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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Opener exam |
||||||||
| 2 | 1 |
SCHOOL
|
Language
structure
and
function
The verb
“to be”
|
By the end of the lesson, the learner should be able to:
sub strand the able to use past forms of The verb “to be” correctly to construct simple sentences about things in the past. |
Learners to be
describe their own and other constructed action using was and were |
As you were
coming to
school how
many did you
see?
|
Flash cards Realia
|
Written exercises
|
|
| 2 | 2 |
SCHOOL
|
Language
structure
and
function
The verb
“to be”
|
By the end of the lesson, the learner should be able to:
sub strand the able to use past forms of The verb “to be” correctly to construct simple sentences about things in the past. |
Learners to be
describe their own and other constructed action using was and were |
As you were
coming to
school how
many did you
see?
|
Flash cards Realia
|
Written exercises
|
|
| 2 | 3 |
SCHOOL
|
Language
structure
and
function
|
By the end of the lesson, the learner should be able to:
sub strand the able to use past forms of The verb “to be” in the sentences. |
In small groups
learners describe how people using the past form of the verb “to be” |
What are they doing?
|
Models of
verb using “was “and “were” |
Written
exercises
Oral
questions
|
|
| 2 | 4 |
SCHOOL
|
Language
structure
The verb
“to be”
|
By the end of the lesson, the learner should be able to:
sub strand the able to use past forms of The verb “to be” in their daiy to day conversations. |
Learners take
part in role play and language games that allow them to take part in various actions |
What are other
things did you
see?
|
Dialogue
|
Written
exercises
Oral
questions
|
|
| 2 | 5 |
SCHOOL
|
Language
structure
The verb
“to be”
|
By the end of the lesson, the learner should be able to:
sub strand the able to use past forms of The verb “to be” in their daiy to day conversations. |
Learners take
part in role play and language games that allow them to take part in various actions |
What are other
things did you
see?
|
Dialogue
|
Written
exercises
Oral
questions
|
|
| 3 | 1 |
Activities
at home
subject
verb
Agreement “was”
and
“were”
|
Language
structure
The verb
“to be”
|
By the end of the lesson, the learner should be able to:
sub strand the able to correct use of subject in agreement sentences |
Learners to
construct correct sentences based on pictures showing singular and plural subjects |
What is Sarah
holding?
What are the
girls holding
|
Pictures
|
Oral questions
|
|
| 3 | 2 |
Activities
at home
subject
verb
Agreement “was”
and
“were”
|
Language
structure
The verb
“to be”
|
By the end of the lesson, the learner should be able to:
sub strand the able to correct use of subject in agreement sentences |
Learners to
construct correct sentences based on pictures showing singular and plural subjects |
What is Sarah
holding?
What are the
girls holding
|
Pictures
|
Oral questions
|
|
| 3 | 3 |
Activities
at home
subject
verb
Agreement “was”
and
“were”
|
Language
structure
The verb
“to be”
|
By the end of the lesson, the learner should be able to:
sub strand the able to correct use of subject in agreement sentences |
Learners to
construct correct sentences based on pictures showing singular and plural subjects |
What is Sarah
holding?
What are the
girls holding
|
Pictures
|
Oral questions
|
|
| 3 | 4 |
Activities
at home
subject
verb
Agreement “was”
and
“were”
|
Language
structure
and
function
|
By the end of the lesson, the learner should be able to:
be able to construct simple sentences about activities at home |
In small groups/
pairs learners to construct on demonstrated actions by one r more learners. Construct sentences using displayed realia representing singular and plural |
What was she doing?
|
Realia
|
Written exercises
|
|
| 3 | 5 |
Activities
at home
subject
verb
Agreement “was”
and
“were”
|
Language
structure
and
function
|
By the end of the lesson, the learner should be able to:
be able to construct simple sentences about activities at home |
In small groups/
pairs learners to construct on demonstrated actions by one r more learners. Construct sentences using displayed realia representing singular and plural |
What was she doing?
|
Realia
|
Written exercises
|
|
| 4 | 1 |
Activities
at home
subject
verb
Agreement “was”
and
“were”
|
Language
structure and function
|
By the end of the lesson, the learner should be able to:
be able to construct correct sentences in conversation for effective communication |
The learner
"should be able to construct correct sentences with subject verb agreement in conversation for effective communication" |
What were
they holding?
|
Pictures
Dialogue on subject verb agreement |
Oral questions
|
|
| 4 | 2 |
Transport
|
Objective him, her, them and you, us, me
|
By the end of the lesson, the learner should be able to:
be able to use objective pronoun correctly to construct simple sentences about transport |
Learners to work in pairs to construct sentences using objective pronouns
|
What do you use to come to school?
|
Pictures Dialogue
|
Oral questions
|
|
| 4 | 3 |
Transport
|
Objective him, her, them and you, us, me
|
By the end of the lesson, the learner should be able to:
be able to use objective pronoun correctly to construct simple sentences about transport |
Learners to work in pairs to construct sentences using objective pronouns
|
What do you use to come to school?
