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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
LIVING TOGETHER
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise the target sounds in words for effective communication -Articulate words correctly to discriminate the target sounds -Use the vocabulary learnt in relevant contexts -Realise the importance of proper pronunciation in oral communication |
The learner is guided to:
-Listen to an audio recording/read aloud passage and identify words with the sounds: /e/, /iː/, /eə/ -Practise sound discrimination using minimal pairs -Recite poems/rhymes/tongue twisters using words with the target sounds observing turn taking rules |
How would you know if someone is listening to you?
-How do we learn to pronounce words correctly?
|
Skills in English Learner's Book
-Page 179 -Audio recordings -Minimal pair cards -Poems -Story books -Picture cues -Vocabulary cards |
Observation
-Oral questions
-Assessment rubrics
|
|
| 1 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise the target sounds in words for effective communication -Articulate words correctly to discriminate the target sounds -Use the vocabulary learnt in relevant contexts -Realise the importance of proper pronunciation in oral communication |
The learner is guided to:
-Construct simple sentences using new words -Respond to simple one-directional instructions orally or by using appropriate gestures -Use vocabulary related to living together |
How would you know if someone is listening to you?
-How do we learn to pronounce words correctly?
|
Skills in English Learner's Book
-Page 179 -Instruction cards -Living together pictures -Sentence strips |
Observation
-Oral questions
-Checklists
|
|
| 1 | 3 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
-Recognise the target sounds in words for effective communication -Articulate words correctly to discriminate the target sounds -Use the vocabulary learnt in relevant contexts -Realise the importance of proper pronunciation in oral communication |
The learner is guided to:
-Practice all target sounds and living together vocabulary -Create sentences using words about living together -Demonstrate appropriate pronunciation |
How would you know if someone is listening to you?
-How do we learn to pronounce words correctly?
|
Skills in English Learner's Book
-Page 179 -Living together vocabulary cards -Sound practice materials -Page 183 -Reading paragraphs -Target sound words -Story books |
Observation
-Oral questions
-Assessment rubrics
|
|
| 1 | 4 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
-Identify words with the target sounds in a text -Read sentences in a text accurately, at the right speed and with expression for effective communication -Realise the importance of fluency in reading |
The learner is guided to:
-Take part in timed-reading of a text displaying the right expressions -Recite poems/rhymes related to the theme with peers -Practice reading with appropriate expression |
How do we read fluently?
|
Skills in English Learner's Book
-Page 183 -Timer/stopwatch -Poems about living together -Expression guides -Page 186 -Story books -Picture cards -Comprehension questions |
Observation
-Written questions
-Assessment rubrics
|
|
| 1 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
-Make predictions about a story related to the theme based on the title and picture -Read words that have the target sounds in a text related to the theme -Respond to direct and indirect questions from a text to show comprehension -Adopt reading pictures and texts for enjoyment and information |
The learner is guided to:
-Respond to direct and indirect questions from a text in print or digital device, using contextual clues -Role play, with peers the events from a story -Read for enjoyment and information |
What do you think will happen in this story?
-How can you tell that someone has understood a story?
-What makes a story interesting?
|
Skills in English Learner's Book
-Page 186 -Question cards -Role play materials -Digital texts |
Observation
-Oral questions
-Assessment rubrics
|
|
| 2 | 1 |
Language Use
|
Use of possessives (my, our, her, his, their, its)
|
By the end of the
lesson, the learner
should be able to:
-Recognise possessives from a written text -Use possessives to talk about ownership in relation to the theme -Adopt the use of possessives to show ownership in oral communication |
The learner is guided to:
-Identify objects in the classroom and attach appropriate possessives to each -Ask questions whose responses will include possessives such as: (my pen, his book) with peers -Engage in a role play to show ownership of various items |
Which words do we use to show ownership?
-Why is it important to use possessives correctly?
|
Skills in English Learner's Book
-Page 189 -Classroom objects -Possessive cards -Role play materials |
Observation
-Oral questions
-Assessment rubrics
|
|
| 2 | 2 |
Language Use
|
Use of possessives (my, our, her, his, their, its)
|
By the end of the
lesson, the learner
should be able to:
-Recognise possessives from a written text -Use possessives to talk about ownership in relation to the theme -Adopt the use of possessives to show ownership in oral communication |
The learner is guided to:
-Pick out possessives from a text -Use possessives in phrases and sentences to illustrate ownership -Practice using possessives in context |
Which words do we use to show ownership?
