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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
GREETINGS AND FAREWELL
Listening and Speaking |
Greetings and Farewell - Hello and Goodbye
|
By the end of the
lesson, the learner
should be able to:
- Identify common greetings used in daily interactions - Use appropriate greetings when meeting others - Show courtesy when greeting friends and teachers |
- Look at pictures showing people greeting each other
- Practice saying "hello" to classmates - Colour pictures depicting greetings - Role-play greeting scenarios with peers |
Why is it important to greet people we meet?
|
- Queenex Language Activities Practice Book pg. 1
- Picture charts showing greetings - Crayons and coloring materials |
- Observation
- Oral questions - Role-play assessment |
|
| 2 | 2 |
Listening and Speaking
|
Greetings and Farewell - Using Goodbye
|
By the end of the
lesson, the learner
should be able to:
- Recognize farewell expressions - Say goodbye appropriately when leaving - Demonstrate politeness when bidding farewell |
- Observe pictures of people saying goodbye
- Practice saying "goodbye" to friends - Sing the greeting song with actions - Match pictures with greeting words |
How do we show respect when leaving someone?
|
- Queenex Language Activities Practice Book pg. 3
- Audio resources for songs - Picture cards - Digital devices for video demonstration |
- Observation
- Oral participation - Singing assessment |
|
| 2 | 3 |
Listening and Speaking
|
Greetings and Farewell - Matching Activities
|
By the end of the
lesson, the learner
should be able to:
- Match greeting pictures with corresponding words - Differentiate between greetings and farewells - Show confidence in using greetings and farewells |
- Complete picture-word matching activities
- Identify greeting situations from pictures - Practice greetings with friends at school - Watch videos of people greeting and repeat |
Can you tell the difference between hello and goodbye?
|
- Queenex Language Activities Practice Book pg. 4
- Picture cards - Internet access for videos - Matching worksheets |
- Written exercises
- Observation - Practical demonstration |
|
| 2 | 4 |
Listening and Speaking
|
Time related Greetings and Farewell - Good Morning
|
By the end of the
lesson, the learner
should be able to:
- Identify morning as a specific time of day - Use "good morning" appropriately - Appreciate the importance of time-appropriate greetings |
- Observe pictures showing morning activities
- Practice saying "good morning" - Join dots to form morning greetings - Colour morning scenes |
When do we use "good morning"?
|
- Queenex Language Activities Practice Book pg. 5
- Sun and morning picture charts - Dot-to-dot worksheets - Crayons |
- Observation
- Oral questions - Practical exercises |
|
| 2 | 5 |
Listening and Speaking
|
Time related Greetings and Farewell - Good Afternoon
|
By the end of the
lesson, the learner
should be able to:
- Recognize afternoon time - Greet people appropriately in the afternoon - Show awareness of different times of day |
- Look at pictures of afternoon activities
- Practice saying "good afternoon" - Complete dot-to-dot activities - Colour afternoon scenes |
How is afternoon different from morning?
|
- Queenex Language Activities Practice Book pg. 6
- Time charts - Picture cards showing afternoon - Coloring materials |
- Observation
- Oral responses - Written activities |
|
| 3 | 1 |
Listening and Speaking
|
Time related Greetings and Farewell - Good Evening and Good Night
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between evening and night greetings - Use "good evening" and "good night" correctly - Demonstrate politeness when greeting at different times |
- Observe pictures showing evening and night scenes
- Practice time-appropriate greetings at home - Join dots and colour the moon - Greet people at home in the evening |
Why do we say "good night" before sleeping?
|
- Queenex Language Activities Practice Book pg. 7
- Moon and stars pictures - Home practice charts - Digital resources |
- Observation
- Oral questions - Home-based activities |
|
| 3 | 2 |
Reading
|
Reading Readiness - Visual Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Identify objects in pictures - Tell stories from picture sequences - Show interest in reading activities |
- Look at pictures from top to bottom
- Tell stories from picture sequences - Listen to the story of Tesh and the huge mice - Discuss what the story is about |
What can you see in the pictures?
