RATIONALIZED GRADE 8 SKILLS IN ENGLISH SCHEMES OF WORK TERM 2
RATIONALIZED GRADE 8 SKILLS IN ENGLISH SCHEMES OF WORK TERM 2
TEACHER’S NAME…………………………….. SCHOOL……………..………. TERM………. YEAR:
| Week | LSN | strand | Sub-strand | a. Specific Learning Outcomes | Key Inquiry Question(s) | – Learning Experiences | Learning Resources | Assessment Methods | Refl |
| 1 | 1 | Writing | Mechanics
of Writing Advertisements
|
By the end of the lesson, the learner should be able to:
b. spell commonly misspeltwords correctly, c. use prefixes and suffixescorrectly in writing, Advertisements
Acknowledge theimportance of correctspellings in writing. Advertisements
|
1. How are words formed?
2. Which suffixed or prefixed words do you find challenging to spell?
|
The learner is guided to:
– Read passages and pick out themisspelt words, – make a list of words with prefixes andsuffixes used in a passage, – write the correct spellings of wordswith prefixes and suffixes from adictation, Advertisements
– pick out words with silent vowels from a list, – rewrite correctly a piece of writing in which words with prefixes, suffixes, or silent letters are misspelt, construct sentences using words with silent vowels, |
Workbooks
Magazines Charts and realia Posters Skills in English T.G pg. 90-93
Skills in English P.B pg.90-94 |
Learner journals
Peer assessment Dictation Writing assessment |
|
| 2 | Mechanics
of Writing |
By the end of the lesson, the learner should be able to:
a. write words with silentvowels (-ie and -ei)correctly, b. make connectionsbetween spelling andmeaning in suffixed andprefixed words, c. Acknowledge theimportance of correctspellings in writing. |
3. Why should we spell words correctly? | The learner is guided to:
– in small groups, search for moreexamples of words with prefixes,suffixes and silent vowels from theinternet, newspapers, or magazines, insmall groups – select the correct form of prefix or – suffix for given words from a table, – Write short compositions based on the theme using words with prefixes, Suffixes, and silent (-ie -ei) vowels. |
Workbooks
Magazines Charts and realia Posters Skills in English T.G pg. 90-93
Skills in English P.B pg.90-94 |
Learner journals
Peer assessment Dictation Writing assessment |
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| 3 | NATURAL RESOURCES – WILDLIFE | Listening for Detail | By the end of the lesson, the learner should be able to:
a. identify main ideas in alistening text, b. respond appropriately toquestions based on thelistening text, c. acknowledge theimportance of listeningfor details in life |
Why should you listen attentively? | The learner is guided to:
– listen to a recorded text on wildlife and answer questions fromthe text in pairs, – discuss the main ideas in pairs orgroups, – |
Digital devices
Charts and realia Flash cards Word trees Code words Skills in English T.G pg. 94-98
Skills in English P.B pg.95 |
Oral reading
Role play Debates Oral discussion Written test Dialogues |
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| 4 | Listening for Detail | By the end of the lesson, the learner should be able to:
a. identify main ideas in a listening text, b. respond appropriately toquestions based on thelistening text, c. acknowledge theimportance of listeningfor details in life |
What information do we pick out from a listening text?
|
The learner is guided to:
– listen to a passage read by peersor the teacher and outline themain ideas from the textindividually, – Discuss answers based on a given text in pairs or groups. |
Digital devices
Charts and realia Flash cards Word trees Code words Skills in English T.G pg. 94-98
Skills in English P.B pg.95 |
Oral reading
Role play Debates Oral discussion Written test Dialogues |
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| 5 | Reading | Intensive
Reading: Visuals |
By the end of the lesson, the learner should be able to:
a. identify differentvisuals in givencontexts correctly, b. make a connectionbetween visuals andthe written text, c. Appreciate the role ofvisuals in simplifyingrepresentation. |
What information do we obtain from visuals? | The learner is guided to:
– Study information presented inoptical illusions in print/ electronicdevices and discuss findings inpairs, – make inference of implied meaningfrom the visuals, – in groups, make connections of thevisuals such as pictures, graphs,illustrations, charts and videosprovided with written texts, |
Dictionary
Workbooks Newspaper storybooks Skills in English T.G pg. 96-101
Skills in English P.B pg.95-101 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 2 | 1 | Intensive
Reading: Visuals |
By the end of the lesson, the learner should be able to:
a. identify different visuals in given contexts correctly, b. interpret visualscorrectly for meaning, c. Appreciate the role ofvisuals in simplifyingrepresentation. |
How can one interpret a visual correctly?
