OUR MARKET

Listening and Speaking

Polite Language

By the end of the lesson, the learner should be able to:
- Identify polite words used to appreciate and make requests.
- Use appropriate vocabulary when making requests (please, thank you).
- Advocate for use of polite language in social interactions.

The learner is guided to:
- Look at pictures showing people using polite language and identify what they can see.
- Watch a role play or video clip of people using polite language.
- Read and copy the words "thank you", "excuse me", "please".
- Identify words used in polite language from the role play or video clip watched.

Which words do we use to request for something?

Queenex Language Activities Practice Book pg. 47-49
Digital devices
Charts
Flash cards
Pictures

Observation Oral questions Role play assessment

Listening and Speaking

Polite Language

By the end of the lesson, the learner should be able to:
- Use appropriate vocabulary when apologising (sorry, excuse me).
- Construct simple sentences using polite language.
- Value the importance of politeness in communication.

The learner is guided to:
- Look at pictures and identify what people are saying.
- Read and copy the words "welcome", "may I", "sorry".
- Role-play buying and selling using polite language.
- Tick the correct magic words for each picture (e.g., when you receive something - thank you; when you want to borrow a toy - please; when you hurt somebody - sorry).

Which words do we use to show that we are sorry?

Queenex Language Activities Practice Book pg. 50-52
Digital devices
Charts
Flash cards
Pictures

Oral questions Matching activities Role play

Listening and Speaking

Passing Information

By the end of the lesson, the learner should be able to:
- Talk about a market using simple language.
- Engage in conversations related to market practices.
- Take pleasure in passing verbal messages during conversations.

The learner is guided to:
- Tell their classmates their understanding of a market: what it is and what happens there.
- Look at the market picture and identify what they can see.
- Ask and answer questions about the market picture (How many people can you see? Where are the people? Name the fruits in the picture. Name the animals in the picture.).

Why do we buy and sell things at the market?

Queenex Language Activities Practice Book pg. 53
Digital devices
Pictures
Charts
Realia

Oral presentation Question and answer Observation

Listening and Speaking

Passing Information

By the end of the lesson, the learner should be able to:
- Talk about things bought and sold in the market.
- Role-play conversations between a buyer and seller.
- Appreciate the importance of markets in our community.

The learner is guided to:
- Read pictures from charts, books or magazines on people in the market.
- Watch a video clip on people buying and selling in the market.
- Collect packaging containers for different items and arrange/display in the shop corner.
- Role-play conversations between a buyer and seller while in the shop corner.
- Sing songs related to market.

What do people do at the market?

Queenex Language Activities Practice Book pg. 53
Digital devices
Packaging containers
Shop corner materials
Pictures

Role play assessment Oral questions Observation

Reading

Visual Discrimination

By the end of the lesson, the learner should be able to:
- Identify pictures of different items sold in the market.
- Tell similarities in pictures of things found in the market.
- Actively participate in picture reading activities.

The learner is guided to:
- Watch a video clip on things found in the market and people buying and selling.
- Find the differences in two similar pictures.
- Observe pictures of things found in the market and people buying and selling.
- Sort pictures of different things found in the market.

Which items do we buy from the market?

Queenex Language Activities Practice Book pg. 54
Digital devices
Picture cards
Charts
Sorting materials

Observation Oral questions Sorting activities

Reading

Visual Discrimination

By the end of the lesson, the learner should be able to:
- Tell differences in pictures of things found in the market.
- Circle the odd one out in each row of pictures.
- Appreciate visual discrimination skills.

The learner is guided to:
- Using pictures, share with other learners similarities on things found in the market: size, colour, shape.
- Using pictures, tell differences on things found in the market.
- Circle the odd one out in each row (e.g., fruits, vegetables, animals, clothing).
- Identify pictures of dirty or rotten items that we should not buy for safety and health reasons.

Why do we buy things from the market?

Queenex Language Activities Practice Book pg. 55
Picture worksheets
Crayons
Charts
Flash cards

Circling activities Oral questions Observation

Reading

Visual Discrimination

By the end of the lesson, the learner should be able to:
- Identify and colour same objects in each box.
- Match and pair pictures of items found in the market.
- Enjoy participating in visual discrimination activities.

The learner is guided to:
- Colour the same objects in each box.
- Match and pair pictures of items found in the market.
- Sing songs related to activities taking place in the market.
- Play games involving identification of similar and different objects.

