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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
TRAVEL: ADVENTURE
Listening and Speaking |
Selective Listening - Following instructions
|
By the end of the
lesson, the learner
should be able to:
- Give and follow instructions for carrying out different tasks - Ask for and give clear directions to a place - Follow travel instructions and navigation directions accurately |
The learner is guided to:
- Listen to an oral text and brainstorm ways of selecting and noting down specific information - Give simple, clear instructions - Play games such as cue games and simulate instructions |
Why do we give instructions and directions?
|
- Excelling in English Grade 10 pg. 73 - Audio recordings - Maps - Digital devices - Game materials |
- Instruction-following tests
- Direction-giving assessment
- Observation
- Peer assessment
|
|
| 1 | 2 |
Reading
|
Study Skills - Using library resources
|
By the end of the
lesson, the learner
should be able to:
- Locate print resources using a call number - Use digital resources in a library - Research travel destinations using library and online resources |
The learner is guided to:
- Find out the meaning of library catalogue, call number, and note cards - Work with the librarian to learn steps in locating print resources - Identify a digital resource on a topic of choice |
How can we locate reading material in a library?
|
- Excelling in English Grade 10 pg. 83 - Library resources - Call numbers - Digital devices - Note cards |
- Library skills assessment
- Research tasks
- Oral questions
- Peer assessment
|
|
| 1 | 3 |
Reading
|
Study Skills - Using library resources
|
By the end of the
lesson, the learner
should be able to:
- Locate print resources using a call number - Use digital resources in a library - Research travel destinations using library and online resources |
The learner is guided to:
- Find out the meaning of library catalogue, call number, and note cards - Work with the librarian to learn steps in locating print resources - Identify a digital resource on a topic of choice |
How can we locate reading material in a library?
|
- Excelling in English Grade 10 pg. 83 - Library resources - Call numbers - Digital devices - Note cards |
- Library skills assessment
- Research tasks
- Oral questions
- Peer assessment
|
|
| 1 | 4 |
Writing
|
Mechanics of Writing - Quotation marks
|
By the end of the
lesson, the learner
should be able to:
- Use single and double quotation marks correctly in written texts - Find quotation marks in various texts - Quote travel reviews and testimonials correctly in writing |
The learner is guided to:
- Analyse a text together with peers and pick out quotation marks - Search online and offline for rules on the use of quotation marks - Generate sentences that require the use of quotation marks |
Why is it important to punctuate a sentence correctly?
|
- Excelling in English Grade 10 pg. 92 - Sample texts - Charts - Digital devices - Exercise books |
- Written exercises
- Punctuation tests
- Peer review
- Checklists
|
|
| 1 | 5 |
Grammar in Use
|
Determiners - Using articles correctly
|
By the end of the
lesson, the learner
should be able to:
- Use articles (a, an, the) correctly with water bodies, physical features, and unique entities - Distinguish when to use definite and indefinite articles - Describe travel destinations accurately using correct articles |
The learner is guided to:
- Role play situations where articles are used with water bodies, physical features, periods in history - Use articles to refer to unique entities and organisations - Make sentences using articles with specific categories |
When do we use 'the' with geographical features and institutions?
|
- Excelling in English Grade 10 pg. 88 - Charts - Maps - Sample sentences - Teacher's Guide |
- Written exercises
- Oral questions
- Role play assessment
- Peer assessment
|
|
| 2 | 1 |
Listening and Speaking
|
Selective Listening - Note-taking from recordings
|
By the end of the
lesson, the learner
should be able to:
- Filter required information from an oral text - Take notes from oral texts or recordings on diverse topics - Extract important travel information from announcements at airports and stations |
The learner is guided to:
- Take notes from an audio or video recording - Rephrase the instructions and directions in a dialogue and record themselves - Simulate a noisy environment and practise picking out required information |
Why is it important to pick out specific details during an oral presentation?
|
- Excelling in English Grade 10 pg. 73 - Audio/video recordings - Note-taking materials - Digital devices - Role play cards |
- Note-taking assessment
- Information extraction tests
- Observation
- Peer assessment
|
|
| 2 | 2 |
Listening and Speaking
|
Selective Listening - Note-taking from recordings
|
By the end of the
lesson, the learner
should be able to:
- Filter required information from an oral text - Take notes from oral texts or recordings on diverse topics - Extract important travel information from announcements at airports and stations |
The learner is guided to:
- Take notes from an audio or video recording - Rephrase the instructions and directions in a dialogue and record themselves - Simulate a noisy environment and practise picking out required information |
Why is it important to pick out specific details during an oral presentation?
|
- Excelling in English Grade 10 pg. 73 - Audio/video recordings - Note-taking materials - Digital devices - Role play cards |
- Note-taking assessment
- Information extraction tests
- Observation
- Peer assessment
|
|
| 2 | 3 |
Reading
|
Study Skills - Interpreting visual information
|
By the end of the
lesson, the learner
should be able to:
- Use visuals to predict what a text is about - Interpret pictures, graphs, and charts in reading materials - Use travel brochures and maps to plan adventures |
The learner is guided to:
- Study pictures and predict the story they tell - Write outlines based on visual predictions - Discuss why illustrations are important in reading |
How do visuals help us understand texts better?
|
- Excelling in English Grade 10 pg. 86 - Pictures - Charts - Travel brochures - Digital devices |
- Prediction assessment
- Visual interpretation tests
- Oral questions
- Peer assessment
|
|
| 2 | 4 |
Reading
|
Study Skills - Interpreting visual information
|
By the end of the
lesson, the learner
should be able to:
- Use visuals to predict what a text is about - Interpret pictures, graphs, and charts in reading materials - Use travel brochures and maps to plan adventures |
The learner is guided to:
- Study pictures and predict the story they tell - Write outlines based on visual predictions - Discuss why illustrations are important in reading |
How do visuals help us understand texts better?
