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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
HUMAN RIGHTS
Listening and Speaking |
Polite Language: Telephone Etiquette
|
By the end of the
lesson, the learner
should be able to:
- Identify polite words and phrases in telephone conversations. - Use polite expressions in telephone conversations. - Acknowledge the importance of telephone etiquette. |
The learner is guided to:
- Listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device. - Role-play a telephone dialogue on human rights using polite language. - Match polite telephone conversation expressions with appropriate responses from the cards provided. - Discuss how to take a message and leave a message during a telephone conversation. |
How do we ensure politeness in a telephone conversation?
|
Moran Skills in English pg. 1
Dictionary Digital devices Lesson notes |
Observation
Oral questions
Role play
Peer assessment
|
|
| 2 | 2 |
Listening and Speaking
Reading Reading Grammar in Use |
Polite Language: Telephone Etiquette
Extensive Reading: Independent Reading Extensive Reading: Independent Reading Word Classes: Compound Nouns |
By the end of the
lesson, the learner
should be able to:
- Conduct a telephone conversation using polite words and expressions. - Take and leave messages politely over the phone. - Value the significance of etiquette in telephone conversations. |
The learner is guided to:
- Practice leaving and taking telephone messages over the phone using polite language on a caller card. - Role-play a telephone conversation on child labour using polite words and phrases. - Discuss the importance of etiquette in telephone conversations. - Identify polite words and expressions from a dialogue. |
Why should one be polite when speaking over telephone?
|
Moran Skills in English pg. 2
Class rules Digital devices Moran Skills in English pg. 3 Library Digital devices Online fiction and non-fiction texts Moran Skills in English pg. 6 Reading logs Dictionary Library Moran Skills in English pg. 7 Charts Lesson notes |
Oral presentation
Observation schedule
Debates
Checklists
Assessment rubrics
|
|
| 2 | 3 |
Grammar in Use
Reading Reading Writing |
Word Classes: Compound Nouns
Intensive Reading: Short Stories Intensive Reading: Short Stories Writing Legibly and Neatly |
By the end of the
lesson, the learner
should be able to:
- Form compound nouns by joining words. - Use compound nouns in their singular and plural forms correctly. - Acknowledge the role of compound nouns in effective communication. |
The learner is guided to:
- Form compound nouns by joining words from columns A and B, using hyphens where necessary. - Discuss how compound nouns form their plurals. - Write the plurals of compound nouns and use them in sentences. - Complete sentences using the plural forms of compound nouns. - Make sentences from a substitution table. |
How do compound nouns help us to communicate our message?
|
Moran Skills in English pg. 8
Charts Digital devices Word cards Moran Skills in English pg. 10 Short story text Digital devices Moran Skills in English pg. 12 Dictionary Short story text Moran Skills in English pg. 13 Lined paper Sample handwriting |
Written questions
Assessment rubrics
Checklists
Sentence construction
Gap-filling exercises
|
|
| 2 | 4 |
Writing
Listening and Speaking |
Writing Legibly and Neatly
Oral Presentations: Songs |
By the end of the
lesson, the learner
should be able to:
- Write a text legibly and neatly. - Space letters, words and sentences correctly. - Advocate the need for neatness in writing. |
The learner is guided to:
- Copy a passage on teenagers' rights, ensuring they shape upper and lower case letters appropriately. - Space letters, words and sentences correctly. - Cancel incorrect words or sentences neatly. - Read a sentence with errors in word spacing and punctuation, then rewrite it correctly. - Plan and write a narrative composition on human rights using neat and legible handwriting. - Review peers' written work and comment on the handwriting. |
What are the qualities of good handwriting?
|
Moran Skills in English pg. 15
Sample texts Lined paper Assessment checklist Moran Skills in English pg. 16 Digital devices Song recordings Lesson notes |
Written exercise
Peer and self-assessment
Dictation
Narrative composition
Checklists
|
|
| 2 | 5 |
SCIENTIFIC INNOVATIONS
Listening and Speaking Reading |
Oral Presentations: Songs
Intensive Reading: Simple Poems |
By the end of the
lesson, the learner
should be able to:
- Write songs on a scientific innovation. - Present songs using appropriate performance techniques. - Value the aesthetic aspects of songs. |
The learner is guided to:
- Watch another recording of songs from the Kenya Schools and Colleges Drama and Film Festival. - Discuss how the singers presented the songs. - Discuss how to improve the presentation of a song. - Write songs relating to scientific innovation and practice singing them. - Sing and record the songs on a mobile phone or other available device. - Watch the recordings and discuss the non-verbal aspects of the performances. |
What did you find interesting in the songs?
|
Moran Skills in English pg. 18
Digital devices Recording equipment Performance space Moran Skills in English pg. 19 Poetry books Daughter of Nature |
Performance assessment
Group work evaluation
Creativity assessment
Song composition
|
|
| 3 | 1 |
Reading
|
Intensive Reading: Simple Poems
|
By the end of the
lesson, the learner
should be able to:
- Explain what the poem is about. - Derive the deeper meaning from specific lines in the poem. - Appreciate the role of poems in communication. |
The learner is guided to:
- Identify the words or phrases that are repeated in the poem "Challenges are opportunities". - Discuss why these words and phrases are repeated. - Explain how the message in the poem is related to people and events in real life. - Read specific lines like "I'll swim against the wave of doubt" and explain what they mean. - Complete a table showing surface meaning and deeper meaning of phrases from the poem. - Compose a poem about the innovation of a digital device. |
How can you say what is in the poem in your own words?
|
Moran Skills in English pg. 21
Poetry books Digital devices Charts for display |
Written questions
Creative writing assessment
Group discussion evaluation
Peer assessment
|
|
| 3 | 2 |
Grammar in Use
|
Word Classes: Collective Nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify collective nouns from a text. - Categorize collective nouns according to people, animals or things. - Value the use of appropriate collective nouns in communication. |
The learner is guided to:
- Listen to an audio text that the teacher will play. - List the names that refer to groups of people, animals or things in the passage. - Search for texts that have collective nouns from the Internet or books. - Read several texts to classmates and list the collective nouns used. - Read the paragraph "How to innovate" and identify words that refer to groups of people, animals or items. |
Why is it important to use collective nouns in communication?
