possessive pronouns in communication.

The learner is guided to:
- Read a newspaper, magazine or poem; identify personal and possessive pronouns and type them on a word processor, mobile device or tablet.
- Match possessive pronouns with corresponding personal pronouns.
- Construct sentences using possessive pronouns.
- Share their work with friends via email, or printed pages.

Which words do we use to show that something belongs to us?

- Oxford New Progressive Primary English Learner's Book pg. 44
Newspapers/magazines
Digital devices
Sentence strips
Lesson notes

Written exercises Sentence construction Matching activities Peer assessment Observation

Writing

Guided Composition: Friendly Letter

By the end of the lesson, the learner should be able to:

- Identify the key parts of a friendly letter in preparation for writing.
- Write a friendly letter using the correct format for effective communication.
- Promote the use of friendly letters in a variety of communication contexts.

The learner is guided to:
- Discuss how to write a friendly letter with peers including correct format such as address, date, ending, sender and receiver.
- Write friendly letters using the correct format - such as letters to siblings, parents and friends.
- Practise writing friendly letters with peers.

Why do you pass information to others?

- Oxford New Progressive Primary English Learner's Book pg. 47
Sample friendly letters
Writing materials
Digital devices
Lesson notes

Friendly letter writing Format identification Peer assessment Written assignments Assessment rubrics

Writing

Guided Composition: Friendly Letter

By the end of the lesson, the learner should be able to:

- Identify the key parts of a friendly letter in preparation for writing.
- Write a friendly letter using the correct format for effective communication.
- Promote the use of friendly letters in a variety of communication contexts.

The learner is guided to:
- Discuss how to write a friendly letter with peers including correct format such as address, date, ending, sender and receiver.
- Write friendly letters using the correct format - such as letters to siblings, parents and friends.
- Practise writing friendly letters with peers.

Why do you pass information to others?

- Oxford New Progressive Primary English Learner's Book pg. 47
Sample friendly letters
Writing materials
Digital devices
Lesson notes

Friendly letter writing Format identification Peer assessment Written assignments Assessment rubrics

Writing

Guided Composition: SMS

By the end of the lesson, the learner should be able to:

- Identify the key features of an SMS.
- Send an SMS correctly for effective communication.
- Promote the use of SMS in a variety of communication contexts.

The learner is guided to:
- Discuss how to write an SMS and its format.
- Practise writing SMS with peers.
- Use mobile phones to write friendly letters and SMS to one another on the given theme.
- Compare the format of a friendly letter and an SMS.

How do you pass information to your friends?

- Oxford New Progressive Primary English Learner's Book pg. 49
Mobile phones (with teacher supervision)
Sample SMS
Digital devices
Lesson notes

SMS writing Format identification Peer assessment Group discussions Observation

NUTRITION - BALANCED DIET

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension

By the end of the lesson, the learner should be able to:

- Listen actively to a variety of texts to gain information.
- Apply vocabulary related to the theme in a variety of contexts for effective communication.
- Promote listening to a variety of texts for information and enjoyment.

The learner is guided to:
- Listen to audio-visual recordings of songs, stories and passages featuring the sounds /ʊ/ /uː/ /æ/ /f/ /v/.
- Respond to questions from listening comprehension.
- Retell a story he or she has listened to accurately.
- Respond correctly to questions based on the text.

Why should we listen carefully?

- Oxford New Progressive Primary English Learner's Book pg. 52
Audio-visual recordings
Digital devices
Listening texts
Pictures

Oral questioning Retelling stories Listening comprehension Observation Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary: Pattern (Noun phrase + would like to be...)

By the end of the lesson, the learner should be able to:

- Use the language pattern correctly for effective oral communication.
- Construct sentences related to a story or listening comprehension using the language pattern.
- Enjoy performing the language pattern in communication.

The learner is guided to:
- Construct sentences related to a story or listening comprehension using the language pattern (noun phrase + would like to be...)
- Dramatise sections of a story in groups for comprehension.
- Discuss with peers the lesson learnt from a story.
- Use the language pattern in role plays and simulations.

How can we improve our pronunciation?

- Oxford New Progressive Primary English Learner's Book pg. 53
Story books
Digital devices
Sentence strips
Lesson notes

Oral presentation Role play Group discussions Sentence construction Observation

Listening and Speaking

Pronunciation and Vocabulary: Pattern (Noun phrase + would like to be...)

By the end of the lesson, the learner should be able to:

- Use the language pattern correctly for effective oral communication.
- Construct sentences related to a story or listening comprehension using the language pattern.
- Enjoy performing the language pattern in communication.

The learner is guided to:
- Construct sentences related to a story or listening comprehension using the language pattern (noun phrase + would like to be...)
- Dramatise sections of a story in groups for comprehension.
- Discuss with peers the lesson learnt from a story.
- Use the language pattern in role plays and simulations.

How can we improve our pronunciation?

- Oxford New Progressive Primary English Learner's Book pg. 53
Story books
Digital devices
Sentence strips
Lesson notes

Oral presentation Role play Group discussions Sentence construction Observation

Reading

Extensive Reading: Independent Reading (Selection)

By the end of the lesson, the learner should be able to:

- Select appropriate reading materials for lifelong learning.
- Apply appropriate strategies to read independently for information and enjoyment.
- Realise the importance of independent reading in lifelong learning.

The learner is guided to:
- Select age-appropriate and high-interest reading materials such as narratives, poems, newspapers and magazines in print or electronic format.
- Set up an after-school club where they meet on a regular basis and read varied texts.
- Use materials in the classroom to read extensively.

