CITIZENSHIP

Listening and Speaking

Polite Language: Euphemism

By the end of the lesson, the learner should be able to:
 
- Outline words and phrases used to express euphemism. 
- Use euphemism to show politeness in communication. 
- Acknowledge the importance of politeness in communication.

The learner is guided to: 
- Define the term euphemism. 
- Identify examples of polite words and expressions used in a poem or story. 
- Listen to an audio interview and identify euphemism. 
- Simulate an interview from a text and identify euphemism. 
- Use euphemism in a conversation. 
- Create posters with euphemistic words and phrases. 
- Share the posters through social media or the school notice board.

Why should we use polite language?  Why is it embarrassing to say some words in public?

Master English pg. 1 
Digital devices 
Audio recordings 
Pictures 
Chart papers 
Teacher's Guide

Oral questions  Observation  Written questions  Peer assessment  Posters evaluation  Role play

Listening and Speaking

Polite Language: Debate

By the end of the lesson, the learner should be able to:
 
- Conduct a debate while adhering to conventions of polite language. 
- Value the importance of politeness in communication. 
- Display patience with others when adhering to debating conventions.

The learner is guided to: 
- Make rules for a debating session in groups. 
- Conduct a debate related to the theme, in small groups. 
- Watch or listen to a recorded clip of a debating session in parliament. 
- Use polite language during debates. 
- Listen actively to other debaters' points. 
- Respect different viewpoints during debates.

Why is it important to follow debate conventions?  How can we express disagreement politely?

Master English pg. 3 
Digital devices 
Debate rules chart 
Class readers 
Video clips of parliamentary debates 
Teacher's Guide

Observation schedules  Oral presentation  Debate rubrics  Peer assessment  Self-assessment  Checklists

Reading

Independent Reading: Grade Appropriate Text

By the end of the lesson, the learner should be able to:
 
- Select reading materials from digital or non-digital sources. 
- Read grade appropriate materials for lifelong learning. 
- Build on their own learning experience when selecting reading materials.

The learner is guided to: 
- Identify reading materials in a variety of subjects. 
- Search for online fiction and non-fiction texts. 
- Skim through a text to obtain the gist (main idea). 
- Scan a text to obtain specific details. 
- Read the text. 
- Create chain stories. 
- Form a book club. 
- Keep vocabulary journals.

Why is it important to read different types of materials?

Master English pg. 5 
Digital devices 
Library books 
Online resources 
Newspaper articles 
Magazines 
Teacher's Guide

Observation  Oral questions  Reading logs  Book reviews  Vocabulary journals  Peer discussions

Reading

Independent Reading: Reading Log

By the end of the lesson, the learner should be able to:
 
- Create a reading log for monitoring reading activities. 
- Recommend to peers suitable fiction and non-fiction materials to read. 
- Display concerted attention when creating a reading log.

The learner is guided to: 
- Maintain a reading log showing their reading activities and thoughts about what they read including: 
 • the title and author of the text 
 • the dates you read 
 • the amount of time you spend reading each day 
 • the key themes in the text 
 • the major characters 
 • the plot development 
 • the questions you have as you read 
- Prepare a reading log for the titles of the fiction and non-fiction texts. 
- Share reading experiences with peers.

How can a reading log help improve one's reading habits?  What should be included in a reading log?

Master English pg. 7 
Sample reading logs 
Fiction and non-fiction texts 
Digital devices 
Notebooks 
Teacher's Guide

Reading logs assessment  Peer review  Self-assessment  Oral presentations  Written reflections  Observation

Grammar in Use

Gender Neutral Language

By the end of the lesson, the learner should be able to:
 
- Identify gender biased words and phrases in oral and written texts. 
- Show logical reasoning when identifying gender biased words. 
- Acknowledge the importance of gender sensitivity in communication.

The learner is guided to: 
- Listen to common English songs and pick out gender biased words and phrases. 
- Read sections of a poem or story and pick out words with gender bias. 
- Watch a video and identify gender biased and gender neutral terms used by the speakers. 
- Discuss the meaning of gender biased and gender neutral words and phrases. 
- Create word maps showing gender biased words and their gender neutral alternatives.

How can one avoid gender bias in communication?  Which words demonstrate gender sensitivity in communication?

Master English pg. 9 
Digital devices 
Audio clips 
Video recordings 
Poems and stories with gender biased language 
Teacher's Guide

Written exercises  Oral questions  Word maps evaluation  Observation  Peer assessment  Quizzes

Grammar in Use

Gender Neutral Language

By the end of the lesson, the learner should be able to:
 
- Use gender neutral words and phrases in sentences. 
- Show concerted attention when forming different types of sentences using gender sensitive words. 
- Value the importance of gender neutral language in fostering equality.

The learner is guided to: 
- Replace the words with gender bias in the poem or story with gender neutral words and phrases. 
- Use the gender neutral words and phrases to make sentences. 
- Rewrite/paraphrase short texts to eliminate gender bias. 
- Collaborate with peers to create posters showing gender neutral words and phrases and share them on the school notice board or through social media. 
- Fill in a crossword puzzle featuring gender neutral words/phrases.

Why should we use gender neutral language in our communication?  How does gender neutral language promote equality?

Master English pg. 10 
Digital devices 
Worksheets 
Crossword puzzles 
Posters 
Charts 
Teacher's Guide

Sentence construction exercises  Paraphrasing assessment  Crossword puzzles  Poster evaluation  Peer review  Observation

Intensive Reading

Play: Structure and Setting

By the end of the lesson, the learner should be able to:
 
- Describe the structure and setting of a play. 
- Show defining personal skills when talking about the actions in a play. 
- Value the importance of structure and setting in a play.

The learner is guided to: 
- Outline the order of events in a play. 
- Analyze the acts and scenes in a play. 
- Describe the time the actions in a play occur. 
- Work jointly with peers to discuss where the events in a play take place. 
- Identify the characters in the play and their roles. 
- Create a visual map of the setting of the play.

What are the features of a play?  Why is it necessary to know when and where the action in a play took place?

Master English pg. 12 
Class reader (play) 
Digital devices 
Visual aids 
Setting maps 
Teacher's Guide

Oral questions  Written assignments  Visual maps assessment  Group discussions  Peer assessment  Observation

Intensive Reading

Play: Structure and Setting

By the end of the lesson, the learner should be able to:
 
- Analyse the acts and scenes of a play for literary appreciation. 
- Contribute to group decision making when working in groups. 
- Recognise the role of literary appreciation in critical thinking.

