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

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

Reading
Grammar in Use
Grammar in Use

Use of Reference Materials
Demonstrative Determiners
Demonstrative Determiners

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
Oxford New Progressive Primary English Learner's Book pg. 8
Charts with examples
Flash cards
Substitution tables
Oxford New Progressive Primary English Learner's Book pg. 9
Substitution tables
Worksheets with gap-filling exercises
Digital resources

Tasks such as multiple choice Library skills assessment Group presentations Learner portfolios

Writing

Filling Forms

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

- Record specific details in a variety of forms
- Design a form to obtain the required information
- Acknowledge the importance of filling forms correctly

The learner is guided to:
- Search for sample forms from the internet, individually
- Select the information to be filled in a form collaboratively
- Fill a form related to the theme using the following details: personal information, school information, parents/guardians details, religion/county information, favourite sport, hobby among others
- Discuss the importance of filling forms correctly with peers
- Design a form to obtain information with peers and upload it online

1. Why do we fill forms? 2. Why is it important to fill forms accurately? 3. What details do we fill in forms?

Oxford New Progressive Primary English Learner's Book pg. 11
Sample forms
Digital devices for searching online forms
Manila paper for creating forms
Oxford New Progressive Primary English Learner's Book pg. 12
Various sample forms
Digital devices
Colored pencils and markers

Teacher-made tests Learner portfolios Peer assessment Self-assessment Form filling exercises

NATIONAL CELEBRATIONS

Listening and Speaking
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
Oxford New Progressive Primary English Learner's Book pg. 15
Audio recordings
Flash cards with words
Charts with tongue twisters

Oral presentation Observation schedule Debates Checklists Assessment rubrics

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

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

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
Oxford New Progressive Primary English Learner's Book pg. 23
Charts with reflexive pronouns
Cards with collective nouns
Worksheets
Digital resources

Written exercises Oral presentations Crossword puzzles Gap-filling exercises Peer assessment

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

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

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

Listening and Speaking
Reading

Polite Words, Phrases and Expressions
Narrative

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
Oxford New Progressive Primary English Learner's Book pg. 30
Storybooks
Digital devices
Comprehension worksheets

Pronunciation exercises Vocabulary tests Role play assessment Observation schedules Peer assessment

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

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

Grammar in Use
Writing

Language Patterns (too...to/for and must/should)
Handwriting (joined/cursive script)

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
Oxford New Progressive Primary English Learner's Book pg. 36
Handwriting samples
Writing guidelines
Pictures for story composition

Pattern completion exercises Sentence transformation tasks Dialogue creation Game participation Peer assessment

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

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

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

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
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 exercises Prediction activities Story creation from visuals Question and answer Peer assessment

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

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

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

Writing
Listening and Speaking

Reply to a Friendly Letter
Adjectives

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
Oxford New Progressive Primary English Learner's Book pg. 53
Audio recordings
Poems
Charts with adjectives
Picture cards

Letter writing assessment Format evaluation Content assessment Peer review Portfolio assessment

TRADITIONAL FOODS

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

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

Reading
Grammar in Use

Fiction and Non-Fiction Materials
Comparatives and Superlatives

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
Oxford New Progressive Primary English Learner's Book pg. 60
Charts with adjectives
Worksheets
Crossword puzzles
Digital resources

Text type identification Reading strategy assessment Information comparison Reading log evaluation Peer assessment

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

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

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

JOBS AND OCCUPATIONS

Listening and Speaking
Listening and Speaking

Stress and Intonation

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

- Sort statements and questions based on rising and falling intonation
- Pronounce words and phrases with the target sounds correctly
- Construct sentences orally using words related to the theme
- Use stress and intonation appropriately in statements and questions
- Advocate the need for correct stress and intonation in varied contexts

The learner is guided to:
- Reproduce appropriate patterns of stress and intonation in speech
- Sort the statements and questions on the basis of rising or falling intonation collaboratively with peers
- Practice saying words, phrases and sentences with the sounds /f/ and /v/
- Say tongue twisters with the sounds /f/ and /v/ collaboratively
- Watch a video of a dialogue in which statements and questions are used
- Recite a choral verse with peers
- Use the right intonation on a role play on telephone conversation
- Sing songs featuring stress and intonation

1. Why should we pronounce sounds and words correctly? 2. Why do we raise our voices when asking questions? 3. How can you change your voice to show different meanings?

Oxford New Progressive Primary English Learner's Book pg. 66
Audio recordings
Video clips
Charts with examples
Song recordings
Oxford New Progressive Primary English Learner's Book pg. 67
Charts with intonation patterns
Digital resources

Pronunciation exercises Intonation pattern identification Role play assessment Choral verse recitation Peer assessment

Listening and Speaking

Stress and Intonation

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

- Apply correct stress and intonation in conversations about occupations
- Use vocabulary related to various jobs appropriately
- Demonstrate confidence when speaking about different occupations
- Value the importance of clear communication about jobs

The learner is guided to:
- Practice using vocabulary related to different occupations
- Create and present speeches about career aspirations
- Role play conversations between people in different professions
- Create audio recordings of dialogues about jobs
- Give and receive feedback on stress and intonation

1. How can we speak clearly about our career goals? 2. Why is it important to use the right vocabulary when talking about jobs?

