CITIZENSHIP

Listening and Speaking

Polite Language: Euphemism

By the end of the lesson, the learner should be able to:
 
- Outline words and phrases used to express euphemism. 
- Use euphemism to show politeness in communication. 
- Acknowledge the importance of politeness in communication.

The learner is guided to: 
- Define the term euphemism. 
- Identify examples of polite words and expressions used in a poem or story. 
- Listen to an audio interview and identify euphemism. 
- Simulate an interview from a text and identify euphemism. 
- Use euphemism in a conversation. 
- Create posters with euphemistic words and phrases. 
- Share the posters through social media or the school notice board.

Why should we use polite language?  Why is it embarrassing to say some words in public?

Master English pg. 1 
Digital devices 
Audio recordings 
Pictures 
Chart papers 
Teacher's Guide

Oral questions  Observation  Written questions  Peer assessment  Posters evaluation  Role play

Listening and Speaking
Reading

Polite Language: Debate
Independent Reading: Grade Appropriate Text

By the end of the lesson, the learner should be able to:
 
- Conduct a debate while adhering to conventions of polite language. 
- Value the importance of politeness in communication. 
- Display patience with others when adhering to debating conventions.

The learner is guided to: 
- Make rules for a debating session in groups. 
- Conduct a debate related to the theme, in small groups. 
- Watch or listen to a recorded clip of a debating session in parliament. 
- Use polite language during debates. 
- Listen actively to other debaters' points. 
- Respect different viewpoints during debates.

Why is it important to follow debate conventions?  How can we express disagreement politely?

Master English pg. 3 
Digital devices 
Debate rules chart 
Class readers 
Video clips of parliamentary debates 
Teacher's Guide
Master English pg. 5 
Library books 
Online resources 
Newspaper articles 
Magazines 

Observation schedules  Oral presentation  Debate rubrics  Peer assessment  Self-assessment  Checklists

Reading
Grammar in Use

Independent Reading: Reading Log
Gender Neutral Language

By the end of the lesson, the learner should be able to:
 
- Create a reading log for monitoring reading activities. 
- Recommend to peers suitable fiction and non-fiction materials to read. 
- Display concerted attention when creating a reading log.

The learner is guided to: 
- Maintain a reading log showing their reading activities and thoughts about what they read including: 
 • the title and author of the text 
 • the dates you read 
 • the amount of time you spend reading each day 
 • the key themes in the text 
 • the major characters 
 • the plot development 
 • the questions you have as you read 
- Prepare a reading log for the titles of the fiction and non-fiction texts. 
- Share reading experiences with peers.

How can a reading log help improve one's reading habits?  What should be included in a reading log?

Master English pg. 7 
Sample reading logs 
Fiction and non-fiction texts 
Digital devices 
Notebooks 
Teacher's Guide
Master English pg. 9 
Audio clips 
Video recordings 
Poems and stories with gender biased language 

Reading logs assessment  Peer review  Self-assessment  Oral presentations  Written reflections  Observation

Grammar in Use
Intensive Reading

Gender Neutral Language
Play: Structure and Setting

By the end of the lesson, the learner should be able to:
 
- Use gender neutral words and phrases in sentences. 
- Show concerted attention when forming different types of sentences using gender sensitive words. 
- Value the importance of gender neutral language in fostering equality.

The learner is guided to: 
- Replace the words with gender bias in the poem or story with gender neutral words and phrases. 
- Use the gender neutral words and phrases to make sentences. 
- Rewrite/paraphrase short texts to eliminate gender bias. 
- Collaborate with peers to create posters showing gender neutral words and phrases and share them on the school notice board or through social media. 
- Fill in a crossword puzzle featuring gender neutral words/phrases.

Why should we use gender neutral language in our communication?  How does gender neutral language promote equality?

Master English pg. 10 
Digital devices 
Worksheets 
Crossword puzzles 
Posters 
Charts 
Teacher's Guide
Master English pg. 12 
Class reader (play) 
Visual aids 
Setting maps 

Sentence construction exercises  Paraphrasing assessment  Crossword puzzles  Poster evaluation  Peer review  Observation

Intensive Reading
Writing

Play: Structure and Setting
Legibility and Neatness

By the end of the lesson, the learner should be able to:
 
- Analyse the acts and scenes of a play for literary appreciation. 
- Contribute to group decision making when working in groups. 
- Recognise the role of literary appreciation in critical thinking.

The learner is guided to: 
- Discuss the action in a play in groups. 
- Write a summary of a scene in a play. 
- Collaborate with peers to role play some of the actions and characters in a play. 
- Paraphrase sections of a play. 
- Discuss how scenes and acts contribute to the overall message of the play. 
- Compare the structure of the play with other literary forms.

How do the structure and setting enhance our understanding of a play?  What would happen if a play lacked a clear structure?

Master English pg. 16 
Class reader (play) 
Role play props 
Digital devices 
Charts 
Teacher's Guide
Master English pg. 17 
Sample handwriting texts 
Handwriting charts 
Note-taking materials 

Role play assessment  Written summaries  Oral presentations  Group work evaluation  Peer assessment  Paraphrasing exercises

Writing

Legibility and Neatness

By the end of the lesson, the learner should be able to:
 
- Create a neat and legible text. 
- Exhibit self-driven attitude when working at improving their handwriting. 
- Value the importance of legibility and neatness in written communication.

The learner is guided to: 
- Take notes while listening to an audio or watching a video recording. 
- Rewrite portions of a dictated text. 
- Work in partnership with peers to discuss techniques of improving legibility in writing. 
- Create a neat and legible paragraph on a citizenship topic. 
- Take notes during an audio presentation on citizenship. 
- Apply techniques for improving legibility in their writing.

How can one improve their handwriting?  How does neat handwriting affect communication?

