NATURAL RESOURCES: MARINE LIFE

Listening and Speaking
Listening and Speaking

Listening Comprehension: Listening for Details

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

- Identify the main idea in a listening passage.
- Extract specific details from a listening text.
- Value attentive listening for comprehension.

The learner is guided to:
- Work in pairs and tell each other what they know about oceans, seas, and the animal and plant life in them.
- Listen to the teacher read a passage about marine life.
- Answer questions orally about the main idea and specific details in the passage.

Why is it important to listen for specific details?

KLB Top Scholar pg. 126
Audio recording of passage about marine life
Digital devices for online search

Oral questions Listening comprehension questions Main idea identification

Listening and Speaking

Listening Comprehension: Listening for Details

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

- Extract specific details from a video.
- Answer questions based on audio-visual content.
- Appreciate the importance of visual cues in comprehension.

The learner is guided to:
- Watch a video about the oceans of the world and answer specific questions about percentages, sizes, and facts presented.
- Discuss the main idea of the video.
- Reflect on how the video affects their thinking about waste management.

How do visual cues enhance our understanding of spoken information?

KLB Top Scholar pg. 126
Video about oceans
Digital devices
Digital devices
Reference books

Video comprehension questions Group discussions Reflection writing

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Identify interrogative pronouns in sentences.
- Explain the function of interrogative pronouns.
- Value the role of question words in communication.

The learner is guided to:
- Identify the question word in various sentences.
- Read notes on interrogative pronouns.
- Learn about different interrogative pronouns (who, whom, what, which, whose) and their uses.

Why do we use different interrogative pronouns in questions?

KLB Top Scholar pg. 130
Charts with interrogative pronouns
KLB Top Scholar pg. 131
Charts with relative pronouns

Identification exercises Function explanation Sentence construction

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Distinguish between relative and interrogative pronouns.
- Use relative and interrogative pronouns correctly in sentences.
- Value the importance of pronouns in clear communication.

The learner is guided to:
- Work in pairs to indicate whether highlighted words in sentences are interrogative or relative pronouns.
- Explain their answers based on the function of the words in the sentences.
- Discuss the difference between relative and interrogative pronouns.

How can we distinguish between relative and interrogative pronouns?

KLB Top Scholar pg. 132
Exercise sheets with sentences
KLB Top Scholar pg. 133
Reading passage

Classification exercises Explanation tasks Pair work assessment

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Correct errors in the use of relative and interrogative pronouns.
- Fill in blanks with appropriate pronouns.
- Value accuracy in the use of pronouns.

The learner is guided to:
- Work in groups to correct mistakes in sentences with incorrect pronoun usage.
- Fill in blanks in sentences with appropriate interrogative and relative pronouns.
- Explain their choices.

What are common errors in using relative and interrogative pronouns?

KLB Top Scholar pg. 133
Exercise sheets with error correction tasks
KLB Top Scholar pg. 134
Digital recording devices

Error correction exercises Gap filling tasks Explanation assessment

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Use relative and interrogative pronouns in dialogues.
- Role play conversations using appropriate pronouns.
- Value the role of pronouns in natural conversation.

The learner is guided to:
- Work in pairs to role play a dialogue paying attention to highlighted interrogative and relative pronouns.
- Discuss the function of each pronoun in the dialogue.
- Share their video recordings with others in school or on social media.

How do pronouns enhance natural conversation flow?

KLB Top Scholar pg. 134
Sample dialogue
Digital sharing platforms
KLB Top Scholar pg. 135
Question templates

Role play Dialogue performance Pronoun function analysis

Reading II

Intensive Reading: Play

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

- Watch and interpret a video clip from a play.
- Predict dialogue content based on non-verbal cues.
- Appreciate the role of non-verbal communication in plays.

The learner is guided to:
- Watch a muted video clip from a play performed at the National Schools and Colleges Drama Festival.
- Tell each other what they think the play is about and what the characters are saying.
- Talk about the actors' use of non-verbal cues, costumes, and props.

