PROPER USE OF LEISURE TIME

Listening and Speaking

Pronunciation and Interactive Listening (3 lessons)

By the end of the lesson, the learner should be able to:

-Identify words with the sound /h/ in an oral text.
-Use turn taking and polite interruption during a conversation.
-Express appropriate moods during a conversation.

The learner is guided to:
-Pick out the sound /h/ as in holiday, /j/ as in yam and [eə] as in air, from an audio text.
-Listen to a text on proper use of leisure time and say words and phrases with the sound /h/.
-Take turns during short interviews, debates and discussions on grade appropriate topics.
-Interrupt appropriately during a class discussion, interview or debate.

Why should we take turns in a conversation? - -What are some of the moods/feelings we can show during a conversation?

KLB Top Scholar pg. 125
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Interactive Listening (3 lessons)

By the end of the lesson, the learner should be able to:

-Use turn taking and polite interruption during a conversation.
-Express appropriate moods during a conversation.
-Advocate the importance of polite interruption and turn taking in oral communication.

The learner is guided to:
-Perform a choral verse (about six stanzas) or conversational poem in a reader's theatre, and display various moods.
-Practice using expressions such as fixed phrase: kill time; simile: sleep like a log; metaphor: My mother is hawk eyed. She sees everything; proverbs: There is no time like the present, idioms: day dream, phrasal verbs: good at.

Why should we take turns in a conversation? - -What are some of the moods/feelings we can show during a conversation?

KLB Top Scholar pg. 125
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Reading

Intensive Reading (3 lessons)

By the end of the lesson, the learner should be able to:

-Make connections between events in a text and real life experiences.
-Respond to a text correctly for comprehension.
-Use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others.

The learner is guided to:
-Preview a text (of about 500 words) on proper use of leisure time for general understanding.
-Make predictions about events in a text.
-Infer the meaning of unfamiliar words and expressions using prior knowledge and contextual clues.
-Answer direct and inferential questions orally and in writing.

Why should we relate events in a book to our own life experiences? - -How can you predict the information in a book even before you read it?

KLB Top Scholar pg. 129
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading (3 lessons)

By the end of the lesson, the learner should be able to:

-Make connections between events in a text and real life experiences.
-Respond to a text correctly for comprehension.
-Use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others.

The learner is guided to:
-Summarize the events in the text through retelling.
-Create a crossword puzzle using the learnt vocabulary.
-Preview a text (of about 500 words) on proper use of leisure time for general understanding.
-Make predictions about events in a text.
-Infer the meaning of unfamiliar words and expressions using prior knowledge and contextual clues.
-Answer direct and inferential questions orally and in writing.

Why should we relate events in a book to our own life experiences? - -How can you predict the information in a book even before you read it?

KLB Top Scholar pg. 129
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading
Grammar in Use

Intensive Reading (3 lessons)
Conjunctions (3 lessons)

By the end of the lesson, the learner should be able to:

-Use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others.
-Acknowledge the role of reading comprehension in lifelong learning.

The learner is guided to:
-Summarize the events in the text through retelling.
-Create a crossword puzzle using the learnt vocabulary.
-Preview a text (of about 500 words) on proper use of leisure time for general understanding.
-Make predictions about events in a text.
-Infer the meaning of unfamiliar words and expressions using prior knowledge and contextual clues.
-Answer direct and inferential questions orally and in writing.

Why should we relate events in a book to our own life experiences? - -How can you predict the information in a book even before you read it?

KLB Top Scholar pg. 129
-Storybooks
-Digital materials
-Dictionary
-Charts
KLB Top Scholar pg. 131
-Print materials
-Digital devices
-Flash cards
-Dictionaries

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Grammar in Use

Conjunctions (3 lessons)

By the end of the lesson, the learner should be able to:

-Use conjunctions correctly in varied contexts.
-Judge the appropriateness of conjunctions used in sentences.

