POLLUTION

Listening and Speaking

Listening Comprehension

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

- Identify the main idea from a cause and effect text.
- Pinpoint specific information from a cause and effect text.
- Acknowledge the importance of listening for detail.

The learner is guided to:
- Listen carefully as the teacher reads an oral text.
- Give answers to questions about the main idea and other ideas presented in the text.
- Discuss what to look out for when listening to a text.
- Listen to the passage "Plastics" and identify the ideas presented.
- Answer oral questions based on the passage.

What should one look for when listening to a text?

Moran Skills in English pg. 32
Audio recordings
Digital devices
Lesson notes

Oral questions Assessment rubrics Checklists Written questions

Listening and Speaking

Listening Comprehension

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

- Infer the meanings of unfamiliar words using context clues.
- Relate cause and effect in a listening text.
- Value the role of careful listening in communication.

The learner is guided to:
- Complete a table using information from the text on pollution, following key words like "therefore," "because," "as a result."
- Give the meaning of specific words as used in the listening text.
- Construct sentences using the words.
- Make a list of unfamiliar words and practice pronouncing them correctly.
- Look up the meaning of words from an online or printed dictionary.
- Discuss the benefits of listening for details.

Why should we listen keenly?

Moran Skills in English pg. 33
Dictionary
Digital devices
Resource person

Fill in gaps Oral questions Vocabulary exercises Group discussions

Reading

Intensive Reading

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

- Answer questions based on a given text correctly.
- Identify the key events in a passage.
- Appreciate the value of reading to gather information.

The learner is guided to:
- Look at pictures in the passage "Saving River Kabuku" and predict events.
- Read the passage silently to internalize the information.
- Retell the story in their own words.
- Tell peers what they have learned from the story.
- Read the text aloud in turns as they answer oral questions.

How can one improve the way they read?

Moran Skills in English pg. 33
Digital devices
Lesson notes
Teacher's guide

Oral questions Checklists Written questions Assessment rubrics

Reading

Intensive Reading

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

- Answer questions based on a given text correctly.
- Identify the key events in a passage.
- Appreciate the value of reading to gather information.

The learner is guided to:
- Look at pictures in the passage "Saving River Kabuku" and predict events.
- Read the passage silently to internalize the information.
- Retell the story in their own words.
- Tell peers what they have learned from the story.
- Read the text aloud in turns as they answer oral questions.

How can one improve the way they read?

Moran Skills in English pg. 33
Digital devices
Lesson notes
Teacher's guide

Oral questions Checklists Written questions Assessment rubrics

Reading

Intensive Reading

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

- Infer meanings of words in a given text correctly.
- Relate the text to real-life experiences.
- Acknowledge the importance of good reading skills in life.

The learner is guided to:
- Answer direct and inferential questions based on the passage "Saving River Kabuku."
- Retell events in the story in the order in which they occurred.
- Role-play the learners' discussion about River Kabuku.
- Tell a classmate the meaning of words based on the first picture in the passage.
- Explain the meaning of given words as used in the passage.
- Find synonyms for words in the same sentence in which they are used.

Which skills should one use in order to read effectively?

Moran Skills in English pg. 35
Dictionary
Digital devices
Reference materials

Written questions Oral presentations Role play Peer assessment

Grammar in Use

Word Classes: Primary Auxiliaries

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

- Identify primary auxiliary verbs in a text.
- Explain the functions of primary auxiliary verbs.
- Value the role of auxiliary verbs in communication.

The learner is guided to:
- Read the passage "Learning a new word."
- Study the words in bold in the first paragraph and determine their functions.
- Discuss the functions of verbs in sentences.
- Note that the verbs be, do, and have are primary auxiliary verbs that can be used both as main verbs and as helping verbs.
- Identify other primary auxiliary verbs from the text.
- Search for information on the functions of primary auxiliary verbs.

What are the functions of verbs in sentences?

Moran Skills in English pg. 37
Digital devices
Reference materials
Sample texts

Written exercises Gap-filling exercises Sentence construction Group work evaluation

Grammar in Use

Word Classes: Primary Auxiliaries

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

- Use primary auxiliary verbs in sentences correctly.
- Distinguish between auxiliary verbs used as helping verbs and main verbs.
- Appreciate the importance of primary auxiliary verbs in communication.

The learner is guided to:
- Write sentences using each of the primary auxiliary verbs identified in the text.
- Copy and fill in a table by writing sentences using primary auxiliary verbs for different functions.
- Imagine being Furaha in the passage "Saving River Kabuku" and construct sentences about plans to save the river using primary auxiliary verbs.
- Fill in blank spaces in sentences using the appropriate forms of the verbs do, be, and have.
- Write a paragraph on environmental conservation using primary auxiliary verbs.

