CITIZENSHIP

Listening and Speaking
Listening and Speaking
Reading

Polite Language: Euphemism
Polite Language: Debate
Independent Reading: Grade Appropriate Text

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.
- Value the importance of euphemism in communication.

- Select reading materials from digital or non-digital sources.
- Read grade appropriate materials for lifelong learning.
- Demonstrate enthusiasm for reading various texts.

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.
The learner is guided to:
- Identify reading materials in a variety of subjects.
- Search for online fiction and non-fiction texts.
- Skim through a text to obtain the gist (main idea).
- Scan a text to obtain specific details.
- Read the text.
- Engage in follow up activities such as creating chain stories and forming a book club.

Why is it embarrassing to say some words in public?
Why is it important to read different types of materials?

Skills in English pg. 1
Dictionary
Digital devices
Audio recordings
Charts
Skills in English pg. 3
Recorded debating sessions
Debate rules chart
Skills in English pg. 6
Digital devices
Online fiction and non-fiction texts
Library resources

Oral questions Observation checklist Written exercises Poster presentations
Reading logs Oral presentations Observation schedules Reading checklists

Reading
Grammar in Use

Independent Reading: Creating a Reading Log
Gender Neutral Language: Identifying Gender Bias

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.
- Value the importance of keeping track of reading activities.

The learner is guided to:
- Maintain a reading log showing their reading activities and thoughts about what they read.
- Keep vocabulary journals.
- Prepare a reading log for the titles of the fiction and non-fiction texts.
- Share and discuss their reading experiences with peers.
- Recommend suitable reading materials to peers.

How can we develop a good reading culture?

Skills in English pg. 9
Reading log templates
Sample reading logs
Digital devices
Skills in English pg. 12
English songs
Video clips
Digital devices
Charts

Reading logs assessment Peer assessment Written assignments Observation checklists

Grammar in Use
Intensive Reading

Gender Neutral Language: Using Gender Neutral Words
Play: Structure and Setting - Identifying Structure

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

- Use gender neutral words and phrases in sentences.
- Replace gender biased words with appropriate gender neutral alternatives.
- Acknowledge the importance of gender sensitivity in communication.

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.

Which words demonstrate gender sensitivity in communication?

Skills in English pg. 14
Digital devices
Crossword puzzles
Charts
Posters
Skills in English pg. 16
Class reader (play)
Charts with play structure

Written exercises Poster presentations Crossword puzzle assessment Peer assessment

Intensive Reading

Play: Structure and Setting - Analyzing Setting

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

- Analyse the acts and scenes of a play for literary appreciation.
- Recognise the role of literary appreciation in critical thinking.
- Show interest in reading and analyzing plays.

The learner is guided to:
- Describe the time the actions in a play occur.
- Work jointly with peers to discuss where the events in a play take place.
- 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.

Why is it necessary to know when and where the action in a play took place?

Skills in English pg. 19
Class reader (play)
Digital devices
Role play props

Role play rubrics Written assignments Summaries assessment Peer assessment

Writing

Legibility and Neatness: Identifying Sections
Legibility and Neatness: Creating Neat Texts

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

- Identify sections of a piece of writing that require breaking of words and indentation.
- Indent paragraphs when writing a composition.
- Value the importance of neat presentation in written communication.

- Create a neat and legible text.
- Apply correct techniques for breaking words at the end of lines.
- Appreciate the importance of legibility and neatness in written communication.

The learner is guided to:
- Distinguish between tidy and untidy pieces of writing.
- Indent paragraphs appropriately.
- Find out the advantages of a neat and legible handwriting from the internet or non-digital sources.
- Break words correctly at the end of a line.
- Assess their own handwriting.
The learner is guided to:
- Work jointly to review a text written by a peer.
- Take notes during an oral presentation.
- 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.

Why is it important to write legibly?
Why do we indent paragraphs?

Skills in English pg. 22
Digital devices
Sample handwritten texts
Handwriting assessment rubrics
Skills in English pg. 24
Digital devices
Audio recordings
Video recordings
Sample texts

Written assignments Self assessment Peer assessment Observation checklists
Written assignments Note-taking assessment Dictation exercises Peer review checklists

SCIENCE FICTION

Listening and Speaking

Oral Literature: Short Forms - Characteristics

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

- Identify the characteristics of riddles, tongue twisters and proverbs.
- Explain the functions of riddles, tongue twisters and proverbs.
- Appreciate the cultural value of short forms of oral literature.

