GREETINGS AND FAREWELL

Listening and Speaking
Listening and Speaking

Greetings and Farewell

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

- Tell why we greet people in our day-to-day lives.
- Use greetings correctly while interacting.
- Adopt the use of greetings in daily interactions.

The learner is guided to:
- Tell why we greet each other as we interact.
- Role-play initiating and responding to greetings.
- Listen to an audio clip on people greeting or watch a video clip on people greeting.
- Tell words we use to greet different people (family members, visitors, teachers, school mates).

Why do we greet people?

Queenex Language Activities Practice Book pg. 1
Digital devices
Charts
Flash cards
Pictures of people greeting
Queenex Language Activities Practice Book pg. 2
Poems
Flash cards

Observation Oral questions Role play assessment

Listening and Speaking

Greetings and Farewell

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

- Acknowledge the importance of greetings in communication.
- Demonstrate appropriate greetings for different people.
- Appreciate the use of greetings and farewell in daily life.

The learner is guided to:
- Colour pictures and say the greeting depicted.
- Tell what children in pictures are saying.
- Practise saying farewell appropriately.
- Join dots to form greeting words and read them.

How do we say farewell?

Queenex Language Activities Practice Book pg. 3-4
Crayons
Charts
Flash cards
Pictures

Oral presentation Observation Checklists

Listening and Speaking

Time-related Greetings and Farewell

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

- Identify time-related greetings and farewells.
- Use time-related greetings correctly (good morning, good afternoon).
- Value the importance of appropriate greetings at different times.

The learner is guided to:
- Look at pictures and identify time of day.
- Colour pictures and say the appropriate time-related greeting (good morning, good afternoon).
- Join dots to form words "good morning" and "good afternoon" and read them.
- Role-play time-related greetings with peers.

What greeting do we use in the morning?

Queenex Language Activities Practice Book pg. 5-8
Digital devices
Charts
Crayons
Pictures depicting different times

Observation Oral questions Role play

Listening and Speaking
Reading

Time-related Greetings and Farewell
Reading Readiness

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

- Use evening and night-time greetings and farewells appropriately.
- Match pictures to time-related greetings and farewells.
- Appreciate the use of time-related greetings in daily interactions.

The learner is guided to:
- Colour pictures and say the farewell (good night, goodbye).
- Join dots to form words "good night" and "goodbye" and read them.
- Match pictures to the correct greetings and farewells.
- Sing songs related to time-related greetings.

What do we say when going to sleep?

Queenex Language Activities Practice Book pg. 9-11
Digital devices
Charts
Crayons
Flash cards
Queenex Language Activities Practice Book pg. 12-13
Picture books
Story books
Digital devices

Oral questions Matching activities Observation

Reading

Reading Readiness

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

- Turn pages from right to left in readiness for reading.
- Read pictures from different materials.
- Enjoy reading pictures and texts from different materials.

The learner is guided to:
- Turn pages of a book from right to left.
- Read pictures from different materials: books, charts, digital devices and boards.
- Identify what children in pictures are doing.
- Role-play arranging books on shelves, bags and tables.

Why is it important to handle books well?

Queenex Language Activities Practice Book pg. 14
Picture books
Charts
Digital devices
Library corner materials

Observation Oral questions Reading logs

Reading

Reading Readiness

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

- Read letter sounds from charts.
- Read letters of the alphabet from charts.
- Chant rhymes on letter sounds and letter names.

The learner is guided to:
- Read letter sounds in turns from a chart, books, boards, flash cards and digital devices.
- Read letters of the alphabet from charts.
- Colour pictures in the book.
- Chant rhymes on letter sounds and letter names.

Which letter sounds from the alphabet sound similar?

Queenex Language Activities Practice Book pg. 15
Alphabet charts
Flash cards
Digital devices
Rhyme charts

Oral questions Observation Checklists

Writing

Writing Readiness

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

- Identify writing materials (surfaces and tools) in preparation for writing.
- Hold a writing tool properly in preparation for writing.
- Turn pages from right to left in preparation for writing.

The learner is guided to:
- Mention writing surfaces such as books, ground, boards, slates and tools such as pencils, sticks, chalks, colours.
- Practice holding a writing tool properly.
- Turn pages from right to left when writing.
- Colour pictures in books.

