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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
INTERNET-EMAIL
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary: Stress and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Identify correct stress and intonation in 'WH' questions, other questions and statements for clarity in speech - Use correct stress and intonation in questions and statements to communicate clearly - Use vocabulary related to the theme in a variety of contexts for effective oral communication |
The learner is guided to:
- Listen to a recording of poems paying attention to how specific words are pronounced - Take turns to say words in different columns focusing on sounds /u:/ and /ʊ/ - Listen to an audio recording of pairs of sentences and take note of how the underlined words are said - In pairs, take turns to say the pairs of sentences - Say sentences written below each picture |
Why do we vary our voice when asking questions?
|
KLB Grade Four Learner's Book pg. 108
- Audio recordings - Digital devices - Pictures - Poem charts KLB Grade Four Learner's Book pg. 110 - Recording devices |
Oral questions
- Observation
- Recitation assessment
- Pronunciation assessment
|
|
| 1 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary: Stress and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Discriminate between different stress patterns in similar words - Apply vocabulary related to internet and email correctly - Adopt the use of varying intonation for effective communication |
The learner is guided to:
- Listen to correct intonation in questions and statements to identify a speaker's feelings - Recite a poem featuring 'WH' questions and declaratives collaboratively - Vary intonation when uttering questions and statements - Construct sentences orally with peers using vocabulary related to the theme - Act out dialogues with proper stress and intonation patterns |
How do we find out what we do not know?
|
KLB Grade Four Learner's Book pg. 120
- Audio recordings - Digital devices - Dialogue scripts |
Dialogue assessment
- Oral presentation
- Observation
- Peer assessment
|
|
| 1 | 3 |
Reading
|
Intensive Reading: Dialogue
|
By the end of the
lesson, the learner
should be able to:
- Read a variety of dialogues related to email and the internet for comprehension - Apply appropriate intensive reading skills to obtain specific factual and inferential information for lifelong learning - Adopt reading for purposes of comprehension and information |
The learner is guided to:
- Locate new words and sentence structures in a dialogue - Read a variety of dialogues related to the theme in print and non-print formats - Answer factual and inferential questions individually and collaboratively - Identify events in a dialogue for logical flow |
How can we obtain information from texts?
|
KLB Grade Four Learner's Book pg. 112
- Dialogue texts - Digital devices - Reading materials KLB Grade Four Learner's Book pg. 121 - Dictionary |
Oral questions
- Written exercises
- Observation
- Reading assessment
|
|
| 1 | 4 |
Grammar in Use
|
Word Class: Quantifiers
|
By the end of the
lesson, the learner
should be able to:
- Identify quantifiers and nouns used with them appropriate for effective communication - Use quantifiers in sentences correctly for communication clarity - Adopt the correct use of quantifiers in everyday communication |
The learner is guided to:
- Select countable and uncountable nouns from a list provided by the teacher - Use the quantifiers (much, many, some and any) correctly with nouns and construct sentences with peers - Recite poems and rhymes containing the quantifiers (much, many, some and any) in small groups - Fill in blank spaces using correct quantifiers |
How can we quantify nouns we cannot count?
|
KLB Grade Four Learner's Book pg. 115
- Charts - Digital devices - Poem charts - Exercise books |
Written exercises
- Oral questions
- Observation
- Recitation assessment
|
|
| 1 | 5 |
Grammar in Use
Writing |
Word Class: Quantifiers
Creative Writing: Pictorial Compositions |
By the end of the
lesson, the learner
should be able to:
- Apply quantifiers with appropriate nouns - Distinguish between countable and uncountable nouns - Value the correct use of quantifiers in communication |
The learner is guided to:
- Use digital devices to compose a short poem or a paragraph featuring the quantifiers (much, many, some and any) - Use the quantifiers (much, many, some and any) in a role play or a dialogue with peers - Read paragraphs with quantifiers and identify their usage - Write paragraphs using quantifiers correctly - Complete a dialogue by filling in appropriate quantifiers |
When do we use many and when do we use much?
|
KLB Grade Four Learner's Book pg. 125
- Digital devices - Reading materials - Exercise books - Dialogue scripts KLB Grade Four Learner's Book pg. 117 - Pictures - Videos - Writing materials |
Written exercises
- Digital task assessment
- Observation
- Role play assessment
|
|
| 2 | 1 |
Writing
Listening and Speaking |
Creative Writing: Pictorial Compositions
Pronunciation and Vocabulary: Interactive Listening |
By the end of the
lesson, the learner
should be able to:
- Arrange pictures in logical order to tell a story - Write compositions based on picture sequences - Value the use of visual literacy in composition writing |
The learner is guided to:
- Generate a wide range of pictures from the internet and write pictorial composition together - Arrange pictures in the correct order to form a story - Write a story based on the arranged pictures (60-80 words) - Read each other's composition and make suggestions for improving it - Write compositions based on videos watched |
What can pictures tell us about a story?
|
KLB Grade Four Learner's Book pg. 126
- Pictures - Digital devices - Internet - Writing materials KLB Grade Four Learner's Book pg. 130 - Audio texts - Recording equipment - Dialogue scripts |
Picture sequencing assessment
- Written compositions
- Peer assessment
- Observation
|
|
| 2 | 2 |
TECHNOLOGY- CYBER SAFETY
Listening and Speaking |
Pronunciation and Vocabulary: Interactive Listening
|
By the end of the
lesson, the learner
should be able to:
- Engage effectively in two-way conversations - Apply turn-taking skills in conversations - Realise the importance of turn taking in oral communication |
The learner is guided to:
- Watch audio-visual recordings of short interviews and then conduct a role play with others - Take turns during an oral interview, discussion or debate - Participate in a debate, interview or discussion on social media - Hold a conversation about cyber safety using proper turn-taking techniques - Practice asking and answering questions about technology and cyber safety |
Why should we wait for our turn to speak?
|
KLB Grade Four Learner's Book pg. 132
- Audio-visual recordings - Digital devices - Interview scripts - Debate topics |
Role play assessment
- Debate assessment
- Observation
- Peer assessment
|
|
| 2 | 3 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary: Interactive Listening
Extensive Reading: Narratives/Poems |
By the end of the
lesson, the learner
should be able to:
- Apply interactive listening skills in discussions - Use appropriate vocabulary related to cyber safety - Value ethical behavior in online interactions |
The learner is guided to:
- In groups, hold an interview about cyber safety with an expert (teacher or role play) - Listen actively to the speaker and respond appropriately - Debate on topics related to cyber safety such as "Children should be allowed to use Facebook and WhatsApp on their own" - Take turns to present points for or against the motion - Discuss the dangers of cyber bullying and how to stay safe online |
How do we show when an action took place?
