INCOME GENERATING ACTIVITIES

Listening and Speaking
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
KLB Top Scholar pg. 198
Sample interview preparation checklist

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:

- 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
Recording devices
Job descriptions

Research assessment Question compilation Strategy discussion

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
Sample reading 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:

- 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

Reading selection Summary creation Display evaluation

Reading I
Grammar in Use

Extensive Reading: Fiction
Word Classes: Nouns

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

- Share personal reading experiences with fiction.
- Explain the importance of reading fiction.
- Value fiction as a source of enjoyment and learning.

The learner is guided to:
- Work in groups to tell one another the fiction materials they have read.
- Talk about the importance of reading such materials.
- Discuss how fiction can develop imagination, empathy, and language skills.
- Share favorite fictional works and their impact.

What benefits does reading fiction provide?

KLB Top Scholar pg. 201
Fiction reading lists
Word matching exercise

Reading experience sharing Benefit discussion Impact 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"
KLB Top Scholar pg. 203
Word analysis exercise

Identification exercise Classification task 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
KLB Top Scholar pg. 204
List of formed nouns

Research assessment Game participation Table creation

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
Reading II

Word Classes: Nouns
Grade-appropriate Play: Lessons Learnt

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
Literary references

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:

- 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:

- 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"
Chart materials
Sample presentation

Lesson identification Section connection Personal application

Writing

Mechanics of Writing-Spelling

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

Abbreviation identification Full form writing Context discussion

PERSONAL GROOMING

Listening and Speaking
Listening and Speaking

Listening to Respond: Expressing Feelings

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

- identify words and expressions used to describe feelings towards a poem.
- express feelings towards the subject matter of a poem.
- value the importance of poem recitation for effective communication.

The learner is guided to:
- search for words and expressions used to describe feelings towards a poem from digital or non-digital sources.
- recite and record a poem emphasizing words and expressions that reveal their feelings towards the poem.
- watch a live or recorded poem on personal grooming and, in small groups, describe their feelings towards the subject matter of the poem.

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

KLB Top Scholar pg. 210
Audio recorders
Digital devices
KLB Top Scholar pg. 211

Observation Oral questions Peer assessment

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
Grammar in Use

Intensive Reading: Comprehension Strategies
Phrasal Verbs

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
KLB Top Scholar pg. 215
Print dictionaries
Digital dictionaries

Peer assessment Written summaries Observation

Grammar in Use
Reading II

Phrasal Verbs
Play: Characterisation

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

Written exercises Oral presentation 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
KLB Top Scholar pg. 220
Sample dialogues
Writing materials

Observation Written exercises Peer assessment

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
Reading I

Extensive Listening: Speeches
Intensive Reading: Visualising and Summarising

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
KLB Top Scholar pg. 225
Print texts on sea travel

Note-taking assessment Group presentations Peer assessment

Reading I
Grammar in Use

Intensive Reading: Visualising and Summarising
Sentences: Complex Sentences

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
KLB Top Scholar pg. 227
Sample 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:

- 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

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:

- identify the styles of humour and monologue in a play.
- 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:
- search for examples of humour and monologue from print and non print sources and read them aloud or re-enact them in pairs.
- in groups, identify and illustrate humour and monologue in the grade-appropriate play and display them in a graphic organiser.

What is the role of humour in a play? Which programmes on radio or television do you find amusing?

KLB Top Scholar pg. 230
Grade-appropriate play
Digital devices
KLB Top Scholar pg. 231
Digital recording devices

Observation Oral presentations Group discussions

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
Listening and Speaking

Creative Writing: Idioms
Intonation in Sentences: Question Tags

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

Written compositions Peer assessment Oral presentations

SPORTS - WORLD CUP (FOOTBALL)

Listening and Speaking
Reading I

Intonation in Sentences: Question Tags
Summarising: Argumentative Texts

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

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:
- 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
KLB Top Scholar pg. 245
Worksheets

Written exercises Conversion tasks Peer assessment Sentence construction Punctuation tasks

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
Writing

Intensive Reading: Relating a Play to Real Life
Descriptive Writing

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

Performance assessment Character portrayal Group work evaluation Video analysis Peer feedback

Writing
Listening and Speaking

Descriptive Writing
Oral Reports: News (Role Play)

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
KLB Top Scholar pg. 254
Recorded news reports
News scripts

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:
- 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

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:
- Watch videos of a text being read.
- Read the title, blurb of a text in pairs.
- Read the first line of a paragraph or chapter to establish the subject.
- Look for specific details from a text such as title, a word, a phrase in pairs.

1. How can you tell if a text is appropriate for reading? 2. Why should one read a text fluently?

KLB Top Scholar pg. 256
Digital devices
Library materials
Reading texts
KLB Top Scholar pg. 258
Digital recording devices
Texts on world tourist sites
Stopwatch

Observation Text preview assessment Reading speed measurement Comprehension questions Peer assessment

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
Reading II

Sentences: Imperative (Commands and Requests) and Exclamatory Sentences
Intensive Reading: Poems

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

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

Reading II
Writing

Intensive Reading: Poems
Emails

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

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:
- 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