If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
SOCIAL AND MASS MEDIA
Listening and Speaking |
Impromptu Speeches: Preparation
|
By the end of the
lesson, the learner
should be able to:
- Outline the procedure for preparing for an impromptu speech. - Identify the elements of an impromptu speech. - Value the importance of preparation in speech making. |
The learner is guided to:
- Search from the internet or in the dictionary for the meaning of the term impromptu speech. - Listen to an impromptu speech made by the teacher. - Brainstorm on the procedure for preparing for an impromptu speech in small groups. - Identify the elements of an impromptu speech: introduction, body and conclusion. |
In what instances could one be called upon to make a speech without prior notice?
|
Skills in English pg. 194
Digital devices Dictionaries Speech samples Lesson notes |
Observation
Procedure identification
Element recognition
Group discussion evaluation
Checklists
|
|
| 1 | 2 |
Listening and Speaking
Reading |
Impromptu Speeches: Delivery
Note Making: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Make an impromptu speech on a selected topic. - Apply presentation skills in speech delivery. - Acknowledge the importance of excellent presentation skills in speech delivery. |
The learner is guided to:
- Make an impromptu speech on a topic related to social and mass media. - Record the speech, discuss its strengths and weaknesses in a plenary and suggest ways of improvement. - Apply voice projection, intonation, and appropriate body language during speech delivery. - Give constructive feedback on speeches delivered by peers. |
What makes an impromptu speech effective?
|
Skills in English pg. 195
Digital devices Recording equipment Speech topics Feedback forms Skills in English pg. 196 Argumentative passages Note-making templates Textbooks |
Speech delivery assessment
Recording evaluation
Feedback quality
Self-assessment
Assessment rubrics
|
|
| 1 | 3 |
Reading
Grammar in Use Grammar in Use |
Note Making: Organization
Determiners: Numerals Determiners: Ordinals |
By the end of the
lesson, the learner
should be able to:
- Make notes from an argumentative passage. - Organize notes effectively. - Value the importance of note making while reading for pleasure or academic purposes. |
The learner is guided to:
- In groups, make notes on different health and media issues presented in passages. - Graphically prepare charts using their notes. - Exchange the charts for peer review and correction. - Use the notes, in groups, to compose a poem or a song and present it in class. |
In what situations could notes be made?
|
Skills in English pg. 199
Digital devices Graphic organizers Chart materials Textbooks Skills in English pg. 202 Sample passages Matching exercises Skills in English pg. 204 Sentence strips |
Note quality assessment
Chart preparation
Creative composition
Peer review
Assessment rubrics
|
|
| 1 | 4 |
Reading
|
Play: Project - Planning
Play: Project - Performance |
By the end of the
lesson, the learner
should be able to:
- Identify simple props and costumes that create mood and atmosphere. - Plan for the presentation of a play. - Value the importance of planning in performance. |
The learner is guided to:
- Watch video clips on how to dramatise and record a section of a play. - In groups select simple props and costumes that enhance performance. - Write the story charts and scripts to follow in the performance. - Discuss the use of props and costumes to create mood and atmosphere. |
How does an acted play differ from a written one?
|
Skills in English pg. 205
Digital devices Video clips Class readers - Play Props and costumes Skills in English pg. 207 Recording equipment Props and costumes Performance space |
Prop and costume selection
Planning quality
Script preparation
Group collaboration
Checklists
|
|
| 1 | 5 |
Writing
|
Filling Forms: Application Forms - Identification
Filling Forms: Application Forms - Completion |
By the end of the
lesson, the learner
should be able to:
- Recognize bursary and scholarship application forms from a list of forms. - Identify the common features of application forms. - Value accuracy in form filling. |
The learner is guided to:
- In groups, collect bursary and scholarship application forms from digital and print sources. - Note down the common features of each type of the form. - Analyse, in groups, the type of data sought by different forms. - Identify bursary and scholarship application forms from a list of different forms. |
Why is it important to fill in all parts of a form?
