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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Reading
|
Extensive Reading-Fiction and non-fiction material
|
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learner to read the passage,
|
What is the story about?
|
Queenex English Learner's Book Pg. 72-74
|
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 2 |
Reading
|
Extensive Reading-Fiction and non-fiction material
|
By the end of the
lesson, the learner
should be able to:
Read as many stories as you can. Discuss the stories with the club members. Appreciate reading fiction and non-fiction materials |
Learner to read as many stories as you can.
Learner to discuss the stories with the club members. |
What lesson do you learn from the story?
|
Queenex English Learner's Book Pg. 72-74
|
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 3 |
Reading
|
Extensive Reading-Fiction and non-fiction material
|
By the end of the
lesson, the learner
should be able to:
Read as many stories as you can. Discuss the stories with the club members. Appreciate reading fiction and non-fiction materials |
Learner to read as many stories as you can.
Learner to discuss the stories with the club members. |
What lesson do you learn from the story?
|
Queenex English Learner's Book Pg. 72-74
|
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 4 |
Grammar in Use
|
Word classes: Comparatives and Superlative Adjectives
|
By the end of the
lesson, the learner
should be able to:
Look at the pictures and talk about the sizes of the items in the pictures. Complete sentences using the correct forms of comparative and superlative adjectives Appreciate using comparative and superlative adjectives |
Learner is guided individually, in pairs or in groups to look at the pictures and talk about the sizes of the items in the pictures
Learners to complete sentences using the correct forms of comparative and superlative adjectives |
What are comparative and superlative adjectives?
|
Queenex English Learner's Book Pg. 75-77
|
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 5 |
Grammar in Use
|
Word classes: Order of Adjectives
|
By the end of the
lesson, the learner
should be able to:
Read the poem an identify adjectives of size, shape and age. List the adjectives of size, shape and age Appreciate adjectives of size, shape and age. |
Learner is guided individually or in groups to read the poem an identify adjectives of size, shape and age.
Learner to list the adjectives of size, shape and age |
What is the poem about?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 78-79 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 1 |
Writing
|
Creative writing:
Narrative compositions
|
By the end of the
lesson, the learner
should be able to:
Discuss the main parts of a narrative composition Read the narrative passage given and identify the parts of a narrative composition Appreciate parts of a narrative composition. |
Learner is guided individually or in groups to discuss the main parts of a narrative composition
Learner to read the narrative passage given and identify the parts of a narrative composition |
What are the main parts of a narrative composition?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 80-82 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 2 |
Writing
|
Creative writing:
Narrative compositions
|
By the end of the
lesson, the learner
should be able to:
Discuss the main parts of a narrative composition Read the narrative passage given and identify the parts of a narrative composition Appreciate parts of a narrative composition. |
Learner is guided individually or in groups to discuss the main parts of a narrative composition
Learner to read the narrative passage given and identify the parts of a narrative composition |
What are the main parts of a narrative composition?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 80-82 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 3 |
Writing
|
Creative writing:
Narrative compositions
|
By the end of the
lesson, the learner
should be able to:
Choose a topic for a narrative composition and brainstorm the points to include in your composition Write a narrative composition on the topic you selected. Appreciate writing narrative compositions. |
Learner is guided individually or in groups to choose a topic for a narrative composition and write a composition on the topic you selected.
|
Why is important to plan how our story will begin and end?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 83 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 4 |
Jobs and Occupation
Listening and Speaking
|
Pronunciation and Vocabulary:
Listening Comprehension: Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
Identify the occupation of the people in the pictures. Read and pronounce words with the same sounds correctly Appreciate pronouncing words with the same sounds correctly. |
Learner is guided individually or in groups to identify the occupation of the people in the pictures.
Learner to read and pronounce words with the same sounds correctly |
What would you like to be when you grow up?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 84-85 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 5 |
Jobs and Occupation
Listening and Speaking
|
Pronunciation and Vocabulary:
Listening Comprehension: Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
Identify the occupation of the people in the pictures. Read and pronounce words with the same sounds correctly Appreciate pronouncing words with the same sounds correctly. |
Learner is guided individually or in groups to identify the occupation of the people in the pictures.
