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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 3 |
ACTIVITIES AT HOME AND AT SCHOOL
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with the target letter-sound combinations in oral texts - pronounce words with the target letter-sound combinations correctly - use the new words learnt to communicate confidently in various contexts |
The learner is guided to:
- listen to an oral text with words containing the target letter-sounds combinations - point out words with target sound combinations from conversations - practice saying words with target letter-sound combinations - construct sentences using new words - develop a talking tree using vocabulary learnt |
Why do we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 2
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 3 Audio-visual aids Vocabulary charts |
Oral questions
Observation
Peer assessment
|
|
| 2 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations in a text - read a text accurately at the right speed - appreciate the importance of reading with expression |
The learner is guided to:
- pick out words containing the target letter-sound combinations from a written text - read words with the target letter-sound combinations - engage in timed reading of a text displaying appropriate emotions - take part in word building activities |
How do we show emotions when reading a story?
|
Oxford Progressive Primary English Learner's Book pg. 4
Story books Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 5 Digital devices Flash cards |
Reading aloud
Observation
Timed reading
|
|
| 2 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify characters and setting in a text - make predictions about story outcomes - appreciate reading texts for information |
The learner is guided to:
- look at pictures and title to predict story events - read a print or digital text related to the theme - identify the main idea/topic/purpose in a text - discuss the setting and characters in a story |
How can we tell how a story will end?
|
Oxford Progressive Primary English Learner's Book pg. 6
Story books Digital devices Picture charts Oxford Progressive Primary English Learner's Book pg. 7 Digital texts Charts |
Written questions
Oral responses
Story retelling
|
|
| 3 | 1 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- recognize sentences with subject-verb agreement in a text - construct sentences with correct subject-verb agreement - appreciate the importance of correct grammar in communication |
The learner is guided to:
- read and pick out target grammar items from a text - list sentences featuring the grammar items - construct sentences based on pictures showing singular and plural subjects - play a language game on subject-verb agreement |
What order should words follow in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 7
Sentence strips Picture cards Charts Oxford Progressive Primary English Learner's Book pg. 8 Grammar charts Digital resources |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 3 | 2 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write long words and descenders clearly - value the importance of clear and legible handwriting |
The learner is guided to:
- look at sample text with good handwriting - point out aspects of good handwriting in a text - copy letter patterns of target letter-sound combinations - copy words related to the language pattern |
Why should we write neatly?
|
Oxford Progressive Primary English Learner's Book pg. 9
Handwriting charts Lined paper Sample texts |
Handwriting exercises
Observation
Peer assessment
|
|
| 3 | 3 |
Writing
|
Handwriting: Long words and descenders
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly in words with descenders - write neatly and legibly for effective communication - show commitment to improving handwriting skills |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation exercises and write sentences - practice writing words with proper spacing and alignment - assess their own handwriting using set criteria |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 10
Handwriting models Lined exercise books Picture prompts |
Dictation exercises
Handwriting samples
Self-assessment
|
|
| 3 | 4 |
SHARING DUTIES AND RESPONSIBILITIES
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target letter-sound combinations correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to teacher model or audio recording of target letter-sound combinations ('dr', 'fl', 'fr', 'gl') - pronounce target letter-sound combinations by taking turns - listen to and say tongue twisters with target sounds |
Why should we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 12
Audio recordings Flash cards Tongue twisters Oxford Progressive Primary English Learner's Book pg. 13 Picture cards Word charts Audio recordings |
Oral questions
Pronunciation drills
Observation
|
|
| 3 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read target words accurately with correct pronunciation - value the importance of reading fluently |
The learner is guided to:
- pick out words containing target letter-sound combinations from a written text - read words with letter-sound combinations correctly - engage in timed reading displaying appropriate expression |
Why should we check our speed while reading?
|
Oxford Progressive Primary English Learner's Book pg. 14
Story books Flash cards Digital devices Oxford Progressive Primary English Learner's Book pg. 15 Reading materials Digital devices Flash cards |
Reading aloud
Timed reading
Observation
|
|
| 4 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify main ideas in a text - make predictions about story outcomes - appreciate reading for understanding |
The learner is guided to:
- read printed or digital text and pick out words related to the theme - look at pictures and title to predict what will happen - infer meanings of new words using contextual clues |
How can we tell how a story will end?
