THEME; REHABILITATION. Listening and Speaking.
Grammar in use.

Conversational skills; Disagreeing politely.
Word classes; Adverbs.

By the end of the lesson, the learner should be able to:
lesson, be able to;
List ways of disagreeing politely.
Use conversational strategies to disagree appropriately.
Apply non-verbal cues to express varied moods and feelings.
Advocate the need to speak politely during communication.
State the meaning of adverbs.adverbs of frequency and degree.
Identify adverbs of frequency and degree correctly from a text.
Use adverbs of frequency and degree correctly in sentences.
Appreciate the importance of using adverbs correctly in communication.

In groups,pairs,learners are guided to;
Read an excerpt in which speakers disagree appropriately.
Identify polite expressions used in the excerpt.
Role play the events depicted in the excerpt.
Practise disagreeing politely incorporating non-verbal cues.
Write a short dialogue about rehabilitation in which speakers disagree politely and present it in class.
In pairs,groups,individually,learners are guided to;
Explain the meaning of adverbs,adverbs of degree and frequency .
Identify the adverbs of frequency and degree from a text.
Watch a video and pick out the adverbs of degree and frequency.
Construct sentences using adverbs of degree and frequency.
Fill in crossword puzzle using adverbs of degree and frequency.
Search online for more examples of adverbs of degree and frequency.

Which words or phrases are used to show politeness? How do you use non-verbal cues to express different moods and feelings?

Skills in English pg 78-80.
Short videos.
Digital devices.
Pictures.
Skills in English pg 84-86.
Crossword puzzle.
Charts.
Video clips.

Role play. Dialogues Oral presentations. Peer assessment. Oral questions. Oral discussion Checklists.

Writing.

Mechanics of Writing.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Spell commonly misspelt words correctly.
Use prefixes and suffixes correctly in writing.
Acknowledge the importance of correct spellings in writing.

In pairs,individually,learners are guided to;
Read passages given and pick out the misspelt words.
Make a list of words with prefixes and suffixes used in a passage.
Use dictionary to find out if the spellings of the words you have listed are correct.
Construct sentences using the listed words.

Why should we spell words correctly? How are words formed?

Skills in English pg 90-92.
Dictionaries.
Flashcards.

Peer assessment. Writing assessment. Checklists. Assessment rubrics.

Writing.
Reading.

Mechanics of Writing.
Reading Fluency;Poem.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Write words with silent vowels (-ie and
Identify techniques of reading faster.
Read a text accurately with expression and at right speed.
Appreciate the value of fluency in reading to enhance understanding.

In pairs,groups,individually ,learners are guided to;
Pick out words with silent vowels from a list.
Search for more examples of words with prefixes,suffixes and silent vowels from newspapers and magazines.
Construct sentences using words with silent vowels.
Select the correct form of prefixes or suffix for given words from a table.
Write short composition based on the theme using words with prefixes,suffixes and silent vowels.
In pairs,individually,learner is guided to;
Preview a text brfore reading.
Skim a text to obtain the main idea.
Scan a text to obtain specific details.
Reread the text ignoring the unfamiliar words.
Practice reading a text at the right speed.
Pronounce the words and sound accurately.

Which suffixed or prefixed words do you find challenging to spell?

Skills in English pg 92-94.
Charts.
Flashcards.
Dictionaries.
Skills in English pg 80-81.

Peer assessment. Writing assessment. Dictation. Self-assessment. Written tests. Assessment rubric. Checklists.

Reading.

Reading Fluency;Poem.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Apply fluency strategies when reading a text.

In pairs,groups,individually,learners are guided to;
Recite the poem in learners book and answer the questions.
Look for poems or passages on rehabilitation online or books.
Practise reading the texts selected accurately,with expression and at the right speed and record teir results.

Why should we read at the right speed?

Skills in English pg 82-83
Watches.
Tables.
Print texts.
Poems.

Peer assessment. Checklists Reading aloud. Assessment rubric.

Listening and Speaking.
Grammar in Use.

