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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the
lesson, the learner
should be able to:
be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication |
Learners to
work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have |
How many
months does a
year have?
|
chart
|
Oral questions
|
|
| 1 | 2 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the
lesson, the learner
should be able to:
be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication |
Learners to
work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have |
How many
months does a
year have?
|
chart
|
Oral questions
|
|
| 1 | 3 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the
lesson, the learner
should be able to:
be able to recognize correct use of the verb in different contexts |
Learners
construct sentences on their body parts |
How many
fingers do you
have?
|
Body parts
|
Oral questions
|
|
| 1 | 4 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the
lesson, the learner
should be able to:
be able to recognize correct use of the verb in different contexts |
Learners
construct sentences on their body parts |
How many
fingers do you
have?
|
Body parts
|
Oral questions
|
|
| 1 | 5 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the
lesson, the learner
should be able to:
be use the verb to have for effective communication |
Learners to
construct sentences on the things they have at home and at school |
Can you name
some of the
things you see
at home?
|
Realia
|
Oral
questions
Written
exercises
|
|
| 2 | 1 |
Shopping
Things we buy
|
Plurals of
irregular nouns (- ies, -ves)
|
By the end of the
lesson, the learner
should be able to:
be able to distinguish between singular and plural nouns including irregular nouns for clear communications |
Learners in
"groups to construct sentences about the market, shop, supermarket and shopping list using plural of irregular nouns" |
How do we
change irregular nouns to plural?
|
Realia
|
Oral
questions Written exercises
|
|
| 2 | 2 |
Shopping
Things we buy
|
Plurals of
irregular nouns (- ies, -ves)
|
By the end of the
lesson, the learner
should be able to:
be able to distinguish between singular and plural nouns including irregular nouns for clear communications |
Learners in
"groups to construct sentences about the market, shop, supermarket and shopping list using plural of irregular nouns" |
How do we
change irregular nouns to plural?
|
Realia
|
Oral
questions Written exercises
|
|
| 2 | 3 |
Shopping
Things we buy
|
Plurals of irregular nouns (- ies, -ves)
|
By the end of the
lesson, the learner
should be able to:
be able to construct sentences based on pictures of nouns that take plural of irregular nouns ies, -ves) |
Learners in groups to construct sentences about based on pictures of nouns that take
thetaught form |
What can you see in the picture?
|
Pictures
|
Oral questions Written exercises
|
|
| 2 | 4 |
The garden
|
Present continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to use Present continuous tense to talk about food we eat/ health and nutrition for effective communications |
Learners construct sentences from ongoing demonstrations
. Construct sentences based on pictures |
What are you doing?
|
Pictures
|
Oral questions Written exercises
|
|
| 2 | 5 |
The garden
|
Present continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to use Present continuous tense to talk about food we eat/ health and nutrition for effective communications |
Learners construct sentences from ongoing demonstrations
. Construct sentences based on pictures |
What are you doing?
|
Pictures
|
Oral questions Written exercises
|
|
| 3 | 1 |
The garden
|
Present continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to use Present continuous tense a given context |
Learners compete in groups in changing verbs from Present continuous
tense |
What is the teacher doing?
|
Pictures
|
Oral questions Written exercises
|
|
| 3 | 2 |
The garden
|
Present continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to demonstrate by asking and answering questions using Present continuous tense |
Learners to take part in demonstrations
, ask and answer questions using Present continuous tense |
What are you doing?
|
Pictures
|
Oral questions
|
|
| 3 | 3 |
Accidents
|
Past continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to describe actions using past continuous tense for effective communications |
Learners to construct sentences using past continuous tense
|
What was your parent doing when you got home?
|
Pictures
|
Oral questions
|
|
| 3 | 4 |
Accidents
|
Past continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to describe actions using past continuous tense for effective communications |
Learners to construct sentences using past continuous tense
|
What was your parent doing when you got home?
|
Pictures
|
Oral questions
|
|
| 3 | 5 |
Accidents
|
Past continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to change verbs from present simple continuous to enhance communication |
Iin groups Learners to take part in changing verbs from simple present to past continuous
tense |
What were you doing yesterday when it rained?
|
Flash cards
|
Oral questions Written exercises
|
|
| 4 | 1 |
Accidents
|
Past continuous tense
|
By the end of the
lesson, the learner
should be able to:
" be able to respond to questions using" "past continuous tense about hygiene, simple injuries and first aid" |
"Learners to respond to
simple" questions using past continuous tense |
What was she doing?
