Listening and Speaking.
Reading.

Oral Literature: Short Forms.
Intensive Reading: Simple Poems.

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

-Collect riddles, proverbs and tongue twisters from books, internet and the community.
-Perform riddles, proverbs and tongue twisters.
-Enjoy performing the different riddles, tongue twisters and proverbs.

The learner is guided to:
-collect riddles, proverbs and tongue twisters from books, internet and resource person.
-play riddling games in small groups.
-discuss ways of performing riddles, proverbs and tongue twisters..
-present and perform riddles, proverbs and tongue twisters.
-create a collection of riddles, proverbs and tongue twisters and display them on charts or school notice board.

How do we perform riddles, proverbs and tongue twisters?

Resource person.
Digital devices.
Resource books.
Learner's Textbook.
Lesson notes.
Poems.
Digital devices
Daughter of Nature.

Checklists. Assessment rubrics. Oral presentations. Oral questions. Peer Assessment.

Grammar in Use.

Nouns and Quantifiers.

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

-Identify quantifiers used with count,non-count or both categories.
-Use the different quantifiers in sentences.
-Acknowledge the importance of quantifiers in oral and written communication.

The learner is guided to:
-use digital devices to search for information on the meaning of quantifiers and quantifiers used with count and non-count nouns.
-read a short passage in which quantifiers are used to describe count and non-count nouns.
-identify quantifiers that are used with count,non-count.
-form sentences using the different quantifiers with count and non -count nouns.
-prepare charts showing the quantifiers used with count,non-count nouns and both of them.

Why is it important to express the quantity of something correctly?

Learner's Textbook.
Lesson notes.
Digital devices.
Teacher's Guide.
charts.

Assessment rubrics. Written tests. Oral questions. Checklists.

Grammar in Use

Nouns and Quantifiers.

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

-Identify and Categories count and non-count nouns in oral and written texts.
-Construct sentences using count and non-count nouns.
-Acknowledge count and non-count nouns in texts.

The learner is guided to:
-differentiate between count and non-count nouns and give relevant examples.
-read a short passage and identify count and non-count nouns.
-match the count and non- count nouns with the correct quantifiers.
-form sentences using different quantifiers with count and non-count nouns.
-fill in gaps with the correct quantifiers based on count and non-count nouns.

How do count nouns differ from non-count nouns?

Learner's Textbook.
Teacher's Guide.
Charts.
Digital devices.

Fill in gaps. Written questions. Sentence construction. Checklists. Assessment rubrics. Oral questions.

Reading.
Writing.

Intensive Reading: Plot (Class Reader)
Mechanics of Writing: Punctuation.

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

-Identify the key events in a play.
-Describe the sequence of events in a Play.
-Acknowledge the importance of a plot in a literary work.

The learner is guided to:
-read a play and then identify the key events in the Play.
-create a summary of the key events and share in class for assessment.
-analyse the events in a Play.
-outline the sequence of events in the Play.
-answer questions based on the plot.
-make connections between events in a play and real life.
-role play a section of the Play in groups.

How do we know the key events in a Play?

Class Readers - Play.
Digital devices.
Learner's Textbook.
Lesson notes.
Teacher's guide.
Posters.
Charts.

Checklists. Peer Assessment. Assessment rubrics. Written questions.

THEME: Environmental Conservation. Listening and Speaking.

Listening Comprehension

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

-Identify the main idea and specific details from an argumentative text.
-Listen for the main and specific details in an argumentative text.
-Acknowledge the need for comprehension in communication.

The learner is guided to:
-listen to a passage read out by teacher based on the theme.
-pick out the specific details such as places, time, events and people from a listening passage.
-identify the main idea from the listening text.
-use digital devices to listen and watch news bulletin, interview or debate and pick out the main idea and specific details.

How do the specific details in a text enhance comprehension? Why is it important to listen attentively?

Digital devices.
News Bulletin.
Recorded debates and interviews.
Teacher's Guide.
Lesson notes.
Learner's Textbook.

Checklists. Oral questions. Observation. Assessment rubrics.

Listening and Speaking.
Reading

Listening Comprehension.
Reading for Information and Meaning.

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

-Listen to a passage and identify the unfamiliar words.
-Infer meaning of the unfamiliar words.
-Acknowledge the need for listening attentively.

The learner is guided to:- listen to a passage read out by teacher and pick out the unfamiliar words.
-listen to news bulletin or debate or interview and pick out the unfamiliar words.
-infer the meaning of unfamiliar words in groups.
-answe questions based on the listened passage.

Why is it important to listen attentively?

Teacher's Guide.
Digital devices.
News bulletin.
recorded interviews or debate.
Learner's Textbook.
Grade appropriate texts.

Checklists. Oral questions. Peer Assessment. Assessment rubrics.

Reading

Reading for Information and Meaning.

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

-Read a grade appropriate text and identify new phrases and words.
-Construct sentences using the new words and phrases.
-Value the need to comprehend the information in written texts.

The learner is guided to
-read a grade appropriate texts and pick out new words and phrases.
-infer the meaning of the new words, phrases and sentences from the context.
-look up the meaning of the new words and phrases from the dictionary.
-form sentences using the new words and phrases.
-fill in crossword puzzles using the new words.

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

Grade appropriate texts.
Learner's textbook.
Dictionaries.
Crossword puzzles.

Checklists. Assessment rubrics. Peer assessment. Oral questions. Filling in crossword puzzles.

Grammar in Use.

Modal Auxiliaries.

