Theme: Leisure Time. Listening and Speaking.
Reading.

Conversational Skills; Negotiation Skills.
Reading Fluency.

By the end of the lesson, the learner should be able to:
Acknowledge the importance of negotiation skills in communication.
-Outline ways of enhancing fluency in reading.
-Discuss ways of enhancing fluency in reading.
-Apply the different ways of enhancing fluency in reading.
-Appreciate the ways of enhancing fluency in reading.

The learner is guided to:
-watch a clip in which people are engaged in a negotiation.
-pick out words and phrases that facilitate a negotiation.
-work jointly and search for more examples of words and phrases used during negotiations.
-use verbal and non-verbal cues in conversations.
-perform a conversational poem in which people are negotiating or bargaining for money,dowry, price of land or with a PSV driver to stop driving carelessly.
-search for information on ways of enhancing fluency in reading from the internet.
-discuss the ways of enhancing fluency in reading.
-preview a text and ignore the unknown words.
-scan through a text to find a word,a pair of words or phrase.
-skim through articles or chapters in a book.
-read portions of a narrative in turns.

Which words or expressions would you use when negotiating? How can one enhance their negotiation skills?

Digital devices.
Video clips.
Learner's Textbook
Teacher's Guide.
Lesson notes.
Charts
Learner's Textbook.
Narratives.
Articles.

Oral questions. Oral presentations. Written questions. Checklists. Observation schedule. Peer Assessment. Role play.

Reading
Grammar in Use

Reading Fluency.
Comparison of Adverbs.

By the end of the lesson, the learner should be able to:
-Read a text at the right speed, accurately and with expression for effective communication.
-Acknowledge the role of reading fluently in extensive reading.
-Identify the degrees of comparison in adverbs.
-Discuss the rules of comparison of adverbs.
-Search the internet for internet for information on rules of comparison of adverbs.
-Acknowledge the rules for comparison of adverbs.

The learner is guided to:
-engage in a timed, repeated reading of a portion of a text on safe passenger practices.
-pronounce sounds and words accurately.
-find texts,set a reading rate goal, time themselves and read , reread the text until they attain their goals.
The learner is guided to;
-identify the positive, comparative and superlative degrees of adverbs.
-search the internet or print resources for information on rules for comparison of adverbs.
-discuss the rules for comparison of adverbs.
-read a passage featuring the comparison of adverbs and categorize the adverbs jointly.
-collaborate in correcting mistakes in sentences that have comparison of adverbs.

How can one read a text fluently?

Selected Texts
Flashcards.
Digital devices.
Stop watches.
Learner's Textbook.
Charts.
Teacher's guide.

Peer Assessment. Checklists. Assessment rubrics.

Grammar in use.
Reading

Comparison of Adverbs.
Intensive Reading: Play.

By the end of the lesson, the learner should be able to:
-Use positive comparative and superlative degrees of adverbs in sentences.
-Appreciate the importance of the correct usage of adverbs.
-Identify the themes in a Play or a section of a Play.
-Analyse the themes in a Play.
-Appreciate the role of literary appreciation in the development of critical thinking skills.

The learner is guided to:
-practice using different degrees of adverbs in sentences.
-construct correct sentences using the positive comparative and superlative degrees of sentences.
-share their constructed sentences with peers for assessment and feedback.
-read excerpts of a Play.
-outline and illustrate the themes in a Play.
-collaborate in discussing the identified themes in a Play.
-present their findings in class.

Which words are used to make comparison?

Learner's Textbook.
Digital devices.
Charts with comparative and superlative degrees of adverbs
Lesson notes.
Selected Play.

Assessment rubrics. Written questions. Sentence construction. Peer Assessment. Oral questions. Checklists.

Reading
Writing

Intensive Reading:Play.
Mechanics of Writing: Spelling.

By the end of the lesson, the learner should be able to:
-Relate the themes in a Play to real life.
-Role play some of the scenes in a Play.
-Appreciate the role of literary appreciation in development of critical thinking skills.
- Differentiate between homonyms and homophones.
- Recognize homonyms and homophones in written texts.
- Spell commonly misspelt words for writing fluency.
- Value the importance of correct spelling in written communication.

The learner is guided to:
-collaborate in relating the identified themes to real life experiences.
-role play some of the scenes in a Play.
-record video clips as they dramatise sections of a Play and share the video clip through the internet.
-search for the meaning and difference between homonyms and homophones.
-note down their findings and discuss.
-identify homophones and homonyms in written text.
-search the internet for the commonly misspelt words such as homonyms and homophones.
-practice spelling homophones and homonyms in pairs or groups
-use the identified homophones and homonyms in constructing sentences.

How are literary texts different from factual ones

Digital devices.
Sections of the Play.
Charts.
Learner's textbook.
Lesson notes.

Assessment rubrics. Role play. Checklist. Oral discussion. Oral questions.

Writing
THEME: Natural resources. Listening and speaking.

Mechanics of Writing: Spelling.
Listening comprehension listening for details.

By the end of the lesson, the learner should be able to:
- Differentiate between double consonants and double vowels in written texts.
- Identify double consonants and double vowels in written texts.
c)Value the importance of correct spelling in written communication.
-          -
Select the main idea from a listening passage.
Respond to questions based on the listening passage.
Acknowledge the importance of attentive listening.

The learner is guided to
-explain the difference between double constants and double vowels.
-give examples of words with double constant and vowels.
-listen to a dictation of words with double consonants and those with double vowels and write them down.
-engage in spelling games of the words with double consonants and vowels.use the words with double consonants and vowels in sentences.
-          The learner is guided to: -
Pick out details from a listening text.
Rewrite the passage in their own words.
Answer questions based on the passage

Why is it important to spell words correctly?

Teacher's notes.
Learner's textbook.
Teacher's Guide.
Digital devices
Skill in English learner’s book
Pg 135-136
Lesson notes.
Teacher’s guide.

Assessment rubrics. Checklists. Oral questions. Spelling exercises.

Listening and speaking.
Grammar in use.

Listening comprehension listening for details.
Relative pronouns, interrogative pronouns.

By the end of the lesson, the learner should be able to:
-          Use a digital device to search for more information on listening for details.
Watch a video and pick out specific details.
Appreciate the importance of attentive listening.
-          Recognize relative and interrogative pronouns in a text.
Use a relative and interrogative pronouns in sentences.
Acknowledge the value of relative and interrogative pronouns in communication.