|
Workbook
|
Oral questions
Written exercises
|
|
| 4 | 2 |
Accidents
|
Past continuous tense
|
By the end of the
lesson, the learner
should be able to:
" be able to respond to questions using" "past continuous tense about hygiene, simple injuries and first aid" |
"Learners to respond to
simple" questions using past continuous tense |
What was she doing?
|
Workbook
|
Oral questions
Written exercises
|
|
| 4 | 3 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to construct correct sentences for effective communication |
In pairs, learners use ordinal and cardinal numbers to construct correct sentences
|
How many months are there in a year
|
Realia charts
|
1. Observatio n
Oral questions
|
|
| 4 | 4 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to group objects that are in the classroom for effective communication, |
Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers
|
How many months are there in a year
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 5 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to group objects that are in the classroom for effective communication, |
Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers
|
How many months are there in a year
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 1 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
appreciate the importance of cardinal and ordinal numbers in communication |
Learners identify things in the environment and count them
Learners listen to a poem, story or text containing cardinal and ordinal numbers |
Which is the tenth month of the year?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 2 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
appreciate the importance of cardinal and ordinal numbers in communication |
Learners identify things in the environment and count them
Learners listen to a poem, story or text containing cardinal and ordinal numbers |
Which is the tenth month of the year?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 3 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
identify the gender sets of animals correctly in a conversation |
In groups, learners discuss the males and females of domestic animals
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 4 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
identify the gender sets of animals correctly in a conversation |
In groups, learners discuss the males and females of domestic animals
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 5 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
use the opposites to discuss animals and people at the farm |
Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 6 | 1 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
use the opposites to discuss animals and people at the farm |
Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar
|
When do you wake up
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 6 | 2 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
enjoy a word game using gender sets and opposites in communicating ideas |
Learners work with pictures to show opposites.
Learners identify gender sets from pictures |
When do you go to sleep?
|
Realia Charts
|
|
|
| 6 | 3 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
" use simple prepositions’beside,above’ [ accurately to describe the position, location and direction of things" |
Learners listen to and
"answer oral questions from stories Learners work in groups to demonstrate various positions involving the prepositions learnt" |
Where do you keep
your books/cups
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 4 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
use simple prepositions’over,through’ accurately to describe the position, location and direction of things |
Learners listen to and answer oral questions from stories
Learners work in groups to demonstrate various positions involving the prepositions learnt |
Where do you keep your books/cups
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 5 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
use simple prepositions ‘below,under,to,at’ accurately to describe the position, location and direction of things |
Learners listen to and answer oral questions from stories
Learners work in groups to demonstrate various positions involving the prepositions learnt |
Where do you keep your books/cups
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 1 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
identify prepositions in oral conversations |
Learners place objects at different points in relation to the prepositions learnt and ask their peers to use suitable prepositions to locate them
|
Where do you keep your books/cups
|
Realia charts
|
Prepositions
|
|
| 7 | 2 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
" identify prepositions in oral conversations" |
Learners place objects at different points in relation to the prepositions learnt and ask their peers to use suitable prepositions to locate them
|
Where are the school toilets
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 3 |
Language structures and functions
|
Prepositions
Possessives Mine, yours, ours, hers, his |
By the end of the
lesson, the learner
should be able to:
appreciate use of prepositions to describe the position and location of people, places and things |
In pairs, learners construct sentences orally using pre- positions
Learners sing short songs/rhymes |
Where are the school toilets
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 4 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
use possessives’yours,ours’ correctly to show ownership, |
Learners role play ownership of items and objects
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 5 |
Language structures and functions
|
"Possessives
Mine, yours,"
ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
use possessives’hers,his’correc tly to show ownership |
Learners role play ownership of items and objects
|
Whose pen is this
|
Realia
charts |
.Observation 2.Oral questions
|
|
| 8 | 1 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
recognise the correct use of possessives in oral communication |
Learners talk about the things that they/ their parents/guardians/
own, using possessives |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 2 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
recognise the correct use of possessives in oral communication |
Learners talk about the things that they/ their parents/guardians/
own, using possessives |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 3 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
enjoy asking and answering questions about technology using possessives |
In pairs/ small groups, learners construct sentences using possessives based on the role play
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 4 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
ask questions using ‘what’ correctly to get information about simple ceremonies like a wedding |
Learners role play activities that lead to the use of what, where, when, whose
|
When do you wake up
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 5 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
ask questions using ‘whose’correctly to get information about simple ceremonies like a wedding learner |
Learners role play activities that lead to the use of what, where, when, whose
|
When do you wake up
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 1 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
use what, when, where and whose to denote, object, time, place and ownership |
Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups
Take part in games that allow them to ask questions using the wh- words |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 |
Mid term break |
||||||||
| 10 | 1 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
use what, when, where and whose to denote, object, time, place and ownership |
Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups
Take part in games that allow them to ask questions using the wh- words |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 2 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of what, where, when and whose to seek information |
Sing / recite short poems to practice the use of the use of what, where, when and whose
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 3 |
Language structures and functions
|
Describing words (size, colour, shape)
|
By the end of the
lesson, the learner
should be able to:
use describing words in relation to size. |
Learners group objects in terms Size- (big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number
|
What things can you see outside
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 4 |
Language structures and functions
|
Describing words (size, colour, shape)
|
By the end of the
lesson, the learner
should be able to:
use describing words in relation to colour |
Learners group objects in terms Size- (big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number
|
What things can you see outside
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 5 |
Language structures and functions
|
Describing words (size, colour, shape)
|
By the end of the
lesson, the learner
should be able to:
use describing words in relation to shape, |
Learners group objects in terms Size- (big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number
|
What things can you see outside
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 11 | 1 |
Writing
|
Guided Writing
Punctuation |
By the end of the
lesson, the learner
should be able to:
" strand, the learner" : a) write words from a prompt to demonstrate mastery of vocabulary. b) Write the pattern sn correctly, legibly and neatly |
Learners respond to the prompts presented to them and write the words correctly.