What are the different uses of primary auxiliary verbs?

Moran Skills in English pg. 39
Digital devices
Charts
Reference materials

Written exercises Sentence construction Paragraph writing Gap-filling exercises Peer assessment

Reading

Intensive Reading: Poetry

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

- Identify the aspects of structure in a given poem.
- Recognize recurring patterns in the poem.
- Value the aesthetic quality of poetic structure.

The learner is guided to:
- Read the poem "Hey, stop!" in groups.
- Answer questions based on the poem about the title, persona, audience, and messages.
- Study the poem and identify the number of stanzas, lines per stanza, and rhyming patterns.
- Discuss the meanings of the similes and metaphors identified.
- Search for poems from the Internet or books and identify aspects of structure.

What messages do poems convey?

Moran Skills in English pg. 40
Poetry books
Digital devices
Charts

Checklists Assessment rubrics Written questions Group presentations

Reading

Intensive Reading: Poetry

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

- Recognize the main ideas in a given poem.
- Explain the surface and deeper meaning in a poem.
- Recognize the role of poems in communicating values.

The learner is guided to:
- Reread the poem "Hey, stop!" and identify and discuss the message and main ideas.
- Relate the message of the poem to everyday life in their community or country.
- Analyze what comes to mind when reading specific stanzas.
- Explain the surface and deeper meaning of phrases like "gouged out my eyes" and "created craters."
- Recite and dramatize the poem bringing out its message through voice variation and gestures.
- Write a poem about pollution.

What emotions or feelings are conveyed by the poet?

Moran Skills in English pg. 41
Poetry books
Class noticeboard
Digital devices

Oral presentation Observation Written assessment Creative writing evaluation Peer review

Reading

Intensive Reading: Poetry

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

- Recognize the main ideas in a given poem.
- Explain the surface and deeper meaning in a poem.
- Recognize the role of poems in communicating values.

The learner is guided to:
- Reread the poem "Hey, stop!" and identify and discuss the message and main ideas.
- Relate the message of the poem to everyday life in their community or country.
- Analyze what comes to mind when reading specific stanzas.
- Explain the surface and deeper meaning of phrases like "gouged out my eyes" and "created craters."
- Recite and dramatize the poem bringing out its message through voice variation and gestures.
- Write a poem about pollution.

What emotions or feelings are conveyed by the poet?

Moran Skills in English pg. 41
Poetry books
Class noticeboard
Digital devices

Oral presentation Observation Written assessment Creative writing evaluation Peer review

Writing

Paragraphing: Sequencing of Ideas

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

- Identify conjunctions used in a well-formed paragraph.
- Explain the functions of different conjunctions.
- Value the importance of conjunctions in organizing ideas.

The learner is guided to:
- Study words like first, next, then, after that, finally, and, but, because, or.
- Discuss how these words are used in storytelling.
- Read the passage "A health hazard" and identify the conjunctions used.
- Discuss the functions of the conjunctions as used in the paragraph.
- Search for conjunctions used in texts and identify their functions.

Why is it important to use conjunctions in writing?

Moran Skills in English pg. 43
Charts
Lesson notes
Teacher's Guide
Digital devices

Written questions Assessment rubrics Checklists Peer Assessment Oral questions

Writing

Paragraphing: Sequencing of Ideas

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

- Use conjunctions to sequence and connect ideas correctly in a paragraph.
- Rearrange sentences to form a coherent paragraph.
- Appreciate the role of conjunctions in communication.

The learner is guided to:
- Find paragraphs from the Internet or books in which conjunctions are used to connect ideas.
- Use conjunctions like "and," "because," "then," "later," "after that," "finally," "but," "so," and "first" to sequence ideas correctly in the text "Creating crafts."
- Use appropriate conjunctions to combine and sequence sentences.
- Rearrange sentences in the text "Where do the bottles go?" to make a logical paragraph using conjunctions.
- Write a short composition on pollution using different conjunctions to sequence ideas.

How can a good paragraph be developed?

Moran Skills in English pg. 45
Digital devices
Crossword puzzles
Lesson notes

Written assignments Paragraph construction Peer assessment Composition writing Editing tasks

CONSUMER ROLES AND RESPONSIBILITIES

Listening and Speaking
Listening and Speaking

Listening Comprehension: Selective Listening

By the end of the lesson, the learner should be able to:
 
- Distinguish between specific and general information from a listening text. 
- Select specific information from a text. 
- Appreciate the value of listening skills in communication.