The learner is guided to:
- Use digital or print resources to search for information on the meaning and characteristics of riddles, proverbs and tongue twisters.
- Write down their findings in note books.
- Discuss the functions of the proverbs, tongue twisters and riddles.
- Give examples of riddles, tongue twisters and proverbs.
- Fill in crossword puzzles using riddles and proverbs.

Why are riddles, proverbs and tongue twisters important?

Skills in English pg. 26
Digital devices
Resource person
Reference books
Crossword puzzles

Oral questions Written exercises Crossword puzzle assessment Group discussion evaluation

Listening and Speaking

Oral Literature: Short Forms - Performance

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

- Perform riddles, tongue twisters and proverbs.
- Collect riddles, proverbs and tongue twisters from various sources.
- Enjoy performing different riddles, tongue twisters and proverbs.

The learner is guided to:
- Collect riddles, proverbs and tongue twisters from books, internet and resource person.
- Play riddling games in small groups.
- Discuss ways of performing riddles, proverbs and tongue twisters.
- Present and perform riddles, proverbs and tongue twisters.
- Create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board.

How do we perform riddles, proverbs and tongue twisters?

Skills in English pg. 29
Resource person
Digital devices
Resource books
Charts

Oral presentations Performance assessment Collection evaluation Peer assessment

Listening and Speaking

Oral Literature: Short Forms - Performance

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

- Perform riddles, tongue twisters and proverbs.
- Collect riddles, proverbs and tongue twisters from various sources.
- Enjoy performing different riddles, tongue twisters and proverbs.

The learner is guided to:
- Collect riddles, proverbs and tongue twisters from books, internet and resource person.
- Play riddling games in small groups.
- Discuss ways of performing riddles, proverbs and tongue twisters.
- Present and perform riddles, proverbs and tongue twisters.
- Create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board.

How do we perform riddles, proverbs and tongue twisters?

Skills in English pg. 29
Resource person
Digital devices
Resource books
Charts

Oral presentations Performance assessment Collection evaluation Peer assessment

Reading

Intensive Reading: Simple Poems - Identifying Style
Intensive Reading: Simple Poems - Appreciation

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

- Identify the basic aspects of style such as repetition and rhyme in a poem.
- Describe the functions of rhyme and repetition in a poem.
- Value the aesthetic aspect of poetry.

- Relate the ideas in a poem to real life.
- Compose a simple poem with rhyme and repetition.
- Appreciate the role of repetition and rhyme in a poem.

The learner is guided to:
- Recite and read provided simple poems.
- Identify the parts of a poem in which repetition and rhyme are used.
- Respond to questions based on a poem.
- Discuss the functions of rhyme and repetition in poems.
- Search the internet or other sources for more examples of poems that use repetition and rhyme.
The learner is guided to:
- Relate the ideas in a poem to real life.
- In groups, identify aspects of style such as repetition and rhyme in a poem.
- Compose a simple poem with rhyme and repetition and present in groups.
- Listen to and appreciate peers' compositions.
- Recite poems incorporating appropriate rhythm and expression.

Why do we repeat some sounds, words and lines in a poem?
How does poetry enhance our understanding of life?

Skills in English pg. 31
Poems
Digital devices
Sample poems with rhyme and repetition
Skills in English pg. 33
Poems
Digital devices
Charts
Daughter of Nature

Oral questions Recitation assessment Written exercises Observation checklists
Poem composition assessment Recitation evaluation Peer assessment Group presentation rubrics

Grammar in Use

Nouns and Quantifiers: Identifying Quantifiers

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

- Identify quantifiers used with count, non-count or both categories.
- Use the different quantifiers in sentences.
- Appreciate the importance of quantifiers in communication.

The learner is guided to:
- Use digital devices to search for information on the meaning of quantifiers and quantifiers used with count and non-count nouns.
- Read a short passage in which quantifiers are used to describe count and non-count nouns.
- Identify quantifiers that are used with count, non-count nouns.
- Form sentences using the different quantifiers with count and non-count nouns.
- Prepare charts showing the quantifiers used with count, non-count nouns and both of them.

Why is it important to express the quantity of something correctly?

