REHABILITATION

Listening and Speaking
Listening and Speaking
Reading

Conversational Skills: Disagreeing Politely
Reading Fluency: Poem

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.
 
- 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: 
- 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.
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.

Which words or phrases are used to show politeness?
Why should we display appropriate expressions when reading a text?

Moran - Skills in English pg. 78 
Digital devices 
Video recordings 
Pictures 
Lesson notes
Moran - Skills in English pg. 79 
Dialogue scripts 
Moran - Skills in English pg. 80 
Reference books 
Digital devices 
Lesson notes 
Dictionary

Role play  Observation  Oral presentation  Group discussions
Observation  Oral reading  Question and answer  Peer assessment

Reading

Reading Fluency: Poem

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

Oral reading  Observation  Recitation  Peer assessment

Grammar in Use

Word Classes: Adverbs

By the end of the lesson, the learner should be able to:
 
- Identify adverbs of frequency and degree correctly from a text. 
- Distinguish between adverbs of frequency and degree. 
- Value the importance of using adverbs correctly in communication.

The learner is guided to: 
- Read the passage "Absolutely convinced" and identify the words used to describe how often the class debate is held. 
- Identify words used to describe how harmful cigarette smoking is. 
- List the adverbs of frequency and degree used in the text. 
- Watch a video and pick out adverbs of frequency and degree used by different speakers. 
- Search online or in printed reference books for examples of adverbs of frequency and degree. 
- Use the adverbs to construct sentences in groups.

Why should one use adverbs correctly?

Moran - Skills in English pg. 84 
Digital devices 
Video recordings 
Reference books 
Lesson notes
Moran - Skills in English pg. 85 
Crossword puzzles 
Charts 
Reference books

Written exercises  Observation  Group work  Oral questions

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Identify the main idea in the short story. 
- Answer questions based on the short story. 
- Value the importance of literature in addressing social issues.

The learner is guided to: 
- Take turns to retell a short story they recently read. 
- Discuss why people read short stories. 
- Read the short story "I think it is time." 
- Answer questions based on the passage. 
- Discuss what they could have done if they were the following people in the short story: Caren, Caren's father, or Uncle Ken. 
- Identify the main idea in the story. 
- Write a summary of the main idea in the story.

How can one identify problems that need intervention?

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

Written responses  Oral discussions  Observation  Peer assessment

Reading
Writing

Intensive Reading: Short story
Mechanics of Writing

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.
 
- 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: 
- 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.
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.

How do the events in a story connect to real life?
Why should words be spelt correctly?

Moran - Skills in English pg. 88 
Graphic organizers 
Digital devices 
Lesson notes 
Reference books
Moran - Skills in English pg. 90 
Dictionary 
Digital devices 
Word lists 
Lesson notes

Role play  Written summaries  Group discussions  Sentence construction
Written exercises  Spelling tests  Word formation tasks  Observation

Writing

Mechanics of Writing

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

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 main ideas in a listening text
- Respond appropriately to questions based on the listening text
- Acknowledge the importance of listening for details in life

The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text
- Discuss the main ideas from the text
- Listen to a passage read by peers or the teacher and outline the main ideas from the text individually
- Discuss with peers answers based on a given text

How should one listen for detail?

Moran - Skills in English pg. 95
Audio recording on wildlife
Digital devices
Teacher's guide

Observation Question and answer Oral presentations Written exercises Group discussions

Listening and Speaking
Reading

Listening for Detail
Intensive Reading: Visuals

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"
Pictures of wildlife
Reference materials
Posters
Charts

Oral questions Written responses Peer assessment Listening comprehension exercises

Reading
Grammar in Use

Intensive Reading: Visuals
Word Classes: Pronouns

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

- Make inferences of implied meaning from visuals
- Interpret visuals correctly for meaning
- Value the role of visuals in communicating information

- 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:
- Study information presented in optical illusions from print/electronic devices and discuss findings
- Make inferences of implied meaning from visuals
- Make connections between visuals and written texts
- Write a summary of what has been viewed in visuals depicting human-wildlife conflict
- Present a piece of written information on wildlife in form of a visual
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

How can one interpret a visual correctly?
What are indefinite pronouns? Why do we use indefinite pronouns?

