CULTURE: VALUES AND BELIEFS

Listening and Speaking
Reading

Responsive Listening - Connecting with a Speaker
Reading Fluency - Speed, Accuracy and Prosody

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

- Outline techniques of listening actively for information
- Focus on a speaker to avoid distractions
- Apply responsive listening skills in daily conversations

The learner is guided to:
- Paraphrase by summarising the speaker's points in own words
- Ask clarifying questions on unclear aspects of a conversation
- Give and receive feedback in a constructive and respectful manner
- Focus on a speaker to avoid interruptions

Why is it important to actively respond to what is being said?

- Excelling in English Grade 10 pg. 116
- Audio recordings
- Digital devices
- Charts
- Excelling in English Grade 10 pg. 123
- Audio books
- Flashcards

- Observation - Oral questions - Peer assessment - Checklists

Writing
Grammar in Use

Creative Writing - Narrative Essays
Word Classes - Relative Pronouns

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

- Outline the structure of narrative compositions for information
- Identify features of narrative essays in sample texts
- Use narrative writing techniques in personal storytelling

The learner is guided to:
- Listen to or read a narrative together with peers
- Pick out the features of narrative essays
- Discuss the beginning, body and ending of the narrative
- Brainstorm topics for narrative essays

How can you make a narrative composition interesting?

- Excelling in English Grade 10 pg. 135
- Sample narrative essays
- Charts
- Digital devices
- Excelling in English Grade 10 pg. 126
- Crossword puzzles

- Written questions - Peer assessment - Checklists - Portfolio assessment

Listening and Speaking
Reading

Responsive Listening - Showing Empathy and Avoiding Distractions
Reading Fluency - Pitch, Pace, Volume and Intonation

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

- Relate oral texts to individual experiences for critical thinking
- Build empathy during a conversation
- Apply empathetic listening when supporting friends or family members

The learner is guided to:
- Connect with a speaker's feelings to show respect for their emotions
- Use phrases like "I understand how you feel" or "that must have been hard for you" to show empathy
- Team up with others to listen to audio recordings and show empathy

How can we show that we value and understand others when listening?

- Excelling in English Grade 10 pg. 117
- Audio recordings
- Role play materials
- Digital devices
- Excelling in English Grade 10 pg. 124
- Choral verses

- Observation - Role play assessment - Peer assessment - Checklists

Writing
Grammar in Use

Creative Writing - Drafting Narrative Essays
Clauses - Relative Clauses

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

- Write a narrative paragraph to tell a story or recount an event
- Use vivid language and sensory details for clarity of writing
- Create engaging stories for school magazines or personal journals

The learner is guided to:
- Pick one event and write down the characters, setting and sequence of events
- Write down an outline of the essay
- Write a narrative essay on a family event
- Read each other's essays for feedback

Why are sensory details and vivid descriptions important in composition writing?

- Excelling in English Grade 10 pg. 136
- Sample essays
- Writing materials
- Digital devices
- Excelling in English Grade 10 pg. 127
- Charts
- Pictures

- Written assessment - Peer assessment - Portfolio evaluation - Assessment rubrics

Listening and Speaking

Speaking Fluency - Word Stress

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

- Distinguish word classes based on the placement of stress
- Stress disyllabic words correctly in oral communication
- Apply correct stress patterns when giving speeches or making announcements

The learner is guided to:
- Listen to a recording and note the part of the word that is stressed
- Say whether each highlighted word is used as a noun or a verb based on stress
- Come up with a list of words that are stressed on the second syllable for both noun and verb

Why is it important to stress words correctly?

- Excelling in English Grade 10 pg. 120
- Audio recordings
- Digital devices
- Word lists

- Oral presentation - Peer assessment - Observation - Checklists

Reading

Reading Fluency - Expressive Reading

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

- Participate in echo reading and reader's theatre activities
- Record reading sessions and share them on digital platforms
- Use expressive reading techniques when reading stories to younger learners

The learner is guided to:
- Participate in echo reading of a given poem while bringing out feelings and emotions appropriately
- Record the reading sessions and share them on digital platforms
- Take part in a reader's theatre by selecting a poem or narrative and assigning portions to read

How does practising reading aloud improve our communication skills?

- Excelling in English Grade 10 pg. 125
- Poems and narratives
- Recording devices
- Digital platforms

- Performance assessment - Peer review - Recording evaluation - Checklists

Writing

Creative Writing - Descriptive Essays

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

- Create a descriptive paragraph to talk about a person, place, object, or event in detail
- Use similes, metaphors and sensory language in descriptive writing
- Write vivid descriptions for creative projects or travel journals

The learner is guided to:
- Read descriptive essays and identify similes, metaphors, and descriptions of sound, smell, taste, sight, and touch
- Generate a list of words that relate to the five senses
- Write a descriptive essay about a cultural event

How do sensory details help readers visualize what we describe?