Learner to read and pronounce words with the same sounds correctly |
What would you like to be when you grow up?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 84-85 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary: Tone
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Read the poem and recite it using actions. Discuss how the tone of your voice varied as you read the poem Appreciate words that makes the tone of your voice rise or fall |
learner is guided individually or in groups to identify words that made the tone of your voice vary from the poem
|
Which words make your tone rise or fall when you read them?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.85-87 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 2 |
Reading
|
Intensive reading:
Dialogue
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Read the dialogue and answer the questions that follow Act out the dialogue between the farmer and Mutelo. Enjoy reading dialogues. |
Learner is guided individually or in groups to read the dialogue and answer the questions that follow.
In pairs, Act out the dialogue between the farmer and Mutelo. |
Why do you read books?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.88-89 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 3 |
Reading
|
Intensive reading:
Dialogue
|
By the end of the
lesson, the learner
should be able to:
Look for dialogue in newspapers, magazines or on the internet Read the dialogues and find meaning of words encountered. Appreciate using new words to make sentences. |
Learner is guided individually or in groups to look for dialogue in newspapers, magazines or on the internet
Learner to read the dialogues and find meaning of words encountered |
Why do you read books?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 90 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 4 |
Reading
|
Intensive reading:
Dialogue
|
By the end of the
lesson, the learner
should be able to:
Look for dialogue in newspapers, magazines or on the internet Read the dialogues and find meaning of words encountered. Appreciate using new words to make sentences. |
Learner is guided individually or in groups to look for dialogue in newspapers, magazines or on the internet
Learner to read the dialogues and find meaning of words encountered |
Why do you read books?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 90 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 5 |
Grammar in Use
|
Word Classes:
Quantifying determiners with countable nouns
|
By the end of the
lesson, the learner
should be able to:
Identify quantifying determiners with countable nouns in a variety of texts Create sentences using quantifying determiners with countable nouns Enjoy using quantifying determiners in sentences. |
learner is guided individually or in groups to identify quantifying determiners with countable nouns in a variety of text.
Learner to create sentences using quantifying determiners with countable nouns. |
Which words do we use to show the quantity or amount of something?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.90-91 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 1 |
Grammar in Use
|
Word Classes:
Quantifying determiners with uncountable nouns
|
By the end of the
lesson, the learner
should be able to:
Search for sentences containing quantifying determiners and copy them. Fill in blanks in sentences using quantifying determiners Appreciate using quantifying determiners with uncountable nouns |
Learner is guided individually or in groups to search for sentences containing quantifying determiners and copy them.
Learner to fill in blanks in sentences using quantifying determiners |
What is the difference between countable and uncountable nouns?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 91-93 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 2 |
Writing
|
Creative Writing: Pictorial composition
|
By the end of the
lesson, the learner
should be able to:
Look at the pictures and tell a story from the pictures. Watch an animation on a digital device and write a composition based on the animation watched. Appreciate writing pictorial composition. |
learner is guided individually or in groups to observe pictures and tell a story from the pictures observed on a particular theme or topic
|
What are pictorial compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.93-94 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 3 |
Writing
|
Creative Writing: Pictorial composition
|
By the end of the
lesson, the learner
should be able to:
Look at the pictures and tell a story from the pictures. Watch an animation on a digital device and write a composition based on the animation watched. Appreciate writing pictorial composition. |
learner is guided individually or in groups to observe pictures and tell a story from the pictures observed on a particular theme or topic
|
What are pictorial compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.93-94 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 4 |
Writing
|
Creative Writing: Pictorial composition
|
By the end of the
lesson, the learner
should be able to:
Arrange pictures in order to form a story Write a composition using the pictures. Enjoy writing pictorial compositions |
Learner is guided in groups to arrange pictures in order to form a story
Learner to write a composition based on pictures. |
Why do we write compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 94-95 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 5 |
Technology-Learning through technology
Listening and Speaking
|
Pronunciation and Vocabulary: Interactive Listening
|
By the end of the
lesson, the learner
should be able to:
Look at the picture and identify digital devices that can help in learning Listen to a talk about materials that aid in learning from your teacher or resource person Appreciate using digital devices in learning |
In groups, learners to identify digital devices that can help in learning
|
Which digital devices do you use when learning?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 96 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary: Words with common Sounds
|
By the end of the
lesson, the learner
should be able to:
Carefully listen to your teacher read words with common sounds and practice saying the words. Role-play the conversation in pairs Enjoy typing the main points of the conversation in their digital device. |
In groups, learners to read words with common sounds correctly after the teacher.
