ENVIRONMENTAL CONSERVATION

Listening and Speaking

Listening Comprehension: Argumentative Text

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

- Identify the main idea in an argumentative text.
- Extract specific details from an argumentative text.
- Value attentive listening in communication.

The learner is guided to:
- Listen to an audio text that the teacher will play.
- Identify the main idea in the text.
- Identify specific information in the text to support answers to questions.
- Discuss how specific details in a text help us understand the main idea.
- Outline arguments that support or oppose an opinion in the text.

Why is it important to listen attentively?

Skills in English pg. 45
Audio texts
Digital devices
Lesson notes
Teacher's Guide

Oral questions Listening comprehension exercises Group discussion assessment Note-taking evaluation

Listening and Speaking

Listening Comprehension: Selecting Details

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

- Listen for main idea and specific information in an argumentative text.
- Identify arguments in a listening text.
- Acknowledge the need for comprehension in communication.

The learner is guided to:
- Listen to a news bulletin and pick out the main idea and specific details.
- Watch a debate or interview and pick out required information.
- Watch a video of a presentation of a poem, song or story and identify specific details.
- Infer the meaning of unfamiliar words in groups.
- Answer questions based on the passage.

How do the specific details in a text enhance comprehension?

Skills in English pg. 47
News bulletins
Video clips
Digital devices
Song recordings

Listening comprehension tasks Question and answer Group discussion assessment Inference evaluation

Reading

Reading for Information and Meaning: Context Clues

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

- Infer the meaning of words, phrases and sentences from the context.
- Apply reading strategies to comprehend texts.
- Show interest in independent reading.

The learner is guided to:
- Read a grade appropriate text.
- Make predictions about a reading text.
- Infer the meaning of new words, phrases and sentences from the context.
- Look up the meaning of new words and phrases from the dictionary.
- Answer questions from a text.
- Make notes as they read a text.

Why is it important to find the meaning of new words and phrases?

Skills in English pg. 47
Digital devices
Dictionaries
Grade appropriate texts
Lesson notes

Written exercises Context clues identification Reading comprehension tasks Note-taking assessment

Reading

Reading for Information and Meaning: Context Clues

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

- Infer the meaning of words, phrases and sentences from the context.
- Apply reading strategies to comprehend texts.
- Show interest in independent reading.

The learner is guided to:
- Read a grade appropriate text.
- Make predictions about a reading text.
- Infer the meaning of new words, phrases and sentences from the context.
- Look up the meaning of new words and phrases from the dictionary.
- Answer questions from a text.
- Make notes as they read a text.

Why is it important to find the meaning of new words and phrases?

Skills in English pg. 47
Digital devices
Dictionaries
Grade appropriate texts
Lesson notes

Written exercises Context clues identification Reading comprehension tasks Note-taking assessment

Reading

Reading for Information and Meaning: Making Connections

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

- Make connections between events in a text and real life situations.
- Value the need to comprehend the information in written texts.
- Demonstrate positive attitude towards reading environmental texts.

The learner is guided to:
- Relate the characters, events and places in a text to real life.
- Summarize the events in a text.
- Form sentences using the new words and phrases.
- Fill in a crossword puzzle in pairs or small groups using the new words.
- Discuss how the text relates to environmental conservation.

How do we derive information from a given text?

Skills in English pg. 50
Digital devices
Environmental texts
Crossword puzzles
Lesson notes

Written summaries Sentence construction Crossword puzzle completion Group discussion assessment

Grammar in Use

Modal Auxiliaries: Identification

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

- Identify modal auxiliaries in a passage.
- Explain the functions of different modal auxiliaries.
- Appreciate the importance of modal auxiliaries in communication.

The learner is guided to:
- Read a short passage in which modal auxiliaries are used to describe count and non-count nouns.
- Listen to a text that uses modal auxiliaries with count and non-count nouns.
- Identify modal auxiliaries that are used with count, non-count or both categories.
- Work in small groups to identify modal auxiliaries from a passage.
- Discuss the functions of modal auxiliaries.

Which words do we use to express different moods such as requests, permission, ability and obligation?

Skills in English pg. 51
Digital devices
Sample texts with modal auxiliaries
Lesson notes
Charts

Identification exercises Group discussion assessment Written tasks Oral questions

Grammar in Use

Modal Auxiliaries: Application

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

- Use modal auxiliaries to express different moods.
- Value the importance of using modal auxiliaries in communication.
- Show confidence in using modal auxiliaries in communication.

