HYGIENE

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

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:
-Practice pronouncing target sounds
-Look at pictures from a story, and say the meaning of words related to the theme
-Practise matching vocabulary learnt 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 pictures
-Vocabulary cards
-Story pictures
-Hygiene rhymes
-Songs
-Picture cards

Observation -Oral presentation -Peer Assessment

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

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:
-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
-Poems
-Body part charts
-Sound 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 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:
-Use body part vocabulary in sentences
-Recite rhymes and sing songs related to the theme with peers
-Name different body parts

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 part songs
-Rhymes
-Pictures
-Body 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 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:
-Point out words with the sounds /k/, /d/ and /w/
-Read 3-4 letter words including words with letters 'c, d, w' in a text
-Engage in timed reading (30 words per minute)

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
-Reading texts
-Timer/stopwatch
-Word lists
-Readers theatre scripts
-Poems
-Expression cards

Observation -Written assessment -Self-assessment

Language Use
Writing

Demonstratives
Spelling

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
-Page 130
-Spelling lists
-Letter cards
-Word cards

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:
-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

Observation -Written assessment -Peer Assessment

MY FRIENDS

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 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:
-Say the target sounds: /k/, /j/, /l/ and /s/ as modelled by peers, teacher or audio recording
-Recite rhyming words featuring the target sounds
-Use words with the target sounds to talk about their friends

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

Skills in English Learner's Book
-Page 133
-Audio recordings
-Friend pictures
-Sound charts
-Friendship dialogues
-Vocabulary cards
-Audio materials

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 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
Listening and Speaking

Punctuation (capital letters and the full stop)
Pronunciation and Vocabulary

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
-Page 149
-Audio recordings
-Sound charts
-Safety pictures

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:
-Practice pronouncing vowel sounds and diphthongs
-Play word family games containing the target sounds
-Use picture clues to explain the meaning of new words related to 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
-Word family games
-Safety vocabulary cards
-Picture cards
-Video games
-Safety instructions
-Question cards

Observation -Oral presentation -Peer Assessment

Listening and Speaking
Reading
Reading

Pronunciation and Vocabulary
Fluency
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
-Decodable texts
-Safety stories
-Reading practice sheets

Observation -Oral questions -Assessment rubrics

Language Use

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

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:
-Discuss where different objects are found at home
-Describe positions of various items as displayed in the classroom
-Engage in a hide and seek game in small groups to locate their peers

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
-Classroom objects
-Position cards
-Hide and seek materials
-Digital games
-Preposition cards
-Role play scenarios

Observation -Oral questions -Assessment rubrics

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:
-Show capital letters and question marks in a written text
-Punctuate sentences using capital letters and question marks, in pairs/small groups
-Identify when to use question marks in safety-related questions

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

Skills in English Learner's Book
-Page 163
-Text samples
-Punctuation charts
-Question cards

Observation -Written assessment -Checklists

Writing
Listening and Speaking

Punctuation (capital letters and question marks)
Pronunciation and Vocabulary

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
-Page 165
-Audio texts
-Sound charts
-Community leader pictures

Observation -Written assessment -Peer Assessment

COMMUNITY LEADERS

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 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
Comprehension

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
-Page 171
-Story books
-Picture cards
-Comprehension questions

Observation -Written questions -Assessment rubrics

Reading
Language Use

Comprehension
Adjectives

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:
-Answer comprehension questions about community leaders
-Discuss the role of leaders in the community
-Read for enjoyment and information

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
-Question cards
-Leader information texts
-Reading materials
-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
Listening and Speaking

Guided Writing
Pronunciation and Vocabulary

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
-Page 179
-Audio recordings
-Minimal pair cards
-Poems

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:
-Practice sound discrimination using minimal pairs
-Pick out the new words as used in short sentences/short paragraphs/teacher read-aloud stories
-Practise pronouncing words in response to picture cues

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
-Story books
-Picture cues
-Vocabulary cards
-Instruction cards
-Living together pictures
-Sentence strips

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 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:
-Practice all target sounds and living together vocabulary
-Create sentences using words about living together
-Demonstrate appropriate pronunciation

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
-Living together vocabulary cards
-Sound practice materials
-Page 183
-Reading paragraphs
-Target sound words
-Story books

Observation -Oral questions -Assessment rubrics

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:
-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

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:
-Listen to a print or digital text containing the target sounds: /ʊ/ and /eɪ/ (pay, wait)
-Practise sound discrimination using minimal pairs with peers
-Pick out the target vocabulary as used in short sentences/short paragraphs/teacher read-aloud stories

Why is it important to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Digital texts
-Audio recordings
-Technology pictures
-Minimal pair cards
-Technology stories
-Dialogue scripts

Observation -Oral questions -Assessment rubrics

Listening and Speaking
Reading

Pronunciation and Vocabulary
Comprehension

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:
-Use technology vocabulary in sentences
-Practise pronouncing words in response to picture cues and record themselves
-Recite poems/rhymes/tongue twisters using words with the target sounds

Why is it important to pronounce words correctly?

