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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Grammar in Use
|
Word Classes
Demonstrative Determiners this, that, these, those |
By the end of the
lesson, the learner
should be able to:
Identify demonstrative determiners in a variety of texts Look at the pictures and read sentences Create sentences using demonstrative determiners |
learner is guided individually or in groups to:
Identify demonstrative determiners from a text |
Which words do we use to show that an object is far or near?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.11-14 Queenex English Learner's Book Pg. 11-14 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 2 |
Writing
|
Functional Writing
|
By the end of the
lesson, the learner
should be able to:
Look at the class registration form and read it carefully in pairs Record specific details in a variety of forms Discuss the details in the registration forms by answering the questions |
learner is guided individually or in groups to:
Select the information to be filled in a form in pairs. Fill a form related to the theme using the following details: Personal information, school information, Parents/Guardians details, Religion/County information, favourite sport/hobby among others |
Why is it important to fill forms accurately?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.15-17 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 3 |
Writing
National Celebrations Listening and Speaking |
Filling Forms
Pronunciation and Vocabulary: Listening Comprehension: Dialogue |
By the end of the
lesson, the learner
should be able to:
Use digital device to design a form and fill it with necessary required information Use the internet to find simple forms Share their work with the teacher and others |
Learner is guided in groups to discuss the importance of filling forms correctly
|
Have you ever prepared a digital form?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 15-17 Queenex English Learner's Book Pg. 18-21 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 4 |
Listening and Speaking
|
Pronunciation and Vocabulary: Sounds /b/ as Labour /p/ as party, patriotic, history
|
By the end of the
lesson, the learner
should be able to:
Carefully listen to a dialogue between Melanie and Manoa Role-play the conversation in pairs Enjoy typing the main points of the conversation in their digital device |
In groups, learners to Identify words with these sounds: /p/ /b/ from print materials such as newspapers, magazines
|
Why should we listen carefully?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 18-21 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 1 | 5 |
Reading
|
Intensive Reading: Reading Comprehension
Oral Narrative
Intensive Reading: Reading Comprehension Poem of About 5 stanzas |
By the end of the
lesson, the learner
should be able to:
Read the passage Jamuhuri Day Celebrations Identify characters, places and events in a story for comprehension Have fun using a dictionary to find the meaning of words |
Learner is guided individually or in groups to: Make predictions of what a story is about; what happens next in a story using the title/pictures in a story. Infer the meaning of words from the context |
Which national holidays do you know?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 22- 26 Queenex English Learner's Book Pg. 22-26 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 1 |
Grammar in Use
|
Word Classes: Collective nouns
|
By the end of the
lesson, the learner
should be able to:
Identify what are collective nouns Use collective nouns in sentences correctly. Have fun reading a passage and underlining collective nouns |
The learner is guided individually or in groups to:
Watch a video clip in which collective nouns (myself, ourselves) have been used in sentences. Pick out the collective nouns and list them, in pairs |
What are collective nouns?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 26-28 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 2 |
Grammar in Use
Writing |
Word Classes: Reflexive pronouns
Creative Writing: Open ended Compositions (100-150 words) |
By the end of the
lesson, the learner
should be able to:
Identify what are reflexive pronouns Use reflexive pronouns in sentences correctly. Enjoy filing puzzles using reflexive pronouns |
In groups, Learners to;
Watch a video clip in which reflexive pronouns (myself, ourselves) have been used in sentences. Pick out the reflexive pronouns and list them |
How do you emphasise that you did something on your own?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 29-32 Queenex English Learner's Book Pg. 32-33 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 3 |
Writing
|
Creative Writing: Open ended Compositions (100-150 words)
|
By the end of the
lesson, the learner
should be able to:
Find and read an open ended composition from the internet Write an open ended compositions creatively Appreciate creativity by comprehensively writing a good open-ended compositions |
earner is guided individually or in groups to:
Write the first paragraph in pairs while observing correct punctuation and spelling. Complete the composition individually |
How do we express ideas on different topics?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 32-33 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 4 |
Etiquette
Listening and Speaking
Listening and Speaking |
Pronunciation and Vocabulary: Polite Words Phrases and Expressions
Pronunciation and Vocabulary: Sounds: /??/ as in boy, noise |
By the end of the
lesson, the learner
should be able to:
Look at the picture and discuss them with a friend Identify polite words, phrases and expressions Appreciate the role of polite words in speaking |
Learners in groups to Listen to correct pronunciation of sounds, phrases and expressions from the teacher, audio-visual recordings among others
|
What are some of the polite expressions you use when talking to others?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 34-37 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 2 | 5 |
Reading
|
Intensive Reading Comprehension
|
By the end of the
lesson, the learner
should be able to:
Read the passage and answer the questions that follow Use a dictionary to find the meaning of words Relate events in the story with their life experiences |
Learners individually or in groups to make predictions on a story when reading.
