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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 5 | 1 |
GARDEN
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary (/ɪə/, /θ/, /ð/, wh, tw) - Lesson 1
Pronunciation and Vocabulary (/ɪə/, /θ/, /ð/, wh, tw) - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds from oral text -Pronounce words with target combinations in preparation for reading -Use words related to theme in relevant contexts |
The learner is guided to:
-Pronounce words with target sounds: /ɪə/ (near), /θ/ (thing), /ð/ (this), wh (when), tw (two) -Recite rhyming words with target sounds -Listen to and pronounce garden-related vocabulary -Use vocabulary to construct oral sentences |
Why should we pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 76
-MENTOR English Language Activities Grade 2 pg. 77 -Garden pictures -Sound prompts MENTOR English Language Activities Grade 2 pg. 78 -Language game materials -Picture matching cards -Instruction prompts |
Observation
-Pronunciation check
-Vocabulary use
-Oral sentences
|
|
| 5 | 2 |
Reading
|
Fluency - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Pronounce words accurately when reading -Read grade-appropriate text at right speed and with expression |
The learner is guided to:
-Pick out words with target sounds from chart -Read words containing target combinations correctly -Read texts displaying right facial expressions -Engage in timed reading with emotions |
Why should we show feelings and emotions when reading?
|
MENTOR English Language Activities Grade 2 pg. 80
-MENTOR English Language Activities Grade 2 pg. 81 -Reading charts -Expression guides |
Reading fluency check
-Sound recognition
-Expression assessment
-Timed reading
|
|
| 5 | 3 |
Reading
|
Fluency - Lesson 2
Comprehension - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Practice reading decodable and non-decodable words -Participate in readers theatre -Recite poems related to theme |
The learner is guided to:
-Practice reading decodable and non-decodable words -Participate in readers theatre with peers -Recite poems about gardens -Display appropriate tonal variations |
How can we improve our reading speed?
|
MENTOR English Language Activities Grade 2 pg. 82
-Readers theatre scripts -Poetry materials -Reading materials MENTOR English Language Activities Grade 2 pg. 83 -MENTOR English Language Activities Grade 2 pg. 84 -Garden stories -Comprehension questions |
Peer participation
-Poetry recitation
-Reading practice
-Expression evaluation
|
|
| 5 | 4 |
Reading
|
Comprehension - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Adopt reading texts for information -Summarize events in story in few words -Connect story with real-life experiences |
The learner is guided to:
-Answer indirect questions using contextual clues -Summarize events in a story -Relate stories to personal garden experiences -Practice reading for information |
How can we tell where events in a story have taken place?
|
MENTOR English Language Activities Grade 2 pg. 85
-Summary worksheets -Connection activities -Assessment guides |
Summary evaluation
-Inference assessment
-Real-life connections
-Information recall
|
|
| 5 | 5 |
Language Use
|
Past Continuous Tense - Lesson 1
Past Continuous Tense - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify words in past continuous tense -Change verbs from present to past continuous -Realize importance of communicating using past continuous |
The learner is guided to:
-Listen to stories with past continuous tense -Pick out verbs in past continuous tense -Take turns asking/answering questions using past continuous -Construct sentences based on garden pictures |
What were the learners doing in school yesterday?
|
MENTOR English Language Activities Grade 2 pg. 86
-MENTOR English Language Activities Grade 2 pg. 87 -Tense charts -Garden pictures MENTOR English Language Activities Grade 2 pg. 88 -Language games -Sentence construction materials -Peer assessment sheets |
Observation
-Verb identification
-Tense conversion
-Question practice
|
|
| 6 | 1 |
Writing
|
Spelling - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Spell words with target sounds for effective writing -Write 3-7 letter words related to theme correctly -Endorse writing words correctly, clearly and legibly |
The learner is guided to:
-Read words with target sounds from word wall -Copy words with letter combinations -Spell words from dictation -Make words from jumbled letters |
How do we learn to spell words or names?
