TECHNOLOGY - LEARNING THROUGH TECHNOLOGY

Listening and Speaking

Interactive Listening - Non-verbal Cues

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

- Identify words, phrases or sentences with the target sound
- Construct sentences orally using words related to the theme
- Pronounce sounds correctly for accuracy in speech
- Use words and non-verbal cues to express different moods
- Challenge others to listen interactively for effective communication

The learner is guided to:
- Listen to a dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters
- Take turns to read a dialogue collaboratively
- Interrupt a conversation appropriately
- View a video of conversation and list words or phrases used to interrupt politely
- Say the target sounds as modelled from a recording
- Make sentences with words containing the sound: /ə/ and the diphthongs: /ɪə/ /eɪ/

Why should we pronounce sounds and words correctly?

Oxford New Progressive Primary English Learner's Book pg. 77
- Audio-visual recordings
- Digital devices

Oral presentations - Role play - Observation - Peer assessment

Listening and Speaking

Interactive Listening - Non-verbal Cues

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

- Identify words, phrases or sentences with the target sound
- Construct sentences orally using words related to the theme
- Pronounce sounds correctly for accuracy in speech
- Use words and non-verbal cues to express different moods
- Challenge others to listen interactively for effective communication

The learner is guided to:
- Listen to a dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters
- Take turns to read a dialogue collaboratively
- Interrupt a conversation appropriately
- View a video of conversation and list words or phrases used to interrupt politely
- Say the target sounds as modelled from a recording
- Make sentences with words containing the sound: /ə/ and the diphthongs: /ɪə/ /eɪ/

Why should we pronounce sounds and words correctly?

Oxford New Progressive Primary English Learner's Book pg. 77
- Audio-visual recordings
- Digital devices

Oral presentations - Role play - Observation - Peer assessment

Listening and Speaking

Interactive Listening - Telephone Conversation

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

- Identify words, phrases or sentences with the target sound
- Construct sentences orally using words related to the theme
- Use words and non-verbal cues to express different moods
- Interrupt politely during a conversation
- Challenge others to listen interactively for effective communication

The learner is guided to:
- Role-play a telephone conversation
- Vary voice and choose words to show changes in mood
- Take turns to talk during the conversation
- Interrupt each other politely during the conversation
- Select words that have the same vowel sound as the word year and may
- Make sentences using words with the vowel sounds /ɪə/ and /eɪ/

Why should you give others a chance to speak?

Oxford New Progressive Primary English Learner's Book pg. 77
- Digital devices
- Audio recordings

Oral presentations - Role play - Peer assessment - Observation

Listening and Speaking

Interactive Listening - Non-verbal Cues

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

- Use words and phrases with the selected sound in sentences
- Interrupt politely during a conversation
- Use words and non-verbal cues to express different moods
- Challenge others to listen interactively for effective communication

The learner is guided to:
- Listen to an audio dialogue and identify words with the sounds /ɪə/ and /eɪ/
- Practise saying words with the sounds /ɪə/ and /eɪ/
- Make sentences using words with these sounds
- Take turns to say words that have the same vowel sound as the word year and may
- Use a dictionary to find the meaning of technology related words
- Use technology related vocabulary in sentences

How do you tell if someone is happy or sad?

Oxford New Progressive Primary English Learner's Book pg. 78
- Digital devices
- Dictionary
- Audio recordings

Observation - Oral questioning - Peer assessment - Written assignments

Listening and Speaking

Interactive Listening - Non-verbal Cues

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

- Use words and phrases with the selected sound in sentences
- Interrupt politely during a conversation
- Use words and non-verbal cues to express different moods
- Challenge others to listen interactively for effective communication

The learner is guided to:
- Listen to an audio dialogue and identify words with the sounds /ɪə/ and /eɪ/
- Practise saying words with the sounds /ɪə/ and /eɪ/
- Make sentences using words with these sounds
- Take turns to say words that have the same vowel sound as the word year and may
- Use a dictionary to find the meaning of technology related words
- Use technology related vocabulary in sentences

How do you tell if someone is happy or sad?