The learner is guided to:
-Create a crossword puzzle using conjunctions and share it with peers through posters, charts or social media.
-Identify the conjunctions since, so, nor, yet, for, unless, although, though, in a text.
-Construct sentences on proper use of leisure time using conjunctions.
-Fill in blanks in sentences using conjunctions.
-Collaborate with peers to construct sentences using conjunctions.

Why should you write sentences correctly? - -How do you join two or more sentences?

KLB Top Scholar pg. 131
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Conjunctions (3 lessons)

By the end of the lesson, the learner should be able to:

-Use conjunctions correctly in varied contexts.
-Judge the appropriateness of conjunctions used in sentences.

The learner is guided to:
-Create a crossword puzzle using conjunctions and share it with peers through posters, charts or social media.
-Identify the conjunctions since, so, nor, yet, for, unless, although, though, in a text.
-Construct sentences on proper use of leisure time using conjunctions.
-Fill in blanks in sentences using conjunctions.
-Collaborate with peers to construct sentences using conjunctions.

Why should you write sentences correctly? - -How do you join two or more sentences?

KLB Top Scholar pg. 131
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Creative Writing: Descriptive Composition (2 lessons)

By the end of the lesson, the learner should be able to:

-Use appropriate adjectives to describe a person, object or a place.
-Plan a descriptive composition in preparation for writing.
-Create a descriptive composition on a variety of topics.

The learner is guided to:
-Identify key points about an event such as a wedding ceremony, football match and dance, among others.
-Suggest people, events, places or objects that can be described in pairs.
-Plan a descriptive composition of about (160-200 words).
-Select and use appropriate expressions such as proverbs and idioms in a composition.
-Collaborate to write the introductory paragraph of the descriptive composition.

Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?

KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Descriptive Composition (2 lessons)

By the end of the lesson, the learner should be able to:

-Use appropriate adjectives to describe a person, object or a place.
-Plan a descriptive composition in preparation for writing.
-Create a descriptive composition on a variety of topics.

The learner is guided to:
-Identify key points about an event such as a wedding ceremony, football match and dance, among others.
-Suggest people, events, places or objects that can be described in pairs.
-Plan a descriptive composition of about (160-200 words).
-Select and use appropriate expressions such as proverbs and idioms in a composition.
-Collaborate to write the introductory paragraph of the descriptive composition.

Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?

KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Descriptive Composition (2 lessons)

By the end of the lesson, the learner should be able to:

-Create a descriptive composition on a variety of topics.
-Judge a descriptive composition for correctness of language, relevance to the topic, creativity and organisation of ideas.

The learner is guided to:
-Complete the descriptive composition.
-Proofread the composition with peers.
-Display the corrected composition in the classroom or share it over the internet, email or social media.
-Select and use appropriate expressions such as proverbs and idioms in a composition.

Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?

KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

SPORTS - INDOOR GAMES

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

By the end of the lesson, the learner should be able to:

-Identify words and phrases with the sounds /ʊ/ and /uː/ in an audio text.
-Pronounce words with the sounds /ʊ/ and /uː/ correctly.
-Use vocabulary related to the theme correctly in oral contexts.

The learner is guided to:
-Listen to audio stories and pick out specific sounds, words, phrases or sentences.
-Say words with the sounds /ʊ/ and /uː/ correctly.
-Say tongue twisters with the target sounds.
-Collaborate to listen to choral poems with the sounds /ʊ/ and /uː/ and pick out words with the selected sounds.
-Interpret non-verbal cues correctly during conversations.

Why should we look at the face of people as they speak? - -How are audio stories different from a story book?

KLB Top Scholar pg. 135
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

By the end of the lesson, the learner should be able to:

-Use vocabulary related to the theme correctly in oral contexts.
-Use words and expressions such as proverbs, phrasal verbs, among others in sentences.
-Listen for specific details and main idea from audio recordings, internet, radio or television programmes.

The learner is guided to:
-Practice using expressions such as fixed phrases: out of breath; similes: as bright as day; metaphor: Lodunga is a deer. He runs very fast; idioms: get a head start; proverbs: look before you leap and phrasal verbs such as pass round.
-Interpret non-verbal cues correctly during conversations.

