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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
HEROES AND HEROINES: AFRICA
Listening and Speaking |
Pronunciation: Sounds Vowels
|
By the end of the
lesson, the learner
should be able to:
- Identify words with vowels /ɑː/ /зː/ and the consonant /tʃ/ /dʒ/ from a sample text - Pronounce the vowels /ɑː/ /зː/ and the consonants /tʃ/ /dʒ/ correctly - Value correct pronunciation in communication |
The learner is guided to:
- Practice saying sounds provided by the teacher - Listen to words with highlighted vowel sounds in columns A and B - Identify words in texts with the same vowel sounds as those in columns A and B - Listen to sets of words and identify the common sounds - Listen to a recording and identify words with target sounds - Create a table with four columns for words with target sounds |
Why are some words said with greater force than others?
|
Moran - Skills in English pg. 124
Audio recordings Digital devices Charts Word lists Teacher's guide |
Pronunciation exercises
Oral presentations
Listening activities
Group discussions
Sound identification exercises
|
|
| 1 | 2 |
Listening and Speaking
Reading Reading |
Stressed and unstressed words
Extensive Reading: Grade appropriate fiction Materials - Characters Extensive Reading: Grade appropriate fiction Materials - Characters |
By the end of the
lesson, the learner
should be able to:
- Apply stress on content words while leaving the function words unstressed - Use the correct intonation in declarative and exclamatory sentences - Appreciate the importance of emphatic stress in communication |
The learner is guided to:
- Practice pronouncing words with target sounds correctly - In pairs, make a recording of voices reading words aloud - Use each word in a sentence - Practice pronouncing vowel and consonant sounds - Read lines from the poem "If I knew" - Underline nouns, main verbs, adjectives and adverbs - Discuss whether underlined words help figure out what the poem is about - Reread the poem aloud and identify emphasized words |
Why do we pronounce some words differently from others in a sentence?
|
Moran - Skills in English pg. 125
Poem "If I knew" Audio recordings Digital devices Charts with stressed and unstressed words Teacher's guide Moran - Skills in English pg. 127 Passage "African heroes and heroines" Reference materials Character trait charts Moran - Skills in English pg. 129 Dictionaries |
Pronunciation exercises
Poem recitation
Stress identification exercises
Oral presentations
Recording analysis
|
|
| 1 | 3 |
Grammar in Use
Reading |
Word Classes: Conjunctions
Intensive Reading: Similes and metaphors |
By the end of the
lesson, the learner
should be able to:
- Identify the listed conjunctions from a group of words - Use the conjunctions because, that, when, if, unless, and since correctly in sentences - Value the correct use of conjunctions in communication |
The learner is guided to:
- Discuss how one can join two or more sentences - Identify the words used to refer to words that can join ideas or sentences - Read the passage about African heroes and heroines - Copy the text and identify and underline the conjunctions in the text - Recite the poem "If you knew" and identify the conjunctions used - Listen to a song played by the teacher and identify the conjunctions used |
Why should we join sentences correctly? Why do we use conjunctions?
|
Moran - Skills in English pg. 130
Passage about African heroes Poem "If you knew" Songs Digital devices Charts Teacher's guide Moran - Skills in English pg. 132 Reference materials Crossword puzzles Moran - Skills in English pg. 133 Short story "Finding a hero" Dictionaries |
Conjunction identification
Sentence construction
Oral presentations
Written exercises
Group discussions
|
|
| 1 | 4 |
Reading
Writing |
Intensive Reading: Similes and metaphors
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- Explain the similes and metaphors used in the short story - Relate the use of similes and metaphors to real life situations - Appreciate how similes and metaphors enhance understanding in texts |
The learner is guided to:
- List familiar similes and metaphors - Use listed similes and metaphors to construct sentences about African heroes and heroines - Discuss how to use similes and metaphors in a narrative composition - Explain similes and metaphors identified in the story in a table - Discuss the meaning of each simile or metaphor - Discuss the importance of similes and metaphors used in the story |
Why should short stories be read? How can one write a short story?
