INCOME GENERATING ACTIVITIES

Listening and Speaking

Conversation Skills: Job Interviews

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

- Identify different types of interviews.
- Describe the people involved in interviews.
- Value the importance of interview skills.

The learner is guided to:
- Work in groups to think about an interview they have had, read about, or watched.
- Talk about what kind of interview it was, the people involved, and the questions that were asked.
- Watch a video of an interview, paying attention to how questions are asked and answered.

Why are interview skills important in seeking employment?

KLB Top Scholar pg. 197
Video of an interview

Group discussions Video analysis Type identification

Listening and Speaking

Conversation Skills: Job Interviews

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

- Prepare for a job interview.
- Identify information to research before an interview.
- Value the importance of preparation for interviews.

The learner is guided to:
- Work in groups to imagine they have been invited for a job interview.
- Discuss what they would need to find out about the company and the job.
- Discuss how to get to know common interview questions.
- Consider what to wear and how to practice for the interview.
- Identify documents to carry.

How can one prepare effectively for a job interview?

KLB Top Scholar pg. 198
Sample interview preparation checklist

Preparation discussion Research planning Document identification

Listening and Speaking

Conversation Skills: Job Interviews

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

- Explain the process of conducting interviews.
- Prepare to interview job applicants.
- Value the importance of fairness in the interview process.

The learner is guided to:
- Work in groups to imagine they will be interviewing job applicants.
- Discuss why it would be necessary to understand the job requirements, prepare questions, review candidates' documents, prepare for applicants' questions, allocate time, coordinate with other interviewers, take notes, and prepare evaluation sheets.

What responsibilities do interviewers have in the job interview process?

KLB Top Scholar pg. 199
Sample interview evaluation form

Process explanation Preparation discussion Role responsibility identification

Listening and Speaking

Conversation Skills: Job Interviews

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

- Identify common interview questions.
- Research interview questions from various sources.
- Value the importance of being prepared for typical questions.

The learner is guided to:
- Work in groups to look for and write down questions commonly asked in job interviews.
- Use books, newspapers, magazines, or the Internet for research.
- Share findings with the class.
- Discuss strategies for answering different types of questions.

What types of questions are commonly asked in job interviews and why?

KLB Top Scholar pg. 199
Reference materials
Digital devices

Research assessment Question compilation Strategy discussion

Listening and Speaking

Conversation Skills: Job Interviews

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

- Practice job interview conversations.
- Role play as interviewer and interviewee.
- Value the importance of practice in developing interview skills.

The learner is guided to:
- Work in groups of four and decide on the job the interview will be about.
- One person will ask interview questions (interviewer) and another will answer them (interviewee).
- The other two people will record the interview using a digital device or in written form.
- Change roles to ensure everyone practices both roles.
- Share the recorded interview with other groups for feedback.

How can role playing help improve interview skills?

KLB Top Scholar pg. 199
Recording devices
Job descriptions

Role play performance Question and answer assessment Peer feedback

Reading I

Extensive Reading: Fiction

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

- Define fiction and non-fiction.
- Distinguish between fiction and non-fiction materials.
- Value the importance of understanding text types.

The learner is guided to:
- Use the dictionary to look up the words fiction and non-fiction and write down their meanings.
- Look for the differences between fiction and non-fiction materials in books or on the Internet.
- Write down examples of each.
- Determine whether statements about fiction are true or false.

What distinguishes fiction from non-fiction?

KLB Top Scholar pg. 200
Dictionary
Reference materials

Definition task Distinction identification True/false assessment

Reading I

Extensive Reading: Fiction

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

- Categorize reading materials as fiction or non-fiction.
- Identify various types of fiction and non-fiction.
- Value the diverse range of reading materials available.

The learner is guided to:
- Group given materials into fiction and non-fiction categories.
- Consider materials such as newspapers, short stories, encyclopedias, novels, magazines, novellas, fairy tales, biographies, science fiction, autobiographies, comic strips, textbooks, and fantasy.
- Discuss the characteristics that define each category.

How can we categorize different types of reading materials?

KLB Top Scholar pg. 200
Sample reading materials

Categorization task Characteristic identification Group discussion

Reading I

Extensive Reading: Fiction

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

- Select and read a fictional material.
- Summarize a fictional text using a visual organizer.
- Value the importance of organizing information from reading.

The learner is guided to:
- Select and read any fictional material.
- Use a table or diagram to summarize what they have read.
- Display their work and invite others to read it while also reading others' summaries.
- Take photographs of what has been displayed and keep both hard and soft copies in their portfolio.

How can visual organizers help summarize and understand fictional texts?

KLB Top Scholar pg. 201
Fictional texts
Visual organizers
Fiction reading lists

Reading selection Summary creation Display evaluation

Grammar in Use

Word Classes: Nouns

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

- Identify nouns formed from other words.
- Match words with the ones they are formed from.
- Value the process of word formation in language.

