THE FAMILY

Listening and Speaking
Listening and Speaking

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

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

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

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

Why should we pronounce sounds and words correctly?

- Oxford New Progressive Primary English Learner's Book pg. 1
Audio recordings
Charts with words containing sounds /d/ and /t/
Dictionary
Digital devices
- Oxford New Progressive Primary English Learner's Book pg. 2
Word cards
Digital devices
Dictionary

Observation Oral questions Peer assessment Written exercises Assessment rubrics

Reading

Extensive Reading: Reference Materials (Dictionary)
Extensive Reading: Reference Materials (Junior Encyclopaedia)

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

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

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

Why is it important to spell words correctly?

- Oxford New Progressive Primary English Learner's Book pg. 4
Print and electronic dictionaries
Vocabulary lists
Digital devices
Word cards
- Oxford New Progressive Primary English Learner's Book pg. 5
Junior encyclopaedia
Digital reference materials
Lesson notes
Digital devices

Observation Written exercises Oral questioning Assessment rubrics Group work evaluation

Grammar in Use

Determiners: Articles (a, an, the)
Determiners: Articles (Sentences with Articles)

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

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

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

How are articles used with nouns?

Oxford New Progressive Primary English Learner's Book 5
Digital devices
Charts with examples of articles
Lesson notes
Teacher's Guide
- Oxford New Progressive Primary English Learner's Book pg. 6
Video clips
Newspapers and magazines
Lesson notes

Written exercises Oral presentation Group work evaluation Individual assignments Assessment rubrics

Writing

Functional Writing: Filling Forms (Structure)
Functional Writing: Filling Forms (Practice)

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

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

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

Why should one be careful when filling in forms?

- Oxford New Progressive Primary English Learner's Book pg. 9
Sample forms
Digital devices
Charts with form samples
Lesson notes
- Oxford New Progressive Primary English Learner's Book pg. 10
Online forms

Observation Oral questions Group work evaluation Assessment rubrics Individual assignments

FAMILY CELEBRATIONS

Listening and Speaking

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

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

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

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

Why should you pronounce sounds and words correctly?

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

Observation Oral questions Peer assessment Oral presentation Listening comprehension

Listening and Speaking
Reading

Pronunciation and Vocabulary: Vowel Sounds
Intensive Reading: Poems (Similes and Sayings)

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

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

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

Which words are used as subjects in a sentence?

- Oxford New Progressive Primary English Learner's Book pg. 14
Word wheels
Audio recordings
Video clips
Digital devices
- Oxford New Progressive Primary English Learner's Book pg. 16
Poems with similes and sayings
Picture charts
Digital devices
Lesson notes

Oral presentation Group work evaluation Observation Role play assessment Peer assessment

Reading
Grammar in Use

Intensive Reading: Stories (Similes and Sayings)
Word Classes: Regular Nouns

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

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

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

What is your favourite poem or story?

- Oxford New Progressive Primary English Learner's Book pg. 18
Story books
Digital texts
Video clips
Lesson notes
- Oxford New Progressive Primary English Learner's Book pg. 20
Charts with regular nouns
Audio recordings
Picture cards
Digital devices

Comprehension questions Retelling of stories Role play Group discussions Oral presentation

Grammar in Use
Writing

Word Classes: Irregular Nouns
Creative Writing: Open-ended Compositions (Planning)

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

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

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

Which things do we have in our classroom?

- Oxford New Progressive Primary English Learner's Book pg. 21
Charts with irregular nouns
Puzzles
Word cards
Digital devices
- Oxford New Progressive Primary English Learner's Book pg. 23
Sample compositions
Digital devices
Writing materials
Lesson notes

Written exercises Oral presentation Puzzle completion Group discussions Peer assessment

Writing
Listening and Speaking

Creative Writing: Open-ended Compositions (Writing)
Pronunciation and Vocabulary: Sounds /e/ and /eɪ/

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

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

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

How can you make your story interesting?

- Oxford New Progressive Primary English Learner's Book pg. 25
Writing materials
Sample compositions
Digital devices
Dictionary
- Oxford New Progressive Primary English Learner's Book pg. 27
Audio recordings
Tongue twisters
Charts with polite words

Completed compositions Peer assessment Self-assessment Written assignments Assessment rubrics

ETIQUETTE

Listening and Speaking

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

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

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

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

Which words do we use to show politeness?

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

Oral recitation Written dictation Group work evaluation Observation Peer assessment

Reading

Intensive Reading: Skimming
Intensive Reading: Scanning

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

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

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

Why do we read?

- Oxford New Progressive Primary English Learner's Book pg. 29
Texts of about 300 words
Digital texts
Reading materials
Lesson notes
- Oxford New Progressive Primary English Learner's Book pg. 30
Comics
Magazines
Newspapers
Digital texts

Comprehension questions Reading speed check Observation Peer assessment Written assignments

Grammar in Use

Language Pattern: Enough + Nominal + Infinitive
Language Pattern: A lot/a lot of

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

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

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

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

- Oxford New Progressive Primary English Learner's Book pg. 31
Poems with language patterns
Sentence strips
Digital devices
Exercise books
- Oxford New Progressive Primary English Learner's Book pg. 33
Exercise books
Lesson notes

Written exercises Sentence construction Oral presentation Observation Peer assessment

Writing

Handwriting: Legibility
Handwriting: Neatness

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

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

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

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

- Oxford New Progressive Primary English Learner's Book pg. 34
Writing materials
Letter formation charts
Writing pattern cards
Digital devices
- Oxford New Progressive Primary English Learner's Book pg. 35
Digital devices
Dictionaries
Sample handwriting passages

Handwriting samples Observation Peer assessment Self-assessment Written exercises

ACCIDENTS: FIRST AID

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary: Word Stress (Object/Object)
Pronunciation and Vocabulary: Word Stress (Present/Present)

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

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

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

Why should we learn new words?

- Oxford New Progressive Primary English Learner's Book pg. 38
Audio recordings
Word cards with stress marks
Digital devices
Poems with stress patterns
- Oxford New Progressive Primary English Learner's Book pg. 39
Recording devices
Word cards
Stress pattern charts

Oral reading Stress identification Observation Peer assessment Recitation

Reading

Intensive Reading: Visuals (Comics and Pictures)

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

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

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

Why is it important to interpret visuals correctly?

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

Visual comprehension Written predictions Group discussions Observation Peer assessment

Reading
Grammar in Use

Intensive Reading: Visuals (Maps and Directions)
Pronouns: Personal Pronouns

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

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

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

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

- Oxford New Progressive Primary English Learner's Book pg. 41
Maps
Digital devices
Compass
Direction charts
- Oxford New Progressive Primary English Learner's Book pg. 43
Pictures
Sentence strips
Newspapers/magazines

Map reading Direction giving Sentence construction Oral presentation Written exercises

Grammar in Use
Writing

Pronouns: Possessive Pronouns
Guided Composition: Friendly Letter

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

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

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

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

- Oxford New Progressive Primary English Learner's Book pg. 44
Newspapers/magazines
Digital devices
Sentence strips
Lesson notes
- Oxford New Progressive Primary English Learner's Book pg. 47
Sample friendly letters
Writing materials

Written exercises Sentence construction Matching activities Peer assessment Observation

Writing
Listening and Speaking

Guided Composition: SMS
Pronunciation and Vocabulary: Listening Comprehension

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

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

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

How do you pass information to your friends?

- Oxford New Progressive Primary English Learner's Book pg. 49
Mobile phones (with teacher supervision)
Sample SMS
Digital devices
Lesson notes
- Oxford New Progressive Primary English Learner's Book pg. 52
Audio-visual recordings
Listening texts
Pictures

SMS writing Format identification Peer assessment Group discussions Observation

NUTRITION - BALANCED DIET

Listening and Speaking
Reading

Pronunciation and Vocabulary: Pattern (Noun phrase + would like to be...)
Extensive Reading: Independent Reading (Selection)

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

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

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

How can we improve our pronunciation?