|
Moran Skills in English pg. 22
Lesson notes Digital devices Teacher's Guide Moran Skills in English pg. 23 Teacher's Guide Charts Digital devices |
Assessment rubrics
Written tests
Oral questions
Checklists
|
|
| 3 | 3 |
Reading
|
Intensive Reading: Short Story
|
By the end of the
lesson, the learner
should be able to:
- Identify the setting - time and place - of a short story. - Highlight the episodes in the short story chronologically. - Acknowledge the impact of setting on story development. |
The learner is guided to:
- Read the story "Our innovation" in groups. - Answer questions about what the story is about and what the learners invented. - Identify words and phrases that provide information about when and where the story takes place. - Reread the story and find other words and phrases that indicate the setting. - Identify a phrase indicating the historical period when the story took place. |
What are the features of a short story?
|
Moran Skills in English pg. 24
Class Readers Digital devices Lesson notes Moran Skills in English pg. 27 Class readers - Short stories Digital devices |
Observations
Peer Assessment
Oral discussion
Oral questions and presentations
Checklists
|
|
| 3 | 4 |
Writing
|
Mechanics of Writing: Punctuation
|
By the end of the
lesson, the learner
should be able to:
- Punctuate a given text using commas, apostrophes, and capital letters correctly. - Explain the uses of commas, apostrophes, and capital letters. - Value the importance of correct punctuation in writing. |
The learner is guided to:
- Use a dictionary to find the meaning of the following words: comma, apostrophe, and capital letter. - Search for information about how to use a comma, an apostrophe, and capital letters in writing. - Read a paragraph and take note of the commas, apostrophes, and capital letters and explain how they are used. - Identify the capital letters in the passage and discuss why each is used. - Rewrite a passage with missing punctuation marks using commas, apostrophes, and capital letters correctly. |
Why should a text be well punctuated?
|
Moran Skills in English pg. 29
Digital devices Reference materials Sample texts Moran Skills in English pg. 31 |
Written exercises
Editing activities
Peer assessment
Punctuation quizzes
Observation
|
|
| 3 | 5 |
POLLUTION
Listening and Speaking Listening and Speaking |
Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea from a cause and effect text. - Pinpoint specific information from a cause and effect text. - Acknowledge the importance of listening for detail. |
The learner is guided to:
- Listen carefully as the teacher reads an oral text. - Give answers to questions about the main idea and other ideas presented in the text. - Discuss what to look out for when listening to a text. - Listen to the passage "Plastics" and identify the ideas presented. - Answer oral questions based on the passage. |
What should one look for when listening to a text?
|
Moran Skills in English pg. 32
Audio recordings Digital devices Lesson notes Moran Skills in English pg. 33 Dictionary Resource person |
Oral questions
Assessment rubrics
Checklists
Written questions
|
|
| 4 | 1 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
- Answer questions based on a given text correctly. - Identify the key events in a passage. - Appreciate the value of reading to gather information. |
The learner is guided to:
- Look at pictures in the passage "Saving River Kabuku" and predict events. - Read the passage silently to internalize the information. - Retell the story in their own words. - Tell peers what they have learned from the story. - Read the text aloud in turns as they answer oral questions. |
How can one improve the way they read?
|
Moran Skills in English pg. 33
Digital devices Lesson notes Teacher's guide Moran Skills in English pg. 35 Dictionary Reference materials |
Oral questions
Checklists
Written questions
Assessment rubrics
|
|
| 4 | 2 |
Grammar in Use
|
Word Classes: Primary Auxiliaries
|
By the end of the
lesson, the learner
should be able to:
- Identify primary auxiliary verbs in a text. - Explain the functions of primary auxiliary verbs. - Value the role of auxiliary verbs in communication. |
The learner is guided to:
- Read the passage "Learning a new word." - Study the words in bold in the first paragraph and determine their functions. - Discuss the functions of verbs in sentences. - Note that the verbs be, do, and have are primary auxiliary verbs that can be used both as main verbs and as helping verbs. - Identify other primary auxiliary verbs from the text. - Search for information on the functions of primary auxiliary verbs. |
What are the functions of verbs in sentences?
|
Moran Skills in English pg. 37
Digital devices Reference materials Sample texts Moran Skills in English pg. 39 Charts Reference materials |
Written exercises
Gap-filling exercises
Sentence construction
Group work evaluation
|
|
| 4 | 3 |
Reading
|
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
- Identify the aspects of structure in a given poem. - Recognize recurring patterns in the poem. - Value the aesthetic quality of poetic structure. |
The learner is guided to:
- Read the poem "Hey, stop!" in groups. - Answer questions based on the poem about the title, persona, audience, and messages. - Study the poem and identify the number of stanzas, lines per stanza, and rhyming patterns. - Discuss the meanings of the similes and metaphors identified. - Search for poems from the Internet or books and identify aspects of structure. |
What messages do poems convey?
|
Moran Skills in English pg. 40
Poetry books Digital devices Charts Moran Skills in English pg. 41 Class noticeboard Digital devices |
Checklists
Assessment rubrics
Written questions
Group presentations
|
|
| 4 | 4 |
Writing
|
Paragraphing: Sequencing of Ideas
|
By the end of the
lesson, the learner
should be able to:
- Identify conjunctions used in a well-formed paragraph. - Explain the functions of different conjunctions. - Value the importance of conjunctions in organizing ideas. |
The learner is guided to:
- Study words like first, next, then, after that, finally, and, but, because, or. - Discuss how these words are used in storytelling. - Read the passage "A health hazard" and identify the conjunctions used. - Discuss the functions of the conjunctions as used in the paragraph. - Search for conjunctions used in texts and identify their functions. |
Why is it important to use conjunctions in writing?
|
Moran Skills in English pg. 43
Charts Lesson notes Teacher's Guide Digital devices Moran Skills in English pg. 45 Digital devices Crossword puzzles Lesson notes |
Written questions
Assessment rubrics
Checklists
Peer Assessment
Oral questions
|
|
| 4 | 5 |
CONSUMER ROLES AND RESPONSIBILITIES
Listening and Speaking Listening and Speaking Reading Reading |
Listening Comprehension: Selective Listening
Intensive Reading Intensive Reading |
By the end of the
lesson, the learner
should be able to:
- Distinguish between specific and general information from a listening text. - Select specific information from a text. - Appreciate the value of listening skills in communication. |
The learner is guided to:
- Listen to an audio text on consumer roles and responsibilities and decide whether the information presented is specific or general. - Search online for audio recordings and attentively listen for specific information. - Role play a scene on roles and responsibilities of consumers to emphasize listening skills during communication. - Listen to a passage on consumer roles and responsibilities and answer questions posed by the speaker. |
Why is it important to get the main points from an oral text?