Master English pg. 20 
Audio recordings 
Video clips 
Sample handwriting 
Digital devices 
Dictation materials 
Teacher's Guide

Written assignments  Dictation exercises  Note-taking assessment  Peer feedback  Self-assessment  Paragraph writing

SCIENCE FICTION

Listening and Speaking
Listening and Speaking

Oral Literature: Short Forms

By the end of the lesson, the learner should be able to:
 
- Identify the characteristics of riddles, tongue twisters and proverbs. 
- Connect ideas to solve riddles. 
- Appreciate the importance of short forms in fostering fluency in communication.

The learner is guided to: 
- Read and perform forms of oral literature including riddles, tongue twisters, and proverbs. 
- Discuss the differences between riddles, tongue twisters, and proverbs. 
- Write down the characteristics of each form. 
- Search for other characteristics from oral literature books or the internet. 
- Discuss the functions of riddles, tongue twisters, and proverbs. 
- Present their findings to classmates for feedback.

Why are riddles, proverbs, and tongue twisters important?

Master English pg. 21 
Digital devices 
Resource books on oral literature 
Audio recordings 
Charts 
Teacher's Guide
Master English pg. 24 
Resource person 
Oral literature books 
Crossword puzzles 

Oral questions  Observation  Written exercises  Presentations  Peer assessment  Group discussions

Reading

Intensive Reading: Simple Poems

By the end of the lesson, the learner should be able to:
 
- Identify basic aspects of style such as repetition and rhyme in a poem. 
- Recite poems with appropriate expression. 
- Appreciate the role of repetition and rhyme in a poem.

The learner is guided to: 
- Read provided simple poems individually and in groups. 
- Respond to questions based on a poem. 
- Recite simple poems. 
- Identify the parts of a poem in which repetition and rhyme are used. 
- Discuss the poem "Superheroes" and identify words that have been repeated. 
- Explain why certain words are repeated in the poem. 
- Identify pairs of rhyming words in poems.

Why do we repeat some sounds, words and lines in a poem?

Master English pg. 26 
Poetry books 
Digital devices 
Audio recordings of poems 
Poetry charts 
Teacher's Guide
Master English pg. 28 
Poetry anthologies 
Charts 
Audio recordings 

Oral questions  Poem recitation  Written exercises  Observation  Peer assessment  Group discussions

Grammar in Use

Nouns and Quantifiers

By the end of the lesson, the learner should be able to:
 
- Use quantifiers in sentences. 
- Search for examples of quantifiers from the internet. 
- Acknowledge the importance of quantifiers in oral and written communication.

The learner is guided to: 
- Look at images to identify countable and uncountable items. 
- Read sentences with quantifiers and identify the quantifiers used. 
- Discuss what quantifiers are and their purpose. 
- Listen to a passage read by the teacher and identify quantifiers used. 
- Use the identified quantifiers to make correct sentences. 
- Share the sentences with peers for feedback.

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

Master English pg. 29 
Digital devices 
Charts with images 
Flashcards 
Audio texts 
Teacher's Guide
Master English pg. 31 
Text passages 
Worksheets 

Written exercises  Oral questions  Sentence construction  Group tasks  Peer assessment  Observation

Reading

Intensive Reading: Plot

By the end of the lesson, the learner should be able to:
 
- Describe the sequence of events in a play. 
- Analyse the events in a play. 
- Acknowledge the importance of a plot in a literary work.

The learner is guided to: 
- Read the play "Lost in Space" and answer questions about it. 
- Describe the setting of the play. 
- Identify the characters in the play. 
- Describe the key events in the play in the sequence they occur. 
- Create a summary of the key events identified. 
- Share the summary with classmates. 
- Identify the main problem in the story.

How do we know the key events in a play?

Master English pg. 32 
Class reader - Play 
Digital devices 
Plot diagrams 
Charts 
Teacher's Guide
Master English pg. 35 
Role-play props 
Plot structure diagrams 

Oral questions  Written summaries  Group discussions  Plot analysis  Character identification  Peer assessment

Writing

Mechanics of Writing: Punctuation

By the end of the lesson, the learner should be able to:
 
- Identify the double quotation marks and the bracket in a text. 
- Apply mechanics of writing with precision. 
- Appreciate the role of punctuation marks in written communication.

The learner is guided to: 
- Take turns to read a paragraph and identify double quotation marks. 
- Describe how the double quotation marks have been used. 
- Learn about the uses of double quotation marks: for direct speech, citing titles of poems/essays/articles, and signaling unusual or foreign words/phrases. 
- Make correct sentences showing the uses of double quotation marks. 
- Share sentences with classmates for correction.

Why is it important to use punctuation marks correctly?  How do we use the double quotation marks in writing?

Master English pg. 36 
Sample texts 
Digital devices 
Punctuation charts 
Worksheets 
Teacher's Guide

Written exercises  Sentence construction  Editing activities  Peer assessment  Observation  Punctuation quizzes

Writing
Listening and Speaking
Listening and Speaking

Mechanics of Writing: Punctuation
Listening Comprehension: Argumentative Texts
Listening Comprehension: News Bulletins

By the end of the lesson, the learner should be able to:
 
- Use the double quotation marks and the bracket in written texts. 
- Edit texts to include correct punctuation. 
- Value precision and accuracy in writing.

The learner is guided to: 
- Read a paragraph to identify how brackets have been used. 
- Share findings about bracket usage with classmates. 
- Use brackets to make correct sentences. 
- Exchange books with peers for feedback. 
- Make flash cards using manila papers, showing the correct uses of brackets. 
- Display the flash cards for other learners to read and understand the usage of brackets in a text. 
- Walk around and talk about the flash cards displayed by others.

How do we use brackets correctly in written text?  Why should we use brackets in our writing?

