SPORTS AND GAMES: POPULAR SPORTS

Grammar in Use

Clauses - Noun Clauses Beginning with 'That' and 'What'

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

- Recognise noun clauses that begin with 'that' and 'what' from a given context
- State whether given groups of words are noun clauses or complete sentences
- Use noun clauses to express thoughts clearly in conversations

The learner is guided to:
- Study sentences and take note of noun clauses
- State whether each given group of words is a noun clause or a complete sentence
- Copy sentences and underline all the noun clauses

Why is it important to use a variety of sentences in communication?

- Excelling in English Grade 10 pg. 148
- Sample sentences
- Charts
- Exercise books

- Written exercises - Oral questions - Peer assessment - Checklists

Listening and Speaking

Critical Listening - Evaluating Accuracy

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

- Evaluate information from an oral text for accuracy
- Select specific details from an oral text
- Apply critical evaluation skills when listening to advertisements or promotional content

The learner is guided to:
- Listen to a recording of a newspaper article and write down the facts and the opinions
- Work in groups to compare lists and come up with one final list
- Present the list in a graphic organiser and display for feedback

How do we verify whether information we hear is accurate?

- Excelling in English Grade 10 pg. 139
- Audio recordings
- Newspaper articles
- Graphic organisers

- Oral questions - Group assessment - Peer assessment - Checklists

Listening and Speaking

Critical Listening - Evaluating Accuracy

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

- Evaluate information from an oral text for accuracy
- Select specific details from an oral text
- Apply critical evaluation skills when listening to advertisements or promotional content

The learner is guided to:
- Listen to a recording of a newspaper article and write down the facts and the opinions
- Work in groups to compare lists and come up with one final list
- Present the list in a graphic organiser and display for feedback

How do we verify whether information we hear is accurate?

- Excelling in English Grade 10 pg. 139
- Audio recordings
- Newspaper articles
- Graphic organisers

- Oral questions - Group assessment - Peer assessment - Checklists

Reading

Intensive Reading - Making Inferences

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

- Infer the meaning of words, idioms, compound words, proverbs, and phrases in a written text
- Make connections between the events, places and characters in a text with real life
- Apply inference skills when reading novels or short stories

The learner is guided to:
- In not more than 50 words, summarise what Rat did to ensure he defeated Fish in the race
- Talk about situations where they or someone else won by coming up with a clever strategy
- Explain the meaning of expressions as used in the passage

Why do we need to read keenly?

- Excelling in English Grade 10 pg. 146
- Narrative texts
- Dictionaries
- Digital devices

- Comprehension tests - Vocabulary assessment - Peer assessment - Checklists

Writing

Functional Writing - Letters of Apology and Appreciation

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

- Write letters of apology and letters of appreciation in varied situations
- Use appropriate language and tone in formal letters
- Write professional letters for job applications or complaint resolution

The learner is guided to:
- Study sample letters of apology and appreciation
- Identify the language used (polite, clear, formal)
- Write a letter of appreciation to a games teacher who has been a source of support

How can we express regret or gratitude effectively in writing?

- Excelling in English Grade 10 pg. 151
- Sample letters
- Writing materials
- Digital devices

- Written assessment - Peer assessment - Rubrics - Portfolio evaluation

Grammar in Use

Clauses - Noun Clauses as Subjects

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

- Use noun clauses that begin with 'that' and 'what' in varied contexts
- Demonstrate the ability to use noun clauses as subjects in sentences
- Express opinions and facts clearly using noun clauses in debates or discussions

The learner is guided to:
- Read a dialogue and identify the noun clauses
- Complete noun clauses in sentences using items from a box
- Display the completed sentences on a chart in the classroom

How do noun clauses help us express our thoughts more precisely?

- Excelling in English Grade 10 pg. 149
- Dialogues
- Charts
- Digital devices

- Written exercises - Oral questions - Peer assessment - Checklists

Grammar in Use

Clauses - Noun Clauses as Subjects

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

- Use noun clauses that begin with 'that' and 'what' in varied contexts
- Demonstrate the ability to use noun clauses as subjects in sentences
- Express opinions and facts clearly using noun clauses in debates or discussions

The learner is guided to:
- Read a dialogue and identify the noun clauses
- Complete noun clauses in sentences using items from a box
- Display the completed sentences on a chart in the classroom

How do noun clauses help us express our thoughts more precisely?