How do non-verbal cues contribute to meaning in a play?

KLB Top Scholar pg. 135
Video clip from a play

Group discussions Interpretation assessment Non-verbal cue analysis

Reading II

Intensive Reading: Play

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

- Read a play excerpt with appropriate expression.
- Use punctuation to guide pause and pace.
- Appreciate the importance of expressiveness in reading plays.

The learner is guided to:
- Read an excerpt from "Aminata" by Francis Imbuga with appropriate expression.
- Take note of punctuation marks and decide where to pause.
- Decide where to increase or reduce pace and volume.
- Use facial expressions and gestures while reading.

How does expressive reading enhance understanding of a play?

KLB Top Scholar pg. 136
Excerpt from "Aminata"
KLB Top Scholar pg. 137
Excerpt from play

Expressive reading assessment Punctuation awareness Voice modulation evaluation

Reading II

Intensive Reading: Play

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

- Identify and illustrate character traits.
- Analyze characters' advice and responses.
- Value character analysis in understanding themes.

The learner is guided to:
- Identify and illustrate the character traits of Nuhu and Jumba.
- Talk about Nuhu's advice to Jumba and Jumba's response to it.
- Make an oral presentation of their group work.

How do character traits and dialogue reveal themes in a play?

KLB Top Scholar pg. 138
Character trait chart
KLB Top Scholar pg. 139
Props for dramatization
Digital recording devices

Character analysis Dialogue analysis Oral presentations

Reading II
Writing

Intensive Reading: Play
The Writing Process

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

- Connect play characters to real people.
- Write a persuasive text about a character's viewpoint.
- Appreciate the relevance of plays to real life.

The learner is guided to:
- Talk about people they know or have heard about who are like Jumba, Ngoya, Nuhu, and Aminata.
- In writing, explain how they would convince Jumba to change his mind.
- Share their writing with the class.

How can we relate play characters to real people and situations?

KLB Top Scholar pg. 139
Writing materials
KLB Top Scholar pg. 140
Charts showing writing process

Character connection exercise Persuasive writing Sharing assessment

TOURISM: INTERNATIONAL

Listening and Speaking
Listening and Speaking

Oral Poetry

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

- Identify the features of oral poetry.
- Interpret the meaning of an oral poem.
- Value oral poetry as a form of cultural expression.

The learner is guided to:
- Listen to an audio recording of an oral poem "When the Tourists Came".
- Discuss who the "we" in the poem are, who is being addressed, why the speaker is happy, and the meaning of "smiled all the way to the bank".
- Note words that are repeated and discuss why they are repeated.

How do oral poems convey meaning through repetition and other techniques?

KLB Top Scholar pg. 144
Audio recording of oral poem
KLB Top Scholar pg. 145
Oral poem "Summer time"

Oral discussions Meaning interpretation Feature identification

Listening and Speaking

Oral Poetry

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

- Identify performance elements for oral poetry.
- Plan for an effective oral poetry performance.
- Value performance techniques in oral poetry.

The learner is guided to:
- Read the poem "When the Tourists Came".
- Discuss what would be needed to perform the poem.
- Explain how to make the performance interesting.
- Read notes on the performance of an oral poem.

What makes an oral poetry performance effective?

KLB Top Scholar pg. 145
Notes on performance techniques
KLB Top Scholar pg. 146
Oral poem "The Song of Miss Tourism"

Performance planning Group discussions Technique identification

Listening and Speaking

Oral Poetry

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

- Identify costumes and props for poem performance.
- Use various techniques in performance.
- Value the role of props and costumes in enhancing performance.

The learner is guided to:
- Work in groups and talk about the costumes and props needed to perform the oral poem.
- Discuss the techniques they would use while performing it.
- Perform the poem in class.

How do costumes and props enhance oral poetry performance?

