GRADE FIVE (5) SKILLS IN ENGLISH ACTIVITIES.

SCHEMES OF WORK TERM 2 2021/2022

Wk Ls Strand/ Sub strand Specific learning outcomes Key inquiry Learning experiences Learning Assessment Ref
n Theme Questions Resources methods l
1 1 JOBS Questions – WH-, By the end of the sub strand, 1. Why should we Learners is guided to:  course book a) Oral reading
AND Yes/No the learner should be able to: pronounce sounds Sort the statements and  magazines or dictation
OCCUPA Statements a. Sort statements and and words correctly? questions on the basis of rising  junior recitations
TIONS questions based on rising 2. Why do we raise or falling intonation in small encyclopedia b) Role play
and falling intonation. our voices when groups.  journals c) Debates
- b. Construct sentences orally asking some Watch a video of a dialogue  dictionaries d) Oral
What I using words related to the questions? in which statements and  diorama interviews
can be theme. 3. How can you questions are used.
 flash cards e) Dialogues
c. Advocate the need for change your voice to Recite a choral verse in pairs
 Skills in f) Oral
correct stress and intonation show different or small groups.
English T.G pg. discussions
in varied contexts. meanings? Role play a telephone
conversation with intonation. 80-82
Sing songs featuring stress  Skills in
and intonation. English
Learners Bk.
Pg.76-78
2 Reading Intensive By the end of the sub strand, 1. How do we tell the Learners is guided to:  course book a) Reading
reading : the learner should be able to: meaning of words? Make connections between  story books aloud
Comprehension a. Select unfamiliar words and 2. What makes you a the characters in the text and  poetry books b) Dictation
(Dialogues phrases from a reading text. good reader? the people they know.  pictures and c) Oral
about 400 b. Use contextual clues to Relate events in the dialogue  photographs interviews
words) infer the meaning of words. with their experiences.  newspapers d) Question
c. Respond to direct and Read and role play a
 dictionaries and answer
inferential questions for dialogue in small groups.
 diorama e) Teacher-
comprehension. Pick out main ideas from the
 flash cards made tests
d. Relate events in the story dialogue.
with their own experiences. Answer direct and inferential  Skills in
questions based on the English T.G pg.
dialogue. 82-83
Infer the meaning of words  Skills in
from the context (for example, English
from words occurring before or Learners Bk.
after). Pg.79-81

Page 1 of 16
 3 Gramma World classes: By the end of the sub strand, 1. Which words do Learners is guided to:  course book a) Tasks such as
r in use Determiners the learner should be able to: we use to show Read a passage related to the  story books multiple
as quantifiers: a. Identify quantifying amount or quantity? theme featuring quantifying  poetry books choice
Few/ a few, determiners. b)
determiners in a variety of 2. Why is it  diorama Discrimination
little/ a little, a texts important to tell the Identify quantifying  flash cards c) Gap-filling
lot, each, all, b. Use quantifying determiners quantity of determiners from the passage,  Skills in d) Short-answer
enough, most, appropriately in a variety of something? in pairs.
English T.G pg. e) Dialogue-
least contexts. Match quantifying
84-85 completion,
c. Judge the appropriateness determiners with corresponding information gap
 Skills in
of quantifying determiners countable and uncountable f) Role play
nouns. English
in oral and written texts. g) Simulation
Learners Bk.
Pg.81-83
4 Writing Creative Writing By the end of the sub strand, 1. Why do we enjoy Learners is guided to:  course book c) Peer
Pictorial the learner should be able to: looking at pictures? Interpret pictures, in pairs.  story books assessment
Composition a. Choose possible topics for 2. What messages do Match the pictures with the  poetry books d) Self-
(120 pictorial compositions. pictures different parts of a composition:  dictionaries assessment
-160 words) b. Create a composition based communicate? beginning, middle and end.  diorama learner
on the visuals or pictures Watch a variety of  flash cards e) Portfolio
c. Judge visuals appropriately animations, videos and sample
 Skills in dictation
for creativity in writing. write pictorial compositions, in
English T.G pg. f)Standardized
groups.
85-86 writing tests
 Skills in
English
Learners Bk.
Pg.83
2 1 A Sounds /f/ as in By the end of the sub strand, 1. Why should we Learners is guided to:  course book a) Oral reading
GREAT farmer, the learner should be able to: pronounce sounds Practice saying words,  story books or dictation
TEACHE /v/ as in van a. Pronounce words and and words correctly? phrases and sentences with the  poetry books recitations
R driver phrases with the target 2. Why do we raise sounds /f/ and /v/.  flash cards b) Role play
sounds correctly. our voices when Say tongue twisters with the  Skills in c) Debates
b. Use stress and intonation asking some sounds /f/ and /v/ in groups. English T.G pg. d) Oral
appropriately in statements questions? Watch a video of a dialogue  Skills in interviews
and questions. 3. How can you in which statements and English T.G pg. e) Dialogues
c. Advocate the need for change your voice to questions are used.
85-88 f) Oral
correct stress and intonation show different Recite a choral verse in pairs
 Skills in discussions
in varied contexts. meanings? or small groups.
English
Role play a telephone
conversation with intonation. Learners Bk.
Sing songs featuring stress Pg.84-86
and intonation.

