Listening and Speaking Cultural Activities"

Pronunciation and Vocabulary

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

sub strand, the
"learner :
Look at the picture and describe the event taking place.
Recognise the consonant blends"
sn in different
spoken words.

1. Learners
pronounce the
"sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.
2. Learners are guided to practice
new words with the learnt sounds"
in pairs in
response to picture cues,
sound prompts and lists of words with the sounds.

1. How do you "pronounce the following sound sn? 2. Which words Have /sn/ sound in" Them.

Realia, charts,
pictures/
"photographs and models of learnt sounds, audio- visual recordings of minimal pairs, dialogues,
stories and poems with new words."

"Oxford New
Progressive"
"Primary English
Learners Book/Grade 2
pg. 108,"

Oral questions, Portfolio, Observation

Listening and Speaking Cultural Activities"

Pronunciation and Vocabulary

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

sub strand, the
"learner :
Look at the picture and describe the event taking place.
Recognise the consonant blends"
sn in different
spoken words.

1. Learners
pronounce the
"sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.
2. Learners are guided to practice
new words with the learnt sounds"
in pairs in
response to picture cues,
sound prompts and lists of words with the sounds.

1. How do you "pronounce the following sound sn? 2. Which words Have /sn/ sound in" Them.

Realia, charts,
pictures/
"photographs and models of learnt sounds, audio- visual recordings of minimal pairs, dialogues,
stories and poems with new words."

"Oxford New
Progressive"
"Primary English
Learners Book/Grade 2
pg. 108,"

Oral questions, Portfolio, Observation

Listening and Speaking Cultural Activities"

Pronunciation and Vocabulary

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

sub strand, the
"learner :
Look at the picture and describe the event taking place.
Recognise the consonant blends"
sn in different
spoken words.

1. Learners
pronounce the
"sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.
2. Learners are guided to practice
new words with the learnt sounds"
in pairs in
response to picture cues,
sound prompts and lists of words with the sounds.

1. How do you "pronounce the following sound sn? 2. Which words Have /sn/ sound in" Them.

Realia, charts,
pictures/
"photographs and models of learnt sounds, audio- visual recordings of minimal pairs, dialogues,
stories and poems with new words."

"Oxford New
Progressive"
"Primary English
Learners Book/Grade 2
pg. 108,"

Oral questions, Portfolio, Observation

Reading Cultural Activities"

Comprehension

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

sub strand, the
"learner :
1) Identify the people/animals,
where action"
takes place or the
information in a text for
comprehension.
2) Use common context clues to
increase
comprehension of a text.
3) Answer simple
direct and
indirect questions
based on a text
they have read.

1. In pairs, learners
comprehend
"information through looking at pictures and title of a text and say
what will happen"
in the story.
"2. Learners are guided to get
meaning of words"
and respond orally
"(in pairs or
groups) to"
questions based on
a text they have read.

1. How can we tell where "events have taken place? 3) How we tell the characters in" a story?

Realia, charts,
posters and
audio-visual materials on direct and indirect questions.

"Oxford New
Progressive Primary English"
Learners
"Book/Grade 2
pg. 110"

Oral questions, Portfolio, Observation.

Reading Cultural Activities"

Comprehension

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

sub strand, the
"learner :
1) Identify the people/animals,
where action"
takes place or the
information in a text for
comprehension.
2) Use common context clues to
increase
comprehension of a text.
3) Answer simple
direct and
indirect questions
based on a text
they have read.

1. In pairs, learners
comprehend
"information through looking at pictures and title of a text and say
what will happen"
in the story.
"2. Learners are guided to get
meaning of words"
and respond orally
"(in pairs or
groups) to"
questions based on
a text they have read.

1. How can we tell where "events have taken place? 3) How we tell the characters in" a story?

Realia, charts,
posters and
audio-visual materials on direct and indirect questions.

"Oxford New
Progressive Primary English"
Learners
"Book/Grade 2
pg. 110"

Oral questions, Portfolio, Observation.

Listening and Speaking Cultural Activities

"Language Structure and Functions. Wh questions --" "what, where, when, whose "

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


a) Ask questions"
using ‘what’,
‘when’ ‘whose’ and ‘where’ correctly to
get information
about simple
ceremonies like
a wedding.
b) Appreciate the
use of what,
where, when and
whose to seek
information.

"Learners role play activities that
lead to the use of what, where,
when, whose.
Answer"
"questions on What,
where, when, whose appropriately.
3. Learners engage in meaningful
question and answer dialogues
using what, where, when, and whose in pairs/small groups"

1. When do you wake up?

Charts, pictures/ photographs, flash cards with prompts for Wh- questions and computer devices with
relevant
"audio/visual
recordings of dialogues/"
dramatization
depicting the
use of Wh-
questions.

Oxford New
Progressive
"Primary English
Learners"
"Book/Grade 2
pg. 108-109"

Oral questions, Portfolio, Observation.

Listening and Speaking Cultural Activities

"Language Structure and Functions. Wh questions --" "what, where, when, whose "

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


a) Ask questions"
using ‘what’,
‘when’ ‘whose’ and ‘where’ correctly to
get information
about simple
ceremonies like
a wedding.
b) Appreciate the
use of what,
where, when and
whose to seek
information.

"Learners role play activities that
lead to the use of what, where,
when, whose.
Answer"
"questions on What,
where, when, whose appropriately.
3. Learners engage in meaningful
question and answer dialogues
using what, where, when, and whose in pairs/small groups"

1. When do you wake up?

Charts, pictures/ photographs, flash cards with prompts for Wh- questions and computer devices with
relevant
"audio/visual
recordings of dialogues/"
dramatization
depicting the
use of Wh-
questions.

Oxford New
Progressive
"Primary English
Learners"
"Book/Grade 2
pg. 108-109"

Oral questions, Portfolio, Observation.

Listening and Speaking Cultural Activities

"Language Structure and Functions. Wh questions --" "what, where, when, whose "

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


a) Ask questions"
using ‘what’,
‘when’ ‘whose’ and ‘where’ correctly to
get information
about simple
ceremonies like
a wedding.
b) Appreciate the
use of what,
where, when and
whose to seek
information.

