THEME: CITIZENSHIP. Listening and Speaking.

Polite Language.

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 euphemism in communication.

The learner is guided to:
-search the internet or dictionary for the meaning of euphemism.
-identify examples of polite words and expressions used in a communication.
-listen to an audio interview or simulate an interview from a text and identify euphemism.
-use euphemism in a conversation and record using digital devices.
-create posters with euphemistic words and phrases and share them.

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

English Learner's Books.
Dictionary.
Digital devices
Posters.
Lesson notes
Teacher's Guide.

Observation. Oral questions. Written questions. Oral presentation. Checklists.

Listening and Speaking.
Reading.

Polite Language.
Independent Reading - Grade Appropriate Text.

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

-Conduct a debate while adhering to convections of polite language.
-Acknowledge the importance of of politeness in communication.

The learner is guided to:
-collaborate in making rules for a debating session.
-conduct a debate in small groups on titles such as 'passengers can avert road crashes'

How can we show good citizenship with regards to road safety?

English Learner's Books.
Class.
Learner's Textbook.
Library.
Digital devices.
Online fiction and non-fiction texts.

Oral presentation. Observation schedule. Debates. Checklists. Assessment rubrics.

Grammar in Use.

Gender Neutral Language.

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

-State the meaning of gender biased words and phrases.
-Identify the gender biased words and phrases in oral and written texts.
-Acknowledge the importance of gender biased words and phrases in communication.

The learner is guided to:
-brainstorm and present the meaning of gender biased words and phrases.
-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 videos and identify gender biased and gender neutral terms used by speakers.
-collaborate in preparing charts or posters showing the gender neutral words and phrases and share them through social media or school notice board.

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

Learner's Textbook.
Charts.
Lesson notes
Teacher's Guide.
Digital devices.
Video clips.
English songs.
Learner's Textbooks.
Crossword puzzles.
Lesson notes.

Written questions. Assessment rubrics. Checklists. Peer Assessment. Oral questions.

Intensive Reading: Play.
Writing

.Play: Structure and Setting of Class Reader.
Play: Structure and Setting of Class Reader.
Legibility and Neatness.

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

-Identify the structure and setting of a play.
-Describe the structure and setting of a Play.
-Acknowledge the importance of structure and setting of a Play.

The learner is guided to:
-explain the meaning of a Play and it's features.
-study a play and identify its structure and setting.
-discuss the structure and setting of a given play.
-outline the order of events in a Play.
-describe the time the actions in a Play occur.
-discuss where the events in a play take place.
7)share their findings with peers for assessment.

What are the features of a Play?

Class Readers - Play.
Learner's Textbook.
Digital devices.
Lesson notes.
Learner's Textbook
Teacher's Guide.

observations. Peer Assessment. Oral discussion. Oral questions and presentations. Checklists.

Writing
THEME: SCIENCE FICTION. Listening and Speaking.

Legibility and Neatness.
Oral Literature: Short Forms.

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

- Identify the techniques of improving legibility in writing.
-Create a neat and legible text on the importance of reporting risky behaviour by road users.
-Acknowledge the techniques of improving legibility in writing.

The learner is guided to:
-write a neat and legible paragraph on the importance of reporting risky behaviour by road users and indent and break sections of the paragraph.
-in pairs or groups learners to review each other's written paragraph.
-peers to give feedback on their fellow peers writing.
-in groups,learners to identify and discuss the techniques of improving legibility in writing.

How can one improve his or her legibility in writing?

. Digital texts.
Learner's Textbook.
Lesson notes.
Digital devices.
Lesson notes .
Resource person.

Written exercise. Peer and Self Assessment. Checklists. Assessment rubrics.

Listening and Speaking.
Reading.

Oral Literature: Short Forms.
Intensive Reading: Simple Poems.

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

-Collect riddles, proverbs and tongue twisters from books, internet and the community.
-Perform riddles, proverbs and tongue twisters.
-Enjoy performing the different riddles, tongue twisters and proverbs.

The learner is guided to:
-collect riddles, proverbs and tongue twisters from books, internet and resource person.
-play riddling games in small groups.
-discuss ways of performing riddles, proverbs and tongue twisters..
-present and perform riddles, proverbs and tongue twisters.
-create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board.

How do we perform riddles, proverbs and tongue twisters?

Resource person.
Digital devices.
Resource books.
Learner's Textbook.
Lesson notes.
Poems.
Digital devices
Daughter of Nature.

Checklists. Assessment rubrics. Oral presentations. Oral questions. Peer Assessment.

Grammar in Use.
Grammar in Use
Reading.

Nouns and Quantifiers.
Intensive Reading: Plot (Class Reader)

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

-Identify quantifiers used with count,non-count or both categories.
-Use the different quantifiers in sentences.
-Acknowledge the importance of quantifiers in oral and written communication.

The learner is guided to:
-use digital devices to search for information on the meaning of quantifiers and quantifiers used with count and non-count nouns.
-read a short passage in which quantifiers are used to describe count and non-count nouns.
-identify quantifiers that are used with count,non-count.
-form sentences using the different quantifiers with count and non -count nouns.
-prepare charts showing the quantifiers used with count,non-count nouns and both of them.

Why is it important to express the quantity of something correctly?

Learner's Textbook.
Lesson notes.
Digital devices.
Teacher's Guide.
charts.
Class Readers - Play.

Assessment rubrics. Written tests. Oral questions. Checklists.

Writing.
THEME: Environmental Conservation. Listening and Speaking.

Mechanics of Writing: Punctuation.
Listening Comprehension

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

-Identify the double quotation marks and bracket in a text.
-Use the double quotation marks and bracket in written texts.
-Appreciate the role of the double quotation marks and bracket in written texts.

