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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
OCCUPATIONS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce target sounds correctly in words (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Listen to words with target sounds 'sl', 'st', 'sw', 'sp', 'thr' - Pronounce words with target sounds correctly - Use words with target sounds in sentences - Listen to stories and identify occupation words - Look up meanings of vocabulary in dictionaries - Sing songs about occupations |
Why is it important to look at someone's face as they speak to you?
|
Skills in English Learner's Book pg. 65
Audio recordings Word cards Picture dictionary Videos |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 1 | 2 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Respond to three-directional instructions (knowledge) - Use vocabulary related to occupations (skill) - Appreciate different types of occupations (attitude) |
The learner is guided to:
- Watch videos related to occupations - Role play different occupations and record videos - Develop a talking tree with occupation vocabulary - Listen and respond to three-directional instructions - Match occupation words with pictures - Create sentences about different jobs |
What words do we use to talk about different jobs?
|
Skills in English Learner's Book pg. 67
Picture cards Word cards Videos Digital devices Skills in English Learner's Book pg. 70 Story books Digital texts Timer Word charts |
Oral presentation
Following instructions
Role play
Video recording
|
|
| 1 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read with proper pacing and pauses (knowledge) - Demonstrate appropriate expression while reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text with appropriate expression - Take pauses at punctuation marks - Read texts about different occupations - Practice reading decodable and non-decodable words - Participate in readers' theater - Give and receive feedback on reading |
What makes it easy to read well?
|
Skills in English Learner's Book pg. 72
Story books Readers' theater scripts Timer |
Reading performance
Fluency assessment
Group reading
Observation
|
|
| 1 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify characters and setting in a text (knowledge) - Make predictions about story outcomes (skill) - Value reading for information about occupations (attitude) |
The learner is guided to:
- Look at pictures and title to predict story events - Talk about setting and characters using clues - Infer meanings of new words in stories - Answer direct questions by locating sentences - Respond to indirect questions using context clues - Connect story events with real-life experiences |
How do we tell what is going to happen next in a story?
|
Skills in English Learner's Book pg. 73
Story books Digital texts Picture books |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 1 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Use context clues to understand new vocabulary (knowledge) - Answer direct and indirect questions (skill) - Appreciate reading about different occupations (attitude) |
The learner is guided to:
- Read stories about people and their occupations - Identify main ideas in the stories - Discuss different occupations mentioned in stories - Answer questions about occupations in stories - Create story maps to organize information - Talk about what they would like to be |
What can you learn about different jobs from stories?
|
Skills in English Learner's Book pg. 75
Story books Digital texts Occupation charts |
Comprehension tests
Group discussions
Story retelling
Character analysis
|
|
| 2 | 1 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify irregular nouns in texts (knowledge) - Use singular and plural forms of irregular nouns correctly (skill) - Value correct grammar in communication (attitude) |
The learner is guided to:
- Pick out irregular nouns and their plural forms from a text - Form plurals of specific irregular nouns - Construct sentences about occupations using irregular plurals - Listen to stories and respond to questions about irregular nouns - Recite poems containing plurals of irregular nouns |
How do we talk about many things?
|
Skills in English Learner's Book pg. 76
Grammar charts Sentence strips Word cards Stories |
Written exercises
Oral sentences
Gap filling exercises
Language games
|
|
| 2 | 2 |
Language Use
Writing |
Singular and plural of irregular nouns
Handwriting |
By the end of the
lesson, the learner
should be able to:
- Distinguish between regular and irregular plurals (knowledge) - Apply rules for irregular plurals in writing (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Match singular nouns with their irregular plurals - Complete sentences using correct irregular plurals - Edit sentences with incorrect plural forms - Create a chart of irregular nouns and their plurals - Play language games using irregular plurals - Write sentences about occupations using irregular plurals |
Why do some words change completely in their plural form?
|
Skills in English Learner's Book pg. 78
Word cards Matching cards Grammar charts Games Skills in English Learner's Book pg. 79 Handwriting models Digital devices Picture prompts |
Sentence completion
Matching exercises
Written tests
Peer assessment
|
|
| 2 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy sentences about occupations - Write sentences from dictation - Create posters about different occupations - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 81
Writing materials Handwriting models Digital devices |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 2 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- Write words with proper letter formation (knowledge) - Space letters and words appropriately (skill) - Take pride in neat and legible writing (attitude) |
The learner is guided to:
- Practice writing with proper letter formation - Copy sentences about occupations - Write sentences from dictation - Create posters about different occupations - Display their best handwriting - Give and receive feedback on handwriting |
How can we improve our handwriting?
