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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENER ASSESSMENTS |
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| 2 | 1 |
MONEY - SAVINGS AND BANKING
Listening and Speaking |
Intensive Listening: Sound Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Identify words with sounds /m/, /n/, and /ŋ/ - Pronounce words with target sounds correctly - Construct sentences using theme vocabulary - Appreciate correct pronunciation |
The learner is guided to:
- Look at pictures showing banking activities - Say words with sounds /m/, /n/, and /ŋ/ - Assess partners' pronunciation of words - Say tongue twisters with target sounds - Listen to stories and identify words with target sounds - Find words with target sounds in word searches - Create poems with target sounds |
1. Why should we pronounce sounds and words correctly?
2. How can we improve our pronunciation?
|
Mentor English Learner's Book pg. 145
Picture cards Word searches Tongue twisters Audio recordings |
Pronunciation drills
Oral presentations
Word games
Observation
Peer assessment
|
|
| 2 | 2 |
Listening and Speaking
|
Intensive Listening: Sound Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Identify words with sounds /m/, /n/, and /ŋ/ - Pronounce words with target sounds correctly - Construct sentences using theme vocabulary - Appreciate correct pronunciation |
The learner is guided to:
- Look at pictures showing banking activities - Say words with sounds /m/, /n/, and /ŋ/ - Assess partners' pronunciation of words - Say tongue twisters with target sounds - Listen to stories and identify words with target sounds - Find words with target sounds in word searches - Create poems with target sounds |
1. Why should we pronounce sounds and words correctly?
2. How can we improve our pronunciation?
|
Mentor English Learner's Book pg. 145
Picture cards Word searches Tongue twisters Audio recordings |
Pronunciation drills
Oral presentations
Word games
Observation
Peer assessment
|
|
| 2 | 3 |
Listening and Speaking
|
Intensive Listening: Sound Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Identify words with sounds /m/, /n/, and /ŋ/ - Pronounce words with target sounds correctly - Construct sentences using theme vocabulary - Appreciate correct pronunciation |
The learner is guided to:
- Look at pictures showing banking activities - Say words with sounds /m/, /n/, and /ŋ/ - Assess partners' pronunciation of words - Say tongue twisters with target sounds - Listen to stories and identify words with target sounds - Find words with target sounds in word searches - Create poems with target sounds |
1. Why should we pronounce sounds and words correctly?
2. How can we improve our pronunciation?
|
Mentor English Learner's Book pg. 145
Picture cards Word searches Tongue twisters Audio recordings |
Pronunciation drills
Oral presentations
Word games
Observation
Peer assessment
|
|
| 2 | 4 |
Listening and Speaking
|
Intensive Listening: Sound Discrimination
|
By the end of the
lesson, the learner
should be able to:
- Identify words with sounds /m/, /n/, and /ŋ/ - Pronounce words with target sounds correctly - Construct sentences using theme vocabulary - Appreciate correct pronunciation |
The learner is guided to:
- Look at pictures showing banking activities - Say words with sounds /m/, /n/, and /ŋ/ - Assess partners' pronunciation of words - Say tongue twisters with target sounds - Listen to stories and identify words with target sounds - Find words with target sounds in word searches - Create poems with target sounds |
1. Why should we pronounce sounds and words correctly?
2. How can we improve our pronunciation?
|
Mentor English Learner's Book pg. 145
Picture cards Word searches Tongue twisters Audio recordings |
Pronunciation drills
Oral presentations
Word games
Observation
Peer assessment
|
|
| 2 | 5 |
Listening and Speaking
|
Intensive Listening: Dialogue
|
By the end of the
lesson, the learner
should be able to:
- Listen attentively to conversations - Interpret speakers' feelings during conversations - Respond appropriately to information - Value attentive listening |
The learner is guided to:
- Discuss the importance of attentive listening - Role play conversations about banking - Answer questions based on dialogues - Identify similes used in conversations - Write sentences using the similes - Complete sentences orally using banking vocabulary - Create poems on importance of saving money |