The learner is guided to: 
- Discuss the action in a play in groups. 
- Write a summary of a scene in a play. 
- Collaborate with peers to role play some of the actions and characters in a play. 
- Paraphrase sections of a play. 
- Discuss how scenes and acts contribute to the overall message of the play. 
- Compare the structure of the play with other literary forms.

How do the structure and setting enhance our understanding of a play?  What would happen if a play lacked a clear structure?

Master English pg. 16 
Class reader (play) 
Role play props 
Digital devices 
Charts 
Teacher's Guide

Role play assessment  Written summaries  Oral presentations  Group work evaluation  Peer assessment  Paraphrasing exercises

Writing

Legibility and Neatness

By the end of the lesson, the learner should be able to:
 
- Identify sections of a piece of writing that require breaking of words and indentation. 
- Indent paragraphs when writing a composition. 
- Show motivation to learn continually by taking notes while listening to a text.

The learner is guided to: 
- Distinguish between tidy and untidy pieces of writing. 
- Indent paragraphs appropriately. 
- Find out the advantages of a neat and legible handwriting from the internet or non-digital sources. 
- Break words correctly at the end of a line. 
- Assess their own handwriting. 
- Work jointly to review a text written by a peer. 
- Take notes during an oral presentation.

Why is it important to write legibly?  Why do we indent paragraphs?

Master English pg. 17 
Sample handwriting texts 
Digital devices 
Handwriting charts 
Note-taking materials 
Teacher's Guide

Handwriting assessment  Peer review  Self-assessment  Note-taking evaluation  Written assignments  Observation

Writing

Legibility and Neatness

By the end of the lesson, the learner should be able to:
 
- Create a neat and legible text. 
- Exhibit self-driven attitude when working at improving their handwriting. 
- Value the importance of legibility and neatness in written communication.

The learner is guided to: 
- Take notes while listening to an audio or watching a video recording. 
- Rewrite portions of a dictated text. 
- Work in partnership with peers to discuss techniques of improving legibility in writing. 
- Create a neat and legible paragraph on a citizenship topic. 
- Take notes during an audio presentation on citizenship. 
- Apply techniques for improving legibility in their writing.

How can one improve their handwriting?  How does neat handwriting affect communication?

Master English pg. 20 
Audio recordings 
Video clips 
Sample handwriting 
Digital devices 
Dictation materials 
Teacher's Guide

Written assignments  Dictation exercises  Note-taking assessment  Peer feedback  Self-assessment  Paragraph writing

Writing

Legibility and Neatness

By the end of the lesson, the learner should be able to:
 
- Create a neat and legible text. 
- Exhibit self-driven attitude when working at improving their handwriting. 
- Value the importance of legibility and neatness in written communication.

The learner is guided to: 
- Take notes while listening to an audio or watching a video recording. 
- Rewrite portions of a dictated text. 
- Work in partnership with peers to discuss techniques of improving legibility in writing. 
- Create a neat and legible paragraph on a citizenship topic. 
- Take notes during an audio presentation on citizenship. 
- Apply techniques for improving legibility in their writing.

How can one improve their handwriting?  How does neat handwriting affect communication?

Master English pg. 20 
Audio recordings 
Video clips 
Sample handwriting 
Digital devices 
Dictation materials 
Teacher's Guide

Written assignments  Dictation exercises  Note-taking assessment  Peer feedback  Self-assessment  Paragraph writing

SCIENCE FICTION

Listening and Speaking

Oral Literature: Short Forms

By the end of the lesson, the learner should be able to:
 
- Identify the characteristics of riddles, tongue twisters and proverbs. 
- Connect ideas to solve riddles. 
- Appreciate the importance of short forms in fostering fluency in communication.

The learner is guided to: 
- Read and perform forms of oral literature including riddles, tongue twisters, and proverbs. 
- Discuss the differences between riddles, tongue twisters, and proverbs. 
- Write down the characteristics of each form. 
- Search for other characteristics from oral literature books or the internet. 
- Discuss the functions of riddles, tongue twisters, and proverbs. 
- Present their findings to classmates for feedback.

Why are riddles, proverbs, and tongue twisters important?

Master English pg. 21 
Digital devices 
Resource books on oral literature 
Audio recordings 
Charts 
Teacher's Guide

Oral questions  Observation  Written exercises  Presentations  Peer assessment  Group discussions

Listening and Speaking
Reading

Oral Literature: Short Forms
Intensive Reading: Simple Poems

By the end of the lesson, the learner should be able to:
 
- Perform riddles, tongue twisters and proverbs. 
- Use riddles, tongue twisters and proverbs in communication. 
- Appreciate the effort of peers when participating in riddling games.

The learner is guided to: 
- Play riddling games using riddles collected earlier. 
- Pay attention to the stages in the riddling session. 
- Respond to riddles correctly. 
- Say tongue twisters fast and fluently. 
- Listen as classmates say tongue twisters and comment on their fluency. 
- Discuss proverbs and explain what each means. 
- Describe scenarios where each proverb can be used. 
- Fill in crossword puzzles using riddles and proverbs.

How do we perform riddles, proverbs and tongue twisters?

Master English pg. 24 
Resource person 
Digital devices 
Oral literature books 
Crossword puzzles 
Teacher's Guide
Master English pg. 26 
Poetry books 
Audio recordings of poems 
Poetry charts 

Observation  Oral presentations  Peer assessment  Performance evaluation  Crossword puzzles  Group participation

Reading

Intensive Reading: Simple Poems

By the end of the lesson, the learner should be able to:
 
- Describe the functions of rhyme and repetition in a poem. 
- Study on their own to learn more about poetry. 
- Value the role of rhyme and repetition in enhancing the musicality of poems.

The learner is guided to: 
- Search in textbooks or on the internet for more examples of poems with instances of rhyme and repetition. 
- Select two poems and recite them as classmates listen and identify rhyme and repetition. 
- Discuss the importance of repetition and rhyme in the poems recited. 
- Describe the events in the poem that are relatable to day-to-day real life experiences. 
- Compose a simple poem on the theme of science fiction using rhyme and repetition. 
- Recite the composed poem to classmates.