Listening for Detail.
Word Classes; Pronouns.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the main ideas in a listening text.
Respond appropriately to questions based on the listening text.
Acknowledge the importance of listening for detail in life.
Differentiate between indefinite and reflexive pronouns.
Identify indefinite and reflexive pronouns in texts.
Use indefinite and reflexive pronouns in sentences correctly.
Appreciate the role of indefinite and reflexive pronouns in communication.

Individually,in pairs,groups,learners are guided to:
Listen to a recorded text on wildlife and answer questions from the text.
Discuss the main ideas in the text.
Listen to a passage read by teacher or peers and outline the main ideas from the text individually.
Discuss answers based on a given text.
In groups,pairs,individually,learners are guided to:
Study a chart displaying the indefinite and reflexive pronouns to distinguish between them.
Listen to audio texts on wildlife from a digital device and write down the indefinite and reflexive pronouns from the audio text.
Construct sentences using indefinite and reflexive pronouns .
Choose an appropriate indefinite and reflexive pronoun to fill in gaps in given sentences.

Why should you listen attentively? What information do we pick out from a listening text?

Skills in English pg 95.
Recorded texts.
Skills in English pg101-103.
Audio texts.
Charts.
Print texts.
Digital devices.

Peer assessment. Assessment rubric. Self-assessment. Standardized listening assessments. Oral discussion.

Reading,

Intensive readin; Short Story.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the main ideas in the short story.
Summarise the key events in the short story.
Relate the main ideas in the short story to real life situations.
Appreciate the relevance of the short story in addressing real life issues.

Individually,in pairs,groups,learners are guided to;
Read a prescribed section of the short story I think it is time.
Discuss the storyline of the short story.
Summarise the key events in the short story in a talking tree.
Role play a section of the short story.

Why do we read short stories?

Skills in English pg 87-89.
Short stories.
Talking tress.

Oral discussion. Peer assessment. Checklists. Assessment rubrics. Learner summaries of what they read. Reading aloud.

Writing.
Reading.

Composition writing.
Intensive Reading; Visuals.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the steps in the writing process.
Write a dialogue on a given topic.
Appreciate the importance of the writing process in enhancing clear communication.
Identify the different visuals in given contexts correctly.
Make a connection between visuals and the written texts.

In groups,induividually or in pairs,learners are guided to;
Discuss the steps in the writing process.
Brainstorm with peers about the topic given.
Search for ideas and information to include in the dialogue.
Write a rough draft of the dialogue on topic based on an issue such as wildlife.
Revise the dialogue and correct and adjust where necessary.
In groups,pairs,individually,learners are guided to;
Study information presented in optical illusions in print/electronic devices and discuss the findings.
Make inference of implied meaning from the visuals.
Make connections of the visuals such as pictures,graphs,charts,provided with written texts.

Why is it important to plan before writing? How would you ensure that you make your composition clear and interesting?

Skills in English pg 108-109.
Samples of dialogues.
Digital devices.
Course books.
Skills in English pg 96-98.
Pictures.
Graphs.
Videos.

Peers assessment. Writing assessment. Checklists Assessment rubric.

Reading.

Intensive Reading;Visuals.

By the end of the lesson, the learner should be able to:
lesson, be able to; Appreciate the role of visuals simplifying representation.

In pairs,groups,individually,learners are guided to:
Write a summary of what has been viewed in the visuals which may depict human wildlife conflict.
Present a piece of written information in form of a visual.

How can one interpret a visual correctly?

Skills in English pg 99-100.
Word puzzle.
Pictures.
Charts.

Drawing. Peer assessment. Assessment rubrics. Checklists.

Reading.
Rehabilitation.

Short story.
Listening and Speaking; Disagreeing politely

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the characters in a given short story.
Explain the relationship between the characters in the short story.
Appreciate the role the characters in short story depicting real life experience.
Explain the meaning of rehabilitation.  Identify ways to disagree politely while having a conversation.
Use polite language.

In pairs,groups,individually,learners are guided to:
Read the short story Touring the wild and pick out the characters.
Discuss the things done by the characters in the short story.
Distinguish between main and minor characters.
Use relationship trees diagrams,character map to show how the characters relate to each other.
Display the tree diagram via a manilla paper.
In pairs, learners are guided to explain the meaning of rehabilitation.
In pairs, learners are guided to make a list of the polite expressions on a manilla paper, flashcards or sticky notes.
In pairs, learners are guided to identify ways to disagree politely while having a conversation.