1. Why should we listen attentively?
2. How can you tell that someone is attentive?
|
Mentor English Learner's Book pg. 147
Dialogue cards Digital resources Audio recordings Role play props |
Role play
Oral questions
Sentence completion
Poem creation
Observation
|
|
| 3 | 1 |
Listening and Speaking
|
Intensive Listening: Similes
|
By the end of the
lesson, the learner
should be able to:
- Identify similes in oral texts - Use similes to enhance descriptions - Express emotions appropriately during interactions - Display varied emotions during presentations |
The learner is guided to:
- Create short poems on saving money - Use words with target sounds in the poems - Recite poems to the class - Identify similes in conversations - Make sentences using similes - Role play banking situations - Use appropriate expressions during role play - Give feedback on performances |
1. How do similes make descriptions interesting?
2. Why do we use comparisons in speech?
|
Mentor English Learner's Book pg. 148
Poem templates Simile cards Digital resources Role play props |
Poem creation
Oral presentations
Role play
Peer assessment
Observation
|
|
| 3 | 2 |
Listening and Speaking
|
Intensive Listening: Similes
|
By the end of the
lesson, the learner
should be able to:
- Identify similes in oral texts - Use similes to enhance descriptions - Express emotions appropriately during interactions - Display varied emotions during presentations |
The learner is guided to:
- Create short poems on saving money - Use words with target sounds in the poems - Recite poems to the class - Identify similes in conversations - Make sentences using similes - Role play banking situations - Use appropriate expressions during role play - Give feedback on performances |
1. How do similes make descriptions interesting?
2. Why do we use comparisons in speech?
|
Mentor English Learner's Book pg. 148
Poem templates Simile cards Digital resources Role play props |
Poem creation
Oral presentations
Role play
Peer assessment
Observation
|
|
| 3 | 3 |
Reading
|
Extensive Reading: Money Management
|
By the end of the
lesson, the learner
should be able to:
- Select suitable reading materials - Read a variety of materials on money management - Use fluency strategies to find information - Judge appropriateness of reading materials |
The learner is guided to:
- Read the passage "Saving Money" silently - Answer comprehension questions - Identify proverbs used in the passage - Explain meanings of proverbs - Find specific words and phrases in the passage - Discuss the importance of saving money - Create connections between text and personal experiences |
1. Why do you read?
2. How do you obtain specific information from a text?
|
Mentor English Learner's Book pg. 148
Reading texts Digital resources Reference materials Note-taking materials |
Comprehension questions
Word finding activities
Discussions
Written exercises
Observation
|
|
| 3 | 4 |
Reading
|
Extensive Reading: Money Management
|
By the end of the
lesson, the learner
should be able to:
- Select suitable reading materials - Read a variety of materials on money management - Use fluency strategies to find information - Judge appropriateness of reading materials |
The learner is guided to:
- Read the passage "Saving Money" silently - Answer comprehension questions - Identify proverbs used in the passage - Explain meanings of proverbs - Find specific words and phrases in the passage - Discuss the importance of saving money - Create connections between text and personal experiences |
1. Why do you read?
2. How do you obtain specific information from a text?
|
Mentor English Learner's Book pg. 148
Reading texts Digital resources Reference materials Note-taking materials |
Comprehension questions
Word finding activities
Discussions
Written exercises
Observation
|
|
| 3 | 5 |
Reading
|
Extensive Reading: Money Management
|
By the end of the
lesson, the learner
should be able to:
- Select suitable reading materials - Read a variety of materials on money management - Use fluency strategies to find information - Judge appropriateness of reading materials |
The learner is guided to:
- Read the passage "Saving Money" silently - Answer comprehension questions - Identify proverbs used in the passage - Explain meanings of proverbs - Find specific words and phrases in the passage - Discuss the importance of saving money - Create connections between text and personal experiences |