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

-Identify modal auxiliaries in texts.
-Discuss the functions of the modal auxiliaries.
-Value the importance of using modal auxiliaries in communication.

The learner is guided to:
-study sentences and texts then identify the modal auxiliaries:may, might, will,shall, would, should, can and could.
-listen to a song or read a poem and identify the modal auxiliaries used.
-search the internet or print resources for information on the functions of modal auxiliaries.
-discuss the functions of the different modal auxiliaries.

Which words do we use to express requests, permission, ability and obligation?

Learner's Textbook.
Lesson notes.
Digital devices.
Charts.
Teacher's Guide.

Assessment rubrics. Written questions. Oral questions. Checklists.

Grammar in Use.
Reading

Modal Auxiliaries.
Poems: Structure.

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

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

The learner is guided to:
-construct sentences using the modal auxiliaries to express permission, requests, ability and obligation.
-collaborate in creating a dialogue featuring the different modal auxiliaries.
-fill in gaps using the appropriate modal auxiliaries.

What is the importance of using modal auxiliaries in communication?

Learner's Textbook.
Digital devices.
Teacher's Guide.
Poems.
Lesson notes.

Assessment rubrics. Filling in Gaps. Written questions. Peer assessment. Checklists.

Reading

Poems: Structure.

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

-Identify and infer meaning of new words from the context of a poem.
-Create a poem based on a topic of interest.
-Demonstrate creativity in creating a poem on topic of interest.

The learner is guided to:
-read selected poems and identify the new words.
-infer the meaning of new words from the context of a 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.
-share the poem on the school notice board or through social media.

What should we consider when creating or composing a poem?

Learner's Textbook.
Digital devices.
Charts.

Class project. Assessment rubrics. Checklists. Peer Assessment.

Writing

Structure of a Paragraph.

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

-Outline the four characteristics of a well formed paragraph.
-Discuss the steps for paragraph writing.
-Prepare a chart showing the steps for paragraph writing.
-Acknowledge the steps for paragraph writing.

The learner is guided to:
-read excerpts from newspaper articles, textbooks or online articles.
-identify the topic, supporting sentences and clincher sentence.
-outline the steps for paragraph writing.
-discuss the steps for paragraph writing.
-prepare a chart showing the steps for paragraph writing.

Why is it important to organize ideas in your paragraphs coherently?

Newspaper articles.
Textbooks.
Online articles.
Learner's Textbook.
Digital devices.
Charts.
Teacher's Guide.
Written paragraphs.

Assessment rubrics. Checklists Oral questions.

Listening and Speaking.

Selective Listening.

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

-Select required information from a listening text.
-Make judgement on the message in the listening text.
-Advocate the need for selective listening in various contexts.

The learner is guided to:
-listen to a news bulletin and select the required information while disregarding irrelevant details.
-list the order of events mentioned in the bulletin.
-share their opinions on what they like or dislike about the text.
-answer specific questions on dates, time and facts based on the news bulletin.

Why should we listen attentively? How can we ensure we pick out relevant details from a text?

Digital devices.
Audio and video clips of news bulletin.
Learner's textbook.
Teacher's Guide.

Checklists. Assessment rubrics. Oral questions. Oral presentation.

Reading

Intensive Reading

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.
-Answer direct and inferential questions for comprehension.
-Appreciate the importance of intensive reading in lifelong learning.

The learner is guided to
-make predictions about the outcome of the story the title and illustrations.
-identify the key events in the text/story.
-make connections between events in the story and real life.
-answer direct and inferential questions from a comprehension passage on consumer laws and policies.

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

Learner's Textbook.
Teacher's Guide.
Comprehension Passages.

Assessment rubrics. Checklists Oral questions. Written questions.

Reading
Grammar in Use.

Intensive Reading
Present and Past Perfect Aspect.

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

-Identify new words and phrases using contextual clues.
-Infer the meaning of new words and phrases using contextual clues.
-Make notes from the passage on consumer laws and policies.
-Acknowledge the importance of note taking as a reading skill.

The learner is guided to
-identify the new words and phrases in the comprehension passage.
-collaborate in deducing the meaning of words and phrases using contextual clues.
-individually learners to make notes from the passage Consumer Laws and Policies.
-write a summary using the notes.

Why is note taking an important reading skill?

Learner's textbook.
Dictionaries.
Teacher's Guide.
Digital devices.
Internet.
Charts.
Lesson notes.

Checklists. Assessment rubrics. Peer Assessment. Oral questions.

Grammar in Use.

Present and Past Perfect Aspect.

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

-State the meaning of past perfect aspect in sentences.
-Identify the past perfect form in sentences.
-Use the past perfect aspect in sentences.
-Appreciate the importance of using tenses in sentences.

The learner is guided to:
-explain the meaning of past perfect aspect in sentences.
-search for examples of sentences in the past perfect forms from the internet and note them down.
-identify by underlining the past perfect forms in sentences.
-use had + past participle form of the verb to firm the past perfect aspect.
-construct correct sentences using the past perfect aspect.

How do we show that an action is complete?

Learner's Textbook.
Digital devices.
Lesson notes.
Charts.

Checklists. Assessment rubrics. Written questions. Oral questions. Peer Assessment.

Intensive Reading.

Play: Identification of Characters.

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.
-Role play various characters in class.
-Value the need to describe people and situations appropriately.

The learner is guided to:
-read a play or s section of it.
-list the characters and their roles in a Play.
-use appropriate adjectives to describe the characters with illustrations.
-collaborate and confidently role play various characters.
-assume the personality of a certain character and say why they say and do certain things.

