GRADE 5 SKILLS IN ENGLISH SCHEMES OF WORK TERM 2

SCHOOL………………………………….. TEACHERS NAME……………………………. TERM 2

Wk Ls Strand/ Lesson Specific learning Learning experiences Key inquiry Learning Assessment Refl
n Theme outcomes Questions Resources methods
1 1 A Intensive By the end of the lesson, the Learners is guided to: 1. How do we tell  photographs a) Reading
GREAT reading : learner should be able to:  Make connections between the meaning of  newspapers aloud
TEACH Comprehension a. Respond to direct and the characters in the text and words?  dictionaries b) Dictation
ER (Dialogues inferential questions the people they know.  2. What makes  diorama c) Oral
about 400 words) b. Use contextual clues to  Relate events in the dialogue you a good  flash cards interviews
Reading infer the meaning of words. with their experiences. reader?  Skills in d) Question and
c. Respond to direct and  Answer direct and inferential English T.G answer
inferential questions for questions based on the pg. 88-89 e) Teacher-made
comprehension. dialogue. tests
 Skills in
d. Relate events in the story  Infer the meaning of words
English
with their own experiences. from the context (for example,
Learners Bk.
from words occurring before or
Pg.86-87
after).
2 World classes: By the end of the lesson, the  List quantifying determiners 1. Which words dictionaries a) Tasks such as
Determiners learner should be able to: that can be used with both do we use to show diorama multiple
as quantifiers: a. Identify quantifying countable and uncountable amount or choice
flash cards
Few/ a few, determiners in a variety of nouns. quantity? b) Discrimination
Skills in English c) Gap-filling
little/ a little, a texts  Read sentences containing 2. Why is it T.G pg. 90 d) Short-answer
lot, each, all, b. Use quantifying determiners quantifying determiners important to Skills in English e) Dialogue-
enough, most, appropriately in a variety of from the internet, in small tell the quantity Learners Bk. completion,
least contexts. groups of something? Pg.88-89 information gap
c. Judge the appropriateness  Construct sentences using
of quantifying determiners quantifying determiners with
in oral and written texts. nouns in small groups.
 Complete sentences by
filling in gaps using the correct
Quantifying determiners.
3 Creative Writing By the end of the lesson,  Arrange different pictures 1. Why do we  photographs c) Peer
Pictorial the learner should be able to: logically to write a story enjoy looking at  dictionaries assessment
Composition (120 a. Choose possible topics for coherently, in groups. pictures?  diorama d) Self-
-160 words) pictorial compositions.  Write a pictorial  2. What  flash cards assessment
b. Create a composition based compositions in small groups. messages do  Skills in learner
on the visuals or pictures  Proof read each groups work pictures English T.G e) Portfolio
c. Judge visuals appropriately and give feedback. communicate? pg. 91-92 dictation
for creativity in writing.  Display their compositions in  Skills in f)Standardized
class. English writing tests
Learners Bk.
Pg.89-90
4 TECHN Sounds /ə/ as in By the end of the lesson, the Learner is guided to: 1. Why should we  dictionaries a) Oral reading
 OLOGY here, year ;/eɪ/ as learner should be able to:  Select words with the sounds pronounce sounds  diorama or dictation
: in make, brain a. Identify words, phrases or /ə/ and /eɪ/ from a dialogue. and words  flash cards recitations
LEARNI sentences with the target  Take turns to read a dialogue correctly?  Skills in b) Role play
NG sound. in pairs. 2. Why should we English T.G c) Debates
THROU b. Pronounce sounds correctly  Interrupt appropriately. listen to one pg. 94-96 d) Oral
GH for accuracy in speech.  View a video of conversation another?  Skills in interviews
TECHN a. Challenge others to listen and list words or phrases used 3. Why should English e) Dialogues
OLOGY interactively for effective to interrupt politely. you give others a Learners Bk. f) Oral
communication.  Say the target sounds as chance to speak? Pg.92-94 discussions
modelled from a recording.  4. How do you
 Make sentences with words tell if someone
containing the sounds: /ə /eɪ/. is happy or
sad?
5 Reading Extensive By the end of the lesson, Learner is guided to: 1. What kind of  dictionaries a) Reading
reading: the learner should be able to:  Skim through reading information do  diorama aloud
Extensive a. Select relevant reading materials to obtain the main you find in books?  flash cards b) Dictation
Fiction and materials from a collection idea. 2. Why is it  Skills in c) Oral
Non-Fiction Texts of books.  Preview texts to determine necessary to read English T.G interviews
(1000-1250 b. Read a variety of materials suitability and relevance. many books? pg. 96-97 d) Question and
words) for information and  Scan materials for specific  3. What do  Skills in answer
pleasure. details, in pairs you consider English e) Teacher-made
c. Judge the appropriateness  Select appropriate reading when choosing Learners Bk. tests
of reading materials on the materials from a library. a material to Pg.94-98
basis of interest, complexity  Read the selected materials read?
and subject. individually.
 Share reflections on the
books read in groups.
 Keep a record of materials
read.
2 1 Gramm Tense By the end of the lesson, the Learner is guided to: 1. Which words  a) Tasks such as
ar In Future learner should be able to:  Pick sentences which express do we use to show  flash cards multiple
use Time using a. Identify words that indicate future time from a text. future time? choice
 Skills in
will/shall future time in sentences.  Make sentences from a 2. How do you b) Discrimination
English T.G c) Gap-filling
b. Use will and shall to substitution table. tell the time pg. 97-98 d) Short-answer
express future time  Answer questions on future something  Skills in e) Dialogue-
correctly. time using will/shall in pairs. happened? English completion,
c. Collaborate with others to  Construct sentences using  3. What will Learners Bk. information gap
determine the correctness will/shall in pairs or groups. you do Pg.98-99 f) Role play
and appropriates of the  Role play activities they plan tomorrow? g) Simulation
tense used in own or or wish to do in future in small
provided texts. groups.
