THEME: CITIZENSHIP. Listening and Speaking.

Polite Language.

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

-Outline words and phrases used to express euphemism.
-Use euphemism to show politeness in communication.
-Acknowledge the importance of euphemism in communication.

The learner is guided to:
-search the internet or dictionary for the meaning of euphemism.
-identify examples of polite words and expressions used in a communication.
-listen to an audio interview or simulate an interview from a text and identify euphemism.
-use euphemism in a conversation and record using digital devices.
-create posters with euphemistic words and phrases and share them.

Why is it embarrassing to say some words in public? Why should we use polite language?

English Learner's Books.
Dictionary.
Digital devices
Posters.
Lesson notes
Teacher's Guide.

Observation. Oral questions. Written questions. Oral presentation. Checklists.

Listening and Speaking.
Reading.
Grammar in Use.

Polite Language.
Independent Reading - Grade Appropriate Text.
Gender Neutral Language.

By the end of the lesson, the learner should be able to:
-Conduct a debate while adhering to convections of polite language.
-Acknowledge the importance of of politeness in communication.
-Select reading materials from digital or non-digital sources.
-Read grade appropriate materials for lifelong learning.
-Recommend to peers suitable fiction and non-fiction materials to read.
.
-State the meaning of gender biased words and phrases.
-Identify the gender biased words and phrases in oral and written texts.
-Acknowledge the importance of gender biased words and phrases in communication.

The learner is guided to:
-collaborate in making rules for a debating session.
-conduct a debate in small groups on titles such as 'passengers can avert road crashes'
-identify reading materials in a variety of subjects.
-search for online fiction and non-fiction texts.
-skim through the text to obtain the main idea.
-scan the text to obtain specific details and note down.
-read the selected text.
-prepare and maintain a reading log showing the reading activities and thoughts about what they have read
-brainstorm and present the meaning of gender biased words and phrases.
-listen to common English songs and pick out gender biased words and phrases.
-read sections of a poem or story and pick out words with gender bias.
-watch videos and identify gender biased and gender neutral terms used by speakers.
-collaborate in preparing charts or posters showing the gender neutral words and phrases and share them through social media or school notice board.

How can we show good citizenship with regards to road safety?

English Learner's Books.
Class.
Learner's Textbook.
Library.
Digital devices.
Online fiction and non-fiction texts.
Charts.
Lesson notes
Teacher's Guide.
Video clips.
English songs.

Oral presentation. Observation schedule. Debates. Checklists. Assessment rubrics.

Grammar in Use.
Intensive Reading: Play.
Intensive Reading: Play.

Gender Neutral Language.
.Play: Structure and Setting of Class Reader.
Play: Structure and Setting of Class Reader.

By the end of the lesson, the learner should be able to:
-Use gender neutral words and phrases in sentences.
-Acknowledge the importance of gender sensitivity in communication.
-Identify the structure and setting of a play.
-Describe the structure and setting of a Play.
-Acknowledge the importance of structure and setting of a Play.
-Analyse the acts and scenes of a Play for literary appreciation.
-Recognise the role of literary appreciation in critical thinking.
-Appreciate the role of literary appreciation in critical thinking

The learner is guided to:
-replace words with gender bias in poems or story with gender neutral words and phrases.
-use the gender neutral words and phrases to make sentences.
-rewrite/paraphrase short texts to eliminate gender bias.
-fill in crossword puzzles featuring gender neutral words and phrases.
-explain the meaning of a Play and it's features.
-study a play and identify its structure and setting.
-discuss the structure and setting of a given play.
-outline the order of events in a Play.
-describe the time the actions in a Play occur.
-discuss where the events in a play take place.
7)share their findings with peers for assessment.
-study a given play and then analyse the acts and scenes in the Play.
-discuss the actions in the Play.
-collaborate with peers to role play some of the actions and characters in a Play.
-write a summary of a scene in a play and share with peers for assessment.

What is the importance of gender sensitivity in communication?

Learner's Textbooks.
Charts.
Digital devices.
Crossword puzzles.
Lesson notes.
Teacher's Guide.
Class Readers - Play.
Learner's Textbook.

Observation. Oral questions. Peer Assessment. Checklists. Written questions.

Writing

Legibility and Neatness.
Legibility and Neatness.

By the end of the lesson, the learner should be able to:
-Distinguish between tidy and untidy pieces of writing.
-Identify the sections of a piece of writing that require breaking of words and indentation.
-Appreciate the importance of legibility and neatness in written communication.
- Identify the techniques of improving legibility in writing.
-Create a neat and legible text on the importance of reporting risky behaviour by road users.
-Acknowledge the techniques of improving legibility in writing.

