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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
LEISURE TIME
Listening and Speaking |
Conversational skills: Negotiation skills - Words and Phrases
|
By the end of the
lesson, the learner
should be able to:
- Identify words and phrases used during negotiations. - Use verbal cues during negotiations. - Acknowledge the importance of negotiation skills in communication. |
The learner is guided to:
- Watch a video clip in which people are engaged in a negotiation. - Listen to a conversation related to the theme. - Pick out words and phrases that facilitate a negotiation. - Work in pairs and search for more examples of words and phrases used during negotiations. - Use verbal cues in conversations. - Role play a negotiation scene. |
Which words or expressions would one use when negotiating?
|
Skills in English pg. 112
Digital devices Video clips Audio recordings Lesson notes |
Observation
Oral presentation
Role play
Peer assessment
Checklists
|
|
| 1 | 2 |
Listening and Speaking
Reading |
Conversational skills: Negotiation skills - Verbal and Non-verbal Cues
Reading Fluency: Speed and Accuracy |
By the end of the
lesson, the learner
should be able to:
- Use non-verbal cues during negotiations. - Role-play negotiation scenarios. - Value respectful expression of divergent opinions. |
The learner is guided to:
- Simulate a negotiation scene. - Engage in a hot seat negotiation for the freedom of a prisoner or a favor. - Perform a conversational poem in which people are negotiating or bargaining for money, dowry or price of land. - Use appropriate non-verbal cues such as gestures, facial expressions, and body language during negotiations. |
How can one enhance their negotiation skills?
|
Skills in English pg. 115
Digital devices Video clips Audio recordings Conversational poems Skills in English pg. 116 Storybooks Textbooks Newspapers Magazines |
Observation
Oral presentation
Role play
Peer assessment
Assessment rubrics
|
|
| 1 | 3 |
Reading
Grammar in Use Grammar in Use |
Reading Fluency: Expression
Comparison of Adverbs: Forms Comparison of Adverbs: Usage |
By the end of the
lesson, the learner
should be able to:
- Read a text with expression for effective communication. - Acknowledge the role of reading fluently in extensive reading. - Appreciate expressive reading for comprehension. |
The learner is guided to:
- Read with expression. - Find a text, set a reading rate goal, for example, one hundred words per minute, time themselves and read and reread the text until they attain the desired number of words per minute. - Read a portion of a text in groups and correct each other. - Perform a conversational poem in a reader's theatre. - Read a text within a specified time. |
How can one read a text fluently?
|
Skills in English pg. 119
Digital devices Storybooks Textbooks Poems Newspapers Skills in English pg. 121 Audio clips Charts Substitution tables Skills in English pg. 123 Video recordings Substitution tables Textbooks |
Observation
Reading expression evaluation
Performance assessments
Peer feedback
Checklists
|
|
| 1 | 4 |
Reading
Writing |
Intensive Reading - Play: Themes
Intensive Reading - Play: Analysis Mechanics of Writing: Spelling of Words with Double Letters |
By the end of the
lesson, the learner
should be able to:
- Identify the themes in a play or a section of a play. - Illustrate themes in a play with examples. - Recognize the role of literary appreciation in critical thinking. |
The learner is guided to:
- Read the play "The Free Weekend". - Outline and illustrate the themes in the play. - In groups discuss the themes in a play. - Engage in a hot seating activity featuring some of the themes. - Relate the themes to real life experiences. |
What are some of the issues authors write about?
|
Skills in English pg. 124
Digital devices Class readers - Play Lesson notes Teacher's guide Skills in English pg. 127 Video recording equipment Lesson notes Skills in English pg. 129 Dictionaries Word lists Dictation exercises |
Observation
Written analysis
Hot seat exercises
Group discussions
Checklists
|
|
| 1 | 5 |
Writing
|
Mechanics of Writing: Spelling Games and Activities
|
By the end of the
lesson, the learner
should be able to:
- Engage in spelling games for practice. - Use target words in sentences of their own. - Show respect for correct spelling in communication. |
The learner is guided to:
- Engage in spelling games such as spelling bee, scramble, crosswords and word search. - Use the target words in sentences of their own. - Fill in crossword puzzles and other word games and share them through the internet, magazines or the school noticeboard. - Create and complete word puzzles featuring double-letter words and homophones. |
Why is it important to spell words correctly?
|
Skills in English pg. 132
Digital devices Crossword puzzles Word search games Spelling bee materials Textbooks |
Spelling games evaluation
Word puzzle completion
Sentence construction
Peer assessment
Assessment rubrics
|
|
| 2 | 1 |
NATURAL RESOURCES: MARINE LIFE
Listening and Speaking Listening and Speaking Reading |
Listening for Detail: Main Ideas
Listening for Detail: Specific Information Intensive Reading: Interpretation |
By the end of the
lesson, the learner
should be able to:
- Select the main idea from a listening passage. - Identify specific details in a listening text. - Acknowledge the importance of attentive listening. |
The learner is guided to:
- Listen to a recorded text "Mammals in the Sea". - Pick out details from the listening text. - Rewrite the passage in their own words. - Work in pairs to discuss any new information that they have learnt from the passage. - Answer questions based on the passage. |
Why should we distinguish between relevant and irrelevant information during a presentation?
|
Skills in English pg. 135
Digital devices Audio recordings Lesson notes Teacher's guide Skills in English pg. 136 Video clips Lesson notes Skills in English pg. 137 Texts on marine life |
Observation
Oral questions
Written responses
Peer assessment
Checklists
|
|
| 2 | 2 |
Grammar in Use
Reading |
Relative Pronouns
Interrogative Pronouns Intensive Reading: Play - Characters |
By the end of the
lesson, the learner
should be able to:
- Recognize relative pronouns in a text. - Use relative pronouns in sentences. - Acknowledge the value of relative pronouns in communication. |
The learner is guided to:
- Identify relative pronouns from a passage. - Differentiate between types of relative pronouns. - Construct sentences using relative pronouns. - Work in small groups and use relative pronouns, record the activity on video and share the video with others. |
Which words do you use to join simple sentences?