-          Use a digital device to search for more information.
Learners are guided to watch a video and pick out specific details in groups.
Learner recall specific details from a listening passage.
-          Identify relative and interrogative pronouns from a passage.
Differentiate between relative and interrogative pronouns from a passage.
Construct sentences using interrogative and relative pronouns.
Role play a dialogue featuring interrogative and relative pronouns.

Why is it important to listen keenly?

Skill in English learner’s book
Pg 135-136
Lesson notes.
Teacher’s guide.
Pg 142-146

-          Observation. Oral questions. Checklists.

Reading.

Intensive reading; Play (class Reader)
Intensive reading; play (class reader)

By the end of the lesson, the learner should be able to:
-          Identify the character in a play for deeper understanding.
Analyze the character in a play and their relationship.
Value the role of literary appreciation in critical thinking.
-          Identify the conflicts between characters in a play.
Relate the characters in a play to real life.
Acknowledge the role of characters in a play.

-          Watch muted video clips based on a play.
Discuss what they think the characters are saying to each other.
Reading experts of a play.
Identify the conflicts between characters in a play.
-          Relate the characters in a play to real life.
Stimulate the action in sections of the play.
Make video recording of the role play and share them with peers.

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

Skill in English learner’s book
Pg 146-148
Digital devices.
Teacher’s guide book.
Skill
in English learner’s book
Pg 149-150
Realia.
Teacher’s guide.
Learner’s books.

-          Role playing. Observation. Oral questions.

Writing.

The writing process.
The writing process.

By the end of the lesson, the learner should be able to:
-          Outline the stages of the writing process.
Create a composition following the steps of the writing process.
Advocate the need for creativity in life.
-          Write a poem by following the writing process.
Share the poem for peer assessment for corrections.
Acknowledge the value of being corrected.

-          Jointly outline the steps of writing process.
Brainstorm on different topics such as natural topics such as natural resources for writing a factual composition.
-          Write a poem in groups following the writing process.
Share the poem for assessment and make corrections.
In their groups they make corrections.

How does the writing process help us improve the quality of our writing?

Skill in English learner’s book
Pg 150-151
Charts.
Pictures in learner’s book.
Teachers guide.
Pg 151-153
Digital devices.
Journals.
Pupil’s books.

-          Discussion. Observation. Writing exercise.

THEME: tourism international. Listening and speaking.
Listening and speaking.

Oral poetry.
Oral poetry.

By the end of the lesson, the learner should be able to:
-          Interpret oral poems on varied issues.
Perform an oral poem using performance technique.
Acknowledge the role of oral poetry in the presentation of our cultural heritage.
-          Use appropriate performance techniques to perform oral poems.
Compose oral poems.
Acknowledge the importance of composing a poem in their daily lives.

-          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 and phrases in a given oral poem.
Listen to difference renditions of the same oral poem.
-          Listen to difference renditions of the poem.
Use appropriate performance techniques to perform oral poems.
Relate the ideas in an oral poem to real life.
Recite oral poems in groups.
Compose oral poems jointly and share with the class.

Why should you interpret an oral poem correctly?

Skill
in English learner’s book
Pg 154-156
Digital devices.
Dictionary.
Pupil’s books.
Teachers guide.
Skill in English learner’s book
Pg 156-157
Realia.
learner’s books.

-          Observation. Oral questions. Dramatization.

Reading.

Reading for interpretation.

By the end of the lesson, the learner should be able to:
-          Identify the point of view in a poem.
Analyze the point of view in a poem.
Acknowledge the importance of the point of view in the understanding of a poem.

-          Read a given poem and identify the point of view.
Search for poems with different points of view from the internet and non-digital sources.
Listen to poems read by the teacher.

Why is it important to understand the point of view in a poem?

Skill in English learner’s book
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.

-          Oral presentation. Peer assessment. Observations.

Reading.
Grammar in use.

Reading for interpretation.
Complex prepositions.

By the end of the lesson, the learner should be able to:
-          Compose a short poem individually.
Discuss the various points of views in the poems in small groups.
Appreciate the importance of composing a poem.
-          Define complex prepositions.
Recognize complex prepositions.
Appreciate the role of prepositions in oral and written communication.

-          Relate the subjects of different poems to real life.
Compose a short poem individually.
Discuss the various points of view in the poem in small groups.
-          Search online the meaning of complex prepositions.
Read a passage from a magazine or a book 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.

How can you understand the point of view in a poem?

Skill in English learner’s book
Pg 159-160
Video clips.
Audio visuals.
Course books.
Learner’s book.
Skill
in English learner’s book
Pg 160-161
Digital devices.
Realia.
Magazines.
Newspapers.
Learner’s books.

-          Oral presentation. Self-assessment. Peer assessment.

Grammar in use.
Reading.

Complex prepositions.
Poetry characters.

By the end of the lesson, the learner should be able to:
-          Read and underline complex prepositions used in various texts.
Form sentences using complex prepositions.
Appreciate the making corrections corrected by peers.
Define who is a persona.
Identify the persona and other participants in a poem.
Acknowledge the importance of characters in literary appreciation.

-          Jointly, read and underline complex prepositions used in various texts.
Form sentences using complex prepositions.
Collaboratively correct mistakes in sentences formed by peers.
Search for more examples of complex prepositions from the internet and other sources.
-          Search online the meaning of a persona.
Use appropriate adjectives to describe the behaviours of characters in a poem.
Illustrate character traits in various poems.
Relate actions of the persona to real life.

How do you describe where something is located?

Skill in English learner’s book
Pg 161-162
Books.
Magazines.
Digital devices.
Course books.
Pg 162-164
Video clips.

-          Keeping records of books read. Peer assessment. Oral presentation.

Reading.
Writing.

Poetry characters.
Assessing writing.

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.
Roleplay different characters in a poem.
Acknowledge the value of a persona in a poem.
-          Identify the qualities of a well written composition.
Write a composition related to the theme.
Value the need for clarity and cohesion in written communication.