The learner is guided to:
-distinguish between tidy and untidy pieces of writing.
-collaborate in indenting paragraphs appropriately.
-break words correctly at the end of a line.
-listen to an audio or oral presentation and take notes.
-rewrite the notes in a neat and legible handwriting and indent them appropriately.
-assess their own handwriting.
7)find out the advantages of neat and legible handwriting from the internet or non-digital sources.
-write a neat and legible paragraph on the importance of reporting risky behaviour by road users and indent and break sections of the paragraph.
-in pairs or groups learners to review each other's written paragraph.
-peers to give feedback on their fellow peers writing.
-in groups,learners to identify and discuss the techniques of improving legibility in writing.

Why is it important to write legibly? Why do we indent paragraphs?

Digital devices.
Learner's Textbook
Lesson notes.
Teacher's Guide.
. Digital texts.
Learner's Textbook.

Observation. Question and answer. Peer and self assessment. Writing tests. Checklists. Assessment rubrics.

THEME: SCIENCE FICTION. Listening and Speaking.
Listening and Speaking.
Reading.

Oral Literature: Short Forms.
Oral Literature: Short Forms.
Intensive Reading: Simple Poems.

By the end of the lesson, the learner should be able to:
-Identify the characteristics of riddles, tongue twisters and proverbs.
-Explain the functions of riddles, tongue twisters and proverbs.
-Appreciate the importance of short forms in fostering fluency in communication.
-Collect riddles, proverbs and tongue twisters from books, internet and the community.
-Perform riddles, proverbs and tongue twisters.
-Enjoy performing the different riddles, tongue twisters and proverbs.
-Identify the basic aspects of style such as repetition and rhyme in a poem.
-Describe the functions of rhyme and repetition in a poem.
-Appreciate the role of repetition and rhyme in a poem.

The learner is guided to:
-use digital or print resources to -search for information on the meaning and characteristics of riddles, proverbs and tongue twisters.
-write down their findings in note books.
-discuss the functions of the proverbs, tongue twisters and riddles.
-give examples of riddles, tongue twisters and proverbs.
-fill in crossword puzzles using riddles and proverbs.
-collect riddles, proverbs and tongue twisters from books, internet and resource person.
-play riddling games in small groups.
-discuss ways of performing riddles, proverbs and tongue twisters..
-present and perform riddles, proverbs and tongue twisters.
-create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board.
The learner is guided to
-recite and read provided simple poems.
-identify the parts of a poem in which repetition and rhyme are used.
-respond questions based on a poem.
-discuss the functions of rhyme and repetition in poems.
-relate the ideas in a poem to real life.

Why are riddles, proverbs and tongue twisters important?

Digital devices.
Lesson notes .
Learner's Textbook.
Resource person.
Resource books.
Lesson notes.
Poems.
Digital devices
Daughter of Nature.

Oral questions. Assessment rubrics. Checklists. Written questions.

Grammar in Use.
Grammar in Use
Reading.

Nouns and Quantifiers.
Nouns and Quantifiers.
Intensive Reading: Plot (Class Reader)

By the end of the lesson, the learner should be able to:
-Identify quantifiers used with count,non-count or both categories.
-Use the different quantifiers in sentences.
-Acknowledge the importance of quantifiers in oral and written communication.
-Identify and Categories count and non-count nouns in oral and written texts.
-Construct sentences using count and non-count nouns.
-Acknowledge count and non-count nouns in texts.
-Identify the key events in a play.
-Describe the sequence of events in a Play.
-Acknowledge the importance of a plot in a literary work.

The learner is guided to:
-use digital devices to search for information on the meaning of quantifiers and quantifiers used with count and non-count nouns.
-read a short passage in which quantifiers are used to describe count and non-count nouns.
-identify quantifiers that are used with count,non-count.
-form sentences using the different quantifiers with count and non -count nouns.
-prepare charts showing the quantifiers used with count,non-count nouns and both of them.
-differentiate between count and non-count nouns and give relevant examples.
-read a short passage and identify count and non-count nouns.
-match the count and non- count nouns with the correct quantifiers.
-form sentences using different quantifiers with count and non-count nouns.
-fill in gaps with the correct quantifiers based on count and non-count nouns.
-read a play and then identify the key events in the Play.
-create a summary of the key events and share in class for assessment.
-analyse the events in a Play.
-outline the sequence of events in the Play.
-answer questions based on the plot.
-make connections between events in a play and real life.
-role play a section of the Play in groups.

