ENGLISH SCHEME OF WORK GRADE 5 TERM 2

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Wk Ls Strand/ Sub strand Specific learning outcomes Key inquiry Learning experiences Learning Assessment Ref
n Theme Questions Resources methods
1 1 JOBS Listening and By the end of the sub strand, 1. Why should we Learners is guided to:  course book a) Oral reading
AND speaking: Stress the learner should be able to: pronounce sounds Reproduce appropriate patterns  story books or dictation
OCCUP and Intonation a. Sort statements and and words correctly? of stress and intonationin  poetry books recitations
ATIONS questions based on rising 2. Why do we raise speech.  pictures and b) Role play
and falling intonation. our voices when Sort the statements and  photographs c) Debates
b. Use stress and intonation asking some questions on the basis of rising  newspapers d) Oral
appropriately in statements questions? or falling intonation in small
 magazines interviews
and questions. 3. How can you groups.
 junior e) Dialogues
c. Advocate the need for change your voice to Watch a video of a dialoguein
encyclopedia f) Oral
correct stress and intonation show different which statements and
 journals discussions
in varied contexts. meanings? questions are used.
Recite a choral verse in pairsor  dictionaries
small groups.  diorama
Recite a telephone  flash cards
conversation with intonation.
Role paly a telephone
conversation with intonation
Sing song featuring stress
and intonation.
2 Questions – WH-, By the end of the sub strand, 1. Why should we Learners is guided to:  course book a) Oral reading
Yes/No the learner should be able to: pronounce sounds Sort the statements and  story books or dictation
Statements a. Sort statements and and words correctly? questions on the basis of rising  poetry books recitations
questions based on rising 2. Why do we raise or falling intonation in small  pictures and b) Role play
and falling intonation. our voices when groups.  photographs c) Debates
b. Construct sentences orally asking some a video of a dialogue  newspapers d) Oral
using words related to the questions? in which statements and
 magazines interviews
theme. 3. How can you questions are used.
 junior e) Dialogues
c. Advocate the need for change your voice to choral verse in pairs
encyclopedia f) Oral
correct stress and intonation show different or small groups.
 journals discussions
in varied contexts. meanings? a telephone
conversation with intonation.  dictionaries
Sing songs featuring stess  diorama
and intonation.  flash cards
 3 Sounds /f/ as in By the end of the sub strand, 1. Why should we Learners is guided to:  course book a) Oral reading
farmer, the learner should be able to: pronounce sounds saying words, phrases and  story books or dictation
/v/ as in van a. Pronounce words and and words correctly? sentences with thesounds /f/  poetry books recitations
driver phrases with the target 2. Why do we raise and /v/.  pictures and b) Role play
sounds correctly. our voices when say tongue twisters with the  photographs c) Debates
b. Use stress and intonation asking some sounds /f/ and /v/ in groups.  newspapers d) Oral
appropriately in statements questions? Watch a video of a dialoguein
 magazines interviews
and questions. 3. How can you which statements and
 junior e) Dialogues
c. Advocate the need for change your voice to questions are used.
encyclopedia f) Oral
correct stress and intonation show different Recite a choral verse in pairsor discussions
in varied contexts. meanings? small groups.  journals
Role play a a telephone  dictionaries
conversation with intonation.  diorama
Sing songs featuring stress  flash cards
and intonation.
4 Reading Intensive reading By the end of the sub strand, 1. How do we tell the Learners is guided to:  course book a) Reading
: Comprehension the learner should be able to: meaning of words? Make connections between  story books aloud
(Dialogues a. Select unfamiliar words and 2. What makes you a the characters in the text and  poetry books b) Dictation
about 400 phrases from a reading text. good reader? the people they know.  pictures and c) Oral
words) b. Use contextual clues to nts in the dialogue  photographs interviews
infer the meaning of words. with their experiences.  newspapers d) Question
c. Respond to direct and Read and role play a
 magazines and answer
inferential questions for dialogue in small groups.
 junior e) Teacher-
comprehension. Put main ideas from the
encyclopedia made tests
d. Relate events in the story dialogue.
with their own experiences.  journals
Answer direct and inferential
questions based on the  dictionaries
dialogue.  diorama
Infer the meaning of words 
from the context (for example,
from words occurring before or
after).
