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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
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
|
|
| 1 | 2 |
Listening and Speaking
Living Together
|
Language
Structures and Functions
Use of possessives; Her, their, his, its.
|
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 " |
Oral
questions, portfolio, observation
|
|
| 1 | 3 |
Listening and Speaking
Living Together
|
Language
Structures and Functions
Use of possessives; Her, their, his, its.
|
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 " |
Oral
questions, portfolio, observation
|
|
| 1 | 4 |
Reading
Living Together
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /s/ /z/ 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. 96 |
Oral questions, portfolio, observation
|
|
| 1 |
FUN DAY |
||||||||
| 2 | 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 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
|
|
| 2 | 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
|
|
| 2 | 3 |
Listening and Speaking
Technology (Mobile Phone)
|
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 /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 |
Oral questions, portfolio, observation
|
|
| 2 | 4 |
Listening and Speaking
Technology (Mobile Phone
|
Language Structures and Functions
WH questions What, Who.
|
By the end of the
lesson, the learner
should be able to:
Ask questions about technology phone using ‘what’ and ‘who’ Appreciate the use of what, who and where to seek information. |
Learners role play activities that will elicit use of where, who and what.
Learners ask questions using the terms who, what and where in pairs/small groups Learners use songs/short poems to practice the use of the questions with who, what and where. |
1. What is the name of your friend?
Where is their home?
|
Pictures, photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 99 |
Oral questions, portfolio, observation
|
|
| 2 | 5 |
Listening and Speaking
Technology (Mobile Phone
|
Language Structures and Functions
WH questions What, Who.
|
By the end of the
lesson, the learner
should be able to:
Ask questions about technology phone using ‘what’ and ‘who’ Appreciate the use of what, who and where to seek information. |
Learners role play activities that will elicit use of where, who and what.
Learners ask questions using the terms who, what and where in pairs/small groups Learners use songs/short poems to practice the use of the questions with who, what and where. |
1. What is the name of your friend?
Where is their home?
|
Pictures, photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 99 |
Oral questions, portfolio, observation
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
Listening and Speaking
Technology (Mobile Phone)
|
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 /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 |
Oral questions, portfolio, observation
|
|
| 3 | 3 |
Listening
and Speaking
Technology (Mobile Phone
|
Language
Structures and Functions
WH questions Where?
|
By the end of the
lesson, the learner
should be able to:
Language Structures and Functions WH questions Where? |
Learners role play
activities that will elicit use of where, who and what. Learners ask questions using the terms who, what and where in pairs/small groups Learners use simple questions and dialogues Repeat sentence structures containing WH- questions from a story, poem or conversation they have listened to. |
1.What is the
name of your friend?
Where is their home?
|
Pictures,
photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 103 |
Oral
questions, portfolio, observation
|
|
| 3 | 4 |
Listening
and Speaking
Technology (Mobile Phone
|
Language
Structures and Functions
WH questions Where?
|
By the end of the
lesson, the learner
should be able to:
Language Structures and Functions WH questions Where? |
Learners role play
activities that will elicit use of where, who and what. Learners ask questions using the terms who, what and where in pairs/small groups Learners use simple questions and dialogues Repeat sentence structures containing WH- questions from a story, poem or conversation they have listened to. |
1.What is the
name of your friend?
Where is their home?
|
Pictures,
photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 103 |
Oral
questions, portfolio, observation
|
|
| 3 | 5 |
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
|
|
| 4 | 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. 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 |
Oral questions, portfolio, observation
|
|
| 4 | 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 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 |
Oral questions, portfolio, observation
|
|
| 4 | 3 |
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 /th/ /q/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Learners pronounce the sounds
/q/ /th/ 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. |
How do you say these sounds?
/th/ /q/
|
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.106-107 |
Oral questions, portfolio, observation
|
|
| 4 | 4 |
Listening and Speaking
Numbers and Our Classroom
|
Language Structures and functions
Describing words (colour, number values in tens, cardinal numbers from 1-
9)
|
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 |
Oral questions, portfolio, observation
|
|
| 4 | 5 |
Reading
Numbers and Our Classroom
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /q/ /th/ 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. 108 |
Oral questions, portfolio, observation
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
Listening and Speaking
Numbers and Our Classroom
|
Language Structures and functions
Describing words
size & shape
|
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 |
Oral questions, portfolio, observation
|
|
| 5 | 4 |
Listening and Speaking
Numbers and Our Classroom
|
Language Structures and functions
Describing words
size & shape
|
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 |
Oral questions, portfolio, observation
|
|
| 5 | 5 |
Reading
Numbers and Our Classroom
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /bl/ /fr/ /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. 4. 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. 112 |
Oral questions, portfolio, observation
|
|
| 6 | 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
|
|
| 6 | 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 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
|
|
| 6 | 3 |
Listening and Speaking
Do Not Waste
|
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 /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 |
Oral questions, portfolio, observation
|
|
| 6 | 4 |
Listening and Speaking
Do Not Waste
|
Language structures and functions
|
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. Appreciate the use of imperatives. |
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. 115 |
Oral questions, portfolio, observation
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
Listening and Speaking
Do Not Waste
|
Language structures and functions
|
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 |
Oral questions, portfolio, observation
|
|
| 7 | 2 |
Listening and Speaking
Do Not Waste
|
Language structures and functions
|
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 |
Oral questions, portfolio, observation
|
|
| 7 | 3 |
Reading
Do Not Waste
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /Pp/ /Bb/ /Tt/ /Kk/ /Qq/ Gg/ /Ff/ Vv/ /Ss/ /Jj/ /Mm/ /Nn/ Ll/ /Rr/ Ww/ /Yy/ 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. 120 |
Oral questions, portfolio, observation
|
|
| 7 | 4 |
Reading
Do Not Waste
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /Pp/ /Bb/ /Tt/ /Kk/ /Qq/ Gg/ /Ff/ Vv/ /Ss/ /Jj/ /Mm/ /Nn/ Ll/ /Rr/ Ww/ /Yy/ 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. 120 |
Oral questions, portfolio, observation
|
|
| 7 | 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
|
|
| 9 |
MASHUJAA DAY |
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Your Name Comes Here