|
KLB Grade Four Learner's Book pg. 144
- Debate topics - Digital devices - Interview guides - Charts on cyber safety KLB Grade Four Learner's Book pg. 134 - Story books - Poems - Graded readers - Digital texts |
Debate assessment
- Interview assessment
- Observation
- Group discussion assessment
|
|
| 2 | 4 |
Reading
|
Extensive Reading: Narratives and Poems
|
By the end of the
lesson, the learner
should be able to:
- Read narratives and poems about cyber safety - Extract information about online safety from texts - Value the importance of reading informational texts about technology |
The learner is guided to:
- Identify and discuss proverbs used in graded readers - Read stories about cyber safety and online behavior - Answer questions based on texts read about cyber safety - Identify and discuss safety rules presented in the texts - Share stories read about avoiding dangerous situations online |
What kind of materials do you enjoy reading?
|
KLB Grade Four Learner's Book pg. 147
- Story books - Poems - Digital texts - Charts on cyber safety |
Written exercises
- Oral questions
- Observation
- Group discussion assessment
|
|
| 2 | 5 |
Grammar in Use
|
Tense: Present Progressive Aspect
Tense: Past Progressive Aspect |
By the end of the
lesson, the learner
should be able to:
- Identify the present progressive forms of the verb in oral and written texts for communication - Use the present progressive aspect correctly in oral and written contexts for self-expression - Adopt the use of the present progressive aspect in communication |
The learner is guided to:
- Look at pictures and say what is happening - Act out actions and ask peers "What am I doing?" - Use am, is or are with the -ing form of verbs to describe actions in progress - Look at pictures and say what the people in each picture are doing - Fill in gaps in paragraphs with correct forms of present progressive verbs |
Why is it important to show when something happened?
|
KLB Grade Four Learner's Book pg. 137
- Pictures - Digital devices - Charts with present progressive verbs - Exercise books KLB Grade Four Learner's Book pg. 149 - Radio - Television |
Oral questions
- Written exercises
- Observation
- Role play assessment
|
|
| 3 | 1 |
Writing
|
Punctuation: Capital Letters
|
By the end of the
lesson, the learner
should be able to:
- Identify commonly used punctuation marks in written texts for effective communication - Use capital letters correctly in written texts for communication clarity - Promote the use of punctuation marks in various contexts for writing fluency |
The learner is guided to:
- Read paragraphs and identify words that begin with capital letters - Identify proper nouns such as names of people, places and features like mountains and rivers - Form sentences with peers using proper nouns - Write abbreviations of their school, names among others with peers and punctuate them correctly |
Why do you use punctuation marks?
|
KLB Grade Four Learner's Book pg. 142
- Charts - Digital devices - Writing materials - Sample paragraphs |
Written exercises
- Observation
- Peer assessment
- Punctuation assessment
|
|
| 3 | 2 |
Writing
Listening and Speaking |
Punctuation: Full Stop
Pronunciation and Vocabulary: Tongue Twisters |
By the end of the
lesson, the learner
should be able to:
- Use full stops correctly in written texts - Distinguish between different sentence endings - Value the importance of proper punctuation in writing |
The learner is guided to:
- Use punctuation cards to arrange or make coherent sentences and paragraphs collaboratively - Write well-punctuated sentences dictated by a teacher, peer or digital device - Make stickers with sentences punctuated with full stops and capital letters and stick them to a central place for everyone to see - Use digital resources to play games such as punctuation ladder and punctuation posters |
Which punctuation marks do you use when writing?
|
KLB Grade Four Learner's Book pg. 152
- Punctuation cards - Digital devices - Games - Writing materials KLB Grade 4 English Learner's Book pg. 154 Audio materials Digital devices Word cards Tongue twisters Teacher's Guide |
Dictation assessment
- Written exercises
- Observation
- Game performance assessment
|
|
| 3 | 3 |
THE FARM
Listening and Speaking |
Pronunciation and Vocabulary: Tongue Twisters
|
By the end of the
lesson, the learner
should be able to:
- Discriminate sounds and words in a language sample for listening comprehension - Pronounce words containing sounds related to the theme accurately for effective communication - Use new vocabulary related to the farm in a variety of contexts - Appreciate the importance of accurate pronunciation for effective communication |
The learner is guided to:
- Listen to and pick out words with sounds /s/, /z/, /h/, /f/ and digraph 'gh' from an oral text - Create word lists of sounds /ʊə/ /v/ /w/ /s/ /ʧ/ - Construct sentences using vocabulary related to the theme such as garden, weeding, manure - Match words with their meanings - Recite poems featuring words related to the theme with peers |
1. Why should we pronounce sounds and words correctly?
2. How can we improve our pronunciation?
|
KLB Grade 4 English Learner's Book pg. 155
Audio recordings Word cards Digital devices Dictionary |
Listening comprehension
Oral pronunciation tests
Vocabulary matching activities
Peer assessment
Self-assessment
|
|
| 3 | 4 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read a text of about 300 words accurately, at the right speed and with expression for effective communication - Use fluency strategies to read a text of about 300 words related to the theme to enhance comprehension - Appreciate the importance of fluency in reading for comprehension |
The learner is guided to:
- Perform a reader's theatre by taking turns reading their parts from a script - Read digital or non-digital texts of about 300 words related to the theme in small groups - Respond to oral questions that require inferences in pairs and small groups from a text of about 300 words - Write correct answers to direct and indirect questions that require inferences - Listen to audio-visual recordings of songs and poems and repeat them - Read and sing lyrics of relevant English songs |
1. Why is it important to read at a reasonable speed?
2. How can you read a text fast?
|
KLB Grade 4 English Learner's Book pg. 157
Digital devices Story books Poems and rhymes Audio-visual materials Charts Teacher's guide KLB Grade 4 English Learner's Book pg. 158 Instructional materials on the farm Maps and diagrams |
Reading aloud assessment
Question and answer
Comprehension exercises
Reading fluency tests
Observation
Peer assessment
|
|
| 3 | 5 |
Reading
Grammar in Use |
Reading Fluency
Word Classes: Contracted Verb Forms/Positive/Negative Statements |
By the end of the
lesson, the learner
should be able to:
- Read a text of about 300 words fluently for comprehension - Develop reading strategies to understand a variety of texts - Demonstrate appreciation for reading as a lifelong skill |
The learner is guided to:
- Read aloud a song related to the farm theme with accurate pronunciation, appropriate pace and expression - Pay attention to rhythm when reading poems and rhymes - Read a dialogue between characters (tomato and pineapple) expressively to bring out varying emotions - Read a poem using the correct rhythm - Work with peers to act out a dialogue expressively |
