TOURISM: INTERNATIONAL

Listening and Speaking

Oral Poetry - Performance Techniques

By the end of the lesson, the learner should be able to:
- Interpret oral poems on varied issues
- Perform an oral poem using performance techniques
- Acknowledge the role of oral poetry in preserving cultural heritage

The learner is guided to:
- Listen and respond to audio recordings of oral poetry
- Retell a poem using own words
- Use appropriate performance techniques to perform oral poems

- Why should you interpret an oral poem correctly? - How can you make the performance of an oral poem interesting?

- KLB Top Scholar pg. 144
- Audio recordings
- Oral poems
- Digital devices
- Performance space
- Lesson notes

- Performance assessment - Oral interpretation - Peer evaluation - Self-assessment - Checklists

Listening and Speaking
Reading I

Oral Poetry - Collaborative Performance
Reading for Interpretation - Point of View

By the end of the lesson, the learner should be able to:
- Relate ideas in an oral poem to real life
- Recite oral poems in groups
- Value the importance of teamwork in performance

The learner is guided to:
- Recite oral poems in groups
- Participate in a readers' theatre
- Compose oral poems jointly and share with the class

- How does group performance enhance understanding of poetry? - Why is oral poetry important in cultural preservation?

- KLB Top Scholar pg. 146
- Oral poems
- Recording devices
- Performance space
- Chart paper
- Digital platforms
- KLB Top Scholar pg. 147
- Poetry anthologies
- Digital devices
- Internet access
- Sample poems
- Lesson notes

- Group performance assessment - Composition evaluation - Peer assessment - Observation - Rubrics

Reading I
Grammar in Use
Grammar in Use

Reading for Interpretation - Analyzing Point of View
Complex Prepositions - Recognition
Complex Prepositions - Application

By the end of the lesson, the learner should be able to:
- Analyze the point of view in a poem
- Compose a short poem individually
- Value different perspectives in poetry

The learner is guided to:
- Discuss the various points of view in poems in small groups
- Compose a short poem individually
- Listen to poems read by the teacher and identify perspectives

- How do different points of view create different meanings? - Why should poets consider their choice of perspective?

- KLB Top Scholar pg. 149
- Sample poems
- Writing materials
- Digital devices
- Audio recordings
- Chart paper
- KLB Top Scholar pg. 150
- Text passages
- Lesson notes
- KLB Top Scholar pg. 152
- Sentence construction exercises
- Internet access
- Peer work samples

- Poem composition assessment - Analysis evaluation - Peer review - Self-assessment - Rubrics

Reading II
Writing

Poetry: Characters - Identifying the Persona
Poetry: Characters - Analysis and Performance
Assessing Writing - Understanding Quality

By the end of the lesson, the learner should be able to:
- Identify the persona and other participants in a poem
- Use appropriate adjectives to describe characters
- Appreciate the importance of characters in literary texts

The learner is guided to:
- Read a grade appropriate poem and identify the persona
- Use appropriate adjectives to describe behaviour of characters
- Illustrate character traits in varied poems

- How do we tell the behaviour of characters in a poem? - What are some words we use to describe character behaviour?

- KLB Top Scholar pg. 153
- Poetry anthologies
- Adjective lists
- Digital devices
- Character trait charts
- Lesson notes
- KLB Top Scholar pg. 155
- Poems for analysis
- Recording devices
- Character trait tables
- Performance space
- Digital platforms
- KLB Top Scholar pg. 156
- Sample compositions
- Assessment checklists
- Coursebooks
- Chart paper

- Character identification - Adjective usage assessment - Oral discussions - Written analysis - Checklists

Writing

Assessing Writing - Evaluating Compositions

By the end of the lesson, the learner should be able to:
- Write a composition related to the theme
- Assess a composition against a predesigned criteria
- Value constructive criticism in improving writing

The learner is guided to:
- Write a composition related to international tourism
- Assess a peer's composition using the checklist
- Make corrections to the composition and display on noticeboard

- Why is peer assessment helpful in improving writing? - How can we provide constructive feedback?

- KLB Top Scholar pg. 158
- Assessment checklists
- Composition paper
- Peer work samples
- Noticeboard
- Digital devices

- Composition assessment - Peer evaluation - Self-assessment - Written corrections - Rubrics

HEROES AND HEROINES: WORLD

Listening and Speaking
Listening and Speaking
Reading I

Diphthongs and Sentence Stress - Pronunciation
Diphthongs and Sentence Stress - Applying Stress
Extensive Reading - Selecting Fiction Texts

By the end of the lesson, the learner should be able to:
- Identify words with the diphthongs /aʊ/ and /ʊə/
- Pronounce words with diphthongs accurately
- Advocate the need for accurate pronunciation in communication

The learner is guided to:
- Identify the diphthongs /aʊ/ and /ʊə/ in words
- Read a passage featuring the diphthongs
- Read aloud words with the diphthongs from flashcards

- Why is it important to pronounce words correctly? - How does pronunciation affect communication?

