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
- Use question tags appropriately in communication
- Compose sentences using question tags correctly

The learner is guided to:
- Listen to a recording of a conversation about the World Cup

- In pairs, practice reading the conversation with correct intonation
- Identify questions in the conversation that use question tags
- Copy sentences and write the correct question tag to complete each one
- Organize positive and negative patterns in sentences in a table
- Write statements that could end in question tags with correct form of question tag for each statement
- Take turns to read aloud sentences with question tags using correct intonation

Why do we use question tags in speech?

Skills in English Grade 9 (p. 269)

Oral reading Written assessment   Intonation  Sentence construction

Listening and Speaking

Intonation in Sentences: Question Tags

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

- Use question tags appropriately in communication
- Compose sentences using question tags correctly
- Value the importance of using question tags in communication

The learner is guided to:
- Match sentences with question tags in provided tables
- Use question tags correctly in their discussion
- In groups, compose ten sentences using question tags correctly about the World Cup
- Take turns to read the sentences aloud
- Write sentences on large paper and display them on the class noticeboard
- Write a short paragraph about the World Cup using question tags correctly

How can we improve our speaking skills?

Skills in English Grade 9 (p. 271)
Charts

Group presentations  Written exercises Observation

Reading

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
- Value the importance of identifying main ideas when reading

The learner is guided to:
- Read paragraphs and identify the main argument
- Identify supporting points raised to support the main argument
- Read argumentative texts like "Beyond the trophy"
- Select the main idea in the text and state it in a short phrase
- Read more argumentative texts based on the World Cup from various sources
- For each text, pick out the main points discussed
- Organize main points and supporting points in texts in tables
- Organize outlines of main points and supporting points so they flow logically and clearly

How do we write summaries?

Skills in English Grade 9 (p. 272)

Written exercises    Oral presentation

Reading

Summarising: Argumentative Texts

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

- Summarise a text correctly in their own words
- Apply good summary writing skills in reading

The learner is guided to:
- Explain to a classmate how to write a summary
- Use main ideas and supporting points to write a summary of a text in a short paragraph
- Read text a second time to confirm that main ideas and supporting points are identified accurately
- Assess summary for clarity and correct use of grammar
- Make corrections as needed
- Write final summary paragraph of about 200 words
- In groups, search for more reading passages and write summaries of each one
- Search for information relating to the women's World Cup including facts, dates and names of important personalities
- Present findings in a summary or table and post the information on the school noticeboard

Why should we learn good summary writing skills?

Skills in English Grade 9 (p. 274

Oral assessment Peer 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
- Convert direct speech into indirect speech
- Value the importance of reporting speech correctly

The learner is guided to:
- Read sentences and identify how related sentences are connected
- Discuss how to report what another person has said
- Read sentences and identify differences between direct and indirect speech
- Read passages that use direct and indirect speech
- Identify how changing from direct to indirect speech affects tense, pronouns and determiners
- Change sentences from direct to indirect speech and vice versa

How do we report what others have said?

Skills in English Grade 9 (p. 275)

oral assessment       written assessment

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:
- Read passages with indirect speech and identify the indirect speech
- Rewrite reported questions in direct speech
- Rewrite questions from direct to reported speech
- Read sentences with direct speech and identify punctuation marks used
- Rewrite sentences and insert correct punctuation marks
- In pairs, compose sentences in both direct and indirect speech using correct punctuation
- Write short conversations using both direct and indirect speech

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

Skills in English Grade 9 (p. 277)

Written exercises    oral assessment

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
- Discuss the various themes in a play
- Value the connection between plays and real life experiences

The learner is guided to:
- Read plays like "World Cup football"
- Answer questions based on the play
- In pairs, identify the characters in the play
- In pairs, identify and discuss the themes in the play
- Complete tables with themes and evidence for each theme from the play
- In groups, use notes to discuss how various themes in the play are brought out

What are the features of a play?

Skills in English Grade 9 (p. 279)
Play excerpts

Oral discussions Written responses

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
- Discuss the various themes in a play
- Value the connection between plays and real life experiences

The learner is guided to:
- Read plays like "World Cup football"
- Answer questions based on the play
- In pairs, identify the characters in the play
- In pairs, identify and discuss the themes in the play
- Complete tables with themes and evidence for each theme from the play
- In groups, use notes to discuss how various themes in the play are brought out

What are the features of a play?