-Why is it important to use possessives correctly?
|
Skills in English Learner's Book
-Page 189 -Text samples -Possessive worksheets -Sentence strips |
Observation
-Oral presentation
-Peer Assessment
|
|
| 2 | 3 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct words to fill in gaps to complete sentences -Fill in gaps in simple sentences for effective communication -Realise the importance of writing complete sentences to express meaning |
The learner is guided to:
-Work with peers to match pictures with words -Pick out correct words that can be used to fill in gaps in sentences appropriately -Use the words provided to fill in gaps correctly and meaningfully in given sentences |
Why is it important to write clearly and legibly?
-What should you consider when selecting words to fill in gaps?
|
Skills in English Learner's Book
-Page 192 -Picture-word cards -Gap-fill worksheets -Word banks |
Observation
-Written assessment
-Checklists
|
|
| 2 | 4 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct words to fill in gaps to complete sentences -Fill in gaps in simple sentences for effective communication -Realise the importance of writing complete sentences to express meaning |
The learner is guided to:
-Write short sentences using prompts -Complete sentences about living together -Practice writing meaningful sentences |
Why is it important to write clearly and legibly?
-What should you consider when selecting words to fill in gaps?
|
Skills in English Learner's Book
-Page 192 -Sentence prompts -Living together topics -Writing materials |
Observation
-Written assessment
-Peer Assessment
|
|
| 2 | 5 |
TECHNOLOGY
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify targets sounds in words from an oral text -Articulate words with the target sounds accurately to discriminate the sounds -Use the vocabulary leant in relevant context -Adopt using the vocabulary learnt to communicate effectively in various contexts |
The learner is guided to:
-Listen to a print or digital text containing the target sounds: /ʊ/ and /eɪ/ (pay, wait) -Practise sound discrimination using minimal pairs with peers -Pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories |
Why is it important to pronounce words correctly?
|
Skills in English Learner's Book
-Page 179 -Digital texts -Audio recordings -Technology pictures |
Observation
-Oral questions
-Assessment rubrics
|
|
| 3 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify targets sounds in words from an oral text -Articulate words with the target sounds accurately to discriminate the sounds -Use the vocabulary leant in relevant context -Adopt using the vocabulary learnt to communicate effectively in various contexts |
The learner is guided to:
-Practice sound discrimination using minimal pairs -Infer the meaning of new words from stories, dialogues, and role plays -Construct simple sentences using new words learnt |
Why is it important to pronounce words correctly?
|
Skills in English Learner's Book
-Page 179 -Minimal pair cards -Technology stories -Dialogue scripts -Picture cues -Recording devices -Poems |
Observation
-Oral presentation
-Peer Assessment
|
|
| 3 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify targets sounds in words from an oral text -Articulate words with the target sounds accurately to discriminate the sounds -Use the vocabulary leant in relevant context -Adopt using the vocabulary learnt to communicate effectively in various contexts |
The learner is guided to:
-Practice all target sounds and technology vocabulary -Create sentences using technology-related words -Record themselves using digital devices |
Why is it important to pronounce words correctly?
|
Skills in English Learner's Book
-Page 179 -Technology vocabulary cards -Digital devices -Sound practice materials |
Observation
-Oral questions
-Assessment rubrics
|
|
| 3 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
-Use the title and the pictures to make predictions about a story -Use context clues to infer the meanings of new words -Answer direct and indirect questions from a text to show comprehension -Recommend reading for enjoyment and information |
The learner is guided to:
-Talk about the title and pictures of a story with peers -Make predictions of where the action could be happening -Read a text (about 60 words) aloud with peers |
What do you see in the pictures?
-Where do you think the events in story are happening?
|
Skills in English Learner's Book
-Page 183 -Technology story books -Picture cards -Comprehension questions -Context clue worksheets -Question cards -Technology texts |
Observation
-Written assessment
-Oral presentation
|
|
| 3 | 4 |
Language Use
|
Yes/No questions (with can, may, will)
|
By the end of the
lesson, the learner
should be able to:
-Identify Yes/No questions, with can, may and will from a text -Respond to Yes/No questions using can, may and will, for clarity in communication -Realise the use of can, may and will to seek information |
The learner is guided to:
-Use songs/short poems to practice the use of Yes/No questions with can, may and will -Point out questions which require a YES/NO response from a written text -Ask and answer Yes/No questions related to the theme using can, may and will |
How do you ask your friends for help?
