NATURAL RESOURCES: MARINE LIFE

Listening and Speaking
Listening and Speaking

Listening Comprehension: Listening for Details

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

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

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

Why is it important to listen for specific details?

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

Oral questions Listening comprehension questions Main idea identification

Listening and Speaking

Listening Comprehension: Listening for Details

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

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

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

How do visual cues enhance our understanding of spoken information?

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

Video comprehension questions Group discussions Reflection writing

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

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

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

Why do we use different interrogative pronouns in questions?

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

Identification exercises Function explanation Sentence construction

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

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

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

How can we distinguish between relative and interrogative pronouns?

KLB Top Scholar pg. 132
Exercise sheets with sentences

Classification exercises Explanation tasks Pair work assessment

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Identify relative and interrogative pronouns in a passage.
- Classify pronouns according to their types.
- Value the role of pronouns in cohesive writing.

The learner is guided to:
- Read a passage about marine life and identify interrogative and relative pronouns.
- Work in groups to write down sentences featuring the two types of pronouns separately.
- Group the pronouns according to positive, comparative, and superlative degrees.

How do relative and interrogative pronouns enhance text cohesion?

KLB Top Scholar pg. 133
Reading passage
Exercise sheets with error correction tasks

Identification exercises Classification tasks Group work assessment

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

- Create sentences using relative and interrogative pronouns.
- Use pronouns to refer to wildlife and environmental activities.
- Value the role of pronouns in communication about nature.

The learner is guided to:
- Go out of the classroom and form groups.
- Use specified interrogative and relative pronouns to create sentences that refer to the activities of wildlife and environmental clubs.
- Record themselves on video as they say the sentences.

How can we use pronouns to communicate about environmental issues?

KLB Top Scholar pg. 134
Digital recording devices
Sample dialogue
Digital sharing platforms

Sentence creation Video recording assessment Group work evaluation

Grammar in Use

Relative Pronouns and Interrogative Pronouns

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

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

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

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

KLB Top Scholar pg. 135
Question templates

Group discussions Question-answer sessions Pronoun usage assessment

Reading II

Intensive Reading: Play

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

- Watch and interpret a video clip from a play.
- Predict dialogue content based on non-verbal cues.
- Appreciate the role of non-verbal communication in plays.

The learner is guided to:
- Watch a muted video clip from a play performed at the National Schools and Colleges Drama Festival.
- Tell each other what they think the play is about and what the characters are saying.
- Talk about the actors' use of non-verbal cues, costumes, and props.

How do non-verbal cues contribute to meaning in a play?

KLB Top Scholar pg. 135
Video clip from a play
KLB Top Scholar pg. 136
Excerpt from "Aminata"

Group discussions Interpretation assessment Non-verbal cue analysis

Reading II

Intensive Reading: Play

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

- List characters in a play excerpt.
- Identify character relationships.
- Appreciate how character relationships develop conflict and theme.

The learner is guided to:
- Make a list of characters in the excerpt, including those mentioned but not appearing on stage.
- Show how characters are related to each other.
- Identify characters that do not get along and explain what they disagree about.

How do character relationships contribute to conflict and theme in a play?

KLB Top Scholar pg. 137
Excerpt from play
KLB Top Scholar pg. 138
Character trait chart

Character listing Relationship mapping Conflict identification

Reading II

Intensive Reading: Play

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

- Dramatize sections of a play.
- Perform different character roles.
- Appreciate the value of performance in understanding a play.

The learner is guided to:
- Work in groups to sit in circles and assign roles.
- Read the excerpt aloud several times.
- Dramatize the part of the excerpt involving Agege and a group of women.
- Perform the excerpt for the class or school.

How does dramatizing a play enhance our understanding of it?

KLB Top Scholar pg. 139
Props for dramatization
Digital recording devices
Writing materials

Dramatization assessment Role play evaluation Performance recording

Writing

The Writing Process

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

- Explain the writing process.
- Identify stages in the writing process.
- Value the importance of following a systematic approach to writing.

