Week

Lesson

Strand / Theme

Sub Strand/Sub Theme

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment 

Remarks 

1

1

Listening 

Phonological Awareness

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

Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words.

Add or substitute individual sounds in simple, one-syllable words to make new words.

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

How do we say these sounds? /ch/ /ng/

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Learners participate in language games e.g. guess- the word game, change- a name game as they manipulate phonemes.

Sound recordings, a collection of riddles and tongue twisters, resource persons

MTP English Activities Grade 2 pg. 59

Oral questions

2

Speaking

Phonological Awareness

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

Recognize and say multiple letter-sounds to make syllables and words

Blend and segment syllables correctly to form words.

Use appropriate words to make short, meaningful sentences

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and sentences(blending and segmenting drills) individually, in pairs and groups,

Learners play auditory discrimination games to enable them to listen to different sounds

Learners give words that rhyme

Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures 

MTP English

Activities Grade 2 pg. 60-61

Form words and sentences

3

Reading 

Group Reading

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

Read texts collectively with accuracy, fluency, and comprehension.

Develop peer learning skills of self-assessment Improve confidence through peer support in group reading.

What is the importance of reading in groups?

Learners find answers to questions from texts read using think- pair-share.

Learners are divided into reading teams to facilitate peer learning and support

Learners retell story, events read in pairs and small groups.

Readers, newspapers, journals 

MTP English Activities Grade 2 pg.62

Peer Assessment, question/answer, retelling a story read

4

Writing

Spelling instruction

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

write an increasing number of words and spell them correctly

Use phonic knowledge to spell and write familiar and unfamiliar words

Why is it important to spell words correctly?

Learners write newly learned words on a word tree

Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 63-64

learners participate in spelling challenge, dictation

5

Writing

Spelling instruction

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

write an increasing number of words and spell them correctly

Use phonic knowledge to spell and write familiar and unfamiliar words

Why is it important to spell words correctly?

Learners write newly learned words on a word tree

Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 65-66

learners participate in spelling challenge, dictation

2

1

Listening 

Phonological Awareness

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

Orally pronounce, blend syllables in spoken words and onset- rimes of single syllable words.

Add or substitute individual sounds in simple, one-syllable words to make new words.

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

How do we say these sounds? /ch/ /ck/

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Learners participate in language games e.g. guess- the word game, change- a name game as they manipulate phonemes.

Sound recordings, a collection of riddles and tongue twisters, resource persons 

MTP English Activities Grade 2 pg. 59

Oral questions

2

Speaking

Phonological Awareness

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

Recognize and say multiple letter-sounds to make syllables and words

Blend and segment syllables correctly to form words.

Use appropriate words to make short, meaningful sentences

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and sentences (blending and segmenting drills) individually, in pairs and groups,

Learners play auditory discrimination games to enable them to listen to different sounds

Learners give words that rhyme

Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures 

MTP English Activities Grade 2 pg. 60-61

Form words and sentences

3

Reading 

Group Reading

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

Read texts collectively with accuracy, fluency, and comprehension.

Develop peer learning skills of self-assessment

Improve confidence through peer support in group reading.

What is the importance of reading in groups?

Learners find answers to questions from texts read using think- pair-share.

Learners are divided into reading teams to facilitate peer learning and support

Learners retell story, events read in pairs and small groups.

Readers, newspapers, journals 

MTP English Activities Grade 2 pg.62

Peer Assessment, question/answer, retelling a story read

4

Writing

Spelling instruction

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

Spell words with short and long vowel sounds and consonant clusters.

Use phonic knowledge to spell and write familiar and unfamiliar words

Why is it important to spell words correctly?

Learners write newly learned words on a word tree

Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 63-64

learners participate in spelling challenge, dictation

5

Writing

Spelling instruction

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

Spell words with short and long vowel sounds and consonant clusters.

Use phonic knowledge to spell and write familiar and unfamiliar words

Why is it important to spell words correctly?

Learners write newly learned words on a word tree

Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 65-66

learners participate in spelling challenge, dictation

3

1

Listening

Story Telling

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

Listen attentively and confidently respond to stories

Who tells us stories?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories.