Why should we look at the face of people as they speak? - -How are audio stories different from a story book?

KLB Top Scholar pg. 135
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Reading

Intensive Reading: Digital Stories (3 lessons)

By the end of the lesson, the learner should be able to:

-Identify words, phrases and proverbs from a digital text.
-Create mental images from viewed, heard or read text.
-Answer direct and inferential questions correctly for comprehension.

The learner is guided to:
-Participate in a reader's theatre and read solo or choral poems on indoor games.
-Make predictions about a text by observing the cover or title.
-Make connections between the pictures in a text and real life situations.
-Summarize important ideas and restate them in own words.
-Retell events in a poem chronologically.

How can the pictures in a book or cover help you make predictions about the story? - -How are digital stories different from story books?

KLB Top Scholar pg. 139
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading: Digital Stories (3 lessons)

By the end of the lesson, the learner should be able to:

-Create mental images from viewed, heard or read text.
-Answer direct and inferential questions correctly for comprehension.
-Acknowledge the role of reading comprehension in lifelong learning.

The learner is guided to:
-Use contextual clues to infer the meaning of expressions such as fixed phrases, similes, metaphors, idioms, proverbs and phrasal verbs.
-Summarize events in a text through retelling.
-Participate in a reader's theatre and read solo or choral poems on indoor games.
-Make predictions about a text by observing the cover or title.
-Make connections between the pictures in a text and real life situations.

How can the pictures in a book or cover help you make predictions about the story? - -How are digital stories different from story books?

KLB Top Scholar pg. 139
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading: Digital Stories (3 lessons)

By the end of the lesson, the learner should be able to:

-Answer direct and inferential questions correctly for comprehension.
-Acknowledge the role of reading comprehension in lifelong learning.

The learner is guided to:
-Use contextual clues to infer the meaning of expressions such as fixed phrases, similes, metaphors, idioms, proverbs and phrasal verbs.
-Summarize events in a text through retelling.
-Participate in a reader's theatre and read solo or choral poems on indoor games.
-Make predictions about a text by observing the cover or title.
-Make connections between the pictures in a text and real life situations.

How can the pictures in a book or cover help you make predictions about the story? - -How are digital stories different from story books?

KLB Top Scholar pg. 139
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Grammar in Use

Interrogatives (3 lessons)

By the end of the lesson, the learner should be able to:

-Identify interrogatives in print or digital texts.
-Use interrogatives correctly to express different meanings.
-Assess the appropriateness of interrogatives used in print and digital texts.

The learner is guided to:
-Discuss in pairs or groups which among the following words are not interrogatives: whip, how, what, when, whom, why, which, whisper, where and whole.
-Practice using when clauses with present tense to show the future, for example, 'When are you going to school?.
-Collaborate with peers to use interrogatives in sentences correctly.

How do you form questions? - -Why do we ask questions?

KLB Top Scholar pg. 143
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Interrogatives (3 lessons)

By the end of the lesson, the learner should be able to:

-Use interrogatives correctly to express different meanings.
-Assess the appropriateness of interrogatives used in print and digital texts.

The learner is guided to:
-Create lists of interrogative sentences using words related to the theme.
-Type the list using a computer, laptop or tablet in groups and display his or her work to peers.
-Collaborate with peers to use interrogatives in sentences correctly.

How do you form questions? - -Why do we ask questions?

KLB Top Scholar pg. 143
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Spelling: Synonyms and Antonyms (2 lessons)

By the end of the lesson, the learner should be able to:

-Identify synonyms and antonyms correctly for writing fluency.
-Use synonyms and antonyms correctly in sentences.
-Advocate the use of a rich vocabulary in writing.

The learner is guided to:
-Listen/watch a video recording on in-door games and identify words with synonyms and antonyms.
-Form sentences using synonyms and antonyms.
-Identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle.
-Display their work on posters.

How do you tell the meaning of unfamiliar words? - -Which are some of the words with same or opposite meaning?

