NATURAL RESOURCES: MARINE LIFE

Listening and Speaking
Listening and Speaking

Listening Comprehension: Listening for Details

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

- Identify the main idea in a listening passage.
- Extract specific details from a listening text.
- Value attentive listening for comprehension.

The learner is guided to:
- Work in pairs and tell each other what they know about oceans, seas, and the animal and plant life in them.
- Listen to the teacher read a passage about marine life.
- Answer questions orally about the main idea and specific details in the passage.

Why is it important to listen for specific details?

KLB Top Scholar pg. 126
Audio recording of passage about marine life
Digital devices for online search

Oral questions Listening comprehension questions Main idea identification

Listening and Speaking

Listening Comprehension: Listening for Details

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

- Extract specific details from a video.
- Answer questions based on audio-visual content.
- Appreciate the importance of visual cues in comprehension.

The learner is guided to:
- Watch a video about the oceans of the world and answer specific questions about percentages, sizes, and facts presented.
- Discuss the main idea of the video.
- Reflect on how the video affects their thinking about waste management.

How do visual cues enhance our understanding of spoken information?

KLB Top Scholar pg. 126
Video about oceans
Digital devices
Digital devices
Reference books

Video comprehension questions Group discussions Reflection writing

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Identify interrogative pronouns in sentences.
- Explain the function of interrogative pronouns.
- Value the role of question words in communication.

The learner is guided to:
- Identify the question word in various sentences.
- Read notes on interrogative pronouns.
- Learn about different interrogative pronouns (who, whom, what, which, whose) and their uses.

Why do we use different interrogative pronouns in questions?

KLB Top Scholar pg. 130
Charts with interrogative pronouns
KLB Top Scholar pg. 131
Charts with relative pronouns

Identification exercises Function explanation Sentence construction

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Distinguish between relative and interrogative pronouns.
- Use relative and interrogative pronouns correctly in sentences.
- Value the importance of pronouns in clear communication.

The learner is guided to:
- Work in pairs to indicate whether highlighted words in sentences are interrogative or relative pronouns.
- Explain their answers based on the function of the words in the sentences.
- Discuss the difference between relative and interrogative pronouns.

How can we distinguish between relative and interrogative pronouns?

KLB Top Scholar pg. 132
Exercise sheets with sentences
KLB Top Scholar pg. 133
Reading passage

Classification exercises Explanation tasks Pair work assessment

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Correct errors in the use of relative and interrogative pronouns.
- Fill in blanks with appropriate pronouns.
- Value accuracy in the use of pronouns.

The learner is guided to:
- Work in groups to correct mistakes in sentences with incorrect pronoun usage.
- Fill in blanks in sentences with appropriate interrogative and relative pronouns.
- Explain their choices.

What are common errors in using relative and interrogative pronouns?

KLB Top Scholar pg. 133
Exercise sheets with error correction tasks
KLB Top Scholar pg. 134
Digital recording devices

Error correction exercises Gap filling tasks Explanation assessment

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Use relative and interrogative pronouns in dialogues.
- Role play conversations using appropriate pronouns.
- Value the role of pronouns in natural conversation.

The learner is guided to:
- Work in pairs to role play a dialogue paying attention to highlighted interrogative and relative pronouns.
- Discuss the function of each pronoun in the dialogue.
- Share their video recordings with others in school or on social media.

How do pronouns enhance natural conversation flow?

KLB Top Scholar pg. 134
Sample dialogue
Digital sharing platforms

Role play Dialogue performance Pronoun function analysis

Grammar in Use
Reading II

Relative Pronouns and Interrogative Pronouns
Intensive Reading: Play

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

- Use relative and interrogative pronouns in questions and answers.
- Conduct group discussions using appropriate pronouns.
- Value clear communication through proper pronoun use.

The learner is guided to:
- Work in groups with one person being asked questions by others about natural resources such as marine life.
- Use interrogative and relative pronouns in questions and answers.
- Keep changing roles to ensure everyone participates.

How can we use pronouns effectively in discussions about natural resources?

