Week

Lesson

Strand/ Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment 

Remarks 

1

1

Reading : Weather and our Environment

Connected text and fluency

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

Read short words with letter -sound correspondence in preparation for phrasal reading.

Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading.

Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

What do you do when reading a long word?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners read a text or view pictures for enjoyment and information.

Learners read simple sentences aloud in groups, pairs, and individually

Story book, poems, and audiovisual recordings of short stories. 

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 48

Oral questions, portfolio, observation

2

Listening and Speaking : Hygiene

Pronunciation and Vocabulary

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

Discriminate the sounds /j/ /k/ in different spoken words for comprehension.

Pronounce the words with the sounds in isolation in preparation for reading.

Recognise new words used in the themes to acquire a range of vocabulary and their meaning.

How do you say these words? Cow, Bag, Grass.

Learners pronounce the sounds /j/ /k/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects. 4. Learners interact with audio material to listen to the correct pronunciation of the vocabulary, where applicable.

Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 50-51

Oral questions, portfolio, observation

3

Listening and Speaking : Hygiene

Language structures and functions

Simple past tense

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

Talk about personal hygiene activities using simple past tense.

Appreciate/enjoy communicating ideas using the simple past tense.

What did you do in the morning before coming to school?

Learners respond to simple questions on activities in the past.

Learners engage in games, changing verbs from present simple to past simple tense, in small groups

Learners group verbs/take part in fishing game on verbs in the simple past tense.

Charts, pictures/ photographs on grooming activities, audiovisual recordings of dialogues with sentence structures on Personal hygiene using simple past tense.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 51

Oral questions, portfolio, observation

2

1

Reading : Hygiene

Connected text and fluency

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

Read short words with letter -sound correspondence in preparation for phrasal reading.

Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading.

Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners read a text or view pictures for enjoyment and information.

Learners read simple sentences aloud in groups, pairs, and individually.

Learners read or listen to a text then answer questions.

Story book, poems, and audiovisual recordings of short stories.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 52

2

Writing

Guided Writing

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

Write words from a picture prompt for effective communication.

Draw the letter patterns Ww, Mm, Tt Jj Kk correctly for neat handwriting.

Copy the sentences correctly.

What items are found in the school?

Learners observe and respond to picture prompts appropriately.

Learners practice writing letters and words from left to right.

Learners write a three word sentence using the prompts. 4. Learners are guided in filling in the gaps correctly and meaningfully.

Realia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 49-53

Oral questions, portfolio, observation

3

Listening and Speaking : Hygiene

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words with the sounds /c/ and /g/ in isolation in preparation for reading.

Appreciate the variation in meaning of similar sounding words that look different.

How do you say these words? Cold, gold.

Learners pronounce the sounds /c/ /g/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects. 4. Learners say words beginning with a common sound.

Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 54-55

Oral questions, portfolio, observation

3

1

Listening and Speaking : Hygiene

Language structures and functions

Simple past tense

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

Talk about personal hygiene activities using simple past tense.

Appreciate/enjoy communicating ideas using the simple past tense.

What did you do in the morning before coming to school?

Learners engage in games, changing verbs from present simple to past simple tense, in small groups

Learners group verbs/take part in fishing game on verbs in the simple past tense.

Learners construct sentences using simple past on demonstrated actions e.g. jump, walk, laugh, smile

Repeat sentence structures containing simple past tense from a story, poem or conversation they have listened to.

Charts, pictures/ photographs on grooming activities, audiovisual recordings of dialogues with sentence structures on personal hygiene using simple past tense

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 55

Oral questions, portfolio, observation

2

Reading : Hygiene

Comprehension

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

Read short words with letter -sound correspondence in preparation for phrasal reading.

Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading.

Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners read a text or view pictures for enjoyment and information.

Learners read simple sentences aloud in groups, pairs, and individually.

Learners read or listen to a text then answer questions.

Story book, poems, and audiovisual recordings of short stories.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 56-57

Oral questions, portfolio, observation

3

Listening and Speaking : Myself/ Parts of the body

Pronunciation and Vocabulary

By the end of the sub strand, the learner should be able to: a) Talk about the pictures and discuss what they see.

Pronounce the words which start with the sounds /r/ and /l/ in isolation in preparation for reading.

Appreciate the variation in meaning of similar sounding words that look different.

How do you say these words?

Rake, Lake.

Learners pronounce the sounds /c/ /g/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing.

Pictures of learnt words.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 58-59

Oral questions, portfolio, observation

4

1

Listening and Speaking : Myself/ Parts of the body

Language structures and functions

Demonstratives for singular and plurals.

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

Use demonstratives to talk about body parts and gender.

Identify singular and plural nouns,

What things can you see inside the classroom?

What things can you see outside the classroom?

In pairs, learners are aided by picture prompts to attach a demonstrative to either a singular or plural noun.

Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (This/That)

Learners use simple phrases to talk about parts of the body, in pairs or small groups.

Charts, pictures/ photographs and models of parts of the body, computer devices that have audio/visual recordings of dialogues with sentence structures on parts of the body.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 59 

Oral questions, portfolio, observation

2

Reading : Myself/ Parts of the body

Comprehension

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

Read short words with letter -sound correspondence in preparation for phrasal reading.

Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading.

Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners read a text or view pictures for enjoyment and information.

Learners read simple sentences aloud in groups, pairs, and individually.

Learners read or listen to a text then answer questions.

Story book, poems, and audiovisual recordings of short stories.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 60

Oral questions, portfolio, observation

3

Listening and Speaking : Myself/ Parts of the body

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words which start with the sounds /p/ and /b/ in isolation in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

.

How do you say these words?

Rake, Lake.

Learners pronounce the sounds /c/ /g/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 62-63

Oral questions, portfolio, observation

5

1

Listening and Speaking : Myself/ Parts of the body

Language structures and functions

Demonstratives for singular and plurals.

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

Use demonstratives to talk about body parts and gender.

Identify singular and plural nouns.

Appreciate the use of different demonstratives when communicating about objects that are near and far.

What things can you see inside the classroom?

What things can you see outside the classroom?

Learners use objects that are near and far in the classroom to illustrate the correct use of demonstratives (These/Those)

 Learners use simple phrases to talk about parts of the body, in pairs or small groups.

Learners identify demonstratives correctly to show location of singular and plural items for Effective communication.

Learners are assisted to choose appropriate demonstratives for the singular and plural nouns identified.

Learners repeat sentence structures containing demonstratives from a story, poem or conversation they have listened to.

Charts, pictures/ photographs and models of parts of the body, computer devices that have audio/visual recordings of dialogues with sentence structures on parts of the body.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 63

Oral questions, portfolio, observation

2

Reading : Myself/ Parts of the body

Comprehension

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

Read short words with letter -sound /p/ /b/ correspondence in preparation for phrasal reading.

Read a text of about thirty (30) words containing decodable and non-decodable words, in phrases, in preparation for fluent reading.

Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners read a text or view pictures for enjoyment and information.

Learners read simple sentences aloud in groups, pairs, and individually.

Learners read or listen to a text then answer questions.

Story book, poems, and audiovisual recordings of short stories.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 64

Oral questions, portfolio, observation

3

Writing

Guided Writing

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

Write their names correctly, neatly and legibly.

Recognise the correct form and meaning of the words to be used in filling in gaps.

What do you use to smell your food?

Learners observe and respond to picture prompts appropriately.

Learners practice writing letters and words from left to right.

Learners write a three word sentence using the prompts.

Learners are guided in filling in the gaps correctly and meaningfully.

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 61-65

Oral questions, portfolio, observation

6

1

Listening and Speaking : Family

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words which start with the sounds /f/ and /v/ in isolation in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

.

How do you say these words?

Fan, Van.

Learners pronounce the sounds /f/ /v/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English Learners Book Grade 1 by

Oxford  Pg. 66-67

Oral questions, portfolio, observation

2

Listening and Speaking : Family

Language structures and functions

Noun Sets

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

Recognise the sets of nouns denoting male and female within the family setting.

Appreciate the gender sets in communicating effectively about family members.

Which word would you replace with mother/sister/aunt?

Learners talk about male and female members of the family to illustrate the concept of gender sets.

Learners name the members of a nuclear family based on a picture/video clip/ photo.

In groups learners are guided to talk about: the brother to their father or mother, the sister to their father or mother, the father to their father or mother, the mother to their father or mother.

Charts, pictures/ photographs and models of members of the family, audiovisual recordings of dialogues with sentence structures on male and female members of the family.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 67

Oral questions, portfolio, observation

3

Reading : Family

Connected text and fluency

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

Read short words with letter -sound /f/ /v/ correspondence in preparation for phrasal reading.

Observe basic punctuation marks (comma, full stop and question marks as they read.

Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners read a text or view pictures for enjoyment and information.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 68

Oral questions, portfolio, observation

7

1

Listening and Speaking : Family

Pronunciation and Vocabulary

By the end of the sub strand, the learner should be able to: a) Talk about the pictures and discuss what they see.

Pronounce the words which start with the sounds /sh/ and /ch/ in isolation in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

How do you say these words?

Sheep, Chick.

Learners pronounce the sounds /sh/ /ch/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 70-71

Oral questions, portfolio, observation

2

Listening and Speaking : Family

Language structures and functions

Noun Sets

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

Recognise the sets of nouns denoting male and female within the family setting.

Use the sets of nouns denoting male and female within the family to communicate effectively

Appreciate the gender sets in communicating effectively about family members.

Which word would you replace with mother/sister/aunt?

Learners talk about male and female members of the family to illustrate the concept of gender sets.

Learners name the members of a nuclear family based on a picture/video clip/ photo.

In groups learners are guided to talk about: the brother to their father or mother, the sister to their father or mother, the father to their father or mother, the mother to their father or mother.

Charts, pictures/ photographs and models of members of the family, audiovisual recordings of dialogues with sentence structures on male and female members of the family

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 71

Oral questions, portfolio, observation

3

Reading : Family

Connected text and fluency

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

Read short words with letter -sound /sh/ /ch/ correspondence in preparation for phrasal reading.

