Longhorn
English Activities
Grade 3
Teacher’s Guide
Tom Olang’ Okeyo
Beatrice Mwebi
Pauline Kagwe
Naomi Kanyiri
Catherine Ireri
Approved by KICD - 2018 Edition
Published by
Longhorn Publishers (K) 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 (T) Ltd.,
Mikocheni B,
Plot No. MKC/MCB/81,
New Bagamoyo/Garden Road,
P.O. Box 1237,
Dar es Salaam, Tanzania.
Longhorn Publishers (Rwanda) Ltd.,
Remera opposite COGE Bank,
P.O. Box 5910,
Kigali, Rwanda.
©T. Olang’, B. Mwebi, P. Kagwe, N. Kanyiri and C. Ireri 2018
The moral rights of the authors have been asserted. All rights reserved. No part of this
publication may be reproduced, stored in a retrieval system or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording or otherwise without the prior
written permission of the publisher.
First published 2018
ISBN 978 9966 64 034 5
Printed by .....................................
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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
Part Two
Theme 1: Activities at home and at school............................................................................20
Theme 2: Sharing duties and responsibilities ........................................................................36
Theme 3: Environment ............................................................................................................49
Theme 4:Child rights ................................................................................................................58
Theme 5: Occupation(People and their work)......................................................................66
Theme 6: Technology(Using a computer).............................................................................73
Theme 7: Safety..........................................................................................................................80
Theme 8: Wild animals .............................................................................................................91
Theme 9: Saving.........................................................................................................................102
Theme 10: The Festival.............................................................................................................114
Theme 11: Play and sports........................................................................................................125
Theme 12: The Festival.............................................................................................................137
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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:
• Demonstrate basic literacy and numeracy skills for learning.
• Communicate appropriately using verbal and/or non-verbal modes in a variety
of contexts.
• Demonstrate appropriate etiquette in social relationships.
• Apply creativity and critical thinking skills in problem solving.
• Explore the immediate environment for learning and enjoyment.
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• Practice hygiene, nutrition, sanitation, safety skills to promote health and
wellbeing.
• Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and
moral development for balanced living.
• Demonstrate appreciation of the country’s rich and diverse cultural heritage for
harmonious co-existence.
• 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 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 lesson 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 the 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
• Esponding 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 we 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 pupils 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 pupils can see what he/she is doing.
It may be necessary to call the pupils around the demonstration table for all to see.
During demonstration, he/she could ask some pupils to help in handling and setting
up the teaching aids. e teacher should then outline the procedure he/she expects
the pupils 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 pupil’s participation
• Reduces teacher talk considerably
• Creates enthusiasm and motivation in the pupils
• Encourages creative thinking
• Develops skills in organisation of ideas
• Keeps the class active and lively
• Promotes interaction between the teacher and his/her pupils, among the
pupils
• And with teaching aid.
When a teacher asks a question to one of his/her pupils and the pupil gives a wrong
answer, the teacher should not say ‘no’ or rebuke the pupil. is withdraws the pupil
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 pupil’s
answer to detect any reason that led to his/ her wrong answer. In this process the
teacher will discover where the pupil 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
another and with the teacher during the lesson.
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(iv) Individual Work
Individual work by pupils begins when the teacher assigns a few problems to them
during class work. is is the application session whereby every individual pupil is
expected to work on his or her own.
During this session, the teacher moves round the class marking pupil’s work and
giving individual attention to those in diculties. Individual work is then extended
to the homework assignment where the pupils will be expected to solve problems
outside the classroom. Individual work encourages the pupils to go through
learnt concepts alone. is reveals to the teacher how a pupil 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 pupil’s interaction. He or she
poses the topic for discussion and acts as a resource person. Discussion educates
and trains the pupils 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, pupils 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.
b) Lesson Plan
A lesson plan is a detailed outline of how the teacher intends to carry out a specic
lesson.
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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:
• Similar ability grouping
• Mixed ability grouping
• Similar interests grouping
• Needs grouping
• Friendship grouping
• Sex grouping
Grouping learners has several advantages such as:
• e individual learner’s progress and needs can easily be observed.
• e teacher–learner relationship is enhanced.
• A teacher can easily attend to the needs and problems of a small group.
• Materials that were inadequate for individual work can now easily be shared.
• Learners can learn from one another.
• Cooperation among learners can easily be developed.
• 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.
• 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.
• e materials available.
• Ability of learners in the class (fast, average, slow).
However, the teacher must be exible enough to adjust or change his/her type of
grouping to cope with new situations. ere is no xed number of learners that a
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.
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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.
• e 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
unexpected situations and can be altered or modied to suit certain circumstances.
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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:-
• Gied and Talented
• Visual Impairment
• Hearing Impairment
• Physical Handicap
• Mild Cerebral Palsy
• Learning Disabilities
• Emotional and Behavioural Diculties
Assessment strategies and conditions should be standardised to the needs of these
learners. e teacher should identify such cases and help facilitate the aected
learners’ learning. For example, learners with visual and hearing diculties should
sit near the teacher’s table for easy supervision and assistance. e following are
more suggestions on how to support special needs children in your class.
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(a) Learners with physical diculties
In this group of learners, the aected areas are normally some body parts, especially
the limbs. ere may be partial or total loss of use of the limbs. In case the legs are
aected, the learners will need assistance during activities that involve movement.
is could be during a nature walk and other activities that learners have to stand
for some reason. e teacher should organise for the learner’s ease of movement
around. e learner should also be given time to catch up with the others.
In case the hands are aected, the learners should be given more time to nish their
work. In both cases, the learners should not be pressurised to do things that can
cause injury or ridicule.
(b) Learners with visual diculties
ese learners normally have problems with their eyesight. ey should sit in a
position where they are able to see the chalkboard without straining.
Note: e learner could be long sighted or short sighted.
e material to be observed should be brought closer to the learner and a magnifying
lens used where necessary. e teacher should use large diagrams, charts and labels.
In some cases, the learners can be allowed to touch and feel whatever others are
looking at. Other learners can assist by reading aloud. e lighting system in the
classroom can also be improved. e teacher should read aloud most of the things
he/she writes on the chalkboard.
(c) Learners with hearing diculties
e aected part in this case is the ear. e learner should have hearing aids. e
teacher should use as many visual aids as possible. ey should also project their
voice and always talk while facing the learners. Use of gestures and signs while
talking helps the learner gure out what the teacher is saying as well.
(d) Learners with speech diculties
A common example in a normal class is the stammerer. ey always speak with a lot
of diculties. e teacher should be patient with them and encourage such learners
to express themselves in their own way. Such learners should be given more written
exercises than oral.
(e) Learners with mental diculties
e teacher should try to identify the nature and level of the mental diculty.
Learners with mental diculties should then be given special assistance and attention
at an individual level. ey can be given special tests or assessments. In general, all
the learners with diculties should be reinforced promptly. is encourages and
motivates them. e teacher and the rest of the class should never ridicule learners
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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
Pupils 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.
b) Summative Assessment (assessment of learning)
When assessment is used to record a judgement of a competence or performance
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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 Ver y Good
50-59% C Good Fairly
Competent
40-49% D Sucient Pass
Below 40% E Not 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.
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.
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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 pupils 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 pupils when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
In some cases, try out the suggested activities/experiments in advance to avoid
embarrassments like the equipment failing to work during the lesson. Remember:
e suggested teaching activities in this book are just a guide. You may not need to
follow them to the letter! Feel free to incorporate other innovative teaching methods
that will help in delivering the intended content optimally.
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ACTIVITIES AT HOME AND
AT SCHOOL
(Refer to Pupil’s Book pages 1-11)
eme
1
DEVELOPMENT OF THEMES
Suggested time: 6 Lessons
Specic learning outcomes
By the end of the strand, the learner should be able to:
1. Listen attentively during a conversation.
2. Respond to simple specic three-directional instructions in oral communication.
3. Communicate through song eectively.
4. Read and recognise grade level words in the passage.
5. Rearrange words to make short sentences and paragraphs.
Suggested Key Inquiry Questions
• What can we tell from the people’s faces and hand movements as they talk?
• How do you pronounce these words?
• What have you learnt from the story?
• How do you get to your home from school?
Learning /teaching aids
Pupil’s books ,Flash cards,teachers, charts, real objects.
Core Competences to be Developed
1. Communication and collaboration will be achieved through pair and group work
involving use of familiar body language such as facial expressions and gestures.
2. Self-ecacy through appreciating the importance of eective communication.
3. Digital literacy as they learn with computer devices.
6. Imagination and creativity through making up simple songs.
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Links To PCIs
1. Life skills especially the interpretation and use of body language appropriately
for eective communication.
Links to other subjects
Links to all subjects because oral communication is exercised in all.
Link to values
respect, responsibility, unity
Learning /teaching activities
Pupil’s book realia, pictures and photos, audio-visual clips with sentence
constructions.
Background Information
In this strand, the learners practise listening and speaking. It consists of a series of
steps for the oral introduction and practice of new language patterns and vocabulary.
During this process, you should help the learner acquire both listening and speaking
skills. Remember at the same time that all the language skills, that is listening,
speaking, reading, grammar and writing, should be integrated in every lesson. By
the end of the strand, the learner should be able to listen to instructions and carry
out specic tasks. In the subsequent lessons, learners will meet language patterns
and vocabulary in poems, songs, puzzles, reading passages and written exercises.
ey will also come across a grammar point eg. singular and plurals. All the new
items introduced should be done in a meaningful context; like in the songs, story,
storytelling and puzzles. It should not be done in isolated sentences. You should
pay keen focus on the learners’ pronunciation, punctuation and the intonation of
the items. You should constantly remind the learners on correct body posture and
eye contact. is will help build on their self-esteem and condence. e learners
should be encouraged to use the new items independently in their various activities;
in their group activities and individually. is approach livens the class and assists
learners to speak correctly, uently and condently.
Notes for the teacher
Activity
Activities are a situation in which something is happening or a lot of things are
being done. In this strand, many activities both at home and school have been used
to help the learners enjoy and understand the concepts in every lesson:
Examples of main activities:
• Acting
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• Singing
• Writing
• Oral/work
• Pleading
Other activities
• Sweeping
• Playing
• Washing
• Digging and many more
All the above activities are elaborated well in every lesson:
Lesson 1
(Refer to Pupil’s Book pages 2-3)
Specic learning outcomes:
By the end of the lesson the learners should be able to:
• Practise correct sitting posture and eye contact
• Pronounce the words correctly
• Use words correctly to form sensible sentences.
Learning/teaching aids
Pupil’s books, ash cards, charts.
Introduction:
e lesson could be introduced by:
• Dramatising some of the activities that are done in school or at home, e.g.
sweeping the class, washing dishes, children playing.
• Let the learners study the pictures and then discuss what is in each picture.
Learning Activities
1. Refer to Activity 1, No. 1 in the Pupil’s Book. Arrange the Pupil’s in pairs. Let
them look at the pictures and discuss. Let the learners give predictions of what
could be happening in the pictures. Ask the learners: What are the children
doing? Let the learners share with the class.
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2. Use ash cards in No.2. Read the words to the Pupils and let them repeat.
Sweeping, playing, watering, washing . Let the learners read the words in groups
and then as individuals. Stress on the correct phonetic pronunciation of the
words. Guide the learners to match the pictures with the words.
3. Guide the learners to orally construct sentences using each picture and the
words above for No. 3. For example: e boy is washing the dishes. Encourage
the Pupils to repeat their sentences in plural. e boys are washing dishes. Do
this for all the pictures.
4. As the lesson progresses, lead the learners to share with the class what activities
they like or dislike to do both at school and at home as in Activity 2 of the same
lesson.
5. You can let the fast learners write the oral sentences in their exercise books as
you give the slow learners more time to orally construct sentences using the
pictures.
6. Note that this activity builds on the self-esteem and condence of the
learner. e oral work in groups helps to strengthen the learners’ rapport and
imagination. Working in groups promotes cooperation, inclusive education and
communication. Dierent methods of learning, eg dramatizing and discussing
enhances better grasp of concepts because the learners have varied capabilities.
Learners do the homework on Pupil’s Book page 3
More practice exercise
Learners make sentences in their books using these words:
Example: e girl is sweeping the house
a) Play
b) Spray
c) Wash
d) Look
e) Talk
Answers to the above exercise
Any correctly written sentence
Assessment
• Assess whether the right sitting posture and eye contact is practised by the
learners at all times in class.
• Assess whether the words learnt are pronounced well in speech.
• Assess the construction of sentences.
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• Is the homework in the Pupil’s Book well done?
• Give extra words to the fast learners to keep them busy. Also give extra
attention to the slow learners, exercising patience as they may take longer to
understand the concepts.
Answers
Activity 1: Look and talk
1. Open-ended but answers should be related to the pictures given.
Sample answers: e girl is spraying owers. e girls are spraying owers.
2. e words and pictures should be matched correctly.
3. Open-ended. Ensure the answers are all punctuated correctly.
Note: Ensure the learners write the sentences in (3) in plural.
Tell the class
Open-ended. Ensure as many learners as possible talk about the activities.
Homework
Drawing. Ensure the learners write relevant believable material. Encourage the slow
learners to draw and show their pictures to the class.
Lesson 2
(Refer to Pupil’s Book pages 3-4)
Specic learning outcomes
By the end of the lesson, the learner should be able to communicate through song in
groups, using the vocabulary related to the theme.
Teaching aids: Pupil’s Book page 3-4, audio material containing songs that show
daily activities, pictures.
Lesson Introduction
Singing is comforting and fun; and fun is good for learning. erefore, introduce the
lesson with a song. Choose a song that will help practise vocabulary and learn the
dierent daily activities according to the theme. If you do not know the tune of the
song, the learners can make up one they all know with a familiar tune. For instance,
they can use the familiar tune of Row, row, row your boat to come up with their own
song about activities at home and at school.
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Learning Activities
1. Arrange the learners in groups. Refer to Activity 1. Read the words in the song
aloud and let the learners repeat aer you. Ensure correct punctuation of words.
Point out the daily activities that the song is portraying.
2. Sing the song. If you do not know the tune of the song, let the learners come up
with a familiar tune like row row row your boat; to create a melody for the words.
ey should also ll the gaps in the song with appropriate activities according to
what they do at home and at school.
3. e groups should compete on the one with the best tune. Slow learners can be
given more time to come up with a song during remedial time. ey could also
get assistance at home. e best group should be appreciated by the rest of the
class with a clap. e teacher can praise the best group; Well done, Keep up the
good cooperation, etc.
4. ese activities in groups teach the learner to communicate eectively, be
responsible and cooperate. Creating a tune enhances their creativity and
innovation.
5. You should encourage the learners to come up with other short songs about daily
activities. e fast learners can construct simple sentences for more practice.
6. For more practice about daily activities check the internet video using the link:
https://www.youtube.com/watch?v=xq76xMlKW7w
Learners to do the homework on Pupil’s Book page 4
More practice exercise
Learners to write down three activities they do at
a) home
b) school
Assessment
• Observe the learners to ensure right posture throughout the lesson for the
learners.
• Learners should respond appropriately to oral questions.
• Example: What do you do in the morning?
• Homework should be well done.
• Learners should do the groupwork activities well to ensure they learn
teamwork and cooperation.
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Answers
Sing and act
Ensure the learners engage in the group activities. Let them ll in the blanks about
activities they do at home and at school and ensure they sing the completed song
along with other songs they might know about daily activities.
Create and sing
Discuss in groups and report back to class.
HOME WORK
Open ended. e answers should be as realistic as possible.
I go to school every day.
I sweep the compound in the evening.
For more practice
Let the learners listen to the songs on the youtube link given. You can play the songs
for them and turn the nal part of the lesson into a game where they try to sing
along to the songs and even form their own using the activities they engage in daily.
Lesson 3
(Refer to Pupil’s Book pages 5-6)
Specic learning outcomes
By the end of the lesson the learner should be able to
• Read and recognise the grade level words in the passage.
• Read the passage ‘Maria’s Day’ and answer the oral questions that follow.
Teaching Aids: ash cards, pictures in the Pupil’s book, lucky dip, digital ash cards.
Lesson introduction
Tell the learners about your day at school. Pick one or two learners and ask them
about their day at school or at home. Discuss the pictures in Activity 1 on page 5 of
the Pupil’s Book. Guide the learners to predict what could be happening in the story
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using the title. learners should share their predictions with the rest of the class. Ask
some oral questions from the pictures.
Learning Activities
1. Choose one learner to read the title of the story. Let the learners predict what the
story is about and share with the rest of class.
2. Using ash cards, guide the learners recognise some grade level vocabulary in
the story. Let the learners discuss the meanings of the new words.
3. Let the learners read the passage in groups and then read individually. Correct
them where they go wrong in pronunciation and punctuation.
4. Ask the learners to retell the story they have just read. Encourage the shy learners
to participate as well.
5. In oral discussion, let the learners say what they think about Maria. Is Maria an
organised girl or not? Why?
How are your daily activities dierent from Maria’s?
6. Let the fast learners pick the new words from the story and copy them in their
books. e slow learners could reread the passage again. Pay close attention to
their punctuations and pronunciations.
7. Encouraging all learners to participate enhances inclusive education. Working
in groups and retelling the story promotes communication, cooperation and
builds on the learners’ self- esteem. Remind learners about their homework.
8. ose with challenges could seek assistance in doing homework from their
parents or guardian.
For digital literacy, the learner could draw the following on the computer
Maria running to school
Maria playing with her friend
Learners do the homework on Pupil’s Book page 6.
More practice
Learners to answer the following questions from the story ‘Marias’ day.
a) How old is Maria?
b) Maria goes to which primary school?
c) Maria wakes up at___________________________
d) Maria goes back home for_____________________
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Answers: To more practice
a) eight years
b) tumaini
c) six o’clock
d) lunch
Oral discussion
Open-ended. e answers should be realistic enough to ensure the learners
understood the passage.
Let the learners say how their daily activities dier from Maria’s.
Assessment
• Ensure the learners answer questions from the story read.
• e learners should also match words/ sentences with pictures from the text
• Observe the learners to discourage bad reading habits e.g. mouthing words
as they read, reading by moving the ngers, etc. e learners’ posture should
also be good at all times during the class.
Answers
HOME WORK
Open-ended. Ensure the learners’ words are from the story. Encourage as
many of them as possible to read their words out to the class all the while
correcting any pronunciation and spelling errors.
For more practice
Let the learners work with computers as instructed and show their drawings to the
class. In event there are no computers for each one to use, take them to the library
and use one of the computers to show them how to draw on the computer.
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Lesson 4
(Refer to Pupil’s Book pages 7-8)
Specic learning outcomes
By the end of the lesson learner should be able to:
1. Recognise daily activities in relation to the time they are done.
2. Construct sentences about daily activities in relation to the time they are
done.
3. Find and colour new words from the passage.
Teaching/ learning aids
Clock face, picture books, and newspaper cuttings, Pupil’s Book
Introduction to lesson
Before opening the text book, the teacher could do various introductory activities:
• Ask oral questions on the previous lesson covered.
• e teacher could ask a volunteer to retell the story ‘Maria’s day’.
• Use a clock face to ask what Pupil’s do at certain times of the day.
Learning activities
1. Refer to Activity 1 on pages 7-8 of the Pupil’s Book. Ask one learner to reread the
passage as the rest of the class listens.
2. Ask for a volunteer to retell the story in his or her own words. e other learners
listen. Point out and emphasise on the daily activities cited in the passage and the
time. Ask the learners what they do at those times. is helps learners appreciate
the importance of connecting personal experiences with what is happening in
the story.
3. Arrange the learners into pairs. Let them discuss Activity 1 and ll in the
blanks with the correct time. Working in groups promotes collaboration and
cooperation. Let the groups share their answers with the class.
4. Instruct the learners to do the work in their books as you go round marking.
is strengthens their sense of responsibility.
5. Fast learners can go further and draw clock faces showing the time in the exercise
they have done. is will help them in mastery of even other subjects like Maths
and Science. Slow learners will need more time to complete the exercise.
6. For the Activity 2, the learners can redraw the puzzle in their books
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7. In conclusion, you can show ash cards with dierent times written on them. Let
the learners share what they do at those times. You can then guide the learners
on the homework.
