E K

5

3

Attentiv e Listenin

g

a) listen attentively during a conversation,

b) respond to simple specific three- directional instructions in oral communication,

c) appreciate the importance of

listening attentively for effective communication

1) What can we tell from people’s faces and hand movements as they

talk?

2) Why do you look at someone’s

face as they speak

Learners are helped to practise correct sitting posture in groups and pairs

practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs.

words and phrases for effective oral communication

through actions, orally and in writing. and pairs to allow others to speak

without interrupting.

facial expressions and gestures as seen from posters, pictures, demonstration, and role play.

and pair work.

using both verbal and non-verbal communication

2.Oral questio ns

3.writte

n questio ns

3

words spelt?

3

Languag

e Structur es and Function s

learner should be able to:

a) construct sentences about daily activities using subject-verb agreement correctly,

b) construct sentences on daily

activities in relation to when they take place,

c) recognise the correct use

of subject-verb agreement to form appropriate sentences,

d) appreciate the importance of

subject verb agreement in achieving effective communication

1) What is Sarah holding?

2) What are the girls

holding?

3) What has Sarah done?

4) What

have they done?

Learners observe pictures showing singular and plural subjects and construct correct oral sentences.

actions that have been demonstrated by classmates in pairs/small groups

sentences using singular and plural subjects for things at home and

around their environment like animals

and utensils

ners listen to a story, poem or conversation read by the teacher or from computing devices, and respond

to questions based on the theme

‘time’ or questions about time

Charts

ation

2.Oral

questio ns

3.writte

n questio ns

3

Languag e

Structur es and Function s

a) construct sentences about daily

activities using subject-verb agreement correctly,

b) construct sentences on daily activities in relation to when they take

place,

c) recognise the correct use

of subject-verb agreement to form

2) What are the girls holding?

3) What

has Sarah done?

4) What

have they

actions that have been demonstrated by classmates in pairs/small groups

sentences using singular and plural subjects for things at home and

around their environment like animals

d) appreciate the importance of subject verb agreement in achieving effective communication

Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme

‘time’ or questions about time

3

structur

es and function s

a) use indefinite pronouns to talk

about daily activities at home and at school,

b) identify indefinite pronouns in communication about home and

school,

c) enjoy using indefinite pronouns in their day to day communication

Learners engage in question and answer dialogues using indefinite pronouns

games involving the use of the indefinite pronouns

oral

sentences using indefinite pronouns in pairs and in groups.

conversation read by the teacher or from computing devices, and responds to questions based on indefinite pronouns

Charts

2.Oral

questio ns

3.writte n questio ns

3

structur es and function s

learner should be able to:

a) use indefinite pronouns to talk about daily activities at home and at school,

b) identify indefinite pronouns in

communication about home and school,

c) enjoy using indefinite pronouns in their day to day communication

Who hasp picked my pen?

answer dialogues using indefinite

pronouns

games involving the use of the indefinite pronouns

sentences using indefinite pronouns in pairs and in groups.

Charts

ation

2.Oral questio ns

3.writte

n questio

ns

indefinite pronouns

3

( 3 lessons ) Child

rights

( 3

lessons ) Singular and plurals of irregular nouns

e.g.

foot –feet

tooth – teeth mouse – mice

ox – oxen

learner should be able to:

a) use plural forms of irregular nouns to talk about things and people at home and in school for effective communication,

b) identify singular and plural forms

of irregular nouns for effective oral communication,

c) distinguish between singular and plural irregular nouns for appropriate

oral communication at home and in school

d) enjoy games involving the singular and plural forms of irregular nouns

1) What are the plural forms of these

nouns?

2) How do you say

these pairs of nouns?

In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns.

the singular and plural forms of irregular nouns.

construct sentences based on pictures the singular and plural forms of irregular nouns.

poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun

Charts

ation

2.Oral questio

ns

3.writte n questio ns

3

( 3

lessons )

Child rights ( 3

lessons )

Singular and plurals of

a) use plural forms of irregular nouns to talk about things and people at

home and in school for effective communication,

b) identify singular and plural forms of irregular nouns for effective oral

communication,

c) distinguish between singular and plural irregular nouns for appropriate

1) What are the plural forms of these

nouns?

2) How do you say these pairs

of nouns?

In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns.

oems containing the singular and plural forms of irregular nouns.

sentences based on pictures the singular and plural forms of irregular

2.Oral

questio ns

3.writte

n questio ns

foot –feet tooth –

teeth mouse – mice

ox –

oxen

d) enjoy games involving the singular and plural forms of irregular nouns

poem or conversation read by the teacher or from computing devices, and respond to questions based on singular and plural forms of irregular noun

0

3

a) use ‘will’/’shall’ to talk about what

they would want to become in future, b) identify words that express future time/actions for effective oral communication,

c) enjoy using ‘will’ and ‘shall’ to

communicate future time/intentions

1) What will you do at break time?

2) What will you do

at lunch

time?

3) What will you do when you

grow up?

Learners talk about what they plan to do after school that day or the following day to express the future tense

using the future time

will’ and ‘shall’, to express future

time

arners listen to story read by the teacher or from computing devices,

and respond to questions based on future time

Charts

2.Oral questio

ns

3.writte

n questio ns

1

3

(Using a computer

)

( 3 lessons)

Future time (will/shal l)

a) use ‘will’/’shall’ to talk about what

they would want to become in future,

b) identify words that express future time/actions for effective oral communication,

c) enjoy using ‘will’ and ‘shall’ to

communicate future time/intentions

2) What will you do at lunch time?

3) What will you do when you

Learners talk about what they plan to do after school that day or the following day to express the future tense

using the future time

will’ and ‘shall’, to express future

time

2.Oral

questio ns

3.writte

n questio ns

2

3

a) use opposites of higher level

difficulty to construct simple sentences about safety at home, school and the environment,

b) identify the opposite of a group of words for effective oral

communication,

c) enjoy conversations using opposites in communicating ideas

1) What are the opposites

of these

words?

2) Where does the sun rise/

set?

Learners use the opposites of a broad range of words (e.g present

/absent, left /right, top/ bottom , back

/ front, outside /inside)

construct oral and written sentences using the opposites of familiar and unfamiliar words

teacher or from computing devices and respond to questions based on the theme and opposites

Charts

2.Oral questio ns

3.writte n questio ns

3

$

1

4

3

3

3