Why should we read widely?

- Oxford New Progressive Primary English Learner's Book pg. 54
Storybooks
Newspapers
Magazines
Digital texts

Reading logs Book selection Observation Peer assessment Self-assessment

Reading

Extensive Reading: Independent Reading (Comprehension)

By the end of the lesson, the learner should be able to:

- Read a variety of familiar materials independently to build reading speed and fluency.
- Share opinions and reflections on the texts they have read.
- Value independent reading for information and enjoyment.

The learner is guided to:
- Retell the stories they have read collaboratively.
- Share opinions and reflections on the texts they have read.
- Read texts quietly or silently for pleasure.
- Relate the ideas from the reading materials to real-life experiences.

What materials do you enjoy reading?

- Oxford New Progressive Primary English Learner's Book pg. 56
Reading materials
Digital devices
Reading corner
Library resources

Retelling stories Reading speed Comprehension questions Group discussions Observation

Reading

Extensive Reading: Independent Reading (Comprehension)

By the end of the lesson, the learner should be able to:

- Read a variety of familiar materials independently to build reading speed and fluency.
- Share opinions and reflections on the texts they have read.
- Value independent reading for information and enjoyment.

The learner is guided to:
- Retell the stories they have read collaboratively.
- Share opinions and reflections on the texts they have read.
- Read texts quietly or silently for pleasure.
- Relate the ideas from the reading materials to real-life experiences.

What materials do you enjoy reading?

- Oxford New Progressive Primary English Learner's Book pg. 56
Reading materials
Digital devices
Reading corner
Library resources

Retelling stories Reading speed Comprehension questions Group discussions Observation

Grammar in Use

Word Class: Regular Adjectives

By the end of the lesson, the learner should be able to:

- Identify regular adjectives in sentences.
- Describe items using comparative forms of regular adjectives for effective communication.
- Adopt the use of adjectives for effective communication.

The learner is guided to:
- Identify adjectives from an audio or written text.
- Collaboratively talk about various items in the classroom using adjectives.
- Describe items using the comparative forms of regular adjectives with peers.
- Write correct sentences using comparative forms of adjectives in the right order.

Why should we say the correct shape and size of things?

- Oxford New Progressive Primary English Learner's Book pg. 57
Pictures
Digital devices
Written text
Audio recordings

Written exercises Sentence construction Oral presentations Group discussions Assessment rubrics

Grammar in Use

Word Class: Irregular Adjectives

By the end of the lesson, the learner should be able to:

- Identify irregular adjectives in sentences.
- Use adjectives of size and shape in the right order for clarity of communication.
- Acknowledge the importance of adjectives in communication.

The learner is guided to:
- Use adjectives in the correct order in sentences collaboratively.
- Write sentences on tablets, computers and other digital resources using adjectives.
- Use adjectives to talk about scenes, pictures or comics based on the themes with peers.
- Form comparative forms of irregular adjectives like 'good-better', 'bad-worse'.

Which are some of the words you use to talk about how someone feels or looks?

- Oxford New Progressive Primary English Learner's Book pg. 58
Pictures
Digital devices
Comics
Sentence strips
Charts

Written exercises Sentence construction Oral presentations Group discussions Assessment rubrics

Writing

Creative Writing: Narrative Compositions (Planning)

By the end of the lesson, the learner should be able to:

- Describe the parts of a narrative composition in preparation for writing.
- Organise thoughts fluently, clearly and precisely in a coherent paragraph for self-expression.
- Acknowledge the importance of planning in writing.

The learner is guided to:
- Plan a composition with peers, write a draft and present it to the whole class.
- Use similes to make their compositions interesting.
- Create their own similes and use them in their composition.
- Rearrange jumbled up sentences from an oral narrative into coherent paragraphs.

Why do you enjoy listening to stories?

- Oxford New Progressive Primary English Learner's Book pg. 60
Sample compositions
Digital devices
Writing materials
Jumbled sentences

Composition planning Simile creation Group discussions Rearranging sentences Observation

Writing

Creative Writing: Narrative Compositions (Planning)

By the end of the lesson, the learner should be able to:

- Describe the parts of a narrative composition in preparation for writing.
- Organise thoughts fluently, clearly and precisely in a coherent paragraph for self-expression.
- Acknowledge the importance of planning in writing.

The learner is guided to:
- Plan a composition with peers, write a draft and present it to the whole class.
- Use similes to make their compositions interesting.
- Create their own similes and use them in their composition.
- Rearrange jumbled up sentences from an oral narrative into coherent paragraphs.

Why do you enjoy listening to stories?

- Oxford New Progressive Primary English Learner's Book pg. 60
Sample compositions
Digital devices
Writing materials
Jumbled sentences

Composition planning Simile creation Group discussions Rearranging sentences Observation

Writing

Creative Writing: Narrative Compositions (Writing)

By the end of the lesson, the learner should be able to:

- Write a narrative composition of about 60-80 words for self-expression.
- Proof-read and edit compositions for accuracy.
- Realise the role of creativity in writing for different purposes.

The learner is guided to:
- Write a narrative composition of about 60-80 words and incorporate similes.
- Listen to a narrative on radio or television and rewrite it in their own words.
- Watch and dramatise a story related to the theme (could be from a digital device).
- Visit a supermarket, food store or grocery store in the school neighbourhood and write a narrative composition based on that experience.

How can you write an interesting composition?

- Oxford New Progressive Primary English Learner's Book pg. 61
Writing materials
Digital devices
Radio/TV recordings
Dictionary

Completed compositions Peer assessment Self assessment Written assignments Assessment rubrics