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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Language structures and functions

Possessives Mine, yours, ours, hers, his

By the end of the lesson, the learner should be able to:

use possessives’mine’ correctly to show ownership,

Learners role play ownership of items and objects

Whose pen is this

Realia charts

.Observation 2.Oral questions

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

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

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

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

Language structures and functions

Possessives Mine, yours, ours, hers, his
Wh questions -- what, where, when, whose

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

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

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’ and ‘where’ 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

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

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

Language structures and functions

Wh questions -- what, where, when, whose
Describing words (size, colour, shape)

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

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

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

Listening and Speaking Cultural Activities"

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:

sub strand, the
"learner :
Look at the picture and describe the event taking place.
Recognise the consonant blends"
sn in different
spoken words.

1. Learners
pronounce the
"sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.
2. Learners are guided to practice
new words with the learnt sounds"
in pairs in
response to picture cues,
sound prompts and lists of words with the sounds.

1. How do you "pronounce the following sound sn? 2. Which words Have /sn/ sound in" Them.

Realia, charts,
pictures/
"photographs and models of learnt sounds, audio- visual recordings of minimal pairs, dialogues,
stories and poems with new words."

"Oxford New
Progressive"
"Primary English
Learners Book/Grade 2
pg. 108,"

Oral questions, Portfolio, Observation

Reading Cultural Activities"

Comprehension

By the end of the lesson, the learner should be able to:

sub strand, the
"learner :
1) Identify the people/animals,
where action"
takes place or the
information in a text for
comprehension.
2) Use common context clues to
increase
comprehension of a text.
3) 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 are guided to get
meaning of words"
and respond orally
"(in pairs or
groups) to"
questions based on
a text they have read.

1. How can we tell where "events have taken place? 3) How we tell the characters in" a story?

Realia, charts,
posters and
audio-visual materials on direct and indirect questions.

"Oxford New
Progressive Primary English"
Learners
"Book/Grade 2
pg. 110"

Oral questions, Portfolio, Observation.

Listening and Speaking Cultural Activities

"Language Structure and Functions. Wh questions --" "what, where, when, whose "

By the end of the lesson, the learner should be able to:
"
be able to:


a) Ask questions"
using ‘what’,
‘when’ ‘whose’ and ‘where’ correctly to
get information
about simple
ceremonies like
a wedding.
b) Appreciate the
use of what,
where, when and
whose to seek
information.

"Learners role play activities that
lead to the use of what, where,
when, whose.
Answer"
"questions on What,
where, when, whose appropriately.
3. Learners engage in meaningful
question and answer dialogues
using what, where, when, and whose in pairs/small groups"

1. When do you wake up?

Charts, pictures/ photographs, flash cards with prompts for Wh- questions and computer devices with
relevant
"audio/visual
recordings of dialogues/"
dramatization
depicting the
use of Wh-
questions.

Oxford New
Progressive
"Primary English
Learners"
"Book/Grade 2
pg. 108-109"

Oral questions, Portfolio, Observation.

Writing
Reading Cultural Activities"

Guided Writing
Connected text reading and fluency

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
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. 115-117"

Oral questions, Portfolio, Observation

Listening And Speaking Cultural Activities

Language "Structure and Functions." " Wh questions -- what, where, when, whose"

By the end of the lesson, the learner should be able to:

"
be able to:"
"a) Use what, when, where
and whose to denote, object, time, place and"
ownership,
b) Appreciate the use of what, where, when and
whose to seek
information.

1. Take part in games that allow
"them to ask questions using the wh- words
Sing / recite short poems to
practice the use of the use of what, where, when and whose.
In groups, learners re-order jumbled up
sentences to logical order
."

1. Where is your Home? 2. When do you wake up?

Charts, pictures/ photographs,
"flash cards with prompts for Wh- questions and computer devices with relevant audio/visual
recordings of dialogues/ dramatization depicting the use of Wh- questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 113-114"

Oral questions, Portfolio, Observation.

Writing

Punctuation

By the end of the lesson, the learner should be able to:
"
""sub strand, the
""
""able to:
a) Write the pattern sw""
correctly, legibly
and neatly.
b) Recognise
appropriate
"
"punctuation marks in a text.
c) Use full stops, capital and small letters, question marks and exclamation marks correctly.
."

"1. Learners
""respond to the
prompts presented""
to them and write the words correctly.
2. 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. 116

Oral "questions, Portfolio," Observation

Reading Child Labour.

Comprehension

By the end of the lesson, the learner should be able to:
"
sub strand,"

a) Read the
sound /tw/
accurately and
coorectly.
b) Answer simple
direct and
indirect questions
based on a text
they have read.
c) Enjoy talking
about a text they
have read.

Learners interact with a printed or digital
text, listen and follow a story, poem or conversation and locate sentences
(in pairs or groups) containing answers to direct questions, for information
and enjoyment.
Learners read out words that have the sounds
/tw/ aloud as a class and alone.

"1. How we tell the" characters in a story?

Realia, charts, posters and audio-visual materials on direct and indirect questions.


Oxford New Progressive Primary English Learners Book/Grade 2
pg. 120-121

"Oral questions," Portfolio, Observation

Listening and Speaking Child Labour.