How do we ensure that we write properly on our books?

Queenex Language Activities Practice Book pg. 16
Pencils
Crayons
Writing books
Slates
Queenex Language Activities Practice Book pg. 17
Pattern worksheets
Drawing books

Observation Writing samples Checklists

OUR NEIGHBOURHOOD

Listening and Speaking

Listening for Comprehension

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

- Tell why we should listen attentively when one is talking.
- Listen to information for comprehension.
- Take pleasure in activities that involve listening.

The learner is guided to:
- Listen to a story on things in the neighbourhood from the teacher or a digital device.
- Listen to riddles and answer questions (e.g., "I say moo! Moo! Moo! I am a big animal, I give milk and meat. Who am I?").
- Join the dots and colour pictures related to the riddles.
- Sing songs about listening attentively.

What do we do when a story is being told?

Queenex Language Activities Practice Book pg. 17
Digital devices
Charts
Pictures
Story books

Observation Oral questions Listening tests

Listening and Speaking

Listening for Comprehension

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

- Answer questions from the listening experience.
- Retell the story heard.
- Appreciate the importance of listening in communication.

The learner is guided to:
- Listen to a story (e.g., "Don's Pet" about a pet cat).
- Retell the story to peers.
- Answer oral questions from the story either collaboratively or as individuals.
- Colour pictures related to the story.
- Tell stories about things found in the neighbourhood.

What do we always see around us?

Queenex Language Activities Practice Book pg. 18-19
Digital devices
Story books
Crayons
Pictures

Oral questions Retelling assessment Observation

Listening and Speaking

News Telling

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

- Talk about happenings as they occur in daily life.
- Tell and retell news and verbal messages.
- Take pleasure in passing verbal messages.

The learner is guided to:
- Explain different happenings or events sequentially.
- Listen to news from the teacher or pre-recorded news from a digital device.
- Look at pictures and identify what they can see in the neighbourhood.
- Tell their friend what they do at home during the weekend.

What do you usually see on your way to school?

Queenex Language Activities Practice Book pg. 20
Digital devices
Pictures
Charts
Flash cards
Realia

Oral presentation Observation Peer assessment

Reading

Book Handling

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

- Talk about ways of caring for books for sustainability.
- Demonstrate book handling skills in and out of school.
- Take pleasure in book handling activities.

The learner is guided to:
- Talk about ways of caring for books.
- Look at pictures of well-arranged books on shelves or tables.
- Role-play covering books collaboratively.
- Colour pictures showing proper book handling.
- Sing the song about handling books with care.

How do we take care of our books?

Queenex Language Activities Practice Book pg. 21-22
Books
Shelves
Book covers
Crayons

Observation Demonstration Oral questions

Reading

Book Handling

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

- Demonstrate ability to arrange books properly.
- Practise arranging books top side up in shelves or book corner.
- Value proper storage of books.

The learner is guided to:
- Arrange books in bags.
- Arrange and store books properly in collaboration with peers.
- Practise arranging books top side up in shelves or book corner.
- Practise dusting books with nose covered where there is dust.
- Wash hands after dusting books.
- Sing songs as they arrange books on shelves, in bags or on tables.

Why is it important to arrange books properly?

Queenex Language Activities Practice Book pg. 23
Books
Shelves
Bags
Book corner

Observation Practical assessment Checklists

Reading

Reading Readiness

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

- Identify pictures of things found in the neighbourhood.
- Talk about the pictures collaboratively.
- Enjoy participating in pre-reading activities.

The learner is guided to:
- Identify pictures of things found in the neighbourhood from the writing board, charts, books, flash cards or digital devices (neighbours, buildings, domestic animals, utensils, rivers, roads, playgrounds, trees, market).
- Talk about the pictures collaboratively.
- Colour pictures related to the neighbourhood.

What are the different things found near our school?

Queenex Language Activities Practice Book pg. 24-25
Charts
Flash cards
Digital devices
Crayons
Queenex Language Activities Practice Book pg. 26
Alphabet charts
Rhyme charts

Oral questions Observation Picture identification

Reading

Letter Recognition: Letters Aa-Ff

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

- Identify letter names Aa, Bb, Cc, Dd, Ee, Ff in and out of class.
- Differentiate between upper case and lower case letters Aa-Ff.
- Take pleasure in chanting rhymes on letter names.