"Learners role play activities that
lead to the use of what, where,
when, whose.
Answer"
"questions on What,
where, when, whose appropriately.
3. Learners engage in meaningful
question and answer dialogues
using what, where, when, and whose in pairs/small groups"

1. When do you wake up?

Charts, pictures/ photographs, flash cards with prompts for Wh- questions and computer devices with
relevant
"audio/visual
recordings of dialogues/"
dramatization
depicting the
use of Wh-
questions.

Oxford New
Progressive
"Primary English
Learners"
"Book/Grade 2
pg. 108-109"

Oral questions, Portfolio, Observation.

Listening and Speaking Cultural Activities

"Language Structure and Functions. Wh questions --" "what, where, when, whose "

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


a) Ask questions"
using ‘what’,
‘when’ ‘whose’ and ‘where’ correctly to
get information
about simple
ceremonies like
a wedding.
b) Appreciate the
use of what,
where, when and
whose to seek
information.

"Learners role play activities that
lead to the use of what, where,
when, whose.
Answer"
"questions on What,
where, when, whose appropriately.
3. Learners engage in meaningful
question and answer dialogues
using what, where, when, and whose in pairs/small groups"

1. When do you wake up?

Charts, pictures/ photographs, flash cards with prompts for Wh- questions and computer devices with
relevant
"audio/visual
recordings of dialogues/"
dramatization
depicting the
use of Wh-
questions.

Oxford New
Progressive
"Primary English
Learners"
"Book/Grade 2
pg. 108-109"

Oral questions, Portfolio, Observation.

Listening and Speaking Cultural Activities

"Language Structure and Functions. Wh questions --" "what, where, when, whose "

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


a) Ask questions"
using ‘what’,
‘when’ ‘whose’ and ‘where’ correctly to
get information
about simple
ceremonies like
a wedding.
b) Appreciate the
use of what,
where, when and
whose to seek
information.

"Learners role play activities that
lead to the use of what, where,
when, whose.
Answer"
"questions on What,
where, when, whose appropriately.
3. Learners engage in meaningful
question and answer dialogues
using what, where, when, and whose in pairs/small groups"

1. When do you wake up?

Charts, pictures/ photographs, flash cards with prompts for Wh- questions and computer devices with
relevant
"audio/visual
recordings of dialogues/"
dramatization
depicting the
use of Wh-
questions.

Oxford New
Progressive
"Primary English
Learners"
"Book/Grade 2
pg. 108-109"

Oral questions, Portfolio, Observation.

Writing

Guided Writing

By the end of the lesson, the learner should be able to:
"
strand, the learner"
:
a) write words from a prompt to
demonstrate mastery of vocabulary.
b) Write the pattern sn correctly, legibly and neatly

Learners respond to the prompts presented to them and write the words correctly.
Learners write meaningful sentences and
paragraphs about themselves with the guidance of the teacher.

1. Why is it important to write words in the correct order?

Realia, slate and stylus, charts, word slides.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 111

Oral questions, Portfolio, Observation

Writing

Guided Writing

By the end of the lesson, the learner should be able to:
"
strand, the learner"
:
a) write words from a prompt to
demonstrate mastery of vocabulary.
b) Write the pattern sn correctly, legibly and neatly

Learners respond to the prompts presented to them and write the words correctly.
Learners write meaningful sentences and
paragraphs about themselves with the guidance of the teacher.

1. Why is it important to write words in the correct order?

Realia, slate and stylus, charts, word slides.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 111

Oral questions, Portfolio, Observation

Writing

Guided Writing

By the end of the lesson, the learner should be able to:
"
strand, the learner"
:
a) write words from a prompt to
demonstrate mastery of vocabulary.
b) Write the pattern sn correctly, legibly and neatly

Learners respond to the prompts presented to them and write the words correctly.
Learners write meaningful sentences and
paragraphs about themselves with the guidance of the teacher.

1. Why is it important to write words in the correct order?

Realia, slate and stylus, charts, word slides.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 111

Oral questions, Portfolio, Observation

Reading Cultural Activities"

Connected text reading and fluency

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

sub strand, the
"learner :
a) Read the"
"sound
/sw/correctly in preparation to"
"reading.
a) Read 65 words"
"accurately per minute from a text.
b) Read a text"
"transitioning
from word by word to phrasal"
reading,

1. Learners read
the sound /sw/
"audibly and correctly and words with the
sound /sw/"
2) Learners read while observing
commas, full stops and question
"marks in pairs.
3) Learners practice reading unfamiliar"
sentences containing decodable and
non-decodable
words from
printed text,
charts, tablets,
mobile phone,
laptops, computers
or overhead
projector.

1. Do you sometimes start to read and stop in the middle because you cannot continue?

Realia, flash
cards, pictures/
"photographs and, computer devices for
audio-visual"
"recordings of
words without letter sound"
Correspondence.
"
Oxford New Progressive Primary English
Learners"
"Book/Grade 2
pg. 115-117"

Oral questions, Portfolio, Observation

Reading Cultural Activities"

Connected text reading and fluency

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

sub strand, the
"learner :
a) Read the"
"sound
/sw/correctly in preparation to"
"reading.
a) Read 65 words"
"accurately per minute from a text.
b) Read a text"
"transitioning
from word by word to phrasal"
reading,

1. Learners read
the sound /sw/
"audibly and correctly and words with the
sound /sw/"
2) Learners read while observing
commas, full stops and question
"marks in pairs.
3) Learners practice reading unfamiliar"
sentences containing decodable and
non-decodable
words from
printed text,
charts, tablets,
mobile phone,
laptops, computers
or overhead
projector.

1. Do you sometimes start to read and stop in the middle because you cannot continue?

Realia, flash
cards, pictures/
"photographs and, computer devices for
audio-visual"
"recordings of
words without letter sound"
Correspondence.
"
Oxford New Progressive Primary English
Learners"
"Book/Grade 2
pg. 115-117"

Oral questions, Portfolio, Observation

Listening And Speaking Cultural Activities

Language "Structure and Functions." " Wh questions -- what, where, when, whose"

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

"
be able to:"
"a) Use what, when, where
and whose to denote, object, time, place and"
ownership,
b) Appreciate the use of what, where, when and
whose to seek
information.

1. Take part in games that allow
"them to ask questions using the wh- words
Sing / recite short poems to
practice the use of the use of what, where, when and whose.
In groups, learners re-order jumbled up
sentences to logical order
."