Let learners do the homework in Pupil’s Book page 8
More practice
Let the learners make sentences using these words: in their exercise books. ey
should be related to activities at home and school.
a) wake
b) sleep
c) supper
d) school
e) run
Assessment
• Oral questions
If you were Maria, what would you remove from your daily activities?
• observation
• written exercise
Answers
Read and answer
1. Sample answer
Activity Time
(a) Wake up 6.00 a.m.
(b) Breakfast 6.30 a.m.
(c) Reaching school 7.30 a.m.
(d) Going for lunch 12.30 p.m.
(e) Going home 4.00 p.m.
(f) Reaching home 4.30 p.m.
(g) Going to sleep 8.00 p.m.
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1. Open-ended. e answers should relate to the lesson andshould clearly show a
succession of activities in a day.
Find and colour
Let the learners nd and colour the following words:
Half, School, Run, Brush, Learner
Homework
(a) Guide the learners to read the words out loud. Watch out for
wrong pronunciation and wrong reading habits and correct them accordingly.
(b) Help the learners make their own sentences. Sample answers can be:
(i) I wake up in the morning.
(ii) You wash utensils in the evening.
(iii) I fetch rewood from the forest.
(c) Let the learners read their sentences to the class and correct any wrong sentences.
Lesson 5
(Refer to Pupil’s Book page 9)
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Complete the jumble game.
2. Write down the dictated words correctly.
3. Shape both the small and capital letters correctly and in good handwriting.
Teaching aids
Chalkboard, real objects, pictures, pupil’s book
Lesson introduction
To introduce the lesson the teacher can choose from a variety of creative options.
It is important to note that the teacher needs to be very energetic and innovative to
capture the learners’ attention. ese creative options include:
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1. Dramatization to give clues of the jumbled words.
2. Flash pictures at the learners to give clues
Learning activities
1. Aer the introduction, arrange the learners into small groups. Refer to Activity
1 on page 9 of the Pupil’s Book. Explain to them about the jumbled word game
they are about to play and give the rules if any.
2. Write the jumbled word on the board. Observe the learners as they rearrange
the jumbled letters. Remember working in groups enhances cooperation and
citizenship. e learners learn to work together irrespective of their gender,
religion or level of ability.
3. Let the rst group to get the answer shout it. Award the winning group marks
and then ask the learners to sit individually.
4. For Activity 2, conducts a dictation exercise. Read the following words for the
learners to write down.
breakfast, daily, fetch, teacher, school, home, winner, table
Ask them to spell the words aerwards.
5. Let the learners conrm the spellings from the dictionary. Ask them to do their
corrections if any and go round checking.
6. Communication, creativity, imagination and self-ecacy are achieved as
learners spell words and re-arrange jumbled letters to make words.
7. For slow learners, more time could be spent encouraging them to improve
legibility of letters even as they try to spell correctly. Fast learners could be
encouraged to write and spell some more words to keep them busy.
8. For further practice in writing words legibly and correctly, handwriting
homework is given.
More Practice:
e following words are from the story Maria’s day, ll in the missing
letters.
Pl–ying
Br– – kfast
M– –n–ng
F– –ends
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Answers to the above exercise
playing
breaskfast
morning
friends
Assessment
Check whether the learning objectives have been met using the following activities:
• Spelling tests for more practice
• Word games like scrabble
• Oral questions
Answers
morning
washing
Jumble game
Sample of jumbled words
Yinplag playing
Woorkhme homework
Acterch teacher
Dictation Pupil’s Book page 9
(a) Breakfast (b) Daily
(c) Fetch (d) Teacher
(e) School (f) Home
(g) Winner (h) Table
HOME WORK
Let the learners practise writing the letters in their books. Correct them
where necessary.
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Lesson 6
(Refer to Pupil’s Book pages 10-11)
Write and Read
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Rearrange words to make short sentences and paragraphs.
2. Write a short story showing daily activities. Learners should follow Maria’s
example.
Learning Teaching Aids
Pupil’s books, charts, real object, ash cards
Lesson Introduction
• Dramatisation can be one way of introducing the writing lesson. Let learners,
in turns, demonstrate how to do some of the daily activities. rough oral
questions, ask the learners when these activities are done at home. Write the
points on the chalkboard. Some of the words are: washing, noon, evening,
sweeping, cooking, duster, broom and so on.
Learning Activities
• Guide the learners to note that the words they came up with during the
dramatisation can guide them in writing a story on their daily activities.
• Tell the learners to think creatively and imaginatively. is builds on their
self-ecacy and creativity.
• Help the learners write the guided story using the words on the chalkboard
as guidelines. Writing the same story enhances their unity and inclusive
education.
• Follow the exercise closely, correcting learners where necessary.
• Aer the exercise, collect the books to demonstrate responsibility.
More Practice:
Let a few learners to tell their own stories to the class related to marias day.
Let learners do the homework on page 11.
Assessment
• Observe the learners as they read their story to the class to correct any bad
reading habits and wrong posture.
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• As they ask and answer oral questions ensure they maintain eye contact as a
measure of acceptable behaviour in conversations.
• Let them take turns listening and answering questions to teach them to
respect each other’s opinion.
Answers
Activity 1
Write and read
HOME WORK
Accept any correctly written story.
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Suggested time: 6 Lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
1. Use indenite pronouns to talk about daily activities at home and at school.
2. Identify indenite pronouns in communication about home and school.
3. Enjoy using indenite pronouns in their day-to-day communication.
Suggested key inquiry questions
• Who has picked my pen?
• Who is in the room?
• Who can drink water?
• Who is opening the door?
Core competences to be developed
Communication and collaboration as learners improve mastery of language by
participating in games involving the use of indenite pronouns.
Link to PCIs: Citizenship
Social cohesion through group work: Life skills – Eective- communication and
Environment education.
Link To other Subjects:
Links to all subjects because the indenite pronouns feature in day-to-day classroom
conversations between learners and their peers, as well as teachers.
Link to Values
• Responsibilities: Respect (working together)
• Helping others and other life skill moulds and all round child.
SHARING DUTIES AND
RESPONSIBILITIES
(Refer to Pupil’s Book pages 12-21)
eme
2
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Background Information:
In this strand, the learners practise language structures and functions and engage
in question and answer dialogue using indenite pronouns. ey also participate
in language games involving the use of indenite pronouns. e learners are well
guided to practice oral sentences using indenite pronouns in pairs and in groups.
ey listen to a poem from the teacher or computing devices and respond to
questions based on indenite pronouns.
e learners learn the essence of community service especially in the dialogue
‘Helping Mother’. e element of helping others with manual work at home and at
school is also covered.
All the language skills are integrated in every lesson. at is listening, speaking,
reading and writing. e teacher should encourage a lot of oral work to enhance self
condence and co-operation.
e teacher should always cater for learners who have dierent impairments
hindering them from being fast in their work as the peers. Creativity and use of
learning / teaching aids is important as peers of teaching to capture the interest of
learners in all the lessons.
Notes for the teacher
Indenite pronouns
ese are pronouns which do not specify a particular person or place:
Examples: Nobody, anybody, somebody, somewhere, in this theme they are well
explained for easy understanding by the learners through writing, reading, acting
oral discussions and a revision activity aer every lesson.
Lesson 1
(Refer to Pupil’s Book pages 13-14)
Specic learning outcomes
By the end of the sub-strand the Pupil’s should be able to:
1. Use indenite pronouns in speech and writing.
2. Acquire knowledge in the use of indenite pronouns to describe daily activities
and responsibilities.
Reference/ learning aids
Pupil’s Book, ash cards with indenite pronouns, word wheels.
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Lesson introduction:
e lesson could be introduced by asking the learners to say the various duties they
like doing at home.
• e learners should study the pictures and discuss in pairs what is happening
in each picture.
Learning activities:
1. Referring to Activity 1 on page 13 of the Pupil’s Book, ask the learners to work in
pairs and read out the dialogue. Insist on the correct use of indenite pronouns
anybody and somebody.
2. In the groups, let the learners describe the duties they don’t like doing at home
and at school. Ask why they don’t like doing them. is will enhance critical
thinking. Refer to Activity 2 on page 13 of the Pupil’s Book.
3. Encourage the learners to work freely in groups irrespective of gender or the
dierent places they are from to promote gender cooperation and inclusive
learning.
4. Let the learners listen to a story, poem or conversation that you will read or
will be read out by computing devices and respond to questions based on
indenite pronouns. In the event that computing devices are not available, you
can improvise with a smart phone and be facilitated by the school to buy data
bundles.
5. Ask the learners to act out the dialogue in Activity 1 on page 13 of the Pupil’s
Book. is activity will ensure there is participation by all Pupil’s (ie inclusivity)
and also give room for collaborative learning.
6. Let the learners use the indenite pronouns in Activity 3 page 14 in Pupil’s book
to form oral sentences e.g. Somebody has taken my book. Help the learners to
make sentences using indenite pronouns- this will help them in understanding
about the indenite pronouns by the individual learner. Ask them to read out
their sentences in turns.
Let the learners do the homework on Pupil’s Book page 14.
More practice
Dictate the following words to the learners as they write them down in their books.
a) somebody
b) nobody
c) everybody
d) nobody
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Assessment
• Assess whether the learner is able to use indenite pronoun in speech and
writing.
• Assess if the learner is able to tackle the homework.
• Recap by asking the following questions:
1. What duties do you do at home?
2. Which activities don’t you like at home?
3. Which activities don’t you like in school? Why?
4. Why is it important for some children to do some duties at home?
• e objective of the above questions is to assess whether learners have
understood that they should help in manual work both at home and at school.
• Assess whether the learners are observing good posture in class. Also conrm
that they have good reading habits and maintain proper listening and talking
skills.
Answers
Any correctly written words.
Look, read and act
Ensure the learners observe proper reading, listening and speaking skills.
Activity 2
Tell the class
is is an open ended exercise. Encourage as many learners as possible to take part.
Ensure the learners observe proper reading, listening and speaking skills.
Activity 3
Read and practice
Ensure correct use of the indenite pronouns learnt as they form their own oral
sentences.
HOME WORK
1. Somebody 4. Somebody
2. Nobody 5. Nobody
3. Everybody
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Lesson 2
(Refer to Pupil’s Book pages 14-16)
Specic learning outcomes
By the end of the lesson the learners should be able to:
1. Use indenite pronouns correctly in an argument
2. Read and recite a poem using indenite pronouns
3. Learning/ teaching Aids. Pupil’s books, ash cards, charts.
Introduction of the lesson
Introduce learners to the topic by asking them to look at the pictures in Pupil’s book
activity 3 and say what the children are doing. You can also encourage them to say
what they do as responsible children.
Learning activities
1. Referring to Activity 1 on page 14 of the Pupil’s Book, ask the learners to work
in pairs to role-play the argument. is will enhance critical thinking.
2. Let the learners vote for the best pair to promote communication skills and
lifelong- learning as learners get challenged to build condence to express
themselves.
3. Let the learners listen to a poem, story or conversation read by the teacher or
from computing devices and respond to the questions to the questions based on
indenite pronouns.
4. Ask the learners to turn to Activity 2 on page 15 of the Pupil’s Book, read and
recite the poem.
5. Help the learners to know how they can be responsible at home and encourage
them to tell it to the class, by asking “How do you think you can be responsible
at home?” is will promote a sense of responsibility.
6. In groups, let the learners come up with short poems about responsibilities and
duties then recite it to the class this enhances innovations and communication
skills.
More practice
1. Let the learners do the homework on page 15
2. Learners make oral questions using the following indenite pronouns
• Nobody
• everybody
• somebody
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Answers – Any correctly constructed sentences
Assessment
Assess whether the learning objectives have been achieved by conrming that
learners are at least able to recite and understand the poem given and come up
with their own short poem, putting more emphasis on indenite pronouns. Slow
learners can continue reading the poem in Activity 2 as the fast learners come up
with their own poems.
Assess if the learners are able to do the given homework correctly.
Check and correct wrong posture, reading, speaking and listening skills.
Answers
For Activity 1 and 2 ensure the learners are as creative and original as possible as
they role-play and recite the poem. Reward the most creative learners to encourage
the class to put in their best.
HOME WORK
Let the learners indulge their creativity and present before the class. Correct
any wrong speaking and listening skills and encourage the best performers.
Lesson 3
(Refer to Pupil’s Book pages 16-17)
Specic learning outcomes
By the end of the lesson the learners should be able to:
1. Read and act the conversation about helping others with manual work at home.
2. Write a short dialogue about helping others.
Introduction to the lesson
is lesson is about reading a dialogue on helping others with work at home.
Learners should create their own dialogue on the same. Start the lesson by asking
learners to say what they learnt in the previous lessons about indenite pronouns
e.g. Somebody has taken my book, nobody saw the teacher.
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Learning Activities
1. Refer to Activity 1 on pages 16-17 of the Pupil’s Book about the dialogue
‘Helping mother’, read the conversation as learners listen to you emphasizing
indenite pronouns; anybody, nobody, everybody and somebody. Using
puppets, demonstrate dierent characters talking as you change your voice as
per each character. Give the fast learners a chance to use the puppets and read
the dialogue in front of the class as the slow learners read the play.
2. Let all the learners read the sentences in the dialogue as a class. Correct them in
pronunciation of the words they have a problem in pronouncing. Use pictures
or puppets for those who are audibly handicapped. is promotes inclusive
education.
3. In groups let the learners act out the play ‘Helping mother’. Divide the class into
two groups to act the roles of the characters in the dialogue.
4. For the fast learners, let them master the words in their heads whereas the slow
learners continue reading the dialogue.
5. Learners to join in groups and continue practising the dialogue. All learners
should participate. Acting the dialogue promotes communication skills and
cooperation.
6. Encourage the learners to pair up with the rest of learners with dierent special
needs irrespective of whatever the needs are, gender or places of origin. is
promotes inclusive education, gender, peace and values education. Let them
then do Activity 2 and present their answers to the class.
7. Encourage the learners to do the homework in the pupil’s book at home.
More Practice
Let learners ll the gaps in the following sentences using these words for fast learners
nobody, somebody, everybody
1. ____________has taken my spoon.
2. Is_______________present today?
3. Teachers, __________will carry your books
Slow learners can be given ash cards to read the written down words
Answers
1. Somebody
2. Everybody
3. Somebody
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Assessment
Assess whether the learning objectives have been achieved by conrming that learners
are at least able to read through the dialogue and act it out later. Slow learners can
continue reading the dialogue in Activity 1 as the fast learners act it out before the
class. Let them pair up randomly to encourage inclusivity and cooperation as they
tell each other what duties they do at home and present to the class.
Assess if the learners are able to do the given homework correctly.
Check and correct wrong posture, reading, speaking and listening skills throughout
the lesson.
Answers
All activities and homework are open-ended and are meant to encourage creativity
among the learners. Ensure the learners are as creative as possible in their acting and
presentation before the class.
Lesson 4
(Refer to Pupil’s Book page 18)
Specic learning outcome
By the end of the lesson learners should be able to recall what they learnt in the
previous lesson. ey should also be able to read words picked from the dialogue.
Learning Activities
1. Refer to Activity 1 on page 18 of the Pupil’s Book. Ask the learners to answer
orally the questions about “Helping mother” then let them read the questions
in groups loudly.
2. Aer the learners read and answer the questions, ask them to say dierent ways
in which they help at home.
3. Let the learners discuss each question in groups then one member of the group
to report to the class what they have discussed.
4. Help the learners to pick a few words from the play “Helping Mother” found
on Activity 1 page 16 of the Pupil’s Book and then copy them in their exercise
books.
5. Divide the learners in groups and let them practise reading the words and then
read then loudly to the class. Bear with the slow learners or with the physically
challenged by giving them a chance to participate in class. is enhances
inclusive education.
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6. Tell the learners to exchange their books. Let each of them read aloud what the
other has written. Guide and correct where necessary. As the learners are read
their friends’ words cooperation is promoted. ey can also correct each other
in the process.
Let the learners do the homework on Pupil’s Book page 18.
More practice
Draw yourself helping your mother at home.
Assessment:
Assess whether the lesson objective has been achieved by checking how the learners
handle Activity 1 and 2 and the homework. e activities are mainly testing speaking
and reading skills, ensure that the learners read well. Correct any bad reading habits
and ensure that they maintain eye contact as they speak to each other. By now they
should know to maintain correct posture but watch out for those with wrong sitting
posture and correct them.
Answers
Activity 1 and 2
As explained, both activities are testing the learners’ creativity and understanding
of the theme. Encourage them to tell each other what lessons they may have learnt.
As they read the words out loud, correct any wrong pronunciation. Encourage the
slow learners to read and master the words slowly while the fast learners can pick
out more words for further reading practice.
HOME WORK
For the homework exercise, ensure every learner draws a child doing a chore
to test their understanding of the theme.
Lesson 5
(Refer to Pupil’s Book pages 19-20)
Specic learning outcomes
By the end of the lesson learners should be able to:
1. Read the indenite words nobody, everybody, anybody and somebody.
2. Identify the above words from the puzzle on page 19 in the Pupil’s Book.
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Introduction of the lesson
Revise the previous lesson about the poem “Helping Mother”. Orally through
question and answer method.
Learning activities
1. Refer to Activity 1 on page 19 of the Pupil’s Book. Let the learners read the words
loudly.
2. If there are any visually impaired learners, help them read the words or provide
Braille format if available. is enhances inclusive education.
3. Read the words as they listen. Allow them to read the words to the class the way
you read them. Correct them where they go wrong in pronunciation.
4. Let the learners read in groups and later individually.
5. Allow the learners to study the puzzle in Activity 2 on page 19 of the Pupil’s
Book. Let them pick out the indenite pronouns from the puzzle orally. Let
as many learners as possible read out the words loudly as possible and later in
groups. Reading out promotes self-esteem and self expression.
6. Ask the learners to circle the indenite pronouns in the puzzle and read them
out as individuals and later in groups. Allow all learners to participate in reading.
is promotes life-long learning and self –condence.
7. For the slow learners, help them circle the words in the puzzle as the fast learners
use the indenite pronouns to make sentences in their exercise books.
8. For Activity 2, the learners can randomly pair up and ask each other questions.
e act of random selection will allow for cooperation regardless of the gender,
race or physical ability of the learners.
9. Learners to read the words in the Homework section. Somebody at home
(mother, father, sister, brother, cousin, aunt, uncle, etc) can help the slow learners
but if there is nobody to help, the teacher can later help them at the classroom
level.
Learners to do the homework on Pupil’s Book page 20.
More practice
Learners write three sentences saying how they help the teacher at school
Answers:
Accept any correct sentences
Assessment
Assess whether the objectives of the lesson have been met by asking learners to
write down the words in the puzzle and in the homework section. For slow learners,
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let them use the ash cards to read the words. For the reading exercise correct any
wrong pronunciation and wrong reading habits. As they ask questions check that
they practice good speaking skills, where they maintain eye contact and also give
each other time to nish speaking.
Lesson 6
(Refer to Pupil’s Book pages 20-21
Specic learning outcomes
By the end of the lesson, the learners should be able to:
1. Use capital letters to start sentences and also use other punctuation marks.
2. Form good letters of the alphabet both in capital and small letters.
3. Spell words correctly as dictated by the teacher.
Lesson introduction
Revise the previous lesson briey through the question-and-answer method. Be as
creative as possible to capture the learners’ attention. e learners can join you in
singing a song about sharing duties and responsibilities. Remind the learners about
the innitive pronouns; write them on the chalkboard for the learners to read them
loudly. Let them make sentences using the innitive pronouns.
Learning activities
1. Refer to Activity 1 on page 20 of the Pupil’s Book. Arrange the learners in groups
and dictate familiar words to each group. When one learner says the rst letter
of the word, the other learners can say the next letters as a group until the word
is spelt. is enhances cooperation and critical thinking.
2. For the slow learners, let them write down the words from the ash cards then
they read them loudly to the class. is promotes self-condence and inclusive
education. e rst learner on the other hand can play the spelling game aer
the guidance of the teacher.
3. Let the learners either do a spelling game or dictate to them words in groups
as a form of competition and award marks for each correctly spelt words.
Remember as the learners think of what to write this promotes critical thinking
and creativity.
4. Using a chart, let the learners read the critical letters of the alphabet and write
them down in small letters. For more practise in reading they can copy the
alphabet in the computing device, they copy them on a given piece of paper then
hang the learner’s work in the classroom. is enhances lifelong learning.
