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1 1

SAA NA
MAJIRA: 
Kuandika

Aina za Insha: Baruapepe

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.
  1. Unazingatia mambo gani unapoandika baruapepe?
  2. Ni mambo gani unayoweza kumweleza rafiki yako katika baruapepe?

Ashiriki na wenzake

  1. kujadili mada ya
  2. baruapepe na vipengele vyake/yale yanayofaa kujumuishwa
  3. aandike barua pepe kwa rafiki kwa kuzingatia ubora wa sentensi (sahihi kisarufi, zilizokamilika
  4. kimaana, zenye kufuatana kwa kujenga wazo na zenye kuzingatia uakifishi mzuri) kuunda aya
  5. ashirikeshe msamiati wa mada lengwa katika baruapepe yake
  6. aandike barua pepe na kutuma wenzake na walimu ili waisome na kutathmini


Kielelezo cha insha ya Baruapepe

 

  1. Kuandika
    tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha
 
 

2

Sarufi

Umoja na wingi wa nomino: Ngeli I-ZI

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.

1. Je, unajua nomino zipi ambazo hazibadiliki katika umoja na wingi?

Mwanafunzi:

  1. Atambua nomino katika ngeli ya I-ZI kwenye kadi, mti maneno, tarakilishi au kapu la maneno (k.v. nguo- nguo, ndizi- ndizi, ndoo-ndoo na nyumbanyumba)
  2. Aandike nomino katika ngeli ya I-ZI katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi

Tarakilishi/vipakatalishi

Kinasasauti
Rununu
projekta
Kapu maneno
Mti maneno
Kadi za maneno
Picha za vitu mbalimbali 
Michoro 
Chati 

a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
e) Kazi mradi

 
  3

 

Umoja na wingi wa nomino: Ngeli I-ZI

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.
1. Je, unajua nomino zipi ambazo hazibadiliki katika umoja na wingi?
  • Asikize usomaji wa nomino za ngeli ya I-ZI kutoka kwenye tepurekoda au kinasasauti
  • Aandike mafungu ya maneno yenye
  • yenye nomino za ngeli
  • ya I-ZI katika umoja na wingi
  • ajaze mapango kwa kutumia kwa kutumia viambishi vya ngeli ya I-ZI kwa maandishi ya mkono au kwa tarakilishi.
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
 

4

  Umoja na wingi wa sentensi: katika ngeli ya I-ZI  

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino katika ngeli ya I-ZI ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya I-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya I-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya I-ZI katika mawasiliano.
1. Je, unajua nomino zipi ambazo zinaanza kwa herufi U katika umoja?
  • Asikize usomaji wa nomino za ngeli ya I-ZI kutoka kwenye tepurekoda au kinasasauti
  • Aandike mafungu ya maneno yenye
  • yenye nomino za ngeli
  • ya I-ZI katika umoja na wingi
  • ajaze mapango kwa kutumia kwa kutumia viambishi vya ngeli ya I-ZI kwa maandishi ya mkono au kwa tarakilishi.
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
2

1

  Umoja na wingi wa sentensi: katika ngeli ya I-ZI

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vipatanishi vya ngeli ya I- ZI kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya I-ZI katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. kuonea fahari matumizi ya ngeli ya I-ZI katika mawasiliano
1. Je, unajua nomino zipi ambazo zinaanza kwa herufi U katika umoja? Aunde sentensi kwa kutumia nomino ya ngeli ya I-ZI akiwa peke yake au kwa kushirikiana na wenzake.
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
  2 KUKABI LIANA NA UMASKI NI Kusikiliza na Kuzungumza: Methali: Methali zinazohusu bidii

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali
  2. kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii
  3. kutumia methali zinazohusubidii katika mawasiliano
  4. kuchangamkia matumizi ya methali katika kuhimiza bidii
1. Je, ni nini umuhimu wa methali katika jamii?

Mwanafunzi:

  1. Atambue methali zinazohusu bidii (k.v. mchagua jembe si mkulima, mgagaa na upwa
  2. hali wali mkavu, atafutaye hupata, anayejitahidi hufaidi, ukiona vyaelea vimeundwa) katika chati, ubao, vyombo vya kidijitali
  3. ajadili maana na matumizi ya methali zinazohusu bidii na wenzake darasani
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa
  • video)
  • Mti maneno
  • Kapu maneno mbalimbali
  • Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  • Kujibu maswali
  • Maigizo
  • Kutambua k.m. kwenye orodha
  • Mijadala
  • Mazungumzo
 
 

3

  Kusikiliza na Kuzungumza: Methali: Methali zinazohusu bidii

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua methali zinazohusu bidii ili kuzitofautisha na aina nyingine za methali
  2. kueleza maana na matumizi ya methali mbalimbali zinazohusu bidii katika jamii
  3. kutumia methali zinazohusubidii katika mawasiliano
  4. kuchangamkia matumizi ya methali katika kuhimiza bidii
1. Je, ni nini umuhimu wa methali katika jamii?
  • Atoe mifano ya methali  zinazohusu bidii
  • Asikilize methali zinazohusu bidii zikitumiwa kupitia vyombo vya kidijitali.
  • Ashirikiane na wenzake  katika kukamilisha methali zinazohusu bidii
  • Asakure mtandaoni kwa kusaidiwa na mzazi au mlezi wake ili kupata methali zaidi zinazohusu bidii na matumizi ya methali hizo.
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa
  • video)
  • Mti maneno
  • Kapu maneno mbalimbali
  • Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  • Kujibu maswali
  • Maigizo
  • Kutambua k.m. kwenye orodha
  • Mijadala
  • Mazungumzo
 
 

4

Kusoma Kusoma kwa ufahamu: Lugha katika ushairi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua vina na mizani katika shairi ili kuvibainisha
  2. kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu
  3. Achangamkie kusoma shairi akizingatia mapigo ya sauti.
1. Je, ni nini kinachotofautisha mashairi na maandishi mengine?

Mwanafunzi:

  1. Atambue vina na mizani katika shairi lililochapisha au la mtandaoni
  2. Ajadili vina na mizani katika shairi akiwa na mwenzake au katika kikundi
  3. Asirikiane na mwenzake kusoma shairi akizingatia vina, mizani na ujumbe
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa
  • video)
  • Mti maneno
  • Kapu maneno mbalimbali
  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa
    ufahamu au matini
 
3

1

  Kusoma kwa ufahamu: Lugha katika ushairi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua vina na mizani katika shairi ili kuvibainisha
  2. kusoma shairi akizingatia vina, mizani na ujumbe ili kuimarisha ufahamu
  3. Achangamkie kusoma shairi akizingatia mapigo ya sauti.
 1. Je, ni nini kinachotofautisha mashairi na maandishi mengine?  

Mwanafunzi:

  1. atambue vina na mizani katika shairi lililochapisha au la mtandaoni
  2. ajadili mizani katika shairi akiwa na mwenzake au katika kikundi
  3. ashirikiane na mwenzake kusoma shairi akizingatia vina, mizani na ujumbe
  4. asikilize shairi likisomwa kwa mahadhi kwenye vifaa vya kidijitali au na mgeni mwalikwa na kujadili vina, mizani na ujumbe wake
  5. ashirikiane na wenzake kutafuta mashairi mtandaoni na kujadili vina, mizani na ujumbe uliomo
  • Tarakilishi/vi pakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kinasasauti
  • Rununu
  • projekta
  • Nakala ya shairi
  • kamusi
  • Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  • Kujibu maswali k.m. katika ufahamu
  • Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  • Kukariri na kuimba mashairi
  • Kusoma kwa sauti
 
 

2

Kuandika Insha ya Maelezo  

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua insha za maelezo katika matini mbalimbali
  2. kuandika insha ya maelezo kwa kufuata kanuni zifaazo
  3. Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.
Unazingatia nini unapoandika insha ya maelezo?

Mwanafunzi:

  1. Atambue vifungu vya  maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi
  2. Ashiriki na wenzake kujadili mada ya insha na muundo wa insha ya maelezo
  3. Ajadiliane na wenzake kuhusu mambo muhimu yanayojenga mpangilio mzuri wa mawazo katika insha
  4. Aandike insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili
  5. kuisoma na kuitathmini
  6. Awasome wenzake insha  aliyoandika ili kuitolea maoni.
 
  • asikilize shairi likisomwa kwa mahadhi kwenye vifaa vya kidijitali au na mgeni mwalikwa na kujadili vina, mizani na ujumbe wake
  • ashirikiane na wenzake kutafuta mashairi mtandaoni na kujadili vina, mizani na ujumbe uliomo
  • Kielelezo cha insha ya maelezo
  • Kuandika tungo mbalimbali
  • Wanafunzi kufanyiana tathmini
  • Potfolio
  • Shajara
  • Mijadala kuhusu vidokezo vya insha
 
 

3

  Insha ya Maelezo Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
  1. kutambua insha za maelezo katika matini mbalimbali
  2. kuandika insha ya maelezo kwa kufuata kanuni zifaazo
  3. Kuchangamkia utunzi mzuri wa insha ili kuimarisha uandishi.
Unazingatia nini unapoandika insha ya maelezo? Aandike insha ya maelezo (k.v. Jinsi ninavyoweza kuchangia kukabiliana na umaskini nyumbani, Maskini alivyogeuka kuwa tajiri, Jinsi elimu ilivyosaidia kumaliza umaskini, jinsi matumizi bora ya pesa yanasaidia kumaliza umaskini, jinsi ulipaji ushuru unasaidia kukabiliana na umaskini) isiyopungua maneno 150 kwa kuzingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu unaojumuisha methali na nahau alizojifunza awali
  • Kielelezo cha insha ya
  • masimulizi
  • Kielelezo cha insha ya
  • maelezo
  • Kielelezo cha insha ya wasifu
  • Nakala ya barua ya kirafiki
  • Nakala ya barua rasmi
  • Kuandika tungo mbalimbali
  • Wanafunzi kufanyiana tathmini
  • Potfolio
  • Shajara
  • Mijadala kuhusu vidokezo vya insha
 
 

4

Sarufi Umoja na Wingi wa Nomino: Ngeli ya U-ZI Kufikia mwisho wa mada ndogo, mwanafunzi aweze:
  1. kutambua nomino katika ngeli ya U-ZI
  2. kuandika nomino za ngeli ya U-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.
Je, ni nomino zipi hupatikana katika ngeli ya U-ZI?

Mwanafunzi:

  1. Atambue nomino katika  ya U-ZI kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno (k.m. UziNyuzi, Ukuta-Kuta, Uta- Nyuta, ubavu-mbavu, wakatinyakati, ukucha-kucha na ufunguo- funguo, wimbonyimbo)
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
4

1

  Umoja na Wingi wa Nomino: Ngeli ya U-ZI

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino katika ngeli ya U-ZI
  2. kuandika nomino za ngeli ya U-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.
1. Je, ni nomino zipi hupatikana katika ngeli ya U-ZI?
  • Andike mino katika ngeli ya U-ZI katika umoja nawingi akiwa peke yake, wawiliwawili au katika vikundi
  • Asiikilize usomaji wa nomino  za ngeli ya U-ZI kutoka kwenye tepurekoda au kinasasauti
  • Andike mafungu ya maneno yenye nomino za ngeli ya U-ZI katika umoja na wingi
  • Ajaze pengo kwa kutumia viambishi vya ngeli ya U-ZI kwa maandishi ya mkono au kwa tarakilishi.
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 

2

  Umoja na wingi wa sentensi: Ngeli ya U-ZI

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino katika ngeli ya U-ZI
  2. kuandika nomino za ngeli ya U-ZI katika umoja na wingi
  3. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya U-ZI
  4. Kuchangamkia kutumia nomino za ngeli ya U-ZI katika mawasiliano.
1. Je, nomino za ngeli ya U-ZI huchukua viambishi vipatanishi gani ?
  • Andike mino katika ngeli ya U-ZI katika umoja nawingi akiwa peke yake, wawiliwawili au katika vikundi
  • Asiikilize usomaji wa nomino  za ngeli ya U-ZI kutoka kwenye tepurekoda au kinasasauti
  • Andike mafungu ya maneno yenye nomino za ngeli ya U-ZI katika umoja na wingi
  • Ajaze pengo kwa kutumia viambishi vya ngeli ya U-ZI kwa maandishi ya mkono au kwa tarakilishi.
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
 

3

MAADILI Kusikiliza na kuzungumza: Matamshi Bora: Ushairi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali
  2. kueleza maana ya msamiati uliotumiwa katika shairi
  3. kutumia msamiati uliotumiwa katika shairi kuboresha masiliano
  4. kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali
  5. Kuchangamkia ushairi kama njia ya kujieleza kwa  ufasaha.
1. Ushairi unaweza kuboresha mazungumzo yako vipi?

Mwanafunzi:

  1. Akariri shairi kuhusu mada lengwa (maadili) kwa kuzingatia matamshi na mahadhi mbalimbali
  2. Asikilize shairi lengwa lengwa 
  3. likikaririwa au kuimbwa na mwalimu, mgeni mwalikwa (mghani) au kupitia vifaa vya kidijitali ashirikiane na wenzake
  4. kukariri au kuimba shairi kwa mahadhi mbalimbali
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa
  • video)
  • Mti maneno
  • Kapu maneno
  • Vitabu mbalimbali
  • Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  • Kujibu maswali
  • Maigizo
  • Kutambua k.m. kwenye orodha
  • Mijadala
  • Mazungumzo
 
 

4

  Kusikiliza na kuzungumza: Matamshi Bora: Ushairi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kukariri shairi kwa kuzingatia matamshi na mahadhi mbalimbali
  2. kueleza maana ya msamiati uliotumiwa katika shairi
  3. kutumia msamiati uliotumiwa katika shairi kuboresha masiliano
  4. kuonyesha ufahamu wa ujumbe katika shairi kwa kujibu maswali
  5. Kuchangamkia ushairi Kama njia ya kujieleza Kwa ufasaha.
Ushairi unaweza kuboresha mazungumzo yako vipi?
  1. Atambue msamiati  uliotumika katika ushairi kuhusu maadili (k.m. haki, usawa, heshima na uwajibikaji) na kuueleza akiwa peke yake au kwa kushirikiana na wenzake ashirikiane na wenzake kujadili ujumbe katika shairi
  2. ajibu maswali yanayotokana  na shairi alilosikiliza, aliloimba au kukariri
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa
  • video)
  • Mti maneno
  • Kapu maneno
  • Vitabu mbalimbali
  1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  2. Kujibu maswali
  3. Maigizo
  4. Kutambua k.m. kwenye orodha
  5. Mijadala
  6. Mazungumzo
 
5

1

Kusoma Kusoma kwa Mapana: Makala

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala
  2. kusoma makala mbalimbali ili kujenga ufasaha wa lugha
  3. kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha
  • Unapenda kusoma makala ya aina gani?
  • Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?
 

Mwanafunzi:

  1. Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali yakujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo
  2. Atumie kamusi kupata maana za msamiati uliotumika katika makala.
  3. Asaidiwe na mzazi au mlezi wake kupata makala zaidi na kuyasoma ili kujenga mazoea ya usomaji.
  • Tarakilishi/vi pakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kinasasauti
  • Rununu
  • projekta
  • Nakala ya shairi
  • kamusi
  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti
 
 

2

  Kusoma kwa Mapana: Makala

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. Kutambua makala ya kusoma katika maktaba ili kuimarisha uchaguzi bora wa Makala
  2. kusoma makala mbalimbali ili kujenga ufasaha wa lugha
  3. kufurahia kusoma makala mbalimbali ili kujenga ufasaha wa lugha
 
  • Unapenda kusoma makala ya aina gani?
  • Ni ujumbe upi uliopata kwenye makala uliyowahi kusoma?

Mwanafunzi:

  1. Achague makala atakayosoma katika maktaba e makala ya aina mbalimbali ya kujichagulia liane na wenzake kuhusu makala aliyoyasoma na alichojifunza kutokana na makala hayo
  2. Atumie kamusi kupata maana za msamiati uliotumika katika makala.
  3. Asaidiwe na mzazi au mlezi wake kupata makala zaidi na kuyasoma ili kujenga mazoea ya usomaji.
  • Tarakilishi/vi pakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kinasasauti
  • Rununu
  • projekta
  • Nakala ya shairi
  • kamusi
  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti
 
 

3

Kuandi ka Kuandika Insha: Insha za Wasifu

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua vipengele vya kimuundo vya insha za wasifu
  2. kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao
  3. kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika
1. Unazingatia nini unapoandika insha ya wasifu?

Mwanafunzi:

  1. Atazame makala za insha za wasifu kwenye chapa au kwenye tarakilishi.
  2. Atambue vipengele muhimu vya kimuundo kama vile kichwa, mwili, hitimisho
  3. Ajadili na wenzake kuhusu kinachoweza
  4. kuandikiwa katika insha ya wasifu (k.v. mtu,kitu, mnyama na mahali)
Kielelezo cha insha ya wasifu
  • Kuandika tungo mbalimbali
  • Wanafunzi kufanyiana tathmini
  • Potfolio
  • Shajara
  • Mijadala kuhusu vidokezo vya insha
 
 

4

  Kuandika Insha: Insha za Wasifu

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua vipengele vya kimuundo vya insha za wasifu
  2. kuandika insha ya wasifu kwa kuzingatia muundo na mtindo ufaao
  3. kufurahia uandishi wa insha za wasifu ili kukuza stadi ya kuandika
1. Unazingatia nini unapoandika insha ya wasifu?
  1. Ajadili na wenzake kuhusu mada mbalimbali zinazoweza kutungiwa insha za wasifu k.m. mwanafunzi mwadilifu, mtu aliyeshinda tuzo kwa wadilifu wake n.k.
  2. Andike insha ya wasifu isiyopungua maneno 150 daftarini au kwenye tarakilishi.
  3. Aasome wenzake kuhusu aliyoiandika ili kuitathmini
Kielelezo cha insha ya wasifu
  • Kuandika tungo mbalimbali
  • Wanafunzi kufanyiana tathmini
  • Potfolio
  • Shajara
  • Mijadala kuhusu vidokezo vya insha
 
6

1

Sarufi Umoja na Wingi wa Nomino: Ngeli ya U-YA

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino katika ngeli ya UYA ili kuzitofautisha na nomino katika ngeli nyingine
  2. kuandika nomino za ngeli ya U-YA katika umoja na wingi
  3. Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.
1.Je, ni nomino zipi hupatikana katika ngeli ya U-YA?  

Mwanafunzi:

  1. Atambue nomino katika ya U-YA kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno (kama vile upishi, ulezi, ugonjwa) aandike nomino katika ngeli ya U-YA katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi
  2. Asikilize usomaji  wa nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
 

2

  Umoja na Wingi wa Nomino: Ngeli ya U-YA

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kuandika nomino za ngeli ya U-YA katika umoja na wingi
  2. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli ya U- YA
  3. Kuchangamkia kutumia nomino za ngeli ya U-YA katika mawasiliano.
Je, ni nomino zipi hupatikana katika ngeli ya U-YA?

Mwanafunzi:

  1. Asikilize usomaji  wa nomino  za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti
    1. Aandikemafungu ya meneno yenye nomino za ngeli ya UYA katika umoja na wingi ajaze mapengo kwa kutumia viambishi vya ngeli ya U-YA kwa maandishi ya mkono au kwa tarakilishi
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
 

3

  Umoja na wingi wa sentensi: Ngeli ya U-YA

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. kufurahia matumizi ya ngeli ya U-YA katika mawasiliano
1. Je, nomino za ngeli ya U-YA huchukua viambishi gani katika sentensi?

Mwanafunzi:

  1. Atambue viambishi vya ngeli ya U-YA katika sentensi kwa kuvipigia mstari daftarini mwake au kuvikoleza rangi katika tarakilishi
  2. Atumie nomino za ngeli ya U-YA katika sentensi akiwa peke yake, wawiliwawili au katika vikundi
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
 

4

  Umoja na wingi wa sentensi: Ngeli ya U-YA

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vipatanishi vya ngeli ya U- YA kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya U-YA katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. kufurahia matumizi ya ngeli ya U-YA katika mawasiliano
1. Je, nomino za ngeli ya U-YA huchukua viambishi gani katika sentensi?
  1. Asikize usomaji wa sentensi zilizoundwa kutokana na nomino za ngeli ya U-YA kutoka kwenye tepurekoda au kinasa sauti
  2. aunde sentensi kwa kutumia  nomino ya ngeli ya UYA akiwa peke yake au kwa kushirikiana na wengine
  3. ajaze mapango kwa kutumia viambishi vya ngeli ya U-YA
  4. kwa maandishi ya mkono au tarakilishi
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
7

1

ELIMU YA MAZIN GIRA Kusikiliza na Kuzungumza: Nahau: Nahau za usafi na mazingira

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nahau za usafi na mazingira katika matini mbalimbali
  2. kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano
  3. kutumia nahau za usafi na mazingira katika mawasiliano
  4. Kuthamini matumizi ya nahau za usafi na mazingira katika mawasiliano.
  • Je, ni nahau zipi zinahusu usafi?
  • Je, ni nahau zipi zinahusu mazingira?

Mwanafunzi:

  1. Atambue nahau za usafi na mazingira (k.v. angua kucha, penga kamasi, piga deki, piga mswaki, chokonoa meno, futa vumbi) katika chati, michoro, picha, vikapu maneno, mti maneno, chati, kamusi na katika vyombo vya kidijitali
  2. Ashiriki katika kujadili na wenzake maana za nahau za usafi na mazingira na kutoa mifano
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa(video)
  • Mti maneno
  • Kapu maneno
  1. Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  2. Kujibu maswali
  3. Maigizo
  4. Kutambua k.m. kwenye orodha
  5. Mijadala
  6. Mazungumzo
 
 

2

  Kusikiliza na Kuzungumza: Nahau: Nahau za usafi na mazingira

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nahau za usafi na mazingira katika matini mbalimbali
  2. kufafanua maana ya nahau mbalimbali za kazi na ushirikiano kwa kutoa mifano
  3. kutumia nahau za usafi na mazingira katika mawasiliano
  4. Kuthamini matumizi ya nahau za usafi na mazingira katika mawasiliano.
  • Je, ni nahau zipi zinahusu usafi?
  • Je, ni nahau zipi zinahusu mazingira?
Kutumia nahau za usafi au  mazingira kutunga sentensi akiwa pekee au kwa kushirikiana na wenzake ashirikiane na wenzake  kujaza mapengo katika sentensi kwa kutumia nahau mwafaka kwenye zoezi la ubaoni, vitabuni au katika tarakilishi.
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa(video)
  • Mti maneno
  • Kapu maneno
  • Vitabu mbalimbali
  • Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  • Kujibu maswali
  • Maigizo
  • Kutambua k.m. kwenye orodha
  • Mijadala
  • Mazungumzo
 
 

3

Kusoma Kusoma kwa Mapana: Matini

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua matini anazotaka kusoma kwenye maktaba
  2. kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa
  3. kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma
  • Unapenda kusoma matini ya aina gani?
  • Ni vipi unavyoweza kupata matini ya kusoma?
  • Kusoma aina mbalimbali za matini kuna umuhimu gani?

Mwanafunzi:

  1. Atambue aina mbalimbali za  matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi.
  2. Achague matini atakvyosoma
  3. Asome matini kimyakimya ili kupata ujumbe uliopo na kufaidi matumizi ya lugha.
  4. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake.
  5. Ajadiliane na wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.
  • Tarakilishi/vi pakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kinasasauti
  • Rununu
  • projekta
  • Nakala ya shairi
  • kamusi
  • Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  • Kujibu maswali k.m. katika ufahamu
  • Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  • Kukariri na kuimba mashairi
  • Kusoma kwa sauti
 
 

4

  Kusoma kwa Mapana: Matini

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua matini anazotaka kusoma kwenye maktaba
  2. kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa
  3. kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma
  • Unapenda kusoma matini ya aina gani?
  • Ni vipi unavyoweza kupata matini ya kusoma?
  • Kusoma aina mbalimbali za matini kuna umuhimu gani?