2 1 JOBS World classes: By the end of the sub strand, 1. Which words do Learners is guided to:  course book a) Tasks such as
AND Determiners the learner should be able to: we use to show Read passage related to the  story books multiple
OCCUP as quantifiers: a. Identify quantifying amount or quantity? theme featuring quantifying  poetry books choice
ATIONS Few/ a few, b)
determiners in a variety of 2. Why is it determiners.  pictures and Discrimination
: little/ a little, a texts important to tell the fying  photographs c) Gap-filling
Gramm lot, each, all, b. Use quantifying determiners quantity of determiners from the passage,  newspapers d) Short-answer
ar in enough, most, appropriately in a variety of something? in pairs.
 magazines e) Dialogue-
use least contexts. completion,
c. Judge the appropriateness determiners with corresponding  junior
information gap
countable and uncountable encyclopedia
of quantifying determiners f) Role play
nouns.  journals
in oral and written texts. g) Simulation
 dictionaries
  diorama
 flash cards
2 World classes: By the end of the sub strand, 1. Which words do  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  poetry books choice
b)
Few/ a few, determiners in a variety of 2. Why is it nouns.  pictures and Discrimination
little/ a little, a texts important to tell the Read sentences containing  photographs c) Gap-filling
lot, each, all, b. Use quantifying determiners quantity of quantifying determiners  newspapers d) Short-answer
enough, most, appropriately in a variety of something? from the internet, in small
 magazines e) Dialogue-
least contexts. groups
 junior completion,
c. Judge the appropriateness using information gap
of quantifying determiners quantifying determiners with encyclopedia
in oral and written texts. nouns in small groups.  journals
 dictionaries
filling in gaps using the correct  diorama
Quantifying determiners.  flash cards
3 Writing Creative Writing By the end of the sub strand, 1. Why do we enjoy Learners is guided to:  course book a) Teacher-
Pictorial the learner should be able to: looking at pictures? Interpret pictures, in pairs.  story books made tests
Composition a. Choose possible topics for 2. What messages do Match the pictures with the  poetry books b) Learner
(120 pictorial compositions. pictures different parts of a composition:  pictures and journals
-160 words) b. Create a composition based communicate? beginning, middle and end.  photographs c) Peer
on the visuals or pictures  newspapers assessment
c. Judge visuals appropriately animations, videos and sample
 magazines d) Self-
for creativity in writing. write pictorial compositions, in
 junior assessment
groups.
encyclopedia learner
 journals e) Portfolio
dictation
 dictionaries
f)Standardized
 diorama
writing tests
 flash cards
4 Creative Writing By the end of the sub strand, 1. Why do we enjoy res  course book a) Teacher-
Pictorial the learner should be able to: looking at pictures? logically to write a story  story books made tests
Composition a. Choose possible topics for 2. What messages do coherently, in groups.  poetry books b) Learner
(120 pictorial compositions. pictures  pictures and journals
-160 words) b. Create a composition based communicate? compositions in small groups.  photographs c) Peer
on the visuals or pictures and give feedback.  newspapers assessment
c. Judge visuals appropriately Display their composition in  magazines d) Self-
for creativity in writing. class.
 junior assessment
encyclopedia learner
 journals e) Portfolio
dictation
 dictionaries
f)Standardized
 diorama
writing tests
 flash cards
3 1 TECHN Pronunciation By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
OLOGY: and Vocabulary: the learner should be able to: pronounce sounds Take turns to read a dialogue  story books or dictation
LEARNI Interactive a. Construct sentences orally and words correctly? in pairs.  poetry books recitations
NG Listening using words related to the 2. Why should we  pictures and b) Role play
THROU theme. listen to one another? View a video of conversation  photographs c) Debates
GH b. Use words and non-verbal 3. Why should you and list words or phrases used  newspapers d) Oral
TECHN cues to express different give others a chance to interrupt politely.
 magazines interviews
OLOGY moods to speak? Say the target sounds as
 junior e) Dialogues
c. Challenge others to listen 4. How do you tell if modelled from a recording.
encyclopedia f) Oral
interactively for effective someone is happy
 journals discussions
communication. or sad?