Skills in English Grade 9 (p. 279)
Play excerpts

Oral discussions Written responses

Reading

Intensive Reading: Play - Relating to Real Life

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

- 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 themes identified in the play and select familiar ones
- Take turns to explain how the themes relate to real-life experiences
- Select characters from the play and relate them to self or known people
- Discuss how characters in the play remind them of times when they had different opinions from others and how they reached agreement
- Present findings in class

What makes plays interesting?

Skills in English Grade 9 (p. 282)
Play excerpts

Role play Dramatization 

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
- Spell words correctly in composition writing
- Value precision and clarity in writing

The learner is guided to:
- Read a sample descriptive composition like "My FIFA World Cup experience"
- Identify characteristics of a well-written composition
- Follow the writing process to write a composition of 280-320 words on a World Cup topic
- Spell dictated words correctly and confirm spelling using a dictionary
- Read excerpts on the World Cup by a writer they admire
- Identify descriptive words used in the excerpt
- Write a composition using their own words but imitating the writer's style
- Include descriptive words used by the writer in their composition
- Confirm correct spelling in composition

What makes a story creative?

Skills in English Grade 9 (p. 284)
Sample compositions

Dictionaries

Literary excerpts

Written compositions Spelling exercises    Peer assessment Dictionary use

Writing

Descriptive Writing (280-320 words)

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

- Apply the five senses in writing descriptive compositions
- Display creativity and imagination in composition writing
- Value the importance of creativity in writing

The learner is guided to:
- Scan through the text "My FIFA World Cup experience" to find words and phrases that appeal to the five senses
- Write sentences that describe things in the classroom using words that appeal to the senses
- Study pictures or items on the World Cup and write descriptive compositions that describe the items
- Use words that appeal to touch, taste, hearing, sight and smell
- With a classmate, write short paragraphs describing items and have the other person guess what the item is
- Share compositions with the class and invite comments
- Rewrite familiar stories in their own words
- Display best compositions 

Which words do we use to describe our different senses?

Skills in English Grade 9 
Sample compositions
Charts

Descriptive compositions   oral assessment

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
- Value the importance of clear and concise news reporting

The learner is guided to:
- Tell classmates about favourite news presenters or speakers and what they like about their voice use
- Discuss instances where they may be required to give an oral presentation
- Define what an oral report is
- In pairs, practice reading fluently setting a goal for reading time
- Identify a text to practice fluent reading in groups
- Set a target time for reading the chosen text

Who is your favourite news presenter and why?

Skills in English Grade 9 (p. 289)
News report samples

Oral presentations 

Listening and Speaking

Oral Reports: News (Role-play)

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

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

The learner is guided to:
- In groups, brainstorm on the importance of body language when reading an oral news report
- Complete a table about different aspects of body language and their importance
- Analyze the oral news report listened to and present findings in class
- Use appropriate body language as they dramatize reading the news reports
- Discuss an interesting fact about a named tourist attraction site
- Create and role-play a short news report on the tourist attraction site
- Listen to one another and assess the oral presentations

What is an oral report?

Skills in English Grade 9 (p. 291)
News report samples
Chart papers

Role play   Oral presentations Peer assessment

Reading

Reading Fluency

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

- Preview a text and ignore unfamiliar words
- Make predictions about the characters, events and message in a text
- Value the importance of fluent reading in communication

The learner is guided to:
- With a classmate, read sentences fluently in turns
- Comment on classmate's fluency

- Preview texts like "Exploring Waitomo Caves"
- Identify the general idea in the text
- In groups, time themselves as they practice reading fluency
- Preview texts of choice while ignoring unfamiliar words

Why is reading a text fluently important?