The learner is guided to:
- Match the modal auxiliaries with the correct quantifiers.
- View pictures and diagrams and ask questions using modal auxiliaries.
- Use modal auxiliaries correctly to express permission, requests, ability and obligation.
- In groups, discuss the functions of modal auxiliaries.
- Construct sentences using modal auxiliaries correctly.

How can we improve our use of modal auxiliaries in daily communication?

Skills in English pg. 54
Picture charts
Digital devices
Sample texts
Lesson notes

Sentence construction Matching exercises Group discussion assessment Oral presentations

Reading

Poems: Structure - Identifying Features

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

- Describe the structure of a poem.
- Identify the number of lines and stanzas in a poem.
- Show appreciation for the structure of poems.

The learner is guided to:
- Recite a poem.
- Identify the number of lines in a poem.
- Pick out the short and long lines in a poem.
- Discuss the structure of the poem including stanzas, line length, and rhyme pattern.
- Infer the meaning of new words from the context of a poem.

Why do we read or recite poems?

Skills in English pg. 56
Poems
Digital devices
Charts with poem structure
Sample poems

Recitation assessment Structure identification Written exercises Oral questions

Reading

Poems: Structure - Analyzing Personification

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

- Analyse the use of personification in a poem.
- Create a poem based on a topic of interest.
- Appreciate the reading of poetry for enjoyment.

The learner is guided to:
- In small groups, discuss how personification has been used in the poem.
- Come up with a class project in which they identify a topic of interest, carry out research about the topic, compose a poem based on the selected topic, ask a peer to review the poem, make corrections on the poem, and share the poem on the school noticeboard or through social media.

Why are non-living things or animals made to behave like human beings in poems or stories?

Skills in English pg. 59
Poems with personification
Digital devices
Charts
Sample poems

Poem composition assessment Personification identification Group project evaluation Peer review

Reading

Poems: Structure - Analyzing Personification

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

- Analyse the use of personification in a poem.
- Create a poem based on a topic of interest.
- Appreciate the reading of poetry for enjoyment.

The learner is guided to:
- In small groups, discuss how personification has been used in the poem.
- Come up with a class project in which they identify a topic of interest, carry out research about the topic, compose a poem based on the selected topic, ask a peer to review the poem, make corrections on the poem, and share the poem on the school noticeboard or through social media.

Why are non-living things or animals made to behave like human beings in poems or stories?

Skills in English pg. 59
Poems with personification
Digital devices
Charts
Sample poems

Poem composition assessment Personification identification Group project evaluation Peer review

Writing

Structure of a Paragraph: Characteristics

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

- Outline the four characteristics of a well formed paragraph.
- Identify the topic sentence, supporting sentences, and clincher sentence in a paragraph.
- Value well-structured paragraphs in writing.

The learner is guided to:
- Read excerpts from newspaper articles, magazines, textbooks or online articles.
- Identify the topic sentence, supporting sentences, clincher sentence in paragraphs.
- Discuss the steps for paragraph writing including outlining, topic sentence, supporting sentences, and concluding sentence.
- Create a poster that outlines the four characteristics of a well-formed paragraph.

Why is it important to organise the ideas in your paragraphs coherently?

Skills in English pg. 61
Newspaper articles
Magazines
Digital devices
Textbooks

Paragraph analysis Poster creation Written exercises Group discussion assessment

Writing

Structure of a Paragraph: Creating Paragraphs

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

- Create a paragraph that is well developed, coherent and unified.
- Acknowledge the need for concise paragraphs in written communication.
- Demonstrate commitment to writing well-formed paragraphs.

The learner is guided to:
- Write a paragraph on a topic of interest that is coherent, unified, and contains well-developed thoughts.
- Assess the paragraphs in groups.
- Discuss ways to ensure that paragraphs display unity and coherence.
- Revise paragraphs based on peer feedback.

How can you ensure that your paragraphs are well formed?

Skills in English pg. 64
Digital devices
Sample well-formed paragraphs
Writing materials
Paragraph assessment checklist

Paragraph writing assessment Peer assessment Paragraph revision Group discussion evaluation

CONSUMER LAWS AND POLICIES

Listening and Speaking

Selective Listening: Required Information

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

- Select required information from a listening text.
- Distinguish between relevant and irrelevant information in a text.
- Value the importance of attentive listening.

The learner is guided to:
- Listen to a news bulletin and select the required information while disregarding irrelevant information.
- Answer specific questions on dates, time and facts based on the news bulletin.
- List the order of events mentioned in the bulletin.
- Discuss in groups how to become a better listener.
- Watch a video of a presentation and pick out required information.