Oxford New Progressive Primary English Learner's Book pg. 78
- Digital devices
- Dictionary
- Audio recordings

Observation - Oral questioning - Peer assessment - Written assignments

Reading

Extensive Reading - Fiction and Non-Fiction Texts

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

- Select relevant reading materials from a collection of books
- Scan a text to obtain specific information
- Skim through digital or print texts to establish appropriateness and relevance
- Read a variety of materials for fluency
- Judge the appropriateness of a reading text on the basis of language and interest

The learner is guided to:
- Skim through reading materials to obtain the main idea
- Preview texts to determine suitability and relevance
- Scan materials for specific details collaboratively
- Select appropriate reading materials from a library
- Read the selected materials individually
- Share reflections on the books read collaboratively
- Keep a record of materials read

What kind of information do you find in books?

Oxford New Progressive Primary English Learner's Book pg. 79
- Library books
- Electronic resources
- Newspapers and magazines
- Reading logs

Reading logs - Oral presentations - Book reviews - Observation - Peer assessment

Reading

Extensive Reading - Fiction and Non-Fiction Texts

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

- Read a variety of materials independently for information and pleasure
- Use reference materials to find the required information
- Judge the appropriateness of a reading text on the basis of language and interest
- Adopt the use of reference materials for lifelong learning

The learner is guided to:
- Form reading clubs
- Choose books based on covers and titles
- Read books quickly and tell others what they are about
- Read books carefully for specific information
- Share information learned from books with group members
- Read different types of books and keep records of books read
- Search the internet for information about technology

Why is it necessary to read many books?

Oxford New Progressive Primary English Learner's Book pg. 79
- Library books
- Digital devices
- Internet resources
- Reading logs

Reading logs - Oral presentations - Book reviews - Written assignments - Observation

Reading

Extensive Reading - Fiction and Non-Fiction Texts

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

- Read a variety of materials independently for information and pleasure
- Use reference materials to find the required information
- Judge the appropriateness of a reading text on the basis of language and interest
- Adopt the use of reference materials for lifelong learning

The learner is guided to:
- Form reading clubs
- Choose books based on covers and titles
- Read books quickly and tell others what they are about
- Read books carefully for specific information
- Share information learned from books with group members
- Read different types of books and keep records of books read
- Search the internet for information about technology

Why is it necessary to read many books?

Oxford New Progressive Primary English Learner's Book pg. 79
- Library books
- Digital devices
- Internet resources
- Reading logs

Reading logs - Oral presentations - Book reviews - Written assignments - Observation

Grammar in Use

Future Time - Using will/shall

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

- Identify words that indicate future time in sentences
- Use will and shall to express future time correctly
- Collaborate with others to determine the correctness and appropriateness of the tense used in own or provided texts

The learner is guided to:
- Pick sentences which express future time from a text
- Make sentences from a substitution table
- Answer questions on future time using will/shall collaboratively
- Construct sentences using will/shall collaboratively
- Role play activities they plan or wish to do in future with peers
- Watch videos offline or online and identify sentences featuring future time with peers

Which words do we use to show future time?

Oxford New Progressive Primary English Learner's Book pg. 83
- Digital devices
- Video clips
- Audio materials
- Substitution tables

Written exercises - Sentence construction - Observation - Oral questioning - Peer assessment

Grammar in Use

Future Time - Making Predictions

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

- Use will and shall to express future time correctly
- Apply correct tense in written and oral communication
- Collaborate with others to determine the correctness and appropriateness of the tense used in own or provided texts

The learner is guided to:
- Make predictions (events, weather among others) using will and shall
- Create display charts with sentences which feature will and shall
- Use computers, tablets or mobile phones to listen to audio materials featuring future time
- Make sentences about what they will do in the future
- Take turns to ask each other questions about what they will do in the future

How do you tell the time something happened?

Oxford New Progressive Primary English Learner's Book pg. 83
- Digital devices
- Charts
- Audio materials
- Video clips

Written exercises - Oral questioning - Role play - Peer assessment - Chart displays

Writing

Mechanics of Writing - Use of the Comma

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

- Identify commas and double quotation marks in written texts
- Use the comma and double quotation marks correctly in sentences
- Advocate the use of correct punctuation in written communication

The learner is guided to:
- Read a short text and identify punctuation marks used collaboratively with peers
- Use commas to show pauses between words, phrases or clauses
- Complete sentences using double quotation marks and commas
- Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources
- Play punctuation games with peers

Which punctuation marks do you know?