|
- Excelling in English Grade 10 pg. 86 - Pictures - Charts - Travel brochures - Digital devices |
- Prediction assessment
- Visual interpretation tests
- Oral questions
- Peer assessment
|
|
| 2 | 5 |
Writing
|
Mechanics of Writing - Dashes, hyphens, and slashes
|
By the end of the
lesson, the learner
should be able to:
- Use the dash, hyphen, and single slash correctly in written texts - Distinguish between the functions of dashes, hyphens, and slashes - Write travel itineraries and schedules using correct punctuation |
The learner is guided to:
- Pick out the hyphen, slashes, and dashes from a text - Search for rules on the use of hyphen, slashes, and dashes - Use rules to write sentences with the target punctuation marks |
How do dashes and hyphens change meaning in sentences?
|
- Excelling in English Grade 10 pg. 93 - Sample texts - Charts - Digital devices - Exercise books |
- Written exercises
- Punctuation tests
- Peer review
- Checklists
|
|
| 3 | 1 |
Grammar in Use
|
Determiners - Demonstratives and possessives
|
By the end of the
lesson, the learner
should be able to:
- Use demonstratives (this, that, these, those) correctly as determiners - Use possessives (her, my, your, his, their) as determiners - Describe personal belongings and travel items accurately |
The learner is guided to:
- Read a text and identify sentences where possessives function as determiners - Copy passages and underline all determiners - Use demonstratives and possessives to construct sentences |
How do determiners help us identify specific nouns?
|
- Excelling in English Grade 10 pg. 90 - Sample texts - Charts - Exercise books - Teacher's Guide |
- Written exercises
- Identification tests
- Oral questions
- Peer assessment
|
|
| 3 | 2 |
Grammar in Use
|
Determiners - Demonstratives and possessives
|
By the end of the
lesson, the learner
should be able to:
- Use demonstratives (this, that, these, those) correctly as determiners - Use possessives (her, my, your, his, their) as determiners - Describe personal belongings and travel items accurately |
The learner is guided to:
- Read a text and identify sentences where possessives function as determiners - Copy passages and underline all determiners - Use demonstratives and possessives to construct sentences |
How do determiners help us identify specific nouns?
|
- Excelling in English Grade 10 pg. 90 - Sample texts - Charts - Exercise books - Teacher's Guide |
- Written exercises
- Identification tests
- Oral questions
- Peer assessment
|
|
| 3 | 3 |
Listening and Speaking
|
Conversational Skills - Word choice and formality
|
By the end of the
lesson, the learner
should be able to:
- Use homophones appropriately in oral contexts - Distinguish between formal and informal register - Choose appropriate language when speaking to travel agents, hotel staff, and fellow travelers |
The learner is guided to:
- Pronounce homophones and spell them correctly - Infer the meanings of homophones after listening to a poem or story - Brainstorm with peers the language to use in formal and informal situations |
How can we overcome pronunciation challenges with homophones?
|
- Excelling in English Grade 10 pg. 76 - Audio recordings - Poems - Stories - Digital devices |
- Pronunciation tests
- Register identification
- Oral questions
- Peer assessment
|
|
| 3 | 4 |
Reading
|
Study Skills - Conducting library research
|
By the end of the
lesson, the learner
should be able to:
- Observe library etiquette while using library resources - Follow steps in conducting library research - Research travel safety tips and destination information effectively |
The learner is guided to:
- Brainstorm ways of making the library a conducive environment - Write a list of library rules - Conduct research on a travel-related topic following proper steps |
What rules should we follow when using a library?
|
- Excelling in English Grade 10 pg. 84 - Library resources - Research materials - Digital devices - Charts |
- Research assessment
- Library etiquette observation
- Oral questions
- Peer assessment
|
|
| 3 | 5 |
Reading
|
Study Skills - Conducting library research
|
By the end of the
lesson, the learner
should be able to:
- Observe library etiquette while using library resources - Follow steps in conducting library research - Research travel safety tips and destination information effectively |
The learner is guided to:
- Brainstorm ways of making the library a conducive environment - Write a list of library rules - Conduct research on a travel-related topic following proper steps |
What rules should we follow when using a library?
|
- Excelling in English Grade 10 pg. 84 - Library resources - Research materials - Digital devices - Charts |
- Research assessment
- Library etiquette observation
- Oral questions
- Peer assessment
|
|
| 4 | 1 |
Writing
|
Mechanics of Writing - Capitalisation
|
By the end of the
lesson, the learner
should be able to:
- Apply the rules of capitalisation in a variety of sentences - Use capital letters correctly for proper nouns and titles - Write travel documents and postcards with correct capitalisation |
The learner is guided to:
- Generate sentences that require the use of capital letters in various positions - Review each other's compositions with a focus on capitalisation - Search for rules on capitalisation |
When should we use capital letters in writing?
|
- Excelling in English Grade 10 pg. 94 - Sample texts - Charts - Exercise books - Digital devices |
- Written exercises
- Capitalisation tests
- Peer review
- Checklists
|
|
| 4 | 2 |
Writing
|
Mechanics of Writing - Capitalisation
|
By the end of the
lesson, the learner
should be able to:
- Apply the rules of capitalisation in a variety of sentences - Use capital letters correctly for proper nouns and titles - Write travel documents and postcards with correct capitalisation |
The learner is guided to:
- Generate sentences that require the use of capital letters in various positions - Review each other's compositions with a focus on capitalisation - Search for rules on capitalisation |
When should we use capital letters in writing?