|
MENTOR English Language Activities Grade 2 pg. 89
-MENTOR English Language Activities Grade 2 pg. 90 -Word walls -Dictation materials |
Spelling test
-Word formation
-Dictation assessment
-Letter arrangement
|
|
| 6 | 2 |
Writing
Listening and Speaking |
Spelling - Lesson 2
Pronunciation and vocabulary (nd, nk, /eɪ/, /əʊ/, /aɪ/) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Write 3-7 letter garden-related words correctly -Form words using letters of names -Demonstrate consistent correct spelling |
The learner is guided to:
-Write 3-7 letter words and read them aloud -Form words related to theme using letters of names -Practice writing garden vocabulary correctly -Exchange work for peer correction |
Why is correct spelling important?
|
MENTOR English Language Activities Grade 2 pg. 91
-Name letter activities -Spelling practice sheets -Peer assessment guides MENTOR English Language Activities Grade 2 pg. 90 -MENTOR English Language Activities Grade 2 pg. 91 -Audio recordings -Tongue twister cards |
Word writing
-Name-based word formation
-Peer correction
-Reading aloud
|
|
| 6 | 3 |
ACCIDENTS
Listening and Speaking |
Pronunciation and vocabulary (nd, nk, /eɪ/, /əʊ/, /aɪ/) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Respond to specific two-directional instructions -Use vocabulary to construct sentences -Realize importance of pronouncing words correctly |
The learner is guided to:
-Use vocabulary to construct sentences -Recite poems and sing songs on road safety -Draw and colour simple road signs -Respond to two-directional instructions |
Why is it important to pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 92
-Road safety materials -Drawing materials -Instruction cards |
Sentence construction
-Poetry recitation
-Road sign creation
-Instruction following
|
|
| 6 | 4 |
Reading
|
Fluency - Lesson 1
Fluency - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Read text accurately at right speed -Display right feelings and emotions for fluency |
The learner is guided to:
-Pick out words with nd, nk, and ar sounds -Read words containing target sounds -Practice reading text aloud repetitively -Engage in timed reading with facial expressions |
Why is it important to read words properly?
|
MENTOR English Language Activities Grade 2 pg. 94
-MENTOR English Language Activities Grade 2 pg. 95 -Reading texts -Expression guides MENTOR English Language Activities Grade 2 pg. 96 -Readers theatre scripts -Punctuation guides -Reading materials |
Reading fluency check
-Sound recognition
-Timed reading
-Expression assessment
|
|
| 6 | 5 |
Reading
|
Comprehension - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Describe characters and events in text -Make predictions based on title and pictures -Respond to direct and indirect questions |
The learner is guided to:
-Look at title and pictures for predictions -Discuss setting and characters in story -Read accident-related texts and respond to questions -Use contextual clues for indirect questions |
What do you think will happen in this story?
|
MENTOR English Language Activities Grade 2 pg. 97
-MENTOR English Language Activities Grade 2 pg. 98 -Accident stories -Character charts |
Prediction assessment
-Character description
-Question comprehension
-Context usage
|
|
| 7 | 1 |
Reading
Language Use |
Comprehension - Lesson 2
Use of conjunctions (or) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Adopt reading pictures and texts for information -Retell story with peers -Talk about personal experiences related to story |
The learner is guided to:
-Retell story with peers -Role play scenarios from the story -Talk about personal accident experiences -Connect story to own experiences |
What do the pictures tell us about the story?
|
MENTOR English Language Activities Grade 2 pg. 99
-Role play materials -Story retelling prompts -Experience sharing guides MENTOR English Language Activities Grade 2 pg. 100 -MENTOR English Language Activities Grade 2 pg. 101 -Conjunction cards -Choice scenarios |
Story retelling
-Role play assessment
-Personal sharing
-Connection activities
|
|
| 7 | 2 |
Language Use
|
Use of conjunctions (or) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Sing and recite poems using conjunction 'or' -Apply knowledge in various contexts -Demonstrate understanding through activities |
The learner is guided to:
-Sing and recite poems about safety using 'or' -Practice with accident prevention scenarios -Create safety instructions using 'or' -Share constructed sentences with peers |
How do we make safety choices?