Oxford New Progressive Primary English Learner's Book pg. 85
- Newspapers
- Magazines
- Internet resources
- Sample texts

Written exercises - Peer assessment - Observation - Checklists - Punctuation games

Writing

Mechanics of Writing - Use of the Comma

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

- Identify commas and double quotation marks in written texts
- Use the comma and double quotation marks correctly in sentences
- Advocate the use of correct punctuation in written communication

The learner is guided to:
- Read a short text and identify punctuation marks used collaboratively with peers
- Use commas to show pauses between words, phrases or clauses
- Complete sentences using double quotation marks and commas
- Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources
- Play punctuation games with peers

Which punctuation marks do you know?

Oxford New Progressive Primary English Learner's Book pg. 85
- Newspapers
- Magazines
- Internet resources
- Sample texts

Written exercises - Peer assessment - Observation - Checklists - Punctuation games

Writing

Mechanics of Writing - Use of the Comma

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

- Identify commas and double quotation marks in written texts
- Use the comma and double quotation marks correctly in sentences
- Advocate the use of correct punctuation in written communication

The learner is guided to:
- Read a short text and identify punctuation marks used collaboratively with peers
- Use commas to show pauses between words, phrases or clauses
- Complete sentences using double quotation marks and commas
- Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources
- Play punctuation games with peers

Which punctuation marks do you know?

Oxford New Progressive Primary English Learner's Book pg. 85
- Newspapers
- Magazines
- Internet resources
- Sample texts

Written exercises - Peer assessment - Observation - Checklists - Punctuation games

Writing

Mechanics of Writing - Use of Double Quotation Marks

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

- Identify commas and double quotation marks in written texts
- Use the comma and double quotation marks correctly in sentences
- Advocate the use of correct punctuation in written communication

The learner is guided to:
- Create posters or charts with sentences with double quotation marks and commas and display them in class
- Insert commas and double quotation marks in the right places in sentences
- Create charts with sentences about technology using double quotation marks
- Look for stories in newspapers, magazines or storybooks with double quotation marks
- Search online for punctuation games involving commas and double quotation marks

Why do we punctuate sentences?

Oxford New Progressive Primary English Learner's Book pg. 85
- Digital devices
- Manila paper
- Newspapers
- Magazines
- Storybooks

Written exercises - Chart displays - Peer assessment - Observation - Punctuation games

SPORTS - APPRECIATING TALENTS

Listening and Speaking

Non-verbal Cues

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

- Identify different emotions from pictures
- Display different emotions using facial expressions
- Value the importance of non-verbal cues in communication

The learner is guided to:
- Talk about emotions shown by children in pictures
- Use their faces to show different emotions
- Role-play conversations showing different emotions
- Continue conversations while showing appropriate emotions
- Present conversations to the class

Why is it important to use non-verbal cues when speaking?

Oxford New Progressive Primary English Learner's Book pg. 122
- Picture cards showing emotions
- Digital devices
- Charts with emotions

Oral presentations - Role-play assessment - Observation checklist - Peer assessment

Listening and Speaking

Non-verbal Cues

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

- Identify emotions in a speech
- Present speeches with appropriate emotions
- Appreciate the role of emotions in oral presentations

The learner is guided to:
- Listen to a speech read by the teacher or from an audio recording
- Discuss the feelings of the person presenting the speech
- Take turns to present the speech showing emotions
- Create a speech about sports
- Choose a group member to present the speech to the class
- Give feedback on the use of emotions in presentations

How can emotions make a speech more effective?

Oxford New Progressive Primary English Learner's Book pg. 123
- Audio recordings
- Digital devices
- Speech scripts
Oxford New Progressive Primary English Learner's Book pg. 124
- Picture cards
- Word cards

Oral presentations - Observation checklist - Peer assessment - Speech assessment rubrics

Reading

Reading with Technology

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

- Identify main ideas in a text about sports
- Answer factual and inferential questions correctly
- Appreciate the value of sports in fostering talents

The learner is guided to:
- Talk about their talents in sports in pairs
- Read the passage 'A breath of fresh air'
- Name sports mentioned in the passage
- Identify the most popular sporting activity in the world
- Explain how Kenya's women's volleyball team has raised the Kenyan flag high
- Find the meaning of words as used in the passage
- List benefits of sports to the country

How do sports help in developing talents?

