LISTENING

Common greetings and farewell related to relationship

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

Respond appropriately to greetings with reference to relationship in and out of school.
Respond appropriately to farewell with reference to relationship in and out of school.
Enjoy responding to greetings and farewell with reference to relationship in and out of school

Critical thinking and problem solving Communication and collaboration Self efficacy

Love Respect Unity Peace Patience

"
Learners could respond to greetings and farewell with reference to relationship.

learners could practise responding to greetings and farewell with reference to relationship."
"
to other learners’ greetings and farewell with reference to relationship using verbal and non- verbal language.

guided to respond to visitors’ greetings and farewell with reference to relationship using appropriate words.

encouraged to respond to visitors and family members’ greetings and farewell at home with reference to relationship using appropriate words."
recorded clips on responding to greetings and farewell with reference to relationship and imitate the same
Learners could respond to greetings and farewell with reference to relationship.
"n pairs or small groups, learners could practise responding to greetings and farewell with reference to relationship.

to other learners’ greetings and farewell with reference to relationship using verbal and non- verbal language.

guided to respond to visitors’ greetings and farewell with reference to relationship using appropriate words.

encouraged to respond to visitors and family members’ greetings and farewell at home with reference to relationship using appropriate words.

recorded clips on responding to greetings and farewell with reference to relationship and imitate the same"

" What opportunities arise for responding to greetings with reference to relationship at home and at school?" "What opportunities arise for responding to farewell with reference to relationship at home and at school? Whose greetings do you respond to at home and at school? Whose farewell do you respond to at home and at school?"

Realia Charts

Observation Oral questions

LISTENING

Common greetings and farewell related to relationship

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

Respond appropriately to greetings with reference to relationship in and out of school.
Respond appropriately to farewell with reference to relationship in and out of school.
Enjoy responding to greetings and farewell with reference to relationship in and out of school

Critical thinking and problem solving Communication and collaboration Self efficacy

Love Respect Unity Peace Patience

"
Learners could respond to greetings and farewell with reference to relationship.

learners could practise responding to greetings and farewell with reference to relationship."
"
to other learners’ greetings and farewell with reference to relationship using verbal and non- verbal language.

guided to respond to visitors’ greetings and farewell with reference to relationship using appropriate words.

encouraged to respond to visitors and family members’ greetings and farewell at home with reference to relationship using appropriate words."
recorded clips on responding to greetings and farewell with reference to relationship and imitate the same
Learners could respond to greetings and farewell with reference to relationship.
"n pairs or small groups, learners could practise responding to greetings and farewell with reference to relationship.

to other learners’ greetings and farewell with reference to relationship using verbal and non- verbal language.

guided to respond to visitors’ greetings and farewell with reference to relationship using appropriate words.

encouraged to respond to visitors and family members’ greetings and farewell at home with reference to relationship using appropriate words.

recorded clips on responding to greetings and farewell with reference to relationship and imitate the same"

" What opportunities arise for responding to greetings with reference to relationship at home and at school?" "What opportunities arise for responding to farewell with reference to relationship at home and at school? Whose greetings do you respond to at home and at school? Whose farewell do you respond to at home and at school?"

Realia Charts

Observation Oral questions

LISTENING

Common greetings and farewell related to relationship

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

Respond appropriately to greetings with reference to relationship in and out of school.
Respond appropriately to farewell with reference to relationship in and out of school.
Enjoy responding to greetings and farewell with reference to relationship in and out of school

Critical thinking and problem solving Communication and collaboration Self efficacy

Love Respect Unity Peace Patience

"
Learners could respond to greetings and farewell with reference to relationship.

learners could practise responding to greetings and farewell with reference to relationship."
"
to other learners’ greetings and farewell with reference to relationship using verbal and non- verbal language.

guided to respond to visitors’ greetings and farewell with reference to relationship using appropriate words.

encouraged to respond to visitors and family members’ greetings and farewell at home with reference to relationship using appropriate words."
recorded clips on responding to greetings and farewell with reference to relationship and imitate the same
Learners could respond to greetings and farewell with reference to relationship.
"n pairs or small groups, learners could practise responding to greetings and farewell with reference to relationship.

to other learners’ greetings and farewell with reference to relationship using verbal and non- verbal language.

guided to respond to visitors’ greetings and farewell with reference to relationship using appropriate words.

encouraged to respond to visitors and family members’ greetings and farewell at home with reference to relationship using appropriate words.

recorded clips on responding to greetings and farewell with reference to relationship and imitate the same"

" What opportunities arise for responding to greetings with reference to relationship at home and at school?" "What opportunities arise for responding to farewell with reference to relationship at home and at school? Whose greetings do you respond to at home and at school? Whose farewell do you respond to at home and at school?"

