THEME;CONSUMER ROLES AND RESPONSIBILITIES. Listening and Speaking.

Selective Listening.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Distinguish between specific and general information from a listening text.
Select specific information from a text.
Listen and respond to texts appropriately.
Emphasize the value of listening skills in communication.

In groups,pairs,individually,learners are guided to;
Listen to an audio text on consumer roles and responsibilities and decide whether the information is specific or general.
Search online for audio recordings and attentively listen for specific information.
Listen to a role play on roles and responsibilities of consumers and respond to questions.
Listen to a passage read by the teacher and answer the questions asked.

Why is it important to get the main pointsfrom an oral text? How can you ensure you capture the relevant information from a speaker?

Skills in English pg 47-48.
Audio texts.

Role play. Oral questions and answers. Oral discussions. Self

Grammar in Use.

Verbs and Tenses.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify verbs in the simple present and simple past tense in a text.
Explain how the simple present and simple past tenses of verbs are formed.
Advocate appropriate use of tenses in communication.

In groups,pairs,individually,learners are guided to;
Explain what are simple present and simple past tense and give relevant examples.
Underline verbs in simple present and simple past tense in a text on consumer rights and responsibilities.
Reflect on the formation of simple present and simple past tense form of verbs.
Search from internet or books for texts about consumer roles and responsibilities and identify verbs in simple present and past tense forms.

Why is correct use of tenses important?

Skills in English pg 52-53.
Digital devices.
Newspaper.

Checklists. Written tests. Oral questions. Peer assessment.

Grammar in Use.
Reading.

Verbs and Tenses.
Short Story.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Construct correct sentences in simple present and simple past tense.

In pairs,groups,individually,learners are guided to;
construct sentences about consumer roles and responsibilities in simple present and simple past tense.
Create charts showing words in their simple present and simple past tenses.
Find and play online games using verbs in simple present and simple past tenses.

Why is correct use of tenses important?

Skills in English pg 54-55
Charts.
Skills in English pg 55-58.
Short stories.
Dictionaries.

Gap-filling. Written texts. Checklists. Word games. Peer assessment.

Writing.

Paragraphing ;Connectors of sequence.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of connectors of sequence.
Identify connectors of sequence from a given text.
Search from the internet or in books other connectors of sequence and list them.

In groups,pairs,individually,learners are guided to;
Read a given text on consumer rights and responsibilities and identify the connectors of sequence used.
Search online and offline and list other connectors of sequence.
Construct sentences using the listed connectors of sequence.

Which words are used to connect ideas in a paragraph? How can a good paragraph be developed?

Skills in English pg 59.
Digital devices.
Magazine.
Newspaper.

Peer assessment Checklists. Writing assessment. Self assessment.

Writing.

Paragraphing ;connectors of sequence.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Sequence ideas in a paragraph using connectors of sequence.
Appreciate the use of idea connectors for clarity of information.

In pairs,individually,learners are guided to;
Rewrite paragraphs using connectors of sequence.
Write paragraphs on consumer rights and responsibilities using connectors of sequence.
Collaborate to edit the paragraphs and peer review each others work.

What is the importance of a well-developed paragraph?

Skills in English pg 60.

Peer assessment. Writing assessment. Checklists.

THEME;RELATIONSHIPS;PEERS. Listening and Speaking.

Pronunciation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify words with souds /o/ and /th/ in a given text.
Pronounce words that have the target sounds correctly.
Acknowledge the role of correct pronunciation in communication.

In pairs,individually,learners are guided to;
To interact with an audio recording featuring the sounds /o/ and /th/
List the words that contain the mentioned sounds from print or digital texts.
Pronounce the identified words.
Play word games involving the target sounds

How can one improve ones pronounciation?

Skills in English pg 62-63
Word games.
Digital devices.
Audio recording.

Peer assessment. Self assessment. Oral presentations.

Listening and Speaking.

Pronounciation.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Search online or offline for the meaning of emphatic stress.
Apply emphatic stress correctly in varied contexts.

In pairs,groups,individually,learners are guided to;
Search the meaning of emphatic stress from internet or books.
Listen to a series of sentences and identify the stressed words.
Recite the poem in learners book and emphasize on the underlined words.
Read sentences and stress given words appropriately.