KLB Top Scholar pg. 146
Props and costumes for performance
Writing materials

Performance assessment Costume and prop selection Technique application

Reading I

Reading for Interpretation: Point of View

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

- Identify different points of view in poems.
- Distinguish between first, second, and third person points of view.
- Appreciate the influence of point of view on reader engagement.

The learner is guided to:
- Read lines of poems aloud and note the pronouns used in each case.
- Work in pairs to identify the speaker in each poem.
- Read notes on point of view.

How does point of view affect the way we interpret a poem?

KLB Top Scholar pg. 147
Poem excerpts with different points of view

Point of view identification Pronoun analysis Pair discussions

Reading I

Reading for Interpretation: Point of View

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

- Analyze poems with different points of view.
- Explain the effect of different points of view.
- Value the role of point of view in poetry interpretation.

The learner is guided to:
- Work in pairs to identify the point of view in several poems and explain their answers.
- Discuss how each point of view affects the reader's engagement with the poem.
- Read notes on the effects of different points of view.

How does each point of view create a different relationship between the reader and the poem?

KLB Top Scholar pg. 148
Poems with various points of view
KLB Top Scholar pg. 149
Internet access
Books and magazines

Point of view analysis Effect explanation Group discussions

Reading I

Reading for Interpretation: Point of View

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

- Interpret a poem with first-person point of view.
- Identify the speaker in a poem.
- Value the connection between speaker identity and meaning.

The learner is guided to:
- Listen to the teacher reading the poem "The American Bald Eagle".
- Work in groups to identify the point of view used in the poem.
- Identify the speaker in the poem.
- Talk about a time when each of them felt like a conqueror, like the eagle in the poem.

How does identifying the speaker help us understand a poem?

KLB Top Scholar pg. 149
Poem "The American Bald Eagle"
Writing materials

Speaker identification Point of view analysis Personal connection discussion

Reading I
Grammar in Use

Reading for Interpretation: Point of View
Complex Prepositions

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

- Rewrite a poem from a different point of view.
- Analyze how changing point of view affects meaning.
- Value the flexibility of point of view in creative writing.

The learner is guided to:
- Rewrite Poem A from Activity 2 in the third-person point of view.
- Compare the original and rewritten poems.
- Discuss how the change in point of view affects the tone and impact of the poem.

How does changing the point of view transform a poem's meaning?

KLB Top Scholar pg. 149
Poem A from Activity 2
KLB Top Scholar pg. 150
Sentence completion exercises

Rewriting assessment Comparison analysis Effect discussion

Grammar in Use

Complex Prepositions

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

- Define complex prepositions.
- Distinguish between simple and complex prepositions.
- Value the role of complex prepositions in precise expression.

The learner is guided to:
- Read notes on complex prepositions.
- Identify that complex prepositions come before a noun phrase.
- Learn that complex prepositions express different meanings including direction, position, time, agent, source, manner, and possession.

What makes complex prepositions different from simple prepositions?

KLB Top Scholar pg. 150
Notes on complex prepositions
KLB Top Scholar pg. 151
Passage with complex prepositions

Definition explanation Distinction identification Function description

Grammar in Use

Complex Prepositions

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

- Identify complex prepositions in various texts.
- Classify complex prepositions according to word count.
- Value the variety of complex prepositions in English.

The learner is guided to:
- Read a passage of their choice from a book, magazine, or newspaper.
- Make a list of the prepositions used in the passage.
- Identify which ones are complex and which ones are not.
- Share their list with peers in class.

How do writers use complex prepositions in different genres?

KLB Top Scholar pg. 151
Books, magazines, and newspapers
KLB Top Scholar pg. 152
Audio passage with complex prepositions

Identification assessment Classification task Sharing evaluation

Grammar in Use

Complex Prepositions

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

- Identify complex prepositions in different text types.
- Group complex prepositions into two-word and three-word categories.
- Value the different functions of complex prepositions.