|
Moran - Skills in English pg. 134
Short story "Finding a hero" Digital devices Reference materials Charts with similes and metaphors Teacher's guide Moran - Skills in English pg. 136 Story "Beyond achievements" Planning templates |
Simile and metaphor explanation
Sentence construction
Written exercises
Oral presentations
Group discussions
|
|
| 1 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Creative Writing: Narrative Compositions
Oral Presentations Oral Presentations |
By the end of the
lesson, the learner
should be able to:
- Create a narrative composition using revealing details - Revise and edit a narrative composition for clarity and correctness - Appreciate the value of quality narrative compositions |
The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly - Search for information on the parts of a narrative composition and present findings - Identify the parts of a narrative composition in a provided text - Use prewriting techniques to plan a narrative composition about one of their most memorable experiences - Write a narrative composition of 240-280 words using revealing details - Review each other's work using a provided checklist - Revise and correct any mistakes - Display final composition on a poster or share using social media |
Which event excited you or made you sad recently? How can a good narrative be written?
|
Moran - Skills in English pg. 138
Digital devices Posters Assessment checklists Reference materials Teacher's guide Moran - Skills in English pg. 140 Audio recordings Sample speeches Moran - Skills in English pg. 141 |
Narrative composition writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 2 | 1 |
ART
Reading Reading Grammar in Use |
Study Skills: Note Making
Word Classes: Determiners |
By the end of the
lesson, the learner
should be able to:
- Identify key points in a text - Make notes from a written text - Value the importance of note making in learning |
The learner is guided to:
- Discuss notes made from a text previously read - Determine what to include in notes - Discuss the importance of note making - Read the text "Creative careers" - Answer questions based on the text - Write the key points in the text - Share and compare points with peers - Identify words used to introduce the main points - Discuss other words that could be used to introduce key points in writing |
What are the features of good notes? What is the importance of note making?
|
Moran - Skills in English pg. 142
Text "Creative careers" Digital devices Reference materials Note making templates Teacher's guide Moran - Skills in English pg. 144 Note taking templates Moran - Skills in English pg. 146 Pictures showing demonstrative use Text "Talented Brothers" Charts with demonstratives |
Note taking exercises
Key point identification
Written exercises
Oral presentations
Group discussions
|
|
| 2 | 2 |
Grammar in Use
Reading Reading |
Word Classes: Quantifiers
Intensive Reading: Short story Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Identify quantifiers in a given text - Use quantifiers correctly in sentences - Appreciate the importance of quantifiers in communication |
The learner is guided to:
- Collect items representing count and non-count nouns - Make sentences using quantifiers many, few, a few, little and a little - Show the difference in meaning between the pairs: little/a little and few/a few - Read the text "Art in my life" and identify quantifiers - Fill in blank spaces in sentences using appropriate demonstratives - Select appropriate demonstratives for different circumstances - Read sentences and discuss differences in meaning based on quantifier use |
How do count nouns differ from non-count nouns? Why is it important to express the quantity of something correctly?
|
Moran - Skills in English pg. 148
Text "Art in my life" Charts with quantifiers Real objects for demonstration Digital devices Teacher's guide Moran - Skills in English pg. 151 Story "Loiyangalani Art Exhibition" Event sequence charts Reference materials Moran - Skills in English pg. 152 Setting analysis charts |
Quantifier identification
Sentence construction
Gap filling exercises
Meaning differentiation
Group discussions
|
|
| 2 |
OPENING EXAMS |
||||||||
| 3 | 1 |
Writing
|
Functional Writing: Thank you notes and Congratulatory notes
|
By the end of the
lesson, the learner
should be able to:
- Recognise the key elements and layout of a thank you note - Write a thank you note correctly - Value the importance of expressing gratitude in writing |
The learner is guided to:
- Read a thank you note - Identify the main purpose of the note - Discuss how emotions are expressed in writing - Make a list of occasions when such a note might be written - Read a congratulatory note - Identify the main purpose of the note - Make a list of occasions when it would be appropriate to write such a note - Search for samples of thank you notes and congratulatory notes - Compare the notes and identify the layout and key parts |
How are strong emotions expressed in writing?
|
Moran - Skills in English pg. 154
Sample thank you notes Digital devices Reference materials Note templates Teacher's guide Moran - Skills in English pg. 155 Note writing templates Assessment criteria Posters for display |
Note analysis
Layout identification
Written exercises
Oral presentations
Group discussions
|
|
| 3 | 2 |
CHOOSING A CAREER
Listening and Speaking Listening and Speaking Reading |
Conversational Skills: interviews
Extensive Reading: Non-fiction |
By the end of the
lesson, the learner
should be able to:
- Identify polite words and expressions in a radio or television interview - Use polite words and expressions when conducting an interview - Value polite language during interviews |
The learner is guided to:
- Read questions from Mwala and Matano and identify differences between them - Determine who between Mwala and Matano has used polite words - Listen to a recorded radio or television interview - Identify and list polite words and expressions used in the interview - Role-play the interview in groups - Discuss why polite language should be used during interviews |
Why is it important to use polite language during an interview?