Mwanafunzi:

  1. Atambue aina mbalimbali za  matini (kama vile vitabu, magazeti, na majarida) kwenye maktaba, tarakilishi au kadi za katalogi.
  2. Achague matino atakavyosoma
  3. Asome i kimyakimya   ili kupata ujumbe uliopo na kufaidi matumizi ya lugha.
  4. Asimulie ujumbe kutokana na matini alizosoma kwa wenzake.
  5. Ajadiliane na a wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.
  • Tarakilishi/vi pakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kinasasauti
  • Rununu
  • projekta
  • Nakala ya shairi
  • kamusi
  • Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  • Kujibu maswali k.m. katika ufahamu
  • Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  • Kukariri na kuimba mashairi
  • Kusoma kwa sauti
 
8

1

  Kusoma kwa Mapana: Matini

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua matini anazotaka kusoma kwenye maktaba
  2. kusoma matini ili kufaidika na ujumbe na lugha inayotumiwa
  3. kufurahia usomaji wa matini za aina mbalimbali ili kujenga utamaduni wa kusoma
 
  • Unapenda kusoma matini ya aina gani?
  • Ni vipi unavyoweza kupata matini ya kusoma?
  • Kusoma aina mbalimbali za matini kuna umuhimu gani?
  • Achague matino atakavyosoma
  • Asome i kimyakimya   ili kupata ujumbe uliopo na kufaidi matumizi ya lugha.
  • Asimulie ujumbe kutokana na matini alizosoma kwa wenzake.
  • Ajadiliane na a wenzake matini alizosoma ili kuchochea hamu ya usomaji wa mapana miongoni mwao.
  • Tarakilishi/vi pakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kinasasauti
  • Rununu
  • projekta
  • Nakala ya shairi
  • kamusi
  • Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  • Kujibu maswali k.m. katika ufahamu
  • Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  • Kukariri na kuimba mashairi
  • Kusoma kwa sauti
 
 

2

Kuandika Insha ya Maelezo

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua insha za maelezo katika matini mbalimbali
  2. kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao
  3. kuchangamkia utungaji wa insha za maelezo ili kuimarisha uandishi bora
1. Je, ni shughuli gani zinazoweza kuandikiwa insha za maelezo? Mwanafunzi: atambue vifungu vya insha za maelezo vilivyoandikwa kwenye matini mbalimbali au tarakilishi (k.v. maelezo kuhusu upandaji wa miche, kusafisha darasa, kufua nguo, kuzuia mmomonyoko wa udongo, kupanda miti) achague zake kujadili mada ya insha na muundo wa insha ya maelezo Kielelezo cha insha ya maelezo
  • Kuandika tungo mbalimbali
  • Wanafunzi kufanyiana tathmini
  • Potfolio
  • Shajara
  • Mijadala kuhusu vidokezo vya insha
 
 

3

  Insha ya Maelezo

Kufikia mwisho wa mada ndogo,mwanafunzi aweze:

  1. kutambua insha za maelezo katika matini mbalimbali
  2. kuandika insha ya maelezo kwa kuzingatia muundo na mtindo ufaao
  3. kuchangamkia utungaji wa insha za maelezo ili kuimarisha uandishi bora
1. Je, ni shughuli gani zinazoweza kuandikiwa insha za maelezo?

Andike insha ya maelezo 

  1. isiyopungua maneno 150 akizingatia anwani, mpangilio mzuri wa mawazo, hati safi, tahajia, kanuni za kisarufi, uakifishaji mwafaka na kwa lugha ya kiubunifu unaojumuisha methali na nahau alizojifunza awali
  2. atunge insha ya maelezo mtandaoni na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmini
  3. awasomee wenzake insha aliyoandika ili kuisikiliza na kuitathmini
Kielelezo cha insha ya maelezo
  • Kuandika tungo mbalimbali
  • Wanafunzi kufanyiana tathmini
  • Potfolio
  • Shajara
  • Mijadala kuhusu vidokezo vya insha
 
 

4

Sarufi Umoja na wingi wa nomino: Ngeli ya KU-KU

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua nomino katika ngeli ya KU-KU
  2. kuandika nomino za ngeli ya KU-KU katika umoja na wingi
  3. kuchangamkia kutumia nomino za ngeli ya KUKU katika mawasiliano
1. Je, ni nomino zipi hupatikana katika ngeli ya KU-KU?

Mwanafunzi: Atambue nomino katika ngeli ya KU-KU (kama vile kupika, kufyeka, kuzuru, kukariri, kufua) kwenye kadi, mti wa maneno, tarakilishi au kapu la maneno

Aandike nomino katika ngeli ya KU-KU katika umoja na wingi akiwa peke yake, wawiliwawili au katika vikundi

  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
9

1

  Umoja na wingi wa nomino: Ngeli ya KU-KU

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kuandika nomino za ngeli ya KU-KU katika umoja na wingi
  2. kuandika umoja na wingi wa mafungu ya maneno katika ngeli ya ngeli yaKU- KU
  3. kuchangamkia kutumia nomino za ngeli ya KUKU katika mawasiliano
1. Je, ni nomino zipi hupatikana katika ngeli ya KU-KU?
  • Asikize usomaji  wa nomino 
  • za ngeli ya KU-KU kutoka kwenye tepurekoda au kinasa sauti
  • aandike mafungu ya maneno yenye nomino za ngeli ya KU-
  • KU katika umoja na wingi
  • Ajaze pengo kwa kutumia viambishi vya ngeli ya KU-KU kwa maandishi ya mkono au kwa tarakilishi.
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
 

2

  Umoja na wingi wa sentensi: Ngeli ya KU-KU

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano
1. Je, nomino za ngeli ya KU-KU huchukua viambishi gani katika sentensi?

Mwanafunzi:

  1. Atambue viambishi vya ngeli ya KU-KU katika sentensi kwa kuvipigia mstari au kuvikoleza rangi katika tarakilishi
  2. Atumie nomino katika ngeli ya KU-KU katika sentensi akiwa peke yake,wawiliwawili au katika vikundi
  3. Asikize usomaji wa sentensi zilizoundwa kutokana na nomino za ngeli ya KU-KU kutoka kwenye tepurekoda au kinasa sauti
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
 

3

  Umoja na wingi wa sentensi: Ngeli ya KU-KU

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano
1. Je, nomino za ngeli ya KU-KU huchukua viambishi gani katika sentensi?
  • Aunde sentensi kutumia  nomino ya ngeli ya KUKU akiwa peke yake au kwa kushirikiana na wenzake
  • ajaze mapengo viambishi vya ngeli ya KU-KU kwa maandishi ya mkono au tarakilishi.
  • Tarakilishi/vipa katalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kapu maneno
  • Mti maneno
  • Kadi za maneno
  • Picha za vitu mbalimbali
  • Michoro
  • Chati
  • Mabango
a) Kutambua k.m. kwenye orodha
b) Kuambatanisha maneno lengwa
c) Kujaza mapengo
d) Kazi mradi
 
 

4

NDEGE WA PORINI Kusikiliza na Kuzungumza: Visawe: Visawe vya maneno matatu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua viambishi vipatanishi vya ngeli ya KUKU kwenye sentensi
  2. kuunda sentensi akitumia nomino za ngeli ya KU-KU katika umoja na wingi akizingatia upatanisho wa kisarufi
  3. kufurahia matumizi ya ngeli ya KU-KU katika mawasiliano
1. Unajua maneno gani ya Kiswahili yaliyo na maana sawa?

Mwanafunzi:

  • Atambue maneno matatu matatu yenye maana sawa (k.v. nyumbani- kiamboni, mastakimuni, chengoni.
  • Barabara- tariki, gurufa, baraste. Jitimaihuzuni, kihoro, simanzi) kwa kutumia kapu la maneno, kadi za maneno, mti maneno, kuburura kwa kutumia tarakilishi, n.k. matatu yenye maana sawa akiwa peke yake au kwa kujadiliana na wenzake
  • Chati
  • Michoro na picha
  • Mgeni mwalikwa
  • video)
  • Mti maneno
  • Kapu maneno
  • Vitabu mbalimbali
  • Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  • Kujibu maswali
  • Maigizo
  • Kutambua k.m. kwenye orodha
  • Mijadala
  • Mazungumzo
 
10

1

  Kusikiliza na Kuzungumza: Visawe: Visawe vya maneno matatu

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua maneno matatu yenye maana sawa katika kundi la maneno
  2. kutumia visawe ifaavyo katika mawasiliano
  3. kuthamini matumizi ya maneno matatu yenye maana sawa katika mawasiliano
1. Unajua maneno gani ya Kiswahili yaliyo na maana sawa?

katika kapu maneno, mti maneno, ubao, chati, vyombo vya kidijitali, kadi maneno n.k ahusishe visawe na vifaa halisi, picha, michoro kwenye chati, kitabu au katika vyombo vya kidijitali n.k. mbalimbali katika vikundi vya wanafunzi wawiliwawili au zaidi atumie kisawe kimoja kuchukua nafasi ya kingine katika sentensi.

  • Chati
  • Michoro na picha
  • Mgeni mwalikwa
  • video)
  • Mti maneno
  • Kapu maneno
  • Vitabu mbalimbali
  • Kumakinikia jinsi mwanafunzi anavyotumia lugha katika mawasiliano
  • Kujibu maswali
  • Maigizo
  • Kutambua k.m. kwenye orodha
  • Mijadala
  • Mazungumzo
 
 

2

Kusoma Kusoma kwa Ufahamu: Mchezo wa kuigiza

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kutambua mchezo wa kuigiza katika matini
  2. kusoma mchezo mfupi wa kuigiza kwa ufasaha
  3. kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza
  4. Kufurahia kusoma michezo na kuigiza.
 
  • Umewahi kusoma michezo ipi ya kuigiza?
  • Unakumbuka nini katika mchezo uliowahi kuusoma?
  • Kusoma michezo ya kuigiza kuna umuhimu gani?

Mwanafunzi:

  • Aeleze maana ya mchezo wa kuigiza akiwa peke yake, wawiliwawili au katika kikundi
  • Aigize mchezo wa kuigiza, wahusika na maelekezo katika matini mbalimbali kama vile vitabu, chati na vilevile kwa kutumia tarakilishi
  • Atambue mchezo wa kuigiza akizingatia wahusika, maelekezo na ujumbe
  • Ashiriki katika majadiliano kuhusu msamiati wa suala lengwa (ndege wa porini) uliotumiwa katika mchezo wa kuigiza (k.v. chiriku, kasuku, tai, korongo, mwewe na kanga)
  • Tarakilishi/vi pakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kinasasauti
  • Rununu
  • projekta
  • Nakala ya shairi
  • kamusi
  • Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  • Kujibu maswali k.m. katika ufahamu
  • Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  • Kukariri na kuimba mashairi
  • Kusoma kwa sauti
 
 

3

  Kusoma kwa Ufahamu: Mchezo wa kuigiza

Kufikia mwisho wa mada ndogo, mwanafunzi aweze:

  1. kueleza maana ya msamiati uliotumiwa katika mchezo wa kuigiza
  2. kuonyesha ufahamu wa mchezo wa kuigiza kwa kujibu maswali
  3. kuigiza mchezo mfupi ili kukuza uwezo wa kujieleza
  4. Kufurahia kusoma michezo na kuigiza.
  • Umewahi kusoma michezo ipi ya kuigiza?
  • Unakumbuka nini katika mchezo uliowahi kuusoma?
  • Kusoma michezo ya kuigiza kuna umuhimu gani?

Atazame mchezo mfupi wa kuigiza ukiigizwa darasani au kwenye vifaa vya kidijitali aigize mchezo mfupi aliousoma akishirikiana na wenzake ashiriki mjadala kuhusu ujumbe unaojitokeza kwenye mchezo wa kuigiza

Asome michezo ya kuigiza kwenye mtandao ashiriki katika kutoa muhtasari wa mchezo aliousoma kuuliza na kujibu maswali ya ufahamu

  • Tarakilishi/vi pakatalishi
  • Kinasasauti
  • Rununu
  • projekta
  • Kinasasauti
  • Rununu
  • projekta
  • Nakala ya shairi
  • kamusi
  1. Kutunga sentensi k.m. kwa kutumia msamiati lengwa
  2. Kujibu maswali k.m. katika ufahamu
  3. Kutoa muhtasari wa ufahamu au matini yaliyosomwa
  4. Kukariri na kuimba mashairi
  5. Kusoma kwa sauti
 
 

4

Kuandika Kuandika insha: Insha za masimulizi

Kufikia mwisho wa mada ndogo,mwanafunzi aweze,

  1. kueleza sifa za insha ya masimuizi ili kuibainisha
  2. kuandika insha ya masimulizi kwa kufuata kanuni zifaazo
  3. kuchangamkia utunzi mzuri
1. Ni mambo gani unayozingatia ili kuandika insha ya masimulizi ya kuvutia? Mwanafunzi:
Atambue insha ya masimulizi kwa kurejelea vielelezo vya insha zilizoandikwa kwenye matini mbalimbali au tarakilishi mada ya insha na muundo wa insha ya masimulizi katika vifaa vya kidijitali na kuisambaza kwa wenzake na mwalimu ili kuisoma na kuitathmi asomee wenzake insha aliyoandika ili waitathmini na kumwelekeza.
  • Kielelezo cha insha ya
  • masimulizi
  1. Kuandika tungo mbalimbali
  2. Wanafunzi kufanyiana tathmini
  3. Potfolio
  4. Shajara
  5. Mijadala kuhusu vidokezo vya insha
 

SOCIAL STUDIES  ACTIVITIES.

Wk

Lsn

Strand/The me

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

PEOPLE AND POPULATION

Importance on interdependence of language groups in Kenya

By the end of the sub strand, the learner should be able to;

  1. Develop communication messages on the benefits of interdependence of language groups in Kenya
  2. explain the benefits of interdependence of language groups in Kenya
  3. desire to live peacefully with others

How do different language groups interact?

Develop in groups, communication messages on the benefits of interdependence of language groups in Kenya and post them in strategic places in school

  • Local and extended environment
  • Maps
  • Photographs,
  • Pictures and paintings
  • Flash cards and posters
  • TV/video/films/s lides/ Internet sources
  • Live Radio Broadcasts

a) Oral Questions
b) Teacher made tests
c) Observation
d)  Project Work
e) Anecdotal Records
f)Checklist
g) Portfolio.

 

 

2

 

Population Distribution In Kenya

By the end of the sub strand, the learner should be able to;

  1. describe population distribution in Kenya
  2. locate areas of high and low population density in Kenya
  3. appreciate population distribution in Kenya

How is the settlement of people across Kenya?

Learners are guided to:

  • Brainstorm in groups, areas of high and low population density in Kenya
  • Identify areas of high and low population density in Kenya using appropriate media

Local and extended environment

  • Maps
  • Photographs, pictures and paintings
  • Flash cards and posters
  • TV/video/films/slides/ Internet sources
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests Observation

 

 

3

 

Population Distribution In Kenya

By the end of the sub strand, the learner should be able to;

  1. describe population distribution in Kenya
  2. locate areas of high and low population density in Kenya
  3. appreciate population distribution in Kenya

How is the settlement of people across Kenya?

  • Shade in pairs , areas of low and high population density using a  sketch map of Kenya
  • Summarize in groups, population distribution in Kenya and share in class.
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Flash cards and posters
  • TV/video/films/s lides/ Internet sources
  • Live Radio Broadcasts 
  1. Oral Questions
  2. Teacher made tests Observation

 

 

2

1

 

Population Distribution In Kenya

By the end of the sub strand, the learner should be able to;

  1. describe population distribution in Kenya
  2. locate areas of high and low population density in Kenya
  3. appreciate population distribution in Kenya
How is the settlement of people across Kenya?  
  • Draw a map of Kenya and show areas of high and low population density and display in class
  • Play computer games on population distribution in Kenya.
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Flash cards and posters
  • TV/video/films/s lides/ Internet sources
  • Live Radio Broadcasts 
  1. Oral Questions
  2. Teacher made tests Observation
 
 

2

RESOURCES AND ECONOMIC ACTIVITIES Resources in Kenya

By the end of the sub-strand, the learner should be able to;

  1. identify resources in Kenya
  2. collect samples of resources found in Kenya
  3. care for resources within the school environment
How do we use resources in our country?

Learners are guided to:

  • Identify resources found in Kenya such as land, minerals, water and forests and using appropriate media
  • Take a nature walk around the school locality to identify resources and share their findings in class.
  • Local and extended environment
  • Photographs, pictures and paintings
  • Flash cards and posters
  • TV/video/films/s lides/ Internet sources
  • Live Radio Broadcasts 
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

3

  Resources in Kenya

By the end of the sub-strand, the learner should be able to;

  1. identify resources in Kenya
  2. collect samples of resources found in Kenya
  3. care for resources within the school environment
How do we use resources in our country?
  • Brainstorm in groups to identify resources found in Kenya
  • Find out how resources are cared for within the  locality
  • Care for trees and soil within the school environment
  • Collect samples of resources found within the environment and display them in class
  • Write a poem on the resources found in Kenya
  • Local and extended environment
  • Photographs, pictures and paintings
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
3

1

  Agriculture: Farming Methods

By the end of the sub strand the learner should be able to;

  1. Differentiate between subsistence and small scale farming in Kenya
  2. describe the characteristics of subsistence and small scale farming in Kenya
  3. desire to practice farming as an economic activity
Why do people practice farming?

Learners are guided to :

  • Brainstorm in pairs on the difference between subsistence and small scale farming
  • Find out from relevant sources the characteristics of subsistence farming
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

2

  Agriculture: Farming Methods

By the end of the sub strand the learner should be able to;

  1. Differentiate between subsistence and small scale farming in Kenya
  2. describe the characteristics of subsistence and small scale farming in Kenya
  3. desire to practice farming as an economic activity
 
Why do people practice farming?

Learners are guided to :

  • Brainstorm in pairs on the difference between subsistence and small scale farming
  • Find out from relevant sources the characteristics of subsistence farming
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

3

  Importance of farming

By the end of the sub strand the learner should be able to;

  1. Differentiate between subsistence and small scale farming in Kenya
  2. describe the characteristics of subsistence and small scale farming in Kenya
  3. desire to practice farming as an economic activity
Why do people practice farming?

Learners are guided to :

  • Brainstorm in pairs on the difference between subsistence and small scale farming
  • Find out from relevant sources the characteristics of subsistence farming
  • Develop in groups, a sack garden at school
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
4

1

  Dairy Farming in Kenya

By the end of the sub strand the learner should be able to;

  1. identify factors that favour dairy farming in Kenya
  2. locate areas where dairy farming is practiced in Kenya
  3. appreciate the importance of dairy farming in our country
Why do people keep dairy cattle?

Learners are guided to:

  • Use appropriate media to identify the dairy farming areas in Kenya
  • Draw a map of Kenya and indicate areas where dairy farming is practiced
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

2

  Benefits of Dairy Farming in Kenya

By the end of the sub strand

the learner should be able to;

  1. state the benefits of dairy farming in our country
  2. locate areas where dairy farming is practiced in Kenya
  3. appreciate the importance of dairy farming in our country
Why do people keep dairy cattle?
  • Brainstorm in pairs, on the benefits of dairy farming in Kenya
  • Find out from relevant sources the benefits of dairy farming and write short notes
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

3

  Challenges facing dairy farming in Kenya

By the end of the sub strand the learner should be able to;

  1. explain challenges facing dairy farming in Kenya
  2. make posters on dairy animals
  3. appreciate the importance of dairy farming in our country
Why do people keep dairy cattle?
  • Undertake an imaginary visit to a dairy farm and do a write up on challenges facing dairy farming in Kenya
  • Develop a poster on dairy animals
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
5

1

 

Horticulture in Kenya

By the end of the sub strand the learner should be able to;

  1. Identify the crops grown under horticulture in Kenya
  2. locate areas where horticulture is practiced in Kenya
  3. develop desire to grow horticulture crops
How is horticulture farming important to us in Kenya?

Learners are guided to

  • Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class
  • Share experiences on horticultural crops 
  • Locate areas where horticulture is practiced in Kenya using appropriate media
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

2

  Horticulture in Kenya

By the end of the sub strand the learner should be able to;

  1. Identify the crops grown under horticulture in Kenya
  2. locate areas where horticulture is practiced in Kenya
  3. develop desire to grow horticulture crops
How is horticulture farming important to us in Kenya?

Learners are guided to

  • Brainstorm in pairs to identify the crops grown under horticulture in Kenya and share in class
  • Share experiences on horticultural crops 
  • Locate areas where horticulture is practiced in Kenya using appropriate media
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

3

  Contribution of Horticulture farming in Kenya

By the end of the sub strand the learner should be able to;

  1. Identify the crops grown under horticulture in Kenya
  2. locate areas where horticulture is practiced in Kenya
  3. develop desire to grow horticulture crops
 
  • Discuss in groups the contribution of horticulture to the economy of Kenya
  • Develop communication messages on importance of horticultural crops
  • Local and extended environment
  • Maps
  • Photographs, pictures and paintings
  • Live Radio Broadcasts
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
6

1

  Fishing in Kenya

By the end of the sub strand the learner should be able to 

  1. identify the main inland fishing grounds in Kenya
  2. describe methods of inland fishing in Kenya
  3. appreciate fish as source of food and income
Why is fishing important in our country?

Learners are guided to:

  • Identify the main inland fishing grounds in Kenya using digital resources/print media
  • Draw a map of Kenya showing the main inland fishing grounds
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  • Oral Questions
  • Teacher made tests
  • Project Work
 
  2   Fishing in Kenya

By the end of the sub strand the learner should be able to 

  1. identify the main inland fishing grounds in Kenya
  2. describe methods of inland fishing in Kenya
  3. appreciate fish as source of food and income
Why is fishing important in our country?

Learners are guided to:

  • Discuss in groups methods of inland fishing in Kenya and report in class
  • Illustrate in groups fishing methods used in Kenya, display in class and do gallery walk to appreciate each other’s work
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  • Oral Questions
  • Teacher made tests
  • Project Work
 
 

3

  Contribution of fishing to the economy of Kenya

By the end of the sub strand the learner should be able to 

  1. identify the main inland fishing grounds in Kenya
  2. describe methods of inland fishing in Kenya
  3. appreciate fish as source of food and income
Why is fishing important in our country?
  • Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary
  • Engage with a resource person on the methods of inland fishing in Kenya
  • Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  • Oral Questions
  • Teacher made tests
  • Project Work
 
7

1

  Contribution of fishing to the economy of Kenya

By the end of the sub strand the learner should be able to 

  1. identify the main inland fishing grounds in Kenya
  2. describe methods of inland fishing in Kenya
  3. appreciate fish as source of food and income
Why is fishing important in our country?
  • Find out from relevant sources in groups the contribution of fishing to the economy of Kenya and write a summary
  • Engage with a resource person on the methods of inland fishing in Kenya
  • Develop posters, in pairs, on the importance of fishing in Kenya and share with members of the community
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  • Oral Questions
  • Teacher made tests
  • Project Work
 
 

2

  Transport in Kenya: Forms of Transport

By the end of the sub strand, the learner should be able to

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. appreciate role of modern forms of transport in development
How can we use our roads safely?

Learners are guided to:

  • Brainstorm in pairs to identify modern forms of transport in Kenya
  • Identify modern forms of transport in Kenya using appropriate media
  • Write down modern forms of transport identified and share in class
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  • Oral Questions
  • Teacher made tests
  • Project Work
 
 

3

  Transport in Kenya: Forms of Transport

By the end of the sub strand, the learner should be able to

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. appreciate role of modern forms of transport in development
How can we use our roads safely?

Learners are guided to:

  • Brainstorm in pairs to identify modern forms of transport in Kenya
  • Identify modern forms of transport in Kenya using appropriate media
  • Write down modern forms of transport identified and share in class
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  • Oral Questions
  • Teacher made tests
  • Project Work
 
8

1

  Transport in Kenya: causes of road accidents

By the end of the sub strand, the learner should be able to

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. appreciate role of modern forms of transport in development
How can we use our roads safely?

Learners are guided to:

  • Brainstorm in pairs to identify modern forms of transport in Kenya
  • Identify modern forms of transport in Kenya using appropriate media
  • Write down modern forms of transport identified and share in class
 
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  • Oral Questions
  • Teacher made tests
  • Project Work
 
 

2

  Transport in Kenya: causes of road accidents

By the end of the sub strand, the learner should be able to

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. appreciate role of modern forms of transport in development
How can we use our roads safely?  

Learners are guided to:

  • Brainstorm in pairs to identify modern forms of transport in Kenya
  • Identify modern forms of transport in Kenya using appropriate media
  • Write down modern forms of transport identified and share in class
 
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  • Oral Questions
  • Teacher made tests
  • Project Work
 
 

3

  Transport in Kenya: causes of road accidents

By the end of the sub strand, the learner should be able to

  1. Identify modern forms of transport in Kenya
  2. observe safety when using roads
  3. appreciate role of modern forms of transport in development
How can we use our roads safely?
  • Find out ways of observing road safety in Kenya using digital resources/appropriate media and write a report.
  • Visit a nearby children’s traffic park to learn more about road safety
 
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  • Oral Questions
  • Teacher made tests
  • Project Work
 
9

1

  Communication: modern means of communication

By the end of the sub strand, the learner should be able to;

  1. identify modern means of communication in Kenya
  2. describe modern means of communication in Kenya
  3. appreciate the modern means of communication in Kenya
How do we communicate to other people?

Learners to be guided to:

  • Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media.
  • Describe in groups modern means of communication in Kenya using digital resources/ print media
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
 
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

2

  Communication: modern means of communication

By the end of the sub strand, the learner should be able to;

  1. identify modern means of communication in Kenya
  2. describe modern means of communication in Kenya
  3. appreciate the modern means of communication in Kenya
How do we communicate to other people?

Learners to be guided to:

  • Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media.
  • Describe in groups modern means of communication in Kenya using digital resources/ print media
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
 
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

3

  Communication: modern means of communication

By the end of the sub strand, the learner should be able to;

  1. identify modern means of communication in Kenya
  2. describe modern means of communication in Kenya
  3. appreciate the modern means of communication in Kenya
How do we communicate to other people?

Learners to be guided to:

  • Identify, in groups modern means of communication such as mobile phones, internet, television, radio and newspapers using appropriate media.
  • Describe in groups modern means of communication in Kenya using digital resources/ print media
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
 
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
10

1

  Wildlife and Tourism in Kenya

By the end of the sub strand the learner should be able to;

  1. differentiate between a game reserve and a national park
  2. draw and locate game reserves and national parks on a map of Kenya
  3. desire to conserve our country’s wildlife
Why do tourists come to our country?

Learners are guided to:

  1. Brain storm in groups on the difference between a game reserve and a national park
  2. Draw a map of Kenya, locate and label game reserves and national parks and display in class
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

2

  Wildlife and Tourism in Kenya: Importance of wildlife

By the end of the sub strand the learner should be able to;

  1. differentiate between a game reserve and a national park
  2. draw and locate game reserves and national parks on a map of Kenya
  3. desire to conserve our country’s wildlife
Why do tourists come to our country?

Discuss in groups the importance of wildlife in Kenya and do a presentation in class

  • Think, pair and share on who is a tourist.
  • Identify tourist attractions in Kenya using appropriate media
  • Brainstorm and list down the contribution of tourism to the economy of Kenya
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

3

  Wildlife and Tourism in Kenya: Importance of wildlife

By the end of the sub strand the learner should be able to;

  1. differentiate between a game reserve and a national park
  2. draw and locate game reserves and national parks on a map of Kenya
  3. desire to conserve our country’s wildlife
Why do tourists come to our country?

Discuss in groups the importance of wildlife in Kenya and do a presentation in class

  • Think, pair and share on who is a tourist.
  • Identify tourist attractions in Kenya using appropriate media
  • Brainstorm and list down the contribution of tourism to the economy of Kenya
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
11

1

  Wildlife and Tourism in Kenya: Contribution of Tourism

By the end of the sub strand the learner should be able to;

  1. explain contributions of tourism to the economy of our country
  2. outline ways of promoting tourism in the country
  3. desire to conserve our country’s wildlife
Why do tourists come to our country? 
  • Debate on the contribution of tourism to the economy of Kenya
  • Find out from parents/guardians and elders ways of promoting tourism in Kenya
  • Visit a nearby tourist attraction site and write a report
  • Write an essay on the importance of Museum as a cultural tourist attraction in Kenya
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

2

  Wildlife and Tourism in Kenya: Contribution of Tourism

By the end of the sub strand the learner should be able to;

  1. explain contributions of tourism to the economy of our country
  2. outline ways of promoting tourism in the country
  3. desire to conserve our country’s wildlife
Why do tourists come to our country?
  • Debate on the contribution of tourism to the economy of Kenya
  • Find out from parents/guardians and elders ways of promoting tourism in Kenya
  • Visit a nearby tourist attraction site and write a report
  • Write an essay on the importance of Museum as a cultural tourist attraction in Kenya
  • Local and extended environment
  • Maps
  • Photographs, pictures
  • Flash cards and posters
  • Internet sources
  1. Oral Questions
  2. Teacher made tests
  3. Observation
  4. Project Work
  5. Checklist
  6. Portfolio
 
 

3

  Mining in Kenya

By the end of the sub-strand, the learner should be able to:

  1. Identify major minerals found in the Country
  2. draw a map of Kenya and locate major minerals
  3. appreciate the importance of minerals found in our country
How do we benefit from the minerals found in our country?

Learners are guided to:

  • Brainstorm in pairs and  list the minerals found in Kenya (Soda ash, Diatomite , limestone, Salt, petroleum)
  • Identify in groups, minerals found in Kenya using appropriate media
  • Draw a map of Kenya and locate major minerals.
  • Maps
  • Photographs and pictures
  • Flash cards and posters
  • Vetted digital resources, educational computer games
  1. Oral Questions
  2. Teacher made tests
  3. Observation
 

SUPER MINDS SCIENCE AND TECHNOLOGY ACTIVITIES.

Wk

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

LIVING THINGS

Skeleton and Muscles Functions of human skeleton

By the end of the lesson the learner should be able to:

  1. State the parts of a human beings skeleton
  2. Describe the functions of the skeleton in human beings.
  3. Develop interest in caring for human skeleton

1. What is the main function of the human skeleton?

  • Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required
  • Learners are guided to discuss the functions of human skeleton (Skull, backbone, ribcage, limb bones).
  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 44
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work

 

 

2

 

Skeleton and Muscles Functions of human skeleton

By the end of the lesson the learner should be able to:

  1. State the parts of a human beings skeleton
  2. Describe the functions of the skeleton in human beings.
  3. Develop interest in caring for human skeleton

1. What is the main function of the human skeleton?

  • Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required
  • Learners are guided to discuss the functions of human skeleton (Skull, backbone, ribcage, limb bones).
  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 44
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work

 

 

3

 

The breathing system
Parts of a human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.

1. How can we prevent most of the illnesses of the breathing system?

In groups leaners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 47
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work

 

2

1

 

The breathing system 
Parts of a human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system?

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

2

 

The breathing system 
Parts of a human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system?

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

3

 

The breathing system

Human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system?

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

4

  The breathing system Diseases that affect the breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system?

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
3

1

  The breathing system
Diseases that affect the breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system?

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs).

Note: - Mechanisms of breathing in and out not required

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

2

  The breathing system Signs and symptoms of illness that affect the breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system?

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs).

Note: - Mechanisms of breathing in and out not required

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

3

  The breathing system Signs and symptoms of illness that affect the breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system?

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs).

Note: - Mechanisms of breathing in and out not required

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

4

  The breathing system Prevention of illness that affect the breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system?

In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm)

learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs).

Note: - Mechanisms of breathing in and out not required

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
4

1

  The breathing system Modelling of the human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system? Project: Learners work in groups to make models of the human breathing system using locally available materials.
  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  2   The breathing system Modelling of the human breathing system

By the end of the lesson the learner should be able to:

  1. identify parts of the human breathing system
  2. draw and label the parts of the human breathing system
  3. Develop interest in protecting the breathing system.
1. How can we prevent most of the illnesses of the breathing system? Project: Learners work in groups to make models of the human breathing system using locally available materials.
  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 48
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
  3 HEALTH EDUCATION Diseases Water borne diseases: meaning of water borne diseases

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

Discuss the meaning of water borne and soil transmitted diseases.

Learners to use digital devices to learn more about waterborne diseases, internal and external parasites.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 53-54
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

4

  Diseases Water borne diseases: meaning of water borne diseases

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

Discuss the meaning of water borne and soil transmitted diseases.

Learners are guided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery)

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 53-54
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
5

1

  Diseases Water borne diseases signs, symptoms and prevention of water borne diseases

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

Discuss the meaning of water borne and soil transmitted diseases.

Learners are guiided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery)

discuss cause, signs, symptoms and preventive measures of typhoid, bilharzia, cholera

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 53-54
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

2

 

External body parasite

Soil Transmitted diseases

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss the signs and symptoms of (scabies, lice and jiggers)

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 53-54
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

3

 

External body parasite

Soil Transmitted diseasesBy the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

discuss the signs and symptoms of (scabies, lice and jiggers)

learners use digital devices to learn more about waterborne diseases, internal and external parasites.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 54-55
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

4

 

External body parasite

Soil Transmitted diseases

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

discuss the signs and symptoms of (scabies, lice and jiggers)

learners use digital devices to learn more about waterborne diseases, internal and external parasites.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 54-55
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
6

1

 

Internal body parasites Causes of internal parasites

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms).

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 54-56
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

2

 

Internal body parasites Causes of internal parasites

 

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms).

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 54-56
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

3

 

Internal body parasites
Management of internal parasites

 

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms).

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 54-56
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

4

 

Making a chart on internal and external parasites

 

By the end of the lesson the learner should be able to:

  1. explain what is water borne disease
  2. State some of the water borne diseases
  3. Desire to prevent water borne diseases

Hint: biological names of causative agents of specific diseases not required

  1. How do water borne diseases spread?
  2. How can typhoid, bilharzia dysentery and cholera be prevented?

Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms).

Learners to the digital devices to learn more about waterborne diseases, internal and external parasites.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 54-56
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
7

1

ENVIRO NMENT Solid waste management Identifying solid waste

By the end of the lesson the learner should be able to:

  1. Identify solid waste
  2. Differentiate between waste that decompose easily and waste that does not decompose.
  3. Appreciate the need for proper management of solid waste in the environment.
1. How should solid waste be disposed? Identify solid waste sample waste into that which decompose and that which does not decompose
  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 60-61
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

2

  Solid waste management Classification of waste

By the end of the lesson the learner should be able to:

  1. Identify solid waste
  2. Differentiate between waste that decompose easily and waste that does not decompose.
  3. Appreciate the need for proper management of solid waste in the environment.
1. How should solid waste be disposed?

guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing).

Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 61-62
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

3

  Solid waste management Classification of waste

By the end of the lesson the learner should be able to:

  1. Identify solid waste
  2. Differentiate between waste that decompose easily and waste that does not decompose.
  3. Appreciate the need for proper management of solid waste in the environment.
1. How should solid waste be disposed?

guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing).

Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 61-62
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

4

  Solid waste management Managing solid waste –Reusing, recycling and reducing

By the end of the lesson the learner should be able to:

  1. Identify solid waste
  2. Differentiate between waste that decompose easily and waste that does not decompose.
  3. Appreciate the need for proper management of solid waste in the environment.
1. How should solid waste be disposed?

devices access and observe ways of managing different types solid of waste.

measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 62-63
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
8

1

  Solid waste management Safety when handling solid waste

By the end of the lesson the learner should be able to:

  1. Use proper safety measures in solid waste management.
  2. Appreciate the need for proper management of solid waste in the environment.
  3. Collect waste in the school and dispose it off appropriately.
1. How should solid waste be disposed?

devices access and observe ways of managing different types solid of waste.

measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 64
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

2

  Solid waste management
Making a dustbin

By the end of the lesson the learner should be able to:

  1. Make toys or ornaments from solid waste
  2. Appreciate the need for proper management of solid waste in the environment.
  3. Observe safety while waste material
1. How should solid waste be disposed? Project 1: Learners to make dust bins for safe disposal of waste at home and in school using locally available materials.
  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 64
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

3

  Solid waste management Making toys and ornaments using solid waste

By the end of the lesson the learner should be able to:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
1. How should solid waste be disposed?

Project 2:

making of toys or ornaments from solid waste

Learners are guided on safety

measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 64
  1. question and answer method,
  2. class quizzes
  3. individual performance assessment and
  4. project work
 
 

4

COMPUTING DEVICES Handling data: word processing Meaning of word processing

By the end of the lesson the learner should be able to:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. What are some of the safety measures to be observed when using a computing device?
computing devices, learners to practice how to create Word documents and key in information.
  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 68-69
  1. Word practical tasks
  2. Typing
  3. Document formatting
 
9

1

  Handling data: word processing Creating a word Document

By the end of the lesson the learner should be able to:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. What are some of the safety measures to be observed when using a computing device?
Using computing devices, learners to practice how to create Word documents and key in information.
  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 69
  1. Word practical tasks
  2. Typing
  3. Document formatting
 
 

2

  Handling data: word processing Creating a word Document

By the end of the lesson the learner should be able to:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. What are some of the safety measures to be observed when using a computing device?
computing devices, learners to practice how to create Word documents and key in information.
  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 68-69-70
  1. Word practical tasks
  2. Typing
  3. Document formatting
 
 

3

  Handling data: word processing Creating a word Document

By the end of the lesson the learner should be able to:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. What are some of the safety measures to be observed when using a computing device?

Using computing devices, learners to practice how to create Word documents and key in information.

using computing devices, learners to practice how to edit Word document.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 70-73
  1. Word practical tasks
  2. Typing
  3. Document formatting
 
 

4

  Handling data: word processing Editing a word document- changing text colour, case, alignment,

By the end of the lesson the learner should be able to:

  1. Define the term word processing
  2. Identify the various word processing
  3. Discuss the use word in the community
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. What are some of the safety measures to be observed when using a computing device?

Using computing devices, learners to practice how to create Word documents and key in information.

using computing devices, learners to practice how to edit Word document.

  • Realia
  • Pictures
  • Videos
  • Digital devices
  • Models
  • Super minds Scie. and Tech Learners Bk. Pg. 31
  • Super minds Scie. and Tech TG Pg. 70-73
  1. Word practical tasks
  2. Typing
  3. Document formatting
 
10

1

  Handling data: word processing saving, retrieving a word document and safety when using computing devices

By the end of the lesson the learner should be able to:

  1. save and retrieve a document from a computing device
  2. Create a personal journal in word.
  3. observe safety when using computing devices in their locality
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. What are some of the safety measures to be observed when using a computing device?

Using computing devices, learners to practice how to edit Word document.

learners to practice how to save and retrieve documents stored in different locations of their computing devices

in groups, learners to discuss and observe safety precautions when using computing devices.

Project: Create and maintain a personal journal covering one term in word.

Computing devices, tablets. Desktops and laptops

  • Super minds Scie. and Tech Learners Bk. Pg. 80
  • Super minds Scie. and Tech TG Pg. 73
   
 

2

  Handling data: word processing Creating a personal Journal

By the end of the lesson the learner should be able to:

  1. save and retrieve a document from a computing device
  2. Create a personal journal in word.
  3. observe safety when using computing devices in their locality
  4. appreciate the use of Word documents in their everyday life
  1. How can you save and retrieve a document stored in your computing device?
  2. What are some of the safety measures to be observed when using a computing device?
Poject: Create and maintain a personal journal covering one term in word.

Computing devices, tablets. Desktops and laptops

  • Super minds Scie. and Tech Learners Bk. Pg. 80
  • Super minds Scie. and Tech TG Pg. 70 -73
   
 

3

  Coding Simple programming

By the end of the lesson the learner should be able to:

  1. save and retrieve a document from a computing device
  2. Create a personal journal in word.
  3. observe safety when using computing devices in their locality
  4. appreciate the use of Word documents in their everyday life
1. What coding skills can be applied in solving day to day problems? In groups learners are guided to interact with patterns and games using computing devices

Computing devices, tablets. Desktops and laptops

  • Super minds Scie. and Tech Learners Bk. Pg.
  • Super minds Scie. and Tech TG Pg. 73
   
 

4

  Coding Pattern and games

By the end of the lesson the learner should be able to;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. appreciate the role of available learning  applications like scratch in their everyday life
1. What coding skills can be applied in solving day to day problems? In groups learners are guided to interact with patterns and games using computing devices  

Computing devices, tablets. Desktops and laptops

  • Super minds Scie. and Tech Learners Bk. Pg. 76-77
  • Super minds Scie. and Tech TG Pg. 73
   
11

1

  Simple programming using scratch

By the end of the lesson the learner should be able to;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. appreciate the role of available learning  applications like scratch in their everyday life
1. What coding skills can be applied in solving day to day problems?

In groups learners are guided to interact with patterns and games using computing devices

using computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.

Computing devices, tablets. Desktops and laptops

  • Super minds Scie. and Tech Learners Bk. Pg. 81-84
  • Super minds Scie. and Tech TG Pg. 76-77
   
 

2

  Coding Creating animations using scratch

By the end of the lesson the learner should be able to;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. appreciate the role of available learning  applications like scratch in their everyday life
1. What coding skills can be applied in solving day to day problems?

Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface

ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.

ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.

Computing devices, tablets. Desktops and laptops

  • Super minds Scie. and Tech Learners Bk. Pg. 81-84
  • Super minds Scie. and Tech TG Pg. 78
   
 

3

  Coding Creating simple animations using scratch

By the end of the lesson the learner should be able to;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. appreciate the role of available learning  applications like scratch in their everyday life
1. What coding skills can be applied in solving day to day problems?

Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface

ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.

ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.

Computing devices, tablets. Desktops and laptops

  • Super minds Scie. and Tech Learners Bk. Pg. 81-84
  • Super minds Scie. and Tech TG Pg. 78
   
 

4

  Coding Creating a music tune

By the end of the lesson the learner should be able to;

  1. identify the features of learning applications which imitate simple programming
  2. Interact with patterns and games using available learning applications which mimic simple programming.
  3. appreciate the role of available learning  applications like scratch in their everyday life
1. What coding skills can be applied in solving day to day problems?

Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface

ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action.

ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics.

Computing devices, tablets. Desktops and laptops

  • Super minds Scie. and Tech Learners Bk. Pg. 85-100
  • Super minds Scie. and Tech TG Pg. 78
   

PHYSICAL HEALTH EDUCATION ACTIVITIES.

Wk

Ls n

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

BATTIN G GAMES SOFTBALL

Stance and C-grip

By the end of the sub strands, the learner should be able to:

  1. practice the stance and grip for hitting
  2. use drill to practice the stance and the C-grip for skill masterly
  3. play games and use the stance and C-grip for fun and observe safety

What are the other ways of gripping the ball in softball?

The learner is guided individually or in groups to use digital devices and other sources of information to:

  • Observe the stance and the C-Grip practice the stance and get the teachers feedback
  • Demonstrate the C-Grip and get the teachers feedback
  • Practice the stance and C- Grip and give each other feedback
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports

 

 

2

 

Stance and C-grip

By the end of the sub strands, the learner should be able to:

  1. practice the stance and grip for hitting
  2. use drill to practice the stance and the C-grip for skill masterly
  3. play games and use the stance and C-grip for fun and observe safety

What are the other ways of gripping the ball in softball?

  • Use drill to practice the stance and the C-grip
  • use provided checklist to give each other feedback when practicing the stance and the C- grip
  • play games and use the stance and C-grip and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports

 

 

3

 

The Swing technique

By the end of the sub strands, the learner should be able to:

  1. practice the swing technique in softball for hitting
  2. use drills to practice the swing technique for accurate hitting
  3. practice softball skills at won free time for skill masterly

Why is it important to observe safety while swinging in softball?

The learner is guided individually or in groups to:

  • Interact with technology to watch a video clip and observe the swing technique.
  • Demonstrate the swing technique and get feedback from the teacher
  • Practice the swing technique and give each other feedback
  • Use provided checklist to give each other feedback when practicing the swing technique play games and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports

 

 

4

 

Stance and ball grip

By the end of the sub strands, the learner should be able to:

  1. practice the stance and ball grip for throwing
  2. use drill to practice the stance and ball grip for skill masterly
  3. play softball games and use the stance and ball grip and observe safety
  4. plays softball for fun and joy
Which other game resembles softball? What is the difference between the two?
  • The learner is guided individually or in groups to:
  • Use the digital media and other sources of information to find out the correct stance and grip when throwing in softball
  • Demonstrate the correct stance and ball grip when throwing and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
 

5

 

Stance and ball grip

By the end of the sub strands, the learner should be able to:

  1. practice the stance and ball grip for throwing
  2. use drill to practice the stance and ball grip for skill masterly
  3. play softball games and use the stance and ball grip and observe safety
  4. plays softball for fun and joy
Which other game resembles softball? What is the difference between the two?
  • Practice the correct stance and ball grip and throw at a target ten feet away.
  • Practices the correct ball grip and throw from a kneeling position while holding the throwing elbow in place and snapping the wrist when throwing. Keep increasing the distance. Move to standing position and keep
  • Increasing the distance at a comfortable pace for throwing.
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
2

1

 

Catching

By the end of the sub strands, the learner should be able to:

  1. practice the Ready body position for the catching technique
  2. play games that use the catching skill in softball and observe safety
  3. appreciate catching as a necessary skill in softball
Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?

The learner is guided individually or in groups to:

  • Interact with technology to observe the ready position when catching
  • practice catching aground and aerial balls demonstrate the ready body
  • position when catching and get feedback from the teacher
  • demonstrate catching the ground and aerial balls and get feedback from the teacher
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
 

2

 

Catching

By the end of the sub strands, the learner should be able to:

  1. practice the Ready body position for the catching technique
  2. play games that use the catching skill in softball and observe safety
  3. appreciate catching as a necessary skill in softball
Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?
  • Use the drills to practice the ground and aerial balls and give each other feedback
  • use provided checklist to give each other feedback when practicing the ready body position, catching the ground and aerial balls
  • play games that use the catching skill for fun and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
 

3

 

Catching

By the end of the sub strands, the learner should be able to:

  1. practice the Ready body position for the catching technique
  2. play games that use the catching skill in softball and observe safety
  3. appreciate catching as a necessary skill in softball
Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?

Use the drills to practice the ground and aerial balls and give each other feedback

use provided checklist to give each other feedback when practicing the ready body position, catching the ground and aerial balls

play games that use the catching skill for fun and observe safety

  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
 

4

 

Catching

By the end of the sub strands, the learner should be able to:

  1. practice base running and sliding in softball for skill acquisition
  2. discuss the importance of sliding in softball
  3. play modified softball games for enjoyment and observe safety
  4. appreciate base running and sliding in softball for as a vital skill
Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?

The learner is guided individually or in groups to:

  • Interact with technology to observe base running and sliding in softball
  • demonstrate base running and sliding and get teachers feedback
  • practice the base running and sliding give each other feedback
  • play modified softball games and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
 

5

 

Base running and sliding

By the end of the sub strands, the learner should be able to:

  1. practice base running and sliding in softball for skill acquisition
  2. discuss the importance of sliding in softball
  3. play modified softball games for enjoyment and observe safety
  4. appreciate base running and sliding in softball for as a vital skill
Why is it important to apply courage when catching in softball? Why is it important to use the glove when catching in softball?

The learner is guided individually or in groups to:

  • Interact with technology to observe base running and sliding in softball
  • demonstrate base running and sliding and get teachers feedback 
  • practice the base running and sliding give each other feedback
  • play modified softball games and observe safety

 

  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
3

1

 

BATTING GAMES ROUNDERS:

Fielding, Throwing, Catching and Stamping

By the end of the sub strands, the learner should be able to:

  1. practice throwing, catching and stamping in a rounder’s game
  2. use drills to practice throwing, catching and stamping for skill masterly
  3. play games for enjoyment and observe rules for a harmonious game
Why is it important to obey rules when playing Rounders?

The learner is guided individually or in groups to:

  • interact with technology to watch a rounders game and observe throwing, catching and stamping
  • practice throwing, catching and stamping and get feedback from the teacher
  • use drills to practice throwing, catching and stamping and give each other feedback
  • play games and observe rules
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
 

2

 

BATTING GAMES ROUNDERS:

Fielding, Throwing, Catching and Stamping

By the end of the sub strands, the learner should be able to:

  1. practice throwing, catching and stamping in a rounder’s game
  2. use drills to practice throwing, catching and stamping for skill masterly
  3. play games for enjoyment and observe rules for a harmonious game
Why is it important to obey rules when playing Rounders?

The learner is guided individually or in groups to:

  • interact with technology to watch a rounders game and observe throwing, catching and stamping
  • practice throwing, catching and stamping and get feedback from the teacher
  • use drills to practice throwing, catching and stamping and give each other feedback
  • play games and observe rules
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resource
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
 

3

 

BATTING GAMES ROUNDERS:

Fielding, Throwing, Catching and Stamping

By the end of the sub strands, the learner should be able to:

  1. practice throwing, catching and stamping in a rounder’s game
  2. use drills to practice throwing, catching and stamping for skill masterly
  3. play games for enjoyment and observe rules for a harmonious game
Why is it important to obey rules when playing Rounders?