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

Play- (class Reader)
Lesson notes.
Teacher's Guide.
Digital devices.
Class Reader - Selected Play.

Assessment rubrics. Checklists. Oral questions. Written questions.

Writing.

Narrative and Descriptive Paragraphs.

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

-Outline the characteristics of a narrative paragraph.
-Write narrative paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.

The learner is guided to:
-explain the meaning of a narrative paragraph.
-search for examples of narrative paragraphs from the internet or print resources.
-discuss the qualities of a well formed paragraphs.
-outline the characteristics of a narrative paragraph.
-individually create a narrative paragraph using the first and second person in various paragraphs.
-share their narrative paragraphs with peers for review and make corrections to the paragraphs as per comments given by peers.

How can we make a narrative composition interesting?

Digital devices.
Lesson notes.
Teacher's Guide.
Learner's Textbook.

Assessment rubrics. Checklists. Peer Assessment. Writing tests.

Writing.

Narrative and Descriptive Paragraphs.

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

-State the meaning of descriptive paragraphs.
-Outline the features of a descriptive paragraph.
-Write descriptive paragraphs using the first and second person.
-Value the need for well formed paragraphs in written communication.

The learner is guided:
-search for examples of descriptive paragraphs from the internet or print resources.
-explain the meaning of descriptive paragraphs.
-discuss the features of the descriptive paragraphs.
- in pairs, create a descriptive paragraph that appeals to the sense of sight,smell, hearing,taste and touch.
-share their descriptive paragraphs with peers for review and then make corrections to the paragraphs as per comments given by peers.

How can we ensure unity in a paragraph? What is a descriptive paragraph? What are the features of a descriptive paragraph?

Digital devices.
Samples of descriptive paragraphs.
Learner's Textbook.

Checklists. Oral questions. Assessment rubrics. Writing tests. Peer Assessment.

Theme: Relationships: Community. Listening and Speaking.
Listening and Speaking.

Pronunciations.

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

-Identify the semi-vowels /j/, /w/ and diphthongs /ai/ and/ei/ in words.
-Pronounce the semi vowels /j/ ,/w/ and diphthongs /ai/ and /ei/ in words for clarity.
-Appreciate the importance of correct pronunciation in communication.

The learner is guided to:
-study words given and identify the semi vowels /j/ and /w/.
-pick out the diphthongs /ai/ and/ei/ from an oral text.
-write down and read out words with the specified semi vowels /j/ ,/w/ and diphthongs /ai/ & /ei/.
-pronounce words with diphthongs /ai/ ,/ei/ and semi vowels /j/ and /w/.

Why should we pronounce sounds accurately?

Audio recordings.
Learner's textbook.
Teacher's Guide.
Digital devices.
Lesson notes.

Checklists. Assessment rubrics. Oral questions. Pronunciations.

Reading.

Reference Materials: Dictionary, Thesaurus and Encyclopedia.

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

-Outline various types of reference materials and their uses.
-Use the dictionary, thesaurus and subject specific encyclopedia 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 information about the dictionary, thesaurus and encyclopedia and the purpose of each.
-read a passage from the textbook or newspaper.
-identify unfamiliar words in the passage read.
-look up the meaning of the words in the dictionary.
-look the synonyms of various words using the thesaurus and make correct sentences.

Why do we use reference materials? What is the purpose of the reference materials?

Dictionary.
Thesaurus.
Subject Specific Encyclopedia.
Learner's Textbook.
Lesson notes.

Assessment rubrics. Checklists. Oral questions. Written questions.

Reading.
Grammar in Use.

Reference Materials: Dictionary, Thesaurus and Encyclopedia.
Order of Adjectives.

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

-Conduct research on a topic of interest using the dictionary, thesaurus and encyclopedia.
-Acknowledge the value of reference materials in research.

The learner is guided to:
-utilise the dictionary, thesaurus and the encyclopedia for reference purposes.
-write down their findings in books.
-conduct research on contemporary issues from a subject specific encyclopedia.
-note down their findings and share with peers.

Why do we use reference materials?

Subject specific encyclopedia.
Learner's Textbook.
Digital devices.
Teacher's Guide.
Audio texts.
Lesson notes.

Assessment rubrics. Checklists. Oral presentations.

Grammar in Use.

Order of Adjectives.

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

-Use the correct order of adjectives in oral and written texts.
-Acknowledge the importance of order of adjectives in communication.

The learner is guided to:
-collaborate in forming sentences using adjectives of opinion,size, shape,age, colour,origin, material and purpose.
-construct sentences orally and in writing from posters, posters and other visuals.
-participate in chain story telling game where they describe a character or place using adjectives.

Why is it important to order adjectives correctly?

Learner's Textbook.
Pictures, Posters and Visuals.
Digital devices.

Assessment rubrics. Written questions. Oral questions. Checklists Peer Assessment.

Reading.

Play: Style.

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

-Identify the features of style used in a play with examples.
-Use digital resources to search the meaning of the features of style used in a Play.
-Acknowledge the different features of style used in Plays.

The learner is guided to:
-identify the oral literature features (narration, riddles, songs, proverbs,local words and tongue twisters) used in a play.
-pick out similes and metaphors used in the Play.
-read excerpts of a play and pick out the stylistic features used.
-read about the meaning of the identified features of style used in a Play from digital and non-digital resources.

What makes a play interesting to read?

Selected Play - class readers.
Digital devices.
Lesson notes.