The learner is guided to:
-study given texts and identify the double quotation marks and bracket.
-discuss the uses of the double quotation marks and bracket in texts.
-make sentences using the double quotation marks and bracket.
-assess the work of their peers and give feedback.
-make posters displaying the correct use of the double quotation marks and the bracket.

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

Learner's Textbook.
Digital devices.
Posters.
Charts.
Lesson notes.
News Bulletin.
Recorded debates and interviews.
Teacher's Guide.

Writing tests. Assessment rubrics. Oral questions. Checklists.

Listening and Speaking.
Reading

Listening Comprehension.
Reading for Information and Meaning.

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

-Listen to a passage and identify the unfamiliar words.
-Infer meaning of the unfamiliar words.
-Acknowledge the need for listening attentively.

The learner is guided to:- listen to a passage read out by teacher and pick out the unfamiliar words.
-listen to news bulletin or debate or interview and pick out the unfamiliar words.
-infer the meaning of unfamiliar words in groups.
-answe questions based on the listened passage.

Why is it important to listen attentively?

Teacher's Guide.
Digital devices.
News bulletin.
recorded interviews or debate.
Learner's Textbook.
Grade appropriate texts.

Checklists. Oral questions. Peer Assessment. Assessment rubrics.

Reading
Grammar in Use.
Grammar in Use.

Reading for Information and Meaning.
Modal Auxiliaries.
Modal Auxiliaries.

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

-Read a grade appropriate text and identify new phrases and words.
-Construct sentences using the new words and phrases.
-Value the need to comprehend the information in written texts.

The learner is guided to
-read a grade appropriate texts and pick out new words and phrases.
-infer the meaning of the new words, phrases and sentences from the context.
-look up the meaning of the new words and phrases from the dictionary.
-form sentences using the new words and phrases.
-fill in crossword puzzles using the new words.

Why is it important to find the meaning of new words and phrases?

Grade appropriate texts.
Learner's textbook.
Dictionaries.
Crossword puzzles.
Lesson notes.
Digital devices.
Charts.
Teacher's Guide.

Checklists. Assessment rubrics. Peer assessment. Oral questions. Filling in crossword puzzles.

Reading

Poems: Structure.

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

-Describe the structure of a poem
-Analyse the use of personification in poems.
-Appreciate the reading of poetry for enjoyment.

The learner is guided to:
-recite a poem and describe its structure.
-identify the number of lines in a poem.
-pick out the short and long lines in a poem.
-collaborate in identifying instances of personification in poems.
-discuss how personification has been used in the poem.

Why are non-living things or animals made to behave like human beings in poems or stories?

Poems.
Learner's Textbook.
Lesson notes.
Teacher's Guide.
Digital devices.
Charts.

Assessment rubrics. Checklists. Oral questions Written questions.

Writing
Listening and Speaking.

Structure of a Paragraph.
Selective Listening.

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

-Outline the four characteristics of a well formed paragraph.
-Discuss the steps for paragraph writing.
-Prepare a chart showing the steps for paragraph writing.
-Acknowledge the steps for paragraph writing.

The learner is guided to:
-read excerpts from newspaper articles, textbooks or online articles.
-identify the topic, supporting sentences and clincher sentence.
-outline the steps for paragraph writing.
-discuss the steps for paragraph writing.
-prepare a chart showing the steps for paragraph writing.

Why is it important to organize ideas in your paragraphs coherently?

Newspaper articles.
Textbooks.
Online articles.
Learner's Textbook.
Digital devices.
Charts.
Teacher's Guide.
Written paragraphs.
Audio and video clips of news bulletin.

Assessment rubrics. Checklists Oral questions.

Reading

Intensive Reading

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

-Predict events in a reading text.
-Outline the key events in a text.
-Answer direct and inferential questions for comprehension.
-Appreciate the importance of intensive reading in lifelong learning.

The learner is guided to
-make predictions about the outcome of the story the title and illustrations.
-identify the key events in the text/story.
-make connections between events in the story and real life.
-answer direct and inferential questions from a comprehension passage on consumer laws and policies.

How are characters and events in a text related to real life?

Learner's Textbook.
Teacher's Guide.
Comprehension Passages.
Dictionaries.

Assessment rubrics. Checklists Oral questions. Written questions.

Grammar in Use.

Present and Past Perfect Aspect.

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

-State the meaning of present perfect aspect in sentences.
-Identify the present perfect aspect in texts.
-Appreciate the importance of using tenses in sentences.

The learner is guided to:
-explain the meaning of present perfect aspect in sentences.
-search for examples of sentences in the present perfect form from the internet and note them down.
-identify and underline the present perfect form in sentences or texts.
-use has/have + -ed participle form of the verb to form the present perfect aspect.
-construct correct sentences using the present perfect aspect.

Why should we use tenses correctly in sentences?

Learner's Textbook.
Digital devices.
Internet.
Charts.
Teacher's Guide.
Lesson notes.

Assessment rubrics. Checklists. Written questions. Peer Assessment. Oral questions.

Intensive Reading.
Writing.

Play: Identification of Characters.
Narrative and Descriptive Paragraphs.

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

-Identify the characters in a Play.
-Use appropriate adjectives to describe the characters.
-Role play various characters in class.
-Value the need to describe people and situations appropriately.

The learner is guided to:
-read a play or s section of it.
-list the characters and their roles in a Play.
-use appropriate adjectives to describe the characters with illustrations.
-collaborate and confidently role play various characters.
-assume the personality of a certain character and say why they say and do certain things.

How can one tell qualities of a character in a play?