Why should we listen attentively?

Skills in English pg. 66
News bulletins
Digital devices
Video presentations
Audio recordings

Listening comprehension tasks Note-taking assessment Group discussion evaluation Question and answer

Listening and Speaking

Selective Listening: Making Judgments

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

- Make judgement on the message in the listening text.
- Advocate the need for selective listening in various contexts.
- Demonstrate positive attitude towards selective listening.

The learner is guided to:
- Give an opinion on what they like or do not like about a text.
- In groups, discuss the need for selective listening in different contexts.
- Create posters on the importance of being a good listener.
- Display the posters on the class noticeboard.
- Role-play to dramatise the main event of a news report.

How can we ensure we pick out relevant details from a text?

Skills in English pg. 68
Digital devices
Audio recordings
Video clips
Posters

Role play assessment Poster creation evaluation Group discussion Opinion presentation

Reading

Intensive Reading: Prediction

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

- Predict events in a reading text.
- Outline the key events in a text.
- Demonstrate enthusiasm for reading.

The learner is guided to:
- Make predictions about the outcome of the story from the title and illustrations.
- Read a text on consumer laws and policies.
- Outline the key events in the text.
- Answer questions about the text.
- Discuss the accuracy of their predictions.

How are characters and events in a text related to real life?

Skills in English pg. 69
Digital devices
Reading texts on consumer laws
Illustrations
Prediction charts

Prediction assessment Reading comprehension tasks Outline evaluation Group discussion

Reading

Intensive Reading: Comprehension

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

- Answer direct and inferential questions for comprehension.
- Infer the meaning of new words and phrases using contextual clues.
- Relate the characters, events and places in the text to real life.
- Appreciate the importance of comprehension in lifelong learning.

The learner is guided to:
- Deduce the meaning of words using contextual clues.
- Make connections between events in the story and real life.
- Answer direct and inferential questions from a comprehension passage on consumer laws and policies.
- Make notes from a passage on consumer laws and policies.
- Write a summary using the notes.

Why is summary writing an important reading skill?

Skills in English pg. 72
Comprehension passages
Digital devices
Dictionaries
Note-making templates

Comprehension questions Summary writing assessment Vocabulary exercises Note-making evaluation

Reading

Intensive Reading: Comprehension

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

- Answer direct and inferential questions for comprehension.
- Infer the meaning of new words and phrases using contextual clues.
- Relate the characters, events and places in the text to real life.
- Appreciate the importance of comprehension in lifelong learning.

The learner is guided to:
- Deduce the meaning of words using contextual clues.
- Make connections between events in the story and real life.
- Answer direct and inferential questions from a comprehension passage on consumer laws and policies.
- Make notes from a passage on consumer laws and policies.
- Write a summary using the notes.

Why is summary writing an important reading skill?

Skills in English pg. 72
Comprehension passages
Digital devices
Dictionaries
Note-making templates

Comprehension questions Summary writing assessment Vocabulary exercises Note-making evaluation

Grammar in Use

Present and Past Perfect Aspect: Identification

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

- Distinguish the present and past perfect aspect in sentences.
- Identify the auxiliary verbs used in present and past perfect aspects.
- Value the correct use of tense in communication.

The learner is guided to:
- Recognize present and past perfect aspects in texts.
- Engage in a sentence completion guessing game to practise present and past perfect aspect.
- Compare present and past perfect aspect forms in sentences.
- Identify the auxiliary verbs used in present and past perfect aspects.

How do we show that an action is complete?

Skills in English pg. 74
Digital devices
Sample texts with perfect aspects
Lesson notes
Charts

Identification exercises Sentence completion tasks Comparison charts Group discussion assessment

Grammar in Use

Present and Past Perfect Aspect: Application

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

- Use present and past perfect aspect in sentences.
- Appreciate the importance of using tense in sentences.
- Show confidence in using present and past perfect aspects in communication.

The learner is guided to:
- Use has/have + -ed participle form of the verb to form the present perfect tense.
- Use had + past participle form of the verb to form the past perfect tense.
- Construct sentences on a variety of issues such as consumer laws and policies using the present and past perfect aspect.
- Pick out sentences in present and past perfect tense from newspaper articles, magazines and books.

Why should we use tense correctly in sentences?

Skills in English pg. 77
Digital devices
Newspaper articles
Magazines
Books

Sentence construction Written exercises Identification tasks Group discussion assessment

Intensive Reading

Play: Identification of Characters - Traits

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

- Identify the characters in a play.
- Use appropriate adjectives to describe the characters.
- Value the need to identify characters in a play.

