Listening and Speaking.

Polite Language.

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

-Conduct a debate while adhering to convections of polite language.
-Acknowledge the importance of of politeness in communication.

The learner is guided to:
-collaborate in making rules for a debating session.
-conduct a debate in small groups on titles such as 'passengers can avert road crashes'

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

English Learner's Books.
Class.

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

Grammar in Use.

Gender Neutral Language.

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

-State the meaning of gender biased words and phrases.
-Identify the gender biased words and phrases in oral and written texts.
-Acknowledge the importance of gender biased words and phrases in communication.

The learner is guided to:
-brainstorm and present the meaning of gender biased words and phrases.
-listen to common English songs and pick out gender biased words and phrases.
-read sections of a poem or story and pick out words with gender bias.
-watch videos and identify gender biased and gender neutral terms used by speakers.
-collaborate in preparing charts or posters showing the gender neutral words and phrases and share them through social media or school notice board.

How can one avoid gender bias in communication? Which words demonstrate gender sensitivity in communication?

Learner's Textbook.
Charts.
Lesson notes
Teacher's Guide.
Digital devices.
Video clips.
English songs.

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

Intensive Reading: Play.

.Play: Structure and Setting of Class Reader.

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

-Identify the structure and setting of a play.
-Describe the structure and setting of a Play.
-Acknowledge the importance of structure and setting of a Play.

The learner is guided to:
-explain the meaning of a Play and it's features.
-study a play and identify its structure and setting.
-discuss the structure and setting of a given play.
-outline the order of events in a Play.
-describe the time the actions in a Play occur.
-discuss where the events in a play take place.
7)share their findings with peers for assessment.

What are the features of a Play?

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

observations. Peer Assessment. Oral discussion. Oral questions and presentations. Checklists.

Writing

Legibility and Neatness.

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

-Distinguish between tidy and untidy pieces of writing.
-Identify the sections of a piece of writing that require breaking of words and indentation.
-Appreciate the importance of legibility and neatness in written communication.

The learner is guided to:
-distinguish between tidy and untidy pieces of writing.
-collaborate in indenting paragraphs appropriately.
-break words correctly at the end of a line.
-listen to an audio or oral presentation and take notes.
-rewrite the notes in a neat and legible handwriting and indent them appropriately.
-assess their own handwriting.
7)find out the advantages of neat and legible handwriting from the internet or non-digital sources.

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

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

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

Listening and Speaking.

Oral Literature: Short Forms.

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

-Collect riddles, proverbs and tongue twisters from books, internet and the community.
-Perform riddles, proverbs and tongue twisters.
-Enjoy performing the different riddles, tongue twisters and proverbs.

The learner is guided to:
-collect riddles, proverbs and tongue twisters from books, internet and resource person.
-play riddling games in small groups.
-discuss ways of performing riddles, proverbs and tongue twisters..
-present and perform riddles, proverbs and tongue twisters.
-create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board.

How do we perform riddles, proverbs and tongue twisters?

Resource person.
Digital devices.
Resource books.
Learner's Textbook.
Lesson notes.

Checklists. Assessment rubrics. Oral presentations. Oral questions. Peer Assessment.

Grammar in Use.

Nouns and Quantifiers.

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

-Identify quantifiers used with count,non-count or both categories.
-Use the different quantifiers in sentences.
-Acknowledge the importance of quantifiers in oral and written communication.

The learner is guided to:
-use digital devices to search for information on the meaning of quantifiers and quantifiers used with count and non-count nouns.
-read a short passage in which quantifiers are used to describe count and non-count nouns.
-identify quantifiers that are used with count,non-count.
-form sentences using the different quantifiers with count and non -count nouns.
-prepare charts showing the quantifiers used with count,non-count nouns and both of them.

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

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

Assessment rubrics. Written tests. Oral questions. Checklists.

Reading.

Intensive Reading: Plot (Class Reader)

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

-Identify the key events in a play.
-Describe the sequence of events in a Play.
-Acknowledge the importance of a plot in a literary work.

The learner is guided to:
-read a play and then identify the key events in the Play.
-create a summary of the key events and share in class for assessment.
-analyse the events in a Play.
-outline the sequence of events in the Play.
-answer questions based on the plot.
-make connections between events in a play and real life.
-role play a section of the Play in groups.

How do we know the key events in a Play?

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

Checklists. Peer Assessment. Assessment rubrics. Written questions.

Writing

Structure of a Paragraph.

