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

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 .....................................

iii

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CONTENTS

Part One

Introduction ............................................................................................................1

The Book Structure .................................................................................................................... 1

The Teaching Process................................................................................................................. 5

Grouping Learners......................................................................................................................11

Important Attitudes in Learning English................................................................................12

Teaching Resources.....................................................................................................................13

Improvisation...............................................................................................................................13

Special Education Needs and Multi-ability Learning ............................................................14

Safety in the Classroom..............................................................................................................16

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.

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

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

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

(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

• 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

(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

(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

(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

• big

• pink

• red

• good

• silver

• 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

(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

(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