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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the lesson, the learner should be able to:
Make a list of details that they would need to know for them to properly introduce people. List the tips for an effective self-introduction. Introduce him/herself to their classmates. Use polite language. |
In pairs, learners are guided to make a list of details that they would need to know for them to properly introduce people.
In pairs, learners are guided to list the tips for an effective self-introduction. Learners to introduce him/herself to their classmates |
What is personal responsibility?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the lesson, the learner should be able to:
Read the dialogue on learner |
Learners to read the dialogue on learner
|
How do you think the student feels after talking to the teacher?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the lesson, the learner should be able to:
Discuss whether or not it is always polite to mention people |
In groups, learners are guided to discuss whether or not it is always polite to mention people
|
Which polite words do you use?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the lesson, the learner should be able to:
Discuss whether or not it is always polite to mention people |
In groups, learners are guided to discuss whether or not it is always polite to mention people
|
Which polite words do you use?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the lesson, the learner should be able to:
Introduce other people that they know very well. Play the game, |
Learners are guided to imagine that they are introducing two people that they know well but who do not know other.
Learners are guided to play the game, |
How many people can you introduce very well?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Personal Responsibility
|
Extensive Reading: Independent Reading
|
By the end of the lesson, the learner should be able to:
Select appropriate reading materials from a library or online sources. State the importance of reading on their own Use reference materials systematically to find necessary information. Appreciate the use of references materials for life-long learning. |
Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine)
Learners to state the importance of reading on their own. Learners are guided to use reference materials systematically to find necessary information Learners are guided to demonstrate in interest using references materials for life-long learning. |
Why is it important to read on your own
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Personal Responsibility
|
Extensive Reading: Independent Reading
|
By the end of the lesson, the learner should be able to:
Read the dialogue in learner |
Learners are guided to read the dialogue in learner
|
What do you like reading on your own?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
|
By the end of the lesson, the learner should be able to:
Define a noun. Read the passage in learner |
Learners are guided to define a noun.
In pairs, learners to read the passage in learner |
What is a noun?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
|
By the end of the lesson, the learner should be able to:
Define abstract and concrete nouns. Construct sentences using abstract and concrete nouns. Appreciate the use of nouns in sentences. |
Learners to define abstract and concrete nouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of nouns. In pairs or individually, learners are guided to construct sentences using abstract and concrete nouns. |
What are abstract nouns?
What are concrete nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
|
By the end of the lesson, the learner should be able to:
Read the poem in learner |
In groups, learners are guided to read the poem in learner
|
Which types of nouns are commonly used?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Personal Responsibility
|
Reading II
Intensive reading: Trickster Narratives
|
By the end of the lesson, the learner should be able to:
Read the story, |
In pairs, learners to read the story,
|
Which animal characters trick others in oral narrative?
What lessons do you learn from the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Personal Responsibility
|
Reading II
Intensive reading: Trickster Narratives
|
By the end of the lesson, the learner should be able to:
Read the story, |
In pairs, learners to read the story,
|
Which animal characters trick others in oral narrative?
What lessons do you learn from the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Personal Responsibility
|
Writing
Handwriting: Legibility and Neatness
|
By the end of the lesson, the learner should be able to:
State the importance of neat and legible handwriting. Select a paragraph from a class reader and write it down as quickly and as legibly as possible. Appreciate the importance of writing neatly and legibly. |
Learners to listen to a story that the teacher will read.
Learners are guided to identify the words used to show a number of things being described. Learners are guided to construct sentences using phrasal quantifiers |
What is the importance of neat and legible handwriting?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
|
By the end of the lesson, the learner should be able to:
Identify the features of oral narratives. Read the oral narrative, |
In groups, learners are guided to identify the features of oral narratives
Learners are guided to read the oral narrative, |
What are oral narrative?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
|
By the end of the lesson, the learner should be able to:
Identify what makes the performance of an oral narrative more enjoyable. Watch videos of people telling oral narrative. Make notes on how the story is made interesting. Appreciate ways of making an oral narrative more interesting. |
Learners are guided to identify what makes the performance of an oral narrative more enjoyable.
Learners to watch videos of people telling oral narrative. Make notes on how the story is made interesting |
What are the features of oral narratives?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
|
By the end of the lesson, the learner should be able to:
Choose one oral narrative and discuss the features they will include in their performance of it. Perform the oral narratives. Have fun and enjoy performing the oral narrative. |
In groups, learners to choose oral narrative and discuss the features they will include in their performance of it.
