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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
The garden
|
Present continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to use Present continuous tense to talk about food we eat/ health and nutrition for effective communications |
Learners construct sentences from ongoing demonstrations
. Construct sentences based on pictures |
What are you doing?
|
Pictures
|
Oral questions Written exercises
|
|
| 2 | 2 |
The garden
|
Present continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to use Present continuous tense to talk about food we eat/ health and nutrition for effective communications |
Learners construct sentences from ongoing demonstrations
. Construct sentences based on pictures |
What are you doing?
|
Pictures
|
Oral questions Written exercises
|
|
| 2 | 3 |
The garden
|
Present continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to use Present continuous tense a given context |
Learners compete in groups in changing verbs from Present continuous
tense |
What is the teacher doing?
|
Pictures
|
Oral questions Written exercises
|
|
| 2 | 4 |
The garden
|
Present continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to demonstrate by asking and answering questions using Present continuous tense |
Learners to take part in demonstrations
, ask and answer questions using Present continuous tense |
What are you doing?
|
Pictures
|
Oral questions
|
|
| 2 | 5 |
The garden
|
Present continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to demonstrate by asking and answering questions using Present continuous tense |
Learners to take part in demonstrations
, ask and answer questions using Present continuous tense |
What are you doing?
|
Pictures
|
Oral questions
|
|
| 3 | 1 |
Accidents
|
Past continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to describe actions using past continuous tense for effective communications |
Learners to construct sentences using past continuous tense
|
What was your parent doing when you got home?
|
Pictures
|
Oral questions
|
|
| 3 | 2 |
Accidents
|
Past continuous tense
|
By the end of the
lesson, the learner
should be able to:
be able to change verbs from present simple continuous to enhance communication |
Iin groups Learners to take part in changing verbs from simple present to past continuous
tense |
What were you doing yesterday when it rained?
|
Flash cards
|
Oral questions Written exercises
|
|
| 3 | 3 |
Accidents
|
Past continuous tense
|
By the end of the
lesson, the learner
should be able to:
" be able to respond to questions using" "past continuous tense about hygiene, simple injuries and first aid" |
"Learners to respond to
simple" questions using past continuous tense |
What was she doing?
|
Workbook
|
Oral questions
Written exercises
|
|
| 3 | 4 |
Accidents
|
Past continuous tense
|
By the end of the
lesson, the learner
should be able to:
" be able to respond to questions using" "past continuous tense about hygiene, simple injuries and first aid" |
"Learners to respond to
simple" questions using past continuous tense |
What was she doing?
|
Workbook
|
Oral questions
Written exercises
|
|
| 3 | 5 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to construct correct sentences for effective communication |
In pairs, learners use ordinal and cardinal numbers to construct correct sentences
|
How many months are there in a year
|
Realia charts
|
1. Observatio n
Oral questions
|
|
| 4 | 1 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to group objects that are in the classroom for effective communication, |
Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers
|
How many months are there in a year
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 2 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to group objects that are in the classroom for effective communication, |
Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers
|
How many months are there in a year
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 3 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
use ordinal and cardinal numbers to group objects that are in the classroom for effective communication, |
Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers
|
How many months are there in a year
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 4 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
appreciate the importance of cardinal and ordinal numbers in communication |
Learners identify things in the environment and count them
Learners listen to a poem, story or text containing cardinal and ordinal numbers |
Which is the tenth month of the year?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 4 | 5 |
Language structures and functions
|
Numbers (Cardinal and ordinal numbers)
|
By the end of the
lesson, the learner
should be able to:
appreciate the importance of cardinal and ordinal numbers in communication |
Learners identify things in the environment and count them
Learners listen to a poem, story or text containing cardinal and ordinal numbers |
Which is the tenth month of the year?
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 1 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
identify the gender sets of animals correctly in a conversation |
In groups, learners discuss the males and females of domestic animals
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 2 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
use the opposites to discuss animals and people at the farm |
Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 3 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
use the opposites to discuss animals and people at the farm |
Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar
|
When do you wake up
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 4 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
enjoy a word game using gender sets and opposites in communicating ideas |
Learners work with pictures to show opposites.
Learners identify gender sets from pictures |
When do you wake up
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 5 | 5 |
Language structures and functions
|
Opposites
|
By the end of the
lesson, the learner
should be able to:
enjoy a word game using gender sets and opposites in communicating ideas |
Learners work with pictures to show opposites.