How do we identify similar items?

Queenex Language Activities Practice Book pg. 56
Colouring worksheets
Crayons
Matching cards
Digital devices

Colouring assessment Matching activities Observation

Reading

Letter-sound Correspondence

By the end of the lesson, the learner should be able to:
- Identify letters of the alphabet by name.
- Read letter sounds from a variety of texts.
- Appreciate chanting rhymes on letter names and sounds.

The learner is guided to:
- Watch an animated clip on letter names and letter sounds.
- Read letters A-M from books, charts, boards, flash cards and digital devices.
- Read letter sounds a-m in turns from charts.
- Chant rhymes on letter names and letter sounds (Letter a, sound /a/, Letter b, sound /b/...).

Why do we learn letter sounds?

Queenex Language Activities Practice Book pg. 57
Alphabet charts
Flash cards
Digital devices
Rhyme charts

Oral questions Chanting assessment Observation

Reading

Letter-sound Correspondence

By the end of the lesson, the learner should be able to:
- Identify letters of the alphabet by name.
- Read letter sounds from a variety of texts.
- Appreciate chanting rhymes on letter names and sounds.

The learner is guided to:
- Watch an animated clip on letter names and letter sounds.
- Read letters A-M from books, charts, boards, flash cards and digital devices.
- Read letter sounds a-m in turns from charts.
- Chant rhymes on letter names and letter sounds (Letter a, sound /a/, Letter b, sound /b/...).

Why do we learn letter sounds?

Queenex Language Activities Practice Book pg. 57
Alphabet charts
Flash cards
Digital devices
Rhyme charts

Oral questions Chanting assessment Observation

Reading

Letter-sound Correspondence

By the end of the lesson, the learner should be able to:
- Read letter sounds N-Z from charts and flash cards.
- Match letter names and letter sounds appropriately.
- Value learning letter-sound correspondence.

The learner is guided to:
- Identify letters N-Z from books, charts, boards, flash cards.
- Read letter sounds n-z in turns from a chart.
- Match letter names with their corresponding sounds.
- Chant rhymes on letter names and letter sounds in the right order collaboratively.

How do letter names and sounds relate?

Queenex Language Activities Practice Book pg. 57
Alphabet charts
Flash cards
Digital devices
Matching cards

Matching activities Oral questions Checklists

Reading

Letter-sound Correspondence

By the end of the lesson, the learner should be able to:
- Say the alphabet rhyme with letter sounds.
- Associate letters with objects that begin with their sounds.
- Enjoy learning letter-sound correspondence through rhymes.

The learner is guided to:
- Say the rhyme: "A says 'a' as in apple, so sweet, B says 'b' as in ball at your feet..."
- Associate each letter with an object (apple, ball, cat, dog, elephant, fish, goat, hat, insect, jump, kite, lion, monkey, nest).
- Play games matching letters to pictures of objects.

What objects begin with each letter sound?

Queenex Language Activities Practice Book pg. 58
Alphabet rhyme chart
Picture cards
Flash cards
Digital devices

Rhyme recitation Matching games Observation

Reading

Letter-sound Correspondence

By the end of the lesson, the learner should be able to:
- Complete the alphabet rhyme with remaining letters.
- Identify objects that begin with letters O-Z.
- Appreciate the relationship between letters and sounds.

The learner is guided to:
- Continue the rhyme: "O says 'o' as in octopus, ocean blue... Z says 'z' as in zebra, on the run."
- Associate letters O-Z with objects (octopus, pig, queen, ring, snake, tree, umbrella, van, whale, x-ray, yellow, zebra).
- Sing: "Now we know our ABCs, Letter sounds with names, oh please!"
- Play letter memory games using flash cards.

How many letter sounds have we learnt?

Queenex Language Activities Practice Book pg. 58
Alphabet rhyme chart
Picture cards
Flash cards
Games materials

Oral recitation Games assessment Peer assessment

Reading

Reading Syllables (fa-fu, ha-hu)

By the end of the lesson, the learner should be able to:
- Identify syllables from a variety of texts.
- Read syllables fa, fe, fi, fo, fu and ga, ge, gi, go, gu.
- Enjoy chanting rhymes related to syllables.

The learner is guided to:
- Listen to recorded syllables from a digital device.
- Identify letter sounds and vowels.
- Join two sounds to form syllables.
- Read the syllables fa, fe, fi, fo, fu and ga, ge, gi, go, gu from flash cards, books, charts, writing board or digital device.