Moran - Skills in English pg. 97
Digital devices
Visuals on wildlife
Charts
Posters
Teacher's guide
Moran - Skills in English pg. 101
Audio recording
Digital devices
Charts
Poem "When there is no one to help"

Visual analysis Written summaries Oral presentations Peer assessment Project work
Gap filling exercises Sentence construction Oral questions Written exercises Group discussions

Grammar in Use
Reading

Word Classes: Pronouns
Intensive Reading: Short story

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

- Identify reflexive pronouns correctly
- Use reflexive pronouns in sentences correctly
- Show respect for correct usage of pronouns in communication

The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns
- Complete sentences using appropriate indefinite pronouns
- Construct sentences using indefinite pronouns from a substitution table
- Fill in gaps using correct reflexive pronouns
- Construct sentences using reflexive pronouns from a substitution table
- Use charts to explain differences between indefinite and reflexive pronouns

How do we use reflexive pronouns correctly?

Moran - Skills in English pg. 102
Charts on pronouns
Digital devices
Substitution tables
Teacher's guide
Moran - Skills in English pg. 104
Short story "Touring the wild"
Reference materials

Sentence construction Gap filling exercises Group discussions Peer assessment Oral questions

Reading

Intensive Reading: Short story

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

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:

- Identify the steps in the writing process
- Plan a dialogue on a given topic
- Appreciate the importance of the writing process in enhancing clear communication

The learner is guided to:
- Read the dialogue "At the museum"
- Identify the features of the dialogue
- Suggest topics related to wildlife for writing
- Search for information on the topic from the Internet or books
- Discuss the importance of planning before writing
- Explain how to make writing clear and interesting

How can a good dialogue be written?

Moran - Skills in English pg. 107
Sample dialogues
Digital devices
Reference materials
Teacher's guide

Written dialogues Peer assessment Oral presentations Group discussions Writing process evaluation

Writing
TOURISM: DOMESTIC

Listening and Speaking

Composition Writing
Listening and Responding: Oral Narratives - Myths

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

- 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:
- 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
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

Why is it important to follow the writing process?
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. 108
Sample dialogues
Digital devices
Assessment checklist
Reference materials
Moran - Skills in English pg. 111
Audio recordings
Digital devices
Video recordings
Myth "How Wechakhulia Hill was formed"

Dialogue writing Peer assessment Self-assessment Editing exercises Oral presentations
Oral presentations Retelling of myths Question and answer Group discussions Role play

Listening and Speaking

Listening and Responding: Oral Narratives - Myths

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

Oral presentations Narration skills assessment Peer assessment Written reflections Group discussions

Reading

Intensive Reading: Poem

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

- Select required information from a text
- Use nonverbal cues to bring out the message in a poem
- Appreciate the importance of comprehension in life

The learner is guided to:
- Read the poem "Local tourists"
- Identify characters, themes and aspects of style such as repetition from the poem
- Infer the meaning of words from the context
- Rap/recite the poem in turns using relevant non-verbal cues
- Answer direct and inferential questions based on the poem
- Retell events depicted in the poem in own words

How can one tell the meaning of unfamiliar words used in a text? Why should one support an opinion about a story or person with evidence?

Moran - Skills in English pg. 112
Poem "Local tourists"
Digital devices
Reference materials
Charts
Teacher's guide
Moran - Skills in English pg. 115
Dictionary
Visual aids

Poem recitation Written exercises Oral presentations Peer assessment Group discussions

Grammar in Use

Word Classes: Simple prepositions

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

- Identify prepositions of position, time and place correctly
- Use prepositions of position correctly in sentences
- Appreciate the role of prepositions of position in communication

The learner is guided to:
- Study pictures showing different positions of objects
- Answer questions about the position of objects in the pictures
- Identify the words used to provide information about time, position and place
- Identify prepositions in the paragraph "A week of touring"
- Find a text and identify prepositions of position, place and time

How do we show where somebody or something is?

Moran - Skills in English pg. 116
Pictures showing positions
Digital devices
Charts
Reference materials
Teacher's guide

Gap filling exercises Sentence construction Oral questions Written exercises Group discussions

Grammar in Use
Reading

Word Classes: Simple prepositions
Intensive Reading: Poetry

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

- 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:
- 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
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

How do you show the position of a thing or the time something happens?
What makes stories interesting to read? How can the characters in a poem be described?

