SEA TRAVEL

Listening and Speaking

Extensive Listening: Speeches - Main Idea

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

- Identify issue addressed by different speeches
- Take notes on points made by speakers
- Acknowledge importance of getting information from varied sources

The learner is guided to:
- Search online and offline for varied speeches on sea travel and listen for enjoyment
- Listen to selected speeches and identify issue addressed
- Share common theme identified to gain consensus in plenary

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

- KLB Top Scholar pg. 222
- Digital devices
- Audio recordings
- Video clips

- Observation - Oral questions - Listening assessment

Listening and Speaking

Extensive Listening: Speeches - Note Taking and Speech Making

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

- Take notes on points from speeches
- Use notes to write and make own speech
- Appreciate benefits of listening to different speeches

The learner is guided to:
- Listen to speeches again and take notes on points from each speech in pairs
- Compare notes and compile recurrent points
- Use points to write and make speech on same theme, record and share on class vlog or social media

Why is it important to listen to multiple speeches on same topic?

- KLB Top Scholar pg. 222
- Note-taking materials
- Recording devices
- Social media platforms

- Note-taking assessment - Speech presentation - Peer assessment

Listening and Speaking

Extensive Listening: Speeches - Note Taking and Speech Making

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

- Take notes on points from speeches
- Use notes to write and make own speech
- Appreciate benefits of listening to different speeches

The learner is guided to:
- Listen to speeches again and take notes on points from each speech in pairs
- Compare notes and compile recurrent points
- Use points to write and make speech on same theme, record and share on class vlog or social media

Why is it important to listen to multiple speeches on same topic?

- KLB Top Scholar pg. 222
- Note-taking materials
- Recording devices
- Social media platforms

- Note-taking assessment - Speech presentation - Peer assessment

Reading I

Intensive Reading: Visualising and Summarising - Mental Images

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

- Identify mental images created from a read passage
- Identify sensory words and expressions
- Appreciate role of visualising in enhancing understanding

The learner is guided to:
- Search and list sensory words and expressions used to create mental images
- Read passage on sea travel and pick out sensory words/expressions and mental images they create
- Fill in templates requiring key ideas from text and display on wall

1. Which words appeal to the five senses? - Why is it important to make relevant summary?

- KLB Top Scholar pg. 225
- Course books
- Digital devices
- Templates

- Written exercises - Oral questions - Template completion

Reading I

Intensive Reading: Visualising and Summarising - Summaries

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

- Summarise what a passage is about
- Identify main ideas in paragraphs
- Value role of visualising and summarising in comprehension

The learner is guided to:
- Read text on responsible sea travel and identify main ideas in paragraph/passage
- Summarise ideas in own words in charts and share for peer review
- Brainstorm how visualising and summarising aid comprehension

How do visualising and summarising work together?

- KLB Top Scholar pg. 225
- Charts
- Manila papers
- Peer work samples

- Summary assessment - Peer assessment - Checklists

Reading I

Intensive Reading: Visualising and Summarising - Summaries

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

- Summarise what a passage is about
- Identify main ideas in paragraphs
- Value role of visualising and summarising in comprehension

The learner is guided to:
- Read text on responsible sea travel and identify main ideas in paragraph/passage
- Summarise ideas in own words in charts and share for peer review
- Brainstorm how visualising and summarising aid comprehension

How do visualising and summarising work together?

- KLB Top Scholar pg. 225
- Charts
- Manila papers
- Peer work samples

- Summary assessment - Peer assessment - Checklists

Grammar in Use

Sentences: Complex Sentences - Subordinating Conjunctions

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

- Identify subordinating conjunctions in sentences
- Distinguish between main and subordinate clauses
- Appreciate role of conjunctions in sentences

The learner is guided to:
- Pick out subordinating conjunctions from passage
- Use subordinating conjunctions to make sentences and display on chart
- Underline and label main and subordinate clauses in sentences in pairs

1. What is the role of conjunctions? - How can one differentiate between simple and complex sentences?

- KLB Top Scholar pg. 227
- Charts
- Course books
- Lesson notes

- Written exercises - Sentence construction - Labeling tasks

Grammar in Use

Sentences: Complex Sentences - Construction and Punctuation

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

- Construct complex sentences using subordinating conjunctions
- Punctuate complex sentences correctly
- Correct disjointed sentences using subordination rules

The learner is guided to:
- Join pairs of sentences using subordinating conjunctions in completion and substitution tables
- Practise punctuating complex sentences on global sea travel
- Review each other's sentences by changing them into well-formed complex sentences

Why is punctuation important in complex sentences?

