THEME: tourism international. Listening and speaking.
Listening and speaking.

Oral poetry.

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

-          Listen and respond to audio recordings of oral poetry.
Listen and respond to an oral poem recited by the teacher.
Retell a poem using own words.
Infer the meaning of and phrases in a given oral poem.
Listen to difference renditions of the same oral poem.

Why should you interpret an oral poem correctly?

Skill
in English learner’s book
Pg 154-156
Digital devices.
Dictionary.
Pupil’s books.
Teachers guide.
Skill in English learner’s book
Pg 156-157
Realia.
learner’s books.

-          Observation. Oral questions. Dramatization.

Reading.

Reading for interpretation.

By the end of the lesson, the learner should be able to:
-          Identify the point of view in a poem.
Analyze the point of view in a poem.
Acknowledge the importance of the point of view in the understanding of a poem.

-          Read a given poem and identify the point of view.
Search for poems with different points of view from the internet and non-digital sources.
Listen to poems read by the teacher.

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

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

-          Oral presentation. Peer assessment. Observations.

Grammar in use.

Complex prepositions.

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

-          Search online the meaning of complex prepositions.
Read a passage from a magazine or a book in which complex prepositions are used.
Identify complex prepositions from the passage.
Listen to a text read by the teacher and note the complex prepositions used.

Which words let you know where someone is going?

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

-          Oral reading. Questions and answers. Oral discussion.

Grammar in use.
Reading.

Complex prepositions.
Poetry characters.

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

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

How do you describe where something is located?

Skill in English learner’s book
Pg 161-162
Books.
Magazines.
Digital devices.
Course books.
Pg 162-164
Video clips.

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

Reading.

Poetry characters.

By the end of the lesson, the learner should be able to:
-          Analyze the character of the speaker (persona) and the other participants in a poem.
Roleplay different characters in a poem.
Acknowledge the value of a persona in a poem.

-          Roleplay different characters in a poem in small groups.
Infer information from the poem.
Fill and share in groups a table showing characters behaviours.
Upload the recording on social media platforms.

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

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

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

Writing.

Assessing writing.

By the end of the lesson, the learner should be able to:
-          Identify the qualities of a well written composition.
Write a composition related to the theme.
Value the need for clarity and cohesion in written communication.

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

What are the qualities of a good composition?

Skill in English learner’s book
Pg 165-168
Course books.
Dictionary.
Video clips.
Pg 168-169
Checklist.
Realia.
Learner’s book.

-          Oral reading. Questions and answer.

THEME: HEROES AND HEROINES WORLD. Listening and speaking.
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.
Skill
in English learner’s book
Pg 173-175
Flashcards.

-          Multiple choice. Short answers. Gap filling.

Reading.

Extensive reading (Grade appropriate fiction)

By the end of the lesson, the learner should be able to:
-          Select a reading text from a collection of books or the library.
Read a text for information and enjoyment.
Appreciate the role of extensive reading.

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

How does reading widely help us learn better?

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

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

Reading.
Grammar in use.

Extensive reading. (Grade appropriate fiction)
Conjunction’s correctives conjunction’s

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

-          Oral questions. Filing gaps. Written exercise.

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.
Pg 191-193

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

THEME: SOCIAL AND MEDIA. Listening and speaking.

Impromptu speeches.

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

-          Search for the meaning of the term impromptu speech from the internet.
Listen to an impromptu speech made by the teacher.
Brainstorm on the procedure for preparing for an impromptu speech in small groups.

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

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

-          Public speaking. Questions and answers.

Listening and speaking.
Reading.

Impromptu speeches.
Note making.

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

-          Make an impromptu speech on a topic related to social and mass media.
Record the speech.
Discuss its strength and weaknesses in a plenary and suggest ways of improvement.

What makes an impromptu speech effective?

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

-          Oral discussions. Peer assessment. Questions and answer.

Reading.
Grammar in use.

Note making.
Determiners, numerals and ordinals

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

-          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:
-          Mention objects in the school that could be modified using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Appreciate the need for well-formed sentences in communication.

