RATIONALIZED GRADE 5 ENGLISH ACTIVITIES SCHEMES OF WORK TERM 2

Reading

(Dialogues

about 400 words)

a.       Respond to direct and inferential questions

b.      Use contextual clues to infer the meaning of words.

c.       Respond to direct and inferential questions for comprehension.

d.      Relate events in the story with their own experiences.

2.  What makes you a good reader?

 Make connections between the characters in the text and the people they know.

 Relate events in the dialogue with their experiences.

 Answer direct and inferential questions based on the dialogue.

 Infer the meaning of words from the context (for example, from words occurring before or after).

·         newspapers

·         dictionaries

·         diorama

·         flash cards

·         Skills in English T.G pg. 88-89

·         Skills in English Learners Bk. Pg.86-87

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

as quantifiers:

Few/ a few,

little/ a little, a

lot, each, all,

enough, most,

least

a.       Identify quantifying determiners in a variety of texts

b.      Use quantifying determiners appropriately in a variety of contexts.

c.       Judge the appropriateness of quantifying determiners in oral and written texts.

2.  Why is it important to tell the quantity of something?

  Read sentences containing quantifying determiners

from the internet, in small groups

 Construct sentences using quantifying determiners with nouns in small groups.

  Complete sentences by filling in gaps using the correct

Quantifying determiners.

·diorama

·flash cards

·Skills in English T.G pg. 90

·Skills in English Learners Bk. Pg.88-89

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

Pictorial

Composition (120

-160 words)

the learner should be able to:

a.       Choose possible topics for pictorial compositions.

b.      Create a composition based on the visuals or pictures

c.       Judge visuals appropriately for creativity in writing.

2.  What messages do pictures communicate?

 Write a pictorial compositions in small groups.

 Proof read each groups work and give feedback.

 Display their compositions in class.

·dictionaries

·diorama

·flash cards

·Skills in English T.G pg. 91-92

·Skills in English Learners Bk. Pg.89-90

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

here, year ;/eɪ/ as

in make, brain

a.       Identify words, phrases or sentences with the target sound.

b.      Pronounce sounds correctly for accuracy in speech.

a.       Challenge others to listen interactively for effective communication.

2.  Why should we listen to one another?

3.  Why should you give others a chance to speak?

4.  How do you tell if someone is happy or sad?

 Select words with the sounds /ə/ and /eɪ/ from a dialogue.

 Take turns to read a dialogue in pairs.

   Interrupt appropriately.

 View a video of conversation and list words or phrases used to interrupt politely.

 Say the target sounds as modelled from a recording.

 Make sentences with words containing the sounds: /ə /eɪ/.

·diorama

·flash cards

·Skills in English T.G pg. 94-96

·Skills in English Learners Bk. Pg.92-94

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Fiction and

Non-Fiction Texts

(1000-1250 words)

the learner should be able to:

a.       Select relevant reading materials from a collection of books.

b.      Read a variety of materials for information and pleasure.

c.       Judge the appropriateness of reading materials on the basis of interest, complexity and subject.

2.  Why is it necessary to read many books?

3.  What do you consider when choosing a material to read?

 Skim through reading materials to obtain the main idea.

 Preview texts to determine suitability and relevance.

  Scan materials for specific details, in pairs

 Select appropriate reading materials from a library.

 Read the selected materials individually.

 Share reflections on the books read in groups.

 Keep a record of materials read.

·diorama

·flash cards

·Skills in English T.G pg. 96-97

·Skills in English Learners Bk. Pg.94-98

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

Future

Time using

will/shall

a.       Identify words that indicate future time in sentences.

b.      Use will and shall to express future time correctly.

c.       Collaborate with others to determine the correctness and appropriates of the tense used in own or provided texts.

2.  How do you tell the time something happened?

3.  What will you do tomorrow?

 Pick sentences which express future time from a text.

 Make sentences from a substitution table.

 Answer questions on future time using will/shall in pairs.

 Construct sentences using will/shall in pairs or groups.