The learner is guided to:
- Work in pairs to read texts (poem, speech, story) and identify the complex prepositions.
- Group the complex prepositions into two-word and three-word prepositions.
- Discuss the function of each complex preposition in its context.

How do complex prepositions function in different types of text?

KLB Top Scholar pg. 153
Various text types
List of complex prepositions

Identification assessment Grouping task Function analysis

Grammar in Use

Complex Prepositions

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

- Search for complex prepositions in various sources.
- Create a list of complex prepositions.
- Value research skills in language learning.

The learner is guided to:
- Work in groups and search for more examples of complex prepositions from the Internet or any other source.
- Write down their list of complex prepositions and display it on the classroom noticeboard.
- Compare their findings with other groups.

How can research enhance our understanding of language structures?

KLB Top Scholar pg. 153
Internet access
Reference books

Research assessment List creation Display evaluation

Grammar in Use
Reading II

Complex Prepositions
Poetry: Characters

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

- Fill in blanks with appropriate complex prepositions.
- Use complex prepositions in context.
- Value precision in preposition usage.

The learner is guided to:
- Fill in blanks in sentences with appropriate complex prepositions.
- Explain their choices based on the meaning and context of each sentence.
- Create their own sentences with the complex prepositions.

How does context determine the choice of complex prepositions?

KLB Top Scholar pg. 154
Gap-filling exercises
Poem "A Tour Guide's Song"

Gap filling assessment Choice explanation Sentence creation

Reading II

Poetry: Characters

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

- Identify the persona in a poem.
- Describe the characteristics of the persona.
- Value character analysis in poetry interpretation.

The learner is guided to:
- Read the poem "In the San Diego Zoo, tall I stand".
- Work in groups to identify the persona of the poem and give reasons for their answer.
- List adjectives that can be used to describe the persona in the poem.
- Explain the meaning of specific lines in the poem.

How does analyzing the persona enhance our understanding of a poem?

KLB Top Scholar pg. 154
Poem about a Maasai giraffe
KLB Top Scholar pg. 155
Poem "Welcome to Vienna"

Persona identification Characteristic listing Line interpretation

HEROES AND HEROINES: WORLD

Listening and Speaking
Listening and Speaking

Pronunciation and Sentence Stress

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

- Explain the concept of pronunciation.
- Identify correctly and incorrectly pronounced words.
- Value the importance of clear pronunciation in communication.

The learner is guided to:
- Discuss the meaning of pronunciation.
- Listen to a recording of correctly pronounced words.
- Identify correctly and incorrectly pronounced words in a list read by the teacher.

Why is correct pronunciation important in communication?

KLB Top Scholar pg. 163
Audio recordings of pronounced words
KLB Top Scholar pg. 164
Audio recordings
Word lists

Oral discussions Listening assessment Identification tasks

Listening and Speaking

Pronunciation and Sentence Stress

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

- Explain what sentence stress is.
- Identify stressed words in sentences.
- Value the role of stress in conveying meaning.

The learner is guided to:
- Listen to a recording demonstrating sentence stress.
- Read notes on sentence stress.
- Identify content words (nouns, verbs, adjectives, adverbs) and function words (articles, prepositions, conjunctions) in sentences.
- Practice reading sentences with proper stress on content words.

How does sentence stress affect meaning in English?

KLB Top Scholar pg. 165
Audio recordings
Sentence lists
KLB Top Scholar pg. 166
Sentence practice sheets

Stress identification Reading assessment Sentence stress practice

Listening and Speaking
Reading I

Pronunciation and Sentence Stress
Reading for Interpretation: Biographical Texts

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

- Read a passage with appropriate pronunciation and stress.
- Record their reading for self-assessment.
- Value the importance of practice in improving pronunciation.

The learner is guided to:
- Read a passage aloud focusing on correct pronunciation and appropriate sentence stress.
- Record themselves reading the passage.
- Listen to their recording and identify areas for improvement.
- Practice problematic words and sentences.

How can recording ourselves help improve our pronunciation?

KLB Top Scholar pg. 166
Reading passage
Recording devices
KLB Top Scholar pg. 167
Sample biographical texts

Reading assessment Self-evaluation Improvement identification

Reading I

Reading for Interpretation: Biographical Texts

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

- Read a biographical text for specific information.
- Answer questions based on a biographical text.
- Value the achievements of notable figures in history.

The learner is guided to:
- Read a biographical text about a world hero or heroine.
- Answer comprehension questions about the text.
- Identify key achievements, challenges, and character traits of the subject.
- Discuss the impact of the subject's contributions to society.

How do biographical texts help us understand the impact of notable figures?

KLB Top Scholar pg. 168
Biographical text
KLB Top Scholar pg. 169
Biographical text
Timeline templates

Comprehension questions Achievement identification Impact discussion

Reading I

Reading for Interpretation: Biographical Texts

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

- Compare and contrast information from different biographical texts.
- Evaluate the credibility of biographical information.
- Value critical thinking in interpreting biographical texts.

The learner is guided to:
- Read two biographical texts about the same person from different sources.
- Identify similarities and differences in the information presented.
- Discuss possible reasons for discrepancies in biographical information.
- Evaluate the credibility of each source.

Why might biographical accounts of the same person differ?

KLB Top Scholar pg. 170
Multiple biographical texts about the same person
KLB Top Scholar pg. 171
Biographical text

Comparison assessment Credibility evaluation Critical thinking discussion

Grammar in Use

Phrasal Verbs

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

- Define phrasal verbs.
- Identify phrasal verbs in sentences.
- Value the role of phrasal verbs in enriching expression.

The learner is guided to:
- Read notes on phrasal verbs.
- Learn that phrasal verbs consist of a verb combined with a preposition or adverb.
- Identify phrasal verbs in sample sentences.
- Discuss the difference between literal and idiomatic meanings of phrasal verbs.

What are phrasal verbs and how do they function in English?

KLB Top Scholar pg. 172
Notes on phrasal verbs
Sample sentences

Definition explanation Identification exercises Meaning discussion

Grammar in Use

Phrasal Verbs

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

- Categorize phrasal verbs as separable or inseparable.
- Use phrasal verbs correctly in sentences.
- Value accuracy in phrasal verb usage.

The learner is guided to:
- Learn about separable and inseparable phrasal verbs.
- Identify examples of each type in sample sentences.
- Practice using phrasal verbs correctly in sentences.
- Fill in blanks with appropriate phrasal verbs.

How do we determine if a phrasal verb is separable or inseparable?

KLB Top Scholar pg. 173
Lists of separable and inseparable phrasal verbs
KLB Top Scholar pg. 174
List of phrasal verbs related to achievement

Categorization assessment Usage exercises Gap-filling tasks

Grammar in Use

Phrasal Verbs

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

- Identify and correct errors in phrasal verb usage.
- Explain the meaning of common phrasal verbs.
- Value precision in phrasal verb usage.

The learner is guided to:
- Identify errors in the use of phrasal verbs in sentences.
- Correct the errors and explain the corrections.
- Match phrasal verbs with their meanings.
- Create a personal reference list of commonly used phrasal verbs with examples.

What are common errors in phrasal verb usage?

KLB Top Scholar pg. 175
Error correction exercises
Matching exercises
KLB Top Scholar pg. 176
Writing prompts
Editing exercises

Error identification Correction explanation Matching assessment

Reading II

Intensive Reading: Style in Plays

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

- Define style in plays.
- Identify elements of style in a play excerpt.
- Value the importance of style in conveying meaning.

The learner is guided to:
- Read notes on style in plays.
- Learn about elements of style such as dialogue, stage directions, and language choices.
- Read an excerpt from a play and identify stylistic elements.
- Discuss how style contributes to the play's meaning and impact.

What is style in plays and why is it important?

KLB Top Scholar pg. 177
Play excerpt
Notes on style
KLB Top Scholar pg. 178
Play excerpt with dialogue

Definition explanation Element identification Impact discussion

Reading II

Intensive Reading: Style in Plays

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

- Analyze stage directions as an element of style.
- Explain how stage directions enhance understanding of a play.
- Value the role of stage directions in visualizing dramatic action.

The learner is guided to:
- Read an excerpt from a play focusing on stage directions.
- Identify the information provided by stage directions about setting, character movements, gestures, and tone.
- Discuss how stage directions help readers visualize the action.
- Practice reading and interpreting stage directions in groups.

How do stage directions contribute to the style and meaning of a play?

KLB Top Scholar pg. 179
Play excerpt with stage directions
KLB Top Scholar pg. 180
Play excerpt with varied language

Stage direction analysis Information identification Visualization discussion

Reading II
Writing

Intensive Reading: Style in Plays
Descriptive Writing

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

- Compare and contrast style in different play excerpts.
- Identify distinctive stylistic features of different playwrights.
- Value the diversity of dramatic styles.

The learner is guided to:
- Read excerpts from different plays and playwrights.
- Identify distinctive stylistic features in each excerpt.
- Compare and contrast the styles in terms of dialogue, stage directions, and language choices.
- Discuss how style reflects the playwright's purpose and themes.

How do different playwrights develop their own unique styles?

KLB Top Scholar pg. 181
Excerpts from different plays
KLB Top Scholar pg. 182
Notes on descriptive writing
Sample descriptive texts

Stylistic feature identification Comparison analysis Purpose discussion

Writing

Descriptive Writing

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

- Use sensory details in descriptive writing.
- Create descriptions appealing to multiple senses.
- Value the importance of sensory details in creating vivid descriptions.

The learner is guided to:
- Learn about the five senses and how they can be incorporated into descriptions.
- Analyze examples of descriptions that use sensory details.
- Practice writing short descriptions that incorporate details appealing to different senses.
- Share their descriptions and receive feedback from peers.

How do sensory details enhance descriptive writing?

KLB Top Scholar pg. 183
Examples of sensory-rich descriptions
KLB Top Scholar pg. 184
Examples of figurative language
Practice exercises

Sensory detail use Description creation Peer feedback

Writing

Descriptive Writing

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

- Organize a descriptive composition effectively.
- Use spatial or chronological organization in description.
- Value the importance of logical organization in descriptive writing.

The learner is guided to:
- Learn about different organizational patterns for descriptive writing.
- Analyze the organization of sample descriptive texts.
- Plan a descriptive composition about a hero or heroine using a logical organizational pattern.
- Create an outline for their descriptive composition.

How does organization enhance descriptive writing?

KLB Top Scholar pg. 185
Sample organizational patterns
Planning templates

Organization analysis Planning assessment Outline creation

Writing
Listening and Speaking

Descriptive Writing
Impromptu Speeches

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

- Write a descriptive composition about a hero or heroine.
- Apply descriptive techniques learned in previous lessons.
- Value the process of drafting, revising, and editing in writing.

The learner is guided to:
- Use their outline to write a descriptive composition about a hero or heroine.
- Incorporate sensory details, figurative language, and specific adjectives.
- Follow a logical organizational pattern.
- Review and revise their composition based on feedback.

How can we apply descriptive techniques to portray heroes and heroines effectively?

KLB Top Scholar pg. 186
Writing guidelines
Revision checklist
KLB Top Scholar pg. 179
Dictionary
Digital devices

Composition assessment Technique application Revision process

SOCIAL AND MASS MEDIA

Listening and Speaking
Listening and Speaking

Impromptu Speeches

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

- Identify key strategies for preparing for impromptu speeches.
- Plan an impromptu speech using the five Ws.
- Value the importance of organizing thoughts quickly.

