CONSUMER ROLES AND RESPONSIBILITIES

Listening and Speaking
Listening and Speaking

Listening Comprehension: Selective Listening

By the end of the lesson, the learner should be able to:
 
- Distinguish between specific and general information from a listening text. 
- Select specific information from a text. 
- Appreciate the value of listening skills in communication.

The learner is guided to: 
- Listen to an audio text on consumer roles and responsibilities and decide whether the information presented is specific or general. 
- Search online for audio recordings and attentively listen for specific information. 
- Role play a scene on roles and responsibilities of consumers to emphasize listening skills during communication. 
- Listen to a passage on consumer roles and responsibilities and answer questions posed by the speaker.

Why is it important to get the main points from an oral text?

Moran - Skills in English pg. 47 
Digital devices 
Audio recordings 
Teacher's Guide
Moran - Skills in English pg. 48 

Observation  Oral questions  Role play  Written responses

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:
 
- Identify reading strategies for use on given texts. 
- Select main ideas and details from written texts. 
- Value reading for main ideas and details as a comprehension skill.

The learner is guided to: 
- Search online and watch appropriate video clips on selected reading strategies: reading for main ideas and reading for details. 
- Read and underline the main ideas and details in texts on consumer roles and responsibilities. 
- Review each other's work identifying main ideas and details. 
- Discuss with peers how one can practically use the selected reading strategies.

Why should one find the main idea from a text?

Moran - Skills in English pg. 49 
Digital devices 
Video clips 
Lesson notes
Moran - Skills in English pg. 50 
Reference materials 

Observation  Written exercises  Peer assessment  Checklists

Grammar in Use

Verbs and Tense

By the end of the lesson, the learner should be able to:
 
- Identify verbs in the simple present and simple past tense in a text. 
- Write sentences using the simple present tense. 
- Value appropriate use of tense in communication.

The learner is guided to: 
- Read a given text and identify words that indicate activities happening at the present time. 
- Read the story "Get that blue dress" and identify verbs that refer to actions that happened in the past. 
- Study verb forms in a table showing simple present and simple past tense. 
- Discuss how simple present and simple past tense verbs are formed. 
- Search for texts about consumer roles and responsibilities and identify verbs used in simple present and past forms.

Why is correct use of tense important?

Moran - Skills in English pg. 52 
Digital devices 
Charts 
Lesson notes
Moran - Skills in English pg. 53 
Flashcards

Observation  Written exercises  Oral questions  Group work

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Identify the characters in a short story. 
- Answer direct and inferential questions from a short story. 
- Appreciate the role of reading in communication.

The learner is guided to: 
- Predict events by focusing on the title and illustrations in the story "Buyer, beware." 
- Read the short story silently. 
- Answer questions based on the story. 
- Name the characters in the story. 
- Identify the character they admire most in the story and explain their answer. 
- Note down the main events in the story and use these events to retell the story.

What should one look for when reading a story?

Moran - Skills in English pg. 55 
Reference books 
Digital devices 
Lesson notes

Written responses  Oral presentations  Peer assessment  Observation

Reading
Writing

Intensive Reading: Short story
Paragraphing: Connectors of sequence

By the end of the lesson, the learner should be able to:
 
- Use contextual clues to infer character traits. 
- Compare and contrast the traits of characters in a short story. 
- Value the importance of characters in a short story.

The learner is guided to: 
- Discuss how Harrison's actions in the passage help understand what kind of person he is. 
- Identify information in the story that shows what kind of person Harrison is. 
- Fill in details to describe the traits of other characters in the story using a table. 
- Compare the character traits of Mr. Mututo and Dan's father. 
- Identify differences in the character traits of Dan and Harrison. 
- Role-play the interactions between Dan and Harrison, and between Dan and his father.

Which words help describe the qualities of characters?

Moran - Skills in English pg. 56 
Character trait charts 
Lesson notes 
Digital devices
Moran - Skills in English pg. 59 
Charts 
Digital devices 
Reference books

Role play  Character analysis  Written responses  Observation  Peer assessment

Writing

Paragraphing: Connectors of sequence

By the end of the lesson, the learner should be able to:
 
- Sequence ideas in a given paragraph. 
- Write paragraphs using connectors of sequence. 
- Appreciate the use of idea connectors for clarity in communication.

The learner is guided to: 
- Write paragraphs on consumer roles and responsibilities using connectors of sequence. 
- Take turns reading paragraphs aloud and discussing the use of connectors. 
- Edit paragraphs in pairs and correct any errors. 
- Sequence given ideas to create a sensible paragraph using appropriate connectors. 
- Write a paragraph about buying a school bag using connectors of sequence. 
- Explain how the use of connectors has helped to communicate clearly.

What is the importance of a well-developed paragraph?

Moran - Skills in English pg. 60 
Manila paper 
Charts 
Digital devices

Written compositions  Peer assessment  Observation  Presentation

RELATIONSHIPS: PEERS

Listening and Speaking
Listening and Speaking

Pronunciation

By the end of the lesson, the learner should be able to:
 
- Identify words with sounds /ɒ/ and /ͻ:/ in a given text. 
- Pronounce words with target sounds correctly. 
- Acknowledge the role of correct pronunciation in communication.

The learner is guided to: 
- Listen to an audio recording of words with the sounds /ɒ/ as in lock and /ͻ:/ as in torn. 
- Practice pronouncing the words in pairs. 
- Note the differences in pronunciation between the sounds. 
- Search for words with sounds /ɒ/ as in lock and /ͻ:/ as in torn using a digital device. 
- Listen to the recording of the text "The dot on the waves" and list words with the target sounds.