- KLB Top Scholar pg. 227
- Substitution tables
- Writing materials
- Peer work samples

- Punctuation exercises - Peer assessment - Self-assessment

Reading II

Grade-Appropriate Play: Style - Humour and Monologue

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

- Identify styles of humour and monologue in a play
- Search for examples from print and non-print sources
- Acknowledge role of humour and monologue in enriching literary work

The learner is guided to:
- Search for examples of humour and monologue from sources and read aloud or re-enact in pairs
- Identify and illustrate humour and monologue in play and display in graphic organiser
- Watch or read episodes containing humour and monologue

1. What is the role of humour in a play? - Which programmes do you find amusing?

- KLB Top Scholar pg. 230
- Class readers (Play)
- Digital devices
- Graphic organisers

- Observations - Oral questions - Written exercises

Reading II

Grade-Appropriate Play: Style - Dramatisation

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

- Dramatise instances of humour and monologue
- Use humour and monologue in created contexts
- Appreciate how style helps pass message effectively

The learner is guided to:
- Dramatise episodes in groups and record themselves
- Use humour and monologue in created contexts
- Discuss how humour and monologue make play interesting and pass message effectively

How do humour and monologue enhance plays?

- KLB Top Scholar pg. 230
- Recording devices
- Props (optional)
- Performance space

- Drama assessment - Video recordings - Peer assessment

Writing

Creative Writing: Idioms - Meaning and Usage

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

- Explain meaning of given idioms in different contexts
- Use print and digital dictionaries to find meanings
- Encourage peers to use idioms appropriately

The learner is guided to:
- Use dictionaries to find meaning of idioms (peace of mind, bury the hatchet, sit on fence, etc.) and present in graphic organiser
- Fill sentence gaps with most appropriate idioms in groups
- Play language games showing idiom on flash card and making sentences

1. What are idioms? - Which idioms are you familiar with?

- KLB Top Scholar pg. 233
- Dictionary
- Flashcards
- Graphic organisers

- Written exercises - Language games - Oral questions

Writing

Creative Writing: Idioms - Meaning and Usage

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

- Explain meaning of given idioms in different contexts
- Use print and digital dictionaries to find meanings
- Encourage peers to use idioms appropriately

The learner is guided to:
- Use dictionaries to find meaning of idioms (peace of mind, bury the hatchet, sit on fence, etc.) and present in graphic organiser
- Fill sentence gaps with most appropriate idioms in groups
- Play language games showing idiom on flash card and making sentences

1. What are idioms? - Which idioms are you familiar with?

- KLB Top Scholar pg. 233
- Dictionary
- Flashcards
- Graphic organisers

- Written exercises - Language games - Oral questions

Writing

Creative Writing: Idioms - Narrative Composition

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

- Use variety of idioms in writing narrative compositions
- Identify most popular idioms used
- Appreciate importance of using idioms in speech and writing

The learner is guided to:
- Read short narrative essays on sea travel containing given idioms
- Write narrative composition using given idioms
- Scan through compositions in groups and create checklist of idioms used while tallying most popular ones

How do idioms make writing more interesting?

- KLB Top Scholar pg. 233
- Sample compositions
- Writing materials
- Checklists

- Written compositions - Peer assessment - Idiom identification

SPORTS - WORLD CUP

Listening and Speaking

Intonation in Sentences: Question Tags - Formation

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

- Identify positive and negative question tags
- Match statements with correct question tags
- Appreciate importance of question tags in communication

The learner is guided to:
- Label sentences as positive or negative
- Choose correct question tags to complete sentences on FIFA World Cup
- Fill in blanks using correct question tags from given options

1. How do we form question tags? - Why do we use question tags?

- KLB Top Scholar pg. 237
- Digital devices
- Audio recordings
- Charts

- Observation - Oral questions - Written exercises

Listening and Speaking

Intonation in Sentences: Question Tags - Intonation Patterns

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

- Use rising and falling intonation appropriately
- Distinguish between real questions and questions seeking agreement
- Value correct intonation in effective communication

The learner is guided to:
- Listen to recordings and indicate rising or falling intonation using arrows
- Read dialogues aloud with correct intonation in pairs
- Say question tags as real questions and as questions seeking agreement

How does intonation change the meaning of question tags?

