| 1 | 1 | 1.0 LISTENING AND SPEAKING | 1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously and deliberate efforts made to have them engaged in ongoing activities. | By the end of the sub strand, the learner should be able to; a) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication. | 1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication? | - community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency in the community. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0 LISTENING AND SPEAKING | 1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously and deliberate efforts made to have them engaged in ongoing activities. | By the end of the sub strand, the learner should be able to; a) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication. | 1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication? | - community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency in the community. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0 LISTENING AND SPEAKING | 1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously and deliberate efforts made to have them engaged in ongoing activities. | By the end of the sub strand, the learner should be able to; a) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication. | 1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication? | - community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency in the community. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0 LISTENING AND SPEAKING | 1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously and deliberate efforts made to have them engaged in ongoing activities. | By the end of the sub strand, the learner should be able to; a) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication. | 1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication? | - community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency in the community. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0 LISTENING AND SPEAKING | 1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously and deliberate efforts made to have them engaged in ongoing activities. | By the end of the sub strand, the learner should be able to; a) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication. | 1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication? | - community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency in the community. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 1.0 LISTENING AND SPEAKING | 1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously and deliberate efforts made to have them engaged in ongoing activities. | By the end of the sub strand, the learner should be able to; a) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication. | 1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication? | - community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency in the community. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0 LISTENING AND SPEAKING | 1.1 Attentive listening This should blend in as part of every component of learning to ensure that learners acquire the habit of listening attentively.Empasis on sitting posture, appropriate facial expressions and gestures can be gradually reduced as learners demonstrate that their competencies have improved.. Learners with low attention spans, should however be observed continuously and deliberate efforts made to have them engaged in ongoing activities. | By the end of the sub strand, the learner should be able to; a) strand, the learner should b) be able to: c) listen attentively during d) a conversation, e) respond to specific f) simple two directional g) instructions in oral h) communication, i) appreciate the j) importance of listening k) attentively for l) effective m) communication. | 1. Learners practise correct sitting posture, good eye contact, appropriate facial expressions and gestures in small groups and in pairs. Learners respond to instructions, listen without interrupting as modeled Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play. Sit upright ( without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication? | - community and learn about the culturally acceptable and unacceptable - tonal variation/speech fluency in the community. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0 LISTENING AND SPEAKING | 1.2 Pronunciation and Vocabulary The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag, | By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in | 1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced? | - Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0 LISTENING AND SPEAKING | 1.2 Pronunciation and Vocabulary The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag, | By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in | 1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced? | - Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0 LISTENING AND SPEAKING | 1.2 Pronunciation and Vocabulary The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag, | By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in | 1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced? | - Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 1.0 LISTENING AND SPEAKING | 1.2 Pronunciation and Vocabulary The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag, | By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in | 1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced? | - Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0 LISTENING AND SPEAKING | 1.2 Pronunciation and Vocabulary The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag, | By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in | 1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced? | - Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0 LISTENING AND SPEAKING | 1.2 Pronunciation and Vocabulary The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag, | By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in | 1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced? | - Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0 LISTENING AND SPEAKING | 1.2 Pronunciation and Vocabulary The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag, | By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in | 1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced? | - Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0 LISTENING AND SPEAKING | 1.2 Pronunciation and Vocabulary The consonant blends practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is linked to the consonant blends learnt during pronunciation. Expose learners to two to three new words with learnt consonant blends per week, starting with sounds that have more distinct consonants and moving progressively to sounds that have less distinct sounds in the consonant blends. Variations to this suggestion should be made by increasing the consonant blends and the number of words with consonant blends in instances where learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and learning. bl - black, blue; cl - clay class; fl - flag, | By the end of the sub strand, the learner should be able to; a) recognise the consonant blends in different spoken words, b) recognise new words used in the theme to acquire a range of vocabulary and their meaning, c) pronounce the vocabulary related to the theme correctly for effective communication, d) use the vocabulary learnt to communicate confidently in various contexts, e) enjoy using the vocabulary by participating in | 1. Which words start or end with the sound …? 2. Which words have …sound in the following poem/song/story ? 3. How do you pronounce the following sound…? 4. What new words have you learnt? 5. What are the meanings of the words you have learnt? 6. How do you use these words in sentences? 7. How are these words spelt? 8. How are these words pronounced? | - Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. - Learners sing simple songs or recite poems with the sounds. - Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds - Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home - In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds. - Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups - Learners develop a talking tree using the vocabulary related to the theme - Learners listen to the vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