|
Moran - Skills in English pg. 157
Recorded interviews Digital devices Reference materials Radio/television interviews Teacher's guide Moran - Skills in English pg. 158 Sample interviews Interview question lists Text "Choosing a career" Non-fiction texts |
Polite expression identification
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 3 | 3 |
Reading
Grammar in Use Grammar in Use Reading |
Extensive Reading: Non-fiction
Word Classes: Adverbs Word Classes: Adverbs Intensive Reading: Lessons Learnt |
By the end of the
lesson, the learner
should be able to:
- Read grade appropriate materials for lifelong learning - Recommend to peers suitable non-fiction materials to read - Appreciate the importance of reading widely |
The learner is guided to:
- Read texts identified in previous lesson - Note key points in each text - Explain to classmates what they have read - Identify unfamiliar words in the texts - Use dictionary or Internet to look up meanings of unfamiliar words - Use the words to make sentences - Match words with similar meanings - Use dictionary or Internet to look up meanings of words - Discuss the importance of reading for information |
Why should one read widely?
|
Moran - Skills in English pg. 159
Non-fiction texts Digital devices Dictionaries Reference materials Teacher's guide Moran - Skills in English pg. 161 Newspapers Magazines Moran - Skills in English pg. 162 Posters and charts Gap filling exercises Moran - Skills in English pg. 164 Short story "A career talk" Lesson analysis charts |
Reading comprehension
Vocabulary exercises
Written exercises
Oral presentations
Group discussions
|
|
| 3 | 4 |
Reading
Writing |
Intensive Reading: Lessons Learnt
Mechanics of Writing: Prefixes and Suffixes |
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the short story to real life situations - Apply lessons learnt to personal situations - Appreciate the relevance of the short story in addressing real life issues |
The learner is guided to:
- Answer questions based on the story "A career talk" - Retell the story in pairs - Role-play sections of the story that bring out main lessons - Identify and role-play other events that bring out main lessons - Relate events in own life to those in the story - Write a composition on the subject of careers and assess in pairs - Relate lessons learnt to experiences, people or things around them - Watch or listen to a recorded story and identify lessons learnt - Compare lessons to personal experiences - Discuss ways of deriving lessons from short stories |
What issues in the society are addressed by stories?
|
Moran - Skills in English pg. 165
Short story "A career talk" Digital devices Recorded stories Reference materials Teacher's guide Moran - Skills in English pg. 167 Texts with prefixes and suffixes Word lists |
Role play
Composition writing
Lesson application
Oral presentations
Group discussions
|
|
| 3 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Mechanics of Writing: Prefixes and Suffixes
Listening to Respond: Attitude Listening to Respond: Attitude |
By the end of the
lesson, the learner
should be able to:
- Use prefixes and suffixes correctly in sentences - Infer the meaning of a word from its prefix or suffix - Acknowledge the influence of prefixes and suffixes on meaning and formation of words |
The learner is guided to:
- Read pairs of words and sentences in which the words are used - Listen to words read by the teacher and write them down - Find the meaning of dictated words by looking at prefixes or suffixes - Copy sentences and fill in blank spaces by adding prefixes or suffixes to given words - Construct six sentences using words with prefixes and suffixes - Search for more words with prefixes and suffixes - Use words with prefixes and suffixes in sentences |
How can word parts help us understand new words?
|
Moran - Skills in English pg. 168
Dictated words list Digital devices Reference materials Gap filling exercises Teacher's guide Moran - Skills in English pg. 170 Audio recordings of songs Song lyrics Audio recordings Charts Digital devices |
Gap filling exercises
Sentence construction
Dictation exercises
Written exercises
Group discussions
|
|
| 4 | 1 |
MODERN FASHION
Reading Reading Grammar in Use |
Intensive Reading: Comprehension Strategies
Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- Identify mental images in a text correctly - Use contextual clues to infer information in a text - Acknowledge the role of comprehension in effective communication |
The learner is guided to:
- In pairs, read the passage "Tastes and trends" - Take turns to read aloud the passage and answer questions based on it - Identify sentences that help create mental images about characters, places and events - Draw pictures to illustrate the events in the story - Present the pictures on charts and display them on classroom walls |
What do you remember most after reading a text?