|
The learner is guided to:
– write a summary of what has beenviewed in the visuals which maydepict human-wildlife conflict, – Present a piece of written information on wildlife in form of a visual and share in class. |
Dictionary
Workbooks Newspaper storybooks Skills in English T.G pg. 96-101
Skills in English P.B pg.95-101 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 2 | Grammar in use | Word
Classes: Pronouns |
By the end of the lesson, the learner should be able to:
a. identify indefinite andreflexive pronounscorrectly, b. use indefinite andreflexive pronouns insentences correctly, c. Appreciate the role ofindefinite and reflexivepronouns incommunication. |
What are indefinite and reflexive pronouns? | The learner is guided to:
– study a chart displaying the indefiniteand reflexive pronouns to distinguishbetween them, – listen to an audio on wildlife from adigital device and write down theindefinite and reflexive pronounsfrom the audio text, – |
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 102-106
Skills in English P.B pg.101-104 |
Multiple choice task
Gap filling Role play Word games Question and answer |
||
| 3 | Word
Classes: Pronouns |
By the end of the lesson, the learner should be able to:
a. identify indefinite and reflexive pronouns correctly, b. use indefinite andreflexive pronouns insentences correctly, c. Appreciate the role ofindefinite and reflexivepronouns incommunication. |
Why do we use indefinite pronouns?
|
The learner is guided to:
– construct sentences using indefiniteand reflexive pronouns in groups, – choose an appropriate indefinite andreflexive pronoun to fill in gaps ingiven sentences, – construct correct sentences using reflexive and indefinite pronouns from a substitution table |
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 102-106
Skills in English P.B pg.101-104 |
Multiple choice task
Gap filling Role play Word games Question and answer |
|||
| 4 | Reading | Intensive
Reading: Short story |
By the end of the lesson, the learner should be able to:
a. identify the characters ina given short story, b. explain the relationshipbetween the characters inthe short story, c. Appreciate the role of thecharacters in the shortstory in depicting reallife experiences. |
How do characters make a story come alive?
|
The learner is guided to:
– read the short story and pick outthe characters, – discuss in small groups, the thingsdone by the characters in the shortstory, – dramatize different characters in ashort story in order to bring outtheir traits, |
Dictionary
Workbooks Newspaper storybooks Skills in English T.G pg. 104-106
Skills in English P.B pg.104-107 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 5 | Intensive
Reading: Short story |
By the end of the lesson, the learner should be able to:
a. identify the characters in a given short story, b. explain the relationshipbetween the characters inthe short story, c. Appreciate the role of thecharacters in the shortstory in depicting reallife experiences. |
How does one identify qualities of characters in a short story? | The learner is guided to:
– distinguish between the main characters and the minor characters, – in groups, use relationship trees diagrams, character map or any other diagrammatic tool to show how the characters relate to each other – Display the tree diagram via power point or Manila paper in class. |
Dictionary
Workbooks Newspaper storybooks Skills in English T.G pg. 104-106
Skills in English P.B pg.104-107 |
Reading aloud
Dictation Question and answer Learner journals |
|||
| 3 | 1 | Writing | Composition
Writing |
By the end of the lesson, the learner should be able to:
a. identify the steps inthe writing process, b. write a dialogue on agiven topic, c. Appreciate theimportance of thewriting process inenhancing clearcommunication. |
Why is it important to plan before writing?
