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<h2><strong>GRADE FIVE ENGLISH ACTIVITIES SCHEMES OF WORK Term 3</strong></h2>
<table>
<tbody>
<tr>
<td width="36"><strong>wk</strong></td>
<td width="36"><strong>Ls</strong> <strong>n</strong></td>
<td width="66"><strong>Strand/ </strong><strong>Theme</strong></td>
<td width="126"><strong>Sub</strong> <strong>strand</strong></td>
<td width="203"><strong>Specific learning outcomes</strong></td>
<td width="145"><strong>Key inquiry </strong><strong>Questions</strong></td>
<td width="204"><strong>Learning experiences</strong></td>
<td width="125"><strong>Learning </strong><strong>Resources</strong></td>
<td width="117"><strong>Assessment </strong><strong>methods</strong></td>
<td width="38"><strong>Ref </strong><strong>l</strong></td>
</tr>
<tr>
<td width="36"><strong>1</strong></td>
<td width="36"><strong>1</strong></td>
<td width="66"><strong>LEISUR</strong></td>
<td width="126"><strong>Conjunctions</strong></td>
<td rowspan="7" width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify conjunctions in texts for effective communication</p>
<p>b. Use conjunctions correctly in communication.</p>
<p>c. Judge the correctness and appropriateness of conjunctions used in oral and written texts.</td>
<td rowspan="7" width="145">1. How do you join words or sentences?</p>
<p>2. Why do you join words and sentences?</td>
<td rowspan="7" width="204">Learner is guided to:</p>
<p>Listen to short dialogue and identify the conjunctions.</p>
<p>Make sentence from a substitution table using but, or, yet, because, since and also.</p>
<p>Construct sentences using the conjunctions in pairs.</p>
<p>Fill the blank spaces using conjunctions in sentences or paragraphs.</p>
<p>Create a display of charts of sentences containing conjunctions, in small groups.</p>
<p>Conduct a gallery walk and give feedback to each group.</td>
<td rowspan="7" width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as</td>
<td rowspan="7" width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"><strong>E</strong> <strong>TIME</strong></td>
<td width="126"><strong>and, but, or,</strong></td>
<td width="117">multiple</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"><strong>ACTIVI</strong> <strong>TIES :</strong></p>
<p>Gramm ar in use</td>
<td width="126"><strong>because, since, also, for, yet,</strong></p>
<p><strong>since</strong></td>
<td width="117">choice</p>
<p>b) Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</p>
<p>e) Dialogue-</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="117">completion,</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="117">information gap</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="117">f) Role play</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="117">g) Simulation</td>
</tr>
<tr>
<td rowspan="8" width="36"> ;</td>
<td width="36"><strong>2</strong></td>
<td rowspan="8" width="66"> ;</td>
<td width="126"><strong>Conjunctions</strong></td>
<td rowspan="8" width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify conjunctions in texts for effective communication</p>
<p>b. Use conjunctions correctly in communication.</p>
<p>c. Judge the correctness and appropriateness of conjunctions used in oral and written texts.</td>
<td rowspan="8" width="145">1. How do you join words or sentences?</p>
<p>2. Why do you join words and sentences?</td>
<td rowspan="8" width="204">Learner is guided to:</p>
<p>Listen to short dialogue and identify the conjunctions.</p>
<p>Make sentence from a substitution table using but, or, yet, because, since and also.</p>
<p>Construct sentences using the conjunctions in pairs.</p>
<p>Fill blank spaces using conjunctions in sentences or paragraphs.</p>
<p>Create a display chart of</p>
<p>Sentences containing conjunctions, in small groups.</p>
<p>Construct a gallery walk and give feedback to each group.</td>
<td rowspan="8" width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as</td>
<td rowspan="8" width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"><strong>and, but, or,</strong></td>
<td width="117">multiple</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"><strong>because, since, also, for, yet,</strong></p>
<p><strong>since</strong></td>
<td width="117">choice</p>
<p>b) Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">e) Dialogue-</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">completion,</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">information gap</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">f) Role play</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">g) Simulation</td>
</tr>
</tbody>
</table>
<p><strong> </strong></p>
<p>Page 1 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td rowspan="8" width="36"> ;</td>
<td width="36"><strong>3</strong></td>
<td rowspan="8" width="66"> ;</td>
<td width="126"><strong>Conjunctions</strong></td>
<td rowspan="8" width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify conjunctions in texts for effective communication</p>
<p>b. Use conjunctions correctly in communication.</p>
<p>c. Judge the correctness and appropriateness of conjunctions used in oral and written texts.</td>
<td rowspan="8" width="145">1. How do you join words or sentences?</p>
<p>2. Why do you join words and sentences?</td>
<td rowspan="8" width="204">Learner is guided to:</p>
<p>Listen to short dialogue and identify the conjunctions.</p>
<p>Make sentences from a substitution table using but, or, yet, because, since and also.</p>
<p>Make sentences using the conjunctions in pairs.</p>
<p>Fill blank spaces using conjunctions in sentences or paragraphs.</p>
<p>Create a display chart of</p>
<p>Sentences containing conjunctions, in small groups.</p>
<p>Conduct a gallery walk and</p>
<p>give feedback to each group.</td>
<td rowspan="8" width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as</td>
<td rowspan="8" width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"><strong>and, but, or,</strong></td>
<td width="117">multiple</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"><strong>because, since, also, for, yet,</strong></p>
<p><strong>since</strong></td>
<td width="117">choice</p>
<p>b) Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">e) Dialogue-</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">completion,</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">information gap</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">f) Role play</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="126"> ;</td>
<td width="117">g) Simulation</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>4</strong></td>
<td width="66"><strong>Writing</strong></td>
<td width="126"><strong>Creative Writing: </strong>Descriptive Composition ((120</p>
<p>-160 words)</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Describe people or things mentioned in a text.</p>
<p>b. Create a descriptive composition related to the theme for effective communication.</p>
<p>c. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.</td>
<td width="145">1. How do we describe things or events?</p>
<p>2. Why is it important to describe things or events?</td>
<td width="204">Learner is guided to:</p>
<p>Read sample composition from print or electronic sources.</p>
<p>Talk about people or things in text in the text.</p>
<p>Make sentences to describe how they spent their leisure time, in pairs.</p>
<p>Organize the sentences to make a paragraph, in groups.</p>
<p>a descriptive composition individually.</p>
<p>Proof read their</p>
<p>Compositions, in pairs or groups.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Teacher- made tests</p>
<p>b) Learner journals</p>
<p>c) Peer assessment</p>
<p>d) Self- assessment learner</p>
<p>e) Portfolio dictation f)Standardized writing tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"><strong>2</strong></td>
<td width="36"><strong>1</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Creative Writing: </strong>Descriptive Composition ((120</p>
<p>-160 words)</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Describe people or things mentioned in a text.</p>
<p>b. Create a descriptive composition related to the theme for effective communication.</p>
<p>c. Collaborate with peers to critique a composition on the choice of words,</td>
<td width="145">1. How do we describe things or events?</p>
<p>2. Why is it important to describe things or events?</td>
<td width="204">Learner is guided to:</p>
<p>Read sample composition from print or electronic sources.</p>
<p>Talk about people or thing in a text</p>
<p>Make sentences to describe how they spent their leisure time, in pairs.</p>
<p>Organize the sentences to make a paragraph, in groups.</p>
<p>Write a descriptive composition individually.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</td>
<td width="117">a) Teacher- made tests</p>
<p>b) Learner journals</p>
<p>c) Peer assessment</p>
<p>d) Self- assessment learner</p>
<p>e) Portfolio dictation</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 2 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="203">creativity, relevance to theme and logical flow.</td>
<td width="145"> ;</td>
<td width="204">Proof read their compositions, in pairs or</p>
<p>groups.</td>
<td width="125">·</td>
<td width="117">f)Standardized writing tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>2</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Creative Writing: </strong>Descriptive Composition ((120</p>
<p>-160 words)</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Proof read their peers composition</p>
<p>b. Create a descriptive composition related to the theme for effective communication.</p>
<p>c. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.</td>
<td width="145">1. How do we describe things or events?</p>
<p>2. Why is it important to describe things or events?</td>
<td width="204">Learner is guided to:</p>
<p>mple composition from print or electronic sources.</p>
<p>s</p>
<p>in the text.</p>
<p>Sentences to describe how they spent their leisure time, in pairs.</p>
<p>the sentences to make a paragraph, in groups.</p>
<p>a descriptive composition individually.</p>
<p>heir compositions, in pairs or</p>
<p>groups.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Teacher- made tests</p>
<p>b) Learner journals</p>
<p>c) Peer assessment</p>
<p>d) Self- assessment learner</p>
<p>e) Portfolio dictation f)Standardized writing tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>3</strong></td>
<td width="66"><strong>SPORTS</strong></p>
<p><strong>&#8211; APPREC IATING TALEN TS</strong></td>
<td width="126"><strong>Listening and </strong><strong>speaking: Listening fluency </strong>(Short</p>
<p>speeches or dialogues of about 130 words)</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Listen to oral presentations</p>
<p>b. Construct sentences orally using words related to the theme.</p>
<p>c. Interpret a speaker’s emotions and feelings correctly during oral presentations.</td>
<td width="145">1. Why is it important to listen carefully?</p>
<p>2. How can we become better listeners?</td>
<td width="204">Learner is guided to:</p>
<p>Listen to oral presentation of</p>
<p>(dialogues or poems on topical issues) containing words with the sound /aɪ/</p>
<p>Practice saying selected tongue twisters in pairs.</p>
<p>Make three-minute speech based on the theme in groups.</p>
<p>e) Recite poems based on the theme.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Oral reading or dictation recitations</p>
<p>b) Role play</p>
<p>c) Debates</p>
<p>d) Oral interviews</p>
<p>e) Dialogues</p>
<p>f) Oral discussions</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>4</strong></td>
<td width="66"> ;</td>
<td width="126">Sound /aɪ/ as in my, mind,</p>
<p>ride, wide</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Select words containing the target sound in sentences.</p>
<p>b. Listen for words with the sound /aɪ/ from an audio text.</p>
<p>c. Interpret a speaker’s emotions and feelings correctly during oral presentations.</td>
<td width="145">1. Why is it important to listen carefully?</p>
<p>2. How can we become better listeners?</td>
<td width="204">Learner is guided to:</p>
<p>to oral presentations (dialogues or poems on topical issues) containing words with the sound /aɪ/</p>
<p>Identify words with the sound /aɪ/ from texts.</p>
<p>-minute speech based on the theme in groups.</p>
<p>e) Recite poems based on the theme.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</td>
<td width="117">a) Oral reading or dictation recitations</p>
<p>b) Role play</p>
<p>c) Debates</p>
<p>d) Oral interviews</p>
<p>e) Dialogues</p>
<p>f) Oral discussions</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 3 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="203"> ;</td>
<td width="145"> ;</td>
<td width="204"> ;</td>
<td width="125">· diorama</p>
<p>· flash cards</td>
<td width="117"> ;</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"><strong>3</strong></td>
<td width="36"><strong>1</strong></td>
<td width="66"> ;</td>
<td width="126">Non-verbal cues</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Select words containing the target sound in sentences.</p>
<p>b. Construct sentences orally using words related to the theme.</p>
<p>c. Interpret a speaker’s emotions and feelings correctly during oral presentations.</td>
<td width="145">1. Why is it important to listen carefully?</p>
<p>2. How can we become better listeners?</td>
<td width="204">Learner is guided to:</p>
<p>Practice saying selected tongue twisters in pairs.</p>
<p>Make three-minute speech based on the theme in groups.</p>
<p>e) Recite poems based on the theme.</p>
<p>f) Interpret non-verbal cues correctly.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Oral reading or dictation recitations</p>
<p>b) Role play</p>
<p>c) Debates</p>
<p>d) Oral interviews</p>
<p>e) Dialogues</p>
<p>f) Oral discussions</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>2</strong></td>
<td width="66"><strong>Reading</strong></td>
<td width="126"><strong>Intensive Reading </strong>Reading with Technology</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Relate ideas in the text to personal experiences.</p>
<p>b. Creates mental images from the events, characters or places in a text.</p>
<p>c. Judge the appropriateness of digital texts on the basis word choice, theme and interest.</td>
<td width="145">1. Why is it important to relate what you read with your experiences?</p>
<p>2. What digital resources can you use in your reading?</p>
<p>3. Why are digital materials more interesting to read than print ones?</td>
<td width="204">Learner is guided to:</p>
<p>Infer the meaning of words from context.</p>
<p>Connections between their experiences and events in the reading text.</p>
<p>pictures, mimes, videos or crossword puzzles in small groups.</p>
<p>d read texts from the internet in pairs and groups, online.</p>
<p>estions in pairs. or role play the</p>
<p>stories they have read online.</p>
<p>e visuals obtained</p>
<p>from online sources and share or display in a gallery.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Reading aloud</p>
<p>b) Dictation</p>
<p>c) Oral interviews</p>
<p>d) Question and answer</p>
<p>e) Teacher- made tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>3</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Intensive Reading </strong>Reading with Technology</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Creates mental images from the events, characters or places in a text.</p>
<p>b. Answer factual and inferential questions correctly.</p>
<p>c. Judge the appropriateness of digital texts on the basis</td>
<td width="145">1. Why is it important to relate what you read with your experiences?</p>
<p>2. What digital resources can you use in your reading?</p>
<p>3. Why are digital materials more</td>
<td width="204">Learner is guided to:</p>
<p>Infer the meaning of words from context.</p>
<p>Make connections between their experiences and events in the reading text.</p>
<p>Create pictures, mimes, videos or crossword puzzles in small groups.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</td>
<td width="117">a) Reading aloud</p>
<p>b) Dictation</p>
<p>c) Oral interviews</p>
<p>d) Question and answer</p>
<p>e) Teacher- made tests</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 4 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="203">word choice, theme and interest.</td>
<td width="145">interesting to read than print ones?</td>
<td width="204">Search and read texts from the internet in pairs and groups, online.</p>
<p>Answer questions in pairs. or role play the stories they have read online.</p>
<p>Print the visuals obtained</p>
<p>from online sources and share or display in a gallery.</td>
<td width="125">· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117"> ;</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>4</strong></td>
<td width="66"><strong>Gramm </strong><strong>ar in use</strong></td>
<td width="126"><strong>Use of Interrogatives When, who, how, why, which, how much, what else</strong></td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify interrogatives in sentences correctly.</p>
<p>b. Use interrogatives accurately in sentences.</p>
<p>c. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.</td>
<td width="145">1. Why do we ask questions?</p>
<p>2. How do we ask questions?</td>
<td width="204">Learner is guided to:</p>
<p>he words used to ask questions &#8211; how, what, when, why, who</p>
<p>e the Wh- words and How to ask questions.</p>
<p>digital devices to practice constructing questions.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as multiple</p>
<p>choice b)</p>
<p>Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</p>
<p>e) Dialogue- completion, information gap</p>
<p>f) Role play</p>
<p>g) Simulation</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"><strong>4</strong></td>
<td width="36"><strong>1</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Use of Interrogatives When, who, how, why, which, how much, what else</strong></td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify interrogatives in sentences correctly.</p>
<p>b. Use interrogatives accurately in sentences.</p>
<p>c. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.</td>
<td width="145">1. Why do we ask questions?</p>
<p>2. How do we ask questions?</td>
<td width="204">Learner is guided to:</p>
<p>Mention he words used to ask questions &#8211; how, what, when, why, who</p>
<p>Use e the Wh- words and How to ask questions.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as multiple</p>
<p>choice b)</p>
<p>Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</p>
<p>e) Dialogue- completion, information gap</p>
<p>f) Role play</p>
<p>g) Simulation</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>2</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Use of Interrogatives When, who, how, why, which, how much, what else</strong></td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify interrogatives in sentences correctly.</p>
<p>b. Use interrogatives accurately in sentences.</td>
<td width="145">1. Why do we ask questions?</p>
<p>2. How do we ask questions?</td>
<td width="204">Learner is guided to:</p>
<p>questions using the pattern: how much more…, when/who/why/what else in small groups, for example, Who else attended the ceremony?</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</td>
<td width="117">a) Tasks such as multiple</p>
<p>choice b)</p>
<p>Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 5 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="203">c. Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.</td>
<td width="145"> ;</td>
<td width="204">How much more sugar was bought?</p>
<p>else, much …</p>
<p>to complete sentences</p>
<p>digital devices to practice constructing questions.</td>
<td width="125">· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">e) Dialogue- completion, information gap</p>
<p>f) Role play</p>
<p>g) Simulation</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>3</strong></td>
<td width="66"><strong>Writing</strong></td>
<td width="126"><strong>Commonly Misspelt Words </strong>Homophones Homonyms</td>
<td width="203">By the end of the sub strand the learner should be able to:</p>
<p>a. Spell selected words correctly for effective communication.</p>
<p>b. Use homophones and homonyms in sentences correctly</p>
<p>c. Advocate the use of correct spelling of words among peers.</td>
<td width="145">1. Why do we write words correctly?</p>
<p>2. Which words do you find difficult to write?</p>
<p>3. How do we learn to spell words?</td>
<td width="204">The learner should be guided to:</p>
<p>Discuss in groups words they find difficult to spell.</p>
<p>Make a presentation on correct spelling homophones and homonyms</p>
<p>Write a word froma dictation by the teacher or from an audio- visual recording.</p>
<p>Play a spelling games in pairs; for example, scramble or scrabble.</p>
<p>Use jigsaw zle to form words correctly in groups.</p>
<p>Make words from jumple</p>
<p>up letters.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Teacher- made tests</p>
<p>b) Learner journals</p>
<p>c) Peer assessment</p>
<p>d) Self- assessment learner</p>
<p>e) Portfolio dictation f)Standardized writing tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>4</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Commonly Misspelt Words </strong>Homophones Homonyms</td>
<td width="203">By the end of the sub strand the learner should be able to:</p>
<p>a. Spell selected words correctly for effective communication.</p>
<p>b. Use homophones and homonyms in sentences correctly</p>
<p>c. Advocate the use of correct spelling of words among peers.</td>
<td width="145">1. Why do we write words correctly?</p>
<p>2. Which words do you find difficult to write?</p>
<p>3. How do we learn to spell words?</td>
<td width="204">The learner should be guided to:</p>
<p>s words they find difficult to spell.</p>
<p>esentation on correct spelling homophones and homonyms</p>
<p>rite words from a dictation by the teacher or from an audio- visual recording.</p>
<p>g games in pairs; for example, scramble or scrabble.</p>
<p>zle to form words correctly in groups.</p>
<p>up letters.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Teacher- made tests</p>
<p>b) Learner journals</p>
<p>c) Peer assessment</p>
<p>d) Self- assessment learner</p>
<p>e) Portfolio dictation f)Standardized writing tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"><strong>5</strong></td>
<td width="36"><strong>1</strong></td>
<td width="66"><strong>ENVIRO </strong><strong>NMENT</strong> <strong>AL</strong></td>
<td width="126"><strong>Listening and </strong><strong>speaking: peaking </strong><strong>Fluency</strong></td>
<td width="203">By the end of the sub strand, the learner should be able to:</td>
<td width="145">1. Why should we speak clearly and confidently?</td>
<td width="204">Learner is guided to:</td>
<td width="125">· course book</p>
<p>· story books</td>
<td width="117">a) Oral reading or dictation recitations</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 6 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"><strong>POLLUT</strong> <strong>ION</strong></td>
<td width="126">(content from other learning)</p>
<p>Making a Speech)</td>
<td width="203">a. Construct sentences orally using words related to the theme.</p>
<p>b. Speak accurately, without hesitation and with expression.</p>
<p>c. Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.</td>
<td width="145">2. Why do we make speeches?</td>
<td width="204">sounds /f/ and /v/ in small groups.</p>
<p>Pronounce the words related</p>
<p>to the theme correctly.</p>
<p>Construct oral sentences using vocabulary learnt.</p>
<p>Listen to recorded speech</p>
<p>from a digital device.</p>
<p>Make short specches using</p>
<p>vocabulary learnt, and appropriate non- verbal cues.</td>
<td width="125">· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">b) Role play</p>
<p>c) Debates</p>
<p>d) Oral interviews</p>
<p>e) Dialogues</p>
<p>f) Oral discussions</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>2</strong></td>
<td width="66"> ;</td>
<td width="126">Sounds /f/ as purify; as in; and</p>
<p>/v/ as in vapour preserve,</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Pronounce words with selected sounds accurately for effective communication.</p>
<p>b. Speak accurately, without hesitation and with expression.</p>
<p>c. Challenge others to speak accurately, at the right speed and to display appropriate expressions</p>
<p>during oral presentations.</td>
<td width="145">1. Why should we speak clearly and confidently?</p>
<p>2. Why do we make speeches?</td>
<td width="204">Learner is guided to:</p>
<p>sounds /f/ and /v/ in small groups.</p>
<p>to the theme correctly.</p>
<p>oral sentences using vocabulary learnt.</p>
<p>from a digital device.</p>
<p>Make short speeches using</p>
<p>vocabulary learnt, and appropriate non- verbal cues.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Oral reading or dictation recitations</p>
<p>b) Role play</p>
<p>c) Debates</p>
<p>d) Oral interviews</p>
<p>e) Dialogues</p>
<p>f) Oral discussions</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>3</strong></td>
<td width="66"> ;</td>
<td width="126">Sounds /f/ as purify; as in; and</p>
<p>/v/ as in vapour preserve,</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Pronounce words with selected sounds accurately for effective communication.</p>
<p>b. Speak accurately, without hesitation and with expression.</p>
<p>c. Challenge others to speak accurately, at the right speed and to display appropriate expressions</p>
<p>during oral presentations.</td>
<td width="145">1. Why should we speak clearly and confidently?</p>
<p>2. Why do we make speeches?</td>
<td width="204">Learner is guided to:</p>
<p>sounds /f/ and /v/ in small groups.</p>
<p>Pronounce the words related</p>
<p>to the theme correctly.</p>
<p>Contruct oral sentences using vocabulary learnt.</p>
<p>Listen to recorded speech</p>
<p>from a digital device.</p>
<p>Makes short word sentence using vocabulary learnt, and appropriate non- verbal cues.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Oral reading or dictation recitations</p>
<p>b) Role play</p>
<p>c) Debates</p>
<p>d) Oral interviews</p>
<p>e) Dialogues</p>
<p>f) Oral discussions</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>4</strong></td>
<td width="66"><strong>Reading</strong></td>
<td width="126"><strong>Intensive Reading: </strong>Poems, Songs</p>
<p>and Tongue</td>
<td width="203">By the end of the sub strand the learner should be able to:</td>
<td width="145">1. What can you learn from poems and songs?</td>
<td width="204">Learner is guided to:</p>
<p>deo on environmental pollution and answer questions.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</td>
<td width="117">a) Reading aloud</p>
<p>b) Dictation</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 7 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126">Twisters</td>
<td width="203">a. Creates mental images from events, characters and places in a text</p>
<p>b. Answer factual and inferential questions correctly for comprehension.</p>
<p>c. Relate events and characters in the reading text to personal experiences.</td>
<td width="145">2. Which poems and songs do you know?</p>
<p>3. How do you tell the meaning of unfamiliar words while reading?</td>
<td width="204">poem or song and role play the events, experiences or characters in the text.</p>
<p>Answer factual and inferential questions on the poem and song they read.</td>
<td width="125">· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">c) Oral interviews</p>
<p>d) Question and answer</p>
<p>e) Teacher- made tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"><strong>6</strong></td>
<td width="36"><strong>1</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Intensive Reading: </strong>Poems, Songs and Tongue Twisters</td>
<td width="203">By the end of the sub strand the learner should be able to:</p>
<p>a. Infer information and meaning of words from context.</p>
<p>b. Answer factual and inferential questions correctly for comprehension.</p>
<p>c. Relate events and characters in the reading text to personal experiences.</td>
<td width="145">1. What can you learn from poems and songs?</p>
<p>2. Which poems and songs do you know?</p>
<p>3. How do you tell the meaning of unfamiliar words while reading?</td>
<td width="204">Learner is guided to:</p>
<p>Watch video on environmental pollution and answer questions.</p>
<p>Read a poem or song and role play the events, experiences or characters in the text.</p>
<p>Answer factual and inferential questions on the poem and song they read.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Reading aloud</p>
<p>b) Dictation</p>
<p>c) Oral interviews</p>
<p>d) Question and answer</p>
<p>e) Teacher- made tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>2</strong></td>
<td width="66"><strong>Gramm </strong><strong>ar In use</strong></td>
<td width="126"><strong>Nouns which</strong> <strong>only Occur in </strong><strong>Singular </strong><strong>or </strong><strong>Plural</strong></td>
<td width="203">By the end of the sub strand, the learner should be able to</p>
<p>a. Identify nouns which only occur in singular or plural from given sentences.</p>
<p>b. Use nouns which only occur in singular or plural to make sentences.</p>
<p>c. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.</td>
<td width="145">1. Why is it important to use words correctly?</p>
<p>2. Which singular nouns end with letter</p>
<p>-s?</td>
<td width="204">Learner is guided to:</p>
<p>line nouns which only occur in singular or plural sentences.</p>
<p>ences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,</p>
<p>ersation using plurals of nouns which only occur in singular or plural, in pairs.</p>
<p>Watch videos on nouns which only occur in singular or plural and answer questions.</p>
<p>reate display charts on nouns which only occur in singular or plural in sentences.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as multiple</p>
<p>choice b)</p>
<p>Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</p>
<p>e) Dialogue- completion, information gap</p>
<p>f) Role play</p>
<p>g) Simulation</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 8 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>3</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Nouns which</strong> <strong>only Occur in </strong><strong>Singular </strong><strong>or </strong><strong>Plural</strong></td>
<td width="203">By the end of the sub strand, the learner should be able to</p>
<p>a. Identify nouns which only occur in singular or plural from given sentences.</p>
<p>b. Use nouns which only occur in singular or plural to make sentences.</p>
<p>c. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.</td>
<td width="145">1. Why is it important to use words correctly?</p>
<p>2. Which singular nouns end with letter</p>
<p>-s?</td>
<td width="204">Learner is guided to:</p>
<p>Identify and underline line nouns which only occur in singular or plural sentences.</p>
<p>Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,</p>
<p>Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.</p>
<p>Watch videos on nouns which only occur in singular or plural and answer questions.</p>
<p>Create display charts on nouns which only occur in singular or plural in sentences.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as multiple</p>
<p>choice b)</p>
<p>Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</p>
<p>e) Dialogue- completion, information gap</p>
<p>f) Role play</p>
<p>g) Simulation</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>4</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Nouns which</strong> <strong>only Occur in </strong><strong>Singular </strong><strong>or </strong><strong>Plural</strong></td>
<td width="203">By the end of the sub strand, the learner should be able to</p>
<p>a. Identify nouns which only occur in singular or plural from given sentences.</p>
<p>b. Use nouns which only occur in singular or plural to make sentences.</p>
<p>c. Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.</td>
<td width="145">1. Why is it important to use words correctly?</p>
<p>2. Which singular nouns end with letter</p>
<p>-s?</td>
<td width="204">Learner is guided to:</p>
<p>line nouns which only occur in singular or plural sentences.</p>
<p>ruct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,</p>
<p>ersation using plurals of nouns which only occur in singular or plural, in pairs.</p>
<p>s on nouns which only occur in singular or plural and answer questions.</p>
<p>arts on nouns which only occur in</p>
<p>Singular or plural in sentences.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as multiple</p>
<p>choice b)</p>
<p>Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</p>
<p>e) Dialogue- completion, information gap</p>
<p>f) Role play</p>
<p>g) Simulation</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"><strong>7</strong></td>
<td width="36"><strong>1</strong></td>
<td width="66"><strong>Writing</strong></td>
<td width="126"><strong>Functional Writing </strong>Personal Diary</p>
<p> ;</p>
<p>Journal (3 days)</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify the key components of a diary/journal.</td>
<td width="145">1. Why should we plan our activities in advance?</p>
<p>2. What is the most</td>
<td width="204">Learner is guided to:</p>
<p>View a sample diary sample journal/and identify the components.</p>
<p>Make journal/diary entries on</p>
<p>pairs or small groups.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</td>
<td width="117">a) Teacher- made tests</p>
<p>b) Learner journals</p>
<p>c) Peer</p>
<p>assessment</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 9 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="203">b. Create a journal/diary to convey desired information in the right format.</p>
<p>c. Collaborate with peers to create personal journals and diaries on varied topics.</td>
<td width="145">Memorable experience in your life?</td>
<td width="204"></td>
<td width="125">· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">d) Self- assessment learner</p>
<p>e) Portfolio dictation f)Standardized writing tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>2</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Functional Writing </strong>Personal Diary</p>
<p>Journal (3 days)</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify the key components of a diary/journal.</p>
<p>b. Create a journal/diary to convey desired information in the right format.</p>
<p>c. Collaborate with peers to create personal journals and diaries on varied topics.</td>
<td width="145">1. Why should we plan our activities in advance?</p>
<p>2. What is the most Memorable experience in your life?</td>
<td width="204">Learners are guided to create a three days journal. And take a gallery walk.</p>
<p>Give feedback to the of</p>
<p>each group.</p>
<p>Search for more examples of diaries or journals on the internet, textbooks or the library.</p>
<p>Create diary or journal</p>
<p>individually.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Teacher- made tests</p>
<p>b) Learner journals</p>
<p>c) Peer assessment</p>
<p>d) Self- assessment learner</p>
<p>e) Portfolio dictation f)Standardized writing tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>3</strong></td>
<td width="66"><strong>MONEY</strong></p>
<p><strong>&#8211; SAVING S AND BANKIN G</strong></td>
<td width="126"><strong>Listening and </strong><strong>speaking:</strong>Intensive Listening (Dialogue containing similes)</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Use similes and vocabulary related to the theme correctly in sentences</p>
<p>b. Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.</p>
<p>c. Interpret a speaker’s feelings and emotions correctly during oral presentations.</td>
<td width="145">1. Why should we listen attentively?</p>
<p>2. How can you tell someone is attentive?</td>
<td width="204">Learner is guided to:</p>
<p>Identify similes from an oral text</p>
<p>Use similes and words in sentences in small groups.</p>
<p>Identify similes from an oral text audio visual text. groups.</p>
<p>Discuss the dialogue in pairs.</p>
<p>entences using the new words individually.</p>
<p>Dramatize the dialogue in</p>
<p>small groups.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Oral reading or dictation recitations</p>
<p>b) Role play</p>
<p>c) Debates</p>
<p>d) Oral interviews</p>
<p>e) Dialogues</p>
<p>f) Oral discussions</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>4</strong></td>
<td width="66"> ;</td>
<td width="126">Sounds : /m/ as in</p>
<p>money; /n/ as in notes, /ŋ/ as in shilling</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Select words and phrases with the target sounds, digraphs and consonant clusters from a text.</td>
<td width="145">1. Why should we listen attentively?</p>
<p>2. How can you tell someone is attentive?</td>
<td width="204">Learner is guided to:</p>
<p>Say words containing the sound</p>
<p>sounds /m/ /n/ /ŋ/ in small groups.</p>
<p>Listen to dialogue from an audio-visual recording or read</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</td>
<td width="117">a) Oral reading or dictation recitations</p>
<p>b) Role play</p>
<p>c) Debates</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 10 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"> ;</td>
<td width="66"> ;</td>
<td width="126"> ;</td>
<td width="203">b. Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.</p>
<p>c. Interpret a speaker’s feelings and emotions correctly during oral</p>
<p>presentations.</td>
<td width="145"> ;</td>
<td width="204">by the teacher and select words with the target sounds, digraphs and clusters in pairs.</p>
<p>ds featuring the</p>
<p>target sounds.</td>
<td width="125">· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">d) Oral interviews</p>
<p>e) Dialogues</p>
<p>f) Oral discussions</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"><strong>8</strong></td>
<td width="36"><strong>1</strong></td>
<td width="66"> ;</td>
<td width="126">Digraphs: sn as in sneeze, sl as in sling</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Select words and phrases with the target sounds, digraphs and consonant clusters from a text.</p>
<p>b. Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.</p>
<p>c. Interpret a speaker’s feelings and emotions correctly during oral presentations.</td>
<td width="145">1. Why should we listen attentively?</p>
<p>2. How can you tell someone is attentive?</td>
<td width="204">Learner is guided to:</p>
<p>Identify similes from an oral text</p>
<p>Use similes and words in sentences in small groups.</p>
<p>Identify similes from an audio visual</p>
<p>audio visual text.</p>
<p>List similes in small</p>
<p>groups.</p>
<p>Discuss new words found in the dialogue in pairs.</p>
<p>Construct sentences using the new words individually.</p>
<p>small groups.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Oral reading or dictation recitations</p>
<p>b) Role play</p>
<p>c) Debates</p>
<p>d) Oral interviews</p>
<p>e) Dialogues</p>
<p>f) Oral discussions</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>2</strong></td>
<td width="66"><strong>Reading</strong></td>
<td width="126"><strong>Extensive Reading </strong>Variety of Texts</p>
<p>such as (texts of about 1001 &#8211;</p>
<p>1250)</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Select suitable reading materials from a variety of texts.</p>
<p>b. Read a variety of materials independently for information and pleasure.</p>
<p>c. Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.</td>
<td width="145">1. Why do you read?</p>
<p>2. How do you obtain specific information from a text?</p>
<p>3. What materials do you enjoy reading?</td>
<td width="204">Learner is guided to:</p>
<p>te print and non-print reading materials; newspapers, magazines, class readers or poems.</p>
<p>Preview reading material to</p>
<p>determine suitability.</p>
<p>Scan through a text for specific details.</p>
<p>Skim through a material to obtain the main idea.</p>
<p>gh newspapers, magazines among others to find specific information.</p>
<p>Skim through a material in small groups. Independently.</p>
<p>Promote extensive reading</p>
<p>among peers and the greater community.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Reading aloud</p>
<p>b) Dictation</p>
<p>c) Oral interviews</p>
<p>d) Question and answer</p>
<p>e) Teacher- made tests</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 11 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>3</strong></td>
<td width="66"> ;</td>
<td width="126">Newspapers, magazines, class readers and poems</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Read a variety of materials independently for information and pleasure.</p>
<p>b. Use fluency strategies such as previewing, skimming and scanning strategies to find necessary information.</p>
<p>c. Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.</td>
<td width="145">1. Why do you read?</p>
<p>2. How do you obtain specific information from a text?</p>
<p>3. What materials do you enjoy reading?</td>
<td width="204">colaborate with peers to determine the appropriateness of reading texts on the basis of interest, themes and complexity of language</p>
<p>look for specific information from a reading material in pairs. read in groups.</p>
<p>Make an entry of what they</p>
<p>have read in their creative writing diary.</p>
<p>Visit library to read online</p>
