SAFETY

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words with the target sounds for oral fluency
-Pronounce the words with the target sounds in preparation for reading
-Use new words correctly in oral communication
-Realise the importance of varied vocabulary in communication

The learner is guided to:
-Listen to the target sounds as modelled by peers, teacher or audio recording
-Say words with the vowel sounds and diphthongs:
- o /æ/ as in heart
- o /ɔː/ as in thought
- o /i:/ as in feet
- o /u:/ as in pool
- o /ɔɪ/ as in boy
- o /eɪ/ as in day

What happens if we don't listen to instructions carefully? -How can we ensure we are safe when doing activities at home or at school?

Skills in English Learner's Book
-Page 149
-Audio recordings
-Sound charts
-Safety pictures
-Word family games
-Safety vocabulary cards
-Picture cards

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words with the target sounds for oral fluency
-Pronounce the words with the target sounds in preparation for reading
-Use new words correctly in oral communication
-Realise the importance of varied vocabulary in communication

The learner is guided to:
-Use safety vocabulary in sentences
-Play video games related to the theme with peers
-Respond to simple questions and instructions about safety

What happens if we don't listen to instructions carefully? -How can we ensure we are safe when doing activities at home or at school?

Skills in English Learner's Book
-Page 149
-Video games
-Safety instructions
-Question cards
-Safety vocabulary cards
-Sound practice materials

Observation -Oral questions -Checklists

Reading

Fluency

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

-Identify words with the target sounds in preparation for reading
-Read a text accurately, at the right speed and with expression for fluency
-Realise the importance of reading accurately, at the right speed and with expression in lifelong learning

The learner is guided to:
-Identify and read words with the target sounds(/a:/, /o:/, /i:/, /u:/, /oi/ and /ei/)
-Track print through finger pointing observing punctuation as the teacher reads
-Engage in timed reading (30 words per minute) displaying the correct expressions and observing punctuations

What do you like reading? -How can you show that you are observing correct punctuations?

Skills in English Learner's Book
-Page 154
-Reading texts
-Timer/stopwatch
-Punctuation guides
-Decodable texts
-Safety stories
-Reading practice sheets

Observation -Written assessment -Self-assessment

Language Use

Simple prepositions (in, on, under, between, behind, in front, inside, outside)

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

-Recognise the correct placement of targeted prepositions to show positional relationship
-Use prepositions in relevant contexts
-Realise the use of prepositions for effective communication

The learner is guided to:
-Discuss where different objects are found at home
-Describe positions of various items as displayed in the classroom
-Engage in a hide and seek game in small groups to locate their peers

Where do we keep different items in the classroom? -Where do we keep different items at home?

Skills in English Learner's Book
-Page 159
-Classroom objects
-Position cards
-Hide and seek materials
-Digital games
-Preposition cards
-Role play scenarios

Observation -Oral questions -Assessment rubrics

Writing

Punctuation (capital letters and question marks)

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

-Identify capital letters and question marks in a text
-Use capital and question marks in sentences correctly
-Acknowledge the use of capital letters and question marks in writing

The learner is guided to:
-Show capital letters and question marks in a written text
-Punctuate sentences using capital letters and question marks, in pairs/small groups
-Identify when to use question marks in safety-related questions

Why do we use the question marks? -When do we use capital letters?

Skills in English Learner's Book
-Page 163
-Text samples
-Punctuation charts
-Question cards

Observation -Written assessment -Checklists

Writing

Punctuation (capital letters and question marks)

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

-Identify capital letters and question marks in a text
-Use capital and question marks in sentences correctly
-Acknowledge the use of capital letters and question marks in writing

The learner is guided to:
-Use capital letters and question marks in sentences related to the theme
-Write safety questions using correct punctuation
-Practice punctuating sentences about safety

Why do we use the question marks? -When do we use capital letters?

