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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
GREETINGS
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise the letters and their corresponding sounds for effective communication -Pronounce words with the target sounds accurately for effective communication -Use words related to greetings in everyday conversations -Realise the importance of greetings in diverse contexts |
The learner is guided to:
-Listen to an oral text with words containing the sounds corresponding to the letters a-h -Take turns to pronounce sounds /a:/ /æ/ (cat), /ɜː/(bird), /ɑː/ (car) /ə/ (about) -Match sounds to corresponding letters -Talk about pictures/photos of people greeting one another |
Why do we greet people?
-How do we greet people at different times of the day?
|
Skills in English Learner's Book
-Page 1 -Flash cards -Charts -Pictures/photos |
Observation
-Oral questions
-Peer Assessment
|
|
| 2 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise the letters and their corresponding sounds for effective communication -Pronounce words with the target sounds accurately for effective communication -Use words related to greetings in everyday conversations -Realise the importance of greetings in diverse contexts |
The learner is guided to:
-Practise various types of greetings such as shaking hands, patting someone on the back, fist bump, wave -Watch videos of people greeting each other -Use non-verbal cues such as eye contact, appropriate gestures and facial expressions when greeting others |
Why do we greet people?
-How do we greet people at different times of the day?
|
Skills in English Learner's Book
-Page 1 -Video clips -Digital devices |
Observation
-Oral questions
-Performance Assessment
|
|
| 2 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise the letters and their corresponding sounds for effective communication -Pronounce words with the target sounds accurately for effective communication -Use words related to greetings in everyday conversations -Realise the importance of greetings in diverse contexts |
The learner is guided to:
-Practise pronunciation of sounds b:/b/ c:/k/, /s/ d:/d/ e:/e/ (bed), /iː/ (peel) -Match sounds to corresponding letters -Use greetings in different contexts |
Why do we greet people?
-How do we greet people at different times of the day?
|
Skills in English Learner's Book
-Page 1 -Sound charts -Flash cards |
Observation
-Oral questions
-Checklists
|
|
| 2 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise the letters and their corresponding sounds for effective communication -Pronounce words with the target sounds accurately for effective communication -Use words related to greetings in everyday conversations -Realise the importance of greetings in diverse contexts |
The learner is guided to:
-Practise pronunciation of sounds f:/f/ g:/g/ h:/h/ -Match sounds to corresponding letters -Apply greetings in real-life situations |
Why do we greet people?
-How do we greet people at different times of the day?
|
Skills in English Learner's Book
-Page 1 -Audio recordings -Flash cards |
Observation
-Oral questions
-Assessment rubrics
|
|
| 2 | 5 |
Reading
|
Pre-reading
|
By the end of the
lesson, the learner
should be able to:
-Identify an appropriate posture for reading preparedness -Read words containing the target letters correctly -Realise the importance of correct posture in preparation for reading |
The learner is guided to:
-Select the appropriate sitting position from pictures, videos and teacher's demonstration -Position self and reading materials appropriately -Turn pages of a book from right to left for easy reading |
How do we sit while reading?
-How do we position our books while reading?
|
Skills in English Learner's Book
-Page 5 -Pictures -Videos -Reading materials -Flash cards -Charts -Word cards |
Observation
-Checklists
-Self-assessment
|
|
| 3 | 1 |
Language Use
|
Verb 'to be'
|
By the end of the
lesson, the learner
should be able to:
-Identify the present tense forms of the verb 'to be' in sentences -Use the present tense realisations of the verb 'to be' to greet and introduce oneself and others -Acknowledge the various present tense forms of the verb 'to be' in day-to-day communication |
The learner is guided to:
-Participate in language games and songs using the present tense form of the verb 'to be' -Watch videos of children greeting one another and introducing themselves -Introduce himself/herself politely using the verb 'to be' |
How do we introduce ourselves?