|
Skills in English Learner's Book pg. 81
Writing materials Handwriting models Digital devices |
Handwriting assessment
Letter formation checks
Spacing assessment
Self-evaluation
|
|
| 2 | 5 |
TECHNOLOGY
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce words with target sounds correctly (skill) - Appreciate the importance of technology vocabulary (attitude) |
The learner is guided to:
- Identify and pronounce words with letter-sound combinations 'dr', 'gr', 'shr' - Use words with target sounds to create sentences - Recite alliterative words with target sounds - Listen to conversations about technology - Identify words related to technology - Match vocabulary to pictures |
What words do we use to talk about technology?
|
Skills in English Learner's Book pg. 82
Audio recordings Picture cards Word cards Videos |
Observation
Oral questions
Pronunciation drills
Vocabulary matching
|
|
| 3 | 1 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Respond to three-directional instructions (knowledge) - Use vocabulary related to technology appropriately (skill) - Value technology as a tool for learning (attitude) |
The learner is guided to:
- Respond to simple specific three-directional instructions - Play language games matching vocabulary to pictures - Dramatize scenarios using technology vocabulary - Watch videos about technology and discuss - Create sentences using technology vocabulary - Role play using digital devices |
Why is it important to pronounce words correctly?
|
Skills in English Learner's Book pg. 84
Digital devices Picture cards Word cards Videos Skills in English Learner's Book pg. 86 Story books Digital texts Timer Word charts |
Oral presentation
Following instructions
Role play
Group discussions
|
|
| 3 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read with proper pacing and pauses (knowledge) - Demonstrate appropriate expression while reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text with appropriate speed and expression - Take pauses at punctuation marks - Read different texts about technology - Record reading performances on digital devices - Give and receive feedback on reading - Play word ladder games involving pronunciation |
What benefits do we get in reading?
|
Skills in English Learner's Book pg. 87
Story books Digital devices Readers' theater scripts Timer |
Reading performance
Fluency assessment
Digital recording
Peer assessment
|
|
| 3 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story using title and pictures (knowledge) - Respond to direct and indirect questions (skill) - Value reading about technology (attitude) |
The learner is guided to:
- Predict what will happen based on title and pictures - Infer meanings of new words in a text - Answer direct questions by locating sentences - Respond to indirect questions using prior knowledge - Summarize stories about technology - Relate personal experiences to the story |
What do the pictures tell us about the story?
|
Skills in English Learner's Book pg. 88
Story books Digital texts Picture books |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 3 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify events in a technology-related text (knowledge) - Answer questions about how technology is used (skill) - Appreciate how technology can help people (attitude) |
The learner is guided to:
- Read stories about technology and its uses - Identify main ideas in stories about technology - Discuss how technology helps characters in stories - Answer comprehension questions about technology - Create story maps to organize information - Share personal experiences with technology |
How has technology changed our lives?
|
Skills in English Learner's Book pg. 90
Story books Digital texts Story maps |
Comprehension tests
Group discussions
Story retelling
Observation
|
|
| 3 | 5 |
Language Use
|
Future time (will/shall)
|
By the end of the
lesson, the learner
should be able to:
- Identify words that express future time (knowledge) - Use 'will' and 'shall' to talk about future events (skill) - Appreciate correct grammar in communication (attitude) |
The learner is guided to:
- Recognize sentences with words expressing future time - Talk about future plans using 'will' and 'shall' - Ask and answer questions using future time expressions - Sing songs or rhymes using 'will' and 'shall' - Listen to stories and respond using 'will' and 'shall' - Complete sentences with 'will' or 'shall' |
What will you and your classmates do at break time?
|
Skills in English Learner's Book pg. 91
Grammar charts Sentence strips Songs Stories |
Written exercises
Oral sentences
Gap filling exercises
Language games
|
|
| 4 | 1 |
Language Use
Writing |
Future time (will/shall)
Spelling |
By the end of the
lesson, the learner
should be able to:
- Distinguish between the use of 'will' and 'shall' (knowledge) - Apply future time expressions in communication (skill) - Show interest in talking about future technology (attitude) |
The learner is guided to:
- Match sentences with appropriate future time expressions - Complete sentences using 'will' or 'shall' - Create dialogues about future plans - Edit sentences with incorrect usage of 'will' and 'shall' - Play language games using future time expressions - Talk about future technology using 'will' and 'shall' |
How do we talk about things that will happen in the future?
|
Skills in English Learner's Book pg. 93
Word cards Sentence strips Grammar charts Games Skills in English Learner's Book pg. 94 Flash cards Crossword puzzles Word charts Spelling games |
Sentence completion
Oral presentations
Written exercises
Role play
|
|
| 4 | 2 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify correctly spelled technology words (knowledge) - Apply spelling rules to technology vocabulary (skill) - Take pride in spelling words correctly (attitude) |
The learner is guided to:
- Practice spelling technology-related words - Complete sentences with correctly spelled words - Edit texts with misspelled words - Create word games using technology vocabulary - Use digital devices to check spelling - Make word cards with technology vocabulary |
How can we improve our spelling?