The learner is guided to:
- List the characters and their roles in a play.
- Assume (hot seat) the personality of a certain character and say why 'they say and do certain things'.
- Role play various characters.
- Participate in a reader's theatre as they read sections of a play.
- Use appropriate adjectives to describe the characters, with illustrations.

How can one tell the qualities of a character in a play?

Skills in English pg. 79
Class reader - Play
Digital devices
Character trait charts
Role play props

Character identification Hot seat activity assessment Role play evaluation Character description tasks

Intensive Reading

Play: Identification of Characters - Actions

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

- Describe the actions of the characters using appropriate adverbs.
- Value the need to describe people and situations appropriately.
- Demonstrate appreciation for characterization in plays.

The learner is guided to:
- Describe the actions of the characters using various adverbs.
- Relate the characters in a play to people in real life.
- Discuss the behaviour of the characters in small groups.
- Write an essay on their favourite characters.
- Share and discuss their essays with peers.

How does describing actions of characters aid our understanding of a play?

Skills in English pg. 82
Class reader - Play
Digital devices
Essay writing templates
Character action charts

Essay writing assessment Group discussion evaluation Character action description Peer assessment

Intensive Reading

Play: Identification of Characters - Actions

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

- Describe the actions of the characters using appropriate adverbs.
- Value the need to describe people and situations appropriately.
- Demonstrate appreciation for characterization in plays.

The learner is guided to:
- Describe the actions of the characters using various adverbs.
- Relate the characters in a play to people in real life.
- Discuss the behaviour of the characters in small groups.
- Write an essay on their favourite characters.
- Share and discuss their essays with peers.

How does describing actions of characters aid our understanding of a play?

Skills in English pg. 82
Class reader - Play
Digital devices
Essay writing templates
Character action charts

Essay writing assessment Group discussion evaluation Character action description Peer assessment

Writing

Narrative and Descriptive Paragraphs: Identification

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

- Highlight the qualities of a well formed paragraph.
- Distinguish between narrative and descriptive paragraphs.
- Value well-formed paragraphs in communication.

The learner is guided to:
- Distinguish between narrative and descriptive paragraphs.
- Search for examples of narrative and descriptive paragraphs from the internet or print sources.
- Discuss the qualities of a well formed paragraph in groups.
- Outline the characteristics of a narrative paragraph.
- Discuss the features of a descriptive paragraph in groups.

How can we make a narrative composition interesting?

Skills in English pg. 84
Digital devices
Sample narrative and descriptive paragraphs
Internet resources
Print sources

Paragraph analysis Group discussion assessment Characteristic identification Feature comparison charts

Writing

Narrative and Descriptive Paragraphs: Creation

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

- Write narrative and descriptive paragraphs.
- Use the first person and second person in narrative and descriptive paragraphs.
- Value the need for well formed paragraphs in written communication.

The learner is guided to:
- Create a descriptive paragraph that appeals to the sense of sight, smell, hearing, taste and touch.
- Create a narrative paragraph.
- Recognize the first and second person in various paragraphs.
- Review a paragraph written by peers.
- Make corrections to the paragraph as per comments given by peers.

How can we ensure unity in a paragraph?

Skills in English pg. 87
Digital devices
Sample paragraphs
Paragraph review checklists
Writing materials

Paragraph writing assessment Peer review evaluation Correction tasks First/second person identification

RELATIONSHIPS: COMMUNITY

Listening and Speaking
Listening and Speaking

Pronunciation: Semi-vowels
Pronunciation: Diphthongs

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

- Pronounce the semi-vowels /j/ and /w/ with clarity.
- Apply stress on content and function words appropriately for speech clarity.
- Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
- Identify the semi-vowels /j/ and /w/ as in the words you, yes; woo and way.
- Pick out the semi-vowels from an audio or oral text.
- Listen to passages or sentences from an audio-recording or from the teacher.
- Write down and read out words with the specified semi-vowels.
- Practise correct pronunciation of the learnt words in pairs.
- Listen to the correct pronunciation of sounds from the internet.

Why should we pronounce sounds accurately?

Skills in English pg. 90
Digital devices
Audio recordings
Lesson notes
Teacher's Guide
Skills in English pg. 92

Observation Oral questions Pronunciation drills Peer assessment Checklists

Reading

Reference Materials: Dictionary

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

- Outline various types of reference materials and their uses.
- Use the dictionary to check the meaning and usage of words.
- Acknowledge the value of reference materials in research.