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

Learner's Textbook.
Lesson notes.
Digital devices.
Teacher's Guide.
charts.
Class Readers - Play.

Assessment rubrics. Written tests. Oral questions. Checklists.

Writing.
THEME: Environmental Conservation. Listening and Speaking.
Listening and Speaking.

Mechanics of Writing: Punctuation.
Listening Comprehension
Listening Comprehension.

By the end of the lesson, the learner should be able to:
-Identify the double quotation marks and bracket in a text.
-Use the double quotation marks and bracket in written texts.
-Appreciate the role of the double quotation marks and bracket in written texts.
-Identify the main idea and specific details from an argumentative text.
-Listen for the main and specific details in an argumentative text.
-Acknowledge the need for comprehension in communication.
-Listen to a passage and identify the unfamiliar words.
-Infer meaning of the unfamiliar words.
-Acknowledge the need for listening attentively.

The learner is guided to:
-study given texts and identify the double quotation marks and bracket.
-discuss the uses of the double quotation marks and bracket in texts.
-make sentences using the double quotation marks and bracket.
-assess the work of their peers and give feedback.
-make posters displaying the correct use of the double quotation marks and the bracket.
-listen to a passage read out by teacher based on the theme.
-pick out the specific details such as places, time, events and people from a listening passage.
-identify the main idea from the listening text.
-use digital devices to listen and watch news bulletin, interview or debate and pick out the main idea and specific details.
The learner is guided to:- listen to a passage read out by teacher and pick out the unfamiliar words.
-listen to news bulletin or debate or interview and pick out the unfamiliar words.
-infer the meaning of unfamiliar words in groups.
-answe questions based on the listened passage.

Why is it important to use punctuation marks correctly? How do we use double quotation marks and the bracket in writing?

Learner's Textbook.
Digital devices.
Posters.
Charts.
Lesson notes.
News Bulletin.
Recorded debates and interviews.
Teacher's Guide.
recorded interviews or debate.

Writing tests. Assessment rubrics. Oral questions. Checklists.

Reading
Grammar in Use.

Reading for Information and Meaning.
Reading for Information and Meaning.
Modal Auxiliaries.

By the end of the lesson, the learner should be able to:
-Identify the characters,events and places in the text.
-Summarize the events in the text.
-Make connections between the events in the text and real life situations.
-Read a grade appropriate text and identify new phrases and words.
-Construct sentences using the new words and phrases.
-Value the need to comprehend the information in written texts.
-Identify modal auxiliaries in texts.
-Discuss the functions of the modal auxiliaries.
-Value the importance of using modal auxiliaries in communication.

The learner is guided to:
-read a grade appropriate text.
-identify and discuss the characters, events and places in the read text.
-relate the characters,events and places in the text to real life.
-summarize the events in the text.
-answer questions from the text.
The learner is guided to
-read a grade appropriate texts and pick out new words and phrases.
-infer the meaning of the new words, phrases and sentences from the context.
-look up the meaning of the new words and phrases from the dictionary.
-form sentences using the new words and phrases.
-fill in crossword puzzles using the new words.
-study sentences and texts then identify the modal auxiliaries:may, might, will,shall, would, should, can and could.
-listen to a song or read a poem and identify the modal auxiliaries used.
-search the internet or print resources for information on the functions of modal auxiliaries.
-discuss the functions of the different modal auxiliaries.

How do we derive information from a given text?

Learner's Textbook.
Grade appropriate texts.
Digital devices.
Dictionaries.
Crossword puzzles.
Lesson notes.
Charts.
Teacher's Guide.

Oral questions. Checklists. Reading aloud. Written questions. Assessment rubrics.

Grammar in Use.
Reading

Modal Auxiliaries.
Poems: Structure.

By the end of the lesson, the learner should be able to:
-Use modal auxiliaries in sentences to express different moods.
-Value the importance of using modal auxiliaries in communication.
-Describe the structure of a poem
-Analyse the use of personification in poems.
-Appreciate the reading of poetry for enjoyment.

The learner is guided to:
-construct sentences using the modal auxiliaries to express permission, requests, ability and obligation.
-collaborate in creating a dialogue featuring the different modal auxiliaries.
-fill in gaps using the appropriate modal auxiliaries.
-recite a poem and describe its structure.
-identify the number of lines in a poem.
-pick out the short and long lines in a poem.
-collaborate in identifying instances of personification in poems.
-discuss how personification has been used in the poem.

What is the importance of using modal auxiliaries in communication?

Learner's Textbook.
Digital devices.
Teacher's Guide.
Poems.
Lesson notes.