Skills in English pg. 34
Digital devices
Lesson notes
Teacher's Guide
Charts

Written exercises Sentence construction Chart presentation Observation checklists

Grammar in Use

Nouns and Quantifiers: Using Quantifiers

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

- Identify and categorize count and non-count nouns in oral and written texts.
- Use quantifiers correctly with count and non-count nouns.
- Acknowledge the importance of quantifiers in oral and written communication.

The learner is guided to:
- Work in small groups to identify count, non-count nouns and quantifiers from a passage.
- Match count and non-count nouns with the correct quantifiers.
- Search for more examples of quantifiers from books, newspapers, magazines, and the internet.
- Form sentences using different quantifiers with count and non-count nouns and read them aloud in groups.
- Edit sentences with incorrect quantifier usage.

How do count nouns differ from the non-count nouns?

Skills in English pg. 36
Digital devices
Newspapers
Magazines
Sample texts

Gap filling exercises Sentence construction Group work evaluation Editing assessment

Grammar in Use

Nouns and Quantifiers: Using Quantifiers

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

- Identify and categorize count and non-count nouns in oral and written texts.
- Use quantifiers correctly with count and non-count nouns.
- Acknowledge the importance of quantifiers in oral and written communication.

The learner is guided to:
- Work in small groups to identify count, non-count nouns and quantifiers from a passage.
- Match count and non-count nouns with the correct quantifiers.
- Search for more examples of quantifiers from books, newspapers, magazines, and the internet.
- Form sentences using different quantifiers with count and non-count nouns and read them aloud in groups.
- Edit sentences with incorrect quantifier usage.

How do count nouns differ from the non-count nouns?

Skills in English pg. 36
Digital devices
Newspapers
Magazines
Sample texts

Gap filling exercises Sentence construction Group work evaluation Editing assessment

Reading

Intensive Reading: Plot - Key Events
Intensive Reading: Plot - Real Life Connections

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

- Identify the key events in a play.
- Describe the sequence of events in a Play.
- Value the importance of plot in understanding a play.

- Make connections between events in a play and real life.
- Role play a section of a play in groups.
- Acknowledge the importance of a plot in a literary work.

The learner is guided to:
- Read a play individually and in small groups.
- Identify the key events in the Play.
- Create a summary of the key events and share in class for assessment.
- Analyze the events in a Play.
- Outline the sequence of events in the Play.
- Answer questions based on the plot.
The learner is guided to:
- Make connections between events in a play and real life.
- Role play a section of the Play in groups.
- Discuss how events in the play relate to real life experiences.
- Analyze how plot development creates interest in a play.
- Create a plot diagram illustrating key events.

How do we know the key events in a Play?
How do events in plays reflect real life situations?

Skills in English pg. 37
Class Readers - Play
Digital devices
Sample plot summaries
Skills in English pg. 40
Class Readers - Play
Digital devices
Role play props

Written exercises Summary evaluation Group discussion assessment Question and answer
Role play assessment Plot diagram evaluation Group discussion Peer assessment

Writing

Mechanics of Writing: Punctuation - Identification

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

- Identify the double quotation marks and the bracket in a text.
- Explain the functions of the double quotation marks and the bracket.
- Value accurate punctuation in writing.

The learner is guided to:
- Identify the double quotation marks and the bracket in digital texts, newspapers, books or magazines.
- Discuss the functions of each punctuation mark.
- Study examples of correctly punctuated texts.
- Identify punctuation errors in given texts and correct them.
- Practice using various punctuation marks in their own writing.

Why is it important to use punctuation marks correctly?

Skills in English pg. 41
Digital devices
Newspapers
Magazines
Sample texts

Written exercises Punctuation identification Error correction Observation checklists

Writing

Mechanics of Writing: Punctuation - Application

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

- Use the double quotation marks and the bracket in written texts.
- Appreciate the role of the double quotation marks and the bracket in written texts.
- Show commitment to using correct punctuation in writing.

The learner is guided to:
- Make sentences using the double quotation marks and the bracket.
- Assess the work of peers.
- Make posters displaying the correct use of the double quotation marks and the bracket.
- Create short texts that correctly use the double quotation marks and the bracket.
- Edit texts by adding punctuation marks where appropriate.

How do we use the double quotation marks and the bracket in writing?

Skills in English pg. 44
Digital devices
Sample texts
Posters
Writing materials

Written assignments Poster presentations Peer assessment Editing exercises

Writing

Mechanics of Writing: Punctuation - Application

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

- Use the double quotation marks and the bracket in written texts.
- Appreciate the role of the double quotation marks and the bracket in written texts.
- Show commitment to using correct punctuation in writing.

