CONSUMER ROLES AND RESPONSIBILITIES

Listening and Speaking
Listening and Speaking

Listening Comprehension: Selective Listening

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 

Observation  Oral questions  Role play  Written responses

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:
 
- Identify reading strategies for use on given texts. 
- Select main ideas and details from written texts. 
- Value reading for main ideas and details as a comprehension skill.

The learner is guided to: 
- Search online and watch appropriate video clips on selected reading strategies: reading for main ideas and reading for details. 
- Read and underline the main ideas and details in texts on consumer roles and responsibilities. 
- Review each other's work identifying main ideas and details. 
- Discuss with peers how one can practically use the selected reading strategies.

Why should one find the main idea from a text?

Moran - Skills in English pg. 49 
Digital devices 
Video clips 
Lesson notes

Observation  Written exercises  Peer assessment  Checklists

Reading
Grammar in Use

Intensive Reading
Verbs and Tense

By the end of the lesson, the learner should be able to:
 
- Apply reading strategies to select relevant information from texts. 
- Answer questions based on a given text correctly. 
- Appreciate the importance of reading strategies in enhancing understanding.

The learner is guided to: 
- Read the passage "Know your roles and responsibilities." 
- Answer questions based on the passage. 
- Identify ways to teach people in the community about consumer roles and responsibilities. 
- Underline the main ideas and details in texts provided by the teacher. 
- Exchange work with classmates and review the information identified. 
- Find online and offline texts about consumer roles and responsibilities.

How can you improve your reading?

Moran - Skills in English pg. 50 
Digital devices 
Reference materials 
Lesson notes
Moran - Skills in English pg. 52 
Charts 

Written responses  Oral questions  Peer assessment  Group presentation

Grammar in Use
Reading

Verbs and Tense
Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Construct sentences using verbs in simple present tense. 
- Write sentences using the simple past tense. 
- Advocate appropriate use of tense in communication.

The learner is guided to: 
- Use identified verbs to construct sentences about consumer roles and responsibilities in simple present tense. 
- Type the sentences on a digital device or write them in exercise books. 
- Share sentences through social media or on a chart. 
- Construct more sentences on a variety of issues using simple present tense. 
- Construct sentences about consumer roles and responsibilities in simple past tense. 
- Complete sentences using the correct tense of given verbs. 
- Play a game converting sentences from present to past tense.

When should we use simple present and when should we use simple past tense?

Moran - Skills in English pg. 53 
Digital devices 
Charts 
Flashcards
Moran - Skills in English pg. 55 
Reference books 
Lesson notes

Sentence construction  Written exercises  Peer assessment  Group games

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Use contextual clues to infer character traits. 
- Compare and contrast the traits of characters in a short story. 
- Value the importance of characters in a short story.

The learner is guided to: 
- Discuss how Harrison's actions in the passage help understand what kind of person he is. 
- Identify information in the story that shows what kind of person Harrison is. 
- Fill in details to describe the traits of other characters in the story using a table. 
- Compare the character traits of Mr. Mututo and Dan's father. 
- Identify differences in the character traits of Dan and Harrison. 
- Role-play the interactions between Dan and Harrison, and between Dan and his father.

Which words help describe the qualities of characters?

Moran - Skills in English pg. 56 
Character trait charts 
Lesson notes 
Digital devices

Role play  Character analysis  Written responses  Observation  Peer assessment

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

Written exercises  Observation  Group work  Peer assessment

Writing

Paragraphing: Connectors of sequence

By the end of the lesson, the learner should be able to:
 
- Sequence ideas in a given paragraph. 
- Write paragraphs using connectors of sequence. 
- Appreciate the use of idea connectors for clarity in communication.

The learner is guided to: 
- Write paragraphs on consumer roles and responsibilities using connectors of sequence. 
- Take turns reading paragraphs aloud and discussing the use of connectors. 
- Edit paragraphs in pairs and correct any errors. 
- Sequence given ideas to create a sensible paragraph using appropriate connectors. 
- Write a paragraph about buying a school bag using connectors of sequence. 
- Explain how the use of connectors has helped to communicate clearly.

What is the importance of a well-developed paragraph?