5. Let the learners write down the sentences correctly in their books as in
Activity 2 on page 21 of the Pupil’s Book. More sentences can be given to the fast
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learners as you help the slow learners to grasp the concept of proper punctuation.
6. Let the learners listen to each other around the class then ask them whether they
have heard them use the innite pronouns already learnt: nobody, somebody,
everybody and anybody.
7. Let the learners read a short story written on a chart with the innite pronouns
inclusive. ey can pick out the sentences with these words and copy them
in their books, Go round and assist slow learners. Fast learners can write two
sentences using one innite pronoun.
8. Guide the learners in doing the homework on page 21. is promotes digital
literacy in the event that nobody can help, the teacher can correct the work the
following day and guide the learners appropriately.
More practice
Write the following in big letters
a,b,c,d,e,f,g,h,I,j,k,l,m,n,p,q,r,s,t,u,v,w,x,y,z
Answers
A,B,C,D,E,F,G,H,I,J,K,L,M,N,Q,P,U,V,W,X,Y,Z
Assessment:
1. To assess whether the objective of the sub-strand has been met, give more words
for learners to spell. Check for correct pronunciation.
2. Word games using ash cards.
3. Give more sentences for learners to rewrite using punctuation marks. at is full
stops, commas, question marks and capital letters.
Answers
Activity 1
For the rst activity, ensure all learners participate in the exercise. Pay attention to
the slow learners and ensure they master the spelling game at their pace. For the fast
learners, more spelling exercises can be assigned.
Activity 2
a) Chacha, it is good you have learnt your lesson.
b) Sifa will sweep the compound.
c) I will need somebody to help me.
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d) Will you help me, Mercy?
HOME WORK
Check that all the learners have done the handwriting exercise correctly.
Further learning
Encourage all the learners to conduct the exercise and read their sentences to the
class.
Suggested time: 3 Lessons
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Specic learning outcomes
By the end of the sub-strand the learner should be able to:
1. Listen attentively during acting, conversation and storytelling to be able to pick
out the irregular nouns.
2. Identify singular and plural forms of irregular nouns for eective communication.
3. Read a text of about 200 words transitioning from phrasal to uent reading.
Note the use of irregular nouns in the sentences.
4. Recognise the correct form and meaning of the words to be used in lling in
gaps eg. e irregular nouns in this sub-strand.
Teaching/learning aid
Pupil’s books, photos, realia, computers, pictures, ash cards
Suggested key Inquiry Questions
• What are irregular nouns?
• Do you identify irregular nouns in sentences?
• What are the plural forms of these irregular nouns?
• Do you use irregular nouns for appropriate communication at home and in
school?
Core Competences to be Developed
• Self-ecacy will be achieved by learner participating in the acting,
storytelling, discussions and oral questions.
• Communication and collaboration will be achieved by the learner taking
part in the various activities during learning.
• Imagination and creativity in drama, sentence constructions and story-
telling.
• Critical thinking in the group and class discussions and other activities.
ENVIRONMENT
(Refer to Pupil’s Book pages 22-29)
eme
3
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Links to PCIs
• ESD- Environmental Education
• Life Skills- Eective communication
• Citizenship- social cohesion through appreciating diversity
Links to other subjects
• Mother tongue from dierent regions, Kiswahili, Social Studies, Science
and Maths
Links to Values
• Respect for diversity
• Unity
• Appreciation of diversity
• Responsibility and respect
Background information
In this sub-strand we will delve into matters concerning the environment; our
surrounding at home and at school. rough story-telling and drama, learners will
be exposed to things concerning the environment. At the same time, the learners
are exposed to grammar points; singular and plurals of irregular nouns. You should
remember that story telling is very important for learners because it becomes
dicult to forget what they have learnt. It therefore becomes an eective method
of learning language structures, new words and grammar points. In this sub-strand,
several activities have been set to keep the learners interested and motivated. With
a lot of creativity and innovation you can easily get the best out of the learners. Let
it not be a barrier when you do not have suggested teaching /learning resources like
computers, audio tapes and so on. In such cases you will need to improvise your
resources or source them from somewhere.
Notes for the teacher
In this theme, learners have been made aware of their environment by the use of
singular and plural irregular nouns. Irregular nouns are nouns whose plurals are not
formed in the normal way as other nouns.
Example are:-
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Singular irregular noun Plural irregular noun
ox
mouse
tooth
foot
oxen
mice
teeth
feet
Lesson 1
(Refer to Pupil’s Book pages 23-25
Specic Learning outcomes
By the end of the lesson learners should be able to
1. Use plural forms of irregular nouns to talk about things and people at home and
in school.
2. Identify features of the environment from the learning materials and environment
around them.
Introduction of the lesson
You could introduce the lesson by asking the learners what the environment is and
guiding them to name the things in the environment. You could then proceed to
viewing the pictures in the Pupil’s Book; pictures of animals, mountains, plants and
rivers. Ask the learners to discuss what they see in the pictures. Apart from viewing
pictures, you could take the learners outside the classroom and let them comment
on what they see in the environment around them.
Learning Activities
1. Aer the introduction, group the learners into pairs.
2. Refer to Activity 1 on page 23 of the Pupil’s Book. Before you read the
conversation, let the learners comment on what they can see in the pictures.
is enhances their analytical thinking.
3. Read the sentences and let the learners repeat aer you.
4. Guide the learners to note the irregular nouns in each conversation both singular
and plural; tooth, teeth, mouse, mice, foot, feet.
Dene the term: Irregular nouns are nouns that do not add s/es when forming plurals
1. Let the groups identify the irregular verbs and copy them in their books.
2. Guide the learners to act what the animals are saying in the conversation and
change their voices accordingly. e cat could speak in a so voice, while the
cow speaks in a deep voice.
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3. Let the learners practice the irregular nouns as they act. is promotes
communication, cooperation and unity.
4. ere is further reading of irregular nouns in Activity 2. Let the learners read
aer you and then on their own. Let the fast learners do the exercise on More
practice while the slow learners complete Activity 2.
5. Remind the learners to do their homework in the Pupil’s Book neatly. is builds
on their responsibility.
Let the learners do the homework on Pupil’s Book page 25.
More practice
(a) Write down three animals we keep at our homes.
(b) Fill the gaps below
One child__________two_________________
One man__________three_______________
One dog __________four __________
Answers
• Cat
• Cow or any other animal kept at home
• Dog
• Two children
• ree men
Assessment
Assess whether the objectives of the lesson have been met by asking learners oral
questions about the environment like ‘Name any ten things around your home or
school’. To assess whether the objective they understood the concept on irregular
nouns, ask leading questions like ‘Are there any irregular nouns? Identify them.’ In
so doing, the learners will practise what they have learnt and correct each other in
the process.
Activity 1
Requires creativity for the learners as they take on various characters and act them
out. is will build their condence and boost their speaking skills too.
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Activity 2
Listen for any wrong pronunciation and correct accordingly. Guide the learners in
nding the plurals of the words.
Give extra attention to the slow learners as they do Activity 2 while the fast learners
do More practice. Correct any wrong answers.
HOME WORK
Answers
1) Write the plurals of the following words.
Feet, mice, children, geese, teeth
2) Sample answers
My feet are dirty.
e mouse ran away.
Lesson 2
(Refer to Pupil’s Book pages 25-26
Specic Learning outcomes
By the end of the lesson the learner should be able to:
1. Listen attentively during storytelling to be able to identify irregular nouns.
2. Identify singular and plural forms of irregular nouns for eective communication.
Learning/teaching aids
Pupil’s books, ach cards, charts, photos.
Introduction
Before you read the story ‘e boy and the ox’ you could review the previous lesson
through oral questions. Using ash cards, you could remind the learners about the
irregular nouns learnt previously. e learners should read the ash cards with
irregular nouns. Mouse, mice; foot, feet; ox, oxen
Learning Activities
1. Discuss the picture on page 26 of the Pupil’s Book. Provide guiding questions;
for example ‘What is happening in the picture? What is the person doing?’.
2. Discuss the new reading items using ash cards. Use word recognition games
to learn the new items. For example lucky dip and scrabble. Let the learners
participate in the activities. is promotes inclusive education. Working together
strengthens the social cohesion.
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3. Once that is successfully done, read the story as the learners listen.
e boy and the ox
Once upon a time there lived a man who had many oxen. One day his son went to
graze the oxen. One ox stepped on his bare foot and the boy screamed. Luckily there
were men, women and children from the village who were passing by.
e men and women were going for a meeting. e children were playing. ey all
ran to where the screams were coming from. ey found the boy in great pain and
were ready to help him.
e boy was taken to hospital. One man drove the oxen home. He found the boy’s
father taking care of the sheep. e father was sad when he heard what happened.
He ran to hospital.
4. Guide the learners to retell the story you have just read. It helps their self- esteem
and communication.
Let the learners do the homework on page 26
More practice
Dictate these words to the learners and they write them down:
• men
• oxen
• feet
Learners write two short sentences about ‘our cat’ or any animal they keep at home.
Slow learners can draw, a man, an ox and a foot
Answers
Any correct sentences
Any correctly written sentences
Assessment
• Ask oral questions to check whether learners have understood the story.
• Ask the questions for the learners to share their personal experiences.
Have you ever been hurt by an animal?
Did anyone help you?
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Answers
Activity 1
Encourage as many learners as possible to take part in the pre-reading activity.
Ensure their answers are in line with the pictures. As you read the story, check for
correct sitting posture and listening skills among the learners.
Activity 2
e oral discussion tests the learners’ recall ability and understanding of the story
read. It also tests their ability to relate what they learnt from the story with their
personal experiences.
HOME WORK
Ensure all the learners have a story for the class aer doing the homework.
Ensure they pick out irregular nouns as they listen to each other’s stories.
Lesson 3
(Refer to Pupil’s Book page 27
Specic learning outcomes
By the end of the lesson, the learners should be able to:
1. Fill in the blanks correctly.
2. Distinguish between the singular and plural of irregular nouns.
3. Construct sentences using singular and plural irregular verbs.
Introduction
Introduce the lesson with a word recognition game for example; lucky dip or
jumbled words. ese games will remind the learners about the irregular nouns
learnt previously. Games are fun and they keep the learners motivated.
Learning Activities
Refer to Activity 1 on page 27 of the Pupil’s Book.
• Ask the learners to read the sentences aloud. Let them identify whether the
sentence is in singular or plural form. is will guide them on the option to
pick for lling in the blank spaces.
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• Ask the learners to write the exercise in their books. Go round assisting the
slow learners.
• e fast learners can proceed to do Activity 2. Let them study the picture
dictionary you have selected on irregular nouns and write six sentences. is
exercise builds on their critical thinking and creativity.
• Allow the learners to read their sentences to the class. Sharing with the class
their work builds on self-esteem and inclusive learning. It also encourages
the rest to take up the challenge to do better.
• Ensure that there is gender balance during all these activities for gender
equality.
• For mastery of concept, ensure that the homework is well done. Slow learners
can get assistance during remedial lessons.
• Refer to ‘Find out and report’ for the fast learner to do more practice.
• Encourage leaners to interact with their family on the things in their homes
and their plurals in mother-tongue.
• Learners can report to the class the following day. Appreciating mother-
tongue is important for citizenship-social cohesion.
More practice
Let learners ll in the missing letters;
1. I have two fr – –nds
2. I saw one m– n this morning
3. Sh– –p have wool on them.
4. e girls sc– – med when they saw a m– nk–y.
5. When I am sick, I go to h- sp- tal.
Answers (more practice)
1. feet 4. screamed, monkey
2. man 5. hospital
3. sheep
Assessment
Ask oral questions to gauge the learners’ understanding of the concept of singular
and plural form of irregular nouns. Also observe the learners for the right sitting
posture at all times. Correct any wrong reading habits.
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Answers
Activity 1
1. mice
2. children
3. goose
4. teeth
5. child
Activity 2
Let the learners write as many answers as possible. Check for correct punctuation
and the correct form of the singular or plural irregular noun. Encourage all learners
to read out their sentences to the class.
HOME WORK
Answers
(Open-ended)
Check that learners read out the words correctly.
Further learning
Ensure the learners do the activity well. Let them present their ndings before the
class. Clap for the best performing.
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Suggested time: 3 Lessons
Specic learning outcomes
By the end of the sub-strand learners should be able to:
• List down ve child rights
• Identify some child rights in the poem
• Communicate eectively during the group discussions.
• Use other learning resources to learn more on chid rights.
Suggested Key Inquiry Questions
• What are child rights?
• Do you know your rights?
• Which child rights do you see in the story?
Core Competences to Be Developed
• Communication and collaboration through group discussions; involving
body language and facial expressions.
• Creativity and imagination as they discuss and act.
Links to PCIs
• Life skills- eective communication achieved through poetry. Oral
questions and discussions.
Links to other subjects
• Social Studies and other subjects
Links to values
Responsibility, respect for diversity
Suggested learning aids
Computer, Pupil’s’ Book, pictures, ash cards
CHILD RIGHTS
(Refer to Pupil’s Book pages 30-35)
eme
4
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Suggested Assessment
Oral questions, observation
Background Information
In this theme, we use poetry, pictures, short stories and games for learners to acquire
information, vocabulary and sentence structures. is is in relation to; Child Rights.
e grammar point that we will focus on is irregular nouns.
From the pictures at the beginning of this theme, a lot of activities could emerge.
It is important to note that you should never ignore the pictures in the book. As a
learning resource, a variety of activities can be drawn from them. In this theme in
particular, you could use oral questions to elicit the child rights the learners have
ever come across in other subjects. Other activities could then follow; written work,
drawing, discussions and even drama.
Just like the pictures, the poetry item that follows comes with a lot of learning
activities that are fun for the learners. When learning is fun, learning is good. Present
the poem by means of condent and eective reading. is should be accompanied
by gestures, mime and voice variations. e other learning activities you will come
across are storytelling, computer work, written work, discussions among others
For the lessons to be successful I cannot emphasise enough the essence of being
energetic and innovative in your teaching.
Notes for the teacher
is theme has three lessons whereby a child is made aware of his/her rights through
various activities
Children’s rights are what they are legally supposed to be done for.
Examples:
ey have a right to
• Education
• feeding
• clothing
• shelter
• proper treatment both at home and at school
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Lesson 1
Refer to Pupil’s Book pages 31-32
Specic learning outcomes
By the end of the lesson the learners should be able to
1.Read and act out the poem correctly
2.Read the words given with correct intonation, punctuation and pronunciation.
3.Identify any ve of your rights in the poem.
4.Use computer to learn more about child rights.
Teaching/learning Aids:
Computer, pictures, ash cards, chat
Introduction of the lesson
Introduce the lesson by asking the learners if they know of any rights. ey can be
general rights or narrowed down to child rights. Proceed to viewing the pictures on
page 30-31 of the Pupil’s Book. Ask the learners what is happening in each picture.
Guide the learners according to the theme of the lesson. Let them identify some
child rights in the pictures. Examples:
• A child should play and enjoy himself or herself.
• A child should be given food and shelter.
• A child should receive education
Learning activities
1. Refer to Activity 1 read and act, page 31 of the Pupil’s Book. Let the learners
read the poems together. Remind them on good sitting posture, audibility,
pronunciation of words and good punctuation. is will cultivate their self-
esteem and condence.
2. Arrange learners in small groups. Let them read the poems again but this time
analysing the content. Instruct them to identify child rights in the poems and
discuss. Refer to Activity 2: Let us talk page 32 is is good for team work,
eective communication and collaboration.
3. Allow the groups to present their ndings. ey can choose one pupil to speak
on behalf of the group. Write the child rights they give on the chalkboard for the
other learners to copy.
4. Let the learners use facial expressions while reading the poems. Encourage
them to make it interesting. Using proper facial expressions boosts their
communication skills.
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5. Outline the homework by referring to the Pupil’s’ book page 32. It is a good
practice because it encourages the learner to study on her own; encouraging
responsibility.
For more practice, through teacher or parental guidance, learners can use
computer devices to watch a video on child rights at https://www.youtube.com/
watch?v=Mmy9MpwyknQ
For fast learners, they could even go further and draw a picture demonstrating the
child rights.
More practice
Learners could tell a story of a child they know who has been denied his/her rights.
Pick three or four learners depending on time.
Assessment
1. Assess whether the objectives have been achieved by asking the learners oral
questions about child rights. You can also check their understanding while
marking their homework books. Ensure they maintain the right posture all
throughout class. Let them maintain good speaking and listening skills as they
hold class discussions.
Answers
All Activities and Homework exercise are open-ended but test the learners’
understanding of the notion of Child rights. Ensure correct answers are presented.
Lesson 2
Refer to Pupil’s Book pages 33-34
Specic learning outcomes
By the end of the lesson, learners should be able to read the story and answer the
questions correctly.
Teaching/Learning Aids:
Pictures, learners textbook, ashcards.
Introduction
Review the previous lesson through oral questions.
Example:
• What are some of the child rights we learnt during the last lesson?
• What was the poem we read about?
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Learning activities
1. Refer to the story ‘Give her a Chance’ in Activity 1: Listen and Read page 33
on of the Pupil’s Book. Ask the learners if they know a friend who lives with
relatives and gets mistreated or treated well. Let the learners look at the pictures.
Let them read the story title aloud and predict what the story is about.
2. In turns, let the learners read the story. Remind them on the skills of good
reading; posture, intonation, pronunciation and punctuation. Correct learners
on any mistakes as they read.
3. Let a few learners retell the story as in Activity 2 Oral Discussion in Pupil’s Book,
page 34. is will help you assess whether the story has been understood or not.
Retelling the story boosts the learners’ communication and condence.
4. Arrange the learners in small groups. Let them discuss the emerging issues from
the story as in Activity 2 Oral Discussion in Pupil’s Book, page 34.
• Nina fears her mother. How can we help her overcome her fears?
• What lessons can your community learn from this story?
Note that the discussions help learners to be aware of issues aecting their
community. It cultivates good citizenship and awareness. Ensure the learners do
their homework.
More practice
Dictate these words from the story and let learners write them down
• Blind
• Many
• Front
• Dreams
• Teacher
Answers:
Any correct words
Assessment
• Review the homework
• Oral questions on the theme.
• Debates; sample motions
Between Jane and Kaka, who has a better life?
Is it right for a parent to hurt his or her child?
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Answers
Activities 1 and 2 in the lesson are open discussion sessions checking on the
understanding of the theme by the learners. Ensure the learners pick out the right
information and correct where necessary.
HOME WORK(page 34)
Answers
1. Poor aunt
2. Two years
3. tooth – teeth, child - children
4. is is open-ended but points at restoring child rights. e answers should
reect the same.
Lesson 3
Refer to Pupil’s Book pages 34-35
Specic Learning Outcomes
By the end of the lesson the learners should be able to
Fill in the gaps correctly.
1. Pronounce the words in Activity 1(a) correctly
2. Use the words in this theme to construct simple sentences
Teaching/learning Aids:
Flash cards, pictures, chat
Introduction of lesson
Review the previous lesson by asking learners to retell the story ‘Give her a chance’.
Emphasise on the child rights that were learnt. Learners can draw an activity showing
child rights. e best one should be displayed on the notice board.
Learning activities
1. Refer to the story in Lesson 2, ‘Give her a chance’.
2. In groups, let the learners try to trace where the words in Activity 1 read and
write on page 34 of the Pupil’s book are in the story. You can make it a competition
to see the group that locates all the words rst. is activity improves creativity,
innovation and cooperation.
3. Learners should discuss the meanings of the words as used in context (in the
story).
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4. Let the learners now do the exercise in their notebooks. Go round correcting
any wrong sitting posture, reading and writing skills.
5. Allow the slow learners more time to complete the exercise. Assure them that
all the answers are in the story.
6. Fast learners on the other hand can do extra work provided at the end of this
notes. Aer the exercise in their text book, they can construct sentences with
each of the words. Let them read to the class to boost their condence.
7. Learners to practice handwriting for homework on page 35. ey could copy the
story for practice. Emphasise on the shaping of letters correctly.
8. Refer to ‘Find out and report’ in Pupil’s Book page 35. As you conclude the lesson,
you can use role play. Let the learners imagine they were chiefs or health ocers
in their village. Pose the question: ‘How would you advice the community on
the need to care for their children and not abuse them?’ and let them pretend to
answer them as chiefs or health ocers.