How do characters make the story to come alive? How does one identify qualities of characters in a short story.?

Skills in English pg 104-107.
Tree diagrams.
Manilla papers.
Charts.
Short stories.
Moran; Skills in English Learner's Book Grade 8 pg. 78-79
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Reading aloud. Assessment rubric. Checklist. Oral discussion Peer assessment. Learners summaries.

Rehabilitation.

Listening and Speaking; Disagreeing politely

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

Discuss whether or not it is always polite to mention people's names as you introduce them.
Read and role play the dialogue in learner's book 8 page 78
Practice disagreeing politely as they talk about rehabilitation.
Enjoy role playing the dialogue.

In groups, learners are guided to discuss whether or not it is always polite to mention people's names as you introduce them
In pairs, learners to read and role play the dialogue in learner's book.
In pairs, learners are guided to practice disagreeing politely as they talk about rehabilitation.

Which words and phrases have you used in your role-play to show politeness?

Moran; Skills in English Learner's Book Grade 8 pg. 79-80
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Reading Poem
Reading Poem

By the end of the lesson, the learner should be able to:
Identify ways of reading fast.
Read the text,
Read the poem in leaner's book.
Answer factual and inferential questions from the poem.
Act out the poem.
Participate in a reading competition.

In pairs or individually, learners are guided to identify ways of reading fast.
In pairs or individually, learners are guided to read the text,
In groups, learners are guided to read the poem in leaner's book
In groups, learners are guided to answer factual and inferential questions from the poem.
In groups, learners are guided to act out the poem.

Why should we read at the right speed?

Moran; Skills in English Learner's Book Grade 8 pg. 80-82
Dictionaries
Charts
Realia
Journals
Internet
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Moran; Skills in English Learner's Book Grade 8 pg. 82-84

Oral questions Oral Report Observation

Rehabilitation.

Grammar in Use; Work Classes: Adverbs

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

Define an adverb.
Read the passage.   Appreciate each other when he/she is reading the passage.

Learners are guided to define an adverb
Learners to read the passage,

What is an adverb?

Moran; Skills in English Learner's Book Grade 8 pg. 84-85
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Grammar in Use; Work Classes: Adverbs
Reading: Short story

By the end of the lesson, the learner should be able to:
Identify types of adverbs.
Construct sentences using adverbs of frequency and degree.
Appreciate the use of adverbs sentences.
Read the story.  Explain the meaning of the new words.  Advocate the use of correct pronunciation. 

Learners are guided to identify types of adverbs
Learners to construct sentences using adverbs of frequency and degree.
In groups or in pairs, learners are guided to read the story on page 87.

What are possible positive results of rehabilitation?

Moran; Skills in English Learner's Book Grade 8 pg. 85-86
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Charts
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Moran; Skills in English Learner's Book Grade 8 pg. 87-89

Oral questions Oral Report Observation

Rehabilitation.

Reading: Short story

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

Identify how short stories we read help us address issues that take place in their community.
Draw a diagram similar to the one on page 89 that shows the main idea and key events.
Construct sentences about rehabilitation or drug and substance abuse.
Appreciate the importance of stories.

In groups or in pairs, learners are guided to identify how short stories we read help us address issues that take place in their community.
In groups or in pairs, learners are guided to draw a diagram similar to the one on page 89 that shows the main idea and key events.
In groups or in pairs, learners are guided to construct sentences about rehabilitation or drug and substance abuse.

How does the main idea in the short story relate to events in your community or country?

Moran; Skills in English Learner's Book Grade 8 pg. 89-90
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Writing
Writing

By the end of the lesson, the learner should be able to:
State the importance of spelling words correctly.
Read the passage and identify the words that are commonly misspelt.
Construct sentences using vocabulary learnt about drug and substance abuse.
Appreciate the importance of spelling words correctly.
Explain the meaning of prefix and suffix.
Read the passage on page 92,

In groups, learners are guided to state the importance of spelling words correctly
In pairs, learners are guided to read the passage and identify the words that are commonly misspelt
In pairs, learners are guided to construct sentences using vocabulary learnt about drug and substance abuse.
In pairs or individually, learners are guided to explain the meaning of prefix and suffix.
In pairs or individually, learners are guided to read the passage on page 92,

Why is it important to spell words correctly? Which words do you find difficult to spell and why?