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

-Outline the four characteristics of a well formed paragraph.
-Discuss the steps for paragraph writing.
-Prepare a chart showing the steps for paragraph writing.
-Acknowledge the steps for paragraph writing.

The learner is guided to:
-read excerpts from newspaper articles, textbooks or online articles.
-identify the topic, supporting sentences and clincher sentence.
-outline the steps for paragraph writing.
-discuss the steps for paragraph writing.
-prepare a chart showing the steps for paragraph writing.

Why is it important to organize ideas in your paragraphs coherently?

Newspaper articles.
Textbooks.
Online articles.
Learner's Textbook.
Digital devices.
Charts.

Assessment rubrics. Checklists Oral questions.

Grammar in Use.

Present and Past Perfect Aspect.

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

-State the meaning of present perfect aspect in sentences.
-Identify the present perfect aspect in texts.
-Appreciate the importance of using tenses in sentences.

The learner is guided to:
-explain the meaning of present perfect aspect in sentences.
-search for examples of sentences in the present perfect form from the internet and note them down.
-identify and underline the present perfect form in sentences or texts.
-use has/have + -ed participle form of the verb to form the present perfect aspect.
-construct correct sentences using the present perfect aspect.

Why should we use tenses correctly in sentences?

Learner's Textbook.
Digital devices.
Internet.
Charts.
Teacher's Guide.
Lesson notes.

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

Intensive Reading.

Play: Identification of Characters.

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

-Identify the characters in a Play.
-Use appropriate adjectives to describe the characters.
-Role play various characters in class.
-Value the need to describe people and situations appropriately.

The learner is guided to:
-read a play or s section of it.
-list the characters and their roles in a Play.
-use appropriate adjectives to describe the characters with illustrations.
-collaborate and confidently role play various characters.
-assume the personality of a certain character and say why they say and do certain things.

How can one tell qualities of a character in a play?

Play- (class Reader)
Lesson notes.
Teacher's Guide.
Digital devices.

Assessment rubrics. Checklists. Oral questions. Written questions.

Writing.

Narrative and Descriptive Paragraphs.

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

-Outline the characteristics of a narrative paragraph.
-Write narrative paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.

The learner is guided to:
-explain the meaning of a narrative paragraph.
-search for examples of narrative paragraphs from the internet or print resources.
-discuss the qualities of a well formed paragraphs.
-outline the characteristics of a narrative paragraph.
-individually create a narrative paragraph using the first and second person in various paragraphs.
-share their narrative paragraphs with peers for review and make corrections to the paragraphs as per comments given by peers.

How can we make a narrative composition interesting?

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

Assessment rubrics. Checklists. Peer Assessment. Writing tests.

Writing.

Narrative and Descriptive Paragraphs.

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

-Outline the characteristics of a narrative paragraph.
-Write narrative paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.

The learner is guided to:
-explain the meaning of a narrative paragraph.
-search for examples of narrative paragraphs from the internet or print resources.
-discuss the qualities of a well formed paragraphs.
-outline the characteristics of a narrative paragraph.
-individually create a narrative paragraph using the first and second person in various paragraphs.
-share their narrative paragraphs with peers for review and make corrections to the paragraphs as per comments given by peers.

How can we make a narrative composition interesting?

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

Assessment rubrics. Checklists. Peer Assessment. Writing tests.

Theme: Leisure Time. Listening and Speaking.

Conversational Skills; Negotiation Skills.

By the end of the lesson, the learner should be able to:
Acknowledge the importance of negotiation skills in communication.

The learner is guided to:
-watch a clip in which people are engaged in a negotiation.
-pick out words and phrases that facilitate a negotiation.
-work jointly and search for more examples of words and phrases used during negotiations.
-use verbal and non-verbal cues in conversations.
-perform a conversational poem in which people are negotiating or bargaining for money,dowry, price of land or with a PSV driver to stop driving carelessly.

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

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

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

Grammar in Use

Comparison of Adverbs.

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

-Identify the degrees of comparison in adverbs.
-Discuss the rules of comparison of adverbs.
-Search the internet for internet for information on rules of comparison of adverbs.
-Acknowledge the rules for comparison of adverbs.

The learner is guided to;
-identify the positive, comparative and superlative degrees of adverbs.
-search the internet or print resources for information on rules for comparison of adverbs.
-discuss the rules for comparison of adverbs.
-read a passage featuring the comparison of adverbs and categorize the adverbs jointly.
-collaborate in correcting mistakes in sentences that have comparison of adverbs.

