ENGLISH SCHEME OF WORK GRADE 5 TERM 1

NAME

TSC NO.

SCHOOL
 ENGLISH SCHEME OF WORK GRADE 5 TERM ONE
W L Strand/ Sub strand Specific learning Key inquiry Learning • Learning Assessment method Ref
k s theme outcomes questions experiences • resources l
n
1 1 CHILD Listening and By the end of the sub a) Why should we Leaners are guided to: • course book a. Oral reading or
RIGHTS speaking: strand learners should be say sound on a. listen to an oral narrative in • story books dictation recitation
AND pronunciation and able to: words, phrases groups b. Role play
• poetry books
RESPONSI vocabulary a. listen for main ideas and and sentences b. Say word and phrases related to c. Debates
BILITIES listening specific details for correctly? the them accurately in pairs or • pictures and d. Oral interviews
comprehension: effective communication b) how can we small groups make audio • photographs e. Dialogue
oral b. respond to information improve our recording of poem containing • newspapers f. Oral discussion
narratives[about from oral text pronunciation the sound /ʌ/ and /ɑː /. • magazines
130 words) c. relate attentive listening c) Why should we c. Play audio recording and obtain • junior
to effective in listen attentively? feedback. encyclopedia
communication • journals
d. appreciate the
• dictionaries
importance of narratives
• diorama
• flash cards
2 Sounds: By the end of the sub 1. Why should we a. Identify words and phrases • course book a. Oral reading or
/ʌ/ as in cup, but strand the learner say sounds on containing the sound/ʌ/ and /ɑː • story books dictation recitation
; /ɑː / as in fast, far, should be able to: words, phrases and /. b. Role play
• poetry books
hard, car 1. Recognize sounds, sentences correctly? b.From print or audio text c. Debates
wordsand phrases 2. How can we • pictures and d. Oral interviews
c. Construct sentences using • photographs
correctly. improve our e. Dialogue
words and phrases in pairs
2. Construct sentences pronunciation? • newspapers f. Oral discussion
3. Why should we
d.Write phrases and word
orallyusing words
containing the selected sound • magazines
related to thetheme. listen attentively? • junior
and word
3. Use words and phrases encyclopedia
related to the theme e. Say tongue twister containing
the selected sound. • journals
correctly.
• dictionaries
4. Develop curiosity in
pronouncing sounds • diorama
effectively • flash cards
3 Reading: By the end of the sub a. Why do you read Leaners are guided to • course book a. Reading aloud
Extensive reading- strand,the learner should be books? a. select appropriate print and no • story books b. Dictation
use of reference able to: b. Which types of print reference c. Oral interviews
• poetry books
materials a. select the relevant books do you materials(dictionaries, junior d. Questions and
references materials on enjoy reading? encyclopedia and subject • pictures and answers
 the variety of subject specific encyclopedia • photographs e. Teachers made tests
b. spell words correctly for b. read selected reference • newspapers
effective communication materials independently
• magazines
c. demonstrate in interest c. look for the information related
• junior
using references to the them in reference
encyclopedia
materials for lifelong material
learning d. read and discuss what they have • journals
read in small groups • dictionaries
e. visit a library to find reference • diorama
materials for information • flash cards
related to the theme
4 Reading: By the end of the sub Leaners are guided to • course book a. Reading aloud
Extensive reading- strand, a. Why do you a. select appropriate print and no • story books b. Dictation
use of reference the learner should be able read books? print reference c. Oral interviews
• poetry books
materials to: b. Which types of materials(dictionaries, junior d. Questions and
books do you encyclopedia and subject • pictures and answers
a. Read a variety of
enjoy reading? specific encyclopedia • photographs e. Teachers made
materials
independently for b. read selected reference • newspapers tests
information and materials independently • magazines
pleasure. c. look for the information • junior
related to the them in reference encyclopedia
b. Use reference
material • journals
materials
d. read and discuss what they
systematically to • dictionaries
have read in small groups
find necessary • diorama
e. visit a library to find reference
information. • flash cards
materials for information
c. Demonstrate in interest related to the theme
inusing reference
materials for lifelong
learning.