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

Sentence construction Gap filling exercises Crossword puzzles Peer assessment Written exercises
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

HEROES AND HEROINES: AFRICA

Listening and Speaking

Pronunciation: Sounds Vowels

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

- Identify words with vowels /ɑː/ /зː/ and the consonant /tʃ/ /dʒ/ from a sample text
- Pronounce the vowels /ɑː/ /зː/ and the consonants /tʃ/ /dʒ/ correctly
- Value correct pronunciation in communication

The learner is guided to:
- Practice saying sounds provided by the teacher
- Listen to words with highlighted vowel sounds in columns A and B
- Identify words in texts with the same vowel sounds as those in columns A and B
- Listen to sets of words and identify the common sounds
- Listen to a recording and identify words with target sounds
- Create a table with four columns for words with target sounds

Why are some words said with greater force than others?

Moran - Skills in English pg. 124
Audio recordings
Digital devices
Charts
Word lists
Teacher's guide

Pronunciation exercises Oral presentations Listening activities Group discussions Sound identification exercises

Listening and Speaking
Reading

Stressed and unstressed words
Extensive Reading: Grade appropriate fiction Materials - Characters

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

- Apply stress on content words while leaving the function words unstressed
- Use the correct intonation in declarative and exclamatory sentences
- Appreciate the importance of emphatic stress in communication

- Identify the characters in a given fiction text
- Describe the traits of a given character in a fictional text
- Value the role of characters in fiction

The learner is guided to:
- Practice pronouncing words with target sounds correctly
- In pairs, make a recording of voices reading words aloud
- Use each word in a sentence
- Practice pronouncing vowel and consonant sounds
- Read lines from the poem "If I knew"
- Underline nouns, main verbs, adjectives and adverbs
- Discuss whether underlined words help figure out what the poem is about
- Reread the poem aloud and identify emphasized words
The learner is guided to:
- Discuss what makes reading enjoyable
- Read the passage "African heroes and heroines"
- Identify and list the characters in the story
- Take up roles of different characters in the story
- Role-play the different characters identified
- Dramatize the text using appropriate voice, gestures, facial expressions and movement
- Discuss why some people are considered heroes and heroines in communities

Why do we pronounce some words differently from others in a sentence?
What makes reading enjoyable? How can the characters in a story be described?

Moran - Skills in English pg. 125
Poem "If I knew"
Audio recordings
Digital devices
Charts with stressed and unstressed words
Teacher's guide
Moran - Skills in English pg. 127
Passage "African heroes and heroines"
Digital devices
Reference materials
Character trait charts
Teacher's guide
Moran - Skills in English pg. 129
Dictionaries

Pronunciation exercises Poem recitation Stress identification exercises Oral presentations Recording analysis
Character analysis Role play Oral presentations Written exercises Drama performance

Grammar in Use

Word Classes: Conjunctions

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

- Identify the listed conjunctions from a group of words
- Use the conjunctions because, that, when, if, unless, and since correctly in sentences
- Value the correct use of conjunctions in communication

The learner is guided to:
- Discuss how one can join two or more sentences
- Identify the words used to refer to words that can join ideas or sentences
- Read the passage about African heroes and heroines
- Copy the text and identify and underline the conjunctions in the text
- Recite the poem "If you knew" and identify the conjunctions used
- Listen to a song played by the teacher and identify the conjunctions used

Why should we join sentences correctly? Why do we use conjunctions?

Moran - Skills in English pg. 130
Passage about African heroes
Poem "If you knew"
Songs
Digital devices
Charts
Teacher's guide

Conjunction identification Sentence construction Oral presentations Written exercises Group discussions

Grammar in Use

Word Classes: Conjunctions

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

- Construct sentences using the listed conjunctions
- Join sentences using appropriate conjunctions
- Acknowledge the importance of conjunctions in communication

The learner is guided to:
- Search from the Internet or in texts for examples of conjunctions
- Search from the Internet for sentences in which conjunctions are used
- Present findings to classmates
- Complete a passage by filling blanks with appropriate conjunctions
- Make sentences about African heroes and heroines using the conjunctions
- Complete sentences by filling in blank spaces using appropriate conjunctions
- Create dialogues using the conjunctions
- Create a crossword puzzle using conjunctions

How can one join two or more sentences?