KLB Top Scholar pg. 135
Question templates
Video clip from a play

Group discussions Question-answer sessions Pronoun usage assessment

Reading II

Intensive Reading: Play

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

- Read a play excerpt with appropriate expression.
- Use punctuation to guide pause and pace.
- Appreciate the importance of expressiveness in reading plays.

The learner is guided to:
- Read an excerpt from "Aminata" by Francis Imbuga with appropriate expression.
- Take note of punctuation marks and decide where to pause.
- Decide where to increase or reduce pace and volume.
- Use facial expressions and gestures while reading.

How does expressive reading enhance understanding of a play?

KLB Top Scholar pg. 136
Excerpt from "Aminata"
KLB Top Scholar pg. 137
Excerpt from play

Expressive reading assessment Punctuation awareness Voice modulation evaluation

Reading II

Intensive Reading: Play

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

- Identify and illustrate character traits.
- Analyze characters' advice and responses.
- Value character analysis in understanding themes.

The learner is guided to:
- Identify and illustrate the character traits of Nuhu and Jumba.
- Talk about Nuhu's advice to Jumba and Jumba's response to it.
- Make an oral presentation of their group work.

How do character traits and dialogue reveal themes in a play?

KLB Top Scholar pg. 138
Character trait chart
KLB Top Scholar pg. 139
Props for dramatization
Digital recording devices

Character analysis Dialogue analysis Oral presentations

Reading II
Writing

Intensive Reading: Play
The Writing Process

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

- Connect play characters to real people.
- Write a persuasive text about a character's viewpoint.
- Appreciate the relevance of plays to real life.

The learner is guided to:
- Talk about people they know or have heard about who are like Jumba, Ngoya, Nuhu, and Aminata.
- In writing, explain how they would convince Jumba to change his mind.
- Share their writing with the class.

How can we relate play characters to real people and situations?

KLB Top Scholar pg. 139
Writing materials
KLB Top Scholar pg. 140
Charts showing writing process

Character connection exercise Persuasive writing Sharing assessment

TOURISM: INTERNATIONAL

Listening and Speaking

Oral Poetry

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

- Identify the features of oral poetry.
- Interpret the meaning of an oral poem.
- Value oral poetry as a form of cultural expression.

The learner is guided to:
- Listen to an audio recording of an oral poem "When the Tourists Came".
- Discuss who the "we" in the poem are, who is being addressed, why the speaker is happy, and the meaning of "smiled all the way to the bank".
- Note words that are repeated and discuss why they are repeated.

How do oral poems convey meaning through repetition and other techniques?

KLB Top Scholar pg. 144
Audio recording of oral poem

Oral discussions Meaning interpretation Feature identification

Listening and Speaking

Oral Poetry

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

- Identify the main idea in an oral poem.
- Paraphrase an oral poem.
- Value the contextual clues in understanding new words.

The learner is guided to:
- Listen to the teacher recite the oral poem "Summer time".
- Work in groups to explain what the poem is about.
- Rewrite the poem in their own words.
- Explain the meaning of the word "compatriots" using contextual clues.

How can we use context to understand unfamiliar words in poems?

KLB Top Scholar pg. 145
Oral poem "Summer time"
Notes on performance techniques

Paraphrasing assessment Vocabulary contextual analysis Group discussions

Listening and Speaking

Oral Poetry

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

- Recite an oral poem with appropriate expression.
- Use appropriate facial expressions, gestures, and voice variation.
- Appreciate the importance of performance techniques in oral poetry.

The learner is guided to:
- Get into groups and sit in a circle with half reading the first stanza and the other half the second.
- Recite the oral poem "The Song of Miss Tourism".
- Use appropriate facial expressions, gestures, and voice variation.

How do performance techniques enhance the delivery of an oral poem?

KLB Top Scholar pg. 146
Oral poem "The Song of Miss Tourism"
Props and costumes for performance

Recitation assessment Performance technique evaluation Group participation

Listening and Speaking
Reading I

Oral Poetry
Reading for Interpretation: Point of View

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

- Compose an oral poem on a given topic.
- Perform an original oral poem.
- Value creativity in oral poetry composition.