- KLB Top Scholar pg. 163
- Flash cards
- Audio recordings
- Dictionaries
- Digital devices
- Lesson notes
- KLB Top Scholar pg. 165
- Poems
- Recording devices
- Digital platforms
- Stress pattern charts
- Audio files
- KLB Top Scholar pg. 166
- Library books
- Digital texts
- Video clips
- Selection criteria
- Internet access

- Pronunciation tests - Oral reading assessment - Peer evaluation - Self-assessment - Checklists

Reading I
Grammar in Use
Grammar in Use

Extensive Reading - Reading for Enjoyment
Conjunctions - Correlative Conjunctions
Conjunctions - Application

By the end of the lesson, the learner should be able to:
- Read a text for information and enjoyment
- Make notes on what has been read
- Value extensive reading as a lifelong skill

The learner is guided to:
- Read independently and silently
- Infer meanings of unfamiliar vocabulary from context
- Make notes and discuss topics with peers

- How does independent reading improve our skills? - Why is reading for enjoyment important?

- KLB Top Scholar pg. 168
- Fiction texts
- Note-taking materials
- Dictionaries
- Reading logs
- Lesson notes
- KLB Top Scholar pg. 169
- Text passages
- Chart paper
- Digital devices
- Internet access
- KLB Top Scholar pg. 171
- Sentence exercises
- Role play scripts
- Matching charts
- Peer work samples

- Reading comprehension - Note-taking assessment - Peer discussions - Self-assessment - Reading logs

Reading II

Play: Style - Identifying Features
Play: Style - Relating Style to Meaning

By the end of the lesson, the learner should be able to:
- Identify features of style used in a play
- Highlight aspects such as flashback and personification
- Appreciate the importance of stylistic features

The learner is guided to:
- Read excerpts of a play and pick out stylistic features
- Highlight aspects of style such as flashback and personification
- Discuss the role of memories and dreams as flashback

- Why do authors use flashback and personification in plays? - How do stylistic features enhance the message?

- KLB Top Scholar pg. 172
- Class reader (Play)
- Style identification charts
- Digital devices
- Lesson notes
- Teacher's Guide
- KLB Top Scholar pg. 174
- Recording devices
- Props and costumes
- Performance space
- Digital platforms

- Style identification - Oral discussions - Written analysis - Group presentations - Checklists

Writing

Narrative Compositions - Structure
Narrative Compositions - Creating Stories

By the end of the lesson, the learner should be able to:
- Identify the elements of a narrative composition
- Distinguish between introduction, body and conclusion
- Appreciate the role of structure in story writing

The learner is guided to:
- Read samples of narrative compositions from textbooks
- Identify the introduction, body and conclusion
- Brainstorm possible topics for narrative compositions

- How should we organize our compositions? - What makes a narrative composition effective?

- KLB Top Scholar pg. 175
- Sample compositions
- Textbooks
- Chart paper
- Brainstorming templates
- Lesson notes
- KLB Top Scholar pg. 177
- Composition paper
- Peer assessment checklists
- Editing guides
- Gallery walk space
- Digital platforms

- Structure identification - Oral discussions - Written analysis - Peer assessment - Checklists

SOCIAL AND MASS MEDIA

Listening and Speaking
Listening and Speaking
Reading I

Impromptu Speeches - Preparation
Impromptu Speeches - Delivery Techniques
Note Making - SQ4R Reading Method

By the end of the lesson, the learner should be able to:
- Outline the procedure for preparing for an impromptu speech
- Apply the five Ws method in organizing thoughts
- Acknowledge the importance of excellent presentation skills

The learner is guided to:
- Search for the meaning of 'impromptu' from the dictionary
- Listen to an impromptu speech made by the teacher
- Brainstorm on the procedure for preparing an impromptu speech using the five Ws

- In what instances could one be called upon to make a speech without prior notice? - How can the five Ws help in organizing thoughts quickly?