 Role play activities they plan or wish to do in future in small groups.

·flash cards

·Skills in English T.G pg. 97-98

·Skills in English Learners Bk. Pg.98-99

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

Writing

Punctuation

Use of

the Commas

a.       Identify commas and double quotation marks in written texts.

b.      Use the comma and double quotation marks correctly in sentences.

c.       Advocate the use of correct punctuation in written communication.

2.  Why do we punctuate sentences?

 Read a text in pairs.

 Identify punctuation marks used in the text in pairs.

 Use commas to show pauses between words, phrases or clauses.

 Complete sentences using double quotation marks and commas.

·flash cards

·Skills in English T.G pg. 98-99

·Skills in English Learners Bk. Pg.100

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

and Vocabulary:

Interactive

Listening

b.      Construct sentences orally using words related to the theme.

c.       Use words and non-verbal cues to express different moods

d.      Challenge others to listen interactively for effective communication.

2.  Why should we listen to one another?

3.  Why should you

give others a chance to speak?

4.  How do you tell if

someone is happy

or sad?

 Take turns to read a dialogue in pairs.

   Interrupt appropriately.

 View a video of conversation and list words or phrases used to interrupt politely.

 Say the target sounds as modelled from a recording.

·flash cards

·Skills in English T.G pg. 99-100

·Skills in English Learners Bk. Pg.101-102

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

more than 5

stanzas)

the learner should be able to:

a.       Select relevant reading materials from a collection of books.

b.      Read a variety of materials for information and pleasure.

c.       Judge the appropriateness of reading materials on the basis of interest, complexity and subject.

2.  Why is it necessary to read many books?

3.  What do you consider when choosing a material to read?

 Skim through reading materials to obtain the main idea.

 Preview texts to determine suitability and relevance.

  Scan materials for specific details, in pairs

 Select appropriate reading materials from a library.

 Read the selected materials individually.

·flash cards

·Skills in English T.G pg. 100

·Skills in English Learners Bk. Pg.102-103

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

Future

Time using

will/shall

a.       Identify words that indicate future time in sentences.

b.      Use will and shall to express future time correctly.

c.       Collaborate with others to determine the correctness and appropriates of the tense used in own or provided texts.

2.  How do you tell the time something happened?

3.  What will you do tomorrow?

 Watch videos, computer, tablets, audio materials you tube which feature future time.

   Make predictions (events, weather among

others using will and shall

 Create display charts with sentences which feature will and shall.

·photographs

·flash cards

·Skills in English T.G pg. 101

·Skills in English Learners Bk. Pg.103-104

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

Double Quotation

Marks

a.       Identify commas and double quotation marks in written texts.

b.      Use the comma and double quotation marks correctly in sentences.

c.       Advocate the use of correct punctuation in written communication.

2.  Why do we punctuate sentences?

 Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources.

 Play punctuation games.

 Create posters or charts with sentences with double quotation marks and commas and display them in class.

·Skills in English T.G pg. 101-102

·Skills in English Learners Bk. Pg.104-106

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

–

THE PLANTATION

featuring proverbs and

sayings (about 130

words

to:

a.       List proverbs and saying in a narrative.

b.      Use words, proverbs and sayings appropriately in oral communication.

c.       Anticipate what is likely to happen as a story unfolds.

d.      Display varied emotions and feelings when listening to an oral presentation.

2.  Which proverbs and sayings do you know?

3.  Why are proverbs and sayings important in speech?

 Listen to a narrative and select proverbs and saying.

  Search for vocabulary, proverbs and sayings in the internet

 Listen and view stories and songs featuring proverbs and sayings.

 Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups.

 Display them in the classroom.

·         story books

·         poetry books

·         dictionaries

·         diorama

·         flash cards

·Skills in English T.G pg. 104-106

·Skills in English Learners Bk. Pg.107-108

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Reading

Texts of

about 400

words

a.       Identify unfamiliar words in texts for fluency.

b.      Read a text accurately and with expression for fluency.

c.       Challenge peers and parents to read accurately, at the right speed and without hesitation.