Moran - Skills in English pg. 132
Digital devices
Reference materials
Crossword puzzles
Charts
Teacher's guide

Sentence construction Gap filling exercises Crossword puzzles Written exercises Poster creation

Reading

Intensive Reading: Similes and metaphors

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

- List the similes and metaphors in a given short story
- Use similes and metaphors in their own sentences
- Value the importance of similes and metaphors in communication

The learner is guided to:
- Explain what makes short stories interesting
- Read the short story "Finding a hero"
- Answer questions based on the story
- Point out the main events in the story
- Discuss how the events make the story flow
- Learn about metaphors and similes
- Search for the meaning of simile and metaphor from a textbook or the Internet
- Identify and list similes and metaphors used in the story

How do events flow logically in a story?

Moran - Skills in English pg. 133
Short story "Finding a hero"
Digital devices
Reference materials
Dictionaries
Teacher's guide
Moran - Skills in English pg. 134
Charts with similes and metaphors

Simile and metaphor identification Sentence construction Oral presentations Written exercises Group discussions

Writing

Creative Writing: Narrative Compositions

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

- Recall a specific event, emotion or experience that affected them greatly
- Plan a narrative composition using prewriting techniques
- Value quality narrative compositions in communication

- Create a narrative composition using revealing details
- Revise and edit a narrative composition for clarity and correctness
- Appreciate the value of quality narrative compositions

The learner is guided to:
- Read the story "Beyond achievements"
- Answer questions based on the story
- Identify what makes the story interesting
- Explain how to make compositions interesting
- Identify and discuss the parts of a narrative composition
- Recall and narrate to classmates a specific feeling, event or experience that stands out as memorable
- Explain how it greatly affected them
- Complete a table about their narration
The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly
- Search for information on the parts of a narrative composition and present findings
- Identify the parts of a narrative composition in a provided text
- Use prewriting techniques to plan a narrative composition about one of their most memorable experiences
- Write a narrative composition of 240-280 words using revealing details
- Review each other's work using a provided checklist
- Revise and correct any mistakes
- Display final composition on a poster or share using social media

Why do we enjoy reading stories? How can you make your composition interesting?
Which event excited you or made you sad recently? How can a good narrative be written?

Moran - Skills in English pg. 136
Story "Beyond achievements"
Digital devices
Reference materials
Planning templates
Teacher's guide
Moran - Skills in English pg. 138
Digital devices
Posters
Assessment checklists
Reference materials
Teacher's guide

Narrative composition planning Oral narratives Written exercises Group discussions Story analysis
Narrative composition writing Peer assessment Self-assessment Editing exercises Oral presentations

Listening and Speaking

Oral Presentations

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

- Identify the items in the format of a speech
- Present a written speech using effective speaking skills
- Acknowledge the importance of good speaking skills for effective communication

The learner is guided to:
- Listen to a recorded speech provided by the teacher
- Identify how the speaker introduced the speech, what it was about, and words that indicated it was ending
- Search from the Internet and printed materials for the format of a speech
- Identify the items in the format of a speech
- Listen to a speech or watch a speech from a digital device
- Pick out the items in the format of a speech

How can you make a speech presentation interesting?

Moran - Skills in English pg. 140
Audio recordings
Digital devices
Sample speeches
Reference materials
Teacher's guide

Oral presentations Format identification Observation Question and answer Group discussions

ART

Listening and Speaking

Oral Presentations

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

- Prepare a short speech on a given topic
- Deliver a speech using appropriate verbal and non-verbal cues
- Value effective oral presentation skills in communication

The learner is guided to:
- Take turns to give the introduction and conclusion of a speech
- Try different ways to make the speech interesting
- Present a speech that the teacher will provide using non-verbal cues
- Use gestures and facial expressions during presentation
- Discuss various aspects of heritage
- Write down points from the discussion
- Plan and prepare a speech based on the points
- Present the speech to the class
- Assess non-verbal skills used during presentations

What are some of the techniques for introducing or concluding a speech?