- Excelling in English Grade 10 pg. 149
- Dialogues
- Charts
- Digital devices

- Written exercises - Oral questions - Peer assessment - Checklists

Listening and Speaking

Speaking Fluency - Sounds /f/, /ŋ/ and Consonant Blend /ŋɡ/

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

- Articulate the consonant sound /ŋ/ and consonant blends ng as well as different realisations of sound /f/
- Distinguish between similar sounds for clarity
- Pronounce words correctly when giving sports commentary or announcements

The learner is guided to:
- Work in groups and say words with f, ff, ph and gh paying attention to pronunciation
- Write down other words spelt with f, ff, ph and gh and take turns to say them
- Make tongue twisters using words that have f, ff, ph and gh

Why is it important to articulate sounds correctly?

- Excelling in English Grade 10 pg. 140
- Word lists
- Tongue twisters
- Digital devices

- Oral presentation - Peer assessment - Observation - Checklists

Reading

Intensive Reading - Shades of Meaning

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

- Summarise information from a text for comprehension
- Distinguish between denotative and connotative meanings of words
- Interpret figurative language in poems, songs, or advertisements

The learner is guided to:
- Study words and answer questions about their literal and associated meanings
- Place words under what they normally associate them with in a table
- Write down the meaning of words used in the narrative

How do words carry different meanings in different contexts?

- Excelling in English Grade 10 pg. 147
- Dictionaries
- Narrative texts
- Charts

- Vocabulary tests - Written questions - Peer assessment - Checklists

Reading

Intensive Reading - Shades of Meaning

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

- Summarise information from a text for comprehension
- Distinguish between denotative and connotative meanings of words
- Interpret figurative language in poems, songs, or advertisements

The learner is guided to:
- Study words and answer questions about their literal and associated meanings
- Place words under what they normally associate them with in a table
- Write down the meaning of words used in the narrative

How do words carry different meanings in different contexts?

- Excelling in English Grade 10 pg. 147
- Dictionaries
- Narrative texts
- Charts

- Vocabulary tests - Written questions - Peer assessment - Checklists

Writing

Functional Writing - Letters of Acceptance and Emails

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

- Write letters of acceptance in varied situations
- Compose emails for different purposes while demonstrating netiquette
- Write professional emails for job inquiries or formal requests

The learner is guided to:
- Study sample letters of acceptance and emails
- Search from books or the Internet for steps to follow when writing and sending an email
- Write an apology to a coach in form of an email

How do we communicate effectively through digital platforms?

- Excelling in English Grade 10 pg. 154
- Sample emails
- Digital devices
- Internet access

- Written assessment - Email composition - Peer assessment - Rubrics

Writing

Functional Writing - Letters of Acceptance and Emails

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

- Write letters of acceptance in varied situations
- Compose emails for different purposes while demonstrating netiquette
- Write professional emails for job inquiries or formal requests

The learner is guided to:
- Study sample letters of acceptance and emails
- Search from books or the Internet for steps to follow when writing and sending an email
- Write an apology to a coach in form of an email

How do we communicate effectively through digital platforms?

- Excelling in English Grade 10 pg. 154
- Sample emails
- Digital devices
- Internet access

- Written assessment - Email composition - Peer assessment - Rubrics

Writing

Functional Writing - Letters of Acceptance and Emails

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

- Write letters of acceptance in varied situations
- Compose emails for different purposes while demonstrating netiquette
- Write professional emails for job inquiries or formal requests

The learner is guided to:
- Study sample letters of acceptance and emails
- Search from books or the Internet for steps to follow when writing and sending an email
- Write an apology to a coach in form of an email

How do we communicate effectively through digital platforms?

- Excelling in English Grade 10 pg. 154
- Sample emails
- Digital devices
- Internet access

- Written assessment - Email composition - Peer assessment - Rubrics

Grammar in Use

Clauses - Using Noun Clauses in Communication

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

- Use noun clauses as subjects in a variety of sentence contexts
- Create short plays or dialogues using noun clauses
- Express complex ideas using noun clauses in essays or reports

The learner is guided to:
- Work in groups and come up with a short play on favourite sport using noun clauses as subjects
- Perform the play for the class
- Use each given noun clause as a subject in a sentence

How can we use noun clauses to express complex ideas?