Why are some words in a sentence pronounced with greater force than others?

Skills in English pg 64-65.
Poems.

Peer assessment. Self assessment. Oral presentation. Checklists.

Grammar in Use.

Adjectives.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term adjectives,gradable and non-gradable adjectives.
Identify gradable and non-gradable adjectives from a text.
Group the adjectives as either gradable or non-gradable adjectives.

In pairs,individually,learners are guided to;
Explain the meaning of adjectives,gradable and non-gradable adjectives.
Search for gradable and non-gradable adjectives from digital and print texts.
Identify gradable and non-gradable adjectives from the texts.
Classify the adjectives as either gradable or non-gradable adjectives.
Recite a poem featuring gradable and non-gradable adjectives.

Which words describe nouns? When is it necessary to describe a noun?

Skills in English pg 69-70.
Digital devices.
Print texts.

Checklists Written tests. Peer assessment. Oral questions.

Grammar in Use.
Reading.

Adjectives.
Study Skills; Reference materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Use gradable and non-gradable adjectives in sentences.
Value the need for correct use of adjectives in communication.

In pairs,groups,individually,learmers are guided to;
Construct sentences using gradable and non-gradable adjectives.
Fill crossword puzzles featuring gradable and non-gradable adjectives.

When do we use adjectives?

Skills in English pg 70-71.
Crossword puzzle.
Skills in English pg 66-68.
Dictionaries.

Peer assessment. Gap filling. Substitution tables. Puzzles. Writing texts.

Reading.

Study Skills; Reference materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Use reference materials to obtain information on varied subjects.

In pairs,groups,learners are guided to;
Look for the synonyms of various words from a thesaurus.
Construct sentences using the given words.
Give antonyms of the words given.
Create crossword puzzles using the antonyms and synonyms learnt.
Use an encyclopedia to search for information on various topics.

How can one use reference materials appropriately?

Skills in English pg 68.
Thesaurus.
Digital devices.
Reference materials.

Peer assessment. Checklists.

Writing.

Functional Writing; Apology Letters.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Name the parts of a letter of apology.
Write a letter of apology based on a given context.
Acknowledge the role of letter writing in communication.

In pairs,individually,learners are guided to;
Observe samples of apology letters and identify the parts of a letter of apology.
Discuss the language and content of a letter of apology.
Using the elements and layout of a formal letter plan,write a letter of apology individually.
Peer assess the correctness of the letters written by each learner.

Why do people write apology letters?

Skills in English pg75-76.
Samples of letters of apology.

Peer assessment. Writing assessment. Checklists.

Reading.

Intensive reading ; Short story.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Read the short story A memorableadventure aloud .
Identity repetition and use of dialogue in the short story.
Discuss the message in the dialogues in a short story.
Acknowledge the role of dialogue and repetition in fiction writing.

In groups,pairs,individually,learners are guided to;
Read the short story in learners book.
Retell the events in the story a memorable adventure in turns.
Identify and write the repeated words and phrases as well as the use of dialogue in the short story.
Discuss the message in the dialogue in the short story and share their views in class.
Role play any incidence of dialogue in the short story.

What is repetition and dialogue? What stylistic devices are found in short stories? What type of stories are interesting to read?

Skills in English pg 71-73.
Story books.

Role play. Reading aloud. Checklists Peer assessment. Written test. Simulations.

Reading.

Intensive reading;Short story.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain the importance of repetition and dialogue in a short story.
Describe how dialogues bring out the traits of the different speakers.

In pairs,groups,individually,learners are guided to;
Search online and offline for the importance of repetition and dialogue in a short story and make notes.
Explain their findings to their peers.
Illustrate how dialogues in short stories bring out the traits of the different speakers.
Write a short paragraph on the theme of peers and use repetition and dialogue appropriately.

What is the importance of repetition and dialogue in a fiction writing? How does dialogues bring out the character traits of speakers?

Skills in English pg 73-74.
Digital devices.
Storybooks.

Peer assessment. Checklists. Writing assessment. Oral questions.