- KLB Top Scholar pg. 179
- Dictionaries
- Digital devices
- Audio recordings
- Lesson notes
- Teacher's Guide
- KLB Top Scholar pg. 181
- Recording devices
- Digital platforms
- Speech topics list
- Feedback forms
- Performance space
- KLB Top Scholar pg. 182
- Argumentative passages
- SQ4R method charts
- Digital texts
- Note-taking templates

- Observation - Oral questions - Group discussions - Planning assessment - Checklists

Reading I
Grammar in Use

Note Making - Graphical Representation
Determiners: Numerals and Ordinals - Recognition

By the end of the lesson, the learner should be able to:
- Make notes from an argumentative passage
- Create charts using notes
- Value organized note-making for effective learning

The learner is guided to:
- Make notes on benefits of mass and social media in groups
- Graphically prepare charts using their notes
- Use notes to compose a poem or song and present it

- How do visual notes improve information retention? - Why is peer review helpful in note-making?

- KLB Top Scholar pg. 185
- Chart paper
- Markers
- Sample notes
- Peer assessment checklists
- Digital devices
- Poems
- Text passages
- Number charts
- Lesson notes

- Charts evaluation - Peer assessment - Poem/song presentation - Group discussions - Rubrics

Grammar in Use
Reading II
Reading II

Determiners: Numerals and Ordinals - Usage
Play: Project - Elements of Performance
Play: Project - Performance

By the end of the lesson, the learner should be able to:
- Use numerals and ordinals as determiners in sentences
- Construct sentences using numerals and ordinals correctly
- Value the importance of determiners in communication

The learner is guided to:
- Mention objects in school that can be modified using numerals and ordinals
- Construct sentences using numerals and ordinals
- Fill in blanks with appropriate cardinal and ordinal numbers

- How do numerals and ordinals improve sentence clarity? - Why must we use the correct form of numbers in writing?

- KLB Top Scholar pg. 187
- Sentence construction exercises
- Fill-in worksheets
- School objects
- Digital devices
- Chart paper
- KLB Top Scholar pg. 188
- Class reader (Play)
- Video clips
- Sample scripts
- Drama festival recordings
- KLB Top Scholar pg. 190
- Props and costumes
- Recording devices
- Performance space
- Story charts

- Sentence construction tests - Fill-in exercises - Oral presentations - Written questions - Peer assessment

Writing

Filling Forms: Application Forms - Understanding Forms
Filling Forms: Application Forms - Practical Application

By the end of the lesson, the learner should be able to:
- Recognize bursary and scholarship application forms
- Identify key sections in application forms
- Value the importance of giving accurate information

The learner is guided to:
- Collect bursary and scholarship application forms from various sources
- Note down common features of each type of form
- Analyze the type of data sought by different forms

- Why do we fill in application forms? - What is the difference between a bursary and scholarship form? - Why must all form sections be completed?

- KLB Top Scholar pg. 192
- Sample application forms
- Digital devices
- Internet access
- Form comparison charts
- Lesson notes
- KLB Top Scholar pg. 194
- Application forms
- Sample documents
- Peer assessment checklists
- Correction materials

- Form analysis - Oral discussions - Feature identification - Group presentations - Checklists

INCOME GENERATING ACTIVITIES

Listening and Speaking

Conversation Skills: Job Interviews - Preparation

By the end of the lesson, the learner should be able to:
- Outline preparations undertaken by an interviewer and interviewee
- Ask appropriate questions in mock job interviews
- Recognize excellent interview skills as a positive step towards getting a job

The learner is guided to:
- Watch an interview on income generating activities
- Brainstorm on preparations undertaken before a job interview
- Search online and offline for common interview questions and write them down

1. How can you succeed in a job interview? - Why is it important to prepare for a job interview?

- KLB Top Scholar pg. 197
- Digital devices
- Video clips
- Internet resources

- Observation - Oral questions - Group discussions

Listening and Speaking

Conversation Skills: Job Interviews - Practice

By the end of the lesson, the learner should be able to:
- Answer appropriate questions in mock job interviews
- Record interview sessions
- Appreciate how success in job interview leads to income generation

The learner is guided to:
- Role-play asking and answering questions in mock job interviews in pairs
- Record the session electronically or as written dialogue
- Share recorded interviews for peer review and discuss how job interview success leads to income generation

How does preparing for interviews help in income generation?