Page 2 of 16
2 Reading Intensive By the end of the sub strand, 1. How do we tell the Learners is guided to:  course book a) Reading
reading : the learner should be able to: meaning of words? Make connections between  story books aloud
Comprehension a. Respond to direct and 2. What makes you a the characters in the text and  poetry books b) Dictation
(Dialogues inferential questions good reader? the people they know.  pictures and c) Oral
about 400 b. Use contextual clues to Relate events in the dialogue  photographs interviews
words) infer the meaning of words. with their experiences.  newspapers d) Question
c. Respond to direct and Read and role play a
 dictionaries and answer
inferential questions for dialogue in small groups.
 diorama e) Teacher-
comprehension. Pick out main ideas from the
 flash cards made tests
d. Relate events in the story dialogue.
with their own experiences. Answer direct and inferential  Skills in
questions based on the English T.G pg.
dialogue. 88-89
Infer the meaning of words  Skills in
from the context (for example, English
from words occurring before or Learners Bk.
after). Pg.86-87
3 World classes: By the end of the sub strand, 1. Which words do List quantifying determiners  course book a) Tasks such as
Determiners the learner should be able to: we use to show that can be used with both  story books multiple
as quantifiers: a. Identify quantifying amount or quantity? countable and uncountable  encyclopedia choice
Few/ a few, b)
determiners in a variety of 2. Why is it nouns.  journals Discrimination
little/ a little, a texts important to tell the Read sentences containing  dictionaries c) Gap-filling
lot, each, all, b. Use quantifying determiners quantity of quantifying determiners  diorama d) Short-answer
enough, most, appropriately in a variety of something? from the internet, in small
 flash cards e) Dialogue-
least contexts. groups  Skills in completion,
c. Judge the appropriateness Construct sentences using information gap
English T.G pg.
of quantifying determiners quantifying determiners with
in oral and written texts. nouns in small groups. 90
Complete sentences by  Skills in
filling in gaps using the correct English
Quantifying determiners. Learners Bk.
Pg.88-89
4 Creative Writing By the end of the sub strand, 1. Why do we enjoy Arrange different pictures  course book c) Peer
Pictorial the learner should be able to: looking at pictures? logically to write a story  story books assessment
Composition a. Choose possible topics for 2. What messages do coherently, in groups.  poetry books d) Self-
(120 pictorial compositions. pictures Write a pictorial  pictures and assessment
-160 words) b. Create a composition based communicate? compositions in small groups.  photographs learner
on the visuals or pictures Proof read each groups work  dictionaries e) Portfolio
c. Judge visuals appropriately and give feedback.  diorama dictation
for creativity in writing. Display their compositions in
 flash cards f)Standardized
class.
 Skills in writing tests
English T.G pg.
91-92

Page 3 of 16
  Skills in
English
Learners Bk.
Pg.89-90
3 1 TECHNO Sounds /ə/ as in By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
LOGY: here, year ;/eɪ/ the learner should be able to: pronounce sounds Select words with the sounds  story books or dictation
LEARNI as a. Identify words, phrases or and words correctly? /ə/ and /eɪ/ from a dialogue.  encyclopedia recitations
NG in make, brain sentences with the target 2. Why should we Take turns to read a dialogue  journals b) Role play
THROU sound. listen to one another? in pairs.  dictionaries c) Debates
GH b. Pronounce sounds correctly 3. Why should you Interrupt appropriately.  diorama d) Oral
TECHNO for accuracy in speech. give others a chance View a video of conversation
 flash cards interviews
LOGY a. Challenge others to listen to speak? and list words or phrases used
 Skills in e) Dialogues
interactively for effective 4. How do you tell if to interrupt politely.
English T.G pg. f) Oral
communication. someone is happy or Say the target sounds as
94-96 discussions
sad? modelled from a recording.
Make sentences with words  Skills in
containing the sounds: /ə /eɪ/. English
Learners Bk.
Pg.92-94
2 Reading Extensive By the end of the sub strand, 1. What kind of Learner is guided to:  course book a) Reading
reading: the learner should be able to: information do you Skim through reading  story books aloud
Extensive a. Select relevant reading find in books? materials to obtain the main  poetry books b) Dictation
Fiction and materials from a collection 2. Why is it idea.  pictures and c) Oral
Non-Fiction of books. necessary to read Preview texts to determine  dictionaries interviews
Texts b. Read a variety of materials many books? suitability and relevance.  diorama d) Question
(1000-1250 for information and 3. What do you Scan materials for specific
 flash cards and answer
words) pleasure. consider when details, in pairs
 Skills in e) Teacher-
c. Judge the appropriateness choosing a material to Select appropriate reading
English T.G pg. made tests
of reading materials on the read? materials from a library.
basis of interest, complexity Read the selected materials 96-97
and subject. individually.  Skills in
Share reflections on the English
books read in groups. Learners Bk.
Keep a record of materials Pg.94-98
read.
3 Gramma Tense By the end of the sub strand, 1. Which words do Learner is guided to:  course book a) Tasks such as
r In use Future the learner should be able to: we use to show future Pick sentences which express  story books multiple
Time using a. Identify words that indicate time? future time from a text.  poetry books choice
will/shall b)
future time in sentences. 2. How do you tell Make sentences from a  pictures and Discrimination
b. Use will and shall to the time something substitution table.  flash cards
Answer questions on future c) Gap-filling
express future time happened?  Skills in d) Short-answer
correctly. 3. What will you do time using will/shall in pairs.