The learner is guided to:
- Read notes on impromptu speeches.
- Discuss a given situation where one needs to make an impromptu speech.
- Learn about using the five Ws (What, Who, Where, When, Why) to organize thoughts quickly.
- Learn techniques such as listening to the current speaker to pick talking points.

How can one prepare for an impromptu speech with very little time?

KLB Top Scholar pg. 180
Sample speech notes
KLB Top Scholar pg. 181
Planning notes

Planning exercises Five Ws organization Group discussions

Listening and Speaking

Impromptu Speeches

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

- Identify strategies for delivering impromptu speeches effectively.
- Apply techniques for clear and confident delivery.
- Value the importance of body language and voice control.

The learner is guided to:
- Read notes on how to deliver an impromptu speech successfully.
- Learn techniques such as taking deep breaths, speaking clearly and loudly.
- Practice using natural gestures, making eye contact, and standing upright.
- Understand the importance of being brief (3-5 minutes).

How can one deliver an impromptu speech effectively?

KLB Top Scholar pg. 181
Guidelines for speech delivery
KLB Top Scholar pg. 182
Digital recording devices

Technique practice Demonstration Observation checklist

Reading I

Note Making

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

- Explain strategies for retaining information from reading.
- Make notes on information discussed.
- Value the importance of note-making as a study skill.

The learner is guided to:
- Work in groups to talk about what they can do to ensure they retain information from textbooks and other sources.
- Make notes on their discussion.
- Present their notes to the class.
- Read information about the SQ4R reading method.

Why is note-making important for retaining information?

KLB Top Scholar pg. 182
Notes on SQ4R reading method
KLB Top Scholar pg. 183
Passage on social and mass media

Group discussions Note-making exercise Class presentation

Reading I

Note Making

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

- Produce effective notes from a passage.
- Create visual organizers to represent information.
- Value the importance of organizing information for better retention.

The learner is guided to:
- Read notes on note-making.
- Make notes on the benefits of mass and social media from a passage.
- Create charts to capture the information in their notes.
- Exchange charts with other groups for feedback.
- Make corrections based on feedback received.

How can we organize information effectively in notes?

KLB Top Scholar pg. 184
Sample note formats
Chart materials
Writing materials
Performance space

Note creation Chart making Peer feedback

Grammar in Use

Determiners: Numerals and Ordinals

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

- Identify cardinal and ordinal numbers in sentences.
- Explain the functions of cardinal and ordinal numbers.
- Value the importance of numerals in communication.

The learner is guided to:
- Read sentences containing numerals and answer questions about specific quantities mentioned.
- Identify positions before the position of a team and birthdays before a specific birthday.
- Learn the difference between cardinal numbers (amount) and ordinal numbers (position).

How do cardinal and ordinal numbers function differently in sentences?

KLB Top Scholar pg. 185
Sentences with numerals
Reference books
Digital devices

Identification exercises Function explanation Comprehension questions

Grammar in Use

Determiners: Numerals and Ordinals

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

- Identify cardinal and ordinal numbers in a text.
- Categorize numbers based on their function.
- Value precision in the use of numerals.

The learner is guided to:
- Read a passage and list all the cardinal and ordinal numbers used with nouns.
- Work in groups to write the cardinal numbers and ordinal numbers and the nouns they describe in a table format.
- Analyze the different functions of cardinal and ordinal numbers in the passage.

How do cardinal and ordinal numbers modify nouns differently?

KLB Top Scholar pg. 186
Reading passage with numerals

Identification exercise Categorization task Function analysis

Grammar in Use

Determiners: Numerals and Ordinals

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

- Identify people, animals, and objects that can be described using cardinal and ordinal numbers.
- Construct sentences using cardinal and ordinal numbers.
- Value the appropriate use of numerals in different contexts.

The learner is guided to:
- Work in groups to identify people, animals, and objects in school that can be used with cardinal numbers and ordinal numbers.
- Construct sentences about these objects using cardinal numbers and ordinal numbers.
- Share their sentences with the class for feedback.

