PARTS OF THE BODY

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral presentation -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-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

Observation -Oral questions -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 116
-Body vocabulary cards
-Sound practice materials

Observation -Oral questions -Assessment rubrics

Reading

Fluency

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

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

The learner is guided to:
-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

Observation -Written assessment -Self-assessment

Reading

Fluency

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

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

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

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

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

Observation -Written questions -Assessment rubrics

Language Use

Demonstratives

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

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

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

How do we tell others about near and far objects?

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

Observation -Oral questions -Assessment rubrics

Language Use

Demonstratives

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

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

The learner is guided to:
-Use demonstratives to talk about near or far objects
-Recite a poem featuring the new words with peers
-Sing songs or recite rhymes about parts of the body

How do we tell others about near and far objects?

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

Observation -Oral presentation -Peer Assessment

Writing

Spelling

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

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

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

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

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

Observation -Written assessment -Checklists

Writing

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

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

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

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

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

Observation -Oral presentation -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Checklists

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-Practice all target sounds and friendship vocabulary
-Create sentences using friendship words
-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
-Friendship vocabulary cards
-Sound practice materials

Observation -Oral questions -Assessment rubrics

Reading

Fluency

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

-Identify words with the target sounds in preparation for reading
-Read a grade-appropriate text 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

Observation -Written assessment -Self-assessment

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:
-Display the right facial expressions when reading
-Pause appropriately and avoid hesitations while reading
-Recite poems relevant to the theme
-Participate in a readers' theatre where he or she reads some lines or stanzas of a poem

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

Skills in English Learner's Book
-Page 138
-Friendship poems
-Readers theatre scripts
-Expression cards

Observation -Written questions -Assessment rubrics

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

Observation -Oral questions -Assessment rubrics

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:
-Talk about what their friends like using common and proper nouns
-Fill in blank spaces using common and proper nouns
-Create sentences using both types of 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
-Fill-in worksheets
-Noun cards
-Sentence strips

Observation -Oral presentation -Peer Assessment

Writing

Punctuation (capital letters and the full stop)

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

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

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

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

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

Observation -Written assessment -Checklists

Writing

Punctuation (capital letters and the full stop)

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

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

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

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

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

Observation -Written assessment -Peer Assessment

SAFETY

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 149
-Audio recordings
-Sound charts
-Safety pictures

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 149
-Audio recordings
-Sound charts
-Safety pictures

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-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

Observation -Oral presentation -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Checklists

Listening and Speaking

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 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

Observation -Oral questions -Assessment rubrics

Reading

Fluency

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

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

The learner is guided to:
-Identify and read words with the target sounds(/a:/, /o:/, /i:/, /u:/, /oi/ and /ei/)
-Track print through finger pointing observing punctuation as the teacher reads
-Engage in timed reading (30 words per minute) displaying the correct expressions and observing punctuations

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

Skills in English Learner's Book
-Page 154
-Reading texts
-Timer/stopwatch
-Punctuation guides

Observation -Written assessment -Self-assessment

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 text accurately, at the right speed and with expression for fluency
-Realise the importance of reading accurately, at the right speed and with expression in lifelong learning

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

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

Skills in English Learner's Book
-Page 154
-Decodable texts
-Safety stories
-Reading practice sheets

Observation -Written 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

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

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

Skills in English Learner's Book
-Page 159
-Digital games
-Preposition cards
-Role play scenarios

Observation -Oral presentation -Peer Assessment

Writing

Punctuation (capital letters and question marks)

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

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

The learner is guided to:
-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

Punctuation (capital letters and question marks)

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

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

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

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

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

Observation -Written assessment -Peer Assessment

COMMUNITY LEADERS

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 165
-Minimal pair cards
-Story books
-Dialogues

Observation -Oral presentation -Peer Assessment

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:
-Use community leader vocabulary in sentences
-Practise pronouncing words in response to picture cues, with peers
-Recite poems/rhymes/tongue twisters using words with the target sounds

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
-Picture cues
-Poems
-Tongue twisters

Observation -Oral questions -Checklists

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 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

Observation -Oral questions -Assessment rubrics

Reading

Fluency

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

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

The learner is guided to:
-Listen to short paragraphs containing words with the target sounds: /ʃ/, /tʃ/, /θ/, /ð/
-Read words with the target sounds adhering to the correct pronunciation
-Watch videos on reading fluently

Which words have the target sounds?

Skills in English Learner's Book
-Page 168
-Reading paragraphs
-Target sound words
-Video clips

Observation -Written assessment -Self-assessment

Reading

Fluency

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

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

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

Which words have the target sounds?

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

Observation -Written questions -Assessment rubrics

Reading

Comprehension

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

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

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

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

Skills in English Learner's Book
-Page 171
-Story books
-Picture cards
-Comprehension questions

Observation -Written assessment -Oral presentation

Reading

Comprehension

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

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

The learner is guided to:
-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

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

How do we talk about people, things or places?

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

Observation -Oral questions -Assessment rubrics

Language Use

Adjectives

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

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

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

How do we talk about people, things or places?

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

Observation -Oral presentation -Peer Assessment

Language Use

Adjectives

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

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

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

How do we talk about people, things or places?

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

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

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

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

How do pictures help us to write?

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

Observation -Written assessment -Checklists

Writing

Guided Writing

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

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

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

How do pictures help us to write?

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

Observation -Written assessment -Checklists

Writing

Guided Writing

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

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

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

How do pictures help us to write?

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

Observation -Written assessment -Peer Assessment

LIVING TOGETHER

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 179
-Audio recordings
-Minimal pair cards
-Poems

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

Skills in English Learner's Book
-Page 179
-Audio recordings
-Minimal pair cards
-Poems

Observation -Oral questions -Assessment rubrics

Listening and Speaking

Pronunciation and Vocabulary

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

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

The learner is guided to:
-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

Observation -Oral presentation -Peer Assessment

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

Observation -Oral questions -Checklists

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

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

Observation -Written questions -Assessment rubrics

Reading

Comprehension

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

-Make predictions about a story related to the theme 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:
-Make predictions of what will happen after discussing the title and pictures in the text
-Read a story and identify words that have the sounds: /e/, /iː/, /eə/, /iː/ with their meaning
-Talk about their own experiences in relation to the story, with peers

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
-Story books
-Picture cards
-Comprehension questions

Observation -Written assessment -Oral presentation

Reading

Comprehension

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

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:
-Identify objects in the classroom and attach appropriate possessives to each
-Ask questions whose responses will include possessives such as: (my pen, his book) with peers
-Engage in a role play to show ownership of various items

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

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

Observation -Oral questions -Assessment rubrics

Language Use

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

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

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

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

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

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

Observation -Oral presentation -Peer Assessment

Writing

Guided Writing

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

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

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

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

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

Observation -Written assessment -Checklists

Writing

Guided Writing

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

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

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

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

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

Observation -Written assessment -Checklists

Writing

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

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