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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
CHILD RIGHTS AND RESPONSIBILITIES
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize sounds, words, and phrases correctly - Use words and phrases related to child rights in sentences correctly - Listen for the main idea and specific details for effective communication - Adopt attentive listening for effective communication |
The learner is guided to:
- Listen to an oral narrative in pairs or groups - Identify words and phrases containing the sounds /ʌ/ /ɑː/ from a print or audio text - Say words and phrases related to the theme accurately - Construct sentences using words and phrases with peers - Say tongue twisters containing the selected sounds collaboratively with peers - Write sentences and phrases containing the selected sounds and words - Make an audio recording of a poem containing the sounds /ʌ/ and /ɑː/ - Play the audio recording and obtain feedback |
1. Why should we say the sounds in words, phrases, and sentences correctly?
2. How can we improve our pronunciation?
3. Why should we listen attentively?
|
Oxford New Progressive Primary English Learner's Book pg. 1
Audio recording equipment Charts with tongue twisters Picture cards |
Oral reading
Dictation
Role play
Oral interviews
Dialogues
Oral discussions
|
|
| 2 | 2 |
Listening and Speaking
Reading Reading |
Pronunciation and Vocabulary
Use of Reference Materials Use of Reference Materials |
By the end of the
lesson, the learner
should be able to:
- Use vocabulary related to child rights and responsibilities correctly - Explain the meaning of words related to the theme - Appreciate the importance of using appropriate vocabulary in communication |
The learner is guided to:
- Discuss the meaning of words related to child rights and responsibilities - Look up meanings of words in the dictionary - Make sentences using words related to child rights and responsibilities - Identify phrases and expressions used to show child rights and responsibilities from texts - Use phrases and expressions correctly in context |
1. Which words do we use when talking about child rights?
2. How can we use phrases and expressions correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 2
Dictionary Charts with vocabulary words Picture cards Oxford New Progressive Primary English Learner's Book pg. 4 Reference materials: encyclopedias, dictionaries Library resources Oxford New Progressive Primary English Learner's Book pg. 6 Different types of reference materials Worksheets on using reference materials |
Oral questions
Vocabulary games
Written exercises
Peer assessment
|
|
| 2 | 3 |
Grammar in Use
Writing Writing |
Demonstrative Determiners
Filling Forms Filling Forms |
By the end of the
lesson, the learner
should be able to:
- Identify demonstrative determiners in a variety of texts - Use demonstrative determiners correctly - Promote the use of the correct demonstrative determiner during communication |
The learner is guided to:
- Identify demonstrative determiners from a text such as this, these, that, those - Read sentences containing demonstrative determiners in print or electronic materials - Construct sentences using demonstrative determiners with peers - Make sentences containing demonstrative determiners from a substitution table - Use demonstrative determiners to fill gaps in sentences - Search for more examples of sentences containing demonstrative determiners in print and digital texts |
1. How do you identify objects that are near or far?
2. How do we show that objects being referred to are singular or more?
|
Oxford New Progressive Primary English Learner's Book pg. 8
Charts with examples Flash cards Substitution tables Oxford New Progressive Primary English Learner's Book pg. 9 Substitution tables Worksheets with gap-filling exercises Digital resources Oxford New Progressive Primary English Learner's Book pg. 11 Sample forms Digital devices for searching online forms Manila paper for creating forms Oxford New Progressive Primary English Learner's Book pg. 12 Various sample forms Digital devices Colored pencils and markers |
Tasks such as multiple choice
Gap-filling
Short-answer
Discrimination exercises
Oral practice
|
|
| 2 | 4 |
NATIONAL CELEBRATIONS
Listening and Speaking Listening and Speaking |
Dialogue
|
By the end of the
lesson, the learner
should be able to:
- Conduct a debate while adhering to conventions of polite language - Acknowledge the importance of politeness in communication - Value respectful expression of divergent opinions |
The learner is guided to:
- Collaborate in making rules for a debating session - Conduct a debate in small groups on titles such as 'passengers can avert road crashes' - Use polite language and proper debate etiquette |
1. Why is it important to be polite during a debate?
2. How can we express different opinions respectfully?
|
Oxford New Progressive Primary English Learner's Book pg. 14
Charts with debate rules Audio recordings of debates Oxford New Progressive Primary English Learner's Book pg. 15 Audio recordings Flash cards with words Charts with tongue twisters |
Oral presentation
Observation schedule
Debates
Checklists
Assessment rubrics
|
|
| 2 | 5 |
Reading
|
Oral Narrative and Poem
|
By the end of the
lesson, the learner
should be able to:
- Identify characters, places, and events in a story for comprehension - Predict events in a text for comprehension - Respond correctly to factual and inferential questions for comprehension - Use contextual clues to infer the meaning of words for comprehension - Recommend appropriate reading techniques to peers |
The learner is guided to:
- Make predictions of what a story is about; what happens next in a story using the title/pictures in a story - Infer the meaning of words from the context - Use their imagination to visualize the events in a story - Draw pictures, diagrams, or posters of events in the story - Read poems of not more than five stanzas - Read a narrative of up to 400 words silently - Retell a narrative or recite a poem and create a video or audio recording of the story |
1. Why is the title of a poem or a story important?
2. How do we predict events in a story or poem?
3. How do we tell the meaning of unknown words in a story?
|
Oxford New Progressive Primary English Learner's Book pg. 17
Storybooks Poetry books Picture cards Audio-visual equipment |
Oral questions
Written comprehension questions
Retelling stories
Reciting poems
Drawing story events
|
|
| 3 | 1 |
Reading
Grammar in Use |
Oral Narrative and Poem
Collective Nouns and Reflexive Pronouns |
By the end of the
lesson, the learner
should be able to:
- Read poems and narratives with comprehension - Identify main ideas and supporting details in texts - Appreciate the role of literature in promoting patriotism |
The learner is guided to:
- Read poems and narratives about national celebrations - Identify themes and messages in the texts - Relate events in the texts to real-life national celebrations - Create posters illustrating key events from the narratives - Recite poems about national celebrations with expression |
1. How do stories and poems help us understand national celebrations?
2. What can we learn from reading about national celebrations?
|
Oxford New Progressive Primary English Learner's Book pg. 19
Poems about national celebrations Narratives about national celebrations Picture cards Oxford New Progressive Primary English Learner's Book pg. 21 Charts with examples Video clips Flash cards Crossword puzzles |
Comprehension questions
Poem recitation
Story retelling
Creative expressions
Peer assessment
|
|
| 3 | 2 |
Grammar in Use
Writing |
Collective Nouns and Reflexive Pronouns
Open-ended Compositions |
By the end of the
lesson, the learner
should be able to:
- Distinguish between different types of collective nouns - Use reflexive pronouns appropriately in different contexts - Value the correct use of collective nouns and reflexive pronouns |
The learner is guided to:
- Sort collective nouns according to categories (people, animals, things) - Match collective nouns with appropriate objects/beings - Use reflexive pronouns in role plays and dialogues - Create games involving the use of collective nouns and reflexive pronouns - Edit texts by inserting appropriate collective nouns and reflexive pronouns |
