WEATHER AND OUR ENVIRONMENT

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words featuring the target sounds from an oral text
-Pronounce words with the target sounds for reading preparedness
-Respond to simple specific one-directional instructions using new words
-Realise the importance of correct pronunciation in communication

The learner is guided to:
-Listen to an audio text containing the target sounds: /f/, /n/ /h/ /ɒ/ and /ɔː/
-Say the target sounds as modeled by peers/teacher/audio recording
-Use a Frayer model to discuss the meaning of words related to the theme

Why is it important to pronounce words correctly? -What should we do when someone is talking to us?

Skills in English Learner's Book
-Page 84
-Audio recordings
-Frayer model charts
-Weather pictures
-Weather rhymes
-Weather songs
-Story books

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words featuring the target sounds from an oral text
-Pronounce words with the target sounds for reading preparedness
-Respond to simple specific one-directional instructions using new words
-Realise the importance of correct pronunciation in communication

The learner is guided to:
-Use weather vocabulary in sentences
-Role play responding to simple instructions related to the theme
-Use appropriate eye contact and facial expressions

Why is it important to pronounce words correctly? -What should we do when someone is talking to us?

Skills in English Learner's Book
-Page 84
-Role play materials
-Weather vocabulary cards
-Instruction cards
-Sound practice materials

Observation -Oral questions -Checklists

Reading

Word Reading

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

-Identify words with the target sounds in preparation for reading
-Pronounce words with the target sounds accurately
-Realise the importance of reading words accurately

The learner is guided to:
-Point out words with the sounds: /f/, /n/ /h/ /ɒ/ and /ɔː/
-Select words with the target sounds from a chart
-Read words including words with target letters sounds

Why should we pronounce words correctly?

Skills in English Learner's Book
-Page 89
-Word charts
-Sound cards
-Weather word lists
-Weather stories
-Decodable word cards
-Sentence strips

Observation -Written assessment -Self-assessment

Language Use

Present continuous tense

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

-Identify ongoing activities in and out of school
-Use the present continuous tense to describe on-going activities related to weather and the environment
-Adopt communicating ideas using the present continuous tense

The learner is guided to:
-Name the activities going on in the school compound
-Recite poems/sing songs featuring the present continuous tense
-Answer questions about ongoing activities related to the theme, in pairs or groups

What is going on in the school compound?

Skills in English Learner's Book
-Page 94
-Activity pictures
-Poems
-Songs

Observation -Oral questions -Assessment rubrics

Language Use
Writing

Present continuous tense
Spelling

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

-Identify ongoing activities in and out of school
-Use the present continuous tense to describe on-going activities related to weather and the environment
-Adopt communicating ideas using the present continuous tense

The learner is guided to:
-Listen to a story with present continuous tense
-Retell portions of a short story in the present continuous tense
-Role play events with peers using the present continuous tense

What is going on in the school compound?

Skills in English Learner's Book
-Page 94
-Story books
-Role play materials
-Page 97
-Spelling lists
-Dictation materials
-Writing materials

Observation -Oral presentation -Peer Assessment

Writing

Spelling

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

-Recognise words featuring the target letters in written texts
-Spell 3-5 letter words featuring the target letters for writing fluency
-Realise the need for correct spelling in written communication

The learner is guided to:
-Listen to an audio recording and write down target words
-Copy a list of sentences featuring the target words
-Create a poster featuring the target words with peers

Why should we spell words correctly? -What makes one's handwriting readable?

Skills in English Learner's Book
-Page 97
-Audio recordings
-Poster materials
-Target word lists

Observation -Written assessment -Peer Assessment

HYGIENE

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words with the target sounds in an oral text
-Pronounce words with the target sounds in preparation for reading
-Use new words related to the theme in a variety of contexts
-Realise the importance of listening attentively

The learner is guided to:
-Listen to an audio recording/clip about hygiene
-Pick out words which have the sounds /b/, /r/, /u/ and /g/
-Recite alliterative words that have the target sounds as modeled by the peers/teacher or audio record/clip

Why is it important to pronounce words correctly? -How do we learn to speak?

