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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Use the various realization of the verb ‘to be’ to introduce oneself or other to talk about objects and show politeness |
Learners use ‘am’ to talk about themselves in simple sentences and is to talk about others
|
Who am i? Who is she?
|
Realia Pictures Flash cards (am, is)
Flash cards Visual clips on greeting |
Observation Oral questions
|
|
| 1 | 2 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to demonstrate on greeting and greet others in reference to the time at that moment |
Learners to demonstrate on greetings as they role play the
greetings |
How do we greet
|
Flash cards (is, are)
|
Observation Oral questions
|
|
| 1 | 3 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize the present tense forms of the verb ‘to be’ in sentences |
Learners to use is and are in sample sentences using different forms of
verb ‘to be’ |
How do we use is and are?
|
Flash cards (is, are)
Flash cards (has, have) |
Observation Oral questions
|
|
| 1 | 4 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate different forms of the verb “to be” in their day to day communication |
Learners to answer questions on various forms of the verb “to
be” and on greeting |
Which are the various forms of the verb “to be”?
|
|
Written exercise
|
|
| 1 | 5 |
School subjects, verb agreement (am, is, are)
School (am, is, are) |
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize the things/objects found at school |
Learners to recognize the things found at school, read the words, spell and pronounce them
correctly |
What are the things found at school?
|
Flash cards Realia
Realia |
Observation Oral questions
|
|
| 2 | 1 |
School (am, is, an)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize things found at school as one or as many |
Learners to recognize and write objects found at school as many by adding
“s” |
How do we write objects as many?
|
Realia
|
Observation Written exercises
|
|
| 2 | 2 |
School
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to correctly recognize the actions in class as doing words |
Learners to make doing words by adding “ing” in consideration to demonstrations
done in class |
How do we make doing words?
|
Realia
|
Observation Oral questions Written exercises
|
|
| 2 | 3 |
School
Family personal pronouns, I, You, It. |
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate the importance of subject verb agreement for fluency |
Learners to write simple sentences with subject verb
agreement about school |
What is she doing?
|
Realia
Flash cards |
Observation Written exercises
|
|
| 2 | 4 |
Family personal pronouns I, You, It
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to use personal pronouns in relation to gender (opposite) |
Learners to recognize the words and write their opposites
|
What are opposites
|
Flash cards Pictures
|
Observation Oral questions Written
exercises
|
|
| 2 | 5 |
Family personal pronouns, I, You, It
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to pick out personal pronouns from a conversation and construct sentences |
Learners to use personal pronouns in constructing
simple sentences |
How do we construct sentences?
|
Flash cards (on personal pronouns)
Flash cards Video clips |
Observation Oral questions
|
|
| 3 | 1 |
Family personal pronouns, I, You, It
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate use of personal pronouns for effective communication |
Learners to listen to a text containing the personal problem and effect it in
communications |
What are the personal pronouns?
|
Flash cards (personal pronouns)
|
Observation Oral questions
|
|
| 3 | 2 |
Family personal pronouns, I, You, It
Home singular/plur al (adding “s”) |
Language structures and functions
Language structures and functions |
By the end of the
lesson, the learner
should be able to:
Learners to appreciate use of personal pronouns and family for the effective communication |
Leaners to write simple sentences on family
|
What does your family do?
|
Flash cards Video clips Realia
|
Observation Written exercises Oral
questions
|
|
| 3 | 3 |
Home
singular/plur al (adding “s”)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to use singular and plural of nouns to talk about objects found at home (‘es’) |
Learners to identify singular and plural of things found at
home |
How many tables are at your home?
|
Chart Realia
|
Observation Oral questions
|
|
| 3 | 4 |
Home
singular/plur al (adding “s”)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to ask questions about numbers using how many |
Learners to practice questions and answer on things at home using
how many |
How many houses do you have?
