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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENER ASSEWSSMENT |
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| 2 | 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)
|
Observation Oral questions
|
|
| 2 | 2 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize new words on greetings, read them, spell and pronounce them correctly |
Learners to recognize new words on greetings, read them, spell and pronounce
correctly |
Which words do we use in greetings
|
Flash cards Visual clips on greeting
|
Observation Oral questions
|
|
| 2 | 3 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize new words on greetings, read them, spell and pronounce them correctly |
Learners to recognize new words on greetings, read them, spell and pronounce
correctly |
Which words do we use in greetings
|
Flash cards Visual clips on greeting
|
Observation Oral questions
|
|
| 2 | 4 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to demonstrate on greeting and greet others in reference to the time at that moment |
Learners to demonstrate on greetings as they role play the
greetings |
How do we greet
|
Flash cards (is, are)
|
Observation Oral questions
|
|
| 2 | 5 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize the present tense forms of the verb ‘to be’ in sentences |
Learners to use is and are in sample sentences using different forms of
verb ‘to be’ |
How do we use is and are?
|
Flash cards (is, are)
|
Observation Oral questions
|
|
| 3 | 1 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize the present forms of the verb “to be in sentences |
Learners to use has and have in simple sentences in correct form of
verb “to be’ |
How do we use has and have?
|
Flash cards (has, have)
|
Observation Oral questions
|
|
| 3 | 2 |
Welcome and greetings
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize the present forms of the verb “to be in sentences |
Learners to use has and have in simple sentences in correct form of
verb “to be’ |
How do we use has and have?
|
Flash cards (has, have)
|
Observation Oral questions
|
|
| 3 | 3 |
Welcome and greetings
|
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”?
|
|
Written exercise
|
|
| 3 | 4 |
Welcome and greetings
|
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”?
|
|
Written exercise
|
|
| 3 | 5 |
School subjects, verb agreement (am, is, are)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize the things/objects found at school |
Learners to recognize the things found at school, read the words, spell and pronounce them
correctly |
What are the things found at school?
|
Flash cards Realia
|
Observation Oral questions
|
|
| 4 | 1 |
School (am, is, are)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to construct simple sentences about objects found in classroom with correct subject verb agreement |
Learners to construct simple sentences on objects in the classroom consisting subjects verb
agreement |
How do we construct simple sentences using am, is, are?
|
Realia
|
Observation Oral questions
|
|
| 4 | 2 |
School (am, is, are)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to construct simple sentences about objects found in classroom with correct subject verb agreement |
Learners to construct simple sentences on objects in the classroom consisting subjects verb
agreement |
How do we construct simple sentences using am, is, are?
|
Realia
|
Observation Oral questions
|
|
| 4 | 3 |
School (am, is, an)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize things found at school as one or as many |
Learners to recognize and write objects found at school as many by adding
“s” |
How do we write objects as many?
|
Realia
|
Observation Written exercises
|
|
| 4 | 4 |
School
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to correctly recognize the actions in class as doing words |
Learners to make doing words by adding “ing” in consideration to demonstrations
done in class |
How do we make doing words?
|
Realia
|
Observation Oral questions Written exercises
|
|
| 4 | 5 |
School
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to correctly recognize the actions in class as doing words |
Learners to make doing words by adding “ing” in consideration to demonstrations
done in class |
How do we make doing words?
|
Realia
|
Observation Oral questions Written exercises
|
|
| 5 | 1 |
School
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to construct simple sentences in relation to actions demonstrated in class having subject verb agreement |
Learners to construct simple sentences using doing words consisting subject verb agreement
|
How do we use doing words to construct sentences What are you
doing?
|
Realia
|
Observation Written exercises
|
|
| 5 | 2 |
School
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate the importance of subject verb agreement for fluency |
Learners to write simple sentences with subject verb
agreement about school |
What is she doing?
|
Realia
|
Observation Written exercises
|
|
| 5 | 3 |
Family personal pronouns, I, You, It.
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize words in family and identify pronouns in relation to gender |
Learners to identify people and things in a family, read the words, spell and pronounce them correctly and construct
sentences |
Who are found in a family
|
Flash cards
|
Observation Oral questions
|
|
| 5 | 4 |
Family personal pronouns, I, You, It.
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize words in family and identify pronouns in relation to gender |
Learners to identify people and things in a family, read the words, spell and pronounce them correctly and construct
sentences |
Who are found in a family
|
Flash cards
|
Observation Oral questions
|
|
| 5 | 5 |
Family personal pronouns I, You, It
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to use personal pronouns in relation to gender (opposite) |
Learners to recognize the words and write their opposites
|
What are opposites
|
Flash cards Pictures
|
Observation Oral questions Written
exercises
|
|
| 6 | 1 |
Family personal pronouns, I, You, It
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to pick out personal pronouns from a conversation and construct sentences |
Learners to use personal pronouns in constructing
simple sentences |
How do we construct sentences?
|
Flash cards (on personal pronouns)
|
Observation Oral questions
|
|
| 6 | 2 |
Family personal pronouns, I, You, It
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to pick out personal pronouns from a conversation and construct sentences |
Learners to use personal pronouns in constructing
simple sentences |
How do we construct sentences?
