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i
Longhorn English
Teacher’s Guide
Grade 4
Pauline Kagwe
Stella Malonza
Naomi Wanjiku
Ezekiel Wangusi
Margaret Githui
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Tel: +254 02 6532579/81, +254 02 558551,
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www.longhornpublishers.com
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Email: rwanda@longhornpublishers.com
© S. Malonza • P. Kagwe • N. Wanjiku • E. Wangusi • M. Githui, 2019
Cover design by: Tuf Mulokwa
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the
prior written permission of the copyright owner.
First published 2019
ISBN 9789966-64-227-1
Printed by English Press Ltd., Enterprise Road, Industrial Area.
P. O. Box 30127–00100, Nairobi, Kenya
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Table of Content
Part 1: Introduction ....................................................iv
eme 1: e Family .....................................................1
eme 2: Family Celebrations ............................................20
eme 3: Etiquette ......................................................38
eme 4: Accidents: First Aid ............................................57
eme 5: Nutrition–Balanced Diet ........................................77
eme 6: Internet–Email.................................................96
eme 7: Technology–Cyber Safety ......................................116
eme 8: e Farm .....................................................137
eme 9: HIV and AIDS................................................158
eme 10: Hygiene and Sanitation .......................................181
eme 11: Sports: My Favourite Game....................................201
eme 12: Clean Environment...........................................223
eme 13: Money ......................................................243
Table of Content
Table of Contents
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Introduction
A. Information about the Competence-Based Curriculum
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 design.
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 ways 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 Competence-Based Curriculum, the Teacher’s Guide provides methods
of assessment, ways of promoting national values and national cohesion and how to
integrate them into the curriculum.
e teacher should nurture the learners’ potential through the learning pathways that
are provided in this book. is is for the recognition of the learners’ potential, gis and
talents. At the end, no learner should be labelled a failure.
Essence Statements for Upper Primary School English Language
English is a major language of education, information, trade, diplomacy and social
networking. It is the international common tongue and the most common foreign
language. Moreover, English is the dominant language in science and technology,
the Internet and travel. Additionally, English is an ocial language in Kenya and the
medium of instruction for grade four. erefore, a rm foundation in the language
will enable the learner to communicate appropriately in the national and international
arena. is foundation will also enhance learning in lower secondary school.
Hence, prociency in English is key to the realisation of the national goals of education,
the link to the global community and the door to the worldwide information network.
For this reason, the learner must be equipped with adequate oral, reading and writing
competencies in English language. is will enable the learner to function competently
in varied national and global communicative contexts.
During middle school, English is learnt as a second language. e learner will be engaged
in tasks that enhance the acquisition and progressive application of English language
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skills. e emphasis in the presentation of the four language skills and grammar is to
ensure they are functional. e learner will also experience the interdependence of
the competencies across the skills, and nd the relevance of what they learn in their
day-to-day contexts. Varied English language activities in grades 4, 5, and 6 will enrich
learning and empower the learner to apply acquired language competencies with a lot
of ease.
B. National Goals of Education
e Framework will be anchored on the National Goals of Education.
Education in Kenya should:
1. Foster nationalism, patriotism, and promote national unity
Kenyans belong to dierent communities, races and religions and should be able
to live and interact as one people. Education should enable the learner acquire a
sense of nationhood and patriotism. It should also promote peace and harmonious
co-existence.
2. Promote social, economic, technological and industrial needs for national
development
Education should prepare the learner to play an eective and productive role in
the nation.
(a) Social Needs
Education should instil social and adaptive skills in the learner for eective
participation in the family, community, national, regional and international
development.
(b) Economic Needs
Education should prepare a learner with requisite competences that support
a modern and independent growing economy. is should translate into
high standards of living for every individual.
(c) Technological and Industrial Needs
Education should develop in the learner necessary competences for
technological and industrial development for the nation in tandem with
global trends.
3. Promote individual development and self-fullment
Education should provide opportunities for the learner to develop to the fullest
potential. is includes development of ones interests, talents and character for
positive contribution to the society.
4. Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Kenya
Constitution. It should be geared towards developing a self-disciplined and ethical
citizen with sound moral and religious values.
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5. Promote social equity and responsibility
Education should promote social equity and responsibility. It should provide
inclusive and equitable access to quality and dierentiated education; including
for learners with special educational needs and disabilities. Education should also
provide the learner with opportunities to develop and practice shared responsibility
and accountability through community service learning.
6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse
cultural heritage. e learner should value own and respect other people’s culture
as well as embrace positive cultural practices in a dynamic society.
7. Promote international consciousness and foster positive attitudes towards
other nations
Kenya is part of the interdependent network of diverse peoples and nations.
Education should empower the learner to respect, appreciate and participate in the
opportunities within the international community. Education should also enable
the learner to operate within the international community with full knowledge of
the obligations, responsibilities, rights and benets that this membership entails.
8. Promote positive attitudes towards good health and environmental protection
Education should inculcate in the learner the value of physical and psycho-social
well-being for self and others. It should promote environmental preservation and
conservation, including animal welfare, for sustainable development.
C. General Learning Outcomes for Middle School
By end of middle school, the learner should be able to:
1. Communicate eectively in diverse contexts.
2. Apply literacy, numeracy skills and logical thinking appropriately in self-
expression.
3. Demonstrate social skills, and spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment eectively for
learning and sustainable development.
5. Practise hygiene, appropriate sanitation and nutrition to promote health.
6. Apply digital literacy skills appropriately for communication and learning.
7. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
8. Demonstrate appreciation of the country’s rich and diverse cultural heritage for
harmonious co-existence.
9. Manage pertinent and contemporary issues in society eectively.
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D. General Learning Outcomes for English
By the end of the Upper Primary Level, the learner should be able to:
1. Listen and respond appropriately to relevant information in a variety of contexts.
2. Read a variety of texts uently, accurately and interpretively for lifelong learning.
3. Use grammatical forms to communicate ideas, opinions and emotions
appropriately in dierent settings.
4. Write texts for various purposes legibly, accurately, creatively and cohesively for
self-expression.
5. Apply digital literacy skills to enhance their language competence.
E. Interrelationship between the National Goals of Education, General Learning
Outcomes for Middle School, General Learning Outcomes for English and
Specic Learning Outcomes
Knowledge of the interrelationship between National Goals of Education and Middle
School Outcomes is important for the teacher. It enables him/her to establish the
linkages between the outcomes at dierent levels and draw their relationship with the
National Goals of Education. is will help the teacher to:
• Establish a consensus on the interrelationship between National Goals of Education
and outcomes at dierent levels.
• Be creative and innovative in the learning approach.
• Acquire awareness regarding the learners’ rights and responsibilities.
Example:
National Goal of Education
(Number 3)
Promote individual development and
self-fullment.
General Learning Outcome
for Middle School
(Number 1)
Communicate eectively in diverse
contexts.
General Outcome for English
(Number 1)
Listen and respond appropriately to
relevant information in a variety of
contexts.
Specic Learning Outcome (d)
eme 11; Strand: Listening and
speaking; Sub strand: Pronunciation
and vocabulary
Articulate sounds accurately for
eective communication.
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F. Structure of the Teacher’s Guide
is book is organised in two main sections. Part 1 is the general introduction section
detailing pedagogical issues. Part 2 highlights the lesson development for the themes
just as outlined in the Learner’s Book. It gives, in details, the expected learning
outcomes, interesting teaching and learning resources, tips on handling learners with
special needs, digital-oriented exercises and informative notes to teachers.
Organisation of the emes
Each theme consists of the following:
1. eme
2. Suggested vocabulary
3. Specic learning outcomes
4. Key inquiry questions
5. Core competences to be developed
6. Link to PCIs
7. Link to values
8. Link to other subjects
9. Suggested Community Service Learning
10. Suggested assessment methods
11. Attention to learners with Special Needs in Education
12. Background information
1. eme
is is a wide topic or context through which language is taught. For example,
we have: e Family, Internet-email and many more. In essence, they are familiar
with the learners’ experiences and the activities they do on a daily basis.
2. Suggested vocabulary
is is a list of vocabulary items that the learner needs to acquire by the end
of the theme, as given in the curriculum design. Advanced knowledge of these
vocabulary items by the teacher is intended to help him/ her prepare accordingly
in setting appropriate contexts for meaningful and varied practice through varied
activities that will result in acquisition of these vocabulary items.
3. Specic learning outcomes
ese show, at a glance, all the specic learning outcomes to be covered in a whole
theme. is way, the teacher can easily establish relationships between learning
outcomes in dierent strands within the theme and the progression from one
specic learning outcome to another within a strand.
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4. Key inquiry questions
Key Inquiry Questions (KIQ) is an approach where the teacher uses question to
prod learners’ thinking to allow them to create information using their own words
and understanding. ey:
• help to focus the learning;
• probe for deeper meaning and set the stage for further questioning;
• foster the development of critical thinking skills and higher order capabilities
such as problem-solving;
• allow learners to explore ideas in an open-ended, non-judgmental, meaningful
and purposeful way;
• encourage collaboration amongst learners, teachers, and the community and
integrate technology to support the learning process.
Sample KIQ are given in this Guide. You are free to add your own KIQ in each
lesson. When writing KIQ:
• consider the focus of your learning outcome and the topic as given in the
curriculum design;
• examine the theme or concept in the curriculum that must be addressed and
brainstorm on questions that would enable learners to think about the concept
without dictating the direction or outcome of their thinking;
• utilise the six typical question words: Who? What? Where? When? Why? How?
5. Core competencies 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:
(a) Communication and collaboration
(b) Self-ecacy
(c) Critical thinking and problem-solving
(d) Creativity and imagination
(e) Citizenship
(f) Digital literacy
(g) Learning to learn
ey should be achieved once learners have met all the learning objectives in the
lesson.
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6. Link to PCIs
Children, like adults, are faced with a myriad of challenges owing to the legal,
technological, social, cultural and economic dynamics in society. ese challenges
have been captured in the Competence-Based Curriculum as Pertinent and
Contemporary Issues (PCIs). ere are six PCIs addressed in this book. ese are:
1. Global citizenship
2. Health education
3. Life skills and values education
4. Education for Sustainable Development (ESD)
5. Learner support programmes
6. Community Service learning and parental engagement
ese six have been captured in the learning activities of every lesson.
7. Link to 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 curriculum reforms’ vision of moulding ethical citizens. e core values
emphasised in this Teacher’s Guide are love, responsibility, respect, unity, peace,
patriotism, social justice and integrity.
8. Link 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 of these connections.
9. Suggested Community Service Learning
Community Service Learning (CSL) is an experiential learning strategy that
integrates classroom learning to learning from the community to enable learners
to reect, experience and learn from the community. It is a process where learners
link personal and social development with academic and cognitive development.
CSL activities have been suggested to help create opportunities for learners to
apply the knowledge and skills acquired through the formal dimension in their
community while at the same time learning from the community. is will develop
in the learner not only employability skills but also promote personal growth by
strong and productive relationships with the community. Learners will utilise
the acquired knowledge, skills, values and attitudes to improve the welfare of the
community.
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Most CSL activities in this class have focused on Citizenship, Entrepreneurship,
Financial Literacy, Life Skills, Communication Skills and Research. As a teacher,
you may vary the activities suggested to suit your community and prevailing
circumstances.
10. Suggested assessment methods
is section gives a range of methods the teacher can use to assess the learners’
progress.
11. Attention to Learners with Special Needs in Education
is section provides a way that the teacher can cater for the learners with dierent
special needs in education with a consideration to the nature and requirements of
the lesson.
12. 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
Learner’s Book. It also contains suggestions to the teacher on how to introduce the
lesson and engage the learners before the lesson activities.
Organisation of the strands
Each strand has the following key parts:
1. Strand
2. Sub strand
3. Suggested time
4. Lesson number
5. Specic learning outcomes
6. Key inquiry questions
7. Suggested learning resources
8. Suggested assessment methods
9. Suggested learning experiences
10. Take-home assessment
11. Further learning
12. Suggested formative assessment rubric
G. e Teaching Process
e role of the teacher in Competence-Based Curriculum is that of a facilitator. He/she
facilitates discovery, acquisition and sharing of knowledge, skills, values and attitudes
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through learning experiences. e teacher organises and coordinates these learning
experiences either in class or outside the classroom.
Learning experiences comprise of activities that the learner is engaged in during the
lesson. e activities may be carried out by an individual learner or as a group work
activity. However, they should ultimately, enable the learner to achieve the intended
specic learning outcomes of the lesson.
Learning experiences enable the learner to:
• Acquire knowledge, skills and develop attitudes.
• Acquire the intended competences.
• learn from one another.
• Self-evaluate and evaluate others.
• Engage deeply in the subject matter.
• Reect on the learning process.
• Interact with others during the learning process.
Grouping learners for learning experiences
e shi from knowledge-based to competence curriculum will make grouping the
norm in the teaching process. e following are dierent ways of grouping learners:
(a) Similar ability grouping
(b) Mixed ability grouping
(c) Similar interests grouping
(d) Needs grouping
(e) Gender grouping
Grouping learners has several advantages such as:
(a) e individual learner’s progress and needs can easily be observed.
(b) e teacher-learner relationship is enhanced.
(c) A teacher can easily attend to the needs and challenges ofa small group.
(d) Materials that were inadequate for individual work can now easily be shared.
(e) Learners can learn from one another.
(f) Many learners accept correction from the teacher more readily and without feeling
humiliated when they are in a small group rather than individually.
(g) Learner’s creativity, responsibility and leadership skills can easily be developed.
(h) Learners can work at their own pace.
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e type of grouping that a teacher may choose depends on:
(a) e strand or task to be tackled.
(b) e materials available.
(c) Ability of learners in the class (fast, average, time takers).
However, the teacher must be exible enough to adjust or change their type of grouping
to cope with new situations. ere is no xed number of learners that a group must
have. is will be dictated by such factors as the task to be done, the materials available,
characteristics of learners in your class, size and the space available. However, groups
should on average have between four to seven learners. You can also resort to pair
work depending on the nature of the content being taught at the time.
ere is no one method or approach to teaching that is appropriate for all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the strand or sub strand at hand.
H. Professional Documents
ese are the documents used by the teacher in the preparation, implementation and
evaluation of teaching and learning. ey are vital documents that a teacher must have
to keep track of his or her work, that of the learners as well as to make teaching and
learning more eective. ey include:
1. Scheme of work
2. Lesson plan
3. Records of work covered
4. Progress records
1. Schemes of Work
A scheme of work is a document that a teacher develops from the curriculum
design. is document shows how the planned curriculum content shall be
distributed within the time allocated for the learning area.
A scheme of work helps the teacher to do the following:
• To plan on what resources will be required.
• To decide on the methodology to be used.
• To plan for assessment.
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2. Lesson Plan
A lesson plan is an essential document for eective teaching and learning. A well-
done lesson plan helps the teacher to:
• Organise the content to be taught in advance focusing clearly on the content
to be covered and the way it should be taught hence avoiding vagueness and
irrelevance.
• Plan, prepare and assemble teaching/learning resources.
• Present concepts and skills in a systematic manner using appropriate strategies
to achieve the stated lesson outcomes.
• Manage time well during the lesson.
• Select and design appropriate assessment methods to evaluate the teaching
and learning process.
• To make connections between components.
Components of the lesson plan
(a) Organisation of learning - is shows where learning will be taking place. It
could be in the classroom, or outside the classroom or a visit to a nearby library
or farm.
(b) Introduction - e lesson should be introduced in an interesting and stimulating
manner to arouse curiosity in the learners. Integrate the learners’ related past
experiences as much as possible, tapping into learners’ prior knowledge to prepare
them for additional content you’re about to introduce.
(c) Lesson development - is is the actual teaching of the Learning area content.
e subject matter is divided into steps. Each step should contain one main idea
or experience. Explicitly outline how you will present the lesson’s concepts to the
learners and the activities to be undertaken in each step-in order to achieve the
stated outcomes.
It should indicate clearly what and how is to be taught and the learners activities
(learning experiences). e teacher should vary the teaching/ learning activities
as the need arises.
(d) Conclusion - is step summarises the lesson by putting emphasis on important
points/concepts covered. During this time a wrap up of the lesson is given to help
learners organise the information into meaningful context in their minds.
is can be done by:
• Asking questions to establish whether the lesson outcomes have been achieved.
• Allowing learners to seek clarication.
• Summarising the main points in the lesson.
• Giving follow up activity(ies) such as further learning activities or project.
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It is important to note that a lesson plan may not have all the details of the content;
therefore the teacher should prepare lesson notes.
(e) Reection on the lesson - is is a critical analysis of the learning. e teacher is
called upon to make an honest assessment of his/her performance and that of the
learners during the lesson and give reasons for the success or failure of the lesson.
Suggestions/remedies should be highlighted in this section.
e lesson planning will require emphasis on embedding and infusing of the aspect of
the CBC such as core competencies, PCIs, values, non-formal learning activities, link
to other learning areas, resources and assessment. A conscious eort must be made
during planning to include the types of questioning techniques that will be used in the
lesson.
Sample lesson plan
School Grade Learning
Area
Date Time Roll
Bidii Primary
School
4 English 08/01/2019 11:00 – 11:30 a.m 21
Strand: Listening and Speaking
Sub strand: Pronunciation and Vocabulary: Listening Comprehension
Specic learning outcomes
By the end of the lesson, the learner should be able to:
(a) Pronounce sounds and words correctly for eective oral communication.
(b) Construct simple sentences using vocabulary related to the theme.
Key inquiry questions
1. Why should we pronounce words correctly?
2. How can we use relevant vocabulary in sentences for eective oral communication?
Link to core competencies
1. Communication and collaboration as learners work in groups.
2. Critical thinking and problem solving skills are enhanced as learners work
together and make common decisions.
3. Self-ecacy is developed as learners orally present their ndings from the
discussion.
Link to Values
• love • respect • peace • unity
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Link to Pertinent and Contemporary Issues (PCIs)
1. Gender education is promoted through the theme of family.
2. Eective communication skills as learners pronounce sound and words correctly.
Link to Other Subjects
• Kiswahili and indigenous languages - emphasise correct pronunciation.
Learning resources
• ash cards
• pictures of family members
• newspaper cuttings
• digital devices
Organisation of learning
Learners work in groups as they hold a picture discussion in Activity 1 and 2.
Individually the learners get to construct sentences using vocabulary learnt in
Activity 3.
Introduction
Introduce the lesson by asking volunteers to draw pictures of dierent members of
the family or lead the learners in singing a song that is related to the theme.
Lesson development
Explain the dierence between the two pictures in Activity 1 that represent
the nuclear family and extended family respectively. Guide them to realise the
connection between the two pictures. Allow the learners to talk about their own
families. Acknowledge the fact that family setups are dierent and encourage them
to appreciate their family members or caregivers.
Give learners the opportunity to practice pronunciation and express themselves
appropriately using acquired vocabulary to communicate eectively
Conclusion and summary
Conclude the lesson by assessing the learners’ ability to construct sentences.
Extended activity
With the help of a family member ask the learners to draw their family tree as Take-
home assessment.
Reection
e learners take around ve minutes to reect on what they just learned.
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3. Record of Work
A record of work is a document kept by the teacher showing the work that has been
done at the end of every lesson, strand or sub-strand. e entries are made daily by the
individual teacher. It helps in:
• Accountability and transparency of work covered by the teacher.
• e continuity of teaching of a class.
• at a new teacher has an idea of where to start teaching a class.
• e evaluation of schemes of work aer a period.
• Providing uniformity of content coverage in case of several streams.
e record tracks the achievement of learning outcomes and the competencies acquired
by the learner. e record can be used to show the teacher whether their teaching has
been eective in addressing the learning needs of individual learners. It therefore acts
as a guide for the teacher to be able to give the required attention to individual learners
to ensure the desired outcomes as stated in the curriculum designs are portrayed by all
the learners. e progress record can also be used to give the learner and the parents/
guardians information about the learner’s progress.
Components of a Record of Work
(a) Time Frame: ere should be an indication of the date and week when the work
was covered.
(b) Work done: strand and sub strand as derived from the specic learning outcome(s)
(c) Reection: e remarks column should have statement(s) specifying the success
and or challenges of that lesson and recommendations.
(d) Details of the Teacher: Include the name, signature or initials of the implementing
teacher for accountability.
e school management should also regularly sign the record of work.
Sample Record of Work
School: ______________________________
Learning Area: ________________________
Name of Teacher: ______________________
Grade: _______________________________
Date Week Work done Reection Signature
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4. Learner’s Progress Records
is can be done using rubrics. A rubrics is a way to assess a learner’s progress with
standards in a detailed manner. Rubrics provide several focal points when grading
subjective work. ey also provide the teacher with a tool to ensure that grading is fair
and consistent for all students.
Learning outcomes require dierent assessment methods. A rubric is a
teacher-
generated tool that maps the specic learning outcomes that specify the
performance, levels of success and mastery of the outcomes. Rubrics are meant to help
you in measuring the product, process and progress of learning. In addition, the rubric
will involve the learner in creating and understanding the evaluation criteria which
allows them to participate fully in the process needed to achieve the objective.
Decide on the rating, for example: Excellent, Good, Developing, Needs Support.
e curriculum design uses: exceeding expectations, meeting expectations, approaching
expectations and below expectations.
Sample rubric
Language
activities
-Grade 4
Writing
Performance
Exceeds
Expectations
(4)
Meets
Expectation
(3)
Approaching
Expectations
(2)
Below
expectation
(1)
Legibility-Daily
work is printed
legibly.
Consistently
uses proper
letter size &
formation.
Demonstrates
knowledge
of, and
uses, proper
letter size &
formation.
Uses proper
letter size &
formation
but not
consistently
proper
letter size &
formation.
Rarely uses
proper
letter size &
formation
(e.g. reversals,
mixed upper &
lower case.
Organization
Organizes
the layout of
written work
(e.g. le to
right writing,
top to bottom,
using margins).
Consistently
&
independently
uses proper
spatial page
orientation
(how to place
material on
the page).
Consistently
use proper
spatial page
orientation.
Does not
consistently
use proper
spatial page
orientation.
Seldom uses
accepted
conventions
for le to right,
top to bottom
orientation.
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Correctly
spells grade
appropriate
words.
Consistently
spells Grade 4
words phonics
skills evident
when spelling
unfamiliar
words.
Uses Grade
4 appropriate
words
correctly,
knowledge of
phonics skills
is evident
when spelling
unfamiliar
words.
Uses Grade
4 appropriate
words, but
correct
spelling is
inconsistent
some
knowledge of
phonics skills
is evident
when spelling
unfamiliar
words.
Rarely uses and
spells Grade 4
words correctly
minimal use
of phonics
skills evident
when spelling
unfamiliar
words.
Displays
knowledge
of phonics
when spelling
unfamiliar
words.
Consistently
displays
knowledge
of phonics
when spelling
unfamiliar
words.
Displays
knowledge
of phonics
when spelling
unfamiliar
words.
Shows some
application
of knowledge
of phonics
when spelling
unfamiliar
words.
Seldom displays
an application
of the phonetic
rules taught.
Sample Progress Report
Name Wandia Mwerevu Grade 4 Year 2019 Ter m 2 Age 9 years
Learning
areas
Skills Performance Indicators
English
Articulation of sounds e learner can recognise and articulate
sounds /p/, /b/, /t/, /d/ and ‘tw’.
Following simple instructions Follows simple instructions.
Making simple sentences Always makes simple sentences.
Reading uently without
hesitation
Always reads uently without hesitation.
Telling descriptive stories Occasionally tells descriptive stories.
Finding specic information
from reference materials
Finds specic information from reference
materials.
Apply descriptive writing
strategies to express thought
Applies descriptive writing strategies to
express thought correctly.
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D. 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 properequipment.
Note: Certain topics are best studied during a particular weather condition than at
other times. For instance, observation of colours and visiting 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.
E. Special Needs Education 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.
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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.
Some learners with special needs may follow the same curriculum as learners without
special needs. However, for these learners to access the regularcurriculum, 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s and talents
• Visual impairment
• Hearing impairment
• Physical challenges
• 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. More details are given in every
theme on how to support special needs education learners in your class.
F. Competence-Based Assessment
e main purpose of competence-based assessment is to:
• Inform teaching and learning decisions.
• Establish the level of learner’s competence.
• Ascertain progress against the learning outcomes.
• Encourage learners to make judgments about their performance.
• Enhance learner motivation.
• Identify where intervention, focused support or referral is required.
• Make decisions regarding choice of subject, course and career pathways.
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The following are the common forms of assessment in a Competence-Based
Curriculum.
1. Formative Assessment or Assessment for learning (AFL)
is is an investigative tool to monitor the progress of an individual learner in
meeting the learning outcomes in a subject or learning area. It involves gathering
data during the learning process, and provides feedback to both the learner and
you to help improve learning. is approach helps build an accurate and detailed
prole of your understanding of the curriculum and inform teaching so that you
can provide appropriate assistance to the learner.
2. Assessment as Learning
Assessment as learning occurs when a learner is assisted to develop a capacity
to be independent, self-directed to set individual goals, monitor own progress/
self-assess, and reect on his/her learning. A learner can self-assess when you
provide the learner with a clear picture of steps required to reach prociency, a set
criterion that have a variety of examples or models of decent work for comparison.
3. Assessment of learning
is is summative assessment and is carried at the end of a unit or task. Summative
assessment is a comprehensive process used to summarises and communicate
what a learner knows and can do with respect to curriculum learning outcomes
and expectations aer a dened instructional period time. It summarises learner
achievement. Since summative assessment comes at the end of a unit, strand or
a term, the feedback has less impact on learner’s learning compared to formative
assessment. e evidence is used to determine level of achievement. It is designed
to provide information on the achievement of a learner to parents, educators and
learners themselves for appropriate placement or further studies.
Summative assessment include: tests, examinations, performances, presentation,
portfolios, and a variety of written, oral and visual methods. Other forms of
assessment include:
(a) Checklists: Assist the teacher to determine areas of focus to enable the learner
to develop relevant knowledge and skills.
(b) Rating Scales: Use of descriptive words, such as always, usually, sometimes
and never.
(c) Questionnaires: A list of questions on various aspects of a person’s situation.
(d) Project Method: A set of activities implemented within a set timeframe.
Learners identify a need in their community where they can provide services based on
what they have learned.
(e) Journaling: e learner keeps a record of their personal feelings, thoughts
and experiences daily.
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(f) Portfolio: A purposeful collection of work samples, self-assessments and
goal statements that reect a learner’s progress. A Portfolio is a le or binder
which holds samples of individual learner’s work. As learners master specic
standards, choose a sample that represents the learner’s progress and place
it in the portfolio. At dierent points during the year, this portfolio can be
used to discuss with the learner regarding their progress as well as parents,
administrators or other sta members providing services for learner.
(g) Proling: Proling is a record of each learner using information obtained
from a variety of assessment tools.
(h) Anecdotal Records: Short reports, photos and drawings explain in a factual
way, the incident, its context, and what was said or done by the participant(s).
Conclusion
is teacher’s guide has been written to help you guide learners to learn English in
the most enjoyable and captivating manner. You are reminded to always arouse the
curiosity of learners as you teach. Some things that you may do before you go for a
lesson include:
• Going through the expected learning outcomes – this should help guide the
manner of teaching.
• Reading through the lesson in advance to get an overview of the content to be
covered.
• Forming a mental picture of the learning activities and the ways in which you will
interact with pupils when dealing with the suggested activities.
• Collecting the materials that will be needed during the lesson in advance.
• Trying out the suggested links in advance to avoid to test if they are working.
Remember: e suggested learning experiences 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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Theme
1
(Learner’s Book pages 1-13)
Suggested Vocabulary
father, uncle, relative, caregiver, orphan, widow, clan, ancestor, love, twin, home,
chore, brother-in-law, old, young, mother, brother, sister, grandmother, aunt, duties,
friend, visitors, niece, grandfather, baby, family, sibling
Specic Learning Outcomes
Strand 1.1
Listening
and speaking
Strand 1.2
Reading
Strand 1.3
Grammar
Strand 1.4
Writing
1.1.1 Pronunciation
and Vocabulary:
Listening
Comprehension
By the end of the sub
strand, the learner
should be able to:
(a) Pronounce sounds
and words correctly
for eective oral
communication.
(b)Use vocabulary
in sentences for
eective oral
communication.
(c) Listen attentively
for information and
comprehension.
(d)Play language
games for listening
comprehension.
1.2.1 Extensive
Reading:
Reference materials
By the end of the sub
strand, the learner
should be able to:
(a) Use the
dictionary to nd
out the meaning
and spelling
of words for
life-long learning.
(b)Read the junior
encyclopaedia
to obtain
information for
life-long learning.
(c) Appreciate
the use of the
dictionary and
encyclopaedia
to obtain
information.
1.3.1 Determiners:
Articles
By the end of the
sub strand, learner
should be able to:
(a) Identify denite
and indenite
articles in a
written text
for eective
communication.
(b)Use denite
and indenite
articles in
a variety
of contexts
for eective
communication.
(c) Appreciate the
use of denite
and indenite
articles in oral
and written
context for self
expression.
1.4.1 Guided
Composition:
Filling Forms
By the end of the
sub strand, the
learner should be
able to:
(a) Identify the
required
information
to be lled
in forms for
dierent
purposes.
(b)Fill in forms
correctly for
self-expression
and
advancement.
(c) Appreciate the
importance
of lling in
forms correctly
for eective
communication.
e Family
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Key Inquiry Questions
1.1 Listening and
speaking
1.2 Reading 1.3 Grammar Writing
1. Why
should we
pronounce
words
correctly?
2. Which
words have
confusing
sounds?
1. Why is it important
to spell words
correctly?
2. How does a
dictionary help us
to learn?
3. What do you do if
the meaning of a
word is unknown
to you?
1. What things
can you see
in the school
compound?
2. What things can
you nd in your
local market or
town?
1. Why should one
be careful when
lling forms?
2. What
information is
found on your
birth certicate?
Core Competencies to be Developed
1. Co mmunication and collaboration – enhanced through improved pronunciation
as learners work in pairs or groups.
2. Critical thinking and problem solving – as learners learn to work together and
make common decisions.
3. Self-ecacy – is developed as learners perform group tasks.
4. Digital literacy – is enhanced through manipulation of devices when typing,
watching videos, searching for material on the web and using audio – visual
materials.
5. Creativity and imagination – as learners create a form on digital device and share
it with others.
6. Learning to learn – knowing how to properly utilise reference materials promotes
learning to learn.
Link to PCIs
1. Life skills as learners’ self - esteem is gained when they succeed in locating words
on the web.
2. Eective communication skills and problem-solving skills.
3. Mentorship and career guidance.
4. Clubs and societies – creating forms during writing club activities.
5. Child care and protection, through the theme of family.
6. Gender education is promoted through the theme of family.
Link to Values
• cooperation
• peace
• unity
• responsibility
• respect
• love
• care
• tolerance
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Link to Other Subjects
1. Social Studies – family is an aspect of the Social Studies content.
2. Kiswahili and indigenous languages – they emphasise on correct pronunciation.
3. All languages – forms can be lled in any language.
4. All the other learning areas encourage reading for information.
Suggested Community Service Learning Activities
1. Learners share with peers the importance of correct pronunciation during
conversations.
2. Learners read and discuss stories related to the theme with their family members.
3. Learners compose and sing songs on family to their parents and siblings.
4. ey can create a form to record information about their pets and other animals
and siblings.
Suggested Assessment Methods
Listening and
speaking
Reading Skills Grammar Writing Skills
• oral reading and
dictation
• debates
• role play
• oral interviews
• discussions
• public speaking
• peer assessment
• self-assessment
• teacher-made
assessment
• reading aloud
• dictation
• question and
answer
• journals
• learner’s
summary
• oral interviews
• keeping a record
of books
• portfolios
• task with multiple
choices
• gap-lling
• role-play
• discrimination
• simulation
• matching
exercises
• substitution table
• dialogue
• teacher-made
assessment
• portfolio
• dictation
• peer-
assessment
• self-
assessment
• writing
assessment
• journals
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• Encourage learners to participate in
discussions such as role-play, debates
and story-telling.
• Give fast learners extra activities to
avoid idling.
• Ensure proper sitting position of
those with poor eyesight, in the front
of the class.
• For visually impaired learners, avail
braille and tactile pictures.
• For those with hearing impairment,
make use of sign language or a sign
language interpreter.
• Give support to physically challenged
learners by giving them tasks they
can handle.
Background Information
In handling the theme of family, the teacher should be aware of the many types of
family setups in society today. is means accommodating all learners and helping
them see the need to appreciate their families despite the many dierences in their
setups. rough the theme of family, the teacher is expected to handle listening and
speaking, reading, grammar and writing.
e learners will learn how to listen attentively for information and comprehension;
use reference materials to obtain information for life-long learning; use articles
in a variety of contexts for eective communication and ll in forms correctly for
self-expression and advancement. Improvise in case the suggested learning resources
are not within reach.
A. Listening and Speaking
Sub strand: Pronunciation and vocabulary: Listening Comprehension
Suggested time: 2 Lessons, LB pages 1-5
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Pronounce sounds and words correctly for eective oral communication.
(b) Construct simple sentences using vocabulary related to the theme.
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Key Inquiry Questions
1. Why should we pronounce words correctly?
2. How can we use relevant vocabulary in sentences for eective oral communication?
Additional Information to the Teacher
is lesson gives learners the opportunity to practise pronunciation and express
themselves appropriately using acquired vocabulary to communicate eectively.
Suggested Learning Resources
• ash cards
• pictures of family members
• newspaper cuttings
• digital devices
• Learner’s Book
Suggested Assessment Methods
• oral discussions • peer assessment • oral presentation
Suggested Learning Experiences
1. Introduce the lesson by choosing from the following starter activities.
a. Ask volunteers to draw pictures of dierent members of their family.
Example: a grandmother, a baby or a father
b. Sing a song that is family related.
2. Refer to Activity 1, in the Learner’s Book and organise the learners in groups of
three. Let them look at the pictures and discuss. Ask the learners to identify each
family member as presented in the pictures. Guide them to realise the connection
between the two pictures. Allow the learners to freely talk about their own families.
3. Instruct learners to look at the pictures in Activity 2 and describe what the people
in the pictures are doing.
4. Let learners read the words in the box aloud and use them to try and name the
people in the pictures. Assist learners in case of any diculty in their discussions
and pronunciation of words. Give priority to slow and quiet learners; to build on
their condence and cooperation.
5. You could also ask the learners to say other things they can see in the picture. is
will help build on their condence.
6. Guide the learners in using the words in Activity 3 to construct sentences and
then write them in their notebooks.
Examples: e brother-in-law is going to the market.
My relatives are drinking sweet porridge.
Encourage the learners to read their sentences to the class for eective
communication skills.
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7. Conclude the lesson by assessing the learner’s ability to construct and say the
sentences using vocabulary from the theme ‘Family’ in written assessments and
oral presentation. Remind learners to exercise family values such as: love, respect,
peace and unity.
Take-home Assessment
Learners to draw a family tree. Explain to them the steps necessary for this activity.
Instruct them to talk to their parent or caregivers about their family to get more
information. Emphasise that knowing one’s family helps inculcate the values of love
and unity. As learners present their work to their classmates in the next lesson, assess
them through peer assessment.
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify words with sounds /f/, /d/, /t/, ‘tw’ and /v/ in poems.
(b) Play word games for listening comprehension.
(c) Appreciate the use of tongue twisters for eective communication.
Key Inquiry Questions
1. Which words have confusing sounds?
2. What is the importance of tongue twisters?
Additional Information for the Teacher
In playing language games, learners listen for comprehension and information. e
language tools include games, tongue twisters and poems that use vocabulary within
the theme for purposes of eective oral communication.
You will need ash cards for Activity 1 game. Prepare early for eective teaching.
Improvise by writing the words on a piece of paper if you do not have ash cards.
Suggested Learning Resources
• digital devices • ash cards • Learner’s Book
• picture cuttings from magazines or newspapers
Suggested Assessment Methods
• observation • oral reading
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Suggested Learning Experiences
1. Look at Activity 1, the ‘Run and grab’ game.
(a) Divide the class into two groups. Let each group pick 5 players for their team.
(b) Have several ash cards with minimal pair of words written on them.
(c) Show one of the minimal pair of words on a ash card. Let the learners listen
as the words are read.
(d) e rst player to say the minimal pair of that word, then runs and picks the
correct card from the teacher’s desk.
(e) Read all the words on the ash cards as learners compete.
(f) e group with the most cards wins the game.
2. is activity assesses each learner’s ability to recognise minimal pairs for listening
comprehension. ey should also identify the sounds; /f/, /v/, /t/, /d/ and ‘tw’ in
the words and pronounce the sounds correctly.
Suggested list of the minimal pairs:
/f/ /v/ /t/ /d/
safe
leaf
few
fan
life
save
leave
view
van
live
fate
coat
bent
town
hat
fade
code
bend
down
had
3. Still in their groups, proceed to Activity 2. Let the learners read the poem and
identify any minimal pairs of words. Assess each learner’s sound and word
articulation as they pronounce words.
Examples: leaf and leave, vine and ne, few and view, for the sounds /f/ and /v/.
4. Guide the learners to construct oral sentences about their families with the new
words. Give priority to time takers. Give them more time to construct the oral
sentences while the fast learners could do extra work like writing down the
sentences in their books. e aim is to build the use of vocabulary in sentences
for eective communication. Assess the stress on the pronunciation of the words
to ensure it’s correct.
5. Refer the learners to the poem in Activity 2 and ask them to read the second line.
As instructed in Activity 3, let them identify words with sounds /t/, /d/, ‘tw’ and
complete the table accordingly. For additional comprehension, let the learners
make more words with the sounds learnt.
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6. Conclude the lesson with the tongue twister in Activity 4. Guide the learners to
identify words with the sounds /f/ and /v/ in the tongue twisters. e learners
can read them as a class or in their small groups. Group work activities nurture
teamwork and cooperation. Tongue twisters cheer the learners and make learning
enjoyable.
Take-home Assessment
Using a family member’s smart phone or any electronic device, let learners search for
other tongue twisters with words with the sounds; /f/, /v/, /d/, and ‘ t w ’. ey can copy
the tongue twisters in their notebooks and read to the class in the next lesson.
Further Learning
Learners to use an electronic device to nd words with sounds /f/, /v/, /d/ and ‘ t w ’.
ey come up with a song using a familiar tune and sing the song to their friends.
Encourage learners to make time and do the take-home activity with the help of their
caregivers, parents or teachers.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below
expectations
Pronouncing
sounds
Always
articulates
sounds
and words
accurately.
Articulates
sounds
and words
accurately.
Sometimes
articulates
sounds and
words accurately.
Rarely articulates
sounds and words
accurately.
Matching
words
Always matches
words with
the
corresponding
sounds correctly.
Matches words
with the
corresponding
sounds
correctly.
Sometimes
matches words
with the
corresponding
sounds correctly.
Rarely matches
words
with the
corresponding
sounds correctly
.
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B. Reading
Sub strand: Extensive reading: Reference materials
Suggested time: 2 Lessons, LB pages 5-8
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Read the story uently.
(b) Retell the story he/she has read to check on comprehension.
(c) Use a dictionary to check meanings of new words.
Key Inquiry Questions
1. How do you read uently for comprehension?
2. How do you use dictionary to check meanings of words?
Additional Information for the Teacher
Observe the learners to discourage bad reading habits such as: mouthing words as they
read, reading by moving the ngers through the text, among others.
e learners’ posture should also be good while reading.
Expose the learner to reference materials like dictionaries, journals and encyclopaedias.
Encourage them to appreciate how to obtain information from the reference materials
for lifelong learning. is will help them in making their own fact books at home.
Encourage correct pronunciation of words and punctuation.
Suggested Learning Resources
• Learner’s Book
• fact books
• digital devices
• encyclopaedia or dictionary
• Picture cuttings of family members for both nuclear and extended families
Suggested Assessment Methods
• question and answer
• reading aloud
• observation
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Suggested Learning Experiences
1. Introduce the lesson by asking questions about the previous lesson. Ask the
learners to look at the picture in the story in Activity 1 and talk about the people
in the picture. Let them predict what the story is about.
2. Instruct the learners to read the story silently and individually. en ask the
learners to read it aloud, each learner (or a pair) could read one paragraph. e
exercise boosts their reading skills, communication skills and condence.
3. Set aside enough time for oral discussion. Give priority to learners with special
needs. Encourage them to retell the story and discuss what they liked about the
narrator’s family as instructed in Activity 2. Learners could also share stories
about their own extended families.
4. Assess the eectiveness of the learners’ communication; the way they pronounce
words and the logical ow of their ideas.
5. Let the learners write the jumbled up words in Activity 3 correctly and use
dictionaries to nd out the meanings of the new words. To strengthen their
understanding, ask them to use the words to make sentences and share them with
their deskmates.
Possible answers (Activity 3)
Jumbled words: relative, aunts, chores, grandmother, siblings
Remember that families are dynamic and not all learners come from similar
family setups.
Assess the ease in which learners nd meanings of words from the dictionary.
6. For digital literacy, ask the learners to read junior encyclopaedias for lifelong
learning. ey could also search for famous families and read about them. In
conclusion, help the learners appreciate the dierent families they come from.
Take-home Assessment
For their take-home assessment, guide learners to write a fact book about their families.
Assess how well they write their fact books by listening to their oral presentations to
the class in the next lesson.
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Read the junior encyclopaedia to obtain information for lifelong learning.
(b) Appreciate the use of the dictionary and encyclopaedia to obtain information.
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Key Inquiry Question
• How does a dictionary help us to learn?
Suggested Learning Resources
• dictionary
• junior encyclopaedia
• pictures of family portraits, from
magazine, or real ones
• digital devices
Suggested Assessment Methods
• observation
• listening
• question and answer
• written exercise
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say what a family means to them.
Select a few learners to present the information in their fact book to the class. Ask
them how they got the information about their family. is will be a great way to
introduce the aspect of the use of reference materials.
2. Refer the learners to Activity 1 and let them read the excerpt from a children’s
encyclopaedia. is will enhance their reading uency.
3. Let the learners say what they have learnt from the excerpt and use the dictionary
to nd out the meanings of the new words they pick. Eective communication
skills are enhanced as the learners read their sentences to the class. Assess the
learners’ ability to look up the meaning and spelling of words in a dictionary.
4. Guide the learners in using an encyclopaedia by using your own encyclopaedia
and/or the learners’ to nd any information. e values of responsibility and
cooperation are nurtured as the learners use the encyclopaedia to look for
information.
Assess the learners’ ability to nd specic information from an encyclopaedia by
asking them to look for certain information.
5. Organise the learners in pairs and let them arrange the words in Activity 2
alphabetically. Instruct them to use their dictionaries if need be.
6. Assess the learner’s ability to locate words in a dictionary by listening and
observing.
7. Conclude the lesson by informing the learners that they can also nd a junior
encyclopaedia from the internet. Tell them to seek assistance from their parents
or caregivers.
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Take-home Assessment
Assess the learners’ comprehension of new words by checking their work. Peer
assessment should be promoted by letting the learners read each other’s work and
correct accordingly. is will nurture the value of respect and integrity.
Further Learning
e learners are required to use the internet to access children’s encyclopaedia with
the assistance of a caregiver or parent. is activity is aimed at enhancing digital
literacy. Assess their ability to use an encyclopaedia to nd specic information.
is can be done through peer assessment or question and answer.
C. Grammar
Sub strand: Determiners – Articles
Suggested time: 2 Lessons, LB pages 9-11
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify the denite and indenite articles in a written text for eective
communication.
(b) Appreciate the use of denite and indenite articles in oral and written
contexts for self-expression.
Key Inquiry Questions
1. What things can you see in your classroom?
2. Why do we use denite and indenite articles?
Additional Information for the Teacher
e denite article ‘the’ refers to a specic noun. ‘e’ is also used to refer to something
known to both the speaker and the listener. Examples: the sun, the sea.
Indenite articles refer to nouns in general. ‘A ’ is used before words that start with a
consonant. Examples: a car, a boy. ‘A N ’ is used before words that start with a vowel.
Examples: an egg.
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Suggested Learning Resources
• pictures in the textbook
• realia
• several ash cards (One set has articles and the other set has pictures.)
Suggested Assessment Methods
• oral presentation
• discussions
• observation
• written tests
Suggested Learning Experiences
1. Introduce the lesson with oral questions that prompt the learners to use articles.
For example:
• What is that on the wall? (possible answer a picture, a clock)
• What snack have you carried today? (a banana, a packet of milk, an egg)
• What do you see outside? (a tree, a cow, a car)
Point out the use of articles in their answers. Let them try and dene what articles
are. Remember all answers are correct and no learner should be condemned for
giving a wrong answer.
2. Ask the learners to individually read the paragraph in Activity 1. Ask them
to orally identify the denite and indenite articles in the paragraph. ey
should use denite and indenite articles in a variety of contexts for eective
communication. Assess the learners’ ability to identify denite and indenite
articles correctly.
3. Referring to Activity 2, play games with articles and let learners appreciate the
use of articles. e game in Activity 2 will enhance tolerance, respect and love as
they work in groups. It also helps boost eective communication and problem-
solving skills. Use the following guidelines to help the learners play the game:
(a) Arrange the learners in groups of four.
(b) Place two sets of numerous cards facing down on the table. One set of cards has
articles and the other set has pictures.
(c) Each group takes turns in picking an article card and a picture card. If the two
cards match, the group earns a point.
(d) Each group earns an extra mark if they construct a sentence with the two cards.
(e) If the cards do not match, the group returns the cards and the game continues.
4. Conclude the lesson by reminding the learners to write simple sentences using the
articles as a take-home assessment.
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Take-home Assessment
Use the written exercise to assess the learner’s ability to use denite and indenite
articles. is can be done through peer assessment as the learners read each other’s
work. Guide them accordingly.
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Use denite and indenite articles in stories and poems.
(b) Appreciate the use of articles in oral and written contexts for self-expression.
Key Inquiry Questions
1. What things can you see in your classroom?
2. What things are there in your local market or town?
Additional Information for the Teacher
Using vocabulary in dierent contexts and sentences is good for eective oral
communication. Take note of the deliberate use of poems, for this purpose. Be creative
in the way you conduct the lesson. Encourage the use of gestures as a form of self-
expression in these activities.
Suggested Learning Resources
• Learner’s Book
• ash cards
• pictures
• poems
• realia
Suggested Assessment Methods
• oral presentation
• oral discussion
• observation
• written texts
Suggested Learning Experiences
1. Introduce the lesson with a song about family. Ask a volunteer to sing. You could
also introduce the lesson with a short skit. Ask two learners to act as siblings on a
visit to the market. e purpose of this introduction is to remind learners on the
use of articles but at the same time teach on the value of family.
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2. Refer to Activity 1 and ask learners to sit in groups of three. Guide them to ll in
the gaps with the correct article and read aloud the paragraph, ‘Katuti’s Family’.
It helps their self-esteem and communication. Assess their reading uency,
making any necessary corrections.
3. Using ideas from the paragraph, ‘Katuti’s Family’, guide the groups to write one
stanza of their own poem. ey should use articles a, an and the, correctly. Assess
the accuracy of their recitations. It promotes inclusive learning and strengthens
social cohesion.
4. Give extra attention to learners with diculty; those that may need more time to
write the stanza. ey could write one or two lines. ose with visual challenges
should always sit near the blackboard so that they are able to see with less diculty
and participate well.
Take-home Assessment
Ask learners to collect old newspapers and magazines to check and understand how
articles are used. is promotes learning to learn. Assess them by sampling their
copied sentences.
Further Learning
Ask the learners to seek the assistance of a parent or caregiver and discuss about
being a caregiver to their siblings, friends, or relatives. Encourage them to practice
being caregivers to inculcate the value of responsibility. Assess them through peer
assessment when they share with the class the following day.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below
expectations
Identifying
articles
Always identies
denite and
indenite articles
correctly.
Identies denite
and indenite
articles correctly.
Sometimes
identies denite
and indenite
articles correctly.
Rarely identies
denite and
indenite articles
correctly.
Using
articles
Always uses
denite and
indenite articles
correctly.