The learner is guided to:
- Match each word on the right with the one it is formed from on the left.
- Recognize patterns in noun formation.
- Read notes on how some words are formed from others.
- Learn about nouns formed from verbs and nouns formed from other nouns.

How are new nouns formed from other words?

KLB Top Scholar pg. 201
Word matching exercise

Matching task Pattern recognition Formation analysis

Grammar in Use

Word Classes: Nouns

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

- Categorize nouns based on their formation.
- Distinguish between nouns formed from verbs and nouns formed from other nouns.
- Value the patterns in word formation.

The learner is guided to:
- Go back to the previous activity and arrange the nouns into two groups: those formed from verbs and those formed from other nouns.
- Identify the suffixes used in each case.
- Discuss patterns in noun formation with examples.

What patterns can we observe in noun formation?

KLB Top Scholar pg. 202
Previous matching exercise

Categorization task Suffix identification Pattern discussion

Grammar in Use

Word Classes: Nouns

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

- Identify nouns formed from verbs and nouns in a passage.
- Classify nouns according to their formation.
- Value the role of word formation in enriching language.

The learner is guided to:
- Read a passage and identify nouns formed from verbs and nouns formed from other nouns.
- Discuss the patterns they observe in the formation of these nouns.
- Create a list of the identified nouns categorized by their formation.

How does noun formation contribute to the richness of language?

KLB Top Scholar pg. 202
Reading passage "Thumbs up Petet"

Identification exercise Classification task Pattern analysis

Grammar in Use

Word Classes: Nouns

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

- Separate nouns into roots and suffixes.
- Identify the process of noun formation.
- Value the systematic nature of word formation.

The learner is guided to:
- Separate the verb or noun from the suffix in given examples.
- Create a table showing the noun formed, whether it's formed from a verb or noun, and the suffix used.
- Analyze patterns in the use of different suffixes.

How do suffixes change the word class or meaning of a word?

KLB Top Scholar pg. 203
Word analysis exercise

Separation task Table creation Pattern analysis

Grammar in Use

Word Classes: Nouns

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

- Research suffixes used in noun formation.
- Create nouns using various suffixes.
- Value the creative aspect of language.

The learner is guided to:
- Work in groups to search for endings or suffixes used to form nouns from verbs and those used to form nouns from other nouns.
- Write each suffix on a separate card or piece of paper.
- Play a game where one picks a card and others create nouns using that suffix.
- Put the nouns formed in a typed or hand-prepared table.

How can understanding suffixes help in creating new words?

KLB Top Scholar pg. 203
Reference materials
Cards for game

Research assessment Game participation Table creation

Grammar in Use

Word Classes: Nouns

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

- Use newly formed nouns in sentences.
- Apply knowledge of noun formation in context.
- Value the practical application of grammatical knowledge.

The learner is guided to:
- Use the nouns they have formed to make sentences about income generating activities and environmental preservation.
- Share their sentences with the class.
- Receive feedback on the correctness and effectiveness of their sentences.
- Make improvements based on feedback.

How can knowledge of noun formation be applied in sentence creation?

KLB Top Scholar pg. 204
List of formed nouns

Sentence creation Context application Peer feedback

Grammar in Use

Word Classes: Nouns

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

- Explain the benefits of understanding noun formation.
- Apply noun formation knowledge in communication.
- Value the importance of grammatical knowledge in effective communication.

The learner is guided to:
- Work in groups to talk about how being able to form nouns from verbs and other nouns can help them communicate better.
- Discuss how understanding word formation enhances vocabulary development.
- Share insights on how this knowledge can improve both speaking and writing.

How does understanding word formation enhance communication skills?

KLB Top Scholar pg. 204
Discussion guidelines

Benefit explanation Application discussion Insight sharing

Grammar in Use

Word Classes: Nouns

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

- Fill in blanks with correct forms of given words.
- Apply knowledge of noun formation in context.
- Value precision in language use.

The learner is guided to:
- Fill in blanks with the correct form of the word in brackets in each case.
- Apply their understanding of noun formation to select the appropriate form.
- Check their answers with a partner.
- Discuss any challenging items.

How does context determine the appropriate form of a word?

KLB Top Scholar pg. 204
Gap-filling exercise

Gap-filling task Form selection Peer checking

Reading II

Grade-appropriate Play: Lessons Learnt

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

- Identify lessons from stories, novels, or plays.
- Share personal learning experiences from literature.
- Value literature as a source of life lessons.

The learner is guided to:
- Work in groups to talk about stories, novels, or plays they have watched and enjoyed.
- Discuss what lessons they learned from each.
- Provide examples of how these lessons apply to real life.
- Share their insights with the class.

How can literature provide valuable life lessons?

KLB Top Scholar pg. 204
Literary references

Lesson identification Experience sharing Application discussion

Reading II

Grade-appropriate Play: Lessons Learnt

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

- Research methods for deriving lessons from literature.
- Make notes on character analysis for lesson identification.
- Value systematic approaches to literary analysis.