1. How does reading fluently help us to understand what we read?
2. Why should we vary our voice when reading?
|
KLB Grade 4 English Learner's Book pg. 159
Poems and rhymes Digital devices Song lyrics Teacher's guide KLB Grade 4 English Learner's Book pg. 162 Charts Flash cards Word cards Sentence strips |
Reading aloud assessment
Observation
Performance tasks
Dramatization
Peer assessment
|
|
| 4 | 1 |
Grammar in Use
|
Word Classes: Contracted Verb Forms/Positive/Negative Statements
|
By the end of the
lesson, the learner
should be able to:
- Use contracted forms in sentences for effective communication - Formulate positive and negative statements correctly for clarity in communication - Develop a positive attitude towards using contracted verb forms in speech |
The learner is guided to:
- Make and display charts containing contracted forms of verbs - Use digital devices to search for online resources on contracted verbs - Fill in the blanks in dialogues using contracted forms - Change positive statements to negative ones and vice versa - Construct sentences using contracted forms with peers |
1. When do we use contracted forms in speech?
2. How do we change positive statements to negative ones?
|
KLB Grade 4 English Learner's Book pg. 163
Digital devices Charts Flash cards Sentence strips Teacher's guide |
Written exercises
Gap filling tasks
Observation
Group work assessment
Self-assessment
|
|
| 4 | 2 |
Grammar in Use
Writing |
Word Classes: Contracted Verb Forms/Positive/Negative Statements
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- Differentiate between negative and positive statements for effective communication - Use contracted verb forms in speech and writing correctly - Appreciate the use of contractions in everyday speech |
The learner is guided to:
- Complete a dialogue using contracted forms of verbs - Write sentences with the following verbs: has not, are not, will not, do not and cannot - Show the contracted form of each of these verb forms - Construct sentences using contracted verb forms and type them on a digital device - Share their sentences with peers via email, mobile phones or printed pages |
1. How do contracted forms make our speech sound more natural?
2. When should we avoid using contracted forms?
|
KLB Grade 4 English Learner's Book pg. 164
Digital devices Flash cards Word cards Teacher's guide KLB Grade 4 English Learner's Book pg. 166 Sample compositions Pictures and charts Radio recordings |
Written exercises
Dialogue completion
Oral presentations
Peer assessment
Observation
|
|
| 4 | 3 |
Writing
|
Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Structure a narrative composition with a beginning, middle and end - Develop a narrative composition using descriptive language - Write creatively to express ideas about farm activities - Value creativity in narrative writing |
The learner is guided to:
- Watch and dramatize a story from a digital device - Create similes and use them in their composition - Listen to a poem and use the information to write a story - Discuss with peers how to write a story out of a poem - Identify the people, events and setting for their story |
1. Why is it important to plan our composition?
2. How can we write an interesting composition?
|
KLB Grade 4 English Learner's Book pg. 166
Digital devices Sample narrative compositions Pictures Story books Teacher's guide |
Narrative composition
Peer assessment
Observation
Use of vocabulary
Self-assessment
|
|
| 4 | 4 |
Writing
|
Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Structure a narrative composition with a beginning, middle and end - Develop a narrative composition using descriptive language - Write creatively to express ideas about farm activities - Value creativity in narrative writing |
The learner is guided to:
- Watch and dramatize a story from a digital device - Create similes and use them in their composition - Listen to a poem and use the information to write a story - Discuss with peers how to write a story out of a poem - Identify the people, events and setting for their story |
1. Why is it important to plan our composition?
2. How can we write an interesting composition?
|
KLB Grade 4 English Learner's Book pg. 166
Digital devices Sample narrative compositions Pictures Story books Teacher's guide |
Narrative composition
Peer assessment
Observation
Use of vocabulary
Self-assessment
|
|
| 4 | 5 |
Writing
|
Cre inative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Write a narrative composition of about 60-80 words based on the farm theme - Edit and revise narrative compositions for clarity - Demonstrate creativity in narrative compositions - Develop confidence in creative writing |
The learner is guided to:
- Visit a farm and write a narrative composition about their experience - Write a narrative composition using similes and descriptive language - Read through their composition and correct any mistakes - Share their completed stories in small groups - Give and receive feedback on narrative compositions |
1. How can we make our writing clearer?
2. Why should we check our writing for mistakes?
|
KLB Grade 4 English Learner's Book pg. 167
Digital devices Sample narrative compositions Pictures Charts Teacher's guide |
Complete narrative composition
Peer assessment
Editing exercise
Self-assessment
Observation
|
|
| 5 | 1 |
HIV AND AIDS
Listening and Speaking |
Pronunciation and Vocabulary: Speaking Fluency
|
By the end of the
lesson, the learner
should be able to:
- Speak fluently and confidently on a given topic to enhance oral skills - Articulate sounds accurately for effective communication - Promote the importance of speaking at a reasonable speed and without hesitation in daily life |
The learner is guided to:
- Listen to oral presentations such as poems and topical issues from audio recordings with words containing the sounds /s/ /z/ /h/ /f/ and digraph 'gh' and pick out the words with these sounds from the text - Repeat words with target sounds from the teacher or an audio recording accurately - Speak expressively on a familiar text within a specified time - Recite poems related to the theme at an appropriate pace - Fill gaps in sentences using the vocabulary learnt |
1. Why should you speak accurately?
2. How can you speak without unnecessary pauses?
|
KLB Grade 4 English Learner's Book pg. 168
Audio recordings Digital devices Charts Flash cards Teacher's guide |
Oral presentations
Pronunciation tasks
Speaking fluency assessment
Observation
Peer assessment
|
|
| 5 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary: Speaking Fluency
|
By the end of the
lesson, the learner
should be able to:
- Discriminate sounds and words in a language sample for listening comprehension - Use vocabulary related to HIV and AIDS appropriately for effective communication - Speak at a reasonable speed and without hesitation for effective communication |
The learner is guided to:
- Repeat oral texts from the teacher or an audio recording without hesitation and at a reasonable speed - Use nonverbal cues when speaking - Construct sentences using vocabulary related to the theme - Act out dialogues related to HIV and AIDS - Listen to a recording of a poem and pick out all the words with specific sounds |
1. Why is it important to speak clearly?
2. How can we learn new words?
|
KLB Grade 4 English Learner's Book pg. 170
Audio recordings Digital devices Word cards Charts Teacher's guide |
Oral presentations
Word identification exercises
Dialogue performance
Observation
Peer assessment
|
|
| 5 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary: Speaking Fluency
|
By the end of the
lesson, the learner
should be able to:
- Discriminate sounds and words in a language sample for listening comprehension - Use vocabulary related to HIV and AIDS appropriately for effective communication - Speak at a reasonable speed and without hesitation for effective communication |
The learner is guided to:
- Repeat oral texts from the teacher or an audio recording without hesitation and at a reasonable speed - Use nonverbal cues when speaking - Construct sentences using vocabulary related to the theme - Act out dialogues related to HIV and AIDS - Listen to a recording of a poem and pick out all the words with specific sounds |
