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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
REHABILITATION
Listening and Speaking |
Conversational Skills: Disagreeing Politely
|
By the end of the
lesson, the learner
should be able to:
- List ways of disagreeing politely. - Use conversational strategies to disagree appropriately. - Value the need to speak politely during communication. |
The learner is guided to:
- Study pictures depicting people in conversation and discuss what might be happening. - Role-play the events in the pictures. - Identify words and phrases used to show politeness in their role-play. - Watch a short video in which speakers disagree politely. - Identify polite expressions used in the video. - Role-play the events in the video in pairs. - Read the conversation "Too much of something" and identify polite expressions used. |
Which words or phrases are used to show politeness?
|
Moran - Skills in English pg. 78
Digital devices Video recordings Pictures Lesson notes |
Role play
Observation
Oral presentation
Group discussions
|
|
| 2 | 2 |
Listening and Speaking
Reading |
Conversational Skills: Disagreeing Politely
Reading Fluency: Poem |
By the end of the
lesson, the learner
should be able to:
- Apply non-verbal cues to express varied moods and feelings. - Practice disagreeing politely in conversations. - Advocate for the need to speak politely during communication. |
The learner is guided to:
- Listen to a dialogue provided by the teacher and identify words and phrases that show polite agreement or disagreement. - Identify how speakers have used gestures to express their feelings. - Discuss how non-verbal cues are used to express different moods and feelings. - Role-play the dialogue using non-verbal cues to express different moods and feelings. - In groups, write a short dialogue about rehabilitation in which speakers disagree politely. - Present the dialogue while practicing disagreeing politely. - Revise and make corrections to their dialogue where appropriate. |
How do you use non-verbal cues to express different moods and feelings?
|
Moran - Skills in English pg. 79
Digital devices Dialogue scripts Pictures Lesson notes Moran - Skills in English pg. 80 Reference books Lesson notes Dictionary |
Role play
Written dialogues
Oral presentation
Peer assessment
|
|
| 2 | 3 |
Reading
Grammar in Use |
Reading Fluency: Poem
Word Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
- Read a text accurately, with expression and at the right speed. - Apply fluency strategies when reading a text. - Appreciate the value of fluency in reading to enhance understanding. |
The learner is guided to:
- Make a list of unfamiliar words in the text "Achieving fluency in reading" and reread the text ignoring them. - Complete a table with unfamiliar words, their definitions based on context, and dictionary definitions. - Practice pronouncing the unfamiliar words aloud. - Reread the entire text accurately, with expression, and at the right speed. - Discuss why readers read with expression. - Preview and then read the poem "Prevention is better." - Practice reading the poem accurately, with expression, and at the right speed. - Recite the poem aloud in class. |
How can reading fluently improve understanding?
|
Moran - Skills in English pg. 82
Digital devices Poem texts Dictionary Lesson notes Moran - Skills in English pg. 84 Video recordings Reference books |
Oral reading
Observation
Recitation
Peer assessment
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
Writing
Listening and Speaking |
Mechanics of Writing
Listening for Detail |
By the end of the
lesson, the learner
should be able to:
- Use prefixes and suffixes correctly in writing. - Make connections between spelling and meaning in suffixed and prefixed words. - Acknowledge the importance of correct spellings in writing. |
The learner is guided to:
- Read the passage "Things will get better" about rehabilitation. - List words with prefixes and suffixes from the passage. - Use a print or online dictionary to check if the spellings of the listed words are correct. - Correct any errors in the words found. - Use the words to write sentences. - Use prefixes and suffixes to write a paragraph about rehabilitation. - Rewrite passages correctly. - Search for more examples of words with prefixes, suffixes, and silent vowels. - Create a chart showing prefixes, suffixes, and their meanings. |
How can you tell the meaning of a word using a prefix?
|
Moran - Skills in English pg. 92
Dictionary Digital devices Reference books Lesson notes Moran - Skills in English pg. 95 Audio recording on wildlife Digital devices Teacher's guide |
Written paragraphs
Chart creation
Spelling tests
Peer assessment
|
|
| 3 | 2 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking Reading |
Listening for Detail
Intensive Reading: Visuals |
By the end of the
lesson, the learner
should be able to:
- Identify specific details in a listening text on wildlife - Respond accurately to questions based on the listening text - Value the importance of listening for specific information |
The learner is guided to:
- Listen to a passage "A happy song" read by the teacher - Outline the main ideas in the passage - Take turns to discuss and answer questions about the passage - Discuss the importance of listening attentively - Tell a classmate why it is important to listen for detail |
Why is it important to listen for specific details?