How can we apply cardinal and ordinal numbers in describing our surroundings?

KLB Top Scholar pg. 187
School environment
Sentence templates
Poem "Engaging with the World"

Object identification Sentence construction Peer evaluation

Grammar in Use
Reading II

Determiners: Numerals and Ordinals
Play: Project

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

- Fill in blanks with appropriate cardinal and ordinal numbers.
- Understand the relationship between cardinal and ordinal numbers.
- Value the correct use of numerals in different contexts.

The learner is guided to:
- Fill in blanks in pairs of sentences using the cardinal and ordinal numbers given in a box.
- Understand that the number used in the first pair should be related to the one in the second pair.
- Check their answers with a partner.
- Discuss any challenging items.

How are cardinal and ordinal numbers related to each other?

KLB Top Scholar pg. 188
Gap-filling exercise
Video of a play
Digital devices

Gap-filling task Relationship identification Pair discussion

Reading II

Play: Project

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

- Explain what makes a good actor.
- Perform non-verbal acting.
- Value the importance of body language in communication.

The learner is guided to:
- Talk about what a good actor and actress should be able to do.
- Take turns to act out various scenarios without using words (mime).
- Give each other feedback on their mimes.
- Discuss whose gestures, movements, and facial expressions were the clearest and what improvements each person should make.

How important is non-verbal communication in acting?

KLB Top Scholar pg. 189
Performance space
KLB Top Scholar pg. 190
Play excerpt "The Conflict"

Mime performance Peer feedback Non-verbal communication assessment

Reading II

Play: Project

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

- Identify character relationships in a play.
- Analyze the function of costumes and props.
- Value the role of visual elements in creating mood.

The learner is guided to:
- Identify the characters in "The Conflict" and how they are related.
- Identify stage directions about costumes and stage props.
- Analyze what kind of mood or atmosphere these costumes and props create.
- Discuss how visual elements contribute to the audience's understanding of the play.

How do costumes and props contribute to the mood of a play?

KLB Top Scholar pg. 191
Play excerpt "The Conflict"
Guidelines for staging plays

Character relationship mapping Visual element identification Mood analysis

Writing

Filling Forms: Application Forms

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

- Identify different types of forms.
- Select appropriate forms for specific purposes.
- Value the importance of form-filling in various contexts.

The learner is guided to:
- Make a list of the different types of forms they have come across.
- Study different forms and identify which one they would pick if they wanted to apply for a scholarship or bursary.
- Explain their choice.
- Explain the meaning of "supporting documents" with examples.

Why is it important to select the correct form for a specific purpose?

KLB Top Scholar pg. 192
Sample forms
KLB Top Scholar pg. 193
Sample bursary and scholarship application forms

Form identification Selection justification Term explanation

Writing

Filling Forms: Application Forms

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

- Fill in application forms correctly.
- Follow form instructions accurately.
- Value the importance of attention to detail in form filling.

The learner is guided to:
- With the help of a teacher, parent, or guardian, photocopy forms A and B from the previous lesson.
- Individually, fill in the forms.
- Exchange filled-in forms with a deskmate for feedback.
- Make corrections based on feedback.

How can attention to detail improve the quality of completed forms?

KLB Top Scholar pg. 194
Photocopied application forms
Writing materials
Sample forms
Form design materials

Form completion Instruction following Peer assessment

Writing

Filling Forms: Application Forms

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

- Download and fill in forms from the Internet.
- Apply form-filling skills to various types of forms.
- Value digital literacy in accessing and completing forms.

The learner is guided to:
- With the assistance of the teacher, download bursary and scholarship application forms or other types of forms from the Internet.
- Alternatively, get physical forms from relevant offices.
- Individually, fill in the forms.
- Work in groups to exchange filled-in forms and give each other feedback.

How has technology changed the way we access and complete forms?

KLB Top Scholar pg. 194
Digital devices
Downloaded forms

Form downloading Digital form completion Peer feedback