Learners identify gender sets from pictures |
When do you go to sleep?
|
Realia Charts
|
|
|
| 6 | 1 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
" use simple prepositions’beside,above’ [ accurately to describe the position, location and direction of things" |
Learners listen to and
"answer oral questions from stories Learners work in groups to demonstrate various positions involving the prepositions learnt" |
Where do you keep
your books/cups
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 2 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
use simple prepositions’over,through’ accurately to describe the position, location and direction of things |
Learners listen to and answer oral questions from stories
Learners work in groups to demonstrate various positions involving the prepositions learnt |
Where do you keep your books/cups
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 3 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
use simple prepositions ‘below,under,to,at’ accurately to describe the position, location and direction of things |
Learners listen to and answer oral questions from stories
Learners work in groups to demonstrate various positions involving the prepositions learnt |
Where do you keep your books/cups
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 6 | 4 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
identify prepositions in oral conversations |
Learners place objects at different points in relation to the prepositions learnt and ask their peers to use suitable prepositions to locate them
|
Where do you keep your books/cups
|
Realia charts
|
Prepositions
|
|
| 6 | 5 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
" identify prepositions in oral conversations" |
Learners place objects at different points in relation to the prepositions learnt and ask their peers to use suitable prepositions to locate them
|
Where are the school toilets
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 1 |
Language structures and functions
|
Prepositions
|
By the end of the
lesson, the learner
should be able to:
appreciate use of prepositions to describe the position and location of people, places and things |
In pairs, learners construct sentences orally using pre- positions
Learners sing short songs/rhymes |
Where are the school toilets
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7 | 2 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
use possessives’mine’ correctly to show ownership, |
Learners role play ownership of items and objects
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 7-8 |
Midterm |
||||||||
| 8 | 3 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
"Possessives Mine, yours," ours, hers, his |
By the end of the
lesson, the learner
should be able to:
use possessives’yours,ours’ correctly to show ownership, |
Learners role play ownership of items and objects
|
Whose pen is this
|
Realia charts
Realia charts |
.Observation 2.Oral questions
|
|
| 8 | 4 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
recognise the correct use of possessives in oral communication |
Learners talk about the things that they/ their parents/guardians/
own, using possessives |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 8 | 5 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
recognise the correct use of possessives in oral communication |
Learners talk about the things that they/ their parents/guardians/
own, using possessives |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 1 |
Language structures and functions
|
Possessives Mine, yours, ours, hers, his
|
By the end of the
lesson, the learner
should be able to:
enjoy asking and answering questions about technology using possessives |
In pairs/ small groups, learners construct sentences using possessives based on the role play
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 2 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
ask questions using ‘what’ correctly to get information about simple ceremonies like a wedding |
Learners role play activities that lead to the use of what, where, when, whose
|
When do you wake up
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 3 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
ask questions using ‘whose’correctly to get information about simple ceremonies like a wedding learner |
Learners role play activities that lead to the use of what, where, when, whose
|
When do you wake up
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 4 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
ask questions using ‘whose’ and ‘where’ correctly to get information about simple ceremonies like a wedding |
Learners role play activities that lead to the use of what, where, when, whose
|
When do you wake up
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 9 | 5 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
use what, when, where and whose to denote, object, time, place and ownership |
Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups
Take part in games that allow them to ask questions using the wh- words |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 1 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
use what, when, where and whose to denote, object, time, place and ownership |
Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups
Take part in games that allow them to ask questions using the wh- words |
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 2 |
Language structures and functions
|
Wh questions -- what, where, when, whose
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of what, where, when and whose to seek information |
Sing / recite short poems to practice the use of the use of what, where, when and whose
|
Whose pen is this
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 3 |
Language structures and functions
|
Describing words (size, colour, shape)
|
By the end of the
lesson, the learner
should be able to:
use describing words in relation to size. |
Learners group objects in terms Size- (big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number
|
What things can you see outside
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 4 |
Language structures and functions
|
Describing words (size, colour, shape)
|
By the end of the
lesson, the learner
should be able to:
use describing words in relation to colour |
Learners group objects in terms Size- (big/small), colours - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number
|
What things can you see outside
|
Realia charts
|
.Observation 2.Oral questions
|
|
| 10 | 5 |
Listening and Speaking
|
Attentive Listening
|
By the end of the
lesson, the learner
should be able to:
Listen attentively during a conversation as they talk about the happenings in the picture. Pronounce the sounds /bl/ and /br/ correctly. Recognize new words used in the theme (s) to acquire a range of vocabulary. identify words with sounds /bl/ and /br/ |
Learners are helped to practice correct sitting
posture in groups and pairs Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play. Learner |
Why do you look at
someone
|
Pictures, photos, audio visual illustrations of attentive listening.