1. Why is it important to speak clearly?
2. How can we learn new words?
|
KLB Grade 4 English Learner's Book pg. 170
Audio recordings Digital devices Word cards Charts Teacher's guide |
Oral presentations
Word identification exercises
Dialogue performance
Observation
Peer assessment
|
|
| 5 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary: Speaking Fluency
|
By the end of the
lesson, the learner
should be able to:
- Speak with appropriate speed, accuracy and expression on topics related to HIV and AIDS - Use vocabulary related to the theme in various contexts for effective communication - Appreciate the importance of fluency in speech |
The learner is guided to:
- Work in groups to recite poems about HIV and AIDS - Tell classmates what we can do to show kindness to people with HIV and AIDS - Use words in the box to fill in the blanks and say the sentences - Repeat words with target sounds accurately - Act out dialogues using vocabulary related to HIV and AIDS |
1. Why should we listen carefully?
2. How does good pronunciation help us to communicate?
|
KLB Grade 4 English Learner's Book pg. 177
Audio recordings Digital devices Word cards Flash cards Teacher's guide |
Recitation assessment
Dialogue performance
Vocabulary usage
Observation
Peer assessment
|
|
| 5 | 5 |
Reading
|
Intensive Reading: Narratives
|
By the end of the
lesson, the learner
should be able to:
- Read a short narrative of about 320 words for comprehension - Apply appropriate reading strategies to read a narrative of about 320 words for information - Accept reading for purposes of comprehension and information |
The learner is guided to:
- Read a passage in print or non-print format and answer questions - Discuss vocabulary from the passage and use them to construct simple sentences - Answer factual and inferential questions from a passage collaboratively - Give the sequence of events in a given story or passage - Read a digital text online or offline and answer questions with peers |
1. Why do we read narratives?
2. What makes you enjoy reading a narrative?
|
KLB Grade 4 English Learner's Book pg. 171
Digital devices Story books Flash cards Teacher's guide |
Comprehension questions
Vocabulary exercises
Sequencing tasks
Observation
Peer assessment
|
|
| 6 | 1 |
Reading
|
Intensive Reading: Narratives
|
By the end of the
lesson, the learner
should be able to:
- Read a narrative text of about 320 words related to the theme for comprehension - Answer factual and inferential questions from a narrative text - Realise the importance of reading for comprehension and information |
The learner is guided to:
- Work in pairs to look at pictures and talk about what is happening - Read the first and last paragraphs of a story and predict what the passage is about - Read the passage "Dr. Waswa's Visit" - Answer questions based on the passage - Arrange events in the order they occurred - Find out the meaning of words used in the passage |
1. Why is it important to predict what a passage is about before reading?
2. How can we find out the meaning of new words?
|
KLB Grade 4 English Learner's Book pg. 179
Digital devices Story books Dictionary Teacher's guide |
Comprehension questions
Vocabulary exercises
Sequencing tasks
Observation
Self-assessment
|
|
| 6 | 2 |
Reading
|
Intensive Reading: Narratives
|
By the end of the
lesson, the learner
should be able to:
- Read a narrative text of about 320 words with appropriate expression and fluency - Demonstrate comprehension of a narrative text by answering factual and inferential questions - Value reading for information and pleasure |
The learner is guided to:
- Look for words related to HIV and AIDS from the Internet with the help of the teacher - Find out ways of preventing HIV and AIDS using the Internet, books or newspapers - Confirm the meaning of words in the dictionary - Make sentences using the words learnt - Learn more about the effects of HIV and AIDS using the Internet or junior encyclopedia |
1. How can we find more information about what we read?
2. Why should we read from different sources?
|
KLB Grade 4 English Learner's Book pg. 180
Digital devices Internet resources Encyclopedia Dictionary Teacher's guide |
Research tasks
Vocabulary usage
Sentence construction
Information sharing
Peer assessment
|
|
| 6 | 3 |
Reading
|
Intensive Reading: Narratives
|
By the end of the
lesson, the learner
should be able to:
- Read a narrative text of about 320 words with appropriate expression and fluency - Demonstrate comprehension of a narrative text by answering factual and inferential questions - Value reading for information and pleasure |
The learner is guided to:
- Look for words related to HIV and AIDS from the Internet with the help of the teacher - Find out ways of preventing HIV and AIDS using the Internet, books or newspapers - Confirm the meaning of words in the dictionary - Make sentences using the words learnt - Learn more about the effects of HIV and AIDS using the Internet or junior encyclopedia |
1. How can we find more information about what we read?
2. Why should we read from different sources?
|
KLB Grade 4 English Learner's Book pg. 180
Digital devices Internet resources Encyclopedia Dictionary Teacher's guide |
Research tasks
Vocabulary usage
Sentence construction
Information sharing
Peer assessment
|
|
| 6 | 4 |
Grammar in Use
|
Word Class: Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Distinguish adverbs of manner, time and place for effective communication - Use adverbs of manner, time and place correctly in both oral and written sentences - Realise the importance of adverbs in oral and written communication |
The learner is guided to:
- Play games that involve grouping adverbs of manner, time and place - Recite poems containing adverbs of manner, time and place - Construct sentences using adverbs - Listen to a story or poem read by the teacher or from audio recordings and respond to questions - Create word lists of adverbs and use them to construct sentences on a word processor or a web page |
1. Where do you live?
2. How do you do your work?
3. When do we come to school?
|
KLB Grade 4 English Learner's Book pg. 173
Digital devices Word cards Charts Games Teacher's guide |
Written exercises
Sentence construction
Grouping tasks
Observation
Peer assessment
|
|
| 6 | 5 |
Grammar in Use
|
Word Class: Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify adverbs of place correctly in oral and written texts - Use adverbs of place appropriately in various contexts for clarity in communication - Adopt the use of adverbs for effective communication |
The learner is guided to:
- Study sentences with highlighted adverbs of place - Come up with words which answer questions about place - Construct sentences using adverbs of place - Type sentences using a computer or tablet - Pick out adverbs used in a poem and group them according to their type |
