TOURISM: INTERNATIONAL

Listening and Speaking

Oral Poetry: Features

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

- Identify the features of oral poetry.
- Interpret oral poems on varied issues.
- Acknowledge the role of oral poetry in the preservation of cultural heritage.

The learner is guided to:
- Listen and respond to audio recordings of oral poetry.
- Listen and respond to an oral poem recited by the teacher.
- Retell a poem using own words.
- Infer the meaning of words and phrases in a given oral poem.
- Listen to different renditions of the same oral poem.

Why should you interpret an oral poem correctly?

Skills in English pg. 154

Poem collections
Lesson notes

Observation                   Oral responses            Poem interpretation Retelling assessment Checklists

Listening and Speaking

Oral Poetry: Performance
Reading for Interpretation: Point of View
Reading for Interpretation: Analysis

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

- Perform an oral poem using a variety of techniques.
- Use verbal and non-verbal techniques in oral poetry.
- Enjoy performing different oral poems.

The learner is guided to:
- Use appropriate performance techniques to perform oral poems.
- Relate the ideas in an oral poem to real life.
- Recite oral poems in groups.
- Participate in a readers' theatre.
- Compose oral poems in pairs and share with the class.

How can you make the performance of an oral poem interesting?

Skills in English pg. 156

Poem collections

Skills in English pg. 157
Poetry collections
Lesson notes
Textbooks
Skills in English pg. 159

Performance assessment Use of techniques evaluation Original poem creation Peer feedback Assessment rubrics

Grammar in Use

Complex Prepositions: Identification
Complex Prepositions: Usage
Poetry: Characters - Identification

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

- Recognize complex prepositions in texts.
- Differentiate between simple and complex prepositions.
- Appreciate the role of prepositions in writing.

The learner is guided to:
- Read a passage from a book, magazine or newspaper article in which complex prepositions are used.
- Identify complex prepositions from the passage.
- Listen to a text read by the teacher and note the complex prepositions used.
- In pairs, read and underline complex prepositions used in various texts.

Which words let you know where someone is going?

Skills in English pg. 160

Skills in English pg. 161
References

Skills in English pg. 162
Poetry collections
Lesson notes

Identification exercises Written tasks Listening exercises Peer assessment Checklists

Writing

Poetry: Characters - Analysis
Assessing Writing: Qualities

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

- Analyze the character of the speaker (persona) and the other participants in a poem.
- Relate actions of the persona to real life.
- Acknowledge the importance of characters in literary appreciation.

The learner is guided to:
- Relate actions of the persona to real life.
- Role play different characters in a poem in small groups.
- Infer information from the poem.
- Fill and share in groups a table showing character/character's behaviour/character trait.
- Create a poem, recite it, make a recording.
- Upload the recording on social media platforms or share it on the school notice board.

What are some of the words we use to describe the behaviour of characters?

Skills in English pg. 164

Recording equipment

Character trait charts
Skills in English pg. 165
Sample compositions
Textbooks

Character analysis Role play assessment Original poem creation Recording quality Checklists

Listening and Speaking

Assessing Writing: Application
Diphthongs and Sentence Stress: Diphthongs
Diphthongs and Sentence Stress: Emphasis

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

- Write a composition related to the theme.
- Assess a composition against a predesigned criteria.
- Apply feedback to improve writing.

The learner is guided to:
- Write a composition related to tourism.
- Assess a peer's composition and give comments as guided by the checklist.
- Make corrections to the composition.
- Display the compositions on the school noticeboard.

How can one make a composition interesting?

Skills in English pg. 167

Composition samples
Textbooks
Skills in English pg. 170
Flashcards
Dictionaries
Poems
Skills in English pg. 172

Composition assessment Peer review quality Revised composition Final product evaluation Assessment rubrics

HEROES AND HEROINES: WORLD

Grammar in Use

Extensive Reading: Selection
Extensive Reading: Application
Conjunctions: Correlative Conjunctions - Identification
Conjunctions: Correlative Conjunctions - Usage

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

- Select a reading text from a collection of books or the library.
- Preview and assess the suitability of a text.
- Value the importance of careful text selection.

The learner is guided to:
- Watch a video clip on how to select a reading text.
- Read a passage based on how to select a text.
- Select a reading from a collection.
- Preview a text to determine its suitability.
- Skim through a text to obtain the gist.
- Scan through a text to obtain specific information.

How does reading widely help us learn better?

