Grammar in Use.

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.

Grammar in Use.

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.

Grammar in Use.

Present and Past Perfect Aspect.

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

-State the meaning of past perfect aspect in sentences.
-Identify the past perfect form in sentences.
-Use the past perfect aspect in sentences.
-Appreciate the importance of using tenses in sentences.

The learner is guided to:
-explain the meaning of past perfect aspect in sentences.
-search for examples of sentences in the past perfect forms from the internet and note them down.
-identify by underlining the past perfect forms in sentences.
-use had + past participle form of the verb to firm the past perfect aspect.
-construct correct sentences using the past perfect aspect.

How do we show that an action is complete?

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

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

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:

-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.

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.

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.

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.

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.

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.

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.

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 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 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:
-          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.

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.

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:
-          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.

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.

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:
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.

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:
-          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.

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.