Oxford New Progressive Primary English Learner's Book pg. 125
- Digital devices
- Sports magazines
- Reference books
- Picture cards

Written assignments - Oral questions - Comprehension exercises - Peer assessment

Reading

Reading with Technology

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

- Search for information about sporting activities
- Analyze rules of sporting activities
- Collaborate with others to determine the appropriateness of reading materials

The learner is guided to:
- Choose a sporting activity played in school
- Search the internet for an article about the rules of the sporting activity
- Discuss whether they follow all the rules when they play at school
- Identify new words in the article
- Work out the meaning of the words from context
- Create crossword puzzles using the new words
- Mime or role-play how the sporting activity is played
- Write rules of the sporting activity on a chart
- Discuss whether the article was appropriate

How can technology enhance our reading experiences?

Oxford New Progressive Primary English Learner's Book pg. 127
- Digital devices
- Internet resources
- Sports magazines
- Manila paper

Internet search skills - Article analysis - Role-play assessment - Group presentations

Grammar in Use

Interrogatives

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

- Identify interrogatives in sentences
- Use interrogatives correctly in sentences
- Value the importance of asking questions appropriately

The learner is guided to:
- Read sentences with interrogatives (who, why, when, how, which)
- Identify words that make the sentences questions
- Fill in blanks using appropriate interrogatives
- Take turns to ask and answer questions about sports using interrogatives
- Type the questions and answers using a computer or tablet
- Email them to the teacher

Why do we ask questions?

Oxford New Progressive Primary English Learner's Book pg. 128
- Sentence strips
- Digital devices
- Charts with interrogatives

Written exercises - Oral presentations - Question formation - Peer assessment

Grammar in Use

Interrogatives

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

- Identify phrases used as interrogatives
- Use 'How much' and 'What else' correctly in sentences
- Appreciate the importance of interrogatives in communication

The learner is guided to:
- Read a dialogue with phrases 'How much' and 'What else'
- Talk about how the phrases have been used
- Underline phrases used as interrogatives in a paragraph
- Complete sentences using 'How much' or 'What else'
- Write questions using 'How much' and 'What else'
- Give the questions to classmates to answer
- Check whether classmates have used the phrases correctly

How do we form effective questions?

Oxford New Progressive Primary English Learner's Book pg. 129
- Sentence strips
- Digital devices
- Charts with interrogatives
Oxford New Progressive Primary English Learner's Book pg. 130
- Question cards
- Charts with interrogatives
- Quiz templates

Written exercises - Oral presentations - Question formation - Peer assessment

Writing

Spelling

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

- Identify words that are often misspelled
- Spell words correctly
- Appreciate the importance of correct spelling in communication

The learner is guided to:
- Tell classmates words they often misspell
- Practice spelling words together
- Fill in crossword puzzles with correctly spelled words
- Rearrange letters to make words with specific meanings
- Listen to words read by the teacher and write them down
- Use the words in sentences

Why is correct spelling important in communication?

Oxford New Progressive Primary English Learner's Book pg. 131
- Word cards
- Crossword puzzles
- Dictionaries
- Digital devices

Spelling tests - Crossword completion - Word arrangement - Peer assessment

Writing

Spelling

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

- Identify homophones in sentences
- Use homophones correctly in sentences
- Value the importance of correct spelling and word usage

The learner is guided to:
- Read sentences with homophones (words pronounced the same but spelled differently)
- Identify pairs of homophones in a story
- Use homophones to construct sentences
- Choose correct words from brackets to fill in blanks
- Use pairs of words to make sentences showing different meanings
- Exchange work with classmates for checking

How does correct spelling enhance communication?

Oxford New Progressive Primary English Learner's Book pg. 132
- Word cards
- Dictionaries
- Digital devices
- Sentence strips

Spelling tests - Written exercises - Peer assessment - Word usage tests

Writing

Spelling

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

- Identify homophones in sentences
- Use homophones correctly in sentences
- Value the importance of correct spelling and word usage

The learner is guided to:
- Read sentences with homophones (words pronounced the same but spelled differently)
- Identify pairs of homophones in a story
- Use homophones to construct sentences
- Choose correct words from brackets to fill in blanks
- Use pairs of words to make sentences showing different meanings
- Exchange work with classmates for checking

How does correct spelling enhance communication?

Oxford New Progressive Primary English Learner's Book pg. 132
- Word cards
- Dictionaries
- Digital devices
- Sentence strips

Spelling tests - Written exercises - Peer assessment - Word usage tests

ENVIRONMENTAL POLLUTION

Listening and Speaking
Listening and Speaking

Making a Speech

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

- Present a speech about environmental pollution
- Speak clearly and fluently
- Use appropriate facial expressions and gestures

The learner is guided to:
- Listen to a speech about environmental pollution read by the teacher
- Take turns to present the speech in groups
- Speak clearly and use facial expressions and gestures
- Choose a group member to present the speech to the class
- Talk about pictures showing environmental pollution
- Make a speech about the pictures
- Present the speech clearly with appropriate expressions

Why should we speak clearly and confidently when making speeches?