Skills in English Learner's Book
-Page 100
-Audio recordings
-Sound charts
-Hygiene pictures
-Vocabulary cards
-Story pictures

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words with the target sounds in an oral text
-Pronounce words with the target sounds in preparation for reading
-Use new words related to the theme in a variety of contexts
-Realise the importance of listening attentively

The learner is guided to:
-Use hygiene vocabulary in sentences
-Recite rhymes and sing songs related to hygiene
-Practice matching vocabulary to pictures and objects

Why is it important to pronounce words correctly? -How do we learn to speak?

Skills in English Learner's Book
-Page 100
-Hygiene rhymes
-Songs
-Picture cards

Observation -Oral questions -Checklists

Listening and Speaking
Reading

Pronunciation and Vocabulary
Word Reading

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

-Identify words with the target sounds in an oral text
-Pronounce words with the target sounds in preparation for reading
-Use new words related to the theme in a variety of contexts
-Realise the importance of listening attentively

The learner is guided to:
-Practice all target sounds and hygiene vocabulary
-Create sentences using hygiene-related words
-Recite rhymes and sing songs, with peers

Why is it important to pronounce words correctly? -How do we learn to speak?

Skills in English Learner's Book
-Page 100
-Hygiene vocabulary cards
-Sound practice materials
-Page 107
-Letter cards
-Non-decodable word lists
-Audio recordings

Observation -Oral questions -Assessment rubrics

Reading
Language Use

Word Reading
Simple past tense (adding -ed/-d)

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

-Identify words with the target sounds and letters for reading competence
-Read non-decodable words featuring the target sounds for reading competence
-Realise the importance of word reading for lifelong learning

The learner is guided to:
-Practise reading non-decodable words on a word wall with peers and give feedback
-Read words related to the theme
-Practice reading hygiene-related words

Why should we pronounce words correctly?

Skills in English Learner's Book
-Page 107
-Word wall
-Hygiene word lists
-Feedback charts
-Page 113
-Past tense charts
-Story books
-Question cards

Observation -Written questions -Assessment rubrics

Language Use
Writing

Simple past tense (adding -ed/-d)
Spelling

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

-Identify words with -ed/ and -d from a written text
-Use simple past tense to discuss activities they carried out in the past
-Adopt communicating ideas using the simple past tense

The learner is guided to:
-Engage in games, changing verbs from present simple to past simple tense, in small groups/pairs
-Construct oral sentences using simple past tense ending with -ed,-d, to talk about hygiene

What did you do in the morning before coming to school? -What did your family do last Saturday to keep the home clean?

Skills in English Learner's Book
-Page 113
-Verb cards
-Language games
-Hygiene activity pictures
-Page 109
-Letter formation models
-Pattern books
-Spelling lists

Observation -Oral presentation -Peer Assessment

Writing

Spelling

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

-Recognise words featuring the target letters in written texts
-Form the target letters correctly in terms of shape and size for effective communication
-Write 3-5 letter words featuring the target sounds correctly for effective communication
-Realise the importance of writing words correctly

The learner is guided to:
-Practise writing letters Bb, Rr, Uu, Gg neatly from the left to the right
-Draw and label objects related to hygiene
-Write hygiene-related words correctly

Why should people write neatly? -How can we spell words correctly?

Skills in English Learner's Book
-Page 109
-Drawing materials
-Hygiene objects
-Labelling materials

Observation -Written assessment -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify the target sounds from an audio text
-Pronounce words with the target sounds correctly for communication clarity
-Use new words related to the theme in relevant contexts
-Realise the importance of using words appropriately in communication

The learner is guided to:
-Listen to an audio recording of words featuring the target sounds(/k/, /d/ and /w/) or words modelled by the peers or teacher
-Pronounce the sounds by taking turns
-Match vocabulary learnt to pictures and objects

What do you do when someone is talking to you? -What is likely to happen if you pronounce a word wrongly?

