THEME: SCIENCE FICTION. Listening and Speaking.

Oral Literature: Short Forms.

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

-Identify the characteristics of riddles, tongue twisters and proverbs.
-Explain the functions of riddles, tongue twisters and proverbs.
-Appreciate the importance of short forms in fostering fluency in communication.

The learner is guided to:
-use digital or print resources to -search for information on the meaning and characteristics of riddles, proverbs and tongue twisters.
-write down their findings in note books.
-discuss the functions of the proverbs, tongue twisters and riddles.
-give examples of riddles, tongue twisters and proverbs.
-fill in crossword puzzles using riddles and proverbs.

Why are riddles, proverbs and tongue twisters important?

Digital devices.
Lesson notes .
Learner's Textbook.
Resource person.

Oral questions. Assessment rubrics. Checklists. Written questions.

Listening and Speaking.
Reading.

Oral Literature: Short Forms.
Intensive Reading: Simple Poems.

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

-Collect riddles, proverbs and tongue twisters from books, internet and the community.
-Perform riddles, proverbs and tongue twisters.
-Enjoy performing the different riddles, tongue twisters and proverbs.

The learner is guided to:
-collect riddles, proverbs and tongue twisters from books, internet and resource person.
-play riddling games in small groups.
-discuss ways of performing riddles, proverbs and tongue twisters..
-present and perform riddles, proverbs and tongue twisters.
-create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board.

How do we perform riddles, proverbs and tongue twisters?

Resource person.
Digital devices.
Resource books.
Learner's Textbook.
Lesson notes.
Poems.
Digital devices
Daughter of Nature.

Checklists. Assessment rubrics. Oral presentations. Oral questions. Peer Assessment.

Grammar in Use.
Grammar in Use

Nouns and Quantifiers.

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

-Identify quantifiers used with count,non-count or both categories.
-Use the different quantifiers in sentences.
-Acknowledge the importance of quantifiers in oral and written communication.

The learner is guided to:
-use digital devices to search for information on the meaning of quantifiers and quantifiers used with count and non-count nouns.
-read a short passage in which quantifiers are used to describe count and non-count nouns.
-identify quantifiers that are used with count,non-count.
-form sentences using the different quantifiers with count and non -count nouns.
-prepare charts showing the quantifiers used with count,non-count nouns and both of them.

Why is it important to express the quantity of something correctly?

Learner's Textbook.
Lesson notes.
Digital devices.
Teacher's Guide.
charts.

Assessment rubrics. Written tests. Oral questions. Checklists.

Reading.
Writing.

Intensive Reading: Plot (Class Reader)
Mechanics of Writing: Punctuation.

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

-Identify the key events in a play.
-Describe the sequence of events in a Play.
-Acknowledge the importance of a plot in a literary work.

The learner is guided to:
-read a play and then identify the key events in the Play.
-create a summary of the key events and share in class for assessment.
-analyse the events in a Play.
-outline the sequence of events in the Play.
-answer questions based on the plot.
-make connections between events in a play and real life.
-role play a section of the Play in groups.

How do we know the key events in a Play?

Class Readers - Play.
Digital devices.
Learner's Textbook.
Lesson notes.
Teacher's guide.
Posters.
Charts.

Checklists. Peer Assessment. Assessment rubrics. Written questions.

THEME: Environmental Conservation. Listening and Speaking.
Listening and Speaking.

Listening Comprehension
Listening Comprehension.

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

-Identify the main idea and specific details from an argumentative text.
-Listen for the main and specific details in an argumentative text.
-Acknowledge the need for comprehension in communication.

The learner is guided to:
-listen to a passage read out by teacher based on the theme.
-pick out the specific details such as places, time, events and people from a listening passage.
-identify the main idea from the listening text.
-use digital devices to listen and watch news bulletin, interview or debate and pick out the main idea and specific details.

How do the specific details in a text enhance comprehension? Why is it important to listen attentively?

