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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
HEALTH – COMMUNICABLE DISEASES
Listening and Speaking |
Speaking Fluency
|
By the end of the
lesson, the learner
should be able to:
- Speak accurately and at the right speed - Show appropriate emotions during oral presentations - Appreciate the importance of speaking fluently |
The learner is guided to:
- Take turns to present a speech about communicable diseases in groups - Speak accurately and at the right speed - Show different feelings and emotions during the speech - Choose a group member to present the speech to the class - Identify interesting events that happened in school during the week - Create news items about these events - Present news items to the class with appropriate emotions |
Why should we speak clearly and confidently?
|
Oxford New Progressive Primary English Learner's Book pg. 100
- Audio recordings - Digital devices - Charts with health information |
Oral presentations
- Observation checklist
- Peer assessment
- Self-evaluation
|
|
| 1 | 2 |
Listening and Speaking
|
Speaking Fluency
|
By the end of the
lesson, the learner
should be able to:
- Retell stories showing different emotions - Listen for main ideas and specific details - Respond to questions correctly |
The learner is guided to:
- Listen to a story read by the teacher or from an audio recording - Take turns to retell the story in their own words in pairs - Take turns to ask and answer questions about the story - Identify symptoms of the disease mentioned in the story - Watch or listen to news on television or radio - Pick out interesting news items about communicable diseases - Practice retelling news items to friends |
How can you make your speech interesting?
|
Oxford New Progressive Primary English Learner's Book pg. 101
- Audio recordings - Digital devices - News articles on communicable diseases Oxford New Progressive Primary English Learner's Book pg. 102 - Word cards - Dice for word games |
Oral presentations
- Observation checklist
- Question and answer
- Peer assessment
|
|
| 1 | 3 |
Reading
|
Descriptive Texts
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a descriptive text - Answer factual and inferential questions correctly - Relate events in the reading text to real life experiences |
The learner is guided to:
- Read the story 'Watch out for diseases!' - Identify the main idea in the story - Answer factual and inferential questions based on the story - Identify ways through which communicable diseases are spread - Suggest ways to prevent the spread of communicable diseases - Relate the story to real-life situations |
How can we stay safe from communicable diseases?
|
Oxford New Progressive Primary English Learner's Book pg. 103
- Health charts - Digital devices - Reference books on diseases |
Written assignments
- Comprehension exercises
- Observation checklist
- Oral questions
|
|
| 1 | 4 |
Reading
|
Descriptive Texts
|
By the end of the
lesson, the learner
should be able to:
- Retell a story in own words - Create mental images from events in the text - Visualize characters and places mentioned in the text |
The learner is guided to:
- Read the story 'Watch out for diseases!' again - Retell the story in their own words in pairs - Describe the people in the story, where they are and what they do - Identify details that have been left out in retelling - Visualize events, characters or places mentioned in the story - Pick out the main idea in each paragraph |
Why is it important to visualize what we read?
|
Oxford New Progressive Primary English Learner's Book pg. 104
- Story charts - Digital devices - Picture cards |
Oral presentations
- Observation checklist
- Peer assessment
- Retelling rubrics
|
|
| 1 | 5 |
Reading
Grammar in Use |
Descriptive Texts
Adverbs and Modals |
By the end of the
lesson, the learner
should be able to:
- Summarize stories in their own words - Make connections between texts and personal experiences - Value reading as a source of information |
The learner is guided to:
- Rewrite the story in one paragraph using their own words - Describe people they know who are like characters in the story - Search the internet for videos about communicable diseases - Watch the videos and write down what they learn - Share the information with classmates - Discuss how the information relates to their daily lives |
How do we apply what we read to our daily lives?