The learner is guided to:
- Listen to an audio clip on letter names or read letter names from the board.
- Read letters Aa, Bb, Cc, Dd, Ee, Ff from charts, books, flash cards.
- Match upper case and lower case letters Aa-Ff.
- Sing the ABC song.
- Chant rhymes on letter names Aa-Ff.

Which letters of the alphabet are almost written the same?

Queenex Language Activities Practice Book pg. 27
Alphabet charts
Flash cards
Digital devices
Letter cut-outs

Oral questions Matching activities Observation

Reading

Letter Recognition: Letters Gg-Ll

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

- Identify letter names Gg, Hh, Ii, Jj, Kk, Ll in and out of class.
- Differentiate between upper case and lower case letters Gg-Ll.
- Enjoy activities involving letter recognition.

The learner is guided to:
- Recall letter names learnt.
- Read letters Gg, Hh, Ii, Jj, Kk, Ll from charts, books, flash cards.
- Match upper case and lower case letters Gg-Ll.
- Visit a learning corner with a variety of jumbled letters and identify each letter name.
- Chant rhymes collaboratively on letter names Gg-Ll.

How do we identify letters of the alphabet?

Queenex Language Activities Practice Book pg. 27
Alphabet charts
Flash cards
Learning corner
Letter cards

Oral questions Letter identification Checklists

Reading

Letter Recognition: Letters Mm-Rr
Letter Recognition: Letters Ss-Zz

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

- Identify letter names Mm, Nn, Oo, Pp, Qq, Rr in and out of class.
- Differentiate between upper case and lower case letters Mm-Rr.
- Appreciate learning letter names.

The learner is guided to:
- Recall letter names learnt earlier.
- Read letters Mm, Nn, Oo, Pp, Qq, Rr from charts, books, flash cards.
- Match upper case and lower case letters Mm-Rr.
- Play letter memory games like fishing game using letter flash cards.
- Chant rhymes collaboratively on letter names Mm-Rr.

Why is it important to learn letter names?

Queenex Language Activities Practice Book pg. 27
Alphabet charts
Flash cards
Fishing game materials
Letter cards
Queenex Language Activities Practice Book pg. 27-28
Digital devices

Oral questions Games assessment Observation

Reading

Letter Recognition: Capital Letters A-M

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

- Identify capital letters A-M from texts.
- Read capital letters A-M from charts and flash cards.
- Appreciate the difference between capital and small letters.

The learner is guided to:
- Read capital letters A, B, C, D, E, F, G, H, I, J, K, L, M from charts.
- Identify capital letters A-M from different texts.
- Match capital letters A-M with their corresponding small letters.
- Chant rhymes on capital letters A-M.

When do we use capital letters?

Queenex Language Activities Practice Book pg. 28
Alphabet charts
Flash cards
Books
Digital devices

Oral questions Letter identification Observation

Reading

Letter Recognition: Capital Letters N-Z

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

- Identify capital letters N-Z from texts.
- Read capital letters N-Z from charts and flash cards.
- Enjoy recognizing all letters of the alphabet.

The learner is guided to:
- Read capital letters N, O, P, Q, R, S, T, U, V, W, X, Y, Z from charts.
- Identify capital letters N-Z from different texts.
- Match capital letters N-Z with their corresponding small letters.
- Sing the ABC song with emphasis on capital letters.

How do capital letters differ from small letters?

Queenex Language Activities Practice Book pg. 28
Alphabet charts
Flash cards
Books
Digital devices

Oral questions Matching activities Singing assessment

Reading

Letter Recognition: Reading Syllables Introduction
Letter Recognition: Reading More Syllables

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

- Identify vowels a, e, i, o, u.
- Read syllables ba-bu, ca-cu, da-du from charts.
- Appreciate the role of syllables in reading.

The learner is guided to:
- Identify vowels a, e, i, o, u from the alphabet.
- Read syllables ba, be, bi, bo, bu from charts and flash cards.
- Read syllables ca, ce, ci, co, cu and da, de, di, do, du.
- Chant rhymes on syllables.