|
Moran - Skills in English pg. 47
Digital devices Audio recordings Teacher's Guide Moran - Skills in English pg. 48 Moran - Skills in English pg. 49 Video clips Lesson notes Moran - Skills in English pg. 50 Reference materials |
Observation
Oral questions
Role play
Written responses
|
|
| 5 | 1 |
Grammar in Use
Reading Reading |
Verbs and Tense
Intensive Reading: Short story Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present and simple past tense in a text. - Write sentences using the simple present tense. - Value appropriate use of tense in communication. |
The learner is guided to:
- Read a given text and identify words that indicate activities happening at the present time. - Read the story "Get that blue dress" and identify verbs that refer to actions that happened in the past. - Study verb forms in a table showing simple present and simple past tense. - Discuss how simple present and simple past tense verbs are formed. - Search for texts about consumer roles and responsibilities and identify verbs used in simple present and past forms. |
Why is correct use of tense important?
|
Moran - Skills in English pg. 52
Digital devices Charts Lesson notes Moran - Skills in English pg. 53 Flashcards Moran - Skills in English pg. 55 Reference books Moran - Skills in English pg. 56 Character trait charts Lesson notes Digital devices |
Observation
Written exercises
Oral questions
Group work
|
|
| 5 | 2 |
Writing
|
Paragraphing: Connectors of sequence
|
By the end of the
lesson, the learner
should be able to:
- Identify connectors of sequence from a given text. - Use connectors of sequence correctly in sentences. - Value the use of idea connectors for clarity in communication. |
The learner is guided to:
- Read a passage and note the function of words in red (connectors of sequence). - Copy the passage without the words in red and read it again to understand the function of connectors. - Search for other connectors of sequence from the Internet or in textbooks. - List the connectors found and use them to construct sentences in groups. - Rewrite a paragraph using connectors of sequence and note the difference in the new paragraph. |
How can a good paragraph be developed?
|
Moran - Skills in English pg. 59
Charts Digital devices Reference books Moran - Skills in English pg. 60 Manila paper Digital devices |
Written exercises
Observation
Group work
Peer assessment
|
|
| 5 | 3 |
RELATIONSHIPS: PEERS
Listening and Speaking Listening and Speaking Reading Reading |
Pronunciation
Study Skills: Reference materials Study Skills: Reference materials |
By the end of the
lesson, the learner
should be able to:
- Identify words with sounds /ɒ/ and /ͻ:/ in a given text. - Pronounce words with target sounds correctly. - Acknowledge the role of correct pronunciation in communication. |
The learner is guided to:
- Listen to an audio recording of words with the sounds /ɒ/ as in lock and /ͻ:/ as in torn. - Practice pronouncing the words in pairs. - Note the differences in pronunciation between the sounds. - Search for words with sounds /ɒ/ as in lock and /ͻ:/ as in torn using a digital device. - Listen to the recording of the text "The dot on the waves" and list words with the target sounds. |
How can one improve their pronunciation?
|
Moran - Skills in English pg. 62
Audio recordings Digital devices Charts Lesson notes Moran - Skills in English pg. 64 Text with marked stress Moran - Skills in English pg. 66 Dictionary Thesaurus Encyclopedia Reference books Moran - Skills in English pg. 67 |
Observation
Oral practice
Peer assessment
Pronunciation drills
|
|
| 5 | 4 |
Grammar in Use
Reading Reading |
Word Classes: Adjectives
Intensive Reading: Short story Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Identify gradable and non-gradable adjectives from a text. - Distinguish between gradable and non-gradable adjectives. - Appreciate the need for adjectives in communication. |
The learner is guided to:
- Read the passage "Relating with our peers" and identify the words in red (adjectives). - Identify the nouns that the adjectives describe in the text. - Study the explanation about gradable and non-gradable adjectives. - Copy a table and use it to identify and group gradable and non-gradable adjectives from the passage. - Read the poem "Best friend in the world" and identify the adjectives used. |
When is it necessary to describe a noun?
|
Moran - Skills in English pg. 69
Charts Digital devices Lesson notes Teacher's Guide Moran - Skills in English pg. 70 Crossword puzzles Lesson notes Moran - Skills in English pg. 71 Reference books Moran - Skills in English pg. 73 Role-play scripts |
Written exercises
Group work
Observation
Oral questions
|
|
| 5 | 5 |
Writing
Listening and Speaking |
Functional Writing: Apology Letters
Conversational Skills: Disagreeing Politely |
By the end of the
lesson, the learner
should be able to:
- Explain the purpose of apology letters. - Identify the parts of a letter of apology. - Value the role of apology letters in communication. |
The learner is guided to:
- Listen to two conversations - one with an apology and one without. - Discuss what makes the two conversations different. - Answer questions about the apology: who is apologizing, to whom, and for what reason. - Search from the Internet for information on the parts of a letter of apology. - Identify the parts of a letter of apology in a given sample. - Search for sample letters of apology from various sources. - Read through a letter of apology and copy it in their exercise books. - List and label the parts of the letter. |
Why do people write letters?
|
Moran - Skills in English pg. 74
Sample letters Digital devices Audio recordings Lesson notes Moran - Skills in English pg. 75 Assessment guide Moran - Skills in English pg. 78 Video recordings Pictures |
Written exercises
Observation
Group discussions
Oral presentations
|
|
| 6 | 1 |
REHABILITATION
Listening and Speaking Reading Reading Grammar in Use |
Conversational Skills: Disagreeing Politely
Reading Fluency: Poem Reading Fluency: Poem Word Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
- Apply non-verbal cues to express varied moods and feelings. - Practice disagreeing politely in conversations. - Advocate for the need to speak politely during communication. |
The learner is guided to:
- Listen to a dialogue provided by the teacher and identify words and phrases that show polite agreement or disagreement. - Identify how speakers have used gestures to express their feelings. - Discuss how non-verbal cues are used to express different moods and feelings. - Role-play the dialogue using non-verbal cues to express different moods and feelings. - In groups, write a short dialogue about rehabilitation in which speakers disagree politely. - Present the dialogue while practicing disagreeing politely. - Revise and make corrections to their dialogue where appropriate. |
How do you use non-verbal cues to express different moods and feelings?