Master English pg. 38 
Sample texts 
Flash cards 
Manila papers 
Digital devices 
Reference materials 
Teacher's Guide
Master English pg. 39 
Audio recordings 
Listening texts 
Environmental conservation materials 
Master English pg. 40 
News recordings 
Worksheets 

Sentence construction  Flash card creation  Peer assessment  Group presentations  Written exercises  Observation

ENVIRONMENTAL CONSERVATION

Reading
Reading

Reading for Information and Meaning

By the end of the lesson, the learner should be able to:
 
- Infer the meaning of words, phrases and sentences from the context. 
- Analyze concepts through logical reasoning. 
- Value the need to comprehend the information in written texts.

The learner is guided to: 
- Study an image related to environmental conservation and predict what a related passage might be about. 
- Read the passage "Our Earth, Our Responsibility." 
- Discuss the meaning of certain words from the passage (e.g., climate change, jigsaw puzzle, culprit, etc.). 
- Look up the meaning of the given words in a dictionary. 
- Construct sentences using the new words. 
- Discuss the meaning of phrases like "We can be the heroes in this tale." 
- Pick out ideas in the passage that relate to day-to-day life.

Why is it important to find the meaning of new words and phrases?  How do we derive information from a given text?

Master English pg. 40 
Dictionaries 
Digital devices 
Reading texts 
Pictures 
Teacher's Guide
Master English pg. 42 
Posters 
Crossword puzzles 
Debate materials 
Environmental texts 

Vocabulary exercises  Sentence construction  Comprehension questions  Group discussions  Peer assessment  Observation

Grammar in Use

Modal Auxiliaries

By the end of the lesson, the learner should be able to:
 
- Identify modal auxiliaries in a passage. 
- Use modal auxiliaries correctly in writing. 
- Value the importance of using modal auxiliaries in communication.

The learner is guided to: 
- Find out from a dictionary or the internet what modal auxiliaries are. 
- Read a passage and identify the modal auxiliaries (may, might, will, shall, would, should, can and could). 
- List the modal auxiliaries used in the passage. 
- Use the modal auxiliaries identified to write correct sentences. 
- Exchange books with classmates for peer assessment. 
- Learn about the function of modal auxiliaries in expressing mood such as ability, possibility, permission, etc.

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

Master English pg. 43 
Dictionaries 
Digital devices 
Text passages 
Worksheets 
Teacher's Guide
Master English pg. 45 
Dialogue scripts 
Charts 
Role play materials 

Sentence construction  Identification exercises  Written assignments  Peer assessment  Group discussions  Observation

Reading

Poems: Structure

By the end of the lesson, the learner should be able to:
 
- Describe the structure of a poem. 
- Recite poems with appropriate expression. 
- Appreciate the reading of poetry for enjoyment.

The learner is guided to: 
- Read the poem "Plant a tree today" and answer questions about it. 
- Identify how many lines each stanza in the poem has. 
- Notice the length of the lines in the poem. 
- Find the meaning of certain words used in the poem (breeze, spiteful, frightful, roam). 
- Learn about stanzas and how poems are structured. 
- Compare poems with different structures. 
- Discuss how structure affects the rhythm and flow of a poem.

What are the structural elements of a poem?  How does the structure of a poem contribute to its meaning?

Master English pg. 46 
Poetry books 
Digital devices 
Poetry charts 
Audio recordings 
Teacher's Guide
Master English pg. 47 
Poetry anthologies 
Research materials 
Environmental conservation resources 

Poem analysis  Oral questions  Written exercises  Recitation  Peer assessment  Observation

Writing

Structure of a Paragraph

By the end of the lesson, the learner should be able to:
 
- Outline the four characteristics of a well-formed paragraph. 
- Identify topic sentences, supporting sentences, and clincher sentences. 
- Value the importance of well-structured paragraphs in writing.

The learner is guided to: 
- Find out from textbooks or the internet the meaning of topic sentence, supporting sentence, and clincher sentence. 
- Read a paragraph about environmental protection and identify these sentence types. 
- Discuss the role of each type of sentence in the paragraph. 
- Get excerpts of well-formed paragraphs from magazines, newspaper articles, or textbooks. 
- Identify the topic sentence, supporting sentences, and clincher sentence in each paragraph. 
- Learn about the steps for paragraph writing.

Why is it important to organise the ideas in your paragraphs coherently?  How can you ensure that your paragraphs are well formed?

Master English pg. 48 
Sample paragraphs 
Digital devices 
Magazines 
Newspapers 
Textbooks 
Teacher's Guide

Paragraph analysis  Identification exercises  Written assignments  Group discussions  Peer assessment  Observation

Writing
Listening and Speaking

Structure of a Paragraph
Selective Listening

By the end of the lesson, the learner should be able to:
 
- Create a paragraph that is well developed, coherent and unified. 
- Apply the writing process in paragraph development. 
- Acknowledge the need for concise paragraphs in written communication.

The learner is guided to: 
- Choose a topic related to environmental conservation. 
- Conduct research on the topic from the internet or other relevant sources. 
- Write a topic sentence to start the paragraph. 
- Write supporting sentences providing information, facts, examples, or explanations about the topic. 
- Write a concluding sentence to sum up the information. 
- Exchange the paragraph with another group for peer assessment using a checklist. 
- Revise the paragraph based on feedback. 
- Share the improved paragraph on a social media platform.

What makes a paragraph effective?  How can peer feedback improve our writing?

Master English pg. 50 
Digital devices 
Research materials 
Writing checklists 
Sample paragraphs 
Teacher's Guide
Master English pg. 52 
Audio recordings 
News bulletins 
Worksheets 

Paragraph writing  Peer assessment  Research evaluation  Checklist application  Final paragraph assessment  Group discussions

CONSUMER PROTECTION

Listening and Speaking
Reading

Selective Listening
Intensive Reading

By the end of the lesson, the learner should be able to:
 
- Make judgement on the message in the listening text. 
- Evaluate information for relevance. 
- Value critical listening in communication.

The learner is guided to: 
- Talk about what they liked and didn't like about the news bulletin from the previous lesson. 
- List the order of events in the news bulletin. 
- Watch a video of a presentation and pick out required information. 
- Discuss strategies for selective listening. 
- Practice identifying key points versus supporting details. 
- Share techniques for filtering information when listening.