Play- (class Reader)
Lesson notes.
Teacher's Guide.
Digital devices.
Class Reader - Selected Play.
Learner's Textbook.

Assessment rubrics. Checklists. Oral questions. Written questions.

Writing.
Theme: Relationships: Community. Listening and Speaking.

Narrative and Descriptive Paragraphs.
Pronunciations.

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

-State the meaning of descriptive paragraphs.
-Outline the features of a descriptive paragraph.
-Write descriptive paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.

The learner is guided:
-search for examples of descriptive paragraphs from the internet or print resources.
-explain the meaning of descriptive paragraphs.
-discuss the features of the descriptive paragraphs.
- in pairs, create a descriptive paragraph that appeals to the sense of sight,smell, hearing,taste and touch.
-share their descriptive paragraphs with peers for review and then make corrections to the paragraphs as per comments given by peers.

How can we ensure unity in a paragraph? What is a descriptive paragraph? What are the features of a descriptive paragraph?

Digital devices.
Samples of descriptive paragraphs.
Learner's Textbook.
Audio recordings.
Teacher's Guide.

Checklists. Oral questions. Assessment rubrics. Writing tests. Peer Assessment.

Listening and Speaking.
Reading.

Pronunciations.
Reference Materials: Dictionary, Thesaurus and Encyclopedia.

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

-Differentiate between content and function words for speech clarity.
-Apply stress on content and function words appropriately for speech clarity.
-Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
-search the meaning of function and content words.
-give examples of function and content words.
-stress function and content words when necessary.
-bring out varied meanings of words through stress.

How can the same word express different meanings? What is the difference between function and content words?

Learner's Textbook.
Teacher's Guide.
Digital devices.
Lesson notes.
Dictionary.
Thesaurus.
Subject Specific Encyclopedia.

Assessment rubrics. Oral questions. Pronunciation tests. Checklists.

Reading.
Grammar in Use.
Grammar in Use.

Reference Materials: Dictionary, Thesaurus and Encyclopedia.
Order of Adjectives.
Order of Adjectives.

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

-Conduct research on a topic of interest using the dictionary, thesaurus and encyclopedia.
-Acknowledge the value of reference materials in research.

The learner is guided to:
-utilise the dictionary, thesaurus and the encyclopedia for reference purposes.
-write down their findings in books.
-conduct research on contemporary issues from a subject specific encyclopedia.
-note down their findings and share with peers.

Why do we use reference materials?

Subject specific encyclopedia.
Learner's Textbook.
Digital devices.
Teacher's Guide.
Audio texts.
Lesson notes.
Pictures, Posters and Visuals.

Assessment rubrics. Checklists. Oral presentations.

Reading.

Play: Style.

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

-Identify the features of style used in a play with examples.
-Use digital resources to search the meaning of the features of style used in a Play.
-Acknowledge the different features of style used in Plays.

The learner is guided to:
-identify the oral literature features (narration, riddles, songs, proverbs,local words and tongue twisters) used in a play.
-pick out similes and metaphors used in the Play.
-read excerpts of a play and pick out the stylistic features used.
-read about the meaning of the identified features of style used in a Play from digital and non-digital resources.

What makes a play interesting to read?

Selected Play - class readers.
Digital devices.
Lesson notes.
Play -Class Readers.

Checklists. Assessment rubrics. Oral questions.

Writing.
Theme: Leisure Time. Listening and Speaking.

Letter of Application.
Conversational Skills; Negotiation Skills.

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

-Identify the components of a letter of application.
-Write a letter of application for placement at Senior School using all the component.
-Advocate the need to adhere to the format of formal letter writing.

The learner is guided to:
-study samples of letters of application and then identify its components.
-brainstorm on the purpose of writing a letter of application and present in class.
-write a letter of application for placement at Senior School using the taught components.
-exchange the letter with learners for peer assessment

Why do we write letters of application? How can one ensure a letter of application meets the expected standards?

Samples of Letters of applications.
Digital devices.
Learner's Textbook.
Lesson notes.
Video clips.
Learner's Textbook
Teacher's Guide.
Charts

Checklists. Assessment rubrics. Writing texts. Oral questions.

Reading.
Reading
Grammar in Use

Reading Fluency.
Comparison of Adverbs.

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

-Outline ways of enhancing fluency in reading.
-Discuss ways of enhancing fluency in reading.
-Apply the different ways of enhancing fluency in reading.
-Appreciate the ways of enhancing fluency in reading.

The learner is guided to:
-search for information on ways of enhancing fluency in reading from the internet.
-discuss the ways of enhancing fluency in reading.
-preview a text and ignore the unknown words.
-scan through a text to find a word,a pair of words or phrase.
-skim through articles or chapters in a book.
-read portions of a narrative in turns.

Why is reading a text fluently important?

Learner's Textbook.
Digital devices.
Lesson notes.
Narratives.
Articles.
Selected Texts
Flashcards.
Stop watches.
Charts.
Teacher's guide.

Reading. Checklists Oral questions. Assessment rubrics.

Grammar in use.
Reading

Comparison of Adverbs.
Intensive Reading: Play.

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

-Use positive comparative and superlative degrees of adverbs in sentences.
-Appreciate the importance of the correct usage of adverbs.

The learner is guided to:
-practice using different degrees of adverbs in sentences.
-construct correct sentences using the positive comparative and superlative degrees of sentences.
-share their constructed sentences with peers for assessment and feedback.

Which words are used to make comparison?

Learner's Textbook.
Digital devices.
Charts with comparative and superlative degrees of adverbs
Lesson notes.
Selected Play.

