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 in oral texts.
- Pronounce words with target letter-sound combinations correctly.
- Use vocabulary related to technology in relevant contexts.
- Value the importance of correct pronunciation in communication.

The learner is guided to:
- Listen attentively for target letter-sound combinations in words.
- Say words with target letter-sound combinations and record using digital devices.
- Listen to new words in sentences/paragraphs and determine their meanings.
- Practice new words in response to picture cues.
- Dramatize scenarios using vocabulary words.

Why should we listen attentively when other people are talking?

Oxford New Progressive Primary English Learner's Book pg. 97
Digital devices
Picture cards
Audio recordings

Observation Oral questions Dramatization assessment Recording evaluation

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify words with target letter-sound combinations in oral texts.
- Articulate vocabulary related to technology correctly.
- Use vocabulary related to the theme effectively in communication.
- Appreciate the importance of listening attentively and responding appropriately.

The learner is guided to:
- Practice new words in language games matching vocabulary to pictures.
- Recite alliterative words that have target sounds.
- Listen to audio/video recordings of conversations on technology.
- Respond to simple specific three-directional instructions.
- Play language games involving vocabulary learned.

What words do we use to talk about technology?

Oxford New Progressive Primary English Learner's Book pg. 98
Digital devices
Flash cards
Picture cards
Audio recordings

Oral presentations Matching exercises Following instructions assessment Peer evaluation

Reading

Fluency

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

- Identify words with target letter-sound combinations in a text.
- Read a text accurately, at the right speed and with expression.
- Apply reading skills in different contexts.
- Value the importance of reading fluently.

The learner is guided to:
- Pick out words with target letter-sound combinations from texts.
- Read words with target letter-sound combinations correctly.
- Read texts displaying appropriate facial expressions and voice.
- Engage in timed reading taking appropriate pauses.
- Play word ladder games involving pronunciation.

Why do we need to pronounce words correctly?

Oxford New Progressive Primary English Learner's Book pg. 100
Story books
Digital devices
Word cards

Timed reading tests Observation checklist Word pronunciation assessment Peer evaluation

Reading

Fluency

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

- Read words with target letter-sound combinations correctly.
- Read texts at the appropriate speed with expression.
- Record reading performances for self-assessment.
- Appreciate the importance of reading fluently for effective communication.

The learner is guided to:
- Blend target sounds to read words with letter-sound combinations.
- Read sentences containing decodable and non-decodable words.
- Participate in and record readers' theater performances.
- Engage in timed reading with peers taking appropriate pauses.

How should we read?

Oxford New Progressive Primary English Learner's Book pg. 101
Story books
Digital devices
Word cards

Recording evaluation Timed reading tests Readers' theater assessment Self-assessment

Reading

Fluency

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

- Read words with target letter-sound combinations correctly.
- Read texts at the appropriate speed with expression.
- Record reading performances for self-assessment.
- Appreciate the importance of reading fluently for effective communication.

The learner is guided to:
- Blend target sounds to read words with letter-sound combinations.
- Read sentences containing decodable and non-decodable words.
- Participate in and record readers' theater performances.
- Engage in timed reading with peers taking appropriate pauses.

How should we read?

Oxford New Progressive Primary English Learner's Book pg. 101
Story books
Digital devices
Word cards

Recording evaluation Timed reading tests Readers' theater assessment Self-assessment

Reading

Comprehension

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

- Make predictions about a story based on title and pictures.
- Identify main ideas in a text.
- Infer meanings of new words from context.
- Value reading texts for information and enjoyment.

The learner is guided to:
- Predict story events based on title and pictures.
- Talk about events, setting, and characters in the story.
- Find meanings of new words as used in the text.
- Answer direct and indirect questions based on the text.

How can we tell where events have taken place in a story?

Oxford New Progressive Primary English Learner's Book pg. 102
Story books
Digital devices
Picture cards

Written questions Oral responses Story retelling assessment Comprehension tests

Reading

Comprehension

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

- Identify events in a text for comprehension.
- Answer direct and indirect questions based on a text correctly.
- Retell a story in their own words.
- Appreciate reading texts for information and enjoyment.

The learner is guided to:
- Read a text and identify main ideas.
- Talk about setting and characters using picture clues.
- Respond to questions based on the text.
- Retell the story with peers.
- Relate story events to personal experiences.

What do the pictures tell us about the story?