Learners respond to oral questions related to the story learned or orally recreate a story.

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person 

MTP English Activities Grade 2 pg.66

retelling

stories, question and answer

2

Speaking

Phonological Awareness

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

Recognize and say multiple letter-sounds to make syllables and words

Blend and segment syllables correctly to form words.

Use appropriate words to make short, meaningful sentences

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups,

Learners play auditory discrimination games to enable them to listen to different sounds

Learners give words that rhyme

Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures 

MTP English Activities Grade 2 pg. 67

Form words and sentences

3

Reading

Group Reading

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

Read texts collectively with accuracy, fluency, and comprehension.

Develop peer learning skills of self-assessment

Improve confidence through peer support in group reading.

What is the importance of reading in groups?

Learners find answers to questions from texts read using think- pair-share.

Learners are divided into reading teams to facilitate peer learning and support

Learners retell story, events read in pairs and small groups.

Readers, newspapers, journals 

MTP English Activities Grade 2 pg. 69-70

Peer Assessment, question/answer, retelling a story read

4

Writing

Spelling instruction

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

Use phonic knowledge to spell and write familiar and unfamiliar words.

Use simple editing strategies to correct spelling in simple sentences.

Appreciate the importance of correct spelling in writing.

Why is it important to spell words correctly?

Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling)

Learners practice spelling sight words

Learners participate in spelling challenge contest, individually, in pairs and groups.

Flash cards, word trees, writing materials, stencil

 MTP English Activities Grade 2 pg.71-72

learners participate in spelling challenge, dictation

5

Writing

Spelling instruction

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

Use phonic knowledge to spell and write familiar and unfamiliar words.

Use simple editing strategies to correct spelling in simple sentences.

Appreciate the importance of correct spelling in writing.

Why is it important to spell words correctly?

Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling)

Learners practice spelling sight words

Learners participate in spelling challenge contest, individually, in pairs and groups.

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 73

learners participate in spelling challenge, dictation

4

1

Listening

Story Telling

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

listen attentively and confidently respond to stories

Who tells us stories?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories.

Learners respond to oral questions related to the story learned or orally recreate a story.

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person 

MTP English Activities Grade 2 pg. 66

retelling

stories, question and answer

2

Speaking

Phonological Awareness

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

Recognize and say multiple letter-sounds to make syllables and words

Blend and segment syllables correctly to form words.

Use appropriate words to make short, meaningful sentences

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups,

Learners play auditory discrimination games to enable them to listen to different sounds

Learners give words that rhyme

Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 67-68

Form words and sentences

3

Reading

Group Reading

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

Read texts collectively with accuracy, fluency, and comprehension.

Develop peer learning skills of self-assessment

Improve confidence through peer support in group reading.

What is the importance of reading in groups?

Learners find answers to questions from texts read using think- pair-share.

Learners are divided into reading teams to facilitate peer learning and support

Learners retell story, events read in pairs and small groups.

Readers, newspapers, journals

MTP English Activities Grade 2 pg. 69-70

Peer Assessment, question/answer, retelling a story read

4

Writing

Spelling instruction

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

Use phonic knowledge to spell and write familiar and unfamiliar words.

Use simple editing strategies to correct spelling in simple sentences.

Appreciate the importance of correct spelling in writing.

Why is it important to spell words correctly?

Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling)

Learners practice spelling sight words

Learners participate in spelling challenge contest, individually, in pairs and groups.

Flash cards, word trees, writing materials, stencil  

MTP English Activities Grade 2 pg.71-72

learners participate in spelling challenge, dictation

5

Writing

Spelling instruction

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

Use phonic knowledge to spell and write familiar and unfamiliar words.

Use simple editing strategies to correct spelling in simple sentences.

Appreciate the importance of correct spelling in writing.

Why is it important to spell words correctly?

Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling)

Learners practice spelling sight words

Learners participate in spelling challenge contest, individually, in pairs and groups.

Flash cards, word trees, writing materials, stencil

 MTP English Activities Grade 2 pg.73-74

learners participate in spelling challenge, dictation

5

1

Listening

Story Telling

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

Listen attentively and confidently respond to stories.