Oxford New Progressive Primary English Learner's Book pg. 135
- Picture cards
- Audio recordings
- Digital devices
- Speech scripts
Oxford New Progressive Primary English Learner's Book pg. 136
- Word cards
- Sentence strips

Oral presentations - Observation checklist - Peer assessment - Speech assessment rubrics

Listening and Speaking

Making a Speech

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

- Use vocabulary related to environmental pollution correctly
- Construct sentences orally using theme-related vocabulary
- Appreciate the importance of environmental conservation

The learner is guided to:
- Practice saying words related to environmental pollution
- Guess the meaning of the words
- Look up the meanings in a dictionary
- Take turns to make oral sentences using the words
- Choose words from a box with specific meanings
- Make oral sentences using the chosen words
- Play word games using dice to practice the vocabulary

How can we expand our vocabulary about environmental issues?

Oxford New Progressive Primary English Learner's Book pg. 137
- Word cards
- Dictionaries
- Digital devices
- Dice for word games

Vocabulary tests - Oral presentations - Observation checklist - Word game performance

Reading

Poems, Songs and Tongue Twisters

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

- Identify the main idea in a poem about pollution
- Answer factual and inferential questions correctly
- Appreciate the importance of environmental conservation

The learner is guided to:
- Read the poem 'Who is to blame?' in groups
- Answer factual and inferential questions about the poem
- Name things from the poem that pollute the environment
- Find the meaning of words as used in the poem
- Suggest ways to dispose of different waste items
- Compare the environment described in the poem with their own environment
- Present the poem during school assembly using facial expressions and gestures
- Draw pictures of the environment described in the poem

How does pollution affect our environment?

Oxford New Progressive Primary English Learner's Book pg. 138
- Poem charts
- Drawing materials
- Digital devices
- Reference materials

Written assignments - Oral presentations - Drawing assessment - Peer assessment

Reading
Grammar in Use

Poems, Songs and Tongue Twisters
Nouns (singular/plural only)

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

- Read stories about environmental pollution with comprehension
- Identify main ideas in a story
- Value the importance of environmental conservation

The learner is guided to:
- Read the story 'Be responsible'
- Identify the main characters in the story
- Explain phrases used in the story
- Identify things that polluted the animals' environment
- List ways in which pollution affects wild animals
- Suggest ways humans can conserve the environment
- Read the song in the story and make up a tune
- Sing the song as a group
- Compose a stanza to add to the song
- Create tongue twisters about pollution

Why should we care about environmental pollution?

Oxford New Progressive Primary English Learner's Book pg. 139
- Story charts
- Digital devices
- Reference materials
- Videos on pollution
Oxford New Progressive Primary English Learner's Book pg. 142
- Word cards
- Sentence strips
- Charts

Written assignments - Oral presentations - Song composition - Role-play assessment

Grammar in Use

Nouns (singular/plural only)

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

- Identify nouns that only occur in the plural form
- Use nouns that only occur in the plural form correctly
- Value the importance of using nouns correctly

The learner is guided to:
- Look at pictures and read sentences with nouns that only occur in the plural form
- Note how the words in colour are used
- Role-play a telephone conversation with nouns that only occur in the plural form
- Underline nouns that only occur in the plural form in the conversation
- Use the identified nouns to construct sentences
- Say other words that only occur in the plural form
- Create a chart of sentences using these nouns

How do we identify nouns that only occur in the plural form?

Oxford New Progressive Primary English Learner's Book pg. 143
- Picture cards
- Sentence strips
- Digital devices
- Charts

Written exercises - Oral presentations - Role-play assessment - Peer assessment

Grammar in Use

Nouns (singular/plural only)

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

- Analyze the use of nouns that only occur in the singular or plural form
- Use these nouns correctly in communication
- Collaborate with others to determine the correctness of noun usage

The learner is guided to:
- Search the internet for videos about nouns that occur only in the plural form
- Discuss what they learn with friends
- Create sentences using both types of nouns (singular only and plural only)
- Create a class dictionary of nouns that only appear in singular or plural form
- Edit texts with incorrect usage of these nouns
- Create stories using these nouns correctly

How can we improve our use of nouns in communication?