2 Writing Mechanics of By the end of the sub strand, Learner is guided to: 1. Which  diorama a) Teacher-made
Writing the learner should be able to:  Read a text in pairs. punctuation marks  flash cards tests
Punctuation a. Identify commas and  Identify punctuation marks do you know?  Skills in b) Learner
Use of double quotation marks in used in the text in pairs.  2. Why do we English T.G journals
the Commas written texts.  Use commas to show pauses punctuate pg. 98-99 c) Peer
 b. Use the comma and double between words, phrases or sentences?  Skills in assessment
quotation marks correctly in clauses. English d) Self-
sentences.  Complete sentences using Learners Bk. assessment
c. Advocate the use of correct double quotation marks and Pg.100 learner
punctuation in written commas. e) Portfolio
communication. dictation
f)Standardized
writing tests
3 DEAR Pronunciation By the end of the lesson, the Learner is guided to: 1. Why should we  diorama a) Oral reading
DIGITA and Vocabulary: learner should be able to:  Take turns to read a dialogue pronounce sounds  flash cards or dictation
L Interactive b. Construct sentences orally in pairs. and words  Skills in recitations
CHILD Listening using words related to the  Interrupt appropriately. correctly? English T.G b) Role play
theme.  View a video of conversation 2. Why should we pg. 99-100 c) Debates
c. Use words and non-verbal and list words or phrases used listen to one  Skills in d) Oral
cues to express different to interrupt politely. another? English interviews
moods  Say the target sounds as 3. Why should Learners Bk. e) Dialogues
d. Challenge others to listen modelled from a recording. you Pg.101-102 f) Oral
interactively for effective give others a discussions
communication. chance to speak?
4. How do you
tell if
someone is happy
 or sad?
4 Poems (not By the end of the lesson, Learner is guided to: 1. What kind of  poetry books a) Reading
more than 5 the learner should be able to:  Skim through reading information do  flash cards aloud
stanzas) a. Select relevant reading materials to obtain the main you find in books?  Skills in b) Dictation
materials from a collection idea. 2. Why is it English T.G c) Oral
of books.  Preview texts to determine necessary to read pg. 100 interviews
b. Read a variety of materials suitability and relevance. many books?  Skills in d) Question and
for information and  Scan materials for specific  3. What do English answer
pleasure. details, in pairs you consider Learners Bk. e) Teacher-made
c. Judge the appropriateness  Select appropriate reading when choosing Pg.102-103 tests
of reading materials on the materials from a library. a material to
basis of interest, complexity  Read the selected materials read?
and subject. individually.
5 Tense By the end of the lesson, the Learner is guided to: 1. Which words  pictures and a) Tasks such as
Future learner should be able to:  Watch videos, computer, do we use to show  photographs multiple
Time using a. Identify words that indicate tablets, audio materials you future time? choice
 flash cards
will/shall future time in sentences. tube which feature future time. 2. How do you b) Discrimination
 Skills in c) Gap-filling
b. Use will and shall to  Make predictions (events, tell the time English T.G d) Short-answer
express future time weather among something pg. 101 e) Dialogue-
correctly. others using will and shall happened?  Skills in completion,
c. Collaborate with others to  Create display charts with  3. What will English information gap
determine the correctness sentences which feature will you do Learners Bk. f) Role play
and appropriates of the and shall. tomorrow? Pg.103-104 g) Simulation
tense used in own or
 provided texts.
3 1 Use of By the end of the lesson, the Learner is guided to: 1. Which  flash cards a) Teacher-made
Double Quotation learner should be able to:  Pick out sentences with punctuation marks  Skills in tests
Marks a. Identify commas and double quotation marks in do you know? English T.G b) Learner
double quotation marks in newspapers, magazines, articles  2. Why do we pg. 101-102 journals
written texts. or internet resources. punctuate  Skills in c) Peer
b. Use the comma and double  Play punctuation games. sentences? English assessment
quotation marks correctly in  Create posters or charts with Learners Bk. d) Self-
sentences. sentences with double quotation Pg.104-106 assessment
c. Advocate the use of correct marks and commas and display learner
punctuation in written them in class.
communication.
2 THE Oral narrative By the end of the lesson, the Learner is guided to: 1. Why should we  course book a) Oral reading
FARM- featuring proverbs learner should be able  Listen to a narrative and pronounce words  story books or dictation
CASH and to: select proverbs and saying. correctly?  poetry books recitations
CROPS sayings (about a. List proverbs and saying in  Search for vocabulary, 2. Which  dictionaries b) Role play
130 a narrative. proverbs and sayings in the proverbs and  diorama c) Debates
- words b. Use words, proverbs and internet sayings do you  flash cards d) Oral
THE sayings appropriately in  Listen and view stories and know? interviews
 Skills in
PLANT oral communication. songs featuring proverbs and  3. Why are English T.G
e) Dialogues
ATION c. Anticipate what is likely to sayings. proverbs and f) Oral
pg. 104-106
happen as a story unfolds.  Create posters and charts sayings discussions
 Skills in
d. Display varied emotions with common proverbs and important in
English
and feelings when listening sayings that the learners can speech?
Learners Bk.
to an oral presentation. relate to, in small groups.
Pg.107-108
 Display them in the
classroom.
3 Reading Fluency in By the end of the lesson, the Learner is guided to: 1. What makes  course book a) Reading
Reading learner should be able to:  Skim and scan through someone a good  story books aloud
Texts of a. Identify unfamiliar words in paragraphs for information, in reader?  poetry books b) Dictation
about 400 texts for fluency. pairs or small groups. 2. How long do  diorama c) Oral
words b. Read a text accurately and  Search for an article on a you take to read a  flash cards interviews
with expression for fluency. topic they enjoy, select a text?  Skills in d) Question and
c. Challenge peers and parents portion to read, set a goal of the  3. What can English T.G answer
to read accurately, at the words to read per minute and you do to pg. 107-108 e) Teacher-made
right speed and without time themselves as they read. improve your tests
 Skills in
hesitation. reading speed? English
Learners Bk.
