LEISURE TIME

Listening and Speaking
Listening and Speaking

Conversational skills: Negotiation skills - Words and Phrases
Conversational skills: Negotiation skills - Verbal and Non-verbal Cues

By the end of the lesson, the learner should be able to:
- Identify words and phrases used during negotiations.
- Use verbal cues during negotiations.
- Acknowledge the importance of negotiation skills in communication.

The learner is guided to:
- Watch a video clip in which people are engaged in a negotiation.
- Listen to a conversation related to the theme.
- Pick out words and phrases that facilitate a negotiation.
- Work in pairs and search for more examples of words and phrases used during negotiations.
- Use verbal cues in conversations.
- Role play a negotiation scene.

Which words or expressions would one use when negotiating?

Skills in English pg. 112
Digital devices
Video clips
Audio recordings
Lesson notes
Skills in English pg. 115
Conversational poems

Observation Oral presentation Role play Peer assessment Checklists

Reading

Reading Fluency: Speed and Accuracy
Reading Fluency: Expression

By the end of the lesson, the learner should be able to:
- Outline ways of enhancing fluency in reading.
- Read a text at the right speed and accurately for effective communication.
- Value reading fluency in communication.

The learner is guided to:
- Preview a text.
- Ignore unknown words.
- Scan through a text to find a word, a pair of words or a phrase in pairs or groups.
- Skim through articles or chapters in a book.
- Read portions of a narrative in turns.
- Engage in a timed, repeated reading of a portion of a text.
- Pronounce sounds and words accurately.

Why is reading a text fluently important?

Skills in English pg. 116
Digital devices
Storybooks
Textbooks
Newspapers
Magazines
Skills in English pg. 119
Poems
Newspapers

Observation Reading speed tests Accuracy checks Peer assessment Reading logs

Grammar in Use

Comparison of Adverbs: Forms

By the end of the lesson, the learner should be able to:
- Identify the degrees of comparison in adverbs.
- Differentiate between positive, comparative and superlative forms of adverbs.
- Appreciate the correct usage of adverbs.

The learner is guided to:
- Identify the positive, comparative and superlative degrees of adverbs.
- Practise using different degrees of adverbs in sentences.
- Listen to an audio clip or read a passage featuring the comparison of adverbs.
- Discuss the rules for comparison of adverbs.
- In small groups, correct mistakes in sentences that have comparison of adverbs.

How do we compare things?

Skills in English pg. 121
Digital devices
Audio clips
Charts
Textbooks
Substitution tables

Written exercises Sentence correction Oral presentations Group work evaluation Checklists

Grammar in Use
Reading

Comparison of Adverbs: Usage
Intensive Reading - Play: Themes

By the end of the lesson, the learner should be able to:
- Use positive, comparative and superlative degrees of adverbs in sentences.
- Convert between degrees of comparison.
- Value the importance of the correct usage of adverbs.

The learner is guided to:
- Use substitution tables to categorise adverbs in pairs.
- Use various degrees of adverbs during a role play.
- Use adverbs of various degrees in a dialogue, record a video or audio clip and share it through the internet.
- Convert between positive, comparative, and superlative forms of adverbs.

Which words are used to make comparison?

Skills in English pg. 123
Digital devices
Audio clips
Video recordings
Substitution tables
Textbooks
Skills in English pg. 124
Class readers - Play
Lesson notes
Teacher's guide

Written exercises Oral presentations Dialogue recordings Peer assessment Assessment rubrics

Reading
Writing

Intensive Reading - Play: Analysis
Mechanics of Writing: Spelling of Words with Double Letters

By the end of the lesson, the learner should be able to:
- Analyse the themes in a play.
- Relate the themes in a play to real life.
- Appreciate the role of literary appreciation in the development of critical thinking skills.

The learner is guided to:
- Role play some of the scenes in a play.
- Perform readers' theatre in small groups involving sections of a play.
- Record video clips as they dramatise sections of a play, share the video clips through the internet.
- Analyse how the themes in the play relate to real-life situations.

How are literary texts different from factual ones?

Skills in English pg. 127
Digital devices
Video recording equipment
Class readers - Play
Lesson notes
Skills in English pg. 129
Dictionaries
Word lists
Dictation exercises

Role play assessment Video recording evaluation Written analysis Peer feedback Checklists

Writing

Mechanics of Writing: Spelling Games and Activities

By the end of the lesson, the learner should be able to:
- Engage in spelling games for practice.
- Use target words in sentences of their own.
- Show respect for correct spelling in communication.

The learner is guided to:
- Engage in spelling games such as spelling bee, scramble, crosswords and word search.
- Use the target words in sentences of their own.
- Fill in crossword puzzles and other word games and share them through the internet, magazines or the school noticeboard.
- Create and complete word puzzles featuring double-letter words and homophones.

Why is it important to spell words correctly?

