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.
Intensive Reading: Play.

Gender Neutral Language.
.Play: Structure and Setting of Class Reader.

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.
Class Readers - Play.

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

Intensive Reading: Play.
Writing
Writing

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

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

-Analyse the acts and scenes of a Play for literary appreciation.
-Recognise the role of literary appreciation in critical thinking.
-Appreciate the role of literary appreciation in critical thinking

The learner is guided to:
-study a given play and then analyse the acts and scenes in the Play.
-discuss the actions in the Play.
-collaborate with peers to role play some of the actions and characters in a Play.
-write a summary of a scene in a play and share with peers for assessment.

Why is it necessary to know when and where the actions in a Play took place?

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

Checklists. Oral questions. Oral presentation. Role play. Written questions.

THEME: SCIENCE FICTION. Listening and Speaking.
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.
-Explain the functions of riddles, tongue twisters and proverbs.
-Appreciate the importance of short forms in fostering fluency in communication.

The learner is guided to:
-use digital or print resources to -search for information on the meaning and characteristics of riddles, proverbs and tongue twisters.
-write down their findings in note books.
-discuss the functions of the proverbs, tongue twisters and riddles.
-give examples of riddles, tongue twisters and proverbs.
-fill in crossword puzzles using riddles and proverbs.

Why are riddles, proverbs and tongue twisters important?

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

Oral questions. Assessment rubrics. Checklists. Written questions.

Reading.
Grammar in Use.
Grammar in Use

Intensive Reading: Simple Poems.
Nouns and Quantifiers.
Nouns and Quantifiers.

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

-Identify the basic aspects of style such as repetition and rhyme in a poem.
-Describe the functions of rhyme and repetition in a poem.
-Appreciate the role of repetition and rhyme in a poem.

The learner is guided to
-recite and read provided simple poems.
-identify the parts of a poem in which repetition and rhyme are used.
-respond questions based on a poem.
-discuss the functions of rhyme and repetition in poems.
-relate the ideas in a poem to real life.

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

Poems.
Digital devices
Daughter of Nature.
Learner's Textbook.
Lesson notes.
Digital devices.
Teacher's Guide.
charts.

Oral questions. Checklists. Written questions. Assessment rubrics.

Reading.
Writing.
THEME: Environmental Conservation. Listening and Speaking.

Intensive Reading: Plot (Class Reader)
Mechanics of Writing: Punctuation.
Listening Comprehension

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

-Identify the key events in a play.
-Describe the sequence of events in a Play.
-Acknowledge the importance of a plot in a literary work.

The learner is guided to:
-read a play and then identify the key events in the Play.
-create a summary of the key events and share in class for assessment.
-analyse the events in a Play.
-outline the sequence of events in the Play.
-answer questions based on the plot.
-make connections between events in a play and real life.
-role play a section of the Play in groups.

How do we know the key events in a Play?

Class Readers - Play.
Digital devices.
Learner's Textbook.
Lesson notes.
Teacher's guide.
Posters.
Charts.
News Bulletin.
Recorded debates and interviews.

Checklists. Peer Assessment. Assessment rubrics. Written questions.

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
Writing

Poems: Structure.
Structure of a Paragraph.

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.
Newspaper articles.
Textbooks.
Online articles.

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:

-Create a paragraph that is well developed, coherent and unified.
-Acknowledge the need for concise paragraphs in written communication.

The learner is guided to:
-identify a topic of interest.
-write a paragraph on a topic of interest that is coherent, unified and contains well developed thoughts in books or in digital devices.
-share their created paragraphs for assessment by peers.

How can you ensure that your paragraphs are well formed?

Teacher's Guide.
Written paragraphs.
Digital devices.
Audio and video clips of news bulletin.
Learner's textbook.

Assessment rubrics. Peer Assessment. Checklists.

Reading
Grammar in Use.

Intensive Reading
Present and Past Perfect Aspect.

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.
Digital devices.
Internet.
Charts.
Lesson notes.

Assessment rubrics. Checklists Oral questions. Written questions.

Grammar in Use.
Intensive Reading.
Intensive Reading.