Uses denite and
indenite articles
correctly.
Sometimes uses
denite
and indenite
articles correctly.
Rarely uses
denite and
indenite articles
correctly.
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D. Writing
Sub strand: Guided composition: Filling in Forms
Suggested time: 2 Lessons, LB pages 11-13
Lesson 7
Specic Learning Outcomes
By the end of the lesson the learner should be able to:
(a) Identify the required information to ll in forms for dierent purposes.
(b) Fill in forms correctly for self-expression and advancement.
(c) Appreciate the importance of lling in forms correctly for eective
communication.
Key Inquiry Questions
1. Why do we ll in forms?
2. Which information is found on your birth certicate?
Additional Information for the Teacher
ere are dierent types of forms we ll in our everyday life. Some are registration
forms probably in a new school, birth certicates, medical forms when you go to the
hospital and many more. Learners need to know that lling in forms is part of life.
Forms are varied but they also have some features that recur in most of them. ese
features are: date, name, address, age, gender and date of birth.
Get samples of common forms and use them to teach the lesson. In Activity 2, the
learners are required to practically ll in a form. erefore, create or nd a blank
form and make copies for each or a pair of learners to ll in. Improvise by letting the
learners write the form in their notebooks and ll it in.
Urge learners to do further study of forms by searching through the internet at home.
ey could use a laptop, parent’s smart phone or even visit a cybercafé.
Suggested Learning Resources
• realia
• Learner’s Book
• newspaper cuttings of lled in forms
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• digital devices
Suggested Assessment Methods
• portfolio • peer assessment • writing assessments
Suggested Learning Experiences
1. Introduce the lesson by asking the learners whether they know what forms are.
Encourage them to take any guesses and applaud them for the eort even if the
response is incorrect. Let them use a dictionary and read aloud the denition of a
form. As they nd out what a form is, the learners may be able to say more about
them and whether they have ever seen or used one. is will promote critical
thinking and problem solving skills.
2. Organise the learners in groups of three (minimum) and let them study and
discuss the forms in Activity 1. Instruct them to compare the two forms and
identify their similarities and dierences. Gender education is promoted as they
work together to accomplish the task. As the learners share their discussion with
the class, they get to develop their communication skills.
3. Let the learners remain in their groups as they tell the class their experience in
lling in forms. ey can say the name of the form they have ever lled in and
what it was for. Learning to learn is enhanced as learners share their thoughts
about lling in forms and appreciate their importance through group work. is
nurtures the value of caring.
4. Assess the learner’s understanding of forms and their importance for eective
communication.
5. As instructed in Activity 2, provide the form you prepared to the learners and let
them ll it in. Guide them accordingly. As the learners work in pairs to complete
the task social cohesion and the value of respect are fostered.
6. Assess the learners’ ability to identify the required information in forms and ll
them in correctly. is can be done by asking them to present their forms to the
class.
7. Conclude the lesson by encouraging learners to ask their parents or caregivers to
show them some of the forms they ll in at work and for personal reasons. is
will assist them in doing the take-home assessment.
Take-home Assessment
Assess the learner’s ability to identify the required information in forms. is can be
done through peer assessment as they share their ndings with their deskmates.
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Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Fill in forms correctly for self-expression and advancement.
b) Appreciate the importance of lling in forms correctly for eective
communication.
Key Inquiry Questions
1. Why should we be careful when lling in personal information on a form?
2. What information is found on your birth certicate?
Suggested Learning Resources
• realia
• Learner’s Book
• newspaper cuttings of lled in forms
• digital devices
Suggested Assessment Methods
• written assessments
• discussions
• public presentations
• question and answer
• observation
Suggested Learning Experiences
1. Using oral discussion, discuss the previous lesson’s take-home assessment. Assess
how eectively the learners communicate through their presentations.
2. Instruct the learners to study the picture of an application form in Activity 1.
Instruct learners to copy it in their notebooks and ll it in. Assess the accuracy
in which they ll in the forms. is promotes problem solving and learning to
learn.
3. In Activity 2, provide each learner with a plain paper. Instruct learners to create their
own class registration forms. is will develop their creativity and imagination
skills. Guide them to ll in with their own personal information. Learners should
demonstrate neat and legible handwriting for eective communication.
4. Walk round checking and assisting those that may need assistance. Take priority
with those that may require special help with lling in the form. Appreciate those
that are lling in forms correctly.
5. Let learners display their work to the class. rough peer assessment, measure
how accurately the forms have been lled. Create learners’ portfolio by collecting
and checking created forms.
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Take-home Assessment
Advise learners to request their parents for their birth certicates. With assistance
from a caregiver, they should draw up similar forms and practise lling them in for
their younger siblings.
Further Learning
Encourage learners to use the internet to search for other types of forms. For peer
assessment, learners share their ndings with their friends.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below
expectations
Identifying
the required
information
in forms
Always
identies
required
information
in forms with
ease.
Identies
required
information
in forms with
ease.
Identies required
information in forms
with assistance.
Identies
required
information in
forms with a lot
of assistance.
Filling in
forms
Always lls
in forms
correctly and
with ease.
Fills in forms
correctly and
with ease.
Fills in forms
correctly with
assistance.
Fills in forms
correctly with a
lot of assistance.
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Theme
2
(Learner’s Book Pages 14-27)
Suggested Vocabulary
celebrate, ribbon, weather, ceremony, invitation, baptise, sing, invite, wedding,
birthday, burial, party, enjoy, excite, dance, attend, feast, gi, balloon, decorate, drink,
graduation, prize, present, song, joy, card, colourful, cake
Specic Learning Outcomes
Strand 2.1
Listening and
Speaking
Strand 2.2
Reading
Strand 2.3
Grammar
Strand 2.4
Writing
2.1.1 Pronunciation and
Vocabulary: Verb with
two or more subjects
By the end of the sub
strand, the learner
should be able to:
(a) Discriminate
sounds and words
in a language
sample for listening
comprehension.
(b)Pronounce words
containing sounds
related to the theme
accurately for eective
communication.
(c) Use vocabulary
related to the theme
to construct a
variety of sentences
for eective
communication.
(d)Appreciate the
importance
of accurate
pronunciation
for eective
communication.
2.2.1 Intensive
Reading: Poems/
Stories
By the end of the
sub strand, the
learners should be
able to:
(a) Read poems or
stories related
to the theme for
comprehension.
(b)Apply
appropriate
reading
techniques to
answer direct
and indirect
questions based
on a poem or
story for self-
expression.
(c) Appreciate the
importance
of reading
comprehension
for lifelong
learning.
2.3.1 Part of
Speech: Regular
and Irregular
Adjectives
By the end of the
sub strand, the
learner should be
able to:
(a) Identify plurals
of regular and
irregular nouns
for eective
communication.
(b)Use plurals
of regular
and irregular
nouns correctly
in spoken
and written
language for
communication
clarity.
(c) Appreciate the
use of regular
and irregular
nouns in
communication.
2.4.1 Guided
Writing: Open Ended
Compositions
By the end of the sub
strand, the learner
should be able to:
(a) Express ideas
on a given
topic relatively
for eective
communication.
(b)Write an
open ended
composition
creatively for
self-expression.
(c) Appreciate the
importance
of creativity
in writing
for eective
communication.
Family Celebrations
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Key Inquiry Questions
2.1 Listening and
Speaking
2.2 Reading 2.3 Grammar 2.4 Writing
1. Why should
you pronounce
sounds
and words
correctly?
2. Which words
are used as
subjects in a
sentence?
1. Why should
we read the
title and
pictures in a
story?
2. What is your
favourite
poem, song
or story?
1. How do you
show the
number of
things you
have?
2. Which
things do we
have in our
classroom?
1. Why is it
necessary
to express
thoughts and
feelings?
2. How can
you make
your story
interesting?
Core Competences to be Developed
1. Communication and collaboration - teamwork as learners accomplish a task in
pairs and groups.
2. Digital literacy - learners interact with audio-visual resources and manipulate
digital devices.
3. Self-ecacy - participating in readers’ theatre.
4. Creativity and imagination - when learners recite poems they gain condence
5. Learning to learn - picking out nouns from audio recordings.
6. Critical thinking and problem-solving - manifested when teachers come up with
their own stories
Link to PCIs
1. Social cohesion - teamwork promotes harmony.
2. Ethnic, racial and social cohesion because learners work in groups - this fosters
tolerance and respect for one another.
3. Eective communication skills
4. Condence and self-esteem developed when learners recite poems, tell stories,
among others.
5. Peace Education - peaceful co-existence fostered during discussions.
Link to Values
• unity
• love
• responsibility
• peace
• hard work
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Link to Other Subjects
1. Languages - some sounds feature in other languages
2. Religious Education - ceremonies like weddings, baptism feature
3. Music - poems and songs are also learnt in this learning area
4. All languages handle plurals of nouns as well as composition writing.
Suggested Community Service Learning Activities
1. Learners recite poems and songs in their churches and mosques for entertainment.
2. Learners listen to a language text or read a book and identify similes and sayings
with the aid of parents or guardians.
3. Learners sing songs with poems and parents to practice the language pattern
learnt.
4. Learners create a story about their experiences at home assisted by their parents.
Suggested Assessment Methods
Listening and
Speaking
Reading Skills Grammar Writing Skills
• oral reading or
dictation
• role-play
• debates
• oral interviews
• dialogues
• oral discussion
• oral presentation
• public speaking
• teacher-made
assessment
• peer assessment
• self-assessment
and standardised
listening made
assessment
• reading aloud
• oral interviews
• question and
answer
• teacher-made
assessment
• learner’s summaries
of what they read
• learner’s journals
• learner’s portfolios
• peer assessment
• self-assessment
and standardised
reading made
assessment
• keeping a record of
books read
• tasks such as
multiple choices
• discrimination
• gap-lling
• dialogue-
completion,
information gap
• role play
• simulation.
• matching tasks
• role play
• word games
• teacher-made
assessment
• teacher–
made
assessment
• learner’s
journals
• peer
assessment
• self-
assessment
by the
learners
• portfolio
dictation
• standardised
writing made
assessment
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• Give fast learners extra activities to
avoid boredom and idling.
• Give all learners equal chances
to participate in class activities.
You have the duty to ensure that
they accommodate one another
and learn to co-exist despite their
dierences.
• Ensure that the learners are
positioned evenly in the class.
• For the visually impaired learners, avail
braille and tactile pictures. For those with
sight dicult provide large print texts.
• For the learners with hearing impairments,
make use of sign language or avail a sign
language interpreter.
• Have the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• Encourage time takers to participate in
discussions such as the role-play and telling
of stories.
• Allocate physically challenged learners
roles that they can handle. Give them
support and ensure other learners do
the same, example, helping in pushing
a wheelchair for a physically challenged
learner.
Background Information
In the theme of this unit, Family celebrations, the learners are guided to use language
tools to learn about various family celebrations such as birthdays, baptisms, weddings,
graduations and burials. e learners get to use audio-recordings, discussions,
videos, poems, and stories to learn about the celebrations and gain a tone of related
vocabularies and grammar skills in the process. e learners will further learn about
a language pattern (verb+ two or more subjects) and parts of speech (regular and
irregular nouns) of which will be emphasised through sentence construction. Finally,
the learners’ understanding and assessment of the unit will be enhanced through
intensive reading and guided writing of poems/stories and open-ended compositions.
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A. Listening and Speaking
Sub strand: Pronunciation and vocabulary
Suggested time: 2 lessons, LB pages 14-18
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Use vocabulary related to the theme to construct a variety of sentences for eective
communication.
(b) Pronounce words related to the theme accurately for eective communication.
(c) Appreciate the importance of accurate pronunciation for eective communication.
Key Inquiry Questions
1. Which words are used as subjects or verbs in a sentence?
2. Why should you pronounce words correctly?
Suggested Learning Resources
• Learner’s Book • char • realia
Suggested Assessment Methods
• observation • peer assessment • listening • oral presentation
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say the two types of families they
learnt in eme 1.
2. Ask the learners to look at the picture in Activity 1 and say what is happening.
Guide them to sing the song and repeat it by replacing the name Elsa with that
of another person. Give every learner a chance to use the names they want in the
song or let them all say a name in a chorus as they sing the song. is will promote
the value of unity, communication and collaboration skills.
3. Assess the learners’ ability to construct sentences, listen and respond appropriately
to relevant information. is can be done through listening to and observing
how they follow instructions.
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4. Instruct the learners to listen keenly as you read the story in Activity 2. Let them
retell the story using their own words. is aims at sharpening their listening and
eective communication skills. Let the learners tell the class about an event they
have ever attended similar to the one in the story.
5. Listen to the learners as they retell the story and assess their ability to pronounce
words and construct sentences using learnt vocabulary correctly.
6. Guide the learners in reading the story in Activity 2 again and use the new words
in bold to construct sentences as instructed in Activity 3.
7. Assess their ability to use a sentence to nd out the meaning of a particular word,
thus enhancing their learning to learn skills. You can also encourage learners
to say the sentences to each other and correct each other to promote peer-
assessment.
8. Use the information provided in the ‘Did You know?’ section to help the learners
understand sentence construction using a verb and two or more subjects. Guide
them to read the sentences and understand the use of a verb and subject.
9. Let them make sentences using a verb and two or more subjects. Assess their
understanding of a verb and subject by checking the learners’ sentences and
correcting them accordingly.
10. Conclude the lesson by encouraging the learners to always invite each other for
birthday celebrations. Remind them to do the take-home assessment and ask for
assistance from their caregivers if need be.
Take-home Assessment
Assess the learners’ ability to construct sentences using learnt vocabulary correctly by
reading or listening to the sentences they make. Assess also how well the learners use
the vocabulary to relate to their experiences. You can also encourage learners to say the
sent ences to each other and correct each other to promote peer assessment.
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Discriminate sounds and words in a language sample for listening and
comprehension.
(b) Pronounce words containing sounds related to the theme accurately for eective
communication.
(c) Appreciate the importance of accurate pronunciation for eective communication.
Key Inquiry Question
Why should you pronounce sounds and words correctly?
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Additional Information for the Teacher
You can create a word wheel using a manila paper and use it to teach the sounds in
the activity. is will make the lesson more interactive and interesting for the learners.
For Activity 3, you can improvise and make a record of yourself pronouncing words
with the sounds the learners have learnt and use it instead of downloading an audio
recording from the internet.
Suggested Learning Resources
• Learner’s Book • word wheel charts
• projector or any device that can be used to watch a video
Suggested Assessment Methods
• oral presentation
• dictation
• question and answer
• self-assessment
Suggested Learning Experiences
1. Introduce the lesson by recapping the previous lesson and relating it to the current
lesson. For example; mention some of the new words the learners learnt and talk
about the sound(s) they make when pronounced.
2. Let the learners recite the poem in Activity 1 aer you. Put more emphasis on
the bold words. Ask them to read the words in bold aloud paying close attention
to the bold letters/sounds. is aims at enhancing their communication skills
through accurate pronunciation.
3. Social cohesion is enhanced as the learners’ pair up with their desk mates
and make more words using the sound(s) they have learnt. is also enhances
creativity and critical thinking.
4. Listen and assess the learners’ ability to discriminate and pronounce sounds and
words correctly.
5. Instruct the learners to read the words in the table in Activity 2. Guide them in
pronouncing the bold letters/sounds correctly. Let them use the words to make
sentences and assess their ability to pronounce sounds and words correctly then
use them to construct sentences correctly.
6. Organise learners in groups of three (minimum) and play the audio recording
you made/downloaded. Let them write all the words they hear and group them
according to the sounds learnt. is promotes social cohesion and digital literacy.
7. e value of responsibility is inculcated as a learner from each group reads the
words they wrote. Listen as the learners present their work and assess their ability
to discriminate sounds and words correctly.
8. Conclude the lesson by encouraging the learners to always practise and ask for
each other’s help to pronounce words/sounds correctly.
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Take-home Assessment
Assess the learners’ ability to discriminate and pronounce sounds and words correctly
through oral presentation.
Possible answers (Take-home assessment)
Group A Group B
low row
lost roast
lord road
laugh rough
law row
luck rack
lit ring
lock rock
lid rid
Further Learning
Encourage the learners to create a song on celebrations and sing it to their friends
and families. Assess the learner’s ability to construct sentences/songs using the learnt
vocabulary. is can be done randomly through questions and oral presentations.
Encourage the learners to sing to friends as this will promote peer assessment and
community service learning.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Discriminating
and
pronouncing
sounds and
words
Consistently
discriminates
and pronounces
sounds and
words correctly.
Discriminates
and pronounces
sounds and
words correctly.
Sometimes
discriminates
and pronounces
sounds and
words correctly.
Rarely
discriminates
and pronounces
sounds and
words correctly.
Constructing
sentences
using learnt
vocabulary
Always
constructs
correct
sentences
using learnt
vocabulary.
Constructs
correct
sentences
using learnt
vocabulary.
Sometimes
constructs
correct sentences
using learnt
vocabulary.
Rarely constructs
correct
sentences
using learnt
vocabulary.
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B. Reading
Sub strand: Intensive Reading - Poems/Stories
Suggested time: 2 Lesson, LB pages 18 – 21
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Read stories related to the theme for comprehension.
(b) Apply appropriate reading techniques to answer direct and indirect questions
based on a story for self-expression.
(c) Appreciate the importance of reading comprehension for lifelong learning.
Key Inquiry Questions
1. Why should we read the title and pictures in a story?
2. What is your favourite story?
Suggested Learning Resources
• Learner’s Book • charts • ash cards
Additional Information for the Teacher
Write a note to the parents/caregivers of the learners to remind/caution of the learners
to them to always monitor the information the learners get access to while using the
internet to learn i.e. parental controls and restrictions to certain kinds of information.
Suggested Assessment Methods
• journals
• question and answer
• peer assessment
• oral discussion
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say any wedding ceremony they
have ever attended or watched from a digital device. Let them say what they liked
about it.
2. Organise the learners in groups of three (minimum) and ask them to discuss the
picture and the title of the story in Activity 1.
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is will develop their creativity and imagination skills. Self-ecacy and
condence are fostered as the learners present their discussion to the entire class.
3. Listen to the learners’ presentations and assess their ability to pronounce words
correctly and use grammatically correct sentences for self-expression.
Possible answers (Activity 1)
1. Happiness/Joyfulness because they are celebrating or getting married.
2. Uncle Kagira’s niece or nephew/the son or daughter of Uncle Kagira’s brother
or sister.
3. e story is about a wedding ceremony.
4. Instruct the learners to read the story in Activity 2 individually and silently.
Observe their reading techniques and correct in cases where the learners use their
pens/pencils or ngers to read the text. Advise accordingly.
5. Condence and self-ecacy are enhanced as learners retell the story using their
own words. ey can also say what they liked or did not like about the wedding
and compare it to the one they have ever attended or watched.
6. Listen to the learners’ discussions and assess their ability to answer indirect
questions based on a story for self-expression.
7. Conclude the lesson by letting the learners say the new words they have learnt
from the story they read. Guide them in pronouncing the words correctly. Remind
them to do the take-home assessment.
Take-home assessment
e learners to watch a wedding ceremony on the internet or read a story from a
magazine/newspaper. is promotes learning to learn. Allow learners to tell each
other what they learnt to promote community service learning and peer assessment.
Assess the learner’s ability to make correct sentences using the vocabulary learnt
and basing them on what they watched or read. You can also let the learners read
each other’s sentences and share with the class the sentences they like most. is will
encourage peer assessment, foster social cohesion and the value of unity.
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Read poems related to the theme for comprehension.
(b) Apply appropriate reading techniques to answer direct and indirect questions
based on a poem for self-expression.
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Key Inquiry Question
• What is your favourite poem or song?
Suggested Learning Resources
• Learner’s Book • ash cards
Suggested Assessment Methods
• question and answer
• observation
• peer assessment
• oral presentation
• oral discussion
Suggested Learning Experiences
1. Introduce the lesson by asking recap questions about the last lesson. Review the
take-home assessment and assess their comprehension of what was learnt.
2. Organise the learners in groups and ask them to discuss the picture in Activity 1.
Let them share their experience similar or relating to the one in the picture. As
they recite the poem together, self-ecacy skills are enhanced. Guide them in
using appropriate stress and rhythm while reading the poem.
3. Listen and assess how the learners apply basic stress and rhythm while reading a
poem or song.
4. Ask one learner from each group to say what the group discussed. Ask the
learners to say what they would do dierent if it were their graduation day. is
will promote the learners’ creativity and imagination skills.
5. rough listening, oral presentation and observation assess the learners’ capability
to make correct sentences as they respond to questions based on the poem read.
6. Refer the learners to Activity 2 and let them read the similes and sayings listed
aloud. Conduct them in a discussion and explain to them what they are and how
they are used.
7. As instructed in the Learner’s Book, let the learners identify the similes and sayings
used in the poem. is will go a long way in assessing the learners’ understanding
of similes and sayings.
8. Conclude the lesson by encouraging the learners to search for more similes and
poems using the internet, storybooks and through each other. Tell them to do the
assessment and share it with their caregivers to improve it.
Take-home Assessment
Assess the learners’ ability to apply similes and sayings in writing a poem by checking
their work and correcting or guiding accordingly. e learners can also read each
other’s poems and guide each other. is will promote social cohesion and citizenship.
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Further Learning
e learners to re-read the story, ‘Uncle Kagira’s wedding’ and identify the similes and
sayings used. Encourage them to read as much as they can and identify more similes
and sayings. Assessment can be done through random questions.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Responding to
questions based
on a poem or
song and story
Consistently
responds correctly
to questions based
on a poem or
song and story.
Responds
correctly to
questions based
on a poem or
song and story.
Sometimes
responds
correctly to
questions based
on a poem or
song and story.
Rarely responds
correctly to
questions based
on a poem or
song and story.
Applying basic
stress and
rhythm while
reading a poem
or song
Consistently
applies basic
stress and rhythm
while reading a
poem or song.
Applies basic
stress and
rhythm while
reading a poem
or song.
Sometimes
applies basic
stress and
rhythm while
reading a poem
or song.
Rarely applies
basic stress and
rhythm while
reading a poem
or song.
C. Grammar
Sub strand: Parts of Speech: Regular and Irregular nouns
Suggested time: 2 Lessons, LB pages 22-25
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify plurals of regular nouns for eective communication.
(b) Use plurals of regular nouns correctly in spoken and written language for
communication clarity.
(c) Understand and appreciate the use of regular nouns in communication.
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Key Inquiry Questions
1. How do you show the number of things you have?
2. Which things do we have in our classroom?
Suggested Learning Resources
• Learner’s Book
• ash cards
• charts
• pictures
Suggested Assessment Methods
• questions and answers
• written assessment
• observation and listening
Suggested Learning Experiences
1. Introduce the lesson by demonstrating the singular and plural items or objects
found in the class. You can also use charts with items grouped in singular and
plural forms.
2. Let the learners read the sentences in Activity 1. Instruct them to pay close
attention to the words in bold. As they share their thoughts on what the bold
words are, eective communication and critical thinking skill are enhanced.
3. Assess the learners’ level of understanding of singular and plural nouns and their
ability to identify them.
4. Guide the learners through the ‘Did you know?’ section for further comprehension
of regular nouns.
5. Let the learners read the words and their plural forms provided in Activity 2. e
value of unity is nurtured as learners read the words as a class.
6. Let them make sentences using the plural forms of the words. As they read their
sentences to the class, assess the learners’ understanding of regular plural nouns
and how to use them correctly.
7. Conclude the lesson by reviewing what the learners have learnt and encourage
them to nd more regular nouns.
Take-home Assessment
Check the take-home assessment and assess the level of understanding of the regular
nouns and their singular and plural forms. Additionally, assess their ability to use
plural of regular nouns correctly.
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Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify plurals of irregular nouns for eective communication.
(b) Use plurals of irregular nouns correctly in spoken and written language for
communication clarity.
(c) Understand and appreciate the use of irregular nouns in communication.
Key Inquiry Questions
1. How do you show the number of things you have?
2. Which things do we have in our classroom?
Additional Information for the Teacher
Download or make an audio recording of regular or irregular nouns and use it to teach
the nouns. is can be a good way to begin the lesson.
Suggested Learning Resources
• Learners’ Book • charts • audio player or phone
Suggested Assessment Methods
• reading • question and answer • portfolio
Suggested Learning Experiences
1. Introduce the lesson by playing the audio recording you made on regular nouns.
Encourage learning to learn by letting them listen and pick out regular nouns.
is assists in assessing the learners’ comprehension of regular nouns.
2. Pair the learners and ask them to read the story in Activity 1 and identify plural
nouns. Peaceful education is fostered as learners learn to peacefully work together
in discussions.
3. Ask the learners to mention the dierence between the plural forms of regular
nouns and irregular nouns.
4. Guide the learners in reading the words in Activity 2 properly for eective
communication.
5. Ask the learners to compare the plural forms of the words in Activity 2 with the
plural form of regular nouns they have learnt about. Use the ‘Did you know?’
section to explain further.
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6. Using the learners’ answers, assess the learners’ capability to distinguish between
regular and irregular nouns using their plural forms.
7. Ask the learners to complete the sentences in Activity 3 and read them to the
class. is will develop their creative and critical thinking skills.
8. Listen to the oral presentations and assess the learners’ ability to identify and use
irregular nouns.
Possible answers (Activity 3)
a) knives b) calves c) shelf d) loaves
e) geese f) tooth g) man, women h) children
9. Conclude the lesson by dierentiating regular and irregular nouns. Remind them
to do the take-home assessment
Take-home Assessment
Assess the learners’ level of comprehension of regular and irregular nouns by checking
the take-home assessment. Instruct them to share the puzzle they make with each
other and solve it. is aims at encouraging peer assessment and learning to learn.
Further Learning
Encourage learners to look for old newspapers or magazines and check for puzzles.
Let the learners try and identify any regular or irregular nouns used. With the help
of their parents or guardians, they can use the internet too. Encourage them to share
their ndings.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below
expectations
Identifying
plurals of
regular and
irregular nouns
Always identies
plurals of regular
and irregular
nouns
correctly.
Identies plurals
of regular and
irregular nouns
correctly.
Sometimes
identies
plurals of
regular and
irregular nouns.
Rarely identies
plurals of
regular and
irregular nouns.
Using plurals
of regular and
irregular nouns
Always uses
plurals of regular
and irregular
nouns correctly.
Uses plurals
of regular and
irregular
nouns correctly.
Sometimes
uses plurals
of regular and
irregular nouns
correctly.
Rarely uses
plurals of
regular and
irregular
nouns
correctly.
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D. Writing
Sub strand: Guided Writing: Open-ended Composition
Suggested time: 2 Lessons, LB pages 25-27
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Express ideas on a given topic relevantly for eective communication.
(b) Write an open-ended composition creatively for self-expression.
(c) Appreciate and understand the importance of creativity in writing for eective
communication.
Key Inquiry Question
• Why is it necessary to express thoughts and feelings clearly?
Suggested Learning Resources
• Learner’s Book • journals
Suggested Assessment Methods
• peer assessment
• self-assessment
• keeping record of compositions
• writing assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners what they recall about similes and
sayings from Lesson 6. Let them say the sayings and similes they can remember.
2. Organise the learners in pairs and let them describe the pictures in Activity 1
. Ask
them to share their discussion with the class. is enhances communication and
imagination skills.
3. Let the learners come up with a story and its title using the pictures and narrate
their versions to the class. is nurtures creativity skills and the values of peace
and unity.
4. Assess the learners’ ability to express ideas relevantly and creatively. Listen to
their narrations and assist in making the stories the learners come up with more
interesting by helping them use sayings and similes.
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5. Let the learners read the story in Activity 2 and guide them in completing the
story by giving them an example. Ask them to discuss and come up with creative
ways of completing the story. is will nurture the values of unity, responsibility
and hard work as the learners work together. Make rounds and guide them in
using punctuations and capital letters.
6. Assess the learners’ creativity by listening to the title and a complete story as they
read it to the class.
7. Conclude the lesson by reading the ‘Did you know?’ section of the lesson and
reminding the learners about punctuation marks and how to use them when
writing a composition. Finally, remind them to read as many storybooks as
possible in order to improve on their creativity. Encourage them to use sayings
and similes in making a story narrative.
Take-home Assessment
Assess the learners’ ability to express ideas and write creatively by reading/listening to
their stories. e learners can also share their stories with each other and say what they
like about the stories.
Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Express ideas on a given topic relevantly for eective communication.
(b) Write an open-ended composition creatively for self-expression.
(c) Appreciate and understand the importance of creativity in writing for eective
communication.
Key Inquiry Questions
1. How can you make your story interesting?
2. Why should you make your story interesting?
Suggested Learning Resources
• Learner’s Book • charts • pictures
Suggested Assessment Methods
• question and answer • oral presentation • oral discussion
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Suggested Learning Experiences
1. Introduce the lesson by asking a few learners to narrate a creative story on their
experiences of a birthday party they have ever attended. Let them be creative and
use gestures and facial expressions for self-expression.
2. Ask the learners to vet the stories and pick the most interesting one. ey can say
why.
3. Assess the learners’ ability to identify an interesting story from a dull one by
listening to the learners’ arguments on the most and least interesting stories.
4. Ask the learners to individually write a creative story as instructed in Activity 2.
Let them be guided by the points given in the second part of the activity. ey can
do this individually.
5. Listen to the stories and assess the learner’s creativity and ability to express their
ideas relevantly.
6. Conclude the lesson by asking the learners to use the internet and any other
material to read more stories and share what they read with each other.
Take-home Assessment
Assess the learners’ creativity by checking the stories they write and guide them
accordingly.
Further Learning
e learners are encouraged to use the internet to nd the meanings of the given
proverbs and sayings. ey can also seek assistance from a teacher or family members
for their meanings. Once they have written the stories, they can read to a family
member or friends to encourage community service learning.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below
expectations
Expressing
ideas
relevantly
Always expresses
ideas relevantly.
Expresses ideas
relevantly.
Sometimes
expresses ideas
relevantly.
Hardly expresses
ideas relevantly.
Writing
creatively
Always writes
stories on given
topics creatively.
Writes stories
on given topics
creatively.
Sometimes
writes stories
on given topics
creatively.
Hardly writes
stories on given
topics creatively.
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Theme
3
(Learner’s Book pages 28-39)
Suggested Vocabulary
excuse me, may I, please, welcome, thank you, I am sorry, ask, I beg your pardon,
congratulations, borrow, polite, politeness
Specic Learning Outcomes
Strand 3.1
Listening and
Speaking
Strand 3.2
Reading
Strand 3.3
Grammar
Strand 3.4
Writing
3.1.1 Pronunciation
and Vocabulary: Polite
Words and Phrases
By the end of the sub
strand, the learner
should be able to:
(a) Identify polite
words and phrases
in conversations
for communication
clarity.
(b) Pronounce words
and phrases
containing
sounds related to
etiquette accurately
for eective
communication.
(c) Use appropriate
words and phrases
to show politeness
in dierent
contexts.
(d) Appreciate the
importance of using
polite words and
phrases in dierent
contexts.
3.2.1 Extensive
Reading: Skimming
or Scanning
By the end of the
sub strand, the
learner should be
able to:
(a) Read a text
of about 300
words for
comprehension.
(b) Apply
appropriate
reading skills
when reading
a text of about
300 words to
obtain both
factual and
inferential
information.
(c) Appreciate the
importance
of intensive
reading in their
day-to-day life.
3.3.1 Language
Pattern: Use of
enough + nominal
+ innitive/a lot/a
lot of
By the end of the
sub strand, the
learner should be
able to:
(a) Use language
pattern correctly
for uency in
speech.
(b) Respond
correctly to
questions on
the language
patterns
in written
communication.
(c) Appreciate the
importance
of language
structures
for eective
communication.
3.4.1 Hand Writing:
Legibility and
Neatness
By the end of the
sub strand, the
learner should be
able to:
(a) Write legibly
and neatly in
print script
for clarity of
communication.
(b) Apply accurate
and consistent
spelling in
print script for
writing uency.
(c) Appreciate the
use of accurate
and consistent
spelling in
a variety of
print scripts
for eective
communication.
Etiquette
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Key Inquiry Questions
3.1 Listening and
Speaking
3.2 Reading 3.3 Grammar 3.4 Writing
1. Why should
we pronounce
words and
sounds
clearly?
2. Which words
do we use
to show
politeness?
1. Why do
we read?
2. How can
we read
faster?
1. Why should
we use correct
sentences in
our speech?
2. How can we
write correct
sentence?
1. How does being unable
to read other people’s
work make you feel?
2. Why should you ensure
your written work is
easy to read?
3. What can make it hard
for others to read our
work?
Core Competencies to be Developed
1. Social cohesion – Learners work together
2. Communication and collaborations – Learners work in groups
3. Self-ecacy – Learners express themselves as they read poems
4. Digital literacy – Interaction with videos and online dictionaries
Link to PCIs
1. Social cohesion is fostered during pair and group tasks.
2. Etiquette advances peace education since being courteous helps people to live
harmoniously.
3. Peaceful co-existence is promoted during group work.
4. Eective communication is enhanced during presentations.
Link to Values
• love • respect • peace • unity
• cooperation • courtesy • responsibility
Link to Other Subjects
1. Music – Learners read and recite poems.
2. Home Science – rough learning acceptable eating habits and manners.
3. Physical Health Education – Using polite language during play.
4. Kiswahili, Art and Cra and Indigenous Languages – ese learning areas
emphasize the use of good handwriting for legibility.
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Suggested Community Service Learning Activities
1. Learners give correct pronunciation of words related to the theme to their peers
and other members of the community.
2. Learners participate in community clean-up in the neighbourhood.
3. Learners recite poems featuring the language pattern during community events.
4. Learners can share with their peers the importance of writing neatly.
Suggested Assessment Methods
3.1 Listening and
Speaking
3.2 Reading Skills 3.3 Grammar 3.4 Writing Skills
• oral reading or
dictation
• role plays
• debates
• oral interviews
• dialogues
• oral discussion
• oral
presentation
• public speaking
• teacher-made
assessment
• peer assessment
• self-
assessment and
standardised
listening
assessment
• reading aloud
• dictation
• oral interviews
• question and
answer
• teacher-made
assessment
• learner’s
summaries of
what they read
• learner’s journals
• learner’s
portfolios
• peer assessment
• self-assessment
and standardised
reading
assessment
• keeping a record
of books read
• tasks such
as multiple
choices
• discrimination
• gap-lling
• short-answer
• dialogue-
completion,
information
gap
• role plays
• simulation
• matching tasks
• substitution
table
• word games
• puzzles
• teacher made
assessment
• teacher–made
assessment
• learner’s
journals
• peer
assessment
• self-
assessment by
the learners
• portfolio
dictation
• standardised
writing
assessment
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• Give fast learners extra activities to
avoid boredom and idling.
• Give all learners equal chances to
participate in class activities. You
have the duty to ensure that they
accommodate one another and learn
to co-exist despite their dierences.
• Organise that the learners are
positioned evenly in the class.
• For the visually impaired learners, avail
braille and tactile pictures. For those with
sight dicult provide large print texts.
• For the learners with hearing impairments,
make use of sign language or avail a sign
language interpreter.
• Have the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• Encourage time takers to participate in
discussions such as role-play and telling of
stories.
• Allocate physically challenged learners roles
that they can handle. Give them support
and ensure other learners do the same,
example, helping in pushing a wheelchair
for a physically challenged learners.
Background Information
In the theme: Etiquette, learners are guided to use polite words and phrases when
addressing each other or their peers through listening and speaking. e learners are
also introduced to skimming and scanning, two reading techniques. In the grammar
strand, the learners are guided to learn a language pattern (use of Enough + Nominal
+ Innitive/a lot/ a lot of…) using the learnt vocabularies to construct sentences.
rough practice, the learners learn to appreciate the importance of legibility and
neatness in hand writing.
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A. Listening and Speaking
Sub strand: Pronunciation and Vocabulary: Polite Words and Phrases
Suggested time: 2 Lessons, LB pages 28-31
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify polite words and phrases in conversations for communication clarity.
(b) Pronounce words and phrases related to etiquette.
(c) Use appropriate words and phrases to show politeness in dierent contexts.
(d) Appreciate the importance of using polite words and phrases in dierent contexts.
Key Inquiry Question
• Which words do we use to show politeness?
Suggested Learning Resources
• Learner’s Book
• audio player/mobile phone
• pictures
Suggested Assessment Methods
• oral discussion
• question and answer
• listening and observation
• oral presentation
Suggested Learning Experiences
1. Introduce the lesson by asking the learners what they tell their caregivers when they
do something wrong or when they are given a gi. Let them answer and
explain
to them the importance of using polite words or phrases when apologising,
requesting for something or interrupting.
2. Ask the learners to pair up and guide them to act out the incident between Melissa
and Frank as described in Activity 1. is activity will enhance self-ecacy, social
cohesion and the value of respect and cooperation. Encourage all learners to
participate and say the pair that does well.
3. Assess whether the learners have a basic understanding of polite words or phrases
and the use of emotions to express themselves appropriately. is can be done by
listening and observation.
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Possible answers (Activity 1)
a) Melissa felt bad and might have cried.
b) If I were Frank, I would say I am sorry and ask for forgiveness.
c) Help the learners understand that apologising when we have
wronged others is very important and helps people to co-exist
peacefully.
Note: Mention that it is good to forgive others when they ask for forgiveness
without giving conditions or unnecessarily humiliating them.
4. Eective communication is enhanced as the learner’s pair with their deskmates
and act out the conversation in Activity 2 in the Learner’s Book.
5. Assess the learners’ ability to identify and say polite words or phrases. Additionally,
assess the learners’ turn taking skills and word pronunciation. Guide accordingly
as they use the polite words to make sentences.
Possible answers (Activity 2)
• may I • I beg your pardon • please • I am sorry
• thank you • you are welcome.
6. Conclude the lesson by emphasising on the use of facial expressions to communicate
the intended emotion while using the polite words. Ask the learners to work on the
take-home assessment and ask for caregiver’s assistance where need be.
Take-home Assessment
Assess the learners’ ability to identify polite words and phrases by checking the
identied words from the puzzle. e puzzle is meant to assess their critical thinking
and problem-solving skills.
Possible answers (Take-home assessment)
Words to be found from the word puzzle include:
(a) PLEASE
(b) EXCUSE ME
(c) WELCOME
(d) THANK YOU
(e) MAY I
(f) SORRY
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify polite words and phrases in a poem.
(b) Pronounce words and phrases containing sounds related to etiquette accurately
for eective communication.
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(c) Use appropriate words and phrases to show politeness in dierent contexts.
Key Inquiry Question
• Why should we pronounce sounds and words clearly?
Additional Information for the Teacher
Prepare an audio recording that will be used in Activity 2. In case the electronic devices
are totally unavailable, prepare a well written chart in advance. Help the learners
understand that being polite means having good manners and etiquette.
Suggested Learning Resources
• Learner's Book
• audio player/phone
• word wheels
• sound/word chart
Suggested Assessment Methods
•oral discussion • oral presentation
•question and answer • peer assessment
•listening and speaking
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to mention some of the polite words
they found from the puzzle. Choose a few learners to make simple sentences using
the words.
2. Ask the learners to recite the poem in Activity 1 in pairs. Guide them in using
dierent facial expressions and gestures relevant to the poem. Let them identify
the polite words used in the poem. is enhances self-ecacy and the value of
cooperation.
3. Communication and collaboration skills are enhanced as the learners discuss
how they should relate or interact with their elders.
4. Nurture the value of respect by guiding the learners to mention things people do
when they are impolite. Highlight such behaviours in a light and gentle manner
with the aim of correcting rather than punishing.
5. Assess the learners’ level of understanding of polite words/phrases and how to use
them through the paired discussions. Additionally, assess the learners’ individual
participation and collaboration for personal learning. is can be done through
listening, observation and peer assessment.
6. Play an audio recording of words with the sounds, /e/, /ei/, /p/ and /b/. Let
them group the words they heard according to the sounds. Ask them to use the
same sounds to come up with new words. is will enhance and promote active
listening and digital literacy respectively.
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NB: Use the following words to make the audio recording:
painkiller pain pay pick pill sob book
say but please beg play pool bless pardon
7. Assess their ability to discriminate sounds and pronounce words correctly. is
can be done by listening to the way they pronounce words and how they do
Activity 2.
8. Ask the learners to read and say the tongue twisters in Activity 3 as fast as possible.
is will enhance the values of peace and love. Assess their ability to discriminate
sounds in words and pronounce words correctly.
9. Conclude the lesson by recapping all the sounds and new words learnt. Remind
the learners to do the take-home assessment. Additionally, remind the learners to
attempt the Further Learning activities.
Take-home Assessment
Assess the learners’ ability to discriminate and pronounce sounds/words correctly.
Further Learning
Learners can use videos from the internet to practise word and sound pronunciation.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Discriminating
sounds in words
Always
discriminates
sounds in words.
Discriminates
sounds in
words.
Sometimes
discriminates
sounds in
words.
Rarely
discriminates
sounds in words.
Pronouncing
words
Always
pronounces
words correctly.
Pronounces
words
correctly.
Sometimes
pronounces
words correctly.
Rarely
pronounces words
correctly.
Using
vocabulary
to construct
sentences
Always uses
vocabulary
appropriately to
construct
sentences.
Uses
vocabulary
appropriately
to construct
sentences.
Sometimes
uses vocabulary
appropriately
to construct
sentences.
Rarely uses
vocabulary
appropriately to
construct
sentences.
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B. Reading
Sub strand: Intensive Reading: Skimming/Scanning
Suggested time: 2 Lessons, LB pages 31-34
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Read a text of about 300 words for comprehension.
(b) Apply appropriate reading skills when reading a text of about 300 words to
obtain both factual and inferential information.
Key Inquiry Questions
1. Why do we read?
2. How can we read faster?
Suggested Learning Resources
• Learner’s Book • dictionary • magazines or newspapers
Suggested Assessment Methods
•oral discussion • question and answer
•oral presentation • reading
Suggested Learning Experiences
1. Introduce the lesson by letting the learners share the tongue twisters they made
with the class. Ask them to say the sounds they used.
2. Ask the learners to look at the picture in Activity 1. Randomly select learners
to share their experience in relation to gis and presents. is will enhance
communication and collaboration. Self-ecacy is also developed as learners
get the chance to express themselves to the rest of the class.
3. Assess the learners’ ability to answer inferential questions by listening to the
responses they provide. Learners should learn to show appreciation even when
they receive a gi that they did not want or expect.
4. Demonstrate to the learners’ the scanning and skimming reading techniques. is
can be done by using the yellow pages phone book or the dictionary. Illustrate the
techniques using any other reading material.
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Scanning refers to the process of looking through a text quickly in order to
nd a piece of information that you want.
Skimming refers to the process of reading through a text quickly in order
to understand the main points, without studying it in detail.
5. Guide the learners to read the story as fast as they can focusing on the heading,
beginning and ending of paragraphs. Encourage learners to use their own words
to explain the meaning of the words in bold. is will help to enhance critical
thinking and problem-solving.
Possible answers (Activity 2)
Qn a - Benson, Jedida and Mr Taji
Qn b -What happened at the beginning?
Benson and Jedidah met Mr Taji on the way to school.
What happened at the middle of the story?
e children ran to the garage to inform the mechanic about Mr Taji’s plight.
What happened at the end of the story?
Mr Taji shows appreciation to the children by donating some books and
magazines for their school library.
6. Conclude the lesson by asking the learners to practise the two reading techniques
learnt. Additionally, tell the learners to do the take-home assessment and ask for
peer help if need be.
Take-home Assessment
Assess the learners’ ability to recognise a logical ow of event and the ability to answer
factual questions. is can be done through oral presentations.
Possible answers (Take-home assessment)
Qn 2
(i) e children agree to help Mr Taji.
(ii) e children run to call the
mechanic.
(iii) e teacher congratulates Benson
and Jedidah.
(iv) Mr Taji donates books for the
school library.
Qn 3
(a) Jedidah greets Mr Taji, “Good
aernoon.”
(b) How may we help you, Sir?
(c) Excuse us, Teacher Muli, may we
and come in?
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Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Apply appropriate reading skills when reading a text of about 300 words to
obtain both factual and inferential information.
b) Appreciate the importance of intensive reading in their day-to-day life.
Key Inquiry Questions
1. Why do we read?
2. How can we read faster?
Suggested Learning Resources
• Learner's Book • newspapers and magazines • audio-visual digital player
Suggested Assessment Methods
• oral discussion • oral presentation • observation
• reading • question and answer
Suggested Learning Experiences
1. Introduce the lesson by grouping the learners in pairs and asking them to scan
and skim through the comic strip given in Activity 1. Let them use the reading
skills they have learnt to answer the questions.
2. Using their own words, let the learners say the events in the comic strip in the
right order. is will promote self-ecacy as learners express themselves through
their ideas.
3. Social cohesion and self-ecacy is fostered as learners role play the events in
the comic strip to further develop their condence, reading skills and range of
vocabulary.
4. Assess the learners’ understanding and use of the two reading techniques taught
by observing their speed in retrieving specic information from the comic strip.
5. Let the learners use the dictionary to nd out the specic meaning of the words in
Activity 2. Instruct them to use the words to make sentences and read them to the
class. is will enhance the learners’ communication and collaboration skills.
6. Conclude the lesson by encouraging the learners to practise so as to improve
their reading skills. Remind them to do the take-home assessment and further
learning as instructed. Tell them to ask a family member or caregiver for assistance
in retrieving articles about etiquette from magazines or newspapers or from a
mobile phone.
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Take-home Assessment
Assess the learners’ ability to answer inferential and factual questions. is can be
done by checking how they answer the questions.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Answering
factual
questions
Always
answers
factual
questions
correctly.
Answers
factual
questions
correctly.
Sometimes
answers
factual questions
correctly.
Hardly
answers factual
questions
correctly.
Answering
inferential
questions
Always
answers
inferential
questions
correctly.
Answers
inferential
questions
correctly.
Sometimes
answers
inferential
questions
correctly.
Hardly answers
inferential
questions
correctly.
C. Grammar
Sub strand: Language pattern: Use of Enough
Suggested time: 2 Lessons, LB pages 35-37
Time: 2 lessons
Lesson 5
Specic Learning Experiences
By the end of the lesson, the learner should be able to:
a) Use language pattern correctly for uency in speech.
b) Appreciate the importance of language structures for eective communication.
Key Inquiry Questions
1. Why should we use correct sentences in our speech or writing?
2. How can we write correct sentences?
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Suggested Learning Resources
• Learner’s Book
Suggested Assessment Methods
• oral discussion • question and answer
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read the conversation in Activity 1
in pairs. Guide their focus to the sentences in bold. Learning in pairs encourages
social cohesion and peaceful co-existence.
2. Explain to them that ‘enough’ is used to show a quantity that satises or meets our
needs. Additionally, provide instances where the learners can relate and apply the
language pattern (Enough + Nominal + Innite). is aims at promoting learning
to learn.
3. Assess the learners’ ability to construct correct sentences using the pattern learnt
by listening to the statements they make about their own experiences.
4. Guide the learners in reading the poem in Activity2.Self-ecacy,communication
and collaboration are inculcated as they identify and discuss the use of the
language pattern learnt in the poem. Let them make more sentences using the
language pattern learnt
5. Assess the learner’s individual understanding of the use of the language pattern
learnt.
Possible answers (Activity 2)
No! No! No! You have had enough chapattis to eat!
ere aren’t enough toys for me.
ank you for lending me enough toys to play with.
6. Conclude the lesson by answering any question the learners may have about the
language pattern learnt. Remind the learners to do the take-home assessment and
ask for help from caregivers if need be.
Take-home Assessment
Assess the learners’ understanding of the use of the language pattern taught by checking
the sentences they construct or by asking a few to read the sentences to the class.
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Use language pattern correctly for uency in speech.
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(b) Respond correctly to questions on the language patterns in written
communication.
Key Inquiry Question
• How can we write correct sentences?
Suggested Learning Resources
• Learner’s Book • portrait/picture of the president
Suggested Assessment Methods
• oral discussion • oral presentation
• observation and listening • question and answer
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say what they like doing during
their leisure time. Guide them in using ‘a lot’ and ‘a lot of’. Example: I like
reading a lot or I do a lot of reading.