Skills in English Learner's Book
-Page 163
-Punctuation practice sheets
-Safety question cards
-Writing materials

Observation -Written assessment -Peer Assessment

COMMUNITY LEADERS

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds in words from an oral text
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Advocate for appropriate pronunciation for clarity in communication

The learner is guided to:
-Listen to a print or digital text containing the target sounds: /ʃ/, /tʃ/, /θ/, /ð/
-Practise sound discrimination using minimal pairs
-Pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories

How can we use sounds to make new words? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 165
-Audio texts
-Sound charts
-Community leader pictures
-Minimal pair cards
-Story books
-Dialogues

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds in words from an oral text
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Advocate for appropriate pronunciation for clarity in communication

The learner is guided to:
-Use community leader vocabulary in sentences
-Practise pronouncing words in response to picture cues, with peers
-Recite poems/rhymes/tongue twisters using words with the target sounds

How can we use sounds to make new words? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 165
-Picture cues
-Poems
-Tongue twisters
-Leader vocabulary cards
-Sound practice materials

Observation -Oral questions -Checklists

Reading

Fluency

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

-Identify words with the target sounds correctly
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Listen to short paragraphs containing words with the target sounds: /ʃ/, /tʃ/, /θ/, /ð/
-Read words with the target sounds adhering to the correct pronunciation
-Watch videos on reading fluently

Which words have the target sounds?

Skills in English Learner's Book
-Page 168
-Reading paragraphs
-Target sound words
-Video clips
-Story texts
-Timer/stopwatch
-Poems about leaders

Observation -Written assessment -Self-assessment

Reading

Comprehension

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

-Make predictions about a story related to the theme in preparation for reading
-Answer direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Discuss the pictures and the title, and make predictions
-Read words with the target sounds in a text of about 60 words
-Take turns to read simple sentences in the story aloud, paying attention to the punctuation

What do the pictures and the title tell us about the story? -Which words have the target sounds?

Skills in English Learner's Book
-Page 171
-Story books
-Picture cards
-Comprehension questions
-Question cards
-Leader information texts
-Reading materials

Observation -Written assessment -Oral presentation

Language Use

Adjectives

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

-Identify adjectives used to describe objects and people
-Use base forms of one and two-syllable adjectives in relevant contexts
-Appreciate the use of adjectives for effective communication

The learner is guided to:
-Name objects in the classroom and attach appropriate adjectives to them
-Talk about objects in a picture/photograph/video clip by using correct adjectives
-Engage in language games containing base forms of one and two-syllable adjectives

How do we talk about people, things or places?

Skills in English Learner's Book
-Page 174
-Classroom objects
-Pictures
-Adjective cards

Observation -Oral questions -Assessment rubrics

Language Use

Adjectives

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

-Identify adjectives used to describe objects and people
-Use base forms of one and two-syllable adjectives in relevant contexts
-Appreciate the use of adjectives for effective communication

The learner is guided to:
-Describe community leaders using adjectives
-Sing songs/rhymes, recite poems that use adjectives
-Create sentences using adjectives

How do we talk about people, things or places?

Skills in English Learner's Book
-Page 174
-Leader pictures
-Songs
-Poems

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Identify ideas depicted in different pictures related to the theme in preparation for writing
-Use 4-6 letter words to fill in gaps in sentences correctly
-Appreciate the importance of writing correctly in communication

The learner is guided to:
-Talk about what they have seen in pictures with peers
-Engage in spelling games with words related to the theme and picture prompts in preparation for writing
-Create sentences from pictures, with peers

How do pictures help us to write?

Skills in English Learner's Book
-Page 176
-Leader pictures
-Spelling games
-Picture prompts

Observation -Written assessment -Checklists

Writing

Guided Writing

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

-Identify ideas depicted in different pictures related to the theme in preparation for writing
-Use 4-6 letter words to fill in gaps in sentences correctly
-Appreciate the importance of writing correctly in communication

The learner is guided to:
-Match pictures and sentences about community leaders
-Fill in gaps in sentences
-Write simple sentences about community leaders

How do pictures help us to write?