1. How can we show the position of people and things?
2. Why should we tell others exactly where people and things are?
|
KLB Grade 4 English Learner's Book pg. 182
Digital devices Word cards Sentence strips Charts Teacher's guide |
Written exercises
Sentence construction
Identification tasks
Observation
Self-assessment
|
|
| 7 | 1 |
Grammar in Use
|
Word Class: Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify adverbs of time correctly in oral and written texts - Use adverbs of time appropriately in various contexts for clarity in communication - Value the importance of adverbs in everyday communication |
The learner is guided to:
- Study sentences with highlighted adverbs of time - Identify words which answer questions about time - Use adverbs to work in groups and play a game with cards bearing different types of adverbs - Fill in the gaps using the correct adverbs of time - Construct sentences using adverbs of time |
1. When do actions take place?
2. How can we show when an action happened?
|
KLB Grade 4 English Learner's Book pg. 183
Digital devices Word cards Adverb game cards Charts Teacher's guide |
Written exercises
Gap filling tasks
Game participation
Observation
Peer assessment
|
|
| 7 | 2 |
Grammar in Use
|
Word Class: Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify adverbs of time correctly in oral and written texts - Use adverbs of time appropriately in various contexts for clarity in communication - Value the importance of adverbs in everyday communication |
The learner is guided to:
- Study sentences with highlighted adverbs of time - Identify words which answer questions about time - Use adverbs to work in groups and play a game with cards bearing different types of adverbs - Fill in the gaps using the correct adverbs of time - Construct sentences using adverbs of time |
1. When do actions take place?
2. How can we show when an action happened?
|
KLB Grade 4 English Learner's Book pg. 183
Digital devices Word cards Adverb game cards Charts Teacher's guide |
Written exercises
Gap filling tasks
Game participation
Observation
Peer assessment
|
|
| 7 | 3 |
Writing
|
Punctuation: Comma, Question Marks
|
By the end of the
lesson, the learner
should be able to:
- Identify commonly used punctuation marks in written texts for effective communication - Use commas and question marks correctly in written texts for clarity of writing - Adopt the use of punctuation marks for clarity in writing |
The learner is guided to:
- Use commas and question marks correctly to write well-punctuated sentences - Draw the comma and question mark on cards and display them in the classroom - Use punctuation cards to arrange or make coherent sentences and paragraphs featuring the comma and question mark in pairs - Make stickers with correctly punctuated sentences and display them at a central place for everyone to see |
1. Why should we punctuate written work?
2. How do we use these punctuation marks: comma and full stop?
|
KLB Grade 4 English Learner's Book pg. 175
Digital devices Punctuation cards Charts Sentence strips Teacher's guide |
Written exercises
Punctuation tasks
Sentence arrangement
Observation
Peer assessment
|
|
| 7 | 4 |
Writing
|
Punctuation: Comma, Question Marks
|
By the end of the
lesson, the learner
should be able to:
- Punctuate sentences correctly using commas and question marks - Type sentences correctly punctuated with commas and question marks - Recognize the importance of punctuation in written communication |
The learner is guided to:
- Type sentences on a word processor, tablet or mobile phone and send the work to the teacher or friends - Play games such as punctuation ladder and punctuation posters - Match punctuation marks with their names - Punctuate sentences using commas where necessary - Write correctly punctuated sentences on stickers and display them in class |
1. Why do you use punctuation marks?
2. Which punctuation marks do you use when writing?
|
KLB Grade 4 English Learner's Book pg. 184
Digital devices Punctuation cards Games Sentence strips Teacher's guide |
Written exercises
Punctuation tasks
Game participation
Observation
Self-assessment
|
|
| 7 | 5 |
HYGIENE AND SANITATION
Listening and Speaking |
Pronunciation and Vocabulary: Interactive Listening/Turn Taking/Riddles
|
By the end of the
lesson, the learner
should be able to:
- Articulate sounds accurately for effective communication - Interact with a speaker actively during an oral presentation, speech or narration for listening fluency - Interrupt a speaker appropriately for politeness in conversation - Use vocabulary related to the theme in a variety of contexts for self-expression |
The learner is guided to:
- Repeat words with the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ after the teacher or audio recordings accurately - Tell riddles with words containing the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/ with peers - Interact with a speaker or presenter through verbal and nonverbal cues - Engage the audience when making an oral presentation - Watch a video-recorded riddling session or listen to an audio recording |
1. Why should we listen to others?
2. What do you do when you want to talk and your friend is still talking?
|
KLB Grade 4 English Learner's Book pg. 186
Audio recordings Digital devices Word cards Riddles Teacher's guide |
Oral presentations
Riddling sessions
Interactive listening
Observation
Peer assessment
|
|
| 8 |
Midterm break |
||||||||
| 9 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary: Interactive Listening/Turn Taking/Riddles
|
By the end of the
lesson, the learner
should be able to:
- Use vocabulary related to hygiene and sanitation in various contexts - Demonstrate turn-taking in conversation for effective communication - Promote the importance of turn-taking in oral interviews or debates for effective oral communication |
The learner is guided to:
- Interview one another on a topical issue - Listen to a poem, a story or a song based on the theme and answer questions orally - Use digital devices to record solo or choral poetry performances - Complete an interview by choosing phrases from boxes given - Act out the interview, paying attention to the words in brackets |
1. How do facial expressions and gestures help us to communicate?
2. Why should we use polite language when interrupting others?
|
KLB Grade 4 English Learner's Book pg. 187
Audio recordings Digital devices Interview scripts Teacher's guide |
Role play
Interviews
Observation
Peer assessment
Recording assessment
|
|
| 9 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary: Interactive Listening/Turn Taking/Riddles
|
By the end of the
lesson, the learner
should be able to:
- Use vocabulary related to hygiene and sanitation in various contexts - Demonstrate turn-taking in conversation for effective communication - Promote the importance of turn-taking in oral interviews or debates for effective oral communication |
The learner is guided to:
- Interview one another on a topical issue - Listen to a poem, a story or a song based on the theme and answer questions orally - Use digital devices to record solo or choral poetry performances - Complete an interview by choosing phrases from boxes given - Act out the interview, paying attention to the words in brackets |
1. How do facial expressions and gestures help us to communicate?
2. Why should we use polite language when interrupting others?
|
KLB Grade 4 English Learner's Book pg. 187
Audio recordings Digital devices Interview scripts Teacher's guide |
Role play
Interviews
Observation
Peer assessment
Recording assessment
|
|
| 9 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary: Interactive Listening/Turn Taking/Riddles
|
By the end of the
lesson, the learner
should be able to:
- Listen intensively for specific sounds, words, phrases or sentences for fluency - Select silent letters in words from an oral text for listening fluency - Use appropriate language patterns correctly for effective oral communication |
The learner is guided to:
- Work in groups and hold a debate on a given topic related to hygiene and sanitation - Listen to a recording of the sentences to pay attention to specific words - Say words in columns to identify common sounds - Work in groups to ask one another riddles and give answers - Hold a conversation with siblings, parents or guardians about friends |