|
Skills in English pg. 209
Digital devices Sample application forms Lists of forms Textbooks Skills in English pg. 212 Application forms Pens with clear handwriting |
Form identification
Feature analysis
Group work evaluation
Peer feedback
Checklists
|
|
| 2 | 1 |
INCOME GENERATING ACTIVITIES
Listening and Speaking Listening and Speaking Reading |
Conversation Skills: Job Interviews
Extensive Reading: Fiction |
By the end of the
lesson, the learner
should be able to:
- Outline preparations undertaken by an interviewer and interviewee before a job interview - Ask appropriate questions in mock job interviews - Recognise excellent interview skills as a positive step towards getting a job |
The learner is guided to:
- Watch a job interview that the teacher will provide - Brainstorm on ways in which an interviewer and interviewee can prepare for a job interview - Outline the preparations that should be made by an interviewer and interviewee before a job interview - Search from the internet and in printed materials for questions that are commonly asked during a job interview - Prepare a list of questions that could be used when interviewing someone to work in an income-generating business |
How can you succeed in a job interview?
|
Skills in English Grade 9 (p. 214)
Video clips on job interviews Digital devices Internet resources Skills in English Grade 9 (p. 215) Digital recording devices Sample job interview questions Skills in English Grade 9 (p. 217) Fiction books Library books Sample fiction and non-fiction texts |
Observation
Oral questions
Peer assessment
Video recordings
|
|
| 2 | 2 |
Reading
Grammar in Use |
Extensive Reading: Fiction
Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Read grade-appropriate fiction materials - Keep a portfolio of the subject matter - Appreciate the importance of reading fiction for exposure |
The learner is guided to:
- Read the selected fiction texts and make notes - Use a graphic organiser to write short summaries of the subject matter of each fiction text read - Include a few points that would encourage others to read the story - Take a photograph of each text read and its summary or draw pictures of books read that indicate the title and author - Write the titles of the books read and their subject matter on cards - Create a reader's gallery by displaying the cards with the titles of the materials read with a caption indicating the subject matter - Take photographs of the reader's gallery display and keep copies in their portfolio |
What makes a book interesting?
|
Skills in English Grade 9 (p. 218)
Fiction books Digital devices Graphic organisers Display materials Camera/digital device for taking photographs Skills in English Grade 9 (p. 221) Sample texts Word cards Dictionaries Charts |
Portfolio assessment
Observation
Peer assessment
Readers' gallery display
Questions and answers
|
|
| 2 | 3 |
Grammar in Use
Reading Reading |
Word Classes: Nouns
Grade-appropriate Play: Lessons learnt Grade-appropriate Play: Lessons learnt |
By the end of the
lesson, the learner
should be able to:
- Use nouns formed from verbs and other nouns in sentences - Acknowledge the necessity of forming words from other word classes in the process of communication |
The learner is guided to:
- Search from the internet, newspapers, magazines or books for suffixes that can be used to form nouns from verbs and other nouns - Use various suffixes to form nouns from verbs and other nouns - Present the nouns created in a table format - Construct sentences relating to income-generating activities and environmental preservation using nouns formed from verbs and from other nouns - Underline the nouns formed from verbs and from other nouns in given sentences |
What changes when a word is formed from another?
|
Skills in English Grade 9 (p. 222)
Newspapers Magazines Sample texts Digital devices Chart papers Dictionaries Skills in English Grade 9 (p. 223) Play excerpts Internet resources Graphic organisers Skills in English Grade 9 (p. 224) |
Sentence construction
Written assignments
Oral presentations
Question and answer
Peer assessment
|
|
| 2 | 4 |
Writing
|
Mechanics of Writing: Spelling
|
By the end of the
lesson, the learner
should be able to:
- Spell words correctly for effective communication - Write common abbreviations in full - Value the importance of correct spelling in communication |
The learner is guided to:
- Study sample abbreviations and identify the pattern used - Complete tables with correct abbreviations - Read a passage containing abbreviations and list the abbreviations found - Search from the internet and watch video clips or listen to audio clips that demonstrate the rules of abbreviations - Make notes on abbreviation rules for titles, time references, company or organisation names and technical words - In groups, discuss the rules of abbreviations and present them in charts - Display charts on the classroom wall |
What should you consider when splitting words at the end of a line?