The learner is guided to:
- Work in pairs to compose an oral poem on a topic related to international tourism.
- Perform their poem in class and ask for feedback.
- Revise their poem based on feedback.

How can we create effective oral poems on contemporary topics?

KLB Top Scholar pg. 146
Writing materials
KLB Top Scholar pg. 147
Poem excerpts with different points of view

Composition assessment Performance evaluation Peer feedback

Reading I

Reading for Interpretation: Point of View

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

- Analyze poems with different points of view.
- Explain the effect of different points of view.
- Value the role of point of view in poetry interpretation.

The learner is guided to:
- Work in pairs to identify the point of view in several poems and explain their answers.
- Discuss how each point of view affects the reader's engagement with the poem.
- Read notes on the effects of different points of view.

How does each point of view create a different relationship between the reader and the poem?

KLB Top Scholar pg. 148
Poems with various points of view
KLB Top Scholar pg. 149
Internet access
Books and magazines

Point of view analysis Effect explanation Group discussions

Reading I

Reading for Interpretation: Point of View

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

- Interpret a poem with first-person point of view.
- Identify the speaker in a poem.
- Value the connection between speaker identity and meaning.

The learner is guided to:
- Listen to the teacher reading the poem "The American Bald Eagle".
- Work in groups to identify the point of view used in the poem.
- Identify the speaker in the poem.
- Talk about a time when each of them felt like a conqueror, like the eagle in the poem.

How does identifying the speaker help us understand a poem?

KLB Top Scholar pg. 149
Poem "The American Bald Eagle"
Writing materials

Speaker identification Point of view analysis Personal connection discussion

Reading I

Reading for Interpretation: Point of View

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

- Rewrite a poem from a different point of view.
- Analyze how changing point of view affects meaning.
- Value the flexibility of point of view in creative writing.

The learner is guided to:
- Rewrite Poem A from Activity 2 in the third-person point of view.
- Compare the original and rewritten poems.
- Discuss how the change in point of view affects the tone and impact of the poem.

How does changing the point of view transform a poem's meaning?

KLB Top Scholar pg. 149
Poem A from Activity 2

Rewriting assessment Comparison analysis Effect discussion

Grammar in Use

Complex Prepositions

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

- Identify simple prepositions in sentences.
- Fill in blanks with appropriate prepositions.
- Value the role of prepositions in communication.

The learner is guided to:
- Copy sentences and fill in blanks with the most appropriate prepositions.
- Identify the word class of the words they filled in the blanks.
- Read sentences and study the highlighted words.

Why are prepositions important in sentence construction?

KLB Top Scholar pg. 150
Sentence completion exercises
Notes on complex prepositions

Gap filling assessment Word class identification Sentence analysis

Grammar in Use

Complex Prepositions

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

- Identify complex prepositions in a passage.
- Distinguish between two-word and three-word complex prepositions.
- Value the precision complex prepositions bring to language.

The learner is guided to:
- Read a passage and identify all the complex prepositions.
- Compare their answers with someone else's in class and make corrections if necessary.
- Learn that complex prepositions can be two-word, three-word, or four-word.

How do complex prepositions enhance precision in writing?

KLB Top Scholar pg. 151
Passage with complex prepositions
Books, magazines, and newspapers

Identification assessment Comparison exercise Classification task

Grammar in Use

Complex Prepositions

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

- Identify complex prepositions in oral language.
- Take notes of complex prepositions used.
- Value attentive listening for grammar analysis.

The learner is guided to:
- Listen to a passage and note down all the complex prepositions used.
- Compare their list with classmates' and make corrections if necessary.
- Discuss the function of each complex preposition identified.

How are complex prepositions used in spoken language?

KLB Top Scholar pg. 152
Audio passage with complex prepositions
KLB Top Scholar pg. 153
Various text types

Listening assessment Note-taking evaluation Comparison exercise

Grammar in Use

Complex Prepositions

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

- Construct sentences using complex prepositions.
- Use complex prepositions accurately in context.
- Value the role of complex prepositions in coherent writing.

