THEME;HUMAN RIGHTS. Listening and Speaking.

Polite Language; Telephone Etiquette.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify polite words and phrases in telephone conversations.
Conduct a telephone conversation using polite words and expressions.
Acknowledge the significance of etiquette in telephone conversations.

In pairs or groups, learners are guided to;
Listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device
Role play a telephone dialogue on human rights using polite language.
Practise leaving and taking telephone messages over the phone using polite language in the caller card.

Why should one be polite when speaking over the telephone? How do we ensure politeness in a telephone conversation?

Skills in English pg 1-3.
Digital devices.
Recorded telephone conversations.

Role play. Dialogues. Oral presentations. Oral interview.

Reading.
Grammar in Use.

Extensive reading; Independent Reading.
Compound Nouns.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify print and non-print texts that are interesting to read.
Read a range of texts for information from books or internet.
Appreciate the importance of independent reading.
State the meaning of compound noun and give examples.
Identify compound nouns in a text.
Use compound nouns in their singular and plural forms to construct sentences.
Appreciate the importance of compound nouns in communication.

Individually, in pairs, learners are guided to;
Skim through appropriate print and electronic reading material and write down the main idea in each text.
Scan through the text. Identify and write down unfamiliar words.
Use dictionary to look up the meaning of vocabulary acquired from the independent reading.
Construct sentences about human rights using the new words learnt.
In pairs,groups or individually,learners are guided to;
Listen to an audio recording on human rights,identify and list the compound nouns in the recording.
Categorise compound nouns into two word or three word nouns from a given list.
Search online or in books for more examples of compound nouns and list them.
Construct sentences using compound nouns in their singular and plural forms.

Why should one read widely? What should one consider when selecting a reading material?

Skills in English pg 3-6.
Dictionaries.
Newspapers.
Digital texts.
Storybooks.
Skills in English pg 7-9.
Digital devices.
Charts.
Flashcards.

Learner summaries of what they read. Keeping a record of books read. Reading aloud. Learner

Writing.
Reading.

Writing legibly and neatly.
Short Stories.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Classify letters according to height differentials.
Write texts legibly and neatly in their notebooks.
Advocate the need for legibility and neatness writing.
Outline the sequence of events in a short story that they have read.
Draw a chart to show the sequence of events in the story read.
Ackowledge the role of reading in communication.

Individually or in pairs,learners are guided to;
Write the letters of the alphabet in capital and small letters.
Group the letters according to height.
Write dictated sentences legibly and neatly.
Copy a provided text and shape the letters appropriately.
Write a narrative composition on human rights legibly and neatly.
Cancel neatly upon making mistakes /incorrect words.
In pairs,individually,learners are guided to;
Predict events by focusing on the title and illustrations in a text.
Silently read the short story in learners book.
Outline the main events in the story in the learners book in the correct sequence.
Draw a chart to show the sequence of the events.
Retell the story while citing issues on human rights.

Why should one write legibly and neatly? What are the qualities of a good handwriting?

Skills in English pg 13-14.
Chart. With alphabets.
Skills in English pg 10-12.
Chart.

Peer assessment. Dictation. Standardized writing assessment. Portifolio. Self-assessment.

Reading.
THEME;SCIENTIFIC INNOVATION. Grammar in Use.

Short Stories.
Collective Nouns.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Use contextual clues to infer the meanings of words.
Answer direct and inferential questions from a short story.
Acknowledge the role and importance of short stories to a learner.
Define the term collective noun and cite examples.
Identify collective nouns from a text.
Classify collective nouns according to people,animals or things.
Appreciate the importance of collective nouns in communication.

In pairs,groups,individually,learners are guided to;
Infer contextual meanings of words based on the events in the story.
Find the meaning of words and phrases as used in the story The diplomat.
Discuss the relationships between their own lives and those characters in the text.
List the collective nouns as they listen to an audio text.
Identify collective nouns in a print text.
Classify collective nouns according to people,animals or things.
Search the internet or books for texts that have collective nouns and list them down.
Construct sentences using collective nouns identified from the search.

How do you tell the meaning of unfamiliar words in a story?