How can one improve their pronunciation?

Moran - Skills in English pg. 62 
Audio recordings 
Digital devices 
Charts 
Lesson notes
Moran - Skills in English pg. 64 
Text with marked stress 

Observation  Oral practice  Peer assessment  Pronunciation drills

Reading

Study Skills: Reference materials

By the end of the lesson, the learner should be able to:
 
- Explain the purpose of different reference materials. 
- Select relevant reference materials for varied tasks. 
- Value the role of reference materials in learning.

The learner is guided to: 
- Read the passage "Positive peer relationships." 
- Answer questions based on the passage. 
- Examine a sample text from a reference material and identify the type of reference material it is likely to be found in. 
- Select and read texts from books and the Internet on peer relationships. 
- Pick out various unfamiliar words and check their meaning and spelling in a dictionary. 
- Select appropriate reference materials for different tasks.

What is the importance of reference materials?

Moran - Skills in English pg. 66 
Dictionary 
Thesaurus 
Encyclopedia 
Digital devices 
Reference books

Written exercises  Oral questions  Observation  Group work

Reading
Grammar in Use

Study Skills: Reference materials
Word Classes: Adjectives

By the end of the lesson, the learner should be able to:
 
- Use reference materials to obtain information on varied subjects. 
- Find the spelling, pronunciation, and meaning of words using a dictionary. 
- Acknowledge the role of reference materials in lifelong learning.

The learner is guided to: 
- Use selected reference materials to find specific information about peer relationships. 
- Find the spelling, pronunciation, and meaning of selected words. 
- Find synonyms of words using a thesaurus. 
- Use an encyclopedia to search for more information about peer relationships. 
- Construct sentences using the words found in reference materials. 
- Create crossword puzzles using the antonyms and synonyms learned.

How can one use reference materials appropriately?

Moran - Skills in English pg. 67 
Dictionary 
Thesaurus 
Encyclopedia 
Digital devices 
Reference books
Moran - Skills in English pg. 69 
Charts 
Lesson notes 
Teacher's Guide

Crossword puzzles  Written exercises  Group presentations  Observation

Grammar in Use
Reading

Word Classes: Adjectives
Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Use gradable adjectives correctly in sentences. 
- Apply non-gradable adjectives appropriately in communication. 
- Value the need for correct use of adjectives in communication.

The learner is guided to: 
- Search for gradable and non-gradable adjectives in the poem "Best friend in the world." 
- Rehearse and recite the poem in turns. 
- Search online and in books for texts about peer relationships and identify gradable and non-gradable adjectives. 
- Complete a table with more adjectives and use them to form sentences. 
- Construct sentences about activities they enjoy doing with peers using gradable and non-gradable adjectives. 
- Fill in a crossword puzzle with gradable and non-gradable adjectives based on given clues.

How do gradable and non-gradable adjectives differ?

Moran - Skills in English pg. 70 
Charts 
Digital devices 
Crossword puzzles 
Lesson notes
Moran - Skills in English pg. 71 
Reference books 
Lesson notes 
Teacher's Guide

Sentence construction  Written exercises  Crossword puzzles  Peer assessment

Reading
Writing

Intensive Reading: Short story
Functional Writing: Apology Letters

By the end of the lesson, the learner should be able to:
 
- Role-play dialogue from a short story. 
- Relate the importance of dialogue and repetition to real life. 
- Acknowledge the role of dialogue and repetition in fiction writing.

The learner is guided to: 
- Talk about how they relate with their peers. 
- Discuss how their peer relationships are similar or different to those in the short story "A memorable adventure." 
- Write a short paragraph about peer relationships using dialogue and repetition appropriately. 
- Search online and offline for role-plays in which characters talk to each other and repeat certain lines or sentences. 
- Find information on the importance of repetition and dialogue in a short story and explain findings to classmates. 
- Role-play any incidence of dialogue in the short story.

How do dialogue and repetition enhance a story?

Moran - Skills in English pg. 73 
Digital devices 
Role-play scripts 
Reference books 
Lesson notes
Moran - Skills in English pg. 74 
Sample letters 
Audio recordings 

Role play  Written paragraphs  Oral presentations  Peer assessment

Writing

Functional Writing: Apology Letters

By the end of the lesson, the learner should be able to:
 
- Plan what to include in an apology letter. 
- Write a letter of apology based on a given context. 
- Appreciate the role of letter writing in communication.

The learner is guided to: 
- Imagine they have done something wrong in school and need to apologize in writing. 
- Plan what to include in their apology letter. 
- Write a letter of apology to the school principal or class teacher. 
- Evaluate each other's letters using a provided assessment guide. 
- Rewrite their apology letters based on peer feedback. 
- Discuss situations that may require writing letters of apology. 
- Select examples and talk about possible consequences if a letter of apology is not written. 
- Discuss the role of apology letters in communication.

How can an apology letter resolve a conflict?

Moran - Skills in English pg. 75 
Sample letters 
Digital devices 
Assessment guide 
Lesson notes

Written letters  Peer assessment  Self-assessment  Group discussions

Listening and Speaking

Conversational Skills: Disagreeing Politely

By the end of the lesson, the learner should be able to:
 
- List ways of disagreeing politely. 
- Use conversational strategies to disagree appropriately. 
- Value the need to speak politely during communication.

The learner is guided to: 
- Study pictures depicting people in conversation and discuss what might be happening. 
- Role-play the events in the pictures. 
- Identify words and phrases used to show politeness in their role-play. 
- Watch a short video in which speakers disagree politely. 
- Identify polite expressions used in the video. 
- Role-play the events in the video in pairs. 
- Read the conversation "Too much of something" and identify polite expressions used.

