LEISURE TIME

Listening and Speaking

Conversational skills: Negotiation skills

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

The learner is guided to:
- Search for the meaning of the term 'negotiation' on the internet or dictionary.
- Read and listen to conversations where negotiation is taking place.
- Identify phrases used during negotiations from the conversations.
- Find out from the internet or textbooks words or phrases used during negotiations.
- Use the words and phrases to create dialogues where a seller and buyer are bargaining.
- Dramatize the dialogue within groups as one member records it.
- Share recordings with other groups for review.

Which words or expressions would one use when negotiating?

Master English pg. 86
- Dictionary
- Digital devices
- Video clips
- Audio recordings

Observation - Oral questions - Checklist - Role play - Peer assessment

Listening and Speaking

Conversational skills: Negotiation skills

By the end of the lesson, the learner should be able to:
- Identify verbal and non-verbal cues used during negotiations.
- Apply negotiation skills in different contexts.
- Value the importance of verbal and non-verbal cues in negotiations.

The learner is guided to:
- Identify non-verbal cues such as facial expressions, gestures, body language, posture and tone from various communications.
- Role-play conversations using appropriate facial expressions, gestures, body language and tone.
- Participate in hot seating activities where they practice negotiation skills in different contexts.
- Create conversations where they convince others to adopt their point of view.
- Recite poems that feature negotiation and identify verbal and non-verbal cues.

How can one enhance their negotiation skills?

Master English pg. 87
- Digital devices
- Video clips
- Audio recordings
- Poems about negotiation

Role play - Observation - Oral presentation - Peer assessment - Checklist

Reading

Reading Fluency

By the end of the lesson, the learner should be able to:
- Outline ways of enhancing fluency in reading.
- Explain strategies used for reading fluently.
- Appreciate the importance of reading fluently.

The learner is guided to:
- Discuss strategies used for reading fluently such as previewing, skimming, ignoring unknown words, and scanning.
- Write down points on reading fluency in exercise books.
- Skim through a provided text and briefly describe what the text is about.
- Scan through the text to find specific words mentioned by the teacher.
- Preview, connect new information to existing knowledge, and jot down key points while reading.
- Break down large sections of text into manageable chunks to enhance retention.

Why is reading a text fluently important?

Master English pg. 89
- Digital devices
- Grade-appropriate reading texts
- Passage "A Painter's Quest"
Master English pg. 91
- Passage "A Painter's Quest"
- Flash cards
- Online and offline reading materials
- Poems

Observation - Oral questions - Peer assessment - Reading log - Reading speed evaluation

Grammar in Use

Comparison of Adverbs

By the end of the lesson, the learner should be able to:
- Identify the positive, comparative and superlative degrees of adverbs.
- Use positive degree of adverbs in sentences.
- Appreciate the importance of using adverbs correctly.

The learner is guided to:
- Read sentences containing adverbs and identify the adverbs in each sentence.
- Write down five activities they can do outside class to help them relax.
- Demonstrate each activity, with different students showing varying degrees of the same activity.
- Construct sentences using these activities showing positive degree of adverbs.
- Read a passage featuring comparison of adverbs and identify adverbs in their positive form.
- Classify adverbs according to their forms in a table.
- Compete to fill tables with adverbs from the passage.

How do we compare things?

Master English pg. 92
- Dictionary
- Digital devices
- Passage featuring adverbs
- Charts

Written exercises - Oral questions - Observation - Adverb classification tasks - Peer assessment

Grammar in Use

Comparison of Adverbs

By the end of the lesson, the learner should be able to:
- Form comparative and superlative degrees of adverbs.
- Use comparative and superlative degrees of adverbs in sentences.
- Value the correct usage of adverbs in communication.

The learner is guided to:
- Copy a table and write the comparative and superlative forms of given adverbs.
- Write sentences using the comparative form of the adverbs.
- Write sentences using the superlative form of the adverbs.
- Exchange work with classmates for review and feedback.
- In groups, read sentences and choose the correct answer between options provided.
- Learn rules for comparing adverbs including regular and irregular forms.
- Read a dialogue featuring comparison of adverbs.

Which words are used to make comparison?

Master English pg. 93
- Dictionary
- Charts
- Dialogue excerpts
- Digital devices

Written exercises - Sentence construction - Peer assessment - Group task evaluation - Multiple choice questions

Reading

Intensive Reading – Play

By the end of the lesson, the learner should be able to:
- Identify the main idea in a play.
- Outline the events in a play.
- Appreciate the importance of a play in developing language skills.

The learner is guided to:
- Take roles and read the excerpt of the play 'Profitable Games'.
- Identify what the play is about.
- Discuss the meaning of the term 'theme'.
- Identify the main theme in the excerpt of the play.
- Identify specific details that help identify the main theme.
- Rehearse Scene 1 of the play.
- Role-play Scene 1 of the play.
- Record the role-play with a digital device.
- Share the recording with classmates for feedback.

What makes plays interesting?

Master English pg. 97
- Play excerpt "Profitable Games"
- Digital recording devices
- Props for role play
- Costumes

Role play - Oral questions - Observation - Peer assessment - Theme identification exercise

Reading

Intensive Reading – Play

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

The learner is guided to:
- Search for a play that interests them on the internet.
- Select main themes they would like to explore from the play.
- Select a central character from the play and discuss how they contribute to the themes.
- Participate in hot seating activities where one student assumes the role of a character.
- Ask the student in the hot seat questions about their character's feelings, thoughts and views.
- Switch roles and select different characters from the play.
- Compare themes identified with those of other groups.
- Relate aspects of the play to real life experiences.

What are some of the issues authors write about?

Master English pg. 98
- Digital devices
- Online plays
- Recording equipment
- Class readers

Hot seating - Character analysis - Thematic analysis - Oral presentations - Role play assessment

Writing

Mechanics of Writing: Spelling

By the end of the lesson, the learner should be able to:
- Recognise homonyms, homophones, and words with double consonants in written texts.
- Spell commonly misspelt words for writing fluency.
- Value the importance of correct spelling in written communication.

The learner is guided to:
- Read words with double consonants.
- Discuss what is common about the words read.
- Read paragraphs and identify words with double consonants.
- Give more examples of words with double consonants.
- Use examples given to make sentences.
- Exchange books with classmates and read each other's sentences for feedback.
- Read words with double vowels and identify them.
- Search for more words with double vowels in textbooks or on the internet.
- Construct sentences about leisure activities using these words.