|
Oxford Progressive Primary English Learner's Book pg. 15
Story books Picture charts Digital resources Oxford Progressive Primary English Learner's Book pg. 16 Question cards Vocabulary charts |
Comprehension questions
Story prediction
Observation
|
|
| 4 | 2 |
Language Use
|
Forms of verb 'do'
|
By the end of the
lesson, the learner
should be able to:
- identify different forms of the verb 'do' in a text - use the different forms of the verb 'do' correctly - appreciate the importance of using verb forms correctly |
The learner is guided to:
- listen for forms of verb 'do' from audio recording or teacher model - construct sentences related to the theme using different forms of verb 'do' - recite poems/sing songs about the theme using verb 'do' |
What duties do you like doing?
|
Oxford Progressive Primary English Learner's Book pg. 17
Sentence strips Digital devices Audio recordings Oxford Progressive Primary English Learner's Book pg. 18 Grammar charts Sentence strips |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 4 | 3 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - form letters correctly and consistently - value the importance of neat handwriting |
The learner is guided to:
- look at sample of text with good handwriting - identify aspects of good handwriting (spacing, alignment) - copy letter patterns of target letter-sound combinations |
How do we write words?
|
Oxford Progressive Primary English Learner's Book pg. 19
Handwriting patterns Sample texts Lined paper |
Handwriting exercises
Observation
Self-assessment
|
|
| 4 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- write words related to the theme legibly - apply correct spacing and alignment in writing - show commitment to improving handwriting |
The learner is guided to:
- write words related to the theme in response to picture prompts - listen to dictation on sentences using forms of the verb 'do' and write them - practice handwriting with proper letter size and spacing |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 20
Lined exercise books Picture prompts Handwriting models |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 4 | 5 |
ETIQUETTE
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target letter-sound combinations correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- identify and pronounce words with letter-sound combinations ('cr', 'pl', 'st', 'sn') - use words with target letter-sound combinations to create sentences - practice tongue twisters, rhymes or poems with target sounds |
How do we learn new words?
|
Oxford Progressive Primary English Learner's Book pg. 22
Audio recordings Tongue twisters Flash cards Oxford Progressive Primary English Learner's Book pg. 23 Digital devices Picture cards Word charts |
Pronunciation drills
Oral questions
Observation
|
|
| 5 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - show interest in reading various texts |
The learner is guided to:
- recognize words with target letter-sound combinations from a text - identify words with the target letter-sound combinations - read a text displaying appropriate emotions and feelings |
Why is reading without hesitation important?
|
Oxford Progressive Primary English Learner's Book pg. 25
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 26 Digital resources Reading materials |
Reading aloud
Timed reading
Observation
|
|
| 5 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify the main idea in a text - retell events in a story sequentially - value reading for information |
The learner is guided to:
- read a story in print or digital form - pick the main idea or topic in the story - list the characters in the story with peers - discuss the setting of a story with peers |
How do we tell where events have taken place in a story?
|
Oxford Progressive Primary English Learner's Book pg. 26
Story books Digital texts Question cards Oxford Progressive Primary English Learner's Book pg. 27 Sequence cards Digital resources |
Comprehension questions
Story retelling
Character identification
|
|
| 5 | 3 |
Language Use
|
Indefinite pronouns: nobody, anybody, somebody
|
By the end of the
lesson, the learner
should be able to:
- identify indefinite pronouns in a text - use indefinite pronouns correctly in sentences - appreciate the role of pronouns in communication |
The learner is guided to:
- listen to story/poem/conversation and identify indefinite pronouns - engage in question-answer dialogues using indefinite pronouns - create sentences using indefinite pronouns |
How do we refer to other people without mentioning their names?
|
Oxford Progressive Primary English Learner's Book pg. 28
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 29 |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 5 | 4 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words clearly and legibly - value neat handwriting for effective communication |
The learner is guided to:
- look at a sample text of good handwriting - identify aspects of good handwriting in a text - copy letter patterns of target letter-sound combinations |
Why is it important to write neatly and legibly?