Which words or phrases are used to show politeness?

Moran - Skills in English pg. 78 
Digital devices 
Video recordings 
Pictures 
Lesson notes

Role play  Observation  Oral presentation  Group discussions

REHABILITATION

Listening and Speaking
Reading

Conversational Skills: Disagreeing Politely
Reading Fluency: Poem

By the end of the lesson, the learner should be able to:
 
- Apply non-verbal cues to express varied moods and feelings. 
- Practice disagreeing politely in conversations. 
- Advocate for the need to speak politely during communication.

The learner is guided to: 
- Listen to a dialogue provided by the teacher and identify words and phrases that show polite agreement or disagreement. 
- Identify how speakers have used gestures to express their feelings. 
- Discuss how non-verbal cues are used to express different moods and feelings. 
- Role-play the dialogue using non-verbal cues to express different moods and feelings. 
- In groups, write a short dialogue about rehabilitation in which speakers disagree politely. 
- Present the dialogue while practicing disagreeing politely. 
- Revise and make corrections to their dialogue where appropriate.

How do you use non-verbal cues to express different moods and feelings?

Moran - Skills in English pg. 79 
Digital devices 
Dialogue scripts 
Pictures 
Lesson notes
Moran - Skills in English pg. 80 
Reference books 
Lesson notes 
Dictionary

Role play  Written dialogues  Oral presentation  Peer assessment

Reading
Grammar in Use

Reading Fluency: Poem
Word Classes: Adverbs

By the end of the lesson, the learner should be able to:
 
- Read a text accurately, with expression and at the right speed. 
- Apply fluency strategies when reading a text. 
- Appreciate the value of fluency in reading to enhance understanding.

The learner is guided to: 
- Make a list of unfamiliar words in the text "Achieving fluency in reading" and reread the text ignoring them. 
- Complete a table with unfamiliar words, their definitions based on context, and dictionary definitions. 
- Practice pronouncing the unfamiliar words aloud. 
- Reread the entire text accurately, with expression, and at the right speed. 
- Discuss why readers read with expression. 
- Preview and then read the poem "Prevention is better." 
- Practice reading the poem accurately, with expression, and at the right speed. 
- Recite the poem aloud in class.

How can reading fluently improve understanding?

Moran - Skills in English pg. 82 
Digital devices 
Poem texts 
Dictionary 
Lesson notes
Moran - Skills in English pg. 84 
Video recordings 
Reference books 

Oral reading  Observation  Recitation  Peer assessment

Grammar in Use
Reading

Word Classes: Adverbs
Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Use adverbs of frequency and degree correctly in sentences. 
- Construct sentences using adverbs of frequency and degree. 
- Appreciate the importance of using adverbs correctly in communication.

The learner is guided to: 
- Fill in a crossword puzzle using adverbs of frequency or degree based on given clues. 
- Determine what two letters are used at the end of most adverbs. 
- Use questions provided to talk about rehabilitation, incorporating adverbs of frequency and degree in their conversation. 
- Discuss when rehabilitation is needed and what the possible positive results of rehabilitation are. 
- Hold conversations using adverbs of frequency and degree.

How can we improve our use of adverbs in communication?

Moran - Skills in English pg. 85 
Crossword puzzles 
Digital devices 
Charts 
Reference books
Moran - Skills in English pg. 87 
Reference books 
Lesson notes 
Teacher's Guide

Crossword puzzles  Written exercises  Oral presentations  Observation

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Summarise the key events in the short story. 
- Relate the main ideas in the short story to real life situations. 
- Appreciate the relevance of the short story in addressing real life issues.

The learner is guided to: 
- Discuss the storyline of the story "I think it is time" in groups. 
- Summarize the key events in the story. 
- Present what they have learned about the storyline to their group. 
- Make a diagram to show the main idea and key events in the story. 
- Read and role-play the section of the short story in which Caren is having a conversation with her father. 
- Discuss how the main idea in the short story relates to events in their community or country. 
- Use given words to construct sentences about rehabilitation or drug and substance abuse.

How do the events in a story connect to real life?

Moran - Skills in English pg. 88 
Graphic organizers 
Digital devices 
Lesson notes 
Reference books

Role play  Written summaries  Group discussions  Sentence construction

Writing

Mechanics of Writing

By the end of the lesson, the learner should be able to:
 
- Identify commonly misspelt words in a text. 
- Spell words with silent vowels (-ie and -ei) correctly. 
- Value the importance of correct spelling in writing.

The learner is guided to: 
- Read the passage "Suffer no more" and pick out misspelt words. 
- Spell the misspelt words correctly. 
- Confirm their spellings using a dictionary. 
- Pick out words that have silent vowels from a given list. 
- Study words with the vowels i and e appearing together and the rule for their spelling (i before e, except after c). 
- Note exceptions to the rule. 
- Read words in two columns and note the differences between them. 
- Form new words by combining words with prefixes and suffixes.

Why should words be spelt correctly?

Moran - Skills in English pg. 90 
Dictionary 
Digital devices 
Word lists 
Lesson notes

Written exercises  Spelling tests  Word formation tasks  Observation

Writing
Listening and Speaking

Mechanics of Writing
Listening for Detail

By the end of the lesson, the learner should be able to:
 
- Use prefixes and suffixes correctly in writing. 
- Make connections between spelling and meaning in suffixed and prefixed words. 
- Acknowledge the importance of correct spellings in writing.