Why are some words commonly misspelt?

Master English pg. 100
- Dictionary
- Digital devices
- Paragraphs with double consonants
- Word lists

Written exercises - Peer assessment - Spelling tests - Sentence construction - Observation

Writing

Mechanics of Writing: Spelling

By the end of the lesson, the learner should be able to:
- Differentiate between homonyms and homophones.
- Spell homonyms and homophones correctly.
- Demonstrate commitment to correct spelling in written communication.

The learner is guided to:
- Learn about homonyms (words with same spelling/pronunciation but different meanings) and homophones (words with same pronunciation but different spelling and meaning).
- Study examples of homonyms (e.g., fair, bass, lie) and homophones (e.g., beach/beech, sail/sale).
- Differentiate between homonyms and homophones.
- Read a list of words and categorize them as either homonyms or homophones.
- Search for more examples of homonyms and homophones.
- Read the poem "Leisure-time World" and identify homophones.
- Listen to words dictated by the teacher and write them down.
- Exchange books with classmates for peer assessment of spelling.
- Use correctly spelled words to make sentences about leisure activities.

Why is it important to spell words correctly?

Master English pg. 101
- Dictionary
- Poem "Leisure-time World"
- Digital devices
- Word lists
- Flash cards

Dictation - Peer assessment - Word categorization - Written exercises - Sentence construction

NATURAL RESOURCES - MARINE LIFE

Listening and Speaking

Listening Comprehension: Listening for Detail

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

The learner is guided to:
- Study pictures related to marine life.
- Listen to a passage read by the teacher about marine life.
- Identify the main idea in the passage.
- Pick out specific details from the listening text about uses of seaweeds and opportunities the ocean provides.
- Rewrite the passage in their own words.
- Discuss the new information learned from the passage with peers.
- Share findings with other pairs in the classroom.

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

Master English pg. 105
- Pictures of marine life
- Audio recordings
- Digital devices
- Passage "Let us Preserve our Ocean"

Observation - Oral questions - Written summaries - Peer assessment - Information recall tasks

Listening and Speaking

Listening Comprehension: Listening for Detail

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 listening keenly.

The learner is guided to:
- Listen to the passage 'Let us Preserve our Ocean' again.
- Answer specific questions about the role of the ocean in providing for Kenyans, responsible use of marine resources, and contributions of marine plants.
- Identify steps mentioned in the passage for preserving the health of the Indian Ocean.
- Search for more information about preserving natural resources in the ocean.
- Share findings with other groups for review and feedback.
- Watch videos related to marine life and pick out specific information.
- Recall specific information from the passage as requested by the teacher.

Why is it important to listen keenly?

Master English pg. 106
- Audio recordings
- Video clips on marine life
- Digital devices
- Internet resources

Oral questions - Information recall - Written responses - Group presentations - Observation

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.
- Identify interrogative pronouns in a text.
- Appreciate the importance of pronouns in communication.

The learner is guided to:
- Read sentences with relative pronouns (who, which, whose, whom) highlighted.
- Compare these with sentences containing interrogative pronouns.
- Identify the difference between how relative and interrogative pronouns are used.
- Name the two categories of pronouns studied.
- Identify relative and interrogative pronouns in a passage about marine research.
- Learn that the same words can function as either relative or interrogative pronouns depending on how they are used in sentences.

Which words do you use to ask questions and to join simple sentences?

Master English pg. 109
- Sentence cards
- Passage about marine research
- Charts
- Digital devices

Identification exercises - Written tasks - Oral questions - Peer assessment - Observation

Grammar in Use

Relative Pronouns, Interrogative Pronouns

By the end of the lesson, the learner should be able to:
- Use relative pronouns in sentences.
- Use interrogative pronouns in sentences.
- Value the importance of relative and interrogative pronouns in communication.

The learner is guided to:
- Make sentences using relative pronouns: who, whom, whose, which.
- Construct sentences using interrogative pronouns: who, whom, whose, which.
- Create a dialogue about marine life incorporating relative and interrogative pronouns.
- Role-play the dialogue with a partner.
- Record the role-playing.
- Share recordings with other groups for peer assessment.
- Correct sentences with incorrectly used relative and interrogative pronouns.

How do you obtain information from people?

Master English pg. 111
- Digital recording devices
- Charts
- Dialogue samples
- Reference materials

Sentence construction - Dialogue creation - Role play - Peer assessment - Written exercises

Reading

Intensive Reading: Play

By the end of the lesson, the learner should be able to:
- Identify the characters in a play.
- Analyze the characters in a play and their relationships.
- Value the role of literary appreciation in developing critical thinking.

The learner is guided to:
- Watch a pre-recorded video clip without sound and imagine what the characters might be saying.
- Read the excerpt of the play "The New Convert" about environmental conservation.
- Identify what the play is about.
- Identify characters and who says specific lines.
- Discuss the conflict between characters in the play.
- Relate events in the play to real-life experiences.
- Describe the character traits of main characters (Gugu, Turnboy, Karanga).
- Analyze the relationships between characters in the play.

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

Master English pg. 111
- Video clip
- Play excerpt "The New Convert"
- Digital devices
- Character trait charts
Master English pg. 112
- Digital recording devices
- Props for role play
- Costumes

Character analysis - Oral questions - Written responses - Group discussions - Observation

Writing

The Writing Process

By the end of the lesson, the learner should be able to:
- Outline the stages of the writing process.
- Explain the importance of following the writing process.
- Appreciate the value of a systematic approach to writing.

The learner is guided to:
- Discuss the steps they would take to write a composition about a marine park.
- Identify how they would organize their ideas for such a composition.
- Determine what would constitute a final copy of writing.
- Come up with the stages of the writing process based on their discussion.
- Share their discussion on the stages of the writing process with classmates.
- Make brief notes on the five critical steps of the writing process: planning, drafting, editing, revising, and publishing.
- Discuss the importance of following these steps regardless of the reason for writing.

How does the writing process help us improve the quality of our writing?

Master English pg. 114
- Charts
- Sample compositions
- Reference materials
- Digital devices

Group discussions - Oral presentations - Note-making - Observation - Peer assessment

Writing

The Writing Process

By the end of the lesson, the learner should be able to:
- Create a composition following the steps of the writing process.
- Apply the writing process in creating different types of texts.
- Advocate the need for creativity in life.

