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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 |
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 |
Oral questions
Observation
Peer assessment
|
|
| 2 | 4 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- identify words with the target letter-sound combinations in oral texts - articulate new vocabulary related to activities at home and school - appreciate the importance of using correct vocabulary in communication |
The learner is guided to:
- play 'spin the wheel' with words featuring target letter-sounds - make sentences using vocabulary related to activities - talk about things they do at home and at school - match vocabulary with appropriate pictures |
What words can we use to talk about activities at home and school?
|
Oxford Progressive Primary English Learner's Book pg. 3
Audio-visual aids Flash cards Vocabulary charts Oxford Progressive Primary English Learner's Book pg. 4 Story books Word charts |
Oral presentations
Observation
Role play
|
|
| 2 | 5 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- blend sounds to form words correctly - read grade-appropriate text with appropriate pace - value fluency in reading for comprehension |
The learner is guided to:
- match cards with letter combinations to form words - read stories with appropriate tone and expression - participate in readers' theater activities - engage in paired reading of short texts |
Why is reading at the right speed important?
|
Oxford Progressive Primary English Learner's Book pg. 5
Digital devices Story books Flash cards Oxford Progressive Primary English Learner's Book pg. 6 Picture charts |
Reading fluency tests
Peer assessment
Observation
|
|
| 3 | 1 |
Reading
Language Use |
Comprehension
Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- use context clues to infer word meanings - answer direct and indirect questions about a text - value reading for information and pleasure |
The learner is guided to:
- respond to direct questions by locating answers in the text - answer indirect questions using prior knowledge - infer meanings of new words using context clues - make connections between story events and personal experiences |
How can we tell where events have taken place in a story?
|
Oxford Progressive Primary English Learner's Book pg. 7
Story books Digital texts Charts Sentence strips Picture cards |
Comprehension questions
Story mapping
Character analysis
|
|
| 3 | 2 |
Language Use
Writing |
Subject-verb agreement
Handwriting: Long words and descenders |
By the end of the
lesson, the learner
should be able to:
- identify correct subject-verb patterns in sentences - use singular and plural subjects with matching verbs - show interest in using correct grammar in communication |
The learner is guided to:
- construct sentences using singular and plural objects at home and school - complete sentences with the correct form of the verb - play language games involving subject-verb agreement - edit sentences with incorrect subject-verb agreement |
What makes a sentence correct?
|
Oxford Progressive Primary English Learner's Book pg. 8
Sentence strips Grammar charts Digital resources Oxford Progressive Primary English Learner's Book pg. 9 Handwriting charts Lined paper Sample texts |
Written exercises
Peer assessment
Observation
|
|
| 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
Listening and Speaking |
Handwriting
Pronunciation and Vocabulary |
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 Oxford Progressive Primary English Learner's Book pg. 22 Audio recordings Tongue twisters Flash cards |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 4 | 5 |
ETIQUETTE
Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to etiquette appropriately - respond to three-directional instructions - value the importance of polite language |
The learner is guided to:
- listen to audio/video recording of conversations on etiquette - identify words related to etiquette from the conversations - respond to three-directional instructions - play language games matching vocabulary to pictures |
Why should we listen attentively?
|
Oxford Progressive Primary English Learner's Book pg. 23
Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 25 Story books Word cards Reading charts |
Role play
Matching exercises
Following instructions
|
|
| 5 | 1 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with expression - pay attention to punctuation when reading - appreciate the importance of reading fluently |
The learner is guided to:
- engage in timed reading with peers and give positive feedback - read narratives paying attention to pace, pitch and volume - participate in readers' theater activities |
How does reading with expression help listeners understand better?
|
Oxford Progressive Primary English Learner's Book pg. 26
Story books Digital resources Reading materials Digital texts Question cards |
Performance reading
Peer assessment
Observation
|
|
| 5 | 2 |
Reading
Language Use |
Comprehension
Indefinite pronouns: nobody, anybody, somebody |
By the end of the
lesson, the learner
should be able to:
- explain sequence of events in a story - summarize story content concisely - show interest in reading for pleasure |
The learner is guided to:
- explain what happens at beginning, middle and end of story - retell content of the story using the five-finger model - make connections between the story and personal experiences |
How do we identify characters in a story?
