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.
Reading.

Diphthongs and sentence stress.
Extensive reading (Grade appropriate fiction)

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

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

-          Reading aloud. Oral reading. Oral presentation.

Reading.

Extensive reading. (Grade appropriate fiction)

By the end of the lesson, the learner should be able to:
-          Read independently and silently.
Find the meaning of vocabulary in a dictionary.
Appreciate the importance of reading fluently.

-          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.

What should on consider when choosing a reading text?

Skill in English learner’s book
Pg 177-180
Dictionary.
Digital devices.
Course book.
Magazines.

-          Oral questions. Filing gaps. Written exercise.

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.
Reading.

Conjuctions correlative conjuctions.
Play: - style (class reader)

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.
Pg 183-188
Video clips.
Teacher’s guide.

-          Role playing. Written exercise. Question and answers.

Reading.

Play: - style (class reader)

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.

-          Reading aloud. Short answers. Self assessments.

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.

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.
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.
Pg 196
Video clips.
Audio visuals.

-          Public speaking. Questions and answers.

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.

Reading.

Note making.

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.

-          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.

Why is it important to make notes?

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

-          Questions and answers. Oral discussions. Peer assessment.

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.
Skill
in English learner’s book
Pg 204-205
Learner’s book.
Digital devices.

-          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.

Reading.

Play: Project.

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

-          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.

What makes a performance successful?

Skill in English learner’s book
Pg 208-209
Charts.
Teacher’s guide.
Digital device.

-          Roleplay. self-assessment. Questions and answers.

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.
Pg 211-213
Charts.

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

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.

Conversation skills: Job interview.

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.

-          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:
-          Distinguish between fiction and non-fiction reading materials.
Select and read grade appropriate fiction materials.
Appreciate the importance of reading fiction for exposure.

-          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.

Which storybooks or plays have you read?

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

-          Oral interview. Oral reading. Oral discussions. Short answers.

Reading.
Grammar in use.

Extensive reading: Fiction.
Word classes: nouns.

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.
Pg 221-223
Dictionaries.
Digital devices.

-          Short answers. Oral interview. 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)

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.

Reading.
Writing.

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

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

-          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.

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.

-          Oral reading. Written exercise. Peer assessment.

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.

Listening to respond expressing feelings.

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.

-          Short answers. Oral discussions. Peer assessment.

Reading.

Intensive reading: comprehension strategies.
Intensive reading: comprehensive strategies.

By the end of the lesson, the learner should be able to:
-          Find the meaning of clue.
Identify clues in the passage from which conclusions can be drawn.
Create a poster showing clues from which conclusions can be drawn.
Appreciate the skills of making inferences and drawing conclusions in independent reading.

-          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.

Why is it important to summarize information from a text?

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

-          Oral reading. Oral discussions. Reading aloud.

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.

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.

Writing.

The writing process.

By the end of the lesson, the learner should be able to:
-          Roleplay the characters of the dialogue in the class reader.
Apply the writing process in creating a dialogue on a relevant theme.
Emphasize the importance of each of the stages in the writing process in crafting flawless dialogue.

-          Individually, select one topic and write a dialogue adhering to the writing process.
In pairs, dramatize selected dialogues as the others watch and note the strength and weaknesses.
Suggest ways of improving dialogues written by peers.

Why is it important to learn dialogue writing?

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

-          Reading aloud. Oral discussion. 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.
Reading.

Extensive listening.
Intensive reading: visualizing and summarizing.

By the end of the lesson, the learner should be able to:
-          Listen to the speeches on tips for sea travel and more so island.
Take notes on the points made by different speaker on the issue.
Appreciate the importance of getting information from varied sources.

-          Listen to the speeches again and in pairs take notes on the points from each of the speeches.
In groups, compare the notes taken by different pairs and compile the recurrent points
Use the points noted from the same speeches to write and make a speech on the same theme.

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

Skill
in English learner’s book
Pg 252-253
Teacher’s guide.
Dictionaries.
Charts.
Pg 253-256

- Peer assessments. Oral discussion. Self-assessment.

Reading.

Intensive reading: visualizing and summarizing.

By the end of the lesson, the learner should be able to:
-          Summarize what a paragraph and the passage are about.
Fill in the key information from the paragraph and the passage in the form provided.
Acknowledge the role of visualizing and summarizing in enhancing understanding of a text.