2 1 Word Classes: By the end of the sub 1. how do you Learner is guided to : • course book a. Tasks such as
Demonstrative strand learners should be identify objects a. Identify demonstrative • story books multiple choice
Determiners this, able to: that are near or determiners from the text in b. Discrimination
• poetry books
that, these, those a. identify demonstrative far pairs c. Gap filling
determiners correctly 2. which word do b. Read sentences containing • pictures and d. Short answers
b. use demonstrative we use to show demonstrative determiners in • photographs e. Dialogue completion,
determiners correctly that an object is print or electronic materials • newspapers information gaps
c. choose the correct near or far c. Construct sentence using • magazines f. Role play
demonstrative demonstrative determiners in • junior g. simulation
determiners to use small group encyclopedia
during communication • journals
d. appreciate the
• dictionaries
importance of
determiners • diorama
• flash cards
2 Word Classes: By the end of the sub 1. What do we learn Learners are guided to: • course book a. Tasks such as
Demonstrative strand leaners should be: from the tittle a. Make sentences containing • story books multiple choice
Determiners this, 1. Identify characters, story or poem demonstrative determiners b. Discrimination
• poetry books
that, these, those places and event in a 2. How do we from a substitution table c. Gap filling
story for comprehension predict event in a b. Use demonstrative determiners • pictures and d. Short answers
 2. Predict event in a text story or poem to fill the gaps in sentences • photographs e. Dialogue
for comprehension 3. How do we tell c. Search for more examples of • newspapers completion,
3. Respond correctly to the meaning of sentences containing information gaps
• magazines
factual and inferential unknown words in demonstrative f. Role play
• junior
questions for a story? g. simulation
encyclopedia
comprehension
• journals
• dictionaries
• diorama
• flash cards
3 Writing Functional Writing By the end of the sub 1. Why do we fill Learner are guided to: • course book a. Teachers made tests
Filling Forms strand learners should be forms? 1. Search for sample forms from • story books b. Leaners journals
able to: 2. Why is it the internet, individually c. Peer assessment
• poetry books
a. record specific details in important to fill 2. Select the information to be d. Portfolio dictation
specific in variety of forms accurately filled in the form in pairs • pictures and
forms 3. What details do 3. Fill a form related to the theme • photographs
b. discuss the importance we fill in forms? using the following • newspapers
of forms details>personal information, • magazines
c. acknowledge school information • junior
importance of forms parents/guardian details, encyclopedia
correctly, religion/county information • journals
,favorite sport/hobby among
• dictionaries
others
• diorama
• flash cards
4 Functional Writing By the end of the sub 1. Why do we fill Learner is guided to, • course book a. Teachers
Filling Forms strand learners should be forms? a. Discuss the importance • story books made tests
able to: 2. Why is it of filling forms correctly b. Leaners
• poetry books
a. record specific details important to fill in pairs journals
in specific in variety forms accurately b. Download forms and fill • pictures and c. Peer
of forms 3. What details do them in pairs or small • photographs assessment
b. discuss the importance we fill in forms? groups • newspapers d. Portfolio
of forms c. Design a form to obtain • magazines dictation
c. acknowledge information in groups • junior
importance of forms encyclopedia
correctly • journals
• dictionaries
• diorama
• flash cards
3 1 NATIONA Sounds /b/ as By the end of the sub 1. Why do we listen Learners are guided to, • course book a. Oral reading or
L Labour /p/ as strand, the learner should carefully? 1. Identify words with these sound • story books dictation recitation
CELEBRA party, patriotic, be able to: 2. Why do we take p/b/ from print materials such b. Role play
• poetry books
TION history a. Identify words, phrases turns when as magazines and newspaper c. Debates
andsentences 2. Practice saying tongue twisters • pictures and d. Oral interviews
walking?