|
- Excelling in English Grade 10 pg. 94 - Sample texts - Charts - Exercise books - Digital devices |
- Written exercises
- Capitalisation tests
- Peer review
- Checklists
|
|
| 4 | 3 |
Writing
|
Mechanics of Writing - Capitalisation
|
By the end of the
lesson, the learner
should be able to:
- Apply the rules of capitalisation in a variety of sentences - Use capital letters correctly for proper nouns and titles - Write travel documents and postcards with correct capitalisation |
The learner is guided to:
- Generate sentences that require the use of capital letters in various positions - Review each other's compositions with a focus on capitalisation - Search for rules on capitalisation |
When should we use capital letters in writing?
|
- Excelling in English Grade 10 pg. 94 - Sample texts - Charts - Exercise books - Digital devices |
- Written exercises
- Capitalisation tests
- Peer review
- Checklists
|
|
| 4 | 4 |
Writing
|
Mechanics of Writing - Capitalisation
|
By the end of the
lesson, the learner
should be able to:
- Apply the rules of capitalisation in a variety of sentences - Use capital letters correctly for proper nouns and titles - Write travel documents and postcards with correct capitalisation |
The learner is guided to:
- Generate sentences that require the use of capital letters in various positions - Review each other's compositions with a focus on capitalisation - Search for rules on capitalisation |
When should we use capital letters in writing?
|
- Excelling in English Grade 10 pg. 94 - Sample texts - Charts - Exercise books - Digital devices |
- Written exercises
- Capitalisation tests
- Peer review
- Checklists
|
|
| 4 | 5 |
Grammar in Use
|
Phrases - Noun and verb phrase structure
|
By the end of the
lesson, the learner
should be able to:
- Identify noun phrases and verb phrases in sentences - Form sentences using different noun phrase and verb phrase structures - Describe travel experiences using varied phrase structures for clarity |
The learner is guided to:
- Listen to a story and write down all the noun phrases - Group noun phrases in tables by structure - Identify verb phrases in sentences and use them in new sentences |
How are phrases different from sentences?
|
- Excelling in English Grade 10 pg. 90 - Sample texts - Charts - Exercise books - Teacher's Guide |
- Written exercises
- Phrase identification tests
- Oral questions
- Peer assessment
|
|
| 5 | 1 |
CAREERS: PUBLIC SECTOR
Listening and Speaking |
Interactive Listening - Conversational skills
|
By the end of the
lesson, the learner
should be able to:
- Practise turn-taking during conversations - Negotiate meaning through clarifying questions - Conduct effective job interviews by listening and responding appropriately |
The learner is guided to:
- Identify signals that indicate someone has finished speaking - Practise turn-taking in group discussions about careers - Ask clarifying questions to understand speakers better |
What signals indicate that it is your turn to speak in a conversation?
|
- Excelling in English Grade 10 pg. 96 - Audio recordings - Video clips - Digital devices - Role play cards |
- Observation
- Role play assessment
- Oral questions
- Peer assessment
|
|
| 5 | 2 |
Listening and Speaking
|
Interactive Listening - Conversational skills
|
By the end of the
lesson, the learner
should be able to:
- Practise turn-taking during conversations - Negotiate meaning through clarifying questions - Conduct effective job interviews by listening and responding appropriately |
The learner is guided to:
- Identify signals that indicate someone has finished speaking - Practise turn-taking in group discussions about careers - Ask clarifying questions to understand speakers better |
What signals indicate that it is your turn to speak in a conversation?
|
- Excelling in English Grade 10 pg. 96 - Audio recordings - Video clips - Digital devices - Role play cards |
- Observation
- Role play assessment
- Oral questions
- Peer assessment
|
|
| 5 | 3 |
Listening and Speaking
|
Interactive Listening - Conversational skills
|
By the end of the
lesson, the learner
should be able to:
- Practise turn-taking during conversations - Negotiate meaning through clarifying questions - Conduct effective job interviews by listening and responding appropriately |
The learner is guided to:
- Identify signals that indicate someone has finished speaking - Practise turn-taking in group discussions about careers - Ask clarifying questions to understand speakers better |
What signals indicate that it is your turn to speak in a conversation?
|
- Excelling in English Grade 10 pg. 96 - Audio recordings - Video clips - Digital devices - Role play cards |
- Observation
- Role play assessment
- Oral questions
- Peer assessment
|
|
| 5 | 4 |
Reading
|
Intensive Reading - Pre-reading strategies
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about events, people, and places in a text - Preview texts by looking at titles, pictures, and paragraphs - Preview job advertisements and career documents effectively |
The learner is guided to:
- Look at the title, pictures, and first and last paragraphs of a passage - Write key words and phrases that help answer prediction questions - Ask questions that activate previous knowledge about the subject |
What strategies can one use to enhance understanding of a text?
|
- Excelling in English Grade 10 pg. 102 - Various texts - Job advertisements - Digital devices - Charts |
- Prediction assessment
- Comprehension tests
- Oral questions
- Peer assessment
|
|
| 5 | 5 |
Reading
|
Intensive Reading - Pre-reading strategies
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about events, people, and places in a text - Preview texts by looking at titles, pictures, and paragraphs - Preview job advertisements and career documents effectively |
The learner is guided to:
- Look at the title, pictures, and first and last paragraphs of a passage - Write key words and phrases that help answer prediction questions - Ask questions that activate previous knowledge about the subject |
What strategies can one use to enhance understanding of a text?