Digital devices.
News Bulletin.
Recorded debates and interviews.
Teacher's Guide.
Lesson notes.
Learner's Textbook.
recorded interviews or debate.

Checklists. Oral questions. Observation. Assessment rubrics.

Reading

Reading for Information and Meaning.

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

-Identify the characters,events and places in the text.
-Summarize the events in the text.
-Make connections between the events in the text and real life situations.

The learner is guided to:
-read a grade appropriate text.
-identify and discuss the characters, events and places in the read text.
-relate the characters,events and places in the text to real life.
-summarize the events in the text.
-answer questions from the text.

How do we derive information from a given text?

Learner's Textbook.
Grade appropriate texts.
Digital devices.
Dictionaries.
Crossword puzzles.

Oral questions. Checklists. Reading aloud. Written questions. Assessment rubrics.

Grammar in Use.
Reading

Modal Auxiliaries.
Poems: Structure.

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

-Identify modal auxiliaries in texts.
-Discuss the functions of the modal auxiliaries.
-Value the importance of using modal auxiliaries in communication.

The learner is guided to:
-study sentences and texts then identify the modal auxiliaries:may, might, will,shall, would, should, can and could.
-listen to a song or read a poem and identify the modal auxiliaries used.
-search the internet or print resources for information on the functions of modal auxiliaries.
-discuss the functions of the different modal auxiliaries.

Which words do we use to express requests, permission, ability and obligation?

Learner's Textbook.
Lesson notes.
Digital devices.
Charts.
Teacher's Guide.
Poems.

Assessment rubrics. Written questions. Oral questions. Checklists.

Reading
Writing

Poems: Structure.
Structure of a Paragraph.

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

-Identify and infer meaning of new words from the context of a poem.
-Create a poem based on a topic of interest.
-Demonstrate creativity in creating a poem on topic of interest.

The learner is guided to:
-read selected poems and identify the new words.
-infer the meaning of new words from the context of a poem.
-come up with a class project in which they:
-identify a topic of interest.
-carry out research about the topic.
-compose a poem based on the selected topic.
-ask a peer to review the poem.
-make corrections on the poem.
-share the poem on the school notice board or through social media.

What should we consider when creating or composing a poem?

Learner's Textbook.
Digital devices.
Charts.
Newspaper articles.
Textbooks.
Online articles.

Class project. Assessment rubrics. Checklists. Peer Assessment.

Writing
Listening and Speaking.

Structure of a Paragraph.
Selective Listening.

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

-Create a paragraph that is well developed, coherent and unified.
-Acknowledge the need for concise paragraphs in written communication.

The learner is guided to:
-identify a topic of interest.
-write a paragraph on a topic of interest that is coherent, unified and contains well developed thoughts in books or in digital devices.
-share their created paragraphs for assessment by peers.

How can you ensure that your paragraphs are well formed?

Teacher's Guide.
Written paragraphs.
Digital devices.
Audio and video clips of news bulletin.
Learner's textbook.

Assessment rubrics. Peer Assessment. Checklists.

Reading

Intensive Reading

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

-Predict events in a reading text.
-Outline the key events in a text.
-Answer direct and inferential questions for comprehension.
-Appreciate the importance of intensive reading in lifelong learning.

The learner is guided to
-make predictions about the outcome of the story the title and illustrations.
-identify the key events in the text/story.
-make connections between events in the story and real life.
-answer direct and inferential questions from a comprehension passage on consumer laws and policies.

How are characters and events in a text related to real life?

Learner's Textbook.
Teacher's Guide.
Comprehension Passages.
Dictionaries.

Assessment rubrics. Checklists Oral questions. Written questions.

Grammar in Use.

Present and Past Perfect Aspect.

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

-State the meaning of present perfect aspect in sentences.
-Identify the present perfect aspect in texts.
-Appreciate the importance of using tenses in sentences.