1. Where is your Home? 2. When do you wake up?

Charts, pictures/ photographs,
"flash cards with prompts for Wh- questions and computer devices with relevant audio/visual
recordings of dialogues/ dramatization depicting the use of Wh- questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 113-114"

Oral questions, Portfolio, Observation.

Listening And Speaking Cultural Activities

Language "Structure and Functions." " Wh questions -- what, where, when, whose"

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

"
be able to:"
"a) Use what, when, where
and whose to denote, object, time, place and"
ownership,
b) Appreciate the use of what, where, when and
whose to seek
information.

1. Take part in games that allow
"them to ask questions using the wh- words
Sing / recite short poems to
practice the use of the use of what, where, when and whose.
In groups, learners re-order jumbled up
sentences to logical order
."

1. Where is your Home? 2. When do you wake up?

Charts, pictures/ photographs,
"flash cards with prompts for Wh- questions and computer devices with relevant audio/visual
recordings of dialogues/ dramatization depicting the use of Wh- questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 113-114"

Oral questions, Portfolio, Observation.

Listening And Speaking Cultural Activities

Language "Structure and Functions." " Wh questions -- what, where, when, whose"

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

"
be able to:"
"a) Use what, when, where
and whose to denote, object, time, place and"
ownership,
b) Appreciate the use of what, where, when and
whose to seek
information.

1. Take part in games that allow
"them to ask questions using the wh- words
Sing / recite short poems to
practice the use of the use of what, where, when and whose.
In groups, learners re-order jumbled up
sentences to logical order
."

1. Where is your Home? 2. When do you wake up?

Charts, pictures/ photographs,
"flash cards with prompts for Wh- questions and computer devices with relevant audio/visual
recordings of dialogues/ dramatization depicting the use of Wh- questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 113-114"

Oral questions, Portfolio, Observation.

Listening And Speaking Cultural Activities

Language "Structure and Functions." " Wh questions -- what, where, when, whose"

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

"
be able to:"
"a) Use what, when, where
and whose to denote, object, time, place and"
ownership,
b) Appreciate the use of what, where, when and
whose to seek
information.

1. Take part in games that allow
"them to ask questions using the wh- words
Sing / recite short poems to
practice the use of the use of what, where, when and whose.
In groups, learners re-order jumbled up
sentences to logical order
."

1. Where is your Home? 2. When do you wake up?

Charts, pictures/ photographs,
"flash cards with prompts for Wh- questions and computer devices with relevant audio/visual
recordings of dialogues/ dramatization depicting the use of Wh- questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 113-114"

Oral questions, Portfolio, Observation.

Writing

Punctuation

By the end of the lesson, the learner should be able to:
"
""sub strand, the
""
""able to:
a) Write the pattern sw""
correctly, legibly
and neatly.
b) Recognise
appropriate
"
"punctuation marks in a text.
c) Use full stops, capital and small letters, question marks and exclamation marks correctly.
."

"1. Learners
""respond to the
prompts presented""
to them and write the words correctly.
2. Learners write
meaningful
sentences and
paragraphs about
"
themselves with the guidance of the teacher.

1. Why is it important to "write words in the correct order?"

Realia, slate and stylus, charts, word slides.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 116

Oral "questions, Portfolio," Observation

Reading Child Labour.

Comprehension

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

a) Read the
sound /tw/
accurately and
coorectly.
b) Answer simple
direct and
indirect questions
based on a text
they have read.
c) Enjoy talking
about a text they
have read.

Learners interact with a printed or digital
text, listen and follow a story, poem or conversation and locate sentences
(in pairs or groups) containing answers to direct questions, for information
and enjoyment.
Learners read out words that have the sounds
/tw/ aloud as a class and alone.

"1. How we tell the" characters in a story?

Realia, charts, posters and audio-visual materials on direct and indirect questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 120-121

"Oral questions," Portfolio, Observation

Reading Child Labour.

Comprehension

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

a) Read the
sound /tw/
accurately and
coorectly.
b) Answer simple
direct and
indirect questions
based on a text
they have read.
c) Enjoy talking
about a text they
have read.

Learners interact with a printed or digital
text, listen and follow a story, poem or conversation and locate sentences
(in pairs or groups) containing answers to direct questions, for information
and enjoyment.
Learners read out words that have the sounds
/tw/ aloud as a class and alone.

"1. How we tell the" characters in a story?

Realia, charts, posters and audio-visual materials on direct and indirect questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 120-121

"Oral questions," Portfolio, Observation

Reading Child Labour.

Comprehension

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

a) Read the
sound /tw/
accurately and
coorectly.
b) Answer simple
direct and
indirect questions
based on a text
they have read.
c) Enjoy talking
about a text they
have read.

Learners interact with a printed or digital
text, listen and follow a story, poem or conversation and locate sentences
(in pairs or groups) containing answers to direct questions, for information
and enjoyment.
Learners read out words that have the sounds
/tw/ aloud as a class and alone.

"1. How we tell the" characters in a story?

Realia, charts, posters and audio-visual materials on direct and indirect questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 120-121

"Oral questions," Portfolio, Observation

Reading Child Labour.

Comprehension

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

a) Read the
sound /tw/
accurately and
coorectly.
b) Answer simple
direct and
indirect questions
based on a text
they have read.
c) Enjoy talking
about a text they
have read.

Learners interact with a printed or digital
text, listen and follow a story, poem or conversation and locate sentences
(in pairs or groups) containing answers to direct questions, for information
and enjoyment.
Learners read out words that have the sounds
/tw/ aloud as a class and alone.

"1. How we tell the" characters in a story?

Realia, charts, posters and audio-visual materials on direct and indirect questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 120-121

"Oral questions," Portfolio, Observation

Reading Child Labour.

Comprehension

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

a) Read the
sound /tw/
accurately and
coorectly.
b) Answer simple
direct and
indirect questions
based on a text
they have read.
c) Enjoy talking
about a text they
have read.

Learners interact with a printed or digital
text, listen and follow a story, poem or conversation and locate sentences
(in pairs or groups) containing answers to direct questions, for information
and enjoyment.
Learners read out words that have the sounds
/tw/ aloud as a class and alone.

"1. How we tell the" characters in a story?

Realia, charts, posters and audio-visual materials on direct and indirect questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 120-121

"Oral questions," Portfolio, Observation

Listening and Speaking Child Labour.