|
Moran - Skills in English pg. 95
Audio recording Digital devices Teacher's guide Passage "A happy song" Pictures of wildlife Reference materials Posters Charts |
Oral questions
Written responses
Peer assessment
Listening comprehension exercises
|
|
| 3 | 3 |
Reading
Grammar in Use |
Intensive Reading: Visuals
Word Classes: Pronouns |
By the end of the
lesson, the learner
should be able to:
- Make inferences of implied meaning from visuals - Interpret visuals correctly for meaning - Value the role of visuals in communicating information |
The learner is guided to:
- Study information presented in optical illusions from print/electronic devices and discuss findings - Make inferences of implied meaning from visuals - Make connections between visuals and written texts - Write a summary of what has been viewed in visuals depicting human-wildlife conflict - Present a piece of written information on wildlife in form of a visual |
How can one interpret a visual correctly?
|
Moran - Skills in English pg. 97
Digital devices Visuals on wildlife Charts Posters Teacher's guide Moran - Skills in English pg. 101 Audio recording Poem "When there is no one to help" |
Visual analysis
Written summaries
Oral presentations
Peer assessment
Project work
|
|
| 3 | 4 |
Grammar in Use
Reading |
Word Classes: Pronouns
Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide Moran - Skills in English pg. 104 Short story "Touring the wild" Reference materials |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 3 | 5 |
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
|
|
| 4 | 1 |
Writing
Listening and Speaking |
Composition Writing
Listening and Responding: Oral Narratives - Myths |
By the end of the
lesson, the learner
should be able to:
- Write a dialogue on a given topic - Edit a dialogue for clarity, cohesion and coherence - Value the role of the writing process in communication |
The learner is guided to:
- Discuss ideas to include when writing a dialogue - Write a rough draft of a dialogue about wildlife conservation - Edit the dialogue to avoid repetition, correct spellings and punctuation - Revise the dialogue by adding, rearranging, removing or replacing ideas, words, phrases and sentences - Assess each other's dialogues using a provided checklist - Share final work in class |
Why is it important to follow the writing process?
|
Moran - Skills in English pg. 108
Sample dialogues Digital devices Assessment checklist Reference materials Moran - Skills in English pg. 111 Audio recordings Video recordings Myth "How Wechakhulia Hill was formed" |
Dialogue writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
Reading
Grammar in Use |
Intensive Reading: Poem
Word Classes: Simple prepositions |
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 Moran - Skills in English pg. 116 Pictures showing positions Charts Reference materials |
Debates
Poem recitation
Oral presentations
Written exercises
Vocabulary assessment
|
|
| 4 | 4 |
Grammar in Use
Reading |
Word Classes: Simple prepositions
Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
- Use prepositions of time and place in sentences correctly - Construct sentences using prepositions of position, time and place - Value precise use of prepositions in communication |
The learner is guided to:
- Fill in gaps in sentences using appropriate prepositions - Construct sentences using prepositions of position, place and time - Display sentences on a chart - Search in newspapers, magazines or the Internet for sentences that use prepositions - Create a crossword puzzle using prepositions and give it to peers to solve |
How do you show the position of a thing or the time something happens?
|
Moran - Skills in English pg. 117
Charts Newspapers Magazines Digital devices Crossword puzzles Moran - Skills in English pg. 118 Poem "We won't let you!" Reference materials Teacher's guide |
Sentence construction
Gap filling exercises
Crossword puzzles
Peer assessment
Written exercises
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
Writing
Listening and Speaking |
Assessment of writing
Pronunciation: Sounds Vowels |
By the end of the
lesson, the learner
should be able to:
- Assess a composition written by self or peers and suggest corrections for errors - Write a composition free of errors - Appreciate the importance of feedback to improve a composition |
The learner is guided to:
- Write a composition on the subject of domestic tourism - Exchange compositions with other groups - Read through the other group's composition and identify errors - Suggest corrections to be made - Assess the composition written in the previous activity - Correct the errors identified - Write the final draft after making necessary corrections - Type the composition on a digital device and display it on the classroom gallery wall or noticeboard - Conduct a gallery walk to view compositions by other groups |
How can one improve their writing skills?