|
Skills in English Grade 9 (p. 227)
Sample abbreviations Digital devices Internet resources Chart papers Dictionaries Reference materials |
Written exercises
Dictation
Question and answer
Peer assessment
Chart presentations
Observation
|
|
| 2 | 5 |
Writing
Listening and Speaking |
Mechanics of Writing: Spelling
Listening to Respond: Expressing Feelings |
By the end of the
lesson, the learner
should be able to:
- Spell words correctly for effective communication - Write common abbreviations correctly - Demonstrate awareness of word splitting at the end of a line |
The learner is guided to:
- Study sentences and note the words that are split at the end of a line - Search from the internet or in books for information on what to consider when splitting words at the end of a line - Make notes from their search and present findings in class - Write words that can be abbreviated - Spell words correctly that the teacher will dictate - Rewrite sentences, abbreviating the underlined words - Write sentences about income-generating activities that include abbreviations - Write a paragraph on how to save money from income-generating activities using words that need to be abbreviated - Peer assess the paragraphs and rewrite them incorporating corrections |
Which words do we normally abbreviate?
|
Skills in English Grade 9 (p. 228)
Dictionaries Reference materials Digital devices Chart papers Sample abbreviations Word lists Skills in English Grade 9 (p. 232) Poetry books Audio recordings Recording equipment |
Written exercises
Dictation
Paragraph writing
Peer assessment
Word splitting exercises
Abbreviation exercises
|
|
| 3 | 1 |
PERSONAL GROOMING
Listening and Speaking |
Listening to Respond: Expressing Feelings
|
By the end of the
lesson, the learner
should be able to:
- Express their feelings towards the subject matter of a poem - Value the importance of poem recitation for effective communication |
The learner is guided to:
- Watch the recitation of a live or recorded poem on personal grooming - Describe how the poem made them feel about the subject it addresses - Discuss how one can express feelings while reciting a poem - Select poems from various sources - Use appropriate words and expressions to describe their feelings towards the characters or issues brought out in the poems - Recite the selected poems in groups - Present in detail different feelings towards each poem's subject matter - Participate in a class discussion on the importance of expressing feelings when reciting a poem |
Why is it important to recite poems with feeling?
|
Skills in English Grade 9 (p. 233)
Poetry books Digital devices Video recordings Audio equipment Sample poems |
Group presentations
Oral discussions
Observation
Peer assessment
Self-assessment
|
|
| 3 | 2 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Identify clues in the passage from which conclusions can be drawn - Infer information and meaning of words and expressions from a passage - Apply critical thinking skills when making inferences |
The learner is guided to:
- Read stories and passages where inferences can be made - Identify words in the passages which can help arrive at valid conclusions - Underline words, phrases or sentences that provide clues for making inferences - Use prior knowledge to make inferences from texts - Search for print and non-print passages on personal grooming or other subjects - Read the passages and write down the conclusions made from the reading - In pairs, discuss what to consider when making conclusions from a text |
How can one draw conclusions from a text?
|
Skills in English Grade 9 (p. 234)
Reading passages Digital devices Internet resources Reference materials Printed materials |
Written exercises
Oral discussions
Observation
Peer assessment
Reading comprehension tests
|
|
| 3 | 3 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Summarise ideas in a passage - Apply the skills of making inferences and drawing conclusions in independent reading |
The learner is guided to:
- Read passages such as "Stay well groomed" - Identify the main ideas in the passage and make notes - Use the notes to write a summary of the ideas in the passage - Present summaries on charts and post them on the classroom wall - Invite classmates to view and review the summaries - Review the summaries of peers - Explain the importance of making summaries - Search for texts on personal grooming from the internet, books, newspapers or magazines - Make notes on main ideas, infer information and the meanings of unfamiliar words or expressions |
Why is it important to summarise information from a text?