|
Oxford New Progressive Primary English Learner's Book pg. 105
- Digital devices - Videos on communicable diseases - Reference materials Oxford New Progressive Primary English Learner's Book pg. 106 - Sentence strips - Substitution tables - Digital devices |
Written summaries
- Observation checklist
- Presentation rubrics
- Self-evaluation
|
|
| 2 | 1 |
Grammar in Use
|
Adverbs and Modals
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of adverbs in texts - Categorize adverbs according to their types - Use adverbs correctly in sentences |
The learner is guided to:
- Recite a poem about different types of adverbs - Identify adverbs of manner, place, time and frequency from the poem - List adverbs from the poem and classify them according to type - Fill in blanks in sentences using appropriate adverbs - Make sentences using adverbs from the poem - Read the passage 'Watch out for diseases!' and identify adverbs |
Which words tell us how, when, and where actions happen?
|
Oxford New Progressive Primary English Learner's Book pg. 107
- Charts with adverb types - Sentence strips - Digital devices |
Written exercises
- Oral presentations
- Classification tasks
- Peer assessment
|
|
| 2 | 2 |
Grammar in Use
|
Adverbs and Modals
|
By the end of the
lesson, the learner
should be able to:
- Create sentences using adverbs correctly - Judge the appropriateness of adverbs in sentences - Value the importance of adverbs in communication |
The learner is guided to:
- Name adverbs of manner, time, place and frequency in groups - Use the adverbs to create sentences - Correct each other's sentences where necessary - Create charts showing adverbs and their types - Present the charts to the class - Create stories using different types of adverbs |
How do adverbs improve our communication?
|
Oxford New Progressive Primary English Learner's Book pg. 108
- Manila paper - Charts - Digital devices - Reference materials |
Written assignments
- Oral presentations
- Group presentations
- Observation checklist
|
|
| 2 | 3 |
Writing
|
Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Identify exclamation marks in sentences - Use exclamation marks correctly in writing - Appreciate the importance of correct punctuation |
The learner is guided to:
- Read sentences with exclamation marks aloud in pairs - Talk about how exclamation marks are used in sentences - Circle exclamation marks in sentences - Listen to a story read by the teacher and copy it in their exercise books - Include exclamation marks where needed - Write sentences showing surprise, shock, disgust or excitement - Use exclamation marks appropriately in their sentences |
Why is it important to use correct punctuation in writing?
|
Oxford New Progressive Primary English Learner's Book pg. 108
- Sentence strips - Charts with examples - Digital devices |
Written exercises
- Observation checklist
- Peer assessment
- Punctuation tests
|
|
| 2 | 4 |
Writing
|
Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Identify apostrophes in sentences - Use apostrophes correctly in writing - Collaborate with others to judge the appropriateness of punctuation marks |
The learner is guided to:
- Read sentences with apostrophes aloud - Circle apostrophes in a paragraph - Add apostrophes to sentences in the correct position - Write sentences using apostrophes correctly - Create charts with sentences using apostrophes - Share charts with classmates - Watch a video on the uses of apostrophes - Make notes on other uses of the apostrophe |
How does correct punctuation make our writing clearer?
|
Oxford New Progressive Primary English Learner's Book pg. 109
- Sentence strips - Charts with examples - Digital devices - Videos on punctuation |
Written exercises
- Observation checklist
- Peer assessment
- Group presentations
|
|
| 2 | 5 |
Writing
|
Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Identify apostrophes in sentences - Use apostrophes correctly in writing - Collaborate with others to judge the appropriateness of punctuation marks |
The learner is guided to:
- Read sentences with apostrophes aloud - Circle apostrophes in a paragraph - Add apostrophes to sentences in the correct position - Write sentences using apostrophes correctly - Create charts with sentences using apostrophes - Share charts with classmates - Watch a video on the uses of apostrophes - Make notes on other uses of the apostrophe |
How does correct punctuation make our writing clearer?
|
Oxford New Progressive Primary English Learner's Book pg. 109
- Sentence strips - Charts with examples - Digital devices - Videos on punctuation |
Written exercises
- Observation checklist
- Peer assessment
- Group presentations
|
|
| 3 | 1 |
LEISURE TIME ACTIVITIES
Listening and Speaking Listening and Speaking |
Interactive Listening
|
By the end of the
lesson, the learner
should be able to:
- Recite poems with expression - Identify the main ideas in a poem - Display varied emotions when reciting poems |
The learner is guided to:
- Recite the poem about leisure time in groups - Answer questions about the poem - Discuss how each stanza makes them feel - Make a recording of themselves reciting the poem - Change their voice to show how they feel while reciting - Share recordings with friends - Ask for feedback on how to improve the recitation |
Why should we use facial expressions and gestures when speaking?
