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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
CHILD RIGHTS AND RESPONSIBILITIES
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize sounds, words, and phrases correctly - Use words and phrases related to child rights in sentences correctly - Listen for the main idea and specific details for effective communication - Adopt attentive listening for effective communication |
The learner is guided to:
- Listen to an oral narrative in pairs or groups - Identify words and phrases containing the sounds /ʌ/ /ɑː/ from a print or audio text - Say words and phrases related to the theme accurately - Construct sentences using words and phrases with peers - Say tongue twisters containing the selected sounds collaboratively with peers - Write sentences and phrases containing the selected sounds and words - Make an audio recording of a poem containing the sounds /ʌ/ and /ɑː/ - Play the audio recording and obtain feedback |
1. Why should we say the sounds in words, phrases, and sentences correctly?
2. How can we improve our pronunciation?
3. Why should we listen attentively?
|
Oxford New Progressive Primary English Learner's Book pg. 1
Audio recording equipment Charts with tongue twisters Picture cards |
Oral reading
Dictation
Role play
Oral interviews
Dialogues
Oral discussions
|
|
| 1 | 2 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Use of Reference Materials |
By the end of the
lesson, the learner
should be able to:
- Use vocabulary related to child rights and responsibilities correctly - Explain the meaning of words related to the theme - Appreciate the importance of using appropriate vocabulary in communication |
The learner is guided to:
- Discuss the meaning of words related to child rights and responsibilities - Look up meanings of words in the dictionary - Make sentences using words related to child rights and responsibilities - Identify phrases and expressions used to show child rights and responsibilities from texts - Use phrases and expressions correctly in context |
1. Which words do we use when talking about child rights?
2. How can we use phrases and expressions correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 2
Dictionary Charts with vocabulary words Picture cards Oxford New Progressive Primary English Learner's Book pg. 4 Reference materials: encyclopedias, dictionaries Library resources |
Oral questions
Vocabulary games
Written exercises
Peer assessment
|
|
| 1 | 3 |
Reading
|
Use of Reference Materials
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of reference materials - Use reference materials effectively to find information about child rights - Value the importance of reference materials in research |
The learner is guided to:
- Identify different types of reference materials (dictionaries, encyclopedias, atlases) - Practice using reference materials to find specific information about child rights - Share information found with peers - Create a display of information found from reference materials |
1. How do we use reference materials to find information?
2. Why are reference materials important?
|
Oxford New Progressive Primary English Learner's Book pg. 6
Different types of reference materials Worksheets on using reference materials |
Tasks such as multiple choice
Library skills assessment
Group presentations
Learner portfolios
|
|
| 1 | 4 |
Grammar in Use
|
Demonstrative Determiners
|
By the end of the
lesson, the learner
should be able to:
- Identify demonstrative determiners in a variety of texts - Use demonstrative determiners correctly - Promote the use of the correct demonstrative determiner during communication |
The learner is guided to:
- Identify demonstrative determiners from a text such as this, these, that, those - Read sentences containing demonstrative determiners in print or electronic materials - Construct sentences using demonstrative determiners with peers - Make sentences containing demonstrative determiners from a substitution table - Use demonstrative determiners to fill gaps in sentences - Search for more examples of sentences containing demonstrative determiners in print and digital texts |
1. How do you identify objects that are near or far?
2. How do we show that objects being referred to are singular or more?
|
Oxford New Progressive Primary English Learner's Book pg. 8
Charts with examples Flash cards Substitution tables |
Tasks such as multiple choice
Gap-filling
Short-answer
Discrimination exercises
Oral practice
|
|
| 1 | 5 |
Grammar in Use
Writing |
Demonstrative Determiners
Filling Forms |
By the end of the
lesson, the learner
should be able to:
- Distinguish between the use of this/that and these/those - Apply demonstrative determiners correctly in spoken and written language - Value the correct use of demonstrative determiners in communication |
The learner is guided to:
- Practice using this/that for singular nouns and these/those for plural nouns - Make sentences from substitution tables using demonstrative determiners - Identify and correct errors in the use of demonstrative determiners - Create and complete crossword puzzles using demonstrative determiners |
1. When do we use this and that?
2. When do we use these and those?
|
Oxford New Progressive Primary English Learner's Book pg. 9
Substitution tables Worksheets with gap-filling exercises Digital resources Oxford New Progressive Primary English Learner's Book pg. 11 Sample forms Digital devices for searching online forms Manila paper for creating forms |
Short-answer exercises
Written tests
Peer assessment
Self-assessment
Classroom observation
|
|
| 2 | 1 |
Writing
|
Filling Forms
|
By the end of the
lesson, the learner
should be able to:
- Fill various types of forms accurately - Create forms for specific purposes - Value the importance of accuracy when filling forms |
The learner is guided to:
- Practice filling different types of forms - Create forms to collect specific information about child rights and responsibilities - Exchange forms and fill those created by peers - Display and discuss completed forms |
1. What makes a form easy to fill?
2. How can we ensure we fill forms correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 12
Various sample forms Digital devices Colored pencils and markers |
Form design assessment
Form filling accuracy
Peer assessment
Self-assessment
|
|
| 2 | 2 |
NATIONAL CELEBRATIONS
Listening and Speaking |
Dialogue
|
By the end of the
lesson, the learner
should be able to:
- Conduct a debate while adhering to conventions of polite language - Acknowledge the importance of politeness in communication - Value respectful expression of divergent opinions |
The learner is guided to:
- Collaborate in making rules for a debating session - Conduct a debate in small groups on titles such as 'passengers can avert road crashes' - Use polite language and proper debate etiquette |