containing the target with sound b/p/ • photographs e. Dialogue
sounds. 3. Discuss in groups the • newspapers f. Oral discussion
b. Construct sentences vocabulary used in the text. • magazines
orallyusing words 4. Construct sentences using the • junior
related to thetheme. vocabulary encyclopedia
 c. Appreciate the • journals
importanceof a dialogue • dictionaries
• diorama
• flash cards
2 Listening By the end of the sub 1. Why should we Learner is guided to; • course book a. Oral reading or
comprehension : strand, the leaners should listen carefully? a. Respond correctly to question • story books dictation recitation
dialogue (130 be able to. 2. Why do we take based dialogue. b. Role play
• poetry books
words) a. Listen for the main idea turns when b. Write the main point from the c. Debates
and specific details for talking? listening text • pictures and d. Oral interviews
effective communication c. Role play the event in the • photographs e. Dialogue
b. Respond to information dialogue • newspapers f. Oral discussion
from the oral text d. Interpret gestures,eye contacts • magazines
c. Interpret speaker’s and facial expressions correctly • junior
feelings and e. Listen to audio visual recording encyclopedia
emotions(nonverbal cues of dialogue containing sound /b/ • journals
)correctly during oral /p/
• dictionaries
presentation
• diorama
d. Appreciate the • flash cards
importance of a dialogue
3 Reading Intensive reading: By the end of the sub 1. What do we learn Learner is guided to • course book a. Reading aloud
Oral narrative strand learner should be from the tittle of a a. Make application of what a • story books b. Dictation
(about 400 words) able to; story or poem story is about: wht happens c. Oral interviews
• poetry books
poems of about 5 a. identify character, 2. How do we next in a story using the tittle d. Questions and
stanzas places And events in a predict evens in a picture in a story • pictures and answers
story for comprehension story or poem b. Infer the meaning of words • photographs e. Teachers made test
b. predict the even in the 3. How do we tell from the context • newspapers
text for comprehension the meaning of c. Use their imagination to • magazines
c. respond correctly to unknown words in visualize the event in a story. • junior
factual and inferential a story encyclopedia
questions for • journals
comprehension.
• dictionaries
• diorama
• flash cards
4 Intensive reading: By the end of the sub- 1. What do we learn By the end of the sub strand • course book a. Reading aloud
Oral narrative strand , the learner from the tittle of thelearner should be able to: • story books b. Dictation
(about 400 words) should be able to, story or poem a. Respond a poem of about c. Oral interviews
• poetry books
poems of about 5 1. Respond a poem of about 2. How do we 5stanzas d. Questions and
stanzas. 5 stanzas predict the event • pictures and answers
b. Use contextual clues to infer
2. Use contextual clues to in a story or poem the meaning of wordsfor • photographs e. Teachers made test
infer the meaning of 3. How do we tell comprehension. • newspapers
words for comprehension the meaning of c. Recommend appropriate • magazines
3. Recommend appropriate unknown words in reading techniques to peers. • junior
reading techniques to story? encyclopedia
peers. • journals
• dictionaries
• diorama
• flash cards
4 1 Gramm ar Word Classes: By the end of the sub a. How do you Learner is guided to; • course book a. Task such as
in use Collective nouns strand, the learner should emphasize that 1. Identify reflexive pronouns • story books multiple choice
be able to: youdid something and collective nouns from b. Discrimination
• poetry books
a. Identify collective on your own? print and digital text c. Gap – filling
nouns in texts. 2. Watch a video clip in which • pictures and d. Short filling
b. Which words do
b. Use collective nouns you use to refer collective nouns and • photographs e. Dialogue
in sentences correctly. to a group of reflexive pronouns (myself, • newspapers completion,
c. Suggest collective to things oranimals? ourselves) have been used in • magazines information gap
be used during sentences • junior
communication. 3. Pick out collective nouns and encyclopedia
reflexive pronouns and list • journals
them in pairs.
• dictionaries
• diorama
• flash cards
2 Reflexive By the end of the sub 1. How do you Learner is guided to: • course book a. Task such as
pronouns strand, the learner should emphasize that you 1. Pick out collective nouns and • story books multiple choice
be able to: did something on reflexive pronouns and list b. Discrimination
• poetry books
a. Identify reflexive your own? them In pairs c. Gap – filling
pronouns in texts. 2. Which words do 2. Give more examples of • pictures and d. Short filling
b. Use reflexive you use to refer to a collective nouns and reflexive • photographs e. Dialogue
pronouns in sentences group of things or pronouns in groups • newspapers completion,
correctly. animals? 3. Construct sentences using • magazines information gap
c. Suggest reflexive collective and reflexive • junior
pronouns to be used pronouns encyclopedia
during 4. Create and complete • journals
communication. crossword puzzle using
• dictionaries
collective nouns and reflexive
pronouns. • diorama
• flash cards
3 Writing By the end of the sub 1.How do we Learner is guided to: • course book a. Teachers made
strand, the learner should express ideas on 1. Brainstorm and discuss possible • story books tests
be able to: different topics? point to include in their b. Leaners journals
• poetry books
a. Select relevant points to 2.Why do we share composition c. Peer assessment
plan their composition. 2. Write first paragraph in pairs • pictures and d. Self-assessment
ideas?