Skills in English Learner's Book
-Page 176
-Matching cards
-Gap-fill worksheets
-Writing materials

Observation -Written assessment -Peer Assessment

LIVING TOGETHER

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds in words for effective communication
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Realise the importance of proper pronunciation in oral communication

The learner is guided to:
-Listen to an audio recording/read aloud passage and identify words with the sounds: /e/, /iː/, /eə/
-Practise sound discrimination using minimal pairs
-Recite poems/rhymes/tongue twisters using words with the target sounds observing turn taking rules

How would you know if someone is listening to you? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Audio recordings
-Minimal pair cards
-Poems
-Story books
-Picture cues
-Vocabulary cards

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds in words for effective communication
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Realise the importance of proper pronunciation in oral communication

The learner is guided to:
-Construct simple sentences using new words
-Respond to simple one-directional instructions orally or by using appropriate gestures
-Use vocabulary related to living together

How would you know if someone is listening to you? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Instruction cards
-Living together pictures
-Sentence strips
-Living together vocabulary cards
-Sound practice materials

Observation -Oral questions -Checklists

Reading

Fluency

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

-Identify words with the target sounds in a text
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Listen to short paragraphs and point out words with the target sounds: /e/, /iː/, /ea/, /iː/
-Read words with the target sounds correctly
-Read simple sentences in a story aloud paying attention to the punctuation

How do we read fluently?

Skills in English Learner's Book
-Page 183
-Reading paragraphs
-Target sound words
-Story books
-Timer/stopwatch
-Poems about living together
-Expression guides

Observation -Written assessment -Self-assessment

Reading

Comprehension

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

-Make predictions about a story related to the theme based on the title and picture
-Read words that have the target sounds in a text related to the theme
-Respond to direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Make predictions of what will happen after discussing the title and pictures in the text
-Read a story and identify words that have the sounds: /e/, /iː/, /eə/, /iː/ with their meaning
-Talk about their own experiences in relation to the story, with peers

What do you think will happen in this story? -How can you tell that someone has understood a story? -What makes a story interesting?

Skills in English Learner's Book
-Page 186
-Story books
-Picture cards
-Comprehension questions
-Question cards
-Role play materials
-Digital texts

Observation -Written assessment -Oral presentation

Language Use

Use of possessives (my, our, her, his, their, its)

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

-Recognise possessives from a written text
-Use possessives to talk about ownership in relation to the theme
-Adopt the use of possessives to show ownership in oral communication

The learner is guided to:
-Identify objects in the classroom and attach appropriate possessives to each
-Ask questions whose responses will include possessives such as: (my pen, his book) with peers
-Engage in a role play to show ownership of various items

Which words do we use to show ownership? -Why is it important to use possessives correctly?

Skills in English Learner's Book
-Page 189
-Classroom objects
-Possessive cards
-Role play materials

Observation -Oral questions -Assessment rubrics

Language Use

Use of possessives (my, our, her, his, their, its)

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

-Recognise possessives from a written text
-Use possessives to talk about ownership in relation to the theme
-Adopt the use of possessives to show ownership in oral communication

The learner is guided to:
-Pick out possessives from a text
-Use possessives in phrases and sentences to illustrate ownership
-Practice using possessives in context

Which words do we use to show ownership? -Why is it important to use possessives correctly?

Skills in English Learner's Book
-Page 189
-Text samples
-Possessive worksheets
-Sentence strips

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Recognise the correct words to fill in gaps to complete sentences
-Fill in gaps in simple sentences for effective communication
-Realise the importance of writing complete sentences to express meaning

The learner is guided to:
-Work with peers to match pictures with words
-Pick out correct words that can be used to fill in gaps in sentences appropriately
-Use the words provided to fill in gaps correctly and meaningfully in given sentences

Why is it important to write clearly and legibly? -What should you consider when selecting words to fill in gaps?

Skills in English Learner's Book
-Page 192
-Picture-word cards
-Gap-fill worksheets
-Word banks

Observation -Written assessment -Checklists

Writing

Guided Writing

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

-Recognise the correct words to fill in gaps to complete sentences
-Fill in gaps in simple sentences for effective communication
-Realise the importance of writing complete sentences to express meaning

The learner is guided to:
-Write short sentences using prompts
-Complete sentences about living together
-Practice writing meaningful sentences

Why is it important to write clearly and legibly? -What should you consider when selecting words to fill in gaps?