2.  How long do you take to read a text?

3.  What can you do to improve your reading speed?

 Skim and scan through paragraphs for information, in pairs or small groups.

 Search for an article on a topic they enjoy, select a portion to read, set a goal of the words to read per minute and time themselves as they read.

·story books

·poetry books

·diorama

·flash cards

·Skills in English T.G pg. 107-108

·Skills in English Learners Bk. Pg.109-112

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

Double

imperatives: how

many/

could/would

the learner should be able to:

a.       Identify double imperatives correctly in texts.

b.      Use question tags correctly in different contexts.

c.       Write correct sentences using double imperatives for effective communication.

d.      Advocate the correct use of double imperatives and question tags in communication.

2.  How do you give instructions?

3.  Why do we ask questions?

 Fill in gaps in sentences using double imperatives.

 Select question tags from a story, dialogue or poem.

 Match statements with the correct question tag to make a tag question.

·         story books

·         poetry books

·         dictionaries

·         diorama

·flash cards

·Skills in English T.G pg. 109-110

·Skills in English Learners Bk. Pg.112-113

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

a.       Identify similes and proverbs in a variety of texts.

b.      Use similes and proverbs in writing for self-expression.

c.       Create a narrative composition featuring similes and proverbs.

d.      Advocate the use of similes and proverbs to enhance creativity in writing.

2.  Which stories do you enjoy reading?

3.  Which similes and proverb do you know?

 Read narratives with formulaic expressions in print and digital format.

 List similes and proverbs in texts, in small groups.

 Create a clear and coherent story line using proverbs and similes.

 Compose a story featuring similes and proverbs, small groups.

·flash cards

·Skills in English T.G pg. 110-111

·Skills in English Learners Bk. Pg.113-114

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

acre, cotton; /g/ as in

grow, green

the learner should be able

to:

a.       Construct sentences orally using words related to the theme.

b.      Pronounce words with the target sounds correctly.

c.       Display varied emotions and feelings when listening to an oral presentation.

2.  Which proverbs and sayings do you know?

3.  Why are proverbs and sayings important in speech?

 Make oral sentences using vocabulary.

 Practice saying words with the sounds /k/ /g/, in pairs.

 Create tongue twisters with the sounds /k/ /g/.

 Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups.

 Display them in the classroom.

·story books

·poetry books

·pictures and

·flash cards

·Skills in English T.G pg. 111-112

·Skills in English Learners Bk. Pg.115-116

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Reading

Texts of

about 400

words

a.       Read a text accurately and with expression for fluency.

b.      Read a text at the right speed for fluency.

c.       Challenge peers and parents to read accurately, at the right speed and without hesitation.

2.  How long do you take to read a text?

3.  What can you do to improve your reading speed?

 Find a word or phrase from a word – chart within a stipulated time.

 Read aloud in unison as a whole class or groups (choral reading).

 Read a short passages from a poem reader’s theatre materials, poems, and short plays.

 Echo or imitate a model intonation and expression as they read a short paragraph or sentence at a time.

·story books

·poetry books

·pictures and

·photographs

·flash cards

·Skills in English T.G pg. 112-113

·Skills in English Learners Bk. Pg.116-118

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

Tags on the Verb

to be

a.       Identify double imperatives correctly in texts.

b.      Use question tags correctly in different contexts.

c.       Write correct sentences using double imperatives for effective communication.

d.      Advocate the correct use of double imperatives and question tags in communication.

2.  How do you give instructions?

3.  Why do we ask questions?

 Role play giving and receiving instructions at home using double imperatives.

  Use double imperatives to make rules for their

class and display them in charts or posters

·story books

·poetry books

·pictures and

·flash cards

·Skills in English T.G pg. 114

·Skills in English Learners Bk. Pg.118-120

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

Narrative Composition

(120 -160 words)

a.       Use similes and proverbs in writing for self-expression.

b.      Create a narrative composition featuring similes and proverbs.

c.       Advocate the use of similes and proverbs to enhance creativity in writing.