|
Oxford New Progressive Primary English Learner's Book pg. 111
- Audio recording devices - Digital devices - Poem charts Oxford New Progressive Primary English Learner's Book pg. 112 - Audio recordings - Picture cards |
Oral presentations
- Observation checklist
- Peer assessment
- Recording evaluation
|
|
| 3 | 2 |
Listening and Speaking
|
Interactive Listening
|
By the end of the
lesson, the learner
should be able to:
- Pronounce words with the sounds /s/ and /z/ correctly - Use vocabulary related to leisure time correctly - Construct sentences orally using theme-related vocabulary |
The learner is guided to:
- Take turns to say words with the sounds /s/ and /z/ - Practice making oral sentences using pairs of words with the sounds /s/ and /z/ - Say tongue twisters with the target sounds - Select leisure activities and give hints about them using words and actions - Make sentences using words related to leisure activities - Look up the meaning of vocabulary related to leisure in a dictionary - Make sentences using the new vocabulary |
How can we improve our pronunciation of sounds /s/ and /z/?
|
Oxford New Progressive Primary English Learner's Book pg. 113
- Word cards - Dictionary - Digital devices - Picture cards of leisure activities |
Oral presentations
- Observation checklist
- Vocabulary tests
- Peer assessment
|
|
| 3 | 3 |
Reading
|
Factual Texts
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a factual text - Answer factual and inferential questions correctly - Value reading as a source of information |
The learner is guided to:
- Read the passage 'Leisure activities' - Answer factual and inferential questions about the passage - Identify the importance of leisure activities for children from the passage - Write a sentence for each article in the passage to bring out the main idea - Form a paragraph using the sentences - Give their opinions about the writer's views - Talk about leisure activities they participate in |
Why should we participate in leisure activities?
|
Oxford New Progressive Primary English Learner's Book pg. 114
- Charts with leisure activities - Digital devices - Reference materials |
Written assignments
- Oral questions
- Comprehension exercises
- Peer assessment
|
|
| 3 | 4 |
Reading
Grammar in Use |
Factual Texts
Conjunctions |
By the end of the
lesson, the learner
should be able to:
- Summarize the main ideas in a text - Relate ideas in a text to personal experiences - Appreciate the importance of leisure activities |
The learner is guided to:
- Read the passage 'Leisure activities' again - Identify the main ideas in each article - Write two sentences to summarize the main idea in each article - Discuss the benefits of leisure activities mentioned in the text - Relate the ideas in the text to their own experiences - Create a poster showing different leisure activities and their benefits |
How do leisure activities contribute to our well-being?
|
Oxford New Progressive Primary English Learner's Book pg. 115
- Charts with leisure activities - Digital devices - Manila paper - Drawing materials Oxford New Progressive Primary English Learner's Book pg. 116 - Sentence strips - Charts with conjunctions - Manila paper |
Written summaries
- Oral presentations
- Observation checklist
- Peer assessment
|
|
| 3 | 5 |
Grammar in Use
|
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions in texts - Use conjunctions correctly in sentences - Value the importance of conjunctions in communication |
The learner is guided to:
- Read paragraphs containing the conjunctions for, yet, since, also - Discuss how these conjunctions are used - Make sentences from a table using the conjunction for - Fill in blanks using the conjunctions also, for, yet, since - Write sentences using also, for, yet, since - Create a chart with their sentences - Display and read sentences from other pairs - Correct any mistakes in the sentences |
How do conjunctions help us express our ideas clearly?
