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.

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

Comparison of Adverbs.
Listening comprehension listening for details.

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

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

The learner is guided to:
-practice using different degrees of adverbs in sentences.
-construct correct sentences using the positive comparative and superlative degrees of sentences.
-share their constructed sentences with peers for assessment and feedback.

Which words are used to make comparison?

Learner's Textbook.
Digital devices.
Charts with comparative and superlative degrees of adverbs
Lesson notes.
Skill in English learner’s book
Pg 135-136
Teacher’s guide.

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

Listening and speaking.

Listening comprehension listening for details.

By the end of the lesson, the learner should be able to:
-          Use a digital device to search for more information on listening for details.
Watch a video and pick out specific details.
Appreciate the importance of attentive listening.

-          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.

Why is it important to listen keenly?

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

-          Observation. Oral questions. Checklists.

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.

Reading.
Writing.

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

By the end of the lesson, the learner should be able to:
-          Identify the conflicts between characters in a play.
Relate the characters in a play to real life.
Acknowledge the role of characters in a play.

-          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.

How does understanding the relationship between characters help our understanding of the play?

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

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

Writing.

The writing process.

By the end of the lesson, the learner should be able to:
-          Write a poem by following the writing process.
Share the poem for peer assessment for corrections.
Acknowledge the value of being corrected.

-          Write a poem in groups following the writing process.
Share the poem for assessment and make corrections.
In their groups they make corrections.

How does the writing process help us to write a good poem?

Skill in English learner’s book
Pg 151-153
Digital devices.
Teachers guide.
Journals.
Pupil’s books.

-          Oral questions. 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.

Listening and speaking.

Oral poetry.

By the end of the lesson, the learner should be able to:
-          Use appropriate performance techniques to perform oral poems.
Compose oral poems.
Acknowledge the importance of composing a poem in their daily lives.

-          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.

How can you make the performance of oral poem interesting?

Skill in English learner’s book
Pg 156-157
Realia.
Digital devices.
Teachers guide.
Dictionary.
learner’s books.

-          Observation. Oral questions. Written questions.

Reading.

Reading for interpretation.

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

-          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 is it important to understand the point of view in a poem?

Skill in English learner’s book
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.
Pg 159-160

-          Oral presentation. Peer assessment. Observations.

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.

Grammar in use.

Complex prepositions.

By the end of the lesson, the learner should be able to:
-          Read and underline complex prepositions used in various texts.
Form sentences using complex prepositions.
Appreciate the making corrections corrected by peers.

-          Jointly, read and underline complex prepositions used in various texts.
Form sentences using complex prepositions.
Collaboratively correct mistakes in sentences formed by peers.
Search for more examples of complex prepositions from the internet and other sources.

How do you describe where something is located?

Skill in English learner’s book
Pg 161-162
Books.
Magazines.
Digital devices.
Course books.

-          Keeping records of books read. Peer assessment. Oral presentation.

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.

Reading.
Writing.

Poetry characters.
Assessing writing.

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

-          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.

What are some of the words used to describe the behaviour of characters?

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

-          Roleplaying. Questions and answer. Oral presentation. Gap filling.

Writing.

Assessing writing.

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

-          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.

How can one make a composition interesting?

Skill in English learner’s book
Pg 168-169
Course books.
Checklist.
Realia.
Learner’s book.

-          Reading aloud. Oral reading. Written exersice.

THEME: HEROES AND HEROINES WORLD. Listening and speaking.

Diphthongs and sentence stress.

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

Why is it important to pronounce words correctly?

Skill in English learner’s book
Pg 170-173
Charts.
Course books.
Dictionary.
Learner’s book.

-          Multiple choice. Short answers. Gap filling.

Listening and speaking.

Diphthongs and sentence stress.

By the end of the lesson, the learner should be able to:
-          Identify the stressed and unstressed words in a sentence.
Apply stress appropriately when reading a poem.
Value the importance of stressing words in oral communication.

-          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.

How does stress help us to convey different meanings?

Skill
in English learner’s book
Pg 173-175
Flashcards.
Dictionary.
Course books.

-          Reading aloud. Oral reading. Oral presentation.

Reading.

Extensive reading (Grade appropriate fiction)
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.
Pg 177-180
Dictionary.
Digital devices.
Magazines.

-          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.

Grammar in use.

Conjuctions correlative conjuctions.

By the end of the lesson, the learner should be able to:
-          Form sentences using correlatives conjunction.
Re-write sentences using correlative conjunction.
Advocate the use of correlative conjunctions.

-          Form sentences using correlative conjunctions.
Ask and answer questions using correlatives.
Roleplay and event and use correlative conjunctions.

What is the importance of using correlative conjunctions in a sentence?

Skill in English learner’s book
Pg 181-183
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.

Reading.
Writing.

Play: - style (class reader)
Narrative composition.

By the end of the lesson, the learner should be able to:
-          Analyse the features of style in relation to the meaning of a play.
Roleplay some events in which the flashback, flashforward and personification in the play.
Value the importance of flashback, flashforward and personification in a play.

-          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

What is the importance of using flash flashback, flashforward and personification?

