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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
TECHNOLOGY
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation - use vocabulary related to technology appropriately - respond to three-directional instructions - show interest in learning about technology |
The learner is guided to:
- listen for target letter-sound combinations (dr, gr and shr) - say words with target letter-sound combinations - use words with target sounds to create sentences The learner is guided to: - listen to an audio recording about technology and identify words - talk about how they use technology using new vocabulary - pretend to use a computer and describe their actions - make sentences using technology-related words |
How can we use sounds to learn new words?
What words do we use to talk about technology? |
Oxford Progressive Primary English Learner's Book pg. 59
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 60 Digital devices Picture cards Word charts |
Pronunciation drills
Oral questions
Observation
Role play Oral presentations Digital recordings |
|
| 2 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- pick out words with letter-sound combinations (dr, gr, shr) from a text - read words with letter-sound combinations correctly - engage in timed reading of a text with expression |
Why is it important to pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 61
Story books Word cards Digital resources |
Reading aloud
Timed reading
Observation
|
|
| 2 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate texts with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading technology-related texts |
The learner is guided to:
- read a text displaying right facial expressions and tone - take appropriate pauses at punctuation marks - practice reading sentences with decodable and non-decodable words - participate in readers' theater |
Why do we need to read at the right speed?
|
Oxford Progressive Primary English Learner's Book pg. 62
Reading materials Digital texts Flash cards |
Performance reading
Timed reading
Peer assessment
|
|
| 2 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict story outcomes based on title and pictures - identify main ideas in a technology-related text - value reading for information |
The learner is guided to:
- look at picture and title to predict story events - read a print or digital text related to technology - talk about setting and characters in the story |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 64
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 65 Question cards Digital resources |
Comprehension questions
Story prediction
Character analysis
|
|
| 3 | 1-2 |
Language Use
|
Future time (will/shall)
|
By the end of the
lesson, the learner
should be able to:
- identify sentences expressing future time - use 'will' and 'shall' to express future actions - appreciate the importance of expressing time correctly - distinguish between different uses of will/shall - apply future time expressions in communication - show interest in talking about future plans |
The learner is guided to:
- recognize sentences with words that express future time - talk about what they plan to do after school using will/shall - ask and answer questions using words expressing future time The learner is guided to: - sing a song using 'will' and 'shall' - listen to story or conversation and respond to questions using will/shall - complete sentences with appropriate future time expressions |
What will you and your classmates do at break time?
How can we talk about things that will happen in the future? |
Oxford Progressive Primary English Learner's Book pg. 66
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 67 Grammar charts Song lyrics Digital resources |
Gap filling exercises
Sentence construction
Oral questions
Written exercises Oral presentations Language games |
|
| 3 | 3 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write technology-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- write names of technology items from images - complete crossword puzzles using technology vocabulary - spell words from teacher dictation |
Why is the correct spelling of words important?
|
Oxford Progressive Primary English Learner's Book pg. 68
Picture cards Crossword puzzles Digital resources |
Spelling tests
Dictation exercises
Written work
|
|
| 3 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules when writing - show commitment to spelling words correctly |
The learner is guided to:
- make correct words from jumbled letters - play spelling games with peers - write words using each letter of their name |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 69
Word puzzles Spelling games Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 3 | 5 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules when writing - show commitment to spelling words correctly |
The learner is guided to:
- make correct words from jumbled letters - play spelling games with peers - write words using each letter of their name |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 69
Word puzzles Spelling games Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 4 | 1-2 |
SAFETY
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation - use vocabulary related to safety appropriately - construct sentences about safety measures - show awareness of safety through communication |
The learner is guided to:
- listen to text with target letter-sound combinations (dw, tw, nk, sq) - pick out and pronounce words with target sounds - use words related to safety in sentences The learner is guided to: - listen to sentences with safety vocabulary and repeat them - identify safety-related words from audio recordings - role play scenarios related to safety - make sentences using words about safety |
What words do we use to talk about safety?
