Theme: Relationships: Community. Listening and Speaking.

Pronunciations.

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

-Identify the semi-vowels /j/, /w/ and diphthongs /ai/ and/ei/ in words.
-Pronounce the semi vowels /j/ ,/w/ and diphthongs /ai/ and /ei/ in words for clarity.
-Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
-study words given and identify the semi vowels /j/ and /w/.
-pick out the diphthongs /ai/ and/ei/ from an oral text.
-write down and read out words with the specified semi vowels /j/ ,/w/ and diphthongs /ai/ & /ei/.
-pronounce words with diphthongs /ai/ ,/ei/ and semi vowels /j/ and /w/.

Why should we pronounce sounds accurately?

Audio recordings.
Learner's textbook.
Teacher's Guide.
Digital devices.

Checklists. Assessment rubrics. Oral questions. Pronunciations.

Listening and Speaking.

Pronunciations.

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

-Differentiate between content and function words for speech clarity.
-Apply stress on content and function words appropriately for speech clarity.
-Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
-search the meaning of function and content words.
-give examples of function and content words.
-stress function and content words when necessary.
-bring out varied meanings of words through stress.

How can the same word express different meanings? What is the difference between function and content words?

Learner's Textbook.
Teacher's Guide.
Digital devices.
Lesson notes.

Assessment rubrics. Oral questions. Pronunciation tests. Checklists.

Reading.

Reference Materials: Dictionary, Thesaurus and Encyclopedia.

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

-Outline various types of reference materials and their uses.
-Use the dictionary, thesaurus and subject specific encyclopedia to check the meaning and usage of words.
-Acknowledge the value of reference materials in research.

The learner is guided to:
-search the internet for information about the dictionary, thesaurus and encyclopedia and the purpose of each.
-read a passage from the textbook or newspaper.
-identify unfamiliar words in the passage read.
-look up the meaning of the words in the dictionary.
-look the synonyms of various words using the thesaurus and make correct sentences.

Why do we use reference materials? What is the purpose of the reference materials?

Dictionary.
Thesaurus.
Subject Specific Encyclopedia.
Learner's Textbook.
Lesson notes.

Assessment rubrics. Checklists. Oral questions. Written questions.

Reading.

Reference Materials: Dictionary, Thesaurus and Encyclopedia.

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

-Conduct research on a topic of interest using the dictionary, thesaurus and encyclopedia.
-Acknowledge the value of reference materials in research.

The learner is guided to:
-utilise the dictionary, thesaurus and the encyclopedia for reference purposes.
-write down their findings in books.
-conduct research on contemporary issues from a subject specific encyclopedia.
-note down their findings and share with peers.

Why do we use reference materials?

Subject specific encyclopedia.
Learner's Textbook.
Digital devices.

Assessment rubrics. Checklists. Oral presentations.

Grammar in Use.

Order of Adjectives.

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

-Identify the various types of adjectives in texts.
-Use digital devices to search for examples of various types of adjectives.
-Appreciate the role of order of adjectives in communication for clarity.

The learner is guided to:
-discuss the various types of adjectives.
-identify the opinion,size, shape,age, colour,origin, material, purpose adjectives in texts.
-listen to an audio text and pick out different adjectives.
-search examples of various types of adjectives from the internet and note them down.
-Fill in crossword puzzles featuring different types of adjectives.

How can we use words to create vivid pictures of a person or place?

Learner's Textbook.
Teacher's Guide.
Digital devices.
Audio texts.
Lesson notes.

Assessment rubrics. Oral questions. Written questions. Checklists.

Grammar in Use.

Order of Adjectives.

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

-Use the correct order of adjectives in oral and written texts.
-Acknowledge the importance of order of adjectives in communication.

The learner is guided to:
-collaborate in forming sentences using adjectives of opinion,size, shape,age, colour,origin, material and purpose.
-construct sentences orally and in writing from posters, posters and other visuals.
-participate in chain story telling game where they describe a character or place using adjectives.