|
MENTOR English Language Activities Grade 2 pg. 102
-Safety poems -Instruction cards -Peer sharing materials |
Poetry recitation
-Sentence creation
-Safety instruction writing
-Peer feedback
|
|
| 7 | 3 |
Writing
|
Spelling - Lesson 1
Spelling - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Spell 3-6 letter words with target sounds -Write vocabulary related to theme appropriately -Adopt writing words clearly and correctly |
The learner is guided to:
-Identify words with nk, nd, ar sounds from jumbled words -Copy words with target combinations -Write words from dictation -Make words from jumbled letters |
Why should people spell words correctly?
|
MENTOR English Language Activities Grade 2 pg. 103
-MENTOR English Language Activities Grade 2 pg. 104 -Jumbled word activities -Dictation materials MENTOR English Language Activities Grade 2 pg. 105 -Word building materials -Digital flash cards -Practice activities |
Spelling test
-Word formation
-Dictation assessment
-Letter arrangement
|
|
| 7 | 4 |
CLASSROOM
Listening and Speaking |
Pronunciation and Vocabulary (br, /ə/, /iː/, /eɪ/, /əʊ/) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize words with target sounds in preparation for reading -Pronounce new words correctly for clarity in speech -Use classroom-related words in relevant contexts |
The learner is guided to:
-Identify words with target sounds: br (brick), /ə/ (her), /iː/ (been), /eɪ/ (said), /əʊ/ (coat, boat) -Pronounce words and phrases with target combinations -Recite rhyming words to practice pronunciation -Listen to vocabulary in sentences and short paragraphs |
Which words do you use to talk about the classroom?
|
MENTOR English Language Activities Grade 2 pg. 105
-MENTOR English Language Activities Grade 2 pg. 106 -Sound cards -Classroom vocabulary charts |
Observation
-Pronunciation check
-Vocabulary use
-Sound recognition
|
|
| 7 | 5 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary (br, /ə/, /iː/, /eɪ/, /əʊ/) - Lesson 2
Fluency - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Respond to simple specific two-directional instructions -Match vocabulary to pictures and objects -Realize importance of listening attentively |
The learner is guided to:
-Use new words to talk about the classroom -Practice vocabulary in language games -Match vocabulary words to pictures and objects -Pay attention to two-directional instructions -Engage in role play responding to instructions |
Why is it important to pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 107
-Language game materials -Picture matching cards -Role play props MENTOR English Language Activities Grade 2 pg. 110 -MENTOR English Language Activities Grade 2 pg. 111 -Reading charts -Timers |
Vocabulary application
-Role play assessment
-Instruction following
-Game participation
|
|
| 8 | 1 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Engage in timed reading with appropriate expressions -Practice reading decodable and non-decodable words -Participate in readers theatre |
The learner is guided to:
-Read short texts observing stress and intonation -Engage in timed reading with facial expressions -Practice reading decodable and non-decodable words -Participate in readers theatre with peers |
Why should we read fluently?
|
MENTOR English Language Activities Grade 2 pg. 112
-Readers theatre scripts -Expression guides -Reading materials |
Expression assessment
-Timed reading
-Theatre participation
-Word recognition
|
|
| 8 | 2 |
Reading
|
Comprehension - Lesson 1
Comprehension - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Make predictions about stories -Use contextual clues to infer word meanings -Answer direct and indirect questions |
The learner is guided to:
-Discuss title and pictures for predictions -Read classroom-related texts -Track text using fingers -Respond to direct questions using text evidence |
How can we predict how a story will end?
|
MENTOR English Language Activities Grade 2 pg. 113
-MENTOR English Language Activities Grade 2 pg. 114 -Classroom stories -Question cards MENTOR English Language Activities Grade 2 pg. 115 -Story retelling materials -Role play props -Experience sharing guides |
Prediction assessment
-Text tracking
-Direct question answers
-Context clue usage
|
|
| 8 | 3 |
Language Use
|
Cardinal and ordinal numbers / Demonstratives - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Differentiate ordinal and cardinal numbers -Use ordinal and cardinal numbers for effective communication -Use plural demonstratives to talk about near/far things |
The learner is guided to:
-Distinguish between ordinal and cardinal numbers -Use classroom objects to demonstrate number usage -Construct sentences using ordinal and cardinal numbers -Pick out demonstratives from written text |
Why is it important to count correctly?
