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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
JOBS AND OCCUPATIONS
Listening and Speaking |
Stress and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Sort statements and questions based on rising and falling intonation - Pronounce words and phrases with the target sounds correctly - Construct sentences orally using words related to the theme - Use stress and intonation appropriately in statements and questions - Advocate the need for correct stress and intonation in varied contexts |
The learner is guided to:
- Reproduce appropriate patterns of stress and intonation in speech - Sort the statements and questions on the basis of rising or falling intonation collaboratively with peers - Practice saying words, phrases and sentences with the sounds /f/ and /v/ - Say tongue twisters with the sounds /f/ and /v/ collaboratively - Watch a video of a dialogue in which statements and questions are used - Recite a choral verse with peers - Use the right intonation on a role play on telephone conversation - Sing songs featuring stress and intonation |
1. Why should we pronounce sounds and words correctly?
2. Why do we raise our voices when asking questions?
3. How can you change your voice to show different meanings?
|
Oxford New Progressive Primary English Learner's Book pg. 66
Audio recordings Video clips Charts with examples Song recordings |
Pronunciation exercises
Intonation pattern identification
Role play assessment
Choral verse recitation
Peer assessment
|
|
| 2 | 2 |
Listening and Speaking
|
Stress and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between rising and falling intonation patterns - Apply appropriate stress and intonation in different speech contexts - Use vocabulary related to jobs and occupations correctly - Value the importance of proper intonation in communication |
The learner is guided to:
- Identify and practice rising intonation in questions - Identify and practice falling intonation in statements - Create dialogues about jobs and occupations using appropriate intonation - Role play job interviews with proper stress and intonation - Present speeches about different occupations using correct stress patterns |
1. How does intonation change the meaning of what we say?
2. Why is correct stress important when talking about jobs?
|
Oxford New Progressive Primary English Learner's Book pg. 67
Audio recordings Video clips Charts with intonation patterns Digital resources |
Intonation pattern assessment
Speech presentation
Role play evaluation
Dialogue creation
Peer assessment
|
|
| 2 | 3 |
Listening and Speaking
|
Stress and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between rising and falling intonation patterns - Apply appropriate stress and intonation in different speech contexts - Use vocabulary related to jobs and occupations correctly - Value the importance of proper intonation in communication |
The learner is guided to:
- Identify and practice rising intonation in questions - Identify and practice falling intonation in statements - Create dialogues about jobs and occupations using appropriate intonation - Role play job interviews with proper stress and intonation - Present speeches about different occupations using correct stress patterns |
1. How does intonation change the meaning of what we say?
2. Why is correct stress important when talking about jobs?
|
Oxford New Progressive Primary English Learner's Book pg. 67
Audio recordings Video clips Charts with intonation patterns Digital resources |
Intonation pattern assessment
Speech presentation
Role play evaluation
Dialogue creation
Peer assessment
|
|
| 2 | 4 |
Listening and Speaking
|
Stress and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Apply correct stress and intonation in conversations about occupations - Use vocabulary related to various jobs appropriately - Demonstrate confidence when speaking about different occupations - Value the importance of clear communication about jobs |
The learner is guided to:
- Practice using vocabulary related to different occupations - Create and present speeches about career aspirations - Role play conversations between people in different professions - Create audio recordings of dialogues about jobs - Give and receive feedback on stress and intonation |
1. How can we speak clearly about our career goals?
2. Why is it important to use the right vocabulary when talking about jobs?
|
Oxford New Progressive Primary English Learner's Book pg. 68
Audio recording equipment Vocabulary cards Pictures of different occupations Digital resources |
Speech presentation assessment
Vocabulary usage evaluation
Role play assessment
Audio recording critique
Peer feedback
|
|
| 2 | 5 |
Reading
|
Dialogues
|
By the end of the
lesson, the learner
should be able to:
- Select unfamiliar words and phrases from a reading text - Use contextual clues to infer the meaning of words - Respond to direct and inferential questions for comprehension - Relate events in the story to their own experiences |
The learner is guided to:
- Make connections between the characters in the text and the people they know - Relate events in the dialogue to their experiences - Read and role play a dialogue of about about 400 words collaboratively with peers - Pick out main ideas from the dialogue - Answer direct and inferential questions based on the dialogue - Infer the meaning of words from the context (for example, from words occurring before or after) |
1. How do we tell the meaning of words?
2. What makes you a good reader?
|
Oxford New Progressive Primary English Learner's Book pg. 69
Dialogue texts Role play guidelines Comprehension questions Digital resources |
Comprehension assessment
Vocabulary meaning inference
Role play evaluation
Question and answer
Peer assessment
|
|
| 3 | 1 |
Reading
|
Dialogues
|
By the end of the
lesson, the learner
should be able to:
- Read dialogues about jobs and occupations with understanding - Identify main ideas and supporting details in dialogues - Relate information in dialogues to real-life occupations - Value the importance of reading for information about careers |
The learner is guided to:
- Read dialogues about different jobs and occupations - Identify key information about various careers from dialogues - Create role plays based on dialogues about occupations - Research additional information about careers mentioned in dialogues - Present findings to peers |