The learner is guided to: 
- Listen to an audio text on consumer roles and responsibilities and decide whether the information presented is specific or general. 
- Search online for audio recordings and attentively listen for specific information. 
- Role play a scene on roles and responsibilities of consumers to emphasize listening skills during communication. 
- Listen to a passage on consumer roles and responsibilities and answer questions posed by the speaker.

Why is it important to get the main points from an oral text?

Moran - Skills in English pg. 47 
Digital devices 
Audio recordings 
Teacher's Guide
Moran - Skills in English pg. 48 

Observation  Oral questions  Role play  Written responses

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:
 
- Identify reading strategies for use on given texts. 
- Select main ideas and details from written texts. 
- Value reading for main ideas and details as a comprehension skill.

The learner is guided to: 
- Search online and watch appropriate video clips on selected reading strategies: reading for main ideas and reading for details. 
- Read and underline the main ideas and details in texts on consumer roles and responsibilities. 
- Review each other's work identifying main ideas and details. 
- Discuss with peers how one can practically use the selected reading strategies.

Why should one find the main idea from a text?

Moran - Skills in English pg. 49 
Digital devices 
Video clips 
Lesson notes
Moran - Skills in English pg. 50 
Reference materials 

Observation  Written exercises  Peer assessment  Checklists

Grammar in Use

Verbs and Tense

By the end of the lesson, the learner should be able to:
 
- Identify verbs in the simple present and simple past tense in a text. 
- Write sentences using the simple present tense. 
- Value appropriate use of tense in communication.

The learner is guided to: 
- Read a given text and identify words that indicate activities happening at the present time. 
- Read the story "Get that blue dress" and identify verbs that refer to actions that happened in the past. 
- Study verb forms in a table showing simple present and simple past tense. 
- Discuss how simple present and simple past tense verbs are formed. 
- Search for texts about consumer roles and responsibilities and identify verbs used in simple present and past forms.

Why is correct use of tense important?

Moran - Skills in English pg. 52 
Digital devices 
Charts 
Lesson notes

Observation  Written exercises  Oral questions  Group work

Grammar in Use
Reading

Verbs and Tense
Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Construct sentences using verbs in simple present tense. 
- Write sentences using the simple past tense. 
- Advocate appropriate use of tense in communication.

The learner is guided to: 
- Use identified verbs to construct sentences about consumer roles and responsibilities in simple present tense. 
- Type the sentences on a digital device or write them in exercise books. 
- Share sentences through social media or on a chart. 
- Construct more sentences on a variety of issues using simple present tense. 
- Construct sentences about consumer roles and responsibilities in simple past tense. 
- Complete sentences using the correct tense of given verbs. 
- Play a game converting sentences from present to past tense.

When should we use simple present and when should we use simple past tense?

Moran - Skills in English pg. 53 
Digital devices 
Charts 
Flashcards
Moran - Skills in English pg. 55 
Reference books 
Lesson notes

Sentence construction  Written exercises  Peer assessment  Group games

Reading
Writing

Intensive Reading: Short story
Paragraphing: Connectors of sequence

By the end of the lesson, the learner should be able to:
 
- Use contextual clues to infer character traits. 
- Compare and contrast the traits of characters in a short story. 
- Value the importance of characters in a short story.

The learner is guided to: 
- Discuss how Harrison's actions in the passage help understand what kind of person he is. 
- Identify information in the story that shows what kind of person Harrison is. 
- Fill in details to describe the traits of other characters in the story using a table. 
- Compare the character traits of Mr. Mututo and Dan's father. 
- Identify differences in the character traits of Dan and Harrison. 
- Role-play the interactions between Dan and Harrison, and between Dan and his father.

Which words help describe the qualities of characters?

Moran - Skills in English pg. 56 
Character trait charts 
Lesson notes 
Digital devices
Moran - Skills in English pg. 59 
Charts 
Digital devices 
Reference books

Role play  Character analysis  Written responses  Observation  Peer assessment

Writing

Paragraphing: Connectors of sequence

By the end of the lesson, the learner should be able to:
 
- Sequence ideas in a given paragraph. 
- Write paragraphs using connectors of sequence. 
- Appreciate the use of idea connectors for clarity in communication.

The learner is guided to: 
- Write paragraphs on consumer roles and responsibilities using connectors of sequence. 
- Take turns reading paragraphs aloud and discussing the use of connectors. 
- Edit paragraphs in pairs and correct any errors. 
- Sequence given ideas to create a sensible paragraph using appropriate connectors. 
- Write a paragraph about buying a school bag using connectors of sequence. 
- Explain how the use of connectors has helped to communicate clearly.

What is the importance of a well-developed paragraph?