Skills in English pg 12.
Dictionaries.
Skills in English pg 22-23.
Print texts.
Audio-text.
Charts.
Flashcards.
Magazines or newspapers.

Question and answers. Peer assessment.

Listening and Speaking.
Grammar in Use.

Oral Presentation;Songs.
Collective Nouns.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the features of songs.
Discuss the features of songs.
Sing the song in learners book in a tune of choice.
Appreciate the special features of songs.
Explain how collective nouns form their plurals.
Use singular and plural forms of collective nouns correctly in sentences.

In pairs,groups,learners are guided to;
Watch recordings of songs from Kenya drama and music festivals.
Read individually the song Our beautiful bride
On learners book and identify the features of songs.
Discuss the features of songs.
Search the internet for more information about features of songs.
Individually,in pairs ,learners are guided to;
Discuss how collective nouns form their plurals.
Construct correct sentences using collective nouns from substitution tables.
Fill in blanks spaces and crossword puzzles using correct collective nouns.

Which type of songs do you enjoy listening to? What are some of the features of songs? What makes songs interesting?

Skills in English pg 16-17
Songs.
Skills in English pg 23-24.
Word puzzles.

Oral discussions Oral presentations. Checklists. Written texts.

Listening and Speaking.
Reading.

Oral Presentations; Songs.
Intensive Reading. Simple Poems.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the performance technique of songs.
Use performance techniques when presenting songs.
Write songs on Scientific Innovation.
Appreciate the role of songs in the society.
Identify the persona in a given poem.
Search the internet or books for more information about the persona.
Recite the poem in learners book using gestures,facial expressions and movement.

In groups,pairs,learners are guided to;
Watch recording of songs from kenya drama and music festivals.
Discuss the performance techniques that make the presentations appealing.
Identify songs of their choice and present it to the rest of the learners using performance techniques.
Write songs on scientific innovations.
Sing and record the songs on a tablet.
Read the poem Challenges are opportunities.
Identify and discuss the voices in the poem.
Recite the poem and use facial expressions,gestures.
Search from internet or books for more information about persona and share their findings.

What makes songs interesting? How can one improve the presentation of a song?

Skills in English pg 17-18
Songs.
Tablets.
Skills in English pg 19-20.
Poems.
Digital devices.

Oral presentations. Oral discussions. Checklists..

Reading.
Writing.

Intensive Reading; Simple Poems.
Mechanics of Writings; Punctuation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify instances of repetition in a given poem.
Explain what the poem is about.
Appreciate the role of poems in communication.
Outline the uses of comma,apostrophe and capital letter.
Punctuate a given text using commas,apostrophes and capital letters correctly.
Use the apostrophe,comma and capital letter appropriately in composition writing.
Advocate the use of correct punctuation in writing.

In pairs,individually,groups,learners are guided to;
Identify the words or phrases repeated in the poem in learners book and other poems.
Discuss what the poem is about and present in class.
Explain words,phrases and sentences that help one understand the surface and deeper meaning of a poem
In pairs,individually,learners are guided to;
List the uses of capital letter,comma and apostrophe.
Read a given text and take note of the commas,apostrophe and capital letter used and explain how they are used.
Punctuate a passage correctly using commas,apostrophes and capital letters.
Write a short composition on scientific innovation and use commas,apostrophe and capital letters appropriately.

How can you say what is in the poem using your own words? Why are words or phrases repeated in poems?

Skills in English pg 20-21.
Poems.
Skills in English pg 29-30.
Digital devices.
Charts.

Oral discussions. Written texs. Checklists.

Reading.
THEME; POLLUTION. Grammar in use.

Short Story.
Primary Auxiliaries.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the time and place of the short story.
Highlight the episodes in the short story.
Appreciate the differences in culture and setting.
Identify primary auxiliary verbs in a text.
Use primary auxiliary verbs in sentences correctly.
Appreciate the importance of primary auxiliary verbs in communication.