Skills in English Learner's Book
-Page 116
-Audio recordings
-Body part pictures
-Vocabulary cards

Observation -Oral questions -Assessment rubrics

PARTS OF THE BODY

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify the target sounds from an audio text
-Pronounce words with the target sounds correctly for communication clarity
-Use new words related to the theme in relevant contexts
-Realise the importance of using words appropriately in communication

The learner is guided to:
-Practice pronouncing target sounds
-Recite poems featuring the target sounds
-Construct sentences using vocabulary related to the theme

What do you do when someone is talking to you? -What is likely to happen if you pronounce a word wrongly?

Skills in English Learner's Book
-Page 116
-Poems
-Body part charts
-Sound cards
-Body part songs
-Rhymes
-Pictures

Observation -Oral presentation -Peer Assessment

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

-Identify the target sounds from an audio text
-Pronounce words with the target sounds correctly for communication clarity
-Use new words related to the theme in relevant contexts
-Realise the importance of using words appropriately in communication

The learner is guided to:
-Practice all target sounds and body vocabulary
-Create sentences using body part words
-Recite rhymes and sing songs related to the theme with peers

What do you do when someone is talking to you? -What is likely to happen if you pronounce a word wrongly?

Skills in English Learner's Book
-Page 116
-Body vocabulary cards
-Sound practice materials
-Page 120
-Reading texts
-Timer/stopwatch
-Word lists

Observation -Oral questions -Assessment rubrics

Reading

Fluency

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

-Identify words with the target sounds in preparation for reading
-Read a grade-appropriate text at the right speed and with minimal hesitations
-Display the right feelings or emotions when reading a text
-Realise the importance of reading fluency for effective communication

The learner is guided to:
-Practice reading sentences containing decodable and non-decodable words, with peers
-Participate in a readers theatre where he or she reads some lines or stanzas of a poem
-Display the right facial expressions and tone when reading
-Read a text with minimal hesitations

Why is it important to read at the right speed? -Why should we display the right feelings and expressions when reading a text?

Skills in English Learner's Book
-Page 120
-Readers theatre scripts
-Poems
-Expression cards

Observation -Written questions -Assessment rubrics

Language Use

Demonstratives

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

-Identify singular and plural nouns from a text
-Use demonstratives to talk about the theme
-Realise the importance of well-formed sentences in communication

The learner is guided to:
-Use demonstratives in singular and plural to talk about objects identified
-Point at parts of the body and describe them using the words: (this/that), (these/those) in pairs or small groups

How do we tell others about near and far objects?

Skills in English Learner's Book
-Page 126
-Body part charts
-Demonstrative cards
-Objects
-Body part poems
-Songs
-Distance markers

Observation -Oral questions -Assessment rubrics

Writing

Spelling

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

-Identify words with the target letters in a written text
-Spell words with the target letters correctly for writing fluency
-Write words related to the theme legibly and neatly
-Realise the importance of correct spelling in written communication

The learner is guided to:
-Name the letters that make words with the target sounds
-Select words with the letters 'c', 'd' and 'w'
-Spell the words with the letters 'c', 'd' and 'w'

Why do we spell words correctly? -How can we write legibly and neatly?

Skills in English Learner's Book
-Page 130
-Spelling lists
-Letter cards
-Word cards

Observation -Written assessment -Checklists

Writing
Listening and Speaking

Spelling
Pronunciation and Vocabulary

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

-Identify words with the target letters in a written text
-Spell words with the target letters correctly for writing fluency
-Write words related to the theme legibly and neatly
-Realise the importance of correct spelling in written communication

The learner is guided to:
-Make words related to parts of the body from jumbled letters
-Write the words read aloud to them
-Copy words legibly and correctly
-Form words with peers using the letters of their names

Why do we spell words correctly? -How can we write legibly and neatly?

Skills in English Learner's Book
-Page 130
-Jumbled letter cards
-Dictation materials
-Writing materials
-Page 133
-Audio recordings
-Friend pictures
-Sound charts

Observation -Written assessment -Peer Assessment

MY FRIENDS

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words with the target sounds from written texts
-Pronounce words with the target sounds correctly
-Use the vocabulary related to the theme in oral sentences
-Realise the role of vocabulary in communication

The learner is guided to:
-Practice pronouncing target sounds
-Listen to an audio recording on friendship
-Use vocabulary related to the theme in dialogues

Why should we pronounce sounds and words correctly? -How can we improve our pronunciation?