Moran - Skills in English pg. 60 
Manila paper 
Charts 
Digital devices

Written compositions  Peer assessment  Observation  Presentation

Listening and Speaking

Pronunciation

By the end of the lesson, the learner should be able to:
 
- Identify words with sounds /ɒ/ and /ͻ:/ in a given text. 
- Pronounce words with target sounds correctly. 
- Acknowledge the role of correct pronunciation in communication.

The learner is guided to: 
- Listen to an audio recording of words with the sounds /ɒ/ as in lock and /ͻ:/ as in torn. 
- Practice pronouncing the words in pairs. 
- Note the differences in pronunciation between the sounds. 
- Search for words with sounds /ɒ/ as in lock and /ͻ:/ as in torn using a digital device. 
- Listen to the recording of the text "The dot on the waves" and list words with the target sounds.

How can one improve their pronunciation?

Moran - Skills in English pg. 62 
Audio recordings 
Digital devices 
Charts 
Lesson notes

Observation  Oral practice  Peer assessment  Pronunciation drills

RELATIONSHIPS: PEERS

Listening and Speaking
Reading

Pronunciation
Study Skills: Reference materials

By the end of the lesson, the learner should be able to:
 
- Identify words with sounds /θ/ and /ð/ in a given text. 
- Apply emphatic stress correctly in varied contexts. 
- Value correct pronunciation and stress in communication.

The learner is guided to: 
- Listen to a recording of words with sounds /θ/ as in thin and /ð/ as in there. 
- Note the differences in the pronunciation of the th sounds. 
- Read the passage "I bought a cot" aloud and list words with the target sounds. 
- Practice pronouncing words with the th sounds correctly. 
- Place emphasis on different words in sentences to change meaning. 
- Read the poem "I will not allow myself" while placing emphasis on the underlined words. 
- Discuss how the meaning changes when emphasis is placed on different words.

Why are some words said with greater force than others?

Moran - Skills in English pg. 64 
Audio recordings 
Digital devices 
Text with marked stress 
Lesson notes
Moran - Skills in English pg. 66 
Dictionary 
Thesaurus 
Encyclopedia 
Reference books

Oral practice  Peer assessment  Pronunciation drills  Reading aloud

Reading

Study Skills: Reference materials

By the end of the lesson, the learner should be able to:
 
- Use reference materials to obtain information on varied subjects. 
- Find the spelling, pronunciation, and meaning of words using a dictionary. 
- Acknowledge the role of reference materials in lifelong learning.

The learner is guided to: 
- Use selected reference materials to find specific information about peer relationships. 
- Find the spelling, pronunciation, and meaning of selected words. 
- Find synonyms of words using a thesaurus. 
- Use an encyclopedia to search for more information about peer relationships. 
- Construct sentences using the words found in reference materials. 
- Create crossword puzzles using the antonyms and synonyms learned.

How can one use reference materials appropriately?

Moran - Skills in English pg. 67 
Dictionary 
Thesaurus 
Encyclopedia 
Digital devices 
Reference books

Crossword puzzles  Written exercises  Group presentations  Observation

Grammar in Use

Word Classes: Adjectives

By the end of the lesson, the learner should be able to:
 
- Identify gradable and non-gradable adjectives from a text. 
- Distinguish between gradable and non-gradable adjectives. 
- Appreciate the need for adjectives in communication.

The learner is guided to: 
- Read the passage "Relating with our peers" and identify the words in red (adjectives). 
- Identify the nouns that the adjectives describe in the text. 
- Study the explanation about gradable and non-gradable adjectives. 
- Copy a table and use it to identify and group gradable and non-gradable adjectives from the passage. 
- Read the poem "Best friend in the world" and identify the adjectives used.

When is it necessary to describe a noun?

Moran - Skills in English pg. 69 
Charts 
Digital devices 
Lesson notes 
Teacher's Guide
Moran - Skills in English pg. 70 
Crossword puzzles 
Lesson notes

Written exercises  Group work  Observation  Oral questions

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Identify dialogue and repetition in a short story. 
- Explain the importance of repetition and dialogue in a short story. 
- Value the role of stylistic devices in fiction writing.

The learner is guided to: 
- Read the short story "A memorable adventure." 
- Answer questions based on the story. 
- Compare and contrast their own experiences with those of the characters in the short story. 
- Take turns to retell the events in the story. 
- Identify the use of dialogue in the short story and discuss the messages in the dialogues. 
- Identify words and phrases that are repeated in the story.

What makes stories interesting to read?