The learner is guided to:
- Search for information from books or the Internet on how to derive lessons from the words and actions of characters.
- Make notes on their findings.
- Compare their notes with those of another classmate.
- Make additions where necessary.

What methods can be used to identify lessons in literary works?

KLB Top Scholar pg. 204
Reference materials
Digital devices

Research assessment Note-making evaluation Comparison task

Reading II

Grade-appropriate Play: Lessons Learnt

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

- Analyze character feelings, thoughts, and actions.
- Identify the effects of character actions on themselves and others.
- Value the cause-and-effect relationship in narrative.

The learner is guided to:
- Read the excerpt from "Aminata" by Francis Imbuga.
- Work in groups to talk about the feelings, thoughts, and actions of the characters.
- Analyze the effects of those actions on the characters themselves and other characters.
- Discuss how character choices drive the plot and themes.

How do character actions and their consequences reveal themes in plays?

KLB Top Scholar pg. 205
Excerpt from "Aminata"

Character analysis Effect identification Theme discussion

Reading II

Grade-appropriate Play: Lessons Learnt

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

- Apply a specific lesson to character analysis.
- Identify characters who learn to deal with change.
- Value the importance of adaptability in life.

The learner is guided to:
- Consider the lesson "It is important to see change as a vital part of the journey of life."
- Identify which characters in the play learn to deal with change and which ones do not.
- Analyze the consequences of not being able to deal with change.
- Reflect on changes in their own lives and how they coped with them.

How does the theme of change manifest in both the play and real life?

KLB Top Scholar pg. 205
Excerpt from "Aminata"

Lesson application Character identification Personal reflection

Reading II

Grade-appropriate Play: Lessons Learnt

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

- Identify additional lessons from a play.
- Connect play sections to specific lessons.
- Value the relevance of literary lessons to personal life.

The learner is guided to:
- Work in groups to identify other lessons they can learn from the excerpt.
- Identify the sections of the play that bring out these lessons.
- Identify the characters that best illustrate those lessons with explanations.
- Relate the lessons to their own lives.

How can lessons from literature be applied to personal life?

KLB Top Scholar pg. 205
Excerpt from "Aminata"

Lesson identification Section connection Personal application

Reading II

Grade-appropriate Play: Lessons Learnt

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

- Present lessons learned in a visual format.
- Create charts or diagrams of literary lessons.
- Value creative presentation of literary analysis.

The learner is guided to:
- Present the lessons learned in a diagram or chart.
- Display the chart on the wall.
- Invite others in class to give feedback.
- Study a sample presentation as a guide.
- Incorporate feedback to improve their presentation.

How can visual representation enhance understanding of literary themes?

KLB Top Scholar pg. 205
Chart materials
Sample presentation

Chart creation Visual presentation Peer feedback

Writing
Listening and Speaking

Mechanics of Writing-Spelling
Listening to Respond: Expressing Feelings

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

- Identify short forms used in writing.
- Write short forms in full.
- Value the importance of appropriate abbreviation in writing.

The learner is guided to:
- Work in pairs to talk about the short forms they usually use as they write.
- Write the short forms in full.
- Read notes on abbreviations (titles, times of day/night, organizations/companies, technical words).
- Understand when abbreviations are appropriate in different contexts.

When and how should abbreviations be used in writing?

KLB Top Scholar pg. 206
Notes on abbreviations
KLB Top Scholar pg. 210
Audio recorders
Digital devices

Abbreviation identification Full form writing Context discussion

PERSONAL GROOMING

Listening and Speaking

Listening to Respond: Expressing Feelings

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

- express their feelings towards the subject matter of a poem.
- value the importance of poem recitation for effective communication.

The learner is guided to:
- in groups, recite selected poems and present their varied feelings towards each poem's subject matter in detail.
- discuss, in plenary, the importance of reciting poems with feeling.

How can one express their feelings while reciting a poem? Why is it important to recite poems with feeling?

KLB Top Scholar pg. 211
Audio recorders
Digital devices

Oral presentation Peer assessment Group performance evaluation

Reading I

Intensive Reading: Comprehension Strategies

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

- identify mental images created from a read passage.
- summarize what a paragraph and the passage are about.
- appreciate the role of visualizing and summarising in enhancing understanding of a text.

The learner is guided to:
- search from print and electronic sources and list down the sensory words and expressions used to create mental images in a text.
- read a passage on an interesting issue like personal grooming and, in pairs, pick out the sensory words or expressions and the mental images they create in a reader.

What words or expressions appeal to the five senses? Why is it important to make a relevant summary of a text?

KLB Top Scholar pg. 213
Digital devices
Print texts

Observation Oral questions Written exercises

Reading I

Intensive Reading: Comprehension Strategies

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

- summarize what a paragraph and the passage are about.
- apply the skills of making inferences and drawing conclusions in independent reading.