Pg.109-112
4 Gramm Use of By the end of the lesson, Learners is guided to: 1. What are some  course book a) Tasks such as
ar in use Double the learner should be able to:  Fill in gaps in sentences of your school  story books multiple
imperatives: how a. Identify double imperatives using double imperatives. rules? choice
 poetry books
many/ correctly in texts.  Select question tags from a 2. How do you b) Discrimination
 dictionaries c) Gap-filling
could/would b. Use question tags correctly story, dialogue or poem. give instructions?  diorama d) Short-answer
in different contexts.  Match statements with the  3. Why do we  flash cards e) Dialogue-
 c. Write correct sentences correct question tag to make a ask questions?  Skills in completion,
using double imperatives tag question. English T.G information gap
for effective pg. 109-110 f) Role play
communication. g) Simulation
 Skills in
d. Advocate the correct use of English
double imperatives and Learners Bk.
question tags in Pg.112-113
communication.
5 Writing Similes and By the end of the lesson, the Learner is guided to: 1. How do we  pictures and a) Teacher-made
Proverbs learner should be able to:  Read narratives with make our  flash cards tests
a. Identify similes and formulaic expressions in print compositions  Skills in b) Learner
proverbs in a variety of and digital format. interesting? English T.G journals
texts.  List similes and proverbs in 2. Which stories pg. 110-111 c) Peer
b. Use similes and proverbs in texts, in small groups. do you enjoy  Skills in assessment
writing for self-expression.  Create a clear and coherent reading? English d) Self-
c. Create a narrative story line using proverbs and  3. Which Learners Bk. assessment
composition featuring similes. similes and Pg.113-114 learner
similes and proverbs.  Compose a story featuring proverb do you e) Portfolio
d. Advocate the use of similes similes and proverbs, small know? dictation
and proverbs to enhance groups. f)Standardized
creativity in writing. writing tests
4 1 THE Listening and By the end of the lesson, Learner is guided to: 1. Why should we  course book a) Oral reading
FARM speaking: Sounds the learner should be able  Make oral sentences using pronounce words  story books or dictation
/k/ as in to: vocabulary. correctly?  poetry books recitations
acre, cotton; /g/ as a. Construct sentences orally  Practice saying words with 2. Which  pictures and b) Role play
in using words related to the the sounds /k/ /g/, in pairs. proverbs and  flash cards c) Debates
grow, green theme.  Create tongue twisters with sayings do you  Skills in d) Oral
b. Pronounce words with the the sounds /k/ /g/. know? English T.G interviews
target sounds correctly.  Create posters and charts  3. Why are pg. 111-112 e) Dialogues
c. Display varied emotions with common proverbs and proverbs and f) Oral
 Skills in
and feelings when listening sayings that the learners can sayings discussions
English
to an oral presentation. relate to, in small groups. important in Learners Bk.
 Display them in the speech? Pg.115-116
classroom.
2 Fluency in By the end of the lesson, the Learner is guided to: 1. What makes  course book a) Reading
Reading learner should be able to:  Find a word or phrase from a someone a good  story books aloud
Texts of a. Read a text accurately and word - chart within a stipulated reader?  poetry books b) Dictation
about 400 with expression for fluency. time. 2. How long do  pictures and c) Oral
words b. Read a text at the right  Read aloud in unison as a you take to read a  photographs interviews
speed for fluency. whole class or groups (choral text?  flash cards d) Question and
c. Challenge peers and parents reading).  3. What can  Skills in
answer
to read accurately, at the  Read a short passages from a you do to e) Teacher-made
English T.G
right speed and without poem reader’s theatre materials, improve your tests
pg. 112-113
hesitation. poems, and short plays. reading speed?
 Skills in
 Echo or imitate a model
English
intonation and expression as
 they read a short paragraph or Learners Bk.
sentence at a time. Pg.116-118
3 Question By the end of the lesson, the  Practice giving instructions 1. What are some  course book a) Tasks such as
Tags on the Verb learner should be able to: related to the theme using of your school  story books multiple
to be a. Identify double imperatives double imperatives such as: rules? choice
 poetry books
correctly in texts. Shut down your tablets and 2. How do you b) Discrimination
 pictures and c) Gap-filling
b. Use question tags correctly listen to the teacher. Type this give instructions?  flash cards d) Short-answer
in different contexts. word in your tablet and look up  3. Why do we  Skills in e) Dialogue-
c. Write correct sentences its meaning. ask questions? English T.G completion,
using double imperatives  Role play giving and pg. 114 information gap
for effective receiving instructions at home f) Role play
 Skills in
communication. using double imperatives. g) Simulation
English
d. Advocate the correct use of  Use double imperatives to
Learners Bk.
double imperatives and make rules for their
Pg.118-120
question tags in class and display them in charts
communication. or posters
4 Creative Writing By the end of the lesson, the Learner is guided to: 1. How do we  course book a) Teacher-made
Narrative learner should be able to:  Read narratives with make our  story books tests
Composition a. Use similes and proverbs in formulaic expressions in print compositions  poetry books b) Learner
(120 -160 words) writing for self-expression. and digital format. interesting?  pictures and journals
b. Create a narrative  Engage in a dialogue to 2. Which stories  photographs c) Peer
composition featuring advance plot and story line. do you enjoy  diorama assessment
similes and proverbs.  Write creative compositions reading? d) Self-
 flash cards
c. Advocate the use of similes using featuring similes and  3. Which assessment
 Skills in
and proverbs to enhance proverbs, individually. similes and learner
English T.G
creativity in writing.  Create and display charts proverb do you e) Portfolio
pg. 115-116
with proverbs and similes, in know? dictation
pairs or small groups.  Skills in f)Standardized
English writing tests
Learners Bk.
Pg.120
5 HEALT Listening and By the end of the lesson, Learner is guided to: 1. Why is it  pictures and a) Oral reading
H- speaking: the learner should be able to:  Construct sentences in pairs important to speak  dictionaries or dictation
COMM Speaking a. Construct sentences orally or small groups. accurately and  diorama recitations
UNICA Fluency using words related to the  Listen to a poem or narrative express the right  flash cards b) Role play
BLE Narrative theme. and identify words with the /h/ feelings?  Skills in c) Debates
DISEAS of about 150 b. Use vocabulary related to sound. 2. How can you English T.G d) Oral
ES words the theme correctly.  Retell the narrative in own listen more pg. 119-120 interviews
c. Display appropriate words in small groups. attentively?  Skills in e) Dialogues
- emotions and feelings when  3. Which English f) Oral
Visiting making an oral presentation. words do you Learners Bk. discussions
a doctor use to talk Pg.122-128
about diseases?