|
Skills in English Learner's Book pg. 96
Flash cards Digital devices Word puzzles Spelling games |
Spelling tests
Dictation exercises
Error correction
Self-evaluation
|
|
| 4 | 3 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify correctly spelled technology words (knowledge) - Apply spelling rules to technology vocabulary (skill) - Take pride in spelling words correctly (attitude) |
The learner is guided to:
- Practice spelling technology-related words - Complete sentences with correctly spelled words - Edit texts with misspelled words - Create word games using technology vocabulary - Use digital devices to check spelling - Make word cards with technology vocabulary |
How can we improve our spelling?
|
Skills in English Learner's Book pg. 96
Flash cards Digital devices Word puzzles Spelling games |
Spelling tests
Dictation exercises
Error correction
Self-evaluation
|
|
| 4 | 4 |
SAFETY
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Use safety vocabulary in relevant contexts (skill) - Value safety in daily activities (attitude) |
The learner is guided to:
- Listen to text featuring target sounds 'dw', 'tw', 'nk', 'sq' - Pick out and pronounce words with target sounds - Use words related to safety in sentences - Listen to vocabulary in stories about safety - Engage in role play about safety issues - Respond to three-directional instructions |
What words do we use to talk about safety?
|
Skills in English Learner's Book pg. 98
Audio recordings Word cards Pictures about safety Videos |
Observation
Oral questions
Pronunciation drills
Role play
|
|
| 4 | 5 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Pronounce words with target sounds correctly (knowledge) - Respond to three-directional instructions (skill) - Appreciate the importance of safety (attitude) |
The learner is guided to:
- Pronounce target letter-sound combinations correctly - Listen to stories about safety - Recite poems about safety measures - Create sentences about safety precautions - Play language games about safety - Role play safety scenarios |
Why is it important to pronounce words correctly?
|
Skills in English Learner's Book pg. 100
Picture cards Word cards Safety posters Poems Skills in English Learner's Book pg. 102 Story books Digital devices Timer Word charts |
Oral presentation
Following instructions
Role play
Group activities
|
|
| 5 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read with proper pacing and pauses (knowledge) - Demonstrate appropriate expression while reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text at 90 words per minute - Display appropriate emotions when reading - Take pauses at punctuation marks - Read different texts about safety - Give and receive feedback on reading - Create safety posters based on readings |
What helps someone to read fluently?
|
Skills in English Learner's Book pg. 104
Story books Readers' theater scripts Timer Safety posters |
Reading performance
Fluency assessment
Group reading
Peer assessment
|
|
| 5 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in a text about safety (knowledge) - Make predictions about story outcomes (skill) - Value reading for safety information (attitude) |
The learner is guided to:
- Look at pictures and title to predict story events - Read or listen to stories about safety - Respond to direct and indirect questions - Get clues from stories to answer questions - Identify main ideas in safety stories - Talk about personal safety experiences |
What do you think will happen in this story?
|
Skills in English Learner's Book pg. 105
Story books Digital texts Safety posters |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 5 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Use pictures to predict story content (knowledge) - Answer questions about safety from texts (skill) - Appreciate the importance of safety measures (attitude) |
The learner is guided to:
- Read stories about safety precautions - Identify safety measures described in stories - Discuss consequences of unsafe actions in stories - Answer comprehension questions about safety - Create story maps to organize information - Role play safety scenarios from stories |
What do the pictures tell us about the story?
|
Skills in English Learner's Book pg. 106
Story books Digital texts Story maps Safety posters |
Comprehension tests
Group discussions
Story retelling
Role play
|
|
| 5 | 4 |
Language Use
|
Conjunctions (but, because)
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions in a text (knowledge) - Join phrases using target conjunctions (skill) - Value correct grammar in communication (attitude) |
The learner is guided to:
- Watch video clips and identify sentences with target conjunctions - Use conjunctions 'but' and 'because' in sentences - Play language games with target conjunctions - Fill in substitution tables joining phrases - Complete sentences using appropriate conjunctions - Create sentences about safety using conjunctions |
When do we use the words but/because in sentences?
|
Skills in English Learner's Book pg. 107
Grammar charts Sentence strips Videos Games |
Written exercises
Oral sentences
Gap filling exercises
Sentence joining
|
|
| 5 | 5 |
Language Use
Writing |
Conjunctions (but, because)
Spelling |
By the end of the
lesson, the learner
should be able to:
- Distinguish between the uses of 'but' and 'because' (knowledge) - Apply conjunctions correctly in writing (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Match sentences that can be joined with 'but' - Match sentences that can be joined with 'because' - Edit sentences with incorrect conjunction usage - Create dialogues using 'but' and 'because' - Play language games using conjunctions - Write paragraphs about safety using conjunctions |
How do conjunctions help us explain why things happen?