b. Discuss ways of sharing while observing correct • photographs e. Portfolio dictation
ideas punctuations and spellings. • newspapers
c. Advocate the use of • magazines
creativity in writing • junior
among peers. encyclopedia
• journals
• dictionaries
• diorama
• flash cards
4 Creative Writing: By the end of the sub 1. How do we Learner is guided to: • course book a. Teachers made
Open ended strand, the learner should express ideas on 1. Complete the composition • story books tests
Compositions(10 be able to: different topics? individually b. Leaners journals
0-150 words) • poetry books
a. Select relevant points 2. Why do we share 2. Proof read their composition c. Peer assessment
to plan their in pairs • pictures and d. Self-assessment
ideas?
 composition. 3. Suggest suitable tittles for • photographs e. Portfolio dictation
b. Discuss ways of their compositions • newspapers
sharing ideas 4. Display the completed
• magazines
c. Advocate the use of composition in class
• junior
creativity in writing 5. Conduct a gallery walk and
encyclopedia
among peers. give feedback
6. Search and read composition • journals
online • dictionaries
• diorama
• flash cards
5 1 ETIQUITE Listening and By the end of the sub a. Why should you Learner is guided to: • course book a. Oral reading or
speaking: polite strand learner should be use polite 1. Listens to correct pronunciation • story books dictation recitation
able to. expressing when of sounds, phrases and b. Role play
words Phrases • poetry books
a. Identify polite words, talking to others? expressions from the teacher, c. Debates
and Expressions • pictures and
phrases and b. Why should you audio visual recording among d. Oral interviews
expressions in oral listen to others? other. /ɔɪ/ in words • photographs e. Dialogue
context c. Which word 2. Practice using polite words and • newspapers f. Oral discussion
b. Use polite word, phrases or phrases in pairs • magazines
phrases and expressions do 3. Role play the use of polite • junior
expressions to we use to show words, phrases and expressions encyclopedia
complement others politess? at meal times • journals
c. Recommend
• dictionaries
appropriate word and
phrases for expressing • diorama
politeness • flash cards
2 Sounds: /ɔɪ/ as in By the end of the a. Why should you Leaners are guided to: • course book a. Oral reading or
boy, noise sub strand,the use polite 1. Say words containing the • story books dictation recitation
learner should be expressing when sound/ɔi/ in words and phrases. b. Role play
• poetry books
able to: talking to others? 2. Write down the specific c. Debates
a. Listen for specific sounds sounds,words,phrases and • pictures and d. Oral interviews
b. Why should you
inwords, phrases and listen to others? expressions form an oral text • photographs e. Dialogue
expressions. c. Which word and pronouns them correctly • newspapers f. Oral discussion
b. Use polite words, phrases or 3. Access correct pronunciation of • magazines
phrasesand expressions do sound, words ,phrases and • junior
expressions to we use to show expressions from digital text encyclopedia
complement others. politesse? 4. Listen to/recite poems with • journals
c. Recommend appropriate words featuring the target
• dictionaries
words and phrases for sounds
• diorama
expressing politeness
• flash cards
3 Intensive reading: By the end of the sub a. How do you get Learners are guided to • course book a. Reading aloud
Narrative of about strand,the learner information 1. Make prediction on a story • story books b. Dictation
400 words should be able to: from atext? when reading. c. Oral interviews
• poetry books
a. Relate events in the b. Which things do 2. Use their imaginations to d. Questions and
story with their life visualize the even in the story. • pictures and answers
you predict or
experiences. visualize in a 3. Scan and skim text for new • photographs e. Teachers made test
b. Predict events in a story? words and information, in • newspapers
text for small groups • magazines
comprehension. 4. Answer the factual and • junior
inferential questions from text
 c. Respond to factual and in groups. encyclopedia
inferential questions 5. Use digital devices to read • journals
correctly. online stories for • dictionaries
d. Relate events in a comprehension
• diorama
reading text to real life • flash cards
experiences.
