THEME: Natural resources. Listening and speaking.
Listening and speaking.
Grammar in use.

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

By the end of the lesson, the learner should be able to:
-          -
Select the main idea from a listening passage.
Respond to questions based on the listening passage.
Acknowledge the importance of attentive listening.
-          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.

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

Why should we distinguish between relevant and irrelevant information during a presentation?

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

-          Observation. Oral questions. Checklists.

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

Intensive reading; Play (class Reader)
Intensive reading; play (class reader)
The writing process.
The writing process.
Oral poetry.
Oral poetry.
Reading for interpretation.

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

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

Skill in English learner’s book
Pg 146-148
Digital devices.
Teacher’s guide book.
Skill
in English learner’s book
Pg 149-150
Realia.
Teacher’s guide.
Learner’s books.
Pg 150-151
Charts.
Pictures in learner’s book.
Teachers guide.
Pg 151-153
Journals.
Pupil’s books.
Pg 154-156
Dictionary.
Pg 156-157
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.

-          Role playing. Observation. Oral questions.

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

Reading for interpretation.
Complex prepositions.
Complex prepositions.
Poetry characters.
Poetry characters.
Assessing writing.

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.
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.

-          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.
-          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 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.
Pg 162-164
Pg 164-165
Pg 165-168
Dictionary.

-          Oral presentation. Self-assessment. Peer assessment.

Writing.
THEME: HEROES AND HEROINES WORLD. Listening and speaking.
Listening and speaking.
Reading.
Reading.
Grammar in use.
Grammar in use.

Assessing writing.
Diphthongs and sentence stress.
Diphthongs and sentence stress.
Extensive reading (Grade appropriate fiction)
Extensive reading. (Grade appropriate fiction)
Conjunction’s correctives conjunction’s
Conjuctions correlative conjuctions.

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.
-          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.
-          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.

-          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.
-          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.
-          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.

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.
Skill
in English learner’s book
Pg 173-175
Flashcards.
Pg 175-177
Video clips.
Collection of books.
Course book.
Pg 177-180
Digital devices.
Magazines.
Pg 180-181
Flash cards.
Pg 181-183

-          Reading aloud. Oral reading. Written exersice.

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

Play: - style (class reader)
Play: - style (class reader)
Narrative composition.
Narrative composition.
Impromptu speeches.
Impromptu speeches.
Note making.

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

-          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.
-          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.
-          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.

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

Skill in English learner’s book
Pg 183-188
Video clips.
Teacher’s guide.
Skill
in English learner’s book
Pg 190-191
Textbooks.
Learner’s book.
Realia.
Digital device.
Notice boards.
Pg 191-193
Pg 194-196
Dictionary.
Pg 196
Audio visuals.
Pg 196-198
Digital devices.

-          Role play. Reading aloud. Questions and answers.

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

Note making.
Determiners, numerals and ordinals
Determiners, numerals and ordinals
Play: Project.
Play: Project.
Filling forms: application forms.
Filling forms: application forms.

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.
-          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.
-          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.

-          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.
-          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.
-          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.

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.
Pg 205-208
Pg 208-209
Pg 209-211
Poster.
Samples bursary and scholarship forms.
Pg 211-213

-          Questions and answers. Oral discussions. Peer assessment.

Listening and speaking.
Reading.
Reading.
Grammar in use.
Grammar in use.
Reading.

Conversation skills: Job interview.
Conversation skills: Job interview.
Extensive reading: Fiction.
Extensive reading: Fiction.
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 preparations for a job interview.
Outline preparations undertaken by an interviewer and interviewee before a job interview.
Appreciate importance of preparing well for a job interview.
-          Identify possible questions that are commonly asked in a job interview.
Ask and answer appropriate questions in mock job interviews.
Recognize excellent interview skills as a positive step towards getting a job.
-          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.
-          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.

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

How can you succeed in a job interview?

Skill in English learner’s book
Pg 214-216
Dictionary.
Charts.
Video clips.
Teacher’s guide.
Skill
in English learner’s book
Digital device.
Pg 217-220
Pg 220-221
Pg 221-223
Dictionaries.
Digital devices.
Pg 223-224
Pg 224-226
Class reader.

-          Oral interview. Questions and answers. Peer assessment.