- Oxford New Progressive Primary English Learner's Book pg. 53
Story books
Digital devices
Sentence strips
Lesson notes
- Oxford New Progressive Primary English Learner's Book pg. 54
Storybooks
Newspapers
Magazines
Digital texts

Oral presentation Role play Group discussions Sentence construction Observation

Reading

Extensive Reading: Independent Reading (Comprehension)

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

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

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

What materials do you enjoy reading?

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

Retelling stories Reading speed Comprehension questions Group discussions Observation

Grammar in Use

Word Class: Regular Adjectives
Word Class: Irregular Adjectives

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

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

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

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

- Oxford New Progressive Primary English Learner's Book pg. 57
Pictures
Digital devices
Written text
Audio recordings
- Oxford New Progressive Primary English Learner's Book pg. 58
Comics
Sentence strips
Charts

Written exercises Sentence construction Oral presentations Group discussions Assessment rubrics

Writing

Creative Writing: Narrative Compositions (Planning)
Creative Writing: Narrative Compositions (Writing)

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

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

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

Why do you enjoy listening to stories?

- Oxford New Progressive Primary English Learner's Book pg. 60
Sample compositions
Digital devices
Writing materials
Jumbled sentences
- Oxford New Progressive Primary English Learner's Book pg. 61
Radio/TV recordings
Dictionary

Composition planning Simile creation Group discussions Rearranging sentences Observation

INTERNET-EMAIL

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary: Short and Long Vowel Sounds
Pronunciation and Vocabulary: Sounds /f/ and /v/

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

- Identify correct stress and intonation in 'WH' questions, other questions and statements for clarity in speech.
- Recognize and produce the difference between short and long vowel sounds.
- Value the importance of correct pronunciation in communication.

The learner is guided to:
- Listen to an audio-visual recording of words featuring the sounds /ʊ/ /uː/.
- Repeat words with the short vowel sound /ʊ/ and long vowel sound /uː/.
- Work in groups to take turns saying words with short and long vowel sounds.
- Say words that have the same vowel sound as given examples.

Why do we vary our voice when asking questions?

- Oxford New Progressive Primary English Learner's Book pg. 63
Audio recordings
Digital devices
Word cards
Charts with vowel sounds
- Oxford New Progressive Primary English Learner's Book pg. 64
Pictures related to theme

Oral pronunciation Listening comprehension Group discussions Observation Peer assessment

Listening and Speaking
Reading

Pronunciation and Vocabulary: Word Stress and Intonation
Intensive Reading: Dialogue (Key Elements)

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

- Use correct stress and intonation in questions and statements to communicate clearly.
- Vary intonation appropriately according to the type of sentence.
- Adopt the use of varying intonation for effective communication.

The learner is guided to:
- Listen to correct stress in words such as address, increase among others (whether noun or verb).
- Listen to correct intonation in questions and statements to identify a speaker's feelings.
- Recite a poem featuring 'WH' questions and declaratives collaboratively.
- Vary intonation when uttering questions and statements.

How do we find out what we do not know?

- Oxford New Progressive Primary English Learner's Book pg. 65
Poems with WH questions
Audio recordings
Digital devices
Charts with intonation patterns
- Oxford New Progressive Primary English Learner's Book pg. 66
Dialogues related to theme
Digital texts
Reading materials
Lesson notes

Oral recitation Intonation patterns Role play Observation Peer assessment

Reading

Intensive Reading: Dialogue (Comprehension)

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

- Apply appropriate intensive reading skills to obtain specific factual and inferential information for lifelong learning.
- Answer factual and inferential questions from a dialogue.
- Adopt reading for purposes of comprehension and information.

The learner is guided to:
- Answer factual and inferential questions individually and collaboratively.
- Read a dialogue in pairs or small groups, with each learner taking a role.
- Role-play a dialogue related to the theme.
- Create a simple dialogue based on the theme.

What stories or books have you read?

- Oxford New Progressive Primary English Learner's Book pg. 67
Dialogues
Digital devices
Role play scripts
Lesson notes

Comprehension questions Role play assessment Dialogue creation Observation Peer assessment

Grammar in Use

Word Class: Quantifiers (Much and Many)
Word Class: Quantifiers (Some and Any)

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

- Identify quantifiers and nouns used with them appropriate for effective communication.
- Use quantifiers (much, many) in sentences correctly for communication clarity.
- Adopt the correct use of quantifiers in everyday communication.

The learner is guided to:
- Select countable and uncountable nouns from a list provided by the teacher.
- Use the quantifiers (much, many) correctly with nouns and construct sentences with peers.
- Recite poems and rhymes containing the quantifiers (much, many) in small groups.
- Fill in blank spaces using correct quantifiers.

How can we quantify nouns we cannot count?

- Oxford New Progressive Primary English Learner's Book pg. 69
Poems with quantifiers
Digital devices
Sentence strips
Lesson notes
- Oxford New Progressive Primary English Learner's Book pg. 70
Exercise books

Written exercises Sentence construction Oral recitation Gap-filling Group discussions

Writing

Creative Writing: Pictorial Compositions (Understanding)
Creative Writing: Pictorial Compositions (Writing)

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

- Identify pictures for writing pictorial compositions on the theme.
- Organize pictures in a logical sequence to write pictorial compositions.
- Value the use of pictures in composition writing.

The learner is guided to:
- Identify pictures from online and offline sources collaboratively.
- Arrange pictures in a logical sequence to tell a story.
- Discuss pictures collaboratively and interpret what is happening in each picture.
- Watch a variety of videos related to the theme and identify key events that could be depicted in pictures.

How do pictures make you feel?

- Oxford New Progressive Primary English Learner's Book pg. 71
Pictures
Digital devices
Videos
Drawing materials
- Oxford New Progressive Primary English Learner's Book pg. 73
Writing materials
Sample pictorial compositions

Picture sequencing Group discussions Observation Picture interpretation Oral presentation

TECHNOLOGY-CYBER SAFETY

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary: Interactive Listening
Pronunciation and Vocabulary: Turn Taking

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

- Pronounce words containing vowel sounds correctly for effective oral communication.
- Use vocabulary related to the theme in a variety of contexts for effective communication.
- Listen attentively to an oral text for comprehension.

The learner is guided to:
- Say words containing the vowel sound as in 'share' correctly.
- Practice saying words containing the sounds /ɛə/ /j/ /ʤ/ /ʒ/ in pairs.
- Recite the poem 'The Internet' with correct pronunciation of sounds.
- Identify words with the target sounds from an audio text.
- Construct sentences using vocabulary related to the theme.

Why should we pronounce sounds and words correctly?

- Oxford New Progressive Primary English pg. 75
Digital devices
Audio materials
Charts with sounds
- Oxford New Progressive Primary English pg. 76
Audio recordings
Video clips

Oral questions Observation schedule Pronunciation checks Peer assessment

Listening and Speaking
Reading

Pronunciation and Vocabulary: Riddles
Extensive Reading: Narratives

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

- Listen intensively for specific information from a variety of texts.
- Respond appropriately to spoken language in different contexts.
- Apply vocabulary related to the theme in different contexts.

The learner is guided to:
- Create riddles related to cyber safety.
- Record one another when performing choral verses or short dialogues.
- Listen to an audio or a speech and identify information about cyber safety.
- Watch audio-visual recordings of short interviews and then conduct a role play.

How can we improve our listening skills?

- Oxford New Progressive Primary English pg. 77
Digital devices
Recording devices
Charts
- Oxford New Progressive Primary English pg. 78
Story books
Selected passages

Observation schedule Oral presentations Checklists Recordings assessment

Reading

Extensive Reading: Poems

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

- Read poems with expression for comprehension.
- Apply basic stress and rhythm when reading poems.
- Respond to questions based on poems for comprehension.

The learner is guided to:
- Read the poem "Cyber safety" with expression.
- Identify key aspects of the poem including proverbs used.
- Take turns to recite the poem.
- Tell group members what they liked or did not like about the poem.
- Form reading clubs to read and share poems about technology.