|
- Excelling in English Grade 10 pg. 102 - Various texts - Job advertisements - Digital devices - Charts |
- Prediction assessment
- Comprehension tests
- Oral questions
- Peer assessment
|
|
| 6 | 1 |
Writing
|
Functional Writing - Writing memos
|
By the end of the
lesson, the learner
should be able to:
- Describe the format of a memo - Write memos while adhering to the format - Communicate professionally in workplace settings using appropriate memo format |
The learner is guided to:
- Search online and share samples of memos - Discuss with peers the format of a memo - Compose a memo collaboratively |
What is the purpose of a memo in an organization?
|
- Excelling in English Grade 10 pg. 114 - Sample memos - Digital devices - Exercise books - Teacher's Guide |
- Memo writing assessment
- Format evaluation
- Peer review
- Checklists
|
|
| 6 | 2 |
Grammar in Use
|
Word Classes - Types of adverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify adverbs of place, time, and manner in sentences - Use adverbs appropriately to express different meanings - Describe work schedules and job responsibilities accurately using adverbs |
The learner is guided to:
- Create a crossword puzzle featuring adverbs of place, time, and manner - Design a chart showing gradable adverbs - Form sentences using different types of adverbs |
Why is knowledge about adverbs important in communication?
|
- Excelling in English Grade 10 pg. 106 - Charts - Crossword puzzles - Sample sentences - Teacher's Guide |
- Written exercises
- Crossword completion
- Oral questions
- Peer assessment
|
|
| 6 | 3 |
Listening and Speaking
|
Interactive Listening - Active listening skills
|
By the end of the
lesson, the learner
should be able to:
- Show empathy during conversations - Paraphrase information to confirm understanding - Support colleagues and friends by listening empathetically to their career concerns |
The learner is guided to:
- Use expressions to show appreciation and empathy - Paraphrase what speakers say to confirm understanding - Simulate situations requiring empathetic listening |
How can we show that we understand and care about what someone is saying?
|
- Excelling in English Grade 10 pg. 97 - Audio recordings - Role play cards - Digital devices - Expression cards |
- Role play assessment
- Paraphrasing tests
- Observation
- Peer assessment
|
|
| 6 | 4 |
Listening and Speaking
|
Interactive Listening - Active listening skills
|
By the end of the
lesson, the learner
should be able to:
- Show empathy during conversations - Paraphrase information to confirm understanding - Support colleagues and friends by listening empathetically to their career concerns |
The learner is guided to:
- Use expressions to show appreciation and empathy - Paraphrase what speakers say to confirm understanding - Simulate situations requiring empathetic listening |
How can we show that we understand and care about what someone is saying?
|
- Excelling in English Grade 10 pg. 97 - Audio recordings - Role play cards - Digital devices - Expression cards |
- Role play assessment
- Paraphrasing tests
- Observation
- Peer assessment
|
|
| 6 | 5 |
Reading
|
Intensive Reading - Comprehension strategies
|
By the end of the
lesson, the learner
should be able to:
- Answer direct and inferential questions from a text - Infer the meaning of words and phrases using context clues - Understand job descriptions and career requirements by reading carefully |
The learner is guided to:
- Read passages and answer direct and inferential questions - Infer the meaning of words and phrases by combining text information with background knowledge - Make connections between events in texts and real life |
How do we find answers that are not directly stated in a text?
|
- Excelling in English Grade 10 pg. 103 - Comprehension passages - Career-related texts - Digital devices - Exercise books |
- Comprehension tests
- Inferential question assessment
- Oral questions
- Peer assessment
|
|
| 7 | 1 |
Writing
|
Functional Writing - Personal writing
|
By the end of the
lesson, the learner
should be able to:
- Write personal journals and diaries while adhering to the format - Use informal register in personal writing - Reflect on career goals and experiences through journal writing |
The learner is guided to:
- Discuss with peers the format of a diary/personal journal - Search online and share samples of diaries and journals - Compose a diary/journal entry collaboratively |
How can keeping a journal help us track our growth and experiences?
|
- Excelling in English Grade 10 pg. 112 - Sample journals - Sample diaries - Digital devices - Exercise books |
- Journal writing assessment
- Format evaluation
- Peer review
- Self-assessment
|
|
| 7 | 2 |
Writing
|
Functional Writing - Personal writing
|
By the end of the
lesson, the learner
should be able to:
- Write personal journals and diaries while adhering to the format - Use informal register in personal writing - Reflect on career goals and experiences through journal writing |
The learner is guided to:
- Discuss with peers the format of a diary/personal journal - Search online and share samples of diaries and journals - Compose a diary/journal entry collaboratively |
How can keeping a journal help us track our growth and experiences?
|
- Excelling in English Grade 10 pg. 112 - Sample journals - Sample diaries - Digital devices - Exercise books |
- Journal writing assessment
- Format evaluation
- Peer review
- Self-assessment
|
|
| 7 | 3 |
Grammar in Use
|
Word Classes - Degrees of adverbs
|
By the end of the
lesson, the learner
should be able to:
- Inflect gradable adverbs to form comparative and superlative forms - Use comparative and superlative adverbs correctly in sentences - Compare job performance and work efficiency using appropriate adverb forms |
The learner is guided to:
- Form comparatives and superlatives of gradable adverbs - Use comparative and superlative adverbs in sentences - Complete tables with correct adverb forms |
How do we compare actions using adverbs?
|
- Excelling in English Grade 10 pg. 107 - Charts - Tables - Sample sentences - Exercise books |
- Written exercises
- Gap-filling tests
- Oral questions
- Peer assessment
|
|
| 7 | 4 |
Listening and Speaking
|
Conversational Skills - Digital communication etiquette
|
By the end of the
lesson, the learner
should be able to:
- Observe netiquette when participating in online meetings - Take turns, interrupt, and disagree politely in online and face-to-face meetings - Participate professionally in virtual job interviews and online meetings |
The learner is guided to:
- Research ways of observing netiquette during online meetings - Take part in a video conferencing call - Discuss how to take turns and disagree politely in meetings |
Why is it important to observe etiquette in online communication?