Language Structure and "Functions. Describing words (size, colour, shape)"

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


"able to:
Use describing
words in relation to size, colour and shape.
Appreciate the use of colour, size, shape and number to talk about child labour."

1. Learners group objects in terms
Size-
"(big/small), colours - ( red, orange, yellow,
green, blue, black, white, pink, purple, grey),
and number
2. In groups, learners describe objects in the"
classroom using
size, colour and
number
3. Learners colour pictures of various
objects.

1. What things can "you see outside? 2. What colour are they?"

Flash cards, realia, charts,
pictures/
"photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and colour.


Oxford New"
Progressive
Primary English
Learners
"Book/Grade 2
pg. 118-119"

Oral questions, Portfolio, Observation

Listening and Speaking Child Labour.

Language Structure and "Functions. Describing words (size, colour, shape)"

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


"able to:
Use describing
words in relation to size, colour and shape.
Appreciate the use of colour, size, shape and number to talk about child labour."

1. Learners group objects in terms
Size-
"(big/small), colours - ( red, orange, yellow,
green, blue, black, white, pink, purple, grey),
and number
2. In groups, learners describe objects in the"
classroom using
size, colour and
number
3. Learners colour pictures of various
objects.

1. What things can "you see outside? 2. What colour are they?"

Flash cards, realia, charts,
pictures/
"photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and colour.


Oxford New"
Progressive
Primary English
Learners
"Book/Grade 2
pg. 118-119"

Oral questions, Portfolio, Observation

Listening and Speaking Child Labour.

Language Structure and "Functions. Describing words (size, colour, shape)"

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


"able to:
Use describing
words in relation to size, colour and shape.
Appreciate the use of colour, size, shape and number to talk about child labour."

1. Learners group objects in terms
Size-
"(big/small), colours - ( red, orange, yellow,
green, blue, black, white, pink, purple, grey),
and number
2. In groups, learners describe objects in the"
classroom using
size, colour and
number
3. Learners colour pictures of various
objects.

1. What things can "you see outside? 2. What colour are they?"

Flash cards, realia, charts,
pictures/
"photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and colour.


Oxford New"
Progressive
Primary English
Learners
"Book/Grade 2
pg. 118-119"

Oral questions, Portfolio, Observation

Listening and Speaking Child Labour.

Language Structure and "Functions. Describing words (size, colour, shape)"

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


"able to:
Use describing
words in relation to size, colour and shape.
Appreciate the use of colour, size, shape and number to talk about child labour."

1. Learners group objects in terms
Size-
"(big/small), colours - ( red, orange, yellow,
green, blue, black, white, pink, purple, grey),
and number
2. In groups, learners describe objects in the"
classroom using
size, colour and
number
3. Learners colour pictures of various
objects.

1. What things can "you see outside? 2. What colour are they?"

Flash cards, realia, charts,
pictures/
"photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and colour.


Oxford New"
Progressive
Primary English
Learners
"Book/Grade 2
pg. 118-119"

Oral questions, Portfolio, Observation

Writing

Guided Writing

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

"sub strand, the
"
"able to:
1. Write words from a prompt to demonstrate mastery of vocabulary."

2. Write the pattern tw legibly and neatly.

1. Learners
"respond to the
prompts presented"
"to them and write the words correctly.
2. Learners match
pictures with words and"
simple sentences.

1. Why is it important to "write words in the correct order?"

Realia, slate and
"stylus, charts,
word slides."
"

Oxford New Progressive Primary English Learners
Book/Grade 2"
pg. 121

Oral "questions, Portfolio," Observation.

Listening and Speaking Child Labour

Pronunciation and "Vocabulary Child Labour"

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

sub strand, the
"learner :
a) Pronounce the sounds /q/ /x/"
"a) Recognize
new words used in the theme to"
acquire a range
of vocabulary
and their
meaning.
c) Pronounce the
"vocabulary related to the
theme correctly"
for effective
communication.

Learners pronounce the sounds by taking turns, and as a whole class
as modeled by the teacher, or audio record.


Learners are guided to practice
new words with the learnt sounds
in pairs in response to picture cues, sound prompts and lists of words with the sounds

1. Which words "start or end with the sound /x/ /q/? 2. What new" words have you learnt?

Realia, charts,
pictures/
photographs and models of learnt sounds.
"Oxford New
Progressive Primary English"
Learners
Book/Grade 2
pg. 122-123

Oral questions, Portfolio, Observation.

Listening and Speaking Child Labour

Pronunciation and "Vocabulary Child Labour"

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

sub strand, the
"learner :
a) Pronounce the sounds /q/ /x/"
"a) Recognize
new words used in the theme to"
acquire a range
of vocabulary
and their
meaning.
c) Pronounce the
"vocabulary related to the
theme correctly"
for effective
communication.

Learners pronounce the sounds by taking turns, and as a whole class
as modeled by the teacher, or audio record.


Learners are guided to practice
new words with the learnt sounds
in pairs in response to picture cues, sound prompts and lists of words with the sounds

1. Which words "start or end with the sound /x/ /q/? 2. What new" words have you learnt?

Realia, charts,
pictures/
photographs and models of learnt sounds.
"Oxford New
Progressive Primary English"
Learners
Book/Grade 2
pg. 122-123

Oral questions, Portfolio, Observation.

Listening and Speaking Child Labour

Pronunciation and "Vocabulary Child Labour"

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

sub strand, the
"learner :
a) Pronounce the sounds /q/ /x/"
"a) Recognize
new words used in the theme to"
acquire a range
of vocabulary
and their
meaning.
c) Pronounce the
"vocabulary related to the
theme correctly"
for effective
communication.

Learners pronounce the sounds by taking turns, and as a whole class
as modeled by the teacher, or audio record.


Learners are guided to practice
new words with the learnt sounds
in pairs in response to picture cues, sound prompts and lists of words with the sounds

1. Which words "start or end with the sound /x/ /q/? 2. What new" words have you learnt?

Realia, charts,
pictures/
photographs and models of learnt sounds.
"Oxford New
Progressive Primary English"
Learners
Book/Grade 2
pg. 122-123

Oral questions, Portfolio, Observation.