Assessment rubrics. Written questions. Sentence construction. Peer Assessment. Oral questions. Checklists.

Reading
Writing

Intensive Reading:Play.
Mechanics of Writing: Spelling.

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

-Relate the themes in a Play to real life.
-Role play some of the scenes in a Play.
-Appreciate the role of literary appreciation in development of critical thinking skills.

The learner is guided to:
-collaborate in relating the identified themes to real life experiences.
-role play some of the scenes in a Play.
-record video clips as they dramatise sections of a Play and share the video clip through the internet.

How are literary texts different from factual ones

Digital devices.
Sections of the Play.
Charts.
Learner's textbook.
Lesson notes.

Assessment rubrics. Role play. Checklist. Oral discussion. Oral questions.

Writing
THEME: Natural resources. Listening and speaking.
Listening and speaking.

Mechanics of Writing: Spelling.
Listening comprehension listening for details.
Listening comprehension listening for details.

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

- Differentiate between double consonants and double vowels in written texts.
- Identify double consonants and double vowels in written texts.
c)Value the importance of correct spelling in written communication.

The learner is guided to
-explain the difference between double constants and double vowels.
-give examples of words with double constant and vowels.
-listen to a dictation of words with double consonants and those with double vowels and write them down.
-engage in spelling games of the words with double consonants and vowels.use the words with double consonants and vowels in sentences.

Why is it important to spell words correctly?

Teacher's notes.
Learner's textbook.
Teacher's Guide.
Digital devices
Skill in English learner’s book
Pg 135-136
Lesson notes.
Teacher’s guide.

Assessment rubrics. Checklists. Oral questions. Spelling exercises.

Grammar in use.
Reading.

Relative pronouns, interrogative pronouns.
Intensive reading; Play (class Reader)

By the end of the lesson, the learner should be able to:
-          Recognize relative and interrogative pronouns in a text.
Use a relative and interrogative pronouns in sentences.
Acknowledge the value of relative and interrogative pronouns in communication.

-          Identify relative and interrogative pronouns from a passage.
Differentiate between relative and interrogative pronouns from a passage.
Construct sentences using interrogative and relative pronouns.
Role play a dialogue featuring interrogative and relative pronouns.

1.      How do you obtain information from people? Which words do you use to ask questions and to join simple sentences?

Skill in English learner’s book
Pg 142-146
Teacher’s guide.
Pg 146-148
Digital devices.
Teacher’s guide book.

-          Role playing. Observation. Oral questions. Written questions.

Reading.
Writing.

Intensive reading; play (class reader)
The writing process.

By the end of the lesson, the learner should be able to:
-          Identify the conflicts between characters in a play.
Relate the characters in a play to real life.
Acknowledge the role of characters in a play.

-          Relate the characters in a play to real life.
Stimulate the action in sections of the play.
Make video recording of the role play and share them with peers.

How does understanding the relationship between characters help our understanding of the play?

Skill
in English learner’s book
Pg 149-150
Realia.
Digital devices.
Teacher’s guide.
Learner’s books.
Skill in English learner’s book
Pg 150-151
Charts.
Pictures in learner’s book.
Teachers guide.

-          Observation. Role playing. Oral questions. Written questions.

Writing.
THEME: tourism international. Listening and speaking.
Listening and speaking.

The writing process.
Oral poetry.
Oral poetry.

By the end of the lesson, the learner should be able to:
-          Write a poem by following the writing process.
Share the poem for peer assessment for corrections.
Acknowledge the value of being corrected.

-          Write a poem in groups following the writing process.
Share the poem for assessment and make corrections.
In their groups they make corrections.

How does the writing process help us to write a good poem?

Skill in English learner’s book
Pg 151-153
Digital devices.
Teachers guide.
Journals.
Pupil’s books.
Skill
in English learner’s book
Pg 154-156
Dictionary.
Pg 156-157
Realia.
learner’s books.

-          Oral questions. Observation. Writing exercise.

Reading.

Reading for interpretation.

By the end of the lesson, the learner should be able to:
-          Identify the point of view in a poem.
Analyze the point of view in a poem.
Acknowledge the importance of the point of view in the understanding of a poem.

-          Read a given poem and identify the point of view.
Search for poems with different points of view from the internet and non-digital sources.
Listen to poems read by the teacher.

Why is it important to understand the point of view in a poem?

Skill in English learner’s book
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.
Pg 159-160

-          Oral presentation. Peer assessment. Observations.

Grammar in use.

Complex prepositions.

By the end of the lesson, the learner should be able to:
-          Define complex prepositions.
Recognize complex prepositions.
Appreciate the role of prepositions in oral and written communication.

-          Search online the meaning of complex prepositions.
Read a passage from a magazine or a book in which complex prepositions are used.
Identify complex prepositions from the passage.
Listen to a text read by the teacher and note the complex prepositions used.

Which words let you know where someone is going?

Skill
in English learner’s book
Pg 160-161
Digital devices.
Realia.
Magazines.
Newspapers.
Course books.
Learner’s books.
Skill in English learner’s book
Pg 161-162
Books.

-          Oral reading. Questions and answers. Oral discussion.

Reading.
Writing.

Poetry characters.
Assessing writing.

By the end of the lesson, the learner should be able to:
Define who is a persona.
Identify the persona and other participants in a poem.
Acknowledge the importance of characters in literary appreciation.

-          Search online the meaning of a persona.
Use appropriate adjectives to describe the behaviours of characters in a poem.
Illustrate character traits in various poems.
Relate actions of the persona to real life.

How do we tell the behaviours of the character in a poem?

Skill in English learner’s book
Pg 162-164
Digital devices.
Course books.
Video clips.
Pg 164-165
Pg 165-168
Dictionary.