The learner is guided to:
- Work in groups to tell each other the process they normally follow when given an assignment to write a composition.
- Read notes on the writing process (prewriting, drafting, revising, editing, publishing).
- Discuss the techniques used in the prewriting stage.

Why is it important to follow a writing process?

KLB Top Scholar pg. 140
Charts showing writing process

Group discussions Process explanation Note-taking assessment

TOURISM: INTERNATIONAL

Listening and Speaking
Listening and Speaking

Oral Poetry

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

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

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

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

KLB Top Scholar pg. 144
Audio recording of oral poem
KLB Top Scholar pg. 145
Oral poem "Summer time"

Oral discussions Meaning interpretation Feature identification

Listening and Speaking

Oral Poetry

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

- Identify performance elements for oral poetry.
- Plan for an effective oral poetry performance.
- Value performance techniques in oral poetry.

The learner is guided to:
- Read the poem "When the Tourists Came".
- Discuss what would be needed to perform the poem.
- Explain how to make the performance interesting.
- Read notes on the performance of an oral poem.

What makes an oral poetry performance effective?

KLB Top Scholar pg. 145
Notes on performance techniques
KLB Top Scholar pg. 146
Oral poem "The Song of Miss Tourism"

Performance planning Group discussions Technique identification

Listening and Speaking

Oral Poetry

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

- Identify costumes and props for poem performance.
- Use various techniques in performance.
- Value the role of props and costumes in enhancing performance.

The learner is guided to:
- Work in groups and talk about the costumes and props needed to perform the oral poem.
- Discuss the techniques they would use while performing it.
- Perform the poem in class.

How do costumes and props enhance oral poetry performance?

KLB Top Scholar pg. 146
Props and costumes for performance

Performance assessment Costume and prop selection Technique application

Listening and Speaking
Reading I

Oral Poetry
Reading for Interpretation: Point of View

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

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

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

How can we create effective oral poems on contemporary topics?

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

Composition assessment Performance evaluation Peer feedback

Reading I

Reading for Interpretation: Point of View

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

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

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

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

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

Point of view analysis Effect explanation Group discussions

Reading I

Reading for Interpretation: Point of View

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

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

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

How does identifying the speaker help us understand a poem?

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

Speaker identification Point of view analysis Personal connection discussion

Reading I

Reading for Interpretation: Point of View

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

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

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

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

KLB Top Scholar pg. 149
Poem A from Activity 2

Rewriting assessment Comparison analysis Effect discussion

Grammar in Use

Complex Prepositions

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

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

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

Why are prepositions important in sentence construction?

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

Gap filling assessment Word class identification Sentence analysis

Grammar in Use

Complex Prepositions

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

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

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

How do complex prepositions enhance precision in writing?

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

Identification assessment Comparison exercise Classification task

Grammar in Use

Complex Prepositions

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

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

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

How are complex prepositions used in spoken language?

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

Listening assessment Note-taking evaluation Comparison exercise

Grammar in Use

Complex Prepositions

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

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

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

How can we use complex prepositions effectively in our writing?

KLB Top Scholar pg. 153
List of complex prepositions

Sentence construction Peer correction Function explanation

Grammar in Use

Complex Prepositions

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

- Search for complex prepositions in various sources.
- Create a list of complex prepositions.
- Value research skills in language learning.

The learner is guided to:
- Work in groups and search for more examples of complex prepositions from the Internet or any other source.
- Write down their list of complex prepositions and display it on the classroom noticeboard.
- Compare their findings with other groups.

How can research enhance our understanding of language structures?

KLB Top Scholar pg. 153
Internet access
Reference books
KLB Top Scholar pg. 154
Gap-filling exercises

Research assessment List creation Display evaluation

Reading II

Poetry: Characters

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

- Identify characters in a poem.
- Define what a character is in literature.
- Value the role of characters in conveying poetic meaning.