|
Skills in English Grade 9 (p. 236)
Reading passages Digital devices Chart papers Dictionaries Reference materials Internet resources |
Written summaries
Chart presentations
Peer assessment
Observation
Gallery walk
Question and answer
|
|
| 3 | 4 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs formed from break, hang, run and turn in texts - Use the given phrasal verbs in sentences of their own - Value the importance of using phrasal verbs in spoken and written communication |
The learner is guided to:
- Read sentences and identify phrasal verbs - Infer what the phrasal verbs mean based on how they are used in sentences - Read passages like "Waiting" and identify phrasal verbs - Discuss the meaning of phrasal verbs and why we should learn them - Search online or in printed materials for texts that use phrasal verbs formed from break, run, turn and hang - Organize the phrasal verbs into lists based on the verb in each phrase - Use a print or online dictionary to search for the meaning of each phrasal verb |
How are phrasal verbs different from other verbs?
|
Skills in English Grade 9 (p. 238)
Digital devices Dictionaries Reference materials Chart papers Sample texts Word cards Skills in English Grade 9 (p. 240) |
Oral discussions
Written exercises
Observation
Language games
Sentence construction
|
|
| 3 | 5 |
Reading
|
Play: Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Outline the clues for identifying traits of different characters in a play - Use the clues to describe the characters in a play - Value the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Search from the internet, books, newspapers or magazines to find out what clues to look for in a play to identify traits of characters - Read play excerpts such as "Learner of the year" - In pairs, brainstorm on words and phrases used to describe characters - Compile the words and phrases into a phrase book - Share the phrase book with others in the classroom - Compare their books with those of other learners - Outline the clues for identifying traits of different characters in the play |
How can one tell the qualities of a character in a play?
|
Skills in English Grade 9 (p. 241)
Play excerpts Digital devices Internet resources Reference materials Chart papers |
Phrase books
Oral discussions
Written exercises
Observation
Peer assessment
|
|
| 4 | 1 |
Reading
|
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 society |
The learner is guided to:
- Use clues to describe the characters and their traits in plays - Create character maps for each character and display them in the classroom gallery - Listen to feedback from classmates and use suggestions to improve character maps - Rehearse and dramatize parts of plays, bringing out the traits of the characters - Make good use of verbal and non-verbal cues - Watch video clips of plays and identify clues that can be used to describe character traits - Role-play different characters in a hot-seating game - Play character identification games |
What makes plays interesting?
|
Skills in English Grade 9 (p. 245)
Play excerpts Digital devices Character maps Chart papers Video clips Drama props |
Role play
Drama performances
Character maps
Hot-seating games
Peer assessment
Observation
|
|
| 4 | 2 |
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 - Value the importance of planning in writing tasks |
The learner is guided to:
- Discuss the steps to follow when writing - Search online and in printed texts for information on the steps of the writing process - Answer questions about the steps of the writing process - In groups, discuss the different tasks involved in each step of the writing process - Use notes and ideas from group discussion to outline the stages of the writing process - Present the outline on a chart - In pairs, take up roles and read dialogues like "A writing task" |
Why should you plan your writing?
|
Skills in English Grade 9 (p. 247)
Sample writing process charts Digital devices Internet resources Reference materials Chart papers Sample dialogues Skills in English Grade 9 (p. 249) Digital recording devices Props for dramatization |
Oral discussions
Chart presentations
Written exercises
Observation
Question and answer
|
|
| 4 | 3 |
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 - Value the information shared in the speeches |
The learner is guided to:
- Tell classmates how a speech they listened to inspired them to take a certain course of action - Listen to speeches that the teacher will read aloud - Answer questions based on the speeches they have listened to - Take turns to ask and answer more questions based on the speeches - Identify the main issue being addressed in the speeches - Discuss the themes identified in the speeches - Search for speeches of interest on the internet, radio and television |
How can you ensure that you remember what you hear from a speech?
