GREETINGS

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Practise pronunciation of sounds b:/b/ c:/k/, /s/ d:/d/ e:/e/ (bed), /iː/ (peel)
-Match sounds to corresponding letters
-Use greetings in different contexts

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

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

Observation -Oral questions -Checklists

Reading

Pre-reading

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

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

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

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

Skills in English Learner's Book
-Page 5
-Pictures
-Videos
-Reading materials
-Flash cards
-Charts
-Word cards

Observation -Checklists -Self-assessment

Language Use

Verb 'to be'

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

-Identify the present tense forms of the verb 'to be' in sentences
-Use the present tense realisations of the verb 'to be' to greet and introduce oneself and others
-Acknowledge the various present tense forms of the verb 'to be' in day-to-day communication

The learner is guided to:
-Participate in language games and songs using the present tense form of the verb 'to be'
-Watch videos of children greeting one another and introducing themselves
-Introduce himself/herself politely using the verb 'to be'

How do we introduce ourselves? -How do we greet people in the morning/afternoon/evening?

Skills in English Learner's Book
-Page 3
-Video clips
-Charts

Observation -Oral questions -Assessment rubrics

Language Use
Writing

Verb 'to be'
Pre-writing

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

-Identify the present tense forms of the verb 'to be' in sentences
-Use the present tense realisations of the verb 'to be' to greet and introduce oneself and others
-Acknowledge the various present tense forms of the verb 'to be' in day-to-day communication

The learner is guided to:
-Describe himself/herself, and other people using the verb 'to be'
-Practise various types of greetings using appropriate language e.g., how are you? I am fine
-Role play various types of greetings using the verb 'to be'

How do we introduce ourselves? -How do we greet people in the morning/afternoon/evening?

Skills in English Learner's Book
-Page 3
-Role play materials
-Charts
-Page 16
-Pictures
-Videos
-Exercise books
-Pencils
-Colouring materials

Observation -Oral presentation -Peer Assessment

Writing

Pre-writing

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

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

The learner is guided to:
-Practise writing from the left to the right
-Join dotted lines to make letters and patterns
-Draw and colour different shapes and letters
-Draw patterns and shapes, trace letters and shapes, mould letters using plasticine or clay

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

Skills in English Learner's Book
-Page 16
-Plasticine/clay
-Dotted worksheets
-Colouring materials

Observation -Written assessment -Peer Assessment

SCHOOL

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Picture labelling

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Identify the target sounds n:/n/ o:/ɒ/ (lot), /ɔː/ (cot) p:/p/
-Play language games depicting the school environment
-Construct sentences using words related to the theme

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

Skills in English Learner's Book
-Page 1
-Language games
-School pictures

Observation -Oral presentation -Assessment rubrics

Listening and Speaking
Reading

Pronunciation and Vocabulary
Pre-reading

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

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

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

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

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

Observation -Oral questions -Assessment rubrics

Reading
Language Use

Pre-reading
Subject-verb Agreement

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

-Identify small and capital letters of the alphabet for reading preparedness
-Demonstrate appropriate posture in preparation for reading
-Realise the importance of positioning materials appropriately for reading

The learner is guided to:
-Focus eyes on a line or word
-Track print through finger pointing as the teacher reads letters I to P
-Observe each other's sitting posture and give feedback
-Practise turning over the pages of a book from left to right

How do people sit when reading? -How do people place books and newspapers while reading?

Skills in English Learner's Book
-Page 5
-Reading books
-Letter cards
-Page 13
-Story books
-Dialogue charts

Observation -Peer Assessment -Self-assessment

Language Use
Writing

Subject-verb Agreement
Pre-writing

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

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

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

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

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

Observation -Oral presentation -Peer Assessment

Writing

Pre-writing

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

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

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

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

Skills in English Learner's Book
-Page 16
-Exercise books
-Colouring materials
-Shapes worksheet

Observation -Written assessment -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Listen and point out the sounds of the letters: q, r, s, t
-Say the sounds of the letters as the teacher points at them
-Watch a video/listen to a story related to the theme

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

Skills in English Learner's Book
-Page 37
-Video clips
-Flash cards
-Sound charts