Why is it important to order adjectives correctly?

Learner's Textbook.
Pictures, Posters and Visuals.
Digital devices.

Assessment rubrics. Written questions. Oral questions. Checklists Peer Assessment.

Grammar in Use.

Order of Adjectives.

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

-Use the correct order of adjectives in oral and written texts.
-Acknowledge the importance of order of adjectives in communication.

The learner is guided to:
-collaborate in forming sentences using adjectives of opinion,size, shape,age, colour,origin, material and purpose.
-construct sentences orally and in writing from posters, posters and other visuals.
-participate in chain story telling game where they describe a character or place using adjectives.

Why is it important to order adjectives correctly?

Learner's Textbook.
Pictures, Posters and Visuals.
Digital devices.

Assessment rubrics. Written questions. Oral questions. Checklists Peer Assessment.

Reading.

Play: Style.

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

-Identify the features of style used in a play with examples.
-Use digital resources to search the meaning of the features of style used in a Play.
-Acknowledge the different features of style used in Plays.

The learner is guided to:
-identify the oral literature features (narration, riddles, songs, proverbs,local words and tongue twisters) used in a play.
-pick out similes and metaphors used in the Play.
-read excerpts of a play and pick out the stylistic features used.
-read about the meaning of the identified features of style used in a Play from digital and non-digital resources.

What makes a play interesting to read?

Selected Play - class readers.
Digital devices.
Lesson notes.

Checklists. Assessment rubrics. Oral questions.

Reading.

Play: Style.

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

-Relate the stylistic features to the message in a Play.
-Role play the actions of the characters in a Play.
-Value the role of varied styles in reinforcing the message in a Play.

The learner is guided to:
-relate the features of style to the message in a Play and note down their findings.
-collaborate in role playing the actions of the characters in a Play.
-write a summary of the features of style used in a play.

How do stylistic features enhance the message in a Play?

Play -Class Readers.
Digital devices.

Checklists. Oral questions. Assessment rubrics. Peer Assessment.

Writing.

Letter of Application.

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

-Identify the components of a letter of application.
-Write a letter of application for placement at Senior School using all the component.
-Advocate the need to adhere to the format of formal letter writing.

The learner is guided to:
-study samples of letters of application and then identify its components.
-brainstorm on the purpose of writing a letter of application and present in class.
-write a letter of application for placement at Senior School using the taught components.
-exchange the letter with learners for peer assessment

Why do we write letters of application? How can one ensure a letter of application meets the expected standards?

Samples of Letters of applications.
Digital devices.
Learner's Textbook.
Lesson notes.

Checklists. Assessment rubrics. Writing texts. Oral questions.

Theme: Leisure Time. Listening and Speaking.

Conversational Skills; Negotiation Skills.

By the end of the lesson, the learner should be able to:
Acknowledge the importance of negotiation skills in communication.

The learner is guided to:
-watch a clip in which people are engaged in a negotiation.
-pick out words and phrases that facilitate a negotiation.
-work jointly and search for more examples of words and phrases used during negotiations.
-use verbal and non-verbal cues in conversations.
-perform a conversational poem in which people are negotiating or bargaining for money,dowry, price of land or with a PSV driver to stop driving carelessly.

Which words or expressions would you use when negotiating? How can one enhance their negotiation skills?

Digital devices.
Video clips.
Learner's Textbook
Teacher's Guide.
Lesson notes.
Charts

Oral questions. Oral presentations. Written questions. Checklists. Observation schedule. Peer Assessment. Role play.

Reading.

Reading Fluency.

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

-Outline ways of enhancing fluency in reading.
-Discuss ways of enhancing fluency in reading.
-Apply the different ways of enhancing fluency in reading.
-Appreciate the ways of enhancing fluency in reading.