The learner is guided to:
- Read the poem "A Tour Guide's Song".
- Identify the characters in the poem.
- Read notes on characters in poetry.
- Learn that the speaker/persona is a fictional character not to be confused with the poet.

What role do characters play in poetry?

KLB Top Scholar pg. 154
Poem "A Tour Guide's Song"
Poem about a Maasai giraffe

Character identification Definition comprehension Role discussion

Reading II

Poetry: Characters

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

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

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

How do collective characters represent cultural identity in poetry?

KLB Top Scholar pg. 155
Poem "Welcome to Vienna"

Character trait identification Textual evidence analysis Role play performance

SOCIAL AND MASS MEDIA

Listening and Speaking
Listening and Speaking

Impromptu Speeches

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

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

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

Why are impromptu speaking skills important in real life?

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

Group discussions Oral presentations Vocabulary search

Listening and Speaking

Impromptu Speeches

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

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

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

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

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

Speech planning Group presentations Peer evaluation

Listening and Speaking
Reading I

Impromptu Speeches
Note Making

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

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

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

How can we improve our impromptu speaking skills?

KLB Top Scholar pg. 182
Digital recording devices
Notes on SQ4R reading method

Speech delivery Recording analysis Peer feedback

Reading I

Note Making

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

- Apply the SQ4R reading method to a text.
- Identify the main ideas in a text.
- Value the importance of systematic reading approaches.

The learner is guided to:
- Read a passage using the SQ4R method (Survey, Question, Read, Reflect, Review, React).
- Identify the main ideas of the passage.
- Understand the importance of each step in the SQ4R process.
- Practice applying the method to enhance comprehension and retention.

How does the SQ4R method enhance reading comprehension?

KLB Top Scholar pg. 183
Passage on social and mass media

Main idea identification Reading method application Comprehension questions

Reading I

Note Making

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

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

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

How can we organize information effectively in notes?

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

Note creation Chart making Peer feedback

Grammar in Use

Determiners: Numerals and Ordinals

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

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

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

How do cardinal and ordinal numbers function differently in sentences?

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

Identification exercises Function explanation Comprehension questions

Grammar in Use

Determiners: Numerals and Ordinals

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

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

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

How do cardinal and ordinal numbers modify nouns differently?

KLB Top Scholar pg. 186
Reading passage with numerals

Identification exercise Categorization task Function analysis

Grammar in Use

Determiners: Numerals and Ordinals

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

- Identify people, animals, and objects that can be described using cardinal and ordinal numbers.
- Construct sentences using cardinal and ordinal numbers.
- Value the appropriate use of numerals in different contexts.

The learner is guided to:
- Work in groups to identify people, animals, and objects in school that can be used with cardinal numbers and ordinal numbers.
- Construct sentences about these objects using cardinal numbers and ordinal numbers.
- Share their sentences with the class for feedback.

How can we apply cardinal and ordinal numbers in describing our surroundings?

KLB Top Scholar pg. 187
School environment
Sentence templates
Poem "Engaging with the World"

Object identification Sentence construction Peer evaluation

Grammar in Use
Reading II

Determiners: Numerals and Ordinals
Play: Project

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

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

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

How are cardinal and ordinal numbers related to each other?

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

Gap-filling task Relationship identification Pair discussion

Reading II

Play: Project

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

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

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

How important is non-verbal communication in acting?

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

Mime performance Peer feedback Non-verbal communication assessment

Reading II

Play: Project

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

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

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

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

KLB Top Scholar pg. 191
Play excerpt "The Conflict"

Character relationship mapping Visual element identification Mood analysis

Reading II
Writing

Play: Project
Filling Forms: Application Forms

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

- Explain the process of staging a play.
- Plan for a play performance.
- Value the collaborative nature of theatre.

The learner is guided to:
- Read explanation of how to stage a play.
- Learn about selecting director, cast, and stage crew.
- Understand the importance of props, costumes, story charts, and rehearsals.
- Learn about the evaluation process after rehearsals and performances.