KLB Top Scholar pg. 145
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Spelling: Synonyms and Antonyms (2 lessons)

By the end of the lesson, the learner should be able to:

-Identify synonyms and antonyms correctly for writing fluency.
-Use synonyms and antonyms correctly in sentences.
-Advocate the use of a rich vocabulary in writing.

The learner is guided to:
-Listen/watch a video recording on in-door games and identify words with synonyms and antonyms.
-Form sentences using synonyms and antonyms.
-Identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle.
-Display their work on posters.

How do you tell the meaning of unfamiliar words? - -Which are some of the words with same or opposite meaning?

KLB Top Scholar pg. 145
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Spelling: Synonyms and Antonyms (2 lessons)

By the end of the lesson, the learner should be able to:

-Use synonyms and antonyms correctly in sentences.
-Advocate the use of a rich vocabulary in writing.

The learner is guided to:
-Form sentences using synonyms and antonyms.
-Identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle.
-Display their work on posters.

How do you tell the meaning of unfamiliar words? - -Which are some of the words with same or opposite meaning?

KLB Top Scholar pg. 145
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

ENVIRONMENTAL CONSERVATION

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

By the end of the lesson, the learner should be able to:

-Listen for specific details such as sounds words and expressions for effective oral communication.
-Make oral presentations such as speeches accurately, with minimal hesitations and with expressions.
-Use non-verbal cues appropriately to enhance fluency.

The learner is guided to:
-Say words and phrases with the sounds /ʒ/ /ʤ/ correctly.
-Recite poems with words that have the sounds /ʒ/ /ʤ/.
-Listen for specific details such as: fixed phrases: as long as, all the time, set on fire, from time to time, too bad, be in trouble; simile: as wide as the sky, as brave as a lion, as green as grass, as clear as crystal, as clear as day, as black as soot, as pure as snow; metaphor: The man is a tortoise. He walks so slowly! Sanaipei is a lion. She is very brave.

Why is it important to speak at the right speed, accurately, and with expression? - -How do our faces, hands, and eyes help us communicate better?

KLB Top Scholar pg. 149
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

By the end i the lesson, the learner should be able to:

-Make oral presentations such as speeches accurately, with minimal hesitations and with expressions.
-Use non-verbal cues appropriately to enhance fluency.
-Judge the appropriateness of non-verbal cues in a conversation or video recordings.

The learner is guided to:
-Listen for specific details such as: idioms: A drop in the ocean, add fuel to the fire, beat about the bush, the grass is always greener on the other side of the fence; proverbs: Prevention is better than cure; The best things in life are free, An apple never falls far from the tree; If you want to be happy for a year, plant a garden; If you want to be happy for life, plant a tree; phrasal Verbs: clean up, cut down, die out, dry up, cut down, die out.
-Speak on topics based on environmental conservation or content from other areas in class.
-Participate in mock interviews in small groups.

Why is it important to speak at the right speed, accurately, and with expression? - -How do our faces, hands, and eyes help us communicate better?

KLB Top Scholar pg. 149
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking
Reading

Pronunciation and Vocabulary (3 lessons)
Intensive Reading (3 lessons)

By the end of the lesson, the learner should be able to:

-Use non-verbal cues appropriately to enhance fluency.
-Judge the appropriateness of non-verbal cues in a conversation or video recordings.

The learner is guided to:
-Recite choral and solo verses related to the theme.
-Listen for specific details such as: idioms: A drop in the ocean, add fuel to the fire, beat about the bush, the grass is always greener on the other side of the fence; proverbs: Prevention is better than cure; The best things in life are free, An apple never falls far from the tree; If you want to be happy for a year, plant a garden; If you want to be happy for life, plant a tree; phrasal Verbs: clean up, cut down, die out, dry up, cut down, die out.
-Speak on topics based on environmental conservation or content from other areas in class.
-Participate in mock interviews in small groups.

Why is it important to speak at the right speed, accurately, and with expression? - -How do our faces, hands, and eyes help us communicate better?