1. When do we use reflexive pronouns?
2. How do collective nouns help us express ourselves better?
|
Oxford New Progressive Primary English Learner's Book pg. 23
Charts with reflexive pronouns Cards with collective nouns Worksheets Digital resources Oxford New Progressive Primary English Learner's Book pg. 26 Sample compositions Planning templates Writing guidelines |
Sentence construction exercises
Gap-filling tasks
Editing exercises
Oral presentations
Group work assessment
|
|
| 3 | 3 |
Writing
|
Open-ended Compositions
|
By the end of the
lesson, the learner
should be able to:
- Plan and organize ideas logically in a composition - Apply creative writing techniques in compositions - Appreciate composition writing as a means of self-expression |
The learner is guided to:
- Study the structure of effective open-ended compositions - Create planning templates for compositions about national celebrations - Write compositions about national celebrations - Share and critique compositions with peers - Revise compositions based on feedback |
1. What makes a composition interesting?
2. How can we improve our writing skills?
|
Oxford New Progressive Primary English Learner's Book pg. 27
Sample open-ended compositions Writing guidelines Revision checklists |
Composition writing assessment
Creative writing rubrics
Peer review
Self-assessment
Portfolio assessment
|
|
| 3 | 4 |
ETIQUETTE-TABLE MANNERS
Listening and Speaking Listening and Speaking |
Polite Words, Phrases and Expressions
|
By the end of the
lesson, the learner
should be able to:
- Identify polite words, phrases, and expressions in oral contexts - Construct sentences orally using words related to the theme - Listen for specific sounds in words, phrases, and expressions - Use polite words, phrases, and expressions to compliment others - Recommend appropriate words and phrases for expressing politeness |
The learner is guided to:
- Listen to correct pronunciation of sounds, phrases, and expressions from the teacher, audio-visual recordings among others - Practice saying the sound /ɔɪ/ in words - Practice using polite words and phrases with peers - Role play the use of polite words, phrases, and expressions during meals - Access correct pronunciation of sounds, words, phrases, and expressions from digital texts - Listen to/recite poems with words featuring the target sounds |
1. Why should you use polite expressions when talking to others?
2. Why should you listen to others attentively?
3. Which words, phrases, or expressions do we use to show politeness?
|
Oxford New Progressive Primary English Learner's Book pg. 28
Audio recordings Flash cards Charts with polite expressions Oxford New Progressive Primary English Learner's Book pg. 29 Word cards Charts with table manners vocabulary Pictures of dining scenes |
Oral presentations
Role play
Observation schedules
Peer assessment
Dialogues
|
|
| 3 | 5 |
Reading
|
Narrative
|
By the end of the
lesson, the learner
should be able to:
- Relate events in the story with their life experiences - Predict events in a text for comprehension - Create mental images from the events in a story - Respond to factual and inferential questions correctly - Relate events in a reading text to real life experiences |
The learner is guided to:
- Make predictions on a story when reading - Use their imagination to visualize the events in a story - Scan and skim texts for new words and information with peers - Answer factual and inferential questions from the texts - Use digital devices to read online stories for comprehension |
1. How do you get information from a text?
2. Which things do you predict or visualize in a story?
|
Oxford New Progressive Primary English Learner's Book pg. 30
Storybooks Digital devices Comprehension worksheets |
Comprehension questions
Story retelling
Visualization exercises
Peer assessment
Reading logs
|
|
| 4 | 1 |
Reading
Grammar in Use |
Narrative
Language Patterns (too...to/for and must/should) |
By the end of the
lesson, the learner
should be able to:
- Read narratives about table manners with understanding - Identify main ideas and supporting details in texts - Apply information from texts to improve table manners - Value the importance of reading for information |
The learner is guided to:
- Read narratives about table manners and etiquette - Identify proper and improper table manners described in the texts - Discuss the consequences of poor table manners as presented in the texts - Create posters illustrating good table manners based on information from the texts |
1. What can we learn about table manners from stories?
2. How can reading help us improve our behavior?
|
Oxford New Progressive Primary English Learner's Book pg. 32
Narratives about table manners Picture books Posters Digital resources Oxford New Progressive Primary English Learner's Book pg. 33 Charts with examples Substitution tables Worksheets |
Comprehension questions
Story maps
Poster creation
Role play based on texts
Peer assessment
|
|
| 4 | 2 |
Grammar in Use
Writing |
Language Patterns (too...to/for and must/should)
Handwriting (joined/cursive script) |
By the end of the
lesson, the learner
should be able to:
- Distinguish between the use of too...to and too...for - Apply must/should with adverbs correctly in sentences - Value the importance of correct sentence patterns in communication |
The learner is guided to:
- Create sentences using too...to and too...for to express limitations - Use must and should with adverbs to express obligation and advice - Edit texts by inserting appropriate patterns - Create dialogues using the target language patterns - Play games involving the use of these patterns |
1. When do we use too...to and too...for?
2. How do must and should differ in meaning?
|
Oxford New Progressive Primary English Learner's Book pg. 35
Sentence pattern cards Worksheets Games Digital resources Oxford New Progressive Primary English Learner's Book pg. 36 Handwriting samples Writing guidelines Pictures for story composition |
Pattern completion exercises
Sentence transformation tasks
Dialogue creation
Game participation
Peer assessment
|
|
| 4 | 3 |
Writing
|
Handwriting (joined/cursive script)
|
By the end of the
lesson, the learner
should be able to:
- Practice joined/cursive writing with increasing fluency - Create stories with clear and legible handwriting - Value the importance of neat and legible handwriting |
The learner is guided to:
- Practice writing words, phrases, and sentences in joined/cursive script - Create stories based on pictures using joined/cursive script - Share and evaluate handwriting with peers - Create handwriting improvement plans - Display examples of good handwriting |
1. Why is good handwriting important?
2. How can we help each other improve our handwriting?
|
Oxford New Progressive Primary English Learner's Book pg. 37
Handwriting practice sheets Pictures for story composition Display materials Digital resources |
Handwriting assessment
Story composition evaluation
Peer review
Self-assessment
Progress tracking
|
|
| 4 | 4 |
ROAD ACCIDENTS - PREVENTION
Listening and Speaking Listening and Speaking |
Word Stress
|
By the end of the
lesson, the learner
should be able to:
- List words whose meaning differs according to pronunciation - Construct sentences orally using words related to the theme - Pronounce words using the correct stress - Use vocabulary related to the theme correctly - Advocate for the importance of correct use of stress in communication |
The learner is guided to:
- Recite a poem and apply the correct stress on words - Listen/watch to an audio-visual material on pronunciation - List the words that are stressed - Classify the nouns, verbs, and adjectives from the list - Practice saying words using the correct stress, with peers for example; conflict (verb)/conflict (noun), subject (verb) /subject (noun) - Say words containing the sounds /t/ and /d/ - Construct sentences orally using the new vocabulary - Take part in a language game involving word stress |