-          State names of objects and events in the school that can be described using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Discuss the importance of well-formed sentences in communication.

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

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

-          Oral presentations. Questions and answers. Peer assessment.

Reading.

Play: Project.

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

-          Watch video clips on how to dramatize and record a section of a play.
In groups select simple props and costumes that enhances performance.
Write the story charts and scripts to follow in the performances.

How does an acted play differ from a written one?

Skill in English learner’s book
Pg 205-208
Teacher’s guide.
Dictionary.
Digital device.
Pg 208-209
Charts.

-          Oral discussion. Questions and answers. Peer assessment.

Writing.

Filling forms: application forms.

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

-          In groups collect bursary and scholarship application forms from digital and print sources.
Note down the common features of each type of the form.
In groups create a poster showing bursary and scholarship application forms.

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

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

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

Writing.
Listening and speaking.

Filling forms: application forms.
Conversation skills: Job interview.

By the end of the lesson, the learner should be able to:
-          Fill in bursary and scholarship application forms while adhering to conventions.
Discuss the importance of giving accurate and sufficient information in scholarship application forms.
Value the importance of giving accurate and sufficient information in forms.

-          Fill in different forms that require data on issues such as social and mass media.
Share different filled in forms for peer observation and feedback.
Discuss as a plenary the importance of providing accurate data in forms.
Create a form in small groups.

Why is it important to fill in all parts of a form?

Skill in English learner’s book
Pg 211-213
Teacher’s guide.
Samples bursary and scholarship forms.
Charts.
Dictionary.
Pg 214-216
Video clips.

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

Listening and speaking.
Reading.

Conversation skills: Job interview.
Extensive reading: Fiction.

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

-          In groups, search online and offline for possible questions that are commonly asked in a job interview and write them down.
In pairs role play asking and answering questions in a mock job interview and record the session electronically or as a written dialogue.
Discuss how success in a job interview is a step towards generating income for the individual and the community.

Why is it important to prepare for a interview?

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

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

Reading.

Extensive reading: Fiction.

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

-          In groups make a reader’s gallery by displaying the material read with a caption indicating its subject matter.
Take photos of their display and keep a soft copy of the photo in their portfolio.
Discuss why reading fiction materials is important.

What makes a book interesting?

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

-          Short answers. Oral interview. Self-assessment.

Grammar in use.

Word classes: nouns.

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

-          Read print or non-print text and underline nouns formed from verbs and other nouns.
Separate the root word from the suffixes for example employment – employ and ment.
Search online and compile a list of suffixes for forming nouns from verbs and nouns.

Which words can be formed from others?

Skill in English learner’s book
Pg 221-223
Teacher’s guide.
Charts.
Dictionaries.
Digital devices.
Skill
in English learner’s book
Pg 223-224
Dictionary.
Digital device.

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

Reading.

Grade-appropriate play: lessons learnt (Class reader)
Grade appropriate play: lessons learnt (Class reader)

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

-          Search from offline sources for information on how to derive lessons from words and actions of characters.
Read different excerpts of a play.
Discuss lessons learnt and provide illustrations for each lesson identified in pairs.

What lessons can one learn from a play?

Skill in English learner’s book
Pg 224-226
Teacher’s guide.
Class reader.
Charts.
Skill
in English learner’s book
Pg 226-227
Dictionary.

-          Oral reading. Reading aloud. Written exercise.

Writing.

Mechanics of writing – spelling.

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

-          Watch demonstration clips and note the rules of abbreviation.
Discuss the rules of abbreviation and present them in charts in groups.
Spell words for effective communication.

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

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

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

Writing.
Listening and speaking.

Mechanics of writing – spelling.
Listening to respond. Expressing feelings.

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.
Pg 232-233

-          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:
-          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.
Pg 240-241

-          Peer assessment. Oral discussions. Oral presentation.

Personal grooming: Reading.

Play: characterization

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

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

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

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

-          Oral presentation. Self-assessment. Peer assessments.

Reading.
Writing.

Play characterization.
The writing process.

By the end of the lesson, the learner should be able to:
-          Identify clues from a play excerpt.
Use the clues to describe the characters in a play.
Appreciate the role of characterization in determining virtues and vices in society.