|
Skills in English pg. 141
Digital devices Charts Textbooks Video recording equipment Skills in English pg. 144 Crossword puzzles Visual aids Textbooks Skills in English pg. 146 Video clips Class readers - Play Lesson notes |
Written exercises
Sentence construction
Video recording assessment
Peer feedback
Checklists
|
|
| 2 | 3 |
Reading
Writing |
Intensive Reading: Play - Relationships
The Writing Process: Planning and Drafting |
By the end of the
lesson, the learner
should be able to:
- Analyze the characters in a play and their relationship. - Relate the characters in a play to real life. - Appreciate character development in plays. |
The learner is guided to:
- Identify the conflicts between characters in a play. - Relate the characters in a play to real life. - Role play the characters in a play. - Simulate the action in sections of the play. - Dramatize sections of a play. - Make video recordings of the role play and share them with peers. |
How does understanding the relationship between characters help our understanding of the play?
|
Skills in English pg. 148
Digital devices Video recording equipment Class readers - Play Lesson notes Skills in English pg. 150 Writing materials Sample outlines Textbooks |
Role play assessment
Video recording evaluation
Character relationship analysis
Peer feedback
Checklists
|
|
| 2 | 4 |
Writing
Listening and Speaking |
The Writing Process: Editing and Publishing
Oral Poetry: Features |
By the end of the
lesson, the learner
should be able to:
- Edit and revise a composition, story or poem. - Publish a final composition. - Advocate the need for creativity in life. |
The learner is guided to:
- Share factual composition pieces among the groups for peer assessment and correction. - Edit and revise the first draft based on feedback. - Create a final version of the composition. - Publish or share the composition through appropriate channels such as class display or school magazine. |
How can we ensure our writing communicates effectively?
|
Skills in English pg. 152
Digital devices Writing materials Editing checklists Publishing platforms Skills in English pg. 154 Audio recordings Poem collections Lesson notes |
Final composition assessment
Editing process evaluation
Publishing quality
Peer assessment
Assessment rubrics
|
|
| 2 | 5 |
TOURISM: INTERNATIONAL
Listening and Speaking Reading Reading |
Oral Poetry: Performance
Reading for Interpretation: Point of View Reading for Interpretation: Analysis |
By the end of the
lesson, the learner
should be able to:
- Perform an oral poem using a variety of techniques. - Use verbal and non-verbal techniques in oral poetry. - Enjoy performing different oral poems. |
The learner is guided to:
- Use appropriate performance techniques to perform oral poems. - Relate the ideas in an oral poem to real life. - Recite oral poems in groups. - Participate in a readers' theatre. - Compose oral poems in pairs and share with the class. |
How can you make the performance of an oral poem interesting?
|
Skills in English pg. 156
Digital devices Audio recordings Poem collections Video recordings Skills in English pg. 157 Poetry collections Lesson notes Textbooks Skills in English pg. 159 Writing materials |
Performance assessment
Use of techniques evaluation
Original poem creation
Peer feedback
Assessment rubrics
|
|
| 3 | 1 |
Grammar in Use
|
Complex Prepositions: Identification
Complex Prepositions: Usage |
By the end of the
lesson, the learner
should be able to:
- Recognize complex prepositions in texts. - Differentiate between simple and complex prepositions. - Appreciate the role of prepositions in writing. |
The learner is guided to:
- Read a passage from a book, magazine or newspaper article in which complex prepositions are used. - Identify complex prepositions from the passage. - Listen to a text read by the teacher and note the complex prepositions used. - In pairs, read and underline complex prepositions used in various texts. |
Which words let you know where someone is going?
|
Skills in English pg. 160
Digital devices Magazines Newspapers Books Textbooks Skills in English pg. 161 References Sentence strips |
Identification exercises
Written tasks
Listening exercises
Peer assessment
Checklists
|
|
| 3 | 2 |
Reading
Writing |
Poetry: Characters - Identification
Poetry: Characters - Analysis Assessing Writing: Qualities |
By the end of the
lesson, the learner
should be able to:
- Identify the persona and other participants in a poem. - Describe the characters in a poem using appropriate words. - Value the role of characters in poetry. |
The learner is guided to:
- Read a grade appropriate poem "Let us go touring". - Use appropriate adjectives to describe the behaviour of characters in poem. - Illustrate character traits in varied poems. - Identify the persona and other characters in the poem. |
How do we tell the behaviour of the characters in a poem?
|
Skills in English pg. 162
Digital devices Poetry collections Lesson notes Textbooks Skills in English pg. 164 Recording equipment Character trait charts Skills in English pg. 165 Sample compositions Assessment rubrics |
Character identification
Description exercises
Illustration assessment
Peer feedback
Checklists
|
|
| 3 | 3 |
Writing
|
Assessing Writing: Application
|
By the end of the
lesson, the learner
should be able to:
- Write a composition related to the theme. - Assess a composition against a predesigned criteria. - Apply feedback to improve writing. |
The learner is guided to:
- Write a composition related to tourism. - Assess a peer's composition and give comments as guided by the checklist. - Make corrections to the composition. - Display the compositions on the school noticeboard. |
How can one make a composition interesting?
|
Skills in English pg. 167
Digital devices Assessment rubrics Composition samples Textbooks |
Composition assessment
Peer review quality
Revised composition
Final product evaluation
Assessment rubrics
|
|
| 3 | 4 |
HEROES AND HEROINES: WORLD
Listening and Speaking Listening and Speaking Reading |
Diphthongs and Sentence Stress: Diphthongs
Diphthongs and Sentence Stress: Emphasis Extensive Reading: Selection |
By the end of the
lesson, the learner
should be able to:
- Identify words with the diphthongs /aʊ/ and /ʊə/ in a text. - Pronounce diphthongs accurately. - Value correct pronunciation in speech. |
The learner is guided to:
- Identify the diphthongs /aʊ/ as in out, house /ʊə/ as in sure, cure. - Read a passage featuring the diphthongs/aʊ/ and /ʊə/. - Recite poems featuring the diphthongs/aʊ/ and /ʊə/. - Underline words with the diphthongs from texts. - In groups, read aloud words with the diphthongs /aʊ/ and /ʊə/ from flashcards. |
Why is it important to pronounce words correctly?