The learner is guided to:
- Search the internet for more information about dictionaries and their purpose.
- Compare print and digital dictionaries.
- Read a passage from a textbook, newspaper, or magazine.
- Identify unfamiliar words in the passage.
- Look up the meaning of the words in a dictionary.
- Utilize the dictionary for reference purposes.
- Spell words correctly.
- Classify words into various classes.

Why do we use reference materials?

Skills in English pg. 95
Digital devices
Dictionaries
Textbooks
Newspapers
Magazines

Observation Question and answer Written exercises Dictionary use exercises Peer assessment

Reading
Grammar in Use

Reference Materials: Thesaurus and Encyclopaedia
Order of Adjectives: Types of Adjectives

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

- Use the thesaurus and subject-specific encyclopaedia to check the meaning and usage of words.
- Conduct research on a topic of interest using the thesaurus and encyclopaedia.
- Value reference materials in research.

The learner is guided to:
- Search the internet for more information about the thesaurus and encyclopaedia and their purposes.
- Compare print and digital thesaurus and encyclopaedia.
- Look up the synonyms of various words using a thesaurus.
- Make sentences using the synonyms of given words.
- Conduct research on a given topic using subject-specific encyclopaedia.
- Conduct research on contemporary issues from a subject-specific encyclopaedia.

How can reference materials help us in our learning?

Skills in English pg. 97
Digital devices
Thesaurus
Encyclopaedias
Textbooks
Skills in English pg. 99
Charts
Pictures
Crossword puzzles

Observation Question and answer Research tasks Peer assessment Written exercises

Grammar in Use
Reading

Order of Adjectives: Correct Order
Play: Style - Identification

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

- Use the correct order of adjectives in oral and written texts.
- Apply the OSSACOMP rule in ordering adjectives.
- Value the correct order of adjectives in communication.

The learner is guided to:
- Learn and apply the OSSACOMP rule (Opinion, Size, Shape, Age, Colour, Origin, Material, Purpose) when ordering adjectives.
- Construct sentences using adjectives in the correct order.
- Participate in a chain story telling game where they describe a character or place using adjectives.
- Construct sentences orally in pairs from posters, pictures and other visuals using adjectives in the correct order.

Why is it important to order adjectives correctly?

Skills in English pg. 101
Digital devices
Charts
Pictures
Flash cards
Textbooks
Skills in English pg. 103
Class readers - Play
Lesson notes
Teacher's guide

Observation Written exercises Oral presentations Group work evaluation Peer assessment

Reading

Play: Style - Analysis

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

- Relate the stylistic features to the message in a play.
- Analyse how literary devices enhance meaning in a play.
- Appreciate creativity in plays.

The learner is guided to:
- Participate in a readers' theatre as they read sections of a play.
- Relate the features of style to the message in a play.
- Role-play the actions of the characters in a play.
- Use hot seating to bring to life aspects of a play.
- Write a summary of the features of style used in a play.

How do stylistic features enhance the message in a play?

Skills in English pg. 106
Digital devices
Class readers - Play
Lesson notes
Teacher's guide

Observation Role play Hot seat evaluation Written analysis Peer assessment

Writing

Letter of Application: Structure

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

- Identify the components of a letter of application.
- Outline a letter of application for different purposes.
- Value the importance of proper formatting in formal letters.

The learner is guided to:
- Identify the components of a letter of application from a sample letter.
- Work in groups to brainstorm on the purpose of writing a letter of application.
- Look for more samples of letters of application from books, magazines, newspapers and the internet.
- Outline a letter of application with all the components.

Why do we write letters of application?

Skills in English pg. 108
Digital devices
Sample application letters
Textbooks
Magazines
Newspapers

Observation Written exercises Letter analysis Peer assessment Checklists

Writing
Listening and Speaking

Letter of Application: Writing
Conversational skills: Negotiation skills - Words and Phrases

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

- Write a letter of application for placement at Senior Secondary School using all the components.
- Edit and revise a letter of application.
- Advocate the need to adhere to the format of formal letter writing.

The learner is guided to:
- Write a letter of application for placement at Senior Secondary School using the taught components.
- Exchange the letter with other learners for peer assessment.
- Edit the letters of application in small groups for correctness.
- Revise the letter and input corrections suggested by peers.
- Share the letters of application on the class noticeboard, school noticeboard or online.

How can one ensure a letter of application meets the expected standards?