The learner is guided to:
- Think about topics related to marine life that they can write a composition about.
- Select one topic that interests them.
- Follow the steps in the writing process to create a composition on the chosen topic:
- Planning (brainstorming, researching)
- Drafting (creating a first version)
- Editing (checking for errors)
- Revising (improving content and structure)
- Publishing (creating a final version)
- Create a story or poem using the same writing process.
- Share their compositions with peers for feedback.

What are the essential steps in creating a well-written composition?

Master English pg. 115
- Writing materials
- Reference texts
- Digital devices
- Sample compositions

Composition assessment - Process evaluation - Peer review - Creative writing tasks - Observation

Writing

The Writing Process

By the end of the lesson, the learner should be able to:
- Create a composition following the steps of the writing process.
- Apply the writing process in creating different types of texts.
- Advocate the need for creativity in life.

The learner is guided to:
- Think about topics related to marine life that they can write a composition about.
- Select one topic that interests them.
- Follow the steps in the writing process to create a composition on the chosen topic:
- Planning (brainstorming, researching)
- Drafting (creating a first version)
- Editing (checking for errors)
- Revising (improving content and structure)
- Publishing (creating a final version)
- Create a story or poem using the same writing process.
- Share their compositions with peers for feedback.

What are the essential steps in creating a well-written composition?

Master English pg. 115
- Writing materials
- Reference texts
- Digital devices
- Sample compositions

Composition assessment - Process evaluation - Peer review - Creative writing tasks - Observation

TOURISM - INTERNATIONAL

Listening and Speaking

Oral Poetry

By the end of the lesson, the learner should be able to:
- Interpret oral poems on varied issues.
- Identify the message in an oral poem.
- Acknowledge the role of oral poetry in communication.

The learner is guided to:
- Listen to an audio recording of a poem played by the teacher.
- Identify what the poem is about.
- Listen to an oral poem recited by the teacher.
- Evaluate the teacher's performance.
- Identify the message of the poem.
- Retell the poem in detail using their own words.
- Determine the meaning of specific words from the poem.
- Recite the same poem using performance techniques learned in previous lessons.

Why should you interpret an oral poem correctly?

Master English pg. 116
- Audio recordings of poems
- Poem texts
- Digital devices
- Video clips of poetry performances

Oral recitation - Poem interpretation - Vocabulary exercises - Performance assessment - Observation

Listening and Speaking
Reading

Oral Poetry
Reading for Interpretation

By the end of the lesson, the learner should be able to:
- Perform an oral poem using various techniques.
- Apply performance techniques in oral poetry.
- Value the role of oral poetry in preserving cultural heritage.

The learner is guided to:
- Read the poem "Our Gem" about tourism.
- Present the poem to classmates using appropriate performance techniques.
- Comment on each other's performances.
- Listen to a classmate reading the poem "A World of Destinations".
- Discuss the message in the poem about international tourist attractions.
- List places outside Kenya mentioned as tourist attraction sites.
- Explain the meaning of specific words from the poem.
- List various performance techniques for reciting poems.
- Rehearse and perform the poem with appropriate techniques.
- Perform the poem "The Bomas of Kenya" using appropriate techniques.

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

Master English pg. 117
- Poem "Our Gem"
- Poem "A World of Destinations"
- Poem "The Bomas of Kenya"
- Digital recording devices
- Performance space
Master English pg. 120
- Poem "Different Worlds"
- Digital devices
- Poetry collections
- Internet resources

Performance assessment - Peer feedback - Poem analysis - Vocabulary tests - Observation

Reading

Reading for Interpretation

By the end of the lesson, the learner should be able to:
- Analyze point of view in different poems.
- Relate the point of view to the meaning of poems.
- Appreciate how point of view affects reader engagement with poems.

The learner is guided to:
- Read the poem "Mt Kenya" addressing the mountain directly.
- Mention features that would make them want to visit Mt. Kenya based on the poem.
- Discuss the point of view used in the poem and its effect.
- Read the poem "Statue of Liberty".
- List any statues in their country or neighboring countries and what they symbolize.
- Discuss what people say about the statues.
- Analyze the point of view in the "Statue of Liberty" poem and share with classmates.
- Compare how different points of view affect reader engagement with the poems.

How does point of view influence our understanding of a poem's message?

Master English pg. 121
- Poem "Mt Kenya"
- Poem "Statue of Liberty"
- Digital devices
- Internet resources
- Poetry collections

Point of view analysis - Written responses - Oral presentations - Group discussions - Comparative analysis

Grammar in Use

Complex Prepositions

By the end of the lesson, the learner should be able to:
- Identify complex prepositions in texts.
- Distinguish between simple and complex prepositions.
- Value the role of prepositions in communication.

The learner is guided to:
- Listen to a passage read by the teacher and identify all prepositions used.
- Read the passage "Zanzibar, East Africa's Paradise".
- Identify words or groups of words acting as prepositions in the passage.
- Learn the definition of prepositions as words that show direction, place, time, location, relationship, or introduce an object.
- Distinguish between simple prepositions (one word) and complex prepositions (two or more words acting as a single entity).
- Identify examples of complex prepositions such as "along with," "on behalf of," "in accordance with."

How do we decide whether to use a simple or complex preposition?

Master English pg. 122
- Passage "Zanzibar, East Africa's Paradise"
- Charts
- Digital devices
- Reference materials

Identification exercises - Written tasks - Group discussions - Observation - Peer assessment

Grammar in Use

Complex Prepositions

By the end of the lesson, the learner should be able to:
- Use complex prepositions in sentences.
- Apply complex prepositions in different contexts.
- Acknowledge the importance of complex prepositions in effective communication.

The learner is guided to:
- Use complex prepositions identified in the previous lesson to form correct sentences about international tourism.
- Exchange books with peers and review the sentences constructed.
- Make necessary corrections to peers' sentences.
- Use digital devices connected to the internet or offline learning resources to search for more complex prepositions and their meanings.
- Write down the complex prepositions in exercise books.
- Create charts displaying complex prepositions and display them on classroom walls.
- Practice using complex prepositions in conversations about tourism.

When would you use a complex preposition instead of a simple one?