1. Why should we pronounce words correctly?
2. Why do words have different meanings at times?
|
Oxford New Progressive Primary English Learner's Book pg. 39
Audio recordings Video clips Word cards Language games Oxford New Progressive Primary English Learner's Book pg. 40 Pictures of road safety Digital resources |
Pronunciation exercises
Word stress identification
Oral presentations
Language games
Peer assessment
|
|
| 4 | 5 |
Reading
|
Visual Reading
|
By the end of the
lesson, the learner
should be able to:
- List the visuals in the classroom - Make predictions based on visuals for comprehension - Create mental images from text they have viewed, read or heard - Answer factual and inferential questions correctly - Judge the appropriateness of visuals in conjunction with peers |
The learner is guided to:
- View pictures, illustrations, posters, videos, pictures maps mnemonics, and symbols among others collaboratively with peers - Describe and interpret visuals correctly collaboratively with peers - Preview and make predictions based on pictures, illustrations, titles and experiences - Compose songs, stories, poems or dialogues based on visuals - Answer questions based on the visuals with peers - Represent own stories using pictures or videos - Create visuals based on their experiences |
1. Why do you like pictures?
2. How can you use pictures to communicate?
|
Oxford New Progressive Primary English Learner's Book pg. 42
Pictures Posters Videos Maps Symbols Oxford New Progressive Primary English Learner's Book pg. 44 Road safety signs and symbols Pictures of road scenes Digital resources Art materials |
Visual interpretation exercises
Prediction activities
Story creation from visuals
Question and answer
Peer assessment
|
|
| 5 | 1 |
Grammar in Use
|
Possessive Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify possessive forms in print or digital texts - Use possessive forms correctly in sentences - Advocate the correct use of possessive forms among peers |
The learner is guided to:
- Engage in online/offline games involving pronouns such as dice, goofy cards and word search collaboratively with peers - Simulate, dramatize or role play a conversation featuring possessive forms - Watch videos/songs involving the use of possessive pronouns/ belong to - Compose songs based on the use of personal and possessive pronouns - Fill gaps in sentences correctly using possessive pronouns and belong to - Create a list of sentences with possessive and personal pronouns for display with peers |
1. Why should we use possessive forms correctly?
2. Which words show something belongs to a person?
|
Oxford New Progressive Primary English Learner's Book pg. 47
Games involving pronouns Video clips Song recordings Worksheets Flash cards |
Gap-filling exercises
Sentence construction
Role play assessment
Game participation
Peer assessment
|
|
| 5 | 2 |
Grammar in Use
Writing |
Possessive Pronouns
Reply to a Friendly Letter |
By the end of the
lesson, the learner
should be able to:
- Distinguish between different possessive pronouns - Apply possessive pronouns correctly in various contexts - Value the correct use of possessive pronouns in communication |
The learner is guided to:
- Sort possessive pronouns according to person and number - Create sentences using possessive pronouns in different contexts - Edit texts by replacing nouns with appropriate possessive pronouns - Create games and activities involving possessive pronouns - Present dialogues featuring possessive pronouns |
1. How do possessive pronouns help us express ownership?
2. When do we use different possessive pronouns?
|
Oxford New Progressive Primary English Learner's Book pg. 49
Charts with possessive pronouns Worksheets Games Digital resources Oxford New Progressive Primary English Learner's Book pg. 51 Sample friendly letters Letter writing guidelines Digital resources Stationery |
Pronoun identification exercises
Sentence transformation tasks
Editing activities
Game creation
Peer assessment
|
|
| 5 | 3 |
Writing
|
Reply to a Friendly Letter
|
By the end of the
lesson, the learner
should be able to:
- Write replies to different types of friendly letters - Apply appropriate language and tone in letters - Value letter writing as a means of communication |
The learner is guided to:
- Study different types of friendly letters - Identify the key components of a reply letter - Write replies to letters about road safety - Share and critique letters with peers - Create a collection of well-written letters |
1. How do we write an effective reply to a letter?
2. What makes a good friendly letter?
|
Oxford New Progressive Primary English Learner's Book pg. 52
Sample reply letters Writing guidelines Stationery Digital resources |
Letter writing assessment
Format evaluation
Content assessment
Peer review
Portfolio assessment
|
|
| 5 | 4 |
TRADITIONAL FOODS
Listening and Speaking Listening and Speaking |
Adjectives
|
By the end of the
lesson, the learner
should be able to:
- Recognize sounds, words and phrases correctly - Listen for the main idea and specific details for effective communication - Use adjectives to construct sentences orally - Respond appropriately to a speech related to the theme - Display varied emotions and feelings during an oral presentation |
The learner is guided to:
- Listen to a speech and pick out words containing sound /e/ - Interpret non-verbal cues such as gestures, facial expressions and eye contact collaboratively with peers - Prepare and make a speech while collaborating with peers - Listen to correct pronunciation of sounds, words and phrases from the teacher or audio-visual recordings - Listen to a poem with various adjectives describing traditional foods - Recite the poem with peers and pick out adjectives - Search for examples of adjectives in the internet, newspapers and magazines |
1. Why should we pronounce sounds correctly?
2. Which words do we use to describe things, people or events?
|
Oxford New Progressive Primary English Learner's Book pg. 53
Audio recordings Poems Charts with adjectives Picture cards Oxford New Progressive Primary English Learner's Book pg. 54 Word cards Pictures of traditional foods Digital resources |
Oral presentations
Pronunciation exercises
Adjective identification
Speech making
Peer assessment
|
|
| 5 | 5 |
Reading
|
Fiction and Non-Fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Select relevant reading materials from a collection of books - Scan a text to obtain specific information - Skim through digital or print texts to establish appropriateness and relevance - Read a variety of materials for fluency - Judge the appropriateness of a reading text on the basis of language and interest |
The learner is guided to:
- Preview a text to determine suitability - Skim through reading materials - Select fiction and non-fiction reading materials of between 1000-1250 words (both print and non-print) - Read selected materials independently - Set up an after school reading club where they meet regularly - Share reflections on the books read collaboratively |
1. What materials do you enjoy reading?
2. Why is it necessary to read many books?
|
Oxford New Progressive Primary English Learner's Book pg. 55
Fiction books Non-fiction books Digital texts Library resources Oxford New Progressive Primary English Learner's Book pg. 57 Fiction and non-fiction books about food Digital resources Reading logs |
Reading logs
Text selection assessment
Comprehension questions
Book reflections
Peer assessment
|
|
| 6 | 1 |
Grammar in Use
|
Comparatives and Superlatives
|
By the end of the
lesson, the learner
should be able to:
- Identify comparative and superlative forms of adjectives in a text - Order adjectives in terms of size, shape and age appropriately - Use the comparative and superlative forms of adjectives accurately - Advocate the importance of using adjectives correctly in communication |
The learner is guided to:
- Describe items using the comparative and superlative forms of adjectives e.g. that window is bigger than this one - Change positive forms of regular and irregular adjectives to their comparative and superlative forms, with peers - Pick out adjectives of size, shape and age from a narrative or poem in collaboratively with peers - Construct sentences featuring adjectives of size, shape and age - Fill gaps using adjectives in the correct order - Create a crossword puzzle using adjectives |