|
Oxford Progressive Primary English Learner's Book pg. 30
Handwriting patterns Sample texts Lined paper |
Handwriting exercises
Observation
Self-assessment
|
|
| 5 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly and consistently - write words and sentences with proper spacing - show commitment to improving handwriting skills |
The learner is guided to:
- listen to dictation on indefinite pronouns and write them - write words related to the theme in response to picture prompts - practice handwriting with proper letter formation and spacing |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 31
Lined exercise books Picture prompts Handwriting models |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 6 | 1 |
CHILD RIGHTS
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - articulate words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- identify words with target letter-sound combinations: 'wr', 'pr', 'sm', 'st' - pronounce target letter-sound combinations taking turns - sing songs or recite poems with target letter-sound combinations |
Why should we pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 33
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 34 Picture cards Word charts Digital resources |
Pronunciation drills
Oral questions
Observation
|
|
| 6 | 2 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - read words with target sounds correctly - value reading fluently with expression |
The learner is guided to:
- select words with target letter-sound combinations from a chart - read words with target letter-sound combinations - practice reading sentences with decodable and non-decodable words |
What makes us read a story at a good speed?
|
Oxford Progressive Primary English Learner's Book pg. 36
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 37 Poetry books Digital resources |
Reading aloud
Timed reading
Observation
|
|
| 6 | 3 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict likely outcomes in a story - infer meanings of words using context clues - value reading for understanding |
The learner is guided to:
- observe pictures and title of a text to predict story events - infer meanings using contextual clues - answer direct questions by locating sentences with answers |
Why do we predict what will happen in a story before reading?
|
Oxford Progressive Primary English Learner's Book pg. 39
Story books Picture charts Question cards Oxford Progressive Primary English Learner's Book pg. 40 Digital texts |
Comprehension questions
Story prediction
Observation
|
|
| 6 | 4 |
Language Use
|
Subject-verb agreement
|
By the end of the
lesson, the learner
should be able to:
- recognize sentences with subject-verb agreement - use subject-verb agreement correctly in sentences - appreciate the importance of correct grammar |
The learner is guided to:
- listen to stories or conversations and identify subject-verb agreement - make sentences from substitution tables - construct sentences related to child rights using subject-verb agreement |
How do we tell the number of things/people in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 41
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 42 |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 6 | 5 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words related to child rights legibly - value neat handwriting for effective communication |
The learner is guided to:
- look at sample of correct, clear, and legible handwriting - write words ensuring good handwriting and correct spelling - write phrases in response to picture prompts related to child rights |
Why do we write neatly and legibly?
|
Oxford Progressive Primary English Learner's Book pg. 43
Handwriting models Lined paper Picture prompts |
Handwriting exercises
Observation
Self-assessment
|
|
| 7 |
Midterm |
||||||||
| 8 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- form letters correctly with consistent size - write sentences related to child rights neatly - show commitment to improving handwriting |
The learner is guided to:
- write sentences related to child rights with good handwriting - practice handwriting with proper letter formation and spacing - assess their own handwriting using set criteria |
How can we make our handwriting better?
|
Oxford Progressive Primary English Learner's Book pg. 44
Lined exercise books Handwriting models Assessment rubrics |
Handwriting samples
Peer assessment
Self-assessment
|
|
| 8 | 2 |
OCCUPATIONS
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to words with target letter-sound combinations: 'sl', 'st', 'sw', 'sp', 'thr' - pronounce words with target combinations - use words with target sounds to create sentences |
Why is it important to look at someone's face as they speak to you?
|
Oxford Progressive Primary English Learner's Book pg. 47
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 48 Digital devices Picture dictionaries |
Pronunciation drills
Oral questions
Observation
|
|
| 8 | 3 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- read words with target letter-sound combinations - point out words with target sounds from a text - engage in timed reading displaying appropriate emotions |
Why is it important to read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 50
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 51 Library books Digital resources Reading materials |
Reading aloud
Timed reading
Observation
|
|
| 8 | 4 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify characters and setting in a text - make predictions about story outcomes - value reading for information |
The learner is guided to:
- look at pictures and title to predict likely events - talk about setting and characters using visual clues - infer meanings of new words in the story |
How can we tell what is going to happen next in a story?
|
Oxford Progressive Primary English Learner's Book pg. 51
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 52 Question cards Digital resources |
Comprehension questions
Story prediction
Character analysis
|
|
| 8 | 5 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- identify irregular nouns in texts - distinguish between regular and irregular plurals - appreciate the importance of correct noun forms |
The learner is guided to:
- pick out irregular nouns and their plural forms from a text - form plurals of specific words with irregular forms - construct sentences about occupations using irregular nouns |
How do we talk about many things?