The learner is guided to:
- Construct 10 sentences using specified complex prepositions.
- In groups, read and comment on one another's sentences and correct any mistakes.
- Explain the function of each complex preposition in the sentences.

How can we use complex prepositions effectively in our writing?

KLB Top Scholar pg. 153
List of complex prepositions
Internet access
Reference books

Sentence construction Peer correction Function explanation

Grammar in Use
Reading II

Complex Prepositions
Poetry: Characters

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

- Fill in blanks with appropriate complex prepositions.
- Use complex prepositions in context.
- Value precision in preposition usage.

The learner is guided to:
- Fill in blanks in sentences with appropriate complex prepositions.
- Explain their choices based on the meaning and context of each sentence.
- Create their own sentences with the complex prepositions.

How does context determine the choice of complex prepositions?

KLB Top Scholar pg. 154
Gap-filling exercises
Poem "A Tour Guide's Song"

Gap filling assessment Choice explanation Sentence creation

Reading II

Poetry: Characters

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

- Identify the persona in a poem.
- Describe the characteristics of the persona.
- Value character analysis in poetry interpretation.

The learner is guided to:
- Read the poem "In the San Diego Zoo, tall I stand".
- Work in groups to identify the persona of the poem and give reasons for their answer.
- List adjectives that can be used to describe the persona in the poem.
- Explain the meaning of specific lines in the poem.

How does analyzing the persona enhance our understanding of a poem?

KLB Top Scholar pg. 154
Poem about a Maasai giraffe

Persona identification Characteristic listing Line interpretation

Reading II
Listening and Speaking

Poetry: Characters
Pronunciation and Sentence Stress

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

- Analyze a collective character in a poem.
- Identify character traits based on textual evidence.
- Value the role of characterization in theme development.

The learner is guided to:
- Read the poem "Welcome to Vienna" where 'Austrians' are presented as a single character.
- Discuss what the poem reveals about Austria.
- Make notes on the character traits of Austrians, giving illustrations from the poem.
- Present their notes to the class.
- Role play Austrians welcoming tourists.

How do collective characters represent cultural identity in poetry?

KLB Top Scholar pg. 155
Poem "Welcome to Vienna"
KLB Top Scholar pg. 163
Audio recordings of pronounced words

Character trait identification Textual evidence analysis Role play performance

HEROES AND HEROINES: WORLD

Listening and Speaking
Listening and Speaking

Pronunciation and Sentence Stress

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

- Pronounce words containing the sounds /θ/ and /ð/ correctly.
- Distinguish between the sounds /θ/ and /ð/ in words.
- Value the importance of proper articulation of sounds.

The learner is guided to:
- Practice pronouncing words containing the sounds /θ/ and /ð/.
- Listen to a recording of words containing these sounds.
- Identify words containing these sounds from a list.
- Create sentences using words with these sounds and read them aloud.

How can we correctly articulate the sounds /θ/ and /ð/?

KLB Top Scholar pg. 164
Audio recordings
Word lists
KLB Top Scholar pg. 165
Sentence lists

Pronunciation assessment Sound discrimination Sentence reading

Listening and Speaking

Pronunciation and Sentence Stress

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

- Place stress on appropriate words in sentences.
- Use sentence stress to convey different meanings.
- Value the importance of stress in effective communication.

The learner is guided to:
- Read the same sentence with stress on different words to convey different meanings.
- Listen to a recording where different words are stressed in the same sentence.
- Discuss how the meaning changes with shifting stress.
- Practice reading sentences with appropriate stress.

How does shifting stress in a sentence change its meaning?

KLB Top Scholar pg. 166
Audio recordings
Sentence practice sheets
Reading passage
Recording devices

Stress shifting exercises Meaning analysis Reading assessment

Reading I

Reading for Interpretation: Biographical Texts

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

- Explain what a biographical text is.
- Identify the features of biographical texts.
- Value the importance of biographical information in understanding historical figures.