Skills in English Learner's Book
-Page 192
-Sentence prompts
-Living together topics
-Writing materials

Observation -Written assessment -Peer Assessment

TECHNOLOGY

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify targets sounds in words from an oral text
-Articulate words with the target sounds accurately to discriminate the sounds
-Use the vocabulary leant in relevant context
-Adopt using the vocabulary learnt to communicate effectively in various contexts

The learner is guided to:
-Listen to a print or digital text containing the target sounds: /ʊ/ and /eɪ/ (pay, wait)
-Practise sound discrimination using minimal pairs with peers
-Pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories

Why is it important to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Digital texts
-Audio recordings
-Technology pictures
-Minimal pair cards
-Technology stories
-Dialogue scripts

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify targets sounds in words from an oral text
-Articulate words with the target sounds accurately to discriminate the sounds
-Use the vocabulary leant in relevant context
-Adopt using the vocabulary learnt to communicate effectively in various contexts

The learner is guided to:
-Use technology vocabulary in sentences
-Practise pronouncing words in response to picture cues and record themselves
-Recite poems/rhymes/tongue twisters using words with the target sounds

Why is it important to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Picture cues
-Recording devices
-Poems
-Technology vocabulary cards
-Digital devices
-Sound practice materials

Observation -Oral questions -Checklists

Reading

Comprehension

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

-Use the title and the pictures to make predictions about a story
-Use context clues to infer the meanings of new words
-Answer direct and indirect questions from a text to show comprehension
-Recommend reading for enjoyment and information

The learner is guided to:
-Talk about the title and pictures of a story with peers
-Make predictions of where the action could be happening
-Read a text (about 60 words) aloud with peers

What do you see in the pictures? -Where do you think the events in story are happening?

Skills in English Learner's Book
-Page 183
-Technology story books
-Picture cards
-Comprehension questions
-Context clue worksheets
-Question cards
-Technology texts

Observation -Written assessment -Oral presentation

Language Use

Yes/No questions (with can, may, will)

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

-Identify Yes/No questions, with can, may and will from a text
-Respond to Yes/No questions using can, may and will, for clarity in communication
-Realise the use of can, may and will to seek information

The learner is guided to:
-Use songs/short poems to practice the use of Yes/No questions with can, may and will
-Point out questions which require a YES/NO response from a written text
-Ask and answer Yes/No questions related to the theme using can, may and will

How do you ask your friends for help?

Skills in English Learner's Book
-Page 189
-Question songs
-Poems
-Question charts

Observation -Oral questions -Assessment rubrics

Language Use
Writing

Yes/No questions (with can, may, will)
Guided Writing

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

-Identify Yes/No questions, with can, may and will from a text
-Respond to Yes/No questions using can, may and will, for clarity in communication
-Realise the use of can, may and will to seek information

The learner is guided to:
-Restate sentence structures containing Yes/No questions from a story, poem or conversation they have listened to
-Role play activities that will elicit use of can, may and will
-Practice asking permission using technology tools

How do you ask your friends for help?

Skills in English Learner's Book
-Page 189
-Story texts
-Role play scenarios
-Technology permission cards
-Page 192
-Dictation materials
-Sentence-building games
-Picture-sentence cards

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Recognise the correct form of words to be used in writing simple sentences
-Rearrange words to form simple sentences for fluency in writing
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Rearrange jumbled words to form simple sentences
-Individually form simple sentences related to the theme (3-5 sentences)
-Write sentences about technology

What makes a sentence correct?

Skills in English Learner's Book
-Page 192
-Jumbled word cards
-Technology themes
-Writing materials

Observation -Written assessment -Peer Assessment

NUMBERS

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds used in words for effective communication
-Articulate the words with the target sounds in oral communication
-Use the vocabulary for oral communication in relevant contexts
-Advocate for appropriate use of correct pronunciation in communication

The learner is guided to:
-Listen to a variety of words, songs, poems and stories with the sounds: /dʒ/, /s/, /ŋ/
-Practise pronouncing the target sounds in mouth-position models demonstrated by the teacher or a video clip
-Practise pronouncing words in response to picture cues with peers

Why should we pronounce words correctly? -Why is it important to learn new words?