English T.G pg. e) Dialogue-
c. Collaborate with others to tomorrow? Construct sentences using 97-98 completion,
determine the correctness will/shall in pairs or groups. information gap
Page 4 of 16
 and appropriates of the Role play activities they plan  Skills in f) Role play
tense used in own or or wish to do in future in small English g) Simulation
provided texts. groups. Learners Bk.
Pg.98-99
4 Writing Mechanics of By the end of the sub 1. Which punctuation Learner is guided to:  course book a) Teacher-
Writing strand, the learner should marks do you know? Read a text in pairs.  story books made tests
Punctuation be able to: 2. Why do we Identify punctuation marks  poetry books b) Learner
Use of a. Identify commas and punctuate sentences? used in the text in pairs.  dictionaries journals
the Commas double quotation marks in Use commas to show pauses  diorama c) Peer
written texts. between words, phrases or  flash cards assessment
b. Use the comma and double clauses.
 Skills in d) Self-
quotation marks correctly in Complete sentences using
English T.G pg. assessment
sentences. double quotation marks and
98-99 learner
c. Advocate the use of correct commas. e) Portfolio
punctuation in written  Skills in
English dictation
communication. f)Standardized
Learners Bk.
Pg.100 writing tests
4 1 DEAR Pronunciation By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
DIGITAL and Vocabulary: the learner should be able to: pronounce sounds Take turns to read a dialogue  story books or dictation
CHILD Interactive b. Construct sentences orally and words correctly? in pairs.  poetry books recitations
Listening using words related to the 2. Why should we Interrupt appropriately.  dictionaries b) Role play
theme. listen to one another? View a video of conversation  diorama c) Debates
c. Use words and non-verbal 3. Why should you and list words or phrases used  flash cards d) Oral
cues to express different give others a chance to interrupt politely.
 Skills in interviews
moods to speak? Say the target sounds as
English T.G pg. e) Dialogues
d. Challenge others to listen 4. How do you tell if modelled from a recording.
99-100 f) Oral
interactively for effective someone is happy
 Skills in discussions
communication. or sad?
English
Learners Bk.
Pg.101-102
2 Poems (not By the end of the sub strand, 1. What kind of Learner is guided to:  course book a) Reading
more than 5 the learner should be able to: information do you Skim through reading  story books aloud
stanzas) a. Select relevant reading find in books? materials to obtain the main  poetry books b) Dictation
materials from a collection 2. Why is it idea.  flash cards c) Oral
of books. necessary to read Preview texts to determine  Skills in interviews
b. Read a variety of materials many books? suitability and relevance. English T.G pg. d) Question
for information and 3. What do you Scan materials for specific 100 and answer
pleasure. consider when details, in pairs
 Skills in e) Teacher-
c. Judge the appropriateness choosing a material to Select appropriate reading
English made tests
of reading materials on the read? materials from a library.
Learners Bk.
basis of interest, complexity Read the selected materials
Pg.102-103
and subject. individually.

Page 5 of 16
 Share reflections on the
books read in groups.
Keep a record of materials
read.
3 Tense By the end of the sub strand, 1. Which words do Learner is guided to:  course book a) Tasks such as
Future the learner should be able to: we use to show future Watch videos, computer,  story books multiple
Time using a. Identify words that indicate time? tablets, audio materials you  poetry books choice
will/shall b)
future time in sentences. 2. How do you tube which feature future time.  pictures and Discrimination
b. Use will and shall to tell the time Make predictions (events,  photographs c) Gap-filling
express future time something weather among  flash cards d) Short-answer
correctly. happened? others using will and shall
 Skills in e) Dialogue-
c. Collaborate with others to 3. What will you do Create display charts with completion,
English T.G pg.
determine the correctness tomorrow? sentences which feature will information gap
101
and appropriates of the and shall. f) Role play
 Skills in
tense used in own or g) Simulation
provided texts. English
Learners Bk.
Pg.103-104
4 Use of By the end of the sub 1. Which punctuation Learner is guided to:  course book a) Teacher-
Double strand, the learner should marks do you know? Pick out sentences with  story books made tests
Quotation be able to: 2. Why do we double quotation marks in  poetry books b) Learner
Marks a. Identify commas and punctuate sentences? newspapers, magazines, articles  pictures and journals
double quotation marks in or internet resources.  flash cards c) Peer
written texts. Play punctuation games.  Skills in assessment
b. Use the comma and double Create posters or charts with
English T.G pg. d) Self-
quotation marks correctly in sentences with double quotation assessment
101-102
sentences. marks and commas and display learner
 Skills in
c. Advocate the use of correct them in class. e) Portfolio
English
punctuation in written dictation
Learners Bk.
communication. f)Standardized
Pg.104-106
writing tests
5 1 THE Oral narrative By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
FARM- featuring the learner should be able pronounce words Listen to a narrative and  story books or dictation
CASH proverbs and to: correctly? select proverbs and saying.  poetry books recitations
CROPS sayings (about a. List proverbs and saying in 2. Which proverbs Search for vocabulary,  dictionaries b) Role play
130 a narrative. and sayings do you proverbs and sayings in the  diorama c) Debates
- words b. Use words, proverbs and know? internet  flash cards d) Oral
THE sayings appropriately in 3. Why are proverbs Listen and view stories and
 Skills in interviews
PLANTA oral communication. and sayings important songs featuring proverbs and
English T.G pg. e) Dialogues
TION c. Anticipate what is likely to in speech? sayings.
