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