|
Skills in English pg. 170
Digital devices Audio recordings Flashcards Dictionaries Poems Skills in English pg. 172 Recording equipment Poems Textbooks Skills in English pg. 175 Video clips Book collections Library resources |
Observation
Pronunciation assessment
Recitation evaluation
Peer feedback
Checklists
|
|
| 3 | 5 |
Reading
Grammar in Use Grammar in Use |
Extensive Reading: Application
Conjunctions: Correlative Conjunctions - Identification Conjunctions: Correlative Conjunctions - Usage |
By the end of the
lesson, the learner
should be able to:
- Read a text for information and enjoyment. - Make connections between the text and real life. - Appreciate the role of extensive reading in lifelong learning. |
The learner is guided to:
- Read independently and silently. - Interpret what they read in their own way. - Infer meanings of unfamiliar vocabulary from the context. - Look up the meaning of unfamiliar words in the dictionary. - Outline the subjects addressed in the text. - Make notes on what has been read. - Discuss the topics of the texts with peers. - Write a book review of their favourite fictional text. |
What should one consider when choosing a reading text?
|
Skills in English pg. 177
Digital devices Dictionaries Book collections Note-taking materials Textbooks Skills in English pg. 180 Newspapers Magazines Books Skills in English pg. 182 Charts Sentence strips Role play materials |
Reading comprehension
Vocabulary inference
Note-taking quality
Book review assessment
Peer feedback
|
|
| 4 | 1 |
Reading
|
Play: Style - Features
Play: Style - Analysis |
By the end of the
lesson, the learner
should be able to:
- Identify features of style used in a play. - Explain the purpose of stylistic features. - Value creativity in plays. |
The learner is guided to:
- Read aloud excerpts of a play. - Answer questions based on the excerpt. - Highlight aspects of style such as flashback, flash-forwards and personification in a play. - Discuss, in groups, the role of memories, dreams and a story within the story in a flashback. |
Why do authors use flashback, flash-forward and personification in plays?
|
Skills in English pg. 183
Digital devices Class readers - Play Lesson notes Textbooks Skills in English pg. 187 Video recording equipment Lesson notes |
Style feature identification
Written responses
Group discussion evaluation
Peer feedback
Checklists
|
|
| 4 | 2 |
Writing
|
Narrative Compositions: Elements
Narrative Compositions: Writing |
By the end of the
lesson, the learner
should be able to:
- Identify the elements of a narrative composition. - Plan a narrative composition. - Value planning in the writing process. |
The learner is guided to:
- Read samples of narrative compositions from text books. - Identify the introduction, body and conclusion of a sample composition. - Brainstorm possible topics for narrative compositions. - Tell a story from their own experiences. - Plan a narrative composition. |
How should we organize our compositions?
|
Skills in English pg. 190
Digital devices Sample compositions Planning templates Textbooks Skills in English pg. 192 Writing materials Editing checklists Display materials |
Element identification
Plan assessment
Storytelling evaluation
Peer feedback
Checklists
|
|
| 4 | 3 |
SOCIAL AND MASS MEDIA
Listening and Speaking Listening and Speaking Reading |
Impromptu Speeches: Preparation
Impromptu Speeches: Delivery Note Making: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Outline the procedure for preparing for an impromptu speech. - Identify the elements of an impromptu speech. - Value the importance of preparation in speech making. |
The learner is guided to:
- Search from the internet or in the dictionary for the meaning of the term impromptu speech. - Listen to an impromptu speech made by the teacher. - Brainstorm on the procedure for preparing for an impromptu speech in small groups. - Identify the elements of an impromptu speech: introduction, body and conclusion. |
In what instances could one be called upon to make a speech without prior notice?
|
Skills in English pg. 194
Digital devices Dictionaries Speech samples Lesson notes Skills in English pg. 195 Recording equipment Speech topics Feedback forms Skills in English pg. 196 Argumentative passages Note-making templates Textbooks |
Observation
Procedure identification
Element recognition
Group discussion evaluation
Checklists
|
|
| 4 | 4 |
Reading
Grammar in Use |
Note Making: Organization
Determiners: Numerals |
By the end of the
lesson, the learner
should be able to:
- Make notes from an argumentative passage. - Organize notes effectively. - Value the importance of note making while reading for pleasure or academic purposes. |
The learner is guided to:
- In groups, make notes on different health and media issues presented in passages. - Graphically prepare charts using their notes. - Exchange the charts for peer review and correction. - Use the notes, in groups, to compose a poem or a song and present it in class. |
In what situations could notes be made?
|
Skills in English pg. 199
Digital devices Graphic organizers Chart materials Textbooks Skills in English pg. 202 Sample passages Matching exercises |
Note quality assessment
Chart preparation
Creative composition
Peer review
Assessment rubrics
|
|
| 4 | 5 |
Grammar in Use
Reading Reading |
Determiners: Ordinals
Play: Project - Planning Play: Project - Performance |
By the end of the
lesson, the learner
should be able to:
- Identify ordinals used as determiners in a text. - Use ordinals as determiners in sentences. - Acknowledge the need for well-formed sentences in communication. |
The learner is guided to:
- Read a short passage in which ordinals are used as determiners. - Identify ordinals that are used as determiners. - Form sentences using ordinals as determiners. - Rewrite sentences, replacing numerals with ordinals and vice versa. - Create sentences about social and mass media using both numerals and ordinals. |
How do we use numerals and ordinals in everyday communication?
|
Skills in English pg. 204
Digital devices Sample passages Sentence strips Textbooks Skills in English pg. 205 Video clips Class readers - Play Props and costumes Skills in English pg. 207 Recording equipment Props and costumes Performance space |
Identification exercises
Sentence construction
Rewriting assessment
Peer feedback
Assessment rubrics
|
|
| 5 | 1 |
Writing
|
Filling Forms: Application Forms - Identification
Filling Forms: Application Forms - Completion |
By the end of the
lesson, the learner
should be able to:
- Recognize bursary and scholarship application forms from a list of forms. - Identify the common features of application forms. - Value accuracy in form filling. |
The learner is guided to:
- In groups, collect bursary and scholarship application forms from digital and print sources. - Note down the common features of each type of the form. - Analyse, in groups, the type of data sought by different forms. - Identify bursary and scholarship application forms from a list of different forms. |
Why is it important to fill in all parts of a form?
|
Skills in English pg. 209
Digital devices Sample application forms Lists of forms Textbooks Skills in English pg. 212 Application forms Pens with clear handwriting |
Form identification
Feature analysis
Group work evaluation
Peer feedback
Checklists
|
|
| 5 | 2 |
INCOME GENERATING ACTIVITIES
Listening and Speaking 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 - Ask appropriate questions in mock job interviews - Recognise excellent interview skills as a positive step towards getting a job |
The learner is guided to:
- Watch a job interview that the teacher will provide - Brainstorm on ways in which an interviewer and interviewee can prepare for a job interview - Outline the preparations that should be made by an interviewer and interviewee before a job interview - Search from the internet and in printed materials for questions that are commonly asked during a job interview - Prepare a list of questions that could be used when interviewing someone to work in an income-generating business |
How can you succeed in a job interview?
