GREETINGS

Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the letters and their corresponding sounds for effective communication
-Pronounce words with the target sounds accurately for effective communication
-Use words related to greetings in everyday conversations
-Realise the importance of greetings in diverse contexts

The learner is guided to:
-Listen to an oral text with words containing the sounds corresponding to the letters a-h
-Take turns to pronounce sounds /a:/ /æ/ (cat), /ɜː/(bird), /ɑː/ (car) /ə/ (about)
-Match sounds to corresponding letters
-Talk about pictures/photos of people greeting one another

Why do we greet people? -How do we greet people at different times of the day?

Skills in English Learner's Book
-Page 1
-Flash cards
-Charts
-Pictures/photos

Observation -Oral questions -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the letters and their corresponding sounds for effective communication
-Pronounce words with the target sounds accurately for effective communication
-Use words related to greetings in everyday conversations
-Realise the importance of greetings in diverse contexts

The learner is guided to:
-Practise various types of greetings such as shaking hands, patting someone on the back, fist bump, wave
-Watch videos of people greeting each other
-Use non-verbal cues such as eye contact, appropriate gestures and facial expressions when greeting others

Why do we greet people? -How do we greet people at different times of the day?

Skills in English Learner's Book
-Page 1
-Video clips
-Digital devices
-Sound charts
-Flash cards
-Audio recordings

Observation -Oral questions -Performance Assessment

Reading
Language Use
Language Use

Pre-reading
Verb 'to be'
Verb 'to be'

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

-Identify an appropriate posture for reading preparedness
-Read words containing the target letters correctly
-Realise the importance of correct posture in preparation for reading

The learner is guided to:
-Select the appropriate sitting position from pictures, videos and teacher's demonstration
-Position self and reading materials appropriately
-Turn pages of a book from right to left for easy reading

How do we sit while reading? -How do we position our books while reading?

Skills in English Learner's Book
-Page 5
-Pictures
-Videos
-Reading materials
-Flash cards
-Charts
-Word cards
-Page 3
-Video clips
-Role play materials

Observation -Checklists -Self-assessment

Writing

Pre-writing

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

-Recognise appropriate sitting posture in preparation for writing
-Exhibit appropriate eye-hand coordination in preparation for writing
-Realise the role of correct posture and positioning of materials in writing

The learner is guided to:
-Look at pictures, watch videos on appropriate sitting posture
-Practise sitting in the right posture in pairs or small group
-Position the exercise book correctly
-Hold pencils/colouring materials correctly

Why is it important to sit properly when writing? -How do we place our books when writing?

Skills in English Learner's Book
-Page 16
-Pictures
-Videos
-Exercise books
-Pencils
-Colouring materials
-Plasticine/clay
-Dotted worksheets

Observation -Assessment rubrics -Checklists

SCHOOL

Listening and Speaking
Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words featuring the target sounds for effective communication
-Articulate the target sounds correctly for effective communication
-Make sentences using words related to the theme
-Realise the role of listening in communication

The learner is guided to:
-Identify the target sounds i: /iː/ (feet), /ɪ/ (fit) /aɪ/ (price)
-Take pictures of items during a nature walk around the school and name them
-Use a Frayer model to discuss the meaning of words related to the theme

Which words do we use to talk about school? -How can we listen attentively to others?

Skills in English Learner's Book
-Page 1
-Digital devices
-Picture charts
-Frayer model
-Song charts
-Poems
-Sound cards
-Language games
-School pictures

Observation -Oral questions -Picture labelling

Listening and Speaking
Reading
Reading
Language Use

Pronunciation and Vocabulary
Pre-reading
Pre-reading
Subject-verb Agreement

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

-Identify words featuring the target sounds for effective communication
-Articulate the target sounds correctly for effective communication
-Make sentences using words related to the theme
-Realise the role of listening in communication

The learner is guided to:
-Practice all target sounds learnt
-Use a Frayer model to discuss the meaning of words related to the school theme
-Play language games depicting the school environment

Which words do we use to talk about school? -How can we listen attentively to others?

Skills in English Learner's Book
-Page 1
-Frayer model charts
-Language games
-School vocabulary cards
-Page 5
-Flash cards
-Charts
-Reading materials
-Reading books
-Letter cards
-Page 13
-Story books
-Dialogue charts

Observation -Oral questions -Assessment rubrics

Language Use
Writing

Subject-verb Agreement
Pre-writing

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

-Identify the correct use of subject-verb agreement in statements and questions
-Construct simple sentences related to the theme with correct subject-verb agreement for effective communication
-Acknowledge the importance of subject-verb agreement for fluency

The learner is guided to:
-Construct sentences about pictures showing singular and plural forms
-Construct sentences about actions demonstrated by peers
-Recite poems featuring singular and plural forms

How do you talk about a person, an object or a place? -How do we talk about many people?