Observation -Oral questions -Peer Assessment

FAMILY

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Listen and point out the sounds of the letters: u, v, w, x
-Talk about family members
-Role play responding to simple instructions using appropriate eye contact and facial expressions

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

Skills in English Learner's Book
-Page 37
-Role play materials
-Family pictures
-Rhymes
-Tongue twisters
-Songs

Observation -Oral presentation -Assessment rubrics

Listening and Speaking
Reading

Pronunciation and Vocabulary
Pre-reading

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

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

The learner is guided to:
-Practice all target sounds learnt (q to z)
-Use dialogues/rhymes/tongue twisters/language games/songs to practise vocabulary related to the theme
-Role play responding to simple instructions

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

Skills in English Learner's Book
-Page 37
-Language games
-Family vocabulary cards
-Page 42
-Letter cards
-Sound charts
-Plasticine/clay

Observation -Oral questions -Assessment rubrics

Reading
Language Use

Pre-reading
Pronouns ('I, you')

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

-Name the target letters in preparation for reading
-Read the sounds corresponding to the target letters fluently
-Advocate for the importance of letter–sound correspondence in preparation for reading

The learner is guided to:
-Track print through finger pointing as the teacher reads
-Match and pair sound with their corresponding letters
-Read simple words using the target letters

Why do we learn sounds?

Skills in English Learner's Book
-Page 42
-Word cards
-Matching activities
-Page 47
-Video clips
-Audio recordings
-Dialogue charts

Observation -Written questions -Assessment rubrics

Language Use

Pronouns ('I, you')

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

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

The learner is guided to:
-Use pronouns "I", and "you" in a conversation related to the theme
-Talk to peers/oneself using the pronouns 'you'/"I"
-Role play and record conversations between family members using the pronouns "I", and "you"

Which words do you use to talk about yourself?

Skills in English Learner's Book
-Page 47
-Digital devices
-Role play materials

Observation -Oral presentation -Peer Assessment

Writing

Handwriting

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

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

The learner is guided to:
-Practise correct letter formation from models on the board, chart, pattern books
-Copy lower case letter patterns
-Draw and label objects related to the theme

Why do we need to write in good handwriting?

Skills in English Learner's Book
-Page 49
-Pattern books
-Charts
-Drawing materials

Observation -Written assessment -Checklists

Writing
Listening and Speaking

Handwriting
Pronunciation and Vocabulary

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

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

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

Why do we need to write in good handwriting?

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

Observation -Written assessment -Peer Assessment

HOME

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 19
-Home vocabulary cards
-Instruction cards
-Home objects/pictures
-Role play materials

Observation -Oral presentation -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Practice all target sounds and vocabulary learnt
-Use home vocabulary in sentences
-Play language games using home-related words

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

Skills in English Learner's Book
-Page 19
-Language games
-Home vocabulary cards

Observation -Oral questions -Assessment rubrics

Reading

Pre-reading

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

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

The learner is guided to:
-Listen to audio recordings of the target letters (A a; M m; Tt; Ee)
-Point out and name letters on a chart or flashcards
-Listen and sort the target letters in word games

Why do we learn letters?

Skills in English Learner's Book
-Page 24
-Audio recordings
-Letter charts
-Flashcards
-Word formation cards
-Matching activities

Observation -Written assessment -Checklists

Language Use

Singular and plurals (add -s and -es)

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

-Identify singular and plural nouns which require addition of -s and -es
-Use singular and plural nouns which require an addition of -s and -es
-Realise the importance of using singular and plural nouns for effective oral communication

The learner is guided to:
-Talk about objects at home in their singular and plural forms
-Group pictures of items found at home in columns of one and many with peers

What objects are found at home?

Skills in English Learner's Book
-Page 30
-Home object pictures
-Grouping charts
-Drawing materials
-Poems
-Digital devices

Observation -Oral questions -Assessment rubrics

Writing

Handwriting

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

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

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

Why do we need to write clearly and neatly?

