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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
MODERN FASHION
Listening and Speaking Listening and Speaking |
Listening to Respond: Attitude
|
By the end of the
lesson, the learner
should be able to:
- Explain the message in a given song - Use appropriate words and expressions to express their attitude towards a given song - Appreciate how choice of words affects the reader |
The learner is guided to:
- Listen to different songs from a digital device or non-electronic sources and describe the messages in them - Collaborate with peers to perform the songs and bring out relevant emotions - Discuss issues highlighted in the songs with those of their peers - Use words and expressions to describe their feelings about various issues in the songs including modern fashion |
What messages are found in songs?
|
Moran - Skills in English pg. 170
Digital devices Audio recordings of songs Teacher's Guide Song lyrics Audio recordings Charts Digital devices |
Observation
Oral questions
Peer assessment
Checklists
|
|
| 2 | 2 |
Reading
|
Intensive Reading: Comprehension Strategies
|
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 |
Written questions
Oral questions
Drawings
Observation
|
|
| 2 | 3 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs correctly in a text - Explain how phrasal verbs are formed - Acknowledge the role of phrasal verbs in effective communication |
The learner is guided to:
- Study a conversation provided by the teacher to identify phrasal verbs - Discuss how phrasal verbs are formed - Compare meanings of individual words to meanings of entire phrases - Read a passage "Trendsetter" and identify the phrasal verbs highlighted in the passage - Search from the Internet or in textbooks for more examples of phrasal verbs formed from the verbs make, pass and look - List the phrasal verbs found |
How are phrasal verbs formed?
|
Moran - Skills in English pg. 174
Dictionary Digital devices Charts Teacher's Guide Moran - Skills in English pg. 175 Digital or print dictionaries Sentence strips |
Written exercises
Matching exercises
Oral questions
Observation
|
|
| 2 | 4 |
Reading
|
Short Story: Characters
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given short story - Describe the traits of a given character in a fictional text - Recognize the role of characters in a short story |
The learner is guided to:
- Read the story "The fashion parade" - Answer questions based on the story - Identify and list all the characters in the story - In pairs, discuss the actions and words of the characters in the story - Use the actions and words of the characters to describe their traits - In groups, look for similarities and differences in the characters in the short story |
What qualities do you admire in people?
|
Moran - Skills in English pg. 177
Short story Character charts Digital devices |
Oral questions
Written exercises
Character analysis
Peer assessment
|
|
| 2 | 5 |
Reading
Writing |
Short Story: Characters
The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Categorize characters based on their traits - Relate characters in the story to real-life situations - Appreciate the role of characters in fiction |
The learner is guided to:
- In pairs, group the characters as good or bad based on their actions and words - In groups, discuss how the experiences of the characters are similar to their own experiences - Describe how some characters in the short story are similar to people they know - Write paragraphs describing the traits of the characters - Role-play traits of different characters in the short story - Find and read more short stories on modern fashion from the Internet or books |
How are character traits described?
|
Moran - Skills in English pg. 179
Role-play scripts Digital devices Charts Teacher's Guide Moran - Skills in English pg. 180 Sample dialogues Manila papers |
Role play
Written paragraphs
Character analysis
Assessment rubrics
|
|
| 3 | 1 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Plan a dialogue using prewriting techniques - Create a dialogue on a given topic - Acknowledge the value of a well-written dialogue |
The learner is guided to:
- In pairs, discuss and identify topics relating to modern fashion - Individually, write a draft of a dialogue about one of the topics identified following the stages of the writing process - Display dialogues in class - In pairs, use a checklist to assess the dialogues - Edit dialogues to make corrections based on feedback - Revise and rewrite dialogues - Publish final drafts in the class gallery or on social media |
Why should one write a dialogue?
|
Moran - Skills in English pg. 181
Assessment checklist Digital devices Charts Teacher's Guide |
Dialogue writing
Peer assessment
Portfolio assessment
Assessment rubrics
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
Listening and Speaking
|
Extensive Listening: Poems
|
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 |
Oral presentations
Recordings
Peer assessment
Assessment rubrics
|
|
| 3 | 4 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Select required information from a text - Identify key points in a passage - Acknowledge the importance of comprehension in life |
The learner is guided to:
- Read the passage "Market day" - Answer questions based on the story - In groups, discuss how to identify key points in a text - In pairs, identify the key points in the passage - Reread sentences in which specific words are used in the passage to determine their meaning |
How do you identify the key points in a text?
|
Moran - Skills in English pg. 184
Comprehension passages Dictionary Digital devices |
Written questions
Oral questions
Group discussions
Observation
|
|
| 3 | 5 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Select required information from a text - Identify key points in a passage - Acknowledge the importance of comprehension in life |
The learner is guided to:
- Read the passage "Market day" - Answer questions based on the story - In groups, discuss how to identify key points in a text - In pairs, identify the key points in the passage - Reread sentences in which specific words are used in the passage to determine their meaning |
How do you identify the key points in a text?