104-106 f) Oral
happen as a story unfolds. Create posters and charts
 Skills in discussions
d. Display varied emotions with common proverbs and
and feelings when listening sayings that the learners can English
to an oral presentation. relate to, in small groups.
Page 6 of 16
 Display them in the Learners Bk.
classroom. Pg.107-108
2 Reading Fluency in By the end of the sub 1. What makes Learner is guided to:  course book a) Reading
Reading strand, the learner should someone a good Skim and scan through  story books aloud
Texts of be able to: reader? paragraphs for information, in  poetry books b) Dictation
about 400 a. Identify unfamiliar words in 2. How long do you pairs or small groups.  diorama c) Oral
words texts for fluency. take to read a text? Search for an article on a  flash cards interviews
b. Read a text accurately and 3. What can you do topic they enjoy, select a  Skills in d) Question
with expression for fluency. to improve your portion to read, set a goal of the
English T.G pg. and answer
c. Challenge peers and parents reading speed? words to read per minute and
107-108 e) Teacher-
to read accurately, at the time themselves as they read.
 Skills in made tests
right speed and without
English
hesitation.
Learners Bk.
Pg.109-112
3 Gramma Use of By the end of the sub strand, 1. What are some of Learners is guided to:  course book a) Tasks such as
r in use Double the learner should be able to: your school rules? Fill in gaps in sentences  story books multiple
imperatives: a. Identify double imperatives 2. How do you give using double imperatives.  poetry books choice
how Select question tags from a b)
correctly in texts. instructions?  dictionaries Discrimination
many/ b. Use question tags correctly 3. Why do we ask story, dialogue or poem.  diorama c) Gap-filling
could/would in different contexts. questions? Match statements with the  flash cards d) Short-answer
c. Write correct sentences correct question tag to make a
 Skills in e) Dialogue-
using double imperatives tag question. completion,
English T.G pg.
for effective information gap
109-110
communication. f) Role play
 Skills in
d. Advocate the correct use of g) Simulation
double imperatives and English
question tags in Learners Bk.
communication. Pg.112-113
4 Writing Similes and By the end of the sub 1. How do we make Learner is guided to:  course book a) Teacher-
Proverbs strand, the learner should our compositions Read narratives with  story books made tests
be able to: interesting? formulaic expressions in print  poetry books b) Learner
a. Identify similes and 2. Which stories do and digital format.  pictures and journals
proverbs in a variety of you enjoy reading? List similes and proverbs in  flash cards c) Peer
texts. 3. Which similes and texts, in small groups.  Skills in assessment
b. Use similes and proverbs in proverb do you Create a clear and coherent
English T.G pg. d) Self-
writing for self-expression. know? story line using proverbs and
110-111 assessment
c. Create a narrative similes.
 Skills in learner
composition featuring Compose a story featuring
English e) Portfolio
similes and proverbs. similes and proverbs, small dictation
Learners Bk.
d. Advocate the use of similes groups. f)Standardized
Pg.113-114
and proverbs to enhance writing tests
creativity in writing.

Page 7 of 16
6 1 THE Listening and By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
FARM speaking: the learner should be able pronounce words Make oral sentences using  story books or dictation
Sounds /k/ as in to: correctly? vocabulary.  poetry books recitations
acre, cotton; /g/ a. Construct sentences orally 2. Which proverbs Practice saying words with  pictures and b) Role play
as in using words related to the and sayings do you the sounds /k/ /g/, in pairs.  flash cards c) Debates
grow, green theme. know? Create tongue twisters with  Skills in d) Oral
b. Pronounce words with the 3. Why are proverbs the sounds /k/ /g/.
English T.G pg. interviews
target sounds correctly. and sayings important Create posters and charts
111-112 e) Dialogues
c. Display varied emotions in speech? with common proverbs and
 Skills in f) Oral
and feelings when listening sayings that the learners can
English discussions
to an oral presentation. relate to, in small groups.
Display them in the Learners Bk.
classroom. Pg.115-116
2 Fluency in By the end of the sub 1. What makes Learner is guided to:  course book a) Reading
Reading strand, the learner should someone a good Find a word or phrase from a  story books aloud
Texts of be able to: reader? word - chart within a stipulated  poetry books b) Dictation
about 400 a. Read a text accurately and 2. How long do you time.  pictures and c) Oral
words with expression for fluency. take to read a text? Read aloud in unison as a  photographs interviews
b. Read a text at the right 3. What can you do whole class or groups (choral  flash cards d) Question
speed for fluency. to improve your reading).
 Skills in and answer
c. Challenge peers and parents reading speed? Read a short passages from a
English T.G pg. e) Teacher-
to read accurately, at the poem reader’s theatre materials, made tests
112-113
right speed and without poems, and short plays.
hesitation. Echo or imitate a model  Skills in
intonation and expression as English
they read a short paragraph or Learners Bk.
sentence at a time. Pg.116-118
3 Question By the end of the sub strand, 1. What are some of Practice giving instructions  course book a) Tasks such as
Tags on the Verb the learner should be able to: your school rules? related to the theme using  story books multiple
to be a. Identify double imperatives 2. How do you give double imperatives such as:  poetry books choice
b)
correctly in texts. instructions? Shut down your tablets and  pictures and Discrimination
b. Use question tags correctly 3. Why do we ask listen to the teacher. Type this  flash cards
in different contexts. questions? word in your tablet and look up c) Gap-filling
 Skills in d) Short-answer
c. Write correct sentences its meaning. English T.G pg. e) Dialogue-
using double imperatives Role play giving and
114 completion,
for effective receiving instructions at home information gap
 Skills in
communication. using double imperatives. f) Role play
English
d. Advocate the correct use of Use double imperatives to g) Simulation
Learners Bk.
double imperatives and make rules for their
question tags in class and display them in charts Pg.118-120
communication. or posters
4 Creative Writing By the end of the sub 1. How do we make Learner is guided to:  course book a) Teacher-
Narrative strand, the learner should our compositions  story books made tests
Composition be able to: interesting?