Skills in English Learner's Book
-Page 13
-Picture cards
-Poems
-Page 16
-Pictures
-Writing materials

Observation -Oral presentation -Peer Assessment

Writing
Listening and Speaking
Listening and Speaking

Pre-writing
Pronunciation and Vocabulary
Pronunciation and Vocabulary

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

-Identify appropriate sitting posture in preparation for writing
-Demonstrate appropriate eye hand co-ordination in preparation for writing
-Realise the importance of positioning oneself and writing materials appropriately in preparation for writing

The learner is guided to:
-Practise writing from the left to the right
-Draw and colour different shapes
-Role play how to use their exercise books well

How do we sit when writing? -How do we write?

Skills in English Learner's Book
-Page 16
-Exercise books
-Colouring materials
-Shapes worksheet
-Page 37
-Video clips
-Flash cards
-Sound charts
-Role play materials
-Family pictures

Observation -Written assessment -Peer Assessment

FAMILY

Listening and Speaking
Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Pre-reading
Pre-reading

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

-Link the target letters of the alphabet with their sound appropriately
-Use words related to the theme correctly in oral communication
-Respond to verbally and non-verbally to simple one directional instructions
-Realise the role of correct pronunciation in conversations

The learner is guided to:
-Listen and point out the sounds of the letters: y, z
-Use dialogues/rhymes/tongue twisters/language games/songs to practise vocabulary related to the theme
-Talk about family members

Why should we pronounce words correctly? -How can we listen attentively during conversation?

Skills in English Learner's Book
-Page 37
-Rhymes
-Tongue twisters
-Songs
-Language games
-Family vocabulary cards
-Page 42
-Letter cards
-Sound charts
-Plasticine/clay
-Word cards
-Matching activities

Observation -Oral questions -Checklists

Language Use
Writing

Pronouns ('I, you')
Handwriting

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

-Recognise the correct use of the pronouns "I", and "you" in short sentences and other texts
-Use the pronouns "I, and "you" correctly in short sentences and other texts
-Value the role of pronoun "I", and "you" correctly in day-to-day communication

The learner is guided to:
-Watch a video of family members talking to each other using pronouns "I", and "you"
-Listen to the teacher's instructions or an audio recording of a dialogue, songs or stories using pronouns "I", and "you"

Which words do you use to talk about yourself?

Skills in English Learner's Book
-Page 47
-Video clips
-Audio recordings
-Dialogue charts
-Digital devices
-Role play materials
-Page 49
-Pattern books
-Charts
-Drawing materials

Observation -Oral questions -Assessment rubrics

Writing
Listening and Speaking

Handwriting
Pronunciation and Vocabulary

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

-Recognise the correct formation of lower case letters of the alphabet
-Form lower case letters correctly
-Write from left to right correctly
-Adopt forming letter correctly for effective communication

The learner is guided to:
-Practise writing lower case letters from left to right
-Draw and label objects related to the theme
-Practice writing family-related words

Why do we need to write in good handwriting?

Skills in English Learner's Book
-Page 49
-Exercise books
-Family pictures
-Labelling materials
-Page 19
-Audio recordings
-Sound charts
-Home pictures

Observation -Written assessment -Peer Assessment

HOME

Listening and Speaking
Listening and Speaking
Listening and Speaking
Reading

Pronunciation and Vocabulary
Pre-reading

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

-Recognise target sounds in the given words
-Pronounce the target sounds for clarity in communication
-Respond to simple specific one-directional instructions using the new words
-Adopt using the vocabulary learnt in oral communication

The learner is guided to:
-Practice pronouncing target sounds
-Respond to instructions given by the teacher
-Role play giving each other one-directional instructions

Why should we listen attentively? -Why should we pronounce words correctly?

Skills in English Learner's Book
-Page 19
-Home vocabulary cards
-Instruction cards
-Home objects/pictures
-Role play materials
-Language games
-Page 24
-Audio recordings
-Letter charts
-Flashcards

Observation -Oral presentation -Assessment rubrics

Reading
Language Use
Language Use

Pre-reading
Singular and plurals (add -s and -es)
Singular and plurals (add -s and -es)

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

-Identify target letters in given words
-Form words using the target letters in preparation for reading
-Realise the importance of letters in word formation

The learner is guided to:
-Practise using target letters in forming words
-Match and pair the target letters with their corresponding sounds with peers
-Read simple words using target letters

Why do we learn letters?

Skills in English Learner's Book
-Page 24
-Word formation cards
-Matching activities
-Page 30
-Home object pictures
-Grouping charts
-Drawing materials
-Poems
-Digital devices

Observation -Written questions -Assessment rubrics

Writing

Handwriting

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

-Recognise the correct letter formation of target letters
-Form letters in terms of shape and size correctly
-Write from left to right to communicate effectively
-Realise the importance of correct letter formation for effective communication

The learner is guided to:
-Copy capital and small letter patterns for target letters: Aa, Mm, Tt, Ee
-Practise correct letter formation of target letters from models on the board/chart/pattern books

Why do we need to write clearly and neatly?

