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.
- Use language that accurately conveys specific feelings.
- Value the importance of self-reflection when expressing feelings.

The learner is guided to:
- Search for words and expressions that describe feelings such as anger, joy, fear, sadness, love, and surprise.
- Listen to peers describe their feelings about poems they have read recently.
- Discuss descriptive words such as inspiring, thought-provoking, heartwarming, and evocative.
- Use these descriptive words to express feelings towards poems they have read.
- Read and analyze a poem to grasp what the persona is saying.
- Identify words and phrases that describe the poet's tone.

Why is it important to express our feelings about what we read?

Master English pg. 177
Dictionary
Digital devices
Lesson notes
Flash cards
Master English pg. 178
Recording devices
Flash cards
Lesson notes

Oral presentations Observation schedules Checklists Written assignments

Reading

Intensive Reading: Comprehension Strategies

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

- Identify clues in a passage from which conclusions can be drawn.
- Use titles, pictures, and subheadings to make inferences about a text.
- Value the importance of using contextual clues when reading.

The learner is guided to:
- Share with classmates how to conclude what a passage is about without reading it.
- Discuss how titles, pictures, and subheadings can help draw conclusions about a passage.
- Look at the passage titled "Personal Grooming" and predict what it is about based on the title.
- Read the passage "Personal Grooming: Clues into a Teenager's Identity."
- Answer comprehension questions based on the passage.

Why is it important to summarize information from a text?

Master English pg. 179
Digital devices
Comprehension passage
Lesson notes
Master English pg. 181
Dictionaries
Charts

Written questions Oral presentations Class discussions Checklists

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.
- Define the meaning of various phrasal verbs.
- Value the importance of using phrasal verbs correctly.

The learner is guided to:
- Identify phrasal verbs from given sentences.
- Search online or in books for the meaning of the identified phrasal verbs.
- Write the meanings of those phrasal verbs in exercise books.
- Form phrasal verbs from the words: break, hang, run, and turn.
- Search online or in books for the meaning of each phrasal verb formed.

What are phrasal verbs?

Master English pg. 182
Dictionary
Digital devices
Lesson notes
Master English pg. 183
Flash cards

Written exercises Oral questions Group presentations Checklists

Reading

Play: Characterisation

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

- Outline the clues for identifying traits of characters in a play.
- Analyze how characters express themselves, interact with others, and respond to situations.
- Value the importance of characterization in plays.

The learner is guided to:
- Discuss how character expression, interactions, stage directions, costumes, and flashbacks help identify character traits.
- Read the excerpt of the play "Bad Breath."
- Identify clues that help a reader describe character traits in a play.
- Learn about character analysis by examining how characters express themselves, their actions, interactions with others, aspirations, fears, stage directions, and appearance.

Which words or expressions can you use to describe one's character?

Master English pg. 184
Class readers
Character analysis charts
Lesson notes

Written exercises Oral presentations Group discussions Character analysis charts

Reading
Writing

Play: Characterisation
The Writing Process

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

- Use clues to describe the characters in a play.
- Dramatize sections of a play to highlight character traits.
- Appreciate the role of characterization in revealing virtues and vices in society.

The learner is guided to:
- Use stage directions in the play "Bad Breath" to describe the characters of Learner 1 and Learner 2.
- Identify what Learner 1 says that helps understand his character.
- Use clues from the play to describe Maneno's character.
- Dramatize Act I, Scene I of the play "Bad Breath."
- Participate in a hot seating game where they assume the role of a character and answer questions that reveal character traits.
- Create charts showing clues that help describe character traits in plays.

Why is characterisation important?

Master English pg. 186
Class readers
Charts
Digital devices
Lesson notes
Master English pg. 187
Sample compositions

Role play Hot seating Observation schedules Peer assessment Written exercises

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 personal grooming.
- Dramatize a dialogue on personal grooming.
- Appreciate the importance of constructive feedback in improving writing.

The learner is guided to:
- Search for information about personal grooming.
- Share information with group members.
- Choose a topic and discuss it to gather information.
- Prepare to present the information as a dialogue.
- Identify characters, agree on their words, allow them to take turns speaking, and give each character a unique voice.
- Share dialogues with other groups for review.
- Make corrections based on peer feedback.
- Select a dialogue, rehearse it, and dramatize it in pairs before classmates.
- Record the dramatization and watch performances by other pairs.

