CHILD RIGHTS AND RESPONSIBILITIES

Listening and Speaking
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
Oxford New Progressive Primary English Learner's Book pg. 2
Dictionary
Charts with vocabulary words

Oral reading Dictation Role play Oral interviews Dialogues Oral discussions

Reading

Use of Reference Materials

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

- Select relevant reference materials on a variety of subjects
- Spell words correctly for effective communication
- Read a variety of materials independently for information and pleasure
- Use reference materials to find the required information
- Adopt the use of reference materials for lifelong learning

The learner is guided to:
- Select appropriate print and non-print reference materials (dictionaries, junior encyclopedias, and subject-specific encyclopedias)
- Read selected reference materials independently
- Look for information related to the theme from reference materials
- Report and discuss what they have read with peers
- Visit a library to find reference materials for information related to the theme

1. Why do you read books? 2. Which type of books do you enjoy reading?

Oxford New Progressive Primary English Learner's Book pg. 4
Reference materials: encyclopedias, dictionaries
Library resources
Oxford New Progressive Primary English Learner's Book pg. 6
Different types of reference materials
Worksheets on using reference materials

Reading aloud Dictionary use exercises Library visit reports Reading logs Peer assessment

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

Tasks such as multiple choice Gap-filling Short-answer Discrimination exercises Oral practice

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

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

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

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

Written exercises Oral presentations Crossword puzzles Gap-filling exercises 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

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

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

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

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

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

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

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

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

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

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

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

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

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:

- 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

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

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

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

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

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

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

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

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

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:

- Distinguish between rising and falling intonation patterns
- Apply appropriate stress and intonation in different speech contexts
- Use vocabulary related to jobs and occupations correctly
- Value the importance of proper intonation in communication

The learner is guided to:
- Identify and practice rising intonation in questions
- Identify and practice falling intonation in statements
- Create dialogues about jobs and occupations using appropriate intonation
- Role play job interviews with proper stress and intonation
- Present speeches about different occupations using correct stress patterns

1. How does intonation change the meaning of what we say? 2. Why is correct stress important when talking about jobs?

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

Intonation pattern assessment Speech presentation Role play evaluation Dialogue creation 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

Dialogues

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

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:

- Identify quantifying determiners in a variety of texts
- Use quantifying determiners appropriately in a variety of contexts
- Judge the appropriateness of quantifying determiners in oral and written texts

The learner is guided to:
- Read a passage related to the theme and identify quantifying determiners from the passage collaboratively
- Match quantifying determiners with corresponding countable and uncountable nouns
- List quantifying determiners that can be used with both countable and uncountable nouns
- Read sentences containing quantifying determiners from the internet with peers
- Construct sentences using quantifying determiners with nouns with peers
- Complete sentences by filling in gaps using the correct quantifying determiners

1. Which words do we use to show amount or quantity? 2. Why is it important to tell the quantity of something?

Oxford New Progressive Primary English Learner's Book pg. 71
Charts with quantifiers
Worksheets
Texts with examples
Digital resources

Quantifier identification Gap-filling exercises Sentence construction Matching exercises Peer assessment

Grammar in Use

Quantifiers

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

- Identify quantifying determiners in a variety of texts
- Use quantifying determiners appropriately in a variety of contexts
- Judge the appropriateness of quantifying determiners in oral and written texts

The learner is guided to:
- Read a passage related to the theme and identify quantifying determiners from the passage collaboratively
- Match quantifying determiners with corresponding countable and uncountable nouns
- List quantifying determiners that can be used with both countable and uncountable nouns
- Read sentences containing quantifying determiners from the internet with peers
- Construct sentences using quantifying determiners with nouns with peers
- Complete sentences by filling in gaps using the correct quantifying determiners

1. Which words do we use to show amount or quantity? 2. Why is it important to tell the quantity of something?

Oxford New Progressive Primary English Learner's Book pg. 71
Charts with quantifiers
Worksheets
Texts with examples
Digital resources

Quantifier identification Gap-filling exercises Sentence construction Matching exercises 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