How do we compare things? Which rules for comparison of adverbs should one follow?

Learner's textbook.
Charts.
Teacher's guide.
Digital devices.

Checklists. Oral questions. Assessment rubrics. Written questions.

Reading

Intensive Reading: Play.

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

-Identify the themes in a Play or a section of a Play.
-Analyse the themes in a Play.
-Appreciate the role of literary appreciation in the development of critical thinking skills.

The learner is guided to:
-read excerpts of a Play.
-outline and illustrate the themes in a Play.
-collaborate in discussing the identified themes in a Play.
-present their findings in class.

What are some of the issues authors write about?

Selected Play.
Digital devices.
Learner's Textbook.
Lesson notes.

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

Grammar in use.

Relative pronouns, interrogative pronouns.

By the end of the lesson, the learner should be able to:
-          Recognize relative and interrogative pronouns in a text.
Use a relative and interrogative pronouns in sentences.
Acknowledge the value of relative and interrogative pronouns in communication.

-          Identify 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.

1.      How do you obtain information from people? Which words do you use to ask questions and to join simple sentences?

Skill in English learner’s book
Pg 142-146
Teacher’s guide.

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

Reading.

Intensive reading; Play (class Reader)

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

-          Watch muted video clips based on a play.
Discuss what they think the characters are saying to each other.
Reading experts of a play.
Identify the conflicts between characters in a play.

why 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.

-          Role playing. Observation. Oral questions.

Writing.

The writing process.

By the end of the lesson, the learner should be able to:
-          Outline the stages of the writing process.
Create a composition following the steps of the writing process.
Advocate the need for creativity in life.

-          Jointly outline the steps of writing process.
Brainstorm on different topics such as natural topics such as natural resources for writing a factual composition.

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

Skill in English learner’s book
Pg 150-151
Charts.
Pictures in learner’s book.
Teachers guide.

-          Discussion. Observation. Writing exercise.

THEME: tourism international. Listening and speaking.

Oral poetry.

By the end of the lesson, the learner should be able to:
-          Interpret oral poems on varied issues.
Perform an oral poem using performance technique.
Acknowledge the role of oral poetry in the presentation of our cultural heritage.

-          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.

Why should you interpret an oral poem correctly?

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

-          Observation. Oral questions. Dramatization.

Grammar in use.

Complex prepositions.

By the end of the lesson, the learner should be able to:
-          Define complex prepositions.
Recognize complex prepositions.
Appreciate the role of prepositions in oral and written communication.

-          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.

Which words let you know where someone is going?

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

-          Oral reading. Questions and answers. Oral discussion.

Reading.

Poetry characters.

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

-          Search online the meaning of a persona.
Use appropriate adjectives to describe the behaviours of characters in a poem.
Illustrate character traits in various poems.
Relate actions of the persona to real life.

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

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

-          Role playing. Oral presentation. Questions and answer.

Writing.

Assessing writing.

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

-          Read a passage about the qualities of a good composition.
Write down checklist for assessing composition.
Read samples of well written compositions from the course book.

What are the qualities of a good composition?

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

-          Oral reading. Questions and answer.

Reading.

Extensive reading (Grade appropriate fiction)

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

-          Watch a video clip on how to select a reading text.
Read a passage based on how to select text.
Select a reading text from a collection.
Preview a text to determine its suitability.
Skim through a text to obtain the gist.

How does reading widely help us learn better?

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

-          Oral reading. Reading aloud. Keeping a record of books read.

Grammar in use.

Conjunction’s correctives conjunction’s

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

-          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.

How do we join sentences?

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

-          Role playing. Written exercise. Question and answers.

Reading.

Play: - style (class reader)

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.

-          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.

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.

-          Role play. Reading aloud. Questions and answers.

Writing.

Narrative composition.

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

-          Read samples of narrative composition from textbooks.
Identify the introduction, body and conclusions of a sample composition.
Brainstorm possible topics for narrative composition.
Tell a story from their own experiences.
Plan a narrative composition.

What are the elements of a narrative composition?

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

-          Peer assessment. Oral discussions. Writing a narrative composition.

Reading.

Note making.

By the end of the lesson, the learner should be able to:
-          Identify main points or idea in an argumative passage.
Make notes from an argumative passage.
Value the importance of note making while reading for pleasure or academic purpose.

-          Practice in groups the note making procedure such as squr.
Read argumative passage based on the theme of social and mass media.
In groups, make notes on different media issues presented in any of the passage.

In what situations could notes be made?

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

-          Reading aloud. Journals. Questions and answers.