4 Intensive reading: By the end of the sub a. How do you get Learner are guided to: • course book a. Reading aloud
Narrative of about strand, the learner information from 1. Make a prediction on a story • story books b. Dictation
400 words should be able to: atext? when reading c. Oral interviews
• poetry books
a. Predict events in a text b. Which things do 2. Use the imagination to d. Questions and
visualize the event in a story in • pictures and answers
forcomprehension. you predict or
visualize in a a story • photographs e. Teachers made test
b. Create mental images
fromthe events in a story? 3. Scan and skim text for new • newspapers
story. words and information, in • magazines
c. Respond to factual and small groups • junior
inferential questions 4. Answer factual and inferential encyclopedia
correctly. questions from text in groups • journals
5. Use digital devices to read
d. Relate events in a • dictionaries
online stories for
e. Reading text to real life comprehension. • diorama
experiences. • flash cards
6 1 Grammar in use: By the end of the sub 1. How do you Learner is guided to, • course book a. Task such as
Language strand the learner should identify correct 1. Make sentences with too.. to • story books multiple choice
Pattern: be able to sentence? /for from a substitution table b. Discrimination
• poetry books
Use of too…to/for a. identify sentence in 2. Why is it for examples: the stone is too c. Gap – filling
which the language important to use heavy for Charles to life • pictures and d. Short filling
patterns are used sentence 2. Fill blank spaces in the • photographs e. Dialogue
b. use the language correctly? sentences using the sentences • newspapers completion,
patterns in sentences pattern for clarity in • magazines information gap
correctly communication • junior
c. Challenge others to use encyclopedia
sentences pattern • journals
correctly.
• dictionaries
• diorama
• flash cards
2 Use of By the end of the sub a. How should we Learner is guided to, • course book a. Task such as
Must/Should with strand learner should be write legibly and Make sentences with too.. to /for • story books multiple choice
an able to neatly? from a substitution table for b. Discrimination
• poetry books
Adverb/Adverbial a. identify text written in b. How can we examples: the stone is too heavy c. Gap – filling
joined letters or cursive improve our for Charles s to life • pictures and d. Short filling
script handwriting? Fill blank spaces in the sentences • photographs e. Dialogue
b. write legibly using joined using the sentences pattern for • newspapers completion,
letters/cursive script clarity in communication • magazines information gap
c. use visual to create a • junior
story encyclopedia
d. recommend ways of • journals
improving legibility and
• dictionaries
neatness of written
communication • diorama
 • flash cards
3 Writing: Mechanic By the end of the sub a. Why should we Learner is guided to; • course book Teachers made tests
ofWriting strand learner should be write legibly 1. Copy sentences and paragraph • story books Learners journals
Handwriting able to and neatly? in their text books Peer assessment
• poetry books
Joined/ (cursive a. identify text written in b. How can we 2. Observe visual/pictures and Self-assessment
script) joined letters or cursive improve our compose a story about (120-160 • pictures and learner
script handwriting? words) • photographs Portfolio dictation
b. write legibly using 3. Discuss the importance of • newspapers Standardized writing
joined letters/cursive writing legibly and neatly as a • magazines test
script class in pairs. • junior
c. use visual to create a 4. Search for information form the encyclopedia
story internet or print source and • journals
d. recommend ways of make notes in pairs or groups
• dictionaries
improving legibility and
neatness of written • diorama
communication • flash cards
4 Writing: Mechanic By the end of a sub a. Why should we Learner is guided to: • course book a. Teachers made tests
ofWriting strand learner should be write legibly 1. Copy words, sentences and • story books b. Learners journals
Handwriting able to: and neatly? paragraphs in their books c. Peer assessment
• poetry books
Joined/ (cursive a. Identify text written in b. How can we 2. Observe visual/ pictures and d. Self-assessment
script) joined letters or cursive improve our compose a story about (120 – • pictures and learner
script handwriting? 160 ) words • photographs e. Portfolio dictation
b. Write legibly using 3. Discuss the importance of • newspapers f. Standardized writing
joined letters/ cursive writing neatly as class in • magazines test
script pairs • junior
c. Use visual to create a encyclopedia
story • journals
d. Recommend ways of
• dictionaries
improving legibility and
neatness in written • diorama
communication • flash cards
7 1 ROAD Listening and By the end of the sub a. Why should we Learner is guided to • course book a. Oral reading or