The learner is guided to:
-search for information on ways of enhancing fluency in reading from the internet.
-discuss the ways of enhancing fluency in reading.
-preview a text and ignore the unknown words.
-scan through a text to find a word,a pair of words or phrase.
-skim through articles or chapters in a book.
-read portions of a narrative in turns.

Why is reading a text fluently important?

Learner's Textbook.
Digital devices.
Lesson notes.
Narratives.
Articles.

Reading. Checklists Oral questions. Assessment rubrics.

Reading

Reading Fluency.

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

-Read a text at the right speed, accurately and with expression for effective communication.
-Acknowledge the role of reading fluently in extensive reading.

The learner is guided to:
-engage in a timed, repeated reading of a portion of a text on safe passenger practices.
-pronounce sounds and words accurately.
-find texts,set a reading rate goal, time themselves and read , reread the text until they attain their goals.

How can one read a text fluently?

Selected Texts
Flashcards.
Digital devices.
Stop watches.
Learner's Textbook.

Peer Assessment. Checklists. Assessment rubrics.

Grammar in Use

Comparison of Adverbs.

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

-Identify the degrees of comparison in adverbs.
-Discuss the rules of comparison of adverbs.
-Search the internet for internet for information on rules of comparison of adverbs.
-Acknowledge the rules for comparison of adverbs.

The learner is guided to;
-identify the positive, comparative and superlative degrees of adverbs.
-search the internet or print resources for information on rules for comparison of adverbs.
-discuss the rules for comparison of adverbs.
-read a passage featuring the comparison of adverbs and categorize the adverbs jointly.
-collaborate in correcting mistakes in sentences that have comparison of adverbs.

How do we compare things? Which rules for comparison of adverbs should one follow?

Learner's textbook.
Charts.
Teacher's guide.
Digital devices.

Checklists. Oral questions. Assessment rubrics. Written questions.

Grammar in use.

Comparison of Adverbs.

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

-Use positive comparative and superlative degrees of adverbs in sentences.
-Appreciate the importance of the correct usage of adverbs.

The learner is guided to:
-practice using different degrees of adverbs in sentences.
-construct correct sentences using the positive comparative and superlative degrees of sentences.
-share their constructed sentences with peers for assessment and feedback.

Which words are used to make comparison?

Learner's Textbook.
Digital devices.
Charts with comparative and superlative degrees of adverbs
Lesson notes.

Assessment rubrics. Written questions. Sentence construction. Peer Assessment. Oral questions. Checklists.

Reading

Intensive Reading: Play.

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

-Identify the themes in a Play or a section of a Play.
-Analyse the themes in a Play.
-Appreciate the role of literary appreciation in the development of critical thinking skills.

The learner is guided to:
-read excerpts of a Play.
-outline and illustrate the themes in a Play.
-collaborate in discussing the identified themes in a Play.
-present their findings in class.

What are some of the issues authors write about?

Selected Play.
Digital devices.
Learner's Textbook.
Lesson notes.

Checklists. Assessment rubrics. Oral questions. Written questions. Oral presentations.

Reading

Intensive Reading: Play.

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

-Identify the themes in a Play or a section of a Play.
-Analyse the themes in a Play.
-Appreciate the role of literary appreciation in the development of critical thinking skills.

The learner is guided to:
-read excerpts of a Play.
-outline and illustrate the themes in a Play.
-collaborate in discussing the identified themes in a Play.
-present their findings in class.

What are some of the issues authors write about?

Selected Play.
Digital devices.
Learner's Textbook.
Lesson notes.

Checklists. Assessment rubrics. Oral questions. Written questions. Oral presentations.

Reading

Intensive Reading:Play.

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

-Relate the themes in a Play to real life.
-Role play some of the scenes in a Play.
-Appreciate the role of literary appreciation in development of critical thinking skills.

The learner is guided to:
-collaborate in relating the identified themes to real life experiences.
-role play some of the scenes in a Play.
-record video clips as they dramatise sections of a Play and share the video clip through the internet.

How are literary texts different from factual ones

Digital devices.
Sections of the Play.