|
Moran - Skills in English pg. 171
Pictures Charts Manila papers Digital devices Moran - Skills in English pg. 172 Dictionary Digital devices Charts Moran - Skills in English pg. 174 Teacher's Guide |
Written questions
Oral questions
Drawings
Observation
|
|
| 4 | 2 |
Grammar in Use
Reading Reading |
Phrasal Verbs
Short Story: Characters Short Story: Characters |
By the end of the
lesson, the learner
should be able to:
- Use phrasal verbs correctly in sentences - Construct sentences using different phrasal verbs - Appreciate the role of phrasal verbs in making conversations interesting |
The learner is guided to:
- In groups, use print or digital dictionaries to check the meaning of phrasal verbs - Construct sentences using phrasal verbs - In pairs, create sentences on the subject of modern fashion using provided phrasal verbs - Write a paragraph about modern fashion using phrasal verbs - Discuss how phrasal verbs make conversations interesting |
How can one tell the meaning of a phrasal verb?
|
Moran - Skills in English pg. 175
Digital or print dictionaries Charts Sentence strips Moran - Skills in English pg. 177 Short story Character charts Digital devices Moran - Skills in English pg. 179 Role-play scripts Digital devices Teacher's Guide |
Sentence construction
Paragraph writing
Oral presentations
Assessment rubrics
|
|
| 4 | 3 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Identify the items in the format of a dialogue - Explain the process of writing a dialogue - Value the importance of following a writing process |
The learner is guided to:
- Read a dialogue "Ideas for fashion" - In pairs, identify the speakers in the dialogue - Identify the topic of the dialogue - Explain the process of writing a dialogue - In groups, search from the Internet or in books for information about the stages of the writing process - Present findings on Manila paper |
How can a good dialogue be written?
|
Moran - Skills in English pg. 180
Sample dialogues Digital devices Manila papers Moran - Skills in English pg. 181 Assessment checklist Charts Teacher's Guide |
Oral questions
Group presentations
Written exercises
Observation
|
|
| 4 | 4 |
CONSUMER PROTECTION
Listening and Speaking |
Extensive Listening: Poems
|
By the end of the
lesson, the learner
should be able to:
- Identify messages in poems - Perform poems using appropriate techniques - Acknowledge the role of poems in society |
The learner is guided to:
- Watch performances of poems provided by the teacher - Write key ideas in the poems listened to - In pairs, identify and discuss the messages in the poems - Present findings to classmates |
What messages are conveyed in poems?
|
Moran - Skills in English pg. 183
Digital devices Audio recordings of poems Teacher's Guide |
Observation
Oral questions
Peer assessment
Group presentations
|
|
| 4 | 5 |
Listening and Speaking
Reading |
Extensive Listening: Poems
Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Discuss features of performance that make recitation of poems interesting - Recite poems using appropriate techniques of performance - Value the role of poems in communicating consumer protection issues |
The learner is guided to:
- In groups, discuss features of performance that make recitation of poems interesting - Search from the Internet or in books for poems relating to consumer protection - In groups, rehearse and perform the poems using verbal and non-verbal features of performance - Record performances - Watch recordings of performances and discuss features that stand out |
How can you improve the presentation of a poem?
|
Moran - Skills in English pg. 183
Digital devices Poems Recording devices Charts Moran - Skills in English pg. 184 Comprehension passages Dictionary Digital devices |
Oral presentations
Recordings
Peer assessment
Assessment rubrics
|
|
| 5 | 1 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Create mental images of the characters, places and events in the text - Summarize the key points in the text - Appreciate the role of reading in lifelong learning |
The learner is guided to:
- Read the story "Market day" again - Identify sections that describe characters, places and events - Identify words that appeal to the five senses - Underline sentences that guide in drawing pictures to illustrate characters, places and events - Draw pictures of characters, places and events in the story - Complete a diagram with information from the story - Write a summary paragraph of the key points in the story |
Which words can bring out the five senses in a text?