|
Oxford New Progressive Primary English Learner's Book pg. 117
- Sentence strips - Charts with conjunctions - Digital devices - Manila paper |
Written exercises
- Oral presentations
- Peer assessment
- Group work assessment
|
|
| 4 | 1 |
Grammar in Use
|
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Find conjunctions in authentic texts - Use a variety of conjunctions in sentences - Judge the appropriateness of conjunctions in texts |
The learner is guided to:
- Find interesting articles in newspapers or magazines - Read the articles and underline conjunctions - Create a list of different conjunctions from the articles - Use the conjunctions to create their own sentences - Share their sentences with the class - Create stories using different conjunctions - Assess each other's use of conjunctions |
How can we vary our use of conjunctions in writing?
|
Oxford New Progressive Primary English Learner's Book pg. 118
- Newspapers - Magazines - Digital devices - Reference materials |
Written exercises
- Presentations
- Peer assessment
- Story assessment
|
|
| 4 | 2 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Identify descriptive features in a composition - Write sentences to describe activities or events - Appreciate the importance of descriptions in writing |
The learner is guided to:
- Read the composition 'Roller skating' - Talk about the things that roller skaters use - Describe skaters as presented in the composition - Write sentences about how they spend their leisure time - Organize the sentences to make a paragraph - Share their paragraphs with peers - Give feedback on each other's writing |
Why is it important to describe things or events clearly?
|
Oxford New Progressive Primary English Learner's Book pg. 119
- Sample compositions - Digital devices - Reference materials |
Written assignments
- Oral presentations
- Peer assessment
- Composition rubrics
|
|
| 4 | 3 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Plan a descriptive composition - Write a descriptive composition using appropriate vocabulary - Value the importance of planning before writing |
The learner is guided to:
- Talk about different ways people spend their leisure time - Choose a game or activity to describe - Describe how the game is played or how the activity is done - Describe the people who take part in the activity - Write a plan for a composition about the game or activity - Write the first paragraph of the composition |
How do we write an interesting descriptive composition?
|
Oxford New Progressive Primary English Learner's Book pg. 120
- Planning templates - Digital devices - Reference materials - Sample compositions |
Composition planning
- Written assignments
- Peer assessment
- Self-evaluation
|
|
| 4 | 4 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Complete a descriptive composition independently - Edit compositions for improvement - Collaborate with others to determine the quality of a composition |
The learner is guided to:
- Complete the description of how a game is played or an activity is carried out individually - Exchange their work with classmates - Correct their classmate's work - Suggest improvements to make the writing better - Revise their compositions based on feedback - Present their final compositions to the class |
How can we improve our compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 121
- Sample compositions - Digital devices - Reference materials - Editing checklists |
Final compositions
- Peer editing
- Self-evaluation
- Presentation rubrics
|
|
| 4 | 5 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Complete a descriptive composition independently - Edit compositions for improvement - Collaborate with others to determine the quality of a composition |
The learner is guided to:
- Complete the description of how a game is played or an activity is carried out individually - Exchange their work with classmates - Correct their classmate's work - Suggest improvements to make the writing better - Revise their compositions based on feedback - Present their final compositions to the class |
How can we improve our compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 121
- Sample compositions - Digital devices - Reference materials - Editing checklists |
Final compositions
- Peer editing
- Self-evaluation
- Presentation rubrics
|
|
| 5 | 1 |
SPORTS - APPRECIATING TALENTS
Listening and Speaking 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 Oxford New Progressive Primary English Learner's Book pg. 123 - Audio recordings - Speech scripts |
Oral presentations
- Role-play assessment
- Observation checklist
- Peer assessment
|
|
| 5 | 2 |
Listening and Speaking
|
Non-verbal Cues
|
By the end of the
lesson, the learner
should be able to:
- Identify words with the vowel sound /aɪ/ as in kite - Pronounce words with the target sound correctly - Construct sentences orally using the target sound |
The learner is guided to:
- Say the names of pictures and identify the common sound (/aɪ/) - Listen to a speech and identify words with the vowel sound /aɪ/ - Take turns to say tongue twisters with the target sound - Say other words that have the same vowel sound - Recite a poem with words containing the target sound - Identify words from the poem with the target sound |
Why is correct pronunciation important in communication?
