Language structures and functions are embedded in more advanced themes to provide realistic contexts for the development of  the learner’s competence. The thematic concerns can be conveyed  through  longer and more challenging 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:-

a) use the past tense  forms of the verb ‘to be’ correctly, to construct simple sentences about things in the past,

• recognise the correct use of the past tense forms of the verb ‘to be’ in sentences,
• enjoy the use of the past tense forms of the verb ‘to be’ in their day to day conversation.

Suggested Learning Experiences 

• Learners describe their own and other demonstrated actions using was  and were. 
• In small groups, learners describe people using the past forms of the verb ‘to be’ ( Mary was in class). 
• In pairs, learners ask questions using the verb ‘to be’ as an interrogative ( Was Mary in class?).
• Learners take part in role play and language games that allow them to take turns in various actions and asking questions using was  and were , past form of the verb ‘to be’.
• Describe pictures showing various actions.
• Learners listen to a story, poem or conversation  containing was  and were , as past tense forms of the verb ‘to be’.

Key Inquiry Question(s)

1. As you were coming to school, how many people did you see?
2. What were they doing?

3) What other thing did you see?

 Core Competences to be developed:  Communication and collaboration through group activities engaging them in using the  past tense forms of the verb ‘to be’, creativity and imagination by describing pictures showing various actions.  

Link to PCIs: Life skills (effective communication)

Link to Values: Respect, Responsibility, Unity

Links to other subjects: Relevant to all subjects because the structure is applicable in speech and writing across the curriculum. 

Suggested non-formal activity to support learning:  Learners make someobservations  based on Key Inquiry Questions and then  construct sentences with singular and plural subjects on actions that happened at home  and the surrounding environment during play.

Suggested Learning Resources: Flash cards, realia, charts, pictures/ photographs and models of  verbs “was” and “were”, computer devices with audio/visual recordings of dialogues with sentences on “was” and “were” .

Suggested Community Service Learning activities: Taking time to recite simple poems about the past and asking friends to tell them about the past. They could then use was and were based on the conversation.

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeding Expectations

Learner constructs correct sentences, asks and responds to questions using ‘was, were’ forms of the verb ‘to be’ with ease. 

Meeting Expectations

Learner constructs correct sentences, asks and responds to questions using ‘was, were’ forms of the verb ‘to be’.

Approaching Expectations

Learner sometimes constructs sentences, asks and responds to few questions using ‘was, were’ forms of the verb ‘to be’.

Below Expectations

Learner rarely constructs sentences,   and struggles to ask and responds to questions using ‘was, were’ forms of the verb ‘to be’.