Use digital devices to write sentences using given words. |
Why should we listen carefully?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 97-99 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary: Words with common Sounds
|
By the end of the
lesson, the learner
should be able to:
Carefully listen to your teacher read words with common sounds and practice saying the words. Role-play the conversation in pairs Enjoy typing the main points of the conversation in their digital device. |
In groups, learners to read words with common sounds correctly after the teacher.
Use digital devices to write sentences using given words. |
Why should we listen carefully?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 97-99 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 3 |
Reading
|
Extensive Reading: Fiction and non-fiction material
|
By the end of the
lesson, the learner
should be able to:
Skim through the poem |
Learner is guided individually or in groups to skim through the poem
|
How is technology helpful?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 100- 101 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 4 |
Reading
|
Extensive Reading: Fiction and non-fiction material
|
By the end of the
lesson, the learner
should be able to:
Discuss what you should consider when choosing a material to read. Collect books, magazines, newspaper or the internet and read the stories. Appreciate reading extensively to acquire knowledge. |
The learner is guided individually or in groups to discuss what you should consider when choosing a material to read.
Collect books, magazines, newspaper or the internet and read the stories. |
What is the importance of reading extensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 101-102 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 5 |
Reading
|
Extensive Reading: Fiction and non-fiction material
|
By the end of the
lesson, the learner
should be able to:
Discuss what you should consider when choosing a material to read. Collect books, magazines, newspaper or the internet and read the stories. Appreciate reading extensively to acquire knowledge. |
The learner is guided individually or in groups to discuss what you should consider when choosing a material to read.
Collect books, magazines, newspaper or the internet and read the stories. |
What is the importance of reading extensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 101-102 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 1 |
Grammar in Use
|
Tense: Future time using will/shall
|
By the end of the
lesson, the learner
should be able to:
Identify future time using will/shall from sentences and texts Write sensible sentences using will/shall in future time. Have fun reading and writing sentences |
The learner is guided individually or in groups to identify future time using will/shall from sentences
Learner to write sensible sentences using will/shall in future time. |
How do you write sentences in future time?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 103-105 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 2 |
Grammar in Use
|
Tense: Making predictions using will/shall
|
By the end of the
lesson, the learner
should be able to:
Watch a video on future time and write sentences showing future time using will and shall. Make predictions using will/shall in sentences Appreciate the use of will and shall in sentences. |
In groups, Learners to watch a video on future time and write sentences showing future time using will and shall
Learner to make predictions using will/shall in sentences |
What activities do you plan to do in the future?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 105-106 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 3 |
Writing
|
Mechanics of writing: Punctuation-use of commas
|
By the end of the
lesson, the learner
should be able to:
Talk about the uses of a comma. Read the paragraph given and identify punctuation marks used in the text. Appreciate the use of commas in sentences. |
In groups, learners to read the paragraph given and identify punctuation marks used in the text.
|
What is the use of a comma?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 106-107 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 4 |
Writing
|
Mechanics of writing: Punctuation-use of commas
|
By the end of the
lesson, the learner
should be able to:
Talk about the uses of a comma. Read the paragraph given and identify punctuation marks used in the text. Appreciate the use of commas in sentences. |
In groups, learners to read the paragraph given and identify punctuation marks used in the text.