Oxford New Progressive Primary English Learner's Book pg. 68
Audio recording equipment
Vocabulary cards
Pictures of different occupations
Digital resources

Speech presentation assessment Vocabulary usage evaluation Role play assessment Audio recording critique Peer feedback

Reading

Dialogues

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

- Select unfamiliar words and phrases from a reading text
- Use contextual clues to infer the meaning of words
- Respond to direct and inferential questions for comprehension
- Relate events in the story to their own experiences

The learner is guided to:
- Make connections between the characters in the text and the people they know
- Relate events in the dialogue to their experiences
- Read and role play a dialogue of about about 400 words collaboratively with peers
- Pick out main ideas from the dialogue
- Answer direct and inferential questions based on the dialogue
- Infer the meaning of words from the context (for example, from words occurring before or after)

1. How do we tell the meaning of words? 2. What makes you a good reader?

Oxford New Progressive Primary English Learner's Book pg. 69
Dialogue texts
Role play guidelines
Comprehension questions
Digital resources

Comprehension assessment Vocabulary meaning inference Role play evaluation Question and answer Peer assessment

Reading
Grammar in Use

Dialogues
Quantifiers

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

- Read dialogues about jobs and occupations with understanding
- Identify main ideas and supporting details in dialogues
- Relate information in dialogues to real-life occupations
- Value the importance of reading for information about careers

The learner is guided to:
- Read dialogues about different jobs and occupations
- Identify key information about various careers from dialogues
- Create role plays based on dialogues about occupations
- Research additional information about careers mentioned in dialogues
- Present findings to peers

1. What can we learn about different jobs from dialogues? 2. How can reading help us understand different occupations?

Oxford New Progressive Primary English Learner's Book pg. 70
Dialogue texts about occupations
Career information resources
Role play guidelines
Digital resources
Oxford New Progressive Primary English Learner's Book pg. 71
Charts with quantifiers
Worksheets
Texts with examples

Comprehension assessment Information extraction evaluation Role play creation Research presentation Peer assessment

Grammar in Use

Quantifiers

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

- Distinguish between quantifiers used with countable and uncountable nouns
- Apply appropriate quantifiers in different contexts
- Value the correct use of quantifiers in communication

The learner is guided to:
- Sort quantifiers according to their use with countable, uncountable, or both types of nouns
- Create sentences about jobs and occupations using appropriate quantifiers
- Edit texts by inserting correct quantifiers
- Create dialogues featuring quantifiers in contexts related to jobs
- Present role plays incorporating targeted quantifiers

1. How do we choose the right quantifier to use? 2. Why is it important to use quantifiers correctly?

Oxford New Progressive Primary English Learner's Book pg. 73
Charts with quantifier categories
Worksheets
Editing exercises
Digital resources

Quantifier categorization Sentence creation assessment Editing task evaluation Dialogue creation Peer assessment

Writing

Pictorial Composition

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

- Choose possible topics for pictorial compositions
- Create a composition based on the visuals or pictures
- Judge visuals appropriately for creativity in writing

The learner is guided to:
- Interpret pictures collaboratively with peers
- Match the pictures with the different parts of a composition: beginning, middle and end
- Watch a variety of animations, videos and sample write pictorial compositions collaboratively with peers
- Arrange different pictures logically to write a story coherently
- Write a pictorial composition of about 120-160 words
- Proof read the pictorial composition
- Display their compositions in the classroom

1. Why do we enjoy looking at pictures? 2. What messages do pictures communicate?

Oxford New Progressive Primary English Learner's Book pg. 74
Picture sequences
Sample pictorial compositions
Writing guidelines
Digital resources

Picture interpretation assessment Composition writing evaluation Organization assessment Creative writing rubrics Peer review

Writing

Pictorial Composition

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

- Create stories based on pictures of different occupations
- Organize ideas logically in pictorial compositions
- Value the importance of visual literacy in writing

The learner is guided to:
- Study pictures depicting different jobs and occupations
- Plan compositions based on picture sequences
- Write compositions about career journeys based on pictures
- Include descriptive language about occupations in their writing
- Share and critique compositions with peers

1. How can pictures help us write better stories about jobs? 2. Why is it important to organize our ideas when writing about pictures?

Oxford New Progressive Primary English Learner's Book pg. 76
Pictures of different occupations
Planning templates
Sample compositions
Digital resources

Picture sequence interpretation Composition organization Descriptive language use Creative writing assessment Peer review

TECHNOLOGY - LEARNING THROUGH TECHNOLOGY

Listening and Speaking
Listening and Speaking

Interactive Listening - Non-verbal Cues
Interactive Listening - Telephone Conversation

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

- Identify words, phrases or sentences with the target sound
- Construct sentences orally using words related to the theme
- Pronounce sounds correctly for accuracy in speech
- Use words and non-verbal cues to express different moods
- Challenge others to listen interactively for effective communication

The learner is guided to:
- Listen to a dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters
- Take turns to read a dialogue collaboratively
- Interrupt a conversation appropriately
- View a video of conversation and list words or phrases used to interrupt politely
- Say the target sounds as modelled from a recording
- Make sentences with words containing the sound: /ə/ and the diphthongs: /ɪə/ /eɪ/

Why should we pronounce sounds and words correctly?