Moran; Skills in English Learner's Book Grade 8 pg. 90-92
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Charts
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Moran; Skills in English Learner's Book Grade 8 pg. 92-94

Oral questions Oral Report Observation

Natural Resources

Listening and Speaking; Listening for Details

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

Identify the importance of natural resources.
Listen to the story being read and write down the important details.
Appreciate the importance of detailed information.

Learners are guided to identify the importance of natural resources
Learners are guided to listen to the story being read and write down the important details.

What is the importance of detailed information?

Moran; Skills in English Learner's Book Grade 8 pg. 95
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Natural Resources

Reading I; Intensive Reading: Visuals
Reading I; Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
Describe any signposts or posters in their school or community.
Study the pictures in learner's book 8 page 96 and answer the questions that follows.
Draw the pictures in learner's book 8 page 96.
Appreciate the signposts and posters in their school and community.
Define visuals.
Identify different types of visuals.
Draw different types visuals.
Appreciate the use of visuals.

In pairs, learners are guided to describe any signposts or posters in their school or community.
In pairs, learners are guided to study the pictures in learner's book 8 page 96 and answer the questions that follows.
In pairs, learners are guided to draw the pictures in learner's book 8 page 96.
Learners are guided to define visuals.
Learners to identify different types of visuals.
Learners to draw different types visuals

What information did you get from the pictures?

Moran; Skills in English Learner's Book Grade 8 pg. 95-96
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Moran; Skills in English Learner's Book Grade 8 pg. 96-98

Oral questions Oral Report Observation

Natural Resources

Reading I; Intensive Reading: Visuals

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

Identify national or community needs that they can communicate about using visuals.
Discuss the role of visuals in making information easier to understand.
Create some of the visuals.
Appreciate the importance of visuals.

In groups, learners to identify national or community needs that they can communicate about using visuals.
In groups, learners are guided to discuss the role of visuals in making information easier to understand.
In groups, learners are guided to create some of the visuals.

What are the advantages of pictures and photographs over other forms of communication?

Moran; Skills in English Learner's Book Grade 8 pg. 98-100
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Natural Resources

Grammar; Word Classes: Personal and Possessive pronouns
Grammar; Word Classes: Personal and Possessive pronouns

By the end of the lesson, the learner should be able to:
Explain the meaning of pronouns.
Read the poem in learner's book 8 page 102 and identify the pronouns used.
Arrange the pronouns in the passage into indefinite and reflexive pronouns
Use indefinite and reflexive pronouns in their daily conversations.
Define indefinite and reflexive pronouns
Construct sentences using indefinite and reflexive pronouns
Appreciate the use of pronouns in sentences.

Learners are guided to explain the meaning of pronouns.
In groups, learners to read the poem in learner's book 8 page 102 and identify the pronouns used.
Learners to arrange the pronouns in the passage into personal and possessive pronouns
Learners to define personal and possessive pronouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of pronouns used.
In pairs or individually, learners are guided to construct sentences using indefinite and reflexive pronouns.

What are indefinite pronouns? What are reflexive pronouns?

Moran; Skills in English Learner's Book Grade 8 pg. 101-102
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Moran; Skills in English Learner's Book Grade 8 pg. 103-104

Oral questions Oral Report Observation

Natural Resources

Reading; Characters

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

Read the story,

Learners are guided to read the story,

Who is your favourite character in the story?

Moran; Skills in English Learner's Book Grade 8 pg. 104-106
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Oral questions Oral Report Observation

Natural Resources

Reading; Characters
Writing; Composition Writing

By the end of the lesson, the learner should be able to:
Explain the meaning of character.
Explain the relationships between characters in the story.
Recognize the role of characters in a short story in bringing out real-life experiences.
Appreciate the importance of characters.
Explain the meaning of dialogue.
Identify the features of a dialogue.
Role- play the dialogue in learner's book 8 page 108
Appreciate the importance of dialogue.