1. How do we compare things, people or events?
2. Which words are used to describe things or people?
|
Oxford New Progressive Primary English Learner's Book pg. 60
Charts with adjectives Worksheets Crossword puzzles Digital resources |
Gap-filling exercises
Sentence construction
Adjective identification
Crossword puzzles
Peer assessment
|
|
| 6 | 2 |
Grammar in Use
Writing |
Comparatives and Superlatives
Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- Distinguish between comparative and superlative forms of adjectives - Apply the correct order of adjectives in sentences - Value the importance of using adjectives correctly |
The learner is guided to:
- Sort adjectives into regular and irregular forms - Practice forming comparative and superlative forms of adjectives - Create sentences comparing traditional foods using comparative and superlative forms - Apply the correct order of multiple adjectives in sentences - Edit texts by inserting appropriate comparative and superlative forms |
1. When do we use comparative forms of adjectives?
2. When do we use superlative forms of adjectives?
|
Oxford New Progressive Primary English Learner's Book pg. 62
Charts with adjective forms Worksheets Games Digital resources Oxford New Progressive Primary English Learner's Book pg. 63 Sample narratives Writing guidelines Planning templates |
Adjective form transformation
Sentence construction
Editing exercises
Game participation
Peer assessment
|
|
| 6 | 3 |
Writing
Listening and Speaking |
Narrative Compositions
Stress and Intonation |
By the end of the
lesson, the learner
should be able to:
- Plan and organize ideas for a narrative about traditional foods - Apply creative writing techniques in narratives - Value the importance of sharing cultural knowledge through stories |
The learner is guided to:
- Study the structure of effective narratives - Plan narratives about traditional foods using graphic organizers - Write narratives about traditional foods and their importance - Include descriptive language and cultural information in their writing - Share and critique narratives with peers |
1. How can we make our stories about traditional foods interesting?
2. Why is it important to write about our food traditions?
|
Oxford New Progressive Primary English Learner's Book pg. 64
Sample narratives about traditional foods Planning templates Digital resources Pictures of traditional foods Oxford New Progressive Primary English Learner's Book pg. 66 Audio recordings Video clips Charts with examples Song recordings |
Narrative writing assessment
Organization evaluation
Descriptive language use
Cultural knowledge inclusion
Peer review
|
|
| 6 | 4 |
JOBS AND OCCUPATIONS
Listening and Speaking |
Stress and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between rising and falling intonation patterns - Apply appropriate stress and intonation in different speech contexts - Use vocabulary related to jobs and occupations correctly - Value the importance of proper intonation in communication |
The learner is guided to:
- Identify and practice rising intonation in questions - Identify and practice falling intonation in statements - Create dialogues about jobs and occupations using appropriate intonation - Role play job interviews with proper stress and intonation - Present speeches about different occupations using correct stress patterns |
1. How does intonation change the meaning of what we say?
2. Why is correct stress important when talking about jobs?
|
Oxford New Progressive Primary English Learner's Book pg. 67
Audio recordings Video clips Charts with intonation patterns Digital resources |
Intonation pattern assessment
Speech presentation
Role play evaluation
Dialogue creation
Peer assessment
|
|
| 6 | 5 |
Listening and Speaking
Reading |
Stress and Intonation
Dialogues |
By the end of the
lesson, the learner
should be able to:
- Apply correct stress and intonation in conversations about occupations - Use vocabulary related to various jobs appropriately - Demonstrate confidence when speaking about different occupations - Value the importance of clear communication about jobs |
The learner is guided to:
- Practice using vocabulary related to different occupations - Create and present speeches about career aspirations - Role play conversations between people in different professions - Create audio recordings of dialogues about jobs - Give and receive feedback on stress and intonation |
1. How can we speak clearly about our career goals?
2. Why is it important to use the right vocabulary when talking about jobs?
|
Oxford New Progressive Primary English Learner's Book pg. 68
Audio recording equipment Vocabulary cards Pictures of different occupations Digital resources Oxford New Progressive Primary English Learner's Book pg. 69 Dialogue texts Role play guidelines Comprehension questions |
Speech presentation assessment
Vocabulary usage evaluation
Role play assessment
Audio recording critique
Peer feedback
|
|
| 7 | 1 |
Reading
|
Dialogues
|
By the end of the
lesson, the learner
should be able to:
- Read dialogues about jobs and occupations with understanding - Identify main ideas and supporting details in dialogues - Relate information in dialogues to real-life occupations - Value the importance of reading for information about careers |
The learner is guided to:
- Read dialogues about different jobs and occupations - Identify key information about various careers from dialogues - Create role plays based on dialogues about occupations - Research additional information about careers mentioned in dialogues - Present findings to peers |
1. What can we learn about different jobs from dialogues?
2. How can reading help us understand different occupations?
|
Oxford New Progressive Primary English Learner's Book pg. 70
Dialogue texts about occupations Career information resources Role play guidelines Digital resources |
Comprehension assessment
Information extraction evaluation
Role play creation
Research presentation
Peer assessment
|
|
| 7 | 2 |
Grammar in Use
|
Quantifiers
|
By the end of the
lesson, the learner
should be able to:
- Identify quantifying determiners in a variety of texts - Use quantifying determiners appropriately in a variety of contexts - Judge the appropriateness of quantifying determiners in oral and written texts |
The learner is guided to:
- Read a passage related to the theme and identify quantifying determiners from the passage collaboratively - Match quantifying determiners with corresponding countable and uncountable nouns - List quantifying determiners that can be used with both countable and uncountable nouns - Read sentences containing quantifying determiners from the internet with peers - Construct sentences using quantifying determiners with nouns with peers - Complete sentences by filling in gaps using the correct quantifying determiners |
1. Which words do we use to show amount or quantity?
2. Why is it important to tell the quantity of something?
|
Oxford New Progressive Primary English Learner's Book pg. 71
Charts with quantifiers Worksheets Texts with examples Digital resources Oxford New Progressive Primary English Learner's Book pg. 73 Charts with quantifier categories Editing exercises |
Quantifier identification
Gap-filling exercises
Sentence construction
Matching exercises
Peer assessment
|
|
| 7 | 3 |
Writing
|
Pictorial Composition
|
By the end of the
lesson, the learner
should be able to:
- Choose possible topics for pictorial compositions - Create a composition based on the visuals or pictures - Judge visuals appropriately for creativity in writing |
The learner is guided to:
- Interpret pictures collaboratively with peers - Match the pictures with the different parts of a composition: beginning, middle and end - Watch a variety of animations, videos and sample write pictorial compositions collaboratively with peers - Arrange different pictures logically to write a story coherently - Write a pictorial composition of about 120-160 words - Proof read the pictorial composition - Display their compositions in the classroom |
