INTERNET-EMAIL

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary: Short and Long Vowel Sounds
Pronunciation and Vocabulary: Sounds /f/ and /v/

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

- Identify correct stress and intonation in 'WH' questions, other questions and statements for clarity in speech.
- Recognize and produce the difference between short and long vowel sounds.
- Value the importance of correct pronunciation in communication.

The learner is guided to:
- Listen to an audio-visual recording of words featuring the sounds /ʊ/ /uː/.
- Repeat words with the short vowel sound /ʊ/ and long vowel sound /uː/.
- Work in groups to take turns saying words with short and long vowel sounds.
- Say words that have the same vowel sound as given examples.

Why do we vary our voice when asking questions?

- Oxford New Progressive Primary English Learner's Book pg. 63
Audio recordings
Digital devices
Word cards
Charts with vowel sounds
- Oxford New Progressive Primary English Learner's Book pg. 64
Pictures related to theme

Oral pronunciation Listening comprehension Group discussions Observation Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Word Stress and Intonation

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

- Use correct stress and intonation in questions and statements to communicate clearly.
- Vary intonation appropriately according to the type of sentence.
- Adopt the use of varying intonation for effective communication.

The learner is guided to:
- Listen to correct stress in words such as address, increase among others (whether noun or verb).
- Listen to correct intonation in questions and statements to identify a speaker's feelings.
- Recite a poem featuring 'WH' questions and declaratives collaboratively.
- Vary intonation when uttering questions and statements.

How do we find out what we do not know?

- Oxford New Progressive Primary English Learner's Book pg. 65
Poems with WH questions
Audio recordings
Digital devices
Charts with intonation patterns

Oral recitation Intonation patterns Role play Observation Peer assessment

Reading

Intensive Reading: Dialogue (Key Elements)

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

- Read a variety of dialogues related to email and the internet for comprehension.
- Identify key elements in a dialogue.
- Acknowledge the importance of reading dialogues for comprehension.

The learner is guided to:
- Locate new words and sentence structures in a dialogue.
- Read a variety of dialogues related to the theme in print and non-print formats.
- Identify key elements in a dialogue (speakers, topic, turn-taking).
- Identify events in a dialogue for logical flow.

How can we obtain information from texts?

- Oxford New Progressive Primary English Learner's Book pg. 66
Dialogues related to theme
Digital texts
Reading materials
Lesson notes

Reading comprehension Element identification Group discussions Observation Written assignments

Reading
Grammar in Use

Intensive Reading: Dialogue (Comprehension)
Word Class: Quantifiers (Much and Many)

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

- Apply appropriate intensive reading skills to obtain specific factual and inferential information for lifelong learning.
- Answer factual and inferential questions from a dialogue.
- Adopt reading for purposes of comprehension and information.

The learner is guided to:
- Answer factual and inferential questions individually and collaboratively.
- Read a dialogue in pairs or small groups, with each learner taking a role.
- Role-play a dialogue related to the theme.
- Create a simple dialogue based on the theme.

What stories or books have you read?

- Oxford New Progressive Primary English Learner's Book pg. 67
Dialogues
Digital devices
Role play scripts
Lesson notes
- Oxford New Progressive Primary English Learner's Book pg. 69
Poems with quantifiers
Sentence strips

Comprehension questions Role play assessment Dialogue creation Observation Peer assessment

Grammar in Use

Word Class: Quantifiers (Some and Any)

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

- Identify quantifiers (some and any) used with countable and uncountable nouns.
- Use quantifiers (some and any) in sentences correctly for communication clarity.
- Value the correct use of quantifiers in communication.

The learner is guided to:
- Use digital devices to compose a short poem or a paragraph featuring the quantifiers (some and any).
- Use the quantifiers (some and any) in a role play or a dialogue with peers.
- Construct sentences using the quantifiers (some and any).
- Fill in blank spaces using correct quantifiers (some and any).

When do we use 'some' and when do we use 'any'?

- Oxford New Progressive Primary English Learner's Book pg. 70
Digital devices
Exercise books
Sentence strips
Lesson notes

Written exercises Digital composition Role play Observation Peer assessment

Writing

Creative Writing: Pictorial Compositions (Understanding)

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

- Identify pictures for writing pictorial compositions on the theme.
- Organize pictures in a logical sequence to write pictorial compositions.
- Value the use of pictures in composition writing.

The learner is guided to:
- Identify pictures from online and offline sources collaboratively.
- Arrange pictures in a logical sequence to tell a story.
- Discuss pictures collaboratively and interpret what is happening in each picture.
- Watch a variety of videos related to the theme and identify key events that could be depicted in pictures.

How do pictures make you feel?

- Oxford New Progressive Primary English Learner's Book pg. 71
Pictures
Digital devices
Videos
Drawing materials

Picture sequencing Group discussions Observation Picture interpretation Oral presentation

Writing
Listening and Speaking

Creative Writing: Pictorial Compositions (Writing)
Pronunciation and Vocabulary: Interactive Listening

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

- Write a pictorial composition of about 60-80 words on the theme for effective communication.
- Adopt the use of a wide range of pictures to write pictorial compositions on different topics for communication.
- Acknowledge the importance of pictorial compositions in communication.