Assessment rubrics. Role play. Checklist. Oral discussion. Oral questions.

Writing

Mechanics of Writing: Spelling.

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

- Differentiate between homonyms and homophones.
- Recognize homonyms and homophones in written texts.
- Spell commonly misspelt words for writing fluency.
- Value the importance of correct spelling in written communication.

The learner is guided to:
-search for the meaning and difference between homonyms and homophones.
-note down their findings and discuss.
-identify homophones and homonyms in written text.
-search the internet for the commonly misspelt words such as homonyms and homophones.
-practice spelling homophones and homonyms in pairs or groups
-use the identified homophones and homonyms in constructing sentences.

What is the difference between homophones and homonyms? Why are some words commonly misspelt?

Digital devices.
Charts.
Learner's textbook.
Lesson notes.

Assessment rubrics. Checklists Written texts. Oral questions. Spelling exercises.

Writing

Mechanics of Writing: Spelling.

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

- Differentiate between double consonants and double vowels in written texts.
- Identify double consonants and double vowels in written texts.
c)Value the importance of correct spelling in written communication.

The learner is guided to
-explain the difference between double constants and double vowels.
-give examples of words with double constant and vowels.
-listen to a dictation of words with double consonants and those with double vowels and write them down.
-engage in spelling games of the words with double consonants and vowels.use the words with double consonants and vowels in sentences.

Why is it important to spell words correctly?

Teacher's notes.
Learner's textbook.
Teacher's Guide.
Digital devices

Assessment rubrics. Checklists. Oral questions. Spelling exercises.

THEME: Natural resources. Listening and speaking.

Listening comprehension listening for details.

By the end of the lesson, the learner should be able to:
-          -
Select the main idea from a listening passage.
Respond to questions based on the listening passage.
Acknowledge the importance of attentive listening.

-          The learner is guided to: -
Pick out details from a listening text.
Rewrite the passage in their own words.
Answer questions based on the passage

Why should we distinguish between relevant and irrelevant information during a presentation?

Skill in English learner’s book
Pg 135-136
Lesson notes.
Teacher’s guide.

-          Observation. Oral questions. Checklists.

Listening and speaking.

Listening comprehension listening for details.

By the end of the lesson, the learner should be able to:
-          Use a digital device to search for more information on listening for details.
Watch a video and pick out specific details.
Appreciate the importance of attentive listening.

-          Use a digital device to search for more information.
Learners are guided to watch a video and pick out specific details in groups.
Learner recall specific details from a listening passage.

Why is it important to listen keenly?

Skill in English learner’s book
Pg 135-136
Lesson notes.
Teacher’s guide.

-          Observation. Oral questions. Checklists.

Grammar in use.

Relative pronouns, interrogative pronouns.

By the end of the lesson, the learner should be able to:
-          Recognize relative and interrogative pronouns in a text.
Use a relative and interrogative pronouns in sentences.
Acknowledge the value of relative and interrogative pronouns in communication.

-          Identify relative and interrogative pronouns from a passage.
Differentiate between relative and interrogative pronouns from a passage.
Construct sentences using interrogative and relative pronouns.
Role play a dialogue featuring interrogative and relative pronouns.

1.      How do you obtain information from people? Which words do you use to ask questions and to join simple sentences?

Skill in English learner’s book
Pg 142-146
Teacher’s guide.

-          Role playing. Observation. Oral questions. Written questions.

Reading.

Intensive reading; Play (class Reader)

By the end of the lesson, the learner should be able to:
-          Identify the character in a play for deeper understanding.
Analyze the character in a play and their relationship.
Value the role of literary appreciation in critical thinking.

-          Watch muted video clips based on a play.
Discuss what they think the characters are saying to each other.
Reading experts of a play.
Identify the conflicts between characters in a play.

why should we establish the relationship between the characters in a play?

Skill in English learner’s book
Pg 146-148
Digital devices.
Teacher’s guide book.