Skills in English Learner's Book
-Page 33
-Letter pattern books
-Charts
-Board
-Video clips
-Exercise books
-Home word lists

Observation -Written assessment -Checklists

TIME

Listening and Speaking
Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify new words featuring the target sounds in sentences
-Use new words related to the theme in sentences
-Use facial expressions appropriately during conversations
-Appreciate the use of facial expression in communication

The learner is guided to:
-Listen to modelling of the target sounds (Ss, Ll, Ii, Pp) and mimic
-Look at pictures and watch videos depicting different times of the day
-Role play activities done at different times of the day using words related to the theme

Why is it important to look at the person talking to us? -Which words do we use to talk about time?

Skills in English Learner's Book
-Page 52
-Time pictures
-Video clips
-Sound charts
-Time songs
-Conversation pictures
-Facial expression cards
-Role play materials

Observation -Oral questions -Assessment rubrics

Listening and Speaking
Reading
Reading
Language Use

Pronunciation and Vocabulary
Pre-reading
Pre-reading
Present Simple Tense

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

-Identify new words featuring the target sounds in sentences
-Use new words related to the theme in sentences
-Use facial expressions appropriately during conversations
-Appreciate the use of facial expression in communication

The learner is guided to:
-Practice all target sounds and time vocabulary
-Use facial expressions appropriately
-Create sentences using time-related words

Why is it important to look at the person talking to us? -Which words do we use to talk about time?

Skills in English Learner's Book
-Page 52
-Time vocabulary cards
-Expression charts
-Page 57
-Letter matching cards
-Pocket charts
-Digital flashcards
-Fishing game materials
-Sight word cards
-Story books
-Page 63
-Video clips
-Daily routine charts

Observation -Oral questions -Assessment rubrics

Language Use
Writing

Present Simple Tense
Handwriting

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

-Identify words in the present simple tense in given sentences
-Use present tense forms to talk about time
-Apply present tense forms to sequence routine or daily activities
-Adopt the use of present simple tense to talk about routine activities

The learner is guided to:
-Report what he or she does at home
-Respond to simple questions demonstrating the use of present tense in talking about routine activities
-Repeat sentences containing present tense from a story, poem or conversation they have listened to

What do you do from morning to evening?

Skills in English Learner's Book
-Page 63
-Daily routine cards
-Story books
-Poems
-Page 66
-Letter pattern models
-Charts
-Board

Observation -Oral presentation -Peer Assessment

Writing
Listening and Speaking
Listening and Speaking

Handwriting
Pronunciation and Vocabulary
Pronunciation and Vocabulary

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

-Form letters in terms of shape and size correctly
-Write words from left to right to communicate effectively
-Realise the need to form letters correctly for effective communication

The learner is guided to:
-Draw and label objects related to theme
-Practise writing letters and words from left to right
-Play language games involving the shaping of letters
-Sort out small letters and capital letters and write them separately

Why is it important to write clearly and neatly? -How can we tell letters are correctly written?

Skills in English Learner's Book
-Page 66
-Drawing materials
-Language games
-Letter sorting cards
-Page 84
-Audio recordings
-Frayer model charts
-Weather pictures
-Weather rhymes
-Weather songs
-Story books

Observation -Written assessment -Peer Assessment

WEATHER AND OUR ENVIRONMENT

Listening and Speaking
Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Word Reading
Word Reading

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

-Identify words featuring the target sounds from an oral text
-Pronounce words with the target sounds for reading preparedness
-Respond to simple specific one-directional instructions using new words
-Realise the importance of correct pronunciation in communication

The learner is guided to:
-Use weather vocabulary in sentences
-Role play responding to simple instructions related to the theme
-Use appropriate eye contact and facial expressions

Why is it important to pronounce words correctly? -What should we do when someone is talking to us?

Skills in English Learner's Book
-Page 84
-Role play materials
-Weather vocabulary cards
-Instruction cards
-Sound practice materials
-Page 89
-Word charts
-Sound cards
-Weather word lists
-Weather stories
-Decodable word cards
-Sentence strips

Observation -Oral questions -Checklists

Language Use
Writing

Present continuous tense
Spelling

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

-Identify ongoing activities in and out of school
-Use the present continuous tense to describe on-going activities related to weather and the environment
-Adopt communicating ideas using the present continuous tense

The learner is guided to:
-Name the activities going on in the school compound
-Recite poems/sing songs featuring the present continuous tense
-Answer questions about ongoing activities related to the theme, in pairs or groups

What is going on in the school compound?

