English Activities
Grade 2
Teacher’s Guide
Longhorn
Tom Olang’ Okeyo
Ezekiel Wangusi
Elizabeth M. Wambua
Beatrice Mwebi
Catherine Ireri
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Published by
Longhorn Publishers (Kenya) Ltd.,
Funzi Road, Industrial Area,
P.O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Uganda) Ltd
Plot 4 Vubyabirenge, Ntinda
P. O. Box 24745
Kampala, Uganda
Longhorn Publishers (Tanzania) Ltd.,
New Bagamoyo Road/Garden Road,
Mikocheni B, Plot No. MKC/MCB/81,
P.O. Box 1237,
Dar es Salaam, Tanzania.
Longhorn Publishers (Rwanda) Ltd
Remera opposite COGE Bank
P.O. Box 5910
Kigali, Rwanda
© Tom Olang’Okeyo, Ezekiel Wangusi, Elizabeth M.Wambua, Beatrice Mwebi, Catherine Ireri, 2018
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without the prior written permission of the Copyright owner.
First Published 2018
ISBN 978-9966-64-033-8
Printed by
Multivista G lobal Ltd.,
43, Vandalur Kelambakkam Road, Pudupakkam,
Chennai, Tamil Nadu, Pin Code:; 603 103.
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CONTENTS
Part One
Introduction ............................................................................................................ 1
The book structure........................................................................................................................1
The teaching process.....................................................................................................................5
Grouping learners....................................................................................................................... 11
Important attitudes in learning english..................................................................................12
Teaching resources..................................................................................................................... 13
Improvisation............................................................................................................................... .13
Special education needs and multi-ability learning............................................................. 14
Safety in the classroom............................................................................................................... 16
Assessment and evaluation methods........................................................................................ 16
Proposed grading system.................................................................................................... .... 18
Part Two
Theme 1: School ..........................................................................................................................20
Theme 2: Activities in the home.............................................................................................. 34
Theme 3: Transport ................................. ................................................................................. 46
Theme 4: Time and months of the year..................................................................................57
Theme 5: Shopping - things we buy........................................................................................ 70
Theme 6: The garden ............................................................................................................... 85
Theme 7: Accidents..................................................................................................................... 99
Theme 8: Classroom ............................................................................................................... 111
Theme 9: The farm....................................................................................................................123
Theme 10: Positions and directions..........................................................................................135
Theme 11: Environment.......................................................................................................... 146
Theme 12: Technology............................................................................................................. 160
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Theme 13: Cultural activities ................................................................................................170
Theme 14: Child labour .........................................................................................................183
Theme 15: Caring for others...................................................................................................193
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e vision of the basic education curriculum reforms is to enable every Kenyan
to become an engaged, empowered and ethical citizen. is will be achieved by
providing every Kenyan learner with the right standards in the skills and knowledge
that they deserve, and which they need in order to thrive in life. is shall be
accomplished through the provision of excellent teaching, school environments,
resources and a sustainable visionary curriculum that provides every learner with
high quality learning.
In order to do this, teachers must engage the learners in exciting activities that
allow them to use and progressively demonstrate the competencies outlined in the
curriculum.
is Teacher’s Guide has been designed to do just that. It places the learner at the
centre of learning. e Teacher’s Guide provides pathways for identifying and
nurturing the talents and interests of learners early enough to prepare them for the
world of work, career progression and sustainability.
Based on a competency based curriculum; the guide, as well as the learners’ book
provide methods of assessment, promoting of national values and national cohesion
and their integration into the curriculum.
e teacher should nurture the learner’s potential through the learning pathways
that are provided in this book. is is for the recognition of the learner’s potential,
gis and talents. At the end of the day, no child should be labelled a failure.
e Book Structure
is Teacher’s Guide is organised into two main sections. Part 1 is the general
introduction section detailing pedagogical issues. Part 2 highlights the themes just
as outlined in the learner’s book. It gives in details the expected learning themes,
interesting teaching and learning activities, tips on handling the special needs
learners, digital oriented exercises, informative notes to teachers and extra exercises
for gied learners.
Organisation of the themes
Each theme consists of the following:-
1. eme
2. Strand
3. Sub-strand
INTRODUCTION
Part 1
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4. Suggested time
5. Specic learning outcomes
6. Key inquiry questions
7. Core competences to be developed
8. Links to PCIs
9. Links to other subjects
10. Link to values
11. Suggested learning aids
12. Suggested community service learning
13. Suggested assessment
14. Background information
1. eme:
ese are a wide range of topics or situations. For example we have; Our Home,
e Environment, Our School, Child Rights and many more. In essence they are
familiar with the learners’ experiences and the activities they do on a daily basis.
ese are accompanied by pictures that will motivate the learners.
2. Strands:
ese represent the language skills; listening and speaking, reading, grammar and
writing. It is through the skills that learners apply their learning and engage in higher
order thinking. ese skills relate to the upper levels of Bloom’s taxonomy and they
lead to deep rather than surface learning. e teachers’ guide ensures that they are
functional. e learners should experience the interdependence of the skills across
the book and nd relevance of what they learn in their day to day contexts.
3. Sub Strands:
Each strand has a sub-strand area which indicates the scope of coverage of what a
teacher should teach and learner should learn in line with stated learning objectives.
4. Suggested time:
ese are number of lessons suggested for each theme.
5. Specic Learning Outcomes:
By the end of the course the learner should be able to:
1. Demonstrate basic literacy and numeracy skills for learning.
2. Communicate appropriately using verbal and/or non-verbal modes in a variety
of contexts.
3. Demonstrate appropriate etiquette in social relationships.
4. Apply creativity and critical thinking skills in problem solving.
5. Explore the immediate environment for learning and enjoyment.
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6. Practice hygiene, nutrition, sanitation and safety skills to promote health and
wellbeing.
7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and
moral development for balanced living.
8. Demonstrate appreciation of the country’s rich and diverse cultural heritage for
harmonious co-existence.
9. Apply digital literacy skills for learning and enjoyment.
6. Key inquiry questions:
e question statement is a comprehensive learning statement presented as a
starting point. It is a question that is meant to make the learners want to nd out the
solutions in the course of the lesson.
7. Core Competences to be developed:
A competency based approach enables meaningful connections within and between
subject areas. e seven core competencies to be achieved by every learner are
• Communication and collaboration.
• Self-ecacy
• Critical thinking and problem solving
• Citizenship
• Digital literacy
• Learning to learn
• ey should be achieved once learners have met all the learning objectives
in the lesson.
8. Links to PCIs:
Instructions should set out approach to Pertinent and contemporary issues.
Examples are life skills, citizenship skills, animal welfare, environmental education
and many more.
9. Links to other subjects:
It is important for learners to gain an understanding of the interconnections between
dierent subjects so that learning in each subject is reinforced across the curriculum.
is platform does exactly that. It prepares the teacher to pass this information to
the learners so that they are aware!
10. Links to attitudes and values:
Values are standards that guide an individual on how to respond or behave in a
given circumstance. e teaching of values will facilitate the achievement of the
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curriculum reforms’ vision with respect to moulding ethical citizens. Truly engaging
with the learning, requires appropriate attitudes and values that relate to the lesson.
11. Attention to Special Education Needs:
is section provides a way that the teacher can cater for the dierent special
education needs with a consideration to the nature and requirements of the lesson.
12. Teaching aids:
is section lists the teaching aids needed for the theme. It also indicates the alter-
native teaching aids and materials for learners with special needs and for schools
with limited resources.
13. Suggested Community Service Learning:
e learner is part of a larger community and therefore, education should lead the
youth of the country to accept membership of this community with all the obligations
and responsibilities, rights and benets that this membership entails.
14. Assessment:
is section contains the questions and suggested answers to assess the lesson
learning objective.
15. Background Information:
is section provides an insight to the teacher on how to come up with a methodology
of the unit using the resources from dierent activities in the Pupil’s Book. It also
contains suggestions to the teacher on how to introduce the lesson and engage the
learners.
Organisation of the lessons
e lesson has the following key parts:
• Lesson number
• Specic learning outcomes
• Teaching aids
• Introduction to the lesson
• Learning activities
• Assessment
• Answers
1. Lesson number and title:
is gives the number of the lesson and the topic to be covered in that lesson.
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2. Specic Learning outcomes
is section has the learning objective related to the particular lesson according to
the syllabus.
3. Teaching aids:
is section lists the teaching aids needed for the lesson. It also indicates the
alternative teaching aids and materials for learners with special needs and for
schools with limited resources.
4. Introduction:
is section provides additional content for the teacher to have a deeper
understanding of the topic.
5. Learning activities:
Learning Activities are expected to engage learners in an interactive learning
process as much as possible (learner-centred and participatory approach). ey
outline guidelines on how to facilitate the learner’s activities in a way that promotes
the development of core competences, values, skills and attitudes. It also provides
a way that the teacher can cater for the dierent special education needs with a
consideration to the nature and requirements of the lesson. is section contains
suggestions of remedial activities for slow learners too. e teacher is also guided on
how to instruct with approach to PCIs.
Suggestions on when to arrange the learners in groups have been made in this
teacher’s guide. It is encouraged to group the learners during all lessons. is is
because it allows all learners to participate and develop their communication skills.
However bear in mind the special educational needs, gender balance, and the ability
of the members. Ensure minimum movement when grouping the learners and
encourage them to speak quietly so that they are able to listen to one another.
6. Assessment:
is section contains suggestions that assess the lessons learning objectives. ey
can be in form of questions, demonstrations, drawings, written exercises or portfolio.
7. Answers:
is section provides the answers to the exercise of the lesson.
e Teaching Process
English is taught and learned as a core subject. At every grade it is structured in
themes, strands and sub-strands. ey are further broken down into lessons.
• A lesson is aligned with a number of activities.
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• Each lesson has learning outcomes whose achievement is pursued by all
teaching and learning activities undertaken by both the teacher and the
learners.
• Some learning outcomes focus on knowledge and understanding. ese are
associated with Lower Order inking Skills or LOTS.
For example;
By the end of the lesson learners should be able to
• construct sentences.
• List down four child rights.
• identify indenite pronouns.
Other learning outcomes focus on acquisition of skills, attitudes and values. ey are
associated with Higher Order inking Skills or HOTS. ese learning objectives
are actually considered to be the ones targeted by the new curriculum. For example;
By the end of the lesson, learners should be able to:
• Enjoy using indenite pronouns.
• Appreciate the use of prepositions in sentences.
• Respond correctly to questions.
ere are learning activities that are expected to engage learners in an interactive
learning process as much as possible (learner-centered and participatory approach).
is section also contains suggestions of remedial activities for slow learners. ere
are suggestions of activities and written exercises for fast learners too. In this digital
era there are activities where computer devices are necessary.
Each lesson has links to other subjects, its assessment criteria and the materials (or
resources) that are expected to be used in the teaching and learning process.
e Language Skills
is involves teaching integrated English. at means that you incorporate all the
language skills in each lesson. However the correct order of teaching these skills
should always be observed; listening comes rst, followed by speaking, reading and
lastly writing.
Listening and Speaking
is is the teaching of oral work. It involves teaching vocabulary, sentence patterns
and structures. In listening lessons, emphasise on good sitting postures, appropriate
facial expressions and gestures. When speaking, learners should pronounce the
vocabulary correctly. e proper punctuation and intonation as they read should
also be observed.
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Learners with low attention spans should be observed closely and deliberate eorts
made to have them engaged in ongoing activities. If objectives are still not met,
other interventions should be sought.
Activities for oral lessons:-
• conversations, dialogue and discussions,
• responding to simple instructions,
• drama and role play,
• songs,
• tongue twisters,
• riddles, story -telling,
• poems among others. ese activities can be done in groups, in pairs or the
whole class.
Reading
Learners should read words that have simple letter- sound correspondence and
gradually introduce longer words with more complex letter-sound correspondence.
Where learners are good readers, variations to this suggestion should be made by
giving more complex sounds to be combined into longer words. is is intended to
take care of dierentiated curriculum and learning. For those struggling with word
recognition, a combination of prompts could be used to support them.
As learners progress, they read texts of 200 words, gradually increasing in length
and requiring more accuracy and expression at intervals of two weeks. Variations
to this suggestion should be made by giving longer texts demanding more accuracy
and expression among learners who can read uently. For those struggling with
uent reading, shorter texts demanding fewer words per minute could be given to
support them.
Note that for good reading, sitting posture should be upright. Learners should also
be discouraged from lip-reading or using their ngers to guide them.
Reading activities: for beginners,
• phonic method is in order.
• letter cards, sound cards or slides can be used.
e ‘look and say’ method is also good for beginners. It is where they incorporate
games like lucky dip, bingo etc. As the learners develop in their reading, reading
aloud in groups is in order. Loud reading enhances uency because the learners are
listening to good reading. With time you can teach the learners on silent reading.
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Writing
Learners should practise handwriting oen, starting from copying models of
shapes and progressively improving to writing dictated words and sentences neatly
and legibly. Learners should later start using capital letters for proper nouns and
progressively write sentences with a variety of correct punctuation marks.
e progression to using a variety of punctuation marks should be accelerated in
instances where learners recognize and use appropriate punctuation. For those
struggling with capital letters and punctuation, opportunities for more practice with
simpler punctuation should be created.
At this level now, learners can now practice completing simple blank lling exercises.
ey then progressively move to making short phrases and sentences to make
paragraphs. e progression from writing phrases to sentences and paragraphs
should also be accelerated in instances where learners can comfortably complete
sentences. But in case of slow learners, opportunities for more practice with simpler
phrases and sentences should be created.
Writing activities:
Among the many activities learners can engage in are;
• demonstration and imitation
• spelling games
• dictations
• written exercises
• pattern drawing
• sentence constructions and creative writing among others.
Teaching Methods in English
It is important to discuss some of the methods commonly used during instruction
of the English language. ese are:
(i) Demonstration
(ii) Questioning technique
(iii) Role play
(iv) Individual work
(v) Discussion
(vi) Discovery
ese methods have their own merits when used at the right moment and for the
appropriate audience. An attempt has been made to spell out how and when to make
use of some of the methods outlined in the teaching of English.
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(i) Demonstration
When the learners are expected to use teaching aids, make models or draw pictures,
it is necessary for the teacher to demonstrate rst what he/she expects of them.
When the teacher is demonstrating, say for example how a game is done, he/she is
to ensure that all the learners can see what he/she is doing.
It may be necessary to call the learners around the demonstration table for all to
see. During demonstration, he/she could ask some learners to help in handling and
setting up the teaching aids. e teacher should then outline the procedure he/she
expects the learners to follow as they carry out their projects either individually or
in groups.
(ii) Questioning technique
is is one of the most important methods of teaching and nds its application in
nearly all subjects in a school. Good mode of questioning will full several important
aspects of a lesson:
• increases learner’s participation.
• reduces teacher talk considerably.
• creates enthusiasm and motivation in the learners.
• encourages creative thinking.
• develops skills in organisation of ideas.
• keeps the class active and lively.
• promotes interaction between the teacher and his/her learners, among the
learners
• and with teaching aids.
When a teacher asks a question to one of his/her learners and the learner gives a
wrong answer, the teacher should not say ‘no’ or rebuke the learner. is withdraws
the learner from further learning and concentration, because his/ her answer was
honest based on what he/she thought was right. Instead, the teacher should follow
the learner’s answer to detect any reason that led to his/ her wrong answer. In this
process the teacher will discover where the learner went wrong and help him/her.
Alternatively, the teacher’s question could have been ambiguous or vague and as a
result he/she will need to rephrase his/her question.
(iii) Role play
is method can be applied in teaching of speaking, listening and reading skills. e
teacher can ask learners to act out a dialogue in small groups and then demonstrate
before the whole class. is method enables learners to fully interact with one
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another and with the teacher during the lesson.
(iv) Individual work
Individual work by learners begins when the teacher assigns a few problems to them
during class work. is is the application session whereby every individual learner
is expected to work on his or her own.
During this session, the teacher moves round the class marking the learners’ work
and giving individual attention to those in diculties. Individual work is then
extended to the homework assignment where the learners will be expected to
solve problems outside the classroom. Individual work encourages the learners to
go through learnt concepts alone. is reveals to the teacher how a learner would
perform aer instruction. It is possible to conclude whether the lesson achieved the
expected objective or whether a remedial lesson is needed.
(v) Discussion
In discussion, a teacher acts as a facilitator during learner’s interaction. He or she
poses the topic for discussion and acts as a resource person. Discussion educates
and trains the learners to apply knowledge, think critically, solve problems easily
and obtain relevant information easily and make pertinent decisions.
An eective discussion is characterised by the following:
(i) A group atmosphere should prevail where all are actively involved.
(ii) Participation should be critical and reective with lots of cooperation.
(iii) All in class should share in decision making and conclusions reached.
(iv) e teacher’s role is that of a guide and sometimes that of a facilitator.
(vi) Discovery method
rough manipulation of teaching aids and a study of a number of patterns and
relationships, learners discover concepts in English. Discovery can arise through
organised work and discussions.
Note:-
e two most important documents in planning to teach are the schemes of work
and the lesson plan.
a) Schemes of work
A scheme of work is a collection of related topics and subtopics drawn from the
syllabus and organised into lessons week by week for every term.
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b) Lesson plan
A lesson plan is a detailed outline of how the teacher intends to carry out a specic
lesson.
Grouping Learners
Grouping learners for learning has increasingly become popular in recent years. In
fact, the shi from knowledge-based to competence curriculum will make grouping
the norm in the teaching process. Grouping learners can be informed by one or all
of the following:
(a) Similar ability grouping
(b) Mixed ability grouping
(c) Similar interests grouping
(d) Needs grouping
(e) Friendship grouping
(f ) Sex grouping
Grouping learners has several advantages such as:
(a) e individual learner’s progress and needs can easily be observed.
(b) e teacher–learner relationship is enhanced.
(c) A teacher can easily attend to the needs and problems of a small group.
(d) Materials that were inadequate for individual work can now easily be shared.
(e) Learners can learn from one another.
(f) Cooperation among learners can easily be developed.
(g) Many learners accept correction from the teacher more readily and without
feeling humiliated when they are in a small group rather than the whole
class.
(h) Learners’ creativity, responsibility and leadership skills can easily be developed.
(i) Learners can work at their own pace.
e type of “grouping” that a teacher may choose depends on:
(a) e topic or task to be tackled.
(b) e materials available.
(c) Ability of learners in the class (fast, average, slow).
However, the teacher must be exible enough to adjust or change his/her type of
grouping to cope with new situations. ere is no xed number of learners that a
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group must have. is again will be dictated by such factors as the task to be done,
the materials, characteristics of learners in your class, size and the space available.
However, groups should on average have between four to seven learners. You can
also resort to pair work depending on the nature of the content being taught at the
time.
ere is no one method or approach to teaching that is appropriate to all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the topic or subtopic at hand.
Important Attitudes in Learning of English
a) In learners
ere are certain useful attitudes, which the teacher should help to develop in the
learners as they learn English. English is expected to make an impact on a learner’s
general behaviour and approach to life.
Practical approach – to problem solving. Learners should seek answers to their
questions and problems by nding out wherever possible.
• Responsibility – A learner should be responsible enough to eect tasks
apportioned and take good care of items and objects during and aer an
investigation.
• Cooperation – Learners will oen be working in groups while role-playing
and need therefore to cooperate with all other members of the group.
• Curiosity – Learners should have a curious attitude as they observe things
and events around them. is is the rst step towards solving a problem.
• Self-condence – Learners should have the will to attempt to solve a problem.
e feeling of self-condence can be strengthened in young learners if they
experience many small successes that win approval and encouragement
from the teacher. e problems which learners attempt to solve should not
be so dicult that they lead to frustration.
• Honesty – As they make observations, record, analyse results and draw
conclusions.
• Patience –Learners should be patient with each other as other learners may
be quick to answer and others slow to understand.
b) In teachers
• Engage students in a variety of learning activities
• Apply appropriate teaching and assessment methods
• Adjust instructions to the level of the learner
• Encourage creativity and innovation
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• Make connections/relations with other subjects
• Show a high level of knowledge of the content
• Develop eective discipline skills to manage the classroom adequately
• Be a good communicator
• Be a guide and counsellor
• Have strong passion for children, teaching and learning.
Teaching Resources
ese refer to things that the teacher requires during the teaching process. ey
include:
• e classroom
• Textbooks
• Wall charts, cards, pictures and wall maps
• Classroom objects
• Models
• Resource persons
• Social facilities such as health centres, other learning institutions,
community organisations, etc.
• Enterprises such as agricultural farms, industries, among others.
Improvisation
If each learner is to have a chance of experimenting, cheap resources must be made
available. Expensive, complicated materials may not always be available in most
schools. Such sophisticated equipment made by commercial manufacturers is usually
expensive and majority of schools cannot aord it. e teacher is therefore advised
to improvise using locally available materials as much as possible. Improvisation
should however not be regarded as a cheap substitute of proper equipment.
Note: Certain topics are best studied during a particular weather condition than at
other times. For instance, observation of colours and visit of a farm are best done
during sunny weather. e teacher should therefore think ahead while making the
scheme of work so that the prevailing weather pattern is considered. is will ensure
that suitable activities for learning English are planned for with the weather in mind.
However, a good scheme of work should be suciently exible to cope with
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unexpected situations and can be altered or modied to suit certain circumstances.
Special Education Needs and Multi-ability Learning
Inclusive education involves ensuring all learners are engaged in education and that
they are welcomed by other students so that everyone can achieve their potential.
Inclusive practice embraces every individual regardless of gender or ability including
those with learning diculties and disabilities. e focus of inclusive curriculum is
on ensuring participation in education of learners with dierent learning styles and
other diculties. To be successful, it entails a range of issues including teacher’s
positive attitudes, adapting the learning resources, a variety of teaching and learning
methods and working together. Overall, the benets of an inclusive curriculum
extend to all learners
Inclusive education also helps to ensure the optimal development of children with
special educational needs by giving them a vital space which provides opportunities
for child focused learning, play, participation, peer interaction and the development
of friendships. e curriculum may also be enriched for learners who are gied
and talented. is may be done by providing additional and advanced content and
resources.
Learners with Special Needs Who Follow the Regular Curriculum
Some learners with special needs may follow the same curriculum as learners
without special needs. However, for these learners to access the regular curriculum,
adaptation may be necessary. Adaptations may include the substitution of curriculum
content, removal of specic curricular content areas and the adaptation of teaching
and learning strategies, resources and assessment.
Learners with special needs who may follow the regular curriculum include those
with:-
i. Gied and talented
ii. Visual impairment
iii. Hearing impairment
iv. Physical handicap
v. Mild cerebral palsy
vi. Learning disabilities
vii. Emotional and behavioural diculties
Assessment strategies and conditions should be standardised to the needs of these
learners. e teacher should identify such cases and help facilitate the aected
learners’ learning. For example, learners with visual and hearing diculties should
sit near the teacher’s table for easy supervision and assistance. e following are
more suggestions on how to support special needs children in your class.
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(a) Learners with physical diculties
In this group of learners, the aected areas are normally some body parts, especially
the limbs. ere may be partial or total loss of use of the limbs. In case the legs are
aected, the learners will need assistance during activities that involve movement.
is could be during a nature walk and other activities that learners have to stand
for some reason. e teacher should organise for the learner’s ease of movement
around. e learner should also be given time to catch up with the others.
In case the hands are aected, the learners should be given more time to nish their
work. In both cases, the learners should not be pressurised to do things that can
cause injury or ridicule.
(b) Learners with visual diculties
ese learners normally have problems with their eyesight. ey should sit in a
position where they are able to see the chalkboard without straining.
Note: e learner could be long-sighted or short-sighted.
e material to be observed should be brought closer to the learner and a magnifying
lens used where necessary. e teacher should use large diagrams, charts and labels.
In some cases, the learners can be allowed to touch and feel whatever others are
looking at. Other learners can assist by reading aloud. e lighting system in the
classroom can also be improved. e teacher should read aloud most of the things
he/she writes on the chalkboard.
(c) Learners with hearing diculties
e aected part in this case is the ear. e learner should have hearing aids. e
teacher should use as many visual aids as possible. ey should also project their
voice and always talk while facing the learners. Use of gestures and signs while
talking helps the learner gure out what the teacher is saying as well.
(d) Learners with speech diculties
A common example in a normal class is the stammerer. ey always speak with a lot
of diculties. e teacher should be patient with them and encourage such learners
to express themselves in their own way. Such learners should be given more written
exercises than oral.
(e) Learners with mental diculties
e teacher should try to identify the nature and level of the mental diculty.
Learners with mental diculties should then be given special assistance and attention
at an individual level. ey can be given special tests or assessments. In general, all
the learners with diculties should be reinforced promptly. is encourages and
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motivates them. e teacher and the rest of the class should never ridicule learners
with any of the diculties. Note that generally, people with any kind of disability can
be very sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
However, the teacher should avoid giving privileges where the learners do not
deserve them. Treat them fairly but not with undue favours. In extreme cases, it can
be recommended for the learners to join a special school.
Safety in the classroom
Learners in primary school are extremely active and curious. As such, they are
inclined to getting harmed and injured. ey should therefore be constantly
protected from sources of injury and harm. e teacher is therefore advised to take
strict safety precautions whenever learners are in class or outside the classroom.
Some areas that need consideration as far as safety is concerned include:
• When using tools and equipment
• During experiments or demonstrations
• When handling sharp or pointed objects like a pair of scissors, razor blade,
etc.
• During nature walks and eld visits, learners should avoid handling
poisonous plants and harmful animals, etc.
Remember, the teacher is responsible for the safety of the children during the period
he or she is handling them.
Assessment and Evaluation Methods
Competency Based Assessment
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning
and to make a judgement about a learner’s achievements measured against dened
standards. Assessment is an integral part of the teaching and learning processes.
In the new competence-based curriculum, assessment must also be competence-
based; whereby a learner is given a complex situation related to his/her everyday life
and asked to try to overcome the situation by applying what he/she learned.
“An assessment is a machine for reasoning about what students know, can do or
have accomplished based on a handful of things they say, do or make in particular
settings.” (Mislevy et al, 2003). Assessment is not just designing an assessment task
and producing an assessment score. A good assessment also denes the size and
nature of the learning gap.
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Purposes of Assessment
e aim of assessment is to establish the extent to which the learner has acquired
the expected competencies with a view to informing interventions for further
acquisition and mastery of expected competencies. Assessment helps to diagnose
and monitor the progress of a learner, and provides feedback to learners, parents,
teachers and curriculum designers and implementers. It also provides guidance on
the selection of future courses, certication and promotion to the next progression
level.
e assessment needs to use a variety of ways to collect information about a learner’s
learning and progress in all subjects. e collection of a learner’s information should
be a continuous process and should be recorded constantly. e teacher should give
importance to each learner’s way of responding and learning and the span of time he
or she takes to do so. e teacher should provide feedback that will lead to positive
action and help the learner. When a teacher is providing reports on a continuous
basis he or she should be sensitive to every learner’s response.
Types of assessment
e two types of assessment that will be employed in the new curriculum is formative
and summative assessment.
a) Formative and continuous assessment (assessment for learning)
Formative or continuous assessment involves formal and informal methods used by
schools to check whether learning is taking place. When a teacher is planning his/
her lesson, he/she should establish criteria for performance and behaviour changes
at the beginning of a unit. en at the end of every unit, the teacher should ensure
that all the learners have mastered the stated key unit competences basing on the
criteria stated before going to the next unit. e teacher will assess how well each
learner masters both the subject matter and the generic competences described in
the syllabus and from this, the teacher will gain a picture of the all-round progress
of the learner. e teacher will use one or a combination of the following:
• Observation to judge the extent of skills acquisition
• Written tests
• Oral questions
• Project work
• Attitude change – this can be done by asking probing questions and checking
body language as learners respond to the questions.
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b) Summative assessment (assessment of learning)
When assessment is used to record a judgement of a competence or performance
of the learner, it serves a summative purpose. Summative assessment gives a picture
of a learner’s competence or progress at any specic moment. e main purpose
of summative assessment is to evaluate whether learning objectives have been
achieved and to use the results for the ranking or grading of learners, for deciding
on progression, for selection into the next level of education and for certication.
is assessment should have an integrative aspect whereby a student must be able to
show mastery of all competences.
It can be internal school based assessment or external assessment in the form of
national examinations. School based summative assessment should take place
once at the end of each term and once at the end of the year. School summative
assessment average scores for each subject will be weighted and included in the nal
national examinations grade. School based assessment average grade will contribute
a certain percentage as teachers gain more experience and condence in assessment
techniques, and in the third year of the implementation of the new curriculum it
will contribute 10% of the nal grade, but will be progressively increased. Districts
will be supported to continue their initiative to organise a common test per class for
all the schools to evaluate the performance and the achievement level of learners in
individual schools. External summative assessment will be done at the end of P6.
Proposed Grading System
Mark Range Grade Quality of Grade Competency
80% and above A Excellent Competent
60-79% B Very Good
50-59% C Good Fairly
Competent
40-49% D Sucient Pass
Below 40% E Not sicient Not Yet
is is a standard of excellence level. Descriptions should indicate that all aspects of
competencies exceed grade level expectations and show exemplary performance or
in-depth understanding. Learning goals are met in a comprehensive way.
Very Good
is is approaching the standard of excellence level. Descriptions should indicate
some aspects of work that exceed grade level expectations and demonstrate solid
performance or understanding. Learning goals are met in a practical and thorough
way.
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Good
is meets acceptable standards. is level should indicate minimal competencies
acceptable to meet grade level expectations. Learning goals are met in an appropriate
and reasonable way.
Sucient
Performance and understanding are emerging or developing but there are some
errors and mastery is not thorough.
Not sucient
is does not yet meet acceptable standards. is level indicates what is not
adequate for grade level expectations and indicates that the student has serious
errors, omissions or misconceptions. e teacher needs to make decisions about
appropriate interventions to help the student improve.
Conclusion
is Teacher’s Book has been written to help you guide learners to learn English in
the most enjoyable and captivating manner. You are reminded to always arouse the
curiosity of learners as you teach. Some things that you may do before you go for a
lesson include:
• Go through the expected learning objectives – this should help guide the
manner of teaching.
• Read through the lesson in advance to get an overview of the content to be
covered.
• Form a mental picture of the learning activities and the ways in which you
will interact with learners when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
In some cases, try out the suggested activities/experiments in advance to avoid
embarrassments like the equipment failing to work during the lesson. Remember:
e suggested teaching activities in this book are just a guide. You may not need to
follow them to the letter! Feel free to incorporate other innovative teaching methods
that will help in delivering the intended content optimally.
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Suggested time: 6 Lessons
Specic learning outcomes
By the end of the Sub-strand the learner should be able to:
a) Use the past forms of the verb ‘to be’ correctly to construct simple sentences
about things in the past.
b) Recognize the correct use of the past tense forms of the verb ‘to be’ in the
sentences.
c) Enjoy the use of the past tense forms of the ‘verb to be’ in their day to day
conversation.
d) Acquire the habit of listening attentivelty.
e) Read the passage and answer the given questions correctly.
f) Write the given sentences correctly.
Teaching aids: Pupil’s Book, pictures, ash cards
Suggested key Inquiry Questions
Ensure that learners are able to give correct answers to the given questions.
Example:
1. As you were coming to school, how many people did you see?
2. What were they doing?
3. What other thing did you see?
Core Competencies to be developed
1. Communication and collaboration will be achieved through group activities
involving use of familiar body language such as facial expressions and gestures.
2. Creativity and imagination through participating in various activities such as
drawing pictures.
3. Self-ecacy through engaging in activities that will boost their condence and
self-esteem.
4. Critical inking and Problem solving by learners answering probing questions
and interpreting pictures.
5. Digital Literacy through working on network-enabled devices and should not
be confused with computer literacy skills.
SCHOOL
(Refer to Pupil’s Book (Pupil’s Book) pages 1-13)
eme
1
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Links to PCIs
1. Gender and inclusive education developed especially when boys and girls
participate during lesson activities and tasks as a team.
2. Citizenship and life skills through moral values in the stories narrated
and interpretation and use of body language appropriately for eective
communication.
3. Education for sustainable development developed especially through
understanding that it is the responsibility of everyone that we take care of the
environment.
Links to other subjects
Links to all subjects because oral communication is exercised in all.
Links to values
Responsibility, working in unity, honest, trustworthiness, excellence, decision-
making, problem-solving, interpersonal relationships, assertiveness, empathy.
Background information
ere are many vocabulary items found in a school environment. Most of the
learners in Grade Two are familiar with some of the vocabulary in the school
environment. ey already know some common vocabulary found in school like-
teacher, classroom, desk, etc. e focus of this theme is to help learners identify the
dierent vocabularies and be able to construct sentences using the vocabulary given.
Let learners get exposed to a wide range of vocabulary suitable for them at this level.
Use the locally available materials to make the lessons lively and interesting.
Teacher’s note
e verb to be
Present tense
Singular Plural
I am We are
You are You are
He is ey are
She is ey are
Past tense
Singular Plural
I was We were
You were you were
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He was ey were
She was ey were
Was
Was is the past tense form of the verb be. Its present form is is. It is used with
singular nouns.
Example
She was in the library yesterday.
Were
e plural form of the past tense of be i.e was and the singular form used with you.
Example
e learners were in the classroom.
You were in the classroom.
(Refer to the Pupil’s Book pages 2-3)
Lesson 1
Specic learning outcomes
By the end of the lesson the learner should be able to:
a) Identify the correct sitting position in the given pictures.
b) Fill in the missing letters to name the places in the pictures
Teaching Aids: learner’s book, pictures, realia
Introduction of lesson
Introduce the lesson by discussing with the learners the need to sit correctly. ey
may come up with dierent ways of sitting. Prompt them to demonstrate how to sit
properly while reading. Most of them have an idea of the correct sitting position.
Explain to the learners the negative eects of having a bad sitting position. Be
sensitive to learners who may be physically challenged and may be having problems
sitting appropriately. Avoid forcing them to sit in a way that is physically impossible
for them.
Narrate to the learners a story of a child who could not sit in the correct position
while reading and how he developed complications.
e story of Limo
“Limo was a healthy boy of seven years. He used to go to Kalimoni Primary School. He
loved reading. He could read at home, at school and any free time he got…his problem
was he could not sit properly in class. He used to bend so much that he started feeling a
23
lot of pain in his neck and back. Suddenly he stopped going to school. His friends kept
on asking where Limo was. He had been admitted in hospital since he had a lot of pain
in his muscles because of sitting in a bad position in class! So….we should always sit
correctly in class…”
(Include some of the vocabulary in lling in the missing letters in the learner’s book like
teacher, classroom, eld, etc)
Relate the above story to the pictures in the Pupil’s Book.
Learning Activities
1. Instruct the learners to look at the pictures in activity 1 page 2 of the Pupil’s
Book with a friend and study them. Ask each learner to tell a friend how each
child is sitting in the pictures.
2. Let learners describe how the dierent children in the pictures are sitting e.g
Mary is sliding, John is leaning forward, etc.
3. Ask the learners in pairs to say who is sitting correctly in the given pictures.
4. Guide the learners in the correct sitting position-upright. Discourage them from
sitting in the wrong position. Let all the learners demonstrate freely in groups or
in pairs. is is promotion of gender and inclusive education. is activity will
also adapt the skill of correct sitting posture. In areas where learners do not sit
on chairs, improvise one.
5. Let the learners role-play (listen to one speaking in pairs). Remind them to be
good listeners and respect the opinion of others.
6. In Activity 2, page 2-3 of the Pupil’s Book instruct the learners to look at the
pictures-teacher, scout, classroom, eld, staroom.
7. In pairs, ask the learners to describe what they can see in turns. Let the learners
give reasons why the given picture is a classroom, scout, etc. For instance it is a
staroom because there are many tables and chairs, books, etc.
8. Guide the learners in lling the missing letters in the blank spaces.
9. For the fast learners let them write down other words found in a school set up,
e.g library, etc, or ask them to draw pictures of what is found in school. Let the
slow learners continue lling in the missing letters.
10. Remember, talking about pictures improves their communication skills.
Working in pairs encourages unity and co-operation. Drawing for the brighter
learners will improve on creativity and imagination. Studying and interpreting
the pictures will encourage critical thinking.
PRACTICE EXERCISE
Rewrite the following words that are jumbled up properly. ey are related to school.
24
A)
e h e m a
d a r s t
B)
a d l k c
b h o a r
_______________ _______________
C)
e p c
n i l
D)
h c l
k a
_______________ _______________
ANSWERS
a) headteacher b) chalkboard c) pencil d)chalk
Teach the word eraser since it may be brand new to the learners.
Assessment
Assess whether the learning objectives have been achieved by ensuring that each
learner can identify the correct sitting position and can write the words in exercise
two correctly.
Sample Answers
Activity 1: Pupil’s Book page 2
I. sitting, reading
II. the one sitting upright
III. yes, no (varied answers)
Activity 2: Pupil’s Book page 2-3
1. a) ag
b) classroom
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c) teacher
d) scout
2. ag classroom teacher scout
Homework - Explain to the learners how the homework is supposed to be done
(Refer to the Pupil’s Book pages 3 -5)
Lesson 2
Specic learning outcomes
By the end of the lesson the learners should be able to:
a) Read and act out a dialogue correctly.
b) Read the given sentences aloud using the correct pronunciation.
c) Match the words with the pictures given.
Teaching Aids: Pictures in the Pupil’s Book, chart
Introduction of lesson
Introduce the lesson by asking oral questions about the previous lesson on the
correct sitting position. Ask them about Limo. Why was he admitted?
Call one of the learners and start a dialogue with them.
Example:
Teacher: Good morning?
Pupil: Good morning?
Teacher: I am Mr Wafula. What’s your name?
Pupil: I am Juma.
Teacher: Which class are you?
(Be creative and add more information to the above dialogue)
Guide the learners on the need to be audible enough so that one can understand
what they are saying.
Learning Activities
1. Guide the learners to read the dialogue in activity 1 on page 3 of the Pupil’s
Book in pairs. Remind them to pronounce the words correctly as they should
be pronounced. ey should be loud enough too. is will improve their
communication skills.
2. Let the learners act the dialogue above in groups or in pairs. Encourage them to
make it lively and natural. Appreciate those who act it out as expected. Acting
will promote creativity, innovation and co-operation.
26
3. Instruct the learners to come up with their own dialogue (one should imagine he/
she is going to the toilet and another one to the eld). In pairs, let them act it to the
class. Appreciate the pairs that come up with a good dialogue. is will boost their
self-esteem and condence.
4. Refer the learners to Activity 2. Let them read the sentences. Remind them to try
and complete the gaps. Correct the ones that are mispronounced. Appreciate the
ones who have pronounced the words correctly.
5. Remind the learners the use of ‘was’ and ‘were’ in the past.
6. For the fast learners tell them to write another dialogue with the past tense form
of the verb ‘to be’ and for the slow learners, help them act out the dialogue again.
Let them do questions in the practise exercise.
7. Explain to the learners how homework should be done
PRACTICE EXERCISE
Add –ing to the following words and construct correct sentences using ‘were’ or
‘was’:
Example:
learn + ing = learning.
Juma was learning Mathematics.
play
read
clean
look
draw
Assessment
Assess whether objectives have been achieved by checking how learners answer
their questions.
Answers
Activity 2: page 4 of the Pupil’s Book
3. She was going to the staroom.
4. ey were going home.
(Pictures should be correctly matched)
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27
Homework - page 5 of the Pupil’s Book
2.
a) She was sweeping the classroom.
b) e boys were clapping.
c) We were in school.
d) Was Mary in class?
(Refer to the Pupil’s Book pages 5 - 7)
Lesson 3
Specic learning outcomes
By the end of the lesson the learners should be able to:
a) Read the passage and answer the questions correctly.
b) Retell the story in their own words.
Teaching Aids: Picture in the Pupil’s Book
Introduction of lesson
Introduce the lesson by asking the learners to act the dialogue they had in the
previous lesson.
Learning activities
1. Tell the learners to look at the title of the story. Tell them to look at the picture
in activity 1 on page 6 of the Pupil’s Book. is promotes communication skills.
2. Ask them what they think the story is about. is will promote their critical
thinking skills.
3. Pick dierent learners to read the story (sentences) in turns. is will enhance
collaboration.
4. Discuss with the learners the story ‘A goat in class’. Ask them open-ended
questions like: What would you do if you were one of the learners in class? is
will enable the learners develop the skill of critical thinking.
Refer the learners to acivity 2 page 6 of the Pupil’s Book. Let them do it.
5. In groups, let the learners discuss what they would have done if they were Moraa.
is will promote their problem-solving skills.
6. For the fast learners, give them do the extra questions from the Practise Exercise
below passage to answer orally. For the slow learners give them enough time to
read again the passage.
PRACTICE EXERCISE
From the story of GOAT IN CLASS, answer the following questions:
1. What were the children doing when the goat came to class?
2. Why did the food pour on the oor?
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28
3. Why did the goat run out screaming?
4. e goat ran towards _______________.
5. What happened to the goat at the end?
Answers
1. Sitting
2. e lunch box fell on the oor
3. Mark threw the duster at it
4. e library
5. Was chased outside the school
Assessment
Assess whether the learning objective has been achieved by asking them in pairs to
narrate the story in turns.
Activity 2 page 6 of the Pupil’s Book
Homework
Recognise the learners who cannot access the computer. Let them draw the pictures
on papers.
Answers-(accept any sensible answer that the learner gives)
(Refer to the Pupil’s Book pages 7- 8)
Lesson 4
Specic learning outcomes
By the end of the lesson, the learner should be able to read the given passage and
answer the questions that follow.
Introduction of lesson
Introduce the lesson by narrating to the learners the story that they read the previous
day on ‘A goat in class’.
Learning Activities
1. Refer the learners to the previous story, ‘A goat in class’ on page 6 Pupil’s Book.
Let the learners answer the questions given in pairs. As they answer the questions,
they co-operate with one another promote communication skills.
2. Ask learners to do the questions in the activity 1 page 7 of the Pupil’s Book. Answer
the question with friends.
3. Refer the learners to activity 2 page 8 of the Pupil’s Book. Let them circle the words
library, table, teacher, class. Guide them appropriately on how to nd answers.
4. In pairs, let them compare the words they have found. is will promote the skill
of co-operation.
29
5. For fast learners, give them more practise exercise and the words to nd. Let
them colour the words. For the slow learners, give them extra time to nish the
work.
PRACTICE EXERCISE
Write your own sentences using the words below:
1. library
2. table
3. teacher
4. class
Assessment
Assess whether the learning objective of the lesson has been met by ensuring all the
learners can read the passage and answer the questions well.
Answers
Activity 1: page 7 of the Pupil’s Book
a) Mr Juma
b) e lunchbox fell and food poured on the oor.
c) Mark threw a duster at it.
d) Varied answers like; share the food with her.
(Cross word puzzle with the answers)
Homework - Explain to the learners on how to do the homework.
Answers:
grass
door
thumb
at
break
(Accept any correct word)
30
(Refer to the Pupil’s Book pages 9-10)
Lesson 5
Specic learning outcomes
By the end of this unit, the learner should be able to:
a) Read and write the given sentences.
b) Use the past forms of the verb ‘to be’ correctly to construct simple sentences
about things in the past.
Teaching aids: Sample story from the Pupil’s Book, pictures
Introduction of lesson
Introduce the lesson by asking oral questions from the previous lesson e.g. Where
were the children when the pig came to classroom?
Learning Activities
1. Refer the learners to Activity 1 on page 9 of the Pupil’s Book. In pairs, let them
copy any ve sentences in their books from the story ‘A goat in class’ as in
Activity 1. Instruct them to read the sentences to the class. Remember by reading
the sentences to the class, the learners become condent and this enhances their
self-esteem. Check on their pronunciation.
2. Let the learners understand that ‘was’ is used when talking about things that
happened in the past. It comes from the word is. Let them know that when we
are talking about plurals (many people or things) we use ‘were’.
3. Organise the learners in small groups. For Activity 2 on page 9 of the Pupil’s
Book, ask them to describe people in the given pictures in the Pupil’s Book using
the past forms of the verb ‘to be’ e.g. Mary was in class. is will boost their
communication skills.
4. Let the learners ask and answer questions using the verb ‘to be’ e.g. Was Mary in
Class?
5. Let the learners take part in role-play and language games that allow them to
take turns in various actions and ask questions using was and were past form of
the verb ‘to be’ is will encourage creativity and imagination.
6. Let the learners copy the sentences in their books.
7. Let the learners describe pictures showing various actions like a woman cooking.
8. Let the learners use the comma, full stop and question mark in the sentences in
the dialogue.
9. Let the learners practise the dialogue in pairs. Do the practise exercise.
10. For the fast learners, let them practise writing their own dialogue in pairs. Give
enough time to slow learners to nish their work.
31
PRACTICE EXERCISE
Correct the mistakes in the following sentences by rewriting the correct one. e
mistake is in the use of was and were.
Example
Saida were arranging books (wrong)
Saida was arranging books (correct)
1. Mariam were in class.
2. Mutuku and Okeyo was in the library.
3. e boys was playing.
4. e girl were reading books.
5. e teacher were marking books.
Answers
1. Mariam was in class.
2. Mutuku and Okeyo were in the library.
3. e boys were playing.
4. e girl was reading books.
5. e teacher was marking books.
Assessment
Assess whether the learners have achieved the objectives by checking what their
answers are.
Answers
Activity 1: page 9 Pupil’s Book
1. It was very dirty.
2. It was breathing fast.
3. It was surprised to see children sitting down.
4. We were all listening to our teacher.
5. We were surprised…
(Accept any correct answer)
Activity 2: page 9 Pupil’s Book
a) reading
b) was
c) were playing
32
Homework - Explain to the learners how homework should be done
i) was
ii) were
Answers
i) Mary: was
ii) Mark: was
iii) Mary: was
iv) Mary: were
(Refer to the Pupil’s Book page 10 - 13)
Lesson 6
Specic learning outcomes
By the end of this lesson, the learner should be able to:
a) Read and write the given sentences.
b) Use the past forms of the verb ‘to be’ correctly to construct simple sentences
about things in the past.
Teaching Aids: Text pictures in the Pupil’s Book
Introduction of lesson
Introduce the lesson by asking oral questions on the past forms of the verb ‘to be’
e.g Why did the pig kick Moraa’s lunch box? (Refer them to the story on ‘A goat in
class’.)
Learning Activities
1. Read a story to the learners as they listen carefully. is will enhance respect as
they will learn how to listen and respect the opinion of others.
2. Let the learners engage in Activity 1 on page 10 of the Pupil’s Book by lling in
the blank spaces with the correct word. (was or were)
3. Ask the learners to read the passage in small groups. is will develop their
unity and co-operation skills.
4. Let the learners describe pictures showing various actions. is will develop
their communication skills and critical thinking.
Refer the learner to Activity 2 Pupil’s Book page 11.
5. Ask the learners to copy the sentences that have ‘were’ and ‘was’. Ensure that they
begin a sentence with a capital letter and end with a full stop.
6. Ask the learners to write a story based on the pictures given. is will enable
the learners to be creative and imaginative. Recognise those learners who
cannot access the computer by encouraging them to look for stories from books,
magazines or simply help them with a smart phone.
Encourage learners to nd more stories online that have ‘were’ and ‘was’. is
will promote their skills in the digital world.
33
7. For the further learning exercise, guide the learners in discussing acceptable
social behaviour using Mary’s example. Make it as interactive as possible to
ompart life skills to the learners.
8. For the fast learners, let them do the more practise exercise as for the slow
learners, help them come up with a good story in Activity 2 Pupil’s Book page 11
MORE PRACTICE EXERCISE
Fill in the blank spaces with the correct word from the brackets:
1. Kibet ___________________ (was, were) running to class when he fell down.
2. Tania and Mina ___________________ (was, were) drawing when Juma tore
Tania’s book.
3. Billy ________________________ (was, were) playing in the eld when he got
hurt.
4. Barbara _____________________ (was, were) going to the staroom when the
bell rang.
5. e boys _______________ (was, were) reading a book.
Answers to more practice
1. was
2. were
3. was
4. was
5. were
Assessment
Assess whether the learners have got the correct answers by checking the answers
given that the learners have given.
Answers
Activity 1:
was, were, were, was
Activity 2:
(Accept any story that follows what is in the pictures)
Homework - Explain to the learners how homework should be done
Guide the learners in the shaping of letters.
Encourage the learners to read the story on page 12-13 Pupil’s Book
34
ACTIVITIES IN THE HOME
(Refer to Pupil’s Book (Pupil's Book) pages 14-24)
eme
2
Suggested time: 6 Lessons
Specic learning outcomes
By the end of the Sub-strand the learner should be able to:
a) Recognise the correct use of subject-verb agreement in sentences.
b) Appreciate the importance of subject-verb agreement.
c) Use correct subject-Verb agreement to construct simple sentences about
activities in the home.
d) Listen to a story attentively.
e) Read a given passage or poem and answer the questions correctly.
f) Punctuate the given sentences correctly.
Suggested key inquiry questions
Ensure that learners are able to give correct answers to the given questions.
Example:
1. What is Sarah holding?
2. What are the girls holding?
3. What was she holding?
4. What were they holding?
Core competences to be developed
1. Communication and collaboration which will be achieved through pair work
and group activities.
2. Creativity and Imagination developed when learners engage in activities that
will boost their creativity and imagination. Let learners draw, recite poems or
talk about pictures in the learner’s book. Ask learners questions that will prompt
them to imagine.
3. Self-ecacy developed when the learners participate in activities that will boost
their condence and self-esteem e.g. reciting poems.
4. Critical inking and Problem solving which will be developed by learners
answering the probing questions like ‘why’ questions.
5. Digital Literacy developed when the learners are guided in getting information
online from certain links on education.
Links to PCIs
1. Gender and inclusive education developed especially when boys and girls
35
participate during lesson activities and tasks as a team.
2. Health education through construction of sentences like ‘Mother is washing’,
remind the learners the importance of maintaining cleanliness.
6. Citizenship and life skills through moral values in the stories narrated
and interpretation and use of body language appropriately for eective
communication.
7. Education for sustainable development developed especially through lessons
about taking care of the environment; both plant and animal life.
Links to other subjects
Links to all subjects because oral communication is exercised in all.
Link to values
unity, responsibility, care and compassion, understanding, honesty, love and care,
tolerance
Background information to the teacher
is unit exposes children to dierent activities done at home. For instance washing,
cooking, milking, etc. Some of the learners know the activities and are able to do
some of them. Encourage them to help their parents in doing such tasks since this
will promote the skill of responsibility in them.
e Teacher’s notes
SUBJECT –VERB AGREEMENT
Subjects and verbs must AGREE with one another in number (singular or plural).
us, if a subject is singular, its verb must also be singular; if a subject is plural, its
verb must also be plural.
In the present tense, nouns and verbs form plurals in opposite ways: nouns ADD an
s to the singular form; verbs REMOVE the s from the singular form.
Example
e dog chases the cat.
e dogs chase the cat.
Was is a singular helping verb in the past.
Example
Sarah was holding a pencil.
Were is a plural helping verb in the past.
Example
e girls were holding pencils.
36
Lesson development
(Refer to the Pupil's Book pages 15-16)
Lesson 1
Specic learning outcomes:
By the end of the lesson, the learner should be able to:
a) Study the pictures and say what they can see.
b) Read the given words correctly.
c) Mention the activities done at home.
Teaching aids: Pupil’s book pictures, realia
Introduction of lesson
Introduce the rst lesson to the topic by asking learners to look at the pictures in
the learner’s book on page 14 of the Pupil's Book. Let the learners take some time to
study these pictures about the activities in the home.
Guide the learners to discover that the pictures are showing the activities in the home.
Remind the learners the need to help their parents in doing some of the activities at
home in the little way they can. is will promote responsibility among the learners.
Ask learners some of the activities done at home that are not among the ones in the
pictures e.g. mopping, digging, planting, etc.
Learning Activities
1. Organise the learners into groups. Let the learners look at the pictures in Activity
1 of the Pupil's Book page 15 and say what they can see e.g.jembe, slasher, bed,
bucket, chair, sufuria, wheelbarrow. Encourage the learners to answer in full
sentences e.g “I can see a jembe” and not just “A jembe”. Looking at the pictures
will promote communication skills and by working in groups, the learners will
improve their collaboration.
2. Show the class a real object found in the home e.g. sufuria, slasher, bucket, etc.
Ask them to give the name of the object. Ask them to say the function of that
particular object. is will enable them to think critically.
3. Refer the learners to Activity 2on page 15 of the Pupil's Book in the Pupil's Book.
Instruct them to ll in the missing letters based on the pictures given.
4. Still in their groups, guide learners to talk about the activities they do at home as
in Activity 3 on page 16 of the Pupil's Book. Let them use ‘was’ and ‘were’ to talk
about what they were doing or what their family members were doing. is will
boost the learner’s creativity and imagination.
6. For the fast learners, let them write down more activities that can be done at
home as well as do the Practise Exercise. Allow the slow learners to continue
with the activities.
37
MORE PRACTICE EXERCISE
Draw the following items used at home:
1. cup
2. plate
3. jug
4. pot
5. spoon
Assessment
Assess whether the learning objectives have been achieved by ensuring that each
learner can mention the activities done at home.
Sample Answers
Activity 1 - page 15
a) e boy is sweeping
b) e girl is mopping the oor
c) e woman is feeding a cow
Activity 2 - page 15
a) broom
b) plate
c) glass
Activity 3
Homework - page 16
a) Sara was washing.
b) Juma was cleaning utensils (varied answers).
c) Father was milking.
d) Mother was cooking.
(Accept any correct answer.)
(Refer to the Pupil's Book pages 17-18)
Lesson 2
Specic Learning Outcomes:
By the end of the lesson the learner should be able to:
a) Read and recite the given poem correctly.
b) Fill in the blank spaces correctly.
c) Construct correct sentences from the given pictures.
38
Teaching Aids: Picture in the Pupil's Book audio recording of poem (if possible)
Introduction of lesson
Introduce the lesson by reviewing the previous lesson through oral questions. What
are the objects found at home? What are they used for?
Remind the learners the name of objects that they may have forgotten.
Learning activities
1. Let the learners read the poem as in Activity 1 on page 17 of the Pupil's Book.
Remind them to pronounce the words correctly as they should be pronounced.
Draw their attention to the use of ‘were’ and ‘was’ in the given poem. is will
improve their communication skills.
2. Arrange the learners in groups of four. Let them recite the poem. Encourage
them to make it lively and natural. Appreciate those who recite it as expected.
is will promote creativity, innovation and co-operation.
3. Demonstrate by reciting to the learners how the poem should be recited.
4. In Activity 2 of page 17 of the Pupil's Book, guide the learners in studying the
pictures and lling in the blank spaces in the sentences given. By studying the
pictures, their critical thinking and problem-solving skills are developed.
5. Let the learners look at the pictures in the Pupil's Book and, in pairs, make
sentences about what the people are doing using ‘was’ and ‘were’. Remind them
on the use of ‘was’ and ‘were’ in the previous unit on School. Working in pairs
will promote respect among each other, responsibility in handling the task and
learning to learn through construction of sentences by the use of ‘was’ and ‘were’.
6. Encourage the learners to get more poems from the link given on page 18 of the
Pupil's Book. is will make the learners embrace digital literacy. Recognise
those with no access to computers. ey can get poems from books, magazines
or even create their own.
7. For the fast learners, let them create their own poems. For the slow learners help
them in reciting the poem in the Pupil's Book on page 17.
Assist them to improve their pronuciation and intonation. Give them practise
exercise as extra work to do.
MORE PRACTICE EXERCISE
Use ‘was’ and ‘were’ to complete the dialogue below:
Juma: What ____________ you doing when the glass broke?
Mary: I ______________ drinking water.
39
Juma: Mother _______________ very annoyed. You must tell her sorry.
Mary: I already told her.
Juma: at ____________ good.
Answers
were
was
was
was
Assessment
Assess whether objectives have been achieved by checking how learners have
handled the tasks in the learner’s book.
Answers
Activity 2 - Pupil's Book - Page 17
Ruth was carrying water.
Sarah was sweeping the compound
Juma was washing utensils.
Pupil's Book page 18 Homework - Guide them on how to handle homework and
further practice
1. We were mopping.
2. We were playing.
3. Was the dog sleeping?
4. She was cooking-ey were cooking.
(Refer to the Pupil's Book pages 18-20)
Lesson 3
Specic learning outcomes:
By the end of the lesson the learner should be able to read the passage and answer
the questions correctly.
40
Introduction of lesson
Introduce the lesson by reminding the learners to present the poem (reciting) that
they did the previous day as homework. is will boost the condence of the learners
thus improving their self-esteem.
Teaching Aids: Picture in the Pupil's Book page 19 of the Pupil's Book.
Learning activities
1. Let the learners look at the picture in the learner’s book on page 19 of the Pupil's Book.
Remember this will promote their communication skills.
2. Ask them what they think the story is about. is will promote their critical thinking
skills.
3. In turns, pick dierent learners to read the story (sentences). is will enhance
collaboration.
4. Discuss with the learners the story ‘e boiling pot’ as in the Oral discussion in Activity
2 on page 20 of the Pupil's Book. Ask them open-ended questions like: what trap do you
think hyena fell into? is will enable the learners develop the skill of critical thinking.
5. In groups, let the learners discuss what they would have done if they were Hyena. e
learners will improve their problem-solving skills.
6. Ask the learners whether stealing is a good thing to do. Discuss with them why it is wrong.
Let them give you their opinions. rough this discussion, the learners will develop
various values like respect, integrity, responsibility, honesty and trustworthiness, trust
and being ethical.
7. Ask them to identify and copy sentences that have ‘was’ and ‘were’ from the passage and
read them out aloud to each other.
8. For the fast learners, give them extra questions from the passage to answer orally. For
the slow learners give them enough time to read the passage again.
PRACTICE EXERCISE
Look for any animal story from the internet and narrate it to the class.
You or their parent could help them.
Assessment
• Assess whether the learning objective has been achieved by asking them in
pairs to narrate the story in turns.
• Also, observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
Answers
Accept any reasonable answer as this is an open-ended section.
41
(Refer to the Pupil's Book pages 20-21)
Lesson 4
Specic learning outcomes
By the end of the lesson, the learner should be able to:
Read the given passage and answer the questions that follow.
Teaching aids: Sample story from the learner’s book, pictures
Introduction of lesson
Introduce the lesson by narrating to the learners the story that they read the previous
day on ‘e boiling pot’.
Learning activities
1. Refer the learners to the previous story on ‘e Boiling pot’. Let them answer
the questions given in pairs as in Activity 1 on page 20. As they do, the skill of
collaboration is enhanced.
2. Go through each question with the learners. Appreciate the learners who will
have answered the questions correctly. e others will understand that there is
need to excel hence the skill of excellence is promoted.
3. Guide the learners in nding the answers to the given questions.
4. In pairs, let them compare the answers they have written. is will promote the
skill of learning to learn.
5. Refer the learners to Activity 2 in the Pupil's Book. Read the following words as
the learners write; jug, boiling, fall, wrong. Ask the learners to spell the words
they have written.
6. For the fast learners, give them extra questions from the passage. For the slow
learners, give them extra time to nish the work.
7. Encourage them to carry out the homework activity and read the sentences to the
class. Let both the fast learners and slow learners do more practice exercise.
MORE PRACTICE EXERCISE
Write your own three sentences using:
was
Rewrite the sentences you have written above using:
were
42
Assessment
• Assess whether the learning objective of the lesson has been met by checking the
answers that the learners have written to the questions.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
Answers
Activity 1
1. Wakulima area
2. No. (Accept a reasonable explanation)
3. Advise the Hare to work hard and stop stealing (Accept any reasonable answer).
4. We should not steal. (Accept any reasonable answer.)
Allow the learners to share their answers from the Homework activity with the
class. By doing this, they will be practising good citizenship.
(Refer to the Pupil's Book page 21-22)
Lesson 5
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Read and write the given sentences correctly using punctuation marks.
b) Fill in the gaps in the given sentences.
Teaching Aids: ash cards, sentence cards, pictures/photographs and models of
verbs ‘was’ and ‘were’, computer devices with audio/visual recordings of dialogues
with sentences on ‘was’ and ‘were’.
Introduction of lesson
Introduce the lesson by asking oral questions from the previous lesson e.g. Do
you remember the story of the ‘e Boiling Pot?’ What was Hyena doing when he
suddenly saw the Hare and his children?
Learning Activities
1. Refer the learners to Activity 1 on page 20 of the Pupil's Book. Explain to the
learners when the following punctuation marks are used- the full stop, comma,
question mark and capital letters. Ensure the learners understand when to use a
certain punctuation mark.
43
Explain that the full stop (.) is used at the end of a sentence, a comma (,) is used
when listing, a question mark (?) is used in questions and capital letters are used
when introducing a sentence.
2. Let the learners read the sentences given aloud as a group. is will enhance
unity and co-operation. Check on their pronunciation.
3. Tell the learners to copy the sentences in their books.
4. In pairs, let them put the necessary punctuation marks. ey will be learning to
learn by punctuating.
5. Refer to Activity 2 on page 22 of the Pupil's Book. Explain to the learners that
they are going to ll in the blank spaces
6. Ask the learners to do the homework activity and display the nal picture to the
class. Reward the best performing learners accordingly.
7. For the fast learners, let them do the more practice exercise for further practise
as the slow learners nish up the exercise.
MORE PRACTICE EXERCISE
Punctuate the following sentences. Use full stops, capital letters, commas and
question marks.
1. hamisi was drinking tea
2. Jerome and jean were sweeping the compound
3. karani was trimming the hedges
4. siti was going to the soko market
Answers
1. Hamisi was drinking tea.
2. Jerome and Jean were sweeping the compound.
3. Karani was trimming the hedges.
4. Siti was going to the Soko market.
Assessment
• Assess whether the learners have achieved the objectives by checking what their
answers are.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
44
Answers
Activity 1 - Pupil's Book page 21.
1. Why are you cooking?
2. It is good to help parents at home.
3. I was cooking eggs, meat, vegetables and rice.
4. Mother told Juma to sweep.
Activity 2 - Pupil's Book page 22
1. was 3. was
2. were 4. were
(Refer to the Pupil's Book pages 22-24)
Lesson 6
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Play the jumble game.
b) Write a simple story about the activities they do.
Teaching Aids: ash cards
Introduction of lesson
Introduce the lesson by reviewing the previous lesson on punctuation. Ask the
learners to mention the punctuation marks taught e.g full stop, question mark, etc.
Let the learners construct sentences and say which punctuation mark is used in the
given sentence.
Learning Activities
Refer the learners to activity 1 page 22 of the Pupil's Book
1. Ensure the learners are in groups. Let them know they are going to play a game.
Give them the rules of the game, for example, “I will write a word on the board
like ‘ohme’, then the rst group to get the word shouts the answer. I will award
marks ve points for each correct answer. You clap for the winning team.” Control
the class since the learners may get too excited and make a lot of noise hence
disrupting other learners. is will promote unity, communication skills, critical
thinking and problem solving, imagination and the value of responsibility.
2. Write the rst word-cefne-fence, lsgas-glass, snwepegi-sweeping, ocoikng-
cooking. Award marks and let the other learners clap for the winning team.
Remember this will instil the value of excellence in the learners.
Approved by KICD - 2018 Edition
45
3. Refer the learners to Activity 2 on page 23 of the Pupil's Book. Let them imagine
that they are at home with family members. Tell them to write a simple story
about the activities they do-sweeping, washing utensils, cooking food, slashing,
weeding, mopping. Let them write full sentences in paragraph form and ensure
the story makes sense. Guide them and assist learners who may have problems
coming up with a story.
An example paragraph story would be:
I do so many activities at home. Sometimes I help my mother sweep the oor when
she is cooking in the kitchen. I also help my father in….
4. Let the learners read their stories to the class. By reading to the class, the learners
will be condent.
5. Ensure the learners carry out the further learning exercise.
6. For the fast learners, let them do the more practise exercise in the TG. As for the
slow learners, help them write good stories by reminding them to puntuate their
work.
MORE PRACTICE EXERCISE
Correct the following misspelt words:
1. utensel
2. boul
3. plaite
4. glas
5. kichen
Answers
1. utensil
2. bowl
3. plate
4. glass
5. kitchen
Assessment
• Assess whether the learners have achieved the objectives by reading the stories
they have written.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
• Correct any wrong handwriting from the homework exercise given.
Answers
(open)
Approved by KICD - 2018 Edition
46
TRANSPORT
(Refer to Pupil’s Book (Pupil’s Book) pages 25-35)
eme
3
Suggested time: 6 lessons
Specic learning outcomes
By the end of this sub-strand, the learner should be able to:
a) Use objective pronouns correctly to construct simple sentences about transport.
b) Pick out objective pronouns to improve oral communication.
c) Appreciate the use of objective pronouns for eective communication.
d) Read the passage carefully for comprehension.
e) Write sentences correctly observing punctuation marks.
f) Develop good listening habits.
Suggested key inquiry questions
Learners should be guided to give correct answers to the given questions
Example
1. What do you use to come to school?
2. What does your mother /father/ brother use to go to the market or shop?
3. What do you use to visit your uncle / aunt?
Core competences to be developed
1. Communication and collaboration which will be developed when learners work
in pairs or groups.
2. Self ecacy through giving each learner an opportunity to display their work
and to perform activities like recite poems before the class.
3. Creativity and imagination through drawing pictures of their favourite means of
transport and naming it.
4. Critical thinking and problem solving through thinking to guess what stories
are about and thining up answers to questions.
5. Digital literacy as learners tackle exercise on further practice e.g. drawing a bus
on the computer and printing it. ey would be able to use network enabled
devices.
6. Learning to learn which is enhanced by the ability to nd words previously
learnt in a puzzle.
47
Links to PCIs
1. Eective communication by guiding learners to be audible enough while reading
and answering questions, they develop correct communication skills.
2. Life skills as learners construct sentences using object pronouns and parts of
their body; they develop self awareness which leads to being able to identify
themselves.
3. Health education where you remind the learners that there is a need to maintain
personal hygiene wherever they are. is includes washing hands aer using
the toilet, before and aer meals. Maintaining personal hygiene is also key for
smooth learning.
Links to other subjects
is theme is linked to all subjects because it forms a basis for communication
whenever a noun has been referred to check on related content in Kiswahili and
Mathematics.
Links to values
respect, responsibility, unity, honesty, excellence
Background information
e theme covers transport means and related activities. Ensure that learners have
familiarized themselves with transport means they may not have used before (by use
of diagrams). Help learners to understand and use object pronouns to replace where
a noun had been used before as this forms a basis of communication. Dierentiate
for the learners the use of’ him’ and ‘her’, ‘her’ and ‘him’ respectively. Involve learners
fully in the lessons by asking them to talk about themselves using object pronouns
to make learning interesting.
Teacher’s notes
Objective pronouns
(him, her, them and you, us, me)
An object pronoun, also called objective pronoun, functions as the object of a verb
or preposition, as distinguished from a subject or subjective pronoun, which is the
subject of a verb.
Examples:
a) He begged her to live with him.
(her is the object of the verb begged and him is the object of the preposition
with)
b) She told them the truth. (them is the object of the verb told)
48
Object Pronouns
Object pronouns in English are the following:
me, you, him, her, it, us, them
Object pronouns come aer either a verb (e.g “like”) or a preposition (e.g “to”).
Examples:
a) I like you but you don’t like me.
b) Do you really hate her?
c) She loves sitting next to him.
d) She always writes letters to us.
e) He’s talking to her about it.
LESSON DEVELOPMENT
(Refer to the Pupil’s Book page 26)
Lesson 1
Specic learning outcomes
By the end of the lesson the learners should be able to:
i) Look at the pictures and say what they can see.
ii) Mention other means of transport they know.
iii) Appreciate the means of transport they use to school.
Teaching Aids: Pictures in Pupil’s Book
Introduction of lesson
Introduce the lesson by reminding the learners on the correct sitting position.
Correct the learners who are not sitting well.
Learning activities
1. Instruct learners to turn to Activity 1 on page 26 of the Pupil’s Book in pairs let
them discuss what they can see.
2. Ask learners whether they have seen any of the means of transport shown.
3. Discuss the means of transport they would wish to use next, giving reasons.
4. Ask learners the means their parents / guardians use as in Activity 2 on page 26
Pupil’s Book. Let them construct sentences by using object pronouns e.g. My
father goes to work by car.
49
5. Ask learners to explain why they think their means of transport is fast enough.
6. Let them do the homework activity and present answers to class. Applaud the
best picture.
7. For the fast learners allow them to talk about more means of transport as you
help the slow learners tackle the questions in the activities.
8. Let all the learners do the practice exercise.
PRACTICE EXERCISE
Fill in with him, her or them.
1. Mother told John to give ________ the knife.
2. Father reminded us to give ________ his pair of scissors.
3. Mariah told us to use _______________ car to go to church.
4. Our parents told us to give __________ their money.
5. She gave me ____________ dress.
Answers
1. her
2. him
3. her
4. them
5. her
Assessment
Check whether the objectives of the lesson were met by asking the learners questions
about means of transport around them. Check for correct sitting posture throughout
the lesson along with the right reading, listening and speaking skills and correct
where necessary.
Answers
e activities in the lesson are open discussion. Ensure full participation by all
learners and correct any mistakes.
50
(Refer to the Pupil’s Book pages 27-29)
Lesson 2
Specic learning outcomes
By the end of the lesson learners should be able to:
i) Recite and act the poem bravely.
ii) Sing songs about transport.
iii) Appreciate use of object pronouns for eective communication.
Teaching aids: Pupil’s Book, extra pictures and poems on transport
Introduction of lesson
Begin the lesson by asking questions from previous lesson’s work. Explain that to
recite and act is to say and show actions. is helps to make learning lively and also
to retain knowledge. Revisit use of object pronouns from previous lesson.
Learning activities
1. Ask learners to present pictures they drew on means of transport and discuss
means of transport once more.
2. Assist learners to read through the poem in Activity 1 on page 27 of the Pupil’s
Book.
3. Assist learners to read and act the poem as the rest of the class appreciates them.
4. Ask learners to sing recite other poems and songs on transport.
5. Assist learners to read and complete sentences in Activity 2 on page 28 of the
Pupil’s Book. Let them attempt to complete blank spaces in sentences.
6. Let them do the homework exercise then draw and colour a bus using a computer
as further practice.
7. For the fast learners let them answer the questions in the practice exercise as you
help the slow learners read the poem and comprehend.
8. Explain to the learners how homework should be done.
MORE PRACTICE EXERCISE
Draw a car and colour it.
51
Assessment
Assess whether lesson objectives were met by asking the learners to sing or recite
poems about transport. Also let them answer questions testing on use of object
pronouns. Check for correct sitting posture throughout lesson along with the right
reading, listening and speaking skills and correct where necessary.
Answers
Activity 1 Pupil’s Book page 27 (open ended.)
Activity 2 Pupil’s Book page 28
2.
d) us
Homework page 28-29 of the Pupil’s Book
(a) him
(b) her
(c) them
(d) her
(Refer to the Pupil’s Book pages 29 -31)
Lesson 3
Specic learning outcomes
By the end of the lesson the learner should be able to:
i) Read the passage correctly.
ii) Answer questions from the story.
iii) Retell the story learnt to fellow learners
Teaching Aids: Pupil’s Book
Introduction of lesson
Introduce the lesson by asking learners about journeys taken and means of transport
used. Remind the learners about proper reading habits. Remind them not to use
their ngers to read, pause where there is a full stop and to read loudly.
Learning activities
1. Ask learners to look at the pictures on page 28-29 of the Pupil’s Book. Ask them
to say what they can see. Ask learners to guess what the story is about. is
promotes critical thinking.
2. Read the heading of the story and let learners read aer you. Do that for the rest
of the story.
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3. Pick learners randomly to re-read the story as the others follow. is enhances
collaboration among learners.
4. Refer the learners to activity 2 on page 30 of the Pupil’s Book. Discuss the story
as in the Oral discussion. Ask them questions such as “If you were Makena, what
would you have done when the train made a loud sound?
5. Pick a few learners to retell the story to the class.
6. Copy words the on chalkboard and ask learners to read them loudly as in the
homework exercise.
transport
train
travel
stopped
started
Ask the learners to copy the words in their books.
7. For the fast learners let them do the practice exercise as you help the slow learners
to understand the passage and pronounce the words properly.
PRACTICE EXERCISE
Write a short poem on means of transport
Example
Listen little green matatu
I like you because
you bring me to school
you take me home….
Assessment
Ask oral questions from the story to assess whether objectives of the lesson were met.
Check for correct sitting posture throughout lesson along with the right reading,
listening and speaking skills and correct where necessary. Ensure learners do the
homework activity.
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(Refer to the Pupil’s Book pages 31-32)
Lesson 4
Specic learning outcomes
By the end of the lesson the learner should be able to:
i) Reread the story ‘A visit to the station’ well.
ii) Answer questions from the story.
Teaching Aids: Pupil’s Book
Introduction of lesson
Ask learners to say what they can remember from the story they previously read.
Remind learners to answer questions in complete sentences.
Learning activities
1. Refer to Activity 1 on page 31 of the Pupil’s Book. Ask learners to reread the story
‘A visit to the station’ loudly.
2. Guide learners to read through the questions together.
3. Read one question at a time and pick a learner to answer.
Example: Where was Makena and her mother going?
Answer: Makena and her mother visited Syokimau train station.
Discourage one-word answers from the learners and assist those with diculties in
answering the questions.
4. Guide learners to nd and circle words as in Activity 2 on page 31of the Pupil’s
Book in groups.
5. Ask the learners to read the words to the class. Correct any wrong pronunciation.
6. Let them do the homework exercise individually and use the link below to
understand more about transport. Let them each tell the class what they found
out.
https://www.youtube.com/watch?v=BFGtse525UE. Help learners who cannot
access the internet to draw the dierent means of transport.
7. For the fast learners, allow them to write a dialogue using the possessive pronouns
as you help the slow learners to read the sentences from the story-Avisit to the
station.
MORE PRACTISE EXERCISE
Use the computer to draw a bicycle. Print it and show to the class. (Your parent or
teacher may help you)
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Assessment
Assess whether lesson objectives have been met by asking learners questions about
the story. Ensure the homework exercise is done well and probe the learners about
their ndings from the YouTube link. Check for correct sitting posture throughout
lesson along with the right reading, listening and speaking skills and correct where
necessary.
Answers
Activity 2
Transport Aeroplane
Boat Ship
Train Land
(Refer to the Pupil’s Book page 3 - 33)
Lesson 5
Specic learning outcomes
By the end of the sub strand learners should be able to:
i) Write correct sentences with object pronouns from the story in their book.
ii) Construct correct sentences using object pronouns.
iii) Write in legible handwriting using punctuation marks correctly.
Teaching Aids: Pupil’s Book
Introduction of lesson
Introduce the lesson by reminding learners on the correct use of object pronouns.
Also remind learners on the use of punctuation marks.
Learning activities
1. Read the story ‘A visit to the station’ together with the learners.
2. Guide learners to pick sentences with object pronouns from the story as in
Activity 1on page 32 of the Pupil’s Book.
3. Ask learners to write the sentences in their exercise books and then read them to
the class.
4. Mark and correct learners who experience diculties nding sentences.
5. Ask learners to create sentences using object pronouns as in Activity 2 page 33
of the Pupil’s Book.
6. Ask each learner to read their sentences to the class and correct them where
necessary.
7. Let them carry out the homework activity and mark and correct where necessary.
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8. Let the fast learners write their own sentences as you help the slow learners
construct their own. Remind both the fast and slow learners to do the provided
homework and give more practice exercise.
MORE PRACTICE EXERCISE
From the story “A visit to the station” list down all the objective pronouns used in
the story e.g him, her, them, etc.
Assessment
Assess whether lesson objectives have been met by asking learners questions about
the story. Ensure that the questions are well answered.
(Refer to the Pupil’s Book page 33 - 35)
Lesson 6
Specic learning outcome
By the end of the lesson the learner should be able to:
i) Write sentences from the pictures.
ii) Read the sentences formed to the class.
iii) Appreciate sentences written by other learners.
Teaching Aids: Pupil’s Book
Introduction of lesson
Introduce the lesson by asking learners to form sentences with object pronouns as
from previous lesson. Discuss with the learners the pictures in the Pupil’s Book.
Remind them of the story ‘A visit to the station’. Let the learners imagine they were
Makena and retell the story.
Learning activities
1. Refer the learners to activity 1 on page 33 of the Pupil’s Book. Guide learners to
construct sentences using the pictures e.g. ‘We saw a train at the station’.
2. Ask learners to write the sentences in their books. Guide learners with diculties.
3. Give learners equal chances to read their sentences to the class. is enhances
self ecacy.
4. Ask learners to copy patterns given in the learner’s book to their exercise book as
a homework activity.
5. Let them all carry out the further learning activity and present their ndings to
the class.
6. Let both fast and slow learners do the practice exercise in the teacher’s guide.
7. Guide the learners on how to do the homework.
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MORE PRACTISE EXERCISE
Underline the objective pronouns in the sentences below:
1. Mother combed her hair.
2. She gave him a glass of water.
3. We gave them food.
4. I told you that I saw them.
Answers: More practice exercise
1. her
2. him
3. them
4. them
Assessment
Assess whether lesson objectives have been met by asking learners to read out
sentences formed from the pictures in their Pupil’s Book. Correct any mistakes.
Ensure the patterns from homework activity are copied neatly. Check for correct
sitting posture throughout the lesson along with the right reading, listening and
speaking skills and correct where necessary.
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TIME AND MONTHS OF THE YEAR
(References pages - Pupil’s book page 36 - 45)
eme
4
Suggested time: 6 lessons
Specic learning outcomes
By the end of the lesson the learner should be able to:
a) Use the various forms of the verb ‘to have’ as the main verb to talk about months
of the year, o’clock, am and pm for eective communication.
b) Recognize the correct use of the forms of the verb ‘to have’ in dierent contexts.
c) Appreciate the correct use of the verb to have for eective communication.
d) Acquire good listening skills.
e) Write correctly observing punctuation marks.
f) Develop good reading habits and skills.
Suggested key inquiry questions
• How many eyes, ears, mouths do you have?
• How many eyes, ears, mouths does Jane/John have?
Core competences to be developed
• Communication and collaboration as learners engage in group activities like
reciting rhymes, constructing sentences based on pictures.
• Creativity and Imagination developed when the learners participate in various
activities.
• Self-ecacy especially when the learners read the given words aloud because it
boosts their condence and self esteem.
• Critical thinking and Problem solving developed when you engage learners in
the interpretation and study of pictures.
• Citizenship through the learners appreciating the activities that others do.
• Digital literacy which is developed when learners use electronic devices that can
tell time.
Links to PCIs
• Eective communication through reading the given words or sentences.
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• Gender and inclusive education when all the learners take part in the class
activities like telling time regardless of gender.
• Health education where learners are reminded that there is need to maintain
personal hygiene wherever they are.
Link to other subjects
Links to all subjects because learners are taught how to tell time in all subjects.
Links to values
Decision-making, problem-solving, interpersonal relationships, assertiveness and
empathy, unity, honesty and trustworthiness
Background information to the teacher
is unit introduces the learner to vocabulary on telling time and months of the
year. You need to make it very practical and lively since they are going to use the
vocabulary in their daily activities. Embrace the use of real objects as teaching aids-
Calendar, clock face, watch. Engage learners in activities like making a model clock
face from a chart (cutting out and indicating the time).
Teacher’s notes
THE VERB TO HAVE
Present
I h ave
You h ave
he;she;it Has
We h ave
You h ave
ey h ave
Past
I had
You had
he;she;it had
We had
You had
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They had
Example in sentences
1. I have ten ngers.
2. She has two eyes.
3. January has thirty-one days.
4. ey had gone home.
Lesson development
(Refer to the Pupil’s Book page 37)
Lesson 1
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Tell the time of the dierent clock faces given.
b) Read the words in the Pupil’s Book correctly.
Teaching aids: Pupil’s Book pictures (clock faces), realia-clock face, a chart,
Introduction of lesson
Introduce the lesson by discussing with the learners the need to observe time so that
we are not late when we are required to be somewhere or to perform certain tasks.
Ask learners questions that will prompt them to say time and months of the year, for
example, when is your birthday? At what time do you wake up?
Be sensitive to learners who may be physically challenged and may be having
problems telling time.
Learning Activities
1. Let the learners look at the pictures on page 36 of the Pupil’s Book and describe
what they can see. Remember observing the pictures carefully and describing them
will improve the learners’ critical thinking and their creativity and innovation.
2. Explain to the learners how to tell time. In groups, tell the learners to tell the time
based on the pictures given. By the learners working together in groups their
collaboration skills are improved and they work in unity.
3. Refer learners to Activity 1 on page 37 of the Pupil’s Book. Ask the learners to look
at the pictures on the clock faces. In groups, let them discuss the questions in this
activity.
4. Give the learners a chance to share the answers with the rest of the learners. is
enhances their self-esteem.
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5. Let the learners read the words in Activity 2 on page 37 of the Pupil’s Book aloud.
Ensure they are able to pronounce the words correctly. Let them say the words to
the class.
6. Encourage the learners to help those with dierent special needs irrespective of
whether they are of dierent genders or from dierent places of origin. is is
promotion of gender and inclusive education.
7. Encourage all learners to do the homework activity and present their coloured
pictures to the class.
8. For the fast learners, let them do the more practise exercise below as you help the
slow learners learn how to read the clock faces.
9. In areas with no clock faces guide learners on how to make one from improvised
materials such as carton box or manilla papers.
MORE PRACTICE EXERCISE
Fill in the missing letters:
a) Twel_ e
b) Ei_ ht
c) irt_ _n
d) F_urteen
e) re_
Answers
1. Twelve
2. Eight
3. irteen
4. Fourteen
5. ree
Assessment
• Assess whether the learning objectives have been achieved by asking the learners
oral questions on time.
• Check whether the learners handled their tasks well in Activity 1 and 2.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
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Sample Answers
Both activities on page 37 of the Pupil’s Book require an open-ended approach.
Ensure all the learners take part and assess all their answers to ensure mastery of
concept.
(Refer to the Pupil’s Book pages 38-39)
Lesson 2
Specic learning outcomes
By the end of the lesson the learner should be able to:
a) Sing the song on the months of the year from January to December.
b) Identify the number of days found in dierent months.
Teaching Aids: ash cards with months written on, a calendar, Pupil’s Book page 36.
Introduction of lesson
Introduce the lesson by reviewing the previous lesson on time. Ask learners how to
tell time by showing them the clock faces drawn on a chart and asking them to tell
the time. Insist on construction of full sentences when telling time.
Learning activities
1. Teach the months of the year. Start o by looking at a calendar with all the
learners. Ask the learners to point at holidays such as Christmas and to point out
their birthdays. Ask what month their birthdays are in and point to the month
word at each month mentioned.
2. Start to teach the English words for months as you discuss their birthdays. Ask
what month it is now as well as the months following this one.
3. Refer the learners to the song in the Pupil’s Book for Activity 1. Help them to
memorise it and let them song it in groups. Give the learners a chance to perform
to the class. Allow them to make the presentations as lively as possible. is will
make the learners condent.
4. Ask them to sing any other songs they might know about months of the year.
Involve all the learners in the class regardless of their gender so that gender and
inclusive education is enhanced.
5. Encourage the learners to get more songs for practice from the YouTube link:
https://www.youtube.com/results?search_query=months+of+the+year+song
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MORE PRACTICE EXERCISE
Write the following months of the year in their correct order:
April
August
December
February
January
July
June
March
May
November
October
September
Assessment
• Assess whether objectives have been achieved by asking the learners oral
questions about months, e.g. Which is the rst month of the year?
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
Answers
e rst Activity is entirely practical. Ensure all the learners take part and make
their presentations as lively as possible.
Activity 2: Pupil’s Book page 38
1. September, April, June and November
2. Open-ended, correct any wrong answers especially on total number of days for
that month.
3. Open-ended
For the Homework activity, make sure all the learners participate and applaud all
good performances. Guide the learners on how to handle the homework.
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(Refer to the Pupil’s Book pages 39 - 40)
Lesson 3
Specic learning outcomes
By the end of the lesson the learner should be able to read the passage and answer
the questions correctly.
Teaching Aids: Pictures in the learner’s book
Introduction of lesson
Review the previous lesson by asking learners to sing the song they sang the previous
day on Months of the year.
Learning activities
1. Let the learners look at the pictures in Activity 1 in the Pupil’s Book. Ask them
what they think the story is about. Let them tell the class about it. is promotes
communication skills and critical thinking skills.
2. Read the story to the learners as they listen or if you have a recording of the
same, play it as the learners listen.
3. Let the learners read the story in turns. is will enhance collaboration.
4. Organise the learners into groups. Guide them in answering the questions in
the oral discussion as in the Pupil’s Book.
5. Give the learners a chance to present their answers to the rest of the class.
Remember this will enhance condence and the self-esteem of the learners.
Ask them to suggest titles for the story. Let them clap for the group with the best
title.
6. For the fast learners, give them extra questions from the passage to answer
orally. For the slow learners, give them enough time to read the passage again
for comprehension.
MORE PRACTICE EXERCISE
Rewrite the following jumbled up sentences:
1. i my at have a quarter past breakfast seven.
2. she to wake up has at o’clock six.
3. wake he to up had earlier.
Answers
a) I have my breakfast at a quarter past seven.
b) She has to wake up at six o’clock.
c) He had to wake up earlier.
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Assessment
• Assess whether objectives have been achieved by asking learners oral questions
from the passage.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
Answers
All the activities are open-ended exercises. Look out for learners who will not have
mastered the concept and guide them accordingly.
(Refer to the Pupil’s Book pages 40 - 41)
Lesson 4
Specic learning outcomes
By the end of the lesson, the learner should be able to answer the questions on time
and months of the year correctly.
Teaching aids: calendar, audio recording of a story with time, Pupil’s Book
Introduction
Review the previous lesson by reminding learners the story they read. Ask them oral
questions about time e.g. aernoon, evening, etc, from the story.
Learning activities
1. Refer the learners to Activity 1 on page 40 of the Pupil’s Book. Let the learners
pair up and pick out sentences from the passage e.g I have my breakfast, etc. As
they do the exercise, they learn to learn, work in unity hence promote peace.
2. Give the learners a chance to present their answers to the rest of the class.
3. Refer the learners to Activity 2 on page 41 of the Pupil’s Book. Individually, ask
the learners to answer the questions.
4. Give as many learners as possible a chance to present their answers to the class.
Correct the learner’s answers where necessary.
5. You should encourage the learners to help those with dierent special needs
irrespective of whether they are dierent genders or from dierent places. is is
promotion of gender, inclusive education, peace and other values in education.
For the fast learners, let them do the practise exercise in the Pupil’s Book. Go
through activity 2 with the slow learners.
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MORE PRACTICE EXERCISE
Write the correct answers to the following questions:
a) We celebrate Christmas in the month of ________________________.
b) We celebrate new year in the month of _________________________.
c) May has _________________________ days.
d) _______________________ is the shortest month of the year.
e) November has _________________ days.
Answers
a. december
b. january
c. thirty-one days
d. february
e. thirty
Assessment
Assess whether the learning objectives of the lesson have been met by conrming
the answers of the learners.
Answers
Activity 1: Pupil’s Book page 40
Ensure the learners pick out the right sentences and copy them correctly.
Activity 2: Pupil’s Book page 41
a) 30 days
b) 31 days
c) 30 and 31 days
d) February
Encourage each learner to read sentences formed to the class.
(Accept correct sentences that have has, have and had.)
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(Refer to the Pupil’s Book page 41 - 42)
Lesson 5
Specic learning outcomes
By the end of this lesson, the learner should be able to:
a) Read and act the dialogue correctly.
b) Answer the given questions correctly.
Teaching Aids: ash cards, sentence cards, charts, Audio/visual recordings of the
dialogue
Introduction of lesson
Introduce the lesson by asking oral questions from the previous lesson e.g, Some have
thirty days, others thirty-one days. I only have twenty-eight days or twenty-nine days.
Who am I? Assist the learners who may have problems telling months of the year.
Learning Activities
1. Refer the learners to Activity 1 on page 41-42 of the Pupil’s Book. Let the learners
read the dialogue in the in pairs with each learner taking a character each. is will
enhance their communication skills.
2. Give the learners a chance to present their answers to the class.
3. Refer the learners to Activity 2 on page 42 of the Pupil’s Book. Individually, ask
the learners to answer the questions aer copying the sentences into their exercise
books.
4. Give as many learners as possible a chance to present their answers to the class.
Correct the learners’ answers where necessary.
5. Go through the exercise and point out the mistakes the learners could have made.
Let them know sometimes mistakes are made but a good learner learns from that
mistake. is will enhance the competence of learning to learn.
6. For the fast learners, let them come up with their own dialogue in pairs. Give enough
time to slow learners to nish their work. Let both fast and slow learners do more
practice exercise below.
PRACTICE EXERCISE
Fill in the blank spaces with ‘have’ or ‘has’:
1. Mariah ______________________ two brothers.
2. Shikokoti ____________________ two eyes.
3. I ______________________ three books.
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67
4. We ____________________ a ball.
5. March _____________________ thirty days.
Answers
1. has
2. has
3. have
4. have
5. has
Assessment
Assess whether the learners have achieved the objectives by checking what their
answers are.
Activity 2: Pupil’s Book page 42
a) two
b) has two
c) thirty-one
Homework - pg 42 Pupil’s Book
a) two
b) one
c) two
d) two
is is a very sensitive part of the lesson. ere might be learners with disabilities
who lack one or both of the features named. Ensure to be sensitive enough to their
feelings.
(Refer to the Pupil’s Book pages 43 - 45)
Lesson 6
Specic learning outcomes
By the end of this lesson, the learner should be able to:
a) Use ‘have’ and ‘has’ correctly in sentences.
b) Write and read words correctly.
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Teaching Aids: ash cards, sentence cards, charts, Audio/visual recordings of the
use of ‘has’ and ‘have’
Introduction of lesson
Introduce the lesson by asking oral questions from the previous lesson e.g, ‘How
many eyes did Mutua have?’ and let the learners respond accordingly.
Learning Activities
1. Refer the learners to Activity 1 on page 43 of the Pupil’s Book. Give the learners
the correct instructions to play the game and allow them to do it in groups,
let the learners play the game. rough this game, the learners will be able to
practise the skill of self-awareness.
2. Appreciate those who obey the rules of the game. Be sensitive to those learners
with disabilities who may have less than the normal number of features as in
the game. Let the rest of the class and especially the learners with disabilities
understand that having one arm/ eye/ leg less does not mean they are any less
humans but that they can achieve just as much as the rest.
3. Refer the learners to Activity 2 on page 43 of the Pupil’s Book. Read the following
words to the learners as they write: evening, aernoon, month, July, cold.
4. Give as many learners as possible a chance to present their answers to the class.
Correct the learners’ spelling and especially pronunciation where necessary.
5. Refer the learners to Activity 3 on page 43 of the Pupil’s Book. Remind them
about the use of full stop, capital letters and comma.
6. Let the learners do the activity individually. Give the learners a chance to present
their answers to the rest of the class. Remember this will make them condent.
7. Go through the exercise and point out the mistakes the learners could have
made. Let them know sometimes mistakes are made but a good learner learns
from that mistake. is will enhance the competence of learning to learn.
8. For the fast learners, let them come up with their own dialogue in pairs. Give
enough time to slow learners to nish their work.
9. Involve all the learners in the activities irrespective of their gender or where
they come from. is will promote gender and inclusive education.
10. Ensure the learners do the handwriting exercise in their books. Mark and correct
where necessary.
11. Ensure the learners carry out the research in the further learning section and
report their ndings back to class. Correct any wrong punctuation, spelling and
sentence structure. Let both fast and slow learners do the more practise exercise.
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MORE PRACTICE EXERCISE
What is the time in words?
a. 12:00
b. 1:30
c. 2: 15
d. 4:00
e. 6:30
Answers
a) Twelve o’clock
b) A half past one
c) A quarter past two
d) Four o’clock
e) A half past six
Assessment
• Assess whether the objectives have been achieved by checking what their answers
are.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
Answers
Activities 1 and 2 are open ended exercises and therefore may have answers as many
as the learners.
Activity 3:
a) e shortest month is February.
b) We get rain in April, May, June and July.
c) What time do you wake up?
d) e pet was taken by Simaloi.
e) Halima plays with her dog every Sunday evening.
70
SHOPPING-things we buy
(References pages - Pupil’s book page 46-57)
eme
5
Suggested time: 6 lessons
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Use the plural forms of nouns to construct simple sentences for eective
communication.
b) Distinguish between singular and plural nouns including irregular nouns for
clear communication.
c) Appreciate the importance of plurals in communicating about numbers.
d) Aquire the habit of good reading skills.
e) Develop good reading habits.
f) Write sentences and words correctly.
Suggested key inquiry questions
Ensure that learners are able to give correct answers to the given questions.
Example
What can you see in this picture?
Core competences to be developed
1. Communication and collaboration to be achieved through group activities like
one involving the model shop in class.
2. Creativity and Imagination through participation in various activities like
naming the items shown in the pictures in the learner’s book.
3. Self-ecacy developed when learners play various roles like shopkeeper,
customer, etc.
4. Critical thinking and problem solving will be developed by learners answering
the probing questions like why items should be bought and not given freely and
later the same learners creating a simple price list.
5. Citizenship- Let the learners share what they have and participate in dierent
roles together. is will ensure that they co-exist and live in peace.
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6. Digital Literacy developed when learners get exposed to digital gadgets like
phones and computers and learning how eective they are nowadays in buying
and selling.
Links to PCIs
1. Eective communication through reading the given words or sentences.
2. Gender and inclusive education when all the learners take part in the class
activities like telling time regardless of gender.
3. Health education where learners are reminded that there is need to maintain
personal hygiene wherever they are.
4. Citizenship and life skills through moral values in the stories narrated.
Education for sustainable development-Remind the learners that there is need to
protect the environment in whatever way they can. is can be done by throwing
litter where it is supposed to be disposed and not in rivers. Trees should not be cut
anyhow. If one is cut then two must be planted.
Non-formal programmes-Learners go through various challenges at school. Some
of these challenges, the source is their homes. e loss of a parent or divorce may
lead to a child being traumatized. Such learners therefore need to be guided and
counseled so that they may come to terms with the fact that they are going through
what they are going through for some reasons.
Community service/learning and parental guidance-Let learners understand the
need to get involved in community service. is promotes peace and unity in the
community since the members work together in harmony. Let learners participate
in activities that will promote the need to oer service to the community.
Links to other subjects
is unit links all subjects because oral communication is exercised in all of them.
e concept of buying and selling is present in all subjects as it is a life lesson and
something the learners can relate to their everyday lives.
For passages and poems, ascertain the level of reading competence of the learners
rst. If their reading ability is low, ask them to read aer you or read in turns.
Links to values
Decision-making, problem-solving, interpersonal relationships, assertiveness and
empathy
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Background information to the teacher
is unit introduces learners to the vocabulary on shopping. As a teacher you need
to be creative enough to make your lesson as practical as it should be. Create a
shop corner in a classroom where several products can be sold. ey don’t need
to be real products. Help the learners to come up with models of bread, sugar, etc.
Involve all the learners in the lessons. Remember by learners making models they
are improving their creativity and imagination. ey work together in harmony thus
promoting good citizenship. rough buying and selling at the ‘shop corner’ they
improve their communication skills.
Plurals of irregular nouns- (-ies, ves)
Add -ves to:
most nouns that end in f or fe.
Examples:
leaf – leaves,
knife – knives.
loaf-loaves.
shelf-shelves.
Add -ies:
For most nouns that end in a consonant - y add ies.
Examples:
baby – babies.
y – ies.
Singular Plural Singular Plural
army armies enemy enemies
baby babies fairy fairies
beauty beauties family families
berry berries lady ladies
cherry cherries library libraries
city cities nappy nappies
country countries sky skies
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Cry Cries Spy spies
Curry Curries Story stories
Diary Diaries strawberry strawberries
discovery discoveries Territory territories
Duty Duties eory theories
LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 47 - 48)
Lesson 1
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Fill in the missing letters in the given words.
b) Read the given words in the correct pronunciation.
Teaching aids: Pupil’s Book pictures, ash cards, real objects-bread, toy, etc.
Introduction of lesson
Introduce the lesson by narrating a story relevant to the topic of the lesson-shopping.
Example story
One day, Stella was taken to the market by her mother. e market was very far
from where Stella and her mother lived. ey had a long list of items to be bought
at the market. ey were going to do shopping. When they reached Soko Mwerevu
market, they went to the shop and bought some items like bread, sugar and rice.
e shopkeeper was so kind that he gave them a free basket. ey carried the items
in the basket. As they were going home, they bought mangoes and oranges at the
market…
Ask them oral questions from the story you have read, e.g Which items were bought
from the shop?
Learning Activities
1. Refer the learners to the pictures in the Pupil’s Book on page 46. Let them study
the pictures and talk about them. Discuss the pictures with them. Remember
studying the pictures improves their communication skills.
2. In groups, let the learners look at the items in the pictures in Activity 1 on page
47 of the Pupil’s Book and name them-cup, onions, sugar and bread. By learners
working together in groups, they learn how to collaborate. Ask the learners where
they think the items can be bought.
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3. Instruct the learners to individually ll in the missing letters to name the items.
Refer them to the pictures in the learner’s book. Let them match their pictures
with the words they have lled in the blanks. is will enhance their creativity and
imagination. Aer lling in the missing letters, let them read out the completed
word. Let them say what can be bought in each of the places mentioned in
Activity 2, e.g supermarket-clothes, food, bed, etc. market-fruits, vegetables, etc,
shop-sugar, tea leaves, etc.
4. Let the learners read the given words correctly. Remind them to pay attention
to the correct pronunciation. Encourage the ones who may have problems
pronouncing the words to keep trying. Remember by practising reading the
words correctly, they are learning to learn.
5. Ask the learners to tell the class the items they bought the last time they went
shopping. Let the learners tell the class. is enhances their condence and self
esteem.
6. Encourage the learners to work freely in groups irrespective of dierent genders,
from dierent places, or dierent special needs. is promotes gender and
inclusive education.
PRACTICE EXERCISE
Fill in the blank spaces with the correct words
Example
I buy mangoes from a m___________. (market)
1. She bought bread from Wanjiru’s s_______________.
2. e s_______________ gave me change aer I bought sugar.
3. She bought l________________ of bread.
Answers
shop/supermarket
shopkeeper
loaves
Assessment
• Assess whether the learning objectives have been achieved by conrming the
answers that the learners have written.
• Observe the learners throughout the lesson for correct sitting posture, listening,
reading and speaking skills and correct any mistakes noted.
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Activity 1: Page 47 of the Pupil’s Book
a) cup
b) onion
c) sugar
d) bread
Activity 2: Page 47 of Pupil’s Book
a) supermarket
b) market
c) shop
d) bread
Sample Answers
Let as many learners as possible present their answers and correct any wrong ones.
bread
supermarket
shop
shopkeeper
Homework
Accept any reasonable answer from the learners. Encourage them to present in class
to help correct any problems regarding punctuation and sentence structure.
(Refer to the Pupil’s Book pages 49 - 50)
Lesson 2
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Recite the poem correctly in the correct tone.
b) Read the given words aloud and correctly.
Teaching Aids: Pictures in the learner’s book, ash cards
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Introduction of lesson
Review the previous lesson asking learners oral questions about what they were
taught-words-market, supermarket, shop, shopkeeper. Let the learners spell the
words correctly.
Learning activities
1. Refer the learners to the pictures in Activity 1 in the Pupil’s Book page 49. Let
them study the pictures in pairs. Ask the learners oral questions on the picture.
2. In groups, let the learners recite the poem. Guide them on the intonation and
pronunciation. By working in groups, the learners learn how to co-operate and
share ideas. is enables them to collaborate and unite.
3. Let the learners answer the questions from the above poem. ey will be learning
to learn by answering the questions.
4. Discuss the questions with the learners.
5. Let the learners recite the poem again in groups to the class. Remember by
reciting before the rest of the learners, they become condent and improve their
self-esteem.
6. Refer the learners to Activity 2 on plurals and singulars. Individually let them
read the words both in singular and plural i.e baby-babies, half-halves, etc.
Remind the learners that the given words are called irregular nouns. ey form
their plural by removing –y and adding –ies or removing –f and adding –ves.
7. Let the learners carry out the further practice activity in groups. Ensure as many of
them as possible present their poems to the class. Applaud the best presentation.
8. For the fast learners, let them write more words that end in -ies and ves. As for
the slow learners, help them understand when to add -ies and ves. Both of them
should do the practise exercise on page 50 of the Pupil’s Book.
PRACTICE EXERCISE
Write the plural of the following words:
1. loaf
2. shelf
3. knife
4. candy
5. berry
6. grocery
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Answers
1. loaves
2. shelves
3. knives
4. candies
5. berries
6. groceries
Assessment
• Assess whether objectives have been achieved by asking the learners to recite
the poem in Activity 1 and to read the words in Activity 2. Check for proper
pronunciation.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
Answers
Activity 1 and 2 are open discussion exercises and you need to be keen on learners’
responses to weed out and correct any wrong answers.
Homework
a) candy - candies
b) knife – knives
c) shelf - shelves
d) berry - berries
e) scarf - scarves
(Refer to the Pupil’s Book pages 50 - 52)
Lesson 3
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Read the passage and answer the questions correctly.
b) Retell the story they have read.
Teaching Aids: Pictures in the Pupil’s Book
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Introduction of lesson
Introduce the lesson by asking the learners to recite the poem they learnt in the
previous lesson.
Learning activities
1. Refer the learners to activity 1 in the learner’s book on page 50. Let them look
at the picture on page 5 and the title ask them whom they think went shopping.
Let them tell their guess to the class. Looking and studying the pictures improves
their creative and imagination skills. It also enhances their communication skills.
2. Ask them what they think the story is about. is will promote their critical
thinking skills.
3. Pick dierent learners to read the story (sentences) in turns. is will enhance
collaboration. For the learners who still have problems reading, they can read
aer you.
4. Refer the learners to Activity 2 on page 51 of the Pupil’s Book.
5. Discuss with the learners the story “Birthday shopping”. Ask them open ended
questions like: why should we have birthdays? Guide the learners to retell the
story. ere are oral questions at the end of this story. Discuss with the learners
and nd favourable answers.
6. For the fast learners, give them extra questions from the passage to answer orally.
For the slow learners give them enough time to read again the passage.
7. For further practice, ensure the learner draw on computers and present printouts
to the class. Award the best done picture.
8. Explain to them how the homework should be done.
9. Let them do the more practise exercise below.
MORE PRACTICE EXERCISE
Draw a picture of a shop and colour it.
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10.Recognise the areas wher learners cannot access the internet. Let them practise
drawing on papers and present to the class.
Assessment
• Assess whether the learning objectives have been achieved by asking them to
narrate the story in pairs.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
Answers
Accept any sensible answer that the learner gives. is is an open discussion lesson
and you should watch out for and correct all possible wrong answers.
(Refer to the Pupil’s Book pages 52 - 53)
Lesson 4
Specic learning outcome
By the end of the lesson, the learner should be able to read the given passage and
answer the questions that follow.
Teaching aids: Sample story from the Pupil’s Book
Introduction of lesson
Review the previous lesson on the passage. Ask the learners oral questions from the
passage.
Learning activities
1. Refer the learners to the previous lesson’s story ‘Birthday Shopping’. Let the learners’
pair up and answer the questions given. As they work in pairs, the learners co-
operate with one another and improve their communication skills.
2. Ask learners to do the questions in Activity 1. Instruct the learners to read the
story again. Identify the learners who have problems reading and help them read
properly. ey can read aer you. Remember that by answering the questions they
are learning to learn.
3. Refer the learners to Activity 2 in the Pupil’s Book. Let them write down the words-
city, party, shelves, activity, ladies, etc. in groups. Let them write down the words.
4. In groups, let the learners write their own sentences. By working in pairs, learners
will learn how to respect the opinion of others. is also brings unity amongst the
learners.
5. Let the learners read the words they write to the class. is promotes the self-
esteem and condence of the learners.
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6. Encourage them to make sentences using the words from Activity 2 as the
Homework assignment. Let as many learners as possible read their sentences to
the class.
MORE PRACTICE EXERCISE
Change the following sentences into plural form:
Example
I bought a knife-we bought knives
1. I am arranging a book on the shelf.
2. She is selling candy.
3. He ate a loaf of bread.
4. She a beautiful baby.
5. I have a puppy.
Answers
1. We are arranging books on the shelves.
2. ey are selling candies.
3. ey ate loaves of bread.
4. ey are beautiful babies.
5. We have puppies.
Assessment
Assess whether the learning objectives of the lesson have been met by ensuring all
the learners can read the passage and answer the questions well.
Answers
Activity 2: Pages 51-52 of the Pupil’s Book
1) the market
2) vegetables
3) for display
4) to attend the birthday party
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Activity 2: Pages 51-52 of the Pupil’s Book
a) City - Cities
b) Party - Parties
c) Shelf - Shelves
d) Activity – Activities
e) Lady - Ladies
(Refer to the Pupil’s Book page 53 - 55)
Lesson 5
Specic learning outcomes
By the end of this lesson, the learner should be able to:
1. Distinguish between singular and plural nouns, including irregular nouns for
clear construction.
2. Construct simple sentences using the plural forms of nouns.
Teaching Aids: ash cards, sentence cards, pictures/photographs and models of
verbs ‘was’ and ‘were’, computer devices with audio/visual recordings of dialogues
with sentences on ‘ves’ , ‘-ies’
Introduction of lesson
Review the previous lesson on answering questions orally.
Learning Activities
1. While in their small groups, involve the learners in forming plurals of specic
words taking ‘ies’, ‘ves’ e.g shelf-shelves. Let the learners copy the pairs of words
in their books and ll in the blanks.
2. Refer the learners to Activity 1 on page 53-54 of the Pupil’s Book. Let them pair
up and answer the questions together.
3. Let the learners write and read the given words correctly. is will boost their
communication skills.
4. Refer the learners to Activity 2 on page 54 of the Pupil’s Book. Let them work in
pairs. Tell them to look at the pictures and complete the sentences. Remember by
looking at the pictures, they become imaginative and their communication skills
are enhanced.
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5. Ask the learners to do the exercise and read the sentences to the class. Correct
any wrong pronunciation.
6. Explain to the learners how homework should be done.
7. For the fast and slow learners, give them more practise exercise from the TG.
MORE PRACTICE EXERCISE
Find the missing letter.
1. bab es
2. loav s
3. kniv s
4. lade s
5. shelv s
Answers
1. babies
2. loaves
3. knives
4. ladies
5. shelves
Assessment
Assess whether the objectives have ben achieved by checking what their answers are.
Answers
Activity 1: Page 53 of the Pupil’s Book
1. Baby - Babies
2. Candy - Candies
3. Half - Halves
4. Knife - Knives
Activity 2: Page 54 of the Pupil’s Book
1) is is a baby-these are babies
2) is is a calf-ese are calves
3) is is a lorry-ese are lorries
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Homework - pg 54 Pupil’s Book
a) shop
b) market
c) lady
d) shelf
e) cake
(Refer to the Pupil’s Book pages 55 - 57)
Lesson 6
Specic learning outcomes
By the end of the lesson, the learner should be able to write and spell the given words
correctly.
Teaching Aids: sample story, text pictures in learner’s book
Introduction
Introduce the lesson by asking the learners the plural of some words that change
from –y to –ies .
Learning Activities
1. Explain to the learners that you are going to read some words to them as they
write as in Activity 1. Let them understand that the words must be correctly
written (correct spelling) i.e. shopping, market, money, shop, buy.
2. Ask the learners to spell the words they have written.
3. Refer the learners to Activity 2. In groups, let them write the name of the market
near where they stay, write ve things they can buy from the market read the list
to the class. Remind them to work together regardless of their gender and place
of origin. By doing this, gender and inclusive education is promoted.
4. Ask the learners to read out their answers to the class. is will enhance their
condence and self-esteem.
5. For the fast learners, dictate more words for them to write. Allocate more time
for the slow-learners to complete their work.
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PRACTICE EXERCISE
Draw ve things you can buy from a market and write their names.
Assessment
• Assess whether the learners have got the correct answers that the learners have
given. Ensure they conduct the further learning activity and present their answers
to the class.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
Answers
Activity 1:
Check the spelling of the dictated words.
i. shopping
ii. market
iii. money
iv. shop
v. buy
Activity 2:
Further Learning exercise are open-ended activities for which the answers are as
many as the learners.
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THE GARDEN
(References pages - Pupil’s book pages 58-70)
eme
6
Suggested time: 6 lessons
Specic learning outcomes
By the end of the Sub-strand, the learner should be able to:
a) Use the present continuous tense to talk about the food we eat/health and
nutrition for eective communication.
b) Change verbs from present simple tense to continuous tense in a given context.
c) Appreciate the importance of communicating ideas using the present continuous
tense.
Suggested key inquiry questions
What are you doing?
What is the teacher doing?
Core competences
Communication and collaboration achieved through pair work and group work.
Creativity and Imagination developed when the learners engage in activities that
that get their creative juices owing e.g. drawing or reciting poems.
Self-ecacy built when learners participate in activities that will boost their
condence and self-esteem.
Critical inking and Problem solving through learners taking part in exercises
like in changing verbs from simple present to present continuous tense which makes
the learners think critically and develop problem solving skills.
Citizenship- where you engage learners in activities that will enable them have a
good relationship one another.
Digital Literacy developed through learners getting information online from
certain links on education.
Links to PCIs
Gender and inclusive education- Involve all the learners in the activities within this
unit. Special arrangements should be made to take care of learners with special
needs. Create a conducive environment for learning forall the learners.
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Health education-Learners should be reminded to maintain personal hygiene.
is includes washing hands aer using the toilet, before and aer meals. rough
construction of sentences like mother is washing, remind the learners the importance
of cleanliness.
Life skills-Let learners engage in activities that will boost their life skills like being
empathetic, assertive, etc. When learners understand that not everybody is able
to get a meal everyday they will see the need to help those in need thus become
empathetic.
Education for sustainable development-Remind learners that it is everybody’s
responsibility to take care of the environment. By taking care of the environment,
we live in healthy environment hence we lead healthy lives.
Non-formal programmes-Learners go through various challenges both at school
and at home. A loss of a parent or divorce may lead to a child being traumatized.
Such learners therefore need to be guided and counselled so that he/she may come
to terms with the fact that he is going through what he/she is going through for some
reasons. Involve the parents in the challenges that the learner may be going through.
Community service/ learning and parental guidance-Engage learners in activities
outside school, for instance helping in planting crops in a garden at home. is will
help learners be active as far as community service is concerned.
Links to other subjects
Generally, this unit is relevant to all other subjects.
Link to values
Responsibility, good citizenship, care and compassion, tolerance
Background information to the teacher
is unit exposes children to dierent types of food grown in the garden at home
like-vegetables like kales, cabbage, spinach, etc. Take this chance to teach the learners
dierent types of food. For instance sweet potatoes, irish potatoes, tomatoes,
onions, etc. Some of the learners may not be familiar with the food being taught.
If possible make good use of realia-real food. Let the learners understand the need
to have a balanced diet-one needs to lead a healthy life. is will instill the value of
responsibility.
Ensure that the vocabulary about the garden is well covered. e use of the present
continuous tense should be handled well.
For poems, passages, familiarize yourself with the level of reading of the learners. If
their reading ability is low, then just ask them to read only one paragraph of the text,
read aer you or read in turns.
Teacher’s notes
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Present continuous tense
e present continuous tense is formed from the present tense of the verb be and the
present participle (-ing form) of a verb:
Use
1. We use the present continuous tense to talk about the present:
• For something that is happening at the moment of speaking:
I’m just leaving work. I’ll be home in an hour.
Please be quiet. e children are sleeping.
• For something which is happening before and aer a given time:
At eight o’clock we are usually having breakfast.
When I get home the children are doing their homework.
• For something which we think is temporary:
Michael is at university. He’s studying history.
I’m working in London for the next two weeks.
2. We use the present continuous tense to talk about the future:
• For something which has been arranged or planned:
Mary is going to a new school next term.
What are you doing next week?
LESSON DEVELOPMENT
(Refer to the Pupil’s Book page 59 - 60)
Lesson 1
Specic learning outcomes
By the end of the lesson, the learner should be able to use the present continuous
tense to talk about the food we eat/health and nutrition for eective communication.
Teaching aids: learner’s book pictures, ash cards, realia, computer devices with
audio/visual recordings of the present continuous tense dialogues or dramatization
Introduction of lesson
Introduce the lesson by asking learners to look at the pictures in the Pupil’s Book.
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Let the learners take some time to study these pictures showing the dierent
types of food in the garden. Remember, looking at the pictures enhances their
communication skills.
Ask the learners to tell a friend what they see in the picture. For instance, I can see a
picture showing dierent types of food.
Learning Activities
1. Refer the learners to Activity 1 in the Pupil’s Book. Let the learners discuss
and answer the questions given in their groups, for example, the types of food
grown in the garden are vegetables. Some of the learners may not understand
the meaning of garden. Explain to them it is a small plot of land where crops are
grown e.g kitchen garden. Let them understand the importance of a garden and
encourage them to take care of the crops grown in the garden e.g by watering
them, etc. is will promote responsibility, care and compassion.
2. Give the learners a chance to share their answers with the rest of the class.
3. Remind the learners of the need to help their parents in taking care of the garden
in whatever small way they can.
4. Refer the learners to Activity 2 in the Pupil’s Book. Let them look at the pictures.
While still in their groups, let them talk about what is happening e.g Two children
are eating a healthy meal. Remind them to use the present continuous tense in
the construction of sentences. Remember by doing this they will be learning to
learn.
5. In small groups, let the learners look at the pictures and say what they can see,
jembe, slasher, bed, bucket, chair, sufuria, wheelbarrow. Encourage the learners
to answer in full sentences e.g “I can see a jembe” and not just “a jembe”. Looking
at the pictures will promote communication skills and by working in groups, the
learners will improve their collaboration.
6. Let them share their answers with the class. Remind the learners that the tense
they have used to construct the sentences is present continuous tense.
7. Involve all the learners in the activities regardless of their gender, background,
religion or even culture. is will promote gender and inclusive education.
8. Ensure the learners do the homework exercise and bring back the coloured
picture to class. Let them applaud the best drawn picture.
MORE PRACTICE EXERCISE
Add –ing to the following words and construct your own sentences:
Example
plant-planting
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Father is planting maize.
1. cook
2. eat
3. collect
4. treat
5. clean
Answers
(accept correct answers)
Assessment
• Assess whether the learning objectives have been achieved by asking the learners
oral questions in present continuous tense.
• Observe the learners throughout the lesson to ensure correct sitting posture.
Correct any wrong habits including poor reading, speaking and listening skills.
Answers
Activity 1:
1. Vegetables like kales, cabbage, onions, tomatoes (Accept any correct answer)
2. Accept any reasonable answer
3. ey make us healthy, etc
4. We may become sick, etc
Activity 2:
Is an open classroom discussion and is an interactive session. Encourage as many
learners as possible to speak up so as to weed out any wrong answers.
(Refer to the Pupil’s Book page 61- 62
Lesson 2
Specic learning outcome
By the end of the lesson, the learner should be able to sing the song correctly.
Teaching Aids: Audio recording of a song, youtube links to like songs
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Introduction of lesson
Review the previous lesson through oral questions e.g ‘Name the food grown in a
garden?’, ‘Why should we eat a healthy meal?’ So as to become healthy, etc.
Learning activities
1. Let the learners read words in the song in Activity 1. Remind them to pronounce
the words correctly. Draw their attention to the use of present continuous tense.
Remember by reading the words in the song, their communication skills are
enhanced. Explain any new word to the learners eg ‘uprooting’ to remove the
plants from the ground.
2. Sing the song to the learners or let them listen to a recording of the song. In
groups, let the learners sing the song. Encourage them to make it lively and
natural. Appreciate those who sing it as expected. Remember that singing the
song together promotes unity and collaboration.
3. Let them act the song in groups and present it to the class. Acting will enhance
their creativity and imagination and also help them become condent. Involve
all the learners regardless of their gender, background, religion, culture, etc.
rough this, gender and inclusive education will be promoted.
4. Let the learners sing any other song they know about food. Let them sing to the
class. Encourage those who do not have songs to look for them online as further
practice (to be done at home) thus promoting digital literacy. Let the learners
discuss the questions.
5. Refer the learners to Activity 2 in the Pupil’s Book. Guide the learners in groups
to create a poem on food and present it to the class.
6. For the homework assignment, ensure the learners construct sentences and
present them to the class.
7. Also encourage them to look out for more songs from the YouTube link in their
books for more practice. Let them share their ndings with the class.
https://www.youtube.com/watch?v=Qg-pfB-p5R4
MORE PRACTICE EXERCISE
Rearrange the jumbled up words to form the correct words:
EXAMPLE
gdiging-digging
1. getain-
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2. ewsepnig-
3. gcokoin-
4. ihwsnga-
5. kmligin-
Answers
1. eating
2. sweeping
3. cooking
4. washing
5. milking
Assessment
• Assess whether objectives have been achieved by checking how learners handle
the tasks in the learner’s book.
• Observe the learners throughout the lesson to ensure correct sitting posture.
Correct any wrong habits including poor reading, speaking and listening skills.
Answers
e whole lesson tests the learners’ understanding of the concept. All the activities
are therefore open discussions that culminate in class presentations. Use these
sessions to correct any wrong answers from the learners. Check that the homework
exercise is done correctly. Check for any problems with punctuation and grammar
and correct accordingly.
(Refer to the Pupil’s Book pages 62 - 64)
Lesson 3
Specic learning outcomes
By the end of the lesson, the learner should be able to read the poem and answer the
questions correctly.
Teaching Aids: Pictures in the Pupil’s Book, a recording of a poem
Introduction of lesson
Review the previous lesson by telling the learners to sing the song they sang the
previous lesson. Appreciate them if they sing the song as expected. Emphasize the
use of the words ending in –ing.
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Learning activities
1. In pairs, let the learners discuss what they think the poem is about. is will
promote their critical thinking skills.
2. Refer the leaners to activity 1 page 63 of the Pupil’s Book. Let the learners read
the poem. Explain to the learners the meaning of new words like crow.
3. Discuss with the learners the poem ‘I love my home’. Let them look at the pictures
carefully. Ask them what they can see in the pictures. Ask them the lesson they
can learn from the poem. is will enhance their creativity and imagination.
4. Ask the learners why they should eat healthy food. Discuss with them why
it is wrong to eat unhealthy food. Let them give you their opinions. rough
this discussion, the learners will develop various values like respect, integrity,
responsibility, honesty and trustworthiness, trust and being ethical.
5. Pick a few learners to tell the class what foods they eat at home to remain healthy.
6. Refer the learners to activity 2 page 64 Pupil’s Book. Let them discuss the
questions.
7. Ensure the learners do the homework activity and read the sentences to the class.
Correct any wrong punctuation, pronunciation and grammar.
8. For the fast learner, let them create their own poem about the garden. As for the
slow learners, help them read the words in the correct pronuciation and improve
on their intonation.
PRACTICE EXERCISE
Get pictures of a garden from the computer print and show it to the class.
(Your teacher or parent will help you)
Assessment
• Assess whether the learning objective has been achieved by asking them to recite
the poems.
• Also observe the learners throughout the lesson for correct sitting posture,
listening, reading and speaking skills and correct any mistakes noted.
Answers
Accept any reasonable answer when conducting the oral discussion about the poem
‘I love my home’. Correct any wrong answers in the process.
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Homework - page 62-63 Pupil’s Book
a) My mother is teaching me to be clean.
b) I am learning to cook at home.
c) We are growing many types of foods.
d) My father is teaching me hard work
(Refer to the Pupil’s Book pages 66 - 68)
Lesson 4
Specic learning outcomes
By the end of the lesson, the learner should be able to read the given poem and
answer the questions that follow.
Teaching aids: Sample story from the learner’s book, pictures, recorded poem
(audio)
Introduction of lesson
Let the learners recite Njoki’s poem again. Ask them oral questions from the poem
‘I love my home’ e.g. ‘What things does Njoki like about her home?’ Emphasize on
the use of present continuous tense.
Learning activities
1. Refer the learners to the previous poem ‘I love my home’. Let the learners pair
up and read the poem and answer the questions given. Remember when they
answer the questions together they learn how to be united and collaborate.
MORE PRACTICE EXERCISE
Create a ve-line poem about the things you do at home. Use the –ing form of the
verbs e.g cooking, etc.
Assessment
• Assess whether the learning objectives of the lesson have been met by checking
the answers that the learners have written to the questions.
• As follow-up for life lessons observe the learners throughout the lesson for
correct sitting posture, listening, reading and speaking skills and correct any
mistakes noted.
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Answers
Homework
(Accept any correct answer)
1. Mary is eating.
2. John is drinking water.
3. Ruth is washing hands.
4. Mark playing with the ball.
(Refer to the Pupil’s Book page 61 - 62)
Lesson 5
Specic learning objectives
By the end of this unit, the learner should be able to:
a) Create a word tree using the –ing form of words.
b) Copy and read the given sentences correctly.
Teaching Aids: ash cards, sentence cards, pictures/photographs and models of the
–ing form of verbs, computer devices with audio/visual recordings of dialogues with
present continuous tense form.
(Refer to the answers of the homework exercise in the previous unit)
Introduction of lesson
Introduce the lesson by going through the homework activity with the learners. Let
the learners present their answers to the rest of the class members.
(Refer to the answers of the homework exercise in the previous unit)
Learning Activities
1. Explain to the learners how to make a word tree. Refer the learners to Activity
1 on page 66 of the Pupil’s Book. is will enhance their creativity and
imagination. Let the learners make the word tree in groups e.g digging, eating,
cooking, harvesting, etc.
2. Give the learners a chance to present their work to the rest of the members in
class.
3. Refer the learners to Activity 2 on page 67 in the Pupil’s Book. Let the learners
copy the sentences in their books and read them aloud, i.e.
a) Njoki is eating a mango.
b) John is drinking water.
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c) Ruth is washing her hands.
d) Mark is going to school.
Let the learners read the sentences aloud to the class.
4. Refer the learners to activity 3 Page 67 Pupil’s Book. Read the following
words to the learners as they write them down as in Activity 3 -healthy, water,
vegetables, cry, goat. Let them spell the words. Remember this will enhance
their communication skills.
5. Instruct the learners to pair up and share their answers (dictation). is will
enhance respect for what others have done.
6. Involve all the learners in all the activities irrespective of their gender, background,
religion, culture, etc. is will promote gender and inclusive education.
7. For the fast learners, let them write more words ending with –ing as you help
the slow learners correct the mistakes they may have made in spelling.
8. Let all the learners do the practice exercise below.
PRACTICE EXERCISE
Punctuate the following sentences. Use commas and fullstops.
1. Kioko is planting carrots spinach and tomatoes
2. Sylvia is eating mangoes bananas and pineapples
3. Joel is watering kales and cabbage
4. Sheila is cooking vegetables
5. Sally is buying oranges apples and lemons
Answers
1. Kioko is planting carrots, spinach and tomatoes.
2. Sylvia is eating mangoes, bananas and pineapples.
3. Joel is watering kales and cabbage.
4. Sheila is cooking vegetables.
5. Sally is buying oranges, apples and lemons.
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Assessment
• Assess whether the l objectives have been achieved by checking what their answers
are.
• Observe the learners throughout the lesson for correct sitting posture, listening,
reading and speaking skills and correct any mistakes noted.
• Assess whether lesson objectives have been met by asking learners to construct
sentences that require use of object pronouns.
Answers
All the activities are open-ended. Ensure the learners take part. Correct any wrong
spelling, pronunciation or punctuation.
Homework
a) I am harvesting maize.
b) I am eating bread.
c) What is Mother doing?
d) We are planting maize, beans, vegetables and carrots.
PRACTICE EXERCISE
a) I will go with him. (capital letter in the beginning , full stop at the end)
b) Mother, will you go with me? (capital letter, comma, full stop)
c) Mother cooked for us rice, meat and vegetables. (comma & full stop)
d) Do you know them? (question mark)
(Refer to the Pupil’s Book pages 68 - 70)
Lesson 6
Specic learning objectives
By the end of this lesson, the learner should be able to read the given words correctly
and ll in the blank spaces.
Teaching Aids: ash cards, audio recording of dialogues with words with the –ing
form, chart
97
Introduction of lesson
Review the previous lesson by asking the learners to spell the words that had been
written during dictation: healthy, water, vegetables, cry, goat
Learning Activities
1. Organise the learners into pairs and let them read the given words loudly and
correctly as in the rst part of Activity 1 on page 68 of Pupil’s Book.
plant – planting
wash – washing
eat – eating
is will enhance their communication skills.
2. Correct any mistakes the learners may have made. is will enhance the learning
to learn skill in the learners. e learners will also improve their communication
skills.
3. Refer the learners to the second question in Activity 1 on page 68 Pupil’s Book. In
pairs, let the learners ll in the blank spaces with the correct form of the words in
brackets e.g cleaning. Let the learners read the sentences to the rest of the class.
Remember by doing this, their condence and self-esteem is boosted.
4. Refer the learners to Activity 2 on page 69 of the Pupil’s Book. Let the learners
write the dialogue and ll in the blank spaces. In pairs, let the learners read out
the sentences to the rest of the class. Let them do the handwriting exercise in their
books.
5. Remember working in groups and pairs promotes unity, communication skills,
critical thinking and problem solving, imagination and the value of responsibility.
Involve all the learners in all activities irrespective of their gender, culture, etc. By
doing this, learners will learn to relate well and gender and inclusive education
will be promoted.
6. Encourage the learners to carry out the Further learning exercise. Ensure that
they share their ndings with their families and their neighbours as well.
7. For the fast learners, let them do the questions in the practise exercise. Assist the
slow learners in answering the questions on -ing form.
98
MORE PRACTICE EXERCISE
Use the words below to construct correct sentences:
1. planting
2. cooking
3. eating
4. cleaning
5. sweeping
Answers
(Accept any correct sentence that is well-punctuated)
Assessment
• Assess whether the objectives of the lesson have been achieved by reading the
stories the learners have written.
• Observe the learners throughout the lesson for correct sitting posture, listening,
reading and speaking skills and correct any mistakes noted.
Answers
Activity 1
No. 2
a) I am cleaning the house.
b) Mother is cooking rice.
c) John is drinking to water.
d) e cow is eating grass.
Activity 2
is is an open-ended, exercise relying on the creativity of the learners. Ensure they
give correct answers by using the pictures given.
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ACCIDENT
(References pages - Pupil’s book page 71-80)
eme
7
Suggested time: 6 lessons
Specic learning outcomes
By the end of the Sub-strand, the learner should be able to:
a) Describe actions using the past continuous tense for eective communication.
b) Change verbs from present simple to continuous tense to enhance communication.
c) Respond to questions using the past continuous tense about hygiene, simple
injuries and rst aid.
d) Appreciate the importance of communicating ideas using the past continuous
tense.
e) Develop the skill of listening attentively.
f) Read for comprehension.
g) write sentences correctly.
Suggested key inquiry questions
What was your parent/guardian doing when you got home?
Core competences to be developed
1. Communication and collaboration when learners get engaged group and pair work
activities.
2. Creativity and imagination especially when the learners participate in activities such
as drawing, reading, speaking or even studying the pictures in the Pupil’s Book.
3. Self-ecacy developed when the learners present their answers to the rest of the
members in class. Learners can also act, recite a poem or sing a song. By doing this,
they are able to be condent hence improve their self – esteem.
4. Critical inking and Problem solving which is achieved by learners answering
probing questions and when they have to use their imagination and come up with
solutions from their surroundings.
5. Citizenship- Engage learners in activities that will enable them have a good
relationship one another. Let them learn the need to share with others whatever they
have since that will promote peace and understanding amongst them.
100
6. Digital Literacy which is developed when learners work towards getting more
information on accidents from the internet.
7. Learning to learn developed by learners participating in answering questions
and constructing sentences in the past continuous tense, they develop this
competence.
Links to PCIs
Gender and inclusive education- Involve all the learners in the activities in this
unit e.g acting various roles, studying the given pictures, etc. Special arrangements
should be made for learners with the special needs. is category should also be
given a chance to participate in the activities.
Health education-Learners should be encouraged to maintain high standards of
hygiene for instance when administering rst aid e.g cleaning of wounds, etc.
Life skills-Let the learners understand that many people including some of the
learners in their class are in that state as a result of an accident-broken arm, poor
eyesight, etc and not because they wanted to. Teach them the need to be empathetic
and care for others who are in need.
Education for sustainable development-Let learners understand that natural
disasters occur and there is need to be prepared to deal with such calamities. We
should avoid areas prone to such disasters.
Non-formal programmes-ere are learners who are aected in one way or another
through an accident. Some may have developed physical disabilities, others may
have lost their loved ones. Take this chance to counsel such children.
Community service/learning and parental guidance-Let learners understand
that there is need to help in case a disaster occurs e.g landslide, oods. Let them
understand that a little help goes a long way.
Links to other subjects
is unit links all other subjects that learners interact with in dierent areas of their
study because the concept of accidents is discussed at least once in the other subjects.
Link to values
Unity, responsibility, good citizenship, care and compassion, responsibility, tolerance
Background information to the teacher
is unit introduces learners to the vocabulary on accidents. Let learners understand
what the term accident means. Explain to them that there are dierent types of
accidents that can occur anywhere-at home, school, road, etc. Introduce the terms
rst aid to them and demonstrate. Some of the learners may have witnessed or been
101
involved in an accident. Let them share their stories. rough this, other learners
will learn to be empathetic, caring and compassionate. Explain to the learners the
dierence between past continuous tense and present continuous tense.
Ensure that the vocabulary about accidents is well covered. e use of the past
continuous tense should be handled well.
Teacher’s notes
THE PAST CONTINUOUS TENSE
e past continuous tense, also known as the past progressive tense, refers to a
continuing action or state that was happening at some point in the past. e past
continuous tense is formed by combining the past tense of to be (i.e., was/were) with
the verb’s present participle (-ing word).
ere are many situations in which this verb tense might be used in a sentence. For
example, it is oen used to describe conditions that existed in the past.
e car was involved in an accident.
e children were playing in the sand.
e past continuous can shed light on what was happening at a precise time in the
past.
At 6 o’clock, I was eating dinner.
LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 72 - 73)
Lesson 1
Specic learning outcomes
By the end of the lesson, the learner should be able to use the past continuous tense
to talk about the food we eat/health and nutrition for eective communication.
Teaching aids: learner’s book pictures, ash cards, realia, computer devices with
audio/visual recordings of the past continuous tense dialogues or dramatization
Introduction to the lesson
Introduce the lesson by asking learners to look at the pictures in the learner’s book.
Let the learners take some time to study these pictures about the accident scene,
rst aid box, etc. Remember looking at the pictures enhances their communication
skills.
Ask the learners to tell a friend what they are seeing in the picture in the Pupil’s
Book page 71. For instance, I can see an accident scene.
102
Learning Activities
1. Refer the learners to Activity 1 on page 72 in the Pupil’s Book. In groups, let
the learners discuss and answer the questions given. For example, my mother
was cooking rice. Emphasize on the need to construct the sentences in the past
continuous tense.
2. Give the learners a chance to share their answers with the rest of the class.
Remember by presenting their answers to the class their condence and self
esteem is enhanced.
3. Refer the learners to Activity 2 on page 72 of the Pupil’s Book. Let them look at
the pictures. In groups, they should talk about what was happening. Let them
assume that it was happening yesterday. e.g David was brushing his teeth.
4. Let the learners share their answers with the rest of the class.
5. Refer the learners to activity 3 on page 73 of the Pupil’s Book. In groups, let the
learners tell their friends the means they have ever used to travel e.g car, bicycle,
plane. Let them say which means they fear the most and why. is will enable
them develop their critical thinking skills. Remind the learners to respect each
other’s opinion.
6. You should involve all the learners in the activities regardless of their gender,
background, religion or even culture. is will promote gender and inclusive
education.
7. Ensure they do the homework activity during their spare time and share their
answers with the class. Explain to them how homework should be done.
8. For the fast learner, let them construct more sentences in the past continuous
tense.
Explain to the slow learners how to construct the sentences.
9. Let all the learners do the practice exercise.
MORE PRACTICE EXERCISE
Fill in the blank spaces using the correct word from the brackets.
a) Wanjala __________ (was reading/was dancing) a book.
b) Kipchumba ______________ (was playing/was eating) football.
c) Okumu and Masika __________ (were running/were learning) towards the
classroom.
d) Mwanzi_________________ (was cooking/was eating) a mango.
e) e children ___________________ (were drawing/were singing) a song.
103
Answers
a) was reading
b) was playing
c) were running
d) was eating
e) were singing
Assessment
• Assess whether the learning objectives have been achieved by asking the learners
oral questions in past continuous tense.
• Most of the lesson is an interactive activity. Observe the learners for good sitting
posture along with the right reading, speaking and listening skills.
Answers
Homework
b) Moraa was bleeding.
c) Otieno and Kibet were running.
d) Mwasi was playing.
e) e children were colouring.
(Refer to the Pupil’s Book pages 73 - 74)
Lesson 2
Specic learning outcomes
By the end of the lesson, the learner should be able to study the pictures and answer
the questions correctly.
Teaching Aids: Pictures/photographs, charts
Introduction of lesson
Review the previous lesson through oral questions e.g What was happening in the
pictures we saw yesterday in the lesson? A boy was brushing teeth. Emphasize on the
use of past continuous tense-ing form.
Learning activities
1. Refer the learners to the Activity 1 on page 73 of the Pupil’s Book. In groups,
let them look at the pictures and name them using the words given. is will
enhance their communication skills.
104
2. Give as many learners as possible a chance to present their answers to the rest of
the class to boost their condence.
3. In groups, let the learners discuss whether they have ever used the items in the
pictures above. Let each group pick an item and tell the class how it is used.
4. Refer the learners to Activity 2 on page 74 of the Pupil’s Book. Let the learners
read out the sentences given to the rest of the class.
e child was moving towards the re.
e boy was playing with a razor blade.
e girl was skipping on the road.
5. Let them say what they think happened to the people above. Remember this will
enhance their critical thinking skills.
6. Let the learners colour the ambulance as in the Homework activity and later
present their pictures to the class. Appreciate all the pictures presented.
7. For the fast learners, let them do the practise exercise below. Let the slow learners
practise reading the sentences correctly check pronunciation and intonation.
PRACTICE EXERCISE
Construct your own FIVE sentences using the following words:
1. accident
2. ambulance
3. bandage
4. hurt
5. treated
Assessment
Assess whether the lesson objective has been achieved by checking how learners
have handled their activities.
Answers
Activity 1:
A ambulance
B rst aid kit
C bandage roll
D water
105
Activity 2:
Is pretty much open discussion. Guide the learners to speak out so that they can
learn as much as possible about accidents from each other.
(Refer to the Pupil’s Book pages 74 - 75)
Lesson 3
Specic learning outcomes
By the end of the lesson, the learner should be able to read the dialogue correctly
and answer the given questions.
Teaching Aids: audio recording of a dialogue with past continuous tense
Introduction
Review the previous lesson by asking the learners to mention the items they saw or
learnt about in the previous lesson. ambulance, rst aid box, bandage roll, water
Learning activities
1. Refer the learners to activity 1 page 74 of the Pupil’s Book. Instruct the learners
to read the given dialogue in pairs. is will improve their communication skills.
2. Let the pair of learners act out the dialogue to the rest of the class to improve
their condence.
3. Let the learners copy the things that cause the accident from the dialogue. Let
them read out their sentences to the rest of the class.-playing with the razor blade,
playing with hot water, playing with electricity, playing on the road.
4. Assist the slow learners to pronounce the words correctly in the dialogue. Let the
fast learners come up with their own dialogue.
5. Guide the leaners on how the homework should be done.
MORE PRACTICE EXERCISE
Draw the following:
A knife
A razor blade
Assessment
Assess whether the learning objective has been achieved by asking the learners to
read the dialogue. Conrm their answers to the questions. Check for any wrong
reading, speaking and listening habits along with wrong sitting posture and correct
them.
106
Answers
Both the activity and the homework are open ended exercises and require full
participation of both yourself and the learners for the mastery of concept to be
imparted. Correct any wrongly framed or pronounced questions.
(Refer to the Pupil’s Book pages 75 - 77)
Lesson 4
Specic learning outcome
By the end of the lesson, the learner should be able to read the given passage and
answer the questions that follow.
Teaching aids: Sample story from the Pupil’s Book, pictures, an audio story
Introduction of lesson
Let the learners act out the dialogue they acted in the previous lesson. Emphasize on
the causes of accidents and the use of the past continuous tense.
Learning activities
1. Refer the learners to activity 1 on page 75 of the Pupil’s Book about story ‘Mositet
and the bees’. In groups, let the learners look at the pictures and the title given
to the story. Let them discuss what they think the story is about. Remember by
looking at the pictures, they improve their communication skills.
2. Let them read the story and answer the questions given. Remember when they
answer the questions together they learn how to be united and collaborate.
3. Give the learners a chance to then present their answers to the rest of the class.
is will enhance their condence.
4. Go through each question with the learners. Appreciate the group that answered
the questions correctly. e others will understand that there is need to excel
hence the skill of excellence is promoted.
5. Guide the learners who have problems in nding the answers to the given
questions.
6. Ensure each learner does the homework activity then read their answers to the
class.
7. Let the learner draw the picture on the computer as further practice and present
it to the class. Applaud the best drawn picture. Recognise the areas where learners
cannot access the computer. Allow them to draw on a piece of paper.
107
MORE PRACTICE EXERCISE
From the story Mositet and the Bees in the Pupil’s Book, write down all the words
that end with –ing.
Assessment
Assess how well the objectives have been met by listening to the learners’ reading.
Correct any wrong mispronunciation, sitting posture, speaking, listening and
reading skills.
Answers
e oral discussion
2-caring, etc (Accept a reasonable answer.)
3-safe, etc (Accept any reasonable answer)
Homework
Accept any reasonable answer.
(Refer to the Pupil’s Book page 77 - 78)
Lesson 5
Specic learning outcome
By the end of this lesson, the learner should be able to answer questions correctly
based on the previous story on Mositet and the bees.
Teaching Aids: ash cards, sentence cards, pictures/photographs and models of the
–ing form of verbs, computer devices with audio/visual recordings of dialogues with
past continuous tense form, Pupil’s Book
Introduction of lesson
Let the learners retell the previous story. Emphasize on the use of –ing form.
Learning Activities
1. Refer the learners Activity 1 on page 77 of the Pupil’s Book. Let the learners read
the story on ‘Mositet and the bees’ again in groups.
2. Ask the learners to answer the questions given using the answers from the
passage.
3. Let the learners share their answers with the class. Remember this enhances
their self-esteem and condence.
4. Refer the learners to Activity 2 on page 78 of the Pupil’s Book. Let the learners
look at the pictures and study them. Remember by looking at the pictures, their
communication skills and creativity is enhanced.
108
5. Let the learners ll in the missing letters based on the pictures in the Pupil’s Book.
6. Involve all the learners in all the activities irrespective of their gender, background,
religion, culture, etc. is will promote gender and inclusive education.
7. Let them read and practice pronouncing the words formed and also do the
homework exercise. Correct any wrong pronunciation.
8. Let the learners use the YouTube link in page 78 of the Pupil’s Book to watch
more videos on accidents and share lessons learnt with the class. Assist the
learners who cannot access the internet accordingly. You can borrow internet
enabled gadgets for them if possible.
9. For the fast learners, let them do the practise exercise as you assist the slow
learners handle the activities- lling in blank spaces.
MORE PRACTICE EXERCISE
Fill in the blank spaces using the words from the brackets:
One Sunday aernoon Mositet ______1______ (was reading/was cooking) under
a tree. He was ______2________(reading/looking) an interesting book. e book
was about a hare and a girae.
en Mosistet saw bees _______3_______(ying/running) towards him. e bees
were disturbed by a bird that was_____4______( ying/dancing) away.
Answers
1. was reading
2. reading
3. ying
4. ying
Assessment
Assess whether the objectives of the lesson have been achieved by checking what their
answers are. As they prepare the answers check that their sitting posture is good and also
watch out for any wrong reading, listening and speaking skills.
Answers
Activity 1: Pupil’s Book page 77
a) reading b) ying
c) running d) lying
e) screaming
109
Activity 2: Pupil’s Book page 78
a) medicine
b) accident
c) hospital
d) bandage
Homework - Pupil’s Book page 76
1.
a) doctor
b) sting
c) bees
d) treated
e) slasher
(Refer to the Pupil’s Book page 79- 80
Lesson 6
Specic learning outcomes
By the end of this unit, the learner should be able to:
a) Write the given words correctly.
b) Design good posters to give warning.
Teaching Aids: ash cards, chart, pictures
Introduction of lesson
Ask the learners oral questions about the previous lesson, e.g. ‘What was Mositet
doing before his toe got hurt?’ Let the learners answer the questions using the past
continuous tense form.
Learning Activities
1. Refer the learners to activity 1 page 79 of the Pupil’s Book. Divide the learners
into groups. Say a word to a group e.g BANDAGE. Let the rst member say the
rst letter of the word ‘B’. Each other member should say the next letters A N D
A G E until the word is spelt. Award the marks for each group. Let the learners
clap for the winning group. By learners playing together, unity and creativity is
promoted. is will also enhance their communication skills.
2. Involve all the learners in the above game. By doing this, gender and inclusive
education will be enhanced.
110
3. Correct any mistakes the learners may have made during the game. is will
enhance the learning to learn skill in the learners. e learners will also improve
their communication skills.
4. Refer the learners to Activity 2 on page 79 of the Pupil’s Book. Let the learners
know that you are going to dictate some words as they write. Ensure they write
neatly and accurately.
poison
injury
bandage
medicine
accident
5. Let them spell the words to the rest of the class. is will enhance condence in
them.
6. Refer the learners to Activity 3 in the Pupil’s Book. In groups, let them design the
posters.
7. Give them a chance to display the posters in class. Appreciate the learners for the
eort they have put in.
8. Ensure they do the handwriting exercise. For further learning, guide the learners
to write short stories about accidents and read them to the class.
PRACTICE EXERCISE
Add –ing to the following words and construct a sentence using each word:
a) cry
b) shout
c) read
d) scream
Assessment
Assess whether the learners have achieved the objectives by looking at the activities-
posters, dictation. Check for any wrong posture, and correct it along with wrong
reading, listening and speaking skills.
Answers
Check that correct spellings of words are written in Activity 2. For activity 1 and 3
make sure all learners participate. Award marks and reward the best poster.
Approved by KICD - 2018 Edition
111
CLASSROOM
(References pages - Pupil’s book page 81-90)
eme
8
Suggested time: 6 lessons
Specic learning outcomes
By the end of the sub-strand, learners should be able to:
a) Use ordinal and cardinal numbers to construct sentences for eective
communication.
b) Use ordinal and cardinal numbers to group objects in class for eective
communication
c) Appreciate the use of cardinal and ordinal numbers for eective communication.
d) Read the passage carefully for comprehension.
e) Write sentences correctly observing punctuation marks.
f) Develop good listening habits.
Suggested key Inquiry Questions
What do you use to come to school?
What does your father/mother/brother/ use to go to the market/shop/ visit your
uncle?
Core competences to be developed
1. Communication and collaboration which will be achieved through group and
pair activities.
2. Self-Ecacy through learners getting opportunity to give their own answers
before the class.
3. Critical thinking and problem solving developed as learners answer questions.
4. Creativity and imagination enhanced by learners engaging in activities like
drawing pictures and naming them.
Links to PCIs
1. Education for sustainable development especially in nancial Education.
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2. Environment Education where learners should be able to use number knowledge
to take care of the environment.
3. Health Education, especially as concerns proper hygiene to maintain good
health.
4. Community Service Learning where learners can engage in community activities
during their leisure time or help parents and neighbours to count dierent
things bought, etc.
Links to other subjects
All subjects are linked to this theme:
Mathematics: this theme is fully linked to mathematics as all operations involve
numbers. is will hence be an added advantage to each subject.
Kiswahili: it is a good for learners, to link number names in English and Kiswahili.
Science: As learners perform practical/experiments they will also count the items
involved or number of things collected.
Religious Education: Knowledge of what was created on each day involves both
cardinals and ordinals. Numbers of books written or dierent chapters is also linked.
Links to Values
responsibility, unity, respect, honesty
Background information
is theme covers numbers and all the activities involved in its summation. In every
aspect of our daily life, counting is a dierent thing. A farmer will count his/her
animals or bags of farm produce, a learner would want to know their number in
classes or their position aer a race/exam hence this calls for good guidance on the
teacher’s part. Many activities are involved in this theme to make learning easy and
interesting.
Teacher’s notes
Numbers
Cardinal and Ordinal numbers
A Cardinal Number is a number that says how many of something there are, such as
one, two, three, four, ve.
An Ordinal Number is a number that tells the position of something in a list, such
as rst (1st), second (2nd), third (3rd), fourth (4th), h (5th) etc.
Most ordinal numbers end in “th” except for:
a) one rst (1st)
b) two second (2nd)
c) three third (3rd)
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LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 82 - 83)
Lesson 1
Specic learning outcomes
By the end of the lesson, the learners should be able to:
• Collect objects around to the classroom and from the compound.
• Group items accordingly to size, colour and type.
• Count items and say their names.
Teaching Aids: Collected items, Pupil’s Book
Introduction of lesson
Introduce the lesson by reminding learners of correct sitting posture. Ask learners
to rote count – 1 -100. You can recap the previous lesson and ask them to show the
posters they made to the class.
Learning Activities
1. Ask learners to go round the classroom collecting objects such as pencils,
sharpeners, rubbers, books as Activity 1 on page 82 of the Pupil’s Book. ey can
also go outside classroom to collect more items.
2. Divide learners into groups and appoint a group leader for each group.
3. Ask each group to group their items according to size, colour and type.
4. Ask the learners in each group to count and say how many. Allow each group to
present their work e.g. Group A:
• We have ten blue pens
• We have two red pencils
• We have one blue rubber
5. In the same groups, ask learners to choose correct names for the pictures as
in Activity 2 on page 82 of the Pupil’s Book. Go round helping learners with
diculties.
6. Explain to learners that numbers one, two, three, four etc. are called cardinal
numbers. ey help us to count how many we have.
7. Let the learners do the homework activity.
8. Let both the fast and slow learners do the practice exercise for further practice.
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MORE PRACTICE EXERCISE
Draw and colour the following items:
3 pencils
2 books
4 rubbers
Assessment
Ask oral questions to assess whether lesson objectives have been met. Check for
correct sitting posture throughout the lesson along with the right reading, listening
and speaking skills and correct where necessary.
(Refer to the Pupil’s Book pages 83 - 84)
Lesson 2
Specic learning outcomes
By the end of the lesson, the learner should be able to:
• Read the poem in the Pupil’s Book.
• Recite the poem to the class.
• Create a similar poem and present it to the class.
Teaching Aids: Pupil’s Book
Introduction of lesson
Ask learners to rote count numbers one to hundred.
Learning activities
1. Refer to Activity 1 on page 83 of the Pupil’s Book.
2. Divide learners into groups and read through the poem together.
3. In their groups, let learners read, recite the poem, choosing the learner to be rst
and second voice respectively.
4. Allow each group to present their poem to the class, let them be creative to make
the poem interesting as they act it out.
5. Appreciate learners who do it well and assist those with diculties.
6. Ask learners to copy all cardinal numbers in the poem and read them to the class.
7. Refer the learners to activity 2 on page 84 of the Pupil’s Book. Ask them to create
a similar poem and present it to the class as a group activity.
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8. Aer doing the homework activity, encourage the learners to nd, memorise
and recite a poem to the class from the link provided.
https://www.pinterest.com/explore/number-poems/
9. For those who cannot access the internet help them nd other ways of getting
more poems.
10. Let the fast learners come up with another poem as you help the slow leaerners
improve their pronunciation and intonation.
11. Let all the learners do the practice exercise in the TG.
MORE PRACTISE EXERCISE
Write the following numbers in words:
a) 3
b) 8
c) 12
d) 1
st
e) 4
th
Answers
(a) three
(b) eight
(c) twelve
(d) rst
(e) fourth
Assessment
Pick learners randomly to present the poem or one of their own to the class to assess
whether the learning objectives for the lesson have been met. Check for correct sitting
posture throughout lesson along with the right reading, listening and speaking skills
and correct where necessary.
Answers
Most activities in the lesson are open-ended to test mastery of concept. Check
homework to ensure the answers given are correct.
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Homework –page 84 of the Pupil’s Book.
three -3
ve – 5
seven – 7
eight – 8
nine – 9
thirteen – 13
een - 15
sixteen -16
nineteen – 19
twenty - 20
(Refer to the Pupil’s Book pages 84)
Lesson 3
Specic learning outcomes
By the end of the lesson the learner should be able to:
• Read the months of the year.
• State/say the position of each month.
• Appreciate the months of the year e.g. where their birthday falls.
Teaching Aids: Flashcards with months of the year written, desks in classroom,
Pupil’s Book
Introduction of lesson
Ensure learners are properly seated. Introduce lesson by asking learners to say the
twelve months of the year. Explain the concept of ordinals by saying it helps us to tell
position hence in 12 months there are 12 ordinals.
Learning Activities
1. Refer to Activity 1 on page 84 of the Pupil’s Book. Organise learners into groups
and give each group a name according to ordinals e.g. 1st, 2nd, 3rd and 4th.
2. Explain to the learners that they are required to say the ordinal of the month of
the year shown for them to earn marks for their group. e group that answers
all questions correctly emerges the winner.
3. Start the exercise and encourage all learners to take part. Award marks for
correct answers.
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4. Find the winning team and ask learners to appreciate the winning team.
5. Assist those who had diculties doing the activity and repeat the exercise with
them if possible.
6. Ask learners to nd the sitting position of fellow learners according to
instructions given in Activity 2 on page 83 of the Pupil’s Book.
7. Let the learners make sentences as instructed in the homework activity. Check
to conrm correct spelling and punctuation.
8. Ensure that fast learners do more practice exercise as you help the slow learners
count the ordinal and cardinal numbers.
MORE PRACTISE EXERCISE
Fill in the missing letters
a) eig_th
b) twelf_h
c) sixt_
d) seco_d
e) r_t
Answers
a) h
b) t
c) h
d) n
e) s
Assessment
Find out whether all learners can tell positions using ordinals as in lesson objectives
by asking random questions and assessing their answers. Check for correct sitting
posture throughout lesson along with the right reading, listening and speaking skills
and correct where necessary.
Answers
All the activities in the class are open-ended and aimed at building concept in the
learner’s mind. Watch out for wrong answers and correct them. Check for correct
sentences in the homework section.
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(Refer to the Pupil’s Book pages 86- 87)
Lesson 4
Specic learning objectives
By the end of the lesson the learner should be able to:
• Read the story keenly.
• Answer questions from the story.
• Appreciate characters in the story.
Teaching Aids: Pupil’s Book
Introduction
Ask learners questions from the previous lesson. You can encourage the learners to
sing the song on months of the year as a warm up activity.
Learning Activities
1. Refer the learners to activity 1 on page 86 of the learner’s book.Tell the learners
to look at the title of the story. Tell them to look at the pictures and say what they
can see. is promotes eective communication.
2. Ask them what they think the story is about. Finding the answers for this
promotes critical thinking.
3. Read the story together, with the learners reading aer you in turns. Pick
dierent learners to read the story.
4. Refer the learners to activity 2 on page 86 Pupil’s Book. Discuss the story with
the learners. Ask them open-ended questions e.g. what would you have done if
you were Mositet?
5. Pick learners to retell the story as in the oral discussion exercise.
6. Ensure the learners do the homework activity and share their pictures with the
class. Let the learners clap for the learner(s) with the best picture(s).
7. Let the fast learners come up with another story that has cardinal and ordinal
numbers.
8. Explain to the learners how to do the homework. ose who do not have a
computer can draw on a piece of paper.
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MORE PRACTISE EXERCISE
Write down all the numbers from one to ten in words as cardinal and ordinal
numbers.
Example
1- One, 1
st
Assessment
Ask oral questions from the story to see whether the story was understood. is
is an open discussion lesson. Involve as many learners as possible to ensure you
achieve the lesson’s objectives eectively. Ask them questions that require them to
understand ordinals in order to get the right answer.
(Refer to the Pupil’s Book page 87- 88)
Lesson 5
Specic learning outcomes
By the end of the sub strand, learners should be able to:
• Re-read the story and answer questions that follow.
• Use a calendar to answer questions about months of the year.
• Construct sentences using given words.
Teaching Aids: Pupil’s Book
Introduction of lesson
Ask questions from the previous lesson to test learners’ understanding on ordinals.
Learning Activities
1. Let learners read the story ‘Mositet and the pencils’ aloud as a group. is will
enhance unity and co-operation. Check on their pronunciation.
2. Ask learners to complete the table in Activity 1 on page 87 of the Pupil’s Book.
Let some learners read out their answers and assist those who might have wrong
answers.
3. Divide learners in groups in readiness to do Activity 2 on page 88 of the Pupil’s
Book.
4. Explain how to use a calendar and ensure learners know months of the year.
5. Ensure the learners do the homework activity and present their answers to the
class. Ensure as many learners as possible read out their sentences. Correct any
wrong sentences.
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6. Let the fast learners do the practice exercise as you help the slow learners to
handle the activities.
8. Explain to the learners how to do the homework.
MORE PRACTICE EXERCISE
Answer the following questions by lling in the blanks using cardinal or ordinal
numbers.
1. January is the ________________ month of the year.
2. e word book has _______________ letters.
3. ere are _______________ months in a year.
4. e ___________ month of the year is October.
Answers
1. rst
2. four
3. twelve
4. tenth
Assessment
To assess whether the objectives of the lesson have been met, ask oral questions to
check whether learners can count correctly the days of the week on a calendar and
the number of day in every month. Check for correct sitting posture throughout the
lesson along with the right reading, listening and speaking skills and correct where
necessary.
Answers
e answers are as many as the learners. Ensure they are correctly phrased and in
line with the lesson’s objectives. Correct any wrong pronunciations as most of the
lesson is an interactive oral activity.
(Refer to page 89-90 of the Pupil’s Book)
Lesson 6
Specic learning objectives
By the end of the lesson, learners should be able to:
• Play the game of numbers in groups
• Write numbers read in digits
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Teaching Aids: Star and rectangle shapes with numbers written on them, Pupil’s
Book
Introduction
Ask questions from the previous lesson to test learner’s understanding on ordinals.
Learning Activities
1. Organise the learners into groups in readiness for Activity 1 on page 89 of the
Pupil’s Book. Remember that group work enhances unity and co-operation.
2. Display shapes to be used in the game and ask learners to name them. Asking
learners to participate in oral discussions enhances communication.
3. Ask learners to guess how the game is played. Allow as many learners as possible
to try the answer. is promotes critical thinking.
4. Explain how to play the game, joining shapes with the same number written.
Aer demonstration, allow the learners to try it out.
5. e rst group to complete the exercise emerges the winner.
6. Read the following words as in Activity 2 on page 88 and let the learners write
the numbers below correctly.
twenty
thirty
forty
y
y-three
sixty-four
one hundred and seventy
four hundred and one
7. Let the learners read out their answers to the class. Correct any wrong answers.
8. Ensure the learners do the homework activities in their books.
9. Encourage the learners to do the Further learning exercise and present their
answers to the class. Correct any wrong answers the learners may present.
10. Give more practice exercise to the fast learners as you help the slow learners
write properly.
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MORE PRACTISE EXERCISE
Rewrite the following jumbled up letters:
a) nteht
b) hsxteinte
c) vsene
d) efvi
e) wto
Answers
a) tenth
b) sixteenth
c) seven
d) ve
e) two
Assessment
Check whether all learners were able to write numbers correctly as assessment
on whether the objectives for the lesson have been met. Check for correct sitting
posture throughout lesson along with the right reading, listening and speaking skills
and correct where necessary.
Answers
e group activity is an open-ended exercise and requires full participation of the
learners. Make sure to correct any wrong answers. Correct any wrong spelling from
the answers in Activity 2.
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THE FARM
(References pages - Pupil’s book pages 91-101)
eme
9
Suggested time: 6 lessons
Specic learning outcomes
By the end of this sub-strand the learner should be able to:
a) Identify the gender sets of animals correctly in a conversation.
b) Use the opposites to discuss animals and people at the farm.
c) Enjoy a word game using gender sets and opposites in communicating ideas.
d) Read the passage carefully for comprehension.
e) Write sentences correctly, observing punctuation marks.
f) Develop good listening habits.
Suggested Key inquiry questions
1. Can a bull/ox give us milk?
2. When do you wake up?
3. When do you go to sleep?
Core Competencies
1. Communication and collaboration- Engage learners in group activities
like discussing the males and females of animals. is will improve their
communication skills and they will be able to collaborate as they engage in
group activities.
2. Creativity and Imagination - Ensure that all the learners participate in various
activities like drawing pictures to show gender.
3. Self-ecacy - Engage learners in activities that will boost their condence
and self-esteem. Remember by learners constructing sentences using male and
female animals, their condence is boosted.
4. Critical inking and Problem solving -is competence will be developed by
learners answering the probing questions like ‘can a bull give us milk?’
5. Citizenship- Let the learners share what they have and participate in dierent
roles together. is will ensure that they co-exist and live in peace.
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6. Digital Literacy- Guide learners in using the computer to get information like
videos of domestic animals, pictures, etc.
7. Learning to learn – Expose learners to questions. Let them construct sentences
using words for male and female animals that are familiar, and guide them to
use those that are unfamiliar.
Links to PCIs
1. Gender and inclusive education-All learners (boys and girls) should be encouraged
to participate during lesson activities and tasks. Special arrangements should be
made to take care of learners with special needs. Appreciate the learners with
challenges for attempting to do certain activities that are challenging.
2. Health education-Let learners know the need to stay in a clean environment and
remind them that animals too, like humans, need to stay in a clean environment.
3. Life skills-Learners should be engaged in activities that will enable them to
develop life skills that are crucial in their life. Some of the important life skills
that should be developed are decision-making, problem-solving, interpersonal
relationships, assertiveness and empathy. Let learners engage in activities like
helping a friend who is in need to learn being empathetic.
4. Education for sustainable development-Remind the learners that there is need
to protect the environment in whatever way they can. Animals should be well
taken care of.
5. Non-formal programmes-Learners go through various challenges at school.
Some of these challenges, is in their homes. e source of a parent or divorce
the may lead to a child being traumatized. Such learners therefore need to be
guided and counseled so that they may come to terms with the fact that they are
going through what they are going through for some reasons.
6. Community service/learning and parental guidance-Let learners discuss with
community members the names given to males and female animals.
Links to other subjects
Kiswahili-Kinyume
Environmental Studies
Links to values
Co-operation. Let the learners engage in group activities that will enable them learn
the value of cooperation.
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Background information to the teacher
is unit introduces learners to the vocabulary on the farm. As a teacher you need to
be creative enough to make your lesson enjoyable. Some of the learners do not know
some animals. Use technology like computers to make the learners understand
dierent animals through recorded videos. Learners can as well make models of
animals. Remember, by learners making models they are improving their creativity
and imagination. ey work together in harmony thus promoting good citizenship.
Teacher’s notes
Word sets-male and female/people
DOMESTIC ANIMALS
Animal male female
cattle bull cow
sheep ram ewe
goat buck/billy goat doe/nanny gait
donkey jack jenny/jennet
cat tom/tom cat/jip queen
pig boar gilt
dog stud bitch
PEOPLE
male female
man woman
boy girl
LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 92 - 93)
Lesson 1
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) List down the things in the pictures.
b) Describe dierent activities that people do on the farm
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Teaching aids: learner’s book pictures.
Introduction to the lesson
Refer the learners to the pictures in the learner’s book Let them study the pictures
and talk about them. Discuss the pictures with them. Remember studying the
pictures improves their communication skills.
Learning Activities
1. Refer the learners to activity 1 on Pupil’s Book Page 92 (Look and talk). In groups,
let them list down the things they can see like cows, hens, people digging, etc.
2. Give the learners a chance to present what they have seen to the class. is will
enhance their condence.
3. Refer the learners to activity 2 on Pupil’s Book Page 92-Listen and talk. In groups,
let them talk about the dierent animals they have at home. Let them say the
importance of the animals. By doing this, the learners will learn to respect
animals.
4. Give the learners a chance to present their work to the class.
5. You should encourage the learners to work freely in groups irrespective of
dierent genders, from dierent places, or dierent special needs. is promotes
gender and inclusive education.
6. Give the fast learners more practice exercise to do as you help the slow learners
study the pictures in this lesson.
MORE PRACTICE EXERCISE
Write the female of:
a) a goat
b) a dog
c) a sheep
d) a bull
e) a donkey
Answers
a) a nanny goat
b) a bitch
c) a ewe
d) a cow
e) jenny/jennet
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Assessment
Assess whether the learning objectives have been achieved by conrming the
answers that the learners have written.
Answers
cow, dog, cat, sheep, goat, etc (expect varied answers for both activity 1 and 2)
Homework-Explain to the learners how the homework should be done. Recognise
the learners who may not be familiar with a cow depending on the areas they come
from.
(open)
(Refer to the Pupil’s Book pages 93 - 94)
Lesson 2
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Read and recite the given poem correctly.
b) Sing other animal songs.
Teaching Aids: Pictures in the learner’s book, ash cards, audio/visual recording
of the poem
Introduction
Review the previous lesson by asking them oral questions the animals they saw in
the pictures. Emphasize on domestic animals like cow, sheep and goat. Explain to
them that domestic animals are animals kept at home.
Learning activities
1. Refer the learners to the picture in activity 1on page 91 Pupil’s Book. Let the
learners discuss in groups what the picture is about- two bulls on the farm. By
studying the pictures, the learners improve their creative thinking.
2. Refer them to activity 1 Pupil’s Book Page 93. Let the learners read and recite the
poem. Remind the learners to mime the bull ploughing and the cow being milked.
3. Guide the learners on the intonation and pronunciation. By working in groups, the
learners learn how to co-operate and share ideas. is enables them to collaborate
and unite.
4. Give the learners a chance to present the other uses of cows and bulls a part from
the ones in the poem.
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5. Refer the learners to activity 2 Pupil’s Book Page 94 -Create and sing. Let the
learners create a short song about male and female animals.
6. Let the learners sing the song to the class. Remember, by singing before the rest
of the learners, they become condent and improve their self-esteem.
7. Give more practice exercise to the fast learners as you help the slow learners
improve their pronunciation and intonation.
8. Explain to the learners how homework should be done.
9. Encourage learners to carry out the activity in ‘For more practice’
Assessment
Assess whether objectives have been achieved by asking the learners oral questions.
(Refer to the Pupil’s Book pages 95 - 96)
Lesson 3
Specic learning outcomes
By the end of the lesson the learner should be able to:
a) Read the passage and answer the questions correctly.
b) Retell the story they have read.
Teaching Aids: Pictures in the learner’s book, audio /visual recording of the story
Introduction
Introduce the lesson by asking the learners to recite the poem they learnt in the
previous lesson.
Learning activities
1. Refer the learners to the activity in the learner’s book page 95-Listen and read.
Let them look at the pictures and the title.
2. Ask them to guess what the story is about by looking and studying the pictures
to improve their creativity and imagination skills. It also enhances their
communication skills.
3. In turns, pick dierent learners to read the story (sentences) aer you. is will
enhance collaboration.
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4. Discuss with the learners the story-Mr Kibet’s Farm. Ask them open ended
questions like: what does Mr Kibet keep on his farm?
5. Refer the learners to activity 2 Pupil’s Book page 96. Let the learners discuss the
questions.
6. Give the learners a chance to present their answers.
7. For the fast learners, give them extra questions from the passage to answer orally.
For the slow learners, give them enough time to read the passage again.
8. Explain to the learners how homework should be done.
PRACTICE EXERCISE
Constructs sentence using the animals mentioned in the story ‘Mr Kibet’s Farm’ in
the Pupil’s book.
Assessment
Assess whether the learning objective has been achieved by asking them to narrate
in pairs the story.
Answers-(accept any sensible answer that the learner gives)
(Refer to the Pupil’s Book pages 96 - 98)
Lesson 4
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Read the given passage and answer the questions that follow.
Teaching aids: Sample story from the learner’s book
Introduction
Review the previous lesson on the passage. Ask the learners oral questions from the
passage.
Learning activities
1. Refer the learners to the previous story on ‘Mr. Kibet’s Farm’ (Activity 1 Pupil’s
Book page 95).
2. Instruct the learners to read the story again. Identify the learners who have
problems reading and help them read properly.
3. Let the learners in groups answer the questions given in activity 1-Read and
answer Pupil’s Book page 96 As they do, they co-operate with one another and
improve their communication skills.
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4. Refer the learners to activity 2-Write and match in Pupil’s Book pg 97.
5. Give the learners a chance to present their answers to the class.
6. Involve all the learners in the activities regardless of their gender or background.
7. Let the fast learners do more practice exercise as you help the slow learners nd
answers from the passage.
8. Explain to the learners how to do the homework.
MORE PRACTICE EXERCISE
Write down the uses of the animals on ‘Mr. Kibet’s Farm’.
Assessment
Assess whether the learning objectives of the lesson have been met by ensuring all
the learners can read the passage and answer the questions well.
Answers
Activity 1: Pupil’s Book page 96 Read and answer
1. cows, bulls, hens, cocks, rams and ewes.
2. His daughter picks eggs.
3. son, daughter, brother and sister.
(no 4 and 5 expect varied answers. Accept the correct ones)
Activity 2: Pupil’s Book page 97 Write and Match
1. bull
2. cock
3. hen
4. ewe
5. cow
6. ram
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2
1. cow
2. goat
3. sheep
4. bull
5. hen
6. cock
Homework
(open)
(Refer to the Pupil’s Book pages 99 - 100)
Lesson 5
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) Play the mime game
b) Read aloud the given words and write
Teaching Aids: ash cards, sentence cards, pictures/photographs and models of
animals
Introduction
Review the previous lesson asking the learners to mention the animals learnt in class
e.g ewe, ram, etc.
Learning Activities
1. Refer the learners to activity 1 Pupil’s Book page 99-Play the mime game. In
groups give the learners the instructions as written in the Pupil’s Book.
2. Let the learners clap for the winning team. rough this game, the learners are
able to collaborate and work together in unity.
3. Let the learners write and read the given words correctly. is will boost their
communication skills.
4. Refer the learners to activity 2 in the Pupil’s Book page 99-100. Let the learners
use the words they have read to construct sentences of their own. By construction
of sentences the learners will learn to use dierent sentence structures to make a
meaningful sentence.
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5. Give the learners a chance to read their sentences to the class.
6. For the fast learners let them do more practice exercises as the slow learners
write out the exercises in the activities.
PRACTICE EXERCISE
Write the opposite of the following words:
a) bitch
b) ram
c) bull
d) cock
e) billy goat
Answers
a) stud
b) ewe
c) cow
d) hen
e) nanny goat
Assessment
Assess whether the learners have achieved the objectives by checking what their
answers are.
Answers
Homework
a) bull
b) cock
c) boar
d) dog
e) billy
f) ram
g) stallion
h) drake
133
(Refer to the Pupil’s Book pages 100- 101)
Lesson 6
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Write correct sentences based on the given pictures.
b) Re-arrange the jumbled up words to form a sensible sentence.
Teaching Aids: sample story, text pictures in learner’s book.
Introduction
Introduce the lesson by going through the previous homework .
Learning Activities
1. Refer the learners to activity 1 in the learners book page 100. In groups, let them
look at the pictures and complete the given sentences. Remember by studying
the pictures, learners improve their communication skills.
2. Give the learners a chance to present what they have written to the class. is
will enhance condence among them.
3. Refer the learners to activity 2 on page 101 Pupil’s Book. In groups, let them
rearrange the words to form a sensible sentence.
4. Let the learners read the sentences to the class.
5. Remind them to work together regardless of their gender. By doing this, gender
and inclusive education is promoted.
6. Let the rst learners do more practice exercise as you guide the slow learners in
rearranging the jumbled up words.
PRACTICE EXERCISE
Draw a farm with animals. Colour and present to the class.
Assessment
Assess whether the learners have given the correct answers.
134
Answers
Activity 2: Pupil’s Book page 101
a) A cow gives us milk.
b) Bulls are very strong.
c) My uncle keeps pigs.
d) Pigs are not tidy.
e) My brother has two rams.
Homework
(open ended)
135
POSITIONS AND DIRECTIONS
(References pages - Pupil’s book pages 102-111)
eme
10
Suggested time: 6 lessons
Specic learning outcomes
By the end of the sub-strand learners should be able to:
a) Use simple prepositions accurately to describe the position, location and
direction of things.
b) Identify prepositions in oral conversations.
c) Appreciate use of prepositions to describe the position and location of people,
places and things.
d) Read the passage carefully for comprehension.
e) Write sentences correctly observing punctuation marks.
f) Develop good listening habits.
Suggested key inquiry questions
Learners should be able to give correct answers to these questions.
a) Where do you keep your books/cups?
b) Where are the school toilets?
c) Where do you play?
Core competences to be developed
1. Communication and collaboration will be achieved through group and pair
activities such as short song/rhymes and language games containing the
prepositions.
2. Self-ecacy will be enhanced as learners construct sentences and present the
sentences with preposition to the class.
3. Creativity and imagination achieved through the ability to form new images in
the mind and to turn them into reality as learners draw and name diagrams.
4. Learning to learn achieved by the ability to overcome obstacles in order to learn
successfully especially as learners are guided to know that what they have not
done well today can be corrected and done well tomorrow.
136
Links to PCls
1. Citizenship and social cohesion especially through working together in harmony
as learners work together in groups, they will become united as each contributes
to the group for success.
2. Life skills especially the interpretation and use of body language appropriately
for eective communication.
3. Health education as learners should have basic knowledge about HIV and AIDS
which involves use of prepositions, e.g. HIV/AIDS is spread through sharing of
sharp things e.g. needles, razor blades.
Links to other Subjects
Links to all subjects because oral communication is exercised in all subjects and
prepositions are used in constructing sentences in all subjects.
Links to Values
responsibility, moral education, etiquette
Background information
Prepositions help us to tell the exact position of something/someone. Knowledge
about prepositions is key because it helps us to keep things or even ourselves safe
e.g. walk along the road not across the road when speeding vehicles are passing. is
information also helps us to describe location of various things at home or school
e.g. the key is on the cuPupil’s Bookoard. Use locally available materials to make the
lessons lively and interesting.
Teacher’s notes
Prepositions
Beside
Next to, at the side of
e.g Juma is seated beside Christine.
Above
At a higher position than
e.g e ball is above the table.
Over
At a higher position than, on top and covering
e.g Put the hood over your head.
rough
137
From one side of an opening or location to the other
e.g e little girl ran through the tunnel.
Below
In or to a place that is lower
E.g e ball is below the table
Across
To the opposite side
e.g e boy ran across the road.
To
In the direction of
E.g He went to school.
At
Expresses position, direction or location, or point in time
E.g She slept at a hotel.
LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 103 - 104)
Lesson 1
Specic learning outcomes
By the end of the lesson learner should be able to:
• Use simple prepositions accurately to describe the position, location and
direction of things.
• Identify prepositions in oral conversations.
• Appreciate use of prepositions to describe the position and location of people,
places and things.
Teaching Aids: Pupil’s Book, real items e.g. chairs, pencils
Introduction of lesson
Revise proper sitting postures. Let the learners also sing songs and recite poems on
animals of the farm from the previous lesson.
138
Learning Activities
1. Divide learners into groups. Ask learners to collect any ve things in the class
in Activity 1 on page 103 of the Pupil’s Book. Instruct learners to place them at
dierent positions e.g. behind the door, under the table.
2. Ask the learners, in their groups, to discuss where the dierent items have been
placed and come up with sentences.
3. Let each group present their work and correct those who may give wrong
answers.
4. In the same groups, ask the learners to discuss the pictures as in Activity 2 on
page 103 Pupil’s Book. Let them say what they can see.
5. Guide them to read the sentences in the Pupil’s Book correctly.
6. Ask the learners to read the highlighted words loudly and copy them.
7. Explain that the words they have read are prepositions and they help us to know
positions, location and directions of things, people and places.
8. Ensure the learners do the homework assignment correctly.
9. Let the fast learners do more practice exercise as the slow learners practice more
on the use of prepositions in sentences.
MORE PRACTISE EXERCISE
Fill in with over, across, beside, below, at
1. Janet is sitting _________________ Jared.
2. Stella walked _________________ the road.
3. e ball is ___________________ the chair.
4. Mother is selling things ______________ the market.
5. Kipkemboi jumped ________________ the fence.
Answers
1. beside
2. across
3. below
4. at
5. over
139
Assessment
Place objects at dierent places and ask learners at random to construct a sentence
using prepositions. is will help you assess whether the objectives of the lesson
have been met. Check for correct sitting posture throughout lesson along with the
right reading, listening and speaking skills and correct where necessary.
Answers
Both activities are open-ended with as many answers as the learners. Ensure proper
use of prepositions even with the homework activity.
(Refer to the Pupil’s Book pages 104- 106)
Lesson 2
Specic learning outcomes
By the end of the lesson the learner should be able to:
• Read and act the given game.
• Create a similar game and present it to the class.
• Open the given link to get more songs on position.
Teaching Aids: Pupil’s Book
Introduction of lesson
Review the previous lesson on prepositions. Ask learners to construct sentences
about position of things in the class.
Learning Activities
1. Organise learners into small groups in readiness for Activity 1 on page 104 of
the Pupil’s Book.
2. Explain how the game is played. Some learners will act as the animal which is
drawn, while others will ask questions about where (show position) the animal
drawn is., others to answer. All learners to exchange roles at the end of the game
to avoid some branding others names e.g. dog, cat.
3. Learners acting “Where is it?” in groups promotes collaboration and
communication.
4. In pairs, let the learners use diagrams in their text books to come up with a
similar dialogue as in Activity 2 on page 105-106. is promotes critical
thinking.
140
5. Guide the learners to present their work to the class. Give equal opportunities
to all learners.
6. Let the learners do the homework exercise and read the words to the class.
Correct any wrong pronunciation.
7. Encourage the learners to visit the link given in the further learning activity
and learn one song to perform to the class. Ensure the best performances are
applauded.
https://www.youtube.com/results?search_query=position+songs+for+children
Let the fast learners do more practice exercise as the slow learners carry out
activity 2 on page 103 Pupil’s Book.
MORE PRACTISE EXERCISE
Draw:
a) a ball on a chair.
b) a book under a table.
c) a boy walking across the road.
Assessment
Check the work presented to assess whether objectives have been achieved. Check
for correct sitting posture throughout the lesson along with the right reading,
listening and speaking skills and correct where necessary.
Answers
is is a largely open-ended exercise. Correct any wrong answers during the
classroom presentations and correct any wrong pronunciation.
(Refer to the Pupil’s Book pages 106- 107)
Lesson 3
Specic learning outcomes
By the end of the lesson learners should be able to:
• Listen and read the story well.
• Answer oral questions from the story.
• Draw and print an item on a computer to show use of prepositions.
Teaching Aids: Pupil’s Book
141
Introduction of lesson
Remind learners on proper sitting posture. Recap the previous lesson by asking them
questions whose answers have prepositions in them to check mastery of concept.
Learning Activities
1. Ask learners to read the title of the story and look at the pictures drawn as in
Activity 1 on page 106-107 of the Pupil’s Book.
2. Ask the learners to guess what the story is about and look at the pictures drawn.
3. Read the story as learners listen carefully. Read it three times. Ask the learners
to give an appropriate title for the story.
4. Refer the learners to activity 2 on page 107 of the Pupil’s Book. Discuss what the
story was about as in the oral discussion. Ask learners to retell the story. Discuss
the other questions with the learners.
5. Ensure they all do the homework activity and present to the class. Let the
learners clap for the learner with the best picture.
6. Let the fast learners do more practice exercise in the TG as the slow learners
read again the passage. Help them in the correct pronunciation and intonation.
MORE PRACTICE EXERCISE
Write a short dialogue that has prepositions.
Example
Alice: Where is my book?
Tom: It is on the table….
Assessment
Pick learners randomly to answer oral questions about the story to assess whether
objective of the lesson has been met. Check for correct sitting posture throughout
the lesson along with the right reading, listening and speaking skills and correct
where necessary.
(Refer to the Pupil’s Book pages 108- 109)
Lesson 4
Specic learning outcomes
By the end of the lesson learners should be able to:
• Read the story in the learner’s book correctly
142
• Answer questions from the story
• Find prepositions from a puzzle.
Teaching Aids: Pupil’s Book
Introduction of lesson
Ask questions from previous story read to the learners. Ask a few learners to retell
the story about Lemo.
Learning Aids
1. Let learners read the story about Lemo aloud. is enhances unity. Check on
pronunciation.
2. Ask learners to pick prepositions from the story (remind the learners what
prepositions are – help us to tell position, direction).
3. Ask learners the questions in Activity 1 on page 108 of the Pupil’s Book. Ensure
the learners give answers in full.
4. Ask the learners to colour words in the given puzzle in Activity 2 on page 108 of
the Pupil’s Book.
5. Let the learners copy sentences with prepositions from the story of Lemo and
read them to the class. Correct any wrong pronunciations.
6. Let the fast learners do more practice exercise as you guide the slow learners in
nding words from the puzzle.
7. Explain to the learners how the homework should be done.
MORE PRACTICE EXERCISE
Use prepositions to answer these questions:
1. Where do you keep your books?
2. Where do you keep your pencil?
3. Where do you take your lunch?
4. Where do you play during break time?
Answers
(open)
143
Assessment
Conrm by going through learners work whether they have coloured all the
prepositions. Check for correct sitting posture throughout the lesson along with the
right reading, listening and speaking skills and correct where necessary.
Answers
Activity 1: Pupil’s Book page 108
1. Lemo came to class late.
2. Lemo sat beside his deskmate Martin.
3. Lemo looked across the chalkboard.
4. e clock hung above the door.
5. e new boy jumped through the window.
Open-ended (Accept any possible answers)
Activity 2: Pupil’s Book page 108
Under
On
Above
In
Over
Below
rough
(Refer to the Pupil’s Book page 109)
Lesson 5
Specic learning outcomes
By the end of the lesson, the learners should be able to:
• Play the game on prepositions harmoniously.
• Make correct sentences using prepositions.
• Appreciate daily use of prepositions for communication.
Teaching Aids: Pupil’s Book
144
Introduction of lesson
Ask learners questions from previous lesson. Discuss uses of prepositions in daily
experience e.g. we place books on the shelves not below the table.
Learning Activities
1. Put learners into small groups in reference to Activity 1 on page 109 of the Pupil’s
Book.
2. Every group will be shown a picture e.g. a cat under a table, water in glass, a cup
on the table, a learner (John) sitting beside another (Tim).
3. If the group doesn’t get it right aer discussion the question is passed to the next
group (this enhances collaboration.
4. Award marks to correct answers.
5. Ask learners to appreciate the winners. Appreciation enhances self-ecacy.
6. Let the learners do Activity 2 on page 109 of the Pupil’s Book.individually
then read the sentences to the class. Assist learners with diculties in using
prepositions. is promotes learning to learn.
7. Let the fast learners do the practice exercise in TG as you guide the slow learners
in doing activity 1 and 2 on page 109 Pupil’s Book.
8. Explain to the learners how homework should be done.
PRACTICE EXERCISE
Draw two learners seated beside each other. Colour them.
Assessment
Mark the sentences written to check whether the objectives for the lesson were met.
(Refer to the Pupil’s Book pages 110- 111)
Lesson 6
Specic learning outcomes
By the end of the lesson learners should be able to:
• Read the given story correctly.
• Pick and write all the words used to show direction in the story.
• Draw diagram (shapes) in a computer to show direction.
Teaching aids: Pupil’s Book, computers
Approved by KICD - 2018 Edition
145
Introduction of lesson
Ask learners to use prepositions learnt to give directions to various places in the
school compound Examples:
• How do you reach to the dining hall?
• How do you go to the playground?
Discuss the above with learners to ensure they give correct answers.
Learning Activities
1. Group learners into small groups and appoint group leaders in readiness for
Activity 1 on page 110 of the Pupil’s Book.
2. Ask learners to read the story ‘Mokaya’s Journey’ in their groups.
3. Ask learners to pick and read out the words in red.
4. Ask learners to copy the words in their exercise books.
5. Let the learners draw the path to the teacher’s oce from the story. is promotes
critical thinking.
6. Help learners give directions to their home from school.
7. Ensure the learners do the homework handwriting exercise in their books. For
further practice, encourage them to draw the given shapes on the computer and
present the printed picture to the class.
8. Let the fast learners do the practice exercise as you help the slow learners read
the passage carefully in the correct pronunciation and intonation.
9. Explain to the learners how to do the homework.
PRACTICE EXERCISE
Teacher/parent to help learners to draw shapes given on the computer. is would
help in giving directions e.g. straight then turn right.
Assessment
Draw a sample of the path on chalkboard. is will help to identify who/who didn’t
draw the correct pattern. It will also help you assess whether the lessons objective
have been met. Check for correct sitting posture throughout the lesson along with
the right reading, listening and speaking skills and correct where necessary.
Approved by KICD - 2018 Edition
146
ENVIRONMENT
(References pages - Pupil’s book pages 112 - 121)
eme
11
Suggested time: 6 lessons
Specic learning outcomes
By the end of the Sub-strand the learner should be able to:
a) Use ‘a’, ‘an’ and ‘the’ correctly in conversations.
b) Identify and talk about things in the environment using articles correctly in
longer conversations.
c) Appreciate the use of articles in eective communication.
d) Read the passage for comprehension.
e) Write sentences correctly observing puntuating marks.
g) Develop good listening
Suggested key inquiry question(s)
What do you buy at the school/market?
Core competences to be developed
Communication and collaboration as learners engage in group or pair activities
that will promote their communication skills and collaboration e.g. interpreting a
picture of a town with shops.
Creativity and Imagination when the learners are engaged in activities that boost
their creativity and imagination e.g. drawing, reciting poems or talking about
pictures in the Pupil’s Book.
Self-ecacy when learners participate in activities that will boost their condence
and self-esteem like reciting poems in class, for example.
Critical inking and Problem solving when learners take part in competition like
in changing verbs from simple present to present continuous tense where they have
to think hard and nd the answer.
Citizenship- Engage learners in activities that will enable them to have a good
relationship with one another. Let them learn the need to share with others whatever
they have since that will promote peace and understanding amongst them.
147
Digital Literacy- Guide the learners in getting information online from certain
links on education. Let them get more information about environment.
Learning to learn- Let the learners take part in demonstrations and participate in
asking and answering questions. Remember through such exercises, they learn to
learn.
Links to PCIs
1. Gender and inclusive education where all the learners engage in the activities
within this unit regardless of gender, physical structure, place of origin, etc .
Health education where learners get a constant reminder to maintain personal
hygiene especially through construction of sentences about the importance of
cleanliness.
2. Life skills developed when learners engage in activities that will boost their
life skills like being empathetic, assertive, etc. As they gather knowledge on
environmental education.
3. Education for sustainable development developed when learners acquire
adequate knowledge on the need to take care of the environment.
4. Non-formal programmes-Guide and counsel the learners who may have
challenges. Create a session to deal with such cases.
5. Community service/learning and parental guidance developed when learners
are engaged in activities outside school, for instance helping in cleaning the
environment. is well help learners to be active as far as community service is
concerned.
Links to other subjects
is unit links to all other subjects that learners interact with. is is because the
articles are used in all subjects.
Link to values
unity, responsibility, generosity, love and care, tolerance
Background information to the teacher
In this unit we shall cover content related to environment. In this case learners
should name objects in the school environment and attach articles to them, talk
about objects in the environment using articles.
Ensure that the vocabulary about the environment is well covered. e use of a, an
and the should be handled well.
For poems and passages, familiarize yourself with the level of reading of the learners.
If their reading ability is low, then just ask them to read only one paragraph of the
text, read aer you or let other learners read in turns.
148
Teacher’s notes
a, an and the
English has two articles: the and a/an. e is used to refer to specic or particular
nouns; a/an is used to modify non-specic or non-particular nouns. We call the the
denite article and a/an the indenite article.
the = denite article
a/an = indenite article
For example, if one says, “Let’s read the book,” it means a specic book. If one says,
“Let’s read a book,” it means any book rather than a specic book.
LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 113 - 114
Lesson 1
Specic learning outcomes
By the end of the lesson, the learner should be able to use the articles a, an and the
to construct correct sentences.
Teaching aids: learner’s book pictures, ash cards, realia, computer devices with
audio/visual recordings of the articles.
Introduction of lesson
Introduce the lesson by asking learners to look at the pictures in the Pupil’s Book.
Let the learners take some time to study these pictures about the environment.
Remember looking at the pictures enhances the learners’ communication skills.
Ask the learners to tell a friend what they are seeing in the picture. Expect responses
like: I can see a picture showing dierent types of food.
Learning Activities
1. Refer the learners to Activity 1 on page 113. Let the learners pair up and walk
around outside the classroom with your guidance. Let them look around and
collect items found in the environment. Remember that by doing this, the value
of responsibility is enhanced. Let them come back to class aer around three
minutes.
2. Let the learners tell their friends what they saw. Remind them to answer in
simple sentences e.g I saw a stick.
3. Give the learners a chance to share their answers with the rest of the class.
149
4. Refer the learners to Activity 2 on pg 113 Pupil’s Book. In groups, let the learners
study the pictures and construct sentences like in Activity 1 above. Studying the
pictures in groups will make them improve the competence of communication
and collaboration.
5. Let the learners share their answers with the rest of the class. is will promote
self-ecacy.
6. You should involve all the learners in the activities regardless of their gender,
background, religion or even culture. is will promote gender and inclusive
education.
7. Encourage the learners to do the homework activity and present the pictures to
the class. Clap for the learner with the best picture.
8. For the fast learners, let them construct more sentences using articles a , an and
the. Assist the slow learners to construct more sentences from the picture.
PRACTICE EXERCISE
Fill in the blanks with a/an or the.
1. ______________ sky is blue.
2. Anne ate __________ apple.
3. I like watching __________ birds y.
4. Mary gave me ____________ orange.
5. He is reading _____________ book.
Answers
1. the
2. an/the
3. the
4. an
5. a
Assessment
• Assess whether the learning objectives have been achieved by asking the learners
oral questions that need a response with an article.
Example: What is this? (holding a book)
Answer- It is a book.
• All through the lesson observe the learners to ensure they have the right sitting
posture. Correct any undesirable reading, listening and speaking skills.
150
Answers - Explain to the learners how homework should be done.
Both activities are open-ended. Work towards maximum participation by the
learners. Correct any wrong spellings, punctuation and sentence structure.
(Refer to the Pupil’s Book pages 114 -115 )
Lesson 2
Specic learning outcomes
By the end of the lesson the learner should be able to sing the song correctly.
Teaching Aids: Audio recording of a song, Pupil’s Book
Introduction of lesson
Review the previous lesson through oral questions e.g ‘Which objects did you collect
from the environment yesterday?’ An orange
Learning activities
1. Refer the learner to activity 1 pg 114 Pupil’s Book. Let the learners read words
in the song. Remind them to pronounce the words correctly as they should
be pronounced. Draw their attention to the use of articles. Remember that by
reading the words in the song, their communication skills are enhanced. Explain
any new word to the learners, for example, honour-show respect towards.
2. Sing the song to the learners or let them listen to a recording of the song. In
groups, let the learners sing the song. Encourage them to make it lively and
natural. Appreciate those who sing it as expected. Remember that singing the
song together promotes unity and collaboration.
3. Let them act out the song in groups and present it to the class. Acting will
enhance their creativity and imagination and also help them become condent.
Involve all the learners regardless of their gender, background, religion, culture,
etc. rough this gender and inclusive education will be promoted.
4. Refer the learners to Activity 2 page 115 Pupil’s Book and guide them in
creating a new song. In groups, let them come up with songs about things in
their surroundings. rough this activity, critical thinking and problem-solving
skills in a learner are developed.
5. Give the learners a chance to present their song to the rest of the class.
6. Ensure the learners to carry out the homework activity and read out the words
to the class.
7. Encourage them to visit the site shared via the link in their books and learn a
few songs in the process to present to the class. Clap for the best performer.
8. For both the fast learners and the slow learners, let them do the practise exercise
in the TG.
151
https://www.youtube.com/watch?v=vw3o6GQ2xe8
Create other ways of coming up with poems in areas where learners cannot access
the internet.
PRACTICE EXERCISE
Put the either a or an before the following words:
1. ______________ elephant
2. ______________ lion
3. ______________ tree
4. ______________ egg
5. _______________hen
Answers
1. an
2. a
3. a
4. an
5. a
Assessment
• Assess whether objectives have been achieved by asking the learners to sing the
song again and to mention the articles used in the song.
• Observe and ensure the learners maintain the correct sitting posture throughout
the lesson.
(Refer to the Pupil’s Book pages 116 -117 )
Lesson 3
Specic learning outcomes
By the end of the lesson, the learner should be able to read the story and answer the
questions correctly.
Teaching Aids: Pictures and text in the Pupil’s Book, a recording of a story with
articles.
Introduction of lesson
Review the previous lesson by telling the learners to sing the song they sang the
previous lesson. Appreciate them if they sing the song as expected. Emphasize the
use of articles.
152
Learning activities
1. Let the learners look at the picture in Activity 1 page 116 Pupil’s Book. Let them
tell their friends what is happening in the picture e.g. e girl is carrying a basket.
Let them discuss the time they ever went shopping. Remember this will promote
their communication skills.
2. In pairs, let them discuss what the story is about. is will promote their critical
thinking skills.
3. Let the learners read the story. Explain to them the meaning of new words like
‘a p p e a r e d ’.
4. Refer the learners to activity 2 page 117 Pupil’s Book. Discuss the story ‘Sheila
and the dog’ with the learners as in the Oral discussion. Let them look at the
pictures carefully. Ask them what they can see in the picture. Ask them the lesson
they can learn from the story e.g We should have courage. is will enhance
their creativity and imagination.
5. Involve all the learners in the activities irrespective of gender or where they
come from. is promotes gender and inclusive education.
6. Encourage all learners to draw using a computer and print the picture out. Let
them present the pictures to class. Clap for the best pictures.
7. Fast learners to write all the words with articles in the story as you help the slow
learners read the passage.
MORE PRACTICE EXERCISE
Draw the following
a dog an orange the sun a car an egg
Assessment
Assess whether the learning objective has been achieved by asking them to retell the
story.
Answers
(accept any reasonable answer)
Assessment
Assess whether the learning objective has been achieved by asking them to retell the
story.
153
Answers
is is a fully open discussion lesson. Ensure all learners participate and correct any
wrong answers.
(Refer to the Pupil’s Book pages 117 -118 )
Lesson 4
Specic learning outcomes
By the end of the lesson, the learner should be able to read the given passage and
answer the questions that follow.
Teaching aids: Sample story from the learner’s book, pictures, recorded poem
(audio)
Introduction of lessson
Let the learners retell the story ‘Sheila and the dog’. Ask them oral questions from
the poem e.g what did Stella go to buy? Emphasize on the use of articles.
Learning activities
1. Refer the learners to activity 1 pg 117 Refer the learners to the previous
story ‘Sheila and the dog’. Let the learners read the story in pairs and answer
the questions given. Remember when they answer the questions together,
collaboration is enhanced.
2. Give the learners a chance to present their answers to the class.
3. Go through each question with the learners. Appreciate the learners who will
have answered the questions correctly. e others will understand that there is
need to excel hence the skill of excellence is promoted.
4. Guide the learners in nding the answers to the given questions.
5. Refer the learners to Activity 2 on page 118 Pupil’s Book. Let the learners complete
the words in the puzzle. Remind the learners that all the words are found in the
story-Sheila and the dog.
6. Let the learners read out the words aloud. Check on their pronunciation and
audibility. eir communication skills will be enhanced through this activity.
7. For the fast learners, give them extra questions from the story. For the slow
learners, give them extra time to nish the work.
8. Ensure the learners copy the words in their books correctly.
9. Let the learners do the practise exercise Pupil’s Book.
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MORE PRACTICE EXERCISE
Correct the following sentences. Add a, an or the where necessary:
1. Lisa is eating orange.
2. My father is going to buy car.
3. My sister broke egg.
4. Did you see moon yesterday?
5. I have a picture of elephant.
Answers
1. Lisa is eating an orange.
2. My father is going to buy a car.
3. My sister broke an egg.
4. Did you see the moon yesterday?
5. I have a picture of an elephant.
Assessment
Assess whether the learning objectives of the lesson have been met by checking the
answers that the learners have written to the questions.
rough keen observation, ensure the learners maintain the right sitting posture
throughout the lesson.
Answers
Activity 1: pg 117 Pupil’s Book
1. A mango, an orange, an apple and a banana.
2. A dog.
3. She had lost her fruits.
4. ey make us healthy. (Accept any reasonable answer.)
Activity 2: pg 118 Pupil’s Book
1. banana
2. apple
3. father
4. sheila
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(Refer to the Pupil’s Book pages 119 -120)
Lesson 5
Specic learning outcomes
By the end of this lesson, the learner should be able to:
a) Use the articles correctly in sentences.
b) Write down sentences correctly.
Teaching Aids: ash cards, sentence cards, pictures/photographs and models of the
article a, an and the, computer devices with audio/visual recordings of dialogues
with articles.
Introduction
Introduce the lesson by going through the homework activity from the previous
lesson with the learners. Let the learners present their answers to the rest of the class.
Learning Activities
1. Refer the learners to activity 1 on page 119 Pupil’s Book. Explain to the learners
that
you are about to read some sentences to them as they write. Remind them that
the activity should be done individually. Here are the sentences:
a. Sheila bought an apple.
b. Sheila bought a banana.
c. Sheila was scared by a dog.
d. e dog that scared Sheila was big.
e. Sheila went to the market.
2. Give the learners a chance to present their work to the rest of the members in
class. Remember construction of sentences will enhance the aspect of learning
to learn. Let the learners point out the articles in the above sentences by
underlining them. Remind them the uses of an article in a sentence.
3. Refer the learners to Activity 2 on page 119 Pupil’s Book. Let the learners
complete the sentences given and read to the rest of the class. is will promote
self-ecacy among the learners.
4. Let the learners read the sentences aloud to the class.
5. In pairs, instruct the learners to share their answers (dictation). is will enhance
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respect for what others have done.
6. Involve all the learners in the lesson activities irrespective of their gender,
background, religion, culture, etc. is will promote gender and inclusive
education.
7. Make sure they do the homework exercise and read their sentences to the class.
8. For the fast learners let them write more words with articles.
9. Let the slow learners attempt the questions in the practise exercise.
MORE PRACTICE EXERCISE
Answer the following questions.
1. Which fruit do you like?
2. Which animal do you like?
3. What do you sit on in class?
4. Where do you keep your books?
5. Which bird do you like?
(use a, an or the where it should be used )
Answers
(varied)
Assessment
• Assess whether the learners have achieved the objectives by checking what their
answers are.
• roughout the lesson observe all the learners for signs of poor sitting posture.
Correct any poor reading, speaking and listening skills you might notice.
Activity 2:
a) is is a desk
b) is is an apple.
c) is is a tree. e tree has fallen.
d) is is a river. e river is big.
e) is is an egg.
f) is an ostrich. e ostrich is tall.
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Homework
Accept any correct sentences.
(Refer to the Pupil’s Book pages 120 -121)
Lesson 6
Specic learning outcomes
By the end of this lesson, the learner should be able to use the articles correctly in
sentences.
Teaching Aids: ash cards, audio recording of dialogues with articles.
Introduction of lesson
Review the previous lesson by asking the learners to repeat the sentences they wrote
during dictation.
a) Sheila bought an apple.
b) Sheila bought a banana.
c) Sheila was scared by a dog.
d) e dog that scared Sheila was big.
e) Sheila went to the market.
Learning Activities
1. Refer the learners to Activity 1 on page 120 Pupil’s Book. Let the learners take
a walk in the school environment and collect the things they come across.
Let them write them down attaching an article on each, e.g. a leaf, a stick, etc.
rough this activity, the aspect of learning to learn is enhanced.
2. Give the learners a chance to present their answers to the class.
3. Let the learners write the dialogues (question and answer) that they had while
collecting the objects. Remind the learners that they should attach articles before
the objects e.g. a stone.
4. Let the learners present their dialogues to the rest of the members in class.
5. For further practice, remind the learners to watch the video link in the Pupil’s
Book. is will enhance digital literacy.
6. Remind the learners it is their responsibility to take care of the environment and
not destroy it.
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7. Remember working in groups and pairs promotes unity, communication skills,
critical thinking and problem solving, imagination and the value of responsibility.
Involve all the learners in all the activities irrespective of their gender, culture,
etc. By doing this, learners will learn to relate well and gender and inclusive
education will be promoted.
8. For further practice, encourage the learners to do the handwriting exercises and
watch the YouTube video from the link in their books (also below) and write
down the names of places they hear and what happens in those places.
https://www.youtube.com/watch?v=XYz6CkNxz7g
9. Ensure the learners do the Further learning exercise.
10. Let the fast learners write more sentences of their own as you help the slow to
write the sentences correctly.
PRACTICE EXERCISE
Rewrite the following sentences to make them sensible. ey are jumbled up.
a) apple Apiyo bought an.
b) banana Nyasuguta a bought.
c) scared Chema by a was dog.
d) big the dog that Nkirote scared was.
e) went Wanjau the to market.
Answers
a) Apiyo bought an apple.
b) Nyasuguta bought a banana.
c) Chema was scared by a dog.
d) e dog that scared Nkirote was big.
e) Wanjau went to the market.
Assessment
• Assess whether the learners have achieved the objectives by reading the dialogues
they have written. You can ask them to do more dialogues just to ascertain.
• Ensure they maintain the right sitting posture all through the lesson and practice
acceptable reading, listening and speaking skills.
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Answers
Sample dialogue
Tom: What have you found?
Mary: I have found a leaf.
Tom: Am only nding sticks……
(Accept any correct dialogue)
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TECHNOLOGY
(References pages - Pupil’s book pages 122 - 132)
eme
12
Suggested time: 6 lessons
Specic learning outcomes
By the end of this sub-strand, learners should be able to:
a) Use possessives correctly to show ownership.
b) Recognize the correct use of possessives in oral communication.
c) Enjoy asking and answering questions about technology using possessives.
d) Read the passage carefully for comprehension.
e) Write sentences correctly observing punctuation marks.
f) Develop good listening habits.
Suggested key inquiry questions
• Learners should be guided to give correct answers to the given questions.
Examples:
i) Whose pen is this?
Core competences to be developed
1. Communication and collaboration will be achieved through learners working
together in groups, answering and asking questions and presentation of given
work.
2. Self-ecacy through using the possessive ‘mine’ to tell what belongs or other
possessives to tell what belongs to their guardians/ parents or other learners.
3. Critical thinking and problem solving through having to reason, make
judgements and solve problems to questions asked throughout the sub-strand.
4. Citizenship where learners get vested with rights and privileges which creates a
sense of belonging as learners interact and learn on use of possessives.
5. Digital literacy equips learners with digital skills and knowledge through use
of network enabled devices including mobile phones, digital tablet, laptop and
desktop computers.
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Links to PCIs
1. Citizenship and social cohesion where learners gain knowledge about what
belongs to us and others which leads to well-being of all of us.
2. Life skills in eective communication which helps to interact well with others
in terms of comprehensibility.
3. Service learning which integrates meaningful community service with
instruction and sharing ideas on technology with those who are not informed.
4. Parental engagement where parents’ activities help their children to succeed in
school and life e.g. helping them draw on computers.
Links to other subjects
Links to all subjects because the aspect of possessives is exercised in all when
teaching certain aspects of the subjects.
Links to values
respect, unity, responsibility, honesty
Background information
is theme enlightens learners to what belongs to them and other people including
their parents. is includes use of words such as mine, yours, ours, hers, and theirs
to show ownership. It also helps learners to be able to tell on what their parents and
they themselves own. Learners will also be able to use possessives to talk about the use
of digital devices such as computers and mobile phones to show improved technology.
Teacher’s notes
Possessives
(Mine, yours, ours, his, hers)
A pronoun is a word that replaces a noun in a sentence, making the subject a person
or a thing. Possessive pronouns are pronouns that demonstrate ownerships.
Possessive pronouns include my, mine, our, ours, its, his, her, hers, their, theirs, your
and yours - all words that demonstrate ownership.
Here are some examples of possessive pronouns used in sentences:
• e kids are yours and mine.
• e house is theirs.
• e money was really theirs for the taking.
• We shall nally have what is rightfully ours.
• e ring is his.
• e bag is theirs.
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LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 123-124)
Lesson 1
Specic learning outcomes
By the end of the lesson learners should be able to:
• Name the pictures drawn in the textbooks.
• Use possessives to show belonging.
• Enjoy using possessive to ask and answer questions about technology.
Teaching Aids: Pictures of digital devices, real digital devices e.g. mobile phone,
tablet, laptop, Pupil’s Book
Introduction of lesson
Ask learners to name something they have e.g. pencil, books, uniforms, school
bag, etc. Ask learners to name something owned by their family members. Expect
answers such as, “My father has a car/bicycle.” Ask learners whether they know digital
devices and let them name them, e.g. mobile phones. Explain the use of possessives.
My pen – mine, boys (his) girls (hers) my father’s mobile phone – it is his
Learning activities
1. Divide learners into groups and let them pick group leaders in preparation for
Activity 1 on page 123 of the Pupil’s Book. Working in groups promotes collaboration
and communication.
2. Ask learners to gather items in class from dierent places.
3. In the groups, the leader to pick an item at a time and ask whose it is.
4. Learners to answer using possessives. e.g. at is my pen. It is mine.
5. Whoever does not get it right in the game is eliminated. is goes until everyone is
able to get it right.
6. Ask learners to sit in pairs in order to carry out Activity 2 on page 123 Pupil’s Book.
7. Let each tell the other names of the things in the picture in the Pupil’s Book.
8. Discuss in class to whom they think the things belong to with reasons. is promotes
critical thinking.
9. Guide the learners to also discuss the digital devices they have in their homes.
10. Ensure they carry out the homework activity and read out their sentences to the
class.
11. Let the fast learners do more practice exercise as you guide the slow learners in
the use of the possessives.
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MORE PRACTISE EXERCISE
Write a short dialogue using possessive pronouns
Example:
Amina: Whose pen is this?
Akinyi: It is mine…
Assessment
Use some of digital devices found to ask learners to name them. Let them also use
possessives to say whom they think the things belong to assess whether lesson
objectives have been achieved. Check for correct sitting posture throughout the
lesson along with the right reading, listening and speaking skills and correct where
necessary.
(Refer to the Pupil’s Book pages 124-125)
Lesson 2
Specic learning objectives
By the end of the lesson learners should be able to:
• Watch a video clip attentively
• Say what they have seen in the video clip
• Talk about digital devices
Teaching aids: Pupil’s Book, Video clip (to be provided)
Introduction of lesson
Ask learners to say what they watch on television at home. Let them say what they
like watching most.
Learning activities
1. Tell learners that they are going to watch a clip, remind them on good sitting
postures, and listening attentively. Observe learners with low attention span and
engage them in ongoing activity.
2. Play the video clip as instructed in Activity 1 on page 124 of the Pupil’s Book.
Replay it one more time to ensure learners capture all the details.
3. Ask learners to say what they have seen/heard. Discuss the entire video with the
learners.
4. Ask learners to say two things they have done on a computer as in Activity 2 on
page 124 Pupil’s Book. Accept answers like drawing pictures. Let learners say
whether the activities are interesting or not.
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5. Ask learners to share their experiences with other digital devices e.g. mobile
phone. is enhances digital literacy.
6. Learners to read words in Activity 3 on page 125 of the Pupil’s Book in groups
and make simple sentences to share with the class.
7. As a homework activity, every learner should draw a computer and show the
drawing to the class. Clap for the learner with the best drawing.
8. Let the fast learners do the practice exercise as you help the slow learners in
reading the words.
9. Explain to the learners how homework should be done.
PRACTICE EXERCISE
Construct sentences using the following possessive pronouns:
a) mine
b) yours
c) ours
d) hers
e) his
Assessment
Ask oral questions randomly to check whether lesson objectives were achieved.
Check for correct sitting posture throughout the lesson along with the right reading,
listening and speaking skills and correct where necessary.
(Refer to the Pupil’s Book page 125-126)
Lesson 3
Specic learning outcomes
By the end of the lesson learners should be able to:
• Read and act, dialogue in pairs.
• Identify possessives in the dialogue.
• Use the possessives given to answer questions.
Teaching Aids: Pupil’s Book
Introduction of lesson
Ask questions from previous lesson about possessives. Explain the reading basics,
pronunciation and eye movement.
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Learning activities:
1. Pair the learners to take part in Activity 1 on page 125 of the Pupil’s Book.
2. Let the learners read dialogue in the text book and then act it out.
3. Courageous learners with correct pronunciation to be identied and appreciated.
Assist those with diculties.
4. Learners to pick out the possessives (written in red) for use in Activity 2 on page
126 of the Pupil’s Book. Let them ll in the blanks using the words in red. Ensure
they give correct answers.
5. Let the fast learners do more practice exercise and the slow learners read and act
out in the correct intonation and pronunciation.
6. Explain to the learners how homework should be done.
PRACTICE EXERCISE
Write down ve things that your parent/guardian has.
Example.
My mother has a car. It is hers.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
______________________________________ .
Assessment
Pick learners randomly to choose a sentence with possessives in the completed
exercise and read them loudly. is will allow you to assess whether the lesson
objectives have been achieved. Check for correct sitting posture throughout the
lesson along with the right reading, listening and speaking skills and correct where
necessary.
Answers
Activity 1 and 2 are open-ended. Correct any wrong answers.
Homework-pg 126-127 Pupil’s Book.
a. George has a book. It is his.
b. Mercy has a book. It is hers.
c. We have a phone. It is ours.
d. We have computers. ey are ours.
e. I have a torch. It is mine.
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(Refer to the Pupil’s Book pages 127-128)
Lesson 4
Specic learning outcomes
By the end of the lesson learners should be able to:
• Listen carefully to the story “the computer”.
• Answer oral questions.
• Read the story correctly.
Teaching aids: Pupil’s Book
Introduction of lesson
Ask learners questions from the previous lesson on digital devices. Be sure to test
on possessives.
Learning activities
1. Tell learners to read the title of the story and look at the pictures in Activity 1on
page 127-128 of the Pupil’s Book. Let them guess what the story is about. is
enhances communication skills and critical thinking.
2. Read the story to the learners. Take note of learners who get easily distracted as
this will deter them from listening to the story.
3. Re-read the story and ask them oral questions.
4. In turns, pick dierent learners to read the story. is will enhance the
collaboration.
5. Discuss the story of the computer with the learners.
6. Refer the learners to activity 2 on page 128 of the Pupil’s Book. Ask learners
open-ended questions below the story in the oral discussion section. is
enhances critical thinking.
7. Ensure the learners do the homework activity and present their pictures for the
class to see.
8. Let the learners do more practice by visiting the link given in the Pupil’s Book.
9. Let the fast learners do more practice exercise as you guide the slow learners in
reading the passage on ‘e Computer’.
10. Explain to the learners how the homework should be done. In your capacity,
assist those who cannot access the computer do the work.
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MORE PRACTISE EXERCISE
Write down ve sentences about what you have.
Example
is is my book. It is mine.
Assessment
Pick learners randomly to tell what they have learnt about computers from the story
to assess whether objectives of the lesson have been met. Check for correct sitting
posture throughout the lesson along with the right reading, listening and speaking
skills and correct where necessary.\
(Refer to the Pupil’s Book pages 129-130)
Lesson 5
Specic learning outcomes:
By the end of the sub strand the learner should be able to:
• Re-read the story correctly.
• Answer questions from the story.
• Enjoy answering questions on digital devices.
Teaching aids: Pupil’s Book
Introduction of lesson
Introduce the lesson by narrating to the learners the story that they read the previous
day on computers.
Learning activities
1. Refer the learners to the previous story on the computer. Let them read in unison
as a class. is will enhance communication and collaboration.
2. Ask learners to use the story to answer questions in Activity 1 on page 129 of the
Pupil’s Book.
3. Assist learners to write the given words correctly and match the words with the
pictures as in Activity 2 on page 129 of the Pupil’s Book. is will promote critical
thinking.
4. Let the learners, as a homework activity, draw a computer and label all its parts.
Let them show their pictures to the class and vote for the best one. Let them clap
for the best picture.
5. As further practice let the learner use the link below to play the jigsaw puzzle.
168
http://www.thekidzpage.com/online-jigsaw-puzzles-html5/12-piece-jigsaw-
puzzles/school-basketball-jigsaw-puzzle/launch-full-screen.html
6. Let the fast learners do more practice exercise as you guide the slow learners in
doing activity 1 and 2 in the Pupil’s Book on page 127-128.
MORE PRACTICE EXERCISE
Draw a boy holding a pen on the computer. Print it. (Your parent or teacher may
help you)
Assessment
Ask many oral questions and use the answers the learners give to assess whether the
lesson’s objectives have been achieved. Check for correct sitting posture throughout
the lesson along with the right reading, listening and speaking skills and correct
where necessary.
(Refer to the Pupil’s Book pages 131-132)
Lesson 6
Specic learning objectives
By the end of the lesson learners should be able to:
• Tackle the given exercises correctly.
• Use possessives to ll in the gaps.
Teaching aids: Pupil’s Book
Introduction of lesson
Review lessons on possessives and ask oral questions to gauge learners’ understanding.
Learning activities
1. Refer to Activity 1 on page 131 of the Pupil’s Book. Lead learners to rearrange
given words to form correct sentences.
2. Give each learner an equal chance and correct those who do not get it right.
3. Divide learners into groups for Activity 2 on page 131 of the Pupil’s Book. Ask
learners to use punctuation marks to discuss and give answers to given sentences,
this enhances co-operation and unity.
4. Ask learners to use given possessives to complete given exercise in Activity 3.
5. Let them also do the homework handwriting exercise in their books.
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6. For the further learning exercise, allow the learners to do the activity and report
back to class. As they read out their short stories correct any wrong pronunciation
and sentence structure.
7. For the fast learners let them do the more practice exercise as you help the slow
learners in punctuating the sentences.
MORE PRACTICE EXERCISE
Write a short poem using possessive pronouns:
Example
is is my book
It is mine….
Assessment
Mark learners’ work to check if the given possessives have been used appropriately.
Check for correct sitting posture throughout the lesson along with the, listening and
speaking skills and correct where necessary.
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CULTURAL ACTIVITIES
(References pages - Pupil’s book pages 133 - 142)
eme
13
Suggested time: 6 lessons
Specic learning outcomes
By the end of this sub-strand the learner should be able to:
a) Ask questions using ‘what’, ‘when’, ‘whose’ and ‘where’ correctly to get information
about simple ceremonies like a wedding.
b) Use what, when, where and whose to denote object, time, place and ownership.
c) Appreciate the use of what, where, when and whose to seek information.
d) Listen to a story attentively.
e) Read a given passage correctly for comprehension.
f) Write sentenses correctly observing puntuation marks.
Suggested key inquiry questions
1. When do you wake up?
2. Whose pen is this?
3. Where is your home?
Core competences to be developed
1. Communication and collaboration developed when learners engage in group
and pair work activities that will promote their communication skills and
collaboration.
2. Creativity and imagination developed when learners draw, recite poems or talk
about pictures in the Pupil’s Book.
3. Self-ecacy developed when learners participate in activities that will boost
their condence and self-esteem. Learners should recite the poem in pairs. By
reciting a poem before others for instance, the learner develops high self esteem.
4. Critical thinking and problem solving developed when learners take part in
activities like answering questions with –wh form, engage in dialogues, games or
any activity in this unit.
5. Citizenship developed when learners engage in activities that will enable them
have a good relationship with one another.
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6. Digital Literacy developed when the learners work in getting information online
from certain links on education.
Learning to learn developed through answering questions with –wh, the learners
will develop the competence of learning to learn.
Links to PCIs
1. Gender and inclusive education where all learners are involved in each activity
in this unit regardless of gender, race or place of origin.
2. Health education where learners are reminded to maintain personal hygiene so
that they may avoid contracting diseases.
3. Life skills where learners are encouraged to engage in activities that will boost
their life skills like being empathetic, assertive, etc.
4. Education for sustainable development when learners are reminded that it is
everybody’s responsibility to take care of the environment, for example, and
discouraged from engaging in traditional cultural practices that is dangerous to
the environment like poaching, etc.
5. Non-formal programmes-Learners go through various challenges both at
school and at home. A loss of a parent or divorce may lead to a child being
traumatized. Such learners therefore need to be guided and counselled so that
he/she may come to terms with the fact that he is going through what he/she is
going through for some reasons. Involve the parents in the challenges that the
learner may be going through.
6. Community service/learning and parental guidance where learners engage in
activities outside school, for instance attending weddings, birthdays, etc.
Links to other subjects
is unit links to all other subjects as the learners will learn about dierent cultural
activities as the subject of culture is taught in every subject.
Link to values
unity, respect, appreciating diverse cultures
Background information to the teacher
is unit exposes learners to cultural activities like marriage, weddings, etc. Let the
learners engage in meaningful dialogues using wh- form in questions. Involve the
learners to take part in games that allow them to ask questions using the wh-words.
Engage learners in singing, reciting poems that have the wh-forms.
Take this chance to teach the learners dierent words on cultural activities like
wedding, birthday, ceremony,etc. Let the learners appreciate the culture of dierent
communities and this will promote the competence of citizenship. Involve all the
learners in all the activities irrespective of their gender and cultural background.
172
Rememeber by doing this you are promoting gender and inclusive education. Take
this chance to talk about tribalism, nepotism that seems to have taken a toll in the
country.
Ensure that the vocabulary about the cultural activities is well-handled. e use of
–wh form in questions as well.
For poems, passages, songs familiarize yourself with the level of reading of the
learners. If their reading ability is low, then just ask them to read only one paragraph
of the text, read aer you or read in turns.
Teacher’s notes
Wh questions—what,where, when, whose
In English there are seven ‘Wh…’ questions. Here is what they are and how they
are used:
What is used for a thing.
‘What is it?’
Who is used for a person. Whose has the same meaning but it is always followed by
a noun.
‘Who were you talking to?’
‘Whose car is that?’
Why is used for a reason.
‘Why were you late?’
When is used for a time or date
‘When did you start working here?’
Which is used for a choice.
‘Which do you prefer, tea or coee?’
Where is used for a place.
‘Where do you live?’
How is used for an amount or the way.
‘How much does it cost?’
‘How do I get to the station?’
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LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 134-135)
Lesson1
Specic learning outcomes
By the end of the lesson, the learner should be able to:
Talk about the dierent cultural practices of certain communities e.g wedding, etc
Teaching aids: Pupil’s book pictures audio/visual recordings of cultural activities
with –wh questions
Introduction to the lesson
Introduce the lesson by asking learners to look at the pictures in the learner’s book.
Let the learners take some time to study these pictures about the dierent types of
activities happening-wedding, birthday cultural songs, etc.
Ask the learners to tell a friend what they are seeing in the picture. For instance, I
can see a picture showing a wedding.
Learning Activities
1. Refer the learners to Activity 1 on page 134 of Pupil’s Book. In groups, let the
learners discuss and answer the questions given. For example:
What are these people doing?-ere is a person playing drums, etc.Rememeber
this activity enhances their communication skills.
2. Give the learners a chance to present their answers to the class. is will denitely
boost their condence and self-esteem.
3. Refer the learners to Activity 2 on page 134-135 Pupil’s Book. Let them answer
the given questions individually by telling the class, e.g I have ever witnessed my
aunt’s wedding. It was in church, etc.
4. Encourage the learners to listen attentively and encourage and appreciate all
those who will talk.
5. You should involve all the learners in the activities regardless of their gender,
background, religion or culture. is will promote gender and inclusive education.
6. Ensure the learners do the homework assignment and present to the class aer.
7. For the fast learners, let them do the practise exercise, as you help the slow
learners tackle Activity 1-2.
8. Explain to the learners how homework should be done.
174
PRACTICE EXERCISE
Draw a picture of a bride and bridegroom.
Assessment
• Assess whether the learning objectives have been achieved by asking the learners
oral questions in present continuous tense.
• roughout the lesson, observe the learners to conrm that they are maintaining
the right sitting posture, reading, listening and speaking skills.
Answers
Accept any reasonable answer-varied answers because the entire lesson is an open
discussion session.
(Refer to the Pupil’s Book pages 135 - 136)
Lesson 2
Specic learning outcomes
By the end of the lesson the learner should be able to sing the song correctly paying
attention to the –wh questions.
Teaching Aids: Audio recording of a song, ash cards or sentence cards with wh
questions
Introduction of lesson
Review the previous lesson through oral questions e.g. ‘Who has ever attended a
wedding? Tell us about it.’ Insist on the use of wh.
Learning activities
1. Refer the learners to Activity 1 on page 135 Pupil’s Book. Let the learners read
words in the song. Remind them to pronounce the words correctly as they should
be pronounced. Draw their attention to the use of wh-. Remember by reading the
words in the song, their communication skills are enhanced. Explain any new
words to the learners.
175
2. Sing the song to the learners or let them listen to a recording of the song. In
groups, let the learners sing the song. Encourage them to make it lively and
natural. Appreciate those who sing it as expected. Remember singing the song
together promotes unity and collaboration.
3. Let them act the song in groups and present it to the class. Acting will enhance
their creativity and imagination and also help them become condent. Involve
all the learners regardless of their gender, background, religion, culture, etc.
rough this gender and inclusive education will be promoted.
4. Let the learners sing any other song they know about cultural activities to the
class. Encourage those who do not have songs to look for them online as further
practice (to be done at home) thus promoting digital literacy.
5. Let the learners discuss the questions.
6. Refer the learners to Activity 2 on page 136 Pupil’s Book. Let them read out the
words aloud. Guide the learners in forming questions using the words correctly.
Example:
a) what-What are you holding?
b) when-When is your birthday?
c) whose-Whose drum is this?
d) where-Where was your aunt’s wedding?
(accept any sensible sentence)
Let the learners present their questions to the class.
7. Let the learners carry out the homework activity and present the song before the
class. ere are more cultural songs to be found on youtube using the link in the
Pupil’s Book. Let the learners explore it and come up with more songs to present
to the class.
https://www.youtube.com/watch?v=ILLf8Mjw4IY
Let the ones who cannot access the internet, come up with their songs.
8. For the fast learners, let them do the more practise as you help the slow learners
tackle the activities.
PRACTICE EXERCISE
Write down questions using each of the following words:
where
what
whose
176
when
which
Answers
(varied)
Assessment
• Assess whether objectives have been achieved by asking the learners to sing the
song again and checking the questions they have written on wh questions.
• Ensure the learners maintain correct sitting posture along with the right reading,
listening and speaking skills.
Answers
e entire lesson is an open-ended discussion. Ensure the learners all participate
and give the correct answers.
(Refer to the Pupil’s Book pages 137 - 138)
Lesson 3
Specic learning outcome
By the end of the lesson the learner should be able to read a story and answer the
questions correctly.
Teaching Aids: Pictures in the learner’s book, a recording of a poem
Introduction of lesson
Review the previous lesson by telling the learners to sing the song they sang in the
previous lesson. Appreciate them if they sing the song as expected. Emphasize the
use of wh- in questions.