- KLB Top Scholar pg. 237
- Audio clips
- Recording devices
- Lesson notes

- Oral presentation - Peer assessment - Listening assessment

Reading I

Summarising: Argumentative Texts - Note Making

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

- Identify main ideas and supporting details in argumentative texts
- Make notes in point form
- Acknowledge importance of note making in summarising

The learner is guided to:
- Read passage on FIFA World Cup and identify main idea
- Identify main idea and supporting details in specific paragraphs
- Write main points in note form from given passages

1. Why is summary writing important? - How do we identify main ideas?

- KLB Top Scholar pg. 241
- Course books
- Newspapers
- Digital devices

- Written exercises - Note-taking assessment - Oral questions

Reading I

Summarising: Argumentative Texts - Writing Summaries

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

- Write rough drafts from notes
- Write fair copies observing word limits
- Value concise writing in communication

The learner is guided to:
- Use notes to write rough drafts ensuring all points are captured
- Count words and revise to meet target word count
- Write fair copies and indicate number of words used

How can we write concise summaries?

- KLB Top Scholar pg. 241
- Writing materials
- Sample summaries
- Peer work samples

- Summary assessment - Word count accuracy - Peer assessment

Grammar in Use

Sentences: Direct and Indirect Speech - Verb Changes

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

- Identify changes in verbs when converting speech
- Change direct speech to indirect speech
- Appreciate rules governing speech conversion

The learner is guided to:
- Study samples of direct and indirect speech and note verb changes
- Change sentences from direct to indirect speech observing verb tense changes
- Change sentences from indirect to direct speech

1. What changes occur when converting speech? - Why is it important to report speech accurately?

- KLB Top Scholar pg. 244
- Charts
- Course books
- Lesson notes

- Written exercises - Sentence conversion - Oral questions

Grammar in Use

Sentences: Direct and Indirect Speech - Verb Changes

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

- Identify changes in verbs when converting speech
- Change direct speech to indirect speech
- Appreciate rules governing speech conversion

The learner is guided to:
- Study samples of direct and indirect speech and note verb changes
- Change sentences from direct to indirect speech observing verb tense changes
- Change sentences from indirect to direct speech

1. What changes occur when converting speech? - Why is it important to report speech accurately?

- KLB Top Scholar pg. 244
- Charts
- Course books
- Lesson notes

- Written exercises - Sentence conversion - Oral questions

Grammar in Use

Sentences: Direct and Indirect Speech - Time and Place Changes

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

- Apply changes in time and place expressions
- Convert speech observing all conversion rules
- Value accurate speech reporting

The learner is guided to:
- Study changes in pronouns, time and place expressions (here/there, today/that day, etc.)
- Change sentences applying all relevant conversion rules
- Create sentences in direct and indirect speech and exchange for conversion in pairs

How do time and place expressions change in reported speech?

- KLB Top Scholar pg. 244
- Substitution tables
- Writing materials
- Peer work samples

- Peer assessment - Written exercises - Self-assessment

Reading II

Intensive Reading: Play - Relating to Real Life - Themes

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

- Identify themes in a play
- Relate themes to real life situations
- Appreciate plays as mirrors of society

The learner is guided to:
- Read excerpt from Aminata and identify themes (gender discrimination, change)
- Discuss traditions in society that discriminate against or favour one gender
- Talk about people in society who resemble characters in terms of being conservative or open-minded

1. How do plays reflect real life? - Which issues in plays relate to our society?

- KLB Top Scholar pg. 247
- Class readers (Play)
- Digital devices
- Internet resources

- Observations - Group discussions - Written responses

Reading II

Intensive Reading: Play - Relating to Real Life - Performance

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

- Dramatise excerpts from a play
- Use appropriate costumes and props
- Value drama as a form of expression

The learner is guided to:
- Assign roles and read excerpt aloud in circles noting punctuation and stage directions
- Search for qualities of good actors and watch video performances
- Rehearse, memorise lines and perform excerpt with appropriate costumes/props while recording

How can we bring a play to life through performance?