|
Skills in English Grade 9 (p. 214)
Video clips on job interviews Digital devices Internet resources Skills in English Grade 9 (p. 215) Digital recording devices Sample job interview questions |
Observation
Oral questions
Peer assessment
Video recordings
|
|
| 5 | 3 |
Reading
Grammar in Use |
Extensive Reading: Fiction
Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Distinguish between fiction and non-fiction reading materials - Select grade-appropriate fiction materials - Value the importance of reading fiction for exposure to various ideas and language use |
The learner is guided to:
- Read passages which are taken from different reading materials and identify which are fiction and which are non-fiction - Search from digital or printed reference materials for the differences between fiction and non-fiction writing - Explain the difference between fiction and non-fiction reading materials with examples for each - Search online or in printed books for suitable fiction texts on income-generating activities - Select and read fiction texts |
Which story books or plays have you read?
|
Skills in English Grade 9 (p. 217)
Fiction books Digital devices Internet resources Library books Sample fiction and non-fiction texts Skills in English Grade 9 (p. 218) Graphic organisers Display materials Camera/digital device for taking photographs Skills in English Grade 9 (p. 221) Sample texts Word cards Dictionaries Charts |
Oral presentations
Written assignments
Reading logs
Observation
Question and answer
|
|
| 5 | 4 |
Grammar in Use
Reading |
Word Classes: Nouns
Grade-appropriate Play: Lessons learnt |
By the end of the
lesson, the learner
should be able to:
- Use nouns formed from verbs and other nouns in sentences - Acknowledge the necessity of forming words from other word classes in the process of communication |
The learner is guided to:
- Search from the internet, newspapers, magazines or books for suffixes that can be used to form nouns from verbs and other nouns - Use various suffixes to form nouns from verbs and other nouns - Present the nouns created in a table format - Construct sentences relating to income-generating activities and environmental preservation using nouns formed from verbs and from other nouns - Underline the nouns formed from verbs and from other nouns in given sentences |
What changes when a word is formed from another?
|
Skills in English Grade 9 (p. 222)
Newspapers Magazines Sample texts Digital devices Chart papers Dictionaries Skills in English Grade 9 (p. 223) Play excerpts Internet resources Graphic organisers |
Sentence construction
Written assignments
Oral presentations
Question and answer
Peer assessment
|
|
| 5 | 5 |
Reading
Writing |
Grade-appropriate Play: Lessons learnt
Mechanics of Writing: Spelling |
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt to real life experiences - Perceive plays as sources of life lessons and entertainment |
The learner is guided to:
- Write a summary of the lessons that can be learned from the play - Relate the lessons identified to real-life experiences - Create graphic organisers to summarise the lessons learnt and present them in the form of charts - Display the charts on the classroom gallery wall - Review the charts and make corrections as necessary - Read more play excerpts and find lessons that are useful in everyday life - In pairs, discuss how the lessons learned from plays can be useful in everyday life and the value of plays in teaching life lessons and providing entertainment |
Which issues are addressed in the play?
|
Skills in English Grade 9 (p. 224)
Chart papers Graphic organisers Play excerpts Digital devices Internet resources Skills in English Grade 9 (p. 227) Sample abbreviations Dictionaries Reference materials |
Graphic organisers
Written summaries
Oral discussions
Peer assessment
Gallery walk
Observation
|
|
| 6 | 1 |
Writing
Listening and Speaking |
Mechanics of Writing: Spelling
Listening to Respond: Expressing Feelings |
By the end of the
lesson, the learner
should be able to:
- Spell words correctly for effective communication - Write common abbreviations correctly - Demonstrate awareness of word splitting at the end of a line |
The learner is guided to:
- Study sentences and note the words that are split at the end of a line - Search from the internet or in books for information on what to consider when splitting words at the end of a line - Make notes from their search and present findings in class - Write words that can be abbreviated - Spell words correctly that the teacher will dictate - Rewrite sentences, abbreviating the underlined words - Write sentences about income-generating activities that include abbreviations - Write a paragraph on how to save money from income-generating activities using words that need to be abbreviated - Peer assess the paragraphs and rewrite them incorporating corrections |
Which words do we normally abbreviate?
|
Skills in English Grade 9 (p. 228)
Dictionaries Reference materials Digital devices Chart papers Sample abbreviations Word lists Skills in English Grade 9 (p. 232) Poetry books Audio recordings Recording equipment |
Written exercises
Dictation
Paragraph writing
Peer assessment
Word splitting exercises
Abbreviation exercises
|
|
| 6 | 2 |
PERSONAL GROOMING
Listening and Speaking |
Listening to Respond: Expressing Feelings
|
By the end of the
lesson, the learner
should be able to:
- Express their feelings towards the subject matter of a poem - Value the importance of poem recitation for effective communication |
The learner is guided to:
- Watch the recitation of a live or recorded poem on personal grooming - Describe how the poem made them feel about the subject it addresses - Discuss how one can express feelings while reciting a poem - Select poems from various sources - Use appropriate words and expressions to describe their feelings towards the characters or issues brought out in the poems - Recite the selected poems in groups - Present in detail different feelings towards each poem's subject matter - Participate in a class discussion on the importance of expressing feelings when reciting a poem |
Why is it important to recite poems with feeling?
|
Skills in English Grade 9 (p. 233)
Poetry books Digital devices Video recordings Audio equipment Sample poems |
Group presentations
Oral discussions
Observation
Peer assessment
Self-assessment
|
|
| 6 | 3 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Identify clues in the passage from which conclusions can be drawn - Infer information and meaning of words and expressions from a passage - Apply critical thinking skills when making inferences |
The learner is guided to:
- Read stories and passages where inferences can be made - Identify words in the passages which can help arrive at valid conclusions - Underline words, phrases or sentences that provide clues for making inferences - Use prior knowledge to make inferences from texts - Search for print and non-print passages on personal grooming or other subjects - Read the passages and write down the conclusions made from the reading - In pairs, discuss what to consider when making conclusions from a text |
How can one draw conclusions from a text?