Moran - Skills in English pg. 141
Sample speeches
Digital devices
Assessment checklists
Reference materials
Teacher's guide

Speech delivery Non-verbal cues assessment Peer assessment Observation Group discussions

Reading

Study Skills: Note Making

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

- Identify key points in a text
- Make notes from a written text
- Value the importance of note making in learning

The learner is guided to:
- Discuss notes made from a text previously read
- Determine what to include in notes
- Discuss the importance of note making
- Read the text "Creative careers"
- Answer questions based on the text
- Write the key points in the text
- Share and compare points with peers
- Identify words used to introduce the main points
- Discuss other words that could be used to introduce key points in writing

What are the features of good notes? What is the importance of note making?

Moran - Skills in English pg. 142
Text "Creative careers"
Digital devices
Reference materials
Note making templates
Teacher's guide

Note taking exercises Key point identification Written exercises Oral presentations Group discussions

Reading
Grammar in Use

Study Skills: Note Making
Word Classes: Determiners
Word Classes: Quantifiers

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

- Make notes on the margin and space letters, words and sentences correctly
- Rewrite or re-read notes and reorganize into categories
- Appreciate the role of note making in comprehension

- Identify quantifiers in a given text
- Use quantifiers correctly in sentences
- Appreciate the importance of quantifiers in communication

The learner is guided to:
- Identify verbal signposts in the text "Creative careers"
- Study the notes in the right column of a table made from the text
- Identify abbreviations in the notes and their meanings
- Carry out steps with a printed copy of the passage such as circling key points, making notes on the margin, paraphrasing, creating abbreviations
- Write down repeated ideas in the text
- Reread the notes and key points marked in the passage
- Write a clean copy of notes while organizing ideas
The learner is guided to:
- Collect items representing count and non-count nouns
- Make sentences using quantifiers many, few, a few, little and a little
- Show the difference in meaning between the pairs: little/a little and few/a few
- Read the text "Art in my life" and identify quantifiers
- Fill in blank spaces in sentences using appropriate demonstratives
- Select appropriate demonstratives for different circumstances
- Read sentences and discuss differences in meaning based on quantifier use

How do we determine what to include in our notes during note making?
How do count nouns differ from non-count nouns? Why is it important to express the quantity of something correctly?

Moran - Skills in English pg. 144
Text "Creative careers"
Digital devices
Note taking templates
Reference materials
Teacher's guide
Moran - Skills in English pg. 146
Pictures showing demonstrative use
Text "Talented Brothers"
Charts with demonstratives
Moran - Skills in English pg. 148
Text "Art in my life"
Charts with quantifiers
Real objects for demonstration
Digital devices
Teacher's guide

Note organization exercise Abbreviation identification Written exercises Peer review Group discussions
Quantifier identification Sentence construction Gap filling exercises Meaning differentiation Group discussions

Reading

Intensive Reading: Short story

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

- Identify the events in the story
- Relate the events in the short story to real life
- Value the role of literature in life

The learner is guided to:
- Describe different events in a story of choice
- Discuss the order of events
- Relate events to experiences
- Read the story "Loiyangalani Art Exhibition"
- Answer questions based on the story
- Point out the main events in the story
- Discuss how events make the story flow
- Copy and fill in a table with main events from the story

How do events flow logically in a story?

Moran - Skills in English pg. 151
Story "Loiyangalani Art Exhibition"
Digital devices
Event sequence charts
Reference materials
Teacher's guide

Event identification Written exercises Oral presentations Group discussions Event sequencing

Reading
Writing

Intensive Reading: Short story
Functional Writing: Thank you notes and Congratulatory notes

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

- Identify the setting in the short story
- Analyze how setting contributes to story development
- Appreciate the importance of setting in fiction

The learner is guided to:
- Make a diagram highlighting main events of a story read
- Discuss types of art to include in a school exhibition
- Plan time at an exhibition with many things to view but limited time
- Relate events in the story to own life or lives of people known
- Search for the meaning of "setting"
- Reread the story and discuss the setting using guiding questions
- Talk about why the setting of the story is important to readers

Why is the setting of a story important to the reader?