|
Skills in English Learner's Book
-Page 189 -Question songs -Poems -Question charts -Story texts -Role play scenarios -Technology permission cards |
Observation
-Oral questions
-Assessment rubrics
|
|
| 3 | 5 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct form of words to be used in writing simple sentences -Rearrange words to form simple sentences for fluency in writing -Realise the importance of writing correct and meaningful sentences to express meaning |
The learner is guided to:
-Write the correct words with the target sounds from a dictation -Play a sentence-building drill game using the correct form of words -Match pictures with the correct sentences |
What makes a sentence correct?
|
Skills in English Learner's Book
-Page 192 -Dictation materials -Sentence-building games -Picture-sentence cards |
Observation
-Written assessment
-Checklists
|
|
| 4 | 1 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct form of words to be used in writing simple sentences -Rearrange words to form simple sentences for fluency in writing -Realise the importance of writing correct and meaningful sentences to express meaning |
The learner is guided to:
-Rearrange jumbled words to form simple sentences -Individually form simple sentences related to the theme (3-5 sentences) -Write sentences about technology |
What makes a sentence correct?
|
Skills in English Learner's Book
-Page 192 -Jumbled word cards -Technology themes -Writing materials |
Observation
-Written assessment
-Peer Assessment
|
|
| 4 | 2 |
NUMBERS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise the target sounds used in words for effective communication -Articulate the words with the target sounds in oral communication -Use the vocabulary for oral communication in relevant contexts -Advocate for appropriate use of correct pronunciation in communication |
The learner is guided to:
-Listen to a variety of words, songs, poems and stories with the sounds: /dʒ/, /s/, /ŋ/ -Practise pronouncing the target sounds in mouth-position models demonstrated by the teacher or a video clip -Practise pronouncing words in response to picture cues with peers |
Why should we pronounce words correctly?
-Why is it important to learn new words?
|
Skills in English Learner's Book
-Page 194 -Audio recordings -Sound charts -Number pictures |
Observation
-Oral questions
-Assessment rubrics
|
|
| 4 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise the target sounds used in words for effective communication -Articulate the words with the target sounds in oral communication -Use the vocabulary for oral communication in relevant contexts -Advocate for appropriate use of correct pronunciation in communication |
The learner is guided to:
-Practice pronouncing target sounds -Use the vocabulary learnt to construct simple sentences -Sing songs/chants using words related to the theme |
Why should we pronounce words correctly?
-Why is it important to learn new words?
|
Skills in English Learner's Book
-Page 194 -Vocabulary cards -Number songs -Chants -Counting materials -Number charts -Sentence strips |
Observation
-Oral presentation
-Peer Assessment
|
|
| 4 | 4 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
-Recognise the target sounds used in words for effective communication -Articulate the words with the target sounds in oral communication -Use the vocabulary for oral communication in relevant contexts -Advocate for appropriate use of correct pronunciation in communication |
The learner is guided to:
-Practice all target sounds and number vocabulary -Create sentences using number-related words -Sing songs/chants using words related to the theme |
Why should we pronounce words correctly?
-Why is it important to learn new words?
|
Skills in English Learner's Book
-Page 194 -Number vocabulary cards -Sound practice materials -Page 198 -Reading texts -Sound cards -Number stories |
Observation
-Oral questions
-Assessment rubrics
|
|
| 4 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
-Identify words with the target sounds in preparation for reading -Read sentences in a text accurately, at the right speed and with expression for fluency -Realise the role of fluency in reading |
The learner is guided to:
-Engage in timed reading (30 words per minute), displaying the right facial expressions and tone -Participate in a readers theatre where he or she reads some lines or stanzas of a poem -Read number-related texts fluently |
What makes it easy to read fluently?
|
Skills in English Learner's Book
-Page 198 -Timer/stopwatch -Readers theatre scripts -Poems |
Observation
-Written questions
-Assessment rubrics
|
|
| 5 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
-Make predictions about a story based on the title and picture -Read words that have the target sounds in a text related to the theme -Respond to direct and indirect questions from a text to show comprehension -Adopt reading pictures and texts for enjoyment and information |
The learner is guided to:
-Discuss the title and pictures in the text and make predictions of what will happen -Read a story and identify words that have the sounds /dʒ/, /s/, /ŋ/ -Read simple stories or passages aloud |
How can we tell that someone has understood a story?