- Excelling in English Grade 10 pg. 150
- Play scripts
- Performance space
- Digital devices

- Performance assessment - Written exercises - Peer assessment - Checklists

Grammar in Use

Clauses - Using Noun Clauses in Communication

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

- Use noun clauses as subjects in a variety of sentence contexts
- Create short plays or dialogues using noun clauses
- Express complex ideas using noun clauses in essays or reports

The learner is guided to:
- Work in groups and come up with a short play on favourite sport using noun clauses as subjects
- Perform the play for the class
- Use each given noun clause as a subject in a sentence

How can we use noun clauses to express complex ideas?

- Excelling in English Grade 10 pg. 150
- Play scripts
- Performance space
- Digital devices

- Performance assessment - Written exercises - Peer assessment - Checklists

HEALTH AND SAFETY: PERSONAL SAFETY

Listening and Speaking

Intensive Listening - Interpreting Visuals

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

- Make predictions about events or characters in an oral text
- Answer direct and inferential questions for listening comprehension
- Use visual cues to understand safety instructions or emergency procedures

The learner is guided to:
- Listen to the story of Bill Gates in a video
- Study questions based on the story and provide answers
- Make notes on relationships described in the recording

How do we get meaning from an oral text?

- Excelling in English Grade 10 pg. 158
- Video recordings
- Digital devices
- Note-taking materials

- Oral questions - Written questions - Observation - Checklists

Listening and Speaking

Intensive Listening - Interpreting Visuals

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

- Make predictions about events or characters in an oral text
- Answer direct and inferential questions for listening comprehension
- Use visual cues to understand safety instructions or emergency procedures

The learner is guided to:
- Listen to the story of Bill Gates in a video
- Study questions based on the story and provide answers
- Make notes on relationships described in the recording

How do we get meaning from an oral text?

- Excelling in English Grade 10 pg. 158
- Video recordings
- Digital devices
- Note-taking materials

- Oral questions - Written questions - Observation - Checklists

Reading

Study Skills - Survey, Question, Read, Reflect, Recite, Review

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

- Use the SQ4R technique for study purposes
- Describe the steps involved in the SQ4R reading strategy
- Apply SQ4R when studying for examinations or researching topics

The learner is guided to:
- Match SQ4R steps with their explanations
- Look at the heading and sub-headings of a passage and say what it is about
- Ask questions whose answers they expect to find in the passage

How can the SQ4R technique help us study more effectively?

- Excelling in English Grade 10 pg. 165
- Passages
- Charts
- Note-taking materials

- Written questions - Peer assessment - Observation - Checklists

Writing

Creative Writing - Expository Writing

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

- Outline the parts of expository essays for information
- Write logical expository paragraphs to convey information
- Create informative articles for school newsletters or community bulletins

The learner is guided to:
- Study an expository paragraph and note the topic sentence, supporting sentences, and last sentence
- Identify the use of words that connect ideas
- Using between five and ten sentences, write a paragraph to explain something

Why is it important to use facts when discussing a topic?

- Excelling in English Grade 10 pg. 172
- Sample paragraphs
- Writing materials
- Digital devices

- Written assessment - Peer assessment - Rubrics - Portfolio evaluation

Writing

Creative Writing - Expository Writing

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

- Outline the parts of expository essays for information
- Write logical expository paragraphs to convey information
- Create informative articles for school newsletters or community bulletins

The learner is guided to:
- Study an expository paragraph and note the topic sentence, supporting sentences, and last sentence
- Identify the use of words that connect ideas
- Using between five and ten sentences, write a paragraph to explain something

Why is it important to use facts when discussing a topic?

- Excelling in English Grade 10 pg. 172
- Sample paragraphs
- Writing materials
- Digital devices

- Written assessment - Peer assessment - Rubrics - Portfolio evaluation

Grammar in Use

Clause Patterns - SV, SVO, SVOO

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

- Identify the subject, verb, object, indirect and direct object in selected sentences
- Form appropriate SV, SVO, SVOO simple sentences
- Construct clear sentences for reports or formal documents

The learner is guided to:
- Join phrases to form sentences
- Identify subjects and verb phrases in sentences
- Use books or the Internet to look for information on direct object and indirect object

How can understanding sentence structure help us communicate more clearly?

- Excelling in English Grade 10 pg. 168
- Sample sentences
- Charts
- Digital devices

- Written exercises - Oral questions - Peer assessment - Checklists

Listening and Speaking

Intensive Listening - Interpreting Non-verbal Cues

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

- Make sense of non-verbal cues during an oral presentation
- Interpret visuals such as maps, videos, posters, and diagrams to decipher messages
- Read body language effectively in conversations or interviews

The learner is guided to:
- Work in groups and take turns to read a story aloud bringing out appropriate feelings
- Discuss how the pictures help to understand the story better
- Watch a video and determine what facial expressions and gestures show

Why should we pay attention to nonverbal cues?

- Excelling in English Grade 10 pg. 159
- Videos
- Pictures
- Digital devices

- Observation - Oral questions - Group assessment - Checklists

Reading

Study Skills - Paraphrasing, Summarising and Note Making

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

- Make notes based on texts they have read
- Paraphrase and summarise information from varied descriptive texts
- Create study notes and summaries for revision purposes

The learner is guided to:
- Watch video recordings on note-making and summary writing
- Create a poster or chart showing the steps for writing a summary
- Rewrite the paragraph on vehicle-related factors in own words

Why do we paraphrase information?

- Excelling in English Grade 10 pg. 167
- Video recordings
- Passages
- Charts

- Written questions - Summary assessment - Peer assessment - Checklists

Reading

Study Skills - Paraphrasing, Summarising and Note Making

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

- Make notes based on texts they have read
- Paraphrase and summarise information from varied descriptive texts
- Create study notes and summaries for revision purposes

The learner is guided to:
- Watch video recordings on note-making and summary writing
- Create a poster or chart showing the steps for writing a summary
- Rewrite the paragraph on vehicle-related factors in own words

Why do we paraphrase information?

- Excelling in English Grade 10 pg. 167
- Video recordings
- Passages
- Charts

- Written questions - Summary assessment - Peer assessment - Checklists

Writing

Creative Writing - Argumentative (Persuasive) Writing

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

- Outline the parts of persuasive essays for information
- Write a persuasive paragraph to convince the reader about something
- Create compelling arguments for debates or opinion pieces

The learner is guided to:
- Study a persuasive paragraph and note the topic sentence, supporting sentences with evidence, and concluding sentence
- Identify the use of expert opinion, questions, and figures
- In six to ten sentences, write a paragraph to convince the reader

How can we convince a person to believe what we are saying?

- Excelling in English Grade 10 pg. 173
- Sample paragraphs
- Writing materials
- Statistics and facts

- Written assessment - Peer assessment - Debate assessment - Rubrics

Grammar in Use

Clause Patterns - Constructing Sentences

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

- Demonstrate the ability to use simple sentences in oral and written communication
- Construct six simple sentences using SV, SVO, SVOO patterns
- Write clear and well-structured sentences in formal writing

The learner is guided to:
- Study sentences and indicate the parts in each (subject, verb phrase, direct object, indirect object)
- Construct six simple sentences as instructed
- Read sentences to peers for feedback

Why should we write complete and well-formed sentences?

- Excelling in English Grade 10 pg. 170
- Sample sentences
- Charts
- Exercise books

- Written exercises - Peer assessment - Oral questions - Checklists

Listening and Speaking

Speaking Fluency - Accuracy, Expression and Speed

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

- Perform an oral narrative while demonstrating accuracy, expression, and the right speed of delivery
- Influence others to use synonyms, antonyms, and homophones accurately
- Tell engaging stories at family gatherings or cultural events

The learner is guided to:
- Watch a video or live performance of an oral narrative and describe the speaker's accuracy, expressiveness, and speed
- Collaborate with others to talk about features that make the performance effective
- Perform an oral narrative while recording themselves

How can we make our oral presentations more effective?

- Excelling in English Grade 10 pg. 162
- Oral narratives
- Recording devices
- Digital devices

- Performance assessment - Peer review - Recording evaluation - Rubrics

Listening and Speaking

Speaking Fluency - Accuracy, Expression and Speed

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

- Perform an oral narrative while demonstrating accuracy, expression, and the right speed of delivery
- Influence others to use synonyms, antonyms, and homophones accurately
- Tell engaging stories at family gatherings or cultural events

The learner is guided to:
- Watch a video or live performance of an oral narrative and describe the speaker's accuracy, expressiveness, and speed
- Collaborate with others to talk about features that make the performance effective
- Perform an oral narrative while recording themselves

How can we make our oral presentations more effective?