The learner is guided to:
- Make sentences using the double quotation marks and the bracket.
- Assess the work of peers.
- Make posters displaying the correct use of the double quotation marks and the bracket.
- Create short texts that correctly use the double quotation marks and the bracket.
- Edit texts by adding punctuation marks where appropriate.

How do we use the double quotation marks and the bracket in writing?

Skills in English pg. 44
Digital devices
Sample texts
Posters
Writing materials

Written assignments Poster presentations Peer assessment Editing exercises

ENVIRONMENTAL CONSERVATION

Listening and Speaking

Listening Comprehension: Argumentative Text
Listening Comprehension: Selecting Details

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

- Identify the main idea in an argumentative text.
- Extract specific details from an argumentative text.
- Value attentive listening in communication.

- Listen for main idea and specific information in an argumentative text.
- Identify arguments in a listening text.
- Acknowledge the need for comprehension in communication.

The learner is guided to:
- Listen to an audio text that the teacher will play.
- Identify the main idea in the text.
- Identify specific information in the text to support answers to questions.
- Discuss how specific details in a text help us understand the main idea.
- Outline arguments that support or oppose an opinion in the text.
The learner is guided to:
- Listen to a news bulletin and pick out the main idea and specific details.
- Watch a debate or interview and pick out required information.
- Watch a video of a presentation of a poem, song or story and identify specific details.
- Infer the meaning of unfamiliar words in groups.
- Answer questions based on the passage.

Why is it important to listen attentively?
How do the specific details in a text enhance comprehension?

Skills in English pg. 45
Audio texts
Digital devices
Lesson notes
Teacher's Guide
Skills in English pg. 47
News bulletins
Video clips
Digital devices
Song recordings

Oral questions Listening comprehension exercises Group discussion assessment Note-taking evaluation
Listening comprehension tasks Question and answer Group discussion assessment Inference evaluation

Reading

Reading for Information and Meaning: Context Clues

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

- Infer the meaning of words, phrases and sentences from the context.
- Apply reading strategies to comprehend texts.
- Show interest in independent reading.

The learner is guided to:
- Read a grade appropriate text.
- Make predictions about a reading text.
- Infer the meaning of new words, phrases and sentences from the context.
- Look up the meaning of new words and phrases from the dictionary.
- Answer questions from a text.
- Make notes as they read a text.

Why is it important to find the meaning of new words and phrases?

Skills in English pg. 47
Digital devices
Dictionaries
Grade appropriate texts
Lesson notes

Written exercises Context clues identification Reading comprehension tasks Note-taking assessment

Reading

Reading for Information and Meaning: Making Connections

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

- Make connections between events in a text and real life situations.
- Value the need to comprehend the information in written texts.
- Demonstrate positive attitude towards reading environmental texts.

The learner is guided to:
- Relate the characters, events and places in a text to real life.
- Summarize the events in a text.
- Form sentences using the new words and phrases.
- Fill in a crossword puzzle in pairs or small groups using the new words.
- Discuss how the text relates to environmental conservation.

How do we derive information from a given text?

Skills in English pg. 50
Digital devices
Environmental texts
Crossword puzzles
Lesson notes

Written summaries Sentence construction Crossword puzzle completion Group discussion assessment

Reading

Reading for Information and Meaning: Making Connections

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

- Make connections between events in a text and real life situations.
- Value the need to comprehend the information in written texts.
- Demonstrate positive attitude towards reading environmental texts.

The learner is guided to:
- Relate the characters, events and places in a text to real life.
- Summarize the events in a text.
- Form sentences using the new words and phrases.
- Fill in a crossword puzzle in pairs or small groups using the new words.
- Discuss how the text relates to environmental conservation.

How do we derive information from a given text?

Skills in English pg. 50
Digital devices
Environmental texts
Crossword puzzles
Lesson notes

Written summaries Sentence construction Crossword puzzle completion Group discussion assessment

Grammar in Use

Modal Auxiliaries: Identification
Modal Auxiliaries: Application

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

- Identify modal auxiliaries in a passage.
- Explain the functions of different modal auxiliaries.
- Appreciate the importance of modal auxiliaries in communication.

- Use modal auxiliaries to express different moods.
- Value the importance of using modal auxiliaries in communication.
- Show confidence in using modal auxiliaries in communication.