Moran - Skills in English pg. 60 
Manila paper 
Charts 
Digital devices

Written compositions  Peer assessment  Observation  Presentation

RELATIONSHIPS: PEERS

Listening and Speaking
Listening and Speaking

Pronunciation

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 

Observation  Oral practice  Peer assessment  Pronunciation drills

Reading

Study Skills: Reference materials

By the end of the lesson, the learner should be able to:
 
- Explain the purpose of different reference materials. 
- Select relevant reference materials for varied tasks. 
- Value the role of reference materials in learning.

The learner is guided to: 
- Read the passage "Positive peer relationships." 
- Answer questions based on the passage. 
- Examine a sample text from a reference material and identify the type of reference material it is likely to be found in. 
- Select and read texts from books and the Internet on peer relationships. 
- Pick out various unfamiliar words and check their meaning and spelling in a dictionary. 
- Select appropriate reference materials for different tasks.

What is the importance of reference materials?

Moran - Skills in English pg. 66 
Dictionary 
Thesaurus 
Encyclopedia 
Digital devices 
Reference books
Moran - Skills in English pg. 67 

Written exercises  Oral questions  Observation  Group work

Grammar in Use

Word Classes: Adjectives

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

Written exercises  Group work  Observation  Oral questions

Grammar in Use
Reading

Word Classes: Adjectives
Intensive Reading: Short story

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

The learner is guided to: 
- Search for gradable and non-gradable adjectives in the poem "Best friend in the world." 
- Rehearse and recite the poem in turns. 
- Search online and in books for texts about peer relationships and identify gradable and non-gradable adjectives. 
- Complete a table with more adjectives and use them to form sentences. 
- Construct sentences about activities they enjoy doing with peers using gradable and non-gradable adjectives. 
- Fill in a crossword puzzle with gradable and non-gradable adjectives based on given clues.

How do gradable and non-gradable adjectives differ?

Moran - Skills in English pg. 70 
Charts 
Digital devices 
Crossword puzzles 
Lesson notes
Moran - Skills in English pg. 71 
Reference books 
Lesson notes 
Teacher's Guide

Sentence construction  Written exercises  Crossword puzzles  Peer assessment

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Role-play dialogue from a short story. 
- Relate the importance of dialogue and repetition to real life. 
- Acknowledge the role of dialogue and repetition in fiction writing.

The learner is guided to: 
- Talk about how they relate with their peers. 
- Discuss how their peer relationships are similar or different to those in the short story "A memorable adventure." 
- Write a short paragraph about peer relationships using dialogue and repetition appropriately. 
- Search online and offline for role-plays in which characters talk to each other and repeat certain lines or sentences. 
- Find information on the importance of repetition and dialogue in a short story and explain findings to classmates. 
- Role-play any incidence of dialogue in the short story.

How do dialogue and repetition enhance a story?

Moran - Skills in English pg. 73 
Digital devices 
Role-play scripts 
Reference books 
Lesson notes

Role play  Written paragraphs  Oral presentations  Peer assessment

Writing

Functional Writing: Apology Letters

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

Written exercises  Observation  Group discussions  Oral presentations

Writing
Listening and Speaking

Functional Writing: Apology Letters
Conversational Skills: Disagreeing Politely

By the end of the lesson, the learner should be able to:
 
- Plan what to include in an apology letter. 
- Write a letter of apology based on a given context. 
- Appreciate the role of letter writing in communication.

The learner is guided to: 
- Imagine they have done something wrong in school and need to apologize in writing. 
- Plan what to include in their apology letter. 
- Write a letter of apology to the school principal or class teacher. 
- Evaluate each other's letters using a provided assessment guide. 
- Rewrite their apology letters based on peer feedback. 
- Discuss situations that may require writing letters of apology. 
- Select examples and talk about possible consequences if a letter of apology is not written. 
- Discuss the role of apology letters in communication.

How can an apology letter resolve a conflict?

Moran - Skills in English pg. 75 
Sample letters 
Digital devices 
Assessment guide 
Lesson notes
Moran - Skills in English pg. 78 
Video recordings 
Pictures 

Written letters  Peer assessment  Self-assessment  Group discussions

REHABILITATION

Listening and Speaking

Conversational Skills: Disagreeing Politely

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

Role play  Written dialogues  Oral presentation  Peer assessment

Reading

Reading Fluency: Poem

By the end of the lesson, the learner should be able to:
 
- Identify techniques of reading fast. 
- Preview a text to understand its main idea. 
- Value the importance of previewing in reading.