What steps are involved in staging a successful play?

KLB Top Scholar pg. 191
Guidelines for staging plays
KLB Top Scholar pg. 192
Sample forms

Process explanation Planning exercise Role definition

Writing

Filling Forms: Application Forms

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

- Analyze forms for their components and requirements.
- Compare different types of forms.
- Value the importance of understanding form instructions.

The learner is guided to:
- Work in groups to study two forms (bursary and scholarship application).
- Answer questions about the importance of the "Instructions to Applicants" section.
- Discuss why it's important to provide accurate information when filling forms.
- Identify information required in both forms and information specific to each form.

Why is it important to follow instructions when filling forms?

KLB Top Scholar pg. 193
Sample bursary and scholarship application forms
KLB Top Scholar pg. 194
Photocopied application forms
Writing materials

Form analysis Comparison task Group discussion

Writing

Filling Forms: Application Forms

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

- Create a bursary or scholarship application form.
- Include essential components of application forms.
- Value the purpose and structure of well-designed forms.

The learner is guided to:
- Work in groups to create a bursary or scholarship application form.
- Include all necessary sections and instructions.
- Exchange the forms they have created with another group.
- Fill in each other's forms to test usability.

What makes an application form effective and user-friendly?

KLB Top Scholar pg. 194
Sample forms
Form design materials
Digital devices
Downloaded forms

Form creation Component inclusion Usability testing

HEROES AND HEROINES: WORLD

Listening and Speaking

Pronunciation and Sentence Stress

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

- Explain the concept of pronunciation.
- Identify correctly and incorrectly pronounced words.
- Value the importance of clear pronunciation in communication.

The learner is guided to:
- Discuss the meaning of pronunciation.
- Listen to a recording of correctly pronounced words.
- Identify correctly and incorrectly pronounced words in a list read by the teacher.

Why is correct pronunciation important in communication?

KLB Top Scholar pg. 163
Audio recordings of pronounced words

Oral discussions Listening assessment Identification tasks

Listening and Speaking

Pronunciation and Sentence Stress

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

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

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

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

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

Pronunciation assessment Sound discrimination Sentence reading

Listening and Speaking

Pronunciation and Sentence Stress

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

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

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

How does shifting stress in a sentence change its meaning?

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

Stress shifting exercises Meaning analysis Reading assessment

Reading I

Reading for Interpretation: Biographical Texts

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

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

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

Why are biographical texts important in preserving history?

KLB Top Scholar pg. 167
Sample biographical texts

Feature identification Purpose discussion Example sharing

Reading I

Reading for Interpretation: Biographical Texts

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

- Read a biographical text for specific information.
- Answer questions based on a biographical text.
- Value the achievements of notable figures in history.

The learner is guided to:
- Read a biographical text about a world hero or heroine.
- Answer comprehension questions about the text.
- Identify key achievements, challenges, and character traits of the subject.
- Discuss the impact of the subject's contributions to society.

How do biographical texts help us understand the impact of notable figures?

KLB Top Scholar pg. 168
Biographical text
KLB Top Scholar pg. 169
Biographical text
Timeline templates

Comprehension questions Achievement identification Impact discussion

Reading I

Reading for Interpretation: Biographical Texts

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

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

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

Why might biographical accounts of the same person differ?

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

Comparison assessment Credibility evaluation Critical thinking discussion

Grammar in Use

Phrasal Verbs

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

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

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

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

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

Definition explanation Identification exercises Meaning discussion

Grammar in Use

Phrasal Verbs

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

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

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

How do phrasal verbs enhance descriptions of heroic actions?

KLB Top Scholar pg. 174
List of phrasal verbs related to achievement

Replacement exercises Sentence creation Expressiveness discussion

Grammar in Use

Phrasal Verbs

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

- Identify and correct errors in phrasal verb usage.
- Explain the meaning of common phrasal verbs.
- Value precision in phrasal verb usage.

