wk

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Reflection

1

1

LEISUR
E TIME
ACTIVI TIES :
Gramm ar in use

Conjunctions
and, but, or,
because, since, also, for, yet,
since

By the end of the sub strand, the learner should be able to:

• Identify conjunctions in texts for effective communication
• Use conjunctions correctly in communication.
• Judge the correctness and appropriateness of conjunctions used in oral and written texts.
  

1. How do you join words or sentences?
2. Why do you join words and sentences?

Learner is guided to:

• Listen to short dialogue and identify the conjunctions.
• Make sentence from a substitution table using but, or, yet, because, since and also.
• Construct sentences using the conjunctions in pairs.
• Fill the blank spaces using conjunctions in sentences or paragraphs.
• Create a display of charts of sentences containing conjunctions, in small groups.
• Conduct a gallery walk and give feedback to each group.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards
  

1. Tasks such as
   multiple
   choice
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue-
   completion,
   information gap
6. Role play
7. Simulation
   

By the end of the sub strand, the learner should be able to:

• Identify conjunctions in texts for effective communication
• Use conjunctions correctly in communication.
• Judge the correctness and appropriateness of conjunctions used in oral and written texts.

1. How do you join words or sentences?
2. Why do you join words and sentences?

Learner is guided to:

• Listen to short dialogue and identify the conjunctions.
• Make sentence from a substitution table using but, or, yet, because, since and also.
• Construct sentences using the conjunctions in pairs.
• Fill blank spaces using conjunctions in sentences or paragraphs.
• Create a display chart of
  Sentences containing conjunctions, in small groups.
• Construct a gallery walk and give feedback to each group.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as
   multiple
   choice
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue-
   completion,
   information gap
6. Role play
7. Simulation

By the end of the sub strand, the learner should be able to:

• Identify conjunctions in texts for effective communication
• Use conjunctions correctly in communication.
• Judge the correctness and appropriateness of conjunctions used in oral and written texts.
  

Learner is guided to:

• Listen to short dialogue and identify the conjunctions.
• Make sentences from a substitution table using but, or, yet, because, since and also.
• Make sentences using the conjunctions in pairs.
• Fill blank spaces using conjunctions in sentences or paragraphs.
• Create a display chart of
  Sentences containing conjunctions, in small groups.
• Conduct a gallery walk and
  give feedback to each group.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards
  

1. Tasks such as
   multiple
   choice
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue-
   completion,
   information gap
6. Role play
7. Simulation

Writing

By the end of the sub strand, the learner should be able to:

• Describe people or things mentioned in a text.
• Create a descriptive composition related to the theme for effective communication.
• Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  

1. How do we describe things or events?
2. Why is it important to describe things or events?
   

Learner is guided to:

• Read sample composition from print or electronic sources.
• Talk about people or things in text in the text.
• Make sentences to describe how they spent their leisure time, in pairs.
• Organize the sentences to make a paragraph, in groups.
  a descriptive composition individually.
• Proof read their
  Compositions, in pairs or groups.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards
  

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests
   

By the end of the sub strand, the learner should be able to:

• Describe people or things mentioned in a text.
• Create a descriptive composition related to the theme for effective communication.
• Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  

1. How do we describe things or events?
2. Why is it important to describe things or events?
   

Learner is guided to:

• Read sample composition from print or electronic sources.
• Talk about people or thing in a text
• Make sentences to describe how they spent their leisure time, in pairs.
• Organize the sentences to make a paragraph, in groups.
  Write a descriptive composition individually.
• Proof read their compositions, in pairs or groups.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
  

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests

By the end of the sub strand, the learner should be able to:

• Proof read their peers composition
• Create a descriptive composition related to the theme for effective communication.
• Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  

1. How do we describe things or events?
2. Why is it important to describe things or events?
   

Learner is guided to:

• Read sample composition from print or electronic sources.
  
• Talk about people or thing in a text
• Make Sentences to describe how they spent their leisure time, in pairs.
• Organize the sentences to make a paragraph, in groups.
  a descriptive composition individually.
• Proof read their compositions, in pairs or groups.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards
  

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests

By the end of the sub strand, the learner should be able to:

• Listen to oral presentations
  Construct sentences orally using words related to the theme.
• Interpret a speaker’s emotions and feelings correctly during oral presentations.