Oxford New Progressive Primary English Learner's Book pg. 77
- Audio-visual recordings
- Digital devices
- Digital devices
- Audio recordings

Oral presentations - Role play - Observation - Peer assessment

Listening and Speaking

Interactive Listening - Non-verbal Cues

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

- Use words and phrases with the selected sound in sentences
- Interrupt politely during a conversation
- Use words and non-verbal cues to express different moods
- Challenge others to listen interactively for effective communication

The learner is guided to:
- Listen to an audio dialogue and identify words with the sounds /ɪə/ and /eɪ/
- Practise saying words with the sounds /ɪə/ and /eɪ/
- Make sentences using words with these sounds
- Take turns to say words that have the same vowel sound as the word year and may
- Use a dictionary to find the meaning of technology related words
- Use technology related vocabulary in sentences

How do you tell if someone is happy or sad?

Oxford New Progressive Primary English Learner's Book pg. 78
- Digital devices
- Dictionary
- Audio recordings

Observation - Oral questioning - Peer assessment - Written assignments

Reading

Extensive Reading - Fiction and Non-Fiction Texts

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:
- Skim through reading materials to obtain the main idea
- Preview texts to determine suitability and relevance
- Scan materials for specific details collaboratively
- Select appropriate reading materials from a library
- Read the selected materials individually
- Share reflections on the books read collaboratively
- Keep a record of materials read

What kind of information do you find in books?

Oxford New Progressive Primary English Learner's Book pg. 79
- Library books
- Electronic resources
- Newspapers and magazines
- Reading logs

Reading logs - Oral presentations - Book reviews - Observation - Peer assessment

Reading
Grammar in Use

Extensive Reading - Fiction and Non-Fiction Texts
Future Time - Using will/shall

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

- Read a variety of materials independently for information and pleasure
- Use reference materials to find the required information
- Judge the appropriateness of a reading text on the basis of language and interest
- Adopt the use of reference materials for lifelong learning

The learner is guided to:
- Form reading clubs
- Choose books based on covers and titles
- Read books quickly and tell others what they are about
- Read books carefully for specific information
- Share information learned from books with group members
- Read different types of books and keep records of books read
- Search the internet for information about technology

Why is it necessary to read many books?

Oxford New Progressive Primary English Learner's Book pg. 79
- Library books
- Digital devices
- Internet resources
- Reading logs
Oxford New Progressive Primary English Learner's Book pg. 83
- Video clips
- Audio materials
- Substitution tables

Reading logs - Oral presentations - Book reviews - Written assignments - Observation

Grammar in Use

Future Time - Making Predictions

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

- Use will and shall to express future time correctly
- Apply correct tense in written and oral communication
- Collaborate with others to determine the correctness and appropriateness of the tense used in own or provided texts

The learner is guided to:
- Make predictions (events, weather among others) using will and shall
- Create display charts with sentences which feature will and shall
- Use computers, tablets or mobile phones to listen to audio materials featuring future time
- Make sentences about what they will do in the future
- Take turns to ask each other questions about what they will do in the future

How do you tell the time something happened?

Oxford New Progressive Primary English Learner's Book pg. 83
- Digital devices
- Charts
- Audio materials
- Video clips

Written exercises - Oral questioning - Role play - Peer assessment - Chart displays

Writing

Mechanics of Writing - Use of the Comma

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

- Identify commas and double quotation marks in written texts
- Use the comma and double quotation marks correctly in sentences
- Advocate the use of correct punctuation in written communication

The learner is guided to:
- Read a short text and identify punctuation marks used collaboratively with peers
- Use commas to show pauses between words, phrases or clauses
- Complete sentences using double quotation marks and commas
- Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources
- Play punctuation games with peers

Which punctuation marks do you know?

Oxford New Progressive Primary English Learner's Book pg. 85
- Newspapers
- Magazines
- Internet resources
- Sample texts

Written exercises - Peer assessment - Observation - Checklists - Punctuation games

Writing
Listening and Speaking

Mechanics of Writing - Use of Double Quotation Marks
Proverbs and Sayings

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

- Identify commas and double quotation marks in written texts
- Use the comma and double quotation marks correctly in sentences
- Advocate the use of correct punctuation in written communication

The learner is guided to:
- Create posters or charts with sentences with double quotation marks and commas and display them in class
- Insert commas and double quotation marks in the right places in sentences
- Create charts with sentences about technology using double quotation marks
- Look for stories in newspapers, magazines or storybooks with double quotation marks
- Search online for punctuation games involving commas and double quotation marks

Why do we punctuate sentences?