1. Why do you read?
2. How do you obtain specific information from a text?
|
Mentor English Learner's Book pg. 148
Reading texts Digital resources Reference materials Note-taking materials |
Comprehension questions
Word finding activities
Discussions
Written exercises
Observation
|
|
| 4 | 1 |
Reading
|
Extensive Reading: Research Skills
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from various sources - Read materials independently for information - Promote extensive reading among peers - Value reading for lifelong learning |
The learner is guided to:
- Tell siblings about the importance of reading - Encourage them to read various materials - Read online and offline texts about banking - Create reading clubs with peers - Share information learned from reading - Create posters promoting reading - Visit libraries to access reading materials |
1. What materials do you enjoy reading?
2. Why is it necessary to read many books?
|
Mentor English Learner's Book pg. 149
Various reading materials Digital resources Library access Poster materials |
Reading logs
Information sharing
Poster creation
Peer assessment
Observation
|
|
| 4 | 2 |
Reading
|
Extensive Reading: Research Skills
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from various sources - Read materials independently for information - Promote extensive reading among peers - Value reading for lifelong learning |
The learner is guided to:
- Tell siblings about the importance of reading - Encourage them to read various materials - Read online and offline texts about banking - Create reading clubs with peers - Share information learned from reading - Create posters promoting reading - Visit libraries to access reading materials |
1. What materials do you enjoy reading?
2. Why is it necessary to read many books?
|
Mentor English Learner's Book pg. 149
Various reading materials Digital resources Library access Poster materials |
Reading logs
Information sharing
Poster creation
Peer assessment
Observation
|
|
| 4 | 3 |
Reading
|
Extensive Reading: Research Skills
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from various sources - Read materials independently for information - Promote extensive reading among peers - Value reading for lifelong learning |
The learner is guided to:
- Tell siblings about the importance of reading - Encourage them to read various materials - Read online and offline texts about banking - Create reading clubs with peers - Share information learned from reading - Create posters promoting reading - Visit libraries to access reading materials |
1. What materials do you enjoy reading?
2. Why is it necessary to read many books?
|
Mentor English Learner's Book pg. 149
Various reading materials Digital resources Library access Poster materials |
Reading logs
Information sharing
Poster creation
Peer assessment
Observation
|
|
| 4 | 4 |
Reading
|
Extensive Reading: Research Skills
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from various sources - Read materials independently for information - Promote extensive reading among peers - Value reading for lifelong learning |
The learner is guided to:
- Tell siblings about the importance of reading - Encourage them to read various materials - Read online and offline texts about banking - Create reading clubs with peers - Share information learned from reading - Create posters promoting reading - Visit libraries to access reading materials |
1. What materials do you enjoy reading?
2. Why is it necessary to read many books?
|
Mentor English Learner's Book pg. 149
Various reading materials Digital resources Library access Poster materials |
Reading logs
Information sharing
Poster creation
Peer assessment
Observation
|
|
| 4 | 5 |
Grammar in Use
|
Prepositions: Place
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of place in sentences - Use prepositions of place appropriately - Collaborate with others to judge accuracy |
The learner is guided to:
- Look at pictures and answer questions about locations - Read sentences with prepositions of place - Discuss how prepositions of place are used - Describe positions of things in class using prepositions - Underline prepositions in sentences - Fill in blanks with correct prepositions - Make sentences using given prepositions |
1. Which words show direction and time?
2. Why is it important to show time and direction?
|
Mentor English Learner's Book pg. 150
Picture cards Charts with prepositions Digital resources Sample sentences |
Gap filling exercises
Sentence construction
Identification activities
Oral descriptions
Written exercises
|
|
| 5 | 1 |
Grammar in Use
|
Prepositions: Time and Direction
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of time and direction - Use prepositions of time and direction correctly - Value precise and accurate use of prepositions |
The learner is guided to:
- Read sentences with prepositions of time and direction - Discuss how these prepositions are used - Use digital devices to find more prepositions - Prepare charts showing prepositions - Create word searches with prepositions - Find prepositions in word searches - Fill in blanks with correct prepositions - Make sentences using given prepositions |