How does rhyme and repetition enhance a poem's message?  How can we create our own poems with rhyme and repetition?

Master English pg. 28 
Poetry anthologies 
Digital devices 
Charts 
Audio recordings 
Teacher's Guide

Poem composition  Recitation  Written analysis  Peer assessment  Group discussions  Observation

Grammar in Use

Nouns and Quantifiers

By the end of the lesson, the learner should be able to:
 
- Use quantifiers in sentences. 
- Search for examples of quantifiers from the internet. 
- Acknowledge the importance of quantifiers in oral and written communication.

The learner is guided to: 
- Look at images to identify countable and uncountable items. 
- Read sentences with quantifiers and identify the quantifiers used. 
- Discuss what quantifiers are and their purpose. 
- Listen to a passage read by the teacher and identify quantifiers used. 
- Use the identified quantifiers to make correct sentences. 
- Share the sentences with peers for feedback.

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

Master English pg. 29 
Digital devices 
Charts with images 
Flashcards 
Audio texts 
Teacher's Guide

Written exercises  Oral questions  Sentence construction  Group tasks  Peer assessment  Observation

Grammar in Use

Nouns and Quantifiers

By the end of the lesson, the learner should be able to:
 
- Categorise count and non-count nouns in oral and written texts. 
- Apply correct quantifiers with count and non-count nouns. 
- Value the proper use of quantifiers in communication.

The learner is guided to: 
- Read pairs of sentences and explain the difference between specific quantities and general quantifiers. 
- Read a passage and identify the quantifiers and the nouns they quantify. 
- Make sentences by joining parts using the most appropriate quantifier. 
- Search the internet or books for more examples of quantifiers. 
- Write a paragraph using different quantifiers paired with appropriate count or non-count nouns. 
- Read their paragraph to classmates and make corrections as suggested.

How can we use quantifiers correctly with different types of nouns?  What happens when we use the wrong quantifier with a noun?

Master English pg. 31 
Digital devices 
Text passages 
Worksheets 
Flashcards 
Teacher's Guide

Gap-filling exercises  Sentence construction  Paragraph writing  Peer assessment  Oral presentations  Written assignments

Reading

Intensive Reading: Plot

By the end of the lesson, the learner should be able to:
 
- Describe the sequence of events in a play. 
- Analyse the events in a play. 
- Acknowledge the importance of a plot in a literary work.

The learner is guided to: 
- Read the play "Lost in Space" and answer questions about it. 
- Describe the setting of the play. 
- Identify the characters in the play. 
- Describe the key events in the play in the sequence they occur. 
- Create a summary of the key events identified. 
- Share the summary with classmates. 
- Identify the main problem in the story.

How do we know the key events in a play?

Master English pg. 32 
Class reader - Play 
Digital devices 
Plot diagrams 
Charts 
Teacher's Guide

Oral questions  Written summaries  Group discussions  Plot analysis  Character identification  Peer assessment

Reading

Intensive Reading: Plot

By the end of the lesson, the learner should be able to:
 
- Relate the events in a play to real life experiences. 
- Analyse the cause-effect relationships in a play's plot. 
- Value the lessons learned from literary works.

The learner is guided to: 
- Read the play "Lost in Space" again. 
- Discuss what happens in the play that can be related to day-to-day life. 
- Understand the components of plot including exposition, rising action, climax, falling action, and resolution. 
- Identify how conflict helps drive the plot. 
- Choose one scene of the play and role-play it in groups. 
- Discuss how the events in one scene lead to consequences in later scenes.

How are plots in plays similar to real-life situations?  Why is conflict important in a play's plot?

Master English pg. 35 
Class reader - Play 
Role-play props 
Digital devices 
Plot structure diagrams 
Teacher's Guide

Role play evaluation  Written analysis  Group discussions  Plot mapping  Peer assessment  Observation

Writing

Mechanics of Writing: Punctuation

By the end of the lesson, the learner should be able to:
 
- Identify the double quotation marks and the bracket in a text. 
- Apply mechanics of writing with precision. 
- Appreciate the role of punctuation marks in written communication.

The learner is guided to: 
- Take turns to read a paragraph and identify double quotation marks. 
- Describe how the double quotation marks have been used. 
- Learn about the uses of double quotation marks: for direct speech, citing titles of poems/essays/articles, and signaling unusual or foreign words/phrases. 
- Make correct sentences showing the uses of double quotation marks. 
- Share sentences with classmates for correction.

Why is it important to use punctuation marks correctly?  How do we use the double quotation marks in writing?

Master English pg. 36 
Sample texts 
Digital devices 
Punctuation charts 
Worksheets 
Teacher's Guide

Written exercises  Sentence construction  Editing activities  Peer assessment  Observation  Punctuation quizzes

Writing

Mechanics of Writing: Punctuation

By the end of the lesson, the learner should be able to:
 
- Use the double quotation marks and the bracket in written texts. 
- Edit texts to include correct punctuation. 
- Value precision and accuracy in writing.

The learner is guided to: 
- Read a paragraph to identify how brackets have been used. 
- Share findings about bracket usage with classmates. 
- Use brackets to make correct sentences. 
- Exchange books with peers for feedback. 
- Make flash cards using manila papers, showing the correct uses of brackets. 
- Display the flash cards for other learners to read and understand the usage of brackets in a text. 
- Walk around and talk about the flash cards displayed by others.

How do we use brackets correctly in written text?  Why should we use brackets in our writing?

Master English pg. 38 
Sample texts 
Flash cards 
Manila papers 
Digital devices 
Reference materials 
Teacher's Guide

Sentence construction  Flash card creation  Peer assessment  Group presentations  Written exercises  Observation

Writing

Mechanics of Writing: Punctuation

By the end of the lesson, the learner should be able to:
 
- Use the double quotation marks and the bracket in written texts. 
- Edit texts to include correct punctuation. 
- Value precision and accuracy in writing.

The learner is guided to: 
- Read a paragraph to identify how brackets have been used. 
- Share findings about bracket usage with classmates. 
- Use brackets to make correct sentences. 
- Exchange books with peers for feedback. 
- Make flash cards using manila papers, showing the correct uses of brackets. 
- Display the flash cards for other learners to read and understand the usage of brackets in a text. 
- Walk around and talk about the flash cards displayed by others.

How do we use brackets correctly in written text?  Why should we use brackets in our writing?