Oxford New Progressive Primary English Learner's Book pg. 85
- Digital devices
- Manila paper
- Newspapers
- Magazines
- Storybooks
Oxford New Progressive Primary English Learner's Book pg. 89
- Audio recording
- Manila paper

Written exercises - Chart displays - Peer assessment - Observation - Punctuation games

THE FARM - CASH CROPS

Listening and Speaking
Reading
Reading

Proverbs and Sayings
Fluency in Reading
Fluency in Reading

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

- Pronounce words with the sounds /k/ and /g/ correctly
- Construct sentences orally using vocabulary related to the theme
- Display varied emotions and feelings when listening to an oral presentation

The learner is guided to:
- Take turns to say tongue twisters with sounds /k/ and /g/
- Make their own tongue twisters using given words
- Listen to an audio recording of a story and identify words that have the sound /k/ as in car and /g/ as in girl
- Take turns to read aloud sentences containing the target sounds
- Use pairs of words to make sentences
- Match words with their meanings in a dictionary
- Make oral sentences using new vocabulary

How can we improve our pronunciation of sounds /k/ and /g/?

Oxford New Progressive Primary English Learner's Book pg. 90
- Audio recording
- Dictionary
- Digital devices
Oxford New Progressive Primary English Learner's Book pg. 91
- Chart with pictures of cash crops
- Word cards
Oxford New Progressive Primary English Learner's Book pg. 92
- Stopwatch/timer
- Word charts
- Reading materials on cash crops

Oral presentations - Observation checklist - Peer assessment - Vocabulary tests

Reading
Grammar in Use

Fluency in Reading
Double Imperatives

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

- Identify new words from a word chart within a stipulated time
- Read articles about cash crop farming at the right speed
- Recommend to peers ways of enhancing reading fluency

The learner is guided to:
- Identify new words from the passage using a word chart within a specific timeline
- Search for articles about cash crop farming from newspapers, magazines or internet
- Set the number of words to read per minute in groups
- Assign paragraphs to each member and take turns to read
- Note how long each member takes to read their paragraph
- Help each other pronounce unfamiliar words and read fluently

What makes someone a good reader?

Oxford New Progressive Primary English Learner's Book pg. 93
- Newspapers
- Magazines
- Digital devices
- Word charts
- Stopwatch/timer
Oxford New Progressive Primary English Learner's Book pg. 94
- Picture cards
- Charts

Reading logs - Reading speed charts - Peer assessment - Observation checklist

Grammar in Use
Writing

Question Tags
Similes and Proverbs

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

- Identify question tags in sentences
- Use question tags correctly in sentences
- Appreciate the importance of question tags in communication

The learner is guided to:
- Read sentences with question tags and identify how they are used
- Copy sentences with question tags from a dialogue and underline the question tags
- Match statements with the correct question tags
- Complete sentences using correct question tags
- Practice making sentences using question tags in pairs
- Correct each other where necessary

Why do we use question tags in our daily communication?

Oxford New Progressive Primary English Learner's Book pg. 95
- Dialogue charts
- Sentence strips
- Digital devices
Oxford New Progressive Primary English Learner's Book pg. 96
- Manila paper
Oxford New Progressive Primary English Learner's Book pg. 97
- Digital devices
- Story books
- Reference materials

Written exercises - Oral presentations - Peer assessment - Sentence construction tests

Writing

Similes and Proverbs

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

- Plan a story about a visit to a farm
- Use similes and proverbs to enhance creative writing
- Create a story incorporating similes and proverbs

The learner is guided to:
- Work in pairs to plan a story about a visit to a farm using a planning table
- Include when they visited, who went with them, what the farm looked like, what they did and how the day ended
- Write the story individually using proverbs and similes
- Exchange compositions with classmates for checking and feedback
- Identify correct and incorrect use of similes and proverbs

Why should we plan before writing compositions?

Oxford New Progressive Primary English Learner's Book pg. 98
- Planning templates
- Digital devices
- Reference materials

Creative writing assignments - Peer assessment - Self-evaluation - Composition rubrics

Writing
Listening and Speaking

Similes and Proverbs
Speaking Fluency

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

- Create stories using similes and proverbs
- Evaluate the effectiveness of similes and proverbs in creative writing
- Value the role of similes and proverbs in enhancing communication

The learner is guided to:
- Read and analyze stories with similes and proverbs
- Create their own similes related to farm activities
- Write a narrative composition incorporating appropriate similes and proverbs
- Present their compositions to the class
- Give and receive feedback on the effective use of similes and proverbs
- Compile a class collection of effective similes and proverbs

How can we use similes and proverbs effectively in our compositions?

