Extracts from readers.
Answering questions. Discussion.
Answering questions. Discussion.
Supplementary readers. | Head Start English
differentiate between abstract nouns and concrete nouns.
| Flash cards. | Head Start English
| Supplementary readers. | Head Start English
| Trickster stories. | The learner should be able to
| The sounds /∫/ and /t∫/ | The learner should be able to
Inferring meanings of given words.
| The sounds /f/ and /v/. | The learner should be able to
| Flash cards. | Head Start English
Inferring meanings of given words.
| Extracts from readers. | Head Start English
| The sounds /s/ and /z/. | The learner should be able to
| The sounds /r/ and /l/. | The learner should be able to
Inferring meanings of given words.
| Possessive pronouns. | The learner should be able to identify and use possessive pronouns correctly. | Listening.
| Paragraph unity. | The learner should be able to link ideas into cohesive paragraphs. | Narrating.
| Supplementary resources. | Head Start English
SCHEME OF WORK FORM ONE ENGLISH TERM TWO 20…………………
WK NO
L/
NO
TOPIC
SUBTOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING/ LEARNING
ACTIVITIES
MATERIALS /
RESOURCES
REFERENCES
Inferring meanings of given words.
| Audio tapes. | Head Start English
| Simple present tense. | The learner should be able to
| Extracts from readers. | Head Start English
| Supplementary resources. | Head Start English
| The sounds /a/ and /æ/. | The learner should be able to
Inferring meanings of given words.
| Grammar. | Simple past tense. | The learner should be able to construct sentences in the simple past tense. | Competitions.
| Extracts from readers. | Head Start English
| Extracts from readers. | Head Start English
| Extracts from readers. | Head Start English
Writing short notes.
| The sounds /ae/ and /Л/. | The learner should be able to
|