Skills in English pg. 110
Digital devices
Sample application letters
Rubrics
Textbooks
Skills in English pg. 112
Video clips
Audio recordings
Lesson notes

Written exercises Peer assessment Final letter evaluation Checklists Assessment rubrics

LEISURE TIME

Listening and Speaking

Conversational skills: Negotiation skills - Verbal and Non-verbal Cues

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

- Use non-verbal cues during negotiations.
- Role-play negotiation scenarios.
- Value respectful expression of divergent opinions.

The learner is guided to:
- Simulate a negotiation scene.
- Engage in a hot seat negotiation for the freedom of a prisoner or a favor.
- Perform a conversational poem in which people are negotiating or bargaining for money, dowry or price of land.
- Use appropriate non-verbal cues such as gestures, facial expressions, and body language during negotiations.

How can one enhance their negotiation skills?

Skills in English pg. 115
Digital devices
Video clips
Audio recordings
Conversational poems

Observation Oral presentation Role play Peer assessment Assessment rubrics

Reading

Reading Fluency: Speed and Accuracy
Reading Fluency: Expression

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

- Outline ways of enhancing fluency in reading.
- Read a text at the right speed and accurately for effective communication.
- Value reading fluency in communication.

The learner is guided to:
- Preview a text.
- Ignore unknown words.
- Scan through a text to find a word, a pair of words or a phrase in pairs or groups.
- Skim through articles or chapters in a book.
- Read portions of a narrative in turns.
- Engage in a timed, repeated reading of a portion of a text.
- Pronounce sounds and words accurately.

Why is reading a text fluently important?

Skills in English pg. 116
Digital devices
Storybooks
Textbooks
Newspapers
Magazines
Skills in English pg. 119
Poems
Newspapers

Observation Reading speed tests Accuracy checks Peer assessment Reading logs

Grammar in Use

Comparison of Adverbs: Forms
Comparison of Adverbs: Usage

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

- Identify the degrees of comparison in adverbs.
- Differentiate between positive, comparative and superlative forms of adverbs.
- Appreciate the correct usage of adverbs.

The learner is guided to:
- Identify the positive, comparative and superlative degrees of adverbs.
- Practise using different degrees of adverbs in sentences.
- Listen to an audio clip or read a passage featuring the comparison of adverbs.
- Discuss the rules for comparison of adverbs.
- In small groups, correct mistakes in sentences that have comparison of adverbs.

How do we compare things?

Skills in English pg. 121
Digital devices
Audio clips
Charts
Textbooks
Substitution tables
Skills in English pg. 123
Video recordings
Substitution tables
Textbooks

Written exercises Sentence correction Oral presentations Group work evaluation Checklists

Reading

Intensive Reading - Play: Themes

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

- Identify the themes in a play or a section of a play.
- Illustrate themes in a play with examples.
- Recognize the role of literary appreciation in critical thinking.

The learner is guided to:
- Read the play "The Free Weekend".
- Outline and illustrate the themes in the play.
- In groups discuss the themes in a play.
- Engage in a hot seating activity featuring some of the themes.
- Relate the themes to real life experiences.

What are some of the issues authors write about?

Skills in English pg. 124
Digital devices
Class readers - Play
Lesson notes
Teacher's guide

Observation Written analysis Hot seat exercises Group discussions Checklists

Reading
Writing

Intensive Reading - Play: Analysis
Mechanics of Writing: Spelling of Words with Double Letters

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

- Analyse the themes in a play.
- Relate the themes in a play to real life.
- Appreciate the role of literary appreciation in the development of critical thinking skills.

The learner is guided to:
- Role play some of the scenes in a play.
- Perform readers' theatre in small groups involving sections of a play.
- Record video clips as they dramatise sections of a play, share the video clips through the internet.
- Analyse how the themes in the play relate to real-life situations.

How are literary texts different from factual ones?

Skills in English pg. 127
Digital devices
Video recording equipment
Class readers - Play
Lesson notes
Skills in English pg. 129
Dictionaries
Word lists
Dictation exercises

Role play assessment Video recording evaluation Written analysis Peer feedback Checklists

Writing

Mechanics of Writing: Spelling Games and Activities

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

- Engage in spelling games for practice.
- Use target words in sentences of their own.
- Show respect for correct spelling in communication.

The learner is guided to:
- Engage in spelling games such as spelling bee, scramble, crosswords and word search.
- Use the target words in sentences of their own.
- Fill in crossword puzzles and other word games and share them through the internet, magazines or the school noticeboard.
- Create and complete word puzzles featuring double-letter words and homophones.

Why is it important to spell words correctly?