5 1 Listening and By the end of the lesson, Learner is guided to: 1. Why is it  pictures and a) Oral reading
speaking: the learner should be able to:  Listen to music and pick out important to speak  dictionaries or dictation
Speaking a. Construct sentences orally sounds and vocabulary. accurately and  diorama recitations
 Fluency using words related to the  Watch news at home for fun, express the right  flash cards b) Role play
Narrative theme. and retell the interesting feelings?  Skills in c) Debates
of about 150 b. Use vocabulary related to episodes to peers and friends in 2. How can you English T.G d) Oral
words the theme correctly. the classroom. listen more pg. 119-120 interviews
c. Display appropriate  Practice delivering the news attentively?  Skills in e) Dialogues
emotions and feelings when highlights in the classroom.  3. Which English f) Oral
making an oral presentation.  Recite poems on words do you Learners Bk. discussions
communicable diseases. use to talk Pg.122-128
about diseases?
2 Reading Reading By the end of the lesson, the Learners are guided to: 1. How do you  course book a) Reading
intensive: learner should be able to:  Make connections between describe things?  story books aloud
Descriptive a. Identify the main idea in events in the text and their  2. How can  poetry books b) Dictation
Fictional or Non- each paragraph. experiences. you tell what  flash cards c) Oral
Fictional Texts b. Visualize events, characters  Retelling the story in pairs. will happen in  Skills in interviews
(About 400 and descriptions in texts for  Use illustrations, the a story? English T.G d) Question and
words) comprehension. introduction and the title of a pg. 120-121 answer
c. Summarize the main points text to make predictions.  Skills in e) Teacher-made
of a text.  Describe in groups the English tests
d. Challenge others to focus characters, episodes and places Learners Bk.
on detail when reading a in a text. Pg.123-125
text  Answer questions from a
text.
 Say the main ideas from a
text
3 Reading By the end of the lesson, the Learners are guided to: 1. How do you  course book a) Reading
intensive: learner should be able to:  Make connections between describe things?  story books aloud
Descriptive a. Identify the main idea in events in the text and their  2. How can  poetry books b) Dictation
Fictional or Non- each paragraph. experiences. you tell what  flash cards c) Oral
Fictional Texts b. Summarize the main points  Retelling the story in pairs. will happen in  Skills in interviews
(About 400 of a text.  Use illustrations, the a story? English T.G d) Question and
words) c. Answers factual and introduction and the title of a pg. 120-121 answer
inferential questions for text to make predictions.  Skills in e) Teacher-made
comprehension.  Describe in groups the English tests
d. Challenge others to focus characters, episodes and places Learners Bk.
on detail when reading a in a text. Pg.123-125
text  Answer questions from a
text.
 Say the main ideas from a
text.
4 Gramm Adverbs By the end of the lesson, the Learners is guided to: 1. How often do  course book a) Tasks such as
ar in use (manner, time, learner should be able  Identify and list adverbs from you come to  story books multiple
place, frequency) to: a digital or print text, in pairs. school? choice
 poetry books
b) Discrimination
a. Distinguish between  Make sentences from a  2. Which  pictures and c) Gap-filling
adverbs of manner, time substitution table using the words describe  flash cards d) Short-answer
place and frequency for pattern how when, how and  Skills in e) Dialogue-
effective communication. many…could/would. where actions
 b. Use adverbs of manner,  Fill blank with appropriate take place? English T.G completion,
time, place and frequency in adverbs. pg. 121-122 information gap
oral and written contexts.  Construct sentences using  Skills in f) Role play
c. Judge the appropriateness adverbs of manner, time place g) Simulation
English
of adverbs used in oral and and frequency. Learners Bk.
written texts.  Recite poems containing Pg.126-128
adverbs, in groups.
5 Adverbs By the end of the lesson, the Learners is guided to: 1. How often do  course book a) Tasks such as
(manner, time, learner should be able  Identify and list adverbs from you come to  story books multiple
place, frequency) to: a digital or print text, in pairs. school? choice
 poetry books
b) Discrimination
d. Distinguish between  Make sentences from a  2. Which  pictures and c) Gap-filling
adverbs of manner, time substitution table using the words describe  flash cards d) Short-answer
place and frequency for pattern how when, how and  Skills in e) Dialogue-
effective communication. many…could/would. where actions English T.G completion,
e. Use adverbs of manner,  Fill blank with appropriate take place? pg. 121-122 information gap
time, place and frequency in adverbs. f) Role play
 Skills in
oral and written contexts.  Construct sentences using g) Simulation
English
f. Judge the appropriateness adverbs of manner, time place
Learners Bk.
of adverbs used in oral and and frequency.
Pg.126-128
written texts.  Recite poems containing
adverbs, in groups.
6 1 Writing Punctuation By the end of the lesson, the Learner is guided to: 1. Which  course book a) Teacher-made
Marks learner should be able to:  Listen to a short oral text and punctuation marks  story books tests
Apostrophe a. Identify apostrophe in write the text with the correct do you know?  poetry books b) Learner
sentences. punctuation marks.  2. Why do we  pictures and journals
b. Punctuate sentences  Underline the apostrophe and punctuate  flash cards c) Peer
correctly using the. exclamation marks in a text, in sentences?  Skills in assessment
c. Collaborate with others to pairs. English T.G d) Self-
punctuate own or provided  Construct sentences using pg. 123-124 assessment
documents. apostrophe and exclamation learner
 Skills in
mark. e) Portfolio
English
 Watch online videos or slides dictation
Learners Bk.
about the correct use of f)Standardized
Pg.128
apostrophe and exclamation writing tests
mark.

2 WASH Listening and By the end of the lesson, Learner is guided to: 1. Why is it  course book a) Oral reading
YOUR speaking- the learner should be able to:  Listen to a poem or narrative important to speak  story books or dictation
HANDS speaking fluency a. List words with sound /h/ and identify words with the /h/ accurately and  poetry books recitations
Sounds: /h/ from an oral text. sound. express the right  pictures and b) Role play
as in health, heal b. Speak accurately, at the  Retell the narrative in own feelings?  flash cards c) Debates
right speed and with words in small groups. 2. How can you  Skills in d) Oral
expression on a given topic  Listen to music and pick out listen more English T.G interviews
Display appropriate emotions sounds and vocabulary. attentively? pg. 124-125 e) Dialogues
and feelings when making an  Watch news at home for fun,  3. Which f) Oral
 Skills in
oral presentation. and retell the interesting words do you discussions
 episodes to peers and friends in use to talk English
the classroom. about diseases? Learners Bk.