-          Role playing. Observation. Oral questions.

Reading.

Intensive reading; play (class reader)

By the end of the lesson, the learner should be able to:
-          Identify the conflicts between characters in a play.
Relate the characters in a play to real life.
Acknowledge the role of characters in a play.

-          Relate the characters in a play to real life.
Stimulate the action in sections of the play.
Make video recording of the role play and share them with peers.

How does understanding the relationship between characters help our understanding of the play?

Skill
in English learner’s book
Pg 149-150
Realia.
Digital devices.
Teacher’s guide.
Learner’s books.

-          Observation. Role playing. Oral questions. Written questions.

Writing.

The writing process.

By the end of the lesson, the learner should be able to:
-          Outline the stages of the writing process.
Create a composition following the steps of the writing process.
Advocate the need for creativity in life.

-          Jointly outline the steps of writing process.
Brainstorm on different topics such as natural topics such as natural resources for writing a factual composition.

How does the writing process help us improve the quality of our writing?

Skill in English learner’s book
Pg 150-151
Charts.
Pictures in learner’s book.
Teachers guide.

-          Discussion. Observation. Writing exercise.

Writing.

The writing process.

By the end of the lesson, the learner should be able to:
-          Outline the stages of the writing process.
Create a composition following the steps of the writing process.
Advocate the need for creativity in life.

-          Jointly outline the steps of writing process.
Brainstorm on different topics such as natural topics such as natural resources for writing a factual composition.

How does the writing process help us improve the quality of our writing?

Skill in English learner’s book
Pg 150-151
Charts.
Pictures in learner’s book.
Teachers guide.

-          Discussion. Observation. Writing exercise.

Writing.

The writing process.

By the end of the lesson, the learner should be able to:
-          Write a poem by following the writing process.
Share the poem for peer assessment for corrections.
Acknowledge the value of being corrected.

-          Write a poem in groups following the writing process.
Share the poem for assessment and make corrections.
In their groups they make corrections.

How does the writing process help us to write a good poem?

Skill in English learner’s book
Pg 151-153
Digital devices.
Teachers guide.
Journals.
Pupil’s books.

-          Oral questions. Observation. Writing exercise.

THEME: tourism international. Listening and speaking.

Oral poetry.

By the end of the lesson, the learner should be able to:
-          Interpret oral poems on varied issues.
Perform an oral poem using performance technique.
Acknowledge the role of oral poetry in the presentation of our cultural heritage.

-          Listen and respond to audio recordings of oral poetry.
Listen and respond to an oral poem recited by the teacher.
Retell a poem using own words.
Infer the meaning of and phrases in a given oral poem.
Listen to difference renditions of the same oral poem.

Why should you interpret an oral poem correctly?

Skill
in English learner’s book
Pg 154-156
Digital devices.
Dictionary.
Pupil’s books.
Teachers guide.

-          Observation. Oral questions. Dramatization.

Listening and speaking.

Oral poetry.

By the end of the lesson, the learner should be able to:
-          Use appropriate performance techniques to perform oral poems.
Compose oral poems.
Acknowledge the importance of composing a poem in their daily lives.

-          Listen to difference renditions of the poem.
Use appropriate performance techniques to perform oral poems.
Relate the ideas in an oral poem to real life.
Recite oral poems in groups.
Compose oral poems jointly and share with the class.

How can you make the performance of oral poem interesting?

Skill in English learner’s book
Pg 156-157
Realia.
Digital devices.
Teachers guide.
Dictionary.
learner’s books.

-          Observation. Oral questions. Written questions.

Reading.

Reading for interpretation.

By the end of the lesson, the learner should be able to:
-          Identify the point of view in a poem.
Analyze the point of view in a poem.
Acknowledge the importance of the point of view in the understanding of a poem.

-          Read a given poem and identify the point of view.
Search for poems with different points of view from the internet and non-digital sources.
Listen to poems read by the teacher.

Why is it important to understand the point of view in a poem?