1. What can we learn about different jobs from dialogues?
2. How can reading help us understand different occupations?
|
Oxford New Progressive Primary English Learner's Book pg. 70
Dialogue texts about occupations Career information resources Role play guidelines Digital resources |
Comprehension assessment
Information extraction evaluation
Role play creation
Research presentation
Peer assessment
|
|
| 3 | 2 |
Reading
|
Dialogues
|
By the end of the
lesson, the learner
should be able to:
- Read dialogues about jobs and occupations with understanding - Identify main ideas and supporting details in dialogues - Relate information in dialogues to real-life occupations - Value the importance of reading for information about careers |
The learner is guided to:
- Read dialogues about different jobs and occupations - Identify key information about various careers from dialogues - Create role plays based on dialogues about occupations - Research additional information about careers mentioned in dialogues - Present findings to peers |
1. What can we learn about different jobs from dialogues?
2. How can reading help us understand different occupations?
|
Oxford New Progressive Primary English Learner's Book pg. 70
Dialogue texts about occupations Career information resources Role play guidelines Digital resources |
Comprehension assessment
Information extraction evaluation
Role play creation
Research presentation
Peer assessment
|
|
| 3 | 3 |
Grammar in Use
|
Quantifiers
|
By the end of the
lesson, the learner
should be able to:
- Identify quantifying determiners in a variety of texts - Use quantifying determiners appropriately in a variety of contexts - Judge the appropriateness of quantifying determiners in oral and written texts |
The learner is guided to:
- Read a passage related to the theme and identify quantifying determiners from the passage collaboratively - Match quantifying determiners with corresponding countable and uncountable nouns - List quantifying determiners that can be used with both countable and uncountable nouns - Read sentences containing quantifying determiners from the internet with peers - Construct sentences using quantifying determiners with nouns with peers - Complete sentences by filling in gaps using the correct quantifying determiners |
1. Which words do we use to show amount or quantity?
2. Why is it important to tell the quantity of something?
|
Oxford New Progressive Primary English Learner's Book pg. 71
Charts with quantifiers Worksheets Texts with examples Digital resources |
Quantifier identification
Gap-filling exercises
Sentence construction
Matching exercises
Peer assessment
|
|
| 3 | 4 |
Grammar in Use
|
Quantifiers
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between quantifiers used with countable and uncountable nouns - Apply appropriate quantifiers in different contexts - Value the correct use of quantifiers in communication |
The learner is guided to:
- Sort quantifiers according to their use with countable, uncountable, or both types of nouns - Create sentences about jobs and occupations using appropriate quantifiers - Edit texts by inserting correct quantifiers - Create dialogues featuring quantifiers in contexts related to jobs - Present role plays incorporating targeted quantifiers |
1. How do we choose the right quantifier to use?
2. Why is it important to use quantifiers correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 73
Charts with quantifier categories Worksheets Editing exercises Digital resources |
Quantifier categorization
Sentence creation assessment
Editing task evaluation
Dialogue creation
Peer assessment
|
|
| 3 | 5 |
Writing
|
Pictorial Composition
|
By the end of the
lesson, the learner
should be able to:
- Choose possible topics for pictorial compositions - Create a composition based on the visuals or pictures - Judge visuals appropriately for creativity in writing |
The learner is guided to:
- Interpret pictures collaboratively with peers - Match the pictures with the different parts of a composition: beginning, middle and end - Watch a variety of animations, videos and sample write pictorial compositions collaboratively with peers - Arrange different pictures logically to write a story coherently - Write a pictorial composition of about 120-160 words - Proof read the pictorial composition - Display their compositions in the classroom |
1. Why do we enjoy looking at pictures?
2. What messages do pictures communicate?
|
Oxford New Progressive Primary English Learner's Book pg. 74
Picture sequences Sample pictorial compositions Writing guidelines Digital resources |
Picture interpretation assessment
Composition writing evaluation
Organization assessment
Creative writing rubrics
Peer review
|
|
| 4 | 1 |
Writing
|
Pictorial Composition
|
By the end of the
lesson, the learner
should be able to:
- Create stories based on pictures of different occupations - Organize ideas logically in pictorial compositions - Value the importance of visual literacy in writing |
The learner is guided to:
- Study pictures depicting different jobs and occupations - Plan compositions based on picture sequences - Write compositions about career journeys based on pictures - Include descriptive language about occupations in their writing - Share and critique compositions with peers |
1. How can pictures help us write better stories about jobs?
2. Why is it important to organize our ideas when writing about pictures?
|
Oxford New Progressive Primary English Learner's Book pg. 76
Pictures of different occupations Planning templates Sample compositions Digital resources |
Picture sequence interpretation
Composition organization
Descriptive language use
Creative writing assessment
Peer review
|
|
| 4 | 2 |
Writing
|
Pictorial Composition
|
By the end of the
lesson, the learner
should be able to:
- Create stories based on pictures of different occupations - Organize ideas logically in pictorial compositions - Value the importance of visual literacy in writing |
The learner is guided to:
- Study pictures depicting different jobs and occupations - Plan compositions based on picture sequences - Write compositions about career journeys based on pictures - Include descriptive language about occupations in their writing - Share and critique compositions with peers |