Skills in English Learner's Book
-Page 94
-Activity pictures
-Poems
-Songs
-Story books
-Role play materials
-Page 97
-Spelling lists
-Dictation materials
-Writing materials

Observation -Oral questions -Assessment rubrics

Writing
Listening and Speaking

Spelling
Pronunciation and Vocabulary

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

-Recognise words featuring the target letters in written texts
-Spell 3-5 letter words featuring the target letters for writing fluency
-Realise the need for correct spelling in written communication

The learner is guided to:
-Listen to an audio recording and write down target words
-Copy a list of sentences featuring the target words
-Create a poster featuring the target words with peers

Why should we spell words correctly? -What makes one's handwriting readable?

Skills in English Learner's Book
-Page 97
-Audio recordings
-Poster materials
-Target word lists
-Page 100
-Sound charts
-Hygiene pictures

Observation -Written assessment -Peer Assessment

HYGIENE

Listening and Speaking
Listening and Speaking
Listening and Speaking
Reading

Pronunciation and Vocabulary
Word Reading

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

-Identify words with the target sounds in an oral text
-Pronounce words with the target sounds in preparation for reading
-Use new words related to the theme in a variety of contexts
-Realise the importance of listening attentively

The learner is guided to:
-Practice pronouncing target sounds
-Look at pictures from a story, and say the meaning of words related to the theme
-Practise matching vocabulary learnt to pictures and objects

Why is it important to pronounce words correctly? -How do we learn to speak?

Skills in English Learner's Book
-Page 100
-Hygiene pictures
-Vocabulary cards
-Story pictures
-Hygiene rhymes
-Songs
-Picture cards
-Hygiene vocabulary cards
-Sound practice materials
-Page 107
-Letter cards
-Non-decodable word lists
-Audio recordings

Observation -Oral presentation -Peer Assessment

Reading
Language Use
Language Use

Word Reading
Simple past tense (adding -ed/-d)
Simple past tense (adding -ed/-d)

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

-Identify words with the target sounds and letters for reading competence
-Read non-decodable words featuring the target sounds for reading competence
-Realise the importance of word reading for lifelong learning

The learner is guided to:
-Practise reading non-decodable words on a word wall with peers and give feedback
-Read words related to the theme
-Practice reading hygiene-related words

Why should we pronounce words correctly?

Skills in English Learner's Book
-Page 107
-Word wall
-Hygiene word lists
-Feedback charts
-Page 113
-Past tense charts
-Story books
-Question cards
-Verb cards
-Language games
-Hygiene activity pictures

Observation -Written questions -Assessment rubrics

Writing

Spelling

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

-Recognise words featuring the target letters in written texts
-Form the target letters correctly in terms of shape and size for effective communication
-Write 3-5 letter words featuring the target sounds correctly for effective communication
-Realise the importance of writing words correctly

The learner is guided to:
-Pick out words related to the target letters
-Practise correct letter formation from models drawn on the board, chart or pattern books
-Differentiate neat handwriting from untidy ones, with peers

Why should people write neatly? -How can we spell words correctly?

Skills in English Learner's Book
-Page 109
-Letter formation models
-Pattern books
-Spelling lists
-Drawing materials
-Hygiene objects
-Labelling materials

Observation -Written assessment -Checklists

PARTS OF THE BODY

Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify the target sounds from an audio text
-Pronounce words with the target sounds correctly for communication clarity
-Use new words related to the theme in relevant contexts
-Realise the importance of using words appropriately in communication

The learner is guided to:
-Listen to an audio recording of words featuring the target sounds(/k/, /d/ and /w/) or words modelled by the peers or teacher
-Pronounce the sounds by taking turns
-Match vocabulary learnt to pictures and objects

What do you do when someone is talking to you? -What is likely to happen if you pronounce a word wrongly?

Skills in English Learner's Book
-Page 116
-Audio recordings
-Body part pictures
-Vocabulary cards
-Poems
-Body part charts
-Sound cards
-Body part songs
-Rhymes
-Pictures
-Body vocabulary cards
-Sound practice materials

Observation -Oral questions -Assessment rubrics

Reading
Language Use

Fluency
Demonstratives

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

-Identify words with the target sounds in preparation for reading
-Read a grade-appropriate text at the right speed and with minimal hesitations
-Display the right feelings or emotions when reading a text
-Realise the importance of reading fluency for effective communication

The learner is guided to:
-Point out words with the sounds /k/, /d/ and /w/
-Read 3-4 letter words including words with letters 'c, d, w' in a text
-Engage in timed reading (30 words per minute)

Why is it important to read at the right speed? -Why should we display the right feelings and expressions when reading a text?

Skills in English Learner's Book
-Page 120
-Reading texts
-Timer/stopwatch
-Word lists
-Readers theatre scripts
-Poems
-Expression cards
-Page 126
-Body part charts
-Demonstrative cards
-Objects

Observation -Written assessment -Self-assessment

Language Use
Writing

Demonstratives
Spelling

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

-Identify singular and plural nouns from a text
-Use demonstratives to talk about the theme
-Realise the importance of well-formed sentences in communication

The learner is guided to:
-Use demonstratives to talk about near or far objects
-Recite a poem featuring the new words with peers
-Sing songs or recite rhymes about parts of the body

How do we tell others about near and far objects?