The learner is guided individually or in groups to:

  • interact with technology to watch a rounders game and observe throwing, catching and stamping
  • practice throwing, catching and stamping and get feedback from the teacher
  • use drills to practice throwing, catching and stamping and give each other feedback
  • play games and observe rules
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
 

4

  Technical, Tactical approaches And rules of the game

By the end of the sub strands, the learner should be able to:

  1. practice throwing, catching and stamping in a rounder’s game
  2. use drills to practice throwing, catching and stamping for skill masterly
  3. play games for enjoyment and observe rules for a harmonious game
Why is it important to obey rules when playing Rounders?

The learner is guided individually and in groups to:

  • watch a game of rounders and observe the technical and tactical approaches in softball
  • Find out the rules of Rounders
  • Play a game of rounders and apply the rules and technical and tactical observed
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  5   Technical, Tactical approaches And rules of the game

By the end of the sub strands, the learner should be able to:

  1. explain the terms technical and tactical approaches to enhance learning
  2. apply technical and tactical approaches when playing the rounders game
  3. play rounders game apply the rules of the game
Why is it important to obey rules when playing Rounders?

The learner is guided individually and in groups to:

  • watch a game of rounders and observe the technical and tactical approaches in softball
  • Find out the rules of Rounders
  • Play a game of rounders and apply the rules and technical and tactical observed
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
4 1   Technical, Tactical approaches And rules of the game

By the end of the sub strands, the learner should be able to:

  1. explain the terms technical and tactical approaches to enhance learning
  2. apply technical and tactical approaches when playing the rounders game
  3. play rounders game apply the rules of the game
What are the technical and tactical approaches in rounders?

The learner is guided individually and in groups to:

  • watch a game of rounders and observe the technical and tactical approaches in softball
  • Find out the rules of Rounders
  • Play a game of rounders and apply the rules and technical and tactical observed
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  2   Technical, Tactical approaches And rules of the game

By the end of the sub strands, the learner should be able to:

  1. explain the terms technical and tactical approaches to enhance learning
  2. apply technical and tactical approaches when playing the rounders game
  3. play rounders game apply the rules of the game
What are the technical and tactical approaches in rounders?

The learner is guided individually and in groups to:

  • watch a game of rounders and observe the technical and tactical approaches in softball
  • Find out the rules of Rounders
  • Play a game of rounders and apply the rules and technical and tactical observed
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  3    

BALL GAMES: VOLLEYBALL:

facility, equipment and positioning

By the end of the sub strand, the learner should be able to:

  1. draw the volleyball field of play for field orientation
  2. position the volleyball players at the start of game
  3. play games for enjoyment and observe safety
  1. What is recreational volleyball?
  2. How many types of volleyball game are there?

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  4  

BALL GAMES: VOLLEYBALL:

facility, equipment and positioning

By the end of the sub strand, the learner should be able to:
  1. draw the volleyball field of play for field orientation
  2. position the volleyball players at the start of game
  3. play games for enjoyment and observe safety
  1. What is recreational volleyball?
  2. How many types of volleyball game are there?

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  5   Improvising the volleyball equipment 

By the end of the sub strand, the learner should be able to:

  1. identify and gather locally available materials for improvising the volleyball equipment
  2. creatively improvise age appropriate volleyball equipment
  3. dispose waste appropriately after improvisation for environmental care
  4. observe safety when improvising the volleyball equipment to avoid injuries
Which locally available materials are suitable for making the volleyball equipment?

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
5 1   Improvising the volleyball equipment

By the end of the sub strand, the learner should be able to:

  1. identify and gather locally available materials for improvising the volleyball equipment
  2. creatively improvise age appropriate volleyball equipment
  3. dispose waste appropriately after improvisation for environmental care
  4. observe safety when improvising the volleyball equipment to avoid injuries
Which locally available materials are suitable for making the volleyball equipment?  

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
 
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
 
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  2   Improvising the volleyball equipment

By the end of the sub strand, the learner should be able to:

  1. identify and gather locally available materials for improvising the volleyball equipment
  2. creatively improvise age appropriate volleyball equipment
  3. dispose waste appropriately after improvisation for environmental care
  4. observe safety when improvising the volleyball equipment to avoid injuries
Which locally available materials are suitable for making the volleyball equipment?  

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
 
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
 
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  3   Under arm serve By the end of the sub strand, the learner should be able to:
  1. draw the volleyball field of play for field orientation
  2. position the volleyball players at the start of game
  3. play games for enjoyment and observe safety
How will skills in volleyball be helpful in everyday life?
  • Use drills to practice the stance, toss and under arm serve
  • Provided checklist to give each other feedback when practicing the stance, toes and under warm serve play games using  safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  4   Under arm serve By the end of the sub strand, the learner should be able to:
  1. draw the volleyball field of play for field orientation
  2. position the volleyball players at the start of game
  3. play games for enjoyment and observe safety
How will skills in volleyball be helpful in everyday life?

Use drills to practice the stance, toss and under arm serve

Provided checklist to give each other feedback when practicing the stance, toes and under warm serve play games using  safety

  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  5   The dig

By the end of the sub strand, the learner should be able to:

  1. practice the stance and the dig for skill acquisition
  2. use drills to practice the stance and the dig for skill masterly
  3. play games for and enjoyment observe safety
  4. appreciate the Two hands dig pass in volleyball as a skill
How else can the volleyball ball be received other than with hands?

The learner is guided individually or in groups to:

  • Use technology to watch a video on the dig pass and observe the stance
  • and the hand formation
  • demonstrate the stance and dig pass and get feedback from the teacher
  • practice the stance and the dig pass and give each other feedback
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
6 1   The dig

By the end of the sub strand, the learner should be able to:

  1. practice the stance and the dig for skill acquisition
  2. use drills to practice the stance and the dig for skill masterly
  3. play games for and enjoyment observe safety
  4. appreciate the Two hands dig pass in volleyball as a skill
How else can the volleyball ball be received other than with hands?

The learner is guided individually or in groups to:

  • Use technology to watch a video on the dig pass and observe the stance
  • and the hand formation
  • demonstrate the stance and dig pass and get feedback from the teacher
  • practice the stance and the dig pass and give each other feedback
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  2   The Volley

By the end of the sub strand, the learner should be able to:

  1. practice the stance and the dig for skill acquisition
  2. use drills to practice the stance and the dig for skill masterly
  3. play games for and enjoyment observe safety
  4. appreciate the Two hands dig pass in volleyball as a skill
Where can you play the volleyball game?

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  3   The Volley  

By the end of the sub strand, the learner should be able to:

  1. practice the stance and the dig for skill acquisition
  2. use drills to practice the stance and the dig for skill masterly
  3. play games for and enjoyment observe safety
  4. appreciate the Two hands dig pass in volleyball as a skill
Where can you play the volleyball game?

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  4  

KABADDI GAME:

Facility and position of players

By the end of the sub strand, the learner should be able to:

  1. familiarize with the Kabaddi field of play for field orientation
  2. position the kabaddi players in the field before start of game to enhance learning
  3. Play game for fun and enjoyment
  4. appreciate the kabaddi field as an essential facility for playing the games

1. which other game resembles kabaddi

2. How many players play kabaddi game

The learner is guided individually or in groups to:

  • Interact with technology to observe the kabaddi field of play
  • Position the players on the field before start of game enjoyment
 
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  5   Entry

By the end of the sub strand, the learner should be able to:

  1. define the term entry as used in kabaddi game to enhance learning
  2. demonstrate entry techniques for skill acquisition
  3. use drills to practice entry when playing kabaddi
  4. appreciate entry as essential in playing the kabaddi game

1.which other game resembles kabaddi

2.How many players play kabaddi game

The learner is guided individually or in groups to: in kabaddi

  • with technology to observe the entry technique in kabaddi game
  • demonstrate entry techniques in the game
  • l to practice entry in kabaddi game kabaddi game
 
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
7 1   Footwork

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. appreciate footwork as essential in playing kabaddi game

1.    Which ballgames apply footwork?

2.    What factors contribute to proper footwork?

The learner is guided individually or in groups to:

  • Interact with technology to find out the term footwork in Kabaddi game
  • Interact with technology to find out the application of footwork in Kabaddi game
  • Kabaddi game
  • Learners  in groups, practice footwork drills in Kabaddi game
  • Observe rules for successful footwork in kabaddi game
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  2   Footwork

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. appreciate footwork as essential in playing kabaddi game

1.    Which ballgames apply footwork?

2.    What factors contribute to proper footwork?

The learner is guided individually or in groups to:

  • Interact with technology to find out the term footwork in Kabaddi game
  • Interact with technology to find out the application of footwork in Kabaddi game
  • Kabaddi game
  • Learners  in groups, practice footwork drills in Kabaddi game
  • Observe rules for successful footwork in kabaddi game
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  3   Legal touches

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. appreciate footwork as essential in playing kabaddi game
How is foot touch performed?

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  4   Legal touches

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. appreciate footwork as essential in playing kabaddi game
How is foot touch performed?

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
  5   Legal touches

By the end of the sub strand, the learner should be able to:

  1. define the term footwork as used in kabaddi to enhance learning
  2. demonstrate footwork for skill acquisition
  3. observe rules for successful footwork in kabaddi gam
  4. appreciate footwork as essential in playing kabaddi game
How is foot touch performed?

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
8 1   Cant

By the end of the sub strand, the learner should be able to:

  1. practice the ‘Cant’ in Kabaddi for skill acquisition
  2. use drills to practice the ‘Cant’ for skill masterly
  3. play small kabaddi games for enjoyment
How is ‘cant’ used in Kabaddi game?

The learner is guided individually or in groups to:

  • rate the Cant and get feedback from the teacher
  • the ‘Cant’ and give each other feedback
  • ‘Cant’ for enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  2   Raiding

By the end of the sub strand, the learner should be able to:

  1. define the terms raider in kabaddi to enhance learning
  2. outline the role of the raider in Kabaddi
  3. practice raiding in Kabaddi game
  4. play Kabaddi game for enjoyment and observe safety
  5. appreciate Kabaddi game for leisure and healthy living
How can playing Kabaddi improve physical fitness?

The learner is guided individually or in groups to:

  • interact with technology to view the volleyball field of play and positioning of players at the start of game
  • use provided sketches or internet to draw the volleyball field of play
  • interact with technology to identify the equipment used in volleyball game
  • play games for enjoyment while observing safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  3    

TAG RUGBY:

Facility and Equipment

By the end of the sub strand, the learner should be able to:

  1. familiarize with the tag rugby field for field orientation
  2. Identify the different equipment used in tag rugby.
  3. select and gather suitable materials for making tags
  4. creatively make tags for use in playing tag rugby

Which locally available materials can be used to make tags for use when playing tag games?

Which other game has the same name as Tag rugby?

The learner is guided individually or in groups to:

  • Interact with technology to familiarize with the tag rugby field
  • interact with technology to observe the tags used in tag rugby game
  • gather suitable materials and make tags
  • interact with technology to observe the equipment used in tag rugby.
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  4  

TAG RUGBY:

Facility and Equipment

By the end of the sub strand, the learner should be able to:

  1. familiarize with the tag rugby field for field orientation
  2. Identify the different equipment used in tag rugby.
  3. select and gather suitable materials for making tags
  4. creatively make tags for use in playing tag rugby

Which locally available materials can be used to make tags for use when playing tag games?

Which other game has the same name as Tag rugby?

The learner is guided individually or in groups to:

  • Interact with technology to familiarize with the tag rugby field
  • interact with technology to observe the tags used in tag rugby game
  • gather suitable materials and make tags
  • interact with technology to observe the equipment used in tag rugby.
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  5  

TAG RUGBY:

Facility and Equipment

By the end of the sub strand, the learner should be able to:

  1. familiarize with the tag rugby field for field orientation
  2. Identify the different equipment used in tag rugby.
  3. select and gather suitable materials for making tags
  4. creatively make tags for use in playing tag rugby

Which locally available materials can be used to make tags for use when playing tag games?

Which other game has the same name as Tag rugby?

The learner is guided individually or in groups to:

  • Interact with technology to familiarize with the tag rugby field
  • interact with technology to observe the tags used in tag rugby game
  • gather suitable materials and make tags
  • interact with technology to observe the equipment used in tag rugby.
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
9 1   Passing and ball carriage

By the end of the sub strand, the learner should be able to:

  1. practice the lateral pass and ball carriage for skill acquisition
  2. use drills to practice the lateral pass and ball carriage for accuracy
  3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
  4. appreciate the lateral pass and ball carriage as skills in tag rugby

1.    Why is it important to use the lateral pass in Tag rugby?

2.   How should the ball be carried in tag rugby?

The learner is guided individually or in groups to:

  • interact digital devices to watch the ball carriage and lateral pass in tag rugby
  • use drills to practice the ball carriage and lateral pass
  • observe safety when using practicing the ball carriage and lateral pass and observe safety
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  2   Running

By the end of the sub strand, the learner should be able to:

  1. practice running technique in tag rugby for skill acquisition
  2. use drills to practice the run to avoid being tagged
  3. Discuss essential team work tactics that make tag rugby interesting.
  4. play tag rugby and observe the rules

1.    Why is running important in Tag rugby?

2.    Why is it important to learn the correct passing technique in Tag rugby?

3.   How can teamwork help a team to be successful?

The learner is guided individually or in groups to:

  • practice running technique in tag rugby and get feedback from the teacher
  • to practice the run and give each other feedback
  • Essential team work tactics in tag rugby the rules
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  3   Tagging and offside rule

By the end of the sub strand, the learner should be able to:

  1. practice the lateral pass and ball carriage for skill acquisition
  2. use drills to practice the lateral pass and ball carriage for accuracy
  3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
  4. appreciate the lateral pass and ball carriage as skills in tag rugby
Which other tagging games are there?

The learner is guided individually or in groups to:

  • interact with technology to watch a tag rugby game and observe the tagging technique and offside rule
  • Demonstrate tagging technique and get feedback from the teacher
  • Use drills to practice tagging and give each other feedback
  • play games and observe safety to avoid injuries
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  4   Tagging and offside rule

By the end of the sub strand, the learner should be able to:

  1. practice the lateral pass and ball carriage for skill acquisition
  2. use drills to practice the lateral pass and ball carriage for accuracy
  3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
  4. appreciate the lateral pass and ball carriage as skills in tag rugby
Which other tagging games are there?

The learner is guided individually or in groups to:

  • interact with technology to watch a tag rugby game and observe the tagging technique and offside rule
  • Demonstrate tagging technique and get feedback from the teacher
  • Use drills to practice tagging and give each other feedback
  • play games and observe safety to avoid injuries
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  5  

Scoring

By the end of the sub strand, the learner should be able to:

  1. practice the lateral pass and ball carriage for skill acquisition
  2. use drills to practice the lateral pass and ball carriage for accuracy
  3. play games for enjoyment and observe safety in using the lateral pass and ball carriage
  4. appreciate the lateral pass and ball carriage as skills in tag rugby
Why is scoring important in games?

The learner is guided individually or in groups to:

  • Discuss the scoring system in tag ruby
  • Practice scoring in tag grubby and get feedback from the teacher
  • Use drills to practice scoring in tag rugby
  • observe safety when scoring in tag rugby
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
10 1 SWIMMING

Swimming Strokes: Breaststroke

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

  • interact with technology to watch a video clip on the breaststroke
  • Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
  • Play water games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  2   Swimming Strokes: Breaststroke

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

  • Interact with technology to watch a video clip on the breaststroke
  • Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
  • Play water games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  3   Swimming Strokes: Breaststroke

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

  • Interact with technology to watch a video clip on the breaststroke
  • Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
  • Play water games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  4    Swimming Strokes: Breaststroke  

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. appreciate the breaststroke for leisure and fitness
 

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

 

The learner is guided individually or in groups to:

  • Interact with technology to watch a video clip on the breaststroke
  • Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
  • Play water games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  5    Swimming Strokes: Breaststroke  

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. appreciate the breaststroke for leisure and fitness
 

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

 

The learner is guided individually or in groups to:

  • Interact with technology to watch a video clip on the breaststroke
  • Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
  • Play water games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
11 1   Swimming Strokes: Breaststroke

By the end of the sub strand, the learner should be able to

  1. practice streamlining the body for skill acquisition
  2. play water games for fun and enjoyment
  3. appreciate the breaststroke for leisure and fitness

1.    Which animal uses the breaststroke to move in water?

2.    Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

  • Interact with technology to watch a video clip on the breaststroke
  • Hold the floater between the legs and practice arm action across the width of the pool and get teachers feedback
  • Play water games for fun and enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  2   Backstroke

By the end of the sub strand, the learner should be able to:

  1. demonstrate timing for proper execution of the stroke
  2. play water games for enjoyment
  3. appreciate the back stroke for leisure and fitness

1. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

  • Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water
  • Practice e the back-stroke body and get feedback from the teacher
  • Play water games for enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  3   Backstroke

By the end of the sub strand, the learner should be able to:

  1. demonstrate timing for proper execution of the stroke
  2. play water games for enjoyment
  3. appreciate the back stroke for leisure and fitness

1. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

  • Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water
  • Practice e the back-stroke body and get feedback from the teacher
  • Play water games for enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  4   Backstroke

By the end of the sub strand, the learner should be able to:

  1. demonstrate timing for proper execution of the stroke
  2. play water games for enjoyment
  3. appreciate the back stroke for leisure and fitness

1. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

  • Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water
  • Practice e the back-stroke body and get feedback from the teacher
  • Play water games for enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 
  5   Backstroke

By the end of the sub strand, the learner should be able to:

  1. demonstrate timing for proper execution of the stroke
  2. play water games for enjoyment
  3. appreciate the back stroke for leisure and fitness

1. Which animal uses the breaststroke to move in water?

2. Why is it important to streamline the body in water?

The learner is guided individually or in groups to:

  • Use digital devices to watch a video clip on the back stroke and observe the body streamlining in water
  • Practice e the back-stroke body and get feedback from the teacher
  • Play water games for enjoyment
  • Field markers
  • Open field
  • Sports attire
  • Lime
  • Videos
  • Resource person
  • Required resources
  1. Observation checklists
  2. Portfolio
  3. Progress reports
 

MUSIC ACTIVITIES

Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

OPENING/PREPARATIONS

 

2

1

PERFOR MING

Kenyan folk songs

: singing a folk song

By the end of the sub strand, the learner should be able to:

  1. Apply the right instrument in performing a given folk song
  2. perform folk songs drawn from diverse communities in a group
  3. appreciate performing folk songs drawn from diverse communities in Kenya

1.    Why is it important to learn folk songs from different communities in Kenya?

2.    What makes a folk song?

  • In groups learners perform folk songs from diverse communities with coordinated body movements observing safety and etiquette.
  • Learners share and take turns to practice the use of appropriate instruments to accompany a folk song.
  • Learners are guided to collect pictures and recordings of Kenyan folk songs for classroom use
  • Audio/visual recordings of folk songs
  • Recording devices
  • Musical instruments to accompany the folk songs
  • Resource persons

Observation checklists

  1. Project:
  2. Portfolio
  3. Progress reports

 

3

1

 

Kenyan Indigenous Instruments -Wind Instruments

By the end of the sub strand, the learner should be able to:

  1. name different wind instruments used by various indigenous communities in Kenya
  2. identify parts of a wind instrument and their role
  3. Appreciate the role of a wind instrument in music making.
  1. What are wind instruments?
  2. How do wind instruments produce sound?
  3. Which materials can be used in making wind instruments?
  4. How can one care and maintain a wind instrument?
 

Learners view

  • Real/pictures/videos of Kenyan indigenous wind instruments and name them.
  • Learners are guided to identify parts of a wind instrument and discuss how they are manipulated to produce sound.
 
  • Resource persons
  • Wind instrument
  • Locally available materials for making wind instruments
  • Audio visual recordings of wind instruments

Observation checklists

  1. Project:
  2. Portfolio
  3. Progress reports
 

4

1

 

Kenyan Indigenous Musical Instruments -
Wind Instruments

By the end of the sub strand, the learner should be able to:

  1. name different wind instruments used by various indigenous communities in Kenya
  2. identify parts of a wind instrument and their role
  3. Appreciate the role of a wind instrument in music making.
  1. What are wind instruments?
  2. How do wind instruments produce sound?
  • In groups learners are guided on how to care and maintain a wind instrument.
  • Learners observe hygiene measures as they share and take
  • Resource persons
  • Wind instrument
  • Locally available materials for making wind instruments
  • Audio visual recordings of wind instruments

Observation check list

  1. Portfolio
  2. Aural Tests
  3. Progress reports

 

5

1

 

Kenyan Indigenous Musical Instruments - Wind Instruments

By the end of the sub strand, the learner should be able to:

  1. name different wind instruments used by various indigenous communities in Kenya
  2. identify parts of a wind instrument and their role
  3. Appreciate the role of a wind instrument in music making.
  1. What are wind instruments?
  2. How do wind instruments produce sound?
  3. Which materials can be used in making wind instruments?
  4. How can one care and maintain a wind instrument?
  • In groups learners are guided    on how to care and maintain a wind instrument.
  • Learners observe hygiene measures as they share and take turns to practice how to produce sound in a wind instrument.
  • Locally available materials to make body ornaments
  • Audio/visual recordings of folk dances
  • Resource persons
  • Musical instruments connectivity

Observation check list

  1. Portfolio
  2. Aural Tests
  3. Progress reports
 

6

1

 

Making a wind Instrument

By the end of the sub strand, the learner should be able to:
  1. name different wind instruments used by various indigenous communities in Kenya
  2. identify parts of a wind instrument and their role
  3. Appreciate the role of a wind instrument in music making.
  1. What are wind instruments?
  2. How do wind instruments produce sound?
  3. Which materials can be used in making wind instruments?
  4. How can one care and maintain a wind instrument?

In groups learners

  • brainstorm on materials to be collected for making a wind instrument and the precautions to take while collecting the materials.
  • In groups learners discuss the procedure of making a wind instrument.
  • Individually or in groups, learners make a wind instrument using locally available materials while observing safety.

Resource persons

  • Wind instrument
  • Locally available materials for making wind instruments
  • Audio visual recordings of wind instruments

Observation check list

  1. Portfolio
  2. Aural Tests
  3. Progress reports
 

7

1

 

Western Musical Instruments - Descant Recorder

By the end of the sub strand, the learner should be able to:

  1. play notes B A G C D on the descant recorder
  2. play a melody built on the notes B A G C D on the descant recorder
  3. Appreciate playing melodies using the descant recorder.
  1. How are different pitches produced on a descant recorder?
  2. How is a good tone produced while playing the descant recorder?

Resource persons

  • Descant recorder
  • Recorder books
  • Audio visual
  • recordings of recorder

Resource persons

  • Descant recorder
  • Recorder books
  • Audio visual recordings of recorder

Observation check list

  1. Portfolio
  2. Aural Tests
  3. Progress reports
 

8

1

 

Western Musical Instruments- Descant Recorder

By the end of the sub strand, the learner should be able to:

  1. play notes B A G C D on the descant recorder
  2. play a melody built on the notes B A G C D on the descant recorder
  3. Appreciate playing melodies using the descant recorder.
  1. How are different pitches produced on a descant recorder?
  2. How is a good tone produced while playing the descant recorder?

Resource persons

  • Descant recorder
  • Recorder books
  • Audio visual
  • recordings of recorder

Resource persons

  • Descant recorder
  • Recorder books
  • Audio visual recordings of recorder

Observation check list

  1. Portfolio
  2. Aural Tests
  3. Progress reports
 

9

1

 

Western Musical Instruments - Descant Recorder

By the end of the sub strand, the learner should be able to:

  1. play notes B A G C D on the descant recorder
  2. play a melody built on the notes B A G C D on the descant recorder
  3. Appreciate playing melodies using the descant recorder.
  1. How are different pitches produced on a descant recorder?
  2. How is a good tone produced while playing the descant recorder?