The learner is guided to:
- in groups fill in templates requiring key ideas from the text or parts of the text and display the templates on the wall.
- read a text on current issues such as personal grooming and identify the main ideas in a paragraph or a passage.
- summarise the ideas in own words in charts and share for peer review.

How can one draw conclusions from a text? Why is it important to summarize information from a text?

KLB Top Scholar pg. 214
Digital devices
Print texts

Peer assessment Written summaries Observation

Grammar in Use

Phrasal Verbs

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

- identify phrasal verbs formed from break, hang, run and turn in texts.
- use the given phrasal verbs in sentences of their own.
- value the importance of using phrasal verbs in spoken and written communication.

The learner is guided to:
- search from digital and print sources for phrasal verbs formed from break, hang, run and turn and compile them in a word list.
- in small groups, search for the meanings of the phrasal verbs identified from print or non-print dictionaries.

How are phrasal verbs different from other verbs? Why is it important to learn meanings of phrasal verbs?

KLB Top Scholar pg. 215
Print dictionaries
Digital dictionaries

Oral questions Written exercises Peer assessment

Grammar in Use

Phrasal Verbs

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

- use the given phrasal verbs in sentences of their own.
- correct disjointed sentences using the rule of subordinating conjunctions.

The learner is guided to:
- form phrasal verbs from the given verbs and use them to fill in tables and broken passages.
- using phrasal verbs, construct sentences based on personal grooming and health education and display the sentences in charts.

How can you improve your use of phrasal verbs in daily communication?

KLB Top Scholar pg. 216
Dictionary
Charts

Written exercises Oral presentation Peer assessment

Reading II

Play: Characterisation

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

- outline the clues for identifying traits of different characters in a play.
- use the clues to describe the characters in a play.
- appreciate the role of characterisation in determining virtues and vices in the society.

The learner is guided to:
- search from digital and print sources for clues in a play that one can use to identify a character trait, for example: what the character does or says; or what is said about a character.
- brainstorm on the words and phrases used to describe characters and make a phrase book.

Which words or expressions can you use to describe one's character? Why is characterisation important?

KLB Top Scholar pg. 217
Digital devices
Grade-appropriate plays

Observation Oral discussions Peer assessment

Reading II

Play: Characterisation

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

- use the clues to describe the characters in a play.
- appreciate the role of characterisation in determining virtues and vices in the society.

The learner is guided to:
- in groups, watch video clips or read sections of a play and identify the clues used to describe the traits of a character.
- in groups, use the clues to assign character traits and display them in a gallery in form of character maps, webbing tools or clusters for peer review.

Which issues are addressed in the play? Why is characterisation important?

KLB Top Scholar pg. 218
Video clips
Grade-appropriate plays

Character analysis charts Peer assessment Group presentations

Writing

The Writing Process

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

- outline the different stages of the writing process.
- apply the writing process in creating a dialogue on a relevant theme.
- emphasise the importance of each of the stages in the writing process in crafting flawless dialogues.

The learner is guided to:
- read on the following steps of the writing process: pre-writing, drafting, editing, revising and publishing.
- in groups, discuss the different tasks involved in each stage of the writing process.

Why should you plan your writing? Why is it important to learn dialogue writing?

KLB Top Scholar pg. 219
Digital devices
Sample dialogues

Observation Written exercises Peer assessment

Writing

The Writing Process

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

- apply the writing process in creating a dialogue on a relevant theme.
- emphasise the importance of each of the stages in the writing process in crafting flawless dialogues.

The learner is guided to:
- brainstorm on different topics related to personal grooming, respect and life skills.
- individually, select one topic and write a dialogue adhering to the writing process.
- share the dialogues and assess and correct each other's work.

How can you improve your dialogue writing skills? What are the benefits of using the writing process?

KLB Top Scholar pg. 220
Sample dialogues
Writing materials

Written dialogues Peer assessment Role play

SEA TRAVEL

Listening and Speaking

Extensive Listening: Speeches

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

- identify the issue addressed by the different speeches listened to.
- take notes on the points made by the different speakers on the issue.
- acknowledge the importance of getting information from varied sources.

The learner is guided to:
- search online and offline for varied speeches on an issue of interest and listen to them for enjoyment and general information.
- listen to selected speeches on a specific issue such as sea travel played out or read out and identify the issue addressed by the different speeches.

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

KLB Top Scholar pg. 222
Digital devices
Audio recordings of speeches

Observation Oral questions Note-taking assessment

Listening and Speaking

Extensive Listening: Speeches

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

- take notes on the points made by the different speakers on the issue.
- acknowledge the importance of getting information from varied sources.

The learner is guided to:
- in plenary, share the common theme identified to gain consensus.
- listen to the speeches again and, in pairs, take notes on the points from each of the speeches.
- in groups, compare the notes taken by different pairs and compile the recurrent points.