In groups,pairs,learners are guided to;
Read the short story Our innovation and identify its time and place.
Retell the short story in learners book and highlight the main events in the correct order in which they happened.
Tease out the geographical setting,the historical period and the culture from which the story is based looking at words and elements used in the story.
In pairs,individually,learners are guided to;
Identify primary auxiliary verbs from a text.
List down the primary auxiliary verbs in their books.
Search and discuss the functions of primary auxiliary verbs from textbooks.
Write down sentences using each of the primary auxiliary verbs.
Fill in blank spaces in sentences given using the correct primary auxiliary verbs.

Which places would you like to visit? Which time in history would you desire to live?

Skills in English pg 24-27
Stories.
Videos.
Digital devices.
Skills in English pg 37-39.
Chart.
Magazine and newspaper.

Oral discussions. Checklists. Question and answer. Reading aloud.

Listening and Speaking.
Reading.

Listening Comprehension.
Intensive reading.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the main idea from a cause and effect text.
Pinpoint specific information from a cause and effect text.
Infer meanings of unfamiliar words using context clues.
Acknowledge the importance of listening for detail.
Read the passage in learners book.
Answer questions based on the given text correctly
Acknowledge the importance of good reading skills in life.

Individually,in pairs ,learners are guided to;
Listen to a cause and effect text on pollution being read by teacher .
Pick out the main idea from the cause and effect text.
Respond to oral questions based on the text correctly.
Make a list of unfamiliar words and give meaning of words using context clues.
Construct correct sentences using the given words.
Individually,in groups,pairs,learners are guided to;
Predict events by focusing on the title and illustrations in the text.
Silently read the passage to internalize the information.
Read the passage aloud in turns and answer the questions.
Retell the events in the story in the order they occurred.

Why is it important to listen keenly? What should one look for when listening to a text?

Skills in English pg 32-33.
Dictionaries.
Audio text.
Skills in English pg 33-36.

Checklists.oral questions. Peer assessment.

Reading.
Writing.

Intensive reading.
Paragraphing; Sequencing of Ideas.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Infer meanings of words in the given text correctly.
Construct sentences about pollution using the words used in the passage.
State the meaning of sequencing of ideas and conjuction.
Identify different conjuctions from texs.
Discuss the functions of the different conjuctions used in sequencing of ideas.
Appreciate the role of conjuctions in communication.

In pairs,individually,learners are guided to;
Infer the meaning of given words using synonyms and contexts.
Form sentences about pollution using the words given in the table.
In groups,pairs ,individually,learners are guided to;
Brainstorm on the meaning of sequencing of ideas and conjuctions.
List examples of conjuctions used in connecting ideas.
Discuss the functions of the listed conjuctions.
Read the passage in learners book and identify the conjuctions used.
Search from the interne and textbooks for conjuctions used in texts.

How can one improve the way they read?

Skills in English pg 36.
Dictionary.
Skills in English pg 43-44.
Charts.
Digital devices.
Dictionaries.
Flashcards.

Matching tasks. Oral discussions. Peer assessment.

Writing.
Reading.
THEME;CONSUMER ROLES AND RESPONSIBILITIES. Listening and Speaking.

Paragraphing; Sequencing of Ideas.
Poetry.
Selective Listening.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Use conjunctions to sequence and connect ideas correctly in a paragraph.
Rearrange jumbled sentences to form a cohensive paragraph using conjuctions.
Identify the aspects of structure in a given poem.
Discuss the message and main ideas in a given poem.
Acknowledge the role of poems in communicating ideas.
Distinguish between specific and general information from a listening text.
Select specific information from a text.
Listen and respond to texts appropriately.
Emphasize the value of listening skills in communication.

In pairs,individually,learners are guided to;
Combine sentences to form paragraphs using the appropriate conjuctions.
Rearrange jumbled sentences to a make a paragraph using the conjunctions given.
Use different conjuctions in writing a composition on pollution to show a sequence of ideas.
In groups,pairs,learners are guided to;
Brainstorm on the structure of poems;poet,number of stanzas and lines.
Read a given poem and identify its structure.
Explain the words ,phrases and sentences in the poem that help to decipher the surface and deeper meaning.
Compose a poem on pollutionand display it a portifolio,chart /class noticeboard.
In groups,pairs,individually,learners are guided to;
Listen to an audio text on consumer roles and responsibilities and decide whether the information is specific or general.
Search online for audio recordings and attentively listen for specific information.
Listen to a role play on roles and responsibilities of consumers and respond to questions.
Listen to a passage read by the teacher and answer the questions asked.

