English Activities - Grade 5 Schemes of Work Term 1 2023

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ENGLISH ACTIVITIES
GRADE 5 SCHEMES OF WORK TERM 1

SCHOOL	TEACHER’S NAME	YEAR
		2023

Wk	Lessons	Strand/theme	Sub strand	Specific learning outcomes	Key inquiry questions	Learning experiences	Learning resources	Assessment method	References
1	1	CHILD RIGHTS AND RESPONSIBILITIES	Listening and speaking: pronunciation and vocabulary listening comprehension: oral narratives[about 130 words)	By the end of the sub strand learners should be able to: listen for main ideas and specific details for effective communication respond to information from oral text relate attentive listening to effective in communication appreciate the importance of narratives	Why should we say sound on words, phrases and sentences correctly? how can we improve our pronunciation Why should we listen attentively?	Learners are guided to: listen to an oral narrative in groups Say word and phrases related to the them accurately in pairs or small groups make audio recording of poem containing the sound /ʌ/ and /ɑː /. Play audio recording and obtain feedback.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debates Oral interviews Dialogue Oral discussion
	2		Sounds: /ʌ/ as in cup, but ; /ɑː / as in fast, far, hard, car	By the end of the sub strand the learner should be able to: Recognize sounds, words and phrases correctly. Construct sentences orally using words related to the theme. Use words and phrases related to the theme correctly. Develop curiosity in pronouncing sounds effectively	Why should we say sounds on words, phrases and sentences correctly? How can we improve our pronunciation? Why should we listen attentively?	Identify words and phrases containing the sound/ʌ/ and /ɑː /. From print or audio text Construct sentences using words and phrases in pairs Write phrases and word containing the selected sound and word Say tongue twister containing the selected sound.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debates Oral interviews Dialogue Oral discussion
	3		Reading: Extensive reading- use of reference materials	By the end of the sub strand, the learner should be able to: select the relevant references materials on the variety of subject spell words correctly for effective communication demonstrate in interest using references materials for lifelong learning	Why do you read books? Which types of books do you enjoy reading?	Learners are guided to select appropriate print and no print reference materials(dictionaries, junior encyclopedia and subject specific encyclopedia read selected reference materials independently look for the information related to the them in reference material read and discuss what they have read in small groups visit a library to find reference materials for information related to the theme	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made tests
	4		Reading: Extensive reading- use of reference materials	By the end of the sub strand, the learner should be able to: Read a variety of materials independently for information and pleasure. Use reference materials systematically to find necessary information. Demonstrate in interest in using reference materials for lifelong learning.	Why do you read books? Which types of books do you enjoy reading?	Learners are guided to select appropriate print and no print reference materials(dictionaries, junior encyclopedia and subject specific encyclopedia read selected reference materials independently look for the information related to the them in reference material read and discuss what they have read in small groups visit a library to find reference materials for information related to the theme	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made tests
2	1		Word Classes: Demonstrative Determiners this, that, these, those	By the end of the sub strand learners should be able to: identify demonstrative determiners correctly use demonstrative determiners correctly choose the correct demonstrative determiners to use during communication appreciate the importance of determiners	how do you identify objects that are near or far which word do we use to show that an object is near or far	Learner is guided to : Identify demonstrative determiners from the text in pairs Read sentences containing demonstrative determiners in print or electronic materials Construct sentence using demonstrative determiners in small group	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap filling Short answers Dialogue completion, information gaps Role play simulation
	2		Word Classes: Demonstrative Determiners this, that, these, those	By the end of the sub strand learners should be: Identify characters, places and event in a story for comprehension Predict event in a text for comprehension Respond correctly to factual and inferential questions for comprehension	What do we learn from the tittle story or poem How do we predict event in a story or poem How do we tell the meaning of unknown words in a story?	Learners are guided to: Make sentences containing demonstrative determiners from a substitution table Use demonstrative determiners to fill the gaps in sentences Search for more examples of sentences containing demonstrative	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Tasks such as multiple choice Discrimination Gap filling Short answers Dialogue completion, information gaps Role play simulation
