ENGLISH SCHEME OF WORK GRADE 5 TERM 3

Wk Ls Strand/ Sub strand Specific Learning Outcomes Key Inquiry Learning Experiences Learning Assessment Ref
n Theme Questions Resources Methods
1 1 LEISUR Conjunctions By the end of the sub strand, 1. How do you join Learner is guided to:  course book a) Tasks such as
E TIME and, but, or, the learner should be able to: words or sentences? Listen to short dialogue and  story books multiple
ACTIVI because, choice
a. Identify conjunctions in 2. Why do you join identify the conjunctions.  poetry books b) Discriminat
TIES : since, also, for, texts for effective words and sentences? Make sentence from a  pictures and ion
Gramm yet, communication substitution table using but, or,  photographs c) Gap-filling
ar in since b. Use conjunctions correctly yet, because, since and also.  newspapers d) Short-answer
use in communication. Construct sentences using the e) Dialogue-
 magazines
c. Judge the correctness and conjunctions in pairs. completion,
appropriateness of  junior information gap
Fill the blank spaces using
conjunctions used in oral conjunctions in sentences or encyclopedia f) Role play
and written texts. paragraphs.  journals g) Simulation
Create a display of charts of  dictionaries
sentences containing  diorama
conjunctions, in small groups.  flash cards
Conduct a gallery walk and
give feedback to each group.
2 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 short dialogue and  story books multiple
because, choice
a. Identify conjunctions in 2. Why do you join identify the conjunctions.  poetry books b) Discriminat
since, also, for, texts for effective words and sentences? Make sentence from a  pictures and ion
yet, communication substitution table using but, or,  photographs c) Gap-filling
since b. Use conjunctions correctly yet, because, since and also.  newspapers d) Short-answer
in communication. Construct sentences using the e) Dialogue-
 magazines completion,
c. Judge the correctness and conjunctions in pairs.
 junior information gap
appropriateness of Fill blank spaces using f) Role play
conjunctions used in oral conjunctions in sentences or encyclopedia
 journals g) Simulation
and written texts. paragraphs.
Create a display chart of  dictionaries
Sentences containing  diorama
conjunctions, in small groups.  flash cards
Construct a gallery walk and
give feedback to each group.
 3 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 short dialogue and  story books multiple
because, choice
a. Identify conjunctions in 2. Why do you join identify the conjunctions.  poetry books b) Discriminat
since, also, for, texts for effective words and sentences? Make sentences from a  pictures and ion
yet, communication substitution table using but, or,  photographs c) Gap-filling
since b. Use conjunctions correctly yet, because, since and also.  newspapers d) Short-answer
in communication. Make sentences using the e) Dialogue-
 magazines completion,
c. Judge the correctness and conjunctions in pairs.
 junior information gap
appropriateness of Fill blank spaces using f) Role play
conjunctions used in oral conjunctions in sentences or encyclopedia
g) Simulation
and written texts. paragraphs.  journals
 dictionaries
Create a display chart of
Sentences containing  diorama
conjunctions, in small groups.  flash cards
Conduct a gallery walk and
give feedback to each group.
4 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 sample composition from  story books made tests
Composition to: events? print or electronic sources.  poetry books b) Learner
((120 a. Describe people or things 2. Why is it Talk about people or things in  pictures and journals
-160 words) mentioned in a text. important to describe text in the text.  photographs c) Peer
b. Create a descriptive things or events? Make sentences to describe assessment
 newspapers
composition related to the how they spent their leisure d) Self-
 magazines
theme for effective time, in pairs. assessment
Organize the sentences to  junior
communication. learner
make a paragraph, in groups. encyclopedia
c. Collaborate with peers to e) Portfolio
critique a composition on a descriptive  journals
 dictionaries dictation
the choice of words, composition individually. f)Standardized
creativity, relevance to Proof read their  diorama
writing tests
theme and logical flow. Compositions, in pairs  flash cards
or groups.