Skills in English Learner's Book
-Page 133
-Friendship dialogues
-Vocabulary cards
-Audio materials

Observation -Oral presentation -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words with the target sounds from written texts
-Pronounce words with the target sounds correctly
-Use the vocabulary related to the theme in oral sentences
-Realise the role of vocabulary in communication

The learner is guided to:
-Use friendship vocabulary in sentences
-Role play events related to the theme
-Sing songs related to friends

Why should we pronounce sounds and words correctly? -How can we improve our pronunciation?

Skills in English Learner's Book
-Page 133
-Role play materials
-Friendship songs
-Scenario cards
-Friendship vocabulary cards
-Sound practice materials

Observation -Oral questions -Checklists

Reading

Fluency

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

-Identify words with the target sounds in preparation for reading
-Read a grade-appropriate text accurately, at the right speed and with minimal hesitations
-Display the appropriate feelings or emotions when reading a text
-Realise the importance of reading fluency in effective communication

The learner is guided to:
-Identify words with the sounds /k/, /j/ and /l/
-Select words with the target sounds from a chart
-Engage in timed reading with peers (30 words per minute)

Why should we pronounce sounds and words correctly? -How does correct pronunciation help us in reading?

Skills in English Learner's Book
-Page 138
-Reading charts
-Timer/stopwatch
-Target sound words
-Friendship poems
-Readers theatre scripts
-Expression cards

Observation -Written assessment -Self-assessment

Language Use

Common and proper nouns

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

-Recognise common and proper nouns from texts
-Use common and proper nouns to talk about the theme
-Adopt using of common and proper nouns in everyday communication

The learner is guided to:
-Single out common and proper nouns from a text
-Name items in the classroom
-Talk about their friends using common and proper nouns

Why is it important to refer to people and places by their names? -What things can you see in the classroom?

Skills in English Learner's Book
-Page 143
-Noun charts
-Classroom items
-Friend name cards
-Fill-in worksheets
-Noun cards
-Sentence strips

Observation -Oral questions -Assessment rubrics

Writing

Punctuation (capital letters and the full stop)

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

-Identify capital letters, small letters and the full stop in a text
-Use capital and small letters correctly for names and proper nouns in writing
-Realise the use of capital letters, small letters and the full stop in writing

The learner is guided to:
-Observe a display of correctly written text containing capital and small letters
-Point out capital letters, small letters and the full stop in a text
-Use capital and small letters correctly when writing proper nouns

Why do we use the full stop? -When do we use capital letters?

Skills in English Learner's Book
-Page 146
-Text samples
-Punctuation charts
-Writing materials

Observation -Written assessment -Checklists

Writing

Punctuation (capital letters and the full stop)

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

-Identify capital letters, small letters and the full stop in a text
-Use capital and small letters correctly for names and proper nouns in writing
-Realise the use of capital letters, small letters and the full stop in writing

The learner is guided to:
-Practise writing their names/names of their friends starting with capital letters
-Write sentences about friends using correct punctuation
-Correct sentences with punctuation errors

Why do we use the full stop? -When do we use capital letters?

Skills in English Learner's Book
-Page 146
-Friend name cards
-Punctuation practice sheets
-Correction materials

Observation -Written assessment -Peer Assessment

SAFETY

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words with the target sounds for oral fluency
-Pronounce the words with the target sounds in preparation for reading
-Use new words correctly in oral communication
-Realise the importance of varied vocabulary in communication

The learner is guided to:
-Listen to the target sounds as modelled by peers, teacher or audio recording
-Say words with the vowel sounds and diphthongs:
- o /æ/ as in heart
- o /ɔː/ as in thought
- o /i:/ as in feet
- o /u:/ as in pool
- o /ɔɪ/ as in boy
- o /eɪ/ as in day

What happens if we don't listen to instructions carefully? -How can we ensure we are safe when doing activities at home or at school?