Skills in English pg. 132
Digital devices
Crossword puzzles
Word search games
Spelling bee materials
Textbooks

Spelling games evaluation Word puzzle completion Sentence construction Peer assessment Assessment rubrics

NATURAL RESOURCES: MARINE LIFE

Listening and Speaking

Listening for Detail: Main Ideas

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

- Select the main idea from a listening passage.
- Identify specific details in a listening text.
- Acknowledge the importance of attentive listening.

The learner is guided to:
- Listen to a recorded text "Mammals in the Sea".
- Pick out details from the listening text.
- Rewrite the passage in their own words.
- Work in pairs to discuss any new information that they have learnt from the passage.
- Answer questions based on the passage.

Why should we distinguish between relevant and irrelevant information during a presentation?

Skills in English pg. 135
Digital devices
Audio recordings
Lesson notes
Teacher's guide

Observation Oral questions Written responses Peer assessment Checklists

Listening and Speaking
Reading

Listening for Detail: Specific Information
Intensive Reading: Interpretation

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

- Respond to questions based on the listening passage.
- Recall specific details from a listening passage.
- Value the importance of attentive listening.

The learner is guided to:
- Use a digital device to search for more information on the topic.
- Watch a video and pick out specific details in groups.
- Recall specific details from a listening passage.
- Listen to another text "Clayton the Scuba Diver" and answer questions about specific details.

Why is it important to listen keenly?

Skills in English pg. 136
Digital devices
Audio recordings
Video clips
Lesson notes
Skills in English pg. 137
Texts on marine life

Observation Oral questions Written responses Detail recall exercises Checklists

Grammar in Use

Relative Pronouns
Interrogative Pronouns

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

- Recognize relative pronouns in a text.
- Use relative pronouns in sentences.
- Acknowledge the value of relative pronouns in communication.

The learner is guided to:
- Identify relative pronouns from a passage.
- Differentiate between types of relative pronouns.
- Construct sentences using relative pronouns.
- Work in small groups and use relative pronouns, record the activity on video and share the video with others.

Which words do you use to join simple sentences?

Skills in English pg. 141
Digital devices
Charts
Textbooks
Video recording equipment
Skills in English pg. 144
Crossword puzzles
Visual aids
Textbooks

Written exercises Sentence construction Video recording assessment Peer feedback Checklists

Reading

Intensive Reading: Play - Characters

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

- Identify the characters in a play for deeper understanding.
- Describe the characters in a play based on their actions and words.
- Value the role of literary appreciation in developing critical thinking.

The learner is guided to:
- Watch muted video clips based on a play and discuss what they think the characters are saying to each other.
- Read excerpts of a play "Nature Speaks".
- Answer questions based on a play.
- Identify the characters in the play and their roles.
- Create character maps or diagrams.

Why should we establish the relationship between the characters in a play?

Skills in English pg. 146
Digital devices
Video clips
Class readers - Play
Lesson notes

Observation Character analysis Written responses Group discussions Checklists

Reading
Writing

Intensive Reading: Play - Relationships
The Writing Process: Planning and Drafting

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

- Analyze the characters in a play and their relationship.
- Relate the characters in a play to real life.
- Appreciate character development in plays.

The learner is guided to:
- Identify the conflicts between characters in a play.
- Relate the characters in a play to real life.
- Role play the characters in a play.
- Simulate the action in sections of the play.
- Dramatize sections of a play.
- Make video recordings of the role play and share them with peers.

How does understanding the relationship between characters help our understanding of the play?

Skills in English pg. 148
Digital devices
Video recording equipment
Class readers - Play
Lesson notes
Skills in English pg. 150
Writing materials
Sample outlines
Textbooks

Role play assessment Video recording evaluation Character relationship analysis Peer feedback Checklists

Writing

The Writing Process: Editing and Publishing

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

- Edit and revise a composition, story or poem.
- Publish a final composition.
- Advocate the need for creativity in life.

The learner is guided to:
- Share factual composition pieces among the groups for peer assessment and correction.
- Edit and revise the first draft based on feedback.
- Create a final version of the composition.
- Publish or share the composition through appropriate channels such as class display or school magazine.

How can we ensure our writing communicates effectively?

Skills in English pg. 152
Digital devices
Writing materials
Editing checklists
Publishing platforms

Final composition assessment Editing process evaluation Publishing quality Peer assessment Assessment rubrics

TOURISM: INTERNATIONAL

Listening and Speaking

Oral Poetry: Features

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

- Identify the features of oral poetry.
- Interpret oral poems on varied issues.
- Acknowledge the role of oral poetry in the preservation of cultural heritage.