|
Which things do you predict or visualize in a story?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 38-41 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 1 |
Reading
Grammar in Use |
Narrative of About 400 words
Language Pattern: Use of too |
By the end of the
lesson, the learner
should be able to:
Predict events in a text for comprehension Narrate a story of about 400 words Enjoy writing the story and share with a friend |
In groups, Learners to Use their imagination to visualise the events in a story
|
How do you plan a visual story?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 40-41 Queenex English Learner's Book Pg. 41-43 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment
|
|
| 3 | 2 |
Grammar in Use
|
Language Pattern: Use of Must/Should with an Adverb/Adverbial
|
By the end of the
lesson, the learner
should be able to:
Identify sentences in which the language patterns are used Combine words to form correct sentences Enjoy reading a poem and discuss what it is about with a friend |
In pairs /in group learners to Construct sentences using:
|
Why is it important to use sentences correctly?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.44-46 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 3 |
Writing
|
Mechanics of Writing
Handwriting Joined/ (cursive script) |
By the end of the
lesson, the learner
should be able to:
Identify text written in joined letters or cursive script. Read a script written in cursive Copy words in the cursive handwriting |
The learner is guided individually or in groups to:
Copy words, sentences and paragraphs in their books |
What is cursive script?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.46-48 Queenex English Learner's Book Pg. 46-48 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 4 |
Road Accidents - Prevention
Listening and Speaking
|
Pronunciation and Vocabulary: Word Stress (contrast between, nouns/verbs, verb /adjectives)
|
By the end of the
lesson, the learner
should be able to:
Look at the picture and discuss in pairs/groups List words whose meaning differs according to pronunciation Enjoy listening to the poem about Road Safety For Everyone |
In groups, learners to recite a poem and apply the correct stress on words.
Listen/watch to an audio visual material on pronunciation. List the words that are stressed |
Why does word have different meanings at times?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.49-52 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 3 | 5 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary: Sounds : /t/ as in fatal, /d/ as in first aid, pedestrian, road
Intensive Reading |
By the end of the
lesson, the learner
should be able to:
Differentiate between an adjective and a verb Construct sentences orally using adjectives and verbs Be entertained playing a game on adjectives and verbs. |
individually or in groups learners to:
Say words containing the sounds /t/ and /d/. Construct sentences orally using the new vocabulary. |
what is the difference between an adjective and a verb?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.52-54 Queenex English Learner's Book Pg. 55-58 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 1 |
Reading
|
Comprehension ( Visuals)
|
By the end of the
lesson, the learner
should be able to:
Read the passage and answer the questions that follow Describe the picture that comes to mind after reading the comprehension Appreciate road safety by writing a poem about it |
The learner to describe and interpret visuals correctly in pairs or small groups.
Preview and make predictions based on pictures, illustrations, titles and experiences |
How can you use pictures to communicate?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.55-58 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 2 |
Grammar in Use
|
Word Classes: Personal and possessive Pronouns
|
By the end of the
lesson, the learner
should be able to:
Differentiate between possessive personal pronouns Identify possessive forms in print or digital texts. Have fun constructing sentences using personal and possessive pronouns |
learners individually and in groups to simulate, dramatise or role play a conversation featuring possessive forms
|
What is the difference between possessive personal pronouns?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.59-63 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 3 |
Grammar in Use
Writing |
Word Classes: Pronouns Use of belong to ...