In groups or in pairs, learners are guided to explain the meaning of character.
In groups or in pairs, learners are guided to explain the relationships between characters in the story.
In groups or in pairs, learners are guided to recognize the role of characters in a short story in bringing out real-life experiences.
In groups or in pairs, learners are guided to explain the meaning of dialogue.
In groups or in pairs, learners are guided to identify the features of a dialogue.
In groups or in pairs, learners are guided to role- play the dialogue in learner's book 8 page 108

How does character make the story flow?

Moran; Skills in English Learner's Book Grade 8 pg. 106-107
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Moran; Skills in English Learner's Book Grade 8 pg. 107-108

Oral questions Oral Report Observation

Natural Resources

Writing; Composition Writing

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

Discuss how to improve dialogues.
Discuss the importance pf the writing process in enhancing clear communication.
Writing a narrative composition following the writing process.
Appreciate the importance of writing neatly and legibly.

In groups or in pairs, learners are guided to discuss how to improve dialogues.
In groups or in pairs, learners are guided to discuss the importance of the writing process in enhancing clear communication.
In groups or in pairs, learners are guided to writing a narrative composition following the writing process.

How do we make our composition interesting?

Moran; Skills in English Learner's Book Grade 8 pg. 109-110
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Oral questions Oral Report Observation

Tourism: Domestic

Listening and Speaking; Oral narratives
Listening and Speaking; Oral narratives

By the end of the lesson, the learner should be able to:
Explain the meaning of myth.
Identify the features of oral narratives.
Create a story that explain why the cat lives with human beings.
Appreciate the features of oral narrative.
Identify what makes the performance of an explanatory narrative more enjoyable.
Watch videos of people telling oral narrative. Make notes on how the story is made interesting.
Appreciate ways of making an oral narrative more interesting.

Learners to explain the meaning of myth.
In groups, learners are guided to identify the features of oral narratives
Learners to create a story that explain why the cat lives with human beings
Learners are guided to identify what makes the performance of an oral narrative more enjoyable.
Learners to watch videos of people telling oral narrative. Make notes on how the story is made interesting

What is a myth? What are oral narrative?

Moran; Skills in English Learner's Book Grade 8 pg. 111
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Oral questions Oral Report Observation

Tourism: Domestic

Listening and Speaking; Oral narratives
Reading; Poem

By the end of the lesson, the learner should be able to:
Choose one narrative and discuss the features they will include in their performance of it.
Perform the oral narratives.
Have fun and enjoy performing the oral narrative.
Discuss how to find the meaning of unfamiliar words used in a poem.
Read the poem,

In groups, learners to choose narrative and discuss the features they will include in their performance of it.
In groups, learners are guided to perform the oral narratives
In groups, learners are guided to discuss how to find the meaning of unfamiliar words used in a poem.
In groups, learners are guided to read the poem,

What can you do to make the performance of an oral narrative more enjoyable?

Moran; Skills in English Learner's Book Grade 8 pg. 112
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Moran; Skills in English Learner's Book Grade 8 pg. 113-114

Oral questions Oral Report Observation

Tourism: Domestic

Reading; Poem

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

Explain the meaning of characters, theme and repetition.
Talk about the main idea of the poem and the details that support it.
Write a summary of what the poem is talking about.
Have fun and enjoy reading the poems.

In pairs, learners to explain the meaning of characters, theme and repetition.
In pairs, learners to talk about the main idea of the poem and the details that support it
In pairs, learners to write a summary of what the poem is talking about

What are non-verbal cues?

Moran; Skills in English Learner's Book Grade 8 pg. 114-116
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Oral questions Oral Report Observation

Tourism: Domestic

Grammar; Word Classes: Simple Prepositions
Grammar; Word Classes: Simple Prepositions

By the end of the lesson, the learner should be able to:
Define prepositions.
Study the pictures in learner's book 8 page 116.
Recognize words that provide information about time, position and place.
Appreciate the use of prepositions.
Read the text in learner's book 8 page 117
Construct sentences using prepositions of position, place and time.
Create a crossword puzzle using prepositions.
Appreciate the importance of using prepositions.