|
Oxford New Progressive Primary English Learner's Book pg. 124
- Picture cards - Audio recordings - Digital devices - Word cards |
Oral presentations
- Pronunciation checks
- Observation checklist
- Peer assessment
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
Reading
Grammar in Use |
Reading with Technology
Interrogatives |
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 Oxford New Progressive Primary English Learner's Book pg. 128 - Sentence strips - Charts with interrogatives |
Internet search skills
- Article analysis
- Role-play assessment
- Group presentations
|
|
| 5 | 5 |
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 |
Written exercises
- Oral presentations
- Question formation
- Peer assessment
|
|
| 6 | 1 |
Grammar in Use
|
Interrogatives
|
By the end of the
lesson, the learner
should be able to:
- Form a variety of questions using interrogatives - Use interrogatives appropriately in different contexts - Judge the appropriateness of interrogatives in communication |
The learner is guided to:
- Create a variety of questions using different interrogatives - Role-play interviews using the questions they have created - Create a sports quiz using various interrogatives - Administer the quiz to their classmates - Evaluate the effectiveness of their questions - Suggest improvements to their questions |
How can we vary our questions to get different types of information?
|
Oxford New Progressive Primary English Learner's Book pg. 130
- Question cards - Digital devices - Charts with interrogatives - Quiz templates |
Quiz creation
- Interview assessment
- Peer assessment
- Self-evaluation
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
ENVIRONMENTAL POLLUTION
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 |
Oral presentations
- Observation checklist
- Peer assessment
- Speech assessment rubrics
|
|
| 6 | 5 |
Listening and Speaking
|
Making a Speech
|
By the end of the
lesson, the learner
should be able to:
- Pronounce words with sounds /f/ and /v/ correctly - Identify words with the target sounds in a text - Construct sentences orally using the target sounds |
The learner is guided to:
- Listen to a speech read by the teacher again - Identify words from the speech with sounds /f/ as in fan and /v/ as in van - Practice saying the words with peers - Read sentences with the target sounds as fast as possible - Pronounce the sounds correctly - Listen to a passage read by the teacher - Say words from the passage with sounds /f/ and /v/ |
Why is correct pronunciation important in public speaking?
|
Oxford New Progressive Primary English Learner's Book pg. 136
- Word cards - Audio recordings - Digital devices - Sentence strips |
Pronunciation checks
- Oral presentations
- Observation checklist
- Peer assessment
|
|
| 7 | 1 |
Listening and Speaking
Reading |
Making a Speech
Poems, Songs and Tongue Twisters |
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 Oxford New Progressive Primary English Learner's Book pg. 138 - Poem charts - Drawing materials - Reference materials |
Vocabulary tests
- Oral presentations
- Observation checklist
- Word game performance
|
|
| 7 | 2 |
Reading
|
Poems, Songs and Tongue Twisters
|
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 |
Written assignments
- Oral presentations
- Song composition
- Role-play assessment
|
|
| 7 | 3 |
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 singular form - Use nouns that only occur in the singular form correctly - Appreciate the importance of using nouns correctly |
The learner is guided to:
- Read a dialogue with nouns that only occur in the singular form - Identify words in colour and note how they are used - Underline nouns that only occur in the singular form in sentences - Make oral sentences using nouns that only occur in the singular form - Write sentences on a chart and display in the classroom - Compare their work with that of other groups - Search the internet for videos about nouns that only occur in the singular form |
Why do some nouns only occur in the singular form?
|
Oxford New Progressive Primary English Learner's Book pg. 142
- Word cards - Sentence strips - Digital devices - Charts |
Written exercises
- Oral presentations
- Observation checklist
- Peer assessment
|
|
| 7 | 4 |
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 Oxford New Progressive Primary English Learner's Book pg. 144 - Reference materials - Charts - Sample texts |
Written exercises
- Oral presentations
- Role-play assessment
- Peer assessment
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
MONEY- SAVINGS AND BANKING
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
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
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
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
Your Name Comes Here