Oxford New Progressive Primary English Learner's Book pg. 99
- Sample compositions
- Digital devices
- Reference materials
Oxford New Progressive Primary English Learner's Book pg. 100
- Audio recordings
- Charts with health information

Creative writing assignments - Portfolio assessment - Presentation rubrics - Peer assessment

HEALTH – COMMUNICABLE DISEASES

Listening and Speaking
Listening and Speaking
Reading

Speaking Fluency
Descriptive Texts

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

- Retell stories showing different emotions
- Listen for main ideas and specific details
- Respond to questions correctly

The learner is guided to:
- Listen to a story read by the teacher or from an audio recording
- Take turns to retell the story in their own words in pairs
- Take turns to ask and answer questions about the story
- Identify symptoms of the disease mentioned in the story
- Watch or listen to news on television or radio
- Pick out interesting news items about communicable diseases
- Practice retelling news items to friends

How can you make your speech interesting?

Oxford New Progressive Primary English Learner's Book pg. 101
- Audio recordings
- Digital devices
- News articles on communicable diseases
Oxford New Progressive Primary English Learner's Book pg. 102
- Word cards
- Dice for word games
Oxford New Progressive Primary English Learner's Book pg. 103
- Health charts
- Reference books on diseases

Oral presentations - Observation checklist - Question and answer - Peer assessment

Reading

Descriptive Texts

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

- Retell a story in own words
- Create mental images from events in the text
- Visualize characters and places mentioned in the text

The learner is guided to:
- Read the story 'Watch out for diseases!' again
- Retell the story in their own words in pairs
- Describe the people in the story, where they are and what they do
- Identify details that have been left out in retelling
- Visualize events, characters or places mentioned in the story
- Pick out the main idea in each paragraph

Why is it important to visualize what we read?

Oxford New Progressive Primary English Learner's Book pg. 104
- Story charts
- Digital devices
- Picture cards
Oxford New Progressive Primary English Learner's Book pg. 105
- Videos on communicable diseases
- Reference materials

Oral presentations - Observation checklist - Peer assessment - Retelling rubrics

Grammar in Use

Adverbs and Modals

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

- Construct sentences using 'How many...could/would?'
- Use modals correctly in sentences
- Appreciate the importance of using correct sentence structure

The learner is guided to:
- Read sentences with 'How many...could/would?' and note how they are used
- Make oral sentences using 'How many...could/would?' from a substitution table
- Write sentences using the pattern 'How many...would?'
- Write sentences using the pattern 'How many...could?'
- Construct their own sentences using the patterns

Why do we use modals in our sentences?

Oxford New Progressive Primary English Learner's Book pg. 106
- Sentence strips
- Substitution tables
- Digital devices
Oxford New Progressive Primary English Learner's Book pg. 107
- Charts with adverb types
Oxford New Progressive Primary English Learner's Book pg. 108
- Manila paper
- Charts
- Digital devices
- Reference materials

Written exercises - Oral presentations - Sentence construction tests - Peer assessment

Writing

Punctuation Marks

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

- Identify exclamation marks in sentences
- Use exclamation marks correctly in writing
- Appreciate the importance of correct punctuation

The learner is guided to:
- Read sentences with exclamation marks aloud in pairs
- Talk about how exclamation marks are used in sentences
- Circle exclamation marks in sentences
- Listen to a story read by the teacher and copy it in their exercise books
- Include exclamation marks where needed
- Write sentences showing surprise, shock, disgust or excitement
- Use exclamation marks appropriately in their sentences

Why is it important to use correct punctuation in writing?

Oxford New Progressive Primary English Learner's Book pg. 108
- Sentence strips
- Charts with examples
- Digital devices

Written exercises - Observation checklist - Peer assessment - Punctuation tests

Writing
Listening and Speaking

Punctuation Marks
Interactive Listening

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

- Identify apostrophes in sentences
- Use apostrophes correctly in writing
- Collaborate with others to judge the appropriateness of punctuation marks

The learner is guided to:
- Read sentences with apostrophes aloud
- Circle apostrophes in a paragraph
- Add apostrophes to sentences in the correct position
- Write sentences using apostrophes correctly
- Create charts with sentences using apostrophes
- Share charts with classmates
- Watch a video on the uses of apostrophes
- Make notes on other uses of the apostrophe

How does correct punctuation make our writing clearer?

Oxford New Progressive Primary English Learner's Book pg. 109
- Sentence strips
- Charts with examples
- Digital devices
- Videos on punctuation
Oxford New Progressive Primary English Learner's Book pg. 111
- Audio recording devices
- Poem charts

Written exercises - Observation checklist - Peer assessment - Group presentations

LEISURE TIME ACTIVITIES

Listening and Speaking
Listening and Speaking

Interactive Listening

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

- Identify polite ways to interrupt during conversations
- Take turns appropriately during conversations
- Value the importance of politeness in communication

The learner is guided to:
- Talk about a picture showing a conversation
- Listen to a conversational narrative read by the teacher
- Retell the narrative while expressing different moods and feelings
- Identify words used to interrupt politely in the narrative
- Identify polite people in the narrative and give reasons
- Hold conversations about leisure with classmates
- Interrupt politely and take turns to speak
- Search for videos of conversational narratives
- Identify turn-taking skills in the videos

Why is it important to interrupt politely during conversations?