Skills in English Learner's Book
-Page 179
-Picture cues
-Recording devices
-Poems
-Technology vocabulary cards
-Digital devices
-Sound practice materials
-Page 183
-Technology story books
-Picture cards
-Comprehension questions

Observation -Oral questions -Checklists

Reading
Language Use

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

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:
-Infer the meanings of words using contextual clues
-Answer comprehension questions related to the theme
-Read for enjoyment and information

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
-Context clue worksheets
-Question cards
-Technology texts
-Page 189
-Question songs
-Poems
-Question charts

Observation -Oral questions -Assessment rubrics

Language Use
Writing

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

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:
-Restate sentence structures containing Yes/No questions from a story, poem or conversation they have listened to
-Role play activities that will elicit use of can, may and will
-Practice asking permission using technology tools

How do you ask your friends for help?

Skills in English Learner's Book
-Page 189
-Story texts
-Role play scenarios
-Technology permission cards
-Page 192
-Dictation materials
-Sentence-building games
-Picture-sentence cards

Observation -Oral presentation -Peer Assessment

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

NUMBERS

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 used in words for effective communication
-Articulate the words with the target sounds in oral communication
-Use the vocabulary for oral communication in relevant contexts
-Advocate for appropriate use of correct pronunciation in communication

The learner is guided to:
-Listen to a variety of words, songs, poems and stories with the sounds: /dʒ/, /s/, /ŋ/
-Practise pronouncing the target sounds in mouth-position models demonstrated by the teacher or a video clip
-Practise pronouncing words in response to picture cues with peers

Why should we pronounce words correctly? -Why is it important to learn new words?

Skills in English Learner's Book
-Page 194
-Audio recordings
-Sound charts
-Number pictures
-Vocabulary cards
-Number songs
-Chants

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 used in words for effective communication
-Articulate the words with the target sounds in oral communication
-Use the vocabulary for oral communication in relevant contexts
-Advocate for appropriate use of correct pronunciation in communication

The learner is guided to:
-Use number vocabulary in sentences
-Practice counting using target sounds
-Create simple sentences with number words

Why should we pronounce words correctly? -Why is it important to learn new words?

Skills in English Learner's Book
-Page 194
-Counting materials
-Number charts
-Sentence strips
-Number 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 sentences in a text accurately, at the right speed and with expression for fluency
-Realise the role of fluency in reading

The learner is guided to:
-Identify and read words with the sounds /dʒ/, /s/, /ŋ/ from a text
-Practise reading a text containing words with the target letters sounds adhering to the correct pronunciation
-Practise reading sentences containing decodable and non-decodable words

What makes it easy to read fluently?

Skills in English Learner's Book
-Page 198
-Reading texts
-Sound cards
-Number stories
-Timer/stopwatch
-Readers theatre scripts
-Poems

Observation -Written assessment -Self-assessment

Reading

Comprehension

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

-Make predictions about a story 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:
-Discuss the title and pictures in the text and make predictions of what will happen
-Read a story and identify words that have the sounds /dʒ/, /s/, /ŋ/
-Read simple stories or passages aloud

How can we tell that someone has understood a story? -What helps us to understand a story?

Skills in English Learner's Book
-Page 202
-Story books
-Picture cards
-Comprehension questions
-Question cards
-Role play materials
-Digital texts

Observation -Written assessment -Oral presentation

Language Use

Adverbs of Place

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

-Recognise the adverbs of place in sentences to show awareness
-Use adverbs of place to describe the position of objects and people for effective communication
-Realise the importance of proper use of adverbs of place to describe the position of objects and people in the environment

The learner is guided to:
-Identify different positions of things in the classroom
-Point out the adverbs of place in sentences
-Practise using adverbs of place to construct sentences describing objects in the classroom

Where do you find different things in the classroom? -Why is it important to place things in the right place?

Skills in English Learner's Book
-Page 203
-Classroom objects
-Adverb cards
-Position charts

Observation -Oral questions -Assessment rubrics

Language Use
Writing

Adverbs of Place
Guided Writing

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

-Recognise the adverbs of place in sentences to show awareness
-Use adverbs of place to describe the position of objects and people for effective communication
-Realise the importance of proper use of adverbs of place to describe the position of objects and people in the environment

The learner is guided to:
-Sing songs, role play and recite poems related to the theme with peers
-Describe number-related objects using adverbs of place
-Create sentences using adverbs of place

Where do you find different things in the classroom? -Why is it important to place things in the right place?