- Excelling in English Grade 10 pg. 131
- Sample descriptive essays
- Mind maps
- Charts

- Written assessment - Peer assessment - Portfolio evaluation - Rubrics

Grammar in Use
Listening and Speaking

Clauses - Adverbial Clauses of Time and Reason
Critical Listening - Distinguishing Facts and Opinions

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

- Use adverbial clauses of place, time, and reason to express different meanings
- Construct sentences featuring adverbial clauses
- Apply adverbial clauses when explaining events or giving reasons in daily communication

The learner is guided to:
- Search from books or the Internet for information on adverbial clauses of time and reason
- Identify clauses which show when something happened and ones that show why
- Complete sentences using adverbial clauses from a substitution table

When do we use adverbial clauses to explain our actions?

- Excelling in English Grade 10 pg. 130
- Substitution tables
- Charts
- Digital devices
- Excelling in English Grade 10 pg. 138
- Audio recordings
- Graphic organisers

- Written exercises - Peer assessment - Oral questions - Checklists

SPORTS AND GAMES: POPULAR SPORTS

Reading
Writing

Intensive Reading - Comprehension Strategies
Functional Writing - Letter Structure

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

- Make predictions about events, people, and places in a text
- Answer direct and inferential questions from a text
- Use prediction skills when reading news articles or sports reports

The learner is guided to:
- Study pictures and write down predictions about where and when the picture was taken
- Match reading strategies with their explanations
- Read the narrative "The Race is not to the Swift" and verify predictions

What strategies can one use to enhance their understanding of a text?

- Excelling in English Grade 10 pg. 144
- Pictures
- Narrative texts
- Digital devices
- Excelling in English Grade 10 pg. 150
- Sample letters
- Charts

- Written questions - Comprehension tests - Peer assessment - Checklists

Grammar in Use
Listening and Speaking

Clauses - Noun Clauses Beginning with 'That' and 'What'
Critical Listening - Evaluating Accuracy

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

- Written exercises - Oral questions - Peer assessment - Checklists

Reading
Writing

Intensive Reading - Making Inferences
Functional Writing - Letters of Apology and Appreciation

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

- Comprehension tests - Vocabulary assessment - Peer assessment - Checklists

Grammar in Use
Listening and Speaking

Clauses - Noun Clauses as Subjects
Speaking Fluency - Sounds /f/, /ŋ/ and Consonant Blend /ŋɡ/

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

- Written exercises - Oral 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

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
Reading

Intensive Listening - Interpreting Visuals
Study Skills - Survey, Question, Read, Reflect, Recite, Review

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
- Excelling in English Grade 10 pg. 165
- Passages
- Charts

- Oral questions - Written questions - Observation - Checklists

Writing
Grammar in Use

Creative Writing - Expository Writing
Clause Patterns - SV, SVO, SVOO

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

- Written assessment - Peer assessment - Rubrics - Portfolio evaluation

Listening and Speaking
Reading

Intensive Listening - Interpreting Non-verbal Cues
Study Skills - Paraphrasing, Summarising and Note Making

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

- Observation - Oral questions - Group assessment - Checklists

Writing
Grammar in Use

Creative Writing - Argumentative (Persuasive) Writing
Clause Patterns - Constructing Sentences

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

- Written assessment - Peer assessment - Debate assessment - 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

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
Listening and Speaking

Sentence Types - Simple and Compound Sentences
Selective Listening - Filtering and Extracting Information

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

- Written exercises - Peer assessment - Paragraph assessment - Checklists

INCOME: TYPES AND SOURCES

Reading
Writing

Critical/Close Reading - Purpose, Audience and Attitude
Functional Writing - Reminders

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

- Written questions - Oral questions - Peer assessment - Checklists

Grammar in Use
Listening and Speaking

Sentences - Active Voice and Passive Voice
Selective Listening - Characters, Events and Messages

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

- Written exercises - Oral questions - Peer assessment - Checklists

Reading
Writing

Critical/Close Reading - Interpreting Vocabulary
Functional Writing - Short Reports

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

- Vocabulary tests - Written questions - Peer assessment - Checklists

Grammar in Use
Listening and Speaking

Sentences - Using Passive Voice
Speaking Fluency - Sounds /ð/ and /θ/ and Intonation

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

- Written exercises - Peer assessment - Paragraph 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

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