Why is it important to use conjuctions in writing?

Skills in English pg 44-45.
Skills in English pg 40-43.
Poems.
Charts.
Skills in English pg 47-48.
Audio texts.

Self-assessment. Written texts. Checklists. Questions and answers.

Reading.
Grammar in Use.

Intensive Reading.
Verbs and Tenses.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify reading strategies for use on given texts.
Select main ideas and details from written texts.
Acknowledge reading for main ideas and details as a comprehension skill.
Identify verbs in the simple present and simple past tense in a text.
Explain how the simple present and simple past tenses of verbs are formed.
Advocate appropriate use of tenses in communication.

In groups,pairs,individually,learners are guided to;
Read and discuss the selected reading strategies.
Read and underline the main ideas and details in texts on consumer roles and responsibilities.
Fill in substitution tables with specific details from texts.
Complete a mind map with focus on main idea and details.
Explain what are simple present and simple past tense and give relevant examples.
Underline verbs in simple present and simple past tense in a text on consumer rights and responsibilities.
Reflect on the formation of simple present and simple past tense form of verbs.
Search from internet or books for texts about consumer roles and responsibilities and identify verbs in simple present and past tense forms.

Why should one read for main ideas? How can you improve your reading?

Skills in English pg 49-52.
Mind maps.
Digital devices.
Skills in English pg 52-53.
Newspaper.

Reading aloud. Question and answers. Learners summary . Peer assessment.

Grammar in Use.
Reading.

Verbs and Tenses.
Short Story.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Construct correct sentences in simple present and simple past tense.
Identify the characters in a short story.
Use contextual clues to infer character traits of characters in a short story.
Acknowledge the role of characters in a short story.

In pairs,groups,individually,learners are guided to;
construct sentences about consumer roles and responsibilities in simple present and simple past tense.
Create charts showing words in their simple present and simple past tenses.
Find and play online games using verbs in simple present and simple past tenses.
In groups,pair,individually,learners are guided to;
Read the short story Buyer,beware and retell what they have read.
Describe the character traits of the characters in the short story using different adjectives.
Compare and contrast the traits of the characters in the short story.
Role play the different characters in the short story.
Make connections between their own lives those of characters in short story.

Why is correct use of tenses important?

Skills in English pg 54-55
Charts.
Skills in English pg 55-58.
Short stories.
Dictionaries.

Gap-filling. Written texts. Checklists. Word games. Peer assessment.

Writing.

Paragraphing ;Connectors of sequence.
Paragraphing ;connectors of sequence.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of connectors of sequence.
Identify connectors of sequence from a given text.
Search from the internet or in books other connectors of sequence and list them.
Sequence ideas in a paragraph using connectors of sequence.
Appreciate the use of idea connectors for clarity of information.

In groups,pairs,individually,learners are guided to;
Read a given text on consumer rights and responsibilities and identify the connectors of sequence used.
Search online and offline and list other connectors of sequence.
Construct sentences using the listed connectors of sequence.
In pairs,individually,learners are guided to;
Rewrite paragraphs using connectors of sequence.
Write paragraphs on consumer rights and responsibilities using connectors of sequence.
Collaborate to edit the paragraphs and peer review each others work.

Which words are used to connect ideas in a paragraph? How can a good paragraph be developed?

Skills in English pg 59.
Digital devices.
Magazine.
Newspaper.
Skills in English pg 60.

Peer assessment Checklists. Writing assessment. Self assessment.

THEME;RELATIONSHIPS;PEERS. Listening and Speaking.
Listening and Speaking.

Pronunciation.
Pronounciation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify words with souds /o/ and /th/ in a given text.
Pronounce words that have the target sounds correctly.
Acknowledge the role of correct pronunciation in communication.
Search online or offline for the meaning of emphatic stress.
Apply emphatic stress correctly in varied contexts.