1. Why should I listen to what others are saying?
2. How can we show others that we are listening?
|
KLB Grade 4 English Learner's Book pg. 197
Audio recordings Digital devices Riddles Word cards Teacher's guide |
Debate participation
Listening comprehension
Sound identification
Observation
Peer assessment
|
|
| 9 | 4 |
Reading
|
Intensive Reading: Factual Texts
|
By the end of the
lesson, the learner
should be able to:
- Read factual texts of about 320 words related to the theme for comprehension - Apply appropriate reading habits in reading factual texts of about 320 words for information - Realize the importance of reading for comprehension and information |
The learner is guided to:
- Read factual texts in print and non-print formats - Infer the meaning of vocabulary in a text - Answer factual and inferential questions from a variety of texts - Discuss and role-play events in a story with peers - Watch a video related to the theme and pick out specific information - Use the encyclopedia to get more information related to the theme |
1. Why should we read at the right speed?
2. What should we do to remember what we read?
|
KLB Grade 4 English Learner's Book pg. 189
Digital devices Encyclopedia Factual texts Video materials Teacher's guide |
Comprehension questions
Vocabulary exercises
Role play
Observation
Peer assessment
|
|
| 9 | 5 |
Reading
|
Intensive Reading: Factual Texts
|
By the end of the
lesson, the learner
should be able to:
- Read a factual text of about 320 words with fluency and expression - Demonstrate comprehension of a factual text by answering questions accurately - Appreciate reading for information and enjoyment |
The learner is guided to:
- Look at pictures and talk about them with a partner - Arrange sentences in the order in which the events took place - Answer questions based on a factual text - List words in the passage whose meaning is not known and guess their meanings from context - Match words with their meanings using a dictionary - Work with a partner to act out a conversation between the doctor and Mary |
1. Why is it important to interpret visuals correctly?
2. How can visuals help us understand a text better?
|
KLB Grade 4 English Learner's Book pg. 199
Digital devices Dictionary Factual texts Pictures Teacher's guide |
Comprehension questions
Sequencing tasks
Vocabulary matching
Observation
Role play assessment
|
|
| 10 | 1 |
Grammar in Use
|
Word Class: Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions correctly in oral and written texts for fluency of speech - Engage in short dialogues featuring conjunctions for fluency of speech - Use conjunctions in a variety of contexts for effective oral and written communication |
The learner is guided to:
- Use the conjunctions (and, but, or, yet, so, for, nor) to talk about topics related to the theme - Construct sentences using the conjunctions (and, but, or, yet, so, for, nor) and type them on a digital device - Listen to a short dialogue containing the conjunctions (and, but, or, yet, so, for, nor) and discuss their usage with peers - Answer and ask questions involving conjunctions correctly |
1. Why do we join sentences?
2. Which words do we use to join sentences?
|
KLB Grade 4 English Learner's Book pg. 192
Digital devices Sentence strips Charts Dialogue scripts Teacher's guide |
Written exercises
Sentence construction
Dialogue performance
Observation
Peer assessment
|
|
| 10 | 2 |
Grammar in Use
|
Word Class: Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions correctly in oral and written texts for fluency of speech - Engage in short dialogues featuring conjunctions for fluency of speech - Use conjunctions in a variety of contexts for effective oral and written communication |
The learner is guided to:
- Use the conjunctions (and, but, or, yet, so, for, nor) to talk about topics related to the theme - Construct sentences using the conjunctions (and, but, or, yet, so, for, nor) and type them on a digital device - Listen to a short dialogue containing the conjunctions (and, but, or, yet, so, for, nor) and discuss their usage with peers - Answer and ask questions involving conjunctions correctly |
1. Why do we join sentences?
2. Which words do we use to join sentences?
|
KLB Grade 4 English Learner's Book pg. 192
Digital devices Sentence strips Charts Dialogue scripts Teacher's guide |
Written exercises
Sentence construction
Dialogue performance
Observation
Peer assessment
|
|
| 10 | 3 |
Grammar in Use
|
Word Class: Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Use a variety of conjunctions for clarity in communication - Construct sentences using conjunctions correctly - Realize the importance of conjunctions in communication |
The learner is guided to:
- Join sentences using yet, so, nor and for - Match sentences containing conjunctions - Fill in spaces with conjunctions and, but, or - Construct sentences about cleanliness using and, but and or - Type sentences using conjunctions - Identify sentences with conjunctions from a storybook |
1. How can we improve our writing by joining sentences?
2. When do we use different conjunctions?
|
KLB Grade 4 English Learner's Book pg. 201
Digital devices Sentence strips Charts Storybooks Teacher's guide |
Written exercises
Sentence joining
Identification tasks
Observation
Self-assessment
|
|
| 10 | 4 |
Writing
|
Creative Writing: Descriptive Compositions
|
By the end of the
lesson, the learner
should be able to:
- Describe the parts of a descriptive composition for self-expression - Organize thoughts clearly, precisely and creatively into a coherent paragraph for self-expression - Create a descriptive composition of about 80-100 words on various topics for effective communication |
The learner is guided to:
- Read a sample descriptive composition of about 80-100 words with peers and identify the paragraphs - Talk about different activities they engage in such as 'how we clean our house' in pairs - Write four descriptive sentences on a given topic about personal hygiene - Write an 80-100 words descriptive composition (2-3 coherent paragraphs) - Proofread and display their composition |
1. Why should you organize your thoughts in clear sentences and paragraphs?
2. How can you tell others about yourself?
|
KLB Grade 4 English Learner's Book pg. 195
Digital devices Sample compositions Charts Teacher's guide |
Written composition
Paragraph organization
Peer assessment
Observation
Self-assessment
|
|
| 10 | 5 |
Writing
|
Creative Writing: Descriptive Compositions
|
By the end of the
lesson, the learner
should be able to:
- Describe the parts of a descriptive composition for self-expression - Organize thoughts clearly, precisely and creatively into a coherent paragraph for self-expression - Create a descriptive composition of about 80-100 words on various topics for effective communication |
The learner is guided to:
- Read a sample descriptive composition of about 80-100 words with peers and identify the paragraphs - Talk about different activities they engage in such as 'how we clean our house' in pairs - Write four descriptive sentences on a given topic about personal hygiene - Write an 80-100 words descriptive composition (2-3 coherent paragraphs) - Proofread and display their composition |