|
Skills in English Grade 9 (p. 251)
Audio recordings Video clips Digital devices Internet resources Sample speeches |
Oral questions
Written responses
Observation
Note taking
Group discussions
|
|
| 4 | 4 |
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:
- Work with a classmate and take notes on points made by different speakers about sea travel - Share and compare their notes with the notes of other learners - Compile the points that are repeated from the notes - Use the compiled notes to write a speech on any aspect of sea travel - Present the speech to classmates and record themselves - Publish the recorded speech on social media, class vlog or other audio platforms - Discuss what can be done to remember information listened to in a speech |
Why should we distinguish between relevant and irrelevant information during a presentation?
|
Skills in English Grade 9 (p. 252)
Digital recording devices Sample speeches Audio recording equipment Social media platforms Notes from previous lesson |
Speech presentations
Note taking
Recordings
Peer assessment
Observation
Discussions
|
|
| 4 | 5 |
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 - Visualise scenes described in a text - Appreciate the role of mental images in enhancing understanding of a text |
The learner is guided to:
- Discuss how to ensure understanding of what is read - Read stories like "Scenes from the sea" - Answer comprehension questions based on the passage - Work with a classmate to identify words or expressions that appeal to the five senses in the passage - Describe mental images created from the passage that help to imagine how something looks, smells, sounds, feels or tastes - Write descriptive words and expressions that appeal to the five senses in a table - Search from the internet or a variety of texts for sensory words and expressions used to create mental images |
What are the features that make a text appealing to the senses?
|
Skills in English Grade 9 (p. 253)
Reading passages Digital devices Internet resources Sensory vocabulary lists Chart papers |
Written responses
Sensory tables
Observation
Pair work
Question and answer
Group discussions
|
|
| 5 | 1 |
Reading
Grammar in Use |
Intensive Reading: Visualising and Summarising
Sentences: Complex Sentences |
By the end of the
lesson, the learner
should be able to:
- Summarise a paragraph and passage - Apply visualisation and summarisation strategies to enhance reading comprehension |
The learner is guided to:
- Use context clues to infer the meaning of unfamiliar words in passages - Fill in blank spaces in sentences with the most suitable words - In pairs, fill in key information from stories in a graphic organiser - Display outlines on the classroom wall - Fill in more forms with key ideas from texts as guided - Read passages like "Take nothing but memories" - Identify the main ideas in paragraphs - Summarise the ideas in their own words and present them on charts - Share charts and invite other learners to review them - Review the charts of other learners |
Why is it important to write an accurate summary of a text?
|
Skills in English Grade 9 (p. 256)
Reading passages Graphic organisers Chart papers Digital devices Reference materials Skills in English Grade 9 (p. 257) Sentence samples |
Written summaries
Graphic organisers
Peer review
Chart presentations
Observation
Question and answer
|
|
| 5 | 2 |
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:
- Use subordinating conjunctions to construct complex sentences - Review each other's sentences and make corrections to form well-formed complex sentences - Display sentences on charts - With a classmate, underline and label the main and subordinate clauses on the chart - Use subordinating conjunctions to join pairs of sentences in substitution tables - Select the correct subordinating conjunction to link sentences in completion tables - Punctuate sentences correctly by inserting commas where needed - Correct errors in the choice of conjunctions in given sentences |
How can one differentiate between a simple sentence and a complex sentence?
|
Skills in English Grade 9 (p. 259)
Chart papers Sentence samples Reference materials Digital devices Substitution tables |
Sentence construction
Written exercises
Peer assessment
Chart presentations
Observation
Sentence correction
|
|
| 5 | 3 |
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 - Analyse how these styles contribute to the overall effectiveness of the play - Value the role of literary devices in enhancing a play |
The learner is guided to:
- Read plays like "A funny fear" - Answer questions based on the play - In pairs, identify the use of humour in the play - Identify which character dominates the conversation in the play - In groups, identify and illustrate the use of humour and monologue in the play - Present work in a graphic organiser - Read more plays and identify the use of humour and monologue |
What makes a play interesting to read?