|
- Queenex Language Activities Practice Book pg. 9
- Story pictures - Picture sequence charts - Story books |
- Observation
- Oral narration - Listening comprehension |
|
| 3 | 3 |
Reading
|
Reading Readiness - Visual Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Identify objects in pictures - Tell stories from picture sequences - Show interest in reading activities |
- Look at pictures from top to bottom
- Tell stories from picture sequences - Listen to the story of Tesh and the huge mice - Discuss what the story is about |
What can you see in the pictures?
|
- Queenex Language Activities Practice Book pg. 9
- Story pictures - Picture sequence charts - Story books |
- Observation
- Oral narration - Listening comprehension |
|
| 3 | 4 |
Reading
|
Reading Readiness - Story Retelling
|
By the end of the
lesson, the learner
should be able to:
- Recall key events from a story - Retell stories to friends - Develop interest in storytelling |
- Listen to stories from the teacher
- Answer questions about the story - Tell the story to a friend - Discuss story content |
What was the story about?
|
- Queenex Language Activities Practice Book pg. 10
- Story books - Picture cards - Audio resources |
- Oral questions
- Story retelling - Observation |
|
| 3 | 5 |
Reading
|
Reading Readiness - Handling Books Correctly
|
By the end of the
lesson, the learner
should be able to:
- Hold books correctly when reading - Turn pages properly - Show care for books |
- Identify correct ways of holding books
- Tick pictures showing proper book handling - Practice holding books correctly - Show friends how to turn pages |
How should we handle books when reading?
|
- Queenex Language Activities Practice Book pg. 11
- Various books for practice - Charts showing proper book handling - Reference books |
- Observation
- Practical demonstration - Peer assessment |
|
| 4 | 1 |
Reading
|
Reading Readiness - Object Recognition
|
By the end of the
lesson, the learner
should be able to:
- Name common objects from pictures - Identify objects in their environment - Appreciate the importance of observation skills |
- Name pictures showing different objects
- Look at large pictures and identify items - Name games children are playing - List things seen in pictures |
What objects can you name from the picture?
|
- Queenex Language Activities Practice Book pg. 12
- Picture charts with objects - Real objects for demonstration - Word-picture cards |
- Oral naming
- Observation - Written identification |
|
| 4 | 2 |
Reading
|
Print Awareness - Understanding Print
|
By the end of the
lesson, the learner
should be able to:
- Recognize that print carries meaning - Trace dotted lines following correct direction - Show interest in pre-writing activities |
- Trace dotted lines on worksheets
- Follow line patterns from left to right - Practice hand-eye coordination - Complete tracing activities |
Why do we follow lines from left to right?
|
- Queenex Language Activities Practice Book pg. 13
- Tracing worksheets - Pencils and crayons - Dotted line charts |
- Observation
- Written exercises - Motor skills assessment |
|
| 4 | 3 |
Reading
|
Print Awareness - Scribbling and Shapes
|
By the end of the
lesson, the learner
should be able to:
- Scribble within given shapes - Control hand movements when coloring - Demonstrate patience in fine motor activities |
- Use crayons to scribble in shapes
- Stay within boundaries when coloring - Complete shape activities - Practice fine motor control |
How can we stay inside the shapes when coloring?
|
- Queenex Language Activities Practice Book pg. 14
- Crayons and coloring materials - Shape templates - Pre-writing worksheets |
- Observation
- Practical work assessment - Fine motor evaluation |
|
| 4 | 4 |
MYSELF
Listening and Speaking |
Self Awareness - Personal Identity
|
By the end of the
lesson, the learner
should be able to:
- State their own name clearly - Identify their gender and age - Show confidence in self-introduction |
- Look at pictures showing a boy and a girl
- Fill in personal details: name, gender and age - Recite the poem about growing up - Introduce themselves to classmates |
Who am I?
|
- Queenex Language Activities Practice Book pg. 16
- Picture charts - Mirror for self-observation - Poem charts |
- Observation
- Oral presentation - Self-introduction assessment |
|
| 4 | 5 |
Listening and Speaking
|
Self Awareness - Expressing Feelings
|
By the end of the
lesson, the learner
should be able to:
- Identify different emotions - Express how they feel appropriately - Appreciate individual feelings |
- Colour pictures showing different emotions
- Discuss what makes them happy, sad, afraid or angry - Share who they talk to when feeling different emotions - Role-play expressing emotions |
What makes you happy or sad?