Oxford New Progressive Primary English Learner's Book pg. 144
- Digital devices
- Reference materials
- Charts
- Sample texts

Written exercises - Editing tasks - Story creation - Peer assessment

Writing

Appointment Diary and Journal

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

- Identify the features of an appointment diary
- Create an appointment diary with relevant information
- Appreciate the importance of planning and organizing activities

The learner is guided to:
- Read an entry from an appointment diary
- Identify the features of an appointment diary
- Discuss what items should be recorded in an appointment diary
- Talk about why it is important to keep an appointment diary
- Keep an appointment diary for three days
- Display their work in class

Why should we plan our activities in advance?

Oxford New Progressive Primary English Learner's Book pg. 145
- Sample appointment diaries
- Digital devices
- Charts
- Reference materials

Written assignments - Diary assessment - Peer assessment - Self-evaluation

Writing

Appointment Diary and Journal

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

- Identify the features of a personal journal
- Create a personal journal to document experiences
- Value the importance of keeping records of personal experiences

The learner is guided to:
- Read sample journal entries
- Identify the features of a personal journal
- Discuss what should be written in a personal journal
- Write journal entries for given days
- Display their work in class and review other learners' work
- Keep their own personal journal for three days
- Include events that happen to them and what they learn in school
- Look for examples of personal journals on the internet
- Compare them with the sample journal

Why is it important to keep a record of our experiences?

Oxford New Progressive Primary English Learner's Book pg. 146
- Sample journals
- Digital devices
- Reference materials
- Charts

Journal creation - Written assignments - Peer assessment - Self-evaluation

MONEY- SAVINGS AND BANKING

Listening and Speaking

Intensive Listening

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

- Role-play conversations about money and banking
- Express different emotions during conversations
- Appreciate the importance of saving money

The learner is guided to:
- Talk about a picture of people at a bank
- Pretend to be the people in the picture and role-play a conversation
- Express different emotions during the role-play
- Continue the dialogue using gestures and facial expressions
- Present the dialogue to the class
- Discuss the importance of understanding people's feelings when they speak

Why is it important to understand people's feelings as they speak?

Oxford New Progressive Primary English Learner's Book pg. 149
- Picture cards
- Digital devices
- Role-play props

Oral presentations - Role-play assessment - Observation checklist - Peer assessment

Listening and Speaking

Intensive Listening

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

- Identify similes and proverbs in a dialogue
- Use similes and proverbs correctly in sentences
- Interpret a speaker's feelings and emotions correctly

The learner is guided to:
- Listen to a dialogue read by the teacher or from an audio recording
- Role-play the dialogue showing feelings and emotions
- Identify similes in the dialogue
- Use the similes to make sentences
- Exchange sentences with another pair and give feedback
- Identify proverbs in the dialogue and explain their meaning
- Identify new words from the dialogue and discuss their meaning

How do similes and proverbs enhance our communication?

Oxford New Progressive Primary English Learner's Book pg. 150
- Audio recordings
- Digital devices
- Charts with similes and proverbs

Oral presentations - Role-play assessment - Vocabulary tests - Peer assessment

Listening and Speaking

Intensive Listening

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

- Identify words with sounds /m/, /n/ and /ŋ/ in a story
- Pronounce words with the target sounds correctly
- Construct sentences orally using the target sounds

The learner is guided to:
- Listen to a story read by the teacher
- Identify words from the story with sounds /m/, /n/ and /ŋ/
- Say two words that have each of the target sounds
- Listen to the dialogue again and identify words with sounds /sn/ and /sl/
- Say three more words with sounds /sn/ and /sl/
- Look up the meaning of words related to banking in a dictionary
- Make oral sentences using the words
- Use words to complete a paragraph about banking

Why is correct pronunciation important in communication?

Oxford New Progressive Primary English Learner's Book pg. 151
- Word cards
- Audio recordings
- Dictionaries
- Digital devices

Pronunciation checks - Oral presentations - Vocabulary tests - Peer assessment

Reading

Extensive Reading

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

- Predict content of a story using pictures and title
- Identify main ideas in a story about saving money
- Appreciate the importance of saving money

The learner is guided to:
- Look at pictures in the story 'Saving for the future'
- Skim through the story and predict whether they will enjoy reading it
- Read the story
- Scan the story and write down the main points
- Discuss whether they enjoyed reading the story
- Give reasons for their answer
- Say whether the language used was easy or difficult

Why is saving money important?