Page 8 of 16
 (120 -160 a. Use similes and proverbs in 2. Which stories do Read narratives with  poetry books b) Learner
words) writing for self-expression. you enjoy reading? formulaic expressions in print  pictures and journals
b. Create a narrative 3. Which similes and and digital format.  photographs c) Peer
composition featuring proverb do you Engage in a dialogue to  diorama assessment
similes and proverbs. know? advance plot and story line.  flash cards d) Self-
c. Advocate the use of similes Write creative compositions  Skills in assessment
and proverbs to enhance using featuring similes and English T.G pg. learner
creativity in writing. proverbs, individually.
115-116 e) Portfolio
Create and display charts
 Skills in dictation
with proverbs and similes, in
English f)Standardized
pairs or small groups.
Learners Bk. writing tests
Pg.120
7 1 HEALTH Listening and By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Oral reading
- speaking: the learner should be able to: important to speak Construct sentences in pairs  story books or dictation
COMMU Speaking a. Construct sentences orally accurately and or small groups.  poetry books recitations
NICABL Fluency using words related to the express the right Listen to a poem or narrative  pictures and b) Role play
E Narrative theme. feelings? and identify words with the /h/  dictionaries c) Debates
DISEAS of about 150 b. Use vocabulary related to 2. How can you sound.  diorama d) Oral
ES words the theme correctly. listen more Retell the narrative in own
 flash cards interviews
c. Display appropriate attentively? words in small groups.
 Skills in e) Dialogues
- emotions and feelings when 3. Which words do Listen to graded texts with
English T.G pg. f) Oral
Visiting making an oral presentation. you use to talk about audio recordings of whole
119-120 discussions
a doctor diseases? narratives.
 Skills in
Listen to music and pick out
sounds and vocabulary. English
Practice delivering the news Learners Bk.
highlights in the classroom. Pg.122-128
Respond to oral questions on
given texts confidently and with
speed.
Make one-minute speeches
on communicable diseases in
small groups.
Recite poems on
communicable diseases.
2 Listening and By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Oral reading
speaking: the learner should be able to: important to speak Construct sentences in pairs  story books or dictation
Speaking a. Construct sentences orally accurately and or small groups.  poetry books recitations
Fluency using words related to the express the right Retell the narrative in own  pictures and b) Role play
Narrative theme. feelings? words in small groups.  dictionaries c) Debates
of about 150 b. Use vocabulary related to 2. How can you Listen to graded texts with  diorama d) Oral
words the theme correctly. listen more audio recordings of whole
 flash cards interviews
attentively? narratives. e) Dialogues
Page 9 of 16
 c. Display appropriate 3. Which words do Listen to music and pick out  Skills in f) Oral
emotions and feelings when you use to talk about sounds and vocabulary. English T.G pg. discussions
making an oral presentation. diseases? Watch news at home for fun, 119-120
and retell the interesting  Skills in
episodes to peers and friends in English
the classroom. Learners Bk.
Practice delivering the news Pg.122-128
highlights in the classroom.
Recite poems on
communicable diseases.
3 Reading Reading By the end of the sub strand, 1. How do you Learners are guided to:  course book a) Reading
intensive: the learner should be able to: describe things? Make connections between  story books aloud
Descriptive a. Identify the main idea in 2. How can you tell events in the text and their  poetry books b) Dictation
Fictional or Non- each paragraph. what will happen in a experiences.  flash cards c) Oral
Fictional Texts b. Visualize events, characters story? Retelling the story in pairs.  Skills in interviews
(About 400 and descriptions in texts for Use illustrations, the English T.G pg. d) Question
words) comprehension. introduction and the title of a 120-121 and answer
c. Summarize the main points text to make predictions.
 Skills in e) Teacher-
of a text. Describe in groups the made tests
English
d. Challenge others to focus characters, episodes and places
Learners Bk.
on detail when reading a in a text.
Pg.123-125
text Scan a text for specific
details.
Answer questions from a
text.
Say the main ideas from a
text.
Watch a video related to the
theme and pick specific
information
4 Reading By the end of the sub strand, 1. How do you Learners are guided to:  course book a) Reading
intensive: the learner should be able to: describe things? Make connections between  story books aloud
Descriptive a. Identify the main idea in 2. How can you tell events in the text and their  poetry books b) Dictation
Fictional or Non- each paragraph. what will happen in a experiences.  flash cards c) Oral
Fictional Texts b. Summarize the main points story? Retelling the story in pairs.  Skills in interviews
(About 400 of a text. Use illustrations, the English T.G pg. d) Question
words) c. Answers factual and introduction and the title of a 120-121 and answer
inferential questions for text to make predictions.
 Skills in e) Teacher-
comprehension. Describe in groups the
English made tests
d. Challenge others to focus characters, episodes and places
Learners Bk.
on detail when reading a in a text.