Oxford New Progressive Primary English Learner's Book pg. 112
- Audio recordings
- Digital devices
- Picture cards
Oxford New Progressive Primary English Learner's Book pg. 113
- Word cards
- Dictionary
- Picture cards of leisure activities

Oral presentations - Observation checklist - Peer assessment - Conversation assessment

Reading
Grammar in Use

Factual Texts
Conjunctions

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

- Identify main ideas in a factual text
- Answer factual and inferential questions correctly
- Value reading as a source of information

The learner is guided to:
- Read the passage 'Leisure activities'
- Answer factual and inferential questions about the passage
- Identify the importance of leisure activities for children from the passage
- Write a sentence for each article in the passage to bring out the main idea
- Form a paragraph using the sentences
- Give their opinions about the writer's views
- Talk about leisure activities they participate in

Why should we participate in leisure activities?

Oxford New Progressive Primary English Learner's Book pg. 114
- Charts with leisure activities
- Digital devices
- Reference materials
Oxford New Progressive Primary English Learner's Book pg. 115
- Manila paper
- Drawing materials
Oxford New Progressive Primary English Learner's Book pg. 116
- Sentence strips
- Charts with conjunctions
- Manila paper

Written assignments - Oral questions - Comprehension exercises - Peer assessment

Grammar in Use

Conjunctions

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

- Identify conjunctions in texts
- Use conjunctions correctly in sentences
- Value the importance of conjunctions in communication

The learner is guided to:
- Read paragraphs containing the conjunctions for, yet, since, also
- Discuss how these conjunctions are used
- Make sentences from a table using the conjunction for
- Fill in blanks using the conjunctions also, for, yet, since
- Write sentences using also, for, yet, since
- Create a chart with their sentences
- Display and read sentences from other pairs
- Correct any mistakes in the sentences

How do conjunctions help us express our ideas clearly?

Oxford New Progressive Primary English Learner's Book pg. 117
- Sentence strips
- Charts with conjunctions
- Digital devices
- Manila paper
Oxford New Progressive Primary English Learner's Book pg. 118
- Newspapers
- Magazines
- Reference materials

Written exercises - Oral presentations - Peer assessment - Group work assessment

Writing

Descriptive Composition

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

- Identify descriptive features in a composition
- Write sentences to describe activities or events
- Appreciate the importance of descriptions in writing

The learner is guided to:
- Read the composition 'Roller skating'
- Talk about the things that roller skaters use
- Describe skaters as presented in the composition
- Write sentences about how they spend their leisure time
- Organize the sentences to make a paragraph
- Share their paragraphs with peers
- Give feedback on each other's writing

Why is it important to describe things or events clearly?

Oxford New Progressive Primary English Learner's Book pg. 119
- Sample compositions
- Digital devices
- Reference materials
Oxford New Progressive Primary English Learner's Book pg. 120
- Planning templates
- Reference materials
- Sample compositions

Written assignments - Oral presentations - Peer assessment - Composition rubrics

Writing
Listening and Speaking

Descriptive Composition
Non-verbal Cues

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

- Complete a descriptive composition independently
- Edit compositions for improvement
- Collaborate with others to determine the quality of a composition

The learner is guided to:
- Complete the description of how a game is played or an activity is carried out individually
- Exchange their work with classmates
- Correct their classmate's work
- Suggest improvements to make the writing better
- Revise their compositions based on feedback
- Present their final compositions to the class

How can we improve our compositions?

Oxford New Progressive Primary English Learner's Book pg. 121
- Sample compositions
- Digital devices
- Reference materials
- Editing checklists
Oxford New Progressive Primary English Learner's Book pg. 122
- Picture cards showing emotions
- Charts with emotions

Final compositions - Peer editing - Self-evaluation - Presentation rubrics

SPORTS - APPRECIATING TALENTS

Listening and Speaking
Listening and Speaking

Non-verbal Cues

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

- Identify emotions in a speech
- Present speeches with appropriate emotions
- Appreciate the role of emotions in oral presentations

The learner is guided to:
- Listen to a speech read by the teacher or from an audio recording
- Discuss the feelings of the person presenting the speech
- Take turns to present the speech showing emotions
- Create a speech about sports
- Choose a group member to present the speech to the class
- Give feedback on the use of emotions in presentations

How can emotions make a speech more effective?

Oxford New Progressive Primary English Learner's Book pg. 123
- Audio recordings
- Digital devices
- Speech scripts
Oxford New Progressive Primary English Learner's Book pg. 124
- Picture cards
- Word cards

Oral presentations - Observation checklist - Peer assessment - Speech assessment rubrics

Reading
Grammar in Use

Reading with Technology
Interrogatives

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

- Identify main ideas in a text about sports
- Answer factual and inferential questions correctly
- Appreciate the value of sports in fostering talents

The learner is guided to:
- Talk about their talents in sports in pairs
- Read the passage 'A breath of fresh air'
- Name sports mentioned in the passage
- Identify the most popular sporting activity in the world
- Explain how Kenya's women's volleyball team has raised the Kenyan flag high
- Find the meaning of words as used in the passage
- List benefits of sports to the country

How do sports help in developing talents?