-          Role playing. Oral presentation. Questions and answer.

Writing.
THEME: HEROES AND HEROINES WORLD. Listening and speaking.

Assessing writing.
Diphthongs and sentence stress.

By the end of the lesson, the learner should be able to:
-          Assess a composition against a predesigned criteria.
Make corrections to make composition.
Acknowledge the importance of making

-          Write a composition related to the theme.
Assess a peer’s composition and give comments as guided by the checklist.
Make corrections to the composition.
Display the composition on the school notice board.

How can one make a composition interesting?

Skill in English learner’s book
Pg 168-169
Course books.
Checklist.
Realia.
Learner’s book.
Pg 170-173
Charts.
Dictionary.

-          Reading aloud. Oral reading. Written exersice.

Listening and speaking.
Reading.
Reading.

Diphthongs and sentence stress.
Extensive reading (Grade appropriate fiction)
Extensive reading. (Grade appropriate fiction)

By the end of the lesson, the learner should be able to:
-          Identify the stressed and unstressed words in a sentence.
Apply stress appropriately when reading a poem.
Value the importance of stressing words in oral communication.

-          Identify the stressed and unstressed words in a sentence.
Apply stress appropriately when reading a poem.
Read the same sentences while placing stress on different words.
Jointly read aloud words with diphthongs /au/ and /uә/ from flashcards.
Use the dictionary to find more words with the diphthongs.

How does stress help us to convey different meanings?

Skill
in English learner’s book
Pg 173-175
Flashcards.
Dictionary.
Course books.
Skill in English learner’s book
Pg 175-177
Video clips.
Collection of books.
Course book.
Learner’s book.
Pg 177-180
Digital devices.
Magazines.

-          Reading aloud. Oral reading. Oral presentation.

Grammar in use.

Conjunction’s correctives conjunction’s
Conjuctions correlative conjuctions.

By the end of the lesson, the learner should be able to:
-          Find the meaning of conjunctions.
Identify correlative conjunctions in texts.
Appreciate use of correlative conjunctions for effective communications.

-          Find the meaning of conjuctions in the dictionary.
identify correlative conjuctions such as: -
either ……… or,
neither ….... nor,
both ……… and,
not … only .. but.
Read passage in which correlative conjuctions are used.
Search online for sentences with correlative conjunctions.

How do we join sentences?

Skill
in English learner’s book
Pg 180-181
Course books.
Digital devices.
Flash cards.
Skill in English learner’s book
Pg 181-183

-          Role playing. Written exercise. Question and answers.

Reading.

Play: - style (class reader)

By the end of the lesson, the learner should be able to:
-          Identify features of styles used in a play.
Relate features of style to the meaning of a play.
Acknowledge the importance of styles the features in literary appreciation.

-          Read aloud excerpts of a play.
Answer the questions based on the excerpts.
Highlight aspects of style such as flash-back, flash-forward and personification in a play.
Discuss the role of memories, dreams and a story as flash back in a play.

Why do authors use flash-back, flash forward and personification in plays?

Skill in English learner’s book
Pg 183-188
Video clips.
Teacher’s guide.
Skill
in English learner’s book
Pg 190-191
Textbooks.
Learner’s book.
Realia.

-          Role play. Reading aloud. Questions and answers.

Writing.
THEME: SOCIAL AND MEDIA. Listening and speaking.

Narrative composition.
Impromptu speeches.

By the end of the lesson, the learner should be able to:
-          Identify the elements of a narrative composition.
Use the elements of a narrative composition in a story.
Appreciate the role of background information in the creation of credible stories.

-          Read samples of narrative composition from textbooks.
Identify the introduction, body and conclusions of a sample composition.
Brainstorm possible topics for narrative composition.
Tell a story from their own experiences.
Plan a narrative composition.

What are the elements of a narrative composition?

Skill
in English learner’s book
Pg 190-191
Digital device.
Teacher’s guide.
Notice boards.
Pg 191-193
Pg 194-196
Dictionary.

-          Peer assessment. Oral discussions. Writing a narrative composition.

Listening and speaking.
Reading.

Impromptu speeches.
Note making.

By the end of the lesson, the learner should be able to:
-          Make impromptu speech on a selected topic.
Record the speech.
Acknowledge the importance of excellent presentation skills in speech delivery.

-          Make an impromptu speech on a topic related to social and mass media.
Record the speech.
Discuss its strength and weaknesses in a plenary and suggest ways of improvement.

What makes an impromptu speech effective?

Skill
in English learner’s book
Pg 196
Video clips.
Audio visuals.
Teacher’s guide.
Skill in English learner’s book
Pg 196-198
Digital devices.

-          Oral discussions. Peer assessment. Questions and answer.

Reading.
Grammar in use.

Note making.
Determiners, numerals and ordinals

By the end of the lesson, the learner should be able to:
-          graphically prepare charts using their notes.
Use the notes, in groups to compose a poem.
Acknowledge the importance of note making for academic purpose.

-          Graphically prepare charts using the notes.
Exchange the charts for peer review and corrections.
Use the notes, in groups to compose a poem or a song and present it in class.

Why is it important to make notes?

Skill
in English learner’s book
Pg 198-201
Teacher’s guide.
Skill in English learner’s book
Pg 201-204
Charts.
Digital device.
Dictionary.

-          Questions and answers. Oral discussions. Peer assessment.

Grammar in use.
Reading.
Reading.

Determiners, numerals and ordinals
Play: Project.
Play: Project.

By the end of the lesson, the learner should be able to:
-          Mention objects in the school that could be modified using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Appreciate the need for well-formed sentences in communication.

-          State names of objects and events in the school that can be described using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Discuss the importance of well-formed sentences in communication.

Which objects in the school can be modified using numerals and ordinals.

Skill
in English learner’s book
Pg 204-205
Teacher’s guide.
Learner’s book.
Charts.
Dictionary.
Digital devices.
Skill in English learner’s book
Pg 205-208
Digital device.
Pg 208-209

-          Oral presentations. Questions and answers. Peer assessment.

Writing.

Filling forms: application forms.

By the end of the lesson, the learner should be able to:
-          Recognize bursary and scholarship application forms from a list of forms.
Create a poster showing bursary and scholarship application forms.
Appreciate the importance of bursary and scholarship application forms.

-          In groups collect bursary and scholarship application forms from digital and print sources.
Note down the common features of each type of the form.
In groups create a poster showing bursary and scholarship application forms.

What kind of document might you need to use if you are applying for a bursary for scholarship?

Skill in English learner’s book
Pg 209-211
Teacher’s guide.
Poster.
Samples bursary and scholarship forms.
Dictionary.
Pg 211-213
Charts.

-          Oral discussion. Self-assessment. Questions and answers.

Listening and speaking.

Conversation skills: Job interview.

By the end of the lesson, the learner should be able to:
-          Identify preparations for a job interview.
Outline preparations undertaken by an interviewer and interviewee before a job interview.
Appreciate importance of preparing well for a job interview.

-          Watch an interview on a relevant topic like income generating activities.
Brainstorm on the preparations undertaken by an interviewer and interviewee before a job interview.
Discuss the importance of preparing well for a job interview.

How can you succeed in a job interview?

Skill in English learner’s book
Pg 214-216
Dictionary.
Charts.
Video clips.
Teacher’s guide.
Skill
in English learner’s book
Digital device.

-          Oral interview. Questions and answers. Peer assessment.

Reading.
Grammar in use.

Extensive reading: Fiction.
Word classes: nouns.

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

-          Research on the differences between fiction and non-fiction materials and give examples of each.
Read self-selected fiction materials and use a graphic organize to write short summaries of the subject.

Which storybooks or plays have you read?

Skill in English learner’s book
Pg 217-220
Charts.
Teacher’s guide.
Dictionary.
Pg 220-221
Pg 221-223
Dictionaries.
Digital devices.

-          Oral interview. Oral reading. Oral discussions. Short answers.

Grammar in use.
Reading.

Word classes: nouns.
Grade-appropriate play: lessons learnt (Class reader)

By the end of the lesson, the learner should be able to:
-          List nouns formed from verbs and other nouns.
Use nouns formed from verbs and other nouns in sentences.
Appreciate the necessity of forming words from other word classes in the process of communication.

-          In groups, use the suffixes to form nouns from verbs and other nouns and present them in print.
Construct sentences about income generating activities and environmental preservation using nouns formed from verbs and from other nouns.
Explain why the knowledge of changing other words into nouns helpful in communication.

What changes when a word is formed from another?

Skill
in English learner’s book
Pg 223-224
Teacher’s guide.
Dictionary.
Digital device.
Skill in English learner’s book
Pg 224-226
Class reader.
Charts.

-          Observation. Oral questions. Oral presentation.

Reading.
Writing.

Grade appropriate play: lessons learnt (Class reader)
Mechanics of writing – spelling.

By the end of the lesson, the learner should be able to:
-          Analyze the lessons learned from a play.
Relate the lessons learnt to real life experiences.
Perceive plays as sources of life lessons and entertainment.

-          Analyze the lessons elicited by pairs and relate them to real life experiences.
Use graphic organizers to summarize lessons learnt and present them in them in charts displayed on the wall for peer review.
Discuss the sections of a play that entertain and bring out lessons.

Which issues are addressed in a play?

Skill
in English learner’s book
Pg 226-227
Teacher’s guide.
Class reader.
Dictionary.
Charts.
Pg 227-230
Flash cards.

-          Oral reading. Written exercise. Peer assessment.

Writing.
Listening and speaking.
Listening and speaking.

Mechanics of writing – spelling.
Listening to respond. Expressing feelings.
Listening to respond expressing feelings.

By the end of the lesson, the learner should be able to:
-          Outline the rules of abbreviations in full.
Write common abbreviations in full.
Appreciate the importance of abbreviation in writing.

-          Discuss the rules of abbreviation and present them in charts in groups.
Copy the lists of abbreviation from print sources respectively in pairs.
Write a paragraph on how to make savings from income generating activities containing words to be abbreviated.
Assess the correctness of the paragraph in groups.

Which words do we normally abbreviate?

Skill
in English learner’s book
Pg 230-231
Teacher’s guide.
Charts.
Flash cards.
Dictionary.
Pg 232-233
Pg 233-234

-          Short answers. Oral discussions. Peer assessment.

Reading.

Intensive reading: comprehension strategies.
Intensive reading: comprehensive strategies.

By the end of the lesson, the learner should be able to:
-          Find the meaning of clue.
Identify clues in the passage from which conclusions can be drawn.
Create a poster showing clues from which conclusions can be drawn.
Appreciate the skills of making inferences and drawing conclusions in independent reading.

-          Search for and read print and non-print passages on varied subjects like personal grooming.
Underline words, phrases or sentences that can serve as clues for making inferences or drawing conclusions as they read.
In groups, create a poster showing clues from which conclusions can be drawn.

Why is it important to summarize information from a text?

Skill
in English learner’s book
Pg 234-235
Charts.
Teacher’s guide.
Dictionary.
Pg 235-238

-          Oral reading. Oral discussions. Reading aloud.