Why is it important to learn dialogue writing?

Master English pg. 188
Digital devices
Recording devices
Lesson notes

Dialogue writing Peer assessment Dramatization Recordings analysis

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 different speeches.
- Listen attentively to speeches on specific topics.
- Value the importance of active listening.

The learner is guided to:
- Listen to a speech read by the teacher and identify the speaker and topic.
- Listen to a speech about kindness during sea travel read by a group member.
- Identify the main message of the speech about kindness.
- Use the provided link to listen to a speech by the Kenya Ports Authority Managing Director.
- Discuss the contents of the speech and write down brief notes.

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

Master English pg. 190
Audio recordings
Digital devices
Lesson notes

Oral questions Note-taking assessment Group discussions Observation schedules

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 different speakers on an issue.
- Present a speech based on notes taken from other speeches.
- Acknowledge the importance of getting information from varied sources.

The learner is guided to:
- Take turns to read and listen to the speech about kindness during sea travel again.
- Make brief notes of what is said in the speech.
- Compare their notes with those of others in the class.
- Use the notes to write a short speech on the importance of kindness for sea travel.
- Share their notes with peers for feedback.

Why is it important to take notes while listening to speeches?

Master English pg. 191
Speech samples
Note-taking templates
Digital devices
Lesson notes

Written speeches Note-taking assessment Peer assessment Oral presentations

Reading

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.
- Recognize sensory words that appeal to different senses.
- Appreciate the role of sensory words in creating vivid mental images.

The learner is guided to:
- Read sentences in groups and identify sensory words and expressions used to create mental images.
- Discuss what these words create in their minds.
- Use the internet or reference books to make a list of sensory words that appeal to senses and create mental images.
- Complete a table with sensory words categorized by the five senses: touch, taste, smell, hearing, and sight.
- Take turns to read the passage "The Storm" and identify the sensory words used.

Which words or expressions appeal to the five senses?

Master English pg. 192
Dictionary
Digital devices
Chart paper
Lesson notes

Written exercises Group presentations Observation schedules Sensory words charts

Reading

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.
- Recognize sensory words that appeal to different senses.
- Appreciate the role of sensory words in creating vivid mental images.

The learner is guided to:
- Read sentences in groups and identify sensory words and expressions used to create mental images.
- Discuss what these words create in their minds.
- Use the internet or reference books to make a list of sensory words that appeal to senses and create mental images.
- Complete a table with sensory words categorized by the five senses: touch, taste, smell, hearing, and sight.
- Take turns to read the passage "The Storm" and identify the sensory words used.

Which words or expressions appeal to the five senses?

Master English pg. 192
Dictionary
Digital devices
Chart paper
Lesson notes

Written exercises Group presentations Observation schedules Sensory words charts

Reading

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.
- Organize an outline of points coherently.
- Value the role of visualizing and summarizing in enhancing understanding of a text.

The learner is guided to:
- Complete a table identifying sensory words used in "The Storm" passage, indicating which sense they appeal to and the mental images they create.
- Share their tables with peers for review.
- Re-read the passage in pairs and identify the main idea.
- Summarize the passage in their own words.
- Read another passage about sea travel, give it a suitable title, and summarize the ideas using an outline structure.
- Share their findings with other groups for peer review.

Why is it important to make a relevant summary of a text?

Master English pg. 196
Outlines templates
Chart paper
Lesson notes

Written summaries Peer assessment Outlines evaluation 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.
- Form complex sentences by joining independent and dependent clauses.
- Value the role of subordinating conjunctions in creating coherent texts.

The learner is guided to:
- Take turns to read sentences and identify subordinating conjunctions like when, before, although, while.
- Observe how two simple sentences can be combined to form a complex sentence using subordinating conjunctions.
- Look for more examples of subordinating conjunctions on the internet or in books.
- Write these subordinating conjunctions in their exercise books.
- Use the identified subordinating conjunctions to make sentences.
- Share their work with other groups for feedback.

What is the role of conjunctions in sentences?