Skill in English learner’s book
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.

-          Oral presentation. Peer assessment. Observations.

Reading.

Reading for interpretation.

By the end of the lesson, the learner should be able to:
-          Compose a short poem individually.
Discuss the various points of views in the poems in small groups.
Appreciate the importance of composing a poem.

-          Relate the subjects of different poems to real life.
Compose a short poem individually.
Discuss the various points of view in the poem in small groups.

How can you understand the point of view in a poem?

Skill in English learner’s book
Pg 159-160
Video clips.
Audio visuals.
Course books.
Learner’s book.

-          Oral presentation. Self-assessment. Peer assessment.

Grammar in use.

Complex prepositions.

By the end of the lesson, the learner should be able to:
-          Define complex prepositions.
Recognize complex prepositions.
Appreciate the role of prepositions in oral and written communication.

-          Search online the meaning of complex prepositions.
Read a passage from a magazine or a book in which complex prepositions are used.
Identify complex prepositions from the passage.
Listen to a text read by the teacher and note the complex prepositions used.

Which words let you know where someone is going?

Skill
in English learner’s book
Pg 160-161
Digital devices.
Realia.
Magazines.
Newspapers.
Course books.
Learner’s books.

-          Oral reading. Questions and answers. Oral discussion.

Grammar in use.

Complex prepositions.

By the end of the lesson, the learner should be able to:
-          Read and underline complex prepositions used in various texts.
Form sentences using complex prepositions.
Appreciate the making corrections corrected by peers.

-          Jointly, read and underline complex prepositions used in various texts.
Form sentences using complex prepositions.
Collaboratively correct mistakes in sentences formed by peers.
Search for more examples of complex prepositions from the internet and other sources.

How do you describe where something is located?

Skill in English learner’s book
Pg 161-162
Books.
Magazines.
Digital devices.
Course books.

-          Keeping records of books read. Peer assessment. Oral presentation.

Reading.

Poetry characters.

By the end of the lesson, the learner should be able to:
Define who is a persona.
Identify the persona and other participants in a poem.
Acknowledge the importance of characters in literary appreciation.

-          Search online the meaning of a persona.
Use appropriate adjectives to describe the behaviours of characters in a poem.
Illustrate character traits in various poems.
Relate actions of the persona to real life.

How do we tell the behaviours of the character in a poem?

Skill in English learner’s book
Pg 162-164
Digital devices.
Course books.
Video clips.

-          Role playing. Oral presentation. Questions and answer.

Reading.

Poetry characters.

By the end of the lesson, the learner should be able to:
-          Analyze the character of the speaker (persona) and the other participants in a poem.
Roleplay different characters in a poem.
Acknowledge the value of a persona in a poem.

-          Roleplay different characters in a poem in small groups.
Infer information from the poem.
Fill and share in groups a table showing characters behaviours.
Upload the recording on social media platforms.

What are some of the words used to describe the behaviour of characters?

Skill in English learner’s book
Pg 164-165
Digital devices.
Course books.
Video clips.

-          Roleplaying. Questions and answer. Oral presentation. Gap filling.

Reading.

Poetry characters.

By the end of the lesson, the learner should be able to:
-          Analyze the character of the speaker (persona) and the other participants in a poem.
Roleplay different characters in a poem.
Acknowledge the value of a persona in a poem.

-          Roleplay different characters in a poem in small groups.
Infer information from the poem.
Fill and share in groups a table showing characters behaviours.
Upload the recording on social media platforms.

What are some of the words used to describe the behaviour of characters?

Skill in English learner’s book
Pg 164-165
Digital devices.
Course books.
Video clips.

-          Roleplaying. Questions and answer. Oral presentation. Gap filling.

Writing.

Assessing writing.

By the end of the lesson, the learner should be able to:
-          Identify the qualities of a well written composition.
Write a composition related to the theme.
Value the need for clarity and cohesion in written communication.