-How do we greet people in the morning/afternoon/evening?
|
Skills in English Learner's Book
-Page 3 -Video clips -Charts |
Observation
-Oral questions
-Assessment rubrics
|
|
| 3 | 2 |
Language Use
|
Verb 'to be'
|
By the end of the
lesson, the learner
should be able to:
-Identify the present tense forms of the verb 'to be' in sentences -Use the present tense realisations of the verb 'to be' to greet and introduce oneself and others -Acknowledge the various present tense forms of the verb 'to be' in day-to-day communication |
The learner is guided to:
-Describe himself/herself, and other people using the verb 'to be' -Practise various types of greetings using appropriate language e.g., how are you? I am fine -Role play various types of greetings using the verb 'to be' |
How do we introduce ourselves?
-How do we greet people in the morning/afternoon/evening?
|
Skills in English Learner's Book
-Page 3 -Role play materials -Charts |
Observation
-Oral presentation
-Peer Assessment
|
|
| 3 | 3 |
Writing
|
Pre-writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise appropriate sitting posture in preparation for writing -Exhibit appropriate eye-hand coordination in preparation for writing -Realise the role of correct posture and positioning of materials in writing |
The learner is guided to:
-Look at pictures, watch videos on appropriate sitting posture -Practise sitting in the right posture in pairs or small group -Position the exercise book correctly -Hold pencils/colouring materials correctly |
Why is it important to sit properly when writing?
-How do we place our books when writing?
|
Skills in English Learner's Book
-Page 16 -Pictures -Videos -Exercise books -Pencils -Colouring materials |
Observation
-Assessment rubrics
-Checklists
|
|
| 3 | 4 |
Writing
|
Pre-writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise appropriate sitting posture in preparation for writing -Exhibit appropriate eye-hand coordination in preparation for writing -Realise the role of correct posture and positioning of materials in writing |
The learner is guided to:
-Practise writing from the left to the right -Join dotted lines to make letters and patterns -Draw and colour different shapes and letters -Draw patterns and shapes, trace letters and shapes, mould letters using plasticine or clay |
Why is it important to sit properly when writing?
-How do we place our books when writing?
|
Skills in English Learner's Book
-Page 16 -Plasticine/clay -Dotted worksheets -Colouring materials |
Observation
-Written assessment
-Peer Assessment
|
|
| 3 | 5 |
Writing
|
Pre-writing
|
By the end of the
lesson, the learner
should be able to:
-Recognise appropriate sitting posture in preparation for writing -Exhibit appropriate eye-hand coordination in preparation for writing -Realise the role of correct posture and positioning of materials in writing |
The learner is guided to:
-Practise writing from the left to the right -Join dotted lines to make letters and patterns -Draw and colour different shapes and letters -Draw patterns and shapes, trace letters and shapes, mould letters using plasticine or clay |
Why is it important to sit properly when writing?
-How do we place our books when writing?
|
Skills in English Learner's Book
-Page 16 -Plasticine/clay -Dotted worksheets -Colouring materials |
Observation
-Written assessment
-Peer Assessment
|
|
| 4 | 1 |
SCHOOL
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify words featuring the target sounds for effective communication -Articulate the target sounds correctly for effective communication -Make sentences using words related to the theme -Realise the role of listening in communication |
The learner is guided to:
-Identify the target sounds i: /iː/ (feet), /ɪ/ (fit) /aɪ/ (price) -Take pictures of items during a nature walk around the school and name them -Use a Frayer model to discuss the meaning of words related to the theme |
Which words do we use to talk about school?
-How can we listen attentively to others?
|
Skills in English Learner's Book
-Page 1 -Digital devices -Picture charts -Frayer model |
Observation
-Oral questions
-Picture labelling
|
|
| 4 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify words featuring the target sounds for effective communication -Articulate the target sounds correctly for effective communication -Make sentences using words related to the theme -Realise the role of listening in communication |
The learner is guided to:
-Identify the target sounds j:/ʤ/ (just) k:/k/ l:/l/ m:/m/ -Construct sentences using words related to the theme -Sing songs and recite poems related to the theme |
Which words do we use to talk about school?