 dictionaries
 diorama
 flash cards
2 Pronunciation By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
and Vocabulary: the learner should be able to: pronounce sounds turns to read a dialogue  story books or dictation
Interactive a. Construct sentences orally and words correctly? in pairs.  poetry books recitations
Listening using words related to the 2. Why should we  pictures and b) Role play
theme. listen to one another? ersation  photographs c) Debates
b. Use words and non-verbal 3. Why should you and list words or phrases used  newspapers d) Oral
cues to express different give others a chance to interrupt politely.
 magazines interviews
moods to speak? the target sounds as
 junior e) Dialogues
c. Challenge others to listen 4. How do you tell if modelled from a recording.
encyclopedia f) Oral
interactively for effective someone is happy or
 journals discussions
communication. sad?
 dictionaries
 diorama
 flash cards
3 Sounds /ə/ as in By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
here, year ;/eɪ/ as the learner should be able to: pronounce sounds Select words with sound  story books or dictation
in make, brain a. Identify words, phrases or /ə/ and /eɪ/ from a dialogue.
and words correctly?  poetry books recitations
sentences with the target 2. Why should we Take turns to read a dialogue  pictures and b) Role play
sound. listen to one another? in pairs.  photographs c) Debates
b. Pronounce sounds correctly 3. Why should you Interprete appropriately  newspapers d) Oral
for accuracy in speech. give others a chance View a video of conversation  magazines interviews
c. Challenge others to listen to speak? and list words or phrases used
 junior e) Dialogues
interactively for effective 4. How do you tell if to interrupt politely.
encyclopedia f) Oral
communication. someone is happy or Say the target sounds as
 journals discussions
sad? modelled from a recording.
Make sentences with words  dictionaries
containing the sounds: /ə /eɪ/.  diorama
 flash cards
 4 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 Scheme 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 s to determine  photographs interviews
Texts b. Read a variety of materials many books? suitability and relevance.  newspapers d) Question
(1000-1250 for information and 3. What do you Scan the material for specfic details  magazines and answer
words) pleasure. consider when details, in pairs
 junior e) Teacher-
c. Judge the appropriateness choosing a material to eading made tests
materials from a library. encyclopedia
of reading materials on the read?
basis of interest, complexity  journals
and subject. individually.books read in  dictionaries
groups  diorama
keep record of the material read  flash cards

4 1 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.  pictures and c) Oral
of books. necessary to read Preview text s to determine  photographs interviews
b. Read a variety of materials many books? suitability and relevance.  newspapers d) Question
for information and 3. What do you Scan materials fro specific  magazines and answer
pleasure. consider when details, in pairs
 junior e) Teacher-
c. Judge the appropriateness choosing a material to select appropriate reading made tests
of reading materials on the read? materials from a library. encyclopedia
basis of interest, complexity  journals
Read the selected materials
and subject. individually.  dictionaries
 diorama
books read in groups.  flash cards
Keep record of materials read.
2 Gramm Tense By the end of the sub strand, 1. Which words do Learner is guided to:  course book a) Tasks such as
ar In Future the learner should be able to: we use to show future Pick sentences which express  story books multiple
use Time using a. Identify words that indicate time? future time from a text.  poetry books choice
will/shall Make sentences from a b)
future time in sentences. 2. How do you tell  pictures and Discrimination
b. Use will and shall to the time something substitution table.  photographs c) Gap-filling
express future time happened? questions on future  newspapers d) Short-answer
correctly. 3. What will you do time using will/shall in pairs.  magazines e) Dialogue-
c. Collaborate with others to tomorrow? nces using completion,
 junior
determine the correctness will/shall in pairs or groups. information gap
encyclopedia
and appropriates of the ities they plan f) Role play
 journals
tense used in own or or wish to do in future in small g) Simulation
provided texts. groups.  dictionaries
  diorama
 flash cards
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 future time in sentences. 2. How do you tell tube which feature future time.  b)
pictures and Discrimination
b. Use will and shall to the time something Make prediction (event)  photographs c) Gap-filling
express future time happened? weather among others using will  newspapers d) Short-answer
correctly. 3. What will you do and shall
 magazines e) Dialogue-
c. Collaborate with others to tomorrow? create display charts with completion,
sentences which feature will  junior
determine the correctness information gap
and appropriates of the and shall. encyclopedia
f) Role play
 journals
tense used in own or g) Simulation
provided texts.  dictionaries
 diorama
 flash cards
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?  story books made tests
Punctuation be able to: 2. Why do we  poetry books b) Learner
Use of a. Identify commas and punctuate sentences? used in the text in pairs.  pictures and journals
the Commas double quotation marks in uses  photographs c) Peer
written texts. between words, phrases or  newspapers assessment
b. Use the comma and double clauses.