Resource persons

  • Descant recorder
  • Recorder books
  • Audio visual
  • recordings of recorder

Resource persons

  • Descant recorder
  • Recorder books
  • Audio visual recordings of recorder

Observation check list

  1. Portfolio
  2. Aural Tests
  3. Progress reports
 

10

1

 

Kenyan Folk Dances : Roles of participants in a folk song

By the end of the sub strand, the learner should be able to:

  1. discuss the roles of participants in a folk dance
  2. Discuss the roles of costumes, ornaments and body adornment in a folk dance.
  3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance
  1. What is the role of costumes, body adornment and ornaments in a dance?
  2. What is the role of different participants in a dance?
  3. Which materials can be used to make costumes, body Adornment or ornaments?
  • Learners watch a live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments.
  • Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance.
  • learners discuss the roles of different participants in a dance (soloist, Chorus/response group, instrumentalist and dancers).
  • Learners use digital devices to download and watch various Kenyan folk dances
  • Locally available materials to make body ornaments
  • Audio/visual recordings of folk dances
  • Resource persons
  • Musical instruments
  • Internet connectivity
  1. Observation checklist
  2. Portfolio
 

11

1

 

Kenyan Folk Dances : Roles of ornaments/costumes in a folk dance

By the end of the sub strand, the learner should be able to:

  1. discuss the roles of participants in a folk dance
  2. Discuss the roles of costumes, ornaments and body adornment in a folk dance.
  3. appreciate the role of participants, costumes, body adornment, ornaments in a folk dance
  1. What is the role of costumes, body adornment and ornaments in a dance?
  2. What is the role of different participants in a dance?
  3. Which materials can be used to make costumes, body Adornment or ornaments?
  • Learners watch live/recorded performance of a folk dance and identify; costumes, instruments, body adornments and ornaments.
  • Learners brainstorm on the roles of costumes, ornaments and body adornment in a folk dance.
  • In groups learners discuss the roles of different participants in a dance (soloist, chorus/response group, instrumentalist and dancers).
  • Learners use digital devices to download and watch various Kenyan folk dances..
  • Locally available materials to make body ornaments
  • Audio/visual recordings of folk dances
  • Resource persons
  • Musical instruments
  • Internet connectivity
  1. Observation checklist
  2. Portfolio
 

ISLAMIC RELIGIOUS EDUCATION ACTIVITIES

Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

Hadith

Hadith on responsible living

By the end of the sub strand, the learner should be able to:

  1. Outline five issues that mankind should account for according to the Hadith.
  2. Describe the lessons learnt from the Hadith for character building.
  3. Appreciate the teachings of the Hadith by living responsibly.
  1. How can the youth live responsibly?
  2. How do Muslims earn their wealth?
  3. How do Muslims spend their wealth?
  4. How can knowledge be used to benefit others?
  • Learners will outline the five issues that mankind must account for on the Day of Resurrection
  • describe the lessons learnt from the Hadith and do class presentations responsibly
  • Charts & course books, digital
  • devices, resource persons

written assessment, oral assessment, observation schedule, portfolio

 

 

2

PILLARS OF IMAN

Belief in Allah Attributes of Allah: Al- Ghaffaar (The Forgiver)

By the end of the sub strand, the learner should be able to:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. Appreciate the unique attributes of Allah as part of Islamic faith.
  1. What lessons are learnt from the attributes of Allah?
  2. Why should we use the attributes of Allah while making dua (supplications)
 

In pairs/ groups, learners are guided to:

listen to the attributes of Allah from a digital device;

Al- Ghaffaar (The Forgiver)

Match the attributes of Allah with corresponding meaning using flash cards.

discuss the teachings and  importance of the attributes of Allah and make anecdotal notes use the attribute of Allah while making dua sing qasida on the attributes of Allah

Digital devices, charts, course books, resource persons, course books and

Mus-haf, flashcards

Portfolio, written assessment oral assessment, observation schedule  

 

3

 

Belief in Allah Attributes of Allah: Al- Aalim

(The All Knowing)

By the end of the sub strand, the learner should be able to:

  1. outline the attributes of Allah and their  corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

  • listen to the attributes of Allah from a digital device;
  • - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
  • importance of the attributes of Allah and make anecdotal notes of Allah while making dua
  • sing qasida on the attributes of Allah
  • Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards.
  • importance of the attributes of Allah and make anecdotal notes
  • use the attribute of of Allah while making dua
  • sing qasida on the attributes of Allah

Portfolio, written assessment oral

assessment, observation schedule

 

2  1   Belief in Allah Attributes of Allah: Al-Haafidh (The Protector)

By the end of the sub strand, the learner should be able to:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

  • listen to the attributes of Allah from a digital device;
  • - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
  • importance of the attributes of Allah and make anecdotal notes of Allah while making dua
  • sing qasida on the attributes of Allah
  • Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards.
  • importance of the attributes of Allah and make anecdotal notes
  • use the attribute of of Allah while making dua
  • sing qasida on the attributes of Allah
Portfolio, written assessment oral assessment, observation schedule  
  2   Belief in Allah Attributes of Allah: Al-Hakam (The Judge)

By the end of the sub strand, the learner should be able to:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

  • listen to the attributes of Allah from a digital device;
  • - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
  • importance of the attributes of Allah and make anecdotal notes of Allah while making dua
  • sing qasida on the attributes of Allah
 
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
  3   Belief in Allah Attributes of Allah: Al-Hayu (The Ever Living)

By the end of the sub strand, the learner should be able to:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. Appreciate the unique attributes of Allah as part of Islamic faith.
 

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

  • listen to the attributes of Allah from a digital device;
  • - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
  • importance of the attributes of Allah and make anecdotal notes of Allah while making dua
  • sing qasida on the attributes of Allah
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
3 1   Belief in Allah Attributes of Allah Al-Waahid (The One)

By the end of the sub strand, the learner should be able to:

  1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
  2. state the teachings of the selected attributes of Allah for application in day to day life
  3. Explain the importance of the attributes of Allah for character formation.
  4. Use the attributes of Allah while making dua (supplication).
  5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

  • listen to the attributes of Allah from a digital device;
  • - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
  • importance of the attributes of Allah and make anecdotal notes of Allah while making dua
  • sing qasida on the attributes of Allah
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
  2   Belief in angels Characteristics of angels

By the end of the sub strand, the learner should be able to:

  1. State the characteristics of angels to strengthen their iman.
  2. Explain the significance of the belief in angels in the life of a Muslim.
  3. Obey Allah’s commands by emulating angels.
  4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
  5. Appreciate the belief in angels as a pillar of iman.

1.    What is the significance of believing in angels?

2.    What are the differences between angels and human beings?

3.   How can Muslims show obedience to Allah?

Individually/in pairs/in small groups, learners are guided to:

  • on the characteristics of angels from digital devices/books/resource persons and present in class
  • the significance of belief in angels and make anecdotal notes.
  • fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules)
  • a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
  3   Belief in angels Characteristics of angels

By the end of the sub strand, the learner should be able to:

  1. State the characteristics of angels to strengthen their iman.
  2. Explain the significance of the belief in angels in the life of a Muslim.
  3. Obey Allah’s commands by emulating angels.
  4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
  5. Appreciate the belief in angels as a pillar of iman.

1.    What is the significance of believing in angels?

2.    What are the differences between angels and human beings?

3.   How can Muslims show obedience to Allah?

Individually/in pairs/in small groups, learners are guided to:

  • on the characteristics of angels from digital devices/books/resource persons and present in class
  • the significance of belief in angels and make anecdotal notes.
  • fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules)
  • a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
4 1   Belief in angels Characteristics of angels

By the end of the sub strand, the learner should be able to:

  1. State the characteristics of angels to strengthen their iman.
  2. Explain the significance of the belief in angels in the life of a Muslim.
  3. Obey Allah’s commands by emulating angels.
  4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
  5. Appreciate the belief in angels as a pillar of iman.

1.    What is the significance of believing in angels?

2.    What are the differences between angels and human beings?

3.   How can Muslims

Individually/in pairs/in small groups, learners are guided to:

  • on the characteristics of angels from digital devices/books/resource persons and present in class
  • the significance of belief in angels and make anecdotal notes.
  • fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules)
  • a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
  2   Belief in Prophets Qualities of Prophets

By the end of the sub strand, the learner should be able to:

  1. Explain the qualities of Prophets for character formation.
  2. Apply values learnt from the qualities of Prophets in their daily lives.
  3. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.

1.    What are the qualities of a good person?

2.   How can qualities of the Prophets be applied in daily life?

3.    Why are Prophets regarded as role models?

Individually/in pairs/in small groups, learners are guided to:

  • the qualities of Prophets from digital devices/books/resource persons and display in class
  • story of any Prophet that shows these qualities
  • demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience)
  • the qualities of the Prophets learnt can be applied in school situation.
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
  3    Belief in Prophets Qualities of Prophets

By the end of the sub strand, the learner should be able to:

  1. Explain the qualities of Prophets for character formation.
  2. Apply values learnt from the qualities of Prophets in their daily lives.
  3. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.

1.    What are the qualities of a good person?

2.   How can qualities of the Prophets be applied in daily life?

3.    Why are Prophets regarded as role models?

Individually/in pairs/in small groups, learners are guided to:

  • the qualities of Prophets from digital devices/books/resource persons and display in class
  • story of any Prophet that shows these qualities
  • demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience)
  • the qualities of the Prophets learnt can be applied in school situation.
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
5 1   Belief in Prophets Qualities of Prophets

By the end of the sub strand, the learner should be able to:

  1. Explain the qualities of Prophets for character formation.
  2. Apply values learnt from the qualities of Prophets in their daily lives.
  3. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.
 

1.    What are the qualities of a good person?

2.   How can qualities of the Prophets be applied in daily life?

3.    Why are Prophets regarded as role models?

 

Individually/in pairs/in small groups, learners are guided to:

  • the qualities of Prophets from digital devices/books/resource persons and display in class
  • story of any Prophet that shows these qualities
  • demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience)
  • the qualities of the Prophets learnt can be applied in school situation.
 
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
  2   Miracles of Prophets: Nuh (A.S)  

By the end of the sub strand, the learner should be able to:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. appreciate the miracles of the selected Prophets to build their reliance on Allah
 

1.    What is a miracle?

2.    Why did Prophets perform miracles?

 

Individually/in pairs/in small groups, learners are guided to:

  • watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
  • deduce lessons from the miracles of the selected Prophets and present in class
  • Match the name of the Prophets with miracles performed using flash cards
  • display items related to the miracles of the selected Prophet
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
  3   Miracles of Prophets: Nuh (A.S)  

By the end of the sub strand, the learner should be able to:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. appreciate the miracles of the selected Prophets to build their reliance on Allah
 

1.    What is a miracle?

2.    Why did Prophets perform miracles?

 

Individually/in pairs/in small groups, learners are guided to:

  • watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
  • deduce lessons from the miracles of the selected Prophets and present in class
  • Match the name of the Prophets with miracles performed using flash cards
  • display items related to the miracles of the selected Prophet
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
 Portfolio, written assessment oral assessment, observation schedule  
6 1   Miracles of Prophets: Nuh (A.S)  

By the end of the sub strand, the learner should be able to:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. appreciate the miracles of the selected Prophets to build their reliance on Allah
 

1.    What is a miracle?

2.    Why did Prophets perform miracles?

 

Individually/in pairs/in small groups, learners are guided to:

  • watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
  • deduce lessons from the miracles of the selected Prophets and present in class
  • Match the name of the Prophets with miracles performed using flash cards
  • display items related to the miracles of the selected Prophet
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
 Portfolio, written assessment oral assessment, observation schedule  
  2   Miracles of Prophets: Nuh (A.S)  

By the end of the sub strand, the learner should be able to:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. appreciate the miracles of the selected Prophets to build their reliance on Allah
 

1.    What is a miracle?

2.    Why did Prophets perform miracles?

 

Individually/in pairs/in small groups, learners are guided to:

  • watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
  • deduce lessons from the miracles of the selected Prophets and present in class
  • Match the name of the Prophets with miracles performed using flash cards
  • display items related to the miracles of the selected Prophet
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
 Portfolio, written assessment oral assessment, observation schedule  
  3  

Miracles of Prophets:
- Issa (A.S.)

By the end of the sub strand, the learner should be able to:

  1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
  2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
  3. appreciate the miracles of the selected Prophets to build their reliance on Allah

 

1.    What is a miracle?

2.    Why did Prophets perform miracles?

  • deduce lessons from the miracles of the selected Prophets and present in class
  • Match the name of the Prophets with miracles performed using flash cards
  • draw, color and display items related to the miracles of the selected Prophet
  • Digital devices, charts, course books,
  • resource persons, course books and
  • Mus-haf, flashcards
Portfolio, written assessment oral assessment, observation schedule  
7 1 DEVOTI ONAL ACTS Nullifiers of swalah

By the end of the sub strand, the learner should be able to:

  1. outline the nullifiers of swalah to safeguard its validity during performance.
  2. perform Swalah correctly to earn thawab from Allah.
  3. differentiate between nullifiers of swalah and wudhu to perfect their ibadah.
  4. appreciate performance of swalah by avoiding its nullifiers.

1.    What acts should be avoided when praying?

2.    What is the significance of avoiding nullifiers of swalah?

 

Individually/in pairs/in small groups, learners are guided to:

  • brainstorm on the nullifiers of swalah and present in class
  • role play some of the observable nullifiers of swalah (e.g. walking, eating, drinking, jumping e.tc.).
  • match and sort the nullifiers of swalah and wudhu using flash cards.
  • demonstrate the correct performance of swalah
 
  • Charts, course books, resource
  • person, flash cards, digital devices,
  • resource persons, personal logs
Oral assessment and observation schedule, written assessments, portfolio, Journals  
  2   Nullifiers of swalah

By the end of the sub strand, the learner should be able to:

  1. outline the nullifiers of swalah to safeguard its validity during performance.
  2. perform Swalah correctly to earn thawab from Allah.
  3. differentiate between nullifiers of swalah and wudhu to perfect their ibadah.
  4. appreciate performance of swalah by avoiding its nullifiers.

1.    What acts should be avoided when praying?

2.    What is the significance of avoiding nullifiers of swalah?

Individually/in pairs/in small groups, learners are guided to:

  • brainstorm on the nullifiers of swalah and present in class
  • role play some of the observable nullifiers of swalah (e.g. walking, eating, drinking, jumping e.tc.).
  • match and sort the nullifiers of swalah and wudhu using flash cards.
  • demonstrate the correct performance of swalah
  • Charts, course books, resource
  • person, flash cards, digital devices,
  • resource persons, personal logs
 Oral assessment and observation schedule, written assessments, portfolio, Journals  
  3   Sunnah (Optional) prayers: Qabliyah and Ba'diyah  

By the end of the sub strand, the learner should be able to:

  1. Explain the significance of performing sunnah prayers in the life of a Muslim.
  2. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah.
  3. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)
1. Why should a Muslim perform Qabliya and ba’diyah?

Individually/in pairs/in small groups, learners are guided to:

  • performed before and after fardh prayers and display in class using charts
  • devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer
  • importance of observing qabliyah and ba’diyah and develop anecdotal notes
  • ba’diyah prayers

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal logs
Oral assessment and observation schedule, written assessments, portfolio, Journals  
8 1   Sunnah (Optional) prayers: Qabliyah and Ba'diyah

By the end of the sub strand, the learner should be able to:

  1. Explain the significance of performing sunnah prayers in the life of a Muslim.
  2. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah.
  3. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)
1. Why should a Muslim perform Qabliya and ba’diyah?

Individually/in pairs/in small groups, learners are guided to:

  • performed before and after fardh prayers and display in class using charts
  • devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer
  • importance of observing qabliyah and ba’diyah and develop anecdotal notes
  • ba’diyah prayers

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal logs
Oral assessment and observation schedule, written assessments, portfolio, Journals  
  2   Sunnah (Optional) prayers: Qabliyah and Ba'diyah

By the end of the sub strand, the learner should be able to:

  1. Explain the significance of performing sunnah prayers in the life of a Muslim.
  2. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah.
  3. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)
1. Why should a Muslim perform Qabliya and ba’diyah?

Individually/in pairs/in small groups, learners are guided to:

  • performed before and after fardh prayers and display in class using charts
  • devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer
  • importance of observing qabliyah and ba’diyah and develop anecdotal notes
  • ba’diyah prayers

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal logs
Oral assessment and observation schedule, written assessments, portfolio, Journals  
  3   Taraweh and Witr

By the end of the sub strand, the learner should be able to:

  • Explain the significance of performing Taraweh and witr prayers in the life of a Muslim.
  • Perform swalatul Taraweh and Witr for spiritual nourishment.
  • Appreciate the performance of Taraweh and witr prayers to earn thawab
  • develop a habit of performing Taraweh and witr prayers so as to be close to Allah

1.    What is the significance of praying swalatul Taraweh and witr?

2.   How do Muslims perform swalatul Taraweh?

Individually/in pairs/in small groups, learners are guided to:

  • video/film on the performance of swalatul Taraweh and witr through digital devices and discuss the procedure of performing the prayers.
  • importance of performing swalatul Taraweh and witr and present in class
  • logs for a week on how they perform
  • Taraweh/witr prayers.

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal logs
Oral assessment and observation schedule, written assessments, portfolio, Journals  
9 1   Taraweh and Witr

By the end of the sub strand, the learner should be able to:

  • Explain the significance of performing Taraweh and witr prayers in the life of a Muslim.
  • Perform swalatul Taraweh and Witr for spiritual nourishment.
  • Appreciate the performance of Taraweh and witr prayers to earn thawab
  • develop a habit of performing Taraweh and witr prayers so as to be close to Allah

1.    What is the significance of praying swalatul Taraweh and witr?

2.   How do Muslims perform swalatul Taraweh?

Individually/in pairs/in small groups, learners are guided to:

  • video/film on the performance of swalatul Taraweh and witr through digital devices and discuss the procedure of performing the prayers.
  • importance of performing swalatul Taraweh and witr and present in class
  • logs for a week on how they perform
  • Taraweh/witr prayers.

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal logs
Oral assessment and observation schedule, written assessments, portfolio, Journals  
  2   Swadaqah (Charity)

By the end of the sub strand, the learner should be able to

  1. practise different acts of swadaqah to earn rewards.
  2. Explain the benefits of practising acts of swadaqah in the society.
  3. Appreciate practising the different forms of swadaqah in their daily life.

1.    What acts of swadaqah do Muslims perform?

2.    What are the benefits of practising swadaqah?

Individually/in pairs/in small groups, learners are guided to:

  • swadaqah as per the teachings of the Prophet (s.a.w) (e.g. feeding an animal, removing an obstacle from the path, sharing with others etc.).
  • haritable activities (clean up exercise, visit to children’s home, tree planting…)
  • giving charity and do class presentation.

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal logs
Oral assessment and observation schedule, written assessments, portfolio, Journals  
  3   Swadaqah (Charity)

By the end of the sub strand, the learner should be able to

  1. practise different acts of swadaqah to earn rewards.
  2. Explain the benefits of practising acts of swadaqah in the society.
  3. Appreciate practising the different forms of swadaqah in their daily life.

1.    What acts of swadaqah do Muslims perform?

2.    What are the benefits of practising swadaqah?

Individually/in pairs/in small groups, learners are guided to:

  • swadaqah as per the teachings of the Prophet (s.a.w) (e.g. feeding an animal, removing an obstacle from the path, sharing with others etc.).
  • haritable activities (clean up exercise, visit to children’s home, tree planting…)
  • giving charity and do class presentation.

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal logs
   
10 1   Saum

By the end of the sub strand, the learner should be able to:

  1. discuss the conditions for saum as a requirement for its validity
  2. Apply the virtues that are learnt from observing fast for spiritual growth.
  3. appreciate observing saum as an act of ibadah

1.    What virtues do Muslims learn from saum?

2.    What is the significance of observing fast?

Individually/in pairs/in small groups, learners are guided to:

  • search through digital devices the reasons for observing saum and make notes
  • discuss the conditions for saum and present in class
  • Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal log
Oral assessment and observation schedule, written assessments, portfolio, Journals  
  2   Saum

By the end of the sub strand, the learner should be able to:

  1. discuss the conditions for saum as a requirement for its validity
  2. Apply the virtues that are learnt from observing fast for spiritual growth.
  3. appreciate observing saum as an act of ibadah

1.    What virtues do Muslims learn from saum?

2.    What is the significance of observing fast?

Individually/in pairs/in small groups, learners are guided to:

  • search through digital devices the reasons for observing saum and make notes
  • discuss the conditions for saum and present in class
  • Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal logs
Oral assessment and observation schedule, written assessments, portfolio, Journals  
  3   Saum

By the end of the sub strand, the learner should be able to:

  1. discuss the conditions for saum as a requirement for its validity
  2. Apply the virtues that are learnt from observing fast for spiritual growth.
  3. appreciate observing saum as an act of ibadah

1.    What virtues do Muslims learn from saum?

2.    What is the significance of observing fast?

Individually/in pairs/in small groups, learners are guided to:

  • search through digital devices the reasons for observing saum and make notes
  • discuss the conditions for saum and present in class
  • Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.

Charts, course books, resource

  • person, flash cards, digital devices,
  • resource persons, personal logs
Oral assessment and observation schedule, written assessments, portfolio, Journals  
11 ASSESSMENT                

Wk

Lsn

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

CONSERVATION EDUCATION

Wise buying - importance of wise buying

By the end of the sub strand the learner should be able to

  1. Explain the meaning of wise buying as used by a consumer.
  2. State the importance of wise buying to an individual
  3. Appreciate the importance of observing safety when buying items in the market.

How would you buy wisely from a shopping place in your locality?

Learners brainstorm on the meaning of wise buying.

In groups, learners discuss the importance of wise buying using digital devices, print materials, video clips, and documentaries.

  • Digital devices
  • Print materials
  • Video clips
  • Demonstration
  • MTP Home science Grade 5 Learners Bk. Pg. 52-53
  • MTP Home science Grade 5 TG Pg. 56- 58
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Safety precautions to observe when buying different items

By the end of the sub strand the learner should be able to

  • Explain the meaning of wise buying as used by a consumer.
  • Analyze safety precautions to observe when buying different items from the market.
  • Appreciate the importance of observing safety when buying items in the market.

How would you buy wisely from a shopping place in your locality?

  • Learners brainstorm on the meaning of wise buying.
  • In groups, learners discuss the safety precautions to observe when buying different items (through use of a shopping list, observing expiry date of items, avoiding impulse buying, comparing prices of items)
  • Digital devices
  • Print materials
  • Video clips
  • Demonstration
  • MTP Home science Grade 5 Learners Bk. Pg. 53-54
  • MTP Home science Grade 5 TG Pg. 57- 58
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Buy wisely from a shopping place in the locality

By the end of the sub strand the learner should be able to

  1. State the importance of wise buying to an individual
  2. Buy wisely from a shopping place in the locality
  3. Appreciate the importance of observing safety when buying items in the market.

How would you buy wisely from a shopping place in your locality?

  • In pairs, learners share experiences on wise buying of items while observing safety precautions from the market.
  • Learner’s role play, after watching a demonstration or video clip on safety precautions to observe when buying items in the market.
  • Learners will practice wise buying through role play using a shopping list
  • Digital devices
  • Print materials
  • Video clips
  • Demonstration
  • MTP Home science Grade 5 Learners Bk. Pg. 54-56
  • MTP Home science Grade 5 TG Pg. 58-59
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

2

1

FOODS AND NUTRITION

Foods and nutrients

By the end of the sub strand the learner should be able to

  1. Explain meaning of the items food and nutrients as used in nutrition.
  2. State the importance of different vitamins in our body
  3. Develop curiosity in explaining the importance of nutrients in food
  • What is the importance of different vitamins in our body?
  • Which foods provide us with the various vitamins?
  • How do we create variety in diet when providing essential vitamins and minerals?

Use digital devices, books and through sharing experiences, learners brainstorm on the meaning of the terms food and nutrients.

  • In groups, the learners are guided to brainstorm on the various nutrients found in foods.
  • Macro-proteins, carbohydrates, and lipids/fats.
  • Micro-nutrients – vitamins and minerals.
  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 57
  • MTP Home science Grade 5 TG Pg. 63- 64
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Various nutrients found in food

By the end of the sub strand the learner should be able to

  1. Identify the various nutrients found in foods.
  2. Explain the importance of nutrients found in food
  3. Develop curiosity in explaining the importance of nutrients in food
  • What is the importance of different vitamins in our body?
  • Which foods provide us with the various vitamins?
  • How do we create variety in diet when providing essential vitamins and minerals?

Using realia, pictures and digital devices, the learners identify foods that provide the various nutrients.

Learners suggest foods that provide the various essential nutrients found in the locality.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 58
  • MTP Home science Grade 5 TG Pg. 64
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

3

1

 

Creating variety in diet

By the end of the sub strand the learner should be able to

  1. Name foods which provide various nutrients and are found in the locality
  2. Create variety in diet when cooking meals to provide all the nutrients from growth, health and development.
  3. Develop curiosity in explaining the importance of nutrients in food
  • What is the importance of different vitamins in our body?
  • Which foods provide us with the various vitamins?
  • How do we create variety in diet when providing essential vitamins and minerals?

 

-          In groups, learners suggest ways of creating variety in diet when cooking meals to provide various nutrients.