Functional Writing |
By the end of the
lesson, the learner
should be able to:
Read a conversation between Musa and Makau Listen to a song on possessive pronouns Appreciate word classes by composing a poem using the possessive pronouns |
Learners in pairs to watch videos/songs involving the use of possessive pronouns/ belong to.
Compose songs based on the use of personal and possessive pronouns. |
Which words show something belongs to a person?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.59-63 KICD English Curriculum Design Queenex English Learner's Book Pg. 64-66 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 4 |
Writing
|
A Reply to a Friendly Letter
|
By the end of the
lesson, the learner
should be able to:
Write a reply to a friendly letter using the correct format Use digital devices to search the sample of friendly letters from the internet Enjoy showing others how to write a friendly letter |
Learners in pairs to write a reply to a sample friendly letter using the correct format
|
Which words show something belongs to a person?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 64-66 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 4 | 5 |
Listening and Speaking
|
Traditional Foods
Listening Comprehension: Sound /e/ as in energy, diet, recipe
Listening Comprehension: Adjectives |
By the end of the
lesson, the learner
should be able to:
Identify the foods displayed in the picture Listen to the teacher read a speech about traditional foods Recognize sounds, words and phrases correctly |
The learner is guided individually or in groups to listen to a speech and pick out words containing sound /e/.
|
What traditional foods do you know?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.67-69 Queenex English Learner's Book Pg. 70-71 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 1 |
Reading
|
Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
Read the passage on Magic Cassava and answer the questions that follow Select relevant reading materials from a collection of books Enjoy using the internet to research on a collection of books |
Learners to preview a text to determine suitability
|
Why is it necessary to read many books?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.72-74 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 2 |
Reading
|
Fiction and Non Fiction Materials (1000-1250 Words)
Extensive Reading-Fiction and non-fiction material |
By the end of the
lesson, the learner
should be able to:
Read a variety of materials for fluency Form a reading club with their friends Desire to visit the library regularly |
The learner individually or in groups to Select fiction and non-fiction reading materials (both print and non-print)
|
What is a library?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.75-77 Queenex English Learner's Book Pg. 72-74 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 3 |
Reading
|
Extensive Reading-Fiction and non-fiction material
|
By the end of the
lesson, the learner
should be able to:
Read as many stories as you can. Discuss the stories with the club members. Appreciate reading fiction and non-fiction materials |
Learner to read as many stories as you can.
Learner to discuss the stories with the club members. |
What lesson do you learn from the story?
|
Queenex English Learner's Book Pg. 72-74
|
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 4 |
Grammar in Use
|
Word classes: Comparatives and Superlative Adjectives
Word classes: Order of Adjectives |
By the end of the
lesson, the learner
should be able to:
Look at the pictures and talk about the sizes of the items in the pictures. Complete sentences using the correct forms of comparative and superlative adjectives Appreciate using comparative and superlative adjectives |
Learner is guided individually, in pairs or in groups to look at the pictures and talk about the sizes of the items in the pictures
Learners to complete sentences using the correct forms of comparative and superlative adjectives |
What are comparative and superlative adjectives?
|
Queenex English Learner's Book Pg. 75-77
KICD English Curriculum Design Queenex English Learner's Book Pg. 78-79 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 5 | 5 |
Writing
|
Creative writing:
Narrative compositions
|
By the end of the
lesson, the learner
should be able to:
Discuss the main parts of a narrative composition Read the narrative passage given and identify the parts of a narrative composition Appreciate parts of a narrative composition. |
Learner is guided individually or in groups to discuss the main parts of a narrative composition
Learner to read the narrative passage given and identify the parts of a narrative composition |
What are the main parts of a narrative composition?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 80-82 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 1 |
Writing
Jobs and Occupation Listening and Speaking |
Creative writing:
Narrative compositions
Pronunciation and Vocabulary: Listening Comprehension: Oral Narratives |
By the end of the
lesson, the learner
should be able to:
Choose a topic for a narrative composition and brainstorm the points to include in your composition Write a narrative composition on the topic you selected. Appreciate writing narrative compositions. |
Learner is guided individually or in groups to choose a topic for a narrative composition and write a composition on the topic you selected.