-How can we listen attentively to others?
|
Skills in English Learner's Book
-Page 1 -Song charts -Poems -Sound cards |
Observation
-Oral questions
-Checklists
|
|
| 4 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify words featuring the target sounds for effective communication -Articulate the target sounds correctly for effective communication -Make sentences using words related to the theme -Realise the role of listening in communication |
The learner is guided to:
-Identify the target sounds n:/n/ o:/ɒ/ (lot), /ɔː/ (cot) p:/p/ -Play language games depicting the school environment -Construct sentences using words related to the theme |
Which words do we use to talk about school?
-How can we listen attentively to others?
|
Skills in English Learner's Book
-Page 1 -Language games -School pictures |
Observation
-Oral presentation
-Assessment rubrics
|
|
| 4 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify words featuring the target sounds for effective communication -Articulate the target sounds correctly for effective communication -Make sentences using words related to the theme -Realise the role of listening in communication |
The learner is guided to:
-Practice all target sounds learnt -Use a Frayer model to discuss the meaning of words related to the school theme -Play language games depicting the school environment |
Which words do we use to talk about school?
-How can we listen attentively to others?
|
Skills in English Learner's Book
-Page 1 -Frayer model charts -Language games -School vocabulary cards |
Observation
-Oral questions
-Assessment rubrics
|
|
| 4 | 5 |
Reading
|
Pre-reading
|
By the end of the
lesson, the learner
should be able to:
-Identify small and capital letters of the alphabet for reading preparedness -Demonstrate appropriate posture in preparation for reading -Realise the importance of positioning materials appropriately for reading |
The learner is guided to:
-Pick out small letters with their corresponding capital letters from flash cards or charts -Match small and capital letters of the alphabet -Identify reading materials that are correctly positioned |
How do people sit when reading?
-How do people place books and newspapers while reading?
|
Skills in English Learner's Book
-Page 5 -Flash cards -Charts -Reading materials -Reading books -Letter cards |
Observation
-Written assessment
-Checklists
|
|
| 5 | 1 |
Language Use
|
Subject-verb Agreement
|
By the end of the
lesson, the learner
should be able to:
-Identify the correct use of subject-verb agreement in statements and questions -Construct simple sentences related to the theme with correct subject-verb agreement for effective communication -Acknowledge the importance of subject-verb agreement for fluency |
The learner is guided to:
-Listen to a story and identify sentences with subject-verb agreement -Ask each other questions using the target language pattern -Engage in a dialogue using singular and plural items (I, she/he, they) |
How do you talk about a person, an object or a place?
-How do we talk about many people?
|
Skills in English Learner's Book
-Page 13 -Story books -Dialogue charts |
Observation
-Oral questions
-Assessment rubrics
|
|
| 5 | 2 |
Language Use
|
Subject-verb Agreement
|
By the end of the
lesson, the learner
should be able to:
-Identify the correct use of subject-verb agreement in statements and questions -Construct simple sentences related to the theme with correct subject-verb agreement for effective communication -Acknowledge the importance of subject-verb agreement for fluency |
The learner is guided to:
-Construct sentences about pictures showing singular and plural forms -Construct sentences about actions demonstrated by peers -Recite poems featuring singular and plural forms |
How do you talk about a person, an object or a place?
-How do we talk about many people?
|
Skills in English Learner's Book
-Page 13 -Picture cards -Poems |
Observation
-Oral presentation
-Peer Assessment
|
|
| 5 | 3 |
Writing
|
Pre-writing
|
By the end of the
lesson, the learner
should be able to:
-Identify appropriate sitting posture in preparation for writing -Demonstrate appropriate eye hand co-ordination in preparation for writing -Realise the importance of positioning oneself and writing materials appropriately in preparation for writing |
The learner is guided to:
-Look at each other's sitting posture and identify the correct posture for writing -Work collaboratively with peers to demonstrate and practise the correct body posture for writing -Identify writing materials that are correctly positioned |
How do we sit when writing?