What are the benefits of listening to different speeches on the same topic?

KLB Top Scholar pg. 223
Digital devices
Audio recordings of speeches

Note-taking assessment Group presentations Peer assessment

Reading I

Intensive Reading: Visualising and Summarising

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

- identify mental images created from a read passage.
- summarize what a paragraph and the passage are about.
- appreciate the role of visualizing and summarising in enhancing understanding of a text.

The learner is guided to:
- search from print and electronic sources and list down the sensory words and expressions used to create mental images in a text.
- read a passage on an interesting issue like sea travel and, in pairs, pick out the sensory words or expressions and the mental images they create in a reader.

Which words or expressions appeal to the five senses? Why is it important to make a relevant summary of a text?

KLB Top Scholar pg. 225
Digital devices
Print texts on sea travel

Observation Written exercises Peer assessment

Reading I

Intensive Reading: Visualising and Summarising

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

- summarize what a paragraph and the passage are about.
- apply the skills of making inferences and drawing conclusions in independent reading.

The learner is guided to:
- in groups fill in templates requiring key ideas from the text or parts of the text and display the templates on the wall.
- read a text on current issues such as responsible sea travel and identify the main ideas in a paragraph or a passage.
- summarise the ideas in own words in charts and share for peer review.

How can one draw conclusions from a text? Why is it important to visualise while reading?

KLB Top Scholar pg. 226
Charts
Print texts

Written summaries Peer assessment Group presentations

Grammar in Use

Sentences: Complex Sentences

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

- identify subordinating conjunctions in sentences.
- construct complex sentences using subordinating conjunctions learnt.
- correct disjointed sentences using the rule of subordinating conjunctions.

The learner is guided to:
- pick out subordinating conjunctions from a passage.
- in groups, use the subordinating conjunctions to make sentences and display them on a chart.

What is the role of conjunctions in sentences? How can one differentiate between a simple sentence and a complex sentence?

KLB Top Scholar pg. 227
Charts
Sample texts

Written exercises Group presentations Observation

Grammar in Use
Reading II

Sentences: Complex Sentences
Grade-appropriate Play: Style (Humour and Monologue)

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

- construct complex sentences using subordinating conjunctions learnt.
- correct disjointed sentences using the rule of subordinating conjunctions.

The learner is guided to:
- in pairs, underline and label main and subordinate clauses in the sentences on the chart.
- join pairs of sentences using subordinating conjunctions presented in completion and substitution tables.
- practise punctuating complex sentences on current issues such as global sea travel.

How can you improve your sentence construction skills? Why is it important to use complex sentences in your writing?

KLB Top Scholar pg. 228
Charts
Sample texts
KLB Top Scholar pg. 230
Grade-appropriate play
Digital devices

Written exercises Peer assessment Group presentations

Reading II

Grade-appropriate Play: Style (Humour and Monologue)

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

- dramatise instances of humour and monologue in a play.
- acknowledge the role of humour and monologue in enriching a literary work.

The learner is guided to:
- watch or read episodes of the grade-appropriate play containing humour and monologue.
- dramatise the episodes in groups and record themselves.
- use humour and monologue in created contexts.

What makes a play interesting? How does humour enhance the message in a play?

KLB Top Scholar pg. 231
Grade-appropriate play
Digital recording devices

Performance assessment Peer evaluation Group presentations

Writing

Creative Writing: Idioms

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

- explain the meaning of given idioms in different contexts.
- use a variety of idioms in writing narrative compositions.
- encourage peers to use idioms appropriately in speech and writing.

The learner is guided to:
- use the print and digital dictionaries to find the meaning of idioms like 'peace of mind', 'bury the hatchet', 'sit on the fence', 'with open arms', 'burning bridges', 'follow in someone's footsteps', 'monkey business', and 'adding insult to injury' and present them in a graphic organizer.
- in groups, fill sentence gaps with the most appropriate idioms.

What are idioms? Which idioms are you familiar with?

KLB Top Scholar pg. 233
Print and digital dictionaries
Flash cards

Written exercises Oral presentations Observation

Writing

Creative Writing: Idioms

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

- use a variety of idioms in writing narrative compositions.
- encourage peers to use idioms appropriately in speech and writing.

The learner is guided to:
- play language games where one shows an idiom on a flash card and the other makes a sentence with it.
- read short narrative essays on sea travel containing most of the given idioms.
- write a narrative composition using the given idioms.

Why is it important to use idioms in your writing? How can you improve your use of idioms?

KLB Top Scholar pg. 234
Sample narratives
Flash cards

Written compositions Peer assessment Oral presentations

SPORTS - WORLD CUP (FOOTBALL)

Listening and Speaking

Intonation in Sentences: Question Tags

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

- Write the correct form of question tags in sentences.
- Apply question tags appropriately in communication.
- Compose sentences using question tags correctly.
- Appreciate the importance of question tags and correct intonation in communication.

