1
Strand 1.0
Listening and Speaking
7 Sub-strands38 Lessons in Term 3
1.1 Expressing Personal Opinions: Direct Object lessons) Direct o bjeer Expressing respectifu Ily
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- y the end of the Sub trand, the learner uld be able to: use a direct object in oral sentences for comprehension, express personal opinions on care for digital devices for information, develop a desire to make personal judgements and opinions appropriately in discussions
Key Inquiry Questions (KIQs)
- (s) I. Why is it important to express personal pectfully?
- opinions res How do we express ourselves when sharing an opinion?
Learning Experiences
- watch recorded clips to see how direct objects are used In sentences _ listen to a poem and identify lines with direct objects
- make sentences with direct Objects and read them aloud, work jointly to search from online and offline sources for ways to express personal opinions respectfully, participate in a debate On the theme to express personal opinions on care of digital devices. 43
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 ding for nform ation: isuals 2 lessons)
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify information from visuals for i n formation
- summarise information using a visual for
Key Inquiry Questions (KIQs)
- (s) Why do we say a picture is worth a thousand words?
- Summarising effective communication, inform a non Interpreting C) appreciate the role of Visuals summarising using visuals for effective communi on?
Learning Experiences
- work jointly to study a visual related to the theme and discuss with peers
- make notes on information derived from the visuals and share with peers for review, work jointly to summarise a text using a visual e.g. pictures, graphs, charts, mind maps , display the visual on charts for peer team up to prepare a mosaic piece using available materials on an idea related to the theme on technology
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Sub-strand 58
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify components a formal letter for info rmation
- compose a formal letter using correct format for
- appreciate the use of formal letters to communicate in real life situations
Key Inquiry Questions (KIQs)
- (s) Why do we write letters?
- re Competencies to be developed: Digital Literacy: This is enhanced as the learner interacts with technology when studying a collection of sample letters and reads, online or offline. Creativity and Imagination: This is developed as the learner interacts with ideas that inspire creative thinking when nents of formal letters. arin charts and discuss?
Learning Experiences
- study a collection of sample letters and read, online or offline
- discuss the various components of formal letters , work jointly to prepare and display a chart showing the structure and the components of a formal letter
- write a formal letter on a given topic using correct read their Own letters aloud for review and make corrections, work jointly to identify ways in which formal information was passed on during the pre-colonial days
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Sub-strand 60
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- O utcomes y the end of the sub-strand, should be able to: identify verbs and adverbs in an oral text for information, respond to instructions related to the theme for comprehension, desire to express self clearly using verbs and adverbs for effective communi on. 49
Key Inquiry Questions (KIQs)
- (s) leamer is guided to: How do we use listen to a recorded paragraph On verbs and adverbs the theme and identify verbs to give and adverbs, work jointly to list verbs and adverbs and display in the language corner, play a language game to Create and respond to instructions on classroom activities using verbs and adverbs, work together to pick cards from a basket containing verbs and match with their most corresponding adverbs , team up to compose and sing Songs using verbs and adverbs related to the theme, stage their songs during the class exhibitions. in structions?
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 xtensive eading
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in xtensive eading.
Key Inquiry Questions (KIQs)
- (s) How can we extract information from a text?
Learning Experiences
- listen to an audio recording of a dialogue related to the theme
- identify vocabulary related to the theme from the text, work jointly to build a vocabulary bank based on the words identified, collaborate to answer direct and inferential questions from the dialogue, infer meaning of vocabulary identified from context, collaborate to paraphrase the key ideas from the text
- read the summarised key information in class for peer review
- prepare a reading log to track indigenous texts read
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Sub-strand 64
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Sub-strand 64.
Key Inquiry Questions (KIQs)
- (s) Why do we write apology letters?
- Letter a) identify key elements 2 lessons) Formar Writing letters of an apology letter for comprehension, b) write an apology letter seeking reconciliation for effective Co mm unicat10n , C) appreciate the use of letters in fostering peaceful co-ex istence in daily living?
Learning Experiences
- learner is guided to discuss the format of writing a letter, work jointly to identify words and phrases used to express remorse or apology, work jointly to search for samples of apology letters from print and non
- print sources and discuss, collaborate to engage in a skit on a scene that involves asking for forgiv e ne.ss, write an apology letter and exchange them for peer review, organise their neatly written letters in the class portfolio
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Sub-strand 70
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- areas skills for the CSL activity
- Identify resources required for the activity (locally available materials)
- Stagger the activities across the term (set dates and time for the activities) Communicate to leamers, school administration, teachers and Other relevant stakeholders in the school community Identify and develop assessment tools. 2) Implementation of CSL Activity Assigning roles to learners
- Ensure every learner actively participates in the activity
- observe learners as they carry out the CSL activity and record feedback. Use an appropriate assessment tool to assess both the process and the prmluct (assess leamer's work from the beginning to the end product) Assess the targeted core competencies, values and subject skills. 3) Reflection on the CSL Activity Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following: what went well and why
- what did not go well and why?
- what can be done differently next time?
- what have they learnt? 59
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.