The learner is guided to: 
- Explain to a classmate how to read a text quickly. 
- Preview the text "Achieving fluency in reading" by reading the title, studying the picture, and skimming through to find the main idea. 
- Scan through the text to find new words. 
- Based on the previewing activity, predict what the text is about. 
- Read the text "Achieving fluency in reading." 
- Discuss why readers should read at the right speed. 
- Identify ways of reading fast.

Why should we display appropriate expressions when reading a text?

Moran - Skills in English pg. 80 
Reference books 
Digital devices 
Lesson notes 
Dictionary
Moran - Skills in English pg. 82 
Poem texts 
Dictionary 
Lesson notes

Observation  Oral reading  Question and answer  Peer assessment

Grammar in Use

Word Classes: Adverbs

By the end of the lesson, the learner should be able to:
 
- Identify adverbs of frequency and degree correctly from a text. 
- Distinguish between adverbs of frequency and degree. 
- Value the importance of using adverbs correctly in communication.

The learner is guided to: 
- Read the passage "Absolutely convinced" and identify the words used to describe how often the class debate is held. 
- Identify words used to describe how harmful cigarette smoking is. 
- List the adverbs of frequency and degree used in the text. 
- Watch a video and pick out adverbs of frequency and degree used by different speakers. 
- Search online or in printed reference books for examples of adverbs of frequency and degree. 
- Use the adverbs to construct sentences in groups.

Why should one use adverbs correctly?

Moran - Skills in English pg. 84 
Digital devices 
Video recordings 
Reference books 
Lesson notes

Written exercises  Observation  Group work  Oral questions

Grammar in Use
Reading

Word Classes: Adverbs
Intensive Reading: Short story

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

Crossword puzzles  Written exercises  Oral presentations  Observation

Reading
Writing

Intensive Reading: Short story
Mechanics of Writing

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

The learner is guided to: 
- Discuss the storyline of the story "I think it is time" in groups. 
- Summarize the key events in the story. 
- Present what they have learned about the storyline to their group. 
- Make a diagram to show the main idea and key events in the story. 
- Read and role-play the section of the short story in which Caren is having a conversation with her father. 
- Discuss how the main idea in the short story relates to events in their community or country. 
- Use given words to construct sentences about rehabilitation or drug and substance abuse.

How do the events in a story connect to real life?

Moran - Skills in English pg. 88 
Graphic organizers 
Digital devices 
Lesson notes 
Reference books
Moran - Skills in English pg. 90 
Dictionary 
Word lists 
Lesson notes

Role play  Written summaries  Group discussions  Sentence construction

Writing

Mechanics of Writing

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

Written paragraphs  Chart creation  Spelling tests  Peer assessment

NATURAL RESOURCES: WILDLIFE

Listening and Speaking

Listening for Detail

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

- Identify main ideas in a listening text
- Respond appropriately to questions based on the listening text
- Acknowledge the importance of listening for details in life

The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text
- Discuss the main ideas from the text
- Listen to a passage read by peers or the teacher and outline the main ideas from the text individually
- Discuss with peers answers based on a given text

How should one listen for detail?

Moran - Skills in English pg. 95
Audio recording on wildlife
Digital devices
Teacher's guide

Observation Question and answer Oral presentations Written exercises Group discussions

Listening and Speaking

Listening for Detail

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"

Oral questions Written responses Peer assessment Listening comprehension exercises

Reading

Intensive Reading: Visuals

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

- Identify different visuals in given contexts correctly
- Make a connection between visuals and the written text
- Appreciate the role of visuals in simplifying representation

The learner is guided to:
- Describe signposts or posters in their school or community
- Study pictures and discuss what they see
- Identify where such pictures can be found
- Determine what information they get from the pictures
- Identify different visuals from the Internet, books or community
- Present findings in class

What information do we obtain from visuals?