In groups, learners are guided to perform the oral narratives |
What can you do to make the performance of an oral narrative more enjoyable?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
|
By the end of the lesson, the learner should be able to:
Choose one oral narrative and discuss the features they will include in their performance of it. Perform the oral narratives. Have fun and enjoy performing the oral narrative. |
In groups, learners to choose oral narrative and discuss the features they will include in their performance of it.
In groups, learners are guided to perform the oral narratives |
What can you do to make the performance of an oral narrative more enjoyable?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Science and Health Education
|
Reading 1
Intensive Reading: Simple Poems
|
By the end of the lesson, the learner should be able to:
Read the three texts on learner |
Learners are guided to Read the three texts on learner
|
Can you tell what each text is about from the title only?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Science and Health Education
|
Reading 1
Intensive Reading: Simple Poems
|
By the end of the lesson, the learner should be able to:
Read the poem |
Learners to read the poem
|
Which of the poem would be easiest for you to memorise word by word?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the lesson, the learner should be able to:
Read the passage, |
Learners are guided to read the passage,
|
What are count nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the lesson, the learner should be able to:
Read the passage in learner |
Learners are guided to read the passage in learner
|
What are non-count nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the lesson, the learner should be able to:
Search for an article on science and health education on the Internet, a newspaper or a magazine. Identify all the count, non-count, singular and plural nouns used in the article and write them on a chart. Use plural nouns in sentences. |
Learners are guided to search for an article on science and health education on the Internet, a newspaper or a magazine
Learners are guided to identify all the count, non-count, singular and plural nouns used in the article and write them on a chart |
What are plural nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Science and Health Education
|
Reading II
Intensive Reading: Class Readers
|
By the end of the lesson, the learner should be able to:
Read through the front and back covers of different class readers. Draw a diagram showing the author, setting place, setting time and characters. Appreciate the importance of class readers. |
Learners are guided to read through the front and back covers of different class readers, such as,
|
What are class readers?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Science and Health Education
|
Reading II
Intensive Reading: Class Readers
|
By the end of the lesson, the learner should be able to:
Read through the front and back covers of different class readers. Draw a diagram showing the author, setting place, setting time and characters. Appreciate the importance of class readers. |
Learners are guided to read through the front and back covers of different class readers, such as,
|
What are class readers?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Science and Health Education
|
Writing; Mechanics of Writing: Punctuation Marks
|
By the end of the lesson, the learner should be able to:
Read the interview between Wanjiru and Mr Mwaliko and Oduor. Record themselves as they act out the interview. Identify the punctuation marks used at the end of the sentences in the dialogue. Enjoy acting out the conversation. |
Learners to read the interview between Wanjiru and Mr Mwaliko and Oduor.
Learners to identify the punctuation marks used at the end of the sentences in the dialogue. In groups of three, learners to record themselves as they act out the interview. |
What are punctuation marks?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Science and Health Education
|
Writing; Mechanics of Writing: Punctuation Marks
|
By the end of the lesson, the learner should be able to:
Punctuate the sentences in learner |
In pairs, learners are guided to punctuate the sentences in learner
|
Why are punctuation marks important?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the lesson, the learner should be able to:
Listen to a recording and write what the recording is about. Answer factual and inferential questions. Discuss the importance of listening for the most important ideas and particular details. Appreciate the importance of listening attentively. |
Learners are guided to listen to a recording and write what the recording is about
Learners to answer factual and inferential questions. In groups, learners to discuss the importance of listening for the most important ideas and particular details. |
Why is it important to listen?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the lesson, the learner should be able to:
Watch the video the teacher will play. Answer factual and inferential questions. Identify expressions that introduces the most ideas. Use different expressions in their day to day life. |
Learners to identify sentences in which passive and active voices were used.
In pairs, learners to talk about the difference between active and passive voice |
How many steps are there in washing hands properly?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the lesson, the learner should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
What have you learnt about the passage?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the lesson, the learner should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
What have you learnt about the passage?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Hygiene
|
Reading I
Reading for information
|
By the end of the lesson, the learner should be able to:
List the books that they read for information and those for meaning. Select a chapter in a textbook and read various things. Appreciate the importance of reading. |
Learners to list the books that they read for information and those for meaning
In pairs, learners to select a chapter in a textbook and read the heading, sub-heading, visual illustrations, bulleted points and highlighted information. |
Which similes and proverbs do you know?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Hygiene
|
Reading I
Reading for information
|
By the end of the lesson, the learner should be able to:
Read the passage, |
Learners are guided to read the passage,
|
Why is hygiene important?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Hygiene
|
Grammar; Word Classes: Verbs and Tense
|
By the end of the lesson, the learner should be able to:
Define a verb. State the importance of verbs Identify regular verbs and irregular verbs. Appreciate the importance of verbs. |
Learners to define a verb.