|
Realia
Flash cards Charts Realia |
Observation Oral questions
|
|
| 3 | 5 |
Home singular/ plural
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to distinguish between singular and plural of sentences (that and those) |
Learners to distinguish singular and plural in sentences using
that and those |
How do we write the plural of sentences?
|
Realia
|
Observation Oral questions Written exercises
|
|
| 4 | 1 |
Home singular/ plural
Time / present simple tense |
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate use of singular and plural and write simple sentences about home |
Learners to write simple sentences about our home
|
What is found at home?
|
Realia
Flash cards Charts |
Observation Oral questions Written
exercises
|
|
| 4 | 2 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to talk about their daily routine in present simple tense |
Learners in groups and pairs to talk about what they do in a day in present
simple tense |
What do you do in the morning
|
Chart
|
Observation Oral questions
|
|
| 4 | 3 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to talk about their daily routine in present and past tense |
Learners to tell of their activities in present and past tense
|
What did you do yesterday?
|
Chart
Clock face |
Observation Oral questions Written
exercises
|
|
| 4 | 4 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to apply simple present tense and tell time in half past |
Learners to observe and tell time in the half
past |
What is the time?
|
Clock face
|
Observation Oral questions
|
|
| 4 | 5 |
Time / present simple tense
Weather and our environment present continuous tense |
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate the daily activities and the time they do them |
Learners to use materials available and make clock faces
|
When do you wake up?
|
Cut outs Pair of scissors
Thumb pins Flash cards Chart Local environment |
Observation Oral questions
|
|
| 5 | 1 |
Weather and our
environment
(continuous tense)
|
Language structures
and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to talk about on- going actions by constructing simple sentences in present continuous tense |
Learners to describe actions
by constructing simple sentences in present continuous tense |
What are you doing?
|
Chart Local environment
|
Written exercises
Observation Oral questions
|
|
| 5 | 2 |
Weather and our
environment
(continuous tense)
Weather and our environment present continuous tense |
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to identify and recognize words used to describe our environment |
Learners to identify, read, spell and pronounce words for describing our
environment |
What is a round us?
|
Flash cards Chart Local environment
Flash cards Local environment |
Observation Oral questions
|
|
| 5 | 3 |
Weather and our environment present continuous
tense
Language structur es and functions |
Language structures and functions
Simple past tense |
By the end of the
lesson, the learner
should be able to:
Learners to talk about on- going actions by constructing simple sentences in present continuous tense |
Learners to describe actions by constructing simple sentences in present
continuous tense |
What are you doing?
|
Charts Local environment
Realia charts |
Written exercises Observation Oral questions
|
|
| 5 | 4 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
talk about personal hygiene activities using simple past tense |
Learners respond to simple questions on activities in the past
|
What did you do in the morning before coming to school?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 5 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
use simple past tense to report on simple activities they carried out in the past |
Learners engage in games, changing verbs from present simple to past simple tense ,in small groups
|
what did you do in the morning before coming to school?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 6 | 1 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
appreciate/enjoy communicating ideas using the simple past tense |
Learners construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile
|
What did the teacher do before we started out lesson?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 6 | 2 |
Language structur es and functions
|
Simple past tense
Demonstratives for singular and plurals |
By the end of the
lesson, the learner
should be able to:
appreciate/enjoy communicating ideas using the simple past tense |
Learners construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile
|
What did the teacher do before we started out lesson?