1. Why is it important to listen carefully?
2. How can we become better listeners?

Learner is guided to:

• Listen to oral presentation of
  (dialogues or poems on topical issues) containing words with the sound /aɪ/
• Practice saying selected tongue twisters in pairs.
• Make three-minute speech based on the theme in groups.
• Recite poems based on the theme.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions
   

By the end of the sub strand, the learner should be able to:

• Select words containing the target sound in sentences.
• Listen for words with the sound /aɪ/ from an audio text.
• Interpret a speaker’s emotions and feelings correctly during oral presentations.
  

1. Why is it important to listen carefully?
2. How can we become better listeners?
   

Learner is guided to:

• Listen to oral presentations (dialogues or poems on topical issues) containing words with the sound /aɪ/
• Identify words with the sound /aɪ/ from texts.
• Make a three minute speech based on the theme in groups.
• Recite poems based on the theme.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards
  

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

By the end of the sub strand, the learner should be able to:

• Select words containing the target sound in sentences.
• Construct sentences orally using words related to the theme.
• Interpret a speaker’s emotions and feelings correctly during oral presentations.

1. Why is it important to listen carefully?
2. How can we become better listeners?

Learner is guided to:

• Practice saying selected tongue twisters in pairs.
• Make three-minute speech based on the theme in groups.
• Recite poems based on the theme.
• Interpret non-verbal cues correctly.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

By the end of the sub strand, the learner should be able to:

• Relate ideas in the text to personal experiences.
• Creates mental images from the events, characters or places in a text.
• Judge the appropriateness of digital texts on the basis word choice, theme and interest.

1. Why is it important to relate what you read with your experiences?
2. What digital resources can you use in your reading?
3. Why are digital materials more interesting to read than print ones?

Learner is guided to:

• Infer the meaning of words from context.
• Make Connections between their experiences and events in the reading text.
• Create pictures, mimes, videos or crossword puzzles in small groups.
• search and read texts from the internet in pairs and groups, online.
• Answer questions in pairs. or role play the stories they have read online.
• Dramatize stories they have read online.
• Print the visuals obtained from online sources and share or display in a gallery.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests

By the end of the sub strand, the learner should be able to:

• Creates mental images from the events, characters or places in a text.
• Answer factual and inferential questions correctly.
• Judge the appropriateness of digital texts on the basis word choice, theme and interest.
  

1.  Why is it important to relate what you read with your experiences?
2. What digital resources can you use in your reading?
3. Why are digital materials more interesting to read than print ones?
   

Learner is guided to:

• Infer the meaning of words from context.
• Make Connections between their experiences and events in the reading text.
• Create pictures, mimes, videos or crossword puzzles in small groups.
• search and read texts from the internet in pairs and groups, online.
• Answer questions in pairs. or role play the stories they have read online.
• Dramatize stories they have read online.
• Print the visuals obtained from online sources and share or display in a gallery.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests

 By the end of the sub strand, the learner should be able to:

• Identify interrogatives in sentences correctly.
• Use interrogatives accurately in sentences.
• Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.
  

1. Why do we ask questions?
2. How do we ask questions?
   

Learner is guided to:

• Mention the words used to ask questions - how, what, when, why, who
• Use the Wh- words and How to ask questions.
• Use digital devices to practice constructing questions.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion
6. information gap
7. Role play
8. Simulation
   

 By the end of the sub strand, the learner should be able to:

• Identify interrogatives in sentences correctly.
• Use interrogatives accurately in sentences.
• Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.
  

1.  Why do we ask questions?
2. How do we ask questions?
   

Learner is guided to:

• Mention he words used to ask questions - how, what, when, why, who
• Use e the Wh- words and How to ask questions.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion
6. information gap
7. Role play
8. Simulation

 By the end of the sub strand, the learner should be able to:

• Identify interrogatives in sentences correctly.
• Use interrogatives accurately in sentences.
• Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.

1.  Why do we ask questions?
2. How do we ask questions?
   

Learner is guided to:

• Construct questions using the pattern: how much more…, when/who/why/what else in small groups, for example, Who else attended the ceremony?
• How much more sugar was bought?
• Use else, much … to complete sentences digital devices to practice constructing questions.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion
6. information gap
7. Role play
8. Simulation

By the end of the sub strand the learner should be able to:

• Spell selected words correctly for effective communication.
• Use homophones and homonyms in sentences correctly
• Advocate the use of correct spelling of words among peers.
  

