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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
LEISURE TIME
Listening and Speaking |
Conversational Skills: Negotiation Skills
|
By the end of the
lesson, the learner
should be able to:
- Identify words or expressions used in negotiations. - Use appropriate verbal cues during negotiations. - Value the importance of negotiation skills in communication. |
The learner is guided to:
- Work in groups and tell one another about situations in which they have negotiated with a parent, guardian, sibling, or teacher. - Talk about words or expressions that can be used to get the best outcome in negotiations. - Read notes on negotiation skills. - Watch a video recording of a conversation between a mother and son demonstrating negotiation skills. |
How can we use language to negotiate effectively?
|
KLB Top Scholar pg. 104
Digital devices Video recording |
Observation
Group discussions
Role play
|
|
| 2 | 2 |
Listening and Speaking
|
Conversational Skills: Negotiation Skills
|
By the end of the
lesson, the learner
should be able to:
- Identify expressions that show good negotiation skills. - Use non-verbal cues during negotiations. - Appreciate the role of effective negotiation in communication. |
The learner is guided to:
- Watch a video again and identify expressions that show the mother and son are good negotiators. - Act out the conversation between the mother and son using appropriate non-verbal cues such as facial expressions and gestures. - Search online and in various print materials for other expressions used in negotiations. |
What non-verbal cues can enhance negotiations?
|
KLB Top Scholar pg. 105
Digital devices Books and magazines KLB Top Scholar pg. 106 Props for dramatization Poem 'Betrothed' |
Role play
Peer assessment
Observation
|
|
| 2 | 3 |
Reading I
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Explain what reading fluency is. - Read a text at an appropriate pace. - Appreciate the importance of reading fluency in communication. |
The learner is guided to:
- Work in groups to read a passage and note the number of words each person reads in one minute and time taken to read the entire passage. - Note who pronounced words most clearly and accurately. - Note who was able to bring out punctuation marks accurately. - Note who was able to bring out the fun in the passage. |
Why is reading fluency important?
|
KLB Top Scholar pg. 107
Passage for reading Stopwatch KLB Top Scholar pg. 108 Flash cards |
Observation
Oral reading assessment
Peer assessment
|
|
| 2 | 4 |
Reading I
Grammar in Use |
Reading Fluency
Comparison of Adverbs |
By the end of the
lesson, the learner
should be able to:
- Apply skimming technique to identify the main idea in a text. - Identify specific information in a text through scanning. - Value the importance of different reading techniques. |
The learner is guided to:
- Work in pairs to skim through a passage and tell each other what it is about. - Look for specific phrases and words in the passage. - Read through the passage silently, ignoring unfamiliar words. |
How do skimming and scanning help us become better readers?
|
KLB Top Scholar pg. 109
Reading passage "Free but not Idle" KLB Top Scholar pg. 110 Reading passage Stopwatch KLB Top Scholar pg. 111 Charts Audio recording |
Written questions
Observation
Oral questions
|
|
| 2 | 5 |
Grammar in Use
|
Comparison of Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify the positive, comparative, and superlative forms of adverbs. - Use adverbs correctly in different degrees of comparison. - Appreciate the importance of correct adverb usage. |
The learner is guided to:
- Read notes on comparison of adverbs. - Read a passage and identify all the adverbs, grouping them according to positive, comparative, and superlative degrees. - Fill in blanks in sentences with the correct form of adverbs. |
Why is it important to use the correct form of adverbs in sentences?
|
KLB Top Scholar pg. 112
Handouts with exercises KLB Top Scholar pg. 113 Exercise sheets KLB Top Scholar pg. 114 Digital recording devices Sample dialogue |
Written exercises
Gap filling exercises
Group work
|
|
| 3 | 1 |
Reading II
|
Intensive Reading: Play
|
By the end of the
lesson, the learner
should be able to:
- Explain what a theme is. - Identify themes in plays. - Appreciate the importance of themes in literary works. |
The learner is guided to:
- Talk about plays they have read and what they are about. - Read notes on themes in plays. - Read an excerpt from "Aminata" by Francis Imbuga. |
What are themes in literary works and why are they important?