Realia Charts

Observation Oral questions

LISTENING

Listening for comprehension

By the end of the lesson, the learner should be able to:
"
Answer questions correctly after a listening experience in class.
Solve simple riddles in and out of school.

Sing songs with actions in and out of school.

Recite poems and rhymes with actions in"
"and out of school.

e) Take pleasure in activities that involve listening for comprehension."

Communication and collaboration Critical thinking and problem solving

Patience Responsibility

"
Learners could respond to simple verbal instructions.

engaged in listening to a story and be encouraged to answer questions.

simple questions after listening to a recorded story.

guided to solve simple riddles.

"
"guided to solve oral language puzzles.

guided to recite poems and rhymes with actions.

singing songs with actions.

audio-visual digital comics and answer simple questions.

practise solving simple riddles"

" How does a child develop comprehension skills? How does a child demonstrate comprehension? What daily opportunities require listening for comprehension?" 4. What makes listening comprehension fun

Realia

Observation Oral question s

LISTENING

Listening for comprehension

By the end of the lesson, the learner should be able to:
"
Answer questions correctly after a listening experience in class.
Solve simple riddles in and out of school.

Sing songs with actions in and out of school.

Recite poems and rhymes with actions in"
"and out of school.

e) Take pleasure in activities that involve listening for comprehension."

Communication and collaboration Critical thinking and problem solving

Patience Responsibility

"
Learners could respond to simple verbal instructions.

engaged in listening to a story and be encouraged to answer questions.

simple questions after listening to a recorded story.

guided to solve simple riddles.

"
"guided to solve oral language puzzles.

guided to recite poems and rhymes with actions.

singing songs with actions.

audio-visual digital comics and answer simple questions.

practise solving simple riddles"

" How does a child develop comprehension skills? How does a child demonstrate comprehension? What daily opportunities require listening for comprehension?" 4. What makes listening comprehension fun

Realia

Observation Oral question s

LISTENING

Listening for comprehension

By the end of the lesson, the learner should be able to:
"
Answer questions correctly after a listening experience in class.
Solve simple riddles in and out of school.

Sing songs with actions in and out of school.

Recite poems and rhymes with actions in"
"and out of school.

e) Take pleasure in activities that involve listening for comprehension."

Communication and collaboration Critical thinking and problem solving

Patience Responsibility

"
Learners could respond to simple verbal instructions.

engaged in listening to a story and be encouraged to answer questions.

simple questions after listening to a recorded story.

guided to solve simple riddles.

"
"guided to solve oral language puzzles.

guided to recite poems and rhymes with actions.

singing songs with actions.

audio-visual digital comics and answer simple questions.

practise solving simple riddles"

" How does a child develop comprehension skills? How does a child demonstrate comprehension? What daily opportunities require listening for comprehension?" 4. What makes listening comprehension fun

Realia

Observation Oral question s

LISTENING

Listening for comprehension

By the end of the lesson, the learner should be able to:
"
Answer questions correctly after a listening experience in class.
Solve simple riddles in and out of school.

Sing songs with actions in and out of school.

Recite poems and rhymes with actions in"
"and out of school.

e) Take pleasure in activities that involve listening for comprehension."

Communication and collaboration Critical thinking and problem solving

Patience Responsibility

"
Learners could respond to simple verbal instructions.

engaged in listening to a story and be encouraged to answer questions.

simple questions after listening to a recorded story.

guided to solve simple riddles.

"
"guided to solve oral language puzzles.

guided to recite poems and rhymes with actions.

singing songs with actions.

audio-visual digital comics and answer simple questions.

practise solving simple riddles"

" How does a child develop comprehension skills? How does a child demonstrate comprehension? What daily opportunities require listening for comprehension?" 4. What makes listening comprehension fun

Realia

Observation Oral question s

LISTENING

Active listening

By the end of the lesson, the learner should be able to:
s :
Pay attention to conversations in and out of school.
Answer questions after listening to a story.
Respond to simple instructions in and out of school.
Appreciate the contribution of others during conversations

Communication and collaboration Critical thinking and problem solving

Patience Responsibility

"
In pairs or small groups, learners could tell stories and poems while others listen. They could be encouraged to ask and answer questions.