The learner is guided to:
- Listen to a recording or watch a video on the world cup in which the speakers use question tags and correct sentence intonation.
- In pairs, practice reading out sentences with question tags using the correct intonation.
- Match affirmative and negative sentences to question tags provided in a list.
- Complete fill-in exercises with the correct question tags.

1. How can we improve our speaking skills? 2. Why do we use question tags in speech?

KLB Top Scholar pg. 237
Digital devices
Audio recordings
Question tag charts

Observation Oral questions Peer assessment Checklists Written exercises

Listening and Speaking

Intonation in Sentences: Question Tags

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

- Write the correct form of question tags in sentences.
- Apply question tags appropriately in communication.
- Compose sentences using question tags correctly.
- Appreciate the importance of question tags and correct intonation in communication.

The learner is guided to:
- Work in small groups to compose and write down sentences that end in question tags.
- Write the sentences generated on large papers and post them on the class notice board.
- Practice saying sentences with rising and falling intonation according to the purpose of the question tag.
- Create question tags about safety in the FIFA World Cup.

1. How does the intonation of a question tag affect its meaning? 2. When do we use rising or falling intonation with question tags?

KLB Top Scholar pg. 238
Chart papers
Markers
Digital devices

Oral presentations Written exercises Group work assessment Observation Intonation practice

Reading I

Summarising: Argumentative Texts

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

- Pick out the main points discussed in a text.
- Organise an outline of points into a coherent whole.
- Summarise a text correctly in their own words.
- Realise the importance of good summary writing skills in writing.

The learner is guided to:
- Read argumentative texts based on the world cup from a book or using a digital device.
- Select the main idea from the text.
- Outline the supporting points from the text.
- Write an initial summary of this information.
- Revise the written text for clarity.

1. How do we write summaries? 2. Why should we learn good summary writing skills?

KLB Top Scholar pg. 241
Argumentative texts on FIFA World Cup
Digital devices

Written summaries Peer assessment Oral presentations Identification of main ideas Assessment rubrics

Reading I

Summarising: Argumentative Texts

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

- Pick out the main points discussed in a text.
- Organise an outline of points into a coherent whole.
- Summarise a text correctly in their own words.
- Realise the importance of good summary writing skills in writing.

The learner is guided to:
- In groups, search the internet for more examples of reading passages and practice summarising them.
- Search for facts, dates, and important personalities related to football-world cup and share the information on the school notice board.
- Identify the main idea and supporting details in a paragraph.
- Write a summary about a football player who has participated in the FIFA World Cup.

1. How do we identify the main idea in a paragraph? 2. How can we distinguish between main points and supporting details?

KLB Top Scholar pg. 242
Internet resources
Newspapers
Digital devices
Football magazines

Summary writing tasks Information charts Group presentations Written exercises Observation

Grammar in Use

Sentences: Direct and Indirect Speech

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

- Differentiate between direct and indirect speech.
- Convert direct speech into indirect speech.
- Use the correct punctuation marks in direct speech.
- Apply direct and indirect speech correctly in communication.

The learner is guided to:
- Read provided sentences or paragraphs to learn how direct and indirect speech appear in writing.
- Convert sentences written in direct speech into indirect speech and vice versa.
- Insert the correct punctuation marks in sentences to mark direct speech.
- Work in pairs to rewrite reported questions.

How do we report what others have said?

KLB Top Scholar pg. 243
Sentence strips
Charts
Digital devices

Written exercises Conversion tasks Peer assessment Sentence construction Punctuation tasks

Grammar in Use

Sentences: Direct and Indirect Speech

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

- Differentiate between direct and indirect speech.
- Convert direct speech into indirect speech.
- Use the correct punctuation marks in direct speech.
- Apply direct and indirect speech correctly in communication.

The learner is guided to:
- Work in pairs to compose sentences in direct and indirect speech related to football.
- Change verbs appropriately when converting from direct to indirect speech.
- Change pronouns correctly when converting from direct to indirect speech.
- Adjust time expressions when converting from direct to indirect speech.

1. What changes occur when we convert direct speech to indirect speech? 2. Why is correct punctuation important in reporting speech?

KLB Top Scholar pg. 245
Worksheets
Charts
Digital devices

Written exercises Oral presentations Pair work assessment Punctuation tasks Observation

Reading II

Intensive Reading: Relating a Play to Real Life

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

- Identify the characters in a play.
- Discuss the various themes in a play.
- Relate the characters and themes to real life.
- Participate in a stage performance of a play.
- Appreciate the beauty of performance of a literary text.

The learner is guided to:
- Read a prescribed play.
- Identify the characters in a play in pairs.
- Share out the roles of the various characters in a play.
- Discuss the themes that are evident in the play.
- Watch short videos of plays to learn how actors present themselves on stage.

1. What makes plays interesting? 2. Why is it important for an actor to pronounce words correctly and speak audibly in a performance?