Learners are guided to state the importance of verbs. Learners to identify regular verbs and irregular verbs |
What is a verb?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Hygiene
|
Grammar; Word Classes: Verbs and Tense
|
By the end of the lesson, the learner should be able to:
Read the passage in learner |
Learners to read the passage in learner
|
What are regular verbs?
What are irregular verbs?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Hygiene
|
Grammar; Word Classes: Verbs and Tense
|
By the end of the lesson, the learner should be able to:
Hold a conversation with a partner about their hygiene practices or other topic. Play the game in learner |
Learners are guided to hold a conversation with a partner about their hygiene practices or other topic. Make sure that they use present tense, past tense and future time.
In groups, learners to play a modified version of the game |
Which words describe when, how, and where actions take place?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Hygiene
|
Reading II
Intensive Reading: Poetry
|
By the end of the lesson, the learner should be able to:
Read the poem, |
In pairs, learners are guided to read the poem,
|
Who is a poet?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Hygiene
|
Reading II
Intensive Reading: Poetry
|
By the end of the lesson, the learner should be able to:
Read the poem, |
In pairs, learners are guided to read the poem,
|
Who is a poet?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Hygiene
|
Reading II
Intensive Reading: Poetry
|
By the end of the lesson, the learner should be able to:
Read the poems, |
In groups, read the poems,
|
Who is a persona?
What is the poem about?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Hygiene
|
Writing Narrative Paragraph
|
By the end of the lesson, the learner should be able to:
Study the paragraph in learner |
In groups, learners to study the paragraph in learner
|
How is the paragraph introduced?
How does the paragraph end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Leadership
|
Listening and Speaking; Listening Comprehension
|
By the end of the lesson, the learner should be able to:
Explain the meaning of specific and general. Listen to a recording of two passages from a digital device. Discuss whether the information in each is specific or general. Appreciate the importance of listening attentively. |
Learners to explain the meaning of specific and general.
In groups, learners to listen to a recording of two passages from a digital device and discuss whether the information in each is specific or general |
Who is leader?
Who is a good leader?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Leadership
|
Listening and Speaking; Listening Comprehension
|
By the end of the lesson, the learner should be able to:
Listen to a recording about the dialogue in learner |
In groups, learners to listen to a recording about the dialogue in learner
|
What is leadership?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Leadership
|
Listening and Speaking; Listening Comprehension
|
By the end of the lesson, the learner should be able to:
Listen to a recording of the passage about Nelson Mandela |
In groups, learners to listen to a recording of the passage about Nelson Mandela
|
How did Mandela help South Africa to get freedom?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Leadership
|
Listening and Speaking; Listening Comprehension
|
By the end of the lesson, the learner should be able to:
Listen to a recording of the passage about Nelson Mandela |
In groups, learners to listen to a recording of the passage about Nelson Mandela
|
How did Mandela help South Africa to get freedom?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Leadership
|
Reading I
Intensive Reading
|
By the end of the lesson, the learner should be able to:
Identify ways to read a book or a passage. Read the passage, |
In pairs, learners to identify ways to read a book or a passage.
In pairs, learners to read the passage, |
Why is it important to find the main idea?
How can we identify the supporting details?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Leadership
|
Reading I
Intensive Reading
|
By the end of the lesson, the learner should be able to:
Study the mind map and answer the questions that follow. Match the main ideas with their respective supporting details. Appreciate the use of a mind map. |
In pairs, learners to study the mind map and answer the questions that follow.
In pairs, learners to match the main ideas with their respective supporting details. |
Which is the main idea according to this mind map?
Which are the supporting details according to the mind map?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Leadership
|
Reading I
Intensive Reading
|
By the end of the lesson, the learner should be able to:
Read the passage, |
Learners to read the passage,
|
What lessons can you draw from this story for your own life?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Leadership
|
Grammar
Word Classes: Verbs and Tense
|
By the end of the lesson, the learner should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
What is common about the way some present tense verbs end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Leadership
|
Grammar
Word Classes: Verbs and Tense
|
By the end of the lesson, the learner should be able to:
Construct sentences that describe a leader and what he or she does. Complete each sentences with the correct form of the verb in brackets. Use present and past tense in their day to day life. |
Individually, learners to think about their favourite leader. Use the present tense to construct sentences that describe that leader and what he or she does.