|
Flash cards (on personal pronouns)
|
Observation Oral questions
|
|
| 6 | 3 |
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 family and the family relations |
Learners to recognize family members and their relationships and
what they do |
What is a relation
|
Flash cards Video clips
|
Observation Oral questions
|
|
| 6 | 4 |
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 use of personal pronouns for effective communication |
Learners to listen to a text containing the personal problem and effect it in
communications |
What are the personal pronouns?
|
Flash cards (personal pronouns)
|
Observation Oral questions
|
|
| 6 | 4-5 |
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 use of personal pronouns for effective communication |
Learners to listen to a text containing the personal problem and effect it in
communications |
What are the personal pronouns?
|
Flash cards (personal pronouns)
|
Observation Oral questions
|
|
| 7 |
MID TERM BREAK |
||||||||
| 8 | 1 |
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 use of personal pronouns and family for the effective communication |
Leaners to write simple sentences on family
|
What does your family do?
|
|
Observation Written exercises Oral
questions
|
|
| 8 | 2 |
Home
singular/plur al (adding “s”)
|
Language
structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to identify and recognize the new words at home |
Learners to
identify, read, spell and pronounce words correctly |
What is found at home?
|
Flash cards Video clips Realia
|
Observation Oral questions
|
|
| 8 | 3 |
Home
singular/plur al (adding “s”)
|
Language
structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to identify and recognize the new words at home |
Learners to
identify, read, spell and pronounce words correctly |
What is found at home?
|
Flash cards Video clips Realia
|
Observation Oral questions
|
|
| 8 | 4 |
Home
singular/plur al (adding “s”)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to use singular and plural of nouns to talk about objects found at home (‘es’) |
Learners to identify singular and plural of things found at
home |
How many tables are at your home?
|
Chart Realia
|
Observation Oral questions
|
|
| 8 | 5 |
Home
singular/plur al (adding “s”)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to ask questions about numbers using how many |
Learners to practice questions and answer on things at home using
how many |
How many houses do you have?
|
Realia
|
Observation Oral questions
|
|
| 9 | 1 |
Home
singular/plur al (adding “s”)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to distinguish between singular and plural nouns correctly to demonstrate concept of numbers (use of that and those) |
Learners in groups to group things found at home in columns of one and many
|
How do we write the plural of these words?
|
Flash cards Charts Realia
|
Observation Oral questions Written exercises
|
|
| 9 | 2 |
Home
singular/plur al (adding “s”)
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to distinguish between singular and plural nouns correctly to demonstrate concept of numbers (use of that and those) |
Learners in groups to group things found at home in columns of one and many
|
How do we write the plural of these words?
|
Flash cards Charts Realia
|
Observation Oral questions Written exercises
|
|
| 9 | 3 |
Home singular/ plural
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to distinguish between singular and plural of sentences (that and those) |
Learners to distinguish singular and plural in sentences using
that and those |
How do we write the plural of sentences?
|
Realia
|
Observation Oral questions Written exercises
|
|
| 9 | 4 |
Home singular/ plural
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate use of singular and plural and write simple sentences about home |
Learners to write simple sentences about our home
|
What is found at home?
|
Realia
|
Observation Oral questions Written
exercises
|
|
| 9 | 5 |
Home singular/ plural
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate use of singular and plural and write simple sentences about home |
Learners to write simple sentences about our home
|
What is found at home?
|
Realia
|
Observation Oral questions Written
exercises
|
|
| 10 | 1 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to identify, recognize, read, spell and pronounce words on telling time |
Learners to identify, read, spell and pronounce words on telling time
correctly |
What is the time?
|
Flash cards Charts
|
Observation Oral questions
|
|
| 10 | 2 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to talk about their daily routine in present simple tense |
Learners in groups and pairs to talk about what they do in a day in present
simple tense |
What do you do in the morning
|
Chart
|
Observation Oral questions
|
|
| 10 | 3 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to talk about their daily routine in present simple tense |
Learners in groups and pairs to talk about what they do in a day in present
simple tense |
What do you do in the morning
|
Chart
|
Observation Oral questions
|
|
| 10 | 4 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to talk about their daily routine in present and past tense |
Learners to tell of their activities in present and past tense
|
What did you do yesterday?
|
Chart
|
Observation Oral questions Written
exercises
|
|
| 10 | 5 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to apply simple tense in telling activities in terms of O’clock |
Learners to tell time of activities done in O’clock
|
What is the time?
|
Clock face
|
Observation Oral questions
|
|
| 11 | 1 |
Time / present simple tense
|
Language structures and functions
|
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
|
Observation Oral questions
|
|
| 11 | 2 |
Time / present simple tense
|
Language structures and functions
|
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
|
Observation Oral questions
|
|
| 11 | 3 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate the daily activities and the time they do them |
Learners to use materials available and make clock faces
|
When do you wake up?
|
Cut outs Pair of scissors
Thumb pins |
Observation Oral questions
|
|
| 11 | 4 |
Time / present simple tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to appreciate the daily activities and the time they do them |
Learners to use materials available and make clock faces
|
When do you wake up?
|
Cut outs Pair of scissors
Thumb pins |
Observation Oral questions
|
|
| 11 | 5 |
Weather and our environment present continuous tense
|
Language structures and functions
|
By the end of the
lesson, the learner
should be able to:
Learners to recognize words used to tell the weather and describe the weather using present continuous tense |
Learners to identify, recognize, read, spell and pronounce words on weather and
describe weather |
What is the weather?
|
Flash cards Chart Local environment
|
Observation Oral questions
|
|
| 12-13 |
REVISION AND END TERM ASSESSMENT |
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