Master English pg. 123
- Digital devices
- Internet resources
- Reference books
- Charts
- Sentence strips

Sentence construction - Peer assessment - Chart creation - Group tasks - Written exercises

Reading

Poetry: Characters

By the end of the lesson, the learner should be able to:
- Identify the persona and other participants in a poem.
- Distinguish between the persona and other characters in poems.
- Value the role of characters in poetic expression.

The learner is guided to:
- Read the poem "Kwita Izina" about a gorilla naming ceremony.
- Identify the speaker (persona) in the poem.
- List all the participants mentioned in the poem.
- Learn that a persona is the voice or speaker in a poem, while characters are people or animals in the poem.
- Understand that character traits are qualities that make characters unique, expressed through adjectives.
- Learn how character traits are assigned based on: actions performed, what others say about them, their thoughts and feelings, and what the writer says about them.

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

Master English pg. 125
- Poem "Kwita Izina"
- Character trait charts
- Digital devices
- Reference materials

Character identification - Written exercises - Oral presentations - Group discussions - Observation

Reading
Writing

Poetry: Characters
Assessing Writing

By the end of the lesson, the learner should be able to:
- Analyze the character of the speaker (persona) and other participants in a poem.
- Relate the characters in a poem to real life.
- Appreciate the importance of characters in literary appreciation.

The learner is guided to:
- Read the poem "Maybe, I Should Venture Out!" about travel aspirations.
- Identify the persona in the poem.
- Describe the character traits of the persona.
- Explain how the persona's feelings in the poem relate to real life.
- State which place mentioned in the poem they would love to visit and give reasons.
- Role-play the events in each stanza of the poem.
- Create and fill in a table showing characters, their traits, and reasons for assigning those traits.
- Share their table with classmates for feedback.
- Display the table on the classroom wall.

What makes a character memorable in a poem?

Master English pg. 126
- Poem "Maybe, I Should Venture Out!"
- Character trait tables
- Digital devices
- Display materials
Master English pg. 128
- Passage "A Well Written Composition"
- Sample composition "An Adventure for Local Tourists"
- Reference materials

Character analysis - Role play - Table completion - Peer assessment - Oral presentations

Writing

Assessing Writing

By the end of the lesson, the learner should be able to:
- Write a composition related to the theme of tourism.
- Assess a composition using established criteria.
- Appreciate the role of assessment in improving writing skills.

The learner is guided to:
- Imagine visiting their dream international destination over the last holiday.
- Write a composition about their adventure, incorporating the qualities of good writing learned.
- Exchange their composition with peers for review and feedback.
- Review peers' compositions based on clarity of message, sentence structure, paragraph cohesion, and logical sequence.
- Incorporate feedback to improve their composition.
- Include the revised composition in their portfolio.
- Write a composition about a place they actually visited with parents, guardians, or peers.
- Share the story for feedback and post on the classroom noticeboard.

How can one ensure a composition meets the expected standards?

Master English pg. 129
- Writing materials
- Assessment criteria
- Digital devices
- Composition samples
- Portfolio folders

Composition writing - Peer assessment - Portfolio inclusion - Written feedback - Display evaluation

HEROES AND HEROINES - WORLD

Listening and Speaking

Diphthongs and sentence stress

By the end of the lesson, the learner should be able to:
- Identify words with the diphthongs /aʊ/ as in out and /ʊə/ as in cure.
- Pronounce words with diphthongs /aʊ/ and /ʊə/ correctly.
- Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
- Listen as the teacher reads words with diphthongs.
- Identify and say aloud words that have the sound /aʊ/ as in "out" from sentences read.
- Identify and say aloud words that have the sound /ʊə/ as in "cure" from sentences read.
- Learn that diphthongs are made by combining two vowel sounds.
- Draw a table to categorize words according to their diphthong sounds.
- Listen as classmates read words like mature, loud, couch, secure, procure, shout, endure, assure, round, sound.
- Categorize these words according to their sounds.
- Check each other's lists for peer review.

Why is it important to pronounce words correctly?

Master English pg. 131
- Word cards
- Audio recordings
- Digital devices
- Passage "Mandela and Mother Teresa"

Pronunciation drills - Word categorization - Oral reading - Peer assessment - Observation

Listening and Speaking

Diphthongs and sentence stress

By the end of the lesson, the learner should be able to:
- Identify words with the diphthongs /aʊ/ as in out and /ʊə/ as in cure.
- Pronounce words with diphthongs /aʊ/ and /ʊə/ correctly.
- Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
- Listen as the teacher reads words with diphthongs.
- Identify and say aloud words that have the sound /aʊ/ as in "out" from sentences read.
- Identify and say aloud words that have the sound /ʊə/ as in "cure" from sentences read.
- Learn that diphthongs are made by combining two vowel sounds.
- Draw a table to categorize words according to their diphthong sounds.
- Listen as classmates read words like mature, loud, couch, secure, procure, shout, endure, assure, round, sound.
- Categorize these words according to their sounds.
- Check each other's lists for peer review.

Why is it important to pronounce words correctly?

Master English pg. 131
- Word cards
- Audio recordings
- Digital devices
- Passage "Mandela and Mother Teresa"

Pronunciation drills - Word categorization - Oral reading - Peer assessment - Observation

Listening and Speaking

Diphthongs and sentence stress

By the end of the lesson, the learner should be able to:
- Use emphatic stress in words to convey meanings.
- Apply emphatic stress appropriately in sentences.
- Value the importance of correct stress in communication.

The learner is guided to:
- Read and listen to the passage "Mandela and Mother Teresa" and identify words with the sounds /aʊ/ and /ʊə/.
- Read and identify words with sounds /aʊ/ and /ʊə/ from the poem "The Heroine".
- Take turns to read and listen to sentences with emphasis on different bolded words in each sentence.
- Observe how changing the stressed word changes the meaning of the sentence.
- Learn about emphatic stress and how it is used to clarify, compare, connect, or highlight ideas.
- Study examples of how placing stress on different words in the same sentence changes the meaning.
- Listen to sentences read by the teacher and identify the emphasized words.

How does stress help us to convey different meanings?

Master English pg. 132
- Poem "The Heroine"
- Sentence cards
- Audio recordings
- Digital devices

Stress identification - Oral reading - Meaning differentiation - Listening exercises - Observation

Reading

Extensive Reading (Grade Appropriate Fiction)

By the end of the lesson, the learner should be able to:
- Select reading materials from a collection of books or the library.
- Identify criteria for selecting appropriate reading material.
- Appreciate the importance of selecting suitable reading materials.