- KLB Top Scholar pg. 197
- Recording devices
- Sample interview questions
- Peer work samples

- Role play assessment - Peer assessment - Oral presentation

Reading I

Extensive Reading: Fiction - Distinction
Extensive Reading: Fiction - Portfolio

By the end of the lesson, the learner should be able to:
- Distinguish between fiction and non-fiction reading materials
- Select and read grade appropriate fiction materials
- Appreciate importance of reading fiction for exposure

The learner is guided to:
- Research differences between fiction and non-fiction materials with examples
- Read self-selected fiction materials and use graphic organizer for summaries
- Make a readers' gallery by displaying material read with captions

1. Which story books or plays have you read? - What makes a book interesting?

- KLB Top Scholar pg. 201
- Fiction books
- Digital devices
- Internet resources
- Camera/smartphone
- Portfolio folders
- Index cards

- Observation - Written summaries - Portfolio assessment

Grammar in Use

Word Classes: Nouns - Formation

By the end of the lesson, the learner should be able to:
- Identify nouns formed from verbs and other nouns
- Separate root word from suffixes
- Acknowledge necessity of forming words from other word classes

The learner is guided to:
- Read texts and underline nouns formed from verbs and other nouns
- Separate root word from suffixes (e.g., emzzzzzzdployment - employ and -ment)
- Search online or offline and compile list of suffixes for forming nouns

1. Which words can be formed from others? - What changes when a word is formed from another?

- KLB Top Scholar pg. 203
- Charts
- Digital devices
- Course books

- Written exercises - Oral questions - Word formation tasks

Grammar in Use

Word Classes: Nouns - Sentence Construction

By the end of the lesson, the learner should be able to:
- Use nouns formed from verbs and other nouns in sentences
- Play language games involving word formation
- Value knowledge of word formation in communication

The learner is guided to:
- Use suffixes to form nouns and present them in print or digital tables
- Construct sentences about income generating activities using nouns formed
- Play language games showing flash cards with verbs and forming nouns

How does word formation help in communication?

- KLB Top Scholar pg. 203
- Flashcards
- Tables/charts
- Writing materials

- Sentence construction - Language games assessment - Peer assessment

Reading II

Grade-Appropriate Play: Lessons Learnt - Identification
Grade-Appropriate Play: Lessons Learnt - Real Life Connection

By the end of the lesson, the learner should be able to:
- Identify and illustrate lessons learnt from a play
- Search for information on deriving lessons from characters
- Perceive plays as sources of life lessons

The learner is guided to:
- Search online and offline for information on deriving lessons from words and actions of characters
- Read different excerpts of a play and discuss lessons learnt with illustrations
- Analyse lessons elicited by peers

1. What lessons can one learn from a play? - Which issues are addressed in a play?

- KLB Top Scholar pg. 205
- Class readers (Play)
- Digital devices
- Internet resources
- Charts
- Graphic organisers
- Manila papers

- Observations - Oral questions - Group discussions

Writing

Mechanics of Writing: Abbreviations and Acronyms - Rules

By the end of the lesson, the learner should be able to:
- Spell words for effective communication
- Write common abbreviations and acronyms in full
- Appreciate importance of abbreviations in writing

The learner is guided to:
- Watch demonstration clips and note rules of abbreviation and acronyms
- Distinguish between abbreviations and acronyms
- Discuss rules and present them in charts in groups

Which words do we normally abbreviate?

- KLB Top Scholar pg. 206
- Digital devices
- Video clips
- Charts

- Observation - Written exercises - Group presentations

Writing

Mechanics of Writing: Abbreviations and Acronyms - Practice

By the end of the lesson, the learner should be able to:
- Copy lists of abbreviations from electronic or print sources
- Write paragraphs containing abbreviations
- Value correct use of abbreviations and acronyms

The learner is guided to:
- Copy lists of abbreviations from electronic or print sources
- Write paragraph on how to make savings from income generating activities with abbreviations
- Assess correctness of paragraphs in groups

How do abbreviations make writing concise?

- KLB Top Scholar pg. 206
- Newspapers
- Magazines
- Writing materials

- Written exercises - Spelling tests - Peer assessment

PERSONAL GROOMING

Listening and Speaking
Listening and Speaking

Listening to Respond: Expressing Feelings - Words and Expressions
Listening to Respond: Expressing Feelings - Performance

By the end of the lesson, the learner should be able to:
- Identify words and expressions used to describe feelings towards a poem
- Recite poems with appropriate feelings
- Value importance of poem recitation for effective communication

The learner is guided to:
- Search digital and print sources for words and expressions used to describe feelings
- Recite and record a poem emphasising words that reveal feelings
- Watch live or recorded poem on personal grooming and describe feelings in groups

1. How can one express feelings towards a poem? - Why is it important to recite poems with feeling?

- KLB Top Scholar pg. 210
- Digital devices
- Audio recordings
- Video clips
- Poems
- Recording devices
- Social media platforms

- Observation - Oral questions - Recording assessment

Reading I

Intensive Reading: Comprehension Strategies - Drawing Conclusions

By the end of the lesson, the learner should be able to:
- Identify clues in passage from which conclusions can be drawn
- Infer information and meaning of words from passages
- Apply skills of making inferences in independent reading