More practice
1. Let the learners write down four things Nina needs to do:
2. Ninas mother is in ____________________
Answers:
• learn
• eat
• play
• grow
Assessment
To assess whether the objective of the sub-strand has been met, give more words for
learners to pronounce aer Activity l(a). Check for correct pronunciation.
Check and correct wrong posture, reading, speaking and listening skills throughout
the lesson. Let them take turns listening and reading their sentences to teach them
to respect each other’s opinion.
Answers
Activity 1(a) Read and write (page 34)
1) fear
2) worry
3) pain
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4) lame 7) run
5) blind 8) angry
6) deaf 9) cry
HOME WORK (Page 35)
Ensure the handwriting exercise is done well.
Further learning
Encourage the learners to assume the role and write the points they would use. Let
them bring them up for discussion in class.
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Suggested time: 3 Lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
1. Use will and shall to talk about what they would want to become in future.
2. Identify words that express future time actions for eective oral communication.
3. Use will and shall to communicate future time intentions.
4. Write sentence structures relating to dierent occupations and use them
appropriately.
5. Read stories that express future time actions.
Key inquiry questions
• What will you do at break time?
• What will you do at lunch time?
• What will you when you grow up?
Core competences to be developed
Self ecacy achieved through talking about future events using will and shall.
Communication and collaboration through the engagement in songs and poem
with their peers
Link to PCls : Disaster Risk reduction
Link to other subjects: Kiswahili (Wakati ujao)
Link to values: Respect, Responsibility, unity.
Suggested non- formal activities to support learning: A song, role play during
leisure time using future tense.
OCCUPATION (People and
their work)
eme
5
(Refer to Pupil’s Book pages 36-41)
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Reference: Learning/teaching Aids: Pupil’s’ book, photos, pictures, charts, audio
and video clips.
Background information
At the end of this strand, the learners should be able to describe dierent occupations
which are referred to as future activities according to their age. ey are familiar
with some of these activities which make it easy for them to talk about them as
future plans both at school and at home.
You are required to use learning or teaching aids as much as possible to enhance
lifelong learning and make the lesson very interesting to capture and hold the
interest of the learners from the beginning to the end.
e strand has also makes learning easy by the use of miming and songs. At the end
of it all, let the learners appreciate that future activities are important as they can
focus them to future careers and other activities in life.
Notes for the teacher
is has been well explained in this theme by the use of future tense.
Future tense talks of what is supposed to be done the time that will come aer the
present:
To communicate about the events of future we use
• will
• shall
Examples
• I shall go home aer school
• e teacher will mark my work
• What will be when you grow up.
• I shall be a doctor
Lesson 1
Refer to Pupil’s Book page 37
Specic learning outcomes:
By the end of the lesson the learner should be able to:
1. Use shall and will to express future time.
2. Mime dierent occupation.
3. Identify words that express future time actions for eective oral communication.
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Teaching/Learning Aids:
Learner’s book, charts, video clips, pictures.
Introduction of the lesson
Ask the learners about people with dierent occupations that they know of.
Encourage learners to talk about what they plan to do aer school that day or the
following day to express future time.
Learning activities
1. Referring to Activity 1: Do and Say, page 37 of the Pupil’s Book, let learners
think and say what they want to do aer school that. Insist on the use of shall
and will.
2. Let the learners work in pairs and mime number 1 above.
3. Encourage the learners to work freely in pairs irrespective of whether they are
dierent genders for inclusive education and cooperation.
4. Let the learners ask questions and answers using future tense as in Activity 2
Practise, page 37 e.g. ‘What will you do when you go home today?’ and ‘Who
will play with you when we go for break?’.
5. Arrange the learners in groups and practise reading sentences on ash cards on
what they will do in future time. Let one learner from each group read loudly to
the class. is enhances self-esteem and reading skills.
6. Let the learners read questions and answers written on a chart in groups. Go
round helping the slow learners who may have diculties in reading. If no Manila
paper and maker pens are available then improvise by writing the sentences on
ash papers.
7. Encourage learners to help the ones with special needs. is promotes inclusive
education.
8. Learners to do activity 2 Practise, page 37 in the Pupil’s’ book with the help of the
teacher.
9. With the guidance of the teacher, learners mime on what I would want to be
when they grow up. is improves critical thinking. Guide learners on the
homework on page 37. Extra exercises sre provided for fast learners below.
More practice
Allow the learners to answer these questions based on future activities- using shall/
will
1. What will you do when you go home today?
2. My mother_________cook food for me.
3. What will your aunt give you when you visit her?
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4. What will do when you grow up?
5. What will give your friend when she comes to your home?
Answers
Any correct sentences
Assessment:
Assess if learners are able to express future intentions using will and shall.
Recap by asking questions like:
• What will you do tomorrow morning?
• Who will fetch water?
Answers to the key inquiry questions
All answers are open-ended and as many as the learners. Ensure they are presented
correctly and follow the correct use of ‘will’ and ‘shall’.
Lesson 2
Refer to Pupil’s Books page 38-39
Specic learning outcome
By the end of the lesson the learners should be able to develop vocabulary, sentences
and sentence patterns/ structures relating to dierent occupations and use them
appropriately.
Teaching/Learning Aids:
Flash cards, Pupil’s book, charts.
Introduction of Lesson
Introduce the lesson by briey revising the previous lesson. Ask the learners what
they plan to do later that day. Also ask them which occupations they interact with
from time to time.
Display a chart with pictures of secretary, nurse, pilot, truck driver, etc, and ask
learners who the people are
Learning Activities:
1. Referring to Activity 1: Look and Talk, on page 38 of the Pupil’s Book, ask the
learners to read the words loudly as a class.
2. Divide the learners in groups. Let them read the new vocabulary items using
pictures on a chart.
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Example:
• at is a police ocer.
• at is a teacher.
• at is a sherman.
Give more examples of the above.
3. Let the learners read the vocabulary items to the rest of the class individually
and applaud every learner on completion of reading. is promotes self- esteem
and communication skills.
4. Allow the learners to work in groups, choose their leader, whom they will tell
what they would want to be when they grow up. e learners can even talk
of other occupations besides the ones already learnt. is enhances critical
thinking.
5. Let the learners, through their leader, report what they have written. Explain to
them that what they want to be when they grow up is a future occupation.
6. Let the learners say two or three things they admire about their future occupation.
ey can also draw themselves doing their future occupation as in Activity 2:
Tell the class, page 39. is will help the learners improve on their creativity and
innovation.
7. Encourage the learners to help the rest of the learners with special needs
irrespective of whether they are dierent genders or from dierent places. is
is promotion of gender, inclusive education, peace and values.
8. Help the learners to know what they need to do now to achieve their future
occupation through questions and answer method. Guide them on the
homework in page 39. Tell them to be neat and colour pictures.
Dictate these words to the learners and let them write them down in their books.
1. nurse
2. driver
3. doctor
4. teacher
5. manager
6. farmer
Answers: Any correctly spelt words
Assessment:
Assess whether the objectives have been met by asking oral questions, as a class or as
individuals. Make sure every learner in the class has answered at least one question
to know whether they understand vocabulary and sentence structure on occupation.
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Answers
Activity 1 and 2 on page 38 – 39
Pictures
a – a teacher c – nurse
b – pilot d – driver
is lesson tests the learners’ understanding on the theme of occupation. It is mainly
a discussion topic and most answers will be given orally in class. Check that correct
posture is maintained and learners observe correct listening and speaking skills.
HOME WORK (Page 39)
is will test both the learner’s creativity and understanding of the theme of
occupation. Encourage all of them to show their picture to the class.
Lesson 3
Refer to Pupil’s Book pages 39-40
Specic learning outcome
By the end of the lesson, the learner should be able to communicate through singing
using vocabulary related to the theme.
Teaching Aids:
Pupil’s book, charts, ash cards, computer devices.
Introduction
Since singing is a group game that makes learning captivating, let them sing any
familiar song. is should be followed by the song on page 39–40 of the Pupil’s Book
to help them practise vocabulary on future activities. Be creative and get a tune for
the song.
Learning activities
1. Arrange the learners in groups with reference to Activity 1: Sing and Act, page
39 of the Pupil’s Book. Read the words of the song and let the learners repeat
aer you. Take note of the punctuation marks and proper pronunciation of the
words and correct any mistakes.
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2. Using your own tune, sing the song and let the learners repeat aer you. When
they have mastered the words and the tune, help them sing verse one repeatedly
until they get it, sing the other verses in the same way until the learners can sing
the whole song reading from the book. is promotes communication through
a song and lifelong learning.
3. Let the learners sing any other song about future activities. is enhances
enjoyment in learning.
4. Let the learners sing the song in the Pupil’s book in rounds so as to enjoy the
lesson. is promotes lifelong learning.
5. For the slow learners, let them read the words in the song repeatedly under
the teacher’s guidance and draw a person doing a future activity. is enhances
critical thinking.
6. e fast learners can construct short sentences using words from the song. e
teacher to guide on this. ere is also extra work for them below.
NOTE: For more practice on the future activities check the internet using the link
below:
https://www.youtube.com/watch?v=MdvTIQzsaYI
You can do it as extra work in class along with the Pupil’s.
More practice
Watch this song about what you want to be:
https://www.youtube.com/watch?v=mdvTiQzsqYI
Assessment
1. To assess whether the objective of the sub-strand has been met, ask oral questions
based on future activities and check the answers given e.g. ‘What would you
want to be when you grow up?’.
2. Assess if the learners are able to do the given homework correctly.
3. Check and correct wrong posture, reading, speaking and listening skills
throughout the lesson.
Answers
All activities in this lesson are testing the learners’ creativity. ey are expected
to come up with songs or poems about occupation and present them to the class.
Encourage all learners to take part as this exercise builds their condence and helps
them to become better communicators.
NOTE: On the Further Learning exercise, page 41 let the learners conduct the
research and present to the class.
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Suggested Time: 3 Lessons
Specic learning outcomes
By the end of the sub strand the learner should be able to:
1. Acquire vocabulary and sentence structures relating to technology and use them
appropriately.
2. Enjoy learning using the computer.
3. Recite ‘‘poem on technology’’.
4. Write simple sentence structures.
Teaching/learning Aids:
Pupil’s book, pictures of computers from magazines, video clips, charts, ash cards.
Suggested Key inquiry questions
Who uses a computer?
Do you enjoy working with a computer?
What can you type on a computer?
Can you write your name on the computer?
Core competences to be developed
Communication and collaboration, self ecacy
Link to PCIs: Disaster Risk Reduction.
Links to other subjects: Environment education Kiswahili (Wakati ujao)
Link to Values: (Respect, responsibility, unity)
Background information
Learners may be familiar with some vocabularies and activities in this strand.
e focus of this strand is to help learners identify dierent vocabularies and enable
TECHNOLOGY (Using a
computer)
eme
6
(Refer to Pupil’s Book pages 42-47)
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them to construct sentences using the vocabularies in the dierent lessons provided
according to their level. Learners will enjoy learning using poems computers/smart
phones under the guidance of the teacher. At end of the strand, learners should
be able to know how technology is useful but also understand that it can also be
harmful if not well used. Learners should know that there are some things they
cannot do now because of their age but can be done in future. is is given emphasis
in the dierent activities which are well stipulated in the strand.
e teacher should improvise where necessary and also involve learners as much as
possible; use of learning/teaching aids enhances all the learning skills.
Notes for the teacher
Technology is the application of computers to store, study, retrieve, transmit and
manipulate data or information.
Computer and the internet are examples of technology.
e teacher should use technology to help learners to understand more about future
activities.
Examples:
Help learners to use computer or smart phone if computer is not available to book
for dierent occupations.
Do not lose the focus on will/shall.
Introduction of the lesson
e lesson could be introduced by asking learners to sing the song on future
activities. Ensure proper use of ‘will’ and ‘shall’.
Learning Activities
1. Refer to Activity 1: Look and talk, page 43. In groups, guide the learners to
study the pictures.
2. Let learners predict or guess what is happening in the pictures.
3. Orally, refer to the questions in Activity 1, Look and talk, page 43 and guide
learners to answer the questions as instructed.
4. For more practise, page 44 let learners open their computers and do one thing
they want to do. For example, type, draw a picture, look at the video clips and so
on.
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5. Guide the learners on the homework on page 44. Tell them to research from
other sources so as to get accurate answers.
More practice (For fast learners)
Let the learners type
ree things they will do in future e.g. I shall go home.
ree things their friends will do in future e.g. My friend will draw a picture.
Answers
Any correct sentences.
Assessment
Oral questions from the lesson learned ensure learners do the homework correctly.
Check that the learners can now type their names correctly and also read a story
or any other required words and sentences from the computer. Check and correct
wrong posture, reading, speaking and listening skills throughout the lesson.
Answers
Lesson 1
Activity 1: Look and Talk pages 43-44
1. Switching on a computer
2. Yes it is interesting to work on a computer. (Any other acceptable answer)
3. Yes, they make our work easy.
4. Accept any relevant answers.
HOME WORK (Page 44)
is is a take home assignment. Encourage as many learners as possible to tell the
class what they found out. Watch out for any poor listening and speaking skills and
correct them.
e homework activity requires the learners to do research and report back to class
about their ndings. Guide them to do the exercise eectively.
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Lesson 2
i Refer to Pupil’s Book pages 44-46
Specic learning outcomes
By the end of the lesson the learners should be able to:
1. Say how technology has aected our lives.
2. Recite the poem called ‘Responsibility’.
Teaching Aids:
Pupil’s book, chart, computer, ash cards, pictures.
Introduction of the lesson
e lesson could be introduced by asking oral questions from the previous lesson
e.g. ‘What three things would you do with a computer?’ with answers like ‘I will play
a game’, ‘I shall type my name’ and ‘I shall read a story’.
Learning activities
1. In groups, refers to Activity 1, Read and Act, pages 44-45 let the learners read the
poem the Pupil’s Book about technology.
2. Ask the learners to choose their leader who can read the poem in each group.
Each group leader to read in turns. Emphasize the correct pronunciation of the
words.
3. Read the poem on page 45 of the Pupil’s Book together with the learners.
4. Organize the learners so that they can act the poem in front of the class.
Remember to include learners with dierent special needs regardless of gender
and where they come from. is promotes gender, and inclusive learning.
5. Mastering all the words in the poem and memorizing them enhances critical
thinking and communication skills.
6. Guide the learners to discuss the oral questions about technology. Make the
discussion as interactive as possible to allow everyone to take part.
7. Allow the learners to answer the questions as in Activity 2 on page 45 of the
Pupil’s Book. Ensure they ask and answer question in turns and listen attentively
to each other in the meantime.
NB: Give guidlines on the homework on page 46. Tell learners to do their work
neatly.
More practice (For fast learners)
Let the learners put down in their books the technology gadgets people around
them use at home and at schools.
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Assessment
Assess whether the learning objectives of the lesson has been achieved by checking
how Activity 2 and homework have been done. As they ask and answer oral
questions check for correct posture and the right speaking and listening skills.
Answers
All the Activities and Homework are aimed at stimulating the thought process in the
learners and helping them understand the role of technology in our lives and how it
has aected our lives currently. Encourage the learners to speak on their take aer
interacting with technology.
Lesson 3
i Refer to Pupil’s Book pages 46-47
Specic learning outcomes
By the end of the lesson, the learners should be able to:
Read all the words in the poem “Technology” and spell most of them through
writing.
Introduction of the lesson
e lesson can be introduced by asking oral questions from previous lesson. is
could be questions about technology and the learners’ experience with technology.
You could also ask a few learners to act out the poem “Technology” before the class.
Learning Activities
1. Refer to page 45 of the Pupil’s Book. Let the learners read the poem “Technology”
again in groups and as a class. To enhance more on communication skills.
2. Allow the learners to use a computer and copy short sentences about technology.
ese can be got from the poem. Allow the learners to read them out.
3. Fast learners can type as many words as they can while slow learners can type
about ve or more. Allow the slow learners to read to the rest of the learners.
is promotes self-condence.
4. Ask the learners to use words from the poem to write some future activities. Let
them carry out this exercise in groups.
Examples from passage
a) Our unborn baby will have a tablet
b) She will press the buttons and watch cartoons.
c) My sister will dance to her music etc
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5. In reference to Activity 1, Read and write, page 46 of the Pupil’s book, arrange
the learners in two groups. Help them discuss Activity 1 and then write the
answers. Go round helping learners in their work. Ask the learners to copy
the words with question 2 page 46 correctly. Fast learners can use each of the
words to make sentences about future activities while slow learners can continue
copying the words. is enhances creativity and critical thinking.
6. Ask learners to read out the sentences to the class. Slow learners can read the
words to the rest of the class. is promotes self-condence.
NB: Remember that in case of the absence of a computer you can improvise with a
smart phone or other appropriate means. Remind learners to do the homework
on page 47.
More practice
Allow the learners to look for an adult in their community whose occupation is
computer engineering or any other occupation that relies on computer.
Example: doctor
Answers
Open. Share with the class your ndings.
Assessment
To assess whether the objective of the sub-strand has been met, ask the learners to
spell some of the words learned about technology. Review lesson by asking oral
questions to see if the learners can form sentences in the future tense. Check and
correct wrong posture, reading, speaking and listening skills throughout the lesson.
Check whether homework is correctly done.
Answers
Activity 1 Read and Write, page 46
a) True
b) False
c) True
d) true
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For questions 2(a and b) of the activity, ensure the words are used correctly in the
future tense. As the learners read their sentences to the class, check and correct
wrong posture, reading, speaking and listening skills throughout the lesson.
Activity 2 and the Homework assignment are entirely reliant on the learners’
creativity and grasp of the theme on technology. Ensure they give correct answers
Encourage the learners to carry out the task on Further learning, to go out and nd
out how it feels to work with computers on a permanent basis. Allow as many of
them as possible to present their ndings to the class.
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Suggested time: 6 Lessons
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Use the opposite of higher level, diculty to construct simple sentences, about
safety at home, school and the environment.
2. Identify the opposite of a group of words for eective oral communication
3. Enjoy conversations using opposites in communication ideas
4 Write down vocabulary and sentences related to accident and read safety.
5 Read uently vocabulary and sentences related to accidents and safety.
Teaching/learning Aids:
Flash cards, computers devices, charts, pictures.
Suggested Key Inquiry Questions
1. What are the opposites of these words?
2 Where does the sun rise/set?
Core Competences to be Developed
Communication and collaboration, self ecacy
Link to PCIs: ESD- Disaster Risk Reduction.
Links to other subjects: ESD (environmental education (Kinyume)
Respect, responsibility, unity .
Background Information to the Teacher
In this strand, the learners practise listening, speaking, writing and talking skills. e
learners are familiar with some of the contents and activities in this strand. Safety
and safety measures have been described through songs for better understanding
by the learners. e strand focuses more on learners’ centred activities through oral
SAFETY
eme
7
(Refer to Pupil’s Book pages 48-60)
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questions, speaking, writing and group work. Be creative and guide the learners
to have a wide knowledge on ‘safety’ and safety measures. To make learning more
thrilling, use learning/ teaching materials which are locally available. Improvisation
of materials which are not available will make the teacher’s objectives to be met well.
Lesson 1
Refer to Pupil’s Book pages 49-50
Specic learning outcomes
By the end of the lesson the learners should be able to:
1. use opposites of higher level related to safety and use them appropriately.
2. enjoy using opposites as in the Pupil’s Book both in oral and writing.
3 know what is dangerous to them both at school and at home environment and
how they can be safe.
Teaching/learning Aids:
Flash cards, computers devices, charts, pictures Pupil’s book.
Introduction
Introduce lesson to the learners by asking a few questions from the previous lesson:
Example; what will you do when you grow up? Ask many questions for many learners
to participate in answering
Learning activities
1. Guide the learners to play the game in Activity 1, Play this game, page 49 on
the Pupil’s book, that is, clap, clap sit down…. repeatedly as they face each other.
e learner who does not move uniformly with the others is eliminated until
one is le standing. Declare the last learner standing as the winner.
2. Introduce opposites by saying how learners were doing activities opposite to
each other.
3. Pin point the opposite words from the game.
Examples:
• Sit down- stand up
• Bend forward- bend backward
Allow the learners to read the words loudly until they master all the words.
4. If you have learners who are visually impaired, explain to them the words in
the play game or provide Braille format if there is any: is promotes inclusive
learning.