Master English pg. 38 
Sample texts 
Flash cards 
Manila papers 
Digital devices 
Reference materials 
Teacher's Guide

Sentence construction  Flash card creation  Peer assessment  Group presentations  Written exercises  Observation

ENVIRONMENTAL CONSERVATION

Listening and Speaking

Listening Comprehension: Argumentative Texts

By the end of the lesson, the learner should be able to:
 
- Identify the main idea and specific details from an argumentative text. 
- Listen for specific information in an audio text. 
- Acknowledge the need for comprehension in communication.

The learner is guided to: 
- Listen to a passage read out by the teacher based on the theme of environmental conservation. 
- Pick out specific details such as time, places, events, and people from the listening passage. 
- Identify the main idea from the listening text in small groups. 
- Discuss specific issues on environmental conservation highlighted in the passage. 
- Explain how conserving the environment influences human health according to the passage. 
- Infer the meaning of unfamiliar words in the passage.

Why is it important to listen attentively?  How do the specific details in a text enhance comprehension?

Master English pg. 39 
Audio recordings 
Digital devices 
Listening texts 
Environmental conservation materials 
Teacher's Guide

Oral questions  Listening comprehension  Group discussions  Vocabulary exercises  Observation  Peer assessment

Listening and Speaking

Listening Comprehension: News Bulletins

By the end of the lesson, the learner should be able to:
 
- Listen for the main idea and specific information in an argumentative text. 
- Identify relevant facts from a listening text. 
- Value attentive listening in communication.

The learner is guided to: 
- Listen to a news bulletin related to environmental conservation. 
- Pick out the main idea during the first listening to the news. 
- Identify specific information (details) from the news bulletin. 
- Write the main idea on a manila paper. 
- Share the information gathered with classmates. 
- Discuss what part of the news they find surprising or interesting. 
- Compare notes with peers on the key points from the news bulletin.

How can we become better listeners?  Why should we listen for both main ideas and specific details?

Master English pg. 40 
News recordings 
Digital devices 
Manila papers 
Worksheets 
Teacher's Guide

Listening comprehension  Group discussions  Information extraction  Peer assessment  Observation  Oral presentations

Reading

Reading for Information and Meaning

By the end of the lesson, the learner should be able to:
 
- Infer the meaning of words, phrases and sentences from the context. 
- Analyze concepts through logical reasoning. 
- Value the need to comprehend the information in written texts.

The learner is guided to: 
- Study an image related to environmental conservation and predict what a related passage might be about. 
- Read the passage "Our Earth, Our Responsibility." 
- Discuss the meaning of certain words from the passage (e.g., climate change, jigsaw puzzle, culprit, etc.). 
- Look up the meaning of the given words in a dictionary. 
- Construct sentences using the new words. 
- Discuss the meaning of phrases like "We can be the heroes in this tale." 
- Pick out ideas in the passage that relate to day-to-day life.

Why is it important to find the meaning of new words and phrases?  How do we derive information from a given text?

Master English pg. 40 
Dictionaries 
Digital devices 
Reading texts 
Pictures 
Teacher's Guide

Vocabulary exercises  Sentence construction  Comprehension questions  Group discussions  Peer assessment  Observation

Reading

Reading for Information and Meaning

By the end of the lesson, the learner should be able to:
 
- Make connections between events in a text and real life situations. 
- Critically analyze environmental issues. 
- Appreciate the role of reading in enhancing environmental awareness.

The learner is guided to: 
- Summarize the main idea from the passage that is related to what happens in their area or community. 
- Make posters to show ways of conserving the environment mentioned in the passage that are also practiced in their community. 
- Discuss how people in their area contribute towards climate change. 
- Share ways their community conserves the environment. 
- Debate on the motion: "Trees are better than money." 
- Complete a crossword puzzle related to environmental conservation.

How can reading about environmental issues inspire action in our communities?  What role do individuals play in environmental conservation?

Master English pg. 42 
Posters 
Digital devices 
Crossword puzzles 
Debate materials 
Environmental texts 
Teacher's Guide

Debate evaluation  Poster assessment  Crossword puzzles  Group discussions  Oral presentations  Written exercises

Grammar in Use

Modal Auxiliaries

By the end of the lesson, the learner should be able to:
 
- Identify modal auxiliaries in a passage. 
- Use modal auxiliaries correctly in writing. 
- Value the importance of using modal auxiliaries in communication.

The learner is guided to: 
- Find out from a dictionary or the internet what modal auxiliaries are. 
- Read a passage and identify the modal auxiliaries (may, might, will, shall, would, should, can and could). 
- List the modal auxiliaries used in the passage. 
- Use the modal auxiliaries identified to write correct sentences. 
- Exchange books with classmates for peer assessment. 
- Learn about the function of modal auxiliaries in expressing mood such as ability, possibility, permission, etc.

Which words do we use to express different moods such as requests, permission, ability and obligation?

Master English pg. 43 
Dictionaries 
Digital devices 
Text passages 
Worksheets 
Teacher's Guide

Sentence construction  Identification exercises  Written assignments  Peer assessment  Group discussions  Observation

Grammar in Use

Modal Auxiliaries

By the end of the lesson, the learner should be able to:
 
- Use modal auxiliaries to express different moods. 
- Apply modal auxiliaries in dialogues. 
- Acknowledge the role of modal auxiliaries in effective communication.

The learner is guided to: 
- Take roles and read a dialogue containing modal auxiliaries. 
- Identify sentences with modal auxiliaries from the dialogue. 
- Determine what mood each modal auxiliary expresses in the sentences. 
- Search online or offline learning resources for the different moods expressed by modal auxiliaries. 
- Match modal auxiliaries with the mood they express (e.g., offer, willingness, expectation, ability, etc.). 
- Use modal auxiliaries to express permission, request, ability, and obligation. 
- Create a dialogue on environmental conservation containing modal auxiliaries.

How can modal auxiliaries help us express our thoughts more precisely?  Why should we use the correct modal auxiliary in specific situations?

Master English pg. 45 
Digital devices 
Dialogue scripts 
Charts 
Role play materials 
Teacher's Guide

Role play assessment  Dialogue creation  Sentence construction  Written exercises  Peer assessment  Group performances

Reading

Poems: Structure

By the end of the lesson, the learner should be able to:
 
- Describe the structure of a poem. 
- Recite poems with appropriate expression. 
- Appreciate the reading of poetry for enjoyment.