1. Why is it important to be polite during a debate?
2. How can we express different opinions respectfully?
|
Oxford New Progressive Primary English Learner's Book pg. 14
Charts with debate rules Audio recordings of debates |
Oral presentation
Observation schedule
Debates
Checklists
Assessment rubrics
|
|
| 2 | 3 |
Listening and Speaking
|
Dialogue
|
By the end of the
lesson, the learner
should be able to:
- Identify sounds /p/ and /b/ in words - Pronounce words with sounds /p/ and /b/ correctly - Value correct pronunciation for effective communication |
The learner is guided to:
- Listen to dialogues containing words with sounds /p/ and /b/ - Practice saying tongue twisters with sounds /p/ and /b/ - Create their own tongue twisters with words containing sounds /p/ and /b/ - Role-play dialogues using words with sounds /p/ and /b/ |
1. Why should we pronounce words correctly?
2. How can we improve our pronunciation of /p/ and /b/ sounds?
|
Oxford New Progressive Primary English Learner's Book pg. 15
Audio recordings Flash cards with words Charts with tongue twisters |
Pronunciation exercises
Oral presentations
Peer assessment
Tongue twister competitions
|
|
| 2 | 4 |
Listening and Speaking
|
Dialogue
|
By the end of the
lesson, the learner
should be able to:
- Identify sounds /p/ and /b/ in words - Pronounce words with sounds /p/ and /b/ correctly - Value correct pronunciation for effective communication |
The learner is guided to:
- Listen to dialogues containing words with sounds /p/ and /b/ - Practice saying tongue twisters with sounds /p/ and /b/ - Create their own tongue twisters with words containing sounds /p/ and /b/ - Role-play dialogues using words with sounds /p/ and /b/ |
1. Why should we pronounce words correctly?
2. How can we improve our pronunciation of /p/ and /b/ sounds?
|
Oxford New Progressive Primary English Learner's Book pg. 15
Audio recordings Flash cards with words Charts with tongue twisters |
Pronunciation exercises
Oral presentations
Peer assessment
Tongue twister competitions
|
|
| 2 | 5 |
Reading
|
Oral Narrative and Poem
|
By the end of the
lesson, the learner
should be able to:
- Identify characters, places, and events in a story for comprehension - Predict events in a text for comprehension - Respond correctly to factual and inferential questions for comprehension - Use contextual clues to infer the meaning of words for comprehension - Recommend appropriate reading techniques to peers |
The learner is guided to:
- Make predictions of what a story is about; what happens next in a story using the title/pictures in a story - Infer the meaning of words from the context - Use their imagination to visualize the events in a story - Draw pictures, diagrams, or posters of events in the story - Read poems of not more than five stanzas - Read a narrative of up to 400 words silently - Retell a narrative or recite a poem and create a video or audio recording of the story |
1. Why is the title of a poem or a story important?
2. How do we predict events in a story or poem?
3. How do we tell the meaning of unknown words in a story?
|
Oxford New Progressive Primary English Learner's Book pg. 17
Storybooks Poetry books Picture cards Audio-visual equipment |
Oral questions
Written comprehension questions
Retelling stories
Reciting poems
Drawing story events
|
|
| 3 | 1 |
Reading
|
Oral Narrative and Poem
|
By the end of the
lesson, the learner
should be able to:
- Read poems and narratives with comprehension - Identify main ideas and supporting details in texts - Appreciate the role of literature in promoting patriotism |
The learner is guided to:
- Read poems and narratives about national celebrations - Identify themes and messages in the texts - Relate events in the texts to real-life national celebrations - Create posters illustrating key events from the narratives - Recite poems about national celebrations with expression |
1. How do stories and poems help us understand national celebrations?
2. What can we learn from reading about national celebrations?
|
Oxford New Progressive Primary English Learner's Book pg. 19
Poems about national celebrations Narratives about national celebrations Picture cards |
Comprehension questions
Poem recitation
Story retelling
Creative expressions
Peer assessment
|
|
| 3 | 2 |
Reading
|
Oral Narrative and Poem
|
By the end of the
lesson, the learner
should be able to:
- Read poems and narratives with comprehension - Identify main ideas and supporting details in texts - Appreciate the role of literature in promoting patriotism |
The learner is guided to:
- Read poems and narratives about national celebrations - Identify themes and messages in the texts - Relate events in the texts to real-life national celebrations - Create posters illustrating key events from the narratives - Recite poems about national celebrations with expression |
1. How do stories and poems help us understand national celebrations?
2. What can we learn from reading about national celebrations?
|
Oxford New Progressive Primary English Learner's Book pg. 19
Poems about national celebrations Narratives about national celebrations Picture cards |
Comprehension questions
Poem recitation
Story retelling
Creative expressions
Peer assessment
|
|
| 3 | 3 |
Grammar in Use
|
Collective Nouns and Reflexive Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify collective nouns and reflexive pronouns in texts - Use collective nouns and reflexive pronouns in sentences correctly - Adopt the use of collective and reflexive pronouns during communication |
The learner is guided to:
- Identify reflexive pronouns and collective nouns from print and digital texts - Watch a video clip in which collective nouns and reflexive pronouns (myself, ourselves) have been used in sentences - Pick out collective nouns and reflexive pronouns, and list them as you work collaboratively with peers - Construct sentences using collective nouns and reflexive pronouns - Create and complete crossword puzzles using collective nouns and reflexive pronouns |
1. How do you emphasize that you did something on your own?
2. Which words do you use to refer to a group of things or animals?
|
Oxford New Progressive Primary English Learner's Book pg. 21
Charts with examples Video clips Flash cards Crossword puzzles |
Written exercises
Oral presentations
Crossword puzzles
Gap-filling exercises
Peer assessment
|
|
| 3 | 4 |
Grammar in Use
|
Collective Nouns and Reflexive Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between different types of collective nouns - Use reflexive pronouns appropriately in different contexts - Value the correct use of collective nouns and reflexive pronouns |
The learner is guided to:
- Sort collective nouns according to categories (people, animals, things) - Match collective nouns with appropriate objects/beings - Use reflexive pronouns in role plays and dialogues - Create games involving the use of collective nouns and reflexive pronouns - Edit texts by inserting appropriate collective nouns and reflexive pronouns |