Where can we read letter sounds from?

Queenex Language Activities Practice Book pg. 59
Syllable charts
Flash cards
Digital devices
Writing board

Reading assessment Oral questions Observation

Reading

Reading Syllables (fa-fu, ha-hu)

By the end of the lesson, the learner should be able to:
- Read syllables ha, he, hi, ho, hu by joining two letter sounds.
- Chant rhymes on letter sounds collaboratively.
- Appreciate reading syllables as preparation for word reading.

The learner is guided to:
- Read the syllables ha, he, hi, ho, hu from flash cards, books, charts.
- Chant rhymes on letter sounds collaboratively and as individuals while others listen and appreciate by clapping.
- Play games related to letter sounds and syllables using flash cards.
- Practise reading all syllables fa-fu, ga-gu, ha-hu collaboratively.

How do we form syllables?

Queenex Language Activities Practice Book pg. 59
Syllable charts
Flash cards
Games materials
Digital devices

Reading assessment Games Peer assessment

Writing

Eye-hand Coordination

By the end of the lesson, the learner should be able to:
- Say how to move eyes and hands when writing.
- Demonstrate eye-hand coordination when copying pictures.
- Value activities that involve eye-hand coordination.

The learner is guided to:
- Tell how we move eyes and hands when writing.
- Copy and colour the pictures of items found in the market (fruits, vegetables).
- Practise writing letters on the floor, on a writing board, in the air.
- Trace letters of the alphabet.

How can we form letters of the alphabet?

Queenex Language Activities Practice Book pg. 60
Drawing books
Crayons
Pencils
Tracing sheets

Observation Practical assessment Copying activities

Writing

Eye-hand Coordination

By the end of the lesson, the learner should be able to:
- Copy pictures while observing eye-hand coordination.
- Colour letters and pictures within borders.
- Appreciate the importance of eye-hand coordination in writing.

The learner is guided to:
- Copy and colour more pictures of things found in the market.
- Colour letters of the alphabet within borders.
- Model letters of the alphabet using clay, plasticine or dough.
- Wash hands after modelling.
- Practise fixing letter puzzles collaboratively to enhance eye-hand coordination.
- Display work done.

Why is eye-hand coordination important?

Queenex Language Activities Practice Book pg. 61
Clay/Plasticine
Letter puzzles
Crayons
Display board

Practical assessment Observation Peer assessment

Writing

Writing Letters of the Alphabet

By the end of the lesson, the learner should be able to:
- Write letters Aa to Mm in upper and lower case.
- Demonstrate correct letter formation.
- Focus on neat and legible handwriting.

The learner is guided to:
- Write Aa to Zz on the writing practice page.
- Start with letters Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm.
- Practise writing on dotted lines.
- Write letters in both upper case and lower case on books.

How do we write letters neatly?

Queenex Language Activities Practice Book pg. 62
Writing books
Pencils
Alphabet charts
Dotted line worksheets

Written exercises Observation Checklists

Writing

Writing Letters of the Alphabet

By the end of the lesson, the learner should be able to:
- Write letters Nn to Zz in upper and lower case.
- Convert capital letters to small letters and vice versa.
- Value correct letter formation.

The learner is guided to:
- Continue writing letters Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz.
- Write in small letters: ABCDEFGHI, JKLMNOPQR, STUVWXYZ.
- Write in capital letters: abcdefghi, jklmnopqr, stuvwxyz.
- Display the work written in class.

Why should we know both capital and small letters?

Queenex Language Activities Practice Book pg. 63
Writing books
Pencils
Alphabet charts
Display board

Written exercises Assessment rubric Portfolio

Writing

Writing Syllables (fa-fu, ha-hu)

By the end of the lesson, the learner should be able to:
- Join sounds to form syllables fa, fe, fi, fo, fu.
- Write syllables fa-fu independently.
- Appreciate activities that involve writing of syllables.

The learner is guided to:
- Read syllables from a chart, book, flash cards, board or a digital device.
- Identify vowels a, e, i, o, u.
- Engage in blending sounds to make syllables fa, fe, fi, fo, fu.
- Practise writing syllables fa-fu collaboratively on the writing board.
- Write syllables fa-fu on own books.

Which materials do we need in writing syllables?