2 1 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 sample composition from  story books made tests
Composition to: events? print or electronic sources.  poetry books b) Learner
((120 a. Describe people or things 2. Why is it Talk about people or thing in a text  pictures and journals
-160 words) mentioned in a text. important to describe Make sentences to describe  photographs c) Peer
b. Create a descriptive things or events? how they spent their leisure assessment
 newspapers
composition related to the time, in pairs. d) Self-
 magazines
theme for effective Organize the sentences to assessment
make a paragraph, in groups.  junior
communication. learner
Write a descriptive encyclopedia
c. Collaborate with peers to e) Portfolio
critique a composition on composition individually.  journals
dictation
the choice of words,  dictionaries
 diorama
 creativity, relevance to Proof read their  f)Standardized
theme and logical flow. compositions, in pairs or writing tests
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 mple composition  story books made tests
Composition to: events? from print or electronic sources.  poetry books b) Learner
((120 a. Proof read their peers 2. Why is it s  pictures and journals
-160 words) composition important to describe in the text.  photographs c) Peer
b. Create a descriptive things or events? Sentences to  newspapers assessment
composition related to the describehow they spent their d) Self-
 magazines
theme for effective leisure time, in pairs. assessment
the sentences to  junior
communication. learner
c. Collaborate with peers to make a paragraph, in groups. encyclopedia
 journals e) Portfolio
critique a composition on a descriptive dictation
the choice of words, composition individually.  dictionaries
 diorama f)Standardized
creativity, relevance to heir writing tests
theme and logical flow. compositions, in pairs or  flash cards
groups.
3 SPORTS 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 listen Listen to oral presentation of  story books or dictation
APPREC Listening fluency a. Listen to oral presentations carefully? (dialogues or poems on topical  poetry books recitations
IATING (Short b. Construct sentences orally 2. How can we issues) containing words with  pictures and b) Role play
TALEN speeches or using words related to the become better the sound /aɪ/  photographs c) Debates
TS dialogues of theme. listeners? Practice saying selected  newspapers d) Oral
about 130 c. Interpret a speaker’s tongue twisters in pairs. interviews
 magazines
words) emotions and feelings Make three-minute speech e) Dialogues
based on the theme in groups.  junior
correctly during oral f) Oral
e) Recite poems based on the encyclopedia
presentations. discussions
theme.  journals
 dictionaries
 diorama
 flash cards
4 Sound /aɪ/ as in By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Oral reading
my, mind, the learner should be able to: important to listen to oral presentations  story books or dictation
ride, wide a. Select words containing the carefully? (dialogues or poems on topical  poetry books recitations
target sound in sentences. 2. How can we issues) containing words with  pictures and b) Role play
b. Listen for words with the become better the sound /aɪ/  photographs c) Debates
sound /aɪ/ from an audio listeners? Identify words with the  newspapers d) Oral
text. sound /aɪ/ from texts. interviews
 magazines
c. Interpret a speaker’s -minute speech e) Dialogues
emotions and feelings based on the theme in groups.  junior
encyclopedia f) Oral
correctly during oral e) Recite poems based on the discussions
presentations. theme.  journals
 dictionaries
  diorama
 flash cards
3 1 Non-verbal cues By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Oral reading
the learner should be able to: important to listen Practice saying selected  story books or dictation
a. Select words containing the carefully? tongue twisters in pairs.  poetry books recitations
target sound in sentences. 2. How can we Make three-minute speech  pictures and b) Role play
b. Construct sentences orally become better based on the theme in groups.  photographs c) Debates
using words related to the listeners? e) Recite poems based on the  newspapers d) Oral
theme. theme. interviews
 magazines
c. Interpret a speaker’s f) Interpret non-verbal cues e) Dialogues
correctly.  junior
emotions and feelings f) Oral
correctly during oral encyclopedia
 journals discussions
presentations.