Oxford New Progressive Primary English Learner's Book pg. 103
Story books
Digital devices
Picture cards

Written questions Oral responses Story retelling assessment Self-assessment

Language Use

Possessive Pronouns

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

- Identify possessive pronouns in sentences.
- Use possessive pronouns correctly in communication.
- Appreciate the role of possessive pronouns in communication.

The learner is guided to:
- Talk about things that belong to them using possessive pronouns.
- Role play ownership of items and objects in the classroom.
- Construct sentences using possessive pronouns.
- Ask and answer questions using possessive pronouns.

How do you talk about things that belong to you or other people?

Oxford New Progressive Primary English Learner's Book pg. 103
Picture cards
Objects in the classroom
Flash cards

Oral questions Written exercises Role play assessment Observation checklist

Language Use

Possessive Pronouns

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

- Construct sentences using possessive pronouns correctly.
- Apply knowledge of possessive pronouns in daily communication.
- Value the importance of expressing ownership appropriately.

The learner is guided to:
- Sing songs/rhymes using possessive pronouns.
- Play language games involving possessive pronouns.
- Answer questions using possessive pronouns.
- Write sentences using possessive pronouns.

How do we show ownership in English?

Oxford New Progressive Primary English Learner's Book pg. 104
Picture cards
Flash cards
Word cards

Written exercises Oral presentations Language games evaluation Peer assessment

Writing

Paragraphs

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

- Identify the general idea in jumbled sentences.
- Arrange sentences logically to form a paragraph.
- Appreciate the role of paragraph organization in communication.

The learner is guided to:
- Study jumbled sentences to establish the idea in each.
- Discuss the main idea conveyed in jumbled sentences.
- Explore various possibilities to determine correct order.
- Rewrite jumbled sentences in correct order.

Why is it important to put sentences in the correct order when writing?

Oxford New Progressive Primary English Learner's Book pg. 104
Sentence strips
Writing materials
Flash cards

Written exercises Sentence ordering assessment Paragraph writing Peer assessment

Writing

Paragraphs

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

- Write sentences in logical sequence to form paragraphs.
- Edit written work for clarity.
- Value the importance of organized writing for effective communication.

The learner is guided to:
- Arrange sentences in logical order to form paragraphs.
- Write simple paragraphs on technology.
- Edit their work for errors.
- Share their paragraphs with peers for feedback.

How do we write fluently?

Oxford New Progressive Primary English Learner's Book pg. 105
Writing materials
Digital devices
Sample paragraphs

Paragraph writing assessment Editing exercises Peer assessment Self-evaluation

Writing

Paragraphs

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

- Write sentences in logical sequence to form paragraphs.
- Edit written work for clarity.
- Value the importance of organized writing for effective communication.

The learner is guided to:
- Arrange sentences in logical order to form paragraphs.
- Write simple paragraphs on technology.
- Edit their work for errors.
- Share their paragraphs with peers for feedback.

How do we write fluently?

Oxford New Progressive Primary English Learner's Book pg. 105
Writing materials
Digital devices
Sample paragraphs

Paragraph writing assessment Editing exercises Peer assessment Self-evaluation

Writing

Paragraphs

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

- Write sentences in logical sequence to form paragraphs.
- Edit written work for clarity.
- Value the importance of organized writing for effective communication.

The learner is guided to:
- Arrange sentences in logical order to form paragraphs.
- Write simple paragraphs on technology.
- Edit their work for errors.
- Share their paragraphs with peers for feedback.

How do we write fluently?

Oxford New Progressive Primary English Learner's Book pg. 105
Writing materials
Digital devices
Sample paragraphs

Paragraph writing assessment Editing exercises Peer assessment Self-evaluation

SAVINGS

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 in oral texts.
- Pronounce words with target letter-sound combinations accurately.
- Use new words related to savings appropriately.
- Value the importance of proper pronunciation in communication.

The learner is guided to:
- Listen to and pick out words with target letter-sound combinations.
- Practice saying words with target sounds.
- Generate and list words with target sounds.
- Categorize words according to target sounds.
- Use new words to construct sentences.

How can we use sounds to learn new words?

Oxford New Progressive Primary English Learner's Book pg. 146
Audio recordings
Word puzzles
Flash cards

Observation Oral questions Word categorization assessment Sentence construction evaluation

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify words with target letter-sound combinations in recorded stories.
- Use vocabulary related to savings effectively in communication.
- Recite poems related to savings fluently.
- Appreciate the importance of savings in life.