Queenex Language Activities Practice Book pg. 64
Syllable charts
Writing books
Pencils
Flash cards

Written exercises Observation Checklists

Writing

Writing Syllables (fa-fu, ha-hu)

By the end of the lesson, the learner should be able to:
- Join sounds to form syllables ga, ge, gi, go, gu.
- Write syllables ga-gu on different surfaces.
- Value neat syllable writing.

The learner is guided to:
- Read syllables ga, ge, gi, go, gu from charts.
- Engage in blending sounds to make syllables ga, ge, gi, go, gu.
- Write syllables ga-gu on the board, books and digital devices where applicable.
- Practise writing learned syllables on flashcards.
- Participate fairly in syllable writing games.

How do we blend sounds to form syllables?

Queenex Language Activities Practice Book pg. 64
Syllable charts
Writing books
Pencils
Digital devices

Written exercises Games assessment Observation

Writing

Writing Syllables (fa-fu, ha-hu)

By the end of the lesson, the learner should be able to:
- Join sounds to form syllables ha, he, hi, ho, hu.
- Write syllables ha-hu correctly and neatly.
- Show excitement in writing syllables.

The learner is guided to:
- Read syllables ha, he, hi, ho, hu from charts.
- Engage in blending sounds to make syllables ha, he, hi, ho, hu.
- Write syllables ha-hu on own books while reading aloud each syllable.
- Make patterns using syllables fa-fu, ga-gu, ha-hu.
- Display work done in class.
- Chant rhymes on syllables.

Which items bought from the market have syllable 'ha'?

Queenex Language Activities Practice Book pg. 64
Syllable charts
Writing books
Pencils
Display board

Written exercises Peer assessment Portfolio

ANIMALS

Listening and Speaking

Auditory Discrimination

By the end of the lesson, the learner should be able to:
- Identify letter sounds from a variety of texts.
- Distinguish closely related letter sounds when articulated.
- Develop interest in listening to sounds in the environment.

The learner is guided to:
- Listen to articulation of letter sounds from the teacher or an audio recording/video clip.
- Trace the letter sounds b, c, d, g and colour the picture that matches the beginning sound.
- Articulate closely related letter sounds as demonstrated: /p/ and /b/, /t/ and /d/, /k/ and /c/.
- Play letter sound games collaboratively encouraging one another.

Which letter sounds almost sound the same?

Queenex Language Activities Practice Book pg. 65-66
Digital devices
Letter sound charts
Picture cards
Crayons

Observation Tracing assessment Oral questions

Listening and Speaking

Auditory Discrimination

By the end of the lesson, the learner should be able to:
- Imitate familiar sounds made by different animals kept at home.
- Trace letter sounds and identify matching pictures.
- Appreciate sounds made by animals in the environment.

The learner is guided to:
- Trace the letter sounds and circle/tick the picture that matches the beginning sound.
- Listen to an audio clip on sounds produced by different animals.
- Name the animals shown in pictures (cow, cat, dog, goat, sheep, duck, chicken).
- Make the sounds the animals make (moo, meow, bark, bleat).
- Sing songs and recite poems on sounds made by animals.

Which animal sounds do you hear within our school?

Queenex Language Activities Practice Book pg. 67-69
Digital devices
Animal pictures
Audio clips
Charts

Oral questions Matching activities Observation

Listening and Speaking

Audience Awareness

By the end of the lesson, the learner should be able to:
- Explain when to speak loudly when addressing an audience.
- Explain when to speak softly when speaking to an audience.
- Exhibit audience awareness when communicating.

The learner is guided to:
- Say when one is supposed to speak loudly when passing a message.
- Say when one is supposed to speak softly when passing a message.
- Listen to the story about the fox and the frog from the teacher or recorded clip.
- Match the animals with their names (cat, duck, goat, dog, sheep).

How should we speak to be heard?

Queenex Language Activities Practice Book pg. 70
Story books
Digital devices
Animal picture cards
Name cards

Oral presentation Matching activities Observation

Listening and Speaking

Audience Awareness

By the end of the lesson, the learner should be able to:
- Retell stories audibly and with clarity.
- React to recorded clips in reference to audience awareness.
- Enjoy speaking actively and audibly to convey messages.

The learner is guided to:
- Re-tell the story of the fox and the frog audibly and with clarity while being recorded for replay.
- Listen to the recorded pieces of their own clip.
- Tell a friend any other story they know.
- React to the recorded clip in reference to audience awareness.
- Colour the pictures and say what the animals are doing.