The learner is guided to:
- Read a short passage in which modal auxiliaries are used to describe count and non-count nouns.
- Listen to a text that uses modal auxiliaries with count and non-count nouns.
- Identify modal auxiliaries that are used with count, non-count or both categories.
- Work in small groups to identify modal auxiliaries from a passage.
- Discuss the functions of modal auxiliaries.
The learner is guided to:
- Match the modal auxiliaries with the correct quantifiers.
- View pictures and diagrams and ask questions using modal auxiliaries.
- Use modal auxiliaries correctly to express permission, requests, ability and obligation.
- In groups, discuss the functions of modal auxiliaries.
- Construct sentences using modal auxiliaries correctly.

Which words do we use to express different moods such as requests, permission, ability and obligation?
How can we improve our use of modal auxiliaries in daily communication?

Skills in English pg. 51
Digital devices
Sample texts with modal auxiliaries
Lesson notes
Charts
Skills in English pg. 54
Picture charts
Digital devices
Sample texts
Lesson notes

Identification exercises Group discussion assessment Written tasks Oral questions
Sentence construction Matching exercises Group discussion assessment Oral presentations

Reading

Poems: Structure - Identifying Features

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

- Describe the structure of a poem.
- Identify the number of lines and stanzas in a poem.
- Show appreciation for the structure of poems.

The learner is guided to:
- Recite a poem.
- Identify the number of lines in a poem.
- Pick out the short and long lines in a poem.
- Discuss the structure of the poem including stanzas, line length, and rhyme pattern.
- Infer the meaning of new words from the context of a poem.

Why do we read or recite poems?

Skills in English pg. 56
Poems
Digital devices
Charts with poem structure
Sample poems

Recitation assessment Structure identification Written exercises Oral questions

Reading

Poems: Structure - Identifying Features

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

- Describe the structure of a poem.
- Identify the number of lines and stanzas in a poem.
- Show appreciation for the structure of poems.

The learner is guided to:
- Recite a poem.
- Identify the number of lines in a poem.
- Pick out the short and long lines in a poem.
- Discuss the structure of the poem including stanzas, line length, and rhyme pattern.
- Infer the meaning of new words from the context of a poem.

Why do we read or recite poems?

Skills in English pg. 56
Poems
Digital devices
Charts with poem structure
Sample poems

Recitation assessment Structure identification Written exercises Oral questions

Reading

Poems: Structure - Analyzing Personification

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

- Analyse the use of personification in a poem.
- Create a poem based on a topic of interest.
- Appreciate the reading of poetry for enjoyment.

The learner is guided to:
- In small groups, discuss how personification has been used in the poem.
- Come up with a class project in which they identify a topic of interest, carry out research about the topic, compose a poem based on the selected topic, ask a peer to review the poem, make corrections on the poem, and share the poem on the school noticeboard or through social media.

Why are non-living things or animals made to behave like human beings in poems or stories?

Skills in English pg. 59
Poems with personification
Digital devices
Charts
Sample poems

Poem composition assessment Personification identification Group project evaluation Peer review

Writing

Structure of a Paragraph: Characteristics
Structure of a Paragraph: Creating Paragraphs

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

- Outline the four characteristics of a well formed paragraph.
- Identify the topic sentence, supporting sentences, and clincher sentence in a paragraph.
- Value well-structured paragraphs in writing.

- Create a paragraph that is well developed, coherent and unified.
- Acknowledge the need for concise paragraphs in written communication.
- Demonstrate commitment to writing well-formed paragraphs.

The learner is guided to:
- Read excerpts from newspaper articles, magazines, textbooks or online articles.
- Identify the topic sentence, supporting sentences, clincher sentence in paragraphs.
- Discuss the steps for paragraph writing including outlining, topic sentence, supporting sentences, and concluding sentence.
- Create a poster that outlines the four characteristics of a well-formed paragraph.
The learner is guided to:
- Write a paragraph on a topic of interest that is coherent, unified, and contains well-developed thoughts.
- Assess the paragraphs in groups.
- Discuss ways to ensure that paragraphs display unity and coherence.
- Revise paragraphs based on peer feedback.