1.  Why do we write words correctly?
2. Which words do you find difficult to write?
3. How do we learn to spell words?
   

The learner should be guided to:

• Discuss in groups words they find difficult to spell.
• Make a presentation on correct spelling homophones and homonyms
• Write a word from a dictation by the teacher or from an audio- visual recording.
• Play a spelling games in pairs; for example, scramble or scrabble.
• Use jigsaw zle to form words correctly in groups.
• Make words from jumple
  up letters.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests
   

 By the end of the sub strand the learner should be able to:

• Spell selected words correctly for effective communication.
• Use homophones and homonyms in sentences correctly
• Advocate the use of correct spelling of words among peers.
  

1.  Why do we write words correctly?
2. Which words do you find difficult to write?
3. How do we learn to spell words?
   

The learner should be guided to:

• Discuss in groups words they find difficult to spell.
• Make a presentation on correct spelling homophones and homonyms
• Write words from a dictation by the teacher or from an audio- visual recording.
• Play spelling games in pairs; for example, scramble or scrabble.
• Use jigsaw puzzle to form words correctly in groups.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment
5. learner
   Portfolio
6. dictation
7. Standardized writing tests

 By the end of the sub strand, the learner should be able to:

• Construct sentences orally using words related to the theme.
• Speak accurately, without hesitation and with expression.
• Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.
  

1. Why should we speak clearly and confidently?
2. Why do we make speeches?

 Learner is guided to:

• Say words containing the sounds /f/ and /v/ in small groups.
• Pronounce the words related
  to the theme correctly.
• Construct oral sentences using vocabulary learnt.
• Listen to recorded speech
  from a digital device.
• Make short specches using
  vocabulary learnt, and appropriate non- verbal cues.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

 By the end of the sub strand, the learner should be able to:

• Pronounce words with selected sounds accurately for effective communication.
• Speak accurately, without hesitation and with expression.
• Challenge others to speak accurately, at the right speed and to display appropriate expressions
  during oral presentations.
  

1.  Why should we speak clearly and confidently?
2. Why do we make speeches?
   

 Learner is guided to:

• 
  Say words containing the sounds /f/ and /v/ in small groups.
• Pronounce the words related to the theme correctly.
• Construct oral sentences using vocabulary learnt.
• Listen to recorded speech from a digital device.
• Make short speeches using
  vocabulary learnt, and appropriate non- verbal cues.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

 By the end of the sub strand, the learner should be able to:

• Pronounce words with selected sounds accurately for effective communication.
• Speak accurately, without hesitation and with expression.
• Challenge others to speak accurately, at the right speed and to display appropriate expressions
  during oral presentations.
  

1. Why should we speak clearly and confidently?
2. Why do we make speeches?
   

Learner is guided to:

• Say words containing the sounds /f/ and /v/ in small groups.
• Pronounce the words related
  to the theme correctly.
• Contruct oral sentences using vocabulary learnt.
• Listen to recorded speech
  from a digital device.
• Makes short word sentence using vocabulary learnt, and appropriate non- verbal cues.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

By the end of the sub strand the learner should be able to:

• Creates mental images from events, characters and places in a text
• Answer factual and inferential questions correctly for comprehension.
• Relate events and characters in the reading text to personal experiences.
  

1. What can you learn from poems and songs?
2. Which poems and songs do you know?
3. How do you tell the meaning of unfamiliar words while reading?

Learner is guided to:

• Watch a video on environmental pollution and answer questions.
• Read a poem or song and role play the events, experiences or characters in the text.
• Answer factual and inferential questions on the poem and song they read.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
  
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests

By the end of the sub strand the learner should be able to:

• Infer information and meaning of words from context.
• Answer factual and inferential questions correctly for comprehension.
• Relate events and characters in the reading text to personal experiences.
  

1.  What can you learn from poems and songs?
2. Which poems and songs do you know?
3. How do you tell the meaning of unfamiliar words while reading?

Learner is guided to:

• Watch video on environmental pollution and answer questions.
• Read a poem or song and role play the events, experiences or characters in the text.
• Answer factual and inferential questions on the poem and song they read.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests

By the end of the sub strand, the learner should be able to

• Identify nouns which only occur in singular or plural from given sentences.
• Use nouns which only occur in singular or plural to make sentences.
• Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.
  