-          Roleplay different characters in a poem in small groups.
Infer information from the poem.
Fill and share in groups a table showing characters behaviours.
Upload the recording on social media platforms.
-          Read a passage about the qualities of a good composition.
Write down checklist for assessing composition.
Read samples of well written compositions from the course book.

What are some of the words used to describe the behaviour of characters?

Skill in English learner’s book
Pg 164-165
Digital devices.
Course books.
Video clips.
Pg 165-168
Dictionary.

-          Roleplaying. Questions and answer. Oral presentation. Gap filling.

Writing.
THEME: HEROES AND HEROINES WORLD. Listening and speaking.

Assessing writing.
Diphthongs and sentence stress.

By the end of the lesson, the learner should be able to:
-          Assess a composition against a predesigned criteria.
Make corrections to make composition.
Acknowledge the importance of making
-          Identify words with the diphthongs au/and/uә in a text.
Use emphatic stress in word to convey meanings.
Advocate the need for accurate pronunciation in oral communication.

-          Write a composition related to the theme.
Assess a peer’s composition and give comments as guided by the checklist.
Make corrections to the composition.
Display the composition on the school notice board.
-          Identify the diphthongs (au) as in out/house/uә as in sure/cure.
Read a passage featuring diphthongs au/and/uә.
Underline words with the diphthongs from texts.

How can one make a composition interesting?

Skill in English learner’s book
Pg 168-169
Course books.
Checklist.
Realia.
Learner’s book.
Pg 170-173
Charts.
Dictionary.

-          Reading aloud. Oral reading. Written exersice.

Listening and speaking.
Reading.

Diphthongs and sentence stress.
Extensive reading (Grade appropriate fiction)

By the end of the lesson, the learner should be able to:
-          Identify the stressed and unstressed words in a sentence.
Apply stress appropriately when reading a poem.
Value the importance of stressing words in oral communication.
-          Select a reading text from a collection of books or the library.
Read a text for information and enjoyment.
Appreciate the role of extensive reading.

-          Identify the stressed and unstressed words in a sentence.
Apply stress appropriately when reading a poem.
Read the same sentences while placing stress on different words.
Jointly read aloud words with diphthongs /au/ and /uә/ from flashcards.
Use the dictionary to find more words with the diphthongs.
-          Watch a video clip on how to select a reading text.
Read a passage based on how to select text.
Select a reading text from a collection.
Preview a text to determine its suitability.
Skim through a text to obtain the gist.

How does stress help us to convey different meanings?

Skill
in English learner’s book
Pg 173-175
Flashcards.
Dictionary.
Course books.
Skill in English learner’s book
Pg 175-177
Video clips.
Collection of books.
Course book.
Learner’s book.

-          Reading aloud. Oral reading. Oral presentation.

Reading.
Grammar in use.

Extensive reading. (Grade appropriate fiction)
Conjunction’s correctives conjunction’s

By the end of the lesson, the learner should be able to:
-          Read independently and silently.
Find the meaning of vocabulary in a dictionary.
Appreciate the importance of reading fluently.
-          Find the meaning of conjunctions.
Identify correlative conjunctions in texts.
Appreciate use of correlative conjunctions for effective communications.

-          Read independently and silently.
Interpret what they read in their own ways.
Infer the meaning of unfamiliar vocabulary from the text.
Look up the meaning of unfamiliar words in the dictionary.
Make notes on what has been read.
Discuss the topics of the texts with peers.
-          Find the meaning of conjuctions in the dictionary.
identify correlative conjuctions such as: -
either ……… or,
neither ….... nor,
both ……… and,
not … only .. but.
Read passage in which correlative conjuctions are used.
Search online for sentences with correlative conjunctions.

What should on consider when choosing a reading text?

Skill in English learner’s book
Pg 177-180
Dictionary.
Digital devices.
Course book.
Magazines.
Skill
in English learner’s book
Pg 180-181
Course books.
Flash cards.

-          Oral questions. Filing gaps. Written exercise.

Grammar in use.
Reading.

Conjuctions correlative conjuctions.
Play: - style (class reader)

By the end of the lesson, the learner should be able to:
-          Form sentences using correlatives conjunction.
Re-write sentences using correlative conjunction.
Advocate the use of correlative conjunctions.
-          Identify features of styles used in a play.
Relate features of style to the meaning of a play.
Acknowledge the importance of styles the features in literary appreciation.

-          Form sentences using correlative conjunctions.
Ask and answer questions using correlatives.
Roleplay and event and use correlative conjunctions.
-          Read aloud excerpts of a play.
Answer the questions based on the excerpts.
Highlight aspects of style such as flash-back, flash-forward and personification in a play.
Discuss the role of memories, dreams and a story as flash back in a play.

What is the importance of using correlative conjunctions in a sentence?

Skill in English learner’s book
Pg 181-183
Course books.
Digital devices.
Flash cards.
Pg 183-188
Video clips.
Teacher’s guide.

-          Role playing. Written exercise. Question and answers.

Reading.
Writing.

Play: - style (class reader)
Narrative composition.

By the end of the lesson, the learner should be able to:
-          Analyse the features of style in relation to the meaning of a play.
Roleplay some events in which the flashback, flashforward and personification in the play.
Value the importance of flashback, flashforward and personification in a play.
-          Identify the elements of a narrative composition.
Use the elements of a narrative composition in a story.
Appreciate the role of background information in the creation of credible stories.

-          Analyze the features of style in relation to the meaning of a play.
Corroboratively, roleplay some events in what the flashback, flashforward features in the play
-          Read samples of narrative composition from textbooks.
Identify the introduction, body and conclusions of a sample composition.
Brainstorm possible topics for narrative composition.
Tell a story from their own experiences.
Plan a narrative composition.

What is the importance of using flash flashback, flashforward and personification?

Skill
in English learner’s book
Pg 190-191
Textbooks.
Teacher’s guide.
Learner’s book.
Realia.
Digital device.
Notice boards.

-          Reading aloud. Short answers. Self assessments.

Writing.
THEME: SOCIAL AND MEDIA. Listening and speaking.

Narrative composition.
Impromptu speeches.

By the end of the lesson, the learner should be able to:
-          Write a narrative composition.
Edit the composition.
Appreciate the importance of getting feedback from peers.
-          Define the word impromptu speech.
Outline the procedure for preparing for an impromptu speech.
Appreciate the importance of following the correct procedure for preparing for an impromptu speech.