|
The learner is guided to :
– discuss the steps in the writingprocess in groups, – use a digital device to search forinformation and ideas on the topicwildlife, from the internet, – brainstorm with peers and outline theideas to include in a dialogue, – write a rough draft of the dialogue ona topic based on the theme- wildlife, – |
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 106-107
Skills in English P.B pg.107-110 |
Learner journals
Peer assessment Dictation Writing assessment |
|
| 2 | Composition
Writing |
By the end of the lesson, the learner should be able to:
a. identify the steps in the writing process, b. write a dialogue on agiven topic, c. Appreciate theimportance of thewriting process inenhancing clearcommunication. |
How would you ensure that you make your composition clear and interesting? | The learner is guided to :
– revise the dialogue by adding,rearranging, removing and replacingideas, words, phrases and sentences, – edit the dialogue to check forrepetition, clarity, grammar, spellingand punctuation, – evaluate each other’s dialogue insmall groups, – Share the final dialogues with others by posting them on the talking walls. |
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 106-107
Skills in English P.B pg.107-110 |
Learner journals
Peer assessment Dictation Writing assessment |
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| 3 | TOURISM: DOMESTIC | Listening and Responding: Oral Narratives – Myths | By the end of the lesson, the learner should be able to:
a. identify the characters in agiven myth, b. narrate the key events in agiven myth, c. Acknowledge therole/importance of oralliterature in lifelonglearning. |
How can you tell what is going to happen in a story?
|
The learner is guided to:
– predict events in a myth fromthe title or pictures in the story, – listen to a narration of a myth then retell the myth to their peers, – watch a video recording of amyth,
|
Digital devices
Charts and realia Flash cards Charts and realia Skills in English T.G pg. 108-113
Skills in English P.B pg.111-112 |
Oral reading
Role play Debates Oral discussion Written test Dialogues |
||
| 4 | Listening and Responding: Oral Narratives – Myths | By the end of the lesson, the learner should be able to:
a. explain the moral lesson ina set myth, b. relate the characters in amyth to real life, c. Acknowledge therole/importance of oralliterature in lifelonglearning. |
How are the characters or events in the story related to the people or happenings around us? | The learner is guided to:
– identify the characters in themyth, – answer questions from thestory in pairs or small groups, – discuss the lessons learnt froma myth, – Discuss the relevance of the story to real life. |
Digital devices
Charts and realia Flash cards Charts and realia Skills in English T.G pg. 108-113
Skills in English P.B pg.111-112 |
Oral reading
Role play Debates Oral discussion Written test Dialogues |
|||
| 5 | Reading | Intensive
Reading: Poem |
By the end of the lesson, the learner should be able to:
a. select requiredinformation from a text, b. use nonverbal cues tobring out the message ina poem, c. Acknowledge theimportancecomprehension in life. |
How can one tell the meaning of unfamiliar words used in a text? | The learner is guided to:
– identify the characters, themes andaspects of style such as repetitionfrom a poem, – infer the meaning of words fromthe context, – use visuals, synonyms, antonymsamong others to infer the meaningof words, – rap/recite the poem in turns usingrelevant non-verbal cues, |
Dictionary
Workbooks Newspaper Poetry books Skills in English T.G pg. 114-116
Skills in English P.B pg.112-116 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 4 | 1 | Intensive
Reading: Poem |
By the end of the lesson, the learner should be able to:
a. make judgement on theinformation in a text, b. infer the meaning ofunfamiliar words usingcontextual clues, c. Acknowledge theimportancecomprehension in life. |
Why should one support an opinion about a story or person with evidence? | The learner is guided to:
– answer direct and inferentialquestions based on the poem, – retell events depicted in the poemin own words, – make evidence supportedjudgements about the events andthe message in a poem, – Use prior experience and previous knowledge when giving an opinion. |
Dictionary
Workbooks Newspaper Poetry books Skills in English T.G pg. 114-116
Skills in English P.B pg.112-116 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 2 | Grammar in use | Word
Classes: Simple prepositions |
By the end of the lesson, the learner should be able to:
a. identify prepositions ofposition, time and placecorrectly, b. use prepositions of position, time and place in sentences correctly, c. Appreciate the role of prepositions of position, place and time in communication. |
How do we show where a person or thing is?