 magazines d) Self-
quotation marks correctly in tences using
 junior assessment
sentences. double quotation marks and
encyclopedia learner
c. Advocate the use of correct commas. e) Portfolio
 journals
punctuation in written dictation
 dictionaries
communication. f)Standardized
 diorama
writing tests
 flash cards
5 1 Use of By the end of the sub 1. Which punctuation Learner is guided to:  course book a) Teacher-
Double Quotation strand, the learner should marks do you know? Pick out sentences with  story books made tests
Marks be able to: 2. Why do we double quotation marks in  poetry books b) Learner
a. Identify commas and punctuate sentences? newspapers, magazines, articles  pictures and journals
double quotation marks in or internet resources.  photographs c) Peer
written texts.  newspapers assessment
b. Use the comma and double Create posters or charts with
 magazines d) Self-
quotation marks correctly in sentences with double quotation assessment
sentences. marks and commas and display  junior
learner
them in class. encyclopedia
c. Advocate the use of correct
 journals e) Portfolio
punctuation in written dictation
 dictionaries
communication. f)Standardized
 diorama
writing tests
 flash cards
2 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: Sounds the learner should be able pronounce words  story books or dictation
CASH /k/ as in to: correctly? Vocabulary.  poetry books recitations
CROPS acre, cotton; /g/ a. Construct sentences orally 2. Which proverbs ying words with  pictures and b) Role play
as in using words related to the and sayings do you the sounds /k/ /g/, in pairs.  photographs c) Debates
grow, green theme. know? e twisters with  newspapers d) Oral
b. Pronounce words with the 3. Why are proverbs the sounds /k/ /g/.
 magazines interviews
target sounds correctly. and sayings important posters and charts
 junior e) Dialogues
c. Display varied emotions in speech? with common proverbs and
encyclopedia f) Oral
and feelings when listening sayings that the learners can discussions
to an oral presentation. relate to, in small groups.  journals
 dictionaries
classroom.  diorama
 flash cards
3 Oral narrative By the end of the sub strand, 1. Why should we Learner is guided to:  course book a) Oral reading
featuring the learner should be able pronounce words Listen to narrative andselect  story books or dictation
proverbs and to: correctly? proverbs and saying.  poetry books recitations
sayings (about a. List proverbs and saying in 2. Which proverbs search for vocabulary,  pictures and b) Role play
130 a narrative. and sayings do you proverbs and sayings in the  photographs c) Debates
words b. Use words, proverbs and know? internet  newspapers d) Oral
sayings appropriately in 3. Why are proverbs listen and view stories and
 magazines interviews
oral communication. and sayings important songs featuring proverbs and
 junior e) Dialogues
c. Anticipate what is likely to in speech? sayings.
encyclopedia f) Oral
happen as a story unfolds. Create posters and charts discussions
d. Display varied emotions with common proverbs and  journals
and feelings when listening sayings that the learners can  dictionaries
to an oral presentation. relate to, in small groups.  diorama
 flash cards
classroom.
4 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  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.  pictures and c) Oral
words texts for fluency. take to read a text? na  photographs interviews
b. Read a text accurately and 3. What can you do topic they enjoy, select a  newspapers d) Question
with expression for fluency. to improve your portion to read, set a goal of the
 magazines and answer
c. Challenge peers and parents reading speed? words to read per minute and
 junior e) Teacher-
to read accurately, at the time themselves as they read.
encyclopedia made tests
right speed and without
hesitation.  journals
 dictionaries
 diorama
 flash cards
6 1 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  newspapers d) Question
speed for fluency. to improve your reading).
 magazines and answer
c. Challenge peers and parents reading speed? Read short passages from a
 junior e) Teacher-
to read accurately, at the poem reader’s theatre materials, made tests
poems, and short plays. encyclopedia
right speed and without
hesitation. intonation and expression as  journals
They read a short paragraph  dictionaries
orsentence at a time.  diorama
 flash cards
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 e from a  story books aloud
Texts of be able to: reader? word - chart within a stipulated  poetry books b) Dictation
about 400 a. Identify unfamiliar words in 2. How long do you time.  pictures and c) Oral
words texts for fluency. take to read a text? son as a  photographs interviews
b. Read a text at the right 3. What can you do whole class or groups (choral  newspapers d) Question
speed for fluency. to improve your reading).