Moran - Skills in English pg. 95
Pictures of wildlife
Digital devices
Reference materials
Posters
Charts
Moran - Skills in English pg. 97
Visuals on wildlife
Charts
Teacher's guide

Observation Oral presentations Written exercises Group discussions Project work

Grammar in Use

Word Classes: Pronouns

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

- Identify indefinite and reflexive pronouns correctly
- Use indefinite pronouns in sentences correctly
- Appreciate the role of indefinite pronouns in communication

The learner is guided to:
- Read the text "Nothing to do" and identify words in bold
- Discuss what the words in bold have in common
- Listen to an audio text and identify indefinite pronouns
- Discuss why we use indefinite pronouns
- Listen to a poem "When there is no one to help" and identify the indefinite pronouns
- Listen to an audio recording on wildlife protection and identify indefinite pronouns

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

Moran - Skills in English pg. 101
Audio recording
Digital devices
Charts
Poem "When there is no one to help"
Moran - Skills in English pg. 102
Charts on pronouns
Substitution tables
Teacher's guide

Gap filling exercises Sentence construction Oral questions Written exercises Group discussions

Reading

Intensive Reading: Short story

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

- Identify the characters in a given short story
- Explain the relationship between the characters in the short story
- Value the role of characters in short stories

The learner is guided to:
- Share about favorite stories and characters
- Read the short story "Touring the wild"
- Identify and list the characters in the story
- Role play different characters in the story
- Dramatize the text using appropriate voice, gestures and facial expressions
- Discuss why some people are considered heroes in communities

How does one identify qualities of characters in a short story?

Moran - Skills in English pg. 104
Short story "Touring the wild"
Digital devices
Reference materials
Teacher's guide

Character analysis Oral presentations Role play Written exercises Group discussions

Reading
Writing

Intensive Reading: Short story
Composition Writing

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

- Describe the traits of characters in the short story
- Analyze the relationships between characters in the short story
- Appreciate the role of the characters in the short story in depicting real-life experiences

The learner is guided to:
- Discuss what each character does in the story
- Discuss how character traits are identified in a story
- Create a diagram to show relationships between characters
- Display the diagram on a chart or PowerPoint presentation
- Explain relationships between characters using the diagram
- Dramatize actions of different characters to bring out their traits

Which people would you like to meet in a story?

Moran - Skills in English pg. 106
Short story "Touring the wild"
Digital devices
Charts
PowerPoint presentation
Teacher's guide
Moran - Skills in English pg. 107
Sample dialogues
Reference materials

Character relationship diagrams Role play Oral presentations Written exercises Group discussions

Writing

Composition Writing

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

Dialogue writing Peer assessment Self-assessment Editing exercises Oral presentations

Listening and Speaking

Listening and Responding: Oral Narratives - Myths

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

- Identify the characters in a given myth
- Narrate the key events in a given myth
- Explain the moral lesson in a set myth
- Acknowledge the role of oral literature in lifelong learning

The learner is guided to:
- Predict events in a myth from the title or pictures in the story
- Listen to a narration of a myth from the community then retell the myth to peers
- Watch a video recording of a myth
- Identify the characters in the myth
- Collaborate to answer questions from the story
- Discuss the lessons learnt from a myth
- Discuss the relevance of the story to real life

How can you tell what is going to happen in a story? How are the characters or events in the story related to the people or happenings around us?

Moran - Skills in English pg. 111
Audio recordings
Digital devices
Video recordings
Myth "How Wechakhulia Hill was formed"

Oral presentations Retelling of myths Question and answer Group discussions Role play

TOURISM: DOMESTIC

Listening and Speaking
Reading

Listening and Responding: Oral Narratives - Myths
Intensive Reading: Poem

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

- Relate the characters in a myth to real life
- Retell a myth using appropriate verbal and non-verbal cues
- Value the importance of myths in preserving cultural heritage

The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order
- Search from the Internet for a video recording of a myth, watch it and narrate key events
- Identify the characters in the myth
- Discuss the consequences of characters' behaviors in the story
- Explain moral lessons learned in the myth
- Identify alternative statements characters could have made

Why are oral narratives important in society?