2. Display the picture of the president and have an oral discussion about who he is.
3. Let the learners look at the picture in Activity 1 and ask them to share what
they would say to the president of Kenya if they met him one day. Eective
communication is enhanced as the learners use a lot/a lot of to share with each
other.
4. Assess the learners’ ability to construct oral sentences using the language pattern
learnt.
5. Lead the learners in reading the poem in Activity 2 as the learners listen. Explain
a few unfamiliar words used (e.g. bars) for better understanding. Self-ecacy is
enhanced as the learners say how the two phrases learnt have been used. Correct
or advice accordingly.
6. Group the learners in small groups and instruct them to discuss the questions
in Activity 2 and later present their discussion to the class. Guide them to relate
the discussion with their own personal experiences. is will foster eective
communication.
7. Assess the learner’s ability to write sentences using the language pattern learnt.
Also, assess their ability to derive the meaning of a word/phrase using a sentence
and communicate eectively as they recite the poem.
Possible answers (Activity 2)
Qn 2) He wants to tell the president that:
Many caregivers don’t teach children about correct manners.
Many children are punished as a result of the caregivers’ ignorance.
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e writer is requesting the president to advise their parents.
Use the sentences before to explain to the learners the use of:
A lot - used to show uncountable nouns
A lot of - used to show both countable and uncountable noun.
4. Respect and cooperation are enhanced as learners work in pairs to practice
making sentences.
5. Conclude the lesson by asking the learners to do the take-home assessment for
better understanding. Also encourage learning to learn by reminding them to
use digital devices and the internet to search for information.
Take-home Assessment
Assess the learners’ level of understanding of the use of ‘a lot’ or ‘a lot of ’ and their
ability to use them to construct sentences.
Possible answers (Take-home assessment)
a) a lot of b) a lot c) a lot of d) a lot of e) a lot
Further Learning
Let the learners come up with a poem using the language patterns learnt.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Constructing
sentences orally
Always
constructs
correct
sentences using
the language
patterns.
Constructs
correct
sentences using
the language
patterns.
Sometimes
constructs
correct
sentences using
the language
patterns.
Hardly constructs
correct
sentences using
the language
patterns.
Writing
sentences using
the language
patterns
Always writes
sentences
containing
the language
patterns
correctly.
Writes
sentences
containing
the language
patterns
correctly.
Sometimes
writes sentences
containing
the language
patterns
correctly.
Hardly writes
sentences
containing the
language patterns
correctly.
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D. Writing
Sub strand: Handwriting: Legibility and Neatness
Suggested time: 2 Lessons, LB pages 37-39
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Write legibly and neatly in print script and clarity of communication.
(b) Apply accurate and consistent spelling in print script for writing uency.
(c) Appreciate and understand the importance of accurate and consistent spelling in
a variety of print scripts for eective communication.
Key Inquiry Questions
1. How does being unable to read other people’s work make you feel?
2. What can make it hard for others to read our work?
Additional Information for the Teacher
Make a chart with sentences that have been badly written, that is, the words are too
close to each other or the letters are too small or badly written to be seen (bad or
illegible hand writing). Additionally, include other sentences where the same sentence
had been written legibly.
Suggested Learning Resources
• Learner's Book • alphabet chart • manila charts
Suggested Assessment Methods
• observation • oral discussion
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read from the chart. Ask the learners
to mention reasons why they can or cannot read the sentences in the chart and
discuss.
2. Now let the learners pair up and write the sentences as instructed in Activity
1.
is nurtures the values of cooperation and unity. Additionally, it promotes,
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peace education, communication and collaboration as learners get to interact
with one another and express themselves openly and condently.
Possible answer (Activity 1)
When you write illegibly, your work will be dicult to read and that makes one feel
bad or irritated. Writing legibly makes reading easy.
3. Display the alphabet chart. Individually, let the learners write all the letters of the
alphabet (both capital and small letters) in their exercise books.
4. Let the class work together to come up with a tune and sing a song using all the
letters of the alphabet. By doing so, peaceful co-existence is promoted. As they
come up with a tune, creativity and imagination will be instilled.
5. Assess the learners’ ability to differentiate capital letters from small letters.
Check the legibility and neatness of their handwriting. is can also be done by
encouraging peer assessment.
6. Conclude the lesson by taking the learners through the ‘Did you know?’ section.
Instruct them to practise more on their handwriting by doing the take-home
assessment.
Take-home Assessment
Assess whether the learners are able to write legibly and neatly by checking how they
write the letters provided.
Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Apply accurate and consistent spelling in print script for writing uency.
(b) Write legibly and neatly in print script for clarity of communication.
(c) Appreciate the use of accurate and consistent spelling in a variety of print scripts
for eective communication.
Key Inquiry Question
• Why should you ensure your written work is easy to read?
Suggested Learning Resources
• Learner's Book • dictionary
• digital devices e.g. computer, mobile phone etc.
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Suggested Assessment Methods
• observation
• self-assessment
• dictation
• peer assessment
Suggested Learning Experience
1. Introduce the lesson by asking learners to sing the alphabet song they made
in Lesson 7. As they present the song, the values of cooperation and unity are
enhanced.
2. Ask the learners to read the words in Activity 1 aloud. Self-efficacy,
communication and collaboration are enhanced as the learners read and identify
the silent letters. Let the learners copy the words neatly in their notebooks and
underline the silent letters.
3. Ask the learners to give more words with silent letters.
4. Assess the learners’ ability to correctly pronounce words and the ability to identify
silent words.
Possible answers (Activity 1)
comb, write, pardon, borrow, wrong, sorry, knee, walk, hour, climb, two, walk,
hymn
5. Let the learners write the words provided in Activity 2 correctly. As the learners
arrange the letters correctly, critical thinking and problem-solving skills are
enhanced.
6. Assess the learners’ ability to spell words correctly by observing or checking what
they have written.
Possible answers (Activity 2)
please, pardon, borrow, excuse, congratulations, punish
7. Dictate the following paragraph to the learners as they write it down for Activity 3.
When people love and respect each other, there will be no ghts.
Polite words are used to show respect to both old and young people.
It is true to say that charity begins at home.
8. Assess the learners’ ability to spell words correctly by checking the paragraph
they have written.
9. Conclude the lesson by discussing with the learners the importance of writing
correctly spelt words using legible and neat handwriting. Finally, instruct them to
do the take-home assessment and the further learning activities.
Take-home Assessment
Assess the learners’ progression status on a legible and neat handwriting by checking
how they have written the story. Additionally, assess their spelling skills by checking
whether the words used in writing the story are spelt correctly.
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Further Learning
Assess learners’ ability to dierentiate capital letters from small letters. ey can email
the typed work to you using their parents email accounts. is will assist in assessing
them and encouraging digital literacy.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Legibility and
neatness in
writing
Always writes
legibly and neatly
with ease.
Writes
legibly and
neatly with
ease.
Sometimes
writes legibly
and neatly.
Rarely writes
legibly and neatly.
Spelling words
correctly
Always spells words
correctly.
Spells words
correctly.
Sometimes
spells words
correctly.
Rarely spells
words correctly.
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Theme
4
Suggested Vocabulary
emergency, choke, painkiller, bleed, illness, snake bite, injury, hurt, slip, fall, poison,
bandage, antiseptic, sting, rst aid kit, treatment, hospital, health centre, doctor, patient
Specic Learning Outcomes
Strand 4.1
Listening and Speaking
Strand 4.2
Reading
Strand 4.3
Grammar
Strand 4.4
Writing
4.1.1 Pronunciation
and Vocabulary: Word
Stress
By the end of the sub
strand, the learner
should be able to:
a) Identify word stress
in an oral or written
context for eective
communication.
b) Pronounce words
related to the theme
using the correct
stress for eective
communication.
c) Use vocabulary
related to the theme in
a variety of contexts for
speech clarity.
d) Appreciate the
use of stress in a
variety of contexts for
communication.
4.2.1 Intensive
Reading: Visuals
By the end of the
sub strand, the
learner should be
able to:
a) Read visuals
in print and
digital formats for
information.
b) Integrate visual
information such as
maps, photographs,
videos and other
information in print
and digital texts for
comprehension.
c) Interpret visual
media appropriately
for lifelong
learning.
d) Appreciate the
importance of
visual media for
lifelong learning.
4.3.1 Part of
Speech: Personal
and Possessive
Pronouns
By the end of the
sub strand, the
learner should be
able to:
a) Identify personal
and possessive
pronouns used as
subjects and objects
for communication
clarity.
b) Use personal
and possessive
pronouns correctly
as subject and
object for self-
expression
c) Appreciate
the importance
of personal
and possessive
pronouns in
communication.
4.4.1 Guided
Composition:
Friendly Letter/SMS
By the end of the sub
strand, the learner
should be able to:
a) Identify the key
parts of a friendly
letter in preparation
for writing.
b) Write a friendly
letter using the
correct format
for eective
communication.
c) Send an SMS
correctly for eective
communication.
d) Appreciate the
role of friendly
letters and SMS
in a variety of
communication
contexts.
(Learner’s Book pages 40-52 )
Accidents: First Aid
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Key Inquiry Questions
4.1 Listening
and Speaking
4.2 Reading 4.3 Grammar
4.4 Writing
1. Why should
we learn new
words?
2. How can we
say sounds
and words
correctly?
1. Why is it important
to interpret visuals
correctly?
2. How do visuals
like photos and
videos enhance
understanding of the
text?
3. What information do
we obtain from visual
media such as photos
and videos?
1. Which words
replace
names of
people or
things in
sentences?
2. Which words
do we use
to show that
something
belongs to
us?
1. Why should
you pass
information to
others?
2. How do
you pass
information to
your friends?
3. What kind of
information do
you give to your
friends?
Core Competencies to be Developed
1. Communication and collaboration - as learners say sentences containing words
whose meaning is contrasted by stress
2. Digital literacy-as learners listen to their recordings on devices such as phones
and iPad
3. Self-ecacy is enhanced when learners use words with stress.
4. Learning to learn - through accessing digital devices
Link to PCIs
1. Safety and security education as well as disaster risk reduction are advanced
through the theme of accident and rst aid.
2. Personal safety is inculcated through the theme of accidents and rst aid.
3. Peace education and cohesion are enhanced through group tasks.
4. Disaster risk reduction as well as safety and security education are nurtured
through provision of information on how to do simple rst aid procedures.
5. Personal hygiene - Knowledge on rst aid helps keep physical injuries clean which
reduces health risks.
6. Creativity and critical thinking skills
7. Safety education information on accidents and rst aid
Link to Values
• love • responsibility • unity • respect • cooperation • integrity
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Link to Other Subjects
1. Kiswahili and indigenous languages - pronunciation is taught in these languages.
2. French, German and Kiswahili - these languages teach intensive reading skills.
3. Home Science and Science and Technology-these subjects expose learners to
content related to rst aid.
4. Writing skills are learnt in all languages.
Suggested Community Service Learning Activities
1. Learners will practise stress through saying tongue twisters aided by parents,
siblings or guardians.
2. Learners view/download Google Maps with the aid of parents, siblings or
guardians and determine the location of their home, nearby hospitals, village
among others.
3. Learner will share with friends how they use personal and possessive pronouns.
4. Learners will show their peers how to write friendly letters and send SMS.
Suggested Assessment Methods
Listening and
Speaking
Reading Skills Grammar Writing Skills
• oral reading
• dictation
• role play
• debates
• oral interviews
• dialogues
• oral discussion
• oral presentation
• public speaking
• teacher-made
assessment
• peer assessment
• self-assessment
and standardised
listening
assessment
• reading aloud
• dictation
• oral interviews
• question and
answer
• teacher-made
assessment
• summaries
• journals
• portfolios
• peer assessment
• self-assessment
and standardised
reading
assessment
• keeping a record
of books read
• tasks such as
multiple choices
• gap-lling
• short-answer
• dialogue-
completion,
information gap
• role play
• matching tasks
• substitution
table
• word games
• puzzles
• teacher-made
assessment
• teacher-
made
assessment
• journals
• peer
assessment
• self-
assessment
by the
learners
• portfolio
dictation
• standardised
writing
assessment
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• Give fast learners extra activities to
avoid boredom and idling.
• Give all learners equal chances to
participate in class activities. You
have the duty to ensure that they
accommodate one another and learn
to co-exist despite their dierences.
• Ensure that the learners are
positioned evenly in the class.
• For the visually impaired learners, avail
braille and tactile pictures. For those with
sight diculties, provide large print texts.
• For the learners with hearing impairments,
make use of sign language or avail a sign
language interpreter.
• Have the short-sighted learners sit at the
front of the class while the long-sighted
learners sit at the back of the class.
• Encourage time takers to participate in
discussions such as role play and telling of
stories.
• Allocate physically challenged learners
roles that they can handle. Give them
support and ensure other learners do
the same, example, helping in pushing
a wheelchair for a physically challenged
learner.
Background Information
e theme: Accidents, focusing on First Aid, will expose learners to information
related to ways of handling accidents when they occur. e teacher should be well
informed on dierent types of accidents and how to address them by providing rst
aid. e unit aims at equipping the learners with the relevant vocabulary to enable
them to eectively communicate with one another. e learners will also be required
to understand concepts like word and sentence stressing, reading visual information
from print and digital devices, possessive and personal pronouns, and writing friendly
letters.
Additionally, the teacher should touch base on how the learners should put safety rst
while playing and doing other activities.
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A. Listening and Speaking
Sub Strand: Pronunciation and Vocabulary: Word Stress
Suggested time: 2 Lessons, LB pages 40-43
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use vocabulary related to the theme in a variety of contexts for speech clarity.
b) Pronounce words related to the theme using the correct stress for eective
communication.
Key Inquiry Questions
1. Why should we learn new words?
2. How can we discriminate sounds and pronounce words correctly?
Additional Information for the Teacher
Improvise items that can be used in rst aid if a rst aid kit is unavailable like a
handkerchief, clean water and cotton wool.
Suggested Learning Resources
• Learner’s Book • rst aid kit • word cards/charts
• digital devices
Suggested Assessment Methods
• oral reading • oral discussion • oral presentation
Suggested Learning Experiences
1. Introduce the lesson by reminding learners about any accident that happened in
school like a learner falling down, getting bruises, breaking his/her arm. Ask the
learners to say how the injured were cared for.
2. Tell the learners to look at the picture in Activity 1 in pairs and say what is
happening. Encourage all the learners to participate in this activity.
3. Give the learners a chance to share their experiences about any accident they
witnessed or got involved in. Let as many learners as possible share their
experiences.
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4. Refer the learners to the poem in Activity 2. Let them recite the poem in
pairs. Emphasise on correct pronunciation of the words found in the unit like
painkiller, rst aid, etc.
5. Refer the learners to the list of words in Activity 3. Let them identify the words
that were used in the poem in Activity 2. Self-ecacy is enhanced as the learners
read out the words aloud. Assess the learners’ pronunciation skills and ability to
identify the indicated sounds. is can be done by asking them to say any words
they know with the indicated sounds.
6. Conclude by discussing with the learners the need to pronounce words correctly.
Remind them to do the take-home assessment.
Take-home Assessment
Assess the learners’ level of understanding of sounds and new words by checking how
they do the take-home assessment.
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Identify word stress in an oral or written context for eective communication.
b) Pronounce words related to the theme using the correct stress for eective
communication.
c) Appreciate and understand the use of stress in a variety of contexts for
communication.
Key Inquiry Questions
1. How can we discriminate sounds and pronounce words correctly?
2. How can we use stress for eective communication?
Suggested Learning Resources
• Learner’s Book
• word cards
• pictures
• devices such as phones and ipads
Additional Information for the Teacher
You can simply record yourself using your phone and play the audio to the class
when teaching Activity 2. To ensure effective and clear communication, ask for
assistance from a fellow teacher with eloquent speech.
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Suggested Assessment Methods
• oral reading • oral presentation • self-assessment
Suggested Learning Experiences
1. Introduce the lesson by reviewing the take-home assessment. Allow the learners
to read as many sentences as they can to the class.
2. Instruct the learners to read the tongue twisters in Activity 1 as fast as they
can. As they read, they get to improve their pronunciation skills and ability to
discriminate dierent sounds.
3. Introduce them to word stressing by directing them to some of the tongue twisters
used. Explain that some words can have more than one meaning depending on
how they are pronounced and used in a sentence. For instance when a word is
used as a verb or noun.
Example: Don’t trouble trouble until trouble troubles you.
(verb) (noun)
4. Assess the learners’ ability to correctly pronounce words and their understanding
of word stressing. is can be done by letting them say more words.
Example: pro ject (noun)-project (verb), rule (noun)-rule (verb), object (noun)-
object (verb)
5. Divide the learners in groups of three (minimum). Assign each group a specic
sound and/or consonant clusters- /α/, /ai/ , /ei/, ‘sn’, ‘tr’ and ‘st’. Give them proper
guidelines on how to come up with a tongue twister using the sounds assigned.
Communication and collaboration are enhanced as the learners work together.
6. Give the learners a chance to present the tongue twisters to class. Emphasise on
correct pronunciation of the sounds.
7. Play the audio recording for the learners as instructed in Activity 2. Digital
literacy and the values of respect and responsibility are nurtured as they interact
and listen actively and attentively to the recordings.
8. Ask the learners to write the sentences they hear and say how the words pain,
bandage and object are pronounced.
NB: You can use the following sentences to make the audio recording.
Examples
i) It will pain me to see you in pain.
ii) e doctor will be the one to bandage the bandage around my arm.
iii) Salome did not object to putting the object on the table.
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9. Let the learners pick out the words in bold from the sentences above. Let them
identify the different stressing placed on specic words and highlight them. This
promotes self-efcacy as learners pronounce words using the correct stressing.
10. Assess the learners’ understanding of the ‘word stressing’ by listening to how
they pronounce the identied words.
11. Let the learners read the sentences in Activity 3 loudly paying attention to the
underlined words. Let them say whether the words have been used as a noun or
verb.
Possible answers (Activity 3)
a) bandage - noun
bandage - verb
b) trafc - verb
trafc - noun
c) bite - verb
bite - noun
12. Conclude the lesson by asking the learners to do the take-home assessment with
the help of a family member if need be. Encourage the learners to appreciate good
pronunciation of words and to have good communication skills by doing the
further learning activities.
Take-home Assessment
Assess the learners’ ability to use digital devices and their understanding of word
stress. is can be done by asking them for the procedure of recording themselves and
checking the sentences they created. Guide accordingly.
Further Learning
Encourage learners to watch the videos so that they can do more practice on the given
sounds. Make time to check their work randomly.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Pronouncing
words
correctly.
Always
pronounces
words with the
correct stress.
Pronounces
words with
the correct
stress.
Pronounces words
with the correct
stress with some
diculty.
Hardly ever
pronounces
words with the
correct stress.
Stressing
words in
sentences.
Always stresses
words in
sentences
correctly.
Stresses words
in sentences
correctly.
Struggles to
stress words
in sentences
correctly.
Hardly ever
stresses words
in sentences
correctly.
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B. Reading
Sub Strand: Intensive Reading: Visuals
Suggested time: 2 Lesson, LB 43-46
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read visuals in digital and print formats for information.
b) Integrate visual information such as maps, photographs, videos and other
information in print and digital texts for comprehension.
Key Inquiry Questions
1. Why is it important to interpret visuals correctly?
2. How do visuals enhance our understanding of the text?
3. What information do we obtain from visual media such as photos?
Suggested Learning Resources
• Learner’s Book • pictures
• digital devices such as phones, computers, projectors and iPads
Suggested Assessment Methods
• reading aloud • question and answer • peer assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to mention some of the causes of road
accidents they know. Expect and accept simpler versions of the following answers:
drunk driving, driving recklessly, failure to observe trac rules and regulations, and
speeding. Show the learners pictures of these causes. is activity will provide a
basic baseline for the learners to interact with each other and relate to the lesson.
2. Additionally, enhance their digital literacy by asking them how and where they
got the information from (newspapers, television, social media, radio etc.).
3. Individually, let the learners look at the picture in Activity 1 and share what
they think is happening. Let them discuss the questions that follow in groups of
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three(minimum). Communication and collaboration skills are promoted as the
learners share their answers with the class.
4. Assess the learners’ ability to interpret visual media accurately. Explain to the
learners that we can use Google Maps to nd the location and direction of a place
and that Google Maps can be accessed on digital devices such as smart phones.
Learning to learn is promoted as learners are encouraged to use digital devices.
5. Now let the learners read the passage aloud in turns. Ask the learners the following
oral questions to examine their understanding of the story.
• What was the name of Maria’s father?
• Where were they travelling to?
• What was the name of Maria’s brother?
• What happened to Maria’s father?
Personal safety is inculcated as the learners read and understand the passage.
6. Refer the learners to Activity 2. Let the learners draw pictures to retell the story
they have read.
7. Assess the learners’ ability to interact with print and digital texts for information
and read simple maps to tell directions (Google Maps).
8. Discuss with the learners the role of pictures, videos and maps in enhancing our
understanding of a text/passage. Example: Pictures, videos and maps helps one
to have a visual impression of the events, sometimes the picture may have more
information than the text, it helps us interact with the event on an immediate level.
9. Conclude the lesson by reminding the learners to do the take-home assessment
and to nd out more about Google Maps with the help of their caregivers.
Take-home Assessment
Assess the learners’ understanding of the lesson by checking the sentences they construct
from the take-home assessment. Additionally, check the grammatical correctness of the
sentences and guide.
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Interpret visual media appropriately for lifelong learning.
b) Appreciate the importance of visual media in lifelong learning.
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Key Inquiry Questions
1. Why is it important to interpret visuals correctly?
2. How do visuals enhance our understanding of the text?
3. What information do we obtain from visual media?
Suggested Learning Resources
• Learner’s Book
• pictures
• chart
• digital devices such as phones , computers and projectors
Suggested Assessment Methods
• question and answer • peer assessment
Suggested Learning Experiences
1. Introduce the lesson by reviewing the take-home assessment. Ask a few learners
to read their answers to the class.
2. Ask the learners to look at the picture in Activity 1. Personal safety is inculcated
as they say what is happening.
3. Assess the learners’ ability to interpret a visual media (picture) for information.
is can be done by listening to how they interpret the picture.
4. Personal safety is inculcated as the learners name the items found in the rst aid
kit and their uses.
5. Refer the learners to Activity 2 and let them study the pictures in pairs. Guide the
learners in creating a skit using the pictures. Select a few to act out the skit to the
class.
6. Conclude the lesson by reminding the learners to do the take-home assessment
with the help of their caregiver. Let them watch the video using this link: https://
www.youtube.com/watch?v=ZZds86xbI74 and answer the questions that follow.
Take-home Assessment
Assess the learners’ ability to survey and interact with visual media (video) for
information.
Further Learning
Encourage learners to locate their homes on Google Maps with the help of their parents
or caregivers. By giving correct directions to a relative, it will help them understand
the compass direction or better.
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Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Interacting
with digital
texts for
information.
Always interacts
with a variety
of digital texts
and obtains
information.
Interacts with
a variety of
digital texts
and obtains
information.
Interacts with
a variety of
digital texts
and sometimes
obtains required
information.
Interacts with a
variety of digital
texts but rarely
obtains required
information.
Surveying
digital texts
related to
theme.
Consistently
surveys digital
texts related to
the theme and
gets the general
idea.
Surveys digital
texts related
to the theme
and gets the
general idea.
Surveys digital
texts related to
the theme and
sometimes gets
the general idea.
Surveys digital
texts related to
the theme but
rarely gets the
general idea.
Reading
simple
maps to tell
direction.
Always reads
simple maps to
tell direction.
Reads simple
maps to tell
direction.
Sometimes reads
simple maps to
tell direction.
Rarely reads
simple maps to
tell direction.
C. Grammar
Sub strand: Pronouns: Personal and Possessive Pronouns
Suggested time: 2 Lessons, LB pages 46-48
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify personal and possessive pronouns used as subjects and objects for
communication clarity.
(b) Use personal and possessive pronouns correctly as subjects and objects for self-
expression.
(c) Appreciate and understand the importance of personal and possessive pronouns
in communication.
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Key Inquiry Questions
1. Which words replace names of people or things in sentences?
2. Which words do we use to show that something belongs to us?
Suggested Learning Resources
• Learner’s Book • word cards • pictures • charts • videos
Suggested Assessment Methods
• question and answer • simulation
Suggested Learning Experiences
1. Introduce the lesson by collecting various items belonging to dierent learners
like books, rulers, rubbers and bags. Ask the learners the following questions:
• Whose rubber is this?
• Who took your books?
Expect varied answers such as mine, hers, his, ours and yours.
2. Select a few learners to read the extract in Activity 1 in front of the class. Ask
the class to pay close attention to the bold words. Self-ecacy is nurtured as the
learners develop condence and self-esteem when working individually.
3. Ask the learners to discuss how the bold words have been used. Digital literacy
is promoted as learners interact with the devices to learn about Google Maps for
directions.
4. Assess the learner’s ability to identify pronouns correctly and use or interpret
visual media (map) for information.
5. Use the ‘Did you know?’ section of the lesson to provide a better understanding of
the sub-strand. Personal pronouns refer to a particular person, group or thing. ey
include: I, it, we, etc. Possessive pronouns demonstrate ownership. ey include:
mine, his, etc.
6. Ask the learners to read the sentences in Activity 2 in pairs. Allow them to identify
all the possessive and personal pronouns.
7. Assess the learners’ ability to dierentiate personal and possessive pronouns.
Possible answers (Activity 2)
Personal pronouns: she, he, I
Possessive pronouns: our, his, my, their, its
8. Conclude the lesson by asking the learners to do the take-home assessment.
Additionally, remind the learners that they can also use the internet and a digital
device to learn more about pronouns.
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Take-home Assessment
Assess the learners’ level of comprehension of pronouns by checking or listening to
how they used the pronouns to construct sentences.
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use personal and possessive pronouns correctly as subjects and objects for self-
expression.
b) Appreciate the importance of personal and possessive pronouns in
communication.
Key Inquiry Questions
1. Which words replace names of people or things in sentences?
2. Which words do we use to show that something belongs to us?
Additional Information to the Teacher
Prepare ash cards/word cards with the following pronouns:- I, she, him, they, her, it,
ours, theirs (You can make as many ash cards as you want in order to accommodate
all the learners). These will be used in Activity 1.
For Activity 2, download and watch the video provided in the following link: https://
www.youtube.com/watch?v=vN-ShsfKPvU. If you cannot access the video, then you
can improvise by using picture cut-outs from newspapers or magazines.
Suggested Learning Resources
• devices such as phones and iPads • ash cards • pictures
• charts • Learner’s Book
Suggested Assessment Methods
• word games • matching tasks • role play
Suggested Learning Experiences
1. Begin the lesson by asking the learners to read the sentences they made in the
take-home assessment.
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2. Introduce the focus of the lesson by referring the learners to Activity 1. Use the
following instructions to help the learners play the ‘Run and Grab’ word game in
groups:
a) Divide the class into two groups.
b) One at time, say the following pronouns: Group 1 pronouns are I, she, him
and they. Group 2 pronouns are her, it, ours and theirs.
c) Let the learners take turns to run and pick a ash card with the said pronoun.
d) e winner is the group that picks the most correct pronouns.
e) Appreciate the learners for participating in the game and congratulate the
winners.
As learners work in groups to play the game the value of cooperation is nurtured.
3. Play the learners the video from the following link: https://www.youtube.com/
watch?v=vN-ShsfKPvU. Nurture the learners’ communication skills and digital
literacy by encouraging them to watch and listen to the video as they write down
all the pronouns mentioned.
4. Individually, let them classify the pronouns they have written under either per-
sonal or possessive pronouns. This will assist in assessing the learners’ individu-
al ability in identifying personal pronouns and possessive pronouns correctly.
5. Assess the learners’ ability to identify and use pronouns correctly.
6. Conclude the lesson by reminding the learners to do the take-home assessment.
Encourage the learners to do the further learning activities and read different arti-
cles or stories from digital platforms, newspapers or magazines and nd out how
pronouns have been used.
Take-home Assessment
Assess the learners’ level of understanding of personal and possessive pronouns. Also
assess their ability to use pronouns in making the sentences.
Further Learning
Encourage learners to take old newspapers and magazines to identify both personal
and possessive pronouns. This will promote learning to learn. They should attempt
typing their work to promote digital literacy. Ask the learners to report back to you
once this is done.
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Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
pronouns
correctly
Always identies
personal and
possessive
pronouns
correctly.
Identies
personal and
possessive
pronouns
correctly.
Sometimes
identies
personal and
possessive
pronouns
correctly.
Hardly identies
personal and
possessive
pronouns.
Using
pronouns
correctly
Always uses
personal and
possessive
pronouns
correctly.
Uses personal
and possessive
pronouns
correctly.
Sometimes
uses personal
and possessive
pronouns
correctly.
Hardly uses
personal and
possessive
pronouns
correctly.
D. Writing
Sub-Strand: Guided Composition: Friendly letter/SMS
Suggested time:
2 Lessons, LB
49-52
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Identify key parts of a friendly letter in preparation for writing.
b) Write a friendly letter using the correct format for eective communication.
Key Inquiry Questions
1. Why do you pass information to others?
2. How do you pass information to your friends?
3. What kind of information do you give to your friends?
Suggested Learning Resources
• Learner’s Book • sample letters
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Suggested Assessment Methods
• peer assessment • self-assessment • portfolio
Suggested Learning Experiences
1. Introduce the lesson by asking learners to say how they communicate to their
friends or relatives who live far away (through calls or messages via mobile phones,
e-mails).
2. Inform the learners that writing letters is also a form of communication that was
very common before the introduction of mobile phones and computers.
3. Refer the learners to look at the letter in Activity 1 and study its structure.
Randomly, pick dierent learners to read a paragraph at a time. Safety education
emphasising on accidents and rst aid is fostered as they read the letter.
4. Communication and collaboration skills are enhanced as the learners use the
letter to answer the questions in Activity 1 in groups of three. eir critical
thinking skills are also enhanced.
5. Provide more information about the lesson by telling the learners the
following:
• Friendly letters are written to people close to us like our parents, siblings,
aunts, uncles, cousins and friends.
• A friendly letter can be very long or short depending on the message you are
communicating.
• A friendly letter has one address.
• Separate the date from the address since the date is not part of the address.
• Punctuate it properly.
• A friendly letter should begin with a salutation like Dear Mary,.
• e message in the friendly letter should be communicated clearly.
• A friendly letter should have a complimentary close like Your friend, Lots of
love, etc, and the name of the sender.
• e person writing the letter is called the sender.
• e person receiving the letter is called the recipient.
6. Assess the learners’ level of understanding of the format of a friendly letter. This
can be done by listening to the answers they provide to the questions.
Possible answers (Activity 1)
1. One address
2. Hadija
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3. Halima
4. 4
th
March 2018
5. Accept any logical answer
6. Accept any logical answer
7. Individually, let the learners complete the friendly letter in Activity 2 and ll in
the blank spaces in pairs.
8. Assess the leaner’s ability to write the letter using the correct format.
Check the following when assessing the learners:
Possible answers (Activity 2)
a) The heading includes the address and the date.
b) The greeting starts with ‘Dear’.
c) The body is a response of the letter in Activity 1.
d) There is a complimentary close e.g Yours friendly.
e) Correct grammar and
punctuation.
9. In pairs, let the learners mention some of the things they can communicate
through writing of a friendly letter - birthday wishes, a trip, joining a new school,
etc. is will enhance their critical thinking, creativity skills and inculcate
learning to learn.
10. Conclude the lesson by encouraging learners to always use a simple and friendly
language when writing friendly letters. Remind the learners to do the take-home
assessment. Let them seek help from family members where necessary.
Take-home Assessment
Assess the learners’ understanding of the format and structure of a friendly letter by
checking the letters they wrote.
Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Send an SMS correctly for eective communication.
b) Appreciate the role of SMS in a variety of communication contexts.
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Key Inquiry Questions
1. Why do you pass information to others?
2. How do you pass information to your friends?
3. What kind of information do you give to your friends via SMS?
Suggested Learning Resources
• Learner’s Book • digital devices such as phones or tablets
• print-outs
Suggested Assessment Methods
• peer assessment • self-assessment • writing assessment
Suggested Learning Experiences
1. Introduce the lesson by asking learners if they have ever used a mobile phone. Let
them say some of the ways one can communicate using a mobile phone. Expect
answers like calling, texting, emails, among others.
2. Refer the learners to Activity 1. Let the learners read the text messages in pairs.
3. Instruct the learners to pair up and answer the questions. As this happens, their
creativity and critical thinking skills are developed.
4. Assess the learners’ understanding of an SMS and their ability to dierentiate
it from a friendly letter. is can be done through question and answer or oral
discussion.
Possible answers (Activity 1)
1. An SMS does not have a sender or receipient address.
2. Sent using a mobile phone or tablet. Simply write the message and send
to the number you want to send to.
5. Use the ‘Did you know?’ section of the lesson to explain more about an SMS.
Digital literacy is enhanced practically as you show the learners how an SMS is
made and sent using a mobile phone or a tablet.
6. In pairs, let the learners mention some of the things they can communicate
through writing an SMS. This develops their critical thinking skills and their
imagination.
7. Refer the learners to Activity 2. Let the learners practise writing an SMS to their
parents. They can practise by writing in their books if mobile phones are not
easily available in your locality. Additionally, you can use two mobile phones and
practically show the learners how to send an SMS.
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8. Give the learners a chance to read the SMS to the class. By reading the SMS to
the class, their self-efcacy is enhanced.
9. Conclude by reminding the learners that both a friendly letter and an SMS are
used to pass information. The difference is the medium in which the informa-
tion can be sent through. Let learners know that unlike a friendly letter, an SMS
is brief and gets to the reader faster than a letter. Give the learners your mobile
phone number and ask them to do the take-home assessment. Encourage them to
work with their family members and also do the Further Learning activity.
Take-home Assessment
Assess the learners’ ability to use an SMS to communicate. is will be possible when
the learners use the phone number given to send an SMS.
Further Learning
With the help of the learner’s parents or caregivers, they learn about giving rst aid to
someone who has been involved in a minor re accident. Encourage them to attempt
doing both the letter and SMS. Encourage them to report back to you once this is done.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Writing letters
using the correct
format.
Always writes
letters and
SMS using the
correct format.
Writes letters
and SMS using
the correct
format.
Sometimes
writes letters
and SMS using
the correct
format.
Struggles to
write letters
and SMS using
the correct
format.
Using SMS to
communicate.
Always
communicates
meaningfully
through SMS.
Communicates
meaningfully
through SMS.
Sometimes
communicates
meaningfully
through SMS.
Struggles to
communicate
meaningfully
through SMS.
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(Learner’s Book pages 53-66)
Suggested Vocabulary
nutrition, healthy, food, diet, plump, thin, vitamin, sugar, protein, fat, water, habit,
obesity, anaemia, kwashiorkor, deciency, marasmus, meat, carbohydrates, fruits
Specic Learning Outcomes
Strand 5.1
Listening and
Speaking
Strand 5.2
Reading
Strand 5.3
Grammar
Strand 5.4
Writing
5.1.1 Pronunciation
and Vocabulary:
Listening
Comprehension/
Pattern
By the end of the
sub strand, the
learner should be
able to:
a) Listen actively
to a variety of
texts to gain
information.
b) Apply
vocabulary
related to
the theme
in a variety
of contexts
for eective
communication.
c) Use the language
pattern correctly
for eective oral
communication.
d) Appreciate
listening to a
variety of texts
for information
and enjoyment.
5.2.1 Extensive
Reading:
Independent
Reading
By the end of the sub
strand, the learner
should be able to:
a) Select
appropriate
reading materials
for lifelong
learning.
b) Read a variety of
familiar materials
independently
to build reading
speed and
uency.
c) Apply
appropriate
strategies to read
independently
for information
and enjoyment.
d) Appreciate the
importance of
independent
reading in
lifelong learning.
5.3.1 Part of
Speech: Regular /
Irregular Adjectives
By the end of the
sub strand, the
learner should be
able to:
a) Describe
items using
comparative
forms of both
regular and
irregular
adjective
for eective
communication.
b) Use adjectives
of size and
shape in the
right order
for clarity of
communication.
c) Appreciate the
use of adjectives
to talk
about family
celebrations
for eective
communication.
5.4.1 Creative
Writing: Narrative
Compositions
By the end of the
sub strand, the
learner should be
able to:
a) Describe
the parts of
a narrative
composition in
preparation for
writing.
b) Organise
thoughts
uently, clearly
and precisely
in a coherent
paragraph for
self-expression.
c) Create a
narrative
composition
of about 60-80
words for self-
expression.
d) Appreciate the
role of creativity
in writing
for dierent
purposes.
Theme
5
Nutrition–Balanced Diet
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Key Inquiry Questions
5.1 Listening and
Speaking
5.2 Reading 5.3 Grammar 5.4 Writing
1) Why should we
listen carefully?
2) How can we
improve our
pronunciation?
1) Why should
we read
widely?
2) What materials
do you enjoy
reading?
1) Why should we
say the correct
shape and size of
things?
2) What are some of
the words you use
to talk about how
someone feels or
looks?
3) How do we
describe things?
1) Why do we
enjoy listening to
stories?
2) Why is it
important to plan
our composition?
3) How can
we write an
interesting
composition?
Core Competencies to be Developed
1. Communication and collaboration – learners discuss in pairs and groups.
2. Critical thinking and problem-solving – achieved as learners draw conclusions
from the text.
3. Digital literacy – reading materials from electronic sources and use of digital
devices.
4. Learning to learn – independent reading through reading clubs.
5. Self-ecacy – asking and responding to questions
6. Creativity and problem-solving as well as communication and collaboration
Link to PCIs
1. Prevention of lifestyle or non-communicable diseases by learning about balanced
diet
2. Clubs and societies help inculcate social cohesion.
3. Eective communication skills are developed through interactive reading tasks.
4. Eective communication and problem-solving are nurtured through interactive
language tasks
5. Information on lifestyle diseases through the theme of balanced diet
6. Citizenship - social cohesion in groups
7. Sensitisation on lifestyle or communicable diseases achieved when the learner
writes compositions based on the theme nutrition.
Link to Values
• empathy • caring for others • love • responsibility • respect
• hard work • unity • obedience
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Link to Other Subjects
1. Kiswahili and indigenous languages – listening comprehension is learnt in these
learning areas.
2. All learning areas – extensive reading is applicable in every learning area.
3. Kiswahili – comparative adjectives are handled.
4. All languages and music emphasise creativity.
Suggested Community Service Learning Activities
1. Learners listen to a programme on nutrition and compose a poem with the aid of
parents or guardians.
2. Encouraging peers to read extensively during their leisure time.
3. Learners watch a TV programme and write the comparative adjectives aided by
parents or guardians.
4. Learners visit children living with disabilities accompanied by parents, guardians
or siblings and narrate stories about healthy eating and write them together.
Suggested Assessment Methods
Listening and
Speaking
Reading Skills Grammar Writing Skills
• oral reading or
dictation
• role play
• debates
• oral interviews
• dialogues
• oral discussion
• oral presentation
• public speaking
• teacher-made
assessment
• peer assessment
• self-
assessment and
standardised
listening
assessment
• reading aloud
• dictation
• oral interviews
• question and
answer
• teacher-made
assessment
• learner’s
summaries of what
they read
• learner’s journals
• learner’s portfolios
• peer assessment
• self-assessment
and standardised
reading assessment
• keeping a record of
books read
• tasks such as
multiple choices
• discrimination
• gap-lling
• short-answer
• dialogue-
completion
information gap
• role play
• simulation
• matching tasks
• simulation
• matching tasks
• substitution table
• word games
• puzzles
• teacher made
assessment
• teacher
–made
assessment
• learner’s
journals
• peer
assessment
• self-
assessment
by the
learners
• portfolio
dictation
• standardised
writing
assessment
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Attention to Learners with Special Needs in Education
Support for multi-ability learning
Support for special needs learning
• Give fast learners extra activities
to avoid boredom and idling.
• Give all learners equal chances
to participate in class activities.
You have the duty to ensure that
they accommodate one another
and learn to co-exist despite their
dierences.
• Organise that the learners are
positioned evenly in the class.
• For the visually impaired learners, avail
braille and tactile pictures. For those with
sight diculty provide large print texts.
• For the learners with hearing impairments,
make use of sign language or avail a sign
language interpreter.
• Have the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• Encourage time takers to participate in
discussions such as the role play and
telling of stories.
• Allocate physically challenged learners roles
that they can handle. Give them support
and ensure other learners do the same,
example, helping in pushing a wheelchair for
a physically challenged learners.
Background Information
In the theme: Nutrition, learners should be guided to use language items to learn about
balanced diet. ey will discuss about healthy eating and unhealthy eating, read about
balanced diet and acquire vocabulary on the same. e learners will further learn to use
the language pattern (noun phrase+would want to be) and use the vocabulary taught
to make correct sentences. e learners will further be encouraged to read widely.
A. Listening and Speaking
Sub strand: Pronunciation and Vocabulary: Listening Comprehension/Pattern
(noun phrase + would like to be ...)
Suggested time: 2 lessons, LB pages 53–56
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Listen actively to a variety of text and gain information about a balanced diet.
b) Use the language pattern correctly for eective oral communication.
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Key Inquiry Questions
1. Why should we listen carefully?
2. Which vocabulary of foods do you know?
Additional Information for the Teacher
Ask learners to bring dierent food stus from home to use in the lesson. Get pictures
on dierent foods for the lesson so that learners can acquire vocabulary on nutrition.
Watch the link beforehand so as to familiarise with the song. You can stop the song
mid-way if need be.
Suggested Learning Resources
• Real foods, both health and unhealthy (Use the foods that are readily available in
your locality)
• Pictures of dierent kinds of food
Suggested Assessment Methods
• oral reading • oral discussion • question and answer
• oral presentation • peer assessment
Suggested Learning Experiences
1. Introduce the lesson by asking learners to sing a song on healthy eating using
the following link - https://www.youtube.com/watch?v=-JldSBUQB34. e learners
can also sing any other song they know on nutrition if the link is not available. is
will arouse their interest in readiness for the lesson.
2. Tell the learners to look and name the foods in the Learner’s Book in Activity 1.
Let them indicate the foods that are healthy and unhealthy and give reasons.
3. Possible answers (Activity 1)
4. Unhealthy foods (ice-cream and chips) make our bodies weak.
5. Healthy foods (corn, cabbage and bananas) make our bodies strong.
6. Read what Chacha is saying in Activity 2 and then ask the learners to say Chacha’s
message in their own words. Assess their ability to listen carefully by noting what
they say. e learners gain knowledge on healthy eating habits which prevent
lifestyle diseases.
7. Ask the learners if what they had for breakfast was healthy or not and let them give
reasons. Assess the learner’s ability to use vocabulary on nutrition eectively in
their communication by listening to them as they speak.
Explain that healthy foods are full of nutrients needed in our bodies. Unhealthy
foods, on the other hand, are foods with little bre, protein, vitamins or minerals.
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A balanced diet is, therefore, a meal that has all the nutrients that give the body all
the nutrients needed to function well.
8. Guide the learners on how to construct correct sentences using the phrase ‘would
like to be’ and say them to the class. Assess their ability to use the language pattern
correctly by listening to the sentences made. Communication skills are developed
as learners make sentences.
NB: Ensure learners use the language pattern ‘would like to be’ in the sentences
they make. Be sensitive to learner’s feelings as you use the word ‘plump’, ‘fat’ and
‘thin’.
9. Conclude the lesson by asking learners questions about the language pattern
taught. Ensure all learners are able to construct correct sentences using the
language pattern.
Take-home Assessment
Assess the take-home assessment by listening as learners share what they told their
family members in the next lesson.
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Apply vocabulary related to theme in a variety of contexts for eective
communication.
b) Appreciate listening to a variety of texts for information and enjoyment.
Key Inquiry Questions
1. How can we improve our pronunciation?
2. What words would you use to talk about a balanced diet?
Additional Information for the Teacher
When reciting the poem with the learners, encourage them to replace the given foods
with those found in their local environment.
Suggested Learning Resources
• Learner’s Book • charts • real foods or pictures of foods
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Suggested Assessment Methods
• peer assessment • oral presentations • discussions
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to recite the rhyme in Activity 1 in the
Learner’s Book aer you.
2. Ask the learners to answer questions from the poem in pairs. Assess their eective
use of vocabulary as they answer questions.
3. Assess the learners as they pronounce words in Activity 2. Ask the learners to
tell their partner other words with the same sound. As they pronounce the words
correctly, the value of excellence is inculcated.
Possible answers (Activity 2)
Sound /u/ /u/
Sound /ae/ Sound /f/ Sound /v/
pudding
ugali
fruit
wood
spoon
cookies
bacon
apple
fat
mango
French fries
sh
food
vanilla
avocado
vine
4. Conclude the lesson by asking oral questions that require the learners to use
vocabulary learnt from the theme: Nutrition. Assess how they pronounce the
sounds taught correctly.
Take-home Assessment
Assess the take-home assessment in the next lesson by listening to how learners present
their work to the class. Emphasise on correct pronunciation and keen listening.
Further Learning
Encourage the learners to nd the poem as instructed and recite it to you and their
friends. Assess the learners as they recite the poem noting pronunciation of the sounds
learnt.
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Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectation
Below expectations
Listening
actively
Always listens
actively with
appropriate
facial
expressions
and body
language.
Listens
actively with
appropriate
facial
expressions
and body
language.
Sometimes
listens
actively with
appropriate
facial
expressions and
body language.
Rarely listens actively
with appropriate
facial expressions
and body language.
Responding
to oral
questions
Always
responds to
questions
appropriately.
Responds
to questions
appropriately.
Sometimes
responds to
questions
appropriately.
Rarely responds
to questions
appropriately.
Using the
language
pattern
correctly
Consistently
uses the
language
pattern
correctly.
Uses the
language
pattern
correctly.
Sometimes uses
the language
pattern
correctly.
Hardly uses the
language pattern
correctly.
B. Reading
Sub strand: Extensive Reading: Independent Reading
Suggested time: 2 Lessons, LB pages 56 - 59
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read a variety of texts independently to build reading speed and uency.
b) Appreciate the importance of independent reading.
Key Inquiry Questions
1. Why should we read widely?
2. Which materials do you enjoy reading?
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Additional Information for the Teacher
For this lesson, carry a variety of reading materials such as poems, comic books,
newspapers, magazines, and story books on nutrition. You can also ask the learners to
bring such reading materials on the topic.
Suggested Learning Resources
• storybooks
• poems
• magazines
• comics
• newspapers
• Learner’s Book
Suggested Assessment Methods
• oral reading
• question and answer
• learners summaries of what they have read
• keeping a record of the books read
Suggested Learning Experiences
1. Introduce the lesson by asking the learners if they have ever called or received a
phone call. If so, let them say who they spoke to and what they discussed. As they
do so, their digital literacy skill is enhanced. ey also became ethical as they
learn good mannerism in telephone conversations.
2. Assess the learner’s ability to read and act out the telephone conversation in
Activity 1 in the Learner’s Book. As they do so, creativity and imagination skills
are sharpened.
3. In pairs, ask the learners to answer the questions in Activity 1. Assess them as they
present the answers to the class. Self ecacy is enhanced during the presentation.
Possible answers (Activity 1)
a) Reading widely makes you know a lot of things.
b) Accept any sensible answer.
c) e materials that are easy to read and with relevant information.(Accept any
other logical answer)
d) By forming reading clubs and gathering as many reading materials as possible.
( Accept any other logical answer)
e) Accept the correct answers given. Ensure they use the language pattern, ‘I would
like to be …..’
4. Ask the learners to select one reading material from the ones you have brought in
class. Ask them to read silently.
5. Assess the learner’s ability to grasp content as they read independently and share
what they read with the class.
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6. Conclude the lesson by asking the learners to form a reading club. Ask the learners
to agree on the time they will be meeting to read dierent reading materials or to
discuss what they have learnt. e reading club will help inculcate social cohesion.
e values of unity and responsibility are also promoted.
Take-home Assessment
Assess the take-home assessment by listening to the learners as they share their
sentences in the next lesson. Encourage learners who cannot access a story from the
internet to get one from a storybook, newspaper or a magazine.
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Select appropriate reading materials for lifelong learning.
b) Appreciate the importance of independent reading in lifelong learning.
Key Inquiry Questions
1. How do the subjects you do inuence what you would want to be when you grow
up?
2. Why should we read widely?
Additional Information for the Teacher
Award learners who read widely in order to cultivate a reading culture among the
learners.
Suggested Learning Resources
• newspaper cuttings
• magazine cuttings
• manila paper
• storybooks
• Learner’s Book
Suggested Assessment Methods
• reading aloud
• question and answer
• learner’s summaries of what they have read
Suggested Learning Experiences
1. Introduce the lesson by asking the learners what they would want to be when
they grow up. Let them use the phrase, ‘I would like to be a... Encourage most
learners to participate.
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2. Ask the learners to study the picture in the Learner’s Book and name the foods in
Activity 2. Let the learners tell the class the dierent foods they can identify.
3. Ask the learners to say what they think the story is about. is will promote
critical thinking and imaginative skills.
4. In turn, pick dierent learners, to read the story in Activity 2. As they do this, the
communication and collaboration skills are enhanced.
5. Assess the learners as they answer questions in Activity 2.
Possible answers (Activity 2)
1. Science and Technology. Because they learn many interesting things.
2. We should eat a well-balanced diet.
3. Carbohydrates give the body energy to work and move around.
4. By not eating a lot of food.
5. Accept any sensible answer.
6. Conclude the lesson by encouraging the learners to make a reading corner. Ask
them to use newspaper cuttings, magazine cuttings and any other cutting and stick
them on a manila paper. Let the learners further collect storybooks, magazines
and newspapers and arrange them neatly at the reading corner. Ask the learners
to read as much as they can.
Take-home Assessment
Assess the learners’ take-home assessment by looking and reading.
Further Learning
Assess further reading by inspecting the reading clubs formed by dierent learners.
Suggested Formative Assessment Rubric
Indicators
Exceeds
expectation
Meets
expectations
Approaching
expectations
Below
expectations
Reading variety
of texts
Always reads a
variety of texts.
Reads variety of
texts.
Reads limited
variety of texts.
Rarely reads
texts.
Reading
independently
Always reads
independently
for pleasure.
Reads
independently
for pleasure.
Sometimes
reads
independently
for pleasure.
Rarely reads
independently
for pleasure.
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C. Grammar
Sub strand: Parts of Speech: Regular/Irregular adjectives
Suggested time: 2 lessons, LB pages 59-63
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Describe items using comparative forms of both regular and irregular
adjectives for eective communication.
(b) Write the comparative and the superlative form of the adjectives given.
Key Inquiry Questions
1. How do we describe things?
2. Which are some of the words you use to talk about how someone feels or looks?
Additional Information for the Teacher
e groups can have less than ve learners depending on the number of learners in
your class; however, they should not exceed ve.
Suggested Learning Resources
• realia • Learner’s Book • chart
Suggested Assessment Methods
• gap-lling • short answers • peer assessment
Suggested Learning Experiences
1. Introduce the lesson by guiding the learners on how to play the game in Activity
1 in the Learner’s Book.
How the game is played
-Ask the learners to stand and mingle.
-Ask them to pair up randomly.
-Let the learners pick a word to describe the person they have paired up with. Let
them say the word to the class.
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2. In pairs, ask the learners to identify all describing words in Activity 2. Ask the
learners if they know the name of the describing words.
If they do, the skill of learning to learn is developed. Tell them describing words
are called adjectives.
3. Still in pairs, ask the learners to discuss the meal they ate last night. Assess their
use of adjectives in their answers.
Possible answers to Activity 2
1. tasty, delicious, two, big, some, hot, so, green
2. Accept any logical answer.
3. big, small, large, tiny, little, circular, rectangular, oval, square, triangular
(Accept any other correct answer)
4. Ask the learners to study the pictures in Activity 3 and read the sentences in
pairs. Ask the learners to discuss what they notice about the words in bold. As
they discuss, the skill of learning to learn is developed.
Explain to the learners that comparative adjectives are formed by adding ‘–er’ and
superlative adjective by adding –est for the regular adjectives. Give examples on the
blackboard and ask the learners to give more examples.
5. Still in pairs, ask the learners to give more adjectives in the comparative and the
superlative form. Assess them as they give the adjectives.
6. Conclude the lesson by asking oral questions to ensure all learners understand
what regular adjectives are.
Take-home Assessment
Assess take-home assessment by checking the learner’s work in the next lesson.
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Use the adjectives of size and shape in the right order for clarity of
communication.
(b) Appreciate the use of adjectives for eective communication.
Key Inquiry Questions
1. Why should we say the correct shape and size of things?
2. How does the use of adjectives enrich language?
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Additional Information for the Teacher
Where possible, ask the learners to use electronic devices. Let them identify adjectives
from an audio. Ask learners to write sentences on tablets, computers and other digital
resources using adjectives. Where the devices are not available, use a picture.
Suggested Learning Resources
• A song on a chart or on the chalkboard • realia
• Learner’s Book
Suggested Assessment Methods
• gap-lling • short-answers • questions and answers
Suggested Learning Experiences
1. Introduce the lesson by asking learners to study the pictures in Activity 1 and
tell their friend the breakfast that is good, better and best. Ask the learners to give
reasons.
2. In pairs, assess the learners as they use the words good, better, best and bad, worse
and worst to compare meals they have taken in dierent places.
Explain to the learners that some adjectives do not form their comparatives by adding
‘-er’ and their superlatives by adding ‘-est’. Such adjectives are called irregular
adjectives
Examples:
good better best
bad worse worst
old elder eldest
3. Sing the song in Activity 2 to a familiar tune using gestures. Ask the learners to
sing aer you.
4. In pairs, ask the learners to list all the adjectives used in the song. Ask them to say
the order of adjectives, the skill of learning to learn will be promoted.
Explain to the learners that when writing adjectives of size and shape, the adjective
of size comes rst.
5. Assess the learners as they identify order of adjectives in the sentences given and
ask them to construct other similar sentences.
6. Individually, assess the learners as they do the work in Activity 3. Let them read
and arrange the adjectives given.
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Possible answers to Activity 3
a) big circular b) small rectangular c) enormous oval
d) big round e) small round
7. Conclude the lesson by asking the learners to create two stanzas of the song
in Activity 2. Ask them to mention foods like a potato, a carrot etc. Let them
mention size and the shape in the right order.
Take-home Assessment
Assess the take-home assessment by listening to the learners as they share their list in
the next lesson.
Possible answers (Take-home assessment)
a) Regular verbs Irregular verbs
nice little
late many
great much
so ill
pretty
intelligent
b) Comparative Superlative
less least
some much
more most
worse better
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Describing
items
Consistently
describes
items using
comparative
forms of regular
and irregular
adjectives
correctly.
Describes
items using
comparative
forms of
regular and
irregular
adjectives
correctly.
Sometimes
describes
items using
comparative
forms of regular
and irregular
adjectives
correctly.
Hardly describes
items using
comparative
forms of regular
and irregular
adjectives
correctly.
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Using
adjectives in
the correct
order
Consistently
uses adjectives
in the correct
order.
Uses
adjectives in
the correct
order.
Sometimes
uses adjectives
in the correct
order.
Hardly uses
adjectives in the
correct order.
D. Writing
Sub strand: Extensive Reading: Independent Reading
Suggested time: 2 Lessons, LB pages 64-66
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Describe the parts of a narrative composition in preparation for writing.
b) Organise thoughts uently, clearly and precisely in a coherent paragraph for self-
expression.
Key Inquiry Questions
1. Why do we enjoy listening to stories?
2. Why is it important to plan our composition?
Additional Information for the Teacher
e learners would benet a lot if you take them to a supermarket, a food store or
grocery store or even the market near the school. is would entertain them and also
make them learn a lot.
Suggested Learning Resources
• realia • pictures • Learner’s Book
Suggested Assessment Methods
• learner’s journals • peer assessment • self-assessment
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Suggested Learning Experiences
1. Introduce the lesson by asking the learners if they know of any story. If they do,
let a few narrate their stories to the class. is will promote self-ecacy among
the learners.
2. Now, tell the learners to read the narrative in Activity 1 in turns. Pick dierent
learners to read a paragraph at a time. As they do so, the skill of collaboration is
developed.
3. In pairs, assess the learners as they answer questions from the story in Activity
1 and let them continue with the story to the end using their own words. Let
them make the narrative interesting. As they answer questions, critical thinking
is enhanced.
Possible answers (Activity 1)
1. e use of similes.
2. Accept any logical answer given.
3. Open ended, accept all logical answers.
4. As wise an owl, as calm as river, as sour as vinegar
4. Ask the learners to play the game called ‘pick and say’. In groups of ve, ask
learners to get a representative who will pick a word from the card and then the
group members will complete the simile given in Activity 2.
Possible answers (Activity 2)
1. bee
2. pancake
3. vinegar
4. honey
5. pie
6. cucumber
5. Still in groups of ve, ask the learners to do Activity 3. Assess the learners as they
write six similes of food items they use in their community. As they do so, the
values of unity and respect are enhanced. (Accept any reasonable answer)
6. Conclude the lesson by encouraging learners to always use good language when
writing narrative compositions. Encourage them to use similes as learnt earlier.
is will promote excellence in their work.
Take-home Assessment
Assess the take-home assessment by marking the composition written by the
learners. Encourage learners to also review each other’s work thus encouraging
peer assessment.
.
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Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Create a narrative composition of about 60-80 words for self-expression.
(b) Appreciate the role of creativity in writing for dierent purposes.
Key Inquiry Questions
1. How can we write an interesting composition?
2. Why are narratives compositions important?
3. Why is it important to plan our composition?
Additional Information for the Teacher
Listen to the narrative in the link: https://www.youtube.com/watch?v=5IXrLxvkEwo
before the lesson and prepare accordingly. Also in the take-home assessment, tell the
learners they don’t have to visit the super market, they can use their past experience.
Suggested Learning Resources
• digital devices
• sample narrative compositions
• Learner’s Book
Suggested Assessment Methods
• learner’s journals • peer assessment • self- assessment by learners
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to listen to the narrative on
the link: https://www.youtube.com/watch?v=5IXrLxvkEwo and rewrite it in their
own words.
2. Ask the learners to retell the narrative to the class. As they do so, their condence
is boosted.
Explain to the learners that a narrative composition has the following parts:
• Introduction – something is happening to the main character in the story.
• Middle– there is a conict or problem that the character has to solve.
• Conclusion – the solution is found (happy ending) or the solution is not
found (sad ending).
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3. Ask the learners to form groups of four. Assess them as they prepare a plan of an
interesting celebration they attended. Ask them to list similes and sayings they
will use in the narrative composition. Let them appreciate the importance of
planning before they write. is promotes life-long learning.
4. Ask the learners to write a narrative composition individually. Assess the learners
as they share their story to the class.
5. Conclude the lesson by encouraging learners to read many storybooks and
identify the introduction, the body and the conclusion of the stories they read.
Take-home Assessment
Assess the learners as they read their narrative to the class in the next lesson.
Further Learning
Encourage learners to get help from caregivers and type their work. Ask the learners to
say the challenges they encountered in typing their narratives.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Writing legibly
and expressing
thoughts
uently
Consistently
writes legibly
and expresses
thoughts
uently.
Writes legibly
and expresses
thoughts
uently.
Sometimes
writes legibly
and expresses
thoughts
uently.
Hardly writes
legibly and
expresses
thoughts
uently.
Writing
creatively
Consistently
writes
creatively.
Writes
creatively.
Sometimes
writes
creatively.
Hardly writes
creatively.
Using similes in
compositions
Consistently
incorporates
similes in their
compositions.
Incorporates
similes in their
compositions.
Sometimes
incorporates
similes in their
compositions.
Hardly
incorporates
similes in their
composition.
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Theme
6
(Learner’s Book pages 67 - 78)
Suggested Vocabulary
Internet, computer, mobile phone, email, address, type, search, nd, click, send,
save, reply, inbox, outbox, compose, keyboard
Specic Learning Outcomes
Strand 6.1
Listening and speaking
Strand 6.2
Reading
Strand 6.3
Grammar
Strand 6.4
Writing
6.1.1 Pronunciation
and Vocabulary: Stress/
Intonation
By the end of the sub
strand, the learner
should be able to:
a) Identify correct
stress and intonation
in ‘WH’ questions,
other questions
and statements for
clarity in speech.
b) Use correct stress
and intonation
in questions and
statements to
communicate
clearly.
c) Use vocabulary
related to the
theme in a variety
of contexts
for effective
communication.
d) Appreciate the
importance of
varying intonation
in communication.
6.2.1 Intensive
Reading: Dialogue
By the end of the
sub strand, the
learner should be
able to:
a) Read a variety
of dialogues
related to email
and Internet for
comprehension.
b) Apply
appropriate
intensive
reading skills to
obtain specic
factual and
inferential
information
for lifelong
learning.
c) Appreciate
reading for
purposes of
comprehension
and
information.
6.3.1 Language
Patterns: Quantiers
By the end of the sub
strand, the learner
should be able to:
a) Select
appropriate
quantiers to
use in relation to
the type of noun
for eective
communication.
b) Use quantiers
in sentences
correctly for
communication
clarity.
c) Appreciate
the correct use
of quantiers
in everyday
communication.
6.4.1 Guided
Writing: Pictorial
Compositions
By the end of the
sub strand, the
learner should be
able to:
a) Write a pictorial
composition
of about 60-
80 words on
varied topics
for effective
communication.
b) Use a variety
of pictures to
write pictorial
compositions
of about 60-
80 words
for effective
communication.
c) Appreciate
the use of
pictures to
write pictorial
compositions
of about 60-
80 words on
difference
topics.
Internet–Email
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Key Inquiry Questions
6.1 Listening and
Speaking
6.2 Reading 6.3 Grammar 6.4 Writing
1. Why do we vary our
voice when asking
questions?
2. How does good pro-
nunciation of words
and sounds help us?
3. How do we nd
out what we do not
know?
1. How can
we obtain
information
from texts?
2. What stories
or books
have you
read?
1. What things do we
count?
2. What things
cannot be counted?
3. Which words do
we use to show
the quantity of
countable and un-
countable nouns?
1. Which words
do we use to
describe a
picture?
2. How do
pictures
make you
feel?
Core Competencies to be Developed
1. Communication and collaboration – enhanced through pair and group practice.
2. Self-ecacy – through achievement of proper intonation in speech.
3. Critical thinking is enhanced when learners compose poems and paragraphs.
4. Digital literacy is promoted when learners interact and manipulate digital devices.
Link to Values
• responsibility • discipline • dedication • hard work
• peace • love • cooperation
Link to PCIs
1. Self-esteem and condence in speech.
2. Personal safety especially cyber safety when using the Internet and sending emails.
3. Critical thinking and creativity when predicting pictures.
4. Eective communication enhanced through interactive reading tasks.
5. Safety and security is inculcated when learners are guided on how to take
precautions when using the Internet.
6. Social cohesion and integrity are enhanced when learners compose poems.
Link to Other Subjects
1. All languages and music emphasis clear articulation and promote writing skills.
2. Languages and music – poems and verses are taught in this area.
3. Science and technology – use of Internet is taught in this learning area.
4. Mathematics - quantiers are used in counting.
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Suggested Community Service Learning Activities
1. Apply proper pronunciation while making oral presentations during community
functions.
2. Learners nd out how to write emails from the Internet with assistance from
parents or guardians.
3. Entertaining guests in functions through songs, poems and verses.
Suggested Assessment Methods
Listening and speaking Reading Grammar
Writing
• oral interviews
• dictation
• oral reading
• debates
• public speaking
• dialogues
• oral presentations
• reading aloud
• question and
answer
• interviews
• journals
• portfolios
• keeping record
of books read
• role play
• matching tasks
• gap-lling
• dialogue
completion
• multiple choice
exercises
• teacher made
tests
• learner
journals
• peer
assessment
• dictation
• writing tests
Attention to Learners with Special needs in Education
Support for multi-ability learning Support for special needs learning
• Support for multi-ability learning
• Give fast learners extra activities to
avoid boredom and idling.
• Give all equal chances to participate
in class activities. You have the duty
to ensure that they accommodate one
another and learn to co-exist despite
their dierences.
• Organise the learners to sit evenly in
the class.
• For the visually impaired learners, avail
Braille and tactile pictures. For those with
sight dicult provide large print texts.
• For the learners with hearing impairments,
make use of sign language or avail a sign
language interpreter.
• Have the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
• Encourage time takers to participate
in discussions such as the role play and
telling of stories.
• Allocate physically challenged learners roles
that they can handle. Give them support
and ensure other learners do the same,
example, helping in pushing a wheelchair
for a physically challenged learner.
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Background Information
In handling the theme, Internet - Email, the teacher needs to be well equipped and
informed about the Internet and how it is used to send emails. erefore, an active
email account owned by a parent or guardian (caregiver) and the knowhow to use it
will be required in order to successfully achieve the objectives laid out for each of the
four strands.
Listening and speaking, reading, grammar and writing elements of the subject will be
developed as learners learn how to compose emails and use the vocabulary associated
with the theme accurately. e teacher will be required to improvise in case the
suggested learning resources are not available in their locality.
A. Listening and Speaking
Sub strand: Pronunciation and Vocabulary: Stress/Intonation
Suggested Time: 3 Lessons, LB pages 67-71
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use vocabulary related to theme in a variety of contexts for eective oral
communication.
b) Use correct intonation in ‘WH’ questions, other questions and statements to
communicate clearly.
c) Appreciate and understand the importance of varying intonation in communication.
Key Inquiry Questions
1. Why do we vary our voices when asking questions?
2. How do we nd out what we want to know?
3. How does good pronunciation of words help us?
Additional Information for the Teacher
If a computer or parts of a computer are not available in your locality, improvise by
using pictures from a newspaper or magazine.
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Suggested Learning Resources
• Learner’s Book • ash cards
• digital devices • mobile phone
Suggested Assessment Methods
• oral reading • observation
• oral discussions • written exercises
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to share their experiences with digital
devices and the Internet. Let them say the digital devices they have ever used to
send a message or an email. Practise inclusive learning where all learners are
given equal opportunity to participate in the discussion. You can also encourage
learners to pair up and tell their deskmates their experiences.
2. Instruct the learners to look at the images in Activity 1. Let them name the items
and write them down. e learners can say whether they have ever used or seen
them.
3. Listen and assess the learners’ ability to correctly pronounce the names of the
items and guide accordingly.
Possible answers (Activity 1)
(a) mouse
(b) keyboard
(c) computer
(d) laptop
(e) cell phone
4. Organise the learners in pairs and let them say what they think is happening
in the picture in Activity 2. Select a few learners to read the dialogue out loud.
Interactive reading is instrumental in enhancing eective communication and
collaboration skills. e value of discipline is also nurtured as learners follow
instructions.
5. Choose a volunteering pair of learners to act the conversation. Guide the learners
in using the correct intonation when saying statements and ‘WH’ questions. Self-
ecacy, self-esteem and condence are developed as learners use the correct
emotions and feelings to act out the conversation.
6. Let the learners read the ‘WH’ - questions in the dialogue and answer them in
their own words. Assess the learners’ understanding of an email and their ability
to identify and use correct intonation.
7. Conclude the lesson by taking the learners through the ‘Did you know?’ section
for better understanding. Also, have a discussion with them about the importance
of using correct intonation for eective communication. Encourage them to ask
their caregivers about composing and sending emails. In case of any diculty
they should always consult with their caregiver.
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Take-home Assessment
Assess the learners’ level of understanding of the new words learnt and their ability to
use intonation correctly. is can be done by asking them to indicate the intonation
they would use to say or read the sentences constructed.
Example: I shall use my computer to send my aunt an email. (Falling intonation)
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify correct stress and intonation in statements for clarity in speech.
(b) Use correct stress and intonation in questions and statements to communicate
clearly.
Key Inquiry Questions
1. Why do we vary our voice when asking questions?
2. How does good pronunciation of words and sounds help us?
3. How do we nd out what we do not know?
Additional Information for the Teacher
A lot of practice and extra exercises are necessary in this lesson for learners to
understand how stress aects the meanings of words. You will need an audio-visual
recording to teach this lesson. You can improvise and use your phone to record your
own voice or that of another teacher to demonstrate the application of stress for
dierent words.
Suggested Learning Resources
• Learner’s Book • An audio playing device/phone • ash cards
Suggested Assessment Methods
• observation • oral discussion
• oral presentation • reading
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say what they learnt about
‘Word Stress’ in eme 4: Accidents. Additionally, remind the learners of Lesson
1(Intonation) and explain how word stress aects intonation.
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2. Refer the learners to Activity 1 and instruct them to listen keenly as the bold
words are read. Let them discuss and say how the words have been used. Guide
them to note how stress changes meaning for each word.
Example: e word address has been used as a noun and as a verb. e word-reply
as a noun and as a verb.
3. Guide the learners to read aloud the words in Activity 1, question 3 applying the
correct stress. Instruct learners to put more force or use a louder tone on the part
that is in bold. Self-ecacy is developed through the use of proper stress.
4. Assess the learners’ ability to correctly use stress by listening to how they
pronounce the words.
5. As instructed in Activity 2, use the following link to play an audio-visual
recording of words pronounced using dierent stress. https://www.youtube.com/
watch?v=jQ90E0g3JXE. Digital literacy is promoted as learners interact with the
digital devices to learn.
6. Let the learners discuss how each of the words from the recording were used
in pairs, that is, as a noun or verb. Communication and collaboration skills
are enhanced as they explain their answers. Assess the learners’ understanding
of how and why stress is applied and used. is can be done by observing and
listening to how the learners respond to question(s) asked.
Take-home Assessment
Assess the learners’ level of understanding and ability to identify and apply correct
stressing. is can be done by checking how they have underlined the words provided
or by asking them to read the words to the class applying the correct stress.
Possible answers (Take-home Assessment)
Noun Verb
project pro ject
decrease decrease
import impor t
contest contest
invite invite
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Apply appropriate reading skills to obtain specific factual and inferential
information for lifelong learning.
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(b) Use correct stress and intonation in statements to communicate clearly.
(c) Appreciate reading for purposes of comprehension and information.
Key Inquiry Questions
1. How does good pronunciation of words and sounds help us?
2. Why do we vary our voice when asking questions?
Suggested Learning Resources
• Learner’s Book • storybooks • pictures
Suggested Assessment Methods
• oral presentation • oral discussion
• observation • peer assessment
Suggested Learning Experiences
1. Introduce the lesson by recapping what the learners have learnt about tone and
stress. Encourage them to point out their weaknesses or what they did not fully
understand.
2. In groups of three, guide learners to repeatedly read the words in Activity 1. Tell
them to listen keenly to the bold vowel and consonant sounds in the words. Self-
condence is nurtured as the learners say more words that have the sounds /f/,
/v/, /u:/ and /Ʊ/.
3. Assess the learners’ ability to correctly pronounce the highlighted sounds using
the correct intonation.
More words to read out loud;
/Ʊ/-pull, full, good, bull, soot, put, cushion
/u:/- true, food, pool, cook, wool, suit, fool
/f/- fun, fan, re, for, Friday, family,
/v/- van, vision, vacuum, vein,
4. Refer the learners to the conversation in Activity 2. Let them act out the
conversation using correct tone and intonation. rough oral discussion, guide
learners to notice how the tone of voice changes in accordance to the speaker’s
emotions.
For example: e boy’s voice gets louder to express his happiness aer
sending the email successfully.
5. Conclude the lesson by taking the learners through the ‘Did you know?’ section.
Let them ask any question or clarication about what they have learnt. Remind
them to do the take-home assessment and ask their caregivers for assistance where
need be.
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Take-home Assessment
Assess the learners’ ability to identify and use intonation correctly. is can be done
through oral presentation.
Further Learning
Assess the learners’ ability and capability to use the Internet to look for a poem. As
they recite the poem to their classmates, friends or family members, peer assessment
will improve their understanding and use of correct stress and intonation.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below expectations
Identifying
correct
intonation
Consistently
identies correct
intonation in
questions and
statements.
Identies
correct
intonation in
questions and
statements.
Sometimes
identies correct
intonation in
questions and
statements.
Hardly identies
correct intonation
in questions and
statements.
Using
correct
intonation
Consistently
uses correct
intonation in
questions and
statements.
Uses correct
intonation in
questions and
statements.
Sometimes
uses correct
intonation in
questions and
statements.
Hardly uses
correct intonation
in questions and
statements.
Using
correct
stress
Consistently uses
correct stress in
words.
Uses correct
stress in words.
Sometimes uses
correct stress in
words.
Hardly uses correct
stress in words.
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B. Reading
Sub strand: Intensive reading: Dialogue
Suggested time: 2 Lessons, LB pages 71-73
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Read a variety of dialogues related to email and Internet for comprehension.
(b) Apply appropriate intensive reading skills to obtain specic factual and inferential
information for lifelong learning.
(c) Appreciate reading for purposes of comprehension and information.
Key Inquiry Question
• How can we obtain information from texts?
Suggested Learning Resources
• Learner’s Book • storybooks • pictures
Suggested Assessment Methods
• peer assessment • oral discussion • reading aloud
Suggested Learning Experiences
1. Introduce the lesson with an oral discussion to recap what the learners learnt in
the previous lesson. Turn learners’ attention to Activity 1 and let them predict
what is happening in the picture. ey can discuss in pairs too.
2. e learners’ communication, creative and critical thinking skills are enhanced
as they get to interact and provide reasonable predictions. Listen and assess the
learners’ ability to answer inferential questions correctly.
3. Organise the learners in pairs and guide them to read the dialogue in Activity 2
applying appropriate stress and intonation. NB: Ensure the learners do not use
their ngers, pens or pencils while reading.
4. e values of hard work and dedication are nurtured as the learners act out
conversations and say what they have learnt.
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5. Let the learners express any experience they have had similar to that in the
dialogue. is will boost their eective communication. Provide a variety of
solutions to assist the learners to resolve the diculties they experience while
doing take-home assessments.
6. Assess the learners’ ability to read and comprehend texts related to the Internet
and email.
Possible answers(Activity 2)
What to learn from the conversation…?
• We can use the Internet to search and get the meaning of a word.
• We can get pictures from the Internet.
• ere is a lot of information in the Internet.
7. Conclude the lesson by encouraging learners to use the Internet as a source of
information and remind them to do the take-home assessment.
Take-home Assessment
Check the learners’ work and assess their understanding of a dialogue and its structure.
Additionally, assess the learner’s ability to correctly use the new words learnt.
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read a variety of dialogues related to email and Internet for comprehension.
b) Apply appropriate intensive reading skills to obtain specic factual and
inferential information for lifelong learning.
c) Appreciate reading for purposes of comprehension and information.
Key Inquiry Questions
1. How can we obtain information from texts?
2. What stories or books have you read?
Suggested Learning Resources
• Learner’s Book • digital device • storybooks
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Suggested Assessment Methods
• reading aloud • question and answer
• interviews • keeping record of books read
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say how they safely use digital
devices to access the Internet. rough oral discussion explain to the learners
ways of staying safe while using the Internet (using passwords or PINs, not sharing
your passwords or personal information, etc.).
2. Organise the learners in pairs and instruct them to read the conversation in
Activity 1. Guide them in role-playing the conversation. Let the learners use
the bold words in the conversation to make sentences. Assess the learners’
comprehension of the vocabulary used in the conversation.
3. Use the following link to play a video on Internet safety: https://www.youtube.
com/watch?v=WJbWA5u8cAY. Safety and security are inculcated when learners
are guided on how to take precautions when using the Internet.
4. Instruct the learners to write down what they have learnt from the video and
select a few to share with the class as instructed in Activity 2. is will enhance
their eective communication skills.
5. rough oral discussion and questions, assess the learners’ understanding of
Internet safety and their ability to answer factual questions.
6. Conclude the lesson by letting the learners recap what they have learnt about
Internet safety. Remind them to always ask a caregiver or an older sibling for help
when accessing the Internet.
Take-home Assessment
Assess the learners’ capability to use the Internet to obtain information and learn. e
values of dedication and hard work are also nurtured as they do the assessment.
Further Learning
Encourage learners to have a discussion with family members about writing and
sending emails. is will assist the learners in getting a better understanding of how to
use the Internet to communicate.
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Suggested Formative Assessment Rubric
Indicator Exceeding
expectations
Meeting
expectations
Approaches
expectations
Below
expectations
Reading and
comprehending
texts related to
email and the
Internet.
Always reads
and comprehends
texts related to
email and the
Internet.
Reads and
comprehends
texts related
to email and
the Internet.
Sometimes
reads and
comprehends
texts related to
email and the
Internet.
Hardly reads and
comprehends texts
related to email
and the Internet.
Answering
factual and
inferential
questions
Consistently
answers both
factual and
inferential
questions
correctly.
Answers
both
factual and
inferential
questions
correctly.
Sometimes
answers both
factual and
inferential
questions
correctly.
Rarely answers
both factual
and inferential
questions correctly.
C. Grammar
Sub strand: Language patterns: Quantiers
Suggested time: 2 Lessons, LB pages 74-76
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Select appropriate quantiers to use in relation to the type of noun for eective
communication.
(b) Use quantiers in sentences correctly for communication clarity.
(c) Appreciate the correct use of quantiers in everyday communication.
Key Inquiry Questions
1. What things do we count?
2. What things cannot be counted?
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3. Which words do we use to show the quantity of countable and uncountable nouns?
Suggested Learning Resources
• Learner’s Book • realia (countable and uncountable nouns)
• ash cards • magazine or newspaper cuttings
Suggested Assessment Methods
• oral discussion
• observation
• peer assessment
• question and answer
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say the dierence between the
realias displayed in the class (e.g. pencils and water). Learners can also sing any
counting song they are familiar with.
2. Let the learners count the items in Activity 1, (countable and uncountable nouns).
Critical thinking is enhanced as they discuss and dierentiate the items in the
two groups. As they discuss, guide the learners in recognising the dierence.
3. Assess the learners’ understanding of countable and uncountable nouns through
oral discussions and questions.
4. Instruct the learners to read the words in the table in Activity 2. Ask them to
pay close attention to how the quantiers; any, much, some and many are used.
Critical thinking is nurtured as learners are guided in dierentiating the use of
quantiers with countable and uncountable nouns.
5. Assess the learners’ ability to identify quantiers used with countable and
uncountable nouns through oral discussion.
6. Let the learners use what they have learnt, i.e. quantiers, countable and
uncountable nouns, to construct sentences, individually. is enhances the values
of hard work and responsibility. ey can read their sentences in pairs so as to
encourage peer assessment.
7. Assess the learners’ ability to use quantiers with countable and uncountable
nouns by checking the sentences they make.
8. Conclude the lesson by instructing learners to crosscheck each other’s sentences
and help to correct. is will promote peer assessment.
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Take-home Assessment
Assess the learners’ ability to use quantiers with countable and uncountable nouns
correctly.
Possible answers (Take-home assessment)
(a) many
(b) much
(c) some
(d) any
(e) Many
(f) many
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Select appropriate quantiers to use in relation to the type of noun for eective
communication.
(b) Use quantiers in sentences correctly for communication clarity.
(c) Appreciate the correct use of quantiers in everyday communication.
Key Inquiry Question
• Which words do we use to show the quantity of countable and uncountable nouns?
Suggested Learning Resources
• realia • charts • Learner’s Book
Suggested Assessment Methods
• oral reading • writing texts
• public speaking • oral presentations
Suggested Learning Experiences
1. Introduce the lesson by guiding the learners in reciting the poem in Activity 1.
Learners should note how the quantiers: some, many, much and any have been
used. Ensure correct pronunciation of all words especially the new words.
2. rough oral discussion let the learners point out lines with quantiers and say
how they have been used in the sentences. is will enhance the learners’ critical
thinking.
3. Assess the learners’ ability to identify and use quantiers with countable and
uncountable nouns.
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Possible answers (Activity 1)
• Many have seen you
• More have heard about you
• Not many know your beginning
• In many electronic devices
• Laptops, computers and many more
• e Internet, we love you so much.
4. In groups of three(minimum). Ask the learners to work in groups and create one
stanza of a poem about emails. Instruct them to use some, any, much and many
in their poems. Let each group recite their poem to the class. Ensure inclusive
learning where all learners, despite their dierent capabilities, actively participate
in the activity.
5. Assess the learners’ ability to use quantiers with countable and uncountable
nouns. Remind them to use appropriate stressing and intonation.
6. Conclude the lesson by reminding the learners the two types of nouns and
quantiers learnt. Remind them to do the take-home assessment.
Take-home Assessment
Assess the learners’ skill and comprehension of the Internet and how to use it to send
an email by checking whether they successfully used the email address provided to
send you the one stanza poem they wrote in class.
Further Learning
Learners nd poems in the Internet that contain quantiers. Remind them to recite
the poems to family members and friends as a community service.
Suggested Formative Assessment Rubric
Indicator Exceeding
expectations
Meeting
expectations
Approaches
expectations
Below
expectations
Identifying
quantiers
used with
countable and
uncountable
nouns
Always identies
quantiers used
with countable
and uncountable
nouns correctly.
Identies
quantiers used
with countable
and uncountable
nouns.
Sometimes
identies
quantiers used
with countable
and uncountable
nouns.
Hardly
identies
quantiers
used with
countable and
uncountable
nouns.
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Using
quantiers with
countable and
uncountable
nouns
Always uses
quantiers with
countable and
uncountable
nouns correctly.
Uses quantiers
with countable
and uncountable
nouns correctly.
Uses quantiers
with countable
and uncountable
nouns but with
diculty.
Hardly uses
quantiers with
countable and
uncountable
nouns
correctly.
D. Writing
Sub strand: Pictorial Compositions
Suggested time: 2 Lessons, LB pages 76-78
Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Write a pictorial composition of about 60-80 words on varied topics for eective
communication.
(b) Use a variety of pictures and clues to write pictorial compositions for about 60-80
words for eective communication.
(c) Appreciate the use of a wide range of pictures to write pictorial compositions of
about 60-80 words on dierent topics for communication.
Key Inquiry Questions
1. Which words do we use to describe a picture?
2. How do pictures make you feel?
3. What are some of the things we can write about the pictures we see?
Suggested Learning Resources
• Learner’s Book• realia • pictures from newspaper cuttings • digital devices
Suggested Assessment Methods
• learner journals • peer assessment
• oral presentations • writing tests
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to sit in pairs and look at the jumbled
up pictures in Activity 1 and predict what the story is about.
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2. e learners’ creativity and condence is enhanced as they work together to
arrange the pictures in a logical sequence. Let them discuss what they think is
happening in the pictures, provide a title and write down ve sentences.
3. Allow time for a few pair of the learners to present their sentences to the class.
is activity will enhance the learners’ self-ecacy, communication and
collaboration skills. You can also encourage learners to read their sentences to
each other to encourage peer assessment.
4. rough observation and oral presentation, assess the learners’ ability to interpret
pictures and sequence ideas logically.
5. Guide learners to now create an interesting story from the sentences they wrote.
Let them read the story to the class. Ensure good reading habits are observed;
sitting upright, not following words with their ngers and so on.
6. Eective communication is a skill nurtured through reading a variety of texts.
7. Conclude the lesson by reminding the learners to do the take-home assessment
and ask help from parents or caregivers if need be. Encourage them to use the
Internet or newspapers to search for nice pictures for a picture story.
Take-home Assessment
Assess the leaners’ ability to correctly sequence ideas logically and interpret pictures.
is should be done through oral presentation.
Lesson 9
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Write a pictorial composition of about 60-80 words on varied topics for eective
communication.
(b) Use a variety of pictures and clues to write pictorial compositions for about 60-80
words for eective communication.
(c) Appreciate the use of a wide range of pictures to write pictorial compositions of
about 60-80 words on dierent topics for communication.
Key Inquiry Questions
1. Which words do we use to describe a picture?
2. How do pictures make you feel?
3. What are some of the things we can write about the pictures we see?
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Suggested Learning Resources
• Learner’s Book • realia • digital devices • charts
Suggested Assessment Methods
• teacher-made tests
• learner journals
• peer assessment
• writing tests
Suggested Learning Experiences
1. Introduce the lesson by asking some volunteers to present their take-home
assessment to the class. is will enhance the learners’ communication skills and
encourage self-expression.
2. Use the following link to play a video about Cyber Safety for the learners as
instructed in Activity 1 https://www.youtube.com/watch?v=ml2bVJf15Bw.
Critical thinking is enhanced as the learners interpret what they have watched
and make sentences.
3. Safety and security education is enhanced when accessing and using content
from the Internet.
4. Ask the learners to draw a cartoon strip showing what happened in the video. Let
them write two sentences about each strip they have drawn. This activity will
assist in assessing the learners’ ability in sequencing ideas logically. The learners
can review each other’s work in pairs to promote peer assessment.
5. Instruct the learners to write a composition of 60-80 words as instructed in
Activity 2. Let them use appropriate sayings.
6. Assess the learner’s ability to write the required length of composition and
sequence ideas logically. This can be done by asking the learners to write the
number of words they have used in writing the composition.
7. Conclude the lesson by selecting a few learners to read their stories and say the
number of words used. Allow the rest of the class to comment on the presentation
and composition. Finally, remind the learners to do the take-home assessment.
Advise them to read their compositions to their caregivers at home, too.
Take-home Assessment
Assess the learners’ ability to write the required length of composition and sequence
ideas logically by checking the work of the learners.
Further Learning
Remind the learners to write a short email as instructed using the correct logical
sequencing of events for eective communication. is promotes community service
learning since the learners will be helping address current issues in society.
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Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectation
Approaching
expectations
Below
expectations
Interpreting
pictures
Consistently
interprets
pictures
correctly.
Interprets
pictures
correctly.
Occasionally
interprets
pictures
correctly.
Rarely interprets
pictures correctly.
Sequencing
of ideas
Consistently
sequences ideas
logically.
Sequences ideas
logically.
Sequences ideas
with difculty.
Exhibits
numerous
challenges in
sequencing ideas.
Writing the
required
length of
composition
Always writes
a composition
with the
required length
incorporating
sayings to make
it interesting.
Writes a
composition
with the
required length
incorporating
sayings to make
it interesting.
Occasionally
writes a
composition
with the
required length
incorporating
sayings to make
it interesting.
Rarely writes
a composition
with the required
length and rarely
incorporates
sayings to make it
interesting.
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Theme
7
Suggested Vocabulary
crime, trust, stranger, share, care, leisure, safe, cyber café, data bundles, twitter, laptop,
camera, desktop, download, upload, Facebook, WhatsApp, password, video, picture
Specic Learning Outcomes
Strand 7.1
Listening and
Speaking
Strand 7.2
Reading
Strand 7.3
Grammar
Strand 7.4
Writing
Pronunciation
and Vocabulary:
Interactive Listening
By the end of the sub-
strand, the learner
should be able to:
a) Participate
actively in a two-
way conversation
(turn taking
in various
settings for self-
expression).
b) Apply vocabulary
related to the
theme in dierent
settings for clarity
of speech.
c) Use the present
and past tense
correctly in a two-
way dialogue for
communication
clarity.
d) Appreciate the
importance of
turn taking in oral
communication.
Extensive Reading:
Narratives/Poems
By the end of the
sub-strand, the
learner should be
able to:
a) Read a variety
of materials
(narratives,
poems, graded
readers) for
lifelong learning.
b) Demonstrate
independent
reading of
a variety of
materials,
(narratives,
poems, graded
readers) for
information.
c) Appreciate the
importance of
independent
reading in
a variety of
contexts for
enjoyment.
Tense: Present and
Past Continuous
Tense
By the end of the
sub-strand, learners
should be able to:
a) Identify the
present and
past continuous
forms of the
verb in oral and
written texts for
communication
clarity.
b) Use the present
and past
continuous
tense correctly
in oral and
written contexts
for self-
expression.
c) Appreciate
the role of the
present and
past continuous
tense in
communication.
Punctuation: Full
Stop/Capital Letters
By the end of the
sub-strand, learners
should be able to:
a) Identify
commonly used
punctuation
marks in
written texts
for eective
communication.
b) Use full-stops
and capital
letters correctly
in written
texts for
communication
clarity.
c) Appreciate
the role of
punctuation
marks in
various contexts
for writing
uency.
(Learner’s Book pages 40-52)
Technology-Cyber Safety
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Key Inquiry Questions
7.1 Listening and
Speaking
7.2 Reading 7.3 Grammar 7.4 Writing
1. Why should you
listen to others
when they are
speaking?
2. Why should we
wait for our turn to
speak?
3. How do we show
when an action
took place?
1. Why should we
read dierent
types of
materials?
2. What kind of
materials do you
enjoy reading?
3. What can you
do to remember
what you read?
1. Why is it
important to
show when
something
happened?
2. How do we
tell an action
is or was
happening?
1. Why do
you use
punctuation
marks?
2. Which
punctuation
marks do you
use when
writing?
Core Competencies to be Developed
1. Communication and collaboration is enhanced through pair and group tasks and
aer school reading clubs.
2. Self-ecacy is developed as learners perform choral verses, respond during
interview and debates.
3. Digital literacy is enhanced as learners interact with audio-visual materials.
4. Learning to learn – Independent reading enhances sourcing for information on
their own and picking out nouns from audio recording.
Link to PCIs
1. Self-esteem is developed during interviews and conversations as well as eective
communication.
2. Personal safety is nurtured when learners learn how to use the internet responsibly.
3. Safety and security education promoted through the theme of Technology-Cyber
Safety.
4. Social cohesion is promoted through group activities.
5. Self-awareness is developed when learners acquire ability to describe themselves
through interactive language tasks.
6. Safety and security education is enhanced through cyber safety while group
activities promote social cohesion.
Link to Values
• respect • tolerance • responsibility • honesty • kindness
• commitment • hard work • cooperation • unity • generosity
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Link to other Subjects
1. All learning areas inculcate interactive listening techniques.
2. Science and Technology – the theme builds on what learners know about science
and technology.
3. Tense is a concept in all language areas.
4. Punctuation is a concept in all learning areas.
Suggested Community Service Learning Activities
1. Learners share with peers the importance of taking turns during conversations
and performing choral verses during cultural activities.
2. Encouraging children in the neighbourhood to visit the public libraries or resource
centres and read a variety of texts with peers.
3. Sing songs with peers to practice the language pattern learnt. ey could also
ask parents or siblings to help them identify sentences in the past and present
continuous tense from a newspaper, magazine, radio or TV programme.
4. Play punctuation games with their peers and siblings.
Suggested Assessment Methods
Listening and
Speaking
Reading Grammar Writing
• oral interviews
• dictation
• oral reading
• debates
• public
speaking
• dialogues
• oral
presentations
• reading aloud
• question and
answer
• interviews
• journals
• portfolios
• keeping record
of books read
• role play
• matching tasks
• gap-lling
• dialogue
completion
• multiple choice
exercises
• teacher-made
assessment
• learner journals
• peer
assessment
• dictation
• writing
assessment
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• Give fast learners extra
activities to avoid boredom and
idling.
• Give both the time takers and
fast learners equal chances to
participate in class activities.
You have the duty to ensure
that they accommodate one
another and learn to co-exist
despite their dierences.
• Organise that the learners are
positioned evenly in the class.
• For the visually impaired learners, avail
braille and tactile pictures. For those with
sight dicult provide large print texts.
• For the learners with hearing impairments,
make use of sign language or avail a sign
language interpreter.
• Have the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• Encourage time takers to participate in
discussions such as the role-play and
telling of stories.
• Allocate physically challenged learners roles
that they can handle. Give them support
and ensure other learners do the same,
example, helping in pushing a wheelchair
for a physically challenged learner.
Background Information
In handling the theme: Technology - Cyber Safety, the learners need to have
comprehended eme 6: Internet-Email. e theme aims at building up on concepts
such as internet and emails taught.
e learners will be able to learn more about technology through listening and speaking,
reading and applying what they have learnt in writing. Grammar will be developed as
learners use vocabulary learnt and correct English to compose the emails. e teacher
will be required to improvise in cases where the suggested learning resources are not
available in their locality.
A. Listening and Speaking
Sub strand: Pronunciation and Vocabulary: Interactive Listening
Suggested time: 3 Lessons, LB pages 79 - 84
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Lesson 1
Specic learning outcomes
By the end of the lesson, the learner should be able to:
a) Participate actively in a two-way conversation (turn-taking) in various settings for
self-expression.
b) Use present and past tense correctly in a two-way dialogue for communication
clarity.
c) Appreciate the importance of turn-taking in oral communication.
Key Inquiry Questions
1. Why should we wait for our turn to speak?
2. How do we show when an action took place?
Suggested Learning Resources
• Learner’s Book • dictionary • digital devices like a smartphone or a computer
Suggested Assessment Methods
• observation • dialogue • listening
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to mention some of the new words
they learnt in theme 6 and their meanings. Example: internet, computer, mobile
phone, email, address, type, search, nd, click, send .
2. Let the learners look at the pictures in Activity 1 and discuss them in pairs. Let
them relate to the pictures by sharing a similar experience. is will improve their
critical thinking, communication and collaboration skills.
Possible Answers (Activity 1)
a) A boy going into a cyber café.
b) A boy is asking the cyber attendant whether he can upload some pictures
from his camera to the computer.
c) A boy is using the computer to upload pictures from the camera and do his
homework.
3. Read the role of Joy, the cyber attendant in Activity 2 and instruct the learners to
guess what Kianu should say next. Let the learners use the complete dialogue to
act out the conversation. Provide stage directions for learners to apply the correct
gestures. is aims at developing the learners’ self-esteem and self-ecacy.
Assess the learners’ ability to participate actively and take-turns correctly in a two
way conversation.
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Possible answers (Activity 2)
Kianu: ank you, Madam.
Kianu: My name is Kianu.
Kianu: Yes, I do. Excuse me.
Kianu: Why do you use a password?
Kianu: I appreciate. ank you.
Discuss with the learners the importance of turn-taking in oral communication.
Example: for eective and clear communication, for peaceful and friendly
interaction etc.
4. Conclude the lesson by emphasising on the importance of waiting for others
to complete their statement before talking and encourage them to ask for any
clarication. Embolden the learners to use the internet to look up the meaning
of the words in the take-home assessment. is will promote digital literacy and
encourage learning to learn.
Take-home Assessment
Assess the learners’ ability to make sentences using past and present tense. is can
be done though peer-assessment.
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Participate actively in a two-way conversation (turn-taking) in various settings for
self-expression.
b) Apply vocabulary related to the theme in dierent settings for clarity of speech.
Key Inquiry Questions
1. Why should we listen to others when they are speaking?
2. Why should we wait for our turn to speak?
Additional Information for the Teacher
Use your phone and record your voice or another teacher’s voice and make an audio
recording of words with the sounds being taught. Use it to teach sounds in Activity 2.
Suggested Learning Resources
• Learner’s Book
• Audio player or any digital device that can play an audio.
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Suggested Assessment Methods
• observation • dialogue • listening
Suggested Learning Experiences
1. Introduce the lesson by allowing the learners to read the sentences they wrote
in the ‘take-home assessment’. If they are too many, let them read each other’s
sentences and correct accordingly.
2. Let the learners read the words in Activity 1 paying close attention to the sounds
/j/, /dƷ/, /Ʒ/ and /ԑə/ highlighted. Ask them to pay attention to how the mouth
moves so as to dierentiate the sounds. is aims at developing the learners’
communication skills.
3. Assess the learner’s ability to correctly pronounce dierent sounds through
listening and observation.
4. Promote digital literacy by playing an audio recording of words with the sounds
/dƷ/, /Ʒ/, /j/, /ԑə/ in Activity 2. Instruct the learners to listen and group all the
words sharing a sound. e values of responsibility and respect are nurtured as
learners learn to work together.
5. Assess the learner’s ability to dierentiate and pronounce words according to
their sounds correctly. is can be done through self-assessment and observation.