|
KLB Top Scholar pg. 115
"Aminata" by Francis Imbuga KLB Top Scholar pg. 116 KLB Top Scholar pg. 117 |
Group discussions
Oral questions
Written responses
|
|
| 3 | 2 |
Reading II
|
Intensive Reading: Play
|
By the end of the
lesson, the learner
should be able to:
- Role play characters in an excerpt from a play. - Discuss characters' thoughts and actions. - Value the importance of understanding characters' motivations. |
The learner is guided to:
- Work in groups taking turns to imagine they are Aminata or Ababio. - Ask questions about the characters' thoughts and actions. - Choose the most dramatic scene and act it out. - Record the dramatization and share the clips online. |
How does dramatizing help us understand characters and themes better?
|
KLB Top Scholar pg. 118
Digital recording devices Props for dramatization KLB Top Scholar pg. 119 Excerpt from "The Burdens" |
Role play
Hot seating
Video recording assessment
|
|
| 3 | 3 |
Writing
|
Mechanics of Writing: Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify homophones in English. - Explain the meanings of different homophones. - Value accuracy in spelling for effective communication. |
The learner is guided to:
- Work in groups taking turns to say pairs of homophones. - Tell one another what each homophone means. - Read notes on homophones. |
Why is correct spelling of homophones important in communication?
|
KLB Top Scholar pg. 120
Dictionary Charts with homophones KLB Top Scholar pg. 121 Books and magazines Dictionary Crossword puzzles List of commonly misspelled words |
Oral questions
Spelling tests
Homophone identification
|
|
| 3 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Mechanics of Writing: Spelling
Listening Comprehension: Listening for Details Listening Comprehension: Listening for Details |
By the end of the
lesson, the learner
should be able to:
- Use homophones correctly in sentences. - Participate in spelling contests. - Value accuracy in spelling. |
The learner is guided to:
- Use each word in pairs of homophones in sentences. - Participate in a spelling contest in groups. - Fill in blanks in sentences with the correct form of words from choices given in brackets. |
How can we improve our spelling skills?
|
KLB Top Scholar pg. 123
List of homophones Exercise sheets KLB Top Scholar pg. 126 Audio recording of passage about marine life Digital devices for online search |
Spelling contest
Gap filling exercises
Sentence construction
|
|
| 3 | 5 |
NATURAL RESOURCES: MARINE LIFE
Listening and Speaking Listening and Speaking Grammar in Use |
Listening Comprehension: Listening for Details
Relative Pronouns and Interrogative Pronouns |
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 KLB Top Scholar pg. 130 Charts with interrogative pronouns |
Video comprehension questions
Group discussions
Reflection writing
|
|
| 4 | 1 |
Grammar in Use
|
Relative Pronouns and Interrogative Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify relative pronouns in sentences. - Explain the function of relative pronouns. - Value the role of relative pronouns in connecting ideas. |
The learner is guided to:
- Identify words that relate nouns to clauses in sentences. - Read notes on relative pronouns. - Learn about different relative pronouns (who, whom, that, which, whose) and their uses. |
How do relative pronouns help us connect ideas in sentences?
|
KLB Top Scholar pg. 131
Charts with relative pronouns KLB Top Scholar pg. 132 Exercise sheets with sentences |
Identification exercises
Function explanation
Sentence construction
|
|
| 4 | 2 |
Grammar in Use
|
Relative Pronouns and Interrogative Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify relative and interrogative pronouns in a passage. - Classify pronouns according to their types. - Value the role of pronouns in cohesive writing. |
The learner is guided to:
- Read a passage about marine life and identify interrogative and relative pronouns. - Work in groups to write down sentences featuring the two types of pronouns separately. - Group the pronouns according to positive, comparative, and superlative degrees. |
How do relative and interrogative pronouns enhance text cohesion?