Pg.123-125
text Scan a text for specific
details.

Page 10 of 16
 Answer questions from a
text.
Say the main ideas from a
text.
Watch a video related to the
theme and pick specific
information
8 1 Gramma Adverbs By the end of the sub strand, 1. How often do you Learners is guided to:  course book a) Tasks such as
r in use (manner, time, the learner should be able come to school? Identify and list adverbs from  story books multiple
place, to: 2. Which words a digital or print text, in pairs.  poetry books choice
frequency) b)
a. Distinguish between describe when, how Make sentences from a  pictures and Discrimination
adverbs of manner, time and where actions substitution table using the  flash cards c) Gap-filling
place and frequency for take place? pattern how  Skills in d) Short-answer
effective communication. many…could/would.
English T.G pg. e) Dialogue-
b. Use adverbs of manner, Fill blank with appropriate completion,
121-122
time, place and frequency in adverbs. information gap
 Skills in
oral and written contexts. Construct sentences using f) Role play
English
c. Judge the appropriateness adverbs of manner, time place g) Simulation
and frequency. Learners Bk.
of adverbs used in oral and
Recite poems containing Pg.126-128
written texts.
adverbs, in groups.
2 Adverbs By the end of the sub strand, 1. How often do you Learners is guided to:  course book a) Tasks such as
(manner, time, the learner should be able come to school? Identify and list adverbs from  story books multiple
place, to: 2. Which words a digital or print text, in pairs.  poetry books choice
frequency) b)
d. Distinguish between describe when, how Make sentences from a  pictures and Discrimination
adverbs of manner, time and where actions substitution table using the  flash cards c) Gap-filling
place and frequency for take place? pattern how  Skills in d) Short-answer
effective communication. many…could/would. English T.G pg. e) Dialogue-
e. Use adverbs of manner, Fill blank with appropriate completion,
121-122
time, place and frequency in adverbs. information gap
 Skills in
oral and written contexts. Construct sentences using f) Role play
English
f. Judge the appropriateness adverbs of manner, time place g) Simulation
Learners Bk.
of adverbs used in oral and and frequency.
written texts. Recite poems containing Pg.126-128
adverbs, in groups.
3 Writing Punctuation By the end of the sub strand, 1. Which punctuation Learner is guided to:  course book a) Teacher-
Marks the learner should be able to: marks do you know? Listen to a short oral text and  story books made tests
Apostrophe a. Identify apostrophe in 2. Why do we write the text with the correct  poetry books b) Learner
sentences. punctuate sentences? punctuation marks.  pictures and journals
b. Punctuate sentences Underline the apostrophe and  flash cards c) Peer
correctly using the. exclamation marks in a text, in  Skills in assessment
c. Collaborate with others to pairs. English T.G pg. d) Self-
punctuate own or provided 123-124 assessment
documents. learner
Page 11 of 16
 Construct sentences using  Skills in e) Portfolio
apostrophe and exclamation English dictation
mark. Learners Bk. f)Standardized
Watch online videos or slides Pg.128 writing tests
about the correct use of
apostrophe and exclamation
mark.

4 WASH Listening and By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Oral reading
YOUR speaking- the learner should be able to: important to speak Listen to a poem or narrative  story books or dictation
HANDS speaking fluency a. List words with sound /h/ accurately and and identify words with the /h/  poetry books recitations
Sounds: /h/ from an oral text. express the right sound.  pictures and b) Role play
as in health, heal b. Speak accurately, at the feelings? Retell the narrative in own  flash cards c) Debates
right speed and with 2. How can you words in small groups.  Skills in d) Oral
expression on a given topic listen more Listen to music and pick out English T.G pg. interviews
Display appropriate emotions attentively? sounds and vocabulary.
124-125 e) Dialogues
and feelings when making an 3. Which words do Watch news at home for fun,
 Skills in f) Oral
oral presentation. you use to talk about and retell the interesting
English discussions
diseases? episodes to peers and friends in
Learners Bk.
the classroom.
Pg.129-130
Recite poems on
communicable diseases.
9 1 Reading By the end of the sub strand, 1. How do you Learners are guided to:  course book a) Reading
intensive: the learner should be able to: describe things? Make connections between  story books aloud
Descriptive a. Visualize events, characters 2. How can you tell events in the text and their  poetry books b) Dictation
Fictional or Non- and descriptions in texts for what will happen in a experiences.  pictures and c) Oral
Fictional Texts comprehension. story? Retelling the story in pairs.  photographs interviews
(About 400 b. Summarize the main points Use illustrations, the  newspapers d) Question
words) of a text. introduction and the title of a
 flash cards and answer
c. Answers factual and text to make predictions.
 Skills in e) Teacher-
inferential questions for Describe in groups the
English T.G pg. made tests
comprehension. characters, episodes and places
in a text. 126-127
d. Challenge others to focus
on detail when reading a Scan a text for specific  Skills in
text details. English
Answer questions from a Learners Bk.
text. Pg.131-133
Say the main ideas from a
text.