|
MENTOR English Language Activities Grade 2 pg. 114
-MENTOR English Language Activities Grade 2 pg. 115 -Number cards -Classroom objects |
Observation
-Number differentiation
-Demonstrative usage
-Sentence construction
|
|
| 8 | 4 |
Language Use
Writing |
Cardinal and ordinal numbers / Demonstratives - Lesson 2
Spelling - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Use demonstratives to talk about classroom things -Construct sentences related to theme using numbers -Recite poems containing demonstratives and numbers |
The learner is guided to:
-Use demonstratives to talk about classroom items -Use demonstratives to construct sentences -Recite poems/sing songs with demonstratives -Practice with cardinal and ordinal numbers in context |
Which objects are near/far from you?
|
MENTOR English Language Activities Grade 2 pg. 116
-Poetry materials -Song resources -Classroom items MENTOR English Language Activities Grade 2 pg. 120 -MENTOR English Language Activities Grade 2 pg. 121 -Dictation materials -Jumbled letter activities |
Demonstrative application
-Sentence creation
-Poetry recitation
-Number usage assessment
|
|
| 8 | 5 |
Writing
|
Spelling - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Generate words related to theme from set of names -Type words on digital devices -Apply spelling knowledge in various contexts |
The learner is guided to:
-Generate words related to classroom from names -Type words made onto digital device -Practice spelling through various activities -Exchange work for peer correction |
How do we learn to spell words or names?
|
MENTOR English Language Activities Grade 2 pg. 122
-Digital devices -Name-based activities -Peer correction sheets |
Digital typing
-Word generation
-Peer assessment
-Spelling accuracy
|
|
| 9 |
MIDTERM ASSESSMENT AND BREAK |
||||||||
| 10 | 1 |
THE FARM
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary (cr, /ɜː/, /eɪ/, /aɪ/, y) - Lesson 1
Pronunciation and Vocabulary (cr, /ɜː/, /eɪ/, /aɪ/, y) - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize words with target sounds correctly -Pronounce words with target combinations in preparation for reading -Use new words related to farm theme in relevant contexts |
The learner is guided to:
-Pick out words with target sounds: cr (crop), /ɜː/ (sir, first), /eɪ/ (say), /aɪ/ (fly), y as /i/ (baby) -Pronounce words and phrases with target combinations -Practice pronunciation using minimal pairs/rhyming words -Listen to and identify farm-related vocabulary |
Why is it important to pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 123
-MENTOR English Language Activities Grade 2 pg. 124 -Sound prompts -Farm vocabulary cards MENTOR English Language Activities Grade 2 pg. 125 -Farm songs -Picture matching materials -Instruction cards |
Observation
-Pronunciation check
-Sound recognition
-Vocabulary use
|
|
| 10 | 2 |
Reading
|
Fluency - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Read grade-appropriate text at right speed and with expression -Realize importance of reading fluently |
The learner is guided to:
-Select words with target sounds from chart -Read words including target combinations -Recite choral verse with farm-related words -Engage in timed reading displaying right emotions |
Why should we pronounce words correctly?
|
MENTOR English Language Activities Grade 2 pg. 127
-Reading charts -Choral verse materials -Timers |
Reading fluency check
-Sound recognition
-Choral participation
-Timed reading
|
|
| 10 | 3 |
Reading
|
Fluency - Lesson 2
Comprehension - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Practice reading decodable and non-decodable words -Participate in readers theatre -Display appropriate reading expressions |
The learner is guided to:
-Practice reading sentences with various word types -Participate in readers theatre with peers -Display right emotions when reading -Read farm-related texts with proper intonation |
Why should we read fluently?