The learner is guided to:
- Listen and respond to audio recordings of oral poetry.
- Listen and respond to an oral poem recited by the teacher.
- Retell a poem using own words.
- Infer the meaning of words and phrases in a given oral poem.
- Listen to different renditions of the same oral poem.

Why should you interpret an oral poem correctly?

Skills in English pg. 154
Digital devices
Audio recordings
Poem collections
Lesson notes

Observation Oral responses Poem interpretation Retelling assessment Checklists

Listening and Speaking
Reading

Oral Poetry: Performance
Reading for Interpretation: Point of View

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

- Perform an oral poem using a variety of techniques.
- Use verbal and non-verbal techniques in oral poetry.
- Enjoy performing different oral poems.

The learner is guided to:
- Use appropriate performance techniques to perform oral poems.
- Relate the ideas in an oral poem to real life.
- Recite oral poems in groups.
- Participate in a readers' theatre.
- Compose oral poems in pairs and share with the class.

How can you make the performance of an oral poem interesting?

Skills in English pg. 156
Digital devices
Audio recordings
Poem collections
Video recordings
Skills in English pg. 157
Poetry collections
Lesson notes
Textbooks

Performance assessment Use of techniques evaluation Original poem creation Peer feedback Assessment rubrics

Reading
Grammar in Use

Reading for Interpretation: Analysis
Complex Prepositions: Identification

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

- Analyze the point of view in a poem.
- Compose a short poem with a specific point of view.
- Acknowledge the importance of the point of view in the understanding of a poem.

The learner is guided to:
- Compose a short poem individually.
- Discuss the various points of view in the poems in small groups.
- Analyze how point of view affects the meaning and impact of a poem.
- Present and explain the point of view in their own poems.

How does point of view affect our understanding of a poem?

Skills in English pg. 159
Digital devices
Poetry collections
Writing materials
Textbooks
Skills in English pg. 160
Magazines
Newspapers
Books

Original poem assessment Point of view analysis Group discussion evaluation Peer feedback Checklists

Grammar in Use

Complex Prepositions: Usage

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

- Use complex prepositions in sentences.
- Construct sentences with complex prepositions.
- Value the role of prepositions in oral and written communication.

The learner is guided to:
- Form sentences using complex prepositions.
- In small groups, correct mistakes in sentences formed by peers.
- Search for more examples of complex prepositions from the internet and other sources.
- Compile a list of complex prepositions based on the results of their search and their previous work in this theme.

How do you describe where something is located?

Skills in English pg. 161
Digital devices
References
Sentence strips
Textbooks

Sentence construction Error correction Research compilation Peer assessment Assessment rubrics

Reading

Poetry: Characters - Identification
Poetry: Characters - Analysis

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

- Identify the persona and other participants in a poem.
- Describe the characters in a poem using appropriate words.
- Value the role of characters in poetry.

The learner is guided to:
- Read a grade appropriate poem "Let us go touring".
- Use appropriate adjectives to describe the behaviour of characters in poem.
- Illustrate character traits in varied poems.
- Identify the persona and other characters in the poem.

How do we tell the behaviour of the characters in a poem?

Skills in English pg. 162
Digital devices
Poetry collections
Lesson notes
Textbooks
Skills in English pg. 164
Recording equipment
Character trait charts

Character identification Description exercises Illustration assessment Peer feedback Checklists

Writing

Assessing Writing: Qualities

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

- Identify the qualities of a well-written composition.
- Create an assessment list for evaluating compositions.
- Value the need for clarity and cohesion in writing.

The learner is guided to:
- Read a passage about the qualities of a good composition.
- Write down a criterion or checklist for assessing compositions. The criterion should have parameters such as: variety of sentences, relevance and creativity, cohesion, grammar and editorials.
- Read samples of well-written compositions from the coursebook.

What are the qualities of a good composition?

Skills in English pg. 165
Digital devices
Sample compositions
Assessment rubrics
Textbooks

Assessment criteria creation Sample analysis Written exercises Peer feedback Checklists

Writing

Assessing Writing: Application

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

- Write a composition related to the theme.
- Assess a composition against a predesigned criteria.
- Apply feedback to improve writing.

The learner is guided to:
- Write a composition related to tourism.
- Assess a peer's composition and give comments as guided by the checklist.
- Make corrections to the composition.
- Display the compositions on the school noticeboard.

How can one make a composition interesting?

Skills in English pg. 167
Digital devices
Assessment rubrics
Composition samples
Textbooks

Composition assessment Peer review quality Revised composition Final product evaluation Assessment rubrics