THEME: Environmental Conservation. Listening and Speaking.

Listening Comprehension

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

-Identify the main idea and specific details from an argumentative text.
-Listen for the main and specific details in an argumentative text.
-Acknowledge the need for comprehension in communication.

The learner is guided to:
-listen to a passage read out by teacher based on the theme.
-pick out the specific details such as places, time, events and people from a listening passage.
-identify the main idea from the listening text.
-use digital devices to listen and watch news bulletin, interview or debate and pick out the main idea and specific details.

How do the specific details in a text enhance comprehension? Why is it important to listen attentively?

Digital devices.
News Bulletin.
Recorded debates and interviews.
Teacher's Guide.
Lesson notes.
Learner's Textbook.

Checklists. Oral questions. Observation. Assessment rubrics.

Listening and Speaking.
Reading

Listening Comprehension.
Reading for Information and Meaning.

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

-Listen to a passage and identify the unfamiliar words.
-Infer meaning of the unfamiliar words.
-Acknowledge the need for listening attentively.

The learner is guided to:- listen to a passage read out by teacher and pick out the unfamiliar words.
-listen to news bulletin or debate or interview and pick out the unfamiliar words.
-infer the meaning of unfamiliar words in groups.
-answe questions based on the listened passage.

Why is it important to listen attentively?

Teacher's Guide.
Digital devices.
News bulletin.
recorded interviews or debate.
Learner's Textbook.
Grade appropriate texts.

Checklists. Oral questions. Peer Assessment. Assessment rubrics.

Reading
Grammar in Use.

Reading for Information and Meaning.
Modal Auxiliaries.

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

-Read a grade appropriate text and identify new phrases and words.
-Construct sentences using the new words and phrases.
-Value the need to comprehend the information in written texts.

The learner is guided to
-read a grade appropriate texts and pick out new words and phrases.
-infer the meaning of the new words, phrases and sentences from the context.
-look up the meaning of the new words and phrases from the dictionary.
-form sentences using the new words and phrases.
-fill in crossword puzzles using the new words.

Why is it important to find the meaning of new words and phrases?

Grade appropriate texts.
Learner's textbook.
Dictionaries.
Crossword puzzles.
Lesson notes.
Digital devices.
Charts.
Teacher's Guide.

Checklists. Assessment rubrics. Peer assessment. Oral questions. Filling in crossword puzzles.

Grammar in Use.
Reading

Modal Auxiliaries.
Poems: Structure.

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

-Use modal auxiliaries in sentences to express different moods.
-Value the importance of using modal auxiliaries in communication.

The learner is guided to:
-construct sentences using the modal auxiliaries to express permission, requests, ability and obligation.
-collaborate in creating a dialogue featuring the different modal auxiliaries.
-fill in gaps using the appropriate modal auxiliaries.

What is the importance of using modal auxiliaries in communication?

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

Assessment rubrics. Filling in Gaps. Written questions. Peer assessment. Checklists.

Reading
Writing

Poems: Structure.
Structure of a Paragraph.

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

-Identify and infer meaning of new words from the context of a poem.
-Create a poem based on a topic of interest.
-Demonstrate creativity in creating a poem on topic of interest.

The learner is guided to:
-read selected poems and identify the new words.
-infer the meaning of new words from the context of a poem.
-come up with a class project in which they:
-identify a topic of interest.
-carry out research about the topic.
-compose a poem based on the selected topic.
-ask a peer to review the poem.
-make corrections on the poem.
-share the poem on the school notice board or through social media.

What should we consider when creating or composing a poem?

Learner's Textbook.
Digital devices.
Charts.
Newspaper articles.
Textbooks.
Online articles.

Class project. Assessment rubrics. Checklists. Peer Assessment.

Writing
Listening and Speaking.

Structure of a Paragraph.
Selective Listening.

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

-Create a paragraph that is well developed, coherent and unified.
-Acknowledge the need for concise paragraphs in written communication.

The learner is guided to:
-identify a topic of interest.
-write a paragraph on a topic of interest that is coherent, unified and contains well developed thoughts in books or in digital devices.
-share their created paragraphs for assessment by peers.