Oxford New Progressive Primary English Learner's Book pg. 125
- Digital devices
- Sports magazines
- Reference books
- Picture cards
Oxford New Progressive Primary English Learner's Book pg. 127
- Internet resources
- Manila paper
Oxford New Progressive Primary English Learner's Book pg. 128
- Sentence strips
- Charts with interrogatives

Written assignments - Oral questions - Comprehension exercises - Peer assessment

Grammar in Use

Interrogatives

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

- Identify phrases used as interrogatives
- Use 'How much' and 'What else' correctly in sentences
- Appreciate the importance of interrogatives in communication

The learner is guided to:
- Read a dialogue with phrases 'How much' and 'What else'
- Talk about how the phrases have been used
- Underline phrases used as interrogatives in a paragraph
- Complete sentences using 'How much' or 'What else'
- Write questions using 'How much' and 'What else'
- Give the questions to classmates to answer
- Check whether classmates have used the phrases correctly

How do we form effective questions?

Oxford New Progressive Primary English Learner's Book pg. 129
- Sentence strips
- Digital devices
- Charts with interrogatives
Oxford New Progressive Primary English Learner's Book pg. 130
- Question cards
- Charts with interrogatives
- Quiz templates

Written exercises - Oral presentations - Question formation - Peer assessment

Writing

Spelling

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

- Identify words that are often misspelled
- Spell words correctly
- Appreciate the importance of correct spelling in communication

The learner is guided to:
- Tell classmates words they often misspell
- Practice spelling words together
- Fill in crossword puzzles with correctly spelled words
- Rearrange letters to make words with specific meanings
- Listen to words read by the teacher and write them down
- Use the words in sentences

Why is correct spelling important in communication?

Oxford New Progressive Primary English Learner's Book pg. 131
- Word cards
- Crossword puzzles
- Dictionaries
- Digital devices
Oxford New Progressive Primary English Learner's Book pg. 132
- Digital devices
- Sentence strips

Spelling tests - Crossword completion - Word arrangement - Peer assessment

ENVIRONMENTAL POLLUTION

Listening and Speaking
Listening and Speaking

Making a Speech

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

- Present a speech about environmental pollution
- Speak clearly and fluently
- Use appropriate facial expressions and gestures

The learner is guided to:
- Listen to a speech about environmental pollution read by the teacher
- Take turns to present the speech in groups
- Speak clearly and use facial expressions and gestures
- Choose a group member to present the speech to the class
- Talk about pictures showing environmental pollution
- Make a speech about the pictures
- Present the speech clearly with appropriate expressions

Why should we speak clearly and confidently when making speeches?

Oxford New Progressive Primary English Learner's Book pg. 135
- Picture cards
- Audio recordings
- Digital devices
- Speech scripts
Oxford New Progressive Primary English Learner's Book pg. 136
- Word cards
- Sentence strips

Oral presentations - Observation checklist - Peer assessment - Speech assessment rubrics

Listening and Speaking
Reading
Reading

Making a Speech
Poems, Songs and Tongue Twisters
Poems, Songs and Tongue Twisters

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

- Use vocabulary related to environmental pollution correctly
- Construct sentences orally using theme-related vocabulary
- Appreciate the importance of environmental conservation

The learner is guided to:
- Practice saying words related to environmental pollution
- Guess the meaning of the words
- Look up the meanings in a dictionary
- Take turns to make oral sentences using the words
- Choose words from a box with specific meanings
- Make oral sentences using the chosen words
- Play word games using dice to practice the vocabulary

How can we expand our vocabulary about environmental issues?

Oxford New Progressive Primary English Learner's Book pg. 137
- Word cards
- Dictionaries
- Digital devices
- Dice for word games
Oxford New Progressive Primary English Learner's Book pg. 138
- Poem charts
- Drawing materials
- Reference materials
Oxford New Progressive Primary English Learner's Book pg. 139
- Story charts
- Reference materials
- Videos on pollution

Vocabulary tests - Oral presentations - Observation checklist - Word game performance

Grammar in Use

Nouns (singular/plural only)

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

- Identify nouns that only occur in the singular form
- Use nouns that only occur in the singular form correctly
- Appreciate the importance of using nouns correctly

The learner is guided to:
- Read a dialogue with nouns that only occur in the singular form
- Identify words in colour and note how they are used
- Underline nouns that only occur in the singular form in sentences
- Make oral sentences using nouns that only occur in the singular form
- Write sentences on a chart and display in the classroom
- Compare their work with that of other groups
- Search the internet for videos about nouns that only occur in the singular form

Why do some nouns only occur in the singular form?