How can poems help us understand the importance of cyber safety?

- Oxford New Progressive Primary English pg. 79
Digital devices
Selected poems
Charts

Oral presentations Recitation assessment Written questions Peer assessment

Grammar in Use

Tense: Present Progressive Aspect
Tense: Past Progressive Aspect

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

- Identify the present progressive form of the verb in oral and written texts.
- Use the present progressive aspect correctly in oral and written contexts.
- Adopt the use of the present progressive aspect in communication.

The learner is guided to:
- Talk about what people in pictures are doing using present progressive tense.
- Complete a story using the present progressive form of verbs in brackets.
- Name actions learners in the class are doing using present progressive.
- Make sentences using the present progressive form of different verbs.

How do we show an action is happening now?

- Oxford New Progressive Primary English pg. 80
Digital devices
Charts
Pictures
- Oxford New Progressive Primary English pg. 81
Pictures
Charts

Written exercises Oral questions Sentence construction Peer assessment

Writing

Punctuation: Full Stop/Capital Letters

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

- Identify proper nouns, abbreviations, and sentence beginnings in a text.
- Use capital letters correctly when writing proper nouns, abbreviations, and at the beginning of sentences.
- Apply full stops correctly at the end of sentences.

The learner is guided to:
- Read a story and pick out words that begin with capital letters.
- Discuss why the words begin with capital letters.
- Identify proper nouns and use them to make sentences.
- Write the short form of the name of their school.
- Create display cards with abbreviations and their long forms.

Why is it important to use capital letters and full stops in writing?

- Oxford New Progressive Primary English pg. 84
Digital devices
Charts
Word cards
- Oxford New Progressive Primary English pg. 85
Word cards
Punctuation cards

Written exercises Editing tasks Punctuation exercises Peer assessment

THE FARM

Listening and Speaking

Pronunciation and Vocabulary: Tongue Twisters

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

- Articulate sounds /v/ and /w/ accurately for effective communication.
- Select sounds correctly from a language sample to improve listening comprehension.
- Appreciate the importance of tongue twisters in speech development.

The learner is guided to:
- Repeat words with the sounds /v/ and /w/ after the teacher.
- Say tongue twisters containing the sounds /v/ and /w/ collaboratively with peers.
- Create tongue twisters using given words.
- Identify words containing the sounds /v/ and /w/ from an oral text.

Why should you say words clearly?

- Oxford New Progressive Primary English pg. 88
Audio recordings
Charts with tongue twisters
Digital devices

Oral presentations Pronunciation checks Observation schedule Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Tongue Twisters

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

- Articulate sounds /ch/, /s/ and vowel sound as in 'pure' accurately for clarity of speech.
- Use vocabulary related to the theme in a variety of contexts for effective communication.
- Realize the role of correct pronunciation for effective communication.

The learner is guided to:
- Repeat words with sounds /ch/, /s/ and the vowel sound as in 'pure'.
- Practise saying sentences containing the target sounds.
- Identify words with the target sounds from audio materials.
- Use vocabulary related to the farm to make sentences.
- Make riddles with words containing the target sounds.

What should you do to say words correctly?

- Oxford New Progressive Primary English pg. 89
Digital devices
Audio materials
Charts with sounds

Oral questions Pronunciation checks Observation schedule Checklists

Reading

Reading Fluency: Intensive Reading

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

- Read a text of about 300 words accurately, at the right speed and with expression.
- Apply appropriate strategies to comprehend a text of about 300 words.
- Appreciate the importance of fluency in reading for comprehension.

The learner is guided to:
- Read the story "The exciting visit" in groups.
- Identify the main idea and supporting details in the story.
- Answer comprehension questions based on the story.
- Take turns to read the story again with expression.
- Discuss the key events in the story.

Why is it important to read at a reasonable speed?

- Oxford New Progressive Primary English pg. 90
Supplementary readers
Digital devices
Charts

Oral questions Reading fluency assessment Comprehension questions Observation schedule

Reading

Reading Fluency: Poems

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

- Read poems with appropriate rhythm, tone, and expression.
- Respond to questions based on a poem for comprehension.
- Value reading with expression for better understanding.

The learner is guided to:
- Listen to a recitation of the poem "The farmer".
- Recite the poem with appropriate tone and rhythm.
- Answer questions about the poem.
- Evaluate other learners' recitation based on fluency, expression, and appropriate pauses.

How can you read a text fast and still understand it?

- Oxford New Progressive Primary English pg. 91
Digital devices
Poetry books
Charts

Oral presentations Recitation assessment Written questions Peer assessment

Reading

Reading Fluency: Poems

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

- Read poems with appropriate rhythm, tone, and expression.
- Respond to questions based on a poem for comprehension.
- Value reading with expression for better understanding.

The learner is guided to:
- Listen to a recitation of the poem "The farmer".
- Recite the poem with appropriate tone and rhythm.
- Answer questions about the poem.
- Evaluate other learners' recitation based on fluency, expression, and appropriate pauses.

How can you read a text fast and still understand it?

- Oxford New Progressive Primary English pg. 91
Digital devices
Poetry books
Charts

Oral presentations Recitation assessment Written questions Peer assessment

Reading

Reading Fluency: Reader's Theatre

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

- Perform a reader's theatre to enhance reading fluency.
- Read digital or non-digital texts with appropriate pace, rhythm, and intonation.
- Appreciate the importance of reading fluency in communication.

The learner is guided to:
- Perform a reader's theatre by taking turns reading parts from a script.
- Respond to oral questions that require inferences.
- Listen to audio-visual recordings of songs and poems and repeat them.
- Read poems and rhymes while paying attention to rhythm.

Why is it important to read with expression?

- Oxford New Progressive Primary English pg. 92
Digital devices
Audio-visual materials
Scripts

Reading logs Performance assessment Observation schedule Oral questions

Grammar in Use

Word Classes: Contracted Verb Forms

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

- Identify contracted forms in oral and written texts.
- Use contracted forms of verbs correctly in communication.
- Appreciate the use of contracted forms in communication.

The learner is guided to:
- Read sentences with contracted forms.
- Identify the difference between full forms and contracted forms.
- Underline contracted forms in a story.
- Fill in blanks with correct contracted forms of given words.
- Use contracted forms to write sentences.

Why do we shorten words like cannot to can't?

- Oxford New Progressive Primary English pg. 93
Digital devices
Charts
Pictures

Written exercises Gap filling exercises Sentence construction Peer assessment

Grammar in Use

Word Classes: Positive/Negative Statements

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

- Distinguish between positive and negative statements in oral and written texts.
- Transform positive statements into negative ones and vice versa.
- Realise the importance of using positive and negative statements appropriately.

The learner is guided to:
- Look at pictures and read sentences that show positive and negative statements.
- Discuss the difference between positive and negative statements.
- Categorize sentences into positive or negative statements.
- Change positive statements into negative ones and vice versa.
- Create a chart showing positive and negative statements.

How do positive and negative statements differ?

- Oxford New Progressive Primary English pg. 94
Digital devices
Manila paper
Charts

Written exercises Oral questions Group presentations Charting assessment

Grammar in Use

Word Classes: Positive/Negative Statements

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

- Construct positive and negative statements correctly.
- Use positive and negative statements appropriately in different contexts.
- Adopt the correct use of positive and negative statements in communication.

The learner is guided to:
- Ask and answer questions using positive and negative statements.
- Fill in blanks with appropriate words to form positive or negative statements.
- Engage in group discussions using positive and negative statements.
- Play language games involving positive and negative statements.

How can we improve our speech by using positive and negative statements?

- Oxford New Progressive Primary English pg. 95
Digital devices
Word cards
Charts

Gap filling exercises Oral presentations Game-based assessment Group work evaluation

Writing

Creative Writing: Narrative Compositions

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

- Identify the structure of a narrative composition.
- Plan a narrative composition with an introduction, body, and conclusion.
- Value planning in writing for effective communication.