Moran - Skills in English pg. 152
Story "Loiyangalani Art Exhibition"
Digital devices
Setting analysis charts
Reference materials
Teacher's guide
Moran - Skills in English pg. 154
Sample thank you notes
Note templates

Setting analysis Written exercises Oral presentations Group discussions Story analysis

Writing

Functional Writing: Thank you notes and Congratulatory notes

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

- Write a congratulatory note correctly
- Critique thank you notes and congratulatory notes for correctness and relevance
- Value the importance of expressing appreciation in writing

The learner is guided to:
- Discuss situations in which a thank you note is written
- Write a thank you note using the correct format
- Discuss the importance of appreciating someone or something done for you
- Discuss situations in which a congratulatory note is used
- Write a congratulatory note to a peer who has achieved something good
- Display notes on classroom wall
- Conduct a gallery walk to read displayed notes
- Give feedback on notes using provided criteria

Why should one write how they feel about something?

Moran - Skills in English pg. 155
Note writing templates
Assessment criteria
Posters for display
Digital devices
Teacher's guide

Note writing Peer assessment Gallery walk Written exercises Group discussions

Writing
CHOOSING A CAREER

Listening and Speaking
Listening and Speaking

Functional Writing: Thank you notes and Congratulatory notes
Conversational Skills: interviews

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

- Write a congratulatory note correctly
- Critique thank you notes and congratulatory notes for correctness and relevance
- Value the importance of expressing appreciation in writing

- Identify polite words and expressions in a radio or television interview
- Use polite words and expressions when conducting an interview
- Value polite language during interviews

The learner is guided to:
- Discuss situations in which a thank you note is written
- Write a thank you note using the correct format
- Discuss the importance of appreciating someone or something done for you
- Discuss situations in which a congratulatory note is used
- Write a congratulatory note to a peer who has achieved something good
- Display notes on classroom wall
- Conduct a gallery walk to read displayed notes
- Give feedback on notes using provided criteria
The learner is guided to:
- Read questions from Mwala and Matano and identify differences between them
- Determine who between Mwala and Matano has used polite words
- Listen to a recorded radio or television interview
- Identify and list polite words and expressions used in the interview
- Role-play the interview in groups
- Discuss why polite language should be used during interviews

Why should one write how they feel about something?
Why is it important to use polite language during an interview?

Moran - Skills in English pg. 155
Note writing templates
Assessment criteria
Posters for display
Digital devices
Teacher's guide
Moran - Skills in English pg. 157
Recorded interviews
Digital devices
Reference materials
Radio/television interviews
Teacher's guide
Moran - Skills in English pg. 158
Sample interviews
Interview question lists

Note writing Peer assessment Gallery walk Written exercises Group discussions
Polite expression identification Role play Oral presentations Written exercises Group discussions

Reading

Extensive Reading: Non-fiction

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

- Select reading materials from digital or non-digital sources
- Skim through texts to obtain general ideas
- Value the importance of reading for information

The learner is guided to:
- Discuss the benefits of reading widely and considerations when selecting reading texts
- Skim through the text "Choosing a career" by reading the title and first sentence of every paragraph
- Discuss the general idea in the text
- Scan through the text and answer specific questions
- Identify key words and phrases in the text
- Search online and from books for non-fiction texts on careers
- Identify a variety of texts to read
- Skim through the texts to identify main ideas

Why is it important to read different types of materials? What should one consider when selecting a reading text?

Moran - Skills in English pg. 158
Text "Choosing a career"
Digital devices
Non-fiction texts
Reference materials
Teacher's guide

Skimming and scanning exercises Main idea identification Written exercises Oral presentations Group discussions

Reading

Extensive Reading: Non-fiction

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

- Read grade appropriate materials for lifelong learning
- Recommend to peers suitable non-fiction materials to read
- Appreciate the importance of reading widely

The learner is guided to:
- Read texts identified in previous lesson
- Note key points in each text
- Explain to classmates what they have read
- Identify unfamiliar words in the texts
- Use dictionary or Internet to look up meanings of unfamiliar words
- Use the words to make sentences
- Match words with similar meanings
- Use dictionary or Internet to look up meanings of words
- Discuss the importance of reading for information

Why should one read widely?

Moran - Skills in English pg. 159
Non-fiction texts
Digital devices
Dictionaries
Reference materials
Teacher's guide

Reading comprehension Vocabulary exercises Written exercises Oral presentations Group discussions

Grammar in Use

Word Classes: Adverbs

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

- Identify adverbs formed from adjectives in sentences or a group of words
- Form adverbs from adjectives
- Appreciate the value of adverbs in communication

The learner is guided to:
- Read a conversation about career choice
- Identify the adverb "cheerfully" in the conversation
- Determine the adjective from which "cheerfully" is formed
- Discuss why words are formed from other words
- Read sentences and identify adverbs formed from adjectives
- Search for adverbs formed from adjectives from the Internet, newspapers, magazines or books
- List adverbs and compare with classmates
- Identify adverbs formed from adjectives in provided word groups

Why should we form words from other words? What are the functions of adverbs?

Moran - Skills in English pg. 161
Digital devices
Newspapers
Magazines
Reference materials
Teacher's guide
Moran - Skills in English pg. 162
Posters and charts
Gap filling exercises

Adverb identification Word formation exercises Written exercises Oral presentations Group discussions

Reading

Intensive Reading: Lessons Learnt

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

- Identify the lessons learnt in a short story
- Explain what the lesson means to learners
- Value the importance of lessons in stories

- Relate the lessons learnt in the short story to real life situations
- Apply lessons learnt to personal situations
- Appreciate the relevance of the short story in addressing real life issues

The learner is guided to:
- Explain what they understand by the term "moral lesson"
- Discuss lessons learned from stories read previously
- Listen to the teacher read a short story
- Discuss and identify lessons learnt from the story by studying actions and words used
- Record findings in a provided table
- Discuss lessons learned from specific characters in the story
The learner is guided to:
- Answer questions based on the story "A career talk"
- Retell the story in pairs
- Role-play sections of the story that bring out main lessons
- Identify and role-play other events that bring out main lessons
- Relate events in own life to those in the story
- Write a composition on the subject of careers and assess in pairs
- Relate lessons learnt to experiences, people or things around them
- Watch or listen to a recorded story and identify lessons learnt
- Compare lessons to personal experiences
- Discuss ways of deriving lessons from short stories

How can you derive lessons from a short story?
What issues in the society are addressed by stories?

Moran - Skills in English pg. 164
Short story "A career talk"
Digital devices
Reference materials
Lesson analysis charts
Teacher's guide
Moran - Skills in English pg. 165
Short story "A career talk"
Digital devices
Recorded stories
Reference materials
Teacher's guide

Lesson identification Character analysis Written exercises Oral presentations Group discussions
Role play Composition writing Lesson application Oral presentations Group discussions

Writing

Mechanics of Writing: Prefixes and Suffixes

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

- Identify words with prefixes and suffixes from a text
- Form words using prefixes and suffixes
- Value the importance of correct word formation in communication

The learner is guided to:
- Read words with prefixes and suffixes and provide more examples
- Analyze words in columns to determine what each column has in common
- Read a text about careers and identify words with prefixes and suffixes
- Break down identified words to show their prefixes and suffixes
- Read a text and identify words with prefixes and suffixes
- Search for more examples of words with prefixes and suffixes
- Arrange words into groups: those with similar root, similar prefixes, and similar suffixes

How can you tell the meaning of a word using a prefix? Which words with suffixes and prefixes are confusing?

Moran - Skills in English pg. 167
Texts with prefixes and suffixes
Digital devices
Reference materials
Word lists
Teacher's guide

Word breakdown exercises Word identification Word formation Written exercises Group discussions

Writing

Mechanics of Writing: Prefixes and Suffixes

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

- Use prefixes and suffixes correctly in sentences
- Infer the meaning of a word from its prefix or suffix
- Acknowledge the influence of prefixes and suffixes on meaning and formation of words

The learner is guided to:
- Read pairs of words and sentences in which the words are used
- Listen to words read by the teacher and write them down
- Find the meaning of dictated words by looking at prefixes or suffixes
- Copy sentences and fill in blank spaces by adding prefixes or suffixes to given words
- Construct six sentences using words with prefixes and suffixes
- Search for more words with prefixes and suffixes
- Use words with prefixes and suffixes in sentences

How can word parts help us understand new words?

Moran - Skills in English pg. 168
Dictated words list
Digital devices
Reference materials
Gap filling exercises
Teacher's guide

Gap filling exercises Sentence construction Dictation exercises Written exercises Group discussions