6. Instruct the learners to read the conversation in Activity3 in pairs. Communication
and collaboration and self-ecacy will be inculcated as the learners identify the
words with the sounds they have learnt.
7. Assess the learner’s ability to participate actively in a two-way conversation and
take turns correctly by listening and observing the learners as they read and talk
about the conversation.
8. Conclude the lesson by reminding the learners to do the ‘take-home assessment’.
Encourage them to work with their caregivers to read more about technology
from a newspaper, magazine or a digital device. is will promote learning to
learn and self-ecacy.
Take-home Assessment
Assess the learners’ ability to identify words with the sounds learnt by listening to
the words they nd. You can also encourage them to say the words to each other to
promote peer assessment.
Lesson 3
Specic Learning Outcome
By the end of the lesson, the learner should be able to:
a) Apply vocabulary related to the theme in dierent settings for clarity of speech.
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b) Appreciate the importance of turn taking in oral communication.
Key Inquiry Questions
1. Why should we wait for our turn to speak?
2. Why should we listen to others when they are speaking?
Suggested Learning Resources
• Learner’s Book • digital devices like a camera, laptop, smart phone
Suggested Assessment Methods
• listening and observation • oral presentations
• question and answer • debates
Suggested Learning Experiences
1. Introduce the lesson by asking the learners if they know the meaning of the words
shown on the image used in the poem in Activity 1 ‘Analogue’ and ‘Digital’. is
will nurture learning to learn.
2. Divide the learners in two groups and let them recite the poem. is will
inculcate self-ecacy. Guide the learners to apply facial expressions and gestures
appropriately while reciting in groups.
3. Assess the learners’ ability to take turns correctly as they read the poem and
participate actively in a two-way conversation. is should be done through
listening and observation.
4. Guide the learners to record one another using any available audio recorder/
phone. is promotes digital literacy.
NB: Teacher to provide a recording device to the class, e.g. a smart phone, a
camera or a mobile phone that can record an audio. Allow learners time to share
the recording with each other.
5. Let the learners answer the questions in Activity 2 individually. Check their
answers and assess the learners’ understanding of the theme which will be able to
assist in assessing the learners’ interactive listening skills.
Possible answers (Activity 2)
1. Twitter, facebook and WhatsApp.
2. We can stay safe by being careful not to share our personal information like
passwords, personal identication number to strangers.
6. Give some guidelines to the learners to carry out the debate as outlined in
Activity 3. Remind them that it is very necessary to wait for one person to nish
speaking before the other could start speaking. is activity aims at inculcating
communication and collaboration. e values of respect and tolerance are
nurtured as well as lifelong learning.
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7. By listening and observing how the learners conduct the debate, assessthe learners’
ability to take turns correctly and participate actively in a two-way conversation.
Possible answers (Activity 3)
Why internet should be used:
• It is a good source of information.
• A way to communicate with people all over the world.
• Entertainment
• Sharing
Why the internet should not be used:
• e internet has become a place for some people to use to con others and so it
should not be used.
• Many people post messages and pictures that do not portray good morals.
• Bullying people
8. Conclude the lesson by encouraging the learners to do the take-home assessment
and the further learning activities.
Take-home Assessment
Assess the learner’s understanding of new words by looking at the poems the learners
came up with. Encourage them to look at their friends too.
Further Learning
With the help of a parent or guardian ask the learners to watch a video on the
importance of turn taking Assess the learners’ turn taking skills through interactions,
listening and observation.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below
expectations
Participating
actively in
a two way
conversation
Always
participates
actively in
two-way
conversation.
Participates
actively in
two-way
conversation.
Sometimes
participates
actively in
two-way
conversation.
Hardly
participates
actively in two-
way conversation.
Taking
turns in a
conversation
Always takes
turns correctly
during debates,
discussions and
interviews.
Takes turns
correctly
during debates,
discussions
and interviews.
Sometimes takes
turns correctly
during debates,
discussions and
interviews.
Hardly takes
turns correctly
during debates,
discussions and
interviews.
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B. Reading
Sub strand: Extensive reading: Narratives/Poems
Suggested time: 2 Lessons, LB pages 84 - 87
Lesson 4
Specic Learning Outcome
By the end of the lesson, the learner should be able to:
a) Read a variety of materials (narratives, poems, graded readers) for lifelong learning.
b) Demonstrate independent reading of narratives, poems and graded readers.
Key Inquiry Questions
1. Why should we read dierent types of materials?
2. What kind of materials do you enjoy reading?
Suggested Learning Resources
• Learner’s Book • magazines • storybooks • newspapers
Suggested Assessment Methods
• listening and observation • question and answer • self-assessment
Suggested Learning Experiences
1. Introduce the lesson by discussing the pictures in Activity 1 with the learners, as
a class. Individually, let them write ve sentences about what is happening. is
will enhance communication and collaboration skills.
2. Select a few learners to read their sentences to the class. Listen to the sentences
and correct accordingly. Additionally, assess the learners’ ability to read
independently. ey can also read to each other and assess each other to promote
peer assessment.
3. Self-ecacy, communication and collaboration skills are enhanced as the
learners share the last story they read and where they read it from. Listen to the
discussion and assess the learners’ ability to read a variety of texts.
Possible answers (Activity 1)
• e girl is reading a storybook.
• e man is reading a newspaper.
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• e boy is reading a magazine/newspaper.
• e woman is helping the boy use the computer.
4. Guide the learners in discussing the title of the short story in Activity 2. Let the
learners read the story loudly as they notice the use of the words in bold. Explain to
learners the meaning of stranger and maybe let them share their own experience
with a stranger. is will help develop the value of honesty. You should instill the
value of responsibility too by encouraging learners to be cautious of strangers in
future cases, thus promoting lifelong learning.
5. Randomly select a few learners to retell the story in their own words. Allow
learners who have ever heard of such a similar story to tell the class. As they do
so, they create self-awareness and hence the inculcation of safety and security
education.
6. Conclude the lesson by encouraging the learners to do the take-home assessment.
is will nurture the values of responsibility, commitment and hard work.
Take-home Assessment
Assess the learners’ ability to read independently by listening or checking the answers
to the questions that they wrote. You may guide learners to also check each other’s
work and promote peer assessment.
Possible answers (Take-home assessment)
(a) A stranger.
(b) No, she had been conned.
(c) e stranger used Susan’s password.
(d) No. She readily shared her password, bank account details and identity number.
She reported the case much later when it was too late.
(e) We can advise our family members to keep their personal information as a secret
and not to trust everyone.
c)
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Demonstrate independent reading of a variety of materials (narratives, poems,
graded readers) for information.
(b) Appreciate the importance of independent reading in variety contexts for
enjoyment.
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Key Inquiry Question
• What can you do to remember what you read?
Additional Information for the Teacher
Find a short poem on cyber safety and print it in advance. If unable to print you can
write the poem on the blackboard.
Suggested Learning Resources
• Learner’s Book • storybooks • graded readers
Suggested Assessment Methods
• listening and observation • question and answer • self-assessment
Suggested Learning Experiences
1. Introduce the lesson by allowing learners to share their answers to the take-
home assessment with the class. Revise any dicult question as expressed by the
learners.
2. Instruct the learners to read the poem in Activity 1. Let them recite the poem as a
class or in small groups. Select a few learners to recite the poem to the class.
Remind them to use facial expressions and correct intonation as they recite the
poem.
3. Pair the learners and let them find the proverbs used in the poem. Let them
discuss their meanings and share with the class. is aims at nurturing the values
of kindness and generosity as the learners help each other complete the task.
4. Give learners the poem on cyber safety you printed and instruct them to recite
it. is will encourage learning to learn. Assess the learners’ ability to read and
understand a variety of texts.
Possible answers (Activity 1)
• e pen is mightier than the sword.
• Knowledge is power.
5. Conclude the lesson by encouraging the learners to read as many graded stories
as they can. is promotes learning to learn. Finally, remind the learners to do the
take-home assessment.
Take-home Assessment
Assess the learners’ ability to read a variety of texts independently. is can be done
through listening to the poem they nd.
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Further Learning
e learners are to form a reading club (if none) and read as many storybooks as
they can. is will assist in assessing the learner’s ability to read a variety of text
independently through questions and answers.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below
expectations
Reading a
variety of texts
Always reads a
variety of texts.
Reads a variety
of texts.
Reads a limited
variety of texts.
Hardly reads a
variety of texts.
Reading
independently
Always reads
independently.
Reads
independently.
Sometimes
reads
independently.
Hardly reads
independently.
C. Grammar
Sub strand: Tense: Present and past continuous tense
Suggested time: 2 Lessons, LB pages 88 - 90
Lesson 6
Specic Learning Outcomes
By the end of the lesson, learner should be able to:
a) Identify the present and past continuous forms of the verb in oral and written texts
for communication clarity.
b) Use the present and past continuous tense correctly in oral and written contexts for
self-expression.
c) Appreciate the role of the present and past continuous tense in communication.
Key Inquiry Questions
1. Why is it important to show when something happened?
2. How do we tell an action is or was happening?
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Suggested Learning Resources
• Learner’s Book • pictures
Suggested Assessment Methods
• oral discussions
• question and answer
• peer review
• oral presentations
Suggested Learning Experiences
1. Introduce the lesson by asking learners to state in their own words some of the
things they are doing in class at that particular time (present) and the things they
did the previous day (past).
2. Instruct the learners to look at the pictures in Activity 1 in pairs. Let them use
past and present tense to make oral sentences about what is happening.
3. rough oral presentation of the sentences, assess the learners’ ability to use the
present and past continuous tense in sentences correctly.
4. Explain to the learners the definition of past continuous tense and present
continuous tense for better understanding.
5. Let the learners read the table in Activity 2. is will nurture the values of unity
and cooperation.
6. Use the following link to play a video for the learners: https://www.youtube.com/
watch?v=GYuwpdOYShU. As the learners interact with the digital devices, digital
literacy is enhanced.
7. Instruct the learners to write the past and present continuous tense sentences/
phrase from the video. Let the learners group the sentences according to their
tenses. is encourages learning to learn.
8. Assessing the learners’ understanding of the of past and present continuous tense
by checking how the group the sentences/phrases.
9. Conclude the lesson by reminding the learners the role of the following words/
verbs- is, are, am, was and were in the sentences they make. Remind them to
take the take-home assessment thus inculcating the values of hard work and
responsibility.
Take-home Assessment
rough oral discussion assess the learners’ ability to use the present and past
continuous tense in sentences correctly.
Possible answers (Take-home assessment)
Present Continuous Tense
a) e boy is reading a storybook.
b) e girl is visiting the public library to read.
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c) ey are forming a new club.
d) e man is wiping the television.
Past Continuous Tense
a) e boy was reading a storybook.
b) e girl was visiting the public library to read.
c) ey were forming a new club.
d) e man was wiping the television.
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use the present and past continuous tense correctly in oral and written contexts for
self-expression.
b) Appreciate the role of the present and past continuous tense in communication.
Key Inquiry Question
• How do we tell an action is or was happening?
Additional Information for the Teacher
Teacher to come with photocopies of a variety of newspapers or magazines
with short narratives or story, some in past continuous and others in the present
continuous. If unable to acquire any of these resources, nd a short narrative and
read it to the learners.
Suggested Learning Resources
• Learner’s Book • newspapers or magazines
Suggested Assessment Methods
• oral discussions • oral presentations
Suggested Learning Experiences
1. Introduce the lesson by revising the previous take-home assessment and help
learners correct where necessary.
2. Organise the learners in groups of three(minimum) and provide them with a copy
of a newspapers or magazine article cuttings. Instruct them to identify sentences
in past and present continuous tense and share with the class their ndings.
Activity 1 aims at inculcating the learners with values of tolerance, cooperation
and unity.
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3. Assess the learners’ ability to identify present and past tense in sentences through
oral presentations.
4. Ask learners to read the short paragraph in Activity 2 in pairs. Allow them to re-
write the paragraph neatly using present continuous tense and past continuous
tense individually. Encourage the learners to correctly punctuate their work using
the punctuation marks they already know thus inculcating learning to learn. is
activity aims at nurturing the values of commitment and responsibility.
5. Assess the learners’ ability to correctly use present and past continuous tense in
sentences. is can be done through oral presentations.
Possible Answers (Activity 2)
Present Continuous Tense
is aernoon, Susan’s phone is ringing. She is hurriedly receiving the call
and hears a stranger’s voice from the other end. Before hanging up, the caller
is quick to introduce himself as an operator from a well-known mobile phone
company.
Past Continuous Tense
One hot aernoon, Susan’s phone was ringing. She was hurriedly receiving
the call and was hearing a stranger’s voice from the other end. Before she
could hang up, the caller was quickly introducing himself as an operator from
a well-known mobile phone company.
6. Conclude the lesson by encouraging the learners to do the take-home
assessment. Let them ask questions or clarications about the tense learnt.
Take-home Assessment
rough marking, oral discussions or presentations, assess the learners’ ability to use
present and past continuous tense in sentences correctly.
Further Learning
e learners are required to listen to a television/radio program and identify
sentences in past and present continuous tense. is will assist them practice what
they have learnt and encourage Learning to learn.
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Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below
expectations
Identifying
present
and past
continuous
tense in
sentences
Always
identies
present
and past
continuous
tense correctly.
Identies
present
and past
continuous
tense correctly.
Occasionally
identies
present and
past continuous
tense correctly.
Rarely identies
present and past
continuous tense
correctly.
Using the
present
and past
continuous
tense in
sentences
correctly
Always uses
the present
and past
continuous
tense in
sentences
correctly.
Uses the
present
and past
continuous
tense in
sentences
correctly.
Sometimes uses
the present and
past continuous
tense in
sentences
correctly.
Hardly uses the
present and past
continuous tense
in sentences
correctly.
A.
D. Writing
Sub strand: Punctuation: Full Stop/Capital Letters
Suggested time: 2 Lessons, LB pages 90-93
Lesson 8
Specic Learning Outcomes
By the end of the lesson, learners should be able to:
a) Identify commonly used punctuation marks in written texts for eective
communication.
b) Use full stops and capital letters correctly in written texts for communication
clarity.
c) Appreciate the role of punctuation marks in various contexts for writing uency.
Key Inquiry Question
1. Why do we use punctuation marks?
2. Which punctuation marks do you use when writing?
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Suggested Learning Resources
• Learner’s Book • manila papers • word cards
Suggested Assessment Methods
• observation • oral discussion • peer assessment
• self-assessment • oral presentation
Suggested Learning Experiences
1. Introduce the lesson by asking a number of learners to write their names on the
board. Ask them why the names of people always begin with a capital letter. is
should be a great way to introduce and teach proper nouns.
2. Pair the learners and guide them to play the game, “I would like to visit…”
as instructed in Activity 1. Let each learner say where they would like to visit
and ask them to report it to the class. is will enhance communication and
collaboration skills. Explain to the learners what proper nouns are.
3. Let the learners read the sentences in Activity 2 and identify proper nouns used.
Instruct the learners to write more sentences. Self-esteem and self-ecacy are
developed as learners actively read and write.
4. Check the sentences written to assess the learners’ ability to use full stops and
capital letters correctly. Let the learners check each other’s work so as to encourage
peer assessment.
5. Organise the learners in groups of two and provide them with a card or a manila
paper. Instruct them to write the sentence provided in the Learner’s Book using
correct punctuation and capital letters.
6. Let the learners design the sentence in Activity 3. Make rounds to ensure each
member of the group participates in the activity. is will inculcate the values of
hard work and cooperation. Assess the learners’ ability to correctly use capital
letters and full stops.
7. Conclude the lesson by answering any questions or clarications the learners
may have. Remind the learners to do the take-home assessment. As they further
work on the exercise, learning to learn and hard work will be enhanced.
Take-home Assessment
rough oral discussions or presentation assess the learners’ ability to use capital
letters and full stops in punctuating the paragraph. Encourage learners to also check
each other’s work, promoting peer assessment.
Possible answers (Take-home Assessment)
I wonder how people in long distance used to travel or talk to each other. Today, with
the introduction of computers you only need data bundles to explore the internet.
People use the internet to send messages and talk to one another. We must always be
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careful when using the internet. Crimes can be committed over the internet. erefore,
we should be very careful with what we download to our phones or upload to our
computers.
Lesson 9
Specic Learning Outcomes
By the end of the lesson, learners should be able to:
a) Use full stops and capital letters correctly in written texts for communication clarity.
b) Appreciate the role of punctuation marks in various contexts for writing uency.
Key Inquiry Question
• Which punctuation marks do you use when writing?
Additional Information for the Teacher
Make a punctuation ladder and post it in the class so as to track the learners’
understanding of punctuation marks. Let the learners climb up the ladder using their
name tags as you assess them.
Suggested Learning Resources
• Learner’s Book • newspapers or magazines • digital devices
Suggested Assessment Methods
• observation • oral discussion • self-assessment • oral presentation
Suggested Learning Experiences
1. Introduce the lesson by using the take-home assessment and the punctuation
ladder to track/assess the learner’s punctuation skills. e ladder will encourage
the learners to do more practice and get better so as to climb up the ladder quickly.
2. Refer the learners to Activity 1 and dictate the following paragraph. Instruct the
learners to write it in their notebooks. Remind them to use correct punctuation.
Assess the learners’ ability to use full stops and capital letters correctly.
Dictation paragraph
Mother was watching news when she saw the headlines on the KTN
channel. She was looking at the picture of the head of the MOH who was
addressing the health workers. He was talking about using the internet to
learn about the WHO.
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3. Ask learners to identify and say the full names of the abbreviated/short formed
words in the dictated paragraph. Use a digital device to nd the full name and
show the children how to do the same. is aims at promoting and developing
digital literacy and learning to learn. Assess the learners understanding of
capital letters in making short forms.
Possible answers (Activity 1)
KTN - Kenya Television Network
MOH - Ministry of Health
WHO - World Health Organisation
4. Organise the learners in pairs and let them discuss and write down any short
forms/abbreviations they know as instructed in Activity 2. Let them share rst
with their desk mate, then the entire class. is activity encourages learning to
learn as learners learn new short forms from their desk mates.
5. e value of hard work is inculcated as the learners write the short form of the
name of their school, individually.
6. Assess the learners’ understanding of capital letters and full stops in writing of
short forms.
7. Instruct the learners to discuss and write the abbreviations of the words in
Activity
3. is will enhance learning to learn and self-ecacy.
Possible answers (Activity 3)
1. a) MNA b) LCM c) WHO d) USA e) UN f) PC
2. a) Kenya Television Network b) Kenya Broadcasting Corporation
c) National Television Network d) Television
8. Conclude the lesson by encouraging the learners to do the take-home assessment
and further learning activities for more practice.
Take-home Assessment
Assess the learners’ understanding of abbreviations and how to use full stops and
capital letters correctly.
Further Learning
Encourage all learners to seek the help of their family members. Assess the learners’
ability to identify and use punctuation marks, full stops and capital letters correctly.
Encourage them to share with their friends via email since this will promote learning
to learn i.e. the learners putting into practice what they have already learnt and
applying it to real life.
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Possible answers (Take-home assessment)
a) Digital Video Disc – D.V.D
b) D.J. – Disc Jockey
c) Dr. – Doctor
d) Mt – Mountain
e) TV – Television
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below
expectations
Identifying
punctuation
marks
Always
identies
punctuation
marks in texts
with ease.
Identies
punctuation
marks in texts
with ease.
Occasionally
identies
punctuation
marks in texts
with ease.
Rarely identies
punctuation marks
in texts with ease.
Using full
stops and
capital letters
correctly
Always uses
full stops and
capital letters
correctly.
Uses full
stops and
capital letters
correctly.
Occasionally
uses full stops
and capital
letters correctly.
Rarely uses full
stops and capital
letters correctly.
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Theme
8
(Learner’s Book pages 94-111)
Suggested Vocabulary
kitchen, garden, watering,vegetables, weeding, manure,wastage, dig, save, tomatoes,
fruit, orchard, ower, domestic animal, farm tool, farmer, wild animal
Specic Learning Outcomes
Strand 8.1
Listening and
Speaking
Strand 8.2
Reading
Strand 8.3
Grammar
Strand 8.4
Writing
8.1.1 Pronunciation
and Vocabulary:
Tongue twisters
By the end of the
sub strand the
learner should be
able to:
a) Articulate
sounds
accurately for
clarity of speech.
b) Select sounds
correctly from a
language sample
to improve
listening
comprehension.
c) Use vocabulary
items related
to the theme
in a variety
of contexts
for eective
communication.
d) Appreciate the
role of correct
pronunciation
in speech for
communication
clarity.
8.2.1 Reading
Fluency
By the end of the
sub strand the
learners should be
able to:
a) Read a text of
about 300 words
accurately, at the
right speed and
with expression
for eective
communication.
b) Use uency
strategies to
read a text
of about 300
words related
to the theme
to enhance
comprehension.
c) Appreciate the
importance
of uency in
reading for
comprehension.
8.3.1 Parts of
speech: Contracted
Verb Forms/Positive/
Negative Statements
By the end of the
sub-strand the
learner should be
able to:
a) Use contracted
forms of verbs
correctly
for eective
communication.
b) Use positive
and negative
statements
correctly
for eective
communication.
c) Appreciate the
importance of
correct sentence
structures in
communication.
8.4.1 Creative
Writing: Narrative
Compositions
By the end of the sub
strand the learner
should be able to:
a) Describe
the parts of
a narrative
composition in
preparation for
writing.
b) Organise
thoughts
uently, clearly
and precisely
in a coherent
paragraph for
self-expression.
c) Create a
narrative
composition
of about 60-80
words for self-
expression.
d) Appreciate the
role of creativity
in writing
for dierent
purposes.
e Farm
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Key Inquiry Questions
8.1 Listening and
Speaking
8.2 Reading 8.3 Grammar 8.4 Writing
1. Why should
you say words
clearly?
2. What should
you do to
say words
correctly?
1. Why is it
important
to read at a
reasonable
speed?
2. How can you
read a text
fast?
1. Why do we
shorten words
like cannot to
can’t?
2. What answer
do you give to a
question?
1. Why do
you enjoy
listening to
and reading
stories?
2. Which is
the most
interesting
story you
have ever
heard or
read?
Core Competencies to be Developed
1. Self-ecacy is enhanced as the learners acquire uency in reading through proper
enunciation and as learners create narrative compositions.
2. Digital literacy is developed through the manipulation of ICT devices as learners
use digital devices to construct sentences.
3. Communication and collaboration - is enhanced when learners talk about objects
in their classroom through pair and group practice.
Link to PCIs
1. Ethnic race and social integration fostered through group work and video
conferencing.
2. Sensitisation on lifestyle and non-communicable diseases by learning how to eat
healthy is achieved through the theme of the farm or kitchen garden.
3. Clubs and societies: forming and participating in reading clubs
4. Eective communication skills through interactive language activities
5. Environmental information and knowledge on lifestyle diseases are fostered
through the theme of the farm. e learner learns about crops and animals found
in the farm as well as their welfare.
6. Social cohesion inculcated through group activities.
Link to Values
• love • responsibility • respect • unity • peace
• integrity • patriotism • social justice • empathy
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Link to other Subjects
1. All language areas and music emphasise creativity in composition and clear
articulation of sounds. e language areas also introduce learners to verbs,
positive and negative statements.
2. Agriculture: the theme borrows content from this learning area. Learners discuss
the activities on the farm.
3. Science: activities like watering of owers, weeding is learnt in this unit.
Suggested Community Service Learning Activities
1. Learners visit a children’s home accompanied by parents or guardians and sing
songs based on the theme and the learned sound.
2. Learners will participate in keeping the home and school environment clean.
3. e learner could read a newspaper article or listen to a radio programme,
identify and practise the use of positive and negative statements with peers and
siblings.
4. Learners visit children living with disabilities and narrate stories to them.
Suggested Assessment Methods
Listening and
Speaking
Reading Skills Grammar Writing Skills
• oral reading
• public speaking
• story telling
• debates
• role play
• oral discussions
• peer assessment
• records of
books read
• reading aloud
• oral questions
• reading
dialogues, and
poems
• timed reading
• learner’s
summary
• oral questions
• written
assessment
• rubrics
• checklists
• puzzles
• gap lling
• written
exercise
• portfolio
• timed writing
• writing
competition
within the
classroom
• dictation
• peer assessment
• self-assessment
• writing
assessment
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• All learners should be well positioned
in the class.
• Be at close range with time takers to
guide them at their pace.
• Fast learners can be given extra work to
do e.g. the further learning exercise in
the Learners’ books.
• Provide large print to partially blind
learners
• For the totally blind learners organise
for braille.
• Short-sighted learners can sit near the
chalkboard.
• Learner with hearing impairment makes
use of sign language interpreter. You can
also avail hearing aids.
Background Information
In the theme, e farm, the learners are guided to use language patterns to learn
about the farm and the activities that take place in the farm such as weeding,
watering, digging, among others. ey also get to use audio recordings, watch videos,
discussions, poems and stories about the farm and get to learn related vocabularies
and grammar. e learners will also learn about language patterns. Speech contracted
verbs form/positive/negative statements where they get to constructing of sentences
using vocabularies learnt. e learners’ understanding and creativity will be enhanced
through extensive reading and guided compositions.
A. Listening and Speaking
Sub strand: Pronunciation and Vocabulary: Tongue Twisters
Suggested time: 2 Lessons, LB pages 94 - 97
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use vocabulary items related to the theme in a variety of contexts for eective
communication.
b) Select sounds correctly from a language sample to improve listening comprehension.
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Key Inquiry Question
• Why should you say words clearly?
Additional Information for the Teacher
Help learners to know the importance of farming. Let them name dierent animals
and crops that can be found on the farm. Encourage learners to have kitchen gardens
at their home.
Prepare charts and realia in advance so that you use them in the lesson.
Suggested Learning Resources
• chart • pictures • realia
Suggested Assessment Methods
• oral questions • observation • reciting poems
Suggested Learning Experiences
1. Introduce the lesson by asking learners whether they have ever visited a farm. In
pairs, let them discuss what they saw. Allow them to tell the rest of the class what
they have discussed.
2. Ask the learners to study and discuss the picture in Activity 1. Guide the learners
in identifying the activities taking place on the farm. In pairs let them discuss the
activities they have already identied.
3. Ask volunteers from dierent groups to tell the class the activities they have
already discussed. As they work in pairs, citizenship and love are promoted.
Talking about the pictures enhances communication skills and self-condence
4. Ask a few questions about the farm and the activities they would want to do on
the farm. is will enhance critical thinking and imagination.
5. Guide the learners to make sentences using the picture in Activity 1.
Example; e man and the woman are weeding in the vegetable garden.
As they construct the sentences, self-condence and communication skills are
enhanced.
6. Read the poem, ‘Five friendly farmers’ eloquently and slowly for the learners to
follow. Allow them to read the poem and recite it to the class using appropriate
body language. Observe and assess their use of gestures in reciting the poem as
well as word articulation as they recite the poem.
7. Guide the learners in reciting the poem ‘Five friendly farmers’ in pairs. Let them
say what activities the ve friendly farmers are involved in. is builds on the
value of responsibility.
Example: e rst friendly farmer milks the cow.
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Take-home Assessment
Give learners the take home assessment. As they recite the poem to their family
members, this will enhance responsibility and communication. As the learners
make their own sentences and present them to the class in the next lesson, you can
observe if they can say the words clearly.
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use vocabulary items related to the theme in a variety of contexts for eective
communication.
b) Appreciate the role of correct pronunciation in speech for communication clarity.
Key Inquiry Question
• Why should you say words correctly?
Additional Information for the Teacher
Involve learners fully as they work in groups, observe what they are doing and listen
to their discussions. Correct where necessary, make your lesson as interesting as
possible by use of learning resources.
Suggested Learning Resources
• pictures • realia • ash cards
Suggested Assessment Methods
• oral questions • observation • role play • oral discussions
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read the conversation in Activity
1. Make sure they articulate sounds correctly for clarity of speech. Assess the
learners by listening to how they pronounce the words correctly.
2. In pairs, allow the learners to use the words orchard, farm, vegetable, and
watered in the Learner’s Book to construct oral sentences. Assess the learner’s
ability to use vocabulary related to the theme in variety of contexts for eective
communication. As they say and use the words correctly their self-condence and
communication skills are enhanced.
3. For more practice in pronunciation, ask the learners to read aloud the tongue
twisters in the Activity 2. Self-ecacy is enhanced through proper enunciation.
Ask learners to identify the words in the tongue twisters with sounds /v/, /w/, /s/
/ʧ
/ and /
Ʊə/.
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4. Guide them on the pronunciation of the words loudly.
is improves self-ecacy and communication. Write the tongue twisters on a
chart. Let them practise during their free time.
5. Ask the learners to identify words with the sounds learnt from the tongue twisters
and the poem ‘ve friendly farmers’ in the table in Activity 2. As they do this
activity, critical thinking and learning to learn skills are enhanced. Learners to
make sentences using the words from the table. is promotes self-ecacy.
Examples:
/v/ /w/ /s/
/
ʧ/
(ch)
/
Ʊə/
loves w eed scream watches pure
Review the lesson by asking oral questions.
Take-home Assessment
Ask the learners do their take-home Assessment of coming up with their own tongue
twister using the sounds learnt, as this will promote critical thinking. Assess them
as they say the tongue twisters to their friends in the next lesson. Assess the tongue
twisters they have created with the help of the caregiver in the next lesson.
Further Learning
Remind the learners to use the internet to get more tongue twisters and practise saying
them to friends and other family members promoting community service learning.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Articulating
sounds
accurately
Always articulates
vowels sounds
accurately.
Articulates
sounds
accurately.
Occasionally
articulates
sounds
accurately.
Rarely
articulates
vowels sounds
accurately.
Selecting words
with the learnt
sounds
Always selects
words with the
learnt sounds
accurately.
Selects words
with the
learnt sounds
accurately.
Selects words
with the
learnt sounds
with some
assistance.
Selects words
with the
learnt sounds
with a lot of
assistance.
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B. Reading
Sub strand: Reading Fluency
Suggested time: 3 Lessons, LB pages 98-103
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read a text of about 300 words accurately and at the right speed.
b) Make predictions based on the title or pictures and anticipate possible outcomes in
a stor y.
Key Inquiry Question
Why is it important to read at a reasonable speed?
Additional Information for the Teacher
Expose the learners to reading texts with uency, accuracy and with comprehension.
Ensure the activities are carried out in a way that caters for learners with dierent
special needs. is promotes inclusive learning.
Suggested Learning Resources
• Learner’s Book • charts • pictures • ash cards
Suggested Assessment Methods
• oral questions • observation • timed reading • learner’s summary
Suggested Learning Experiences
1. Introduce the lesson by playing the song ‘Old Macdonald had a farm’ on this
link. https://www.youtube.com/watch?v=LIWbUjHZFTw. is enhances digital
literacy. Allow the learners to sing the song on their own then ask them, what
they like about ‘Old Macdonald’s farm’.
2. Group the learners and ask them to discuss the pictures and the title of the story
‘Mr Pevu’s farm’ in Activity 2. is enhances imagination and creativity. Assess
the learners in groups by observing and listening to how they make predictions
about the story based on the title and picture in the story.
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3. Allow the learners to read the story in Activity 2 silently and individually. Observe
how they read and guide them accordingly.
4. Listen and assess the comprehension ability of the learners and their uency as
they retell the story ‘Mr Pevu’s farm in their own words. is promotes creativity,
imagination and critical thinking.
5. Allow the learners to answer the questions aer the story, Mr Pevu’s Farm.
Encourage them to refer to the passage as they answer the questions.
6. Conclude the lesson by asking the learners to do the take-home assessment. is
activity will help the learners recall what they have learnt.
Take-home Assessment
Assess the written exercise in the next lesson. Check the ability of the learners to read
for comprehension. Listen as they present their answers to the class.
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read uently a text related to the theme.
b) Appreciate the importance of uency in reading for comprehension.
Key Inquiry Question
How can you read a text fast and uently?
Additional Information for the Teacher
Observe how the learners read. Advise them accordingly. Remember to appreciate
learners who read widely and encourage the rest of the learners to emulate them.
Suggested Learning Resources
• Learner’s book • charts
• realia (examples: carrots tomatoes and ripe bananas). • storybooks
Suggested Assessment Methods
• question and answer • peer assessment • oral discussion
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to listen as a friend or deskmate reads
the story to them. Encourage them to pay attention. ey should be able to listen
for comprehension and peer assess each other’s ability to read uently.
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2. In pairs, ask the learners to discuss what they think about taking care of a farm in
reference to Mr Kobe’s farm in Activity 1. Let them give as many answers as they
can. As they work in pairs, love, responsibility, cooperation and collaboration
are promoted.
3. Allow the learners to retell the story to the class. Observe their ability to recall and
retell the story.
4. In groups, ask the learners to identify the following words used in the text, ‘Mr
Kobe’s Farm’.
• weeding • manure • seedlings • orchard • weeding
Allow the learners to use their dictionaries to write their meanings. is
builds on the their vocabulary and enhances learning to learn. Allow the
learners to present the meanings of words to the class. is will promote
self-ecacy and condence. It also promotes collaboration as they work in
groups.
5. Refer to Activity 2 and ask the learners to name the farm products. Give the
learners a chance to say which of them they like most. Observe as each learner
describes why he or she likes a certain crop. Allow them to compare the dierent
tastes. Allow them to say their answers to the class.
6. Conclude the lesson by asking oral questions from what the learners have learnt.
Take-home Assessment
Ask the learners to watch the video on the link provided. Assess their work in the next
lesson by giving the learners a chance to share with each other what they learnt from
the video. is also promotes peer assessment.
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read and recite poems for comprehension.
b) Appreciate the importance of uency in reading for comprehension.
Key Inquiry Questions
1. How can you read a text fast?
2. What is the importance of reading for comprehension?
Suggested Learning Resources
• Learner’s Book • charts • realia
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Suggested Assessment Method
• observation
• oral discussion
• written exercise
• learner’s summary
Suggested Learning Experiences
1. Introduce the lesson by listening to the learners share their points to the class from
the take-home assessment. Oral presentations help them develop self-ecacy.
2. In groups, allow the learners, to read the poem, ‘Farming is fun’ in Activity 1.
Guide them in discussing the poem. is enhances communication skills and
self-condence.
3. In groups, allow the learners to recite the poem to the class. Assess as they recite
the poem. Observe their ability to pay attention to rhythm. Reciting the poem
enhances communication.
4. In groups, guide the learners in reading the poem in Activity 1 again. is will
help them to answer the questions aer the poem.
5. Allow the learners to answer questions about the poem, ‘Farming is fun’
in their notebooks. is will help them learn the importance of reading for
comprehension. Asses s the learner’s written exercises to see their ability to read
for comprehension.
Take-home Assessment
Ask the learners to seek their caregivers’ help at home in handling the activity. Creating
the poem enhances creativity and imagination. Assess them as they present the poem
to the class the next day.
Further Learning
Follow up to ascertain that the Further learning is done. As they type and email the
poem digital literacy is enhanced.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaching
expectations
Below expectations
Reading texts
of about 300
words
Always reads
texts of about
300 words with
each and at
a reasonable
speed.
Reads texts
of about 300
words with
ease and at
a reasonable
speed.
Occasionally
reads texts
of about 300
words with
ease and at
a reasonable
speed.
Exhibits numerous
challenges in
reading texts of
about 300 words.
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Answering
direct and
indirect
questions on a
reading text
Always
answers direct
and indirect
questions on a
reading text.
Answers
direct and
indirect
questions on
a reading text.
Occasionally
answers direct
and indirect
questions on
a reading text.
Exhibits numerous
challenges in
answering direct
and indirect
questions on a
reading text.
C. Grammar
Sub strand: Parts of Speech: Contracted Verb Forms, Positive/Negative
Statements
Suggested time: 3 Lessons, LB pages 103-108
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use contracted forms of verbs correctly for eective communication.
b) Identify contracted forms of verbs from a written text.
Key Inquiry Question
Why do we shorten words like cannot to can’t?
Additional Information for the teacher.
Make charts containing contracted forms of verbs in readiness for this lesson.
Suggested Learning Resources
• Learner’s Book • charts • pictures
Suggested Assessment Methods
• oral questions • peer assessment • written exercises
• dictation • gap lling
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read the sentences about the dierent
farm animals in Activity 1. Give the learners a chance to act what the animals are
saying. As they act, condence and communication skills are enhanced.
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2. Let the learners pay attention to the words in bold. Ask the learners to pick out
the sentences with the word ‘not’. Guide them to realise that the sentences are in
the negative form while those without ‘not’ are in the positive form. Ask learners
to give more examples of negative and positive statements from the chart you
prepared.
Example: My name is a cow, I can eat grass but I cannot eat meat.
I cannot eat meat- negative
I can eat grass- positive
3. Assess as the learners construct positive and negative sentences orally. Dictate a
few sentences to assess their written sentences.
4. Let the learners know that the word cannot has been made shorter by using an
apostrophe- this is called a contracted form. Example: I cannot eat meat- I can’t
eat meat
5. In groups, help the learners to pick out all the contracted verbs in Activity 2. Ask
volunteers to read them out to the class. is enhances self-esteem and eective
communication.
6. Let the learners write ve or more sentences using the contracted verbs they
have learnt. Ask them to read the sentences to their deskmates. Encourage peer
assessment as it promotes respect for others and responsibility.
7. Check and help learners with special needs. Allow a few learners to read the
sentences to the rest of the class.
8. Conclude by asking oral questions to recap the lesson.
Take-home Assessment
Ask learners to ll gaps using the contracted verbs given in brackets.
Possible answers for Take-home activity
a) can’t b) haven’t
c) weren’t d) isn’t
e) didn’t f) weren’t
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use positive and negative statements correctly for eective communication.
b) Appreciate the importance of correct sentence structures in communication.
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Key Inquiry Questions
What answer do you give to a question?
Additional Information for the Teacher
is lesson aims to emphasise the use of correct sentence structures in day-to-day
communication. Correct the common sentence structure mistakes that are made
repeatedly.
Remember to take care of the learners with dierent special needs. is will enhance
inclusive learning.
Suggested Learning Resources
Learner’s Book
Suggested Assessment Methods
• oral questions • observation • written exercise
Suggested Learning Experiences
1. Introduce the lesson by reviewing the previous lesson. Ask the learners to read the
complete sentences from their Take-home assessment.
2. Ask the learners to pair and discuss the picture of the boy and girl conversing.
is promotes critical thinking as they talk about the picture and try to make
predictions and anticipate possible outcomes in a conversation.
3. Ask the learners to read the conversation in Activity 1. Allow them to act it out
with their friend or deskmate. Role-play promotes collaboration and unity.
4. Ask the learners to read the conversation in Activity 1 again. Let them write down
all the positive statements in the conversation. Assess the learners by checking the
written exercise.
Example: I am sorry.
5. Help the slow learners and those with various special needs. is promotes
exclusivity in learning.
6. Ask the learners to change the positive statements in the conversation to
negative statements.
Example: My face is swollen- My face is not swollen.
7. Ask learners to read what they have written to their friends. Guide and let them
assess whether their friends have written correct sentences i.e. peer assessment.
8. Allow learners to write down the negative statements in the conversation in
Activity 1. Ask them to change the negative statements to positive statements.
is exercise promotes critical thinking.
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9. Conclude the lesson by asking learners oral questions on what they have learnt.
is promotes critical thinking.
Take- home Assessment
Ask the learners to do the take-home activity as outlined in the Learner’s book.
Assess their written exercise as they orally present their answers to the class.
Lesson 8
Specic Learning Outcome
By the end of the lesson, the learner should be able to:
a) Appreciate the importance of correct sentences in communication whether in
negative or positive.
Key Inquiry Question
What answer do you give to a question?
Additional Information for the Teacher
Help the learners to appreciate the importance of making sentences using contracted
verbs. Appreciate the learners who can use the negative and positive statement in
sentences correctly.
Suggested Learning Resources
• Learner’s Book • charts • ash cards • realia
Suggested Assessment Methods
• written exercise • oral presentation • questions
• observation • role-play • read aloud
Suggested Learning Experiences
1. Introduce your lesson by reviewing the previous lesson using oral questions. Let
the learners read the words in Activity 1. Allow them to read the words loudly to
the rest of the class. is enhances self-condence.
2. Ask the learners to use the words they have read to ll in the blank spaces in the
short passage. is enhances creativity and critical thinking as the learners think
of the words they should use in the blank spaces. Assess the learners as they read
aloud the complete passage to the class.
3. In groups, ask the learners to read the conversation in Activity 2 in turns. Let the
volunteers tell the class what the conversation is about. is will promote self-
condence. Ask them to role play the conversation. is promotes the value of
love as well as self-ecacy.
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4. In pairs, ask the learners to identify all the words that can be contracted and write
them. Ask the learners to give their contracted form. Assess their written exercise
to ascertain they correctly contract the verbs. Guide those who may be having
challenges.
5. Give the learners a chance to use the contracted forms of words to make sentences.
Assess the sentences by reading the sentences they construct in their notebooks.
6. Allow learners to read the sentences they have formed to the class. is will build
self-condence in the learners. ey can also read to each other and check each
other’s work to promote peer assessment.
Possible answers (Activity 1)
a. have b. have c. are d. aren’t e. don’t f. haven’t
Accept any other logical answers.
Take-home Assessment
Ask the learners to use digital devices or any written texts such as old newspapers or
magazines to search for contracted verbs from the suggested link in their take-home
activity. Check whether the take-home activity has been well done.
Further Learning
Encourage the learners to research on advice they can give the farmers in their
community and write the sentences using contracted verb forms. is environmental
information and knowledge on lifestyle will help them use the vocabulary they
have learnt in the theme ‘Farm’. Sharing this information with the farmers in their
community will promote community service learning.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Using
contracted
forms of verbs
correctly
Consistently uses
contracted forms
of verbs correctly.
Uses
contracted
forms of verbs
correctly.
Sometimes
uses contracted
forms of verbs
correctly.
Rarely uses
contracted
forms of verbs
correctly.
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Using positive
and negative
statements
appropriately
Consistently
uses positive
and negative
statements
appropriately.
Uses positive
and negative
statements
appropriately.
Sometimes
uses positive
and negative
statements
appropriately.
Hardly uses
positive and
negative
statements
appropriately.
D. Writing
Sub strand: Creative Writing: Narrative Compositions
Suggested time: 3 Lessons, LB pages 108-111
Lesson 9
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Describe the parts of a narrative composition in preparation for writing.
b) Organise thoughts uently, clearly and precisely in a coherent paragraph for
self- expression.
Key Inquiry Question
• Why do you enjoy listening to and reading stories?
Additional Information for the Teacher
is lesson aims to build on the learner’s imagination, creativity and critical thinking
as they complete a given guided story. Appreciate the learners’ creativity.
Suggested Learning Resources
• charts • pictures • Learner’s Book
Suggested Assessment Methods
• learner’s journals • self-assessment • writing assessment • oral discussion
Suggested Learning Experiences
1. Introduce the lesson by asking learners to study and describe the picture
in Activity 1. Ask the them to discuss in pairs who they think the boy in the
illustration is visiting. is enhances critical thinking, communication skills
and values such as peace and love. Allow the learners to narrate their experience
in a farm to the class.
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2. Ask the learners to read the part of a story in Activity 2 about ‘A Day to Remember’.
In turns, let a few learners read a paragraph at a time. As they read collaboration
and eective communication skills are enhanced.
3. Ask the learners to complete the story, ‘A Day to Remember’ in their own words.
is will enhance the learner’s creativity and critical thinking. Remind them
to punctuate their story correctly. Encourage them to use relevant vocabulary,
similes and proverbs. is will make their story more interesting.
Allow the learners to read the complete story to the rest of the class. is enhances
self-condence as learners read the story to their classmates.
4. Assess the learner’s creativity and critical thinking as they express themselves in
their oral presentation. Assess the uency, clarity and preciseness in organisation
of thought.
5. In conclusion, appreciate learners whose stories stood out. is motivates learners
to do even better.
Take-home Assessment
Ask the learners to write a narrative about ‘e Beautiful Farm’
Lesson 10
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Write a narrative composition for self-expression.
b) Use relevant vocabulary and similes to make their narrative interesting.
Key Inquiry Question
Which is the most interesting story you have ever heard or read?
Additional Information for the Teacher
Record an interesting story from a digital or written source beforehand. is audio
recording will be used in handling Activity 2.
Display the well-written narratives on the notice board if any at school or stick a copy
on the wall. is will build on the learners’ self-esteem.
Suggested Learning Resources
• An audio clip/ A recording of a story • Learner’s Book
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Suggested Assessment Methods
• learner’s journals • oral questions from the stories already written.
• peer assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read the narrative, ‘e beautiful
farm’ they wrote in the previous lesson. Assess their ability to organise thoughts
uently and clearly.
2. Help the learners to discuss the key points they can use to write a composition whose
title is ‘e farmer I know”. is enhances collaboration and communication
skills as they do this in groups.
Examples:
a. What is the name of the farmer?
b. Where is farm situated?
c. What does he grow on his farm?
d. Have you ever visited his farm?
Ask them to add more points in the suggested list.
3. Allow the learners to write the story in three paragraphs. Remind them to use
guidelines in the Learner’s Book on the ‘Do you know’ section. is enhances
creativity, critical thinking and collaboration as they write the story in groups.
It also promotes the value of love and responsibility.
4. Play a recording of a story. Guide the learners in listening to a story on the radio
using the following link:
https://www.familyconnect.org/info/browse-by-age/...story-time...listening.../1235
is enhances listening skills and promotes digital literacy. Remind the learners
the steps to follow when writing the story as learnt earlier. Let them write the
story they have listened to in their own words. is promotes critical thinking
and creativity.
5. Conclude the lesson by asking the learners to share what they write with
their deskmates. ey will assess each other and this will promote the value of
responsibility.
Take-home Assessment
Ask the learners to get a story on farming from the internet or even using a newspaper
or magazine and read through. Let them rewrite the story then compare what they
wrote to the original story. ey can do this with the help of a caregiver.
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Lesson 11
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Create a narrative composition of about 60-80 words for self-expression.
b) Appreciate the role of creativity in writing for dierent purposes.
Key Inquiry Questions
1. How can you make a story interesting?
2. Why do you like reading stories?
Additional Information for the Teacher
e activities of this lesson are meant to give learners more practice in expressing
themselves through writing.
Suggested Learning Resources
• Learner’s Book • charts • sample articles
Suggested Assessment Methods
• self- assessment • writing assessment • assessment portfolio
Suggested Learning Experience
1. Introduce the lesson by telling the learners to re-tell the story they listened to
in lesson 10. As they try to remember the story, critical thinking is enhanced, and
communication skills are promoted when the learners recall and retell the story.
2. Remind the learners the importance of an interesting and awless composition
as they discuss the questions in Activity 1. Allow them to add two more questions
to the list. is enhances creativity. e discussion enhances collaboration,
critical thinking and communication skills. is also promotes the values of
peace and unity as they work together in groups. Explain the importance of
having a good plan before writing a composition.
3. Ask the learners to write a composition about ‘The day we visited a farm’ using
the answers they wrote in Activity 1. Ask them to pay attention to punctuation,
use of relevant vocabularies, similes and proverbs. Emphasise on the need of an
introduction, body and conclusion that is well written. is will promote learner’s
self-ecacy, creativity and critical thinking.
4. Let the learners read through their composition aer writing to make sure there
are no mistakes. is builds the sense of responsibility as they strive to write
awless narratives.
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5. Allow the learners to read their composition to the rest of the class. is enhances
self-esteem and communication skills.
6. Conclude by encouraging the learners to visit a farm and write a narrative
composition about their experience.
Take-home Assessment
Ask the learners to write a composition about ‘My favourite farm animal’ and send
it on email. Assess their written work from your email and keep the records.
Further Learning
Ask the learners to visit a farm, write a narrative then read it to their family or
friends.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Writing
narratives
clearly and
creatively
Always writes
clearly and
creatively.
Writes
narratives
clearly and
creatively.
Sometimes
writes
narratives
clearly and
creatively.
Rarely writes
narratives clearly
and creatively.
Applying
creative writing
strategies to
express thoughts
Always applies
creative
writing
strategies
to express
thoughts.