 magazines and answer
c. Challenge peers and parents reading speed? es from a
 junior e) Teacher-
to read accurately, at the poem reader’s theatre materials, made tests
right speed and without poems, and short plays. encyclopedia
hesitation. l  journals
intonation and expression as  dictionaries
they read a short paragraph or  diorama
sentence at a time.  flash cards
3 Gramm Use of By the end of the sub strand, 1. What are some of Learners is guided to:  course book a) Tasks such as
ar in Double the learner should be able to: your school rules? Fill in gaps in sentences  story books multiple
use imperatives: how a. Identify double imperatives 2. How do you give using double imperatives.  poetry books choice
many/ Select question tags from a b)
correctly in texts. instructions?  pictures and Discrimination
could/would b. Use question tags correctly 3. Why do we ask story, dialogue or poem.  photographs
Match statement with the c) Gap-filling
in different contexts. questions?  newspapers d) Short-answer
c. Write correct sentences correct question tag to make a
 magazines e) Dialogue-
using double imperatives tag question. completion,
 junior
for effective information gap
encyclopedia
communication. f) Role play
 journals
d. Advocate the correct use of g) Simulation
double imperatives and  dictionaries
question tags in  diorama
communication.  flash cards
4 Use of By the end of the sub strand, 1. What are some of  course book a) Tasks such as
Double the learner should be able to: your school rules? using double imperatives  story books multiple
 imperatives: how a. Identify double imperatives 2. How do you give tructions  poetry books choice
many/ correctly in texts. instructions? related to the theme using  pictures and b)
could/would b. Use question tags correctly 3. Why do we ask double imperatives such as:  photographs Discrimination
c) Gap-filling
in different contexts. questions? Shut down your tablets and  newspapers d) Short-answer
c. Write correct sentences listen to the teacher. Type this  magazines e) Dialogue-
using double imperatives word in your tablet and look up  junior completion,
for effective its meaning. encyclopedia information gap
communication.
 journals f) Role play
d. Advocate the correct use of g) Simulation
 dictionaries
double imperatives and
question tags in  diorama
communication.  flash cards
7 1 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  photographs c) Gap-filling
in different contexts. questions? word in your tablet and look up  newspapers d) Short-answer
c. Write correct sentences its meaning.
 magazines e) Dialogue-
using double imperatives Role paly giving and completion,
 junior
for effective receiving instructions at home information gap
encyclopedia
communication. using double imperatives. f) Role play
 journals
d. Advocate the correct use of g) Simulation
double imperatives and make rules for their  dictionaries
question tags in class and display them in charts  diorama
communication. or posters  flash cards
2 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 ith  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? nd proverbs in  photographs c) Peer
texts. 3. Which similes and texts, in small groups.  newspapers assessment
b. Use similes and proverbs in proverb do you ar and coherent
 magazines d) Self-
writing for self-expression. know? story line using proverbs and assessment
 junior
c. Create a narrative similes. learner
tory featuring encyclopedia
composition featuring e) Portfolio
similes and proverbs. similes and proverbs, small  journals
 dictionaries dictation
d. Advocate the use of similes groups. f)Standardized
and proverbs to enhance  diorama
writing tests
creativity in writing.  flash cards
3 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 Read narratives with formulaic  story books made tests
Composition be able to: interesting? expressions in printand digital  poetry books b) Learner
format. journals
 (120 -160 a. Use similes and proverbs in 2. Which stories do Engage in a dialogue to  pictures and c) Peer
words) writing for self-expression. you enjoy reading? advance plot and story line.  photographs assessment
b. Create a narrative 3. Which similes and Write a creative composition  newspapers d) Self-
composition featuring proverb do you using featuring similes and  magazines assessment
similes and proverbs. know? proverbs, individually.  junior learner
c. Advocate the use of similes display charts with proverbs encyclopedia e) Portfolio
and proverbs to enhance and similes, inpairs or small  journals dictation
creativity in writing. groups.