1. When do we use reflexive pronouns?
2. How do collective nouns help us express ourselves better?
|
Oxford New Progressive Primary English Learner's Book pg. 23
Charts with reflexive pronouns Cards with collective nouns Worksheets Digital resources |
Sentence construction exercises
Gap-filling tasks
Editing exercises
Oral presentations
Group work assessment
|
|
| 3 | 5 |
Grammar in Use
|
Collective Nouns and Reflexive Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between different types of collective nouns - Use reflexive pronouns appropriately in different contexts - Value the correct use of collective nouns and reflexive pronouns |
The learner is guided to:
- Sort collective nouns according to categories (people, animals, things) - Match collective nouns with appropriate objects/beings - Use reflexive pronouns in role plays and dialogues - Create games involving the use of collective nouns and reflexive pronouns - Edit texts by inserting appropriate collective nouns and reflexive pronouns |
1. When do we use reflexive pronouns?
2. How do collective nouns help us express ourselves better?
|
Oxford New Progressive Primary English Learner's Book pg. 23
Charts with reflexive pronouns Cards with collective nouns Worksheets Digital resources |
Sentence construction exercises
Gap-filling tasks
Editing exercises
Oral presentations
Group work assessment
|
|
| 4 | 1 |
Writing
|
Open-ended Compositions
|
By the end of the
lesson, the learner
should be able to:
- Select relevant points when planning a composition - Write an open ended composition creatively - Advocate for the use of open-ended compositions for self-expression |
The learner is guided to:
- Brainstorm and discuss possible points to include in their composition - Write the first paragraph with peers while observing correct punctuation and spelling - Complete the composition individually of about (100-150 words) - Proofread their compositions collaboratively |
1. How do we express ideas on different topics?
2. Why do we share ideas?
|
Oxford New Progressive Primary English Learner's Book pg. 26
Sample compositions Planning templates Writing guidelines |
Teacher-made tests
Learner portfolios
Peer assessment
Self-assessment
Composition writing assessment
|
|
| 4 | 2 |
Writing
|
Open-ended Compositions
|
By the end of the
lesson, the learner
should be able to:
- Plan and organize ideas logically in a composition - Apply creative writing techniques in compositions - Appreciate composition writing as a means of self-expression |
The learner is guided to:
- Study the structure of effective open-ended compositions - Create planning templates for compositions about national celebrations - Write compositions about national celebrations - Share and critique compositions with peers - Revise compositions based on feedback |
1. What makes a composition interesting?
2. How can we improve our writing skills?
|
Oxford New Progressive Primary English Learner's Book pg. 27
Sample open-ended compositions Writing guidelines Revision checklists |
Composition writing assessment
Creative writing rubrics
Peer review
Self-assessment
Portfolio assessment
|
|
| 4 | 3 |
Writing
|
Open-ended Compositions
|
By the end of the
lesson, the learner
should be able to:
- Plan and organize ideas logically in a composition - Apply creative writing techniques in compositions - Appreciate composition writing as a means of self-expression |
The learner is guided to:
- Study the structure of effective open-ended compositions - Create planning templates for compositions about national celebrations - Write compositions about national celebrations - Share and critique compositions with peers - Revise compositions based on feedback |
1. What makes a composition interesting?
2. How can we improve our writing skills?
|
Oxford New Progressive Primary English Learner's Book pg. 27
Sample open-ended compositions Writing guidelines Revision checklists |
Composition writing assessment
Creative writing rubrics
Peer review
Self-assessment
Portfolio assessment
|
|
| 4 | 4 |
ETIQUETTE-TABLE MANNERS
Listening and Speaking |
Polite Words, Phrases and Expressions
|
By the end of the
lesson, the learner
should be able to:
- Identify polite words, phrases, and expressions in oral contexts - Construct sentences orally using words related to the theme - Listen for specific sounds in words, phrases, and expressions - Use polite words, phrases, and expressions to compliment others - Recommend appropriate words and phrases for expressing politeness |
The learner is guided to:
- Listen to correct pronunciation of sounds, phrases, and expressions from the teacher, audio-visual recordings among others - Practice saying the sound /ɔɪ/ in words - Practice using polite words and phrases with peers - Role play the use of polite words, phrases, and expressions during meals - Access correct pronunciation of sounds, words, phrases, and expressions from digital texts - Listen to/recite poems with words featuring the target sounds |
1. Why should you use polite expressions when talking to others?
2. Why should you listen to others attentively?
3. Which words, phrases, or expressions do we use to show politeness?
|
Oxford New Progressive Primary English Learner's Book pg. 28
Audio recordings Flash cards Charts with polite expressions |
Oral presentations
Role play
Observation schedules
Peer assessment
Dialogues
|
|
| 4 | 5 |
Listening and Speaking
|
Polite Words, Phrases and Expressions
|
By the end of the
lesson, the learner
should be able to:
- Pronounce words with the sound /ɔɪ/ correctly - Use vocabulary related to table manners appropriately - Value the importance of politeness during meals |
The learner is guided to:
- Identify words with the sound /ɔɪ/ as in "boy" from stories and poems - Practice pronouncing words with the sound /ɔɪ/ correctly - Use vocabulary related to table manners in sentences - Role play scenarios demonstrating proper table manners - Create dialogues using polite expressions related to table manners |
1. How do you show good table manners?
2. Why is it important to use polite expressions at the dining table?
|
Oxford New Progressive Primary English Learner's Book pg. 29
Word cards Audio recordings Charts with table manners vocabulary Pictures of dining scenes |
Pronunciation exercises
Vocabulary tests
Role play assessment
Observation schedules
Peer assessment
|
|
| 5 | 1 |
Reading
|
Narrative
|
By the end of the
lesson, the learner
should be able to:
- Relate events in the story with their life experiences - Predict events in a text for comprehension - Create mental images from the events in a story - Respond to factual and inferential questions correctly - Relate events in a reading text to real life experiences |
The learner is guided to:
- Make predictions on a story when reading - Use their imagination to visualize the events in a story - Scan and skim texts for new words and information with peers - Answer factual and inferential questions from the texts - Use digital devices to read online stories for comprehension |