The learner is guided to: 
- Read the passage "Things will get better" about rehabilitation. 
- List words with prefixes and suffixes from the passage. 
- Use a print or online dictionary to check if the spellings of the listed words are correct. 
- Correct any errors in the words found. 
- Use the words to write sentences. 
- Use prefixes and suffixes to write a paragraph about rehabilitation. 
- Rewrite passages correctly. 
- Search for more examples of words with prefixes, suffixes, and silent vowels. 
- Create a chart showing prefixes, suffixes, and their meanings.

How can you tell the meaning of a word using a prefix?

Moran - Skills in English pg. 92 
Dictionary 
Digital devices 
Reference books 
Lesson notes
Moran - Skills in English pg. 95
Audio recording on wildlife
Digital devices
Teacher's guide

Written paragraphs  Chart creation  Spelling tests  Peer assessment

NATURAL RESOURCES: WILDLIFE

Listening and Speaking
Reading

Listening for Detail
Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
- Identify specific details in a listening text on wildlife
- Respond accurately to questions based on the listening text
- Value the importance of listening for specific information

The learner is guided to:
- Listen to a passage "A happy song" read by the teacher
- Outline the main ideas in the passage
- Take turns to discuss and answer questions about the passage
- Discuss the importance of listening attentively
- Tell a classmate why it is important to listen for detail

Why is it important to listen for specific details?

Moran - Skills in English pg. 95
Audio recording
Digital devices
Teacher's guide
Passage "A happy song"
Pictures of wildlife
Reference materials
Posters
Charts

Oral questions Written responses Peer assessment Listening comprehension exercises

Reading

Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:
- Make inferences of implied meaning from visuals
- Interpret visuals correctly for meaning
- Value the role of visuals in communicating information

The learner is guided to:
- Study information presented in optical illusions from print/electronic devices and discuss findings
- Make inferences of implied meaning from visuals
- Make connections between visuals and written texts
- Write a summary of what has been viewed in visuals depicting human-wildlife conflict
- Present a piece of written information on wildlife in form of a visual

How can one interpret a visual correctly?

Moran - Skills in English pg. 97
Digital devices
Visuals on wildlife
Charts
Posters
Teacher's guide

Visual analysis Written summaries Oral presentations Peer assessment Project work

Grammar in Use

Word Classes: Pronouns

By the end of the lesson, the learner should be able to:
- Identify indefinite and reflexive pronouns correctly
- Use indefinite pronouns in sentences correctly
- Appreciate the role of indefinite pronouns in communication

The learner is guided to:
- Read the text "Nothing to do" and identify words in bold
- Discuss what the words in bold have in common
- Listen to an audio text and identify indefinite pronouns
- Discuss why we use indefinite pronouns
- Listen to a poem "When there is no one to help" and identify the indefinite pronouns
- Listen to an audio recording on wildlife protection and identify indefinite pronouns

What are indefinite pronouns? Why do we use indefinite pronouns?

Moran - Skills in English pg. 101
Audio recording
Digital devices
Charts
Poem "When there is no one to help"
Moran - Skills in English pg. 102
Charts on pronouns
Substitution tables
Teacher's guide

Gap filling exercises Sentence construction Oral questions Written exercises Group discussions

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
- Identify the characters in a given short story
- Explain the relationship between the characters in the short story
- Value the role of characters in short stories

The learner is guided to:
- Share about favorite stories and characters
- Read the short story "Touring the wild"
- Identify and list the characters in the story
- Role play different characters in the story
- Dramatize the text using appropriate voice, gestures and facial expressions
- Discuss why some people are considered heroes in communities

How does one identify qualities of characters in a short story?

Moran - Skills in English pg. 104
Short story "Touring the wild"
Digital devices
Reference materials
Teacher's guide
Moran - Skills in English pg. 106
Charts
PowerPoint presentation

Character analysis Oral presentations Role play Written exercises Group discussions

Writing

Composition Writing

By the end of the lesson, the learner should be able to:
- Identify the steps in the writing process
- Plan a dialogue on a given topic
- Appreciate the importance of the writing process in enhancing clear communication

The learner is guided to:
- Read the dialogue "At the museum"
- Identify the features of the dialogue
- Suggest topics related to wildlife for writing
- Search for information on the topic from the Internet or books
- Discuss the importance of planning before writing
- Explain how to make writing clear and interesting

How can a good dialogue be written?

Moran - Skills in English pg. 107
Sample dialogues
Digital devices
Reference materials
Teacher's guide

Written dialogues Peer assessment Oral presentations Group discussions Writing process evaluation

Writing

Composition Writing

By the end of the lesson, the learner should be able to:
- Write a dialogue on a given topic
- Edit a dialogue for clarity, cohesion and coherence
- Value the role of the writing process in communication

The learner is guided to:
- Discuss ideas to include when writing a dialogue
- Write a rough draft of a dialogue about wildlife conservation
- Edit the dialogue to avoid repetition, correct spellings and punctuation
- Revise the dialogue by adding, rearranging, removing or replacing ideas, words, phrases and sentences
- Assess each other's dialogues using a provided checklist
- Share final work in class

Why is it important to follow the writing process?

Moran - Skills in English pg. 108
Sample dialogues
Digital devices
Assessment checklist
Reference materials

Dialogue writing Peer assessment Self-assessment Editing exercises Oral presentations

TOURISM: DOMESTIC

Listening and Speaking
Listening and Speaking

Listening and Responding: Oral Narratives - Myths

By the end of the lesson, the learner should be able to:
- Identify the characters in a given myth
- Narrate the key events in a given myth
- Explain the moral lesson in a set myth
- Acknowledge the role of oral literature in lifelong learning

The learner is guided to:
- Predict events in a myth from the title or pictures in the story
- Listen to a narration of a myth from the community then retell the myth to peers
- Watch a video recording of a myth
- Identify the characters in the myth
- Collaborate to answer questions from the story
- Discuss the lessons learnt from a myth
- Discuss the relevance of the story to real life

How can you tell what is going to happen in a story? How are the characters or events in the story related to the people or happenings around us?