The learner is guided to:
-explain the meaning of present perfect aspect in sentences.
-search for examples of sentences in the present perfect form from the internet and note them down.
-identify and underline the present perfect form in sentences or texts.
-use has/have + -ed participle form of the verb to form the present perfect aspect.
-construct correct sentences using the present perfect aspect.

Why should we use tenses correctly in sentences?

Learner's Textbook.
Digital devices.
Internet.
Charts.
Teacher's Guide.
Lesson notes.

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

Intensive Reading.

Play: Identification of Characters.

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

-Identify the characters in a Play.
-Use appropriate adjectives to describe the characters.
-Role play various characters in class.
-Value the need to describe people and situations appropriately.

The learner is guided to:
-read a play or s section of it.
-list the characters and their roles in a Play.
-use appropriate adjectives to describe the characters with illustrations.
-collaborate and confidently role play various characters.
-assume the personality of a certain character and say why they say and do certain things.

How can one tell qualities of a character in a play?

Play- (class Reader)
Lesson notes.
Teacher's Guide.
Digital devices.
Class Reader - Selected Play.

Assessment rubrics. Checklists. Oral questions. Written questions.

Writing.

Narrative and Descriptive Paragraphs.

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

-Outline the characteristics of a narrative paragraph.
-Write narrative paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.

The learner is guided to:
-explain the meaning of a narrative paragraph.
-search for examples of narrative paragraphs from the internet or print resources.
-discuss the qualities of a well formed paragraphs.
-outline the characteristics of a narrative paragraph.
-individually create a narrative paragraph using the first and second person in various paragraphs.
-share their narrative paragraphs with peers for review and make corrections to the paragraphs as per comments given by peers.

How can we make a narrative composition interesting?

Digital devices.
Lesson notes.
Teacher's Guide.
Learner's Textbook.
Samples of descriptive paragraphs.

Assessment rubrics. Checklists. Peer Assessment. Writing tests.

Theme: Relationships: Community. Listening and Speaking.
Listening and Speaking.
Reading.

Pronunciations.
Reference Materials: Dictionary, Thesaurus and Encyclopedia.

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

-Identify the semi-vowels /j/, /w/ and diphthongs /ai/ and/ei/ in words.
-Pronounce the semi vowels /j/ ,/w/ and diphthongs /ai/ and /ei/ in words for clarity.
-Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
-study words given and identify the semi vowels /j/ and /w/.
-pick out the diphthongs /ai/ and/ei/ from an oral text.
-write down and read out words with the specified semi vowels /j/ ,/w/ and diphthongs /ai/ & /ei/.
-pronounce words with diphthongs /ai/ ,/ei/ and semi vowels /j/ and /w/.

Why should we pronounce sounds accurately?

Audio recordings.
Learner's textbook.
Teacher's Guide.
Digital devices.
Lesson notes.
Dictionary.
Thesaurus.
Subject Specific Encyclopedia.

Checklists. Assessment rubrics. Oral questions. Pronunciations.

Reading.
Grammar in Use.

Reference Materials: Dictionary, Thesaurus and Encyclopedia.
Order of Adjectives.

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

-Conduct research on a topic of interest using the dictionary, thesaurus and encyclopedia.
-Acknowledge the value of reference materials in research.

The learner is guided to:
-utilise the dictionary, thesaurus and the encyclopedia for reference purposes.
-write down their findings in books.
-conduct research on contemporary issues from a subject specific encyclopedia.
-note down their findings and share with peers.

Why do we use reference materials?

Subject specific encyclopedia.
Learner's Textbook.
Digital devices.
Teacher's Guide.
Audio texts.
Lesson notes.

Assessment rubrics. Checklists. Oral presentations.

Grammar in Use.
Reading.

Order of Adjectives.
Play: Style.

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

-Use the correct order of adjectives in oral and written texts.
-Acknowledge the importance of order of adjectives in communication.