The learner is guided to:
- Listen to a story and identify the beginning, middle, and end.
- Rewrite a story in their own words.
- Identify similes used in the story.
- Arrange jumbled sentences to make a coherent story.
- Plan a composition about a visit to a farm.

Why do you enjoy listening to and reading stories?

- Oxford New Progressive Primary English pg. 96
Digital devices
Sample narratives
Audio recordings

Written assignments Oral questions Story sequencing assessment Planning evaluation

Writing

Creative Writing: Narrative Compositions

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

- Organize thoughts fluently and logically in paragraphs.
- Use similes to make a narrative composition interesting.
- Create a narrative composition of about 80 words for self-expression.

The learner is guided to:
- Discuss the process of writing a narrative composition in groups.
- Write a composition about a farm visit using similes.
- Proofread their compositions with peers.
- Read and evaluate each other's compositions.
- Visit a farm and write a narrative composition about their experience.

How do you make a story interesting?

- Oxford New Progressive Primary English pg. 97
Digital devices
Sample narratives
Charts

Written compositions Peer assessment Simile usage assessment Group evaluation

Writing

Creative Writing: Narrative Compositions

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

- Revise a narrative composition for clarity and cohesion.
- Use descriptive language to enhance a narrative composition.
- Appreciate the role of creativity in writing for different purposes.

The learner is guided to:
- Read and edit their compositions for spelling, grammar, and punctuation errors.
- Share their revised compositions with the class.
- Identify descriptive words that make a narrative interesting.
- Watch videos or animations about farms and write descriptive narratives.
- Create a class book of farm narratives.

Why is it necessary to revise a composition?

- Oxford New Progressive Primary English pg. 98
Digital devices
Videos
Sample narratives

Editing assessment Written compositions Oral presentations Peer assessment

HIV AND AIDS

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Articulate sounds /s/ and /z/ accurately for effective communication.
- Use vocabulary related to the theme in a variety of contexts for effective oral communication.
- Promote the importance of fluency in speech.

The learner is guided to:
- Repeat words with the sounds /s/ and /z/ after the teacher.
- Pick out words from a poem that have the sounds /s/ and /z/.
- Say words with the sounds /s/ and /z/ in pairs.
- Practice saying tongue twisters with the sounds /s/ and /z/.
- Use vocabulary related to HIV and AIDS to make sentences.

Why should you speak accurately?

- Oxford New Progressive Primary English pg. 101
Audio recordings
Charts
Digital devices

Oral presentations Pronunciation checks Observation schedule Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Articulate sounds /h/ and /f/ accurately for clarity of speech.
- Speak fluently and confidently on a given topic to enhance oral skills.
- Adopt the habit of speaking at a reasonable speed and without hesitation.

The learner is guided to:
- Repeat words with the sounds /h/ and /f/ after the teacher.
- Identify words with the sounds /h/ and /f/ from an oral text.
- Role-play a conversation about HIV and AIDS using appropriate expressions.
- Recite a poem featuring words related to HIV and AIDS.
- Conduct interviews with peers on issues related to HIV and AIDS.

How can you speak without unnecessary pauses?

- Oxford New Progressive Primary English pg. 102
Audio recordings
Poems
Digital devices

Oral presentations Role play assessment Interview assessment Observation schedule

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Articulate sounds /h/ and /f/ accurately for clarity of speech.
- Speak fluently and confidently on a given topic to enhance oral skills.
- Adopt the habit of speaking at a reasonable speed and without hesitation.

The learner is guided to:
- Repeat words with the sounds /h/ and /f/ after the teacher.
- Identify words with the sounds /h/ and /f/ from an oral text.
- Role-play a conversation about HIV and AIDS using appropriate expressions.
- Recite a poem featuring words related to HIV and AIDS.
- Conduct interviews with peers on issues related to HIV and AIDS.

How can you speak without unnecessary pauses?

- Oxford New Progressive Primary English pg. 102
Audio recordings
Poems
Digital devices

Oral presentations Role play assessment Interview assessment Observation schedule

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Speak expressively on a familiar text within a specified time.
- Use nonverbal cues when speaking for effective communication.
- Appreciate the importance of speaking fluently in daily communication.

The learner is guided to:
- Listen to and retell a story about HIV and AIDS.
- Present a short speech about HIV and AIDS to the class.
- Use appropriate gestures and facial expressions during presentations.
- Work in groups to hold conversations about topics related to HIV and AIDS.
- Give and receive feedback on speaking fluency.

What makes a good speaker?

- Oxford New Progressive Primary English pg. 103
Digital devices
Charts
Audio recordings

Oral presentations Speech assessment Peer feedback Observation schedule

Reading

Intensive Reading: Narratives

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

- Read a short narrative of about 320 words for comprehension.
- Apply appropriate reading techniques to obtain factual information.
- Appreciate reading for information and enjoyment.

The learner is guided to:
- Read the story "A health talk" for comprehension.
- Answer factual questions based on the story.
- Identify the main ideas and supporting details in the story.
- Discuss the lesson learned from the story in groups.
- Retell the story in their own words.

Why do we read narratives?

- Oxford New Progressive Primary English pg. 104
Digital devices
Story books
Charts

Oral questions Written comprehension questions Retelling assessment Peer assessment

Reading

Intensive Reading: Narratives

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

- Analyze events in a narrative for logical and fluent flow.
- Build vocabulary through reading narratives.
- Promote the importance of reading narratives in lifelong learning.

The learner is guided to:
- Identify the beginning, middle, and end of the story "A health talk".
- Pick out new words from the story and discuss their meanings.
- Use the new words to make sentences.
- Read other stories about HIV and AIDS and discuss them in groups.
- Create a reading club to share stories and books.

What makes you enjoy reading a narrative?

- Oxford New Progressive Primary English pg. 105
Digital devices
Supplementary readers
Charts

Oral questions Vocabulary tests Written exercises Group work evaluation

Reading

Intensive Reading: Narratives

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

- Read texts from different sources for specific information.
- Respond to both factual and inferential questions from a text.
- Value reading from a variety of sources for information.

The learner is guided to:
- Search for passages about HIV and AIDS from newspapers, magazines, or online sources.
- Read the passages and ask each other questions about them.
- Identify factual information from the passages.
- Compare information from different sources.
- Create a class book with information gathered from different sources.

How can we find information from different sources?

- Oxford New Progressive Primary English pg. 106
Digital devices
Newspapers
Magazines

Reading logs Oral questions Written exercises Peer assessment

Grammar in Use

Word Class: Adverbs of Manner

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

- Identify adverbs of manner in oral and written texts.
- Use adverbs of manner correctly in sentences.
- Appreciate the importance of adverbs of manner in communication.

The learner is guided to:
- Read a poem with adverbs of manner highlighted.
- Discuss what the words in pink in the poem show.
- Identify adverbs of manner from an audio text.
- Group adverbs of manner from a given list.
- Construct sentences using adverbs of manner.

How do we show the way something is done?

- Oxford New Progressive Primary English pg. 107
Digital devices
Charts
Audio recordings

Written exercises Oral questions Sentence construction Peer assessment

Grammar in Use

Word Class: Adverbs of Time and Place

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

- Distinguish between adverbs of time and place in oral and written texts.
- Use adverbs of time and place correctly in different contexts.
- Adopt the use of adverbs in everyday communication.

The learner is guided to:
- Identify adverbs of time and place from a given list.
- Categorize adverbs into adverbs of manner, time, and place.
- Use adverbs of time and place to make sentences related to HIV and AIDS.
- Play language games involving adverbs of time and place.
- Create a chart showing different types of adverbs.

When do you go to school? Where do you live?

- Oxford New Progressive Primary English pg. 108
Digital devices
Word cards
Charts

Written exercises Oral questions Group work assessment Game-based assessment

Grammar in Use

Word Class: Adverbs

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

- Analyze the use of adverbs in different contexts.
- Apply adverbs correctly in written and oral communication.
- Value the importance of correct usage of adverbs.