Skills in English pg. 132
Digital devices
Crossword puzzles
Word search games
Spelling bee materials
Textbooks

Spelling games evaluation Word puzzle completion Sentence construction Peer assessment Assessment rubrics

NATURAL RESOURCES: MARINE LIFE

Listening and Speaking

Listening for Detail: Main Ideas

By the end of the lesson, the learner should be able to:
- Select the main idea from a listening passage.
- Identify specific details in a listening text.
- Acknowledge the importance of attentive listening.

The learner is guided to:
- Listen to a recorded text "Mammals in the Sea".
- Pick out details from the listening text.
- Rewrite the passage in their own words.
- Work in pairs to discuss any new information that they have learnt from the passage.
- Answer questions based on the passage.

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

Skills in English pg. 135
Digital devices
Audio recordings
Lesson notes
Teacher's guide

Observation Oral questions Written responses Peer assessment Checklists

Listening and Speaking
Reading

Listening for Detail: Specific Information
Intensive Reading: Interpretation

By the end of the lesson, the learner should be able to:
- Respond to questions based on the listening passage.
- Recall specific details from a listening passage.
- Value the importance of attentive listening.

The learner is guided to:
- Use a digital device to search for more information on the topic.
- Watch a video and pick out specific details in groups.
- Recall specific details from a listening passage.
- Listen to another text "Clayton the Scuba Diver" and answer questions about specific details.

Why is it important to listen keenly?

Skills in English pg. 136
Digital devices
Audio recordings
Video clips
Lesson notes
Skills in English pg. 137
Texts on marine life

Observation Oral questions Written responses Detail recall exercises Checklists

Grammar in Use

Relative Pronouns
Interrogative Pronouns

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

The learner is guided to:
- Identify relative pronouns from a passage.
- Differentiate between types of relative pronouns.
- Construct sentences using relative pronouns.
- Work in small groups and use relative pronouns, record the activity on video and share the video with others.

Which words do you use to join simple sentences?

Skills in English pg. 141
Digital devices
Charts
Textbooks
Video recording equipment
Skills in English pg. 144
Crossword puzzles
Visual aids
Textbooks

Written exercises Sentence construction Video recording assessment Peer feedback Checklists

Reading

Intensive Reading: Play - Characters

By the end of the lesson, the learner should be able to:
- Identify the characters in a play for deeper understanding.
- Describe the characters in a play based on their actions and words.
- Value the role of literary appreciation in developing critical thinking.

The learner is guided to:
- Watch muted video clips based on a play and discuss what they think the characters are saying to each other.
- Read excerpts of a play "Nature Speaks".
- Answer questions based on a play.
- Identify the characters in the play and their roles.
- Create character maps or diagrams.

Why should we establish the relationship between the characters in a play?

Skills in English pg. 146
Digital devices
Video clips
Class readers - Play
Lesson notes

Observation Character analysis Written responses Group discussions Checklists

Reading
Writing

Intensive Reading: Play - Relationships
The Writing Process: Planning and Drafting

By the end of the lesson, the learner should be able to:
- Analyze the characters in a play and their relationship.
- Relate the characters in a play to real life.
- Appreciate character development in plays.

The learner is guided to:
- Identify the conflicts between characters in a play.
- Relate the characters in a play to real life.
- Role play the characters in a play.
- Simulate the action in sections of the play.
- Dramatize sections of a play.
- Make video recordings of the role play and share them with peers.

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

Skills in English pg. 148
Digital devices
Video recording equipment
Class readers - Play
Lesson notes
Skills in English pg. 150
Writing materials
Sample outlines
Textbooks

Role play assessment Video recording evaluation Character relationship analysis Peer feedback Checklists

Writing

The Writing Process: Editing and Publishing

By the end of the lesson, the learner should be able to:
- Edit and revise a composition, story or poem.
- Publish a final composition.
- Advocate the need for creativity in life.

The learner is guided to:
- Share factual composition pieces among the groups for peer assessment and correction.
- Edit and revise the first draft based on feedback.
- Create a final version of the composition.
- Publish or share the composition through appropriate channels such as class display or school magazine.

How can we ensure our writing communicates effectively?

Skills in English pg. 152
Digital devices
Writing materials
Editing checklists
Publishing platforms

Final composition assessment Editing process evaluation Publishing quality Peer assessment Assessment rubrics

TOURISM: INTERNATIONAL

Listening and Speaking

Oral Poetry: Features

By the end of the lesson, the learner should be able to:
- Identify the features of oral poetry.
- Interpret oral poems on varied issues.
- Acknowledge the role of oral poetry in the preservation of cultural heritage.

The learner is guided to:
- 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 words and phrases in a given oral poem.
- Listen to different renditions of the same oral poem.

Why should you interpret an oral poem correctly?

Skills in English pg. 154
Digital devices
Audio recordings
Poem collections
Lesson notes

Observation Oral responses Poem interpretation Retelling assessment Checklists

Listening and Speaking
Reading

Oral Poetry: Performance
Reading for Interpretation: Point of View

By the end of the lesson, the learner should be able to:
- Perform an oral poem using a variety of techniques.
- Use verbal and non-verbal techniques in oral poetry.
- Enjoy performing different oral poems.