|
Realia Charts
|
.Observation 2.Oral Punting questio Punting
ns
|
|
| 6 | 3 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
to use demostratives to talk about body part |
In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun . Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (This/ That); (These/Those
|
What things can you see inside the classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 4 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
use demonstratives to talk about gender |
In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun . Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (This/ That); (These/Those
|
What things can you see inside the classroom
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 6 | 5 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
identify singular and plural nouns |
Learners use simple phrases to talk about parts of the body, in pairs or small groups Learners identify demonstratives correctly to show location of singular and plural items for effective communication
|
What things can you see outside the classroom
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 7 | 1 |
Language structur es and functions
|
Demonstratives for singular and plurals
Noun Sets |
By the end of the
lesson, the learner
should be able to:
appreciate the use of different demonstratives when communicating about objects that are near and far |
Learners use simple phrases to talk about parts of the body, in pairs or small groups Learners identify demonstratives correctly to show location of singular and plural items for effective communication
|
What things can you see outside the classroom
|
Realia Charts
|
|
|
| 7 | 2 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
recognise the sets of nouns denoting male and female within the family setting |
Learners talk about male and female members of the family to illustrate the concept of gender sets
|
Which word would you replace with mother/sister/aunt?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 3 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
use the sets of nouns denoting male and female within the family to communicate effectively |
Learners name the members of a nuclear family based on a picture/video clip/ photo.
|
Which word would you replace with mother/sister/aunt?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 4 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
appreciate the gender sets in communicating effectively about family members |
In groups learners are guided to talk about: the brother to their father or mother, the sister to their father or mother, the father to their father or mother, the mother to their father or mother
|
Which word would you replace with father/brother/uncle?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 5 |
Language structur es and functions
|
Noun Sets
Simple pre- positions |
By the end of the
lesson, the learner
should be able to:
appreciate the gender sets in communicating effectively about family members |
In groups learners are guided to talk about: the brother to their father or mother, the
sister to their father or mother, the father to their father or mother, the mother to their father or mother |
Which word would you replace with father/brother/uncle?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
use prepositions to talk about personal safety, security and simple injuries |
Learners describe various positions of realia as displayed in the classroom
|
What can you see in the classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 2 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
recognise the location given by prepositions in oral construction of sentences |
Learners construct sentences based on the objects used in the hide and find game
|
Where are the objects mentioned
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 3 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of pre-positions for indicating location |
Learners construct sentences based on the objects used in the hide and find game
|
Where are the objects mentioned
|
Realia charts
|
.Observation 2.Oral questio Dribbling
ns
|
|
| 9 | 4 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
use the articles ‘a’ to talk about community leaders |
Learners name objects in the classroom and attach appropriate articles to them
|
What did you see on your way to school/ market?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 5 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
use the articles ‘an’ to talk about community leaders |
Learners name objects in the classroom and attach appropriate articles to them
|
What did you see on your way to school/ market?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 1 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
identify objects and attach articles to them in conversations, |
Learners mention some objects/items in the homes using the correct articles
|
What do you see in our classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 2 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
identify objects and attach articles to them in conversations, |
Learners mention some objects/items in the homes using the correct articles
|
What do you see in our classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 3 |
Language structur es and functions
|
Use of possessiv es; my, our, her, his, their, its
|
By the end of the
lesson, the learner
should be able to:
use possessives’my,her,his’ to talk about social cohesion in various contexts |
Learners role play ownership of items/objects
In groups, learners use phrases to illustrate ownership |
What does your father, mother, friend, sister, teacher have
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 4 |
Language structur es and functions
|
Use of possessiv es; my, our, her, his, their, its
|
By the end of the
lesson, the learner
should be able to:
use possessives’our’ to talk about social cohesion in various contexts |
Learners role play ownership of items/objects
In groups, learners use phrases to illustrate ownership |
What does your father, mother, friend, sister, teacher have
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 5 |
Listening and Speaking
Living Together
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Talk about the pictures and discuss what they see. Pronounce the words with the sounds /i/ /ea/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Learners pronounce the sounds
/i/ /ea/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practise the pronunciation of the vocabulary. |
How do you pronounce the following words tin, Pin.
.
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford
Pg. 94-95 |
Oral questions, portfolio, observation
|
|
| 11 | 1 |
Listening and Speaking
Living Together
Reading Living Together |
Language
Structures and Functions
Use of possessives; Her, their, his, its.