|
Why is important to plan how our story will begin and end?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 83 Queenex English Learner's Book Pg. 84-85 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 2 |
Listening and Speaking
|
Pronunciation and Vocabulary: Tone
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Read the poem and recite it using actions. Discuss how the tone of your voice varied as you read the poem Appreciate words that makes the tone of your voice rise or fall |
learner is guided individually or in groups to identify words that made the tone of your voice vary from the poem
|
Which words make your tone rise or fall when you read them?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.85-87 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 3 |
Reading
|
Intensive reading:
Dialogue
|
By the end of the
lesson, the learner
should be able to:
lesson, s : Read the dialogue and answer the questions that follow Act out the dialogue between the farmer and Mutelo. Enjoy reading dialogues. |
Learner is guided individually or in groups to read the dialogue and answer the questions that follow.
In pairs, Act out the dialogue between the farmer and Mutelo. |
Why do you read books?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.88-89 Queenex English Learner's Book Pg. 90 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 4 |
Grammar in Use
|
Word Classes:
Quantifying determiners with countable nouns
|
By the end of the
lesson, the learner
should be able to:
Identify quantifying determiners with countable nouns in a variety of texts Create sentences using quantifying determiners with countable nouns Enjoy using quantifying determiners in sentences. |
learner is guided individually or in groups to identify quantifying determiners with countable nouns in a variety of text.
Learner to create sentences using quantifying determiners with countable nouns. |
Which words do we use to show the quantity or amount of something?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.90-91 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 6 | 5 |
Grammar in Use
Writing |
Word Classes:
Quantifying determiners with uncountable nouns
Creative Writing: Pictorial composition |
By the end of the
lesson, the learner
should be able to:
Search for sentences containing quantifying determiners and copy them. Fill in blanks in sentences using quantifying determiners Appreciate using quantifying determiners with uncountable nouns |
Learner is guided individually or in groups to search for sentences containing quantifying determiners and copy them.
Learner to fill in blanks in sentences using quantifying determiners |
What is the difference between countable and uncountable nouns?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 91-93 Queenex English Learner's Book Pg.93-94 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 1 |
Writing
|
Creative Writing: Pictorial composition
|
By the end of the
lesson, the learner
should be able to:
Arrange pictures in order to form a story Write a composition using the pictures. Enjoy writing pictorial compositions |
Learner is guided in groups to arrange pictures in order to form a story
Learner to write a composition based on pictures. |
Why do we write compositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 94-95 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 2 |
Technology-Learning through technology
Listening and Speaking
Listening and Speaking |
Pronunciation and Vocabulary: Interactive Listening
Pronunciation and Vocabulary: Words with common Sounds |
By the end of the
lesson, the learner
should be able to:
Look at the picture and identify digital devices that can help in learning Listen to a talk about materials that aid in learning from your teacher or resource person Appreciate using digital devices in learning |
In groups, learners to identify digital devices that can help in learning
|
Which digital devices do you use when learning?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 96 Queenex English Learner's Book Pg. 97-99 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 3 |
Reading
|
Extensive Reading: Fiction and non-fiction material
|
By the end of the
lesson, the learner
should be able to:
Skim through the poem |
Learner is guided individually or in groups to skim through the poem
|
How is technology helpful?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 100- 101 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 4 |
Reading
Grammar in Use |
Extensive Reading: Fiction and non-fiction material
Tense: Future time using will/shall |
By the end of the
lesson, the learner
should be able to:
Discuss what you should consider when choosing a material to read. Collect books, magazines, newspaper or the internet and read the stories. Appreciate reading extensively to acquire knowledge. |
The learner is guided individually or in groups to discuss what you should consider when choosing a material to read.