Moran - Skills in English pg. 111
Audio recordings
Digital devices
Video recordings
Myth "How Wechakhulia Hill was formed"
Moran - Skills in English pg. 112
Teacher's guide

Oral presentations Retelling of myths Question and answer Group discussions Role play

Reading

Intensive Reading: Poem

By the end of the lesson, the learner should be able to:
- Select required information from a text
- Use nonverbal cues to bring out the message in a poem
- Appreciate the importance of comprehension in life

The learner is guided to:
- Read the poem "Local tourists"
- Identify characters, themes and aspects of style such as repetition from the poem
- Infer the meaning of words from the context
- Rap/recite the poem in turns using relevant non-verbal cues
- Answer direct and inferential questions based on the poem
- Retell events depicted in the poem in own words

How can one tell the meaning of unfamiliar words used in a text? Why should one support an opinion about a story or person with evidence?

Moran - Skills in English pg. 112
Poem "Local tourists"
Digital devices
Reference materials
Charts
Teacher's guide
Moran - Skills in English pg. 115
Dictionary
Visual aids

Poem recitation Written exercises Oral presentations Peer assessment Group discussions

Grammar in Use

Word Classes: Simple prepositions

By the end of the lesson, the learner should be able to:
- Identify prepositions of position, time and place correctly
- Use prepositions of position correctly in sentences
- Appreciate the role of prepositions of position in communication

The learner is guided to:
- Study pictures showing different positions of objects
- Answer questions about the position of objects in the pictures
- Identify the words used to provide information about time, position and place
- Identify prepositions in the paragraph "A week of touring"
- Find a text and identify prepositions of position, place and time

How do we show where somebody or something is?

Moran - Skills in English pg. 116
Pictures showing positions
Digital devices
Charts
Reference materials
Teacher's guide
Moran - Skills in English pg. 117
Newspapers
Magazines
Crossword puzzles

Gap filling exercises Sentence construction Oral questions Written exercises Group discussions

Reading

Intensive Reading: Poetry

By the end of the lesson, the learner should be able to:
- Identify inanimate characters in a given poem
- Describe traits of inanimate characters present in a given poem
- Value the role of inanimate characters in poetry

The learner is guided to:
- Read the poem "We won't let you!"
- Discuss what the poem is about
- Search from the Internet or books for the meaning of inanimate characters
- Present findings to classmates
- Identify inanimate characters in the poem or any other poem of choice

What makes stories interesting to read? How can the characters in a poem be described?

Moran - Skills in English pg. 118
Poem "We won't let you!"
Digital devices
Reference materials
Teacher's guide

Character analysis Oral presentations Written exercises Group discussions Recitation

Reading
Writing

Intensive Reading: Poetry
Assessment of writing

By the end of the lesson, the learner should be able to:
- Identify the traits of inanimate characters in poems
- Relate inanimate characters with individuals in real life
- Appreciate the creative use of inanimate characters in poetry

The learner is guided to:
- Discuss the inanimate characters that are likely to be used in poems
- Describe the traits of the inanimate characters
- Read the poems "You lied to me" and "Trembling in magic"
- Identify and describe the traits of the inanimate characters in the poems
- Recite the poems using appropriate non-verbal cues
- Role-play the inanimate characters in the poems
- Relate the characters to people they know in real life

Which qualities of a person can animals or objects be given?

Moran - Skills in English pg. 119
Poems "You lied to me" and "Trembling in magic"
Charts
Digital devices
Teacher's guide
Moran - Skills in English pg. 121
Sample composition "The visit of my life"
Assessment guidelines

Character analysis Poem recitation Role play Written exercises Oral presentations

Writing

Assessment of writing

By the end of the lesson, the learner should be able to:
- Assess a composition written by self or peers and suggest corrections for errors
- Write a composition free of errors
- Appreciate the importance of feedback to improve a composition

The learner is guided to:
- Write a composition on the subject of domestic tourism
- Exchange compositions with other groups
- Read through the other group's composition and identify errors
- Suggest corrections to be made
- Assess the composition written in the previous activity
- Correct the errors identified
- Write the final draft after making necessary corrections
- Type the composition on a digital device and display it on the classroom gallery wall or noticeboard
- Conduct a gallery walk to view compositions by other groups

How can one improve their writing skills?

Moran - Skills in English pg. 122
Digital devices
Sample compositions
Assessment guidelines
Teacher's guide

Composition writing Error identification Peer assessment Self-assessment Editing exercises

HEROES AND HEROINES: AFRICA

Listening and Speaking
Listening and Speaking

Pronunciation: Sounds Vowels
Stressed and unstressed words

By the end of the lesson, the learner should be able to:
- Identify words with vowels /ɑː/ /зː/ and the consonant /tʃ/ /dʒ/ from a sample text
- Pronounce the vowels /ɑː/ /зː/ and the consonants /tʃ/ /dʒ/ correctly
- Value correct pronunciation in communication

The learner is guided to:
- Practice saying sounds provided by the teacher
- Listen to words with highlighted vowel sounds in columns A and B
- Identify words in texts with the same vowel sounds as those in columns A and B
- Listen to sets of words and identify the common sounds
- Listen to a recording and identify words with target sounds
- Create a table with four columns for words with target sounds

Why are some words said with greater force than others?