Skills in English Learner's Book
-Page 203
-Songs
-Role play materials
-Poems
-Page 206
-Vocabulary cards
-Substitution tables
-Sentence templates

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Recognise words related to the theme in simple sentences
-Write simple meaningful sentences as guided for effective communication
-Realise the importance of writing for effective communication

The learner is guided to:
-Fill in gaps to complete sentences
-Form simple meaningful sentences in relation to the theme
-Write sentences about numbers

Why is it important to write meaningful sentences? -What makes it easy to write clear sentences?

Skills in English Learner's Book
-Page 206
-Gap-fill worksheets
-Number themes
-Writing materials

Observation -Written assessment -Peer Assessment

CONSERVING RESOURCES

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 in an oral text
-Articulate words with the target sounds correctly to discriminate sounds
-Use the vocabulary learnt in relevant contexts
-Realise the role of vocabulary in communication

The learner is guided to:
-Listen to and pronounce words with the target sounds: /l/, /s/, /r/ as modeled by the teacher or audio recording
-Practise sound discrimination using minimal pairs
-Use the vocabulary relevant to the theme in short sentences

What are the words that we can make from the sound given?

Skills in English Learner's Book
-Page 209
-Audio recordings
-Minimal pair cards
-Conservation pictures
-Language games
-Songs
-Tongue twisters

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and vocabulary

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

-Identify the target sounds in an oral text
-Articulate words with the target sounds correctly to discriminate sounds
-Use the vocabulary learnt in relevant contexts
-Realise the role of vocabulary in communication

The learner is guided to:
-Use conservation vocabulary in sentences
-Talk about ways to conserve resources
-Create sentences about environmental care

What are the words that we can make from the sound given?

Skills in English Learner's Book
-Page 209
-Conservation vocabulary cards
-Environmental pictures
-Sentence strips
-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 accurately
-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:
-Identify words with the sounds /l/, /s/, /r/ from a text
-Read a text containing words with the target letters sounds adhering to the correct pronunciation
-Practise reading sentences containing decodable and non-decodable words, in small groups

Why are punctuation marks important in reading?

Skills in English Learner's Book
-Page 213
-Reading texts
-Sound cards
-Conservation stories
-Timer/stopwatch
-Readers theatre scripts
-Conservation poems

Observation -Written assessment -Self-assessment

Reading

Comprehension

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

-Identify words that have the target sounds in a text related to the theme
-Make predictions about a story using the title and the pictures
-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:
-Read simple sentences aloud while paying attention to new words and correct pronunciation of words with sounds: /l/, /r/, /s/
-Discuss the title and the pictures of the story to make predictions
-Read a text (of about 60 words) aloud

What do the pictures tell us about the story? -What does the title tell us about the story?

Skills in English Learner's Book
-Page 216
-Story books
-Picture cards
-Comprehension questions
-Context clue worksheets
-Question cards
-Drawing materials

Observation -Written assessment -Oral presentation

Language Use

Interjections of surprise

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

-Identify interjections of surprise in a variety of texts
-Use interjections of surprise in simple sentences related to the theme
-Adopt the use of interjections of surprise in day today communication

The learner is guided to:
-Listen to a short dialogue from an audio recording containing interjections of surprise
-Repeat sentence structures containing interjections of surprise from a story, poem or conversation they have listened to
-Respond appropriately to interjections of surprise as modelled

How can you tell that someone is surprised? -What are the things that can make someone surprised?

Skills in English Learner's Book
-Page 219
-Audio dialogues
-Interjection cards
-Role play materials

Observation -Oral questions -Assessment rubrics

Language Use

Interjections of surprise

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

-Identify interjections of surprise in a variety of texts
-Use interjections of surprise in simple sentences related to the theme
-Adopt the use of interjections of surprise in day today communication

The learner is guided to:
-Use digital devices to search for emojis showing surprise
-Practise making different familiar faces showing surprise with peers
-Construct sentences using interjections of surprise
-Recite rhymes and poem related to the theme using interjections of surprise

How can you tell that someone is surprised? -What are the things that can make someone surprised?

Skills in English Learner's Book
-Page 219
-Digital devices
-Surprise emojis
-Facial expression cards

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

-Recognise the correct order of word in sentences
-Write sentences of not more than five words related to the theme
-Realise the importance of writing correct and meaningful sentences to express meaning

The learner is guided to:
-Identify the target vocabulary in sentences
-Match pictures with the correct sentences
-Write meaningful sentences (not more than 5 words)

Why are words important in writing?

Skills in English Learner's Book
-Page 222
-Vocabulary cards
-Picture-sentence matching
-Conservation themes
-Gap-fill worksheets
-Conservation topics
-Writing materials

Observation -Written assessment -Checklists