Skills in English Learner's Book
-Page 126
-Body part poems
-Songs
-Distance markers
-Page 130
-Spelling lists
-Letter cards
-Word cards

Observation -Oral presentation -Peer Assessment

Writing
Listening and Speaking
Listening and Speaking

Spelling
Pronunciation and Vocabulary
Pronunciation and Vocabulary

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

-Identify words with the target letters in a written text
-Spell words with the target letters correctly for writing fluency
-Write words related to the theme legibly and neatly
-Realise the importance of correct spelling in written communication

The learner is guided to:
-Make words related to parts of the body from jumbled letters
-Write the words read aloud to them
-Copy words legibly and correctly
-Form words with peers using the letters of their names

Why do we spell words correctly? -How can we write legibly and neatly?

Skills in English Learner's Book
-Page 130
-Jumbled letter cards
-Dictation materials
-Writing materials
-Page 133
-Audio recordings
-Friend pictures
-Sound charts
-Friendship dialogues
-Vocabulary cards
-Audio materials

Observation -Written assessment -Peer Assessment

MY FRIENDS

Listening and Speaking
Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
Fluency

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

-Identify words with the target sounds from written texts
-Pronounce words with the target sounds correctly
-Use the vocabulary related to the theme in oral sentences
-Realise the role of vocabulary in communication

The learner is guided to:
-Use friendship vocabulary in sentences
-Role play events related to the theme
-Sing songs related to friends

Why should we pronounce sounds and words correctly? -How can we improve our pronunciation?

Skills in English Learner's Book
-Page 133
-Role play materials
-Friendship songs
-Scenario cards
-Friendship vocabulary cards
-Sound practice materials
-Page 138
-Reading charts
-Timer/stopwatch
-Target sound words
-Friendship poems
-Readers theatre scripts
-Expression cards

Observation -Oral questions -Checklists

Language Use
Writing

Common and proper nouns
Punctuation (capital letters and the full stop)

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

-Recognise common and proper nouns from texts
-Use common and proper nouns to talk about the theme
-Adopt using of common and proper nouns in everyday communication

The learner is guided to:
-Single out common and proper nouns from a text
-Name items in the classroom
-Talk about their friends using common and proper nouns

Why is it important to refer to people and places by their names? -What things can you see in the classroom?

Skills in English Learner's Book
-Page 143
-Noun charts
-Classroom items
-Friend name cards
-Fill-in worksheets
-Noun cards
-Sentence strips
-Page 146
-Text samples
-Punctuation charts
-Writing materials

Observation -Oral questions -Assessment rubrics

Writing
Listening and Speaking

Punctuation (capital letters and the full stop)
Pronunciation and Vocabulary

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

-Identify capital letters, small letters and the full stop in a text
-Use capital and small letters correctly for names and proper nouns in writing
-Realise the use of capital letters, small letters and the full stop in writing

The learner is guided to:
-Practise writing their names/names of their friends starting with capital letters
-Write sentences about friends using correct punctuation
-Correct sentences with punctuation errors

Why do we use the full stop? -When do we use capital letters?

Skills in English Learner's Book
-Page 146
-Friend name cards
-Punctuation practice sheets
-Correction materials
-Page 149
-Audio recordings
-Sound charts
-Safety pictures

Observation -Written assessment -Peer Assessment

SAFETY

Listening and Speaking
Listening and Speaking
Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

-Identify words with the target sounds for oral fluency
-Pronounce the words with the target sounds in preparation for reading
-Use new words correctly in oral communication
-Realise the importance of varied vocabulary in communication

The learner is guided to:
-Practice pronouncing vowel sounds and diphthongs
-Play word family games containing the target sounds
-Use picture clues to explain the meaning of new words related to safety

What happens if we don't listen to instructions carefully? -How can we ensure we are safe when doing activities at home or at school?

Skills in English Learner's Book
-Page 149
-Word family games
-Safety vocabulary cards
-Picture cards
-Video games
-Safety instructions
-Question cards
-Sound practice materials
-Page 154
-Reading texts
-Timer/stopwatch
-Punctuation guides

Observation -Oral presentation -Peer Assessment

Reading
Language Use
Language Use

Fluency
Simple prepositions (in, on, under, between, behind, in front, inside, outside)
Simple prepositions (in, on, under, between, behind, in front, inside, outside)

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

-Identify words with the target sounds in preparation for reading
-Read a text accurately, at the right speed and with expression for fluency
-Realise the importance of reading accurately, at the right speed and with expression in lifelong learning

The learner is guided to:
-Practice reading sentences containing decodable and non-decodable words with peers
-Read texts about safety with appropriate expression
-Monitor reading speed and accuracy

What do you like reading? -How can you show that you are observing correct punctuations?