How do we form syllables?

Queenex Language Activities Practice Book pg. 29
Syllable charts
Flash cards
Digital devices
Vowel cards
Fishing game materials

Oral questions Reading assessment Observation

Writing

Letter Writing: Letters Aa-Gg

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

- Identify letters Aa-Gg of the alphabet in both lower and upper case.
- Write letters Aa-Gg in lower and upper case.
- Focus on activities related to writing of letters.

The learner is guided to:
- Read letters Aa, Bb, Cc, Dd, Ee, Ff, Gg from charts, books, digital device.
- Write letters Aa-Gg in the air.
- Join the dots to form letters A, B, C, D, E, F, G.
- Write letters Aa-Gg in lower case and upper case on books.
- Copy the letters Aa-Gg neatly.

How do we form letters of the alphabet?

Queenex Language Activities Practice Book pg. 30
Alphabet charts
Writing books
Pencils
Digital devices

Written exercises Observation Checklists

Writing

Letter Writing: Letters Hh-Nn

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

- Identify letters Hh-Nn of the alphabet in both lower and upper case.
- Write letters Hh-Nn in lower and upper case.
- Appreciate neat letter formation.

The learner is guided to:
- Read letters Hh, Ii, Jj, Kk, Ll, Mm, Nn from charts, books, digital device.
- Write letters Hh-Nn in the air.
- Join the dots to form letters H, I, J, K, L, M, N.
- Write letters Hh-Nn in lower case and upper case on books.
- Copy the letters Hh-Nn neatly.

Why should we write letters neatly?

Queenex Language Activities Practice Book pg. 30
Alphabet charts
Writing books
Pencils
Dot-to-dot worksheets

Written exercises Observation Peer assessment

Writing

Letter Writing: Letters Oo-Uu
Letter Writing: Letters Vv-Zz

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

- Identify letters Oo-Uu of the alphabet in both lower and upper case.
- Write letters Oo-Uu in lower and upper case.
- Value correct letter formation.

The learner is guided to:
- Read letters Oo, Pp, Qq, Rr, Ss, Tt, Uu from charts, books, digital device.
- Write letters Oo-Uu in the air.
- Join the dots to form letters O, P, Q, R, S, T, U.
- Write letters Oo-Uu in lower case and upper case on books.
- Copy the letters Oo-Uu neatly.

How do we ensure correct letter formation?

Queenex Language Activities Practice Book pg. 30-31
Alphabet charts
Writing books
Pencils
Digital devices
Queenex Language Activities Practice Book pg. 31
Dot-to-dot worksheets

Written exercises Observation Checklists

Writing

Letter Writing: Modelling Letters

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

- Model letters of the alphabet using clay, dough or plasticine.
- Match lower case and upper case letters in writing.
- Enjoy creative letter formation activities.

The learner is guided to:
- Model letters of the alphabet in groups using clay, dough or plasticine.
- Match in writing lower case and upper case letters.
- Clear working area and wash hands with soap and clean water.
- Display work done for peer assessment.

How can we form letters using different materials?

Queenex Language Activities Practice Book pg. 31
Clay
Plasticine
Dough
Display board

Practical assessment Peer assessment Observation

Writing

Letter Writing: Writing Aa-Zz Practice

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

- Write all letters of the alphabet from Aa to Zz.
- Demonstrate correct letter formation.
- Value neat and legible handwriting.

The learner is guided to:
- Write Aa to Zz on books.
- Practise writing all letters of the alphabet in sequence.
- Colour letters of the alphabet within borders.
- Display the work written in class.

Why is it important to write all letters correctly?

Queenex Language Activities Practice Book pg. 32
Writing books
Pencils
Crayons
Alphabet charts

Written exercises Assessment rubric Portfolio

Writing

Writing Practice: Letter Patterns
Writing Practice: Consolidation

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

- Identify letters of the alphabet from texts.
- Make patterns using letters of the alphabet.
- Take pleasure in activities related to writing letters.

The learner is guided to:
- Read the letters of the alphabet from books, charts, board, digital device.
- Colour letters of the alphabet within borders.
- Make letter patterns on different surfaces collaboratively and as individuals.
- Trace letters on dotted lines.