The learner is guided to:
- Use pictures from online and offline sources to write a pictorial composition of 60-80 words based on the theme.
- Generate a wide range of pictures from the internet and write a pictorial composition together.
- Share their pictorial compositions with peers for feedback.
- Edit and improve their pictorial compositions based on feedback.

How can pictures help us to write better compositions?

- Oxford New Progressive Primary English Learner's Book pg. 73
Pictures
Digital devices
Writing materials
Sample pictorial compositions
- Oxford New Progressive Primary English pg. 75
Audio materials
Charts with sounds

Completed compositions Peer assessment Written assignments Assessment rubrics Observation

TECHNOLOGY-CYBER SAFETY

Listening and Speaking

Pronunciation and Vocabulary: Turn Taking

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

- Participate actively in a two-way conversation (turn taking) in various settings for self-expression.
- Apply facial expressions and gestures appropriately while reciting choral verses.
- Realise the importance of turn taking in oral communication.

The learner is guided to:
- Role-play a dialogue about cyber safety with peers.
- Conduct interviews about cyber safety in groups.
- Participate in debates on cyber safety.
- Take turns appropriately during discussions.
- Apply appropriate facial expressions and gestures during oral presentations.

Why should you listen to others when they are speaking?

- Oxford New Progressive Primary English pg. 76
Digital devices
Audio recordings
Video clips

Oral presentations Role play assessment Debates Interview assessment

Listening and Speaking

Pronunciation and Vocabulary: Riddles

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

- Listen intensively for specific information from a variety of texts.
- Respond appropriately to spoken language in different contexts.
- Apply vocabulary related to the theme in different contexts.

The learner is guided to:
- Create riddles related to cyber safety.
- Record one another when performing choral verses or short dialogues.
- Listen to an audio or a speech and identify information about cyber safety.
- Watch audio-visual recordings of short interviews and then conduct a role play.

How can we improve our listening skills?

- Oxford New Progressive Primary English pg. 77
Digital devices
Recording devices
Charts

Observation schedule Oral presentations Checklists Recordings assessment

Reading

Extensive Reading: Narratives
Extensive Reading: Poems

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

- Read a variety of grade-appropriate digital and print texts for comprehension.
- Interpret visual media appropriately for comprehension.
- Appreciate the importance of extensive reading for enjoyment.

The learner is guided to:
- Read the story "At the cyber café" for comprehension.
- Identify the main idea in the story.
- Retell the story in their own words.
- Discuss what they like or dislike about the story.
- Identify a proverb used in the story and discuss its meaning.

Why is it important to read stories?

- Oxford New Progressive Primary English pg. 78
Digital devices
Story books
Selected passages
- Oxford New Progressive Primary English pg. 79
Selected poems
Charts

Reading logs Oral questions Written comprehension questions Retelling assessment

Grammar in Use

Tense: Present Progressive Aspect

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

- Identify the present progressive form of the verb in oral and written texts.
- Use the present progressive aspect correctly in oral and written contexts.
- Adopt the use of the present progressive aspect in communication.

The learner is guided to:
- Talk about what people in pictures are doing using present progressive tense.
- Complete a story using the present progressive form of verbs in brackets.
- Name actions learners in the class are doing using present progressive.
- Make sentences using the present progressive form of different verbs.

How do we show an action is happening now?

- Oxford New Progressive Primary English pg. 80
Digital devices
Charts
Pictures

Written exercises Oral questions Sentence construction Peer assessment

Grammar in Use
Writing

Tense: Past Progressive Aspect
Punctuation: Full Stop/Capital Letters

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

- Identify the past progressive form of the verb in oral and written texts.
- Use the past progressive aspect correctly in oral and written contexts.
- Adopt the use of the past progressive aspect in communication.

The learner is guided to:
- Look at pictures and read what people in the pictures were doing yesterday.
- Make sentences from a given table using past progressive form.
- Create sentences using was/were with the correct form of verbs.
- Play language games using present and past progressive tenses.

How do we show an action was happening in the past?

- Oxford New Progressive Primary English pg. 81
Digital devices
Pictures
Charts
- Oxford New Progressive Primary English pg. 84
Charts
Word cards

Written exercises Gap filling exercises Sentence construction Group work assessment

Writing

Punctuation: Full Stop/Capital Letters

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

- Identify sentences that require punctuation.
- Apply full stops and capital letters correctly in written contexts.
- Appreciate the importance of proper punctuation in written communication.

The learner is guided to:
- Punctuate sentences correctly.
- Copy and correctly punctuate given sentences.
- Create stickers with correctly punctuated sentences and display them.
- Use word cards and punctuation cards to make sentences.
- Play punctuation games on digital devices.

How does good punctuation make our writing better?

- Oxford New Progressive Primary English pg. 85
Digital devices
Word cards
Punctuation cards

Editing exercises Peer assessment Written exercises Game-based assessment

THE FARM

Listening and Speaking

Pronunciation and Vocabulary: Tongue Twisters

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

- Articulate sounds /v/ and /w/ accurately for effective communication.
- Select sounds correctly from a language sample to improve listening comprehension.
- Appreciate the importance of tongue twisters in speech development.