New Progressive Primary English Learners Book/Grade 3 pg. 2-3 |
Observe learners
|
|
| 11 | 1 |
Listening and Speaking
|
Language
Structures and
Functions-sentences
|
By the end of the
lesson, the learner
should be able to:
identify activities in the pictures on learner |
Learners observe pictures
showing singular and plural subjects and construct correct oral sentences. Learner |
What is the cat doing?
|
Realia, pictures and photos, audio visual clips with sentence constructions subject
|
Oral questions, Portfolio, Observation
|
|
| 11 | 2 |
Reading
|
Connected text and fluency
|
By the end of the
lesson, the learner
should be able to:
strand, : Read a text of about 200 words transitioning from phrasal to fluent reading Explain why they need to know how to read Read at 90 words per minute accurately and fluently with expression, Enjoy reading a variety of texts that are appropriate for the grade levels. |
Learners are guided to read in small groups
and pairs. Learners read short passages, narratives or short poems aloud as modelled by the teacher. |
What do you love
reading?
Which books do
you enjoy reading?
|
Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with
expression. New Progressive Primary English Learners Book/Grade 3 pg. 4-5 |
Oral questions, Portfolio, Observation
|
|
| 11 | 3 |
Writing
|
Pre-Writing
|
By the end of the
lesson, the learner
should be able to:
s Demonstrate appropriate posture in preparation for writing with ease, Exhibit appropriate eye hand coordination in preparation for writing. Appreciate the importance of positioning writing materials appropriately while writing. Discuss importance of having the correct posture when writing |
Learners demonstrate appropriate sitting
position in small groups and in pairs. Learners are guided to sit appropriately, in preparation for writing. Copy the words given correctly. |
How do you sit when writing?
How do you place
your books.
Which materials do you use for
writing?
|
Realia, charts, pictures/ photographs and models of good sitting postures in readiness for writing.
New Progressive Primary English Learners Book/Grade 3 pg. 5 |
Oral questions, Portfolio, Observation.
|
|
| 11 | 4 |
Reading
|
Connected text and fluency.
|
By the end of the
lesson, the learner
should be able to:
Read the story on learners |
Learners are guided to read in small groups and pairs.
Learners read the story |
Which books do
you enjoy reading?
When should we
lower or raise our voice when reading?
|
Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with
expression. New Progressive Primary English Learners Book/Grade 3 pg.14-15 |
Oral questions, Portfolio, Observation
|
|
| 11 | 5 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Write sentences of things they do then put together sentences to form a paragraph of connected words about themselves. Identify words used to join words and sentences Appreciate the importance of writing correct words to express meaning. |
Learners observe and
respond to picture prompts appropriately. Learners write a three word sentence using the prompts. |
How do you get to your home
from school?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book/Grade 3 pg. 15 |
Oral questions, Portfolio, Observation
|
|
| 12 | 1 |
Listening and Speaking-Our school
|
Pronunciation and Vocabulary
|
By the end of the
lesson, the learner
should be able to:
able to: Demonstrate the understanding of new words by applying them in relevant contexts use the vocabulary learnt to communicate confidently in various contexts. Pronounce the consonant blends /fr/ /gl/ correctly. Identify activities that they do in school Have fun playing games with fellow classmates |
Learners listen to the
vocabulary used in oral and written sentences and use it in their own sentences and dialogues. In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary. Learners interact with audio material to listen to the correct pronunciation of the vocabulary. |
How do you use these words in sentences?
Fruits, Gloves
|
Picture and word cards with the consonant blends, word wheels and computing devices that are available.
New Progressive Primary English Learners Book/Grade 3 pg. 16-17 |
Oral questions, Portfolio, Observation
|
|
| 12 | 2 |
Listening and Speaking
|
Language
Structures and
Functions.