|
Oxford Progressive Primary English Learner's Book pg. 27
Story books Sequence cards Digital resources Oxford Progressive Primary English Learner's Book pg. 28 Grammar charts Sentence strips |
Story sequencing
Oral presentations
Written exercises
|
|
| 5 | 3 |
Language Use
Writing |
Indefinite pronouns: nobody, anybody, somebody
Handwriting |
By the end of the
lesson, the learner
should be able to:
- apply indefinite pronouns in different contexts - construct meaningful sentences with indefinite pronouns - show interest in using pronouns correctly |
The learner is guided to:
- participate in language games involving indefinite pronouns - complete sentences using appropriate indefinite pronouns - edit sentences with incorrect pronoun usage |
When do we use indefinite pronouns in our speaking and writing?
|
Oxford Progressive Primary English Learner's Book pg. 29
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 30 Handwriting patterns Sample texts Lined paper |
Written exercises
Language games
Peer assessment
|
|
| 5 | 4 |
Writing
Listening and Speaking |
Handwriting
Pronunciation and Vocabulary |
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 Oxford Progressive Primary English Learner's Book pg. 33 Audio recordings Flash cards Word charts |
Dictation exercises
Handwriting samples
Peer assessment
|
|
| 5 | 5 |
CHILD RIGHTS
Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use new words related to child rights correctly - construct sentences using vocabulary on child rights - show awareness of child rights through communication |
The learner is guided to:
- construct simple sentences using new words about child rights - role play issues related to child rights - present talks to parents about child rights using appropriate vocabulary |
How can we talk about our rights?
|
Oxford Progressive Primary English Learner's Book pg. 34
Picture cards Word charts Digital resources Oxford Progressive Primary English Learner's Book pg. 36 Story books Word cards Reading charts |
Role play
Oral presentations
Observation
|
|
| 6 | 1 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - use punctuation marks correctly when reading - show enthusiasm for reading different types of texts |
The learner is guided to:
- engage in timed reading of grade-appropriate texts - read with appropriate facial expressions and emotions - recite a choral verse related to child rights |
Why is reading with expression important?
|
Oxford Progressive Primary English Learner's Book pg. 37
Story books Poetry books Digital resources Oxford Progressive Primary English Learner's Book pg. 39 Picture charts Question cards |
Performance reading
Timed reading
Peer assessment
|
|
| 6 | 2 |
Reading
Language Use |
Comprehension
Subject-verb agreement |
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer indirect questions using context clues - show interest in connecting text to personal experiences |
The learner is guided to:
- respond to indirect questions using context clues - connect events in the story with real-life experiences - discuss with peers how stories relate to child rights |
How do stories help us understand our rights?
|
Oxford Progressive Primary English Learner's Book pg. 40
Story books Digital texts Question cards Oxford Progressive Primary English Learner's Book pg. 41 Grammar charts Sentence strips Digital resources |
Written exercises
Oral discussions
Story connections
|
|
| 6 | 3 |
Language Use
Writing |
Subject-verb agreement
Handwriting |
By the end of the
lesson, the learner
should be able to:
- identify correct and incorrect subject-verb patterns - apply subject-verb agreement rules in writing - show interest in using correct grammar |
The learner is guided to:
- play language games matching subjects with appropriate verbs - edit sentences with incorrect subject-verb agreement - construct sentences about child rights with correct subject-verb agreement |
Why is subject-verb agreement important in communication?
|
Oxford Progressive Primary English Learner's Book pg. 42
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 43 Handwriting models Lined paper Picture prompts |
Written exercises
Language games
Peer assessment
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 7 |
midterm |
||||||||
| 8 | 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:
- 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 | 2 |
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 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
Writing
Listening and Speaking |
Handwriting
Pronunciation and Vocabulary |
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 Oxford Progressive Primary English Learner's Book pg. 59 Audio recordings Flash cards Word charts |
Dictation exercises
Handwriting samples
Digital typing
|
|
| 9 | 1 |
TECHNOLOGY
Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to technology appropriately - respond to three-directional instructions - show interest in learning about technology |
The learner is guided to:
- listen to an audio recording about technology and identify words - talk about how they use technology using new vocabulary - pretend to use a computer and describe their actions - make sentences using technology-related words |
What words do we use to talk about technology?