1. How can pictures help us write better stories about jobs?
2. Why is it important to organize our ideas when writing about pictures?
|
Oxford New Progressive Primary English Learner's Book pg. 76
Pictures of different occupations Planning templates Sample compositions Digital resources |
Picture sequence interpretation
Composition organization
Descriptive language use
Creative writing assessment
Peer review
|
|
| 4 | 3 |
TECHNOLOGY - LEARNING THROUGH TECHNOLOGY
Listening and Speaking |
Interactive Listening - Non-verbal Cues
|
By the end of the
lesson, the learner
should be able to:
- Identify words, phrases or sentences with the target sound - Construct sentences orally using words related to the theme - Pronounce sounds correctly for accuracy in speech - Use words and non-verbal cues to express different moods - Challenge others to listen interactively for effective communication |
The learner is guided to:
- Listen to a dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters - Take turns to read a dialogue collaboratively - Interrupt a conversation appropriately - View a video of conversation and list words or phrases used to interrupt politely - Say the target sounds as modelled from a recording - Make sentences with words containing the sound: /ə/ and the diphthongs: /ɪə/ /eɪ/ |
Why should we pronounce sounds and words correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 77
- Audio-visual recordings - Digital devices |
Oral presentations
- Role play
- Observation
- Peer assessment
|
|
| 4 | 4 |
Listening and Speaking
|
Interactive Listening - Telephone Conversation
|
By the end of the
lesson, the learner
should be able to:
- Identify words, phrases or sentences with the target sound - Construct sentences orally using words related to the theme - Use words and non-verbal cues to express different moods - Interrupt politely during a conversation - Challenge others to listen interactively for effective communication |
The learner is guided to:
- Role-play a telephone conversation - Vary voice and choose words to show changes in mood - Take turns to talk during the conversation - Interrupt each other politely during the conversation - Select words that have the same vowel sound as the word year and may - Make sentences using words with the vowel sounds /ɪə/ and /eɪ/ |
Why should you give others a chance to speak?
|
Oxford New Progressive Primary English Learner's Book pg. 77
- Digital devices - Audio recordings |
Oral presentations
- Role play
- Peer assessment
- Observation
|
|
| 4 | 4-5 |
Listening and Speaking
|
Interactive Listening - Telephone Conversation
|
By the end of the
lesson, the learner
should be able to:
- Identify words, phrases or sentences with the target sound - Construct sentences orally using words related to the theme - Use words and non-verbal cues to express different moods - Interrupt politely during a conversation - Challenge others to listen interactively for effective communication |
The learner is guided to:
- Role-play a telephone conversation - Vary voice and choose words to show changes in mood - Take turns to talk during the conversation - Interrupt each other politely during the conversation - Select words that have the same vowel sound as the word year and may - Make sentences using words with the vowel sounds /ɪə/ and /eɪ/ |
Why should you give others a chance to speak?
|
Oxford New Progressive Primary English Learner's Book pg. 77
- Digital devices - Audio recordings |
Oral presentations
- Role play
- Peer assessment
- Observation
|
|
| 5 |
Midterm |
||||||||
| 6 | 1 |
Listening and Speaking
|
Interactive Listening - Non-verbal Cues
|
By the end of the
lesson, the learner
should be able to:
- Use words and phrases with the selected sound in sentences - Interrupt politely during a conversation - Use words and non-verbal cues to express different moods - Challenge others to listen interactively for effective communication |
The learner is guided to:
- Listen to an audio dialogue and identify words with the sounds /ɪə/ and /eɪ/ - Practise saying words with the sounds /ɪə/ and /eɪ/ - Make sentences using words with these sounds - Take turns to say words that have the same vowel sound as the word year and may - Use a dictionary to find the meaning of technology related words - Use technology related vocabulary in sentences |
How do you tell if someone is happy or sad?
|
Oxford New Progressive Primary English Learner's Book pg. 78
- Digital devices - Dictionary - Audio recordings |
Observation
- Oral questioning
- Peer assessment
- Written assignments
|
|
| 6 | 2 |
Reading
|
Extensive Reading - Fiction and Non-Fiction Texts
|
By the end of the
lesson, the learner
should be able to:
- Select relevant reading materials from a collection of books - Scan a text to obtain specific information - Skim through digital or print texts to establish appropriateness and relevance - Read a variety of materials for fluency - Judge the appropriateness of a reading text on the basis of language and interest |
The learner is guided to:
- Skim through reading materials to obtain the main idea - Preview texts to determine suitability and relevance - Scan materials for specific details collaboratively - Select appropriate reading materials from a library - Read the selected materials individually - Share reflections on the books read collaboratively - Keep a record of materials read |
What kind of information do you find in books?
|
Oxford New Progressive Primary English Learner's Book pg. 79
- Library books - Electronic resources - Newspapers and magazines - Reading logs |
Reading logs
- Oral presentations
- Book reviews
- Observation
- Peer assessment
|
|
| 6 | 3 |
Reading
|
Extensive Reading - Fiction and Non-Fiction Texts
|
By the end of the
lesson, the learner
should be able to:
- Read a variety of materials independently for information and pleasure - Use reference materials to find the required information - Judge the appropriateness of a reading text on the basis of language and interest - Adopt the use of reference materials for lifelong learning |
The learner is guided to:
- Form reading clubs - Choose books based on covers and titles - Read books quickly and tell others what they are about - Read books carefully for specific information - Share information learned from books with group members - Read different types of books and keep records of books read - Search the internet for information about technology |
Why is it necessary to read many books?