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5. Read the play game once more as they listen.
For remedial activities, allow the learners read the play the game in the Pupil’s’ book
activity I about opposites with the guidance of the teacher. Ask the learners to read
words in the play game as a group to the rest of the class and appreciate them with
a clap or in any other method. is promotes self-condence, communication and
self-expression.
6. Arrange the learners in groups and, using ash cards, let each group match a
word with its opposite. Let them say their opposites to the class. Refer to Activity
2, Guess and Say, page 49.
NOTE: Words on the ash cards
Present, Back, Beautiful, Sweet, Tall, Ugly, Lost, Found, Front, Short
3. Remember, nding the opposites of the words enhances creativity, critical
thinking cooperation and self-esteem among the learners. Remind learners on
the homework on page 50. Urge them to draw neat pictures.
More practice
Let the Pupil’s write down the opposites of these words in their books.
1. blunt 2. broad 3. danger 4. future
5. enemy 6. sharp 7. narrow 8. safety
9 past 10. friend
Assessment
To assess whether the objective of the sub-strand has been met, give more words for
the learners to give opposites of. Check for correct pronunciation.
Ask oral questions on opposites and ensure they get the opposites right while
paying special attention to the slow learners. Ensure that learners are able to do the
homework exercise correctly.
Answers
Activity 2: Guess and Say page 49
Present Absent/ Past
Back Front
Beautiful Ugly
Sweet Bitter
Tall Short
Lost Found
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HOME WORK (page 50)
Encourage the learners to draw pictures they can relate with and present them
before the class.
Lesson 2
Refer to Pupil’s Book pages 51-52
Specic learning outcomes
By the end of the lesson learners should be able to:
1. Read correctly words related to safety, for example snake bite, wound, bruise,
plaster, antiseptic and many others.
2. Take measures in case of an accident.
Teaching Aids:
Flash cards, pictures, Pupil’s book, realia, charts.
Introduction of topic
Review the previous lesson about playing game on opposites through the question
and answer method. Ask them to say what safety is in their own words. Allow the
learners to look at the pictures of the on page 51 in the Pupil’s Book and say what
the children are doing.
Learning Activities
1. Arrange the learners in groups. Let them look at the pictures on Activity 1,
Look and talk page 51 of the Pupil’s Book. Let them say what the children are
doing.
2. Use chart to explain to the learners about safety on the road and the dangers.
Insist on the correct reading and pronunciation of the words safe, danger.
3. Let the learners say what can happen to the child who is playing on the road and
emphasize that this can also happen to them if they play near or on the road.
4. Working in pairs, guide the learners to construct sentences orally using each
picture and the following words.
• safe
• dangerous
For example, It is dangerous to play on the road.
is enhances critical thinking, creativity and cooperation.
5. Let the learners read what they have written to the class as the teacher corrects
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the grammar in the sentences and applauds the learners who perform best. is
promotes self-condence and makes the lesson enjoyable.
6. Allow the learners to say any other ve things that can be dangerous at home or
at school as in Activity 2.
• For the slow learners give them ash cards to copy from there aer which
they can read to the rest of the class. is enhances self-esteem. Homework
is in page 52. Learners should do their work neatly.
7. If time allows, let the learners name a few other things which they know are
dangerous to their bodies.
Let the learners use the following words to make short sentences
1. Dangerous 2. Safe 3. Fire 4. Road 5. Sharp
Answers
Any correct sentences
Assessment
Assess whether the learning objective has been achieved by asking oral questions on
what has been taught. Check if the homework has been well done. As you conduct
the question and answer session ensure the learners observe proper sitting posture,
along with good listening and speaking skills.
Answers
All the exercises in this lesson are aimed at ensuring the learners can read the words
related to safety. Ensure correct pronunciation and formation of sentences; make
sure they use the right opposite form of the words. Encourage them to present their
work to the class aer doing homework.
Lesson 3
Refer to Pupil’s Book pages 52-54
Specic learning outcomes
By the end of the lesson, learners should be able to communicate through song and
role-play in groups.
Teaching Aids:
Flash cards, video clips, Pupil’s book, realia, charts.
Lesson Introduction:
Introduce the lesson by allowing the learner to sing any familiar song of their choice.
Take a few minutes to ask oral questions from the previous lesson. Conrm that
they still remember opposites.
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Learning Activities
1. Arrange the learners in groups. With reference to Activity 1; Sing and Act, page
52 read the words in the song aloud and let learners repeat aer you.
2. Sing the song, come up with your own tune and let the learners sing every line
aer you until they learn the words. Place emphasis on the words:
• Dangerous
• Sharp objects
• Fire
• Cross the road
3. Allow the learners to sing the song in rounds until they master all the words.
4. Let the learners sing the song in turns as a competition and applaud especially
the ones with the best tunes.
5. Remember, singing promotes communication skills, self-condence and lifelong
learning.
6. Let the learners sing the song using signs and facial expressions. is brings
enjoyment in the lesson, promotes self-expression and lifelong learning.
7. Refer to Activity 2, create, page 53 In groups, let the learners come up with short
songs about safety at home/school and sing them to the class.
8. e above exercise is helpful to both slow and fast learners
9. Encourage the fast learners to help any learner with special needs regardless of
gender or where they come from. is promotes inclusive learning.
10. For more practice about safety, allow learners to use ash cards to pick all the
words related to safety.
NB: Ensure that homework on pages 53-54 is well done.
More practice
Create a poem on safety
Answer: Any relevant poem.
Assessment
Ask oral questions to see whether the learners can communicate through song and
role-play in groups. Check for any wrong posture, listening and speaking skills and
correct them accordingly. Also ensure that homework is done well.
Examples of oral questions
Say 3 things that are dangerous at home.
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Say 3 things that are dangerous at school.
Answers
All exercises in the lesson are aimed at assuring whether the learners can communicate
through song and role-play in groups. For this reason, they are open-ended and
heavily reliant on the learners’ creativity. Encourage the learners to sing as many
familiar songs as possible.
HOME WORK (pages 53-54)
Ensure the learners use accurate opposites (as shown below) of the words given to
make sentences.
rises - sets
safe - dangerous
east - west
tall - short
sharp - blunt
Lesson 4
Refer to Pupil’s Book pages 54-56
Specic learning outcome
By the end of the lesson, learners should be able to read all the words in the song
‘safety’ and be more equipped with safety measures.
Teaching Aids:
Computer, video clips, ash cards, pictures, Pupil’s book.
Introduction
Let the learners say some of the dangerous things they have learned in the previous
lesson and the safety measures to prevent them from happening.
Ask the learners sing the song from the previous lesson.
Learning Activities
1. In reference Activity 1, Read sing and answer, page 54, the teacher sings the
song to the Pupil’s using the given tune from the computer: http://www.
songsoforteaching.com/safety/re.mp3
2. Let the learners read the words in the song repeatedly and aerwards say what
the song is about according to their understanding.
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3. Explain to the learners what the song is all about line by line as in the Oral
discussion. For example, if in danger, call out for help and never hide if you see
smoke, know that there is re, etc.
4. Let the learners sing the song in rounds to liven the lesson. ey should sing in
groups regardless of gender and where each learner comes from. is promotes
inclusive learning and lifelong learning.
5. Choose a few fast learners and let them sing the song to the rest of the class. Let
the rest of the class listen to the song including the slow learners and then let
them all sing together.
Remember that singing promotes self-esteem and communication skills.
6. Refer to the Activity 2: Read and write pages 55-56. Guide learners to follow the
instructions and do the exercise. Go round correcting.
7. You should encourage the learners to help the ones with dierent special needs
irrespective of gender or place of origin. is promotes gender balance, inclusive
learning and peace and values education. e homework should be well done
page 56.
More practice(For fast learners)
Let the learner sing any song on safety that they know or have ever heard of this can
be done individually.
Assessment
To assess whether the objective of the sub-strand has been met, ask as many oral
questions taught from the lesson and ensure the learners answer them satisfactorily.
Observe the learners to ensure they maintain good posture throughout the lesson
along with the right reading, speaking and listening skills.
Answers
Activity 1 page 54 encourages thinking outside the box. Encourage the learners to
answer the questions especially on what they would do if they found their house on
re.
Activity 2 page 55 is open, testing the learners’ understanding of the theme. Make
sure the sentences formed are punctuated well and also have the right opposite form
of the words given.
For the Homework activity, encourage as many learners as possible to present
before the class. is will boost their self esteem along with their speaking skills.
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Lesson 5
Refer to Pupil’s Book pages 56-58
Specic learning outcomes
By the end of the lesson, learners should be able to:
1. Construct sentences about safety and safety measures.
2. Say what measures they can take in case of an accident.
Teaching Aids:
Pupil’s book, charts, pictures, ash cards.
Introduction of the lesson:
Revise previously learnt sentence structures from the song ‘safety’. Allow the learners
to sing the song loudly as a class.
Learning Activities
1. In reference to Activity 1, Read Sing and Answer, page 54 on Pupil’s book,
allow the learners to revisit the song ‘safety’ and then sing it loudly. For more
comprehension, let them sing it again in rounds.
2. Ask a few fast learners to say what the song is about as the rest of the learners
listen.
3. e slow learners can sing the song to the class reading it from the chart and
let the rest of the learner give them rounds of applause on completion. is
promotes self-esteem and encourages the learners to speak before audiences.
4. Using the words in the song ‘safety’ point out some words:
Example: help re catch
Help the learners to make oral questions using the words above. Fast learners can
write down the sentences while slow learners continue with the making of sentences
under your guidance. e written sentences can then be read loudly to the rest of
the learners.
5. Refer to Activity 1, Read and answer, page 56 of the Pupil’s Book. Let the learners
read the instructions and the words in this activity line by the line as a class. Pick
a few fast and slow learners to read the words.
6. Arrange the learners in groups and let them do the activity in their books as you
go round helping them and marking their work. Working in groups enhances
collaboration and cooperation.
7. Fast learners can read the words in the song quietly as the teacher helps the slow
learners.
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8. In reference to Activity 2: Find and circle, page 57 of the Pupil’s book, guide
the learners to circle the opposite of the given words in the puzzle in groups.
Encourage the learners to help their classmates with special needs irrespective
of whether they are dierent genders or from dierent places. is promotes
gender, inclusive learning and peace and values.
• For more practice, get more songs about safety at: https://www.songsforteaching.
com/safetysings.html.
• Homework on page 57, should be done neatly.
More practice (For fast learners)
Let the learners with your help get more safety songs at: http://www.songsorteaching.
com/safetysongs.html
Assessment
Ask oral questions to conrm understanding about constructing sentences on
safety and safety measures. Observe the learners to ensure they maintain the right
posture and practice proper listening and speaking skills.
Answers
Activity 1 and 2 pages 56-57
Accept any correct answers as this section is purely reliant on the learners’ creativity.
C. up cold high opened adult
HOME WORK
Encourage the learners to draw pictures they can relate with and present them
before the class.
As they do More practice let the learners say as many lessons as possible thet they
have learnt from the songs.
Lesson 6
Refer to Pupil’s Book pages 58-60
Specic learning outcomes
By the end of the lesson, the learners should be able to read and write sentences
using the opposite of words in the song ‘safety’ on the road.
Teaching Aids:
Pupil’s book, charts, pictures, ash cards.
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Introduction of lesson
Guide the learners to sing the song ‘safety’ as learnt in the previous lessons. Ask oral
questions from the previous lesson to ascertain their understanding of the concept
and to jog their memory.
Learning activities
1. In reference to Activity 1 Read and write page 58 of the Pupil’s book, ask the
learners to write sentences on each picture with your guidance. Let them read
aloud to the class in turns.
2. In reference to Activity 1: on page 59 of the Pupil’s Book, allow the learners to
write their own story about safety on the road as you go round helping the slow
learners. is exercise enhances critical thinking.
3. Let the learners read their stories to the rest of the class to enhance self-ecacy
and communication skills.
4. Guide the learners to copy the words in Activity 2: Create, page 59 of the Pupil’s
book into their books.
5. Ask the learners to read the words loudly in a group and as individuals. is
enhances self-condence and communication skills. Let them make sentences
using the same words in Activity 2 create, page 59.
6. For remedial work, the slow learners can be given ash cards to identify words
such as present- -absent top- bottom outside - inside.
7. For more practice, guide the learners answering the questions in the homework
exercise in page 60.
More practice (For fast learners)
Let learners write ve lessons they have learnt from the songs;
Assessment
Ask oral questions from the previous lesson to gauge the learners’ understanding
of the concept. Check whether the homework has been done correctly. Observe
the learners to ensure they maintain right posture and good reading, speaking and
listening habits.
Answers
For both Activities 1 and 2, let the learners create and share their own sentences
with the class.
e handwriting exercise on page 60 requires keen copying of the words by the
learners. Ensure that they do the right thing.
Let the learners conduct the Further learning on page 60 activity and present their
ndings to the class.
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Suggested time: 6 Lessons
Specic learning outcomes
By the end of the sub-strand, learners should be able to:
1. Use prepositions to talk about the position and location of objects, people and
animals in the park.
2. Identify correct use of prepositions in oral conversations.
3. Appreciate use of prepositions to describe dierent positions and locations of
people, objects, people and places. is will develop eective communication.
4. Construct sentences using prepositions.
Learning/ teaching aids:
Realia, ash cards, pictures and photos showing position.
Suggested Key inquiry questions
• Where is Mary seated?
• Where is the moon?
• What have you learnt from the play?
Core competences to be developed
• Communication and collaboration
• Self-ecacy: learners build condence as they communicate appropriately
using prepositions to describe the locations of things.
• Creativity and imagination as they write their own sentences to make
paragraphs
Links to PCIs
• Conservation of wildlife
• Life skills-eective communication
WILD ANIMALS
eme
8
(Refer to Pupil’s Book pages 61-72)
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Links to other subjects
Links to all subjects; Prepositions are widely used to talk about the positions of
things in daily communication.
Links to Values
Responsibility, respect
Suggested Assessment
Oral questions, portfolio, observation
Background Information
In this theme we look at the use of prepositions. ese are words that show position
of objects, animals, people or places. ese are words like on, beside, over, above,
near, under, behind and many more. Using exciting learning activities, we dene
prepositions and illustrate their usage through games, storytelling and sentence
constructions. In the context of wild animals, the book displays pictures of wild
animals at dierent positions e.g. a lion in a cave or a girae eating leaves. With the
use of these illustrations, games and other exercises, the learners appreciate how to
use prepositions.
For more exposure, you are urged to assist the learners watch videos of animals in a
park or even orphanage. Encourage learners to do the same at home with guidance
of parents or guardians. In the absence of computer devices, learners can improvise
with other learning resources like smart phones, television or even magazines.
If possible organise a school trip to an animal orphanage or park. At every
opportunity, remind learners to practice use of prepositions.
Notes for the teacher
Safety and safety measures are well explained in this theme for Pupil’s easy
understanding by the use of opposites:
Opposite means completely dierent
Example: A word that is opposite in meaning to another.
Example
• absent- present
• le- right
• top- bottom
• back- front
• outside- inside
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Lesson 1
Refer to Pupil’s Book page 62-63
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Use prepositions to talk about the position and location of objects, people,
animals and places around the park.
2. Identify the correct use of prepositions in oral conversations.
3. Appreciate use of prepositions to describe the dierent positions and locations
of people, animals and places for eective oral communication.
Learning/ teaching aids:
Realia, pictures and Pupil’s book.
Introduction of lesson
Introduce lesson by looking at pictures you had prepared earlier and pictures in the
book. rough oral questions let learners say what they see. As others listen, point
out the prepositions that the learners are using in their sentences. Examples:
e bird is on top of the tree.
A rhino is next to the river.
Learning Activities
1. Arrange the learners into groups. Refer to Activity 1, and let the learners play the
game. is game unites the learners and promotes cooperation.
2. Write all the learners’ answers on the chalkboard and ask the learners to read
them aer you. Explain that:
Prepositions are words that show position of objects, people, animals and places.
ese words are behind, on, next, though, beside under among others.
3. Using real objects play the game in Activity 2. Working together enhances
communication and collaboration. It also builds respect. As the learners tell the
class where their objects are, point out the prepositions they are using in relation
to where the objects are.
4. Let the learners write down the sentences.
5. For homework the learners should watch the following clip and write their own
sentences:
https://www.youtube.com/watch?v=xq76xMIKW7w
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Learners do homework on page 63.
More practice
Let the learners use these prepositions to complete these sentences (to, across, on, in)
1. e tea is __________ a cup
2. e ball is ____________oor
3. e boy is running _____________the wad
4. Jane came __________my home yesterday.
Answers:
1. in
2. on
3. across
4. to
Assessment
Ask as many oral questions as possible to gauge the learners’ understanding of use
of prepositions.
Answers
e entire lesson is about oral practice as the teacher tries to ensure the learners do
as much practice as possible. All correct answers are acceptable.
Encourage the learners to do the Homework exercise for more practice.
Lesson 2
Refer to Pupil’s Book pages 64-65
Specic learning activities
By the end of the lesson the learners should be able to:
1. Recite the poem well and ll the gaps.
2. Identify prepositions in the poem.
3. Construct sentences using a variety of prepositions.
Introduction
Review previous lesson with oral questions. Learners will mention some of the
prepositions they learnt. Allow learners to give feedback on the digital work of the
previous lesson.
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Learning Activities
1. Refer to Activity 1 on page 64 of the Pupil’s book. Read the poem and let the
class read aer you. For enjoyment the poem should be read with condence,
using gestures and voice variation.
2. Let the learners discuss and ll the gaps accordingly. Let the learners read the
poem again and again so that they are able to memorise it. Filling the gaps will
boost the imagination and creativity of learners.
3. Guide the learners to recognise the prepositions in the poem. Learners write
down the prepositions.
4. For extended work, guide the learners to do their Activity 2 and Homework well.
e fast learners can do extra work; writing simple sentences using prepositions.
Leaerners do the homework on page 65.
Learning/Teaching Activities:
Realia, charts and ash cards.
More practice
Let the learners draw the following pictures
a) A book on the table
b) A cat under the chair
c) A boy walking across the road
Answers:
Any relevant pictures
Assessment
Ask many oral questions and check the learners’ written work to conrm their
mastery of prepositions. Observe the learners keenly for any telltale signs of poor
posture, poor reading, writing, listening and speaking skills and correct them where
necessary.
Answers
HOME WORK
Encourage the learners to be creative and come up with their own answers
with special regard to the activities and homework activity given. e jumbled
words in the Homework exercise are:
a) under b) across c) above d) inside e) on
e learners should use these to form more sentences of their own.
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Lesson 3
Refer to Pupil’s Book pages 65-66
Specic learning activities
By the end of the lesson the learner should be able to:
1. Use prepositions to discuss the positions and location of animals in thepark.
2. Explain the value of visiting a park.
3. Explain how national parks help the country.
Introduction of lesson
Review previous lesson and discuss in brief the responses. en introduce pictures
you organised earlier depicting a national park, animals or any wildlife. Let the
learners say what they see and what could be happening in the pictures.
Learning activities
1. Group the learners into small groups. Refer to Activity 1 on page 65 of the Pupil’s
book. Give the groups a few minutes to discuss the questions and advise them to
write down their ndings as a group.
2. Let the groups present their ndings to the rest of the class. Working in groups
enhances the communication and collaboration. Tell the learners to stress the
use of prepositions in their sentences.
3. Write the sentences on the chalkboard and correct Pupil’s where necessary.
Guide the learners to read the sentences aer you. Let them copy them in their
books and underline the prepositions. For fast learners you can give them more
sentences than the slow learners.
4. As for the Activity 2, ask the learners to pair up and correctly place dierent
buildings and areas in the school compound. Conrm correct use of prepositions.
5. Go round marking their work and correcting where necessary. Learners correct
their work accordingly.
6. For homework let the learners draw a wild animal showing its location.
Encourage the learners to watch video of animals in a zoo. Teacher or a family
member can help them nd the videos.
Learners to do the homework on page 66 of the Pupil’s book.
More practice
Draw three animals that live in the forest
Answer: Any relevant pictures
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Assessment
Ask as many oral questions as possible to test the learners’ understanding of the
concept of prepositions. As they work in pairs, ensure they practise good mannerisms
like maintaining eye contact while speaking. Observe the learners to ensure they
maintain good posture throughout the lesson along with good reading, speaking
and listening skills.