The learner is guided to:
- Listen to or read the dialogue between Maliya and a teacher about selecting a grade-appropriate reading material.
- Identify why Maliya was in the library.
- State the teacher's guidelines on how to choose grade-appropriate reading material.
- Explain why Maliya sought the help of the librarian.
- Visit the school library or request fiction books from the teacher.
- Select one book from those available.
- Read the title of the book.
- Skim through the text to obtain the gist.
- Scan through the text to obtain specific information.

Why is it important to read different types of materials?

Master English pg. 134
- Library books
- Digital devices
- Reading materials
- Guidelines for book selection

Book selection - Oral questions - Skimming and scanning - Observation - Reading log review

Reading
Grammar in Use

Extensive Reading (Grade Appropriate Fiction)
Conjunctions: Correlative Conjunctions

By the end of the lesson, the learner should be able to:
- Read grade-appropriate materials for lifelong learning.
- Interpret what they read independently.
- Value the role of extensive reading in developing language skills.

The learner is guided to:
- Read the book selected independently.
- Explain the main idea of the book after reading.
- Identify the characters and plot of the story.
- Make connections between the story and real-life situations.
- Infer meanings of unfamiliar vocabulary from the context.
- Look up meanings of unfamiliar words in the dictionary.
- Discuss the themes of the text with peers.
- Explain why they find a particular text interesting.
- Create a reading log showing their reading activities and thoughts.

How does reading widely help us learn better?

Master English pg. 135
- Selected books
- Dictionary
- Digital devices
- Reading logs
- Note-taking materials
Master English pg. 136
- Passage about Wangari Maathai
- Reference materials
- Sentence strips
- Charts

Reading comprehension - Main idea identification - Vocabulary exercises - Reading log assessment - Peer discussions

Grammar in Use

Conjunctions: Correlative Conjunctions

By the end of the lesson, the learner should be able to:
- Use correlative conjunctions in sentences.
- Combine sentences using correlative conjunctions.
- Show commitment to using correlative conjunctions correctly in communication.

The learner is guided to:
- Use correlative conjunctions (either...or, neither...nor, both...and, not only...but also) to form sentences.
- Combine given pairs of sentences using correlative conjunctions to form one sentence.
- Fill in blanks with correct correlative conjunctions in incomplete sentences.
- Answer questions using correlative conjunctions following provided examples.
- Review and correct sentences with incorrectly used correlative conjunctions.
- Create dialogues incorporating correlative conjunctions for different contexts.

How do correlative conjunctions help us express complex relationships between ideas?

Master English pg. 137
- Exercise worksheets
- Digital devices
- Reference materials
- Sentence cards

Sentence construction - Gap-filling exercises - Question-answer tasks - Peer assessment - Written assignments

Reading

Play: Style

By the end of the lesson, the learner should be able to:
- Identify the features of style in a play.
- Describe the stylistic devices used in a play.
- Appreciate the role of style in enhancing the message of a play.

The learner is guided to:
- Take roles and read the excerpt of the play "The Nobel Laureate" about Wangari Maathai.
- Identify and list down the features of style in the play.
- Discuss what the play is about in groups.
- Find out from online or offline sources the meaning of flashback, flash forward, and personification.
- Discuss how flashback and flash-forward help to build on the events in the play.
- Identify cases of personification in the play and explain how they relate to the meaning.
- Discuss the role of memories and stories within the story in a flashback.

What are the features of a play?

Master English pg. 139
- Play excerpt "The Nobel Laureate"
- Digital devices
- Reference materials
- Style analysis charts

Style identification - Group discussions - Written analysis - Oral presentations - Observation

Reading

Play: Style

By the end of the lesson, the learner should be able to:
- Relate features of style to the meaning of a play.
- Dramatize sections of a play using appropriate style.
- Value the importance of stylistic features in literary appreciation.

The learner is guided to:
- Rehearse and role-play Scene I of the play "The Nobel Laureate".
- Make a video recording of the role-play.
- Share the recording with classmates for feedback.
- Analyze how the flashback and flash-forward techniques contribute to the play's message about environmental conservation.
- Discuss how personification enhances the emotional impact of the play.
- Evaluate how the stylistic features help to convey the themes of heroism, dedication, and environmental awareness.
- Connect the play's style to the real-life accomplishments of Wangari Maathai.

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

Master English pg. 140
- Play excerpt "The Nobel Laureate"
- Digital recording devices
- Props and costumes
- Performance space

Role play - Video analysis - Peer feedback - Group discussions - Performance assessment

Writing

Narrative compositions

By the end of the lesson, the learner should be able to:
- Identify the elements of a narrative composition.
- Analyze the structure of a narrative composition.
- Value the importance of well-structured narratives.

The learner is guided to:
- Read the narrative composition "A Boy Called Kipchoge".
- Identify the characters in the narrative.
- Identify the setting of the story.
- Analyze the structure by identifying:
- Information in the introduction
- Content in the body
- Information in the conclusion
- Summarize the story in one sentence.
- Based on this analysis, explain how a composition should be organized with clear introduction, body, and conclusion.
- Learn about the essential elements of narrative composition and how they work together to engage readers.

How should we organize our compositions?

Master English pg. 142
- Narrative "A Boy Called Kipchoge"
- Structure analysis charts
- Digital devices
- Reference materials

Structure analysis - Character identification - Setting analysis - Summary writing - Oral discussions

Writing

Narrative compositions

By the end of the lesson, the learner should be able to:
- Use the elements of a narrative composition in a story.
- Create a well-structured narrative composition.
- Appreciate the role of background information in creating credible stories.

The learner is guided to:
- Brainstorm and list topics they could write a narrative composition on.
- Pick one topic and develop it into a narrative composition following these steps:
- Decide on the characters
- Determine the setting
- Create a logical sequence of events
- Consider whether dialogue is needed
- Decide on how the story will end
- Write the story with a clear introduction, body, and conclusion.
- Edit and revise the draft.
- Read each other's compositions and provide feedback.
- Make corrections based on feedback.
- Display the compositions for a gallery walk or share through social media.

What makes a story engaging and credible?