The learner is guided to:
- Listen to a story and identify different types of adverbs.
- Create word lists of adverbs and use them to construct sentences.
- Recite poems containing adverbs of manner, time, and place.
- Edit sentences by adding appropriate adverbs.
- Play fishing games with adverb word cards.

How can adverbs improve our communication?

- Oxford New Progressive Primary English pg. 109
Digital devices
Word cards
Charts

Editing exercises Oral presentations Written exercises Game-based assessment

Writing

Punctuation: Comma

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

- Identify contexts where commas are used in writing.
- Use commas correctly in different contexts.
- Appreciate the importance of correct punctuation in writing.

The learner is guided to:
- Read sentences with commas and observe how they are used.
- Identify places in sentences where commas should be used.
- Punctuate sentences correctly using commas.
- Write sentences about HIV and AIDS using commas correctly.
- Create stickers with correctly punctuated sentences.

Why is proper punctuation important in writing?

- Oxford New Progressive Primary English pg. 110
Digital devices
Punctuation cards
Charts

Written exercises Editing tasks Peer assessment Sticker evaluation

Writing

Punctuation: Question Marks

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

- Identify interrogative sentences requiring question marks.
- Apply question marks correctly in written texts.
- Value proper punctuation for clarity in writing.

The learner is guided to:
- Read sentences with question marks and discuss their use.
- Identify sentences that require question marks.
- Punctuate sentences correctly using question marks.
- Write questions about HIV and AIDS using question marks correctly.
- Play punctuation games on digital devices.

How do question marks help readers understand your writing?

- Oxford New Progressive Primary English pg. 111
Digital devices
Punctuation cards
Charts

Written exercises Editing tasks Question formulation assessment Game-based assessment

Writing

Punctuation: Question Marks

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

- Identify interrogative sentences requiring question marks.
- Apply question marks correctly in written texts.
- Value proper punctuation for clarity in writing.

The learner is guided to:
- Read sentences with question marks and discuss their use.
- Identify sentences that require question marks.
- Punctuate sentences correctly using question marks.
- Write questions about HIV and AIDS using question marks correctly.
- Play punctuation games on digital devices.

How do question marks help readers understand your writing?

- Oxford New Progressive Primary English pg. 111
Digital devices
Punctuation cards
Charts

Written exercises Editing tasks Question formulation assessment Game-based assessment

HYGIENE AND SANITATION

Listening and Speaking

Pronunciation and Vocabulary: Interactive Listening

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

- Articulate sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ accurately for effective communication.
- Discriminate between long and short vowel sounds in words.
- Value correct pronunciation for effective communication.

The learner is guided to:
- Repeat words with long and short vowel sounds after the teacher.
- Practise saying words containing the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ in pairs.
- Identify words with the target sounds from the names of pictures.
- Distinguish between words with similar sounds (e.g. bin-bean, fill-feel).

Why should we learn the difference between long and short vowel sounds?

- Oxford New Progressive Primary English pg. 113
Audio recordings
Charts with sounds
Digital devices

Pronunciation checks Oral presentations Observation schedule Listening assessment

Listening and Speaking

Pronunciation and Vocabulary: Turn Taking

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

- Interact with a speaker actively during an oral presentation.
- Interrupt a speaker appropriately for politeness in conversation.
- Appreciate the importance of turn taking in oral communication.

The learner is guided to:
- Role-play a conversation about hygiene and sanitation.
- Practice interrupting politely during conversations.
- Identify phrases used to interrupt politely in a dialogue.
- Participate in interviews about hygiene and sanitation.
- Make presentations about personal hygiene.

Why should we listen to others?

- Oxford New Progressive Primary English pg. 114
Digital devices
Audio recordings
Charts

Role play assessment Observation schedule Oral presentations Interview assessment

Listening and Speaking

Pronunciation and Vocabulary: Riddles

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

- Create and solve riddles related to hygiene and sanitation.
- Use appropriate vocabulary related to the theme in different contexts.
- Promote the importance of riddles in language development.

The learner is guided to:
- Solve riddles related to hygiene and sanitation.
- Create riddles using words with specific sounds.
- Recite the poem "Poor drainage" and discuss the meaning of new words.
- Use new vocabulary to make sentences.
- Watch videos of people telling riddles.

What do we do when we want to talk and your friend is still talking?

- Oxford New Progressive Primary English pg. 115
Digital devices
Audio-visual materials
Charts

Oral presentations Riddle creation assessment Vocabulary tests Observation schedule

Reading

Intensive Reading: Factual Texts

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

- Read factual texts of about 320 words for comprehension.
- Extract specific information from factual texts.
- Appreciate the importance of reading factual texts for information.

The learner is guided to:
- Read the passage "Be clean and tidy" for comprehension.
- Answer factual and inferential questions based on the passage.
- Identify the main ideas and supporting details in the passage.
- Discuss ways to maintain personal hygiene based on the passage.
- Build vocabulary by identifying new words from the passage.

Why should we read at the right speed?

- Oxford New Progressive Primary English pg. 116
Digital devices
Supplementary readers
Charts

Oral questions Written comprehension questions Vocabulary tests Peer assessment

Reading

Intensive Reading: Factual Texts

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

- Infer the meaning of vocabulary in a text for comprehension.
- Apply appropriate reading skills to obtain both factual and inferential information.
- Value reading for information and personal development.

The learner is guided to:
- Build vocabulary by identifying and discussing new words from the passage.
- Use a dictionary to confirm the meaning of new words.
- Make sentences using the new words.
- Watch videos related to hygiene and sanitation for specific information.
- Use encyclopedias to get more information related to the theme.

What should we do to remember what we read?

- Oxford New Progressive Primary English pg. 117
Digital devices
Dictionaries
Encyclopedias

Vocabulary tests Sentence construction assessment Oral questions Written exercises

Grammar in Use

Word Class: Conjunctions

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

- Identify conjunctions in oral and written texts.
- Engage in short dialogues featuring conjunctions.
- Appreciate the importance of conjunctions in communication.

The learner is guided to:
- Read the dialogue and identify conjunctions (and, but, or, yet, so, for, nor).
- Discuss how the conjunctions in the dialogue have been used.
- Listen to an audio recording of a dialogue and identify conjunctions.
- Talk about how each conjunction has been used.

Why do we join sentences?

- Oxford New Progressive Primary English pg. 118
Digital devices
Audio recordings
Charts

Written exercises Oral questions Sentence construction Peer assessment

Grammar in Use

Word Class: Conjunctions

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

- Use conjunctions correctly in both oral and written sentences.
- Apply conjunctions in a variety of contexts for effective communication.
- Value the correct use of conjunctions in communication.

The learner is guided to:
- Fill in blank spaces with correct conjunctions from a given list.
- Ask and answer questions about hygiene and sanitation using conjunctions.
- Write sentences about hygiene and sanitation using conjunctions.
- Read each other's sentences and correct any mistakes.
- Type sentences with conjunctions on a digital device.

Which words do we use to join sentences?

- Oxford New Progressive Primary English pg. 119
Digital devices
Word cards
Charts

Written exercises Gap filling exercises Peer assessment Sentence construction

Writing

Creative Writing: Descriptive Compositions

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

- Describe the parts of a descriptive composition for self-expression.
- Identify paragraphs in a descriptive composition.
- Value planning in writing for effective communication.

The learner is guided to:
- Read the composition "How to make an oral rehydration solution".
- Identify the paragraphs in the composition.
- Distinguish between the introduction, body, and conclusion.
- Write four sentences to describe a clean room.
- Plan a descriptive composition about the process of preparing or cleaning something.

Why should you organize your thoughts in clear sentences and paragraphs?

- Oxford New Progressive Primary English pg. 120
Digital devices
Sample compositions
Charts

Written exercises Paragraph identification Planning assessment Peer assessment

Writing

Creative Writing: Descriptive Compositions

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

- Organize thoughts clearly, precisely, and creatively into coherent paragraphs.
- Write a descriptive composition of about 80-100 words on various topics.
- Appreciate the role of creativity in descriptive writing.