encouraged to retell stories told by the teacher and other learners.

and solve riddles.

recorded content and imitate.

simple instructions and encouraged to respond.
ll groups, learners could be guided to take turns in conversations and answer simple questions.

recorded clips of their own conversations as they are appreciated and corrected.

guided to"
"appreciate the contribution of others during conversations.

could be involved in verbal games, songs, poems and rhymes that involve turn taking.

demonstrate an activity involving turn takin"

How do you show interest during a conversation? When should you speak during a conversation? How do you seek clarification in a conversation? How do people respond to instructions? How do people respond during a conversation

Realia charts

Observa tion Oral question s

LISTENING

Passing information Auditory discrimin ation

By the end of the lesson, the learner should be able to:
s : Convey verbal messages effectively in and out of school.

Retell short stories in and out of school.

Engage in dialogue in and out of school.

Take pleasure in passing verbal messages and retelling short stories in and out of school

Identify all letter sounds in the classroom environment.
Differentiate closely related letter sounds in and out of school.

Communication and collaboration

Love Respect

Learners could be asked to deliver verbal messages to and from parents/guardians.

groups, learners could tell and retell news and short stories.

appreciated when they convey verbal messages effectively.

encouraged to engage in dialogue with parents.

engaged in short discussions and encouraged to ask and answer questions.
d be engaged in activities where they listen to an audio clip and then talk about it in pairs or in small groups

Learners could be guided to articulate letter sounds.

audio clips depicting articulation of letter sounds and identify the
articulated sounds

What opportunities arises for learners to pass information to and from parents? What could learners tell their teachers about their parents? What could learners tell their parents about teachers

Realia charts

Observat ion

LISTENING

Auditory discrimination Auditory memory

By the end of the lesson, the learner should be able to:
s :
Identify all letter sounds in the classroom environment.
Differentiate closely related letter sounds in and out of school.
Experience pleasure through play in and out of school.

Say letter sounds after the teacher in class.
Recall letter sounds in and out of class.
Enjoy playing auditory memory games in and out of class.

Communication and collaboration

Responsibility

Learners could be guided to articulate letter sounds.

audio clips depicting articulation of letter sounds and identify the articulated sounds.

articulate closely related letter sounds as demonstrated. e.g. /p/ and
/b/, /t/ and /d/, /k/ and /c/,
/l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/, /k/and
/q/.

recorded audio clips of closely related sounds and recognize the sounds.

groups, learners could be involved in letter sound games.

songs and recite letter sound rhymes.

guided to use interactive programmes on letter sounds

What are some of the closely related letter sounds? What experiences could enhance letter sound discrimination

Realia charts

Observation Oral question s

LISTENING

Auditory discrimination Auditory memory

By the end of the lesson, the learner should be able to:
s :
Identify all letter sounds in the classroom environment.
Differentiate closely related letter sounds in and out of school.
Experience pleasure through play in and out of school.

Say letter sounds after the teacher in class.
Recall letter sounds in and out of class.
Enjoy playing auditory memory games in and out of class.

Communication and collaboration

Responsibility

Learners could be guided to articulate letter sounds.

audio clips depicting articulation of letter sounds and identify the articulated sounds.

articulate closely related letter sounds as demonstrated. e.g. /p/ and
/b/, /t/ and /d/, /k/ and /c/,
/l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/, /k/and
/q/.

recorded audio clips of closely related sounds and recognize the sounds.

groups, learners could be involved in letter sound games.

songs and recite letter sound rhymes.

guided to use interactive programmes on letter sounds

What are some of the closely related letter sounds? What experiences could enhance letter sound discrimination

Realia charts

Observation Oral question s

LISTENING

Auditory discrimination Auditory memory

By the end of the lesson, the learner should be able to:
s :
Identify all letter sounds in the classroom environment.
Differentiate closely related letter sounds in and out of school.
Experience pleasure through play in and out of school.

Say letter sounds after the teacher in class.
Recall letter sounds in and out of class.
Enjoy playing auditory memory games in and out of class.