|
- Queenex Language Activities Practice Book pg. 16
- Emotion picture cards - Crayons and coloring materials - Role-play props |
- Observation
- Oral questions - Emotional expression assessment |
|
| 5 | 1 |
Listening and Speaking
|
Listening for Enjoyment - Musical Instruments
|
By the end of the
lesson, the learner
should be able to:
- Identify different musical instruments - Name musical instruments correctly - Show enjoyment in listening to music |
- Look at pictures of children playing musical instruments
- Name the musical instruments in the picture - Discuss what the children are doing - Identify instruments played by the children |
Which musical instruments can you name?
|
- Queenex Language Activities Practice Book pg. 19
- Musical instruments - Picture charts of instruments - Real instruments |
- Observation
- Oral identification - Participation assessment |
|
| 5 | 2 |
Listening and Speaking
|
Listening for Enjoyment - Sounds of Instruments
|
By the end of the
lesson, the learner
should be able to:
- Listen to sounds made by instruments - Respond to musical sounds through movement - Appreciate different musical sounds |
- Listen to musical instruments being played
- Dance to the sounds of musical instruments - Imitate sounds of different instruments - Move to different rhythms |
How do musical instruments sound?
|
- Queenex Language Activities Practice Book pg. 19
- Audio devices - Musical instruments - Open space for dancing |
- Observation
- Movement assessment - Listening response |
|
| 5 | 3 |
Listening and Speaking
|
Listening for Enjoyment - Environmental Sounds
|
By the end of the
lesson, the learner
should be able to:
- Identify sounds in their environment - Describe sounds made by different objects - Show awareness of sounds around them |
- Colour pictures and say what sounds they make
- Identify objects that make sounds - Imitate sounds made by different objects - Discuss sounds in the classroom |
What sounds do different objects make?
|
- Queenex Language Activities Practice Book pg. 19
- Sound picture cards - Objects that make sounds - Coloring materials |
- Observation
- Sound imitation - Oral responses |
|
| 5 | 4 |
Listening and Speaking
|
Listening for Enjoyment - Sounds at School
|
By the end of the
lesson, the learner
should be able to:
- Identify sounds heard at school - Differentiate between various school sounds - Listen attentively to environmental sounds |
- Discuss sounds heard at school
- Listen and identify school sounds - Imitate school sounds - Match sounds to their sources |
What sounds do you hear at school?
|
- Queenex Language Activities Practice Book pg. 19
- Audio recordings of school sounds - Picture cards - School bell |
- Observation
- Sound recognition - Matching assessment |
|
| 5 | 5 |
Listening and Speaking
|
Listening for Enjoyment - Sounds at Home
|
By the end of the
lesson, the learner
should be able to:
- Identify sounds heard at home - Compare sounds at home and school - Appreciate different sounds in daily life |
- Discuss sounds heard at home
- Compare home sounds with school sounds - Draw objects that make sounds at home - Share experiences of sounds at home |
Which sounds do you hear at home?
|
- Queenex Language Activities Practice Book pg. 19
- Picture cards of home items - Drawing materials - Audio recordings |
- Observation
- Oral discussion - Drawing assessment |
|
| 6 | 1 |
Reading
|
Book Handling - Taking Care of Books
|
By the end of the
lesson, the learner
should be able to:
- Handle books with care - Explain how to take care of books - Show responsibility in handling books |
- Look at pictures of children with books
- Discuss how to take care of books - Identify correct and incorrect ways of handling books - Practice handling books properly |
How do you take care of your books?
|
- Queenex Language Activities Practice Book pg. 21
- Various books for practice - Picture charts - Book care posters |
- Observation
- Practical demonstration - Oral questions |
|
| 6 | 2 |
Reading
|
Book Handling - Getting and Storing Books
|
By the end of the
lesson, the learner
should be able to:
- Get books from the shelf correctly - Arrange books properly on the shelf - Value books as learning materials |
- Get books from the shelf with friends
- Open books from right to left - Arrange books on the shelf after reading - Practice proper book storage |
Where should we keep our books?
