| 1 | 1 | Theme 6.0: Technology and the Internet | Reading: Reading Electronic Messages | By the end of the sub strand, the learner should be able to; a) extract specific details from electronic texts | 1. How do email messages differ from traditional postal letters? | - identify the sender, receiver, and main purpose of the email message | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Theme 6.0: Technology and the Internet | Reading: Reading Electronic Messages | By the end of the sub strand, the learner should be able to; a) appreciate email as a modern tool for communication | 1. How do email messages differ from traditional postal letters? | - answer comprehension questions based on electronic correspondence | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Theme 6.0: Technology and the Internet | Reading: Reading Electronic Messages | By the end of the sub strand, the learner should be able to; a) appreciate email as a modern tool for communication | 1. How do email messages differ from traditional postal letters? | - answer comprehension questions based on electronic correspondence | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Theme 6.0: Technology and the Internet | Reading: Reading Electronic Messages | By the end of the sub strand, the learner should be able to; a) appreciate email as a modern tool for communication | 1. How do email messages differ from traditional postal letters? | - answer comprehension questions based on electronic correspondence | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Theme 6.0: Technology and the Internet | Reading: Reading Electronic Messages | By the end of the sub strand, the learner should be able to; a) appreciate email as a modern tool for communication | 1. How do email messages differ from traditional postal letters? | - answer comprehension questions based on electronic correspondence | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Theme 6.0: Technology and the Internet | Grammar in Use: Prepositions of Place and Time | By the end of the sub strand, the learner should be able to; a) identify prepositions of place (in, on, under, between, behind, beside) and time (at, in, on) | 1. How do prepositions clarify where and when events take place? | - place objects in various positions and describe their location using prepositions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Theme 6.0: Technology and the Internet | Grammar in Use: Prepositions of Place and Time | By the end of the sub strand, the learner should be able to; a) use prepositions accurately to describe location and schedules | 1. How do prepositions clarify where and when events take place? | - fill in sentences with correct prepositions of time (at 8 o'clock, on Monday, in July) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Theme 6.0: Technology and the Internet | Grammar in Use: Prepositions of Place and Time | By the end of the sub strand, the learner should be able to; a) apply correct prepositions in spoken and written sentences | 1. How do prepositions clarify where and when events take place? | - write sentences describing the layout of the computer lab using prepositions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Theme 6.0: Technology and the Internet | Grammar in Use: Prepositions of Place and Time | By the end of the sub strand, the learner should be able to; a) apply correct prepositions in spoken and written sentences | 1. How do prepositions clarify where and when events take place? | - write sentences describing the layout of the computer lab using prepositions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Theme 6.0: Technology and the Internet | Grammar in Use: Prepositions of Place and Time | By the end of the sub strand, the learner should be able to; a) apply correct prepositions in spoken and written sentences | 1. How do prepositions clarify where and when events take place? | - write sentences describing the layout of the computer lab using prepositions | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Theme 6.0: Technology and the Internet | Writing: Functional Writing - Drafting Simple Emails | By the end of the sub strand, the learner should be able to; a) draft a simple, courteous email to a friend or teacher | 1. Why is the subject line important in an email? | - complete an email template inviting a friend to a school science fair | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Theme 6.0: Technology and the Internet | Writing: Functional Writing - Drafting Simple Emails | By the end of the sub strand, the learner should be able to; a) include a clear subject line, friendly greeting and polite closing | 1. Why is the subject line important in an email? | - type short email messages using a computer keyboard or tablet | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Theme 6.0: Technology and the Internet | Writing: Functional Writing - Drafting Simple Emails | By the end of the sub strand, the learner should be able to; a) practise typing on keyboard devices | 1. Why is the subject line important in an email? | - proofread email text for spelling and capitalization before sending | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Theme 6.0: Technology and the Internet | Writing: Functional Writing - Drafting Simple Emails | By the end of the sub strand, the learner should be able to; a) practise typing on keyboard devices | 1. Why is the subject line important in an email? | - proofread email text for spelling and capitalization before sending | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Theme 6.0: Technology and the Internet | Writing: Functional Writing - Drafting Simple Emails | By the end of the sub strand, the learner should be able to; a) practise typing on keyboard devices | 1. Why is the subject line important in an email? | - proofread email text for spelling and capitalization before sending | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