-How do we write?
|
Skills in English Learner's Book
-Page 16 -Pictures -Writing materials |
Observation
-Peer Assessment
-Checklists
|
|
| 5 | 4 |
Writing
|
Pre-writing
|
By the end of the
lesson, the learner
should be able to:
-Identify appropriate sitting posture in preparation for writing -Demonstrate appropriate eye hand co-ordination in preparation for writing -Realise the importance of positioning oneself and writing materials appropriately in preparation for writing |
The learner is guided to:
-Practise writing from the left to the right -Draw and colour different shapes -Role play how to use their exercise books well |
How do we sit when writing?
-How do we write?
|
Skills in English Learner's Book
-Page 16 -Exercise books -Colouring materials -Shapes worksheet |
Observation
-Written assessment
-Peer Assessment
|
|
| 5 | 5 |
Writing
|
Pre-writing
|
By the end of the
lesson, the learner
should be able to:
-Identify appropriate sitting posture in preparation for writing -Demonstrate appropriate eye hand co-ordination in preparation for writing -Realise the importance of positioning oneself and writing materials appropriately in preparation for writing |
The learner is guided to:
-Practise writing from the left to the right -Draw and colour different shapes -Role play how to use their exercise books well |
How do we sit when writing?
-How do we write?
|
Skills in English Learner's Book
-Page 16 -Exercise books -Colouring materials -Shapes worksheet |
Observation
-Written assessment
-Peer Assessment
|
|
| 6 | 1 |
FAMILY
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Link the target letters of the alphabet with their sound appropriately -Use words related to the theme correctly in oral communication -Respond to verbally and non-verbally to simple one directional instructions -Realise the role of correct pronunciation in conversations |
The learner is guided to:
-Listen and point out the sounds of the letters: q, r, s, t -Say the sounds of the letters as the teacher points at them -Watch a video/listen to a story related to the theme |
Why should we pronounce words correctly?
-How can we listen attentively during conversation?
|
Skills in English Learner's Book
-Page 37 -Video clips -Flash cards -Sound charts |
Observation
-Oral questions
-Peer Assessment
|
|
| 6 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Link the target letters of the alphabet with their sound appropriately -Use words related to the theme correctly in oral communication -Respond to verbally and non-verbally to simple one directional instructions -Realise the role of correct pronunciation in conversations |
The learner is guided to:
-Listen and point out the sounds of the letters: u, v, w, x -Talk about family members -Role play responding to simple instructions using appropriate eye contact and facial expressions |
Why should we pronounce words correctly?
-How can we listen attentively during conversation?
|
Skills in English Learner's Book
-Page 37 -Role play materials -Family pictures |
Observation
-Oral presentation
-Assessment rubrics
|
|
| 6 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Link the target letters of the alphabet with their sound appropriately -Use words related to the theme correctly in oral communication -Respond to verbally and non-verbally to simple one directional instructions -Realise the role of correct pronunciation in conversations |
The learner is guided to:
-Listen and point out the sounds of the letters: y, z -Use dialogues/rhymes/tongue twisters/language games/songs to practise vocabulary related to the theme -Talk about family members |
Why should we pronounce words correctly?
-How can we listen attentively during conversation?
|
Skills in English Learner's Book
-Page 37 -Rhymes -Tongue twisters -Songs |
Observation
-Oral questions
-Checklists
|
|
| 6 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Link the target letters of the alphabet with their sound appropriately -Use words related to the theme correctly in oral communication -Respond to verbally and non-verbally to simple one directional instructions -Realise the role of correct pronunciation in conversations |
The learner is guided to:
-Practice all target sounds learnt (q to z) -Use dialogues/rhymes/tongue twisters/language games/songs to practise vocabulary related to the theme -Role play responding to simple instructions |
Why should we pronounce words correctly?