|
- Excelling in English Grade 10 pg. 100 - Digital devices - Video conferencing platforms - Netiquette guidelines - Role play cards |
- Online meeting assessment
- Observation
- Peer assessment
- Checklists
|
|
| 7 | 4-5 |
Listening and Speaking
|
Conversational Skills - Digital communication etiquette
|
By the end of the
lesson, the learner
should be able to:
- Observe netiquette when participating in online meetings - Take turns, interrupt, and disagree politely in online and face-to-face meetings - Participate professionally in virtual job interviews and online meetings |
The learner is guided to:
- Research ways of observing netiquette during online meetings - Take part in a video conferencing call - Discuss how to take turns and disagree politely in meetings |
Why is it important to observe etiquette in online communication?
|
- Excelling in English Grade 10 pg. 100 - Digital devices - Video conferencing platforms - Netiquette guidelines - Role play cards |
- Online meeting assessment
- Observation
- Peer assessment
- Checklists
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
Reading
|
Intensive Reading - Building understanding
|
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of idioms, compound words, and proverbs in written texts - Make connections between events in texts and real life - Understand professional terminology in career-related documents |
The learner is guided to:
- Work with others to practise using transparent idioms and compound words - Collaboratively rewrite events and sections of a text in their own words - Visualise how people, events, or places in a text look like |
How do idioms and proverbs enrich our understanding of texts?
|
- Excelling in English Grade 10 pg. 105 - Comprehension passages - Dictionary - Digital devices - Charts |
- Comprehension tests
- Vocabulary assessment
- Oral questions
- Peer assessment
|
|
| 9 | 2 |
Reading
|
Intensive Reading - Building understanding
|
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of idioms, compound words, and proverbs in written texts - Make connections between events in texts and real life - Understand professional terminology in career-related documents |
The learner is guided to:
- Work with others to practise using transparent idioms and compound words - Collaboratively rewrite events and sections of a text in their own words - Visualise how people, events, or places in a text look like |
How do idioms and proverbs enrich our understanding of texts?
|
- Excelling in English Grade 10 pg. 105 - Comprehension passages - Dictionary - Digital devices - Charts |
- Comprehension tests
- Vocabulary assessment
- Oral questions
- Peer assessment
|
|
| 9 | 3 |
Reading
|
Intensive Reading - Building understanding
|
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of idioms, compound words, and proverbs in written texts - Make connections between events in texts and real life - Understand professional terminology in career-related documents |
The learner is guided to:
- Work with others to practise using transparent idioms and compound words - Collaboratively rewrite events and sections of a text in their own words - Visualise how people, events, or places in a text look like |
How do idioms and proverbs enrich our understanding of texts?
|
- Excelling in English Grade 10 pg. 105 - Comprehension passages - Dictionary - Digital devices - Charts |
- Comprehension tests
- Vocabulary assessment
- Oral questions
- Peer assessment
|
|
| 9 | 4 |
Writing
|
Functional Writing - Polite and formal writing
|
By the end of the
lesson, the learner
should be able to:
- Use euphemisms appropriately in formal writing - Distinguish between formal and informal language - Write professional emails and letters using appropriate formal language |
The learner is guided to:
- Read paragraphs and identify euphemisms used to replace unpleasant words - Distinguish between formal and informal expressions - Use euphemisms and formal language in sentences |
Why do we use polite expressions in professional communication?
|
- Excelling in English Grade 10 pg. 110 - Sample texts - Charts - Digital devices - Exercise books |
- Written exercises
- Identification tests
- Peer review
- Checklists
|
|
| 9 | 5 |
Writing
|
Functional Writing - Polite and formal writing
|
By the end of the
lesson, the learner
should be able to:
- Use euphemisms appropriately in formal writing - Distinguish between formal and informal language - Write professional emails and letters using appropriate formal language |
The learner is guided to:
- Read paragraphs and identify euphemisms used to replace unpleasant words - Distinguish between formal and informal expressions - Use euphemisms and formal language in sentences |
Why do we use polite expressions in professional communication?
|
- Excelling in English Grade 10 pg. 110 - Sample texts - Charts - Digital devices - Exercise books |
- Written exercises
- Identification tests
- Peer review
- Checklists
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| 10 | 1 |
Grammar in Use
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Phrases - Types of phrases
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By the end of the
lesson, the learner
should be able to:
- Identify adjective phrases, adverb phrases, and prepositional phrases in sentences - Use different types of phrases to enhance writing - Write clear job applications and resumes using varied phrase structures |
The learner is guided to:
- Search for adverb phrases, adjective phrases, and prepositional phrases from texts - Read a passage and identify different types of phrases - Fill in blanks with appropriate phrases |
How do different types of phrases improve our writing?