|
- Queenex Language Activities Practice Book pg. 21
- Book shelves - Various books - Storage areas |
- Observation
- Practical assessment - Group activity evaluation |
|
| 6 | 3 |
Reading
|
Book Handling - Getting and Storing Books
|
By the end of the
lesson, the learner
should be able to:
- Get books from the shelf correctly - Arrange books properly on the shelf - Value books as learning materials |
- Get books from the shelf with friends
- Open books from right to left - Arrange books on the shelf after reading - Practice proper book storage |
Where should we keep our books?
|
- Queenex Language Activities Practice Book pg. 21
- Book shelves - Various books - Storage areas |
- Observation
- Practical assessment - Group activity evaluation |
|
| 6 | 4 |
Reading
|
Book Handling - Book Care Poem
|
By the end of the
lesson, the learner
should be able to:
- Recite the poem about books - Identify correct ways of keeping and holding books - Appreciate the value of books |
- Recite the poem "My name is book"
- Tick pictures showing how to keep books well - Tick pictures showing how to hold a book well - Discuss why we should not tear or throw books |
Why should we take care of books?
|
- Queenex Language Activities Practice Book pg. 21
- Poem charts - Picture worksheets - Book care posters |
- Observation
- Oral recitation - Written exercises |
|
| 6 | 5 |
Reading
|
Reading Posture - Sitting when Reading
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct sitting position when reading - Hold books correctly while reading - Develop good reading habits |
- Colour the picture of a boy reading
- Discuss what the boy is doing - Practice sitting correctly when reading - Show a friend how to sit when reading |
How should we sit when reading?
|
- Queenex Language Activities Practice Book pg. 24
- Reading chairs and tables - Various books - Posture charts |
- Observation
- Posture assessment - Practical demonstration |
|
| 7 | 1 |
Reading
|
Reading Posture - Reading Direction (Left to Right)
|
By the end of the
lesson, the learner
should be able to:
- Read books from left to right - Follow print direction correctly - Show interest in reading activities |
- Practice reading from left to right
- Ask the teacher to demonstrate reading - Tick pictures showing correct sitting posture - Follow words with finger from left to right |
How do we read our books?
|
- Queenex Language Activities Practice Book pg. 24
- Practice books - Picture worksheets - Pointer sticks |
- Observation
- Tracking assessment - Practical exercises |
|
| 7 | 2 |
Reading
|
Reading Posture - Reading Direction (Top to Bottom)
|
By the end of the
lesson, the learner
should be able to:
- Read books from top to bottom - Turn pages correctly when reading - Demonstrate proper page turning |
- Look at the picture of a girl reading
- Practice reading from top to bottom - Read books with a friend - Show friends how to turn pages of a book |
How do we turn pages when reading?
|
- Queenex Language Activities Practice Book pg. 24
- Practice books - Reading materials - Big books |
- Observation
- Practical assessment - Peer demonstration |
|
| 7 | 3 |
Writing
|
Writing Posture - Sitting when Writing
|
By the end of the
lesson, the learner
should be able to:
- Sit correctly when writing - Position the body properly for writing - Demonstrate correct writing posture |
- Look at pictures showing correct sitting position
- Practice sitting well when writing - Show friends how to sit when writing - Position body correctly at the desk |
How should we sit when writing?
|
- Queenex Language Activities Practice Book pg. 27
- Writing desks and chairs - Posture charts - Writing materials |
- Observation
- Posture assessment - Practical demonstration |
|
| 7 | 4 |
Writing
|
Writing Posture - Posture Poem
|
By the end of the
lesson, the learner
should be able to:
- Recite the poem about sitting posture - Position tummy straight and feet flat - Appreciate good posture for healthy growth |
- Recite the poem about sitting posture
- Practice keeping tummy straight like a soldier - Keep feet flat on the floor - Position backside correctly in the seat |
Why is good posture important when writing?
|
- Queenex Language Activities Practice Book pg. 27
- Poem charts - Posture pictures - Chairs and tables |
- Observation
- Oral recitation - Posture check |
|
| 7 | 5 |
Writing
|
Writing Posture - Practicing Correct Posture
|
By the end of the
lesson, the learner
should be able to:
- Maintain correct posture while writing - Position writing materials properly - Show consistency in good posture |
- Practice correct posture during writing activities
- Position paper and pencil correctly - Maintain posture throughout writing tasks - Check each other's posture |
Can you maintain good posture while writing?