Listening and Speaking Child Labour

Pronunciation and "Vocabulary Child Labour"

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

sub strand, the
"learner :
a) Pronounce the sounds /q/ /x/"
"a) Recognize
new words used in the theme to"
acquire a range
of vocabulary
and their
meaning.
c) Pronounce the
"vocabulary related to the
theme correctly"
for effective
communication.

Learners pronounce the sounds by taking turns, and as a whole class
as modeled by the teacher, or audio record.


Learners are guided to practice
new words with the learnt sounds
in pairs in response to picture cues, sound prompts and lists of words with the sounds

1. Which words "start or end with the sound /x/ /q/? 2. What new" words have you learnt?

Realia, charts,
pictures/
photographs and models of learnt sounds.
"Oxford New
Progressive Primary English"
Learners
Book/Grade 2
pg. 122-123

Oral questions, Portfolio, Observation.

Listening and Speaking Child Labour

Pronunciation and "Vocabulary Child Labour"

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

sub strand, the
"learner :
a) Pronounce the sounds /q/ /x/"
"a) Recognize
new words used in the theme to"
acquire a range
of vocabulary
and their
meaning.
c) Pronounce the
"vocabulary related to the
theme correctly"
for effective
communication.

Learners pronounce the sounds by taking turns, and as a whole class
as modeled by the teacher, or audio record.


Learners are guided to practice
new words with the learnt sounds
in pairs in response to picture cues, sound prompts and lists of words with the sounds

1. Which words "start or end with the sound /x/ /q/? 2. What new" words have you learnt?

Realia, charts,
pictures/
photographs and models of learnt sounds.
"Oxford New
Progressive Primary English"
Learners
Book/Grade 2
pg. 122-123

Oral questions, Portfolio, Observation.

Listening and Speaking Child Labour

Language structure and functions Describing words (size, colour, shape)

By the end of the lesson, the learner should be able to:
"
a) Identify different colours"
"of objects found in the environment,
b) Appreciate the use of colour, size, shape and number to talk"
about child labour related to the story read.

"Learners identify things in the environment that have different colours.
Learners"
"construct sentences in pairs using the
different objects
3. Colour different
shapes of objects and describe."
"them appropriately
4. Listen to a text containing describing words words (sight words)

"What things can you see outside? How many" "are they? 3) What do they look like?"

Flash cards, realia, charts, pictures/ photographs and audio-visual recordings of dialogues/
dramatization depicting the use of words describing size, shape and colour.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 123-124"

Oral questions, Portfolio, Observation

Listening and Speaking Child Labour

Language structure and functions Describing words (size, colour, shape)

By the end of the lesson, the learner should be able to:
"
a) Identify different colours"
"of objects found in the environment,
b) Appreciate the use of colour, size, shape and number to talk"
about child labour related to the story read.

"Learners identify things in the environment that have different colours.
Learners"
"construct sentences in pairs using the
different objects
3. Colour different
shapes of objects and describe."
"them appropriately
4. Listen to a text containing describing words words (sight words)

"What things can you see outside? How many" "are they? 3) What do they look like?"

Flash cards, realia, charts, pictures/ photographs and audio-visual recordings of dialogues/
dramatization depicting the use of words describing size, shape and colour.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 123-124"

Oral questions, Portfolio, Observation

Listening and Speaking Child Labour

Language structure and functions Describing words (size, colour, shape)

By the end of the lesson, the learner should be able to:
"
a) Identify different colours"
"of objects found in the environment,
b) Appreciate the use of colour, size, shape and number to talk"
about child labour related to the story read.

"Learners identify things in the environment that have different colours.
Learners"
"construct sentences in pairs using the
different objects
3. Colour different
shapes of objects and describe."
"them appropriately
4. Listen to a text containing describing words words (sight words)

"What things can you see outside? How many" "are they? 3) What do they look like?"

Flash cards, realia, charts, pictures/ photographs and audio-visual recordings of dialogues/
dramatization depicting the use of words describing size, shape and colour.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 123-124"

Oral questions, Portfolio, Observation

Writing

Guided Writing

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

"write words from a prompt to
demonstrate mastery of vocabulary.
Recognise the"
correct form and
meaning of the
words to be used in filling in gaps.

1 In groups, learners re-order jumbled up
sentences to logical order and write two
coherent paragraphs of about 5-10
sentences.
2. Learners match pictures with words and simple sentences.

"1. Why is it important to guess the" meaning of something?

Realia, slate and stylus, charts, word slides.
"
Oxford New Progressive Primary English Learners Book/Grade 2
pg. 126-127"

Oral questions, Portfolio, Observation

Writing

Guided Writing

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

"write words from a prompt to
demonstrate mastery of vocabulary.
Recognise the"
correct form and
meaning of the
words to be used in filling in gaps.

1 In groups, learners re-order jumbled up
sentences to logical order and write two
coherent paragraphs of about 5-10
sentences.
2. Learners match pictures with words and simple sentences.

"1. Why is it important to guess the" meaning of something?

Realia, slate and stylus, charts, word slides.
"
Oxford New Progressive Primary English Learners Book/Grade 2
pg. 126-127"

Oral questions, Portfolio, Observation

Listening and Speaking

Attentive listening

By the end of the lesson, the learner should be able to:
"""
a) Listen attentively during
a conversation about a visit to the hospital.""
b) Respond to specific simple
"
two directional
"instructions in oral
communication,
c) Appreciate the
importance of listening
attentively for"
"effective
communication."

"1. Learners practice interpreting facial
expressions and gestures in small
groups and pairs as illustrated in
posters, pictures and actual demonstration"
through role play.
"2. Sit upright (without sliding/slouching or fidgeting) and
maintain focus on the speaker for
effective communication."
3. Learners respond to instructions,
listen without interrupting as
modeled.

1. Why should we obey instructions from our elders?

Realia, charts, pictures/ photographs and models of attentive listening, audio- visual recordings of pictures on attentive Listening.

"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 128-129"

Oral questions, Portfolio, Observation

Listening and Speaking

Attentive listening

By the end of the lesson, the learner should be able to:
"""
a) Listen attentively during
a conversation about a visit to the hospital.""
b) Respond to specific simple
"
two directional
"instructions in oral
communication,
c) Appreciate the
importance of listening
attentively for"
"effective
communication."