-          Write a narrative composition in their books.
Edit the composition.
Revise the narrative composition.
Read one another’s composition and obtain feedback from peers.
Display the composition in a class notice board or social media.
-          Search for the meaning of the term impromptu speech from the internet.
Listen to an impromptu speech made by the teacher.
Brainstorm on the procedure for preparing for an impromptu speech in small groups.

What are the steps of writing a narrative composition?

Skill
in English learner’s book
Pg 191-193
Digital device.
Teacher’s guide.
Notice boards.
Pg 194-196
Dictionary.

-          Role play. Oral presentation. Questions and answers.

Listening and speaking.

Impromptu speeches.

By the end of the lesson, the learner should be able to:
-          Make impromptu speech on a selected topic.
Record the speech.
Acknowledge the importance of excellent presentation skills in speech delivery.

-          Make an impromptu speech on a topic related to social and mass media.
Record the speech.
Discuss its strength and weaknesses in a plenary and suggest ways of improvement.

What makes an impromptu speech effective?

Skill
in English learner’s book
Pg 196
Video clips.
Audio visuals.
Teacher’s guide.

-          Oral discussions. Peer assessment. Questions and answer.

Reading.

Note making.
Note making.

By the end of the lesson, the learner should be able to:
-          Identify main points or idea in an argumative passage.
Make notes from an argumative passage.
Value the importance of note making while reading for pleasure or academic purpose.
-          graphically prepare charts using their notes.
Use the notes, in groups to compose a poem.
Acknowledge the importance of note making for academic purpose.

-          Practice in groups the note making procedure such as squr.
Read argumative passage based on the theme of social and mass media.
In groups, make notes on different media issues presented in any of the passage.
-          Graphically prepare charts using the notes.
Exchange the charts for peer review and corrections.
Use the notes, in groups to compose a poem or a song and present it in class.

In what situations could notes be made?

Skill in English learner’s book
Pg 196-198
Teacher’s guide.
Digital devices.
Skill
in English learner’s book
Pg 198-201

-          Reading aloud. Journals. Questions and answers.

Grammar in use.

Determiners, numerals and ordinals
Determiners, numerals and ordinals

By the end of the lesson, the learner should be able to:
-          Identify numerals and ordinals used as determiners in a text.
Use numerals and ordinals as determiners in sentences.
Appreciate the need for well-formed sentences in communication.
-          Mention objects in the school that could be modified using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Appreciate the need for well-formed sentences in communication.

-          Search for ordinals such as first, second, third and numerals such as one, two, three from digital sources.
Recite poems with numerals and ordinals as others listen and pick out the target determiners.
In small groups, read short passages and underline numerals and ordinals used as determiners.
-          State names of objects and events in the school that can be described using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Discuss the importance of well-formed sentences in communication.

How are quantities of nouns expressed?

Skill in English learner’s book
Pg 201-204
Charts.
Digital device.
Dictionary.
Teacher’s guide.
Skill
in English learner’s book
Pg 204-205
Learner’s book.
Digital devices.

-          Multiple choice. Short answers. Gap filling.

Reading.

Play: Project.
Play: Project.

By the end of the lesson, the learner should be able to:
-          Identify simple props and costumes that create mood and atmosphere.
Create a chart showing the plot of the play as it moves through the different events, the climax and the ending.
Acknowledge the effectiveness of the performance in delivering the play’s message.
-          Describe simple props and costumes that create mood and atmosphere.
Present dramatized parts of a play to an audience.
Appreciate the effectiveness of the performance in delivering the play’s message.

-          Watch video clips on how to dramatize and record a section of a play.
In groups select simple props and costumes that enhances performance.
Write the story charts and scripts to follow in the performances.
-          Rehearse with props and costumes.
Dramatize simple scenes for classmates while focusing on voice gestures and movements.
Discuss how to use role play and mime in the performance.

How does an acted play differ from a written one?

Skill in English learner’s book
Pg 205-208
Teacher’s guide.
Dictionary.
Digital device.
Pg 208-209
Charts.

-          Oral discussion. Questions and answers. Peer assessment.

Writing.

Filling forms: application forms.
Filling forms: application forms.

By the end of the lesson, the learner should be able to:
-          Recognize bursary and scholarship application forms from a list of forms.
Create a poster showing bursary and scholarship application forms.
Appreciate the importance of bursary and scholarship application forms.
-          Fill in bursary and scholarship application forms while adhering to conventions.
Discuss the importance of giving accurate and sufficient information in scholarship application forms.
Value the importance of giving accurate and sufficient information in forms.

-          In groups collect bursary and scholarship application forms from digital and print sources.
Note down the common features of each type of the form.
In groups create a poster showing bursary and scholarship application forms.
-          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.

What kind of document might you need to use if you are applying for a bursary for scholarship?

Skill in English learner’s book
Pg 209-211
Teacher’s guide.
Poster.
Samples bursary and scholarship forms.
Dictionary.
Pg 211-213
Charts.

-          Oral discussion. Self-assessment. Questions and answers.

Listening and speaking.

Conversation skills: Job interview.
Conversation skills: Job interview.

By the end of the lesson, the learner should be able to:
-          Identify preparations for a job interview.
Outline preparations undertaken by an interviewer and interviewee before a job interview.
Appreciate importance of preparing well for a job interview.
-          Identify possible questions that are commonly asked in a job interview.
Ask and answer appropriate questions in mock job interviews.
Recognize excellent interview skills as a positive step towards getting a job.

-          Watch an interview on a relevant topic like income generating activities.
Brainstorm on the preparations undertaken by an interviewer and interviewee before a job interview.
Discuss the importance of preparing well for a job interview.
-          In groups, search online and offline for possible questions that are commonly asked in a job interview and write them down.
In pairs role play asking and answering questions in a mock job interview and record the session electronically or as a written dialogue.
Discuss how success in a job interview is a step towards generating income for the individual and the community.

How can you succeed in a job interview?

Skill in English learner’s book
Pg 214-216
Dictionary.
Charts.
Video clips.
Teacher’s guide.
Skill
in English learner’s book
Digital device.

-          Oral interview. Questions and answers. Peer assessment.

Reading.

Extensive reading: Fiction.
Extensive reading: Fiction.