Watch a video related to the
theme and pick specific
information
2 Gramma 2 How By the end of the sub strand, 1. How often do you Learners is guided to:  course book a) Tasks such as
r in use the learner should be able come to school?  story books multiple
Page 12 of 16
 many…could/wo to: 2. Which words Identify and list adverbs from  poetry books choice
uld a. Construct sentences using describe when, how a digital or print text, in pairs.  pictures and b)
how many… could/would Discrimination
and where actions Make sentences from a  dictionaries
correctly. c) Gap-filling
take place? substitution table using the  diorama d) Short-answer
b. Use adverbs of manner, pattern how  flash cards e) Dialogue-
time, place and frequency in many…could/would.  Skills in completion,
oral and written contexts. Fill blank with appropriate English T.G pg. information gap
c. Judge the appropriateness adverbs. f) Role play
127
of adverbs used in oral and Construct sentences using g) Simulation
 Skills in
written texts. adverbs of manner, time place
English
and frequency.
Learners Bk.
Recite poems containing
Pg.133-134
adverbs, in groups.
3 Writing Exclamation By the end of the sub strand, 1. Which punctuation Learner is guided to:  course book a) Teacher-
Mark the learner should be able to: marks do you know? Construct sentences using  story books made tests
a. Identify exclamation mark 2. Why do we apostrophe and exclamation  poetry books b) Learner
in sentences. punctuate sentences? mark.  pictures and journals
b. Punctuate sentences Watch online videos or slides  dictionaries c) Peer
correctly using exclamation about the correct use of  diorama assessment
mark. apostrophe and exclamation
 flash cards d) Self-
c. Collaborate with others to mark.
 Skills in assessment
punctuate own or provided Complete exercises related to
English T.G pg. learner
documents. the apostrophe and exclamation
128-130 e) Portfolio
mark online and offline. dictation
Create and display charts or  Skills in
English f)Standardized
posters with sentences in which writing tests
apostrophe and exclamation Learners Bk.
mark are used, in groups. Pg.135-136
Conduct a gallery walk and
view the charts made by each
group.
4 LEISUR Listening and By the end of the sub strand, 1. How do you Learner is guided to:  course book a) Oral reading
E TIME speaking: the learner should be able to: behave when Listen to a narrative and  story books or dictation
ACTIVIT Interactive a. Identify different moods in someone is speaking retell it while expressing  poetry books recitations
IES Listening a narrative or a choral verse. to you? different moods or feelings.  dictionaries b) Role play
Choral verse b. Use words and phrases with 2. Which words do Construct sentences orally in  diorama c) Debates
- the selected sound in you use to join an pairs or small groups.  flash cards d) Oral
My sentences ongoing Say words containing the
 Skills in interviews
hobby c. Interrupt appropriately conversation? sounds /s/ and /z/ in pairs or
English T.G pg. e) Dialogues
during turn- taking for self- small groups.
132-133 f) Oral
expression. Watch a video of a
 Skills in discussions
d. Challenge others to listen conversational narrative or a
interactively during choral verse online or offline. English
conversations.
Page 13 of 16
 Discuss about appropriate Learners Bk.
turn-taking skills in the Pg.137-138
conversation.
Engage in a conversation in
pairs, focusing on turn-taking
and interrupting skills.
10 1 Sounds /s/ as in By the end of the sub strand, 1. How do you Learner is guided to:  course book a) Oral reading
surf; and /z/ as the learner should be able to: behave when Construct sentences orally in  story books or dictation
in zoo a. Use words and phrases with someone is speaking pairs or small groups.  poetry books recitations
the selected sound in to you? Say words containing the  pictures and b) Role play
sentences 2. Which words do sounds /s/ and /z/ in pairs or  flash cards c) Debates
b. Interrupt appropriately you use to join an small groups.  Skills in d) Oral
during turn- taking for self- ongoing Discuss about appropriate
English T.G pg. interviews
expression. conversation? turn-taking skills in the
132-133 e) Dialogues
c. Challenge others to listen conversation.
 Skills in f) Oral
interactively during Engage in a conversation in
English discussions
conversations. pairs, focusing on turn-taking
Learners Bk.
and interrupting skills.
Pg.137-138
2 Reading Intensive By the end of the sub strand, 1. Why do you read Learner is guided to:  course book a) Reading
Reading the learner should be able to: texts? Skim through a text and  story books aloud
Factual a. Relate the ideas in a text with 2. What makes you a obtain the main idea.  poetry books b) Dictation
Texts of About their experiences. good reader? Scan through a text to obtain  dictionaries c) Oral
400 b. Respond to factual and 3. Why do we make specific information.  diorama interviews
Words inferential questions notes when reading? Discuss and relate ideas with  flash cards d) Question
correctly. their experiences, in groups.
 Skills in and answer
c. Summarize the main ideas in Read a text independently.
English T.G pg. e) Teacher-
the text for comprehension. Answer direct and inferential
133-134 made tests
Encourage others to pay questions from the text.
attention to detail when Watch a video on leisure  Skills in
reading. time and write the main points English
Learners Bk.
Pg.139-140
3 Gramma Conjunctions By the end of the sub strand, 1. How do you join Learner is guided to:  course book a) Tasks such as
r in use and, but, or, the learner should be able to: words or sentences? Listen to a short dialogue and  story books multiple
because, a. Identify conjunctions in 2. Why do you join identify the conjunctions.  poetry books choice
since, also, for, b)
texts for effective words and sentences? Make sentences from a  dictionaries Discrimination
yet, communication substitution table using but, or,  diorama c) Gap-filling
since b. Use conjunctions correctly yet, because, since and also.  flash cards d) Short-answer
in communication. Construct sentences using the
 Skills in e) Dialogue-
c. Judge the correctness and conjunctions in pairs. completion,
English T.G pg.
appropriateness of Fill blank spaces using information gap
134-135
conjunctions used in oral conjunctions in sentences or f) Role play
 Skills in
and written texts. paragraphs. g) Simulation
English
Page 14 of 16
 Create a display chart of Learners Bk.
sentences containing Pg.140-142
conjunctions, in small groups.