-How can we listen attentively during conversation?
|
Skills in English Learner's Book
-Page 37 -Language games -Family vocabulary cards |
Observation
-Oral questions
-Assessment rubrics
|
|
| 6 | 5 |
Reading
|
Pre-reading
|
By the end of the
lesson, the learner
should be able to:
-Name the target letters in preparation for reading -Read the sounds corresponding to the target letters fluently -Advocate for the importance of letter–sound correspondence in preparation for reading |
The learner is guided to:
-Name the letters q, r, s, t, u, v, w, x, y, z and practise saying their corresponding sounds -Articulate the target sounds and write the corresponding letter, in pairs -Model letter shapes for the target letters |
Why do we learn sounds?
|
Skills in English Learner's Book
-Page 42 -Letter cards -Sound charts -Plasticine/clay -Word cards -Matching activities |
Observation
-Written assessment
-Peer Assessment
|
|
| 7 | 1 |
Language Use
|
Pronouns ('I, you')
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct use of the pronouns "I", and "you" in short sentences and other texts -Use the pronouns "I, and "you" correctly in short sentences and other texts -Value the role of pronoun "I", and "you" correctly in day-to-day communication |
The learner is guided to:
-Watch a video of family members talking to each other using pronouns "I", and "you" -Listen to the teacher's instructions or an audio recording of a dialogue, songs or stories using pronouns "I", and "you" |
Which words do you use to talk about yourself?
|
Skills in English Learner's Book
-Page 47 -Video clips -Audio recordings -Dialogue charts |
Observation
-Oral questions
-Assessment rubrics
|
|
| 7 | 2 |
Language Use
|
Pronouns ('I, you')
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct use of the pronouns "I", and "you" in short sentences and other texts -Use the pronouns "I, and "you" correctly in short sentences and other texts -Value the role of pronoun "I", and "you" correctly in day-to-day communication |
The learner is guided to:
-Use pronouns "I", and "you" in a conversation related to the theme -Talk to peers/oneself using the pronouns 'you'/"I" -Role play and record conversations between family members using the pronouns "I", and "you" |
Which words do you use to talk about yourself?
|
Skills in English Learner's Book
-Page 47 -Digital devices -Role play materials |
Observation
-Oral presentation
-Peer Assessment
|
|
| 7 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct formation of lower case letters of the alphabet -Form lower case letters correctly -Write from left to right correctly -Adopt forming letter correctly for effective communication |
The learner is guided to:
-Practise correct letter formation from models on the board, chart, pattern books -Copy lower case letter patterns -Draw and label objects related to the theme |
Why do we need to write in good handwriting?
|
Skills in English Learner's Book
-Page 49 -Pattern books -Charts -Drawing materials |
Observation
-Written assessment
-Checklists
|
|
| 7 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct formation of lower case letters of the alphabet -Form lower case letters correctly -Write from left to right correctly -Adopt forming letter correctly for effective communication |
The learner is guided to:
-Practise writing lower case letters from left to right -Draw and label objects related to the theme -Practice writing family-related words |
Why do we need to write in good handwriting?
|
Skills in English Learner's Book
-Page 49 -Exercise books -Family pictures -Labelling materials |
Observation
-Written assessment
-Peer Assessment
|
|
| 7 | 4-5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct formation of lower case letters of the alphabet -Form lower case letters correctly -Write from left to right correctly -Adopt forming letter correctly for effective communication |
The learner is guided to:
-Practise writing lower case letters from left to right -Draw and label objects related to the theme -Practice writing family-related words |
Why do we need to write in good handwriting?
|
Skills in English Learner's Book
-Page 49 -Exercise books -Family pictures -Labelling materials |
Observation
-Written assessment
-Peer Assessment
|
|
| 8 |
Midterm break |
||||||||
| 9 | 1 |
HOME
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise target sounds in the given words -Pronounce the target sounds for clarity in communication -Respond to simple specific one-directional instructions using the new words -Adopt using the vocabulary learnt in oral communication |
The learner is guided to:
-Listen to the teacher or an audio modelling of the sounds /æ/ /m/, /t/ /e/ -Form words featuring the target sounds -Use the vocabulary related to the theme to construct sentences |
Why should we listen attentively?