How do the animals kept at home help us?

Queenex Language Activities Practice Book pg. 71
Digital devices
Recording equipment
Colouring worksheets
Crayons

Recording assessment Oral presentation Peer assessment

Reading

Visual Memory

By the end of the lesson, the learner should be able to:
- Recall letters of the alphabet in and out of class.
- Identify pictures of wild animals.
- Embrace activities that involve recalling.

The learner is guided to:
- Visit a learning corner within the class to observe different objects.
- Settle back to their seats and mention the objects observed.
- Read letters of the alphabet aloud and correctly from charts, books or digital devices to test their memory.
- Chant letters of the alphabet collaboratively in the absence of a chart.

How can wild animals be dangerous?

Queenex Language Activities Practice Book pg. 72
Learning corner materials
Alphabet charts
Flash cards
Digital devices

Oral questions Memory games Observation

Reading

Visual Memory

By the end of the lesson, the learner should be able to:
- Recall letters of the alphabet in and out of class.
- Identify pictures of wild animals.
- Embrace activities that involve recalling.

The learner is guided to:
- Visit a learning corner within the class to observe different objects.
- Settle back to their seats and mention the objects observed.
- Read letters of the alphabet aloud and correctly from charts, books or digital devices to test their memory.
- Chant letters of the alphabet collaboratively in the absence of a chart.

How can wild animals be dangerous?

Queenex Language Activities Practice Book pg. 72
Learning corner materials
Alphabet charts
Flash cards
Digital devices

Oral questions Memory games Observation

Reading

Visual Memory

By the end of the lesson, the learner should be able to:
- Match pictures of animals to their shadows.
- Differentiate pictures of wild animals.
- Value visual memory skills.

The learner is guided to:
- Match the pictures of animals to their shadows.
- Tell names of wild animals observed during a visit to game park, watched on media or seen on pictures collaboratively.
- Get involved in visual memory games like a fishing game using flashcards with drawings of animals.
- Play letter memory games.

Why is visual memory important?

Queenex Language Activities Practice Book pg. 72-73
Shadow matching cards
Animal pictures
Flash cards
Games materials

Matching activities Games assessment Observation

Reading

Visual Memory

By the end of the lesson, the learner should be able to:
- Recall and identify different animals from pictures.
- Relate animals to their characteristics.
- Appreciate the diversity of animals.

The learner is guided to:
- Identify and name various domestic and wild animals from pictures.
- Describe characteristics of animals observed.
- Play memory games involving animal identification.
- Match animals with their young ones.
- Sing songs about different animals.

How do we remember different animals?

Queenex Language Activities Practice Book pg. 73
Animal picture cards
Memory game materials
Charts
Digital devices

Memory games Oral questions Matching activities

Reading

Reading Syllables (ja-ju, la-lu)

By the end of the lesson, the learner should be able to:
- Recall syllables learnt earlier.
- Join sounds to read syllables ja, je, ji, jo, ju.
- Perform activities that involve reading of syllables.

The learner is guided to:
- Watch a video clip/listen to a recording on reading of syllables.
- Read syllables learnt earlier (ba-bu, ca-cu, da-du, fa-fu, ga-gu, ha-hu).
- Join sounds to form syllables ja, je, ji, jo, ju.
- Read the syllables from the syllable chart.
- Chant rhymes on syllables.

Why do you think we learn to read syllables?

Queenex Language Activities Practice Book pg. 74
Syllable charts
Flash cards
Digital devices
Rhyme charts

Reading assessment Oral questions Observation

Reading

Reading Syllables (ja-ju, la-lu)

By the end of the lesson, the learner should be able to:
- Join sounds to read syllables ka, ke, ki, ko, ku and la, le, li, lo, lu.
- Practise reading syllables collaboratively.
- Enjoy chanting rhymes related to syllables.

The learner is guided to:
- Join sounds to form syllables ka, ke, ki, ko, ku and la, le, li, lo, lu.
- Blend sounds to read syllables ja, ka, la.
- Practise reading syllables collaboratively, with some guiding others.
- Get involved in a variety of activities to practise reading syllables.
- Play games related to letter sounds and syllables using flash cards.

How do we blend sounds to form syllables?

Queenex Language Activities Practice Book pg. 74
Syllable charts
Flash cards
Games materials
Writing board

Reading assessment Games Peer assessment

Writing

Pattern Writing

By the end of the lesson, the learner should be able to:
- Identify letter patterns written on different surfaces.
- Write simple letter patterns on different surfaces.
- Take pleasure in pattern writing activities.