Moran - Skills in English pg. 112
Digital devices
Video recordings
Audio recordings
Teacher's guide
Poem "Local tourists"
Reference materials
Charts

Oral presentations Narration skills assessment Peer assessment Written reflections Group discussions

Reading

Intensive Reading: Poem

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

- Make judgement on the information in a text
- Infer the meaning of unfamiliar words using contextual clues
- Value the role of poems in conveying messages

The learner is guided to:
- Retell the main events in the poem "Local tourists" using gestures and facial expressions
- Recite the poem using non-verbal cues to bring out the message
- Discuss meaning of statements used in the poem
- Conduct a class debate explaining what they like or do not like about the poem
- Scan through the poem for new words and discuss how to determine their meaning
- Find the meaning of each new word based on how they are used

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

Moran - Skills in English pg. 115
Poem "Local tourists"
Digital devices
Dictionary
Visual aids
Teacher's guide

Debates Poem recitation Oral presentations Written exercises Vocabulary assessment

Grammar in Use

Word Classes: Simple prepositions

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

- Identify prepositions of position, time and place correctly
- Use prepositions of position correctly in sentences
- Appreciate the role of prepositions of position in communication

The learner is guided to:
- Study pictures showing different positions of objects
- Answer questions about the position of objects in the pictures
- Identify the words used to provide information about time, position and place
- Identify prepositions in the paragraph "A week of touring"
- Find a text and identify prepositions of position, place and time

How do we show where somebody or something is?

Moran - Skills in English pg. 116
Pictures showing positions
Digital devices
Charts
Reference materials
Teacher's guide
Moran - Skills in English pg. 117
Newspapers
Magazines
Crossword puzzles

Gap filling exercises Sentence construction Oral questions Written exercises Group discussions

Reading

Intensive Reading: Poetry

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

Character analysis Oral presentations Written exercises Group discussions Recitation

Reading
Writing

Intensive Reading: Poetry
Assessment of writing

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

- Identify the traits of inanimate characters in poems
- Relate inanimate characters with individuals in real life
- Appreciate the creative use of inanimate characters in poetry

The learner is guided to:
- Discuss the inanimate characters that are likely to be used in poems
- Describe the traits of the inanimate characters
- Read the poems "You lied to me" and "Trembling in magic"
- Identify and describe the traits of the inanimate characters in the poems
- Recite the poems using appropriate non-verbal cues
- Role-play the inanimate characters in the poems
- Relate the characters to people they know in real life

Which qualities of a person can animals or objects be given?

Moran - Skills in English pg. 119
Poems "You lied to me" and "Trembling in magic"
Charts
Digital devices
Teacher's guide
Moran - Skills in English pg. 121
Sample composition "The visit of my life"
Assessment guidelines

Character analysis Poem recitation Role play Written exercises Oral presentations

Writing

Assessment of writing

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

Composition writing Error identification Peer assessment Self-assessment Editing exercises

HEROES AND HEROINES: AFRICA

Listening and Speaking

Pronunciation: Sounds Vowels

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

- Identify words with vowels /ɑː/ /зː/ and the consonant /tʃ/ /dʒ/ from a sample text
- Pronounce the vowels /ɑː/ /зː/ and the consonants /tʃ/ /dʒ/ correctly
- Value correct pronunciation in communication

The learner is guided to:
- Practice saying sounds provided by the teacher
- Listen to words with highlighted vowel sounds in columns A and B
- Identify words in texts with the same vowel sounds as those in columns A and B
- Listen to sets of words and identify the common sounds
- Listen to a recording and identify words with target sounds
- Create a table with four columns for words with target sounds

Why are some words said with greater force than others?

Moran - Skills in English pg. 124
Audio recordings
Digital devices
Charts
Word lists
Teacher's guide

Pronunciation exercises Oral presentations Listening activities Group discussions Sound identification exercises

Listening and Speaking
Reading

Stressed and unstressed words
Extensive Reading: Grade appropriate fiction Materials - Characters

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

- Apply stress on content words while leaving the function words unstressed
- Use the correct intonation in declarative and exclamatory sentences
- Appreciate the importance of emphatic stress in communication

The learner is guided to:
- Practice pronouncing words with target sounds correctly
- In pairs, make a recording of voices reading words aloud
- Use each word in a sentence
- Practice pronouncing vowel and consonant sounds
- Read lines from the poem "If I knew"
- Underline nouns, main verbs, adjectives and adverbs
- Discuss whether underlined words help figure out what the poem is about
- Reread the poem aloud and identify emphasized words

Why do we pronounce some words differently from others in a sentence?