Checklists. Assessment rubrics. Oral questions.

Reading.
Writing.

Play: Style.
Letter of Application.

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

-Relate the stylistic features to the message in a Play.
-Role play the actions of the characters in a Play.
-Value the role of varied styles in reinforcing the message in a Play.

The learner is guided to:
-relate the features of style to the message in a Play and note down their findings.
-collaborate in role playing the actions of the characters in a Play.
-write a summary of the features of style used in a play.

How do stylistic features enhance the message in a Play?

Play -Class Readers.
Digital devices.
Samples of Letters of applications.
Learner's Textbook.
Lesson notes.

Checklists. Oral questions. Assessment rubrics. Peer Assessment.

THEME: Natural resources. Listening and speaking.

Listening comprehension listening for details.

By the end of the lesson, the learner should be able to:
-          -
Select the main idea from a listening passage.
Respond to questions based on the listening passage.
Acknowledge the importance of attentive listening.

-          The learner is guided to: -
Pick out details from a listening text.
Rewrite the passage in their own words.
Answer questions based on the passage

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

Skill in English learner’s book
Pg 135-136
Lesson notes.
Teacher’s guide.

-          Observation. Oral questions. Checklists.

Listening and speaking.
Grammar in use.

Listening comprehension listening for details.
Relative pronouns, interrogative pronouns.

By the end of the lesson, the learner should be able to:
-          Use a digital device to search for more information on listening for details.
Watch a video and pick out specific details.
Appreciate the importance of attentive listening.

-          Use a digital device to search for more information.
Learners are guided to watch a video and pick out specific details in groups.
Learner recall specific details from a listening passage.

Why is it important to listen keenly?

Skill in English learner’s book
Pg 135-136
Lesson notes.
Teacher’s guide.
Pg 142-146

-          Observation. Oral questions. Checklists.

Reading.

Intensive reading; Play (class Reader)

By the end of the lesson, the learner should be able to:
-          Identify the character in a play for deeper understanding.
Analyze the character in a play and their relationship.
Value the role of literary appreciation in critical thinking.

-          Watch muted video clips based on a play.
Discuss what they think the characters are saying to each other.
Reading experts of a play.
Identify the conflicts between characters in a play.

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

Skill in English learner’s book
Pg 146-148
Digital devices.
Teacher’s guide book.

-          Role playing. Observation. Oral questions.

Reading.

Intensive reading; play (class reader)

By the end of the lesson, the learner should be able to:
-          Identify the conflicts between characters in a play.
Relate the characters in a play to real life.
Acknowledge the role of characters in a play.

-          Relate the characters in a play to real life.
Stimulate the action in sections of the play.
Make video recording of the role play and share them with peers.

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

Skill
in English learner’s book
Pg 149-150
Realia.
Digital devices.
Teacher’s guide.
Learner’s books.

-          Observation. Role playing. Oral questions. Written questions.

Writing.

The writing process.

By the end of the lesson, the learner should be able to:
-          Outline the stages of the writing process.
Create a composition following the steps of the writing process.
Advocate the need for creativity in life.

-          Jointly outline the steps of writing process.
Brainstorm on different topics such as natural topics such as natural resources for writing a factual composition.

How does the writing process help us improve the quality of our writing?

Skill in English learner’s book
Pg 150-151
Charts.
Pictures in learner’s book.
Teachers guide.
Pg 151-153
Digital devices.
Journals.
Pupil’s books.

-          Discussion. Observation. Writing exercise.

THEME: tourism international. Listening and speaking.

Oral poetry.

By the end of the lesson, the learner should be able to:
-          Interpret oral poems on varied issues.
Perform an oral poem using performance technique.
Acknowledge the role of oral poetry in the presentation of our cultural heritage.

-          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 and phrases in a given oral poem.
Listen to difference renditions of the same oral poem.

Why should you interpret an oral poem correctly?

Skill
in English learner’s book
Pg 154-156
Digital devices.
Dictionary.
Pupil’s books.
Teachers guide.

-          Observation. Oral questions. Dramatization.

Listening and speaking.
Reading.

Oral poetry.
Reading for interpretation.

By the end of the lesson, the learner should be able to:
-          Use appropriate performance techniques to perform oral poems.
Compose oral poems.
Acknowledge the importance of composing a poem in their daily lives.

-          Listen to difference renditions of the poem.
Use appropriate performance techniques to perform oral poems.
Relate the ideas in an oral poem to real life.
Recite oral poems in groups.
Compose oral poems jointly and share with the class.

How can you make the performance of oral poem interesting?

Skill in English learner’s book
Pg 156-157
Realia.
Digital devices.
Teachers guide.
Dictionary.
learner’s books.
Pg 157-159
Video clips.
Audio visuals.
Course books.
Learner’s book.

-          Observation. Oral questions. Written questions.

Reading.

Reading for interpretation.

By the end of the lesson, the learner should be able to:
-          Compose a short poem individually.
Discuss the various points of views in the poems in small groups.
Appreciate the importance of composing a poem.

-          Relate the subjects of different poems to real life.
Compose a short poem individually.
Discuss the various points of view in the poem in small groups.

How can you understand the point of view in a poem?

Skill in English learner’s book
Pg 159-160
Video clips.
Audio visuals.
Course books.
Learner’s book.

-          Oral presentation. Self-assessment. Peer assessment.

Grammar in use.

Complex prepositions.

By the end of the lesson, the learner should be able to:
-          Define complex prepositions.
Recognize complex prepositions.
Appreciate the role of prepositions in oral and written communication.