 dictionaries
 diorama
 flash cards
2 Reading Intensive Reading By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Reading
Reading with the learner should be able to: important to relate Infer the meaning of words  story books aloud
Technology a. Relate ideas in the text to what you read with from context.  poetry books b) Dictation
personal experiences. your experiences? Connections between  pictures and c) Oral
b. Creates mental images from 2. What digital their experiences and events in  photographs interviews
the events, characters or resources can you use the reading text.  newspapers d) Question
places in a text. in your reading? pictures, mimes, and answer
 magazines
c. Judge the appropriateness 3. Why are digital videos or crossword puzzles in e) Teacher-
 junior
of digital texts on the basis materials more small groups. made tests
word choice, theme and interesting to read d read texts from encyclopedia
interest. than print ones? the internet in pairs and groups,  journals
online.  dictionaries
estions in pairs.  diorama
or role play the  flash cards
stories they have read online.
e visuals obtained
from online sources and share
or display in a gallery.
3 Intensive Reading By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Reading
Reading with the learner should be able to: important to relate Infer the meaning of words  story books aloud
Technology a. Creates mental images from what you read with from context.  poetry books b) Dictation
the events, characters or your experiences? Make connections between  pictures and c) Oral
places in a text. 2. What digital their experiences and events in  photographs interviews
b. Answer factual and resources can you use the reading text.  newspapers d) Question
inferential questions in your reading? Create pictures, mimes, videos and answer
 magazines
correctly. 3. Why are digital or crossword puzzles insmall e) Teacher-
groups.  junior
c. Judge the appropriateness materials more made tests
of digital texts on the basis encyclopedia
 word choice, theme and interesting to read Search and read texts from the  journals
interest. than print ones? internet in pairs and groups,  dictionaries
online.  diorama
Answer questions in pairs.  flash cards
or role play the stories they
have read online.
Print the visuals obtained
from online sources and share
or display in a gallery.
4 Gramm Use of By the end of the sub strand, 1. Why do we ask Learner is guided to:  course book a) Tasks such as
ar in Interrogatives the learner should be able to: questions? he words used to  story books multiple
use When, who, how, a. Identify interrogatives in 2. How do we ask ask questions - how, what,  poetry books choice
why, which, how b)
sentences correctly. questions? when, why, who  pictures and Discrimination
much, what else b. Use interrogatives e the Wh- words and  photographs c) Gap-filling
accurately in sentences. How to ask questions.  newspapers d) Short-answer
c. Collaborate with others to digital devices to
 magazines e) Dialogue-
determine the correctness practice constructing questions.
 junior completion,
and appropriateness of information gap
interrogatives used in oral encyclopedia
 journals f) Role play
and written texts. g) Simulation
 dictionaries
 diorama
 flash cards
4 1 Use of By the end of the sub strand, 1. Why do we ask Learner is guided to:  course book a) Tasks such as
Interrogatives the learner should be able to: questions? Mention he words used toask  story books multiple
When, who, how, choice
a. Identify interrogatives in 2. How do we ask questions - how, what, when,  poetry books
why, which, how why, who b)
sentences correctly. questions?  pictures and Discrimination
much, what else b. Use interrogatives Use e the Wh- words and  photographs
How to ask questions. c) Gap-filling
accurately in sentences.  newspapers d) Short-answer
c. Collaborate with others to
 magazines e) Dialogue-
determine the correctness
 junior completion,
and appropriateness of information gap
encyclopedia
interrogatives used in oral f) Role play
and written texts.  journals
g) Simulation
 dictionaries
 diorama
 flash cards
2 Use of By the end of the sub strand, 1. Why do we ask Learner is guided to:  course book a) Tasks such as
Interrogatives the learner should be able to: questions? questions using the  story books multiple
When, who, how, a. Identify interrogatives in 2. How do we ask pattern: how much more…,  poetry books choice
why, which, how b)
sentences correctly. questions? when/who/why/what else in  pictures and
Discrimination
much, what else b. Use interrogatives small groups, for example, Who  photographs
accurately in sentences. else attended the ceremony? c) Gap-filling
 newspapers d) Short-answer
 magazines
 c. Collaborate with others to How much more sugar was  junior e) Dialogue-
determine the correctness bought? encyclopedia completion,
and appropriateness of  journals information gap
else, much … f) Role play
interrogatives used in oral  dictionaries
to complete sentences g) Simulation
and written texts.  diorama
digital devices to  flash cards
practice constructing questions.