Master English pg. 197
Dictionary
Digital devices
Lesson notes

Written exercises Sentence construction Group presentations Checklists

Grammar in Use

Sentences: Complex Sentences

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

- Construct complex sentences using subordinating conjunctions.
- Correct disjointed sentences using the rule of subordinating conjunctions.
- Appreciate the importance of using complex sentences for effective communication.

The learner is guided to:
- Identify subordinating conjunctions in given sentences.
- Join independent clauses to appropriate subordinate clauses using correct subordinating conjunctions.
- Complete sentences with suitable clauses of their own.
- Share their sentences with peers for feedback.
- Punctuate complex sentences correctly.
- Correct sentences where subordinating conjunctions have been used incorrectly.

How can one differentiate between a simple sentence and a complex sentence?

Master English pg. 199
Chart paper
Digital devices
Lesson notes

Written exercises Sentence correction Peer assessment Group presentations

Reading

Grade-appropriate Play: Style

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

- Identify the styles of humour and monologue in a play.
- Explain the purpose of humour and monologue in literary works.
- Value the role of stylistic features in literary appreciation.

The learner is guided to:
- Find out the meaning of 'humour' and 'monologue' from a dictionary or by searching on the internet.
- Read the excerpt of the play "Mind Your Language."
- Identify instances that are funny in the extract and discuss why they are funny.
- Identify the first speech by Ajabu and discuss how it differs from speeches by other characters.
- Search for examples of humour and monologue from books, magazines, newspapers, or the internet.
- Share examples with other groups for feedback.

What is the role of humour in a play?

Master English pg. 201
Class readers
Dictionary
Digital devices
Lesson notes

Written exercises Oral presentations Group discussions Observation schedules

Reading

Grade-appropriate Play: Style

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

- Dramatize instances of humour and monologue in a play.
- Apply techniques of humour and monologue in created contexts.
- Acknowledge the role of humour and monologue in enriching a literary work.

The learner is guided to:
- Rehearse and role-play Scene I of the play "Mind Your Language" while being recorded using a digital device.
- Discuss how the monologue and humour make the play "Mind Your Language" interesting.
- Create their own short scene that incorporates humour and monologue related to sea travel.
- Perform their created scene for the class.

Which programmes on radio or television do you find amusing?

Master English pg. 203
Class readers
Digital recording devices
Lesson notes

Role play Dramatization Performance assessment Peer assessment

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 idioms correctly in sentences.
- Value the role of idioms in making language more colorful.

The learner is guided to:
- Find out from the dictionary or internet the meaning of 'idiom'.
- Use relevant online or offline sources to find out the meaning of idioms such as 'peace of mind', 'burning bridges', 'bury the hatchet', 'follow in someone's footsteps', 'sit on the fence', 'monkey business', 'with open arms', and 'adding insult to injury'.
- Use these idioms to complete given sentences.
- Play a game using flash cards with idioms, where one person shows a card and others make sentences using the idiom on it.

What are idioms? Which idioms are you familiar with?

Master English pg. 204
Dictionary
Flash cards
Digital devices
Lesson notes

Sentence construction Oral presentations Games assessment Written exercises

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.
- Identify idioms in given passages.
- Encourage peers to use idioms appropriately in speech and writing.

The learner is guided to:
- Take turns to read a passage about sea travel and identify the idioms used.
- Write all the idioms identified in the passage and explain their meaning.
- Share their answers with peers for review.
- Write a composition of about three hundred words using at least five idioms they have encountered.
- Exchange exercise books with classmates for feedback.
- Identify all the idioms used in their peers' compositions.

Why do we use idioms in our writing?

Master English pg. 206
Sample passages with idioms
Dictionary
Digital devices
Lesson notes

Composition writing Peer assessment Written exercises Idiom identification

SPORTS - WORLD CUP (FOOTBALL)

Listening and Speaking

Intonation in sentences-Question tags

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

- Identify question tags in sentences.
- Use rising, falling, and neutral intonation appropriately with question tags.
- Value the importance of correct intonation in communication.

The learner is guided to:
- Listen to sentences read by the teacher.
- Pick out sentences that ask questions from what they have listened to.
- Take turns to say the sentences they have picked out.
- Learn about question tags and how they are formed.
- Learn about different types of intonation in question tags: rising, falling, and neutral.
- Take turns to read sentences with question tags, applying appropriate intonation.