-          Learners adopt the habit of keeping journals and daily logs of what they eat.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 60
  • MTP Home science Grade 5 TG Pg. 65
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Appreciating the habit of eating foods that are rich in all nutrients

By the end of the sub strand the learner should be able to

  1. Name the foods which provides us with various nutrients
  2. Explain the various ways of creating variety in diet when cooking meals to provide us with various nutrients
  3. Appreciate the habit of eating foods that are rich in all in all nutrients
  • What is the importance of different vitamins in our body?
  • Which foods provide us with the various vitamins?
  • How do we create variety in diet when providing essential vitamins and minerals?

In groups, learners suggest ways of creating variety in diet when cooking meals to provide various nutrients.

Learners adopt the habit of keeping journals and daily logs of what they eat.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 60-61
  • MTP Home science Grade 5 TG Pg. 65-66
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Nutritional deficiencies and disorders

causes of nutritional deficiencies and disorders

By the end of the sub strand the learner should be able to

  1. Explain the meaning of nutritional deficiencies and disorders in relation to food intake.
  2. Name some of the nutritional deficiencies and disorders
  3. Identify the causes of nutritional deficiencies
  4. Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders
  • What causes nutritional deficiencies and disorders?
  • How can you tell that a person is suffering from a nutritional deficiency and disorder?
  • How would you prevent nutritional deficiencies and disorders?

In groups, learners brainstorm on the meaning of nutritional deficiencies and disorders.

Using pictures, charts and video clips, learners identify nutritional deficiencies and disorders (marasmus, kwashiorkor, rickets, constipation, night blindness, scurvy, nutritional Anemia, Goiter)

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 62-63
  • MTP Home science Grade 5 TG Pg. 70
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Foods found in the locality

By the end of the sub strand the learner should be able to

  1. Watch a video clip on foods found in the locality and nutrients they give
  2. Name foods which provide various nutrients and are found in the locality
  3. Develop curiosity in explaining the importance of nutrients in food
  • What is the importance of different vitamins in our body?
  • Which foods provide us with the various vitamins?
  • How do we create variety in diet when providing essential vitamins and minerals?

Using realia, pictures and digital devices, the learners identify foods that provide the various nutrients.

Learners suggest foods that provide the various essential nutrients found in the locality.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 62-63
  • MTP Home science Grade 5 TG Pg. 64
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

4

1

 

causes of nutritional deficiencies and disorders

By the end of the sub strand the learner should be able to

  1. Explain the meaning of nutritional deficiencies and disorders in relation to food intake.
  2. Name some of the nutritional deficiencies and disorders
  3. Identify the causes of nutritional deficiencies
  4. Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders
  • What causes nutritional deficiencies and disorders?
  • How can you tell that a person is suffering from a nutritional deficiency and disorder?
  • How would you prevent nutritional deficiencies and disorders?

In groups, learners brainstorm on the meaning of nutritional deficiencies and disorders.

Using pictures, charts and video clips, learners identify nutritional deficiencies and disorders (marasmus, kwashiorkor, rickets, constipation, night blindness, scurvy, nutritional Anemia, Goiter)

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 62-63
  • MTP Home science Grade 5 TG Pg.70
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Signs and symptoms of nutritional deficiencies and disorders

By the end of the sub strand the learner should be able to

a.       Explain ways of preventing nutritional deficiencies and disorders

b.      Name signs and symptoms of nutritional deficiencies and disorders in relation to different food nutrients.

c.       Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders

  • What causes nutritional deficiencies and disorders?
  • How can you tell that a person is suffering from a nutritional deficiency and disorder?
  • How would you prevent nutritional deficiencies and disorders?

Learners use the video clips, pictures, charts to name the causes, signs, symptoms and prevention of each of these nutritional deficiencies and disorders.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 62-63
  • MTP Home science Grade 5 TG Pg. 70
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Signs and symptoms of nutritional deficiencies and disorders

By the end of the sub strand the learner should be able to

  1. Explain ways of preventing nutritional deficiencies and disorders
  2. Name signs and symptoms of nutritional deficiencies and disorders in relation to different food nutrients.
  3. Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders
  • What causes nutritional deficiencies and disorders?
  • How can you tell that a person is suffering from a nutritional deficiency and disorder?
  • How would you prevent nutritional deficiencies and disorders?

Learners use the video clips, pictures, charts to name the causes, signs, symptoms and prevention of each of these nutritional deficiencies and disorders.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 65-66
  • MTP Home science Grade 5 TG Pg.70-71
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

5

1

 

Prevention of Nutritional deficiencies and disorders

By the end of the sub strand the learner should be able to

  1. Name foods taken to prevent nutritional deficiencies and disorders
  2. Draw and color different types of foods
  3. Explain the various ways of preventing nutritional deficiencies and disorders
  4. Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders
  • What causes nutritional deficiencies and disorders?
  • How can you tell that a person is suffering from a nutritional deficiency and disorder?
  • How would you prevent nutritional deficiencies and disorders?

Learners identify healthy eating habits that prevent nutritional deficiencies and disorders.

Learners practice healthy eating habits to prevent nutritional deficiencies and disorders and keep journals and daily logs on the foods they eat.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 66-67
  • MTP Home science Grade 5 TG Pg. 76
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Adopting healthy eating habits to prevent nutritional deficiencies and disorders 

  1. By the end of the sub strand the learner should be able to
  2. Make a journal and daily logs on foods they eat
  3. Draw and colour different types of foods
  4. Adopt healthy eating habits to prevent nutritional deficiencies and disorders.
  • What causes nutritional deficiencies and disorders?
  • How can you tell that a person is suffering from a nutritional deficiency and disorder?
  • How would you prevent nutritional deficiencies and disorders?

Learners identify healthy eating habits that prevent nutritional deficiencies and disorders.

Learners practice healthy eating habits to prevent nutritional deficiencies and disorders and keep journals and daily logs on the foods they eat.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 67
  • MTP Home science Grade 5 TG Pg. 76
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

6

1

 

Food preservation: importance of preserving cereals and pulses)

By the end of the sub strand the learner should be able to

  1. Identify cereals and pulses available in their locality (legumes)
  2. Explain the importance of preserving cereal and pulses (legume) to maintain the crop at home.
  3. Appreciate the importance of preserving cereals and pulses(legumes) at home

How do you preserve cereals and pulses (legume) at home?

-          In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures ,charts, video clips and documentaries

-          In groups, learners discus the importance of preserving presentations using experiences, print materials digital devices, documentaries and video clips

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 67
  • MTP Home science Grade 5 TG Pg.76
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Food preservation: methods of preserving cereals and pulses)

By the end of the sub strand the learner should be able to

a.       Identify methods of preserving cereals and pulses (legumes) in the locality in order to minimize food losses.

b.      Explain the nutrients found in legumes

c.       Appreciate the importance of preserving cereals and pulses(legumes) at home

How do you preserve cereals and pulses (legume) at home?

-          In groups learners share experiences on methods of preserving cereals (legumes)in the locality

-          Learners brainstorm on equipment’s and materials used for preserving cereals and pulses(legumes)in their locality using digital devices, documentaries, print materials, video clips and experience

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 68
  • MTP Home science Grade 5 TG Pg. 77
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Food preservation: equipment and materials for preserving cereals and pulses)

By the end of the sub strand the learner should be able to

a.       State the methods of preserving cereals

b.      Name the equipment and materials used for preserving cereals and pulses (legumes) in their locality for longer preservation of food.

c.       Appreciate the importance

of preserving cereals and pulses(legumes) at home

How do you preserve cereals and pulses (legume) at home?

In groups learners share experiences on methods of preserving cereals (legumes)in the locality

Learners brainstorm on equipment’s and materials used for preserving cereals and pulses(legumes)in their locality using digital devices, documentaries, print materials, video clips and experience

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 69
  • MTP Home science Grade 5 TG Pg. 71
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

7

1

 

Food preservation: characteristics of storage facilities for preserved cereals and pulses)

By the end of the sub strand the learner should be able to

  1. State characteristics of a storage facilities for preserved cereals and pulses (legumes) in their locality.
  2. Preserve cereals and pulses using hygienic practices at home for healthy living.
  3. Appreciate the importance of preserving cereals and pulses(legumes) at home

How do you preserve cereals and pulses (legume)at home?

Learners watch a demonstration video clips on how to preserve and store cereals and pulses(legumes)in their locality

Learners preserve and store cereals and pulses (legumes)hygienically using various method.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 70
  • MTP Home science Grade 5 TG Pg. 78
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Food preservatio n: importance of preserving cereals and pulses)

By the end of the sub strand the learner should be able to

  1. Watch a video clip on preservation of cereals
  2. Preserve cereals and pulses using hygienic practices at home for healthy living.
  3. Appreciate the importance of preserving cereals and pulses(legumes) at home

How do you preserve cereals and pulses (legume) at home?

Learners watch a demonstration video clips on how to preserve and store cereals and pulses(legumes)in their locality

Learners preserve and store cereals and pulses (legumes) hygienically using various method.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 71-72
  • MTP Home science Grade 5 TG Pg. 78
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Kitchen tools and Equipment - materials use to make kitchen equipment’

By the end of the sub strand the learner should be able to:

  1. Identify materials used to make kitchen tools and equipment
  2. Discuss the materials used to clean kitchen utensils
  3. Appreciate the importance of cleaning kitchen utensils in preventing diseases

How do you clean kitchen tools and equipment’s?

How do you ensure safety when cleaning kitchen tools and equipment’s?

various kitchen tools and equipment found in the locality

video clips, learners discuss materials used to clean kitchen tools and equipment in their locality (plain wood, plastic, melamine, aluminum)

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 72
  • MTP Home science Grade 5 TG Pg. 83
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

8

1

 

Kitchen tools and Equipment

- Materials used for cleaning kitchen tools and equipment

By the end of the sub strand the learner should be able to:

  1. Identify materials used to make kitchen tools and equipment
  2. Discuss the materials used to clean kitchen utensils
  3. Appreciate the importance of cleaning kitchen utensils in preventing diseases

How do you clean kitchen tools and equipment’s?

How do you ensure safety when cleaning kitchen tools and equipment’s?

Identify various kitchen tools and equipment found in the locality and video clips, learners discuss materials used to clean kitchen tools and equipment in their locality (plain wood, plastic, melamine, aluminum)

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 73
  • MTP Home science Grade 5 TG Pg. 83
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Food preservation: Cereals and pulses

(legumes in the locality)

By the end of the sub strand the learner should be able to

  1. Identify cereals and pulses available in their locality (legumes)
  2. Name nutrients found in cereals and pulses(legumes)
  3. Appreciate the importance of cereals in a diet

How do you preserve cereals and pulses (legume)at home?

In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures ,charts, video clips and documentaries

In groups, learners discus the importance of preserving presentations using experiences, print materials digital devices, documentaries and video clips

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 73
  • MTP Home science Grade 5 TG Pg.83
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

 

 

Kitchen tools and Equipment

- Materials used for cleaning kitchen tools and equipment

By the end of the sub strand the learner should be able to:

  1. Identify materials used for cleaning kitchen tools and equipment’s
  2. Watch a video clip on cleaning kitchen tools and equipment’s
  3. Appreciate the importance of cleaning kitchen utensils in preventing diseases

How do you clean kitchen tools and equipment’s?

How do you ensure safety when cleaning kitchen tools and equipment’s?

a demonstration, video clips on cleaning kitchen tools and equipment

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 73
  • MTP Home science Grade 5 TG Pg. 83
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Kitchen tools and Equipment

cleaning and storing kitchen equipment made from different materials

By the end of the sub strand the learner should be able to:

  1. Identify materials used for cleaning kitchen tools and equipment’s
  2. Discuss the procedures of cleaning kitchen tools and equipment made of different materials
  3. Appreciate the importance of cleaning kitchen utensils in preventing diseases utensils in preventing diseases

How do you clean kitchen tools and equipment’s?

How do you ensure safety when cleaning kitchen tools and equipment’s?

Learners discuss the procedures of cleaning kitchen tools and equipment made of different materials (wood, plastic, aluminum)

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 73-78
  • MTP Home science Grade 5 TG Pg. 83-85
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

9

1

 

Kitchen tools and Equipment
- cleaning and storing kitchen equipment made from different materials

By the end of the sub strand the learner should be able to:

  1. Make materials for cleaning kitchen tools and equipment using locally available materials
  2. Discuss the procedures of cleaning kitchen tools and equipment made of different materials
  3. Appreciate the importance of cleaning kitchen utensils in preventing diseases

How do you clean kitchen tools and equipment’s?

How do you ensure safety when cleaning kitchen tools and equipment’s?

materials for cleaning kitchen tools and equipment using locally available materials (sisal fibres, fine ash, course leaves, pieces of cloth, crashed charcoal)

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 73-78
  • MTP Home science Grade 5 TG Pg. 83-85
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Kitchen tools and Equipment

- cleaning and storing kitchen equipment made from different materials

By the end of the sub strand the learner should be able to:

  1. Clean and store kitchen tools and equipment made of different materials following the correct procedures to stop the spread of bacteria and illnesses
  2. Observe safety measures when cleaning and storing kitchen tools and equipment’s
  3. Appreciate the importance of cleaning kitchen utensils in preventing diseases

How do you clean kitchen tools and equipment’s?

How do you ensure safety when cleaning kitchen tools and equipment’s?

Learners clean and store kitchen tools and equipment made of different materials

practice safety when using kitchen tools and equipment

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 73-78
  • MTP Home science Grade 5 TG Pg. 83-85
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment
  • Critiques

 

 

3

 

Kitchen tools and Equipment

– safety precaution s when cleaning and storing kitchen tools and equipment ’s

By the end of the sub strand the learner should be able to:

  1. Clean and store kitchen tools and equipment made of different materials following the correct procedures to stop the spread of bacteria and illnesses
  2. Observe safety measure when cleaning and storing kitchen tools and equipment’s
  3. Appreciate the importance of cleaning kitchen utensils in preventing diseases

How do you clean kitchen tools and equipment’s?

How do you ensure safety when cleaning kitchen tools and equipment’s?

Learners clean and store kitchen tools and equipment made of different materials

practice safety when using kitchen tools and equipment

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 78-79
  • MTP Home science Grade 5 TG Pg. 86
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment
  • Critiques

 

10

1

FOODS AND NUTRITION

Cooking foods Dry fat frying - procedures use to cook food during the dry fat frying method

By the end of the sub strand, the learner should be able to:

  1. Identify foods which can be fried and are found within their locality.
  2. Describe the procedure used to cook food using the dry fat method.
  3. Appreciate foods cooked using the dry fat frying method.

What safety precautions should you observe while frying at home?

How do you use the dry fry method to cook a given local meal at home?

Using pictures, realia, video clips and charts, learners will identify local foods which can be cooked using the dry fat frying method and are found within their locality.

In group pairs, learners share experience of foods they have eaten that are cooked using the dry fat method.

In groups, learners discuss the procedure used in dry frying food(any food that has its own fat e.g. meat, fish, pork, chicken)

NOTE: select an appropriate food within the locality

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 80-81
  • MTP Home science Grade 5 TG Pg. 91-92

·

  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Serving dry fat food appropriately

By the end of the sub strand, the learner should be able to:

  1. Serve fried food appropriately at home.
  2. Describe the procedure used to cook food using the dry fat method.
  3. Observe safety while cooking at home.
  4. Appreciate foods cooked using the dry fat frying method.

What safety precautions should you observe while frying at home?

How do you use the dry fry method to cook a given local meal at home?

Learners serve the fried food appropriately. In group pairs, learners share experience of foods they have eaten that are cooked using the dry fat method.

In groups, learners discuss the procedure used in dry frying food(any food that has its own fat e.g. meat, fish, pork, chicken)

NOTE: select an appropriate food within the locality

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 82-83
  • MTP Home science Grade 5 TG Pg. 92
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

 

Cooking foods Storing dry fat fried foods appropriately to avoid spoilage

By the end of the sub strand, the learner should be able to:

  1. Cook a local food using the dry fat method.
  2. Store fried food appropriately.
  3. Appreciate foods cooked using the dry fat frying method.

What safety precautions should you observe while frying at home?

How do you use the dry fry method to cook a given local meal at home?

Watch a demonstration or video clip on safety to be observed when cooking.

In groups or pairs, learners brainstorm on the safety measures to be observed during dry fat frying at home.

In groups or pairs, learners cook food using dry fat frying method.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 84
  • MTP Home science Grade 5 TG Pg.93
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment
 

11

1

 

Appreciating foods cooked using the dry fat frying method

By the end of the sub strand, the learner should be able to:

  1. Cook a local food using the dry fat method.
  2. Store fried food appropriately.
  3. Appreciate foods cooked using the dry fat frying method.

What safety precautions should you observe while frying at home?

How do you use the dry fry method to cook a given local meal at home?

Watch a demonstration or video clip on safety to be observed when cooking.

In groups or pairs, learners brainstorm on the safety measures to be observed during dry fat frying at home.

In groups or pairs, learners cook food using dry fat frying method.

Learners serve the fried food appropriately.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. pg.85
  • MTP Home science Grade 5 TG Pg. 94
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

2

 

Deep frying
local foods which can be deep fried

By the end of the sub strand, the learner should be able to:

  1. Identify local foods which can be deep fried found within their community.
  2. Draw and color the local foods which can be deep fried
  3. Appreciate food cooked using deep frying method.

What local foods can you deep fry at home?

How do you deep fry food at home?

Using pictures, realia, video clips and charts, learner will identify local foods which can be deep fried and are found within their locality.

In groups pairs, learners share experiences on the foods they have eaten that are deep fried.

  • Regalia
  • Books
  • Pictures
  • Digital devices
  • MTP Home science Grade 5 Learners Bk. Pg. 85-86
  • MTP Home science Grade 5 TG Pg. 98
  • Checklist test
  • Observations
  • Critiques
  • Demonstration
  • Self-assessment

 

 

3

ASSESSMENT                                      

HINDUS RELIGIOUS EDUCATION  ACTIVITIES.

 GRADE FIVE (5) SCHEMES OF WORK 2022

Wk

Lsn

Strand/The me

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

 

PREPARATIONS

2

1

WORSHIP (Ishwar bhakti)

Features and Importance of Jain Derasar and Sikh Gurdwara

By the end of the Sub-strand the learner should be able to:

  1. Describe the features of places of worship for familiarization
  2. Make a photomontage from photos of places of worship
  3. Appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara?

Learner could be guided to:

  • Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices.
  • Take photos a the places of worship
  • create a montage using photos from the places of worship
  • hold group discussion on  the different features of Jain Derasar and Sikh Gurdwara
  • visit places of worship to witness activities carried out at different times.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Features and Importance of Jain Derasar and Sikh Gurdwara

By the end of the Sub-strand the learner should be able to:

  1. Describe the features of places of worship for familiarization
  2. Make a photomontage from photos of places of worship
  3. Appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara?

Learner could be guided to:

  • Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices.
  • Take photos a the places of worship
  • create a montage using photos from the places of worship
  • hold group discussion on  the different features of Jain Derasar and Sikh Gurdwara
  • visit places of worship to witness activities carried out at different times.

·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

·Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Features and Importance of Jain Derasar and Sikh Gurdwara

By the end of the Sub-strand the learner should be able to:

  1. Name the activities carried out at places of worship at different times
  2. analyze the differences found in the features at the places of worship in Jains and Sikhs for clear understanding
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara?

Learner could be guided to:

  • Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices.
  • Take photos a the places of worship
  • create a montage using photos from the places of worship
  • hold group discussion on  the different features of Jain Derasar and Sikh Gurdwara
  • visit places of worship to witness activities carried out at different times.

·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

·Observation, QA, Essay writing, Role modelling, projects

 

3

1

 

Features and Importance of Jain

Derasar and Sikh Gurdwara

By the end of the Sub-strand the learner should be able to:

  1. Name the activities carried out at places of worship at different times
  2. analyze the differences found in the features at the places of worship in Jains and Sikhs for clear understanding
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara?

Learner could be guided to:

  • Collect pictures for Jain Derasar and Sikh Gurdwara from magazines/newspapers/digital devices.
  • Take photos a the places of worship
  • create a montage using photos from the places of worship
  • hold group discussion on  the different features of Jain Derasar and Sikh Gurdwara
  • visit places of worship to witness activities carried out at different times.

·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

·Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya

By the end of the Sub-strand the learner should be able to:

  1. classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara
  2. Identify the location of Jain Derasar and Sikh Gurdwaras In Kenya
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara?
  • make a collage of a place of worship in his/her locality
  • use digital devices to locate the Jain Derasar and Sikh Gurdwaras in Kenya
  • draw and colour the Jain Derasarand Sikh Gurdwara
  • visit a Jain Derasar and Sikh Gurdwara to witness ceremonies, architecture and other important features.

·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

·Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya

By the end of the Sub-strand the learner should be able to:

  1. classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara
  2. Identify the location of Jain Derasar and Sikh Gurdwaras In Kenya
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara?
  • make a collage of a place of worship in his/her locality
  • use digital devices to locate the Jain Derasar and Sikh Gurdwaras in Kenya
  • draw and colour the Jain Derasarand Sikh Gurdwara
  • visit a Jain Derasar and Sikh Gurdwara to witness ceremonies, architecture and other important features.

· Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

·Observation, QA, Essay writing, Role modelling, projects

 

4

1

 

Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya

By the end of the Sub-strand the learner should be able to:

  1. classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara
  2. Draw and colour Jain Derasar and Sikh Gurdwaras In Kenya
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara?
  • make a collage of a place of worship in his/her locality
  • use digital devices to locate the Jain Derasar and Sikh Gurdwaras in Kenya
  • draw and colour the Jain Derasarand Sikh Gurdwara
  • visit a Jain Derasar and Sikh Gurdwara to witness ceremonies, architecture and other important features.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

·Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya

By the end of the Sub-strand the learner should be able to:

  1. classify the practices and ceremonies held in Jain Derasar and Sikh Gurdwara
  2. Draw and colour Jain Derasar and Sikh Gurdwaras In Kenya
  3. appreciate the relevance of different features at a place of worship
  1. Why is it important to visit a place of worship?
  2. What features are found in a Jain Derasar?
  3. What features are found in a Sikh Gurdwara?
  • make a collage of a place of worship in his/her locality
  • use digital devices to locate the Jain Derasar and Sikh Gurdwaras in Kenya
  • draw and colour the Jain Derasarand Sikh Gurdwara
  • visit a Jain Derasar and Sikh Gurdwara to witness ceremonies, architecture and other important features.

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

PRINCIPLES OF DHARMA

Virtues for righteousness according to Jainism and Sikhism based on moral stories

By the end of the Sub strand the learner should be able to:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. How are virtues of righteousness applied in daily life?

Learner could be guided to:

  • download information on virtues of righteousness using digital devices and discuss in groups
  • tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories
  • visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness
  • listen and watch a resource person on YouTube talking about virtues of righteousness

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

·Observation, QA, Essay writing, Role modelling, projects

 

5

1

 

Virtues for righteousness according to Jainism and Sikhism based on moral stories

By the end of the Sub strand the learner should be able to:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. How are virtues of righteousness applied in daily life?

Learner could be guided to:

  • download information on virtues of righteousness using digital devices and discuss in groups
  • tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories
  • visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness
  • listen and watch a resource person on YouTube talking about virtues of righteousness

·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

·Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Virtues for righteousness according to Jainism and Sikhism based on moral stories

By the end of the Sub strand the learner should be able to:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. How are virtues of righteousness applied in daily life?

Learner could be guided to:

  • download information on virtues of righteousness using digital devices and discuss in groups
  • tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories
  • visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness
  • listen and watch a resource person on YouTube talking about virtues of righteousness

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Virtues for righteousness according to Jainism and Sikhism based on moral stories

By the end of the Sub strand the learner should be able to:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. How are virtues of righteousness applied in daily life?
  • download information on virtues of righteousness using digital devices and discuss in groups
  • tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories
  • visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness
  • listen and watch a resource person on YouTube talking about virtues of righteousness

Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

6

1

 

Virtues for righteousness according to Jainism and Sikhism based on moral stories

By the end of the Sub strand the learner should be able to:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. How are virtues of righteousness applied in daily life?