Grammar in use.

Phrasal verbs.

By the end of the lesson, the learner should be able to:
-          Define phrasal verbs.
Identify phrasal verbs formed from break, hang, run and turn in texts.
Form phrasal verbs form break, hang, run and turn.
Appreciate the importance of using phrasal verbs in spoken and written communication.

-          Search from print sources for phrasal verbs formed from break, hang, run and turn and compile them in a wordlist.
In groups, search for the meaning of the phrasal verbs identified from print dictionaries.
Form phrasal verbs from the given verbs.

How are phrasal verbs different from other verbs?

Skill
in English learner’s book
Pg 238-240
Teacher’s guide.
Charts.
Dictionary.
Pg 240-241

-          Peer assessment. Oral discussions. Oral presentation.

Personal grooming: Reading.
Reading.
Writing.

Play: characterization
Play characterization.
The writing process.

By the end of the lesson, the learner should be able to:
-          Outline the clues for identifying traits of different characters in a play.
Read the play excerpt and identify traits of different characters.
Acknowledge the role of characterization in determining virtues and vices in the society.

-          Search from digital and print sources for clues in a play that one can use to identify a character trait for example: what the character does or says; or what is said about a character.
Brainstorm on the words and phrases used to describe characters and make a phrase book.
Read the play excerpt and identify traits of different characters.

Which words or expressions can you use to describe one’s character?

Skill
in English learner’s book
Pg 241-242
Dictionaries.
Teacher’s guide.
Charts.
Pg 245-247
Pg 247

-          Oral presentation. Self-assessment. Peer assessments.

Writing.
THEME: SEA TRAVEL. Listening and speaking.

The writing process.
Extensive listening: speeches.

By the end of the lesson, the learner should be able to:
-          Roleplay the characters of the dialogue in the class reader.
Apply the writing process in creating a dialogue on a relevant theme.
Emphasize the importance of each of the stages in the writing process in crafting flawless dialogue.

-          Individually, select one topic and write a dialogue adhering to the writing process.
In pairs, dramatize selected dialogues as the others watch and note the strength and weaknesses.
Suggest ways of improving dialogues written by peers.

Why is it important to learn dialogue writing?

Skill
in English learner’s book
Pg 247-250
Teacher’s guide.
Charts.
Dictionaries.
Pg 250-252

-          Reading aloud. Oral discussion. Peer assessments.

Listening and speaking.
Reading.

Extensive listening.
Intensive reading: visualizing and summarizing.

By the end of the lesson, the learner should be able to:
-          Listen to the speeches on tips for sea travel and more so island.
Take notes on the points made by different speaker on the issue.
Appreciate the importance of getting information from varied sources.

-          Listen to the speeches again and in pairs take notes on the points from each of the speeches.
In groups, compare the notes taken by different pairs and compile the recurrent points
Use the points noted from the same speeches to write and make a speech on the same theme.

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

Skill
in English learner’s book
Pg 252-253
Teacher’s guide.
Dictionaries.
Charts.
Pg 253-256

- Peer assessments. Oral discussion. Self-assessment.

Reading.
Grammar in use.
Grammar in use.

Intensive reading: visualizing and summarizing.
Sentences: Complex sentences.
Sentences: Complex sentences.

By the end of the lesson, the learner should be able to:
-          Summarize what a paragraph and the passage are about.
Fill in the key information from the paragraph and the passage in the form provided.
Acknowledge the role of visualizing and summarizing in enhancing understanding of a text.

-          In groups, fill in templates requiring key ideas from the text or parts of thetext and display the templates on the wall.
Summarize the ideas in own words in charts and share for peer review.
Brainstorm on how visualizing and summarizing aid in comprehension of a passage.

Why is it important to make a relevant summary of a text?

Skill
in English learner’s book
Pg 256-257
Teacher’s guide.
Dictionaries.
Charts.
Pg 257-258
Pg 258-259

- Oral reading. Peer assessment. Oral interviews.

Grammar in use.
Reading.

Sentences: Complex sentences.
Grade-appropriate play: style (Class reader)

By the end of the lesson, the learner should be able to:
-          Identify errors in disjointed sentences.
Correct disjointed sentences using the rule of subordinating conjuctions.
Desire to identify errors in disjointed sentences.

-          Practice punctuating complex sentences on current issues.
Review each other’s sentences by changing them into well-formed complex sentences.

How can one differentiate between a simple and a complex sentence?

Skill
in English learner’s book
Pg 260
Teacher’s guide.
Dictionaries.
Charts.
Pg 261-263

- Oral interview. Self-assessment. Peer assessment.

Reading.
Writing.
Writing.

Grade appropriate play: style (Class Reader)
Creating writing: Idioms.
Creative writing: Idioms.

By the end of the lesson, the learner should be able to:
-          Identify plays with instances of humour and monologue.
Dramatize instances of humour and monologue in a play.
Appreciate the role of humour and monologue in enriching a literary work.

-          Read episodes of the grade-appropriate play containing humour and monologue.
Dramatize the episodes in groups.
Discuss how humour and monologue make a play interesting and pass its message effectively.

What is the role of humour in a play?

Skill
in English learner’s book
Pg 263-265
Teacher’s guide.
Newspapers.
Dictionaries.
Pg 264-267
Charts.
Skill in English learner’s book
Pg 267-268

- Oral presentations. Self-assessment. Peer assessment. Roleplay.

SPORTS, WORLD CUP (Football) Listening and speaking.
Listening and speaking.

Intonation in sentences – question tags.
Intonation in sentences – question tags.