Moran - Skills in English pg. 125
Poem "If I knew"
Audio recordings
Digital devices
Charts with stressed and unstressed words
Teacher's guide
Moran - Skills in English pg. 127
Passage "African heroes and heroines"
Reference materials
Character trait charts

Pronunciation exercises Poem recitation Stress identification exercises Oral presentations Recording analysis

Reading

Extensive Reading: Grade appropriate fiction Materials - Characters

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

- Use appropriate words to describe character traits
- Relate characters in fiction to people in real life
- Appreciate the role of characters in conveying messages in stories

The learner is guided to:
- Discuss words used to describe characters
- Search for words to describe character traits from the Internet, books or dictionary
- Choose a character in the passage and identify what that character does or says
- Discuss how the character's words and actions help identify traits
- Complete tables for all characters in the passage
- Create a diagram showing how characters relate to each other
- Explain how characters in the passage relate to people or events in the community

Which stories are the most enjoyable to read? Which qualities do you admire in people?

Moran - Skills in English pg. 129
Character trait charts
Digital devices
Dictionaries
Reference materials
Teacher's guide

Character analysis Diagram creation Oral presentations Written exercises Group discussions

Grammar in Use

Word Classes: Conjunctions

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

- Identify the listed conjunctions from a group of words
- Use the conjunctions because, that, when, if, unless, and since correctly in sentences
- Value the correct use of conjunctions in communication

The learner is guided to:
- Discuss how one can join two or more sentences
- Identify the words used to refer to words that can join ideas or sentences
- Read the passage about African heroes and heroines
- Copy the text and identify and underline the conjunctions in the text
- Recite the poem "If you knew" and identify the conjunctions used
- Listen to a song played by the teacher and identify the conjunctions used

Why should we join sentences correctly? Why do we use conjunctions?

Moran - Skills in English pg. 130
Passage about African heroes
Poem "If you knew"
Songs
Digital devices
Charts
Teacher's guide
Moran - Skills in English pg. 132
Reference materials
Crossword puzzles

Conjunction identification Sentence construction Oral presentations Written exercises Group discussions

Reading

Intensive Reading: Similes and metaphors

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

Simile and metaphor identification Sentence construction Oral presentations Written exercises Group discussions

Writing

Creative Writing: Narrative Compositions

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

- Recall a specific event, emotion or experience that affected them greatly
- Plan a narrative composition using prewriting techniques
- Value quality narrative compositions in communication

The learner is guided to:
- Read the story "Beyond achievements"
- Answer questions based on the story
- Identify what makes the story interesting
- Explain how to make compositions interesting
- Identify and discuss the parts of a narrative composition
- Recall and narrate to classmates a specific feeling, event or experience that stands out as memorable
- Explain how it greatly affected them
- Complete a table about their narration

Why do we enjoy reading stories? How can you make your composition interesting?

Moran - Skills in English pg. 136
Story "Beyond achievements"
Digital devices
Reference materials
Planning templates
Teacher's guide

Narrative composition planning Oral narratives Written exercises Group discussions Story analysis

Writing

Creative Writing: Narrative Compositions

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

Narrative composition writing Peer assessment Self-assessment Editing exercises Oral presentations

ART

Listening and Speaking

Oral Presentations

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

- Identify the items in the format of a speech
- Present a written speech using effective speaking skills
- Acknowledge the importance of good speaking skills for effective communication

The learner is guided to:
- Listen to a recorded speech provided by the teacher
- Identify how the speaker introduced the speech, what it was about, and words that indicated it was ending
- Search from the Internet and printed materials for the format of a speech
- Identify the items in the format of a speech
- Listen to a speech or watch a speech from a digital device
- Pick out the items in the format of a speech

How can you make a speech presentation interesting?

Moran - Skills in English pg. 140
Audio recordings
Digital devices
Sample speeches
Reference materials
Teacher's guide

Oral presentations Format identification Observation Question and answer Group discussions

Listening and Speaking
Reading

Oral Presentations
Study Skills: Note Making

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

- Prepare a short speech on a given topic
- Deliver a speech using appropriate verbal and non-verbal cues
- Value effective oral presentation skills in communication

The learner is guided to:
- Take turns to give the introduction and conclusion of a speech
- Try different ways to make the speech interesting
- Present a speech that the teacher will provide using non-verbal cues
- Use gestures and facial expressions during presentation
- Discuss various aspects of heritage
- Write down points from the discussion
- Plan and prepare a speech based on the points
- Present the speech to the class
- Assess non-verbal skills used during presentations

What are some of the techniques for introducing or concluding a speech?