The learner is guided to:
- Read passages on personal grooming and underline words/phrases that serve as clues
- Use clues to make inferences for information or meaning of vocabulary in groups
- Read passage and summarise ideas

1. Why is it important to summarise information? - How can one draw conclusions from a text?

- KLB Top Scholar pg. 213
- Course books
- Digital devices
- Dictionary

- Written questions - Oral questions - Summary assessment

Reading I

Intensive Reading: Comprehension Strategies - Summaries

By the end of the lesson, the learner should be able to:
- Summarise ideas in a passage
- Present summaries on charts
- Appreciate role of correct interpretation in learning

The learner is guided to:
- Present summaries on charts and post on classroom noticeboard
- Participate in gallery walk and review peers' summaries
- Work in pairs to discuss any new information learnt

How does summarising aid comprehension?

- KLB Top Scholar pg. 213
- Charts
- Manila papers
- Markers

- Peer assessment - Gallery walk assessment - Checklists

Grammar in Use

Phrasal Verbs - Identification and Meaning
Phrasal Verbs - Sentence Construction

By the end of the lesson, the learner should be able to:
- Identify phrasal verbs formed from break, hang, run and turn
- Search for meanings from dictionaries
- Value importance of using phrasal verbs in communication

The learner is guided to:
- Search from digital and print sources for phrasal verbs formed from break, hang, run and turn
- Search meanings of phrasal verbs from print or non-print dictionaries
- Form phrasal verbs and use them to fill in tables and broken passages

1. How are phrasal verbs different from other verbs? - Why is it important to learn meanings of phrasal verbs?

- KLB Top Scholar pg. 215
- Dictionary
- Digital devices
- Charts
- Song lyrics
- Writing materials

- Written exercises - Oral questions - Table completion

Reading II

Play: Characterisation - Identifying Traits

By the end of the lesson, the learner should be able to:
- Outline clues for identifying traits of different characters
- Use clues to describe characters in a play
- Appreciate role of characterisation in determining virtues and vices

The learner is guided to:
- Search for clues in play to identify character traits (what character does/says, what is said about them)
- Brainstorm words and phrases to describe characters and make phrase book
- Watch video clips or read sections of play and identify clues for character traits

1. Which words can you use to describe one's character? - Why is characterisation important?

- KLB Top Scholar pg. 217
- Class readers (Play)
- Digital devices
- Video clips

- Observations - Written exercises - Peer assessment

Reading II

Play: Characterisation - Performance

By the end of the lesson, the learner should be able to:
- Use clues to assign character traits
- Dramatise sections of play to highlight traits
- Value characterisation in literary appreciation

The learner is guided to:
- Use clues to assign character traits and display in character maps/webbing tools for peer review
- Dramatise section of play to highlight traits of some characters
- Role play different characters in hot seating

How do character traits affect the plot?

- KLB Top Scholar pg. 217
- Props (optional)
- Performance space
- Recording devices

- Role play assessment - Hot seating assessment - Checklists

Writing

The Writing Process: Dialog - Stages
The Writing Process: Dialog - Creation and Performance

By the end of the lesson, the learner should be able to:
- Outline different stages of writing process
- Discuss tasks involved in each stage
- Emphasize importance of each stage in crafting dialogues

The learner is guided to:
- Read on stages: pre-writing, drafting, editing, revising and publishing
- Discuss in groups different tasks involved in each stage
- Brainstorm on different topics related to personal grooming

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

- KLB Top Scholar pg. 219
- Charts
- Writing materials
- Lesson notes
- Peer work samples
- Recording devices
- Performance space

- Observation - Oral questions - Group discussions

SEA TRAVEL

Listening and Speaking

Extensive Listening: Speeches - Main Idea

By the end of the lesson, the learner should be able to:
- Identify issue addressed by different speeches
- Take notes on points made by speakers
- Acknowledge importance of getting information from varied sources

The learner is guided to:
- Search online and offline for varied speeches on sea travel and listen for enjoyment
- Listen to selected speeches and identify issue addressed
- Share common theme identified to gain consensus in plenary

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

- KLB Top Scholar pg. 222
- Digital devices
- Audio recordings
- Video clips

- Observation - Oral questions - Listening assessment

Listening and Speaking

Extensive Listening: Speeches - Note Taking and Speech Making

By the end of the lesson, the learner should be able to:
- Take notes on points from speeches
- Use notes to write and make own speech
- Appreciate benefits of listening to different speeches

The learner is guided to:
- Listen to speeches again and take notes on points from each speech in pairs
- Compare notes and compile recurrent points
- Use points to write and make speech on same theme, record and share on class vlog or social media

Why is it important to listen to multiple speeches on same topic?