The learner is guided to:
- Read notes on biographical texts.
- Discuss the meaning and features of biographical texts.
- Identify the purpose of biographical texts in preserving information about notable figures.
- Share examples of biographical texts they have read before.

Why are biographical texts important in preserving history?

KLB Top Scholar pg. 167
Sample biographical texts
KLB Top Scholar pg. 168
Biographical text

Feature identification Purpose discussion Example sharing

Reading I

Reading for Interpretation: Biographical Texts

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

- Summarize a biographical text.
- Identify the main events in a person's life from a text.
- Value the significance of chronology in biographical texts.

The learner is guided to:
- Read a biographical text about a world hero or heroine.
- Identify the main events in the subject's life.
- Create a timeline of important events in the subject's life.
- Summarize the key accomplishments and challenges faced by the subject.

How does chronological organization help us understand a person's life journey?

KLB Top Scholar pg. 169
Biographical text
Timeline templates

Timeline creation Summarization assessment Event identification

Reading I

Reading for Interpretation: Biographical Texts

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

- Compare and contrast information from different biographical texts.
- Evaluate the credibility of biographical information.
- Value critical thinking in interpreting biographical texts.

The learner is guided to:
- Read two biographical texts about the same person from different sources.
- Identify similarities and differences in the information presented.
- Discuss possible reasons for discrepancies in biographical information.
- Evaluate the credibility of each source.

Why might biographical accounts of the same person differ?

KLB Top Scholar pg. 170
Multiple biographical texts about the same person
KLB Top Scholar pg. 171
Biographical text

Comparison assessment Credibility evaluation Critical thinking discussion

Grammar in Use

Phrasal Verbs

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

- Define phrasal verbs.
- Identify phrasal verbs in sentences.
- Value the role of phrasal verbs in enriching expression.

The learner is guided to:
- Read notes on phrasal verbs.
- Learn that phrasal verbs consist of a verb combined with a preposition or adverb.
- Identify phrasal verbs in sample sentences.
- Discuss the difference between literal and idiomatic meanings of phrasal verbs.

What are phrasal verbs and how do they function in English?

KLB Top Scholar pg. 172
Notes on phrasal verbs
Sample sentences
KLB Top Scholar pg. 173
Lists of separable and inseparable phrasal verbs

Definition explanation Identification exercises Meaning discussion

Grammar in Use

Phrasal Verbs

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

- Use phrasal verbs related to heroism and achievement.
- Replace single-word verbs with appropriate phrasal verbs.
- Value the expressiveness of phrasal verbs in communication.

The learner is guided to:
- Learn phrasal verbs commonly used to describe achievements and heroic actions.
- Practice using these phrasal verbs in sentences about heroes and heroines.
- Replace single-word verbs in sentences with equivalent phrasal verbs.
- Discuss how phrasal verbs can make descriptions more vivid.

How do phrasal verbs enhance descriptions of heroic actions?

KLB Top Scholar pg. 174
List of phrasal verbs related to achievement
KLB Top Scholar pg. 175
Error correction exercises
Matching exercises

Replacement exercises Sentence creation Expressiveness discussion

Grammar in Use
Reading II

Phrasal Verbs
Intensive Reading: Style in Plays

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

- Use phrasal verbs in creative writing.
- Replace repetitive verbs with varied phrasal verbs.
- Value the role of phrasal verbs in making writing more interesting.

The learner is guided to:
- Write a short paragraph about a hero or heroine using phrasal verbs.
- Edit a text by replacing repetitive or bland verbs with appropriate phrasal verbs.
- Share their writing with peers and receive feedback on their use of phrasal verbs.

How can phrasal verbs make our writing more interesting?

KLB Top Scholar pg. 176
Writing prompts
Editing exercises
KLB Top Scholar pg. 177
Play excerpt
Notes on style

Creative writing assessment Editing task evaluation Peer feedback

Reading II

Intensive Reading: Style in Plays

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

- Analyze dialogue as an element of style.
- Identify how dialogue reveals character and advances plot.
- Value the importance of effective dialogue in plays.