Grammar in use.

Determiners, numerals and ordinals

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

-          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.

How are quantities of nouns expressed?

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

-          Multiple choice. Short answers. Gap filling.

Reading.

Play: Project.

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

-          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.

How does an acted play differ from a written one?

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

-          Oral discussion. Questions and answers. Peer assessment.

Grammar in use.

Word classes: nouns.

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

-          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.

Which words can be formed from others?

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

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

Reading.

Grade-appropriate play: lessons learnt (Class reader)

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

-          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.

What lessons can one learn from a play?

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

-          Oral reading. Reading aloud. Written exercise.

Personal grooming: Reading.

Play: characterization

By the end of the lesson, the learner should be able to:
-          Outline the clues for identifying traits of different characters in a play.
Read the play excerpt and identify traits of different characters.
Acknowledge the role of characterization in determining virtues and vices in the society.

-          Search from digital and print sources for clues in a play that one can use to identify a character trait for example: what the character does or says; or what is said about a character.
Brainstorm on the words and phrases used to describe characters and make a phrase book.
Read the play excerpt and identify traits of different characters.

Which words or expressions can you use to describe one’s character?

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

-          Oral presentation. Self-assessment. Peer assessments.

Writing.

The writing process.

By the end of the lesson, the learner should be able to:
-          Outline the different stages of the writing process.
Analyse the different tasks involved in each step of the writing process.
Appreciate the importance of each of the stages in the writing process in crafting flawless dialogue.

-          Read the steps of the writing process.
In groups, discuss the different tasks involved in each stage of the writing process.
Brainstorm on different topics related to personal grooming, respect and life skills.

Why should you plan writing?

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

-          Role play. Self-assessment. Peer assessments.

Grammar in use.

Sentences: Complex sentences.

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

-          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.

What is the role of conjuctions in sentences?

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

- Oral reading. Peer assessment. Self-assessment.

Grammar in use.

Sentences: Complex sentences.

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

-          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.

What is the role of conjuctions in sentences?

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

- Oral reading. Peer assessment. Self-assessment.

Reading.

Grade-appropriate play: style (Class reader)

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

-          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.

What is the role of humour in a play?

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

- Peer assessment. Oral interviews. Short answers.

Writing.

Creating writing: Idioms.

By the end of the lesson, the learner should be able to:
-          Identify idioms used in different contexts.
Explain the meaning of given idioms in different contexts.
Desire to use idioms in different contexts.

-          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.

What are idioms?

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

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

Listening and speaking.

Intonation in sentences – question tags.

By the end of the lesson, the learner should be able to:
-          Apply question tags appropriately in communication.
Compose sentences using question tags correctly.
Appreciate the importance of question tags and correct intonation in communication.

-          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.

Why do we use question tags in speech?

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

- Peer assessment. Oral discussion. Questions and answer

Reading.

Summarizing: argumentative texts (Grade appropriate text)

By the end of the lesson, the learner should be able to:
-          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 argumentative texts based on the world cup from a book.
Select the main ideas.
Outline the supporting points from the text.

How do we write summaries?

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

- Oral discussions. Questions and answers. Peer assessment.

Grammar in use.

Sentences-Direct and indirect speech.

By the end of the lesson, the learner should be able to:
-          Read sentences with direct and indirect speech.
Differentiate between direct and indirect speech.
Desire to use direct and indirect speech correctly in communication.

-          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.

How do we report what others have said?

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

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

Reading.

Intensive reading: Play-Relating to real life (Class Reader)

By the end of the lesson, the learner should be able to:
-          Identify the characters in a play.
Discuss the various themes in a play.
Appreciate the beauty of performances of a literary text.

-          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.

What makes plays interesting?

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

- Peer assessment. Oral discussions. Questions and answers.

Listening and speaking.

Oral reports: News-(Roleplay)

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

-          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.

When are you required to present an oral report?

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

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

Grammar in use.

Sentences -Imperative commands, requests, -Exclamatory.

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

-          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.

When do you use an exclamatory or an imperative sentence in school?

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

- Oral presentations. Reading aloud. Self-assessment.

Reading.

Intensive reading: Poems.

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

Why is it important to relate ideas read in works of art to real life?

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

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

Writing.

Emails.

By the end of the lesson, the learner should be able to:
-          Read emails from the internet and printed emails.
Identify the elements of email.
Acknowledge the importance of writing emails.

-          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.

Why do we write emails?

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

- Short answers. Peer assessment. Oral presentation.