|
Oxford New Progressive Primary English Learner's Book pg. 79
- Library books - Digital devices - Internet resources - Reading logs |
Reading logs
- Oral presentations
- Book reviews
- Written assignments
- Observation
|
|
| 6 | 4 |
Reading
|
Extensive Reading - Fiction and Non-Fiction Texts
|
By the end of the
lesson, the learner
should be able to:
- Read a variety of materials independently for information and pleasure - Use reference materials to find the required information - Judge the appropriateness of a reading text on the basis of language and interest - Adopt the use of reference materials for lifelong learning |
The learner is guided to:
- Form reading clubs - Choose books based on covers and titles - Read books quickly and tell others what they are about - Read books carefully for specific information - Share information learned from books with group members - Read different types of books and keep records of books read - Search the internet for information about technology |
Why is it necessary to read many books?
|
Oxford New Progressive Primary English Learner's Book pg. 79
- Library books - Digital devices - Internet resources - Reading logs |
Reading logs
- Oral presentations
- Book reviews
- Written assignments
- Observation
|
|
| 6 | 5 |
Grammar in Use
|
Future Time - Using will/shall
|
By the end of the
lesson, the learner
should be able to:
- Identify words that indicate future time in sentences - Use will and shall to express future time correctly - Collaborate with others to determine the correctness and appropriateness of the tense used in own or provided texts |
The learner is guided to:
- Pick sentences which express future time from a text - Make sentences from a substitution table - Answer questions on future time using will/shall collaboratively - Construct sentences using will/shall collaboratively - Role play activities they plan or wish to do in future with peers - Watch videos offline or online and identify sentences featuring future time with peers |
Which words do we use to show future time?
|
Oxford New Progressive Primary English Learner's Book pg. 83
- Digital devices - Video clips - Audio materials - Substitution tables |
Written exercises
- Sentence construction
- Observation
- Oral questioning
- Peer assessment
|
|
| 7 | 1 |
Grammar in Use
|
Future Time - Making Predictions
|
By the end of the
lesson, the learner
should be able to:
- Use will and shall to express future time correctly - Apply correct tense in written and oral communication - Collaborate with others to determine the correctness and appropriateness of the tense used in own or provided texts |
The learner is guided to:
- Make predictions (events, weather among others) using will and shall - Create display charts with sentences which feature will and shall - Use computers, tablets or mobile phones to listen to audio materials featuring future time - Make sentences about what they will do in the future - Take turns to ask each other questions about what they will do in the future |
How do you tell the time something happened?
|
Oxford New Progressive Primary English Learner's Book pg. 83
- Digital devices - Charts - Audio materials - Video clips |
Written exercises
- Oral questioning
- Role play
- Peer assessment
- Chart displays
|
|
| 7 | 2 |
Writing
|
Mechanics of Writing - Use of the Comma
|
By the end of the
lesson, the learner
should be able to:
- Identify commas and double quotation marks in written texts - Use the comma and double quotation marks correctly in sentences - Advocate the use of correct punctuation in written communication |
The learner is guided to:
- Read a short text and identify punctuation marks used collaboratively with peers - Use commas to show pauses between words, phrases or clauses - Complete sentences using double quotation marks and commas - Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources - Play punctuation games with peers |
Which punctuation marks do you know?
|
Oxford New Progressive Primary English Learner's Book pg. 85
- Newspapers - Magazines - Internet resources - Sample texts |
Written exercises
- Peer assessment
- Observation
- Checklists
- Punctuation games
|
|
| 7 | 3 |
Writing
|
Mechanics of Writing - Use of the Comma
|
By the end of the
lesson, the learner
should be able to:
- Identify commas and double quotation marks in written texts - Use the comma and double quotation marks correctly in sentences - Advocate the use of correct punctuation in written communication |
The learner is guided to:
- Read a short text and identify punctuation marks used collaboratively with peers - Use commas to show pauses between words, phrases or clauses - Complete sentences using double quotation marks and commas - Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources - Play punctuation games with peers |
Which punctuation marks do you know?
|
Oxford New Progressive Primary English Learner's Book pg. 85
- Newspapers - Magazines - Internet resources - Sample texts |
Written exercises
- Peer assessment
- Observation
- Checklists
- Punctuation games
|
|
| 7 | 4 |
Writing
|
Mechanics of Writing - Use of Double Quotation Marks
|
By the end of the
lesson, the learner
should be able to:
- Identify commas and double quotation marks in written texts - Use the comma and double quotation marks correctly in sentences - Advocate the use of correct punctuation in written communication |
The learner is guided to:
- Create posters or charts with sentences with double quotation marks and commas and display them in class - Insert commas and double quotation marks in the right places in sentences - Create charts with sentences about technology using double quotation marks - Look for stories in newspapers, magazines or storybooks with double quotation marks - Search online for punctuation games involving commas and double quotation marks |
Why do we punctuate sentences?