In pairs,individually,learners are guided to;
To interact with an audio recording featuring the sounds /o/ and /th/
List the words that contain the mentioned sounds from print or digital texts.
Pronounce the identified words.
Play word games involving the target sounds
In pairs,groups,individually,learners are guided to;
Search the meaning of emphatic stress from internet or books.
Listen to a series of sentences and identify the stressed words.
Recite the poem in learners book and emphasize on the underlined words.
Read sentences and stress given words appropriately.

How can one improve ones pronounciation?

Skills in English pg 62-63
Word games.
Digital devices.
Audio recording.
Skills in English pg 64-65.
Poems.

Peer assessment. Self assessment. Oral presentations.

Grammar in Use.

Adjectives.
Adjectives.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term adjectives,gradable and non-gradable adjectives.
Identify gradable and non-gradable adjectives from a text.
Group the adjectives as either gradable or non-gradable adjectives.
Use gradable and non-gradable adjectives in sentences.
Value the need for correct use of adjectives in communication.

In pairs,individually,learners are guided to;
Explain the meaning of adjectives,gradable and non-gradable adjectives.
Search for gradable and non-gradable adjectives from digital and print texts.
Identify gradable and non-gradable adjectives from the texts.
Classify the adjectives as either gradable or non-gradable adjectives.
Recite a poem featuring gradable and non-gradable adjectives.
In pairs,groups,individually,learmers are guided to;
Construct sentences using gradable and non-gradable adjectives.
Fill crossword puzzles featuring gradable and non-gradable adjectives.

Which words describe nouns? When is it necessary to describe a noun?

Skills in English pg 69-70.
Digital devices.
Print texts.
Skills in English pg 70-71.
Crossword puzzle.

Checklists Written tests. Peer assessment. Oral questions.

Reading.

Study Skills; Reference materials.
Study Skills; Reference materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term reference materials.
List the common reference materials used in learning.
Select relevant reference materials for varied tasks.
Acknowledge the role of reference materials in lifelong learning.
Use reference materials to obtain information on varied subjects.

In pairs,individually,groups,learners are guided to;
Brainstorm on the meaning of reference materials.
Mention some of the common reference materials used in learning.
Use appropriate reference materials to carry out various tasks.
In pairs,groups,learners are guided to;
Look for the synonyms of various words from a thesaurus.
Construct sentences using the given words.
Give antonyms of the words given.
Create crossword puzzles using the antonyms and synonyms learnt.
Use an encyclopedia to search for information on various topics.

What is the importance of reference materials?

Skills in English pg 66-68.
Dictionaries.
Skills in English pg 68.
Thesaurus.
Digital devices.
Reference materials.

Oral discussion. Peer assessment.

Writing.
Reading.

Functional Writing; Apology Letters.
Intensive reading ; Short story.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Name the parts of a letter of apology.
Write a letter of apology based on a given context.
Acknowledge the role of letter writing in communication.
Read the short story A memorableadventure aloud .
Identity repetition and use of dialogue in the short story.
Discuss the message in the dialogues in a short story.
Acknowledge the role of dialogue and repetition in fiction writing.

In pairs,individually,learners are guided to;
Observe samples of apology letters and identify the parts of a letter of apology.
Discuss the language and content of a letter of apology.
Using the elements and layout of a formal letter plan,write a letter of apology individually.
Peer assess the correctness of the letters written by each learner.
In groups,pairs,individually,learners are guided to;
Read the short story in learners book.
Retell the events in the story a memorable adventure in turns.
Identify and write the repeated words and phrases as well as the use of dialogue in the short story.
Discuss the message in the dialogue in the short story and share their views in class.
Role play any incidence of dialogue in the short story.

Why do people write apology letters?

Skills in English pg75-76.
Samples of letters of apology.
Skills in English pg 71-73.
Story books.

Peer assessment. Writing assessment. Checklists.

Reading.
THEME; REHABILITATION. Listening and Speaking.

Intensive reading;Short story.
Conversational skills; Disagreeing politely.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain the importance of repetition and dialogue in a short story.
Describe how dialogues bring out the traits of the different speakers.
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.