Skills in English Learner's Book
-Page 149
-Audio recordings
-Sound charts
-Safety pictures
-Word family games
-Safety vocabulary cards
-Picture cards

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify words with the target sounds for oral fluency
-Pronounce the words with the target sounds in preparation for reading
-Use new words correctly in oral communication
-Realise the importance of varied vocabulary in communication

The learner is guided to:
-Use safety vocabulary in sentences
-Play video games related to the theme with peers
-Respond to simple questions and instructions about safety

What happens if we don't listen to instructions carefully? -How can we ensure we are safe when doing activities at home or at school?

Skills in English Learner's Book
-Page 149
-Video games
-Safety instructions
-Question cards

Observation -Oral questions -Checklists

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

-Identify words with the target sounds for oral fluency
-Pronounce the words with the target sounds in preparation for reading
-Use new words correctly in oral communication
-Realise the importance of varied vocabulary in communication

The learner is guided to:
-Practice all target sounds and safety vocabulary
-Create sentences using safety-related words
-Demonstrate understanding of safety instructions

What happens if we don't listen to instructions carefully? -How can we ensure we are safe when doing activities at home or at school?

Skills in English Learner's Book
-Page 149
-Safety vocabulary cards
-Sound practice materials
-Page 154
-Reading texts
-Timer/stopwatch
-Punctuation guides

Observation -Oral questions -Assessment rubrics

Reading
Language Use

Fluency
Simple prepositions (in, on, under, between, behind, in front, inside, outside)

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

-Identify words with the target sounds in preparation for reading
-Read a text accurately, at the right speed and with expression for fluency
-Realise the importance of reading accurately, at the right speed and with expression in lifelong learning

The learner is guided to:
-Practice reading sentences containing decodable and non-decodable words with peers
-Read texts about safety with appropriate expression
-Monitor reading speed and accuracy

What do you like reading? -How can you show that you are observing correct punctuations?

Skills in English Learner's Book
-Page 154
-Decodable texts
-Safety stories
-Reading practice sheets
-Page 159
-Classroom objects
-Position cards
-Hide and seek materials

Observation -Written questions -Assessment rubrics

Language Use
Writing

Simple prepositions (in, on, under, between, behind, in front, inside, outside)
Punctuation (capital letters and question marks)

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

-Recognise the correct placement of targeted prepositions to show positional relationship
-Use prepositions in relevant contexts
-Realise the use of prepositions for effective communication

The learner is guided to:
-Play a digital games based on prepositions
-Construct sentences featuring target prepositions in a story, poem or conversation
-Role play situations related to the theme involving use of target prepositions

Where do we keep different items in the classroom? -Where do we keep different items at home?

Skills in English Learner's Book
-Page 159
-Digital games
-Preposition cards
-Role play scenarios
-Page 163
-Text samples
-Punctuation charts
-Question cards

Observation -Oral presentation -Peer Assessment

Writing

Punctuation (capital letters and question marks)

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

-Identify capital letters and question marks in a text
-Use capital and question marks in sentences correctly
-Acknowledge the use of capital letters and question marks in writing

The learner is guided to:
-Use capital letters and question marks in sentences related to the theme
-Write safety questions using correct punctuation
-Practice punctuating sentences about safety

Why do we use the question marks? -When do we use capital letters?

Skills in English Learner's Book
-Page 163
-Punctuation practice sheets
-Safety question cards
-Writing materials

Observation -Written assessment -Peer Assessment

COMMUNITY LEADERS

Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds in words from an oral text
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Advocate for appropriate pronunciation for clarity in communication

The learner is guided to:
-Listen to a print or digital text containing the target sounds: /ʃ/, /tʃ/, /θ/, /ð/
-Practise sound discrimination using minimal pairs
-Pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories

How can we use sounds to make new words? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 165
-Audio texts
-Sound charts
-Community leader pictures

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds in words from an oral text
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Advocate for appropriate pronunciation for clarity in communication

The learner is guided to:
-Practice sound discrimination using minimal pairs
-Infer the meaning of new words from stories, dialogues, and role plays
-Construct simple sentences using new words learnt

How can we use sounds to make new words? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 165
-Minimal pair cards
-Story books
-Dialogues
-Picture cues
-Poems
-Tongue twisters