By the end of the lesson, the learner should be able to:
-          Distinguish between fiction and non-fiction reading materials.
Select and read grade appropriate fiction materials.
Appreciate the importance of reading fiction for exposure.
-          Make a reader’s gallery by displaying the materiel read with a caption indicating its subject matter.
Keep a portfolio of the subject matter.

-          Research on the differences between fiction and non-fiction materials and give examples of each.
Read self-selected fiction materials and use a graphic organize to write short summaries of the subject.
-          In groups make a reader’s gallery by displaying the material read with a caption indicating its subject matter.
Take photos of their display and keep a soft copy of the photo in their portfolio.
Discuss why reading fiction materials is important.

Which storybooks or plays have you read?

Skill in English learner’s book
Pg 217-220
Charts.
Teacher’s guide.
Dictionary.
Pg 220-221

-          Oral interview. Oral reading. Oral discussions. Short answers.

Grammar in use.

Word classes: nouns.
Word classes: nouns.

By the end of the lesson, the learner should be able to:
-          Identify nouns formed from verbs and other nouns from a variety of texts.
Create a chart showing nouns formed from verbs and other nouns.
Acknowledge the necessity of forming words from other word classes in the process of communication.
-          List nouns formed from verbs and other nouns.
Use nouns formed from verbs and other nouns in sentences.
Appreciate the necessity of forming words from other word classes in the process of communication.

-          Read print or non-print text and underline nouns formed from verbs and other nouns.
Separate the root word from the suffixes for example employment – employ and ment.
Search online and compile a list of suffixes for forming nouns from verbs and nouns.
-          In groups, use the suffixes to form nouns from verbs and other nouns and present them in print.
Construct sentences about income generating activities and environmental preservation using nouns formed from verbs and from other nouns.
Explain why the knowledge of changing other words into nouns helpful in communication.

Which words can be formed from others?

Skill in English learner’s book
Pg 221-223
Teacher’s guide.
Charts.
Dictionaries.
Digital devices.
Skill
in English learner’s book
Pg 223-224
Dictionary.
Digital device.

-          Short answers. Oral reading. Oral presentation. Self-assessment. .

Reading.

Grade-appropriate play: lessons learnt (Class reader)
Grade appropriate play: lessons learnt (Class reader)

By the end of the lesson, the learner should be able to:
-          Read different excerpt of a play.
Identify and illustrate lessons learnt from a play.
Appreciate plays as source of life lessons and entertainment.
-          Analyze the lessons learned from a play.
Relate the lessons learnt to real life experiences.
Perceive plays as sources of life lessons and entertainment.

-          Search from offline sources for information on how to derive lessons from words and actions of characters.
Read different excerpts of a play.
Discuss lessons learnt and provide illustrations for each lesson identified in pairs.
-          Analyze the lessons elicited by pairs and relate them to real life experiences.
Use graphic organizers to summarize lessons learnt and present them in them in charts displayed on the wall for peer review.
Discuss the sections of a play that entertain and bring out lessons.

What lessons can one learn from a play?

Skill in English learner’s book
Pg 224-226
Teacher’s guide.
Class reader.
Charts.
Skill
in English learner’s book
Pg 226-227
Dictionary.

-          Oral reading. Reading aloud. Written exercise.

Writing.

Mechanics of writing – spelling.
Mechanics of writing – spelling.

By the end of the lesson, the learner should be able to:
-          Define the word abbreviation.
Spell words for effective communication.
Acknowledge the importance of abbreviations in writing.
-          Outline the rules of abbreviations in full.
Write common abbreviations in full.
Appreciate the importance of abbreviation in writing.

-          Watch demonstration clips and note the rules of abbreviation.
Discuss the rules of abbreviation and present them in charts in groups.
Spell words for effective communication.
-          Discuss the rules of abbreviation and present them in charts in groups.
Copy the lists of abbreviation from print sources respectively in pairs.
Write a paragraph on how to make savings from income generating activities containing words to be abbreviated.
Assess the correctness of the paragraph in groups.

What should you consider when splitting words at the end of a line?

Skill
in English learner’s book
Pg 227-230
Teacher’s guide.
Charts.
Flash cards.
Dictionary.
Pg 230-231

-          Reading aloud. Short answers. Peer assessment. Oral discussions.

Listening and speaking.

Listening to respond. Expressing feelings.
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.
Create a poster showing words and expressions used to describe their feelings towards a poem.
Appreciate the importance of poem recitation for effective communication.
-          Find the meaning of subject matter.
Express their feelings towards the subject matter of a poem.
Value the importance of poem recitation for effective communication.

-          Search print sources for words and expressions used to describe feelings towards a poem.
Recite and record a poem emphasizing words and expressions that reveal their feelings towards a poem.
Create a poster showing words and expressions used to describe their feelings towards a poem.
In groups, recite selected poems and present their varied feelings towards each poem’s subject matter in details.
Discuss in plenary the importance of reciting poems with feelings.

How can one express their feelings while reciting s poem?

Skill
in English learner’s book
Pg 232-233
Teacher’s guide.
Charts.
Dictionary.
Pg 233-234

-          Oral reading. Questions and answers. Oral discussions.

Reading.

Intensive reading: comprehension strategies.

By the end of the lesson, the learner should be able to:
-          Find the meaning of clue.
Identify clues in the passage from which conclusions can be drawn.
Create a poster showing clues from which conclusions can be drawn.
Appreciate the skills of making inferences and drawing conclusions in independent reading.

-          Search for and read print and non-print passages on varied subjects like personal grooming.
Underline words, phrases or sentences that can serve as clues for making inferences or drawing conclusions as they read.
In groups, create a poster showing clues from which conclusions can be drawn.

Why is it important to summarize information from a text?

Skill
in English learner’s book
Pg 234-235
Charts.
Teacher’s guide.
Dictionary.

-          Oral reading. Oral discussions. Reading aloud.

Reading.
Grammar in use.

Intensive reading: comprehensive strategies.
Phrasal verbs.

By the end of the lesson, the learner should be able to:
-          Read a passage.
Summarize ideas in a passage.
Apply the skills of making inferences and drawing conclusions in independent reading.
-          Define phrasal verbs.
Identify phrasal verbs formed from break, hang, run and turn in texts.
Form phrasal verbs form break, hang, run and turn.
Appreciate the importance of using phrasal verbs in spoken and written communication.