The learner is guided to:
- Repeat words with the sounds /v/ and /w/ after the teacher.
- Say tongue twisters containing the sounds /v/ and /w/ collaboratively with peers.
- Create tongue twisters using given words.
- Identify words containing the sounds /v/ and /w/ from an oral text.

Why should you say words clearly?

- Oxford New Progressive Primary English pg. 88
Audio recordings
Charts with tongue twisters
Digital devices

Oral presentations Pronunciation checks Observation schedule Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Tongue Twisters

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

- Articulate sounds /v/ and /w/ accurately for effective communication.
- Select sounds correctly from a language sample to improve listening comprehension.
- Appreciate the importance of tongue twisters in speech development.

The learner is guided to:
- Repeat words with the sounds /v/ and /w/ after the teacher.
- Say tongue twisters containing the sounds /v/ and /w/ collaboratively with peers.
- Create tongue twisters using given words.
- Identify words containing the sounds /v/ and /w/ from an oral text.

Why should you say words clearly?

- Oxford New Progressive Primary English pg. 88
Audio recordings
Charts with tongue twisters
Digital devices

Oral presentations Pronunciation checks Observation schedule Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Tongue Twisters

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

- Articulate sounds /ch/, /s/ and vowel sound as in 'pure' accurately for clarity of speech.
- Use vocabulary related to the theme in a variety of contexts for effective communication.
- Realize the role of correct pronunciation for effective communication.

The learner is guided to:
- Repeat words with sounds /ch/, /s/ and the vowel sound as in 'pure'.
- Practise saying sentences containing the target sounds.
- Identify words with the target sounds from audio materials.
- Use vocabulary related to the farm to make sentences.
- Make riddles with words containing the target sounds.

What should you do to say words correctly?

- Oxford New Progressive Primary English pg. 89
Digital devices
Audio materials
Charts with sounds

Oral questions Pronunciation checks Observation schedule Checklists

Reading

Reading Fluency: Intensive Reading

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

- Read a text of about 300 words accurately, at the right speed and with expression.
- Apply appropriate strategies to comprehend a text of about 300 words.
- Appreciate the importance of fluency in reading for comprehension.

The learner is guided to:
- Read the story "The exciting visit" in groups.
- Identify the main idea and supporting details in the story.
- Answer comprehension questions based on the story.
- Take turns to read the story again with expression.
- Discuss the key events in the story.

Why is it important to read at a reasonable speed?

- Oxford New Progressive Primary English pg. 90
Supplementary readers
Digital devices
Charts

Oral questions Reading fluency assessment Comprehension questions Observation schedule

Reading

Reading Fluency: Intensive Reading

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

- Read a text of about 300 words accurately, at the right speed and with expression.
- Apply appropriate strategies to comprehend a text of about 300 words.
- Appreciate the importance of fluency in reading for comprehension.

The learner is guided to:
- Read the story "The exciting visit" in groups.
- Identify the main idea and supporting details in the story.
- Answer comprehension questions based on the story.
- Take turns to read the story again with expression.
- Discuss the key events in the story.

Why is it important to read at a reasonable speed?

- Oxford New Progressive Primary English pg. 90
Supplementary readers
Digital devices
Charts

Oral questions Reading fluency assessment Comprehension questions Observation schedule

Reading

Reading Fluency: Poems

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

- Read poems with appropriate rhythm, tone, and expression.
- Respond to questions based on a poem for comprehension.
- Value reading with expression for better understanding.

The learner is guided to:
- Listen to a recitation of the poem "The farmer".
- Recite the poem with appropriate tone and rhythm.
- Answer questions about the poem.
- Evaluate other learners' recitation based on fluency, expression, and appropriate pauses.

How can you read a text fast and still understand it?

- Oxford New Progressive Primary English pg. 91
Digital devices
Poetry books
Charts

Oral presentations Recitation assessment Written questions Peer assessment

Reading

Reading Fluency: Reader's Theatre

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

- Perform a reader's theatre to enhance reading fluency.
- Read digital or non-digital texts with appropriate pace, rhythm, and intonation.
- Appreciate the importance of reading fluency in communication.

The learner is guided to:
- Perform a reader's theatre by taking turns reading parts from a script.
- Respond to oral questions that require inferences.
- Listen to audio-visual recordings of songs and poems and repeat them.
- Read poems and rhymes while paying attention to rhythm.

Why is it important to read with expression?

- Oxford New Progressive Primary English pg. 92
Digital devices
Audio-visual materials
Scripts

Reading logs Performance assessment Observation schedule Oral questions

Grammar in Use

Word Classes: Contracted Verb Forms

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

- Identify contracted forms in oral and written texts.
- Use contracted forms of verbs correctly in communication.
- Appreciate the use of contracted forms in communication.

The learner is guided to:
- Read sentences with contracted forms.
- Identify the difference between full forms and contracted forms.
- Underline contracted forms in a story.
- Fill in blanks with correct contracted forms of given words.
- Use contracted forms to write sentences.

Why do we shorten words like cannot to can't?

- Oxford New Progressive Primary English pg. 93
Digital devices
Charts
Pictures

Written exercises Gap filling exercises Sentence construction Peer assessment

Grammar in Use

Word Classes: Contracted Verb Forms

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

- Identify contracted forms in oral and written texts.
- Use contracted forms of verbs correctly in communication.
- Appreciate the use of contracted forms in communication.