The learner is guided to:
- Listen to recorded stories and identify words with target sounds.
- Solve word puzzles containing target sounds.
- Make sentences using words related to savings.
- Recite poems about savings in groups.
- Role play banking scenarios.

Why do we learn new words?

Oxford New Progressive Primary English Learner's Book pg. 147
Audio recordings
Word puzzles
Picture cards
Props for role play

Poem recitation assessment Role play evaluation Oral questions Observation checklist

Reading

Fluency

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

- Identify words with target letter-sound combinations in a text.
- Read a text accurately, at the right speed and with expression.
- Apply reading skills in different contexts.
- Value the importance of reading fluently.

The learner is guided to:
- Select and read words with target letter-sound combinations.
- Practice reading sentences containing decodable and non-decodable words.
- Engage in timed reading with minimal hesitations.
- Display appropriate facial expressions and voice when reading.

Why is it important to read at the right speed?

Oxford New Progressive Primary English Learner's Book pg. 148
Story books
Flash cards
Digital devices

Timed reading tests Observation checklist Reading accuracy assessment Peer evaluation

Reading

Fluency

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

- Read words with target letter-sound combinations correctly.
- Read texts at the appropriate pace with expression.
- Record reading performances for assessment.
- Appreciate the importance of reading fluently.

The learner is guided to:
- Read words with target letter-sound combinations.
- Take appropriate pauses at punctuation marks while reading.
- Participate in readers' theater activities.
- Record reading performances on digital devices.

How can we improve our reading speed?

Oxford New Progressive Primary English Learner's Book pg. 149
Story books
Digital devices
Flash cards

Recording evaluation Timed reading tests Readers' theater assessment Self-assessment

Reading

Comprehension

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

- Make predictions about a story based on title and pictures.
- Identify main ideas in a text about savings.
- Answer questions based on a text correctly.
- Value reading texts for information about savings.

The learner is guided to:
- Look at pictures and title to predict story events.
- Read a story about savings.
- Answer direct questions by locating sentences in the text.
- Respond to indirect questions using context clues.
- Identify words related to savings in the story.

What do the pictures tell us about the story?

Oxford New Progressive Primary English Learner's Book pg. 150
Story books
Digital devices
Picture cards

Written questions Oral responses Story retelling assessment Comprehension tests

Reading

Comprehension

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

- Retell a story about savings in their own words.
- Create a story map from information in a text.
- Relate story events to personal experiences.
- Appreciate the importance of saving money.

The learner is guided to:
- Retell a story about savings to classmates.
- Draw a story map using information from the story.
- Share the story map with the class.
- Discuss personal experiences related to savings.

How can we remember what we have read?

Oxford New Progressive Primary English Learner's Book pg. 152
Story maps
Digital devices
Chart paper

Story map assessment Oral presentations Peer assessment Self-evaluation

Language Use

'Wh' questions (why, whom, how)

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

- Identify sentences containing 'Wh' questions in a text.
- Use 'Wh' questions correctly in communication.
- Appreciate the role of 'Wh' questions in seeking information.

The learner is guided to:
- Listen to recorded conversations containing 'Wh' questions.
- Identify sentences containing 'Wh' questions.
- Engage in question and answer dialogues using 'why', 'whom' and 'how'.
- Role play activities involving 'Wh' questions.

Why is it important to ask questions correctly?

Oxford New Progressive Primary English Learner's Book pg. 153
Audio recordings
Question cards
Digital devices

Oral questions Question-answer assessment Role play evaluation Written exercises

Language Use

'Wh' questions (why, whom, how)

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

- Construct sentences using 'Wh' questions correctly.
- Apply knowledge of 'Wh' questions in daily communication.
- Value the importance of asking appropriate questions.

The learner is guided to:
- Ask and answer questions about saving money using 'Wh' questions.
- Recite poems containing 'Wh' questions.
- Role play banking scenarios using 'Wh' questions.
- Write questions and answers using 'Wh' questions.

How can we find out what we want to know?

Oxford New Progressive Primary English Learner's Book pg. 154
Question cards
Picture cards
Props for role play

Written exercises Oral presentations Role play assessment Peer evaluation

Language Use

'Wh' questions (why, whom, how)

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

- Construct sentences using 'Wh' questions correctly.
- Apply knowledge of 'Wh' questions in daily communication.
- Value the importance of asking appropriate questions.