Observation -Oral presentation -Peer Assessment

Listening and Speaking
Reading

Pronunciation and Vocabulary
Fluency

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

-Recognise the target sounds in words from an oral text
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Advocate for appropriate pronunciation for clarity in communication

The learner is guided to:
-Practice all target sounds and leader vocabulary
-Create sentences using community leader words
-Demonstrate appropriate pronunciation

How can we use sounds to make new words? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 165
-Leader vocabulary cards
-Sound practice materials
-Page 168
-Reading paragraphs
-Target sound words
-Video clips

Observation -Oral questions -Assessment rubrics

Reading

Fluency

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

-Identify words with the target sounds correctly
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Read simple sentences in the story aloud paying attention to the punctuation
-Take part in timed-reading competitions
-Recite poems/rhymes related to the theme

Which words have the target sounds?

Skills in English Learner's Book
-Page 168
-Story texts
-Timer/stopwatch
-Poems about leaders

Observation -Written questions -Assessment rubrics

Reading

Comprehension

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

-Make predictions about a story related to the theme in preparation for reading
-Answer direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Discuss the pictures and the title, and make predictions
-Read words with the target sounds in a text of about 60 words
-Take turns to read simple sentences in the story aloud, paying attention to the punctuation

What do the pictures and the title tell us about the story? -Which words have the target sounds?

Skills in English Learner's Book
-Page 171
-Story books
-Picture cards
-Comprehension questions
-Question cards
-Leader information texts
-Reading materials

Observation -Written assessment -Oral presentation

Language Use

Adjectives

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

-Identify adjectives used to describe objects and people
-Use base forms of one and two-syllable adjectives in relevant contexts
-Appreciate the use of adjectives for effective communication

The learner is guided to:
-Name objects in the classroom and attach appropriate adjectives to them
-Talk about objects in a picture/photograph/video clip by using correct adjectives
-Engage in language games containing base forms of one and two-syllable adjectives

How do we talk about people, things or places?

Skills in English Learner's Book
-Page 174
-Classroom objects
-Pictures
-Adjective cards

Observation -Oral questions -Assessment rubrics

Language Use

Adjectives

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

-Identify adjectives used to describe objects and people
-Use base forms of one and two-syllable adjectives in relevant contexts
-Appreciate the use of adjectives for effective communication

The learner is guided to:
-Describe community leaders using adjectives
-Sing songs/rhymes, recite poems that use adjectives
-Create sentences using adjectives

How do we talk about people, things or places?

Skills in English Learner's Book
-Page 174
-Leader pictures
-Songs
-Poems

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Identify ideas depicted in different pictures related to the theme in preparation for writing
-Use 4-6 letter words to fill in gaps in sentences correctly
-Appreciate the importance of writing correctly in communication

The learner is guided to:
-Talk about what they have seen in pictures with peers
-Engage in spelling games with words related to the theme and picture prompts in preparation for writing
-Create sentences from pictures, with peers

How do pictures help us to write?

Skills in English Learner's Book
-Page 176
-Leader pictures
-Spelling games
-Picture prompts

Observation -Written assessment -Checklists

Writing

Guided Writing

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

-Identify ideas depicted in different pictures related to the theme in preparation for writing
-Use 4-6 letter words to fill in gaps in sentences correctly
-Appreciate the importance of writing correctly in communication

The learner is guided to:
-Match pictures and sentences about community leaders
-Fill in gaps in sentences
-Write simple sentences about community leaders

How do pictures help us to write?