- KLB Top Scholar pg. 222
- Note-taking materials
- Recording devices
- Social media platforms

- Note-taking assessment - Speech presentation - Peer assessment

Reading I

Intensive Reading: Visualising and Summarising - Mental Images
Intensive Reading: Visualising and Summarising - Summaries

By the end of the lesson, the learner should be able to:
- Identify mental images created from a read passage
- Identify sensory words and expressions
- Appreciate role of visualising in enhancing understanding

The learner is guided to:
- Search and list sensory words and expressions used to create mental images
- Read passage on sea travel and pick out sensory words/expressions and mental images they create
- Fill in templates requiring key ideas from text and display on wall

1. Which words appeal to the five senses? - Why is it important to make relevant summary?

- KLB Top Scholar pg. 225
- Course books
- Digital devices
- Templates
- Charts
- Manila papers
- Peer work samples

- Written exercises - Oral questions - Template completion

Grammar in Use

Sentences: Complex Sentences - Subordinating Conjunctions

By the end of the lesson, the learner should be able to:
- Identify subordinating conjunctions in sentences
- Distinguish between main and subordinate clauses
- Appreciate role of conjunctions in sentences

The learner is guided to:
- Pick out subordinating conjunctions from passage
- Use subordinating conjunctions to make sentences and display on chart
- Underline and label main and subordinate clauses in sentences in pairs

1. What is the role of conjunctions? - How can one differentiate between simple and complex sentences?

- KLB Top Scholar pg. 227
- Charts
- Course books
- Lesson notes

- Written exercises - Sentence construction - Labeling tasks

Grammar in Use

Sentences: Complex Sentences - Construction and Punctuation

By the end of the lesson, the learner should be able to:
- Construct complex sentences using subordinating conjunctions
- Punctuate complex sentences correctly
- Correct disjointed sentences using subordination rules

The learner is guided to:
- Join pairs of sentences using subordinating conjunctions in completion and substitution tables
- Practise punctuating complex sentences on global sea travel
- Review each other's sentences by changing them into well-formed complex sentences

Why is punctuation important in complex sentences?

- KLB Top Scholar pg. 227
- Substitution tables
- Writing materials
- Peer work samples

- Punctuation exercises - Peer assessment - Self-assessment

Reading II

Grade-Appropriate Play: Style - Humour and Monologue
Grade-Appropriate Play: Style - Dramatisation

By the end of the lesson, the learner should be able to:
- Identify styles of humour and monologue in a play
- Search for examples from print and non-print sources
- Acknowledge role of humour and monologue in enriching literary work

The learner is guided to:
- Search for examples of humour and monologue from sources and read aloud or re-enact in pairs
- Identify and illustrate humour and monologue in play and display in graphic organiser
- Watch or read episodes containing humour and monologue

1. What is the role of humour in a play? - Which programmes do you find amusing?

- KLB Top Scholar pg. 230
- Class readers (Play)
- Digital devices
- Graphic organisers
- Recording devices
- Props (optional)
- Performance space

- Observations - Oral questions - Written exercises

Writing

Creative Writing: Idioms - Meaning and Usage

By the end of the lesson, the learner should be able to:
- Explain meaning of given idioms in different contexts
- Use print and digital dictionaries to find meanings
- Encourage peers to use idioms appropriately

The learner is guided to:
- Use dictionaries to find meaning of idioms (peace of mind, bury the hatchet, sit on fence, etc.) and present in graphic organiser
- Fill sentence gaps with most appropriate idioms in groups
- Play language games showing idiom on flash card and making sentences

1. What are idioms? - Which idioms are you familiar with?

- KLB Top Scholar pg. 233
- Dictionary
- Flashcards
- Graphic organisers

- Written exercises - Language games - Oral questions

Writing

Creative Writing: Idioms - Narrative Composition

By the end of the lesson, the learner should be able to:
- Use variety of idioms in writing narrative compositions
- Identify most popular idioms used
- Appreciate importance of using idioms in speech and writing

The learner is guided to:
- Read short narrative essays on sea travel containing given idioms
- Write narrative composition using given idioms
- Scan through compositions in groups and create checklist of idioms used while tallying most popular ones

How do idioms make writing more interesting?