Skills in English Learner's Book
-Page 194
-Audio recordings
-Sound charts
-Number pictures
-Vocabulary cards
-Number songs
-Chants

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds used in words for effective communication
-Articulate the words with the target sounds in oral communication
-Use the vocabulary for oral communication in relevant contexts
-Advocate for appropriate use of correct pronunciation in communication

The learner is guided to:
-Use number vocabulary in sentences
-Practice counting using target sounds
-Create simple sentences with number words

Why should we pronounce words correctly? -Why is it important to learn new words?

Skills in English Learner's Book
-Page 194
-Counting materials
-Number charts
-Sentence strips
-Number vocabulary cards
-Sound practice materials

Observation -Oral questions -Checklists

Reading

Fluency

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

-Identify words with the target sounds in preparation for reading
-Read sentences in a text accurately, at the right speed and with expression for fluency
-Realise the role of fluency in reading

The learner is guided to:
-Identify and read words with the sounds /dʒ/, /s/, /ŋ/ from a text
-Practise reading a text containing words with the target letters sounds adhering to the correct pronunciation
-Practise reading sentences containing decodable and non-decodable words

What makes it easy to read fluently?

Skills in English Learner's Book
-Page 198
-Reading texts
-Sound cards
-Number stories
-Timer/stopwatch
-Readers theatre scripts
-Poems

Observation -Written assessment -Self-assessment

Reading

Comprehension

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

-Make predictions about a story based on the title and picture
-Read words that have the target sounds in a text related to the theme
-Respond to direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Discuss the title and pictures in the text and make predictions of what will happen
-Read a story and identify words that have the sounds /dʒ/, /s/, /ŋ/
-Read simple stories or passages aloud

How can we tell that someone has understood a story? -What helps us to understand a story?

Skills in English Learner's Book
-Page 202
-Story books
-Picture cards
-Comprehension questions

Observation -Written assessment -Oral presentation

Reading
Language Use

Comprehension
Adverbs of Place

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

-Make predictions about a story based on the title and picture
-Read words that have the target sounds in a text related to the theme
-Respond to direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Talk about their own experiences in relation to the story, with peers
-Respond to direct and indirect questions from a print or non print text using contextual clues
-Role play, with peers, the events from a story read

How can we tell that someone has understood a story? -What helps us to understand a story?

Skills in English Learner's Book
-Page 202
-Question cards
-Role play materials
-Digital texts
-Page 203
-Classroom objects
-Adverb cards
-Position charts

Observation -Oral questions -Assessment rubrics

Language Use

Adverbs of Place

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

-Recognise the adverbs of place in sentences to show awareness
-Use adverbs of place to describe the position of objects and people for effective communication
-Realise the importance of proper use of adverbs of place to describe the position of objects and people in the environment

The learner is guided to:
-Sing songs, role play and recite poems related to the theme with peers
-Describe number-related objects using adverbs of place
-Create sentences using adverbs of place

Where do you find different things in the classroom? -Why is it important to place things in the right place?

Skills in English Learner's Book
-Page 203
-Songs
-Role play materials
-Poems

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Recognise words related to the theme in simple sentences
-Write simple meaningful sentences as guided for effective communication
-Realise the importance of writing for effective communication

The learner is guided to:
-Identify the target vocabulary in sentences
-Write simple meaningful sentences (not more than 5 words)
-Practise writing sentences from a substitution table

Why is it important to write meaningful sentences? -What makes it easy to write clear sentences?

Skills in English Learner's Book
-Page 206
-Vocabulary cards
-Substitution tables
-Sentence templates

Observation -Written assessment -Checklists

Writing

Guided Writing

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

-Recognise words related to the theme in simple sentences
-Write simple meaningful sentences as guided for effective communication
-Realise the importance of writing for effective communication

The learner is guided to:
-Fill in gaps to complete sentences
-Form simple meaningful sentences in relation to the theme
-Write sentences about numbers

Why is it important to write meaningful sentences? -What makes it easy to write clear sentences?

Skills in English Learner's Book
-Page 206
-Gap-fill worksheets
-Number themes
-Writing materials

Observation -Written assessment -Peer Assessment

CONSERVING RESOURCES

Listening and Speaking
Listening and Speaking

Pronunciation and vocabulary

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

-Identify the target sounds in an oral text
-Articulate words with the target sounds correctly to discriminate sounds
-Use the vocabulary learnt in relevant contexts
-Realise the role of vocabulary in communication

The learner is guided to:
-Listen to and pronounce words with the target sounds: /l/, /s/, /r/ as modeled by the teacher or audio recording
-Practise sound discrimination using minimal pairs
-Use the vocabulary relevant to the theme in short sentences

What are the words that we can make from the sound given?