 Recite poems on Pg.129-130
communicable diseases.
3 Reading By the end of the lesson, the Learners are guided to: 1. How do you  course book a) Reading
intensive: learner should be able to:  Make connections between describe things?  story books aloud
Descriptive a. Visualize events, characters events in the text and their  2. How can  poetry books b) Dictation
Fictional or Non- and descriptions in texts for experiences. you tell what  pictures and c) Oral
Fictional Texts comprehension.  Retelling the story in pairs. will happen in  photographs interviews
(About 400 b. Summarize the main points  Use illustrations, the a story?  newspapers d) Question and
words) of a text. introduction and the title of a answer
 flash cards
c. Answers factual and text to make predictions. e) Teacher-made
 Skills in
inferential questions for  Describe in groups the tests
English T.G
comprehension. characters, episodes and places
pg. 126-127
d. Challenge others to focus in a text.
on detail when reading a  Answer questions from a  Skills in
text text. English
 Say the main ideas from a Learners Bk.
text. Pg.131-133
4 Gramm 2 How By the end of the lesson, the Learners is guided to: 1. How often do  course book a) Tasks such as
ar in use many…could/ learner should be able  Identify and list adverbs from you come to  story books multiple
would to: a digital or print text, in pairs. school? choice
 poetry books
b) Discrimination
a. Construct sentences using  Make sentences from a  2. Which  pictures and c) Gap-filling
how many… could/would substitution table using the words describe  dictionaries d) Short-answer
correctly. pattern how when, how and  diorama e) Dialogue-
b. Use adverbs of manner, many…could/would. where actions  flash cards completion,
time, place and frequency in  Fill blank with appropriate take place? information gap
 Skills in
oral and written contexts. adverbs. f) Role play
English T.G
c. Judge the appropriateness  Construct sentences using g) Simulation
pg. 127
of adverbs used in oral and adverbs of manner, time place
written texts. and frequency.  Skills in
 Recite poems containing English
adverbs, in groups. Learners Bk.
Pg.133-134
5 Writing Exclamation By the end of the lesson, the Learner is guided to: 1. Which  course book a) Teacher-made
Mark learner should be able to:  Construct sentences using punctuation marks  story books tests
a. Identify exclamation mark apostrophe and exclamation do you know?  poetry books b) Learner
in sentences. mark.  2. Why do we  pictures and journals
b. Punctuate sentences  Complete exercises related to punctuate  dictionaries c) Peer
correctly using exclamation the apostrophe and exclamation sentences?  diorama assessment
mark. mark online and offline. d) Self-
 flash cards
c. Collaborate with others to  Create and display charts or assessment
 Skills in
punctuate own or provided posters with sentences in which learner
English T.G
documents. apostrophe and exclamation e) Portfolio
pg. 128-130
mark are used, in groups. dictation
 Skills in f)Standardized
English
 Learners Bk. writing tests
Pg.135-136
7 1 LEISUR Listening and By the end of the lesson, the Learner is guided to: 1. How do you  course book a) Oral reading
E TIME speaking: learner should be able to:  Listen to a narrative and behave when  story books or dictation
ACTIVI Interactive a. Identify different moods in retell it while expressing someone is  poetry books recitations
TIES Listening a narrative or a choral verse. different moods or feelings. speaking to you?  dictionaries b) Role play
Choral verse b. Use words and phrases with  Construct sentences orally in  2. Which  diorama c) Debates
- the selected sound in pairs or small groups. words do you  flash cards d) Oral
My sentences  Say words containing the use to join an interviews
 Skills in
hobby c. Interrupt appropriately sounds /s/ and /z/ in pairs or ongoing e) Dialogues
English T.G
during turn- taking for self- small groups. conversation? f) Oral
pg. 132-133
expression.  Discuss about appropriate discussions
 Skills in
d. Challenge others to listen turn-taking skills in the
English
interactively during conversation.
Learners Bk.
conversations.  Engage in a conversation in
Pg.137-138
pairs, focusing on turn-taking
and interrupting skills.
2 Sounds /s/ as in By the end of the lesson, the Learner is guided to: 1. How do you  course book a) Oral reading
surf; and /z/ as in learner should be able to:  Construct sentences orally in behave when  story books or dictation
zoo a. Use words and phrases with pairs or small groups. someone is  poetry books recitations
the selected sound in  Say words containing the speaking to you?  pictures and b) Role play
sentences sounds /s/ and /z/ in pairs or  2. Which  flash cards c) Debates
b. Interrupt appropriately small groups. words do you  Skills in d) Oral
during turn- taking for self-  Discuss about appropriate use to join an English T.G interviews
expression. turn-taking skills in the ongoing pg. 132-133 e) Dialogues
c. Challenge others to listen conversation. conversation? f) Oral
 Skills in
interactively during  Engage in a conversation in discussions
English
conversations. pairs, focusing on turn-taking
Learners Bk.
and interrupting skills.
Pg.137-138
3 Reading Intensive By the end of the lesson, the Learner is guided to: 1. Why do you  dictionaries a) Reading
Reading learner should be able to:  Skim through a text and read texts?  diorama aloud
Factual a. Relate the ideas in a text with obtain the main idea. 2. What makes  flash cards b) Dictation
Texts of About their experiences.  Scan through a text to obtain you a good  Skills in c) Oral
400 b. Respond to factual and specific information. reader? English T.G interviews
Words inferential questions  Discuss and relate ideas with  3. Why do we pg. 133-134 d) Question and
correctly. their experiences, in groups. make notes  Skills in answer
c. Summarize the main ideas in  Read a text independently. when reading? English e) Teacher-made
the text for comprehension.  Answer direct and inferential Learners Bk. tests
d. Encourage others to pay questions from the text. Pg.139-140
attention to detail when  Watch a video on leisure
reading. time and write the main points
4 Gramma Conjunctions By the end of the lesson, the Learner is guided to: 1. How do you  dictionaries a) Tasks such as
r in use and, but, or, learner should be able to:  Listen to a short dialogue and join words or  diorama multiple
because, a. Identify conjunctions in identify the conjunctions. sentences? choice
 flash cards
b) Discrimination
since, also, for, texts for effective  Make sentences from a  2. Why do you  Skills in c) Gap-filling
 yet, communication substitution table using but, or, join words and English T.G d) Short-answer
since b. Use conjunctions correctly yet, because, since and also. sentences? pg. 134-135 e) Dialogue-
in communication.  Construct sentences using the  Skills in completion,
c. Judge the correctness and conjunctions in pairs. information gap
English
f) Role play
appropriateness of  Fill blank spaces using Learners Bk. g) Simulation
conjunctions used in oral conjunctions in sentences or Pg.140-142
and written texts. paragraphs.