Moran - Skills in English pg. 71 
Reference books 
Digital devices 
Lesson notes 
Teacher's Guide
Moran - Skills in English pg. 73 
Role-play scripts 
Lesson notes

Written responses  Oral presentations  Group discussions  Role play

Writing

Functional Writing: Apology Letters

By the end of the lesson, the learner should be able to:
 
- Explain the purpose of apology letters. 
- Identify the parts of a letter of apology. 
- Value the role of apology letters in communication.

The learner is guided to: 
- Listen to two conversations - one with an apology and one without. 
- Discuss what makes the two conversations different. 
- Answer questions about the apology: who is apologizing, to whom, and for what reason. 
- Search from the Internet for information on the parts of a letter of apology. 
- Identify the parts of a letter of apology in a given sample. 
- Search for sample letters of apology from various sources. 
- Read through a letter of apology and copy it in their exercise books. 
- List and label the parts of the letter.

Why do people write letters?

Moran - Skills in English pg. 74 
Sample letters 
Digital devices 
Audio recordings 
Lesson notes

Written exercises  Observation  Group discussions  Oral presentations

Writing

Functional Writing: Apology Letters

By the end of the lesson, the learner should be able to:
 
- Plan what to include in an apology letter. 
- Write a letter of apology based on a given context. 
- Appreciate the role of letter writing in communication.

The learner is guided to: 
- Imagine they have done something wrong in school and need to apologize in writing. 
- Plan what to include in their apology letter. 
- Write a letter of apology to the school principal or class teacher. 
- Evaluate each other's letters using a provided assessment guide. 
- Rewrite their apology letters based on peer feedback. 
- Discuss situations that may require writing letters of apology. 
- Select examples and talk about possible consequences if a letter of apology is not written. 
- Discuss the role of apology letters in communication.

How can an apology letter resolve a conflict?

Moran - Skills in English pg. 75 
Sample letters 
Digital devices 
Assessment guide 
Lesson notes

Written letters  Peer assessment  Self-assessment  Group discussions

REHABILITATION

Listening and Speaking
Listening and Speaking

Conversational Skills: Disagreeing Politely

By the end of the lesson, the learner should be able to:
 
- List ways of disagreeing politely. 
- Use conversational strategies to disagree appropriately. 
- Value the need to speak politely during communication.

The learner is guided to: 
- Study pictures depicting people in conversation and discuss what might be happening. 
- Role-play the events in the pictures. 
- Identify words and phrases used to show politeness in their role-play. 
- Watch a short video in which speakers disagree politely. 
- Identify polite expressions used in the video. 
- Role-play the events in the video in pairs. 
- Read the conversation "Too much of something" and identify polite expressions used.

Which words or phrases are used to show politeness?

Moran - Skills in English pg. 78 
Digital devices 
Video recordings 
Pictures 
Lesson notes
Moran - Skills in English pg. 79 
Dialogue scripts 

Role play  Observation  Oral presentation  Group discussions

Reading

Reading Fluency: Poem

By the end of the lesson, the learner should be able to:
 
- Identify techniques of reading fast. 
- Preview a text to understand its main idea. 
- Value the importance of previewing in reading.

The learner is guided to: 
- Explain to a classmate how to read a text quickly. 
- Preview the text "Achieving fluency in reading" by reading the title, studying the picture, and skimming through to find the main idea. 
- Scan through the text to find new words. 
- Based on the previewing activity, predict what the text is about. 
- Read the text "Achieving fluency in reading." 
- Discuss why readers should read at the right speed. 
- Identify ways of reading fast.

Why should we display appropriate expressions when reading a text?

Moran - Skills in English pg. 80 
Reference books 
Digital devices 
Lesson notes 
Dictionary

Observation  Oral reading  Question and answer  Peer assessment

Reading
Grammar in Use

Reading Fluency: Poem
Word Classes: Adverbs

By the end of the lesson, the learner should be able to:
 
- Read a text accurately, with expression and at the right speed. 
- Apply fluency strategies when reading a text. 
- Appreciate the value of fluency in reading to enhance understanding.

The learner is guided to: 
- Make a list of unfamiliar words in the text "Achieving fluency in reading" and reread the text ignoring them. 
- Complete a table with unfamiliar words, their definitions based on context, and dictionary definitions. 
- Practice pronouncing the unfamiliar words aloud. 
- Reread the entire text accurately, with expression, and at the right speed. 
- Discuss why readers read with expression. 
- Preview and then read the poem "Prevention is better." 
- Practice reading the poem accurately, with expression, and at the right speed. 
- Recite the poem aloud in class.

How can reading fluently improve understanding?