|
- Queenex Language Activities Practice Book pg. 27
- Writing materials - Desks and chairs - Posture checklist |
- Observation
- Peer assessment - Sustained posture evaluation |
|
| 8 | 1 |
Writing
|
Pre-writing Skills - Colour Recognition
|
By the end of the
lesson, the learner
should be able to:
- Identify different colours - Name colours correctly - Show interest in colour activities |
- Touch and name different colours
- Identify colours in the environment - Match objects with their colours - Colour pictures using appropriate colours |
What colours can you name?
|
- Queenex Language Activities Practice Book pg. 29
- Colour charts - Crayons of different colours - Coloured objects |
- Observation
- Colour identification - Oral responses |
|
| 8 | 2 |
Writing
|
Pre-writing Skills - Pattern Copying
|
By the end of the
lesson, the learner
should be able to:
- Copy simple patterns accurately - Follow pattern directions - Demonstrate fine motor control |
- Copy patterns from examples
- Follow pattern lines carefully - Complete pattern copying activities - Create patterns independently |
Can you copy the patterns?
|
- Queenex Language Activities Practice Book pg. 29
- Pattern worksheets - Pencils and crayons - Pattern charts |
- Observation
- Written exercises - Pattern accuracy assessment |
|
| 8 | 3 |
Writing
|
Pre-writing Skills - Dot Joining and Drawing
|
By the end of the
lesson, the learner
should be able to:
- Join dots to complete patterns - Draw and colour simple objects - Show creativity in drawing activities |
- Join dots to complete patterns
- Draw a crayon, blackboard, book and pencil - Colour the completed drawings - Display completed work |
Can you draw and colour classroom objects?
|
- Queenex Language Activities Practice Book pg. 29
- Dot-to-dot worksheets - Drawing paper - Crayons and pencils |
- Observation
- Drawing assessment - Creativity evaluation |
|
| 8 | 4 |
MY FAMILY
Listening and Speaking |
Active Listening - Naming Family Members
|
By the end of the
lesson, the learner
should be able to:
- Name different family members - Identify family members in pictures - Show love for family |
- Look at pictures of family members
- Name the people in the family picture - Discuss members of their own families - Share about their family |
Who are the people in your family?
|
- Queenex Language Activities Practice Book pg. 33
- Family picture charts - Family photos - Picture cards |
- Observation
- Oral identification - Discussion assessment |
|
| 8 | 5 |
Listening and Speaking
|
Active Listening - Family Picture Colouring
|
By the end of the
lesson, the learner
should be able to:
- Identify family members in illustrations - Colour family pictures neatly - Appreciate family relationships |
- Colour the family picture
- Identify each family member while colouring - Discuss roles of family members - Share about their own families |
What do family members do?
|
- Queenex Language Activities Practice Book pg. 33
- Coloring materials - Family pictures - Crayons |
- Observation
- Coloring assessment - Oral responses |
|
| 9 | 1 |
Listening and Speaking
|
Active Listening - Family Song
|
By the end of the
lesson, the learner
should be able to:
- Listen attentively to the family song - Sing the family song with actions - Appreciate family love and unity |
- Listen to the family song
- Sing the song "Family, family, love so true" - Perform actions to the song - Discuss family love and togetherness |
Why is family important?
|
- Queenex Language Activities Practice Book pg. 33
- Song charts - Audio devices - Action props |
- Observation
- Singing participation - Oral responses |
|
| 9 | 2 |
Listening and Speaking
|
Active Listening - Different Families
|
By the end of the
lesson, the learner
should be able to:
- Recognize that families are different - Listen to how others describe their families - Respect different family structures |
- Sing the part "Some families have all, some have none"
- Discuss how families are different - Listen to friends describe their families - Share what makes their family special |
How is your family different from others?
|
- Queenex Language Activities Practice Book pg. 33
- Family pictures - Discussion prompts - Chart paper |
- Observation
- Listening assessment - Discussion participation |
|
| 9 | 3 |
Listening and Speaking
|
Active Listening - Different Families
|
By the end of the
lesson, the learner
should be able to:
- Recognize that families are different - Listen to how others describe their families - Respect different family structures |
- Sing the part "Some families have all, some have none"
- Discuss how families are different - Listen to friends describe their families - Share what makes their family special |
How is your family different from others?