|
Moran - Skills in English pg. 79
Digital devices Dialogue scripts Pictures Lesson notes Moran - Skills in English pg. 80 Reference books Lesson notes Dictionary Moran - Skills in English pg. 82 Poem texts Dictionary Moran - Skills in English pg. 84 Video recordings |
Role play
Written dialogues
Oral presentation
Peer assessment
|
|
| 6 | 2 |
Grammar in Use
Reading Reading Writing |
Word Classes: Adverbs
Intensive Reading: Short story Intensive Reading: Short story Mechanics of Writing |
By the end of the
lesson, the learner
should be able to:
- Use adverbs of frequency and degree correctly in sentences. - Construct sentences using adverbs of frequency and degree. - Appreciate the importance of using adverbs correctly in communication. |
The learner is guided to:
- Fill in a crossword puzzle using adverbs of frequency or degree based on given clues. - Determine what two letters are used at the end of most adverbs. - Use questions provided to talk about rehabilitation, incorporating adverbs of frequency and degree in their conversation. - Discuss when rehabilitation is needed and what the possible positive results of rehabilitation are. - Hold conversations using adverbs of frequency and degree. |
How can we improve our use of adverbs in communication?
|
Moran - Skills in English pg. 85
Crossword puzzles Digital devices Charts Reference books Moran - Skills in English pg. 87 Reference books Lesson notes Teacher's Guide Moran - Skills in English pg. 88 Graphic organizers Moran - Skills in English pg. 90 Dictionary Word lists Lesson notes |
Crossword puzzles
Written exercises
Oral presentations
Observation
|
|
| 6 | 3 |
Writing
Listening and Speaking |
Mechanics of Writing
Listening for Detail |
By the end of the
lesson, the learner
should be able to:
- Use prefixes and suffixes correctly in writing. - Make connections between spelling and meaning in suffixed and prefixed words. - Acknowledge the importance of correct spellings in writing. |
The learner is guided to:
- Read the passage "Things will get better" about rehabilitation. - List words with prefixes and suffixes from the passage. - Use a print or online dictionary to check if the spellings of the listed words are correct. - Correct any errors in the words found. - Use the words to write sentences. - Use prefixes and suffixes to write a paragraph about rehabilitation. - Rewrite passages correctly. - Search for more examples of words with prefixes, suffixes, and silent vowels. - Create a chart showing prefixes, suffixes, and their meanings. |
How can you tell the meaning of a word using a prefix?
|
Moran - Skills in English pg. 92
Dictionary Digital devices Reference books Lesson notes Moran - Skills in English pg. 95 Audio recording on wildlife Digital devices Teacher's guide |
Written paragraphs
Chart creation
Spelling tests
Peer assessment
|
|
| 6 | 4 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking Reading Reading Grammar in Use |
Listening for Detail
Intensive Reading: Visuals Intensive Reading: Visuals Word Classes: Pronouns |
By the end of the
lesson, the learner
should be able to:
- Identify specific details in a listening text on wildlife - Respond accurately to questions based on the listening text - Value the importance of listening for specific information |
The learner is guided to:
- Listen to a passage "A happy song" read by the teacher - Outline the main ideas in the passage - Take turns to discuss and answer questions about the passage - Discuss the importance of listening attentively - Tell a classmate why it is important to listen for detail |
Why is it important to listen for specific details?
|
Moran - Skills in English pg. 95
Audio recording Digital devices Teacher's guide Passage "A happy song" Pictures of wildlife Reference materials Posters Charts Moran - Skills in English pg. 97 Visuals on wildlife Charts Teacher's guide Moran - Skills in English pg. 101 Poem "When there is no one to help" |
Oral questions
Written responses
Peer assessment
Listening comprehension exercises
|
|
| 6 | 5 |
Grammar in Use
Reading Reading Writing |
Word Classes: Pronouns
Intensive Reading: Short story Intensive Reading: Short story Composition Writing |
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide Moran - Skills in English pg. 104 Short story "Touring the wild" Reference materials Moran - Skills in English pg. 106 Charts PowerPoint presentation Moran - Skills in English pg. 107 Sample dialogues |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 7 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Composition Writing
Listening and Responding: Oral Narratives - Myths Listening and Responding: Oral Narratives - Myths |
By the end of the
lesson, the learner
should be able to:
- Write a dialogue on a given topic - Edit a dialogue for clarity, cohesion and coherence - Value the role of the writing process in communication |
The learner is guided to:
- Discuss ideas to include when writing a dialogue - Write a rough draft of a dialogue about wildlife conservation - Edit the dialogue to avoid repetition, correct spellings and punctuation - Revise the dialogue by adding, rearranging, removing or replacing ideas, words, phrases and sentences - Assess each other's dialogues using a provided checklist - Share final work in class |
Why is it important to follow the writing process?
|
Moran - Skills in English pg. 108
Sample dialogues Digital devices Assessment checklist Reference materials Moran - Skills in English pg. 111 Audio recordings Video recordings Myth "How Wechakhulia Hill was formed" Moran - Skills in English pg. 112 Teacher's guide |
Dialogue writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 7 | 2 |
TOURISM: DOMESTIC
Reading Reading Grammar in Use Grammar in Use |
Intensive Reading: Poem
Word Classes: Simple prepositions Word Classes: Simple prepositions |
By the end of the
lesson, the learner
should be able to:
- Select required information from a text - Use nonverbal cues to bring out the message in a poem - Appreciate the importance of comprehension in life |
The learner is guided to:
- Read the poem "Local tourists" - Identify characters, themes and aspects of style such as repetition from the poem - Infer the meaning of words from the context - Rap/recite the poem in turns using relevant non-verbal cues - Answer direct and inferential questions based on the poem - Retell events depicted in the poem in own words |
How can one tell the meaning of unfamiliar words used in a text? Why should one support an opinion about a story or person with evidence?
|
Moran - Skills in English pg. 112
Poem "Local tourists" Digital devices Reference materials Charts Teacher's guide Moran - Skills in English pg. 115 Dictionary Visual aids Moran - Skills in English pg. 116 Pictures showing positions Moran - Skills in English pg. 117 Newspapers Magazines Crossword puzzles |
Poem recitation
Written exercises
Oral presentations
Peer assessment
Group discussions
|
|
| 7 | 3 |
Reading
Writing |
Intensive Reading: Poetry
Assessment of writing |
By the end of the
lesson, the learner
should be able to:
- Identify inanimate characters in a given poem - Describe traits of inanimate characters present in a given poem - Value the role of inanimate characters in poetry |
The learner is guided to:
- Read the poem "We won't let you!" - Discuss what the poem is about - Search from the Internet or books for the meaning of inanimate characters - Present findings to classmates - Identify inanimate characters in the poem or any other poem of choice |
What makes stories interesting to read? How can the characters in a poem be described?