|
Pictures Dialogue
|
Oral questions
|
|
| 4 | 4 |
Transport
|
Objective
him, her,
them and
you, us,
me
|
By the end of the lesson, the learner should be able to:
be able to pick out objective pronoun to improve oral communication |
Learners to
construct sentences on the means of transport using locally available and the objective pronounce. This car belongs to Amina. This car belongs to her. |
What does
your mother
use to go to
the market?
|
Realia Pictures
|
Oral
questions
Written
exercise
|
|
| 4 | 5 |
Transport
|
Objective
him, her,
them and
you, us,
me
|
By the end of the lesson, the learner should be able to:
be able to use objective pronoun for effective communication in a story, poem or conversation |
Learners to
listen to a story, poem or conversation on communication |
What use to
visit your aunt
and uncle?
|
Story
books Pictures |
Oral questions
|
|
| 5 | 1 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the lesson, the learner should be able to:
be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication |
Learners to
work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have |
How many
months does a
year have?
|
chart
|
Oral questions
|
|
| 5 | 2 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the lesson, the learner should be able to:
be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication |
Learners to
work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have |
How many
months does a
year have?
|
chart
|
Oral questions
|
|
| 5 | 3 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the lesson, the learner should be able to:
be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication |
Learners to
work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have |
How many
months does a
year have?
|
chart
|
Oral questions
|
|
| 5 | 4 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the lesson, the learner should be able to:
be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication |
Learners to
work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have |
How many
months does a
year have?
|
chart
|
Oral questions
|
|
| 5 | 5 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the lesson, the learner should be able to:
be able to recognize correct use of the verb in different contexts |
Learners
construct sentences on their body parts |
How many
fingers do you
have?
|
Body parts
|
Oral questions
|
|
| 6 | 1 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the lesson, the learner should be able to:
be use the verb to have for effective communication |
Learners to
construct sentences on the things they have at home and at school |
Can you name
some of the
things you see
at home?
|
Realia
|
Oral
questions
Written
exercises
|
|
| 6 | 2 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the lesson, the learner should be able to:
be use the verb to have for effective communication |
Learners to
construct sentences on the things they have at home and at school |
Can you name
some of the
things you see
at home?
|
Realia
|
Oral
questions
Written
exercises
|
|
| 6 | 3 |
Time and
months of
the year
|
The verb
to have
Have
Has
Had
|
By the end of the lesson, the learner should be able to:
be use the verb to have for effective communication |
Learners to
construct sentences on the things they have at home and at school |
Can you name
some of the
things you see
at home?
|
Realia
|
Oral
questions
Written
exercises
|
|
| 6 | 4 |
Shopping
Things we buy
|
Plurals of
irregular nouns (- ies, -ves)
|
By the end of the lesson, the learner should be able to:
be able to distinguish between singular and plural nouns including irregular nouns for clear communications |
Learners in
"groups to construct sentences about the market, shop, supermarket and shopping list using plural of irregular nouns" |
How do we
change irregular nouns to plural?
|
Realia
|
Oral
questions Written exercises
|
|
| 6 | 5 |
Shopping
Things we buy
|
Plurals of
irregular nouns (- ies, -ves)
|
By the end of the lesson, the learner should be able to:
be able to distinguish between singular and plural nouns including irregular nouns for clear communications |
Learners in
"groups to construct sentences about the market, shop, supermarket and shopping list using plural of irregular nouns" |
How do we
change irregular nouns to plural?
|
Realia
|
Oral
questions Written exercises
|
|
| 7 | 1 |
Shopping
Things we buy
|
Plurals of irregular nouns (- ies, -ves)
|
By the end of the lesson, the learner should be able to:
be able to construct sentences based on pictures of nouns that take plural of irregular nouns ies, -ves) |
Learners in groups to construct sentences about based on pictures of nouns that take
thetaught form |
What can you see in the picture?
|
Pictures
|
Oral questions Written exercises
|
|
| 7 | 2 |
Shopping
Things we buy
|
Plurals of irregular nouns (- ies, -ves)
|
By the end of the lesson, the learner should be able to:
be able to construct sentences based on pictures of nouns that take plural of irregular nouns ies, -ves) |
Learners in groups to construct sentences about based on pictures of nouns that take
thetaught form |
What can you see in the picture?
|
Pictures
|
Oral questions Written exercises
|
|
| 7 | 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 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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 |
Midterm break |
||||||||
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 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
|
|
| 10 | 4 |
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
|
|
| 10 | 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
|
|
| 11 | 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
|
|
| 11 | 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
|
|
| 11 | 3 |
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
|
|
| 11 | 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
|
|
| 11 | 5 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 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
|
|
| 12 | 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
|
Can a bull/ox give us milk
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 12 | 4 |
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
|
|
| 12 | 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 wake up
|
Realia Charts
|
.Observation 2.Oral questions
|
|
| 13 |
End term exam |
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Your Name Comes Here