Communication and collaboration

Responsibility

Learners could be guided to articulate letter sounds.

audio clips depicting articulation of letter sounds and identify the articulated sounds.

articulate closely related letter sounds as demonstrated. e.g. /p/ and
/b/, /t/ and /d/, /k/ and /c/,
/l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/, /k/and
/q/.

recorded audio clips of closely related sounds and recognize the sounds.

groups, learners could be involved in letter sound games.

songs and recite letter sound rhymes.

guided to use interactive programmes on letter sounds

What are some of the closely related letter sounds? What experiences could enhance letter sound discrimination

Realia charts

Observation Oral question s

LISTENING

Auditory discrimination Auditory memory

By the end of the lesson, the learner should be able to:
s :
Identify all letter sounds in the classroom environment.
Differentiate closely related letter sounds in and out of school.
Experience pleasure through play in and out of school.

Say letter sounds after the teacher in class.
Recall letter sounds in and out of class.
Enjoy playing auditory memory games in and out of class.

Communication and collaboration

Responsibility

Learners could be guided to articulate letter sounds.

audio clips depicting articulation of letter sounds and identify the articulated sounds.

articulate closely related letter sounds as demonstrated. e.g. /p/ and
/b/, /t/ and /d/, /k/ and /c/,
/l/ and /r/, /f/ and /v/, /s/ and /z/, /w/ and /y/, /k/and
/q/.

recorded audio clips of closely related sounds and recognize the sounds.

groups, learners could be involved in letter sound games.

songs and recite letter sound rhymes.

guided to use interactive programmes on letter sounds

What are some of the closely related letter sounds? What experiences could enhance letter sound discrimination

Realia charts

Observation Oral question s

SPEAKING

Common greetings and farewell related to relationship

By the end of the lesson, the learner should be able to:
"s :
Use vocabulary related to greetings with reference to relationship in and out of school.

Use vocabulary related to bidding farewell with reference to relationship in and out of school."
"
Greet people appropriately with reference to relationship in and out of school

Bid people farewell appropriately with reference to relationship in and out of school.

Appreciate greeting and bidding people farewell with reference to relationship in and out of school."

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

"
Learners could imitate greetings and farewell with reference to relationship.(e.g good morning teacher, good evening mother, Good night father)

learners could practise greetings and farewell with reference to relationship.

"
"guided to greet as well as bid farewell to visitors who come to class with reference to relationship.

encouraged to greet and bid farewell to

family members at home with reference to time and relationship using appropriate words.

recorded clips on greetings and farewell with reference to relationship and imitate.

greetings and bidding farewell with reference to relationship through role playing.

interactive songs on greetings and farewell with reference to relationship"

How do you greet people at home and at school? How do you respond to greetings at school and at home? How do you bid farewell at home and at school?

Realia charts

Observation Oral question s

SPEAKING

Common greetings and farewell related to relationship

By the end of the lesson, the learner should be able to:
"s :
Use vocabulary related to greetings with reference to relationship in and out of school.

Use vocabulary related to bidding farewell with reference to relationship in and out of school."
"
Greet people appropriately with reference to relationship in and out of school

Bid people farewell appropriately with reference to relationship in and out of school.

Appreciate greeting and bidding people farewell with reference to relationship in and out of school."

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

"
Learners could imitate greetings and farewell with reference to relationship.(e.g good morning teacher, good evening mother, Good night father)

learners could practise greetings and farewell with reference to relationship.

"
"guided to greet as well as bid farewell to visitors who come to class with reference to relationship.

encouraged to greet and bid farewell to

family members at home with reference to time and relationship using appropriate words.

recorded clips on greetings and farewell with reference to relationship and imitate.

greetings and bidding farewell with reference to relationship through role playing.

interactive songs on greetings and farewell with reference to relationship"

How do you greet people at home and at school? How do you respond to greetings at school and at home? How do you bid farewell at home and at school?

Realia charts

Observation Oral question s

SPEAKING

Common greetings and farewell related to relationship

By the end of the lesson, the learner should be able to:
"s :
Use vocabulary related to greetings with reference to relationship in and out of school.

Use vocabulary related to bidding farewell with reference to relationship in and out of school."
"
Greet people appropriately with reference to relationship in and out of school

Bid people farewell appropriately with reference to relationship in and out of school.

Appreciate greeting and bidding people farewell with reference to relationship in and out of school."

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

"
Learners could imitate greetings and farewell with reference to relationship.(e.g good morning teacher, good evening mother, Good night father)

learners could practise greetings and farewell with reference to relationship.

"
"guided to greet as well as bid farewell to visitors who come to class with reference to relationship.

encouraged to greet and bid farewell to

family members at home with reference to time and relationship using appropriate words.

recorded clips on greetings and farewell with reference to relationship and imitate.

greetings and bidding farewell with reference to relationship through role playing.

interactive songs on greetings and farewell with reference to relationship"

How do you greet people at home and at school? How do you respond to greetings at school and at home? How do you bid farewell at home and at school?