Skills in English Learner's Book
-Page 154
-Decodable texts
-Safety stories
-Reading practice sheets
-Page 159
-Classroom objects
-Position cards
-Hide and seek materials
-Digital games
-Preposition cards
-Role play scenarios

Observation -Written questions -Assessment rubrics

Writing

Punctuation (capital letters and question marks)

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

-Identify capital letters and question marks in a text
-Use capital and question marks in sentences correctly
-Acknowledge the use of capital letters and question marks in writing

The learner is guided to:
-Show capital letters and question marks in a written text
-Punctuate sentences using capital letters and question marks, in pairs/small groups
-Identify when to use question marks in safety-related questions

Why do we use the question marks? -When do we use capital letters?

Skills in English Learner's Book
-Page 163
-Text samples
-Punctuation charts
-Question cards
-Punctuation practice sheets
-Safety question cards
-Writing materials

Observation -Written assessment -Checklists

COMMUNITY LEADERS

Listening and Speaking
Listening and Speaking
Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds in words from an oral text
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Advocate for appropriate pronunciation for clarity in communication

The learner is guided to:
-Listen to a print or digital text containing the target sounds: /ʃ/, /tʃ/, /θ/, /ð/
-Practise sound discrimination using minimal pairs
-Pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories

How can we use sounds to make new words? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 165
-Audio texts
-Sound charts
-Community leader pictures
-Minimal pair cards
-Story books
-Dialogues
-Picture cues
-Poems
-Tongue twisters
-Leader vocabulary cards
-Sound practice materials

Observation -Oral questions -Assessment rubrics

Reading

Fluency
Comprehension

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

-Identify words with the target sounds correctly
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Listen to short paragraphs containing words with the target sounds: /ʃ/, /tʃ/, /θ/, /ð/
-Read words with the target sounds adhering to the correct pronunciation
-Watch videos on reading fluently

Which words have the target sounds?

Skills in English Learner's Book
-Page 168
-Reading paragraphs
-Target sound words
-Video clips
-Story texts
-Timer/stopwatch
-Poems about leaders
-Page 171
-Story books
-Picture cards
-Comprehension questions

Observation -Written assessment -Self-assessment

Reading
Language Use

Comprehension
Adjectives

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

-Make predictions about a story related to the theme in preparation for reading
-Answer direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Answer comprehension questions about community leaders
-Discuss the role of leaders in the community
-Read for enjoyment and information

What do the pictures and the title tell us about the story? -Which words have the target sounds?

Skills in English Learner's Book
-Page 171
-Question cards
-Leader information texts
-Reading materials
-Page 174
-Classroom objects
-Pictures
-Adjective cards

Observation -Oral questions -Assessment rubrics

Language Use
Writing

Adjectives
Guided Writing

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

-Identify adjectives used to describe objects and people
-Use base forms of one and two-syllable adjectives in relevant contexts
-Appreciate the use of adjectives for effective communication

The learner is guided to:
-Describe community leaders using adjectives
-Sing songs/rhymes, recite poems that use adjectives
-Create sentences using adjectives

How do we talk about people, things or places?

Skills in English Learner's Book
-Page 174
-Leader pictures
-Songs
-Poems
-Page 176
-Spelling games
-Picture prompts

Observation -Oral presentation -Peer Assessment

Writing
Listening and Speaking
Listening and Speaking

Guided Writing
Pronunciation and Vocabulary
Pronunciation and Vocabulary

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

-Identify ideas depicted in different pictures related to the theme in preparation for writing
-Use 4-6 letter words to fill in gaps in sentences correctly
-Appreciate the importance of writing correctly in communication

The learner is guided to:
-Match pictures and sentences about community leaders
-Fill in gaps in sentences
-Write simple sentences about community leaders

How do pictures help us to write?

Skills in English Learner's Book
-Page 176
-Matching cards
-Gap-fill worksheets
-Writing materials
-Page 179
-Audio recordings
-Minimal pair cards
-Poems
-Story books
-Picture cues
-Vocabulary cards

Observation -Written assessment -Peer Assessment

LIVING TOGETHER

Listening and Speaking
Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

-Recognise the target sounds in words for effective communication
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Realise the importance of proper pronunciation in oral communication

The learner is guided to:
-Construct simple sentences using new words
-Respond to simple one-directional instructions orally or by using appropriate gestures
-Use vocabulary related to living together

How would you know if someone is listening to you? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Instruction cards
-Living together pictures
-Sentence strips
-Living together vocabulary cards
-Sound practice materials
-Page 183
-Reading paragraphs
-Target sound words
-Story books

Observation -Oral questions -Checklists

Reading
Language Use

Fluency
Comprehension
Comprehension
Use of possessives (my, our, her, his, their, its)

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

-Identify words with the target sounds in a text
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Take part in timed-reading of a text displaying the right expressions
-Recite poems/rhymes related to the theme with peers
-Practice reading with appropriate expression

How do we read fluently?