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

Skills in English pg. 61
Newspaper articles
Magazines
Digital devices
Textbooks
Skills in English pg. 64
Digital devices
Sample well-formed paragraphs
Writing materials
Paragraph assessment checklist

Paragraph analysis Poster creation Written exercises Group discussion assessment
Paragraph writing assessment Peer assessment Paragraph revision Group discussion evaluation

CONSUMER LAWS AND POLICIES

Listening and Speaking

Selective Listening: Required Information

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

- Select required information from a listening text.
- Distinguish between relevant and irrelevant information in a text.
- Value the importance of attentive listening.

The learner is guided to:
- Listen to a news bulletin and select the required information while disregarding irrelevant information.
- Answer specific questions on dates, time and facts based on the news bulletin.
- List the order of events mentioned in the bulletin.
- Discuss in groups how to become a better listener.
- Watch a video of a presentation and pick out required information.

Why should we listen attentively?

Skills in English pg. 66
News bulletins
Digital devices
Video presentations
Audio recordings

Listening comprehension tasks Note-taking assessment Group discussion evaluation Question and answer

Listening and Speaking

Selective Listening: Required Information

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

- Select required information from a listening text.
- Distinguish between relevant and irrelevant information in a text.
- Value the importance of attentive listening.

The learner is guided to:
- Listen to a news bulletin and select the required information while disregarding irrelevant information.
- Answer specific questions on dates, time and facts based on the news bulletin.
- List the order of events mentioned in the bulletin.
- Discuss in groups how to become a better listener.
- Watch a video of a presentation and pick out required information.

Why should we listen attentively?

Skills in English pg. 66
News bulletins
Digital devices
Video presentations
Audio recordings

Listening comprehension tasks Note-taking assessment Group discussion evaluation Question and answer

Listening and Speaking

Selective Listening: Making Judgments

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

- Make judgement on the message in the listening text.
- Advocate the need for selective listening in various contexts.
- Demonstrate positive attitude towards selective listening.

The learner is guided to:
- Give an opinion on what they like or do not like about a text.
- In groups, discuss the need for selective listening in different contexts.
- Create posters on the importance of being a good listener.
- Display the posters on the class noticeboard.
- Role-play to dramatise the main event of a news report.

How can we ensure we pick out relevant details from a text?

Skills in English pg. 68
Digital devices
Audio recordings
Video clips
Posters

Role play assessment Poster creation evaluation Group discussion Opinion presentation

Reading

Intensive Reading: Prediction
Intensive Reading: Comprehension

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

- Predict events in a reading text.
- Outline the key events in a text.
- Demonstrate enthusiasm for reading.

- 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.
- Appreciate the importance of comprehension in lifelong learning.

The learner is guided to:
- Make predictions about the outcome of the story from the title and illustrations.
- Read a text on consumer laws and policies.
- Outline the key events in the text.
- Answer questions about the text.
- Discuss the accuracy of their predictions.
The learner is guided to:
- Deduce the meaning of words using contextual clues.
- Make connections between events in the story and real life.
- Answer direct and inferential questions from a comprehension passage on consumer laws and policies.
- Make notes from a passage on consumer laws and policies.
- Write a summary using the notes.

How are characters and events in a text related to real life?
Why is summary writing an important reading skill?

Skills in English pg. 69
Digital devices
Reading texts on consumer laws
Illustrations
Prediction charts
Skills in English pg. 72
Comprehension passages
Digital devices
Dictionaries
Note-making templates

Prediction assessment Reading comprehension tasks Outline evaluation Group discussion
Comprehension questions Summary writing assessment Vocabulary exercises Note-making evaluation

Grammar in Use

Present and Past Perfect Aspect: Identification

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

- Distinguish the present and past perfect aspect in sentences.
- Identify the auxiliary verbs used in present and past perfect aspects.
- Value the correct use of tense in communication.

The learner is guided to:
- Recognize present and past perfect aspects in texts.
- Engage in a sentence completion guessing game to practise present and past perfect aspect.
- Compare present and past perfect aspect forms in sentences.
- Identify the auxiliary verbs used in present and past perfect aspects.

How do we show that an action is complete?

Skills in English pg. 74
Digital devices
Sample texts with perfect aspects
Lesson notes
Charts

Identification exercises Sentence completion tasks Comparison charts Group discussion assessment

Grammar in Use

Present and Past Perfect Aspect: Application

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

- Use present and past perfect aspect in sentences.
- Appreciate the importance of using tense in sentences.
- Show confidence in using present and past perfect aspects in communication.