THEME; REHABILITATION. Listening and Speaking.

Conversational skills; Disagreeing politely.

By the end of the lesson, the learner should be able to:
lesson, be able to;
List ways of disagreeing politely.
Use conversational strategies to disagree appropriately.
Apply non-verbal cues to express varied moods and feelings.
Advocate the need to speak politely during communication.

In groups,pairs,learners are guided to;
Read an excerpt in which speakers disagree appropriately.
Identify polite expressions used in the excerpt.
Role play the events depicted in the excerpt.
Practise disagreeing politely incorporating non-verbal cues.
Write a short dialogue about rehabilitation in which speakers disagree politely and present it in class.

Which words or phrases are used to show politeness? How do you use non-verbal cues to express different moods and feelings?

Skills in English pg 78-80.
Short videos.
Digital devices.
Pictures.

Role play. Dialogues Oral presentations. Peer assessment. Oral questions. Oral discussion Checklists.

Grammar in use.

Word classes; Adverbs.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of adverbs.adverbs of frequency and degree.
Identify adverbs of frequency and degree correctly from a text.
Use adverbs of frequency and degree correctly in sentences.
Appreciate the importance of using adverbs correctly in communication.

In pairs,groups,individually,learners are guided to;
Explain the meaning of adverbs,adverbs of degree and frequency .
Identify the adverbs of frequency and degree from a text.
Watch a video and pick out the adverbs of degree and frequency.
Construct sentences using adverbs of degree and frequency.
Fill in crossword puzzle using adverbs of degree and frequency.
Search online for more examples of adverbs of degree and frequency.

Why should one use adverbs correctly? Which words would one use to describe how often an action is done?

Skills in English pg 84-86.
Crossword puzzle.
Digital devices.
Charts.
Video clips.

Puzzles. Written tests. Checklists. Assessment rubrics. Substitution tables. Gap-filling.

Writing.

Mechanics of Writing.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Spell commonly misspelt words correctly.
Use prefixes and suffixes correctly in writing.
Acknowledge the importance of correct spellings in writing.

In pairs,individually,learners are guided to;
Read passages given and pick out the misspelt words.
Make a list of words with prefixes and suffixes used in a passage.
Use dictionary to find out if the spellings of the words you have listed are correct.
Construct sentences using the listed words.

Why should we spell words correctly? How are words formed?

Skills in English pg 90-92.
Dictionaries.
Flashcards.
Skills in English pg 92-94.
Charts.

Peer assessment. Writing assessment. Checklists. Assessment rubrics.

Reading.

Reading Fluency;Poem.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify techniques of reading faster.
Read a text accurately with expression and at right speed.
Appreciate the value of fluency in reading to enhance understanding.

In pairs,individually,learner is guided to;
Preview a text brfore reading.
Skim a text to obtain the main idea.
Scan a text to obtain specific details.
Reread the text ignoring the unfamiliar words.
Practice reading a text at the right speed.
Pronounce the words and sound accurately.

Why should we display appropriate expression when reading a text?

Skills in English pg 80-81.
Dictionaries.

Peer assessment. Checklist. Assessment rubric. Self-assessment. Reading.

Reading.

Reading Fluency;Poem.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Apply fluency strategies when reading a text.

In pairs,groups,individually,learners are guided to;
Recite the poem in learners book and answer the questions.
Look for poems or passages on rehabilitation online or books.
Practise reading the texts selected accurately,with expression and at the right speed and record teir results.

Why should we read at the right speed?

Skills in English pg 82-83
Watches.
Tables.
Print texts.
Poems.

Peer assessment. Checklists Reading aloud. Assessment rubric.

Listening and Speaking.

Listening for Detail.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the main ideas in a listening text.
Respond appropriately to questions based on the listening text.
Acknowledge the importance of listening for detail in life.

Individually,in pairs,groups,learners are guided to:
Listen to a recorded text on wildlife and answer questions from the text.
Discuss the main ideas in the text.
Listen to a passage read by teacher or peers and outline the main ideas from the text individually.
Discuss answers based on a given text.

Why should you listen attentively? What information do we pick out from a listening text?

Skills in English pg 95.
Recorded texts.