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- Excelling in English Grade 10 pg. 108 - Sample texts - Charts - Exercise books - Teacher's Guide |
- Written exercises
- Phrase identification tests
- Oral questions
- Peer assessment
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| 10 | 2 |
Grammar in Use
|
Phrases - Types of phrases
|
By the end of the
lesson, the learner
should be able to:
- Identify adjective phrases, adverb phrases, and prepositional phrases in sentences - Use different types of phrases to enhance writing - Write clear job applications and resumes using varied phrase structures |
The learner is guided to:
- Search for adverb phrases, adjective phrases, and prepositional phrases from texts - Read a passage and identify different types of phrases - Fill in blanks with appropriate phrases |
How do different types of phrases improve our writing?
|
- Excelling in English Grade 10 pg. 108 - Sample texts - Charts - Exercise books - Teacher's Guide |
- Written exercises
- Phrase identification tests
- Oral questions
- Peer assessment
|
|
| 10 | 3 |
Grammar in Use
|
Phrases - Types of phrases
|
By the end of the
lesson, the learner
should be able to:
- Identify adjective phrases, adverb phrases, and prepositional phrases in sentences - Use different types of phrases to enhance writing - Write clear job applications and resumes using varied phrase structures |
The learner is guided to:
- Search for adverb phrases, adjective phrases, and prepositional phrases from texts - Read a passage and identify different types of phrases - Fill in blanks with appropriate phrases |
How do different types of phrases improve our writing?
|
- Excelling in English Grade 10 pg. 108 - Sample texts - Charts - Exercise books - Teacher's Guide |
- Written exercises
- Phrase identification tests
- Oral questions
- Peer assessment
|
|
| 10 | 4 |
CULTURE: VALUES AND BELIEFS
Listening and Speaking |
Responsive Listening - Connecting with a Speaker
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By the end of the
lesson, the learner
should be able to:
- Outline techniques of listening actively for information - Focus on a speaker to avoid distractions - Apply responsive listening skills in daily conversations |
The learner is guided to:
- Paraphrase by summarising the speaker's points in own words - Ask clarifying questions on unclear aspects of a conversation - Give and receive feedback in a constructive and respectful manner - Focus on a speaker to avoid interruptions |
Why is it important to actively respond to what is being said?
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- Excelling in English Grade 10 pg. 116 - Audio recordings - Digital devices - Charts |
- Observation
- Oral questions
- Peer assessment
- Checklists
|
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| 10 | 5 |
Listening and Speaking
|
Responsive Listening - Connecting with a Speaker
|
By the end of the
lesson, the learner
should be able to:
- Outline techniques of listening actively for information - Focus on a speaker to avoid distractions - Apply responsive listening skills in daily conversations |
The learner is guided to:
- Paraphrase by summarising the speaker's points in own words - Ask clarifying questions on unclear aspects of a conversation - Give and receive feedback in a constructive and respectful manner - Focus on a speaker to avoid interruptions |
Why is it important to actively respond to what is being said?
|
- Excelling in English Grade 10 pg. 116 - Audio recordings - Digital devices - Charts |
- Observation
- Oral questions
- Peer assessment
- Checklists
|
|
| 11 | 1 |
Reading
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Reading Fluency - Speed, Accuracy and Prosody
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By the end of the
lesson, the learner
should be able to:
- Describe the features of expressive reading from a selected text - Read a text at the right speed and accurately for fluency - Use expressive reading skills when presenting speeches or stories |
The learner is guided to:
- Work in collaboration with others to read sentences and express different emotions as written on flashcards - Listen to audiobooks and identify features of expressive reading such as pitch, pace, and volume - Take turns to read, rehearse, and present choral verses |
Why should we read text fluently?
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- Excelling in English Grade 10 pg. 123 - Audio books - Flashcards - Digital devices |
- Oral reading assessment
- Peer assessment
- Observation
- Checklists
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| 11 | 2 |
Writing
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Creative Writing - Narrative Essays
|
By the end of the
lesson, the learner
should be able to:
- Outline the structure of narrative compositions for information - Identify features of narrative essays in sample texts - Use narrative writing techniques in personal storytelling |
The learner is guided to:
- Listen to or read a narrative together with peers - Pick out the features of narrative essays - Discuss the beginning, body and ending of the narrative - Brainstorm topics for narrative essays |
How can you make a narrative composition interesting?
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- Excelling in English Grade 10 pg. 135 - Sample narrative essays - Charts - Digital devices |
- Written questions
- Peer assessment
- Checklists
- Portfolio assessment
|
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| 11 | 3 |
Writing
|
Creative Writing - Narrative Essays
|
By the end of the
lesson, the learner
should be able to:
- Outline the structure of narrative compositions for information - Identify features of narrative essays in sample texts - Use narrative writing techniques in personal storytelling |
The learner is guided to:
- Listen to or read a narrative together with peers - Pick out the features of narrative essays - Discuss the beginning, body and ending of the narrative - Brainstorm topics for narrative essays |
How can you make a narrative composition interesting?
|
- Excelling in English Grade 10 pg. 135 - Sample narrative essays - Charts - Digital devices |
- Written questions
- Peer assessment
- Checklists
- Portfolio assessment
|
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| 11 | 4 |
Grammar in Use
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Word Classes - Relative Pronouns
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By the end of the
lesson, the learner
should be able to:
- Pick out relative pronouns from a text - Demonstrate appropriate usage of relative pronouns in sentences - Use relative pronouns correctly when describing people, places, or things |
The learner is guided to:
- Search from books or the Internet for information on relative pronouns: who, which, whom, whose, that - Match relative pronouns to their usage - Create a chart showing relative pronouns and examples of their usage |
How do relative pronouns help us communicate effectively?
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- Excelling in English Grade 10 pg. 126 - Charts - Digital devices - Crossword puzzles |
- Written questions
- Oral questions
- Peer assessment
- Checklists
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| 11 | 5 |
Listening and Speaking
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Responsive Listening - Showing Empathy and Avoiding Distractions
|
By the end of the
lesson, the learner
should be able to:
- Relate oral texts to individual experiences for critical thinking - Build empathy during a conversation - Apply empathetic listening when supporting friends or family members |
The learner is guided to:
- Connect with a speaker's feelings to show respect for their emotions - Use phrases like "I understand how you feel" or "that must have been hard for you" to show empathy - Team up with others to listen to audio recordings and show empathy |
How can we show that we value and understand others when listening?