"1. Learners practice interpreting facial
expressions and gestures in small
groups and pairs as illustrated in
posters, pictures and actual demonstration"
through role play.
"2. Sit upright (without sliding/slouching or fidgeting) and
maintain focus on the speaker for
effective communication."
3. Learners respond to instructions,
listen without interrupting as
modeled.

1. Why should we obey instructions from our elders?

Realia, charts, pictures/ photographs and models of attentive listening, audio- visual recordings of pictures on attentive Listening.

"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 128-129"

Oral questions, Portfolio, Observation

Listening and Speaking

Attentive listening

By the end of the lesson, the learner should be able to:
"""
a) Listen attentively during
a conversation about a visit to the hospital.""
b) Respond to specific simple
"
two directional
"instructions in oral
communication,
c) Appreciate the
importance of listening
attentively for"
"effective
communication."

"1. Learners practice interpreting facial
expressions and gestures in small
groups and pairs as illustrated in
posters, pictures and actual demonstration"
through role play.
"2. Sit upright (without sliding/slouching or fidgeting) and
maintain focus on the speaker for
effective communication."
3. Learners respond to instructions,
listen without interrupting as
modeled.

1. Why should we obey instructions from our elders?

Realia, charts, pictures/ photographs and models of attentive listening, audio- visual recordings of pictures on attentive Listening.

"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 128-129"

Oral questions, Portfolio, Observation

Listening and Speaking

Attentive listening

By the end of the lesson, the learner should be able to:
"""
a) Listen attentively during
a conversation about a visit to the hospital.""
b) Respond to specific simple
"
two directional
"instructions in oral
communication,
c) Appreciate the
importance of listening
attentively for"
"effective
communication."

"1. Learners practice interpreting facial
expressions and gestures in small
groups and pairs as illustrated in
posters, pictures and actual demonstration"
through role play.
"2. Sit upright (without sliding/slouching or fidgeting) and
maintain focus on the speaker for
effective communication."
3. Learners respond to instructions,
listen without interrupting as
modeled.

1. Why should we obey instructions from our elders?

Realia, charts, pictures/ photographs and models of attentive listening, audio- visual recordings of pictures on attentive Listening.

"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 128-129"

Oral questions, Portfolio, Observation

Listening and Speaking

Attentive listening

By the end of the lesson, the learner should be able to:
"""
a) Listen attentively during
a conversation about a visit to the hospital.""
b) Respond to specific simple
"
two directional
"instructions in oral
communication,
c) Appreciate the
importance of listening
attentively for"
"effective
communication."

"1. Learners practice interpreting facial
expressions and gestures in small
groups and pairs as illustrated in
posters, pictures and actual demonstration"
through role play.
"2. Sit upright (without sliding/slouching or fidgeting) and
maintain focus on the speaker for
effective communication."
3. Learners respond to instructions,
listen without interrupting as
modeled.

1. Why should we obey instructions from our elders?

Realia, charts, pictures/ photographs and models of attentive listening, audio- visual recordings of pictures on attentive Listening.

"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 128-129"

Oral questions, Portfolio, Observation

Listening and Speaking Caring for others

Language structure and functions Describing words (size, colour, shape)

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

"
a) Use conjunctions to join words and short sentences
during in a conversation."
b) Appreciate the
differences in
people and things
in their environment.

In groups, learners are guided to:
1. Group items and
"talk about them using the conjunction
“and”
2. Contrast objects or people in the
classroom room using ‘but’ in pairs/small"
groups.

1) Why was the baby crying?

Realia, charts,
"pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
because."

Oxford New
Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation

Listening and Speaking Caring for others

Language structure and functions Describing words (size, colour, shape)

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

"
a) Use conjunctions to join words and short sentences
during in a conversation."
b) Appreciate the
differences in
people and things
in their environment.

In groups, learners are guided to:
1. Group items and
"talk about them using the conjunction
“and”
2. Contrast objects or people in the
classroom room using ‘but’ in pairs/small"
groups.

1) Why was the baby crying?

Realia, charts,
"pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
because."

Oxford New
Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation

Listening and Speaking Caring for others

Language structure and functions Describing words (size, colour, shape)

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

"
a) Use conjunctions to join words and short sentences
during in a conversation."
b) Appreciate the
differences in
people and things
in their environment.

In groups, learners are guided to:
1. Group items and
"talk about them using the conjunction
“and”
2. Contrast objects or people in the
classroom room using ‘but’ in pairs/small"
groups.

1) Why was the baby crying?

Realia, charts,
"pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
because."

Oxford New
Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation

Reading

Word reading

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

"sub strand,

a) Read more"
complex grade
level vocabulary with the
letter sound /br/
/st/ /fl/ /dr/
correspondence
in different
formats.
b) Enjoy reading
grade level
vocabulary in a
variety of
genres.

1. Learners recognise and read more short
words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc.
Learners read words without letter sound correspondence from either print.

1) How do "you try to read new words?"

Story books,
"poems, newspaper cutting on children’s
stories."

Oxford New Progressive
Primary English
Learners
Book/Grade 2
pg. 130

Oral questions, Portfolio, Observation

Reading

Word reading

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

"sub strand,

a) Read more"
complex grade
level vocabulary with the
letter sound /br/
/st/ /fl/ /dr/
correspondence
in different
formats.
b) Enjoy reading
grade level
vocabulary in a
variety of
genres.

1. Learners recognise and read more short
words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc.
Learners read words without letter sound correspondence from either print.

1) How do "you try to read new words?"

Story books,
"poems, newspaper cutting on children’s
stories."

Oxford New Progressive
Primary English
Learners
Book/Grade 2
pg. 130

Oral questions, Portfolio, Observation

Reading

Comprehension

By the end of the lesson, the learner should be able to:
"""
sub strand, the""
""learner :
a) Identify the""
"
people/ animals,
"where action
takes place or the"
information in a
text for
comprehension.
b) Use common context clues to increase
comprehension
of a text,
d) Answer simple
"direct and
indirect questions"
based on a text
they have read.

"""1. In pairs, learners
comprehend""
information through looking at pictures and title
"
of a text and say
what will happen in the story.

2. Learners read
while observing
"commas, full stops and question
marks in pairs."

3. Learners answer
questions related
to the comprehension.

"""1. How can we predict"" ""how a story, poem or conversation"" " will end? 2. How we tell the characters in a story?