	3		Writing Functional Writing Filling Forms	By the end of the sub strand learners should be able to: record specific details in specific in variety of forms discuss the importance of forms acknowledge importance of forms correctly,0	Why do we fill forms? Why is it important to fill forms accurately What details do we fill in forms?	Learner are guided to: Search for sample forms from the internet, individually Select the information to be filled in the form in pairs Fill a form related to the theme using the following details>personal information, school information parents/guardian details, religion/county information ,favorite sport/hobby among others	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teachers made tests learners journals Peer assessment Portfolio dictation
	4		Functional Writing Filling Forms	By the end of the sub strand learners should be able to: record specific details in specific in variety of forms discuss the importance of forms acknowledge importance of forms correctly	Why do we fill forms? Why is it important to fill forms accurately What details do we fill in forms? Learner is guided to,	Discuss the importance of filling forms correctly in pairs Download forms and fill them in pairs or small groups Design a form to obtain information in groups	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teachers made tests learners journals Peer assessment Portfolio dictation
3	1		NATIONAL CELEBRATION Sounds /b/ as Labour /p/ as party, patriotic, history	By the end of the sub strand, the learner should be able to: Identify words, phrases and sentences containing the target sounds. Construct sentences orally using words related to the theme. Appreciate the importance of a dialogue	Why do we listen carefully? Why do we take turns when walking?	Learners are guided to, Identify words with these sound p/b/ from print materials such as magazines and newspaper Practice saying tongue twisters with sound b/p/ Discuss in groups the vocabulary used in the text. Construct sentences using the vocabulary	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debates Oral interviews Dialogue Oral discussion
	2		Listening comprehension : dialogue (130 words)	By the end of the sub strand, the learners should be able to. Listen for the main idea and specific details for effective communication Respond to information from the oral text Interpret speaker’s feelings and emotions(nonverbal cues )correctly during oral presentation Appreciate the importance of a dialogue	Why should we listen carefully? Why do we take turns when talking?	Learner is guided to; Respond correctly to question based dialogue. Write the main point from the listening text Role play the event in the dialogue Interpret gestures, eye contacts and facial expressions correctly Listen to audio visual recording of dialogue containing sound /b/ /p/	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debates Oral interviews Dialogue Oal discussion
	3		Reading Intensive reading: Oral narrative (about 400 words) poems of about 5 stanzas	By the end of the sub strand learner should be able to; identify character, places And events in a story for comprehension predict the even in the text for comprehension respond correctly to factual and inferential questions for comprehension.	What do we learn from the tittle of a story or poem How do we predict evens in a story or poem How do we tell the meaning of unknown words in a story	Learner is guided to Make application of what a story is about: what happens next in a story using the tittle picture in a story Infer the meaning of words from the context Use their imagination to visualize the event in a story.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made test
	4		Intensive reading: Oral narrative (about 400 words) poems of about 5 stanzas.	By the end of the sub- strand , the learner should be able to, Respond a poem of about 5 stanzas Use contextual clues to infer the meaning of words for comprehension Recommend appropriate reading techniques to peers.	What do we learn from the tittle of story or poem How do we predict the event in a story or poem How do we tell the meaning of unknown words in story?	By the end of the sub strand the learner should be able to: Respond a poem of about 5 stanzas Use contextual clues to infer the meaning of words for comprehension. Recommend appropriate reading techniques to peers.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made test
4	1		Grammar in use Word Classes: Collective nouns	By the end of the sub strand, the learner should be able to Identify collective nouns in texts. Use collective nouns in sentences correctly. Suggest collective to be used during communication.	How do you emphasize that you did something on your own? Which words do you use to refer to a group of things or animals?	Learner is guided to; Identify reflexive pronouns and collective nouns from print and digital text Watch a video clip in which collective nouns and reflexive pronouns (myself, ourselves) have been used in sentences Pick out collective nouns and reflexive pronouns and list them in pairs.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Task such as multiple choice Discrimination Gap – filling Short filling Dialogue completion, information gap
	2			By the end of the sub strand, the learner should be able to: Identify reflexive pronouns in texts. Use reflexive pronouns in sentences correctly. Suggest reflexive pronouns to be used during communication.	How do you emphasize that you did something on your own? Which words do you use to refer to a group of things or animals?	Learner is guided to: Pick out collective nouns and reflexive pronouns and list them In pairs Give more examples of collective nouns and reflexive pronouns in groups Construct sentences using collective and reflexive pronouns Create and complete crossword puzzle using collective nouns and reflexive pronouns.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Task such as multiple choice Discrimination Gap – filling Short filling Dialogue completion, information gap
	3		Writing	By the end of the sub strand, the learner should be able to: Select relevant points to plan their composition. Discuss ways of sharing ideas Advocate the use of creativity in writing among peers.	How do we express ideas on different topics? Why do we share ideas?	Learner is guided to: Brainstorm and discuss possible point to include in their composition Write first paragraph in pairs while observing correct punctuations and spellings.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teachers made tests learners journals Peer assessment Self-assessment Portfolio dictation
	4		Creative Writing: Open ended Compositions(100-150 words)	By the end of the sub strand, the learner should be able to: Select relevant points to plan their composition. Discuss ways of sharing ideas Advocate the use of creativity in writing among peers.	How do we express ideas on different topics? Why do we share ideas?	Learner is guided to: Complete the composition individually Proof read their composition in pairs Suggest suitable tittles for their compositions Display the completed composition in class Conduct a gallery walk and give feedback Search and read composition online	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teachers made tests learners journals Peer assessment Self-assessment Portfolio dictation
5	1		ETIQUITE Listening and speaking: polite words Phrases and Expressions	By the end of the sub strand learner should be able to. Identify polite words, phrases and expressions in oral context Use polite word, phrases and expressions to complement others Recommend appropriate word and phrases for expressing politeness	Why should you use polite expressing when talking to others? Why should you listen to others? Which word phrases or expressions do we use to show politeness?	Learner is guided to: Listens to correct pronunciation of sounds, phrases and expressions from the teacher, audio visual recording among other. /ɔɪ/ in words Practice using polite words and phrases in pairs Role play the use of polite words, phrases and expressions at meal times	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debates Oral interviews Dialogue Oral discussion
	2		Sounds: /ɔɪ/ as in boy, noise By the end of the sub strand,	The learner should be able to: Listen for specific sounds in words, phrases and expressions. Use polite words, phrases and expressions to complement others. Recommend appropriate words and phrases for expressing politeness	Why should you use polite expressing when talking to others? Why should you listen to others? Which word phrases or expressions do we use to show politesse?	Learners are guided to: Say words containing the sound/ɔi/ in words and phrases. Write down the specific sounds, words, phrases and expressions form an oral text and pronouns them correctly Access correct pronunciation of sound, words ,phrases and expressions from digital text Listen to/recite poems with words featuring the target sounds	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debates Oral interviews Dialogue Oral discussion
	3		Intensive reading: Narrative of about 400 words	By the end of the sub strand, the learner should be able to: Relate events in the story with their life experiences. Predict events in a text for comprehension. Respond to factual and inferential questions correctly. Relate events in a reading text to real life experiences.	How do you get information from a text? Which things do you predict or visualize in a story?	Learners are guided to Make prediction on a story when reading. Use their imaginations to visualize the even in the story. Scan and skim text for new words and information, in small groups Answer the factual and inferential questions from text in groups. Use digital devices to read online stories for comprehension	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made test
	4		Intensive reading: Narrative of about 400 words	By the end of the sub strand, the learner should be able to: Predict events in a text for comprehension. Create mental images from the events in a story. Respond to factual and inferential questions correctly. Relate events in a Reading text to real life experiences.	How do you get information from a text? Which things do you predict or visualize in a story?	Learner are guided to: Make a prediction on a story when reading Use the imagination to visualize the event in a story in a story Scan and skim text for new words and information, in small groups Answer factual and inferential questions from text in groups Use digital devices to read online stories for comprehension.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made test
6	1		Grammar in use: Language Pattern: Use of too…to/for	By the end of the sub strand the learner should be able to identify sentence in which the language patterns are used use the language patterns in sentences correctly Challenge others to use sentences pattern correctly.	How do you identify correct sentence? Why is it important to use sentence correctly?	Learner is guided to, Make sentences with too.. to /for from a substitution table for examples: the stone is too heavy for Charles to life Fill blank spaces in the sentences using the sentences pattern for clarity in communication	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Task such as multiple choice Discrimination Gap – filling Short filling Dialogue completion, information gap
	2		Use of Must/Should with an Adverb/Adverbial	By the end of the sub strand learner should be able to identify text written in joined letters or cursive script write legibly using joined letters/cursive script use visual to create a story recommend ways of improving legibility and neatness of written communication	How should we write legibly and neatly? How can we improve our handwriting?	Learner is guided to, Make sentences with too.. to /for from a substitution table for examples: the stone is too heavy for Charles s to life Fill blank spaces in the sentences using the sentences pattern for clarity in communication	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Task such as multiple choice Discrimination Gap – filling Short filling Dialogue completion, information gap
	3		Writing: Mechanic of Writing Handwriting Joined/ (cursive script)	By the end of the sub strand learner should be able to identify text written in joined letters or cursive script write legibly using joined letters/cursive script use visual to create a story recommend ways of improving legibility and neatness of written communication	Why should we write legibly and neatly? How can we improve our handwriting?	Learner is guided to; Copy sentences and paragraph in their text books Observe visual/pictures and compose a story about (120-160 words) Discuss the importance of writing legibly and neatly as a class in pairs. Search for information form the internet or print source and make notes in pairs or groups	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teachers made tests Learners journals Peer assessment Self-assessment learner Portfolio dictation Standardized writing test
	4		Writing: Mechanic of Writing Handwriting Joined/ (cursive script)	By the end of a sub strand learner should be able to: Identify text written in joined letters or cursive script Write legibly using joined letters/ cursive script Use visual to create a story Recommend ways of improving legibility and neatness in written communication	Why should we write legibly and neatly? How can we improve our handwriting?	Learner is guided to: Copy words, sentences and paragraphs in their books Observe visual/ pictures and compose a story about (120 – 160 ) words Discuss the importance of writing neatly as class in pairs	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teachers made tests Learners journals Peer assessment Self-assessment learner Portfolio dictation Standardized writing test
7	1		ROAD ACCIDENTS PREVENTION Listening and speaking: word stress (contrast between, nouns/verbs, verbs/adjectives)	By the end of the sub strand learners should be able to: Construct sentences orally using words related to the theme Use vocabularies related to the them correctly Advocate the importance of correct use of stress in communication	Why should we pronouns words correctly? Why do we have different meanings at times?	Learner is guided to classify nouns, verbs and adjectives from the list Practice saying words using the correct stress in pairs or small groups for examples: conflict (verb) conflict (noun). Subject(verb)/subject (noun) Construct sentences orally using the new vocabulary Take part in language games involving word stress	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debate Oral interviews Dialogue Oral discussion
	2		Sounds : /t/ as in fatal, /d/ as in first aid, pedestrian, road	By the end of the sub strand learners should be able to: List words whose meaning differ according to pronunciation Pronounce words using the correct stress Advocate the importance of correct use of stress in communication.	Why should we pronouns words correctly? Why do we have different meanings at times?	Learner is advice to recite the poem and apply the correct stress on words Listen or watch to an audio visual materials on the pronunciation List words that are stressed Say words containing sound /t/ and /d/	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debate Oral interviews Dialogue Oral discussion
	3		Reading : intensive reading –c comprehension (visual)	By the end of the sub strand learners should be able to: List the visuals in the classroom Answer factual and inferential questions correctly Judge the appropriateness of visuals in conjunction with peers	Why do you like pictures? How can you use pictures to communicate? What are some of the messages that pictures communicate?	Learner is guided to View picture, illustations, posters, videos, pictures maps mnemonics, and symbol among others in small groups Compose songs, stories. poems or dialogues based on the visuals answer questions based on the visuals, in small groups	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made test
	4		Reading : intensive reading –c comprehension (visual)	By the end of the sub strand learners should be able to: List the visuals in the classroom Answer factual and inferential questions correctly Judge the appropriateness of visuals in conjunction with peers	Why do you like pictures? How can you use pictures to communicate? What are some of the messages that pictures communicate?	Describe and interpret visual correctly in pairs or small group Preview and make predictions based on pictures, illustration, tittles and experiences Represent own stories using pictures or videos Create visuals based on their experiences	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made test
8	1		Grammar in use: word classes: persona pronounces	By the end of the sub strand learner should be able to: Identify possessive forms in print or digital text Use possessive forms correctly in sentences Advocate the correct use of possessive forms among peers.	Why should we the possessive forms correctly? Which word show something belongs to a person?	Learner is guided to: In pairs, engage in online/offline games involving pronouns such as dice, goofy cards and word search Simulate, dramatize or role play a conversation featuring possessive forms Watch video/songs involving the use of possessive pronouns/ belong to.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Task such as multiple choice Discrimination Gap – filling Short filling Dialogue completion, information gap
	2		Grammar in use: word classes: persona pronounces	By the end of the sub strand learner should be able to Identify possessive forms in print or digital text Use possessive forms correctly in sentences Advocate the correct use of possessive forms among peers	Why should we the possessive forms correctly? Which word show something belongs to a person?	Compose song based on the use of personal and possessive pronouns Fill gaps in sentences correctly using possessive pronouns and belong to Create a list of sentences with possessive and personal pronouns for display in small groups	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Task such as multiple choice Discrimination Gap – filling Short filling Dialogue completion, information gap
	3		Writing Functional writing – a reply to a friendly letter	By the end of the sub strand learner should be able to: Identify the component of friendly letter Write a friendly letter using the correct format Judge the appropriateness of words, phrases and sentences used in friendly letters	How do you communicate with people who are far away? Why do you write letters?	Learners is guided Read a sample of friendly letter in small group and pick out the parts such as the address, salutation, date ,complementary close among others Write a reply to a sample friendly letter in pairs and make necessary collections Present some letters to the class Search for sample friendly letter in the internet in pairs	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher made test Learners journal Peer assessment Self-assessment learner Portfolio dictation Standardized writing tests
	4		Writing Functional writing – a reply to a friendly letter	By the end of the sub strand learner should be able to Identify the component of friendly letter Write a friendly letter using the correct format Judge the appropriateness of words, phrases and sentences used in friendly letters	How do you communicate with people who are far away? Why do you write letters?	Learners is guided Read a sample of friendly letter in small group and pick out the parts such as the address, salutation, date ,complementary close among others Write a reply to a sample friendly letter in pairs and make necessary collections Present some letters to the class Search for sample friendly letter in the internet in pairs	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teacher made test Learners journal Peer assessment Self-assessment learner Portfolio dictation Standardized writing tests
9	1		TRADITIONAL FOOD Listening and speaking speech Sound/e/ as in energy, diet, recipe Adjectives	By the end of sub strand learners should be able to: listen for the main ideas and specific details for effective communication respond appropriately to the speech related to the theme display varied emotions and feelings during an oral presentation	Why should we pronouns sound correctly? Which word do we use to describe things, people or event?	Learner is guided to: Interpret nonverbal cues such as gestures, facial expressions and eye contact correctly in pairs Prepare and make a speech in groups Listen to a poem with various adjectives describing traditional foods Recite the poem in pairs and recite the adjectives Search for examples of adjectives in the internet, newspapers and magazines	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debate Oral interviews Dialogue Oral discussion