Realia charts

Observation Oral question s

SPEAKING

Self- expression Polite Language

By the end of the lesson, the learner should be able to:
"s :
Express their needs and ideas verbally in and out of school.

Use appropriate vocabulary to express their needs and ideas in and out of school.

Take pleasure in expressing their ideas and needs verbally and non-verbally at home and in school

Use appropriate"
"vocabulary when making requests in and out of school.

Use appropriate vocabulary to excuse self and apologize in and out of school.
State the appropriate vocabulary for excusing self"

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

"
Learners could be encouraged to express their needs, ideas and thoughts freely.

encouraged to sing songs that express their needs.

appreciated when they express their needs and ideas.

groups, learners could tell each other news and stories.

encouraged to participate in conversations on topics"
"of their choice.

engaged in discussions involving problem solving tasks such as puzzles, riddles among others.

encouraged to express themselves verbally in school and at home.

encouraged to use appropriate means when expressing needs.

encouraged to talk about what they are doing during activities.

encouraged to talk about themselves.

engaged in short discussions and encouraged to answer questions

Learners could demonstrate making requests, excusing self and apologizing. e.g. (‘May I’, ‘Excuse me’ and ‘I am sorry,)

learners could practise and role play making requests, excusing self and apologizing?

stories that incorporate making requests, excusing self and apologizing.

video"

What can you say about yourself? What do you do when someone wrongs you What do you say when you want to make a request? . What do you say when you want to be excused to go somewhere? . What do you say when you have wronged someone?

Realia

Observa tion Oral question s

SPEAKING

Self- expression Polite Language

By the end of the lesson, the learner should be able to:
"s :
Express their needs and ideas verbally in and out of school.

Use appropriate vocabulary to express their needs and ideas in and out of school.

Take pleasure in expressing their ideas and needs verbally and non-verbally at home and in school

Use appropriate"
"vocabulary when making requests in and out of school.

Use appropriate vocabulary to excuse self and apologize in and out of school.
State the appropriate vocabulary for excusing self"

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

"
Learners could be encouraged to express their needs, ideas and thoughts freely.

encouraged to sing songs that express their needs.

appreciated when they express their needs and ideas.

groups, learners could tell each other news and stories.

encouraged to participate in conversations on topics"
"of their choice.

engaged in discussions involving problem solving tasks such as puzzles, riddles among others.

encouraged to express themselves verbally in school and at home.

encouraged to use appropriate means when expressing needs.

encouraged to talk about what they are doing during activities.

encouraged to talk about themselves.

engaged in short discussions and encouraged to answer questions

Learners could demonstrate making requests, excusing self and apologizing. e.g. (‘May I’, ‘Excuse me’ and ‘I am sorry,)

learners could practise and role play making requests, excusing self and apologizing?

stories that incorporate making requests, excusing self and apologizing.

video"

What can you say about yourself? What do you do when someone wrongs you What do you say when you want to make a request? . What do you say when you want to be excused to go somewhere? . What do you say when you have wronged someone?

Realia

Observa tion Oral question s

SPEAKING

Audience awareness

By the end of the lesson, the learner should be able to:
s :
Speak clearly when talking to others in and out of class.
Speak loud enough for the audience to hear in school and at home.
Demonstrate ability to speak confidently in and out of class.
Enjoy speaking to others in and out of class.

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

Learners could be encouraged to listen to recorded pieces of their own voice.

encouraged to sing songs, tell stories and recite poems and rhymes with clarity.

engaged in conversations whenever opportunities arise.

groups, learners could be encouraged to retell stories told by adults and other learners.

groups, learners could be involved in presenting songs, poems and rhymes in class and during parade.

encouraged to make presentations and be appreciated.

opportunities to dramatise.

How should I speak to be heard? What should I do to make myself clear e.g when narrating a story, reciting a poem or rhyme

Realia

Observa tion Oral question s

SPEAKING

Audience awareness

By the end of the lesson, the learner should be able to:
s :
Speak clearly when talking to others in and out of class.
Speak loud enough for the audience to hear in school and at home.
Demonstrate ability to speak confidently in and out of class.
Enjoy speaking to others in and out of class.