Why do we make patterns?

Queenex Language Activities Practice Book pg. 32
Pattern worksheets
Pencils
Crayons
Tracing sheets
Writing books
Clay/Plasticine
Digital devices
Display board

Written exercises Observation Checklists

OUR SCHOOL

Listening and Speaking

Active Listening

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

- Tell why we listen attentively when being addressed.
- Pay attention to conversations in and out of school.
- Respond to simple instructions appropriately.

The learner is guided to:
- Tell reasons why we listen attentively when being talked to.
- Read the story about Pat and her pet dog and answer questions.
- Draw and colour a dog after listening to the story.
- Listen to riddles and solve them (e.g., "I am a fruit. I am big and round. I have many black seeds. I am red and juicy. What am I?").

When do you speak during a conversation?

Queenex Language Activities Practice Book pg. 33-34
Digital devices
Story books
Riddle cards
Crayons

Observation Oral questions Listening assessment

Listening and Speaking

Active Listening
Self-expression

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

- Listen to simple instructions and respond appropriately.
- Take turns in conversations.
- Enjoy participating in conversations.

The learner is guided to:
- Watch a video of a short story and tell a friend what they saw.
- Listen to clues and tick the correct picture (e.g., "It covers your head. You use it outside. It keeps you dry when it is raining.").
- Listen and follow instructions to colour pictures, draw shapes around objects.
- Colour the chicken coop yellow, horse brown, cow black, tree green, tractor blue, kennel red.

How do people respond to instructions?

Queenex Language Activities Practice Book pg. 35-36
Digital devices
Colouring worksheets
Crayons
Pictures
Queenex Language Activities Practice Book pg. 37
Pictures
Charts
Flash cards
Digital devices

Observation Following instructions assessment Practical activities

Listening and Speaking

Self-expression

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

- Express feelings and emotions appropriately.
- Match facial expressions with emotions.
- Appreciate expressing oneself in different ways.

The learner is guided to:
- Colour the picture showing children in school.
- Match faces to expressions (happy, sad, angry, surprised).
- In pairs and small groups, tell news and stories on school activities.
- Sing songs about their school needs.
- Be engaged in short discussions and answering of simple questions.

What do we require while in school?

Queenex Language Activities Practice Book pg. 38-39
Pictures of facial expressions
Crayons
Charts
Digital devices

Matching activities Oral questions Peer assessment

Reading

Print Awareness

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

- Identify pictures related to school.
- Read pictures from different materials in and out of school.
- Show interest in reading in and out of school.

The learner is guided to:
- Look at pictures and tell a friend the story.
- Read pictures on things found in the school and talk about them.
- Collaboratively read picture stories to each other and appreciate one another.
- Identify games children play from pictures and discuss which games they like to play.

Why do we enjoy reading pictures?

Queenex Language Activities Practice Book pg. 40-41
Picture books
Charts
Flash cards
Digital devices

Observation Oral questions Picture reading assessment

Reading

Print Awareness

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

- Identify pictures of safe and unsafe places in school.
- Read pictures of safe vehicles to and from school.
- Appreciate safety awareness through pictures.

The learner is guided to:
- Read pictures on safe things to do in school.
- Read pictures on safe and unsafe places in school.
- Read pictures of safe vehicles to and from school (school buses, private vehicles, public buses).
- Colour the picture showing the market scene and discuss what is found there.

How do we go to school safely?

Queenex Language Activities Practice Book pg. 42
Safety pictures
Charts
Crayons
Digital devices
Queenex Language Activities Practice Book pg. 43
Picture flash cards
Alphabet charts
Classroom items

Oral questions Picture identification Observation

Reading

Reading Syllables (ba-bu, da-du)

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

- Join two sounds to read syllables ba, be, bi, bo, bu.
- Read syllables in and out of class.
- Enjoy participating in activities that involve reading of syllables.

The learner is guided to:
- Read letter sounds from a chart, writing board, book or digital device.
- Join 2 sounds, a consonant and a vowel to make syllables.
- Blend sounds to make syllables: ba, be, bi, bo, bu.
- Read syllables from the syllable chart.
- Circle the correct word from options (e.g., cab, car, cat).