Collect books, magazines, newspaper or the internet and read the stories. |
What is the importance of reading extensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 101-102 Queenex English Learner's Book Pg. 103-105 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 7 | 5 |
Grammar in Use
|
Tense: Making predictions using will/shall
|
By the end of the
lesson, the learner
should be able to:
Watch a video on future time and write sentences showing future time using will and shall. Make predictions using will/shall in sentences Appreciate the use of will and shall in sentences. |
In groups, Learners to watch a video on future time and write sentences showing future time using will and shall
Learner to make predictions using will/shall in sentences |
What activities do you plan to do in the future?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 105-106 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 1 |
Writing
|
Mechanics of writing: Punctuation-use of commas
Mechanics of writing: Punctuation-use of double quotation marks |
By the end of the
lesson, the learner
should be able to:
Talk about the uses of a comma. Read the paragraph given and identify punctuation marks used in the text. Appreciate the use of commas in sentences. |
In groups, learners to read the paragraph given and identify punctuation marks used in the text.
|
What is the use of a comma?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 106-107 Queenex English Learner's Book Pg. 108-109 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 2 |
The farm: Cash crops
Listening and Speaking
|
Pronunciation and Vocabulary: Oral narrative featuring proverbs and sayings
|
By the end of the
lesson, the learner
should be able to:
Look at the picture and discuss them with a friend Listen to the teacher read words and practice pronouncing he words given Enjoy reading tongue twisters paying attention to the pronunciation of words |
Learners in groups to look at the picture and discuss them with a friend.
Listen to the teacher read words and practice pronouncing he words given |
Why is it important to read words correctly?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 110-112 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 3 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary: similes, idioms, proverbs and saying
Fluency in reading |
By the end of the
lesson, the learner
should be able to:
Read the story about Kitule village and answer questions that follow. Identify similes, idioms, proverbs, saying and use them to form sentences. Appreciate polite words by reciting a poem |
Learners to read the story about Kitule village and answer questions that follow.
Learner to identify similes, idioms, proverbs, saying and use them to form sentences |
Why are similes idioms, proverbs and saying used in stories?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 113-115 Queenex English Learner's Book Pg. 116-117 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 8 | 4 |
Reading
|
Fluency in reading
|
By the end of the
lesson, the learner
should be able to:
Search for an article on cash crop farming on the internet Set a time limit to read it and read the article. Enjoy writing the story and share with a friend |
In groups, Learners to search for an article on cash crop farming on the internet
Learner to set a time limit to read it and read the article. |
How much time to do you use to read an article or text?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 116-119 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment
|
|
| 8 | 5 |
Grammar in Use
|
Sentences: Use of double imperatives
Language Pattern: question tags on the verb |
By the end of the
lesson, the learner
should be able to:
Identify the use of double imperatives Construct sentences using double imperatives with could and would. Appreciate the use of double imperatives. |
In pairs /in groups learners to identify the use of double imperatives and construct sentences using double imperatives with could and would
|
How do we use double imperatives in sentences?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 119-122 Queenex English Learner's Book Pg.123-125 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
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| 9 | 1 |
Writing
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Creative Writing;
Narrative composition
|
By the end of the
lesson, the learner
should be able to:
Read the narrative and answer questions that follow. Retell the story you have read in our own words and use similes and proverbs to describe the characters. Appreciate the use of similes and proverbs in texts and stories. |
The learner is guided individually or in groups to retell the story you have read in our own words and use similes and proverbs to describe the characters.
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What is the meaning of similes and proverbs you read?
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KICD English Curriculum Design
Queenex English Learner's Book Pg.126-127 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
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| 9 | 2 |
Writing
Communicable diseases Listening and Speaking |
Creative Writing;
Narrative composition
Pronunciation and Vocabulary: Speaking fluency |
By the end of the
lesson, the learner
should be able to:
Choose a topic for a narrative composition and discuss the points to include in your composition Write a story and make your composition interesting. Enjoy writing narrative compositions |
In groups, learner are guided to choose a topic for a narrative composition and discuss the points to include in your composition
|
How can you make your composition interesting?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 126-127 Queenex English Learner's Book Pg.128-129 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 9 | 3 |
Listening and Speaking
|
Pronunciation and Vocabulary: Sounds /h/
|
By the end of the
lesson, the learner
should be able to:
Listen to our teacher read the passage |
Individually or in groups learners to:
Listen to our teacher read the passage |
Have you ever suffered from a communicable disease?
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KICD English Curriculum Design
Queenex English Learner's Book Pg.129-131 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
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| 9 | 4 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the topic of the comprehension. Read the story |
In groups, Learners to Make predictions based on the topic of the comprehension.