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

Learners could be encouraged to listen to recorded pieces of their own voice.

encouraged to sing songs, tell stories and recite poems and rhymes with clarity.

engaged in conversations whenever opportunities arise.

groups, learners could be encouraged to retell stories told by adults and other learners.

groups, learners could be involved in presenting songs, poems and rhymes in class and during parade.

encouraged to make presentations and be appreciated.

opportunities to dramatise.

How should I speak to be heard? What should I do to make myself clear e.g when narrating a story, reciting a poem or rhyme

Realia

Observa tion Oral question s

SPEAKING

Audience awareness

By the end of the lesson, the learner should be able to:
s :
Speak clearly when talking to others in and out of class.
Speak loud enough for the audience to hear in school and at home.
Demonstrate ability to speak confidently in and out of class.
Enjoy speaking to others in and out of class.

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

Learners could be encouraged to listen to recorded pieces of their own voice.

encouraged to sing songs, tell stories and recite poems and rhymes with clarity.

engaged in conversations whenever opportunities arise.

groups, learners could be encouraged to retell stories told by adults and other learners.

groups, learners could be involved in presenting songs, poems and rhymes in class and during parade.

encouraged to make presentations and be appreciated.

opportunities to dramatise.

How should I speak to be heard? What should I do to make myself clear e.g when narrating a story, reciting a poem or rhyme

Realia

Observa tion Oral question s

SPEAKING

Audience awareness

By the end of the lesson, the learner should be able to:
s :
Speak clearly when talking to others in and out of class.
Speak loud enough for the audience to hear in school and at home.
Demonstrate ability to speak confidently in and out of class.
Enjoy speaking to others in and out of class.

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

Learners could be encouraged to listen to recorded pieces of their own voice.

encouraged to sing songs, tell stories and recite poems and rhymes with clarity.

engaged in conversations whenever opportunities arise.

groups, learners could be encouraged to retell stories told by adults and other learners.

groups, learners could be involved in presenting songs, poems and rhymes in class and during parade.

encouraged to make presentations and be appreciated.

opportunities to dramatise.

How should I speak to be heard? What should I do to make myself clear e.g when narrating a story, reciting a poem or rhyme

Realia

Observa tion Oral question s

SPEAKING

Audience awareness

By the end of the lesson, the learner should be able to:
s :
Speak clearly when talking to others in and out of class.
Speak loud enough for the audience to hear in school and at home.
Demonstrate ability to speak confidently in and out of class.
Enjoy speaking to others in and out of class.

Communication and collaboration Critical thinking and problem solving Self efficacy

Love Respect Responsibility

Learners could be encouraged to listen to recorded pieces of their own voice.

encouraged to sing songs, tell stories and recite poems and rhymes with clarity.

engaged in conversations whenever opportunities arise.

groups, learners could be encouraged to retell stories told by adults and other learners.

groups, learners could be involved in presenting songs, poems and rhymes in class and during parade.

encouraged to make presentations and be appreciated.

opportunities to dramatise.

How should I speak to be heard? What should I do to make myself clear e.g when narrating a story, reciting a poem or rhyme

Realia

Observa tion Oral question s

SPEAKING

Passing information

By the end of the lesson, the learner should be able to:
"s :
Convey messages effectively at home and in school.

Retell short stories in and out of school.

Use relevant vocabulary when engaging in dialogue.

Take pleasure in"
passing verbal messages and retelling stories in and out of school

Communication and collaboration

Love Respect Peace Responsibility

"
Learners could deliver verbal messages to and from home.

groups learners could tell and retell news and short stories.

encouraged to convey verbal messages effectively.

engaged in dialogue with parents."
"

engaged in short discussions and encouraged to answer questions.

to ask and respond to questions.

engaged in activities where they view a video clip and then talk about it in pairs or in small groups.

encouraged to talk about what they saw in a field trip or nature walk"

What opportunities arise for learners to pass information to and from parents? What do learners like to tell teachers about their parents? What do learners like to tell parents about teachers?

Realia

Observation Oral question s

SPEAKING

Passing information

By the end of the lesson, the learner should be able to:
"s :
Convey messages effectively at home and in school.

Retell short stories in and out of school.

Use relevant vocabulary when engaging in dialogue.

Take pleasure in"
passing verbal messages and retelling stories in and out of school

Communication and collaboration

Love Respect Peace Responsibility

"
Learners could deliver verbal messages to and from home.

groups learners could tell and retell news and short stories.

encouraged to convey verbal messages effectively.

engaged in dialogue with parents."
"

engaged in short discussions and encouraged to answer questions.

to ask and respond to questions.

engaged in activities where they view a video clip and then talk about it in pairs or in small groups.

encouraged to talk about what they saw in a field trip or nature walk"

What opportunities arise for learners to pass information to and from parents? What do learners like to tell teachers about their parents? What do learners like to tell parents about teachers?