Applies
creative writing
strategies
to express
thoughts.
Sometimes
applies
creative
writing
strategies
to express
thoughts.
Rarely applies
creative writing
strategies to
express thoughts.
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(Learner’s Book pages 112-127)
Suggested Vocabulary
tuberculosis, cough, share, haircut, wait, virus, sharp object, blood, death, spread,
infect, aect, signs, prevention, diet, razor blade, shave, cure, medicine, pierce,
needle, tweezers
Specic Learning Outcomes
Strand 9.1
Listening and
Speaking
Strand 9.2
Reading
Strand 9.3
Grammar
Strand 9.4
Writing
9.1.1 Pronunciation
and vocabulary:
Speaking Fluency
By the end of the sub
strand, the learner
should be able to:
a) Speak uently and
condently on
a given topic to
enhance oral skills.
b) Articulate sounds
accurately
for eective
communication.
c) Apply vocabulary
related to the theme
in a variety of oral
presentations for
uency.
d) Appreciate the
importance of
speaking at a
reasonable speed and
without hesitation in
daily life.
9.2.1 Intensive
Reading: Narratives
By the end of the
sub strand, the
learner should be
able to:
a) Read short
narratives
of about 320
words for
comprehension.
b) Apply
appropriate
reading
strategies to
read a narrative
of about 320
words for
information.
c) Appreciate
reading for
purposes of
comprehension
and
information.
9.3.1 Part of Speech:
Adverbs
By the end of the sub
strand, the learner
should be able to:
a) Distinguish
adverbs of
manner, time
and place.
b) Use adverbs
of manner,
time and place
correctly in
both oral
and written
sentences.
c) Appreciate the
importance of
adverbs in oral
and written
communication
9.4.1 Punctuation:
Comma, Question
Marks
By the end of the sub
strand, the learner
should be able to:
a) Identify
commonly used
punctuation
marks in
written texts
for eective
communication.
b) Use commas
and question
marks correctly
in written texts
for clarity of
writing.
c) Appreciate
the role of
punctuation
marks for clarity
in writing.
Theme
9
HIV and AIDS
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Key Inquiry Questions
9.1 Listening and
Speaking
9.2 Reading 9.3 Grammar 9.4 Writing
1. Why should
you speak
accurately?
2. How can you
speak without
unnecessary
pauses?
1. Why do
we read
narratives?
2. What kind
of stories do
you enjoy
reading?
1. Where do you
live?
2. How do you do
your work?
3. When do we
come to school?
1. Why should we
punctuate written
work?
2. How do we use
these punctuation
marks: comma
and full stop?
Core Competencies to be Developed
1. Communication and collaboration - when learners work in pairs and in groups.
2. Digital literacy - when learners interact with digital devices.
3. Self-ecacy - they develop condence when speaking, answering inferential and
factual questions, when learners recite poems and construct sentences and as
learners play punctuation games and punctuating sentences.
Link to PCIs
1. HIV and AIDS Education promoted through oral language tasks like listening
comprehension, poems and songs related to HIV and AIDS.
2. Clubs and Societies – reading clubs, writing clubs, journalism clubs among others
build learners’ self-esteem to become more condent readers.
3. HIV and AIDS and lifestyle diseases.
4. Child rights and protection from stigmatisation.
5. HIV and AIDS education, communicable and non communicable diseases.
6. Personal safety and security education with regard to HIV prevention and the
need for balanced meals for those infected by AIDS.
7 Writing task based on the theme of HIV and AIDS education.
Link to Values
• love • peace • unity • responsibility • respect •integrity
Link to Other Subjects
1. Public speaking skills are learnt in all language areas.
2. Home Science, Science and Technology expose learners to content on HIV and
AIDS.
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3. Kiswahili and indigenous languages: Dierent types of adverbs are taught in these
learning areas.
4. Science and Technology: Concepts on HIV and AIDS are learnt.
5. All learning areas - Use of punctuation marks is learnt.
Suggested Community Service Learning Activities
1. Learners share with peers, parents or guardians the importance of speaking
uently.
2. Learner recites poems related to the theme during community gatherings.
3. Learners participate in poetry recitations, story reading or drama in religious
gatherings.
4. Sensitise the community about HIV and AIDS through poems.
5. Learners compose and recite poems on HIV and AIDS with the help of parents
or guardians.
Suggested Assessment Methods
Listening and
Speaking
Reading Skills Grammar Writing Skills
• oral reading or
dictation
• role play
• debates
• oral interviews
• dialogues
• oral discussion
• oral
presentation
• public speaking
• teacher-made
assessment
• peer
assessment
• self-
assessment and
standardised
listening
assessment
• reading aloud
• dictation
• oral interviews
• question and
answer
• teacher-made
assessment
• learners’
summaries of what
they read
• learners’ journals
• learners’ portfolios
• peer assessment
• self-assessment
and standardised
reading assessment
• keeping a record of
books read
• tasks such as
multiple choices
• discrimination
• gap-lling
• short-answer
• dialogue-
completion,
information gap
• role play
• matching tasks
• simulation
• matching tasks
• substitution table
• word games
• puzzles
• teacher made
assessment
• teacher –made
assessment
• learner’s
journals
• peer
assessment
• self-
assessment by
the learners
• portfolio
dictation
• standardised
writing
assessment
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• Give fast learners extra activities to
avoid boredom and idling.
• Give all learners equal chances to
participate in class activities. You
have the duty to ensure that they
accommodate one another and learn
to co-exist despite their dierences.
• Organise the learners to be positioned
evenly in the class.
• For the visually impaired learners, avail
Braille and tactile pictures. For those with
sight diculties provide large print texts.
• For the learners with hearing impairments,
make use of sign language or avail a sign
language interpreter.
• Have the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
• Encourage time takers to participate in
discussions such as the role-play and
telling of stories.
• Allocate physically challenged learners
roles that they can handle. Give them
support and ensure other learners do the
same. For example, helping in pushing
a wheelchair for a physically challenged
learner.
Background Information
is theme exposes learners to information related to HIV and AIDS. Let learners
get all the facts about HIV and AIDS and ght stigmatisation. is can be done by
equipping learners with adequate vocabulary and language skills which will enhance
their communication. is unit also exposes learners to the use of adverbs-manner,
time and place. Ensure learners are able to identify these three types of adverbs.
Furthermore, the unit exposes learners to the use of punctuation marks-commas and
question marks. Ensure the learners are able to use the two appropriately.
Some of the learners may be aected by the disease already, therefore, there is need to
handle the subject with much care since it is very sensitive and controversial.
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A. Listening and speaking
Sub strand: Pronunciation and Vocabulary: Speaking Fluency
Suggested time: 3 Lessons, LB pages 112-116
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Speak uently and condently on a given topic to enhance oral skills.
b) Articulate sounds accurately for eective communication.
c) Apply vocabulary related to the theme in a variety of oral presentations for
uency.
Key Inquiry Questions
1. Why should you speak accurately?
2. How can you speak without unnecessary pauses?
3. Why should we speak uently and condently?
Additional Information for the Teacher
Let learners know that there is need to take care of the sick. We need to show them
love and care. e unit introduces the learners to vocabulary related to HIV and
AIDS. Explain to the learners the meaning of the new words. Let learners be informed
that even though there is no cure for HIV and AIDS, one can manage it by taking
medicine, eating a balanced diet and exercising. Guide learners to listen carefully to
oral presentations like poems.
Suggested Learning Resources
• Learner’s Book • charts
Suggested Assessment Methods
• oral discussion • peer assessment
• dialogues • oral presentation
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Suggested Learning Experiences
1. Introduce the lesson by reminding the learners of any one among them who has
ever been sick (if any) or any other person they are familiar with. Ask learners if
any among them has ever been sick. Give the learners a chance to talk about it.
2. Ask the learners to study the picture in Activity 1 in pairs and say what the people
are doing. rough working in pairs, the skills of communication and collabora-
tion are enhanced.
3. Guide the learners in talking about what they know about HIV and AIDS. is
is a sensitive subject. You are required to be careful since there are learners who
may be aected. Mention to the learners the other diseases that they may not
know like tuberculosis, malaria, diarrhoea, among others. Take this chance to
guide and counsel the learners aected.
4. Assess the learners’ ability to speak uently without hesitation and condently on
a given topic.
5. Refer the learners to Activity 2. Read the text as the learners listen. Let them retell
the story as they identify the similes used. Guide them in identifying words with
the sounds /s/ and /f/.
Possible answers (Activity 2)
Similes used in the text:
• as afraid as a grasshopper
• as pale as death
• as happy as a lark
6. Explain to the learners that HIV are initials for Human Immunodeciency Virus
and AIDS are initials for Acquired Immune Deciency Syndrome.
7. Conclude the lesson by reminding the learners to do the take-home assessment.
Encourage them to inform their parents and friends on the need to love and take
care of the people suering from any kind of disease.
Take-home Assessment
rough oral presentations and peer assessment, assess the learners’ ability to apply
vocabulary related to the theme to construct sentences.
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Apply vocabulary related to the theme in a variety of oral presentations for
uency.
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b) Articulate sounds accurately for eective communication.
c) Appreciate the importance of speaking at a reasonable speed and without
hesitation in daily life.
Key Inquiry Questions
1. Why should you speak accurately?
2. How can you speak without unnecessary pauses?
Additional Information for the Teacher
Guide the learners in speaking uently as they role-play. Ensure all the learners
pause where necessary and pronounce words the way they should be pronounced.
Appreciate the learners for participating in the role-play activity.
Suggested Learning Resources
• Learner’s Book • charts • word cards • pictures
Suggested Assessment Methods
• oral discussion • role-play • dialogues • oral presentation
Suggested Learning Experiences
1. Introduce the lesson by reviewing the take-home assessment. Allow as many
learners to read their sentences as possible.
2. Refer the learners to Activity 1. In pairs, let the learners read the dialogue. Ask
them to role-play the dialogue in pairs for the class. Insist on accurate and uent
speaking without unnecessary pauses. is enhances their self- ecacy as they
develop condence in speaking.
3. Let the learners discuss the questions aer the dialogue in pairs. Working in pairs
promotes the skill of communication and collaboration.
4. Conduct an oral discussion about the dierence between HIV and AIDS and how
to advise people infected and aected by it. is will provide further understanding
about the virus and help in curbing the stigmatization around it, thus developing
HIV and AIDS Education.
5. Explain to the learners that speaking accurately means-the ability to speak so well
that your message is clearly heard and acted upon. Remind them that what they
say and how they say it really matters.
By learners learning what speaking accurately is the skill of learning to learn is
enhanced.
6. Refer the learners to Activity 2. Let the learners study the word puzzle in pairs and
use the words they nd to make sentences. Assess their ability to use vocabulary
learnt correctly. is should be done through listening and observation.
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Possible answers (Activity 2)
a) tuberculosis b) aect c) care d) medicine
e) treat f) tough g) infect h) doctor
7. Conclude the lesson by reminding the learners to do the take-home assignment.
Counsel those who may be aected by any disease. Encourage the learners to take
care of the sick.
7.
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Apply vocabulary related to the theme in a variety of contexts for speech clarity.
b) Appreciate the importance of speaking at a reasonable speed and without
hesitation in daily life.
Key Inquiry Questions
1. Why should you speak accurately?
2. How can you speak without unnecessary pauses?
Additional Information for the Teacher
In this lesson, the learners use poems to learn sounds as well as vocabulary related to
the theme. Ensure you prepare the necessary resources for Activity 2. A link that you
can use is suggested in the learning experiences. Improvise in case of lack of resources
by making the audio recording yourself or with the help of another teacher’s phone.
Suggested Learning Resources
• Learner’s Book • charts • word cards
Suggested Assessment Methods
• oral reading • oral presentation
• peer assessment • self-assessment and standardised listening assessment
Suggested Learning Experiences
1. Introduce the lesson by reviewing the take-home assessment. Give the learners a
chance to read their answers to the class.
2. Ask the learners to read the poem aloud. Emphasise on correct pronunciation and
uency. Let the learners know how to pronounce words with the sounds /s/, /z/,
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/h/, /f/ and diagraph ‘gh’. Let them give as many relevant examples of the words
with the sounds as they can.
3. rough oral discussions, let the learners share what they have learnt from the
poem. Guide and correct them accordingly. Make sure they understand the poem.
Assess their ability to speak uently and condently about the topic.
4. Encourage the learners to freely work in groups in spite of their gender or
background as they recite the poem. is promotes of gender equality, citizenship
and the values of peace and unity. is will enhance their communication skills.
5. Refer the learners to Activity 2 in the Learner’s Book. Let the learners listen to the
audio recording you had prepared or downloaded. Let them work in pairs and
identify words with the sounds learnt. Assess their listening uency and ability to
distinguish the sounds learnt correctly.
Possible answers (Activity 2)
/s/-virus, cells, syndrome, disease
/z/- easier
/h/-huge
/f/-aect, infect
6. Conclude the lesson by recapping what the learners have learnt from the unit
so far and encourage them to discuss with their parents or caregivers about the
right way to help people with HIV and AIDS. Remind them to do the take-home
assessment.
Take-home Assessment
Assess the learners’ ability to articulate sounds correctly and uently by listening to
how they have grouped the words. Peer assessment can also be applied.
Further Learning
Encourage the learners to look for another song or poem on the Internet on HIV and
AIDS. is will promote digital literacy as learners interact with digital devices.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Speaking
uently
without
hesitation on
a given topic
Consistently
speaks uently
and without
hesitation about
the given topic.
Speaks uently
and without
hesitation about
the given topic.
Sometimes speaks
uently and
without hesitation
about the given
topic.
Rarely speaks
uently about
the given
topic.
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Speaking
condently on
a given topic
Consistently
speaks condently
about the given
topic.
Speaks
condently
about the given
topic.
Sometimes speaks
condently about
the given topic.
Rarely speaks
condently
about the
given topic.
B. Reading
Sub strand: Intensive Reading: Narrative
Suggested time: 3 Lessons, LB pages 117-121
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read a short narrative of about 320 words for comprehension.
b) Apply appropriate reading strategies to read a narrative of about 320 words for
information.
c) Appreciate reading for purposes of comprehension and information.
Key Inquiry Questions
1. Why do we read narratives?
2. What kind of stories do you enjoy reading?
Additional Information for the Teacher
Introduce learners to proper reading habits. Discourage them against reading using
their ngers or pencils/pen and a bent sitting posture. Instead encourage them to use
their eyes and use an upper posture. Remind them to pause where there is a full stop
before reading the next sentence. Explain any new word that the learners seem not to
understand.
Suggested Learning Resources
• Learner’s Book
Suggested Assessment Methods
• reading aloud • question and answer • portfolio
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Suggested Learning Experiences
1. Introduce the lesson by asking learners whether they enjoy reading and what
kind of stories they like reading. Ask a few learners to say the titles of stories they
have read recently.
2. Ask the learners to discuss the questions in Activity 1 in pairs. Let the learners
study the picture and title of the story and talk about it.
3. Explain to the learners about skimming and scanning. Skimming - read a text
quickly so as to get a general idea of a text Scanningisreadinga text quickly in
order to nd specic information, e.g. gures or names.
4. Ask the learners to scan through the story in turns and identify the sick character.
Let them share an experience where they were sick and taken to the hospital. You
can also share your own experience.
5. Let the learners read the text as a class and then select a few to retell it. Let them
discuss the story and assess their ability to speak uently.
6. Ask the learners to answer the questions that follow in pairs. rough answering
inferential and factual questions correctly, self-ecacy is enhanced. Assess their
ability to respond to comprehension questions correctly.
7. Refer the learners to Activity 2. Let them do the questions in pairs. Allow the
learners to read the sentences to the class. Assess their ability to use words learnt
to construct sentences.
8. Conclude the lesson by reminding learners about the need to read more narratives
to improve their language and communication skills. Encourage the learners to
read more stories from magazines, newspapers and the Internet.
Take-home Assessment
e learners are guided by a peer to use the link provided to read more on HIV and
AIDS from the Internet. Assess their ability to use technology to read and comprehend
information. is can be done through questions and answers.
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Apply appropriate reading strategies to read a narrative of about 320 words for
information.
b) Appreciate reading for purposes of comprehension and information.
Key Inquiry Questions
1. Why do we read narratives?
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2. What kind of stories do you enjoy reading?
Suggested Learning Resources
• role play • Learner’s Book
• charts • ash cards
Suggested Assessment Methods
• reading aloud • question and answer • peer assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to retell the story on ‘Mother falls sick’
in Lesson 4. Give a few learners a chance to narrate the story.
2. Let the learners read the story again and answer the questions given, in pairs. is
enhances communication and collaboration skill.
Possible answers (Activity 1)
a. Because mother’s sickness had become worse.
b. Mother’s blood
c. eir mother would be admitted in hospital. ey would not be going home
with her. e children will be sad and worried.
d. eir mother would not be able to do the things she used to do with them.
Show love and care-ensuring she takes her medicine, etc.
e. Self-ecacy is enhanced as the learners share their answers with the class.
3. Refer the learners to Activity 2. Ask them to arrange the jumbled up words
correctly and use the to make simple sentences.
4. Let the learners present the answers to the class. rough presenting the answers,
the skill of self-ecacy is enhanced.
Possible answers ( Activity 2)
• sick • hospital • blood • infected • virus
5. Conclude the lesson by asking the learners read more stories on HIV and AIDS
in books and online. By doing this, learners will develop the skill of learning to
learn.
Take-home assessment
Observe as the learners rearrange the sentences correctly and assess their ability to
sequentially follow the events of a story.
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Possible answers (Take-home Assessment)
(a) Mother told the family that she was not feeling well.
(b) Mother became very sick.
(c) e children made a birthday card and a get well soon card.
(d) Father took their mother to the hospital.
(e) e children were sad their mother would be admitted.
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read a short text for comprehension.
b) Appreciate reading for purposes of comprehension and information.
Key Inquiry Questions
1. What kind of stories do you enjoy reading?
2. Why do we read narratives?
Additional Information for the Teacher
is lesson involves learners taking dierent roles and imitating their actions and
speech. Encourage all the learners to participate actively in their groups regardless of
their gender.
Suggested Learning Resources
• Learner’s Book • role play • pictures
Suggested Assessment Methods
• self-assessment • question and answer • reading aloud
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to present the answers of the Take-
home assessment to the class. Allow as many learners to present as possible. Guide
and correct accordingly.
2. Refer the learners to Activity 1. Tell the learners to identify the characters in
the story, ‘Mother falls sick’ in Lesson 4. Explain to them that role-playing is the
acting of dierent roles of characters in a story. For example, in the story, ‘Mother
falls sick’, dierent learners should act like they were Mother, Sandra, Tamara, etc.
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3. Organise the learners in groups of ve. Among them, there should be a group
leader who will ensure each character plays their roles. If there are learners lacking
a group, let them join any group and act as leaders. Working in groups promotes
collaboration skills. Learners also develop the values of respect, unity and love
among themselves.
4. Ask each group to present their play to the class. Assess their ability to use
vocabulary learnt for self-expression and their ability to speak uently and
condently.
5. In pairs, let the learners read through the text in Activity 2 quickly to get a general
idea of the text (skimming). As they share what they have learnt about the story
through skimming, assess their ability to use the skimming reading technique.
6. Instruct the learners to read the passage and retell it to a friend. is is to
measure their understanding of the text. Assess the learners’ ability to respond to
comprehension questions as they provide answers to the questions provided aer
the passage.
7. Conclude the lesson by reminding the learners to do the take-home assessment
and the further learning activities for more practice and understanding of what
they have learnt in the strand.
Take-home Assessment
e learners read short narratives and share what they learn with their family members
and classmates. Assess their ability to use learnt vocabulary for self-expression and
their prociency in reading a story for comprehension.
Further Learning
Encourage the learners to read dierent articles or stories from newspapers and
magazines. Let the learners read digital texts online hence developing their digital
literacy skills. Assess their ability to appreciate reading for purposes of comprehension
and information. is can be done through questions and peer assessment as they
share what they read with each other.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Responding to
comprehension
questions
Consistently
responds to
comprehension
questions
correctly.
Responds to
comprehension
questions.
Sometimes
responds to
comprehension
questions
correctly.
Rarely responds
to comprehension
questions
correctly.
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Using learnt
vocabulary for
self-expression
Consistently
uses learnt
vocabulary
correctly for
self-expression.
Uses learnt
vocabulary
correctly for
self-expression.
Sometimes
uses learnt
vocabulary
correctly for
self-expression.
Rarely uses learnt
vocabulary for
self-expression
C. Grammar
Sub strand: Parts of speech: Adverbs
Suggested time: 3 Lessons, LB pages 121-125
Lesson 7
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. Distinguish adverbs of manner, time and place for eective communication.
2. Use adverbs of manner, time and place correctly in both oral and written sentences.
3. Appreciate the importance of adverbs in oral and written communication.
Key Inquiry Questions
1. Where do you live?
2. How do you do your work?
3. When do we come to school?
Additional Information for the Teacher
is is a lesson on adverbs of manner, time and place. Use real and practical
examples to make learners understand what adverbs of manner, time and place are.
is will help them to develop the skill of learning to learn.
Suggested Learning Resources
• charts • ash cards • Learner’s Book
• pictures • realia
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Suggested Assessment Methods
• learner’s journals • peer assessment
• self- assessment by learners • word games
Suggested Learning Experiences
1. Introduce the lesson by asking learners oral questions that can prompt them
to answer questions using adverbs. For instance: When do you come to school?,
How do you come to school? is will help in assessment of the learners’ basic
understanding of adverbs.
2. Guide the learners on how to play the game in Activity 1. Use the following
guidelines:
• Take turns picking a notecard from each pile on the table and act out the
action that the cards show.
• For example, if the cards are “walk” and “slowly,” you can tiptoe carefully
around the room, looking around to make sure you are not being followed.
• en let other learners guess the verb and the adverb that were chosen. Reveal
the notecard aer the learners are done guessing.
Assess the learners’ ability to identify adverbs.
3. Ask the learners to study the picture in Activity 2 in pairs. Prompt them to guess
how the words in bold have been used in the story. Take them through the ‘Did
you know?’ section for further understanding of dierent types of adverbs.
4. Learners will develop the skill of learning to learn by learning what adverbs are.
Now, let the learners group the adverbs in the poem accordingly. Assess their
ability to distinguish adverbs correctly.
5. Conclude the lesson by encouraging learners to always use adverbs appropriately.
Ask the learners to practise using adverbs in their day-to-day lives. Ask the
learners to do the take-home assessment.
Take-home Assessment
Assess the learners ability to use adverbs correctly by listening or checking the
sentences they construct.
Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use adverbs of manner, time and place correctly in both oral and written
sentences.
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b) Appreciate the importance of adverbs in oral and written communication.
Key Inquiry Questions
1. Where do you live?
2. When do you come to school?
3. Where do we go to school?
Suggested Learning Resources
• charts • word cards • Learner’s book
Suggested Assessment Methods
• questions • written exercise • observation
• oral reading • word games
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read out the sentences they wrote
in the Take-home assessment.
2. Refer learners to Activity 1. Organise the learners in three groups and assign
each an adverb type and guide them to play the scramble game. Use the following
instructions:
(a) Write the following words on ash cards-slowly, carefully, fast, here, there,
now, later, yesterday, where, cautiously, etc. You can add more words to
this list.
(b) Put the ash cards on the table in front of the class.
(c) Assign each group a particular type of adverb. Ask them to pick the words
that fall under that type of adverb.
(d) Time them (30 seconds).
(e) e group that picks more correct words become the winners.
is activity nurtures the value of unity and integrity and enhances communication
and collaboration skills. Assess their ability to distinguish the adverbs learnt.
3. Refer the learners to Activity 2. Let the learners make sentences using the adverbs
given, individually and share the sentences with their friends. is will boost their
self-ecacy.
4. Refer the learners to the take-home assessment. Remind them that the poem
should contain adverbs.
5. Conclude by reminding the learners that adverbs provide more information
about verbs. Encourage them to look for more adverbs from written texts and
classify them according to time, place and manner.
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Take-home Assessment
Assess the learners’ ability to use adverbs learnt by asking them to present their poems
to the class as you listen.
Lesson 9
Specic Learning Outcomes
(a) By the end of the lesson, the learner should be able to:
(b) Appreciate the importance of adverbs in oral and written communication.
(c) Use adverbs of manner, time and place correctly in both oral and written
communication.
Key Inquiry Questions
1. Where do you live?
2. How do you do your work?
3. When do we come to school?
Suggested Learning Resources
• charts • ash cards • Learner’s Book • realia
Suggested Assessment Methods
• peer assessment • self-assessment • word games
Suggested Learning Experiences
1. Introduce the lesson by asking a few learners to recite the poems they wrote in
the take-home assessment. Let them say the adverbs they used.
2. Refer the learners to Activity 1. Let them complete the table as instructed. Ask
the learners to construct sentences using some of the words created. rough this
pair work activity, their communication and collaboration skills are enhanced.
Let them use the dictionary or Internet to nd the adverbs. is will encourage
learning to learn and digital literacy.
3. Refer the learners to Activity 2. Let the learners read the poem on adverbs in
pairs.
4. Let a few learners recite the poem in class. Let them identify the adverbs used
in the poem in pairs. Assess their ability to identify and distinguish adverbs
according to the types learnt.
Refer the learners to the take-home assessment. For those who cannot print the
work, let them write and underline the adverbs.
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5. Conclude by reminding the learners about adverbs that do not end with -ly.
Encourage them to look for more adverbs of such kind from written texts and
classify them according to time, place and manner.
Take-home Assessment
Read the paragraph they write or ask them to read it to the class as you listen and
assess their ability to use adverbs learnt correctly.
Further Learning
e learners are required to compose a song or a poem on HIV and AIDS using the
adverbs learnt. Let them present it during school assembly/functions or community
functions.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Distinguishing
adverbs
correctly
Always
distinguishes
adverbs correctly.
Distinguishes
adverbs
correctly.
Sometimes
distinguishes
adverbs correctly.
Rarely
distinguishes
adverbs
correctly.
Using adverbs
in sentences
correctly
Always uses
adverbs in
sentences
correctly.
Uses adverbs
in sentences
correctly.
Sometimes
uses adverbs
in sentences
correctly.
Rarely uses
adverbs in
sentences
correctly.
D. Writing
Sub strand: Punctuation: Comma, Question marks
Suggested time: 2 Lessons, LB pages 125-127
Lesson 10
Specic Learning Outcomes
By the end of the lesson, the learners should be able to:
a) Identify commonly used punctuation marks in written texts for eective
communication.
b) Use commas and question marks correctly in written texts for clarity of writing.
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Key Inquiry Questions
1. Why should we punctuate written work?
2. How do we use a comma and a full stop?
Additional Information for the Teacher
Punctuation marks form a crucial part in any piece of writing. is lesson introduces
learners to commas and question marks. Ensure the learner understands when to use
specic punctuation marks. A comma (,) is used when listing or when there is a pause
whereas a question mark (?) is used in questions. ere are other uses of the mentioned
punctuation marks but we are limited to the uses given because of the level of learners.
Suggested Learning Resources
• realia • Learner’s Book • charts
Suggested Assessment Methods
• learner’s journals • peer assessment • self-assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say some of the punctuation marks
they know and use. Let them write symbols on the board.
2. In groups, let the learners play the “on the board” game in Activity 1. Working
in groups promotes communication and collaboration skills. Use the following
guidelines:
a. Divide the learners into groups of 3-4 and line them up.
b. Supply each group with a large laminated comma or a question mark. You can
also use manila papers.
c. Display a chart with sentences on the board. e sentences lack either a comma
or a question mark.
d. To play, let the learners take turns running to the board, correcting a sentence
and then passing the punctuation marks to the next player in their team. At the
end of the game, each team is awarded a point for each correctly punctuated
sentence.
e. e winning team is applauded by everyone. Encourage the losing team to
practice more on punctuation marks.
3. Explain to the learners that a question mark is used aer a question whereas a
comma is used when listing or when there is a pause.
4. Still in groups , ask the learners to do Activity 2. Ask them to read and punctuate
the sentences.
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Possible answers (Activity 2)
(a) e doctor brought a needle, tweezers and a razor blade.
(b) When is mother going back to hospital?
(c) HIV and AIDS cannot spread through sharing of plates, greeting people and
touching someone.
(d) Does HIV and AIDS have a cure?
(e) Where is my medicine?
5. Give the learners a chance to present their answers to the class. Assess their ability
to use commas and question marks in sentences.
6. Ask the learners to individually do Activity 3. Let them draw question marks and
commas given to them and display them in class.
7. Ask the learners to do the Take-home assessment. Encourage them to punctuate
the sentences accurately.
8. Conclude the lesson by encouraging learners to observe punctuation marks, not
only commas and full stops but also other punctuation marks when writing.
Take-home Assessment
Check the learners sentences and assess their ability to use commas and full stops
correctly. Assessment can also be done through peer assessment.
Lesson 11
Specic Learning Outcomes
By the end of the lesson, the learners should be able to:
a) Identify commonly used punctuation marks in written texts for eective
communication.
b) Use commas and question marks correctly in writing texts for clarity of writing.
c) Appreciate the role of punctuation marks for clarity in writing.
Key Inquiry Question
• Why should we punctuate written work?
Additional Information for the Teacher
Every punctuation mark is important in any piece of writing. Emphasise this
importance. Most learners omit punctuation marks either knowingly or unknowingly.
Remind the learners to always punctuate their work.
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Suggested Learning Resources
• sample sentences with commas and question marks • chart
• Learner’s Book
Suggested Assessment Methods
• learner’s journals • peer assessment • self-assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read the sentences they wrote in the
Take-home assessment to the class and correct accordingly.
2. Ask the learners to look at the poster in Activity 1. Let them re-arrange the jumbled
up words to form a complete sentence. Ask them to punctuate the sentences in
pairs. Group work inculcates the values of unity and love.
3. Give the learners a chance to share their answers with the class. is will enhance
self-ecacy among the learners.
Possible answers (Activity 1)
(a) He told him to eat a balanced diet and take medicine.
(b) “Did Suleiman go to the hospital?” asked Asha.
(c) He went to see the doctor.
(d) What did the doctor tell him?
(e) He exercises every morning.
4. Refer the learners to Activity 2. Let them study the poster and discuss the
punctuation marks used. rough pair work, communication and collaboration
skills are enhanced. Listen to their answers and assess their ability to identify
commas and question marks in texts.
5. Let the learners create their own posters individually.
6. Ask the learners to do the Take-home assessment paying attention to the
punctuation marks learnt.
7. Conclude by encouraging the learners to practise using punctuation marks
especially the comma and the question marks in their daily lives. Let them
appreciate the use of punctuation marks in every piece of writing.
Take-home Assessment
Ask the learners to read each other’s story and say what they liked about it and the
punctuations used. is will give them a platform for more practise as well as assess
their ability to use punctuation marks correctly.
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Further Learning
Encourage the learners to seek for assistance from caregivers in designing the poster.
Let those who are able to print and share with the class do so. For those who are not,
let them share what they did with their friends or deskmate.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
commas and
question
marks in texts
Always identies
commas and
question marks
in texts.
Identies
commas and
question marks
in texts.
Sometimes
identies
commas and
question marks in
texts.
Rarely identies
commas and
question marks
in texts.
Uses commas
and question
marks
Always uses
commas and
question marks
appropriately to
convey meaning.
Uses commas
and question
marks
appropriately
to convey
meaning.
Sometimes uses
commas and
question marks
appropriately to
convey meaning.
Rarely uses
commas and
question marks
to convey
meaning.
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Theme
10
(Learner’s Book Pages 128-141)
Suggested Vocabulary
cleanliness, hygiene, sanitation, toilet, ush, latrine, waste, refuse, health, wipe, wash,
drainage, infection, food, diarrhoea, cholera, faeces, scrub, sweep, mop, broom, rinse,
care, dust, safe, dangerous, unsafe, health, dirty, disease, tidy
Specic Learning Outcomes
10.1 Listening and
Speaking
10.2 Reading 10.3 Grammar 10.4 Writing
10.1.1 Pronunciation
and vocabulary:
Interactive Listening/
Turn Taking/ riddles
By the end of the sub
strand, the learner
should be able to:
a) Articulate sounds
accurately
for eective
communication.
b) Interact with a
speaker actively
during an oral
presentation,
speech or narration
for listening uency.
c) Interrupt a speaker
appropriately
for politeness in
conversation.
d) Speak condently
during an oral
interview or debate
for self-expression.
e) Use vocabulary
related to the
theme in a variety
of contexts for
self-expression.
10.2.1 Intensive
Reading: Factual
Texts
By the end of the
sub strand, the
learner should be
able to:
a) Read factual
texts of about
320 words
related to the
theme for
comprehension.
b) Apply
appropriate
reading habits
in reading
factual texts
of about 320
words for
information.
10.3.1 Part
of Speech:
Conjunctions
By the end of the
sub strand, the
learner should be
able to:
a) Identify
conjunctions
correctly in oral
and written
texts for uency
of speech.
b) Engage in short
dialogues
featuring
conjunctions
for uency of
speech.
c) Use
conjunctions
in a variety of
contexts for
eective oral
and written
communication.
10.4.1 Creative
Writing: Descriptive
Compositions
By the end of the sub
strand,
the learner should
be able to:
a) Describe the
parts of a
descriptive
composition for
self-expression.
b) Organise
thoughts clearly,
precisely and
creatively into
a coherent
paragraph for
self-expression.
c) Create a
descriptive
composition
of about
80- 100 words
on various topics
for eective
communication.
Hygiene and Sanitation
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f ) Appreciate the
importance of
turn taking in
oral interviews
or debates for
eective oral
communication.
c) Appreciate the
importance
of reading for
comprehension
and information.
d) Appreciate the
importance of
conjunctions in
communication.
d) Appreciate the
role of creativity
in descriptive
writing for
eective
communication.
Key Inquiry Questions
10.1 Listening and
Speaking
10.2 Reading 10.3 Grammar 10.4 Writing
1. Why should we
listen carefully?
2. What do you
do when you
want to talk
and your friend
is still talking?
1. Why should we
read at the right
speed?
2. What should we
do to remember
what we have
read?
1. Why do
we join
sentences?
2. Which
words do we
use to join
sentences?
1. Why should you
organise your
thought in clear
sentences and
paragraphs?
2. How can you
tell others about
yourself?
Core Competencies to be Developed
1. Communication and collaboration - when they say the words correctly and when
they work in pairs and groups.
2. Self- ecacy - when learners write descriptive compositions and can communicate
accurately, they enhance their condence
3. Digital literacy - manipulating electronic dictionaries and interacting with
technology
4. Learning to learn - using the dictionary and the children’s encyclopaedia to obtain
information
5. Learning to learn - discovering how to write descriptive composition
Link to PCIs
1. Self-esteem enhanced through acquisition of better self-expression and
pronunciation ability.
2. Personal hygiene enhanced through interactive language tasks.
3. Health Education-learning personal hygiene and sanitation.
4. Personal hygiene promoted through interaction with content on water and
sanitation.
5. Self-ecacy-when learners write descriptive compositions.
6. Learning to learn-discovering how to write descriptive compositions.
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Link to Values
• cooperation • respect • responsibility • love
• unity • integrity • respect
Link to Other Subjects
1. Home Science - when they interact with content related to health and sanitation.
2. Kiswahili and indigenous languages-when they learn pronunciation.
3. Kiswahili, French, Arabic, Chinese and German-these language areas use
reference materials such as dictionaries.
4. Languages- conjunctions feature in all languages.
5. Content related to Hygiene and Sanitation learnt in Home Science, Environmental
Science and Physical Health Education.
6. Languages- descriptive writing skills developed in all languages.
Suggested Community Service Learning Activities
1. Practising riddles with their parents, guardians and siblings.
2. Demonstrating to younger siblings and schoolmates on how to nd information
from dictionaries and encyclopaedia.
3. Learners will read stories with peers or parents and identify conjunctions.
4. Learners can help their siblings to describe things in the environment.
Suggested Assessment Methods
Listening and
Speaking
Reading Skills Grammar Writing Skills
• oral reading or
dictation
• role play
• debates
• oral interviews
• dialogues
• oral discussion
• oral presentation
• public speaking
• teacher-made
assessment
• peer assessment
• self-assessment
and standardised
listening
assessment
• reading aloud
• dictation
• oral interviews
• question and
answer
• teacher-made
assessment
• learner’s
summaries of what
they read
• learner’s journals
• learner’s portfolios
• peer assessment
• self-assessment
and standardised
reading assessment
• keeping a record of
books read
• tasks such as
multiple choices
• discrimination
• gap-lling
• short answer
• dialogue-
completion,
information gap
• role play
• simulation
• matching tasks
• substitution table
• word games
• puzzles
• teacher made
assessment
• teacher
–made
assessment
• learner’s
journals
• peer
assessment
• self-
assessment
by the
learners
• portfolio
dictation
• standardised
writing
assessment
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• Give fast learners extra activities to
avoid boredom and idling.
• Give all learners equal chances
to participate in class activities.
You have the duty to ensure that
they accommodate one another
and learn to co-exist despite their
dierences.
• Ensure that the learners are
positioned evenly in the class.
• For the visually impaired learners, avail
braille and tactile picture. For those with
sight diculties provide large print texts.
• For the learners with hearing impairments,
make use of sign language or avail a sign
language interpreter.
• Have the shortsighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• Encourage time takers to participate in
discussions such as the role-play and telling
of stories.
• Allocate physically challenged learners roles
that they can handle. Give them support
and ensure other learners do the same. For
example, helping in pushing a wheelchair
for physically challenged learners.
Background Information
rough the theme, Hygiene and Sanitation, the learners are guided to use language
items to talk about health and sanitation. Encourage the learners to maintain personal
hygiene by ensuring their nails are short and clean, their hair is well groomed, and
their school uniform is clean. Encourage them to tell their caregivers to maintain
proper hygiene at home in order to prevent diseases.
e learners use dialogues, poems, songs, crossword puzzle, discussions, videos,
internet, newspaper cuttings and stories to learn about Hygiene and Sanitation. e
learners get to learn of the dierent vocabulary used in this theme. e learners will
further learn how to use conjunctions properly in the grammar part. In conclusion,
the learners’ assessment will be done through writing descriptive compositions, which
involve the similes and proverbs to make descriptions vivid. e learners will nally
make a working portfolio, show case portfolio and an assessment portfolio.
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A. Listening and Speaking
Sub strand: Pronunciation and Vocabulary: Interactive Listening/Turn Taking/
riddles
Suggested time: 3 Lessons, Learner’s Book pages 128 - 133
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use vocabulary related to the theme in a variety of contexts for self-expression.
b) Interrupt a speaker appropriately for politeness in conversations.
Key Inquiry Question
• Why should we be polite in our conversations?
Suggested Learning Resources
• pictures • Learner’s Book
Suggested Assessment Methods
• role play • oral discussion • oral presentation • peer assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners if they have ever had a stomach ache.
If so, how did they feel and what did they do. Let them discuss their experiences
with their deskmates. As they do so, their creativity and imaginative skills are
developed. ey also empathise with the sick.
2. Ask learners to look at the picture in Activity 1. Let them discuss the picture in
pairs. Ask them to further discuss what shows the boy is in pain.
3. Ask the learners to show what they do when they are happy, sad, hungry and
sick. Explain that we can sometimes pass messages using gestures or facial
expressions. is promotes the skill of learning to learn.
4. Assess the learners by listening and observing as they read out the dialogue in
Activity 2 and act it out in the class. As they read, their communication skills are
developed. Acting also promotes self-ecacy.
5. In groups, let learners discuss the questions on the dialogue in Activity 3. Let
them say if they like the way the dialogue starts and let them give reasons. Let
the dierent groups answer all questions in Activity 3 in readiness for a class
presentation.
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Possible answers (Activity 3)
1. He bought chapattis from a seller who was next to the main road and to
make it worse, the main road was so dusty due to ongoing construction.
2. Yes, he wanted to explain that the chapatti seller looked clean.
3. typhoid, diarrhoea, cholera and dysentery
6. Assess as all the groups share their answers with the class. Give them verbal
armation to boost their self esteem. You can also encourage them to share their
answers in pairs so as to promote peer assessment.
7. Conclude the lesson by asking the learners to always use polite language during
conversations and to wait until their turn to talk or interrupt politely. is will
make them better citizens and they will also gain respect in the society.
Take-home Assessment
Assess the learners as they share their experiences with the class in the next lesson.
Notice the use of vocabulary related to theme and the ease at which they express
themselves.
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Speak condently during an oral interview or debate for self-expression.
b) Appreciate the importance of taking turns in oral interviews or debates for eective
oral communication.
Key Inquiry Questions
1. Why should we listen to others?
2. What do you do when you want to talk and your friend is still talking?
Suggested Learning Resources
• charts • digital devices such as a smart phone, a tablet or a laptop
• Learner’s Book
Suggested Assessment Methods
• oral reading • role play • oral discussion
• oral presentation • peer assessment
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Suggested Learning Experiences
1. Introduce the lesson by singing with the learners the song in Activity 1 using
gestures. As the learners sing to a familiar tune, the skill of creativity is enhanced.
e learners also become responsible as they learn how to sweep, scrub the oor
and mop the class.
2. In pairs, assess the learners by listening as they answer the questions in Activity 1.
As they answer the questions, the skills of communication are enhanced.
3. In groups, let the learners read the paragraph in Activity 2 and say it in their own
words. Assess the learners by listening as they read the paragraph in Activity 2.
As they present their answers on the action the school took to avoid a disaster, the
values of responsibility and caring for others are enhanced.
Possible answer (Activity 2)
• e school increased the number of times the toilets were cleaned and got
someone to supervise the way the learners used the toilets to avoid having
faeces on the oor. (accept any other logical answer)
4. Assess the learners as they read the words in bold, and as they make sentences
using the words.
5. Conclude the lesson by encouraging the learners to form a debate club so that
they can develop self-condence in self-expression.
Take-home Assessment
Ask the learners to do the take home assessment. Ask them to nd as many words as
they can in the crossword puzzle. As they do so, their critical thinking is enhanced.
ey should pronounce the words correctly as they read the meanings to the class.
Assess the take-home assessment by listening to learners as they share the meanings of
the new words from a dictionary or internet.
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
1. Articulate sounds accurately for eective communication.
2. Interact with a speaker actively during an oral presentation, speech or narration
for listening uency.
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Key Inquiry Questions
1. Why should we articulate sounds correctly in our conversations?
2. How do riddles make our conversations eective?
Additional Information for the Teacher
Encourage learners to use riddles in their speech so that they can be conversant with
them.
Suggested Learning Resources
• A chart • Learner’s Book
• A dictionary
Suggested Assessment Methods
• oral recitation • oral discussion • oral presentation • oral reading
Suggested Learning Experiences
1. Introduce the lesson by reading out the message in Activity 1 and ask all the
learners to listen to the message. Tell the learners to read the message aer you. As
they read, eective communication and creativity skills are developed.
2. Ask the learners to copy all the new words in the message. Assess their ability to
read the words correctly to the class. As they read, self-ecacy is enhanced, and
learners’ communication skills are developed.
3. In pairs, assess the learner’s ability use vocabulary on hygiene and sanitation by
listening as they answer the questions asked. As they do so, the value of excellence
is enhanced.
Possible answers (Activity 1 question 4 and 5)
• To eradicate all diseases.
• Having running water near toilets to ensure all learners clean their hands
aer visiting the toilet.
• Ensuring all food eaten is clean.
4. Ask the learners to rewrite words correctly in Activity 2. Ask the learners to say
the words to the class. As they present to the class, their self -esteem is enhanced.
Possible answers (Activity 2)
• refuse • broom • diarrhoea • disease • mop • wash
5. Assess the learners as they read the words in Activity 3 and ask the learners to
read aer you. Ensure they pronounce the words correctly. is develops learners’
communication skills. Ask them to give other words with similar sounds. As this
happens, the skills of learning to learn and critical thinking are developed.
/i/ /i:/ /s/ /ʃ/ /∂Ʊ/
is tree sweet shower go
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6. Assess the learner’s ability to read, answer and say the riddles in Activity 4 by
listening. As they answer the riddles, critical thinking and problem-solving
skills are developed.
Possible answers (Activity 4)
a) needle b) egg
7. Conclude the lesson by asking the learners to look for more words that have the
sounds learnt. Ask the learners to articulate the sounds accurately for eective
communication.
Take-home Assessment
Assess the learners as they share riddles with the class in the next lesson.
Suggested Formative Assessment Rubric
Indicators Exceeds
Expectations
Meets
expectation
Approaches
expectations
Below
expectation
Taking turns
and interrupting
appropriately
Always takes
turns and
interrupts
appropriately.
Takes turns
and interrupts
appropriately.
Sometimes
takes turns
and interrupts
appropriately.
Rarely takes
turns and
interrupts
appropriately.
Speaking
condently
during an oral
interview
Consistently
demonstrates
condence
during an oral
interview.
Demonstrates
condence
during an oral
interview.
Sometimes
demonstrates
condence
during an oral
interview.
Rarely
demonstrates
condence
during an oral
interview.
B. Reading
Sub strand: Extensive Reading: Factual Texts
Suggested time 2 Lessons, LB pages 133-136
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read factual texts of about 320 words related to the theme for comprehension.
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b) Appreciate the importance of reading for comprehension and information.
Key Inquiry Questions
1. Why should we read at the right speed?
2. Why is hygiene important?
Additional Information to the Teacher
Encourage learners to read widely to develop the right speed.
Suggested Learning Resources
• chart • dictionary • Learner’s Book
Suggested Assessment Methods
• oral discussion • oral reading • question and answer
• reading aloud • peer assessment • self-assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say what they do aer visiting the
toilet and before eating a fruit. As they do this, health education is developed.
Learning to learn skill is also enhanced.
2. In pairs, ask the learners to read the passage in Activity 2 and discuss what they
think the words in bold mean. Explain to the learners that they can infer the
meaning of a word depending on the context. Assess their communication skills
by listening to their prediction.
3. Conclude the lesson by encouraging learners to read more factual texts related to
sanitation.
Take–home assessment
Assess the learners as they share their answers with the class. ey can also share their
answers in pairs and correct each other’s work thus promoting peer assessment.
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Apply appropriate reading habits in reading factual texts of about 320 words for
information.
(b) Appreciate the importance of reading for comprehension and information.
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Key Inquiry Question
• What should we do to remember what we read?
Additional Information to the Teacher
Encourage learners to read newspapers regularly, even the outdated ones. Tell them
they can even read newspapers that are used to wrap items in the shops and markets.
As the teacher, take time to watch the video before the lesson to familiarise yourself
with it.
Suggested Learning Resources
• chart • dictionary • digital device • Learner’s Book
Suggested Assessment Methods
• reading aloud • question and answer • learner’s summaries of what they read
• peer assessment • self-assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to watch a video on hygiene and
sanitation. As they do this, digital literacy is enhanced. e values of car e,
compassion and empathy are also developed.
2. Ask the learners to answer questions in Activity 1. Assess the learners as they tell
the class what they have learnt from the video. Let them also say other points on
hygiene they think that should have been included in the video. As they do this,
health education is promoted.
3. Ask the learners to read the magazine cutting in Activity 2 and answer the
questions in groups. Assess their understanding by checking how they answer the
given questions. Gender education is enhanced as both boys and girls participate.
Possible answers (Activity 2)
• We suer from tooth decay and cavity.
• To ensure they are always clean. A lot of dirt is stored behind long ngernails and
this makes us sick from stomach ache and diarrhoea.
• Using a clean handkerchief to clean our nose, not sharing personal items such as
towels or toothbrushes.
4. Ask the learners to use a dictionary to nd meanings of words from the magazine
cutting in Activity 3. Assess them as they use a dictionary to nd the meanings of
the following words: hygiene, brush, suer, decay, cavity, diarrhoea, recommended.
As they do this, the skills of learning to learn and problem solving are enhanced.
5. Conclude the lesson by encouraging learners to get as many newspaper cuttings
as possible related to hygiene and sanitation. Let them display the cuttings in class.
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Take-home Assessment
Assess the learners as they share facts learnt about hygiene in the next lesson.