How can you ensure that your paragraphs are well formed?

Teacher's Guide.
Written paragraphs.
Digital devices.
Audio and video clips of news bulletin.
Learner's textbook.

Assessment rubrics. Peer Assessment. Checklists.

Reading

Intensive Reading
Intensive Reading

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

-Predict events in a reading text.
-Outline the key events in a text.
-Answer direct and inferential questions for comprehension.
-Appreciate the importance of intensive reading in lifelong learning.

The learner is guided to
-make predictions about the outcome of the story the title and illustrations.
-identify the key events in the text/story.
-make connections between events in the story and real life.
-answer direct and inferential questions from a comprehension passage on consumer laws and policies.

How are characters and events in a text related to real life?

Learner's Textbook.
Teacher's Guide.
Comprehension Passages.
Dictionaries.

Assessment rubrics. Checklists Oral questions. Written questions.

Grammar in Use.

Present and Past Perfect Aspect.
Present and Past Perfect Aspect.

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

-State the meaning of present perfect aspect in sentences.
-Identify the present perfect aspect in texts.
-Appreciate the importance of using tenses in sentences.

The learner is guided to:
-explain the meaning of present perfect aspect in sentences.
-search for examples of sentences in the present perfect form from the internet and note them down.
-identify and underline the present perfect form in sentences or texts.
-use has/have + -ed participle form of the verb to form the present perfect aspect.
-construct correct sentences using the present perfect aspect.

Why should we use tenses correctly in sentences?

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

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

Intensive Reading.
Writing.

Play: Identification of Characters.
Play: Identification of Characters.
Narrative and Descriptive Paragraphs.

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

-Identify the characters in a Play.
-Use appropriate adjectives to describe the characters.
-Role play various characters in class.
-Value the need to describe people and situations appropriately.

The learner is guided to:
-read a play or s section of it.
-list the characters and their roles in a Play.
-use appropriate adjectives to describe the characters with illustrations.
-collaborate and confidently role play various characters.
-assume the personality of a certain character and say why they say and do certain things.

How can one tell qualities of a character in a play?

Play- (class Reader)
Lesson notes.
Teacher's Guide.
Digital devices.
Class Reader - Selected Play.
Learner's Textbook.

Assessment rubrics. Checklists. Oral questions. Written questions.

Writing.
Theme: Relationships: Community. Listening and Speaking.

Narrative and Descriptive Paragraphs.
Pronunciations.

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

-State the meaning of descriptive paragraphs.
-Outline the features of a descriptive paragraph.
-Write descriptive paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.

The learner is guided:
-search for examples of descriptive paragraphs from the internet or print resources.
-explain the meaning of descriptive paragraphs.
-discuss the features of the descriptive paragraphs.
- in pairs, create a descriptive paragraph that appeals to the sense of sight,smell, hearing,taste and touch.
-share their descriptive paragraphs with peers for review and then make corrections to the paragraphs as per comments given by peers.

How can we ensure unity in a paragraph? What is a descriptive paragraph? What are the features of a descriptive paragraph?

Digital devices.
Samples of descriptive paragraphs.
Learner's Textbook.
Audio recordings.
Teacher's Guide.

Checklists. Oral questions. Assessment rubrics. Writing tests. Peer Assessment.

Listening and Speaking.
Reading.

Pronunciations.
Reference Materials: Dictionary, Thesaurus and Encyclopedia.

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.
Dictionary.
Thesaurus.
Subject Specific Encyclopedia.

Assessment rubrics. Oral questions. Pronunciation tests. Checklists.

Reading.
Grammar in Use.

Reference Materials: Dictionary, Thesaurus and Encyclopedia.
Order of Adjectives.

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.
Teacher's Guide.
Audio texts.
Lesson notes.

Assessment rubrics. Checklists. Oral presentations.

Grammar in Use.
Reading.

Order of Adjectives.
Play: Style.

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.
Selected Play - class readers.
Lesson notes.

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

Reading.
Writing.

Play: Style.
Letter of Application.