|
Skills in English Grade 9 (p. 234)
Reading passages Digital devices Internet resources Reference materials Printed materials |
Written exercises
Oral discussions
Observation
Peer assessment
Reading comprehension tests
|
|
| 6 | 4 |
Reading
Grammar in Use |
Intensive Reading: Comprehension Strategies
Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- Summarise ideas in a passage - Apply the skills of making inferences and drawing conclusions in independent reading |
The learner is guided to:
- Read passages such as "Stay well groomed" - Identify the main ideas in the passage and make notes - Use the notes to write a summary of the ideas in the passage - Present summaries on charts and post them on the classroom wall - Invite classmates to view and review the summaries - Review the summaries of peers - Explain the importance of making summaries - Search for texts on personal grooming from the internet, books, newspapers or magazines - Make notes on main ideas, infer information and the meanings of unfamiliar words or expressions |
Why is it important to summarise information from a text?
|
Skills in English Grade 9 (p. 236)
Reading passages Digital devices Chart papers Dictionaries Reference materials Internet resources Skills in English Grade 9 (p. 238) Sample texts Word cards |
Written summaries
Chart presentations
Peer assessment
Observation
Gallery walk
Question and answer
|
|
| 6 | 5 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Use the given phrasal verbs in sentences of their own - Value the importance of using phrasal verbs in spoken and written communication |
The learner is guided to:
- Form phrasal verbs using the verbs hang, run, break and turn - Use appropriate phrasal verbs to fill in blank spaces in passages - Use phrasal verbs to complete substitution tables - Construct at least ten sentences on personal grooming and health education using phrasal verbs - Display sentences on charts in the classroom gallery wall - Review each other's sentences and make necessary corrections - Suggest ways to use phrasal verbs in speech or writing in school or at home - In groups, compose a short song on health education and personal grooming using suitable phrasal verbs |
Which words do we use to express different meanings in daily conversation?
|
Skills in English Grade 9 (p. 240)
Chart papers Dictionaries Reference materials Sample texts Digital devices |
Written exercises
Song composition
Sentence construction
Peer assessment
Observation
Chart presentations
|
|
| 7 | 1 |
Reading
|
Play: Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Outline the clues for identifying traits of different characters in a play - Use the clues to describe the characters in a play - Value the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Search from the internet, books, newspapers or magazines to find out what clues to look for in a play to identify traits of characters - Read play excerpts such as "Learner of the year" - In pairs, brainstorm on words and phrases used to describe characters - Compile the words and phrases into a phrase book - Share the phrase book with others in the classroom - Compare their books with those of other learners - Outline the clues for identifying traits of different characters in the play |
How can one tell the qualities of a character in a play?
|
Skills in English Grade 9 (p. 241)
Play excerpts Digital devices Internet resources Reference materials Chart papers |
Phrase books
Oral discussions
Written exercises
Observation
Peer assessment
|
|
| 7 | 2 |
Reading
Writing |
Play: Characterisation
The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Use the clues to describe the characters in a play - Appreciate the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Use clues to describe the characters and their traits in plays - Create character maps for each character and display them in the classroom gallery - Listen to feedback from classmates and use suggestions to improve character maps - Rehearse and dramatize parts of plays, bringing out the traits of the characters - Make good use of verbal and non-verbal cues - Watch video clips of plays and identify clues that can be used to describe character traits - Role-play different characters in a hot-seating game - Play character identification games |
What makes plays interesting?
|
Skills in English Grade 9 (p. 245)
Play excerpts Digital devices Character maps Chart papers Video clips Drama props Skills in English Grade 9 (p. 247) Sample writing process charts Internet resources Reference materials Sample dialogues |
Role play
Drama performances
Character maps
Hot-seating games
Peer assessment
Observation
|
|
| 7 | 3 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Apply the writing process in creating a dialogue on a relevant theme - Emphasise the importance of each stage in the writing process in crafting flawless dialogues |
The learner is guided to:
- In groups, brainstorm on topics related to personal grooming, respect and life skills - Select one topic from the brainstorming session - Follow the stages of the writing process to write a dialogue on the selected topic - Exchange dialogues with others in the group for assessment - Suggest corrections and improvements - Correct work as needed - In pairs, select one of the dialogues presented and dramatize it - Ensure use of verbal and non-verbal cues appropriately - Record the dramatisation - Comment on strengths and weaknesses of the presentation - Discuss the importance of learning how to write a dialogue |
Why is it important to learn dialogue writing?
|
Skills in English Grade 9 (p. 249)
Digital recording devices Chart papers Reference materials Sample dialogues Props for dramatization |
Dialogue writing
Role play
Peer assessment
Video recordings
Observation
Dramatization
|
|
| 7 | 4 |
SEA TRAVEL
Listening and Speaking |
Extensive Listening: Speeches
|
By the end of the
lesson, the learner
should be able to:
- Identify the issue addressed by the different speeches listened to - Take notes on the points made by the different speakers on the issue - Value the information shared in the speeches |
The learner is guided to:
- Tell classmates how a speech they listened to inspired them to take a certain course of action - Listen to speeches that the teacher will read aloud - Answer questions based on the speeches they have listened to - Take turns to ask and answer more questions based on the speeches - Identify the main issue being addressed in the speeches - Discuss the themes identified in the speeches - Search for speeches of interest on the internet, radio and television |
How can you ensure that you remember what you hear from a speech?
|
Skills in English Grade 9 (p. 251)
Audio recordings Video clips Digital devices Internet resources Sample speeches |
Oral questions
Written responses
Observation
Note taking
Group discussions
|
|
| 7 | 5 |
Listening and Speaking
|
Extensive Listening: Speeches
|
By the end of the
lesson, the learner
should be able to:
- Take notes on the points made by the different speakers on the issue - Acknowledge the importance of getting information from varied sources |
The learner is guided to:
- Work with a classmate and take notes on points made by different speakers about sea travel - Share and compare their notes with the notes of other learners - Compile the points that are repeated from the notes - Use the compiled notes to write a speech on any aspect of sea travel - Present the speech to classmates and record themselves - Publish the recorded speech on social media, class vlog or other audio platforms - Discuss what can be done to remember information listened to in a speech |
Why should we distinguish between relevant and irrelevant information during a presentation?