|
KLB Top Scholar pg. 133
Reading passage Exercise sheets with error correction tasks KLB Top Scholar pg. 134 Digital recording devices |
Identification exercises
Classification tasks
Group work assessment
|
|
| 4 | 3 |
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 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 KLB Top Scholar pg. 135 Question templates Video clip from a play |
Role play
Dialogue performance
Pronoun function analysis
|
|
| 4 | 4 |
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 KLB Top Scholar pg. 138 Character trait chart |
Expressive reading assessment
Punctuation awareness
Voice modulation evaluation
|
|
| 4 | 5 |
Reading II
Writing |
Intensive Reading: Play
The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Dramatize sections of a play. - Perform different character roles. - Appreciate the value of performance in understanding a play. |
The learner is guided to:
- Work in groups to sit in circles and assign roles. - Read the excerpt aloud several times. - Dramatize the part of the excerpt involving Agege and a group of women. - Perform the excerpt for the class or school. |
How does dramatizing a play enhance our understanding of it?
|
KLB Top Scholar pg. 139
Props for dramatization Digital recording devices Writing materials KLB Top Scholar pg. 140 Charts showing writing process |
Dramatization assessment
Role play evaluation
Performance recording
|
|
| 5 | 1 |
TOURISM: INTERNATIONAL
Listening and Speaking 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 KLB Top Scholar pg. 145 Oral poem "Summer time" |
Oral discussions
Meaning interpretation
Feature identification
|
|
| 5 | 2 |
Listening and Speaking
|
Oral Poetry
|
By the end of the
lesson, the learner
should be able to:
- Identify performance elements for oral poetry. - Plan for an effective oral poetry performance. - Value performance techniques in oral poetry. |
The learner is guided to:
- Read the poem "When the Tourists Came". - Discuss what would be needed to perform the poem. - Explain how to make the performance interesting. - Read notes on the performance of an oral poem. |
What makes an oral poetry performance effective?
|
KLB Top Scholar pg. 145
Notes on performance techniques KLB Top Scholar pg. 146 Oral poem "The Song of Miss Tourism" Props and costumes for performance |
Performance planning
Group discussions
Technique identification
|
|
| 5 | 3 |
Listening and Speaking
Reading I Reading I |
Oral Poetry
Reading for Interpretation: Point of View 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 KLB Top Scholar pg. 148 Poems with various points of view |
Composition assessment
Performance evaluation
Peer feedback
|
|
| 5 | 4 |
Reading I
|
Reading for Interpretation: Point of View
|
By the end of the
lesson, the learner
should be able to:
- Find poems with different points of view. - Classify poems according to point of view. - Value research skills in literary appreciation. |
The learner is guided to:
- Work in groups to search for poems illustrating each of the three points of view. - Use the Internet, books, or magazines for their search. - Classify the poems they find according to point of view. |
How can research enhance our understanding of literary techniques?
|
KLB Top Scholar pg. 149
Internet access Books and magazines Poem "The American Bald Eagle" Writing materials |
Research assessment
Classification accuracy
Resource utilization
|
|
| 5 | 5 |
Reading I
Grammar in Use |
Reading for Interpretation: Point of View
Complex Prepositions |
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 KLB Top Scholar pg. 150 Sentence completion exercises |
Rewriting assessment
Comparison analysis
Effect discussion
|
|
| 6 | 1 |
Grammar in Use
|
Complex Prepositions
|
By the end of the
lesson, the learner
should be able to:
- Define complex prepositions. - Distinguish between simple and complex prepositions. - Value the role of complex prepositions in precise expression. |
The learner is guided to:
- Read notes on complex prepositions. - Identify that complex prepositions come before a noun phrase. - Learn that complex prepositions express different meanings including direction, position, time, agent, source, manner, and possession. |
What makes complex prepositions different from simple prepositions?
|
KLB Top Scholar pg. 150
Notes on complex prepositions KLB Top Scholar pg. 151 Passage with complex prepositions Books, magazines, and newspapers |
Definition explanation
Distinction identification
Function description
|
|
| 6 | 2 |
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 List of complex prepositions |
Listening assessment
Note-taking evaluation
Comparison exercise
|
|
| 6 | 3 |
Grammar in Use
Reading II |
Complex Prepositions
Poetry: Characters |
By the end of the
lesson, the learner
should be able to:
- Search for complex prepositions in various sources. - Create a list of complex prepositions. - Value research skills in language learning. |
The learner is guided to:
- Work in groups and search for more examples of complex prepositions from the Internet or any other source. - Write down their list of complex prepositions and display it on the classroom noticeboard. - Compare their findings with other groups. |
How can research enhance our understanding of language structures?