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

Checklists. Oral questions. Assessment rubrics. Peer Assessment.

Theme: Leisure Time. Listening and Speaking.
Reading.

Conversational Skills; Negotiation Skills.
Reading Fluency.

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
Learner's Textbook.
Narratives.
Articles.

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

Reading
Grammar in Use
Grammar in use.

Reading Fluency.
Comparison of Adverbs.
Comparison of Adverbs.

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.
Charts.
Teacher's guide.
Charts with comparative and superlative degrees of adverbs
Lesson notes.

Peer Assessment. Checklists. Assessment rubrics.

Reading

Intensive Reading: Play.
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.
Sections of the Play.

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

Writing

Mechanics of Writing: Spelling.
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.
Teacher's notes.
Teacher's Guide.
Digital devices

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

THEME: Natural resources. Listening and speaking.
Listening and speaking.

Listening comprehension listening for details.
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.

Grammar in use.
Reading.

Relative pronouns, interrogative pronouns.
Intensive reading; Play (class Reader)

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.
Pg 146-148
Digital devices.
Teacher’s guide book.

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

Reading.
Writing.

Intensive reading; play (class reader)
The writing process.

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

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

Writing.
THEME: tourism international. Listening and speaking.

The writing process.
Oral poetry.

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.
Skill
in English learner’s book
Pg 154-156
Dictionary.

-          Oral questions. Observation. Writing exercise.

Listening and speaking.
Reading.

Oral poetry.
Reading for interpretation.

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.
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.

-          Observation. Oral questions. Written questions.

Reading.
Grammar in use.
Grammar in use.

Reading for interpretation.
Complex prepositions.
Complex prepositions.

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.
Skill
in English learner’s book
Pg 160-161
Digital devices.
Realia.
Magazines.
Newspapers.
Learner’s books.
Pg 161-162
Books.

-          Oral presentation. Self-assessment. Peer assessment.

Reading.

Poetry characters.
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.
Pg 164-165

-          Role playing. Oral presentation. Questions and answer.

Writing.

Assessing 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.
Pg 168-169
Checklist.
Realia.
Learner’s book.

-          Oral reading. Questions and answer.

THEME: HEROES AND HEROINES WORLD. Listening and speaking.
Listening and speaking.

Diphthongs and sentence stress.
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.
Skill
in English learner’s book
Pg 173-175
Flashcards.

-          Multiple choice. Short answers. Gap filling.

Reading.

Extensive reading (Grade appropriate fiction)
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.
Pg 177-180
Dictionary.
Digital devices.
Magazines.

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

Grammar in use.

Conjunction’s correctives conjunction’s
Conjuctions correlative conjuctions.

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.
Skill in English learner’s book
Pg 181-183

-          Role playing. Written exercise. Question and answers.

Reading.

Play: - style (class reader)
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.
Skill
in English learner’s book
Pg 190-191
Textbooks.
Learner’s book.
Realia.

-          Role play. Reading aloud. Questions and answers.

Writing.

Narrative composition.
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.
Pg 191-193

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

THEME: SOCIAL AND MEDIA. Listening and speaking.
Listening and speaking.
Reading.

Impromptu speeches.
Impromptu speeches.
Note making.

By the end of the lesson, the learner should be able to:
-          Define the word impromptu speech.
Outline the procedure for preparing for an impromptu speech.
Appreciate the importance of following the correct procedure for preparing for an impromptu speech.

-          Search for the meaning of the term impromptu speech from the internet.
Listen to an impromptu speech made by the teacher.
Brainstorm on the procedure for preparing for an impromptu speech in small groups.

In what instances could one be called upon to make a speech without prior notice?

Skill
in English learner’s book
Pg 194-196
Dictionary.
Digital device.
Teacher’s guide.
Pg 196
Video clips.
Audio visuals.
Skill in English learner’s book
Pg 196-198
Digital devices.

-          Public speaking. Questions and answers.

Reading.
Grammar in use.

Note making.
Determiners, numerals and ordinals

By the end of the lesson, the learner should be able to:
-          graphically prepare charts using their notes.
Use the notes, in groups to compose a poem.
Acknowledge the importance of note making for academic purpose.