1. How do we show when things happen?
2. How do we show the movement of things?
|
Mentor English Learner's Book pg. 152
Charts with prepositions Digital resources Word searches Sample sentences |
Chart creation
Gap filling exercises
Word games
Sentence construction
Written exercises
|
|
| 5 | 2 |
Grammar in Use
|
Prepositions: Time and Direction
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of time and direction - Use prepositions of time and direction correctly - Value precise and accurate use of prepositions |
The learner is guided to:
- Read sentences with prepositions of time and direction - Discuss how these prepositions are used - Use digital devices to find more prepositions - Prepare charts showing prepositions - Create word searches with prepositions - Find prepositions in word searches - Fill in blanks with correct prepositions - Make sentences using given prepositions |
1. How do we show when things happen?
2. How do we show the movement of things?
|
Mentor English Learner's Book pg. 152
Charts with prepositions Digital resources Word searches Sample sentences |
Chart creation
Gap filling exercises
Word games
Sentence construction
Written exercises
|
|
| 5 | 3 |
Writing
|
Spelling: Double Vowels and Consonants
|
By the end of the
lesson, the learner
should be able to:
- Identify words with double vowels and consonants - Spell words with double vowels and consonants correctly - Acknowledge the importance of correct spelling |
The learner is guided to:
- Listen to words read by teacher and write them correctly - Discuss ways to improve spelling skills - Read words with double vowels and consonants - Recite poems and identify words with double letters - Use digital devices to find more examples - Create charts with double vowel/consonant words - Arrange letters to form correct words - Play the telephone game with challenging words |
1. Why should we write words correctly?
2. How can you improve your spelling?
|
Mentor English Learner's Book pg. 153
Word cards Digital resources Charts Spelling games |
Dictation
Word arrangement
Chart creation
Spelling games
Written exercises
|
|
| 5 | 4 |
Writing
|
Spelling: Double Vowels and Consonants
|
By the end of the
lesson, the learner
should be able to:
- Identify words with double vowels and consonants - Spell words with double vowels and consonants correctly - Acknowledge the importance of correct spelling |
The learner is guided to:
- Listen to words read by teacher and write them correctly - Discuss ways to improve spelling skills - Read words with double vowels and consonants - Recite poems and identify words with double letters - Use digital devices to find more examples - Create charts with double vowel/consonant words - Arrange letters to form correct words - Play the telephone game with challenging words |
1. Why should we write words correctly?
2. How can you improve your spelling?
|
Mentor English Learner's Book pg. 153
Word cards Digital resources Charts Spelling games |
Dictation
Word arrangement
Chart creation
Spelling games
Written exercises
|
|
| 5 | 5 |
Writing
|
Spelling: Double Vowels and Consonants
|
By the end of the
lesson, the learner
should be able to:
- Identify words with double vowels and consonants - Spell words with double vowels and consonants correctly - Acknowledge the importance of correct spelling |
The learner is guided to:
- Listen to words read by teacher and write them correctly - Discuss ways to improve spelling skills - Read words with double vowels and consonants - Recite poems and identify words with double letters - Use digital devices to find more examples - Create charts with double vowel/consonant words - Arrange letters to form correct words - Play the telephone game with challenging words |
1. Why should we write words correctly?
2. How can you improve your spelling?
|
Mentor English Learner's Book pg. 153
Word cards Digital resources Charts Spelling games |
Dictation
Word arrangement
Chart creation
Spelling games
Written exercises
|
|
| 6 | 1 |
Writing
|
Spelling: Homophones
|
By the end of the
lesson, the learner
should be able to:
- Identify words with same pronunciation but different spelling - Use homophones correctly in sentences - Recommend ways of enhancing spelling skills |
The learner is guided to:
- Read pairs of words with same pronunciation - Identify words with same pronunciation in sentences - Use digital devices to find more homophones - Write homophones on charts - Choose correct homophones to complete sentences - Play spelling games with siblings and friends - Create sentences using homophones correctly - Edit texts with incorrect homophone usage |