Moran - Skills in English pg. 124
Audio recordings
Digital devices
Charts
Word lists
Teacher's guide
Moran - Skills in English pg. 125
Poem "If I knew"
Charts with stressed and unstressed words

Pronunciation exercises Oral presentations Listening activities Group discussions Sound identification exercises

Reading

Extensive Reading: Grade appropriate fiction Materials - Characters

By the end of the lesson, the learner should be able to:
- Identify the characters in a given fiction text
- Describe the traits of a given character in a fictional text
- Value the role of characters in fiction

The learner is guided to:
- Discuss what makes reading enjoyable
- Read the passage "African heroes and heroines"
- Identify and list the characters in the story
- Take up roles of different characters in the story
- Role-play the different characters identified
- Dramatize the text using appropriate voice, gestures, facial expressions and movement
- Discuss why some people are considered heroes and heroines in communities

What makes reading enjoyable? How can the characters in a story be described?

Moran - Skills in English pg. 127
Passage "African heroes and heroines"
Digital devices
Reference materials
Character trait charts
Teacher's guide

Character analysis Role play Oral presentations Written exercises Drama performance

Reading
Grammar in Use

Extensive Reading: Grade appropriate fiction Materials - Characters
Word Classes: Conjunctions

By the end of the lesson, the learner should be able to:
- Use appropriate words to describe character traits
- Relate characters in fiction to people in real life
- Appreciate the role of characters in conveying messages in stories

The learner is guided to:
- Discuss words used to describe characters
- Search for words to describe character traits from the Internet, books or dictionary
- Choose a character in the passage and identify what that character does or says
- Discuss how the character's words and actions help identify traits
- Complete tables for all characters in the passage
- Create a diagram showing how characters relate to each other
- Explain how characters in the passage relate to people or events in the community

Which stories are the most enjoyable to read? Which qualities do you admire in people?

Moran - Skills in English pg. 129
Character trait charts
Digital devices
Dictionaries
Reference materials
Teacher's guide
Moran - Skills in English pg. 130
Passage about African heroes
Poem "If you knew"
Songs
Charts

Character analysis Diagram creation Oral presentations Written exercises Group discussions

Grammar in Use
Reading

Word Classes: Conjunctions
Intensive Reading: Similes and metaphors

By the end of the lesson, the learner should be able to:
- Construct sentences using the listed conjunctions
- Join sentences using appropriate conjunctions
- Acknowledge the importance of conjunctions in communication

The learner is guided to:
- Search from the Internet or in texts for examples of conjunctions
- Search from the Internet for sentences in which conjunctions are used
- Present findings to classmates
- Complete a passage by filling blanks with appropriate conjunctions
- Make sentences about African heroes and heroines using the conjunctions
- Complete sentences by filling in blank spaces using appropriate conjunctions
- Create dialogues using the conjunctions
- Create a crossword puzzle using conjunctions

How can one join two or more sentences?

Moran - Skills in English pg. 132
Digital devices
Reference materials
Crossword puzzles
Charts
Teacher's guide
Moran - Skills in English pg. 133
Short story "Finding a hero"
Dictionaries

Sentence construction Gap filling exercises Crossword puzzles Written exercises Poster creation

Reading
Writing

Intensive Reading: Similes and metaphors
Creative Writing: Narrative Compositions

By the end of the lesson, the learner should be able to:
- Explain the similes and metaphors used in the short story
- Relate the use of similes and metaphors to real life situations
- Appreciate how similes and metaphors enhance understanding in texts

The learner is guided to:
- List familiar similes and metaphors
- Use listed similes and metaphors to construct sentences about African heroes and heroines
- Discuss how to use similes and metaphors in a narrative composition
- Explain similes and metaphors identified in the story in a table
- Discuss the meaning of each simile or metaphor
- Discuss the importance of similes and metaphors used in the story

Why should short stories be read? How can one write a short story?

Moran - Skills in English pg. 134
Short story "Finding a hero"
Digital devices
Reference materials
Charts with similes and metaphors
Teacher's guide
Moran - Skills in English pg. 136
Story "Beyond achievements"
Planning templates

Simile and metaphor explanation Sentence construction Written exercises Oral presentations Group discussions

Writing

Creative Writing: Narrative Compositions

By the end of the lesson, the learner should be able to:
- Create a narrative composition using revealing details
- Revise and edit a narrative composition for clarity and correctness
- Appreciate the value of quality narrative compositions

The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly
- Search for information on the parts of a narrative composition and present findings
- Identify the parts of a narrative composition in a provided text
- Use prewriting techniques to plan a narrative composition about one of their most memorable experiences
- Write a narrative composition of 240-280 words using revealing details
- Review each other's work using a provided checklist
- Revise and correct any mistakes
- Display final composition on a poster or share using social media

Which event excited you or made you sad recently? How can a good narrative be written?

Moran - Skills in English pg. 138
Digital devices
Posters
Assessment checklists
Reference materials
Teacher's guide

Narrative composition writing Peer assessment Self-assessment Editing exercises Oral presentations

Listening and Speaking

Oral Presentations

By the end of the lesson, the learner should be able to:
- Identify the items in the format of a speech
- Present a written speech using effective speaking skills
- Acknowledge the importance of good speaking skills for effective communication

The learner is guided to:
- Listen to a recorded speech provided by the teacher
- Identify how the speaker introduced the speech, what it was about, and words that indicated it was ending
- Search from the Internet and printed materials for the format of a speech
- Identify the items in the format of a speech
- Listen to a speech or watch a speech from a digital device
- Pick out the items in the format of a speech

How can you make a speech presentation interesting?