  

1. Why is it important to use words correctly?
2. Which singular nouns end with letter -s?
   
   

Learner is guided to:

• Identify abd underline nouns which only occur in singular or plural sentences.
• Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,
• Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.
• Watch videos on nouns which only occur in singular or plural and answer questions.
• Create display charts on nouns which only occur in singular or plural in sentences.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation

By the end of the sub strand, the learner should be able to

• Identify nouns which only occur in singular or plural from given sentences.
• Use nouns which only occur in singular or plural to make sentences.
• Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.
  

1. Why is it important to use words correctly?
2. Which singular nouns end with letter -s?
   

Learner is guided to:

• Identify and underline line nouns which only occur in singular or plural sentences.
• Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,
• Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.
• Watch videos on nouns which only occur in singular or plural and answer questions.
• Create display charts on nouns which only occur in singular or plural in sentences.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation
   

By the end of the sub strand, the learner should be able to

• Identify nouns which only occur in singular or plural from given sentences.
• Use nouns which only occur in singular or plural to make sentences.
• Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.
  

1. Why is it important to use words correctly?
2. Which singular nouns end with letter -s?
   

 Learner is guided to:

• Identify and underline nouns which only occur in singular or plural sentences.
• Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,
• Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.
• Watch videos on nouns which only occur in singular or plural and answer questions.
• Create display charts on nouns which only occur in
  Singular or plural in sentences.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation
   

Functional Writing Personal Diary

Journal (3 days)

By the end of the sub strand, the learner should be able to:

• Identify the key components of a diary/journal.
• Create a journal/diary to convey desired information in the right format.
• Collaborate with peers to create personal journals and diaries on varied topics.

1. Why should we plan our activities in advance?
2. What is the most Memorable experience in your life?

Learner is guided to:

• View a sample diary sample journal/and identify the components.
• Make journal/diary entries on
  pairs or small groups.
• Create a diary in pairs

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer
   assessment
4. Self- assessment learner
5. Portfolio dictation
6. Standardized writing tests

By the end of the sub strand, the learner should be able to:

• Identify the key components of a diary/journal.
• Create a journal/diary to convey desired information in the right format.
• Collaborate with peers to create personal journals and diaries on varied topics.
  

1. Why should we plan our activities in advance?
2. What is the most Memorable experience in your life?

Learners are guided to

• create a three days journal.
• And take a gallery walk.
• Give feedback to the of
  each group.
• Search for more examples of diaries or journals on the internet, textbooks or the library.
• Create diary or journal
  individually.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment learner
5. Portfolio dictation
6. Standardized writing tests
   

 By the end of the sub strand, the learner should be able to:

• Use similes and vocabulary related to the theme correctly in sentences
• Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.
• Interpret a speaker’s feelings and emotions correctly during oral presentations.
  

1. Why should we listen attentively?
2. How can you tell someone is attentive?
   

Learner is guided to:

• Identify similes from an oral text
• Use similes and words in sentences in small groups.
• Identify similes from an oral text audio visual text. groups.
• Discuss the dialogue in pairs.
  entences using the new words individually.
• Dramatize the dialogue in
  small groups.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions
   

By the end of the sub strand, the learner should be able to:

• Select words and phrases with the target sounds, digraphs and consonant clusters from a text.
• Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.
• Interpret a speaker’s feelings and emotions correctly during oral
  presentations.

1. Why should we listen attentively?
2. How can you tell someone is attentive?

Learner is guided to:

• Say words containing the sound
  sounds /m/ /n/ /ŋ/ in small groups.
• Listen to dialogue from an audio-visual recording or read by the teacher and select words with the target sounds, digraphs and clusters in pairs.
• Identify words featuring the target sounds.

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions

 By the end of the sub strand, the learner should be able to:

• Select words and phrases with the target sounds, digraphs and consonant clusters from a text.
• Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.
• Interpret a speaker’s feelings and emotions correctly during oral presentations.
  

1. Why should we listen attentively?
2. How can you tell someone is attentive?
   

 Learner is guided to:

• Identify similes from an oral text
• Use similes and words in sentences in small groups.
• Identify similes from an audio visual
  audio visual text.
• List similes in small
  groups.
• Discuss new words found in the dialogue in pairs.
• Construct sentences using the new words individually.
• Dramatize the dialogue in small groups.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Oral reading or dictation recitations
2. Role play
3. Debates
4. Oral interviews
5. Dialogues
6. Oral discussions
   

By the end of the sub strand, the learner should be able to:

• Select suitable reading materials from a variety of texts.
• Read a variety of materials independently for information and pleasure.
• Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.
  