Appreciate their culture and values as taught through oral stories

Empathize with familiar people in stories

Develop their creative and imaginative power as they create mental images of the oral stories.

When are stories told?

Learners record their stories and listen to them

Learners respond to oral questions related to the story learned or orally recreate a story

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups.

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg. 74

Retelling stories, question and answer

2

Speaking

Phonological Awareness

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

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups.

Learners play auditory discrimination games to enable them to listen to different sounds.

Learners give words that rhyme.

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 75-76

Form words and sentences

3

Speaking

Phonological Awareness

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

a) Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups.

Learners play auditory discrimination games to enable them to listen to different sounds.

Learners give words that rhyme.

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 75-76

Form words and sentences

4

Reading

Silent reading

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

Read texts and passages silently

Read silently showing sustained focus for longer periods (15-20 minutes)

When do we read silently?

Learners are assisted in developing silent reading skills for efficient

Reading (through guiding questions, timing reading)

Learners discuss questions after silent reading in pairs and groups

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg. 77-78

Question/answer, filling gaps

5

Writing

Handwriting

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

use conventional spacing between words

use basic punctuation appropriately

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.79

teacher to provide a written text modelling good handwriting for the learners to copy in their book

6

1

Listening

Story Telling

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

Listen attentively and confidently respond to stories.

Appreciate their culture and values as taught through oral stories

Empathize with familiar people in stories

Develop their creative and imaginative power as they create mental images of the oral stories.

When are stories told?

Learners record their stories and listen to them

Learners respond to oral questions related to the story learned or orally recreate a story

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups.

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg.74

Retelling stories, question and answer

2

Speaking

Phonological Awareness

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

a) Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups.

Learners play auditory discrimination games to enable them to listen to different sounds.

Learners give words that rhyme.

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 75-76

Form words and sentences

3

Speaking

Phonological Awareness

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

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups.

Learners play auditory discrimination games to enable them to listen to different sounds.

Learners give words that rhyme.

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 77

Form words and sentences

3

Reading

Silent reading

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

Read texts and passages silently

Read silently showing sustained focus for longer periods (15-20 minutes)

When do we read silently?

Learners are assisted in developing silent reading skills for efficient

Reading (through guiding questions, timing reading)

Learners discuss questions after silent reading in pairs and groups

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg.78

Question/answer, filling gaps

4

Writing

Handwriting

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

use conventional spacing between words

use basic punctuation appropriately

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.79

teacher to provide a written text modelling good handwriting for the learners to copy in their book

7

1

Listening

Story Telling

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

Appreciate their culture and values as taught through oral stories

Empathies with familiar people in stories

What do stories teach us?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories

Learners respond to oral questions related to the story learned or orally recreate a story

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg.80

Retelling stories, question and answer

2

Speaking

Talk about

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

Confidently talk about characters and events in a story or text

How can we talk to others in a proper way?

Learners discuss characters and events in a thematic story (prediction of events, seeking clarification by asking questions)

Learners role play greeting people of different status showing appropriate emotions (My family, my community)

Audio and Audio visual aids,

Resource persons  

MTP English Activities Grade 2 pg.81

Panel discussion on an issue affecting the

Community e.g jigger infestation, malaria

3

Reading

Silent reading

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

Predict the meaning of unfamiliar words

Answer comprehension questions from texts read

When do we read silently?

Learners answer comprehension questions from texts read

Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read)

Learners could be shown a picture spark that tells the same story (a wedding ceremony)

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg.82-83

Question/answer, filling gaps

4

Writing

Handwriting

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

Join letters to form meaningful words

Use capitalization appropriately

Why should I write well?

Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually

Learners participate in writing contests in class, at school

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.84

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

5

Writing

Handwriting

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

Join letters to form meaningful words

Use capitalization appropriately

Why should I write well?

Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually

Learners participate in writing contests in class, at school

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.84

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

8

1

Listening

Story Telling

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

Appreciate their culture and values as taught through oral stories

Empathies with familiar people in stories

What do stories teach us?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories

Learners respond to oral questions related to the story learned or orally recreate a story

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg. 80

Retelling stories, question and answer

2

Speaking

Talk about

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

Confidently talk about characters and events in a story or text

How can we talk to others in a proper way?

Learners discuss characters and events in a thematic story (prediction of events, seeking clarification by asking questions)

Learners role play greeting people of different status showing appropriate emotions (My family, my community)

Audio and Audio visual aids, Resource persons  

MTP English Activities Grade 2 pg. 81

Panel discussion on an issue

affecting the

Community e.g. jigger infestation, malaria

3

Reading

Silent reading

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

Predict the meaning of unfamiliar words

Answer comprehension questions from texts read

When do we read silently?

Learners answer comprehension questions from texts read

Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read)

Learners could be shown a picture spark that tells the same story (a wedding ceremony)

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg.82-83

Question/answer, filling gaps

4

Writing

Handwriting

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

Join letters to form meaningful words

Use capitalization appropriately

Why should I write well?

Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually

Learners participate in writing contests in class, at school

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg. 84

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

5

Writing

Handwriting

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

Join letters to form meaningful words

Use capitalization appropriately

Why should I write well?

Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually

Learners participate in writing contests in class, at school

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Books, pencils, crayons, word puzzles, story books 

MTP English Activities Grade 2 pg. 84

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

9

1

Listening

Story Telling

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

listen attentively and confidently respond to stories

develop an interest in listening to oral stories

develop their creative and imaginative power as they create mental images of the oral stories.

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg. 86-87

retelling stories, question and answer

2

Speaking

Talk about

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

Confidently talk about characters and events in a story or text.

Demonstrate interest to address familiar people using appropriate verbal and nonverbal expressions.

How can we talk to others in a proper way?

Learners are prompted to retell stories (creativity, turn-taking, vocabulary practice)

Learners recreate stories using different media individually, in pairs and groups.

Audio and Audio-visual aids,

Resource persons  

MTP English Activities Grade 2 pg.87

Panel discussion on an issue affecting the Community e.g. jigger infestation, malaria

3

Reading

Silent reading

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

Predict the meaning of unfamiliar words

Answer comprehension questions from texts read.

Develop an interest in reading texts for enjoyment.

When do we read silently?

Learners discuss questions after silent reading in pairs and groups

Learners answer comprehension questions from texts read

Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read.

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg.88-89

Question/answer, filling gaps

4

Writing

Handwriting

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

Use capitalization appropriately

Appreciate the importance of clear and legible handwriting

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.90

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

5

Writing

Handwriting

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

Use capitalization appropriately

Appreciate the importance of clear and legible handwriting

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.91

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

10

1

Listening

Story Telling

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

listen attentively and confidently respond to stories develop an interest in listening to oral stories

develop their creative and imaginative power as they create mental images of the oral stories.

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg. 86

retelling stories, question and answer

2

Speaking

Talk about

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

Confidently talk about characters and events in a story or text.

Demonstrate interest to address familiar people using appropriate verbal and nonverbal expressions.

How can we talk to others in a proper way?

Learners are prompted to retell stories (creativity, turn-taking, vocabulary practice)

Learners recreate stories using different media individually, in pairs and groups.

Audio and Audio-visual aids, Resource persons

MTP English Activities Grade 2 pg. 87

Panel discussion on an issue affecting the Community e.g. jigger infestation, malaria

3

Reading

Silent reading

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

Predict the meaning of unfamiliar words

Answer comprehension questions from texts read.

Develop an interest in reading texts for enjoyment.

When do we read silently?

Learners discuss questions after silent reading in pairs and groups

Learners answer comprehension questions from texts read

Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read.

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg. 88

Question/answer, filling gaps

4

Writing

Handwriting

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

Use capitalization appropriately

Appreciate the importance of clear and legible handwriting

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.90

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

5

Writing

Handwriting

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

Use capitalization appropriately

Appreciate the importance of clear and legible handwriting

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.91

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

11

END OF TERM ASSESSMENT AND CLOSING