|
MENTOR English Language Activities Grade 2 pg. 128
-Readers theatre scripts -Expression guides -Reading practice materials MENTOR English Language Activities Grade 2 pg. 131 -MENTOR English Language Activities Grade 2 pg. 132 -Farm stories -Character charts |
Theatre participation
-Expression assessment
-Reading practice
-Peer evaluation
|
|
| 10 | 4 |
Reading
|
Comprehension - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Retell events in text in own words -Adopt retelling a story to check understanding -Connect text to personal experiences |
The learner is guided to:
-Explain what happens in beginning, middle and end -Retell text in own words -Connect story to personal farm experiences -Share understanding with peers |
How can we tell the characters in a story?
|
MENTOR English Language Activities Grade 2 pg. 133
-Retelling prompts -Experience sharing materials -Story structure guides |
Story retelling
-Sequence accuracy
-Personal connections
-Peer sharing
|
|
| 10 | 5 |
Language Use
|
Word Sets/Opposites - Lesson 1
Word Sets/Opposites - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify gender sets of animals and people -Use gender sets to discuss farm animals -Realize role of gender sets in communication |
The learner is guided to:
-Discuss names of males and females of domestic animals -Discuss difference between male and female -Construct sentences using male and female animals -Work with pictures to identify gender sets |
Why is it important to learn words for referring to male and female animals/people?
|
MENTOR English Language Activities Grade 2 pg. 133
-MENTOR English Language Activities Grade 2 pg. 134 -Animal picture cards -Gender set charts MENTOR English Language Activities Grade 2 pg. 135 -Opposite word pairs -Writing materials -Peer sharing sheets |
Observation
-Gender identification
-Sentence construction
-Picture matching
|
|
| 11 | 1 |
Writing
|
Punctuation (The comma) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Recognize comma correctly in text -Use comma correctly in listing items -Adopt use of comma in writing |
The learner is guided to:
-Identify commas from various written resources -Use comma correctly in written exercises -Practice using commas to write lists -Write sentences using comma correctly |
Why do you think we use a comma when writing?
|
MENTOR English Language Activities Grade 2 pg. 134
-Comma examples -List-making activities -Practice worksheets |
Observation
-Comma recognition
-List writing
-Sentence construction
|
|
| 11 | 2 |
Writing
Listening and Speaking |
Punctuation (The comma) - Lesson 2
Pronunciation and vocabulary (/ɪə/, /ə/, /ɜː/, dr, /ɔɪ/, /aɪ/) - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Write farm-related lists using commas -Engage in role play conversations with commas -Demonstrate correct comma usage |
The learner is guided to:
-Write lists of farm items using commas -Engage in role play conversations using commas -Write sentences on digital device -Practice comma usage in various contexts |
How do commas help us understand writing?
|
MENTOR English Language Activities Grade 2 pg. 135
-Digital devices -Role play materials -Farm item lists MENTOR English Language Activities Grade 2 pg. 136 -MENTOR English Language Activities Grade 2 pg. 137 -Direction vocabulary cards -Audio recordings |
List writing
-Role play assessment
-Digital writing
-Comma usage accuracy
|
|
| 11 | 3 |
POSITION AND DIRECTIONS
Listening and Speaking |
Pronunciation and vocabulary (/ɪə/, /ə/, /ɜː/, dr, /ɔɪ/, /aɪ/) - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Respond to simple specific two-directional instructions -Use vocabulary to construct oral sentences -Match vocabulary to pictures and objects |
The learner is guided to:
-Construct oral sentences using new words -Recite rhymes/sing songs with position vocabulary -Practice matching vocabulary to pictures -Give and respond to two-directional instructions |
What is the direction of your home from school?
|
MENTOR English Language Activities Grade 2 pg. 138
-Rhymes and songs -Picture matching cards -Instruction prompts |
Sentence construction
-Song performance
-Picture matching
-Instruction following
|
|
| 11 | 4 |
Reading
|
Fluency - Lesson 1
Fluency - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Identify words with target sounds for reading -Pronounce words with target sounds accurately -Read text at right speed with facial expressions |
The learner is guided to:
-Identify words with target sounds as modeled -Read words with target combinations in isolation and text -Practice reading text accurately with expressions -Engage in timed reading with emotions |
Why is it important to read words properly?