- Excelling in English Grade 10 pg. 162
- Oral narratives
- Recording devices
- Digital devices

- Performance assessment - Peer review - Recording evaluation - Rubrics

Reading

Study Skills - Writing Summaries

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

- Summarise information from varied descriptive texts or articles to enhance understanding
- Apply summarising skills for research projects or presentations
- Create concise summaries for research projects or presentations

The learner is guided to:
- Outline the steps of writing a summary
- Make notes from the text on road crashes
- Write a summary from the notes in not more than 50 words

How can we write a summary that is informative?

- Excelling in English Grade 10 pg. 167
- Descriptive texts
- Note-taking materials
- Digital devices

- Summary assessment - Written questions - Peer assessment - Checklists

Reading

Study Skills - Writing Summaries

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

- Summarise information from varied descriptive texts or articles to enhance understanding
- Apply summarising skills for research projects or presentations
- Create concise summaries for research projects or presentations

The learner is guided to:
- Outline the steps of writing a summary
- Make notes from the text on road crashes
- Write a summary from the notes in not more than 50 words

How can we write a summary that is informative?

- Excelling in English Grade 10 pg. 167
- Descriptive texts
- Note-taking materials
- Digital devices

- Summary assessment - Written questions - Peer assessment - Checklists

Writing

Creative Writing - Argumentative and Expository Essays

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

- Create a grade-appropriate expository or persuasive essay
- Follow the writing process to draft, revise, and proofread essays
- Write well-structured essays for academic assignments or competitions

The learner is guided to:
- Brainstorm ideas on possible topics that explain a process or persuade the reader
- Plan the essay including detailed explanations or convincing figures
- Draft, revise, and proofread the entire essay

How do we organize ideas effectively in an essay?

- Excelling in English Grade 10 pg. 175
- Sample essays
- Writing materials
- Digital devices

- Essay assessment - Peer assessment - Portfolio evaluation - Rubrics

Writing

Creative Writing - Argumentative and Expository Essays

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

- Create a grade-appropriate expository or persuasive essay
- Follow the writing process to draft, revise, and proofread essays
- Write well-structured essays for academic assignments or competitions

The learner is guided to:
- Brainstorm ideas on possible topics that explain a process or persuade the reader
- Plan the essay including detailed explanations or convincing figures
- Draft, revise, and proofread the entire essay

How do we organize ideas effectively in an essay?

- Excelling in English Grade 10 pg. 175
- Sample essays
- Writing materials
- Digital devices

- Essay assessment - Peer assessment - Portfolio evaluation - Rubrics

Writing

Creative Writing - Argumentative and Expository Essays

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

- Create a grade-appropriate expository or persuasive essay
- Follow the writing process to draft, revise, and proofread essays
- Write well-structured essays for academic assignments or competitions

The learner is guided to:
- Brainstorm ideas on possible topics that explain a process or persuade the reader
- Plan the essay including detailed explanations or convincing figures
- Draft, revise, and proofread the entire essay

How do we organize ideas effectively in an essay?

- Excelling in English Grade 10 pg. 175
- Sample essays
- Writing materials
- Digital devices

- Essay assessment - Peer assessment - Portfolio evaluation - Rubrics

Grammar in Use

Sentence Types - Simple and Compound Sentences

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

- Use coordinating conjunctions (for, and, nor, but, or, yet, so) to join simple sentences
- Identify simple and compound sentences in texts
- Write varied sentences for essays and formal documents

The learner is guided to:
- Join pairs of sentences using the coordinating conjunctions given in brackets
- Identify simple and compound sentences from a paragraph
- Write a paragraph on health and safety using both simple and compound sentences

How does using different sentence types improve our writing?

