| 1 | 1 | Theme 3.0: Etiquette | Grammar in Use: Pronouns | By the end of the sub strand, the learner should be able to; a) use pronouns correctly in written and spoken English | 1. How do pronouns improve the flow of our speech and writing? | - play pronoun substitution games in groups | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Theme 3.0: Etiquette | Writing: Functional Writing - Thank You Notes | By the end of the sub strand, the learner should be able to; a) identify the key components of a thank-you note (date, recipient, message of gratitude, sign-off) | 1. What makes a good thank-you note? | - examine sample thank-you notes and identify their layout | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Theme 3.0: Etiquette | Writing: Functional Writing - Thank You Notes | By the end of the sub strand, the learner should be able to; a) write a short, sincere thank-you note to a friend or caregiver | 1. What makes a good thank-you note? | - draft a personalized thank-you note acknowledging a gift or help received | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Theme 3.0: Etiquette | Writing: Functional Writing - Thank You Notes | By the end of the sub strand, the learner should be able to; a) appreciate the social value of expressing written gratitude | 1. What makes a good thank-you note? | - decorate and present the note to the intended recipient | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Theme 3.0: Etiquette | Writing: Functional Writing - Thank You Notes | By the end of the sub strand, the learner should be able to; a) appreciate the social value of expressing written gratitude | 1. What makes a good thank-you note? | - decorate and present the note to the intended recipient | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Theme 3.0: Etiquette | Writing: Functional Writing - Thank You Notes | By the end of the sub strand, the learner should be able to; a) appreciate the social value of expressing written gratitude | 1. What makes a good thank-you note? | - decorate and present the note to the intended recipient | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Theme 4.0: Accidents and First Aid | Listening and Speaking: First Aid Vocabulary | By the end of the sub strand, the learner should be able to; a) pronounce words related to accidents and first aid (bandage, bruise, burn, fracture, emergency) | 1. How can clear communication help in emergency situations? | - listen to emergency instructions on treating nosebleeds and minor cuts | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Theme 4.0: Accidents and First Aid | Listening and Speaking: First Aid Vocabulary | By the end of the sub strand, the learner should be able to; a) listen to emergency instructions and sequence actions accurately | 1. How can clear communication help in emergency situations? | - simulate calling for emergency help giving precise location and details | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Theme 4.0: Accidents and First Aid | Listening and Speaking: First Aid Vocabulary | By the end of the sub strand, the learner should be able to; a) demonstrate composure and awareness during emergency drills | 1. How can clear communication help in emergency situations? | - pronounce target sounds /b/, /p/, /f/, /v/ in medical vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Theme 4.0: Accidents and First Aid | Listening and Speaking: First Aid Vocabulary | By the end of the sub strand, the learner should be able to; a) demonstrate composure and awareness during emergency drills | 1. How can clear communication help in emergency situations? | - pronounce target sounds /b/, /p/, /f/, /v/ in medical vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Theme 4.0: Accidents and First Aid | Listening and Speaking: First Aid Vocabulary | By the end of the sub strand, the learner should be able to; a) demonstrate composure and awareness during emergency drills | 1. How can clear communication help in emergency situations? | - pronounce target sounds /b/, /p/, /f/, /v/ in medical vocabulary | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Theme 4.0: Accidents and First Aid | Reading: Reading for Information | By the end of the sub strand, the learner should be able to; a) read an informational text on common home and school accidents | 1. How can we prevent common accidents at home and school? | - read informational safety brochures and identify causes of accidents | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Theme 4.0: Accidents and First Aid | Reading: Reading for Information | By the end of the sub strand, the learner should be able to; a) extract safety tips and preventive measures from the text | 1. How can we prevent common accidents at home and school? | - create lists of do's and don'ts for road safety and kitchen safety | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Theme 4.0: Accidents and First Aid | Reading: Reading for Information | By the end of the sub strand, the learner should be able to; a) design safety warning signs for the school environment | 1. How can we prevent common accidents at home and school? | - design illustrated safety warning posters | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Theme 4.0: Accidents and First Aid | Reading: Reading for Information | By the end of the sub strand, the learner should be able to; a) design safety warning signs for the school environment | 1. How can we prevent common accidents at home and school? | - design illustrated safety warning posters | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