How can we improve our speaking skills?

Master English pg. 208
Audio recordings
Lesson notes
Digital devices

Observation schedules Oral presentations Pronunciation drills Peer assessment

Listening and Speaking

Intonation in sentences-Question tags

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

- Identify question tags in sentences.
- Use rising, falling, and neutral intonation appropriately with question tags.
- Value the importance of correct intonation in communication.

The learner is guided to:
- Listen to sentences read by the teacher.
- Pick out sentences that ask questions from what they have listened to.
- Take turns to say the sentences they have picked out.
- Learn about question tags and how they are formed.
- Learn about different types of intonation in question tags: rising, falling, and neutral.
- Take turns to read sentences with question tags, applying appropriate intonation.

How can we improve our speaking skills?

Master English pg. 208
Audio recordings
Lesson notes
Digital devices

Observation schedules Oral presentations Pronunciation drills Peer assessment

Listening and Speaking

Intonation in sentences-Question tags

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

- Apply question tags appropriately in communication.
- Compose sentences using question tags correctly.
- Acknowledge the importance of question tags in effective communication.

The learner is guided to:
- Identify question tags in given sentences.
- Take turns to say and listen to the question tags identified.
- Give each other feedback regarding how they said the question tags.
- Complete sentences by filling in blanks with the correct question tag.
- Take turns to construct sentences that end in question tags.
- Write the sentences they have constructed in their exercise books.
- Exchange books with another group and give feedback on the sentences constructed.
- Display their corrected sentences on a chart in the classroom.

Why do we use question tags in speech?

Master English pg. 209
Flash cards
Chart paper
Lesson notes
Digital devices

Written exercises Sentence construction Peer assessment Checklists

Reading

Summarising: argumentative texts

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

- Pick out the main idea in an argumentative text.
- Identify supporting points in a text.
- Value the importance of identifying main ideas for effective comprehension.

The learner is guided to:
- Read the passage "The World Cup fosters friendships" in groups.
- Identify and write down the main idea in the passage.
- Identify and write down all the ideas that support the main idea in the passage.
- Outline the supporting points for each of the ideas identified.
- Order the ideas and supporting points logically.
- Ensure there is a natural flow from one point to the next.

How do we write summaries?

Master English pg. 210
Argumentative texts
Digital devices
Lesson notes

Written exercises Oral presentations Group discussions Observation schedules

Reading

Summarising: argumentative texts

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

- Organise an outline of points into a coherent whole.
- Summarise a text correctly in own words.
- Appreciate the importance of good summary writing skills.

The learner is guided to:
- With the guidance of the teacher, write the first draft of their summary using the outline developed.
- Read the summary they have written and edit it for mistakes.
- Revise the summary to ensure it is error-free and reads well.
- Read their error-free summary to classmates for feedback.
- Learn that summarizing involves identifying the main points from a text and joining them up using their own words.

Why should we learn good summary writing skills?

Master English pg. 211
Summary writing templates
Digital devices
Lesson notes

Summary assessment Peer feedback Written exercises Editing skills assessment

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.
- Identify direct and indirect speech in texts.
- Value the importance of using both direct and indirect speech in communication.

The learner is guided to:
- Discuss the difference between direct and indirect speech in groups.
- Read a paragraph about the World Cup and identify direct and indirect speech.
- Learn about direct speech, which involves quoting the exact words spoken using quotation marks.
- Learn about indirect speech, which involves conveying what someone said without quoting their exact words.
- Convert given sentences from direct to indirect speech.
- Learn the rules for converting direct speech to indirect speech related to changing pronouns, verb tenses, and time expressions.

How do we report what others have said?

Master English pg. 212
Textbook examples
Digital devices
Lesson notes

Written exercises Oral presentations Peer assessment Checklists

Grammar in Use

Sentences-Direct and Indirect Speech

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

- 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:
- Convert given sentences from indirect to direct speech.
- Learn about punctuation rules for direct speech, including using quotation marks, placing punctuation marks inside or outside quotes, and starting a new paragraph for a new speaker.
- Correctly punctuate given sentences to form direct speech.
- Rewrite indirect speech into direct speech in pairs.
- Create their own examples of dialogue using direct speech.