<p>and offline materials</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Reading aloud</p>
<p>b) Dictation</p>
<p>c) Oral interviews</p>
<p>d) Question and answer</p>
<p>e) Teacher- made tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>4</strong></td>
<td width="66"><strong>Gramm </strong><strong>ar in use</strong></td>
<td width="126"><strong>Word Classes Prepositions</strong></p>
<p>in, on, at</p>
<p>:in, on, at as : into,</p>
<p>towards, to,</p>
<p>through</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify prepositions of time, place and direction in sentences.</p>
<p>b. Use prepositions of time, place and direction appropriately for effective communication.</p>
<p>c. Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions</p>
<p>used in varied texts.</td>
<td width="145">1. Which words show direction and time?</p>
<p>2. Why is it important to show time and direction?</td>
<td width="204">Learner is guided to: nderline prepositions of</p>
<p>time, place and direction in sample sentences:</p>
<p>o time such as in, on, at)</p>
<p>o place such as :in, on, at</p>
<p>o direction such as : into, towards, to, through</p>
<p>preposition games and songs online/offline.</p>
<p>ing</p>
<p>prepositions.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as multiple</p>
<p>choice b)</p>
<p>Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</p>
<p>e) Dialogue- completion, information gap</p>
<p>f) Role play</p>
<p>g) Simulation</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"><strong>9</strong></td>
<td width="36"><strong>1</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Word Classes Prepositions</strong></p>
<p>in, on, at</p>
<p>:in, on, at as : into,</p>
<p>towards, to, through</td>
<td width="203">By the end of the sub strand, the learner should be able to:</p>
<p>a. Identify prepositions of time, place and direction in sentences.</p>
<p>b. Use prepositions of time, place and direction appropriately for effective communication.</p>
<p>c. Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.</td>
<td width="145">1. Which words show direction and time?</p>
<p>2. Why is it important to show time and direction?</td>
<td width="204">Use prepositions to perfom classroom task</p>
<p>Watch videos and online material on prepositions and in pairs/groups.</p>
<p>Create a display charts containing preposition of time and direction.</p>
<p>Create crossword puzzles using prepositions.</p>
<p>Solve code words and crossword puzzles involving prepositions.</p>
<p>Search for prepositions online, from newspapers</p>
<p>magazines among others</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Tasks such as multiple</p>
<p>choice b)</p>
<p>Discrimination</p>
<p>c) Gap-filling</p>
<p>d) Short-answer</p>
<p>e) Dialogue- completion, information gap</p>
<p>f) Role play</p>
<p>g) Simulation</td>
<td width="38"> ;</td>
</tr>
</tbody>
</table>
<p><em> </em>Page 12 of 13</p>
<p> ;</p>
<table>
<tbody>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>2</strong></td>
<td width="66"><strong>Writing</strong></td>
<td width="126"><strong>Spelling Homophones; Words with double consonants</strong></td>
<td width="203">By the end of the sub strand the learner should be able to:</p>
<p>a. Identify homophones, words with double consonants and words with double vowels correctly.</p>
<p>b. Spell homophones, words with double consonants and words with double vowels correctly.</p>
<p>c. Collaborate with others to judge the appropriateness of words, phrases and</p>
<p>sentences used in own or provided documents.</td>
<td width="145">1. Why should we write words correctly?</p>
<p>2. Which words have the same pronunciation but different spelling?</td>
<td width="204">Learner is guided to:</p>
<p>Identify homophones, words with double consonants and words with double vowels from a text.</p>
<p>o words read by the teacher or from audio recording for example:</p>
<p>&#8211; waist/waste</p>
<p>&#8211; Collect or dropped</p>
<p>Write down from a dictation correctly</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Teacher- made tests</p>
<p>b) Learner journals</p>
<p>c) Peer assessment</p>
<p>d) Self- assessment learner</p>
<p>e) Portfolio dictation f)Standardized writing tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>3</strong></td>
<td width="66"> ;</td>
<td width="126"><strong>Words with </strong><strong>double vowels</strong></td>
<td width="203">By the end of the sub strand the learner should be able to:</p>
<p>a. Uses homophones, words with double consonants and words with double vowels in sentences correctly.</p>
<p>b. Recommend to peers ways of enhancing their spelling skills for clarity of communication.</p>
<p>c. Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or</p>
<p>provided documents.</td>
<td width="145">1. Why should we write words correctly?</p>
<p>2. Which words have the same pronunciation but different spelling?</td>
<td width="204">Learner is guided to:</p>
<p>Use jigsaw puzzle to form words correctly in groups.</p>
<p>up letters.</p>
<p>Form sentences from the words they have spelt.</p>
<p>Search for homophones, words with double consonants and words with double vowels from the internet.</td>
<td width="125">· course book</p>
<p>· story books</p>
<p>· poetry books</p>
<p>· pictures and</p>
<p>· photographs</p>
<p>· newspapers</p>
<p>· magazines</p>
<p>· junior encyclopedia</p>
<p>· journals</p>
<p>· dictionaries</p>
<p>· diorama</p>
<p>· flash cards</td>
<td width="117">a) Teacher- made tests</p>
<p>b) Learner journals</p>
<p>c) Peer assessment</p>
<p>d) Self- assessment learner</p>
<p>e) Portfolio dictation f)Standardized writing tests</td>
<td width="38"> ;</td>
</tr>
<tr>
<td width="36"> ;</td>
<td width="36"><strong>4</strong></td>
<td colspan="8" rowspan="2" width="1024"><strong>REVISION/ ASSESMENT </strong></td>
</tr>
<tr>
<td width="36"><strong>10</strong></td>
<td width="36"> ;</td>
</tr>
</tbody>
</table>
<p> ;</p>
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