- KLB Top Scholar pg. 247
- Recording devices
- Props and costumes
- Performance space

- Drama assessment - Video recordings - Peer assessment

Writing

Descriptive Writing - Sensory Language

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

- Identify words appealing to five senses
- Use descriptive words in sentences
- Appreciate role of sensory details in writing

The learner is guided to:
- List words appealing to each of the five senses (sight, sound, smell, taste, touch)
- Write sentences describing classroom items using sensory words
- Exchange books and give feedback on spelling and application of five senses

1. Which words appeal to our senses? - How do sensory details enhance writing?

- KLB Top Scholar pg. 249
- Charts
- Writing materials
- Sample descriptions

- Written exercises - Peer assessment - Sentence construction

Writing

Descriptive Writing - Composition (280-320 words)

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

- Write descriptive composition within word limit
- Follow writing process stages
- Value descriptive writing for effective communication

The learner is guided to:
- Study photographs of FIFA World Cup events and write descriptive paragraphs
- Write descriptive composition (280-320 words) based on selected picture following writing process
- Exchange compositions for peer feedback, revise and display best work on noticeboard

How can we create vivid descriptions in writing?

- KLB Top Scholar pg. 249
- Photographs/drawings
- Writing materials
- Noticeboard

- Written compositions - Peer assessment - Word count compliance

TOURIST ATTRACTION SITES

Listening and Speaking

Oral Reports: News (Role Play) - Parts of News Report

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

- Identify parts of a news report
- Take notes from news reports
- Acknowledge importance of structured news presentation

The learner is guided to:
- Watch news report on Buckingham Palace and take notes
- Identify parts: introduction, background, main body, visual aids, conclusion
- Watch news report again and identify each part

1. What makes a good news report? - Why are visual aids important in news?

- KLB Top Scholar pg. 253
- Digital devices
- Video clips
- Internet resources

- Observation - Note-taking assessment - Oral questions

Listening and Speaking

Oral Reports: News (Role Play) - Parts of News Report

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

- Identify parts of a news report
- Take notes from news reports
- Acknowledge importance of structured news presentation

The learner is guided to:
- Watch news report on Buckingham Palace and take notes
- Identify parts: introduction, background, main body, visual aids, conclusion
- Watch news report again and identify each part

1. What makes a good news report? - Why are visual aids important in news?

- KLB Top Scholar pg. 253
- Digital devices
- Video clips
- Internet resources

- Observation - Note-taking assessment - Oral questions

Listening and Speaking

Oral Reports: News (Role Play) - Body Language and Presentation

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

- Use appropriate body language in presentations
- Present news reports with confidence
- Value effective presentation skills

The learner is guided to:
- Discuss importance of body language (gestures, posture, eye contact, facial expressions)
- Read news report on Machu Picchu using appropriate body language in pairs
- Prepare and present short news report on tourist site with partner (one as studio newscaster, other as reporter)

How does body language enhance oral presentations?

- KLB Top Scholar pg. 253
- Sample news reports
- Recording devices
- Performance space

- Oral presentation - Body language assessment - Peer feedback

Reading I

Reading Fluency - Pronunciation and Speed

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

- Read with accuracy pronouncing words correctly
- Read at appropriate rate (120-150 words per minute)
- Appreciate importance of reading fluency

The learner is guided to:
- Preview texts using titles, blurbs, illustrations, table of contents
- Take turns reading selected texts and timing each other
- Practice pronouncing unfamiliar words without stopping to check meanings

1. What makes a fluent reader? - How can we improve reading speed?

- KLB Top Scholar pg. 256
- Library books
- Stopwatches/timers
- Digital devices

- Timing records - Pronunciation assessment - Peer assessment

Reading I

Reading Fluency - Intonation and Expression

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

- Read with appropriate expression and intonation
- Record fluent reading performances
- Value expressive reading for comprehension

The learner is guided to:
- Read passage on world tourist sites (Grand Canyon, Great Wall, Eiffel Tower) with expression
- Answer quick comprehension questions using scanning skills
- Record themselves reading poem or text fluently and share for peer feedback

How does reading with expression aid comprehension?