What are the rules for using quotation marks in direct speech?

Master English pg. 214
Sample dialogues
Grammar reference
Lesson notes
Digital devices

Written exercises Punctuation assessment Peer feedback Group presentations

Reading

Intensive Reading: Play-Relating to real life

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

- Identify the characters in a play.
- Analyze the relationships between characters in a play.
- Value the importance of character relationships in understanding a play.

The learner is guided to:
- Take turns to read the excerpt of the play "A Lesson on the Value of Sports."
- Identify what the play is about.
- Identify and list the characters in the play.
- Discuss the themes in the play, giving reasons from the play for each theme.
- Share their discussions with classmates for feedback.
- Relate events in the play to real-life situations they have witnessed.

What makes plays interesting?

Master English pg. 215
Class readers
Digital devices
Lesson notes

Written exercises Oral presentations Group discussions Character analysis charts

Reading

Intensive Reading: Play-Relating to real life

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

- Discuss the themes in a play.
- Relate the characters and themes to real life.
- Participate in a stage performance of a play.

The learner is guided to:
- Share out the roles of the characters in the play "A Lesson on the Value of Sports."
- Rehearse the words and actions of the character they have been assigned.
- Discuss the appropriate costume for each character.
- Perform the play before their classmates.
- Ask one group member to use a digital device to record the performance for future reference.

Why is it important for an actor to pronounce words correctly and speak audibly in a performance?

Master English pg. 216
Class readers
Digital recording devices
Props and costumes
Lesson notes

Role play Performance assessment Peer feedback Recordings analysis

Writing

Descriptive writing (280-320 words)

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

- Use the correct writing process to write a composition.
- Apply the five senses in writing descriptive compositions.
- Value the importance of sensory details in descriptive writing.

The learner is guided to:
- Read sentences and identify which sense each one appeals to (sight, hearing, touch, taste, smell).
- Write similar sentences to describe things in the classroom using the five senses.
- Learn about descriptive writing and its purpose.
- Follow the steps for writing a descriptive composition: selecting a topic, making a list of sensory details, organizing thoughts, writing an introduction, developing paragraphs with specific details, using sensory language, showing rather than telling, ensuring smooth flow, writing a conclusion, and reviewing.

What makes a story creative?

Master English pg. 217
Sample descriptive compositions
Digital devices
Lesson notes

Written exercises Sensory detail identification Peer assessment Observation schedules

Writing

Descriptive writing (280-320 words)

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

- Use the correct writing process to write a composition.
- Apply the five senses in writing descriptive compositions.
- Value the importance of sensory details in descriptive writing.

The learner is guided to:
- Read sentences and identify which sense each one appeals to (sight, hearing, touch, taste, smell).
- Write similar sentences to describe things in the classroom using the five senses.
- Learn about descriptive writing and its purpose.
- Follow the steps for writing a descriptive composition: selecting a topic, making a list of sensory details, organizing thoughts, writing an introduction, developing paragraphs with specific details, using sensory language, showing rather than telling, ensuring smooth flow, writing a conclusion, and reviewing.

What makes a story creative?

Master English pg. 217
Sample descriptive compositions
Digital devices
Lesson notes

Written exercises Sensory detail identification Peer assessment Observation schedules

Writing

Descriptive writing (280-320 words)

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

- Spell words correctly in composition writing.
- Display creativity and imagination in composition writing.
- Recognize the importance of creativity in writing.

The learner is guided to:
- Read a paragraph about the World Cup that uses sensory language.
- Write a similar paragraph about the World Cup using sensory details.
- Listen to and write down words read by the teacher.
- Exchange exercise books with deskmates to confirm spelling.
- Make necessary corrections regarding spelling.
- Read a passage about a famous World Cup event and rewrite it in their own words using sensory details.
- Write a descriptive composition of about 300 words based on pictures or items about the World Cup displayed by the teacher.

Which words do we use to describe our different senses?

Master English pg. 220
Pictures of World Cup events
Digital devices
Dictionaries
Lesson notes

Composition writing Spelling assessment Peer feedback Creative writing assessment

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.
- Identify key features of oral presentations.
- Value the importance of proper body language in oral presentations.