Assessment rubrics. Filling in Gaps. Written questions. Peer assessment. Checklists.

Reading
Writing
Writing

Poems: Structure.
Structure of a Paragraph.
Structure of a Paragraph.

By the end of the lesson, the learner should be able to:
-Identify and infer meaning of new words from the context of a poem.
-Create a poem based on a topic of interest.
-Demonstrate creativity in creating a poem on topic of interest.
-Outline the four characteristics of a well formed paragraph.
-Discuss the steps for paragraph writing.
-Prepare a chart showing the steps for paragraph writing.
-Acknowledge the steps for paragraph writing.
-Create a paragraph that is well developed, coherent and unified.
-Acknowledge the need for concise paragraphs in written communication.

The learner is guided to:
-read selected poems and identify the new words.
-infer the meaning of new words from the context of a poem.
-come up with a class project in which they:
-identify a topic of interest.
-carry out research about the topic.
-compose a poem based on the selected topic.
-ask a peer to review the poem.
-make corrections on the poem.
-share the poem on the school notice board or through social media.
-read excerpts from newspaper articles, textbooks or online articles.
-identify the topic, supporting sentences and clincher sentence.
-outline the steps for paragraph writing.
-discuss the steps for paragraph writing.
-prepare a chart showing the steps for paragraph writing.
-write a paragraph on a topic of interest that is coherent, unified and contains well developed thoughts in books or in digital devices.
-share their created paragraphs for assessment by peers.

What should we consider when creating or composing a poem?

Learner's Textbook.
Digital devices.
Charts.
Newspaper articles.
Textbooks.
Online articles.
Teacher's Guide.
Written paragraphs.

Class project. Assessment rubrics. Checklists. Peer Assessment.

Listening and Speaking.
Reading
Reading

Selective Listening.
Intensive Reading
Intensive Reading

By the end of the lesson, the learner should be able to:
-Select required information from a listening text.
-Make judgement on the message in the listening text.
-Advocate the need for selective listening in various contexts.
-Predict events in a reading text.
-Outline the key events in a text.
-Answer direct and inferential questions for comprehension.
-Appreciate the importance of intensive reading in lifelong learning.
-Identify new words and phrases using contextual clues.
-Infer the meaning of new words and phrases using contextual clues.
-Make notes from the passage on consumer laws and policies.
-Acknowledge the importance of note taking as a reading skill.

The learner is guided to:
-listen to a news bulletin and select the required information while disregarding irrelevant details.
-list the order of events mentioned in the bulletin.
-share their opinions on what they like or dislike about the text.
-answer specific questions on dates, time and facts based on the news bulletin.
The learner is guided to
-make predictions about the outcome of the story the title and illustrations.
-identify the key events in the text/story.
-make connections between events in the story and real life.
-answer direct and inferential questions from a comprehension passage on consumer laws and policies.
-identify the new words and phrases in the comprehension passage.
-collaborate in deducing the meaning of words and phrases using contextual clues.
-individually learners to make notes from the passage Consumer Laws and Policies.
-write a summary using the notes.

Why should we listen attentively? How can we ensure we pick out relevant details from a text?

Digital devices.
Audio and video clips of news bulletin.
Learner's textbook.
Teacher's Guide.
Comprehension Passages.
Dictionaries.

Checklists. Assessment rubrics. Oral questions. Oral presentation.

Grammar in Use.
Intensive Reading.

Present and Past Perfect Aspect.
Present and Past Perfect Aspect.
Play: Identification of Characters.

By the end of the lesson, the learner should be able to:
-State the meaning of present perfect aspect in sentences.
-Identify the present perfect aspect in texts.
-Appreciate the importance of using tenses in sentences.
-State the meaning of past perfect aspect in sentences.
-Identify the past perfect form in sentences.
-Use the past perfect aspect in sentences.
-Identify the characters in a Play.
-Use appropriate adjectives to describe the characters.
-Role play various characters in class.
-Value the need to describe people and situations appropriately.

The learner is guided to:
-explain the meaning of present perfect aspect in sentences.
-search for examples of sentences in the present perfect form from the internet and note them down.
-identify and underline the present perfect form in sentences or texts.
-use has/have + -ed participle form of the verb to form the present perfect aspect.
-construct correct sentences using the present perfect aspect.
-explain the meaning of past perfect aspect in sentences.
-search for examples of sentences in the past perfect forms from the internet and note them down.
-identify by underlining the past perfect forms in sentences.
-use had + past participle form of the verb to firm the past perfect aspect.
-construct correct sentences using the past perfect aspect.
-read a play or s section of it.
-list the characters and their roles in a Play.
-use appropriate adjectives to describe the characters with illustrations.
-collaborate and confidently role play various characters.
-assume the personality of a certain character and say why they say and do certain things.