Learners write meaningful sentences and paragraphs about themselves with the guidance of the teacher. |
1. Why is it important to
write words
in the correct order?
|
Realia, slate and stylus, charts, word slides.
Oxford New Progressive Primary English Learners Book/Grade 2 pg. 111 pg. 116 |
Oral questions, Portfolio, Observation
|
|
| 11 | 2 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
"sub strand, the " "able to: 1. Write words from a prompt to demonstrate mastery of vocabulary." 2. Write the pattern tw legibly and neatly. |
1. Learners
"respond to the prompts presented" "to them and write the words correctly. 2. Learners match pictures with words and" simple sentences. |
1. Why is it
important to
"write words in the correct
order?"
|
Realia, slate and
"stylus, charts, word slides." " Oxford New Progressive Primary English Learners Book/Grade 2" pg. 121 |
Oral
"questions,
Portfolio,"
Observation.
|
|
| 11 | 3 |
Listening and Speaking
|
Attentive listening
|
By the end of the
lesson, the learner
should be able to:
""" a) Listen attentively during a conversation about a visit to the hospital."" b) Respond to specific simple " two directional "instructions in oral communication, c) Appreciate the importance of listening attentively for" "effective communication." |
"1. Learners practice interpreting facial
expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration" through role play. "2. Sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication." 3. Learners respond to instructions, listen without interrupting as modeled. |
1. Why should we
obey instructions
from our elders?
|
Realia, charts, pictures/ photographs and models of attentive listening, audio- visual recordings of pictures on attentive Listening.
"Oxford New Progressive Primary English Learners Book/Grade 2 pg. 128-129" |
Oral questions, Portfolio, Observation
|
|
| 11 | 4 |
Reading
|
Word reading
|
By the end of the
lesson, the learner
should be able to:
"sub strand, a) Read more" complex grade level vocabulary with the letter sound /br/ /st/ /fl/ /dr/ correspondence in different formats. b) Enjoy reading grade level vocabulary in a variety of genres. |
1. Learners recognise and read more short
words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc. Learners read words without letter sound correspondence from either print. |
1) How do
"you try to
read new words?"
|
Story books,
"poems, newspaper cutting on children’s stories." Oxford New Progressive Primary English Learners Book/Grade 2 pg. 130 |
Oral
questions, Portfolio, Observation
|
|
| 11 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
""" sub strand, the"" ""learner : a) Identify the"" " people/ animals, "where action takes place or the" information in a text for comprehension. b) Use common context clues to increase comprehension of a text, d) Answer simple "direct and indirect questions" based on a text they have read. |
"""1. In pairs, learners
comprehend"" information through looking at pictures and title " of a text and say what will happen in the story. 2. Learners read while observing "commas, full stops and question marks in pairs." 3. Learners answer questions related to the comprehension. |
"""1. How can
we predict""
""how a story, poem or
conversation""
"
will end?
2. How we tell the
characters in
a story?
|
"""Realia, flash
cards, pictures/"" photographs and, computer devices for audio-visual " recordings of words without letter sound Correspondence. Oxford New "Progressive Primary English Learners Book/Grade 2" pg.131-132 |
"Oral
questions,"
Portfolio, Observation.
|
|
Your Name Comes Here