|
Moran - Skills in English pg. 122
Digital devices Sample compositions Assessment guidelines Teacher's guide Moran - Skills in English pg. 124 Audio recordings Charts Word lists |
Composition writing
Error identification
Peer assessment
Self-assessment
Editing exercises
|
|
| 5 | 2 |
HEROES AND HEROINES: AFRICA
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
|
|
| 5 | 3 |
Reading
Grammar in Use |
Extensive Reading: Grade appropriate fiction Materials - Characters
Word Classes: Conjunctions |
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 Moran - Skills in English pg. 130 Passage about African heroes Poem "If you knew" Songs Charts |
Character analysis
Diagram creation
Oral presentations
Written exercises
Group discussions
|
|
| 5 | 4 |
Grammar in Use
Reading |
Word Classes: Conjunctions
Intensive Reading: Similes and metaphors |
By the end of the
lesson, the learner
should be able to:
- Construct sentences using the listed conjunctions - Join sentences using appropriate conjunctions - Acknowledge the importance of conjunctions in communication |
The learner is guided to:
- Search from the Internet or in texts for examples of conjunctions - Search from the Internet for sentences in which conjunctions are used - Present findings to classmates - Complete a passage by filling blanks with appropriate conjunctions - Make sentences about African heroes and heroines using the conjunctions - Complete sentences by filling in blank spaces using appropriate conjunctions - Create dialogues using the conjunctions - Create a crossword puzzle using conjunctions |
How can one join two or more sentences?
|
Moran - Skills in English pg. 132
Digital devices Reference materials Crossword puzzles Charts Teacher's guide Moran - Skills in English pg. 133 Short story "Finding a hero" Dictionaries |
Sentence construction
Gap filling exercises
Crossword puzzles
Written exercises
Poster creation
|
|
| 5 | 5 |
Reading
Writing |
Intensive Reading: Similes and metaphors
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- Explain the similes and metaphors used in the short story - Relate the use of similes and metaphors to real life situations - Appreciate how similes and metaphors enhance understanding in texts |
The learner is guided to:
- List familiar similes and metaphors - Use listed similes and metaphors to construct sentences about African heroes and heroines - Discuss how to use similes and metaphors in a narrative composition - Explain similes and metaphors identified in the story in a table - Discuss the meaning of each simile or metaphor - Discuss the importance of similes and metaphors used in the story |
Why should short stories be read? How can one write a short story?
|
Moran - Skills in English pg. 134
Short story "Finding a hero" Digital devices Reference materials Charts with similes and metaphors Teacher's guide Moran - Skills in English pg. 136 Story "Beyond achievements" Planning templates |
Simile and metaphor explanation
Sentence construction
Written exercises
Oral presentations
Group discussions
|
|
| 6 | 1 |
Writing
Listening and Speaking |
Creative Writing: Narrative Compositions
Oral Presentations |
By the end of the
lesson, the learner
should be able to:
- Create a narrative composition using revealing details - Revise and edit a narrative composition for clarity and correctness - Appreciate the value of quality narrative compositions |
The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly - Search for information on the parts of a narrative composition and present findings - Identify the parts of a narrative composition in a provided text - Use prewriting techniques to plan a narrative composition about one of their most memorable experiences - Write a narrative composition of 240-280 words using revealing details - Review each other's work using a provided checklist - Revise and correct any mistakes - Display final composition on a poster or share using social media |
Which event excited you or made you sad recently? How can a good narrative be written?
|
Moran - Skills in English pg. 138
Digital devices Posters Assessment checklists Reference materials Teacher's guide Moran - Skills in English pg. 140 Audio recordings Sample speeches |
Narrative composition writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 6 | 2 |
ART
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
Grammar in Use
Reading |
Word Classes: Quantifiers
Intensive Reading: Short story |
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 Moran - Skills in English pg. 151 Story "Loiyangalani Art Exhibition" Event sequence charts Reference materials |
Quantifier identification
Sentence construction
Gap filling exercises
Meaning differentiation
Group discussions
|
|
| 6 | 5 |
Reading
Writing |
Intensive Reading: Short story
Functional Writing: Thank you notes and Congratulatory notes |
By the end of the
lesson, the learner
should be able to:
- Identify the setting in the short story - Analyze how setting contributes to story development - Appreciate the importance of setting in fiction |
The learner is guided to:
- Make a diagram highlighting main events of a story read - Discuss types of art to include in a school exhibition - Plan time at an exhibition with many things to view but limited time - Relate events in the story to own life or lives of people known - Search for the meaning of "setting" - Reread the story and discuss the setting using guiding questions - Talk about why the setting of the story is important to readers |
Why is the setting of a story important to the reader?