From where can we read letter sounds while in and out of school?

Queenex Language Activities Practice Book pg. 43
Syllable charts
Flash cards
Digital devices
Writing board

Oral questions Reading assessment Checklists

Reading

Reading Syllables (ba-bu, da-du)

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

- Join two sounds to read syllables ca, ce, ci, co, cu and da, de, di, do, du.
- Practise reading syllables collaboratively.
- Appreciate the role of syllables in word formation.

The learner is guided to:
- Blend sounds to make syllables: ca, ce, ci, co, cu and da, de, di, do, du.
- Practise reading syllables collaboratively as they correct one another (peer teaching).
- Play games on syllables like a fishing game using flash cards with syllables.
- Circle the correct word from given options.

Why do we learn to read syllables?

Queenex Language Activities Practice Book pg. 43
Syllable charts
Flash cards
Fishing game materials
Word cards

Reading assessment Games Peer assessment

Writing

Drawing and Colouring Pictures
Writing Syllables (ba-bu, da-du)

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

- Identify pictures of objects within the school environment.
- Draw different objects within the school environment.
- Colour the drawings using different colours.

The learner is guided to:
- Name things found within the school.
- Read pictures of things found within the school.
- Draw pictures of things found within the school environment.
- Draw and colour things found in the classroom.
- Colour the drawings while sharing the colour pencils.
- Display the work done for peer assessment.

Which things are found in our school environment?

Queenex Language Activities Practice Book pg. 44-45
Drawing books
Crayons
Pencils
Display board
Queenex Language Activities Practice Book pg. 46
Syllable charts
Writing books
Flash cards

Observation Practical assessment Peer assessment

Writing

Writing Syllables (ba-bu, da-du)

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

- Write syllables ca, ce, ci, co, cu and da, de, di, do, du properly.
- Make patterns using syllables.
- Show excitement in using basic writing tools to write syllables.

The learner is guided to:
- Read syllables ca, ce, ci, co, cu and da, de, di, do, du from charts.
- Write the syllables ca-cu and da-du in the air.
- Write syllables on the board and on books.
- Make patterns using syllables.
- Colour the learnt syllables.
- Display work written in class.
- Chant rhymes on syllables.

From where can we read sounds and syllables?

Queenex Language Activities Practice Book pg. 46
Syllable charts
Writing books
Pencils
Crayons

Written exercises Peer assessment Portfolio

OUR MARKET

Listening and Speaking

Polite Language

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

- Identify polite words used to appreciate and make requests.
- Use appropriate vocabulary when making requests (please, thank you).
- Advocate for use of polite language in social interactions.

The learner is guided to:
- Look at pictures showing people using polite language and identify what they can see.
- Watch a role play or video clip of people using polite language.
- Read and copy the words "thank you", "excuse me", "please".
- Identify words used in polite language from the role play or video clip watched.

Which words do we use to request for something?

Queenex Language Activities Practice Book pg. 47-49
Digital devices
Charts
Flash cards
Pictures

Observation Oral questions Role play assessment

Listening and Speaking

Polite Language
Passing Information

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

- Use appropriate vocabulary when apologising (sorry, excuse me).
- Construct simple sentences using polite language.
- Value the importance of politeness in communication.

The learner is guided to:
- Look at pictures and identify what people are saying.
- Read and copy the words "welcome", "may I", "sorry".
- Role-play buying and selling using polite language.
- Tick the correct magic words for each picture (e.g., when you receive something - thank you; when you want to borrow a toy - please; when you hurt somebody - sorry).

Which words do we use to show that we are sorry?

Queenex Language Activities Practice Book pg. 50-52
Digital devices
Charts
Flash cards
Pictures
Queenex Language Activities Practice Book pg. 53
Pictures
Realia

Oral questions Matching activities Role play

Listening and Speaking

Passing Information

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

- Talk about things bought and sold in the market.
- Role-play conversations between a buyer and seller.
- Appreciate the importance of markets in our community.

The learner is guided to:
- Read pictures from charts, books or magazines on people in the market.
- Watch a video clip on people buying and selling in the market.
- Collect packaging containers for different items and arrange/display in the shop corner.
- Role-play conversations between a buyer and seller while in the shop corner.
- Sing songs related to market.