|
Oxford New Progressive Primary English Learner's Book pg. 85
- Digital devices - Manila paper - Newspapers - Magazines - Storybooks |
Written exercises
- Chart displays
- Peer assessment
- Observation
- Punctuation games
|
|
| 7 | 5 |
THE FARM - CASH CROPS
Listening and Speaking Listening and Speaking |
Proverbs and Sayings
|
By the end of the
lesson, the learner
should be able to:
- Identify proverbs and sayings in an oral narrative - Use proverbs and sayings appropriately in speech - Appreciate the importance of proverbs and sayings in communication |
The learner is guided to:
- Listen to a story from a teacher or an audio recording and identify proverbs and sayings - Share proverbs and sayings they know in pairs - Discuss the events in the story and predict what will happen next - Identify feelings portrayed in the story - List proverbs from the story and discuss their meanings - Practice using the proverbs correctly - Search the internet for songs and stories with proverbs and sayings - Listen to them and list proverbs and sayings on manila paper to make a poster |
Why are proverbs and sayings important in our daily communication?
|
Oxford New Progressive Primary English Learner's Book pg. 89
- Audio recording - Digital devices - Manila paper Oxford New Progressive Primary English Learner's Book pg. 90 - Dictionary - Digital devices |
Oral questions
- Observation checklist
- Peer assessment
- Oral presentations
- Portfolio
|
|
| 8 | 1 |
Reading
|
Fluency in Reading
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas and supporting details from a text - Read a text accurately and with expression - Respond to questions based on the text correctly |
The learner is guided to:
- Talk about pictures in the text about cash crops - Read the first sentence of each paragraph and predict what the passage is about - Read the passage 'Cash crop farming' - Scan the passage to identify cash crops grown in Kenya and counties that practice cash crop farming - Answer factual and inferential questions about the text - Suggest solutions to challenges faced by cash crop farmers |
Why is it important to read at the right speed and with expression?
|
Oxford New Progressive Primary English Learner's Book pg. 91
- Chart with pictures of cash crops - Word cards |
Written assignments
- Oral questions
- Reading fluency tests
- Comprehension exercises
|
|
| 8 | 2 |
Reading
|
Fluency in Reading
|
By the end of the
lesson, the learner
should be able to:
- Read a text accurately and with expression at the right speed - Repeat sentences after the teacher to enhance fluency - Recognize the importance of reading fluently and with expression |
The learner is guided to:
- Listen to the teacher read a paragraph and repeat sentences after the teacher - Read the passage 'Cash crop farming' as a class, ensuring correct pronunciation and punctuation - Participate in a reader's theater in groups, with each member reading a section aloud at the right speed - Take turns to read a part of the passage with a partner, timing each other - Set goals for number of words to read per minute |
How can you improve your reading speed?
|
Oxford New Progressive Primary English Learner's Book pg. 92
- Stopwatch/timer - Word charts - Reading materials on cash crops Oxford New Progressive Primary English Learner's Book pg. 93 - Newspapers - Magazines - Digital devices - Stopwatch/timer |
Observation checklist
- Peer assessment
- Reading speed tests
- Reading fluency rubrics
|
|
| 8 | 3 |
Grammar in Use
|
Double Imperatives
|
By the end of the
lesson, the learner
should be able to:
- Identify double imperatives in sentences - Use double imperatives to give instructions - Value the importance of giving clear instructions |
The learner is guided to:
- Look at pictures and read what the teacher is saying to identify double imperatives - Complete sentences to give instructions using double imperatives - Write six instructions of their own using double imperatives - Take turns to give each other the instructions they have written - Identify double imperatives from a given passage - Make six class rules using double imperatives in groups - Share rules with other groups |
How do we give clear instructions?
|
Oxford New Progressive Primary English Learner's Book pg. 94
- Picture cards - Digital devices - Charts |
Written exercises
- Oral presentations
- Peer assessment
- Group presentations
|
|
| 8 | 4 |
Grammar in Use
|
Question Tags
|
By the end of the
lesson, the learner
should be able to:
- Identify question tags in sentences - Use question tags correctly in sentences - Appreciate the importance of question tags in communication |
The learner is guided to:
- Read sentences with question tags and identify how they are used - Copy sentences with question tags from a dialogue and underline the question tags - Match statements with the correct question tags - Complete sentences using correct question tags - Practice making sentences using question tags in pairs - Correct each other where necessary |
Why do we use question tags in our daily communication?
|
Oxford New Progressive Primary English Learner's Book pg. 95
- Dialogue charts - Sentence strips - Digital devices Oxford New Progressive Primary English Learner's Book pg. 96 - Manila paper |
Written exercises
- Oral presentations
- Peer assessment
- Sentence construction tests
|
|
| 8 | 5 |
Writing
|
Similes and Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify similes and proverbs in a story - Explain the meaning of similes and proverbs - Appreciate the importance of using similes and proverbs in creative writing |
The learner is guided to:
- Read the story 'Harvest time' in groups - Identify similes and proverbs from the story - Discuss what they think happened when the children got to the farm - Write a story about what happened when the children got to the farm using similes and proverbs - Exchange their work with another group for correction - Search the internet or books for proverbs and similes - Create charts with proverbs and similes for display |
How do similes and proverbs make our writing interesting?
|
Oxford New Progressive Primary English Learner's Book pg. 97
- Digital devices - Story books - Manila paper - Reference materials |
Creative writing assignments
- Peer assessment
- Group presentations
- Observation checklist
|
|
| 9 | 1 |
Writing
|
Similes and Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Plan a story about a visit to a farm - Use similes and proverbs to enhance creative writing - Create a story incorporating similes and proverbs |
The learner is guided to:
- Work in pairs to plan a story about a visit to a farm using a planning table - Include when they visited, who went with them, what the farm looked like, what they did and how the day ended - Write the story individually using proverbs and similes - Exchange compositions with classmates for checking and feedback - Identify correct and incorrect use of similes and proverbs |
Why should we plan before writing compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 98
- Planning templates - Digital devices - Reference materials |
Creative writing assignments
- Peer assessment
- Self-evaluation
- Composition rubrics
|
|
| 9 | 2 |
Writing
|
Similes and Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Create stories using similes and proverbs - Evaluate the effectiveness of similes and proverbs in creative writing - Value the role of similes and proverbs in enhancing communication |
The learner is guided to:
- Read and analyze stories with similes and proverbs - Create their own similes related to farm activities - Write a narrative composition incorporating appropriate similes and proverbs - Present their compositions to the class - Give and receive feedback on the effective use of similes and proverbs - Compile a class collection of effective similes and proverbs |
How can we use similes and proverbs effectively in our compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 99
- Sample compositions - Digital devices - Reference materials |
Creative writing assignments
- Portfolio assessment
- Presentation rubrics
- Peer assessment
|
|
| 9 | 3 |
Listening and Speaking
|
Speaking Fluency
|
By the end of the
lesson, the learner
should be able to:
- Speak accurately and at the right speed - Show appropriate emotions during oral presentations - Appreciate the importance of speaking fluently |
The learner is guided to:
- Take turns to present a speech about communicable diseases in groups - Speak accurately and at the right speed - Show different feelings and emotions during the speech - Choose a group member to present the speech to the class - Identify interesting events that happened in school during the week - Create news items about these events - Present news items to the class with appropriate emotions |
Why should we speak clearly and confidently?
|
Oxford New Progressive Primary English Learner's Book pg. 100
- Audio recordings - Digital devices - Charts with health information |
Oral presentations
- Observation checklist
- Peer assessment
- Self-evaluation
|
|
| 9 | 4 |
HEALTH – COMMUNICABLE DISEASES
Listening and Speaking |
Speaking Fluency
|
By the end of the
lesson, the learner
should be able to:
- Retell stories showing different emotions - Listen for main ideas and specific details - Respond to questions correctly |
The learner is guided to:
- Listen to a story read by the teacher or from an audio recording - Take turns to retell the story in their own words in pairs - Take turns to ask and answer questions about the story - Identify symptoms of the disease mentioned in the story - Watch or listen to news on television or radio - Pick out interesting news items about communicable diseases - Practice retelling news items to friends |
How can you make your speech interesting?
|
Oxford New Progressive Primary English Learner's Book pg. 101
- Audio recordings - Digital devices - News articles on communicable diseases |
Oral presentations
- Observation checklist
- Question and answer
- Peer assessment
|
|
| 9 | 5 |
Listening and Speaking
Reading |
Speaking Fluency
Descriptive Texts |
By the end of the
lesson, the learner
should be able to:
- Identify words with the sound /h/ in a poem - Pronounce the sound /h/ correctly - Express ideas fluently and with appropriate intonation |
The learner is guided to:
- Listen to a poem read by the teacher - Recite the poem in groups with accurate pronunciation and expression - Identify words in the poem that start with the sound /h/ - Read paragraphs with words that have the sound /h/ - Play word games using words with the target sound - Search for poems or songs on communicable diseases - Identify words with the sound /h/ from the poems or songs |
Why is it important to pronounce sounds correctly?
|
Oxford New Progressive Primary English Learner's Book pg. 102
- Audio recordings - Word cards - Digital devices - Dice for word games Oxford New Progressive Primary English Learner's Book pg. 103 - Health charts - Reference books on diseases |
Oral presentations
- Observation checklist
- Word pronunciation tests
- Peer assessment
|
|
| 10 | 1 |
Reading
|
Descriptive Texts
|
By the end of the
lesson, the learner
should be able to:
- Retell a story in own words - Create mental images from events in the text - Visualize characters and places mentioned in the text |
The learner is guided to:
- Read the story 'Watch out for diseases!' again - Retell the story in their own words in pairs - Describe the people in the story, where they are and what they do - Identify details that have been left out in retelling - Visualize events, characters or places mentioned in the story - Pick out the main idea in each paragraph |
Why is it important to visualize what we read?
|
Oxford New Progressive Primary English Learner's Book pg. 104
- Story charts - Digital devices - Picture cards |
Oral presentations
- Observation checklist
- Peer assessment
- Retelling rubrics
|
|
| 10 | 2 |
Reading
Grammar in Use |
Descriptive Texts
Adverbs and Modals |
By the end of the
lesson, the learner
should be able to:
- Summarize stories in their own words - Make connections between texts and personal experiences - Value reading as a source of information |
The learner is guided to:
- Rewrite the story in one paragraph using their own words - Describe people they know who are like characters in the story - Search the internet for videos about communicable diseases - Watch the videos and write down what they learn - Share the information with classmates - Discuss how the information relates to their daily lives |
How do we apply what we read to our daily lives?
|
Oxford New Progressive Primary English Learner's Book pg. 105
- Digital devices - Videos on communicable diseases - Reference materials Oxford New Progressive Primary English Learner's Book pg. 106 - Sentence strips - Substitution tables - Digital devices |
Written summaries
- Observation checklist
- Presentation rubrics
- Self-evaluation
|
|
| 10 | 3 |
Grammar in Use
|
Adverbs and Modals
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of adverbs in texts - Categorize adverbs according to their types - Use adverbs correctly in sentences |
The learner is guided to:
- Recite a poem about different types of adverbs - Identify adverbs of manner, place, time and frequency from the poem - List adverbs from the poem and classify them according to type - Fill in blanks in sentences using appropriate adverbs - Make sentences using adverbs from the poem - Read the passage 'Watch out for diseases!' and identify adverbs |
Which words tell us how, when, and where actions happen?
|
Oxford New Progressive Primary English Learner's Book pg. 107
- Charts with adverb types - Sentence strips - Digital devices |
Written exercises
- Oral presentations
- Classification tasks
- Peer assessment
|
|
| 10 | 4 |
Grammar in Use
|
Adverbs and Modals
|
By the end of the
lesson, the learner
should be able to:
- Create sentences using adverbs correctly - Judge the appropriateness of adverbs in sentences - Value the importance of adverbs in communication |
The learner is guided to:
- Name adverbs of manner, time, place and frequency in groups - Use the adverbs to create sentences - Correct each other's sentences where necessary - Create charts showing adverbs and their types - Present the charts to the class - Create stories using different types of adverbs |
How do adverbs improve our communication?
|
Oxford New Progressive Primary English Learner's Book pg. 108
- Manila paper - Charts - Digital devices - Reference materials |
Written assignments
- Oral presentations
- Group presentations
- Observation checklist
|
|
| 10 | 5 |
Writing
|
Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Identify exclamation marks in sentences - Use exclamation marks correctly in writing - Appreciate the importance of correct punctuation |
The learner is guided to:
- Read sentences with exclamation marks aloud in pairs - Talk about how exclamation marks are used in sentences - Circle exclamation marks in sentences - Listen to a story read by the teacher and copy it in their exercise books - Include exclamation marks where needed - Write sentences showing surprise, shock, disgust or excitement - Use exclamation marks appropriately in their sentences |
Why is it important to use correct punctuation in writing?
|
Oxford New Progressive Primary English Learner's Book pg. 108
- Sentence strips - Charts with examples - Digital devices |
Written exercises
- Observation checklist
- Peer assessment
- Punctuation tests
|
|
| 11 | 1 |
Writing
|
Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Identify apostrophes in sentences - Use apostrophes correctly in writing - Collaborate with others to judge the appropriateness of punctuation marks |
The learner is guided to:
- Read sentences with apostrophes aloud - Circle apostrophes in a paragraph - Add apostrophes to sentences in the correct position - Write sentences using apostrophes correctly - Create charts with sentences using apostrophes - Share charts with classmates - Watch a video on the uses of apostrophes - Make notes on other uses of the apostrophe |
How does correct punctuation make our writing clearer?
|
Oxford New Progressive Primary English Learner's Book pg. 109
- Sentence strips - Charts with examples - Digital devices - Videos on punctuation |
Written exercises
- Observation checklist
- Peer assessment
- Group presentations
|
|
| 11 | 2 |
LEISURE TIME ACTIVITIES
Listening and Speaking |
Interactive Listening
|
By the end of the
lesson, the learner
should be able to:
- Recite poems with expression - Identify the main ideas in a poem - Display varied emotions when reciting poems |
The learner is guided to:
- Recite the poem about leisure time in groups - Answer questions about the poem - Discuss how each stanza makes them feel - Make a recording of themselves reciting the poem - Change their voice to show how they feel while reciting - Share recordings with friends - Ask for feedback on how to improve the recitation |
Why should we use facial expressions and gestures when speaking?
|
Oxford New Progressive Primary English Learner's Book pg. 111
- Audio recording devices - Digital devices - Poem charts |
Oral presentations
- Observation checklist
- Peer assessment
- Recording evaluation
|
|
| 11 | 3 |
Listening and Speaking
|
Interactive Listening
|
By the end of the
lesson, the learner
should be able to:
- Identify polite ways to interrupt during conversations - Take turns appropriately during conversations - Value the importance of politeness in communication |
The learner is guided to:
- Talk about a picture showing a conversation - Listen to a conversational narrative read by the teacher - Retell the narrative while expressing different moods and feelings - Identify words used to interrupt politely in the narrative - Identify polite people in the narrative and give reasons - Hold conversations about leisure with classmates - Interrupt politely and take turns to speak - Search for videos of conversational narratives - Identify turn-taking skills in the videos |
Why is it important to interrupt politely during conversations?
|
Oxford New Progressive Primary English Learner's Book pg. 112
- Audio recordings - Digital devices - Picture cards Oxford New Progressive Primary English Learner's Book pg. 113 - Word cards - Dictionary - Picture cards of leisure activities |
Oral presentations
- Observation checklist
- Peer assessment
- Conversation assessment
|
|
| 11 | 4 |
Reading
|
Factual Texts
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a factual text - Answer factual and inferential questions correctly - Value reading as a source of information |
The learner is guided to:
- Read the passage 'Leisure activities' - Answer factual and inferential questions about the passage - Identify the importance of leisure activities for children from the passage - Write a sentence for each article in the passage to bring out the main idea - Form a paragraph using the sentences - Give their opinions about the writer's views - Talk about leisure activities they participate in |
Why should we participate in leisure activities?
|
Oxford New Progressive Primary English Learner's Book pg. 114
- Charts with leisure activities - Digital devices - Reference materials |
Written assignments
- Oral questions
- Comprehension exercises
- Peer assessment
|
|
| 11 | 5 |
Reading
Grammar in Use |
Factual Texts
Conjunctions |
By the end of the
lesson, the learner
should be able to:
- Summarize the main ideas in a text - Relate ideas in a text to personal experiences - Appreciate the importance of leisure activities |
The learner is guided to:
- Read the passage 'Leisure activities' again - Identify the main ideas in each article - Write two sentences to summarize the main idea in each article - Discuss the benefits of leisure activities mentioned in the text - Relate the ideas in the text to their own experiences - Create a poster showing different leisure activities and their benefits |
How do leisure activities contribute to our well-being?
|
Oxford New Progressive Primary English Learner's Book pg. 115
- Charts with leisure activities - Digital devices - Manila paper - Drawing materials Oxford New Progressive Primary English Learner's Book pg. 116 - Sentence strips - Charts with conjunctions - Manila paper |
Written summaries
- Oral presentations
- Observation checklist
- Peer assessment
|
|
| 12 | 1 |
Grammar in Use
|
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions in texts - Use conjunctions correctly in sentences - Value the importance of conjunctions in communication |
The learner is guided to:
- Read paragraphs containing the conjunctions for, yet, since, also - Discuss how these conjunctions are used - Make sentences from a table using the conjunction for - Fill in blanks using the conjunctions also, for, yet, since - Write sentences using also, for, yet, since - Create a chart with their sentences - Display and read sentences from other pairs - Correct any mistakes in the sentences |
How do conjunctions help us express our ideas clearly?
|
Oxford New Progressive Primary English Learner's Book pg. 117
- Sentence strips - Charts with conjunctions - Digital devices - Manila paper |
Written exercises
- Oral presentations
- Peer assessment
- Group work assessment
|
|
| 12 | 2 |
Grammar in Use
Writing |
Conjunctions
Descriptive Composition |
By the end of the
lesson, the learner
should be able to:
- Find conjunctions in authentic texts - Use a variety of conjunctions in sentences - Judge the appropriateness of conjunctions in texts |
The learner is guided to:
- Find interesting articles in newspapers or magazines - Read the articles and underline conjunctions - Create a list of different conjunctions from the articles - Use the conjunctions to create their own sentences - Share their sentences with the class - Create stories using different conjunctions - Assess each other's use of conjunctions |
How can we vary our use of conjunctions in writing?
|
Oxford New Progressive Primary English Learner's Book pg. 118
- Newspapers - Magazines - Digital devices - Reference materials Oxford New Progressive Primary English Learner's Book pg. 119 - Sample compositions |
Written exercises
- Presentations
- Peer assessment
- Story assessment
|
|
| 12 | 3 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Plan a descriptive composition - Write a descriptive composition using appropriate vocabulary - Value the importance of planning before writing |
The learner is guided to:
- Talk about different ways people spend their leisure time - Choose a game or activity to describe - Describe how the game is played or how the activity is done - Describe the people who take part in the activity - Write a plan for a composition about the game or activity - Write the first paragraph of the composition |
How do we write an interesting descriptive composition?
|
Oxford New Progressive Primary English Learner's Book pg. 120
- Planning templates - Digital devices - Reference materials - Sample compositions |
Composition planning
- Written assignments
- Peer assessment
- Self-evaluation
|
|
| 12 | 4 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Plan a descriptive composition - Write a descriptive composition using appropriate vocabulary - Value the importance of planning before writing |
The learner is guided to:
- Talk about different ways people spend their leisure time - Choose a game or activity to describe - Describe how the game is played or how the activity is done - Describe the people who take part in the activity - Write a plan for a composition about the game or activity - Write the first paragraph of the composition |
How do we write an interesting descriptive composition?
|
Oxford New Progressive Primary English Learner's Book pg. 120
- Planning templates - Digital devices - Reference materials - Sample compositions |
Composition planning
- Written assignments
- Peer assessment
- Self-evaluation
|
|
| 12 | 5 |
Writing
|
Descriptive Composition
|
By the end of the
lesson, the learner
should be able to:
- Complete a descriptive composition independently - Edit compositions for improvement - Collaborate with others to determine the quality of a composition |
The learner is guided to:
- Complete the description of how a game is played or an activity is carried out individually - Exchange their work with classmates - Correct their classmate's work - Suggest improvements to make the writing better - Revise their compositions based on feedback - Present their final compositions to the class |
How can we improve our compositions?
|
Oxford New Progressive Primary English Learner's Book pg. 121
- Sample compositions - Digital devices - Reference materials - Editing checklists |
Final compositions
- Peer editing
- Self-evaluation
- Presentation rubrics
|
|
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