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- Excelling in English Grade 10 pg. 117 - Audio recordings - Role play materials - Digital devices |
- Observation
- Role play assessment
- Peer assessment
- Checklists
|
|
| 12 | 1 |
Reading
|
Reading Fluency - Pitch, Pace, Volume and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the right pitch, pace, and volume when reading a text - Use intonation patterns correctly when reading different types of sentences - Apply appropriate intonation when giving presentations or reading announcements |
The learner is guided to:
- Search from books or the Internet for information on intonation patterns - Identify rising, falling, rising-falling, and falling-rising intonation - Practise reading sentences using the right intonation pattern |
How does intonation affect the meaning of what we read?
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- Excelling in English Grade 10 pg. 124 - Audio recordings - Digital devices - Choral verses |
- Oral reading assessment
- Peer assessment
- Observation
- Recording analysis
|
|
| 12 | 2 |
Reading
|
Reading Fluency - Pitch, Pace, Volume and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the right pitch, pace, and volume when reading a text - Use intonation patterns correctly when reading different types of sentences - Apply appropriate intonation when giving presentations or reading announcements |
The learner is guided to:
- Search from books or the Internet for information on intonation patterns - Identify rising, falling, rising-falling, and falling-rising intonation - Practise reading sentences using the right intonation pattern |
How does intonation affect the meaning of what we read?
|
- Excelling in English Grade 10 pg. 124 - Audio recordings - Digital devices - Choral verses |
- Oral reading assessment
- Peer assessment
- Observation
- Recording analysis
|
|
| 12 | 3 |
Writing
|
Creative Writing - Drafting Narrative Essays
|
By the end of the
lesson, the learner
should be able to:
- Write a narrative paragraph to tell a story or recount an event - Use vivid language and sensory details for clarity of writing - Create engaging stories for school magazines or personal journals |
The learner is guided to:
- Pick one event and write down the characters, setting and sequence of events - Write down an outline of the essay - Write a narrative essay on a family event - Read each other's essays for feedback |
Why are sensory details and vivid descriptions important in composition writing?
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- Excelling in English Grade 10 pg. 136 - Sample essays - Writing materials - Digital devices |
- Written assessment
- Peer assessment
- Portfolio evaluation
- Assessment rubrics
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| 12 | 4 |
Grammar in Use
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Clauses - Relative Clauses
|
By the end of the
lesson, the learner
should be able to:
- Form relative clauses introduced by relative pronouns: who, whom, that, which, whose - Distinguish between defining and non-defining relative clauses - Use relative clauses correctly when writing descriptions or explanations |
The learner is guided to:
- Search from books or the Internet for information on defining and non-defining relative clauses - Underline relative clauses in sentences and indicate whether defining or non-defining - Use relative clauses to construct sentences about pictures |
How do relative clauses help us add more information to sentences?
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- Excelling in English Grade 10 pg. 127 - Charts - Pictures - Digital devices |
- Written exercises
- Peer assessment
- Oral questions
- Checklists
|
|
| 12 | 5 |
Grammar in Use
|
Clauses - Relative Clauses
|
By the end of the
lesson, the learner
should be able to:
- Form relative clauses introduced by relative pronouns: who, whom, that, which, whose - Distinguish between defining and non-defining relative clauses - Use relative clauses correctly when writing descriptions or explanations |
The learner is guided to:
- Search from books or the Internet for information on defining and non-defining relative clauses - Underline relative clauses in sentences and indicate whether defining or non-defining - Use relative clauses to construct sentences about pictures |
How do relative clauses help us add more information to sentences?
|
- Excelling in English Grade 10 pg. 127 - Charts - Pictures - Digital devices |
- Written exercises
- Peer assessment
- Oral questions
- Checklists
|
|
| 13 | 1 |
Listening and Speaking
|
Speaking Fluency - Word Stress
|
By the end of the
lesson, the learner
should be able to:
- Distinguish word classes based on the placement of stress - Stress disyllabic words correctly in oral communication - Apply correct stress patterns when giving speeches or making announcements |
The learner is guided to:
- Listen to a recording and note the part of the word that is stressed - Say whether each highlighted word is used as a noun or a verb based on stress - Come up with a list of words that are stressed on the second syllable for both noun and verb |
Why is it important to stress words correctly?
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- Excelling in English Grade 10 pg. 120 - Audio recordings - Digital devices - Word lists |
- Oral presentation
- Peer assessment
- Observation
- Checklists
|
|
| 13 | 2 |
Reading
|
Reading Fluency - Expressive Reading
|
By the end of the
lesson, the learner
should be able to:
- Participate in echo reading and reader's theatre activities - Record reading sessions and share them on digital platforms - Use expressive reading techniques when reading stories to younger learners |
The learner is guided to:
- Participate in echo reading of a given poem while bringing out feelings and emotions appropriately - Record the reading sessions and share them on digital platforms - Take part in a reader's theatre by selecting a poem or narrative and assigning portions to read |
How does practising reading aloud improve our communication skills?