|
Oxford Progressive Primary English Learner's Book pg. 60
Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 61 Story books Word cards Digital resources |
Role play
Oral presentations
Digital recordings
|
|
| 9 | 2 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate texts with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading technology-related texts |
The learner is guided to:
- read a text displaying right facial expressions and tone - take appropriate pauses at punctuation marks - practice reading sentences with decodable and non-decodable words - participate in readers' theater |
Why do we need to read at the right speed?
|
Oxford Progressive Primary English Learner's Book pg. 62
Reading materials Digital texts Flash cards Oxford Progressive Primary English Learner's Book pg. 64 Story books Picture charts Digital texts |
Performance reading
Timed reading
Peer assessment
|
|
| 9 | 3 |
Reading
Language Use |
Comprehension
Future time (will/shall) |
By the end of the
lesson, the learner
should be able to:
- infer meanings of new words in a technology text - answer direct and indirect questions about a text - show interest in connecting text to personal experiences |
The learner is guided to:
- infer meanings of new words in a text - answer direct questions by locating sentences with answers - respond to indirect questions using prior knowledge - retell a story or conversation about technology |
How can technology help us in our daily lives?
|
Oxford Progressive Primary English Learner's Book pg. 65
Story books Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 66 Grammar charts Sentence strips |
Written exercises
Oral discussions
Story retelling
|
|
| 9 | 4 |
Language Use
Writing |
Future time (will/shall)
Spelling |
By the end of the
lesson, the learner
should be able to:
- distinguish between different uses of will/shall - apply future time expressions in communication - show interest in talking about future plans |
The learner is guided to:
- sing a song using 'will' and 'shall' - listen to story or conversation and respond to questions using will/shall - complete sentences with appropriate future time expressions |
How can we talk about things that will happen in the future?
|
Oxford Progressive Primary English Learner's Book pg. 67
Grammar charts Song lyrics Digital resources Oxford Progressive Primary English Learner's Book pg. 68 Picture cards Crossword puzzles |
Written exercises
Oral presentations
Language games
|
|
| 9 | 5 |
Writing
Listening and Speaking |
Spelling
Pronunciation and Vocabulary |
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 Oxford Progressive Primary English Learner's Book pg. 71 Audio recordings Flash cards Word charts |
Spelling bee
Written exercises
Word formation games
|
|
| 10 | 1 |
SAFETY
Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to safety appropriately - construct sentences about safety measures - show awareness of safety through communication |
The learner is guided to:
- listen to sentences with safety vocabulary and repeat them - identify safety-related words from audio recordings - role play scenarios related to safety - make sentences using words about safety |
Why is it important to pronounce words correctly?
|
Oxford Progressive Primary English Learner's Book pg. 72
Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 73 Story books Word cards Reading charts |
Role play
Oral presentations
Observation
|
|
| 10 | 2 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - use punctuation marks correctly when reading - show enthusiasm for reading safety-related texts |
The learner is guided to:
- engage in timed reading with minimal hesitations - take appropriate pauses at punctuation marks - practice reading sentences with decodable and non-decodable words - participate in readers' theater |
What helps someone to read fluently?
|
Oxford Progressive Primary English Learner's Book pg. 74
Reading materials Digital texts Flash cards Oxford Progressive Primary English Learner's Book pg. 75 Story books Picture charts Digital texts |
Performance reading
Timed reading
Peer assessment
|
|
| 10 | 3 |
Reading
Language Use |
Comprehension
Conjunctions (but, because) |
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer indirect questions using context clues - show interest in applying safety knowledge |
The learner is guided to:
- get clues from the story to answer direct and indirect questions - identify the main idea in a story about safety - talk about their own experiences related to safety |
What do the pictures tell us about the story?