Realia

Observation Oral question s

SPEAKING

Passing information

By the end of the lesson, the learner should be able to:
"s :
Convey messages effectively at home and in school.

Retell short stories in and out of school.

Use relevant vocabulary when engaging in dialogue.

Take pleasure in"
passing verbal messages and retelling stories in and out of school

Communication and collaboration

Love Respect Peace Responsibility

"
Learners could deliver verbal messages to and from home.

groups learners could tell and retell news and short stories.

encouraged to convey verbal messages effectively.

engaged in dialogue with parents."
"

engaged in short discussions and encouraged to answer questions.

to ask and respond to questions.

engaged in activities where they view a video clip and then talk about it in pairs or in small groups.

encouraged to talk about what they saw in a field trip or nature walk"

What opportunities arise for learners to pass information to and from parents? What do learners like to tell teachers about their parents? What do learners like to tell parents about teachers?

Realia

Observation Oral question s

SPEAKING

Passing information

By the end of the lesson, the learner should be able to:
"s :
Convey messages effectively at home and in school.

Retell short stories in and out of school.

Use relevant vocabulary when engaging in dialogue.

Take pleasure in"
passing verbal messages and retelling stories in and out of school

Communication and collaboration

Love Respect Peace Responsibility

"
Learners could deliver verbal messages to and from home.

groups learners could tell and retell news and short stories.

encouraged to convey verbal messages effectively.

engaged in dialogue with parents."
"

engaged in short discussions and encouraged to answer questions.

to ask and respond to questions.

engaged in activities where they view a video clip and then talk about it in pairs or in small groups.

encouraged to talk about what they saw in a field trip or nature walk"

What opportunities arise for learners to pass information to and from parents? What do learners like to tell teachers about their parents? What do learners like to tell parents about teachers?

Realia

Observation Oral question s

SPEAKING

Naming

By the end of the lesson, the learner should be able to:
s :
Name objects, animals, people and colours in the immediate environment.

Name safe objects in the immediate environment.

Name unsafe objects in the immediate environment.

Experience pleasure in

naming colours, objects and people in the immediate environmen

Communication and collaboration Critical thinking and problem solving Imaginative and creative

Love Respect Unity Peace Patience Responsibility

Learners could name objects, animals, people and colours.

poems and rhymes related to colours.

involved in naming colours with reference to relevant objects.

for a nature walk and encouraged to identify colours, safe and unsafe objects in the immediate environment.

guided to name concrete objects and pictures using ICT devices

What objects, colours and people are we likely to find in our neighbourhood? What safe and unsafe objects are we likely to find our environment? How do you integrate new words into the child’s play and daily experiences by naturally weaving them in and out of conversations and vocabulary games?

Realia

Observation Oral question s

SPEAKING

Articulation of letter

By the end of the lesson, the learner should be able to:
"s :
Articulate vowels and"
"consonants correctly in and out of class

Demonstrate awareness of letter- sound correspondence in and out of class.

Take pleasure in activities relating to letter sounds in and out of class"

Communication and collaboration Critical thinking and problem solving Imaginative and creative

Love Respect Unity Peace Patience Responsibility

"
Learners could observe charts and flashcards with all the letters of the"
"alphabet.

guided to articulate consonant sounds

Learners could be guided to recite letters of the alphabet.

encouraged to practise articulating vowel sounds.

engaged in singing songs and reciting poems and rhymes relating to all letter sounds.

engaged in activities e.g. fishing games, skittle games, dice games among others to enhance sound articulation.

encouraged to integrate letter sounds into the learner’s play and daily experiences.

encouraged to use flash cards and charts to enhance articulation of all letter sounds.

involved in viewing and listening to sound and video clips that enhance letter sound articulation.

guided to relate the upper case (capital) letters and the lower case (small) letters with the corresponding sounds.

encouraged to articulate closely related letter"
"sounds such as /p/ and /b/,
/t/ and /d/, /k/ and /c/, /l/ and /r/, /f/ and /v/, /s/ and
/z/, /w/ and /y/, /k/and /q/"

" What is the sound corresponding to" each upper case (capital) letter and its equivalent lower case (small) letter

Realia

"Observa tion Oral questions written question s

SPEAKING

Articulation of letter sounds

By the end of the lesson, the learner should be able to:
s : Articulate vowels and consonants correctly in and out of class

Effective communication turn taking.

