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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking |
Listening for Detail
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a listening text - Respond appropriately to questions based on the listening text - Acknowledge the importance of listening for details in life |
The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text - Discuss the main ideas from the text - Listen to a passage read by peers or the teacher and outline the main ideas from the text individually - Discuss with peers answers based on a given text |
How should one listen for detail?
|
Moran - Skills in English pg. 95
Audio recording on wildlife Digital devices Teacher's guide |
Observation
Question and answer
Oral presentations
Written exercises
Group discussions
|
|
| 2 | 2 |
Listening and Speaking
|
Listening for Detail
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a listening text - Respond appropriately to questions based on the listening text - Acknowledge the importance of listening for details in life |
The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text - Discuss the main ideas from the text - Listen to a passage read by peers or the teacher and outline the main ideas from the text individually - Discuss with peers answers based on a given text |
How should one listen for detail?
|
Moran - Skills in English pg. 95
Audio recording on wildlife Digital devices Teacher's guide |
Observation
Question and answer
Oral presentations
Written exercises
Group discussions
|
|
| 2 | 3 |
Listening and Speaking
|
Listening for Detail
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a listening text - Respond appropriately to questions based on the listening text - Acknowledge the importance of listening for details in life |
The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text - Discuss the main ideas from the text - Listen to a passage read by peers or the teacher and outline the main ideas from the text individually - Discuss with peers answers based on a given text |
How should one listen for detail?
|
Moran - Skills in English pg. 95
Audio recording on wildlife Digital devices Teacher's guide |
Observation
Question and answer
Oral presentations
Written exercises
Group discussions
|
|
| 2 | 4 |
Reading
|
Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
- Identify different visuals in given contexts correctly - Make a connection between visuals and the written text - Appreciate the role of visuals in simplifying representation |
The learner is guided to:
- Describe signposts or posters in their school or community - Study pictures and discuss what they see - Identify where such pictures can be found - Determine what information they get from the pictures - Identify different visuals from the Internet, books or community - Present findings in class |
What information do we obtain from visuals?
|
Moran - Skills in English pg. 95
Pictures of wildlife Digital devices Reference materials Posters Charts |
Observation
Oral presentations
Written exercises
Group discussions
Project work
|
|
| 2 | 5 |
Reading
|
Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
- Identify different visuals in given contexts correctly - Make a connection between visuals and the written text - Appreciate the role of visuals in simplifying representation |
The learner is guided to:
- Describe signposts or posters in their school or community - Study pictures and discuss what they see - Identify where such pictures can be found - Determine what information they get from the pictures - Identify different visuals from the Internet, books or community - Present findings in class |
What information do we obtain from visuals?
|
Moran - Skills in English pg. 95
Pictures of wildlife Digital devices Reference materials Posters Charts |
Observation
Oral presentations
Written exercises
Group discussions
Project work
|
|
| 3 | 1 |
Grammar in Use
|
Word Classes: Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 3 | 2 |
Grammar in Use
|
Word Classes: Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 3 | 3 |
Grammar in Use
|
Word Classes: Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 3 | 4 |
Grammar in Use
|
Word Classes: Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 3 | 5 |
Grammar in Use
|
Word Classes: Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 4 | 1 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Describe the traits of characters in the short story - Analyze the relationships between characters in the short story - Appreciate the role of the characters in the short story in depicting real-life experiences |
The learner is guided to:
- Discuss what each character does in the story - Discuss how character traits are identified in a story - Create a diagram to show relationships between characters - Display the diagram on a chart or PowerPoint presentation - Explain relationships between characters using the diagram - Dramatize actions of different characters to bring out their traits |
Which people would you like to meet in a story?
|
Moran - Skills in English pg. 106
Short story "Touring the wild" Digital devices Charts PowerPoint presentation Teacher's guide |
Character relationship diagrams
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 4 | 2 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Describe the traits of characters in the short story - Analyze the relationships between characters in the short story - Appreciate the role of the characters in the short story in depicting real-life experiences |
The learner is guided to:
- Discuss what each character does in the story - Discuss how character traits are identified in a story - Create a diagram to show relationships between characters - Display the diagram on a chart or PowerPoint presentation - Explain relationships between characters using the diagram - Dramatize actions of different characters to bring out their traits |
Which people would you like to meet in a story?
|
Moran - Skills in English pg. 106
Short story "Touring the wild" Digital devices Charts PowerPoint presentation Teacher's guide |
Character relationship diagrams
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 4 | 3 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Describe the traits of characters in the short story - Analyze the relationships between characters in the short story - Appreciate the role of the characters in the short story in depicting real-life experiences |
The learner is guided to:
- Discuss what each character does in the story - Discuss how character traits are identified in a story - Create a diagram to show relationships between characters - Display the diagram on a chart or PowerPoint presentation - Explain relationships between characters using the diagram - Dramatize actions of different characters to bring out their traits |
Which people would you like to meet in a story?