	2		Listening and speaking speech Sound/e/ as in energy, diet, recipe Adjectives a	By the end of the sub strand learner should be able to: Recognize sounds, words and phrases correctly Construct sentences orally using words relate to the theme Display varied emotions and feelings during an oral presentation	Why should we pronouns sound correctly? Which word do we use to describe things, people or event?	Learner is guided to Speak and pick out words containing sound /e/ Practices saying words the words and phrases with sound /e/ in pairs Listens to the correct pronunciation of sounds, words and phrases for the teacher or video –visual recordings?	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Oral reading or dictation recitation Role play Debate Oral interviews Dialogue Oral discussion
	3		Reading: extensive reading: fictions and no fiction materials (1000-1250 word)	By the end of the sub strand learners should be able to: Select relevant reading materials from a collection of books Scan a text to obtain specific information Judge the appropriateness of a reading text on the basis of language and interest	What materials do you enjoy reading? Why is it necessary to read many books?	Learners are guided to preview text to determine suitability Select fiction and nonfiction materials from reading materials (both print and non-print). Set up an after school reading club where they meet regularly Share reflection on the books read in groups.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made test
	4		Reading: extensive reading: fictions and no fiction materials (1000-1250 word)	By the end of the sub strand learners should be able to: Select relevant reading materials from a collection of books Scan a text to obtain specific information Judge the appropriateness of a reading text on the basis of language and interest	What materials do you enjoy reading? Why is it necessary to read many books?	Skim through reading materials Read selected materials independently Share reflections on the book read in groups	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Reading aloud Dictation Oral interviews Questions and answers Teachers made test
10	1		Grammar in use: comparative and superlative forms of regular and irregular adjectives	By the end of the sub strand Identify comparative and superlative forms of the adjectives in a text use comparative and superlative forms of adjectives correctly advocate the importance of using adjectives correctly in communication	How do we compare things, people or events? Which words are used to describe things or people?	Learners are guided to: Describe items using the comparative and superlative forms of adjectives e.g that windows is no longer bigger than that one of mine Change positive forms of regular and irregular adjectives to their comparative and superlative forms, in pairs Create crossword puzzles using adjectives	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Task such as multiple choice Discrimination Gap – filling Short filling Dialogue completion, information gap
	2		Order of adjectives(size, shape and age)	By the end of the sub strand learners should be able to: Order adjectives in terms of size, shape and age appropriately Construct sentences using adjectives of size, shape and age Advocate the importance of using adjectives correctly in communication	How do we compare things, people or events? Which words are used to describe things or people?	Pick adjectives of size, shape and as from a narrative or poem in small groups. Construct sentences featuring adjectives of size, shape and age Fill gaps using adjectives in the correct order	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Task such as multiple choice Discrimination Gap – filling Short filling Dialogue completion, information gap
	3		Writing: creative writing- narrative compositions (120-160 words)	By the end of the subs strand learners should be able to: Identify the parts of narrative compositions Write coherently on different topics Promote creativity in writing among peers	What materials do you enjoy reading:? Why is it necessary to read many books?	Learner is guided to: Brainstorm ideas for a narrative composition in small groups Read samples of narratives composition in pairs Identify the parts of a narrative composition.	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teachers – made tests learners journals Peer assessment Self-assessment Portfolio dictation
	4		Writing: creative writing- narrative compositions (120-160 words)	By the end of the subs strand learners should be able to: Identify the parts of narrative compositions Write coherently on different topics Promote creativity in writing among peers	Why do you enjoy reading stories? How do you make your composition interesting? What are the some of the stories you know?	Practice writing own narratives Listen or view a recording of narrative and re-write it in their own words Proof read other’s work and give feedback	course book story books poetry books pictures and photographs newspapers magazines junior encyclopedia journals dictionaries diorama flash cards	Teachers – made tests learners journals Peer assessment Self-assessment Portfolio dictation

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English Activities - Grade 5 Schemes of Work Term 1 2023

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