|
What is the use of a comma?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 106-107 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 5 |
Writing
|
Mechanics of writing: Punctuation-use of double quotation marks
|
By the end of the
lesson, the learner
should be able to:
Talk about the uses of double quotation marks. Read the text given and identify sentences showing the use of the double quotation mark. Appreciate the use of double quotation in sentences. |
Learner is guided individually or in groups to read the text given and identify sentences showing the use of the double quotation mark
|
What is the use of double quotation mark?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 108-109 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 1 |
The farm: Cash crops
Listening and Speaking
|
Pronunciation and Vocabulary: Oral narrative featuring proverbs and sayings
|
By the end of the
lesson, the learner
should be able to:
Look at the picture and discuss them with a friend Listen to the teacher read words and practice pronouncing he words given Enjoy reading tongue twisters paying attention to the pronunciation of words |
Learners in groups to look at the picture and discuss them with a friend.
Listen to the teacher read words and practice pronouncing he words given |
Why is it important to read words correctly?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 110-112 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary: similes, idioms, proverbs and saying
|
By the end of the
lesson, the learner
should be able to:
Read the story about Kitule village and answer questions that follow. Identify similes, idioms, proverbs, saying and use them to form sentences. Appreciate polite words by reciting a poem |
Learners to read the story about Kitule village and answer questions that follow.
Learner to identify similes, idioms, proverbs, saying and use them to form sentences |
Why are similes idioms, proverbs and saying used in stories?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 113-115 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary: similes, idioms, proverbs and saying
|
By the end of the
lesson, the learner
should be able to:
Read the story about Kitule village and answer questions that follow. Identify similes, idioms, proverbs, saying and use them to form sentences. Appreciate polite words by reciting a poem |
Learners to read the story about Kitule village and answer questions that follow.
Learner to identify similes, idioms, proverbs, saying and use them to form sentences |
Why are similes idioms, proverbs and saying used in stories?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 113-115 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 4 |
Reading
|
Fluency in reading
|
By the end of the
lesson, the learner
should be able to:
Scan and skim through the passage given and answer questions that follow. Talk about the information you picked. Appreciate scanning and skimming through text to acquire needed information. |
Learners individually or in groups to scan and skim through the passage given and answer questions that follow.
Learner to talk about the information you picked. |
Why is scanning and skimming important when looking for specific information in a text?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 116-117 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 5 |
Reading
|
Fluency in reading
|
By the end of the
lesson, the learner
should be able to:
Search for an article on cash crop farming on the internet Set a time limit to read it and read the article. Enjoy writing the story and share with a friend |
In groups, Learners to search for an article on cash crop farming on the internet
Learner to set a time limit to read it and read the article. |
How much time to do you use to read an article or text?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 116-119 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment
|
|
| 8 | 1 |
Grammar in Use
|
Sentences: Use of double imperatives
|
By the end of the
lesson, the learner
should be able to:
Identify the use of double imperatives Construct sentences using double imperatives with could and would. Appreciate the use of double imperatives. |
In pairs /in groups learners to identify the use of double imperatives and construct sentences using double imperatives with could and would
|
How do we use double imperatives in sentences?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 119-122 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 2 |
Grammar in Use
|
Sentences: Use of double imperatives
|
By the end of the
lesson, the learner
should be able to:
Identify the use of double imperatives Construct sentences using double imperatives with could and would. Appreciate the use of double imperatives. |
In pairs /in groups learners to identify the use of double imperatives and construct sentences using double imperatives with could and would
|
How do we use double imperatives in sentences?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 119-122 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 3 |
Grammar in Use
|
Language Pattern: question tags on the verb
|
By the end of the
lesson, the learner
should be able to:
Identify question tags on the verb |
In pairs /in group learners to identify question tags on the verb
|
Why do we use question tags in sentences?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.123-125 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 4 |
Writing
|
Creative Writing;
Narrative composition
|
By the end of the
lesson, the learner
should be able to:
Read the narrative and answer questions that follow. Retell the story you have read in our own words and use similes and proverbs to describe the characters. Appreciate the use of similes and proverbs in texts and stories. |
The learner is guided individually or in groups to retell the story you have read in our own words and use similes and proverbs to describe the characters.