The learner is guided to:
- Use appropriate performance techniques to perform oral poems.
- Relate the ideas in an oral poem to real life.
- Recite oral poems in groups.
- Participate in a readers' theatre.
- Compose oral poems in pairs and share with the class.

How can you make the performance of an oral poem interesting?

Skills in English pg. 156
Digital devices
Audio recordings
Poem collections
Video recordings
Skills in English pg. 157
Poetry collections
Lesson notes
Textbooks

Performance assessment Use of techniques evaluation Original poem creation Peer feedback Assessment rubrics

Reading
Grammar in Use

Reading for Interpretation: Analysis
Complex Prepositions: Identification

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

The learner is guided to:
- Compose a short poem individually.
- Discuss the various points of view in the poems in small groups.
- Analyze how point of view affects the meaning and impact of a poem.
- Present and explain the point of view in their own poems.

How does point of view affect our understanding of a poem?

Skills in English pg. 159
Digital devices
Poetry collections
Writing materials
Textbooks
Skills in English pg. 160
Magazines
Newspapers
Books

Original poem assessment Point of view analysis Group discussion evaluation Peer feedback Checklists

Grammar in Use
Reading

Complex Prepositions: Usage
Poetry: Characters - Identification

By the end of the lesson, the learner should be able to:
- Use complex prepositions in sentences.
- Construct sentences with complex prepositions.
- Value the role of prepositions in oral and written communication.

The learner is guided to:
- Form sentences using complex prepositions.
- In small groups, correct mistakes in sentences formed by peers.
- Search for more examples of complex prepositions from the internet and other sources.
- Compile a list of complex prepositions based on the results of their search and their previous work in this theme.

How do you describe where something is located?

Skills in English pg. 161
Digital devices
References
Sentence strips
Textbooks
Skills in English pg. 162
Poetry collections
Lesson notes

Sentence construction Error correction Research compilation Peer assessment Assessment rubrics

Reading

Poetry: Characters - Analysis

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.
- Relate actions of the persona to real life.
- Acknowledge the importance of characters in literary appreciation.

The learner is guided to:
- Relate actions of the persona to real life.
- Role play different characters in a poem in small groups.
- Infer information from the poem.
- Fill and share in groups a table showing character/character's behaviour/character trait.
- Create a poem, recite it, make a recording.
- Upload the recording on social media platforms or share it on the school notice board.

What are some of the words we use to describe the behaviour of characters?

Skills in English pg. 164
Digital devices
Recording equipment
Poetry collections
Character trait charts

Character analysis Role play assessment Original poem creation Recording quality Checklists

Writing

Assessing Writing: Qualities

By the end of the lesson, the learner should be able to:
- Identify the qualities of a well-written composition.
- Create an assessment list for evaluating compositions.
- Value the need for clarity and cohesion in writing.

The learner is guided to:
- Read a passage about the qualities of a good composition.
- Write down a criterion or checklist for assessing compositions. The criterion should have parameters such as: variety of sentences, relevance and creativity, cohesion, grammar and editorials.
- Read samples of well-written compositions from the coursebook.

What are the qualities of a good composition?

Skills in English pg. 165
Digital devices
Sample compositions
Assessment rubrics
Textbooks

Assessment criteria creation Sample analysis Written exercises Peer feedback Checklists

Writing
Listening and Speaking

Assessing Writing: Application
Diphthongs and Sentence Stress: Diphthongs

By the end of the lesson, the learner should be able to:
- Write a composition related to the theme.
- Assess a composition against a predesigned criteria.
- Apply feedback to improve writing.

The learner is guided to:
- Write a composition related to tourism.
- Assess a peer's composition and give comments as guided by the checklist.
- Make corrections to the composition.
- Display the compositions on the school noticeboard.

How can one make a composition interesting?

Skills in English pg. 167
Digital devices
Assessment rubrics
Composition samples
Textbooks
Skills in English pg. 170
Audio recordings
Flashcards
Dictionaries
Poems

Composition assessment Peer review quality Revised composition Final product evaluation Assessment rubrics

HEROES AND HEROINES: WORLD

Listening and Speaking

Diphthongs and Sentence Stress: Emphasis

By the end of the lesson, the learner should be able to:
- Use emphatic stress in words to convey meanings.
- Apply stress appropriately when reading a poem.
- Advocate the need for accurate pronunciation in oral communication.

The learner is guided to:
- Identify the stressed and unstressed words in a sentence.
- Apply stress appropriately when reading a poem.
- Read the same sentence while placing stress on different words.
- Use the dictionary to find more examples of words with the diphthongs.
- Recite a poem while distinguishing the stressed and unstressed words, make a recording and upload the video on YouTube, social media platforms or share it through the mobile phone.