Moran - Skills in English pg. 82 
Digital devices 
Poem texts 
Dictionary 
Lesson notes
Moran - Skills in English pg. 84 
Video recordings 
Reference books 

Oral reading  Observation  Recitation  Peer assessment

Grammar in Use
Reading

Word Classes: Adverbs
Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Use adverbs of frequency and degree correctly in sentences. 
- Construct sentences using adverbs of frequency and degree. 
- Appreciate the importance of using adverbs correctly in communication.

The learner is guided to: 
- Fill in a crossword puzzle using adverbs of frequency or degree based on given clues. 
- Determine what two letters are used at the end of most adverbs. 
- Use questions provided to talk about rehabilitation, incorporating adverbs of frequency and degree in their conversation. 
- Discuss when rehabilitation is needed and what the possible positive results of rehabilitation are. 
- Hold conversations using adverbs of frequency and degree.

How can we improve our use of adverbs in communication?

Moran - Skills in English pg. 85 
Crossword puzzles 
Digital devices 
Charts 
Reference books
Moran - Skills in English pg. 87 
Reference books 
Lesson notes 
Teacher's Guide

Crossword puzzles  Written exercises  Oral presentations  Observation

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Summarise the key events in the short story. 
- Relate the main ideas in the short story to real life situations. 
- Appreciate the relevance of the short story in addressing real life issues.

The learner is guided to: 
- Discuss the storyline of the story "I think it is time" in groups. 
- Summarize the key events in the story. 
- Present what they have learned about the storyline to their group. 
- Make a diagram to show the main idea and key events in the story. 
- Read and role-play the section of the short story in which Caren is having a conversation with her father. 
- Discuss how the main idea in the short story relates to events in their community or country. 
- Use given words to construct sentences about rehabilitation or drug and substance abuse.

How do the events in a story connect to real life?

Moran - Skills in English pg. 88 
Graphic organizers 
Digital devices 
Lesson notes 
Reference books

Role play  Written summaries  Group discussions  Sentence construction

Writing

Mechanics of Writing

By the end of the lesson, the learner should be able to:
 
- Identify commonly misspelt words in a text. 
- Spell words with silent vowels (-ie and -ei) correctly. 
- Value the importance of correct spelling in writing.

The learner is guided to: 
- Read the passage "Suffer no more" and pick out misspelt words. 
- Spell the misspelt words correctly. 
- Confirm their spellings using a dictionary. 
- Pick out words that have silent vowels from a given list. 
- Study words with the vowels i and e appearing together and the rule for their spelling (i before e, except after c). 
- Note exceptions to the rule. 
- Read words in two columns and note the differences between them. 
- Form new words by combining words with prefixes and suffixes.

Why should words be spelt correctly?

Moran - Skills in English pg. 90 
Dictionary 
Digital devices 
Word lists 
Lesson notes

Written exercises  Spelling tests  Word formation tasks  Observation

Writing
Listening and Speaking

Mechanics of Writing
Listening for Detail

By the end of the lesson, the learner should be able to:
 
- Use prefixes and suffixes correctly in writing. 
- Make connections between spelling and meaning in suffixed and prefixed words. 
- Acknowledge the importance of correct spellings in writing.

The learner is guided to: 
- Read the passage "Things will get better" about rehabilitation. 
- List words with prefixes and suffixes from the passage. 
- Use a print or online dictionary to check if the spellings of the listed words are correct. 
- Correct any errors in the words found. 
- Use the words to write sentences. 
- Use prefixes and suffixes to write a paragraph about rehabilitation. 
- Rewrite passages correctly. 
- Search for more examples of words with prefixes, suffixes, and silent vowels. 
- Create a chart showing prefixes, suffixes, and their meanings.

How can you tell the meaning of a word using a prefix?

Moran - Skills in English pg. 92 
Dictionary 
Digital devices 
Reference books 
Lesson notes
Moran - Skills in English pg. 95
Audio recording on wildlife
Digital devices
Teacher's guide

Written paragraphs  Chart creation  Spelling tests  Peer assessment

NATURAL RESOURCES: WILDLIFE

Listening and Speaking

Listening for Detail

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

- Identify specific details in a listening text on wildlife
- Respond accurately to questions based on the listening text
- Value the importance of listening for specific information

The learner is guided to:
- Listen to a passage "A happy song" read by the teacher
- Outline the main ideas in the passage
- Take turns to discuss and answer questions about the passage
- Discuss the importance of listening attentively
- Tell a classmate why it is important to listen for detail

Why is it important to listen for specific details?