-          Search online the meaning of complex prepositions.
Read a passage from a magazine or a book in which complex prepositions are used.
Identify complex prepositions from the passage.
Listen to a text read by the teacher and note the complex prepositions used.

Which words let you know where someone is going?

Skill
in English learner’s book
Pg 160-161
Digital devices.
Realia.
Magazines.
Newspapers.
Course books.
Learner’s books.

-          Oral reading. Questions and answers. Oral discussion.

Grammar in use.
Reading.

Complex prepositions.
Poetry characters.

By the end of the lesson, the learner should be able to:
-          Read and underline complex prepositions used in various texts.
Form sentences using complex prepositions.
Appreciate the making corrections corrected by peers.

-          Jointly, read and underline complex prepositions used in various texts.
Form sentences using complex prepositions.
Collaboratively correct mistakes in sentences formed by peers.
Search for more examples of complex prepositions from the internet and other sources.

How do you describe where something is located?

Skill in English learner’s book
Pg 161-162
Books.
Magazines.
Digital devices.
Course books.
Pg 162-164
Video clips.

-          Keeping records of books read. Peer assessment. Oral presentation.

Reading.

Poetry characters.

By the end of the lesson, the learner should be able to:
-          Analyze the character of the speaker (persona) and the other participants in a poem.
Roleplay different characters in a poem.
Acknowledge the value of a persona in a poem.

-          Roleplay different characters in a poem in small groups.
Infer information from the poem.
Fill and share in groups a table showing characters behaviours.
Upload the recording on social media platforms.

What are some of the words used to describe the behaviour of characters?

Skill in English learner’s book
Pg 164-165
Digital devices.
Course books.
Video clips.

-          Roleplaying. Questions and answer. Oral presentation. Gap filling.

Writing.

Assessing writing.

By the end of the lesson, the learner should be able to:
-          Identify the qualities of a well written composition.
Write a composition related to the theme.
Value the need for clarity and cohesion in written communication.

-          Read a passage about the qualities of a good composition.
Write down checklist for assessing composition.
Read samples of well written compositions from the course book.

What are the qualities of a good composition?

Skill in English learner’s book
Pg 165-168
Course books.
Dictionary.
Video clips.
Pg 168-169
Checklist.
Realia.
Learner’s book.

-          Oral reading. Questions and answer.

THEME: HEROES AND HEROINES WORLD. Listening and speaking.

Diphthongs and sentence stress.

By the end of the lesson, the learner should be able to:
-          Identify words with the diphthongs au/and/uә in a text.
Use emphatic stress in word to convey meanings.
Advocate the need for accurate pronunciation in oral communication.

-          Identify the diphthongs (au) as in out/house/uә as in sure/cure.
Read a passage featuring diphthongs au/and/uә.
Underline words with the diphthongs from texts.

Why is it important to pronounce words correctly?

Skill in English learner’s book
Pg 170-173
Charts.
Course books.
Dictionary.
Learner’s book.

-          Multiple choice. Short answers. Gap filling.

Listening and speaking.

Diphthongs and sentence stress.

By the end of the lesson, the learner should be able to:
-          Identify the stressed and unstressed words in a sentence.
Apply stress appropriately when reading a poem.
Value the importance of stressing words in oral communication.

-          Identify the stressed and unstressed words in a sentence.
Apply stress appropriately when reading a poem.
Read the same sentences while placing stress on different words.
Jointly read aloud words with diphthongs /au/ and /uә/ from flashcards.
Use the dictionary to find more words with the diphthongs.

How does stress help us to convey different meanings?

Skill
in English learner’s book
Pg 173-175
Flashcards.
Dictionary.
Course books.

-          Reading aloud. Oral reading. Oral presentation.

Reading.

Extensive reading (Grade appropriate fiction)
Extensive reading. (Grade appropriate fiction)

By the end of the lesson, the learner should be able to:
-          Select a reading text from a collection of books or the library.
Read a text for information and enjoyment.
Appreciate the role of extensive reading.

-          Watch a video clip on how to select a reading text.
Read a passage based on how to select text.
Select a reading text from a collection.
Preview a text to determine its suitability.
Skim through a text to obtain the gist.

How does reading widely help us learn better?

Skill in English learner’s book
Pg 175-177
Video clips.
Collection of books.
Course book.
Learner’s book.
Pg 177-180
Dictionary.
Digital devices.
Magazines.

-          Oral reading. Reading aloud. Keeping a record of books read.

Grammar in use.

Conjunction’s correctives conjunction’s

By the end of the lesson, the learner should be able to:
-          Find the meaning of conjunctions.
Identify correlative conjunctions in texts.
Appreciate use of correlative conjunctions for effective communications.

-          Find the meaning of conjuctions in the dictionary.
identify correlative conjuctions such as: -
either ……… or,
neither ….... nor,
both ……… and,
not … only .. but.
Read passage in which correlative conjuctions are used.
Search online for sentences with correlative conjunctions.

How do we join sentences?

Skill
in English learner’s book
Pg 180-181
Course books.
Digital devices.
Flash cards.

-          Role playing. Written exercise. Question and answers.

Grammar in use.
Reading.

Conjuctions correlative conjuctions.
Play: - style (class reader)

By the end of the lesson, the learner should be able to:
-          Form sentences using correlatives conjunction.
Re-write sentences using correlative conjunction.
Advocate the use of correlative conjunctions.