- Excelling in English Grade 10 pg. 171
- Paragraphs
- Charts
- Exercise books

- Written exercises - Peer assessment - Paragraph assessment - Checklists

Grammar in Use

Sentence Types - Simple and Compound Sentences

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

- Use coordinating conjunctions (for, and, nor, but, or, yet, so) to join simple sentences
- Identify simple and compound sentences in texts
- Write varied sentences for essays and formal documents

The learner is guided to:
- Join pairs of sentences using the coordinating conjunctions given in brackets
- Identify simple and compound sentences from a paragraph
- Write a paragraph on health and safety using both simple and compound sentences

How does using different sentence types improve our writing?

- Excelling in English Grade 10 pg. 171
- Paragraphs
- Charts
- Exercise books

- Written exercises - Peer assessment - Paragraph assessment - Checklists

INCOME: TYPES AND SOURCES

Listening and Speaking

Selective Listening - Filtering and Extracting Information

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

- Identify strategies for listening to specific details from an oral text
- Filter out unwanted information during an oral presentation
- Extract key information when listening to instructions or announcements

The learner is guided to:
- Listen to a recording of a telephone conversation and identify what it is about
- Write down answers to specific questions about the recording
- Compare answers with another classmate's

How can we focus as we listen to a speaker?

- Excelling in English Grade 10 pg. 178
- Audio recordings
- Digital devices
- Note-taking materials

- Oral questions - Written questions - Peer assessment - Checklists

Listening and Speaking

Selective Listening - Filtering and Extracting Information

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

- Identify strategies for listening to specific details from an oral text
- Filter out unwanted information during an oral presentation
- Extract key information when listening to instructions or announcements

The learner is guided to:
- Listen to a recording of a telephone conversation and identify what it is about
- Write down answers to specific questions about the recording
- Compare answers with another classmate's

How can we focus as we listen to a speaker?

- Excelling in English Grade 10 pg. 178
- Audio recordings
- Digital devices
- Note-taking materials

- Oral questions - Written questions - Peer assessment - Checklists

Reading

Critical/Close Reading - Purpose, Audience and Attitude

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

- Analyse the audience, purpose, and attitude of a text
- Describe different purposes for writing (educate, inform, persuade, entertain)
- Identify target audience when reading advertisements or public notices

The learner is guided to:
- Work in pairs and explain the different purposes for writing
- Read the notes on writer's purpose, audience, and attitude
- Imagine being asked to make a speech and discuss why it is useful to know the audience

For whom was this passage written?

- Excelling in English Grade 10 pg. 185
- Sample texts
- Charts
- Digital devices

- Written questions - Oral questions - Peer assessment - Checklists

Writing

Functional Writing - Reminders

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

- Describe the format of a reminder for information
- Write reminders for monitoring daily activities
- Create personal reminders for time management and task completion

The learner is guided to:
- Work in groups and talk about the use of shopping lists, packing lists, diaries, calendars, and planners
- Search from books or the Internet for features of a reminder
- Prepare a reminder of things to do on an important day

Why do people write reminders?

- Excelling in English Grade 10 pg. 198
- Sample reminders
- Calendars
- Digital devices

- Written assessment - Peer assessment - Observation - Checklists

Grammar in Use

Sentences - Active Voice and Passive Voice

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

- Identify active and passive voice sentences in texts
- Distinguish between sentences where the subject performs the action and where it receives the action
- Recognize when to use active or passive voice in different writing contexts

The learner is guided to:
- Study pairs of sentences and answer questions about where the doers of action appear
- Search from books or the Internet for information on differences between active and passive sentences
- Listen to sentences and indicate whether active or passive

When do we use active voice and when do we use passive voice?

- Excelling in English Grade 10 pg. 191
- Sample sentences
- Charts
- Digital devices

- Written exercises - Oral questions - Peer assessment - Checklists

Listening and Speaking

Selective Listening - Characters, Events and Messages

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

- Extract specific information such as characters and the message from an oral text
- Embrace the importance of listening for information in an oral context
- Take accurate notes during lectures or meetings

The learner is guided to:
- Listen to the oral narrative 'All Stories are Anansi's' and answer questions
- Work in groups and act out a scene at a busy train station picking out specific information
- Listen to an oral narrative related to the theme and select specific information

Why is it important to pick out specific details during an oral presentation?