1. Why do we enjoy looking at pictures?
2. What messages do pictures communicate?
|
Oxford New Progressive Primary English Learner's Book pg. 74
Picture sequences Sample pictorial compositions Writing guidelines Digital resources Oxford New Progressive Primary English Learner's Book pg. 76 Pictures of different occupations Planning templates Sample compositions |
Picture interpretation assessment
Composition writing evaluation
Organization assessment
Creative writing rubrics
Peer review
|
|
| 7 | 4 |
TECHNOLOGY - LEARNING THROUGH TECHNOLOGY
Listening and Speaking |
Interactive Listening - Non-verbal Cues
|
By the end of the
lesson, the learner
should be able to:
- Identify words, phrases or sentences with the target sound - Construct sentences orally using words related to the theme - Pronounce sounds correctly for accuracy in speech - Use words and non-verbal cues to express different moods - Challenge others to listen interactively for effective communication |
The learner is guided to:
- Listen to a dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters - Take turns to read a dialogue collaboratively - Interrupt a conversation appropriately - View a video of conversation and list words or phrases used to interrupt politely - Say the target sounds as modelled from a recording - Make sentences with words containing the sound: /ə/ and the diphthongs: /ɪə/ /eɪ/ |
Why should we pronounce sounds and words correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 77
- Audio-visual recordings - Digital devices |
Oral presentations
- Role play
- Observation
- Peer assessment
|
|
| 7 | 5 |
Listening and Speaking
|
Interactive Listening - Telephone Conversation
Interactive Listening - Non-verbal Cues |
By the end of the
lesson, the learner
should be able to:
- Identify words, phrases or sentences with the target sound - Construct sentences orally using words related to the theme - Use words and non-verbal cues to express different moods - Interrupt politely during a conversation - Challenge others to listen interactively for effective communication |
The learner is guided to:
- Role-play a telephone conversation - Vary voice and choose words to show changes in mood - Take turns to talk during the conversation - Interrupt each other politely during the conversation - Select words that have the same vowel sound as the word year and may - Make sentences using words with the vowel sounds /ɪə/ and /eɪ/ |
Why should you give others a chance to speak?
|
Oxford New Progressive Primary English Learner's Book pg. 77
- Digital devices - Audio recordings Oxford New Progressive Primary English Learner's Book pg. 78 - Dictionary |
Oral presentations
- Role play
- Peer assessment
- Observation
|
|
| 8 | 1 |
Reading
|
Extensive Reading - Fiction and Non-Fiction Texts
|
By the end of the
lesson, the learner
should be able to:
- Select relevant reading materials from a collection of books - Scan a text to obtain specific information - Skim through digital or print texts to establish appropriateness and relevance - Read a variety of materials for fluency - Judge the appropriateness of a reading text on the basis of language and interest |
The learner is guided to:
- Skim through reading materials to obtain the main idea - Preview texts to determine suitability and relevance - Scan materials for specific details collaboratively - Select appropriate reading materials from a library - Read the selected materials individually - Share reflections on the books read collaboratively - Keep a record of materials read |
What kind of information do you find in books?
|
Oxford New Progressive Primary English Learner's Book pg. 79
- Library books - Electronic resources - Newspapers and magazines - Reading logs - Digital devices - Internet resources |
Reading logs
- Oral presentations
- Book reviews
- Observation
- Peer assessment
|
|
| 8 | 2 |
Grammar in Use
|
Future Time - Using will/shall
|
By the end of the
lesson, the learner
should be able to:
- Identify words that indicate future time in sentences - Use will and shall to express future time correctly - Collaborate with others to determine the correctness and appropriateness of the tense used in own or provided texts |
The learner is guided to:
- Pick sentences which express future time from a text - Make sentences from a substitution table - Answer questions on future time using will/shall collaboratively - Construct sentences using will/shall collaboratively - Role play activities they plan or wish to do in future with peers - Watch videos offline or online and identify sentences featuring future time with peers |
Which words do we use to show future time?
|
Oxford New Progressive Primary English Learner's Book pg. 83
- Digital devices - Video clips - Audio materials - Substitution tables |
Written exercises
- Sentence construction
- Observation
- Oral questioning
- Peer assessment
|
|
| 8 | 3 |
Grammar in Use
Writing |
Future Time - Making Predictions
Mechanics of Writing - Use of the Comma |
By the end of the
lesson, the learner
should be able to:
- Use will and shall to express future time correctly - Apply correct tense in written and oral communication - Collaborate with others to determine the correctness and appropriateness of the tense used in own or provided texts |
The learner is guided to:
- Make predictions (events, weather among others) using will and shall - Create display charts with sentences which feature will and shall - Use computers, tablets or mobile phones to listen to audio materials featuring future time - Make sentences about what they will do in the future - Take turns to ask each other questions about what they will do in the future |
How do you tell the time something happened?
|
Oxford New Progressive Primary English Learner's Book pg. 83
- Digital devices - Charts - Audio materials - Video clips Oxford New Progressive Primary English Learner's Book pg. 85 - Newspapers - Magazines - Internet resources - Sample texts |
Written exercises
- Oral questioning
- Role play
- Peer assessment
- Chart displays
|
|
| 8 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Mechanics of Writing - Use of Double Quotation Marks
Proverbs and Sayings Proverbs and Sayings |
By the end of the
lesson, the learner
should be able to:
- Identify commas and double quotation marks in written texts - Use the comma and double quotation marks correctly in sentences - Advocate the use of correct punctuation in written communication |
The learner is guided to:
- Create posters or charts with sentences with double quotation marks and commas and display them in class - Insert commas and double quotation marks in the right places in sentences - Create charts with sentences about technology using double quotation marks - Look for stories in newspapers, magazines or storybooks with double quotation marks - Search online for punctuation games involving commas and double quotation marks |
Why do we punctuate sentences?
|
Oxford New Progressive Primary English Learner's Book pg. 85
- Digital devices - Manila paper - Newspapers - Magazines - Storybooks Oxford New Progressive Primary English Learner's Book pg. 89 - Audio recording - Manila paper Oxford New Progressive Primary English Learner's Book pg. 90 - Dictionary - Digital devices |
Written exercises
- Chart displays
- Peer assessment
- Observation
- Punctuation games
|
|
| 8 | 5 |
THE FARM - CASH CROPS
Reading Reading Reading |
Fluency in Reading
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas and supporting details from a text - Read a text accurately and with expression - Respond to questions based on the text correctly |
The learner is guided to:
- Talk about pictures in the text about cash crops - Read the first sentence of each paragraph and predict what the passage is about - Read the passage 'Cash crop farming' - Scan the passage to identify cash crops grown in Kenya and counties that practice cash crop farming - Answer factual and inferential questions about the text - Suggest solutions to challenges faced by cash crop farmers |
Why is it important to read at the right speed and with expression?
