| 1 | 1 | 1.0 LISTENING AND SPEAKING | 1.1 Imitation | By the end of the sub strand, the learner should be able to; a) use appropriate expressions and phrases in formal and non-formal conversations b) acquire varied sentence structures to express self appropriately c) respond appropriately to conversations with varied audiences d) appreciate the importance of mannerisms while engaging in conversations | - | - Learners are guided to make inquiries on the different forms of conversation with various people in their community (peers, elders) - Learners simulate conversations in different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups . - Learners role play conversations in different setups (church, market, home etc) - Learners take turns as they participate in panel discussions on issues related to self, home, and family - Learners engage in a range of drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication( greetings, permission, inquiries) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0 LISTENING AND SPEAKING | 1.1 Imitation | By the end of the sub strand, the learner should be able to; a) use appropriate expressions and phrases in formal and non-formal conversations b) acquire varied sentence structures to express self appropriately c) respond appropriately to conversations with varied audiences d) appreciate the importance of mannerisms while engaging in conversations | - | - Learners are guided to make inquiries on the different forms of conversation with various people in their community (peers, elders) - Learners simulate conversations in different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups . - Learners role play conversations in different setups (church, market, home etc) - Learners take turns as they participate in panel discussions on issues related to self, home, and family - Learners engage in a range of drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication( greetings, permission, inquiries) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0 LISTENING AND SPEAKING | 1.1 Imitation | By the end of the sub strand, the learner should be able to; a) use appropriate expressions and phrases in formal and non-formal conversations b) acquire varied sentence structures to express self appropriately c) respond appropriately to conversations with varied audiences d) appreciate the importance of mannerisms while engaging in conversations | - | - Learners are guided to make inquiries on the different forms of conversation with various people in their community (peers, elders) - Learners simulate conversations in different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups . - Learners role play conversations in different setups (church, market, home etc) - Learners take turns as they participate in panel discussions on issues related to self, home, and family - Learners engage in a range of drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication( greetings, permission, inquiries) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0 LISTENING AND SPEAKING | 1.1 Imitation | By the end of the sub strand, the learner should be able to; a) use appropriate expressions and phrases in formal and non-formal conversations b) acquire varied sentence structures to express self appropriately c) respond appropriately to conversations with varied audiences d) appreciate the importance of mannerisms while engaging in conversations | - | - Learners are guided to make inquiries on the different forms of conversation with various people in their community (peers, elders) - Learners simulate conversations in different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups . - Learners role play conversations in different setups (church, market, home etc) - Learners take turns as they participate in panel discussions on issues related to self, home, and family - Learners engage in a range of drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication( greetings, permission, inquiries) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0 LISTENING AND SPEAKING | 1.1 Imitation | By the end of the sub strand, the learner should be able to; a) use appropriate expressions and phrases in formal and non-formal conversations b) acquire varied sentence structures to express self appropriately c) respond appropriately to conversations with varied audiences d) appreciate the importance of mannerisms while engaging in conversations | - | - Learners are guided to make inquiries on the different forms of conversation with various people in their community (peers, elders) - Learners simulate conversations in different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups . - Learners role play conversations in different setups (church, market, home etc) - Learners take turns as they participate in panel discussions on issues related to self, home, and family - Learners engage in a range of drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication( greetings, permission, inquiries) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 1.0 LISTENING AND SPEAKING | 1.2 Story Telling | By the end of the sub strand, the learner should be able to; a) use digital knowledge to create stories b) acquire and accurately use appropriate words | 1. What do stories teach us? | - Learners listen to stories and model different techniques of story telling - Learners listen to stories from various digital platforms and use the same platforms to create their stories | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0 LISTENING AND SPEAKING | 1.2 Story Telling | By the end of the sub strand, the learner should be able to; a) use digital knowledge to create stories b) acquire and accurately use appropriate words | 1. What do stories teach us? | - Learners listen to stories and model different techniques of story telling - Learners listen to stories from various digital platforms and use the same platforms to create their stories | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0 LISTENING AND SPEAKING | 1.2 Story