By the end of the lesson, the learner should be able to:
-          Write the correct form of question tags in sentences.
Read sentences with the correct form of question tags.
Realize the importance of question tags and correct intonation in communication.

-          Listen to a recording in which the speakers use question tags and correct sentence intonation.
In pairs, practice reading out sentences with question tags using the correct intonation.
Match affirmative and negative sentences to question tags provided in a list.

How can we improve our speaking skills?

Skill
in English learner’s book
Pg 269-271
Teacher’s guide.
Charts.
Dictionaries.
Pg 271-272
Digital device.

- Oral discussion. Peer assessment. Questions and answer

Reading.

Summarizing: argumentative texts (Grade appropriate text)

By the end of the lesson, the learner should be able to:
-          Pick out the main points discussed in a text.
Organize an outline of points into a coherent whole.
Appreciate the importance of good summary writing skills in writing.

-          Read argumentative texts based on the world cup from a book.
Select the main ideas.
Outline the supporting points from the text.

How do we write summaries?

Skill in English learner’s book
Pg 272-274
Teacher’s guide.
Dictionaries.
Charts.
Skill
in English learner’s book
Pg 275

- Oral discussions. Questions and answers. Peer assessment.

Grammar in use.
Reading.

Sentences-Direct and indirect speech.
Intensive reading: Play-Relating to real life (Class Reader)

By the end of the lesson, the learner should be able to:
-          Read sentences with direct and indirect speech.
Differentiate between direct and indirect speech.
Desire to use direct and indirect speech correctly in communication.

-          Read provided sentences or paragraphs to learn how direct and indirect speech appear in writing.
Convert sentences written in direct speech into indirect speech and vice versa.
Differentiate between direct and indirect speech.

How do we report what others have said?

Skill
in English learner’s book
Pg 275-277
Charts.
Teacher’s guide.
Dictionaries.
Pg 277-279
Pg 279-282

- Oral presentation. Short answers. Peer assessment. Observation.

Reading.
Writing.

Intensive reading: Play-relating to real life (Class Reader)
Descriptive writing (280-320 words)

By the end of the lesson, the learner should be able to:
-          Relate the characters and themes to real life.
Participate in a stage performance of a play.
Appreciate the beauty of performance of a literary text.

-          In groups, relate the characters and themes to real life.
Work in groups to rehearse the words and actions of the characters.
Search for information on the qualities of a good actor.
In groups participate in a stage performance of a play.

Why is it important for an actor to pronounce words correctly and speak audibly in a performance?

Skill
in English learner’s book
Pg 282-283
Teacher’s guide.
Charts.
Pg 284-285
Dictionaries.

- Role play. Self-assessment. Peer assessment. Observation.

Writing.
THEME TOURIST ATTRACTION SITES: WORLD Listening and speaking.

Descriptive writing (280-320 words)
Oral reports: News-(Roleplay)

By the end of the lesson, the learner should be able to:
-          Apply the five senses in writing descriptive compositions.
Display creatively and imagination in composition writing.
Recognize the importance of creativity in writing.

-          Rewrite a famous story in their own words.
In pairs write short paragraphs describing an item and have the other person guess what the item is.
Share the best creative composition on the school notice board.

Which words do we use to describe our different senses?

Skill
in English learner’s book
Pg 285-287
Teacher’s guide.
Dictionaries.
Digital devices.
Pg 289-291

-  Self-assessment. Peer assessment. Short answers. Observation.

Listening and speaking.
Reading.
Reading.

Oral reports: News-(Roleplay)
Reading fluency.
Reading fluency.

By the end of the lesson, the learner should be able to:
-          Listen to an oral news report.
Apply the features of oral presentation for effective communication.
Acknowledge the importance of fluency in news report.

-          Listen to a recorded grade appropriate news report on tourist attraction sites in the world.
In small groups, prepare and roleplay short news reports on tourist attraction sites in the world.
Listen and critic others as they orally present reports.

When are you required to present an oral report?

Skill
in English learner’s book
Pg 291-292
Teacher’s guide.
Charts.
Dictionaries.
Pg 292-293
Pg 296-297

- Roleplay. Self-assessment. Oral presentation. Observation.

Grammar in use.

Sentences -Imperative commands, requests, -Exclamatory.

By the end of the lesson, the learner should be able to:
-          Read texts with imperative and exclamatory sentences.
Identify instances where imperative and exclamatory sentences are used correctly in printed handouts or online texts.
Appreciate the use of exclamatory and imperative sentences in spoken language.

-          Orally list the kinds of rules that they would want implemented in their school.
Identify and label sentence types in a given text.
Identify instances where imperative and exclamatory sentences are used correctly.

When do you use an exclamatory or an imperative sentence in school?

Skill
in English learner’s book
Pg 297-299
Teacher’s guide.
Dictionaries.
Charts.
Pg 299-300

- Oral presentations. Reading aloud. Self-assessment.

Reading.
Writing.
Writing.

Intensive reading: Poems.
Emails.
Emails.

By the end of the lesson, the learner should be able to:
-          Read given grade appropriate poems about tourist attraction sites (world).
Explain why it is important to relate ideas leant in poems to real life.
Appreciate the need to relate ideas in poems to real life.

-          Read given grade appropriate poems about tourist attraction sites (World) for enjoyment.
Discuss the meaning of the poems in groups.
Explain why it is important to relate ideas learnt in poems to real life.

Why is it important to relate ideas read in works of art to real life?

Skill
in English learner’s book
Pg 300-303
Teacher’s guide.
Dictionaries.
Digital devices.
Skill in English learner’s book
Pg 303-304
Charts.
Pg 304-306
Pg 306-308

- Short answers. Self-assessment. Oral reading. Oral presentation.