-Why should we pronounce words correctly?
|
Skills in English Learner's Book
-Page 19 -Audio recordings -Sound charts -Home pictures |
Observation
-Oral questions
-Checklists
|
|
| 9 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise target sounds in the given words -Pronounce the target sounds for clarity in communication -Respond to simple specific one-directional instructions using the new words -Adopt using the vocabulary learnt in oral communication |
The learner is guided to:
-Practice pronouncing target sounds -Respond to instructions given by the teacher -Role play giving each other one-directional instructions |
Why should we listen attentively?
-Why should we pronounce words correctly?
|
Skills in English Learner's Book
-Page 19 -Home vocabulary cards -Instruction cards |
Observation
-Oral presentation
-Assessment rubrics
|
|
| 9 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise target sounds in the given words -Pronounce the target sounds for clarity in communication -Respond to simple specific one-directional instructions using the new words -Adopt using the vocabulary learnt in oral communication |
The learner is guided to:
-Use home vocabulary to name objects -Construct sentences using words related to home -Role play home activities |
Why should we listen attentively?
-Why should we pronounce words correctly?
|
Skills in English Learner's Book
-Page 19 -Home objects/pictures -Role play materials |
Observation
-Oral questions
-Peer Assessment
|
|
| 9 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Recognise target sounds in the given words -Pronounce the target sounds for clarity in communication -Respond to simple specific one-directional instructions using the new words -Adopt using the vocabulary learnt in oral communication |
The learner is guided to:
-Practice all target sounds and vocabulary learnt -Use home vocabulary in sentences -Play language games using home-related words |
Why should we listen attentively?
-Why should we pronounce words correctly?
|
Skills in English Learner's Book
-Page 19 -Language games -Home vocabulary cards |
Observation
-Oral questions
-Assessment rubrics
|
|
| 9 | 5 |
Reading
|
Pre-reading
|
By the end of the
lesson, the learner
should be able to:
-Identify target letters in given words -Form words using the target letters in preparation for reading -Realise the importance of letters in word formation |
The learner is guided to:
-Listen to audio recordings of the target letters (A a; M m; Tt; Ee) -Point out and name letters on a chart or flashcards -Listen and sort the target letters in word games |
Why do we learn letters?
|
Skills in English Learner's Book
-Page 24 -Audio recordings -Letter charts -Flashcards -Word formation cards -Matching activities |
Observation
-Written assessment
-Checklists
|
|
| 10 | 1 |
Language Use
|
Singular and plurals (add -s and -es)
|
By the end of the
lesson, the learner
should be able to:
-Identify singular and plural nouns which require addition of -s and -es -Use singular and plural nouns which require an addition of -s and -es -Realise the importance of using singular and plural nouns for effective oral communication |
The learner is guided to:
-Talk about objects at home in their singular and plural forms -Group pictures of items found at home in columns of one and many with peers |
What objects are found at home?
|
Skills in English Learner's Book
-Page 30 -Home object pictures -Grouping charts |
Observation
-Oral questions
-Assessment rubrics
|
|
| 10 | 2 |
Language Use
|
Singular and plurals (add -s and -es)
|
By the end of the
lesson, the learner
should be able to:
-Identify singular and plural nouns which require addition of -s and -es -Use singular and plural nouns which require an addition of -s and -es -Realise the importance of using singular and plural nouns for effective oral communication |
The learner is guided to:
-Draw and colour pictures of objects found at home and indicate number -Recite and record poems containing singular and plural nouns with peers |
What objects are found at home?