What strategies can help us become better listeners?  How do we determine what information is most important when listening?

Master English pg. 53 
Video recordings 
Digital devices 
Note-taking materials 
Listening texts 
Teacher's Guide
Reading texts 
Story illustrations 

Observation  Oral presentations  Listening exercises  Note-taking assessment  Group discussions  Peer feedback

Reading
Grammar in Use

Intensive Reading
Present and Past Perfect Aspect

By the end of the lesson, the learner should be able to:
 
- Answer direct and inferential questions for comprehension. 
- Infer the meaning of new words and phrases using contextual clues. 
- Relate the characters, events and places in the text to real life.

The learner is guided to: 
- Answer direct questions about Jabali's story (his occupation, what the bank offered him). 
- Answer inferential questions about Jabali's character. 
- Determine the meaning of phrases like "His customers' acknowledgment of his efforts." 
- Give the meanings of words from the story (grant, amplify, validate, venture, clients, inventory). 
- Discuss if they know someone like Jabali in real life. 
- Talk about how traders in their community treat customers. 
- Identify consumer rights mentioned in the passage.

How are characters and events in a text related to real life?  How can we determine the meaning of unfamiliar words in a text?

Master English pg. 55 
Reading texts 
Dictionaries 
Digital devices 
Consumer rights materials 
Teacher's Guide
Master English pg. 56 
Sample sentences 
Grammar charts 
Worksheets 

Comprehension questions  Vocabulary exercises  Group discussions  Written responses  Paragraph writing  Peer feedback

Grammar in Use
Intensive Reading

Present and Past Perfect Aspect
Play: Identification of Characters

By the end of the lesson, the learner should be able to:
 
- Use present and past perfect aspect in sentences. 
- Apply the correct structure in forming present and past perfect sentences. 
- Appreciate the importance of using tense in sentences.

The learner is guided to: 
- Use phrases related to consumer protection to make sentences with verbs in present perfect and past perfect aspects. 
- Use has/have + past participle to form the present perfect aspect of given words. 
- Construct sentences on consumer laws and policies using the present perfect tense. 
- Use had + past participle form of verbs to form the past perfect aspect. 
- Construct sentences using the past perfect aspect. 
- Edit sentences with incorrect usage of perfect aspects.

Why should we use tense correctly in sentences?  How does using the correct aspect enhance communication?

Master English pg. 58 
Grammar charts 
Digital devices 
Worksheets 
Consumer protection materials 
Teacher's Guide
Master English pg. 59 
Class reader (play) 
Character maps 
Role play props 

Sentence construction  Written exercises  Editing tasks  Group discussions  Peer assessment  Grammar quizzes

Intensive Reading
Writing

Play: Identification of Characters
Narrative and Descriptive Paragraphs

By the end of the lesson, the learner should be able to:
 
- Use appropriate adjectives to describe the characters. 
- Describe the actions of the characters using appropriate adverbs. 
- Value the need to describe people and situations appropriately.

The learner is guided to: 
- Describe characters from "The Leech" (Kulamali, Haki, Dhahabu) using suitable adjectives. 
- Support their description of each character with evidence from the play. 
- Describe the relationship between the characters. 
- Describe the actions of the character Haki using suitable adverbs. 
- Assume the role of Dhahabu and reflect on what they've learned from the experience with Kulamali. 
- Discuss Kulamali's actions and possible motivations. 
- Role-play the last part of the scene.

How does describing actions of characters aid our understanding of a play?  How do adjectives and adverbs help develop characters in a play?

Master English pg. 61 
Class reader (play) 
Role play props 
Digital devices 
Character trait charts 
Teacher's Guide
Master English pg. 62 
Sample paragraphs 
Anthologies 
Novels 

Role play assessment  Character analysis  Adjective/adverb usage  Group discussions  Essay writing  Peer assessment

Writing

Narrative and Descriptive Paragraphs

By the end of the lesson, the learner should be able to:
 
- Write narrative and descriptive paragraphs. 
- Use the first person and second person in narrative and descriptive paragraphs. 
- Show creativity when writing paragraphs.

The learner is guided to: 
- Write a paragraph describing a meal, showing everything likeable about it. 
- Write a narrative paragraph about the service or people observed in a hotel. 
- Share descriptive and narrative paragraphs with peers for review. 
- Learn about point of view in writing (first person, second person). 
- Identify the point of view used in sample paragraphs. 
- Write a narrative paragraph using first person point of view. 
- Write a descriptive paragraph using second person point of view. 
- Exchange exercise books with other pairs for peer review.

How can we make a narrative composition interesting?  How can we ensure unity in a paragraph?

Master English pg. 64 
Sample paragraphs 
Digital devices 
Writing prompts 
Point of view guides 
Teacher's Guide

Paragraph writing  Peer assessment  Point of view identification  Creative writing evaluation  Group discussions  Written feedback

PERSONAL GROOMING

Listening and Speaking
Listening and Speaking
Reading

Listening to Respond: Expressing Feelings
Intensive Reading: Comprehension Strategies

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

- Identify words and expressions used to describe feelings towards a poem.
- Use language that accurately conveys specific feelings.
- Value the importance of self-reflection when expressing feelings.

The learner is guided to:
- Search for words and expressions that describe feelings such as anger, joy, fear, sadness, love, and surprise.
- Listen to peers describe their feelings about poems they have read recently.
- Discuss descriptive words such as inspiring, thought-provoking, heartwarming, and evocative.
- Use these descriptive words to express feelings towards poems they have read.
- Read and analyze a poem to grasp what the persona is saying.
- Identify words and phrases that describe the poet's tone.

Why is it important to express our feelings about what we read?