Learner could be guided to:

  • download information on virtues of righteousness using digital devices and discuss in groups
  • tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories
  • visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness
  • listen and watch a resource person on YouTube talking about virtues of righteousness

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Virtues for righteousness according to Jainism and Sikhism based on moral stories

By the end of the Sub strand the learner should be able to:

  1. Describe the stories from Jain and Sikh Scripture for deeper understanding of righteousness
  2. Perform skits based on identified stories
  3. Appreciate the virtues for righteousness in daily life
  1. Why are virtues of righteousness considered important according to Jainism and Sikhism?
  2. How are virtues of righteousness applied in daily life?

Learner could be guided to:

  • download information on virtues of righteousness using digital devices and discuss in groups
  • tell stories based on virtues of righteousness as per Jainism and Sikhism skits based on the identified stories
  • visit places of worship accompanied by parents/guardians to learn more on virtues of righteousness
  • listen and watch a resource person on YouTube talking about virtues of righteousness

Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

·Observation, QA, Essay writing, Role modelling, projects

 

 

3

SADACHAAR
(Social Ethics)

Friendship and good company

By the end of the Sub strand the learner should be able to:

  1. identify the qualities of good friendship for healthy social development
  2. distinguish between good and bad company for self- awareness
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. How do you stay away from bad influence?

Learner could be guided to:

  • research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs
  • role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship
  • sing songs and recite poems on friendship
  • watch films and videos based on good friendship
  • choose good companions with whom to share values in life

·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

7

1

 

Friendship and good company

By the end of the Sub strand the learner should be able to:

  1. identify the qualities of good friendship for healthy social development
  2. distinguish between good and bad company for self- awareness
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. How do you stay away from bad influence?

Learner could be guided to:

  • research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs
  • role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship
  • sing songs and recite poems on friendship
  • watch films and videos based on good friendship
  • choose good companions with whom to share values in life

·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

2

 

Friendship and good company

By the end of the Sub strand the learner should be able to:

  1. identify the qualities of good friendship for healthy social development
  2. distinguish between good and bad company for self- awareness
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. How do you stay away from bad influence?

Learner could be guided to:

  • research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs
  • role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship
  • sing songs and recite poems on friendship
  • watch films and videos based on good friendship
  • choose good companions with whom to share values in life

Scriptures, Magazines, Digital devices, on friendship

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Friendship and good company

By the end of the Sub strand the learner should be able to:

  1. apply integrity in maintaining friendship
  2. Establish friendly relationships with family members for sense of belonging
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. How do you stay away from bad influence?

Learner could be guided to:

  • research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs
  • role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship
  • sing songs and recite poems on friendship
  • watch films and videos based on good friendship
  • choose good companions with whom to share values in life

·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

8

1

 

Friendship and good company

By the end of the Sub strand the learner should be able to:

  1. distinguish between good and bad company for self- awareness
  2. apply integrity in maintaining friendship
  3. Appreciate the importance of friendship and good company
  1. What are the qualities of a good friend?
  2. Why is it important to have good company?
  3. How do you stay away from bad influence?

Learner could be guided to:

  • research from Scriptures on the qualities of good relations in friendship and discuss their findings in pairs
  • role play/dramatize stories from the life histories of Enlighted Beings that depict true friendship
  • sing songs and recite poems on friendship
  • watch films and videos based on good friendship
  • choose good companions with whom to share values in life
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia Observation, QA, Essay writing, Role modelling, projects  

 

2

 

Friendship and good company

By the end of the Sub strand the learner should be able to:

  1. distinguish between good and bad company for self- awareness
  2. apply integrity in maintaining friendship
  3. Appreciate the importance of friendship and good company
  1. Why is it important to consider safety measures while chatting on-line with friends?
  2. What are the ways of developing friendship with Paramatma?
  3. Why is it important to have good relationships with family and elders?
  • demonstrate friendly relationships with parents and elders at home.
  • write/type essays on good friendship.
  • spend quality time with their parents and vice versa.
  • create a communication group of friends using digital devices

· Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

 

3

 

Friendship and good company

By the end of the Sub strand the learner should be able to:

  1. distinguish between good and bad company for self- awareness
  2. apply integrity in maintaining friendship
  3. Appreciate the importance of friendship and good company
  1. Why is it important to consider safety measures while chatting on-line with friends?
  2. What are the ways of developing friendship with Paramatma?
  3. Why is it important to have good relationships with family and elders?
  • demonstrate friendly relationships with parents and elders at home.
  • write/type essays on good friendship.
  • spend quality time with their parents and vice versa.
  • create a communication group of friends using digital devices

· Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia

Observation, QA, Essay writing, Role modelling, projects

 

9-11

ASSESSMENT/REVISION                                                                                                                          

 

GERMAN LANGUAGE ACTIVITIES

Wk

Ls n

Strand/The me

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

Listening and Speaking

School

By the end of the sub strand the learner should be able to:

  1. describe school activities using appropriate vocabulary and language structures,
  2. Demonstrate responsible behaviour in taking care of the school.
  3. Appreciate the importance of school

What can you do to make your school better?

Learners

  • listen to an audio and match school activities to pictures,
  • record each other talking about their favourite school activities and present to peers,
  • create and present short poems, raps and songs about their school,
  • discuss ways of taking care of their school.
  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

 

2

 

Leisure Time Activities

By the end of the sub strand the learner should be able to:

  1. discuss leisure time activities using appropriate vocabulary and language structures,
  2. distinguish between positive and negative leisure time activities for character development,
  3. Demonstrate appreciation of the role of leisure time activities in developing talent.

How do you spend your free time?

Learners

  • listen to background sounds of activities and identify the activity,
  • pantomime hobbies and their peers guess what they are,
  • talk about their likes and dislikes in leisure time activities in pairs/groups,
  • research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers,
  • discuss the importance of engaging in appropriate leisure time activities
  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

2

1

 

Leisure Time Activities

By the end of the sub strand the learner should be able to:

  1. discuss leisure time activities using appropriate vocabulary and language structures,
  2. distinguish between positive and negative leisure time activities for character development,
  3. Demonstrate appreciation of the role of leisure time activities in developing talent.

How do you spend your free time?

Learners

  • listen to background sounds of activities and identify the activity,
  • pantomime hobbies and their peers guess what they are,
  • talk about their likes and dislikes in leisure time activities in pairs/groups,
  • research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers,
  • discuss the importance of engaging in appropriate leisure time activities

 

  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

 

2

 

Leisure Time Activities

By the end of the sub strand the learner should be able to:

  1. discuss leisure time activities using appropriate vocabulary and language structures,
  2. distinguish between positive and negative leisure time activities for character development,
  3. Demonstrate appreciation of the role of leisure time activities in developing talent.

How do you spend your free time?

Learners

  • listen to background sounds of activities and identify the activity,
  • pantomime hobbies and their peers guess what they are,
  • talk about their likes and dislikes in leisure time activities in pairs/groups,
  • research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers,
  • discuss the importance of engaging in appropriate leisure time activities
  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

3

1

 

Leisure Time Activities

By the end of the sub strand the learner should be able to:

  1. discuss leisure time activities using appropriate vocabulary and language structures,
  2. distinguish between positive and negative leisure time activities for character development,
  3. Demonstrate appreciation of the role of leisure time activities in developing talent.

How do you spend your free time?

Learners

  • listen to background sounds of activities and identify the activity,
  • pantomime hobbies and their peers guess what they are,
  • talk about their likes and dislikes in leisure time activities in pairs/groups,
  • research on extra leisure time activities using various sources (dictionaries/online sources/resource persons) and present to peers,
  • discuss the importance of engaging in appropriate leisure time activities
  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

 

2

 

Foodstuff

By the end of the sub strand the learner should be able to:

  1. describe foodstuff using appropriate vocabulary,
  2. name the various categories of food items
  3. appreciate the importance of healthy eating habits

What is your favorite food and why?

Learners

  • categorize foodstuff (Obst, Gemüse, Getränke, etc.),
  • listen and repeat the names of foodstuff according to the gender (der, die, das),
  • listen and repeat the plural forms of foodstuff and place them according to categories of plurals (-e, -s, es, - usw.) in pairs/groups,
  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

4

1

 

Foodstuff

By the end of the sub strand the learner should be able to:

  1. describe foodstuff using appropriate vocabulary,
  2. name the various categories of food items
  3. appreciate the importance of healthy eating habits

What is your favourite food and why?

Learners

  • categorize foodstuff (Obst, Gemüse, Getränke, etc.),
  • listen and repeat the names of foodstuff according to the gender (der, die, das),
  • listen and repeat the plural forms of foodstuff and place them according to categories of plurals (-e, -s, es, - usw.) in pairs/groups,
  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

 

2

 

Foodstuff

By the end of the sub strand the learner should be able to:

  1. describe foodstuff using appropriate vocabulary,
  2. name the various categories of food items
  3. appreciate the importance of healthy eating habits

What is your favourite food and why?

Learners

  • categorize foodstuff (Obst, Gemüse, Getränke, etc.),
  • listen and repeat the names of foodstuff according to the gender (der, die, das),
  • listen and repeat the plural forms of foodstuff and place them according to categories of plurals (-e, -s, es, - usw.) in pairs/groups,
  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

5

1

 

Foodstuff

By the end of the sub strand the

learner should be able to:

  1. describe foodstuff using appropriate vocabulary,
  2. name the various categories of food items
  3. appreciate the importance of healthy eating habits

What is your

favourite food and why?

  • describe food using the indefinite article in nominative (Das ist eine Mango/ein Brot/ein Apfel),
  • Talk about the foods eaten at different mealtimes (breakfast, lunch, supper), z. B.
  • (Ich esse eine Mango/ein Brot/einen Apfel),
  • research (online) and find out foodstuff that are foreign to their culture,
  • discuss the need for healthy eating habits
  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

 

2

 

Foodstuff

By the end of the sub strand the learner should be able to:

  1. describe foodstuff using appropriate vocabulary,
  2. name the various categories of food items
  3. appreciate the importance of healthy eating habits

What is your favourite food and why?

  • describe food using the indefinite article in nominative (Das ist eine Mango/ein Brot/ein Apfel),
  • Talk about the foods eaten at different mealtimes (breakfast, lunch, supper), z. B.
  • (Ich esse eine Mango/ein Brot/einen Apfel),
  • research (online) and find out foodstuff that are foreign to their culture,
  • discuss the need for healthy eating habits
  • Audio and video recordings
  • TV
  • Projectors
  • Smart boards
  • DVD players
  • Smartphones
  • Laptops
  • Radios
  • Course Books
  • Listening texts
  • Internet
  • Observations
  • Discussions
  • Quizzes
  • Role play
  • Multiple choice
  • Questionnaires
  • Tests
  • Portfolios
  • Projects
  • Standardized Tests

 

6

1

READING

Greetings, introduction

By the end of the sub strand the learner should be able to:

  1. read simple texts at an appropriate speed,
  2. read aloud short texts with the correct pronunciation and intonation,
  3. Develop reading skills for enjoyment.

1.    What do you read?
2.    Why is reading important?

Learners

  • read along to recorded texts on informal greetings based on dialects from German speaking countries,
  • match greetings to specific Germanspeaking countries (regions) and readaloud,
  • read conversations in pairs/groups on informal greeting and introduction.
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures
  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

 

2

 

Greetings, introduction

By the end of the sub strand the learner should be able to:

  1. read simple texts at an appropriate speed,
  2. read aloud short texts with the correct pronunciation and intonation,
  3. Develop reading skills for enjoyment.

1.    What do you read?
2.    Why is reading important?

Learners

  • read along to recorded texts on informal greetings based on dialects from German speaking countries,
  • match greetings to specific Germanspeaking countries (regions) and readaloud,
  • read conversations in pairs/groups on informal greeting and introduction.
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures
  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

7

1

 

Greetings, introduction

By the end of the sub strand the learner should be able to:

  1. read simple texts at an appropriate speed,
  2. read aloud short texts with the correct pronunciation and intonation,
  3. Develop reading skills for enjoyment.

1.    What do you read?
2.    Why is reading important?

Learners

  • read along to recorded texts on informal greetings based on dialects from German speaking countries,
  • match greetings to specific Germanspeaking countries (regions) and readaloud,
  • read conversations in pairs/groups on informal greeting and introduction.
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures
  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

 

2

 

Greetings, introduction

By the end of the sub strand the learner should be able to:

  1. read simple texts at an appropriate speed,
  2. read aloud short texts with the correct pronunciation and intonation,
  3. Develop reading skills for enjoyment.

1.    What do you read?
2.    Why is reading important?

Learners

  • read along to recorded texts on informal greetings based on dialects from German speaking countries,
  • match greetings to specific Germanspeaking countries (regions) and readaloud,
  • read conversations in pairs/groups on informal greeting and introduction.
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures
  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

8

1

 

Numbers, months of the year

By the end of the sub strand, the learner should be able to:

  1. read simple texts at an appropriate speed,
  2. read aloud short texts with the correct pronunciation and intonation,
  3. Develop reading skills for enjoyment.

Why is it important to read numbers correctly?

Learners

  • read out aloud numbers up to one hundred (100),
  • read flash cards with numbers (in numerals and words),
  • read out any numbers to a partner who writes them down,
  • read and sequence jumbled up months of the year in pairs/ groups,
  • find the months of the year hidden in a puzzle and read out aloud
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures
  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

 

2

 

Phonological Awareness

By the end of the sub strand the learner should be able to:

  1. combine syllables correctly while reading,
  2. articulate sounds and words correctly while reading aloud
  3. Appreciate the role correct articulation plays in communication.

Why is correct pronunciation of words and sounds important?

Learners

  • read out aloud in turns words with typical German sound combinations (eu, ei, au, ai, th…),
  • listen and read along to recorded audio words with long and short sounds (i, ie,etc.),
  • search in the dictionary/online for words
  • with long/short sounds, write them down and read them aloud,
  • identify individual areas of difficulty in pronunciation and practice in pairs.
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures
  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

9

1

 

Describing people, food and

drinks

By the end of the sub strand the learner should be able to:

  1. read simple texts at an appropriate speed,
  2. read aloud short texts with the correct pronunciation and intonation,
  3. Develop reading skills for enjoyment.

How do you describe people, food and drinks?

Learners

  • read simple texts on descriptions of people, food and drinks and share with peers the main information,
  • read texts and underline unfamiliar words,
  • read texts and isolate sentences that describe people, food and drinks,
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures
  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

 

2

 

Describing people, food and

drinks

By the end of the sub strand the learner should be able to:

  1. read simple texts at an appropriate speed,
  2. read aloud short texts with the correct pronunciation and intonation,
  3. Develop reading skills for enjoyment.

How do you describe people, food and drinks?

  • read descriptions of people, food and drinks with the correct pronunciation and intonation (z.B. der Apfel ist grün),
  • draw, colour/paint, people, food and drinks and describe them in pairs/groups.
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures

s

  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

10

1

 

School

By the end of the sub strand the learner should be able to:

  1. read simple texts at an appropriate speed,
  2. read aloud short texts with the correct pronunciation and intonation,
  3. Develop reading skills for enjoyment.

What do you like/not like in your school?

Learners

  • read words, simple sentences and short texts on favourite school activities and answer questions,
  • read aloud with correct pronunciation and intonation,
  • search for and read hidden school activities in a puzzle,
  • read short simple poems and sing songs about taking care of their school in pairs/groups,
  • search online for school activities learners in schools in Germany engage in.
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures
  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

 

2

 

School

By the end of the sub strand the learner should be able to:

  1. read simple texts at an appropriate speed,
  2. read aloud short texts with the correct pronunciation and intonation,
  3. Develop reading skills for enjoyment.

What do you like/not like in your school?

Learners

  • read words, simple sentences and short texts on favourite school activities and answer questions,
  • read aloud with correct pronunciation and intonation,
  • search for and read hidden school activities in a puzzle,
  • read short simple poems and sing songs about taking care of their school in pairs/groups,
  • search online for school activities learners in schools in Germany engage in.
  • Magazines
  • Course and work books
  • Cross word puzzles
  • Maps
  • Reading texts
  • Charts
  • Posters
  • Flash Cards
  • Drawings
  • Pictures
  • Reading for fluency
  • Filling in crossword puzzles
  • Observations
  • Discussions
  • Quizzes
  • Multiple choice
  • Questionnaires

 

11

ASSESSMENT                                                                  

 

SKILLS IN ENGLISH ACTIVITIES

Wk

Lns

Strand/Theme

Sub strand

Specific learning outcomes

Key inquiry questions

Learning experiences

Learning resources

Assessment methods

Ref I

1

1

JOBS AND OCCUPATIONS - What i can be

Questions – WH-,
Yes/No Statements

By the end of the sub strand,
the learner should be able to:

  1. Sort statements and questions based on rising and falling intonation.
  2. Construct sentences orally using words related to the theme.
  3. Advocate the need for correct stress and intonation in varied contexts
  1. Why should we
    pronounce sounds and words correctly?
  2. Why do we raise our voices when asking some questions?
  3. How can you change your voice to show different meanings?

Learners is guided to:
Sort the statements and questions on the basis of rising or falling intonation in small groups.
Watch a video of a dialogue in which statements and questions are used.
Recite a choral verse in pairs or small groups.
Role play a telephone conversation with intonation.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.80-82
  • Skills in English T.G pg.76-78

 

  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
 

2

Reading

Intensive reading: Comprehension (Dialogues about 400 words)

By the end of the sub strand,
the learner should be able to:

  1. Select unfamiliar words and phrases from a reading text.
  2. Use contextual clues to
    infer the meaning of words.
  3. Respond to direct and
    inferential questions for
    comprehension.
  4. Relate events in the story
  1. How do we tell the
    meaning of words?
  2. What makes you a good reader?

Learners is guided to:
Make connections between the characters in the text and the people they know.
Relate events in the dialogue with their experiences.
Read and role play a dialogue in small groups.
Pick out main ideas from the dialogue.
Answer direct and inferential questions based on the dialogue.
Infer the meaning of words from the context (for example,
from words occurring before or after).

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.82-83
  1. Reading
    aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests
 

 

3

Grammar in use

World classes: Determiners  as quantifiers:

Few/ a few, little/ a little, a lot, each, all, enough, most, least

By the end of the sub strand, the learner should be able to:

  1. Identify quantifying determiners in a variety of texts
  2. Use quantifying determiners appropriately in a variety of contexts.
  3. Judge the appropriateness of quantifying determiners in oral and written texts.
  1. Which words do we use to show amount or quantity?
  2. Why is it important to tell the quantity of something?

Learners is guided to:

Read a passage related to the theme featuring quantifying determiners.

Identify quantifying determiners from the passage, in pairs.

Match quantifying determiners with corresponding countable and uncountable nouns.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.81-83
  1. Tasks such as multiple choice
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation

 

 

4

Writing

Creative Writing Pictorial Composition (120-160 words)

By the end of the sub strand, the learner should be able to:

  1. Choose possible topics for pictorial compositions.
  2. Create a composition based on the visuals or pictures
  3. Judge visuals appropriately for creativity in writing.
  1. Why do we enjoy looking at pictures?
  2. What messages do pictures communicate?

Learners is guided to:

Interpret pictures, in pairs. Match the pictures with the different parts of a composition:

beginning, middle and end.

Watch a variety of animations, videos and sample write pictorial compositions, in groups.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 85-86
  1. Peer assessment
  2. Self- assessment learner
  3. Portfolio dictation
  4. Standardized writing tests

 

2

1

GREAT TEACHER

Sounds /f/ as in farmer, /v/ as in van driver

By the end of the sub strand, the learner should be able to:

  1. Pronounce words and phrases with the target sounds correctly.
  2. Use stress and intonation appropriately in statements and questions.
  3. Advocate the need for correct stress and intonation in varied contexts.
  1. Why should we pronounce sounds and words correctly?
  2. Why do we raise our voices when asking some questions?
  3. How can you change your voice to show different meanings?

Learners is guided to:

Practice saying words, phrases and sentences with the sounds /f/ and /v/.

Say tongue twisters with the sounds /f/ and /v/ in groups.

Watch a video of a dialogue in which statements and questions are used.

Recite a choral verse in pairs or small groups.

Role play a telephone conversation with intonation.

Sing songs featuring stress and intonation.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.84-86
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
    Oral discussions

 

 

2

Reading

Intensive reading : Comprehension (Dialogues about 400 words)

By the end of the sub strand, the learner should be able to:

  1. Respond to direct and inferential questions
  2. Use contextual clues to infer the meaning of words.
  3. Respond to direct and inferential questions for comprehension.
  4. Relate events in the story with their own experiences.
  1. How do we tell the meaning of words?
  2. What makes you a good reader?

Learners is guided to:

Make connections between the characters in the text and the people they know.

Relate events in the dialogue with their experiences.

Read and role play a dialogue in small groups.

Pick out main ideas from the dialogue.

Answer direct and inferential questions based on the dialogue.

Infer the meaning of words from the context (for example,

from words occurring before or after).

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.86-87
  1. Reading
    aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests

 

 

3

 

World classes: Determiners as quantifiers: Few/ a few, little/ a little, a lot, each, all, enough, most, least

By the end of the sub strand, the learner should be able to:

  1. Identify quantifying determiners in a variety of texts
  2. Use quantifying determiners appropriately in a variety of contexts.
  3. Judge the appropriateness of quantifying determiners in oral and written texts.
  1. Which words do we use to show amount or quantity?
  2. Why is it important to tell the quantity of something?

List quantifying determiners that can be used with both countable and uncountable nouns.

Read sentences containing quantifying determiners

from the internet, in small groups

Construct sentences using quantifying determiners with nouns in small groups.

Complete sentences by filling in gaps using the correct Quantifying determiners.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.90
  1. Tasks such as multiple choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue - completion

 

3

1

TECHNOLOGY:LEARNING THROUGH TECHNOLOGY

Sounds /ə/ as in here, year ;/eɪ/ as in make, brain

By the end of the sub strand, the learner should be able to:

  1. Identify words, phrases or sentences with the target sound.
  2. Pronounce sounds correctly for accuracy in speech.
  3. Challenge others to listen interactively for effective communication.
  1. Why should we pronounce sounds and words correctly?
  2. Why should we listen to one another?
  3. Why should you give others a chance to speak?
  4. How do you tell if someone is happy or sad?

Learner is guided to:

Select words with the sounds /ə/ and /eɪ/ from a dialogue.

Take turns to read a dialogue in pairs.

Interrupt appropriately.

View a video of conversation and list words or phrases used to interrupt politely.

Say the target sounds as modelled from a recording.

Make sentences with words containing the sounds: /ə /eɪ/.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.94-96
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions

 

 

2

Reading

Extensive reading: Extensive Fiction and Non-Fiction Texts (1000-1250 words)

By the end of the sub strand, the learner should be able to:

  1. Select relevant reading materials from a collection of books.
  2. Read a variety of materials for information and pleasure.
  3. Judge the appropriateness of reading materials on the basis of interest, complexity and subject.
  1. What kind of information do you find in books?
  2. Why is it necessary to read many books?
  3. What do you consider when choosing a material to read?

Learner is guided to:

Skim through reading materials to obtain the main idea.

Preview texts to determine suitability and relevance.

Scan materials for specific details, in pairs

Select appropriate reading materials from a library.

Read the selected materials individually.

Share reflections on the books read in groups.

Keep a record of materials read.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.96-97
  1. Reading
    aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests

 

 

3

Grammar In use

Tense Future Time using will/shall

By the end of the sub strand, the learner should be able to:

  1. Identify words that indicate future time in sentences.
  2. Use will and shall to express future time correctly.
  3. Collaborate with others to determine the correctness
  1. Which words do we use to show future time?
  2. How do you tell the time something happened?
  3. What will you do tomorrow?

Learner is guided to:

Pick sentences which express future time from a text.

Make sentences from a substitution table.

Answer questions on future time using will/shall in pairs.

Construct sentences using will/shall in pairs or groups.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 97-98
  1. Tasks such as multiple choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion

 

 

4

 

Creative Writing

Pictorial Composition (120-160 words)

By the end of the sub strand, the learner should be able to:

  1. Choose possible topics for pictorial compositions.
  2. Create a composition based on the visuals or pictures
  3. Judge visuals appropriately for creativity in writing and appropriates of the tense used in own or provided texts.
  1. Why do we enjoy looking at pictures?
  2. What messages do pictures communicate?

Arrange different pictures

logically to write a story coherently, in groups.

Write a pictorial compositions in small groups.

Proof read each groups work and give feedback.

Display their compositions in class.

Role play activities they plan or wish to do in future in small groups.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.91-92
  1. Peer assessment
  2. Self- assessment learner
  3. Portfolio dictation
  4. Standardized writing tests

 

 

4

Writing

Mechanics of Writing Punctuation Use of the Commas

By the end of the sub strand, the learner should be able to:

  1. Identify words, phrases or sentences with the target sound.
  2. Pronounce sounds correctly for accuracy in speech.
  3. Challenge others to listen interactively for effective communication.
  1. Which punctuation marks do you know?
  2. Why do we punctuate sentences?