The learner is guided to:
- Read sentences with contracted forms.
- Identify the difference between full forms and contracted forms.
- Underline contracted forms in a story.
- Fill in blanks with correct contracted forms of given words.
- Use contracted forms to write sentences.

Why do we shorten words like cannot to can't?

- Oxford New Progressive Primary English pg. 93
Digital devices
Charts
Pictures

Written exercises Gap filling exercises Sentence construction Peer assessment

Grammar in Use

Word Classes: Positive/Negative Statements

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

- Distinguish between positive and negative statements in oral and written texts.
- Transform positive statements into negative ones and vice versa.
- Realise the importance of using positive and negative statements appropriately.

The learner is guided to:
- Look at pictures and read sentences that show positive and negative statements.
- Discuss the difference between positive and negative statements.
- Categorize sentences into positive or negative statements.
- Change positive statements into negative ones and vice versa.
- Create a chart showing positive and negative statements.

How do positive and negative statements differ?

- Oxford New Progressive Primary English pg. 94
Digital devices
Manila paper
Charts

Written exercises Oral questions Group presentations Charting assessment

Grammar in Use

Word Classes: Positive/Negative Statements

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

- Construct positive and negative statements correctly.
- Use positive and negative statements appropriately in different contexts.
- Adopt the correct use of positive and negative statements in communication.

The learner is guided to:
- Ask and answer questions using positive and negative statements.
- Fill in blanks with appropriate words to form positive or negative statements.
- Engage in group discussions using positive and negative statements.
- Play language games involving positive and negative statements.

How can we improve our speech by using positive and negative statements?

- Oxford New Progressive Primary English pg. 95
Digital devices
Word cards
Charts

Gap filling exercises Oral presentations Game-based assessment Group work evaluation

Grammar in Use

Word Classes: Positive/Negative Statements

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

- Construct positive and negative statements correctly.
- Use positive and negative statements appropriately in different contexts.
- Adopt the correct use of positive and negative statements in communication.

The learner is guided to:
- Ask and answer questions using positive and negative statements.
- Fill in blanks with appropriate words to form positive or negative statements.
- Engage in group discussions using positive and negative statements.
- Play language games involving positive and negative statements.

How can we improve our speech by using positive and negative statements?

- Oxford New Progressive Primary English pg. 95
Digital devices
Word cards
Charts

Gap filling exercises Oral presentations Game-based assessment Group work evaluation

Writing

Creative Writing: Narrative Compositions

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

- Identify the structure of a narrative composition.
- Plan a narrative composition with an introduction, body, and conclusion.
- Value planning in writing for effective communication.

The learner is guided to:
- Listen to a story and identify the beginning, middle, and end.
- Rewrite a story in their own words.
- Identify similes used in the story.
- Arrange jumbled sentences to make a coherent story.
- Plan a composition about a visit to a farm.

Why do you enjoy listening to and reading stories?

- Oxford New Progressive Primary English pg. 96
Digital devices
Sample narratives
Audio recordings

Written assignments Oral questions Story sequencing assessment Planning evaluation

Writing

Creative Writing: Narrative Compositions

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

- Organize thoughts fluently and logically in paragraphs.
- Use similes to make a narrative composition interesting.
- Create a narrative composition of about 80 words for self-expression.

The learner is guided to:
- Discuss the process of writing a narrative composition in groups.
- Write a composition about a farm visit using similes.
- Proofread their compositions with peers.
- Read and evaluate each other's compositions.
- Visit a farm and write a narrative composition about their experience.

How do you make a story interesting?

- Oxford New Progressive Primary English pg. 97
Digital devices
Sample narratives
Charts

Written compositions Peer assessment Simile usage assessment Group evaluation

Writing

Creative Writing: Narrative Compositions

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

- Organize thoughts fluently and logically in paragraphs.
- Use similes to make a narrative composition interesting.
- Create a narrative composition of about 80 words for self-expression.

The learner is guided to:
- Discuss the process of writing a narrative composition in groups.
- Write a composition about a farm visit using similes.
- Proofread their compositions with peers.
- Read and evaluate each other's compositions.
- Visit a farm and write a narrative composition about their experience.

How do you make a story interesting?

- Oxford New Progressive Primary English pg. 97
Digital devices
Sample narratives
Charts

Written compositions Peer assessment Simile usage assessment Group evaluation

Writing

Creative Writing: Narrative Compositions

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

- Revise a narrative composition for clarity and cohesion.
- Use descriptive language to enhance a narrative composition.
- Appreciate the role of creativity in writing for different purposes.

The learner is guided to:
- Read and edit their compositions for spelling, grammar, and punctuation errors.
- Share their revised compositions with the class.
- Identify descriptive words that make a narrative interesting.
- Watch videos or animations about farms and write descriptive narratives.
- Create a class book of farm narratives.

Why is it necessary to revise a composition?

- Oxford New Progressive Primary English pg. 98
Digital devices
Videos
Sample narratives

Editing assessment Written compositions Oral presentations Peer assessment

HIV AND AIDS

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Articulate sounds /s/ and /z/ accurately for effective communication.
- Use vocabulary related to the theme in a variety of contexts for effective oral communication.
- Promote the importance of fluency in speech.