KLB Top Scholar pg. 149
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts
KLB Top Scholar pg. 152
-Storybooks
-Digital materials

Observation -Oral questions -Peer Assessment -Checklists

Reading

Intensive Reading (3 lessons)

By the end of the lesson, the learner should be able to:

-Use stress and rhythm correctly while reading lines and words in a poem or song.
-Respond to a reading text for comprehension.
-Advocate the importance of correct stress and rhythm in communication.

The learner is guided to:
-Answer direct and inferential questions from a comprehension passage.
-Create mental images by viewing pictures or events in a poem or song and comparing them to real-life situations.
-Infer the meaning of new words and expressions such as fixed phrases, proverbs, idioms, phrasal verbs and similes from the way they have been used in a text.

Why are songs and poems more enjoyable than reading a book? - -How can we tell what a story is about even before we read it?

KLB Top Scholar pg. 152
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading (3 lessons)

By the end of the lesson, the learner should be able to:

-Respond to a reading text for comprehension.
-Advocate the importance of correct stress and rhythm in communication.

The learner is guided to:
-Answer direct and inferential questions from a comprehension passage.
-Create mental images by viewing pictures or events in a poem or song and comparing them to real-life situations.
-Infer the meaning of new words and expressions such as fixed phrases, proverbs, idioms, phrasal verbs and similes from the way they have been used in a text.

Why are songs and poems more enjoyable than reading a book? - -How can we tell what a story is about even before we read it?

KLB Top Scholar pg. 152
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Grammar in Use

Question Tags (2 lessons)

By the end of the lesson, the learner should be able to:

-Identify tag questions from a print or digital text for information.
-Form tag questions from verbs to be, verbs to have, verbs to do and modals.
-Use tag questions correctly in oral and written texts.

The learner is guided to:
-Identify the verbs to be, verbs to have, verbs to do and modals.
-Form tag questions using verbs to be, verbs to have, verbs to do and modals.
-Apply rules when forming tag questions, for example, a positive statement results in a negative tag question and vice versa.
-Search for examples of question tags on the web, with peers.

How do we form question tags? - -What is a question tag?

KLB Top Scholar pg. 154
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Functional Writing: Personal Journals (2 lessons)

By the end of the lesson, the learner should be able to:

-Identify all the components of a personal journal.
-Use the correct format to create a personal journal.
-Judge the correctness sentences, relevance to the topic and the format of a personal journal.

The learner is guided to:
-Identify all the components of a personal journal.
-Read a sample personal journal.
-Create a personal journal for seven days.
-Peer-edit the personal journals – different pairs exchange their journals for editing.
-Revise personal journals.
-Display the personal journals in class, on the school notice board, internet among others.

Why do we keep journals and diaries? - -How do you record important occasions or dates in your life?

KLB Top Scholar pg. 156
-Sample journals
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Functional Writing: Personal Journals (2 lessons)

By the end of the lesson, the learner should be able to:

-Use the correct format to create a personal journal.
-Judge the correctness sentences, relevance to the topic and the format of a personal journal.

The learner is guided to:
-Create a personal journal for seven days.
-Peer-edit the personal journals – different pairs exchange their journals for editing.
-Revise personal journals.
-Display the personal journals in class, on the school notice board, internet among others.

Why do we keep journals and diaries? - -How do you record important occasions or dates in your life?

KLB Top Scholar pg. 156
-Sample journals
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Functional Writing: Personal Journals (2 lessons)

By the end of the lesson, the learner should be able to:

-Use the correct format to create a personal journal.
-Judge the correctness sentences, relevance to the topic and the format of a personal journal.

The learner is guided to:
-Create a personal journal for seven days.
-Peer-edit the personal journals – different pairs exchange their journals for editing.
-Revise personal journals.
-Display the personal journals in class, on the school notice board, internet among others.

Why do we keep journals and diaries? - -How do you record important occasions or dates in your life?

KLB Top Scholar pg. 156
-Sample journals
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

MONEY - TRADE

Listening and Speaking
Listening and Speaking

Pronunciation and Vocabulary: Intensive Listening (2 lessons)

By the end of the lesson, the learner should be able to:

-Identify proverbs from a text for effective communication.
-Listen for the main idea and specific details from a text.
-Use words and expressions such as similes, metaphors and proverbs containing selected sounds correctly.