|
What is the meaning of similes and proverbs you read?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.126-127 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 5 |
Writing
|
Creative Writing;
Narrative composition
|
By the end of the
lesson, the learner
should be able to:
Read the narrative and answer questions that follow. Retell the story you have read in our own words and use similes and proverbs to describe the characters. Appreciate the use of similes and proverbs in texts and stories. |
The learner is guided individually or in groups to retell the story you have read in our own words and use similes and proverbs to describe the characters.
|
What is the meaning of similes and proverbs you read?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.126-127 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 1 |
Writing
|
Creative Writing;
Narrative composition
|
By the end of the
lesson, the learner
should be able to:
Choose a topic for a narrative composition and discuss the points to include in your composition Write a story and make your composition interesting. Enjoy writing narrative compositions |
In groups, learner are guided to choose a topic for a narrative composition and discuss the points to include in your composition
|
How can you make your composition interesting?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 126-127 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 2 |
Communicable diseases
Listening and Speaking
|
Pronunciation and Vocabulary:
Speaking fluency
|
By the end of the
lesson, the learner
should be able to:
Look at the picture and discuss in pairs/groups Practice pronouncing words which have sound h Enjoy reading and pronouncing words which have sound h |
In groups, learners to Look at the picture and discuss in pairs/groups
Learner to practice pronouncing words which have sound h |
Why does word have same sounds at times?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.128-129 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary: Sounds /h/
|
By the end of the
lesson, the learner
should be able to:
Listen to our teacher read the passage |
Individually or in groups learners to:
Listen to our teacher read the passage |
Have you ever suffered from a communicable disease?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.129-131 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary: Sounds /h/
|
By the end of the
lesson, the learner
should be able to:
Listen to our teacher read the passage |
Individually or in groups learners to:
Listen to our teacher read the passage |
Have you ever suffered from a communicable disease?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.129-131 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 5 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the topic of the comprehension. Read the story |
In groups, Learners to Make predictions based on the topic of the comprehension.
Read the story |
What do you think the story is about?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 131-133 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 10 | 1 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Discuss the causes, spread and prevention of communicable diseases Recite a poem on |
The learner to
discuss the causes, spread and prevention of communicable diseases Learner to recite a poem on |
How can we prevent the spread of communicable diseases?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.133 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 10 | 2 |
Grammar in Use
|
Word classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify what adverbs are and the four types of adverbs. Read sentences and discuss the use of adverbs of time, place, manner and frequency. Appreciate the use of adverbs in sentences. |
Learner is guided individually, in pairs or in groups to:
Identify what adverbs are and the four types of adverbs. Read sentences and discuss the use of adverbs of time, place, manner and frequency. |
What are adverbs?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 133-135 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 10 | 3 |
Grammar in Use
|
Word classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify what adverbs are and the four types of adverbs. Read sentences and discuss the use of adverbs of time, place, manner and frequency. Appreciate the use of adverbs in sentences. |
Learner is guided individually, in pairs or in groups to:
Identify what adverbs are and the four types of adverbs. Read sentences and discuss the use of adverbs of time, place, manner and frequency. |
What are adverbs?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 133-135 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 10 | 4 |
Grammar in Use
|
Word classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify adverbs of manner, time, place and frequency from the passage. Construct sensible sentences using adverbs. Appreciate creating sentences using adverbs of manner, time, place. |
Learner is guided individually or in groups to:
Identify adverbs of manner, time, place and frequency from the passage. Construct sensible sentences using adverbs. |
How are adverbs used in sentences?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 135-137 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 10 | 5 |
Grammar in Use
|
Word classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify the different types of adverbs from the poem. Fill in blank spaces with the correct adverbs in sentences. Appreciate learning about adverbs and their uses. |
Learner is guided individually or in groups to:
Identify the different types of adverbs from the poem. Fill in blank spaces with the correct adverbs in sentences. |
How many types of adverbs have you learnt?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 135-137 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 1 |
Writing
|
Mechanics of writing:
Punctuation marks
|