ACCIDEN speaking: word strand learners should be pronouns words 1. classify nouns, verbs and • story books dictation recitation
TS stress (contrast able to: correctly? adjectives from the list b. Role play
• poetry books
PREVENTI between, a. Construct sentences b. Why do we have 2. Practice saying words using c. Debate
ON nouns/verbs, orally using words different the correct stress in pairs or • pictures and d. Oral interviews
verbs/adjectives) related to the theme meanings at small groups for examples: • photographs e. Dialogue
b. Use vocabularies times? conflict (verb) conflict (noun). • newspapers f. Oral discussion
related to the them Subject(verb)/subject (noun) • magazines
correctly 3. Construct sentences orally • junior
c. Advocate the using the new vocabulary encyclopedia
importance of correct 4. Take part in language games • journals
use of stress in involving word stress
• dictionaries
communication
• diorama
• flash cards
2 Sounds : /t/ as in By the end of the sub a. Why should we 1. Leaner is advice to recite the • course book a. Oral reading or
fatal, strand learners should be pronouns words poem and apply the correct • story books dictation recitation
/d/ as in first aid, able to: correctly? stress on words b. Role play
• poetry books
pedestrian, road a. List words whose b. Why do we 2. Listen or watch to an audio c. Debate
 meaning differ have different visual materials on the • pictures and d. Oral interviews
according to meanings at pronunciation • photographs e. Dialogue
pronunciation times? 3. List words that are stressed f. Oral discussion
• newspapers
b. Pronounce words 4. Say words containing sound /t/
using the correct stress and /d/ • magazines
c. Advocate the • junior
importance of correct encyclopedia
use of stress in • journals
communication. • dictionaries
• diorama
• flash cards
3 Reading : By the end of the sub a. Why do you like Learner is guided to • course book a. Reading aloud
intensive reading strand learners should be pictures? 1. View picture,illustations, • story books b. Dictation
–c comprehension able to: b. How can you use 2. posters,videos,pictures maps c. Oral interviews
• poetry books
(visual) a. List the visuals in the pictures to mnemonics, and symbol d. Questions and
classroom communicate? among others in small groups • pictures and answers
b. Answer factual and c. What are some of 3. Compose songs,stories.poems • photographs e. Teachers made test
inferential questions the messages that or dialogues based on the • newspapers
correctly pictures visuals • magazines
c. Judge the communicate? 4. answer questions based on the • junior
appropriateness of visuals, in small groups encyclopedia
visuals in conjunction • journals
with peers
• dictionaries
• diorama
• flash cards
4 By the end of the sub a. Why do you like a. Describe and interpret visual • course book a. Reading aloud
strand learners should be pictures? correctly in pairs or small • story books b. Dictation
able to: b. How can you use group c. Oral interviews
• poetry books
a. List the visuals in the pictures to b. Preview and make predictions d. Questions and
classroom communicate? based on pictures, illustration, • pictures and answers
b. Answer factual and c. What are some of tittles and experiences • photographs e. Teachers made test
inferential questions the messages that c. Represent own stories using • newspapers
correctly pictures pictures or videos • magazines
c. Judge the communicate? d. Create visuals based on their • junior
appropriateness of experiences encyclopedia
visuals in conjunction • journals
with peers
• dictionaries
• diorama
• flash cards
8 1 Grammar in use: By the end of the sub a. Why should we Learner is guided to: • course book a. Task such as
word classes: strand learner should be the possessive a. In pairs, engage in • story books multiple choice
persona able to: forms correctly? online/offline games involving b. Discrimination
• poetry books
pronounces a. Identify possessive b. Which word show pronouns such as dicee,goofy c. Gap – filling
forms in print or digital something belongs cards and word search • pictures and d. Short filling
text to a person? b. Simulate, dramatize or role • photographs e. Dialogue
b. Use possessive forms play a conversation featuring • newspapers completion,
correctly in sentences possessive forms • magazines information gap
c. Advocate the correct c. Watch video/songs involving
 use of possessive forms the use of possessive • junior
among peers. pronouns/ belong to. encyclopedia
• journals
• dictionaries
• diorama
• flash cards
2 By the end of the sub a. Why should we a. Compose song based on the • course book • Task such as
strand learner should be the possessive use of personal and possessive • story books multiple choice
able to forms correctly? pronouns • Discrimination
• poetry books
a. Identify possessive b. Which word b. Fill gaps in sentences correctly • Gap – filling