Comprehension |
By the end of the
lesson, the learner
should be able to:
Use possessives to talk about social cohesion in various contexts. Recognise possessives in oral communication. Appreciate the use of possessiveness to show ownership in speech. |
Learners role play
ownership of items/objects. In groups, learners use phrases to illustrate ownership. Learners identify objects in the classroom and attach appropriate possessives to them. |
Whose shoe is it?
|
Realia, charts,
"pictures/ photographs showing ownership, audio-visual recordings of dialogues with sentence structures on Possessives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 95 " Realia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 96 |
Oral
questions, portfolio, observation
|
|
| 11 | 2 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the letter patterns s, z, e, a, h, y, k correctly and neatly in their exercise books. |
Learners observe and respond to picture prompts appropriately.
Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
How do you write the letters:
s, z, e, a, h, y, k
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 93&97 |
Oral questions, portfolio, observation
|
|
| 11 | 3 |
Listening and Speaking
Technology (Mobile Phone)
Listening and Speaking Technology (Mobile Phone |
Pronunciation and Vocabulary
Language Structures and Functions WH questions What, Who. |
By the end of the
lesson, the learner
should be able to:
Talk about the pictures and discuss what they see. Pronounce the words with the sounds /oo/ /ea/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Learners pronounce the sounds
/i/ /ea/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. 5. Learners use simple dialogues to practise the pronunciation of the vocabulary. |
How do you say these words book, spoon.
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing
pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 98-99 Pictures, photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions. Pg. 99 |
Oral questions, portfolio, observation
|
|
| 11 | 4 |
Reading
Technology (Mobile Phone
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /oo/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency. |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non- decodable words.
Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
What do the pictures tell us about the story?
What does the title tell us about the story?
|
Realia, charts, pictures/ photographs, newspaper cuttings.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 100 |
Oral questions, portfolio, observation
|
|
| 11 | 5 |
Listening and Speaking
Technology (Mobile Phone)
Listening and Speaking Technology (Mobile Phone |
Pronunciation and Vocabulary
Language Structures and Functions WH questions Where? |
By the end of the
lesson, the learner
should be able to:
Talk about the pictures and discuss what they see. Pronounce the words with the sounds /m/ /n//ng/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Learners pronounce the sounds
/m/ /n/ /ng/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practise the pronunciation of the vocabulary. |
How do you say these words. Monkey, Nut
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 102-103 Pictures, photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions. Pg. 103 |
Oral questions, portfolio, observation
|
|
| 12 | 1 |
Reading
Technology (Mobile Phone)
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /m/ /n/ /ng/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency. |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non- decodable words.
Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
What do the pictures tell us about the story?
What does the title tell us about the story?
|
Realia, charts, pictures/ photographs, newspaper cuttings.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 104 |
Oral questions, portfolio, observation
|
|
| 12 | 2 |
Writing
Listening and Speaking Numbers and Our Classroom |
Guided Writing
Pronunciation and Vocabulary |
By the end of the
lesson, the learner
should be able to:
Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. Write questions with their answers correctly. |
Learners observe and respond to picture prompts appropriately.
Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
How do you write a question?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 101&105 Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. Pg.106-107 |
Oral questions, portfolio, observation
|
|
| 12 | 3 |
Listening and Speaking
Numbers and Our Classroom
Reading Numbers and Our Classroom |
Language Structures and functions
Describing words (colour, number values in tens, cardinal numbers from 1-
9)
Comprehension |
By the end of the
lesson, the learner
should be able to:
Use describing words to talk about cardinal numbers, shapes and colours. Appreciate the use of colour, size and number to describe nouns. |
Learners group objects according to their size big/ small, colour- red, orange, yellow and numbers.
Learners describe objects in the classroom using size, colour and numbers. Learners colour pictures of various objects. Learners identify things in the environment that have different colours. |
1) What things do
you see outside the classroom?
What colour are they?
|
Realia, charts, pictures/ photographs and models of objects with different colours and sizes, audio-visual recordings of dialogues with sentence structures on colours, sizes and shapes.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 107 Realia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 108 |
Oral questions, portfolio, observation
|
|
| 12 | 4 |
Listening and Speaking
Numbers and Our Classroom
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Talk about the pictures and discuss what they see. Pronounce the words with the sounds /bl/ /fl/ /fr/ /gr/ /dr/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Learners pronounce the sounds
/bl/ /gr/ /dr/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practise the pronunciation of the vocabulary. |
Which words can we get from the following sounds?
/bl/ /gr/ /dr/
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 110-111 |
Oral questions, portfolio, observation
|
|
| 12 | 5 |
Listening and Speaking
Numbers and Our Classroom
Reading Numbers and Our Classroom |
Language Structures and functions
Describing words
size & shape
Comprehension |
By the end of the
lesson, the learner
should be able to:
Use describing words to talk about cardinal numbers, shapes and colours. Describe the shapes, sizes of objects in the classroom using adjectives. Appreciate the use of colour, size and number to describe nouns. |
Learners construct sentences in pairs about the size of different objects.
Learners describe objects in the classroom using size, colour and numbers. Learners colour pictures of various objects. Repeat sentence structures containing describing words from a story, poem or conversation they have listened to. |
What things do
you see outside the classroom?
What colour are they?
|
Realia, charts, pictures/ photographs and models of objects with different colours and sizes, audio-visual recordings of dialogues with sentence structures on colours, sizes and shapes.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 111 Realia, charts, pictures/ photographs, newspaper cuttings. Pg. 112 |
Oral questions, portfolio, observation
|
|
| 13 | 1 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. c)Copy the letter patterns Q, q, th, bl, fl, fr, gr, correctly neatly and legibly. |
Learners observe and respond to picture prompts appropriately.
Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
Which words contain the letter patterns bl, fr, gr?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 109&113 |
Oral questions, portfolio, observation
|
|
| 13 | 2 |
Listening and Speaking
Do Not Waste
|
Pronunciation and Vocabulary
Language structures and functions |
By the end of the
lesson, the learner
should be able to:
Talk about the pictures and discuss what they see. Pronounce the words with the sounds /gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Learners pronounce the sounds
//gl/ /fl/ /pl/ /cl/ /gr/ /dr/ /tr/ by taking turns as modeled by the teacher or audio record. Learners are guided to get the meaning of new words by looking at pictures, from a story, and demonstration. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practise the pronunciation of the vocabulary. |
Which words can we get from the following sounds?
/gl/ /fl/ /pl/ /cl/
/gr/ /dr/ /tr/
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing.
pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 114-115 Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives. Pg. 115 |
Oral questions, portfolio, observation
|
|
| 13 | 3 |
Reading
Do Not Waste
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /cl/ /pl/ /fl/ /gr/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Observe basic punctuation marks (comma, full stop and question marks as they read for coherence. |
In small groups, learners practice reading unfamiliar Sentences containing
decodable and non- decodable words. Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
What do the pictures tell us about the story?
What does
the title tell us about the story?
|
Realia, charts, pictures/ photographs, newspaper
cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 116 |
Oral questions, portfolio, observation
|
|
| 13 | 4 |
Listening and Speaking
Do Not Waste
Reading Do Not Waste |
Language structures and functions
Comprehension |
By the end of the
lesson, the learner
should be able to:
Use imperatives for receiving and giving instructions/commands against wastage. Respond to specific instructions for effective oral communication. Recognise imperatives in day today communication. |
Learners listen to a short dialogue containing imperatives
Learners respond to simple imperatives Learners practice the use of familiar imperatives in role play (parent-child) |
What does the
Police officer say when arresting a criminal?
|
Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 118-119 Realia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 120 |
Oral questions, portfolio, observation
|
|
| 13 | 5 |
WRITING
|
Guided Writing
Do Not Waste
|
By the end of the
lesson, the learner
should be able to:
Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the sentences given correctly. |
Learners observe and respond to picture prompts appropriately.
Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
Which words contain the letter patterns bl, fr, gr?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 117&121 |
Oral questions, portfolio, observation
|
|
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