The learner is guided to:
-collaborate in forming sentences using adjectives of opinion,size, shape,age, colour,origin, material and purpose.
-construct sentences orally and in writing from posters, posters and other visuals.
-participate in chain story telling game where they describe a character or place using adjectives.

Why is it important to order adjectives correctly?

Learner's Textbook.
Pictures, Posters and Visuals.
Digital devices.
Selected Play - class readers.
Lesson notes.

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

Reading.
Writing.

Play: Style.
Letter of Application.

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

-Relate the stylistic features to the message in a Play.
-Role play the actions of the characters in a Play.
-Value the role of varied styles in reinforcing the message in a Play.

The learner is guided to:
-relate the features of style to the message in a Play and note down their findings.
-collaborate in role playing the actions of the characters in a Play.
-write a summary of the features of style used in a play.

How do stylistic features enhance the message in a Play?

Play -Class Readers.
Digital devices.
Samples of Letters of applications.
Learner's Textbook.
Lesson notes.

Checklists. Oral questions. Assessment rubrics. Peer Assessment.

Theme: Leisure Time. Listening and Speaking.
Reading.

Conversational Skills; Negotiation Skills.
Reading Fluency.

By the end of the lesson, the learner should be able to:
Acknowledge the importance of negotiation skills in communication.

The learner is guided to:
-watch a clip in which people are engaged in a negotiation.
-pick out words and phrases that facilitate a negotiation.
-work jointly and search for more examples of words and phrases used during negotiations.
-use verbal and non-verbal cues in conversations.
-perform a conversational poem in which people are negotiating or bargaining for money,dowry, price of land or with a PSV driver to stop driving carelessly.

Which words or expressions would you use when negotiating? How can one enhance their negotiation skills?

Digital devices.
Video clips.
Learner's Textbook
Teacher's Guide.
Lesson notes.
Charts
Learner's Textbook.
Narratives.
Articles.

Oral questions. Oral presentations. Written questions. Checklists. Observation schedule. Peer Assessment. Role play.

Reading
Grammar in Use

Reading Fluency.
Comparison of Adverbs.

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

-Read a text at the right speed, accurately and with expression for effective communication.
-Acknowledge the role of reading fluently in extensive reading.

The learner is guided to:
-engage in a timed, repeated reading of a portion of a text on safe passenger practices.
-pronounce sounds and words accurately.
-find texts,set a reading rate goal, time themselves and read , reread the text until they attain their goals.

How can one read a text fluently?

Selected Texts
Flashcards.
Digital devices.
Stop watches.
Learner's Textbook.
Charts.
Teacher's guide.

Peer Assessment. Checklists. Assessment rubrics.

Grammar in use.
Reading
Reading

Comparison of Adverbs.
Intensive Reading: Play.
Intensive Reading:Play.

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

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

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

Which words are used to make comparison?

Learner's Textbook.
Digital devices.
Charts with comparative and superlative degrees of adverbs
Lesson notes.
Selected Play.
Sections of the Play.

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

Writing

Mechanics of Writing: Spelling.

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

- Differentiate between homonyms and homophones.
- Recognize homonyms and homophones in written texts.
- Spell commonly misspelt words for writing fluency.
- Value the importance of correct spelling in written communication.

The learner is guided to:
-search for the meaning and difference between homonyms and homophones.
-note down their findings and discuss.
-identify homophones and homonyms in written text.
-search the internet for the commonly misspelt words such as homonyms and homophones.
-practice spelling homophones and homonyms in pairs or groups
-use the identified homophones and homonyms in constructing sentences.

What is the difference between homophones and homonyms? Why are some words commonly misspelt?

Digital devices.
Charts.
Learner's textbook.
Lesson notes.
Teacher's notes.
Teacher's Guide.
Digital devices

Assessment rubrics. Checklists Written texts. Oral questions. Spelling exercises.

THEME: Natural resources. Listening and speaking.
Listening and speaking.