2.  Which stories do you enjoy reading?

3.  Which similes and proverb do you know?

 Read narratives with formulaic expressions in print and digital format.

 Engage in a dialogue to advance plot and story line.

 Write creative compositions using featuring similes and proverbs, individually.

 Create and display charts with proverbs and similes, in pairs or small groups.

·story books

·poetry books

·pictures and

·photographs

·diorama

·flash cards

·Skills in English T.G pg. 115-116

·Skills in English Learners Bk. Pg.120

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

–

Visiting a doctor

Fluency

Narrative

of about 150

words

the learner should be able to:

a.       Construct sentences orally using words related to the theme.

b.      Use vocabulary related to the theme correctly.

c.       Display appropriate emotions and feelings when making an oral presentation.

2.  How can you listen more attentively?

3.  Which words do you use to talk about diseases?

 Construct sentences in pairs or small groups.

 Listen to a poem or narrative and identify words with the /h/ sound.

 Retell the narrative in own words in small groups.

·dictionaries

·diorama

·flash cards

·Skills in English T.G pg. 119-120

·Skills in English Learners Bk. Pg.122-128

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Fluency

Narrative

of about 150

words

the learner should be able to:

a.       Construct sentences orally using words related to the theme.

b.      Use vocabulary related to the theme correctly.

c.       Display appropriate emotions and feelings when making an oral presentation.

2.  How can you listen more attentively?

3.  Which words do you use to talk about diseases?

   Listen to music and pick out sounds and vocabulary.

 Watch news at home for fun, and retell the interesting episodes to peers and friends in the classroom.

 Practice delivering the news highlights in the classroom.

 Recite poems on communicable diseases.

·dictionaries

·diorama

·flash cards

·Skills in English T.G pg. 119-120

·Skills in English Learners Bk. Pg.122-128

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Fictional or Non-Fictional Texts

(About 400 words)

a.       Identify the main idea in each paragraph.

b.      Visualize events, characters and descriptions in texts for comprehension.

c.       Summarize the main points of a text.

d.      Challenge others to focus on detail when reading a text

2.  How can you tell what will happen in a story?

 Make connections between events in the text and their experiences.

 Retelling the story in pairs.

 Use illustrations, the introduction and the title of a text to make predictions.

 Describe in groups the characters, episodes and places in a text.

 Answer questions from a text.

 Say the main ideas from a text

·story books

·poetry books

·flash cards

·Skills in English T.G pg. 120-121

·Skills in English Learners Bk. Pg.123-125

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

Fictional or Non-Fictional Texts

(About 400 words)

a.       Identify the main idea in each paragraph.

b.      Summarize the main points of a text.

c.       Answers factual and inferential questions for comprehension.

d.      Challenge others to focus on detail when reading a text

2.  How can you tell what will happen in a story?

 Make connections between events in the text and their experiences.

 Retelling the story in pairs.

 Use illustrations, the introduction and the title of a text to make predictions.

 Describe in groups the characters, episodes and places in a text.

 Answer questions from a text.

 Say the main ideas from a text.

·story books

·poetry books

·flash cards

·Skills in English T.G pg. 120-121

·Skills in English Learners Bk. Pg.123-125

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

(manner, time,

place, frequency)

to:

a.       Distinguish between adverbs of manner, time place and frequency for effective communication.

b.      Use adverbs of manner, time, place and frequency in oral and written contexts.

c.       Judge the appropriateness of adverbs used in oral and written texts.

2.  Which words describe when, how and where actions take place?

 Identify and list adverbs from a digital or print text, in pairs.

 Make sentences from a substitution table using the pattern how many…could/would.

 Fill blank with appropriate adverbs.

 Construct sentences using adverbs of manner, time place and frequency.

 Recite poems containing adverbs, in groups.