-          Read a passage on good grooming and summarize the ideas in the passage.
Present their summaries on charts and present them in the classroom.
Participate in a gallery, walk and review peers’ summaries.
-          Search from print sources for phrasal verbs formed from break, hang, run and turn and compile them in a wordlist.
In groups, search for the meaning of the phrasal verbs identified from print dictionaries.
Form phrasal verbs from the given verbs.

How can one draw conclusions from a text?

Skill
in English learner’s book
Pg 235-238
Teacher’s guide.
Charts.
Dictionary.
Pg 238-240

-          Peer assessment. Oral discussions. Questions and answer.

Grammar in use.
Personal grooming: Reading.

Phrasal verbs.
Play: characterization

By the end of the lesson, the learner should be able to:
-          Use phrasal verbs to fill in tables and broken passages.
Use the given phrasal verbs in sentences of their own.
Value the importance of using phrasal verbs in spoken and written communication.
-          Outline the clues for identifying traits of different characters in a play.
Read the play excerpt and identify traits of different characters.
Acknowledge the role of characterization in determining virtues and vices in the society.

-          Use phrasal verbs to fill in tables and broken passages.
Using phrasal verbs, construct sentences based on personal grooming and health education.
Sing songs with phrasal verbs on health education.
-          Search from digital and print sources for clues in a play that one can use to identify a character trait for example: what the character does or says; or what is said about a character.
Brainstorm on the words and phrases used to describe characters and make a phrase book.
Read the play excerpt and identify traits of different characters.

Why is it important to learn meanings of phrasal verbs?

Skill
in English learner’s book
Pg 240-241
Teacher’s guide.
Dictionary.
Pg 241-242
Dictionaries.
Charts.

-          Peer assessment. Oral reading. Oral presentation. Gap filling.

Reading.
Writing.

Play characterization.
The writing process.

By the end of the lesson, the learner should be able to:
-          Identify clues from a play excerpt.
Use the clues to describe the characters in a play.
Appreciate the role of characterization in determining virtues and vices in society.
-          Outline the different stages of the writing process.
Analyse the different tasks involved in each step of the writing process.
Appreciate the importance of each of the stages in the writing process in crafting flawless dialogue.

-          In groups, read sections of a play and identify the clues used to describe the traits of a character.
In groups, use the clues traits and display them in a gallery in form of character maps for peer review.
Dramatize a section of a play to highlight traits of some characters.
-          Read the steps of the writing process.
In groups, discuss the different tasks involved in each stage of the writing process.
Brainstorm on different topics related to personal grooming, respect and life skills.

Why is characterization important?

Skill
in English learner’s book
Pg 245-247
Teacher’s guide.
Charts.
Dictionaries.
Pg 247

-          Role play. Self-assessment. Short answers.

Writing.
THEME: SEA TRAVEL. Listening and speaking.

The writing process.
Extensive listening: speeches.

By the end of the lesson, the learner should be able to:
-          Roleplay the characters of the dialogue in the class reader.
Apply the writing process in creating a dialogue on a relevant theme.
Emphasize the importance of each of the stages in the writing process in crafting flawless dialogue.
-          Listen to different speeches.
Identify the issues addressed by different speeches listened to.
Appreciate the importance of getting information from varied sources.

-          Individually, select one topic and write a dialogue adhering to the writing process.
In pairs, dramatize selected dialogues as the others watch and note the strength and weaknesses.
Suggest ways of improving dialogues written by peers.
-          Search for varied speeches on an issue of interest and listen to them for general information.
Listen to speeches on sea travel played out and identify the issues addressed by the different speeches.
Share the common theme identified to going consensus.

Why is it important to learn dialogue writing?

Skill
in English learner’s book
Pg 247-250
Teacher’s guide.
Charts.
Dictionaries.
Pg 250-252

-          Reading aloud. Oral discussion. Peer assessments.

Listening and speaking.
Reading.

Extensive listening.
Intensive reading: visualizing and summarizing.

By the end of the lesson, the learner should be able to:
-          Listen to the speeches on tips for sea travel and more so island.
Take notes on the points made by different speaker on the issue.
Appreciate the importance of getting information from varied sources.
-          Read intensively the passage given.
Identify mental images created from a read passage.
Appreciate the role of visualization and summarization in enhancing understanding of a texts.

-          Listen to the speeches again and in pairs take notes on the points from each of the speeches.
In groups, compare the notes taken by different pairs and compile the recurrent points
Use the points noted from the same speeches to write and make a speech on the same theme.
-          Search from print sources and list down the sensory words and expressions used to create mental images in a text.
Read a passage on interesting issues and in pairs pick out the sensory words or expressions and the mental images they create in a reader.
Identify mental images created from a read passage.

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

Skill
in English learner’s book
Pg 252-253
Teacher’s guide.
Dictionaries.
Charts.
Pg 253-256

- Peer assessments. Oral discussion. Self-assessment.

Reading.
Grammar in use.

Intensive reading: visualizing and summarizing.
Sentences: Complex sentences.

By the end of the lesson, the learner should be able to:
-          Summarize what a paragraph and the passage are about.
Fill in the key information from the paragraph and the passage in the form provided.
Acknowledge the role of visualizing and summarizing in enhancing understanding of a text.
-          Read different types of sentences provided.
Identify subordinating conjuctions in sentences.
Desire to use subordinating conjuctions in sentences.

-          In groups, fill in templates requiring key ideas from the text or parts of thetext and display the templates on the wall.
Summarize the ideas in own words in charts and share for peer review.
Brainstorm on how visualizing and summarizing aid in comprehension of a passage.
-          Pick out subordinating conjuctions from a passage.
In groups, use the subordinating conjuctions to make sentences and display them on a chart.
Identify subordinating conjuctions in sentences.

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

Skill
in English learner’s book
Pg 256-257
Teacher’s guide.
Dictionaries.
Charts.
Pg 257-258

- Oral reading. Peer assessment. Oral interviews.

Grammar in use.

Sentences: Complex sentences.
Sentences: Complex sentences.