|
Skills in English Learner's Book
-Page 30 -Drawing materials -Poems -Digital devices |
Observation
-Oral presentation
-Peer Assessment
|
|
| 10 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct letter formation of target letters -Form letters in terms of shape and size correctly -Write from left to right to communicate effectively -Realise the importance of correct letter formation for effective communication |
The learner is guided to:
-Copy capital and small letter patterns for target letters: Aa, Mm, Tt, Ee -Practise correct letter formation of target letters from models on the board/chart/pattern books |
Why do we need to write clearly and neatly?
|
Skills in English Learner's Book
-Page 33 -Letter pattern books -Charts -Board |
Observation
-Written assessment
-Checklists
|
|
| 10 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct letter formation of target letters -Form letters in terms of shape and size correctly -Write from left to right to communicate effectively -Realise the importance of correct letter formation for effective communication |
The learner is guided to:
-Practise writing 3-4 letter words from left to right with peers -Watch videos on formation of target letters -Write home-related words correctly |
Why do we need to write clearly and neatly?
|
Skills in English Learner's Book
-Page 33 -Video clips -Exercise books -Home word lists |
Observation
-Written assessment
-Peer Assessment
|
|
| 10 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
-Recognise the correct letter formation of target letters -Form letters in terms of shape and size correctly -Write from left to right to communicate effectively -Realise the importance of correct letter formation for effective communication |
The learner is guided to:
-Practise writing 3-4 letter words from left to right with peers -Watch videos on formation of target letters -Write home-related words correctly |
Why do we need to write clearly and neatly?
|
Skills in English Learner's Book
-Page 33 -Video clips -Exercise books -Home word lists |
Observation
-Written assessment
-Peer Assessment
|
|
| 11 | 1 |
TIME
Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify new words featuring the target sounds in sentences -Use new words related to the theme in sentences -Use facial expressions appropriately during conversations -Appreciate the use of facial expression in communication |
The learner is guided to:
-Listen to modelling of the target sounds (Ss, Ll, Ii, Pp) and mimic -Look at pictures and watch videos depicting different times of the day -Role play activities done at different times of the day using words related to the theme |
Why is it important to look at the person talking to us?
-Which words do we use to talk about time?
|
Skills in English Learner's Book
-Page 52 -Time pictures -Video clips -Sound charts |
Observation
-Oral questions
-Assessment rubrics
|
|
| 11 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify new words featuring the target sounds in sentences -Use new words related to the theme in sentences -Use facial expressions appropriately during conversations -Appreciate the use of facial expression in communication |
The learner is guided to:
-Practice pronouncing target sounds -Sing songs about time -Watch videos of people taking part in a conversation about time |
Why is it important to look at the person talking to us?
-Which words do we use to talk about time?
|
Skills in English Learner's Book
-Page 52 -Time songs -Video clips -Conversation pictures |
Observation
-Oral presentation
-Peer Assessment
|
|
| 11 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify new words featuring the target sounds in sentences -Use new words related to the theme in sentences -Use facial expressions appropriately during conversations -Appreciate the use of facial expression in communication |
The learner is guided to:
-Use time vocabulary in sentences -Interpret different facial expressions -Role play time-related activities |
Why is it important to look at the person talking to us?
-Which words do we use to talk about time?
|
Skills in English Learner's Book
-Page 52 -Facial expression cards -Role play materials |
Observation
-Oral questions
-Checklists
|
|
| 11 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
-Identify new words featuring the target sounds in sentences -Use new words related to the theme in sentences -Use facial expressions appropriately during conversations -Appreciate the use of facial expression in communication |
The learner is guided to:
-Practice all target sounds and time vocabulary -Use facial expressions appropriately -Create sentences using time-related words |
Why is it important to look at the person talking to us?