-          In groups, fill in templates requiring key ideas from the text or parts of thetext and display the templates on the wall.
Summarize the ideas in own words in charts and share for peer review.
Brainstorm on how visualizing and summarizing aid in comprehension of a passage.

Why is it important to make a relevant summary of a text?

Skill
in English learner’s book
Pg 256-257
Teacher’s guide.
Dictionaries.
Charts.

- Oral reading. Peer assessment. Oral interviews.

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:
-          Construct complex sentences using subordinating conjuctions learnt.
Create a chart on complex sentences and display in class.
Desire to construct complex sentences using subordinating conjuctions learnt.

-          In groups, use the subordinating conjuctions learnt to construct complex sentences.
In groups, display the sentences learnt on a chart.
Use subordinating conjuctions to join parts of sentences in the substation table.

What is the role of conjuctions in sentences?

Skill
in English learner’s book
Pg 258-259
Teacher’s guide.
Dictionaries.
Charts.
Pg 260

- Self-assessment. Oral interview. Short answers.

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.

Reading.

Grade appropriate play: style (Class Reader)

By the end of the lesson, the learner should be able to:
-          Identify plays with instances of humour and monologue.
Dramatize instances of humour and monologue in a play.
Appreciate the role of humour and monologue in enriching a literary work.

-          Read episodes of the grade-appropriate play containing humour and monologue.
Dramatize the episodes in groups.
Discuss how humour and monologue make a play interesting and pass its message effectively.

What is the role of humour in a play?

Skill
in English learner’s book
Pg 263-265
Teacher’s guide.
Newspapers.
Dictionaries.

- Oral presentations. Self-assessment. Peer assessment. Roleplay.

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.

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

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

By the end of the lesson, the learner should be able to:
-          Write down a variety of idioms on a chart.
Use a variety of idioms in writing narrative compositions.
Encourage peers to use idioms appropriately in speech and writing.

-          Write a narrative composition the given idioms.
In groups scan through compositions of each member and create a checklist of idioms used tallying them to find out the most popular.

Which idioms are you familiar with?

Skill in English learner’s book
Pg 267-268
Teacher’s guide.
Dictionaries.
Charts.
Skill
in English learner’s book
Pg 269-271

- Self-assessment. Reading aloud. Oral presentations.

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.
Writing.

Intensive reading: Play-relating to real life (Class Reader)
Descriptive writing (280-320 words)

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

-          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.
Pg 284-285
Dictionaries.

- 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:
-          Apply the five senses in writing descriptive compositions.
Display creatively and imagination in composition writing.
Recognize the importance of creativity in writing.

-          Rewrite a famous story in their own words.
In pairs write short paragraphs describing an item and have the other person guess what the item is.
Share the best creative composition on the school notice board.

Which words do we use to describe our different senses?

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

-  Self-assessment. Peer assessment. Short answers. Observation.

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.

Reading.

Reading fluency.

By the end of the lesson, the learner should be able to:
-          Preview a text while ignoring unknown words.
Make predictions about the characters events and the message in a given text.
Advocate the role of reading fluency in communication.

-          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.

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

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

-  Self-assessment. Peer assessment. Oral presentations.

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.

Grammar in use.

Sentences -Imperative commands, requests, -Exclamatory.

By the end of the lesson, the learner should be able to:
-          Use imperative and exclamatory sentences correctly in a text.
Punctuate given texts by use of the appropriate punctuation marks.
Appreciate the use of the exclamatory and imperative sentences in spoken language.

-          Construct imperative sentences as they respond to teacher’s questions.
In pairs, construct exclamatory sentences based on one of the characters in a text.
In pairs, punctuate given texts by use of the appropriate punctuation marks.

How do you decide whether to use an exclamation mark or a period at the end of a sentence?

Skill
in English learner’s book
Pg 299-300
Teacher’s guide.
Charts.
Dictionaries.

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

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

- 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.

Writing.

Emails.

By the end of the lesson, the learner should be able to:
-          Identify the parts of an email.
Apply the elements in writing an email.
Appreciate the importance of writing emails.

-          In groups, identify the parts of an email.
Learners to rework their emails to include any elements that missing.
Display some of the emails on the talking walls.

What is the difference between emails and letters?

Skill
in English learner’s book
Pg 306-308
Teacher’s guide.
Charts.
Dictionaries.
Digital devices.

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