| 1 | 1 | S and | Sub-strand 12 | - | 1. What should you do in order to listen attentively? | - identify names of clothes and attire (nouns) in the community from an oral text, work collaboratively to construct sentences using the nouns identified | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | S and | Sub-strand 12 | - | 1. What should you do in order to listen attentively? | - identify names of clothes and attire (nouns) in the community from an oral text, work collaboratively to construct sentences using the nouns identified | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | S and | Sub-strand 12 | - | 1. What should you do in order to listen attentively? | - identify names of clothes and attire (nouns) in the community from an oral text, work collaboratively to construct sentences using the nouns identified | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | S and | Sub-strand 12 | - | 1. b) c) d) identify basic features ofa poem for comprehension, pick out nouns from a poem for information, paraphrase an oral poem into prose with accuracy for communication, appreciate the benefits of attentive listening for effective communi c? | - brainstorm on various features of a poem with peers, recite poems based On the theme with expressions (non-verbal cues), work with peers to paraphrase the poem in their own words without altering the ideas, listen attentively to recorded clips Of simple poems on cultural attire and answer comprehension questions, team up with peers to compose a spoken-word poetry item on the theme _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | S and | Reading for Information | - | 1. u Question s What is the importance Of fluency in reading? | - practice reading texts based on the theme fluently and with accuracy, answer direct and inferential questions from the text, work collaboratively to build a vocabulary bank based on thematic words acquired in the texts, work jointly with peers to match names and pictures of cultural attire and clothing, listen to a resource person explaining various cultural attires, team up with peers to custom-make a cultural piece of dressing from their community (e_g_ waist skirts, headgear, accessoriesnecklaces, bangles) using locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | S and | Reading for Information | - | 1. Why should we preserve cultural attire in our? | - practice reading texts based on the theme fluently and with accuracy, answer direct and inferential questions from the text, work collaboratively to build a vocabulary bank based on thematic words acquired in the texts, work jointly with peers to match names and pictures of cultural attire and clothing, listen to a resource person explaining various cultural attires, team up with peers to custom-make a cultural piece of dressing from their community (e_g_ waist skirts, headgear, accessoriesnecklaces, bangles) using locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
