THEME: CITIZENSHIP. Listening and Speaking.

Polite Language.

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

-Outline words and phrases used to express euphemism.
-Use euphemism to show politeness in communication.
-Acknowledge the importance of euphemism in communication.

The learner is guided to:
-search the internet or dictionary for the meaning of euphemism.
-identify examples of polite words and expressions used in a communication.
-listen to an audio interview or simulate an interview from a text and identify euphemism.
-use euphemism in a conversation and record using digital devices.
-create posters with euphemistic words and phrases and share them.

Why is it embarrassing to say some words in public? Why should we use polite language?

English Learner's Books.
Dictionary.
Digital devices
Posters.
Lesson notes
Teacher's Guide.

Observation. Oral questions. Written questions. Oral presentation. Checklists.

Listening and Speaking.
Reading.
Grammar in Use.
Grammar in Use.

Polite Language.
Independent Reading - Grade Appropriate Text.
Gender Neutral Language.
Gender Neutral Language.

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

-Conduct a debate while adhering to convections of polite language.
-Acknowledge the importance of of politeness in communication.

The learner is guided to:
-collaborate in making rules for a debating session.
-conduct a debate in small groups on titles such as 'passengers can avert road crashes'

How can we show good citizenship with regards to road safety?

English Learner's Books.
Class.
Learner's Textbook.
Library.
Digital devices.
Online fiction and non-fiction texts.
Charts.
Lesson notes
Teacher's Guide.
Video clips.
English songs.
Learner's Textbooks.
Crossword puzzles.
Lesson notes.

Oral presentation. Observation schedule. Debates. Checklists. Assessment rubrics.

Intensive Reading: Play.
Writing
Writing

.Play: Structure and Setting of Class Reader.
Play: Structure and Setting of Class Reader.
Legibility and Neatness.
Legibility and Neatness.

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

-Identify the structure and setting of a play.
-Describe the structure and setting of a Play.
-Acknowledge the importance of structure and setting of a Play.

The learner is guided to:
-explain the meaning of a Play and it's features.
-study a play and identify its structure and setting.
-discuss the structure and setting of a given play.
-outline the order of events in a Play.
-describe the time the actions in a Play occur.
-discuss where the events in a play take place.
7)share their findings with peers for assessment.

What are the features of a Play?

Class Readers - Play.
Learner's Textbook.
Digital devices.
Lesson notes.
Learner's Textbook
Teacher's Guide.
. Digital texts.

observations. Peer Assessment. Oral discussion. Oral questions and presentations. Checklists.

THEME: SCIENCE FICTION. Listening and Speaking.
Listening and Speaking.
Reading.
Grammar in Use.

Oral Literature: Short Forms.
Oral Literature: Short Forms.
Intensive Reading: Simple Poems.
Nouns and Quantifiers.

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

-Identify the characteristics of riddles, tongue twisters and proverbs.
-Explain the functions of riddles, tongue twisters and proverbs.
-Appreciate the importance of short forms in fostering fluency in communication.

The learner is guided to:
-use digital or print resources to -search for information on the meaning and characteristics of riddles, proverbs and tongue twisters.
-write down their findings in note books.
-discuss the functions of the proverbs, tongue twisters and riddles.
-give examples of riddles, tongue twisters and proverbs.
-fill in crossword puzzles using riddles and proverbs.

Why are riddles, proverbs and tongue twisters important?

Digital devices.
Lesson notes .
Learner's Textbook.
Resource person.
Resource books.
Lesson notes.
Poems.
Digital devices
Daughter of Nature.
Teacher's Guide.
charts.

Oral questions. Assessment rubrics. Checklists. Written questions.

Grammar in Use
Reading.
Writing.
THEME: Environmental Conservation. Listening and Speaking.

Nouns and Quantifiers.
Intensive Reading: Plot (Class Reader)
Mechanics of Writing: Punctuation.
Listening Comprehension

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

-Identify and Categories count and non-count nouns in oral and written texts.
-Construct sentences using count and non-count nouns.
-Acknowledge count and non-count nouns in texts.

The learner is guided to:
-differentiate between count and non-count nouns and give relevant examples.
-read a short passage and identify count and non-count nouns.
-match the count and non- count nouns with the correct quantifiers.
-form sentences using different quantifiers with count and non-count nouns.
-fill in gaps with the correct quantifiers based on count and non-count nouns.

How do count nouns differ from non-count nouns?

Learner's Textbook.
Teacher's Guide.
Charts.
Digital devices.
Class Readers - Play.
Lesson notes.
Posters.
News Bulletin.
Recorded debates and interviews.

Fill in gaps. Written questions. Sentence construction. Checklists. Assessment rubrics. Oral questions.

