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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Weather and our environment present continuous
tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to respond to questions using present continuous tense on words we double the consonant |
Learners to describe on going actions using words which will double the
consonant |
What are you doing?
|
Flash cards Local environment
|
Observation Oral questions Written exercises
|
|
| 2 | 2 |
Weather and our environment present continuous
tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to talk about on- going actions by constructing simple sentences in present continuous tense |
Learners to describe actions by constructing simple sentences in present
continuous tense |
What are you doing?
|
Charts Local environment
|
Written exercises Observation 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
|
1.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:
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 | 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
|
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 | 1 |
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 | 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 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:
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
|
|
| 4 | 4 |
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
|
|
| 4 | 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
|
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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 father/brother/uncle?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 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
|
|
| 6 | 4 |
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
|
|
| 6 | 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 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 ‘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
|
|
| 8 | 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 ‘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
|
|
| 8 | 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 ‘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
|
|
| 8 | 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
|
|
| 8 | 4 |
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
|
|
| 8 | 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
|
|
| 9 |
Midterm |
||||||||
| 10 | 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
|
|
| 10 | 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
|
|
| 10 | 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
|
|
| 10 | 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
|
|
| 10 | 5 |
Listening and Speaking
Living Together
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Talk about the pictures and discuss what they see. Pronounce the words with the sounds /i/ /ea/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Learners pronounce the sounds
/i/ /ea/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practise the pronunciation of the vocabulary. |
How do you pronounce the following words tin, Pin.
.
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford
Pg. 94-95 |
Oral questions, portfolio, observation
|
|
| 11 | 1 |
Listening and Speaking
Living Together
|
Language
Structures and Functions
Use of possessives; Her, their, his, its.
|
By the end of the
lesson, the learner
should be able to:
Use possessives to talk about social cohesion in various contexts. Recognise possessives in oral communication. Appreciate the use of possessiveness to show ownership in speech. |
Learners role play
ownership of items/objects. In groups, learners use phrases to illustrate ownership. Learners identify objects in the classroom and attach appropriate possessives to them. |
Whose shoe is it?
|
Realia, charts,
"pictures/ photographs showing ownership, audio-visual recordings of dialogues with sentence structures on Possessives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 95 " |
Oral
questions, portfolio, observation
|
|
| 11 | 2 |
Reading
Living Together
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /s/ /z/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency. |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non- decodable words.
Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
What do the pictures tell us about the story?
What does the title tell us about the story?
|
Realia, charts, pictures/ photographs, newspaper cuttings.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 96 |
Oral questions, portfolio, observation
|
|
| 11 | 3 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Recognize the correct form and meaning of the words to be used in filling in gaps. Copy the letter patterns s, z, e, a, h, y, k correctly and neatly in their exercise books. |
Learners observe and respond to picture prompts appropriately.
Learners practice writing letters and words from left to right. Learners write a three-word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. |
How do you write the letters:
s, z, e, a, h, y, k
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 93&97 |
Oral questions, portfolio, observation
|
|
| 11 | 4 |
Listening and Speaking
Technology (Mobile Phone)
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Talk about the pictures and discuss what they see. Pronounce the words with the sounds /oo/ /ea/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Learners pronounce the sounds
/i/ /ea/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. 5. Learners use simple dialogues to practise the pronunciation of the vocabulary. |
How do you say these words book, spoon.
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing
pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 98-99 |
Oral questions, portfolio, observation
|
|
| 11 | 5 |
Listening and Speaking
Technology (Mobile Phone
|
Language Structures and Functions
WH questions What, Who.
|
By the end of the
lesson, the learner
should be able to:
Ask questions about technology phone using ‘what’ and ‘who’ Appreciate the use of what, who and where to seek information. |
Learners role play activities that will elicit use of where, who and what.
Learners ask questions using the terms who, what and where in pairs/small groups Learners use songs/short poems to practice the use of the questions with who, what and where. |
1. What is the name of your friend?
Where is their home?
|
Pictures, photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 99 |
Oral questions, portfolio, observation
|
|
| 12 | 1 |
Reading
Technology (Mobile Phone
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /oo/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency. |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non- decodable words.
Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
What do the pictures tell us about the story?
What does the title tell us about the story?
|
Realia, charts, pictures/ photographs, newspaper cuttings.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 100 |
Oral questions, portfolio, observation
|
|
| 12 | 2 |
Reading
Technology (Mobile Phone
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /oo/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency. |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non- decodable words.
Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
What do the pictures tell us about the story?
What does the title tell us about the story?
|
Realia, charts, pictures/ photographs, newspaper cuttings.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 100 |
Oral questions, portfolio, observation
|
|
| 12 | 3 |
Listening and Speaking
Technology (Mobile Phone)
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
Talk about the pictures and discuss what they see. Pronounce the words with the sounds /m/ /n//ng/ in preparation for reading. Recognize new words used in the themes to acquire a range of vocabulary and their meaning. |
Learners pronounce the sounds
/m/ /n/ /ng/ by taking turns as modeled by the teacher or audio record. Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary. Learners practice matching simple short words with pictures and objects. Learners say words beginning with a common sound. Learners use simple dialogues to practise the pronunciation of the vocabulary. |
How do you say these words. Monkey, Nut
|
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 102-103 |
Oral questions, portfolio, observation
|
|
| 12 | 4 |
Listening
and Speaking
Technology (Mobile Phone
|
Language
Structures and Functions
WH questions Where?
|
By the end of the
lesson, the learner
should be able to:
Language Structures and Functions WH questions Where? |
Learners role play
activities that will elicit use of where, who and what. Learners ask questions using the terms who, what and where in pairs/small groups Learners use simple questions and dialogues Repeat sentence structures containing WH- questions from a story, poem or conversation they have listened to. |
1.What is the
name of your friend?
Where is their home?
|
Pictures,
photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 103 |
Oral
questions, portfolio, observation
|
|
| 12 | 5 |
Reading
Technology (Mobile Phone)
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /m/ /n/ /ng/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text ‘Use my mobile Phone’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency. |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non- decodable words.
Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
What do the pictures tell us about the story?
What does the title tell us about the story?
|
Realia, charts, pictures/ photographs, newspaper cuttings.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 104 |
Oral questions, portfolio, observation
|
|
Your Name Comes Here