|
Moran - Skills in English pg. 118
Poem "We won't let you!" Digital devices Reference materials Teacher's guide Moran - Skills in English pg. 119 Poems "You lied to me" and "Trembling in magic" Charts Moran - Skills in English pg. 121 Sample composition "The visit of my life" Assessment guidelines |
Character analysis
Oral presentations
Written exercises
Group discussions
Recitation
|
|
| 7 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Assessment of writing
Pronunciation: Sounds Vowels Stressed and unstressed words |
By the end of the
lesson, the learner
should be able to:
- Assess a composition written by self or peers and suggest corrections for errors - Write a composition free of errors - Appreciate the importance of feedback to improve a composition |
The learner is guided to:
- Write a composition on the subject of domestic tourism - Exchange compositions with other groups - Read through the other group's composition and identify errors - Suggest corrections to be made - Assess the composition written in the previous activity - Correct the errors identified - Write the final draft after making necessary corrections - Type the composition on a digital device and display it on the classroom gallery wall or noticeboard - Conduct a gallery walk to view compositions by other groups |
How can one improve their writing skills?
|
Moran - Skills in English pg. 122
Digital devices Sample compositions Assessment guidelines Teacher's guide Moran - Skills in English pg. 124 Audio recordings Charts Word lists Moran - Skills in English pg. 125 Poem "If I knew" Charts with stressed and unstressed words |
Composition writing
Error identification
Peer assessment
Self-assessment
Editing exercises
|
|
| 7 | 5 |
HEROES AND HEROINES: AFRICA
Reading Reading Grammar in Use Grammar in Use |
Extensive Reading: Grade appropriate fiction Materials - Characters
Word Classes: Conjunctions Word Classes: Conjunctions |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given fiction text - Describe the traits of a given character in a fictional text - Value the role of characters in fiction |
The learner is guided to:
- Discuss what makes reading enjoyable - Read the passage "African heroes and heroines" - Identify and list the characters in the story - Take up roles of different characters in the story - Role-play the different characters identified - Dramatize the text using appropriate voice, gestures, facial expressions and movement - Discuss why some people are considered heroes and heroines in communities |
What makes reading enjoyable? How can the characters in a story be described?
|
Moran - Skills in English pg. 127
Passage "African heroes and heroines" Digital devices Reference materials Character trait charts Teacher's guide Moran - Skills in English pg. 129 Dictionaries Moran - Skills in English pg. 130 Passage about African heroes Poem "If you knew" Songs Charts Moran - Skills in English pg. 132 Crossword puzzles |
Character analysis
Role play
Oral presentations
Written exercises
Drama performance
|
|
| 8 | 1 |
Reading
Writing |
Intensive Reading: Similes and metaphors
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- List the similes and metaphors in a given short story - Use similes and metaphors in their own sentences - Value the importance of similes and metaphors in communication |
The learner is guided to:
- Explain what makes short stories interesting - Read the short story "Finding a hero" - Answer questions based on the story - Point out the main events in the story - Discuss how the events make the story flow - Learn about metaphors and similes - Search for the meaning of simile and metaphor from a textbook or the Internet - Identify and list similes and metaphors used in the story |
How do events flow logically in a story?
|
Moran - Skills in English pg. 133
Short story "Finding a hero" Digital devices Reference materials Dictionaries Teacher's guide Moran - Skills in English pg. 134 Charts with similes and metaphors Moran - Skills in English pg. 136 Story "Beyond achievements" Planning templates |
Simile and metaphor identification
Sentence construction
Oral presentations
Written exercises
Group discussions
|
|
| 8 | 2 |
Writing
Listening and Speaking Listening and Speaking Reading |
Creative Writing: Narrative Compositions
Oral Presentations Oral Presentations Study Skills: Note Making |
By the end of the
lesson, the learner
should be able to:
- Create a narrative composition using revealing details - Revise and edit a narrative composition for clarity and correctness - Appreciate the value of quality narrative compositions |
The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly - Search for information on the parts of a narrative composition and present findings - Identify the parts of a narrative composition in a provided text - Use prewriting techniques to plan a narrative composition about one of their most memorable experiences - Write a narrative composition of 240-280 words using revealing details - Review each other's work using a provided checklist - Revise and correct any mistakes - Display final composition on a poster or share using social media |
Which event excited you or made you sad recently? How can a good narrative be written?
|
Moran - Skills in English pg. 138
Digital devices Posters Assessment checklists Reference materials Teacher's guide Moran - Skills in English pg. 140 Audio recordings Sample speeches Moran - Skills in English pg. 141 Moran - Skills in English pg. 142 Text "Creative careers" Note making templates |
Narrative composition writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 8 | 3 |
ART
Reading Grammar in Use Grammar in Use Reading |
Study Skills: Note Making
Word Classes: Determiners Word Classes: Quantifiers Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Make notes on the margin and space letters, words and sentences correctly - Rewrite or re-read notes and reorganize into categories - Appreciate the role of note making in comprehension |
The learner is guided to:
- Identify verbal signposts in the text "Creative careers" - Study the notes in the right column of a table made from the text - Identify abbreviations in the notes and their meanings - Carry out steps with a printed copy of the passage such as circling key points, making notes on the margin, paraphrasing, creating abbreviations - Write down repeated ideas in the text - Reread the notes and key points marked in the passage - Write a clean copy of notes while organizing ideas |
How do we determine what to include in our notes during note making?
|
Moran - Skills in English pg. 144
Text "Creative careers" Digital devices Note taking templates Reference materials Teacher's guide Moran - Skills in English pg. 146 Pictures showing demonstrative use Text "Talented Brothers" Charts with demonstratives Moran - Skills in English pg. 148 Text "Art in my life" Charts with quantifiers Real objects for demonstration Moran - Skills in English pg. 151 Story "Loiyangalani Art Exhibition" Event sequence charts |
Note organization exercise
Abbreviation identification
Written exercises
Peer review
Group discussions
|
|
| 8 | 4 |
Reading
Writing |
Intensive Reading: Short story
Functional Writing: Thank you notes and Congratulatory notes |
By the end of the
lesson, the learner
should be able to:
- Identify the setting in the short story - Analyze how setting contributes to story development - Appreciate the importance of setting in fiction |
The learner is guided to:
- Make a diagram highlighting main events of a story read - Discuss types of art to include in a school exhibition - Plan time at an exhibition with many things to view but limited time - Relate events in the story to own life or lives of people known - Search for the meaning of "setting" - Reread the story and discuss the setting using guiding questions - Talk about why the setting of the story is important to readers |
Why is the setting of a story important to the reader?