|
Moran - Skills in English pg. 106
Short story "Touring the wild" Digital devices Charts PowerPoint presentation Teacher's guide |
Character relationship diagrams
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 4 | 4 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Describe the traits of characters in the short story - Analyze the relationships between characters in the short story - Appreciate the role of the characters in the short story in depicting real-life experiences |
The learner is guided to:
- Discuss what each character does in the story - Discuss how character traits are identified in a story - Create a diagram to show relationships between characters - Display the diagram on a chart or PowerPoint presentation - Explain relationships between characters using the diagram - Dramatize actions of different characters to bring out their traits |
Which people would you like to meet in a story?
|
Moran - Skills in English pg. 106
Short story "Touring the wild" Digital devices Charts PowerPoint presentation Teacher's guide |
Character relationship diagrams
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
TOURISM: DOMESTIC
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" |
Oral presentations
Retelling of myths
Question and answer
Group discussions
Role play
|
|
| 5 | 2 |
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" |
Oral presentations
Retelling of myths
Question and answer
Group discussions
Role play
|
|
| 5 | 3 |
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" |
Oral presentations
Retelling of myths
Question and answer
Group discussions
Role play
|
|
| 5 | 4 |
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" |
Oral presentations
Retelling of myths
Question and answer
Group discussions
Role play
|
|
| 5 | 5 |
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" |
Oral presentations
Retelling of myths
Question and answer
Group discussions
Role play
|
|
| 6 | 1 |
Listening and Speaking
|
Listening and Responding: Oral Narratives - Myths
|
By the end of the
lesson, the learner
should be able to:
- Relate the characters in a myth to real life - Retell a myth using appropriate verbal and non-verbal cues - Value the importance of myths in preserving cultural heritage |
The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order - Search from the Internet for a video recording of a myth, watch it and narrate key events - Identify the characters in the myth - Discuss the consequences of characters' behaviors in the story - Explain moral lessons learned in the myth - Identify alternative statements characters could have made |
Why are oral narratives important in society?
|
Moran - Skills in English pg. 112
Digital devices Video recordings Audio recordings Teacher's guide |
Oral presentations
Narration skills assessment
Peer assessment
Written reflections
Group discussions
|
|
| 6 | 2 |
Listening and Speaking
|
Listening and Responding: Oral Narratives - Myths
|
By the end of the
lesson, the learner
should be able to:
- Relate the characters in a myth to real life - Retell a myth using appropriate verbal and non-verbal cues - Value the importance of myths in preserving cultural heritage |
The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order - Search from the Internet for a video recording of a myth, watch it and narrate key events - Identify the characters in the myth - Discuss the consequences of characters' behaviors in the story - Explain moral lessons learned in the myth - Identify alternative statements characters could have made |
Why are oral narratives important in society?
|
Moran - Skills in English pg. 112
Digital devices Video recordings Audio recordings Teacher's guide |
Oral presentations
Narration skills assessment
Peer assessment
Written reflections
Group discussions
|
|
| 6 | 3 |
Listening and Speaking
|
Listening and Responding: Oral Narratives - Myths
|
By the end of the
lesson, the learner
should be able to:
- Relate the characters in a myth to real life - Retell a myth using appropriate verbal and non-verbal cues - Value the importance of myths in preserving cultural heritage |
The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order - Search from the Internet for a video recording of a myth, watch it and narrate key events - Identify the characters in the myth - Discuss the consequences of characters' behaviors in the story - Explain moral lessons learned in the myth - Identify alternative statements characters could have made |
Why are oral narratives important in society?
|
Moran - Skills in English pg. 112
Digital devices Video recordings Audio recordings Teacher's guide |
Oral presentations
Narration skills assessment
Peer assessment
Written reflections
Group discussions
|
|
| 6 | 4 |
Listening and Speaking
|
Listening and Responding: Oral Narratives - Myths
|
By the end of the
lesson, the learner
should be able to:
- Relate the characters in a myth to real life - Retell a myth using appropriate verbal and non-verbal cues - Value the importance of myths in preserving cultural heritage |
The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order - Search from the Internet for a video recording of a myth, watch it and narrate key events - Identify the characters in the myth - Discuss the consequences of characters' behaviors in the story - Explain moral lessons learned in the myth - Identify alternative statements characters could have made |
Why are oral narratives important in society?