The learner is guided to:
- Write a descriptive composition about the process of preparing or cleaning something.
- Include all steps in a logical order.
- Read their composition and correct any mistakes.
- Rewrite the composition on a clean piece of paper.
- Display the composition in class.

How can you tell others about yourself?

- Oxford New Progressive Primary English pg. 121
Digital devices
Sample compositions
Charts

Written compositions Editing assessment Peer assessment Display evaluation

Writing

Creative Writing: Descriptive Compositions

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

- Organize thoughts clearly, precisely, and creatively into coherent paragraphs.
- Write a descriptive composition of about 80-100 words on various topics.
- Appreciate the role of creativity in descriptive writing.

The learner is guided to:
- Write a descriptive composition about the process of preparing or cleaning something.
- Include all steps in a logical order.
- Read their composition and correct any mistakes.
- Rewrite the composition on a clean piece of paper.
- Display the composition in class.

How can you tell others about yourself?

- Oxford New Progressive Primary English pg. 121
Digital devices
Sample compositions
Charts

Written compositions Editing assessment Peer assessment Display evaluation

Writing

Creative Writing: Descriptive Compositions

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

- Revise a descriptive composition for clarity and coherence.
- Evaluate the quality of a descriptive composition based on specific criteria.
- Value feedback in improving writing skills.

The learner is guided to:
- Read other learners' compositions.
- Give feedback on their peers' compositions.
- Revise their compositions based on feedback received.
- Read the passage "Sanitation" and discuss how else sanitation helps a community.
- Create a class book of descriptive compositions about hygiene and sanitation.

Why is feedback important for improving our writing?

- Oxford New Progressive Primary English pg. 122
Digital devices
Sample compositions
Charts

Peer assessment Revision assessment Written compositions Book creation evaluation

SPORTS: MY FAVOURITE GAME

Listening and Speaking

Pronunciation and Vocabulary: Listening Fluency

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

- Articulate sounds 'th' as in 'them' and 'th' as in 'thin' accurately for effective communication.
- Discriminate sounds 'th' in words for listening fluency.
- Appreciate the importance of accurate pronunciation for effective communication.

The learner is guided to:
- Look at pictures and say names of objects containing 'th' sounds.
- Repeat words with 'th' sounds after the teacher.
- Recite the poem with words containing 'th' sounds.
- Pick out words from the poem with 'th' sounds.
- Construct sentences using words with 'th' sounds.

Why should you pronounce sounds and words correctly?

- Oxford New Progressive Primary English pg. 124
Digital devices
Charts with sounds
Audio recordings

Pronunciation checks Oral presentations Observation schedule Poem recitation assessment

Listening and Speaking

Pronunciation and Vocabulary: Listening Fluency

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

- Articulate vowel sound as in the word 'now' and the consonant sound 'sk' accurately for effective communication.
- Distinguish sounds in words for listening comprehension.
- Value correct pronunciation for effective oral communication.

The learner is guided to:
- Repeat words with the vowel sound as in 'now' after the teacher.
- Take turns to say words with the vowel sound as in 'now' aloud.
- Identify words with similar vowel sounds from a given list.
- Look at pictures and say names of objects with 'sk' sound.
- Say more words with the 'sk' sound.

How can we improve our pronunciation?

- Oxford New Progressive Primary English pg. 125
Digital devices
Audio materials
Pictures

Pronunciation checks Oral presentations Observation schedule Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Listening Fluency

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

- Listen actively to a variety of texts to gain information.
- Make a short speech about sports with appropriate expressions.
- Apply nonverbal cues appropriately during oral presentations.

The learner is guided to:
- Work in groups to talk about how people in pictures are feeling.
- Listen and watch as the teacher reads a speech.
- Make a short speech about sports and use appropriate gestures.
- Select one member to present a speech to the class.
- Search for a speech about sports on the internet and take turns to present it.

How do facial expressions and gestures help us to communicate well?

- Oxford New Progressive Primary English pg. 126
Digital devices
Audio-visual materials
Pictures

Oral presentations Speech assessment Observation schedule Peer assessment

Reading

Intensive Reading: Reading with Technology

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

- Read grade-appropriate digital poems and narratives interpretively for comprehension.
- Interpret visual media appropriately for better understanding.
- Appreciate reading digital resources for information.

The learner is guided to:
- Work in pairs to look at a picture and talk about what is happening.
- Read the story "Team Elephant wins!" in groups.
- Fill in a crossword puzzle with words from the story.
- Search for stories about their favorite game using a mobile phone, tablet, or computer.
- Fill in a diagram with events from a story they have read.

Why should we read using technology?

- Oxford New Progressive Primary English pg. 127
Digital devices
Story books
Crossword puzzles

Reading logs Crossword assessment Diagram filling assessment Oral questions

Reading

Intensive Reading: Reading with Technology

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

- Access grade-appropriate online materials for lifelong learning.
- Create simple crossword puzzles based on stories read.
- Value the use of technology in enhancing reading skills.

The learner is guided to:
- Create a crossword puzzle with clues from a story they have read.
- Recite the poem "A game of skill and strength" with appropriate expressions.
- Read animated stories, comics, and cartoons interpretively.
- Watch videos or mimes and answer questions.
- Interpret visual representations such as mind maps.

How do you search for information using technology?

- Oxford New Progressive Primary English pg. 129
Digital devices
Animated stories
Poems

Puzzle creation assessment Recitation assessment Oral questions Visual interpretation assessment

Grammar in Use

Language Patterns: Interrogatives

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

- Identify interrogatives (When, Where, Whose, Who, and What) in various texts.
- Use interrogatives in a variety of contexts for effective communication.
- Appreciate the importance of interrogatives in communication.

The learner is guided to:
- Read a dialogue containing interrogatives in groups.
- Identify when the words When, Where, Whose, Who, and What are used.
- Identify interrogatives in a poem.
- Complete questions using When, What, Where, Who, and Whose.
- Ask and answer questions about their favorite game using interrogatives.

Why do we ask questions?

- Oxford New Progressive Primary English pg. 130
Digital devices
Charts
Dialogues

Written exercises Oral questions Question formation assessment Peer assessment

Grammar in Use

Language Patterns: Interrogatives

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

- Construct questions using interrogatives for effective communication.
- Respond to questions based on interrogatives appropriately.
- Value the use of interrogatives in gathering information.

The learner is guided to:
- Take turns to ask each other questions about their favorite game using What, When, Where, Who, and Whose.
- Answer questions about their favorite game.
- Write five questions and answers in their exercise books.
- Find questions that start with When, What, Where, Who, and Whose in newspapers or magazine articles about sports.

Which words do we use to ask questions?

- Oxford New Progressive Primary English pg. 131
Digital devices
Newspapers
Magazines

Written exercises Oral questions Group work assessment Question-answer assessment

Grammar in Use

Language Patterns: Interrogatives

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

- Apply interrogatives in different contexts for effective communication.
- Create a variety of questions using interrogatives.
- Adopt the use of interrogatives in day-to-day communication.

The learner is guided to:
- Use interrogatives to create questions for interviews about sports.
- Conduct interviews with peers using questions with interrogatives.
- Write a report based on the interviews conducted.
- Create a word search puzzle with interrogatives.
- Play a language game involving interrogatives.

How can questions help us gather information?

- Oxford New Progressive Primary English pg. 132
Digital devices
Word cards
Charts

Interview assessment Report writing assessment Puzzle creation assessment Game-based assessment

Grammar in Use

Language Patterns: Interrogatives

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

- Apply interrogatives in different contexts for effective communication.
- Create a variety of questions using interrogatives.
- Adopt the use of interrogatives in day-to-day communication.

The learner is guided to:
- Use interrogatives to create questions for interviews about sports.
- Conduct interviews with peers using questions with interrogatives.
- Write a report based on the interviews conducted.
- Create a word search puzzle with interrogatives.
- Play a language game involving interrogatives.