Peer assessment. Assessment rubric. Self-assessment. Standardized listening assessments. Oral discussion.

Grammar in Use.

Word Classes; Pronouns.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Differentiate between indefinite and reflexive pronouns.
Identify indefinite and reflexive pronouns in texts.
Use indefinite and reflexive pronouns in sentences correctly.
Appreciate the role of indefinite and reflexive pronouns in communication.

In groups,pairs,individually,learners are guided to:
Study a chart displaying the indefinite and reflexive pronouns to distinguish between them.
Listen to audio texts on wildlife from a digital device and write down the indefinite and reflexive pronouns from the audio text.
Construct sentences using indefinite and reflexive pronouns .
Choose an appropriate indefinite and reflexive pronoun to fill in gaps in given sentences.

What are indefinite and reflexive pronouns? Why do we use indefinite pronouns?

Skills in English pg101-103.
Audio texts.
Charts.
Print texts.
Digital devices.

Substitution tables. Written texts. Gap-filling. Assessment rubrics. Checklists. Peer assessment.

Reading,

Intensive readin; Short Story.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the main ideas in the short story.
Summarise the key events in the short story.
Relate the main ideas in the short story to real life situations.
Appreciate the relevance of the short story in addressing real life issues.

Individually,in pairs,groups,learners are guided to;
Read a prescribed section of the short story I think it is time.
Discuss the storyline of the short story.
Summarise the key events in the short story in a talking tree.
Role play a section of the short story.

Why do we read short stories?

Skills in English pg 87-89.
Short stories.
Talking tress.

Oral discussion. Peer assessment. Checklists. Assessment rubrics. Learner summaries of what they read. Reading aloud.

Writing.
Reading.

Composition writing.
Intensive Reading; Visuals.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the steps in the writing process.
Write a dialogue on a given topic.
Appreciate the importance of the writing process in enhancing clear communication.

In groups,induividually or in pairs,learners are guided to;
Discuss the steps in the writing process.
Brainstorm with peers about the topic given.
Search for ideas and information to include in the dialogue.
Write a rough draft of the dialogue on topic based on an issue such as wildlife.
Revise the dialogue and correct and adjust where necessary.

Why is it important to plan before writing? How would you ensure that you make your composition clear and interesting?

Skills in English pg 108-109.
Samples of dialogues.
Digital devices.
Course books.
Skills in English pg 96-98.
Pictures.
Graphs.
Videos.

Peers assessment. Writing assessment. Checklists Assessment rubric.

Reading.

Intensive Reading;Visuals.

By the end of the lesson, the learner should be able to:
lesson, be able to; Appreciate the role of visuals simplifying representation.

In pairs,groups,individually,learners are guided to:
Write a summary of what has been viewed in the visuals which may depict human wildlife conflict.
Present a piece of written information in form of a visual.

How can one interpret a visual correctly?

Skills in English pg 99-100.
Word puzzle.
Pictures.
Charts.

Drawing. Peer assessment. Assessment rubrics. Checklists.

Reading.

Short story.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the characters in a given short story.
Explain the relationship between the characters in the short story.
Appreciate the role the characters in short story depicting real life experience.

In pairs,groups,individually,learners are guided to:
Read the short story Touring the wild and pick out the characters.
Discuss the things done by the characters in the short story.
Distinguish between main and minor characters.
Use relationship trees diagrams,character map to show how the characters relate to each other.
Display the tree diagram via a manilla paper.

How do characters make the story to come alive? How does one identify qualities of characters in a short story.?

Skills in English pg 104-107.
Tree diagrams.
Manilla papers.
Charts.
Short stories.

Reading aloud. Assessment rubric. Checklist. Oral discussion Peer assessment. Learners summaries.

Rehabilitation.

Listening and Speaking; Disagreeing politely

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

Explain the meaning of rehabilitation.  Identify ways to disagree politely while having a conversation.
Use polite language.

In pairs, learners are guided to explain the meaning of rehabilitation.
In pairs, learners are guided to make a list of the polite expressions on a manilla paper, flashcards or sticky notes.
In pairs, learners are guided to identify ways to disagree politely while having a conversation.