The learner is guided to:
- Read letters of the alphabet.
- Recite the letters of the alphabet collaboratively while taking turns.
- Observe a demonstration on how to write a pattern.
- Join the broken lines to complete the patterns (curves, circles, zigzags).
- Hold a writing tool appropriately.

Which tools do we use for pattern writing?

Queenex Language Activities Practice Book pg. 75
Pattern worksheets
Pencils
Writing books
Charts

Observation Pattern completion Checklists

Writing

Pattern Writing

By the end of the lesson, the learner should be able to:
- Copy simple patterns by joining broken lines.
- Practise writing simple patterns by joining letters.
- Display written patterns with confidence.

The learner is guided to:
- Join the broken lines and complete the patterns (waves, loops, slants).
- Copy simple patterns on books.
- Practise writing simple patterns by joining letters of the alphabet.
- Display written patterns for peer assessment.
- Make patterns using different shapes and letters.

Why do we write patterns?

Queenex Language Activities Practice Book pg. 76
Pattern worksheets
Pencils
Writing books
Display board

Written exercises Peer assessment Portfolio

Writing

Writing Syllables (ja-ju, la-lu)

By the end of the lesson, the learner should be able to:
- Identify syllables from a variety of texts.
- Write syllables ja, je, ji, jo, ju and ka, ke, ki, ko, ku properly.
- Show excitement in using basic writing tools to write syllables.

The learner is guided to:
- Write letters of the alphabet.
- Join dots to make syllables.
- Write syllables ja, je, ji, jo, ju and ka, ke, ki, ko, ku on the board and on books.
- Copy syllables properly in and out of class.
- Fill in the syllable table for letters j and k.

Why do we write syllables?

Queenex Language Activities Practice Book pg. 77
Syllable charts
Writing books
Pencils
Flash cards

Written exercises Observation Checklists

Writing

Writing Syllables (ja-ju, la-lu)

By the end of the lesson, the learner should be able to:
- Write syllables la, le, li, lo, lu correctly and neatly.
- Make patterns using syllables.
- Appreciate displaying written work.

The learner is guided to:
- Write syllables la, le, li, lo, lu on books.
- Make patterns using syllables ja-ju, ka-ku, la-lu.
- Model syllables while sharing the modelling materials (plasticine and/or clay).
- Practise writing syllables on ICT devices where applicable.
- Display work done in class.

How can we form syllables neatly?

Queenex Language Activities Practice Book pg. 77
Writing books
Pencils
Clay/Plasticine
Digital devices

Written exercises Peer assessment Portfolio

WEATHER CONDITIONS

Listening and Speaking

Auditory Memory

By the end of the lesson, the learner should be able to:
- Recall letter sounds and syllables in and out of class.
- Identify sounds associated with different weather conditions.
- Actively participate in activities that involve recognition of sounds.

The learner is guided to:
- Recognise letters of the alphabet.
- Identify syllables learnt.
- Join the dots and read the letter sounds.
- Listen to the teacher presenting letter sounds and syllables.
- Imitate sounds and syllables in turns as presented by the teacher or audio clips.

What activities do we do when it is rainy?

Queenex Language Activities Practice Book pg. 78
Dot-to-dot worksheets
Digital devices
Letter sound charts
Audio clips

Observation Oral questions Listening assessment

Listening and Speaking

Auditory Memory

By the end of the lesson, the learner should be able to:
- Imitate sounds associated with different weather conditions.
- Colour pictures and read weather-related words.
- Appreciate sounds in the environment.

The learner is guided to:
- Watch a video clip on sounds associated with rainy and windy weather conditions.
- Colour the pictures showing different weather (sunny, rainy, windy, cloudy) and read the words.
- Imitate sounds associated with rainy and windy weather conditions.
- Role-play windy and rainy weather conditions producing sounds associated with them.

What activities do we do when it is windy?

Queenex Language Activities Practice Book pg. 79
Digital devices
Weather pictures
Crayons
Audio clips

Colouring assessment Role play Observation

Listening and Speaking

Reporting Skills

By the end of the lesson, the learner should be able to:
- Name different weather conditions.
- Report orally the weather conditions observed.
- Express appreciation in reporting incidences or happenings.