|
Skills in English Learner's Book pg. 109
Sentence cards Grammar charts Matching cards Games Skills in English Learner's Book pg. 110 Flash cards Letter cards Spelling games Word puzzles |
Sentence joining
Error correction
Written exercises
Peer assessment
|
|
| 6 | 1 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Spell safety-related words correctly (knowledge) - Apply spelling rules consistently (skill) - Take pride in spelling words correctly (attitude) |
The learner is guided to:
- Practice spelling safety vocabulary - Complete sentences with correctly spelled words - Create word games using safety vocabulary - Participate in spelling challenges - Use digital devices to check spelling - Make word cards with safety vocabulary |
How can we improve our spelling?
|
Skills in English Learner's Book pg. 111
Flash cards Digital devices Word puzzles Spelling games |
Spelling tests
Dictation exercises
Error correction
Peer assessment
|
|
| 6 | 2 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Spell safety-related words correctly (knowledge) - Apply spelling rules consistently (skill) - Take pride in spelling words correctly (attitude) |
The learner is guided to:
- Practice spelling safety vocabulary - Complete sentences with correctly spelled words - Create word games using safety vocabulary - Participate in spelling challenges - Use digital devices to check spelling - Make word cards with safety vocabulary |
How can we improve our spelling?
|
Skills in English Learner's Book pg. 111
Flash cards Digital devices Word puzzles Spelling games |
Spelling tests
Dictation exercises
Error correction
Peer assessment
|
|
| 6 | 3 |
DOMESTIC ANIMALS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Listen to words with target sounds 'ft', 'ct', 'lt', 'rd' - Practice saying words with target sounds - Generate and categorize words with target sounds - Use new words in sentences about animals - Sing songs about domestic animals - Match vocabulary with pictures |
Why should we pronounce words correctly?
|
Skills in English Learner's Book pg. 112
Audio recordings Word cards Animal pictures Songs |
Observation
Oral questions
Pronunciation drills
Vocabulary tests
|
|
| 6 | 4 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Use vocabulary related to domestic animals (knowledge) - Respond to three-directional instructions (skill) - Appreciate caring for domestic animals (attitude) |
The learner is guided to:
- Listen to stories about caring for animals - Identify vocabulary related to animal care - Create sentences using animal-care vocabulary - Engage in role play about caring for animals - Respond to three-directional instructions - Draw and describe favorite animals |
What words do you use to talk about domestic animals?
|
Skills in English Learner's Book pg. 114
Picture cards Word cards Stories Videos Skills in English Learner's Book pg. 116 Story books Word charts Timer Animal poems |
Oral presentation
Following instructions
Role play
Group discussions
|
|
| 6 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read with proper pacing and pauses (knowledge) - Demonstrate appropriate expression while reading (skill) - Show confidence when reading aloud (attitude) |
The learner is guided to:
- Read text with appropriate emotions and tone - Take pauses at punctuation marks - Read different texts about domestic animals - Recite poems about animals with peers - Give and receive feedback on reading - Participate in readers' theater |
Why do we pause when we read?
|
Skills in English Learner's Book pg. 118
Story books Readers' theater scripts Timer Animal poems |
Reading performance
Fluency assessment
Group reading
Peer assessment
|
|
| 7 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the sequence of events in a text (knowledge) - Make predictions about story outcomes (skill) - Value reading for information about animals (attitude) |
The learner is guided to:
- Predict what will happen in stories about animals - Read or listen to stories about animals - Get clues from stories to answer questions - Answer direct and indirect questions - Retell stories about animals - Share personal experiences with animals |
What do the pictures tell us about the story?
|
Skills in English Learner's Book pg. 120
Story books Digital texts Picture books |
Comprehension questions
Story predictions
Story retelling
Group discussions
|
|
| 7 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Use context clues to understand new vocabulary (knowledge) - Answer direct and indirect questions (skill) - Appreciate reading about caring for animals (attitude) |
The learner is guided to:
- Read stories about caring for animals - Identify main ideas in the stories - Discuss how to care for animals in stories - Answer comprehension questions about animal care - Create story maps to organize information - Talk about personal experiences with animals |
What do you think will happen in the story?
|
Skills in English Learner's Book pg. 122
Story books Digital texts Story maps Animal care charts |
Comprehension tests
Group discussions
Story retelling
Character analysis
|
|
| 7 | 3 |
Language Use
|
Quantifiers (some, many, no, all, any)
|
By the end of the
lesson, the learner
should be able to:
- Distinguish sentences with quantifiers (knowledge) - Use quantifiers in sentences correctly (skill) - Appreciate correct grammar in communication (attitude) |
The learner is guided to:
- Identify quantifiers in sentences about animals - Engage in question-answer dialogues using quantifiers - Create sentences about animals using quantifiers - Play language games involving use of quantifiers - Use quantifiers to talk about animals at home - Complete sentences with appropriate quantifiers |
Which words do you use to talk about things that can be counted?