How does stress help us to convey different meanings?

Skills in English pg. 172
Digital devices
Recording equipment
Dictionaries
Poems
Textbooks

Stress pattern identification Reading assessment Recording quality Peer feedback Assessment rubrics

Reading

Extensive Reading: Selection
Extensive Reading: Application

By the end of the lesson, the learner should be able to:
- Select a reading text from a collection of books or the library.
- Preview and assess the suitability of a text.
- Value the importance of careful text selection.

The learner is guided to:
- Watch a video clip on how to select a reading text.
- Read a passage based on how to select a text.
- Select a reading from a collection.
- Preview a text to determine its suitability.
- Skim through a text to obtain the gist.
- Scan through a text to obtain specific information.

How does reading widely help us learn better?

Skills in English pg. 175
Digital devices
Video clips
Book collections
Library resources
Textbooks
Skills in English pg. 177
Dictionaries
Note-taking materials

Text selection assessment Preview quality Skimming and scanning skills Peer feedback Checklists

Grammar in Use

Conjunctions: Correlative Conjunctions - Identification
Conjunctions: Correlative Conjunctions - Usage

By the end of the lesson, the learner should be able to:
- Identify correlative conjunctions in texts.
- Explain the function of different correlative conjunctions.
- Value the role of conjunctions in writing.

The learner is guided to:
- Identify correlative conjunctions such as either... or, neither...nor, both... and, not only... but ...also in texts.
- Read passages in which correlative conjunctions are used.
- In pairs, search for sentences with correlative conjunctions from the internet, newspapers, books or magazines.
- Learn about the function of different correlative conjunctions.

How do we join sentences?

Skills in English pg. 180
Digital devices
Newspapers
Magazines
Books
Textbooks
Skills in English pg. 182
Charts
Sentence strips
Role play materials

Identification exercises Function explanation Research assessment Peer feedback Checklists

Reading

Play: Style - Features

By the end of the lesson, the learner should be able to:
- Identify features of style used in a play.
- Explain the purpose of stylistic features.
- Value creativity in plays.

The learner is guided to:
- Read aloud excerpts of a play.
- Answer questions based on the excerpt.
- Highlight aspects of style such as flashback, flash-forwards and personification in a play.
- Discuss, in groups, the role of memories, dreams and a story within the story in a flashback.

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

Skills in English pg. 183
Digital devices
Class readers - Play
Lesson notes
Textbooks

Style feature identification Written responses Group discussion evaluation Peer feedback Checklists

Reading
Writing

Play: Style - Analysis
Narrative Compositions: Elements

By the end of the lesson, the learner should be able to:
- Relate features of style to the meaning of a play.
- Analyze the effectiveness of stylistic features in a play.
- Appreciate how plot development creates tension and interest.

The learner is guided to:
- Analyze the features of style in relation to the meaning of a play.
- In groups, role play some events in which the flashback, flash forward and personification feature in the play.
- Dramatize some of the events in a play and make video recordings.
- Engage in hot seating activities mirroring events and people in the play.

How do stylistic features contribute to the meaning of a play?

Skills in English pg. 187
Digital devices
Video recording equipment
Class readers - Play
Lesson notes
Skills in English pg. 190
Sample compositions
Planning templates
Textbooks

Style analysis Role play assessment Video recording quality Hot seat evaluation Assessment rubrics

Writing

Narrative Compositions: Writing

By the end of the lesson, the learner should be able to:
- Uses the elements of a narrative composition in a story.
- Write, edit and revise a narrative composition.
- Appreciate the role of background information in the creation of credible stories.

The learner is guided to:
- Write a narrative composition.
- Edit the composition.
- Revise the narrative composition.
- Read one another's composition and obtain feedback from peers.
- Make corrections to the narrative.
- Display the compositions in a gallery walk, class noticeboard or through social media.

What makes a story creative and engaging?

Skills in English pg. 192
Digital devices
Writing materials
Editing checklists
Display materials
Textbooks

Composition assessment Editing quality Revision effectiveness Peer feedback Assessment rubrics

SOCIAL AND MASS MEDIA

Listening and Speaking
Listening and Speaking

Impromptu Speeches: Preparation
Impromptu Speeches: Delivery

By the end of the lesson, the learner should be able to:
- Outline the procedure for preparing for an impromptu speech.
- Identify the elements of an impromptu speech.
- Value the importance of preparation in speech making.

The learner is guided to:
- Search from the internet or in the dictionary for the meaning of the term impromptu speech.
- Listen to an impromptu speech made by the teacher.
- Brainstorm on the procedure for preparing for an impromptu speech in small groups.
- Identify the elements of an impromptu speech: introduction, body and conclusion.

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

Skills in English pg. 194
Digital devices
Dictionaries
Speech samples
Lesson notes
Skills in English pg. 195
Recording equipment
Speech topics
Feedback forms

Observation Procedure identification Element recognition Group discussion evaluation Checklists

Reading

Note Making: Main Ideas

By the end of the lesson, the learner should be able to:
- Identify main points or ideas in an argumentative passage.
- Distinguish between main ideas and supporting details.
- Value organization in note-making.