Unity, respons ibility

Learners could be guided to articulate consonant sounds

Which letter sounds are closely related

Charts realia

Observatio oral questions

SPEAKING

Articulation of letter sounds

By the end of the lesson, the learner should be able to:
s : Demonstrate awareness of letter- sound correspondence in and out of class.

Effective communication turn taking.

Unity, responsibility

Learners could be encouraged to practise articulating vowel sounds

Which letter sounds are closely related

Charts realia

Observatio oral questions

SPEAKING

Articulation of letter sounds

By the end of the lesson, the learner should be able to:
s : Take pleasure in activities relating to letter sounds in and out of class

Effective communication turn taking.

Unity, responsibility

Learners could be encouraged to use flash cards and charts to enhance articulation of all letter sounds

Which letter sounds are closely related

Charts realia

Observatio oral questions

READING

Book handling skills

By the end of the lesson, the learner should be able to:
s : Demonstrate book
handling skills in and out of school

Creative thinking, critical thinking

Unity, responsibility

In pairs and groups learners can be encouraged to
cover books

How do you open pages of a book when reading

Charts Realia

Observatio oral questions

READING

Book handling skills

By the end of the lesson, the learner should be able to:
s : Demonstrate ability to arrange books properly

Creative thinking, critical thinking

Unity, responsibility

Learners could be engaged in book arranging activities and guided to store them properly.

How do you open pages of a book when reading

Charts realia

Observatio oral questions

READING

Book handling skills

By the end of the lesson, the learner should be able to:
s : Demonstrate ability to arrange books properly

Creative thinking, critical thinking

Unity, responsibility

Learners could be engaged in book arranging activities and guided to store them properly.

How do you open pages of a book when reading

Charts realia

Observatio oral questions

READING

Book handling skills

By the end of the lesson, the learner should be able to:
s : Take pleasure in book handling and storage activities

Creative thinking, critical thinking

Unity, responsibility

In pairs or small groups learners could practise arranging books topside up in shelves or book corner

How do you open pages of a book when reading

Charts realia

Observatio oral questions

READING

Reading readiness skills

By the end of the lesson, the learner should be able to:
s : Demonstrate left-right eye orientation when reading

Creative thinking, critical thinking

Unity, responsibility

Learners could view animated pictures that drag and drop from left to right in a digital clip

How do you open pages of a book when reading

Charts realia

Observatio oral questions

READING

Reading readiness skills

By the end of the lesson, the learner should be able to:
s : Demonstrate top- bottom orientation skills when reading

Creative thinking, critical thinking

Unity, responsibility

In pairs or small groups, learners could practise looking at pictures from left to right, moving the eye from top- to-bottom of the
page and turning pages from right to left.

How do you open pages of a book when reading

Charts realia

Observatio oral questions

READING

Reading readiness skills

By the end of the lesson, the learner should be able to:
s : Turn pages from right to left when opening a page

Creative thinking, critical thinking

Unity, responsibility

Learners could record themselves as they practise turning pages from right to left and view the video clip for self-assessment

How do we handle a book when reading

Charts realia

Observatio oral questions

READING

Print Awareness

By the end of the lesson, the learner should be able to:
s : Talk about pictures in and out of school

Creative thinking, critical thinking

Unity, responsibility

Learners could be provided with relevant pictures and encouraged to talk about them

What pictures do you enjoy looking at?

Charts realia

Observatio oral questions

READING

Print Awareness

By the end of the lesson, the learner should be able to:
s : Talk about pictures in and out of school

Creative thinking, critical thinking

Unity, responsibility

Learners could be provided with relevant pictures and encouraged to talk about them

What pictures do you enjoy looking at?

Charts realia

Observatio oral questions

READING

Print Awareness

By the end of the lesson, the learner should be able to:
s : Demonstrate awareness of print in and out of school

Creative thinking, critical thinking

Unity, responsibility

In pairs, learners could be involved in reading picture stories to each other

What pictures do you enjoy looking at?

Charts realia

Observatio oral questions

READING

Print Awareness

By the end of the lesson, the learner should be able to:
s : Enjoy reading pictures in and out of school

Creative thinking, critical thinking

Unity, responsibility

In pairs or in small groups, learners could ask and answer questions

What pictures do you enjoy looking at?

Charts realia

Observatio oral questions