Why is it important to pronounce words correctly? |
Oxford Progressive Primary English Learner's Book pg. 71
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 72 Digital devices Picture cards Word charts |
Pronunciation drills
Oral questions
Observation
Role play Oral presentations Observation |
|
| 4 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- listen to words with target letter-sound combinations - identify and pronounce words with target sounds - read a text displaying appropriate expressions |
Why is it important to read words properly?
|
Oxford Progressive Primary English Learner's Book pg. 73
Story books Word cards Reading charts |
Reading aloud
Timed reading
Observation
|
|
| 4 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - use punctuation marks correctly when reading - show enthusiasm for reading safety-related texts |
The learner is guided to:
- engage in timed reading with minimal hesitations - take appropriate pauses at punctuation marks - practice reading sentences with decodable and non-decodable words - participate in readers' theater |
What helps someone to read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 74
Reading materials Digital texts Flash cards |
Performance reading
Timed reading
Peer assessment
|
|
| 4 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify main ideas in safety-related texts - make predictions about story outcomes - value reading for information |
The learner is guided to:
- look at pictures and title to predict story events - read/listen to a safety story from digital device or teacher - respond to direct and indirect questions about the text |
What do you think will happen in this story?
|
Oxford Progressive Primary English Learner's Book pg. 75
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 76 Question cards Digital resources |
Comprehension questions
Story prediction
Observation
|
|
| 5 | 1-2 |
Language Use
|
Conjunctions (but, because)
|
By the end of the
lesson, the learner
should be able to:
- identify sentences containing conjunctions - join phrases using 'but' and 'because' - appreciate the importance of using conjunctions - join sentences using 'but' and 'because' - apply conjunctions appropriately in communication - show interest in using correct grammar |
The learner is guided to:
- watch video clips and identify sentences with conjunctions - use conjunctions 'but' and 'because' in sentences - play language games featuring the target conjunctions The learner is guided to: - fill in a substitution table joining phrases with conjunctions - write sentences using 'but' and 'because' - edit sentences by adding appropriate conjunctions |
When do we use the words but/because in sentences?
How can conjunctions help us express our ideas better? |
Oxford Progressive Primary English Learner's Book pg. 77
Digital videos Sentence strips Grammar charts Oxford Progressive Primary English Learner's Book pg. 78 Grammar charts Sentence strips Digital resources |
Gap filling exercises
Sentence joining
Oral questions
Written exercises Sentence construction Peer assessment |
|
| 5 | 3 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write safety-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- copy words with sounds (dw, tw, nk, sq) and read them aloud - spell words related to safety during dictation - correct misspelled words related to safety |
Why should we spell words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 79
Word cards Spelling lists Digital resources |
Spelling tests
Dictation exercises
Written work
|
|
| 5 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- organize jumbled letters to make words - apply spelling rules consistently - show commitment to improving spelling skills |
The learner is guided to:
- organize jumbled letters to form safety-related words - listen to recordings and spell words correctly - make words from each letter of their names |
How can we improve our spelling skills?
|
Oxford Progressive Primary English Learner's Book pg. 80
Word puzzles Audio recordings Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 5 | 4-5 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- organize jumbled letters to make words - apply spelling rules consistently - show commitment to improving spelling skills |
The learner is guided to:
- organize jumbled letters to form safety-related words - listen to recordings and spell words correctly - make words from each letter of their names |
How can we improve our spelling skills?
|
Oxford Progressive Primary English Learner's Book pg. 80
Word puzzles Audio recordings Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 6 |
2 |
||||||||
| 7 | 1-2 |
WILD ANIMALS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations in oral texts - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation - use vocabulary related to wild animals appropriately - construct sentences about wild animals - show interest in learning about wild animals |
The learner is guided to:
- say sounds and name pictures with target letter-sound combinations (lk, lf, lm, mp) - repeat sentences with target letter-sound combinations - identify words with target sounds from a story The learner is guided to: - listen to story about wild animals and identify related vocabulary - talk about what they have learned about various wild animals - act out how animals and tourists behave - match words with correct pictures |
How can we tell from people's faces and hand movements as they talk?
What words can we use to talk about wild animals? |
Oxford Progressive Primary English Learner's Book pg. 93
Audio recordings Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 94 Digital devices Picture cards Word charts |
Pronunciation drills
Oral questions
Observation
Role play Oral presentations Matching exercises |
|
| 7 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations in texts - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- say the sounds and read words with target combinations - identify words with target sounds from a chart - read words with letter-sound combinations correctly |
Why is it important to read words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 97
Story books Word cards Reading charts |
Reading aloud
Word identification
Observation
|
|
| 7 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading about wild animals |
The learner is guided to:
- read a text displaying appropriate facial expressions - engage in timed reading with appropriate pauses - practice reading sentences with decodable and non-decodable words |
What makes it difficult to read well?
|
Oxford Progressive Primary English Learner's Book pg. 98
Reading materials Digital texts Flash cards |
Performance reading
Timed reading
Peer assessment
|
|
| 7 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict story outcomes based on title and pictures - identify main ideas in texts about wild animals - value reading for information and pleasure |
The learner is guided to:
- brainstorm possible outcomes based on title and pictures - identify characters and setting of a story - locate sentences to respond to direct questions |
How do we tell the characters in a story?
|
Oxford Progressive Primary English Learner's Book pg. 99
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 100 Question cards Digital resources |
Comprehension questions
Story prediction
Character analysis
|
|
| 8 | 1-2 |
Language Use
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
- identify opposites of different words in texts - use opposites in constructing sentences - appreciate the role of opposites in communication - distinguish between different opposite pairs - apply opposites correctly in communication - show interest in using correct vocabulary |
The learner is guided to:
- identify opposites from a group of words in a text - tell stories about wildlife using opposites - construct sentences using opposites related to wild animals The learner is guided to: - use opposites to respond to questions from stories - play language games involving identification of opposites - complete sentences using appropriate opposites |
Why is it important to learn about opposites of words?
How can opposites help us express ourselves better? |
Oxford Progressive Primary English Learner's Book pg. 101
Grammar charts Word cards Story books Oxford Progressive Primary English Learner's Book pg. 102 Grammar charts Word cards Language games |
Gap filling exercises
Matching activities
Sentence construction
Written exercises Language games Peer assessment |
|
| 8 | 3 |
Writing
|
Punctuation (The comma)
|
By the end of the
lesson, the learner
should be able to:
- recognize the comma in a text about wild animals - use commas correctly in writing lists - appreciate the importance of punctuation |
The learner is guided to:
- recognize commas from texts on wall charts/chalk board - use commas correctly in writing exercises - use commas to write lists of items/names |
How do we decide where to pause when reading a text?
|
Oxford Progressive Primary English Learner's Book pg. 104
Sample texts Sentence strips Punctuation charts |
Written exercises
Punctuation tasks
Peer assessment
|
|
| 8 | 4 |
Writing
|
Punctuation (The comma)
|
By the end of the
lesson, the learner
should be able to:
- use commas correctly in written work - edit sentences by adding commas where needed - show commitment to using punctuation correctly |
The learner is guided to:
- role play conversations with peers using commas - write sentences using commas to separate list items - edit texts by adding commas where necessary |
Why are commas important in writing?
|
Oxford Progressive Primary English Learner's Book pg. 105
Sample texts Punctuation guides Digital resources |
Editing exercises
Written work
Peer editing
|
|
| 8 | 5 |
Writing
|
Punctuation (The comma)
|
By the end of the
lesson, the learner
should be able to:
- use commas correctly in written work - edit sentences by adding commas where needed - show commitment to using punctuation correctly |
The learner is guided to:
- role play conversations with peers using commas - write sentences using commas to separate list items - edit texts by adding commas where necessary |
Why are commas important in writing?
|
Oxford Progressive Primary English Learner's Book pg. 105
Sample texts Punctuation guides Digital resources |
Editing exercises
Written work
Peer editing
|
|
| 9 | 1-2 |
FESTIVALS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations in oral texts - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation - use vocabulary related to festivals appropriately - construct sentences about celebrations - show interest in learning about various festivals |
The learner is guided to:
- identify and pronounce words with letter-sound combinations (mb, nt, nd, nch) - say other words that have the target sounds - repeat sentences with target letter-sound combinations The learner is guided to: - listen carefully to identify words that show good manners - match words with correct pictures (thank you, sorry, welcome) - role play buying and selling using polite words - sing songs about festivals |
Why do we learn new words?
How can we pronounce words correctly? |
Oxford Progressive Primary English Learner's Book pg. 107
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 108 Picture cards Word charts Audio recordings |
Pronunciation drills
Oral questions
Observation
Role play Matching exercises Oral presentations |
|
| 9 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations in texts - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- select and read words with target letter-sound combinations - practice reading sentences with decodable and non-decodable words - engage in timed reading with peers |
Why should we read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 109
Story books Word cards Reading charts |
Reading aloud
Timed reading
Observation
|
|
| 9 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading about festivals |
The learner is guided to:
- read a text displaying appropriate facial expressions - read texts paying attention to punctuation, facials, pace and volume - participate in readers' theater about festivals |
How can we improve our reading speed?
|
Oxford Progressive Primary English Learner's Book pg. 110
Reading materials Digital texts Flash cards |
Performance reading
Timed reading
Peer assessment
|
|
| 9 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict story outcomes based on title and pictures - identify main ideas in texts about festivals - value reading for information and pleasure |
The learner is guided to:
- look at pictures and title to predict story events - talk about setting and characters in festival stories - get clues from the story to answer direct questions |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 111
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 112 Question cards Digital resources |
Comprehension questions
Story prediction
Character analysis
|
|
| 10 | 1-2 |
Language Use
|
Prepositions (next to, around, near, by, along, after, under)
|
By the end of the
lesson, the learner
should be able to:
- identify prepositions in texts about festivals - use prepositions to describe position/location - appreciate the importance of prepositions - distinguish between different prepositions - apply prepositions correctly in communication - show interest in using correct prepositions |
The learner is guided to:
- recognize prepositions in relation to positions of objects - listen to and answer questions with prepositions in a story - place objects at different points and use prepositions to describe The learner is guided to: - construct sentences using prepositions - sing songs/rhymes with prepositions - play language games containing prepositions - fill in gaps with appropriate prepositions |
Where do you keep different things at home?
How can prepositions help us describe where things are? |
Oxford Progressive Primary English Learner's Book pg. 113
Grammar charts Objects for positioning Digital resources Oxford Progressive Primary English Learner's Book pg. 114 Grammar charts Song lyrics Language games |
Gap filling exercises
Position games
Sentence construction
Written exercises Oral presentations Language games |
|
| 10 | 3 |
Writing
|
Punctuation
|
By the end of the
lesson, the learner
should be able to:
- recognize capital letters, full stops, question marks and exclamation marks - use basic punctuation marks correctly - appreciate the importance of punctuation |
The learner is guided to:
- read sentences and identify different punctuation marks - point out capital letters, full stops, question marks and exclamation marks - put capital letters in the correct places in sentences |
Which questions do people ask when they have been invited for a festival?
|
Oxford Progressive Primary English Learner's Book pg. 117
Sample texts Punctuation charts Sentence strips |
Punctuation exercises
Written work
Observation
|
|
| 10 | 4 |
Writing
|
Punctuation
|
By the end of the
lesson, the learner
should be able to:
- use full stops, exclamation marks and question marks correctly - edit sentences adding appropriate punctuation - show commitment to using punctuation correctly |
The learner is guided to:
- put appropriate punctuation marks in sentences - copy conversations and add correct punctuation - write sentences about festivals using correct punctuation - edit texts by adding correct punctuation |
How do we write sentences correctly?
|
Oxford Progressive Primary English Learner's Book pg. 118
Punctuation guides Sentence strips Digital resources |
Editing exercises
Written work
Peer editing
|
|
| 10 | 5 |
Writing
|
Punctuation
|
By the end of the
lesson, the learner
should be able to:
- use full stops, exclamation marks and question marks correctly - edit sentences adding appropriate punctuation - show commitment to using punctuation correctly |
The learner is guided to:
- put appropriate punctuation marks in sentences - copy conversations and add correct punctuation - write sentences about festivals using correct punctuation - edit texts by adding correct punctuation |
How do we write sentences correctly?
|
Oxford Progressive Primary English Learner's Book pg. 118
Punctuation guides Sentence strips Digital resources |
Editing exercises
Written work
Peer editing
|
|
| 11 | 1-2 |
PLAY TIME AND GAMES
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- Recognize words with the target letter-sound combinations in oral texts. - Pronounce words with the target letter-sound combinations correctly. - Use new words related to the theme in relevant contexts. - Value the importance of correct pronunciation in communication. - Identify words with target letter-sound combinations. - Articulate words with target letter-sound combinations clearly. - Use vocabulary related to the theme effectively in communication. - Appreciate the importance of listening attentively and responding appropriately. |
The learner is guided to:
- Listen to an oral text with words containing target letter-sound combinations. - Point out words with target sound combinations. - Practice saying words with target letter-sound combinations with peers. - Use new words to construct sentences and give feedback. - Develop a talking tree using vocabulary learnt. The learner is guided to: - Identify words with target letter-sound combinations from oral texts. - Practice pronouncing target letter-sound combinations. - Match vocabulary to pictures and objects. - Recite rhymes/sing songs using vocabulary related to theme. - Interpret facial expressions and gestures in various situations. |
What words do we use to talk about playtime and sports?
What can we tell from people's faces and hand movements as they talk? |
Oxford New Progressive Primary English Learner's Book pg. 121
Audio recordings Word cards Flash cards Oxford New Progressive Primary English Learner's Book pg. 123 Picture cards Charts Audio recordings |
Observation
Oral questions
Peer assessment
Checklists
Observation Oral presentations Question and answer Role play assessment |
|
| 11 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Identify words with target letter-sound combinations in a text. - Read a text accurately, at the right speed and with expression. - Comprehend grade-appropriate texts fluently. - Appreciate the importance of reading fluently. |
The learner is guided to:
- Read words with target letter-sound combinations. - Point out words with target letter-sound combinations from a text. - Engage in timed reading displaying appropriate emotions. - Read texts paying attention to punctuation and tone. - Participate in readers' theater with peers. |
Why is it important to read fluently?