|
Moran - Skills in English pg. 184
Comprehension passages Dictionary Digital devices |
Written questions
Oral questions
Group discussions
Observation
|
|
| 4 | 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
|
|
| 4 | 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 |
Written exercises
Identification tasks
Oral reading
Observation
|
|
| 4 | 3 |
Grammar in Use
|
Word Classes: Compound Sentences
|
By the end of the
lesson, the learner
should be able to:
- Construct compound sentences using different coordinating conjunctions - Use compound sentences in communication - Value the role of compound sentences in effective communication |
The learner is guided to:
- Search online and in books for conjunctions that can be used to create compound sentences - Use the conjunctions and, but, so and or to construct compound sentences about consumer protection - In groups, use provided conjunctions to join sentences - Use different coordinating conjunctions to join sentences provided by the teacher - Write compound sentences on a large piece of paper and display in class - Assess the compound sentences written by classmates |
How do we join sentences?
|
Moran - Skills in English pg. 188
Charts Digital devices Assessment checklist Sentence strips |
Sentence construction
Peer assessment
Written exercises
Group work
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
Reading
|
Short Story: Style
|
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 |
Dramatization
Note-making
Peer assessment
Observation
|
|
| 5 | 1 |
Writing
|
Creative Narrative Composition: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of specified idioms in context - Identify idioms in a text - Acknowledge the value of idioms in spoken and written communication |
The learner is guided to:
- Read the passage "The apple of my eye" - In pairs, discuss what makes the passage interesting - List phrases highlighted in the passage - Discuss the meaning of idioms and how they are used - Explain the meaning of each of the idioms used in the text |
What makes a story outstanding?
|
Moran - Skills in English pg. 192
Text with idioms Dictionary Digital devices |
Oral questions
Identification tasks
Written exercises
Group discussions
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
SPORTS: OLYMPICS
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 |
Oral reading
Identification tasks
Peer assessment
Observation
|
|
| 5 | 4 |
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 |
Oral reading
Identification tasks
Peer assessment
Observation
|
|
| 5 | 5 |
Listening and Speaking
|
Pronunciation and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Use the correct intonation in declarative and exclamatory sentences - Distinguish between rising and falling intonation - Value the role of intonation in expressing meaning |
The learner is guided to:
- Practise reading words with silent letters in pairs - Read sentences aloud and pronounce words with silent letters correctly - Observe the difference between first and second readings of sentences - Practise reading a sentence aloud to show different emotions (surprise, excitement, matter of fact) - Listen as the teacher reads sentences and indicate whether falling or rising intonation is used - In pairs, practise reading sentences using the correct intonation |
What are some of the words with silent letters?
|
Moran - Skills in English pg. 196
Sentence strips Digital recordings Lesson notes Teacher's Guide |
Oral reading
Intonation exercises
Peer assessment
Observation
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
Reading
|
Study Skills
|
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 |
Summary writing
Peer assessment
Paragraph writing
Assessment rubrics
|
|
| 6 | 3 |
Grammar in Use
|
Sentences: Active and Passive Voice
|
By the end of the
lesson, the learner
should be able to:
- Identify sentences in the active and passive voice - Explain the differences between active and passive voice - Appreciate the role of active and passive voice in communication |
The learner is guided to:
- Read sentences in active and passive voice - In pairs, discuss differences between active and passive voice sentences - Study tables showing differences between active and passive voice sentences - Read sentences and indicate whether they are in active or passive voice - Read a paragraph, identify and underline sentences in active voice and circle those in passive voice - Search online or in books for texts on Olympics and find sentences in active and passive voice |
Why should one use a variety of sentences?
|
Moran - Skills in English pg. 201
Sentence strips Grammar books Digital devices |
Identification tasks
Written exercises
Oral questions
Observation
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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 |
Oral questions
Written exercises
Group discussions
Observation
|
|
| 7 | 1 |
Reading
|
Extensive reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Identify issues brought out through characters and events in a story - Make connections between story events and real-life situations - Value the role of stories in addressing social issues |
The learner is guided to:
- Study a table which presents issues brought out in the story - In groups, make a similar table and fill it with more examples from the story - In pairs, relate the ideas in the story to their own experiences or the experiences of people they know - In groups, dramatize and record sections of the story that show real-life experiences |
How are stories related to what happens in real life?