Oxford New Progressive Primary English Learner's Book pg. 142
- Word cards
- Sentence strips
- Digital devices
- Charts
Oxford New Progressive Primary English Learner's Book pg. 143
- Picture cards

Written exercises - Oral presentations - Observation checklist - Peer assessment

Grammar in Use
Writing

Nouns (singular/plural only)
Appointment Diary and Journal

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

- Analyze the use of nouns that only occur in the singular or plural form
- Use these nouns correctly in communication
- Collaborate with others to determine the correctness of noun usage

The learner is guided to:
- Search the internet for videos about nouns that occur only in the plural form
- Discuss what they learn with friends
- Create sentences using both types of nouns (singular only and plural only)
- Create a class dictionary of nouns that only appear in singular or plural form
- Edit texts with incorrect usage of these nouns
- Create stories using these nouns correctly

How can we improve our use of nouns in communication?

Oxford New Progressive Primary English Learner's Book pg. 144
- Digital devices
- Reference materials
- Charts
- Sample texts
Oxford New Progressive Primary English Learner's Book pg. 145
- Sample appointment diaries
- Reference materials

Written exercises - Editing tasks - Story creation - Peer assessment

Writing
Listening and Speaking
Listening and Speaking

Appointment Diary and Journal
Intensive Listening
Intensive Listening

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

- Identify the features of a personal journal
- Create a personal journal to document experiences
- Value the importance of keeping records of personal experiences

The learner is guided to:
- Read sample journal entries
- Identify the features of a personal journal
- Discuss what should be written in a personal journal
- Write journal entries for given days
- Display their work in class and review other learners' work
- Keep their own personal journal for three days
- Include events that happen to them and what they learn in school
- Look for examples of personal journals on the internet
- Compare them with the sample journal

Why is it important to keep a record of our experiences?

Oxford New Progressive Primary English Learner's Book pg. 146
- Sample journals
- Digital devices
- Reference materials
- Charts
Oxford New Progressive Primary English Learner's Book pg. 149
- Picture cards
- Role-play props
Oxford New Progressive Primary English Learner's Book pg. 150
- Audio recordings
- Charts with similes and proverbs

Journal creation - Written assignments - Peer assessment - Self-evaluation

MONEY- SAVINGS AND BANKING

Listening and Speaking
Reading

Intensive Listening
Extensive Reading

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

- Identify words with sounds /m/, /n/ and /ŋ/ in a story
- Pronounce words with the target sounds correctly
- Construct sentences orally using the target sounds

The learner is guided to:
- Listen to a story read by the teacher
- Identify words from the story with sounds /m/, /n/ and /ŋ/
- Say two words that have each of the target sounds
- Listen to the dialogue again and identify words with sounds /sn/ and /sl/
- Say three more words with sounds /sn/ and /sl/
- Look up the meaning of words related to banking in a dictionary
- Make oral sentences using the words
- Use words to complete a paragraph about banking

Why is correct pronunciation important in communication?

Oxford New Progressive Primary English Learner's Book pg. 151
- Word cards
- Audio recordings
- Dictionaries
- Digital devices
Oxford New Progressive Primary English Learner's Book pg. 152
- Story charts
- Digital devices
- Reference materials
- Picture cards

Pronunciation checks - Oral presentations - Vocabulary tests - Peer assessment

Reading
Grammar in Use
Grammar in Use

Extensive Reading
Prepositions
Prepositions

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

- Select suitable reading materials on money and banking
- Skim through texts to obtain the main idea
- Scan texts to obtain specific information

The learner is guided to:
- Visit a library and select a newspaper article, storybook or poem
- Skim through it quickly to determine what it is about
- Read it carefully and identify the main points
- Keep a record of articles, storybooks or poems read in their creative writing diary
- Search for articles about saving money on the internet
- Read the articles and write down the main points

Why should we read a variety of materials?

Oxford New Progressive Primary English Learner's Book pg. 155
- Library books
- Newspapers
- Magazines
- Digital devices
Oxford New Progressive Primary English Learner's Book pg. 156
- Sentence strips
- Charts with prepositions
- Digital devices
- Manila paper
Oxford New Progressive Primary English Learner's Book pg. 157
- Picture cards
- Charts

Reading logs - Written summaries - Oral presentations - Peer assessment

Grammar in Use
Writing
Writing

Prepositions
Spelling
Spelling

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

- Identify prepositions of direction in sentences
- Use prepositions of direction correctly in sentences
- Collaborate with others to determine the correctness of prepositions used

The learner is guided to:
- Look at pictures and read sentences with prepositions of direction
- Note how the prepositions have been used
- Use the prepositions to give each other instructions
- Play a blindfold game using prepositions of direction
- Solve a code to fill in blanks with prepositions
- Write down six prepositions of direction
- Create a crossword puzzle using the prepositions
- Give another group the puzzle to solve
- Search the internet for videos about prepositions

Which words show direction of movement?

Oxford New Progressive Primary English Learner's Book pg. 158
- Picture cards
- Sentence strips
- Digital devices
- Crossword templates
Oxford New Progressive Primary English Learner's Book pg. 159
- Word cards
- Dictionaries
- Sentence strips
Oxford New Progressive Primary English Learner's Book pg. 160
- Puzzles

Preposition games - Written exercises - Crossword creation - Peer assessment