"""Realia, flash
cards, pictures/""
photographs and, computer devices for audio-visual
"
recordings of
words without letter sound
Correspondence.

Oxford New
"Progressive Primary English Learners
Book/Grade 2"
pg.131-132

"Oral questions," Portfolio, Observation.

Reading

Comprehension

By the end of the lesson, the learner should be able to:
"""
sub strand, the""
""learner :
a) Identify the""
"
people/ animals,
"where action
takes place or the"
information in a
text for
comprehension.
b) Use common context clues to increase
comprehension
of a text,
d) Answer simple
"direct and
indirect questions"
based on a text
they have read.

"""1. In pairs, learners
comprehend""
information through looking at pictures and title
"
of a text and say
what will happen in the story.

2. Learners read
while observing
"commas, full stops and question
marks in pairs."

3. Learners answer
questions related
to the comprehension.

"""1. How can we predict"" ""how a story, poem or conversation"" " will end? 2. How we tell the characters in a story?

"""Realia, flash
cards, pictures/""
photographs and, computer devices for audio-visual
"
recordings of
words without letter sound
Correspondence.

Oxford New
"Progressive Primary English Learners
Book/Grade 2"
pg.131-132

"Oral questions," Portfolio, Observation.

Reading

Comprehension

By the end of the lesson, the learner should be able to:
"""
sub strand, the""
""learner :
a) Identify the""
"
people/ animals,
"where action
takes place or the"
information in a
text for
comprehension.
b) Use common context clues to increase
comprehension
of a text,
d) Answer simple
"direct and
indirect questions"
based on a text
they have read.

"""1. In pairs, learners
comprehend""
information through looking at pictures and title
"
of a text and say
what will happen in the story.

2. Learners read
while observing
"commas, full stops and question
marks in pairs."

3. Learners answer
questions related
to the comprehension.

"""1. How can we predict"" ""how a story, poem or conversation"" " will end? 2. How we tell the characters in a story?

"""Realia, flash
cards, pictures/""
photographs and, computer devices for audio-visual
"
recordings of
words without letter sound
Correspondence.

Oxford New
"Progressive Primary English Learners
Book/Grade 2"
pg.131-132

"Oral questions," Portfolio, Observation.

Reading

Comprehension

By the end of the lesson, the learner should be able to:
"""
sub strand, the""
""learner :
a) Identify the""
"
people/ animals,
"where action
takes place or the"
information in a
text for
comprehension.
b) Use common context clues to increase
comprehension
of a text,
d) Answer simple
"direct and
indirect questions"
based on a text
they have read.

"""1. In pairs, learners
comprehend""
information through looking at pictures and title
"
of a text and say
what will happen in the story.

2. Learners read
while observing
"commas, full stops and question
marks in pairs."

3. Learners answer
questions related
to the comprehension.

"""1. How can we predict"" ""how a story, poem or conversation"" " will end? 2. How we tell the characters in a story?

"""Realia, flash
cards, pictures/""
photographs and, computer devices for audio-visual
"
recordings of
words without letter sound
Correspondence.

Oxford New
"Progressive Primary English Learners
Book/Grade 2"
pg.131-132

"Oral questions," Portfolio, Observation.

Writing

Guided Writing

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

a) Write words from a prompt to demonstrate mastery of vocabulary.

Learners respond to the prompts presented
to them and write the words correctly.
Learners write meaningful sentences and
paragraphs with the guidance of the teacher.
Learners match pictures with words and simple sentences.

When do we use capital letters? When do we use small letters?

Realia, slate and stylus, charts, word slides.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 132

Oral questions, Portfolio, Observation

Listening and Speaking Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

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

a) Use conjunctions to talk about caring for the sick,"
hungry, the elderly and
"people with special needs,
b) Appreciate the differences in people and things in their environment."

In groups, learners are guided to:
Sing and recite poems.
Listen to a story, poem or
conversation and answer oral questions.

1) Who was playing hide and find?

Realia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
Because.
Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation.

Listening and Speaking Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

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

a) Use conjunctions to talk about caring for the sick,"
hungry, the elderly and
"people with special needs,
b) Appreciate the differences in people and things in their environment."

In groups, learners are guided to:
Sing and recite poems.
Listen to a story, poem or
conversation and answer oral questions.

1) Who was playing hide and find?

Realia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
Because.
Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation.

Listening and Speaking Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

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

a) Use conjunctions to talk about caring for the sick,"
hungry, the elderly and
"people with special needs,
b) Appreciate the differences in people and things in their environment."

In groups, learners are guided to:
Sing and recite poems.
Listen to a story, poem or
conversation and answer oral questions.

1) Who was playing hide and find?

Realia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
Because.
Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation.

Listening and Speaking Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

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

a) Use conjunctions to talk about caring for the sick,"
hungry, the elderly and
"people with special needs,
b) Appreciate the differences in people and things in their environment."

In groups, learners are guided to:
Sing and recite poems.
Listen to a story, poem or
conversation and answer oral questions.

1) Who was playing hide and find?

Realia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
Because.
Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation.

Listening and Speaking Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

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

a) Use conjunctions to talk about caring for the sick,"
hungry, the elderly and
"people with special needs,
b) Appreciate the differences in people and things in their environment."

In groups, learners are guided to:
Sing and recite poems.
Listen to a story, poem or
conversation and answer oral questions.

1) Who was playing hide and find?

Realia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
Because.
Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation.

Listening and Speaking

Pronunciation and Vocabulary

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

a) Recognize the consonant blends""
tr, sp, tw in
different spoken
""words.
b) Pronounce the vocabulary""
related to the
theme correctly
for effective
communication.
c) Appreciate reading
words with the
consonant blends tr, sp, tw in a variety of genres.
"
"direct and indirect questions
based on a text they have read."
c) Enjoy talking about a text they have read.

"""1. Learners
observe the picture and discuss what is happening.
Learners pronounce the""
sounds by taking
turns, and as a
whole class as modeled by the teacher, or
audio record.
"
"place, who is
involved, using clues from pictures and the text."
3. Learners are guided to get meaning of
words and respond orally (in pairs or
groups) to questions based on a text they have read (story)

How are these words pronounced? Train, Spoon, Twenty.

Realia, charts, pictures/ photographs and models of learnt sounds, audio- visual recordings of
minimal pairs,
dialogues,
"stories and
poems with new words."