1. How do you get information from a text?
2. Which things do you predict or visualize in a story?
|
Oxford New Progressive Primary English Learner's Book pg. 30
Storybooks Digital devices Comprehension worksheets |
Comprehension questions
Story retelling
Visualization exercises
Peer assessment
Reading logs
|
|
| 5 | 2 |
Reading
|
Narrative
|
By the end of the
lesson, the learner
should be able to:
- Relate events in the story with their life experiences - Predict events in a text for comprehension - Create mental images from the events in a story - Respond to factual and inferential questions correctly - Relate events in a reading text to real life experiences |
The learner is guided to:
- Make predictions on a story when reading - Use their imagination to visualize the events in a story - Scan and skim texts for new words and information with peers - Answer factual and inferential questions from the texts - Use digital devices to read online stories for comprehension |
1. How do you get information from a text?
2. Which things do you predict or visualize in a story?
|
Oxford New Progressive Primary English Learner's Book pg. 30
Storybooks Digital devices Comprehension worksheets |
Comprehension questions
Story retelling
Visualization exercises
Peer assessment
Reading logs
|
|
| 5 | 3 |
Reading
|
Narrative
|
By the end of the
lesson, the learner
should be able to:
- Read narratives about table manners with understanding - Identify main ideas and supporting details in texts - Apply information from texts to improve table manners - Value the importance of reading for information |
The learner is guided to:
- Read narratives about table manners and etiquette - Identify proper and improper table manners described in the texts - Discuss the consequences of poor table manners as presented in the texts - Create posters illustrating good table manners based on information from the texts |
1. What can we learn about table manners from stories?
2. How can reading help us improve our behavior?
|
Oxford New Progressive Primary English Learner's Book pg. 32
Narratives about table manners Picture books Posters Digital resources |
Comprehension questions
Story maps
Poster creation
Role play based on texts
Peer assessment
|
|
| 5 | 4 |
Reading
|
Narrative
|
By the end of the
lesson, the learner
should be able to:
- Read narratives about table manners with understanding - Identify main ideas and supporting details in texts - Apply information from texts to improve table manners - Value the importance of reading for information |
The learner is guided to:
- Read narratives about table manners and etiquette - Identify proper and improper table manners described in the texts - Discuss the consequences of poor table manners as presented in the texts - Create posters illustrating good table manners based on information from the texts |
1. What can we learn about table manners from stories?
2. How can reading help us improve our behavior?
|
Oxford New Progressive Primary English Learner's Book pg. 32
Narratives about table manners Picture books Posters Digital resources |
Comprehension questions
Story maps
Poster creation
Role play based on texts
Peer assessment
|
|
| 5 | 5 |
Grammar in Use
|
Language Patterns (too...to/for and must/should)
|
By the end of the
lesson, the learner
should be able to:
- Identify sentences featuring the target language patterns - Use the language patterns in sentences correctly - Promote the use of sentence patterns correctly for clarity of communication |
The learner is guided to:
- Make sentences with too…to/for from a substitution table. For example, 'The stone is too heavy for Nanjala to lift' - Construct sentences using: 'must/should with an adverb/adverbial' for example, We must brush our teeth every day - Recite poems with the target language pattern - Discuss instances when the sentence patterns are used, in small groups - Fill in blank spaces in sentences using the patterns - Search for examples of sentences with the language patterns from the internet, newspapers, and magazines among others |
1. How do you identify correct sentences?
2. Why is it important to use sentences correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 33
Charts with examples Substitution tables Worksheets Digital resources |
Gap-filling exercises
Sentence construction tasks
Pattern identification exercises
Peer assessment
Written tests
|
|
| 6 | 1 |
Grammar in Use
|
Language Patterns (too...to/for and must/should)
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between the use of too...to and too...for - Apply must/should with adverbs correctly in sentences - Value the importance of correct sentence patterns in communication |
The learner is guided to:
- Create sentences using too...to and too...for to express limitations - Use must and should with adverbs to express obligation and advice - Edit texts by inserting appropriate patterns - Create dialogues using the target language patterns - Play games involving the use of these patterns |
1. When do we use too...to and too...for?
2. How do must and should differ in meaning?
|
Oxford New Progressive Primary English Learner's Book pg. 35
Sentence pattern cards Worksheets Games Digital resources |
Pattern completion exercises
Sentence transformation tasks
Dialogue creation
Game participation
Peer assessment
|
|
| 6 | 2 |
Grammar in Use
|
Language Patterns (too...to/for and must/should)
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between the use of too...to and too...for - Apply must/should with adverbs correctly in sentences - Value the importance of correct sentence patterns in communication |
The learner is guided to:
- Create sentences using too...to and too...for to express limitations - Use must and should with adverbs to express obligation and advice - Edit texts by inserting appropriate patterns - Create dialogues using the target language patterns - Play games involving the use of these patterns |
1. When do we use too...to and too...for?
2. How do must and should differ in meaning?
|
Oxford New Progressive Primary English Learner's Book pg. 35
Sentence pattern cards Worksheets Games Digital resources |
Pattern completion exercises
Sentence transformation tasks
Dialogue creation
Game participation
Peer assessment
|
|
| 6 | 3 |
Writing
|
Handwriting (joined/cursive script)
|
By the end of the
lesson, the learner
should be able to:
- Identify text written in joined letters or cursive script - Write legibly using joined letters/cursive script - Use visuals to create a story - Recommend ways of improving legibility and neatness in written communication |
The learner is guided to:
- Copy words, sentences, and paragraphs in their books - Observe visuals/pictures and compose a story of about (120-160 words) - Discuss the importance of writing legibly and neatly as a class in pairs - Search for information from the internet or print sources and make notes collectively in peers |