Skills in English pg. 175


Skills in English pg. 177
Note-taking materials
Skills in English pg. 180

Skills in English pg. 182
Charts

Text selection assessment Preview quality Skimming and scanning skills Peer feedback Checklists

Reading

Play: Style - Features
Play: Style - Analysis
Narrative Compositions: Elements

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

- Identify features of style used in a play.
- Explain the purpose of stylistic features.
- Value creativity in plays.

The learner is guided to:
- Read aloud excerpts of a play.
- Answer questions based on the excerpt.
- Highlight aspects of style such as flashback, flash-forwards and personification in a play.
- Discuss, in groups, the role of memories, dreams and a story within the story in a flashback.

Why do authors use flashback, flash-forward and personification in plays?

Skills in English pg. 183

Class readers - Play
Lesson notes

Skills in English pg. 187
Video recording equipment
Lesson notes
Skills in English pg. 190

Style feature identification Written responses Group discussion evaluation Peer feedback Checklists

Writing

Narrative Compositions: Writing
Impromptu Speeches: Preparation

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

- Uses the elements of a narrative composition in a story.
- Write, edit and revise a narrative composition.
- Appreciate the role of background information in the creation of credible stories.

The learner is guided to:
- Write a narrative composition.
- Edit the composition.
- Revise the narrative composition.
- Read one another's composition and obtain feedback from peers.
- Make corrections to the narrative.
- Display the compositions in a gallery walk, class noticeboard or through social media.

What makes a story creative and engaging?

Skills in English pg. 192

Skills in English pg. 194
Dictionaries
Speech samples

Composition assessment Editing quality Revision effectiveness Peer feedback Assessment rubrics

SOCIAL AND MASS MEDIA

Listening and Speaking

Impromptu Speeches: Delivery
Note Making: Main Ideas
Note Making: Organization

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

Note-making templates
Textbooks
Skills in English pg. 199

Speech delivery assessment Recording evaluation Feedback quality Self-assessment Assessment rubrics

Grammar in Use

Determiners: Numerals
Determiners: Ordinals
Play: Project - Planning

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

- Identify numerals used as determiners in a text.
- Use numerals as determiners in sentences.
- Value the correct use of determiners.

The learner is guided to:
- Read a short passage in which numerals are used as determiners.
- Identify numerals that are used as determiners.
- Form sentences using numerals as determiners.
- Match the numerals with appropriate nouns.
- State the names of objects and events in the school that can be described using numerals.

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

Skills in English pg. 202

Skills in English pg. 205
Class readers - Play

Identification exercises Sentence construction Matching assessment Peer feedback Checklists

Writing

Play: Project - Performance
Filling Forms: Application Forms - Identification

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

- Present dramatised parts of a play to an audience.
- Use voice, gestures and movements effectively in performance.
- Acknowledge the effectiveness of the performance in delivering the play's message.

The learner is guided to:
- Rehearse with props and costumes.
- Dramatise simple scenes for classmates while focusing on voice, gestures and movements.
- Discuss how to use role play and mime in the performance.
- Give and receive feedback on the performance.
- Record the performance on a video or audio device.

What makes a performance successful?

Skills in English pg. 207

Skills in English pg. 209
Sample application forms

Performance assessment Use of techniques Recording quality Feedback exchange Assessment rubrics

Listening and Speaking

Filling Forms: Application Forms - Completion
Conversation Skills: Job Interviews
Conversation Skills: Job Interviews

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

- Fill in bursary and scholarship application forms while adhering to conventions.
- Value the importance of giving accurate and sufficient information in forms.
- Apply neatness and clarity in form filling.

The learner is guided to:
- Fill in different forms that require data on issues such as social and mass media.
- Share different filled in forms for peer observation and feedback.
- Discuss as a plenary the importance of providing accurate data in forms.
- Create a form in small groups.
- Fill in forms with accurate and sufficient information.

How can we ensure we provide accurate information in forms?

Application forms
Skills in English Grade 9 (p. 214)
Skills in English Grade 9 (p. 215)

Form completion assessment Accuracy evaluation Neatness check Peer feedback Assessment rubrics

INCOME GENERATING ACTIVITIES

Grammar in Use

Extensive Reading: Fiction
Word Classes: Nouns

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

- Distinguish between fiction and non-fiction reading materials
- Select grade-appropriate fiction materials
- Value the importance of reading fiction for exposure to various ideas and language use

The learner is guided to:
- Read passages which are taken from different reading materials and identify which are fiction and which are non-fiction
- Search from digital or printed reference materials for the differences between fiction and non-fiction writing
- Explain the difference between fiction and non-fiction reading materials with examples for each
- Search online or in printed books for suitable fiction texts on income-generating activities
- Select and read fiction texts

Which story books or plays have you read?

