Language structures and functions are embedded in themes to provide realistic contexts for the development of  the learner’s competence. The thematic concerns can be conveyed  through dialogues, poems, passages and songs, among others.The pronunciation and vocabulary, reading and writing within thematic units should build on each

other  for the learner to make connections between the inter-dependent parts.

Specific Learning Outcomes 

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

1. use the various realisations of the verb ‘to be’ to introduce oneself or others, to talk about objects and to show politeness in day to day communication,
2. recognise the present tense forms of the verb

‘to be’ in sentences,

• appreciate the various forms of the verb ‘to be’ in their day to day communication.

Suggested Learning Experiences 

• Learners introduce themselves politely and ask others their names using the verb ‘to be’, after teacher models. – I am Mota, My name is Mota, Who are you?

What is your name?.

• Learners describe themselves  using short sentences with the verb ‘to be’ I am a boy, I am a girl. 
• Learners describe people using the verb ‘to be’ (for example Mary is a girl). 
• In pairs or groups, learners talk about people and things around them –This is a chair, door.
• Learners are guided by the teacher to take part in a language game that allows each one of them to greet others, welcome others, introduce themselves and

ask the class members their names.

•           In pairs, learners are guided to engage in question and answer dialogues using the verb ‘to be’ as an interrogative .

Key Inquiry Question(s)

1. Who are you?
2. Who is she?
3. Who is he?
4. How do we greet people in the morning/aftrenoon/ evening?

Core Competences to be developed: Communication and collaboration as they greet each other and welcome others to their class, Learning to learn as they apply the language structure to various contexts.  

Link to PCIs: Life skills; Effective communication,  Citizenship,  Gender issues in education 

Links to other subjects: The language structure is used in all subjects.

Suggested non formal activity to support learning:  Learners can practise the self-introductions at home or ask their guardians/ relatives what their names are.  They could also try and welcome visitors to a new place.

Suggested Learning Resources: Realia, pictures/ photographs, audio oor visual computer devices showing greetings and people welcoming others to a new place.

Values: Respect  , Responsibility 

Suggested Community Service Learning activities: Taking part in an activitywhere they can welcome others.

Suggested assessment: Oral questions, portfolio, observation

 Suggested Formative Assessment Rubric

Exceeding Expectations

The learner consistently uses the verb “ to be” to introduce himself as well as others, ask and respond to questions, and describe things and people correctly.  Can use a variety of greetings appropriately at all times.

Meeting Expectations 

The learner is able to use the verb” to be” to introduce himself, ask and respond to questions, and describe things and people correctly. Can greet others appropriately at all times.

Approaching Expectations

The learner sometimes uses   the various realizations of verb” to be” to introduce himself, ask and respond to questions, and describe things and people correctly. Can greet others appropriately sometimes.

Below Expectations

The learner rarely uses   the various realizations of the verb” to be” to introduce himself, ask and respond to questions, and describe things and people correctly. Can greet others appropriately a few times.