Listening and Speaking.
Reading
Reading
Grammar in Use.

Listening Comprehension.
Reading for Information and Meaning.
Reading for Information and Meaning.
Modal Auxiliaries.

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.
Dictionaries.
Crossword puzzles.
Lesson notes.
Charts.

Checklists. Oral questions. Peer Assessment. Assessment rubrics.

Grammar in Use.
Reading
Reading
Writing

Modal Auxiliaries.
Poems: Structure.
Poems: Structure.
Structure of a Paragraph.

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.
Charts.
Newspaper articles.
Textbooks.
Online articles.

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

Writing
Listening and Speaking.
Reading
Reading

Structure of a Paragraph.
Selective Listening.
Intensive Reading
Intensive Reading

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.
Comprehension Passages.
Dictionaries.

Assessment rubrics. Peer Assessment. Checklists.

Grammar in Use.
Intensive Reading.
Intensive Reading.

Present and Past Perfect Aspect.
Present and Past Perfect Aspect.
Play: Identification of Characters.
Play: Identification of Characters.

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.
Play- (class Reader)
Class Reader - Selected Play.

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

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

Narrative and Descriptive Paragraphs.
Narrative and Descriptive Paragraphs.
Pronunciations.
Pronunciations.

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

-Outline the characteristics of a narrative paragraph.
-Write narrative paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.

The learner is guided to:
-explain the meaning of a narrative paragraph.
-search for examples of narrative paragraphs from the internet or print resources.
-discuss the qualities of a well formed paragraphs.
-outline the characteristics of a narrative paragraph.
-individually create a narrative paragraph using the first and second person in various paragraphs.
-share their narrative paragraphs with peers for review and make corrections to the paragraphs as per comments given by peers.

How can we make a narrative composition interesting?

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

Assessment rubrics. Checklists. Peer Assessment. Writing tests.

Reading.
Grammar in Use.
Grammar in Use.

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

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.
Digital devices.
Teacher's Guide.
Audio texts.
Pictures, Posters and Visuals.

Assessment rubrics. Checklists. Oral questions. Written questions.

Reading.
Writing.
Theme: Leisure Time. Listening and Speaking.

Play: Style.
Play: Style.
Letter of Application.
Conversational Skills; Negotiation Skills.

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.
Play -Class Readers.
Samples of Letters of applications.
Learner's Textbook.
Video clips.
Learner's Textbook
Teacher's Guide.
Charts

Checklists. Assessment rubrics. Oral questions.

Reading.
Reading
Grammar in Use

Reading Fluency.
Reading Fluency.
Comparison of Adverbs.

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.
Selected Texts
Flashcards.
Stop watches.
Charts.
Teacher's guide.

Reading. Checklists Oral questions. Assessment rubrics.

Grammar in use.
Reading
Reading
Writing

Comparison of Adverbs.
Intensive Reading: Play.
Intensive Reading:Play.
Mechanics of Writing: Spelling.

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.
Selected Play.
Sections of the Play.
Charts.

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

Writing
THEME: Natural resources. Listening and speaking.
Listening and speaking.
Grammar in use.

Mechanics of Writing: Spelling.
Listening comprehension listening for details.
Listening comprehension listening for details.
Relative pronouns, interrogative pronouns.

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
Skill in English learner’s book
Pg 135-136
Lesson notes.
Teacher’s guide.
Pg 142-146

Assessment rubrics. Checklists. Oral questions. Spelling exercises.

Reading.
Writing.
Writing.

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

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.
Skill
in English learner’s book
Pg 149-150
Realia.
Teacher’s guide.
Learner’s books.
Pg 150-151
Charts.
Pictures in learner’s book.
Teachers guide.
Pg 151-153
Journals.
Pupil’s books.

-          Role playing. Observation. Oral questions.

THEME: tourism international. Listening and speaking.
Listening and speaking.
Reading.
Reading.

Oral poetry.
Oral poetry.
Reading for interpretation.
Reading for interpretation.

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.
Skill in English learner’s book
Pg 156-157
Realia.
learner’s books.
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.
Pg 159-160

-          Observation. Oral questions. Dramatization.

Grammar in use.
Reading.
Reading.

Complex prepositions.
Complex prepositions.
Poetry characters.
Poetry characters.

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.
Skill in English learner’s book
Pg 161-162
Books.
Pg 162-164
Video clips.
Pg 164-165

-          Oral reading. Questions and answers. Oral discussion.

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

Assessing writing.
Assessing writing.
Diphthongs and sentence stress.
Diphthongs and sentence stress.

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.
Pg 170-173
Charts.
Skill
in English learner’s book
Pg 173-175
Flashcards.

-          Oral reading. Questions and answer.

Reading.
Grammar in use.
Grammar in use.

Extensive reading (Grade appropriate fiction)
Extensive reading. (Grade appropriate fiction)
Conjunction’s correctives conjunction’s
Conjuctions correlative conjuctions.

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.
Skill
in English learner’s book
Pg 180-181
Course books.
Flash cards.
Pg 181-183

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

Reading.
Writing.
Writing.

Play: - style (class reader)
Play: - style (class reader)
Narrative composition.
Narrative composition.

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.
Digital device.
Notice boards.
Pg 191-193

-          Role play. Reading aloud. Questions and answers.

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

Impromptu speeches.
Impromptu speeches.
Note making.
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.
Pg 198-201

-          Public speaking. Questions and answers.

Grammar in use.
Reading.
Reading.

Determiners, numerals and ordinals
Determiners, numerals and ordinals
Play: Project.
Play: Project.

By the end of the lesson, the learner should be able to:
-          Identify numerals and ordinals used as determiners in a text.
Use numerals and ordinals as determiners in sentences.
Appreciate the need for well-formed sentences in communication.

-          Search for ordinals such as first, second, third and numerals such as one, two, three from digital sources.
Recite poems with numerals and ordinals as others listen and pick out the target determiners.
In small groups, read short passages and underline numerals and ordinals used as determiners.

How are quantities of nouns expressed?

Skill in English learner’s book
Pg 201-204
Charts.
Digital device.
Dictionary.
Teacher’s guide.
Skill
in English learner’s book
Pg 204-205
Learner’s book.
Digital devices.
Pg 205-208
Pg 208-209

-          Multiple choice. Short answers. Gap filling.

Writing.
Listening and speaking.
Listening and speaking.

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

By the end of the lesson, the learner should be able to:
-          Recognize bursary and scholarship application forms from a list of forms.
Create a poster showing bursary and scholarship application forms.
Appreciate the importance of bursary and scholarship application forms.

-          In groups collect bursary and scholarship application forms from digital and print sources.
Note down the common features of each type of the form.
In groups create a poster showing bursary and scholarship application forms.

What kind of document might you need to use if you are applying for a bursary for scholarship?

Skill in English learner’s book
Pg 209-211
Teacher’s guide.
Poster.
Samples bursary and scholarship forms.
Dictionary.
Pg 211-213
Charts.
Pg 214-216
Video clips.
Skill
in English learner’s book
Digital device.

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

Reading.
Grammar in use.

Extensive reading: Fiction.
Extensive reading: Fiction.
Word classes: nouns.

By the end of the lesson, the learner should be able to:
-          Distinguish between fiction and non-fiction reading materials.
Select and read grade appropriate fiction materials.
Appreciate the importance of reading fiction for exposure.

-          Research on the differences between fiction and non-fiction materials and give examples of each.
Read self-selected fiction materials and use a graphic organize to write short summaries of the subject.

Which storybooks or plays have you read?

Skill in English learner’s book
Pg 217-220
Charts.
Teacher’s guide.
Dictionary.
Pg 220-221
Pg 221-223
Dictionaries.
Digital devices.

-          Oral interview. Oral reading. Oral discussions. Short answers.

Grammar in use.
Reading.
Reading.
Writing.

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

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.
Pg 226-227
Pg 227-230
Flash cards.

-          Observation. Oral questions. Oral presentation.

Writing.
Listening and speaking.
Listening and speaking.
Reading.

Mechanics of writing – spelling.
Listening to respond. Expressing feelings.
Listening to respond expressing feelings.
Intensive reading: comprehension strategies.

By the end of the lesson, the learner should be able to:
-          Outline the rules of abbreviations in full.
Write common abbreviations in full.
Appreciate the importance of abbreviation in writing.

-          Discuss the rules of abbreviation and present them in charts in groups.
Copy the lists of abbreviation from print sources respectively in pairs.
Write a paragraph on how to make savings from income generating activities containing words to be abbreviated.
Assess the correctness of the paragraph in groups.

Which words do we normally abbreviate?

Skill
in English learner’s book
Pg 230-231
Teacher’s guide.
Charts.
Flash cards.
Dictionary.
Pg 232-233
Pg 233-234
Pg 234-235

-          Short answers. Oral discussions. Peer assessment.

Reading.
Grammar in use.
Grammar in use.
Personal grooming: Reading.

Intensive reading: comprehensive strategies.
Phrasal verbs.
Phrasal verbs.
Play: characterization

By the end of the lesson, the learner should be able to:
-          Read a passage.
Summarize ideas in a passage.
Apply the skills of making inferences and drawing conclusions in independent reading.