Learner is guided to:

Read a text in pairs.

Identify punctuation marks used in the text in pairs.

Use commas to show pauses between words, phrases or clauses.

Complete sentences using double quotation marks and commas.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.98-99
  1. Teacher-made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment learner
  5. Portfolio dictation
  6. Standardized writing tests

 

4

1

DEAR DIGITAL CHILD

Pronunciation and Vocabulary: Interactive Listening

By the end of the sub strand, the learner should be able to:

  1. Identify words, phrases or sentences with the target sound.
  2. Pronounce sounds correctly for accuracy in speech.
  3. Challenge others to listen interactively for effective communication.
  1. Why should we pronounce sounds and words correctly?
  2. Why should we listen to one another?
  3. Why should you give others a chance to speak?
  4. How do you tell if  someone is happy or sad?

Learner is guided to:

Take turns to read a dialogue in pairs.

Interrupt appropriately.

View a video of conversation and list words or phrases used to interrupt politely.

Say the target sounds as modelled from a recording.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.101-102
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions

 

 

2

 

Poems (not more than 5 stanzas)

By the end of the sub strand,

the learner should be able to:

  1. Select relevant reading materials from a collection of books.
  2. Read a variety of materials for information and pleasure.
  3. Judge the appropriateness of reading materials on the basis of interest, complexity and subject.
  1. What kind of information do you find in books?
  2. Why is it necessary to read many books?
  3. What do you consider when choosing a material to read?

Learner is guided to:

Skim through reading materials to obtain the main idea.

Preview texts to determine suitability and relevance.

Scan materials for specific details, in pairs

Select appropriate reading materials from a library.

Read the selected materials individually.

Share reflections on the books read in groups.

Keep a record of materials read.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.102-103
  1. Reading
    aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests

 

 

3

 

Tense Future Time using will/shall

By the end of the sub strand, the learner should be able to:

  1. Identify words that indicate future time in sentences.
  2. Use will and shall to express future time correctly.
  3. Collaborate with others to determine the correctness and appropriates of the tense used in own or provided texts.
  1. Which words do we use to show future time?
  2. How   do        you tell     the    time something happened?
  3. What will you do tomorrow?

Learner is guided to:

Watch videos, computer, tablets, audio materials you tube which feature future time. Make predictions (events, weather among others using will and shall Create display charts with sentences which feature will and shall.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.104-106
  1. Tasks such as multiple choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation

 

 

4

 

Use of Double Quotation Marks

By the end of the sub strand, the learner should be able to:

  1. Identify words, phrases or sentences with the target sound.
  2. Pronounce sounds correctly for accuracy in speech.
  3. Challenge others to listen interactively for effective communication.
  1. Which punctuation marks do you know?
  2. Why do we punctuate sentences?

Learner is guided to:

Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources.

Play punctuation games.

Create posters or charts with sentences with double quotation marks and commas and display them in class.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 112-113
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment learner
  5. Portfolio dictation
  6. Standardized writing tests

 

5

1

THE FARM - CASH CROPS  - THE PLANTATION

Oral narrative featuring proverbs and sayings (about 130 words)

By the end of the sub strand, the learner should be able to:

  1. List proverbs and saying in a narrative.
  2. Use words, proverbs and sayings appropriately in oral communication.
  3. Anticipate what is likely to happen as a story unfolds.
  4. Display varied emotions and feelings when listening to an oral presentation.
  1. Why should we pronounce words correctly?
  2. Which proverbs and sayings do you know?
  3. Why are proverbs and sayings important in speech?

Learner is guided to:

Listen to a narrative and select proverbs and saying.

Search for vocabulary, proverbs and sayings in the internet

Listen and view stories and songs featuring proverbs and sayings.

Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups.

Display them in the classroom.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.112-113
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions

 

 

2

Reading

Fluency in Reading Texts of about 400 words

By the end of the sub strand, the learner should be able to:

  1. Identify unfamiliar words in texts for fluency.
  2. Read a text accurately and with expression for fluency.
  3. Challenge peers and parents to read accurately, at the right speed and without hesitation.
  1. What makes someone a good reader?
  2. How long do you take to read a text?
  3. What can you do to improve your reading speed?

Learner is guided to:

Skim and scan through paragraphs for information, in pairs or small groups.

Search for an article on a topic they enjoy, select a portion to read, set a goal of the words to read per minute and time themselves as they read.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 109-112
  1. Reading
    aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests

 

 

3

Grammar in use

Use of Double imperatives: how many/ could/would

By the end of the sub strand, the learner should be able to:

  1. Identify words, phrases or sentences with the target sound.
  2. Pronounce sounds correctly for accuracy in speech.
  3. Challenge others to listen interactively for effective communication.
  1. What are some of your school rules?
  2. How do you give instructions?
  3. Why do we ask questions?

Learners is guided to:

Fill in gaps in sentences using double imperatives.

Select question tags from a story, dialogue or poem.

Match statements with the correct question tag to make a tag question.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.112-113
  1. Tasks such as multiple choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation

 

 

4

Writing

Similes and Proverbs

By the end of the sub strand, the learner should be able to:

  1. Identify similes and proverbs in a variety of texts.
  2. Use similes and proverbs in writing for self-expression.
  3. Create a narrative composition featuring similes and proverbs.
  4. Advocate the use of similes and proverbs to enhance creativity in writing.
  1. How do we make our compositions interesting?
  2. Which stories do you enjoy reading?
  3. Which similes and proverb do you know?

Learner is guided to:

Read narratives with formulaic expressions in print and digital format.

List similes and proverbs in texts, in small groups.

Create a clear and coherent story line using proverbs and similes.

Compose a story featuring similes and proverbs, small groups.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 113-114
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment learner
  5. Portfolio dictation
  6. Standardized writing tests

 

6

1

THE FARM Listening and speaking: Sounds /k/ as in acre, cotton; /g/ as in grow, green

By the end of the sub strand, the learner should be able to:

  1. Construct sentences orally using words related to the theme.
  2. Pronounce words with the target sounds correctly.
  3. Display varied emotions and feelings when listening to an oral presentation.
  1. Why should we pronounce words correctly?
  2. Which proverbs and sayings do you know?
  3. Why are proverbs and sayings important in speech?
Learner is guided to:
Make oral sentences using vocabulary.
Practice saying words with the sounds /k/ /g/, in pairs.
Create tongue twisters with the sounds /k/ /g/.
Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups.
Display them in the classroom.
  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 115-116
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions
 
 

2

  Fluency in Reading Texts of about 400 words

By the end of the sub strand, the learner should be able to:

  1. Read a text accurately and with expression for fluency.
  2. Read a text at the right speed for fluency.
  3. Challenge peers and parents to read accurately, at the right speed and without hesitation.

  1. What are some of
    your school rules?
  2. How do you give instructions?
  3. Why do we ask questions?
Practice giving instructions
related to the theme using double imperatives such as: Shut down your tablets and listen to the teacher. Type this word in your tablet and look up its meaning.
Role play giving and receiving instructions at home using double imperatives.
Use double imperatives to make rules for their
class and display them in charts or posters
  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 118 - 120
  1. Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation
 
 

3

 

Question Tags on the Verb to be

By the end of the sub strand, the learner should be able to:

  1. Identify words, phrases or sentences with the target sound.
  2. Pronounce sounds correctly for accuracy in speech.
  3. Challenge others to listen interactively for effective communication.
  1. What are some of
    your school rules?
  2. How do you give instructions?
  3. Why do we ask questions?
Practice giving instructions
related to the theme using double imperatives such as: Shut down your tablets and listen to the teacher. Type this word in your tablet and look up its meaning.
Role play giving and receiving instructions at home using double imperatives.
Use double imperatives to make rules for their
class and display them in charts or posters
  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 118 - 120
  1. Tasks such as multiple
    choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation
 

 

4

 

Creative Writing
Narrative Composition
(120 -160 
words)

  1. Use similes and proverbs in writing for self-expression.
  2. Create a narrative composition featuring similes and proverbs.
  3. Advocate the use of similes and proverbs to enhance creativity in writing.
  1. How do we make our compositions interesting?
  2. Which stories do you enjoy reading?
  3. Which similes and proverb do you know?

Read narratives with formulaic expressions in print and digital format.

Engage in a dialogue to advance plot and story line.

Write creative compositions using featuring similes and proverbs, individually.

Create and display charts with proverbs and similes, in pairs or small groups.

  • poetry books
  • pictures and photographs
  • diorama
  • flash cards
  • Skills in English T.G pg. 115-116
  • Skills in English Learners Bk. Pg.120

b)    Learner journals

c)   Peer assessment

d)    Self- assessment learner

e)    Portfolio dictation f)Standardized writing tests

 

7

1

HEALTH - COMMUNICABLE DISEASES
Visiting a doctor

Listening and speaking: Speaking Fluency Narrative

of about 150 words

By the end of the sub strand, the learner should be able to:

  1. Construct sentences orally using words related to the theme.
  2. Use vocabulary related to the theme correctly.
  3. Display appropriate emotions and feelings when making an oral presentation.
  1. Why is it important to speak accurately and express the right feelings?
  2. How can you listen more attentively?
  3. Which words do you use to talk about diseases?

Learner is guided to:

Construct sentences in pairs or small groups.

Listen to a poem or narrative and identify words with the /h/ sound.

Retell the narrative in own words in small groups.

Listen to graded texts with audio recordings of whole narratives.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 122-128
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions

 

 

2

 

Listening and speaking: Speaking Fluency Narrative of about 150 words

By the end of the sub strand, the learner should be able to:

  1. Construct sentences orally using words related to the theme.
  2. Use vocabulary related to the theme correctly.
  3. Display appropriate emotions and feelings when making an oral presentation.
  1. Why is it important to speak accurately and express the right feelings?
  2. How can you listen more attentively?
  3. Which words do you use to talk about diseases?

Learner is guided to:

Construct sentences in pairs or small groups.

Retell the narrative in own words in small groups.

Listen to graded texts with audio recordings of whole narratives.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg. 122-128
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues

 

 

3

Reading

Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words)

By the end of the sub strand, the learner should be able to:

  1. Identify the main idea in each paragraph.
  2. Visualize events, characters and descriptions in texts for comprehension.
  3. Summarize the main points of a text.
  4. Challenge others to focus on detail when reading a text
  1. How do you describe things?
  2. How can you tell what will happen in a story?

Learners are guided to:

Make connections between events in the text and their experiences.

Retelling the story in pairs.

Use illustrations, the introduction and the title of a text to make predictions.

Describe in groups the characters, episodes and places in a text.

Scan a text for specific details.

Answer questions from a text.

Say the main ideas from a text.

Watch a video related to the theme and pick specific information

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.123-125
  1. Reading
    aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests

 

8

1

Grammar in use

Adverbs (manner, time, place, frequency)

By the end of the sub strand, the learner should be able to:

  1. Distinguish between adverbs of manner, time place and frequency for effective communication.
  2. Use adverbs of manner, time, place and frequency in oral and written contexts.
  3. Judge the appropriateness of adverbs used in oral and written texts.
  1. How often do you come to school?
  2. Which words describe when, how and where actions take place?

Learners is guided to:

Identify and list adverbs from a digital or print text, in pairs.

Make sentences from a substitution table using the pattern how

many…could/would.

Fill blank with appropriate adverbs.

Construct sentences using adverbs of manner, time place and frequency.

Recite poems containing adverbs, in groups.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.126-128
  1. Tasks such as multiple choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation

 

 

2

 

Adverbs (manner, time, place, frequency)

By the end of the sub strand, the learner should be able to:

  1. Distinguish between adverbs of manner, time place and frequency for effective communication.
  2. Use adverbs of manner, time, place and frequency in oral and written contexts.
  3. Judge the appropriateness of adverbs used in oral and written texts.
  1. How often do you come to school?
  2. Which words describe when, how and where actions take place?

Learners is guided to:

Identify and list adverbs from a digital or print text, in pairs.

Make sentences from a substitution table using the pattern how

many…could/would.

Fill blank with appropriate adverbs.

Construct sentences using adverbs of manner, time place and frequency.

Recite poems containing adverbs, in groups.

Construct sentences using apostrophe and exclamation mark.

Watch online videos or slides about the correct use of apostrophe and exclamation mark.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.126-128
  1. Tasks such as multiple choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation
  8. Portfolio dictation
  9. Standardized writing tests

 

 

4

WASH YOUR HANDS

Listening and speaking- speaking fluency Sounds: /h/as in health, heal

By the end of the sub strand, the learner should be able to:

  1. List words with sound /h/ from an oral text.
  2. Speak accurately, at the right speed and with expression on a given topic
  3. Display appropriate emotions and feelings when making an oral presentation.
  1. Why is it important to speak accurately and express the right feelings?
  2. How can you listen more attentively?
  3. Which words do you use to talk about diseases?

Learner is guided to:

Listen to a poem or narrative and identify words with the /h/ sound.

Retell the narrative in own words in small groups.

Listen to music and pick out sounds and vocabulary.

Watch news at home for fun, and retell the interesting episodes to peers and friends in the classroom.

Recite poems on communicable diseases.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.129-130
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions

 

 

 

 

many…could/wo uld

to:

  1. Construct sentences using how many… could/would correctly.
  2. Use adverbs of manner, time, place and frequency in oral and written contexts.
  3. Judge the appropriateness of adverbs used in oral and written texts.

2. Which words describe when, how and where actions take place?

Identify and list adverbs from a digital or print text, in pairs.

Make sentences from a substitution table using the pattern how

many…could/would.

Fill blank with appropriate adverbs.

Construct sentences using adverbs of manner, time place and frequency.

Recite poems containing adverbs, in groups.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.133-134
  1. Tasks such as multiple choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation

 

 

3

Writing

Exclamation Mark

By the end of the sub strand, the learner should be able to:

  1. Identify exclamation mark in sentences.
  2. Punctuate sentences correctly using exclamation mark.
  3. Collaborate with others to punctuate own or provided documents.
  1. Which punctuation marks do you know?
  2. Why do we punctuate sentences?

Learner is guided to:

Construct sentences using apostrophe and exclamation mark.

Watch online videos or slides about the correct use of apostrophe and exclamation mark.

Complete exercises related to the apostrophe and exclamation mark online and offline.

Create and display charts or posters with sentences in which apostrophe and exclamation mark are used, in groups.

Conduct a gallery walk and view the charts made by each group.

Discuss about appropriate turn-taking skills in the conversation.

Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.135-136
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment learner
  5. Portfolio dictation
  6. Standardized writing tests

 

9

1

 

Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words)

By the end of the sub strand, the learner should be able to:

  1. Visualize events, characters and descriptions in texts for comprehension.
  2. Summarize the main points of a text.
  3. Answers factual and inferential questions for comprehension.
  4. Challenge others to focus on detail when reading a text
  1. How do you describe things?
  2. How can you tell what will happen in a story?

Learners are guided to:

Make connections between events in the text and their experiences.

Retelling the story in pairs.

Use illustrations, the introduction and the title of a text to make predictions.

Describe in groups the characters, episodes and places in a text.

Scan a text for specific details.

Answer questions from a text.

Say the main ideas from a text.

Watch a video related to the theme and pick specific information

  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.
  • Reading
    aloud
  • Dictation
  • Oral interviews
  • Question and answer
  • Teacher- made tests
 
 

2

Grammar in use  

By the end of the sub strand, the learner should be able to:

  1. Visualize events, characters and descriptions in texts for comprehension.
  2. Summarize the main points of a text.
  3. Answers factual and inferential questions for comprehension.
  4. Challenge others to focus on detail when reading a text
How often do you come to school?

Learners are guided to:

Make connections between events in the text and their experiences.

Retelling the story in pairs.

Use illustrations, the introduction and the title of a text to make predictions.

Describe in groups the characters, episodes and places in a text.

Scan a text for specific details.

Answer questions from a text.

Say the main ideas from a text.

Watch a video related to the theme and pick specific information

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.
  • Reading
    aloud
  • Dictation
  • Oral interviews
  • Question and answer
  • Teacher- made tests
 
 

3

Writing Punctuation Marks Apostrophe

By the end of the sub strand, the learner should be able to:

  1. Identify apostrophe in sentences.
  2. Punctuate sentences correctly using the.
  3. Collaborate with others to punctuate own or provided documents.
  1. Which punctuation marks do you know?
  2. Why do we punctuate sentences?

Learner is guided to:

Listen to a short oral text and write the text with the correct punctuation marks.

Underline the apostrophe and exclamation marks in a text, in pairs.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.
  • Teacher- made tests
  • Learner journals
  • Peer assessment
  • Self-assessment learner
 
 

4

  Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words)

By the end of the sub strand, the learner should be able to:

  1. Identify the main idea in each paragraph.
  2. Summarize the main points of a text.
  3. Answers factual and inferential questions for comprehension.
  4. Challenge others to focus on detail when reading a text
  1. How do you describe things?
  2. How can you tell what will happen in a story?

Learners are guided to:

Make connections between events in the text and their experiences.

Retelling the story in pairs.

Use illustrations, the introduction and the title of a text to make predictions.

Describe in groups the characters, episodes and places in a text.

Scan a text for specific details.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.
  • Reading
    aloud
  • Dictation
  • Oral interviews
  • Question and answer
  • Teacher- made tests
 

10

1

 

Sounds /s/ as in surf; and /z/ as in zoo

By the end of the sub strand, the learner should be able to:

  1. Use words and phrases with the selected sound in sentences
  2. Interrupt appropriately during turn- taking for self- expression.
  3. Challenge others to listen interactively during conversations.
  1. How do you behave when someone is speaking to you?
  2. Which words do you use to join an ongoing conversation?

Learner is guided to:

Construct sentences orally in pairs or small groups.

Say words containing the sounds /s/ and /z/ in pairs or small groups.

Discuss about appropriate turn-taking skills in the conversation.

Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.137-138
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions

 

 

 

2

Reading

Intensive Reading Factual Texts of About 400 Words

By the end of the sub strand, the learner should be able to:

  1. Relate the ideas in a text with their experiences.
  2. Respond to factual and inferential questions correctly.
  3. Summarize the main ideas in the text for comprehension.
  4. Encourage others to pay attention to detail when reading.
  1. Why do you read texts?
  2. What makes you a good reader?
  3. Why do we make notes when reading?

Learner is guided to:

Skim through a text and obtain the main idea.

Scan through a text to obtain specific information.

Discuss and relate ideas with their experiences, in groups.

Read a text independently.

Answer direct and inferential questions from the text.

Watch a video on leisure time and write the main points

Create a display chart of sentences containing conjunctions, in small groups.

Conduct a gallery walk and give feedback to each group.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.140-142
  1. Reading
    aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests
 

 

4

 

Conjunctions and, but, or, because, since, also, for, yet, since

By the end of the sub strand, the learner should be able to:

  1. Identify conjunctions in texts for effective communication
  2. Use conjunctions correctly in communication.
  3. Judge the correctness and appropriateness of conjunctions used in oral and written texts.
  1. How do you join words or sentences?
  2. Why do you join words and sentences?

Learner is guided to:

Listen to a short dialogue and identify the conjunctions.

Make sentences from a substitution table using but, or, yet, because, since and also.

Construct sentences using the conjunctions in pairs.

Fill blank spaces using conjunctions in sentences or paragraphs.

Create a display chart of sentences containing conjunctions, in small groups.

Conduct a gallery walk and give feedback to each group.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.140-142
  1. Tasks such as multiple choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation

 

11

1

Writing

Creative Writing: Descriptive Composition (120 -160 words)

By the end of the sub strand, the learner should be able to:

  1. Describe people or things mentioned in a text.
  2. Create a descriptive composition related to the theme for effective communication.
  3. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  1. How do we describe things or events?
  2. Why is it important to describe things or events?

Learner is guided to:

Read a sample composition from print or electronic sources.

Talk about people or things in the text.

Make sentences to describe how they spent their leisure time, in pairs.

Organize the sentences to make a paragraph, in groups.

Write a descriptive composition individually.

Proof read their compositions, in pairs or groups.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.144-145
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment learner
  5. Portfolio dictation
  6. Standardized writing tests

 

 

2

 

Creative Writing: Descriptive Composition (120 -160 words)

  1. Describe people or things mentioned in a text.
  2. Create a descriptive composition related to the theme for effective communication.
  3. Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.
  1. How do we describe things or events?
  2. Why is it important to describe things or events?

Learner is guided to:

Read a sample composition from print or electronic sources.

Talk about people or things in the text.

Make sentences to describe how they spent their leisure time, in pairs.

Organize the sentences to make a paragraph, in groups.

Write a descriptive composition individually.

Proof read their compositions, in pairs or groups.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.144-145
  1. Teacher- made tests
  2. Learner journals
  3. Peer assessment
  4. Self- assessment learner
  5. Portfolio dictation
  6. Standardized writing tests

 

 

3

TOO MUCH TELEVISION

Narrative in dialogue format (conversational narrative)

By the end of the sub strand,the learner should be able to:

  1. Identify different moods in a narrative or a choral verse.
  2. Use words and phrases with the selected sound in sentences
  3. Interrupt appropriately during turn- taking for self- expression.
  4. Challenge others to listen interactively during conversations.
  1. How do you behave when someone is speaking to you?
  2. Which words do you use to join an ongoing conversation?

Learner is guided to:

Listen to a narrative and retell it while expressing different moods or feelings.

Construct sentences orally in pairs or small groups.

Say words containing the sounds /s/ and /z/ in pairs or small groups.

Watch a video of a conversational narrative or a choral verse online or offline.

Discuss about appropriate turn-taking skills in the conversation.

Engage in a conversation in pairs, focusing on turn-taking and interrupting skills.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.144-145
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions

 

 

4

Reading

Intensive Reading Factual Texts of About 400 Words

By the end of the sub strand, the learner should be able to:

  1. Relate the ideas in a text with their experiences.
  2. Respond to factual and inferential questions correctly.
  3. Summarize the main ideas in the text for comprehension.
  4. Encourage others to pay attention to detail when reading.
  1. Why do you read texts?
  2. What makes you a good reader?
  3. Why do we make notes when reading?

Learner is guided to:

Skim through a text and obtain the main idea.

Scan through a text to obtain specific information.

Discuss and relate ideas with their experiences, in groups.

Read a text independently.

Answer direct and inferential questions from the text.

Watch a video on leisure time and write the main points

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.

 

  1. Reading
    aloud
  2. Dictation
  3. Oral interviews
  4. Question and answer
  5. Teacher- made tests

 

 

3

Grammar in use

Conjunctions and, but, or, because, since, also, for, yet, since

By the end of the sub strand, the learner should be able to:

  1. Identify conjunctions in texts for effective communication
  2. Use conjunctions correctly in communication.
  3. Judge the correctness and appropriateness of conjunctions used in oral and written texts.
  1. How do you join words or sentences?
  2. Why do you join words and sentences?

Learner is guided to:

Listen to a short dialogue and identify the conjunctions.

Make sentences from a substitution table using but, or, yet, because, since and also.

Construct sentences using the conjunctions in pairs.

Fill blank spaces using conjunctions in sentences or paragraphs.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.
  1. Tasks such as multiple choice 
  2. Discrimination
  3. Gap-filling
  4. Short-answer
  5. Dialogue- completion, information gap
  6. Role play
  7. Simulation

 

 

4

LEISURE TIME ACTIVITIES
My hobby

Listening and speaking: Interactive Listening Choral verse

By the end of the sub strand, the learner should be able to:

  1. Identify different moods in a narrative or a choral verse.
  2. Use words and phrases with the selected sound in sentences
  3. Interrupt appropriately during turn- taking for self- expression.
  4. Challenge others to listen interactively during conversations.
  1. How do you behave when someone is speaking to you?
  2. Which words do you use to join an ongoing conversation?

Learner is guided to:

Listen to a narrative and retell it while expressing different moods or feelings.

Construct sentences orally in pairs or small groups.

Say words containing the sounds /s/ and /z/ in pairs or small groups.

Watch a video of a conversational narrative or a choral verse online or offline.

  • course book
  • magazines
  • junior
  • encyclopedia
  • journals
  • dictionaries
  • diorama
  • flash cards
  • Skills in English T.G pg.
  1. Oral reading or dictation recitations
  2. Role play
  3. Debates
  4. Oral interviews
  5. Dialogues
  6. Oral discussions

 

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