|
KLB Top Scholar pg. 153
Internet access Reference books KLB Top Scholar pg. 154 Gap-filling exercises Poem "A Tour Guide's Song" |
Research assessment
List creation
Display evaluation
|
|
| 6 | 4 |
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 KLB Top Scholar pg. 155 Poem "Welcome to Vienna" |
Persona identification
Characteristic listing
Line interpretation
|
|
| 6 | 5 |
HEROES AND HEROINES: WORLD
Listening and Speaking Listening and Speaking Listening and Speaking |
Pronunciation and Sentence Stress
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of pronunciation. - Identify correctly and incorrectly pronounced words. - Value the importance of clear pronunciation in communication. |
The learner is guided to:
- Discuss the meaning of pronunciation. - Listen to a recording of correctly pronounced words. - Identify correctly and incorrectly pronounced words in a list read by the teacher. |
Why is correct pronunciation important in communication?
|
KLB Top Scholar pg. 163
Audio recordings of pronounced words KLB Top Scholar pg. 164 Audio recordings Word lists KLB Top Scholar pg. 165 Sentence lists |
Oral discussions
Listening assessment
Identification tasks
|
|
| 7 | 1 |
Listening and Speaking
Reading I |
Pronunciation and Sentence Stress
Reading for Interpretation: Biographical Texts |
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 KLB Top Scholar pg. 167 Sample biographical texts |
Stress shifting exercises
Meaning analysis
Reading assessment
|
|
| 7 | 2 |
Reading I
|
Reading for Interpretation: Biographical Texts
|
By the end of the
lesson, the learner
should be able to:
- Read a biographical text for specific information. - Answer questions based on a biographical text. - Value the achievements of notable figures in history. |
The learner is guided to:
- Read a biographical text about a world hero or heroine. - Answer comprehension questions about the text. - Identify key achievements, challenges, and character traits of the subject. - Discuss the impact of the subject's contributions to society. |
How do biographical texts help us understand the impact of notable figures?
|
KLB Top Scholar pg. 168
Biographical text KLB Top Scholar pg. 169 Biographical text Timeline templates KLB Top Scholar pg. 170 Multiple biographical texts about the same person |
Comprehension questions
Achievement identification
Impact discussion
|
|
| 7 | 3 |
Reading I
Grammar in Use |
Reading for Interpretation: Biographical Texts
Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- Identify character traits from biographical information. - Make inferences about a person based on biographical data. - Value the connection between actions and character. |
The learner is guided to:
- Read a biographical text about a world hero or heroine. - Identify explicit and implicit character traits of the subject. - Make inferences about the subject's values and beliefs based on their actions and choices. - Discuss how the subject's character contributed to their achievements. |
How do a person's actions reveal their character?
|
KLB Top Scholar pg. 171
Biographical text KLB Top Scholar pg. 172 Notes on phrasal verbs Sample sentences |
Character trait identification
Inference making
Discussion assessment
|
|
| 7 | 4 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Categorize phrasal verbs as separable or inseparable. - Use phrasal verbs correctly in sentences. - Value accuracy in phrasal verb usage. |
The learner is guided to:
- Learn about separable and inseparable phrasal verbs. - Identify examples of each type in sample sentences. - Practice using phrasal verbs correctly in sentences. - Fill in blanks with appropriate phrasal verbs. |
How do we determine if a phrasal verb is separable or inseparable?