Listening comprehension listening for details.

By the end of the lesson, the learner should be able to:
-          -
Select the main idea from a listening passage.
Respond to questions based on the listening passage.
Acknowledge the importance of attentive listening.

-          The learner is guided to: -
Pick out details from a listening text.
Rewrite the passage in their own words.
Answer questions based on the passage

Why should we distinguish between relevant and irrelevant information during a presentation?

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

-          Observation. Oral questions. Checklists.

Grammar in use.
Reading.

Relative pronouns, interrogative pronouns.
Intensive reading; Play (class Reader)

By the end of the lesson, the learner should be able to:
-          Recognize relative and interrogative pronouns in a text.
Use a relative and interrogative pronouns in sentences.
Acknowledge the value of relative and interrogative pronouns in communication.

-          Identify relative and interrogative pronouns from a passage.
Differentiate between relative and interrogative pronouns from a passage.
Construct sentences using interrogative and relative pronouns.
Role play a dialogue featuring interrogative and relative pronouns.

1.      How do you obtain information from people? Which words do you use to ask questions and to join simple sentences?

Skill in English learner’s book
Pg 142-146
Teacher’s guide.
Pg 146-148
Digital devices.
Teacher’s guide book.

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

Reading.
Writing.

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

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

-          Relate the characters in a play to real life.
Stimulate the action in sections of the play.
Make video recording of the role play and share them with peers.

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

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

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

Writing.
THEME: tourism international. Listening and speaking.

The writing process.
Oral poetry.

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

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

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

Skill in English learner’s book
Pg 151-153
Digital devices.
Teachers guide.
Journals.
Pupil’s books.
Skill
in English learner’s book
Pg 154-156
Dictionary.

-          Oral questions. Observation. Writing exercise.

Listening and speaking.
Reading.

Oral poetry.
Reading for interpretation.

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

-          Listen to difference renditions of the poem.
Use appropriate performance techniques to perform oral poems.
Relate the ideas in an oral poem to real life.
Recite oral poems in groups.
Compose oral poems jointly and share with the class.

How can you make the performance of oral poem interesting?

Skill in English learner’s book
Pg 156-157
Realia.
Digital devices.
Teachers guide.
Dictionary.
learner’s books.
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.

-          Observation. Oral questions. Written questions.

Reading.
Grammar in use.
Grammar in use.

Reading for interpretation.
Complex prepositions.
Complex prepositions.

By the end of the lesson, the learner should be able to:
-          Compose a short poem individually.
Discuss the various points of views in the poems in small groups.
Appreciate the importance of composing a poem.

-          Relate the subjects of different poems to real life.
Compose a short poem individually.
Discuss the various points of view in the poem in small groups.

How can you understand the point of view in a poem?

Skill in English learner’s book
Pg 159-160
Video clips.
Audio visuals.
Course books.
Learner’s book.
Skill
in English learner’s book
Pg 160-161
Digital devices.
Realia.
Magazines.
Newspapers.
Learner’s books.
Pg 161-162
Books.

-          Oral presentation. Self-assessment. Peer assessment.

Reading.

Poetry characters.

By the end of the lesson, the learner should be able to:
Define who is a persona.
Identify the persona and other participants in a poem.
Acknowledge the importance of characters in literary appreciation.

-          Search online the meaning of a persona.
Use appropriate adjectives to describe the behaviours of characters in a poem.
Illustrate character traits in various poems.
Relate actions of the persona to real life.

How do we tell the behaviours of the character in a poem?

Skill in English learner’s book
Pg 162-164
Digital devices.
Course books.
Video clips.
Pg 164-165

-          Role playing. Oral presentation. Questions and answer.

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)
Extensive reading. (Grade appropriate fiction)

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

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

How does reading widely help us learn better?

Skill in English learner’s book
Pg 175-177
Video clips.
Collection of books.
Course book.
Learner’s book.
Pg 177-180
Dictionary.
Digital devices.
Magazines.

