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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Use the various realization of the verb ‘to be’ to introduce oneself or other to talk about objects and show politeness |
Learners use ‘am’ to talk about themselves in simple sentences and is to talk about others
|
Who am i? Who is she?
|
Realia Pictures Flash cards (am, is)
Flash cards Visual clips on greeting Flash cards (is, are) Flash cards (has, have) |
Observation Oral questions
|
|
| 2 | 1 |
Welcome and greetings
School subjects, verb agreement (am, is, are) School (am, is, are) School (am, is, an) School School School Family personal pronouns, I, You, It. Family personal pronouns I, You, It Family personal pronouns, I, You, It Family personal pronouns, I, You, It Family personal pronouns, I, You, It |
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate different forms of the verb “to be” in their day to day communication |
Learners to answer questions on various forms of the verb “to
be” and on greeting |
Which are the various forms of the verb “to be”?
|
Flash cards Realia
Realia Flash cards Flash cards Pictures Flash cards (on personal pronouns) Flash cards Video clips Flash cards (personal pronouns) |
Written exercise
|
|
| 3 | 1 |
Family personal pronouns, I, You, It
Home singular/plur al (adding “s”) Home singular/plur al (adding “s”) Home singular/plur al (adding “s”) Home singular/plur al (adding “s”) Home singular/ plural Home singular/ plural Time / present simple tense Time / present simple tense Time / present simple tense Time / present simple tense |
Language structures and functions
Language structures and functions Language structures and functions Language structures and functions Language structures and functions Language structures and functions Language structures and functions Language structures and functions Language structures and functions Language structures and functions Language structures and functions |
By the end of the
lesson, the learner
should be able to:
Learners to appreciate use of personal pronouns and family for the effective communication |
Leaners to write simple sentences on family
|
What does your family do?
|
Flash cards Video clips Realia
Chart Realia Realia Flash cards Charts Realia Flash cards Charts Chart Clock face |
Observation Written exercises Oral
questions
|
|
| 4 |
Midterm |
||||||||
| 5 | 1 |
Time / present simple tense
Weather and our environment present continuous tense Weather and our environment (continuous tense) Weather and our environment (continuous tense) Weather and our environment present continuous tense Weather and our environment present continuous tense Language structur es and functions Language structur es and functions Language structur es and functions Language structur es and functions Language structur es and functions |
Language structures and functions
Language structures and functions Language structures and functions Language structures and functions Language structures and functions Simple past tense Simple past tense Simple past tense Simple past tense Simple past tense |
By the end of the
lesson, the learner
should be able to:
Learners to apply simple present tense and tell time in half past |
Learners to observe and tell time in the half
past |
What is the time?
|
Clock face
Cut outs Pair of scissors Thumb pins Flash cards Chart Local environment Chart Local environment Flash cards Local environment Charts Local environment Realia charts |
Observation Oral questions
|
|
| 6 | 1 |
Language structur es and functions
|
Simple past tense
Demonstratives for singular and plurals Demonstratives for singular and plurals Demonstratives for singular and plurals Demonstratives for singular and plurals Demonstratives for singular and plurals Demonstratives for singular and plurals Noun Sets Noun Sets Noun Sets Noun Sets |
By the end of the
lesson, the learner
should be able to:
appreciate/enjoy communicating ideas using the simple past tense |
Learners construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile
|
What did the teacher do before we started out lesson?
|
Realia Charts
|
.Observation 2.Oral Punting questio Punting
ns
|
|
| 7 | 1 |
Language structur es and functions
|
Noun Sets
Simple pre- positions Simple pre- positions Simple pre- positions Simple pre- positions Simple pre- positions Simple pre- positions Articles ; a, an, the Articles ; a, an, the Articles ; a, an, the Articles ; a, an, the |
By the end of the
lesson, the learner
should be able to:
appreciate the gender sets in communicating effectively about family members |
In groups learners are guided to talk about: the brother to their father or mother, the sister to their father or mother, the father to their father or mother, the mother to their father or mother
|
Which word would you replace with father/brother/uncle?
