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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
talk about personal hygiene activities using simple past tense |
Learners respond to simple questions on activities in the past
|
What did you do in the morning before coming to school?
|
Realia charts
|
1.Observation 2.Oral questions
|
|
| 2 | 2 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
talk about personal hygiene activities using simple past tense |
Learners respond to simple questions on activities in the past
|
What did you do in the morning before coming to school?
|
Realia charts
|
1.Observation 2.Oral questions
|
|
| 2 | 3 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
talk about personal hygiene activities using simple past tense |
Learners respond to simple questions on activities in the past
|
What did you do in the morning before coming to school?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 2 | 4 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
use simple past tense to report on simple activities they carried out in the past |
Learners engage in games, changing verbs from present simple to past simple tense ,in small groups
|
what did you do in the morning before coming to school?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 2 | 5 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
use simple past tense to report on simple activities they carried out in the past |
Learners engage in games, changing verbs from present simple to past simple tense ,in small groups
|
what did you do in the morning before coming to school?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 3 | 1 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
use simple past tense to report on simple activities they carried out in the past |
Learners engage in games, changing verbs from present simple to past simple tense ,in small groups
|
What did the teacher do before we started out lesson?
|
Realia charts
|
Observation
|
|
| 3 | 2 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
use simple past tense to report on simple activities they carried out in the past |
Learners engage in games, changing verbs from present simple to past simple tense ,in small groups
|
What did the teacher do before we started out lesson?
|
Realia charts
|
Observation
|
|
| 3 | 3 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
appreciate/enjoy communicating ideas using the simple past tense |
Learners construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile
|
What did the teacher do before we started out lesson?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 3 | 4 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
appreciate/enjoy communicating ideas using the simple past tense |
Learners construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile
|
What did the teacher do before we started out lesson?
|
Realia Charts
|
.Observation 2.Oral Punting questio Punting
ns
|
|
| 3 | 5 |
Language structur es and functions
|
Simple past tense
|
By the end of the
lesson, the learner
should be able to:
appreciate/enjoy communicating ideas using the simple past tense |
Learners construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile
|
What did the teacher do before we started out lesson?
|
Realia Charts
|
.Observation 2.Oral Punting questio Punting
ns
|
|
| 4 | 1 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
use demonstratives to talk about body parts and gender |
In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun . Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (This/ That); (These/Those
|
What things can you see inside the classroom
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 2 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
use demonstratives to talk about body parts and gender |
In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun . Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (This/ That); (These/Those
|
What things can you see inside the classroom
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 3 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
to use demostratives to talk about body part |
In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun . Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (This/ That); (These/Those
|
What things can you see inside the classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 4 | 4 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
use demonstratives to talk about gender |
In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun . Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (This/ That); (These/Those
|
What things can you see inside the classroom
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 5 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
use demonstratives to talk about gender |
In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun . Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (This/ That); (These/Those
|
What things can you see inside the classroom
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 1 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
identify singular and plural nouns |
Learners use simple phrases to talk about parts of the body, in pairs or small groups Learners identify demonstratives correctly to show location of singular and plural items for effective communication
|
What things can you see outside the classroom
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 2 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
identify singular and plural nouns |
Learners use simple phrases to talk about parts of the body, in pairs or small groups Learners identify demonstratives correctly to show location of singular and plural items for effective communication
|
What things can you see outside the classroom
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 3 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
identify singular and plural nouns |
Learners use simple phrases to talk about parts of the body, in pairs or small groups Learners identify demonstratives correctly to show location of singular and plural items for effective communication
|
What things can you see outside the classroom
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 4 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of different demonstratives when communicating about objects that are near and far |
Learners use simple phrases to talk about parts of the body, in pairs or small groups Learners identify demonstratives correctly to show location of singular and plural items for effective communication
|
What things can you see outside the classroom
|
Realia Charts
|
|
|
| 5 | 5 |
Language structur es and functions
|
Demonstratives for singular and plurals
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of different demonstratives when communicating about objects that are near and far |
Learners use simple phrases to talk about parts of the body, in pairs or small groups Learners identify demonstratives correctly to show location of singular and plural items for effective communication
|
What things can you see outside the classroom
|
Realia Charts
|
|
|
| 6 | 1 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
recognise the sets of nouns denoting male and female within the family setting |
Learners talk about male and female members of the family to illustrate the concept of gender sets
|
Which word would you replace with mother/sister/aunt?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 2 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
recognise the sets of nouns denoting male and female within the family setting |
Learners talk about male and female members of the family to illustrate the concept of gender sets
|
Which word would you replace with mother/sister/aunt?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 3 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
recognise the sets of nouns denoting male and female within the family setting |
Learners talk about male and female members of the family to illustrate the concept of gender sets
|
Which word would you replace with mother/sister/aunt?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 4 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
use the sets of nouns denoting male and female within the family to communicate effectively |
Learners name the members of a nuclear family based on a picture/video clip/ photo.