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

-          Reading aloud. Short answers. Self assessments.

Writing.

Narrative composition.

By the end of the lesson, the learner should be able to:
-          Write a narrative composition.
Edit the composition.
Appreciate the importance of getting feedback from peers.

-          Write a narrative composition in their books.
Edit the composition.
Revise the narrative composition.
Read one another’s composition and obtain feedback from peers.
Display the composition in a class notice board or social media.

What are the steps of writing a narrative composition?

Skill
in English learner’s book
Pg 191-193
Digital device.
Teacher’s guide.
Notice boards.

-          Role play. Oral presentation. Questions and answers.

THEME: SOCIAL AND MEDIA. Listening and speaking.

Impromptu speeches.

By the end of the lesson, the learner should be able to:
-          Define the word impromptu speech.
Outline the procedure for preparing for an impromptu speech.
Appreciate the importance of following the correct procedure for preparing for an impromptu speech.

-          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.

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

Skill
in English learner’s book
Pg 194-196
Dictionary.
Digital device.
Teacher’s guide.

-          Public speaking. Questions and answers.

Listening and speaking.

Impromptu speeches.

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

-          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.

What makes an impromptu speech effective?

Skill
in English learner’s book
Pg 196
Video clips.
Audio visuals.
Teacher’s guide.

-          Oral discussions. Peer assessment. Questions and answer.

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.
Skill
in English learner’s book
Pg 198-201

-          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.

Grammar in use.

Determiners, numerals and ordinals

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

-          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.

Which objects in the school can be modified using numerals and ordinals.

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

-          Oral presentations. Questions and answers. Peer assessment.

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.
Pg 208-209
Charts.

-          Oral discussion. Questions and answers. Peer assessment.

Writing.

Filling forms: application forms.

By the end of the lesson, the learner should be able to:
-          Recognize bursary and scholarship application forms from a list of forms.
Create a poster showing bursary and scholarship application forms.
Appreciate the importance of bursary and scholarship application forms.

-          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.

What kind of document might you need to use if you are applying for a bursary for scholarship?

Skill in English learner’s book
Pg 209-211
Teacher’s guide.
Poster.
Samples bursary and scholarship forms.
Dictionary.

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

Writing.

Filling forms: application forms.

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

-          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 fill in all parts of a form?

Skill in English learner’s book
Pg 211-213
Teacher’s guide.
Samples bursary and scholarship forms.
Charts.
Dictionary.

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

Listening and speaking.

Conversation skills: Job interview.

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.

-          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.

How can you succeed in a job interview?

Skill in English learner’s book
Pg 214-216
Dictionary.
Charts.
Video clips.
Teacher’s guide.

-          Oral interview. Questions and answers. Peer assessment.

Listening and speaking.
Reading.

Conversation skills: Job interview.
Extensive reading: Fiction.

By the end of the lesson, the learner should be able to:
-          Identify possible questions that are commonly asked in a job interview.
Ask and answer appropriate questions in mock job interviews.
Recognize excellent interview skills as a positive step towards getting a job.

-          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.

Why is it important to prepare for a interview?

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

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

Reading.

Extensive reading: Fiction.

By the end of the lesson, the learner should be able to:
-          Make a reader’s gallery by displaying the materiel read with a caption indicating its subject matter.
Keep a portfolio of the subject matter.
Appreciate the importance of reading fiction for exposure.

-          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.

What makes a book interesting?

Skill in English learner’s book
Pg 220-221
Charts.
Teacher’s guide.
Dictionary.

-          Short answers. Oral interview. Self-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. .

Grammar in use.

Word classes: nouns.

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

-          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.

What changes when a word is formed from another?

Skill
in English learner’s book
Pg 223-224
Teacher’s guide.
Dictionary.
Digital device.

-          Observation. Oral questions. Oral presentation.

Reading.

Grade-appropriate play: lessons learnt (Class reader)
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.
Skill
in English learner’s book
Pg 226-227
Dictionary.

-          Oral reading. Reading aloud. Written exercise.

Writing.

Mechanics of writing – spelling.

By the end of the lesson, the learner should be able to:
-          Define the word abbreviation.
Spell words for effective communication.
Acknowledge the importance of abbreviations in writing.

-          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.

What should you consider when splitting words at the end of a line?

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

-          Reading aloud. Short answers. Peer assessment. Oral discussions.

Writing.

Mechanics of writing – spelling.

By the end of the lesson, the learner should be able to:
-          Outline the rules of abbreviations in full.
Write common abbreviations in full.
Appreciate the importance of abbreviation in writing.

-          Discuss the rules of abbreviation and present them in charts in groups.
Copy the lists of abbreviation from print sources respectively in pairs.
Write a paragraph on how to make savings from income generating activities containing words to be abbreviated.
Assess the correctness of the paragraph in groups.

Which words do we normally abbreviate?

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

-          Short answers. Oral discussions. Peer assessment.

Listening and speaking.

Listening to respond. Expressing feelings.

By the end of the lesson, the learner should be able to:
-          Identify words and expressions used to describe their feelings towards a poem.
Create a poster showing words and expressions used to describe their feelings towards a poem.
Appreciate the importance of poem recitation for effective communication.