The learner is guided to:
- Read an excerpt from a play focusing on dialogue.
- Analyze how the dialogue reveals character traits, relationships, and conflicts.
- Identify how dialogue moves the plot forward.
- Discuss the distinctive speech patterns of different characters.

How does dialogue function as an element of style in plays?

KLB Top Scholar pg. 178
Play excerpt with dialogue
KLB Top Scholar pg. 179
Play excerpt with stage directions

Dialogue analysis Character revelation identification Plot advancement discussion

Reading II

Intensive Reading: Style in Plays

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

- Identify language choices as elements of style.
- Analyze how language choices reflect character and setting.
- Value the importance of appropriate language in creating authentic characters.

The learner is guided to:
- Read an excerpt from a play focusing on language choices.
- Identify formal/informal language, dialect, slang, figurative language, and other distinctive language features.
- Analyze how language choices reflect character background, education, personality, and setting.
- Discuss how language contributes to the play's overall style.

How do language choices contribute to the style of a play?

KLB Top Scholar pg. 180
Play excerpt with varied language

Language feature identification Character reflection analysis Style contribution discussion

Reading II
Writing

Intensive Reading: Style in Plays
Descriptive Writing

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

- Compare and contrast style in different play excerpts.
- Identify distinctive stylistic features of different playwrights.
- Value the diversity of dramatic styles.

The learner is guided to:
- Read excerpts from different plays and playwrights.
- Identify distinctive stylistic features in each excerpt.
- Compare and contrast the styles in terms of dialogue, stage directions, and language choices.
- Discuss how style reflects the playwright's purpose and themes.

How do different playwrights develop their own unique styles?

KLB Top Scholar pg. 181
Excerpts from different plays
KLB Top Scholar pg. 182
Notes on descriptive writing
Sample descriptive texts

Stylistic feature identification Comparison analysis Purpose discussion

Writing

Descriptive Writing

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

- Use sensory details in descriptive writing.
- Create descriptions appealing to multiple senses.
- Value the importance of sensory details in creating vivid descriptions.

The learner is guided to:
- Learn about the five senses and how they can be incorporated into descriptions.
- Analyze examples of descriptions that use sensory details.
- Practice writing short descriptions that incorporate details appealing to different senses.
- Share their descriptions and receive feedback from peers.

How do sensory details enhance descriptive writing?

KLB Top Scholar pg. 183
Examples of sensory-rich descriptions
KLB Top Scholar pg. 184
Examples of figurative language
Practice exercises

Sensory detail use Description creation Peer feedback

Writing

Descriptive Writing

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

- Organize a descriptive composition effectively.
- Use spatial or chronological organization in description.
- Value the importance of logical organization in descriptive writing.

The learner is guided to:
- Learn about different organizational patterns for descriptive writing.
- Analyze the organization of sample descriptive texts.
- Plan a descriptive composition about a hero or heroine using a logical organizational pattern.
- Create an outline for their descriptive composition.

How does organization enhance descriptive writing?

KLB Top Scholar pg. 185
Sample organizational patterns
Planning templates
KLB Top Scholar pg. 186
Writing guidelines
Revision checklist

Organization analysis Planning assessment Outline creation

SOCIAL AND MASS MEDIA

Listening and Speaking
Listening and Speaking

Impromptu Speeches

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

- Explain what impromptu speeches are.
- Identify occasions when impromptu speeches are given.
- Value the importance of speaking skills in real life.

The learner is guided to:
- Work in groups and talk about ways in which students can use social media to learn English better.
- Talk about a time they were asked to speak in front of people without prior preparation.
- Discuss how they overcame their nervousness.
- Look up the meaning of 'impromptu' from a dictionary.

Why are impromptu speaking skills important in real life?

KLB Top Scholar pg. 179
Dictionary
Digital devices
KLB Top Scholar pg. 180
Sample speech notes

Group discussions Oral presentations Vocabulary search

Listening and Speaking

Impromptu Speeches

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

- Plan an impromptu speech on a specific occasion.
- Organize thoughts using the five Ws.
- Value the importance of preparation even with limited time.