Answers
Most of the activities are oral discussion questions. As such you should be ready
to listen to and correct the learners in real time. e homework activity should be
done by all the learners and as many of them as possible allowed to present to the
class. Drawing allows them to express themselves and gives them self-condence.
e more practice activity should be done with your help or that any family member.
Lesson 4
Refer to Pupil’s Book pages 67-68
Specic learning activities
By the end of the lesson, the learners should be able to read the passage and answer
the questions correctly.
Introduction of the lesson
Ask the learners if they have ever visited a zoo or a national park. Allow a few
learners to narrate their experiences. Ask them to say where particular animals
were and encourage them to use prepositions to describe the exact locations of the
animals. Let the learners mention the prepositions learnt in the previous lesson.
Sample examples are; in, on above inside, over, etc.
Learning activities
1. Tell the learners to view the pictures and try to predict what the story is about.
Tell learners to also look at the title of the story ‘A visit to Maasai Mara’ and
guess what it is all about. is helps create curiosity in the learners and it urges
them to read the story and satisfy their curiosity.
2. Pick dierent learners to read the story in turns. It is good to pick on those who
usually do not raise their hands. is encourages inclusive learning for all the
learners.
3. Pick one or two learners to retell the story. You will be able to gauge whether the
story is understood or not. It builds a learners condence and organisation of
thoughts.
4. In groups let the learners act the story. e best group can be appreciated with a
clap by the rest of the class.
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5. For Activity 2, ensure the sentences picked out do have prepositions in them.
Encourage the learners to read their sentences out to conrm this.
Slow learners should be given priority when it comes to acting. You will realise that
children are all gied dierently.
Learners do the homework on Pupil’s book page
More practice
Allow learners to use computer to draw wild animals that are found in a draw park.
Answers. Any found animal found in a pack.
Assessment
Assess whether the objectives have been achieved through oral questions and
observing their acting. Check for correct posture throughout the lesson and also
ensure they maintain the right reading and speaking skills.
Answers
Accept any sensible answers. ere is usually no wrong answer. Encourage the
learners to do the homework assignment and let them read out their answers to the
class. Correct any wrong pronunciation.
Lesson 5
Refer to Pupil’s Book pages 69-70
Specic learning outcomes
By the end of the lesson the learners should be able to
1. Identify the prepositions used in the passage.
2. Retell the story eectively
3. Answer questions from the story accordingly.
Learning/teaching aids
Pupil’s book, realia, photos, pictures, charts.
Introduction of lesson
Review the previous homework. Let learners read to the class the sentences they
wrote at home. You can ask one or two learners to retell the story on ‘A visit to the
Mara’.
Learning activities
1. Let a volunteer retell the story they read the previous lesson. Ensure correct
pronunciation of words and proper structures. is will improve their
communication skills.
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2. Let the learners discuss and talk about their own experiences in relation to the
story; according to the guidelines in their books.
4. Instruct the learners to do the comprehension exercise that follows. Allow any
sensible answers that the learners give. Stress on the neatness of their work
arrangement and proper shaping of letters.
4. Let the learners share their answers with the class. It will boost their self-esteem
and condence.
5. Homework is an extension of the class work. e learners should be very keen
and identify at least ve prepositions in the story. ey should also construct
sentences with these words. ose who nd diculty should seek assistance
from their teacher or parents.
Learners do the homework on Pupil’s book page 70.
More practice
Let learners write the following jumbled words correctly
• aruodn-
• beisde-
• abvoe –
• oevr –
Answers:
• around
• beside
• above
• over
Copy these words for the slow learners to copy in their books.
Assessment
Assess that the objectives have been met. Oral questions can help you gauge whether
the lesson is successful.
Answers
e learners should be encouraged to do all the exercises in the lesson and share
their answers with the class. Ensure all the answers given are correct.
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Lesson 6
Refer to Pupil’s Book pages 70-72
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Re-arrange the jumbled sentences correctly.
2. Appreciate the importance of writing correct meaningful phrases and sentences.
Introduction of lesson
Use oral questions to review the previous lesson. Let the learners respond and
discuss their responses. Introduce the spelling game. Describe to learners in simple
steps how the game is played.
Learning Activities
1. Refer to Activity 1 (a) on page 70 of the Pupil’s Book. Arrange the learners in
small groups. Lead them in playing the spelling game, step by step. Provide
equal opportunities for both genders and the special needs learners.
2. Let the class clap for the best team.
3. Guide the learners on the next activity of re-arranging sentences according to
the story ‘A visit to the Maasai Mara’. Creativity and imagination is achieved as
learners re-arrange the jumbled sentences.
4. As you go round marking let the group that has re-arranged the sentences well
read their answer to the class.
5. For homework, let the learners practise handwriting using the paragraph. Good
handwriting enhances self-esteem and organisation.
6. For those struggling with completing their work, opportunities for more practice
with simpler sentences and phrases should be created.
Encourage the learners to use their computing devices to do more work on the
theme Wild animals.
Learners do the homework on Pupil’s book page 71.
More practice
Let learners construct sentences using prepositions about the following names of
animals
• dog
• leopard
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• elephant
• cow
(Accept any correct sentences)
Assessment
Use oral questions and written responses from the learners to gauge how well they
understood the lesson. Ensure correct posture and listening, reading and speaking
skills are practised throughout the lesson.
Answers
Activity 1 requires as much hands-on participation for the teacher as possible since
it open activity.
Further learning
Ensure the learners gain as much from the trip as possible.
Expected answers:
a) Last month our Grade 3A class visited Maasai Mara National Reserve.
b) e buses le the school at 8.00 am.
c) We saw many lions, elephants, zebras, hippos and many other animals.
d) We had fun travelling together.
e) We went back home late in the evening.
f) We learnt many interesting things that day.
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Suggested time: 6 Lessons
Specic learning outcomes
By the end of the sub-strand the learner should be able to
1. Ask questions using what, when, how and where to learn about saving.
2. Respond correctly to questions using what, where, how, whose and why
appropriately
3. Identify wh- words in a story, poem or conversation for eective oral
communication.
4. Appreciate the use of wh- words for communication.
5. Read and comprehend the story.
6. Write simple sentences from words in the puzzle.
Suggested Key inquiry questions
• Which words are used to ask questions?
• How do you read these sentences?
Core competences to be developed
• Self-ecacy is inculcated by the capacity to ask questions using the wh-
words.
• Communication and collaboration achieved as learners engage in
meaningful questions using the wh- words.
• Critical thinking and creativity
• Problem solving skills
Links to PCIs
Citizenship, social cohesion, life skills-eective communication
Links to other subjects
ESD- environmental education
SAVING
eme
9
(Refer to Pupil’s Book pages 73-84)
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Links to values: respect, responsibility
Suggested learning aids
Real objects, computers, video clips, Pupil’s ook, chats, pictures
Suggested assessment
Background information
In this sub-strand, we focus on matters concerning ‘Saving’. rough exciting
activities like acting, dialogue, pictures, poetry, storytelling and spelling games, the
learner learns important facts about saving money and conserving the environment.
Handwriting is another exercise you will nd in this and every other theme.
Learners should practise handwriting every so oen from copying models. ese
are models of shapes and progressively improving to writing dictated words and
sentences neatly. Learners should demonstrate neat and legible handwriting for
eective communication.
e grammar point in this theme is the wh- words. ese are words that help us
to ask questions. ey are words like; why, where, what, when, etc. rough the
same exciting activities above, the learner demonstrates the use of these words in
eective communication. He or she learns to appreciate the importance of using
the wh- words in questions and everyday interactions. With your creativity and new
approaches every day, engage the learners fully to ensure that the objectives are met.
Notes for the teacher
is strand explains about saving money and conserving other resources using the
wh—words.
Examples
Why, where, what when, whose etc…
In other words they are referred to as relative nouns and help us ask questions
Examples of sentences with wh---words.
• Where is your home?
• Who is your teacher of English?
• How old are you?
• Whose rubber is this?
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Lesson 1
Refer to Pupil’s Book pages 74-75
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Use pictures to learn how to save for future purposes.
2. Look at pictures and construct sentences.
3. Memorise a few wh- questions.
Teaching Aids:
Flash cards, pictures, Pupil’s book.
Introduction of lesson
Let the learners look at the pictures in their books. Engage the learners in meaningful
dialogues about the pictures. For example, one pupil can ask another:
1. What do you see in the rst picture?
Answer:
2. Why is the man building terraces?
Answer:
Learning Activities
1. In Activity 1, Ask each other questions on page 74 let the learners ask each other
questions from the pictures given. e learners should memorise at least two of
them. Interaction improves their communication skills.
2. Having memorised at least two questions, engage the learners in a game. Ask
them to walk around the class asking each other the memorised questions. is
encourages inclusive learning where all the learners are participating.
3. Explain to the learners why they are doing the game. It is introducing them to
the wh- words. Tell to write this in their notebooks.
e wh- words are words that help us to ask questions.
Examples are: why, who, where, what, how, when
4. Let the learners, as in Activity 2, Role play, page 75 act out the role play exercise.
Let them ask each other wh- questions before the class.
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5. For homework on page 75 let the learners do as instructed. is will help with
the mastery of the concept. e slow learners might need more time to complete
their work whereas the fast learners will require extra work to keep busy. is
guide provides exercises for fast learners in ‘more practise’.
More practise
Let learners complete these sentences using
What, when, whose, how:
1. __________will you go home?
2. ____________are you today?
3. ____________pencil to this?
4. ____________is your name.
Answers
1. When
2. Where
3. Whose
4. What
Assessment
Ask as many oral questions including asking the learners to construct their own
sentences with wh- words. is will help you know whether the lesson objective was
met or not. Check for wrong posture and ensure speaking and listening skills are
within acceptable limits.
Answers
Most activities in the lesson are open discussion exercises.
Homework (page 75)
1. How/ Where
2. What
3. Which/Where
4. What
5. How/When/Why
6. Where
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Lesson 2
Refer to Pupil’s Book pages 76-77
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Read and act the dialogue appropriately.
2. Identify all the wh- words in the dialogue.
3. Appreciate the wh- words in communication.
Teaching Aids:
Pupil’s book, ash cards, pictures, chart, realia.
Introduction of lesson
Review the previous lesson’s homework. Let some learners read to the class the
sentences they constructed. Guide the learners to point out the wh- words in the
sentences.
Learning activities
Refer to Activity 1: Read and Act, page 76
1. In pairs, guide the learners to read the dialogue. Remind them about pronouncing
the words well this improves their communication skills.
2. Let the learners act the dialogue in their groups. Appreciate those that show
talent in acting by praising them. It will boost their self-esteem to want to do
even better.
3. Next, engage the learners in a discussion. Find out what they liked or did not
like in the dialogue. Let them suggest how it can be improved. is is good for
critical thinking and problem solving.
4. As in Activity 2, Ask and answer, page 76 encourage the learners to extend the
dialogue in 1 to test their understanding of the wh- words.
5. For Homework, in page 77 the learners should come up with their own simple
dialogue. is goes a long way in developing their creativity. Below is extra work
for fast learners.
More practice
Let learners read the following dialogue
Mother: What did you learn at school today?
Purity: Prepositions, why are you asking mother?
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Mother: I want to know what to tell your father when he comes home tomorrow.
Purity: Which storybook will he buy for me
Assessment
Observe the learners as they act out the dialogue to see whether lesson objectives
were met. Ensure that they comfortably make use of the wh- questions. Check
for proper posture throughout the lesson as long as ensuring they maintain good
listening and reading skills.
Answers
e entire lesson is an open ended activity phase where the learners put into practice
the lessons learnt. Listen for any misconceptions and correct them as they proceed.
Lesson 3
Refer to Pupil’s Book pages 77-78
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Name ve things we need to conserve at home and at school.
2. Write a short poem.
3. Listen to a song through the computer.
Teaching Aids:
Realia, pictures, Pupil’s book, ash cards.
Introduction of lesson
Review the dialogues written during the previous lesson by learners. Appreciate the
creativity of the learners, especially those who did well. Ask a pair of learners to act
out the dialogue between Alphonce and Jane to jog the others’ memory.
Learning activities
1. Refer to Activity 1, Tell the class, page 77. Organise the learners into small
groups. Give them time to talk about the questions raised in Activity 1 on page
77 of the Pupil’s Book. Let them write down their answers. is teamwork boosts
social cohesion and good citizenship.
2. Ask the learners to share their answers with the class bearing in mind the essence
of good communication skills; intonation, pronunciation and audibility.
3. e next group activity, Activity 2: Guess, page 77 is to try and write one stanza
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of Alphonce’s poem (a character in the dialogue in previous lesson). is activity
will help develop the imagination and creativity of the learners.
4. Give the learners tips on writing a good poem.
• understand the topic you are writing on. In this case, Alphonce’s topic was
‘Saving for tomorrow’.
• have attractive sound patterns
5. For more practise listen to the song on your computer with the learners from this
site: http://www.songsforteaching.com/s/safety/re.mp3
For homework, in page 78 read the words in the book aloud. Construct meaningful
sentences with them. Read the sentences to the class. Exercises provided below for
fast learners.
More practice
Let learners write down all the wh-words in the above dialogue.
Answers
• what
• why
• which
Assessment
Ask as many oral questions to conrm that the objectives of the lesson have been
met. Assess the poems done by the learners and the sentences formed. Observe for
any wrong posture and poor listening, reading and writing skills
Answers
is is another open discussion lesson in which the answers are as many as the
learners. Correct any wrong answers found.
Lesson 4
Refer to Pupil’s Book pages 79-80
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Read and comprehend the passage.
2. Recognise the wh- questions in the passage.
3. List down at least six wh- questions from the passage.
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Teaching Aids:
Realia, picture cutting, Pupil’s book, ash cards, charts.
Introduction of lesson
Review the previous lesson through oral questions. Pick a pupil or two to sing a
song they learnt from the internet link shared in previous lesson. Applaud good
performance to boost their self-esteem and condence.
Learning Activities
1. Let the learners study the pictures in Activity 1: Listen and read, page 79 and
predict what could happen. is motivates the learners to nd out more about
the story.
2. Let the learners read the passage in turns. Stress on proper punctuation and
pronunciation of words. is will enhance eective communication. As they
read, observe the correct sitting posture; not slouching on their seats.
3. Most learners are good readers by now. However, in case of slow learners, be
patient. Let them read at their own pace. Correct mistakes with a lot of caution.
Discourage the others from laughing at those who stammer or pronounce a
word wrongly.
4. At the end of the reading let the learners retell the story. ey could also give a
summary of what they have read. Ask if they noted any wh- words in the story.
Encourage the shy ones to raise their hands and answer.
5. Let the learners do Activity 2 and read their answers to the class. Let them also
pair up and ask each other questions.
6. For their homework on page 80 they will list down all the wh- words in the story.
Fast learners can go ahead and construct a few questions from the words. Give
slow learners more time to complete the work.
NOTE: ere is extra work designed for the fast learners.
More practice
Let learners use a computer to construct sentences using wh- words in questions.
Example
Where is your bag?
Answers:
Any correct sentences
Assessment
Ask more oral questions about the passage to see whether the learners understood
it. As they handle the section on wh- questions, be sure to ascertain that they make
correct sentences. Check whether the homework was done well.
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Answers
is is an open activity where the learners will give as many answers as there are.
Conrm proper punctuation and pronunciation of all the sentences made.
Lesson 5
Refer to Pupil’s Book pages 81-82
Specic learning outcomes
By the end of the lesson learners should be able to:
1. Use structures and vocabulary learnt to express themselves eectively.
2. Answer the questions from the story correctly.
3. Construct sentences from words in the puzzle.
Teaching Aids:
Realia, pictures, Pupil’s book, ash cards, computer devices.
Introduction of lesson
Use acting to review the previous lesson. Pick a couple of learners to act out the
wh- questions they did for their homework. Let it be as lively as possible to keep the
class motivated.
Learning Activities
1. Refer to Activity 1: Tell the class, page 81. Pick one learner to retell the story.
From that summary, guide the learners to discuss the questions on page 81 of
the Pupil’s Book. Allow the learners to freely express their own opinions without
interference. is develops their condence and eective communication.
2. Guide the learners to do the comprehension in their books. Ensure that good
handwriting is practised as they do it. Go round correcting the learners.
3. Give the slow learners extra time to complete their work. Correct their work and
let them do their corrections. is builds on their responsibility. Meanwhile,
give more work to the fast learners to keep them busy. is guide has facilitated
that extra work in ‘more practises; below.
4. Organise the learners in groups to allow them to play the games in Activity 2.
Let them role-play a teacher-learner dialogue. Encourage them to be as original
as possible.
5. Let the learners do the puzzle for their homework in page 82. e fast learners
can do extra work ie. Drawing an activity that shows ‘saving’. ey could also
construct sentences using words from the puzzle. Sample sentences:
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Always keep the environment in your home clean.
My father saves money in the bank.
Where do you throw rubbish in your home?
Learners should read their sentences to the class and develop their condence. ey
could also exhibit their drawings on the noticeboard. For more practice get more
songs for saving at: http://www.songsforteaching.com/safetysongs.htm
More practise
Dictate these words and let learners write them in their books
1. Saving
2. Tomorrow
3. Rubbish
4. Visit
Answers:
Correctly spelt words
Assessment
Ask as many oral questions as possible to gauge the learners’ understanding of
the passage. is will also help you understand whether the learners can express
themselves eectively using structures and vocabulary learnt. Observe the learners
throughout the lesson to ensure correct posture, reading, listening and writing skills.
Answers
Passage answers in page 81
1. e Grade 3 Pupil’s went to visit Mr. Munga.
2. e rich man had cows.
3. e rich man saved his money in a bank.
4. To use it in future. (Accept any other sensible answer)
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HOME WORK (page 82)
1. Bank
2. Where
3. Environment
4. High
5. Buy
Let the learner form sentences using these and more words from the passage and
read them out to the class.
Lesson 6
Refer to Pupil’s Book pages 83-84
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Play the spelling game.
2. Spell as many words as possible.
3. Write sentences correctly.
Teaching Aids:
Pictures, pupil’s book, ash cards, computer devices.
Introduction
Introduce lesson by asking a few learners to sing the songs about saving that they
learnt from the internet in the previous lesson. Let the rest of the learners try to sing
the songs.
Learning activities
1. Refer to the spelling game in Activity 1 Play the spelling game, page 83 of the
Pupil’s Book.
2. Arrange the learners into small groups. Each group to front one person who
will spell a word. e group members should keep interchanging until everyone
participates. is promotes inclusive learning where all the learners participate.
3. Appreciate the team that has done the best.
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4. Refer to Activity 2. Punctuate page 83, In this activity the learner should be able
to punctuate the sentences well. Let the learners refer to the passage so that they
write each sentence in the right order. is will develop their problem solving
abilities. It will also improve their critical thinking.
5. For extended work let the learners do the handwriting exercise for homework in
page 83. Learners should demonstrate neat and legible handwriting for eective
communication. Let them appreciate the importance of writing legibly.
NOTE: visit a rich adult in your community. Ask them how they built their wealth.
Write your points down and share with class.
More practice
Ensure the learners conduct the research exercise and come back to give a report
Assessment
Ask oral questions, check written work and observe the learners to conrm their
mastery of the concept.
Activity 2: Punctuate, page 83
1. “How did you get the cows?” Vane asked next.
2. “When did you plant all these trees?” Juma asked.
3. e money I got I put some in a bank.
4. He lived in a big and beautiful house.
Handwriting
Let the learners do the exercise well.
Further learning
Ensure the learners conduct the research exercise and come back to give a report to
the class
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Suggested time: 6 Lessons
Specic learning outcomes
By the end of the sub-strand the learner should be able to:
1. Use adjectives to describe people, things and actions in a festival.
2. Describe given nouns in relation to shape, colour and size clearly in oral
communication.
3. Appreciate the use of colour, size, shape and number to describe nouns.
4. Read sentence structures with adjectives to describe people, things and actions
in a festival.
5. Construct simple clear sentences using adjectives.
Teaching Aids:
Pupil’s book, ash cards, pictures.
Suggested Key inquiry questions
• What things can you see outside?
• What colours are they?
• How many are they?
• What are some of the shapes?
Core competence to be developed
Communication and collaboration, working together in groups as they identify
adjectives. Self-ecacy develops when they describe people, places and things using
adjectives.