|
Skills in English Grade 9 (p. 252)
Digital recording devices Sample speeches Audio recording equipment Social media platforms Notes from previous lesson |
Speech presentations
Note taking
Recordings
Peer assessment
Observation
Discussions
|
|
| 8 | 1 |
Reading
|
Intensive Reading: Visualising and Summarising
|
By the end of the
lesson, the learner
should be able to:
- Identify mental images created from a read passage - Visualise scenes described in a text - Appreciate the role of mental images in enhancing understanding of a text |
The learner is guided to:
- Discuss how to ensure understanding of what is read - Read stories like "Scenes from the sea" - Answer comprehension questions based on the passage - Work with a classmate to identify words or expressions that appeal to the five senses in the passage - Describe mental images created from the passage that help to imagine how something looks, smells, sounds, feels or tastes - Write descriptive words and expressions that appeal to the five senses in a table - Search from the internet or a variety of texts for sensory words and expressions used to create mental images |
What are the features that make a text appealing to the senses?
|
Skills in English Grade 9 (p. 253)
Reading passages Digital devices Internet resources Sensory vocabulary lists Chart papers Skills in English Grade 9 (p. 256) Graphic organisers Reference materials |
Written responses
Sensory tables
Observation
Pair work
Question and answer
Group discussions
|
|
| 8 | 2 |
Grammar in Use
|
Sentences: Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify subordinating conjunctions in sentences - Construct complex sentences using subordinating conjunctions - Value the purpose of subordinating conjunctions in sentences |
The learner is guided to:
- Read sentences to identify main ideas - Study sentences and suggest words that could join them into one - Read passages like "Secrets of a ship" and identify complex sentences - Identify words that link clauses to form complex sentences - In pairs, identify and underline subordinating clauses in sentences - Pick out and label subordinating conjunctions used in passages - Circle subordinating conjunctions in sentences - Read more complex sentences from various sources and identify subordinating conjunctions |
What is the role of conjunctions in sentences?
|
Skills in English Grade 9 (p. 257)
Reading passages Reference materials Digital devices Chart papers Sentence samples |
Written exercises
Identification tasks
Sentence labelling
Observation
Peer assessment
Question and answer
|
|
| 8 | 3 |
Grammar in Use
|
Sentences: Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
- Construct complex sentences using subordinating conjunctions learnt - Correct disjointed sentences using the rule of subordinating conjunctions |
The learner is guided to:
- Use subordinating conjunctions to construct complex sentences - Review each other's sentences and make corrections to form well-formed complex sentences - Display sentences on charts - With a classmate, underline and label the main and subordinate clauses on the chart - Use subordinating conjunctions to join pairs of sentences in substitution tables - Select the correct subordinating conjunction to link sentences in completion tables - Punctuate sentences correctly by inserting commas where needed - Correct errors in the choice of conjunctions in given sentences |
How can one differentiate between a simple sentence and a complex sentence?
|
Skills in English Grade 9 (p. 259)
Chart papers Sentence samples Reference materials Digital devices Substitution tables |
Sentence construction
Written exercises
Peer assessment
Chart presentations
Observation
Sentence correction
|
|
| 8 | 4 |
Reading
|
Grade-appropriate Play: Style
|
By the end of the
lesson, the learner
should be able to:
- Identify the styles of humour and monologue in a play - Analyse how these styles contribute to the overall effectiveness of the play - Value the role of literary devices in enhancing a play |
The learner is guided to:
- Read plays like "A funny fear" - Answer questions based on the play - In pairs, identify the use of humour in the play - Identify which character dominates the conversation in the play - In groups, identify and illustrate the use of humour and monologue in the play - Present work in a graphic organiser - Read more plays and identify the use of humour and monologue |
What makes a play interesting to read?
|
Skills in English Grade 9 (p. 261)
Play excerpts Digital devices Graphic organisers Chart papers Reference materials Skills in English Grade 9 (p. 262) Digital recording devices Drama props Script writing materials |
Oral discussions
Written responses
Graphic organisers
Group presentations
Observation
Question and answer
|
|
| 8 | 5 |
Writing
|
Creative Writing: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of given idioms in different contexts - Use idioms appropriately in speech and writing - Value the role of idioms in enhancing written and oral communication |
The learner is guided to:
- Read sentences and study pictures to identify idioms - Explain what idioms are and give examples they are familiar with - Read passages like "On the open sea" and "With open arms" that use idioms - Identify idioms used in the passages - In groups, explain what each idiom means based on how it is used in the passages - Search online and in dictionaries for meanings of given idioms - Fill in the gaps in sentences with appropriate idioms - Present idioms and their meanings in a diagram |
What is an idiom?
|
Skills in English Grade 9 (p. 264)
Reading passages Dictionaries Digital devices Internet resources Reference materials Chart papers |
Written exercises
Gap filling
Diagrams
Observation
Group discussions
Question and answer
|
|
| 9 |
Mid term |
||||||||
| 10 | 1 |
Writing
|
Creative Writing: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Use a variety of idioms in writing narrative compositions - Encourage peers to use idioms appropriately in speech and writing |
The learner is guided to:
- Play language games with idioms - Write a narrative composition on a topic related to sea travel, using given idioms - In groups, collect compositions and read through them - Create a checklist to record idioms and the number of times they are used in each composition - Compare totals and find the most used idiom - List other familiar idioms - Use a variety of idioms to write compositions on topics of choice - In pairs, discuss the importance of using idioms in communication - Plan a presentation to encourage peers to use idioms appropriately |
Why is proper use of idioms important in communication?
|
Skills in English Grade 9 (p. 267)
Chart papers Dictionaries Reference materials Digital devices Sample compositions Language game materials |
Narrative compositions
Checklists
Language games
Peer assessment
Presentations
Observation
|
|
| 10 | 2 |
SPORTS - WORLD CUP (FOOTBALL)
Listening and Speaking Listening and Speaking |
Intonation in Sentences: Question Tags
|
By the end of the
lesson, the learner
should be able to:
- Write the correct form of question tags in sentences - Use question tags appropriately in communication - Compose sentences using question tags correctly |
The learner is guided to:
- Listen to a recording of a conversation about the World Cup - Answer questions based on the conversation - In pairs, practice reading the conversation with correct intonation - Identify questions in the conversation that use question tags - Copy sentences and write the correct question tag to complete each one - Organize positive and negative patterns in sentences in a table - Write statements that could end in question tags with correct form of question tag for each statement - Take turns to read aloud sentences with question tags using correct intonation |
Why do we use question tags in speech?