5 Conjunctions By the end of the lesson, the Learner is guided to: 1. How do you  dictionaries a) Tasks such as
and, but, or, learner should be able to:  Listen to a short dialogue and join words or  diorama multiple
because, d. Identify conjunctions in identify the conjunctions. sentences? choice
 flash cards
b) Discrimination
since, also, for, texts for effective  Make sentences from a  2. Why do you  Skills in c) Gap-filling
yet, communication substitution table using but, or, join words and English T.G d) Short-answer
since e. Use conjunctions correctly yet, because, since and also. sentences? pg. 134-135 e) Dialogue-
in communication.  Construct sentences using the  Skills in completion,
f. Judge the correctness and conjunctions in pairs. English information gap
appropriateness of  Fill blank spaces using Learners Bk. f) Role play
conjunctions used in oral conjunctions in sentences or Pg.140-142 g) Simulation
and written texts. paragraphs.
8 HALF TERM 
9 1 Writing Creative By the end of the lesson, Learner is guided to: 1. How do we  course book a) Teacher-made
Writing: the learner should be able  Read a sample composition describe things or  story books tests
Descriptive to: from print or electronic sources. events?  poetry books b) Learner
Composition a. Describe people or things  Talk about people or things  2. Why is it  dictionaries journals
((120 mentioned in a text. in the text. important to  diorama c) Peer
-160 words) b. Create a descriptive . describe things  flash cards assessment
composition related to the or events? d) Self-
 Skills in
theme for effective assessment
English T.G
communication. learner
pg. 135-136
c. Collaborate with peers to e) Portfolio
 Skills in
critique a composition on dictation
English
the choice of words, f)Standardized
Learners Bk.
creativity, relevance to writing tests
Pg.142-143
theme and logical flow.
2 Creative By the end of the lesson, Learner is guided to: 1. How do we  course book a) Teacher-made
Writing: the learner should be able  Make sentences to describe describe things or  story books tests
Descriptive to: how they spent their leisure events?  poetry books b) Learner
Composition a. Describe people or things time, in pairs.  2. Why is it  dictionaries journals
((120 mentioned in a text.  Organize the sentences to important to  diorama c) Peer
-160 words) b. Create a descriptive make a paragraph, in groups. describe things  flash cards assessment
composition related to the  Write a descriptive or events? d) Self-
 Skills in
theme for effective composition individually. assessment
English T.G
communication.  Proof read their learner
pg. 135-136
c. Collaborate with peers to compositions, in pairs or e) Portfolio
 Skills in
critique a composition on groups. dictation
English
the choice of words, f)Standardized
 creativity, relevance to Learners Bk. writing tests
theme and logical flow. Pg.142-143
3 TOO Narrative in By the end of the lesson, the Learner is guided to: 1. How do you  course book a) Oral reading
MUCH dialogue format learner should be able to:  Listen to a narrative and behave when  story books or dictation
TELEV (conversational a. Identify different moods in retell it while expressing someone is  poetry books recitations
ISION narrative) a narrative or a choral verse. different moods or feelings. speaking to you?  diorama b) Role play
b. Use words and phrases with  Construct sentences orally in  2. Which  flash cards c) Debates
the selected sound in pairs or small groups. words do you  Skills in d) Oral
sentences  Say words containing the use to join an English T.G interviews
c. Interrupt appropriately sounds /s/ and /z/ in pairs or ongoing pg. 137-138 e) Dialogues
during turn- taking for self- small groups. conversation? f) Oral
 Skills in
expression.  Discuss about appropriate discussions
English
d. Challenge others to listen turn-taking skills in the
Learners Bk.
interactively during conversation.
Pg.144-145
conversations.  Engage in a conversation in
pairs, focusing on turn-taking
and interrupting skills.
4 Reading Intensive By the end of the lesson, the Learner is guided to: 1. Why do you  course book a) Reading
Reading learner should be able to:  Skim through a text and read texts?  story books aloud
Factual a. Relate the ideas in a text obtain the main idea. 2. What makes  poetry books b) Dictation
Texts of About with their experiences.  Scan through a text to obtain you a good  pictures and c) Oral
400 b. Respond to factual and specific information. reader?  flash cards interviews
Words inferential questions  Discuss and relate ideas with  3. Why do we  Skills in d) Question and
correctly. their experiences, in groups. make notes English T.G answer
c. Summarize the main ideas  Read a text independently. when reading? pg. 138-139 e) Teacher-made
in the text for  Answer direct and inferential tests
 Skills in
comprehension. questions from the text.
English
d. Encourage others to pay  Watch a video on leisure
Learners Bk.
attention to detail when time and write the main points
Pg.145-147
reading.
5 Gramm Conjunctions By the end of the lesson, the Learner is guided to: 1. How do you  course book a) Tasks such as
ar in use and, but, or, learner should be able to:  Listen to a short dialogue and join words or  story books multiple
because, a. Identify conjunctions in identify the conjunctions. sentences? choice
 poetry books
b) Discrimination
since, also, for, texts for effective  Make sentences from a  2. Why do you  pictures and c) Gap-filling
yet, communication substitution table using but, or, join words and  dictionaries d) Short-answer
since b. Use conjunctions correctly yet, because, since and also. sentences?  diorama e) Dialogue-
in communication.  Construct sentences using the
 flash cards completion,
c. Judge the correctness and conjunctions in pairs. information gap
 Skills in
appropriateness of  Fill blank spaces using f) Role play
English T.G
conjunctions used in oral conjunctions in sentences or g) Simulation
pg. 140
and written texts. paragraphs.