Master English pg. 177
Dictionary
Digital devices
Lesson notes
Flash cards
Master English pg. 178
Recording devices
Flash cards
Lesson notes
Master English pg. 179
Comprehension passage

Oral presentations Observation schedules Checklists Written assignments

Reading
Grammar in Use

Intensive Reading: Comprehension Strategies
Phrasal Verbs

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

- Infer information and meaning of words from context.
- Summarize ideas in a passage concisely.
- Appreciate the value of making inferences while reading.

The learner is guided to:
- Re-read the passage "Personal Grooming: Clues into a Teenager's Identity."
- Identify words and phrases that give an idea of what the passage is about.
- Give the meaning of specific words and phrases as used in the passage.
- Make short notes on what they have learned from the passage.
- Use the notes to write a summary of the passage in 50 words.
- Present their summaries on charts.
- Display their charts on the classroom noticeboard for peer review.

How can one draw conclusions from a text?

Master English pg. 181
Dictionaries
Charts
Lesson notes
Master English pg. 182
Dictionary
Digital devices

Summaries Peer assessment Written exercises Checklists

Grammar in Use
Reading

Phrasal Verbs
Play: Characterisation

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

- Use phrasal verbs in sentences.
- Construct sentences on personal grooming using phrasal verbs.
- Appreciate the role of phrasal verbs in enriching communication.

The learner is guided to:
- Complete a dialogue by filling in blanks with correct phrasal verbs.
- Find out the meaning of various phrasal verbs formed from: break, hang, run, and turn.
- Construct sentences based on personal grooming using ten phrasal verbs.
- Play a language game using flash cards with phrasal verbs.

Which words are commonly used when talking about personal grooming?

Master English pg. 183
Flash cards
Dictionary
Digital devices
Lesson notes
Master English pg. 184
Class readers
Character analysis charts

Written exercises Oral presentations Peer assessment Language games

Reading
Writing

Play: Characterisation
The Writing Process

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

- Use clues to describe the characters in a play.
- Dramatize sections of a play to highlight character traits.
- Appreciate the role of characterization in revealing virtues and vices in society.

The learner is guided to:
- Use stage directions in the play "Bad Breath" to describe the characters of Learner 1 and Learner 2.
- Identify what Learner 1 says that helps understand his character.
- Use clues from the play to describe Maneno's character.
- Dramatize Act I, Scene I of the play "Bad Breath."
- Participate in a hot seating game where they assume the role of a character and answer questions that reveal character traits.
- Create charts showing clues that help describe character traits in plays.

Why is characterisation important?

Master English pg. 186
Class readers
Charts
Digital devices
Lesson notes
Master English pg. 187
Sample compositions

Role play Hot seating Observation schedules Peer assessment Written exercises

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 personal grooming.
- Dramatize a dialogue on personal grooming.
- Appreciate the importance of constructive feedback in improving writing.

The learner is guided to:
- Search for information about personal grooming.
- Share information with group members.
- Choose a topic and discuss it to gather information.
- Prepare to present the information as a dialogue.
- Identify characters, agree on their words, allow them to take turns speaking, and give each character a unique voice.
- Share dialogues with other groups for review.
- Make corrections based on peer feedback.
- Select a dialogue, rehearse it, and dramatize it in pairs before classmates.
- Record the dramatization and watch performances by other pairs.

Why is it important to learn dialogue writing?

Master English pg. 188
Digital devices
Recording devices
Lesson notes

Dialogue writing Peer assessment Dramatization Recordings analysis

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 different speeches.
- Listen attentively to speeches on specific topics.
- Value the importance of active listening.

The learner is guided to:
- Listen to a speech read by the teacher and identify the speaker and topic.
- Listen to a speech about kindness during sea travel read by a group member.
- Identify the main message of the speech about kindness.
- Use the provided link to listen to a speech by the Kenya Ports Authority Managing Director.
- Discuss the contents of the speech and write down brief notes.

How can you ensure that you remember what you hear from a speech?

Master English pg. 190
Audio recordings
Digital devices
Lesson notes

Oral questions Note-taking assessment Group discussions Observation schedules

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 different speakers on an issue.
- Present a speech based on notes taken from other speeches.
- Acknowledge the importance of getting information from varied sources.

The learner is guided to:
- Take turns to read and listen to the speech about kindness during sea travel again.
- Make brief notes of what is said in the speech.
- Compare their notes with those of others in the class.
- Use the notes to write a short speech on the importance of kindness for sea travel.
- Share their notes with peers for feedback.

Why is it important to take notes while listening to speeches?

Master English pg. 191
Speech samples
Note-taking templates
Digital devices
Lesson notes

Written speeches Note-taking assessment Peer assessment Oral presentations

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.
- Recognize sensory words that appeal to different senses.
- Appreciate the role of sensory words in creating vivid mental images.

The learner is guided to:
- Read sentences in groups and identify sensory words and expressions used to create mental images.
- Discuss what these words create in their minds.
- Use the internet or reference books to make a list of sensory words that appeal to senses and create mental images.
- Complete a table with sensory words categorized by the five senses: touch, taste, smell, hearing, and sight.
- Take turns to read the passage "The Storm" and identify the sensory words used.

Which words or expressions appeal to the five senses?

Master English pg. 192
Dictionary
Digital devices
Chart paper
Lesson notes

Written exercises Group presentations Observation schedules Sensory words charts

Reading

Intensive Reading: Visualising and Summarising

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

- Summarize what a paragraph and the passage are about.
- Organize an outline of points coherently.
- Value the role of visualizing and summarizing in enhancing understanding of a text.

The learner is guided to:
- Complete a table identifying sensory words used in "The Storm" passage, indicating which sense they appeal to and the mental images they create.
- Share their tables with peers for review.
- Re-read the passage in pairs and identify the main idea.
- Summarize the passage in their own words.
- Read another passage about sea travel, give it a suitable title, and summarize the ideas using an outline structure.
- Share their findings with other groups for peer review.

Why is it important to make a relevant summary of a text?

Master English pg. 196
Outlines templates
Chart paper
Lesson notes

Written summaries Peer assessment Outlines evaluation Group presentations

Grammar in Use

Sentences: Complex Sentences

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

- Identify subordinating conjunctions in sentences.
- Form complex sentences by joining independent and dependent clauses.
- Value the role of subordinating conjunctions in creating coherent texts.

The learner is guided to:
- Take turns to read sentences and identify subordinating conjunctions like when, before, although, while.
- Observe how two simple sentences can be combined to form a complex sentence using subordinating conjunctions.
- Look for more examples of subordinating conjunctions on the internet or in books.
- Write these subordinating conjunctions in their exercise books.
- Use the identified subordinating conjunctions to make sentences.
- Share their work with other groups for feedback.

What is the role of conjunctions in sentences?

Master English pg. 197
Dictionary
Digital devices
Lesson notes

Written exercises Sentence construction Group presentations Checklists

Grammar in Use

Sentences: Complex Sentences

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

- Construct complex sentences using subordinating conjunctions.
- Correct disjointed sentences using the rule of subordinating conjunctions.
- Appreciate the importance of using complex sentences for effective communication.

The learner is guided to:
- Identify subordinating conjunctions in given sentences.
- Join independent clauses to appropriate subordinate clauses using correct subordinating conjunctions.
- Complete sentences with suitable clauses of their own.
- Share their sentences with peers for feedback.
- Punctuate complex sentences correctly.
- Correct sentences where subordinating conjunctions have been used incorrectly.

How can one differentiate between a simple sentence and a complex sentence?

Master English pg. 199
Chart paper
Digital devices
Lesson notes

Written exercises Sentence correction Peer assessment Group presentations

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.
- Explain the purpose of humour and monologue in literary works.
- Value the role of stylistic features in literary appreciation.

The learner is guided to:
- Find out the meaning of 'humour' and 'monologue' from a dictionary or by searching on the internet.
- Read the excerpt of the play "Mind Your Language."
- Identify instances that are funny in the extract and discuss why they are funny.
- Identify the first speech by Ajabu and discuss how it differs from speeches by other characters.
- Search for examples of humour and monologue from books, magazines, newspapers, or the internet.
- Share examples with other groups for feedback.

What is the role of humour in a play?

Master English pg. 201
Class readers
Dictionary
Digital devices
Lesson notes

Written exercises Oral presentations Group discussions Observation schedules

Reading

Grade-appropriate Play: Style

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

- Dramatize instances of humour and monologue in a play.
- Apply techniques of humour and monologue in created contexts.
- Acknowledge the role of humour and monologue in enriching a literary work.

The learner is guided to:
- Rehearse and role-play Scene I of the play "Mind Your Language" while being recorded using a digital device.
- Discuss how the monologue and humour make the play "Mind Your Language" interesting.
- Create their own short scene that incorporates humour and monologue related to sea travel.
- Perform their created scene for the class.

Which programmes on radio or television do you find amusing?

Master English pg. 203
Class readers
Digital recording devices
Lesson notes

Role play Dramatization Performance assessment Peer assessment

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 correctly in sentences.
- Value the role of idioms in making language more colorful.

The learner is guided to:
- Find out from the dictionary or internet the meaning of 'idiom'.
- Use relevant online or offline sources to find out the meaning of idioms such as 'peace of mind', 'burning bridges', 'bury the hatchet', 'follow in someone's footsteps', 'sit on the fence', 'monkey business', 'with open arms', and 'adding insult to injury'.
- Use these idioms to complete given sentences.
- Play a game using flash cards with idioms, where one person shows a card and others make sentences using the idiom on it.

What are idioms? Which idioms are you familiar with?

Master English pg. 204
Dictionary
Flash cards
Digital devices
Lesson notes

Sentence construction Oral presentations Games assessment Written exercises

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.
- Identify idioms in given passages.
- Encourage peers to use idioms appropriately in speech and writing.

The learner is guided to:
- Take turns to read a passage about sea travel and identify the idioms used.
- Write all the idioms identified in the passage and explain their meaning.
- Share their answers with peers for review.
- Write a composition of about three hundred words using at least five idioms they have encountered.
- Exchange exercise books with classmates for feedback.
- Identify all the idioms used in their peers' compositions.

Why do we use idioms in our writing?

Master English pg. 206
Sample passages with idioms
Dictionary
Digital devices
Lesson notes

Composition writing Peer assessment Written exercises Idiom identification

SPORTS - WORLD CUP (FOOTBALL)

Listening and Speaking

Intonation in sentences-Question tags

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

- Identify question tags in sentences.
- Use rising, falling, and neutral intonation appropriately with question tags.
- Value the importance of correct intonation in communication.

The learner is guided to:
- Listen to sentences read by the teacher.
- Pick out sentences that ask questions from what they have listened to.
- Take turns to say the sentences they have picked out.
- Learn about question tags and how they are formed.
- Learn about different types of intonation in question tags: rising, falling, and neutral.
- Take turns to read sentences with question tags, applying appropriate intonation.

How can we improve our speaking skills?

Master English pg. 208
Audio recordings
Lesson notes
Digital devices

Observation schedules Oral presentations Pronunciation drills Peer assessment

Listening and Speaking

Intonation in sentences-Question tags

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

- Apply question tags appropriately in communication.
- Compose sentences using question tags correctly.
- Acknowledge the importance of question tags in effective communication.

The learner is guided to:
- Identify question tags in given sentences.
- Take turns to say and listen to the question tags identified.
- Give each other feedback regarding how they said the question tags.
- Complete sentences by filling in blanks with the correct question tag.
- Take turns to construct sentences that end in question tags.
- Write the sentences they have constructed in their exercise books.
- Exchange books with another group and give feedback on the sentences constructed.
- Display their corrected sentences on a chart in the classroom.

Why do we use question tags in speech?

Master English pg. 209
Flash cards
Chart paper
Lesson notes
Digital devices

Written exercises Sentence construction Peer assessment Checklists

Reading

Summarising: argumentative texts

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

- Pick out the main idea in an argumentative text.
- Identify supporting points in a text.
- Value the importance of identifying main ideas for effective comprehension.

The learner is guided to:
- Read the passage "The World Cup fosters friendships" in groups.
- Identify and write down the main idea in the passage.
- Identify and write down all the ideas that support the main idea in the passage.
- Outline the supporting points for each of the ideas identified.
- Order the ideas and supporting points logically.
- Ensure there is a natural flow from one point to the next.

How do we write summaries?

Master English pg. 210
Argumentative texts
Digital devices
Lesson notes

Written exercises Oral presentations Group discussions Observation schedules

Reading

Summarising: argumentative texts

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

- Organise an outline of points into a coherent whole.
- Summarise a text correctly in own words.
- Appreciate the importance of good summary writing skills.

The learner is guided to:
- With the guidance of the teacher, write the first draft of their summary using the outline developed.
- Read the summary they have written and edit it for mistakes.
- Revise the summary to ensure it is error-free and reads well.
- Read their error-free summary to classmates for feedback.
- Learn that summarizing involves identifying the main points from a text and joining them up using their own words.

Why should we learn good summary writing skills?

Master English pg. 211
Summary writing templates
Digital devices
Lesson notes

Summary assessment Peer feedback Written exercises Editing skills assessment

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.
- Identify direct and indirect speech in texts.
- Value the importance of using both direct and indirect speech in communication.

The learner is guided to:
- Discuss the difference between direct and indirect speech in groups.
- Read a paragraph about the World Cup and identify direct and indirect speech.
- Learn about direct speech, which involves quoting the exact words spoken using quotation marks.
- Learn about indirect speech, which involves conveying what someone said without quoting their exact words.
- Convert given sentences from direct to indirect speech.
- Learn the rules for converting direct speech to indirect speech related to changing pronouns, verb tenses, and time expressions.

How do we report what others have said?

Master English pg. 212
Textbook examples
Digital devices
Lesson notes

Written exercises Oral presentations Peer assessment Checklists

Grammar in Use

Sentences-Direct and Indirect Speech

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

- 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:
- Convert given sentences from indirect to direct speech.
- Learn about punctuation rules for direct speech, including using quotation marks, placing punctuation marks inside or outside quotes, and starting a new paragraph for a new speaker.
- Correctly punctuate given sentences to form direct speech.
- Rewrite indirect speech into direct speech in pairs.
- Create their own examples of dialogue using direct speech.

What are the rules for using quotation marks in direct speech?

Master English pg. 214
Sample dialogues
Grammar reference
Lesson notes
Digital devices

Written exercises Punctuation assessment Peer feedback Group presentations

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.
- Analyze the relationships between characters in a play.
- Value the importance of character relationships in understanding a play.

The learner is guided to:
- Take turns to read the excerpt of the play "A Lesson on the Value of Sports."
- Identify what the play is about.
- Identify and list the characters in the play.
- Discuss the themes in the play, giving reasons from the play for each theme.
- Share their discussions with classmates for feedback.
- Relate events in the play to real-life situations they have witnessed.

What makes plays interesting?

Master English pg. 215
Class readers
Digital devices
Lesson notes

Written exercises Oral presentations Group discussions Character analysis charts

Reading
Writing

Intensive Reading: Play-Relating to real life
Descriptive writing (280-320 words)

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

- Discuss the themes in a play.
- Relate the characters and themes to real life.
- Participate in a stage performance of a play.

The learner is guided to:
- Share out the roles of the characters in the play "A Lesson on the Value of Sports."
- Rehearse the words and actions of the character they have been assigned.
- Discuss the appropriate costume for each character.
- Perform the play before their classmates.
- Ask one group member to use a digital device to record the performance for future reference.

Why is it important for an actor to pronounce words correctly and speak audibly in a performance?

Master English pg. 216
Class readers
Digital recording devices
Props and costumes
Lesson notes
Master English pg. 217
Sample descriptive compositions
Digital devices

Role play Performance assessment Peer feedback Recordings analysis

Writing

Descriptive writing (280-320 words)

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

- Spell words correctly in composition writing.
- Display creativity and imagination in composition writing.
- Recognize the importance of creativity in writing.

The learner is guided to:
- Read a paragraph about the World Cup that uses sensory language.
- Write a similar paragraph about the World Cup using sensory details.
- Listen to and write down words read by the teacher.
- Exchange exercise books with deskmates to confirm spelling.
- Make necessary corrections regarding spelling.
- Read a passage about a famous World Cup event and rewrite it in their own words using sensory details.
- Write a descriptive composition of about 300 words based on pictures or items about the World Cup displayed by the teacher.

Which words do we use to describe our different senses?

Master English pg. 220
Pictures of World Cup events
Digital devices
Dictionaries
Lesson notes

Composition writing Spelling assessment Peer feedback Creative writing assessment

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.
- Identify key features of oral presentations.
- Value the importance of proper body language in oral presentations.

The learner is guided to:
- Listen to a news report read by the teacher about tree-climbing lions at Manyara National Park in Tanzania.
- Take turns to read the report in three minutes while timing each other.
- Record each other as they read the news report.
- Share their video recordings with other pairs for feedback.
- Watch news reports on television or the internet and analyze how the presenter uses their voice, gestures, eye movement, and posture.

Who is your favourite News presenter and why?

Master English pg. 222
News reports
Digital recording devices
Stopwatch
Lesson notes

Oral presentations Time management assessment Recordings analysis Peer feedback

Listening and Speaking

Oral Reports-News (role play)

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

- Analyze a recorded grade-appropriate oral news report.
- Apply the features of oral presentations for effective communication.
- Appreciate the importance of fluency in news reports.

The learner is guided to:
- Watch the news report recorded in the previous lesson and compare their presentation style with professional news presenters.
- Discuss the importance of using the right tone, gestures, body posture, and proper eye movement when presenting an oral report.
- Read the news report again using professional presentation techniques while being recorded.
- In groups, search for information about a famous tourist destination in the world.
- Organize the information into a news report.
- Present the news report to classmates using appropriate tone, speed, eye contact, and gestures.
- Record the presentation and watch those of other groups.

What is an oral report? When are you required to present an oral report?

Master English pg. 224
Sample news reports
Digital recording devices
Internet resources
Lesson notes

Role play Oral presentations Peer assessment Recordings analysis

Reading

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 message in a given text.
- Value the importance of prediction in reading comprehension.

The learner is guided to:
- Run their eyes over the passage "Lost in the Pyramids" while ignoring any new words.
- Tell a peer what they think the passage is about based on skimming.
- Read the heading of the passage and predict what the story will be about.
- Read the first sentence of the passage and predict what will happen to Amani.
- Take turns to predict some of the events that might happen in the passage.
- Learn about skimming and scanning as reading techniques.

How can you tell if a text is appropriate for reading?

Master English pg. 225
Reading passages
Digital devices
Lesson notes

Oral presentations Prediction assessment Peer feedback Observation schedules

Reading

Reading Fluency

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

- Skim a text to get the main idea.
- Scan a text to obtain specific information.
- Advocate the role of reading fluency in effective communication.

The learner is guided to:
- Skim through the passage "Lost in the Pyramids" to identify the main idea.
- Take two minutes to scan through the passage and discuss how Amani got out of the pyramid, what he stumbled upon, and at what time he got out.
- Take five minutes to re-read the passage and confirm their answers.
- Search for articles on tourist attraction sites in the world from the internet or offline sources.
- Preview the articles by considering the heading, sub-headings, pictures, and graphs.
- Scan through the selected articles focusing on headings, sub-headings, and keywords.
- Skim through the articles, reading topic sentences and last sentences of each paragraph.
- Write down points about tourist attraction sites based on their skimming.

Why should one read a text fluently?

Master English pg. 227
Reading passages
Internet resources
Digital devices
Lesson notes

Reading fluency assessment Note-taking assessment Written exercises Peer feedback

Grammar in Use

Sentences-Imperative & Exclamatory

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

- Identify instances where imperative and exclamatory sentences are used correctly.
- Differentiate between imperative and exclamatory sentences.
- Value the importance of using appropriate sentence types.

The learner is guided to:
- Find out from online or offline sources the meaning of 'imperative sentence'.
- Take turns to read example sentences like: "Please call the tourism board for assistance" and "Avoid feeding the caged animals!"
- Discuss the difference between the first two sentences and the last three sentences provided.
- Learn that an imperative sentence is used to give a command or request, while an exclamatory sentence conveys strong emotion or surprise.
- Read paragraphs and identify imperative sentences used.

When do you use an exclamatory or an imperative sentence in school?

Master English pg. 228
Grammar reference books
Digital devices
Lesson notes

Written exercises Oral presentations Sentence identification Group discussions

Grammar in Use

Sentences-Imperative & Exclamatory

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

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

The learner is guided to:
- Identify how many types of imperative sentences have been used in a given passage.
- Punctuate sentences like "Wow the zebra is so beautiful" and "Do not enter the cages where crocodiles are kept".
- Share their answers with the teacher for feedback.
- Listen to questions asked by the teacher and give answers in imperative sentences.
- Listen to responses given by classmates and determine if they are in imperative sentences.
- Create their own imperative and exclamatory sentences related to tourist attraction sites.

How do you decide whether to use an exclamation mark or a period at the end of a sentence?

Master English pg. 229
Grammar reference books
Digital devices
Lesson notes

Written exercises Punctuation assessment Oral presentations Peer feedback

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.
- Identify key ideas in poems.
- Value the importance of poetry in conveying messages.

The learner is guided to:
- Use online or offline sources to research on the Taj Mahal.
- Read the poem "A Promise in Stone" about the Taj Mahal.
- Identify where the Taj Mahal is found according to the poem.
- Discuss what the poem is about.
- Provide specific information from the poem to support their answer.
- Explain why it is important to relate what happens in a poem to real life.
- Share their explanations with other groups for comparison.

Why is it important to relate ideas read in works of art to real life?

Master English pg. 230
Poetry collections
Internet resources
Digital devices
Lesson notes

Written exercises Oral presentations Group discussions Poem analysis

Reading

Intensive Reading: Poems

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

- Relate ideas in poems on tourist attraction sites to real life.
- Discuss the role of poems in society.
- Acknowledge the need to relate ideas in poems to real life.

The learner is guided to:
- Relate the events in the poem "A Promise in Stone" to real life.
- Learn about the importance of relating ideas from poems to real life: understanding the intended message at a personal level, empathizing with others, applying knowledge, and making learning enjoyable.
- Select another poem about a tourist attraction site.
- Identify the main ideas in the selected poem.
- Relate the ideas to real-life experiences.
- Present their findings to the class.

What is the role of poems in society?

Master English pg. 231
Poetry collections
Internet resources
Digital devices
Lesson notes

Oral presentations Written exercises Peer assessment Group discussions

Writing

Emails

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

- Identify the key elements of an email.
- Describe the importance of each element in an email.
- Value the systematic organization of information in electronic communication.

The learner is guided to:
- Discuss their previous experiences with writing emails.
- Compare emails with traditional letters.
- Read a sample email about a planned visit to Tanzania.
- Identify the parts of the email: sender's address, recipient's address, cc, subject line, salutation, body, and closing.
- Describe the importance of each part identified.
- Learn about the key elements of an email: sender's address, recipient's address, cc/bcc, subject line, salutation, body, closing, and attachments.

Why do we write emails?

Master English pg. 232
Sample emails
Digital devices
Lesson notes
Master English pg. 233
Email templates

Written exercises Email structure analysis Oral presentations Checklists