|
KLB Top Scholar pg. 173
Lists of separable and inseparable phrasal verbs KLB Top Scholar pg. 174 List of phrasal verbs related to achievement KLB Top Scholar pg. 175 Error correction exercises Matching exercises |
Categorization assessment
Usage exercises
Gap-filling tasks
|
|
| 7 | 5 |
Grammar in Use
Reading II Reading II |
Phrasal Verbs
Intensive Reading: Style in Plays 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 KLB Top Scholar pg. 178 Play excerpt with dialogue |
Creative writing assessment
Editing task evaluation
Peer feedback
|
|
| 8 |
Midterm Break |
||||||||
| 9 | 1 |
Reading II
|
Intensive Reading: Style in Plays
|
By the end of the
lesson, the learner
should be able to:
- Analyze stage directions as an element of style. - Explain how stage directions enhance understanding of a play. - Value the role of stage directions in visualizing dramatic action. |
The learner is guided to:
- Read an excerpt from a play focusing on stage directions. - Identify the information provided by stage directions about setting, character movements, gestures, and tone. - Discuss how stage directions help readers visualize the action. - Practice reading and interpreting stage directions in groups. |
How do stage directions contribute to the style and meaning of a play?
|
KLB Top Scholar pg. 179
Play excerpt with stage directions KLB Top Scholar pg. 180 Play excerpt with varied language KLB Top Scholar pg. 181 Excerpts from different plays |
Stage direction analysis
Information identification
Visualization discussion
|
|
| 9 | 2 |
Writing
|
Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Explain the features of descriptive writing. - Identify descriptive elements in sample texts. - Value the role of description in creating vivid images. |
The learner is guided to:
- Read notes on descriptive writing. - Learn about the use of sensory details, figurative language, and specific adjectives in description. - Identify descriptive elements in sample texts about heroes and heroines. - Discuss how description helps create vivid images of people and their actions. |
What makes descriptive writing effective?
|
KLB Top Scholar pg. 182
Notes on descriptive writing Sample descriptive texts KLB Top Scholar pg. 183 Examples of sensory-rich descriptions |
Feature explanation
Element identification
Effectiveness discussion
|
|
| 9 | 3 |
Writing
|
Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Use figurative language in descriptive writing. - Create similes, metaphors, and personification to enhance descriptions. - Value the role of figurative language in making descriptions vivid. |
The learner is guided to:
- Learn about different types of figurative language (similes, metaphors, personification). - Identify examples of figurative language in descriptive texts. - Practice creating figurative language to describe heroes and heroines. - Incorporate figurative language into short descriptive paragraphs. |
How does figurative language make descriptions more impactful?
|
KLB Top Scholar pg. 184
Examples of figurative language Practice exercises KLB Top Scholar pg. 185 Sample organizational patterns Planning templates KLB Top Scholar pg. 186 Writing guidelines Revision checklist |
Figurative language creation
Identification exercises
Paragraph writing
|
|
| 9 | 4 |
SOCIAL AND MASS MEDIA
Listening and Speaking 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 KLB Top Scholar pg. 181 Planning notes |
Group discussions
Oral presentations
Vocabulary search
|
|
| 9 | 5 |
Listening and Speaking
Reading I |
Impromptu Speeches
Note Making |
By the end of the
lesson, the learner
should be able to:
- Identify strategies for delivering impromptu speeches effectively. - Apply techniques for clear and confident delivery. - Value the importance of body language and voice control. |
The learner is guided to:
- Read notes on how to deliver an impromptu speech successfully. - Learn techniques such as taking deep breaths, speaking clearly and loudly. - Practice using natural gestures, making eye contact, and standing upright. - Understand the importance of being brief (3-5 minutes). |
How can one deliver an impromptu speech effectively?
|
KLB Top Scholar pg. 181
Guidelines for speech delivery KLB Top Scholar pg. 182 Digital recording devices Notes on SQ4R reading method |
Technique practice
Demonstration
Observation checklist
|
|
| 10 | 1 |
Reading I
|
Note Making
|
By the end of the
lesson, the learner
should be able to:
- Apply the SQ4R reading method to a text. - Identify the main ideas in a text. - Value the importance of systematic reading approaches. |
The learner is guided to:
- Read a passage using the SQ4R method (Survey, Question, Read, Reflect, Review, React). - Identify the main ideas of the passage. - Understand the importance of each step in the SQ4R process. - Practice applying the method to enhance comprehension and retention. |
How does the SQ4R method enhance reading comprehension?