-          Graphically prepare charts using the notes.
Exchange the charts for peer review and corrections.
Use the notes, in groups to compose a poem or a song and present it in class.

Why is it important to make notes?

Skill
in English learner’s book
Pg 198-201
Teacher’s guide.
Skill in English learner’s book
Pg 201-204
Charts.
Digital device.
Dictionary.

-          Questions and answers. Oral discussions. Peer assessment.

Grammar in use.
Reading.

Determiners, numerals and ordinals
Play: Project.

By the end of the lesson, the learner should be able to:
-          Mention objects in the school that could be modified using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Appreciate the need for well-formed sentences in communication.

-          State names of objects and events in the school that can be described using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Discuss the importance of well-formed sentences in communication.

Which objects in the school can be modified using numerals and ordinals.

Skill
in English learner’s book
Pg 204-205
Teacher’s guide.
Learner’s book.
Charts.
Dictionary.
Digital devices.
Skill in English learner’s book
Pg 205-208
Digital device.

-          Oral presentations. Questions and answers. Peer assessment.

Reading.
Writing.

Play: Project.
Filling forms: application forms.

By the end of the lesson, the learner should be able to:
-          Describe simple props and costumes that create mood and atmosphere.
Present dramatized parts of a play to an audience.
Appreciate the effectiveness of the performance in delivering the play’s message.

-          Rehearse with props and costumes.
Dramatize simple scenes for classmates while focusing on voice gestures and movements.
Discuss how to use role play and mime in the performance.

What makes a performance successful?

Skill in English learner’s book
Pg 208-209
Charts.
Teacher’s guide.
Digital device.
Pg 209-211
Poster.
Samples bursary and scholarship forms.
Dictionary.

-          Roleplay. self-assessment. Questions and answers.

Writing.
Listening and speaking.

Filling forms: application forms.
Conversation skills: Job interview.

By the end of the lesson, the learner should be able to:
-          Fill in bursary and scholarship application forms while adhering to conventions.
Discuss the importance of giving accurate and sufficient information in scholarship application forms.
Value the importance of giving accurate and sufficient information in forms.

-          Fill in different forms that require data on issues such as social and mass media.
Share different filled in forms for peer observation and feedback.
Discuss as a plenary the importance of providing accurate data in forms.
Create a form in small groups.

Why is it important to fill in all parts of a form?

Skill in English learner’s book
Pg 211-213
Teacher’s guide.
Samples bursary and scholarship forms.
Charts.
Dictionary.
Pg 214-216
Video clips.

-          Self-assessment. Questions and answers. Oral discussion.

Listening and speaking.
Reading.

Conversation skills: Job interview.
Extensive reading: Fiction.

By the end of the lesson, the learner should be able to:
-          Identify possible questions that are commonly asked in a job interview.
Ask and answer appropriate questions in mock job interviews.
Recognize excellent interview skills as a positive step towards getting a job.

-          In groups, search online and offline for possible questions that are commonly asked in a job interview and write them down.
In pairs role play asking and answering questions in a mock job interview and record the session electronically or as a written dialogue.
Discuss how success in a job interview is a step towards generating income for the individual and the community.

Why is it important to prepare for a interview?

Skill
in English learner’s book
Pg 214-216
Charts.
Dictionary.
Digital device.
Teacher’s guide.
Skill in English learner’s book
Pg 217-220

-          Oral interview. Peer assessment. Questions and answers. Short answers

Reading.
Grammar in use.

Extensive reading: Fiction.
Word classes: nouns.

By the end of the lesson, the learner should be able to:
-          Make a reader’s gallery by displaying the materiel read with a caption indicating its subject matter.
Keep a portfolio of the subject matter.
Appreciate the importance of reading fiction for exposure.

-          In groups make a reader’s gallery by displaying the material read with a caption indicating its subject matter.
Take photos of their display and keep a soft copy of the photo in their portfolio.
Discuss why reading fiction materials is important.

What makes a book interesting?