|
Moran - Skills in English pg. 152
Story "Loiyangalani Art Exhibition" Digital devices Setting analysis charts Reference materials Teacher's guide Moran - Skills in English pg. 154 Sample thank you notes Note templates |
Setting analysis
Written exercises
Oral presentations
Group discussions
Story analysis
|
|
| 8 | 5 |
Writing
Listening and Speaking Listening and Speaking Reading |
Functional Writing: Thank you notes and Congratulatory notes
Conversational Skills: interviews Conversational Skills: interviews Extensive Reading: Non-fiction |
By the end of the
lesson, the learner
should be able to:
- Write a congratulatory note correctly - Critique thank you notes and congratulatory notes for correctness and relevance - Value the importance of expressing appreciation in writing |
The learner is guided to:
- Discuss situations in which a thank you note is written - Write a thank you note using the correct format - Discuss the importance of appreciating someone or something done for you - Discuss situations in which a congratulatory note is used - Write a congratulatory note to a peer who has achieved something good - Display notes on classroom wall - Conduct a gallery walk to read displayed notes - Give feedback on notes using provided criteria |
Why should one write how they feel about something?
|
Moran - Skills in English pg. 155
Note writing templates Assessment criteria Posters for display Digital devices Teacher's guide Moran - Skills in English pg. 157 Recorded interviews Reference materials Radio/television interviews Moran - Skills in English pg. 158 Sample interviews Interview question lists Text "Choosing a career" Non-fiction texts |
Note writing
Peer assessment
Gallery walk
Written exercises
Group discussions
|
|
| 9 | 1 |
CHOOSING A CAREER
Reading Grammar in Use Grammar in Use Reading |
Extensive Reading: Non-fiction
Word Classes: Adverbs Word Classes: Adverbs Intensive Reading: Lessons Learnt |
By the end of the
lesson, the learner
should be able to:
- Read grade appropriate materials for lifelong learning - Recommend to peers suitable non-fiction materials to read - Appreciate the importance of reading widely |
The learner is guided to:
- Read texts identified in previous lesson - Note key points in each text - Explain to classmates what they have read - Identify unfamiliar words in the texts - Use dictionary or Internet to look up meanings of unfamiliar words - Use the words to make sentences - Match words with similar meanings - Use dictionary or Internet to look up meanings of words - Discuss the importance of reading for information |
Why should one read widely?
|
Moran - Skills in English pg. 159
Non-fiction texts Digital devices Dictionaries Reference materials Teacher's guide Moran - Skills in English pg. 161 Newspapers Magazines Moran - Skills in English pg. 162 Posters and charts Gap filling exercises Moran - Skills in English pg. 164 Short story "A career talk" Lesson analysis charts |
Reading comprehension
Vocabulary exercises
Written exercises
Oral presentations
Group discussions
|
|
| 9 | 2 |
Reading
Writing Writing |
Intensive Reading: Lessons Learnt
Mechanics of Writing: Prefixes and Suffixes Mechanics of Writing: Prefixes and Suffixes |
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the short story to real life situations - Apply lessons learnt to personal situations - Appreciate the relevance of the short story in addressing real life issues |
The learner is guided to:
- Answer questions based on the story "A career talk" - Retell the story in pairs - Role-play sections of the story that bring out main lessons - Identify and role-play other events that bring out main lessons - Relate events in own life to those in the story - Write a composition on the subject of careers and assess in pairs - Relate lessons learnt to experiences, people or things around them - Watch or listen to a recorded story and identify lessons learnt - Compare lessons to personal experiences - Discuss ways of deriving lessons from short stories |
What issues in the society are addressed by stories?
|
Moran - Skills in English pg. 165
Short story "A career talk" Digital devices Recorded stories Reference materials Teacher's guide Moran - Skills in English pg. 167 Texts with prefixes and suffixes Word lists Moran - Skills in English pg. 168 Dictated words list Gap filling exercises |
Role play
Composition writing
Lesson application
Oral presentations
Group discussions
|
|
| 9 | 3 |
MODERN FASHION
Listening and Speaking Listening and Speaking Reading Reading |
Listening to Respond: Attitude
Intensive Reading: Comprehension Strategies Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Explain the message in a given song - Use appropriate words and expressions to express their attitude towards a given song - Appreciate how choice of words affects the reader |
The learner is guided to:
- Listen to different songs from a digital device or non-electronic sources and describe the messages in them - Collaborate with peers to perform the songs and bring out relevant emotions - Discuss issues highlighted in the songs with those of their peers - Use words and expressions to describe their feelings about various issues in the songs including modern fashion |
What messages are found in songs?
|
Moran - Skills in English pg. 170
Digital devices Audio recordings of songs Teacher's Guide Song lyrics Audio recordings Charts Digital devices Moran - Skills in English pg. 171 Pictures Manila papers Moran - Skills in English pg. 172 Dictionary Charts |
Observation
Oral questions
Peer assessment
Checklists
|
|
| 9 | 4 |
Grammar in Use
Reading |
Phrasal Verbs
Short Story: Characters |
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs correctly in a text - Explain how phrasal verbs are formed - Acknowledge the role of phrasal verbs in effective communication |
The learner is guided to:
- Study a conversation provided by the teacher to identify phrasal verbs - Discuss how phrasal verbs are formed - Compare meanings of individual words to meanings of entire phrases - Read a passage "Trendsetter" and identify the phrasal verbs highlighted in the passage - Search from the Internet or in textbooks for more examples of phrasal verbs formed from the verbs make, pass and look - List the phrasal verbs found |
How are phrasal verbs formed?
|
Moran - Skills in English pg. 174
Dictionary Digital devices Charts Teacher's Guide Moran - Skills in English pg. 175 Digital or print dictionaries Sentence strips Moran - Skills in English pg. 177 Short story Character charts Digital devices |
Written exercises
Matching exercises
Oral questions
Observation
|
|
| 9 | 5 |
Reading
Writing Writing |
Short Story: Characters
The Writing Process The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Categorize characters based on their traits - Relate characters in the story to real-life situations - Appreciate the role of characters in fiction |
The learner is guided to:
- In pairs, group the characters as good or bad based on their actions and words - In groups, discuss how the experiences of the characters are similar to their own experiences - Describe how some characters in the short story are similar to people they know - Write paragraphs describing the traits of the characters - Role-play traits of different characters in the short story - Find and read more short stories on modern fashion from the Internet or books |
How are character traits described?