1. Which words have the same pronunciation but different spelling?
2. How can you tell which homophone to use?
|
Mentor English Learner's Book pg. 155
Homophone cards Digital resources Charts Spelling games |
Word choice exercises
Sentence construction
Chart creation
Spelling games
Editing activities
|
|
| 6 | 2 |
Writing
|
Spelling: Homophones
|
By the end of the
lesson, the learner
should be able to:
- Identify words with same pronunciation but different spelling - Use homophones correctly in sentences - Recommend ways of enhancing spelling skills |
The learner is guided to:
- Read pairs of words with same pronunciation - Identify words with same pronunciation in sentences - Use digital devices to find more homophones - Write homophones on charts - Choose correct homophones to complete sentences - Play spelling games with siblings and friends - Create sentences using homophones correctly - Edit texts with incorrect homophone usage |
1. Which words have the same pronunciation but different spelling?
2. How can you tell which homophone to use?
|
Mentor English Learner's Book pg. 155
Homophone cards Digital resources Charts Spelling games |
Word choice exercises
Sentence construction
Chart creation
Spelling games
Editing activities
|
|
| 6 | 3 |
Writing
|
Spelling: Homophones
|
By the end of the
lesson, the learner
should be able to:
- Identify words with same pronunciation but different spelling - Use homophones correctly in sentences - Recommend ways of enhancing spelling skills |
The learner is guided to:
- Read pairs of words with same pronunciation - Identify words with same pronunciation in sentences - Use digital devices to find more homophones - Write homophones on charts - Choose correct homophones to complete sentences - Play spelling games with siblings and friends - Create sentences using homophones correctly - Edit texts with incorrect homophone usage |
1. Which words have the same pronunciation but different spelling?
2. How can you tell which homophone to use?
|
Mentor English Learner's Book pg. 155
Homophone cards Digital resources Charts Spelling games |
Word choice exercises
Sentence construction
Chart creation
Spelling games
Editing activities
|
|
| 6 | 4 |
Writing
|
Spelling: Homophones
|
By the end of the
lesson, the learner
should be able to:
- Identify words with same pronunciation but different spelling - Use homophones correctly in sentences - Recommend ways of enhancing spelling skills |
The learner is guided to:
- Read pairs of words with same pronunciation - Identify words with same pronunciation in sentences - Use digital devices to find more homophones - Write homophones on charts - Choose correct homophones to complete sentences - Play spelling games with siblings and friends - Create sentences using homophones correctly - Edit texts with incorrect homophone usage |
1. Which words have the same pronunciation but different spelling?
2. How can you tell which homophone to use?
|
Mentor English Learner's Book pg. 155
Homophone cards Digital resources Charts Spelling games |
Word choice exercises
Sentence construction
Chart creation
Spelling games
Editing activities
|
|
| 6 | 5 |
Writing
|
Spelling: Homophones
|
By the end of the
lesson, the learner
should be able to:
- Identify words with same pronunciation but different spelling - Use homophones correctly in sentences - Recommend ways of enhancing spelling skills |
The learner is guided to:
- Read pairs of words with same pronunciation - Identify words with same pronunciation in sentences - Use digital devices to find more homophones - Write homophones on charts - Choose correct homophones to complete sentences - Play spelling games with siblings and friends - Create sentences using homophones correctly - Edit texts with incorrect homophone usage |
1. Which words have the same pronunciation but different spelling?
2. How can you tell which homophone to use?
|
Mentor English Learner's Book pg. 155
Homophone cards Digital resources Charts Spelling games |
Word choice exercises
Sentence construction
Chart creation
Spelling games
Editing activities
|
|
| 9 |
REVISION & END - TERM ASSESSMENTS |
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