What do people do at the market?

Queenex Language Activities Practice Book pg. 53
Digital devices
Packaging containers
Shop corner materials
Pictures

Role play assessment Oral questions Observation

Reading

Visual Discrimination

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

- Identify pictures of different items sold in the market.
- Tell similarities in pictures of things found in the market.
- Actively participate in picture reading activities.

The learner is guided to:
- Watch a video clip on things found in the market and people buying and selling.
- Find the differences in two similar pictures.
- Observe pictures of things found in the market and people buying and selling.
- Sort pictures of different things found in the market.

Which items do we buy from the market?

Queenex Language Activities Practice Book pg. 54
Digital devices
Picture cards
Charts
Sorting materials

Observation Oral questions Sorting activities

Reading

Visual Discrimination

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

- Tell differences in pictures of things found in the market.
- Circle the odd one out in each row of pictures.
- Appreciate visual discrimination skills.

The learner is guided to:
- Using pictures, share with other learners similarities on things found in the market: size, colour, shape.
- Using pictures, tell differences on things found in the market.
- Circle the odd one out in each row (e.g., fruits, vegetables, animals, clothing).
- Identify pictures of dirty or rotten items that we should not buy for safety and health reasons.

Why do we buy things from the market?

Queenex Language Activities Practice Book pg. 55
Picture worksheets
Crayons
Charts
Flash cards
Queenex Language Activities Practice Book pg. 56
Colouring worksheets
Matching cards
Digital devices

Circling activities Oral questions Observation

Reading

Letter-sound Correspondence

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

- Identify letters of the alphabet by name.
- Read letter sounds from a variety of texts.
- Appreciate chanting rhymes on letter names and sounds.

The learner is guided to:
- Watch an animated clip on letter names and letter sounds.
- Read letters A-M from books, charts, boards, flash cards and digital devices.
- Read letter sounds a-m in turns from charts.
- Chant rhymes on letter names and letter sounds (Letter a, sound /a/, Letter b, sound /b/...).

Why do we learn letter sounds?

Queenex Language Activities Practice Book pg. 57
Alphabet charts
Flash cards
Digital devices
Rhyme charts

Oral questions Chanting assessment Observation

Reading

Letter-sound Correspondence

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

- Read letter sounds N-Z from charts and flash cards.
- Match letter names and letter sounds appropriately.
- Value learning letter-sound correspondence.

The learner is guided to:
- Identify letters N-Z from books, charts, boards, flash cards.
- Read letter sounds n-z in turns from a chart.
- Match letter names with their corresponding sounds.
- Chant rhymes on letter names and letter sounds in the right order collaboratively.

How do letter names and sounds relate?

Queenex Language Activities Practice Book pg. 57
Alphabet charts
Flash cards
Digital devices
Matching cards

Matching activities Oral questions Checklists

Reading

Letter-sound Correspondence

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

- Say the alphabet rhyme with letter sounds.
- Associate letters with objects that begin with their sounds.
- Enjoy learning letter-sound correspondence through rhymes.

The learner is guided to:
- Say the rhyme: "A says 'a' as in apple, so sweet, B says 'b' as in ball at your feet..."
- Associate each letter with an object (apple, ball, cat, dog, elephant, fish, goat, hat, insect, jump, kite, lion, monkey, nest).
- Play games matching letters to pictures of objects.

What objects begin with each letter sound?

Queenex Language Activities Practice Book pg. 58
Alphabet rhyme chart
Picture cards
Flash cards
Digital devices
Games materials

Rhyme recitation Matching games Observation

Reading

Reading Syllables (fa-fu, ha-hu)

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

- Identify syllables from a variety of texts.
- Read syllables fa, fe, fi, fo, fu and ga, ge, gi, go, gu.
- Enjoy chanting rhymes related to syllables.

The learner is guided to:
- Listen to recorded syllables from a digital device.
- Identify letter sounds and vowels.
- Join two sounds to form syllables.
- Read the syllables fa, fe, fi, fo, fu and ga, ge, gi, go, gu from flash cards, books, charts, writing board or digital device.

Where can we read letter sounds from?