Skill in English learner’s book
Pg 220-221
Charts.
Teacher’s guide.
Dictionary.
Pg 221-223
Dictionaries.
Digital devices.

-          Short answers. Oral interview. Self-assessment.

Grammar in use.
Reading.

Word classes: nouns.
Grade-appropriate play: lessons learnt (Class reader)

By the end of the lesson, the learner should be able to:
-          List nouns formed from verbs and other nouns.
Use nouns formed from verbs and other nouns in sentences.
Appreciate the necessity of forming words from other word classes in the process of communication.

-          In groups, use the suffixes to form nouns from verbs and other nouns and present them in print.
Construct sentences about income generating activities and environmental preservation using nouns formed from verbs and from other nouns.
Explain why the knowledge of changing other words into nouns helpful in communication.

What changes when a word is formed from another?

Skill
in English learner’s book
Pg 223-224
Teacher’s guide.
Dictionary.
Digital device.
Skill in English learner’s book
Pg 224-226
Class reader.
Charts.

-          Observation. Oral questions. Oral presentation.

Reading.
Writing.
Writing.

Grade appropriate play: lessons learnt (Class reader)
Mechanics of writing – spelling.
Mechanics of writing – spelling.

By the end of the lesson, the learner should be able to:
-          Analyze the lessons learned from a play.
Relate the lessons learnt to real life experiences.
Perceive plays as sources of life lessons and entertainment.

-          Analyze the lessons elicited by pairs and relate them to real life experiences.
Use graphic organizers to summarize lessons learnt and present them in them in charts displayed on the wall for peer review.
Discuss the sections of a play that entertain and bring out lessons.

Which issues are addressed in a play?

Skill
in English learner’s book
Pg 226-227
Teacher’s guide.
Class reader.
Dictionary.
Charts.
Pg 227-230
Flash cards.
Pg 230-231

-          Oral reading. Written exercise. Peer assessment.

Listening and speaking.

Listening to respond. Expressing feelings.
Listening to respond expressing feelings.

By the end of the lesson, the learner should be able to:
-          Identify words and expressions used to describe their feelings towards a poem.
Create a poster showing words and expressions used to describe their feelings towards a poem.
Appreciate the importance of poem recitation for effective communication.

-          Search print sources for words and expressions used to describe feelings towards a poem.
Recite and record a poem emphasizing words and expressions that reveal their feelings towards a poem.
Create a poster showing words and expressions used to describe their feelings towards a poem.

How can one express their feelings while reciting s poem?

Skill
in English learner’s book
Pg 232-233
Teacher’s guide.
Charts.
Dictionary.
Pg 233-234

-          Oral reading. Questions and answers. Oral discussions.

Reading.

Intensive reading: comprehension strategies.
Intensive reading: comprehensive strategies.

By the end of the lesson, the learner should be able to:
-          Find the meaning of clue.
Identify clues in the passage from which conclusions can be drawn.
Create a poster showing clues from which conclusions can be drawn.
Appreciate the skills of making inferences and drawing conclusions in independent reading.

-          Search for and read print and non-print passages on varied subjects like personal grooming.
Underline words, phrases or sentences that can serve as clues for making inferences or drawing conclusions as they read.
In groups, create a poster showing clues from which conclusions can be drawn.

Why is it important to summarize information from a text?

Skill
in English learner’s book
Pg 234-235
Charts.
Teacher’s guide.
Dictionary.
Pg 235-238

-          Oral reading. Oral discussions. Reading aloud.

Grammar in use.

Phrasal verbs.
Phrasal verbs.

By the end of the lesson, the learner should be able to:
-          Define phrasal verbs.
Identify phrasal verbs formed from break, hang, run and turn in texts.
Form phrasal verbs form break, hang, run and turn.
Appreciate the importance of using phrasal verbs in spoken and written communication.

-          Search from print sources for phrasal verbs formed from break, hang, run and turn and compile them in a wordlist.
In groups, search for the meaning of the phrasal verbs identified from print dictionaries.
Form phrasal verbs from the given verbs.

How are phrasal verbs different from other verbs?