|
- Queenex Language Activities Practice Book pg. 33
- Family pictures - Discussion prompts - Chart paper |
- Observation
- Listening assessment - Discussion participation |
|
| 9 | 4 |
Listening and Speaking
|
Self-expression - Family Names
|
By the end of the
lesson, the learner
should be able to:
- Read names of family members - Identify father, mother, brother and sister - Express knowledge of family vocabulary |
- Read and colour the names: father, mother, brother, sister
- Identify each family member - Practice saying family names - Match names to family pictures |
What do we call the people in our family?
|
- Queenex Language Activities Practice Book pg. 36
- Word cards - Coloring materials - Family pictures |
- Observation
- Reading assessment - Matching exercises |
|
| 9 | 5 |
Listening and Speaking
|
Self-expression - Family Activities
|
By the end of the
lesson, the learner
should be able to:
- Describe activities done by family members - Express what family members do - Appreciate family roles |
- Look at pictures showing family activities
- Describe what each family member is doing - Discuss activities done together as a family - Share their favorite family activities |
What do your family members do?
|
- Queenex Language Activities Practice Book pg. 36
- Activity picture cards - Chart paper - Drawing materials |
- Observation
- Oral description - Expression assessment |
|
| 10 | 1 |
Listening and Speaking
|
Self-expression - Talking about My Family
|
By the end of the
lesson, the learner
should be able to:
- Talk about their own family - Express feelings about family members - Show confidence in self-expression |
- Talk about their own family members
- Describe what each family member does - Express love for family - Share family stories |
Tell us about your family
|
- Queenex Language Activities Practice Book pg. 36
- Family photos - Drawing materials - Presentation space |
- Observation
- Oral presentation - Expression evaluation |
|
| 10 | 2 |
Listening and Speaking
|
Self-expression - Drawing My Family
|
By the end of the
lesson, the learner
should be able to:
- Draw their family members - Label family members in drawings - Appreciate their family |
- Draw their own family
- Label each family member - Share drawings with classmates - Discuss their family drawings |
Can you draw your family?
|
- Queenex Language Activities Practice Book pg. 36
- Drawing paper - Crayons and pencils - Display board |
- Observation
- Drawing assessment - Oral presentation |
|
| 10 | 3 |
Listening and Speaking
|
Polite Language - Magic Words
|
By the end of the
lesson, the learner
should be able to:
- Read magic words correctly - Identify polite words - Show interest in using polite language |
- Read the magic words: thank you, please, excuse me, sorry, may I
- Colour the polite words - Discuss meaning of each magic word - Practice saying magic words |
What are the magic words we use?
|
- Queenex Language Activities Practice Book pg. 38
- Magic word charts - Word cards - Coloring materials |
- Observation
- Reading assessment - Oral practice |
|
| 10 | 4 |
Listening and Speaking
|
Polite Language - Using Magic Words
|
By the end of the
lesson, the learner
should be able to:
- Use magic words in conversations - Identify situations for using polite words - Demonstrate courtesy in interactions |
- Look at pictures and read the polite expressions
- Discuss when to use each magic word - Role-play using please, thank you and sorry - Practice polite language with friends |
When do we say "please" and "thank you"?
|
- Queenex Language Activities Practice Book pg. 38
- Picture cards - Role-play props - Situation cards |
- Observation
- Role-play assessment - Practical application |
|
| 10 | 5 |
Listening and Speaking
|
Polite Language - Matching Magic Words
|
By the end of the
lesson, the learner
should be able to:
- Match situations with appropriate polite words - Apply magic words in daily life - Show politeness consistently |
- Match pictures to the magic words
- Complete matching activities - Discuss appropriate use of polite words - Practice using magic words at home and school |
Can you match the picture to the magic word?
|
- Queenex Language Activities Practice Book pg. 38
- Picture-word matching cards - Worksheets - Assessment materials |
- Observation
- Matching exercises - Behavioral evaluation |
|
| 11 | 1 |
Reading
|
Print Awareness - Naming Clothes
|
By the end of the
lesson, the learner
should be able to:
- Name different types of clothes - Identify clothes in pictures - Show awareness of print labels |
- Name the clothes in the pictures
- Identify t-shirt, cap, gloves, scarf, tie, blouse, skirt, trousers, vest, shoe, socks, sweater - Colour pictures of clothes - Discuss clothes they wear |
What clothes do you wear?