Further Learning
Assess the learners by checking the brief notes the learners made.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectation
Meets
expectation
Approaches
expectations
Below
expectations
Using
appropriate
reading
habits
Always uses
appropriate
reading habits.
Uses
appropriate
reading
habits.
Sometimes uses
appropriate
reading habits.
Hardly uses
appropriate
reading habits.
Answering
factual and
inferential
questions
correctly
Always answers
factual and
inferential
questions
correctly.
Answers
factual and
inferential
questions
correctly.
Sometimes
answers factual
and inferential
questions
correctly.
Rarely answers
factual and
inferential
questions
correctly.
C. Grammar
Sub strand: Parts of Speech: Conjunctions
Suggested time: 2 Lessons, LB pages 136-138
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Identify conjunctions correctly in oral and written texts for uency of speech.
b) Use conjunctions in a variety of contexts for eective oral and written communication.
Key Inquiry Questions
1. Why do we join sentences?
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2. What role do conjunctions play in a sentence?
Additional Information to the Teacher
Encourage learners to read widely on conjunctions.
Suggested Learning Resources
• ash cards • dictionary • Learner’s Book
Suggested Assessment Methods
• discrimination • gap-lling • short-answer
• information gap • role play
Suggested Learning Experiences
1. Introduce the lesson by asking learners to read the paragraph in Activity 1
and retell it to their deskmate. is will enhance their communication skills,
collaboration and also develop their condence and cooperation skills. Ask the
learners to answer the questions in Activity 1. In pairs, let the learners study the
words in bold and say what they have in common. As they do this the skill of
learning to learn is developed.
Conjunctions are connecting words. We join sentences to make sense of what we are
saying thus making communication clear and meaningful. Examples of conjunctions
are: but, or, neither, nor, yet, so and for.
2. In pairs, ask the learners to do Activity 2. Assess their ability to use conjunctions
to talk about hygiene and sanitation eectively. Ask them to discuss if the
conjunctions helped. Let them present their ndings to the class. As they do this,
their condence is boosted.
3. Still in pairs, assess the learners’ ability to construct sentences using the
conjunctions (and, but, or, yet, so) and present them to the class. As they work in
groups, citizenship and social cohesion is enhanced.
Possible answers:
• And: e teacher and the pupils are cleaning the school.
• But: I was happy but hungry.
• Or: I want a slice of bread or a piece of cake.
• Yet: I am yet to take lunch.
• (Accept all logical answers.)
4. Conclude the lesson by reviewing all conjunctions learnt.
Take-home assessment
Assess the learner’s take-home assessment by checking the SMS sent by the learners.
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Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Engage in short dialogues featuring conjunctions for uency of speech.
b) Appreciate the importance of conjunctions in communication.
Key Inquiry Questions
1. Which words do we use to join sentences?
2. What is the importance of good hygiene and sanitation?
Suggested Learning Resources
• ash cards • dictionary • digital device • Learner’s Book
Suggested Assessment Methods
• gap-lling • short-answer • information gap
Suggested Learning Experiences
1. Introduce the lesson by reading the following conversation to the learners and
ask them to listen keenly to how the conjunctions are used.
Teacher: Please show me your clean handkerchief.
Neema: Yes teacher.
(She searches in her bag)
Am sorry, I can’t nd my handkerchief. I am sure I put it in the bag.
Teacher: Look for it carefully for you say you put it in your bag.
Neema: (Removing all the books from the bag frantically)
I can’t nd it yet. Either Hussein or Cheptoo could have taken it.
Teacher: Neema, you are not serious. Neither Hussein nor Cheptoo
lives at your place. So, what makes you think they took your
handkerchief?
Neema: ey are my deskmates and have always been friendly to me but since
last week, they have been unkind to me. Could it be that they hid it so
that I can get into trouble?
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Teacher: We shall check their pockets and bags.
Neema: ank you teacher.
As learners listen to the conversation their communication skills are developed.
2. In pairs, assess the learners as they discuss how the conjunctions are used in the
conversation read. is will enable them to develop the skills of learning to learn
and critical thinking.
3. Ask the learners to play the game of conjunctions in Activity 2.
Group them into groups of ve.
Let each group pick a card from the many cards that are on the table.
One group member makes a sentence using the conjunction on the card.
e group that makes more correct sentences wins.
4. Assess learners as they answer questions in Activity 3, in pairs. As they work in
groups, the values of unity and respect are enhanced. By doing the activity, their
critical thinking and problems-solving skills are also enhanced.
Possible answers (Activity 3)
a) and b) yet c) but d) or e) nor f) so g) for
5. Conclude the lesson by asking the learners to look for other conjunctions other
than the ones taught.
Take-home Assessment
Assess the learners by listening as they sing the song they composed in the
next lesson.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Identifying
conjunctions
Always
identies
conjunctions
correctly.
Identies
conjunctions
correctly.
Sometimes
identies
conjunctions
correctly.
Rarely identies
conjunctions
correctly.
Using
conjunctions
Always uses
conjunctions
correctly.
Uses
conjunctions
correctly.
Sometimes uses
conjunctions
correctly.
Rarely uses
conjunctions
correctly.
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D. Writing
Sub strand: Creative Writing: Descriptive Compositions
Suggested time: 3 Lessons, LB pages 138-141
Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Organise thoughts clearly, precisely and creatively into a coherent paragraph for
self-expression.
b) Describe the parts of a descriptive composition for self-expression.
Key Inquiry Questions
1. Why do you organise your thoughts in clear sentences and paragraphs?
2. How do we write a descriptive composition?
Additional Information to the Teacher
Encourage learners to read widely so that their description becomes as vivid as possible.
Suggested Learning Resources
• chart • dictionary • sample composition • Learner’s Book
Suggested Assessment Methods
• peer assessment • self-assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to study the picture in Activity 1 and
describe what they see. As they do this, their imagination and creativity skills
are developed.
2. Assess the learners’ ability to describe the picture given in Activity 1 vividly in
about a paragraph. Explain to the learners that if they were to write that description
then it becomes a descriptive composition.
A descriptive composition describes a place, a person or an occasion vividly
thus creating a clear picture in our mind. A descriptive composition has an
introduction, main body and conclusion.
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3. Ask the learners to do Activity 2 in groups. Assess their ability to describe how
they clean the school in eight sentences then use the sentences to write two
paragraphs. ey should present their paragraphs to the class. As they work in
groups of mixed gender, inclusive education is promoted.
4. Conclude the lesson by asking learners to read widely and identify as many
descriptive compositions as possible. Let them write the best two and give you
for marking.
Take-home Assessment
Assess the learners as they read the composition they wrote in their Take-home
assessment.
Lesson 9
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Organise thoughts clearly, precisely and creatively into a coherent paragraph for
self-expression.
(b) Create a descriptive composition of about 80-100 words on various topics for
eective communication.
Key Inquiry Questions
1. How can you tell others about yourself?
2. What makes our description vivid?
Additional Information to the Teacher
Encourage learners to learn as many similes and proverbs as possible in order to make
their description vivid.
Suggested Learning Resources
• chart • dictionary • sample composition • Learner’s Book
Suggested Assessment Methods
• peer assessment • portfolio • self-assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to say any simile they know. Accept as
many answers as possible and correct where necessary. Encourage all learners to
participate. is enhances their self-ecacy.
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2. Ask the learners to read the similes in Activity 1 and check if they had said any of
the similes before. is will promote the skill of learning to learn and boost their
condence.
3. Assess the learner’s ability to complete the similes in Activity 1 No.2.
Possible answers (Activity 1)
a) girae b) bee c) kitten
d) snow e) grass
4. In pairs, ask the learners to discuss ve other similes. As they do this, eective
communication and creativity skills are enhanced.
5. In groups of four, ask the learners to say any proverb they know. Encourage as
many learners as possible to participate. Assess the learner’s ability to read the
proverbs in Activity 2. Let them discuss the meaning of each proverb. As they do
this, their critical thinking and problem-solving skills are enhanced.
6. Still in groups of four, let the learners answer Question 2 in Activity 2. Let them
write a saying that encourages people to maintain hygiene and another that praises
those who have done well in terms of hygiene. e skill of critical thinking and
creativity are enhanced as the learners do this work.
7. Conclude the lesson by asking the learners to write more similes and proverbs
other than the ones they have learnt in class. Ask them to be using them as they
write descriptive composition. is will promote excellence.
Take-home Assessment
Assess the learner’s ability to write a descriptive composition on ‘cleanliness is next to
godliness’. Ask them to use similes and proverbs and let them present the story to the
class. As they present to the class, their self-esteem is enhanced.
Lesson 10
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Organise thoughts clearly, precisely and creatively into a coherent paragraph for
self-expression.
b) Appreciate the role of creativity in descriptive writing for eective communication.
Key Inquiry Questions
1. How can you tell others about yourself?
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2. What makes our description vivid?
Additional information to the teacher
Assist the learners to make the following:
1. A working portfolio: e learners display all the compositions they have written
in the whole unit.
2. A show case portfoli o: Ask the learners to choose their best composition and
display it.
3. An assessment portfolio: Ask the learners to display the composition to be
awarded marks.
Suggested Learning Resources
• chart • dictionary • sample composition
• Learner’s Book
Suggested Assessment Method
• peer assessment • self-assessment • portfolio
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to study the picture in Activity 1 and
tell their deskmates what they see. As they study the picture, their creativity and
imaginative skills are enhanced. Sharing with each other and correcting each
other also promotes peer assessment.
2. In pairs, assess the learner’s ability to read and discuss the passage on ‘cholera
outbreak’ in Activity 1. Let the learners retell the story to their partners in their
own words. As they retell, their eective communication skills are enhanced.
3. Ask the learners to do Activity 2. Let them write a descriptive composition on
‘How to clean our market’. As they use similes and proverbs in their writing, their
creativity and imaginative skills are enhanced.
4. Assess the learners’ ability to write the introduction, the body and the conclusion.
is will promote learning to learn.
5. Ask the various groups to get a representative who will read the composition to
the class. is will enhance self-ecacy and unity.
6. Conclude the lesson by asking the learners to display all the compositions in class
for all to see and ensure all learners read all the compositions displayed. is will
promote excellence and unity among the learners.
Take-home Assessment
Assess the learners as they describe how they clean their body in the next lesson.
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Further Learning
Assess as learners share with the class how they participated in a community cleaning
service, wrote about it and read to their family members.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectation
Writing a
descriptive
composition
clearly and
creatively
Always writes
a descriptive
composition
clearly and
creatively.
Writes a
descriptive
composition
clearly and
creatively.
Sometimes
writes a
descriptive
composition
clearly and
creatively.
Rarely writes
descriptive
composition
clearly and
creatively.
Apply
descriptive
writing
strategies
to express
thought
Always applies
descriptive
writing
strategies
to express
thought
correctly.
Applies
descriptive
writing
strategies to
express thought
correctly.
Occasionally
applies
descriptive
writing
strategies to
express thought
correctly.
Shows numerous
challenges
in applying
descriptive
writing strategies.
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(Learner’s Book pages 142-154)
Suggested Vocabulary
win, lose, football, throw, race, match, athletics, netball, handball, relax, referee, score,
cheer, exercise, practice, whistle, competition, captain, stadium, coach and eld.
Specic Learning Outcomes
Strand 11.1
Listening and speaking
Strand 11.2
Reading
Strand 11.3
Writing
Strand 11.4
Writing
11.1.1 Pronunciation and
Vocabulary: Listening
Fluency
By the end of the sub
strand, the learner should
be able to:
a) Listen to the short
speeches related to the
theme for listening
uency.
b) Apply vocabulary
related to the theme in
a variety of contexts for
self-expression.
c) Distinguish sounds and
words from an oral text
for listening uency.
d) Articulate sounds
accurately for eective
communication.
e) Interpret non-verbal
cues correctly for
listening uency.
f) Appreciate the
importance of listening
uency in oral
comprehension.
11.2.1 Intensive
Reading: Reading
with technology
By the end of the
sub strand, the
learner should be
able to:
a) Read grade
appropriate
digital poems
and narratives
of about 300-
320 words
interpretively for
comprehension.
b) Access grade
appropriate
online materials
of about 300-320
words lifelong
learning.
c) Appreciate
reading digital
resources for
information.
11.3.1 Grammar:
Language patterns:
Interrogatives
By the end of the sub
strand, the learner
should be able to:
a) Identify
interrogatives in a
variety of texts for
communication
clarity.
b) Use interrogatives
in a variety
of contexts
for eective
communication.
c) Respond to
a variety of
questions based
on interrogatives
for eective
communication.
d) Appreciate the
importance of
interrogatives in
communication.
11.4.1 Writing:
Spelling: Commonly
Misspelt Words
By the end of the sub
strand, the learner
should be able to:
a) Identify
commonly
misspelt words in
oral and written
contexts.
b) Write commonly
misspelt words
correctly for
communication
clarity.
c) Appreciate the
importance of
writing words
clearly and
correctly in
communication.
Theme
11
Sports: My Favourite Game
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Key Inquiry Questions
11.1 Listening and speaking Reading
11.3 Grammar 11.4 Writing
1. How do facial expressions
and gestures help us to
communicate well?
2. Why should we listen
actively to what others are
saying?
3. What should we do
to make people enjoy
listening to us?
1. Why should
we read using
technology?
2. How do
you search
for informa-
tion using
technology?
1. Why do
we ask
questions?
2. Which
words do we
use to ask
questions?
1. Why is it
dicult to
spell some
words
correctly?
2. How can
we become
better at
spelling
words?
Core Competencies to be Developed
1. Creativity and imagination - when learners role-play using non-verbal cues.
2. Critical thinking and problem solving - when doing simple research on topics
online and making words from jumbled up letters.
3. Learning to learn - learners use appropriate interrogatives to ask questions. ey
also learn how to spell through learner - centred activities.
4. Self-ecacy – as learners interpret non-verbal cues.
5. Digital literacy – using digital devices to read on issues or topics online and oine.
Link to PCIs
1. Peer education and career guidance enhanced during club meetings as well as
presentation of speeches.
2. Eective communication skills - developed through speeches and correct word
spelling.
3. LSP- enhanced through the theme of games and sports. Mentorship and career
guidance.
4. Games and sports - help learners build self-esteem and discover their talents.
Link to Values
• unity • peace • love • social justice • Integrity
• respect • responsibility • care • tolerance
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Link to Other Subjects
1. All learning areas - listening is one of the skills developed. Research is a compo-
nent in all learning areas.
2. Physical Health Education - the theme is also covered in this learning area.
3. All languages - emphasise on correct pronunciation and correct spelling of words
is emphasised in writing texts.
Suggested Community Service Learning Activities
1. Learners recite poems during community activities.
2. Learners help other children and people in the community to read online
materials.
3. Learners identify interrogatives in a sports magazine with assistance from parents,
guardians and friends.
4. Play spelling games with peers.
Suggested Assessment Methods
Listening and
speaking
Reading Skills Grammar Writing Skills
• oral reading and
dictation
• debates
• role play
• oral interviews
• discussions
• public speaking
• peer assessment
• self-assessment
• teacher-made
assessment
• reading aloud
• dictation
• question and
answer
• journals
• learner’s summary
• oral interviews
• keeping a record
of books
• portfolios
• task with
multiple choices
• gap-lling
• role play
• discrimination
• simulation
• matching
exercises
• substitution table
• dialogue
• teacher-made
assessment
• portfolio
• dictation
• peer
assessment
• self-
assessment
• writing
assessment
• journals
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• Encourage learners to participate in
discussions such as role play, debates
and story- telling.
• Give fast learners extra activities to
avoid idling.
• Give all learners equal chances to
participate in class activities.
• Ensure proper sitting position of those
with poor eyesight, in the front of the
class.
• For visually impaired learners, avail
braille and tactile pictures.
• For those with hearing impairment,
make use of sign language or a sign
language interpreter.
• Give support to physically
challenged learners by giving them
tasks they can handle.
• Have short-sighted learners sit at
the front of the class.
Background Information
e theme Sports: My Favourite Game presents a platform to create awareness on the
importance of taking part in sports. e teacher is advised to get familiar with dierent
types of sports or games that the learners engage in school and at home. Knowing this
will be instrumental in helping the learners acquire procient language skills as they
explore the theme through narratives, poems, word puzzles, dialogues and personal
experiences.
e theme also focuses on building the learners’ vocabulary range, encouraging
the interaction with technology for educational purposes and fun learning and the
importance of spelling words correctly. e grammar point introduces learners to a
language pattern involving interrogatives which aims at helping learners be able to
inquire information and develop their communication skills.
e theme aims at building the learners’ self -condence, foster sportsmanship and
instill the spirit of discipline and dedication.
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A. Listening and speaking
Sub strand: Pronunciation and Vocabulary: Speaking Fluency
Suggested time: 2 Lessons, LB pages 141-147
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Apply vocabulary related to the theme in a variety of contexts for self-expression.
(b) Pronounce sounds accurately for eective communication.
(c) Construct simple sentences using pictures and vocabulary related to the theme.
(d) Appreciate the importance of listening uency in oral communication.
Key Inquiry Question
§Why should we listen actively to what others are saying?
Additional Information for the Teacher
Take time before the lesson to download and watch a video clip on sports. Use the
link provided in the suggested learning experiences. If any challenge with resources,
improvise through songs and audio recordings related to the theme.
Suggested Learning Resources
• ash cards • Learner’s Book
• newspaper cuttings • digital devices
Suggested Assessment Methods
• observation and listening • oral presentation
• question and answer • oral discussion
Suggested Learning Experiences
1. Introduce the lesson by choosing learners at random to role-play how games
like football, netball and swimming are played. Another introductory activity is
singing a song about the learners’ favourite games.
2. Organise the learners in groups of three. Let them look at the pictures in Activity
1 and discuss. Ask learners to name their favourite games. Let them give reasons
why they like the dierent games. Assess the learners’ ability to correctly
pronounce words as they speak. Guide them accordingly. Working in groups
promotes cooperation and citizen.
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3. In Activity 2, learners will need to sit appropriately to view the video clip prepared
using the Link: https://www.youtube.com/watch?v=tgUSHk6JaTY
Note: In case of lack of computer or laptop, a good smart phone would do. Ensure
that all the learners can see. Such an activity livens the class and makes learning
fun. Guide them to follow the instructions in their books.
4. Assess the learners listening skills as they construct sentences using the new
words learnt and read them in class.
5. Instruct the learners to read the words with the sounds /sk / and /au/ in Activity 3.
Listen keenly on the pronunciation of the new words. Guide the learners to complete
the table that follows. Explain any word that is not familiar to the learners. Assess the
learners’ ability to pronounce sounds correctly. is can be done through listening
and checking the words they come up with.
Possible answers (Activity 3)
clues /sk/
di___
ma___
ta___
disk
mask
task
clues /ou/and/ow
al___d
br___n
pr___d
aloud
brown
proud
6. Conclude the lesson with an oral discussion on what has been learnt in the
lesson. Use oral questions and answers. Remind the learners to do the take-home
assessment neatly. Encourage them to seek the assistance of their caregivers or
parents if need be.
Take-home Assessment
Check learners’ work in the next lesson and allow them to show their pictures to the
class. Assess their ability to apply vocabulary learnt to communicate eectively.
Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Listen to the short speeches related to the theme for listening uency.
(b) Distinguish sounds and words from oral text from listening uency.
Key Inquiry Questions
1. How do facial expressions and gestures help us to communicate well?
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2. What should we do to make people enjoy listening to us?
Additional Information for the Teacher
In preparation for speech writing, expose the learners to a variety of speech samples so
that they get an idea of how other writers write speeches. You could also have a brief
discussion with the learners of what is expected in a speech. Encourage the learners to
use good formal English and phrases learnt in earlier units, that will make their work
captivating to read.
Suggested Learning Resources
• digital device • speech sample on a chart
• ash cards • picture cuttings from magazines or newspapers
Suggested Assessment Methods
• discussions • public speaking
• peer assessment • self-assessment
Suggested Learning Experiences
1. Introduce the lesson with oral questions to review the previous lesson. Guide
learners in pronouncing the new words they learnt correctly. ey should
respond to questions with condence to build their esteem.
2. Ask the learners to read the guide aloud. Lead the class in a discussion on what is
expected in writing a speech. Note down the important points on the blackboard.
3. Having discussed the points to write about in the Learners’ Book and additional
ideas of their own, let learners write their speeches. Insist on neatness, correct
punctuation of sentences and spellings too. Learners should try to be as creative
as possible so that their work is enjoyable to listen to. Assess the eectiveness of
their speech and their relevance to the theme given.
4. Give the special needs learners enough time to construct and read their sentences
while the fast learners could be provided with extra exercises.
5. Aer completing their speeches, pick volunteers at random to read their
speeches to the class. Reading enhances proper articulation of sounds for
eective communication.
6. Ask them to record their voices as they read their speeches (should not be more
than 3 minutes long). Play the recordings for the learners to listen. is develops
the learners’ listening uency.
7. In Activity 2, organise the class in two groups. Let one group read the words
with sounds /Ѳ/ and the other to read /ð/ clearly. ey must pay attention to the
bold words and dierentiate the sounds. Group work promotes collaboration
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and cooperation. Values like respect, love and unity are enhanced as the learners
work together.
8. Conclude the lesson with the tongue twister in Activity 3. Let the learners have
fun while learning. Reading tongue twisters helps in articulation of sounds
accurately for eective communication.
Possible answers (Take-home Assessment)
/au/ /Ѳ/ /ð/ /sk/
thought thick
thumb
think
through
thing
them
than
they
that
the
skill
skipped
skinny
Take-home Assessment
rough oral presentation, assess the learners’ ability to distinguish sounds for
listening uency.
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Apply vocabulary related to the theme in a variety of contexts for self-expression.
(b) Listen to short speeches related to the theme for listening uency.
(c) Interpret non-verbal cues correctly for listening uency.
(d) Appreciate the importance of listening uency in oral comprehension.
Key Inquiry Questions
1. How do facial expressions and gestures help us to communicate well?
2. What should we do to make people enjoy listen to us?
Additional Information for the Teacher
As you read the poem, teach the key vocabularies especially those within the theme of
sports. Use oral discussions and visual aids to introduce the poem. ereaer, read
the poem condently, articulating the words clearly, applying the rhymes and rhythms
for enjoyment. At the end of the exercise, learners should respond to questions from
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the poem for eective communication. Watch the video to be used in Activity 1 before
the lesson.
Suggested Learning Resources
• Learners’ Book • picture
• charts • digital device
Suggested Assessment Methods
• observation and listening • oral discussion
• public speaking • peer assessment
Suggested Learning Activities
1. Introduce the lesson with a recap of the previous lesson through oral questions.
A volunteer could also present a short speech they can recall from the previous
lesson.
2. Play the video from the following link: https://www.youtube.com/
watch?v=D8zrauKLoT0 as instructed in Activity 1. Prepare for the video
before the lesson begins. is is a good activity that develops the listening and
speaking skills of learners. For listening uency, ask oral questions about the
information given in the video.
3. In Activity 2, organise the learners in groups of three. Introduce the poem through
oral discussion. Guide the learners to study the pictures in the poem and talk
about what is happening. Explain the meaning of new vocabulary in the poem.
en lead the learners in reading the poem. Assess their reading for enjoyment
and comprehension. e exercise boosts their reading skills, communication
and condence.
4. In turns, let the groups act out and mime the poem using appropriate facial
expressions and gestures. is aims at enhancing their creativity and imagination
skills.
To mime is to use face and body gestures without speech to communicate.
5. Encourage the shy or quiet learners to participate in the exercise to boost their
self-esteem.
6. rough peer assessment, assess the learners’ ability to use non-verbal cues
appropriately.
7. Conclude the lesson by helping the learners appreciate poems as a way of
improving their communication skills.
Take-home Assessment
Using books, magazines or a digital device, encourage the learners to look for a variety
of poems on the theme: Sport. ey could also search for famous sportsmen and
women. Assess the learners’ ability to use non-verbal cues correctly by listening to the
poem they nd.
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Further Learning
Learners to imitate a TV Sports anchor and present sports news to family members.
is aims at improvising the learners’ pronunciation skills. Assess this randomly
through questions.
Suggested Formative Assessment Rubric
Indicators Exceeds
Expectations
Meets
Expectations
Approaches
expectations
Below
Expectations
Listening
attentively
to short
speeches and
responding
appropriately
Always listens
attentively to
short speeches
and responds
appropriately.
Listens
attentively to
short speeches
and responds
appropriately.
Sometimes
listens
attentively to
short speeches
and responds
appropriately.
Rarely listens
attentively to
short speeches
and responds
appropriately.
Using non
verbal cue
s
Always uses
non verbal
cues in speech
appropriately.
Uses non verbal
cues in speech
appropriately.
Sometimes
uses non verbal
cues in speech
appropriately.
Rarely uses non
verbal cues in
speech.
B. Reading
Sub strand: Intensive reading: Reading technology
Suggested time: 2 Lessons, LB pages 146-148
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Read grade appropriate digital poems and narratives of about 300-320 words
interpretively for comprehension.
(b) Access grade appropriate online material of about 300-320 words for lifelong
learning.
(c) Appreciate reading digital resources for information.
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Key Inquiry Questions
1. Why should we read using technology?
2. How do you search for information using technology?
Additional Information for the Teacher
Use technology as a source of information. is promotes their digital literacy. Get
more information on dierent sports icon and use them to teach the lessons.
Suggested Learning Resources
• digital device • chart • Learner’s Book • storybooks
Suggested Assessment Methods
• observation • read and answer questions
• oral discussions • public speaking
• written assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to share something they read about
sports. It can be from newspapers, magazines, TV, radio or storybooks. is will
develop their appreciation of reading.
2. Refer to Activity 1 and organise learners in groups of three. Let them look and
discuss the picture, following the instructions and questions provided. Group
work builds collaboration and critical thinking as they talk about the picture.
3. Play the video on sports mime using the link: https://youtu.be/Z2_P2eLs-oY. e
learners develop digital literacy as they interact with digital devices.
4. Assess the learners’ ability to use non-verbal cues correctly. is can be done
through oral discussions.
NB: For further practice, especially for fast learners, urge them to use technology
as a resource of information aer the lesson and at home too.
5. Ask the learners to read the speech, My favourite sport, in Activity 3. Organise them
to read in groups and then individually. Reading enhances their collaboration and
communication skills. It will also build their condence. Correct the learners’
pronunciation where necessary. Give extra time to those that are slow or having
diculty.
6. Conclude the lesson with learners retelling the speech to the class using mimes.
Remind them to do the take-home assessment with the assistance of their peers.
Let them know that they are not restricted to the internet if not easily available.
Take-home Assessment
Learners to practise using technology as a source of information. It will boost their
digital literacy. Assess the learners’ ability to search for grade appropriate materials
online and oine.
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Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read grade appropriate digital poems and narratives of about 300-320 words
interpretively for comprehension.
b) Access grade appropriate online material of about 300-320 words for lifelong
learning.
c) Appreciate reading digital resources for information.
Key Inquiry Question?
1. How do you use a mind map?
2. What is the importance of a mind map?
Additional Information for the Teacher
e main purpose of this lesson is to teach learners how to make a mind map. Before
the lesson gather dierent mind map samples and drawings on charts to make learning
easier. Pin them on the notice board or the blackboard. Get or make a mind map about
what the learners have learnt so far and use it in Activity 1.
Suggested Learning Resources
• Learner’s Book • realia • charts
• newspaper and magazine • mind maps • digital devices
Suggested Assessment Methods
• oral presentation • written assessment • public speaking
• portfolio • oral discussion
Suggested Learning Experiences
1. Introduce the lesson by presenting the class with a mind map sample (s). Explain
to the learners and demonstrate how mind maps are used.
2. Refer to Activity 1, and organise the learners in small groups. Instruct them to
look at the mind map on sports. Let learners say what they see on the mind map.
Guide them to make their own mind maps. is is a way to assess whether they
have understood the unit. It will boost their creativity and imagination skills. By
making their own mind maps, they also gain lifelong information.
3. Aer making the mind maps, go around the class correcting learners and helping
those that could be having diculty. Working in groups enhances gender equality,
citizenship and the value of cooperation. Assess their ability to make mind maps
of everything they have learnt in the unit so far.
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4. While still in their groups, let the learners have a discussion about the football
player, Victor Wanyama and the sport he plays. Provide them with materials they
can use to nd more information about the player, that is, newspapers, magazines
or digital devices. is will develop their communication skills and digital
literacy.
5. Conclude the lesson by encouraging the learners to embrace the culture of reading
using technology.
Take-home Assessment
With the help of a caregiver, learners use a digital device to nd more information
about the game they like. Instruct them to write down their ndings in a mind map
and share with the class in the next lesson. Check their mind maps and assess their
ability to search for information using technology (internet) and use it to make a mind
map.
Further Learning
Encourage the learners to use technology to search for information and make a puzzle
with the information. Assess them through peer assessment as the learners look at
each other’s work.
Suggested Formative Assessment Rubric
Indicators Exceeds
Expectations
Meets
Expectations
Approaches
expectations
Below
Expectations
Reading grade
appropriate
digital texts
with ease
Consistently
reads grade
appropriate
digital texts
with ease.
Reads grade
appropriate
digital texts with
ease.
Sometimes
reads grade
appropriate
digital texts
with ease.
Rarely reads
grade appropriate
digital texts
with ease.
Searching
for grade
appropriate
materials
online and
oine
Consistently
searches
for grade
appropriate
materials online
and oine.
Searches
for grade
appropriate
materials online
and oine.
Sometimes
searches
for grade
appropriate
materials online
and oine.
Rarely searches
for grade
appropriate
materials
online and
oine.
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A.
C. Grammar
Sub strand: Language patterns: Interrogatives
Suggested time: 3 Lessons, LB pages 149-152
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify interrogatives in a variety of texts for communication clarity.
(b) Use interrogatives in a variety of contexts for eective communication.
(c) Respond to a variety of questions based on interrogatives for eective
communication.
(d) Appreciate the importance of interrogatives in communication.
Key Inquiry Question
• Which words do we use to ask questions?
Additional Information to the Teacher
e grammar point in this lesson is interrogatives. Interrogatives are words used to
ask questions. ey can also be used in statements.
For the lesson that requires watching a video, ensure your electric device is internet
connected. It is advisable to watch the link given before the lesson. Use other sites that
are within the theme of the unit to form more content. In case of lack of resources,
improvise through role plays and pictures.
Suggested Learning Resources
• Learner’s Book • realia • ash cards
• digital device
Suggested Assessment Methods
• questions and answers • oral discussion • gap-lling
• reading aloud • written exercises
Suggested Learning Experiences
1. Introduce the lesson with oral questions that prompt learners to recap the previous
lesson. Remember all answers are correct and no learner should be condemned for
giving a wrong answer. Improve them to something closer to the correct answer.
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2. Referring to Activity 1, organise the learners in small groups. Direct them to look
at the pictures and use the interrogatives in bold to predict what the people could
be asking in the pictures. Self-ecacy is developed as they interpret the pictures.
3. Next, guide learners to proceed to Activity 2 and play the video from the following
link: https:// www.youtube.com/watch?v=dxcgwGX8251.
4. Ensure they are arranged in a way that they can view the video with ease.
Remember those with visual challenges. ose that do not see from far should
sit near the digital device.
5. Ask the learners to write down the simple questions they heard. Discuss with them
what they have watched and listen as they present their questions to the class.
is will develop their problem-solving skills. It also builds on their condence.
Assess the way learners’ ability to use the interrogatives.
6. Conclude the lesson by exposing learners to a range of dierent reading materials
for uency and eective communication.
Take-home Assessment
Learners write down questions to the answers provided. ey present their work to
the class in the next lesson. Assess their ability to use interrogatives. is can be done
through oral presentation and peer assessment.
Possible answers (Take-home Assessment)
a. Who won the big golden trophy?
b. Whose team won the match?
c. Where did the annual marathon take place?
d. When were you born?
e. To whom does the whistle belong?
f. When will the match begin?
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify interrogatives in a variety of texts for communication clarity.
(b) Respond to a variety of questions based on interrogatives for eective
communication.
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Key Inquiry Question
• Why do you ask questions?
Additional Information for the Teacher
Using interrogatives in dierent contexts and sentences is good for eective oral
communication. Notice the deliberate use of song, stories, poems, videos and puzzles.
erefore, be creative in the way you conduct the lesson. Purpose to allow self-
expression of the learners through these activities; in this case, poetry.
Suggested Learning Resources
• Learner’s Book • ash cards • pictures • charts
• digital devices • realia
Suggested Assessment Methods
• question and answer • oral presentations • public speaking
• reading aloud • writing exercises
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to sing a familiar song or recite a
familiar poem about sports. Ask a volunteer to lead the class.
2. Refer to Activity 1 and organise the learners in groups of three. Instruct them
to listen as you read the poem, ‘I live there’. Let the learners read and re-read
the poem aloud. Instruct them to identify interrogatives in the poem and answer
them using the poem. is will boost their self-esteem and communication
skills. Assess the learners’ ability to identify interrogatives.
3. Using the interrogatives and new words provided in Activity 2, guide the learners
to make sentences. ey should all participate in the activity. is promotes
digital learning, critical thinking and strengthens the social cohesion. Assess
their use of interrogatives in the sentences. is can be done by listening to their
sentences or through peer assessment.
4. Give extra attention to learners with diculty; those that are slow will need more
time to write. ose with visual challenges should always sit near the board so
that they are able to see with less diculty and participate well.
5. Conclude the lesson with oral questions that summarise the lesson.
Take-home Assessment
Ask the learners to use a digital device to search for a story entitled, ‘Sports Day’ from
the internet. Let them identify sentences with interrogatives and assess them through
oral presentations.
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Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Identify interrogatives in a variety of texts for communication clarity.
b) Use interrogatives in a variety of contexts for eective communication.
c) Respond to a variety of questions based on interrogatives for eective
communication.
Key Inquiry Questions
1. Why do we ask questions?
2. Which words do we use to ask questions?
Suggested Learning Resources
• realia • Learner’s Book • manila papers
• coloured pencils • charts with mind maps • digital devices
Suggested Assessment Methods
• oral questions • oral presentations • public speaking
• reading aloud • writing exercises
Suggested Learning Experiences
1. Introduce the lesson by reviewing the take-home assessment. Let the learners
share the stories they read and where they read them from.
2. Refer to Activity 1 and organise the learners in pairs. Let them ask each other
about the game they like. Guide them to write ve interrogative questions to ask
each other about the game. Let them exchange their books to answer the questions.
is activity helps learners develop their critical thinking and learning to learn.
Assess learners’ ability to use interrogatives correctly to make questions. Guide
them in making an informative mind map using the questions.
3. e next activity is a video clip in Activity 2 in the Learner’s Book. Prepare
the digital device in good time to avoid disappointing the learners at the last
minute. Download the video from the following link: https://www.youtube.com/
watch?v=ABGnWtbCbOs
4. Guide learners to discuss what they have seen. Let them write down questions
using interrogatives and give their answers. Once this is done, let the learners
share their answers with the class.
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5. is promotes inclusive learning and co-operation. It also boosts their listening
uency. Assess their comprehension of the clip from the way they ask and answer
questions.
6. Conclude the lesson with an oral discussion to remind learners of what they have
learnt.
Take-home Assessment
Let the learners ll the gaps and complete the sentences. Let them read their answers
in class. is oral presentation shows eective communication skills acquired and
boost the self-esteem and condence of the learners. Assess their ability to use
interrogatives.
Possible answers (Take-home assessment)
1. Who 2. Whose 3. where 4. when
Further Learning
Encourage learners to read the Sports section of a newspaper or Sports magazine and
identify sentences with interrogatives. Assess their ability to identify interrogatives
through oral presentation or peer assessment.
Suggested Formative Assessment Rubric
Indicators Exceeds
Expectations
Meets
Expectations
Approaches
expectations
Below
Expectations
Identifying
interrogatives
Always identies
interrogatives in
a variety of texts.
Identies
interrogatives in
a variety of texts.
Sometimes
identies
interrogatives in
a variety of texts.
Rarely identies
interrogatives in
texts.
Using
interrogatives
in a variety
of contexts
correctly
Always uses
interrogatives
in a variety
of contexts
correctly.
Uses
interrogatives
in a variety
of contexts
correctly.
Sometimes uses
interrogatives
correctly in
a variety of
contexts.
Rarely uses
interrogatives
correctly in
a variety of
contexts.
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D. Writing
Sub strand: Commonly misspelt words
Suggested time: 2 Lessons, LB pages 152-154
Lesson 9
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Identify commonly misspelt words in oral and written contexts.
(b) Write commonly misspelt words correctly for communication clarity.
(c) Appreciate the importance of writing words clearly and correctly in communication.
Key Inquiry Questions
1. Why is it dicult to spell some words correctly?
2. How can we become better at spelling words?
Additional Information for the Teacher
Words that are commonly misspelt are words whose spelling is missed on many
occasions and usually not intentionally. Familiarising the learners with these words
goes a long way in helping them learn correct spellings. It is thus good to expose
learners to these commonly misspelt words.
e Run and Grab game will require you to prepare in advance. Design ash cards
with similar commonly misspelt words (one card has the correct word, the other one
is misspelt). Use locally available materials.
Suggested Learning Resources
• Learner’s Book • ash cards • realia • digital device • charts
Suggested Assessment Methods
• written texts • oral discussion • oral presentation
• question and answer • observation
Suggested Learning Experiences
1. Introduce the lesson by guiding the learners to play the Run and Grab game in Activity 1
How to play:
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a. Divide the class in 2 groups.
b. Let each group pick 5 players from their team.
c. Show two cards with similar commonly misspelt words (one card has the
correct word, the other one is misspelt). e learners learn to stay alert,
develop quick thinking abilities and collaboration.
d. Let the learners listen as you read one of the words.
e. e next player runs and picks.
f. e team that picks the most number of correctly spelled words wins.
2. Observe and assess their ability to identify commonly misspelt words.
3. Which team wins? Did they cooperate well as a team? Let the learners appreciate
each other for participating. Social cohesion, unity and citizenship are
competencies and values greatly developed.
4. Guide the learners to read repeatedly the commonly misspelt words in the table
in Activity 2. Let them copy the words in their notebooks. is is meant to
familiarise the learners to commonly misspelt words.
5. Instruct the learners to write six sentences using the words in the table and read
them to the class. is should be done individually. Listen to their oral presentation
and ask them to spell the words they used to make the sentences. Assess their
ability to write commonly misspelt words correctly. Critical thinking and
problem-solving are skills also developed as the learners listen to one another
and comment on the presentation.
6. Go around assisting learners with special needs. Allow gied learners to work
ahead of others. Allocate challenged learners enough time to complete their
work, too.
7. Conclude the lesson by emphasising to the learners to always pay close attention
to what they write so as to avoid misspelling words. Advise learners to complete
the take-home assessment with assistance from their caregiver or parents.
Take-home Assessment
Assess the learners’ prociency in writing commonly misspelt words correctly. is can
be done through peer assessment as learners exchange their work and work together to
correct each other accordingly.
Possible answer (Take-home Assessment)
a) performance b) exercise c) beginning
d) handkerchief e) referee
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Lesson 10
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Identify commonly misspelt words in oral and written contexts.
b) Appreciate the importance of writing words clearly and correctly in
communication.
Key Inquiry Question
• How can we become better at spelling words?
Additional Information for the Teacher
Spelling of words in dierent contexts and games, is good for communication and
lifelong knowledge. Notice the deliberate use of crossword and paper spelling bee
games; all for this purpose. erefore, be creative in the way you conduct the lesson.
Purpose to allow free discussions and participation of the learners through these
activities.
Suggested Learning Resources
• Learner’s Book • ash cards
• newspapers and magazines • realia
Suggested Assessment Methods
• self-assessment • observation • written assessment
Suggested Learning Experiences
1. Introduce the lesson with a song about spellings. Ask a volunteer to sing from a
common tune. You could also introduce the lesson with a recap of the previous
lesson. e purpose of these activities is to motivate learners and make them
eager to learn.
2. Refer to Activity 1 and dictate the following words to the learners: planning,
February, lose, clothes, running, misspelt, possible, exercise
3. Let the learners listen attentively and write them down in their notebooks. As
you correct with them, ask; How many have you spelt correct? en allow them to
correct any misspelt word. Assess their ability to spell the words correctly.
4. Guide learners to nd the words they wrote in the word puzzle provided. ey
develop the skill of critical thinking and problem solving as they look and nd
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words in the puzzle. Urge them to create their own word puzzles, using the words
in No. 6.
5. Organise the learners in small groups. is will boost their self-esteem, creativity
and communication skills. When they complete this assignment, let learners
share with the rest of the class.
6. Fast learners can be given more work as the others solve the puzzle. For example:
let them make sentences using the words they found in the puzzle. ose with
visual challenges should always sit near the blackboard so that they are able to
see with less diculty and participate well.
7. Guide the learners in cutting the big letters from the newspapers and magazines
and use them to conduct a spelling bee activity. Read for them the words they are
to spell correctly.
8. Conclude the lesson with an oral discussion of what has been covered in the
lesson. Additionally, encourage them to engage in as many sports or games as
possible for their health and social cohesion.
Take-home Assessment
Learners to write a short story about their favourite game. Advise them to share with
their caregivers at home. is can be done through observation and peer assessment
assess the learners’ ability to spell words and use punctuation marks correctly.
Further Learning
Encourage the learners to play the game, ‘Scrabble’ with their family members and
friends. Assess their ability to spell words correctly through self-assessment and by
occasionally asking a learner to spell a word.
Suggested Formative Assessment Rubric
Indicators Exceeds
Expectations
Meets
Expectations
Approaches
expectations
Below
Expectations
Identifying
commonly
misspelt words
Always
identies
commonly
misspelt
words.
Identies
commonly
misspelt
words.
Sometimes
identies
commonly
misspelt words.
Rarely identies
commonly
misspelt words
Writing
commonly
misspelt words
correctly
Always writes
commonly
misspelt words
correctly.
Writes
commonly
misspelt
words
correctly.
Sometimes
writes commonly
misspelt words
correctly.
Rarely writes
commonly
misspelt words
correctly.
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Theme
12
Clean Environment
(Learner’s Book pages 155 - 168)
Suggested Vocabulary
compound, bin, bush, tree, conserve, water, clear, care, sweep, rubbish pit, broom,
project, rivers, drain, neighbourhood, hills, green, grass, environment, cleanliness
Specic Learning Outcomes
Strand 12.1
Listening and
Speaking
Strand 12.2
Reading
Strand 12.3
Grammar
Strand 12.4
Writing
2.1.1 Pronunciation
and Vocabulary:
Speaking Fluency
By the end of the sub
strand, the learner
should be able to:
a) Speak accurately,
with expression
and at the right
speed (minimal
hesitation) for
uency.
b) Use non-
verbal cues
appropriately for
self-expression.
b) Use vocabulary
related to
the theme
in a variety
of contexts
for eective
communication.
c) Appreciate the
importance
of uency in
speech.
12.2.1 Intensive
Reading: Poem/Song/
Proverbs
By the end of the sub
strand, the learner
should be able to:
a) Read a poem,
song or passage
containing proverbs
with expression
for eective
communication.
b) Apply basic stress
and rhythm when
reading a poem,
song or passage
containing proverbs
for self-expression.
c) Respond to
questions based on
a poem, song or
passage containing
proverbs for
comprehension.
d) Appreciate the
importance of
intensive reading
in day-to-day
communication.
12.3.1 Tense:
Present and Past
Perfect
By the end of the
sub strand, the
learner should be
able to:
a) Identify the
present and past
perfect tense
in varied texts
for eective
communication.
b) Use the present
perfect and past
perfect tense
to form correct
sentences
for eective
communication.
c) Appreciate the
importance
of tense in
everyday
communication.
12.4.1 Guided
Composition:
Personal Diary
By the end of the
sub strand, the
learner should be
able to:
a) Identify
components
of a personal
diary for
eective
writing.
b) Write a
personal
diary in the
right format
for eective
communication.
c) Appreciate the
role of diaries
in our day to
day life.
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Key Inquiry Questions
12.1 Listening and
Speaking
12.2 Reading 12.3 Grammar 12.4 Writing
1. Why should you
speak at the right
speed?
2. How can you make
others feel what
you are saying?
1. Why do
we enjoy
reading
poems?
2. How are
poems
dierent
from
stories?
1. How do we
show the time
an action took
place?
2. How do we
show that an
action has been
completed?
1. Why should we
keep a record of
what we do?
2. What
information do
we record?
Core Competencies to be Developed
1. Communication and collaboration - learners make short speeches in groups.
2. Creativity and imagination - learners create speeches on topical issues.
3. Self-ecacy - answering questions from songs, poems and taking part in role-
play condently.
4. Digital literacy is achieved as learners manipulate digital devices.
Link to PCIs
1. Pair and group work brings social cohesion and integrity.
2. Learners learn about cleaning their environment through the theme.
3. Knowledge on personal safety is emphasised when one is accessing internet
resources.
4. Eective communication skill is perfected when tense is used correctly.
5. Gender sensitivity is promoted through incorporation of boys and girls into the
groups.
6. Environmental education is enhanced through the theme of clean environment.
Link to Values
• unity • peace • love • social justice
• responsibility • cooperation
Link to Other Subjects
1. All learning areas - uency in speaking is developed in all learning areas.
2. Social Studies, Science and Technology - Environmental education is covered in
these learning areas.
3. Tenses are learnt in all languages.
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4. Home Science, Science and Technology and Social Studies handle environment
as a topic.
Suggested Community Service Learning Activities
1. Learners recite poems and give speeches based on environmental themes during
community ceremonies.
2. Learners participate in community clean-ups in their neighbourhood and perform
poems related to the theme.
3. Children read stories containing present perfect and past perfect tense to the
elderly, the sick, parents or their guardians.
4. Learners will work with their siblings or friends to write personal diaries.
Suggested Assessment Methods
Listening and
Speaking
Reading Skills Grammar Writing Skills
• oral reading or
dictation
• role play
• debates
• oral interviews
• dialogues
• oral discussion
• oral presentation
• public speaking
• teacher-made
assessment
• peer assessment
• self-assessment
and standardised
listening
assessment
• reading aloud
• dictation
• oral interviews
• question and
answer
• teacher-made
assessment
• summaries
• journals
• portfolios
• peer assessment
• self-assessment
• reading
assessment
• keeping a record
of books read
• multiple
choices
• gap-lling
• short-answer
• dialogue-
completion,
information
gap
• role play
• simulation
• matching tasks
• substitution
table
• word games
• puzzles
• teacher-made
assessment
• teacher –made
assessment
• journals
• peer
assessment
• self-assessment
by the learners
• portfolio
dictation
• standardised
writing
assessment
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Attention to Learners with Special Needs in Education
Support for multi-ability learning Support for special needs learning
• Give fast learners extra activities to
avoid boredom and idling.
• Give all learners equal chances
to participate in class activities.
You have the duty to ensure that
they accommodate one another
and learn to co-exist despite their
dierences.
• Organise that the learners are
positioned learners evenly in the
class.
• For the visually impaired learners, avail
braille and tactile pictures. For those with
sight diculties provide large print texts.
• For the learners with hearing impairments,
make use of sign language or avail a sign
language interpreter.
• Have the short-sighted learners sit at the
front of the class and the long-sighted ones
sit at the back.
• Encourage time takers to participate in
discussions such as the role play and telling
of stories.
• Allocate physically challenged learners roles
that they can handle. Give them support
and ensure other learners do the same,
example, helping in pushing a wheelchair for
physically challenged learners.
Background Information
e theme covers environmental matters. Learners are supposed to be equipped with
information on how to take care of the environment. e theme also covers present and
past perfect tense. Let the learners construct sentences on these. By learners learning
how to take care of the environment, the environment will be a better place in future.
A. Listening and speaking
Sub strand: Pronunciation and Vocabulary: Speaking Fluency
Suggested time: 3 Lessons, LB pages 155-159
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Speak accurately, with expression and at the right speed (minimal hesitation) for
uency.
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b) Use non-verbal cues appropriately for self-expression.