Present and Past Perfect Aspect.
Play: Identification of Characters.
Play: Identification of Characters.

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

-State the meaning of past perfect aspect in sentences.
-Identify the past perfect form in sentences.
-Use the past perfect aspect in sentences.
-Appreciate the importance of using tenses in sentences.

The learner is guided to:
-explain the meaning of past perfect aspect in sentences.
-search for examples of sentences in the past perfect forms from the internet and note them down.
-identify by underlining the past perfect forms in sentences.
-use had + past participle form of the verb to firm the past perfect aspect.
-construct correct sentences using the past perfect aspect.

How do we show that an action is complete?

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

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

Writing.

Narrative and Descriptive Paragraphs.

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

-Outline the characteristics of a narrative paragraph.
-Write narrative paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.

The learner is guided to:
-explain the meaning of a narrative paragraph.
-search for examples of narrative paragraphs from the internet or print resources.
-discuss the qualities of a well formed paragraphs.
-outline the characteristics of a narrative paragraph.
-individually create a narrative paragraph using the first and second person in various paragraphs.
-share their narrative paragraphs with peers for review and make corrections to the paragraphs as per comments given by peers.

How can we make a narrative composition interesting?

Digital devices.
Lesson notes.
Teacher's Guide.
Learner's Textbook.
Samples of descriptive paragraphs.

Assessment rubrics. Checklists. Peer Assessment. Writing tests.

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

Pronunciations.
Reference Materials: Dictionary, Thesaurus and Encyclopedia.

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

-Identify the semi-vowels /j/, /w/ and diphthongs /ai/ and/ei/ in words.
-Pronounce the semi vowels /j/ ,/w/ and diphthongs /ai/ and /ei/ in words for clarity.
-Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
-study words given and identify the semi vowels /j/ and /w/.
-pick out the diphthongs /ai/ and/ei/ from an oral text.
-write down and read out words with the specified semi vowels /j/ ,/w/ and diphthongs /ai/ & /ei/.
-pronounce words with diphthongs /ai/ ,/ei/ and semi vowels /j/ and /w/.

Why should we pronounce sounds accurately?

Audio recordings.
Learner's textbook.
Teacher's Guide.
Digital devices.
Lesson notes.
Dictionary.
Thesaurus.
Subject Specific Encyclopedia.

Checklists. Assessment rubrics. Oral questions. Pronunciations.

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.
Reading.

Letter of Application.
Conversational Skills; Negotiation Skills.
Reading Fluency.

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
Narratives.
Articles.

Checklists. Assessment rubrics. Writing texts. Oral questions.

Reading
Grammar in Use
Grammar in use.

Reading Fluency.
Comparison of Adverbs.
Comparison of Adverbs.

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

-Read a text at the right speed, accurately and with expression for effective communication.
-Acknowledge the role of reading fluently in extensive reading.

The learner is guided to:
-engage in a timed, repeated reading of a portion of a text on safe passenger practices.
-pronounce sounds and words accurately.
-find texts,set a reading rate goal, time themselves and read , reread the text until they attain their goals.

How can one read a text fluently?

Selected Texts
Flashcards.
Digital devices.
Stop watches.
Learner's Textbook.
Charts.
Teacher's guide.
Charts with comparative and superlative degrees of adverbs
Lesson notes.

Peer Assessment. Checklists. Assessment rubrics.

Reading
Writing
Writing

Intensive Reading: Play.
Intensive Reading:Play.
Mechanics of Writing: Spelling.
Mechanics of Writing: Spelling.

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

-Identify the themes in a Play or a section of a Play.
-Analyse the themes in a Play.
-Appreciate the role of literary appreciation in the development of critical thinking skills.

The learner is guided to:
-read excerpts of a Play.
-outline and illustrate the themes in a Play.
-collaborate in discussing the identified themes in a Play.
-present their findings in class.

What are some of the issues authors write about?

Selected Play.
Digital devices.
Learner's Textbook.
Lesson notes.
Sections of the Play.
Charts.
Teacher's notes.
Teacher's Guide.
Digital devices

Checklists. Assessment rubrics. Oral questions. Written questions. Oral presentations.