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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Midterm 1 break |
||||||||
| 1 | 2 |
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
|
Oral questions
Observation
Peer assessment
|
|
| 1 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
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
|
Oral presentations
Observation
Role play
|
|
| 1 | 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 |
Reading aloud
Observation
Timed reading
|
|
| 1 | 5 |
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 |
Reading aloud
Observation
Timed reading
|
|
| 2 | 1 |
Reading
|
Fluency
|
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
|
Reading fluency tests
Peer assessment
Observation
|
|
| 2 | 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 - 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 |
Written questions
Oral responses
Story retelling
|
|
| 2 | 3 |
Reading
|
Comprehension
|
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 |
Comprehension questions
|
|
| 2 | 4 |
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 strip |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 2 | 5 |
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 strip |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 3 | 1 |
Language Use
|
Subject-verb agreement
|
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 |
Written exercises
Peer assessment
Observation
|
|
| 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 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 |
Dictation exercises
Handwriting samples
Self-ass
|
|
| 3 | 4 |
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 |
Dictation exercises
Handwriting samples
Self-ass
|
|
| 3 | 5 |
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 |
Dictation exercises
Handwriting samples
Self-ass
|
|
| 4 | 1 |
SHARING DUTIES AND RESPONSIBILITIES
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
Tongue twisters |
Oral questions
Observation
|
|
| 4 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to sharing duties and responsibilities - respond to three-directional instructions - value the importance of sharing responsibilities |
The learner is guided to:
- sing songs or recite poems with target letter-sound combinations - construct simple sentences using new vocabulary - dramatize or role play sharing of responsibilities - listen and respond to three-directional instructions |
How can we share duties at home and at school?
|
Oxford Progressive Primary English Learner's Book pg. 13
|
oral questions
|
|
| 4 | 3 |
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
Digital devices |
Reading aloud
Timed reading
Observation
|
|
| 4 | 4 |
Reading
|
Fluency
|
By the end of the
lesson, the learner
should be able to:
- read a grade-appropriate text with proper rhythm - use punctuation marks correctly when reading - show enthusiasm for reading different types of texts |
The learner is guided to:
- read texts of different genres paying attention to punctuation - practice reading sentences containing decodable and non-decodable words - recite poems about sharing duties and responsibilities |
How can we read a text with expression?
|
Oxford Progressive Primary English Learner's Book pg. 15
Reading materials Digital Device |
Reading assessments
|
|
| 4 | 5 |
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 book |
Comprehension questions
Story prediction
Observation
|
|
| 5 | 1 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - infer answers to indirect questions - show interest in making connections between texts and real-life |
The learner is guided to:
- discuss the text and locate sentences with answers to direct questions - answer inferential questions using contextual clues - make connections between events in the text and real life - engage in language games using vocabulary learned |
How does a story help us understand our responsibilities?
|
Oxford Progressive Primary English Learner's Book pg. 16
Vocabulary charts |
Comprehension tests
Oral discussions
Story mapping
|
|
| 5 | 2 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - infer answers to indirect questions - show interest in making connections between texts and real-life |
The learner is guided to:
- discuss the text and locate sentences with answers to direct questions - answer inferential questions using contextual clues - make connections between events in the text and real life - engage in language games using vocabulary learned |
How does a story help us understand our responsibilities?
|
Oxford Progressive Primary English Learner's Book pg. 16
Vocabulary charts |
Comprehension tests
Oral discussions
Story mapping
|
|
| 5 | 3 |
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 |
Sentence construction
Gap filling exercises
Oral questions
|
|
| 5 | 4 |
Language Use
|
Forms of verb 'do'
|
By the end of the
lesson, the learner
should be able to:
- distinguish between forms of verb 'do' in different contexts - apply the verb 'do' correctly in communication - value accurate use of verb forms in communication |
The learner is guided to:
- type sentences using different forms of the verb 'do' onto digital devices - play language games using different forms of the verb 'do' - complete sentences with appropriate forms of the verb 'do' |
What duties have you done this week?