|
Moran - Skills in English pg. 186
Summary maps/charts Drawing materials Digital devices |
Summary writing
Drawings
Diagrams
Written exercises
|
|
| 5 | 2 |
Grammar in Use
|
Word Classes: Compound Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify compound sentences from texts - Identify coordinating conjunctions used in compound sentences - Appreciate the usage of compound sentences in communication |
The learner is guided to:
- Read a text about a customer purchasing shoes - Find conjunctions and, but, or and so in the text - Identify the sentences joined by these conjunctions and read them aloud - Search online or in grammar books for texts about consumer protection - Read the texts and identify compound sentences that use coordinating conjunctions |
Why do we join sentences?
|
Moran - Skills in English pg. 187
Grammar books Digital devices Charts Teacher's Guide Moran - Skills in English pg. 188 Assessment checklist Sentence strips |
Written exercises
Identification tasks
Oral reading
Observation
|
|
| 5 |
MID-TERM EXAMS |
||||||||
| 6 | 1 |
Reading
|
Short Story: Style
|
By the end of the
lesson, the learner
should be able to:
- Identify personification and flashback in a short story - Read and retell a short story - Appreciate the creative use of language in short stories |
The learner is guided to:
- Study the picture and read the title of the story "Goods once sold" - Predict what the story might be about - Read the story "Goods once sold" - Retell the story to classmates - Answer questions based on the story - Search online and in printed materials for information about flashback and personification as features of style in writing |
How does a writer make a story interesting?
|
Moran - Skills in English pg. 189
Short story Pictures Digital devices |
Oral retelling
Written questions
Reading aloud
Peer assessment
|
|
| 6 | 2 |
Reading
Writing |
Short Story: Style
Creative Narrative Composition: Idioms |
By the end of the
lesson, the learner
should be able to:
- Identify examples of personification and flashback in a short story - Dramatize selected parts of a short story featuring personification and flashback - Value the use of stylistic devices in enhancing meaning in a text |
The learner is guided to:
- Identify examples of personification and flashback in the short story "Goods once sold" - Make short notes on personification and flashback with examples from the short story - In groups, select sections of the story which use flashback and personification - Dramatize the sections selected - Present dramatizations to classmates |
Which qualities of a person can animals or things be given?
|
Moran - Skills in English pg. 191
Notes on style Digital devices Charts Teacher's Guide Moran - Skills in English pg. 192 Text with idioms Dictionary Digital devices |
Dramatization
Note-making
Peer assessment
Observation
|
|
| 6 | 3 |
Writing
|
Creative Narrative Composition: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Compose a narrative composition using specified idioms - Review narrative compositions for correctness - Value the use of idioms in enhancing communication |
The learner is guided to:
- Write a composition on any subject relating to consumer protection using provided idioms - In groups, share compositions - Review one another's work using a provided checklist - In groups, play a language game on constructing sentences using idioms - Write a final draft of the narrative composition using idioms correctly |
How can we improve our writing skills?
|
Moran - Skills in English pg. 193
Assessment checklist Sample idioms Digital devices Teacher's Guide |
Composition writing
Peer assessment
Language games
Assessment rubrics
|
|
| 6 | 4 |
SPORTS: OLYMPICS
Listening and Speaking Listening and Speaking |
Pronunciation and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Identify silent consonant letters in words - Pronounce words with silent consonant letters correctly - Acknowledge the importance of correct pronunciation in communication |
The learner is guided to:
- Listen to the teacher pronounce words with silent letters - Identify letters in the words that are not pronounced and list them - Listen from an online source or offline audio-dictionary for the correct pronunciation of words with silent letters - Copy words and identify and underline the silent letters in each word - Search online or in books for words with silent consonant letters r, h, k, g, p, t and b - Read aloud words with silent letters |
Why should we use the right intonation when speaking?
|
Moran - Skills in English pg. 195
Audio dictionary Digital devices Word lists Teacher's Guide Moran - Skills in English pg. 196 Sentence strips Digital recordings Lesson notes |
Oral reading
Identification tasks
Peer assessment
Observation
|
|
| 6 | 5 |
Reading
|
Study Skills
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a descriptive text - Make notes from a descriptive text - Appreciate the role of note making in studying |
The learner is guided to:
- Explain the steps to follow when writing a summary of a text - Read the passage "Safety in sports" - Answer questions based on the passage - In groups, discuss how key points in a text can be identified - Write a list of key points a sportsperson should consider to avoid injury in sports - In pairs, share and compare lists |
Why is it important to summarize information?