|
Moran - Skills in English pg. 112
Digital devices Video recordings Audio recordings Teacher's guide |
Oral presentations
Narration skills assessment
Peer assessment
Written reflections
Group discussions
|
|
| 6 | 5 |
Reading
|
Intensive Reading: Poem
|
By the end of the
lesson, the learner
should be able to:
- Make judgement on the information in a text - Infer the meaning of unfamiliar words using contextual clues - Value the role of poems in conveying messages |
The learner is guided to:
- Retell the main events in the poem "Local tourists" using gestures and facial expressions - Recite the poem using non-verbal cues to bring out the message - Discuss meaning of statements used in the poem - Conduct a class debate explaining what they like or do not like about the poem - Scan through the poem for new words and discuss how to determine their meaning - Find the meaning of each new word based on how they are used |
Why do we repeat some sounds, words and lines in a poem?
|
Moran - Skills in English pg. 115
Poem "Local tourists" Digital devices Dictionary Visual aids Teacher's guide |
Debates
Poem recitation
Oral presentations
Written exercises
Vocabulary assessment
|
|
| 7 | 1 |
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 |
Gap filling exercises
Sentence construction
Oral questions
Written exercises
Group discussions
|
|
| 7 | 2 |
HEROES AND HEROINES: AFRICA
Listening and Speaking |
Pronunciation: Sounds Vowels
|
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 |
Pronunciation exercises
Oral presentations
Listening activities
Group discussions
Sound identification exercises
|
|
| 7 | 3 |
Listening and Speaking
|
Pronunciation: Sounds Vowels
|
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 |
Pronunciation exercises
Oral presentations
Listening activities
Group discussions
Sound identification exercises
|
|
| 7 | 4 |
Listening and Speaking
|
Pronunciation: Sounds Vowels
|
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 |
Pronunciation exercises
Oral presentations
Listening activities
Group discussions
Sound identification exercises
|
|
| 7 | 5 |
Listening and Speaking
|
Stressed and unstressed words
|
By the end of the
lesson, the learner
should be able to:
- Apply stress on content words while leaving the function words unstressed - Use the correct intonation in declarative and exclamatory sentences - Appreciate the importance of emphatic stress in communication |
The learner is guided to:
- Practice pronouncing words with target sounds correctly - In pairs, make a recording of voices reading words aloud - Use each word in a sentence - Practice pronouncing vowel and consonant sounds - Read lines from the poem "If I knew" - Underline nouns, main verbs, adjectives and adverbs - Discuss whether underlined words help figure out what the poem is about - Reread the poem aloud and identify emphasized words |
Why do we pronounce some words differently from others in a sentence?
|
Moran - Skills in English pg. 125
Poem "If I knew" Audio recordings Digital devices Charts with stressed and unstressed words Teacher's guide |
Pronunciation exercises
Poem recitation
Stress identification exercises
Oral presentations
Recording analysis
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
Reading
|
Extensive Reading: Grade appropriate fiction Materials - Characters
|
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 |
Character analysis
Diagram creation
Oral presentations
Written exercises
Group discussions
|
|
| 8 | 3 |
Reading
|
Extensive Reading: Grade appropriate fiction Materials - Characters
|
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 |
Character analysis
Diagram creation
Oral presentations
Written exercises
Group discussions
|
|
| 8 | 4 |
Reading
|
Extensive Reading: Grade appropriate fiction Materials - Characters
|
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 |
Character analysis
Diagram creation
Oral presentations
Written exercises
Group discussions
|
|
| 8 | 5 |
Grammar in Use
|
Word Classes: Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify the listed conjunctions from a group of words - Use the conjunctions because, that, when, if, unless, and since correctly in sentences - Value the correct use of conjunctions in communication |
The learner is guided to:
- Discuss how one can join two or more sentences - Identify the words used to refer to words that can join ideas or sentences - Read the passage about African heroes and heroines - Copy the text and identify and underline the conjunctions in the text - Recite the poem "If you knew" and identify the conjunctions used - Listen to a song played by the teacher and identify the conjunctions used |
Why should we join sentences correctly? Why do we use conjunctions?
|
Moran - Skills in English pg. 130
Passage about African heroes Poem "If you knew" Songs Digital devices Charts Teacher's guide |
Conjunction identification
Sentence construction
Oral presentations
Written exercises
Group discussions
|
|
| 9 | 1 |
Grammar in Use
|
Word Classes: Conjunctions
|
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 |
Sentence construction
Gap filling exercises
Crossword puzzles
Written exercises
Poster creation
|
|
| 9-10 |
Midterm |
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