Language Structure and "Functions. Describing words (size, colour, shape)"

By the end of the lesson, the learner should be able to:


"able to:
Use describing
words in relation to size, colour and shape.
Appreciate the use of colour, size, shape and number to talk about child labour."

1. Learners group objects in terms
Size-
"(big/small), colours - ( red, orange, yellow,
green, blue, black, white, pink, purple, grey),
and number
2. In groups, learners describe objects in the"
classroom using
size, colour and
number
3. Learners colour pictures of various
objects.

1. What things can "you see outside? 2. What colour are they?"

Flash cards, realia, charts,
pictures/
"photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and colour.


Oxford New"
Progressive
Primary English
Learners
"Book/Grade 2
pg. 118-119"

Oral questions, Portfolio, Observation

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.

Listening and Speaking Child Labour

Pronunciation and "Vocabulary Child Labour"
Language structure and functions Describing words (size, colour, shape)

By the end of the lesson, the learner should be able to:

sub strand, the
"learner :
a) Pronounce the sounds /q/ /x/"
"a) Recognize
new words used in the theme to"
acquire a range
of vocabulary
and their
meaning.
c) Pronounce the
"vocabulary related to the
theme correctly"
for effective
communication.

Learners pronounce the sounds by taking turns, and as a whole class
as modeled by the teacher, or audio record.


Learners are guided to practice
new words with the learnt sounds
in pairs in response to picture cues, sound prompts and lists of words with the sounds

1. Which words "start or end with the sound /x/ /q/? 2. What new" words have you learnt?

Realia, charts,
pictures/
photographs and models of learnt sounds.
"Oxford New
Progressive Primary English"
Learners
Book/Grade 2
pg. 122-123
Flash cards, realia, charts, pictures/ photographs and audio-visual recordings of dialogues/
dramatization depicting the use of words describing size, shape and colour.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 123-124"

Oral questions, Portfolio, Observation.

Writing

Guided Writing

By the end of the lesson, the learner should be able to:

"write words from a prompt to
demonstrate mastery of vocabulary.
Recognise the"
correct form and
meaning of the
words to be used in filling in gaps.

1 In groups, learners re-order jumbled up
sentences to logical order and write two
coherent paragraphs of about 5-10
sentences.
2. Learners match pictures with words and simple sentences.

"1. Why is it important to guess the" meaning of something?

Realia, slate and stylus, charts, word slides.
"
Oxford New Progressive Primary English Learners Book/Grade 2
pg. 126-127"

Oral questions, Portfolio, Observation

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

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

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.

Writing
Listening and Speaking Caring for others

Guided Writing
Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

By the end of the lesson, the learner should be able to:

a) Write words from a prompt to demonstrate mastery of vocabulary.

Learners respond to the prompts presented
to them and write the words correctly.
Learners write meaningful sentences and
paragraphs with the guidance of the teacher.
Learners match pictures with words and simple sentences.

When do we use capital letters? When do we use small letters?

Realia, slate and stylus, charts, word slides.
Oxford New Progressive Primary English Learners Book/Grade 2
pg. 132
Realia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
Because.
Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation

Listening and Speaking

Pronunciation and Vocabulary

By the end of the lesson, the learner should be able to:
""" strand,

a) Recognize the consonant blends""
tr, sp, tw in
different spoken
""words.
b) Pronounce the vocabulary""
related to the
theme correctly
for effective
communication.
c) Appreciate reading
words with the
consonant blends tr, sp, tw in a variety of genres.
"
"direct and indirect questions
based on a text they have read."
c) Enjoy talking about a text they have read.

"""1. Learners
observe the picture and discuss what is happening.
Learners pronounce the""
sounds by taking
turns, and as a
whole class as modeled by the teacher, or
audio record.
"
"place, who is
involved, using clues from pictures and the text."
3. Learners are guided to get meaning of
words and respond orally (in pairs or
groups) to questions based on a text they have read (story)

How are these words pronounced? Train, Spoon, Twenty.

Realia, charts, pictures/ photographs and models of learnt sounds, audio- visual recordings of
minimal pairs,
dialogues,
"stories and
poems with new words."


Oxford New
"Progressive
Primary English"
"Learners
Book/Grade 2"
pg. 136
pg.137-138

Oral questions, Portfolio, Observation.

Listening and Speaking

Language structures and functions Caring for others Conjunctions ‘because’

By the end of the lesson, the learner should be able to:
"
a) Use the conjunction because to join
words and short sentences"
during in a conversation.
b) Appreciate the differences in people and things in their environment.

1. Group items and talk about
them using the conjunction
“because”
Sing and recite poems.

1. Why was the dog barking?

"Realia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but,
because."

Oxford New Progressive Primary English Learners Book/Grade 2 pg.135-136

Oral questions, Portfolio, Observation.

Writing

Guided Writing

By the end of the lesson, the learner should be able to:

"a)   Copy the pattern q and x neatly and legibly in their exercise books.
Appreciate the importance of"
writing correct
meaningful words, phrases and sentences.

"1. Learners match pictures with words and
simple sentences"
"

2. Learners write meaningful sentences and
paragraphs with the guidance of the teacher."

1. How do we write q and x?

Realia, slate and stylus, charts, word slides.
"Oxford New Progressive Primary English Learners Book/Grade 2
pg. 138"

Oral questions, portfolio, observation