Learners to define prepositions.
In pairs, learners to Study the pictures in learner's book 8 page 116.
In pairs, learners to recognize words that provide information about time, position and place.
In pairs or in groups, learners are guided to read the text in learner's book 8 page 117
In pairs or in groups, learners are guided to construct sentences using prepositions of position, place and time.
In pairs or in groups, learners are guided to create a crossword puzzle using prepositions.

Which words can you use to show where somebody or something is? What are prepositions?

Moran; Skills in English Learner's Book Grade 8 pg. 116-117
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Moran; Skills in English Learner's Book Grade 8 pg. 117-118

Oral questions Oral Report Observation

Tourism: Domestic

Reading II; Intensive Reading: Poetry

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

Read the poem,

Learners are guided to read the poem,

Which events is taking place in the poem? What is an inanimate character?

Moran; Skills in English Learner's Book Grade 8 pg. 118-120
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Oral questions Oral Report Observation

Tourism: Domestic

Writing: Assessment of writing
Writing: Composition Writing: Self-Assessment

By the end of the lesson, the learner should be able to:
Search online or in books for information on assessing their own narrative composition.
Give reasons why self-assessment is important.
Assess a composition using a checklist.
Appreciate the importance of a checklist.
Read the passage,

Learners are guided to search online or in books for information on assessing their own narrative composition
In pairs, learners are guided to give reasons why self-assessment is important
In groups, learners to assess a composition using a checklist
Learners are guided to read the passage,

What is self-assessment?

Moran; Skills in English Learner's Book Grade 8 pg. 121
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Moran; Skills in English Learner's Book Grade 8 pg. 121-123

Oral questions Oral Report Observation

Heroes and Heroines- Africa

Listening and Speaking: Sounds- Vowels

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

Identify constant and vowels Sounds.
Explain the meaning of content and function word.
Identify words with the same sound as /ch/ and /j/ such as match, major of gem.
Appreciate the importance of correct pronunciation of words

In pairs, learners are guided to identify constant and vowels Sounds.
In pairs or individually, learners are guided to explain the meaning of content and function word.
In pairs or individually, learners are guided to identify words with the same sound as /ch/ and /j/ such as match, major of gem.

How do we pronounce the vowel sounds in the words tar and term?

Moran; Skills in English Learner's Book Grade 8 pg. 124-125
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Oral questions Oral Report Observation

Heroes and Heroines- Africa

Listening and Speaking: Sounds- Vowels
Reading; Characters

By the end of the lesson, the learner should be able to:
Discuss the importance of emphatic stress in communication.
Read the poem in 's book 8 page 126
Recite the poem in 's book.
Enjoy reciting the poem.
Identify the heroes in learner's book 8 page 127
Read the passage on page 127,

In pairs or individually, learners are guided to discuss the importance of emphatic stress in communication.
In pairs or individually, learners are guided to read the poem in the learner's book 8 page 126
In pairs or individually, learners are guided to recite the poem in the learner's book.
In groups or in pairs, learners are guided to identify the heroes in learner's book 8 page 127
In groups or in pairs, learners are guided to read the passage on page 127,

What is the poem about? Which words are being stressed?

Moran; Skills in English Learner's Book Grade 8 pg. 125-127
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Moran; Skills in English Learner's Book Grade 8 pg. 127-130

Oral questions Oral Report Observation

Heroes and Heroines- Africa

Grammar; Conjunctions

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

Define conjunctions.
Identify uses of conjunctions.
Read the passage in learner's book 8 page 131
Construct sentences using conjunctions.
Appreciate the uses of conjunctions.

In pairs or individually, learners are guided to define conjunctions
In pairs or individually, learners are guided to identify uses of conjunctions.
In pairs or individually, learners are guided to construct sentences using conjunctions

What are conjunctions?

Moran; Skills in English Learner's Book Grade 8 pg. 130-131
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Oral questions Oral Report Observation

Heroes and Heroines- Africa

Grammar; Conjunctions
Reading; Similes and metaphors

By the end of the lesson, the learner should be able to:
Recite the poem.  
Read the passage.  Appreciate the importance of reading a passage. 