Skills in English Learner's Book
-Page 183
-Timer/stopwatch
-Poems about living together
-Expression guides
-Page 186
-Story books
-Picture cards
-Comprehension questions
-Question cards
-Role play materials
-Digital texts
-Page 189
-Classroom objects
-Possessive cards

Observation -Written questions -Assessment rubrics

Language Use

Use of possessives (my, our, her, his, their, its)

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

-Recognise possessives from a written text
-Use possessives to talk about ownership in relation to the theme
-Adopt the use of possessives to show ownership in oral communication

The learner is guided to:
-Pick out possessives from a text
-Use possessives in phrases and sentences to illustrate ownership
-Practice using possessives in context

Which words do we use to show ownership? -Why is it important to use possessives correctly?

Skills in English Learner's Book
-Page 189
-Text samples
-Possessive worksheets
-Sentence strips

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Recognise the correct words to fill in gaps to complete sentences
-Fill in gaps in simple sentences for effective communication
-Realise the importance of writing complete sentences to express meaning

The learner is guided to:
-Work with peers to match pictures with words
-Pick out correct words that can be used to fill in gaps in sentences appropriately
-Use the words provided to fill in gaps correctly and meaningfully in given sentences

Why is it important to write clearly and legibly? -What should you consider when selecting words to fill in gaps?

Skills in English Learner's Book
-Page 192
-Picture-word cards
-Gap-fill worksheets
-Word banks
-Sentence prompts
-Living together topics
-Writing materials

Observation -Written assessment -Checklists

TECHNOLOGY

Listening and Speaking
Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify targets sounds in words from an oral text
-Articulate words with the target sounds accurately to discriminate the sounds
-Use the vocabulary leant in relevant context
-Adopt using the vocabulary learnt to communicate effectively in various contexts

The learner is guided to:
-Listen to a print or digital text containing the target sounds: /ʊ/ and /eɪ/ (pay, wait)
-Practise sound discrimination using minimal pairs with peers
-Pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories

Why is it important to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Digital texts
-Audio recordings
-Technology pictures
-Minimal pair cards
-Technology stories
-Dialogue scripts
-Picture cues
-Recording devices
-Poems

Observation -Oral questions -Assessment rubrics

Listening and Speaking
Reading
Reading
Language Use

Pronunciation and Vocabulary
Comprehension
Comprehension
Yes/No questions (with can, may, will)

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

-Identify targets sounds in words from an oral text
-Articulate words with the target sounds accurately to discriminate the sounds
-Use the vocabulary leant in relevant context
-Adopt using the vocabulary learnt to communicate effectively in various contexts

The learner is guided to:
-Practice all target sounds and technology vocabulary
-Create sentences using technology-related words
-Record themselves using digital devices

Why is it important to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Technology vocabulary cards
-Digital devices
-Sound practice materials
-Page 183
-Technology story books
-Picture cards
-Comprehension questions
-Context clue worksheets
-Question cards
-Technology texts
-Page 189
-Question songs
-Poems
-Question charts

Observation -Oral questions -Assessment rubrics

Language Use
Writing

Yes/No questions (with can, may, will)
Guided Writing

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

-Identify Yes/No questions, with can, may and will from a text
-Respond to Yes/No questions using can, may and will, for clarity in communication
-Realise the use of can, may and will to seek information

The learner is guided to:
-Restate sentence structures containing Yes/No questions from a story, poem or conversation they have listened to
-Role play activities that will elicit use of can, may and will
-Practice asking permission using technology tools

How do you ask your friends for help?

Skills in English Learner's Book
-Page 189
-Story texts
-Role play scenarios
-Technology permission cards
-Page 192
-Dictation materials
-Sentence-building games
-Picture-sentence cards

Observation -Oral presentation -Peer Assessment

Writing
Listening and Speaking
Listening and Speaking

Guided Writing
Pronunciation and Vocabulary
Pronunciation and Vocabulary

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

-Recognise the correct form of words to be used in writing simple sentences
-Rearrange words to form simple sentences for fluency in writing
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Rearrange jumbled words to form simple sentences
-Individually form simple sentences related to the theme (3-5 sentences)
-Write sentences about technology

What makes a sentence correct?

Skills in English Learner's Book
-Page 192
-Jumbled word cards
-Technology themes
-Writing materials
-Page 194
-Audio recordings
-Sound charts
-Number pictures
-Vocabulary cards
-Number songs
-Chants

Observation -Written assessment -Peer Assessment

NUMBERS

Listening and Speaking
Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
Fluency

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

-Recognise the target sounds used in words for effective communication
-Articulate the words with the target sounds in oral communication
-Use the vocabulary for oral communication in relevant contexts
-Advocate for appropriate use of correct pronunciation in communication

The learner is guided to:
-Use number vocabulary in sentences
-Practice counting using target sounds
-Create simple sentences with number words

Why should we pronounce words correctly? -Why is it important to learn new words?