Master English pg. 143
- Writing materials
- Sample narrative compositions
- Digital devices
- Reference materials

Narrative composition - Peer assessment - Editing process - Final product evaluation - Display assessment

SOCIAL AND MASS MEDIA

Listening and Speaking

Impromptu Speeches

By the end of the lesson, the learner should be able to:
- Outline the procedure for preparing for an impromptu speech.
- Explain the characteristics of an impromptu speech.
- Value the importance of being prepared for unexpected speaking situations.

The learner is guided to:
- Find out the meaning of 'impromptu'.
- Discuss the meaning of an impromptu speech and write it in their exercise books.
- State instances when they could be called upon to give an impromptu speech.
- Choose a topic related to social media that someone can make an impromptu speech about.
- Ask a peer to make an impromptu speech on the chosen topic.
- Listen as the peer makes the speech.
- Learn about the key elements of impromptu speeches: rapid information processing, readiness for different topics, basic structure, appropriate body language, brevity, and confidence.

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

Master English pg. 145
- Dictionary
- Digital devices
- Reference materials
- Topic cards

Observation - Oral presentations - Peer feedback - Impromptu speech assessment - Note-taking

Listening and Speaking

Impromptu Speeches

By the end of the lesson, the learner should be able to:
- Make an impromptu speech on a selected topic.
- Apply effective speech delivery techniques.
- Appreciate the importance of excellent presentation skills in speech delivery.

The learner is guided to:
- Analyze what their peer did when asked to make an impromptu speech.
- Explain what their peer said at the beginning, body, and end of the impromptu speech.
- Make brief notes on the structure of an impromptu speech.
- Discuss instances when they can be called upon to make impromptu speeches.
- List topics related to social and mass media for impromptu speeches.
- Take turns picking topics and making short impromptu speeches.
- Record the speeches using a digital device if available.
- Share the speeches with classmates for peer review.
- Improve their speeches using feedback from classmates.

What makes an impromptu speech effective?

Master English pg. 146
- Digital recording devices
- Topic cards
- Reference materials
- Social media platforms

Impromptu speeches - Peer assessment - Recording analysis - Structure evaluation - Performance assessment

Reading

Note Making

By the end of the lesson, the learner should be able to:
- Identify main points or ideas in an argumentative passage.
- Apply the SQ4R method in reading and note-making.
- Value the importance of effective note-making strategies.

The learner is guided to:
- Preview the passage "Responsible Use of Social Media" before reading it.
- Formulate questions based on the previewed passage.
- Read the material actively and attentively, taking note of key points and information that answers their questions.
- Reflect on how the passage connects to what they already know.
- Identify the main idea in each paragraph about responsible social media use.
- Summarize the passage in their own words.
- Learn about the SQ4R method (Survey, Question, Read, Reflect, Recite, Review) for effective reading and note-making.

Why is it important to make notes?

Master English pg. 147
- Passage "Responsible Use of Social Media"
- Digital devices
- Note-making materials
- SQ4R reference guide

Note-making assessment - Summarization - Question formulation - Main idea identification - Peer assessment

Reading

Note Making

By the end of the lesson, the learner should be able to:
- Make notes from an argumentative passage.
- Organize notes effectively using mind maps.
- Appreciate the importance of note-making for academic purposes.

The learner is guided to:
- Read the passage "Responsible Use of Social Media" again and connect it to prior knowledge.
- Reflect on what they have read.
- Identify the main idea in each paragraph about responsible social media use.
- Write these main ideas as key points in their notes.
- Summarize the passage using these key points.
- Create a mind map representing the main points identified.
- Study a sample mind map and create a similar one for their notes.
- Explain how mind maps help organize information visually.
- Practice using the SQ4R method with other texts.

In what situations could notes be made?

Master English pg. 148
- Mind map samples
- Digital devices
- Colored pens/pencils
- Large paper
- Reference materials

Mind map creation - Note organization - Summary assessment - Application of SQ4R - Peer review

Grammar in Use

Determiners: Numerals and Ordinals

By the end of the lesson, the learner should be able to:
- Identify numerals and ordinals in a text.
- Differentiate between numerals and ordinals.
- Value the importance of determiners in communication.

The learner is guided to:
- Study flash cards with ordinal numbers (2nd, 3rd, 4th, 5th) and identify what these numbers are called.
- Read a paragraph about a birthday celebration and identify all ordinals used.
- Find out the meaning of the term "numeral" from a dictionary or the internet.
- Read a passage about mobile phones in Kenya and identify the numerals used.
- Learn that ordinal numbers show position in a group (used for dates, order of events, position in space, order of quality).
- Understand that numerals are figures used to represent numbers (used in calculations, identifications, addresses, measurements, statistics).
- Recognize that numerals function as determiners when placed before nouns.

Which words do we use to express different moods such as requests, permission, ability and obligation?

Master English pg. 150
- Flash cards
- Dictionary
- Digital devices
- Passage about mobile phones
- Paragraph about birthday celebration

Identification exercises - Written tasks - Oral questions - Flash card activities - Observation

Grammar in Use
Reading

Determiners: Numerals and Ordinals
Play: Project

By the end of the lesson, the learner should be able to:
- Use numerals and ordinals as determiners in sentences.
- Apply the correct usage of numerals and ordinals in different contexts.
- Demonstrate commitment to using determiners correctly in communication.

The learner is guided to:
- Read the passage "Entertainment and News in Kenya" containing numerals and ordinals.
- Identify numerals and ordinals from the passage.
- List the numerals and ordinals identified in two columns.
- List five ordinals and five numerals of their own.
- Construct sentences related to social and mass media using the ordinals and numerals listed.
- Share sentences with other groups for review.
- Read and identify numerals and ordinals in the poem "The Social Media Dance".
- Construct sentences using the numerals and ordinals identified from the poem.
- Rewrite sentences, replacing numerals with ordinals and ordinals with numerals.

When do we use ordinals instead of numerals, and vice versa?

Master English pg. 151
- Passage "Entertainment and News in Kenya"
- Poem "The Social Media Dance"
- Digital devices
- Reference materials
- Sentence strips
Master English pg. 154
- Pictures of actors in costume
- Play "The Silent House"
- Prop samples

Sentence construction - Transformation exercises - Identification tasks - Written assignments - Peer assessment

Reading

Play: Project

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

The learner is guided to:
- Select simple props and costumes that can enhance the performance of "The Silent House".
- Prepare the story chart and scripts to follow, possibly using a mind map.
- Rehearse the scene with props and costumes.
- Dramatize the scene of "The Silent House" focusing on:
- Using voice effectively
- Employing appropriate gestures
- Using proper movement on stage
- Have a classmate record the performance using a digital device.
- Allow other learners to provide feedback on the performance.
- Discuss how the performance conveyed the play's message about excessive use of digital devices and its impact on family communication.