By the end of the
lesson, the learner
should be able to:
Identify an apostrophe and discuss how it is used. Punctuate sentences using an apostrophe. Appreciate the use of an apostrophe in sentences |
Learner is guided individually or in groups to:
Discuss the main parts of a narrative composition Read the narrative passage given and identify the parts of a narrative composition |
What is the work of an apostrophe?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 138-141 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 2 |
Writing
|
Mechanics of writing:
Punctuation marks
|
By the end of the
lesson, the learner
should be able to:
Identify an apostrophe and discuss how it is used. Punctuate sentences using an apostrophe. Appreciate the use of an apostrophe in sentences |
Learner is guided individually or in groups to:
Discuss the main parts of a narrative composition Read the narrative passage given and identify the parts of a narrative composition |
What is the work of an apostrophe?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 138-141 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 3 |
Writing
|
Mechanics of writing:
Punctuation marks
|
By the end of the
lesson, the learner
should be able to:
Identify an exclamation mark and discuss how it is used. Punctuate sentences using an exclamation mark. Appreciate the use of an exclamation mark in sentences |
Learner is guided individually or in groups to:
Identify an exclamation mark and discuss how it is used. Punctuate sentences using an exclamation mark. |
How is an exclamation mark used?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 138-141 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 4 |
Writing
|
Mechanics of writing:
Punctuation marks
|
By the end of the
lesson, the learner
should be able to:
Watch videos on the use of the exclamation and apostrophe Play punctuation games using a digital device. Enjoy playing digital games on punctuation marks. |
Learner is guided individually or in groups to:
Watch videos on the use of the exclamation and apostrophe. Play punctuation games using a digital device. |
Why do we use punctuation marks?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 138-141 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 5 |
Writing
|
Mechanics of writing:
Punctuation marks
|
By the end of the
lesson, the learner
should be able to:
Watch videos on the use of the exclamation and apostrophe Play punctuation games using a digital device. Enjoy playing digital games on punctuation marks. |
Learner is guided individually or in groups to:
Watch videos on the use of the exclamation and apostrophe. Play punctuation games using a digital device. |
Why do we use punctuation marks?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 138-141 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 1 |
Leisure Time Activities
Listening and Speaking
|
Pronunciation and Vocabulary:
Interactive listening
|
By the end of the
lesson, the learner
should be able to:
Observe pictures in the textbook and name the activities the children are doing during leisure time. Construct a sentence for every picture. Appreciate different activities children perform during leisure time. |
Learner is guided individually or in groups to:
Observe pictures in the textbook and name the activities the children are doing during leisure time. Construct a sentence for every picture. |
What are leisure activities?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 142-143 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary:
Interactive listening
|
By the end of the
lesson, the learner
should be able to:
Tell his or her deskmate why it is important to take turns when speaking. Role-play the conversation between Lina and Kim, focus on turn taking and interrupting politely. Be polite when having a conversation with people. |
Learner is guided individually or in groups to tell his or her deskmate why it is important to take turns when speaking.
In pairs, Role-play the conversation between Lina and Kim, focus on turn taking and interrupting politely. |
How should you behave when someone is talking to you?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.143-144 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary:
Interactive listening
|
By the end of the
lesson, the learner
should be able to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. Appreciate words with sound s and z. |
learner is guided individually or in groups to listen to your teacher read some words and identify the words with sound s and z.
Learner to come up with tongue twisters using words with sound s and z. |
What are tongue twisters?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.145-146 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary:
Interactive listening
|
By the end of the
lesson, the learner
should be able to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. Appreciate words with sound s and z. |
learner is guided individually or in groups to listen to your teacher read some words and identify the words with sound s and z.
Learner to come up with tongue twisters using words with sound s and z. |
What are tongue twisters?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.145-146 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 5 |
Reading
|
Intensive reading:
Factual texts
|
By the end of the
lesson, the learner
should be able to:
Skim through the passage on activity 2 and tell what the story is about. Read the passage and answer the questions that follow. Appreciate the lessons learnt from the passage. |
Learner is guided individually or in groups to:
Skim through the passage on activity 2 and tell what the story is about. Read the passage and answer the questions that follow. |
Why do you read books?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.146-149 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
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