Skills in English Grade 9 (p. 292)
Reading passages

 Peer assessment 

Reading

Reading Fluency

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

- Make predictions about the characters, events and message in a text
- Skim a text to get the gist
- Scan a text to obtain specific information

The learner is guided to:
- Study pictures in texts like "Exploring Waitomo Caves" and predict information about characters and events
- Read the first sentence of every paragraph and predict information about events and message
- In groups, take turns to read passages aloud and assess each other's reading
- Watch videos of others reading and assess their fluency
- In pairs, skim through texts to find main ideas
- Select and skim through several texts for main ideas

How can one read a text fluently?

Skills in English Grade 9 (p. 294)
Reading passages

Oral reading Peer assessment Skimming exercise

Grammar in Use

Sentences: Imperative and Exclamatory

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 or online texts
- Construct imperative and exclamatory sentences
- Value the importance of sentence variety in communication

The learner is guided to:
- Read sentences and identify similarities in their first words
- Study conversations and identify which show commands and which show requests
- Identify elements that indicate imperative sentences
- In groups, list rules they would like to see applied in school and state them as imperative sentences
- Read sentences that end with exclamation marks and discuss why they use this punctuation

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

Skills in English Grade 9 (p. 297)
Sentence samples

Written exercises       oral assessment

Grammar in Use

Sentences: Imperative and Exclamatory

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

- 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:
- Listen to questions from the teacher and respond using imperative sentences
- Read texts with omitted punctuation marks
- Copy texts and punctuate them using appropriate punctuation marks
- Explain why exclamation marks were used to end some sentences and full stops to end others
- Punctuate more texts provided by the teacher
- Listen to texts provided by the teacher
- Identify characters in the texts
- Select characters and construct exclamatory sentences about them
- Identify comparisons brought out by sentences in texts

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

Skills in English Grade 9 (p. 299)

Punctuation exercises Written exercises    Peer assessment

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
- Relate ideas in poems on tourist attraction sites to real life
- Value the need to relate ideas in poems to real life

The learner is guided to:
- Read poems like "I will travel the world"
- Answer questions based on the poem
- Pick out key ideas in the poem
- In groups, discuss questions about the messages, similarities and differences in the poems
- In pairs, take turns to explain the importance of relating ideas from poems to real-life experiences
- Use dictionaries to find meanings of unfamiliar words in poems
- Construct sentences about international tourist sites using these words

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

Skills in English Grade 9 (p. 300)

Oral assessments Written responses Dictionary use Sentence construction 

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
- Acknowledge the need to relate ideas in poems to real life

The learner is guided to:
- In groups, relate ideas in poems to real life by discussing questions about desired places to visit
- Discuss interest in tourist sites mentioned in poems
- Relate hopes expressed by personas about their future to their own dreams
- Identify words in poems that bring out personas' excitement about seeing ships, boats and ocean waves
- Describe similar personal experiences
- Describe how experiences relate to places described in poems
- Relate ideas in the poems to real-life experiences

What is the role of poems in the society?

Skills in English Grade 9 (p. 302)
Daughter of nature
Digital devices

 Oral presentations Written responses 

Writing

Emails

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

- Recognize the key elements of an email
- Apply the elements in writing an email
- Value the importance of digital communication

The learner is guided to:
- Discuss how long it usually takes for a message sent through mobile phone to be received
- In pairs, study diagrams illustrating parts of emails
- Study the structure of email addresses
- Understand the use of the Cc and Bcc sections
- Study sample emails and identify their key elements

Why do we write emails?

Skills in English Grade 9 (p. 304)

Written exercises Observation 

Writing

Emails

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

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

The learner is guided to:
- Search printed materials for information about various tourist sites around the world
- Write emails to friends convincing them to visit particular sites
- Ensure emails include all the required parts
- Write emails to peers telling them about world-renowned tourist sites they have read about
- Apply the correct format when writing emails
- Discuss the importance of email

What is the difference between emails and letters?

Skills in English Grade 9 (p. 305)

 Peer assessment 

Listening and Speaking

Listening for Detail: Main Ideas

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

- Select the main idea from a listening passage.
- Identify specific details in a listening text.
- Acknowledge the importance of attentive listening.

The learner is guided to:
- Listen to a recorded text "Mammals in the Sea".
- Pick out details from the listening text.
- Rewrite the passage in their own words.
- Work in pairs to discuss any new information that they have learnt from the passage.
- Answer questions based on the passage.