Why should we use tenses correctly in sentences?

Learner's Textbook.
Digital devices.
Internet.
Charts.
Teacher's Guide.
Lesson notes.
Play- (class Reader)

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

Intensive Reading.
Writing.
Writing.

Play: Identification of Characters.
Narrative and Descriptive Paragraphs.
Narrative and Descriptive Paragraphs.

By the end of the lesson, the learner should be able to:
-Identify the actions of the characters in the Play.
-Describe the actions of the characters using appropriate adverbs.
-Value the need to describe people situations appropriately.
-Outline the characteristics of a narrative paragraph.
-Write narrative paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.
-State the meaning of descriptive paragraphs.
-Outline the features of a descriptive paragraph.
-Write descriptive paragraphs using the first and second person.

The learner is guided to:
-outline the actions of the characters in the Play.
-collaborate in describing the actions of the characters using various adverbs .
-relate the characters in a Play to people in real life.
-individually write an essay on their favorite characters.
-explain the meaning of a narrative paragraph.
-search for examples of narrative paragraphs from the internet or print resources.
-discuss the qualities of a well formed paragraphs.
-outline the characteristics of a narrative paragraph.
-individually create a narrative paragraph using the first and second person in various paragraphs.
-share their narrative paragraphs with peers for review and make corrections to the paragraphs as per comments given by peers.
The learner is guided:
-search for examples of descriptive paragraphs from the internet or print resources.
-explain the meaning of descriptive paragraphs.
-discuss the features of the descriptive paragraphs.
- in pairs, create a descriptive paragraph that appeals to the sense of sight,smell, hearing,taste and touch.
-share their descriptive paragraphs with peers for review and then make corrections to the paragraphs as per comments given by peers.

How does describing actions of characters aid our understanding of a Play?

Class Reader - Selected Play.
Digital devices.
Lesson notes.
Teacher's Guide.
Learner's Textbook.
Samples of descriptive paragraphs.

Assessment rubrics. Oral questions. Oral presentation Checklists.

Theme: Relationships: Community. Listening and Speaking.
Listening and Speaking.
Reading.

Pronunciations.
Pronunciations.
Reference Materials: Dictionary, Thesaurus and Encyclopedia.

By the end of the lesson, the learner should be able to:
-Identify the semi-vowels /j/, /w/ and diphthongs /ai/ and/ei/ in words.
-Pronounce the semi vowels /j/ ,/w/ and diphthongs /ai/ and /ei/ in words for clarity.
-Appreciate the importance of correct pronunciation in communication.
-Differentiate between content and function words for speech clarity.
-Apply stress on content and function words appropriately for speech clarity.
-Outline various types of reference materials and their uses.
-Use the dictionary, thesaurus and subject specific encyclopedia to check the meaning and usage of words.
-Acknowledge the value of reference materials in research.

The learner is guided to:
-study words given and identify the semi vowels /j/ and /w/.
-pick out the diphthongs /ai/ and/ei/ from an oral text.
-write down and read out words with the specified semi vowels /j/ ,/w/ and diphthongs /ai/ & /ei/.
-pronounce words with diphthongs /ai/ ,/ei/ and semi vowels /j/ and /w/.
-search the meaning of function and content words.
-give examples of function and content words.
-stress function and content words when necessary.
-bring out varied meanings of words through stress.
-search the internet for information about the dictionary, thesaurus and encyclopedia and the purpose of each.
-read a passage from the textbook or newspaper.
-identify unfamiliar words in the passage read.
-look up the meaning of the words in the dictionary.
-look the synonyms of various words using the thesaurus and make correct sentences.

Why should we pronounce sounds accurately?

Audio recordings.
Learner's textbook.
Teacher's Guide.
Digital devices.
Lesson notes.
Dictionary.
Thesaurus.
Subject Specific Encyclopedia.

Checklists. Assessment rubrics. Oral questions. Pronunciations.

Reading.
Grammar in Use.

Reference Materials: Dictionary, Thesaurus and Encyclopedia.
Order of Adjectives.

By the end of the lesson, the learner should be able to:
-Conduct research on a topic of interest using the dictionary, thesaurus and encyclopedia.
-Acknowledge the value of reference materials in research.
-Identify the various types of adjectives in texts.
-Use digital devices to search for examples of various types of adjectives.
-Appreciate the role of order of adjectives in communication for clarity.