The learner is guided to:
- Use has/have + -ed participle form of the verb to form the present perfect tense.
- Use had + past participle form of the verb to form the past perfect tense.
- Construct sentences on a variety of issues such as consumer laws and policies using the present and past perfect aspect.
- Pick out sentences in present and past perfect tense from newspaper articles, magazines and books.

Why should we use tense correctly in sentences?

Skills in English pg. 77
Digital devices
Newspaper articles
Magazines
Books

Sentence construction Written exercises Identification tasks Group discussion assessment

Intensive Reading

Play: Identification of Characters - Traits

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

- Identify the characters in a play.
- Use appropriate adjectives to describe the characters.
- Value the need to identify characters in a play.

The learner is guided to:
- List the characters and their roles in a play.
- Assume (hot seat) the personality of a certain character and say why 'they say and do certain things'.
- Role play various characters.
- Participate in a reader's theatre as they read sections of a play.
- Use appropriate adjectives to describe the characters, with illustrations.

How can one tell the qualities of a character in a play?

Skills in English pg. 79
Class reader - Play
Digital devices
Character trait charts
Role play props

Character identification Hot seat activity assessment Role play evaluation Character description tasks

Intensive Reading

Play: Identification of Characters - Actions

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

- Describe the actions of the characters using appropriate adverbs.
- Value the need to describe people and situations appropriately.
- Demonstrate appreciation for characterization in plays.

The learner is guided to:
- Describe the actions of the characters using various adverbs.
- Relate the characters in a play to people in real life.
- Discuss the behaviour of the characters in small groups.
- Write an essay on their favourite characters.
- Share and discuss their essays with peers.

How does describing actions of characters aid our understanding of a play?

Skills in English pg. 82
Class reader - Play
Digital devices
Essay writing templates
Character action charts

Essay writing assessment Group discussion evaluation Character action description Peer assessment

Writing

Narrative and Descriptive Paragraphs: Identification

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

- Highlight the qualities of a well formed paragraph.
- Distinguish between narrative and descriptive paragraphs.
- Value well-formed paragraphs in communication.

The learner is guided to:
- Distinguish between narrative and descriptive paragraphs.
- Search for examples of narrative and descriptive paragraphs from the internet or print sources.
- Discuss the qualities of a well formed paragraph in groups.
- Outline the characteristics of a narrative paragraph.
- Discuss the features of a descriptive paragraph in groups.

How can we make a narrative composition interesting?

Skills in English pg. 84
Digital devices
Sample narrative and descriptive paragraphs
Internet resources
Print sources

Paragraph analysis Group discussion assessment Characteristic identification Feature comparison charts

Writing

Narrative and Descriptive Paragraphs: Creation

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.
- Value the need for well formed paragraphs in written communication.

The learner is guided to:
- Create a descriptive paragraph that appeals to the sense of sight, smell, hearing, taste and touch.
- Create a narrative paragraph.
- Recognize the first and second person in various paragraphs.
- Review a paragraph written by peers.
- Make corrections to the paragraph as per comments given by peers.

How can we ensure unity in a paragraph?

Skills in English pg. 87
Digital devices
Sample paragraphs
Paragraph review checklists
Writing materials

Paragraph writing assessment Peer review evaluation Correction tasks First/second person identification

RELATIONSHIPS: COMMUNITY

Listening and Speaking
Listening and Speaking

Pronunciation: Semi-vowels
Pronunciation: Diphthongs

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

- Pronounce the semi-vowels /j/ and /w/ with clarity.
- Apply stress on content and function words appropriately for speech clarity.
- Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
- Identify the semi-vowels /j/ and /w/ as in the words you, yes; woo and way.
- Pick out the semi-vowels from an audio or oral text.
- Listen to passages or sentences from an audio-recording or from the teacher.
- Write down and read out words with the specified semi-vowels.
- Practise correct pronunciation of the learnt words in pairs.
- Listen to the correct pronunciation of sounds from the internet.

Why should we pronounce sounds accurately?

Skills in English pg. 90
Digital devices
Audio recordings
Lesson notes
Teacher's Guide
Skills in English pg. 92

Observation Oral questions Pronunciation drills Peer assessment Checklists

Reading

Reference Materials: Dictionary

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

- Outline various types of reference materials and their uses.
- Use the dictionary to check the meaning and usage of words.
- Acknowledge the value of reference materials in research.