-          Form sentences using correlative conjunctions.
Ask and answer questions using correlatives.
Roleplay and event and use correlative conjunctions.

What is the importance of using correlative conjunctions in a sentence?

Skill in English learner’s book
Pg 181-183
Course books.
Digital devices.
Flash cards.
Pg 183-188
Video clips.
Teacher’s guide.

-          Role playing. Written exercise. Question and answers.

Reading.

Play: - style (class reader)

By the end of the lesson, the learner should be able to:
-          Analyse the features of style in relation to the meaning of a play.
Roleplay some events in which the flashback, flashforward and personification in the play.
Value the importance of flashback, flashforward and personification in a play.

-          Analyze the features of style in relation to the meaning of a play.
Corroboratively, roleplay some events in what the flashback, flashforward features in the play

What is the importance of using flash flashback, flashforward and personification?

Skill
in English learner’s book
Pg 190-191
Textbooks.
Teacher’s guide.
Learner’s book.
Realia.

-          Reading aloud. Short answers. Self assessments.

Writing.

Narrative composition.

By the end of the lesson, the learner should be able to:
-          Identify the elements of a narrative composition.
Use the elements of a narrative composition in a story.
Appreciate the role of background information in the creation of credible stories.

-          Read samples of narrative composition from textbooks.
Identify the introduction, body and conclusions of a sample composition.
Brainstorm possible topics for narrative composition.
Tell a story from their own experiences.
Plan a narrative composition.

What are the elements of a narrative composition?

Skill
in English learner’s book
Pg 190-191
Digital device.
Teacher’s guide.
Notice boards.

-          Peer assessment. Oral discussions. Writing a narrative composition.

Writing.
THEME: SOCIAL AND MEDIA. Listening and speaking.

Narrative composition.
Impromptu speeches.

By the end of the lesson, the learner should be able to:
-          Write a narrative composition.
Edit the composition.
Appreciate the importance of getting feedback from peers.

-          Write a narrative composition in their books.
Edit the composition.
Revise the narrative composition.
Read one another’s composition and obtain feedback from peers.
Display the composition in a class notice board or social media.

What are the steps of writing a narrative composition?

Skill
in English learner’s book
Pg 191-193
Digital device.
Teacher’s guide.
Notice boards.
Pg 194-196
Dictionary.

-          Role play. Oral presentation. Questions and answers.

Listening and speaking.

Impromptu speeches.

By the end of the lesson, the learner should be able to:
-          Make impromptu speech on a selected topic.
Record the speech.
Acknowledge the importance of excellent presentation skills in speech delivery.

-          Make an impromptu speech on a topic related to social and mass media.
Record the speech.
Discuss its strength and weaknesses in a plenary and suggest ways of improvement.

What makes an impromptu speech effective?

Skill
in English learner’s book
Pg 196
Video clips.
Audio visuals.
Teacher’s guide.

-          Oral discussions. Peer assessment. Questions and answer.

Reading.

Note making.

By the end of the lesson, the learner should be able to:
-          Identify main points or idea in an argumative passage.
Make notes from an argumative passage.
Value the importance of note making while reading for pleasure or academic purpose.

-          Practice in groups the note making procedure such as squr.
Read argumative passage based on the theme of social and mass media.
In groups, make notes on different media issues presented in any of the passage.

In what situations could notes be made?

Skill in English learner’s book
Pg 196-198
Teacher’s guide.
Digital devices.
Skill
in English learner’s book
Pg 198-201

-          Reading aloud. Journals. Questions and answers.

Grammar in use.

Determiners, numerals and ordinals

By the end of the lesson, the learner should be able to:
-          Identify numerals and ordinals used as determiners in a text.
Use numerals and ordinals as determiners in sentences.
Appreciate the need for well-formed sentences in communication.

-          Search for ordinals such as first, second, third and numerals such as one, two, three from digital sources.
Recite poems with numerals and ordinals as others listen and pick out the target determiners.
In small groups, read short passages and underline numerals and ordinals used as determiners.

How are quantities of nouns expressed?

Skill in English learner’s book
Pg 201-204
Charts.
Digital device.
Dictionary.
Teacher’s guide.

-          Multiple choice. Short answers. Gap filling.

Grammar in use.

Determiners, numerals and ordinals

By the end of the lesson, the learner should be able to:
-          Mention objects in the school that could be modified using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Appreciate the need for well-formed sentences in communication.

-          State names of objects and events in the school that can be described using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Discuss the importance of well-formed sentences in communication.

Which objects in the school can be modified using numerals and ordinals.

Skill
in English learner’s book
Pg 204-205
Teacher’s guide.
Learner’s book.
Charts.
Dictionary.
Digital devices.

-          Oral presentations. Questions and answers. Peer assessment.

Reading.

Play: Project.

By the end of the lesson, the learner should be able to:
-          Identify simple props and costumes that create mood and atmosphere.
Create a chart showing the plot of the play as it moves through the different events, the climax and the ending.
Acknowledge the effectiveness of the performance in delivering the play’s message.

-          Watch video clips on how to dramatize and record a section of a play.
In groups select simple props and costumes that enhances performance.
Write the story charts and scripts to follow in the performances.

How does an acted play differ from a written one?

Skill in English learner’s book
Pg 205-208
Teacher’s guide.
Dictionary.
Digital device.
Pg 208-209
Charts.

-          Oral discussion. Questions and answers. Peer assessment.

Writing.

Filling forms: application forms.