-          In groups, read sections of a play and identify the clues used to describe the traits of a character.
In groups, use the clues traits and display them in a gallery in form of character maps for peer review.
Dramatize a section of a play to highlight traits of some characters.

Why is characterization important?

Skill
in English learner’s book
Pg 245-247
Teacher’s guide.
Charts.
Dictionaries.
Pg 247

-          Role play. Self-assessment. Short answers.

Writing.
THEME: SEA TRAVEL. Listening and speaking.

The writing process.
Extensive listening: speeches.

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.
Pg 250-252

-          Reading aloud. Oral discussion. Peer assessments.

Listening and speaking.

Extensive listening.

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.

- Peer assessments. Oral discussion. Self-assessment.

Reading.

Intensive reading: visualizing and summarizing.

By the end of the lesson, the learner should be able to:
-          Read intensively the passage given.
Identify mental images created from a read passage.
Appreciate the role of visualization and summarization in enhancing understanding of a texts.

-          Search from print sources and list down the sensory words and expressions used to create mental images in a text.
Read a passage on interesting issues and in pairs pick out the sensory words or expressions and the mental images they create in a reader.
Identify mental images created from a read passage.

Which words or expressions appeal to the five senses?

Skill
in English learner’s book
Pg 253-256
Teacher’s guide.
Charts.
Dictionaries.
Pg 256-257

- Questions and answers. Oral reading. Peer assessments.

Grammar in use.

Sentences: Complex sentences.

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

-          Pick out subordinating conjuctions from a passage.
In groups, use the subordinating conjuctions to make sentences and display them on a chart.
Identify subordinating conjuctions in sentences.

What is the role of conjuctions in sentences?

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

- Oral reading. Peer assessment. Self-assessment.

Grammar in use.

Sentences: Complex sentences.

By the end of the lesson, the learner should be able to:
-          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)
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.
Pg 263-265
Newspapers.

- Peer assessment. Oral interviews. Short answers.

Writing.

Creating writing: Idioms.

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

-          Use the print dictionaries to find the meaning of idioms.
In groups, fill sentences gaps with the most appropriate idioms.
Read short narrative essays containing given idioms.

What are idioms?

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

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

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.
Skill
in English learner’s book
Pg 275

- Oral discussions. Questions and answers. Peer assessment.

Grammar in use.

Sentences-Direct and indirect speech.

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

-          Read provided sentences or paragraphs to learn how direct and indirect speech appear in writing.
Convert sentences written in direct speech into indirect speech and vice versa.
Differentiate between direct and indirect speech.

How do we report what others have said?

Skill
in English learner’s book
Pg 275-277
Charts.
Teacher’s guide.
Dictionaries.
Pg 277-279

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

Reading.

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

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

-          Read a prescribed play.
Identify the characters in a play.
Share out the roles of the various characters in a play.
Discuss the themes that are evident in the play.

What makes plays interesting?

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

- Peer assessment. Oral discussions. Questions and answers.

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.
THEME TOURIST ATTRACTION SITES: WORLD Listening and speaking.

Descriptive writing (280-320 words)
Oral reports: News-(Roleplay)

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.
Pg 289-291

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

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.
Reading.

Sentences -Imperative commands, requests, -Exclamatory.
Intensive reading: Poems.

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.
Pg 300-303
Digital devices.

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

Reading.
Writing.

Intensive reading: Poems.
Emails.

By the end of the lesson, the learner should be able to:
-          Relate ideas in poems on tourist attraction site to real life.
Explain the importance of relating the ideas in poems on tourist attraction sites to real life.
Appreciate the need to relate ideas in poems to real life.

-          Pick out the key ideas in the poems.
In groups, relate the ideas in the poem with real life experiences.
Discuss the importance of relating ideas in poems to real life experiences.

What is the role of poems in the society?

Skill in English learner’s book
Pg 303-304
Teacher’s guide.
Dictionaries.
Charts.
Skill
in English learner’s book
Pg 304-306
Digital devices.

- Short answers. Self-assessment. Peer assessment.

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.