THEME 13: SEA TRAVEL. Listening and speaking.

Extensive listening: speeches.

By the end of the lesson, the learner should be able to:
(a) Identify the issues addressed by different speeches listened to,
(b) Take notes on the points made by the different speakers on the issue,
(c) Appreciate the importance of getting information from varied sources.

In groups, learners are guided to:
- Search for varied speeches on an issue of interest and listen to them for general information.
Listen to speeches on sea travel played out and identify the issues addressed by the different speeches.
Share the common theme identified to going consensus.

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

Skill
in English learner’s book
Pg 250-252
Teacher’s guide.
Dictionaries.
Pg 252-253
Charts.

- Peer assessment. Oral discussion. Written questions.

Reading.

Intensive reading: visualizing and summarizing.

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

(a) Identify mental images created from a read passage,
(b) Read a passage on interesting issues,
(c) Appreciate the role of visualization and summarization in enhancing understanding of a texts.

In groups, learners are guided to:
-          Search from print sources and list down the sensory words and expressions used to create mental images in a text.
Read a passage on interesting issues and in pairs pick out the sensory words or expressions and the mental images they create in a reader.
Identify mental images created from a read passage.

Which words or expressions appeal to the five senses?

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

- Questions and answers. Oral reading. Peer assessments.

Reading.

Intensive reading: visualizing and summarizing.

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

In groups, learners are guided to:
-          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

- Oral reading. Peer assessment. Oral interviews.

Grammar in use.

Sentences: Complex sentences.

By the end of the lesson, the learner should be able to:
(a) identify subordinating conjunctions in sentences,
(b) Construct complex sentences using subordinating conjuctions learnt.
(c) Create a chart on complex sentences and display in class.
(d) Desire to construct complex sentences using subordinating conjuctions learnt.

In groups, learners are guided to:
-          In groups, use the subordinating conjuctions learnt to construct complex sentences.
In groups, display the sentences learnt on a chart.
Use subordinating conjuctions to join parts of sentences in the substation table.

What is the role of conjuctions in sentences?

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

- Self-assessment. Oral interview. Short answers.

Grammar in use.

Sentences: Complex sentences.

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

In groups, learners are guided to:
-          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.

Grade appropriate play: style (Class Reader)

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

In groups, learners are guided to:
-          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.

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

Writing.

Creative writing: Idioms.

By the end of the lesson, the learner should be able to:
(a) Explain the meaning of given idioms in different contexts,
(b) Write down a variety of idioms on a chart.
(c) Use a variety of idioms in writing narrative compositions.
(d) Encourage peers to use idioms appropriately in speech and writing.

In groups, learners are guided to:
-          Write a narrative composition the given idioms.
In groups scan through compositions of each member and create a checklist of idioms used tallying them to find out the most popular.

Which idioms are you familiar with?

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

- Self-assessment. Reading aloud. Oral presentations.

THEME 14: SPORTS -  WORLD CUP (FOOTBALL) Listening and speaking.

Intonation in sentences – question tags.

By the end of the lesson, the learner should be able to:
(a) Write the correct form of question tags in sentences.
(b) Apply question tags appropriately in communication ,
(c) Compose sentences using question tags correctly ,
(d) appreciate the importance of question tags and correct intonation in communication.

In groups, learners are guided to:
-          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:
(a) Pick out the main points discussed in a text.
(b) organize an outline of points into a coherent whole.
(c) Appreciate the importance of good summary writing skills in writing.

In groups, learners are guided to:
-          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.

- Oral discussions. Questions and answers. Peer assessment.

Reading.

Summarizing: argumentative texts (Grade appropriate text)

By the end of the lesson, the learner should be able to:
(a) explain how to write summary of a text.
(b) summarize a text correctly in their own words.
(c) realize the importance of good summary writing skills in writing.

In groups, learners are guided to:
-          Write an initial summary of a text.
In groups, search for more examples of reading passages and practice summarizing them.
Search for facts, dates and important personalities related to football world-cup and share the information on the school notice board.

Why should we learn good summary writing skills?

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

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

Grammar in use.

Sentences-Direct and indirect speech.

By the end of the lesson, the learner should be able to:
(a) Differentiate between direct and indirect speech,
(b) convert direct speech into indirect speech.
(c) use the correct punctuation marks in direct speech.
(d) Apply direct and indirect speech correctly in communication.

In groups, learners are guided to:
-          Insert the correct punctuation marks in sentences to mark direct speech.
Work in pairs to rewrite reported questions.
Work in pairs to compose sentences in direct and indirect speech.

How do we report what others have said?

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

- Short answers. Matehing tasks. Oral reading. Self-assessment. Peer assessment.

Reading.