forms in print or digital show something using possessive pronouns and • pictures and • Short filling
text belongs to a belong to • photographs • Dialogue
b. Use possessive forms person? c. Create a list of sentences with • newspapers completion,
correctly in sentences possessive and personal • magazines information gap
c. Advocate the correct pronouns for display in small • junior
use of possessive forms groups encyclopedia
among peers • journals
• dictionaries
• diorama
• flash cards
3 Writing By the end of the sub a. How do you Learners is guided • course book a. Teacher made test
Functional strand learner should be communicate a. Read a sample of friendly • story books b. Learners journal
writing – a reply able to: with people who letter in small group and pick c. Peer assessment
• poetry books
to a friendly letter a. Identify the component are far away? out the parts such as the d. Self-assessment
of friendly letter b. Why do you address,salutation,date • pictures and learner
b. Write a friendly letter write letters? ,complementary close among • photographs e. Portfolio dictation
using the correct format others • newspapers f. Standardized
c. Judge the b. Write a reply to a sample • magazines writing tests
appropriateness of friendly letter in pairs and • junior
words, phrases and make necessary collections encyclopedia
sentences used in c. Present some letters to the • journals
friendly letters class
• dictionaries
d. Search for sample friendly
letter in the internet in pairs • diorama
• flash cards
4 Writing By the end of the sub a. How do you Learners is guided • course book a. Teacher made test
Functional strand learner should be communicate with a. Read a sample of friendly • story books b. Learners journal
writing – a reply able to people who are far letter in small group and pick c. Peer assessment
• poetry books
to a friendly letter a. Identify the component away? out the parts such as the d. Self-assessment
of friendly letter b. Why do you write address,salutation,date • pictures and learner
b. Write a friendly letter letters? ,complementary close among • photographs e. Portfolio dictation
using the correct format others • newspapers f. Standardized
c. Judge the b. Write a reply to a sample • magazines writing tests
appropriateness of friendly letter in pairs and • junior
words, phrases and make necessary collections encyclopedia
sentences used in c. Present some letters to the • journals
friendly letters class
• dictionaries
d. Search for sample friendly
• diorama
 letter in the internet in pairs • flash cards
9 1 TRADITIO Listening and By the end of sub strand a. Why should we Learner is guided to: • course book a. Oral reading or
NAL FOOD speaking speech learners should be able pronouns sound a. Interpret nonverbal cues such • story books dictation recitation
Sound/e/ as in to: correctly? as gestures, facial expressions b. Role play
• poetry books
energy,diet,recipe a. listen for the main ideas b. Which word do and eye contact correctly in c. Debate
and specific details for we use to describe pairs • pictures and d. Oral interviews
Adjectives effective things, people or b. Prepare and make a speech in • photographs e. Dialogue
communication event? groups • newspapers f. Oral discussion
b. respond appropriately to c. Listen to a poem with various • magazines
the speech related to the adjectives describing • junior
theme traditional foods encyclopedia
c. display varied emotions d. Recite the poem in pairs and • journals
and feelings during an recite the adjectives
• dictionaries
oral presentation e. Search for examples of
adjectives in the internet, • diorama
newspapers and magazines • flash cards
2 Listening amd a. By the end of the sub a. Why should we Learner is guided to • course book a. Oral reading or
speaking speech strand learner should be pronouns sound a. Speak and pick out words • story books dictation recitation
Sound/e/ as in able to: correctly? containing sound /e/ b. Role play
• poetry books
energy,diet,recipe b. Recognize sounds, b. Which word do b. Practices saying words the c. Debate
words and phrases we use to describe words and phrases with sound • pictures and d. Oral interviews
Adjectives correctly things, people or /e/ in pairs • photographs e. Dialogue
c. Construct sentences event? c. Listens to the correct • newspapers f. Oral discussion
orally using words pronunciation of sounds, words • magazines
relate to the theme and phrases for the teacher or • junior
d. Display varied emotions video –visual recordings? encyclopedia
and feelings during an • journals
oral presentation
• dictionaries
• diorama
• flash cards
3 Reading: By the end of the sub a. What materials do Learners are guided to • course book a. Reading aloud
extensive reading: strand leaners should be you enjoy a. preview text to determine • story books b. Dictation
fictions and no able to: reading? suitability c. Oral interviews
• poetry books
fiction materials a. Select relevant reading b. Why is it b. Select fiction and nonfiction d. Questions and