|
Oxford New Progressive Primary English Learner's Book pg. 91
- Chart with pictures of cash crops - Word cards Oxford New Progressive Primary English Learner's Book pg. 92 - Stopwatch/timer - Word charts - Reading materials on cash crops Oxford New Progressive Primary English Learner's Book pg. 93 - Newspapers - Magazines - Digital devices - Stopwatch/timer |
Written assignments
- Oral questions
- Reading fluency tests
- Comprehension exercises
|
|
| 9 | 1 |
Grammar in Use
|
Double Imperatives
Question Tags Question Tags |
By the end of the
lesson, the learner
should be able to:
- Identify double imperatives in sentences - Use double imperatives to give instructions - Value the importance of giving clear instructions |
The learner is guided to:
- Look at pictures and read what the teacher is saying to identify double imperatives - Complete sentences to give instructions using double imperatives - Write six instructions of their own using double imperatives - Take turns to give each other the instructions they have written - Identify double imperatives from a given passage - Make six class rules using double imperatives in groups - Share rules with other groups |
How do we give clear instructions?
|
Oxford New Progressive Primary English Learner's Book pg. 94
- Picture cards - Digital devices - Charts Oxford New Progressive Primary English Learner's Book pg. 95 - Dialogue charts - Sentence strips - Digital devices Oxford New Progressive Primary English Learner's Book pg. 96 - Manila paper |
Written exercises
- Oral presentations
- Peer assessment
- Group presentations
|
|
| 9 | 2 |
Writing
|
Similes and Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify similes and proverbs in a story - Explain the meaning of similes and proverbs - Appreciate the importance of using similes and proverbs in creative writing |
The learner is guided to:
- Read the story 'Harvest time' in groups - Identify similes and proverbs from the story - Discuss what they think happened when the children got to the farm - Write a story about what happened when the children got to the farm using similes and proverbs - Exchange their work with another group for correction - Search the internet or books for proverbs and similes - Create charts with proverbs and similes for display |
How do similes and proverbs make our writing interesting?
|
Oxford New Progressive Primary English Learner's Book pg. 97
- Digital devices - Story books - Manila paper - Reference materials Oxford New Progressive Primary English Learner's Book pg. 98 - Planning templates |
Creative writing assignments
- Peer assessment
- Group presentations
- Observation checklist
|
|
| 9 | 3 |
Writing
Listening and Speaking Listening and Speaking |
Similes and Proverbs
Speaking Fluency Speaking Fluency |
By the end of the
lesson, the learner
should be able to:
- Create stories using similes and proverbs - Evaluate the effectiveness of similes and proverbs in creative writing - Value the role of similes and proverbs in enhancing communication |
The learner is guided to:
- Read and analyze stories with similes and proverbs - Create their own similes related to farm activities - Write a narrative composition incorporating appropriate similes and proverbs - Present their compositions to the class - Give and receive feedback on the effective use of similes and proverbs - Compile a class collection of effective similes and proverbs |
How can we use similes and proverbs effectively in our compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 99
- Sample compositions - Digital devices - Reference materials Oxford New Progressive Primary English Learner's Book pg. 100 - Audio recordings - Charts with health information Oxford New Progressive Primary English Learner's Book pg. 101 - News articles on communicable diseases |
Creative writing assignments
- Portfolio assessment
- Presentation rubrics
- Peer assessment
|
|
| 9 | 4 |
HEALTH – COMMUNICABLE DISEASES
Listening and Speaking Reading Reading |
Speaking Fluency
Descriptive Texts Descriptive Texts |
By the end of the
lesson, the learner
should be able to:
- Identify words with the sound /h/ in a poem - Pronounce the sound /h/ correctly - Express ideas fluently and with appropriate intonation |
The learner is guided to:
- Listen to a poem read by the teacher - Recite the poem in groups with accurate pronunciation and expression - Identify words in the poem that start with the sound /h/ - Read paragraphs with words that have the sound /h/ - Play word games using words with the target sound - Search for poems or songs on communicable diseases - Identify words with the sound /h/ from the poems or songs |
Why is it important to pronounce sounds correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 102
- Audio recordings - Word cards - Digital devices - Dice for word games Oxford New Progressive Primary English Learner's Book pg. 103 - Health charts - Reference books on diseases Oxford New Progressive Primary English Learner's Book pg. 104 - Story charts - Picture cards |
Oral presentations
- Observation checklist
- Word pronunciation tests
- Peer assessment
|
|
| 9 | 5 |
Reading
Grammar in Use Grammar in Use |
Descriptive Texts
Adverbs and Modals Adverbs and Modals |
By the end of the
lesson, the learner
should be able to:
- Summarize stories in their own words - Make connections between texts and personal experiences - Value reading as a source of information |
The learner is guided to:
- Rewrite the story in one paragraph using their own words - Describe people they know who are like characters in the story - Search the internet for videos about communicable diseases - Watch the videos and write down what they learn - Share the information with classmates - Discuss how the information relates to their daily lives |
How do we apply what we read to our daily lives?
|
Oxford New Progressive Primary English Learner's Book pg. 105
- Digital devices - Videos on communicable diseases - Reference materials Oxford New Progressive Primary English Learner's Book pg. 106 - Sentence strips - Substitution tables - Digital devices Oxford New Progressive Primary English Learner's Book pg. 107 - Charts with adverb types |
Written summaries
- Observation checklist
- Presentation rubrics
- Self-evaluation
|
|
| 10 | 1 |
Grammar in Use
Writing |
Adverbs and Modals
Punctuation Marks |
By the end of the
lesson, the learner
should be able to:
- Create sentences using adverbs correctly - Judge the appropriateness of adverbs in sentences - Value the importance of adverbs in communication |
The learner is guided to:
- Name adverbs of manner, time, place and frequency in groups - Use the adverbs to create sentences - Correct each other's sentences where necessary - Create charts showing adverbs and their types - Present the charts to the class - Create stories using different types of adverbs |
How do adverbs improve our communication?
|
Oxford New Progressive Primary English Learner's Book pg. 108
- Manila paper - Charts - Digital devices - Reference materials - Sentence strips - Charts with examples - Digital devices |
Written assignments
- Oral presentations
- Group presentations
- Observation checklist
|
|
| 10 | 2 |
Writing
Listening and Speaking Listening and Speaking |
Punctuation Marks
Interactive Listening Interactive Listening |
By the end of the
lesson, the learner
should be able to:
- Identify apostrophes in sentences - Use apostrophes correctly in writing - Collaborate with others to judge the appropriateness of punctuation marks |
The learner is guided to:
- Read sentences with apostrophes aloud - Circle apostrophes in a paragraph - Add apostrophes to sentences in the correct position - Write sentences using apostrophes correctly - Create charts with sentences using apostrophes - Share charts with classmates - Watch a video on the uses of apostrophes - Make notes on other uses of the apostrophe |
How does correct punctuation make our writing clearer?