Learners to complete each sentences with the correct form of the verb in brackets. |
What is common about the way some past tense verbs end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Leadership
|
Reading II
Intensive Reading: Class Readers
|
By the end of the lesson, the learner should be able to:
Read the passage, |
Learners to read the passage,
|
How did you know the main characters in the stories or novels were?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Leadership
|
Reading II
Intensive Reading: Class Readers
|
By the end of the lesson, the learner should be able to:
Read the passage, |
Learners to read the passage,
|
How did you know the main characters in the stories or novels were?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Leadership
|
Writing; Paragraphing: Using Example and Incidents
|
By the end of the lesson, the learner should be able to:
Talk about a good leader from their community. Identify specific qualities that make the leader good. Appreciate different leadership qualities. |
In groups, learners are guided to talk about a good leader from their community.
In groups, learners are guided to identify specific qualities that make the leader good |
What are the qualities of a good leader?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Leadership
|
Writing; Paragraphing: Using Example and Incidents
|
By the end of the lesson, the learner should be able to:
Study the mind map in learner |
In groups, learners are guided to study the mind map in learner
|
What is the main idea?
What examples are given to illustrate the main idea?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
|
By the end of the lesson, the learner should be able to:
Read the passage, |
In pairs, learners to read the passage,
|
What do you as a family do with or for each other
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
|
By the end of the lesson, the learner should be able to:
Read the poem, |
In pairs, learners are guided to read the poem,
|
What is the difference in pronunciation between the two words in each pair?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
|
By the end of the lesson, the learner should be able to:
Identify words with the same sound as /oat/ such as, coat, goat Read the passage in learner |
In pairs, learners to identify words with the same sound as /oat/ such as, coat, goat
In groups, learners to read the passage in learner |
What is the difference between words that are spelt the same way in the passage?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
|
By the end of the lesson, the learner should be able to:
Define synonyms and antonyms. Read the dialogue in learner |
In pairs, learners to define synonyms and antonyms.
In pairs, learners to read the dialogue in learner |
What are synonyms?
What are antonyms?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
|
By the end of the lesson, the learner should be able to:
Define synonyms and antonyms. Read the dialogue in learner |
In pairs, learners to define synonyms and antonyms.
In pairs, learners to read the dialogue in learner |
What are synonyms?
What are antonyms?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
|
By the end of the lesson, the learner should be able to:
Study the page in learner |
In pairs, learners are guided to study the page in learner
|
What have you learnt about synonyms?
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KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
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By the end of the lesson, the learner should be able to:
Identify the synonyms and antonyms used in the passage in learner |
Individually or in pairs, learners to identify the synonyms and antonyms used in the passage in learner
|
What have you learnt about antonyms?
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KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Family
|
Grammar; Comparatives and Superlative Adjectives
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By the end of the lesson, the learner should be able to:
Define comparative and superlative adjectives. Read the two paragraphs in learner |
Learners to define comparative and superlative adjectives.
In pairs, learners to read the two paragraphs in learner |
What are comparative adjectives?
What are superlative adjectives?
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KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Family
|
Grammar; Comparatives and Superlative Adjectives
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By the end of the lesson, the learner should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
Which words are used to compare the two dogs in the story?
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KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 13 | 2 |
Family
|
Reading II
Intensive Reading: Oral Narratives: Legends
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By the end of the lesson, the learner should be able to:
Talk about people they know who are admired for their courage and outstanding achievement. Read the conversation in learner |
In pairs, learners to talk about people they know who are admired for their courage and outstanding achievement.
In pairs, learners to read the conversation in learner |
What is a legend?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 13 | 3 |
Family
|
Reading II
Intensive Reading: Oral Narratives: Legends
|
By the end of the lesson, the learner should be able to:
Talk about people they know who are admired for their courage and outstanding achievement. Read the conversation in learner |
In pairs, learners to talk about people they know who are admired for their courage and outstanding achievement.
In pairs, learners to read the conversation in learner |
What is a legend?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 13 | 4 |
Family
|
Reading II
Intensive Reading: Oral Narratives: Legends
|
By the end of the lesson, the learner should be able to:
Make predictions based on the pictures and anticipate possible outcome in the story. Read the narrative, |
In pairs, learners to make predictions based on the pictures and anticipate possible outcome in the story.
Learners to read the narrative, |
What is the main character in a legend?
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KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 13 | 5 |
Family
|
Writing; Functional Writing: Friendly Letter
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By the end of the lesson, the learner should be able to:
Identify parts of a friendly letter. Write a friendly letter that replies to Kim |
Learners to study the letter in learner
|
How many parts does a friendly letter have?
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KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
Your Name Comes Here