Moran - Skills in English pg. 140
Audio recordings
Digital devices
Sample speeches
Reference materials
Teacher's guide

Oral presentations Format identification Observation Question and answer Group discussions

ART

Listening and Speaking
Reading

Oral Presentations
Study Skills: Note Making

By the end of the lesson, the learner should be able to:
- Prepare a short speech on a given topic
- Deliver a speech using appropriate verbal and non-verbal cues
- Value effective oral presentation skills in communication

The learner is guided to:
- Take turns to give the introduction and conclusion of a speech
- Try different ways to make the speech interesting
- Present a speech that the teacher will provide using non-verbal cues
- Use gestures and facial expressions during presentation
- Discuss various aspects of heritage
- Write down points from the discussion
- Plan and prepare a speech based on the points
- Present the speech to the class
- Assess non-verbal skills used during presentations

What are some of the techniques for introducing or concluding a speech?

Moran - Skills in English pg. 141
Sample speeches
Digital devices
Assessment checklists
Reference materials
Teacher's guide
Moran - Skills in English pg. 142
Text "Creative careers"
Note making templates

Speech delivery Non-verbal cues assessment Peer assessment Observation Group discussions

Reading
Grammar in Use

Study Skills: Note Making
Word Classes: Determiners

By the end of the lesson, the learner should be able to:
- Make notes on the margin and space letters, words and sentences correctly
- Rewrite or re-read notes and reorganize into categories
- Appreciate the role of note making in comprehension

The learner is guided to:
- Identify verbal signposts in the text "Creative careers"
- Study the notes in the right column of a table made from the text
- Identify abbreviations in the notes and their meanings
- Carry out steps with a printed copy of the passage such as circling key points, making notes on the margin, paraphrasing, creating abbreviations
- Write down repeated ideas in the text
- Reread the notes and key points marked in the passage
- Write a clean copy of notes while organizing ideas

How do we determine what to include in our notes during note making?

Moran - Skills in English pg. 144
Text "Creative careers"
Digital devices
Note taking templates
Reference materials
Teacher's guide
Moran - Skills in English pg. 146
Pictures showing demonstrative use
Text "Talented Brothers"
Charts with demonstratives

Note organization exercise Abbreviation identification Written exercises Peer review Group discussions

Grammar in Use
Reading

Word Classes: Quantifiers
Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
- Identify quantifiers in a given text
- Use quantifiers correctly in sentences
- Appreciate the importance of quantifiers in communication

The learner is guided to:
- Collect items representing count and non-count nouns
- Make sentences using quantifiers many, few, a few, little and a little
- Show the difference in meaning between the pairs: little/a little and few/a few
- Read the text "Art in my life" and identify quantifiers
- Fill in blank spaces in sentences using appropriate demonstratives
- Select appropriate demonstratives for different circumstances
- Read sentences and discuss differences in meaning based on quantifier use

How do count nouns differ from non-count nouns? Why is it important to express the quantity of something correctly?

Moran - Skills in English pg. 148
Text "Art in my life"
Charts with quantifiers
Real objects for demonstration
Digital devices
Teacher's guide
Moran - Skills in English pg. 151
Story "Loiyangalani Art Exhibition"
Event sequence charts
Reference materials

Quantifier identification Sentence construction Gap filling exercises Meaning differentiation Group discussions

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
- Identify the setting in the short story
- Analyze how setting contributes to story development
- Appreciate the importance of setting in fiction

The learner is guided to:
- Make a diagram highlighting main events of a story read
- Discuss types of art to include in a school exhibition
- Plan time at an exhibition with many things to view but limited time
- Relate events in the story to own life or lives of people known
- Search for the meaning of "setting"
- Reread the story and discuss the setting using guiding questions
- Talk about why the setting of the story is important to readers

Why is the setting of a story important to the reader?

Moran - Skills in English pg. 152
Story "Loiyangalani Art Exhibition"
Digital devices
Setting analysis charts
Reference materials
Teacher's guide

Setting analysis Written exercises Oral presentations Group discussions Story analysis

Writing

Functional Writing: Thank you notes and Congratulatory notes

By the end of the lesson, the learner should be able to:
- Recognise the key elements and layout of a thank you note
- Write a thank you note correctly
- Value the importance of expressing gratitude in writing

The learner is guided to:
- Read a thank you note
- Identify the main purpose of the note
- Discuss how emotions are expressed in writing
- Make a list of occasions when such a note might be written
- Read a congratulatory note
- Identify the main purpose of the note
- Make a list of occasions when it would be appropriate to write such a note
- Search for samples of thank you notes and congratulatory notes
- Compare the notes and identify the layout and key parts

How are strong emotions expressed in writing?

Moran - Skills in English pg. 154
Sample thank you notes
Digital devices
Reference materials
Note templates
Teacher's guide

Note analysis Layout identification Written exercises Oral presentations Group discussions

Writing
Listening and Speaking

Functional Writing: Thank you notes and Congratulatory notes
Conversational Skills: interviews

By the end of the lesson, the learner should be able to:
- Write a congratulatory note correctly
- Critique thank you notes and congratulatory notes for correctness and relevance
- Value the importance of expressing appreciation in writing

The learner is guided to:
- Discuss situations in which a thank you note is written
- Write a thank you note using the correct format
- Discuss the importance of appreciating someone or something done for you
- Discuss situations in which a congratulatory note is used
- Write a congratulatory note to a peer who has achieved something good
- Display notes on classroom wall
- Conduct a gallery walk to read displayed notes
- Give feedback on notes using provided criteria

Why should one write how they feel about something?