|
Oxford New Progressive Primary English Learner's Book pg. 109
- Sentence strips - Charts with examples - Digital devices - Videos on punctuation Oxford New Progressive Primary English Learner's Book pg. 111 - Audio recording devices - Poem charts Oxford New Progressive Primary English Learner's Book pg. 112 - Audio recordings - Picture cards |
Written exercises
- Observation checklist
- Peer assessment
- Group presentations
|
|
| 10 | 3 |
LEISURE TIME ACTIVITIES
Listening and Speaking Reading Reading |
Interactive Listening
Factual Texts Factual Texts |
By the end of the
lesson, the learner
should be able to:
- Pronounce words with the sounds /s/ and /z/ correctly - Use vocabulary related to leisure time correctly - Construct sentences orally using theme-related vocabulary |
The learner is guided to:
- Take turns to say words with the sounds /s/ and /z/ - Practice making oral sentences using pairs of words with the sounds /s/ and /z/ - Say tongue twisters with the target sounds - Select leisure activities and give hints about them using words and actions - Make sentences using words related to leisure activities - Look up the meaning of vocabulary related to leisure in a dictionary - Make sentences using the new vocabulary |
How can we improve our pronunciation of sounds /s/ and /z/?
|
Oxford New Progressive Primary English Learner's Book pg. 113
- Word cards - Dictionary - Digital devices - Picture cards of leisure activities Oxford New Progressive Primary English Learner's Book pg. 114 - Charts with leisure activities - Reference materials Oxford New Progressive Primary English Learner's Book pg. 115 - Manila paper - Drawing materials |
Oral presentations
- Observation checklist
- Vocabulary tests
- Peer assessment
|
|
| 10 | 4 |
Grammar in Use
|
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions in sentences - Use conjunctions to join sentences correctly - Appreciate the importance of conjunctions in communication |
The learner is guided to:
- Read sentences with conjunctions (and, but, or, because) and note how they are used - Identify conjunctions used in a conversation - Fill in blanks using appropriate conjunctions - Make sentences using the conjunctions and, but, or, because - Write sentences on a chart using the conjunctions - Display the chart on the class noticeboard - Look at charts prepared by other groups |
Why do we join words and sentences?
|
Oxford New Progressive Primary English Learner's Book pg. 116
- Sentence strips - Charts with conjunctions - Digital devices - Manila paper Oxford New Progressive Primary English Learner's Book pg. 117 Oxford New Progressive Primary English Learner's Book pg. 118 - Newspapers - Magazines - Reference materials |
Written exercises
- Oral presentations
- Peer assessment
- Observation checklist
|
|
| 10 | 5 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Identify descriptive features in a composition - Write sentences to describe activities or events - Appreciate the importance of descriptions in writing |
The learner is guided to:
- Read the composition 'Roller skating' - Talk about the things that roller skaters use - Describe skaters as presented in the composition - Write sentences about how they spend their leisure time - Organize the sentences to make a paragraph - Share their paragraphs with peers - Give feedback on each other's writing |
Why is it important to describe things or events clearly?
|
Oxford New Progressive Primary English Learner's Book pg. 119
- Sample compositions - Digital devices - Reference materials Oxford New Progressive Primary English Learner's Book pg. 120 - Planning templates - Reference materials - Sample compositions |
Written assignments
- Oral presentations
- Peer assessment
- Composition rubrics
|
|
| 11 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Descriptive Composition
Non-verbal Cues Non-verbal Cues |
By the end of the
lesson, the learner
should be able to:
- Complete a descriptive composition independently - Edit compositions for improvement - Collaborate with others to determine the quality of a composition |
The learner is guided to:
- Complete the description of how a game is played or an activity is carried out individually - Exchange their work with classmates - Correct their classmate's work - Suggest improvements to make the writing better - Revise their compositions based on feedback - Present their final compositions to the class |
How can we improve our compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 121
- Sample compositions - Digital devices - Reference materials - Editing checklists Oxford New Progressive Primary English Learner's Book pg. 122 - Picture cards showing emotions - Charts with emotions Oxford New Progressive Primary English Learner's Book pg. 123 - Audio recordings - Speech scripts |
Final compositions
- Peer editing
- Self-evaluation
- Presentation rubrics
|
|
| 11 | 2 |
SPORTS - APPRECIATING TALENTS
Listening and Speaking Reading Reading |
Non-verbal Cues
Reading with Technology Reading with Technology |
By the end of the
lesson, the learner
should be able to:
- Identify words with the vowel sound /aɪ/ as in kite - Pronounce words with the target sound correctly - Construct sentences orally using the target sound |
The learner is guided to:
- Say the names of pictures and identify the common sound (/aɪ/) - Listen to a speech and identify words with the vowel sound /aɪ/ - Take turns to say tongue twisters with the target sound - Say other words that have the same vowel sound - Recite a poem with words containing the target sound - Identify words from the poem with the target sound |
Why is correct pronunciation important in communication?
|
Oxford New Progressive Primary English Learner's Book pg. 124
- Picture cards - Audio recordings - Digital devices - Word cards Oxford New Progressive Primary English Learner's Book pg. 125 - Sports magazines - Reference books - Picture cards Oxford New Progressive Primary English Learner's Book pg. 127 - Internet resources - Manila paper |
Oral presentations
- Pronunciation checks
- Observation checklist
- Peer assessment
|
|
| 11 | 3 |
Grammar in Use
|
Interrogatives
|
By the end of the
lesson, the learner
should be able to:
- Identify interrogatives in sentences - Use interrogatives correctly in sentences - Value the importance of asking questions appropriately |
The learner is guided to:
- Read sentences with interrogatives (who, why, when, how, which) - Identify words that make the sentences questions - Fill in blanks using appropriate interrogatives - Take turns to ask and answer questions about sports using interrogatives - Type the questions and answers using a computer or tablet - Email them to the teacher |
Why do we ask questions?
|
Oxford New Progressive Primary English Learner's Book pg. 128
- Sentence strips - Digital devices - Charts with interrogatives Oxford New Progressive Primary English Learner's Book pg. 129 Oxford New Progressive Primary English Learner's Book pg. 130 - Question cards - Charts with interrogatives - Quiz templates |
Written exercises
- Oral presentations
- Question formation
- Peer assessment
|
|
| 11 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify words that are often misspelled - Spell words correctly - Appreciate the importance of correct spelling in communication |
The learner is guided to:
- Tell classmates words they often misspell - Practice spelling words together - Fill in crossword puzzles with correctly spelled words - Rearrange letters to make words with specific meanings - Listen to words read by the teacher and write them down - Use the words in sentences |
Why is correct spelling important in communication?