What is rehabilitation? What can we do to avoid interrupting other people?

Moran; Skills in English Learner's Book Grade 8 pg. 78-79
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Listening and Speaking; Disagreeing politely

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

Discuss whether or not it is always polite to mention people's names as you introduce them.
Read and role play the dialogue in learner's book 8 page 78
Practice disagreeing politely as they talk about rehabilitation.
Enjoy role playing the dialogue.

In groups, learners are guided to discuss whether or not it is always polite to mention people's names as you introduce them
In pairs, learners to read and role play the dialogue in learner's book.
In pairs, learners are guided to practice disagreeing politely as they talk about rehabilitation.

Which words and phrases have you used in your role-play to show politeness?

Moran; Skills in English Learner's Book Grade 8 pg. 79-80
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Reading Poem

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

Identify ways of reading fast.
Read the text,

In pairs or individually, learners are guided to identify ways of reading fast.
In pairs or individually, learners are guided to read the text,

Why should we read at the right speed?

Moran; Skills in English Learner's Book Grade 8 pg. 80-82
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Reading Poem
Grammar in Use; Work Classes: Adverbs

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

Read the poem in leaner's book.
Answer factual and inferential questions from the poem.
Act out the poem.
Participate in a reading competition.

In groups, learners are guided to read the poem in leaner's book
In groups, learners are guided to answer factual and inferential questions from the poem.
In groups, learners are guided to act out the poem.

What do you like reading on your own?

Moran; Skills in English Learner's Book Grade 8 pg. 82-84
Dictionaries
Charts
Realia
Journals
Internet
Computing devices
Moran; Skills in English Learner's Book Grade 8 pg. 84-85

Oral questions Oral Report Observation

Rehabilitation.

Grammar in Use; Work Classes: Adverbs

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

Identify types of adverbs.
Construct sentences using adverbs of frequency and degree.
Appreciate the use of adverbs sentences.

Learners are guided to identify types of adverbs
Learners to construct sentences using adverbs of frequency and degree.

What are possible positive results of rehabilitation?

Moran; Skills in English Learner's Book Grade 8 pg. 85-86
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Reading: Short story

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

Read the story.  Explain the meaning of the new words.  Advocate the use of correct pronunciation. 

In groups or in pairs, learners are guided to read the story on page 87.

Why do we read short stories?

Moran; Skills in English Learner's Book Grade 8 pg. 87-89
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Reading: Short story

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

Identify how short stories we read help us address issues that take place in their community.
Draw a diagram similar to the one on page 89 that shows the main idea and key events.
Construct sentences about rehabilitation or drug and substance abuse.
Appreciate the importance of stories.

In groups or in pairs, learners are guided to identify how short stories we read help us address issues that take place in their community.
In groups or in pairs, learners are guided to draw a diagram similar to the one on page 89 that shows the main idea and key events.
In groups or in pairs, learners are guided to construct sentences about rehabilitation or drug and substance abuse.

How does the main idea in the short story relate to events in your community or country?

Moran; Skills in English Learner's Book Grade 8 pg. 89-90
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Writing

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

State the importance of spelling words correctly.
Read the passage and identify the words that are commonly misspelt.
Construct sentences using vocabulary learnt about drug and substance abuse.
Appreciate the importance of spelling words correctly.

In groups, learners are guided to state the importance of spelling words correctly
In pairs, learners are guided to read the passage and identify the words that are commonly misspelt
In pairs, learners are guided to construct sentences using vocabulary learnt about drug and substance abuse.

Why is it important to spell words correctly? Which words do you find difficult to spell and why?

Moran; Skills in English Learner's Book Grade 8 pg. 90-92
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Rehabilitation.

Writing

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

Explain the meaning of prefix and suffix.
Read the passage on page 92,

In pairs or individually, learners are guided to explain the meaning of prefix and suffix.
In pairs or individually, learners are guided to read the passage on page 92,

What are prefixes? How can you improve your spellings?

Moran; Skills in English Learner's Book Grade 8 pg. 92-94
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Natural Resources

Listening and Speaking; Listening for Details
Reading I; Intensive Reading: Visuals

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

Identify the importance of natural resources.
Listen to the story being read and write down the important details.
Appreciate the importance of detailed information.