|
Moran - Skills in English pg. 152
Story "Loiyangalani Art Exhibition" Digital devices Setting analysis charts Reference materials Teacher's guide Moran - Skills in English pg. 154 Sample thank you notes Note templates |
Setting analysis
Written exercises
Oral presentations
Group discussions
Story analysis
|
|
| 7 | 1 |
Writing
Listening and Speaking |
Functional Writing: Thank you notes and Congratulatory notes
Conversational Skills: interviews |
By the end of the
lesson, the learner
should be able to:
- Write a congratulatory note correctly - Critique thank you notes and congratulatory notes for correctness and relevance - Value the importance of expressing appreciation in writing |
The learner is guided to:
- Discuss situations in which a thank you note is written - Write a thank you note using the correct format - Discuss the importance of appreciating someone or something done for you - Discuss situations in which a congratulatory note is used - Write a congratulatory note to a peer who has achieved something good - Display notes on classroom wall - Conduct a gallery walk to read displayed notes - Give feedback on notes using provided criteria |
Why should one write how they feel about something?
|
Moran - Skills in English pg. 155
Note writing templates Assessment criteria Posters for display Digital devices Teacher's guide Moran - Skills in English pg. 157 Recorded interviews Reference materials Radio/television interviews |
Note writing
Peer assessment
Gallery walk
Written exercises
Group discussions
|
|
| 7 | 2 |
CHOOSING A CAREER
Listening and Speaking Reading |
Conversational Skills: interviews
Extensive Reading: Non-fiction |
By the end of the
lesson, the learner
should be able to:
- Conduct an interview on a given topic using polite expressions - Apply non-verbal cues during an interview - Appreciate the role of interviews in collecting information |
The learner is guided to:
- Listen to a radio interview or watch a television interview - Make a list of polite words and expressions used in the interview - Search for questions and answers used in radio or television interviews - Conduct an interview on the subject of choosing a career using polite words and expressions - Make a list of verbal and non-verbal cues used to express politeness - Prepare questions about experiences of people in different careers - Conduct an interview with a group member about experiences in a selected career |
How do we show respect for others people's opinion?
|
Moran - Skills in English pg. 158
Digital devices Sample interviews Reference materials Interview question lists Teacher's guide Text "Choosing a career" Non-fiction texts |
Interview conducting
Non-verbal cue assessment
Polite expression usage
Peer assessment
Group discussions
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
Grammar in Use
Reading |
Word Classes: Adverbs
Intensive Reading: Lessons Learnt |
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?
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Moran - Skills in English pg. 162
Digital devices Posters and charts Reference materials Gap filling exercises Teacher's guide Moran - Skills in English pg. 164 Short story "A career talk" Lesson analysis charts |
Adverb formation exercises
Sentence construction
Gap filling exercises
Written exercises
Group discussions
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| 7 | 5 |
Reading
Writing Writing |
Intensive Reading: Lessons Learnt
Mechanics of Writing: Prefixes and Suffixes Mechanics of Writing: Prefixes and Suffixes |
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the short story to real life situations - Apply lessons learnt to personal situations - Appreciate the relevance of the short story in addressing real life issues |
The learner is guided to:
- Answer questions based on the story "A career talk" - Retell the story in pairs - Role-play sections of the story that bring out main lessons - Identify and role-play other events that bring out main lessons - Relate events in own life to those in the story - Write a composition on the subject of careers and assess in pairs - Relate lessons learnt to experiences, people or things around them - Watch or listen to a recorded story and identify lessons learnt - Compare lessons to personal experiences - Discuss ways of deriving lessons from short stories |
What issues in the society are addressed by stories?
|
Moran - Skills in English pg. 165
Short story "A career talk" Digital devices Recorded stories Reference materials Teacher's guide Moran - Skills in English pg. 167 Texts with prefixes and suffixes Word lists Moran - Skills in English pg. 168 Dictated words list Gap filling exercises |
Role play
Composition writing
Lesson application
Oral presentations
Group discussions
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