|
Oxford New Progressive Primary English Learner's Book pg. 131
- Word cards - Crossword puzzles - Dictionaries - Digital devices Oxford New Progressive Primary English Learner's Book pg. 132 - Digital devices - Sentence strips |
Spelling tests
- Crossword completion
- Word arrangement
- Peer assessment
|
|
| 11 | 5 |
ENVIRONMENTAL POLLUTION
Listening and Speaking Listening and Speaking Listening and Speaking Reading |
Making a Speech
Poems, Songs and Tongue Twisters |
By the end of the
lesson, the learner
should be able to:
- Present a speech about environmental pollution - Speak clearly and fluently - Use appropriate facial expressions and gestures |
The learner is guided to:
- Listen to a speech about environmental pollution read by the teacher - Take turns to present the speech in groups - Speak clearly and use facial expressions and gestures - Choose a group member to present the speech to the class - Talk about pictures showing environmental pollution - Make a speech about the pictures - Present the speech clearly with appropriate expressions |
Why should we speak clearly and confidently when making speeches?
|
Oxford New Progressive Primary English Learner's Book pg. 135
- Picture cards - Audio recordings - Digital devices - Speech scripts Oxford New Progressive Primary English Learner's Book pg. 136 - Word cards - Sentence strips Oxford New Progressive Primary English Learner's Book pg. 137 - Dictionaries - Dice for word games Oxford New Progressive Primary English Learner's Book pg. 138 - Poem charts - Drawing materials - Reference materials |
Oral presentations
- Observation checklist
- Peer assessment
- Speech assessment rubrics
|
|
| 12 | 1 |
Reading
Grammar in Use Grammar in Use |
Poems, Songs and Tongue Twisters
Nouns (singular/plural only) Nouns (singular/plural only) |
By the end of the
lesson, the learner
should be able to:
- Read stories about environmental pollution with comprehension - Identify main ideas in a story - Value the importance of environmental conservation |
The learner is guided to:
- Read the story 'Be responsible' - Identify the main characters in the story - Explain phrases used in the story - Identify things that polluted the animals' environment - List ways in which pollution affects wild animals - Suggest ways humans can conserve the environment - Read the song in the story and make up a tune - Sing the song as a group - Compose a stanza to add to the song - Create tongue twisters about pollution |
Why should we care about environmental pollution?
|
Oxford New Progressive Primary English Learner's Book pg. 139
- Story charts - Digital devices - Reference materials - Videos on pollution Oxford New Progressive Primary English Learner's Book pg. 142 - Word cards - Sentence strips - Charts Oxford New Progressive Primary English Learner's Book pg. 143 - Picture cards |
Written assignments
- Oral presentations
- Song composition
- Role-play assessment
|
|
| 12 | 2 |
Grammar in Use
Writing |
Nouns (singular/plural only)
Appointment Diary and Journal |
By the end of the
lesson, the learner
should be able to:
- Analyze the use of nouns that only occur in the singular or plural form - Use these nouns correctly in communication - Collaborate with others to determine the correctness of noun usage |
The learner is guided to:
- Search the internet for videos about nouns that occur only in the plural form - Discuss what they learn with friends - Create sentences using both types of nouns (singular only and plural only) - Create a class dictionary of nouns that only appear in singular or plural form - Edit texts with incorrect usage of these nouns - Create stories using these nouns correctly |
How can we improve our use of nouns in communication?
|
Oxford New Progressive Primary English Learner's Book pg. 144
- Digital devices - Reference materials - Charts - Sample texts Oxford New Progressive Primary English Learner's Book pg. 145 - Sample appointment diaries - Reference materials |
Written exercises
- Editing tasks
- Story creation
- Peer assessment
|
|
| 12 | 3 |
Writing
Listening and Speaking Listening and Speaking |
Appointment Diary and Journal
Intensive Listening Intensive Listening |
By the end of the
lesson, the learner
should be able to:
- Identify the features of a personal journal - Create a personal journal to document experiences - Value the importance of keeping records of personal experiences |
The learner is guided to:
- Read sample journal entries - Identify the features of a personal journal - Discuss what should be written in a personal journal - Write journal entries for given days - Display their work in class and review other learners' work - Keep their own personal journal for three days - Include events that happen to them and what they learn in school - Look for examples of personal journals on the internet - Compare them with the sample journal |
Why is it important to keep a record of our experiences?
|
Oxford New Progressive Primary English Learner's Book pg. 146
- Sample journals - Digital devices - Reference materials - Charts Oxford New Progressive Primary English Learner's Book pg. 149 - Picture cards - Role-play props Oxford New Progressive Primary English Learner's Book pg. 150 - Audio recordings - Charts with similes and proverbs |
Journal creation
- Written assignments
- Peer assessment
- Self-evaluation
|
|
| 12 | 4 |
MONEY- SAVINGS AND BANKING
Listening and Speaking Reading Reading Grammar in Use |
Intensive Listening
Extensive Reading Extensive Reading Prepositions |
By the end of the
lesson, the learner
should be able to:
- Identify words with sounds /m/, /n/ and /ŋ/ in a story - Pronounce words with the target sounds correctly - Construct sentences orally using the target sounds |
The learner is guided to:
- Listen to a story read by the teacher - Identify words from the story with sounds /m/, /n/ and /ŋ/ - Say two words that have each of the target sounds - Listen to the dialogue again and identify words with sounds /sn/ and /sl/ - Say three more words with sounds /sn/ and /sl/ - Look up the meaning of words related to banking in a dictionary - Make oral sentences using the words - Use words to complete a paragraph about banking |
Why is correct pronunciation important in communication?
|
Oxford New Progressive Primary English Learner's Book pg. 151
- Word cards - Audio recordings - Dictionaries - Digital devices Oxford New Progressive Primary English Learner's Book pg. 152 - Story charts - Digital devices - Reference materials - Picture cards Oxford New Progressive Primary English Learner's Book pg. 155 - Library books - Newspapers - Magazines Oxford New Progressive Primary English Learner's Book pg. 156 - Sentence strips - Charts with prepositions - Manila paper |
Pronunciation checks
- Oral presentations
- Vocabulary tests
- Peer assessment
|
|
| 12 | 5 |
Grammar in Use
Writing Writing |
Prepositions
Spelling Spelling |
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of place (in, on, at) in sentences - Use prepositions of place correctly in sentences - Value the importance of prepositions in communication |
The learner is guided to:
- Look at a picture and read a paragraph with prepositions of place - Talk about how the prepositions in, on and at have been used - Use the prepositions to make sentences about place - Draw pictures to illustrate their sentences - Create a chart with sentences using prepositions of place - Display and compare with other groups' work - Search the internet for articles about money - Identify sentences with the prepositions in, on and at |
Which words show where things are located?
|
Oxford New Progressive Primary English Learner's Book pg. 157
- Picture cards - Sentence strips - Digital devices - Charts Oxford New Progressive Primary English Learner's Book pg. 158 - Crossword templates Oxford New Progressive Primary English Learner's Book pg. 159 - Word cards - Dictionaries - Sentence strips Oxford New Progressive Primary English Learner's Book pg. 160 - Puzzles |
Written exercises
- Oral presentations
- Drawing assessment
- Peer assessment
|
Your Name Comes Here