The learner is guided to:
-Say the words in the box: product, import, safe, deal, export, save, stock, invest, service, consume, hike, currency, wholesale barter trade.
-Work in groups of six, stand in a line and do what the teacher will tell them.
-Listen to the teacher read or play a recording of the first paragraph of a story.
-Answer questions orally about the recording.

Why should we listen carefully? - -What messages do we obtain from similes and proverbs?

KLB Top Scholar pg. 159
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Reading

Extensive Reading (2 lessons)

By the end of the lesson, the learner should be able to:

-Select appropriate reading texts from a library.
-Read a variety of texts for general information and enjoyment.
-Acknowledge the importance of reading widely for lifelong learning.

The learner is guided to:
-In groups, talk about the types of reading materials shown in the pictures.
-Look at the pictures again and identify the materials that can only be accessed using digital devices.
-In pairs, talk about what can be used as money apart from notes and coins.
-Read the first paragraph, the first line of other paragraphs and the last paragraph of a passage to get the main idea.

Why should we read a variety of materials? - -How do you identify the book you want to read?

KLB Top Scholar pg. 161
-Storybooks
-Digital materials
-Newspapers
-Magazines
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Extensive Reading (2 lessons)

By the end of the lesson, the learner should be able to:

-Read a variety of texts for general information and enjoyment.
-Acknowledge the importance of reading widely for lifelong learning.

The learner is guided to:
-Read a passage from a children's newspaper.
-Discuss something new they may have learned from the passage.
-Discuss the problem of plastic waste in Kenya and what the government has done about it.
-Discuss what children can do to help deal with plastic waste.
-With the help of the teacher, choose digital materials (about 1251-1500 words) on a topic that interests them and read it.
-Make a short report of what they have read and share it with others.

Why should we read a variety of materials? - -How do you identify the book you want to read?

KLB Top Scholar pg. 161
-Storybooks
-Digital materials
-Newspapers
-Magazines
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Grammar in Use

Prepositions (2 lessons)

By the end of the lesson, the learner should be able to:

-Identify prepositions correctly in oral and written texts.
-Use prepositions correctly in varied texts.
-Judge the appropriateness of prepositions used in various texts.

The learner is guided to:
-In groups, list words that give information about time, place and direction.
-Identify the prepositions in a dialogue.
-Complete sentences by filling in the blank space with the appropriate preposition.
-In pairs, use certain words in sentences that give information about time.

How do we describe where people or objects are? - -Which among the following words is not a preposition? (eat, please, outside, in, on, there, how, to, above)

KLB Top Scholar pg. 164
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Writing

Spelling: Affixes (2 lessons)

By the end of the lesson, the learner should be able to:

-Recognise affixes used to change the form and meaning of words.
-Form new words using prefixes and suffixes.
-Spell words correctly for writing fluency.

The learner is guided to:
-Work in groups or pairs and join word parts given to words, then read the words they have formed.
-Create new words by adding prefixes to given words, using one of the prefixes given in a box.
-Match each word in column A with a suitable suffix in column B.
-Identify the words that have suffixes and prefixes in a passage.

Why is it important to spell words correctly? - -Why is it difficult to spell some words? - -How can we become better at spelling?

KLB Top Scholar pg. 167
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Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Spelling: Affixes (2 lessons)

By the end of the lesson, the learner should be able to:

-Form new words using prefixes and suffixes.
-Spell words correctly for writing fluency.
-Determine the correctness and appropriateness of affixes used in various texts.

The learner is guided to:
-Study a mind map, showing how many words we can form from the word THANK by adding prefixes and suffixes.
-Create a mind map in groups using words like hope, appear, or clear.
-Pin their mind map on the noticeboard.
-Create a crossword puzzle using the words they have formed in the mind map.

Why is it important to spell words correctly? - -Why is it difficult to spell some words? - -How can we become better at spelling?

KLB Top Scholar pg. 167
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics