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:

- Identify different types of interviews.
- Describe the people involved in interviews.
- Value the importance of interview skills.

The learner is guided to:
- Work in groups to think about an interview they have had, read about, or watched.
- Talk about what kind of interview it was, the people involved, and the questions that were asked.
- Watch a video of an interview, paying attention to how questions are asked and answered.

Why are interview skills important in seeking employment?

KLB Top Scholar pg. 197
Video of an interview
KLB Top Scholar pg. 198
Sample interview preparation checklist

Group discussions Video analysis Type identification

Listening and Speaking
Listening and Speaking
Reading I

Conversation Skills: Job Interviews
Conversation Skills: Job Interviews
Extensive Reading: Fiction

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

- Explain the process of conducting interviews.
- Prepare to interview job applicants.
- Value the importance of fairness in the interview process.

- Practice job interview conversations.
- Role play as interviewer and interviewee.
- Value the importance of practice in developing interview skills.

The learner is guided to:
- Work in groups to imagine they will be interviewing job applicants.
- Discuss why it would be necessary to understand the job requirements, prepare questions, review candidates' documents, prepare for applicants' questions, allocate time, coordinate with other interviewers, take notes, and prepare evaluation sheets.
The learner is guided to:
- Work in groups of four and decide on the job the interview will be about.
- One person will ask interview questions (interviewer) and another will answer them (interviewee).
- The other two people will record the interview using a digital device or in written form.
- Change roles to ensure everyone practices both roles.
- Share the recorded interview with other groups for feedback.

What responsibilities do interviewers have in the job interview process?
How can role playing help improve interview skills?

KLB Top Scholar pg. 199
Sample interview evaluation form
Reference materials
Digital devices
KLB Top Scholar pg. 199
Recording devices
Job descriptions
KLB Top Scholar pg. 200
Dictionary
Reference materials

Process explanation Preparation discussion Role responsibility identification
Role play performance Question and answer assessment Peer feedback

Reading I

Extensive Reading: Fiction

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

- Categorize reading materials as fiction or non-fiction.
- Identify various types of fiction and non-fiction.
- Value the diverse range of reading materials available.

The learner is guided to:
- Group given materials into fiction and non-fiction categories.
- Consider materials such as newspapers, short stories, encyclopedias, novels, magazines, novellas, fairy tales, biographies, science fiction, autobiographies, comic strips, textbooks, and fantasy.
- Discuss the characteristics that define each category.

How can we categorize different types of reading materials?

KLB Top Scholar pg. 200
Sample reading materials
KLB Top Scholar pg. 201
Fictional texts
Visual organizers

Categorization task Characteristic identification Group discussion

Reading I
Grammar in Use

Extensive Reading: Fiction
Word Classes: Nouns

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

- Share personal reading experiences with fiction.
- Explain the importance of reading fiction.
- Value fiction as a source of enjoyment and learning.

The learner is guided to:
- Work in groups to tell one another the fiction materials they have read.
- Talk about the importance of reading such materials.
- Discuss how fiction can develop imagination, empathy, and language skills.
- Share favorite fictional works and their impact.

What benefits does reading fiction provide?

KLB Top Scholar pg. 201
Fiction reading lists
Word matching exercise

Reading experience sharing Benefit discussion Impact analysis

Grammar in Use

Word Classes: Nouns

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

- Categorize nouns based on their formation.
- Distinguish between nouns formed from verbs and nouns formed from other nouns.
- Value the patterns in word formation.

- Separate nouns into roots and suffixes.
- Identify the process of noun formation.
- Value the systematic nature of word formation.

The learner is guided to:
- Go back to the previous activity and arrange the nouns into two groups: those formed from verbs and those formed from other nouns.
- Identify the suffixes used in each case.
- Discuss patterns in noun formation with examples.
The learner is guided to:
- Separate the verb or noun from the suffix in given examples.
- Create a table showing the noun formed, whether it's formed from a verb or noun, and the suffix used.
- Analyze patterns in the use of different suffixes.

What patterns can we observe in noun formation?
How do suffixes change the word class or meaning of a word?

KLB Top Scholar pg. 202
Previous matching exercise
Reading passage "Thumbs up Petet"
KLB Top Scholar pg. 203
Word analysis exercise
Reference materials
Cards for game

Categorization task Suffix identification Pattern discussion
Separation task Table creation Pattern analysis

Grammar in Use

Word Classes: Nouns

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

- Use newly formed nouns in sentences.
- Apply knowledge of noun formation in context.
- Value the practical application of grammatical knowledge.

The learner is guided to:
- Use the nouns they have formed to make sentences about income generating activities and environmental preservation.
- Share their sentences with the class.
- Receive feedback on the correctness and effectiveness of their sentences.
- Make improvements based on feedback.

How can knowledge of noun formation be applied in sentence creation?

KLB Top Scholar pg. 204
List of formed nouns
Discussion guidelines

Sentence creation Context application Peer feedback

Grammar in Use
Reading II

Word Classes: Nouns
Grade-appropriate Play: Lessons Learnt

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

- Fill in blanks with correct forms of given words.
- Apply knowledge of noun formation in context.
- Value precision in language use.

The learner is guided to:
- Fill in blanks with the correct form of the word in brackets in each case.
- Apply their understanding of noun formation to select the appropriate form.
- Check their answers with a partner.
- Discuss any challenging items.

How does context determine the appropriate form of a word?

KLB Top Scholar pg. 204
Gap-filling exercise
Literary references

Gap-filling task Form selection Peer checking

Reading II

Grade-appropriate Play: Lessons Learnt

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

- Research methods for deriving lessons from literature.
- Make notes on character analysis for lesson identification.
- Value systematic approaches to literary analysis.

- Apply a specific lesson to character analysis.
- Identify characters who learn to deal with change.
- Value the importance of adaptability in life.

The learner is guided to:
- Search for information from books or the Internet on how to derive lessons from the words and actions of characters.
- Make notes on their findings.
- Compare their notes with those of another classmate.
- Make additions where necessary.
The learner is guided to:
- Consider the lesson "It is important to see change as a vital part of the journey of life."
- Identify which characters in the play learn to deal with change and which ones do not.
- Analyze the consequences of not being able to deal with change.
- Reflect on changes in their own lives and how they coped with them.

What methods can be used to identify lessons in literary works?
How does the theme of change manifest in both the play and real life?

KLB Top Scholar pg. 204
Reference materials
Digital devices
KLB Top Scholar pg. 205
Excerpt from "Aminata"

Research assessment Note-making evaluation Comparison task
Lesson application Character identification Personal reflection

Reading II
Writing

Grade-appropriate Play: Lessons Learnt
Mechanics of Writing-Spelling

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

- Present lessons learned in a visual format.
- Create charts or diagrams of literary lessons.
- Value creative presentation of literary analysis.

The learner is guided to:
- Present the lessons learned in a diagram or chart.
- Display the chart on the wall.
- Invite others in class to give feedback.
- Study a sample presentation as a guide.
- Incorporate feedback to improve their presentation.

How can visual representation enhance understanding of literary themes?

KLB Top Scholar pg. 205
Chart materials
Sample presentation
KLB Top Scholar pg. 206
Notes on abbreviations

Chart creation Visual presentation Peer feedback

PERSONAL GROOMING

Listening and Speaking
Listening and Speaking

Listening to Respond: Expressing Feelings

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

- identify words and expressions used to describe feelings towards a poem.
- express feelings towards the subject matter of a poem.
- value the importance of poem recitation for effective communication.

The learner is guided to:
- search for words and expressions used to describe feelings towards a poem from digital or non-digital sources.
- recite and record a poem emphasizing words and expressions that reveal their feelings towards the poem.
- watch a live or recorded poem on personal grooming and, in small groups, describe their feelings towards the subject matter of the poem.

How can one express their feelings while reciting a poem? Why is it important to recite poems with feeling?

KLB Top Scholar pg. 210
Audio recorders
Digital devices
KLB Top Scholar pg. 211

Observation Oral questions Peer assessment

Reading I
Grammar in Use

Intensive Reading: Comprehension Strategies
Phrasal Verbs

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

- identify mental images created from a read passage.
- summarize what a paragraph and the passage are about.
- appreciate the role of visualizing and summarising in enhancing understanding of a text.

- identify phrasal verbs formed from break, hang, run and turn in texts.
- 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:
- search from print and electronic sources and list down the sensory words and expressions used to create mental images in a text.
- read a passage on an interesting issue like personal grooming and, in pairs, pick out the sensory words or expressions and the mental images they create in a reader.
The learner is guided to:
- search from digital and print sources for phrasal verbs formed from break, hang, run and turn and compile them in a word list.
- in small groups, search for the meanings of the phrasal verbs identified from print or non-print dictionaries.

What words or expressions appeal to the five senses? Why is it important to make a relevant summary of a text?
How are phrasal verbs different from other verbs? Why is it important to learn meanings of phrasal verbs?

KLB Top Scholar pg. 213
Digital devices
Print texts
KLB Top Scholar pg. 214
KLB Top Scholar pg. 215
Print dictionaries
Digital dictionaries
KLB Top Scholar pg. 216
Dictionary
Charts

Observation Oral questions Written exercises
Oral questions Written exercises Peer assessment

Reading II

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.
- appreciate the role of characterisation in determining virtues and vices in the society.

The learner is guided to:
- search from digital and print sources for clues in a play that one can use to identify a character trait, for example: what the character does or says; or what is said about a character.
- brainstorm on the words and phrases used to describe characters and make a phrase book.

Which words or expressions can you use to describe one's character? Why is characterisation important?

KLB Top Scholar pg. 217
Digital devices
Grade-appropriate plays
KLB Top Scholar pg. 218
Video clips

Observation Oral discussions Peer assessment

Writing

The Writing Process

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

- outline the different stages of the writing process.
- apply the writing process in creating a dialogue on a relevant theme.
- emphasise the importance of each of the stages in the writing process in crafting flawless dialogues.

The learner is guided to:
- read on the following steps of the writing process: pre-writing, drafting, editing, revising and publishing.
- in groups, discuss the different tasks involved in each stage of the writing process.

Why should you plan your writing? Why is it important to learn dialogue writing?

KLB Top Scholar pg. 219
Digital devices
Sample dialogues
KLB Top Scholar pg. 220
Sample dialogues
Writing materials

Observation Written exercises Peer assessment

SEA TRAVEL

Listening and Speaking
Listening and Speaking
Reading I

Extensive Listening: Speeches
Intensive Reading: Visualising and Summarising

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.
- acknowledge the importance of getting information from varied sources.

- identify mental images created from a read passage.
- summarize what a paragraph and the passage are about.
- appreciate the role of visualizing and summarising in enhancing understanding of a text.

The learner is guided to:
- search online and offline for varied speeches on an issue of interest and listen to them for enjoyment and general information.
- listen to selected speeches on a specific issue such as sea travel played out or read out and identify the issue addressed by the different speeches.
The learner is guided to:
- search from print and electronic sources and list down the sensory words and expressions used to create mental images in a text.
- read a passage on an interesting issue like sea travel and, in pairs, pick out the sensory words or expressions and the mental images they create in a reader.

How can you ensure that you remember what you hear from a speech?
Which words or expressions appeal to the five senses? Why is it important to make a relevant summary of a text?

KLB Top Scholar pg. 222
Digital devices
Audio recordings of speeches
KLB Top Scholar pg. 223
KLB Top Scholar pg. 225
Digital devices
Print texts on sea travel
KLB Top Scholar pg. 226
Charts
Print texts

Observation Oral questions Note-taking assessment
Observation Written exercises Peer assessment

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 learnt.
- correct disjointed sentences using the rule of subordinating conjunctions.

The learner is guided to:
- pick out subordinating conjunctions from a passage.
- in groups, use the subordinating conjunctions to make sentences and display them on a chart.

What is the role of conjunctions in sentences? How can one differentiate between a simple sentence and a complex sentence?

KLB Top Scholar pg. 227
Charts
Sample texts
KLB Top Scholar pg. 228

Written exercises Group presentations Observation

Reading II

Grade-appropriate Play: Style (Humour and Monologue)

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

- identify the styles of humour and monologue in a play.
- dramatise instances of humour and monologue in a play.
- acknowledge the role of humour and monologue in enriching a literary work.

The learner is guided to:
- search for examples of humour and monologue from print and non print sources and read them aloud or re-enact them in pairs.
- in groups, identify and illustrate humour and monologue in the grade-appropriate play and display them in a graphic organiser.

What is the role of humour in a play? Which programmes on radio or television do you find amusing?

KLB Top Scholar pg. 230
Grade-appropriate play
Digital devices
KLB Top Scholar pg. 231
Digital recording devices

Observation Oral presentations Group discussions

Writing
SPORTS - WORLD CUP (FOOTBALL)

Listening and Speaking
Listening and Speaking

Creative Writing: Idioms
Intonation in Sentences: Question Tags

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

- explain the meaning of given idioms in different contexts.
- use a variety of idioms in writing narrative compositions.
- encourage peers to use idioms appropriately in speech and writing.

- Write the correct form of question tags in sentences.
- Apply question tags appropriately in communication.
- Compose sentences using question tags correctly.
- Appreciate the importance of question tags and correct intonation in communication.

The learner is guided to:
- use the print and digital dictionaries to find the meaning of idioms like 'peace of mind', 'bury the hatchet', 'sit on the fence', 'with open arms', 'burning bridges', 'follow in someone's footsteps', 'monkey business', and 'adding insult to injury' and present them in a graphic organizer.
- in groups, fill sentence gaps with the most appropriate idioms.
The learner is guided to:
- Listen to a recording or watch a video on the world cup in which the speakers use question tags and correct sentence intonation.
- In pairs, practice reading out sentences with question tags using the correct intonation.
- Match affirmative and negative sentences to question tags provided in a list.
- Complete fill-in exercises with the correct question tags.

What are idioms? Which idioms are you familiar with?
1. How can we improve our speaking skills? 2. Why do we use question tags in speech?

KLB Top Scholar pg. 233
Print and digital dictionaries
Flash cards
KLB Top Scholar pg. 234
Sample narratives
KLB Top Scholar pg. 237
Digital devices
Audio recordings
Question tag charts
KLB Top Scholar pg. 238
Chart papers
Markers
Digital devices

Written exercises Oral presentations Observation
Observation Oral questions Peer assessment Checklists Written exercises

Reading I

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.
- Summarise a text correctly in their own words.
- Realise the importance of good summary writing skills in writing.

The learner is guided to:
- Read argumentative texts based on the world cup from a book or using a digital device.
- Select the main idea from the text.
- Outline the supporting points from the text.
- Write an initial summary of this information.
- Revise the written text for clarity.

1. How do we write summaries? 2. Why should we learn good summary writing skills?

KLB Top Scholar pg. 241
Argumentative texts on FIFA World Cup
Digital devices
KLB Top Scholar pg. 242
Internet resources
Newspapers
Digital devices
Football magazines

Written summaries Peer assessment Oral presentations Identification of main ideas Assessment rubrics

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.
- Use the correct punctuation marks in direct speech.
- Apply direct and indirect speech correctly in communication.

The learner is guided to:
- Read provided sentences or paragraphs to learn how direct and indirect speech appear in writing.
- Convert sentences written in direct speech into indirect speech and vice versa.
- Insert the correct punctuation marks in sentences to mark direct speech.
- Work in pairs to rewrite reported questions.

How do we report what others have said?

KLB Top Scholar pg. 243
Sentence strips
Charts
Digital devices
KLB Top Scholar pg. 245
Worksheets

Written exercises Conversion tasks Peer assessment Sentence construction Punctuation tasks

Reading II
Writing

Intensive Reading: Relating a Play to Real Life
Descriptive Writing

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.
- 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.

- Use the correct writing process to write a composition.
- Spell words correctly in composition writing.
- Apply the five senses in writing descriptive compositions.
- Display creativity and imagination in composition writing.
- Recognise the importance of creativity in writing.

The learner is guided to:
- Read a prescribed play.
- Identify the characters in a play in pairs.
- Share out the roles of the various characters in a play.
- Discuss the themes that are evident in the play.
- Watch short videos of plays to learn how actors present themselves on stage.
The learner is guided to:
- Write sentences that describe things in the classroom using the five senses.
- In small groups, engage in relay writing and share the final product with the rest of the class.
- Read a short excerpt of writing on the world cup from a selected writer or a writer they admire and try to write a composition, in their own words, but using the style or words learnt from the writer.

1. What makes plays interesting? 2. Why is it important for an actor to pronounce words correctly and speak audibly in a performance?
1. What makes a story creative? 2. Which words do we use to describe our different senses?

KLB Top Scholar pg. 248
Prescribed play
Digital devices
Video clips
KLB Top Scholar pg. 249
Costumes
Props
Digital recording devices
KLB Top Scholar pg. 250
Digital devices
Sample descriptive texts
World Cup pictures
KLB Top Scholar pg. 252
FIFA World Cup pictures
Sample descriptive texts

Character identification Theme analysis Role play Oral discussions Observation
Descriptive sentences Group writing tasks Creative writing assessment Peer review Observation

TOURIST ATTRACTION SITES - WORLD

Listening and Speaking
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.
- Apply the features of oral presentations for effective communication.
- Appreciate the importance of fluency in News report.

The learner is guided to:
- Watch a recorded grade appropriate news report on tourist attraction sites in the world.
- Brainstorm in groups on importance of body language in reading an oral report.
- Dramatize reading news reports on world tourist attraction sites.
- Practice timed reading in pairs and small groups.

1. Who is your favourite News presenter and why? 2. What is an oral report? 3. When are you required to present an oral report?

KLB Top Scholar pg. 254
Recorded news reports
Digital devices
News scripts
KLB Top Scholar pg. 255
Famous speeches
Video recording equipment

Observation Oral presentations Peer assessment Timed reading Role play

Reading I

Reading Fluency

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

- Preview a text while ignoring unknown words.
- Make predictions about the characters, events and the message in a given text.
- Skim a text to get the gist.
- Scan a text to obtain specific information.
- Advocate the role of reading fluency in communication.

The learner is guided to:
- Watch videos of a text being read.
- Read the title, blurb of a text in pairs.
- Read the first line of a paragraph or chapter to establish the subject.
- Look for specific details from a text such as title, a word, a phrase in pairs.

1. How can you tell if a text is appropriate for reading? 2. Why should one read a text fluently?

KLB Top Scholar pg. 256
Digital devices
Library materials
Reading texts
KLB Top Scholar pg. 258
Digital recording devices
Texts on world tourist sites
Stopwatch

Observation Text preview assessment Reading speed measurement Comprehension questions Peer assessment

Grammar in Use
Reading II

Sentences: Imperative (Commands and Requests) and Exclamatory Sentences
Intensive Reading: Poems

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 handouts or online texts.
- Punctuate given texts by use of the appropriate punctuation marks.
- Appreciate the use of exclamatory and imperative sentences in spoken language.

- Explain why it is important to relate ideas learnt in poems to real life.
- Relate ideas in poems on tourist attraction sites to real life.
- Acknowledge the need to relate ideas in poems to real life.

The learner is guided to:
- Orally list the kinds of rules that they would want implemented in their school.
- Identify and label sentence types in a given text.
- Construct imperative sentences as they respond to teacher's questions.
- In pairs, construct exclamatory sentences based on one of the characters in a text.
The learner is guided to:
- Read given grade appropriate on poems about tourist attraction sites (world) for enjoyment.
- Discuss the meaning of the poems in groups.
- Pick out the key ideas in the poems.
- In groups, relate the ideas in the poem with real life experiences.

1. When do you use an exclamatory or an imperative sentence in school? 2. How do you decide whether to use an exclamation mark or a period at the end of a sentence?
1. Why is it important to relate ideas read in works of art to real life? 2. What is the role of poems in the society?

KLB Top Scholar pg. 261
Sentence strips
Text extracts
Digital devices
KLB Top Scholar pg. 262
Worksheets
Travel guides
KLB Top Scholar pg. 263
Poems about tourist sites
Digital devices
Poetry anthologies
KLB Top Scholar pg. 264
Poetry collections
Drawing materials
Digital devices

Sentence identification Oral exercises Written tasks Peer assessment Punctuation practice
Poem analysis Group discussion Key idea identification Oral presentations Written reflections

Writing

Emails

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

- Identify the key elements of an email.
- Apply the elements in writing an email.
- Appreciate the importance of writing emails.

The learner is guided to:
- Write emails based on tourist attraction sites to peers.
- In pairs, exchange emails written to their friends.
- Identify the parts of an email in their partner's work by underlining the elements.
- Learners to rework their emails to include any elements that were missing.

1. Why do we write emails? 2. What is the difference between emails and letters?

KLB Top Scholar pg. 265
Sample emails
Digital devices
Email templates
KLB Top Scholar pg. 266
Digital devices with email capability
Sample travel emails
Display boards

Email composition Structure identification Peer assessment Element analysis Written feedback