- Excelling in English Grade 10 pg. 178
- Oral narratives
- Audio recordings
- Role play materials

- Oral questions - Role play assessment - Peer assessment - Checklists

Listening and Speaking

Selective Listening - Characters, Events and Messages

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

- Extract specific information such as characters and the message from an oral text
- Embrace the importance of listening for information in an oral context
- Take accurate notes during lectures or meetings

The learner is guided to:
- Listen to the oral narrative 'All Stories are Anansi's' and answer questions
- Work in groups and act out a scene at a busy train station picking out specific information
- Listen to an oral narrative related to the theme and select specific information

Why is it important to pick out specific details during an oral presentation?

- Excelling in English Grade 10 pg. 178
- Oral narratives
- Audio recordings
- Role play materials

- Oral questions - Role play assessment - Peer assessment - Checklists

Reading

Critical/Close Reading - Interpreting Vocabulary

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

- Infer the meaning of grade-appropriate transparent phrasal verbs and binomial expressions using context clues
- Make short notes by annotating in the margins or notebook
- Understand and use common expressions in business or professional contexts

The learner is guided to:
- Use an online or offline dictionary to find the meaning of binomial expressions
- Make sentences using binomial expressions
- Find the meaning of phrasal verbs and use them in sentences

How does reading a text multiple times enhance our understanding?

- Excelling in English Grade 10 pg. 187
- Dictionaries
- Sample texts
- Digital devices

- Vocabulary tests - Written questions - Peer assessment - Checklists

Writing

Functional Writing - Short Reports

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

- Describe the format of incident and newspaper reports for information
- Write reports using chronological or inverted pyramid approach
- Write incident reports for workplace or school situations

The learner is guided to:
- Read the Information Corner on two main ways of writing a simple report
- Study the sample incident report and identify its features
- Write an incident report about a school event

How do we write reports that are clear and informative?

- Excelling in English Grade 10 pg. 194
- Sample reports
- Writing materials
- Digital devices

- Written assessment - Peer assessment - Rubrics - Portfolio evaluation

Writing

Functional Writing - Short Reports

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

- Describe the format of incident and newspaper reports for information
- Write reports using chronological or inverted pyramid approach
- Write incident reports for workplace or school situations

The learner is guided to:
- Read the Information Corner on two main ways of writing a simple report
- Study the sample incident report and identify its features
- Write an incident report about a school event

How do we write reports that are clear and informative?

- Excelling in English Grade 10 pg. 194
- Sample reports
- Writing materials
- Digital devices

- Written assessment - Peer assessment - Rubrics - Portfolio evaluation

Grammar in Use

Sentences - Using Passive Voice

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

- Construct active and passive sentences in oral and written texts
- Rewrite sentences from active to passive voice and vice versa
- Use passive voice appropriately in formal reports or scientific writing

The learner is guided to:
- Rewrite sentences as instructed, changing from active to passive and vice versa
- Construct sentences using given verb phrases
- Write a paragraph about types and sources of income using active and passive voice

How does using passive voice change the focus of a sentence?

- Excelling in English Grade 10 pg. 192
- Sample sentences
- Exercise books
- Charts

- Written exercises - Peer assessment - Paragraph assessment - Checklists

Listening and Speaking

Speaking Fluency - Sounds /ð/ and /θ/ and Intonation

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

- Articulate the consonant sounds /ð/ and /θ/ in oral communication
- Use rising and falling intonation in different sentences to bring out different meanings
- Speak clearly when giving presentations or participating in discussions

The learner is guided to:
- Take turns to say words with /ð/ and /θ/ sounds
- Work with peers to say tongue twisters fast
- Read notes on kinds of sentences and types of intonation

Why is it important to accurately pronounce sounds?

- Excelling in English Grade 10 pg. 179
- Word lists
- Tongue twisters
- Audio recordings

- Oral presentation - Peer assessment - Observation - Checklists

Reading

Critical/Close Reading - Purpose and Structure

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

- Examine the structure and form of a short text
- Identify how the writer's purpose affects what is said and how it is said
- Analyse texts critically for academic research or media literacy

The learner is guided to:
- Read a speech about types and sources of income
- Identify which purposes were more important to the writer and why
- Role play the speech to the identified audience

How does understanding the writer's purpose help us interpret a text?