1. Why do you read?
2. How do you obtain specific information from a text?
3. What materials do you enjoy reading?
   
   

Learner is guided to:

• Select appropriate print and non-print reading materials; newspapers, magazines, class readers or poems.
• Preview reading material to
  determine suitability.
• Scan through a text for specific details.
• Skim through a material to obtain the main idea.
• Scan through newspapers, magazines among others to find specific information.
• Skim through a material in small groups. Independently.
• Promote extensive reading
  among peers and the greater community.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests
   

By the end of the sub strand, the learner should be able to:

• Read a variety of materials independently for information and pleasure.
• Use fluency strategies such as previewing, skimming and scanning strategies to find necessary information.
• Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.
  
  

1. Why do you read?
2. How do you obtain specific information from a text?
3. What materials do you enjoy reading?
   
   

Learner is guided to:

• colaborate with peers to determine the appropriateness of reading texts on the basis of interest, themes and complexity of language
• look for specific information from a reading material in pairs. read in groups.
• Make an entry of what they
  have read in their creative writing diary.
• Visit library to read online
  and offline materials
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Reading aloud
2. Dictation
3. Oral interviews
4. Question and answer
5. Teacher- made tests
   

Word Classes Prepositions

Time such as: in, on, at

Place such as :in, on, at

Direction such as : into, towards, to,
through

 By the end of the sub strand, the learner should be able to:

• Identify prepositions of time, place and direction in sentences.
• Use prepositions of time, place and direction appropriately for effective communication.
• Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions
  used in varied texts.
  

1. Which words show direction and time?
2. Why is it important to show time and direction?
   

 Learner is guided to:

• Underline prepositions of
  time, place and direction in sample sentences:
  • time such as in, on, at)
  • place such as :in, on, at
  • direction such as : into, towards, to, through
• Play preposition games and songs online/offline.
• Construct sentences using prepositions.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation
   

Word Classes Prepositions

Places such as: in, on, at
:in, on, at as : into,
towards, to, through

 By the end of the sub strand, the learner should be able to:

• Identify prepositions of time, place and direction in sentences.
• Use prepositions of time, place and direction appropriately for effective communication.
• Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.
  

1. Which words show direction and time?
2. Why is it important to show time and direction?
   

• Use prepositions to perfom classroom task
• Watch videos and online material on prepositions and in pairs/groups.
• Create a display charts containing preposition of time and direction.
• Create crossword puzzles using prepositions.
• Solve code words and crossword puzzles involving prepositions.
• Search for prepositions online, from newspapers
  magazines among others
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1.  Tasks such as multiple
   choice 
2. Discrimination
3. Gap-filling
4. Short-answer
5. Dialogue- completion, information gap
6. Role play
7. Simulation
   

By the end of the sub strand the learner should be able to:

• Identify homophones, words with double consonants and words with double vowels correctly.
• Spell homophones, words with double consonants and words with double vowels correctly.
• Collaborate with others to judge the appropriateness of words, phrases and
  sentences used in own or provided documents.
  

1. Why should we write words correctly?
2. Which words have the same pronunciation but different spelling?
   

Learner is guided to:

• Identify homophones, words with double consonants and words with double vowels from a text.
  • words read by the teacher or from audio recording for example:
    • waist/waste
    • Collect or dropped
• Write down from a dictation correctly
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. Peer assessment
4. Self- assessment learner
5. Portfolio dictation
6. Standardized writing tests
   

By the end of the sub strand the learner should be able to:

• Uses homophones, words with double consonants and words with double vowels in sentences correctly.
• Recommend to peers ways of enhancing their spelling skills for clarity of communication.
• Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or
  provided documents.
  

1. Why should we write words correctly?
2. Which words have the same pronunciation but different spelling?
   

Learner is guided to:

• Use jigsaw puzzle to form words correctly in groups.
• Form sentences from the words they have spelt.
• Search for homophones, words with double consonants and words with double vowels from the internet.
  

• course book
• story books
• poetry books
• pictures and
  photographs
• newspapers
• magazines
• junior encyclopedia
• journals
• dictionaries
• diorama
• flash cards

1. Teacher- made tests
2. Learner journals
3. peer assessment
4. Self- assessment learner
   e) Portfolio dictation f)Standardized writing tests