The learner is guided to:
- Work in groups to come up with an occasion where they have been asked to make an impromptu speech.
- Plan their speech using the five Ws.
- Order their thoughts - decide what to say first, next and last.
- Take turns to present their impromptu speech to other groups while listening to others' speeches.

How can the five Ws help in organizing an impromptu speech?

KLB Top Scholar pg. 181
Planning notes
Guidelines for speech delivery

Speech planning Group presentations Peer evaluation

Listening and Speaking

Impromptu Speeches

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

- Deliver an impromptu speech on a given topic.
- Apply techniques for effective impromptu speaking.
- Value the importance of feedback in improving speaking skills.

The learner is guided to:
- Listen to the teacher make an impromptu speech on social and mass media.
- Prepare to make their own impromptu speech on the same subject.
- Deliver their impromptu speech, ensuring it's not just a repetition of what others have said.
- Record each other's speeches and provide feedback.

How can we improve our impromptu speaking skills?

KLB Top Scholar pg. 182
Digital recording devices

Speech delivery Recording analysis Peer feedback

Reading I

Note Making

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

- Explain strategies for retaining information from reading.
- Make notes on information discussed.
- Value the importance of note-making as a study skill.

The learner is guided to:
- Work in groups to talk about what they can do to ensure they retain information from textbooks and other sources.
- Make notes on their discussion.
- Present their notes to the class.
- Read information about the SQ4R reading method.

Why is note-making important for retaining information?

KLB Top Scholar pg. 182
Notes on SQ4R reading method
KLB Top Scholar pg. 183
Passage on social and mass media

Group discussions Note-making exercise Class presentation

Reading I

Note Making

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

- Produce effective notes from a passage.
- Create visual organizers to represent information.
- Value the importance of organizing information for better retention.

The learner is guided to:
- Read notes on note-making.
- Make notes on the benefits of mass and social media from a passage.
- Create charts to capture the information in their notes.
- Exchange charts with other groups for feedback.
- Make corrections based on feedback received.

How can we organize information effectively in notes?

KLB Top Scholar pg. 184
Sample note formats
Chart materials
Writing materials
Performance space

Note creation Chart making Peer feedback

Grammar in Use

Determiners: Numerals and Ordinals

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

- Identify cardinal and ordinal numbers in sentences.
- Explain the functions of cardinal and ordinal numbers.
- Value the importance of numerals in communication.

The learner is guided to:
- Read sentences containing numerals and answer questions about specific quantities mentioned.
- Identify positions before the position of a team and birthdays before a specific birthday.
- Learn the difference between cardinal numbers (amount) and ordinal numbers (position).

How do cardinal and ordinal numbers function differently in sentences?

KLB Top Scholar pg. 185
Sentences with numerals
Reference books
Digital devices

Identification exercises Function explanation Comprehension questions

Grammar in Use

Determiners: Numerals and Ordinals

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

- Identify cardinal and ordinal numbers in a text.
- Categorize numbers based on their function.
- Value precision in the use of numerals.

The learner is guided to:
- Read a passage and list all the cardinal and ordinal numbers used with nouns.
- Work in groups to write the cardinal numbers and ordinal numbers and the nouns they describe in a table format.
- Analyze the different functions of cardinal and ordinal numbers in the passage.

How do cardinal and ordinal numbers modify nouns differently?

KLB Top Scholar pg. 186
Reading passage with numerals
KLB Top Scholar pg. 187
School environment
Sentence templates

Identification exercise Categorization task Function analysis

Grammar in Use

Determiners: Numerals and Ordinals

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

- Identify cardinal and ordinal numbers in a poem.
- Record numerals and the nouns they are used with.
- Value the role of numerals in creative writing.

The learner is guided to:
- Work in pairs to take turns reciting the poem "Engaging with the World".
- As one recites, the other will listen and write down the cardinal and ordinal numbers as well as the nouns they are used with.
- Compare their lists and make corrections where necessary.
- Discuss how numerals enhance the meaning and imagery in the poem.