Skills in English Learner's Book
-Page 176
-Matching cards
-Gap-fill worksheets
-Writing materials

Observation -Written assessment -Peer Assessment

LIVING TOGETHER

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds in words for effective communication
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Realise the importance of proper pronunciation in oral communication

The learner is guided to:
-Listen to an audio recording/read aloud passage and identify words with the sounds: /e/, /iː/, /eə/
-Practise sound discrimination using minimal pairs
-Recite poems/rhymes/tongue twisters using words with the target sounds observing turn taking rules

How would you know if someone is listening to you? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Audio recordings
-Minimal pair cards
-Poems
-Story books
-Picture cues
-Vocabulary cards

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

-Recognise the target sounds in words for effective communication
-Articulate words correctly to discriminate the target sounds
-Use the vocabulary learnt in relevant contexts
-Realise the importance of proper pronunciation in oral communication

The learner is guided to:
-Construct simple sentences using new words
-Respond to simple one-directional instructions orally or by using appropriate gestures
-Use vocabulary related to living together

How would you know if someone is listening to you? -How do we learn to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Instruction cards
-Living together pictures
-Sentence strips
-Living together vocabulary cards
-Sound practice materials

Observation -Oral questions -Checklists

Reading

Fluency

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

-Identify words with the target sounds in a text
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Listen to short paragraphs and point out words with the target sounds: /e/, /iː/, /ea/, /iː/
-Read words with the target sounds correctly
-Read simple sentences in a story aloud paying attention to the punctuation

How do we read fluently?

Skills in English Learner's Book
-Page 183
-Reading paragraphs
-Target sound words
-Story books

Observation -Written assessment -Self-assessment

Reading

Fluency
Comprehension

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

-Identify words with the target sounds in a text
-Read sentences in a text accurately, at the right speed and with expression for effective communication
-Realise the importance of fluency in reading

The learner is guided to:
-Take part in timed-reading of a text displaying the right expressions
-Recite poems/rhymes related to the theme with peers
-Practice reading with appropriate expression

How do we read fluently?

Skills in English Learner's Book
-Page 183
-Timer/stopwatch
-Poems about living together
-Expression guides
-Page 186
-Story books
-Picture cards
-Comprehension questions

Observation -Written questions -Assessment rubrics

Reading
Language Use

Comprehension
Use of possessives (my, our, her, his, their, its)

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

-Make predictions about a story related to the theme based on the title and picture
-Read words that have the target sounds in a text related to the theme
-Respond to direct and indirect questions from a text to show comprehension
-Adopt reading pictures and texts for enjoyment and information

The learner is guided to:
-Respond to direct and indirect questions from a text in print or digital device, using contextual clues
-Role play, with peers the events from a story
-Read for enjoyment and information

What do you think will happen in this story? -How can you tell that someone has understood a story? -What makes a story interesting?

Skills in English Learner's Book
-Page 186
-Question cards
-Role play materials
-Digital texts
-Page 189
-Classroom objects
-Possessive cards

Observation -Oral questions -Assessment rubrics

Language Use

Use of possessives (my, our, her, his, their, its)

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

-Recognise possessives from a written text
-Use possessives to talk about ownership in relation to the theme
-Adopt the use of possessives to show ownership in oral communication

The learner is guided to:
-Pick out possessives from a text
-Use possessives in phrases and sentences to illustrate ownership
-Practice using possessives in context

Which words do we use to show ownership? -Why is it important to use possessives correctly?

Skills in English Learner's Book
-Page 189
-Text samples
-Possessive worksheets
-Sentence strips

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Recognise the correct words to fill in gaps to complete sentences
-Fill in gaps in simple sentences for effective communication
-Realise the importance of writing complete sentences to express meaning

The learner is guided to:
-Work with peers to match pictures with words
-Pick out correct words that can be used to fill in gaps in sentences appropriately
-Use the words provided to fill in gaps correctly and meaningfully in given sentences

Why is it important to write clearly and legibly? -What should you consider when selecting words to fill in gaps?

Skills in English Learner's Book
-Page 192
-Picture-word cards
-Gap-fill worksheets
-Word banks

Observation -Written assessment -Checklists

Writing

Guided Writing

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

-Recognise the correct words to fill in gaps to complete sentences
-Fill in gaps in simple sentences for effective communication
-Realise the importance of writing complete sentences to express meaning

The learner is guided to:
-Work with peers to match pictures with words
-Pick out correct words that can be used to fill in gaps in sentences appropriately
-Use the words provided to fill in gaps correctly and meaningfully in given sentences

Why is it important to write clearly and legibly? -What should you consider when selecting words to fill in gaps?