·         story books

·         poetry books

·         pictures and

·flash cards

·Skills in English T.G pg. 121-122

·Skills in English Learners Bk. Pg.126-128

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

(manner, time,

place, frequency)

to:

d.      Distinguish between adverbs of manner, time place and frequency for effective communication.

e.       Use adverbs of manner, time, place and frequency in oral and written contexts.

f.       Judge the appropriateness of adverbs used in oral and written texts.

2.  Which words describe when, how and where actions take place?

 Identify and list adverbs from a digital or print text, in pairs.

 Make sentences from a substitution table using the pattern how many…could/would.

 Fill blank with appropriate adverbs.

 Construct sentences using adverbs of manner, time place and frequency.

 Recite poems containing adverbs, in groups.

·         story books

·         poetry books

·         pictures and

·flash cards

·Skills in English T.G pg. 121-122

·         Skills in English Learners Bk. Pg.126-128

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

Marks

Apostrophe

a.       Identify apostrophe in sentences.

b.      Punctuate sentences correctly using the.

c.       Collaborate with others to punctuate own or provided documents.

2.  Why do we punctuate sentences?

 Listen to a short oral text and write the text with the correct punctuation marks.

 Underline the apostrophe and exclamation marks in a text, in pairs.

 Construct sentences using apostrophe and exclamation mark.

 Watch online videos or slides about the correct use of apostrophe and exclamation mark.

·story books

·poetry books

·pictures and

·flash cards

·Skills in English T.G pg. 123-124

·Skills in English Learners Bk. Pg.128

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

Sounds: /h/

as in health, heal

the learner should be able to:

a.       List words with sound /h/ from an oral text.

b.      Speak accurately, at the right speed and with expression on a given topic

Display appropriate emotions and feelings when making an oral presentation.

2.  How can you listen more attentively?

3.  Which words do you use to talk about diseases?

 Listen to a poem or narrative and identify words with the /h/ sound.

 Retell the narrative in own words in small groups.

   Listen to music and pick out sounds and vocabulary.

 Watch news at home for fun, and retell the interesting episodes to peers and friends in the classroom.

 Recite poems on communicable diseases.

·story books

·poetry books

·pictures and

·flash cards

·Skills in English T.G pg. 124-125

·Skills in English Learners Bk. Pg.129-130

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Fictional or Non-Fictional Texts

(About 400 words)

a.       Visualize events, characters and descriptions in texts for comprehension.

b.      Summarize the main points of a text.

c.       Answers factual and inferential questions for comprehension.

d.      Challenge others to focus on detail when reading a text

2.  How can you tell what will happen in a story?

 Make connections between events in the text and their experiences.

 Retelling the story in pairs.

 Use illustrations, the introduction and the title of a text to make predictions.

 Describe in groups the characters, episodes and places in a text.

 Answer questions from a text.

 Say the main ideas from a text.

·story books

·poetry books

·pictures and

·photographs

·newspapers

·flash cards

·Skills in English T.G pg. 126-127

·Skills in English Learners Bk. Pg.131-133

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

many…could/would

to:

a.       Construct sentences using how many… could/would correctly.

b.      Use adverbs of manner, time, place and frequency in oral and written contexts.

c.       Judge the appropriateness of adverbs used in oral and written texts.

2.  Which words describe when, how and where actions take place?

 Identify and list adverbs from a digital or print text, in pairs.

 Make sentences from a substitution table using the pattern how many…could/would.

 Fill blank with appropriate adverbs.

 Construct sentences using adverbs of manner, time place and frequency.

 Recite poems containing adverbs, in groups.

·story books

·poetry books

·pictures and

·dictionaries

·diorama

·flash cards

·Skills in English T.G pg. 127

·Skills in English Learners Bk. Pg.133-134

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

a.       Identify exclamation mark in sentences.

b.      Punctuate sentences correctly using exclamation mark.

c.       Collaborate with others to punctuate own or provided documents.

2.  Why do we punctuate sentences?

 Construct sentences using apostrophe and exclamation mark.