How do numerals contribute to the effectiveness of poetry?

KLB Top Scholar pg. 187
Poem "Engaging with the World"

Listening exercise Identification task List comparison

Grammar in Use
Reading II

Determiners: Numerals and Ordinals
Play: Project

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

- Fill in blanks with appropriate cardinal and ordinal numbers.
- Understand the relationship between cardinal and ordinal numbers.
- Value the correct use of numerals in different contexts.

The learner is guided to:
- Fill in blanks in pairs of sentences using the cardinal and ordinal numbers given in a box.
- Understand that the number used in the first pair should be related to the one in the second pair.
- Check their answers with a partner.
- Discuss any challenging items.

How are cardinal and ordinal numbers related to each other?

KLB Top Scholar pg. 188
Gap-filling exercise
Video of a play
Digital devices

Gap-filling task Relationship identification Pair discussion

Reading II

Play: Project

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

- Explain what makes a good actor.
- Perform non-verbal acting.
- Value the importance of body language in communication.

The learner is guided to:
- Talk about what a good actor and actress should be able to do.
- Take turns to act out various scenarios without using words (mime).
- Give each other feedback on their mimes.
- Discuss whose gestures, movements, and facial expressions were the clearest and what improvements each person should make.

How important is non-verbal communication in acting?

KLB Top Scholar pg. 189
Performance space
KLB Top Scholar pg. 190
Play excerpt "The Conflict"

Mime performance Peer feedback Non-verbal communication assessment

Reading II

Play: Project

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

- Identify character relationships in a play.
- Analyze the function of costumes and props.
- Value the role of visual elements in creating mood.

The learner is guided to:
- Identify the characters in "The Conflict" and how they are related.
- Identify stage directions about costumes and stage props.
- Analyze what kind of mood or atmosphere these costumes and props create.
- Discuss how visual elements contribute to the audience's understanding of the play.

How do costumes and props contribute to the mood of a play?

KLB Top Scholar pg. 191
Play excerpt "The Conflict"
Guidelines for staging plays

Character relationship mapping Visual element identification Mood analysis

Writing

Filling Forms: Application Forms

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

- Identify different types of forms.
- Select appropriate forms for specific purposes.
- Value the importance of form-filling in various contexts.

The learner is guided to:
- Make a list of the different types of forms they have come across.
- Study different forms and identify which one they would pick if they wanted to apply for a scholarship or bursary.
- Explain their choice.
- Explain the meaning of "supporting documents" with examples.

Why is it important to select the correct form for a specific purpose?

KLB Top Scholar pg. 192
Sample forms
KLB Top Scholar pg. 193
Sample bursary and scholarship application forms

Form identification Selection justification Term explanation

Writing

Filling Forms: Application Forms

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

- Fill in application forms correctly.
- Follow form instructions accurately.
- Value the importance of attention to detail in form filling.

The learner is guided to:
- With the help of a teacher, parent, or guardian, photocopy forms A and B from the previous lesson.
- Individually, fill in the forms.
- Exchange filled-in forms with a deskmate for feedback.
- Make corrections based on feedback.

How can attention to detail improve the quality of completed forms?

KLB Top Scholar pg. 194
Photocopied application forms
Writing materials
Sample forms
Form design materials

Form completion Instruction following Peer assessment

Writing

Filling Forms: Application Forms

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

- Download and fill in forms from the Internet.
- Apply form-filling skills to various types of forms.
- Value digital literacy in accessing and completing forms.

The learner is guided to:
- With the assistance of the teacher, download bursary and scholarship application forms or other types of forms from the Internet.
- Alternatively, get physical forms from relevant offices.
- Individually, fill in the forms.
- Work in groups to exchange filled-in forms and give each other feedback.

How has technology changed the way we access and complete forms?

KLB Top Scholar pg. 194
Digital devices
Downloaded forms

Form downloading Digital form completion Peer feedback