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

Grammar in use.

Conjunction’s correctives conjunction’s
Conjuctions correlative conjuctions.

By the end of the lesson, the learner should be able to:
-          Find the meaning of conjunctions.
Identify correlative conjunctions in texts.
Appreciate use of correlative conjunctions for effective communications.

-          Find the meaning of conjuctions in the dictionary.
identify correlative conjuctions such as: -
either ……… or,
neither ….... nor,
both ……… and,
not … only .. but.
Read passage in which correlative conjuctions are used.
Search online for sentences with correlative conjunctions.

How do we join sentences?

Skill
in English learner’s book
Pg 180-181
Course books.
Digital devices.
Flash cards.
Skill in English learner’s book
Pg 181-183

-          Role playing. Written exercise. Question and answers.

Reading.
Writing.

Play: - style (class reader)
Narrative composition.

By the end of the lesson, the learner should be able to:
-          Identify features of styles used in a play.
Relate features of style to the meaning of a play.
Acknowledge the importance of styles the features in literary appreciation.

-          Read aloud excerpts of a play.
Answer the questions based on the excerpts.
Highlight aspects of style such as flash-back, flash-forward and personification in a play.
Discuss the role of memories, dreams and a story as flash back in a play.

Why do authors use flash-back, flash forward and personification in plays?

Skill in English learner’s book
Pg 183-188
Video clips.
Teacher’s guide.
Skill
in English learner’s book
Pg 190-191
Textbooks.
Learner’s book.
Realia.
Digital device.
Notice boards.

-          Role play. Reading aloud. Questions and answers.

Writing.
THEME: SOCIAL AND MEDIA. Listening and speaking.

Narrative composition.
Impromptu speeches.

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

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

What are the steps of writing a narrative composition?

Skill
in English learner’s book
Pg 191-193
Digital device.
Teacher’s guide.
Notice boards.
Pg 194-196
Dictionary.

-          Role play. Oral presentation. 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.
Reading.

Determiners, numerals and ordinals
Play: Project.

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.
Skill in English learner’s book
Pg 205-208
Digital device.

-          Oral presentations. Questions and answers. Peer assessment.

Reading.
Writing.

Play: Project.
Filling forms: application forms.

By the end of the lesson, the learner should be able to:
-          Describe simple props and costumes that create mood and atmosphere.
Present dramatized parts of a play to an audience.
Appreciate the effectiveness of the performance in delivering the play’s message.

-          Rehearse with props and costumes.
Dramatize simple scenes for classmates while focusing on voice gestures and movements.
Discuss how to use role play and mime in the performance.

What makes a performance successful?

Skill in English learner’s book
Pg 208-209
Charts.
Teacher’s guide.
Digital device.
Pg 209-211
Poster.
Samples bursary and scholarship forms.
Dictionary.

-          Roleplay. 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.
Reading.

Conversation skills: Job interview.
Extensive reading: Fiction.
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
Pg 220-221

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

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.
Pg 230-231

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

Listening and speaking.

Listening to respond. Expressing feelings.
Listening to respond expressing feelings.

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

-          Search print sources for words and expressions used to describe feelings towards a poem.
Recite and record a poem emphasizing words and expressions that reveal their feelings towards a poem.
Create a poster showing words and expressions used to describe their feelings towards a poem.

How can one express their feelings while reciting s poem?

Skill
in English learner’s book
Pg 232-233
Teacher’s guide.
Charts.
Dictionary.
Pg 233-234

-          Oral reading. Questions and answers. Oral discussions.

Reading.
Grammar in use.
Grammar in use.

Intensive reading: comprehension strategies.
Intensive reading: comprehensive strategies.
Phrasal verbs.
Phrasal verbs.

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
Pg 238-240
Pg 240-241

-          Oral reading. Oral discussions. Reading aloud.