- KLB Top Scholar pg. 233
- Sample compositions
- Writing materials
- Checklists

- Written compositions - Peer assessment - Idiom identification

SPORTS - WORLD CUP

Listening and Speaking
Listening and Speaking

Intonation in Sentences: Question Tags - Formation
Intonation in Sentences: Question Tags - Intonation Patterns

By the end of the lesson, the learner should be able to:
- Identify positive and negative question tags
- Match statements with correct question tags
- Appreciate importance of question tags in communication

The learner is guided to:
- Label sentences as positive or negative
- Choose correct question tags to complete sentences on FIFA World Cup
- Fill in blanks using correct question tags from given options

1. How do we form question tags? - Why do we use question tags?

- KLB Top Scholar pg. 237
- Digital devices
- Audio recordings
- Charts
- Audio clips
- Recording devices
- Lesson notes

- Observation - Oral questions - Written exercises

Reading I

Summarising: Argumentative Texts - Note Making

By the end of the lesson, the learner should be able to:
- Identify main ideas and supporting details in argumentative texts
- Make notes in point form
- Acknowledge importance of note making in summarising

The learner is guided to:
- Read passage on FIFA World Cup and identify main idea
- Identify main idea and supporting details in specific paragraphs
- Write main points in note form from given passages

1. Why is summary writing important? - How do we identify main ideas?

- KLB Top Scholar pg. 241
- Course books
- Newspapers
- Digital devices

- Written exercises - Note-taking assessment - Oral questions

Reading I

Summarising: Argumentative Texts - Writing Summaries

By the end of the lesson, the learner should be able to:
- Write rough drafts from notes
- Write fair copies observing word limits
- Value concise writing in communication

The learner is guided to:
- Use notes to write rough drafts ensuring all points are captured
- Count words and revise to meet target word count
- Write fair copies and indicate number of words used

How can we write concise summaries?

- KLB Top Scholar pg. 241
- Writing materials
- Sample summaries
- Peer work samples

- Summary assessment - Word count accuracy - Peer assessment

Grammar in Use

Sentences: Direct and Indirect Speech - Verb Changes
Sentences: Direct and Indirect Speech - Time and Place Changes

By the end of the lesson, the learner should be able to:
- Identify changes in verbs when converting speech
- Change direct speech to indirect speech
- Appreciate rules governing speech conversion

The learner is guided to:
- Study samples of direct and indirect speech and note verb changes
- Change sentences from direct to indirect speech observing verb tense changes
- Change sentences from indirect to direct speech

1. What changes occur when converting speech? - Why is it important to report speech accurately?

- KLB Top Scholar pg. 244
- Charts
- Course books
- Lesson notes
- Substitution tables
- Writing materials
- Peer work samples

- Written exercises - Sentence conversion - Oral questions

Reading II

Intensive Reading: Play - Relating to Real Life - Themes

By the end of the lesson, the learner should be able to:
- Identify themes in a play
- Relate themes to real life situations
- Appreciate plays as mirrors of society

The learner is guided to:
- Read excerpt from Aminata and identify themes (gender discrimination, change)
- Discuss traditions in society that discriminate against or favour one gender
- Talk about people in society who resemble characters in terms of being conservative or open-minded

1. How do plays reflect real life? - Which issues in plays relate to our society?

- KLB Top Scholar pg. 247
- Class readers (Play)
- Digital devices
- Internet resources

- Observations - Group discussions - Written responses

Reading II

Intensive Reading: Play - Relating to Real Life - Performance

By the end of the lesson, the learner should be able to:
- Dramatise excerpts from a play
- Use appropriate costumes and props
- Value drama as a form of expression

The learner is guided to:
- Assign roles and read excerpt aloud in circles noting punctuation and stage directions
- Search for qualities of good actors and watch video performances
- Rehearse, memorise lines and perform excerpt with appropriate costumes/props while recording

How can we bring a play to life through performance?

- KLB Top Scholar pg. 247
- Recording devices
- Props and costumes
- Performance space

- Drama assessment - Video recordings - Peer assessment

Writing

Descriptive Writing - Sensory Language
Descriptive Writing - Composition (280-320 words)

By the end of the lesson, the learner should be able to:
- Identify words appealing to five senses
- Use descriptive words in sentences
- Appreciate role of sensory details in writing

The learner is guided to:
- List words appealing to each of the five senses (sight, sound, smell, taste, touch)
- Write sentences describing classroom items using sensory words
- Exchange books and give feedback on spelling and application of five senses

1. Which words appeal to our senses? - How do sensory details enhance writing?

- KLB Top Scholar pg. 249
- Charts
- Writing materials
- Sample descriptions
- Photographs/drawings
- Noticeboard

- Written exercises - Peer assessment - Sentence construction

TOURIST ATTRACTION SITES

Listening and Speaking

Oral Reports: News (Role Play) - Parts of News Report

By the end of the lesson, the learner should be able to:
- Identify parts of a news report
- Take notes from news reports
- Acknowledge importance of structured news presentation