The learner is guided to:
- Repeat words with the sounds /s/ and /z/ after the teacher.
- Pick out words from a poem that have the sounds /s/ and /z/.
- Say words with the sounds /s/ and /z/ in pairs.
- Practice saying tongue twisters with the sounds /s/ and /z/.
- Use vocabulary related to HIV and AIDS to make sentences.

Why should you speak accurately?

- Oxford New Progressive Primary English pg. 101
Audio recordings
Charts
Digital devices

Oral presentations Pronunciation checks Observation schedule Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Articulate sounds /h/ and /f/ accurately for clarity of speech.
- Speak fluently and confidently on a given topic to enhance oral skills.
- Adopt the habit of speaking at a reasonable speed and without hesitation.

The learner is guided to:
- Repeat words with the sounds /h/ and /f/ after the teacher.
- Identify words with the sounds /h/ and /f/ from an oral text.
- Role-play a conversation about HIV and AIDS using appropriate expressions.
- Recite a poem featuring words related to HIV and AIDS.
- Conduct interviews with peers on issues related to HIV and AIDS.

How can you speak without unnecessary pauses?

- Oxford New Progressive Primary English pg. 102
Audio recordings
Poems
Digital devices

Oral presentations Role play assessment Interview assessment Observation schedule

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Articulate sounds /h/ and /f/ accurately for clarity of speech.
- Speak fluently and confidently on a given topic to enhance oral skills.
- Adopt the habit of speaking at a reasonable speed and without hesitation.

The learner is guided to:
- Repeat words with the sounds /h/ and /f/ after the teacher.
- Identify words with the sounds /h/ and /f/ from an oral text.
- Role-play a conversation about HIV and AIDS using appropriate expressions.
- Recite a poem featuring words related to HIV and AIDS.
- Conduct interviews with peers on issues related to HIV and AIDS.

How can you speak without unnecessary pauses?

- Oxford New Progressive Primary English pg. 102
Audio recordings
Poems
Digital devices

Oral presentations Role play assessment Interview assessment Observation schedule

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Speak expressively on a familiar text within a specified time.
- Use nonverbal cues when speaking for effective communication.
- Appreciate the importance of speaking fluently in daily communication.

The learner is guided to:
- Listen to and retell a story about HIV and AIDS.
- Present a short speech about HIV and AIDS to the class.
- Use appropriate gestures and facial expressions during presentations.
- Work in groups to hold conversations about topics related to HIV and AIDS.
- Give and receive feedback on speaking fluency.

What makes a good speaker?

- Oxford New Progressive Primary English pg. 103
Digital devices
Charts
Audio recordings

Oral presentations Speech assessment Peer feedback Observation schedule

Listening and Speaking

Pronunciation and Vocabulary: Speaking Fluency

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

- Speak expressively on a familiar text within a specified time.
- Use nonverbal cues when speaking for effective communication.
- Appreciate the importance of speaking fluently in daily communication.

The learner is guided to:
- Listen to and retell a story about HIV and AIDS.
- Present a short speech about HIV and AIDS to the class.
- Use appropriate gestures and facial expressions during presentations.
- Work in groups to hold conversations about topics related to HIV and AIDS.
- Give and receive feedback on speaking fluency.

What makes a good speaker?

- Oxford New Progressive Primary English pg. 103
Digital devices
Charts
Audio recordings

Oral presentations Speech assessment Peer feedback Observation schedule

Reading

Intensive Reading: Narratives

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

- Read a short narrative of about 320 words for comprehension.
- Apply appropriate reading techniques to obtain factual information.
- Appreciate reading for information and enjoyment.

The learner is guided to:
- Read the story "A health talk" for comprehension.
- Answer factual questions based on the story.
- Identify the main ideas and supporting details in the story.
- Discuss the lesson learned from the story in groups.
- Retell the story in their own words.

Why do we read narratives?

- Oxford New Progressive Primary English pg. 104
Digital devices
Story books
Charts

Oral questions Written comprehension questions Retelling assessment Peer assessment

Reading

Intensive Reading: Narratives

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

- Analyze events in a narrative for logical and fluent flow.
- Build vocabulary through reading narratives.
- Promote the importance of reading narratives in lifelong learning.

The learner is guided to:
- Identify the beginning, middle, and end of the story "A health talk".
- Pick out new words from the story and discuss their meanings.
- Use the new words to make sentences.
- Read other stories about HIV and AIDS and discuss them in groups.
- Create a reading club to share stories and books.

What makes you enjoy reading a narrative?

- Oxford New Progressive Primary English pg. 105
Digital devices
Supplementary readers
Charts

Oral questions Vocabulary tests Written exercises Group work evaluation

Reading

Intensive Reading: Narratives

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

- Analyze events in a narrative for logical and fluent flow.
- Build vocabulary through reading narratives.
- Promote the importance of reading narratives in lifelong learning.

The learner is guided to:
- Identify the beginning, middle, and end of the story "A health talk".
- Pick out new words from the story and discuss their meanings.
- Use the new words to make sentences.
- Read other stories about HIV and AIDS and discuss them in groups.
- Create a reading club to share stories and books.

What makes you enjoy reading a narrative?

- Oxford New Progressive Primary English pg. 105
Digital devices
Supplementary readers
Charts

Oral questions Vocabulary tests Written exercises Group work evaluation

Reading

Intensive Reading: Narratives

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

- Read texts from different sources for specific information.
- Respond to both factual and inferential questions from a text.
- Value reading from a variety of sources for information.

The learner is guided to:
- Search for passages about HIV and AIDS from newspapers, magazines, or online sources.
- Read the passages and ask each other questions about them.
- Identify factual information from the passages.
- Compare information from different sources.
- Create a class book with information gathered from different sources.

How can we find information from different sources?

- Oxford New Progressive Primary English pg. 106
Digital devices
Newspapers
Magazines

Reading logs Oral questions Written exercises Peer assessment

Grammar in Use

Word Class: Adverbs of Manner

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

- Identify adverbs of manner in oral and written texts.
- Use adverbs of manner correctly in sentences.
- Appreciate the importance of adverbs of manner in communication.

The learner is guided to:
- Read a poem with adverbs of manner highlighted.
- Discuss what the words in pink in the poem show.
- Identify adverbs of manner from an audio text.
- Group adverbs of manner from a given list.
- Construct sentences using adverbs of manner.

How do we show the way something is done?

- Oxford New Progressive Primary English pg. 107
Digital devices
Charts
Audio recordings

Written exercises Oral questions Sentence construction Peer assessment

Grammar in Use

Word Class: Adverbs of Manner

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

- Identify adverbs of manner in oral and written texts.
- Use adverbs of manner correctly in sentences.
- Appreciate the importance of adverbs of manner in communication.

The learner is guided to:
- Read a poem with adverbs of manner highlighted.
- Discuss what the words in pink in the poem show.
- Identify adverbs of manner from an audio text.
- Group adverbs of manner from a given list.
- Construct sentences using adverbs of manner.

How do we show the way something is done?

- Oxford New Progressive Primary English pg. 107
Digital devices
Charts
Audio recordings

Written exercises Oral questions Sentence construction Peer assessment

Grammar in Use

Word Class: Adverbs of Time and Place

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

- Distinguish between adverbs of time and place in oral and written texts.
- Use adverbs of time and place correctly in different contexts.
- Adopt the use of adverbs in everyday communication.

The learner is guided to:
- Identify adverbs of time and place from a given list.
- Categorize adverbs into adverbs of manner, time, and place.
- Use adverbs of time and place to make sentences related to HIV and AIDS.
- Play language games involving adverbs of time and place.
- Create a chart showing different types of adverbs.

When do you go to school? Where do you live?

- Oxford New Progressive Primary English pg. 108
Digital devices
Word cards
Charts

Written exercises Oral questions Group work assessment Game-based assessment

Grammar in Use

Word Class: Adverbs

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

- Analyze the use of adverbs in different contexts.
- Apply adverbs correctly in written and oral communication.
- Value the importance of correct usage of adverbs.

The learner is guided to:
- Listen to a story and identify different types of adverbs.
- Create word lists of adverbs and use them to construct sentences.
- Recite poems containing adverbs of manner, time, and place.
- Edit sentences by adding appropriate adverbs.
- Play fishing games with adverb word cards.

How can adverbs improve our communication?

- Oxford New Progressive Primary English pg. 109
Digital devices
Word cards
Charts

Editing exercises Oral presentations Written exercises Game-based assessment

Writing

Punctuation: Comma

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

- Identify contexts where commas are used in writing.
- Use commas correctly in different contexts.
- Appreciate the importance of correct punctuation in writing.

The learner is guided to:
- Read sentences with commas and observe how they are used.
- Identify places in sentences where commas should be used.
- Punctuate sentences correctly using commas.
- Write sentences about HIV and AIDS using commas correctly.
- Create stickers with correctly punctuated sentences.

Why is proper punctuation important in writing?

- Oxford New Progressive Primary English pg. 110
Digital devices
Punctuation cards
Charts

Written exercises Editing tasks Peer assessment Sticker evaluation

Writing

Punctuation: Comma

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

- Identify contexts where commas are used in writing.
- Use commas correctly in different contexts.
- Appreciate the importance of correct punctuation in writing.

The learner is guided to:
- Read sentences with commas and observe how they are used.
- Identify places in sentences where commas should be used.
- Punctuate sentences correctly using commas.
- Write sentences about HIV and AIDS using commas correctly.
- Create stickers with correctly punctuated sentences.

Why is proper punctuation important in writing?

- Oxford New Progressive Primary English pg. 110
Digital devices
Punctuation cards
Charts

Written exercises Editing tasks Peer assessment Sticker evaluation

Writing

Punctuation: Question Marks

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

- Identify interrogative sentences requiring question marks.
- Apply question marks correctly in written texts.
- Value proper punctuation for clarity in writing.

The learner is guided to:
- Read sentences with question marks and discuss their use.
- Identify sentences that require question marks.
- Punctuate sentences correctly using question marks.
- Write questions about HIV and AIDS using question marks correctly.
- Play punctuation games on digital devices.

How do question marks help readers understand your writing?