1. Why should you organize your thoughts in clear sentences and paragraphs?
2. How can you tell others about yourself?
|
KLB Grade 4 English Learner's Book pg. 195
Digital devices Sample compositions Charts Teacher's guide |
Written composition
Paragraph organization
Peer assessment
Observation
Self-assessment
|
|
| 11 | 1 |
Writing
|
Creative Writing: Descriptive Compositions
|
By the end of the
lesson, the learner
should be able to:
- Write a descriptive composition of about 80-100 words on hygiene and sanitation - Organize ideas logically in a descriptive composition - Promote the role of creativity in descriptive writing for effective communication |
The learner is guided to:
- In pairs, talk about how they bathe and write down the strongest points - Use the points to continue with a composition already started - Write a composition of about 80-100 words on how they clean their home or school - Read through the composition and correct any mistakes - Ensure that handwriting is neat and easy to read |
1. How do you make your descriptions clear?
2. Why is it necessary to check your work for mistakes?
|
KLB Grade 4 English Learner's Book pg. 203
Digital devices Sample compositions Charts Teacher's guide |
Complete composition
Editing tasks
Paragraph organization
Observation
Self-assessment
|
|
| 11 | 2 |
Writing
|
Creative Writing: Descriptive Compositions
|
By the end of the
lesson, the learner
should be able to:
- Type a descriptive composition using a digital device - Edit and revise descriptive compositions for clarity and accuracy - Demonstrate creativity in descriptive writing - Value the importance of clear and logical organization in descriptive writing |
The learner is guided to:
- Type the compositions using a laptop, tablet or computer - Print and display the composition in the classroom - Find out how to maintain hygiene and sanitation from a sibling, parent or guardian - Write down suggestions on how to maintain hygiene and sanitation - Find out more about cholera, outbreak, hygiene and sanitation from a junior encyclopedia |
1. How can we use technology to improve our writing?
2. Why is it important to get information from different sources?
|
KLB Grade 4 English Learner's Book pg. 204
Digital devices Encyclopedia Sample compositions Teacher's guide |
Digital composition
Editing skills
Information presentation
Observation
Self-assessment
|
|
| 11 | 3 |
SPORTS: MY FAVOURITE GAME
Listening and Speaking |
Pronunciation and Vocabulary: Listening Fluency
|
By the end of the
lesson, the learner
should be able to:
- Listen to short speeches related to the theme for listening fluency - Apply vocabulary related to the theme in a variety of contexts for self-expression - Distinguish sounds and words from an oral text for listening fluency |
The learner is guided to:
- Listen attentively to audio recordings with the sounds /aʊ/ /ð/ /θ/ and consonant cluster 'sk' - Repeat words with the sounds /aʊ/ /ð/ /θ/ and consonant cluster 'sk' after the teacher or audio recordings accurately - Make a three-minute speech using vocabulary related to the theme - Recite poems about games - Watch a video on speeches related to sports and then make similar speeches collaboratively with peers |
1. How do facial expressions and gestures help us to communicate well?
2. Why should we listen actively to what others are saying?
|
KLB Grade 4 English Learner's Book pg. 205
Audio recordings Digital devices Word cards Charts Teacher's guide |
Oral presentations
Recitation assessment
Listening comprehension
Observation
Peer assessment
|
|
| 11 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary: Listening Fluency
|
By the end of the
lesson, the learner
should be able to:
- Articulate sounds accurately for effective communication - Interpret nonverbal cues correctly for listening fluency - Realize the importance of listening fluency in oral comprehension |
The learner is guided to:
- Use and interpret nonverbal cues in oral contexts correctly - Work with others and recite the poem "I Want to Learn" using actions to bring out the meaning - Listen as the teacher says words and identify common sounds - Pick out words from the poem that have the same sound - Listen and repeat sentences after the teacher, paying attention to words with specific sounds |
1. What should we do to make people enjoy listening to us?
2. Why should we vary our voice when speaking?
|
KLB Grade 4 English Learner's Book pg. 215
Audio recordings Digital devices Word cards Poem texts Teacher's guide |
Nonverbal communication assessment
Poem recitation
Sound identification
Observation
Self-assessment
|
|
| 11 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary: Listening Fluency
|
By the end of the
lesson, the learner
should be able to:
- Articulate sounds accurately for effective communication - Interpret nonverbal cues correctly for listening fluency - Realize the importance of listening fluency in oral comprehension |
The learner is guided to:
- Use and interpret nonverbal cues in oral contexts correctly - Work with others and recite the poem "I Want to Learn" using actions to bring out the meaning - Listen as the teacher says words and identify common sounds - Pick out words from the poem that have the same sound - Listen and repeat sentences after the teacher, paying attention to words with specific sounds |
1. What should we do to make people enjoy listening to us?
2. Why should we vary our voice when speaking?
|
KLB Grade 4 English Learner's Book pg. 215
Audio recordings Digital devices Word cards Poem texts Teacher's guide |
Nonverbal communication assessment
Poem recitation
Sound identification
Observation
Self-assessment
|
|
| 12 | 1 |
Listening and Speaking
|
Pronunciation and Vocabulary: Listening Fluency
|
By the end of the
lesson, the learner
should be able to:
- Listen to oral texts related to sports for comprehension and enjoyment - Apply vocabulary related to sports appropriately in various contexts - Appreciate the importance of listening actively for effective communication |
The learner is guided to:
- Use the words learnt to make sentences and say the sentences - Say the consonant cluster 'sk' in words like basketball, ask, desk, risk, skid and skip - Watch videos or listen to audio recordings about sports - Construct sentences related to sports using vocabulary learnt - Engage in conversations about favorite sports and games |
1. Why is it important to learn new words?
2. How can we improve our listening skills?
|
KLB Grade 4 English Learner's Book pg. 216
Audio recordings Digital devices Video materials Word cards Teacher's guide |
Vocabulary usage
Sentence construction
Conversation assessment
Observation
Peer assessment
|
|
| 12 | 2 |
Reading
|
Intensive Reading: Reading with Technology
|
By the end of the
lesson, the learner
should be able to:
- Read grade appropriate digital poems and narratives of about 300-320 words interpretively for comprehension - Access grade appropriate online materials of about 300-320 words for lifelong learning - Promote reading digital resources for information |
The learner is guided to:
- Read animated stories, comics and cartoons interpretively individually and collaboratively with peers - Watch videos or mimes and answer questions - Interpret visual representations such as mind maps - Carry out simple online research on topics related to the theme - Create simple crossword puzzles based on animated stories |
1. Why should we read using technology?
2. How do you search for information using technology?
|
KLB Grade 4 English Learner's Book pg. 209
Digital devices Animated stories Mind maps Comics and cartoons Teacher's guide |
Digital reading assessment
Visual interpretation
Research skills
Crossword creation
Observation
|
|
| 12 | 3 |
Reading
|
Intensive Reading: Reading with Technology
|
By the end of the
lesson, the learner
should be able to:
- Study maps and diagrams related to sports for comprehension - Read online materials related to sports for information - Appreciate the use of technology in reading for information and enjoyment |
The learner is guided to:
- Work with peers to study the map of Nyati Sports Ground and identify games and sports activities that take place at the sports complex - Answer questions based on the map, such as locations and directions - Draw a map of their own sports ground and share with the class how one can move from one part of the field to another - Talk about the meaning of words related to sports and use them to write sentences - Find games from a word puzzle |