Skills in English Learner's Book
-Page 192
-Picture-word cards
-Gap-fill worksheets
-Word banks

Observation -Written assessment -Checklists

Writing
Listening and Speaking

Guided Writing
Pronunciation and Vocabulary

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

-Recognise the correct words to fill in gaps to complete sentences
-Fill in gaps in simple sentences for effective communication
-Realise the importance of writing complete sentences to express meaning

The learner is guided to:
-Write short sentences using prompts
-Complete sentences about living together
-Practice writing meaningful sentences

Why is it important to write clearly and legibly? -What should you consider when selecting words to fill in gaps?

Skills in English Learner's Book
-Page 192
-Sentence prompts
-Living together topics
-Writing materials
-Page 179
-Digital texts
-Audio recordings
-Technology pictures

Observation -Written assessment -Peer Assessment

TECHNOLOGY

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary

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

-Identify targets sounds in words from an oral text
-Articulate words with the target sounds accurately to discriminate the sounds
-Use the vocabulary leant in relevant context
-Adopt using the vocabulary learnt to communicate effectively in various contexts

The learner is guided to:
-Practice sound discrimination using minimal pairs
-Infer the meaning of new words from stories, dialogues, and role plays
-Construct simple sentences using new words learnt

Why is it important to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Minimal pair cards
-Technology stories
-Dialogue scripts
-Picture cues
-Recording devices
-Poems

Observation -Oral presentation -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

-Identify targets sounds in words from an oral text
-Articulate words with the target sounds accurately to discriminate the sounds
-Use the vocabulary leant in relevant context
-Adopt using the vocabulary learnt to communicate effectively in various contexts

The learner is guided to:
-Practice all target sounds and technology vocabulary
-Create sentences using technology-related words
-Record themselves using digital devices

Why is it important to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Technology vocabulary cards
-Digital devices
-Sound practice materials

Observation -Oral questions -Assessment rubrics

Reading

Comprehension

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

-Use the title and the pictures to make predictions about a story
-Use context clues to infer the meanings of new words
-Answer direct and indirect questions from a text to show comprehension
-Recommend reading for enjoyment and information

The learner is guided to:
-Talk about the title and pictures of a story with peers
-Make predictions of where the action could be happening
-Read a text (about 60 words) aloud with peers

What do you see in the pictures? -Where do you think the events in story are happening?

Skills in English Learner's Book
-Page 183
-Technology story books
-Picture cards
-Comprehension questions
-Context clue worksheets
-Question cards
-Technology texts

Observation -Written assessment -Oral presentation

Language Use

Yes/No questions (with can, may, will)

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

-Identify Yes/No questions, with can, may and will from a text
-Respond to Yes/No questions using can, may and will, for clarity in communication
-Realise the use of can, may and will to seek information

The learner is guided to:
-Use songs/short poems to practice the use of Yes/No questions with can, may and will
-Point out questions which require a YES/NO response from a written text
-Ask and answer Yes/No questions related to the theme using can, may and will

How do you ask your friends for help?

Skills in English Learner's Book
-Page 189
-Question songs
-Poems
-Question charts
-Story texts
-Role play scenarios
-Technology permission cards

Observation -Oral questions -Assessment rubrics

Writing

Guided Writing

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

-Recognise the correct form of words to be used in writing simple sentences
-Rearrange words to form simple sentences for fluency in writing
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Write the correct words with the target sounds from a dictation
-Play a sentence-building drill game using the correct form of words
-Match pictures with the correct sentences

What makes a sentence correct?

Skills in English Learner's Book
-Page 192
-Dictation materials
-Sentence-building games
-Picture-sentence cards

Observation -Written assessment -Checklists

Writing

Guided Writing

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

-Recognise the correct form of words to be used in writing simple sentences
-Rearrange words to form simple sentences for fluency in writing
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Rearrange jumbled words to form simple sentences
-Individually form simple sentences related to the theme (3-5 sentences)
-Write sentences about technology

What makes a sentence correct?

Skills in English Learner's Book
-Page 192
-Jumbled word cards
-Technology themes
-Writing materials

Observation -Written assessment -Peer Assessment