Moran - Skills in English pg. 95
Audio recording
Digital devices
Teacher's guide
Passage "A happy song"

Oral questions Written responses Peer assessment Listening comprehension exercises

Reading

Intensive Reading: Visuals

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

- Identify different visuals in given contexts correctly
- Make a connection between visuals and the written text
- Appreciate the role of visuals in simplifying representation

The learner is guided to:
- Describe signposts or posters in their school or community
- Study pictures and discuss what they see
- Identify where such pictures can be found
- Determine what information they get from the pictures
- Identify different visuals from the Internet, books or community
- Present findings in class

What information do we obtain from visuals?

Moran - Skills in English pg. 95
Pictures of wildlife
Digital devices
Reference materials
Posters
Charts
Moran - Skills in English pg. 97
Visuals on wildlife
Charts
Teacher's guide

Observation Oral presentations Written exercises Group discussions Project work

Grammar in Use

Word Classes: Pronouns

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

- Identify indefinite and reflexive pronouns correctly
- Use indefinite pronouns in sentences correctly
- Appreciate the role of indefinite pronouns in communication

The learner is guided to:
- Read the text "Nothing to do" and identify words in bold
- Discuss what the words in bold have in common
- Listen to an audio text and identify indefinite pronouns
- Discuss why we use indefinite pronouns
- Listen to a poem "When there is no one to help" and identify the indefinite pronouns
- Listen to an audio recording on wildlife protection and identify indefinite pronouns

What are indefinite pronouns? Why do we use indefinite pronouns?

Moran - Skills in English pg. 101
Audio recording
Digital devices
Charts
Poem "When there is no one to help"
Moran - Skills in English pg. 102
Charts on pronouns
Substitution tables
Teacher's guide

Gap filling exercises Sentence construction Oral questions Written exercises Group discussions

Reading

Intensive Reading: Short story

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

- Identify the characters in a given short story
- Explain the relationship between the characters in the short story
- Value the role of characters in short stories

The learner is guided to:
- Share about favorite stories and characters
- Read the short story "Touring the wild"
- Identify and list the characters in the story
- Role play different characters in the story
- Dramatize the text using appropriate voice, gestures and facial expressions
- Discuss why some people are considered heroes in communities

How does one identify qualities of characters in a short story?

Moran - Skills in English pg. 104
Short story "Touring the wild"
Digital devices
Reference materials
Teacher's guide

Character analysis Oral presentations Role play Written exercises Group discussions

Reading
Writing

Intensive Reading: Short story
Composition Writing

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

- Describe the traits of characters in the short story
- Analyze the relationships between characters in the short story
- Appreciate the role of the characters in the short story in depicting real-life experiences

The learner is guided to:
- Discuss what each character does in the story
- Discuss how character traits are identified in a story
- Create a diagram to show relationships between characters
- Display the diagram on a chart or PowerPoint presentation
- Explain relationships between characters using the diagram
- Dramatize actions of different characters to bring out their traits

Which people would you like to meet in a story?

Moran - Skills in English pg. 106
Short story "Touring the wild"
Digital devices
Charts
PowerPoint presentation
Teacher's guide
Moran - Skills in English pg. 107
Sample dialogues
Reference materials

Character relationship diagrams Role play Oral presentations Written exercises Group discussions

Writing

Composition Writing

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

- Write a dialogue on a given topic
- Edit a dialogue for clarity, cohesion and coherence
- Value the role of the writing process in communication

The learner is guided to:
- Discuss ideas to include when writing a dialogue
- Write a rough draft of a dialogue about wildlife conservation
- Edit the dialogue to avoid repetition, correct spellings and punctuation
- Revise the dialogue by adding, rearranging, removing or replacing ideas, words, phrases and sentences
- Assess each other's dialogues using a provided checklist
- Share final work in class

Why is it important to follow the writing process?

Moran - Skills in English pg. 108
Sample dialogues
Digital devices
Assessment checklist
Reference materials

Dialogue writing Peer assessment Self-assessment Editing exercises Oral presentations

TOURISM: DOMESTIC

Listening and Speaking

Listening and Responding: Oral Narratives - Myths

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

- Identify the characters in a given myth
- Narrate the key events in a given myth
- Explain the moral lesson in a set myth
- Acknowledge the role of oral literature in lifelong learning

The learner is guided to:
- Predict events in a myth from the title or pictures in the story
- Listen to a narration of a myth from the community then retell the myth to peers
- Watch a video recording of a myth
- Identify the characters in the myth
- Collaborate to answer questions from the story
- Discuss the lessons learnt from a myth
- Discuss the relevance of the story to real life

How can you tell what is going to happen in a story? How are the characters or events in the story related to the people or happenings around us?