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 1 |
Language structur es and functions
Listening and Speaking Living Together Listening and Speaking Living Together Reading Living Together Writing Listening and Speaking Technology (Mobile Phone) Listening and Speaking Technology (Mobile Phone |
Articles ; a, an, the
Use of possessiv es; my, our, her, his, their, its Use of possessiv es; my, our, her, his, their, its Use of possessiv es; my, our, her, his, their, its Pronunciation and Vocabulary Language Structures and Functions Use of possessives; Her, their, his, its. Comprehension Guided Writing Pronunciation and Vocabulary Language Structures and Functions WH questions What, Who. |
By the end of the
lesson, the learner
should be able to:
identify objects and attach articles to them in conversations, |
Learners mention some objects/items in the homes using the correct articles
|
What do you see in our classroom
|
Realia charts
Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 94-95 Realia, charts, "pictures/ photographs showing ownership, audio-visual recordings of dialogues with sentence structures on Possessives. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 95 " Realia, charts, pictures/ photographs, newspaper cuttings. New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 96 Realia, charts, pictures/ photographs that prompt learners to write. Pg. 93&97 Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. Pg. 98-99 Pictures, photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions. Pg. 99 |
.Observation 2.Oral questions
|
|
| 9 | 1 |
Reading
Technology (Mobile Phone
Listening and Speaking Technology (Mobile Phone) Listening and Speaking Technology (Mobile Phone Reading Technology (Mobile Phone) Writing Listening and Speaking Numbers and Our Classroom Listening and Speaking Numbers and Our Classroom Reading Numbers and Our Classroom Listening and Speaking Numbers and Our Classroom Listening and Speaking Numbers and Our Classroom Reading Numbers and Our Classroom Writing Listening and Speaking Do Not Waste Listening and Speaking Do Not Waste Reading Do Not Waste Listening and Speaking Do Not Waste Reading Do Not Waste WRITING |
Comprehension
Pronunciation and Vocabulary Language Structures and Functions WH questions Where? Comprehension Guided Writing Pronunciation and Vocabulary Language Structures and functions Describing words (colour, number values in tens, cardinal numbers from 1- 9) Comprehension Pronunciation and Vocabulary Language Structures and functions Describing words size & shape Comprehension Guided Writing Pronunciation and Vocabulary Language structures and functions Comprehension Language structures and functions Comprehension Guided Writing Do Not Waste |
By the end of the
lesson, the learner
should be able to:
Read short words with letter -sound /oo/ correspondence in preparation for phrasal reading. Respond to direct and indirect questions from the text Visitors at a school’ of about 60 words in short simple sentences to show comprehension. Read about thirty (30) words accurately per minute for fluency. |
In small groups, learners practice reading unfamiliar Sentences containing decodable and non- decodable words.
Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see. Learners read writings on the school walls, posters and bill boards in the surrounding environment. Learners read or listen to a text then answer questions. |
What do the pictures tell us about the story?
What does the title tell us about the story?
|
Realia, charts, pictures/ photographs, newspaper cuttings.
New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 100 Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words. Pg. 102-103 Pictures, photographs and models of people using mobile phones, audio- visual recordings of dialogues with telephone conversations that have “Wh” questions. Pg. 103 Pg. 104 Realia, charts, pictures/ photographs that prompt learners to write. Pg. 101&105 Pg.106-107 Realia, charts, pictures/ photographs and models of objects with different colours and sizes, audio-visual recordings of dialogues with sentence structures on colours, sizes and shapes. Pg. 107 New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 108 Pg. 110-111 Pg. 111 Pg. 112 Pg. 109&113 Plasticine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and flash cards bearing. pictures of learnt words. Pg. 114-115 Realia, charts, pictures/ photographs and models of common imperatives, audio-visual recordings of dialogues with sentence structures on imperatives. Pg. 115 Realia, charts, pictures/ photographs, newspaper cuttings. Pg. 116 New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 118-119 Pg. 120 Pg. 117&121 |
Oral questions, portfolio, observation
|
|
Your Name Comes Here