Observe basic punctuation marks (comma, full stop and question marks as they read the text ‘Rabbit and her children’.

Read the title to make predictions about a story.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 72

Oral questions, portfolio, observation

8

1

Writing

Guided Writing

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

Write the patterns correctly.

Recognise the correct form and meaning of the words to be used in filling in gaps.

Write sentences correctly.

What do you use to smell your food?

Learners observe and respond to picture prompts appropriately.

Learners practice writing letters and words from left to right.

Learners write a three-word sentence using the prompts.

Learners are guided in filling in the gaps correctly and meaningfully.

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 69-73

Oral questions, portfolio, observation

2

Listening and Speaking : Safety

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words which start with the sounds /y/ and /z/ in isolation in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

How do you say these words?

Yellow Zebra.

Learners pronounce the sounds /y/ /z/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.  

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 74-75

Oral questions, portfolio, observation

3

Listening and Speaking : Safety

Language structures and functions  

Simple prepositions (in, on, under, Between)

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

Use prepositions to talk about personal safety, security and simple injuries.

Appreciate the use of pre-positions for indicating location.

What can you see in the classroom?

What is on your desk?

Learners describe various positions of regalia as displayed in the classroom.

Learners engage in hide and find game in small groups to locate various objects/play a digital game.

Learners construct sentences based on the objects used in the hide and find game.

Charts, pictures/ photographs of people and objects in different positions, computer devices with audio-visual recordings of people and objects in different positions  

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 75

Oral questions, portfolio, observation

9

1

Reading : Safety

Comprehension

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

Read short words with letter -sound /y/ /z/ correspondence in preparation for phrasal reading.

Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

Read the title to make predictions about a story.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 76

Oral questions, portfolio, observation

2

Listening and Speaking : Safety

Pronunciation and Vocabulary

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

Talk about the pictures and discuss what they see.

Pronounce the words which start with the sounds /ch/ and /j/ in isolation in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

How do you say these words?

Chair, Jug.

Learners pronounce the sounds /ch/ /j/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 78-79  

Oral questions, portfolio, observation

3

Listening and Speaking : Safety

Language structures and functions  

Simple prepositions (Inside, Outside, in front of, behind)

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

Use prepositions to talk about personal safety, security and simple injuries.  

Recognise the location given by prepositions in oral construction sentences.

Appreciate the use of pre-positions for indicating location.

What can you see in the classroom?

What is on your desk?

Learners describe various positions of regalia as displayed in the classroom.

Learners engage in hide and find game in small groups to locate various objects/play a digital game.

Learners construct sentences based on the objects used in the hide and find game.

Charts, pictures/ photographs of people and objects in different positions, computer devices with audio-visual recordings of people and objects in different positions

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 79

Oral questions, portfolio, observation

10

1

Reading : Safety

Comprehension

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

Read short words with letter -sound /ch/ /j/ correspondence in preparation for phrasal reading.

Respond to direct and indirect questions from a text of about 60 words in short simple sentences to show comprehension.

Read the title to make predictions about a story.

What do the pictures tell us about the story?

What does the title tell us about the story?

In small groups, learners practice reading unfamiliar Sentences containing decodable and non-decodable words.

Learners observe pictures and in groups, discuss where the action could be happening, identify the people or animals they can see.

Learners read writings on the school walls, posters and bill boards in the surrounding environment.

Learners read or listen to a text then answer questions.

Regalia, charts, pictures/ photographs, newspaper cuttings.  

New Progressive Primary English Learners Book Grade 1 by Oxford Pg. 80

Oral questions, portfolio, observation

2

Writing

Guided Writing

By the end of the sub strand, the learner should be able to: a) Write the letter patterns /y/ /z/ correctly.

Recognize the correct form and meaning of the words to be used in filling in gaps.

Draw the pictures as per the guidelines given

What do you use to smell your food?

Learners observe and respond to picture prompts appropriately.

Learners practice writing letters and words from left to right.

Learners write a three-word sentence using the prompts. 4. Learners are guided in filling in the gaps correctly and meaningfully.

Regalia, charts, pictures/ photographs that prompt learners to write.  

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 77-81

Oral questions, portfolio, observation

3

Listening and Speaking : Community Leaders

Pronunciation and Vocabulary

By the end of the sub strand, the learner should be able to: a) Talk about the pictures and discuss what they see.

Pronounce the words with the sounds /ee/ and /i/ in preparation for reading.

Recognize new words used in the themes to acquire a range of vocabulary and their meaning.

How do you pronounce the sounds /ee/ /i/

.

Learners pronounce the sounds /ee/ /i/ by taking turns as modeled by the teacher or audio record.

Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practice vocabulary.

Learners practice matching simple short words with pictures and objects.

Learners say words beginning with a common sound.

Learners use simple dialogues to practice the pronunciation of the vocabulary.

Plasticine or clay models of objects, regalia, pictures/ photographs, charts, posters, computer devices and flash cards bearing pictures of learnt words.  

New Progressive Primary English Learners Book Grade 1 by Oxford  Pg. 82-83

Oral questions, portfolio, observation

11

END OF TERM ASSESSMENT AND CLOSING