Learners are guided to identify the importance of natural resources
Learners are guided to listen to the story being read and write down the important details.

What is the importance of detailed information?

Moran; Skills in English Learner's Book Grade 8 pg. 95
Dictionaries
Charts
Realia
Journals
Internet
Computing devices
Moran; Skills in English Learner's Book Grade 8 pg. 95-96

Oral questions Oral Report Observation

Natural Resources

Reading I; Intensive Reading: Visuals

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

Define visuals.
Identify different types of visuals.
Draw different types visuals.
Appreciate the use of visuals.

Learners are guided to define visuals.
Learners to identify different types of visuals.
Learners to draw different types visuals

Why is it important to interpret pictures and photographs correctly?

Moran; Skills in English Learner's Book Grade 8 pg. 96-98
Dictionaries
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Natural Resources

Reading I; Intensive Reading: Visuals

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

Identify national or community needs that they can communicate about using visuals.
Discuss the role of visuals in making information easier to understand.
Create some of the visuals.
Appreciate the importance of visuals.

In groups, learners to identify national or community needs that they can communicate about using visuals.
In groups, learners are guided to discuss the role of visuals in making information easier to understand.
In groups, learners are guided to create some of the visuals.

What are the advantages of pictures and photographs over other forms of communication?

Moran; Skills in English Learner's Book Grade 8 pg. 98-100
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Natural Resources

Grammar; Word Classes: Personal and Possessive pronouns

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

Explain the meaning of pronouns.
Read the poem in learner's book 8 page 102 and identify the pronouns used.
Arrange the pronouns in the passage into indefinite and reflexive pronouns
Use indefinite and reflexive pronouns in their daily conversations.

Learners are guided to explain the meaning of pronouns.
In groups, learners to read the poem in learner's book 8 page 102 and identify the pronouns used.
Learners to arrange the pronouns in the passage into personal and possessive pronouns

What are indefinite pronouns? What are reflexive pronouns?

Moran; Skills in English Learner's Book Grade 8 pg. 101-102
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Natural Resources

Grammar; Word Classes: Personal and Possessive pronouns

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

Define indefinite and reflexive pronouns
Construct sentences using indefinite and reflexive pronouns
Appreciate the use of pronouns in sentences.

Learners to define personal and possessive pronouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of pronouns used.
In pairs or individually, learners are guided to construct sentences using indefinite and reflexive pronouns.

Which types of pronouns are commonly used?

Moran; Skills in English Learner's Book Grade 8 pg. 103-104
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Natural Resources

Reading; Characters

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

Read the story,

Learners are guided to read the story,

Who is your favourite character in the story?

Moran; Skills in English Learner's Book Grade 8 pg. 104-106
Dictionaries
Charts
Realia
Journals
Internet
Computing devices

Oral questions Oral Report Observation

Natural Resources

Reading; Characters

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

Explain the meaning of character.
Explain the relationships between characters in the story.
Recognize the role of characters in a short story in bringing out real-life experiences.
Appreciate the importance of characters.

In groups or in pairs, learners are guided to explain the meaning of character.
In groups or in pairs, learners are guided to explain the relationships between characters in the story.
In groups or in pairs, learners are guided to recognize the role of characters in a short story in bringing out real-life experiences.

How does character make the story flow?

Moran; Skills in English Learner's Book Grade 8 pg. 106-107
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Oral questions Oral Report Observation

Natural Resources

Writing; Composition Writing

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

Explain the meaning of dialogue.
Identify the features of a dialogue.
Role- play the dialogue in learner's book 8 page 108
Appreciate the importance of dialogue.

In groups or in pairs, learners are guided to explain the meaning of dialogue.
In groups or in pairs, learners are guided to identify the features of a dialogue.
In groups or in pairs, learners are guided to role- play the dialogue in learner's book 8 page 108

Why should we plan before writing?

Moran; Skills in English Learner's Book Grade 8 pg. 107-108
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Moran; Skills in English Learner's Book Grade 8 pg. 109-110

Oral questions Oral Report Observation

Tourism: Domestic

Listening and Speaking; Oral narratives

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

Explain the meaning of myth.
Identify the features of oral narratives.
Create a story that explain why the cat lives with human beings.
Appreciate the features of oral narrative.