|
Oxford Progressive Primary English Learner's Book pg. 76
Story books Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 77 Digital videos Sentence strips Grammar charts |
Written exercises
Oral discussions
Story connections
|
|
| 10 | 4 |
Language Use
Writing |
Conjunctions (but, because)
Spelling |
By the end of the
lesson, the learner
should be able to:
- join sentences using 'but' and 'because' - apply conjunctions appropriately in communication - show interest in using correct grammar |
The learner is guided to:
- fill in a substitution table joining phrases with conjunctions - write sentences using 'but' and 'because' - edit sentences by adding appropriate conjunctions |
How can conjunctions help us express our ideas better?
|
Oxford Progressive Primary English Learner's Book pg. 78
Grammar charts Sentence strips Digital resources Oxford Progressive Primary English Learner's Book pg. 79 Word cards Spelling lists |
Written exercises
Sentence construction
Peer assessment
|
|
| 10 | 5 |
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 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 5 |
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 | 1 |
Writing
Listening and Speaking |
Spelling
Pronunciation and Vocabulary |
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 Oxford Progressive Primary English Learner's Book pg. 93 Picture cards Word charts |
Spelling bee
Word formation games
Written exercises
|
|
| 12 | 2 |
WILD ANIMALS
Listening and Speaking Reading |
Pronunciation and Vocabulary
Fluency |
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to wild animals appropriately - construct sentences about wild animals - show interest in learning about wild animals |
The learner is guided to:
- listen to story about wild animals and identify related vocabulary - talk about what they have learned about various wild animals - act out how animals and tourists behave - match words with correct pictures |
What words can we use to talk about wild animals?
|
Oxford Progressive Primary English Learner's Book pg. 94
Digital devices Picture cards Word charts Oxford Progressive Primary English Learner's Book pg. 97 Story books Word cards Reading charts |
Role play
Oral presentations
Matching exercises
|
|
| 12 | 3 |
Reading
|
Fluency
Comprehension |
By the end of the
lesson, the learner
should be able to:
- read grade-appropriate text with proper pacing - pay attention to punctuation when reading - show enthusiasm for reading about wild animals |
The learner is guided to:
- read a text displaying appropriate facial expressions - engage in timed reading with appropriate pauses - practice reading sentences with decodable and non-decodable words |
What makes it difficult to read well?
|
Oxford Progressive Primary English Learner's Book pg. 98
Reading materials Digital texts Flash cards Oxford Progressive Primary English Learner's Book pg. 99 Story books Picture charts Digital texts |
Performance reading
Timed reading
Peer assessment
|
|
| 12 | 4 |
Reading
Language Use |
Comprehension
Opposites |
By the end of the
lesson, the learner
should be able to:
- answer direct and indirect questions about a text - develop concept maps from texts read - show interest in wildlife conservation |
The learner is guided to:
- answer indirect questions using contextual clues - develop a concept map from the text read - retell a story to peers in a few words |
How do we get the meaning of new words in a story?
|
Oxford Progressive Primary English Learner's Book pg. 100
Story books Question cards Digital resources Oxford Progressive Primary English Learner's Book pg. 101 Grammar charts Word cards Story books |
Written exercises
Concept mapping
Story retelling
|
|
| 12 | 5 |
Language Use
Writing Writing |
Opposites
Punctuation (The comma) Punctuation (The comma) |
By the end of the
lesson, the learner
should be able to:
- distinguish between different opposite pairs - apply opposites correctly in communication - show interest in using correct vocabulary |
The learner is guided to:
- use opposites to respond to questions from stories - play language games involving identification of opposites - complete sentences using appropriate opposites |
How can opposites help us express ourselves better?
|
Oxford Progressive Primary English Learner's Book pg. 102
Grammar charts Word cards Language games Oxford Progressive Primary English Learner's Book pg. 104 Sample texts Sentence strips Punctuation charts Oxford Progressive Primary English Learner's Book pg. 105 Punctuation guides Digital resources |
Written exercises
Language games
Peer assessment
|
|
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