The learner is guided to: 
- Read the poem "Plant a tree today" and answer questions about it. 
- Identify how many lines each stanza in the poem has. 
- Notice the length of the lines in the poem. 
- Find the meaning of certain words used in the poem (breeze, spiteful, frightful, roam). 
- Learn about stanzas and how poems are structured. 
- Compare poems with different structures. 
- Discuss how structure affects the rhythm and flow of a poem.

What are the structural elements of a poem?  How does the structure of a poem contribute to its meaning?

Master English pg. 46 
Poetry books 
Digital devices 
Poetry charts 
Audio recordings 
Teacher's Guide

Poem analysis  Oral questions  Written exercises  Recitation  Peer assessment  Observation

Reading

Poems: Structure

By the end of the lesson, the learner should be able to:
 
- Analyse the use of personification in a poem. 
- Create a poem based on a topic of interest. 
- Value creativity in poetry writing.

The learner is guided to: 
- Recite the poem "Plant a tree today" and identify human characteristics given to trees. 
- Explain why trees were assigned human characteristics. 
- Discuss the meaning of personification and its importance in poems or stories. 
- Form sentences about environmental conservation that use personification. 
- Discuss the importance of environmental conservation. 
- Search for information about this topic from the internet or books. 
- Compose a poem based on the information found, including stanzas, personification, and a title.

Why are non-living things or animals made to behave like human beings in poems or stories?  How can personification enhance a poem's message?

Master English pg. 47 
Poetry anthologies 
Digital devices 
Research materials 
Environmental conservation resources 
Teacher's Guide

Poem composition  Personification identification  Sentence construction  Group discussions  Peer assessment  Creative writing evaluation

Writing

Structure of a Paragraph

By the end of the lesson, the learner should be able to:
 
- Outline the four characteristics of a well-formed paragraph. 
- Identify topic sentences, supporting sentences, and clincher sentences. 
- Value the importance of well-structured paragraphs in writing.

The learner is guided to: 
- Find out from textbooks or the internet the meaning of topic sentence, supporting sentence, and clincher sentence. 
- Read a paragraph about environmental protection and identify these sentence types. 
- Discuss the role of each type of sentence in the paragraph. 
- Get excerpts of well-formed paragraphs from magazines, newspaper articles, or textbooks. 
- Identify the topic sentence, supporting sentences, and clincher sentence in each paragraph. 
- Learn about the steps for paragraph writing.

Why is it important to organise the ideas in your paragraphs coherently?  How can you ensure that your paragraphs are well formed?

Master English pg. 48 
Sample paragraphs 
Digital devices 
Magazines 
Newspapers 
Textbooks 
Teacher's Guide

Paragraph analysis  Identification exercises  Written assignments  Group discussions  Peer assessment  Observation

Writing

Structure of a Paragraph

By the end of the lesson, the learner should be able to:
 
- Create a paragraph that is well developed, coherent and unified. 
- Apply the writing process in paragraph development. 
- Acknowledge the need for concise paragraphs in written communication.

The learner is guided to: 
- Choose a topic related to environmental conservation. 
- Conduct research on the topic from the internet or other relevant sources. 
- Write a topic sentence to start the paragraph. 
- Write supporting sentences providing information, facts, examples, or explanations about the topic. 
- Write a concluding sentence to sum up the information. 
- Exchange the paragraph with another group for peer assessment using a checklist. 
- Revise the paragraph based on feedback. 
- Share the improved paragraph on a social media platform.

What makes a paragraph effective?  How can peer feedback improve our writing?

Master English pg. 50 
Digital devices 
Research materials 
Writing checklists 
Sample paragraphs 
Teacher's Guide

Paragraph writing  Peer assessment  Research evaluation  Checklist application  Final paragraph assessment  Group discussions

Writing

Structure of a Paragraph

By the end of the lesson, the learner should be able to:
 
- Create a paragraph that is well developed, coherent and unified. 
- Apply the writing process in paragraph development. 
- Acknowledge the need for concise paragraphs in written communication.

The learner is guided to: 
- Choose a topic related to environmental conservation. 
- Conduct research on the topic from the internet or other relevant sources. 
- Write a topic sentence to start the paragraph. 
- Write supporting sentences providing information, facts, examples, or explanations about the topic. 
- Write a concluding sentence to sum up the information. 
- Exchange the paragraph with another group for peer assessment using a checklist. 
- Revise the paragraph based on feedback. 
- Share the improved paragraph on a social media platform.

What makes a paragraph effective?  How can peer feedback improve our writing?

Master English pg. 50 
Digital devices 
Research materials 
Writing checklists 
Sample paragraphs 
Teacher's Guide

Paragraph writing  Peer assessment  Research evaluation  Checklist application  Final paragraph assessment  Group discussions

CONSUMER PROTECTION

Listening and Speaking

Selective Listening

By the end of the lesson, the learner should be able to:
 
- Select required information from a listening text. 
- Selectively pick out relevant information. 
- Advocate the need for selective listening in various contexts.

The learner is guided to: 
- Listen to an audio recording of a news bulletin about consumer protection. 
- Identify the main information from the bulletin. 
- Answer specific questions about the bulletin (what it's about, timing, events). 
- List the order of events in the bulletin. 
- Identify information from the bulletin that can be disregarded. 
- Brainstorm in groups on how to become a good listener. 
- Share what they've discussed with other groups for feedback.

Why should we listen attentively?  How can we ensure we pick out relevant details from a text?

Master English pg. 52 
Audio recordings 
Digital devices 
News bulletins 
Worksheets 
Teacher's Guide

Listening comprehension  Information extraction  Group discussions  Oral presentations  Peer assessment  Observation

Listening and Speaking

Selective Listening

By the end of the lesson, the learner should be able to:
 
- Make judgement on the message in the listening text. 
- Evaluate information for relevance. 
- Value critical listening in communication.

The learner is guided to: 
- Talk about what they liked and didn't like about the news bulletin from the previous lesson. 
- List the order of events in the news bulletin. 
- Watch a video of a presentation and pick out required information. 
- Discuss strategies for selective listening. 
- Practice identifying key points versus supporting details. 
- Share techniques for filtering information when listening.