The learner is guided to:
- Search the internet for more information about dictionaries and their purpose.
- Compare print and digital dictionaries.
- Read a passage from a textbook, newspaper, or magazine.
- Identify unfamiliar words in the passage.
- Look up the meaning of the words in a dictionary.
- Utilize the dictionary for reference purposes.
- Spell words correctly.
- Classify words into various classes.

Why do we use reference materials?

Skills in English pg. 95
Digital devices
Dictionaries
Textbooks
Newspapers
Magazines

Observation Question and answer Written exercises Dictionary use exercises Peer assessment

Reading
Grammar in Use
Grammar in Use
Reading

Reference Materials: Thesaurus and Encyclopaedia
Order of Adjectives: Types of Adjectives
Order of Adjectives: Correct Order
Play: Style - Identification

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

- Use the thesaurus and subject-specific encyclopaedia to check the meaning and usage of words.
- Conduct research on a topic of interest using the thesaurus and encyclopaedia.
- Value reference materials in research.

- Use the correct order of adjectives in oral and written texts.
- Apply the OSSACOMP rule in ordering adjectives.
- Value the correct order of adjectives in communication.

The learner is guided to:
- Search the internet for more information about the thesaurus and encyclopaedia and their purposes.
- Compare print and digital thesaurus and encyclopaedia.
- Look up the synonyms of various words using a thesaurus.
- Make sentences using the synonyms of given words.
- Conduct research on a given topic using subject-specific encyclopaedia.
- Conduct research on contemporary issues from a subject-specific encyclopaedia.
The learner is guided to:
- Learn and apply the OSSACOMP rule (Opinion, Size, Shape, Age, Colour, Origin, Material, Purpose) when ordering adjectives.
- Construct sentences using adjectives in the correct order.
- Participate in a chain story telling game where they describe a character or place using adjectives.
- Construct sentences orally in pairs from posters, pictures and other visuals using adjectives in the correct order.

How can reference materials help us in our learning?
Why is it important to order adjectives correctly?

Skills in English pg. 97
Digital devices
Thesaurus
Encyclopaedias
Textbooks
Skills in English pg. 99
Charts
Pictures
Crossword puzzles
Skills in English pg. 101
Digital devices
Charts
Pictures
Flash cards
Textbooks
Skills in English pg. 103
Class readers - Play
Lesson notes
Teacher's guide

Observation Question and answer Research tasks Peer assessment Written exercises
Observation Written exercises Oral presentations Group work evaluation Peer assessment

Reading

Play: Style - Analysis

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

- Relate the stylistic features to the message in a play.
- Analyse how literary devices enhance meaning in a play.
- Appreciate creativity in plays.

The learner is guided to:
- Participate in a readers' theatre as they read sections of a play.
- Relate the features of style to the message in a play.
- Role-play the actions of the characters in a play.
- Use hot seating to bring to life aspects of a play.
- Write a summary of the features of style used in a play.

How do stylistic features enhance the message in a play?

Skills in English pg. 106
Digital devices
Class readers - Play
Lesson notes
Teacher's guide

Observation Role play Hot seat evaluation Written analysis Peer assessment

Writing

Letter of Application: Structure

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

- Identify the components of a letter of application.
- Outline a letter of application for different purposes.
- Value the importance of proper formatting in formal letters.

The learner is guided to:
- Identify the components of a letter of application from a sample letter.
- Work in groups to brainstorm on the purpose of writing a letter of application.
- Look for more samples of letters of application from books, magazines, newspapers and the internet.
- Outline a letter of application with all the components.

Why do we write letters of application?

Skills in English pg. 108
Digital devices
Sample application letters
Textbooks
Magazines
Newspapers

Observation Written exercises Letter analysis Peer assessment Checklists

Writing

Letter of Application: Writing

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

- Write a letter of application for placement at Senior Secondary School using all the components.
- Edit and revise a letter of application.
- Advocate the need to adhere to the format of formal letter writing.

The learner is guided to:
- Write a letter of application for placement at Senior Secondary School using the taught components.
- Exchange the letter with other learners for peer assessment.
- Edit the letters of application in small groups for correctness.
- Revise the letter and input corrections suggested by peers.
- Share the letters of application on the class noticeboard, school noticeboard or online.

How can one ensure a letter of application meets the expected standards?

Skills in English pg. 110
Digital devices
Sample application letters
Rubrics
Textbooks

Written exercises Peer assessment Final letter evaluation Checklists Assessment rubrics