In pairs or individually, learners are guided to recite the poem,
In pairs, learners to read the passage.

What are the uses of conjunctions?

Moran; Skills in English Learner's Book Grade 8 pg. 131-133
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Moran; Skills in English Learner's Book Grade 8 pg. 133-135

Oral questions Oral Report Observation

Heroes and Heroines- Africa

Reading; Similes and metaphors

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

Explain the meaning of simile and metaphor.
Talk about the characters and how they make the events in the story happen.
Act out the events of the passage.
Enjoy acting the story.

In pairs, learners to explain the meaning of simile and metaphor.
In pairs, learners to talk about the characters and how they make the events in the story happen
In pairs, learners are guided to act out the events of the passage

What are the functions of simile? What are the functions of metaphor?

Moran; Skills in English Learner's Book Grade 8 pg. 135-136
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Oral questions Oral Report Observation

Heroes and Heroines- Africa
Art

Writing; Creative Writing: Narrative Compositions
Listening and Speaking; Oral Presentation: Delivering Speeches

By the end of the lesson, the learner should be able to:
Define the term,
Define the term speech.
Identify features of oral presentation.
Listen to a recording on features of oral presentation and take notes.
Have a desire to make a speech.

In pairs, learners to read the story in learner's book
In groups, learners are guided to create well-written narrative compositions on different topics.
Individually, learners to define the term speech.
Learners to identify features of oral presentation.
In groups, learners to listen to a recording on features of oral presentation and take notes.

What are some of the most interesting stories they have ever read?

Moran; Skills in English Learner's Book Grade 8 pg. 136-139
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Moran; Skills in English Learner's Book Grade 8 pg. 140-141

Oral questions Oral Report Observation

Art

Listening and Speaking; Oral Presentation: Delivering Speeches

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

Prepare and present speech.
Talk about the importance of delivering speech.
Appreciate the importance of delivering speech.

Learners to prepare and present speech
Learners are guided to talk about the importance of delivering speech.

What is the importance of delivering speech?

Moran; Skills in English Learner's Book Grade 8 pg. 141-142
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Oral questions Oral Report Observation

Art

Reading: Note Making
Reading: Note Making

By the end of the lesson, the learner should be able to:
Read the passage.   Use the vocabulary in the story to make sentences.   Appreciate the importance of reading a story. 
Explain the meaning of note-making.
Discuss how useful sub-divisions are in note-making.
Talk about why it is important to make notes.
Appreciate the importance of note-making.

In groups, learners are guided to read the passage,
In groups, learners are guided to explain the meaning of note-making.
In groups, learners are guided to discuss how useful sub-divisions are in note-making.
In groups, learners are guided to talk about why it is important to make notes

What is the importance of note-making?

Moran; Skills in English Learner's Book Grade 8 pg. 142-144
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Moran; Skills in English Learner's Book Grade 8 pg. 144-146

Oral questions Oral Report Observation

Art

Grammar; Word Classes: Determiners

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

Define determiners.
Identify the uses of determiners.
Read the text,

In pairs, learners are guided to define determiners
In pairs, learners are guided to identify the uses of determiners.
In pairs, learners are guided to read the poem,

What are determiners?

Moran; Skills in English Learner's Book Grade 8 pg. 146-148
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Art

Grammar; Word Classes: Determiners
Reading: Short story

By the end of the lesson, the learner should be able to:
Explain the meaning of quantifiers.
Read the text,
Read the story.  Enjoy using the vocabulary from the story in their daily lives. 

In pairs, learners to explain the meaning of quantifiers.
In pairs, learners to Read the text,
In pairs, learners are guided to read the ogre narrative,

What are quantifiers?

Moran; Skills in English Learner's Book Grade 8 pg. 149-150
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Moran; Skills in English Learner's Book Grade 8 pg. 151-153

Oral questions Oral Report Observation

Art

Writing; Thank you notes and congratulatory notes

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

Define a thank you note.
Identify the main purpose of a thank you note.
Write a thank you note. Use the correct format.
Appreciate the importance of a thank you note.