The learner is guided to:
- Watch news report on Buckingham Palace and take notes
- Identify parts: introduction, background, main body, visual aids, conclusion
- Watch news report again and identify each part

1. What makes a good news report? - Why are visual aids important in news?

- KLB Top Scholar pg. 253
- Digital devices
- Video clips
- Internet resources

- Observation - Note-taking assessment - Oral questions

Listening and Speaking

Oral Reports: News (Role Play) - Body Language and Presentation

By the end of the lesson, the learner should be able to:
- Use appropriate body language in presentations
- Present news reports with confidence
- Value effective presentation skills

The learner is guided to:
- Discuss importance of body language (gestures, posture, eye contact, facial expressions)
- Read news report on Machu Picchu using appropriate body language in pairs
- Prepare and present short news report on tourist site with partner (one as studio newscaster, other as reporter)

How does body language enhance oral presentations?

- KLB Top Scholar pg. 253
- Sample news reports
- Recording devices
- Performance space

- Oral presentation - Body language assessment - Peer feedback

Reading I

Reading Fluency - Pronunciation and Speed
Reading Fluency - Intonation and Expression

By the end of the lesson, the learner should be able to:
- Read with accuracy pronouncing words correctly
- Read at appropriate rate (120-150 words per minute)
- Appreciate importance of reading fluency

The learner is guided to:
- Preview texts using titles, blurbs, illustrations, table of contents
- Take turns reading selected texts and timing each other
- Practice pronouncing unfamiliar words without stopping to check meanings

1. What makes a fluent reader? - How can we improve reading speed?

- KLB Top Scholar pg. 256
- Library books
- Stopwatches/timers
- Digital devices
- Poems
- Recording devices
- Peer work samples

- Timing records - Pronunciation assessment - Peer assessment

Grammar in Use

Sentences: Imperative and Exclamatory - Imperative Sentences

By the end of the lesson, the learner should be able to:
- Form imperative sentences expressing commands and requests
- Distinguish between commands and requests
- Appreciate use of imperative sentences in instructions

The learner is guided to:
- Discuss situations where imperative sentences are used
- Come up with school rules stated in imperative sentences
- Listen to paragraph with instructions and rewrite in imperative form

1. How do we give commands politely? - When do we use imperative sentences?

- KLB Top Scholar pg. 259
- Charts
- Audio recordings
- Lesson notes

- Written exercises - Oral questions - Sentence construction

Grammar in Use

Sentences: Imperative and Exclamatory - Exclamatory Sentences

By the end of the lesson, the learner should be able to:
- Form exclamatory sentences expressing strong emotions
- Convert statements to exclamatory sentences
- Value exclamatory sentences in expressing feelings

The learner is guided to:
- Read text and underline/label imperative and exclamatory sentences
- Convert statements about Aminata into exclamatory sentences (How generous Aminata is!)
- Create sentences expressing surprise, joy, anger using exclamatory form

How do exclamatory sentences convey emotions?

- KLB Top Scholar pg. 259
- Sample texts
- Writing materials
- Charts

- Labeling exercises - Sentence conversion - Peer assessment

Reading II

Intensive Reading: Poems - Meaning
Intensive Reading: Poems - Real Life Connection

By the end of the lesson, the learner should be able to:
- Arrive at meaning of poems using various strategies
- Identify main ideas in stanzas
- Acknowledge value of poetry appreciation

The learner is guided to:
- Read poem "The Bahama Islands" and predict meaning from title
- Break down poem structure identifying natural breaks and main ideas per stanza
- Answer questions to confirm poem meaning (speaker, location, activities)

1. How can we understand what a poem means? - What strategies help in poetry interpretation?

- KLB Top Scholar pg. 261
- Poetry books
- Digital devices
- Lesson notes
- Sample poems
- Charts
- Internet resources

- Observations - Written questions - Oral discussions

Writing

Emails - Structure and Components
Emails - Composition and Sending

By the end of the lesson, the learner should be able to:
- Identify parts of an email
- Label email components correctly
- Appreciate email as a communication tool

The learner is guided to:
- Discuss parts of email: From, To, Subject, Salutation, Body, Complementary close
- Study sample email and identify all parts
- Underline and label parts in peer's emails

1. What are the key parts of an email? - How is email different from a letter?

- KLB Top Scholar pg. 263
- Digital devices
- Sample emails
- Lesson notes
- Computers/tablets
- Internet access
- Email accounts

- Observation - Labeling tasks - Oral questions