How can questions help us gather information?

- Oxford New Progressive Primary English pg. 132
Digital devices
Word cards
Charts

Interview assessment Report writing assessment Puzzle creation assessment Game-based assessment

Writing

Spelling: Commonly Misspelt Words

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

- Identify commonly misspelt words in oral and written contexts.
- Spell commonly misspelt words correctly for clarity of communication.
- Value the importance of correct spelling in written communication.

The learner is guided to:
- Listen carefully as the teacher reads some words aloud and write them down.
- Work in pairs where one reads words aloud and the other spells and writes them down.
- Copy words correctly in their vocabulary book.
- Rearrange letters to make correct words.
- Write the words correctly in their exercise books.

Why is it difficult to spell some words correctly?

- Oxford New Progressive Primary English pg. 133
Digital devices
Word cards
Charts

Spelling tests Written exercises Word rearrangement assessment Peer assessment

Writing

Spelling: Commonly Misspelt Words

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

- Identify commonly misspelt words in written texts.
- Use commonly misspelt words correctly in sentences.
- Adopt the skill of writing words clearly and correctly in communication.

The learner is guided to:
- Find words in a puzzle and use them to make sentences about sports.
- Search for commonly misspelt words in books or online.
- Create a puzzle with commonly misspelt words.
- Recite a poem with gestures and facial expressions.
- Read the story "Chameleon and Hare" and discuss what they would have done if they were Hare.

How can we become better at spelling words?

- Oxford New Progressive Primary English pg. 134
Digital devices
Word puzzles
Story books

Puzzle creation assessment Sentence construction assessment Recitation assessment Discussion assessment

CLEAN ENVIRONMENT

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Articulate sounds 'gr', 'cl', 'pr', 'br' and 'sw' accurately for effective communication.
- Use vocabulary related to the theme in a variety of contexts for effective communication.
- Appreciate the importance of correct pronunciation for effective communication.

The learner is guided to:
- Repeat words with the sounds 'gr', 'cl', 'pr', 'br' and 'sw' after the teacher.
- Practise saying words with the target sounds in groups.
- Say additional words that have each of the sounds.
- Pick out words from a story with the target sounds.
- Construct sentences using words with the target sounds.

Why should you speak at the right speed?

- Oxford New Progressive Primary English pg. 136
Digital devices
Audio recordings
Charts

Pronunciation checks Oral presentations Observation schedule Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Articulate vowel sounds as in 'saw' and 'cut' accurately for effective communication.
- Speak with expression and at an appropriate pace for fluency.
- Value speaking fluently for effective communication.

The learner is guided to:
- Repeat words with the vowel sounds as in 'saw' and 'cut' after the teacher.
- Practise saying words with the target vowel sounds in groups.
- Say additional words with the same vowel sounds.
- Listen to and present a speech about the environment with appropriate expressions.
- Recite the poem "Prevention is better than cure" with expression.

How can you make others feel what you are saying?

- Oxford New Progressive Primary English pg. 137
Digital devices
Audio recordings
Charts

Oral presentations Speech assessment Recitation assessment Observation schedule

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Make short speeches on the environment at the right speed and with expression.
- Use nonverbal cues appropriately when speaking.
- Promote the importance of fluency in speech.

The learner is guided to:
- Make a short speech about the environment with appropriate expressions.
- Use gestures and facial expressions when making presentations.
- Listen to speeches about the environment from the internet.
- Evaluate other learners' speeches based on fluency, expression, and appropriate pace.
- Match words related to clean environment with their meanings.

Why is it important to use gestures when speaking?

- Oxford New Progressive Primary English pg. 138
Digital devices
Audio-visual materials
Charts

Speech assessment Oral presentations Peer assessment Vocabulary matching assessment

Reading

Intensive Reading: Poem/Song

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

- Read a poem or song with expression for effective communication.
- Apply basic stress and rhythm when reading a poem.
- Appreciate the importance of reading poems with expression.

The learner is guided to:
- Read the passage "World Environment Day" and the poem "The Push".
- Answer factual and inferential questions from the poem.
- Discuss what each stanza of the poem is talking about.
- Present the poem to the class using gestures and body movements.
- Find and discuss proverbs used in the poem.

Why do we enjoy reading poems?

- Oxford New Progressive Primary English pg. 139
Digital devices
Poetry books
Charts

Recitation assessment Oral questions Written comprehension questions Peer assessment

Reading

Intensive Reading: Proverbs

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

- Identify proverbs in poems and passages.
- Interpret the meaning of proverbs appropriately.
- Value the wisdom in proverbs for personal development.

The learner is guided to:
- Find proverbs used in the poem "The Push".
- Discuss the meanings of the proverbs.
- Use proverbs to make sentences.
- Watch a poem about conserving the environment online and discuss what each stanza is about.
- Create a collection of proverbs related to the environment.

How are poems different from stories?

- Oxford New Progressive Primary English pg. 140
Digital devices
Poetry books
Charts

Oral questions Written exercises Proverb interpretation assessment Collection assessment

Reading

Intensive Reading: Poem/Song/Proverbs

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

- Read passages containing proverbs with expression for effective communication.
- Respond to questions based on passages containing proverbs for comprehension.
- Adopt intensive reading in day-to-day communication.

The learner is guided to:
- Read passages containing proverbs related to the environment.
- Identify and interpret proverbs in the passages.
- Answer factual and inferential questions from the passages.
- Discuss and role play events in the passages.
- Create a poster highlighting proverbs about environmental conservation.

How do proverbs help us understand our environment better?

- Oxford New Progressive Primary English pg. 141
Digital devices
Supplementary readers
Charts

Oral questions Written comprehension questions Poster assessment Role play assessment

Grammar in Use

Aspect: Present Perfect

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

- Identify the present perfect aspect in oral and written texts.
- Use the present perfect aspect correctly in sentences.
- Appreciate the importance of proper aspect in everyday communication.

The learner is guided to:
- Listen to a story and identify sentences that tell what people have just finished doing.
- Make sentences from a table using 'has' or 'have' with the correct form of verbs.
- Ask and answer questions about what people in the class have just finished doing.
- Sing a song featuring the present perfect aspect.

How do we show the time an action has just taken place?

- Oxford New Progressive Primary English pg. 142
Digital devices
Charts
Songs

Written exercises Oral questions Sentence construction assessment Singing assessment

Grammar in Use

Aspect: Present Perfect

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

- Identify the present perfect aspect in oral and written texts.
- Use the present perfect aspect correctly in sentences.
- Appreciate the importance of proper aspect in everyday communication.

The learner is guided to:
- Listen to a story and identify sentences that tell what people have just finished doing.
- Make sentences from a table using 'has' or 'have' with the correct form of verbs.
- Ask and answer questions about what people in the class have just finished doing.
- Sing a song featuring the present perfect aspect.

How do we show the time an action has just taken place?

- Oxford New Progressive Primary English pg. 142
Digital devices
Charts
Songs

Written exercises Oral questions Sentence construction assessment Singing assessment

Grammar in Use

Aspect: Past Perfect

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

- Identify the past perfect aspect in oral and written texts.
- Use the past perfect aspect correctly in sentences.
- Value the importance of proper aspect in communication.

The learner is guided to:
- Read a paragraph and identify what the learners had finished doing.
- Use 'had' and the correct form of verbs to fill in gaps in sentences.
- Sing a song featuring the past perfect aspect.
- Fill in gaps using 'has', 'have', or 'had'.
- Play a fishing game where they pick a word card and make sentences using 'has/have' and 'had'.

How do we show that an action has been completed?

- Oxford New Progressive Primary English pg. 143
Digital devices
Word cards
Charts

Written exercises Gap filling exercises Game-based assessment Singing assessment

Writing

Guided Composition: Personal Diary

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

- Identify the components of a personal diary for effective writing.
- Write a personal diary in the correct format for effective communication.
- Appreciate the importance of keeping a personal diary.