(1000-1250 word) materials from a necessary to read materials from reading • pictures and answers
collection of books many books? materials (both print and non- • photographs e. Teachers made test
b. Scan a text to obtain print). • newspapers
specific information c. Set up an after school reading • magazines
c. Judge the club where they meet regularly • junior
appropriateness of a d. Share reflection on the books encyclopedia
reading text on the basis read in groups. • journals
of language and interest
• dictionaries
• diorama
• flash cards
4 Reading: By the end of the sub a. What materials do a. Skim through reading • course book a. Reading aloud
extensive reading: strand leaners should be you enjoy materials • story books b. Dictation
fictions and no able to: reading? b. Read selected materials c. Oral interviews
• poetry books
fiction materials a. Select relevant reading b. Why is it independently d. Questions and
 (1000-1250 word) materials from a necessary to read c. Share reflections on the book • pictures and answers
collection of books many books? read in groups • photographs e. Teachers made test
b. Scan a text to obtain
• newspapers
specific information
c. Judge the • magazines
appropriateness of a • junior
reading text on the encyclopedia
basis of language and • journals
interest • dictionaries
• diorama
• flash cards
1 Grammar in use: By the end of the sub a. How do we Learners are guided to: • course book a. Task such as
comparative and strand compare things, a. Describe items using the • story books multiple choice
10 superlative forms a. identify comparative people or events? comparative and superlative b. Discrimination
• poetry books
of regular and and superlative forms b. Which words are forms of adjectives e.g that c. Gap – filling
irregular of the adjectives in a used to describe windows is no longer bigger • pictures and d. Short filling
adjectives text things or people? than that one of mine • photographs e. Dialogue
b. use comparative and b. Change positive forms of • newspapers completion,
superlative forms of regular and irregular adjectives • magazines information gap
adjectives correctly to their comparative and • junior
c. advocate the importance superlative forms, in pairs encyclopedia
of using adjectives c. Create crossword puzzles • journals
correctly in using adjectives
• dictionaries
communication
• diorama
• flash cards
2 Order of By the end of the sub a. How do we a. Pick adjectives of size, shape • course book a. Task such as
adjectives(size, strand learners should be compare things, and as from a narrative or • story books multiple choice
shape and age) able to: people or poem in small groups. b. Discrimination
• poetry books
a. Oder adjectives in terms events? b. Construct sentences featuring c. Gap – filling
of size, shape and age b. Which words adjectives of size, shape and • pictures and d. Short filling
appropriately are used to age • photographs e. Dialogue
b. Construct sentences describe things c. Fill gaps using adjectives in • newspapers completion,
using adjectives of size, or people? the correct order • magazines information gap
shape and age • junior
c. Advocate the encyclopedia
importance of using • journals
adjectives correctly in
• dictionaries
communication
• diorama
• flash cards
3 Writing: creative By the end of the subs a. What materials do Learner is guided to: • course book a. Teachers – made
writing- narrative strand learners should be you enjoy a. Brainstorm ideas for a • story books tests
compositions able to: reading:? narrative composition in small b. Leaners journals
• poetry books
(120-160 words) a. Identify the parts of b. Why is it groups c. Peer assessment
narrative compositions necessary to read b. Read samples of narratives • pictures and d. Self-assessment
b. Write coherently on many books? composition in pairs • photographs e. Portfolio dictation
different topics c. Identify the parts of a narrative • newspapers
c. Promote creativity in composition. • magazines
writing among peers
 • junior
encyclopedia
• journals
• dictionaries
• diorama
• flash cards
4 Writing: creative By the end of the subs a. Why do you enjoy a. Practice writing own narratives • course book a. Teachers – made
writing- narrative strand learners should be reading stories? b. Listen or view a recording of • story books tests
compositions able to: b. How do you make narrative and re-write it in their b. Leaners journals
• poetry books
(120-160 words) a. Identify the parts of your composition own words c. Peer assessment
narrative compositions interesting? c. Proof read other’s work and • pictures and d. Self-assessment
b. Write coherently on c. What are the some give feedback • photographs e. Portfolio dictation
different topics of the stories you • newspapers
c. Promote creativity in know? • magazines
writing among peers • junior
encyclopedia
• journals
• dictionaries
• diorama
• flash cards
Assessment