|
Skills in English Grade 9 (p. 261)
Play excerpts Digital devices Graphic organisers Chart papers Reference materials |
Oral discussions
Written responses
Graphic organisers
Group presentations
Observation
Question and answer
|
|
| 5 | 4 |
Reading
|
Grade-appropriate Play: Style
|
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:
- In pairs, search for examples of humour and monologue from various sources - Read them aloud or act them out - Search for plays featuring monologue and humour then watch or read them - Dramatise instances of humour and monologue in the plays - Record performances using digital devices - Watch and review recordings - Write play scripts that include the monologue of a main character and use humour - Dramatise plays for family members or peers - Use humour and monologue to write a play on safety during sea travel |
How do stylistic features enhance the message in a play?
|
Skills in English Grade 9 (p. 262)
Digital recording devices Play excerpts Reference materials Drama props Script writing materials |
Role play
Dramatisation
Script writing
Video recordings
Peer review
Observation
|
|
| 5 | 5 |
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 appropriately in speech and writing - Value the role of idioms in enhancing written and oral communication |
The learner is guided to:
- Read sentences and study pictures to identify idioms - Explain what idioms are and give examples they are familiar with - Read passages like "On the open sea" and "With open arms" that use idioms - Identify idioms used in the passages - In groups, explain what each idiom means based on how it is used in the passages - Search online and in dictionaries for meanings of given idioms - Fill in the gaps in sentences with appropriate idioms - Present idioms and their meanings in a diagram |
What is an idiom?
|
Skills in English Grade 9 (p. 264)
Reading passages Dictionaries Digital devices Internet resources Reference materials Chart papers Skills in English Grade 9 (p. 267) Sample compositions Language game materials |
Written exercises
Gap filling
Diagrams
Observation
Group discussions
Question and answer
|
|
| 6 | 1 |
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 - 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 - Answer questions based on the conversation - 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)
Audio recordings Digital devices Sentence samples Conversation scripts Chart papers |
Oral reading
Written exercises
Pair work
Observation
Intonation practice
Sentence construction
|
|
| 6 | 2 |
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 - In groups, discuss things they know or want to learn about the World Cup - Use question tags correctly in their discussion - Based on the discussion, suggest ways to improve oral communication skills - In groups, compose ten sentences using question tags correctly about the World Cup - Take turns to read the sentences aloud - Assess the sentences for correct use of question tags - 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)
Chart papers Sentence samples Digital devices Reference materials World Cup related materials |
Group presentations
Oral reading
Written exercises
Peer assessment
Paragraph writing
Observation
|
|
| 6 | 3 |
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)
Reading passages Digital devices Internet resources Reference materials Chart papers Argumentative texts Skills in English Grade 9 (p. 274) Display materials |
Written exercises
Oral presentations
Tables and outlines
Observation
Question and answer
Group discussions
|
|
| 6 | 4 |
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 - Study tables showing tense changes when converting direct to indirect speech - 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)
Sentence samples Reading passages Reference materials Digital devices Chart papers |
Written exercises
Sentence transformation
Observation
Question and answer
Group discussions
|
|
| 6 | 5 |
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 - Watch video recordings of World Cup matches or presentations and write reports 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)
Sentence samples Reading passages Digital devices Video recordings Reference materials Chart papers |
Written exercises
Sentence transformation
Punctuation exercises
Conversation writing
Report writing
Peer assessment
|
|
| 7 | 1 |
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 - Based on statements made by characters in the play, identify values that can be used to describe characters - 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 Digital devices Chart papers Reference materials |
Oral discussions
Written responses
Theme tables
Group presentations
Observation
Question and answer
|
|
| 7 | 2 |
Reading
Writing |
Intensive Reading: Play - Relating to Real Life
Descriptive Writing (280-320 words) |
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 agreements - Watch videos of plays and note actors' presentation, delivery, costumes and verbal/non-verbal cues - Search for information about skills and qualities of good actors - Present findings in class - Assign roles, memorize lines, discuss costumes, rehearse and perform the play - Record the performance and review it later |
What makes plays interesting?