1. Why should we write legibly and neatly?
2. How can you improve your handwriting?
|
Oxford New Progressive Primary English Learner's Book pg. 36
Handwriting samples Writing guidelines Pictures for story composition Digital resources |
Handwriting assessment
Neatness evaluation
Story composition
Peer assessment
Portfolio assessment
|
|
| 6 | 4 |
Writing
|
Handwriting (joined/cursive script)
|
By the end of the
lesson, the learner
should be able to:
- Identify text written in joined letters or cursive script - Write legibly using joined letters/cursive script - Use visuals to create a story - Recommend ways of improving legibility and neatness in written communication |
The learner is guided to:
- Copy words, sentences, and paragraphs in their books - Observe visuals/pictures and compose a story of about (120-160 words) - Discuss the importance of writing legibly and neatly as a class in pairs - Search for information from the internet or print sources and make notes collectively in peers |
1. Why should we write legibly and neatly?
2. How can you improve your handwriting?
|
Oxford New Progressive Primary English Learner's Book pg. 36
Handwriting samples Writing guidelines Pictures for story composition Digital resources |
Handwriting assessment
Neatness evaluation
Story composition
Peer assessment
Portfolio assessment
|
|
| 6 | 5 |
Writing
|
Handwriting (joined/cursive script)
|
By the end of the
lesson, the learner
should be able to:
- Practice joined/cursive writing with increasing fluency - Create stories with clear and legible handwriting - Value the importance of neat and legible handwriting |
The learner is guided to:
- Practice writing words, phrases, and sentences in joined/cursive script - Create stories based on pictures using joined/cursive script - Share and evaluate handwriting with peers - Create handwriting improvement plans - Display examples of good handwriting |
1. Why is good handwriting important?
2. How can we help each other improve our handwriting?
|
Oxford New Progressive Primary English Learner's Book pg. 37
Handwriting practice sheets Pictures for story composition Display materials Digital resources |
Handwriting assessment
Story composition evaluation
Peer review
Self-assessment
Progress tracking
|
|
| 7 | 1 |
ROAD ACCIDENTS - PREVENTION
Listening and Speaking |
Word Stress
|
By the end of the
lesson, the learner
should be able to:
- List words whose meaning differs according to pronunciation - Construct sentences orally using words related to the theme - Pronounce words using the correct stress - Use vocabulary related to the theme correctly - Advocate for the importance of correct use of stress in communication |
The learner is guided to:
- Recite a poem and apply the correct stress on words - Listen/watch to an audio-visual material on pronunciation - List the words that are stressed - Classify the nouns, verbs, and adjectives from the list - Practice saying words using the correct stress, with peers for example; conflict (verb)/conflict (noun), subject (verb) /subject (noun) - Say words containing the sounds /t/ and /d/ - Construct sentences orally using the new vocabulary - Take part in a language game involving word stress |
1. Why should we pronounce words correctly?
2. Why do words have different meanings at times?
|
Oxford New Progressive Primary English Learner's Book pg. 39
Audio recordings Video clips Word cards Language games |
Pronunciation exercises
Word stress identification
Oral presentations
Language games
Peer assessment
|
|
| 7 | 2 |
Listening and Speaking
|
Word Stress
|
By the end of the
lesson, the learner
should be able to:
- List words whose meaning differs according to pronunciation - Construct sentences orally using words related to the theme - Pronounce words using the correct stress - Use vocabulary related to the theme correctly - Advocate for the importance of correct use of stress in communication |
The learner is guided to:
- Recite a poem and apply the correct stress on words - Listen/watch to an audio-visual material on pronunciation - List the words that are stressed - Classify the nouns, verbs, and adjectives from the list - Practice saying words using the correct stress, with peers for example; conflict (verb)/conflict (noun), subject (verb) /subject (noun) - Say words containing the sounds /t/ and /d/ - Construct sentences orally using the new vocabulary - Take part in a language game involving word stress |
1. Why should we pronounce words correctly?
2. Why do words have different meanings at times?
|
Oxford New Progressive Primary English Learner's Book pg. 39
Audio recordings Video clips Word cards Language games |
Pronunciation exercises
Word stress identification
Oral presentations
Language games
Peer assessment
|
|
| 7 | 3 |
Listening and Speaking
|
Word Stress
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between words with sounds /t/ and /d/ - Apply correct stress in words whose meaning changes with stress - Use vocabulary related to road safety appropriately - Value the importance of correct pronunciation |
The learner is guided to:
- Identify minimal pairs with sounds /t/ and /d/ - Practice pronouncing words with the correct stress - Use vocabulary related to road safety in sentences - Create dialogues about road safety using targeted vocabulary - Role play scenarios demonstrating road safety awareness |
1. How does changing word stress change meaning?
2. Why is it important to pronounce words with the correct stress?
|
Oxford New Progressive Primary English Learner's Book pg. 40
Word cards Audio recordings Pictures of road safety Digital resources |
Pronunciation assessment
Stress pattern identification
Vocabulary tests
Role play evaluation
Peer assessment
|
|
| 7 | 4 |
Reading
|
Visual Reading
|
By the end of the
lesson, the learner
should be able to:
- List the visuals in the classroom - Make predictions based on visuals for comprehension - Create mental images from text they have viewed, read or heard - Answer factual and inferential questions correctly - Judge the appropriateness of visuals in conjunction with peers |
The learner is guided to:
- View pictures, illustrations, posters, videos, pictures maps mnemonics, and symbols among others collaboratively with peers - Describe and interpret visuals correctly collaboratively with peers - Preview and make predictions based on pictures, illustrations, titles and experiences - Compose songs, stories, poems or dialogues based on visuals - Answer questions based on the visuals with peers - Represent own stories using pictures or videos - Create visuals based on their experiences |