Why should we distinguish between relevant and irrelevant information during a presentation?

Skills in English pg. 135

 Oral questions Written responses   Peer assessment 

Grammar in Use
Grammar in Use

Relative Pronouns
Interrogative Pronouns

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

- Recognize relative pronouns in a text.
- Use relative pronouns in sentences.
- Acknowledge the value of relative pronouns in communication.

The learner is guided to:
- Identify relative pronouns from a passage.
- Differentiate between types of relative pronouns.
- Construct sentences using relative pronouns.
- Work in small groups and use relative pronouns

Which words do you use to join simple sentences?

Skills in English pg. 141

Written exercises Sentence construction 

Reading

Intensive Reading: Play - Characters
Intensive Reading: Play - Relationships

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

- Identify the characters in a play for deeper understanding.
- Describe the characters in a play based on their actions and words.
- Value the role of literary appreciation in developing critical thinking.

The learner is guided to:
- Read excerpts of a play "Nature Speaks".
- Answer questions based on a play.
- Identify the characters in the play and their roles.

Why should we establish the relationship between the characters in a play?

Skills in English pg. 146
Class readers - Play excerpts

 Written responses

Listening and Speaking

Oral Literature: Short Forms - Characteristics

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

- Identify the characteristics of riddles, tongue twisters and proverbs.
- Explain the functions of riddles, tongue twisters and proverbs.
- Appreciate the cultural value of short forms of oral literature.

The learner is guided to:
- Use digital or print resources to search for information on the meaning and characteristics of riddles, proverbs and tongue twisters.
- Write down their findings in note books.
- Discuss the functions of the proverbs, tongue twisters and riddles.
- Give examples of riddles, tongue twisters and proverbs.

Why are riddles, proverbs and tongue twisters important?

Skills in English pg. 26
Digital device

Oral questions Written exercises

Listening and Speaking

Oral Literature: Short Forms - Performance

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

- Perform riddles, tongue twisters and proverbs.
- Collect riddles, proverbs and tongue twisters from various sources.
- Enjoy performing different riddles, tongue twisters and proverbs.

The learner is guided to:
- Collect riddles, proverbs and tongue twisters from books, internet and resource person.
- Play riddling games in small groups.
- Discuss ways of performing riddles, proverbs and tongue twisters.
- Present and perform riddles, proverbs and tongue twisters.
- Create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board.

How do we perform riddles, proverbs and tongue twisters?

Skills in English pg. 29

Oral presentations Peer assessment

Reading

Intensive Reading: Simple Poems - Identifying Style

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

- Identify the basic aspects of style such as repetition and rhyme in a poem.
- Describe the functions of rhyme and repetition in a poem.
- Value the aesthetic aspect of poetry.

The learner is guided to:
- Recite and read provided simple poems.
- Identify the parts of a poem in which repetition and rhyme are used.
- Respond to questions based on a poem.
- Discuss the functions of rhyme and repetition in poems.
- Search the internet or other sources for more examples of poems that use repetition and rhyme.

Why do we repeat some sounds, words and lines in a poem?

Skills in English pg. 31
Poems
Sample poems

Oral questions Written exercises

Reading

Intensive Reading: Simple Poems - Appreciation

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

- Relate the ideas in a poem to real life.
- Compose a simple poem with rhyme and repetition.
- Appreciate the role of repetition and rhyme in a poem.

The learner is guided to:
- Relate the ideas in a poem to real life.
- In groups, identify aspects of style such as repetition and rhyme in a poem.
- Compose a simple poem with rhyme and repetition and present in groups.
- Listen to and appreciate peers' compositions.
- Recite poems incorporating appropriate rhythm and expression.

How does poetry enhance our understanding of life?

Skills in English pg. 33
Daughter of Nature

Poem composition assessment Recitation 

Reading

Intensive Reading: Simple Poems - Appreciation

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

- Relate the ideas in a poem to real life.
- Compose a simple poem with rhyme and repetition.
- Appreciate the role of repetition and rhyme in a poem.