By the end of the lesson, the learner should be able to:
-          Construct complex sentences using subordinating conjuctions learnt.
Create a chart on complex sentences and display in class.
Desire to construct complex sentences using subordinating conjuctions learnt.
-          Identify errors in disjointed sentences.
Correct disjointed sentences using the rule of subordinating conjuctions.
Desire to identify errors in disjointed sentences.

-          In groups, use the subordinating conjuctions learnt to construct complex sentences.
In groups, display the sentences learnt on a chart.
Use subordinating conjuctions to join parts of sentences in the substation table.
-          Practice punctuating complex sentences on current issues.
Review each other’s sentences by changing them into well-formed complex sentences.

What is the role of conjuctions in sentences?

Skill
in English learner’s book
Pg 258-259
Teacher’s guide.
Dictionaries.
Charts.
Pg 260

- Self-assessment. Oral interview. Short answers.

Reading.

Grade-appropriate play: style (Class reader)
Grade appropriate play: style (Class Reader)

By the end of the lesson, the learner should be able to:
-          Read the play in ’s book.
Identify the styles of humour and monologue in a play.
Appreciate the role of humour and monologue in enriching a literary work.
-          Identify plays with instances of humour and monologue.
Dramatize instances of humour and monologue in a play.

-          Search for examples of humour and monologue from print sources and read them aloud.
In groups, identify and illustrate humour and monologue in the grade appropriate play and display them in class.
Read episodes of the grade appropriate play containing humour and monologue.
-          Read episodes of the grade-appropriate play containing humour and monologue.
Dramatize the episodes in groups.
Discuss how humour and monologue make a play interesting and pass its message effectively.

What is the role of humour in a play?

Skill
in English learner’s book
Pg 261-263
Charts.
Teacher’s guide.
Dictionaries.
Pg 263-265
Newspapers.

- Peer assessment. Oral interviews. Short answers.

Writing.

Creating writing: Idioms.
Creative writing: Idioms.

By the end of the lesson, the learner should be able to:
-          Identify idioms used in different contexts.
Explain the meaning of given idioms in different contexts.
Desire to use idioms in different contexts.
-          Write down a variety of idioms on a chart.
Use a variety of idioms in writing narrative compositions.
Encourage peers to use idioms appropriately in speech and writing.

-          Use the print dictionaries to find the meaning of idioms.
In groups, fill sentences gaps with the most appropriate idioms.
Read short narrative essays containing given idioms.
-          Write a narrative composition the given idioms.
In groups scan through compositions of each member and create a checklist of idioms used tallying them to find out the most popular.

What are idioms?

Skill
in English learner’s book
Pg 264-267
Teacher’s guide.
Dictionaries.
Charts.
Skill in English learner’s book
Pg 267-268

-  Peer assessment. Oral presentations. Reading aloud. Self-assessment.

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.
Read sentences with the correct form of question tags.
Realize the importance of question tags and correct intonation in communication.

-          Listen to a recording in which the speakers use question tags and correct sentence intonation.
In pairs, practice reading out sentences with question tags using the correct intonation.
Match affirmative and negative sentences to question tags provided in a list.

How can we improve our speaking skills?

Skill
in English learner’s book
Pg 269-271
Teacher’s guide.
Charts.
Dictionaries.

- Oral discussion. Peer assessment. Questions and answer

Listening and speaking.
Reading.

Intonation in sentences – question tags.
Summarizing: argumentative texts (Grade appropriate text)

By the end of the lesson, the learner should be able to:
-          Apply question tags appropriately in communication.
Compose sentences using question tags correctly.
Appreciate the importance of question tags and correct intonation in communication.
-          Pick out the main points discussed in a text.
Organize an outline of points into a coherent whole.
Appreciate the importance of good summary writing skills in writing.

-          Complete fill-in exercise with the correct question tags.
Work in small groups to compose and write down sentences that end in question tags.
Write the sentences generated on large papers.
-          Read argumentative texts based on the world cup from a book.
Select the main ideas.
Outline the supporting points from the text.

Why do we use question tags in speech?

Skill
in English learner’s book
Pg 271-272
Teacher’s guide.
Digital device.
Charts.
Skill in English learner’s book
Pg 272-274
Dictionaries.

- Peer assessment. Oral discussion. Questions and answer

Reading.
Grammar in use.

Summarizing: argumentative texts (Grade appropriate text)
Sentences-Direct and indirect speech.

By the end of the lesson, the learner should be able to:
-          Explain how to write summary of a text.
Summarize a text correctly in their own words.
Realize the importance of good summary writing skills in writing.
-          Read sentences with direct and indirect speech.
Differentiate between direct and indirect speech.
Desire to use direct and indirect speech correctly in communication.

-          Write an initial summary of a text.
In groups, search for more examples of reading passages and practice summarizing them.
Search for facts, dates and important personalities related to football world-cup and share the information on the school notice board.
-          Read provided sentences or paragraphs to learn how direct and indirect speech appear in writing.
Convert sentences written in direct speech into indirect speech and vice versa.
Differentiate between direct and indirect speech.

Why should we learn good summary writing skills?

Skill
in English learner’s book
Pg 275
Charts.
Teacher’s guide.
Dictionaries.
Pg 275-277

-  Oral presentation. Short answers. Peer assessment. Observation.

Grammar in use.
Reading.

Sentences-Direct and indirect speech.
Intensive reading: Play-Relating to real life (Class Reader)

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.
-          Identify the characters in a play.
Discuss the various themes in a play.
Appreciate the beauty of performances of a literary text.

-          Insert the correct punctuation marks in sentences to mark direct speech.
Work in pairs to rewrite reported questions.
Work in pairs to compose sentences in direct and indirect speech.
-          Read a prescribed play.
Identify the characters in a play.
Share out the roles of the various characters in a play.
Discuss the themes that are evident in the play.

How do we report what others have said?

Skill
in English learner’s book
Pg 277-279
Teacher’s guide.
Charts.
Dictionaries.
Pg 279-282

- Short answers. Matehing tasks. Oral reading. Self-assessment. Peer assessment.

Reading.
Writing.

Intensive reading: Play-relating to real life (Class Reader)
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.
-          Use the correct writing process to write a composition.
Spell words correctly in composition writing.
Appreciate the importance of creativity in writing.