|
KLB Top Scholar pg. 183
Passage on social and mass media KLB Top Scholar pg. 184 Sample note formats Chart materials |
Main idea identification
Reading method application
Comprehension questions
|
|
| 10 | 2 |
Reading I
Grammar in Use Grammar in Use |
Note Making
Determiners: Numerals and Ordinals Determiners: Numerals and Ordinals |
By the end of the
lesson, the learner
should be able to:
- Create a creative response based on notes. - Convert information from notes to a different format. - Value the creative use of information. |
The learner is guided to:
- Use the notes they have made to compose a poem or song on social and mass media. - Present their song or poem to the class. - Provide feedback on each other's creative works. - Reflect on how the note-making process supported their creative output. |
How can notes be used to create other forms of expression?
|
KLB Top Scholar pg. 184
Writing materials Performance space KLB Top Scholar pg. 185 Sentences with numerals Reference books Digital devices |
Creative composition
Presentation
Peer assessment
|
|
| 10 | 3 |
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 Poem "Engaging with the World" |
Identification exercise
Categorization task
Function analysis
|
|
| 10 | 4 |
Grammar in Use
Reading II Reading II |
Determiners: Numerals and Ordinals
Play: Project 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 KLB Top Scholar pg. 189 Performance space |
Gap-filling task
Relationship identification
Pair discussion
|
|
| 10 | 5 |
Reading II
|
Play: Project
|
By the end of the
lesson, the learner
should be able to:
- Identify key elements of a play. - Analyze a play excerpt for its components. - Value the collaborative nature of theatrical production. |
The learner is guided to:
- Study the key elements of a play (list of characters, speaking lines, stage directions). - Learn about the role of the playwright, actors, director, and stage crew. - Understand the importance of stage props and costumes in creating setting and atmosphere. - Read an excerpt from "The Conflict" by Kasigwa N. Barnabas and identify its elements. |
What are the essential elements of a play and how do they work together?
|
KLB Top Scholar pg. 190
Play excerpt "The Conflict" KLB Top Scholar pg. 191 Guidelines for staging plays |
Element identification
Text analysis
Role explanation
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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 Digital devices Downloaded forms |
Form completion
Instruction following
Peer assessment
|
|
| 11 | 3 |
INCOME GENERATING ACTIVITIES
Listening and Speaking Listening and Speaking Listening and Speaking |
Conversation Skills: Job Interviews
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of interviews. - Describe the people involved in interviews. - Value the importance of interview skills. |
The learner is guided to:
- Work in groups to think about an interview they have had, read about, or watched. - Talk about what kind of interview it was, the people involved, and the questions that were asked. - Watch a video of an interview, paying attention to how questions are asked and answered. |
Why are interview skills important in seeking employment?
|
KLB Top Scholar pg. 197
Video of an interview KLB Top Scholar pg. 198 Sample interview preparation checklist KLB Top Scholar pg. 199 Sample interview evaluation form |
Group discussions
Video analysis
Type identification
|
|
| 11 | 4 |
Listening and Speaking
Reading I |
Conversation Skills: Job Interviews
Extensive Reading: Fiction |
By the end of the
lesson, the learner
should be able to:
- Identify common interview questions. - Research interview questions from various sources. - Value the importance of being prepared for typical questions. |
The learner is guided to:
- Work in groups to look for and write down questions commonly asked in job interviews. - Use books, newspapers, magazines, or the Internet for research. - Share findings with the class. - Discuss strategies for answering different types of questions. |
What types of questions are commonly asked in job interviews and why?
|
KLB Top Scholar pg. 199
Reference materials Digital devices Recording devices Job descriptions KLB Top Scholar pg. 200 Dictionary Reference materials |
Research assessment
Question compilation
Strategy discussion
|
|
| 11 | 5 |
Reading I
|
Extensive Reading: Fiction
|
By the end of the
lesson, the learner
should be able to:
- Categorize reading materials as fiction or non-fiction. - Identify various types of fiction and non-fiction. - Value the diverse range of reading materials available. |
The learner is guided to:
- Group given materials into fiction and non-fiction categories. - Consider materials such as newspapers, short stories, encyclopedias, novels, magazines, novellas, fairy tales, biographies, science fiction, autobiographies, comic strips, textbooks, and fantasy. - Discuss the characteristics that define each category. |
How can we categorize different types of reading materials?
