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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to construct correct sentences for effective communication |
In pairs, learners use ordinal and cardinal numbers to construct correct sentences
|
How many months are there in a year
|
Realia charts
|
1. Observatio n
Oral questions
|
|
| 2 | 2 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to construct correct sentences for effective communication |
In pairs, learners use ordinal and cardinal numbers to construct correct sentences
|
How many months are there in a year
|
Realia charts
|
1. Observatio n
Oral questions
|
|
| 2 | 3 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to group objects that are in the classroom for effective communication, |
Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers
|
How many months are there in a year
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 2 | 4 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to group objects that are in the classroom for effective communication, |
Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers
|
How many months are there in a year
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 2 | 5 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
appreciate the importance of cardinal and ordinal numbers in communication |
Learners identify things in the environment and count them
Learners listen to a poem, story or text containing cardinal and ordinal numbers |
Which is the tenth month of the year?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 3 | 1 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
identify the gender sets of animals correctly in a conversation |
In groups, learners discuss the males and females of domestic animals
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 3 | 2 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
identify the gender sets of animals correctly in a conversation |
In groups, learners discuss the males and females of domestic animals
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 3 | 3 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
identify the gender sets of animals correctly in a conversation |
In groups, learners discuss the males and females of domestic animals
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 3 | 4 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
use the opposites to discuss animals and people at the farm |
Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 3 | 5 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
use the opposites to discuss animals and people at the farm |
Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar
|
When do you wake up
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 1 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
enjoy a word game using gender sets and opposites in communicating ideas |
Learners work with pictures to show opposites.
Learners identify gender sets from pictures |
When do you wake up
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 2 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
enjoy a word game using gender sets and opposites in communicating ideas |
Learners work with pictures to show opposites.
Learners identify gender sets from pictures |
When do you go to sleep?
|
Realia Charts
|
|
|
| 4 | 3 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
" use simple prepositions’beside,above’ [ accurately to describe the position, location and direction of things" |
Learners listen to and
"answer oral questions from stories Learners work in groups to demonstrate various positions involving the prepositions learnt" |
Where do you keep
your books/cups
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 4 | 4 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
use simple prepositions’over,through’ accurately to describe the position, location and direction of things |
Learners listen to and answer oral questions from stories
Learners work in groups to demonstrate various positions involving the prepositions learnt |
Where do you keep your books/cups
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 4 | 5 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
use simple prepositions ‘below,under,to,at’ accurately to describe the position, location and direction of things |
Learners listen to and answer oral questions from stories
Learners work in groups to demonstrate various positions involving the prepositions learnt |
Where do you keep your books/cups
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 5 | 1 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
identify prepositions in oral conversations |
Learners place objects at different points in relation to the prepositions learnt and ask their peers to use suitable prepositions to locate them
|
Where do you keep your books/cups
|
Realia charts
|
Prepositions
|
|
| 5 | 2 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
appreciate use of prepositions to describe the position and location of people, places and things |
In pairs, learners construct sentences orally using pre- positions
Learners sing short songs/rhymes |
Where are the school toilets
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 5 | 3 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
use possessives’mine’ correctly to show ownership, |
Learners role play ownership of items and objects
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 5 | 4 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
use possessives’yours,ours’ correctly to show ownership, |
Learners role play ownership of items and objects
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 5 | 5 |
Language structures and functions
|
"Possessives
Mine, yours,"
ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
use possessives’hers,his’correc tly to show ownership |
Learners role play ownership of items and objects
|
Whose pen is this
|
Realia
charts |
.Observation 2.Oral questions
|
|
| 6 | 1 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
recognise the correct use of possessives in oral communication |
Learners talk about the things that they/ their parents/guardians/
own, using possessives |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 2 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
recognise the correct use of possessives in oral communication |
Learners talk about the things that they/ their parents/guardians/
own, using possessives |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 3 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
enjoy asking and answering questions about technology using possessives |
In pairs/ small groups, learners construct sentences using possessives based on the role play
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 4 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
ask questions using ‘what’ correctly to get information about simple ceremonies like a wedding |
Learners role play activities that lead to the use of what, where, when, whose
|
When do you wake up
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 5 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
ask questions using ‘whose’correctly to get information about simple ceremonies like a wedding learner |
Learners role play activities that lead to the use of what, where, when, whose
|
When do you wake up
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 1 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
ask questions using ‘whose’ and ‘where’ correctly to get information about simple ceremonies like a wedding |
Learners role play activities that lead to the use of what, where, when, whose
|
When do you wake up
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 2 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
use what, when, where and whose to denote, object, time, place and ownership |
Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups
Take part in games that allow them to ask questions using the wh- words |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 3 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
use what, when, where and whose to denote, object, time, place and ownership |
Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups
Take part in games that allow them to ask questions using the wh- words |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 4 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of what, where, when and whose to seek information |
Sing / recite short poems to practice the use of the use of what, where, when and whose
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 5 |
Language structures and functions
|
Describing words (size, colour, shape)
|
By the end of the
lesson, the learner
should be able to:
use describing words in relation to size. |
Learners group objects in terms Size- (big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number
|
What things can you see outside
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 1 |
Language structures and functions
|
Describing words (size, colour, shape)
|
By the end of the
lesson, the learner
should be able to:
use describing words in relation to colour |
Learners group objects in terms Size- (big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number
|
What things can you see outside
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 2 |
Language structures and functions
|
Describing words (size, colour, shape)
|
By the end of the
lesson, the learner
should be able to:
use describing words in relation to shape, |
Learners group objects in terms Size- (big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number
|
What things can you see outside
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8-14 |
Halfterm and end assessment |
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