1. Why do you like pictures?
2. How can you use pictures to communicate?
|
Oxford New Progressive Primary English Learner's Book pg. 42
Pictures Posters Videos Maps Symbols |
Visual interpretation exercises
Prediction activities
Story creation from visuals
Question and answer
Peer assessment
|
|
| 7 | 4-5 |
Reading
|
Visual Reading
|
By the end of the
lesson, the learner
should be able to:
- List the visuals in the classroom - Make predictions based on visuals for comprehension - Create mental images from text they have viewed, read or heard - Answer factual and inferential questions correctly - Judge the appropriateness of visuals in conjunction with peers |
The learner is guided to:
- View pictures, illustrations, posters, videos, pictures maps mnemonics, and symbols among others collaboratively with peers - Describe and interpret visuals correctly collaboratively with peers - Preview and make predictions based on pictures, illustrations, titles and experiences - Compose songs, stories, poems or dialogues based on visuals - Answer questions based on the visuals with peers - Represent own stories using pictures or videos - Create visuals based on their experiences |
1. Why do you like pictures?
2. How can you use pictures to communicate?
|
Oxford New Progressive Primary English Learner's Book pg. 42
Pictures Posters Videos Maps Symbols |
Visual interpretation exercises
Prediction activities
Story creation from visuals
Question and answer
Peer assessment
|
|
| 8 |
midterm assesments and break |
||||||||
| 9 | 1 |
Reading
|
Visual Reading
|
By the end of the
lesson, the learner
should be able to:
- Interpret road safety signs and symbols correctly - Create stories and messages based on road safety visuals - Appreciate the role of visuals in conveying road safety information |
The learner is guided to:
- Study road safety signs and symbols - Interpret the meaning of different road signs - Create posters with road safety messages - Compose stories based on road safety visuals - Present and explain their visual interpretations to peers |
1. How do visuals help us understand road safety?
2. Why are road signs important?
|
Oxford New Progressive Primary English Learner's Book pg. 44
Road safety signs and symbols Pictures of road scenes Digital resources Art materials |
Visual interpretation assessment
Poster creation
Story composition
Presentations
Peer assessment
|
|
| 9 | 2 |
Grammar in Use
|
Possessive Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify possessive forms in print or digital texts - Use possessive forms correctly in sentences - Advocate the correct use of possessive forms among peers |
The learner is guided to:
- Engage in online/offline games involving pronouns such as dice, goofy cards and word search collaboratively with peers - Simulate, dramatize or role play a conversation featuring possessive forms - Watch videos/songs involving the use of possessive pronouns/ belong to - Compose songs based on the use of personal and possessive pronouns - Fill gaps in sentences correctly using possessive pronouns and belong to - Create a list of sentences with possessive and personal pronouns for display with peers |
1. Why should we use possessive forms correctly?
2. Which words show something belongs to a person?
|
Oxford New Progressive Primary English Learner's Book pg. 47
Games involving pronouns Video clips Song recordings Worksheets Flash cards |
Gap-filling exercises
Sentence construction
Role play assessment
Game participation
Peer assessment
|
|
| 9 | 3 |
Grammar in Use
|
Possessive Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify possessive forms in print or digital texts - Use possessive forms correctly in sentences - Advocate the correct use of possessive forms among peers |
The learner is guided to:
- Engage in online/offline games involving pronouns such as dice, goofy cards and word search collaboratively with peers - Simulate, dramatize or role play a conversation featuring possessive forms - Watch videos/songs involving the use of possessive pronouns/ belong to - Compose songs based on the use of personal and possessive pronouns - Fill gaps in sentences correctly using possessive pronouns and belong to - Create a list of sentences with possessive and personal pronouns for display with peers |
1. Why should we use possessive forms correctly?
2. Which words show something belongs to a person?
|
Oxford New Progressive Primary English Learner's Book pg. 47
Games involving pronouns Video clips Song recordings Worksheets Flash cards |
Gap-filling exercises
Sentence construction
Role play assessment
Game participation
Peer assessment
|
|
| 9 | 4 |
Grammar in Use
|
Possessive Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between different possessive pronouns - Apply possessive pronouns correctly in various contexts - Value the correct use of possessive pronouns in communication |
The learner is guided to:
- Sort possessive pronouns according to person and number - Create sentences using possessive pronouns in different contexts - Edit texts by replacing nouns with appropriate possessive pronouns - Create games and activities involving possessive pronouns - Present dialogues featuring possessive pronouns |
1. How do possessive pronouns help us express ownership?
2. When do we use different possessive pronouns?
|
Oxford New Progressive Primary English Learner's Book pg. 49
Charts with possessive pronouns Worksheets Games Digital resources |
Pronoun identification exercises
Sentence transformation tasks
Editing activities
Game creation
Peer assessment
|
|
| 9 | 5 |
Grammar in Use
|
Possessive Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between different possessive pronouns - Apply possessive pronouns correctly in various contexts - Value the correct use of possessive pronouns in communication |
The learner is guided to:
- Sort possessive pronouns according to person and number - Create sentences using possessive pronouns in different contexts - Edit texts by replacing nouns with appropriate possessive pronouns - Create games and activities involving possessive pronouns - Present dialogues featuring possessive pronouns |
1. How do possessive pronouns help us express ownership?
2. When do we use different possessive pronouns?
|
Oxford New Progressive Primary English Learner's Book pg. 49
Charts with possessive pronouns Worksheets Games Digital resources |
Pronoun identification exercises
Sentence transformation tasks
Editing activities
Game creation
Peer assessment
|
|
| 10 | 1 |
Writing
|
Reply to a Friendly Letter
|
By the end of the
lesson, the learner
should be able to:
- Identify the components of a friendly letter - Write a friendly letter using the correct format - Judge the appropriateness of words, phrases and sentences used in friendly letters |
The learner is guided to:
- Read a sample friendly letter with peers and pick out the parts such as address, salutation, date, complimentary close among others - Write a reply to a sample friendly letter using the correct format - Proofread/edit the letter collaboratively - Present the edited version to other groups - Search for more examples of friendly letters on the internet while collaborating with peers |