The learner is guided to:
- Ask and answer questions about saving money using 'Wh' questions.
- Recite poems containing 'Wh' questions.
- Role play banking scenarios using 'Wh' questions.
- Write questions and answers using 'Wh' questions.

How can we find out what we want to know?

Oxford New Progressive Primary English Learner's Book pg. 154
Question cards
Picture cards
Props for role play

Written exercises Oral presentations Role play assessment Peer evaluation

Writing

Guided writing

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

- Arrange jumbled sentences in logical order.
- Write simple sentences about savings clearly.
- Appreciate the importance of writing clearly for effective communication.

The learner is guided to:
- Arrange jumbled sentences to form a story.
- Write sentences about where people get money and what they do with it.
- Check sentences for correctness and clarity.
- Read their sentences aloud to peers.

How do we write fluently?

Oxford New Progressive Primary English Learner's Book pg. 155
Sentence strips
Writing materials
Digital devices

Written exercises Sentence ordering assessment Peer assessment Self-evaluation

Writing

Guided writing

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

- Write sentences about earning, saving and spending money.
- Edit written work for clarity and correctness.
- Value the importance of saving money for the future.

The learner is guided to:
- Talk about why it is good to save money.
- Write down points about earning, saving and spending.
- Arrange points logically to form sentences.
- Write sentences to form a short story.
- Edit their work and write a final copy.

Why is it good to plan our writing?

Oxford New Progressive Primary English Learner's Book pg. 156
Writing materials
Digital devices
Sample paragraphs

Paragraph writing assessment Editing exercises Peer assessment Self-evaluation

Writing

Guided writing

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

- Write sentences about earning, saving and spending money.
- Edit written work for clarity and correctness.
- Value the importance of saving money for the future.

The learner is guided to:
- Talk about why it is good to save money.
- Write down points about earning, saving and spending.
- Arrange points logically to form sentences.
- Write sentences to form a short story.
- Edit their work and write a final copy.

Why is it good to plan our writing?

Oxford New Progressive Primary English Learner's Book pg. 156
Writing materials
Digital devices
Sample paragraphs

Paragraph writing assessment Editing exercises Peer assessment Self-evaluation

TALENTS

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 in oral texts.
- Pronounce words with target letter-sound combinations correctly.
- Use new words related to talents appropriately.
- Value the importance of listening attentively for effective communication.

The learner is guided to:
- Listen to and do what the teacher says.
- Say sounds and words after the teacher.
- Say other words that start with target sounds.
- Listen to dialogues and identify words with target sounds.
- Talk about talents using specified words.

What words do we use to talk about talents?

Oxford New Progressive Primary English Learner's Book pg. 158
Audio recordings
Word cards
Picture cards

Observation Oral questions Following instructions assessment Sentence construction evaluation

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify words with target letter-sound combinations in poems.
- Use vocabulary related to talents effectively in communication.
- Recite poems about talents fluently.
- Appreciate the importance of developing personal talents.

The learner is guided to:
- Match words to pictures related to talents.
- Use specified words to make sentences about talents.
- Recite poems about talents.
- Pretend to work in a bank and talk about earning and saving money.

What helps us to remember the meaning of words?

Oxford New Progressive Primary English Learner's Book pg. 159
Picture cards
Word cards
Props for role play

Word-picture matching assessment Poem recitation evaluation Role play assessment Observation checklist

Reading

Fluency

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

- Identify words with target letter-sound combinations in a text.
- Read a text accurately, at the right speed and with expression.
- Value the importance of reading fluently.

The learner is guided to:
- Read words with target letter-sound combinations aloud.
- Identify words with target letter-sound combinations in a story.
- Read texts displaying appropriate facial expressions and tone.
- Engage in timed reading with peers.

What makes it easy to read well?

Oxford New Progressive Primary English Learner's Book pg. 160
Story books
Flash cards
Word cards

Timed reading tests Observation checklist Reading accuracy assessment Peer evaluation

Reading

Fluency

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

- Read words with target letter-sound combinations correctly.
- Read texts at the appropriate pace with expression.
- Adopt reading simple narratives for information and enjoyment.
- Appreciate the importance of reading fluently.