3 Writing Commonly By the end of the sub strand 1. Why do we write The learner should be guided  course book a) Teacher-
Misspelt Words the learner should be able words correctly? to:  story books made tests
Homophones to: 2. Which words do Discuss in groups words they  poetry books b) Learner
Homonyms a. Spell selected words you find difficult to find difficult to spell.  pictures and journals
correctly for effective write? Make a presentation on  photographs c) Peer
communication. 3. How do we correct spelling homophones  newspapers assessment
b. Use homophones and learnto spell words? and homonyms d) Self-
 magazines
homonyms in sentences Write a word froma dictation by assessment
 junior
correctly the teacher or from an audio- learner
encyclopedia
c. Advocate the use of correct visual recording. e) Portfolio
spelling of words among Play a spelling games in pairs;  journals
 dictionaries dictation
peers. for example, scramble or f)Standardized
scrabble.  diorama
writing tests
Use jigsaw zle to formwords  flash cards
correctly in groups.
Make words from jumple
up letters.
4 Commonly By the end of the sub strand 1. Why do we write The learner should be guided  course book a) Teacher-
Misspelt Words the learner should be able words correctly? to:  story books made tests
Homophones to: 2. Which words do s words they  poetry books b) Learner
Homonyms a. Spell selected words you find difficult to find difficult to spell.  pictures and journals
correctly for effective write? esentation on  photographs c) Peer
communication. 3. How do we correct spelling homophones  newspapers assessment
b. Use homophones and learnto spell words? and homonyms  magazines d) Self-
homonyms in sentences rite words from a dictation assessment
correctly  junior
by the teacher or from an audio- learner
c. Advocate the use of correct visual recording. encyclopedia
 journals e) Portfolio
spelling of words among g games in pairs; dictation
peers. for example, scramble or  dictionaries
f)Standardized
scrabble.  diorama
writing tests
zle to form  flash cards
words correctly in groups.

up letters.
5 1 ENVIRO Listening and By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
NMENT speaking: peaking the learner should be able to: speak clearly and  story books or dictation
AL Fluency confidently? recitations
 POLLUT (content from a. Construct sentences orally 2. Why do we make  poetry books b) Role play
ION other using words related to the speeches? sounds /f/ and /v/ in small  pictures and c) Debates
learning) theme. groups.  photographs d) Oral
Making a Speech) b. Speak accurately, without Pronounce the words related  newspapers interviews
hesitation and with to the theme correctly.  magazines e) Dialogues
expression. Construct oral sentences f) Oral
 junior
c. Challenge others to speak using vocabulary learnt. discussions
encyclopedia
accurately, at the right Listen to recorded speech
 journals
speed and to display from a digital device.