 dictionaries f)Standardized
 diorama writing tests
 flash cards
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 Read narratives with  story books made tests
Composition be able to: interesting? formulaic expressions in print  poetry books b) Learner
(120 -160 a. Use similes and proverbs in 2. Which stories do and digital format.  pictures and journals
words) writing for self-expression. you enjoy reading? a dialogue to  photographs c) Peer
b. Create a narrative 3. Which similes and advance plot and story line.  newspapers assessment
composition featuring proverb do you e compositions
 magazines d) Self-
similes and proverbs. know? using featuring similes and
 junior assessment
c. Advocate the use of similes proverbs, individually.
encyclopedia learner
and proverbs to enhance splay charts
 journals e) Portfolio
creativity in writing. with proverbs and similes, in dictation
pairs or small groups.  dictionaries
f)Standardized
 diorama
writing tests
 flash cards
8 1 HEALT Listening and By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Oral reading
H- 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 narative  pictures and b) Role play
E Narrative theme. feelings? and identify words with the /h/  photographs c) Debates
DISEAS of about 150 b. Use vocabulary related to 2. How can you sound.  newspapers d) Oral
ES words the theme correctly. listen more Retell the narrative in own  magazines interviews
c. Display appropriate attentively? words in small groups.
 junior e) Dialogues
emotions and feelings when 3. Which words do Listen to graded texts with
encyclopedia f) Oral
making an oral presentation. you use to talk about audio recordings of whole
 journals discussions
diseases? narratives.
Listen to music and pick out  dictionaries
sounds and vocabulary.  diorama
Practiced delivering the news  flash cards
highlights in the classroom.
Respond to oral questions on
given texts confidently and with
speed.
 Make one-minute speecheson
communicable diseases in
small groups.

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  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 arrative in own  pictures and b) Role play
Narrative theme. feelings? words in small groups.  photographs c) Debates
of about 150 b. Use vocabulary related to 2. How can you Listen to graded texts with  newspapers d) Oral
words the theme correctly. listen more audio recordings of whole
 magazines interviews
c. Display appropriate attentively? narratives. e) Dialogues
emotions and feelings when 3. Which words do music and pick out  junior
f) Oral
encyclopedia
making an oral presentation. you use to talk about sounds and vocabulary.
 journals discussions
diseases? Watch news for fun and retell
the interesting episodes to peers  dictionaries
and friends inthe classroom.  diorama
Practice delivering the news  flash cards
highlights in the classroom.

communicable diseases.

3 Sounds: /h/ By the end of the sub strand, 1. Why is it Learner is guided to:  course book a) Oral reading
as in health, heal the learner should be able to: important to speak Listen to poems or narratives  story books or dictation
a. List words with sound /h/ accurately and and identify words with the /h/  poetry books recitations
from an oral text. express the right sound.  pictures and b) Role play
b. Speak accurately, at the feelings? Retell the narrative in own  photographs c) Debates
right speed and with 2. How can you words in small groups.  newspapers d) Oral
expression on a given topic listen more Listen to music and pick out
 magazines interviews
c. Display appropriate attentively? sounds and vocabulary.
 junior e) Dialogues
emotions and feelings when 3. Which words do Watch news at home for fun
encyclopedia f) Oral
making an oral presentation. you use to talk about and retell the interesting discussions
diseases? episodes to peers and friends in  journals
the classroom.  dictionaries
 diorama
communicable diseases.  flash cards
4 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? 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.  pictures and c) Oral
Fictional Texts b. Visualize events, characters story?  photographs interviews
(About 400 and descriptions in texts for  newspapers d) Question
words) comprehension. and answer
 c. Summarize the main points illustrations, the  magazines e) Teacher-
of a text. introduction and the title of a  junior made tests
d. Challenge others to focus text to make predictions. encyclopedia
on detail when reading a in groups the  journals
text characters, episodes and places  dictionaries
in a text.  diorama
Scan a text for specific details  flash cards
Answer questions from text
Say the main idea from the text
watch a video related to the
theme and pick specific
information

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. 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.  pictures and c) Oral
Fictional Texts b. Summarize the main points story? Retelling the story in pairs.  photographs interviews
(About 400 of a text. Use llustrations, the  newspapers d) Question
words) c. Answers factual and introduction and the title of a
 magazines and answer
inferential questions for text to make predictions.