|
Moran - Skills in English pg. 205
Analysis tables Recording devices Digital devices Teacher's Guide |
Role play
Table completion
Group discussions
Recordings
|
|
| 7 | 2 |
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 |
Identification tasks
Written exercises
Group discussions
Observation
|
|
| 7 | 3 |
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 |
Identification tasks
Written exercises
Group discussions
Observation
|
|
| 7 | 4 |
Writing
|
Creative Writing: Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Write a descriptive composition on people, places and events - Use words that appeal to the five senses in descriptive writing - Value the place of description in written and spoken communication |
The learner is guided to:
- Search from the Internet or books for words and expressions that appeal to the five senses - Group words in a table according to which sense they appeal to - Watch a video of one of the sporting events Kenya participates in at the Olympics - Write a descriptive paragraph about that sport - Write a descriptive composition based on one of the sports featured in the Olympics - Present composition for peer review - Edit and revise composition based on feedback - Publish completed composition on the school website, in a class blog or on a poster |
How can description make our writing better?
|
Moran - Skills in English pg. 207
Videos of sporting events Digital devices Assessment checklist Teacher's Guide |
Descriptive writing
Peer assessment
Portfolio assessment
Assessment rubrics
|
|
| 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
|
Oral Reports: Events
|
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 |
Oral presentations
Peer assessment
Assessment rubrics
Observation
|
|
| 8 | 2 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Outline reading fluency aspects and strategies observed while reading aloud - Identify methods one can use to read more fluently - Appreciate the importance of reading fluently |
The learner is guided to:
- Time themselves as they read a paragraph from a text - In groups, talk about reading fluency features such as accuracy, speed, and reading with expression - Discuss findings with another group in the class - In groups, identify methods one can use to read more fluently - Find a text about tourist attraction sites in Africa and read it aloud - Outline the reading fluency aspects and strategies used while reading - Display reading fluency aspects on a chart |
What emotions or feelings can we display when reading a text?
|
Moran - Skills in English pg. 211
Reading texts Stopwatch/timer Charts Digital devices |
Oral reading
Timing exercises
Group discussions
Chart displays
|
|
| 8 | 3 |
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 | 4 |
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 |
Identification tasks
Oral questions
Written exercises
Pair work
|
|
| 8 | 5 |
Grammar in Use
|
Types of Sentences: Interrogative sentences
|
By the end of the
lesson, the learner
should be able to:
- Use interrogative sentences and question tags in varied contexts - Form different types of interrogatives correctly - Value the role of questions in enhancing communication |
The learner is guided to:
- Read more texts from the Internet or books on tourist attraction sites in Africa to identify WH-questions, Yes/No questions, alternative questions, and question tags - Compare findings with classmates - Write a short dialogue using different types of interrogative sentences and question tags - Display interrogative sentences and question tags on a diagram - Search from the Internet and in books for more examples of question tags and interrogative sentences - In groups, plan and present a role-play using interrogative sentences to ask about tourist attraction sites in Africa |
How do we answer questions?
|
Moran - Skills in English pg. 217
Diagrams Digital devices Dialogue samples Teacher's Guide |
Dialogue writing
Role play
Diagram completion
Peer assessment
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
Reading
|
Poems
|
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 |
Matching exercises
Word completion
Group discussions
Poster displays
|
|
| 9 | 4 |
Writing
|
Functional Writing: Personal Journals
|
By the end of the
lesson, the learner
should be able to:
- Outline the components of a personal journal - Explain the purpose of keeping a personal journal - Acknowledge the role of journals in self-expression |
The learner is guided to:
- Read a journal entry made by Nyakio - In pairs, identify the parts of the personal journal - In groups, discuss why we keep a personal journal or diary - Tell a classmate the kind of things that could be written in a personal journal - In pairs, search online and in printed materials for sample journals - View and outline parts of the journals |
Why do we write journals?
|
Moran - Skills in English pg. 221
Sample journals Digital devices Charts Teacher's Guide |
Oral presentations
Identification tasks
Group discussions
Pair work
|
|
| 9 | 5 |
Writing
|
Functional Writing: Personal Journals
|
By the end of the
lesson, the learner
should be able to:
- Create a personal journal on varied experiences - Evaluate a journal for correctness and relevance - Value the role of journal writing in personal development |
The learner is guided to:
- Bring a journal to class or sign up for an online journal, or make one from a notebook - In groups, give ideas about what could be written in journals, such as experiences of learning about or visiting tourist attraction sites - Choose and reflect on one experience to write about - Record thoughts and feelings in the journal - Reread journal entry and assess it using a provided checklist - Include additional thoughts or ideas about the experience - Share journal entry by writing it on a poster or sending it through social media |
What would you like to remember about an experience?
|
Moran - Skills in English pg. 221
Journals/notebooks Assessment checklist Digital devices Posters |
Journal writing
Self-assessment
Peer assessment
Portfolio assessment
|
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