- Oxford New Progressive Primary English pg. 111
Digital devices
Punctuation cards
Charts

Written exercises Editing tasks Question formulation assessment Game-based assessment

HYGIENE AND SANITATION

Listening and Speaking

Pronunciation and Vocabulary: Interactive Listening

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

- Articulate sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ accurately for effective communication.
- Discriminate between long and short vowel sounds in words.
- Value correct pronunciation for effective communication.

The learner is guided to:
- Repeat words with long and short vowel sounds after the teacher.
- Practise saying words containing the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ in pairs.
- Identify words with the target sounds from the names of pictures.
- Distinguish between words with similar sounds (e.g. bin-bean, fill-feel).

Why should we learn the difference between long and short vowel sounds?

- Oxford New Progressive Primary English pg. 113
Audio recordings
Charts with sounds
Digital devices

Pronunciation checks Oral presentations Observation schedule Listening assessment

Listening and Speaking

Pronunciation and Vocabulary: Interactive Listening

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

- Articulate sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ accurately for effective communication.
- Discriminate between long and short vowel sounds in words.
- Value correct pronunciation for effective communication.

The learner is guided to:
- Repeat words with long and short vowel sounds after the teacher.
- Practise saying words containing the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ in pairs.
- Identify words with the target sounds from the names of pictures.
- Distinguish between words with similar sounds (e.g. bin-bean, fill-feel).

Why should we learn the difference between long and short vowel sounds?

- Oxford New Progressive Primary English pg. 113
Audio recordings
Charts with sounds
Digital devices

Pronunciation checks Oral presentations Observation schedule Listening assessment

Listening and Speaking

Pronunciation and Vocabulary: Turn Taking

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

- Interact with a speaker actively during an oral presentation.
- Interrupt a speaker appropriately for politeness in conversation.
- Appreciate the importance of turn taking in oral communication.

The learner is guided to:
- Role-play a conversation about hygiene and sanitation.
- Practice interrupting politely during conversations.
- Identify phrases used to interrupt politely in a dialogue.
- Participate in interviews about hygiene and sanitation.
- Make presentations about personal hygiene.

Why should we listen to others?

- Oxford New Progressive Primary English pg. 114
Digital devices
Audio recordings
Charts

Role play assessment Observation schedule Oral presentations Interview assessment

Listening and Speaking

Pronunciation and Vocabulary: Riddles

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

- Create and solve riddles related to hygiene and sanitation.
- Use appropriate vocabulary related to the theme in different contexts.
- Promote the importance of riddles in language development.

The learner is guided to:
- Solve riddles related to hygiene and sanitation.
- Create riddles using words with specific sounds.
- Recite the poem "Poor drainage" and discuss the meaning of new words.
- Use new vocabulary to make sentences.
- Watch videos of people telling riddles.

What do we do when we want to talk and your friend is still talking?

- Oxford New Progressive Primary English pg. 115
Digital devices
Audio-visual materials
Charts

Oral presentations Riddle creation assessment Vocabulary tests Observation schedule

Listening and Speaking

Pronunciation and Vocabulary: Riddles

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

- Create and solve riddles related to hygiene and sanitation.
- Use appropriate vocabulary related to the theme in different contexts.
- Promote the importance of riddles in language development.

The learner is guided to:
- Solve riddles related to hygiene and sanitation.
- Create riddles using words with specific sounds.
- Recite the poem "Poor drainage" and discuss the meaning of new words.
- Use new vocabulary to make sentences.
- Watch videos of people telling riddles.

What do we do when we want to talk and your friend is still talking?

- Oxford New Progressive Primary English pg. 115
Digital devices
Audio-visual materials
Charts

Oral presentations Riddle creation assessment Vocabulary tests Observation schedule

Reading

Intensive Reading: Factual Texts

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

- Read factual texts of about 320 words for comprehension.
- Extract specific information from factual texts.
- Appreciate the importance of reading factual texts for information.

The learner is guided to:
- Read the passage "Be clean and tidy" for comprehension.
- Answer factual and inferential questions based on the passage.
- Identify the main ideas and supporting details in the passage.
- Discuss ways to maintain personal hygiene based on the passage.
- Build vocabulary by identifying new words from the passage.

Why should we read at the right speed?

- Oxford New Progressive Primary English pg. 116
Digital devices
Supplementary readers
Charts

Oral questions Written comprehension questions Vocabulary tests Peer assessment

Reading

Intensive Reading: Factual Texts

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

- Infer the meaning of vocabulary in a text for comprehension.
- Apply appropriate reading skills to obtain both factual and inferential information.
- Value reading for information and personal development.

The learner is guided to:
- Build vocabulary by identifying and discussing new words from the passage.
- Use a dictionary to confirm the meaning of new words.
- Make sentences using the new words.
- Watch videos related to hygiene and sanitation for specific information.
- Use encyclopedias to get more information related to the theme.

What should we do to remember what we read?

- Oxford New Progressive Primary English pg. 117
Digital devices
Dictionaries
Encyclopedias

Vocabulary tests Sentence construction assessment Oral questions Written exercises

Reading

Intensive Reading: Factual Texts

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

- Infer the meaning of vocabulary in a text for comprehension.
- Apply appropriate reading skills to obtain both factual and inferential information.
- Value reading for information and personal development.

