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
KLB Top Scholar pg. 226
Charts
Print texts

Observation Written exercises Peer assessment

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

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

Observation Oral presentations Group discussions

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
KLB Top Scholar pg. 234
Sample narratives

Written exercises Oral presentations Observation

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
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

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
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
KLB Top Scholar pg. 255
Famous speeches
Video recording equipment

Observation Oral presentations Peer assessment Timed reading Role play

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

Observation Text preview assessment Reading speed measurement Comprehension questions Peer assessment

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

Poem analysis Group discussion Key idea identification Oral presentations Written reflections

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