The learner is guided to:
- Identify errors in the use of phrasal verbs in sentences.
- Correct the errors and explain the corrections.
- Match phrasal verbs with their meanings.
- Create a personal reference list of commonly used phrasal verbs with examples.

What are common errors in phrasal verb usage?

KLB Top Scholar pg. 175
Error correction exercises
Matching exercises
KLB Top Scholar pg. 176
Writing prompts
Editing exercises

Error identification Correction explanation Matching assessment

Reading II

Intensive Reading: Style in Plays

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

- Define style in plays.
- Identify elements of style in a play excerpt.
- Value the importance of style in conveying meaning.

The learner is guided to:
- Read notes on style in plays.
- Learn about elements of style such as dialogue, stage directions, and language choices.
- Read an excerpt from a play and identify stylistic elements.
- Discuss how style contributes to the play's meaning and impact.

What is style in plays and why is it important?

KLB Top Scholar pg. 177
Play excerpt
Notes on style
KLB Top Scholar pg. 178
Play excerpt with dialogue

Definition explanation Element identification Impact discussion

Reading II

Intensive Reading: Style in Plays

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

- Analyze stage directions as an element of style.
- Explain how stage directions enhance understanding of a play.
- Value the role of stage directions in visualizing dramatic action.

The learner is guided to:
- Read an excerpt from a play focusing on stage directions.
- Identify the information provided by stage directions about setting, character movements, gestures, and tone.
- Discuss how stage directions help readers visualize the action.
- Practice reading and interpreting stage directions in groups.

How do stage directions contribute to the style and meaning of a play?

KLB Top Scholar pg. 179
Play excerpt with stage directions

Stage direction analysis Information identification Visualization discussion

Reading II

Intensive Reading: Style in Plays

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

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

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

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

KLB Top Scholar pg. 180
Play excerpt with varied language
KLB Top Scholar pg. 181
Excerpts from different plays

Language feature identification Character reflection analysis Style contribution discussion

Writing

Descriptive Writing

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

- Explain the features of descriptive writing.
- Identify descriptive elements in sample texts.
- Value the role of description in creating vivid images.

The learner is guided to:
- Read notes on descriptive writing.
- Learn about the use of sensory details, figurative language, and specific adjectives in description.
- Identify descriptive elements in sample texts about heroes and heroines.
- Discuss how description helps create vivid images of people and their actions.

What makes descriptive writing effective?

KLB Top Scholar pg. 182
Notes on descriptive writing
Sample descriptive texts
KLB Top Scholar pg. 183
Examples of sensory-rich descriptions

Feature explanation Element identification Effectiveness discussion

Writing

Descriptive Writing

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

- Use figurative language in descriptive writing.
- Create similes, metaphors, and personification to enhance descriptions.
- Value the role of figurative language in making descriptions vivid.

The learner is guided to:
- Learn about different types of figurative language (similes, metaphors, personification).
- Identify examples of figurative language in descriptive texts.
- Practice creating figurative language to describe heroes and heroines.
- Incorporate figurative language into short descriptive paragraphs.

How does figurative language make descriptions more impactful?

KLB Top Scholar pg. 184
Examples of figurative language
Practice exercises
KLB Top Scholar pg. 185
Sample organizational patterns
Planning templates

Figurative language creation Identification exercises Paragraph writing

Writing

Descriptive Writing

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

- Write a descriptive composition about a hero or heroine.
- Apply descriptive techniques learned in previous lessons.
- Value the process of drafting, revising, and editing in writing.

The learner is guided to:
- Use their outline to write a descriptive composition about a hero or heroine.
- Incorporate sensory details, figurative language, and specific adjectives.
- Follow a logical organizational pattern.
- Review and revise their composition based on feedback.

How can we apply descriptive techniques to portray heroes and heroines effectively?

KLB Top Scholar pg. 186
Writing guidelines
Revision checklist

Composition assessment Technique application Revision process