- Excelling in English Grade 10 pg. 188
- Speeches
- Sample texts
- Digital devices

- Written questions - Role play assessment - Peer assessment - Checklists

Reading

Critical/Close Reading - Purpose and Structure

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

- Examine the structure and form of a short text
- Identify how the writer's purpose affects what is said and how it is said
- Analyse texts critically for academic research or media literacy

The learner is guided to:
- Read a speech about types and sources of income
- Identify which purposes were more important to the writer and why
- Role play the speech to the identified audience

How does understanding the writer's purpose help us interpret a text?

- Excelling in English Grade 10 pg. 188
- Speeches
- Sample texts
- Digital devices

- Written questions - Role play assessment - Peer assessment - Checklists

Reading

Critical/Close Reading - Purpose and Structure

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

- Examine the structure and form of a short text
- Identify how the writer's purpose affects what is said and how it is said
- Analyse texts critically for academic research or media literacy

The learner is guided to:
- Read a speech about types and sources of income
- Identify which purposes were more important to the writer and why
- Role play the speech to the identified audience

How does understanding the writer's purpose help us interpret a text?

- Excelling in English Grade 10 pg. 188
- Speeches
- Sample texts
- Digital devices

- Written questions - Role play assessment - Peer assessment - Checklists

Writing

Functional Writing - Questionnaires

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

- Design questionnaires for gathering information from various sources
- Identify different types of questions (close-ended, open-ended, multiple choice, rating)
- Create surveys for school projects or community research

The learner is guided to:
- Search from the Internet and in books for uses and features of a questionnaire
- Study sample questionnaires and identify different types of questions
- Define the objective of information to collect and come up with appropriate questions

How do we design effective questionnaires for gathering information?

- Excelling in English Grade 10 pg. 199
- Sample questionnaires
- Digital devices
- Writing materials

- Written assessment - Questionnaire design - Peer assessment - Rubrics

Writing

Functional Writing - Questionnaires

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

- Design questionnaires for gathering information from various sources
- Identify different types of questions (close-ended, open-ended, multiple choice, rating)
- Create surveys for school projects or community research

The learner is guided to:
- Search from the Internet and in books for uses and features of a questionnaire
- Study sample questionnaires and identify different types of questions
- Define the objective of information to collect and come up with appropriate questions

How do we design effective questionnaires for gathering information?

- Excelling in English Grade 10 pg. 199
- Sample questionnaires
- Digital devices
- Writing materials

- Written assessment - Questionnaire design - Peer assessment - Rubrics

Grammar in Use

Sentences - Subject-Verb Agreement

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

- Explain the basic rules of subject-verb agreement in sentences
- Apply the rules of subject-verb agreement when using count and non-count nouns
- Write grammatically correct sentences for formal documents and academic work

The learner is guided to:
- Place nouns in the correct column (count nouns - singular/plural, non-count nouns)
- Study sentences and answer questions about singular and plural subjects and verbs
- Choose the correct verb to complete each sentence

Why is it important to ensure that subjects and verbs agree in sentences?

- Excelling in English Grade 10 pg. 189
- Sample sentences
- Charts
- Exercise books

- Written exercises - Oral questions - Peer assessment - Checklists

Grammar in Use

Sentences - Subject-Verb Agreement

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

- Explain the basic rules of subject-verb agreement in sentences
- Apply the rules of subject-verb agreement when using count and non-count nouns
- Write grammatically correct sentences for formal documents and academic work

The learner is guided to:
- Place nouns in the correct column (count nouns - singular/plural, non-count nouns)
- Study sentences and answer questions about singular and plural subjects and verbs
- Choose the correct verb to complete each sentence

Why is it important to ensure that subjects and verbs agree in sentences?

- Excelling in English Grade 10 pg. 189
- Sample sentences
- Charts
- Exercise books

- Written exercises - Oral questions - Peer assessment - Checklists

Grammar in Use

Sentences - Subject-Verb Agreement

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

- Explain the basic rules of subject-verb agreement in sentences
- Apply the rules of subject-verb agreement when using count and non-count nouns
- Write grammatically correct sentences for formal documents and academic work

The learner is guided to:
- Place nouns in the correct column (count nouns - singular/plural, non-count nouns)
- Study sentences and answer questions about singular and plural subjects and verbs
- Choose the correct verb to complete each sentence

Why is it important to ensure that subjects and verbs agree in sentences?

- Excelling in English Grade 10 pg. 189
- Sample sentences
- Charts
- Exercise books

- Written exercises - Oral questions - Peer assessment - Checklists