|
Moran - Skills in English pg. 179
Role-play scripts Digital devices Charts Teacher's Guide Moran - Skills in English pg. 180 Sample dialogues Manila papers Moran - Skills in English pg. 181 Assessment checklist |
Role play
Written paragraphs
Character analysis
Assessment rubrics
|
|
| 10 | 1 |
CONSUMER PROTECTION
Listening and Speaking Listening and Speaking |
Extensive Listening: Poems
|
By the end of the
lesson, the learner
should be able to:
- Identify messages in poems - Perform poems using appropriate techniques - Acknowledge the role of poems in society |
The learner is guided to:
- Watch performances of poems provided by the teacher - Write key ideas in the poems listened to - In pairs, identify and discuss the messages in the poems - Present findings to classmates |
What messages are conveyed in poems?
|
Moran - Skills in English pg. 183
Digital devices Audio recordings of poems Teacher's Guide Poems Recording devices Charts |
Observation
Oral questions
Peer assessment
Group presentations
|
|
| 10 | 2 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Select required information from a text - Identify key points in a passage - Acknowledge the importance of comprehension in life |
The learner is guided to:
- Read the passage "Market day" - Answer questions based on the story - In groups, discuss how to identify key points in a text - In pairs, identify the key points in the passage - Reread sentences in which specific words are used in the passage to determine their meaning |
How do you identify the key points in a text?
|
Moran - Skills in English pg. 184
Comprehension passages Dictionary Digital devices Moran - Skills in English pg. 186 Summary maps/charts Drawing materials |
Written questions
Oral questions
Group discussions
Observation
|
|
| 10 | 3 |
Grammar in Use
|
Word Classes: Compound Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify compound sentences from texts - Identify coordinating conjunctions used in compound sentences - Appreciate the usage of compound sentences in communication |
The learner is guided to:
- Read a text about a customer purchasing shoes - Find conjunctions and, but, or and so in the text - Identify the sentences joined by these conjunctions and read them aloud - Search online or in grammar books for texts about consumer protection - Read the texts and identify compound sentences that use coordinating conjunctions |
Why do we join sentences?
|
Moran - Skills in English pg. 187
Grammar books Digital devices Charts Teacher's Guide Moran - Skills in English pg. 188 Assessment checklist Sentence strips |
Written exercises
Identification tasks
Oral reading
Observation
|
|
| 10 | 4 |
Reading
|
Short Story: Style
|
By the end of the
lesson, the learner
should be able to:
- Identify personification and flashback in a short story - Read and retell a short story - Appreciate the creative use of language in short stories |
The learner is guided to:
- Study the picture and read the title of the story "Goods once sold" - Predict what the story might be about - Read the story "Goods once sold" - Retell the story to classmates - Answer questions based on the story - Search online and in printed materials for information about flashback and personification as features of style in writing |
How does a writer make a story interesting?
|
Moran - Skills in English pg. 189
Short story Pictures Digital devices Moran - Skills in English pg. 191 Notes on style Digital devices Charts Teacher's Guide |
Oral retelling
Written questions
Reading aloud
Peer assessment
|
|
| 10 | 5 |
Writing
|
Creative Narrative Composition: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of specified idioms in context - Identify idioms in a text - Acknowledge the value of idioms in spoken and written communication |
The learner is guided to:
- Read the passage "The apple of my eye" - In pairs, discuss what makes the passage interesting - List phrases highlighted in the passage - Discuss the meaning of idioms and how they are used - Explain the meaning of each of the idioms used in the text |
What makes a story outstanding?
|
Moran - Skills in English pg. 192
Text with idioms Dictionary Digital devices |
Oral questions
Identification tasks
Written exercises
Group discussions
|
|
| 11 | 1 |
Writing
Listening and Speaking |
Creative Narrative Composition: Idioms
Pronunciation and Intonation |
By the end of the
lesson, the learner
should be able to:
- Compose a narrative composition using specified idioms - Review narrative compositions for correctness - Value the use of idioms in enhancing communication |
The learner is guided to:
- Write a composition on any subject relating to consumer protection using provided idioms - In groups, share compositions - Review one another's work using a provided checklist - In groups, play a language game on constructing sentences using idioms - Write a final draft of the narrative composition using idioms correctly |
How can we improve our writing skills?
|
Moran - Skills in English pg. 193
Assessment checklist Sample idioms Digital devices Teacher's Guide Moran - Skills in English pg. 195 Audio dictionary Word lists |
Composition writing
Peer assessment
Language games
Assessment rubrics
|
|
| 11 | 2 |
SPORTS: OLYMPICS
Listening and Speaking Reading |
Pronunciation and Intonation
Study Skills |
By the end of the
lesson, the learner
should be able to:
- Use the correct intonation in declarative and exclamatory sentences - Distinguish between rising and falling intonation - Value the role of intonation in expressing meaning |
The learner is guided to:
- Practise reading words with silent letters in pairs - Read sentences aloud and pronounce words with silent letters correctly - Observe the difference between first and second readings of sentences - Practise reading a sentence aloud to show different emotions (surprise, excitement, matter of fact) - Listen as the teacher reads sentences and indicate whether falling or rising intonation is used - In pairs, practise reading sentences using the correct intonation |
What are some of the words with silent letters?
|
Moran - Skills in English pg. 196
Sentence strips Digital recordings Lesson notes Teacher's Guide Moran - Skills in English pg. 197 Descriptive text Note-making templates Digital devices |
Oral reading
Intonation exercises
Peer assessment
Observation
|
|
| 11 | 3 |
Reading
Grammar in Use |
Study Skills
Sentences: Active and Passive Voice |
By the end of the
lesson, the learner
should be able to:
- Identify the steps to follow when summarizing a text - Summarize a descriptive text in a paragraph of stated number of words - Acknowledge the role of summarizing in learning |
The learner is guided to:
- Write a suitable title for the list of key points made - Reread a descriptive text about the Olympics - Write the main points identified in a numbered list - Create a summary paragraph using notes made - Check summary for accuracy - Review and edit paragraphs - Write the final copy of the summary - Read texts provided by the teacher, make notes and write summaries |
How can key points be identified in a text?
|
Moran - Skills in English pg. 200
Descriptive text Summary samples Digital devices Teacher's Guide Moran - Skills in English pg. 201 Sentence strips Grammar books Digital devices |
Summary writing
Peer assessment
Paragraph writing
Assessment rubrics
|
|
| 11 | 4 |
Grammar in Use
Reading |
Sentences: Active and Passive Voice
Extensive reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Transform sentences from active to passive voice and vice versa - Construct sentences in active and passive voice - Value the use of active and passive voice in enhancing communication |
The learner is guided to:
- With a classmate, change sentences from active voice to passive voice - Change sentences from passive voice to active voice - In groups, construct sentences in active voice and passive voice on events in the Olympics - Display sentences on a chart in class gallery for peer review - Search from the Internet or books for more sentences in active and passive voice |
How can one tell the doer and the receiver of an action in a sentence?