Skills in English Grade 9 (p. 217)

Digital devices

Skills in English Grade 9 (p. 218)

Skills in English Grade 9 (p. 221)

Oral presentations Written assignments Reading logs Observation Question and answer

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)

Skills in English Grade 9 (p. 223)

Skills in English Grade 9 (p. 224)

Sentence construction Written assignments Oral presentations Question and answer Peer assessment

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
Skills in English Grade 9 (p. 228)

Written exercises Dictation Question and answer Peer assessment Chart presentations Observation

PERSONAL GROOMING

Listening and Speaking

Listening to Respond: Expressing Feelings

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

- Identify words and expressions used to describe their feelings towards a poem
- Express their feelings towards the subject matter of a poem
- Value the importance of poem recitation for effective communication

The learner is guided to:
- Read poems about personal grooming
- Identify words and expressions that can be used to describe feelings towards a poem
- Search online or from printed materials for various words and expressions that can be used to describe one's feelings towards a poem
- Identify words and expressions that make them develop certain feelings towards the subject matter, main character, and the poem as a whole
- Recite poems emphasizing words and expressions that bring out their feelings
- Record their recitation and play it to a peer

How does the poem make you feel?

Skills in English Grade 9 (p. 232)
Recording equipment
Skills in English Grade 9 (p. 233)

Oral presentations Observation Recitation Audio recordings Peer assessment

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

Written exercises Oral discussions Observation Peer assessment Reading comprehension tests

Grammar in Use

Intensive Reading: Comprehension Strategies
Phrasal Verbs

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)  
Skills in English Grade 9 (p. 238)

Written summaries Chart presentations Peer assessment Observation Gallery walk Question and answer

Grammar in Use

Phrasal Verbs

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

- 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:
- Form phrasal verbs using the verbs hang, run, break and turn
- Use appropriate phrasal verbs to fill in blank spaces in passages
- Use phrasal verbs to complete substitution tables
- Construct at least ten sentences on personal grooming and health education using phrasal verbs
- Display sentences on charts in the classroom gallery wall
- Review each other's sentences and make necessary corrections
- Suggest ways to use phrasal verbs in speech or writing in school or at home
- In groups, compose a short song on health education and personal grooming using suitable phrasal verbs

Which words do we use to express different meanings in daily conversation?

Skills in English Grade 9 (p. 240)

Written exercises Song composition Sentence construction Peer assessment Observation Chart presentations

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

Chart papers
Skills in English Grade 9 (p. 245)

Phrase books Oral discussions Written exercises Observation Peer assessment

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 
Sample dialogues

Oral discussions Chart presentations Written exercises Observation Question and answer

Writing

The Writing Process
Extensive Listening: Speeches

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

- Apply the writing process in creating a dialogue on a relevant theme
- Emphasise the importance of each stage in the writing process in crafting flawless dialogues

The learner is guided to:
- In groups, brainstorm on topics related to personal grooming, respect and life skills
- Select one topic from the brainstorming session
- Follow the stages of the writing process to write a dialogue on the selected topic
- Exchange dialogues with others in the group for assessment
- Suggest corrections and improvements
- Correct work as needed
- In pairs, select one of the dialogues presented and dramatize it
- Ensure use of verbal and non-verbal cues appropriately
- Record the dramatisation
- Comment on strengths and weaknesses of the presentation
- Discuss the importance of learning how to write a dialogue

Why is it important to learn dialogue writing?

Skills in English Grade 9 (p. 249)

Sample dialogues

Skills in English Grade 9 (p. 

Dialogue writing Role play Peer assessment Video recordings Observation Dramatization

SEA TRAVEL

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)

Sample speeches

Notes from previous lesson

Speech presentations Note taking Recordings Peer assessment Observation Discussions

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
Skills in English Grade 9 (p. 256)
Graphic organisers
Reference materials

Written responses Sensory tables Observation Pair work Question and answer Group discussions

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
- Value the purpose of subordinating conjunctions in sentences

The learner is guided to:
- Read sentences to identify main ideas
- Study sentences and suggest words that could join them into one
- Read passages like "Secrets of a ship" and identify complex sentences
- Identify words that link clauses to form complex sentences
- In pairs, identify and underline subordinating clauses in sentences
- Pick out and label subordinating conjunctions used in passages
- Circle subordinating conjunctions in sentences
- Read more complex sentences from various sources and identify subordinating conjunctions

What is the role of conjunctions in sentences?