 dictionaries
appropriate expressions Make short specches using
during oral presentations. vocabulary learnt, and  diorama
appropriate non- verbal cues.  flash cards
2 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  story books or dictation
/v/ as a. Pronounce words with confidently? sounds /f/ and /v/ in small  poetry books recitations
in vapour selected sounds accurately 2. Why do we make groups.  pictures and b) Role play
preserve, for effective speeches?  photographs c) Debates
communication. to the theme correctly.  newspapers d) Oral
b. Speak accurately, without oral sentences interviews
 magazines
hesitation and with using vocabulary learnt. e) Dialogues
 junior
expression. f) Oral
c. Challenge others to speak from a digital device. encyclopedia
 journals discussions
accurately, at the right Make short speeches using
speed and to display vocabulary learnt, and  dictionaries
appropriate expressions appropriate non- verbal cues.  diorama
during oral presentations.  flash cards
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  story books or dictation
/v/ as a. Pronounce words with confidently? sounds /f/ and /v/ in small  poetry books recitations
in vapour selected sounds accurately 2. Why do we make groups.  pictures and b) Role play
preserve, for effective speeches? Pronounce the words related  photographs c) Debates
communication. to the theme correctly. d) Oral
 newspapers
b. Speak accurately, without Contruct oral sentences interviews
 magazines
hesitation and with using vocabulary learnt. e) Dialogues
Listen to recorded speech  junior
expression. f) Oral
from a digital device. encyclopedia
c. Challenge others to speak discussions
accurately, at the right Makes short word sentence  journals
speed and to display usingvocabulary learnt, and  dictionaries
appropriate expressions appropriate non- verbal cues.  diorama
during oral presentations.  flash cards
4 Reading Intensive By the end of the sub strand the 1. What can you Learner is guided to:  course book a) Reading
Reading: learner should be able to: learn from poems and deo on  story books aloud
Poems, Songs songs? environmental pollution and  poetry books b) Dictation
and Tongue answer questions.
 Twisters a. Creates mental images from 2. Which poems and poem or song and  pictures and c) Oral
events, characters and songs do you know? role play the events,  photographs interviews
places in a text 3. How do you tell experiences or characters in the  newspapers d) Question
b. Answer factual and the meaning of text.  magazines and answer
inferential questions unfamiliar words Answer factual and  junior e) Teacher-
correctly for while reading? inferential questions on the encyclopedia made tests
comprehension. poem and song they read.  journals
c. Relate events and characters
 dictionaries
in the reading text to
 diorama
personal experiences.
 flash cards
6 1 Intensive By the end of the sub strand the 1. What can you Learner is guided to:  course book a) Reading
Reading: learner should be able to: learn from poems and Watch video on  story books aloud
Poems, Songs a. Infer information and songs? environmental pollution and  poetry books b) Dictation
and Tongue meaning of words from 2. Which poems and answer questions.  pictures and c) Oral
Twisters context. songs do you know? Read a poem or song and role  photographs interviews
b. Answer factual and 3. How do you tell play the events, experiences or  newspapers d) Question
inferential questions the meaning of characters in thetext. and answer
 magazines
correctly for unfamiliar words Answer factual and e) Teacher-
comprehension. inferential questions on the  junior
while reading? made tests
c. Relate events and characters poem and song they read. encyclopedia
in the reading text to  journals
personal experiences.  dictionaries
 diorama
 flash cards
2 Gramm Nouns which By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Tasks such as
ar In only Occur in the learner should be able to important to use line nouns  story books multiple
use Singular or a. Identify nouns which only words correctly? which only occur in singular or  poetry books choice
Plural b)
occur in singular or plural 2. Which singular plural sentences.  pictures and Discrimination
from given sentences. nouns end with letter ences in pairs  photographs c) Gap-filling
b. Use nouns which only occur -s? or groups using nouns which  newspapers d) Short-answer
in singular or plural to make only occur in singular or plural
 magazines e) Dialogue-
sentences. such as news, dirt, waste and
rubbish,  junior completion,
c. Collaborate with others to information gap
determine the correctness ersation using encyclopedia
f) Role play
and appropriateness of plurals of nouns which only  journals
g) Simulation
nouns used in various texts. occur in singular or plural, in  dictionaries
pairs.  diorama
Watch videos on nouns which  flash cards
only occur in singular or plural
and answer questions.
reate display charts on
nouns which only occur in
singular or plural in sentences.