Link to PCIs: Life skills (Eective Communication)
Link to other subjects: (Mathematics (counting)
FESTIVALS
eme
10
(Refer to Pupil’s Book pages 85-97)
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Link to values: Respect, Responsibility.
Suggested non- formal / activity to support learning:
ey can identify colour, shapes for dierent objects at home and in school.
Suggested community service: Visiting older citizens
Background information
is strand contains descriptive words which the learner might be familiar with.
A story has been used to enhance the understanding of the descriptive words. At
the end of the strand, the leaner should be able to express themselves correctly in
relation to descriptive nouns.
e activities in the strand should be tackled well to give more knowledge to the
learners and to make them aware of their environment and the many objectives in it
and can be described by the use of descriptive words.
e strand caters for fast and slow learners and calls for the teacher to encourage
learners to help each other irrespective of gender or any form of impairment or bias.
For eective learning the teacher should use the given learning aids and always
assess whether he/she has met the objectives of the lesson through assessing learners
aer each strand.
Notes for the teacher
e Festival
is theme is explained well for easy understanding of the learners using adjectives
or describing words:
Adjectives are words that tell us more about nouns or pronouns look at the adjectives
underlined below:
1. Mrs. Kagai is wearing a red dress
2. Jedidah is a tall girl.
Red- describes the noun dress
tall describes the noun girl
• tall
• good
• blue
• big
• round
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Lesson 1
Refer to Pupil’s Book pages 86-87
Specic learning outcomes:
By the end of the lesson the learner should be able to describe dierent nouns in
relation to shape, colour and size clearly in oral communication.
Teaching Aids:
Pupil’s book, picture cuttings of festivals, chart showing dierent objects according
to size, shape, height and colour.
Introduction of lesson
• e lesson could be introduced by asking the learners to name any
celebrations they are familiar with. Example birthday, wedding
and music festival.
• Let them describe briey the dressing in the celebration of their choice.
Learning activities;
1. Refer to Activity 2: Group objects, page 86. Working in groups: Learners to
collect dierent objects in the class according to their colours. Help the learners
to name the objects.
2. Let the learners colour dierent shapes of the objects and describe to the class
appropriately in pairs then individually. For example: is is a red pencil, e.t.c.
Remember that working in pairs promotes co-operation.
3. Refer to Activity 1: Do and say, page 86. Use the objects the learners grouped
in Activity 1. Let the learners group the objects according to size, shape and
number: Guide them to construct simple sentences using the new groupings:
e,.g. ese two rulers are big and yellow in colour. Both have a rectangle shape.
4. Let the learners continue making more sentences in groups under your guidance.
Let the learners read out the sentences they have constructed to the rest of
the class in groups and as individuals. is promotes critical thinking and co-
operation.
5. To promote learning a chart showing dierent objects according to size, shapes,
height, length and well coloured, should be displayed on the wall.
Homework on pages 86-87, should be done well.
More practice
Learners listen to a disciptive short story from the teacher and identify adjectives
(describing words) in the story.
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Assessment
• Oral questions from the previous lesson to conrm if objective of lesson
has been met.
• Check if the homework has been correctly done.
• Observation to conrm good posture and other study skills.
Lesson 2
Refer to Pupil’s Book pages 87-90
Specic learning outcomes
By the end of the lesson the learners should be able to:
1. Practise vocabulary and sentence structures related to describing of words e.g
colour, shape.
2. Demonstrate the ability to describe colour, size, shape etc.
Teaching Aids:
Pupil’s Book, picture
Introduction:
Review the previous lesson about grouping of objects through question and answer
method.
Learning activities:
1. Refer to Activity 1, Look and draw on page 87 of the Pupil’s Book. Organize the
learners for an outdoor activity. Accompany them to see their environment and
let them say any three or more things they see in their environment. Remind the
learners to help their classmates with special needs irrespective of whether they
are dierent genders or from dierent places. is promotes gender inclusive
education and peace and values.
2. Refer to Activity 2, Draw and colour, page 88. Let the learners go back to the
classroom and draw and colour what they saw in their environment. is
promotes critical thinking and creativity.
3. Allow the learners show to the rest of the class what they have drawn and applaud
all who have drawn and coloured well-this enhances self-condence.
4. Let the learners write ve sentences about the things they saw in the environment;
fast learners can write more sentences.
5. Learners to read out the sentences to the rest of the class. Both fast and slow
learners are participants. Correct their pronunciation as they read.
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6. Hang a chart on the wall with objects with dierent shapes and sizes found in a
school. Allow the learners to read them as you point.
Example:
• A yellow ower
• A green leaf, e.t.c
7. e teacher has an option of improvising any learning aid which is not locally
available. Ensure homework in pages 89-90 is well done.
More practice
Let the learners draw and colour
• a circle
• triangle
• rectangle
Answers
Any correctly drawn shape.
Assessment
1. Review the lesson already and ask as many oral questions as possible to gauge
the learners’ understanding.
2 Observe the learners for proper posture throughout the lesson.
Answers
e lesson is pretty open action to test the learners’ understanding. Ensure the
sentences formed are correct grammatically and appreciative of the theme being
taught. Help them through the YouTube video for further practice.
Lesson 3
Refer to Pupil’s Book pages 90-91
Specic learning outcomes
By the end of the lesson the learners should be able to
1. Appreciate other activities other than the ones in a classroom set up.
2. Appreciate the use of colour, size, shape and number nouns in a festival.
Teaching Aids:
Pupil’s book, pictures, ash cards, charts.
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Introduction of lesson
Introduce the lesson by recapping to the previous lesson the learners had by giving
the learners a chance to say the colours and shapes they came across.
Learning Activities
1. Refer to Activity 1 and display the picture or drawing of children in a music
festival.
2. Working in groups, allow the learners to say what they can see in the picture, let
them tell their friends in the group what they can see.
3. Encourage the learners to help the rest of the learners regardless of the gender or
impairment, or where they came from. is is promotion of gender and inclusive
learning.
4. Let the learners describe the children in the picture in terms of height, colour,
size and shape. Example ;
• I can see a child in black shoes
• Some children are black
5. Working in groups: allow the learners to talk about any festival they have attended.
e group leader writes them down and later reads them to the class. When all
groups have read appreciate them with round of applause. is promotes self-
condence and enthusiasm in the learners.
6. Refer to Activity 2 on page 91 of the Pupil’s Book. Allow the learners to
individually tell the class the festivals they like attending and the ones they do
not like attending with reasons.
7. Emphasize the importance of festivals Example;
• Meeting new friends
• Exposure
Guide learners on how to do mouths
More practice
Allow the learners to use the shapes in lesson two to make sentences.
Answers:
Any correct sentences
Assessment:
• Assess whether the learning objectives has been met by reviewing the
lesson through questions and answer method.
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• Check to see that learners have done homework.
• Observe to conrm good posture in the classroom throughout along with
proper listening and speaking skills.
Answers
is lesson tests the learners understanding and most questions are bound to have
varied answers. Ensure sentences formed are correct and punctuated well.
For the Homework activity, encourage the learners to draw themselves as a way of
promoting self-awareness and condence.
Lesson 4
Refer to Pupil’s Book pages 91-93
Specic learning outcomes
By the end of the lesson, the learners should be able to read the given passage and
note all the describing words.
Introduction of lesson
Ask the learners questions from the previous lesson.
Example: ‘Name three festivals’ and ‘Which festival do you like’. Ask the learners if
they have ever been to a festival.
Learning activities
1. Let learners look at the title of the story. Allow them to also work at the picture.
is promotes communication skills. For the learners who say they have ever
been to a festival, ask them what they saw and did at the place.
2. Ask the learners to guess what the story is about and tell their guess to the class.
is promotes critical thinking.
3. Let the learners read the story quietly. Pick dierent Pupil’s to read the story in
turns up to the end. is enhances collaboration.
4. Discuss the story with the learners putting more emphasis on describing words,
through questions and answer method.
Example:
• Name all the colours in the story.
• Name all the words talking about shape.
• What shapes were the drums?
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• What position was the team?
• is promotes critical thinking.
Answers
1.
a)
• big
• pink
• red
• good
• silver
b)
• e air was lled with beating drums.
• e boys had rattles on their ankles.
• e girls wore sisal skirts
• It was time to announce the winners.
• We were awarded certicates and a silver trophy.
2. While in their groups allow the learners to say what they have done, if they
participated in the music festival.
3. While still in their groups let the learners’ role-play the narrator’s story. Involve
all learners, irrespective of gender, where they come from or impairment. is
promotes cooperation, inclusivity and lifelong learning.
4. For the fast learners, give them extra questions from the passage to answer
orally, slow learners can be given time to read the story again.
More practice
Let learners write down any festivals they know
Answers
Open answers.
Assessment
• Assess if the objectives of the lesson have been achieved by asking oral
questions from the story.
• Check if homework is well done.
• Observe learners during the lesson to assure good posture and discourage
any wrong habits.
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Answers
Accept any sensible answer from the Pupil’s because all questions are aiming at
testing their creativity and understanding of the theme of the lesson.
Lesson 5
Refer to Pupil’s Book pages 94-95
Specic learning Outcomes:
By the end of the lesson, the learners should be able to:
1. Draw dierent objectives of dierent colours, size and shape.
2. Make a costume, e.g sisal skirt.
Introduction of lesson
Ask the learners to retell the story in the previous lesson. Let them describe the
costumes that the children wore.
Learning Activities
1. Refer to the passage on pages 92-93 of the Pupil’s’ book. Ask the learners to retell
the story. Allow them to give the answers to the class. is promotes critical
thinking and self-condence.
2. Let the learners name the words that describe the children in the festival and any
other person or object that has been described. is promotes critical thinking.
Examples:
• ey had a nice harvest
• e dance was the rst to perform.
• We beat our round drums.
1. In groups, allow the learners to draw and colour children in the music festival
while you go round supervising and helping them. Encourage the fast learners
to help the rest of the learners with impairments irrespective of gender or
where they come from. is promotes cooperation and inclusive learning in
conclusion. Allow the learners to show their pictures to the class.
2. If time allows, let the learners draw themselves on a computer as individuals
being at a music festival as More practice. ey should have costumes of dierent
colours and shapes on.
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More practice
Let learners draw the following on their computer
Children in a music festival. ey must have construves of dierent colours.
Answers:
Open
Assessment:
• Preview the lesson taught.
• Check if the homework has been done according to instructions. In this
case the learners are supposed to design a costume and present it to the
class. Ensure that they all bring their costumes for class presentation.
• Observe to see correct posture and speaking and listening skills.
• Ask many oral questions to gauge learners’ understanding.
Lesson 6
Refer to Pupil’s Book pages 95-97
Specic learning outcomes
By the end of the lesson the learners should be able to:
1. Write jumbled up words in a given sentence.
2. Read and write sentences in their correct order.
Introduction of lesson
Review the previous lesson through the question and answer method.
Learning Activities
1. In reference to Activity 1 on Page 95 of the Pupil’s Book, arrange the learners
into groups. Let every group have a group leader. e group should read
the sentences with jumbled up words and the group leader write the correct
sentences. is enhances critical thinking and creativity.
2. Allow the group leaders to read the correct sentences aloud to the class. Applaud
them as they read. is enhances self- condence and enthusiasm.
3. Ask the learners to then read the correct sentences as individuals. Let the slow
learners continue reading as the fast learners write descriptive sentences from
the teacher.
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Example:
• I have ve ngers
• My friend is tall
• My teacher has a blue pen, e.t.c.
1. In the same groups let the learners rearrange the sentences (b) and then read them
out to the class. Allow the learners to copy the correct order of the sentences.
Emphasize on descriptive words.
Examples: sisal skirts
Silver trophy, etc
1. For Activity 2 encourage the learners to be as descriptive as possible as they tell
the class about their experience at the festival. is promotes critical thinking.
More practice
Let the learners write down any music festival customs they know.
Answers:
Open
HOME WORK
Let the learners do the handwriting exercise in their books. Mark and correct any
wrong work.
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Suggested time: 6: Lessons
Specic learning Outcomes:
By the end of the sub-strand, the learner should be able to:
1. Identify comparatives and superlatives that are used to describe people and
things during play time and sports.
2. Form comparatives and superlatives appropriately based on the given examples
for eective communication.
3. Enjoy using comparatives and superlatives to describe people things and places.
Key inquiry questions:
• What is the size of a football?
• What is your best game?
Core- competences to be developed:
Communication and collaboration: Working together in groups as they identify
superlatives and comparatives. Self-ecacy develops when they describe people,
places and things using comparatives and superlatives.
Link to PCls: Life skills (Eective communication)
Link to other subjects: Mathematics (Measurement)
Link to values: Responsibility
Background information
In the strand, learners get involved in dierent activities arranged in form of lessons.
Every lesson has its objective which should be achieved at the end. ere is a lot of
practise of various sentence structure involving comparatives and superlatives. is
has been taken care of in the entire lesson. Some learners may already be aware
of the comparatives and superlatives, but in this strand, they have been explained
broadly using:
• Groupings
PLAYTIME AND SPORTS
eme
11
(Refer to Pupil’s Book pages 98-109)
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• Poem
• Story
• Computer where available
e activities are mostly child-centred when the teacher needs to really guide them
not forgetting to care of the rst learner, slow learner and any other learners with
various impairments. e teacher is advised to improvise for the learning/ teaching
aids that are not locally available and make the lessons very interesting that they
can achieve their objectives. Aer every lesson there is assessment which helps the
teacher know whether the objectives of their lessons have been met.
By the end of the strand, learners should be more knowledgeable on sentences
structures and functions as far as comparatives and superlatives are concerned.
e teacher should not ignore any non- formal information used to support learning.
is enhances lifelong learning.
Notes for the teacher
e theme is made easy for learners to understand by the use of various activities
which learners enjoy doing.
True grammar part is comparative and superlative adjectives
A comparative adjective is used to compare two things.
A superlative adjective is used to compare three or more things. For example looking
apples you can compare their size, determining which is big, which is bigger and
which is biggest.
Other examples:
tall taller tallest
weak weaker weakest etc
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Lesson 1
Refer to Pupil’s Book pages 99-101
Activity 1: Look and talk
Specic learning activities
Suggested non- information to support learning. Community service, measure
length of windows, doors, tables, pictures and any other object at school and at
home and talk about their dierent sizes.
By the end of the sub-strand the learner should be able to construct sentences using
comparatives and superlatives to describe objects outside and outside the classroom
ration to play and sports.
Introduction to the lesson:
e lesson could be introduced by asking the learners to say the game they play
during their free time, both at school and at home.
Allow the learners to look at the pictures on page 99 activity 1 and study it.
Learning Activities
1. Refer to Activity 1 number 1 on page 99 of the Pupil’s Book. Arrange the Pupil’s
in pairs. Let them look at the pictures, say what they can see in them and compare
them.
Example: Pictures of:
• ree girls tall, taller, tallest
• ree balls, big, bigger, biggest
• ree boys running, Fast, faster, fastest.
1. Use ash cards with positive, comparative and superlative words written on
them. Allow the learners to arrange the cards starting with positive, comparative
and superlative.
2. is promotes critical thinking and creativity. e slow learners can be helped
by the fast learners. is enhances co-operation.
Guide the learners to read the words written on ash cards loudly as groups
appreciate them for motivation purposes.
3. Refer to Activity 1 and 2 on page 99-100 of the Pupil’s Book. Let the learners
read the given positive, comparative and superlative words in pairs. Allow them
to read the words again as individuals. is promotes self- condence and
responsibility.
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4. Guide the learners in constructing sentences using the words given. Remind the
learners to help those learners with dierent impairments regardless of gender,
or where they come from. is promotes gender balance and cooperation.
5. Display a chart with a variety of words in various degrees of comparison apart
from the ones given. Let the class read them as a class as you help them in
pronunciation. ey can also look around the classroom and list all objects aer
which they may compare them to each other as in Activity 2.
6. Guide the fast learners to construct oral questions from new words on the chart
in groups. Slow learners can continue reading the words in groups. Group work
promotes cooperation and makes the lesson more interesting.
More practice
HOME WORK
Let the learners draw their own pictures to represent the following comparatives
and superlatives
big bigger biggest
tall taller tallest
wide wider widest
Answer
Any correctly written answer and picture
Assessment:
• Assess the construction of sentences using the comparison words.
• Ask oral questions from the already tough lesson to gauge the learners’
understanding.
• Is homework well done?
• Observe to ensure correct posture at all times in the classroom.
Answers
Both activities are testing the learners’ mastery of the concept of comparison.
Encourage as many sentences as possible from the learners as this helps them master
the concept.
Accept any correct matching of the pictures and the given words.
For the homework activity. Correct any wrong answers.
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Lesson 2
Refer to Pupil’s Book pages 101-102
Specic learning Outcomes
By the end of the lesson, the learner should be able to:
1 Compare dierent items using comparative and superlative degrees. e.g Jane is
short
• Jane’s sister is shorter.
• Jane’s brother is shortest.
Introduction of lesson
e lesson can be introduced by the question and answer method.
Learning Activities
1. Refer to Pupil’s’ book Activity 1 on pages 101-102 of the Pupil’s Book. Divide the
learners in groups: Let them go outside and do some activities.
Examples:
• Racing
• Jumping
• Singing Loudly
1. Let the learners do any other activity if time allows. is helps them to enjoy the
lesson thus enhancing lifelong learning.
2. Allow the learners to go back to the classroom and, in groups, talk about the
outdoor activities they have done. Let them write them down. Go round checking
their work to guide and correct where necessary. Allow group leaders from each
group to read what they have written to the class. is enhances self- condence
and communication skills.
3. Let the learners read the given sentences they make in groups as you emphasise
proper pronunciation of the words in the sentences. Briey let them read loudly
as a class. Encourage learners to help those with dierent impairment regardless
of gender or place of origin. is promotes gender balance, inclusive education
and peace and values.
4. Allow the learners to read the sentences on page 102 of the Pupil’s Book in
groups, e.g. Who jumped high, higher, highest. is helps learners to learn more
on comparatives and superlatives.
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5. Encourage the learners to share their answers in Activity 2 with the rest of the
class.
6. Remember reading and answering the given sentences improves communication
skills and critical thinking.
7. Guide the learners talking about the questions given about comparatives and
superlatives enhances self-condence and critical thinking.
More practice
Guide the learners in measuring length of windows, doors, tables and other objects
at school and at home and talk about their sizes.
Answers:
is is a do and talk activity. encourage the learners to do and discuss it.
Assessment
• Assess whether the learning objectives have been achieved by reviewing
the lesson through questions and answer method.
• Check whether homework has been well-done.
• Observe the learners throughout the lesson to correct any wrong posture.
Answers
e exercises in the lesson are all open ended, testing the learners understanding of
the concept of comparing. Ensure that the answers given are correct for each learner.
For the Homework activity, allow as many learners as possible to present their
drawings to the class and describe them. Clap for the best presenter and correct any
wrong answers.
Lesson 3
Refer to Pupil’s Book pages 103-105
Specic learning outcomes
By the end of the lesson the learners should be able to appreciate more on the use
comparatives through reading and acting.
Introduction of Lesson
e lesson can be introduced by:
• Reviewing the previous lesson.
• Reciting any poem the learners are familiar with.
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Learning Activities:
1. Refer to page 103 of the Pupil’s Book. Divide the learners into groups and let
them recite the poem given as you go round guiding them especially the slow
learners. Ensure learners pronounce all the words correctly.
2. Let the learners recite the poem alternatively in groups and applaud them for
motivational purposes. is enhances lifelong learning.
3. Let all learners recite the poem repeatedly until they master all the words. is
enhances critical thinking and communication skills.
4. In groups, allow the learners to pick out the comparative words and the
superlative words from the poem.
Examples: Faster- fastest. For the words with only superlatives / comparative, guide
the learners to get the required degree of either the comparative. is improves
critical thinking and communication skills.
5. In groups, guide the learners in writing down the comparatives and superlatives
found in the poem. Let them show their work to the rest of the class. Encourage
them to help the slow learners or any other learner with a special need irrespective
of gender or where they come from. is is promotion to gender, cooperation
and inclusive learning. Let the learners guess the words to complete the poem
then recite it as a class. is promotes creativity and critical thinking.
6. Guide the learners to come up with short poems about people with dierent
talents in sports using comparatives and superlatives as in Activity 2. Let them
recite them then to the class. is promotes creativity and communication skills.