-Which words do we use to talk about time?
|
Skills in English Learner's Book
-Page 52 -Time vocabulary cards -Expression charts |
Observation
-Oral questions
-Assessment rubrics
|
|
| 11 | 5 |
Reading
|
Pre-reading
|
By the end of the
lesson, the learner
should be able to:
-Identify letter names and corresponding sounds for reading preparedness -Read simple 3-4 letter words featuring the target letters for effective reading -Realise the importance of letter-sound correspondence for reading preparedness |
The learner is guided to:
-Engage in letter matching activities using pocket charts/digital flash cards/charts/flash cards -Recognise letters of the alphabet: (Ss, Ll, Ii, Pp) -Match target letters to their corresponding sounds |
Why do we learn sounds?
|
Skills in English Learner's Book
-Page 57 -Letter matching cards -Pocket charts -Digital flashcards -Fishing game materials -Sight word cards -Story books |
Observation
-Written assessment
-Self-assessment
|
|
| 12 | 1 |
Language Use
|
Present Simple Tense
|
By the end of the
lesson, the learner
should be able to:
-Identify words in the present simple tense in given sentences -Use present tense forms to talk about time -Apply present tense forms to sequence routine or daily activities -Adopt the use of present simple tense to talk about routine activities |
The learner is guided to:
-Watch a video on children participating in routine activities and talk about the activities using present simple tense -Respond to questions based on daily routines |
What do you do from morning to evening?
|
Skills in English Learner's Book
-Page 63 -Video clips -Daily routine charts |
Observation
-Oral questions
-Assessment rubrics
|
|
| 12 | 2 |
Language Use
|
Present Simple Tense
|
By the end of the
lesson, the learner
should be able to:
-Identify words in the present simple tense in given sentences -Use present tense forms to talk about time -Apply present tense forms to sequence routine or daily activities -Adopt the use of present simple tense to talk about routine activities |
The learner is guided to:
-Report what he or she does at home -Respond to simple questions demonstrating the use of present tense in talking about routine activities -Repeat sentences containing present tense from a story, poem or conversation they have listened to |
What do you do from morning to evening?
|
Skills in English Learner's Book
-Page 63 -Daily routine cards -Story books -Poems |
Observation
-Oral presentation
-Peer Assessment
|
|
| 12 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
-Form letters in terms of shape and size correctly -Write words from left to right to communicate effectively -Realise the need to form letters correctly for effective communication |
The learner is guided to:
-Copy letters (Ss, Ll, Ii, Pp) as modelled by the teacher or peers -Practise correct letter formation from models on the board/charts/pattern books |
Why is it important to write clearly and neatly?
-How can we tell letters are correctly written?
|
Skills in English Learner's Book
-Page 66 -Letter pattern models -Charts -Board |
Observation
-Written assessment
-Checklists
|
|
| 12 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
-Form letters in terms of shape and size correctly -Write words from left to right to communicate effectively -Realise the need to form letters correctly for effective communication |
The learner is guided to:
-Draw and label objects related to theme -Practise writing letters and words from left to right -Play language games involving the shaping of letters -Sort out small letters and capital letters and write them separately |
Why is it important to write clearly and neatly?
-How can we tell letters are correctly written?
|
Skills in English Learner's Book
-Page 66 -Drawing materials -Language games -Letter sorting cards |
Observation
-Written assessment
-Peer Assessment
|
|
| 12 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
-Form letters in terms of shape and size correctly -Write words from left to right to communicate effectively -Realise the need to form letters correctly for effective communication |
The learner is guided to:
-Draw and label objects related to theme -Practise writing letters and words from left to right -Play language games involving the shaping of letters -Sort out small letters and capital letters and write them separately |
Why is it important to write clearly and neatly?
-How can we tell letters are correctly written?
|
Skills in English Learner's Book
-Page 66 -Drawing materials -Language games -Letter sorting cards |
Observation
-Written assessment
-Peer Assessment
|
|
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