Moran - Skills in English pg. 111
Audio recordings
Digital devices
Video recordings
Myth "How Wechakhulia Hill was formed"

Oral presentations Retelling of myths Question and answer Group discussions Role play

Listening and Speaking
Reading

Listening and Responding: Oral Narratives - Myths
Intensive Reading: Poem

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

- Relate the characters in a myth to real life
- Retell a myth using appropriate verbal and non-verbal cues
- Value the importance of myths in preserving cultural heritage

The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order
- Search from the Internet for a video recording of a myth, watch it and narrate key events
- Identify the characters in the myth
- Discuss the consequences of characters' behaviors in the story
- Explain moral lessons learned in the myth
- Identify alternative statements characters could have made

Why are oral narratives important in society?

Moran - Skills in English pg. 112
Digital devices
Video recordings
Audio recordings
Teacher's guide
Poem "Local tourists"
Reference materials
Charts

Oral presentations Narration skills assessment Peer assessment Written reflections Group discussions

Reading
Grammar in Use

Intensive Reading: Poem
Word Classes: Simple prepositions

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

- Make judgement on the information in a text
- Infer the meaning of unfamiliar words using contextual clues
- Value the role of poems in conveying messages

The learner is guided to:
- Retell the main events in the poem "Local tourists" using gestures and facial expressions
- Recite the poem using non-verbal cues to bring out the message
- Discuss meaning of statements used in the poem
- Conduct a class debate explaining what they like or do not like about the poem
- Scan through the poem for new words and discuss how to determine their meaning
- Find the meaning of each new word based on how they are used

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

Moran - Skills in English pg. 115
Poem "Local tourists"
Digital devices
Dictionary
Visual aids
Teacher's guide
Moran - Skills in English pg. 116
Pictures showing positions
Charts
Reference materials

Debates Poem recitation Oral presentations Written exercises Vocabulary assessment

Grammar in Use

Word Classes: Simple prepositions

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

- Use prepositions of time and place in sentences correctly
- Construct sentences using prepositions of position, time and place
- Value precise use of prepositions in communication

The learner is guided to:
- Fill in gaps in sentences using appropriate prepositions
- Construct sentences using prepositions of position, place and time
- Display sentences on a chart
- Search in newspapers, magazines or the Internet for sentences that use prepositions
- Create a crossword puzzle using prepositions and give it to peers to solve

How do you show the position of a thing or the time something happens?

Moran - Skills in English pg. 117
Charts
Newspapers
Magazines
Digital devices
Crossword puzzles

Sentence construction Gap filling exercises Crossword puzzles Peer assessment Written exercises

Reading

Intensive Reading: Poetry

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

- Identify inanimate characters in a given poem
- Describe traits of inanimate characters present in a given poem
- Value the role of inanimate characters in poetry

The learner is guided to:
- Read the poem "We won't let you!"
- Discuss what the poem is about
- Search from the Internet or books for the meaning of inanimate characters
- Present findings to classmates
- Identify inanimate characters in the poem or any other poem of choice

What makes stories interesting to read? How can the characters in a poem be described?

Moran - Skills in English pg. 118
Poem "We won't let you!"
Digital devices
Reference materials
Teacher's guide
Moran - Skills in English pg. 119
Poems "You lied to me" and "Trembling in magic"
Charts

Character analysis Oral presentations Written exercises Group discussions Recitation

Writing

Assessment of writing

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

- Identify errors in an essay written by self or peers
- Suggest corrections for identified errors
- Value the importance of assessment in improving writing

The learner is guided to:
- Read the composition "The visit of my life"
- Identify errors in the composition using the guidelines in a provided table
- List the errors identified
- Rewrite the composition, correcting the errors
- Identify errors in compositions provided by the teacher
- Rewrite the compositions, correcting the errors

How does a text with errors make you feel? What are some of the common mistakes we make in our writing?

Moran - Skills in English pg. 121
Sample composition "The visit of my life"
Assessment guidelines
Digital devices
Teacher's guide

Error identification Editing exercises Peer assessment Rewriting exercises Self-assessment

Writing

Assessment of writing

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

- Assess a composition written by self or peers and suggest corrections for errors
- Write a composition free of errors
- Appreciate the importance of feedback to improve a composition

The learner is guided to:
- Write a composition on the subject of domestic tourism
- Exchange compositions with other groups
- Read through the other group's composition and identify errors
- Suggest corrections to be made
- Assess the composition written in the previous activity
- Correct the errors identified
- Write the final draft after making necessary corrections
- Type the composition on a digital device and display it on the classroom gallery wall or noticeboard
- Conduct a gallery walk to view compositions by other groups

How can one improve their writing skills?

Moran - Skills in English pg. 122
Digital devices
Sample compositions
Assessment guidelines
Teacher's guide

Composition writing Error identification Peer assessment Self-assessment Editing exercises