-          In groups, relate the characters and themes to real life.
Work in groups to rehearse the words and actions of the characters.
Search for information on the qualities of a good actor.
In groups participate in a stage performance of a play.
-          Write sentences that describe things in the classroom using the five senses.
Write a composition on a topic related to the world cup.
Look at a set of pictures or items on the world cup provided by the teacher and write a descriptive composition based on these items.

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

Skill
in English learner’s book
Pg 282-283
Teacher’s guide.
Charts.
Pg 284-285
Dictionaries.

- Role play. Self-assessment. Peer assessment. Observation.

Writing.
THEME TOURIST ATTRACTION SITES: WORLD Listening and speaking.

Descriptive writing (280-320 words)
Oral reports: News-(Roleplay)

By the end of the lesson, the learner should be able to:
-          Apply the five senses in writing descriptive compositions.
Display creatively and imagination in composition writing.
Recognize the importance of creativity in writing.
-          Read a short report within a specified number of minutes.
Analyze a recorded grade appropriate oral news report.
Appreciate the importance of fluency in news reports.

-          Rewrite a famous story in their own words.
In pairs write short paragraphs describing an item and have the other person guess what the item is.
Share the best creative composition on the school notice board.
-          Watch a recorded grade appropriate news report on tourist attraction sites in the world.
Brainstorm in groups on importance of body language in reading an oral report.
Practice reciting famous speeches.

Which words do we use to describe our different senses?

Skill
in English learner’s book
Pg 285-287
Teacher’s guide.
Dictionaries.
Digital devices.
Pg 289-291

-  Self-assessment. Peer assessment. Short answers. Observation.

Listening and speaking.
Reading.

Oral reports: News-(Roleplay)
Reading fluency.

By the end of the lesson, the learner should be able to:
-          Listen to an oral news report.
Apply the features of oral presentation for effective communication.
Acknowledge the importance of fluency in news report.
-          Preview a text while ignoring unknown words.
Make predictions about the characters events and the message in a given text.
Advocate the role of reading fluency in communication.

-          Listen to a recorded grade appropriate news report on tourist attraction sites in the world.
In small groups, prepare and roleplay short news reports on tourist attraction sites in the world.
Listen and critic others as they orally present reports.
-          Read the tittle, blurb of a text in pairs.
Read the first line of a paragraph or chapter to establish the subject.
Look for specific details from a text such as tittle, a word, a phrase in pairs.
In pairs, make predictions about events and the message.

When are you required to present an oral report?

Skill
in English learner’s book
Pg 291-292
Teacher’s guide.
Charts.
Dictionaries.
Pg 292-293

- Roleplay. Self-assessment. Oral presentation. Observation.

Reading.
Grammar in use.

Reading fluency.
Sentences -Imperative commands, requests, -Exclamatory.

By the end of the lesson, the learner should be able to:
-          Skim a text to get the gist.
Scan a text to obtain specific information.
Advocate the role of reading fluency in communication.
-          Read texts with imperative and exclamatory sentences.
Identify instances where imperative and exclamatory sentences are used correctly in printed handouts or online texts.
Appreciate the use of exclamatory and imperative sentences in spoken language.

-          Read a text on tourist attraction sites in the world at the right speed.
Pronounce words and sounds accurately.
Display the right emotions and feelings when reading a text.
-          Orally list the kinds of rules that they would want implemented in their school.
Identify and label sentence types in a given text.
Identify instances where imperative and exclamatory sentences are used correctly.

Why should one read a text fluently?

Skill
in English learner’s book
Pg 296-297
Teacher’s guide.
Charts.
Dictionaries.
Pg 297-299

Oral presentations. Reading aloud. Self-assessment. Peer assessment.

Grammar in use.
Reading.

Sentences -Imperative commands, requests, -Exclamatory.
Intensive reading: Poems.

By the end of the lesson, the learner should be able to:
-          Use imperative and exclamatory sentences correctly in a text.
Punctuate given texts by use of the appropriate punctuation marks.
Appreciate the use of the exclamatory and imperative sentences in spoken language.
-          Read given grade appropriate poems about tourist attraction sites (world).
Explain why it is important to relate ideas leant in poems to real life.
Appreciate the need to relate ideas in poems to real life.

-          Construct imperative sentences as they respond to teacher’s questions.
In pairs, construct exclamatory sentences based on one of the characters in a text.
In pairs, punctuate given texts by use of the appropriate punctuation marks.
-          Read given grade appropriate poems about tourist attraction sites (World) for enjoyment.
Discuss the meaning of the poems in groups.
Explain why it is important to relate ideas learnt in poems to real life.

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

Skill
in English learner’s book
Pg 299-300
Teacher’s guide.
Charts.
Dictionaries.
Pg 300-303
Digital devices.

- Questions and answer. Reading aloud. Self-assessment. Observation.

Reading.
Writing.

Intensive reading: Poems.
Emails.

By the end of the lesson, the learner should be able to:
-          Relate ideas in poems on tourist attraction site to real life.
Explain the importance of relating the ideas in poems on tourist attraction sites to real life.
Appreciate the need to relate ideas in poems to real life.
-          Read emails from the internet and printed emails.
Identify the elements of email.
Acknowledge the importance of writing emails.

-          Pick out the key ideas in the poems.
In groups, relate the ideas in the poem with real life experiences.
Discuss the importance of relating ideas in poems to real life experiences.
-          Write an email to any government road agency requesting for improvement of a network leading to a tourist attraction site near their school.
In pairs, exchange emails written to their friends.
Identify the parts of an email written to their friends.

What is the role of poems in the society?

Skill in English learner’s book
Pg 303-304
Teacher’s guide.
Dictionaries.
Charts.
Skill
in English learner’s book
Pg 304-306
Digital devices.

- Short answers. Self-assessment. Peer assessment.

Writing.

Emails.

By the end of the lesson, the learner should be able to:
-          Identify the parts of an email.
Apply the elements in writing an email.
Appreciate the importance of writing emails.

-          In groups, identify the parts of an email.
Learners to rework their emails to include any elements that missing.
Display some of the emails on the talking walls.

What is the difference between emails and letters?

Skill
in English learner’s book
Pg 306-308
Teacher’s guide.
Charts.
Dictionaries.
Digital devices.

- Oral presentation. Reading aloud. Self-assessment. Peer assessment.