KLB Top Scholar pg. 248
Prescribed play
Digital devices
Video clips

Character identification Theme analysis Role play Oral discussions Observation

Reading II

Intensive Reading: Relating a Play to Real Life

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

- Identify the characters in a play.
- Discuss the various themes in a play.
- Relate the characters and themes to real life.
- Participate in a stage performance of a play.
- Appreciate the beauty of performance of a literary text.

The learner is guided to:
- Memorise the words of the assigned characters.
- Work in groups to rehearse the words and actions of the characters.
- Discuss the appropriate costume for each character.
- Use a digital device to search the internet for information on the qualities of a good actor.
- Perform a play for the school audience.
- Use a digital device to record the performance.

1. How can we relate the characters in plays to people in real life? 2. How do themes in plays reflect issues in our society?

KLB Top Scholar pg. 249
Prescribed play
Costumes
Props
Digital recording devices

Performance assessment Character portrayal Group work evaluation Video analysis Peer feedback

Writing

Descriptive Writing

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

- Use the correct writing process to write a composition.
- Spell words correctly in composition writing.
- Apply the five senses in writing descriptive compositions.
- Display creativity and imagination in composition writing.
- Recognise the importance of creativity in writing.

The learner is guided to:
- Write sentences that describe things in the classroom using the five senses.
- In small groups, engage in relay writing and share the final product with the rest of the class.
- Read a short excerpt of writing on the world cup from a selected writer or a writer they admire and try to write a composition, in their own words, but using the style or words learnt from the writer.

1. What makes a story creative? 2. Which words do we use to describe our different senses?

KLB Top Scholar pg. 250
Digital devices
Sample descriptive texts
World Cup pictures

Descriptive sentences Group writing tasks Creative writing assessment Peer review Observation

Writing

Descriptive Writing

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

- Use the correct writing process to write a composition.
- Spell words correctly in composition writing.
- Apply the five senses in writing descriptive compositions.
- Display creativity and imagination in composition writing.
- Recognise the importance of creativity in writing.

The learner is guided to:
- Look at a set of pictures or items on the world cup provided by the teacher and write a descriptive composition based on these items.
- In pairs, write short paragraphs describing an item and have the other person guess what the item is.
- Write a descriptive composition based on one of the pictures showing players and fans at the FIFA World Cup.
- Share the best creative compositions on the school notice board or the school website.

1. How can descriptive writing appeal to all five senses? 2. How can we make our writing more vivid and engaging?

KLB Top Scholar pg. 252
FIFA World Cup pictures
Digital devices
Sample descriptive texts

Descriptive compositions Creative writing assessment Display of compositions Peer review Assessment rubrics

TOURIST ATTRACTION SITES - WORLD

Listening and Speaking

Oral Reports: News (Role Play)

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

- Read a short report within a specified number of minutes.
- Analyse a recorded grade appropriate oral news report.
- Apply the features of oral presentations for effective communication.
- Appreciate the importance of fluency in News report.

The learner is guided to:
- Watch a recorded grade appropriate news report on tourist attraction sites in the world.
- Brainstorm in groups on importance of body language in reading an oral report.
- Dramatize reading news reports on world tourist attraction sites.
- Practice timed reading in pairs and small groups.

1. Who is your favourite News presenter and why? 2. What is an oral report? 3. When are you required to present an oral report?

KLB Top Scholar pg. 254
Recorded news reports
Digital devices
News scripts

Observation Oral presentations Peer assessment Timed reading Role play

Listening and Speaking
Reading I

Oral Reports: News (Role Play)
Reading Fluency

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

- Read a short report within a specified number of minutes.
- Analyse a recorded grade appropriate oral news report.
- Apply the features of oral presentations for effective communication.
- Appreciate the importance of fluency in News report.

The learner is guided to:
- Practice reciting famous speeches.
- In pairs or small groups prepare and present (role play) short news reports on tourist attraction sites in the world.
- Listen and critique others as they orally present reports.
- Practice using appropriate body language, voice modulation, and pacing during presentations.

1. How can we use body language to enhance oral presentations? 2. What makes an effective news report?

KLB Top Scholar pg. 255
Famous speeches
Digital devices
Video recording equipment
KLB Top Scholar pg. 256
Library materials
Reading texts

Oral presentations Role play assessment Peer feedback Observation Assessment rubrics

Reading I

Reading Fluency

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

- Preview a text while ignoring unknown words.
- Make predictions about the characters, events and the message in a given text.
- Skim a text to get the gist.
- Scan a text to obtain specific information.
- Advocate the role of reading fluency in communication.

The learner is guided to:
- Practise ignoring unknown words while reading.
- Practise timed reading in groups with fluency.
- Read a text on tourist attraction sites in the world at the right speed.
- Pronounce words and sounds accurately.
- Display the right emotions and feelings when reading a text.
- Record a text such as a poem, a story or newspaper article and save the recording in a digital device.