 3 Nouns which By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Tasks such as
only Occur in the learner should be able to important to use Identify and underline line  story books multiple
Singular or a. Identify nouns which only words correctly? nouns which only occur in  poetry books choice
Plural singular or plural sentences. b)
occur in singular or plural 2. Which singular  pictures and Discrimination
from given sentences. nouns end with letter Construct sentences in pairs or  photographs
b. Use nouns which only occur groups using nouns which only c) Gap-filling
-s?  newspapers d) Short-answer
in singular or plural to make occur in singular or pluralsuch
 magazines e) Dialogue-
sentences. as news, dirt, waste and
rubbish,  junior completion,
c. Collaborate with others to information gap
determine the correctness Practice a conversation using encyclopedia
 journals f) Role play
and appropriateness of plurals of nouns which only g) Simulation
nouns used in various texts. occur in singular or plural, in  dictionaries
pairs.  diorama
Watch videos on nouns which  flash cards
only occur in singular or plural
and answer questions.
Create display charts on
nouns which only occur in
singular or plural in sentences.
4 Nouns which By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Tasks such as
only Occur in the learner should be able to important to use line nouns  story books multiple
Singular or a. Identify nouns which only words correctly? which only occur in singular or  poetry books choice
Plural b)
occur in singular or plural 2. Which singular plural sentences.  pictures and
from given sentences. nouns end with letter ruct sentences in pairs Discrimination
 photographs c) Gap-filling
b. Use nouns which only occur -s? or groups using nouns which  newspapers d) Short-answer
in singular or plural to make only occur in singular or plural
 magazines e) Dialogue-
sentences. such as news, dirt, waste and
 junior completion,
c. Collaborate with others to rubbish, information gap
encyclopedia
determine the correctness ersation using f) Role play
and appropriateness of plurals of nouns which only  journals
g) Simulation
nouns used in various texts. occur in singular or plural, in  dictionaries
pairs.  diorama
s on nouns  flash cards
which only occur in singular or
plural and answer questions.
arts on
nouns which only occur in
Singular or plural in sentences.
7 1 Writing Functional By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Teacher-
Writing the learner should be able to: plan our activities in View a sample diary sample  story books made tests
Personal Diary a. Identify the key advance? journal/and identify the  poetry books b) Learner
components of a 2. What is the most components.  pictures and journals
Journal (3 days) diary/journal. Make journal/diary entries on  photographs c) Peer
pairs or small groups. assessment
 b. Create a journal/diary to Memorable  newspapers d) Self-
convey desired information experience in your  magazines assessment
in the right format. life?  junior learner
c. Collaborate with peers to encyclopedia e) Portfolio
create personal journals and  journals dictation
diaries on varied topics.  dictionaries f)Standardized
 diorama writing tests
 flash cards
2 Functional By the end of the sub strand, 1. Why should we Learners are guided to create a  course book a) Teacher-
Writing the learner should be able to: plan our activities in  story books made tests
Personal Diary a. Identify the key advance? three days journal. And take a  poetry books b) Learner
Journal (3 days) components of a 2. What is the most  pictures and journals
diary/journal. Memorable gallery walk.  photographs c) Peer
b. Create a journal/diary to experience in your  newspapers assessment
convey desired information life? Give feedback to the of d) Self-
 magazines
in the right format. each group. assessment
Search for more examples of  junior
c. Collaborate with peers to learner
create personal journals and diaries or journals on the encyclopedia
 journals e) Portfolio
diaries on varied topics. internet, textbooks or the dictation
library.  dictionaries
f)Standardized
Create diary or journal  diorama
writing tests
individually.  flash cards
3 MONEY Listening and By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
- speaking:Intens the learner should be able to: listen attentively? Identify similes from an oral text  story books or dictation
SAVING ive Listening a. Use similes and vocabulary 2. How can you tell Use similes and words in  poetry books recitations
S AND (Dialogue related to the theme someone is attentive? sentences in small groups.  pictures and b) Role play
BANKIN containing correctly in sentences Identify similes from an  photographs c) Debates
G similes) b. Judge the appropriateness oral text audio visual text.  newspapers d) Oral
of words, similes and groups. interviews
 magazines
nonverbal cues during an Discuss the dialogue in e) Dialogues
 junior
oral presentation. pairs. f) Oral
c. Interpret a speaker’s encyclopedia
entences using thenew words
 journals discussions
feelings and emotions individually.