Queenex Language Activities Practice Book pg. 59
Syllable charts
Flash cards
Digital devices
Writing board

Reading assessment Oral questions Observation

Reading

Reading Syllables (fa-fu, ha-hu)

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

- Read syllables ha, he, hi, ho, hu by joining two letter sounds.
- Chant rhymes on letter sounds collaboratively.
- Appreciate reading syllables as preparation for word reading.

The learner is guided to:
- Read the syllables ha, he, hi, ho, hu from flash cards, books, charts.
- Chant rhymes on letter sounds collaboratively and as individuals while others listen and appreciate by clapping.
- Play games related to letter sounds and syllables using flash cards.
- Practise reading all syllables fa-fu, ga-gu, ha-hu collaboratively.

How do we form syllables?

Queenex Language Activities Practice Book pg. 59
Syllable charts
Flash cards
Games materials
Digital devices

Reading assessment Games Peer assessment

Writing

Eye-hand Coordination

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

- Say how to move eyes and hands when writing.
- Demonstrate eye-hand coordination when copying pictures.
- Value activities that involve eye-hand coordination.

The learner is guided to:
- Tell how we move eyes and hands when writing.
- Copy and colour the pictures of items found in the market (fruits, vegetables).
- Practise writing letters on the floor, on a writing board, in the air.
- Trace letters of the alphabet.

How can we form letters of the alphabet?

Queenex Language Activities Practice Book pg. 60
Drawing books
Crayons
Pencils
Tracing sheets
Queenex Language Activities Practice Book pg. 61
Clay/Plasticine
Letter puzzles
Display board

Observation Practical assessment Copying activities

Writing

Writing Letters of the Alphabet

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

- Write letters Aa to Mm in upper and lower case.
- Demonstrate correct letter formation.
- Focus on neat and legible handwriting.

The learner is guided to:
- Write Aa to Zz on the writing practice page.
- Start with letters Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm.
- Practise writing on dotted lines.
- Write letters in both upper case and lower case on books.

How do we write letters neatly?

Queenex Language Activities Practice Book pg. 62
Writing books
Pencils
Alphabet charts
Dotted line worksheets

Written exercises Observation Checklists

Writing

Writing Letters of the Alphabet

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

- Write letters Nn to Zz in upper and lower case.
- Convert capital letters to small letters and vice versa.
- Value correct letter formation.

The learner is guided to:
- Continue writing letters Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz.
- Write in small letters: ABCDEFGHI, JKLMNOPQR, STUVWXYZ.
- Write in capital letters: abcdefghi, jklmnopqr, stuvwxyz.
- Display the work written in class.

Why should we know both capital and small letters?

Queenex Language Activities Practice Book pg. 63
Writing books
Pencils
Alphabet charts
Display board

Written exercises Assessment rubric Portfolio

Writing

Writing Syllables (fa-fu, ha-hu)

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

- Join sounds to form syllables fa, fe, fi, fo, fu.
- Write syllables fa-fu independently.
- Appreciate activities that involve writing of syllables.

The learner is guided to:
- Read syllables from a chart, book, flash cards, board or a digital device.
- Identify vowels a, e, i, o, u.
- Engage in blending sounds to make syllables fa, fe, fi, fo, fu.
- Practise writing syllables fa-fu collaboratively on the writing board.
- Write syllables fa-fu on own books.

Which materials do we need in writing syllables?

Queenex Language Activities Practice Book pg. 64
Syllable charts
Writing books
Pencils
Flash cards
Digital devices

Written exercises Observation Checklists

Writing

Writing Syllables (fa-fu, ha-hu)

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

- Join sounds to form syllables ha, he, hi, ho, hu.
- Write syllables ha-hu correctly and neatly.
- Show excitement in writing syllables.

The learner is guided to:
- Read syllables ha, he, hi, ho, hu from charts.
- Engage in blending sounds to make syllables ha, he, hi, ho, hu.
- Write syllables ha-hu on own books while reading aloud each syllable.
- Make patterns using syllables fa-fu, ga-gu, ha-hu.
- Display work done in class.
- Chant rhymes on syllables.

Which items bought from the market have syllable 'ha'?

Queenex Language Activities Practice Book pg. 64
Syllable charts
Writing books
Pencils
Display board

Written exercises Peer assessment Portfolio