|
Skills in English Grade 9 (p. 269)
Audio recordings Digital devices Sentence samples Conversation scripts Chart papers Skills in English Grade 9 (p. 271) Reference materials World Cup related materials |
Oral reading
Written exercises
Pair work
Observation
Intonation practice
Sentence construction
|
|
| 10 | 3 |
Reading
|
Summarising: Argumentative Texts
|
By the end of the
lesson, the learner
should be able to:
- Pick out the main points discussed in a text - Organise an outline of points into a coherent whole - Value the importance of identifying main ideas when reading |
The learner is guided to:
- Read paragraphs and identify the main argument - Identify supporting points raised to support the main argument - Read argumentative texts like "Beyond the trophy" - Select the main idea in the text and state it in a short phrase - Read more argumentative texts based on the World Cup from various sources - For each text, pick out the main points discussed - Organize main points and supporting points in texts in tables - Organize outlines of main points and supporting points so they flow logically and clearly |
How do we write summaries?
|
Skills in English Grade 9 (p. 272)
Reading passages Digital devices Internet resources Reference materials Chart papers Argumentative texts |
Written exercises
Oral presentations
Tables and outlines
Observation
Question and answer
Group discussions
|
|
| 10 | 4 |
Reading
|
Summarising: Argumentative Texts
|
By the end of the
lesson, the learner
should be able to:
- Summarise a text correctly in their own words - Apply good summary writing skills in reading |
The learner is guided to:
- Explain to a classmate how to write a summary - Use main ideas and supporting points to write a summary of a text in a short paragraph - Read text a second time to confirm that main ideas and supporting points are identified accurately - Assess summary for clarity and correct use of grammar - Make corrections as needed - Write final summary paragraph of about 200 words - In groups, search for more reading passages and write summaries of each one - Search for information relating to the women's World Cup including facts, dates and names of important personalities - Present findings in a summary or table and post the information on the school noticeboard |
Why should we learn good summary writing skills?
|
Skills in English Grade 9 (p. 274)
Reading passages Digital devices Internet resources Reference materials Chart papers Display materials |
Written summaries
Peer assessment
Information displays
Group presentations
Observation
Question and answer
|
|
| 10 | 5 |
Grammar in Use
|
Sentences: Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between direct and indirect speech - Convert direct speech into indirect speech - Value the importance of reporting speech correctly |
The learner is guided to:
- Read sentences and identify how related sentences are connected - Discuss how to report what another person has said - Read sentences and identify differences between direct and indirect speech - Read passages that use direct and indirect speech - Identify how changing from direct to indirect speech affects tense, pronouns and determiners - Study tables showing tense changes when converting direct to indirect speech - Change sentences from direct to indirect speech and vice versa |
How do we report what others have said?
|
Skills in English Grade 9 (p. 275)
Sentence samples Reading passages Reference materials Digital devices Chart papers Skills in English Grade 9 (p. 277) Video recordings |
Written exercises
Sentence transformation
Observation
Question and answer
Group discussions
|
|
| 11 | 1 |
Reading
|
Intensive Reading: Play - Relating to Real Life
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a play - Discuss the various themes in a play - Value the connection between plays and real life experiences |
The learner is guided to:
- Read plays like "World Cup football" - Answer questions based on the play - In pairs, identify the characters in the play - Based on statements made by characters in the play, identify values that can be used to describe characters - In pairs, identify and discuss the themes in the play - Complete tables with themes and evidence for each theme from the play - In groups, use notes to discuss how various themes in the play are brought out |
What are the features of a play?
|
Skills in English Grade 9 (p. 279)
Play excerpts Digital devices Chart papers Reference materials |
Oral discussions
Written responses
Theme tables
Group presentations
Observation
Question and answer
|
|
| 11 | 2 |
Reading
|
Intensive Reading: Play - Relating to Real Life
|
By the end of the
lesson, the learner
should be able to:
- Relate the characters and themes to real life - Participate in a stage performance of a play - Appreciate the beauty of performance of a literary text |
The learner is guided to:
- Read themes identified in the play and select familiar ones - Take turns to explain how the themes relate to real-life experiences - Select characters from the play and relate them to self or known people - Discuss how characters in the play remind them of times when they had different opinions from others and how they reached agreements - Watch videos of plays and note actors' presentation, delivery, costumes and verbal/non-verbal cues - Search for information about skills and qualities of good actors - Present findings in class - Assign roles, memorize lines, discuss costumes, rehearse and perform the play - Record the performance and review it later |
What makes plays interesting?
|
Skills in English Grade 9 (p. 282)
Play excerpts Digital recording devices Drama props Costumes Internet resources Reference materials |
Role play
Dramatization
Video recordings
Character analysis
Peer assessment
Group discussions
|
|
| 11 | 3 |
Writing
|
Descriptive Writing (280-320 words)
|
By the end of the
lesson, the learner
should be able to:
- Use the correct writing process to write a composition - Spell words correctly in composition writing - Value precision and clarity in writing |
The learner is guided to:
- Read a sample descriptive composition like "My FIFA World Cup experience" - Identify characteristics of a well-written composition - Follow the writing process to write a composition of 280-320 words on a World Cup topic - Spell dictated words correctly and confirm spelling using a dictionary - Read excerpts on the World Cup by a writer they admire - Identify descriptive words used in the excerpt - Write a composition using their own words but imitating the writer's style - Include descriptive words used by the writer in their composition - Confirm correct spelling in composition |
What makes a story creative?
|
Skills in English Grade 9 (p. 284)
Sample compositions Digital devices Dictionaries Reference materials Literary excerpts Skills in English Grade 9 (p. 286) Sensory vocabulary lists Chart papers Display materials Pictures of World Cup events |
Written compositions
Spelling exercises
Peer assessment
Observation
Question and answer
Dictionary use
|
|
| 11 | 4 |
TOURIST ATTRACTION SITES - WORLD
Listening and Speaking |
Oral Reports: News (Role-play)
|
By the end of the
lesson, the learner
should be able to:
- Read a short report within a specified number of minutes - Analyse a recorded grade-appropriate oral news report - Value the importance of clear and concise news reporting |
The learner is guided to:
- Tell classmates about favourite news presenters or speakers and what they like about their voice use - Discuss instances where they may be required to give an oral presentation - Define what an oral report is - Read a short news report provided by the teacher - In pairs, practice reading fluently setting a goal for reading time - Identify a text to practice fluent reading in groups - Set a target time for reading the chosen text - Discuss ways to improve reading speed to reach targets - Create tables to record reading time |
Who is your favourite news presenter and why?