1. How do you communicate with people who are far away?
2. Why do we write letters?
|
Oxford New Progressive Primary English Learner's Book pg. 51
Sample friendly letters Letter writing guidelines Digital resources Stationery |
Letter writing assessment
Format identification
Editing exercises
Peer assessment
Portfolio evaluation
|
|
| 10 | 2 |
Writing
|
Reply to a Friendly Letter
|
By the end of the
lesson, the learner
should be able to:
- Write replies to different types of friendly letters - Apply appropriate language and tone in letters - Value letter writing as a means of communication |
The learner is guided to:
- Study different types of friendly letters - Identify the key components of a reply letter - Write replies to letters about road safety - Share and critique letters with peers - Create a collection of well-written letters |
1. How do we write an effective reply to a letter?
2. What makes a good friendly letter?
|
Oxford New Progressive Primary English Learner's Book pg. 52
Sample reply letters Writing guidelines Stationery Digital resources |
Letter writing assessment
Format evaluation
Content assessment
Peer review
Portfolio assessment
|
|
| 10 | 3 |
Writing
|
Reply to a Friendly Letter
|
By the end of the
lesson, the learner
should be able to:
- Write replies to different types of friendly letters - Apply appropriate language and tone in letters - Value letter writing as a means of communication |
The learner is guided to:
- Study different types of friendly letters - Identify the key components of a reply letter - Write replies to letters about road safety - Share and critique letters with peers - Create a collection of well-written letters |
1. How do we write an effective reply to a letter?
2. What makes a good friendly letter?
|
Oxford New Progressive Primary English Learner's Book pg. 52
Sample reply letters Writing guidelines Stationery Digital resources |
Letter writing assessment
Format evaluation
Content assessment
Peer review
Portfolio assessment
|
|
| 10 | 4 |
TRADITIONAL FOODS
Listening and Speaking |
Adjectives
|
By the end of the
lesson, the learner
should be able to:
- Recognize sounds, words and phrases correctly - Listen for the main idea and specific details for effective communication - Use adjectives to construct sentences orally - Respond appropriately to a speech related to the theme - Display varied emotions and feelings during an oral presentation |
The learner is guided to:
- Listen to a speech and pick out words containing sound /e/ - Interpret non-verbal cues such as gestures, facial expressions and eye contact collaboratively with peers - Prepare and make a speech while collaborating with peers - Listen to correct pronunciation of sounds, words and phrases from the teacher or audio-visual recordings - Listen to a poem with various adjectives describing traditional foods - Recite the poem with peers and pick out adjectives - Search for examples of adjectives in the internet, newspapers and magazines |
1. Why should we pronounce sounds correctly?
2. Which words do we use to describe things, people or events?
|
Oxford New Progressive Primary English Learner's Book pg. 53
Audio recordings Poems Charts with adjectives Picture cards |
Oral presentations
Pronunciation exercises
Adjective identification
Speech making
Peer assessment
|
|
| 10 | 5 |
Listening and Speaking
|
Adjectives
|
By the end of the
lesson, the learner
should be able to:
- Identify words with the sound /e/ as in "met" - Use adjectives to describe traditional foods appropriately - Apply non-verbal cues effectively when speaking - Value the importance of using descriptive language |
The learner is guided to:
- Practice pronouncing words with the sound /e/ - Use adjectives to describe traditional foods - Create speeches about traditional foods using descriptive language - Practice using gestures and facial expressions while speaking - Present speeches about traditional foods to peers |
1. How can we describe traditional foods effectively?
2. Why is it important to use the right adjectives?
|
Oxford New Progressive Primary English Learner's Book pg. 54
Word cards Pictures of traditional foods Audio recordings Digital resources |
Pronunciation assessment
Adjective usage evaluation
Speech presentation
Non-verbal communication assessment
Peer review
|
|
| 11 | 1 |
Reading
|
Fiction and Non-Fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Select relevant reading materials from a collection of books - Scan a text to obtain specific information - Skim through digital or print texts to establish appropriateness and relevance - Read a variety of materials for fluency - Judge the appropriateness of a reading text on the basis of language and interest |
The learner is guided to:
- Preview a text to determine suitability - Skim through reading materials - Select fiction and non-fiction reading materials of between 1000-1250 words (both print and non-print) - Read selected materials independently - Set up an after school reading club where they meet regularly - Share reflections on the books read collaboratively |
1. What materials do you enjoy reading?
2. Why is it necessary to read many books?
|
Oxford New Progressive Primary English Learner's Book pg. 55
Fiction books Non-fiction books Digital texts Library resources |
Reading logs
Text selection assessment
Comprehension questions
Book reflections
Peer assessment
|
|
| 11 | 2 |
Reading
|
Fiction and Non-Fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Select relevant reading materials from a collection of books - Scan a text to obtain specific information - Skim through digital or print texts to establish appropriateness and relevance - Read a variety of materials for fluency - Judge the appropriateness of a reading text on the basis of language and interest |
The learner is guided to:
- Preview a text to determine suitability - Skim through reading materials - Select fiction and non-fiction reading materials of between 1000-1250 words (both print and non-print) - Read selected materials independently - Set up an after school reading club where they meet regularly - Share reflections on the books read collaboratively |
1. What materials do you enjoy reading?
2. Why is it necessary to read many books?
|
Oxford New Progressive Primary English Learner's Book pg. 55
Fiction books Non-fiction books Digital texts Library resources |
Reading logs
Text selection assessment
Comprehension questions
Book reflections
Peer assessment
|
|
| 11 | 3 |
Reading
|
Fiction and Non-Fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between fiction and non-fiction texts about traditional foods - Apply appropriate reading strategies for different text types - Appreciate the value of diverse reading materials |
The learner is guided to:
- Identify the characteristics of fiction and non-fiction texts - Select and read texts about traditional foods - Compare information from fiction and non-fiction sources - Create reading logs documenting materials read - Share interesting facts and stories about traditional foods |