What makes a performance successful?

Master English pg. 155
- Play "The Silent House"
- Props and costumes
- Digital recording devices
- Performance space
- Mind map templates

Performance assessment - Peer feedback - Video analysis - Prop and costume evaluation - Observation

Writing

Filling Forms: Application Forms

By the end of the lesson, the learner should be able to:
- Recognise bursary and scholarship application forms from a list of forms.
- Identify the key elements of application forms.
- Value the importance of understanding form structures.

The learner is guided to:
- Study samples of scholarship and bursary application forms.
- Identify the difference between a bursary form and a scholarship form.
- Discuss and write down their response.
- Learn about the importance of forms in life (birth certificates, vacancies, identification documents, scholarships, etc.).
- Understand the importance of filling forms correctly, reading carefully, providing all required information, and giving correct and adequate information.
- Search for samples of bursary and scholarship application forms on the internet.
- List common features found in these forms.
- Analyze common data requirements across different forms.
- Organize data requirements under suitable sub-headings (Applicant's details, Course details, Parent details, Declaration).

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

Master English pg. 158
- Sample application forms
- Digital devices
- Internet resources
- Reference materials
- Charts

Form analysis - Feature identification - Group discussions - Written tasks - Peer assessment

Writing

Filling Forms: Application Forms

By the end of the lesson, the learner should be able to:
- Fill in bursary and scholarship application forms correctly.
- Apply the principles of accurate form completion.
- Value the importance of giving accurate and sufficient information in forms.

The learner is guided to:
- Select forms accessed in the previous lesson.
- Fill in the forms correctly, providing all required details.
- Exchange the completed forms with other groups.
- Review each other's forms and provide feedback.
- Discuss why providing adequate and accurate information in forms is important.
- Understand how the details provided enable the receiving body to make correct evaluations and decisions.
- Practice filling out different types of forms that they might encounter in various situations.
- Identify common errors in form completion and how to avoid them.

What is the difference between emails and letters?

Master English pg. 159
- Application forms
- Digital devices
- Pens
- Reference materials
- Sample completed forms

Form completion - Peer assessment - Accuracy evaluation - Group discussions - Written feedback

INCOME GENERATING ACTIVITIES

Listening and Speaking

Conversation Skills: Job Interviews

By the end of the lesson, the learner should be able to:
- Outline preparations undertaken by an interviewer and interviewee before a job interview.
- Identify the key elements of successful interview preparation.
- Value the importance of thorough preparation for interviews.

The learner is guided to:
- Imagine being on holiday hoping to get a vocational job at Trade Boost Limited as a clerk for their tree planting project.
- Discuss why it is important to prepare for the interview.
- Identify how to prepare for the interview in terms of personal grooming, punctuality, and responding to interview questions.
- Consider the interviewer's perspective by discussing preparations such as scheduling time, arranging venue, and forming an interview panel.
- Develop potential interview questions from the interviewer's perspective.
- Learn that an interview is a formal meeting where questions are asked by an interviewer to an interviewee.

How can you succeed in a job interview?

Master English pg. 164
- Sample interview questions
- Digital devices
- Interview preparation guides
- Reference materials

Group discussions - Role play preparation - Question formulation - Written tasks - Observation

Listening and Speaking

Conversation Skills: Job Interviews

By the end of the lesson, the learner should be able to:
- Ask and answer appropriate questions in mock job interviews.
- Apply effective interview techniques.
- Recognize successful interview skills as a positive step towards getting a job.

The learner is guided to:
- Search for commonly asked questions during interviews from the internet, books, or magazines.
- Write down these questions in their exercise books.
- Compare their list with that of other groups.
- Take turns reading a sample interview between Ms. Riziki and Taji for a tree planting project internship.
- Rehearse and role-play this interview.
- Explain how Taji's success will help him and his community generate income.
- Hold a mock job interview on income generating activities using common interview questions.
- Record the mock interview using a digital device.
- Share with other groups for peer review.
- Consult a resource person about effective interview techniques.

Why is it important to prepare for a job interview?

Master English pg. 165
- Sample interview
- Digital recording devices
- Interview question lists
- Resource person
- Reference materials

Mock interviews - Role play - Peer assessment - Recording analysis - Feedback sessions

Reading

Extensive Reading: Fiction

By the end of the lesson, the learner should be able to:
- Distinguish between fiction and non-fiction reading materials.
- Identify the characteristics of fiction and non-fiction.
- Appreciate the value of different types of reading materials.

The learner is guided to:
- Search in Literature books or on the internet for the meaning of fiction and non-fiction.
- Write down the differences identified in their exercise books.
- Give examples of fiction and non-fiction materials they know.
- Search for more examples of fiction and non-fiction material and write down the titles.
- Read sample writings and classify them as either fiction or non-fiction.
- Learn that fiction refers to literature created from imagination (science fiction, romance, fantasy, mysteries, thrillers), while non-fiction is based on facts (biographies, documentaries, books on art, music, religion, cooking, business).

Which story books or plays have you read?

Master English pg. 167
- Fiction and non-fiction samples
- Digital devices
- Internet resources
- Reference books
- Sample texts

Classification exercises - Written tasks - Group discussions - Oral presentations - Observation

Reading

Extensive Reading: Fiction

By the end of the lesson, the learner should be able to:
- Select and read grade-appropriate fiction materials.
- Keep a portfolio of the subject matter.
- Value the importance of reading fiction for exposure.

The learner is guided to:
- Search online, in a library, or in a collection of books for fiction material about income generating activities.
- Read the selected material.
- Discuss what they have read with classmates.
- Write a brief summary of what they have read.
- Share their notes with other groups for review.
- Make a card for their portfolio that includes the title of the book read and what the book was about.
- Display the fiction materials they have read in the classroom, placing cards against each book showing the title and subject matter.
- Take photographs of the display and keep both hard and soft copies in their portfolio.

What makes a book interesting?

Master English pg. 168
- Fiction books
- Portfolio cards
- Digital cameras
- Display materials
- Reading logs

Portfolio assessment - Book summaries - Display evaluation - Peer review - Reading comprehension

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.
- Explain the process of noun formation using suffixes.
- Value the importance of word formation in communication.