|
Skills in English Learner's Book pg. 123
Grammar charts Sentence strips Word cards Games |
Written exercises
Oral sentences
Gap filling exercises
Language games
|
|
| 7 | 4 |
Language Use
Writing |
Quantifiers (some, many, no, all, any)
Spelling |
By the end of the
lesson, the learner
should be able to:
- Identify appropriate quantifiers for different contexts (knowledge) - Apply quantifiers in writing and speaking (skill) - Show interest in using correct grammar (attitude) |
The learner is guided to:
- Match quantifiers with appropriate contexts - Complete sentences using correct quantifiers - Create dialogues using various quantifiers - Edit sentences with incorrect quantifier usage - Play language games using quantifiers - Write paragraphs about animals using quantifiers |
How do we talk about the number of animals?
|
Skills in English Learner's Book pg. 125
Sentence cards Grammar charts Matching cards Games Flash cards Letter cards Spelling games Word puzzles |
Sentence completion
Matching exercises
Written tests
Peer assessment
|
|
| 7 | 5 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify correctly spelled animal-related words (knowledge) - Apply spelling rules consistently (skill) - Take pride in spelling words correctly (attitude) |
The learner is guided to:
- Practice spelling animal vocabulary - Complete sentences with correctly spelled words - Create word games using animal vocabulary - Participate in spelling challenges - Use digital devices to check spelling - Make word cards with animal vocabulary |
How can we improve our spelling of animal names?
|
Skills in English Learner's Book pg. 126
Flash cards Digital devices Word puzzles Spelling games |
Spelling tests
Dictation exercises
Error correction
Peer assessment
|
|
| 8 | 1 |
WILD ANIMALS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Listen to words with target sounds 'lk', 'lf', 'lm', 'mp' - Pronounce words with target sounds correctly - Generate words with target letter-sounds - Listen to stories about wild animals - Identify vocabulary related to wild animals - Match vocabulary with pictures |
What can we tell from people's faces and hand movements as they talk?
|
Skills in English Learner's Book pg. 127
Audio recordings Word cards Animal pictures Videos |
Observation
Oral questions
Pronunciation drills
Vocabulary tests
|
|
| 8 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with target letter-sound combinations (knowledge) - Pronounce words with target sounds correctly (skill) - Value correct pronunciation in communication (attitude) |
The learner is guided to:
- Listen to words with target sounds 'lk', 'lf', 'lm', 'mp' - Pronounce words with target sounds correctly - Generate words with target letter-sounds - Listen to stories about wild animals - Identify vocabulary related to wild animals - Match vocabulary with pictures |
What can we tell from people's faces and hand movements as they talk?
|
Skills in English Learner's Book pg. 127
Audio recordings Word cards Animal pictures Videos |
Observation
Oral questions
Pronunciation drills
Vocabulary tests
|
|
| 8 | 3 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Use vocabulary related to wild animals appropriately (knowledge) - Respond to three-directional instructions (skill) - Appreciate the importance of wild animals (attitude) |
The learner is guided to:
- Listen to stories about wild animals - Use vocabulary to describe wild animals - Create sentences about wild animals - Role play scenarios involving wild animals - Respond to three-directional instructions - Draw and describe wild animals |
What words do you use to talk about wild animals?
|
Skills in English Learner's Book pg. 129
Picture cards Word cards Stories Videos Skills in English Learner's Book pg. 132 Story books Word charts Timer Animal poems |
Oral presentation
Following instructions
Role play
Group activities
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read with proper pacing and pauses (knowledge) - Demonstrate appropriate expression while reading (skill) - Show confidence when reading about wild animals (attitude) |
The learner is guided to:
- Read text with appropriate emotions and tone - Take pauses at punctuation marks - Read different texts about wild animals - Participate in readers' theater about wild animals - Give and receive feedback on reading - Create reading performances |
What makes it difficult to read well?
|
Skills in English Learner's Book pg. 134
Story books Readers' theater scripts Timer Animal stories |
Reading performance
Fluency assessment
Group reading
Peer assessment
|
|
| 9 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story using title and pictures (knowledge) - Respond to direct and indirect questions (skill) - Value reading about wild animals (attitude) |
The learner is guided to:
- Brainstorm possible outcomes based on title and pictures - Identify characters and setting of a story - Locate sentences to respond to direct questions - Answer indirect questions using contextual clues - Develop concept maps from texts read - Retell stories about wild animals |
How do we tell the characters in a story?
|
Skills in English Learner's Book pg. 135
Story books Digital texts Concept maps Picture books |
Comprehension questions
Story predictions
Concept mapping
Story retelling
|
|
| 9 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Visualize characters, events, and places in a text (knowledge) - Answer questions about wild animals from texts (skill) - Appreciate stories about wild animals (attitude) |
The learner is guided to:
- Read stories about wild animals - Identify main ideas in the stories - Discuss characteristics of wild animals in stories - Answer comprehension questions about wild animals - Create story maps to organize information - Share personal experiences with wild animals |
What can we learn from stories about wild animals?