|
Oxford Progressive Primary English Learner's Book pg. 53
Grammar charts Word cards Digital resources Oxford Progressive Primary English Learner's Book pg. 54 Sentence strips |
Gap filling exercises
Matching activities
Written tests
|
|
| 9 | 1 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- recognize aspects of good handwriting - write words with proper letter formation - value neat handwriting for communication |
The learner is guided to:
- look at samples of texts with good handwriting - identify aspects of good handwriting - copy letter patterns of words with target letter-sound combinations |
How do we write words in a sentence?
|
Oxford Progressive Primary English Learner's Book pg. 56
Handwriting models Lined paper Sample texts |
Handwriting exercises
Observation
Self-assessment
|
|
| 9 | 2 |
Writing
|
Handwriting
|
By the end of the
lesson, the learner
should be able to:
- write words related to occupations legibly - apply consistent spacing in writing - show commitment to improving handwriting |
The learner is guided to:
- listen to dictation on verbs in present and past tense - write words related to the theme in response to picture prompts - type words and phrases using digital devices |
How can we improve our handwriting?
|
Oxford Progressive Primary English Learner's Book pg. 57
Lined exercise books Digital devices Picture prompts |
Dictation exercises
Handwriting samples
Digital typing
|
|
| 9 | 3 |
TECHNOLOGY
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen for target letter-sound combinations (dr, gr and shr) - say words with target letter-sound combinations - use words with target sounds to create sentences |
How can we use sounds to learn new words?
|
Oxford Progressive Primary English Learner's Book pg. 59
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 60 Digital devices Picture cards |
Pronunciation drills
Oral questions
Observation
|
|
| 9 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- pick out words with letter-sound combinations (dr, gr, shr) from a text - read words with letter-sound combinations correctly - engage in timed reading of a text with expression |
Why is it important to pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 61
Story books Word cards Digital resources Oxford Progressive Primary English Learner's Book pg. 62 Reading materials Digital texts Flash cards |
Reading aloud
Timed reading
Observation
|
|
| 9 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- predict story outcomes based on title and pictures - identify main ideas in a technology-related text - value reading for information |
The learner is guided to:
- look at picture and title to predict story events - read a print or digital text related to technology - talk about setting and characters in the story |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 64
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 65 Question cards Digital resources |
Comprehension questions
Story prediction
Character analysis
|
|
| 10 | 1 |
Language Use
|
Future time (will/shall)
|
By the end of the
lesson, the learner
should be able to:
- identify sentences expressing future time - use 'will' and 'shall' to express future actions - appreciate the importance of expressing time correctly |
The learner is guided to:
- recognize sentences with words that express future time - talk about what they plan to do after school using will/shall - ask and answer questions using words expressing future time |
What will you and your classmates do at break time?
|
Oxford Progressive Primary English Learner's Book pg. 66
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 67 Song lyrics |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 10 | 2 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write technology-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- write names of technology items from images - complete crossword puzzles using technology vocabulary - spell words from teacher dictation |
Why is the correct spelling of words important?
|
Oxford Progressive Primary English Learner's Book pg. 68
Picture cards Crossword puzzles Digital resources |
Spelling tests
Dictation exercises
Written work
|
|
| 10 | 3 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules when writing - show commitment to spelling words correctly |
The learner is guided to:
- make correct words from jumbled letters - play spelling games with peers - write words using each letter of their name |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 69
Word puzzles Spelling games Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 10 | 4 |
SAFETY
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- listen to text with target letter-sound combinations (dw, tw, nk, sq) - pick out and pronounce words with target sounds - use words related to safety in sentences |
What words do we use to talk about safety?
|
Oxford Progressive Primary English Learner's Book pg. 71
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 72 Digital devices Picture cards |
Pronunciation drills
Oral questions
Observation
|
|
| 10 | 5 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- listen to words with target letter-sound combinations - identify and pronounce words with target sounds - read a text displaying appropriate expressions |
Why is it important to read words properly?
|
Oxford Progressive Primary English Learner's Book pg. 73
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 74 Reading materials Digital texts Flash cards |
Reading aloud
Timed reading
Observation
|
|
| 11 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify main ideas in safety-related texts - make predictions about story outcomes - value reading for information |
The learner is guided to:
- look at pictures and title to predict story events - read/listen to a safety story from digital device or teacher - respond to direct and indirect questions about the text |
What do you think will happen in this story?