Skill
in English learner’s book
Pg 238-240
Teacher’s guide.
Charts.
Dictionary.
Pg 240-241

-          Peer assessment. Oral discussions. Oral presentation.

Personal grooming: Reading.
Reading.

Play: characterization
Play characterization.

By the end of the lesson, the learner should be able to:
-          Outline the clues for identifying traits of different characters in a play.
Read the play excerpt and identify traits of different characters.
Acknowledge the role of characterization in determining virtues and vices in the society.

-          Search from digital and print sources for clues in a play that one can use to identify a character trait for example: what the character does or says; or what is said about a character.
Brainstorm on the words and phrases used to describe characters and make a phrase book.
Read the play excerpt and identify traits of different characters.

Which words or expressions can you use to describe one’s character?

Skill
in English learner’s book
Pg 241-242
Dictionaries.
Teacher’s guide.
Charts.
Pg 245-247

-          Oral presentation. Self-assessment. Peer assessments.

Writing.

The writing process.
The writing process.

By the end of the lesson, the learner should be able to:
-          Outline the different stages of the writing process.
Analyse the different tasks involved in each step of the writing process.
Appreciate the importance of each of the stages in the writing process in crafting flawless dialogue.

-          Read the steps of the writing process.
In groups, discuss the different tasks involved in each stage of the writing process.
Brainstorm on different topics related to personal grooming, respect and life skills.

Why should you plan writing?

Skill
in English learner’s book
Pg 247
Teacher’s guide.
Charts.
Dictionaries.
Pg 247-250

-          Role play. Self-assessment. Peer assessments.

THEME: SEA TRAVEL. Listening and speaking.
Listening and speaking.

Extensive listening: speeches.
Extensive listening.

By the end of the lesson, the learner should be able to:
-          Listen to different speeches.
Identify the issues addressed by different speeches listened to.
Appreciate the importance of getting information from varied sources.

-          Search for varied speeches on an issue of interest and listen to them for general information.
Listen to speeches on sea travel played out and identify the issues addressed by the different speeches.
Share the common theme identified to going consensus.

How can you ensure that you remember what you hear from a speech?

Skill
in English learner’s book
Pg 250-252
Teacher’s guide.
Dictionaries.
Pg 252-253
Charts.

- Peer assessment. Oral discussion. Written questions.

Reading.
Grammar in use.

Intensive reading: visualizing and summarizing.
Intensive reading: visualizing and summarizing.
Sentences: Complex sentences.

By the end of the lesson, the learner should be able to:
-          Read intensively the passage given.
Identify mental images created from a read passage.
Appreciate the role of visualization and summarization in enhancing understanding of a texts.

-          Search from print sources and list down the sensory words and expressions used to create mental images in a text.
Read a passage on interesting issues and in pairs pick out the sensory words or expressions and the mental images they create in a reader.
Identify mental images created from a read passage.

Which words or expressions appeal to the five senses?

Skill
in English learner’s book
Pg 253-256
Teacher’s guide.
Charts.
Dictionaries.
Pg 256-257
Pg 257-258

- Questions and answers. Oral reading. Peer assessments.

Grammar in use.

Sentences: Complex sentences.
Sentences: Complex sentences.

By the end of the lesson, the learner should be able to:
-          Construct complex sentences using subordinating conjuctions learnt.
Create a chart on complex sentences and display in class.
Desire to construct complex sentences using subordinating conjuctions learnt.

-          In groups, use the subordinating conjuctions learnt to construct complex sentences.
In groups, display the sentences learnt on a chart.
Use subordinating conjuctions to join parts of sentences in the substation table.

What is the role of conjuctions in sentences?

Skill
in English learner’s book
Pg 258-259
Teacher’s guide.
Dictionaries.
Charts.
Pg 260

- Self-assessment. Oral interview. Short answers.

Reading.

Grade-appropriate play: style (Class reader)
Grade appropriate play: style (Class Reader)

By the end of the lesson, the learner should be able to:
-          Read the play in ’s book.
Identify the styles of humour and monologue in a play.
Appreciate the role of humour and monologue in enriching a literary work.