|
The learner is guided to:
– identify the prepositions ofposition, place and time from printor digital texts, – construct sentences usingprepositions of position, place andtime and display on charts,
|
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 116-117 Skills in English P.B pg.116-118 |
Multiple choice task
Gap filling Role play Word games Question and answer |
||
| 3 | Word
Classes: Simple prepositions |
By the end of the lesson, the learner should be able to:
a. identify prepositions of position, time and place correctly, b. Practice filling gaps using prepositions, c. Appreciate the role ofprepositions of position,place and time incommunication. |
How do you show the position of a thing or the time something happens? | The learner is guided to:
– fill in gaps in given sentencesusing of prepositions of position,time and place, – search for sentences featuringsimple prepositions fromnewspapers, magazines and theinternet, – Create crossword puzzles using simple prepositions in small groups. |
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 116-117
Skills in English P.B pg.116-118 |
Multiple choice task
Gap filling Role play Word games Question and answer |
|||
| 4 | Reading | Intensive Reading: Poetry | By the end of the lesson, the learner should be able to:
a. identify inanimatecharacters in a givenpoem, b. describe traits ofinanimate characterspresent in a given poem, c. Appreciate the role ofinanimate characters inpoetry. |
How do you describe the characters in a poem?
|
The learner is guided to:
– find out the meaning of inanimatecharacters from print and digitaltexts, in pairs, – identify inanimate characters in apoem, – discuss the likely inanimatecharacters in a poem and their traits, – |
Dictionary
Workbooks Newspaper Poetry books Skills in English T.G pg. 118-119 Skills in English P.B pg.118-121 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 5 | Intensive Reading: Poetry | By the end of the lesson, the learner should be able to:
a. identify inanimate characters in a given poem, b. describe traits ofinanimate characterspresent in a given poem, c. Appreciate the role ofinanimate characters inpoetry. |
Why are the characters in a poem important? | The learner is guided to:
– recite a poem related to the themeusing appropriate non-verbal cues, – role play an inanimate character in agiven poem, – Relate inanimate characters with individuals in real life. |
Dictionary
Workbooks Newspaper Poetry books Skills in English T.G pg. 118-119
Skills in English P.B pg.118-121
|
Reading aloud
Dictation Question and answer Learner journals |
|||
| 5 | 1 | Writing | Assessment of writing | By the end of the lesson, the learner should be able to:
a. identify errors in anessay written by selfor peers, b. assess a compositionwritten by self orpeers and suggestcorrections for errors, c. Appreciate theimportance feedbackto improve acomposition. |
How does a text with errors make you feel? | The learner is guided to:
– Read sample compositions in groups. – identify the errors in thecompositions and list them down, – write a composition related to thetheme and peer review to correcterrors, – |
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 120-121
Skills in English P.B pg.121-123
|
Learner journals
Peer assessment Dictation Writing assessment |
|
| 2 | Assessment of writing | By the end of the lesson, the learner should be able to:
a. identify errors in an essay written by self or peers, b. assess a compositionwritten by self orpeers and suggestcorrections for errors, c. Appreciate theimportance feedbackto improve acomposition. |
What are some of the common mistakes we make in our writing?