correctly during oral  dictionaries
Dramatize the dialogue in
presentations. small groups.  diorama
 flash cards

4 Sounds : /m/ as By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
in the learner should be able to: listen attentively? Say words containing the sound  story books or dictation
money; /n/ as in a. Select words and phrases 2. How can you tell sounds /m/ /n/ /ŋ/ in small  poetry books recitations
notes, /ŋ/ as in with the target sounds, someone is attentive? groups.  pictures and b) Role play
shilling digraphs and consonant Listen to dialogue from an  photographs c) Debates
clusters from a text. audio-visual recording or read  newspapers
 b. Judge the appropriateness by the teacher and select words  magazines d) Oral
of words, similes and with the target sounds, digraphs  junior interviews
nonverbal cues during an and clusters in pairs. encyclopedia e) Dialogues
oral presentation. ds featuring the  journals f) Oral
c. Interpret a speaker’s target sounds.  dictionaries discussions
feelings and emotions  diorama
correctly during oral  flash cards
presentations.
8 1 Digraphs: sn as in By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
sneeze, sl as in the learner should be able to: listen attentively? Identify similes from an oral text  story books or dictation
sling a. Select words and phrases 2. How can you tell Use similes and words in  poetry books recitations
with the target sounds, someone is attentive? sentences in small groups.  pictures and b) Role play
digraphs and consonant Identify similes from an audio visual  photographs c) Debates
clusters from a text. audio visual text. d) Oral
 newspapers
b. Judge the appropriateness List similes in small interviews
groups.  magazines
of words, similes and e) Dialogues
Discuss new words found in the  junior
nonverbal cues during an f) Oral
dialogue in pairs. encyclopedia
oral presentation. discussions
c. Interpret a speaker’s Construct sentences using the  journals
feelings and emotions new words individually.  dictionaries
correctly during oral  diorama
presentations. small groups.  flash cards

2 Reading Extensive By the end of the sub strand,
Reading the learner should be able to:
Variety of Texts a. Select suitable reading
such as (texts of materials from a variety of
about 1001 - texts.
1250) b. Read a variety of materials
independently for
information and pleasure.
c. Judge the appropriateness
of a reading text on the
basis of theme, interest and
language complexity.
1. Why do you read? Learner is guided to:  course book a) Reading
2. How do you te print and  story books aloud
obtain specific non-print reading materials;  poetry books b) Dictation
information from a newspapers, magazines, class  pictures and c) Oral
text? readers or poems.  photographs interviews
3. What materials do Preview reading material to  newspapers d) Question
you enjoy reading? determine suitability. and answer
 magazines
Scan through a text for specific e) Teacher-
details.  junior
made tests
Skim through a material to encyclopedia
obtain the main idea.  journals
gh newspapers,  dictionaries
magazines among others to find  diorama
specific information.  flash cards
Skim through a material in
small groups. Independently.
Promote extensive reading
among peers and the greater
community.