 Complete exercises related to the apostrophe and exclamation mark online and offline.

 Create and display charts or posters with sentences in which apostrophe and exclamation mark are used, in groups.

·story books

·poetry books

·pictures and

·dictionaries

·diorama

·flash cards

·Skills in English T.G pg. 128-130

·Skills in English Learners Bk. Pg.135-136

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

–

My hobby

Listening

Choral verse

a.       Identify different moods in a narrative or a choral verse.

b.      Use words and phrases with the selected sound in sentences

c.       Interrupt appropriately during turn- taking for self-expression.

d.      Challenge others to listen interactively during conversations.

2.  Which words do you use to join an ongoing conversation?

 Listen to a narrative and retell it while expressing different moods or feelings.

 Construct sentences orally in pairs or small groups.

 Say words containing the sounds /s/ and /z/ in pairs or small groups.

 Discuss about appropriate turn-taking skills in the conversation.

 Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.

·story books

·poetry books

·dictionaries

·diorama

·flash cards

·Skills in English T.G pg. 132-133

·Skills in English Learners Bk. Pg.137-138

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

surf; and /z/ as in zoo

a.       Use words and phrases with the selected sound in sentences

b.      Interrupt appropriately during turn- taking for self-expression.

c.       Challenge others to listen interactively during conversations.

2.  Which words do you use to join an ongoing conversation?

 Construct sentences orally in pairs or small groups.

 Say words containing the sounds /s/ and /z/ in pairs or small groups.

 Discuss about appropriate turn-taking skills in the conversation.

 Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.

·story books

·poetry books

·pictures and

·flash cards

·Skills in English T.G pg. 132-133

·Skills in English Learners Bk. Pg.137-138

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Factual

Texts of About 400

Words

a.   Relate the ideas in a text with their experiences.

b.  Respond to factual and inferential questions correctly.

c.   Summarize the main ideas in the text for comprehension.

d.  Encourage others to pay attention to detail when reading.

2.  What makes you a good reader?

3.  Why do we make notes when reading?

 Skim through a text and obtain the main idea.

 Scan through a text to obtain specific information.

 Discuss and relate ideas with their experiences, in groups.

 Read a text independently.

 Answer direct and inferential questions from the text.

  Watch a video on leisure time and write the main points

·         diorama

·flash cards

·Skills in English T.G pg. 133-134

·Skills in English Learners Bk. Pg.139-140

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

and, but, or, because,

since, also, for, yet,

since

a.       Identify conjunctions in texts for effective communication

b.      Use conjunctions correctly in communication.

c.       Judge the correctness and appropriateness of conjunctions used in oral and written texts.

2.  Why do you join words and sentences?

 Listen to a short dialogue and identify the conjunctions.

 Make sentences from a substitution table using but, or, yet, because, since and also.

 Construct sentences using the conjunctions in pairs.

 Fill blank spaces using conjunctions in sentences or paragraphs.

·diorama

·flash cards

·Skills in English T.G pg. 134-135

·Skills in English Learners Bk. Pg.140-142

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

and, but, or, because,

since, also, for, yet,

since

d.      Identify conjunctions in texts for effective communication

e.       Use conjunctions correctly in communication.

f.       Judge the correctness and appropriateness of conjunctions used in oral and written texts.

2.  Why do you join words and sentences?

 Listen to a short dialogue and identify the conjunctions.

 Make sentences from a substitution table using but, or, yet, because, since and also.

 Construct sentences using the conjunctions in pairs.

 Fill blank spaces using conjunctions in sentences or paragraphs.

·diorama

·flash cards

·Skills in English T.G pg. 134-135

·Skills in English Learners Bk. Pg.140-142

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

Descriptive

Composition ((120

-160 words)

the learner should be able

to:

a.       Describe people or things mentioned in a text.

b.      Create a descriptive composition related to the theme for effective communication.

c.       Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.

2.  Why is it important to describe things or events?

 Read a sample composition from print or electronic sources.

 Talk about people or things in the text.