1. What strategies can help improve reading fluency? 2. How does reading fluency affect comprehension?

KLB Top Scholar pg. 258
Digital recording devices
Texts on world tourist sites
Stopwatch

Timed reading Pronunciation assessment Reading logs Recorded reading evaluation Fluency rubrics

Grammar in Use

Sentences: Imperative (Commands and Requests) and Exclamatory Sentences

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

- Identify instances where the two types of sentences are used correctly in printed handouts or online texts.
- Punctuate given texts by use of the appropriate punctuation marks.
- Appreciate the use of exclamatory and imperative sentences in spoken language.

The learner is guided to:
- Orally list the kinds of rules that they would want implemented in their school.
- Identify and label sentence types in a given text.
- Construct imperative sentences as they respond to teacher's questions.
- In pairs, construct exclamatory sentences based on one of the characters in a text.

1. When do you use an exclamatory or an imperative sentence in school? 2. How do you decide whether to use an exclamation mark or a period at the end of a sentence?

KLB Top Scholar pg. 261
Sentence strips
Text extracts
Digital devices

Sentence identification Oral exercises Written tasks Peer assessment Punctuation practice

Grammar in Use

Sentences: Imperative (Commands and Requests) and Exclamatory Sentences

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

- Identify instances where the two types of sentences are used correctly in printed handouts or online texts.
- Punctuate given texts by use of the appropriate punctuation marks.
- Appreciate the use of exclamatory and imperative sentences in spoken language.

The learner is guided to:
- Underline and label sentences appropriately as imperative or exclamatory in a given text.
- Convert statements into exclamatory sentences.
- Create imperative sentences giving instructions to visitors at tourist sites.
- Role play situations requiring imperative and exclamatory sentences.
- Create a travel guide using imperative sentences.

1. How do imperative sentences differ from other sentence types? 2. When are exclamatory sentences most effectively used?

KLB Top Scholar pg. 262
Worksheets
Travel guides
Digital devices

Written exercises Sentence conversion Travel guide assessment Role play evaluation Sentence construction

Reading II

Intensive Reading: Poems

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

- Explain why it is important to relate ideas learnt in poems to real life.
- Relate ideas in poems on tourist attraction sites to real life.
- Acknowledge the need to relate ideas in poems to real life.

The learner is guided to:
- Read given grade appropriate on poems about tourist attraction sites (world) for enjoyment.
- Discuss the meaning of the poems in groups.
- Pick out the key ideas in the poems.
- In groups, relate the ideas in the poem with real life experiences.

1. Why is it important to relate ideas read in works of art to real life? 2. What is the role of poems in the society?

KLB Top Scholar pg. 263
Poems about tourist sites
Digital devices
Poetry anthologies

Poem analysis Group discussion Key idea identification Oral presentations Written reflections

Reading II

Intensive Reading: Poems

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

- Explain why it is important to relate ideas learnt in poems to real life.
- Relate ideas in poems on tourist attraction sites to real life.
- Acknowledge the need to relate ideas in poems to real life.

The learner is guided to:
- Discuss the importance of relating ideas in poems to real life experiences.
- Analyze poems about different tourist attraction sites in the world.
- Identify figurative language used in the poems to create vivid descriptions.
- Create visual representations of the tourist sites described in the poems.
- Share personal experiences related to the ideas expressed in the poems.

1. How do poets use language to create vivid descriptions of places? 2. How can poetry enhance our understanding of different tourist sites?

KLB Top Scholar pg. 264
Poetry collections
Drawing materials
Digital devices

Poetry analysis Visual representations Personal reflections Oral presentations Group discussions

Writing

Emails

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

- Identify the key elements of an email.
- Apply the elements in writing an email.
- Appreciate the importance of writing emails.

The learner is guided to:
- Write emails based on tourist attraction sites to peers.
- In pairs, exchange emails written to their friends.
- Identify the parts of an email in their partner's work by underlining the elements.
- Learners to rework their emails to include any elements that were missing.

1. Why do we write emails? 2. What is the difference between emails and letters?

KLB Top Scholar pg. 265
Sample emails
Digital devices
Email templates

Email composition Structure identification Peer assessment Element analysis Written feedback

Writing

Emails

By the end of the lesson, the learner should be able to:
- Identify the key elements of an email.
- Apply the elements in writing an email.
- Appreciate the importance of writing emails.

The learner is guided to:
- Display some of the emails on the talking walls.
- Write an improved email to a friend about a tourist attraction site they have visited or would like to visit.
- Type the email and send it to a friend (if possible).
- Create an email about planning a trip to a world famous tourist site.
- Include appropriate details about travel arrangements, accommodation, and activities.

1. What makes an effective email? 2. How has email communication changed the way we communicate?

KLB Top Scholar pg. 266
Digital devices with email capability
Sample travel emails
Display boards

Email composition assessment Display evaluation Communication effectiveness Digital literacy skills Peer feedback