In pairs,groups,individually,learners are guided to;
Search online and offline for the importance of repetition and dialogue in a short story and make notes.
Explain their findings to their peers.
Illustrate how dialogues in short stories bring out the traits of the different speakers.
Write a short paragraph on the theme of peers and use repetition and dialogue appropriately.
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.

What is the importance of repetition and dialogue in a fiction writing? How does dialogues bring out the character traits of speakers?

Skills in English pg 73-74.
Digital devices.
Storybooks.
Skills in English pg 78-80.
Short videos.
Pictures.

Peer assessment. Checklists. Writing assessment. Oral questions.

Grammar in use.
Writing.

Word classes; Adverbs.
Mechanics of Writing.

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

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.
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 one use adverbs correctly? Which words would one use to describe how often an action is done?

Skills in English pg 84-86.
Crossword puzzle.
Digital devices.
Charts.
Video clips.
Skills in English pg 90-92.
Dictionaries.
Flashcards.

Puzzles. Written tests. Checklists. Assessment rubrics. Substitution tables. Gap-filling.

Writing.
Reading.
Reading.

Mechanics of Writing.
Reading Fluency;Poem.
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.
Apply fluency strategies when reading a text.

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.
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.

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

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

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,
Writing.

Intensive readin; Short Story.
Composition writing.

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.
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.

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.
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.

Why do we read short stories?

Skills in English pg 87-89.
Short stories.
Talking tress.
Skills in English pg 108-109.
Samples of dialogues.
Digital devices.
Course books.

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

Reading.

Intensive Reading; Visuals.
Intensive Reading;Visuals.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the different visuals in given contexts correctly.
Make a connection between visuals and the written texts.
lesson, be able to; Appreciate the role of visuals simplifying representation.

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.
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.

What information do we obtain from visuals?

Skills in English pg 96-98.
Pictures.
Graphs.
Videos.
Skills in English pg 99-100.
Word puzzle.
Charts.

Assessment rubrics. Peer assessment. Oral discussion Oral questions.

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

Rehabilitation.

Listening and Speaking; Disagreeing politely
Reading Poem

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.
Identify ways of reading fast.
Read the text,

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.
In pairs or individually, learners are guided to identify ways of reading fast.
In pairs or individually, learners are guided to read the text,

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
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Moran; Skills in English Learner's Book Grade 8 pg. 80-82

Oral questions Oral Report Observation

Rehabilitation.

Reading Poem
Grammar in Use; Work Classes: Adverbs

By the end of the lesson, the learner should be able to:
Read the poem in leaner's book.
Answer factual and inferential questions from the poem.
Act out the poem.
Participate in a reading competition.
Define an adverb.
Read the passage.   Appreciate each other when he/she is reading the passage.

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

What do you like reading on your own?

Moran; Skills in English Learner's Book Grade 8 pg. 82-84
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Moran; Skills in English Learner's Book Grade 8 pg. 84-85

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

Oral questions Oral Report Observation

Rehabilitation.

Reading: Short story
Writing

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.
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.

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.
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.

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

Oral questions Oral Report Observation

Rehabilitation.
Natural Resources

Writing
Listening and Speaking; Listening for Details

By the end of the lesson, the learner should be able to:
Explain the meaning of prefix and suffix.
Read the passage on page 92,
Identify the importance of natural resources.
Listen to the story being read and write down the important details.
Appreciate the importance of detailed information.

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,
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 are prefixes? How can you improve your spellings?

Moran; Skills in English Learner's Book Grade 8 pg. 92-94
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Moran; Skills in English Learner's Book Grade 8 pg. 95

Oral questions Oral Report Observation

Natural Resources

Reading I; Intensive Reading: Visuals
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.
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 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
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 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
Moran; Skills in English Learner's Book Grade 8 pg. 98-100

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
Reading; Characters

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

Learners are guided to read the story,
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.

Who is your favourite character in the story?

Moran; Skills in English Learner's Book Grade 8 pg. 104-106
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Moran; Skills in English Learner's Book Grade 8 pg. 106-107

Oral questions Oral Report Observation

Natural Resources

Writing; Composition Writing
Writing; Composition Writing

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

Why should we plan before writing?