What strategies can help us become better listeners?  How do we determine what information is most important when listening?

Master English pg. 53 
Video recordings 
Digital devices 
Note-taking materials 
Listening texts 
Teacher's Guide

Observation  Oral presentations  Listening exercises  Note-taking assessment  Group discussions  Peer feedback

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:
 
- Predict events in a reading text. 
- Follow the development of events in a story. 
- Appreciate the importance of prediction in reading.

The learner is guided to: 
- Study the title and picture in a story about online groceries. 
- Predict what will happen in the story. 
- Read the story "Good News for the Diligent Online Grocer." 
- Compare their prediction with the actual story. 
- Discuss the importance of consumer protection policies in online marketplaces. 
- State the key event in Jabali's story. 
- Describe how one event led to another in the story.

How are predictions useful when reading a text?  Why is it important to follow the sequence of events in a story?

Master English pg. 53 
Reading texts 
Digital devices 
Story illustrations 
Teacher's Guide

Prediction exercises  Comprehension questions  Event sequencing  Group discussions  Written responses  Observation

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:
 
- Answer direct and inferential questions for comprehension. 
- Infer the meaning of new words and phrases using contextual clues. 
- Relate the characters, events and places in the text to real life.

The learner is guided to: 
- Answer direct questions about Jabali's story (his occupation, what the bank offered him). 
- Answer inferential questions about Jabali's character. 
- Determine the meaning of phrases like "His customers' acknowledgment of his efforts." 
- Give the meanings of words from the story (grant, amplify, validate, venture, clients, inventory). 
- Discuss if they know someone like Jabali in real life. 
- Talk about how traders in their community treat customers. 
- Identify consumer rights mentioned in the passage.

How are characters and events in a text related to real life?  How can we determine the meaning of unfamiliar words in a text?

Master English pg. 55 
Reading texts 
Dictionaries 
Digital devices 
Consumer rights materials 
Teacher's Guide

Comprehension questions  Vocabulary exercises  Group discussions  Written responses  Paragraph writing  Peer feedback

Grammar in Use

Present and Past Perfect Aspect

By the end of the lesson, the learner should be able to:
 
- Distinguish the present and past perfect aspect in sentences. 
- Identify the structure of present and past perfect aspect. 
- Value the importance of using tense correctly in sentences.

The learner is guided to: 
- Read sentences with words in bold that use present and past perfect aspects. 
- Identify the difference between pairs of sentences using present and past perfect aspects. 
- Discuss the difference between the present perfect and past perfect aspects. 
- Learn the structure of present perfect (subject + has/have + past participle) and past perfect (subject + had + past participle). 
- Identify verbs in present perfect and past perfect aspect in given sentences.

How do we show that an action is complete?  What is the difference between present perfect and past perfect aspects?

Master English pg. 56 
Sample sentences 
Digital devices 
Grammar charts 
Worksheets 
Teacher's Guide

Identification exercises  Sentence analysis  Written assignments  Group discussions  Peer assessment  Observation

Grammar in Use

Present and Past Perfect Aspect

By the end of the lesson, the learner should be able to:
 
- Use present and past perfect aspect in sentences. 
- Apply the correct structure in forming present and past perfect sentences. 
- Appreciate the importance of using tense in sentences.

The learner is guided to: 
- Use phrases related to consumer protection to make sentences with verbs in present perfect and past perfect aspects. 
- Use has/have + past participle to form the present perfect aspect of given words. 
- Construct sentences on consumer laws and policies using the present perfect tense. 
- Use had + past participle form of verbs to form the past perfect aspect. 
- Construct sentences using the past perfect aspect. 
- Edit sentences with incorrect usage of perfect aspects.

Why should we use tense correctly in sentences?  How does using the correct aspect enhance communication?

Master English pg. 58 
Grammar charts 
Digital devices 
Worksheets 
Consumer protection materials 
Teacher's Guide

Sentence construction  Written exercises  Editing tasks  Group discussions  Peer assessment  Grammar quizzes

Intensive Reading

Play: Identification of Characters

By the end of the lesson, the learner should be able to:
 
- Identify the characters in a play. 
- Describe the roles of characters in a play. 
- Value the importance of characterization in plays.

The learner is guided to: 
- Assign roles and read the excerpt from the play "The Leech." 
- Identify the characters in the play. 
- Explain the role of each character identified in the play. 
- Discuss how the characters contribute to the theme of consumer protection. 
- Create a character map showing relationships between characters. 
- Identify the main conflict in the play.

How can one tell the qualities of a character in a play?  Why are characters important in a play?

Master English pg. 59 
Class reader (play) 
Character maps 
Digital devices 
Role play props 
Teacher's Guide

Character identification  Role assignment  Group reading  Written responses  Character mapping  Peer assessment

Intensive Reading
Writing

Play: Identification of Characters
Narrative and Descriptive Paragraphs

By the end of the lesson, the learner should be able to:
 
- Use appropriate adjectives to describe the characters. 
- Describe the actions of the characters using appropriate adverbs. 
- Value the need to describe people and situations appropriately.

The learner is guided to: 
- Describe characters from "The Leech" (Kulamali, Haki, Dhahabu) using suitable adjectives. 
- Support their description of each character with evidence from the play. 
- Describe the relationship between the characters. 
- Describe the actions of the character Haki using suitable adverbs. 
- Assume the role of Dhahabu and reflect on what they've learned from the experience with Kulamali. 
- Discuss Kulamali's actions and possible motivations. 
- Role-play the last part of the scene.

How does describing actions of characters aid our understanding of a play?  How do adjectives and adverbs help develop characters in a play?

Master English pg. 61 
Class reader (play) 
Role play props 
Digital devices 
Character trait charts 
Teacher's Guide
Master English pg. 62 
Sample paragraphs 
Anthologies 
Novels 

Role play assessment  Character analysis  Adjective/adverb usage  Group discussions  Essay writing  Peer assessment

Writing

Narrative and Descriptive Paragraphs

By the end of the lesson, the learner should be able to:
 
- Write narrative and descriptive paragraphs. 
- Use the first person and second person in narrative and descriptive paragraphs. 
- Show creativity when writing paragraphs.