 3 Newspapers, By the end of the sub strand, 1. Why do you read? colaborate with peers to  course book a) Reading
magazines, class the learner should be able to: 2. How do you determine the appropriateness  story books aloud
readers and a. Read a variety of materials obtain specific of reading texts on the basis of  poetry books b) Dictation
poems independently for information from a interest, themes and complexity  pictures and c) Oral
information and pleasure. text? of language  photographs interviews
b. Use fluency strategies such 3. What materials do look for specific information  newspapers d) Question
as previewing, skimming you enjoy reading? from a reading material in and answer
 magazines
and scanning strategies to pairs.read in groups. e) Teacher-
Make an entry of what they  junior
find necessary information. made tests
c. Judge the appropriateness have read in their creative encyclopedia
of a reading text on the writing diary.  journals
basis of theme, interest and Visit library to read online  dictionaries
language complexity. and offline materials  diorama
 flash cards
4 Gramm Word By the end of the sub strand, 1. Which words Learner is guided to:  course book a) Tasks such as
ar in Classes the learner should be able to: show direction and nderline prepositions of  story books multiple
use Prepositions a. Identify prepositions of time? time, place and direction in  poetry books choice
b)
time, place and direction in 2. Why is it sample sentences:  pictures and Discrimination
in, on, at sentences. important to show o time such as in, on, at)  photographs c) Gap-filling
b. Use prepositions of time, time and direction? o place such as :in, on, at  newspapers d) Short-answer
:in, on, at place and direction o direction such as : into,
 magazines e) Dialogue-
appropriately for effective towards, to, through
communication.  junior completion,
as : into, preposition games and information gap
c. Collaborate with others to songs online/offline. encyclopedia
towards, to,  journals f) Role play
through judge the accuracy, ing g) Simulation
appropriateness and prepositions.  dictionaries
correctness of prepositions  diorama
used in varied texts.  flash cards
9 1 Word By the end of the sub strand, 1. Which words Use prepositions to perfom  course book a) Tasks such as
Classes the learner should be able to: show direction and classroom task  story books multiple
Prepositions a. Identify prepositions of time? Watch videos and online  poetry books choice
material on prepositions and in b)
time, place and direction in 2. Why is it  pictures and Discrimination
in, on, at sentences. important to show pairs/groups.  photographs c) Gap-filling
b. Use prepositions of time, time and direction? Create a display charts  newspapers d) Short-answer
:in, on, at place and direction containing preposition of time
 magazines e) Dialogue-
appropriately for effective and direction.
communication. Create crossword puzzles  junior completion,
as : into, encyclopedia information gap
towards, to, c. Collaborate with others to using prepositions. f) Role play
judge the accuracy, Solve code words and  journals
through g) Simulation
appropriateness and crossword puzzles involving  dictionaries
correctness of prepositions prepositions.  diorama
used in varied texts. Search for prepositions  flash cards
online, from newspapers
magazines among others
2 Writing Spelling By the end of the sub strand the 1. Why should we Learner is guided to:  course book a) Teacher-
Homophones; learner should be able to: write words Identify homophones, words  story books made tests
Words with a. Identify homophones, correctly? with double consonants and  poetry books b) Learner
double words with double 2. Which words have words with double vowels from  pictures and journals
consonants consonants and words with the same a text.  photographs c) Peer
double vowels correctly. pronunciation but o words read by the  newspapers assessment
b. Spell homophones, words different spelling? teacher or from audio recording d) Self-
 magazines
with double consonants and for example: assessment
 junior
words with double vowels - waist/waste learner
correctly. - Collect or dropped encyclopedia
 journals e) Portfolio
c. Collaborate with others to dictation
judge the appropriateness of Write down from a  dictionaries
f)Standardized
words, phrases and  diorama
writing tests
sentences used in own or dictation correctly  flash cards
provided documents.
3 Words with By the end of the sub strand the 1. Why should we Learner is guided to:  course book a) Teacher-
double learner should be able to: write words Use jigsaw puzzle to form  story books made tests
vowels a. Uses homophones, words correctly? words correctly in groups.  poetry books b) Learner
with double consonants and 2. Which words have  pictures and journals
words with double vowels the same up letters.  photographs c) Peer
in sentences correctly. pronunciation but Form sentences from the  newspapers assessment
b. Recommend to peers ways different spelling? words they have spelt. d) Self-
 magazines
of enhancing their spelling Search for homophones, assessment
 junior
skills for clarity of words with double consonants learner
and words with double vowels encyclopedia
communication. e) Portfolio
c. Collaborate with others to from the internet.  journals
 dictionaries dictation
judge the appropriateness of f)Standardized
words, phrases and  diorama
writing tests
sentences used in own or  flash cards
provided documents.
4
END TERM ASSESMENT