.

·         story books

·         poetry books

·         dictionaries

·         diorama

·flash cards

·Skills in English T.G pg. 135-136

·Skills in English Learners Bk. Pg.142-143

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

Descriptive

Composition ((120

-160 words)

the learner should be able

to:

a.       Describe people or things mentioned in a text.

b.      Create a descriptive composition related to the theme for effective communication.

c.       Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.

2.  Why is it important to describe things or events?

 Make sentences to describe how they spent their leisure time, in pairs.

 Organize the sentences to make a paragraph, in groups.

 Write a descriptive composition individually.

 Proof read their compositions, in pairs or groups.

·         story books

·         poetry books

·         dictionaries

·         diorama

·flash cards

·Skills in English T.G pg. 135-136

·         Skills in English Learners Bk. Pg.142-143

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

dialogue format

(conversational narrative)

a.       Identify different moods in a narrative or a choral verse.

b.      Use words and phrases with the selected sound in sentences

c.       Interrupt appropriately during turn- taking for self-expression.

d.      Challenge others to listen interactively during conversations.

2.  Which words do you use to join an ongoing conversation?

 Listen to a narrative and retell it while expressing different moods or feelings.

 Construct sentences orally in pairs or small groups.

 Say words containing the sounds /s/ and /z/ in pairs or small groups.

 Discuss about appropriate turn-taking skills in the conversation.

 Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.

·story books

·poetry books

·diorama

·flash cards

·Skills in English T.G pg. 137-138

·Skills in English Learners Bk. Pg.144-145

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Factual

Texts of About 400

Words

a.       Relate the ideas in a text with their experiences.

b.      Respond to factual and inferential questions correctly.

c.       Summarize the main ideas in the text for comprehension.

d.      Encourage others to pay attention to detail when reading.

2.  What makes you a good reader?

3.  Why do we make notes when reading?

 Skim through a text and obtain the main idea.

 Scan through a text to obtain specific information.

 Discuss and relate ideas with their experiences, in groups.

 Read a text independently.

 Answer direct and inferential questions from the text.

  Watch a video on leisure time and write the main points

·story books

·poetry books

·pictures and

·flash cards

·Skills in English T.G pg. 138-139

·Skills in English Learners Bk. Pg.145-147

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

and, but, or, because,

since, also, for, yet,

since

a.       Identify conjunctions in texts for effective communication

b.      Use conjunctions correctly in communication.

c.       Judge the correctness and appropriateness of conjunctions used in oral and written texts.

2.  Why do you join words and sentences?

 Listen to a short dialogue and identify the conjunctions.

 Make sentences from a substitution table using but, or, yet, because, since and also.

 Construct sentences using the conjunctions in pairs.

 Fill blank spaces using conjunctions in sentences or paragraphs.

 Create a display chart of sentences containing conjunctions, in small groups.

·         story books

·         poetry books

·         pictures and

·         dictionaries

·         diorama

·flash cards

·Skills in English T.G pg. 140

·Skills in English Learners Bk. Pg.147

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

Descriptive

Composition ((120

-160 words)

the learner should be able

to:

a.       Proof read their peers composition

b.      Create a descriptive composition related to the theme for effective communication.

c.       Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.

2.  Why is it important to describe things or events?

 Read a sample composition from print or electronic sources.

 Talk about people or things in the text.

 Make sentences to describe how they spent their leisure time, in pairs.

 Organize the sentences to make a paragraph, in groups.

 Write a descriptive composition individually.

 Proof read their compositions, in pairs or groups.

·story books

·poetry books

·flash cards

·Skills in English T.G pg. 141

·Skills in English Learners Bk. Pg.147

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

–

I am a sports champion

ride, wide

a.       Select words containing the target sound in sentences.

b.      Listen for words with the sound /aɪ/ from an audio text.

c.       Interpret a speaker’s emotions and feelings correctly during oral presentations.