|
- Queenex Language Activities Practice Book pg. 41
- Clothing picture cards - Real clothing items - Coloring materials |
- Observation
- Oral naming - Coloring assessment |
|
| 11 | 2 |
Reading
|
Print Awareness - Matching Clothes
|
By the end of the
lesson, the learner
should be able to:
- Match similar clothes - Identify clothes worn by family members - Recognize print on clothing labels |
- Match pictures of similar clothes
- Discuss clothes worn by different family members - Identify clothing items by name - Complete matching activities |
Can you match the clothes?
|
- Queenex Language Activities Practice Book pg. 41
- Matching worksheets - Clothing pictures - Real clothes |
- Observation
- Matching exercises - Oral responses |
|
| 11 | 3 |
Reading
|
Print Awareness - Naming Foods
|
By the end of the
lesson, the learner
should be able to:
- Name different types of foods - Identify foods eaten by families - Appreciate print in food names |
- Name the foods in the pictures
- Identify different food items - Discuss foods eaten at home - Write names of foods |
What foods do you eat at home?
|
- Queenex Language Activities Practice Book pg. 41
- Food picture cards - Real food items or models - Word cards |
- Observation
- Oral identification - Written assessment |
|
| 11 | 4 |
Reading
|
Phonic Awareness - Letter Sound /a/
|
By the end of the
lesson, the learner
should be able to:
- Identify the letter sound /a/ - Name pictures that begin with /a/ - Show interest in phonics activities |
- Read the sound /a/
- Name pictures that start with /a/ - Match pictures to the sound /a/ - Practice saying words with /a/ |
What sound does letter 'a' make?
|
- Queenex Language Activities Practice Book pg. 45
- Letter-sound charts - Picture cards for /a/ - Phonics materials |
- Observation
- Sound recognition - Matching assessment |
|
| 11 | 5 |
Reading
|
Phonic Awareness - Letter Sound /b/
|
By the end of the
lesson, the learner
should be able to:
- Identify the letter sound /b/ - Name pictures that begin with /b/ - Develop phonemic awareness |
- Read the sound /b/
- Name pictures that start with /b/ - Match pictures to the sound /b/ - Practice saying words with /b/ |
What sound does letter 'b' make?
|
- Queenex Language Activities Practice Book pg. 45
- Letter-sound charts - Picture cards for /b/ - Phonics materials |
- Observation
- Sound recognition - Oral assessment |
|
| 12 | 1 |
Reading
|
Phonic Awareness - Letter Sound /c/
|
By the end of the
lesson, the learner
should be able to:
- Identify the letter sound /c/ - Name pictures that begin with /c/ - Match pictures to sounds |
- Read the sound /c/
- Name pictures that start with /c/ - Match pictures to the sound /c/ - Practice saying words with /c/ |
What sound does letter 'c' make?
|
- Queenex Language Activities Practice Book pg. 45
- Letter-sound charts - Picture cards for /c/ - Phonics materials |
- Observation
- Sound recognition - Matching exercises |
|
| 12 | 2 |
Reading
|
Phonic Awareness - Letter Sound /d/
|
By the end of the
lesson, the learner
should be able to:
- Identify the letter sound /d/ - Name pictures that begin with /d/ - Distinguish between letter sounds |
- Read the sound /d/
- Name pictures that start with /d/ - Match pictures to the sound /d/ - Practice saying words with /d/ |
What sound does letter 'd' make?
|
- Queenex Language Activities Practice Book pg. 45
- Letter-sound charts - Picture cards for /d/ - Phonics materials |
- Observation
- Sound recognition - Oral assessment |
|
| 12 | 3 |
Reading
|
Phonic Awareness - Letter Sound /d/
|
By the end of the
lesson, the learner
should be able to:
- Identify the letter sound /d/ - Name pictures that begin with /d/ - Distinguish between letter sounds |
- Read the sound /d/
- Name pictures that start with /d/ - Match pictures to the sound /d/ - Practice saying words with /d/ |
What sound does letter 'd' make?