Conduct a gallery walk and
give feedback to each group.
4 Conjunctions By the end of the sub strand, 1. How do you join Learner is guided to:  course book a) Tasks such as
and, but, or, the learner should be able to: words or sentences? Listen to a short dialogue and  story books multiple
because, d. Identify conjunctions in 2. Why do you join identify the conjunctions.  poetry books choice
since, also, for, b)
texts for effective words and sentences? Make sentences from a  dictionaries Discrimination
yet, communication substitution table using but, or,  diorama c) Gap-filling
since e. Use conjunctions correctly yet, because, since and also.  flash cards d) Short-answer
in communication. Construct sentences using the
 Skills in e) Dialogue-
f. Judge the correctness and conjunctions in pairs. completion,
English T.G pg.
appropriateness of Fill blank spaces using information gap
134-135
conjunctions used in oral conjunctions in sentences or f) Role play
 Skills in
and written texts. paragraphs. g) Simulation
Create a display chart of English
sentences containing Learners Bk.
conjunctions, in small groups. Pg.140-142
Conduct a gallery walk and
give feedback to each group.
11 1 Writing Creative Writing: By the end of the sub strand, 1. How do we Learner is guided to:  course book a) Teacher-
Descriptive the learner should be able describe things or Read a sample composition  story books made tests
Composition to: events? from print or electronic sources.  poetry books b) Learner
((120 a. Describe people or things 2. Why is it Talk about people or things  dictionaries journals
-160 words) mentioned in a text. important to describe in the text.  diorama c) Peer
b. Create a descriptive things or events? Make sentences to describe  flash cards assessment
composition related to the how they spent their leisure
 Skills in d) Self-
theme for effective time, in pairs. assessment
English T.G pg.
communication. Organize the sentences to learner
135-136
c. Collaborate with peers to make a paragraph, in groups. e) Portfolio
critique a composition on Write a descriptive  Skills in
English dictation
the choice of words, composition individually. f)Standardized
creativity, relevance to Proof read their Learners Bk.
Pg.142-143 writing tests
theme and logical flow. compositions, in pairs or
groups.
2 Creative Writing: By the end of the sub strand, 1. How do we Learner is guided to:  course book a) Teacher-
Descriptive the learner should be able describe things or Read a sample composition  story books made tests
Composition to: events? from print or electronic sources.  poetry books b) Learner
((120 a. Describe people or things 2. Why is it Talk about people or things  dictionaries journals
-160 words) mentioned in a text. important to describe in the text.  diorama c) Peer
b. Create a descriptive things or events? Make sentences to describe  flash cards assessment
composition related to the how they spent their leisure
time, in pairs.
Page 15 of 16
 theme for effective Organize the sentences to  Skills in d) Self-
communication. make a paragraph, in groups. English T.G pg. assessment
c. Collaborate with peers to Write a descriptive 135-136 learner
critique a composition on composition individually.  Skills in e) Portfolio
the choice of words, Proof read their English dictation
creativity, relevance to compositions, in pairs or Learners Bk. f)Standardized
theme and logical flow. groups. Pg.142-143 writing tests
3 TOO Narrative in By the end of the sub strand, 1. How do you Learner is guided to:  course book a) Oral reading
MUCH dialogue format the learner should be able to: behave when Listen to a narrative and  story books or dictation
TELEVIS (conversational a. Identify different moods in someone is speaking retell it while expressing  poetry books recitations
ION narrative) a narrative or a choral verse. to you? different moods or feelings.  diorama b) Role play
b. Use words and phrases with 2. Which words do Construct sentences orally in  flash cards c) Debates
the selected sound in you use to join an pairs or small groups.
 Skills in d) Oral
sentences ongoing Say words containing the
English T.G pg. interviews
c. Interrupt appropriately conversation? sounds /s/ and /z/ in pairs or
137-138 e) Dialogues
during turn- taking for self- small groups.
 Skills in f) Oral
expression. Watch a video of a
English discussions
d. Challenge others to listen conversational narrative or a
interactively during choral verse online or offline. Learners Bk.
conversations. Discuss about appropriate Pg.144-145
turn-taking skills in the
conversation.
Engage in a conversation in
pairs, focusing on turn-taking
and interrupting skills.
4 Reading Intensive By the end of the sub strand, 1. Why do you read Learner is guided to:  course book a) Reading
Reading the learner should be able to: texts? Skim through a text and  story books aloud
Factual a. Relate the ideas in a text 2. What makes you a obtain the main idea.  poetry books b) Dictation
Texts of About with their experiences. good reader? Scan through a text to obtain  pictures and c) Oral
400 b. Respond to factual and 3. Why do we make specific information.  flash cards interviews
Words inferential questions notes when reading? Discuss and relate ideas with  Skills in d) Question
correctly. their experiences, in groups.
English T.G pg. and answer
c. Summarize the main ideas Read a text independently.
138-139 e) Teacher-
in the text for Answer direct and inferential
 Skills in made tests
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
reading. Pg.145-147


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