|
Oxford New Progressive Primary English Learner's Book pg. 125
Story books Readers Flash cards Wall charts |
Observation
Timed reading
Oral reading fluency assessment
Peer assessment
|
|
| 11 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read words with target letter-sound combinations correctly. - Read texts at the appropriate speed and with expression. - Apply reading skills in different contexts. - Value the importance of reading fluently for effective communication. |
The learner is guided to:
- Read words with letter-sound combinations correctly. - Read texts displaying appropriate facial expressions and tone. - Practice reading sentences containing decodable and non-decodable words. - Read grade-appropriate texts in the library and share with peers. |
What makes it easy to read well?
|
Oxford New Progressive Primary English Learner's Book pg. 126
Readers Story books Digital devices |
Timed reading tests
Observation checklist
Oral reading assessment
Self-assessment
|
|
| 11 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about a story based on title and pictures. - Identify characters and setting in a text. - Answer direct and indirect questions based on a text. - Appreciate the importance of reading for comprehension. |
The learner is guided to:
- Look at pictures and title to predict story events. - Read/listen to a story and identify key elements. - Respond to questions based on the text. - Retell the story in their own words. - Talk about their own experiences related to the story. |
What do you think will happen in the story?
|
Oxford New Progressive Primary English Learner's Book pg. 127
Story books Digital devices Picture charts Oxford New Progressive Primary English Learner's Book pg. 128 Picture cards |
Written questions
Oral responses
Retelling assessment
Comprehension tests
|
|
| 12 | 1-2 |
Language Use
|
Comparatives and Superlatives (-er and -est)
|
By the end of the
lesson, the learner
should be able to:
- Identify comparatives and superlatives in sentences. - Use comparatives and superlatives correctly in various contexts. - Appreciate the role of comparatives and superlatives in communication. - Construct sentences using comparatives and superlatives correctly. - Apply knowledge of comparatives and superlatives in daily communication. - Value the importance of comparing objects appropriately. |
The learner is guided to:
- Identify sentences with comparative and superlative forms. - Complete table with correct comparative and superlative forms. - Read sentences containing comparatives and superlatives. - Make sentences comparing objects using comparative and superlative forms. The learner is guided to: - Make sentences about pictures using comparative and superlative forms. - Read stories containing comparatives and superlatives. - Identify all words that compare things in stories. - Act out stories containing comparatives and superlatives. - Play language games using comparatives and superlatives. |
How do we talk about things that are bigger, smaller or faster than others?
Which words can we use when comparing ourselves with others? |
Oxford New Progressive Primary English Learner's Book pg. 129
Picture cards Flash cards Word cards Oxford New Progressive Primary English Learner's Book pg. 130 Picture cards Story books Flash cards Word cards |
Written exercises
Oral questions
Observation checklist
Language games
Written exercises Oral presentations Role play assessment Language games evaluation |
|
| 12 | 3 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
- Recognize the names of objects in pictures related to the theme. - Write names from picture prompts correctly. - Appreciate the importance of writing correctly. |
The learner is guided to:
- Name different objects in pictures provided. - Respond to prompts and write names of objects. - Draw, color and name objects related to the theme. - Fill in gaps using correct words. - Match pictures with their names. |
Why is it important to correctly write names of objects?
|
Oxford New Progressive Primary English Learner's Book pg. 134
Picture cards Flash cards Word cards |
Written exercises
Picture labeling
Matching assessment
Gap filling exercises
|
|
| 12 | 4 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
- Write sentences about games and play activities clearly. - Use correct spelling in writing. - Value the importance of clear and correct writing. |
The learner is guided to:
- Draw and color pictures of objects related to the theme. - Write the names of the objects drawn. - Use target words to fill in gaps in sentences. - Match pictures with their names and copy them. - Participate in a singing game about comparatives. |
How do we write words in a sentence?
|
Oxford New Progressive Primary English Learner's Book pg. 134
Picture cards Digital devices Writing materials |
Written exercises
Drawing and labeling assessment
Spelling tests
Peer assessment
|
|
| 12 | 5 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
- Write sentences about games and play activities clearly. - Use correct spelling in writing. - Value the importance of clear and correct writing. |
The learner is guided to:
- Draw and color pictures of objects related to the theme. - Write the names of the objects drawn. - Use target words to fill in gaps in sentences. - Match pictures with their names and copy them. - Participate in a singing game about comparatives. |
How do we write words in a sentence?
|
Oxford New Progressive Primary English Learner's Book pg. 134
Picture cards Digital devices Writing materials |
Written exercises
Drawing and labeling assessment
Spelling tests
Peer assessment
|
|
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