Skills in English Learner's Book
-Page 194
-Counting materials
-Number charts
-Sentence strips
-Number vocabulary cards
-Sound practice materials
-Page 198
-Reading texts
-Sound cards
-Number stories
-Timer/stopwatch
-Readers theatre scripts
-Poems

Observation -Oral questions -Checklists

Reading
Language Use

Comprehension
Adverbs of Place

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

-Make predictions about a story based on the title and picture
-Read words that have the target sounds in a text related to the theme
-Respond to direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Discuss the title and pictures in the text and make predictions of what will happen
-Read a story and identify words that have the sounds /dʒ/, /s/, /ŋ/
-Read simple stories or passages aloud

How can we tell that someone has understood a story? -What helps us to understand a story?

Skills in English Learner's Book
-Page 202
-Story books
-Picture cards
-Comprehension questions
-Question cards
-Role play materials
-Digital texts
-Page 203
-Classroom objects
-Adverb cards
-Position charts

Observation -Written assessment -Oral presentation

Language Use

Adverbs of Place

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

-Recognise the adverbs of place in sentences to show awareness
-Use adverbs of place to describe the position of objects and people for effective communication
-Realise the importance of proper use of adverbs of place to describe the position of objects and people in the environment

The learner is guided to:
-Sing songs, role play and recite poems related to the theme with peers
-Describe number-related objects using adverbs of place
-Create sentences using adverbs of place

Where do you find different things in the classroom? -Why is it important to place things in the right place?

Skills in English Learner's Book
-Page 203
-Songs
-Role play materials
-Poems

Observation -Oral presentation -Peer Assessment

Writing
Listening and Speaking

Guided Writing
Pronunciation and vocabulary

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

-Recognise words related to the theme in simple sentences
-Write simple meaningful sentences as guided for effective communication
-Realise the importance of writing for effective communication

The learner is guided to:
-Identify the target vocabulary in sentences
-Write simple meaningful sentences (not more than 5 words)
-Practise writing sentences from a substitution table

Why is it important to write meaningful sentences? -What makes it easy to write clear sentences?

Skills in English Learner's Book
-Page 206
-Vocabulary cards
-Substitution tables
-Sentence templates
-Gap-fill worksheets
-Number themes
-Writing materials
-Page 209
-Audio recordings
-Minimal pair cards
-Conservation pictures

Observation -Written assessment -Checklists

CONSERVING RESOURCES

Listening and Speaking
Listening and Speaking
Listening and Speaking

Pronunciation and vocabulary

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

-Identify the target sounds in an oral text
-Articulate words with the target sounds correctly to discriminate sounds
-Use the vocabulary learnt in relevant contexts
-Realise the role of vocabulary in communication

The learner is guided to:
-Practice sound discrimination using minimal pairs
-Play language games to practise new words
-Recite rhymes, sing songs and say tongue twisters with the target sounds with peers

What are the words that we can make from the sound given?

Skills in English Learner's Book
-Page 209
-Language games
-Songs
-Tongue twisters
-Conservation vocabulary cards
-Environmental pictures
-Sentence strips
-Sound practice materials

Observation -Oral presentation -Peer Assessment

Reading

Fluency
Comprehension

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

-Identify words with the target sounds accurately
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Identify words with the sounds /l/, /s/, /r/ from a text
-Read a text containing words with the target letters sounds adhering to the correct pronunciation
-Practise reading sentences containing decodable and non-decodable words, in small groups

Why are punctuation marks important in reading?

Skills in English Learner's Book
-Page 213
-Reading texts
-Sound cards
-Conservation stories
-Timer/stopwatch
-Readers theatre scripts
-Conservation poems
-Page 216
-Story books
-Picture cards
-Comprehension questions

Observation -Written assessment -Self-assessment

Reading
Language Use
Language Use

Comprehension
Interjections of surprise
Interjections of surprise

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

-Identify words that have the target sounds in a text related to the theme
-Make predictions about a story using the title and the pictures
-Respond to direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Infer the meanings of new words using contextual clues
-Answer direct and indirect questions using contextual clues
-Draw pictures to show what is happening in the story
-Read a text or view pictures for enjoyment and information

What do the pictures tell us about the story? -What does the title tell us about the story?

Skills in English Learner's Book
-Page 216
-Context clue worksheets
-Question cards
-Drawing materials
-Page 219
-Audio dialogues
-Interjection cards
-Role play materials
-Digital devices
-Surprise emojis
-Facial expression cards

Observation -Oral questions -Assessment rubrics

Writing

Guided Writing

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

-Recognise the correct order of word in sentences
-Write sentences of not more than five words related to the theme
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Identify the target vocabulary in sentences
-Match pictures with the correct sentences
-Write meaningful sentences (not more than 5 words)

Why are words important in writing?

Skills in English Learner's Book
-Page 222
-Vocabulary cards
-Picture-sentence matching
-Conservation themes
-Gap-fill worksheets
-Conservation topics
-Writing materials

Observation -Written assessment -Checklists