The learner is guided to:
- Listen to a news report read by the teacher about tree-climbing lions at Manyara National Park in Tanzania.
- Take turns to read the report in three minutes while timing each other.
- Record each other as they read the news report.
- Share their video recordings with other pairs for feedback.
- Watch news reports on television or the internet and analyze how the presenter uses their voice, gestures, eye movement, and posture.

Who is your favourite News presenter and why?

Master English pg. 222
News reports
Digital recording devices
Stopwatch
Lesson notes

Oral presentations Time management assessment Recordings analysis Peer feedback

Listening and Speaking

Oral Reports-News (role play)

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

- Analyze a recorded grade-appropriate oral news report.
- Apply the features of oral presentations for effective communication.
- Appreciate the importance of fluency in news reports.

The learner is guided to:
- Watch the news report recorded in the previous lesson and compare their presentation style with professional news presenters.
- Discuss the importance of using the right tone, gestures, body posture, and proper eye movement when presenting an oral report.
- Read the news report again using professional presentation techniques while being recorded.
- In groups, search for information about a famous tourist destination in the world.
- Organize the information into a news report.
- Present the news report to classmates using appropriate tone, speed, eye contact, and gestures.
- Record the presentation and watch those of other groups.

What is an oral report? When are you required to present an oral report?

Master English pg. 224
Sample news reports
Digital recording devices
Internet resources
Lesson notes

Role play Oral presentations Peer assessment Recordings analysis

Reading

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 message in a given text.
- Value the importance of prediction in reading comprehension.

The learner is guided to:
- Run their eyes over the passage "Lost in the Pyramids" while ignoring any new words.
- Tell a peer what they think the passage is about based on skimming.
- Read the heading of the passage and predict what the story will be about.
- Read the first sentence of the passage and predict what will happen to Amani.
- Take turns to predict some of the events that might happen in the passage.
- Learn about skimming and scanning as reading techniques.

How can you tell if a text is appropriate for reading?

Master English pg. 225
Reading passages
Digital devices
Lesson notes

Oral presentations Prediction assessment Peer feedback Observation schedules

Reading

Reading Fluency

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

- Skim a text to get the main idea.
- Scan a text to obtain specific information.
- Advocate the role of reading fluency in effective communication.

The learner is guided to:
- Skim through the passage "Lost in the Pyramids" to identify the main idea.
- Take two minutes to scan through the passage and discuss how Amani got out of the pyramid, what he stumbled upon, and at what time he got out.
- Take five minutes to re-read the passage and confirm their answers.
- Search for articles on tourist attraction sites in the world from the internet or offline sources.
- Preview the articles by considering the heading, sub-headings, pictures, and graphs.
- Scan through the selected articles focusing on headings, sub-headings, and keywords.
- Skim through the articles, reading topic sentences and last sentences of each paragraph.
- Write down points about tourist attraction sites based on their skimming.

Why should one read a text fluently?

Master English pg. 227
Reading passages
Internet resources
Digital devices
Lesson notes

Reading fluency assessment Note-taking assessment Written exercises Peer feedback

Grammar in Use

Sentences-Imperative & Exclamatory

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

- Identify instances where imperative and exclamatory sentences are used correctly.
- Differentiate between imperative and exclamatory sentences.
- Value the importance of using appropriate sentence types.

The learner is guided to:
- Find out from online or offline sources the meaning of 'imperative sentence'.
- Take turns to read example sentences like: "Please call the tourism board for assistance" and "Avoid feeding the caged animals!"
- Discuss the difference between the first two sentences and the last three sentences provided.
- Learn that an imperative sentence is used to give a command or request, while an exclamatory sentence conveys strong emotion or surprise.
- Read paragraphs and identify imperative sentences used.

When do you use an exclamatory or an imperative sentence in school?

Master English pg. 228
Grammar reference books
Digital devices
Lesson notes

Written exercises Oral presentations Sentence identification Group discussions

Grammar in Use

Sentences-Imperative & Exclamatory

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

- Punctuate given texts by using appropriate punctuation marks.
- Appreciate the use of exclamatory and imperative sentences in spoken language.