The learner is guided to:
-utilise the dictionary, thesaurus and the encyclopedia for reference purposes.
-write down their findings in books.
-conduct research on contemporary issues from a subject specific encyclopedia.
-note down their findings and share with peers.
-discuss the various types of adjectives.
-identify the opinion,size, shape,age, colour,origin, material, purpose adjectives in texts.
-listen to an audio text and pick out different adjectives.
-search examples of various types of adjectives from the internet and note them down.
-Fill in crossword puzzles featuring different types of adjectives.

Why do we use reference materials?

Subject specific encyclopedia.
Learner's Textbook.
Digital devices.
Teacher's Guide.
Audio texts.
Lesson notes.

Assessment rubrics. Checklists. Oral presentations.

Grammar in Use.
Reading.
Reading.

Order of Adjectives.
Play: Style.
Play: Style.

By the end of the lesson, the learner should be able to:
-Use the correct order of adjectives in oral and written texts.
-Acknowledge the importance of order of adjectives in communication.
-Identify the features of style used in a play with examples.
-Use digital resources to search the meaning of the features of style used in a Play.
-Acknowledge the different features of style used in Plays.
-Relate the stylistic features to the message in a Play.
-Role play the actions of the characters in a Play.
-Value the role of varied styles in reinforcing the message in a Play.

The learner is guided to:
-collaborate in forming sentences using adjectives of opinion,size, shape,age, colour,origin, material and purpose.
-construct sentences orally and in writing from posters, posters and other visuals.
-participate in chain story telling game where they describe a character or place using adjectives.
-identify the oral literature features (narration, riddles, songs, proverbs,local words and tongue twisters) used in a play.
-pick out similes and metaphors used in the Play.
-read excerpts of a play and pick out the stylistic features used.
-read about the meaning of the identified features of style used in a Play from digital and non-digital resources.
-relate the features of style to the message in a Play and note down their findings.
-collaborate in role playing the actions of the characters in a Play.
-write a summary of the features of style used in a play.

Why is it important to order adjectives correctly?

Learner's Textbook.
Pictures, Posters and Visuals.
Digital devices.
Selected Play - class readers.
Lesson notes.
Play -Class Readers.

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

Writing.
Theme: Leisure Time. Listening and Speaking.
Reading.

Letter of Application.
Conversational Skills; Negotiation Skills.
Reading Fluency.

By the end of the lesson, the learner should be able to:
-Identify the components of a letter of application.
-Write a letter of application for placement at Senior School using all the component.
-Advocate the need to adhere to the format of formal letter writing.
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:
-study samples of letters of application and then identify its components.
-brainstorm on the purpose of writing a letter of application and present in class.
-write a letter of application for placement at Senior School using the taught components.
-exchange the letter with learners for peer assessment
-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.

Why do we write letters of application? How can one ensure a letter of application meets the expected standards?

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

Checklists. Assessment rubrics. Writing texts. Oral questions.

Reading
Grammar in Use
Grammar in use.

Reading Fluency.
Comparison of Adverbs.
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.
-Use positive comparative and superlative degrees of adverbs in sentences.
-Appreciate the importance of the correct usage 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.
-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.

How can one read a text fluently?

Selected Texts
Flashcards.
Digital devices.
Stop watches.
Learner's Textbook.
Charts.
Teacher's guide.
Charts with comparative and superlative degrees of adverbs
Lesson notes.

Peer Assessment. Checklists. Assessment rubrics.

Reading
Writing

Intensive Reading: Play.
Intensive Reading:Play.
Mechanics of Writing: Spelling.

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

What are some of the issues authors write about?

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

Checklists. Assessment rubrics. Oral questions. Written questions. Oral presentations.

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.
Reading.

Listening comprehension listening for details.
Relative pronouns, interrogative pronouns.
Intensive reading; Play (class Reader)

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.
-          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.

-          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.
-          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.

Why is it important to listen keenly?

Skill in English learner’s book
Pg 135-136
Lesson notes.
Teacher’s guide.
Pg 142-146
Pg 146-148
Digital devices.
Teacher’s guide book.

-          Observation. Oral questions. Checklists.

Reading.
Writing.
Writing.

Intensive reading; play (class reader)
The writing process.
The writing process.

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

-          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.
-          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 understanding the relationship between characters help our understanding of the play?

Skill
in English learner’s book
Pg 149-150
Realia.
Digital devices.
Teacher’s guide.
Learner’s books.
Skill in English learner’s book
Pg 150-151
Charts.
Pictures in learner’s book.
Teachers guide.
Pg 151-153
Journals.
Pupil’s books.