|
Moran - Skills in English pg. 197
Descriptive text Note-making templates Digital devices |
Written questions
Note-making
Group discussions
Pair work
|
|
| 7 | 1 |
Reading
Grammar in Use |
Study Skills
Sentences: Active and Passive Voice |
By the end of the
lesson, the learner
should be able to:
- Identify the steps to follow when summarizing a text - Summarize a descriptive text in a paragraph of stated number of words - Acknowledge the role of summarizing in learning |
The learner is guided to:
- Write a suitable title for the list of key points made - Reread a descriptive text about the Olympics - Write the main points identified in a numbered list - Create a summary paragraph using notes made - Check summary for accuracy - Review and edit paragraphs - Write the final copy of the summary - Read texts provided by the teacher, make notes and write summaries |
How can key points be identified in a text?
|
Moran - Skills in English pg. 200
Descriptive text Summary samples Digital devices Teacher's Guide Moran - Skills in English pg. 201 Sentence strips Grammar books Digital devices |
Summary writing
Peer assessment
Paragraph writing
Assessment rubrics
|
|
| 7 | 2 |
Grammar in Use
|
Sentences: Active and Passive Voice
|
By the end of the
lesson, the learner
should be able to:
- Transform sentences from active to passive voice and vice versa - Construct sentences in active and passive voice - Value the use of active and passive voice in enhancing communication |
The learner is guided to:
- With a classmate, change sentences from active voice to passive voice - Change sentences from passive voice to active voice - In groups, construct sentences in active voice and passive voice on events in the Olympics - Display sentences on a chart in class gallery for peer review - Search from the Internet or books for more sentences in active and passive voice |
How can one tell the doer and the receiver of an action in a sentence?
|
Moran - Skills in English pg. 202
Charts Digital devices Grammar books Teacher's Guide |
Sentence transformation
Sentence construction
Peer assessment
Group work
|
|
| 7 | 3 |
Reading
|
Extensive reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Identify the ideas in the short story - Relate the ideas from the short story to real life experiences - Acknowledge the value of short stories in reflecting social issues |
The learner is guided to:
- Study the picture in the story "The entire world was watching" - Describe what is taking place in the picture - Read the story "The entire world was watching" - Answer questions based on the story - Identify the ideas brought out in the story - In pairs, discuss the events in the story - List and discuss characters mentioned in the story |
Where does a writer get what to write about?
|
Moran - Skills in English pg. 203
Short story Pictures Digital devices Moran - Skills in English pg. 205 Analysis tables Recording devices Digital devices Teacher's Guide |
Oral questions
Written exercises
Group discussions
Observation
|
|
| 7 | 4 |
Writing
|
Creative Writing: Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify words and expressions for describing people, places and events - Create a response using descriptive language - Acknowledge the role of descriptive language in enhancing communication |
The learner is guided to:
- Read a given conversation and create a response - Read the passage "Olympics injuries" - Reread the first paragraph, paying attention to descriptive words - Copy paragraphs from the passage and underline descriptive words and sentences - Identify words and expressions used to describe people, places or events - Read a passage about accidents during the Olympics and underline descriptive words and sentences |
Which words or expressions do we use to describe things, events or people?
|
Moran - Skills in English pg. 206
Descriptive passages Digital devices Dictionary Charts Moran - Skills in English pg. 207 Videos of sporting events Assessment checklist Teacher's Guide |
Identification tasks
Written exercises
Group discussions
Observation
|
|
| 7 | 5 |
TOURIST ATTRACTION SITES: AFRICA
Listening and Speaking |
Oral Reports: Events
|
By the end of the
lesson, the learner
should be able to:
- Identify the items in the format of an oral report - Present a written report using effective speaking skills - Acknowledge the importance of oral reports in communication |
The learner is guided to:
- In pairs, plan a presentation about a tourist attraction site in Africa - Study pictures provided by the teacher - In pairs, discuss the activities taking place in the pictures - In pairs, discuss the correct sequence of the pictures - In groups, discuss experiences during a visit to a tourist attraction site - Retell the events that took place during the visit in the correct order |
How can you make your presentation convincing?