 Create a display chart of  Skills in
sentences containing English
conjunctions, in small groups. Learners Bk.
Pg.147
10 1 Writing Creative By the end of the lesson, Learner is guided to: 1. How do we  course book a) Teacher-made
Writing: the learner should be able  Read a sample composition describe things or  story books tests
Descriptive to: from print or electronic sources. events?  poetry books b) Learner
Composition a. Proof read their peers  Talk about people or things  2. Why is it  flash cards journals
((120 composition in the text. important to  Skills in c) Peer
-160 words) b. Create a descriptive  Make sentences to describe describe things English T.G assessment
composition related to the how they spent their leisure or events? pg. 141 d) Self-
theme for effective time, in pairs.  Skills in assessment
communication.  Organize the sentences to English learner
c. Collaborate with peers to make a paragraph, in groups. Learners Bk. e) Portfolio
critique a composition on  Write a descriptive Pg.147 dictation
the choice of words, composition individually. f)Standardized
creativity, relevance to  Proof read their writing tests
theme and logical flow. compositions, in pairs or
groups.
2 SPORT Sound /aɪ/ as in By the end of the lesson, the Learner is guided to: 1. Why is it  course book a) Oral reading
S- my, mind, learner should be able to:  Listen to oral presentations important to listen  story books or dictation
APPRE ride, wide a. Select words containing the (dialogues or poems on topical carefully?  poetry books recitations
CIATIN target sound in sentences. issues) containing words with  2. How can we  dictionaries b) Role play
G b. Listen for words with the the sound /aɪ/ become better  diorama c) Debates
TALEN sound /aɪ/ from an audio  Identify words with the listeners?  flash cards d) Oral
TS text. sound /aɪ/ from texts. interviews
 Skills in
c. Interpret a speaker’s  Make a three-minute speech e) Dialogues
English T.G
- emotions and feelings based on the theme in groups. f) Oral
pg. 144-155
I am a correctly during oral e) Recite poems based on the discussions
 Skills in
sports presentations. theme.
English
champio
Learners Bk.
n
Pg.149-150
3 Reading Intensive By the end of the lesson, Learner is guided to: 1. Why is it  course book a) Reading
Reading the learner should be able to:  Infer the meaning of words important to relate  story books aloud
Reading with a. Relate ideas in the text to from context. what you read  poetry books b) Dictation
Technology personal experiences.  Make connections between with your  pictures and c) Oral
b. Creates mental images from their experiences and events in experiences?  diorama interviews
the events, characters or the reading text. 2. What digital  flash cards d) Question and
places in a text.  Create pictures, mimes, resources can you answer
 Skills in
c. Judge the appropriateness videos or crossword puzzles in use in your e) Teacher-made
English T.G
of digital texts on the basis small groups. reading? tests
pg. 145-145
word choice, theme and  Search and read texts from  3. Why are
 Skills in
interest. the internet in pairs and groups, digital
English
online. materials more
Learners Bk.
 Answer questions in pairs. interesting to
Pg.150-152
 Dramatize or role play the read than print
stories they have read online. ones?
 Print the visuals obtained
from online sources and share
 or display in a gallery.
4 Gramm Use of By the end of the lesson, the Learner is guided to: 1. Why do we ask  dictionaries a) Tasks such as
ar in use Interrogatives learner should be able to:  Mention the words used to questions?  diorama multiple
When, who, how, a. Identify interrogatives in ask questions - how, what,  2. How do we choice
 flash cards
why, which, how sentences correctly. when, why, who b) Discrimination
ask questions?  Skills in c) Gap-filling
much, what else b. Use interrogatives  Use the Wh- words and English T.G d) Short-answer
accurately in sentences. How to ask questions. pg. 147-148 e) Dialogue-
c. Collaborate with others to  Use digital devices to  Skills in completion,
determine the correctness practice constructing questions. English information gap
and appropriateness of Learners Bk f) Role play
interrogatives used in oral pg. 152-154 g) Simulation
and written texts.
5 Writing Commonly By the end of the lesson The learner should be guided 1. Why do we  dictionaries a) Teacher-made
Misspelt Words the learner should be able to: write words  diorama tests
Homophones to:  Discuss in groups words they correctly?  flash cards b) Learner
Homonyms a. Spell selected words find difficult to spell. 2. Which words  Skills in journals
correctly for effective  Make a presentation on do you find English T.G c) Peer
communication. correct spelling homophones difficult to write? pg. 148-149 assessment
b. Use homophones and and homonyms  3. How do we  Skills in d) Self-
homonyms in sentences  Write words from a dictation learn to spell English assessment
correctly by the teacher or from an audio- words? Learners Bk learner
c. Advocate the use of correct visual recording. pg. 154 e) Portfolio
spelling of words among  Use jigsaw puzzle to form dictation
peers. words correctly in groups. f)Standardized
writing tests
11 1 READI Non-verbal cues By the end of the lesson, the Learner is guided to: 1. Why is it  dictionaries a) Oral reading
NG Short learner should be able to:  Practice saying selected important to listen  diorama or dictation
USING speeches or a. Select words containing the tongue twisters in pairs. carefully?  flash cards recitations
A dialogues of target sound in sentences.  Make a three-minute speech  2. How can  Skills in b) Role play
DIGITA about 130 words) b. Construct sentences orally based on the theme in groups. we become English T.G c) Debates
L using words related to the better pg. 150-151 d) Oral
DEVIC theme. listeners?  Skills in interviews
E c. Interpret a speaker’s English e) Dialogues
emotions and feelings Learners Bk f) Oral
correctly during oral pg. 155-156 discussions
presentations.