Subject-verb
agreement
Time
|
By the end of the
lesson, the learner
should be able to:
Recognize the correct use of subject-verb agreement to form appropriate sentences. Appreciate the importance of subject verb agreement in achieving effective communication Make sentences using words in the box on learners |
Learner
|
When do we use have?
|
Realia, pictures and photos, audio visual clips with sentence constructions subject
|
Oral questions, Portfolio, Observation
|
|
| 12 | 3 |
Reading
|
Word Reading
|
By the end of the
lesson, the learner
should be able to:
Read out loud words with sounds /fr/ and /gl/ on leaners book Read story on leaners book and identify words with sounds /fr/ and /gl/ Explain the meaning of these words Have fun practicing reading long words |
Learners recognize and read longer words as modeled by the teacher in
group, pairs and individually through look and say, exposure and other word- attack skills. Learner |
What is a broom?
|
Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts
New Progressive Primary English Learners Book/Grade 3 pg. 18-19 |
Oral questions, Portfolio, Observation
|
|
| 12 | 4 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Write words from a picture prompt for effective communication. Recognize the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct words to express meaning. |
Learners observe and
respond to picture prompts appropriately. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words. |
What are the children doing?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book/Grade 3 pg. 20-21 |
Oral questions, Portfolio, Observation.
|
|
| 12 | 5 |
Listening and Speaking
|
Pronunciation and Vocabulary.
Language structures and functions Indefinite pronouns: Nobody |
By the end of the
lesson, the learner
should be able to:
Recognize new words used in the theme (s) to acquire a range of vocabulary. Pronounce words with sound consonants /pl/ and /cr/ correctly. Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts. |
Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms.
Learners interact with audio material to listen to the correct pronunciation of the vocabulary. |
what do you do to keep your school clean?
|
Picture and word cards with the consonant blends, word wheels and computing devices that are available.
New Progressive Primary English Learners Book/Grade 3 pg. 22-23 Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns. New Progressive Primary English Learners Book/Grade 3 pg. 23 |
Oral questions, Portfolio, Observation.
|
|
| 13 | 1 |
Reading
|
Connected text and fluency.
|
By the end of the
lesson, the learner
should be able to:
Read the story |
Learners play a reading game to see who
completes reading |
What is happening in the picture?
|
Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with
expression. New Progressive Primary English Learners Book/Grade 3 pg. 24-25 |
Oral questions, Portfolio, Observation.
|
|
| 13 | 2 |
Writing
|
Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Practice making sentences by joining words provided on learner |
Learners observe and
respond to picture prompts appropriately. Learners write a three word sentence using the prompts. Learners are guided in filling in the gaps correctly and meaningfully. In groups and pairs, learners match pictures with words. |
What makes up a sentence?
|
Realia, charts, pictures/ photographs that prompt learners to write.
New Progressive Primary English Learners Book/Grade 3 pg. 25 |
Oral questions, Portfolio, Observation
|
|
| 13 | 3 |
Listening and Speaking.
|
Pronunciation and Vocabulary.
|
By the end of the
lesson, the learner
should be able to:
Pronounce words with sounds /st/ and /sn/ correctly. Observe picture on leaners book and discuss what people are doing Discuss importance of helping one another Enjoy helping out with doing house hold chores |
Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of realia, pictures, verbal or situational contexts and synonyms.
Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues. |
What chore do you do at home?
|
Realia, charts, pictures/ audio tapes
New Progressive Primary English Learners Book/Grade 3 pg. 26-27 |
Oral questions, Portfolio, Observation
|
|
| 13 | 4 |
Listening and Speaking
|
Language
Structures and
Functions
Indefinite pronouns:
Anybody
Somebody.
|
By the end of the
lesson, the learner
should be able to:
able to: Identify indefinite pronouns in communication about home and school. Enjoy using indefinite pronouns in their day-to-day communication. Discuss function and when we use indefinite pronouns |
Learners are guided to practice oral sentences using indefinite pronouns in pairs and in groups.
Learners listen to a story, poem or conversation read by the teacher or from computing devices and responds to questions based on indefinite pronouns. |
When do you use indefinite pronouns?
|
Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns.
New Progressive Primary English Learners Book/Grade 3 pg. 27-28 |
Oral questions, Portfolio, Observation.
|
|
| 13 | 5 |
Reading
|
Word Reading
|
By the end of the
lesson, the learner
should be able to:
Pronounce words with sounds /st/ and /sn/ correctly Explain the meaning of vocabularies on leaners book Have fun finding word in the puzzle on leaners book Read the story Moraa and the scare crow |
Learners recognize and read longer words as modeled by the teacher in
group, pairs and individually through look and say, exposure and other word- attack skills. Learners play word puzzle game by finding as they pronounce them. |
Can you find words in a puzzle?
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Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts.
New Progressive Primary English Learners Book/Grade 3 pg. 29-30 |
Oral questions, Portfolio, Observation.
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