The learner is guided to:
- Pick out and read words with target letter-sound combinations from a text.
- Read words with letter-sound combinations correctly.
- Read a text displaying appropriate facial expressions and tone.
- Engage in timed reading taking appropriate pauses.

Why should we read fluently?

Oxford New Progressive Primary English Learner's Book pg. 161
Story books
Digital devices
Flash cards

Timed reading tests Observation checklist Reading accuracy assessment Self-assessment

Reading

Fluency

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

- Read words with target letter-sound combinations correctly.
- Read texts at the appropriate pace with expression.
- Adopt reading simple narratives for information and enjoyment.
- Appreciate the importance of reading fluently.

The learner is guided to:
- Pick out and read words with target letter-sound combinations from a text.
- Read words with letter-sound combinations correctly.
- Read a text displaying appropriate facial expressions and tone.
- Engage in timed reading taking appropriate pauses.

Why should we read fluently?

Oxford New Progressive Primary English Learner's Book pg. 161
Story books
Digital devices
Flash cards

Timed reading tests Observation checklist Reading accuracy assessment Self-assessment

Reading

Comprehension

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

- Make predictions about a story based on title and pictures.
- Identify main ideas in a text about talents.
- Answer questions based on a text correctly.
- Value reading texts for information about talents.

The learner is guided to:
- Predict story events based on title and pictures.
- Identify the main idea in a text with peers.
- Use contextual clues to get meanings of new words.
- Respond to direct and indirect questions from the text.

What do pictures tell us about a story?

Oxford New Progressive Primary English Learner's Book pg. 162
Story books
Digital devices
Picture cards

Written questions Oral responses Comprehension tests Peer assessment

Reading

Comprehension

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

- Talk about their own experiences related to talents.
- Retell a story about talents in their own words.
- Relate story events to personal experiences.
- Appreciate the importance of developing talents.

The learner is guided to:
- Talk about their own experiences related to talents.
- Retell a story about talents to classmates.
- Answer questions about talents mentioned in the story.
- Discuss personal experiences related to talents.

How can we relate stories to our own lives?

Oxford New Progressive Primary English Learner's Book pg. 163
Story books
Digital devices
Picture cards

Story retelling assessment Oral presentations Question and answer Self-evaluation

Language Use

Adverbs of manner

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

- Identify adverbs of manner in sentences.
- Use adverbs of manner correctly in communication.
- Appreciate the role of adverbs in describing actions.

The learner is guided to:
- Listen to stories and identify adverbs of manner.
- Construct sentences about talents using adverbs of manner.
- Role play familiar situations and describe actions using adverbs.
- Make sentences from a substitution table.

Which words do you use to talk about how things are done?

Oxford New Progressive Primary English Learner's Book pg. 163
Story books
Sentence strips
Substitution tables

Oral questions Written exercises Role play assessment Observation checklist

Language Use

Adverbs of manner

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

- Construct sentences using adverbs of manner correctly.
- Apply knowledge of adverbs of manner in daily communication.
- Value the importance of describing actions appropriately.

The learner is guided to:
- Take part in language games involving adverbs of manner.
- Take turns doing actions and describing them using adverbs.
- Tell each other to do something and how to do it.
- Read words on cards and perform actions accordingly.

Why is it important to clearly describe how something is done?

Oxford New Progressive Primary English Learner's Book pg. 164
Word cards
Action cards
Flash cards

Action performance assessment Oral presentations Language games evaluation Peer assessment

Writing

Guided writing

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

- Identify words related to talents from written texts.
- Write simple sentences about talents correctly.
- Appreciate the importance of writing clearly for effective communication.

The learner is guided to:
- Read a story about talents and pick out related words.
- Use picked words to write sentences.
- Write sentences about a star they like.
- Share their work with peers for feedback.

How do we write about things we admire?

Oxford New Progressive Primary English Learner's Book pg. 165
Story books
Writing materials
Word cards

Written exercises Sentence construction assessment Peer assessment Self-evaluation

Writing

Guided writing

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

- Write a short story about talents following the writing process.
- Edit written work for clarity and correctness.
- Value the importance of developing personal talents.

The learner is guided to:
- Think about what they are going to write.
- Write sentences about talents using learned vocabulary.
- Correct any mistakes in their writing.
- Copy corrected paragraphs with proper capitalization and punctuation.
- Share their story with the class.

How do we plan before writing a composition?