|
KLB Top Scholar pg. 200
Sample reading materials KLB Top Scholar pg. 201 Fictional texts Visual organizers |
Categorization task
Characteristic identification
Group discussion
|
|
| 12 | 1 |
Reading I
Grammar in Use Grammar in Use |
Extensive Reading: Fiction
Word Classes: Nouns Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Share personal reading experiences with fiction. - Explain the importance of reading fiction. - Value fiction as a source of enjoyment and learning. |
The learner is guided to:
- Work in groups to tell one another the fiction materials they have read. - Talk about the importance of reading such materials. - Discuss how fiction can develop imagination, empathy, and language skills. - Share favorite fictional works and their impact. |
What benefits does reading fiction provide?
|
KLB Top Scholar pg. 201
Fiction reading lists Word matching exercise KLB Top Scholar pg. 202 Previous matching exercise |
Reading experience sharing
Benefit discussion
Impact analysis
|
|
| 12 | 2 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify nouns formed from verbs and nouns in a passage. - Classify nouns according to their formation. - Value the role of word formation in enriching language. |
The learner is guided to:
- Read a passage and identify nouns formed from verbs and nouns formed from other nouns. - Discuss the patterns they observe in the formation of these nouns. - Create a list of the identified nouns categorized by their formation. |
How does noun formation contribute to the richness of language?
|
KLB Top Scholar pg. 202
Reading passage "Thumbs up Petet" KLB Top Scholar pg. 203 Word analysis exercise Reference materials Cards for game |
Identification exercise
Classification task
Pattern analysis
|
|
| 12 | 3 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Use newly formed nouns in sentences. - Apply knowledge of noun formation in context. - Value the practical application of grammatical knowledge. |
The learner is guided to:
- Use the nouns they have formed to make sentences about income generating activities and environmental preservation. - Share their sentences with the class. - Receive feedback on the correctness and effectiveness of their sentences. - Make improvements based on feedback. |
How can knowledge of noun formation be applied in sentence creation?
|
KLB Top Scholar pg. 204
List of formed nouns Discussion guidelines Gap-filling exercise |
Sentence creation
Context application
Peer feedback
|
|
| 12 | 4 |
Reading II
|
Grade-appropriate Play: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Identify lessons from stories, novels, or plays. - Share personal learning experiences from literature. - Value literature as a source of life lessons. |
The learner is guided to:
- Work in groups to talk about stories, novels, or plays they have watched and enjoyed. - Discuss what lessons they learned from each. - Provide examples of how these lessons apply to real life. - Share their insights with the class. |
How can literature provide valuable life lessons?
|
KLB Top Scholar pg. 204
Literary references Reference materials Digital devices |
Lesson identification
Experience sharing
Application discussion
|
|
| 12 | 5 |
Reading II
Writing |
Grade-appropriate Play: Lessons Learnt
Mechanics of Writing-Spelling |
By the end of the
lesson, the learner
should be able to:
- Analyze character feelings, thoughts, and actions. - Identify the effects of character actions on themselves and others. - Value the cause-and-effect relationship in narrative. |
The learner is guided to:
- Read the excerpt from "Aminata" by Francis Imbuga. - Work in groups to talk about the feelings, thoughts, and actions of the characters. - Analyze the effects of those actions on the characters themselves and other characters. - Discuss how character choices drive the plot and themes. |
How do character actions and their consequences reveal themes in plays?
|
KLB Top Scholar pg. 205
Excerpt from "Aminata" Chart materials Sample presentation KLB Top Scholar pg. 206 Notes on abbreviations |
Character analysis
Effect identification
Theme discussion
|
|
| 13 |
End-term II Exams |
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| 14 |
Closure of School |
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