Moran; Skills in English Learner's Book Grade 8 pg. 107-108
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Moran; Skills in English Learner's Book Grade 8 pg. 109-110

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
Grammar; Word Classes: Simple Prepositions

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.
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.

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
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.

What are non-verbal cues?

Moran; Skills in English Learner's Book Grade 8 pg. 114-116
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Moran; Skills in English Learner's Book Grade 8 pg. 116-117

Oral questions Oral Report Observation

Tourism: Domestic

Grammar; Word Classes: Simple Prepositions
Reading II; Intensive Reading: Poetry

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

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.
Learners are guided to read the poem,

What is the role of prepositions of position, place and time in communication?

Moran; Skills in English Learner's Book Grade 8 pg. 117-118
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Moran; Skills in English Learner's Book Grade 8 pg. 118-120

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
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
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.

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.
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.

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

Oral questions Oral Report Observation

Heroes and Heroines- Africa

Reading; Characters
Grammar; Conjunctions
Grammar; Conjunctions

By the end of the lesson, the learner should be able to:
Identify the heroes in learner's book 8 page 127
Read the passage on page 127,
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.
Recite the poem.  

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

Who is your hero? Which African heroine and heroes are mentioned in the text?

Moran; Skills in English Learner's Book Grade 8 pg. 127-130
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Moran; Skills in English Learner's Book Grade 8 pg. 130-131
Moran; Skills in English Learner's Book Grade 8 pg. 131-133

Oral questions Oral Report Observation

Heroes and Heroines- Africa

Reading; Similes and metaphors
Reading; Similes and metaphors

By the end of the lesson, the learner should be able to:
Read the passage.  Appreciate the importance of reading a passage. 
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 read the passage.
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 is a hero known for?

Moran; Skills in English Learner's Book Grade 8 pg. 133-135
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Moran; Skills in English Learner's Book Grade 8 pg. 135-136

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
Reading: Note Making

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.
Read the passage.   Use the vocabulary in the story to make sentences.   Appreciate the importance of reading a story. 

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

In groups, learners are guided to read the passage,

What is the importance of delivering speech?

Moran; Skills in English Learner's Book Grade 8 pg. 141-142
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Moran; Skills in English Learner's Book Grade 8 pg. 142-144

Oral questions Oral Report Observation

Art

Reading: Note Making
Grammar; Word Classes: Determiners

By the end of the lesson, the learner should be able to:
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.
Define determiners.
Identify the uses of determiners.
Read the text,

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
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 is note-making?

Moran; Skills in English Learner's Book Grade 8 pg. 144-146
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Moran; Skills in English Learner's Book Grade 8 pg. 146-148

Oral questions Oral Report Observation

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
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.
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.

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.
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.

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

Oral questions Oral Report Observation

Choosing a career

Listening and Speaking; Interviews
Listening and Speaking; Interviews

By the end of the lesson, the learner should be able to:
Define interview.
Talk about why people sit for school placement and scholarship interviews.
Appreciate the importance of interviews.
Identify questions to expect in interviews and how best to answer them.
Conduct interviews among themselves.
Have a desire to conduct interviews.

Learners to define interviews.
In groups, learners to talk about why people sit for school placement and scholarship 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 is an interview?

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

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
Grammar in Use; Adverbs
Reading; Lessons learnt
Writing; prefixes and suffixes

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.
Read the passage,
Read the story in learner's book and answer the the questions in the books.  Enjoy using the vocabulary.   
Define prefixes and suffixes
Read the text.   Appreciate the uses of prefixes and suffixes.

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.
Learners to read the passage,
Learners to read the story in learner's book.
Learners are guided to define prefixes and suffixes.
Learners are guided to read the text.

What are adverbs?

Moran; Skills in English Learner's Book Grade 8 pg. 161-162
Dictionaries
Charts
Realia
Journals
Internet
Computing devices
Moran; Skills in English Learner's Book Grade 8 pg. 162-163
Moran; Skills in English Learner's Book Grade 8 pg. 164-166
Moran; Skills in English Learner's Book Grade 8 pg. 167-169

Oral questions Oral Report Observation