2.  How can we become better listeners?

  Listen to oral presentations

(dialogues or poems on topical

issues) containing words with

the sound /aɪ/

 Identify words with the sound /aɪ/ from texts.

 Make a three-minute speech based on the theme in groups.

e)  Recite poems based on the theme.

·story books

·poetry books

·dictionaries

·diorama

·flash cards

·Skills in English T.G pg. 144-155

·Skills in English Learners Bk. Pg.149-150

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Reading with

Technology

the learner should be able to:

a.       Relate ideas in the text to personal experiences.

b.      Creates mental images from the events, characters or places in a text.

c.       Judge the appropriateness of digital texts on the basis word choice, theme and interest.

2.  What digital resources can you use in your reading?

3.  Why are digital materials more interesting to read than print ones?

 Infer the meaning of words from context.

 Make connections between their experiences and events in the reading text.

 Create pictures, mimes, videos or crossword puzzles in small groups.

 Search and read texts from the internet in pairs and groups, online.

 Answer questions in pairs.

 Dramatize or role play the stories they have read online.

 Print the visuals obtained from online sources and share or display in a gallery.

·         story books

·         poetry books

·         pictures and

·         diorama

·flash cards

·Skills in English T.G pg. 145-145

·Skills in English Learners Bk. Pg.150-152

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests

Interrogatives

When, who, how,

why, which, how

much, what else

a.       Identify interrogatives in sentences correctly.

b.      Use interrogatives accurately in sentences.

c.       Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.

2.  How do we ask questions?

  Mention the words used to ask questions – how, what, when, why, who

   Use the Wh- words and How to ask questions.

 Use digital devices to practice constructing questions.

·diorama

·flash cards

·Skills in English T.G pg. 147-148

·Skills in English Learners Bk pg. 152-154

choice

b)  Discrimination

c)  Gap-filling

d)  Short-answer

e)  Dialogue-completion,

information gap

f)  Role play

g)  Simulation

Misspelt Words

Homophones

Homonyms

the learner should be able

to:

a.       Spell selected words correctly for effective communication.

b.      Use homophones and homonyms in sentences correctly

c.       Advocate the use of correct spelling of words among peers.

2.  Which words do you find difficult to write?

3.  How do we learn to spell words?

 Discuss in groups words they find difficult to spell.

  Make a presentation on correct spelling homophones and homonyms

 Write words from a dictation by the teacher or from an audio-visual recording.

 Use jigsaw puzzle to form words correctly in groups.

·         diorama

·flash cards

·Skills in English T.G pg. 148-149

·Skills in English Learners Bk pg. 154

b)  Learner journals

c)  Peer assessment

d)  Self-assessment learner

e)  Portfolio dictation

f)Standardized writing tests

Short

speeches or dialogues of

about 130 words)

a.       Select words containing the target sound in sentences.

b.      Construct sentences orally using words related to the theme.

c.       Interpret a speaker’s emotions and feelings correctly during oral presentations.

2.  How can we become better listeners?

 Practice saying selected tongue twisters in pairs.

 Make a three-minute speech based on the theme in groups.

·         diorama

·         flash cards

·         Skills in English T.G pg. 150-151

·Skills in English Learners Bk pg. 155-156

recitations

b)  Role play

c)  Debates

d)  Oral interviews

e)  Dialogues

f)  Oral discussions

Reading with

Technology

the learner should be able to:

a.       Creates mental images from the events, characters or places in a text.

b.      Answer factual and inferential questions correctly.

c.       Judge the appropriateness of digital texts on the basis word choice, theme and interest.

2.  What digital resources can you use in your reading?

3.  Why are digital materials more interesting to read than print ones?

 Infer the meaning of words from context.

 Make connections between their experiences and events in the reading text.

 Create pictures, mimes, videos or crossword puzzles in small groups.

·journals

·dictionaries

·diorama

·flash cards

·Skills in English T.G pg. 152

·Skills in English Learners Bk pg. 156-157

b)  Dictation

c)  Oral interviews

d)  Question and answer

e)  Teacher-made tests