Read the story |
What do you think the story is about?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 131-133 Queenex English Learner's Book Pg.133 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
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| 9 | 5 |
Grammar in Use
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Word classes: Adverbs
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By the end of the
lesson, the learner
should be able to:
Identify what adverbs are and the four types of adverbs. Read sentences and discuss the use of adverbs of time, place, manner and frequency. Appreciate the use of adverbs in sentences. |
Learner is guided individually, in pairs or in groups to:
Identify what adverbs are and the four types of adverbs. Read sentences and discuss the use of adverbs of time, place, manner and frequency. |
What are adverbs?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 133-135 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
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| 10 | 1 |
Grammar in Use
|
Word classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify adverbs of manner, time, place and frequency from the passage. Construct sensible sentences using adverbs. Appreciate creating sentences using adverbs of manner, time, place. |
Learner is guided individually or in groups to:
Identify adverbs of manner, time, place and frequency from the passage. Construct sensible sentences using adverbs. |
How are adverbs used in sentences?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 135-137 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 10 | 2 |
Writing
|
Mechanics of writing:
Punctuation marks
|
By the end of the
lesson, the learner
should be able to:
Identify an apostrophe and discuss how it is used. Punctuate sentences using an apostrophe. Appreciate the use of an apostrophe in sentences |
Learner is guided individually or in groups to:
Discuss the main parts of a narrative composition Read the narrative passage given and identify the parts of a narrative composition |
What is the work of an apostrophe?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 138-141 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 10 | 3 |
Writing
|
Mechanics of writing:
Punctuation marks
|
By the end of the
lesson, the learner
should be able to:
Identify an exclamation mark and discuss how it is used. Punctuate sentences using an exclamation mark. Appreciate the use of an exclamation mark in sentences |
Learner is guided individually or in groups to:
Identify an exclamation mark and discuss how it is used. Punctuate sentences using an exclamation mark. |
How is an exclamation mark used?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 138-141 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 10 | 4 |
Leisure Time Activities
Listening and Speaking
|
Pronunciation and Vocabulary:
Interactive listening
|
By the end of the
lesson, the learner
should be able to:
Observe pictures in the textbook and name the activities the children are doing during leisure time. Construct a sentence for every picture. Appreciate different activities children perform during leisure time. |
Learner is guided individually or in groups to:
Observe pictures in the textbook and name the activities the children are doing during leisure time. Construct a sentence for every picture. |
What are leisure activities?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 142-143 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 10 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary:
Interactive listening
|
By the end of the
lesson, the learner
should be able to:
Tell his or her deskmate why it is important to take turns when speaking. Role-play the conversation between Lina and Kim, focus on turn taking and interrupting politely. Be polite when having a conversation with people. |
Learner is guided individually or in groups to tell his or her deskmate why it is important to take turns when speaking.
In pairs, Role-play the conversation between Lina and Kim, focus on turn taking and interrupting politely. |
How should you behave when someone is talking to you?
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KICD English Curriculum Design
Queenex English Learner's Book Pg.143-144 Queenex English Learner's Book Pg.145-146 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 1 |
Reading
|
Intensive reading:
Factual texts
|
By the end of the
lesson, the learner
should be able to:
Skim through the passage on activity 2 and tell what the story is about. Read the passage and answer the questions that follow. Appreciate the lessons learnt from the passage. |
Learner is guided individually or in groups to:
Skim through the passage on activity 2 and tell what the story is about. Read the passage and answer the questions that follow. |
Why do you read books?
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KICD English Curriculum Design
Queenex English Learner's Book Pg.146-149 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 2 |
LISTENING AND SPEAKING
READING |
Pronunciation and Vocabulary:
Interactive listening
Intensive reading: Factual texts |
By the end of the
lesson, the learner
should be able to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. Appreciate words with sound s and z. |
learner is guided individually or in groups to:
Listen to your teacher read some words and identify the words with sound s and z. Come up with tongue twisters using words with sound s and z. |
What are tongue twisters?