- KLB Top Scholar pg. 256
- Poems
- Recording devices
- Peer work samples

- Recording assessment - Peer feedback - Self-assessment

Grammar in Use

Sentences: Imperative and Exclamatory - Imperative Sentences

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

- Form imperative sentences expressing commands and requests
- Distinguish between commands and requests
- Appreciate use of imperative sentences in instructions

The learner is guided to:
- Discuss situations where imperative sentences are used
- Come up with school rules stated in imperative sentences
- Listen to paragraph with instructions and rewrite in imperative form

1. How do we give commands politely? - When do we use imperative sentences?

- KLB Top Scholar pg. 259
- Charts
- Audio recordings
- Lesson notes

- Written exercises - Oral questions - Sentence construction

Grammar in Use

Sentences: Imperative and Exclamatory - Exclamatory Sentences

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

- Form exclamatory sentences expressing strong emotions
- Convert statements to exclamatory sentences
- Value exclamatory sentences in expressing feelings

The learner is guided to:
- Read text and underline/label imperative and exclamatory sentences
- Convert statements about Aminata into exclamatory sentences (How generous Aminata is!)
- Create sentences expressing surprise, joy, anger using exclamatory form

How do exclamatory sentences convey emotions?

- KLB Top Scholar pg. 259
- Sample texts
- Writing materials
- Charts

- Labeling exercises - Sentence conversion - Peer assessment

Reading II

Intensive Reading: Poems - Meaning

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

- Arrive at meaning of poems using various strategies
- Identify main ideas in stanzas
- Acknowledge value of poetry appreciation

The learner is guided to:
- Read poem "The Bahama Islands" and predict meaning from title
- Break down poem structure identifying natural breaks and main ideas per stanza
- Answer questions to confirm poem meaning (speaker, location, activities)

1. How can we understand what a poem means? - What strategies help in poetry interpretation?

- KLB Top Scholar pg. 261
- Poetry books
- Digital devices
- Lesson notes

- Observations - Written questions - Oral discussions

Reading II

Intensive Reading: Poems - Meaning

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

- Arrive at meaning of poems using various strategies
- Identify main ideas in stanzas
- Acknowledge value of poetry appreciation

The learner is guided to:
- Read poem "The Bahama Islands" and predict meaning from title
- Break down poem structure identifying natural breaks and main ideas per stanza
- Answer questions to confirm poem meaning (speaker, location, activities)

1. How can we understand what a poem means? - What strategies help in poetry interpretation?

- KLB Top Scholar pg. 261
- Poetry books
- Digital devices
- Lesson notes

- Observations - Written questions - Oral discussions

Reading II

Intensive Reading: Poems - Real Life Connection

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

- Relate ideas in poems to real-life experiences
- Discuss overall meaning of poems
- Value poetry as reflection of human experience

The learner is guided to:
- Read poem "A Visit to Bangkok" and pick key ideas in each stanza
- Discuss overall meaning in groups
- Share personal experiences of places visited and liked, relating to poem themes

Why is it important to relate poems to real life?

- KLB Top Scholar pg. 261
- Sample poems
- Charts
- Internet resources

- Peer assessment - Group discussions - Written responses

Writing

Emails - Structure and Components

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

- Identify parts of an email
- Label email components correctly
- Appreciate email as a communication tool

The learner is guided to:
- Discuss parts of email: From, To, Subject, Salutation, Body, Complementary close
- Study sample email and identify all parts
- Underline and label parts in peer's emails

1. What are the key parts of an email? - How is email different from a letter?

- KLB Top Scholar pg. 263
- Digital devices
- Sample emails
- Lesson notes

- Observation - Labeling tasks - Oral questions

Writing

Emails - Composition and Sending

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

- Write emails with all required components
- Type and send emails electronically
- Value email communication etiquette

The learner is guided to:
- Write email to friend about visit to tourist attraction site
- Exchange emails and suggest improvements in pairs
- Revise emails, type and send to friend, and display on talking wall

How can we write effective emails?

- KLB Top Scholar pg. 263
- Computers/tablets
- Internet access
- Email accounts

- Written emails - Peer assessment - Typing skills