Skills in English Learner's Book
-Page 33
-Letter pattern books
-Charts
-Board

Observation -Written assessment -Checklists

Writing

Handwriting

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

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

The learner is guided to:
-Practise writing 3-4 letter words from left to right with peers
-Watch videos on formation of target letters
-Write home-related words correctly

Why do we need to write clearly and neatly?

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

Observation -Written assessment -Peer Assessment

TIME

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 52
-Time pictures
-Video clips
-Sound charts
-Time songs
-Conversation pictures

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Use time vocabulary in sentences
-Interpret different facial expressions
-Role play time-related activities

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

Skills in English Learner's Book
-Page 52
-Facial expression cards
-Role play materials
-Time vocabulary cards
-Expression charts

Observation -Oral questions -Checklists

Reading

Pre-reading

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

-Identify letter names and corresponding sounds for reading preparedness
-Read simple 3-4 letter words featuring the target letters for effective reading
-Realise the importance of letter-sound correspondence for reading preparedness

The learner is guided to:
-Engage in letter matching activities using pocket charts/digital flash cards/charts/flash cards
-Recognise letters of the alphabet: (Ss, Ll, Ii, Pp)
-Match target letters to their corresponding sounds

Why do we learn sounds?

Skills in English Learner's Book
-Page 57
-Letter matching cards
-Pocket charts
-Digital flashcards
-Fishing game materials
-Sight word cards
-Story books

Observation -Written assessment -Self-assessment

Language Use

Present Simple Tense

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

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

The learner is guided to:
-Watch a video on children participating in routine activities and talk about the activities using present simple tense
-Respond to questions based on daily routines

What do you do from morning to evening?

Skills in English Learner's Book
-Page 63
-Video clips
-Daily routine charts

Observation -Oral questions -Assessment rubrics

Language Use
Writing

Present Simple Tense
Handwriting

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

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

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

What do you do from morning to evening?

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

Observation -Oral presentation -Peer Assessment

Writing

Handwriting

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

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

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

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

Skills in English Learner's Book
-Page 66
-Drawing materials
-Language games
-Letter sorting cards

Observation -Written assessment -Peer Assessment

WEATHER AND OUR ENVIRONMENT

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Listen to an audio text containing the target sounds: /f/, /n/ /h/ /ɒ/ and /ɔː/
-Say the target sounds as modeled by peers/teacher/audio recording
-Use a Frayer model to discuss the meaning of words related to the theme

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

Skills in English Learner's Book
-Page 84
-Audio recordings
-Frayer model charts
-Weather pictures
-Weather rhymes
-Weather songs
-Story books

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 84
-Role play materials
-Weather vocabulary cards
-Instruction cards

Observation -Oral questions -Checklists

Listening and Speaking
Reading

Pronunciation and Vocabulary
Word Reading

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

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

The learner is guided to:
-Practice all target sounds and weather vocabulary
-Create sentences using weather-related words
-Demonstrate appropriate eye contact and facial expressions

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

Skills in English Learner's Book
-Page 84
-Weather vocabulary cards
-Sound practice materials
-Page 89
-Word charts
-Sound cards
-Weather word lists

Observation -Oral questions -Assessment rubrics

Reading
Language Use

Word Reading
Present continuous tense

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

-Identify words with the target sounds in preparation for reading
-Pronounce words with the target sounds accurately
-Realise the importance of reading words accurately

The learner is guided to:
-Read words about weather and the environment with minimal hesitations
-Practise reading sentences containing decodable words
-Practice reading weather-related words

Why should we pronounce words correctly?

Skills in English Learner's Book
-Page 89
-Weather stories
-Decodable word cards
-Sentence strips
-Page 94
-Activity pictures
-Poems
-Songs

Observation -Written questions -Assessment rubrics

Language Use
Writing

Present continuous tense
Spelling

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

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

The learner is guided to:
-Listen to a story with present continuous tense
-Retell portions of a short story in the present continuous tense
-Role play events with peers using the present continuous tense

What is going on in the school compound?