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KICD English Curriculum Design
Queenex English Learner's Book Pg.145-146 Queenex English Learner's Book Pg.146-149 |
Reading aloud Dictation Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 3 |
READING
|
Intensive reading:
Factual texts
|
By the end of the
lesson, the learner
should be able to:
Watch a video clip on leisure time. List activities you can do in our leisure time. Appreciate activities that you can do during leisure time. |
Learner is guided individually or in groups to:
Look for dialogues related to the theme from reference materials and read them. |
What activities do you do with your friends in your leisure time?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 146-149 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 4 |
GRAMMAR IN USE
|
Word Classes:
Conjunctions
|
By the end of the
lesson, the learner
should be able to:
Identify conjunctions in a variety of texts or sentences. Construct sensible sentences using conjunctions. Appreciate the use of conjunctions in sentences and texts. |
learner is guided individually or in groups to:
Identify conjunctions in a variety of texts or sentences. Construct sensible sentences using conjunctions. |
What are conjunctions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.149-152 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 11 | 5 |
GRAMMAR IN USE
WRITING |
Word Classes:
Conjunctions
Creative Writing: Descriptive composition |
By the end of the
lesson, the learner
should be able to:
Fill in sentences with the right conjunction. Tell the use of conjunctions to your friends. Appreciate constructing correct sentences using conjunctions. |
learner is guided individually or in groups to:
Fill in sentences with the right conjunction. Tell the use of conjunctions to your friends. |
Can you identify conjunctions in texts or stories?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 149-152 Queenex English Learner's Book Pg.152-154 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 1 |
WRITING
|
Creative Writing: Descriptive composition
|
By the end of the
lesson, the learner
should be able to:
Write a descriptive composition about |
Learner is guided in groups to write a descriptive composition about
|
Why do we write compositions?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 152-154 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 2 |
WRITING
SPORTS-APPRECIATING TALENTS LISTENING AND SPEAKING |
Creative Writing: Descriptive composition
Pronunciation and Vocabulary: Listening fluency |
By the end of the
lesson, the learner
should be able to:
Write a descriptive composition about |
Learner is guided in groups to write a descriptive composition about
|
Why do we write compositions?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 152-154 Queenex English Learner's Book Pg. 155-159 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 3 |
LISTENING AND SPEAKING
|
Pronunciation and Vocabulary: Words with Sound ai
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By the end of the Onlesson, the learner should be able to:
Carefully listen to your teacher read words with sounds ai and practice saying the words. Underline words with sound ai in passages or sentences. Enjoy identifying and reading words with sound ai. |
In groups, learners to carefully listen to your teacher read words with sounds ai and practice saying the words.
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Which sounds do the words have in common?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 155-159 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 4 |
READING
|
Intensive Reading: Reading with technology
Intensive Reading: Reading with technology |
By the end of the
lesson, the learner
should be able to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. Desire to read more stories using digital devices. |
Learner is guided individually or in groups to:
Read the passage on activity 1 and answer the questions that follow. Write two similes that have been used in the story. |
How is technology helpful?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 160- 161 Queenex English Learner's Book Pg. 160-161 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 12 | 5 |
READING
|
Intensive Reading:
Reading with technology
|
By the end of the
lesson, the learner
should be able to:
Search for a story on the internet with the guidance of the teacher and read it. Role play the story read in class. Appreciate using digital devices to read intensively to acquire knowledge. |
The learner is guided individually or in groups to;
Search for a story on the internet with the guidance of the teacher and read it. Role play the story read in class |
What is the importance of reading intensively?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 160-161 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 13 | 1 |
GRAMMAR IN USE
WRITING |
Sentences:
use of interrogatives
Commonly misspelt words |
By the end of the
lesson, the learner
should be able to:
Discuss the uses of interrogatives. Complete sentences using the correct interrogatives. Appreciate the use of interrogatives in communication. |
The learner is guided individually or in groups to discuss the uses of interrogatives.
Complete sentences using the correct interrogatives. |
How do you write sentences in future time?