-          Search for examples of humour and monologue from print sources and read them aloud.
In groups, identify and illustrate humour and monologue in the grade appropriate play and display them in class.
Read episodes of the grade appropriate play containing humour and monologue.

What is the role of humour in a play?

Skill
in English learner’s book
Pg 261-263
Charts.
Teacher’s guide.
Dictionaries.
Pg 263-265
Newspapers.

- Peer assessment. Oral interviews. Short answers.

Writing.

Creating writing: Idioms.
Creative writing: Idioms.

By the end of the lesson, the learner should be able to:
-          Identify idioms used in different contexts.
Explain the meaning of given idioms in different contexts.
Desire to use idioms in different contexts.

-          Use the print dictionaries to find the meaning of idioms.
In groups, fill sentences gaps with the most appropriate idioms.
Read short narrative essays containing given idioms.

What are idioms?

Skill
in English learner’s book
Pg 264-267
Teacher’s guide.
Dictionaries.
Charts.
Skill in English learner’s book
Pg 267-268

-  Peer assessment. Oral presentations. Reading aloud. Self-assessment.

SPORTS, WORLD CUP (Football) Listening and speaking.
Listening and speaking.

Intonation in sentences – question tags.
Intonation in sentences – question tags.

By the end of the lesson, the learner should be able to:
-          Write the correct form of question tags in sentences.
Read sentences with the correct form of question tags.
Realize the importance of question tags and correct intonation in communication.

-          Listen to a recording in which the speakers use question tags and correct sentence intonation.
In pairs, practice reading out sentences with question tags using the correct intonation.
Match affirmative and negative sentences to question tags provided in a list.

How can we improve our speaking skills?

Skill
in English learner’s book
Pg 269-271
Teacher’s guide.
Charts.
Dictionaries.
Pg 271-272
Digital device.

- Oral discussion. Peer assessment. Questions and answer

Reading.

Summarizing: argumentative texts (Grade appropriate text)
Summarizing: argumentative texts (Grade appropriate text)

By the end of the lesson, the learner should be able to:
-          Pick out the main points discussed in a text.
Organize an outline of points into a coherent whole.
Appreciate the importance of good summary writing skills in writing.

-          Read argumentative texts based on the world cup from a book.
Select the main ideas.
Outline the supporting points from the text.

How do we write summaries?

Skill in English learner’s book
Pg 272-274
Teacher’s guide.
Dictionaries.
Charts.
Skill
in English learner’s book
Pg 275

- Oral discussions. Questions and answers. Peer assessment.

Grammar in use.

Sentences-Direct and indirect speech.
Sentences-Direct and indirect speech.

By the end of the lesson, the learner should be able to:
-          Read sentences with direct and indirect speech.
Differentiate between direct and indirect speech.
Desire to use direct and indirect speech correctly in communication.

-          Read provided sentences or paragraphs to learn how direct and indirect speech appear in writing.
Convert sentences written in direct speech into indirect speech and vice versa.
Differentiate between direct and indirect speech.

How do we report what others have said?

Skill
in English learner’s book
Pg 275-277
Charts.
Teacher’s guide.
Dictionaries.
Pg 277-279

- Oral presentation. Short answers. Peer assessment. Observation.

Reading.
Writing.
Writing.

Intensive reading: Play-Relating to real life (Class Reader)
Intensive reading: Play-relating to real life (Class Reader)
Descriptive writing (280-320 words)
Descriptive writing (280-320 words)

By the end of the lesson, the learner should be able to:
-          Identify the characters in a play.
Discuss the various themes in a play.
Appreciate the beauty of performances of a literary text.

-          Read a prescribed play.
Identify the characters in a play.
Share out the roles of the various characters in a play.
Discuss the themes that are evident in the play.

What makes plays interesting?

Skill
in English learner’s book
Pg 279-282
Teacher’s guide.
Charts.
Dictionaries.
Pg 282-283
Pg 284-285
Pg 285-287
Digital devices.

- Peer assessment. Oral discussions. Questions and answers.