The learner is guided to:
- Name different weather conditions (sunny, rainy, windy, cloudy).
- Match the weather pictures to their names.
- Take a nature walk outside the classroom to observe the weather.
- Talk about the observed weather conditions in turns.

How is the weather today?

Queenex Language Activities Practice Book pg. 80
Weather pictures
Charts
Flash cards
Outdoor environment

Matching activities Oral presentation Observation

Listening and Speaking

Reporting Skills

By the end of the lesson, the learner should be able to:
- Identify activities done during different weather conditions.
- Look at pictures and tell a friend what they can see.
- Appreciate different weather conditions.

The learner is guided to:
- Watch a video clip/read pictures on the effect of different weather conditions - rainy, windy, sunny and calm.
- Look at pictures showing activities during different weather and tell a friend what they can see.
- Report the weather conditions observed from the clip or pictures.
- Identify different activities done during different weather conditions.
- Sing songs related to different weather conditions.

Which clothes do we wear on a rainy day?

Queenex Language Activities Practice Book pg. 81
Digital devices
Weather activity pictures
Charts
Songs

Oral questions Picture description Observation

Reading

Visual Discrimination

By the end of the lesson, the learner should be able to:
- Identify different pictures of weather symbols.
- Look at pictures and identify the weather.
- Enjoy participating in weather-related activities.

The learner is guided to:
- View pictures depicting different weather conditions from a digital device, flash cards or charts and books collaboratively.
- Look at pictures and identify the weather (sunny, rainy, windy, cloudy).
- Talk about the pictures of different weather conditions collaboratively.
- Identify pictures of different clothes worn during different weather conditions.

How can you describe the weather today?

Queenex Language Activities Practice Book pg. 82
Weather picture cards
Charts
Digital devices
Flash cards

Picture identification Oral questions Observation

Reading

Visual Discrimination

By the end of the lesson, the learner should be able to:
- Match pictures of weather symbols and activities taking place.
- Match clothes to the weather.
- Appreciate dressing appropriately for different weather.

The learner is guided to:
- Tell why we should dress differently in different weather conditions.
- Match the clothes to the weather (umbrella, raincoat, sunglasses, sweater, boots).
- Match and pair pictures of weather symbols with activities taking place.
- Recite poems on weather conditions.

Which clothes do we wear on a hot day?

Queenex Language Activities Practice Book pg. 83
Clothing pictures
Weather cards
Matching worksheets
Charts

Matching activities Oral questions Observation

Reading

Visual Discrimination

By the end of the lesson, the learner should be able to:
- Identify and sort pictures related to different weather conditions.
- Pair pictures of appropriate clothing with weather.
- Value appropriate dressing for weather conditions.

The learner is guided to:
- Sort pictures of clothes according to weather they are suitable for.
- Identify pictures of items used during rainy weather (umbrella, raincoat, boots).
- Identify pictures of items used during sunny weather (hat, sunglasses, light clothes).
- Play games on matching weather and appropriate items.

Why do we dress differently in different weather?

Queenex Language Activities Practice Book pg. 83
Sorting materials
Picture cards
Games materials
Charts

Sorting activities Games assessment Observation

Reading

Visual Discrimination

By the end of the lesson, the learner should be able to:
- Identify and sort pictures related to different weather conditions.
- Pair pictures of appropriate clothing with weather.
- Value appropriate dressing for weather conditions.

The learner is guided to:
- Sort pictures of clothes according to weather they are suitable for.
- Identify pictures of items used during rainy weather (umbrella, raincoat, boots).
- Identify pictures of items used during sunny weather (hat, sunglasses, light clothes).
- Play games on matching weather and appropriate items.

Why do we dress differently in different weather?

Queenex Language Activities Practice Book pg. 83
Sorting materials
Picture cards
Games materials
Charts

Sorting activities Games assessment Observation

Reading

Reading Syllables (ma-mu, pa-pu)

By the end of the lesson, the learner should be able to:
- Recall the syllables learnt earlier.
- Join letter sounds to form syllables ma, me, mi, mo, mu.
- Take pleasure when performing activities that involve reading of syllables.

The learner is guided to:
- Read aloud syllables learnt (ba-bu through la-lu).
- View video clip/listen to audio clip on reading of syllables.
- Re-read syllables viewed and listened to.
- Join letter sounds to form syllables ma, me, mi, mo, mu.
- Read the syllables from the syllable chart.

Why is it easy to read syllables?