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KICD English Curriculum Design
Queenex English Learner's Book Pg. 163-165 Queenex English Learner's Book Pg. 166-167 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 13 | 2 |
WRITING
|
Homophones and homonyms
|
By the end of the
lesson, the learner
should be able to:
Identify homophones and homonyms. Construct sentences using homophones and homonyms Appreciate the use of commas in sentences. |
In groups, learners to read the paragraph given and identify punctuation marks used in the text.
|
What is the use of a comma?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 168-170 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 13 | 3 |
ENVIRONMENTAL POLLUTION
LISTENING AND SPEAKING
READING |
Pronunciation and Vocabulary: speaking fluency
Intensive reading |
By the end of the
lesson, the learner
should be able to:
Look at the pictures and discuss them with a friend. Write a short speech on the following topic; |
Learners in groups to look at the pictures and discuss them with a friend.
Write a short speech on the following topic; |
What is environmental pollution?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 171-174 Queenex English Learner's Book Pg. 174-178 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 13 | 4 |
READING
|
Intensive reading
|
By the end of the
lesson, the learner
should be able to:
Watch a video on environmental pollution. Read the passage and answer the following questions. Appreciate reading intensively to acquire information from stories and varied texts. |
Learners individually or in groups to watch a video on environmental pollution.
Read the passage and answer the following questions. |
Why is it good to read intensively?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 174-178 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 13 | 5 |
GRAMMAR IN USE
WRITING |
Word classes: Nouns which only occur in singular or plural
Functional Writing; Personal diary/journal |
By the end of the
lesson, the learner
should be able to:
Identify nouns which only occur in singular or plural form. Underline the nouns which only occur in singular or plural form in varied texts. Appreciate the use nouns which only occur in singular or plural form in varied texts. |
In pairs /in groups learners to identify nouns which only occur in singular or plural form.
Underline the nouns which only occur in singular or plural form in varied texts. |
Which nouns occur in singular and plural form only?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg. 178-180 Queenex English Learner's Book Pg.181-183 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 14 | 1 |
WRITING
|
Functional Writing;
Personal diary/journal
|
By the end of the
lesson, the learner
should be able to:
Identify what a personal journal is and how it is written. Create a three-day journal on a topic of your choice Appreciate writing a personal journal. |
The learner is guided individually or in groups to rewrite the story you have read in our own words and use similes and proverbs to describe the characters.
|
What is a personal journal?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.181-183 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 14 | 2 |
MONEY- SAVINGS AND BANKING
LISTENING AND SPEAKING
READING |
Pronunciation and Vocabulary:
Intensive listening
Extensive Reading |
By the end of the
lesson, the learner
should be able to:
Look at the picture in activity 1 and discuss how you save your money in pairs/groups. Practice pronouncing words given correctly. Enjoy reading and pronouncing words which have sound h |
In groups, learners to look at the picture in activity 1 and discuss how you save your money in pairs/groups.
Practice pronouncing words given correctly. |
Where do people save money?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.184-187 Queenex English Learner's Book Pg. 187-190 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 14 | 3 |
READING
|
Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
Find an article on money and banking on the internet Skim and scan through the article to get information about money and banking. Enjoy reading extensively diseases in the community' |
The learner to find an article on money and banking on the internet
Skim and scan through the article to get information about money and banking. |
How do you scan an article?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.191-192 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 14 | 4 |
GRAMMAR IN USE
WRITING |
Word classes: Prepositions
Spelling: Homophones |
By the end of the
lesson, the learner
should be able to:
Identify what are prepositions and how they are used. Make correct sentences using prepositions. Appreciate the use of prepositions in sentences. |
In groups, The learners to identify what are prepositions and how they are used.
Make correct sentences using prepositions. |
What are prepositions?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.192-195 Queenex English Learner's Book Pg.196-197 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
|
| 14 | 5 |
WRITING
|
Spelling:
Words with double consonants and double vowel sounds
|
By the end of the
lesson, the learner
should be able to:
Identify and circle words with double consonants and double vowel sounds. Play spelling games using digital devices. Appreciate the use of words with double consonants and double vowel sounds. |
In groups, The learners to identify and circle words with double consonants and double vowel sounds.
Learners to play spelling games using digital devices. |
Which words have double consonants and double vowels?
|
KICD English Curriculum Design
Queenex English Learner's Book Pg.197-200 |
Reading aloud Dictation
Oral interviews Question and answer Teacher-made tests
Peer assessment Self-assessment
|
Your Name Comes Here