Skills in English Learner's Book
-Page 209
-Audio recordings
-Minimal pair cards
-Conservation pictures
-Language games
-Songs
-Tongue twisters

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and vocabulary

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

-Identify the target sounds in an oral text
-Articulate words with the target sounds correctly to discriminate sounds
-Use the vocabulary learnt in relevant contexts
-Realise the role of vocabulary in communication

The learner is guided to:
-Use conservation vocabulary in sentences
-Talk about ways to conserve resources
-Create sentences about environmental care

What are the words that we can make from the sound given?

Skills in English Learner's Book
-Page 209
-Conservation vocabulary cards
-Environmental pictures
-Sentence strips
-Sound practice materials

Observation -Oral questions -Checklists

Reading

Fluency

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

-Identify words with the target sounds accurately
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Identify words with the sounds /l/, /s/, /r/ from a text
-Read a text containing words with the target letters sounds adhering to the correct pronunciation
-Practise reading sentences containing decodable and non-decodable words, in small groups

Why are punctuation marks important in reading?

Skills in English Learner's Book
-Page 213
-Reading texts
-Sound cards
-Conservation stories

Observation -Written assessment -Self-assessment

Reading

Fluency
Comprehension

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

-Identify words with the target sounds accurately
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Engage in timed reading (30 words per minute) displaying the right facial expressions and tone
-Participate in a readers theatre where he or she reads some lines or stanzas of a poem
-Read conservation texts fluently

Why are punctuation marks important in reading?

Skills in English Learner's Book
-Page 213
-Timer/stopwatch
-Readers theatre scripts
-Conservation poems
-Page 216
-Story books
-Picture cards
-Comprehension questions

Observation -Written questions -Assessment rubrics

Reading
Language Use

Comprehension
Interjections of surprise

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

-Identify words that have the target sounds in a text related to the theme
-Make predictions about a story using the title and the pictures
-Respond to direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Infer the meanings of new words using contextual clues
-Answer direct and indirect questions using contextual clues
-Draw pictures to show what is happening in the story
-Read a text or view pictures for enjoyment and information

What do the pictures tell us about the story? -What does the title tell us about the story?

Skills in English Learner's Book
-Page 216
-Context clue worksheets
-Question cards
-Drawing materials
-Page 219
-Audio dialogues
-Interjection cards
-Role play materials

Observation -Oral questions -Assessment rubrics

Language Use

Interjections of surprise

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

-Identify interjections of surprise in a variety of texts
-Use interjections of surprise in simple sentences related to the theme
-Adopt the use of interjections of surprise in day today communication

The learner is guided to:
-Use digital devices to search for emojis showing surprise
-Practise making different familiar faces showing surprise with peers
-Construct sentences using interjections of surprise
-Recite rhymes and poem related to the theme using interjections of surprise

How can you tell that someone is surprised? -What are the things that can make someone surprised?

Skills in English Learner's Book
-Page 219
-Digital devices
-Surprise emojis
-Facial expression cards

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Recognise the correct order of word in sentences
-Write sentences of not more than five words related to the theme
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Identify the target vocabulary in sentences
-Match pictures with the correct sentences
-Write meaningful sentences (not more than 5 words)

Why are words important in writing?

Skills in English Learner's Book
-Page 222
-Vocabulary cards
-Picture-sentence matching
-Conservation themes

Observation -Written assessment -Checklists

Writing

Guided Writing

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

-Recognise the correct order of word in sentences
-Write sentences of not more than five words related to the theme
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Fill in gaps to complete sentences
-Form simple meaningful sentences in relation to the theme
-Write sentences about conserving resources

Why are words important in writing?

Skills in English Learner's Book
-Page 222
-Gap-fill worksheets
-Conservation topics
-Writing materials

Observation -Written assessment -Peer Assessment

Guided Writing

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

In groups, learners are guided to: