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

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.

iii

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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

(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.

(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.

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.

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

Approved by KICD - 2018 Edition

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.

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. 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

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.

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.

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.

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.

Juma: Mother _______________ very annoyed. You must tell her sorry.

Mary: I already told her.

Juma: at ____________ good.

Answers

were

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.

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.

(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

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.

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.

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

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

TRANSPORT

(Refer to Pupil’s Book (Pupil’s Book) pages 25-35)

eme

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.

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)

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.

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.

(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.

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

d) us

Homework page 28-29 of the Pupil’s Book

(a) him

(b) her

(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.

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.

(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)

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.

Approved by KICD - 2018 Edition

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.

Approved by KICD - 2018 Edition

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.

TIME AND MONTHS OF THE YEAR

(References pages - Pupil’s book page 36 - 45)

eme

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.

• 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 have

You have

he;she;it Has

We have

You have

ey have

Past

I had

You had

he;she;it had

We had

You had

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.

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.

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

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.

(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.

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.

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.)

(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.

Approved by KICD - 2018 Edition

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.

Approved by KICD - 2018 Edition

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.

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.

SHOPPING-things we buy

(References pages - Pupil’s book page 46-57)

eme

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.

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

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

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.

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.

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

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

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

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.

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.

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

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.

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

Approved by KICD - 2018 Edition

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.

Approved by KICD - 2018 Edition

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.

THE GARDEN

(References pages - Pupil’s book pages 58-70)

eme

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.

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

Approved by KICD - 2018 Edition

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.

Approved by KICD - 2018 Edition

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

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

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-

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.

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.

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.

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.

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.

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

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.

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.

ACCIDENT

(References pages - Pupil’s book page 71-80)

eme

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.

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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

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Activity 2: Pupil’s Book page 78

a) medicine

b) accident

c) hospital

d) bandage

Homework - Pupil’s Book page 76

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.

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CLASSROOM

(References pages - Pupil’s book page 81-90)

eme

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

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.

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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

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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.

In the direction of

E.g He went to school.

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

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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

Above

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

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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.

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ENVIRONMENT

(References pages - Pupil’s book pages 112 - 121)

eme

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 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.

162

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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163

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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164

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.

165

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.

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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

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?’

173

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

Suggested time: 6 lessons

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

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.

194

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.

195

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

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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.

Approved by KICD - 2018 Edition

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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.

Approved by KICD - 2018 Edition

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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.