-What helps us to understand a story?
|
Skills in English Learner's Book
-Page 202 -Story books -Picture cards -Comprehension questions -Question cards -Role play materials -Digital texts |
Observation
-Written assessment
-Oral presentation
|
|
| 5 | 2 |
Language Use
|
Adverbs of Place
|
By the end of the
lesson, the learner
should be able to:
-Recognise the adverbs of place in sentences to show awareness -Use adverbs of place to describe the position of objects and people for effective communication -Realise the importance of proper use of adverbs of place to describe the position of objects and people in the environment |
The learner is guided to:
-Identify different positions of things in the classroom -Point out the adverbs of place in sentences -Practise using adverbs of place to construct sentences describing objects in the classroom |
Where do you find different things in the classroom?
-Why is it important to place things in the right place?
|
Skills in English Learner's Book
-Page 203 -Classroom objects -Adverb cards -Position charts |
Observation
-Oral questions
-Assessment rubrics
|
|
| 5 | 3 |
Language Use
|
Adverbs of Place
|
By the end of the
lesson, the learner
should be able to:
-Recognise the adverbs of place in sentences to show awareness -Use adverbs of place to describe the position of objects and people for effective communication -Realise the importance of proper use of adverbs of place to describe the position of objects and people in the environment |
The learner is guided to:
-Sing songs, role play and recite poems related to the theme with peers -Describe number-related objects using adverbs of place -Create sentences using adverbs of place |
Where do you find different things in the classroom?
-Why is it important to place things in the right place?
|
Skills in English Learner's Book
-Page 203 -Songs -Role play materials -Poems |
Observation
-Oral presentation
-Peer Assessment
|
|
| 5 | 4 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise words related to the theme in simple sentences -Write simple meaningful sentences as guided for effective communication -Realise the importance of writing for effective communication |
The learner is guided to:
-Identify the target vocabulary in sentences -Write simple meaningful sentences (not more than 5 words) -Practise writing sentences from a substitution table |
Why is it important to write meaningful sentences?
-What makes it easy to write clear sentences?
|
Skills in English Learner's Book
-Page 206 -Vocabulary cards -Substitution tables -Sentence templates |
Observation
-Written assessment
-Checklists
|
|
| 5 | 5 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise words related to the theme in simple sentences -Write simple meaningful sentences as guided for effective communication -Realise the importance of writing for effective communication |
The learner is guided to:
-Fill in gaps to complete sentences -Form simple meaningful sentences in relation to the theme -Write sentences about numbers |
Why is it important to write meaningful sentences?
-What makes it easy to write clear sentences?
|
Skills in English Learner's Book
-Page 206 -Gap-fill worksheets -Number themes -Writing materials |
Observation
-Written assessment
-Peer Assessment
|
|
| 6 | 1 |
CONSERVING RESOURCES
Listening and Speaking |
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify the target sounds in an oral text -Articulate words with the target sounds correctly to discriminate sounds -Use the vocabulary learnt in relevant contexts -Realise the role of vocabulary in communication |
The learner is guided to:
-Listen to and pronounce words with the target sounds: /l/, /s/, /r/ as modeled by the teacher or audio recording -Practise sound discrimination using minimal pairs -Use the vocabulary relevant to the theme in short sentences |
What are the words that we can make from the sound given?
|
Skills in English Learner's Book
-Page 209 -Audio recordings -Minimal pair cards -Conservation pictures |
Observation
-Oral questions
-Assessment rubrics
|
|
| 6 | 2 |
Listening and Speaking
|
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify the target sounds in an oral text -Articulate words with the target sounds correctly to discriminate sounds -Use the vocabulary learnt in relevant contexts -Realise the role of vocabulary in communication |
The learner is guided to:
-Practice sound discrimination using minimal pairs -Play language games to practise new words -Recite rhymes, sing songs and say tongue twisters with the target sounds with peers |
What are the words that we can make from the sound given?
|
Skills in English Learner's Book
-Page 209 -Language games -Songs -Tongue twisters |
Observation
-Oral presentation
-Peer Assessment
|
|
| 6 | 3 |
Listening and Speaking
|
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify the target sounds in an oral text -Articulate words with the target sounds correctly to discriminate sounds -Use the vocabulary learnt in relevant contexts -Realise the role of vocabulary in communication |
The learner is guided to:
-Use conservation vocabulary in sentences -Talk about ways to conserve resources -Create sentences about environmental care |
What are the words that we can make from the sound given?
|
Skills in English Learner's Book
-Page 209 -Conservation vocabulary cards -Environmental pictures -Sentence strips -Sound practice materials |
Observation
-Oral questions
-Checklists
|
|
| 6 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
-Identify words with the target sounds accurately -Read sentences in a text accurately, at the right speed and with expression for effective communication -Realise the importance of fluency in reading |
The learner is guided to:
-Identify words with the sounds /l/, /s/, /r/ from a text -Read a text containing words with the target letters sounds adhering to the correct pronunciation -Practise reading sentences containing decodable and non-decodable words, in small groups |
Why are punctuation marks important in reading?