 junior e) Teacher-
comprehension. Describe in groups the
encyclopedia made tests
d. Challenge others to focus characters, episodes and places
on detail when reading a in a text.  journals
text  dictionaries
details.  diorama
Answer questions from the text  flash cards
Say the main idea from the text
Watch a video related to the
theme and pick specific
information

2 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? 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?  photographs interviews
(About 400 b. Summarize the main points llustrations, the  newspapers d) Question
words) of a text. introduction and the title of a
 magazines and answer
text to make predictions. e) Teacher-
made tests
 c. Answers factual and in groups the  junior
inferential questions for characters, episodes and places encyclopedia
comprehension. in a text scan the text for  journals
d. Challenge others to focus specific details  dictionaries
on detail when reading a answer questions from a text  diorama
text watch a video related to the  flash cards
theme and pick specific
information

3 Gramm Adverbs By the end of the sub strand, 1. How often do you Learners is guided to:  course book a) Tasks such as
ar in (manner, time, the learner should be able come to school? Identify and list adverbs froma  story books multiple
use place, frequency) to: 2. Which words digital or print text, in pairs.  poetry books choice
b)
a. Distinguish between describe when, how  pictures and Discrimination
adverbs of manner, time and where actions substitution table using the  photographs
pattern how c) Gap-filling
place and frequency for take place?  newspapers d) Short-answer
effective communication. many…could/would.
 magazines e) Dialogue-
b. Use adverbs of manner, completion,
adverbs.  junior
time, place and frequency in information gap
encyclopedia
oral and written contexts. f) Role play
adverbs of manner, time place  journals
c. Judge the appropriateness g) Simulation
of adverbs used in oral and and frequency.  dictionaries
written texts.  diorama
adverbs, in groups.  flash cards
4 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 froma  story books multiple
place, frequency) to: 2. Which words digital or print text, in pairs.  poetry books choice
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  photographs c) Gap-filling
place and frequency for take place? pattern how  newspapers d) Short-answer
effective communication. many…could/would.
 magazines e) Dialogue-
b. Use adverbs of manner, completion,
adverbs.  junior
time, place and frequency in information gap
encyclopedia
oral and written contexts. f) Role play
adverbs of manner, time place  journals
c. Judge the appropriateness g) Simulation
of adverbs used in oral and and frequency.  dictionaries
written texts.  diorama
adverbs, in groups.  flash cards
10 1 2 How By the end of the sub strand, 1. How often do you Learners is guided to:  course book a) Tasks such as
many…could/wo the learner should be able come to school? dentify and list adverbs from  story books multiple
uld to: 2. Which words a digital or print text, in pairs.  poetry books choice
describe when, how
 a. Construct sentences using and where actions  pictures and b)
how many… could/would take place? substitution table using the  photographs Discrimination
correctly. pattern how  newspapers c) Gap-filling
many…could/would. d) Short-answer
b. Use adverbs of manner,  magazines e) Dialogue-
time, place and frequency in  junior
adverbs. completion,
oral and written contexts. encyclopedia information gap
c. Judge the appropriateness  journals f) Role play
of adverbs used in oral and adverbs of manner, time place
 dictionaries g) Simulation
written texts. and frequency.
 diorama
adverbs, in groups.  flash cards
2 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? o 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 phe and  photographs c) Peer
correctly using the. exclamation marks in a text, in  newspapers assessment
c. Collaborate with others to pairs. d) Self-
 magazines
punctuate own or provided sing assessment
 junior
documents. apostrophe and exclamation learner
mark. encyclopedia
 journals e) Portfolio
lides dictation
about the correct use of  dictionaries
 diorama f)Standardized
apostrophe and exclamation writing tests
mark.  flash cards

3 Exclamation Mark By the end of the sub strand, 1. Which punctuation Learner is guided to:  course book a) Teacher-
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  photographs c) Peer
correctly using exclamation about the correct use of  newspapers assessment
mark. apostrophe and exclamation d) Self-
 magazines
c. Collaborate with others to mark. assessment
Complete sentences related to  junior
punctuate own or provided
encyclopedia learner
documents. the apostrophe and exclamation e) Portfolio
mark online and offline.  journals
 dictionaries dictation
Create and display charts or f)Standardized
posters with sentences in which  diorama
writing tests
apostrophe and exclamation  flash cards
mark are used, in groups.