Key Inquiry Questions
1. Why should you speak at the right speed?
2. How can you make others feel what you are saying?
Suggested Learning Resources
• Learner’s Book • charts • realia
Suggested Assessment Methods
• oral presentation • oral discussion • oral reading • peer assessment
Suggested Learning Experiences
1. Introduce the lesson by asking learners to answer oral questions about the
environment.
Example: Why should we keep the environment clean?
2. Now ask the learners to study the pictures in Activity 1 in pairs. Let the learners
talk about what is happening in each picture. Listen to their uency in speech as
they share their experiences similar to those in the pictures.
3. Explain to the learners that: environment means the surroundings or conditions in
which a person, an animal, or a plant lives in. Ask them to mention some of the
ways in which the environment can be kept clean. Learning to learn is developed
as learners us their general knowledge to answer the questions.
4. rough listening and oral presentation, assess the learners’ ability to make short
speeches with minimal hesitation. Speaking uency is enhanced as the learners
share their experiences.
5. Refer the learners to Activity 2. Let them read the poem in pairs. Remind them to
use gestures and intonation appropriately. Select a few learners to recite the poem
in front of the class. Let them make sentences using the words in bold.
6. rough listening and observation assess the learners’ ability to use non-verbal
cues appropriately.
7. Conclude the lesson by encouraging learners to take good care of their environment.
Remind learners to do the take-home assessment with the help of a parent or
caregiver. Encourage them to talk about the dierent ways of keeping the
environment clean. is will boost their communication and collaboration
skills.
Take-home Assessment
Assess the learners’ ability to speak accurately, with expression and at the right speed
for uency. is can be done through listening and observation.
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Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use non-verbal cues appropriately for self-expression.
b) Use vocabulary related to the theme in a variety of contexts for eective
communication.
Key Inquiry Questions
1. Why should you speak at the right speed?
2. Why should we speak accurately?
Suggested Learning Resources
• Learner’s Book • charts • word cards • pictures
Suggested Assessment Methods
• role play • oral reading
• peer assessment • oral presentation
Suggested Learning Experiences
1. Introduce the lesson by reviewing the take-home assessment. e learners should
talk about the dierent ways of caring for the environment. ey can do this in
pairs so as to encourage peer assessment.
2. Refer the learners to Activity 1. Let the learners read the dialogue between Jane
and Juma in pairs. Insist on correct pronunciation and uency.
3. Let the learners role-play the dialogue to the class and use the words in bold to
make sentences. Emphasise on correct pronunciation of the words.
4. Assess the learners’ ability to use non-verbal cues appropriately and speak uently.
5. Explain to the learners what speaking accurately means - the ability to speak so
well that your message is clearly heard and acted upon. What you say and how you
say it really matters i.e. you should speak at the right speed.
6. Read the paragraph in Activity 2 to the learners as they listen. Let them identify
words with the sounds given in pairs. Re-read the paragraph in case the learners
cannot identify every word with the sounds read.
Possible answers (Activity 1)
‘br’ ‘sw’ ‘pr’ ‘cl’ ‘gr’ /Λ/
/ɔː/
broom sweep protect clean green sunny pawpaw
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7. Conclude the lesson by reminding the learners to do the take-home
assessment. Encourage them to nd more words with the sounds and sound
blends learnt. Encourage them to always speak uently and accurately.
Take-home Assessment
Assess the learners’ ability to identify words with the sounds learnt by listening as
they read the words identied from the poem.
Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use vocabulary related to the theme in a variety of contexts for eective
communication.
b) Appreciate the importance of uency in speech.
Key Inquiry Questions
1. Why should you speak accurately?
2. Why should we have uency in speech?
Suggested Learning Resources
• pictures • realia • sample speech • Learner’s Book
Suggested Assessment Methods
• reading aloud
• question and answer
• peer assessment
• oral presentation
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read out the words they identied
in the take-home assessment. is will assist in assessing the learners’ ability to
dierentiate and identify sounds.
2. Refer the learners to the pictures in Activity 1. Let them name the items and say
what they are used for.
Possible answers (Activity 1)
dustbin - where rubbish/trash is thrown into.
broom - used for sweeping
slasher - cutting grass
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3. Let the learners discuss the remaining questions and present their answers to class.
Assess the learners’ ability to make short speeches appropriately. is can be done
through oral presentations and speeches.
4. Refer the learners to Activity 2. Let them read the text as a class. Select a few
learners to retell the text using their own words and appropriate non-verbal cues.
5. Organise the learners in groups of three and let them identify words with the
sounds learnt.
Possible answers (Activity 2)
a) ‘gr’ grow
b) ‘pr’ protect
c) ‘sw’ sweep
d) ‘cl’ clean
6. Assess the learners’ ability to use non-verbal cues appropriately. Speaking uency
is developed as the learners read the text uently.
7. Conclude the lesson by reminding the learners to do the take-home assessment.
Use the following information to guide them to write the speech.
Tips on speech writing
a) Greet your audience.
b) Begin with opening speech marks.
c) Introduce your topic.
d) Use simple language that is easy to understand.
e) Use present tense form unless giving an example of something that happened
in the past or will happen in the future.
f) Conclude your speech.
g) Always maintain eye contact with your audience when presenting the
speech.
Take-home Assessment
Assess the learners’ ability to make speeches and use non-verbal cues in speech
appropriately. is can be done through oral presentations and reading.
Further Learning
Encourage the learners to present their speeches during any community or
neighbourhood ceremony. Assess the learners’ understanding of speeches through
asking them to randomly say their speeches in class. ey can also say the speech at
family functions.
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Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Using
non-verbal
cues in speech
appropriately
Consistently
uses non-verbal
cues in speech
appropriately.
Uses non-verbal
cues in speech
appropriately.
Sometimes
uses non-verbal
cues in speech
appropriately.
Hardly uses
non-verbal
cues in
speech.
Making short
speeches
with minimal
hesitation
Always makes
short speeches
with minimal
hesitation.
Makes short
speeches
with minimal
hesitation.
Sometimes makes
short speeches
with minimal
hesitation.
Hardly makes
short speeches
without
hesitation.
B. Reading
Sub strand: Intensive Reading: Poem/Song/Proverbs
Suggested time: 3 Lessons, LB pages 159-162
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Read a poem or song containing proverbs with expression for effective
communication.
(b) Apply basic stress and rhythm when reading a poem or song containing proverbs
for self-expression.
Key Inquiry Question
•Why do we enjoy reading poems?
Suggested Learning Resources
• Learner’s Book • pictures • chart • word cards
Suggested Assessment Methods
• oral presentation • oral discussion
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Suggested Learning Experiences
1. Introduce the lesson by asking the learners to recite a poem they know or sing a
song they are familiar with.
2. Ask the learners to read the poem in Activity 1 in pairs. rough reading, learners
improve their communication skills. Remind them to apply appropriate stress
and rhythm.
3. Select a few learners to recite/retell the poem to the class and say the message
in the poem. e values of unity and love are inculcated as the learners work
together to identify the proverbs used in the poem. Assess the learners’ ability to
read poems for comprehension.
4. Instruct the learners to re-read the poem and identify words related to the
environment as instructed in Activity 2. Self-ecacy is enhanced as the learners
share what they nd with the class.
5. Listen to the answers the learners provide and assess their ability to answer direct
and indirect questions based on a text.
Possible answers (Activity 2)
a) air b) pollution c) rivers d) clean e) forest f) green
6. Conclude the lesson by reminding the learners to do the take-home assessment.
Encourage them to read more narratives, poems and proverbs to improve their
language and communication skills. Let the learners read more stories from
magazines, newspapers and the internet.
Take-home Assessment
Assess the learner’s ability to write and recite a short poem using appropriate stress
and rhythm.
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
(a) Read a passage containing proverbs with expression for eective communication.
(b) Respond to questions based on a poem, song or passage containing proverbs for
comprehension.
Key Inquiry Question
•How are poems dierent from stories?
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Additional Information for the Teacher
Let the learners read a passage more than once for information and comprehension
before they answer the questions. Encourage the learners to work in groups. is will
ensure the values of cooperation and unity are nurtured.
Suggested Learning Resources
• Learner’s Book • word cards • pictures • ash cards
Suggested Assessment Methods
• reading • oral presentations • question and answer • peer assessment
Suggested Learning Experiences
1. Introduce the lesson by asking learners to read the poem they wrote in the take-
home assessment. Give as many learners as possible a chance to recite their poem
and assess them.
2. Refer the learners to the story in Activity 1. Let them identify the proverbs used
and discuss the rest of the questions in pairs. Assess the learners’ ability to read
texts for comprehension by checking/listening to the learners’ presentations.
3. Instruct the learners to correctly write the jumbled up words in Activity 2. Ask
them to use the dictionary to nd the meaning of the words and use them to make
sentences.
4. Self-ecacy, communication skills and the value of responsibility are enhanced
as the learners read their sentences to the rest of the class.
5. Conclude the lesson by reminding the learners to do the take-home assessment.
Encourage them to look for more proverbs that relate to the environment from
the internet in order to promote digital literacy.
Take-home Assessment
Assess the learners’ understanding of proverbs by reading or checking the proverbs
they nd. ey can also read the proverbs to each other in small groups to promote
peer assessment.
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Respond to questions based on a poem, song or passage containing proverbs for
comprehension.
b) Appreciate the importance of intensive reading in day-to-day communication.
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Key Inquiry Questions
1. Why do we enjoy reading poems?
2. How are poems dierent from stories?
Suggested Learning Resources
• Learner’s Book • word cards • pictures
Suggested Assessment Methods
• role play • question and answer • listening • reading aloud
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read the proverbs they wrote in the
take-home assessment to the class. Ask them to say what they mean. Guide them
accordingly.
2. Play a video using the following link: https://www.youtube.com/watch?v=lF-
j68kgP8U. Ask the learners to watch and silently read the poem. Play the video
again and ask the learners to read the poem as a class. Remind and guide them to
use correct stress as instructed in Activity 1. Listen and assess the learners’ ability
to correctly apply stress when reading a poem for self-expression.
3. Let the learners write what they have learnt from the poem and share their
points with the class. Listen and assess the learners’ ability to read texts for
comprehension.
Possible answers (Activity 1)
a) People pass by dirt, rubbish on the streets without caring.
b) ere are no more green elds.
c) Rivers have been polluted.
d) Trees have been cut down due to greed.
e) It is our responsibility to take care of the environment.
4. Refer the learners to Activity 2. Let the learners role-play the events in the poem
in groups of ve in class. Guide the learners to use appropriate gestures and facial
expressions.
5. Conclude the lesson by reminding the learners to do the take-home assessment
with the help of a caregiver. Encourage them to nd more songs and poems on
taking care of the environment.
Take-home Assessment
rough question and answer and oral presentations assess the learners’ ability to
read texts for comprehension.
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Further Learning
Encourage the learners to practise singing the song in the take-home assessment and
sing during any school function. Assess the learners’ ability to apply stress correctly.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Reading
texts for
comprehension
Always
reads text
comprehension.
Reads text for
comprehension.
Sometimes
reads text with
comprehension.
Hardly reads
text with
comprehension.
Answering
direct and
indirect
questions based
on a text
Consistently
answers direct
and indirect
questions
based on a text
correctly.
Answers direct
and indirect
questions
based on a text
correctly.
Sometimes
answers direct
and indirect
questions
based on a text
correctly.
Rarely answers
direct and
indirect
questions
based on a text
correctly.
C. Grammar
Sub strand: Tense: Perfect and Past Perfect
Suggested time: 2 Lessons, LB pages 162-165
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Identify the present and past perfect tense in varied texts for eective
communication.
b) Appreciate the importance of tense in everyday communication.
Key Inquiry Questions
1. Why should we use the correct tense in communication?
2. How do we show the time an action took place?
Suggested Learning Resources
• Learner’s Book • word cards • ash cards
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Suggested Assessment Methods
• question and answer • listening • observation
• oral reading • word games
Suggested Learning Experiences
1. Introduce the lesson by asking the learners questions that will necessitate them to
answer using either past or present perfect tense. Example: Take a book belonging
to one of the learners and ask them: Who has taken the book? Encourage the
learners to answer the questions using sentences: e teacher has taken the book.
2. Let the learners sing the song in Activity 1 using a familiar tune. Guide them
in replacing the word have with had and sing the song again. is will enhance
communication and collaboration skills and the value of unity.
3. rough listening and observation, assess the learners’ ability to identify sentences
in present perfect and past perfect tense.
4. Use the ‘Did you know?’ section to further explain present and past perfect tense
to the learners. Let them ask any question or clarication.
5. Instruct them to read the sentences in Activity 2 carefully and identify the type
of tense used in the sentences. is should be done individually. Self-ecacy
and the value of responsibility are nurtured as learners complete the task and
share their answers with the class. Assess the learners’ understanding and ability
to correctly identify present and past perfect tense in texts.
Possible answers (Activity 2)
1. ey have planted many trees. (present perfect)
2. e children had picked rubbish. (past perfect)
3. She has cut the tall grass. (present perfect)
4. Marion has swept the compound. (present perfect)
5. Wafula has cleared the bushes. (present perfect)
6. Moses has unblocked the water pipes. (present perfect)
6. Conclude by discussing with the learners the importance of using past perfect and
present perfect tenses correctly in their day to day speech. Remind them to do the
take-home assessment.
Take-home Assessment
Assess the learners’ ability to use present and past perfect tense in sentences correctly.
Eective communication is perfected as learners use tense correctly.
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Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use the present and past perfect tense to form correct sentences for eective
communication.
b) Appreciate and understand the importance of tense in everyday communication.
Key Inquiry Questions
1. How do we show the time an action took place?
2. How do we show that an action has been completed?
Suggested Learning Resources
• Learner’s Book • charts • ash cards • pictures • realia
Suggested Assessment Methods
• word games
• peer assessment
• self-assessment
• oral presentation
• written exercises
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to read the sentences they made in
the take-home assessment. Guide the learners in recapping what they learnt about
tense.
2. Guide the learners on how to play the game in Activity 1. Working in groups will
foster the values of respect and unity. Use the following guidelines:
a) Divide the class into two groups.
b) Write words on cards. Mix the cards up.
c) Place the cards on the table.
d) Pick a learner from each group to come and form a correct sentence using
the word on the cards. e sentences should be either in past or present
perfect tense.
e) e learners should take the shortest time possible.
f) e rst one to form the correct sentence becomes the winner.
Collaboration skills and gender sensitivity are promoted as all learners (boys
and girls) actively participate in the game.
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3. Explain to the learners that present perfect tense expresses actions that have
been completed or have happened in a period of time up to now (present). For
instance; Mother has swept the compound. While the past perfect tense is used
to show that something happened before another action in the past, It can also
be used to show that something happened before a specic time in the past. For
example; Mother had swept the house when we arrived.
4. Ask the learners to read the sentences in Activity 2 out loud. Let them change the
sentences to past perfect tense individually. Eective communication is perfected
as the learners use tense correctly.
Assess the learners’ ability to use present perfect tense in sentences correctly.
is can be done by making rounds and reading their sentences or through oral
presentations.
Possible Answers (Activity 2)
a) Judith had picked rubbish.
b) Tamara had taken the broom.
c) Father had cut all the grass.
d) My uncle had drained all the stagnant water.
e) We had cleared the bushes.
5. For more assessment of the learner’s ability to use the learnt tense correctly,
instruct them to use the words in Activity 3 to make sentences in both past and
present perfect tense. Creativity and imagination skills will also be enhanced as
the learners come up with their own sentences.
6. Conclude the lesson by encouraging learners to use the correct tense when
communicating. Remind them to do the take-home assessment and request for
assistance from their peers if need be.
Take-home Assessment
Assess the learners’ prociency in interacting with digital devices for communication
purposes. Additionally, check their ability to spell words correctly by checking the
email they send.
Further Learning
Encourage the learners to use the internet and digital devices to nd and read as many
stories as they can on environment and identify present and past perfect tense used.
Assess their ability to identify present perfect and past tenses in texts correctly.
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Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
sentences
in present
perfect and
past perfect
tenses
sentences
Always
identies
sentences in
past perfect
and present
perfect tenses
correctly.
Identies
sentences in
past perfect and
present perfect
tenses correctly.
Occasionally
identies
sentences in
past perfect and
present perfect
tenses correctly.
Exhibits numerous
challenges in
identifying
sentences in past
perfect and present
perfect tenses
correctly.
Using present
perfect and
past perfect
tenses in
sentences
correctly
Always uses
the past perfect
and present
perfect tenses
in sentences
correctly.
Uses the past
perfect and
present perfect
tenses in the
sentences
correctly.
Occasionally
uses the past
and present
perfect tenses
in sentences
correctly.
Exhibits numerous
challenges in using
the past perfect
and present perfect
tenses in sentences
correctly.
D. Writing
Sub strand: Guided Composition: Personal Diary
Suggested time: 2 Lessons, LB pages 165-168
Lesson 9
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Identify the components of a personal diary for eective writing.
b)Write a personal diary in the right format for eective communication.
Key Inquiry Question
• Why should we keep a record of what we do?
Suggested Learning Resources
• Learner’s Book • realia (a diary)
Suggested Assessment Methods
• oral discussion • standardised writing assessment
• self-assessment • oral presentation
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Suggested Learning Experiences
1. Introduce the lesson by asking learners to talk about something interesting they
have ever done and wrote about as instructed in Activity 1. is will foster the
value of cooperation as learners volunteer to share their experiences. Let them
also talk about why they think we need to keep a record of things we do or that
happen to us. is will foster their critical thinking.
2. Next, ask the learners to say whether they know what a diary is. Conduct an oral
discussion with them as you show them the diary given in Activity 2. Instruct
them to look at the diary entry structure and talk about it.
3. Explain to the learners what a diary is and what it is used for. A diary is a book in
which one keeps a daily record of events and experiences.
4. Let the learners read the diary in the Learner’s Book in turns. Pick dierent
learners to read a paragraph at a time. Environmental education is enhanced as
the learners read the diary entry.
5. Ask the learners to discuss the structure of the diary and the importance of diary
writing in life. Listen and assess the learners’ ability to identify components of a
personal diary.
Format for Diary Entry
Date, Day
Time
Dear Diary,
Body (is section holds the account being recorded)
(Your Name)
6. Conclude the lesson by encouraging learners to always record important events
in their lives in a diary. Remind the learners to do the take-home assessment. Let
them seek help from caregivers to know more about diary writing by getting more
information from the internet. is will enhance digital literacy and learning to
learn.
Take-home Assessment
Assess the learners’ ability to write a diary in the correct format and check on their
writing skills. Guide or correct accordingly.
Lesson 10
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Write a personal diary in the right format for eective communication.
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b) Appreciate the role of diaries in our today life.
Key Inquiry Question
• What information should be recorded in a diary?
Additional Information for the Teacher
You are required to use a digital device to teach the learners more about diary
writing. If there is lack of any of the digital resources suggested, improvise and using
pictures.
Suggested Learning Resources
• Learner’s Book
• pictures
• digital devices (tablet, smartphone, computer, projector, laptop)
Suggested Assessment Methods
• peer assessment • teacher-made assessment
• learner’s journals • portfolio
• self-assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to describe the structure of a diary.
2. Refer the learners to Activity 1. Play the video you downloaded using the
link https://www.youtube.com/watch?v=n6_Gg_1riow and ask the learners to
be attentive. This enhances digital literacy and learning to learn as learners
recognise that there is more than one way to learn. Let the learners share what
they have learnt and assess their understanding of a diary.
3. Refer the learners to the diary with blank spaces in Activity 2. Let them study the
diary and complete it correctly. is should be done individually and the learners
to present their complete diaries to the class. is will inculcate the skill of critical
thinking in learners. Assess the learners’ ability to write a diary in the correct
format. is can be done through self-assessment and oral presentation.
4. Conclude by reminding the learners to use the correct format when recording
information in their diaries. Remind them to do the take-home assessment. Let
them write a one-day diary about how they spent their day.
Take-home Assessment
Assess the learners’ ability to write a diary in the correct order through oral
presentation and self-assessment.
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Further Learning
Encourage the learners to write a diary aer participating in a community cleaning
service or any other function. Randomly assess them through question and answers
and checking their work. ey can also share their work with their friends to promote
peer assessment.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
components of a
personal diary
Consistently
identies
components of a
personal diary.
Identies
components
of a personal
diary.
Always
identies
components
of a personal
diary.
Identies
components
of a personal
diary with
a lot of
diculty.
Writing a diary
in the correct
format
Always writes a
diary in the correct
format.
Writes a diary
in the correct
format.
Sometimes
writes a diary
in the correct
format.
Writes a diary
with a lot of
diculty.
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Theme
13
(Learner’s Book pages 169-182)
Suggested Vocabulary
tax, pay, business, collect, money, honest, prot, salary, ne, loss, law, government, buy,
sell, parking, market, fee, ne, bank, income, borrow, credit
Suggested Learning Outcomes
Strand 13.1
Listening and
Speaking
Strand 13.2
Reading
Strand 13.3
Grammar
Strand 13.4
Writing
13.1.1 Pronunciation
and Vocabulary:
Intensive Listening
Pattern/Riddles/Tongue
Twisters
By the end of the sub
strand, the learner
should be able to:
a) Listen intensively
for specic sounds,
words, phrases
or sentences for
uency.
b) Select silent letters
in words from an
oral text for listening
uency.
c) Use the language
pattern, “very…
but…” correctly
for eective oral
communication.
d) Use vocabulary to
construct sentences
for eective
communication.
e) Appreciate the
importance of
listening to a
variety of texts for
information and
enjoyment.
13.2.1 Extensive
Reading: Newspapers/
Magazines
By the end of the sub
strand, the learner
should be able to:
a) Read a variety of
grade appropriate
digital and print
texts such as
newspapers and
magazines for
lifelong learning.
b) Demonstrate
independent
reading of grade
appropriate
digital and print
texts such as
newspapers,
magazines and
articles for
information and
enjoyment.
c) Appreciate the
importance of
independent
reading in lifelong
learning.
13.3.1 Parts of
Speech:
Prepositions
By the end of the
sub strand, the
learner should be
able to:
a) Identify
prepositions of
position and
direction in
sentences for
comprehension.
b) Use prepositions
correctly
in oral and
written contexts
for eective
communication.
c) Appreciate the
importance of
prepositions
for clarity in
communication.
13.4.1 Spelling:
Double Word
Consonants
By the end of the
sub strand, the
learner should be
able to:
a) Spell words
with double
consonants
correctly
for clarity of
writing.
b) Construct
correct
sentences
using words
with double
consonants
for cohesive
writing.
c) Appreciate the
importance of
writing words
clearly and
correctly in
communication.
Money
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Key Inquiry Questions
13.1 Listening
and Speaking
13.2 Reading 13.3 Grammar 13.4 Writing
1. Why should
we listen
carefully?
2. How can
we learn the
meaning of
a new word?
1. Why is it
important to
read newspapers
and magazines?
2. How do we
choose the
materials we
read?
3. When do we
read?
1. Why should
we tell others
exactly where
people and
things are?
2. Which words
show the
position of
people and
things?
1. Why is it important
to write words
correctly?
2. How can we
improve our
spelling?
Core Competencies to be Developed
1. Communication and collaboration – enhanced as learners work in pairs or groups
as well as when learners set up aer school clubs for reading purposes.
2. Learning to learn – is is achieved through:
a) Independent reading that enables learners to look for information on their
own.
b) Creating and displaying charts on prepositions on their own.
c) Learning how to spell words through learner-centered activities
3. Self-ecacy – learners develop condence and self-esteem
4. Digital Literacy – interacting with technology through watching videos and
television programmes
5. Critical thinking and problem solving – making words from jumbled up letters
Link to PCIs
1. Financial literacy is promoted through the theme of money and nurtured through
interacting with materials on money. It is developed through knowledge on
money. It is realised when learners interact with materials about money.
2. Problem–solving skills for better living.
3. Citizenship – Learning about money and tax fosters patriotism.
4. Eective communication is enhanced as learners learn how to spell words
correctly.
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Link to Values
• cooperation • respect • responsibility • unity • peace
• love • integrity
Link to Other Subjects
1. Religious Studies and Mathematics handle aspects of money.
2. Kiswahili and Indigenous Languages – these learning areas encourage extensive
reading for information.
3. Social Studies – patriotism is promoted in this area through sensitising learners
about money and payment of tax.
4. All Language Areas – correct spelling is emphasised in all languages.
Suggested Community Services Learning Activities
1. Learners could tell stories related to the theme to their parents, guardians and siblings.
2. Learners encourage peers to read extensively during their leisure time.
3. Learners read the children’s section of a newspaper or magazine and later write
own stories or articles aided by parents, guardians or siblings.
4. Learners use prepositions in context through reciting poems with peers.
5. Learners play word spelling games such as scrabble with peers.
Suggested Assessment Methods
13.1 Listening and
Speaking
13.2 Reading Skills 13.3 Grammar 13.4 Writing
Skills
• dictation or oral
reading
• role-play
• debates
• oral presentation
• oral discussion
• public speaking
• teacher-made
assessment
• peer assessment
• self-assessment
and standardised
listening
assessment
• reading aloud
• dictation
• oral interviews
• question and answer
• teacher-made
assessment
• learners’ summaries
of what they read
• learner’s journals
• learners’ portfolios
• peer assessment
• self-assessment and
standardised reading
assessment
• keeping a record of
books read
• tasks such as
multiple choices
• discrimination
• gap-lling
• dialogue-
completion,
information gap
• role-play
• matching tasks
• word games
• puzzles
• teacher-made
assessment
• teacher-made
assessment
• learners’
journals
• peer
assessment
• self-
assessment by
learners
• portfolio
• dictation
• standardised
writing
assessment
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Attention to Learners with Special Needs in Education
Support for Multi-Ability Learning
Support for Special Needs Learning
• Give fast learners extra activities to avoid
idling.
• Give all learners equal opportunities and
encourage peer learning since it is more
friendly.
• Position learners evenly in class.
• For learners with hearing
impairments avail headphones with
amplied sound or signed videos.
• e short-sighted learners should sit
in front and long sighted at the back.
• Encourage time takers to participate
in discussions, role-play and
presentations in class.
• Physically challenged learners
should be involved by allocating
friendly roles that don’t involve more
movements.
Background Information
In the theme; Money, the learner is guided to use dierent language tools to learn about
money and the importance of paying tax. e learners will interact with real money,
videos, poems, discussions and stories for appreciation of money in society. Learners
should also be guided to use the vocabulary related to the money and tax education for
eective communication. e learners will further learn about prepositions to outline
the importance of the use of prepositions for clarity in communication. As the learners
interact with dierent reading materials, they will learn to read for information and
enjoyment.
A. Listening and speaking
Sub strand: Pronunciation and Vocabulary: Intensive Listening Pattern/Riddle/
Tongue Twisters
Suggested time: 3 Lessons, LB pages 169-174
Lesson 1
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Listen intensively for specic words or sentences for uency.
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b) Use vocabulary to construct sentences for eective communication.
c) Appreciate the importance of listening to a variety of texts for information
and enjoyment.
Key Inquiry Questions
1. Why should we listen carefully?
2. How can we learn the meaning of a new word?
Suggested Learning Resources
• Learner’s Book • dictionary • realia
Suggested Assessment Methods
• observation • reading • oral discussion
Suggested Learning Experiences
1. Introduce the lesson by asking the learners what they use to buy snacks, food,
clothes and other things. Probe them to talk about money and its use.
2. Let the learners look at the pictures in the Activity 1 and in their own words say
what is happening. is will enhance their communication skills. As the learners
share their experiences, similar to that in the pictures, the value of cooperation is
inculcated.
3. Assess the learners’ ability to listen and speak uently by listening to the sentences
they make while sharing their experiences.
4. Read the story in Activity 2 and instruct the learners to listen keenly and write
down any new words, (vocabulary) they hear. Financial literacy is promoted as
they listen and understand the story.
5. Select a few learners or volunteers to retell the story. is will enhance self-ecacy
and enable the learners to appreciate the importance of listening to a variety of
texts for information. Learning to learn is inculcated as the learners work in pairs
to nd the meanings of the new words and discuss the dierence between making
a prot and a loss.
6. Assess the learners’ listening skills by listening to them retell the story. Additionally,
assess the learner’s prociency in using sentences/stories to nd out the meaning
of new words.
7. Conclude the lesson by explaining the value of money in getting goods and services
for better understanding of the unit. Remind the learners to do the take-home
assessment.
Take-home Assessment
Assessing the learners’ ability to construct sentences using vocabulary related to the
theme. is can be done through oral presentations or by checking the sentences
they make.
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Lesson 2
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Listen intensively for specic sounds for uency.
b) Select silent letters in words from an oral text for listening uency.
c) Appreciate the importance of listening to a variety of texts for information and
enjoyment.
Key Inquiry Question
• Why should we listen carefully?
Additional Information for the Teacher
In case you have challenges in correct pronunciation of some of the sounds, use an
audio recording (of another person) to teach the sound.
Suggested Learning Resources
• Learner’s Book • chart
Suggested Assessment Methods
• oral reading • oral discussion • self-assessment
• oral presentation • listening
Suggested Learning Experiences
1. Introduce the lesson by asking the learners if they have ever used a phone to
make or receive a call or used it to send or take a message. Conduct a discussion
about sharing information via phone calls accurately.
2. Guide the learners in playing the telephone game in Activity 1. Use the following
instructions to guide the learners in playing the telephone game.
a) Instruct the learners to sit in rows.
b) Whisper a word or sentence to the rst learner in the row and write the word/
sentence on a piece of paper. e teacher can start a sentence on both ends of
the row to make the game more interesting.
c) Let learners whisper what they hear to the next learner and so on.
d) e last learner(s) in the row should run and write the word/sentences on the
board. e learner with the closest words/sentences to the original wins.
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e) e learners can repeat the game as much as they can, using dierent words,
phrases or sentences.
Note: Use words/phrases or sentences with the sounds /m/, /n/, /ŋ/ and /k/.
e value of cooperation, communication and collaboration skills are
enhanced as learners play the game together.
3. Guide the learners to understand and appreciate the importance of being keen
and active listeners for communication clarity. Encourage learners to share what
they have learnt about listening skills.
4. Let the learners read the words in the table in Activity 2 aloud to their deskmates.
Ask them to pay close attention to the bold letters and the sounds they make
when pronounced. As they read in pairs and correct each other’s pronunciation,
the values of respect and cooperation are inculcated.
5. Assess the learner’s ability to pronounce the sounds being taught correctly. Assess
their understanding and ability to dierentiate the sounds by checking or listening
to the words they say. Assessment can be done through oral presentations,
discussions or self-assessment.
6. Ask the learners to read the tongue twisters in Activity 3 loudly as a class. Select a
few learners or ask volunteers to say a tongue twister as fast as they can.
7. Ask learners to work in pairs and identify the words with sounds learnt. As they
work together, creativity, unity and learning to learn is enhanced. Listen and
assess the learners’ ability to pronounce words and sounds correctly.
8. Guide the learners to read the work in Activity 4 and ask them to pay close
attention to the bold letters. Let them discover that the bold letters are silent.
Explain that silent letters are letters that are not pronounced as we read or say
some words.
9. Let the learners work together in pairs to come up with words that have silent
letters. Assess the learners’ understanding of silent letters.
10. Conclude the lesson by encouraging the learners to nd more tongue twisters
and words with silent letters for further practice.
Take-home Assessment
Assess the learners’ ability to select or identify silent letters in words and pronounce
them correctly.
Possible answers (Take-home Assessment)
sch ool, park, comb, thumb, honest, climb, knee, walk, sign
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Lesson 3
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Listen intensively for specic words for uency.
b) Use the language pattern ‘very…but…’ for eective oral communication.
c) Appreciate the importance of listening to a variety of text for enjoyment.
Key Inquiry Question
• Why should we listen carefully?
Additional Information for the Teacher
Ensure the digital devices required are in good shape. Watch the video on the link
prior to the lesson. Improvise in case of unavailability of required resources. Use
pictures, charts, newspaper or magazine cuttings that have riddles.
Suggested Learning Resources
• Learner’s Book • digital devices
Suggested Assessment Methods
• oral discussion • oral presentation • question and answer
Suggested Learning Experiences
1. Introduce this lesson by asking learners to present their answers to the take-home
assessment. is will assist in further understanding silent letters.
2. Instruct the learners on how to play the game, ‘last one standing’ in Activity 1. Use
the instructions provided in the Learner’s Book to guide. Communication and
collaboration and self-ecacy are thus enhanced.
3. rough oral discussion, guide the learners in answering the questions in Activity
1. Help them understand the importance of paying taxes like for provision of
better services like healthcare, education and road construction for the growth
and development of the country. is also enhances the value of responsibility
and cooperation.
4. Let the learners read the sentences in Activity 2 as they pay close attention to the words
in bold “very…but”. Guide them in discussing the language pattern used to make the
sentences. As they share their thoughts critical thinking skills are enhanced.
5. Ask the learners to use the words ‘very’ and ‘but’ to construct sentences in pairs.
Guide them accordingly. Check their sentences and assess their understanding
and ability to use the language pattern correctly.
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6. Use the following link to download a video on riddles and use it to teach riddles
in Activity 3: https://www.youtube.com/watch?v=TFjQAXDH4S0. Let the learners
write riddles in their notebooks.
7. Guide the learners in coming up with their own riddles. Share the riddles with
the class to solve. As the learners come up with riddles and solve them, problem-
solving skills and citizenship for better living are enhanced. Assess the learners’
understanding of riddles with the rest.
8. Conclude the lesson by asking learners to compare dierent learners in the class
and use the new language pattern learnt to describe them.
Example: Kimeu is a very short boy but he can jump very high.
Take-home Assessment
Assess the learners’ comprehension of the language pattern and ability to use it
correctly. is can be done through listening and oral presentations.
Possible answers (Take-home Assessment)
• e green grocer went to the stall very late but she sold all her vegetables.
• e parking lot is very big but no vehicle can be parked there.
• e roads were very muddy but the car did not get stuck.
Further Learning
Encourage the learners to watch the story using the link provided in the Learner’s
Book. Ask them to narrate the story to their family members. is enhances digital
literacy.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Using the
language
pattern
correctly
Always uses
the language
pattern
correctly.
Uses the
language
pattern
correctly.
Sometimes uses
the language
pattern
correctly.
Rarely uses
the language
pattern
correctly.
Constructing
sentences
using the
target
vocabulary
Consistently
constructs
sentences
using the
target
vocabulary.
Constructs
sentences
using the
target
vocabulary.
Constructs
sentences
using the target
vocabulary.
Rarely
constructs
sentences
using the target
vocabulary.
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A. Reading
Sub strand: Extensive Reading: Newspaper/Magazine
Suggested time: 2 Lessons, LB pages 174-177
Lesson 4
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Read a variety of grade-appropriate digital and print texts such as newspapers and
magazines for lifelong learning.
b) Appreciate the importance of independent reading in lifelong learning.
Key Inquiry Questions
1. Why is it important to read newspapers and magazines?
2. When do we read?
Suggested Learning Resources
• Learner’s Book • magazines, newspaper
Suggested Assessment Methods
• oral reading • oral discussions
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to look at the pictures in Activity 1
and let them predict what the people are doing. Guide the learners in making
sentences.
2. Let the learners say the last time they read newspaper or magazine for pleasure.
Let them share what they read with the class. Communication skills is enhanced.
Possible answers (Activity 1)
a) e lady is buying a magazine and a newspaper.
b) She uses money to buy the newspaper.
c) e man is reading a newspaper.
d) e newspaper vendor is selling magazines and newspapers.
e) e boy and the girl are reading the newspaper from a tablet.
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3. Assess learners’ ability to construct grammatically correct and well-punctuated
sentences. Additionally, assess their reading uency skills. is can be done
through oral presentation or oral reading.
4. Organise the learners in two groups. Let each group read one article from the
newspaper cutting in Activity 2. Observe the learners as they read and correct
any bad reading habits such as using ngers, pens to point at the text and bent
posture. is will help foster values of responsibility and unity.
5. Financial literacy and p roblem-solving skills are enhanced as they say what they
learn from the articles and share their experiences of having to do an activity in
order to earn money. is will inculcate learning to learn as learners borrow each
other’s ideas of earning money.
6. Conclude the lesson by providing the learners with more enterprise project ideas.
Remind the learners to do the take-home assessment with the assistance of a
parent or family member if need be.
Take-home Assessment
Assess the learner’s ability to demonstrate independent reading of grade appropriate
texts for lifelong learning. is should be done by listening to their presentations on
what they read in class.
Lesson 5
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Demonstrate independent reading of grade appropriate digital and print texts
such as newspapers, magazines and articles for information and enjoyment.
b) Appreciate the importance of independent reading in lifelong learning.
Key Inquiry Question
• How do we choose the materials we read?
Additional Information for the Teacher
Find an article or a storybook talking about the value of saving and make copies for
learners to use in Activity 3. Prior to the lesson, use any digital device to access a
business related website and prepare to use it during Activity 2.
Suggested Learning Resources
• Learner’s Book • projector • tablet
• storybook • smart phone • computer
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Suggested Assessment Methods
• oral reading • oral discussion
Suggested Learning Experiences
1. Introduce the lesson by recapping what the learners did in their take-home
assessment. Ask a few to share what they learnt from the articles.
2. Group the learners and ask them to discuss the picture in Activity 1. Help
learners to identify the dierent materials in the picture: tablet, smart phone and
newspapers.
NOTE: If none of the children have used a computer to access or read the
newspapers, you should make a point to demonstrate it to the class. is will
contribute to the enhancement of digital literacy.
3. Listen and assess the learners’ speaking uency, digital literacy and ability
to communicate with each other using correct sentences as they share their
experiences.
4. Guide the learners to read the article(s) from the following website link: http://
www.businessdailyafrica.com as per in Activity 2. Ask learners to pick one thing
they learnt about money from the article(s) read and share with the class. is
enhances digital literacy as well as the values of unity and cooperation.
5. Assess the learners’ ability to use digital devices and ability to read a variety of
grade appropriate texts.
6. Provide the learners grade-appropriate storybooks or articles and let them read
them silently. Ask them to write a few sentences about what they learn from the
story or article. is enhances self-ecacy and learning to learn.
7. As they share the information with the class, assess their ability to use the
dictionary to get the meaning and communicate boldly.
8. Conclude the lesson by asking the learners to form aer-school reading club
where they can meet with their friends and read as many grade-appropriate text
as they can.
Take-home Assessment
Assess the learners’ understanding of the unit by reading or listening to the poems
they write and read to the class.
Further Learning
Assess the learners ability to demonstrate independent reading of grade-appropriate
texts. is can be done randomly by asking learners what materials they read and what
they learn from them.
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Suggested Formative Assessment Rubric
Indicators Exceeds
Expectations
Meets
Expectations
Approaches
expectations
Below
Expectations
Reading a
variety of grade
appropriate
texts
Consistently
reads a variety of
grade
appropriate print
texts.
Reads a variety
of grade
appropriate
print texts.
Sometimes
reads a variety
of grade
appropriate
print
texts.
Rarely
reads grade
appropriate
print texts.
Demonstrating
independent
reading
of grade
appropriate
texts
Consistently
demonstrates
independent
reading of grade
appropriate
texts.
Demonstrates
independent
reading of grade
appropriate
texts.
Sometimes
demonstrates
independent
reading of grade
appropriate
texts.
Rarely
demonstrates
independent
reading of grade
appropriate
texts.
C. Grammar
Sub strand: Parts of Speech - Preposition
Suggested time: 2 Lessons, LB pages 177-180
Lesson 6
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Identify prepositions of position and direction in sentences for comprehension.
b) Appreciate the importance of prepositions for clarity in communication.
Key Inquiry Questions
1. Why should we tell others exactly where people and things are?
2. Which words show the position of people and things?
Additional Information for the Teacher
Use the following link to watch the video in advance: http://www.youtube.com/
watchtv?v=1EXOsBf18i4. Use more practical examples to help learners understand
prepositions better.
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Suggested Learning Resources
• Learner’s Book • realia
• digital devices (computers, smart phone, tablet)
Suggested Assessment Methods
• teacher-made assessment
• question and answer
• listening
Suggested Learning Experiences
1. Introduce the lesson by instructing learners to locate the things in Activity 1. Let
them make sentences using the words listed.
Example: My school bag is under my desk.
2. Critical thinking and eective communication skills are enhanced as learners look
around and make sentences about the position of the items. Assess learners’ ability
to construct sentences as guided and make corrections accordingly.
3. Play the video you downloaded from the link above. Instruct learners to watch the
video and write the prepositions from the video and share what they learn with
the class. is develops their digital literacy and self-ecacy.
4. Assess the learners’ ability to identify prepositions in sentences by listening to the
learners as they share what they have learnt from the video.
5. Guide the learners through the ‘Did you know?’ section to help the learners
understand more about prepositions and how they are used.
6. Conclude the lesson by asking the learners to say the prepositions they have learnt.
Remind them to do the take-home assessment.
Take-home Assessment
Listen to the learners’ sentences and assess their ability to identify and use prepositions
in sentences appropriately.
Lesson 7
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Use prepositions correctly in oral and written contexts for effective
communication.
b) Appreciate the importance of prepositions for clarity in communication.
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Key Inquiry Questions
1. Which words show the position of people and things?
2. Why should we tell others exactly where people and things are?
Suggested Learning Resources
• Learner’s Book • manila • realia
Suggested Assessment Methods
• matching tasks • teacher-made assessment
• question and answer
Suggested Learning Experiences
1. Introduce the lesson by providing the learners with manila paper or ash cards
and guide them in creating a preposition chart. (Check the piggy banks in Activity
1 for guidance.)
2. Guide the learners to play the matching game in groups of three (minimum). is
will develop their problem-solving and critical thinking skills. Let them make
sentences using the prepositions and share with the rest of the class. Assess the
learners’ prociency in using prepositions in sentences appropriately.
3. Ask the learners whether they have heard of the word ‘tax’ and where they heard
it from. is will inform you whether the learners have a basic idea of what taxes
are.
4. Refer them to the picture in the story in Activity 2. Let them say what they
think the people in the picture are doing.
Possible answers (Activity 2)
ey are using the internet/computers to pay taxes.
5. Let the learners read the story individually and identify the prepositions in the
story. Citizenship and nancial literacy is realised as the learners read about
money and paying taxes to foster patriotism. e value of responsibility is also
enhanced.
6. Ask the learners to use the prepositions identied to make sentences. Assess
the learners’ ability to identify and use prepositions correctly. As they read, self-
ecacy is enhanced.
7. Lead learners to make preposition charts using drawings to illustrate the
prepositions they have learnt. Encourage learners to be creative and draw dierent
objects to represent the prepositions. As they make the charts, learning to learn
will be enhanced. Assess learners’ understanding of prepositions.
8. Conclude the lesson by helping learners to keep dierent things in the class at
their right places.
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Take-home Assessment
Assess learners’ ability to identify and use prepositions correctly by checking their
answers.
Possible answers (Take-home assessment)
1. up 2. from 3. past 4. at 5. in 6. in
7. into 8. opposite
Further Learning
Encourage the learners to have a discussion with their parents about taxes, how they
pay it and how it is important to the country. is will help them learn more about
taxes and foster patriotism.
Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
prepositions in
sentences
Consistently
identies
prepositions in
sentences.
Identies
prepositions in
sentences.
Identies some
prepositions in
sentences.
Rarely identies
prepositions in
sentences.
Using
prepositions
in sentences
appropriately
Always uses
prepositions
in sentences
appropriately.
Uses
prepositions
in sentences
appropriately.
Sometimes uses
prepositions
in sentences
appropriately.
Rarely uses
prepositions
i sentences
appropriately.
D. Writing
Sub strand: Spelling - Double Consonant Words
Suggested time: 2 Lessons, LB pages 180-182
Lesson 8
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Spell words with double consonants correctly for clarity of writing.
b) Appreciate the importance of writing words clearly and correctly in
communication.
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Key Inquiry Question
• Why is it important to write words correctly?
Additional Information for the Teacher
In this lesson, watch the video link before the lesson and come up with a list of the
words mentioned in the video: https://www.youtu.be/r3RROurHC24. Help learners
dierentiate between consonants and vowels. If internet is a scarce resource in your
locality improvise by making audio recordings instead.
Suggested Learning Resources
• Learner’s Book • digital devices (video player)
Suggested Assessment Methods
• question and answer • oral reading
• dictation • oral discussion
Suggested Learning Experiences
1. Introduce the lesson by asking the learners some of the commonly misspelt words
they know (from the theme Sports-My favourite game). rough oral discussion,
let them say the importance of writing words correctly.
2. Play the video you have downloaded for the learners and instruct them to write
all the double consonant words from it. Digital literacy and learning to learn will
be inculcated as learners learn how to spell words through watching videos.
3. Explain to the learners what double consonant words are and let them read out
loud the words they have written.
4. Assess learners’ ability to listen and spell words with double consonants correctly.
5. Organise the learners in pairs and let them make more double consonant words
as instructed in Activity 2. Critical thinking, communication and collaboration
skills are enhanced as learners read the words to the class.
6. Let the learners work in pairs and ask them to read the words in the table in
Activity 3 paying close attention to the double consonants. Explain to the learners
how changing the tense of a word can lead to the creation of double consonant
words.
7. Cooperation, unity and peace are fostered as the learners work in pairs to complete
the second table. Assess the learners’ comprehension of double consonant words
and how to use tense to make them by checking their answers.
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Possible answers (Activity 4)
Present tense Present continuous tense Past
travel
plan
stop
travelling
planning
stopping
travelled
planned
stopped
Assess the learners’ ability to spell words with double consonant correctly dictating the
following words and asking them to group words with double consonants:
• dollar • arrow • butter • letter • written • cotton
• government • money • between • opposite • through • borrow
Possible answers
• dollar • arrow • butter • letter
• written • cotton • opposite
is activity is meant to enhance the learners critical thinking.
NOTE: Learners who group the word between as a double consonant letter may not have
understood clearly the dierence between a vowel and a consonant. Guide accordingly.
8. Conclude the lesson by reminding the learners to do the take-home assessment.
is enhances learning to learn and the value of responsibility.
Take-home Assessment
Listen or read the words they found to assess the learners’ ability to spell words with
double consonants correctly.
Lesson 9
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
a) Construct correct sentences using words with double consonants for cohesive
writing.
b) Appreciate the importance of writing words clearly and correctly.
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Key Inquiry Question
• Why is it important to write words correctly?
Suggested Learning Resources
• Learner’s Book
Suggested Assessment Methods
• reading • oral presentation • oral discussion • writing assessment
Suggested Learning Experiences
1. Introduce the lesson by asking the learners to share some of the double consonant
words they found/made. is will assist you to know whether the learners
understood the concept of double consonant words.
2. Instruct the learners to read the short story in Activity 1. e value of unity and
integrity are nurtured as the learners work together to identify double consonant
words used in the paragraph.
3. Assess the learners’ ability to identify double consonant words by asking each
group to mention at least one.
4. Let the learners arrange the jumbled up letters in Activity 2 correctly to come up
with the correct words. is enhances critical thinking and problem-solving skills.
5. Instruct the learners to use the words to make sentences and read them to the class.
Assess their ability to construct sentences using words with double consonants
correctly.
Possible answers (Activity 2)
• across • apply • bully • attend • sell • borrow • aect
Take-home Assessment
Assess the learners’ ability to use prepositions and double consonant words correctly
to make sentences. is can be done through reading the sentences or listening to the
learners read the sentences.
Further Learning
Encourage learners to make use of the internet or even a word board game to learn new
words and spell them correctly. Assess them through random questions or discussions.
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Suggested Formative Assessment Rubric
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Spelling
words with
double
consonants
Consistently
spells words
with double
consonants
correctly.
Spells words
with double
consonants
correctly.
Sometimes
spells words
with double
consonants
correctly.
Rarely spells
words with double
consonants
correctly.
Constructing
sentences
using words
with double
consonants
Always constructs
correct sentences
using words
with double
consonants.
Constructs
correct
sentences
using words
with double
consonants.
Sometimes
constructs
correct sentences
using words with
double
consonants.
Rarely constructs
correct sentences
using words
with double
consonants.