-          Observation. Role playing. Oral questions. Written questions.

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

Oral poetry.
Oral poetry.
Reading for interpretation.

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.
-          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.

-          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.
-          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 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.
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.

-          Observation. Oral questions. Dramatization.

Reading.
Grammar in use.
Grammar in use.

Reading for interpretation.
Complex prepositions.
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.
-          Read and underline complex prepositions used in various texts.
Form sentences using complex prepositions.
Appreciate the making corrections corrected by peers.

-          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.
-          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.

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.
Pg 161-162
Books.

-          Oral presentation. Self-assessment. Peer assessment.

Reading.
Writing.

Poetry characters.
Poetry characters.
Assessing writing.

By the end of the lesson, the learner should be able to:
Define who is a persona.
Identify the persona and other participants in a poem.
Acknowledge the importance of characters in literary appreciation.
-          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.

-          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.
-          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.

How do we tell the behaviours of the character in a poem?

Skill in English learner’s book
Pg 162-164
Digital devices.
Course books.
Video clips.
Pg 164-165
Pg 165-168
Dictionary.

-          Role playing. Oral presentation. Questions and answer.

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.
Reading.

Diphthongs and sentence stress.
Extensive reading (Grade appropriate fiction)
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.
-          Read independently and silently.
Find the meaning of vocabulary in a dictionary.
Appreciate the importance of reading fluently.

-          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.
-          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.

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.
Pg 177-180
Digital devices.
Magazines.

-          Reading aloud. Oral reading. Oral presentation.

Grammar in use.
Reading.

Conjunction’s correctives conjunction’s
Conjuctions correlative conjuctions.
Play: - style (class reader)

By the end of the lesson, the learner should be able to:
-          Find the meaning of conjunctions.
Identify correlative conjunctions in texts.
Appreciate use of correlative conjunctions for effective communications.
-          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.

-          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.
-          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.

How do we join sentences?

Skill
in English learner’s book
Pg 180-181
Course books.
Digital devices.
Flash cards.
Skill in English learner’s book
Pg 181-183
Pg 183-188
Video clips.
Teacher’s guide.

-          Role playing. Written exercise. Question and answers.

Reading.
Writing.
Writing.

Play: - style (class reader)
Narrative composition.
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.
-          Write a narrative composition.
Edit the composition.
Appreciate the importance of getting feedback from peers.

-          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.
-          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.

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.
Pg 191-193

-          Reading aloud. Short answers. Self assessments.

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

Impromptu speeches.
Impromptu speeches.
Note making.

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

-          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.
-          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.
-          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.

In what instances could one be called upon to make a speech without prior notice?

Skill
in English learner’s book
Pg 194-196
Dictionary.
Digital device.
Teacher’s guide.
Pg 196
Video clips.
Audio visuals.
Skill in English learner’s book
Pg 196-198
Digital devices.

-          Public speaking. Questions and answers.

Reading.
Grammar in use.
Grammar in use.

Note making.
Determiners, numerals and ordinals
Determiners, numerals and ordinals

By the end of the lesson, the learner should be able to:
-          graphically prepare charts using their notes.
Use the notes, in groups to compose a poem.
Acknowledge the importance of note making for academic purpose.
-          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.

-          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.
-          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.

Why is it important to make notes?

Skill
in English learner’s book
Pg 198-201
Teacher’s guide.
Skill in English learner’s book
Pg 201-204
Charts.
Digital device.
Dictionary.
Pg 204-205
Learner’s book.
Digital devices.

-          Questions and answers. Oral discussions. Peer assessment.

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.
Listening and speaking.

Filling forms: application forms.
Filling forms: application forms.
Conversation skills: Job interview.

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.
-          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.

-          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.
-          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.

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.
Pg 214-216
Video clips.

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

Listening and speaking.
Reading.
Reading.

Conversation skills: Job interview.
Extensive reading: Fiction.
Extensive reading: Fiction.

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

-          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.
-          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.

Why is it important to prepare for a interview?

Skill
in English learner’s book
Pg 214-216
Charts.
Dictionary.
Digital device.
Teacher’s guide.
Skill in English learner’s book
Pg 217-220
Pg 220-221

-          Oral interview. Peer assessment. Questions and answers. Short answers

Grammar in use.
Reading.

Word classes: nouns.
Word classes: nouns.
Grade-appropriate play: lessons learnt (Class reader)

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 different excerpt of a play.
Identify and illustrate lessons learnt from a play.
Appreciate plays as source of life lessons and entertainment.

-          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.
-          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.

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.
Pg 224-226
Class reader.