Learners to explain the meaning of myth.
In groups, learners are guided to identify the features of oral narratives
Learners to create a story that explain why the cat lives with human beings

What is a myth? What are oral narrative?

Moran; Skills in English Learner's Book Grade 8 pg. 111
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Oral questions Oral Report Observation

Tourism: Domestic

Listening and Speaking; Oral narratives

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

Identify what makes the performance of an explanatory narrative more enjoyable.
Watch videos of people telling oral narrative. Make notes on how the story is made interesting.
Appreciate ways of making an oral narrative more interesting.

Learners are guided to identify what makes the performance of an oral narrative more enjoyable.
Learners to watch videos of people telling oral narrative. Make notes on how the story is made interesting

What are the features of oral narratives?

Moran; Skills in English Learner's Book Grade 8 pg. 111
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Oral questions Oral Report Observation

Tourism: Domestic

Listening and Speaking; Oral narratives

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

Choose one narrative and discuss the features they will include in their performance of it.
Perform the oral narratives.
Have fun and enjoy performing the oral narrative.

In groups, learners to choose narrative and discuss the features they will include in their performance of it.
In groups, learners are guided to perform the oral narratives

What can you do to make the performance of an oral narrative more enjoyable?

Moran; Skills in English Learner's Book Grade 8 pg. 112
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Oral questions Oral Report Observation

Tourism: Domestic

Reading; Poem

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

Discuss how to find the meaning of unfamiliar words used in a poem.
Read the poem,

In groups, learners are guided to discuss how to find the meaning of unfamiliar words used in a poem.
In groups, learners are guided to read the poem,

Why do you think some lines are repeated several times?

Moran; Skills in English Learner's Book Grade 8 pg. 113-114
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Tourism: Domestic

Reading; Poem

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

Explain the meaning of characters, theme and repetition.
Talk about the main idea of the poem and the details that support it.
Write a summary of what the poem is talking about.
Have fun and enjoy reading the poems.

In pairs, learners to explain the meaning of characters, theme and repetition.
In pairs, learners to talk about the main idea of the poem and the details that support it
In pairs, learners to write a summary of what the poem is talking about

What are non-verbal cues?

Moran; Skills in English Learner's Book Grade 8 pg. 114-116
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Oral questions Oral Report Observation

Tourism: Domestic

Grammar; Word Classes: Simple Prepositions

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

Define prepositions.
Study the pictures in learner's book 8 page 116.
Recognize words that provide information about time, position and place.
Appreciate the use of prepositions.

Learners to define prepositions.
In pairs, learners to Study the pictures in learner's book 8 page 116.
In pairs, learners to recognize words that provide information about time, position and place.

Which words can you use to show where somebody or something is? What are prepositions?

Moran; Skills in English Learner's Book Grade 8 pg. 116-117
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Moran; Skills in English Learner's Book Grade 8 pg. 117-118

Oral questions Oral Report Observation

Tourism: Domestic

Reading II; Intensive Reading: Poetry

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

Read the poem,

Learners are guided to read the poem,

Which events is taking place in the poem? What is an inanimate character?

Moran; Skills in English Learner's Book Grade 8 pg. 118-120
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Oral questions Oral Report Observation

Tourism: Domestic

Writing: Assessment of writing

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

Search online or in books for information on assessing their own narrative composition.
Give reasons why self-assessment is important.
Assess a composition using a checklist.
Appreciate the importance of a checklist.

Learners are guided to search online or in books for information on assessing their own narrative composition
In pairs, learners are guided to give reasons why self-assessment is important
In groups, learners to assess a composition using a checklist

What is self-assessment?

Moran; Skills in English Learner's Book Grade 8 pg. 121
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Oral questions Oral Report Observation

Tourism: Domestic

Writing: Composition Writing: Self-Assessment

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

Read the passage,

Learners are guided to read the passage,

What is the importance of self-assessment?

Moran; Skills in English Learner's Book Grade 8 pg. 121-123
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