The learner is guided to:
- Practise, in groups, the note-making procedures such as SQ4R (Survey, Question, Read, Reflect, Recite, Review).
- Read argumentative passages based on the theme of social and mass media as well as health education.
- Identify main ideas and supporting details in the passages.
- Create structured notes that reflect the organization of the text.

Why is it important to make notes?

Skills in English pg. 196
Digital devices
Argumentative passages
Note-making templates
Textbooks

Main idea identification Note structure assessment Group work evaluation Peer feedback Checklists

Reading
Grammar in Use

Note Making: Organization
Determiners: Numerals

By the end of the lesson, the learner should be able to:
- Make notes from an argumentative passage.
- Organize notes effectively.
- Value the importance of note making while reading for pleasure or academic purposes.

The learner is guided to:
- In groups, make notes on different health and media issues presented in passages.
- Graphically prepare charts using their notes.
- Exchange the charts for peer review and correction.
- Use the notes, in groups, to compose a poem or a song and present it in class.

In what situations could notes be made?

Skills in English pg. 199
Digital devices
Graphic organizers
Chart materials
Textbooks
Skills in English pg. 202
Sample passages
Matching exercises

Note quality assessment Chart preparation Creative composition Peer review Assessment rubrics

Grammar in Use
Reading

Determiners: Ordinals
Play: Project - Planning

By the end of the lesson, the learner should be able to:
- Identify ordinals used as determiners in a text.
- Use ordinals as determiners in sentences.
- Acknowledge the need for well-formed sentences in communication.

The learner is guided to:
- Read a short passage in which ordinals are used as determiners.
- Identify ordinals that are used as determiners.
- Form sentences using ordinals as determiners.
- Rewrite sentences, replacing numerals with ordinals and vice versa.
- Create sentences about social and mass media using both numerals and ordinals.

How do we use numerals and ordinals in everyday communication?

Skills in English pg. 204
Digital devices
Sample passages
Sentence strips
Textbooks
Skills in English pg. 205
Video clips
Class readers - Play
Props and costumes

Identification exercises Sentence construction Rewriting assessment Peer feedback Assessment rubrics

Reading

Play: Project - Performance

By the end of the lesson, the learner should be able to:
- Present dramatised parts of a play to an audience.
- Use voice, gestures and movements effectively in performance.
- Acknowledge the effectiveness of the performance in delivering the play's message.

The learner is guided to:
- Rehearse with props and costumes.
- Dramatise simple scenes for classmates while focusing on voice, gestures and movements.
- Discuss how to use role play and mime in the performance.
- Give and receive feedback on the performance.
- Record the performance on a video or audio device.

What makes a performance successful?

Skills in English pg. 207
Digital devices
Recording equipment
Props and costumes
Performance space

Performance assessment Use of techniques Recording quality Feedback exchange Assessment rubrics

Writing

Filling Forms: Application Forms - Identification

By the end of the lesson, the learner should be able to:
- Recognize bursary and scholarship application forms from a list of forms.
- Identify the common features of application forms.
- Value accuracy in form filling.

The learner is guided to:
- In groups, collect bursary and scholarship application forms from digital and print sources.
- Note down the common features of each type of the form.
- Analyse, in groups, the type of data sought by different forms.
- Identify bursary and scholarship application forms from a list of different forms.

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

Skills in English pg. 209
Digital devices
Sample application forms
Lists of forms
Textbooks

Form identification Feature analysis Group work evaluation Peer feedback Checklists

Writing
Listening and Speaking

Filling Forms: Application Forms - Completion
Conversation Skills: Job Interviews

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

The learner is guided to:
- 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.
- Fill in forms with accurate and sufficient information.

How can we ensure we provide accurate information in forms?

Skills in English pg. 212
Digital devices
Application forms
Pens with clear handwriting
Textbooks
Skills in English Grade 9 (p. 214)
Video clips on job interviews
Digital devices
Internet resources

Form completion assessment Accuracy evaluation Neatness check Peer feedback Assessment rubrics

INCOME GENERATING ACTIVITIES

Listening and Speaking

Conversation Skills: Job Interviews

By the end of the lesson, the learner should be able to:
- Answer appropriate questions in mock job interviews
- Recognise excellent interview skills as a positive step towards getting a job
- Value the importance of job interviews in income generation

The learner is guided to:
- In pairs, plan the questions that can be asked by the interviewer and interviewee in given situations
- Carry out a mock job interview using the questions prepared
- Change roles and role-play the interview again
- Record the interviews using a digital device or write them out
- Select best recorded or written dialogue and exchange it with other learners for assessment
- Share comments and receive comments from the learners who reviewed the interview
- Discuss how success in a job interview supports income generation for oneself, one's family and one's community

Why is it important to prepare for a job interview?