|
Which word would you replace with mother/sister/aunt?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 5 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
use the sets of nouns denoting male and female within the family to communicate effectively |
Learners name the members of a nuclear family based on a picture/video clip/ photo.
|
Which word would you replace with mother/sister/aunt?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 1 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
use the sets of nouns denoting male and female within the family to communicate effectively |
Learners name the members of a nuclear family based on a picture/video clip/ photo.
|
Which word would you replace with father/brother/uncle?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 2 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
use the sets of nouns denoting male and female within the family to communicate effectively |
Learners name the members of a nuclear family based on a picture/video clip/ photo.
|
Which word would you replace with father/brother/uncle?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 3 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
appreciate the gender sets in communicating effectively about family members |
In groups learners are guided to talk about: the brother to their father or mother, the sister to their father or mother, the father to their father or mother, the mother to their father or mother
|
Which word would you replace with father/brother/uncle?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 4 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
appreciate the gender sets in communicating effectively about family members |
In groups learners are guided to talk about: the brother to their father or mother, the
sister to their father or mother, the father to their father or mother, the mother to their father or mother |
Which word would you replace with father/brother/uncle?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 5 |
Language structur es and functions
|
Noun Sets
|
By the end of the
lesson, the learner
should be able to:
appreciate the gender sets in communicating effectively about family members |
In groups learners are guided to talk about: the brother to their father or mother, the
sister to their father or mother, the father to their father or mother, the mother to their father or mother |
Which word would you replace with father/brother/uncle?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 1 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
use prepositions to talk about personal safety, security and simple injuries |
Learners describe various positions of realia as displayed in the classroom
|
What can you see in the classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 2 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
use prepositions to talk about personal safety, security and simple injuries |
Learners describe various positions of realia as displayed in the classroom
|
What can you see in the classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 3 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
use prepositions to talk about personal safety, security and simple injuries |
Learners describe various positions of realia as displayed in the classroom
|
What can you see in the classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 4 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
recognise the location given by prepositions in oral construction of sentences |
Learners construct sentences based on the objects used in the hide and find game
|
Where are the objects mentioned
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 5 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
recognise the location given by prepositions in oral construction of sentences |
Learners construct sentences based on the objects used in the hide and find game
|
Where are the objects mentioned
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 1 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
recognise the location given by prepositions in oral construction ofsentences |
Learners construct sentences based on the objects used in the hide and find game
|
Where are the objects mentioned
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 2 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
recognise the location given by prepositions in oral construction ofsentences |
Learners construct sentences based on the objects used in the hide and find game
|
Where are the objects mentioned
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 3 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of pre-positions for indicating location |
Learners construct sentences based on the objects used in the hide and find game
|
Where are the objects mentioned
|
Realia charts
|
.Observation 2.Oral questio Dribbling
ns
|
|
| 9 | 4 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of pre-positions for indicating location |
Learners construct sentences based on the objects used in the hide and find game
|
Where are the objects mentioned
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 5 |
Language structur es and functions
|
Simple pre- positions
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of pre-positions for indicating location |
Learners construct sentences based on the objects used in the hide and find game
|
Where are the objects mentioned