|
Moran - Skills in English pg. 202
Charts Digital devices Grammar books Teacher's Guide Moran - Skills in English pg. 203 Short story Pictures Digital devices |
Sentence transformation
Sentence construction
Peer assessment
Group work
|
|
| 11 | 5 |
Reading
Writing |
Extensive reading: Short story
Creative Writing: Descriptive Writing |
By the end of the
lesson, the learner
should be able to:
- Identify issues brought out through characters and events in a story - Make connections between story events and real-life situations - Value the role of stories in addressing social issues |
The learner is guided to:
- Study a table which presents issues brought out in the story - In groups, make a similar table and fill it with more examples from the story - In pairs, relate the ideas in the story to their own experiences or the experiences of people they know - In groups, dramatize and record sections of the story that show real-life experiences |
How are stories related to what happens in real life?
|
Moran - Skills in English pg. 205
Analysis tables Recording devices Digital devices Teacher's Guide Moran - Skills in English pg. 206 Descriptive passages Dictionary Charts |
Role play
Table completion
Group discussions
Recordings
|
|
| 12 | 1 |
Writing
Listening and Speaking |
Creative Writing: Descriptive Writing
Oral Reports: Events |
By the end of the
lesson, the learner
should be able to:
- Write a descriptive composition on people, places and events - Use words that appeal to the five senses in descriptive writing - Value the place of description in written and spoken communication |
The learner is guided to:
- Search from the Internet or books for words and expressions that appeal to the five senses - Group words in a table according to which sense they appeal to - Watch a video of one of the sporting events Kenya participates in at the Olympics - Write a descriptive paragraph about that sport - Write a descriptive composition based on one of the sports featured in the Olympics - Present composition for peer review - Edit and revise composition based on feedback - Publish completed composition on the school website, in a class blog or on a poster |
How can description make our writing better?
|
Moran - Skills in English pg. 207
Videos of sporting events Digital devices Assessment checklist Teacher's Guide Moran - Skills in English pg. 209 Pictures Charts |
Descriptive writing
Peer assessment
Portfolio assessment
Assessment rubrics
|
|
| 12 | 2 |
TOURIST ATTRACTION SITES: AFRICA
Listening and Speaking Reading |
Oral Reports: Events
Reading Fluency |
By the end of the
lesson, the learner
should be able to:
- Recount events that take place outside the classroom - Present an oral report using verbal and non-verbal cues - Value the role of oral reports in enhancing communication |
The learner is guided to:
- In pairs, search from the Internet or a book for an oral report - Identify the steps taken during oral report presentations - Suggest how to make reports more interesting - Prepare a report on an event that took place outside the classroom - Rehearse the report using verbal and non-verbal cues - Present the report to the group - Listen to classmates' reports and provide feedback using a provided table |
Why do we give oral reports?
|
Moran - Skills in English pg. 210
Feedback table Digital devices Sample oral reports Moran - Skills in English pg. 211 Reading texts Stopwatch/timer Charts Digital devices |
Oral presentations
Peer assessment
Assessment rubrics
Observation
|
|
| 12 | 3 |
Reading
Grammar in Use |
Reading Fluency
Types of Sentences: Interrogative sentences |
By the end of the
lesson, the learner
should be able to:
- Read texts accurately, with expression and at the right speed - Apply fluency strategies when reading a text - Value the significance of poems in communication |
The learner is guided to:
- Preview the story "Tourist attraction sites" - Skim through the text by reading the title and first sentence of every paragraph to get the main idea - Scan through the text to find characters - Read the story aloud, ignoring unfamiliar words - Answer questions based on the story - Read and recite the text "The wonders of Africa" in groups - Discuss emotions and feelings displayed when reading the text - Search from the Internet or in books for stories and poems on tourist attraction sites in Africa and read them aloud |
Why should we read a text at the right speed?
|
Moran - Skills in English pg. 212
Stories and poems Digital devices Reading passages Teacher's Guide Moran - Skills in English pg. 215 Text with questions Dialogue Charts |
Oral reading
Group recitation
Written questions
Peer assessment
|
|
| 12 | 4 |
Grammar in Use
Reading |
Types of Sentences: Interrogative sentences
Poems |
By the end of the
lesson, the learner
should be able to:
- Use interrogative sentences and question tags in varied contexts - Form different types of interrogatives correctly - Value the role of questions in enhancing communication |
The learner is guided to:
- Read more texts from the Internet or books on tourist attraction sites in Africa to identify WH-questions, Yes/No questions, alternative questions, and question tags - Compare findings with classmates - Write a short dialogue using different types of interrogative sentences and question tags - Display interrogative sentences and question tags on a diagram - Search from the Internet and in books for more examples of question tags and interrogative sentences - In groups, plan and present a role-play using interrogative sentences to ask about tourist attraction sites in Africa |
How do we answer questions?
|
Moran - Skills in English pg. 217
Diagrams Digital devices Dialogue samples Teacher's Guide Moran - Skills in English pg. 219 Poem texts Lesson notes |
Dialogue writing
Role play
Diagram completion
Peer assessment
|
|
| 12 | 5 |
Reading
Writing Writing |
Poems
Functional Writing: Personal Journals Functional Writing: Personal Journals |
By the end of the
lesson, the learner
should be able to:
- Match words with their meanings from the poem - Identify lessons from the poem - Recognize the role of poems in lifelong learning |
The learner is guided to:
- Copy and match words from the poem with their meanings - Find words or phrases in a stanza of the poem that describe people or things that pollute River Nile - Complete words with missing letters from the poem - Use complete words in sentences - In groups, discuss what the poem teaches about the dangers of pollution, benefits of a river to the environment, and the importance of having a goal - Point out lessons brought out through relationships between characters in the poem - Present work in posters and display on noticeboards |
Which lessons have you learnt from poems before?
|
Moran - Skills in English pg. 220
Vocabulary matching exercises Posters Digital devices Word cards Moran - Skills in English pg. 221 Sample journals Charts Teacher's Guide Journals/notebooks Assessment checklist Posters |
Matching exercises
Word completion
Group discussions
Poster displays
|
Your Name Comes Here