By the end of the lesson, the learner should be able to:
-          Recognize bursary and scholarship application forms from a list of forms.
Create a poster showing bursary and scholarship application forms.
Appreciate the importance of bursary and scholarship application forms.

-          In groups collect bursary and scholarship application forms from digital and print sources.
Note down the common features of each type of the form.
In groups create a poster showing bursary and scholarship application forms.

What kind of document might you need to use if you are applying for a bursary for scholarship?

Skill in English learner’s book
Pg 209-211
Teacher’s guide.
Poster.
Samples bursary and scholarship forms.
Dictionary.

-          Oral discussion. Self-assessment. Questions and answers.

Writing.
Listening and speaking.

Filling forms: application forms.
Conversation skills: Job interview.

By the end of the lesson, the learner should be able to:
-          Fill in bursary and scholarship application forms while adhering to conventions.
Discuss the importance of giving accurate and sufficient information in scholarship application forms.
Value the importance of giving accurate and sufficient information in forms.

-          Fill in different forms that require data on issues such as social and mass media.
Share different filled in forms for peer observation and feedback.
Discuss as a plenary the importance of providing accurate data in forms.
Create a form in small groups.

Why is it important to fill in all parts of a form?

Skill in English learner’s book
Pg 211-213
Teacher’s guide.
Samples bursary and scholarship forms.
Charts.
Dictionary.
Pg 214-216
Video clips.

-          Self-assessment. Questions and answers. Oral discussion.

Listening and speaking.

Conversation skills: Job interview.

By the end of the lesson, the learner should be able to:
-          Identify possible questions that are commonly asked in a job interview.
Ask and answer appropriate questions in mock job interviews.
Recognize excellent interview skills as a positive step towards getting a job.

-          In groups, search online and offline for possible questions that are commonly asked in a job interview and write them down.
In pairs role play asking and answering questions in a mock job interview and record the session electronically or as a written dialogue.
Discuss how success in a job interview is a step towards generating income for the individual and the community.

Why is it important to prepare for a interview?

Skill
in English learner’s book
Pg 214-216
Charts.
Dictionary.
Digital device.
Teacher’s guide.

-          Oral interview. Peer assessment. Questions and answers. Short answers

Reading.

Extensive reading: Fiction.

By the end of the lesson, the learner should be able to:
-          Distinguish between fiction and non-fiction reading materials.
Select and read grade appropriate fiction materials.
Appreciate the importance of reading fiction for exposure.

-          Research on the differences between fiction and non-fiction materials and give examples of each.
Read self-selected fiction materials and use a graphic organize to write short summaries of the subject.

Which storybooks or plays have you read?

Skill in English learner’s book
Pg 217-220
Charts.
Teacher’s guide.
Dictionary.

-          Oral interview. Oral reading. Oral discussions. Short answers.

Reading.
Grammar in use.

Extensive reading: Fiction.
Word classes: nouns.

By the end of the lesson, the learner should be able to:
-          Make a reader’s gallery by displaying the materiel read with a caption indicating its subject matter.
Keep a portfolio of the subject matter.
Appreciate the importance of reading fiction for exposure.

-          In groups make a reader’s gallery by displaying the material read with a caption indicating its subject matter.
Take photos of their display and keep a soft copy of the photo in their portfolio.
Discuss why reading fiction materials is important.

What makes a book interesting?

Skill in English learner’s book
Pg 220-221
Charts.
Teacher’s guide.
Dictionary.
Pg 221-223
Dictionaries.
Digital devices.

-          Short answers. Oral interview. Self-assessment.

Grammar in use.

Word classes: nouns.

By the end of the lesson, the learner should be able to:
-          List nouns formed from verbs and other nouns.
Use nouns formed from verbs and other nouns in sentences.
Appreciate the necessity of forming words from other word classes in the process of communication.

-          In groups, use the suffixes to form nouns from verbs and other nouns and present them in print.
Construct sentences about income generating activities and environmental preservation using nouns formed from verbs and from other nouns.
Explain why the knowledge of changing other words into nouns helpful in communication.

What changes when a word is formed from another?

Skill
in English learner’s book
Pg 223-224
Teacher’s guide.
Dictionary.
Digital device.

-          Observation. Oral questions. Oral presentation.

Reading.

Grade-appropriate play: lessons learnt (Class reader)
Grade appropriate play: lessons learnt (Class reader)

By the end of the lesson, the learner should be able to:
-          Read different excerpt of a play.
Identify and illustrate lessons learnt from a play.
Appreciate plays as source of life lessons and entertainment.

-          Search from offline sources for information on how to derive lessons from words and actions of characters.
Read different excerpts of a play.
Discuss lessons learnt and provide illustrations for each lesson identified in pairs.

What lessons can one learn from a play?

Skill in English learner’s book
Pg 224-226
Teacher’s guide.
Class reader.
Charts.
Skill
in English learner’s book
Pg 226-227
Dictionary.

-          Oral reading. Reading aloud. Written exercise.

Writing.

Mechanics of writing – spelling.

By the end of the lesson, the learner should be able to:
-          Define the word abbreviation.
Spell words for effective communication.
Acknowledge the importance of abbreviations in writing.

-          Watch demonstration clips and note the rules of abbreviation.
Discuss the rules of abbreviation and present them in charts in groups.
Spell words for effective communication.

What should you consider when splitting words at the end of a line?

Skill
in English learner’s book
Pg 227-230
Teacher’s guide.
Charts.
Flash cards.
Dictionary.

-          Reading aloud. Short answers. Peer assessment. Oral discussions.

Writing.

Mechanics of writing – spelling.