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 1 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
use the articles ‘a’ to talk about community leaders |
Learners name objects in the classroom and attach appropriate articles to them
|
What did you see on your way to school/ market?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 2 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
use the articles ‘a’ to talk about community leaders |
Learners name objects in the classroom and attach appropriate articles to them
|
What did you see on your way to school/ market?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 3 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
use the articles ‘an’ to talk about community leaders |
Learners name objects in the classroom and attach appropriate articles to them
|
What did you see on your way to school/ market?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 4 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
use the articles ‘the’ to talk about community leaders |
Learners name objects in the classroom and attach appropriate articles to them
|
What did you see on your way to school/ market?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 5 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
use the articles ‘the’ to talk about community leaders |
Learners name objects in the classroom and attach appropriate articles to them
|
What did you see on your way to school/ market?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 11 | 1 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
identify objects and attach articles to them in conversations, |
Learners mention some objects/items in the homes using the correct articles
|
What do you see in our classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 11 | 2 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
identify objects and attach articles to them in conversations, |
Learners mention some objects/items in the homes using the correct articles
|
What do you see in our classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 11 | 3 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
identify objects and attach articles to them in conversations, |
Learners mention some objects/items in the homes using the correct articles
|
What do you see in our classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 11 | 4 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of articles in effective communication |
Learners engage in language games involving use of a/an/ zero article Repeat sentence structures containing articles from a story, poem or conversation they have listened t
|
What do you see in our classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 11 | 5 |
Language structur es and functions
|
Articles ; a, an, the
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of articles in effective communication |
Learners engage in language games involving use of a/an/ zero article Repeat sentence structures containing articles from a story, poem or conversation they have listened t
|
What do you see in our classroom
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 12 | 1 |
Language structur es and functions
|
Use of possessiv es; my, our, her, his, their, its
|
By the end of the
lesson, the learner
should be able to:
use possessives’my,her,his’ to talk about social cohesion in various contexts |
Learners role play ownership of items/objects
In groups, learners use phrases to illustrate ownership |
What does your father, mother, friend, sister, teacher have
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 12 | 2 |
Language structur es and functions
|
Use of possessiv es; my, our, her, his, their, its
|
By the end of the
lesson, the learner
should be able to:
use possessives’my,her,his’ to talk about social cohesion in various contexts |
Learners role play ownership of items/objects
In groups, learners use phrases to illustrate ownership |
What does your father, mother, friend, sister, teacher have
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 12 | 3 |
Language structur es and functions
|
Use of possessiv es; my, our, her, his, their, its
|
By the end of the
lesson, the learner
should be able to:
use possessives’our’ to talk about social cohesion in various contexts |
Learners role play ownership of items/objects
In groups, learners use phrases to illustrate ownership |
What does your father, mother, friend, sister, teacher have
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 12 | 4 |
Language structur es and functions
|
Use of possessiv es; my, our, her, his, their, its
|
By the end of the
lesson, the learner
should be able to:
use possessives ‘their’to talk about social cohesion in various contexts |
Learners role play ownership of items/objects
In groups, learners use phrases to illustrate ownership |
What does your father, mother, friend, sister, teacher have
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 12 | 4-5 |
Language structur es and functions
|
Use of possessiv es; my, our, her, his, their, its
|
By the end of the
lesson, the learner
should be able to:
use possessives ‘their’to talk about social cohesion in various contexts |
Learners role play ownership of items/objects
In groups, learners use phrases to illustrate ownership |
What does your father, mother, friend, sister, teacher have
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 13 |
Mid-term |
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Your Name Comes Here