|
- Queenex Language Activities Practice Book pg. 45
- Letter-sound charts - Picture cards for /d/ - Phonics materials |
- Observation
- Sound recognition - Oral assessment |
|
| 12 | 4 |
Reading
|
Phonic Awareness - Letter Sound /e/
|
By the end of the
lesson, the learner
should be able to:
- Identify the letter sound /e/ - Name pictures that begin with /e/ - Show confidence in phonics |
- Read the sound /e/
- Name pictures that start with /e/ - Match pictures to the sound /e/ - Review all five letter sounds (a, b, c, d, e) |
What sound does letter 'e' make?
|
- Queenex Language Activities Practice Book pg. 45
- Letter-sound charts - Picture cards for /e/ - Phonics review materials |
- Observation
- Sound recognition - Comprehensive assessment |
|
| 12 | 5 |
Writing
|
Eye-hand Coordination - Dot Joining
|
By the end of the
lesson, the learner
should be able to:
- Join dots to form pictures - Control hand movements precisely - Show improvement in coordination |
- Join dots to complete pictures
- Colour the completed pictures - Help the rabbit get to the carrots (maze activity) - Practice fine motor control |
Can you join the dots to make a picture?
|
- Queenex Language Activities Practice Book pg. 46
- Dot-to-dot worksheets - Maze activities - Coloring materials |
- Observation
- Fine motor assessment - Practical exercises |
|
| 13 | 1 |
Writing
|
Eye-hand Coordination - Pattern Tracing
|
By the end of the
lesson, the learner
should be able to:
- Trace patterns accurately - Complete pattern sequences - Demonstrate control in tracing |
- Trace and complete different patterns
- Follow pattern lines carefully - Colour pictures after tracing - Practice continuous patterns |
Can you trace the patterns carefully?
|
- Queenex Language Activities Practice Book pg. 46
- Pattern tracing worksheets - Pencils and crayons - Tracing guides |
- Observation
- Tracing accuracy - Pattern completion |
|
| 13 | 2 |
Writing
|
Writing Readiness - Hand Tracing and Letters
|
By the end of the
lesson, the learner
should be able to:
- Trace around their hand - Read and colour letters - Show readiness for writing |
- Look at pictures in the book
- Trace their own hand on paper - Read and colour letters - Colour the pictures |
Can you trace your hand?
|
- Queenex Language Activities Practice Book pg. 49
- Tracing paper - Pencils and crayons - Letter charts |
- Observation
- Tracing assessment - Coloring evaluation |
|
| 13 | 3 |
Writing
|
Writing Readiness - Writing Letter /a/
|
By the end of the
lesson, the learner
should be able to:
- Form the letter /a/ correctly - Write the letter /a/ on lines - Show interest in writing |
- Trace the letter /a/
- Practice writing letter /a/ - Write letter /a/ in the air - Complete letter /a/ writing activities |
Can you write the letter 'a'?
|
- Queenex Language Activities Practice Book pg. 49
- Letter formation charts - Writing paper - Pencils |
- Observation
- Letter formation assessment - Written exercises |
|
| 13 | 4 |
Writing
|
Writing Readiness - Writing Letter /b/
|
By the end of the
lesson, the learner
should be able to:
- Form the letter /b/ correctly - Write the letter /b/ on lines - Demonstrate proper letter formation |
- Trace the letter /b/
- Practice writing letter /b/ - Write letter /b/ in the air - Complete letter /b/ writing activities |
Can you write the letter 'b'?
|
- Queenex Language Activities Practice Book pg. 49
- Letter formation charts - Writing paper - Pencils |
- Observation
- Letter formation assessment - Written exercises |
|
| 13 | 5 |
Writing
|
Writing Readiness - Writing Letter /c/
|
By the end of the
lesson, the learner
should be able to:
- Form the letter /c/ correctly - Write the letter /c/ on lines - Show consistency in letter formation |
- Trace the letter /c/
- Practice writing letter /c/ - Write letter /c/ in the air - Complete letter /c/ writing activities |
Can you write the letter 'c'?
|
- Queenex Language Activities Practice Book pg. 49
- Letter formation charts - Writing paper - Pencils |
- Observation
- Letter formation assessment - Written exercises |
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