By the end of the lesson, the learner should be able to:
-          Outline the rules of abbreviations in full.
Write common abbreviations in full.
Appreciate the importance of abbreviation in writing.

-          Discuss the rules of abbreviation and present them in charts in groups.
Copy the lists of abbreviation from print sources respectively in pairs.
Write a paragraph on how to make savings from income generating activities containing words to be abbreviated.
Assess the correctness of the paragraph in groups.

Which words do we normally abbreviate?

Skill
in English learner’s book
Pg 230-231
Teacher’s guide.
Charts.
Flash cards.
Dictionary.

-          Short answers. Oral discussions. Peer assessment.

Listening and speaking.

Listening to respond. Expressing feelings.
Listening to respond expressing feelings.

By the end of the lesson, the learner should be able to:
-          Identify words and expressions used to describe their feelings towards a poem.
Create a poster showing words and expressions used to describe their feelings towards a poem.
Appreciate the importance of poem recitation for effective communication.

-          Search print sources for words and expressions used to describe feelings towards a poem.
Recite and record a poem emphasizing words and expressions that reveal their feelings towards a poem.
Create a poster showing words and expressions used to describe their feelings towards a poem.

How can one express their feelings while reciting s poem?

Skill
in English learner’s book
Pg 232-233
Teacher’s guide.
Charts.
Dictionary.
Pg 233-234

-          Oral reading. Questions and answers. Oral discussions.

Reading.

Intensive reading: comprehension strategies.

By the end of the lesson, the learner should be able to:
-          Find the meaning of clue.
Identify clues in the passage from which conclusions can be drawn.
Create a poster showing clues from which conclusions can be drawn.
Appreciate the skills of making inferences and drawing conclusions in independent reading.

-          Search for and read print and non-print passages on varied subjects like personal grooming.
Underline words, phrases or sentences that can serve as clues for making inferences or drawing conclusions as they read.
In groups, create a poster showing clues from which conclusions can be drawn.

Why is it important to summarize information from a text?

Skill
in English learner’s book
Pg 234-235
Charts.
Teacher’s guide.
Dictionary.

-          Oral reading. Oral discussions. Reading aloud.

Reading.
Grammar in use.

Intensive reading: comprehensive strategies.
Phrasal verbs.

By the end of the lesson, the learner should be able to:
-          Read a passage.
Summarize ideas in a passage.
Apply the skills of making inferences and drawing conclusions in independent reading.

-          Read a passage on good grooming and summarize the ideas in the passage.
Present their summaries on charts and present them in the classroom.
Participate in a gallery, walk and review peers’ summaries.

How can one draw conclusions from a text?

Skill
in English learner’s book
Pg 235-238
Teacher’s guide.
Charts.
Dictionary.
Pg 238-240

-          Peer assessment. Oral discussions. Questions and answer.

Grammar in use.

Phrasal verbs.

By the end of the lesson, the learner should be able to:
-          Use phrasal verbs to fill in tables and broken passages.
Use the given phrasal verbs in sentences of their own.
Value the importance of using phrasal verbs in spoken and written communication.

-          Use phrasal verbs to fill in tables and broken passages.
Using phrasal verbs, construct sentences based on personal grooming and health education.
Sing songs with phrasal verbs on health education.

Why is it important to learn meanings of phrasal verbs?

Skill
in English learner’s book
Pg 240-241
Teacher’s guide.
Dictionary.

-          Peer assessment. Oral reading. Oral presentation. Gap filling.

Personal grooming: Reading.

Play: characterization

By the end of the lesson, the learner should be able to:
-          Outline the clues for identifying traits of different characters in a play.
Read the play excerpt and identify traits of different characters.
Acknowledge the role of characterization in determining virtues and vices in the society.

-          Search from digital and print sources for clues in a play that one can use to identify a character trait for example: what the character does or says; or what is said about a character.
Brainstorm on the words and phrases used to describe characters and make a phrase book.
Read the play excerpt and identify traits of different characters.

Which words or expressions can you use to describe one’s character?

Skill
in English learner’s book
Pg 241-242
Dictionaries.
Teacher’s guide.
Charts.

-          Oral presentation. Self-assessment. Peer assessments.

Reading.
Writing.

Play characterization.
The writing process.

By the end of the lesson, the learner should be able to:
-          Identify clues from a play excerpt.
Use the clues to describe the characters in a play.
Appreciate the role of characterization in determining virtues and vices in society.

-          In groups, read sections of a play and identify the clues used to describe the traits of a character.
In groups, use the clues traits and display them in a gallery in form of character maps for peer review.
Dramatize a section of a play to highlight traits of some characters.

Why is characterization important?

Skill
in English learner’s book
Pg 245-247
Teacher’s guide.
Charts.
Dictionaries.
Pg 247

-          Role play. Self-assessment. Short answers.

Writing.

The writing process.

By the end of the lesson, the learner should be able to:
-          Roleplay the characters of the dialogue in the class reader.
Apply the writing process in creating a dialogue on a relevant theme.
Emphasize the importance of each of the stages in the writing process in crafting flawless dialogue.

-          Individually, select one topic and write a dialogue adhering to the writing process.
In pairs, dramatize selected dialogues as the others watch and note the strength and weaknesses.
Suggest ways of improving dialogues written by peers.

Why is it important to learn dialogue writing?

Skill
in English learner’s book
Pg 247-250
Teacher’s guide.
Charts.
Dictionaries.

-          Reading aloud. Oral discussion. Peer assessments.