Skills in English Grade 9 (p. 215)
Digital recording devices
Sample job interview questions
Internet resources

Role play Peer assessment Written questions Recordings Observation schedules

Reading

Extensive Reading: Fiction

By the end of the lesson, the learner should be able to:
- Distinguish between fiction and non-fiction reading materials
- Select grade-appropriate fiction materials
- Value the importance of reading fiction for exposure to various ideas and language use

The learner is guided to:
- Read passages which are taken from different reading materials and identify which are fiction and which are non-fiction
- Search from digital or printed reference materials for the differences between fiction and non-fiction writing
- Explain the difference between fiction and non-fiction reading materials with examples for each
- Search online or in printed books for suitable fiction texts on income-generating activities
- Select and read fiction texts

Which story books or plays have you read?

Skills in English Grade 9 (p. 217)
Fiction books
Digital devices
Internet resources
Library books
Sample fiction and non-fiction texts
Skills in English Grade 9 (p. 218)
Graphic organisers
Display materials
Camera/digital device for taking photographs

Oral presentations Written assignments Reading logs Observation Question and answer

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 text
- Use nouns formed from verbs and other nouns in sentences
- Value the importance of word formation in enriching vocabulary

The learner is guided to:
- Read passages and identify nouns that are formed from verbs and other nouns
- Discuss how these nouns have been formed
- Identify words which can be formed from others
- Discuss the changes that occur when one word is formed from another
- Create a list that separates root words from suffixes
- Play a game where one selects a card with a word and another forms a noun from it or identifies the root word

Which words can be formed from others?

Skills in English Grade 9 (p. 221)
Sample texts
Word cards
Digital devices
Dictionaries
Charts
Skills in English Grade 9 (p. 222)
Newspapers
Magazines
Chart papers

Written exercises Word formation games Oral questions Peer assessment Observation

Reading

Grade-appropriate Play: Lessons learnt

By the end of the lesson, the learner should be able to:
- Identify and illustrate the lessons learnt from a play
- Relate the lessons learnt to real life experiences
- Appreciate plays as sources of life lessons and entertainment

The learner is guided to:
- Read play excerpts such as "A time for change"
- Search from the internet and printed books for information on how to get life lessons from the words and actions of characters
- In pairs, discuss what problem the characters face and what they learn about themselves when they solve the problem
- Identify lessons in the play and give an illustration for each lesson
- Discuss sections of the play that are entertaining and the lessons learnt from these sections

What lessons can one learn from a play?

Skills in English Grade 9 (p. 223)
Play excerpts
Digital devices
Internet resources
Graphic organisers
Chart papers
Skills in English Grade 9 (p. 224)

Oral discussions Written assignments Group presentations Observation Question and answer

Writing

Mechanics of Writing: Spelling

By the end of the lesson, the learner should be able to:
- Spell words correctly for effective communication
- Write common abbreviations in full
- Value the importance of correct spelling in communication

The learner is guided to:
- Study sample abbreviations and identify the pattern used
- Complete tables with correct abbreviations
- Read a passage containing abbreviations and list the abbreviations found
- Search from the internet and watch video clips or listen to audio clips that demonstrate the rules of abbreviations
- Make notes on abbreviation rules for titles, time references, company or organisation names and technical words
- In groups, discuss the rules of abbreviations and present them in charts
- Display charts on the classroom wall

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

Skills in English Grade 9 (p. 227)
Sample abbreviations
Digital devices
Internet resources
Chart papers
Dictionaries
Reference materials

Written exercises Dictation Question and answer Peer assessment Chart presentations Observation

Writing

Mechanics of Writing: Spelling

By the end of the lesson, the learner should be able to:
- Spell words correctly for effective communication
- Write common abbreviations correctly
- Demonstrate awareness of word splitting at the end of a line

The learner is guided to:
- Study sentences and note the words that are split at the end of a line
- Search from the internet or in books for information on what to consider when splitting words at the end of a line
- Make notes from their search and present findings in class
- Write words that can be abbreviated
- Spell words correctly that the teacher will dictate
- Rewrite sentences, abbreviating the underlined words
- Write sentences about income-generating activities that include abbreviations
- Write a paragraph on how to save money from income-generating activities using words that need to be abbreviated
- Peer assess the paragraphs and rewrite them incorporating corrections

Which words do we normally abbreviate?

Skills in English Grade 9 (p. 228)
Dictionaries
Reference materials
Digital devices
Chart papers
Sample abbreviations
Word lists

Written exercises Dictation Paragraph writing Peer assessment Word splitting exercises Abbreviation exercises

PERSONAL GROOMING

Listening and Speaking

Listening to Respond: Expressing Feelings

By the end of the lesson, the learner should be able to:
- Identify words and expressions used to describe their feelings towards a poem
- Express their feelings towards the subject matter of a poem
- Value the importance of poem recitation for effective communication

The learner is guided to:
- Read poems about personal grooming
- Identify words and expressions that can be used to describe feelings towards a poem
- Search online or from printed materials for various words and expressions that can be used to describe one's feelings towards a poem
- Identify words and expressions that make them develop certain feelings towards the subject matter, main character, and the poem as a whole
- Recite poems emphasizing words and expressions that bring out their feelings
- Record their recitation and play it to a peer

How does the poem make you feel?