Intensive reading: Play-Relating to real life (Class Reader) 

By the end of the lesson, the learner should be able to:
(a) Identify the characters in a play.
(b) discuss the various themes in a play.
(c) relate the characters and themes to real life,
(d) Participate in a stage performance of a play ,
(e) appreciate the beauty of performances of a literary text.

In groups, learners are guided to:
-          Read a prescribed play.
Identify the characters in a play.
Share out the roles of the various characters in a play.
Discuss the themes that are evident in the play.

What makes plays interesting?

Skill
in English learner’s book
Pg 279-282
Teacher’s guide.
Charts.
Dictionaries.
Pg 282-283

- Peer assessment. Oral discussions. Questions and answers.

Writing.

Descriptive writing (280-320 words)

By the end of the lesson, the learner should be able to:
(a) Use the correct writing process to write a composition.
(b) spell words correctly in composition writing.
(c) Appreciate the importance of creativity in writing.

In groups, learners are guided to:
-          Write sentences that describe things in the classroom using the five senses.
Write a composition on a topic related to the world cup.
Look at a set of pictures or items on the world cup provided by the teacher and write a descriptive composition based on these items.

What makes a story creative?

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

- Self-assessment. Peer assessment. Short answers

Writing.

Descriptive writing (280-320 words)

By the end of the lesson, the learner should be able to:
(a) Apply the five senses in writing descriptive compositions.
(b) display creatively and imagination in composition writing.
(c) recognize the importance of creativity in writing.

In groups, learners are guided to:
-          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.

THEME 15: TOURIST ATTRACTION SITES: WORLD Listening and speaking.

Oral reports: News-(Roleplay)

By the end of the lesson, the learner should be able to:
(a) Read a short report within a specified number of minutes ,
(b) Analyze a recorded grade appropriate oral news report ,
(c) apply the features of oral presentation for effective communication.
(d) acknowledge the importance of fluency in news report.

In groups, learners are guided to:
-          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

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

Reading.

Reading fluency.

By the end of the lesson, the learner should be able to:
(a) Review a text while ignoring unknown words,
(b) Make predictions about the characters, events and the message in a given text,
(c) skim a text to get the gist,
(d) scan a text to obtain specific information.
(d) dvocate the role of reading fluency in communication.

In groups, learners are guided to:
- Watch videos of a text being read ,
- Read the title blub of a text jointly,
- Read the first line of a paragraph or chapter to establish the subject,
- Look for specific details from a text such as title, a word, a phrase in pairs ,
- Practice timed readings in groups with fluency,
- Read a text on tourist attraction sites in the world at the right speed.
- Pronounce words and sounds accurately.
- Display the right emotions and feelings when reading a text.
- Record a text such as poem a story or newspaper article and save the recording in a digital device.

How can you tell if a text is appropriate for reading ?

Why should one read a text fluently?

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

Oral presentations. Reading aloud. Self-assessment. Peer assessment.

Grammar in use.

Sentences -Imperative commands, requests, -Exclamatory.

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

(a) Identify instances where imperative and exclamatory sentences are used correctly in printed handouts or online texts.
(b) Punctuate given texts by use of the appropriate punctuation marks,
(c) Appreciate the use of exclamatory and imperative sentences in spoken language.

In groups, learners are guided to:
-          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.
- In pairs, construct exclamatory sentences based on one of the characters in a text.

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.

Intensive reading: Poems.

By the end of the lesson, the learner should be able to:
(a) read given grade appropriate poems about tourist attraction sites (world).
(b) explain why it is important to relate ideas leant in poems to real life.
(c) appreciate the need to relate ideas in poems to real life.

In groups, learners are guided to:
-          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.

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

Reading.

Intensive reading: Poems.

By the end of the lesson, the learner should be able to:
(a) Relate ideas in poems on tourist attraction site to real life.
(b) explain the importance of relating the ideas in poems on tourist attraction sites to real life.
(c) appreciate the need to relate ideas in poems to real life.

In groups, learners are guided to:
-          Pick out the key ideas in the poems.
In groups, relate the ideas in the poem with real life experiences.
Discuss the importance of relating ideas in poems to real life experiences.

What is the role of poems in the society?

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

- Short answers. Self-assessment. Peer assessment.

Writing.

Emails.

By the end of the lesson, the learner should be able to:
(a) Identify the parts of an email.
(b) apply the elements in writing an email.
(c) appreciate the importance of writing emails.

The learner is guided to:
- In groups, identify the parts of an email,
- Write an email to any government road agency requesting for improvement of a road network leading to a tourist attraction site near their school,
- In pairs, exchange emails return to their friends,
 In groups, identify the parts of an email.
- rework their emails to include any elements that missing.
- Display some of the emails on the talking walls.

What is the difference between emails and letters?

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

- Oral presentation. Reading aloud. Self-assessment. Peer assessment.