-          Read a passage about the qualities of a good composition.
Write down checklist for assessing composition.
Read samples of well written compositions from the course book.

What are the qualities of a good composition?

Skill in English learner’s book
Pg 165-168
Course books.
Dictionary.
Video clips.

-          Oral reading. Questions and answer.

Writing.

Assessing writing.

By the end of the lesson, the learner should be able to:
-          Assess a composition against a predesigned criteria.
Make corrections to make composition.
Acknowledge the importance of making

-          Write a composition related to the theme.
Assess a peer’s composition and give comments as guided by the checklist.
Make corrections to the composition.
Display the composition on the school notice board.

How can one make a composition interesting?

Skill in English learner’s book
Pg 168-169
Course books.
Checklist.
Realia.
Learner’s book.

-          Reading aloud. Oral reading. Written exersice.

THEME: HEROES AND HEROINES WORLD. Listening and speaking.

Diphthongs and sentence stress.

By the end of the lesson, the learner should be able to:
-          Identify words with the diphthongs au/and/uә in a text.
Use emphatic stress in word to convey meanings.
Advocate the need for accurate pronunciation in oral communication.

-          Identify the diphthongs (au) as in out/house/uә as in sure/cure.
Read a passage featuring diphthongs au/and/uә.
Underline words with the diphthongs from texts.

Why is it important to pronounce words correctly?

Skill in English learner’s book
Pg 170-173
Charts.
Course books.
Dictionary.
Learner’s book.

-          Multiple choice. Short answers. Gap filling.

Listening and speaking.

Diphthongs and sentence stress.

By the end of the lesson, the learner should be able to:
-          Identify the stressed and unstressed words in a sentence.
Apply stress appropriately when reading a poem.
Value the importance of stressing words in oral communication.

-          Identify the stressed and unstressed words in a sentence.
Apply stress appropriately when reading a poem.
Read the same sentences while placing stress on different words.
Jointly read aloud words with diphthongs /au/ and /uә/ from flashcards.
Use the dictionary to find more words with the diphthongs.

How does stress help us to convey different meanings?

Skill
in English learner’s book
Pg 173-175
Flashcards.
Dictionary.
Course books.

-          Reading aloud. Oral reading. Oral presentation.

Reading.

Extensive reading (Grade appropriate fiction)

By the end of the lesson, the learner should be able to:
-          Select a reading text from a collection of books or the library.
Read a text for information and enjoyment.
Appreciate the role of extensive reading.

-          Watch a video clip on how to select a reading text.
Read a passage based on how to select text.
Select a reading text from a collection.
Preview a text to determine its suitability.
Skim through a text to obtain the gist.

How does reading widely help us learn better?

Skill in English learner’s book
Pg 175-177
Video clips.
Collection of books.
Course book.
Learner’s book.

-          Oral reading. Reading aloud. Keeping a record of books read.

Reading.

Extensive reading. (Grade appropriate fiction)

By the end of the lesson, the learner should be able to:
-          Read independently and silently.
Find the meaning of vocabulary in a dictionary.
Appreciate the importance of reading fluently.

-          Read independently and silently.
Interpret what they read in their own ways.
Infer the meaning of unfamiliar vocabulary from the text.
Look up the meaning of unfamiliar words in the dictionary.
Make notes on what has been read.
Discuss the topics of the texts with peers.

What should on consider when choosing a reading text?

Skill in English learner’s book
Pg 177-180
Dictionary.
Digital devices.
Course book.
Magazines.

-          Oral questions. Filing gaps. Written exercise.

Grammar in use.

Conjunction’s correctives conjunction’s

By the end of the lesson, the learner should be able to:
-          Find the meaning of conjunctions.
Identify correlative conjunctions in texts.
Appreciate use of correlative conjunctions for effective communications.

-          Find the meaning of conjuctions in the dictionary.
identify correlative conjuctions such as: -
either ……… or,
neither ….... nor,
both ……… and,
not … only .. but.
Read passage in which correlative conjuctions are used.
Search online for sentences with correlative conjunctions.