Oxford New Progressive Primary English Learner's Book pg. 152
- Story charts
- Digital devices
- Reference materials
- Picture cards
Oxford New Progressive Primary English Learner's Book pg. 155
- Library books
- Newspapers
- Magazines
- Digital devices

Written assignments - Oral presentations - Comprehension exercises - Peer assessment

Grammar in Use

Prepositions

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

- Identify prepositions of time (in, on, at) in sentences
- Use prepositions of time correctly in sentences
- Appreciate the importance of prepositions in communication

The learner is guided to:
- Read sentences with prepositions in, on and at showing time
- Talk about how these prepositions have been used
- Make sentences about themselves using in, on and at to show time
- Copy a table and underline prepositions in sentences
- Indicate whether the preposition shows time or place
- Make sentences using in, on and at to show time
- Write sentences on a chart and display in class

Which words show when events happen?

Oxford New Progressive Primary English Learner's Book pg. 156
- Sentence strips
- Charts with prepositions
- Digital devices
- Manila paper

Written exercises - Oral presentations - Classification tasks - Peer assessment

Grammar in Use

Prepositions

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

- Identify prepositions of place (in, on, at) in sentences
- Use prepositions of place correctly in sentences
- Value the importance of prepositions in communication

The learner is guided to:
- Look at a picture and read a paragraph with prepositions of place
- Talk about how the prepositions in, on and at have been used
- Use the prepositions to make sentences about place
- Draw pictures to illustrate their sentences
- Create a chart with sentences using prepositions of place
- Display and compare with other groups' work
- Search the internet for articles about money
- Identify sentences with the prepositions in, on and at

Which words show where things are located?

Oxford New Progressive Primary English Learner's Book pg. 157
- Picture cards
- Sentence strips
- Digital devices
- Charts

Written exercises - Oral presentations - Drawing assessment - Peer assessment

Grammar in Use
Writing

Prepositions
Spelling

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

- Identify prepositions of direction in sentences
- Use prepositions of direction correctly in sentences
- Collaborate with others to determine the correctness of prepositions used

The learner is guided to:
- Look at pictures and read sentences with prepositions of direction
- Note how the prepositions have been used
- Use the prepositions to give each other instructions
- Play a blindfold game using prepositions of direction
- Solve a code to fill in blanks with prepositions
- Write down six prepositions of direction
- Create a crossword puzzle using the prepositions
- Give another group the puzzle to solve
- Search the internet for videos about prepositions

Which words show direction of movement?

Oxford New Progressive Primary English Learner's Book pg. 158
- Picture cards
- Sentence strips
- Digital devices
- Crossword templates
Oxford New Progressive Primary English Learner's Book pg. 159
- Word cards
- Dictionaries
- Sentence strips

Preposition games - Written exercises - Crossword creation - Peer assessment

Writing

Spelling

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

- Identify words with double consonants and vowels
- Spell words with double consonants and vowels correctly
- Collaborate with others to enhance spelling skills

The learner is guided to:
- Write the names of items in pictures
- Rearrange letters to spell words with double consonants correctly
- Use the words to fill in blanks
- Read a story and list words with double consonants and double vowels
- Use the words to make sentences
- Exchange work with classmates to check usage
- Talk about ways to improve spelling
- Search the internet for words with double letters
- Create puzzles using the words

How can we improve our spelling skills?

Oxford New Progressive Primary English Learner's Book pg. 160
- Word cards
- Dictionaries
- Digital devices
- Puzzles

Spelling tests - Written exercises - Puzzle creation - Peer assessment

Writing

Spelling

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

- Identify words with double consonants and vowels
- Spell words with double consonants and vowels correctly
- Collaborate with others to enhance spelling skills

The learner is guided to:
- Write the names of items in pictures
- Rearrange letters to spell words with double consonants correctly
- Use the words to fill in blanks
- Read a story and list words with double consonants and double vowels
- Use the words to make sentences
- Exchange work with classmates to check usage
- Talk about ways to improve spelling
- Search the internet for words with double letters
- Create puzzles using the words

How can we improve our spelling skills?

Oxford New Progressive Primary English Learner's Book pg. 160
- Word cards
- Dictionaries
- Digital devices
- Puzzles

Spelling tests - Written exercises - Puzzle creation - Peer assessment