2 Reading Intensive By the end of the lesson, Learner is guided to: 1. Why is it  encyclopedia a) Reading
Reading the learner should be able to:  Infer the meaning of words important to relate  journals aloud
Reading with a. Creates mental images from from context. what you read  dictionaries b) Dictation
Technology the events, characters or  Make connections between with your  diorama c) Oral
places in a text. their experiences and events in experiences?  flash cards interviews
b. Answer factual and the reading text. 2. What digital  Skills in d) Question and
inferential questions  Create pictures, mimes, resources can you English T.G answer
correctly. videos or crossword puzzles in use in your pg. 152 e) Teacher-made
c. Judge the appropriateness small groups. reading? tests
 Skills in
of digital texts on the basis  3. Why are
 word choice, theme and digital English
interest. materials more Learners Bk
interesting to pg. 156-157
read than print
ones?
3 READIN Non-verbal cues By the end of the sub strand, Learner is guided to: 1. Why is it  course book a) Oral reading
G Short the learner should be able to: Practice saying selected important to  story books or dictation
USING speeches or a. Select words containing the tongue twisters in pairs. listen  poetry books recitations
A dialogues of target sound in sentences. Make a three-minute speech carefully?  dictionaries b) Role play
DIGITA about 130 b. Construct sentences based on the theme in groups.  How can we  diorama c) Debates
L words) orally using words related e) Recite poems based on the become better  flash cards d) Oral
DEVICE to the theme. theme. listeners? interviews
 Skills in
c. Interpret a speaker’s f) Interpret non-verbal e) Dialogues
English T.G
emotions and feelings cues correctly. f) Oral
pg. 150-151
correctly during oral discussions
 Skills in
presentations.
4 Reading Intensive By the end of the sub strand, Learner is guided to: 1. Why is it  course book a) Reading
Reading the learner should be able to: Infer the meaning of words important to  story books aloud
Reading with a. Creates mental images from context. relate what you  poetry books b) Dictation
Technology from the events, characters Make connections between read with your  encyclopedia c) Oral
or places in a text. their experiences and events in experiences?  journals interviews
b. Answer factual and the reading text. 2. What digital  dictionaries d) Question
inferential questions Create pictures, mimes, resources can you and answer
 diorama
correctly. videos or crossword puzzles in use in your e) Teacher-
 flash cards
c. Judge the appropriateness small groups. reading? made tests
of digital texts on the basis 3. Why are
digital
materials more
interesting to
read
 than print ones?
 word choice, theme and Search and read texts from  Skills in
interest. the internet in pairs and groups, English T.G pg.
online. 152
Answer questions in pairs.  Skills in
Dramatize or role play the English
stories they have read online. Learners Bk
Print the visuals obtained pg. 156-157
from online sources and share
or display in a gallery.
5 Use of By the end of the sub strand, 1. Why do we Learner is guided to:  course book a) Tasks such as
Interrogatives the learner should be able to: ask questions? Mention the words used to  story books multiple
Else and….much a. Identify interrogatives 2. How do we ask questions - how, what, choice
 poetry books
in sentences correctly. ask questions? when, why, who b)
 pictures and Discrimination
b. Use interrogatives Use the Wh- words and  dictionaries c) Gap-filling
accurately in How to ask questions.  diorama d) Short-answer
sentences.
 flash cards e) Dialogue-
c. Collaborate with others to  Skills in completion,
determine the correctness information gap
English T.G pg.
and appropriateness of f) Role play
153
interrogatives used in oral g) Simulation
 Skills in
and written texts.
English
Learners Bk
pg. 157-158
12 1 Writing Commonly By the end of the sub strand 1. Why do we The learner should be guided  course book a) Teacher-
Misspelt Words the learner should be able write words to:  story books made tests
Homophones to: correctly? Discuss in groups words they  poetry books b) Learner
Homonyms a. Spell selected words 2. Which words find difficult to spell.  pictures and journals
correctly for do you find Make a presentation on  photographs c) Peer
effective difficult to write? correct spelling homophones  dictionaries assessment
communication. 3. How do we and homonyms d) Self-
 diorama
b. Use homophones and learn to spell Write words from a dictation assessment
 flash cards
homonyms in sentences words? by the teacher or from an audio- learner
 Skills in
correctly visual recording. e) Portfolio
English T.G pg.
c. Advocate the use of correct Play spelling games in pairs; dictation
154-155
spelling of words among for example, scramble or f)Standardized
peers. scrabble.  Skills in
English writing tests
Use jigsaw puzzle to form
Learners Bk
words correctly in groups.
pg. 158-159
Make words from jumbled
up letters.
2 ENVIRO Sounds /f/ as By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
NMENT purify; as in; and the learner should be able to: speak clearly and  story books or dictation
AL /v/ as confidently?  poetry books recitations
Page 4 of 11
 POLLU in vapour a. Pronounce words with 2. Why do we make Say words containing the  pictures and b) Role play
TION preserve, selected sounds speeches? sounds /f/ and /v/ in small  photographs c) Debates
accurately for effective groups.  dictionaries d) Oral
- communication. Pronounce the words related  diorama interviews
Please b. Speak accurately, without to the theme correctly.  flash cards e) Dialogues
stop! hesitation and with Construct oral sentences f) Oral
 Skills in
expression. using vocabulary learnt. discussions
English T.G pg.
c. Challenge others to speak Listen to a recorded speech 157-158
accurately, at the right from a digital device.
 Skills in
speed and to display Make short speeches using
English
appropriate expressions vocabulary learnt, and
Learners Bk
during oral presentations. appropriate non- verbal cues.
pg. 161-165
3 Sounds /f/ as By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
purify; as in; and the learner should be able to: speak clearly and Say words containing the  story books or dictation
/v/ as d. Pronounce words with confidently? sounds /f/ and /v/ in small  poetry books recitations
in vapour selected sounds 2. Why do we groups.  pictures and b) Role play
preserve, accurately for effective make speeches? Pronounce the words related  photographs c) Debates
communication. to the theme correctly.  dictionaries d) Oral
e. Speak accurately, without Construct oral sentences interviews
 diorama
hesitation and with using vocabulary learnt. e) Dialogues
 flash cards
expression. Listen to a recorded speech f) Oral
from a digital device.  Skills in
f. Challenge others to speak discussions
accurately, at the right Make short speeches using English T.G pg.
speed and to display vocabulary learnt, and 157-158
appropriate expressions appropriate non- verbal cues.  Skills in
during oral presentations. English
Learners Bk
pg. 161-165
4-5 REVISION

13- END TERM CLOSSING AND ASSESSMENT

14