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

Observation -Oral presentation -Peer Assessment

Writing

Spelling

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

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

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

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

Skills in English Learner's Book
-Page 97
-Audio recordings
-Poster materials
-Target word lists

Observation -Written assessment -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Listen to an audio recording/clip about hygiene
-Pick out words which have the sounds /b/, /r/, /u/ and /g/
-Recite alliterative words that have the target sounds as modeled by the peers/teacher or audio record/clip

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

Skills in English Learner's Book
-Page 100
-Audio recordings
-Sound charts
-Hygiene pictures

Observation -Oral questions -Assessment rubrics

HYGIENE

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 100
-Hygiene pictures
-Vocabulary cards
-Story pictures
-Hygiene rhymes
-Songs
-Picture cards

Observation -Oral presentation -Peer Assessment

Listening and Speaking
Reading

Pronunciation and Vocabulary
Word Reading

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

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

The learner is guided to:
-Practice all target sounds and hygiene vocabulary
-Create sentences using hygiene-related words
-Recite rhymes and sing songs, with peers

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

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

Observation -Oral questions -Assessment rubrics

Reading
Language Use

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

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

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

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

Why should we pronounce words correctly?

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

Observation -Written questions -Assessment rubrics

Language Use

Simple past tense (adding -ed/-d)

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

-Identify words with -ed/ and -d from a written text
-Use simple past tense to discuss activities they carried out in the past
-Adopt communicating ideas using the simple past tense

The learner is guided to:
-Engage in games, changing verbs from present simple to past simple tense, in small groups/pairs
-Construct oral sentences using simple past tense ending with -ed,-d, to talk about hygiene

What did you do in the morning before coming to school? -What did your family do last Saturday to keep the home clean?

Skills in English Learner's Book
-Page 113
-Verb cards
-Language games
-Hygiene activity pictures

Observation -Oral presentation -Peer Assessment

Writing

Spelling

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

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

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

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

Skills in English Learner's Book
-Page 109
-Letter formation models
-Pattern books
-Spelling lists

Observation -Written assessment -Checklists

Writing
Listening and Speaking

Spelling
Pronunciation and Vocabulary

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

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

The learner is guided to:
-Practise writing letters Bb, Rr, Uu, Gg neatly from the left to the right
-Draw and label objects related to hygiene
-Write hygiene-related words correctly

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

Skills in English Learner's Book
-Page 109
-Drawing materials
-Hygiene objects
-Labelling materials
-Page 116
-Audio recordings
-Body part pictures
-Vocabulary cards

Observation -Written assessment -Peer Assessment

PARTS OF THE BODY

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Practice pronouncing target sounds
-Recite poems featuring the target sounds
-Construct sentences using vocabulary related to the theme

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

Skills in English Learner's Book
-Page 116
-Poems
-Body part charts
-Sound cards
-Body part songs
-Rhymes
-Pictures

Observation -Oral presentation -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Practice all target sounds and body vocabulary
-Create sentences using body part words
-Recite rhymes and sing songs related to the theme with peers

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

Skills in English Learner's Book
-Page 116
-Body vocabulary cards
-Sound practice materials

Observation -Oral questions -Assessment rubrics

Reading

Fluency

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

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

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

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

Skills in English Learner's Book
-Page 120
-Reading texts
-Timer/stopwatch
-Word lists
-Readers theatre scripts
-Poems
-Expression cards

Observation -Written assessment -Self-assessment

Language Use

Demonstratives

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

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

The learner is guided to:
-Use demonstratives in singular and plural to talk about objects identified
-Point at parts of the body and describe them using the words: (this/that), (these/those) in pairs or small groups

How do we tell others about near and far objects?

Skills in English Learner's Book
-Page 126
-Body part charts
-Demonstrative cards
-Objects
-Body part poems
-Songs
-Distance markers

Observation -Oral questions -Assessment rubrics

Writing

Spelling

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

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

The learner is guided to:
-Name the letters that make words with the target sounds
-Select words with the letters 'c', 'd' and 'w'
-Spell the words with the letters 'c', 'd' and 'w'

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

Skills in English Learner's Book
-Page 130
-Spelling lists
-Letter cards
-Word cards

Observation -Written assessment -Checklists

Writing

Spelling

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

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

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

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

Skills in English Learner's Book
-Page 130
-Jumbled letter cards
-Dictation materials
-Writing materials

Observation -Written assessment -Peer Assessment