-          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.

How can one express their feelings while reciting s poem?

Skill
in English learner’s book
Pg 232-233
Teacher’s guide.
Charts.
Dictionary.

-          Oral reading. Questions and answers. Oral discussions.

Listening and speaking.
Reading.

Listening to respond expressing feelings.
Intensive reading: comprehension strategies.

By the end of the lesson, the learner should be able to:
-          Find the meaning of subject matter.
Express their feelings towards the subject matter of a poem.
Value the importance of poem recitation for effective communication.

-          Search print sources for words and expressions used to describe feelings towards a poem.
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.

Why is it important to recite poems with feelings?

Skill
in English learner’s book
Pg 233-234
Charts.
Teacher’s guide.
Dictionary.
Pg 234-235

-          Short answers. Oral discussions. Peer assessment.

Reading.

Intensive reading: comprehensive strategies.

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.

-          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.

How can one draw conclusions from a text?

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

-          Peer assessment. Oral discussions. Questions and answer.

Grammar in use.

Phrasal verbs.

By the end of the lesson, the learner should be able to:
-          Define phrasal verbs.
Identify phrasal verbs formed from break, hang, run and turn in texts.
Form phrasal verbs form break, hang, run and turn.
Appreciate the importance of using phrasal verbs in spoken and written communication.

-          Search 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.

How are phrasal verbs different from other verbs?

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

-          Peer assessment. Oral discussions. Oral presentation.

Grammar in use.

Phrasal verbs.

By the end of the lesson, the learner should be able to:
-          Use phrasal verbs to fill in tables and broken passages.
Use the given phrasal verbs in sentences of their own.
Value the importance of using phrasal verbs in spoken and written communication.

-          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.

Why is it important to learn meanings of phrasal verbs?

Skill
in English learner’s book
Pg 240-241
Teacher’s guide.
Dictionary.

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

Personal grooming: Reading.
Reading.

Play: characterization
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.
Pg 245-247

-          Oral presentation. Self-assessment. Peer assessments.

THEME: SEA TRAVEL. Listening and speaking.

Extensive listening: speeches.

By the end of the lesson, the learner should be able to:
-          Listen to different speeches.
Identify the issues addressed by different speeches listened to.
Appreciate the importance of getting information from varied sources.

-          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.

How can you ensure that you remember what you hear from a speech?

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

- Peer assessment. Oral discussion. Written questions.

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.

Reading.
Grammar in use.

Summarizing: argumentative texts (Grade appropriate text)
Sentences-Direct and indirect speech.

By the end of the lesson, the learner should be able to:
-          Explain how to write summary of a text.
Summarize a text correctly in their own words.
Realize the importance of good summary writing skills in writing.

-          Write an initial summary of a text.
In groups, search for more examples of reading passages and practice summarizing them.
Search for facts, dates and important personalities related to football world-cup and share the information on the school notice board.

Why should we learn good summary writing skills?

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

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

Grammar in use.

Sentences-Direct and indirect speech.

By the end of the lesson, the learner should be able to:
-          Convert direct speech into indirect speech.
Use the correct punctuation marks in direct speech.
Apply direct and indirect speech correctly in communication.

-          Insert the correct punctuation marks in sentences to mark direct speech.
Work in pairs to rewrite reported questions.
Work in pairs to compose sentences in direct and indirect speech.

How do we report what others have said?

Skill
in English learner’s book
Pg 277-279
Teacher’s guide.
Charts.
Dictionaries.

- Short answers. Matehing tasks. Oral reading. Self-assessment. Peer assessment.

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.

Reading.

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

By the end of the lesson, the learner should be able to:
-          Relate the characters and themes to real life.
Participate in a stage performance of a play.
Appreciate the beauty of performance of a literary text.

-          In groups, relate the characters and themes to real life.
Work in groups to rehearse the words and actions of the characters.
Search for information on the qualities of a good actor.
In groups participate in a stage performance of a play.

Why is it important for an actor to pronounce words correctly and speak audibly in a performance?

Skill
in English learner’s book
Pg 282-283
Teacher’s guide.
Charts.

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

Writing.

Descriptive writing (280-320 words)

By the end of the lesson, the learner should be able to:
-          Use the correct writing process to write a composition.
Spell words correctly in composition writing.
Appreciate the importance of creativity in writing.

-          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.

What makes a story creative?

Skill
in English learner’s book
Pg 284-285
Teacher’s guide.
Charts.
Dictionaries.
Pg 285-287
Digital devices.

- Self-assessment. Peer assessment. Short answers

THEME TOURIST ATTRACTION SITES: WORLD Listening and speaking.

Oral reports: News-(Roleplay)

By the end of the lesson, the learner should be able to:
-          Read a short report within a specified number of minutes.
Analyze a recorded grade appropriate oral news report.
Appreciate the importance of fluency in news reports.

-          Watch a recorded grade appropriate news report on tourist attraction sites in the world.
Brainstorm in groups on importance of body language in reading an oral report.
Practice reciting famous speeches.

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

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

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