|
Skills in English Learner's Book
-Page 213 -Reading texts -Sound cards -Conservation stories -Timer/stopwatch -Readers theatre scripts -Conservation poems |
Observation
-Written assessment
-Self-assessment
|
|
| 6 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
-Identify words that have the target sounds in a text related to the theme -Make predictions about a story using the title and the pictures -Respond to direct and indirect questions from a text to show comprehension -Adopt reading pictures and texts for enjoyment and information |
The learner is guided to:
-Read simple sentences aloud while paying attention to new words and correct pronunciation of words with sounds: /l/, /r/, /s/ -Discuss the title and the pictures of the story to make predictions -Read a text (of about 60 words) aloud |
What do the pictures tell us about the story?
-What does the title tell us about the story?
|
Skills in English Learner's Book
-Page 216 -Story books -Picture cards -Comprehension questions |
Observation
-Written assessment
-Oral presentation
|
|
| 7 | 1 |
Reading
Language Use |
Comprehension
Interjections of surprise |
By the end of the
lesson, the learner
should be able to:
-Identify words that have the target sounds in a text related to the theme -Make predictions about a story using the title and the pictures -Respond to direct and indirect questions from a text to show comprehension -Adopt reading pictures and texts for enjoyment and information |
The learner is guided to:
-Infer the meanings of new words using contextual clues -Answer direct and indirect questions using contextual clues -Draw pictures to show what is happening in the story -Read a text or view pictures for enjoyment and information |
What do the pictures tell us about the story?
-What does the title tell us about the story?
|
Skills in English Learner's Book
-Page 216 -Context clue worksheets -Question cards -Drawing materials -Page 219 -Audio dialogues -Interjection cards -Role play materials |
Observation
-Oral questions
-Assessment rubrics
|
|
| 7 | 2 |
Language Use
|
Interjections of surprise
|
By the end of the
lesson, the learner
should be able to:
-Identify interjections of surprise in a variety of texts -Use interjections of surprise in simple sentences related to the theme -Adopt the use of interjections of surprise in day today communication |
The learner is guided to:
-Use digital devices to search for emojis showing surprise -Practise making different familiar faces showing surprise with peers -Construct sentences using interjections of surprise -Recite rhymes and poem related to the theme using interjections of surprise |
How can you tell that someone is surprised?
-What are the things that can make someone surprised?
|
Skills in English Learner's Book
-Page 219 -Digital devices -Surprise emojis -Facial expression cards |
Observation
-Oral presentation
-Peer Assessment
|
|
| 7 | 3 |
Language Use
|
Interjections of surprise
|
By the end of the
lesson, the learner
should be able to:
-Identify interjections of surprise in a variety of texts -Use interjections of surprise in simple sentences related to the theme -Adopt the use of interjections of surprise in day today communication |
The learner is guided to:
-Use digital devices to search for emojis showing surprise -Practise making different familiar faces showing surprise with peers -Construct sentences using interjections of surprise -Recite rhymes and poem related to the theme using interjections of surprise |
How can you tell that someone is surprised?
-What are the things that can make someone surprised?
|
Skills in English Learner's Book
-Page 219 -Digital devices -Surprise emojis -Facial expression cards |
Observation
-Oral presentation
-Peer Assessment
|
|
| 7 | 4 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct order of word in sentences -Write sentences of not more than five words related to the theme -Realise the importance of writing correct and meaningful sentences to express meaning |
The learner is guided to:
-Identify the target vocabulary in sentences -Match pictures with the correct sentences -Write meaningful sentences (not more than 5 words) |
Why are words important in writing?
|
Skills in English Learner's Book
-Page 222 -Vocabulary cards -Picture-sentence matching -Conservation themes |
Observation
-Written assessment
-Checklists
|
|
| 7 | 5 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct order of word in sentences -Write sentences of not more than five words related to the theme -Realise the importance of writing correct and meaningful sentences to express meaning |
The learner is guided to:
-Fill in gaps to complete sentences -Form simple meaningful sentences in relation to the theme -Write sentences about conserving resources |
Why are words important in writing?
|
Skills in English Learner's Book
-Page 222 -Gap-fill worksheets -Conservation topics -Writing materials |
Observation
-Written assessment
-Peer Assessment
|
Your Name Comes Here