The learner is guided to:
- Identify how many types of imperative sentences have been used in a given passage.
- Punctuate sentences like "Wow the zebra is so beautiful" and "Do not enter the cages where crocodiles are kept".
- Share their answers with the teacher for feedback.
- Listen to questions asked by the teacher and give answers in imperative sentences.
- Listen to responses given by classmates and determine if they are in imperative sentences.
- Create their own imperative and exclamatory sentences related to tourist attraction sites.

How do you decide whether to use an exclamation mark or a period at the end of a sentence?

Master English pg. 229
Grammar reference books
Digital devices
Lesson notes

Written exercises Punctuation assessment Oral presentations Peer feedback

Reading

Intensive Reading: Poems

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

- Explain why it is important to relate ideas in poems to real life.
- Identify key ideas in poems.
- Value the importance of poetry in conveying messages.

The learner is guided to:
- Use online or offline sources to research on the Taj Mahal.
- Read the poem "A Promise in Stone" about the Taj Mahal.
- Identify where the Taj Mahal is found according to the poem.
- Discuss what the poem is about.
- Provide specific information from the poem to support their answer.
- Explain why it is important to relate what happens in a poem to real life.
- Share their explanations with other groups for comparison.

Why is it important to relate ideas read in works of art to real life?

Master English pg. 230
Poetry collections
Internet resources
Digital devices
Lesson notes

Written exercises Oral presentations Group discussions Poem analysis

Reading

Intensive Reading: Poems

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

- Explain why it is important to relate ideas in poems to real life.
- Identify key ideas in poems.
- Value the importance of poetry in conveying messages.

The learner is guided to:
- Use online or offline sources to research on the Taj Mahal.
- Read the poem "A Promise in Stone" about the Taj Mahal.
- Identify where the Taj Mahal is found according to the poem.
- Discuss what the poem is about.
- Provide specific information from the poem to support their answer.
- Explain why it is important to relate what happens in a poem to real life.
- Share their explanations with other groups for comparison.

Why is it important to relate ideas read in works of art to real life?

Master English pg. 230
Poetry collections
Internet resources
Digital devices
Lesson notes

Written exercises Oral presentations Group discussions Poem analysis

Reading

Intensive Reading: Poems

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

- Relate ideas in poems on tourist attraction sites to real life.
- Discuss the role of poems in society.
- Acknowledge the need to relate ideas in poems to real life.

The learner is guided to:
- Relate the events in the poem "A Promise in Stone" to real life.
- Learn about the importance of relating ideas from poems to real life: understanding the intended message at a personal level, empathizing with others, applying knowledge, and making learning enjoyable.
- Select another poem about a tourist attraction site.
- Identify the main ideas in the selected poem.
- Relate the ideas to real-life experiences.
- Present their findings to the class.

What is the role of poems in society?

Master English pg. 231
Poetry collections
Internet resources
Digital devices
Lesson notes

Oral presentations Written exercises Peer assessment Group discussions

Writing

Emails

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

- Identify the key elements of an email.
- Describe the importance of each element in an email.
- Value the systematic organization of information in electronic communication.

The learner is guided to:
- Discuss their previous experiences with writing emails.
- Compare emails with traditional letters.
- Read a sample email about a planned visit to Tanzania.
- Identify the parts of the email: sender's address, recipient's address, cc, subject line, salutation, body, and closing.
- Describe the importance of each part identified.
- Learn about the key elements of an email: sender's address, recipient's address, cc/bcc, subject line, salutation, body, closing, and attachments.

Why do we write emails?

Master English pg. 232
Sample emails
Digital devices
Lesson notes

Written exercises Email structure analysis Oral presentations Checklists

Writing

Emails

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

- Apply the elements in writing an email.
- Write an email following the correct format.
- Appreciate the importance of writing emails in modern communication.

The learner is guided to:
- Write an email to their friend about a tourist attraction site they have learned about in this theme.
- Pair up with a classmate and exchange the emails they have written.
- Underline the parts of an email in their classmate's work.
- Make suggestions on how to improve their peer's work.
- Revise their email based on peer feedback, ensuring all required elements are included.
- Discuss the differences between emails and letters.
- Identify situations where email communication is most appropriate.

What is the difference between emails and letters?

Master English pg. 233
Email templates
Digital devices
Lesson notes

Email writing assessment Peer feedback Written exercises Final email evaluation