-          Read a passage on good grooming and summarize the ideas in the passage.
Present their summaries on charts and present them in the classroom.
Participate in a gallery, walk and review peers’ summaries.

How can one draw conclusions from a text?

Skill
in English learner’s book
Pg 235-238
Teacher’s guide.
Charts.
Dictionary.
Pg 238-240
Pg 240-241
Pg 241-242
Dictionaries.

-          Peer assessment. Oral discussions. Questions and answer.

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

Play characterization.
The writing process.
The writing process.
Extensive listening: speeches.

By the end of the lesson, the learner should be able to:
-          Identify clues from a play excerpt.
Use the clues to describe the characters in a play.
Appreciate the role of characterization in determining virtues and vices in society.

-          In groups, read sections of a play and identify the clues used to describe the traits of a character.
In groups, use the clues traits and display them in a gallery in form of character maps for peer review.
Dramatize a section of a play to highlight traits of some characters.

Why is characterization important?

Skill
in English learner’s book
Pg 245-247
Teacher’s guide.
Charts.
Dictionaries.
Pg 247
Pg 247-250
Pg 250-252

-          Role play. Self-assessment. Short answers.

Listening and speaking.
Reading.
Reading.
Grammar in use.

Extensive listening.
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:
-          Listen to the speeches on tips for sea travel and more so island.
Take notes on the points made by different speaker on the issue.
Appreciate the importance of getting information from varied sources.

-          Listen to the speeches again and in pairs take notes on the points from each of the speeches.
In groups, compare the notes taken by different pairs and compile the recurrent points
Use the points noted from the same speeches to write and make a speech on the same theme.

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

Skill
in English learner’s book
Pg 252-253
Teacher’s guide.
Dictionaries.
Charts.
Pg 253-256
Pg 256-257
Pg 257-258

- Peer assessments. Oral discussion. Self-assessment.

Grammar in use.
Reading.
Reading.

Sentences: Complex sentences.
Sentences: Complex sentences.
Grade-appropriate play: style (Class reader)
Grade appropriate play: style (Class Reader)

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
Pg 261-263
Pg 263-265
Newspapers.

- Self-assessment. Oral interview. Short answers.

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

Creating writing: Idioms.
Creative writing: Idioms.
Intonation in sentences – question tags.
Intonation in sentences – question tags.

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
Pg 269-271
Pg 271-272
Digital device.

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

Reading.
Grammar in use.
Grammar in use.

Summarizing: argumentative texts (Grade appropriate text)
Summarizing: argumentative texts (Grade appropriate text)
Sentences-Direct and indirect speech.
Sentences-Direct and indirect speech.

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
Pg 275-277
Pg 277-279

- Oral discussions. Questions and answers. Peer assessment.

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.

THEME TOURIST ATTRACTION SITES: WORLD Listening and speaking.
Listening and speaking.
Reading.
Reading.

Oral reports: News-(Roleplay)
Oral reports: News-(Roleplay)
Reading fluency.
Reading fluency.

By the end of the lesson, the learner should be able to:
-          Read a short report within a specified number of minutes.
Analyze a recorded grade appropriate oral news report.
Appreciate the importance of fluency in news reports.

-          Watch a recorded grade appropriate news report on tourist attraction sites in the world.
Brainstorm in groups on importance of body language in reading an oral report.
Practice reciting famous speeches.

1.      Who is your favorite news presenter and why? What is an oral report?

Skill
in English learner’s book
Pg 289-291
Teacher’s guide.
Dictionaries.
Pg 291-292
Charts.
Pg 292-293
Pg 296-297

-  Peer assessment. Self-assessment. observation. Short answers.

Grammar in use.
Reading.
Reading.
Writing.
Writing.

Sentences -Imperative commands, requests, -Exclamatory.
Sentences -Imperative commands, requests, -Exclamatory.
Intensive reading: Poems.
Intensive reading: Poems.
Emails.
Emails.

By the end of the lesson, the learner should be able to:
-          Read texts with imperative and exclamatory sentences.
Identify instances where imperative and exclamatory sentences are used correctly in printed handouts or online texts.
Appreciate the use of exclamatory and imperative sentences in spoken language.

-          Orally list the kinds of rules that they would want implemented in their school.
Identify and label sentence types in a given text.
Identify instances where imperative and exclamatory sentences are used correctly.

When do you use an exclamatory or an imperative sentence in school?

Skill
in English learner’s book
Pg 297-299
Teacher’s guide.
Dictionaries.
Charts.
Pg 299-300
Pg 300-303
Digital devices.
Skill in English learner’s book
Pg 303-304
Pg 304-306
Pg 306-308

- Oral presentations. Reading aloud. Self-assessment.