In groups, in pairs or individually, learners are guided to define a thank you note.
In groups, in pairs or individually, learners are guided to identify the main purpose of a thank you note.
In groups, in pairs or individually, learners are guided to write a thank you note. Use the correct format.

What is the main purpose of a thank you note?

Moran; Skills in English Learner's Book Grade 8 pg. 154-155
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Oral questions Oral Report Observation

Art
Choosing a career

Writing; Thank you notes and congratulatory notes
Listening and Speaking; Interviews

By the end of the lesson, the learner should be able to:
Identify the main purpose of a congratulatory note.
Discuss the situations in which a congratulatory note is used.
Write a congratulatory note. Use the correct format.
Appreciate the importance of a congratulatory note.
Define interview.
Talk about why people sit for school placement and scholarship interviews.
Appreciate the importance of interviews.

In groups, in pairs or individually, learners are guided to identify the main purpose of a congratulatory note.
In groups, in pairs or individually, learners are guided to discuss the situations in which a congratulatory note is used.
In groups, in pairs or individually, learners are guided to write a congratulatory note. Use the correct format.
Learners to define interviews.
In groups, learners to talk about why people sit for school placement and scholarship interviews.

What is the main purpose of a congratulatory note?

Moran; Skills in English Learner's Book Grade 8 pg. 155-156
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Moran; Skills in English Learner's Book Grade 8 pg. 157

Oral questions Oral Report Observation

Choosing a career

Listening and Speaking; Interviews

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

Identify questions to expect in interviews and how best to answer them.
Conduct interviews among themselves.
Have a desire to conduct interviews.

In pairs, learners to identify questions to expect in interviews and how best to answer them.
In groups or in pairs, learners are guided to conduct interviews among themselves.

What kind of questions do you expect in a scholarship interviews?

Moran; Skills in English Learner's Book Grade 8 pg. 157-158
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Oral questions Oral Report Observation

Choosing a career

Reading; Non-fiction
Reading; Non-fiction

By the end of the lesson, the learner should be able to:
Read the passage in learner's book 8 page 159
Answer factual and inferential questions from the passage.
Enjoy reading grade level vocabulary for effective reading.
Identify reading materials based on imaginative or creative writing.
Search online, in textbooks, newspapers and magazines for interesting materials to read.
Enjoy reading non-fiction materials.

Learners are guided to read the passage in learner's book 8 page 159
Learners to answer factual and inferential questions from the passage in pairs or groups.
In pairs, learners to Identify reading materials based on imaginative or creative writing.
Learners are guided to search online, in textbooks, newspapers and magazines for interesting materials to read.

What should one do to make a good career choice?

Moran; Skills in English Learner's Book Grade 8 pg. 158-160
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Moran; Skills in English Learner's Book Grade 8 pg. 160

Choosing a career

Grammar in Use; Adverbs

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

Explain the meaning of adverbs.
Identify adverbs formed from adjectives.
Construct sentences using adverbs.
Appreciate the use of adjectives.

Learners are guided to explain the meaning of adverbs.
Learners are guided to identify adverbs formed from adjectives.
Learners are guided to construct sentences using adverbs.

What are adverbs?

Moran; Skills in English Learner's Book Grade 8 pg. 161-162
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Oral questions Oral Report Observation

Choosing a career

Grammar in Use; Adverbs
Reading; Lessons learnt

By the end of the lesson, the learner should be able to:
Read the passage,
Read the story in learner's book and answer the the questions in the books.  Enjoy using the vocabulary.   

Learners to read the passage,
Learners to read the story in learner's book.

Which kind of adverbs have you formed?

Moran; Skills in English Learner's Book Grade 8 pg. 162-163
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Moran; Skills in English Learner's Book Grade 8 pg. 164-166

Oral questions Oral Report Observation

Choosing a career

Writing; prefixes and suffixes

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

Define prefixes and suffixes
Read the text.   Appreciate the uses of prefixes and suffixes.

Learners are guided to define prefixes and suffixes.
Learners are guided to read the text.

What are prefixes and suffixes?

Moran; Skills in English Learner's Book Grade 8 pg. 167-169
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Oral questions Oral Report Observation