Reading.
Writing.
Writing.
Listening and speaking.
Listening and speaking.
Reading.

Grade appropriate play: lessons learnt (Class reader)
Mechanics of writing – spelling.
Mechanics of writing – spelling.
Listening to respond. Expressing feelings.
Listening to respond expressing feelings.
Intensive reading: comprehension strategies.

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.
-          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.
-          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.

-          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.
-          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.
-          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.

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
Pg 232-233
Pg 233-234
Pg 234-235

-          Oral reading. Written exercise. Peer assessment.

Reading.
Grammar in use.
Grammar in use.
THEME: SEA TRAVEL. Listening and speaking.
Reading.
Grammar in use.
Reading.

Intensive reading: comprehensive strategies.
Phrasal verbs.
Phrasal verbs.
Extensive listening: speeches.
Intensive reading: visualizing and summarizing.
Sentences: Complex sentences.
Grade-appropriate play: style (Class reader)

By the end of the lesson, the learner should be able to:
-          Read a passage.
Summarize ideas in a passage.
Apply the skills of making inferences and drawing conclusions in independent reading.
-          Define phrasal verbs.
Identify phrasal verbs formed from break, hang, run and turn in texts.
Form phrasal verbs form break, hang, run and turn.
Appreciate the importance of using phrasal verbs in spoken and written communication.
-          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.
-          Listen to different speeches.
Identify the issues addressed by different speeches listened to.
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.
-          Read different types of sentences provided.
Identify subordinating conjuctions in sentences.
Desire to use subordinating conjuctions in sentences.
-          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.

-          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.
-          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 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.
-          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.
-          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.
-          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.

How can one draw conclusions from a text?

Skill
in English learner’s book
Pg 235-238
Teacher’s guide.
Charts.
Dictionary.
Pg 238-240
Pg 240-241
Pg 250-252
Dictionaries.
Pg 253-256
Pg 257-258
Pg 261-263

-          Peer assessment. Oral discussions. Questions and answer.

Writing.
Listening and speaking.
Reading.
Grammar in use.
Reading.
Writing.
Listening and speaking.
Reading.
Grammar in use.
Reading.
Writing.

Creating writing: Idioms.
Intonation in sentences – question tags.
Summarizing: argumentative texts (Grade appropriate text)
Sentences-Direct and indirect speech.
Intensive reading: Play-Relating to real life (Class Reader)
Descriptive writing (280-320 words)
Oral reports: News-(Roleplay)
Reading fluency.
Sentences -Imperative commands, requests, -Exclamatory.
Intensive reading: Poems.
Emails.

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.
-          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.
-          Read sentences with direct and indirect speech.
Differentiate between direct and indirect speech.
Desire to use 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.
-          Use the correct writing process to write a composition.
Spell words correctly in composition writing.
Appreciate the importance of creativity in writing.
-          Listen to an oral news report.
Apply the features of oral presentation for effective communication.
Acknowledge the importance of fluency in news report.
-          Preview a text while ignoring unknown words.
Make predictions about the characters events and the message in a given text.
Advocate the role of reading fluency in communication.
-          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 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.
-          Read emails from the internet and printed emails.
Identify the elements of email.
Acknowledge the importance of writing emails.

-          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.
-          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.
-          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.
-          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.
-          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.
-          Listen to a recorded grade appropriate news report on tourist attraction sites in the world.
In small groups, prepare and roleplay short news reports on tourist attraction sites in the world.
Listen and critic others as they orally present reports.
-          Read the tittle, blurb of a text in pairs.
Read the first line of a paragraph or chapter to establish the subject.
Look for specific details from a text such as tittle, a word, a phrase in pairs.
In pairs, make predictions about events and the message.
-          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.
-          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.
-          Write an email to any government road agency requesting for improvement of a network leading to a tourist attraction site near their school.
In pairs, exchange emails written to their friends.
Identify the parts of an email written to their friends.

What are idioms?

Skill
in English learner’s book
Pg 264-267
Teacher’s guide.
Dictionaries.
Charts.
Pg 271-272
Digital device.
Skill in English learner’s book
Pg 272-274
Pg 275-277
Pg 279-282
Pg 284-285
Pg 291-292
Pg 292-293
Pg 297-299
Pg 300-303
Digital devices.
Pg 304-306

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