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

Reading.
Writing.
Writing.

Grade appropriate play: lessons learnt (Class reader)
Mechanics of writing – spelling.
Mechanics of writing – spelling.

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

-          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.
-          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.

Which issues are addressed in a play?

Skill
in English learner’s book
Pg 226-227
Teacher’s guide.
Class reader.
Dictionary.
Charts.
Pg 227-230
Flash cards.
Pg 230-231

-          Oral reading. Written exercise. Peer assessment.

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.
Grammar in use.

Intensive reading: comprehension strategies.
Intensive reading: comprehensive strategies.
Phrasal verbs.

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.
-          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.

-          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.
-          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.

Why is it important to summarize information from a text?

Skill
in English learner’s book
Pg 234-235
Charts.
Teacher’s guide.
Dictionary.
Pg 235-238
Pg 238-240

-          Oral reading. Oral discussions. Reading aloud.

Grammar in use.
Personal grooming: Reading.
Reading.

Phrasal verbs.
Play: characterization
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.
-          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.

-          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.
-          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.

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.
Pg 245-247

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

Writing.
THEME: SEA TRAVEL. Listening and speaking.

The writing process.
The writing process.
Extensive listening: speeches.

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

-          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.
-          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 should you plan writing?

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

-          Role play. Self-assessment. Peer assessments.

Listening and speaking.
Reading.
Reading.

Extensive listening.
Intensive reading: visualizing and summarizing.
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.
-          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.

-          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.
-          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.

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
Pg 256-257

- Peer assessments. Oral discussion. Self-assessment.

Grammar in use.

Sentences: Complex sentences.
Sentences: Complex sentences.
Sentences: Complex sentences.

By the end of the lesson, the learner should be able to:
-          Read different types of sentences provided.
Identify subordinating conjuctions in sentences.
Desire to use subordinating conjuctions in sentences.
-          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.

-          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.
-          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 257-258
Teacher’s guide.
Charts.
Dictionaries.
Pg 258-259
Pg 260

- Oral reading. Peer assessment. Self-assessment.

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.
SPORTS, WORLD CUP (Football) Listening and speaking.

Creating writing: Idioms.
Creative writing: Idioms.
Intonation in sentences – question tags.

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.
-          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.

-          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.
-          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.

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
Pg 269-271

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

Listening and speaking.
Reading.
Reading.

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

-          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.
-          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.

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.
Pg 275

- Peer assessment. Oral discussion. Questions and answer

Grammar in use.
Reading.

Sentences-Direct and indirect speech.
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:
-          Read sentences with direct and indirect speech.
Differentiate between direct and indirect speech.
Desire to use direct and indirect speech correctly in communication.
-          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.

-          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.
-          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 275-277
Charts.
Teacher’s guide.
Dictionaries.
Pg 277-279
Pg 279-282

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

Reading.
Writing.
Writing.

Intensive reading: Play-relating to real life (Class Reader)
Descriptive writing (280-320 words)
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.
-          Apply the five senses in writing descriptive compositions.
Display creatively and imagination in composition writing.
Recognize 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.
-          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.

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.
Pg 285-287
Digital devices.

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

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

Oral reports: News-(Roleplay)
Oral reports: News-(Roleplay)

By the end of the lesson, the learner should be able to:
-          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.
-          Listen to an oral news report.
Apply the features of oral presentation for effective communication.
Acknowledge the importance of fluency in news report.

-          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.
-          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.

1.      Who is your favorite news presenter and why? What is an oral report?

Skill
in English learner’s book
Pg 289-291
Teacher’s guide.
Dictionaries.
Pg 291-292
Charts.

-  Peer assessment. Self-assessment. observation. Short answers.

Reading.
Grammar in use.

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

By the end of the lesson, the learner should be able to:
-          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.
-          Skim a text to get the gist.
Scan a text to obtain specific information.
-          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 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.
-          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.

How can you tell if a text is appropriate for reading?

Skill
in English learner’s book
Pg 292-293
Teacher’s guide.
Charts.
Pg 296-297
Dictionaries.
Pg 297-299

-  Self-assessment. Peer assessment. Oral presentations.

Grammar in use.
Reading.
Reading.
Writing.
Writing.

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

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.
-          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.
-          Read emails from the internet and printed emails.
Identify the elements of email.
Acknowledge the importance of writing emails.
-          Identify the parts of an email.
Apply the elements in writing an email.
Appreciate the importance of writing emails.

-          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.
-          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.
-          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.

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.
Skill in English learner’s book
Pg 303-304
Pg 304-306
Pg 306-308

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