|
MENTOR English Language Activities Grade 2 pg. 141
-Reading materials -Expression guides -Timers MENTOR English Language Activities Grade 2 pg. 142 -Role play scenarios -Direction texts -Punctuation guides |
Reading fluency check
-Sound recognition
-Expression assessment
-Timed reading
|
|
| 11 | 5 |
Reading
|
Comprehension - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Make predictions about likely outcomes based on title/pictures -Use contextual clues to infer word meanings -Answer direct and indirect questions |
The learner is guided to:
-Observe pictures and title to predict story -Read texts about position and direction -Infer meanings of new words using clues -Locate sentences to respond to direct questions |
What do you think will happen in this story?
|
MENTOR English Language Activities Grade 2 pg. 143
-MENTOR English Language Activities Grade 2 pg. 144 -Direction stories -Question cards |
Prediction assessment
-Context clue usage
-Direct question answers
-Inference check
|
|
| 12 | 1 |
Reading
Language Use |
Comprehension - Lesson 2
Prepositions - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Create mental picture of events, characters or places -Adopt reading pictures and texts for information -Talk about personal experiences related to story |
The learner is guided to:
-Get clues from story for indirect questions -Read story aloud and visualize characters/settings -Share pictures created in minds with peers -Retell story in own words -Connect to personal experiences |
What do the pictures tell us about the story?
|
MENTOR English Language Activities Grade 2 pg. 145
-Visualization activities -Story sharing materials -Personal connection prompts -MENTOR English Language Activities Grade 2 pg. 146 -Preposition cards -Audio clips |
Mental picture creation
-Story retelling
-Personal connections
-Visualization sharing
|
|
| 12 | 2 |
Language Use
|
Prepositions - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Construct sentences using target prepositions -Practice using prepositions in dialogue -Play language games containing prepositions |
The learner is guided to:
-Construct correct sentences using prepositions -Practice dialogues with peers using prepositions -Sing songs/rhymes with prepositions -Play language games with target prepositions |
Where do we keep different things at home?
|
MENTOR English Language Activities Grade 2 pg. 147
-Language games -Dialogue scripts -Song materials |
Sentence construction
-Dialogue practice
-Game participation
-Song performance
|
|
| 12 | 3 |
Writing
|
Punctuation (The exclamation mark) - Lesson 1
Punctuation (The exclamation mark) - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Recognize exclamation mark in written text -Use exclamation mark correctly in writing -Adopt using exclamation mark in writing |
The learner is guided to:
-Recognize exclamation mark from various written resources -Use exclamation mark correctly in exercises -Practice using exclamation marks in sentences -Identify appropriate places for exclamation marks |
Why do you think it is important to use the exclamation mark when writing?
|
MENTOR English Language Activities Grade 2 pg. 147
-Punctuation examples -Writing exercises -Practice worksheets MENTOR English Language Activities Grade 2 pg. 148 -Writing games -Sentence templates -Peer sharing materials |
Observation
-Mark recognition
-Usage accuracy
-Sentence writing
|
|
| 12 | 4 |
ENVIRONMENT
Listening and Speaking |
Pronunciation and vocabulary (fr, /aʊ/, /ɔː/, /ə/) - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify target sounds during conversations about environment -Articulate words with target sounds correctly -Pronounce environment vocabulary correctly |
The learner is guided to:
-Listen to conversations and pick out words with target sounds: fr (frog), /aʊ/ (bow, now), /ɔː/ (more, born), /ə/ (or, for) -Practice pronouncing new words with learnt sounds -Recite poems/rhymes with target combinations -Observe and name things during nature walk |
How can you tell that someone is listening keenly?
|
MENTOR English Language Activities Grade 2 pg. 150
-Environmental sound recordings -Poems/rhymes -Nature walk materials |
Observation
-Pronunciation check
-Poetry recitation
-Nature observation
|
|
| 12 | 5 |
Listening and Speaking
Reading |
Pronunciation and vocabulary (fr, /aʊ/, /ɔː/, /ə/) - Lesson 2
Fluency - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Use vocabulary items related to theme in sentences -Realize importance of correct pronunciation -Share environmental drawings with peers |
The learner is guided to:
-Pronounce environment vocabulary correctly -Draw and colour things found in environment -Share drawings with peers and give feedback -Use vocabulary to construct simple sentences |
Why should we listen attentively when other people are talking?