Learning activities
1. Before they read, let one of the learners sit on a chair. e rest should pretend
that they are news reporters. Let them ask the person these questions:
a) Sir/Madam, whose wedding are you attending? My daughter’s
b) Where will your wedding be? at Siloi Church
c) When will the wedding be? On 14th February, 2018
d) What will you give as a gi to the couple? A bed
(Accept varied answers)
2. Let them interchange roles and repeat the exercise.
177
3. Refer learners to Activity 1 on page 137 of the Pupil’s Book. Let one of them read,
or you read or the learners listen to an audio recording of the story in Pupil’s
Book. Instruct the learners to listen attentively.
4. Ask the learners to read on their own ‘Nene’s Big Day’. Help the learners who
have problems understanding the story understand by explaining to them.
5. Refer the learners to activity 2 - page 138 Pupil’s Book. In pairs, let discuss what
the story is about. is will promote their critical thinking skills. Instruct them
to answer the questions orally.
6. Ensure the learners carry out the homework activity given and show the class.
Explain to the learners how the homework should be done.
PRACTICE EXERCISE
From the internet, look for videos on a wedding. Watch and narrate to the class
what you saw. (your parent or teacher may)
Assessment
Assess whether the learning objective has been achieved by asking them to retell the
story. Ensure they maintain good sitting posture, reading, listening and speaking
skills.
Answers
Accept any reasonable answer for both activities since the questions asked largely
test the learners’ understanding. Ensure correct answers are given and also correct
any wrong ones.
(Refer to the Pupil’s Book pages 138 - 140)
Lesson 4
Specic learning outcome
By the end of the lesson, the learner should be able to:
Read the given story and answer the questions that follow.
Teaching aids: Sample story from the learner’s book, pictures, recorded story
(audio)
Introduction
Let the learners retell the story ‘Nene’s Big Day’. Ask them oral questions from the
story e.g Whose wedding was it? Nene.
178
Learning activities
1. Refer the learners to the previous story (Nene’s Big Day). Let the learners in pairs
read the poem and answer the questions given. Remember when they answer the
questions together they learn how to be united and collaborate.
2. Give the learners a chance to present their answers.
3. Refer the learners to Activity 1 on page 139 of the Pupil’s Book Go through each
question with the learners. Appreciate the learners who will have answered the
questions correctly. e others will understand that there is need to excel hence
the value of excellence is promoted.
4. Guide the learners in nding the answers to the given questions.
5. In pairs, let them compare the answers they have written. is will promote the
skill of learning to learn. Ask the learners to present their answers to the class.
6. Refer the learners to Activity 2 on page 139-140 of the Pupil’s Book. Let the
learners read out the words aloud and circle them in the puzzle. compound
dance presents food cake
Give the learners a chance to present their answers.
7. Ensure they do the homework activity and present their answers to the class.
Correct any wrong answers.
8. For the fast learners, let them do the practise exercise as you help the slow learners
answer the questions in the activities correctly.
PRACTICE EXERCISE
Write down a dialogue using the following words:
what
where
when
why
whose
Example
Juma: What is your name?
Alice: My name is….
Assessment
• Assess whether the learning objectives of the lesson have been met by checking
the answers that the learners have written to the questions.
179
• Observe the learners to conrm that they maintain good sitting posture and the
right reading, listening and speaking skills.
Answers
Activity 1: Pupil’s Book page 139
When was the wedding? Friday the 27th October 2017
When did the wedding start? At 12 pm
Whose car carried the bride? Uncle Peter’s big car carried my sister.
Where was the wedding held?Makunda church
What made the wedding late? Not told
Activity 2: Pupil’s Book pages 139-140
T E W E R T Y U I
G K S Q S F W E O
B A H T P O S A P
N C O M P O U N D
K S O R D D V F A
G D I E M K F G N
H F U D S F G H C
P R E S E N T S E
(Refer to the Pupil’s Book pages 140-141)
Lesson 5
Specic learning outcome
By the end of this unit, the learner should be able to write and spell the words
correctly.
Teaching Aids: ash cards with the dictated words, chart, Pupil’s Book
180
Introduction of lesson
Introduce the lesson by going through the homework activity with the learners. Let
the learners present their answers to the rest of the class members. (Refer to the
answers-homework in the previous unit)
Learning Activities
1. Refer the learners to Activity 1 on page 140 of the Pupil’s Book. Let them work in
groups.
2. Write a jumbled word on the blackboard. e rst group to get the word shouts the
answer. Awards marks. Ask the learners to clap for the winning team.
3. Remember the above activity will enhance creativity and imagination among the
learners.
4. Refer the learners to Activity 2 page 141 of the Pupil’s Book. Remind the learners
that you are about to read some words for them as they write. ey should be
attentive and write neatly and correctly:
wedding
church
homestead
people
uncle
5. Give the learners a chance to spell the words.
6. In pairs, instruct the learners to share their answers (dictation). is will enhance
respect for what others have done.
7. Involve all the learners in all the activities irrespective of their gender, background,
religion, culture, etc. is will promote gender and inclusive education.
8. Ensure the learners do the homework assignment.
MORE PRACTICE EXERCISE
Re-arrange the following letters to form a sensible word.
example
lcuteru-culture
1. ewdgndi
2. dbire
3. ogmro
4. mdur
5. rchuhc
181
9. For both the slow and fast learners let them do the practise exercise in TG.
Assessment
Assess whether the learners have achieved the objectives by checking what their
answers are. Also assess whether they are maintaining proper sitting posture and the
right reading, speaking and listening skills.
Answers
is is another open discussion lesson and the learners should be allowed to
participate as much as they can. Be sure to correct any wrong answers and make
sure they all take part.
(Refer to the Pupil’s Book pages 141-142)
Lesson 6
Special learning outcomes
By the end of this lesson, the learner should be able to:
Answer questions based on a given passage.
Teaching Aids: ash cards, audio recording of a story with wh form in questions.
Introduction of lesson
Review the lesson on ‘Nene’s big day’ by asking the learners to narrate the story they
read. Emphasize on the wh- form in questions.
Learning Activities
1. Organise the learners into small groups and refer them to Activity 1 on pg 141
Pupil’s Book.
Ask them to reread ‘Nene’s Big Day’ and let them write down all the activities
that happened that day e.g. Nene went to church etc.
2. Give the learners a chance to present their answers to the class. is will enhance
their condence.
3. Refer the learners to Activity 2 on page 141 Pupil’s Book. Let the learners write
ve sentences about a ceremony they attended. Let them write about when,
where, what and whose ceremony it was.
4. Give the learners a chance to read their work to the class.
5. Correct any mistakes the learners may have made. is will enhance the learning
to learn skill in the learners. e learners will also improve their communication
skills.
6. Remember working in groups and pairs promotes unity, communication skills,
critical thiking and problem solving, imagination and the value of responsibility.
182
Involve all the learners in all the activities irrespective of their gender, culture,
etc. By doing this, learners will learn to relate well and gender and inclusive
education will be promoted.
7. Ensure the learners do the homework handwriting exercise in their books. Mark
and correct where necessary.
8. Encourage the learners to carry out the further learning activity as well as they
can. Let them present their ndings to the class. Ensure every learner presents to
the class to allow them to develop their communication skills and self-ecacy.
9. Let the fast learners do the practise exercise as you help the slow learners to
pronounce the words correctly in th story ‘Nene’s Big day
PRACTICE EXERCISE
From the story of Nene’s Big Day, write down all the sentences that have -wh words.
Answers
1. “Where is my bride?” the groom asked.
2. When are we supposed to get to church?” I asked.
3. “Whose wedding is this?”
4. “What are you doing here?
Assessment
Assess whether the learners have achieved the objectives by checking their
answers. Good sitting posture is very important for everyone, more so the learners.
roughout the lesson observe them to ensure they sit well and maintain acceptable
standards of reading, listening and speaking skills.
Answers
All the answers given in the lesson should reect the activities that happened on
Nene’s Big Day.
Approved by KICD - 2018 Edition
183
CHILD LABOUR
(References pages - Pupil’s book page 143 - 152)
eme
14
Suggested time: 6 lessons
Specic learning outcomes
Specic learning outcomes
By the end of the sub-strand learners should be able to:
a) Use describing words in relation to size, colour and shape.
b) Identify dierent colours of objects found in the environment.
c) Appreciate the use of colour, size, shape and number to talk about child labour.
d) Read the passage carefully for comprehension.
e) Write sentences correctly observing punctuation marks.
f) Develop good listening habits.
Suggested key inquiry Questions
Learners should be able to give correct answers to these questions
i) What things can you see outside?
ii) What colour are they?
iii) How many are they?
iv) What do they look like?
Core competences to be developed
1. Communication and collaboration achieved through group and pair activities
during which learners describe objects in the classroom using size, colour and
number.
2. Creativity and imagination enhanced through activities such as drawing and
colouring appropriately.
3. Self-ecacy through appreciating the importance of eective communication.
4. Learning to learn developed through teaching learners should be guided to
know that what they have not done well today can be corrected and done well
tomorrow.
184
5. Digital Literacy enhanced through use of digital skills and knowledge to be able
to perform tasks such as drawing and colouring in a computer.
6. Citizenship developed as learners work together in groups where they develop
a sense of belong, they also realize that any wrong thing done to others aects
them hence they are careful of their actions.
Links to PCIs
1. Life skills especially in the interpretation and use of body language appropriately
for eective communication
2. Citizenship through knowledge on child labour which will help learners to
know what is good and bad for them hence they will not fall as victims of child
labour.
3. Education for sustainable development where knowledge on child labour
enables learners to help their community to understand disadvantages of child
labour.
Links to other subjects
Links to all subjects as colour is used a distinguishing factor when describing objects
in all subjects
Links to Values
respect, responsibility
Background Information
is unit involves description. Assist learners learn how to describe objects in the
classroom based on colour, size and shapes. Being a very practical lesson involve
all the learners. Assist those who may have problems identifying the colours and
categorising the objects. Educate the learners on child labour.
Teacher’s notes
Describing words
(size, colour, shape)
Objects can be described based on:
size e.g big, small, tall, tiny, etc.
shape e.g oval, square, circular, etc
Colour e.g green, yellow, blue, white, etc.
Example in sentences
She has a green bag.
e girls are holding circular balls.
185
LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 144 - 145)
Lesson 1
Specic learning outcomes
By the end of the sub strand learner should be able to:
• Gather dierent items in the classroom.
• Group items according to colour and size.
• Appreciate the use of colours.
Teaching Aids: Pupil’s Book, real items collected
Introduction of lesson
Ask learners to gather at least 10 items in the classroom. Ask the learners to name
any colours they know and point it out in the classroom.
Learning Activities
1. Organise learners into groups to do Activity 1 on page 144 of the Pupil’s Book.
Guide the learners to group items (according to size and colour).
2. Let learners make oral sentences from the grouped items e.g. ‘We have two
red pencils.’ ‘We have three small blue rubbers.’ Correct any wrongly phrased
sentences.
3. Ask learners to pair themselves for Activity 2 on page 144 of the Pupil’s Book.
Let them look at the pictures, discuss and make oral sentences. is enhances
collaboration and communication. Conrm very correct sentences.
4. Let the learners do the homework activity in their exercise books and show
them to the class.
5. For the fast learners, let them group more items as you help the slow learners to
group dierent items and describe them.
6. Let all the learners do the practice exercise in the TG. Explain to the learners
how homework should be done.
Let the learners colour the following shapes based on the colour given.
MORE PRACTISE EXERCISE
Green Blue Yellow
186
Assessment
Ask learners to ll in the gaps and read the given sentences to assess whether the
objectives for the lesson were achieved. Check for correct sitting posture throughout
the lesson along with the right reading, listening and speaking skills and correct
where necessary.
Answers
Activity 2: Pupil’s Book page 144
b. green
c. an orange
d. blue oval
(Refer to the Pupil’s Book page 145- 146)
Lesson 2
Specic learning outcomes
By the end of the sub-strand learners should be able to:
1. Name dierent colours and shapes.
2. Draw shapes on the computer.
3. Appreciate their favourite colours.
Teaching aids: Computer, Pupil’s Book
Introduction of the lesson
Ask learners questions from the previous lesson e.g which colour is this book?
Activities
1. Refer the learners to activity 1 page 145 of the Pupil’s Book. Ask learners to name
their favourite colours and why they love them. is enhances self-eciency.
2. Learners to name the shapes they know and some things that have the shapes
they have named. is promotes critical thinking.
3. Refer the learners to activity 2 on page 146 of the Pupil’s Book. Group learners
and let them draw and colour shapes on a computer. is enhances digital
literacy and collaboration. Learners should also present their work to the rest. In
areas where learners cannot access the computers, guide them in drawing on the
papers.
4. Ensure all the learners do their homework exercise.
5. For further practice, encourage learners to visit the link given in their books and
present their answers to the class.
187
6. For the fast learners, let them draw and colour more shapes as you guide the slow
learners in drawing the shapes and colouring them. Let all the learners do more
practice exercise.
7. Explain to the learners how homework should be done.
https://www.youtube.com/watch?v=YHBFkhYUSFM
MORE PRACTISE EXERCISE
Draw the following and colour them:
a tree
a hen
a cow
a stick
Assessment
Pick learners randomly to draw a shape and colour (given name of shape and colour)
to conrm that the objectives for the lesson have been met. Check for correct sitting
posture throughout the lesson along with the right reading, listening and speaking
skills and correct where necessary.
(Refer to the Pupil’s Book pages 147- 148)
Lesson 3
Specic learning outcomes
By the end of the lesson learners should be able to:
1. Read and recite the given poem.
2. Create and sing a song from the poem.
3. Appreciate songs sang from other learners.
Teaching Aids: Pupil’s Book
Introduction of lesson
Ask learners to sing songs learnt from the given link in the previous lesson.
Learning Activities
1. Organise learners in small groups and ask the leaders to read the poem in Activity
1 on page 147 of the Pupil’s Book.
188
2. Ask learners to practise reading, reciting and acting the poem and present the
poem to the class.
3. Ask learners what they’ve learnt from the song on child labour. Discuss with the
learners.
4. Ask the learners to read the given words in Activity 2 on page 148 of the Pupil’s
Book in groups.
5. Each group to make sentences from the given words and present the work to the
rest. Correct any wrong pronunciation and sentence structures.
6. Let the learners do the homework exercise and read their answers to the class.
Correct any pronunciation problems.
7. For the fast learners, let them do more practise exercise as you help the slow
learners recite and act the poem.
8. Explain to the learners how homework should be done.
PRACTICE EXERCISE
Fill in the blanks with round, square and oval.
1. I have a ________________ ball.
2. An egg is _______________ in shape.
3. My brother gave me a ________________ box.
Answers
1. round
2. oval
3. square
Assessment
Pick learners at random to read sentences from the given words to assess whether
lesson objectives have been met. Check for correct sitting posture throughout the
lesson along with the right reading, listening and speaking skills and correct where
necessary.
Answers
(open)
189
(Refer to the Pupil’s Book pages 148- 149)
Lesson 4
Specic learning outcomes
By the end of the sub-strand learners should be able to:
1. Listen and read the story on their own.
2. Answer oral questions from the story.
3. Draw and colour diagrams from the read story.
Teaching aids: Pupil’s Book
Introduction of lesson
Remind learners on proper sitting postures. Discuss good reading habits. Avoid
using ngers to read, pause where there is a full stop before reading the next sentence.
Learning activities
1. Refer the learners to activity 1 on page 148 of the Pupil’s Book .Ask learners to
look at the picture. Ask them to say what they can see from the diagrams. Let
learners read the title of the story.
2. Ask learners to guess what the story is about and tell their guesses to the class.
3. Read the story as learners listen carefully. Read it at least three times.
4. Refer the learners to activity 2 on page 149 of the Pupil’s Book. Carry out the
oral discussion with the learners.
5. Let the learners do the homework activity and present their answer to the class.
Let the others clap for the learner with the best picture.
6. Let the fast learners do the more practice exercise as you help the slow learners
to read the passage correctly.
7. Explain to the learners how homework should be done.
PRACTICE EXERCISE
From the story in the Pupil’s Book, write down all the words that describe size,
colour and shape.
190
Assessment
Ask learners to retell the story they have just listened to. As you listen to them, gauge
whether the learning outcomes for the lesson have been achieved. Check for correct
sitting posture throughout the lesson along with the right reading, listening and
speaking skills and correct where necessary.
(Refer to the Pupil’s Book pages 150- 151)
Lesson 5
Specic learning outcomes
By the end of the lesson, the learners should be able to:
i) Read the story in the text book correctly.
ii) Answer questions from the story.
iii) Share the story they’ve read with their friends.
Teaching aids: Pupil’s Book
Introduction of lesson
Ask questions from previous story about Mr Maina read to the learners.
Learning activities
1. Ask learners to read the story about Mr Maina loudly. Correct pronunciation
mistakes if any. is enhances collaboration and communication.
2. Organise the learners in groups and let them read and discuss the story.
3. Ask the learners to discuss the questions from the story and present their work
as a group as in Activity 1 on page 150 of the Pupil’s Book.
4. Allow the learners to complete and read the words given in Activity 2 on page
150 of the Pupil’s Book. Correct all the wrong pronunciations.
5. Ensure the learners do the homework activity individually.
6. For the fast learners, let them do the more practice exercise as you help the slow
learners in extracting answers from the passage.
7. Explain to the learners how homework should be done.
PRACTICE EXERCISE
Draw seven boxes and in each box colour it and write the name of the colour.
191
Assessment
Check whether learners have lled in the missing letters correctly. Check for correct
sitting posture throughout the lesson along with the right reading, listening and
speaking skills and correct where necessary.
Answers
Activity1: Pupil’s Book page 150
1. e coee berries were black and brown.
2. e learners were given three big baskets.
3. e baskets were round in shape.
4. Accept any correct answers (open- ended).
Activity 2: Pupil’s Book page 150
Basket ree
Brown Ripe
Round
Coee
(Refer to the Pupil’s Book page 151- 152)
Lesson 6
Specic learning outcomes
By the end of the sub strand, learners should be able to:
i) Listen and write sentences read correctly.
ii) Write about the most dicult tasks they ever did.
Teaching Aids: Picture cut outs on dierent works people do, Pupil’s Book
Introduction of lesson
Ask learners questions from the previous story.
Learning activities
1. Remind learners on good sitting postures and listening carefully and appropriate
facial expressions.
2. Read these sentences as learners listen carefully.
CHILD LABOUR (Choose any ve)
192
a. Children should not be asked to carry heavy things.
b. Do not employ children, they should go to school.
c. Children should not be forced to get married.
d. ose who employ children should be arrested.
e. Children should not be beaten.
f. Children should not be denied food.
g. Children should be allowed to play.
h. Children should be taken to hospital when sick.
i. Report anyone who mistreats children to the police.
j. Children should be given time to rest.
3. Ask learners to write the sentences you read to them and then read them out
to the class as in Activity 1 on page 151 of the Pupil’s Book. Correct any wrong
pronunciation of words.
4. Learners to write ten sentences about a dicult task they did as in Activity 2.
Ensure they all read their answers to the class.
5. Let the learners do the homework handwriting exercise and mark their work
aerwards.
6. As a Further learning activity, let the learners write down ve bad things they
know about child labour and share with their community members and later the
class. Guide them to read out the report and correct them where necessary.
7. For the fast learners, let them write down more dicult tasks that they have ever
done as you guide the slow learners in activity 2 of the Pupil’s Book page 151.
8. Let all the learners do the practice exercise below.
9. Explain to the learners how the homework should be done.
PRACTICE EXERCISE
Write down ve things that children should not be forced to do.
Answers
(Accept correct answers)
Assessment
Ask learners to read the sentences they have written. Check for correct sitting
posture throughout the lesson along with the right reading, listening and speaking
skills and correct where necessary.
Approved by KICD - 2018 Edition
193
CARING FOR OTHERS
(References pages - Pupil’s book pages 153 - 162)
eme
15
Suggested time: 6 lessons
Specic learning Outcomes
By the end of the sub-strand, learners should be able to:
a) Use conjunctions to join words and short sentences during/ in a conversation.
b) Use conjunctions to talk about caring for the sick, hungry, the elderly and
people with special needs.
c) Appreciate the dierences in people and things in their environment.
d) read the passage carefully for comprehension.
e) write sentences correctly observing punctuation marks.
f) develop good listening habits.
Suggested key inquiry questions
Ensure that learners are able to give correct answers to the given questions eg.
1) Why was the baby crying?
2) Who was playing hide and nd?
Core competences to be developed
1. Communication and collaboration achieved through group activities during
which learners will sing and recite poems on the thematic areas using
conjunctions.
2. Creativity and imagination achieved by using conjunctions to talk about caring
for the sick, hungry, the elderly and people with special needs. is is done when
a learner thinks about possible ways of caring for the sick.
3. Citizenship developed as learners work together in groups and have a sense
of belonging, they also realize that by helping fellow children who might have
challenges they feel good and loved hence creating a healthy nation.
4. Critical thinking and problem solving which is achieved when learners learn to
have an open mind and are ready to listen and appreciate the application of the
information in areas such as caring for the sick, hungry and elderly and those
with special needs.
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5. Digital literacy developed through use of digital skills and knowledge to be able
to perform tasks such as drawing and colouring on a computer.
6. Learning to learn developed when learners are guided to know that what they
have not done well today can be corrected and done well tomorrow.
Links to PCIs
1. Citizenship-diversity through use of conjunctions in communication while
caring for others helps learners to appreciate dierent people in the society and
dierent needs.
2. Life skills for eective communication
3. ESD- Poverty eradication
4. rough helping people with special needs and empowering them to be
independent people who they can provide for themselves instead of borrowing.
Links to other subjects
Links to all subjects because conjunctions and caring for one another is common in
all subjects
Links to values
love, patriotism, unity, respect, responsibility
Background information
Conjunctions are words used to connect sentences e.g. ‘and’, ‘but’, ‘because’ and
‘hence’. ey are not used to begin a sentence. In the society right from our families
and even at school we have people who have dierent challenges. is theme will
help learners understand that such people should be helped and cared for, they are
equal to us and hence they should not be neglected. It is our duty and responsibility
to care for each other.
Teacher’s notes
Conjunctions (but, and, because)
But
Joins two statements that are dierent i.e they give contradicting information.
Example
e tea was very hot but the children drank.
And
Joins words or statements that are the same i.e positive information and positive
information or negative information and negative information.
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Example
Fatuma came to school early and found the learners in class.
Because
Explains why something happened (gives a reason).
She arrived at school late because she missed the bus.
LESSON DEVELOPMENT
(Refer to the Pupil’s Book pages 154-155)
Lesson 1
Specic learning outcomes
By the end of the lesson learners should be able to:
i) Help someone in need of help.
ii) State dierent ways of caring for others.
iii) Appreciate people with special needs.
Teaching aids: Pupil’s Book pictures, photographs
Introduction
Discuss with the learners what might have happened to them one day that required
other people’s help. Encourage the learners to say how they were helped or how they
helped someone.
Learning Activities
1. Organise learners into small groups in readiness for Activity 1 on page 154 of the
Pupil’s Book.
2. In each group let one learner pretend that they have been hurt e.g. broken their leg.
Let the other learners show how they would help e.g supporting the leg, carrying
them, etc
3. Let the learners say what they have learnt e.g. ‘We need help when hurt.’ ‘When we
help others they feel better.’
4. In groups, let learners look at the pictures in Activity 2 on page 154 of the Pupil’s
Book and say what they can see. is promotes communication and collaboration.
5. Discuss to help dierent people with dierent needs. Learners to share experiences
when they help e.g. elderly people (grandparents), blind people.
6. As homework activity, let the learners draw themselves as instructed and present
the pictures to the class. Let the learners vote for the best picture or picture.
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7. Let the fast learners do the practice exercise as you guide the learners in doing
activity 1 and 2 on page 152 in the Pupil’s Book.
8. Explain to the learners how homework should be done.
PRACTICE EXERCISE
Join the following sentences with either because, and or but.
1. I got hurt ________________ I was playing with a knife.
2. Suleiman bought a book _____________ a pencil.
3. We are playing __________ it is raining.
Answers
1. because
2. and
3. but
Assessment
Ask the learners to tell how they can help sick people among themselves and those
with special needs. Check for correct sitting posture throughout the lesson along
with the right reading, listening and speaking skills and correct where necessary.
(Refer to the Pupil’s Book pages 155-156)
Lesson 2
Specic learning outcomes
By the end of the sub strand learners should be able to:
i) Read, recite and act the given poem.
ii) Create a similar poem and recite it to classmates.
iii) Appreciate use of conjunctions in sentences.
Teaching Aids: Pupil’s Book pictures.
Introduction of lesson
Ask learners questions from the previous lesson to see how much they can remember.
Discuss why people need help (introducing words that join sentences) e.g.
1. People need help because they are hurt.
2. People need help when in pain and are helpless.
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Learning activities
1. Let the learners arrange themselves in small groups as in Activity 1 on page 153
of the Pupil’s Book.
2. Ask the learners to read the poem and then recite it in groups.
3. Discuss with the learners what the poem is about.
4. Discuss the other questions in the poem and ask the learners to recite any other
poem they know about disability.
5. Ask learners to come up with a short poem about helping the weak as in Activity
2 on page 156. Let them recite their poems.
6. Ask the learners to do the homework activity that tests use of conjunctions.
7. For more practice, encourage the learners to learn more poems from the website
given in their books and recite to the class.
https://www.youtube.com/watch?v=feC-F_DxtLU
8. For the fast learners, let them do the more practice exercise as you assist the slow
learners in reciting the poem-pronunciation and intonation.
9. Explain to the learners how homework should be done.
PRACTICE EXERCISE
Construct your own sentences using:
because
and
but
Assessment
Ask learners to name some people with special needs and how they can help them.
is will help you know whether the objectives for the lesson have been met. Check
for correct sitting posture throughout the lesson along with the right reading,
listening and speaking skills and correct where necessary.
(Refer to the Pupil’s Book pages 156-157)
Lesson 3
Specic learning outcomes
By the end of the substrand learners should be able to:
i) Listen to the story read by the teacher.
ii) Read the story on their own and answer questions from the story.
iii) Draw and colour diagrams from the story.
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Teaching Aids: Pupil’s Book
Introduction of lesson
Discuss with the learners what happened to them when they were sick (if any) and
admitted at the hospital. Discuss also what to do when our friends are sick.
Learning activities
1. Remind learners on proper sitting postures and good listening skills (paying
attention) as they prepare to listen to the story in Activity 1 on page 154 of the
Pupil’s Book.
2. Read the story as learners listen carefully. Read it at least three times. Ask
learners to read it too in turns.
3. Refer the learners to activity 2 on page 157 of the Pupil’s Book. Ask oral questions
from the story.
4. Discuss the story.
5. Let the learners do the homework activity and show the pictures to the class.
6. For the fast learners, let them do more practice exercise as you help the slow
learners to read the passage.
PRACTICE EXERCISE
Draw an old man crossing the road.
Assessment
Pick learners to retell the story read to them to assess whether the objective for
the lesson has been achieved. Check for correct sitting posture throughout the
lesson along with the right reading, listening and speaking skills and correct where
necessary.
(Refer to the Pupil’s Book pages 158-160)
Lesson 4
Specic learning outcomes
By the end of the sub strand learners should be able to:
i) Read story in Pupil’s Book.
ii) Answer questions from the story.
iii) Share the story with their friends.
Teaching Aids: Pupil’s Book pictures.
Introduction of lesson
199
Ask questions from previous story read to the learners.
Learning activities
1. Ask learners to reread the story about Becky loudly and in correct pronunciation.
2. Refer the learners to activity 1 on page 158 of the Pupil’s Book. Ask learners to
discuss the
questions from the story and present their work as a group.
3. In the same groups, let learners discuss how to help people specied in Activity
2 on page 159of the Pupil’s Book.
4. Learners to write their answers and present their work to the class.
5. For homework, ensure the learners copy the sentences correctly and read to the
class.
6. For the fast learners, let them do more practice exercise in the TG as you help
he slow learners to get the answers to the questions from the passage.
7. Explain to the learners how homework should be done.
PRACTICE EXERCISE
Rearrange the following jumbled up words to make a correct sentences.
1. school She is is not because in she sick.
2. cold It is but very I am a vest wearing.
3. bananas She mangoes bought and.
Answers
She is not in school because she is sick.
It is cold but I am wearing a vest.
She bought mangoes/bananas and bananas/mangoes
Assessment
Pick learners at random and ask them to state how to help needy people. is way
you will gauge whether objectives of the lesson were met. Check for correct sitting
posture throughout the lesson along with the right reading, listening and speaking
skills and correct where necessary.
Answers
(open)
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(Refer to the Pupil’s Book page 160-161)
Lesson 5
Specic learning outcomes
By the end of the sub-strand learners should be able to:
i) Oer help to a needy person.
ii) Use conjunctions in a sentence correctly.
iii) Appreciate needy people in the society.
Teaching Aids: Pupil’s Book
Introduction of the lesson
Discuss how learners visited their sick friend Becky in the story.
Learning Activities
1. Group learners into small groups for Activity 1 on page 160 of the Pupil’s Book.
2. Guide learners on how to play the game.
- A learner pretends to be sick and another blind.
- Let the others try to help them.
- Correct each other on how to help such people.
- Play the game before the class.
3. Discuss why it is important to help others.
4. Learners to present their work on why it is important to help others.
5. Read words to the learners, let them spell the words to the class as in Activity 2
on page 160 of the Pupil’s Book.
aunt
classmate
orange
medicine
because
correct any wrong spelling.
6. For homework, let the learners write their own sentences using ‘because’, ‘and’
or ‘but’. e sentences should be about caring for others. Let them read the
sentences to the class. Clap for the learner who gives the best sentences. Correct
any wrong sentences.
7. Let the fast learners do the more practice exercise as you help the slow learners
who may be having spelling problems.
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201
8. Explain to the learners how homework should be done.
MORE PRACTISE EXERCISE
Use the computer to watch a video of people helping other people in need like the
blind, sick, etc. Tell the class what you saw in the video. (Your parent or guardian
may help you.)
Assessment
Assess whether learners have used conjunctions correctly in their sentences especially
in the homework activity in fullment of objectives of the lesson. Check for correct
sitting posture throughout the lesson along with the right reading, listening and
speaking skills and correct where necessary.
(Refer to the Pupil’s Book pages 161-162)
Lesson 6
Specic learning outcomes
By the end of the lesson learners should be able to:
i) Join sentences correctly using conjunctions.
ii) Write sentences on how to help an orphan.
iii) Appreciate needy people in the society.
Teaching Aids: Photos of needy people eg the elderly, hungry, sick people, Pupil’s
Book
Introduction
Pick learners at random to read the sentences they previously wrote in their
homework.
Learning activities
1. Ask learners to organise themselves into groups.
2. Ask each group to discuss the exercise in Activity 1 on page 161 of the Pupil’s
Book. is enhances collaboration and communication.
3. Ask the learners to present their work. Correct groups that might have had
diculties on using conjunctions correctly. is enhances learning to learn.
4. For Activity 2 on page 161 of the Pupil’s Book, let the learners discuss how to
help an orphan (children whose parents died). Learners to present their work.
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202
5. Discuss how dierent groups handled the task and appreciate each group.
6. Let the learners do the handwriting exercise as homework. For Further learning,
let the learners visit a disabled person in the community and write down ways
in which they can help the disabled people. Make the class presentation as
interactive as possible so that all learners’ answers are heard.
7. For the fast learners, let them write as many ways as they can on how to help the
needy as you help the slow learners write the same. Let all the learners do the
practice exercise in the TG.
PRACTICE EXERCISE
Write a short story using conjunctions.
Example
One day Stella went to the market because her mother sent her. She bought sugar
and bread…
Answers
(Varied)
Assessment
Read sentences written by dierent groups. Check for correct sitting posture
throughout the lesson along with the right reading, listening and speaking skills and
correct where necessary.