Moran - Skills in English pg. 155
Note writing templates
Assessment criteria
Posters for display
Digital devices
Teacher's guide
Moran - Skills in English pg. 157
Recorded interviews
Reference materials
Radio/television interviews

Note writing Peer assessment Gallery walk Written exercises Group discussions

CHOOSING A CAREER

Listening and Speaking
Reading

Conversational Skills: interviews
Extensive Reading: Non-fiction

By the end of the lesson, the learner should be able to:
- Conduct an interview on a given topic using polite expressions
- Apply non-verbal cues during an interview
- Appreciate the role of interviews in collecting information

The learner is guided to:
- Listen to a radio interview or watch a television interview
- Make a list of polite words and expressions used in the interview
- Search for questions and answers used in radio or television interviews
- Conduct an interview on the subject of choosing a career using polite words and expressions
- Make a list of verbal and non-verbal cues used to express politeness
- Prepare questions about experiences of people in different careers
- Conduct an interview with a group member about experiences in a selected career

How do we show respect for others people's opinion?

Moran - Skills in English pg. 158
Digital devices
Sample interviews
Reference materials
Interview question lists
Teacher's guide
Text "Choosing a career"
Non-fiction texts

Interview conducting Non-verbal cue assessment Polite expression usage Peer assessment Group discussions

Reading

Extensive Reading: Non-fiction

By the end of the lesson, the learner should be able to:
- Read grade appropriate materials for lifelong learning
- Recommend to peers suitable non-fiction materials to read
- Appreciate the importance of reading widely

The learner is guided to:
- Read texts identified in previous lesson
- Note key points in each text
- Explain to classmates what they have read
- Identify unfamiliar words in the texts
- Use dictionary or Internet to look up meanings of unfamiliar words
- Use the words to make sentences
- Match words with similar meanings
- Use dictionary or Internet to look up meanings of words
- Discuss the importance of reading for information

Why should one read widely?

Moran - Skills in English pg. 159
Non-fiction texts
Digital devices
Dictionaries
Reference materials
Teacher's guide

Reading comprehension Vocabulary exercises Written exercises Oral presentations Group discussions

Grammar in Use

Word Classes: Adverbs

By the end of the lesson, the learner should be able to:
- Identify adverbs formed from adjectives in sentences or a group of words
- Form adverbs from adjectives
- Appreciate the value of adverbs in communication

The learner is guided to:
- Read a conversation about career choice
- Identify the adverb "cheerfully" in the conversation
- Determine the adjective from which "cheerfully" is formed
- Discuss why words are formed from other words
- Read sentences and identify adverbs formed from adjectives
- Search for adverbs formed from adjectives from the Internet, newspapers, magazines or books
- List adverbs and compare with classmates
- Identify adverbs formed from adjectives in provided word groups

Why should we form words from other words? What are the functions of adverbs?

Moran - Skills in English pg. 161
Digital devices
Newspapers
Magazines
Reference materials
Teacher's guide
Moran - Skills in English pg. 162
Posters and charts
Gap filling exercises

Adverb identification Word formation exercises Written exercises Oral presentations Group discussions

Reading

Intensive Reading: Lessons Learnt

By the end of the lesson, the learner should be able to:
- Identify the lessons learnt in a short story
- Explain what the lesson means to learners
- Value the importance of lessons in stories

The learner is guided to:
- Explain what they understand by the term "moral lesson"
- Discuss lessons learned from stories read previously
- Listen to the teacher read a short story
- Discuss and identify lessons learnt from the story by studying actions and words used
- Record findings in a provided table
- Discuss lessons learned from specific characters in the story

How can you derive lessons from a short story?

Moran - Skills in English pg. 164
Short story "A career talk"
Digital devices
Reference materials
Lesson analysis charts
Teacher's guide
Moran - Skills in English pg. 165
Recorded stories

Lesson identification Character analysis Written exercises Oral presentations Group discussions

Writing

Mechanics of Writing: Prefixes and Suffixes

By the end of the lesson, the learner should be able to:
- Identify words with prefixes and suffixes from a text
- Form words using prefixes and suffixes
- Value the importance of correct word formation in communication

The learner is guided to:
- Read words with prefixes and suffixes and provide more examples
- Analyze words in columns to determine what each column has in common
- Read a text about careers and identify words with prefixes and suffixes
- Break down identified words to show their prefixes and suffixes
- Read a text and identify words with prefixes and suffixes
- Search for more examples of words with prefixes and suffixes
- Arrange words into groups: those with similar root, similar prefixes, and similar suffixes

How can you tell the meaning of a word using a prefix? Which words with suffixes and prefixes are confusing?

Moran - Skills in English pg. 167
Texts with prefixes and suffixes
Digital devices
Reference materials
Word lists
Teacher's guide

Word breakdown exercises Word identification Word formation Written exercises Group discussions

Writing

Mechanics of Writing: Prefixes and Suffixes

By the end of the lesson, the learner should be able to:
- Use prefixes and suffixes correctly in sentences
- Infer the meaning of a word from its prefix or suffix
- Acknowledge the influence of prefixes and suffixes on meaning and formation of words

The learner is guided to:
- Read pairs of words and sentences in which the words are used
- Listen to words read by the teacher and write them down
- Find the meaning of dictated words by looking at prefixes or suffixes
- Copy sentences and fill in blank spaces by adding prefixes or suffixes to given words
- Construct six sentences using words with prefixes and suffixes
- Search for more words with prefixes and suffixes
- Use words with prefixes and suffixes in sentences

How can word parts help us understand new words?

Moran - Skills in English pg. 168
Dictated words list
Digital devices
Reference materials
Gap filling exercises
Teacher's guide

Gap filling exercises Sentence construction Dictation exercises Written exercises Group discussions