|
Skills in English Grade 9 (p. 289)
News report samples Digital devices Audio recordings Video clips Timing devices |
Oral presentations
Timed reading
Observation
Pair work
Group discussions
Question and answer
|
|
| 11 | 5 |
Listening and Speaking
|
Oral Reports: News (Role-play)
|
By the end of the
lesson, the learner
should be able to:
- Analyse a recorded grade-appropriate oral news report - Apply the features of oral presentations for effective communication - Appreciate the importance of fluency in news reporting |
The learner is guided to:
- Listen to a recorded oral news report played by the teacher - Answer questions based on the recording - In groups, brainstorm on the importance of body language when reading an oral news report - Complete a table about different aspects of body language and their importance - Analyze the oral news report listened to and present findings in class - Search for news reports on world tourist attraction sites from the internet or print material - Use appropriate body language as they dramatize reading the news reports - Discuss an interesting fact about a named tourist attraction site - Create and role-play a short news report on the tourist attraction site - Listen to one another and assess the oral presentations |
What is an oral report?
|
Skills in English Grade 9 (p. 291)
News report samples Digital recording devices Reference materials Video clips Chart papers |
Role play
Dramatization
Oral presentations
Peer assessment
Body language table
Observation
|
|
| 12 | 1 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Preview a text and ignore unfamiliar words - Make predictions about the characters, events and message in a text - Value the importance of fluent reading in communication |
The learner is guided to:
- With a classmate, read sentences fluently in turns - Comment on classmate's fluency - Discuss what makes a person a good reader - Preview texts like "Exploring Waitomo Caves" - Identify the general idea in the text - In pairs, practice model reading of paragraphs using reading fluency strategies like previewing, skimming, scanning and ignoring unfamiliar words - In groups, time themselves as they practice reading fluency - Record reading times in tables - Preview texts of choice while ignoring unfamiliar words |
Why is reading a text fluently important?
|
Skills in English Grade 9 (p. 292)
Reading passages Digital devices Timing devices Reading fluency charts Reference materials Skills in English Grade 9 (p. 294) Video clips Chart papers |
Timed reading
Peer assessment
Reading fluency charts
Observation
Oral reading
Group timing activities
|
|
| 12 | 2 |
Grammar in Use
|
Sentences: Imperative and Exclamatory
|
By the end of the
lesson, the learner
should be able to:
- Identify instances where the two types of sentences are used correctly in printed or online texts - Construct imperative and exclamatory sentences - Value the importance of sentence variety in communication |
The learner is guided to:
- Read sentences and identify similarities in their first words - Study conversations and identify which show commands and which show requests - Note the kinds of words used at the beginning of statements and when such sentences are used - Identify elements that indicate imperative sentences - In groups, list rules they would like to see applied in school and state them as imperative sentences - Read sentences that end with exclamation marks and discuss why they use this punctuation - Read the text "The Great Wall" and identify imperative and exclamatory sentences - Label each sentence based on its type |
When do you use an exclamatory or an imperative sentence in school?
|
Skills in English Grade 9 (p. 297)
Sentence samples Digital devices Reading passages Reference materials Chart papers |
Written exercises
Sentence identification
Sentence construction
Observation
Group activities
Question and answer
|
|
| 12 | 3 |
Grammar in Use
|
Sentences: Imperative and Exclamatory
|
By the end of the
lesson, the learner
should be able to:
- Punctuate given texts by use of the appropriate punctuation marks - Appreciate the use of exclamatory and imperative sentences in spoken language |
The learner is guided to:
- Listen to questions from the teacher and respond using imperative sentences - Read texts with omitted punctuation marks - Copy texts and punctuate them using appropriate punctuation marks - Explain why exclamation marks were used to end some sentences and full stops to end others - Punctuate more texts provided by the teacher - Listen to texts provided by the teacher - Identify characters in the texts - Select characters and construct exclamatory sentences about them - Identify comparisons brought out by sentences in texts |
How do you decide whether to use an exclamation mark or a period at the end of a sentence?
|
Skills in English Grade 9 (p. 299)
Text samples Digital devices Reference materials Chart papers Sentence cards |
Punctuation exercises
Sentence construction
Written exercises
Observation
Peer assessment
Group activities
|
|
| 12 | 4 |
Reading
|
Intensive Reading: Poems
|
By the end of the
lesson, the learner
should be able to:
- Explain why it is important to relate ideas in poems to real life - Relate ideas in poems on tourist attraction sites to real life - Value the need to relate ideas in poems to real life |
The learner is guided to:
- Read poems like "I will travel the world" - Answer questions based on the poem - Pick out key ideas in the poem - Read additional poems like "The beach funfair" - Pick out key ideas in the poem - In groups, discuss questions about the messages, similarities and differences in the poems - In pairs, take turns to explain the importance of relating ideas from poems to real-life experiences - Use dictionaries to find meanings of unfamiliar words in poems - Construct sentences about international tourist sites using these words |
Why is it important to relate ideas read in works of art to real life?
|
Skills in English Grade 9 (p. 300)
Poetry books Digital devices Dictionaries Reference materials Chart papers Skills in English Grade 9 (p. 302) Internet resources |
Oral discussions
Written responses
Dictionary use
Sentence construction
Group activities
Question and answer
|
|
| 12 | 5 |
Writing
|
Emails
|
By the end of the
lesson, the learner
should be able to:
- Recognize the key elements of an email - Apply the elements in writing an email - Value the importance of digital communication |
The learner is guided to:
- Discuss how long it usually takes for a message sent through mobile phone to be received - In pairs, study diagrams illustrating parts of emails - Learn about the advantages of sending emails and requirements for sending emails - Study the structure of email addresses - Learn about email screen fields and their purpose - Understand the use of the Cc and Bcc sections - Study sample emails and identify their key elements |
Why do we write emails?
|
Skills in English Grade 9 (p. 304)
Email diagrams Digital devices Sample emails Internet resources Reference materials Chart papers Skills in English Grade 9 (p. 305) Display materials |
Email structure identification
Written exercises
Observation
Pair work
Group discussions
Question and answer
|
|
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