|
Skills in English Grade 9 (p. 282)
Play excerpts Digital recording devices Drama props Costumes Internet resources Reference materials Skills in English Grade 9 (p. 284) Sample compositions Digital devices Dictionaries Literary excerpts |
Role play
Dramatization
Video recordings
Character analysis
Peer assessment
Group discussions
|
|
| 7 | 3 |
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 - Fill in tables with words and phrases that appeal to different 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 - In groups, write descriptive compositions in relay format - Share compositions with the class and invite comments - Rewrite familiar stories in their own words - Display best compositions in creative corners, school noticeboards or school websites |
Which words do we use to describe our different senses?
|
Skills in English Grade 9 (p. 286)
Sensory vocabulary lists Sample compositions Digital devices Chart papers Display materials Pictures of World Cup events |
Descriptive compositions
Sensory word tables
Relay writing
Peer assessment
Displays
Observation
|
|
| 7 | 4 |
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 - 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 - Read a short news report provided by the teacher - 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 - Discuss ways to improve reading speed to reach targets - Create tables to record reading time |
Who is your favourite news presenter and why?
|
Skills in English Grade 9 (p. 289)
News report samples Digital devices Audio recordings Video clips Timing devices |
Oral presentations
Timed reading
Observation
Pair work
Group discussions
Question and answer
|
|
| 7 | 5 |
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:
- Listen to a recorded oral news report played by the teacher - Answer questions based on the recording - 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 - Search for news reports on world tourist attraction sites from the internet or print material - 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 Digital recording devices Reference materials Video clips Chart papers |
Role play
Dramatization
Oral presentations
Peer assessment
Body language table
Observation
|
|
| 8 | 1 |
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 - Discuss what makes a person a good reader - Preview texts like "Exploring Waitomo Caves" - Identify the general idea in the text - In pairs, practice model reading of paragraphs using reading fluency strategies like previewing, skimming, scanning and ignoring unfamiliar words - In groups, time themselves as they practice reading fluency - Record reading times in tables - Preview texts of choice while ignoring unfamiliar words |
Why is reading a text fluently important?
|
Skills in English Grade 9 (p. 292)
Reading passages Digital devices Timing devices Reading fluency charts Reference materials Skills in English Grade 9 (p. 294) Video clips Chart papers |
Timed reading
Peer assessment
Reading fluency charts
Observation
Oral reading
Group timing activities
|
|
| 8 | 2 |
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 - Note the kinds of words used at the beginning of statements and when such sentences are used - 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 - Read the text "The Great Wall" and identify imperative and exclamatory sentences - Label each sentence based on its type |
When do you use an exclamatory or an imperative sentence in school?
|
Skills in English Grade 9 (p. 297)
Sentence samples Digital devices Reading passages Reference materials Chart papers |
Written exercises
Sentence identification
Sentence construction
Observation
Group activities
Question and answer
|
|
| 8 | 3 |
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)
Text samples Digital devices Reference materials Chart papers Sentence cards |
Punctuation exercises
Sentence construction
Written exercises
Observation
Peer assessment
Group activities
|
|
| 8 | 4 |
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 - Read additional poems like "The beach funfair" - 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)
Poetry books Digital devices Dictionaries Reference materials Chart papers Skills in English Grade 9 (p. 302) Internet resources |
Oral discussions
Written responses
Dictionary use
Sentence construction
Group activities
Question and answer
|
|
| 8 | 5 |
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 - Learn about the advantages of sending emails and requirements for sending emails - Study the structure of email addresses - Learn about email screen fields and their purpose - 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)
Email diagrams Digital devices Sample emails Internet resources Reference materials Chart papers Skills in English Grade 9 (p. 305) Display materials |
Email structure identification
Written exercises
Observation
Pair work
Group discussions
Question and answer
|
Your Name Comes Here