The learner is guided to:
- Read the passage "Zinzi, the Self-made Trader" about a young entrepreneur.
- With a classmate, identify nouns formed from verbs and other nouns in the passage.
- Using a dictionary, find the meaning of 'suffix'.
- Complete a table showing root words, suffixes, and resulting nouns from the passage.
- Search on the internet or in books for suffixes used to form nouns from verbs and from other nouns.
- List the suffixes they find.
- Learn that nouns can be formed from verbs (e.g., trade → trader) and from other nouns (e.g., forest → forester) by adding suffixes.
- Understand that a suffix is a letter or group of letters added at the end of a word to form a new word.

Which words can be formed from others?

Master English pg. 169
- Passage "Zinzi, the Self-made Trader"
- Dictionary
- Digital devices
- Internet resources
- Reference materials

Word identification - Table completion - Suffix listing - Written exercises - Peer assessment

Grammar in Use

Word Classes: Nouns

By the end of the lesson, the learner should be able to:
- Use nouns formed from verbs and other nouns in sentences.
- Create new nouns using appropriate suffixes.
- Value the necessity of forming words from other word classes in the process of communication.

The learner is guided to:
- Use the suffixes identified in the previous lesson to form nouns from verbs and from other nouns.
- Make flash cards with words like advertise, manage, market, supply, produce, and account.
- Take turns showing each other the cards and making nouns based on the verb or noun on each flash card.
- Write down the nouns formed in their exercise books.
- Use the nouns created to form sentences related to income-generating activities.
- Share sentences with other groups for peer review and feedback.
- Use nouns like employment, marketer, cleaner, investment, earnings, and distiller to construct sentences about income-generating activities.
- Exchange work with classmates for review.

What changes when a word is formed from another?

Master English pg. 170
- Flash cards
- Digital devices
- Dictionary
- Reference materials
- Word formation charts

Sentence construction - Flash card activities - Noun formation - Peer assessment - Written exercises

Reading

Grade-appropriate Play: Lessons learnt

By the end of the lesson, the learner should be able to:
- Identify lessons learnt from a play.
- Illustrate the lessons learnt from a play.
- Value plays as sources of life lessons and entertainment.

The learner is guided to:
- Search on the internet or in books for information on how to derive lessons from the words and actions of characters in a play.
- Note down findings in exercise books and share with other groups.
- Read the excerpt from the play "Honesty is the Best Policy" about a young trader named Furaha.
- Discuss what the play is about.
- Identify lessons learned from the play, supporting each lesson with an example from the play.
- Write the lessons in their exercise books.
- Create mind maps on manila paper showing the lessons learned from the play.
- Display their charts on the classroom wall for a gallery walk.
- Review the lessons identified by classmates during the gallery walk.

What lessons can one learn from a play?

Master English pg. 171
- Play excerpt "Honesty is the Best Policy"
- Digital devices
- Manila paper
- Colored markers
- Reference materials
Master English pg. 172
- Poster materials
- Drawing materials
- School noticeboard

Mind map creation - Lesson identification - Gallery walk - Written tasks - Group discussions

Writing

Mechanics of Writing - Spelling

By the end of the lesson, the learner should be able to:
- Spell words correctly for effective communication.
- Identify commonly misspelled words.
- Value the importance of correct spelling in communication.

The learner is guided to:
- Listen carefully to words dictated by the teacher and write them in their exercise books.
- Exchange books with classmates and correct each other's work.
- Give verbal feedback on spelling accuracy.
- Find out the meaning of 'abbreviation'.
- Discuss what specific abbreviations stand for (e.g., KRA, KPA, KCB, KMC, KBC, KPLC, KICD, KICC) and write them in full.
- Find out from books and the internet other abbreviations and write them in full.
- Discuss rules that abbreviations in English follow and write them on a chart for display on the classroom wall.
- Read a passage about financial advice and identify words that can be abbreviated.
- Compare work with other groups and create a complete list.

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

Master English pg. 173
- Dictionary
- Digital devices
- Passage about financial advice
- Charts
- Reference materials

Dictation - Peer assessment - Abbreviation identification - Chart creation - Written exercises

Writing

Mechanics of Writing - Spelling

By the end of the lesson, the learner should be able to:
- Write abbreviations in full.
- Apply rules for using abbreviations in writing.
- Demonstrate commitment to correct spelling and abbreviation use in written communication.

The learner is guided to:
- Learn about abbreviation rules:
- Spelling out full term first time with abbreviation in brackets
- Abbreviating personal and professional titles when followed by a name
- Only abbreviating well-known terms
- Abbreviating well-known organizations and companies
- Practice writing abbreviations in full and creating abbreviations for common terms.
- Write sentences incorporating both spelled-out terms and their abbreviations.
- Edit texts by adding appropriate abbreviations where needed.
- Create a reference guide of common abbreviations related to income-generating activities and business.
- Exchange guides with classmates for review and additions.
- Discuss the importance of using abbreviations appropriately in professional communication.

Which words do we normally abbreviate?

Master English pg. 174
- Abbreviation lists
- Digital devices
- Reference materials
- Sample texts with abbreviations
- Editing materials

Abbreviation exercises - Guide creation - Editing tasks - Peer assessment - Written assignments

Writing

Mechanics of Writing - Spelling

By the end of the lesson, the learner should be able to:
- Write abbreviations in full.
- Apply rules for using abbreviations in writing.
- Demonstrate commitment to correct spelling and abbreviation use in written communication.

The learner is guided to:
- Learn about abbreviation rules:
- Spelling out full term first time with abbreviation in brackets
- Abbreviating personal and professional titles when followed by a name
- Only abbreviating well-known terms
- Abbreviating well-known organizations and companies
- Practice writing abbreviations in full and creating abbreviations for common terms.
- Write sentences incorporating both spelled-out terms and their abbreviations.
- Edit texts by adding appropriate abbreviations where needed.
- Create a reference guide of common abbreviations related to income-generating activities and business.
- Exchange guides with classmates for review and additions.
- Discuss the importance of using abbreviations appropriately in professional communication.

Which words do we normally abbreviate?

Master English pg. 174
- Abbreviation lists
- Digital devices
- Reference materials
- Sample texts with abbreviations
- Editing materials

Abbreviation exercises - Guide creation - Editing tasks - Peer assessment - Written assignments