The learner is guided to: 
- Write a paragraph describing a meal, showing everything likeable about it. 
- Write a narrative paragraph about the service or people observed in a hotel. 
- Share descriptive and narrative paragraphs with peers for review. 
- Learn about point of view in writing (first person, second person). 
- Identify the point of view used in sample paragraphs. 
- Write a narrative paragraph using first person point of view. 
- Write a descriptive paragraph using second person point of view. 
- Exchange exercise books with other pairs for peer review.

How can we make a narrative composition interesting?  How can we ensure unity in a paragraph?

Master English pg. 64 
Sample paragraphs 
Digital devices 
Writing prompts 
Point of view guides 
Teacher's Guide

Paragraph writing  Peer assessment  Point of view identification  Creative writing evaluation  Group discussions  Written feedback

Writing

Narrative and Descriptive Paragraphs

By the end of the lesson, the learner should be able to:
 
- Write narrative and descriptive paragraphs. 
- Use the first person and second person in narrative and descriptive paragraphs. 
- Show creativity when writing paragraphs.

The learner is guided to: 
- Write a paragraph describing a meal, showing everything likeable about it. 
- Write a narrative paragraph about the service or people observed in a hotel. 
- Share descriptive and narrative paragraphs with peers for review. 
- Learn about point of view in writing (first person, second person). 
- Identify the point of view used in sample paragraphs. 
- Write a narrative paragraph using first person point of view. 
- Write a descriptive paragraph using second person point of view. 
- Exchange exercise books with other pairs for peer review.

How can we make a narrative composition interesting?  How can we ensure unity in a paragraph?

Master English pg. 64 
Sample paragraphs 
Digital devices 
Writing prompts 
Point of view guides 
Teacher's Guide

Paragraph writing  Peer assessment  Point of view identification  Creative writing evaluation  Group discussions  Written feedback

RELATIONSHIPS

Listening and Speaking

Pronunciation

By the end of the lesson, the learner should be able to:
 
- Pronounce the semi vowels /j/ /w/ and the diphthongs /aɪ/ and /eɪ/ words with clarity. 
- Identify the semi-vowels and diphthongs in words. 
- Appreciate the importance of correct pronunciation in communication.

The learner is guided to: 
- Read words below images and identify the common sound /j/ in words like "yellow" and "yoghurt." 
- Pronounce words with the /j/ sound (young, yard, yes, yoga, you, youth). 
- Identify the common sound /w/ in words like "waterfall" and "window." 
- Pronounce words with the /w/ sound (twin, wide, wick, winter, whistle, wild). 
- Practice pronouncing these sounds clearly. 
- Create a list of additional words with these sounds.

Why should we pronounce sounds accurately?  How does correct pronunciation enhance communication?

Master English pg. 67 
Pronunciation charts 
Digital devices 
Audio recordings 
Pictures 
Teacher's Guide

Pronunciation drills  Sound identification  Oral exercises  Observation  Peer assessment  Listening exercises

Listening and Speaking

Pronunciation

By the end of the lesson, the learner should be able to:
 
- Pronounce the diphthongs /aɪ/ as in 'sky' and /eɪ/ as in 'play' correctly. 
- Apply stress on content and function words appropriately for speech clarity. 
- Bring out varied meanings of words through stress.

The learner is guided to: 
- Pronounce words with images and identify the common sound /aɪ/ in words like "smile" and "kite." 
- Practice pronouncing words with the /aɪ/ sound (high, try, lie, fly, eye). 
- Identify the common sound /eɪ/ in words like "play" and "rain." 
- Pronounce words with the /eɪ/ sound (face, lake, pain, grain, day, chain, gate, grave). 
- Listen to a passage read by the teacher and identify words with these sounds. 
- Practice stressing content words and function words appropriately.

How can the same word express different meanings through stress?  What is the importance of correct pronunciation of diphthongs?

Master English pg. 70 
Pronunciation charts 
Audio recordings 
Digital devices 
Stress practice materials 
Teacher's Guide

Pronunciation drills  Sound identification  Stress exercises  Oral presentations  Peer assessment  Observation

Reading

Reference Materials: Dictionary, Thesaurus, Encyclopaedia

By the end of the lesson, the learner should be able to:
 
- Outline various types of reference materials and their uses. 
- Interact with digital content to search for information. 
- Acknowledge the value of reference materials in research.

The learner is guided to: 
- Study images of a dictionary, thesaurus, and encyclopaedia and define each one. 
- Discuss what reference materials are. 
- Explore the uses of dictionaries, thesauruses, and encyclopaedias. 
- Compare print and digital versions of these reference materials. 
- Learn about the specific purposes and features of each reference material. 
- Discuss how reference materials aid in research and learning.

Why do we use reference materials?  How do different reference materials serve different purposes?

Master English pg. 72 
Dictionaries 
Thesauruses 
Encyclopaedias 
Digital devices 
Reference charts 
Teacher's Guide

Reference material identification  Comparison exercises  Group discussions  Written responses  Observation  Peer assessment

Reading

Reference Materials: Dictionary, Thesaurus, Encyclopaedia

By the end of the lesson, the learner should be able to:
 
- Use the dictionary, thesaurus and subject specific encyclopaedia to check the meaning and usage of words. 
- Conduct research on a topic of interest using reference materials. 
- Value the importance of accurate information in communication.

The learner is guided to: 
- Compare print and digital dictionaries with guidance from the teacher. 
- Read the passage "In Good and Bad Times" and identify unfamiliar words. 
- Look up the meaning of the unfamiliar words in a dictionary. 
- Find synonyms for the unfamiliar words using a thesaurus. 
- Construct simple sentences using the synonyms identified. 
- Use subject-specific encyclopaedias to conduct research on the topic "Community." 
- Make notes on key points about the topic and write a short paragraph.

How can reference materials improve our vocabulary and writing?  Why is it important to use the correct reference material for specific research needs?

Master English pg. 74 
Dictionaries 
Thesauruses 
Encyclopaedias 
Digital devices 
Reading passages 
Teacher's Guide

Research assessment  Vocabulary exercises  Sentence construction  Paragraph writing  Note-taking evaluation  Peer assessment

Grammar in Use

Order of Adjectives

By the end of the lesson, the learner should be able to:
 
- Identify various types of adjectives in texts. 
- Classify adjectives according to type. 
- Acknowledge the importance of adjective order in communication.