|
Oxford Progressive Primary English Learner's Book pg. 75
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 76 Question cards Digital resources |
Comprehension questions
Story prediction
Observation
|
|
| 11 | 2 |
Language Use
|
Conjunctions (but, because)
|
By the end of the
lesson, the learner
should be able to:
- identify sentences containing conjunctions - join phrases using 'but' and 'because' - appreciate the importance of using conjunctions |
The learner is guided to:
- watch video clips and identify sentences with conjunctions - use conjunctions 'but' and 'because' in sentences - play language games featuring the target conjunctions |
When do we use the words but/because in sentences?
|
Oxford Progressive Primary English Learner's Book pg. 77
Digital videos Sentence strips Grammar charts Oxford Progressive Primary English Learner's Book pg. 78 Grammar charts Digital resources |
Gap filling exercises
Sentence joining
Oral questions
|
|
| 11 | 3 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write safety-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- copy words with sounds (dw, tw, nk, sq) and read them aloud - spell words related to safety during dictation - correct misspelled words related to safety |
Why should we spell words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 79
Word cards Spelling lists Digital resources |
Spelling tests
Dictation exercises
Written work
|
|
| 11 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- organize jumbled letters to make words - apply spelling rules consistently - show commitment to improving spelling skills |
The learner is guided to:
- organize jumbled letters to form safety-related words - listen to recordings and spell words correctly - make words from each letter of their names |
How can we improve our spelling skills?
|
Oxford Progressive Primary English Learner's Book pg. 80
Word puzzles Audio recordings Digital resources |
Spelling bee
Written exercises
Word formation games
|
|
| 11 | 5 |
DOMESTIC ANIMALS
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- recognize words with target letter-sound combinations - pronounce words with target sounds correctly - appreciate the importance of correct pronunciation |
The learner is guided to:
- identify and pronounce words with letter-sound combinations (ft, ct, lt, rd) - say words with target letter-sound combinations - use words with target sounds to talk about domestic animals |
What words do you use to talk about domestic animals?
|
Oxford Progressive Primary English Learner's Book pg. 82
Audio recordings Flash cards Word charts Oxford Progressive Primary English Learner's Book pg. 83 Picture cards Word charts Audio recordings |
Pronunciation drills
Oral questions
Observation
|
|
| 12 | 1 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- identify words with target letter-sound combinations - read words with target sounds correctly - value reading fluently for understanding |
The learner is guided to:
- identify words with target letter-sound combinations (ft, ct, lt, rd) - read words with letter-sound combinations correctly - read a text displaying appropriate expressions and tone |
Why should we read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 84
Story books Word cards Reading charts Oxford Progressive Primary English Learner's Book pg. 85 Reading materials Poetry books Digital resources |
Reading aloud
Timed reading
Observation
|
|
| 12 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- identify sequence of events in a text - make predictions about story outcomes - value reading for information |
The learner is guided to:
- predict what will happen based on title and pictures - read/listen to a story about domestic animals - get clues from the story to answer questions |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 86
Story books Picture charts Digital texts Oxford Progressive Primary English Learner's Book pg. 87 Question cards Digital resources |
Comprehension questions
Story prediction
Observation
|
|
| 12 | 3 |
Language Use
|
Quantifiers (some, many, no, all, any)
|
By the end of the
lesson, the learner
should be able to:
- identify quantifiers in sentences - use quantifiers appropriately in speech - appreciate the importance of quantifiers |
The learner is guided to:
- take turns to read sentences with quantifiers - fill in gaps with appropriate quantifiers - ask and answer questions using quantifiers |
Which words do you use to talk about things that can be counted?
|
Oxford Progressive Primary English Learner's Book pg. 88
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 89 Digital devices |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 12 | 4 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- spell words with target letter-sound combinations correctly - write animal-related words accurately - value correct spelling for effective communication |
The learner is guided to:
- copy words with target letter-sound combinations - spell words during teacher dictation - arrange jumbled letters to make correct words |
Why should we spell words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 90
Word cards Spelling lists Digital resources |
Spelling tests
Dictation exercises
Written work
|
|
| 12 | 5 |
Writing
|
Spelling
|
By the end of the
lesson, the learner
should be able to:
- form words from jumbled letters - apply spelling rules consistently - show commitment to improving spelling skills |
The learner is guided to:
- listen to recordings and spell words correctly - form words using letters of their names - play spelling games with peers |
How can we improve our spelling?
|
Oxford Progressive Primary English Learner's Book pg. 91
Word puzzles Audio recordings Digital resources |
Spelling bee
Word formation games
Written exercises
|
|
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