Skills in English Grade 9 (p. 232)
Poetry books
Digital devices
Audio recordings
Recording equipment

Oral presentations Observation Recitation Audio recordings Peer assessment

Listening and Speaking

Listening to Respond: Expressing Feelings

By the end of the lesson, the learner should be able to:
- Express their feelings towards the subject matter of a poem
- Value the importance of poem recitation for effective communication

The learner is guided to:
- Watch the recitation of a live or recorded poem on personal grooming
- Describe how the poem made them feel about the subject it addresses
- Discuss how one can express feelings while reciting a poem
- Select poems from various sources
- Use appropriate words and expressions to describe their feelings towards the characters or issues brought out in the poems
- Recite the selected poems in groups
- Present in detail different feelings towards each poem's subject matter
- Participate in a class discussion on the importance of expressing feelings when reciting a poem

Why is it important to recite poems with feeling?

Skills in English Grade 9 (p. 233)
Poetry books
Digital devices
Video recordings
Audio equipment
Sample poems

Group presentations Oral discussions Observation Peer assessment Self-assessment

Reading

Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:
- Identify clues in the passage from which conclusions can be drawn
- Infer information and meaning of words and expressions from a passage
- Apply critical thinking skills when making inferences

The learner is guided to:
- Read stories and passages where inferences can be made
- Identify words in the passages which can help arrive at valid conclusions
- Underline words, phrases or sentences that provide clues for making inferences
- Use prior knowledge to make inferences from texts
- Search for print and non-print passages on personal grooming or other subjects
- Read the passages and write down the conclusions made from the reading
- In pairs, discuss what to consider when making conclusions from a text

How can one draw conclusions from a text?

Skills in English Grade 9 (p. 234)
Reading passages
Digital devices
Internet resources
Reference materials
Printed materials

Written exercises Oral discussions Observation Peer assessment Reading comprehension tests

Reading

Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:
- Identify clues in the passage from which conclusions can be drawn
- Infer information and meaning of words and expressions from a passage
- Apply critical thinking skills when making inferences

The learner is guided to:
- Read stories and passages where inferences can be made
- Identify words in the passages which can help arrive at valid conclusions
- Underline words, phrases or sentences that provide clues for making inferences
- Use prior knowledge to make inferences from texts
- Search for print and non-print passages on personal grooming or other subjects
- Read the passages and write down the conclusions made from the reading
- In pairs, discuss what to consider when making conclusions from a text

How can one draw conclusions from a text?

Skills in English Grade 9 (p. 234)
Reading passages
Digital devices
Internet resources
Reference materials
Printed materials

Written exercises Oral discussions Observation Peer assessment Reading comprehension tests

Reading

Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:
- Summarise ideas in a passage
- Apply the skills of making inferences and drawing conclusions in independent reading

The learner is guided to:
- Read passages such as "Stay well groomed"
- Identify the main ideas in the passage and make notes
- Use the notes to write a summary of the ideas in the passage
- Present summaries on charts and post them on the classroom wall
- Invite classmates to view and review the summaries
- Review the summaries of peers
- Explain the importance of making summaries
- Search for texts on personal grooming from the internet, books, newspapers or magazines
- Make notes on main ideas, infer information and the meanings of unfamiliar words or expressions

Why is it important to summarise information from a text?

Skills in English Grade 9 (p. 236)
Reading passages
Digital devices
Chart papers
Dictionaries
Reference materials
Internet resources

Written summaries Chart presentations Peer assessment Observation Gallery walk Question and answer

Grammar in Use

Phrasal Verbs

By the end of the lesson, the learner should be able to:
- Identify phrasal verbs formed from break, hang, run and turn in texts
- Use the given phrasal verbs in sentences of their own
- Value the importance of using phrasal verbs in spoken and written communication

The learner is guided to:
- Read sentences and identify phrasal verbs
- Infer what the phrasal verbs mean based on how they are used in sentences
- Read passages like "Waiting" and identify phrasal verbs
- Discuss the meaning of phrasal verbs and why we should learn them
- Search online or in printed materials for texts that use phrasal verbs formed from break, run, turn and hang
- Organize the phrasal verbs into lists based on the verb in each phrase
- Use a print or online dictionary to search for the meaning of each phrasal verb

How are phrasal verbs different from other verbs?

Skills in English Grade 9 (p. 238)
Digital devices
Dictionaries
Reference materials
Chart papers
Sample texts
Word cards

Oral discussions Written exercises Observation Language games Sentence construction

Grammar in Use

Phrasal Verbs

By the end of the lesson, the learner should be able to:
- Use the given phrasal verbs in sentences of their own
- Value the importance of using phrasal verbs in spoken and written communication

The learner is guided to:
- Form phrasal verbs using the verbs hang, run, break and turn
- Use appropriate phrasal verbs to fill in blank spaces in passages
- Use phrasal verbs to complete substitution tables
- Construct at least ten sentences on personal grooming and health education using phrasal verbs
- Display sentences on charts in the classroom gallery wall
- Review each other's sentences and make necessary corrections
- Suggest ways to use phrasal verbs in speech or writing in school or at home
- In groups, compose a short song on health education and personal grooming using suitable phrasal verbs

Which words do we use to express different meanings in daily conversation?

Skills in English Grade 9 (p. 240)
Chart papers
Dictionaries
Reference materials
Sample texts
Digital devices

Written exercises Song composition Sentence construction Peer assessment Observation Chart presentations

Reading

Play: Characterisation

By the end of the lesson, the learner should be able to:
- Outline the clues for identifying traits of different characters in a play
- Use the clues to describe the characters in a play
- Value the role of characterisation in determining virtues and vices in society

The learner is guided to:
- Search from the internet, books, newspapers or magazines to find out what clues to look for in a play to identify traits of characters
- Read play excerpts such as "Learner of the year"
- In pairs, brainstorm on words and phrases used to describe characters
- Compile the words and phrases into a phrase book
- Share the phrase book with others in the classroom
- Compare their books with those of other learners
- Outline the clues for identifying traits of different characters in the play

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

Skills in English Grade 9 (p. 241)
Play excerpts
Digital devices
Internet resources
Reference materials
Chart papers

Phrase books Oral discussions Written exercises Observation Peer assessment

Reading

Play: Characterisation

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

The learner is guided to:
- Use clues to describe the characters and their traits in plays
- Create character maps for each character and display them in the classroom gallery
- Listen to feedback from classmates and use suggestions to improve character maps
- Rehearse and dramatize parts of plays, bringing out the traits of the characters
- Make good use of verbal and non-verbal cues
- Watch video clips of plays and identify clues that can be used to describe character traits
- Role-play different characters in a hot-seating game
- Play character identification games

What makes plays interesting?

Skills in English Grade 9 (p. 245)
Play excerpts
Digital devices
Character maps
Chart papers
Video clips
Drama props

Role play Drama performances Character maps Hot-seating games Peer assessment Observation

Reading

Play: Characterisation

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

The learner is guided to:
- Use clues to describe the characters and their traits in plays
- Create character maps for each character and display them in the classroom gallery
- Listen to feedback from classmates and use suggestions to improve character maps
- Rehearse and dramatize parts of plays, bringing out the traits of the characters
- Make good use of verbal and non-verbal cues
- Watch video clips of plays and identify clues that can be used to describe character traits
- Role-play different characters in a hot-seating game
- Play character identification games

What makes plays interesting?

Skills in English Grade 9 (p. 245)
Play excerpts
Digital devices
Character maps
Chart papers
Video clips
Drama props

Role play Drama performances Character maps Hot-seating games Peer assessment Observation

Writing

The Writing Process

By the end of the lesson, the learner should be able to:
- Outline the different stages of the writing process
- Apply the writing process in creating a dialogue on a relevant theme
- Value the importance of planning in writing tasks

The learner is guided to:
- Discuss the steps to follow when writing
- Search online and in printed texts for information on the steps of the writing process
- Answer questions about the steps of the writing process
- In groups, discuss the different tasks involved in each step of the writing process
- Use notes and ideas from group discussion to outline the stages of the writing process
- Present the outline on a chart
- In pairs, take up roles and read dialogues like "A writing task"

Why should you plan your writing?

Skills in English Grade 9 (p. 247)
Sample writing process charts
Digital devices
Internet resources
Reference materials
Chart papers
Sample dialogues

Oral discussions Chart presentations Written exercises Observation Question and answer

Writing

The Writing Process

By the end of the lesson, the learner should be able to:
- Apply the writing process in creating a dialogue on a relevant theme
- Emphasise the importance of each stage in the writing process in crafting flawless dialogues

The learner is guided to:
- In groups, brainstorm on topics related to personal grooming, respect and life skills
- Select one topic from the brainstorming session
- Follow the stages of the writing process to write a dialogue on the selected topic
- Exchange dialogues with others in the group for assessment
- Suggest corrections and improvements
- Correct work as needed
- In pairs, select one of the dialogues presented and dramatize it
- Ensure use of verbal and non-verbal cues appropriately
- Record the dramatisation
- Comment on strengths and weaknesses of the presentation
- Discuss the importance of learning how to write a dialogue

Why is it important to learn dialogue writing?

Skills in English Grade 9 (p. 249)
Digital recording devices
Chart papers
Reference materials
Sample dialogues
Props for dramatization

Dialogue writing Role play Peer assessment Video recordings Observation Dramatization