The learner is guided to:
- Relate the ideas in a poem to real life.
- In groups, identify aspects of style such as repetition and rhyme in a poem.
- Compose a simple poem with rhyme and repetition and present in groups.
- Listen to and appreciate peers' compositions.
- Recite poems incorporating appropriate rhythm and expression.

How does poetry enhance our understanding of life?

Skills in English pg. 33
Daughter of Nature

Poem composition assessment Recitation 

Grammar in Use

Nouns and Quantifiers: Identifying Quantifiers

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

- Identify quantifiers used with count, non-count or both categories.
- Use the different quantifiers in sentences.
- Appreciate the importance of quantifiers in communication.

The learner is guided to:
- Use digital devices to search for information on the meaning of quantifiers and quantifiers used with count and non-count nouns.
- Read a short passage in which quantifiers are used to describe count and non-count nouns.
- Identify quantifiers that are used with count, non-count nouns.
- Form sentences using the different quantifiers with count and non-count nouns.
- Prepare charts showing the quantifiers used with count, non-count nouns and both of them.

Why is it important to express the quantity of something correctly?

Skills in English pg. 34

Written exercises Sentence construction Chart presentation

Grammar in Use

Nouns and Quantifiers: Using Quantifiers

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

- Identify and categorize count and non-count nouns in oral and written texts.
- Use quantifiers correctly with count and non-count nouns.
- Acknowledge the importance of quantifiers in oral and written communication.

The learner is guided to:
- Work in small groups to identify count, non-count nouns and quantifiers from a passage.
- Match count and non-count nouns with the correct quantifiers.
- Form sentences using different quantifiers with count and non-count nouns and read them aloud in groups.
- Edit sentences with incorrect quantifier usage.

How do count nouns differ from the non-count nouns?

Skills in English pg. 36
Digital devices

Gap filling exercises Sentence construction

Reading

Intensive Reading: Plot - Key Events

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

- Identify the key events in a play.
- Describe the sequence of events in a Play.
- Value the importance of plot in understanding a play.

The learner is guided to:
- Read a play individually and in small groups.
- Identify the key events in the Play.
- Create a summary of the key events and share in class for assessment.
- Analyze the events in a Play.
- Outline the sequence of events in the Play.
- Answer questions based on the plot.

How do we know the key events in a Play?

Skills in English pg. 37
Class Readers - Play

Written exercises      oral assessment

Reading

Intensive Reading: Plot - Real Life Connections

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

- Make connections between events in a play and real life.
- Role play a section of a play in groups.
- Acknowledge the importance of a plot in a literary work.

The learner is guided to:
- Make connections between events in a play and real life.
- Role play a section of the Play in groups.
- Discuss how events in the play relate to real life experiences.
- Analyze how plot development creates interest in a play.
- Create a plot diagram illustrating key events.

How do events in plays reflect real life situations?

Skills in English pg. 40
Class Readers - Play

 Group discussion  Peer assessment

Writing

Mechanics of Writing: Punctuation - Identification

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

- Identify the double quotation marks and the bracket in a text.
- Explain the functions of the double quotation marks and the bracket.
- Value accurate punctuation in writing.

The learner is guided to:
- Identify the double quotation marks and the bracket in digital texts, newspapers, books or magazines.
- Discuss the functions of each punctuation mark.
- Study examples of correctly punctuated texts.
- Identify punctuation errors in given texts and correct them.
- Practice using various punctuation marks in their own writing.

Why is it important to use punctuation marks correctly?

Skills in English pg. 41

Written exercises       oral assessment

Writing

Mechanics of Writing: Punctuation - Application

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

- Use the double quotation marks and the bracket in written texts.
- Appreciate the role of the double quotation marks and the bracket in written texts.
- Show commitment to using correct punctuation in writing.

The learner is guided to:
- Make sentences using the double quotation marks and the bracket.
- Assess the work of peers.
- Make posters displaying the correct use of the double quotation marks and the bracket.
- Create short texts that correctly use the double quotation marks and the bracket.
- Edit texts by adding punctuation marks where appropriate.

How do we use the double quotation marks and the bracket in writing?

Skills in English pg. 44

Written assignments Poster presentations Peer assessment