How do we join sentences?

Skill
in English learner’s book
Pg 180-181
Course books.
Digital devices.
Flash cards.

-          Role playing. Written exercise. Question and answers.

Grammar in use.

Conjuctions correlative conjuctions.

By the end of the lesson, the learner should be able to:
-          Form sentences using correlatives conjunction.
Re-write sentences using correlative conjunction.
Advocate the use of correlative conjunctions.

-          Form sentences using correlative conjunctions.
Ask and answer questions using correlatives.
Roleplay and event and use correlative conjunctions.

What is the importance of using correlative conjunctions in a sentence?

Skill in English learner’s book
Pg 181-183
Course books.
Digital devices.
Flash cards.

-          Role playing. Written exercise. Question and answers.

Reading.

Play: - style (class reader)

By the end of the lesson, the learner should be able to:
-          Identify features of styles used in a play.
Relate features of style to the meaning of a play.
Acknowledge the importance of styles the features in literary appreciation.

-          Read aloud excerpts of a play.
Answer the questions based on the excerpts.
Highlight aspects of style such as flash-back, flash-forward and personification in a play.
Discuss the role of memories, dreams and a story as flash back in a play.

Why do authors use flash-back, flash forward and personification in plays?

Skill in English learner’s book
Pg 183-188
Video clips.
Teacher’s guide.

-          Role play. Reading aloud. Questions and answers.

Reading.

Play: - style (class reader)

By the end of the lesson, the learner should be able to:
-          Identify features of styles used in a play.
Relate features of style to the meaning of a play.
Acknowledge the importance of styles the features in literary appreciation.

-          Read aloud excerpts of a play.
Answer the questions based on the excerpts.
Highlight aspects of style such as flash-back, flash-forward and personification in a play.
Discuss the role of memories, dreams and a story as flash back in a play.

Why do authors use flash-back, flash forward and personification in plays?

Skill in English learner’s book
Pg 183-188
Video clips.
Teacher’s guide.

-          Role play. Reading aloud. Questions and answers.

Reading.

Play: - style (class reader)

By the end of the lesson, the learner should be able to:
-          Analyse the features of style in relation to the meaning of a play.
Roleplay some events in which the flashback, flashforward and personification in the play.
Value the importance of flashback, flashforward and personification in a play.

-          Analyze the features of style in relation to the meaning of a play.
Corroboratively, roleplay some events in what the flashback, flashforward features in the play

What is the importance of using flash flashback, flashforward and personification?

Skill
in English learner’s book
Pg 190-191
Textbooks.
Teacher’s guide.
Learner’s book.
Realia.

-          Reading aloud. Short answers. Self assessments.

Writing.

Narrative composition.

By the end of the lesson, the learner should be able to:
-          Identify the elements of a narrative composition.
Use the elements of a narrative composition in a story.
Appreciate the role of background information in the creation of credible stories.

-          Read samples of narrative composition from textbooks.
Identify the introduction, body and conclusions of a sample composition.
Brainstorm possible topics for narrative composition.
Tell a story from their own experiences.
Plan a narrative composition.

What are the elements of a narrative composition?

Skill
in English learner’s book
Pg 190-191
Digital device.
Teacher’s guide.
Notice boards.

-          Peer assessment. Oral discussions. Writing a narrative composition.

Writing.

Narrative composition.

By the end of the lesson, the learner should be able to:
-          Write a narrative composition.
Edit the composition.
Appreciate the importance of getting feedback from peers.

-          Write a narrative composition in their books.
Edit the composition.
Revise the narrative composition.
Read one another’s composition and obtain feedback from peers.
Display the composition in a class notice board or social media.

What are the steps of writing a narrative composition?

Skill
in English learner’s book
Pg 191-193
Digital device.
Teacher’s guide.
Notice boards.

-          Role play. Oral presentation. Questions and answers.