7. If time allows help the learners to watch a clip about sports and comparatives
using the link below
https://wwwyoutube.com/watch?V=76xmikw7
More practice
Let the learners ll the comparison objectives that are missing in the following
exercise.
1. Safe _____________ _________________
2. Wise _____________ _________________
3. Large _____________ _________________
4. Hot _____________ hottest
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Answers
1. safer safest
2. wiser wisest
3. larger largest
4. hotter
Assessment:
• Review the lesson using questions and answer methods.
• Observe the learners throughout the lesson and correct any wrong posture,
reading and speaking skills.
• Ensure the homework exercise is done.
Answers
Accept any relevant answers, they might be as many as the learners since the
questions in the lesson are open ended.
Lesson 4
Refer to Pupil’s Book pages 105-106
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Read the given story correctly for comprehension.
2. Copy the sentences that have comparative and the sentences.
Introduction of lesson
• Introduce the lesson by asking the learners to say the title of any story they
have ever read.
• Allow them to study the picture on page 106 of the Pupil’s Book.
Learning activities
1. Refer to Activity 1 on page 105-106 of the Pupil’s Book. Let the learners look at
the pictures in the story and read the title.
2. Ask the learners to say what the story is about and tell their guess to the rest of
the class. is enhances creative thinking.
3. Learners to read the story silently in small groups. is will enhance their unity
and cooperation skills.
4. Let a few learners read the story aloud to the rest of the class for more
comprehension.
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5. Ask the learners to copy the sentences that have comparative and superlative
degrees from the story. Ensure that the sentences are well punctuated i.e begin
with capital letters and end with a full stop. Encourage the learners to help the
rest of the learners with dierent special needs irrespective of gender or where
they come from. is promotes gender equality and inclusive education.
6. Let the learners answer a few structured stories from a chart as a class.
Example:
Kajuju is ______ than Heta
Heta’s ball is ______ than Kajuju’s.
is enhances creativity and critical thinking.
7. In groups, let the learners mime about the two girls in the story making bean
bags
8. If time allows let learners such for more online videos that have comparative and
superlatives. is will promote digital literacy.
More practice
Allow the learners make their own sentences orally using the comparison adjectives
in Lesson three.
Answers
Accept any correct sentences
Assessment:
Assess whether the learning objective has been achieved by reviewing the lesson.
Observe the learners and correct any wrong posture, reading and speaking skills.
Ensure the learners do the homework exercise.
Answers:
Accept all correct answers. Let the learners do the homework activity and present
their beanbags to the class.
Lesson 5
Refer to Pupil’s Book pages 107-108
Specic learning outcomes
By the end of the lesson, the learner should be able to:
• Retell a story they had have read earlier.
• Answer questions from the same story.
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Introduction
Introduce the lesson by telling the learners to tell a story they have ever read, told or
searched for in a computer about playtime and sports.
Learning Activities
1. Arrange the learners in groups and tell them to discuss the story they read in the
previous lesson. Group work enhances unity and cooperation.
2. Refer to page 107 of the Pupil’s Book and let the learners retell the story about
‘Playtime and Sports’ individually to the rest of the class. Help them in areas
where they seem to have forgotten and in pronunciation of the words they are
not able to pronounce properly.
3. Ask the learners to point out any comparatives and superlatives they have come
across in the story.
Example: Taller
Smartest
is enhances critical thinking.
4. In groups, allow the learners to discuss what they admire about Heta and
Kajuju as in Activity 1. e group leader should write their notes down and
read them out to the rest of the class. Choose a few other learners to read the
same. Remember to the weak learners in this activity and any other learners who
might be impaired. is promotes inclusive learning and self-condence.
5. Ask the learners if they have friends who are not in their school. If they do, allow
them to describe them, using comparatives and superlatives and say what they
do together. is promotes communication skills and critical thinking.
6. Ask the learners to pick out sentences that compare things and write them in
their books then read the sentences to the class.
7. For more practice, allow the learners to draw Heta and Kajuju skipping with a
rope on the computer, help them to print and show the class. In case a computer
is not available, let the learners draw in their books or on strips of paper and
colour their pictures. is promotes creativity and creative thinking.
More practice
Dictate the following words and let the learners write them down as individuals
either in their books or on the chalkboard
small smaller smallest
brave braver bravest
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Answers
Accept any words correctly spelt
Assessment
Assess whether the objectives of the lesson have been achieved by reviewing the
lesson. Check if homework is correctly done. Observe the learners for poor posture,
reading and speaking skills and correct them.
Answers
Accept any correct answer from the learners because most of the lesson is aimed at
assessing individual understanding of the theme.
Lesson 6
Refer to Pupil’s Book pages 108-109
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Read a story, comprehend and answer questions.
2. Make sentences using comparatives and superlatives.
Introduction of lesson
e lesson can be introduced by revising comparatives and superlatives already
learned.
Learning Activities:
1. Refer to Activity 1 on page 108 of the Pupil’s Book. Ask the learners to read the
story ‘Playtime and sports’ again and answer the questions given orally. is
improves critical thinking and communication skills.
2. Refer to Activity 2 and allow the learners to read the sentences given in groups.
Still in the same groups, guide them to make oral sentences with some of the
words. Making oral sentences promotes communication skills, self-condence
and self-expression.
3. For the remaining words, guide the learners to make sentences in their books as
individuals. Go round marking and helping the learners as they do their work.
4. Allow the learners to read out the already marked sentences to the rest of the
class. is promotes self-condence.
5. If time allows, carry out the activity on Further learning with the learners.
More practice
Let the learners draw and colour pictures representing the following adjectives so
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that they understand the concept more.
small house smaller house smallest house
tall tree taller tree tallest tree
short girl shorter girl shortest girl
Answers
Accept any adjectives that are correctly marched with the adjectives.
Assessment
• To assess whether the learning objective has been achieved review the
lesson through the question and answer method.
• Check whether the homework has been done correctly.
• Observe for any wrong posture among the learners and correct it.
Answers
Activity 1
a) ball games, skipping
b) kilimo
c) balls
d) kajuju
(Accept any correct answer for this section and for Activity 2.)
HOME WORK
a) taller b) shortest
c) longer d) faster
e) happiest f) bigger
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Suggested time: 6 lessons
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
1. Use conjunctions to talk about nutrition and diseases.
2. Distinguish the uses of conjunctions ‘and’ and’ but’ in sentences.
3. Enjoy using the conjunctions to convey dierent meaning.
Key inquiry questions
• Why is it important to have a healthy diet?
• Name two vegetables that you know.
Core competences to be developed
• Communication and collaboration when learners sing and recite poems
about diseases and food we eat.
• Self-ecacy through the mastery of when to use the three conjunctions. It
is also developed through various reading activities like improving uency
and accuracy.
• Critical thinking and problem solving.
Links to PCIs
• Health education – hygiene and nutrition
• Life skills. Reading for enjoyment really boosts the learner’s self-esteem.
• Learners support programmes.
Links to other subjects
• Mathematics in the area of addition using ‘and’
• Other subjects like Science, SST and Religious education because
conjunctions are used.
DISEASES AND FOODS WE
EAT
eme
12
(Refer to Pupil’s Book pages 110-122)
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Links to values
• Unity, respect, responsibility
• All the values brought out through the genres learners interact with
Suggested Learning aids
Real food, pictures, photos of food, ash cards, video clips with food types
Suggested Assessment
Oral questions, portfolio, observations
Background Information
Whereas most of the stories in this book are creations of able authors, this one is more
factual than ction. It delves in matters concerning food and diseases. However, it
has been set in a friendly way to make it easily understood.
e theme looks at healthy eating i.e. eating a balanced diet. It looks in detail at the
components of a balanced diet and their contribution to good health. It also deals
with the consequences of bad eating.
e grammar point we focus on here is conjunctions. ese are words that help join
words and sentences. Examples are ‘and’, ‘but ‘and ‘because’. e theme is structured
in a way that many interesting activities like spelling games, acting, reciting poems
and written exercises, have been put together to benet the learner.
Handwriting is another exercise we will look at. It is important that you encourage
the learners to strive to write neatly and legibly. Good handwriting contributes to
eective communication. Indulge the learners as much as possible and at the same
time maintaining motivation and excitement.
Notes for the teacher
Diseases and the food we eat are well and easily explained by the use of conjunctions:
and other activities.
Conjunctions are words which join together two single words or two groups of
words.
Examples:
but, and, because, unless, for, that, when …..etc
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Example of conjunctions in sentences
• Lilian and Joy are sisters
• I like Maths and English
• Jeremy is hungry because he has not eaten his food.
• My friend can sing but cannot dance etc
Lesson 1
Refer to Pupil’s Book pages 111-112
Specic learning outcomes
By the end of the lesson the learner should be able to:
• Use conjunctions to talk about nutrition and diseases.
• Identify the correct use of conjunctions in conversations.
• Construct sentences with conjunctions.
Introduction of lesson
You could introduce the lesson by looking at the pictures in the Pupil’s Book and
discussing what they see. You might nd the learners using conjunctions in their
sentences unawares.
Learning activities
1. Referring to Activity 1on page 111 of the Pupil’s Book, let the learners follow the
instructions given aer pairing up.
2. Let them ask each other the questions:
a. What did you eat last night?
b. Pupil answers
c. What did you have for breakfast?
d. Pupil answers
3. Bring to the learners’ attention the use of conjunctions in their sentences. Explain
what they are and their usage in sentences.
Conjunctions are words that help to join sentences.
Examples are; and, but, because
4. Once the learners have recognised the conjunctions; you could organise a short
dialogue between a doctor and a patient. Let the learners practise using the
conjunctions. is improves their communication and collaboration.
5. Let them make as many sentences as possible as in Activity 2 with reference to
the word ‘but’. Encourage tghem to read out the sentences to the class.
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6. For their homework the learners do an extension of the classwork. Encourage
them to write short simple sentences using the conjunctions.
7. For More practice let the learners use their computers to draw themselves eating
their favourite food.
More practice
As a review of the lesson, let the learners write down their favourite food.
Answers
Accept any relevant answers from the Pupil’s
Assessment
Oral work where you ask as many questions as possible to gauge the learners’
understanding. Ensure to check that the homework is well done. Observe the
learners keenly throughout the lesson to discourage any wrong posture and poor
reading and speaking skills.
Answers
Accept any answers from the learners as long as they are correct and resonate with
the theme.
Lesson 2
Refer to Pupil’s Book pages 113-114
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Use the game ‘food, food’ to identify edible foods.
2. Appreciate the importance of healthy eating through pictures.
3. Distinguish the uses of the conjunctions ‘and’ and ‘but’ in sentences.
Introduction of Lesson
Play a food game called, ‘food, food as described in Activity 1. is is a game where
you say food, food, and learners respond by saying food, and jumping if the food
mentioned is edible. ose who jump at the wrong time should sit down. At the
end of the game the learners are able to dierentiate between edible and non-edible
foods.
Learning Activities
1. Let the learners exhibit the pictures they had drawn in the computer. Appreciate
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the learners’ eorts and tell the class to give each of them a clap. Pupil’s’ condence
is boosted and their creativity is developed when they are appreciated.
2. Introduce the pictures in Activity 2 on page 111 of the Pupil’s Book. Let the
learners say what they see. Guide them to dierentiate the two pictures; the
healthy boy and the fat girl eating junk. is helps develop their critical thinking
and problem solving.
3. Using oral questions, let the learners compare and contrast between the two
children.
As they compare the children let them distinguish the uses of ‘and’ and ‘but’ in their
sentences. e word ‘but’ is always used for contrasting things or people.
Who is eating healthy? Why?
Who is not eating healthy? Why?
4. Summarise the learners’ points on the chalkboard. Stress on good eating habits
in your notes. Let the learners write down the few points as the lesson is ending.
Give the slow learners more minutes to complete the sentences. Self -ecacy is
developed as they do their work neatly.
5. For homework guide the learners on what to do and reward the best performing.
More practice
Allow the learners to draw and colour their favourite food as individuals.
Accept any relevant answers.
Assessment
Assess whether all the objectives of the lesson have been achieved using as many
oral questions as possible to gauge the learners’ understanding. Observe for any
wrong posture among the learners throughout the lesson and correct it. Ensure the
homework activity is done.
Answers
Accept all the correct answers as they will be as many as the learners.
Lesson 3
Refer to Pupil’s Book pages 114-117
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Use conjunctions to talk about nutrition and diseases.
2. Read the passage and answer questions from it.
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Introduction of Lesson
Review the previous lesson, the homework activity about drawing yourself. Let the
learners view each other’s pictures and discuss. As they discuss, guide them to use
the conjunctions learnt in that lesson.
Learning Activities
1. Refer to passage in Activity 1. Before reading, let the learners look at the pictures
and guess what the passage is about. Accept all sensible answers because there is
no wrong answer in open ended questioning.
2. Let the learners read the passage in turns. Ensure they pronounce the words
correctly. Check their punctuation and intonation too. is enhances condence
and eective communication. Correct where necessary.
3. For good recitation as in Activity 2 the learners will need to memorise the
contents of the speech bubbles. Divide them into groups and let each group
memorise its own bubble.
4. When the learners are ready, let them dramatize in front of the class. Remind them
that when dramatizing it is important to observe gestures and voice variations.
One should not use their normal voices. is boosts their communication and
imagination.
5. In their conversations always remind them to use conjunctions. Applaud the
best reciters.
For their homework, let the learners memorise other speech bubbles and present
to the class. Slow learners should be given additional time to complete the exercise.
More practice
Let the learners use and or but to complete the following sentences which should be
on a chart.
1. My mother likes bananas__________I like oranges
2. Polly is a good _________clever girl
3. Our teacher said that we should wash our hands with soap______water before
eating
4. I like milk_______________my friend does not like it.
Answers
1. but
2. and
3. and
4. but
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Assessment
Assess whether the learning objective has been achieved by reviewing the lessons.
Observe the learners and correct any wrong posture, reading and speaking skills.
Ensure the learners do the homework exercise.
Answers
Accept all answers from the learners since the open-ended kind of questioning has
been used throughout the lesson.
Lesson 4
Refer to Pupil’s Book pages 117-118
Specic learning outcomes
By the end of the lesson the learners should be able to:
• Explain the importance of having a healthy diet.
• Enjoy using conjunctions for eective communication.
• Answer questions from the passage correctly.
Introduction of lesson
Let the learners alternate in presenting their memorised part of the dialogue to the
class as in Activity 1 on Pupil’s Book page 117. Let the other learners listen and learn.
Learning activities
1. Refer to Activity 2 on Pupil’s Book page 117. Arrange the learners in pairs
and let them discuss following the laid down guidelines. Cooperation and
communication is enhanced in this part of the lesson. Let them use their own
experiences in relation to the discussion.
2. Any important points from the discussions should be written on the chalkboard
for the learners to copy aer the discussion. Let a few learners share with the
class the views from their groups. ey gain condence and self-ecacy.
3. From their discussions guide the learners to answer the questions that follow.
For fast learners they could draw the healthy foods and in contrast the bad foods
for their health. is gives them an opportunity to recognise dierent foods and
analyse them critically. Instead of drawing, real food could also be used.
4. Still in their groups let each person be one ‘friend’ from the passage e.g. proteins,
carbohydrates, vitamins, water, exercises and diseases. Let the learners try to
recite and act out for the class what each ‘friend’ is saying.
5. Guide the learners on how to do their homework. ose that may need further
assistance could be helped by the teacher or parent.
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More practice
Help the learners to read the following story from a chart and pick out the
conjunctions. Either orally or in their book if time allos.
One day, my friend and I went to the market. We bought many mangoes and bananas
but we did not buy apples because the money was not enough.
Answers
1. and 2. but 3. because
Assessment
Assess whether all the objectives of the lesson have been achieved using as many
oral questions as possible to gauge the learners’ understanding. Observe for any
wrong posture among the learners throughout the lesson and correct it. Ensure the
homework activity is done.
Answers
All activities in the lesson are testing and reinforcing the learners’ understanding of
the theme.
Lesson 5
Refer to Pupil’s Book pages 118-120
Specic learning outcomes
By the end of the lesson the learner should be able to:
Read and spell the words correctly.
• Construct sentences correctly using conjunctions like; and, but, because
Introduction of lesson
e lesson could be introduced by reviewing the previous lesson. Learners can read
the new words they picked from the story to the class.
You could ash some cards before the learners and have a spelling competition.
Learning Activities
1. Refer to Activity 1 on page 120 of the Pupil’s Book. Arrange the learners in pairs.
Read the new words and have the learners read aer you.
Healthy proteins diabetes vitamins
2. Insist on proper intonation and pronunciation of the words. Good reading
enhances eective communication and condence.
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3. Let the learners read the words again individually and use the new words to
construct oral sentences while using conjunctions. Tell them to read their
sentences to the class to help build on their condence. Avail enough time for
the learners that have fallen behind in their work.
4. In the next activity, allow the learners, still in their groups to complete the puzzle
on ‘Diseases and Foods we eat’. Let them circle the words related to this topic.
is exercise will boost the learners’ cooperation, critical thinking and problem
solving.
5. For homework, encourage the learners to use computer devices to watch songs
about food. Open this site:
https://www.youtube.com/watch?V=3HOKo8H7dLg
Learn one song and share with the class at a convenient time.
More practice
Allow the learners to complete the follow sentences using
because, but, and
1. Anita has a stomachache____________she ate rotten mangoes.
2. I like eating vegetables _____________I hate eating sh.
3. Today we shall eat rice________meat for lunch.
4. My teacher told us not to eat unwashed fruits___________we shall be sick.
Answers:
1. because
2. but
3. and
4. because
Assessment
Assess whether the learning objective has been achieved by reviewing the lessons.
Observe the learners and correct any wrong posture, reading and speaking skills.
Ensure the learners do the homework exercise.
Answers
Words from the puzzle: carbohydrate, protein, diseases, fats, balanced, healthy
e homework activity is open ended and tests the learner’s creativity.
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Lesson 6
Refer to Pupil’s Book pages 120-122
Specic learning outcomes
By the end of the lesson the learner should be able to:
1. Play the spelling game.
2. Join short sentences using the conjunction: and, but and because.
3. Appreciate the importance of writing neatly and legibly for dierent purposes.
Introduction of lesson
You could introduce the lesson by picking from a range of motivating activities.
Some suggested activities are as follows:
• Play a spelling game.
• Review the previous lesson by letting learners sing the songs they learnt.
Learning activities
1. Aer the spelling game, the learners are highly motivated to proceed to the next
activity. Refer to Pupil’s Book page 120.
2. Remind the learners what conjunctions are. rough discussions, let the learners
give examples of when these words can be used in relation to the theme. For
example:
Proteins and fruits are good for your health.
Do not eat too much food because you can fall sick.
3. Let the learners do the exercise in Activity 2, i.e. joining sentences using ‘but’
and ‘because’. Guide them to always read instructions rst before they start. is
is one of the responsibilities they have; to read and follow instructions.
4. Go round correcting the children’s work. Add extra work from your own sources
for the fast learners. is helps with class control because the Pupil’s are occupied
all through. As for the slow learners give them more time to complete their work
even aer class time.
For homework let learners practise handwriting, bearing in mind that good
handwriting is necessary for eective communication.
More practice
Using the computer if available, let the learners type these words:
• healthy
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• balanced
• carbohydrate
• disease
If computer is not available, allow the learners to read the words from your chart.
Answers
is is an open ended activity.
Assessment
Assess whether all the objectives of the lesson have been achieved using as many
oral questions as possible to gauge the learners’ understanding. Observe for any
wrong posture among the learners throughout the lesson and correct it. Ensure the
homework activity is done.
Answers
Join the sentences with ‘and’
1. Healthy eating keeps us healthy and happy.
2. All fruits and vegetables have vitamins.
3. Exercises make us strong and t.
Join using ‘but’
1. We can eat fats but not too much.
2. Meat gives us proteins but oranges do not.
3. Tomatoes are red but carrots are not.
Join using ‘because’
1. Proteins are good because they help us grow.
2. Eat a lot of fruits because they keep away diseases.
Ensure the Homework activity is done. Correct any wrong handwriting for the
learners.
Guide the learners in doing the Further learning activity. Let them present their
reports to the class. Correct any misconceptions and applaud the best performing
learners