The learner is guided to: 
- Read sentences and identify the adjectives used in each one. 
- Classify the identified adjectives according to their type (opinion, size, shape, age, color, origin, material, purpose). 
- Exchange exercise books with classmates for peer assessment. 
- Learn about the correct order of adjectives in English sentences. 
- Identify adjectives in texts and organize them according to the correct order. 
- Create mind maps of different types of adjectives.

How can we use words to create vivid pictures of a person or place?  Why is it important to order adjectives correctly?

Master English pg. 75 
Adjective charts 
Digital devices 
Mind mapping materials 
Texts with adjectives 
Teacher's Guide

Adjective identification  Classification exercises  Mind mapping  Written assignments  Peer assessment  Observation

Grammar in Use

Order of Adjectives

By the end of the lesson, the learner should be able to:
 
- Use the correct order of adjectives in oral and written texts. 
- Apply adjectival ordering rules in communication. 
- Value the role of ordered adjectives in communication for clarity.

The learner is guided to: 
- Analyze different ways to describe a black jacket (expensive, new, leather) and determine the correct order. 
- Research the proper order of adjectives (opinion, size, shape, age, color, origin, material, purpose). 
- Apply this order in describing various items. 
- Listen to an audio recording and identify adjectives used. 
- Construct sentences using the adjectives identified, following the correct order. 
- Create mind maps to generate different adjectives. 
- Complete crossword puzzles with adjectives. 
- Look at posters and visuals to practice describing with correctly ordered adjectives.

What happens when adjectives are ordered incorrectly?  How does the proper order of adjectives enhance description?

Master English pg. 78 
Adjective order charts 
Digital devices 
Audio recordings 
Crossword puzzles 
Visual materials 
Teacher's Guide

Sentence construction  Descriptive exercises  Crossword puzzles  Mind mapping  Oral descriptions  Group discussions

Reading

Play: Style

By the end of the lesson, the learner should be able to:
 
- Identify the features of style used in a play. 
- Analyze stylistic devices in literary works. 
- Value the role of style in literary appreciation.

The learner is guided to: 
- Use a dictionary to search for the meanings of stylistic features (simile, metaphor, proverbs, local words, tongue twisters, narration). 
- List examples of these stylistic devices. 
- Read the excerpt of "The Danger Within" and identify similes, metaphors, proverbs, local dialect, and tongue twisters in the play. 
- Identify narratives and songs from the play. 
- Discuss how these stylistic features contribute to the overall effect of the play.

What makes a play interesting to read?  How do stylistic features enhance the message in a play?

Master English pg. 79 
Class reader (play) 
Dictionaries 
Digital devices 
Stylistic features charts 
Teacher's Guide

Stylistic device identification  Play analysis  Group discussions  Written responses  Peer assessment  Observation

Reading

Play: Style

By the end of the lesson, the learner should be able to:
 
- Relate stylistic features to the message in a play. 
- Dramatize parts of a play to showcase stylistic elements. 
- Value the role of varied style in reinforcing the message in a play.

The learner is guided to: 
- Analyze how repetition in the play ("Please, plague pass, pleasant past come") relates to the overall message. 
- Explain what the song in the play says about the current state of the community. 
- Rehearse and role-play Scene 1 of Act 1 of the play. 
- Assume the role of characters (Sela, Kunani) and explain their motivations and actions. 
- Write a summary of the stylistic features used in the play. 
- Discuss how these features enhance the play's message.

How do various stylistic devices work together to convey a play's message?  Why do playwrights use different stylistic elements?

Master English pg. 81 
Class reader (play) 
Role play props 
Digital devices 
Summary templates 
Teacher's Guide

Role play assessment  Character analysis  Stylistic feature summary  Group discussions  Oral presentations  Written assignments

Writing

Letter of Application

By the end of the lesson, the learner should be able to:
 
- Identify the components of a letter of application. 
- Analyze the structure and purpose of application letters. 
- Value the importance of formal letter writing.

The learner is guided to: 
- Read a sample letter of application and identify its parts. 
- Discuss the components of a letter of application that have been identified. 
- Discuss the purpose of writing a letter of application. 
- Present their findings to the class for discussion. 
- Learn about the format and proper structure of application letters. 
- Compare different types of application letters.

Why do we write letters of application?  What are the essential components of an application letter?

Master English pg. 83 
Sample application letters 
Digital devices 
Format guides 
Letter components chart 
Teacher's Guide

Letter analysis  Component identification  Group discussions  Oral presentations  Written responses  Peer assessment

Writing

Letter of Application

By the end of the lesson, the learner should be able to:
 
- Write a letter of application for placement at Senior Secondary School using all the components. 
- Edit and revise application letters based on feedback. 
- Advocate the need to adhere to the format of formal letter writing.

The learner is guided to: 
- Make an outline of a letter of application including all components (sender's address, date, receiver's address, salutation, body, closing). 
- Write a group application letter requesting to clean the local market during World Environmental Day. 
- Read other groups' application letters and provide feedback. 
- Rewrite their letter considering the corrections suggested by peers. 
- Share the revised letter by displaying it on the school noticeboard or online platform. 
- Discuss ways to ensure application letters meet expected standards.

How can one ensure a letter of application meets the expected standards?  Why is proper formatting important in application letters?

Master English pg. 85 
Application letter templates 
Digital devices 
Sample letters 
Display boards 
Teacher's Guide

Letter writing assessment  Peer editing  Format evaluation  Group collaboration  Final letter assessment  Presentation skills

Writing

Letter of Application

By the end of the lesson, the learner should be able to:
 
- Write a letter of application for placement at Senior Secondary School using all the components. 
- Edit and revise application letters based on feedback. 
- Advocate the need to adhere to the format of formal letter writing.

The learner is guided to: 
- Make an outline of a letter of application including all components (sender's address, date, receiver's address, salutation, body, closing). 
- Write a group application letter requesting to clean the local market during World Environmental Day. 
- Read other groups' application letters and provide feedback. 
- Rewrite their letter considering the corrections suggested by peers. 
- Share the revised letter by displaying it on the school noticeboard or online platform. 
- Discuss ways to ensure application letters meet expected standards.

How can one ensure a letter of application meets the expected standards?  Why is proper formatting important in application letters?

Master English pg. 85 
Application letter templates 
Digital devices 
Sample letters 
Display boards 
Teacher's Guide

Letter writing assessment  Peer editing  Format evaluation  Group collaboration  Final letter assessment  Presentation skills