The learner is guided to:
- Build vocabulary by identifying and discussing new words from the passage.
- Use a dictionary to confirm the meaning of new words.
- Make sentences using the new words.
- Watch videos related to hygiene and sanitation for specific information.
- Use encyclopedias to get more information related to the theme.

What should we do to remember what we read?

- Oxford New Progressive Primary English pg. 117
Digital devices
Dictionaries
Encyclopedias

Vocabulary tests Sentence construction assessment Oral questions Written exercises

Grammar in Use

Word Class: Conjunctions

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

- Identify conjunctions in oral and written texts.
- Engage in short dialogues featuring conjunctions.
- Appreciate the importance of conjunctions in communication.

The learner is guided to:
- Read the dialogue and identify conjunctions (and, but, or, yet, so, for, nor).
- Discuss how the conjunctions in the dialogue have been used.
- Listen to an audio recording of a dialogue and identify conjunctions.
- Talk about how each conjunction has been used.

Why do we join sentences?

- Oxford New Progressive Primary English pg. 118
Digital devices
Audio recordings
Charts

Written exercises Oral questions Sentence construction Peer assessment

Grammar in Use

Word Class: Conjunctions

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

- Use conjunctions correctly in both oral and written sentences.
- Apply conjunctions in a variety of contexts for effective communication.
- Value the correct use of conjunctions in communication.

The learner is guided to:
- Fill in blank spaces with correct conjunctions from a given list.
- Ask and answer questions about hygiene and sanitation using conjunctions.
- Write sentences about hygiene and sanitation using conjunctions.
- Read each other's sentences and correct any mistakes.
- Type sentences with conjunctions on a digital device.

Which words do we use to join sentences?

- Oxford New Progressive Primary English pg. 119
Digital devices
Word cards
Charts

Written exercises Gap filling exercises Peer assessment Sentence construction

Writing

Creative Writing: Descriptive Compositions

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

- Describe the parts of a descriptive composition for self-expression.
- Identify paragraphs in a descriptive composition.
- Value planning in writing for effective communication.

The learner is guided to:
- Read the composition "How to make an oral rehydration solution".
- Identify the paragraphs in the composition.
- Distinguish between the introduction, body, and conclusion.
- Write four sentences to describe a clean room.
- Plan a descriptive composition about the process of preparing or cleaning something.

Why should you organize your thoughts in clear sentences and paragraphs?

- Oxford New Progressive Primary English pg. 120
Digital devices
Sample compositions
Charts

Written exercises Paragraph identification Planning assessment Peer assessment

Writing

Creative Writing: Descriptive Compositions

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

- Describe the parts of a descriptive composition for self-expression.
- Identify paragraphs in a descriptive composition.
- Value planning in writing for effective communication.

The learner is guided to:
- Read the composition "How to make an oral rehydration solution".
- Identify the paragraphs in the composition.
- Distinguish between the introduction, body, and conclusion.
- Write four sentences to describe a clean room.
- Plan a descriptive composition about the process of preparing or cleaning something.

Why should you organize your thoughts in clear sentences and paragraphs?

- Oxford New Progressive Primary English pg. 120
Digital devices
Sample compositions
Charts

Written exercises Paragraph identification Planning assessment Peer assessment

Writing

Creative Writing: Descriptive Compositions

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

- Organize thoughts clearly, precisely, and creatively into coherent paragraphs.
- Write a descriptive composition of about 80-100 words on various topics.
- Appreciate the role of creativity in descriptive writing.

The learner is guided to:
- Write a descriptive composition about the process of preparing or cleaning something.
- Include all steps in a logical order.
- Read their composition and correct any mistakes.
- Rewrite the composition on a clean piece of paper.
- Display the composition in class.

How can you tell others about yourself?

- Oxford New Progressive Primary English pg. 121
Digital devices
Sample compositions
Charts

Written compositions Editing assessment Peer assessment Display evaluation

Writing

Creative Writing: Descriptive Compositions

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

- Organize thoughts clearly, precisely, and creatively into coherent paragraphs.
- Write a descriptive composition of about 80-100 words on various topics.
- Appreciate the role of creativity in descriptive writing.

The learner is guided to:
- Write a descriptive composition about the process of preparing or cleaning something.
- Include all steps in a logical order.
- Read their composition and correct any mistakes.
- Rewrite the composition on a clean piece of paper.
- Display the composition in class.

How can you tell others about yourself?

- Oxford New Progressive Primary English pg. 121
Digital devices
Sample compositions
Charts

Written compositions Editing assessment Peer assessment Display evaluation

Writing

Creative Writing: Descriptive Compositions

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

- Revise a descriptive composition for clarity and coherence.
- Evaluate the quality of a descriptive composition based on specific criteria.
- Value feedback in improving writing skills.

The learner is guided to:
- Read other learners' compositions.
- Give feedback on their peers' compositions.
- Revise their compositions based on feedback received.
- Read the passage "Sanitation" and discuss how else sanitation helps a community.
- Create a class book of descriptive compositions about hygiene and sanitation.

Why is feedback important for improving our writing?

- Oxford New Progressive Primary English pg. 122
Digital devices
Sample compositions
Charts

Peer assessment Revision assessment Written compositions Book creation evaluation