|
MENTOR English Language Activities Grade 2 pg. 151
-Drawing materials -Environmental pictures -Sentence construction aids MENTOR English Language Activities Grade 2 pg. 153 -Word ladder games -Audio recordings -Environmental texts |
Drawing assessment
-Sentence construction
-Peer feedback
-Vocabulary application
|
|
| 13 | 1 |
Reading
|
Fluency - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Realize importance of reading fluency for communication -Participate in readers theatre and record voices -Practice reading with appropriate expressions |
The learner is guided to:
-Participate in readers theatre with peers -Record voices on digital device -Practice reading environmental texts expressively -Display right emotions when reading |
How can we improve our reading speed?
|
MENTOR English Language Activities Grade 2 pg. 154
-Digital recording devices -Readers theatre scripts -Environmental stories |
Theatre participation
-Voice recording
-Expression assessment
-Fluency practice
|
|
| 13 | 2 |
Reading
|
Comprehension - Lesson 1
Comprehension - Lesson 2 |
By the end of the
lesson, the learner
should be able to:
-Make predictions on likely outcomes of environmental stories -Make connections of events with real life -Infer meanings of new words using contextual clues |
The learner is guided to:
-Observe pictures and title to predict story -Read text aloud with peers -Talk about where actions are taking place -Infer meanings using contextual clues |
How can we predict how a story will end?
|
MENTOR English Language Activities Grade 2 pg. 155
-Environmental stories -Prediction worksheets -Context clue guides MENTOR English Language Activities Grade 2 pg. 156 -Question cards -Retelling prompts -Experience connection sheets |
Prediction assessment
-Connection activities
-Context inference
-Location identification
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| 13 | 3 |
Language Use
|
Regular comparative and superlative adjectives - Lesson 1
|
By the end of the
lesson, the learner
should be able to:
-Identify regular comparative and superlative adjectives -Use comparatives and superlatives for effective communication -Realize importance of using adjectives to describe |
The learner is guided to:
-Read stories/poems from textbook or digital device -Identify regular comparatives and superlatives -Place objects into three groups of different sizes -Compare using comparatives and superlatives |
Which words do we use to compare things/people?
|
MENTOR English Language Activities Grade 2 pg. 157
-Environmental comparison materials -Object grouping activities -Adjective charts |
Identification assessment
-Object comparison
-Adjective usage
-Group activities
|
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| 13 | 4 |
Language Use
Writing |
Regular comparative and superlative adjectives - Lesson 2
Guided Writing - Lesson 1 |
By the end of the
lesson, the learner
should be able to:
-Describe objects using comparative and superlative adjectives -Construct sentences using different adjective forms -Play games to practice adjectives |
The learner is guided to:
-Describe classroom/outdoor objects using adjectives -Construct sentences using comparatives/superlatives -Fill blank spaces with correct forms -Play language games to practice adjectives |
How do we show differences in size and quality?
|
MENTOR English Language Activities Grade 2 pg. 158
-Language games -Sentence construction materials -Blank-filling exercises MENTOR English Language Activities Grade 2 pg. 161 -Dictation materials -Writing prompts -Sentence templates |
Sentence construction
-Object description
-Game participation
-Exercise completion
|
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| 13 | 5 |
Writing
|
Guided Writing - Lesson 2
|
By the end of the
lesson, the learner
should be able to:
-Realize importance of creating correct sentences -Share written work with peers for feedback -Practice writing environmental sentences |
The learner is guided to:
-Create sentences using comparative/superlative adjectives -Share with peers and give feedback -Practice writing about environmental topics -Write responses to environmental prompts |
Why is it important to write clearly and legibly?
|
MENTOR English Language Activities Grade 2 pg. 162
-Writing prompts -Peer sharing materials -Environmental topics |
Sentence creation
-Peer assessment
-Writing practice
-Clarity check
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