1. How do fiction and non-fiction texts differ?
2. What can we learn about traditional foods from different text types?
|
Oxford New Progressive Primary English Learner's Book pg. 57
Fiction and non-fiction books about food Digital resources Reading logs Library resources |
Text type identification
Reading strategy assessment
Information comparison
Reading log evaluation
Peer assessment
|
|
| 11 | 4 |
Reading
|
Fiction and Non-Fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between fiction and non-fiction texts about traditional foods - Apply appropriate reading strategies for different text types - Appreciate the value of diverse reading materials |
The learner is guided to:
- Identify the characteristics of fiction and non-fiction texts - Select and read texts about traditional foods - Compare information from fiction and non-fiction sources - Create reading logs documenting materials read - Share interesting facts and stories about traditional foods |
1. How do fiction and non-fiction texts differ?
2. What can we learn about traditional foods from different text types?
|
Oxford New Progressive Primary English Learner's Book pg. 57
Fiction and non-fiction books about food Digital resources Reading logs Library resources |
Text type identification
Reading strategy assessment
Information comparison
Reading log evaluation
Peer assessment
|
|
| 11 | 5 |
Grammar in Use
|
Comparatives and Superlatives
|
By the end of the
lesson, the learner
should be able to:
- Identify comparative and superlative forms of adjectives in a text - Order adjectives in terms of size, shape and age appropriately - Use the comparative and superlative forms of adjectives accurately - Advocate the importance of using adjectives correctly in communication |
The learner is guided to:
- Describe items using the comparative and superlative forms of adjectives e.g. that window is bigger than this one - Change positive forms of regular and irregular adjectives to their comparative and superlative forms, with peers - Pick out adjectives of size, shape and age from a narrative or poem in collaboratively with peers - Construct sentences featuring adjectives of size, shape and age - Fill gaps using adjectives in the correct order - Create a crossword puzzle using adjectives |
1. How do we compare things, people or events?
2. Which words are used to describe things or people?
|
Oxford New Progressive Primary English Learner's Book pg. 60
Charts with adjectives Worksheets Crossword puzzles Digital resources |
Gap-filling exercises
Sentence construction
Adjective identification
Crossword puzzles
Peer assessment
|
|
| 12 | 1 |
Grammar in Use
|
Comparatives and Superlatives
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between comparative and superlative forms of adjectives - Apply the correct order of adjectives in sentences - Value the importance of using adjectives correctly |
The learner is guided to:
- Sort adjectives into regular and irregular forms - Practice forming comparative and superlative forms of adjectives - Create sentences comparing traditional foods using comparative and superlative forms - Apply the correct order of multiple adjectives in sentences - Edit texts by inserting appropriate comparative and superlative forms |
1. When do we use comparative forms of adjectives?
2. When do we use superlative forms of adjectives?
|
Oxford New Progressive Primary English Learner's Book pg. 62
Charts with adjective forms Worksheets Games Digital resources |
Adjective form transformation
Sentence construction
Editing exercises
Game participation
Peer assessment
|
|
| 12 | 2 |
Grammar in Use
|
Comparatives and Superlatives
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between comparative and superlative forms of adjectives - Apply the correct order of adjectives in sentences - Value the importance of using adjectives correctly |
The learner is guided to:
- Sort adjectives into regular and irregular forms - Practice forming comparative and superlative forms of adjectives - Create sentences comparing traditional foods using comparative and superlative forms - Apply the correct order of multiple adjectives in sentences - Edit texts by inserting appropriate comparative and superlative forms |
1. When do we use comparative forms of adjectives?
2. When do we use superlative forms of adjectives?
|
Oxford New Progressive Primary English Learner's Book pg. 62
Charts with adjective forms Worksheets Games Digital resources |
Adjective form transformation
Sentence construction
Editing exercises
Game participation
Peer assessment
|
|
| 12 | 3 |
Writing
|
Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a narrative composition - Write coherently on different topics - Create a narrative composition for self-expression - Promote creativity in writing among peers |
The learner is guided to:
- Brainstorm ideas for a narrative composition collaboratively with peers - Read samples of narrative compositions with peers - Identify the parts of a narrative composition - Compose a narrative of (120-160 words) individually or collaboratively - Practice writing own narratives - Listen or view a recording of a narrative and rewrite it in own words - Proof read each other's work and give feedback |
1. Why do you enjoy reading stories?
2. How do you make your composition interesting?
|
Oxford New Progressive Primary English Learner's Book pg. 63
Sample narratives Writing guidelines Planning templates Digital resources |
Composition writing assessment
Structure identification
Creative writing evaluation
Peer review
Portfolio assessment
|
|
| 12 | 4 |
Writing
|
Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Plan and organize ideas for a narrative about traditional foods - Apply creative writing techniques in narratives - Value the importance of sharing cultural knowledge through stories |
The learner is guided to:
- Study the structure of effective narratives - Plan narratives about traditional foods using graphic organizers - Write narratives about traditional foods and their importance - Include descriptive language and cultural information in their writing - Share and critique narratives with peers |
1. How can we make our stories about traditional foods interesting?
2. Why is it important to write about our food traditions?
|
Oxford New Progressive Primary English Learner's Book pg. 64
Sample narratives about traditional foods Planning templates Digital resources Pictures of traditional foods |
Narrative writing assessment
Organization evaluation
Descriptive language use
Cultural knowledge inclusion
Peer review
|
|
| 12 | 4-5 |
Writing
|
Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Plan and organize ideas for a narrative about traditional foods - Apply creative writing techniques in narratives - Value the importance of sharing cultural knowledge through stories |
The learner is guided to:
- Study the structure of effective narratives - Plan narratives about traditional foods using graphic organizers - Write narratives about traditional foods and their importance - Include descriptive language and cultural information in their writing - Share and critique narratives with peers |
1. How can we make our stories about traditional foods interesting?
2. Why is it important to write about our food traditions?
|
Oxford New Progressive Primary English Learner's Book pg. 64
Sample narratives about traditional foods Planning templates Digital resources Pictures of traditional foods |
Narrative writing assessment
Organization evaluation
Descriptive language use
Cultural knowledge inclusion
Peer review
|
|
| 13 |
Revision for and end term assesments |
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