Moran - Skills in English pg. 141
Sample speeches
Digital devices
Assessment checklists
Reference materials
Teacher's guide
Moran - Skills in English pg. 142
Text "Creative careers"
Note making templates

Speech delivery Non-verbal cues assessment Peer assessment Observation Group discussions

Reading
Grammar in Use

Study Skills: Note Making
Word Classes: Determiners

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

Note organization exercise Abbreviation identification Written exercises Peer review Group discussions

Grammar in Use

Word Classes: Quantifiers

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

- Identify quantifiers in a given text
- Use quantifiers correctly in sentences
- Appreciate the importance of quantifiers in communication

The learner is guided to:
- Collect items representing count and non-count nouns
- Make sentences using quantifiers many, few, a few, little and a little
- Show the difference in meaning between the pairs: little/a little and few/a few
- Read the text "Art in my life" and identify quantifiers
- Fill in blank spaces in sentences using appropriate demonstratives
- Select appropriate demonstratives for different circumstances
- Read sentences and discuss differences in meaning based on quantifier use

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

Moran - Skills in English pg. 148
Text "Art in my life"
Charts with quantifiers
Real objects for demonstration
Digital devices
Teacher's guide

Quantifier identification Sentence construction Gap filling exercises Meaning differentiation Group discussions

Reading

Intensive Reading: Short story

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

- Identify the events in the story
- Relate the events in the short story to real life
- Value the role of literature in life

The learner is guided to:
- Describe different events in a story of choice
- Discuss the order of events
- Relate events to experiences
- Read the story "Loiyangalani Art Exhibition"
- Answer questions based on the story
- Point out the main events in the story
- Discuss how events make the story flow
- Copy and fill in a table with main events from the story

How do events flow logically in a story?

Moran - Skills in English pg. 151
Story "Loiyangalani Art Exhibition"
Digital devices
Event sequence charts
Reference materials
Teacher's guide
Moran - Skills in English pg. 152
Setting analysis charts

Event identification Written exercises Oral presentations Group discussions Event sequencing

Writing

Functional Writing: Thank you notes and Congratulatory notes

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

- Recognise the key elements and layout of a thank you note
- Write a thank you note correctly
- Value the importance of expressing gratitude in writing

The learner is guided to:
- Read a thank you note
- Identify the main purpose of the note
- Discuss how emotions are expressed in writing
- Make a list of occasions when such a note might be written
- Read a congratulatory note
- Identify the main purpose of the note
- Make a list of occasions when it would be appropriate to write such a note
- Search for samples of thank you notes and congratulatory notes
- Compare the notes and identify the layout and key parts

How are strong emotions expressed in writing?

Moran - Skills in English pg. 154
Sample thank you notes
Digital devices
Reference materials
Note templates
Teacher's guide

Note analysis Layout identification Written exercises Oral presentations Group discussions

Writing

Functional Writing: Thank you notes and Congratulatory notes

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

Note writing Peer assessment Gallery walk Written exercises Group discussions

CHOOSING A CAREER

Listening and Speaking
Listening and Speaking

Conversational Skills: interviews

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

- Identify polite words and expressions in a radio or television interview
- Use polite words and expressions when conducting an interview
- Value polite language during interviews

The learner is guided to:
- Read questions from Mwala and Matano and identify differences between them
- Determine who between Mwala and Matano has used polite words
- Listen to a recorded radio or television interview
- Identify and list polite words and expressions used in the interview
- Role-play the interview in groups
- Discuss why polite language should be used during interviews

Why is it important to use polite language during an interview?

Moran - Skills in English pg. 157
Recorded interviews
Digital devices
Reference materials
Radio/television interviews
Teacher's guide
Moran - Skills in English pg. 158
Sample interviews
Interview question lists

Polite expression identification Role play Oral presentations Written exercises Group discussions

Reading

Extensive Reading: Non-fiction

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

- Select reading materials from digital or non-digital sources
- Skim through texts to obtain general ideas
- Value the importance of reading for information

The learner is guided to:
- Discuss the benefits of reading widely and considerations when selecting reading texts
- Skim through the text "Choosing a career" by reading the title and first sentence of every paragraph
- Discuss the general idea in the text
- Scan through the text and answer specific questions
- Identify key words and phrases in the text
- Search online and from books for non-fiction texts on careers
- Identify a variety of texts to read
- Skim through the texts to identify main ideas

Why is it important to read different types of materials? What should one consider when selecting a reading text?