|
Oxford Progressive Primary English Learner's Book pg. 18
Sentence strips |
Written exercises
|
|
| 5 | 5 |
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 |
Handwriting exercises
Observation
Self-assessment
|
|
| 6 | 1 |
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 Handwriting models |
Dictation exercises
Handwriting samples
|
|
| 6 | 2 |
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 Handwriting models |
Dictation exercises
Handwriting samples
|
|
| 6 | 3 |
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 Handwriting models |
Dictation exercises
Handwriting samples
|
|
| 6 | 4 |
OCCUPATIONS
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
|
Pronunciation drills
Oral questions
Observation
|
|
| 6 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
- use vocabulary related to occupations appropriately - construct sentences about different occupations - show interest in learning about various occupations |
The learner is guided to:
- listen to stories and identify words related to occupations - look up meanings in pictorial dictionaries - sing songs/recite poems about occupations - develop a talking tree using vocabulary related to occupations |
What words do you use to talk about occupations?
|
Oxford Progressive Primary English Learner's Book pg. 48
|
Role play
Oral presentations
|
|
| 7 | 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
|
Reading aloud
Timed reading
Observation
|
|
| 7 | 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:
- 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
|
Reading aloud
Timed reading
Observation
|
|
| 7 | 3 |
Reading
|
Fluency
|
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 different types of texts |
The learner is guided to:
- read a text paying attention to punctuation and tone - read grade-appropriate texts about occupations in the library - share what they have read with peers |
What makes it easy to read well?
|
Oxford Progressive Primary English Learner's Book pg. 51
Library books |
Performance reading Peer asse
|
|
| 7 | 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. 5
|
Comprehension questions
Story prediction
Character analysis
|
|
| 7 | 5 |
Reading
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
- locate answers to direct questions in a text - answer inferential questions about a text - show interest in connecting story events to real life |
The learner is guided to:
- read a story and answer direct questions - respond to indirect questions using context clues - identify main idea, topic, or purpose in a text - connect events in the story with real-life experiences |
How do stories help us understand different occupations?
|
Oxford Progressive Primary English Learner's Book pg. 52
Story bookspq |
Written exercises
Oral discussions
|
|
| 8 | 1 |
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
|
Gap filling exercises Written tests
|
|
| 8 | 2 |
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
|
Gap filling exercises Written tests
|
|
| 8 | 3 |
Language Use
|
Singular and plural of irregular nouns
|
By the end of the
lesson, the learner
should be able to:
- use singular and plural forms of irregular nouns correctly - apply irregular noun forms in communication - show interest in using correct grammar |
The learner is guided to:
- listen to stories/poems and respond to questions about irregular nouns - recite poems/read texts with irregular noun forms - play language games involving irregular plurals |
Why is it important to know singular and plural forms?
|
Oxford Progressive Primary English Learner's Book pg. 54
Sentence strips |
Written exercises
Language games
Oral questions
|
|
| 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. 55
|
Handwriting exercises
Observation
Self-assessment
|
|
| 8 | 5 |
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 |
Dictation exercises
Handwriting samples
|
|
| 9 | 1 |
TECHNOLOGY
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. 5
|
Oral questions
Observation
|
|
| 9 | 2 |
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. 5
|
Oral questions
Observation
|
|
| 9 | 3 |
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. 5
|
Oral questions
Observation
|
|
| 9 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary
|
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.
|
Role play
Oral presentations
|
|
| 9 | 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:
- 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 boks |
Reading aloud
Timed reading
Observation
|
|
| 10 | 1 |
Reading
|
Fluency
|
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
|
Performance reading
Timed reading
|
|
| 10 | 2 |
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 |
Comprehension questions
Story prediction
Character analysis
|
|
| 10 | 3 |
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 |
Comprehension questions
Story prediction
Character analysis
|
|
| 10 | 4 |
Reading
|
Comprehension
|
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 |
Written exercises
Oral discussions
Story retelling
|
|
| 10 | 5 |
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
Sentence strips |
Gap filling exercises
Sentence construction
Oral questions
|
|
| 11 | 1 |
Language Use
|
Future time (will/shall)
|
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
|
Written exercises
Oral presentations
|
|
| 11 | 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 card |
Spelling tests
Dictation exercises
Written work
|
|
| 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 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 card |
Spelling tests
Dictation exercises
Written work
|
|
| 11 | 4 |
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
Spelling games |
Written exercises
Word formation games
|
|
| 11 | 5 |
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
Spelling games |
Written exercises
Word formation games
|
|
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