Oxford New Progressive Primary English Learner's Book pg. 166
Writing materials
Digital devices
Sample paragraphs

Story writing assessment Editing exercises Peer assessment Self-evaluation

Writing

Guided writing

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

- Write a short story about talents following the writing process.
- Edit written work for clarity and correctness.
- Value the importance of developing personal talents.

The learner is guided to:
- Think about what they are going to write.
- Write sentences about talents using learned vocabulary.
- Correct any mistakes in their writing.
- Copy corrected paragraphs with proper capitalization and punctuation.
- Share their story with the class.

How do we plan before writing a composition?

Oxford New Progressive Primary English Learner's Book pg. 166
Writing materials
Digital devices
Sample paragraphs

Story writing assessment Editing exercises Peer assessment Self-evaluation

Writing

Guided writing

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

- Write a short story about talents following the writing process.
- Edit written work for clarity and correctness.
- Value the importance of developing personal talents.

The learner is guided to:
- Think about what they are going to write.
- Write sentences about talents using learned vocabulary.
- Correct any mistakes in their writing.
- Copy corrected paragraphs with proper capitalization and punctuation.
- Share their story with the class.

How do we plan before writing a composition?

Oxford New Progressive Primary English Learner's Book pg. 166
Writing materials
Digital devices
Sample paragraphs

Story writing assessment Editing exercises Peer assessment Self-evaluation

ENVIRONMENT

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 in oral texts.
- Pronounce words with target letter-sound combinations correctly.
- Use new words related to environment appropriately.
- Value the importance of correct pronunciation in communication.

The learner is guided to:
- Say sounds and words after the teacher.
- Look at pictures and say their names.
- Say other words that have target sounds.
- Play word building games combining target sounds with other sounds.

How can we use sounds learnt to make new words?

Oxford New Progressive Primary English Learner's Book pg. 168
Audio recordings
Picture cards
Word cards

Observation Oral questions Word building assessment Game participation evaluation

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify words with target letter-sound combinations in songs.
- Use vocabulary related to environment effectively in communication.
- Sing songs about environmental conservation.
- Appreciate the importance of environmental conservation.

The learner is guided to:
- Listen to the teacher and repeat words about the environment.
- Take turns to make sentences using words learned.
- Talk about the environment with friends.
- Sing songs about saving the environment.
- Pick letters and combine them to make new words.

How do we learn new words?

Oxford New Progressive Primary English Learner's Book pg. 169
Songs
Letter cards
Picture cards
Word cards

Song performance assessment Word formation evaluation Oral presentations Observation checklist

Reading

Fluency

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

- Identify words with target letter-sound combinations in a text.
- Read a text accurately, at the right speed and with expression.
- Value the importance of reading fluently.

The learner is guided to:
- Say sounds and read words with target letter-sound combinations.
- Identify words with target letter-sound combinations in a story.
- Take turns to read the story.
- Read texts paying attention to pace, pitch and volume.

Why is it important to read words accurately?

Oxford New Progressive Primary English Learner's Book pg. 170
Story books
Flash cards
Word cards

Timed reading tests Observation checklist Reading accuracy assessment Peer evaluation

Reading

Fluency

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

- Articulate words with target letter-sound combinations clearly.
- Read texts at the appropriate pace with expression.
- Adopt reading simple narratives for information.
- Appreciate the importance of reading fluently.

The learner is guided to:
- Select words with target letter-sound combinations from texts.
- Pronounce words with target letter-sound combinations.
- Take part in timed reading with peers.
- Read narratives/poems/dialogues paying attention to pace, pitch and volume.

What makes it easy to read well?

Oxford New Progressive Primary English Learner's Book pg. 171
Story books
Digital devices
Flash cards

Timed reading tests Pronunciation assessment Reading performance evaluation Self-assessment

Reading

Comprehension

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

- Predict the outcome of a story based on available clues.
- Identify the order of events in a text.
- Infer meanings of new words from context.
- Value reading texts for information about environment.

The learner is guided to:
- Predict story events based on pictures and title.
- Read a story about environment aloud.
- Talk about setting and characters in the story.
- Discuss the plot of the story with peers.

How do we get the meaning of new words in a story?