The learner is guided to:
- Identify components of a diary individually.
- View samples of diaries and discuss them with peers.
- Search for information on how to write personal diaries from electronic devices or printed sources.
- Plan and organize information to be included in a personal diary.

Why should we keep a record of what we do?

- Oxford New Progressive Primary English pg. 144
Digital devices
Sample diaries
Charts

Written exercises Planning assessment Component identification assessment Research assessment

Writing

Guided Composition: Personal Diary

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

- Write a personal diary in the correct format for effective communication.
- Evaluate the quality of a personal diary based on specific criteria.
- Adopt the use of diaries in our day-to-day life.

The learner is guided to:
- Write a personal diary with peers about activities related to environmental conservation.
- Display their diaries to class members.
- Give feedback on peers' diaries.
- Revise their diaries based on feedback received.
- Create a digital diary using a tablet or computer.

What information do we record in a diary?

- Oxford New Progressive Primary English pg. 145
Digital devices
Sample diaries
Charts

Written exercises Diary assessment Peer assessment Digital diary assessment

MONEY

Listening and Speaking

Pronunciation and Vocabulary: Intensive Listening

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

- Articulate sounds /m/, /n/, /ŋ/ and /ks/ as in the letter 'x' accurately for effective communication.
- Identify words with silent letters in oral and written texts.
- Value the importance of correct pronunciation for effective communication.

The learner is guided to:
- Say sentences with the sounds /m/, /n/, /ŋ/ and /ks/ after the teacher.
- Identify words with the target sounds from a story.
- Say words aloud with silent letters such as in 'honest', 'park', 'debt'.
- Identify the silent letters in words.
- Listen to stories related to the theme of money.

Why should we listen carefully?

- Oxford New Progressive Primary English pg. 146
Digital devices
Audio recordings
Charts

Pronunciation checks Oral presentations Listening assessment Observation schedule

Listening and Speaking

Pronunciation and Vocabulary: Language Pattern

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

- Use the language pattern 'very...but...' correctly for effective oral communication.
- Apply vocabulary related to the theme in different contexts.
- Appreciate the importance of language patterns in communication.

The learner is guided to:
- Listen as the teacher reads sentences with the pattern 'very...but...'.
- Fill in gaps to complete sentences using the pattern 'very...but...'.
- Make sentences using the pattern 'very...but...'.
- Take turns to say the sentences.
- Play the telephone game with peers.

How can we learn a new word?

- Oxford New Progressive Primary English pg. 147
Digital devices
Audio recordings
Charts

Oral presentations Gap filling exercises Sentence construction assessment Game-based assessment

Listening and Speaking

Pronunciation and Vocabulary: Riddles/Tongue Twisters

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

- Create and solve riddles related to money.
- Listen intensively for specific information from a variety of texts.
- Promote the importance of riddles and tongue twisters in language development.

The learner is guided to:
- Solve riddles related to money.
- Create riddles using words with specific sounds.
- Watch a video of people telling riddles.
- Listen to the teacher say words about money and identify them.
- Use words related to money to make sentences.

Why should we listen to others?

- Oxford New Progressive Primary English pg. 148
Digital devices
Audio-visual materials
Charts

Riddle creation assessment Oral presentations Vocabulary identification assessment Sentence construction assessment

Reading

Extensive Reading: Newspapers

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

- Read grade-appropriate articles from newspapers for comprehension.
- Extract specific information from newspaper articles.
- Appreciate the importance of reading newspapers for information.

The learner is guided to:
- Read the newspaper article "Kisuke Town".
- Describe the places and activities in Kisuke Town.
- Pick out new words from the article and discuss their meanings.
- Make sentences using the new words.
- Read other newspaper articles about money.

Why is it important to read newspapers and magazines?

- Oxford New Progressive Primary English pg. 149
Digital devices
Newspapers
Magazines

Oral questions Written comprehension questions Vocabulary tests Sentence construction assessment

Reading

Extensive Reading: Magazines

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

- Read grade-appropriate articles from magazines for comprehension.
- Demonstrate independent reading of a variety of materials for information and enjoyment.
- Value reading from different sources for information.

The learner is guided to:
- Select an article about money from a newspaper or magazine.
- Read the article and tell group members what it's about.
- Pick out new words from the article and discuss their meanings.
- Talk about what they like or dislike about the article.
- Create a class magazine with articles about money.

How do we choose the materials we read?

- Oxford New Progressive Primary English pg. 150
Digital devices
Magazines
Newspapers

Reading logs Oral presentations Vocabulary tests Magazine creation assessment

Grammar in Use

Word Class: Prepositions of Position

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

- Identify prepositions of position in sentences for comprehension.
- Use prepositions of position correctly in oral and written contexts.
- Appreciate the importance of prepositions for clarity in communication.

The learner is guided to:
- Look at pictures and read sentences showing the position of things.
- Talk about what the prepositions in pink show.
- Underline prepositions in sentences.
- Make sentences from a table using prepositions of position.
- Create a chart showing the position of things in the classroom using prepositions.

Why should we tell others exactly where people and things are?

- Oxford New Progressive Primary English pg. 151
Digital devices
Pictures
Charts

Written exercises Oral questions Chart creation assessment Sentence construction assessment

Grammar in Use

Word Class: Prepositions of Position

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

- Identify prepositions of position in sentences for comprehension.
- Use prepositions of position correctly in oral and written contexts.
- Appreciate the importance of prepositions for clarity in communication.

The learner is guided to:
- Look at pictures and read sentences showing the position of things.
- Talk about what the prepositions in pink show.
- Underline prepositions in sentences.
- Make sentences from a table using prepositions of position.
- Create a chart showing the position of things in the classroom using prepositions.

Why should we tell others exactly where people and things are?

- Oxford New Progressive Primary English pg. 151
Digital devices
Pictures
Charts

Written exercises Oral questions Chart creation assessment Sentence construction assessment

Grammar in Use

Word Class: Prepositions of Direction

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

- Identify prepositions of direction in sentences for comprehension.
- Use prepositions of direction correctly in oral and written contexts.
- Value the importance of prepositions for clarity in communication.

The learner is guided to:
- Look at pictures and read sentences showing the direction of movement.
- Talk about what the prepositions in pink show.
- Fill in gaps with appropriate prepositions of direction.
- Walk around the school and make sentences about how people are moving using prepositions of direction.
- Exchange books with another group and correct any mistakes.

How do we show the position of people and things?

- Oxford New Progressive Primary English pg. 152
Digital devices
Pictures
Charts

Written exercises Gap filling exercises Sentence construction assessment Peer assessment

Writing

Spelling: Double Word Consonants

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

- Identify words with double consonants in oral and written texts.
- Spell words with double consonants correctly for clarity in writing.
- Appreciate the importance of correct spelling in written communication.

The learner is guided to:
- Work in pairs where one reads a word as the other writes it down.
- Use letter cards to complete words with double consonants.
- Use the completed words to make sentences.
- Join jigsaw puzzles to form words with double consonants.
- Write the words formed in their exercise books.

Why is it important to write words correctly?

- Oxford New Progressive Primary English pg. 153
Digital devices
Letter cards
Jigsaw puzzles

Spelling tests Written exercises Puzzle assessment Sentence construction assessment

Writing

Spelling: Double Word Consonants

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

- Rearrange letters to form words with double consonants.
- Use words with double consonants correctly in sentences.
- Value correct spelling for effective written communication.

The learner is guided to:
- Arrange letters in pink to make words based on given meanings.
- Write the formed words in their exercise books.
- Use the words to make sentences.
- Discuss why it is important to spell words correctly.
- Search online and watch a video on words with double consonants.
- Recite the end-of-year poem, noting what they have learned in Grade 4.

How can we improve our spelling?

- Oxford New Progressive Primary English pg. 154
Digital devices
Letter cards
Videos

Written exercises Sentence construction assessment Discussion assessment Recitation assessment