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- Excelling in English Grade 10 pg. 125 - Poems and narratives - Recording devices - Digital platforms |
- Performance assessment
- Peer review
- Recording evaluation
- Checklists
|
|
| 13 | 3 |
Reading
|
Reading Fluency - Expressive Reading
|
By the end of the
lesson, the learner
should be able to:
- Participate in echo reading and reader's theatre activities - Record reading sessions and share them on digital platforms - Use expressive reading techniques when reading stories to younger learners |
The learner is guided to:
- Participate in echo reading of a given poem while bringing out feelings and emotions appropriately - Record the reading sessions and share them on digital platforms - Take part in a reader's theatre by selecting a poem or narrative and assigning portions to read |
How does practising reading aloud improve our communication skills?
|
- Excelling in English Grade 10 pg. 125 - Poems and narratives - Recording devices - Digital platforms |
- Performance assessment
- Peer review
- Recording evaluation
- Checklists
|
|
| 13 | 4 |
Reading
|
Reading Fluency - Expressive Reading
|
By the end of the
lesson, the learner
should be able to:
- Participate in echo reading and reader's theatre activities - Record reading sessions and share them on digital platforms - Use expressive reading techniques when reading stories to younger learners |
The learner is guided to:
- Participate in echo reading of a given poem while bringing out feelings and emotions appropriately - Record the reading sessions and share them on digital platforms - Take part in a reader's theatre by selecting a poem or narrative and assigning portions to read |
How does practising reading aloud improve our communication skills?
|
- Excelling in English Grade 10 pg. 125 - Poems and narratives - Recording devices - Digital platforms |
- Performance assessment
- Peer review
- Recording evaluation
- Checklists
|
|
| 13 | 5 |
Writing
|
Creative Writing - Descriptive Essays
|
By the end of the
lesson, the learner
should be able to:
- Create a descriptive paragraph to talk about a person, place, object, or event in detail - Use similes, metaphors and sensory language in descriptive writing - Write vivid descriptions for creative projects or travel journals |
The learner is guided to:
- Read descriptive essays and identify similes, metaphors, and descriptions of sound, smell, taste, sight, and touch - Generate a list of words that relate to the five senses - Write a descriptive essay about a cultural event |
How do sensory details help readers visualize what we describe?
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- Excelling in English Grade 10 pg. 131 - Sample descriptive essays - Mind maps - Charts |
- Written assessment
- Peer assessment
- Portfolio evaluation
- Rubrics
|
|
| 14 | 1 |
Grammar in Use
|
Clauses - Adverbial Clauses of Time and Reason
|
By the end of the
lesson, the learner
should be able to:
- Use adverbial clauses of place, time, and reason to express different meanings - Construct sentences featuring adverbial clauses - Apply adverbial clauses when explaining events or giving reasons in daily communication |
The learner is guided to:
- Search from books or the Internet for information on adverbial clauses of time and reason - Identify clauses which show when something happened and ones that show why - Complete sentences using adverbial clauses from a substitution table |
When do we use adverbial clauses to explain our actions?
|
- Excelling in English Grade 10 pg. 130 - Substitution tables - Charts - Digital devices |
- Written exercises
- Peer assessment
- Oral questions
- Checklists
|
|
| 14 | 2 |
Grammar in Use
|
Clauses - Adverbial Clauses of Time and Reason
|
By the end of the
lesson, the learner
should be able to:
- Use adverbial clauses of place, time, and reason to express different meanings - Construct sentences featuring adverbial clauses - Apply adverbial clauses when explaining events or giving reasons in daily communication |
The learner is guided to:
- Search from books or the Internet for information on adverbial clauses of time and reason - Identify clauses which show when something happened and ones that show why - Complete sentences using adverbial clauses from a substitution table |
When do we use adverbial clauses to explain our actions?
|
- Excelling in English Grade 10 pg. 130 - Substitution tables - Charts - Digital devices |
- Written exercises
- Peer assessment
- Oral questions
- Checklists
|
|
| 14 | 3 |
Grammar in Use
|
Clauses - Adverbial Clauses of Time and Reason
|
By the end of the
lesson, the learner
should be able to:
- Use adverbial clauses of place, time, and reason to express different meanings - Construct sentences featuring adverbial clauses - Apply adverbial clauses when explaining events or giving reasons in daily communication |
The learner is guided to:
- Search from books or the Internet for information on adverbial clauses of time and reason - Identify clauses which show when something happened and ones that show why - Complete sentences using adverbial clauses from a substitution table |
When do we use adverbial clauses to explain our actions?
|
- Excelling in English Grade 10 pg. 130 - Substitution tables - Charts - Digital devices |
- Written exercises
- Peer assessment
- Oral questions
- Checklists
|
|
| 14 | 4 |
Grammar in Use
|
Clauses - Adverbial Clauses of Time and Reason
|
By the end of the
lesson, the learner
should be able to:
- Use adverbial clauses of place, time, and reason to express different meanings - Construct sentences featuring adverbial clauses - Apply adverbial clauses when explaining events or giving reasons in daily communication |
The learner is guided to:
- Search from books or the Internet for information on adverbial clauses of time and reason - Identify clauses which show when something happened and ones that show why - Complete sentences using adverbial clauses from a substitution table |
When do we use adverbial clauses to explain our actions?
|
- Excelling in English Grade 10 pg. 130 - Substitution tables - Charts - Digital devices |
- Written exercises
- Peer assessment
- Oral questions
- Checklists
|
|
| 14 | 5 |
Grammar in Use
|
Clauses - Adverbial Clauses of Time and Reason
|
By the end of the
lesson, the learner
should be able to:
- Use adverbial clauses of place, time, and reason to express different meanings - Construct sentences featuring adverbial clauses - Apply adverbial clauses when explaining events or giving reasons in daily communication |
The learner is guided to:
- Search from books or the Internet for information on adverbial clauses of time and reason - Identify clauses which show when something happened and ones that show why - Complete sentences using adverbial clauses from a substitution table |
When do we use adverbial clauses to explain our actions?
|
- Excelling in English Grade 10 pg. 130 - Substitution tables - Charts - Digital devices |
- Written exercises
- Peer assessment
- Oral questions
- Checklists
|
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