Oxford New Progressive Primary English Learner's Book pg. 172
Story books
Digital devices
Picture cards

Written questions Oral responses Plot discussion assessment Peer evaluation

Reading

Comprehension

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

- Answer direct and indirect questions based on a text correctly.
- Talk about what happens at different points in a story.
- Retell a story in their own words.
- Appreciate the importance of environmental conservation.

The learner is guided to:
- Answer questions about a story on environment.
- Say what happens at the beginning, middle, and end of the story.
- Use context clues to find meanings of new words.
- Retell the story to peers using own words.

How can we tell where events have taken place in a story?

Oxford New Progressive Primary English Learner's Book pg. 174
Story books
Digital devices
Question cards

Story sequencing assessment Vocabulary meaning tests Story retelling evaluation Comprehension tests

Language Use

Interjections of displeasure

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

- Identify words that express displeasure in conversations.
- Use interjections of displeasure appropriately in communication.
- Appreciate the role of interjections in expressing feelings.

The learner is guided to:
- Look at pictures and read what people are saying.
- Listen to audio recordings and identify interjections of displeasure.
- Use specified words in sentences to show displeasure.
- Read sentences in turns to practice interjections.

How do you show that you are not happy about something?

Oxford New Progressive Primary English Learner's Book pg. 175
Audio recordings
Picture cards
Flash cards

Oral presentations Role play assessment Sentence construction evaluation Observation checklist

Language Use

Interjections of displeasure

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

- Express displeasure appropriately using interjections.
- Apply knowledge of interjections in daily communication.
- Value the importance of expressing feelings appropriately.

The learner is guided to:
- Act out situations and use appropriate interjections of displeasure.
- Play a game where they respond to negative situations with appropriate interjections.
- Make sentences using interjections of displeasure.
- Say sentences aloud showing how they feel.

When do we use interjections of displeasure?

Oxford New Progressive Primary English Learner's Book pg. 176
Situation cards
Picture cards
Word cards

Role play assessment Game participation evaluation Oral presentations Peer assessment

Language Use

Interjections of displeasure

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

- Express displeasure appropriately using interjections.
- Apply knowledge of interjections in daily communication.
- Value the importance of expressing feelings appropriately.

The learner is guided to:
- Act out situations and use appropriate interjections of displeasure.
- Play a game where they respond to negative situations with appropriate interjections.
- Make sentences using interjections of displeasure.
- Say sentences aloud showing how they feel.

When do we use interjections of displeasure?

Oxford New Progressive Primary English Learner's Book pg. 176
Situation cards
Picture cards
Word cards

Role play assessment Game participation evaluation Oral presentations Peer assessment

Writing

Guided Writing (factual paragraph)

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

- Write about daily routines in clear sentences.
- Present sentences in logical sequence.
- Appreciate the importance of writing clearly.

The learner is guided to:
- Say what they do every morning from waking up to arriving at school.
- Write what they have said in their exercise books.
- Present their sentences to the class.
- Look at pictures and talk about the activities shown.

How do we write about things we do regularly?

Oxford New Progressive Primary English Learner's Book pg. 176
Picture cards
Writing materials
Digital devices

Written exercises Oral presentations Paragraph organization assessment Peer evaluation

Writing

Guided Writing (factual paragraph)

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

- Identify facts from various contexts for writing.
- Write a paragraph using factual sentences about environment.
- Value the importance of writing clearly about environmental conservation.

The learner is guided to:
- Listen to the teacher talk about the environment.
- Write correct sentences about the environment.
- Talk about how to clean the school compound.
- Write steps for cleaning in a neat paragraph.
- Create leaf art using leaves of different sizes and colors.

How do we write fluently?

Oxford New Progressive Primary English Learner's Book pg. 177
Writing materials
Environmental resources
Digital devices

Paragraph writing assessment Sentence construction evaluation Procedural writing tests Art project assessment

Writing

Guided Writing (factual paragraph)

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

- Identify facts from various contexts for writing.
- Write a paragraph using factual sentences about environment.
- Value the importance of writing clearly about environmental conservation.

The learner is guided to:
- Listen to the teacher talk about the environment.
- Write correct sentences about the environment.
- Talk about how to clean the school compound.
- Write steps for cleaning in a neat paragraph.
- Create leaf art using leaves of different sizes and colors.

How do we write fluently?

Oxford New Progressive Primary English Learner's Book pg. 177
Writing materials
Environmental resources
Digital devices

Paragraph writing assessment Sentence construction evaluation Procedural writing tests Art project assessment