|
Skills in English Learner's Book pg. 136
Story books Digital texts Story maps Animal pictures |
Comprehension tests
Group discussions
Story retelling
Character analysis
|
|
| 9 | 4 |
Language Use
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
- Identify opposites of different words (knowledge) - Use opposites to construct sentences (skill) - Value variety in vocabulary usage (attitude) |
The learner is guided to:
- Identify opposites from words in a text - Tell stories about wildlife using opposites - Construct sentences using opposites related to wild animals - Use opposites to respond to questions - Play language games involving opposites - Create pairs of sentences using opposites |
Why is it important to learn about opposites of words?
|
Skills in English Learner's Book pg. 137
Word cards Opposite pairs Games Stories |
Written exercises
Oral sentences
Matching exercises
Language games
|
|
| 9 | 5 |
Language Use
Writing |
Opposites
Punctuation (The comma) |
By the end of the
lesson, the learner
should be able to:
- Distinguish between words and their opposites (knowledge) - Apply knowledge of opposites in communication (skill) - Show interest in expanding vocabulary (attitude) |
The learner is guided to:
- Match words with their opposites - Complete sentences using appropriate opposites - Create dialogues using pairs of opposites - Edit sentences by replacing words with opposites - Play language games using opposites - Write paragraphs using pairs of opposites |
How do opposites help us describe things better?
|
Skills in English Learner's Book pg. 138
Opposite cards Matching cards Grammar charts Games Skills in English Learner's Book pg. 139 Punctuation charts Sentence strips Stories Lists |
Matching exercises
Sentence completion
Written tests
Peer assessment
|
|
| 10 | 1 |
Writing
|
Punctuation (The comma)
|
By the end of the
lesson, the learner
should be able to:
- Identify contexts requiring commas (knowledge) - Apply rules for comma usage consistently (skill) - Take pride in using punctuation correctly (attitude) |
The learner is guided to:
- Make lists of animals using commas - Insert commas correctly in sentences - Edit texts with missing commas - Create posters with correctly punctuated sentences - Read sentences aloud showing comma pauses - Write paragraphs using commas correctly |
Why do we need commas in writing?
|
Skills in English Learner's Book pg. 141
Punctuation charts Sentence strips Editing exercises Posters |
Punctuation tests
Editing exercises
Written work
Reading with pauses
|
|
| 10 | 2 |
Writing
|
Punctuation (The comma)
|
By the end of the
lesson, the learner
should be able to:
- Identify contexts requiring commas (knowledge) - Apply rules for comma usage consistently (skill) - Take pride in using punctuation correctly (attitude) |
The learner is guided to:
- Make lists of animals using commas - Insert commas correctly in sentences - Edit texts with missing commas - Create posters with correctly punctuated sentences - Read sentences aloud showing comma pauses - Write paragraphs using commas correctly |
Why do we need commas in writing?
|
Skills in English Learner's Book pg. 141
Punctuation charts Sentence strips Editing exercises Posters |
Punctuation tests
Editing exercises
Written work
Reading with pauses
|
|
| 10 | 3 |
FESTIVALS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with the target letter-sound combinations (mb, nt, nd, nch) in an oral text (knowledge). - Pronounce words with the target letter-sound combinations in preparation for reading (skill). - Use new words related to festivals in relevant contexts (skill). - Value the importance of listening attentively and pronouncing words correctly (attitude). |
The learner:
- Listens to a text with target letter-sound combinations (mb, nt, nd, nch). - Picks out and pronounces words with the target sounds. - Uses these words in conversations about festivals. - Engages in role play related to festivals using new vocabulary. - Responds to three-directional instructions. |
What words do we use to talk about festivals?
|
Skills in English Learner's Book pg. 143
Digital devices Audio recordings Flash cards |
Observation
Oral questions
Role play evaluation
Peer assessment
|
|
| 10 | 4 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Identify vocabulary related to festivals (knowledge). - Construct sentences using the vocabulary learnt (skill). - Participate actively in role play on festivals (skill). - Show interest in learning words related to festivals (attitude). |
The learner:
- Says words related to festivals (music, dance, invite, party, guests, food, etc.). - Makes sentences using vocabulary related to festivals. - Listens and performs actions based on instructions. - Creates a vocabulary tree listing festival words. - Recites/sings poems or songs related to festivals. |
Why is it important to pronounce words correctly?
|
Skills in English Learner's Book pg. 144
Word cards Pictures of different festivals Audio recordings Skills in English Learner's Book pg. 146 Story cards Timer Reader's theatre scripts |
Oral presentations
Vocabulary games
Observation checklist
Question and answer
|
|
| 10 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read words with the target letter-sound combinations correctly (skill). - Read a text with minimal hesitations, displaying the right emotions (skill). - Show enjoyment when reading different texts (attitude). |
The learner:
- Reads the story "The Wedding" with appropriate speed. - Takes appropriate pauses at punctuation marks. - Shows facial expressions that match the content. - Recites poems related to festivals with proper intonation. |
How can we improve our reading speed?
|
Skills in English Learner's Book pg. 147
Poem "I Love Festivals" Story cards Digital devices |
Reading aloud assessment
Observation
Self-assessment
Reading log
|
|
| 11 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story based on the title and pictures (skill). - Respond to direct and indirect questions about the text (skill). - Identify main ideas in a text (knowledge). - Value reading texts for information (attitude). |
The learner:
- Looks at the title and pictures to predict story content. - Reads story "The Music Festival" and answers questions. - Locates sentences with answers to direct questions. - Uses context clues to answer indirect questions. - Arranges events in the correct sequence. |
What do pictures tell us about a story?
|
Skills in English Learner's Book pg. 149
Story books Picture books Sequencing cards |
Comprehension questions
Sequencing assessment
Story retelling
Question and answer
|
|
| 11 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Visualize characters and events in a text (skill). - Summarize a text for comprehension (skill). - Show interest in reading stories about festivals (attitude). |
The learner:
- Answers questions based on stories about festivals. - Draws pictures of characters from the story. - Shares personal experiences related to the story. - Finds meaning of new words using context clues. - Retells the story in their own words. |
How do we know what will happen in a story?
|
Skills in English Learner's Book pg. 150
Story books Pictures Word cards |
Oral questions
Drawing evaluation
Story retelling assessment
Peer feedback
|
|
| 11 | 3 |
Language Use
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions in a text (knowledge). - Use prepositions to describe the position, location and direction of things (skill). - Appreciate the role of prepositions in communication (attitude). |
The learner:
- Reads the poem "The Wedding Day" and identifies prepositions. - Places objects at different positions and describes their locations. - Constructs sentences using prepositions (next to, around, by, along, after, under, near). - Plays language games involving prepositions. |
How do we describe where things are?
|
Skills in English Learner's Book pg. 151
Objects for positioning Pictures Poem chart |
Written exercises
Oral presentation
Observation
Games evaluation
|
|
| 11 | 4 |
Language Use
Writing |
Prepositions
Punctuation |
By the end of the
lesson, the learner
should be able to:
- Use prepositions correctly in oral and written communication (skill). - Make sentences using prepositions to describe location (skill). - Show interest in using prepositions correctly (attitude). |
The learner:
- Walks around the school and describes where people are. - Takes turns to place objects and describe their position. - Makes sentences about pictures using prepositions. - Sings songs containing prepositions. |
Which words do you use to talk about where things are?
|
Skills in English Learner's Book pg. 152
School environment Objects Pictures Charts Skills in English Learner's Book pg. 154 Printed stories Sentence cards Charts with punctuation marks |
Oral presentations
Written exercises
Observation
Games
|
|
| 11 | 5 |
Writing
|
Punctuation
|
By the end of the
lesson, the learner
should be able to:
- Add punctuation marks to sentences about festivals (skill). - Write sentences about festivals with correct punctuation (skill). - Show interest in using correct punctuation in writing (attitude). |
The learner:
- Plays a game using bottle caps with punctuation marks. - Writes and punctuates sentences about festivals. - Edits sentences by adding appropriate punctuation. - Shares punctuated sentences with classmates. |
How do we decide which punctuation mark to use?
|
Skills in English Learner's Book pg. 155
Bottle caps/cardboard Sentence strips Digital devices |
Written exercises
Game performance
Peer assessment
Observation
|
|
| 12 | 1 |
PLAYTIME AND GAMES
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with the target letter-sound combinations (pt, nth, nkl) in an oral text (knowledge). - Pronounce words with the target letter-sound combinations correctly (skill). - Use vocabulary related to games and playtime appropriately (skill). - Show interest in learning new words about games (attitude). |
The learner:
- Listens to and says sounds pt, nth, nkl. - Says words with the target sounds (slept, tenth, ankle). - Identifies words with target sounds in a story. - Claps when hearing words with target sounds in sentences. - Records words with the target sounds. |
How do we pronounce words correctly?
|
Skills in English Learner's Book pg. 157
Audio recordings Flash cards Digital devices |
Pronunciation assessment
Observation
Oral questions
Recording evaluation
|
|
| 12 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with the target letter-sound combinations (pt, nth, nkl) in an oral text (knowledge). - Pronounce words with the target letter-sound combinations correctly (skill). - Use vocabulary related to games and playtime appropriately (skill). - Show interest in learning new words about games (attitude). |
The learner:
- Listens to and says sounds pt, nth, nkl. - Says words with the target sounds (slept, tenth, ankle). - Identifies words with target sounds in a story. - Claps when hearing words with target sounds in sentences. - Records words with the target sounds. |
How do we pronounce words correctly?
|
Skills in English Learner's Book pg. 157
Audio recordings Flash cards Digital devices |
Pronunciation assessment
Observation
Oral questions
Recording evaluation
|
|
| 12 | 3 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- Identify vocabulary related to games and playtime (knowledge). - Make sentences using vocabulary related to games (skill). - Recite poems about games with correct pronunciation (skill). - Value the use of correct vocabulary when talking about games (attitude). |
The learner:
- Says words related to games (together, kick, tired, play, field, score). - Makes sentences about games using the vocabulary. - Plays games in groups and identifies them. - Recites the poem "The Game" with actions. - Pretends to do different playtime activities. |
What words do we use to talk about games?
|
Skills in English Learner's Book pg. 158
Game cards Pictures Poems chart Play items Skills in English Learner's Book pg. 160 Story cards Word lists Word puzzles |
Role play assessment
Oral presentations
Observation
Recitation evaluation
|
|
| 12 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read a text with minimal hesitations, at the right speed (skill). - Display appropriate facial expressions when reading (skill). - Show interest in reading stories about games (attitude). |
The learner:
- Reads the story "New Shoes" with appropriate speed. - Takes brief pauses at commas and longer pauses at full stops. - Shows facial expressions that match content while reading. - Reads aloud sentences related to games and playtime. |
What helps someone to read fluently?
|
Skills in English Learner's Book pg. 161
Story "New Shoes" Timer Digital recording devices |
Timed reading
Observation
Self-assessment
Peer feedback
|
|
| 12 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story based on the title and pictures (skill). - Answer questions based on a text (skill). - Find meanings of new words from context (knowledge). - Value reading for information and enjoyment (attitude). |
The learner:
- Looks at title and pictures to predict story content. - Reads the story "The Race" and answers questions. - Identifies meanings of words from context. - Retells the story in one sentence. - Role-plays scenes from the story. |
What do you think will happen in the story?
|
Skills in English Learner's Book pg. 163
Story books Pictures Role play props |
Comprehension questions
Retelling assessment
Role play evaluation
Observation
|
|
| 13 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Summarize information from a text (skill). - Share personal experiences related to the text (skill). - Show interest in reading stories about games (attitude). |
The learner:
- Answers questions based on stories about games. - Tells classmates what they learned from the story. - Shares personal experiences about playing games. - Reads additional stories from the library. |
How do we know what is happening in a story?
|
Skills in English Learner's Book pg. 164
Story books Library resources Digital devices |
Oral questions
Story retelling
Peer assessment
Reading logs
|
|
| 13 | 2 |
Language Use
|
Comparatives and Superlatives
|
By the end of the
lesson, the learner
should be able to:
- Identify comparatives and superlatives in a text (knowledge). - Use comparative and superlative forms correctly in sentences (skill). - Appreciate the role of comparatives and superlatives in communication (attitude). |
The learner:
- Reads the story "Two Sisters and a Brother" and identifies comparative words. - Finds words that compare things in sentences. - Compares classroom objects using comparative terms. - Makes sentences using comparative terms. |
How can we compare things?
|
Skills in English Learner's Book pg. 165
Story "Two Sisters and a Brother" Classroom objects Pictures |
Written exercises
Oral presentations
Observation
Peer assessment
|
|
| 13 | 3 |
Language Use
Writing |
Comparatives and Superlatives
Guided Writing |
By the end of the
lesson, the learner
should be able to:
- Use comparatives and superlatives to describe people, things and places (skill). - Compare objects around the school using -er and -est (skill). - Show interest in comparing and contrasting things (attitude). |
The learner:
- Participates in "Class Olympics" and describes who jumps highest, runs fastest, etc. - Pretends to watch a football match and compares players. - Walks around school comparing things (bigger, closer, etc.). - Plays games involving comparisons. |
Which words can we use when comparing ourselves with others?
|
Skills in English Learner's Book pg. 166
School environment Sports equipment Pictures Charts Skills in English Learner's Book pg. 167 Drawing materials Word cards Picture prompts |
Oral presentations
Comparative sentences evaluation
Observation
Games assessment
|
|
| 13 | 4 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
- Make sentences using words related to games (skill). - Complete sentences with appropriate words (skill). - Show interest in writing about games and playtime (attitude). |
The learner:
- Makes sentences using target words (land, twinkle, tenth, slept). - Completes sentences by filling in blanks with comparative words. - Names games shown in pictures. - Shares written work with classmates. |
How do we write correctly?
|
Skills in English Learner's Book pg. 168
Word cards Pictures of games Sentence strips |
Written assignments
Gap filling exercises
Peer assessment
Self-evaluation
|
|
| 13 | 5 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
- Make sentences using words related to games (skill). - Complete sentences with appropriate words (skill). - Show interest in writing about games and playtime (attitude). |
The learner:
- Makes sentences using target words (land, twinkle, tenth, slept). - Completes sentences by filling in blanks with comparative words. - Names games shown in pictures. - Shares written work with classmates. |
How do we write correctly?
|
Skills in English Learner's Book pg. 168
Word cards Pictures of games Sentence strips |
Written assignments
Gap filling exercises
Peer assessment
Self-evaluation
|
|
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