Oxford New
"Progressive
Primary English"
"Learners
Book/Grade 2"
pg. 136
pg.137-138

Oral questions, Portfolio, Observation.

Listening and Speaking

Pronunciation and Vocabulary

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

a) Recognize the consonant blends""
tr, sp, tw in
different spoken
""words.
b) Pronounce the vocabulary""
related to the
theme correctly
for effective
communication.
c) Appreciate reading
words with the
consonant blends tr, sp, tw in a variety of genres.
"
"direct and indirect questions
based on a text they have read."
c) Enjoy talking about a text they have read.

"""1. Learners
observe the picture and discuss what is happening.
Learners pronounce the""
sounds by taking
turns, and as a
whole class as modeled by the teacher, or
audio record.
"
"place, who is
involved, using clues from pictures and the text."
3. Learners are guided to get meaning of
words and respond orally (in pairs or
groups) to questions based on a text they have read (story)

How are these words pronounced? Train, Spoon, Twenty.

Realia, charts, pictures/ photographs and models of learnt sounds, audio- visual recordings of
minimal pairs,
dialogues,
"stories and
poems with new words."


Oxford New
"Progressive
Primary English"
"Learners
Book/Grade 2"
pg. 136
pg.137-138

Oral questions, Portfolio, Observation.

Listening and Speaking

Pronunciation and Vocabulary

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

a) Recognize the consonant blends""
tr, sp, tw in
different spoken
""words.
b) Pronounce the vocabulary""
related to the
theme correctly
for effective
communication.
c) Appreciate reading
words with the
consonant blends tr, sp, tw in a variety of genres.
"
"direct and indirect questions
based on a text they have read."
c) Enjoy talking about a text they have read.

"""1. Learners
observe the picture and discuss what is happening.
Learners pronounce the""
sounds by taking
turns, and as a
whole class as modeled by the teacher, or
audio record.
"
"place, who is
involved, using clues from pictures and the text."
3. Learners are guided to get meaning of
words and respond orally (in pairs or
groups) to questions based on a text they have read (story)

How are these words pronounced? Train, Spoon, Twenty.

Realia, charts, pictures/ photographs and models of learnt sounds, audio- visual recordings of
minimal pairs,
dialogues,
"stories and
poems with new words."


Oxford New
"Progressive
Primary English"
"Learners
Book/Grade 2"
pg. 136
pg.137-138

Oral questions, Portfolio, Observation.

Listening and Speaking

Pronunciation and Vocabulary

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

a) Recognize the consonant blends""
tr, sp, tw in
different spoken
""words.
b) Pronounce the vocabulary""
related to the
theme correctly
for effective
communication.
c) Appreciate reading
words with the
consonant blends tr, sp, tw in a variety of genres.
"
"direct and indirect questions
based on a text they have read."
c) Enjoy talking about a text they have read.

"""1. Learners
observe the picture and discuss what is happening.
Learners pronounce the""
sounds by taking
turns, and as a
whole class as modeled by the teacher, or
audio record.
"
"place, who is
involved, using clues from pictures and the text."
3. Learners are guided to get meaning of
words and respond orally (in pairs or
groups) to questions based on a text they have read (story)

How are these words pronounced? Train, Spoon, Twenty.

Realia, charts, pictures/ photographs and models of learnt sounds, audio- visual recordings of
minimal pairs,
dialogues,
"stories and
poems with new words."


Oxford New
"Progressive
Primary English"
"Learners
Book/Grade 2"
pg. 136
pg.137-138

Oral questions, Portfolio, Observation.

Listening and Speaking

Language structures and functions Caring for others Conjunctions ‘because’

By the end of the lesson, the learner should be able to:
"
a) Use the conjunction because to join
words and short sentences"
during in a conversation.
b) Appreciate the differences in people and things in their environment.

In groups, learners are guided to:
1. Group items and talk about
them using the conjunction
“because”
Sing and recite poems.

1. Why was the dog barking?

"Realia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
because."

Oxford New Progressive Primary English Learners Book/Grade 2 pg.135-136

Oral questions, Portfolio, Observation.

Writing

Guided Writing

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

"a)   Copy the pattern q and x neatly and legibly in their exercise books.
Appreciate the importance of"
writing correct
meaningful words, phrases and sentences.

"1. Learners match pictures with words and
simple sentences"
"

2. Learners write meaningful sentences and
paragraphs with the guidance of the teacher."

1. How do we write q and x?

Realia, slate and stylus, charts, word slides.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 138"

Oral questions, portfolio, observation

Writing

Guided Writing

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

"a)   Copy the pattern q and x neatly and legibly in their exercise books.
Appreciate the importance of"
writing correct
meaningful words, phrases and sentences.

"1. Learners match pictures with words and
simple sentences"
"

2. Learners write meaningful sentences and
paragraphs with the guidance of the teacher."

1. How do we write q and x?

Realia, slate and stylus, charts, word slides.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 138"

Oral questions, portfolio, observation

Writing

Guided Writing

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

"a)   Copy the pattern q and x neatly and legibly in their exercise books.
Appreciate the importance of"
writing correct
meaningful words, phrases and sentences.

"1. Learners match pictures with words and
simple sentences"
"

2. Learners write meaningful sentences and
paragraphs with the guidance of the teacher."

1. How do we write q and x?

Realia, slate and stylus, charts, word slides.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 138"

Oral questions, portfolio, observation

Writing

Guided Writing

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

"a)   Copy the pattern q and x neatly and legibly in their exercise books.
Appreciate the importance of"
writing correct
meaningful words, phrases and sentences.

"1. Learners match pictures with words and
simple sentences"
"

2. Learners write meaningful sentences and
paragraphs with the guidance of the teacher."

1. How do we write q and x?

Realia, slate and stylus, charts, word slides.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 138"

Oral questions, portfolio, observation

Writing

Guided Writing

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

"a)   Copy the pattern q and x neatly and legibly in their exercise books.
Appreciate the importance of"
writing correct
meaningful words, phrases and sentences.

"1. Learners match pictures with words and
simple sentences"
"

2. Learners write meaningful sentences and
paragraphs with the guidance of the teacher."

1. How do we write q and x?

Realia, slate and stylus, charts, word slides.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 138"

Oral questions, portfolio, observation