Queenex Language Activities Practice Book pg. 84
Syllable charts
Digital devices
Flash cards
Audio clips

Reading assessment Oral questions Observation

Reading

Reading Syllables (ma-mu, pa-pu)

By the end of the lesson, the learner should be able to:
- Join letter sounds to form syllables na, ne, ni, no, nu.
- Blend letter sounds to read syllables.
- Enjoy reading syllables collaboratively.

The learner is guided to:
- Join letter sounds to form syllables na, ne, ni, no, nu.
- Blend letter sounds to read syllables ma, na.
- Practise reading syllables collaboratively.
- Chant rhymes on syllables collaboratively.
- Play syllable reading games.

How do we blend sounds to make syllables?

Queenex Language Activities Practice Book pg. 84
Syllable charts
Flash cards
Games materials
Rhyme charts

Reading assessment Games Peer assessment

Reading

Reading Syllables (ma-mu, pa-pu)

By the end of the lesson, the learner should be able to:
- Join letter sounds to form syllables pa, pe, pi, po, pu.
- Read all syllables ma-mu, na-nu, pa-pu fluently.
- Appreciate reading syllables as preparation for word reading.

The learner is guided to:
- Join letter sounds to form syllables pa, pe, pi, po, pu.
- Read all syllables from ma-mu, na-nu, pa-pu from the chart.
- Practise reading syllables individually and in groups.
- Chant rhymes on all syllables learnt.
- Play fishing games using syllable flash cards.

How many syllables have we learnt?

Queenex Language Activities Practice Book pg. 84
Syllable charts
Flash cards
Fishing game materials
Digital devices

Reading assessment Games assessment Checklists

Writing

Recording Skills

By the end of the lesson, the learner should be able to:
- Observe different weather conditions during the day.
- Draw symbols for different weather conditions.
- Actively participate in activities involving recording observations.

The learner is guided to:
- Observe different weather conditions outside the classroom, on a video clip or from pictures.
- Talk about different weather conditions and differences.
- Read symbols of different weather conditions.
- Draw the weather symbols for windy, cloudy, rainy, and sunny.

What do we wear on a rainy day?

Queenex Language Activities Practice Book pg. 85
Weather observation chart
Drawing books
Pencils
Crayons

Drawing assessment Observation Oral questions

Writing

Recording Skills

By the end of the lesson, the learner should be able to:
- Record observed weather conditions in a simple weather chart.
- Tick the weather during the week.
- Appreciate recording weather observations.

The learner is guided to:
- Engage in a weather recording project for a week where they observe different weather conditions daily.
- Tick the weather during the week (Monday to Friday) on the weather chart - sunny, rainy, windy, cloudy.
- Record on a simple weather chart using symbols (morning and afternoon daily).
- Display the recorded weather chart at the end of the week for assessment.

How do we record weather observations?

Queenex Language Activities Practice Book pg. 86
Weather chart
Pencils
Display board
Weather symbols

Chart completion Observation Portfolio

Writing

Writing Syllables (ma-mu, pa-pu)

By the end of the lesson, the learner should be able to:
- Identify syllables in and out of class (ma-mu, na-nu).
- Write syllables ma, me, mi, mo, mu and na, ne, ni, no, nu.
- Show excitement in using basic tools for writing syllables.

The learner is guided to:
- Read syllables from charts, books, digital devices.
- Copy syllables ma-mu and na-nu already learnt properly.
- Write syllables ma-mu and na-nu on different surfaces: the board, charts, ground and on books.
- Fill in the syllable table for letters m and n.

How do we sit when writing?

Queenex Language Activities Practice Book pg. 87
Syllable charts
Writing books
Pencils
Writing board

Written exercises Observation Checklists

Writing

Writing Syllables (ma-mu, pa-pu)

By the end of the lesson, the learner should be able to:
- Write syllables pa, pe, pi, po, pu correctly and neatly.
- Make patterns using syllables.
- Appreciate displaying written work.

The learner is guided to:
- Write syllables pa, pe, pi, po, pu on books.
- Practise writing syllables on ICT devices where applicable.
- Make patterns using syllables ma-mu, na-nu, pa-pu.
- Display work done.
- Collaboratively chant rhymes on syllables as they write them.

Which tools do we use for writing syllables?

Queenex Language Activities Practice Book pg. 87
Writing books
Pencils
Digital devices
Display board

Written exercises Peer assessment Portfolio