|
Moran - Skills in English pg. 209
Pictures Digital devices Charts Teacher's Guide |
Oral presentations
Picture sequencing
Group discussions
Observation
|
|
| 8 | 1 |
Listening and Speaking
Reading |
Oral Reports: Events
Reading Fluency |
By the end of the
lesson, the learner
should be able to:
- Recount events that take place outside the classroom - Present an oral report using verbal and non-verbal cues - Value the role of oral reports in enhancing communication |
The learner is guided to:
- In pairs, search from the Internet or a book for an oral report - Identify the steps taken during oral report presentations - Suggest how to make reports more interesting - Prepare a report on an event that took place outside the classroom - Rehearse the report using verbal and non-verbal cues - Present the report to the group - Listen to classmates' reports and provide feedback using a provided table |
Why do we give oral reports?
|
Moran - Skills in English pg. 210
Feedback table Digital devices Sample oral reports Moran - Skills in English pg. 211 Reading texts Stopwatch/timer Charts Digital devices |
Oral presentations
Peer assessment
Assessment rubrics
Observation
|
|
| 8 | 2 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read texts accurately, with expression and at the right speed - Apply fluency strategies when reading a text - Value the significance of poems in communication |
The learner is guided to:
- Preview the story "Tourist attraction sites" - Skim through the text by reading the title and first sentence of every paragraph to get the main idea - Scan through the text to find characters - Read the story aloud, ignoring unfamiliar words - Answer questions based on the story - Read and recite the text "The wonders of Africa" in groups - Discuss emotions and feelings displayed when reading the text - Search from the Internet or in books for stories and poems on tourist attraction sites in Africa and read them aloud |
Why should we read a text at the right speed?
|
Moran - Skills in English pg. 212
Stories and poems Digital devices Reading passages Teacher's Guide |
Oral reading
Group recitation
Written questions
Peer assessment
|
|
| 8 | 3 |
Grammar in Use
|
Types of Sentences: Interrogative sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify interrogative sentences and question tags from a text - Distinguish between different types of interrogative sentences - Acknowledge the role of correctly framed questions in communication |
The learner is guided to:
- Ask a classmate about a given tourist attraction site in Africa and note how the question was asked and answered - Read the text "From Cape Town to Cairo" - Identify different types of questions in the text (yes/no questions, WH-questions, alternative questions) - In pairs, take turns to ask and answer a question with a question tag from the text - Identify question tags from a dialogue "Finding out about the Falls" - With a classmate, take turns asking and answering the question tags in the dialogue |
How do we ask questions?
|
Moran - Skills in English pg. 215
Text with questions Dialogue Digital devices Charts Moran - Skills in English pg. 217 Diagrams Dialogue samples Teacher's Guide |
Identification tasks
Oral questions
Written exercises
Pair work
|
|
| 8 | 4 |
Reading
|
Poems
|
By the end of the
lesson, the learner
should be able to:
- Identify the ideas in the poem - Derive the lessons learnt in the poem - Appreciate the role of poems in addressing societal issues |
The learner is guided to:
- Tell a classmate about their favorite poem - Identify lessons learnt from a poem - Read the poem "The resilient River Nile" twice - Answer questions based on the poem - Summarize the subject matter in the poem - In groups, take turns sharing summaries of the subject matter - Identify the message in the poem and make notes - In groups, recite the poem - Dramatize the poem and present it to classmates |
What messages do poems convey?
|
Moran - Skills in English pg. 219
Poem texts Digital devices Lesson notes Teacher's Guide |
Oral recitation
Written questions
Note-making
Dramatization
|
|
| 8 | 5 |
Reading
Writing Writing |
Poems
Functional Writing: Personal Journals Functional Writing: Personal Journals |
By the end of the
lesson, the learner
should be able to:
- Match words with their meanings from the poem - Identify lessons from the poem - Recognize the role of poems in lifelong learning |
The learner is guided to:
- Copy and match words from the poem with their meanings - Find words or phrases in a stanza of the poem that describe people or things that pollute River Nile - Complete words with missing letters from the poem - Use complete words in sentences - In groups, discuss what the poem teaches about the dangers of pollution, benefits of a river to the environment, and the importance of having a goal - Point out lessons brought out through relationships between characters in the poem - Present work in posters and display on noticeboards |
Which lessons have you learnt from poems before?
|
Moran - Skills in English pg. 220
Vocabulary matching exercises Posters Digital devices Word cards Moran - Skills in English pg. 221 Sample journals Charts Teacher's Guide Journals/notebooks Assessment checklist Posters |
Matching exercises
Word completion
Group discussions
Poster displays
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| 9 |
END TERM EXAMS |
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