Telling | By the end of the sub strand, the learner should be able to; a) use digital knowledge to create stories b) acquire and accurately use appropriate words | 1. What do stories teach us? | - Learners listen to stories and model different techniques of story telling - Learners listen to stories from various digital platforms and use the same platforms to create their stories | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0 LISTENING AND SPEAKING | 1.2 Story Telling | By the end of the sub strand, the learner should be able to; a) use digital knowledge to create stories b) acquire and accurately use appropriate words | 1. What do stories teach us? | - Learners listen to stories and model different techniques of story telling - Learners listen to stories from various digital platforms and use the same platforms to create their stories | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0 LISTENING AND SPEAKING | 1.3 Effective communication(sharing experiences) | By the end of the sub strand, the learner should be able to; a) use compound and complex sentences to link thoughts b) listen and use talk to organize and clarify thoughts and ideas c) effectively communicate needs and feelings in a variety of ways d) listen to concerns and opinions of others and represent them in an appropriate forum e) demonstrate willingness to interact with others f) appreciate the importance of sharing one another's feelings | 1. Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse? | - information to share with their peers in the community (age appropriate - topics) - interest and share information learned in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 1.0 LISTENING AND SPEAKING | 1.3 Effective communication(sharing experiences) | By the end of the sub strand, the learner should be able to; a) use compound and complex sentences to link thoughts b) listen and use talk to organize and clarify thoughts and ideas c) effectively communicate needs and feelings in a variety of ways d) listen to concerns and opinions of others and represent them in an appropriate forum e) demonstrate willingness to interact with others f) appreciate the importance of sharing one another's feelings | 1. Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse? | - information to share with their peers in the community (age appropriate - topics) - interest and share information learned in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0 LISTENING AND SPEAKING | 1.3 Effective communication(sharing experiences) | By the end of the sub strand, the learner should be able to; a) use compound and complex sentences to link thoughts b) listen and use talk to organize and clarify thoughts and ideas c) effectively communicate needs and feelings in a variety of ways d) listen to concerns and opinions of others and represent them in an appropriate forum e) demonstrate willingness to interact with others f) appreciate the importance of sharing one another's feelings | 1. Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse? | - information to share with their peers in the community (age appropriate - topics) - interest and share information learned in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0 LISTENING AND SPEAKING | 1.3 Effective communication(sharing experiences) | By the end of the sub strand, the learner should be able to; a) use compound and complex sentences to link thoughts b) listen and use talk to organize and clarify thoughts and ideas c) effectively communicate needs and feelings in a variety of ways d) listen to concerns and opinions of others and represent them in an appropriate forum e) demonstrate willingness to interact with others f) appreciate the importance of sharing one another's feelings | 1. Learners listen to stories and identify the main idea in pairs, groups and whole class Learners participate in play both in and out of class to enhance communication Learners listen to others as they share personal experiences on selected themes Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse? | - information to share with their peers in the community (age appropriate - topics) - interest and share information learned in class | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0 LISTENING AND SPEAKING | 1.4 Talk about | By the end of the sub strand, the learner should be able to; a) identify messages conveyed in a thematic story and engage in oral discussions b) use appropriate expressions to describe people, situations, and events c) build on one's ideas in a conversation by linking them to those given by others d) develop an interest to read stories and texts. | 1. What do you like to talk about? | - Learners to talk about thematic pictures on charts displayed (my family, my community) - Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class - Learners role play and discuss rules that govern social interactions when talking. - Learners orally answer questions from a story read - Learners share the message in a story with peers, parents, and others in the community | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0 LISTENING AND SPEAKING | 1.4 Talk about | By the end of the sub strand, the learner should be able to; a) identify messages conveyed in a thematic story and engage in oral discussions b) use appropriate expressions to describe people, situations, and events c) build on one's ideas in a conversation by linking them to those given by others d) develop an interest to read stories and texts. | 1. What do you like to talk about? | - Learners to talk about thematic pictures on charts displayed (my family, my community) - Learners engage in conversations to talk about thematic texts from different media, in groups, pairs, and whole class - Learners role play and discuss rules that govern social interactions when talking. - Learners orally answer questions from a story read - Learners share the message in a story with peers, parents, and others in the community | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