1. How can maps help us to understand locations?
2. Why is it important to know the meaning of words related to sports?
|
KLB Grade 4 English Learner's Book pg. 217
Digital devices Maps and diagrams Word puzzles Dictionary Teacher's guide |
Map reading assessment
Word puzzle completion
Vocabulary usage
Diagram interpretation
Peer assessment
|
|
| 12 | 4 |
Reading
|
Intensive Reading: Reading with Technology
|
By the end of the
lesson, the learner
should be able to:
- Study maps and diagrams related to sports for comprehension - Read online materials related to sports for information - Appreciate the use of technology in reading for information and enjoyment |
The learner is guided to:
- Work with peers to study the map of Nyati Sports Ground and identify games and sports activities that take place at the sports complex - Answer questions based on the map, such as locations and directions - Draw a map of their own sports ground and share with the class how one can move from one part of the field to another - Talk about the meaning of words related to sports and use them to write sentences - Find games from a word puzzle |
1. How can maps help us to understand locations?
2. Why is it important to know the meaning of words related to sports?
|
KLB Grade 4 English Learner's Book pg. 217
Digital devices Maps and diagrams Word puzzles Dictionary Teacher's guide |
Map reading assessment
Word puzzle completion
Vocabulary usage
Diagram interpretation
Peer assessment
|
|
| 12 | 5 |
Grammar in Use
|
Language Patterns: Interrogatives
|
By the end of the
lesson, the learner
should be able to:
- Identify interrogatives in a variety of texts for communication clarity - Use interrogatives in a variety of contexts for effective communication - Respond to a variety of questions based on interrogatives for effective communication |
The learner is guided to:
- Answer questions based on interrogatives (when, where, whose, who and what) - Identify the interrogatives when, where, whose, who and what in a variety of texts - Construct sentences with interrogatives (when, where, whose, who and what) with peers - View videos, cartoons or pictures and ask one another questions - Read a newspaper, magazine, brochures or any other authentic texts and identify the interrogative sentences |
1. Why do we ask questions?
2. Which words do we use to ask questions?
|
KLB Grade 4 English Learner's Book pg. 212
Digital devices Newspapers and magazines Videos and cartoons Charts Teacher's guide |
Question formulation
Sentence construction
Text analysis
Observation
Peer assessment
|
|
| 13 | 1 |
Grammar in Use
|
Language Patterns: Interrogatives
|
By the end of the
lesson, the learner
should be able to:
- Construct questions using interrogatives (when, where, whose, who and what) for effective communication - Respond appropriately to questions with interrogatives - Realize the importance of interrogatives in communication |
The learner is guided to:
- Fill in the gaps with the correct "wh" words from a given box - Study questions and choose the correct answer for each question from a box - Work with peers and practice asking one another questions and writing sentences that correctly answer the questions - Write appropriate questions for given answers - Punctuate questions correctly |
1. How can we make our questions clear?
2. Why is it important to ask questions?
|
KLB Grade 4 English Learner's Book pg. 219
Digital devices Sentence strips Charts Flashcards Teacher's guide |
Question construction
Gap filling tasks
Punctuation exercises
Observation
Self-assessment
|
|
| 13 | 2 |
Grammar in Use
|
Language Patterns: Interrogatives
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between questions and statements in written texts - Punctuate interrogatives correctly for written communication - Appreciate the role of interrogatives in effective communication |
The learner is guided to:
- Identify and write down all the questions from pairs of sentences - Write down questions and punctuate them correctly - Work with others and write the answers on separate pieces of paper, then pick one each and provide an appropriate question for the answer - Look for questions from a newspaper or magazine that begin with who, when, where, what, whose |
1. How do we know if a sentence is a question?
2. Why do questions end with a question mark?
|
KLB Grade 4 English Learner's Book pg. 221
Digital devices Newspapers and magazines Sentence strips Charts Teacher's guide |
Question identification
Punctuation exercises
Matching tasks
Observation
Peer assessment
|
|
| 13 | 3 |
Writing
|
Spelling: Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
- Identify commonly misspelt words in oral and written contexts - Write commonly misspelt words correctly for communication clarity - Adopt the skill of writing words clearly and correctly in communication |
The learner is guided to:
- Listen to and write commonly misspelt words - Listen to a dictation and spell selected words and sentences - Search for commonly misspelt words and create a word puzzle with peers - Copy the words correctly in their vocabulary book - Construct sentences using commonly misspelt words |
1. Why is it difficult to spell some words correctly?
2. How can we become better at spelling words?
|
KLB Grade 4 English Learner's Book pg. 214
Digital devices Word puzzles Dictionary Word cards Teacher's guide |
Dictation
Spelling tests
Word puzzle creation
Observation
Self-assessment
|
|
| 13 | 4 |
Writing
|
Spelling: Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
- Identify commonly misspelt words in oral and written contexts - Write commonly misspelt words correctly for communication clarity - Adopt the skill of writing words clearly and correctly in communication |
The learner is guided to:
- Listen to and write commonly misspelt words - Listen to a dictation and spell selected words and sentences - Search for commonly misspelt words and create a word puzzle with peers - Copy the words correctly in their vocabulary book - Construct sentences using commonly misspelt words |
1. Why is it difficult to spell some words correctly?
2. How can we become better at spelling words?
|
KLB Grade 4 English Learner's Book pg. 214
Digital devices Word puzzles Dictionary Word cards Teacher's guide |
Dictation
Spelling tests
Word puzzle creation
Observation
Self-assessment
|
|
| 13 | 5 |
Writing
|
Spelling: Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
- Spell commonly misspelt words correctly for effective written communication - Create word puzzles using commonly misspelt words for language development - Value the importance of correct spelling in written communication |
The learner is guided to:
- Form commonly misspelt words from jumbled up letters - Complete a crossword puzzle with commonly misspelt words - Search for words that they find difficult to spell from a list - Copy the words correctly in their books - Use the words to create a word puzzle - Work with peers to arrange jumbled letters to form words |
1. How can games help us learn to spell correctly?
2. Why is correct spelling important?
|
KLB Grade 4 English Learner's Book pg. 222
Digital devices Crossword puzzles Word cards Dictionary Teacher's guide |
Spelling tests
Word puzzle completion
Word formation tasks
Observation
Peer assessment
|
|
Your Name Comes Here