Moran - Skills in English pg. 158
Text "Choosing a career"
Digital devices
Non-fiction texts
Reference materials
Teacher's guide

Skimming and scanning exercises Main idea identification Written exercises Oral presentations Group discussions

Reading
Grammar in Use

Extensive Reading: Non-fiction
Word Classes: Adverbs

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

Reading comprehension Vocabulary exercises Written exercises Oral presentations Group discussions

Grammar in Use

Word Classes: Adverbs

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

- Use adverbs formed from adjectives in sentences
- Select the correct form of adverbs in sentences
- Value the correct usage of adverbs in communication

The learner is guided to:
- Read a passage and identify adverbs used
- Select adverbs formed from adjectives from the list
- Read texts about careers and select adverbs formed from adjectives
- Complete a table by forming adverbs from given adjectives
- Use formed adverbs to construct sentences on choosing a career
- Make a list of adverbs formed from adjectives and display on posters or charts
- Fill in gaps in sentences using adverbs formed from given adjectives
- Choose correct adverbs from pairs in sentences
- Compile a list of instructions for hotel workers using adverbs formed from adjectives

How can we improve our use of adverbs in daily communication?

Moran - Skills in English pg. 162
Digital devices
Posters and charts
Reference materials
Gap filling exercises
Teacher's guide

Adverb formation exercises Sentence construction Gap filling exercises Written exercises Group discussions

Reading

Intensive Reading: Lessons Learnt

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

- Identify the lessons learnt in a short story
- Explain what the lesson means to learners
- Value the importance of lessons in stories

The learner is guided to:
- Explain what they understand by the term "moral lesson"
- Discuss lessons learned from stories read previously
- Listen to the teacher read a short story
- Discuss and identify lessons learnt from the story by studying actions and words used
- Record findings in a provided table
- Discuss lessons learned from specific characters in the story

How can you derive lessons from a short story?

Moran - Skills in English pg. 164
Short story "A career talk"
Digital devices
Reference materials
Lesson analysis charts
Teacher's guide
Moran - Skills in English pg. 165
Recorded stories

Lesson identification Character analysis Written exercises Oral presentations Group discussions

Writing

Mechanics of Writing: Prefixes and Suffixes

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

- Identify words with prefixes and suffixes from a text
- Form words using prefixes and suffixes
- Value the importance of correct word formation in communication

The learner is guided to:
- Read words with prefixes and suffixes and provide more examples
- Analyze words in columns to determine what each column has in common
- Read a text about careers and identify words with prefixes and suffixes
- Break down identified words to show their prefixes and suffixes
- Read a text and identify words with prefixes and suffixes
- Search for more examples of words with prefixes and suffixes
- Arrange words into groups: those with similar root, similar prefixes, and similar suffixes

How can you tell the meaning of a word using a prefix? Which words with suffixes and prefixes are confusing?

Moran - Skills in English pg. 167
Texts with prefixes and suffixes
Digital devices
Reference materials
Word lists
Teacher's guide

Word breakdown exercises Word identification Word formation Written exercises Group discussions

Writing

Mechanics of Writing: Prefixes and Suffixes

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

- Use prefixes and suffixes correctly in sentences
- Infer the meaning of a word from its prefix or suffix
- Acknowledge the influence of prefixes and suffixes on meaning and formation of words

The learner is guided to:
- Read pairs of words and sentences in which the words are used
- Listen to words read by the teacher and write them down
- Find the meaning of dictated words by looking at prefixes or suffixes
- Copy sentences and fill in blank spaces by adding prefixes or suffixes to given words
- Construct six sentences using words with prefixes and suffixes
- Search for more words with prefixes and suffixes
- Use words with prefixes and suffixes in sentences

How can word parts help us understand new words?

Moran - Skills in English pg. 168
Dictated words list
Digital devices
Reference materials
Gap filling exercises
Teacher's guide

Gap filling exercises Sentence construction Dictation exercises Written exercises Group discussions