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
ACTIVI Interactive a. Identify different moods in someone is speaking retell it while expressing  poetry books recitations
TIES Listening a narrative or a choral verse. to you? different moods or feelings.  pictures and b) Role play
Choral verse b. Use words and phrases with 2. Which words do ences orally in  photographs c) Debates
the selected sound in you use to join an pairs or small groups.  newspapers d) Oral
sentences ongoing ning the
 magazines interviews
c. Interrupt appropriately conversation? sounds /s/ and /z/ in pairs or
 junior e) Dialogues
during turn- taking for self- small groups.
encyclopedia f) Oral
expression.
 journals discussions
d. Challenge others to listen conversational narrative or a
interactively during choral verse online or offline.  dictionaries
conversations.  diorama
turn-taking skills in the  flash cards
conversation.
ersation in
pairs, focusing on turn-taking
and interrupting skills.
11 1 Narrative in By the end of the sub strand, 1. How do you Learner is guided to:  course book a) Oral reading
dialogue format the learner should be able to: behave when Listen to a narrative and  story books or dictation
(conversational a. Identify different moods in someone is speaking retell it while expressing  poetry books recitations
narrative) a narrative or a choral verse. to you? different moods or feelings.  pictures and b) Role play
b. Use words and phrases with 2. Which words do Construct sentences orally in  photographs c) Debates
the selected sound in you use to join an pairs or small groups.  newspapers d) Oral
sentences ongoing Say words containing the
 magazines interviews
c. Interrupt appropriately conversation? sounds /s/ and /z/ in pairs or
 junior e) Dialogues
during turn- taking for self- small groups.
encyclopedia f) Oral
expression.
 journals discussions
d. Challenge others to listen conversational narrative or a
interactively during choral verse online or offline.  dictionaries
conversations.  diorama
turn-taking skills in the  flash cards
conversation.
Engage in a conversation in
pairs, focusing on turn-taking
and interrupting skills.
2 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 ences 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? ning the  pictures and b) Role play
sentences 2. Which words do sounds /s/ and /z/ in pairs or  photographs c) Debates
b. Interrupt appropriately you use to join an small groups.  newspapers d) Oral
during turn- taking for self- ongoing
 magazines interviews
expression. conversation? e) Dialogues
 c. Challenge others to listen  junior f) Oral
interactively during turn-taking skills in the encyclopedia discussions
conversations. conversation.  journals
 dictionaries
Engage in a Conversation in  diorama
pairs, focusing on turn-taking  flash cards
and interrupting skills.
3 Reading Intensive Reading By the end of the sub strand, 1. Why do you read Learner is guided to:  course book a) Reading
Factual the learner should be able to: texts? Skim through a text and  story books aloud
Texts of About a. Relate the ideas in a text with 2. What makes you a obtain the main idea.  poetry books b) Dictation
400 their experiences. good reader? Scan through a text to obtain  pictures and c) Oral
Words b. Respond to factual and 3. Why do we make specific information.  photographs interviews
inferential questions notes when reading? Discuss and relate ideas with  newspapers d) Question
correctly. their experiences, in groups.
 magazines and answer
c. Summarize the main ideas in
 junior e) Teacher-
the text for comprehension. Answer direct and inferential
encyclopedia made tests
d. Encourage others to pay questions from the text.
attention to detail when watch a video on leisure time  journals
reading. and write the main points  dictionaries
 diorama
 flash cards
4 Intensive Reading By the end of the sub strand, 1. Why do you read Learner is guided to:  course book a) Reading
Factual the learner should be able to: texts? Skim through a text and  story books aloud
Texts of About a. Relate the ideas in a text 2. What makes you a obtain the main idea.  poetry books b) Dictation
400 with their experiences. good reader? Scan through a text to obtain  pictures and c) Oral
Words b. Respond to factual and 3. Why do we make specific information.  photographs interviews
inferential questions notes when reading? Discuss and relate ideas with  newspapers d) Question
correctly. their experiences, in groups.
 magazines and answer
c. Summarize the main ideas
 junior e) Teacher-
in the text for Answer direct and inferential made tests
comprehension. questions from the text. encyclopedia
d. Encourage others to pay watch a video on leisure time  journals
attention to detail when and write the main points  dictionaries
reading.  diorama