Skills in English Grade 9 (p. 257)
Reading passages

Written exercises Identification tasks Sentence labelling Observation Peer assessment Question and answer

Grammar in Use
Reading

Sentences: Complex Sentences
Grade-appropriate Play: Style

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
Skills in English Grade 9 (p. 261)
Play excerpts

Sentence construction Written exercises Peer assessment Chart presentations Observation Sentence correction

Reading

Grade-appropriate Play: Style
Creative Writing: Idioms

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. 263)
Play excerpts
Drama props
Skills in English Grade 9 (p. 264)
Reading passages

Role play Dramatisation Script writing Video recordings Peer review Observation

Writing

Creative Writing: Idioms

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

- Use a variety of idioms in writing narrative compositions
- Encourage peers to use idioms appropriately in speech and writing

The learner is guided to:
- Play language games with idioms
- Write a narrative composition on a topic related to sea travel, using given idioms
- In groups, collect compositions and read through them
- Create a checklist to record idioms and the number of times they are used in each composition
- Compare totals and find the most used idiom
- List other familiar idioms
- Use a variety of idioms to write compositions on topics of choice
- In pairs, discuss the importance of using idioms in communication
- Plan a presentation to encourage peers to use idioms appropriately

Why is proper use of idioms important in communication?

Skills in English Grade 9 (p. 267)
Chart papers
Dictionaries

Narrative compositions Checklists Language games Peer assessment 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
- 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)

Chart papers
Skills in English Grade 9 (p. 271)
Reference materials

Oral reading Written exercises Pair work Observation Intonation practice Sentence construction

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
Argumentative texts

Written exercises Oral presentations Tables and outlines Observation Question and answer Group discussions

Grammar in Use

Summarising: Argumentative Texts
Sentences: Direct and Indirect Speech

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)
Reading passages

Skills in English Grade 9 (p. 275)
Sentence samples

Written summaries Peer assessment Information displays Group presentations Observation Question and answer

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)

Reading passages

Written exercises Sentence transformation Punctuation exercises Conversation writing Report writing Peer 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
- 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. 280)
Reference materials
Skills in English Grade 9 (p. 282)
Digital recording device

Oral discussions Written responses Theme tables Group presentations Observation Question and answer

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
Digital devices
Dictionaries
Reference materials
Literary excerpts

Written compositions Spelling exercises Peer assessment Observation Question and answer Dictionary use

Writing

Descriptive Writing (280-320 words)
Oral Reports: News (Role-play)

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)
Skills in English Grade 9 (p. 289)

Descriptive compositions Sensory word tables Relay writing Peer assessment Displays Observation

TOURIST ATTRACTION SITES - WORLD


Reading

Oral Reports: News (Role-play)
Reading Fluency

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

Reading fluency charts

Role play Dramatization Oral presentations Peer assessment Body language table Observation

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
- Read stories individually at the right speed, pronouncing words accurately and displaying appropriate emotions
- In groups, take turns to read passages aloud and assess each other's reading
- Watch videos of others reading and assess their fluency
- Search for unfamiliar words in texts and infer meanings from context
- In pairs, skim through texts to find main ideas
- Scan through texts to find specific details from the text
- Select and skim through several texts for main ideas

How can one read a text fluently?

Skills in English Grade 9 (p. 294)
Reading fluency charts

Oral reading Peer assessment Skimming exercises Scanning exercises Prediction activities Observation

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)
Digital devices

Chart papers
Skills in English Grade 9 (p. 299)
Text samples
Sentence cards

Written exercises Sentence identification Sentence construction Observation Group activities Question and answer

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

Oral discussions     Written responses Dictionary use Sentence construction Group activities                  Question and answer

Writing

Intensive Reading: Poems
Emails
Em

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
- Relate visits to tourist sites to their own experiences
- Identify words in poems that bring out personas' excitement about seeing ships, boats and ocean waves
- Describe similar personal experiences
- Share first-time experiences when visiting new places
- Describe how experiences relate to places described in poems
- Read more poems about tourist attraction sites from different sources
- Relate ideas in the poems to real-life experiences
- Individually, write down the role of poems in society

What is the role of poems in the society?

Skills in English Grade 9 (p. 302)
Poetry books
Digital devices
Internet resources
Reference materials
Chart papers
Skills in English Grade 9 (p. 304)
Email diagrams
Sample emails
Skills in English Grade 9 (p. 305)
Display materials

Group discussions Oral presentations          Written responses        Role of poetry lists Peer sharing Observation