|
The learner is guided to:
– work in groups to create a narrativecomposition, – exchange the composition withanother group for peer review, – suggest corrections to be made tothe composition, – display the edited work on the classnotice board, – Take part in a gallery walk and view what the other groups have done. |
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 120-121
Skills in English P.B pg.121-123
|
Learner journals
Peer assessment Dictation Writing assessment |
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| 3 | HEROES AND HEROINES: AFRICA | pronunciation:
Sounds: vowels /ɑː/ /зː/and consonants /tʃ/ and/dʒ/ |
By the end of the lesson, the learner should be able to:
a. identify words withvowels /ɑː/; /зː/ andthe consonant /tʃ/;/dʒ/ from a sampletext, b. pronounce thevowels /ɑː/; /зː/ andthe consonants /tʃ/;/dʒ/ correctly, c. Acknowledge theimportance ofemphatic stress incommunication. |
Why are some words said with greater force than others?
|
The learner is guided to:
– listen to a recording of andidentify the sounds /ɑː/ /зː//tʃ/ and/dʒ/ in small groups, – practise saying the sounds/ɑː/ /зː/ /tʃ/ and/dʒ/ in smallgroups, – practise saying words withthe sounds /ɑː/ /зː/ /tʃ/and/dʒ/ in small groups andmake a recording in pairs, – |
Digital devices
Charts and realia Flash cards Charts and realia Word wheels Skills in English T.G pg. 122-128
Skills in English P.B pg.124-127
|
Oral reading
Role play Debates Oral discussion Written test Dialogues |
||
| 4 | Stressed and unstressed words (content and function words) | By the end of the lesson, the learner should be able to:
a. Recite a poem to identify stressed words. b. apply stress oncontent words whileleaving the functionwords unstressed, c. Acknowledge the importance of emphatic stress in communication. |
Why do we pronounce some words differently from others in a sentence? | The learner is guided to:
– listen to sentences as theyare read out, – pick out words that areeither stressed andunstressed, – Recite a poem and identify the stressed words in small groups. – identify the stressed andunstressed words in asample text, |
Digital devices
Charts and realia Flash cards Charts and realia Word wheels Skills in English T.G pg. 122-128
Skills in English P.B pg.124-127
|
Oral reading
Role play Debates Oral discussion Written test Dialogues |
|||
| 5 | Reading | Extensive Reading: Grade appropriate fiction Materials – Characters | By the end of the lesson, the learner should be able to:
a. identify the charactersin a given fiction text, b. describe the traits ofa given character in afictional text, c. Appreciate the role ofcharacters in fiction. |
What makes reading enjoyable?
How can the characters in a story be described? |
The learner is guided to:
– search online and offline for wordsthat can be used to describe charactertraits, – read a given fiction material onAfrican heroes/heroines and list thecharacters in the text, – in groups, role play the differentcharacters identified, – dramatize the text and video recordthe performance, – |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 128-130
Skills in English P.B pg.127-130 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 6 | 1 | Extensive Reading: Grade appropriate fiction Materials – Characters | By the end of the lesson, the learner should be able to:
a. identify the characters in a given fiction text, b. describe the traits ofa given character in afictional text, c. Appreciate the role ofcharacters in fiction. |
Which stories are the most enjoyable to read?
|
The learner is guided to:
– in pairs, choose a character anddiscuss what the character does orsays, – use flash cards to describe the traits ofthe given character, – in groups, relate the characters in thefiction text to real life, – Identify the character that they like most and explain why. – |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 128-130
Skills in English P.B pg.127-130 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 2 | Grammar in use | Word Classes: Conjunctions – because, that, when, if, unless, and since | By the end of the lesson, the learner should be able to:
a. identify the listedconjunctions froma group of words, b. use the listedconjunctionscorrectly insentences, c. Appreciate thecorrect use ofconjunctions incommunication. |
Why should wejoin sentencescorrectly?
Why do we useconjunctions? |
The learner is guided to :
– read a text in small groups, – identify conjunctions such asbecause, that, when, if, unless, andsince from the text individually, – fill in blanks in sentences using thelisted conjunctions individually, – make sentences using the listedconjunctions, – in groups, create dialogues usingthe listed conjunctions, – |
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 131-132
Skills in English P.B pg.130-133 |
Multiple choice task
Gap filling Role play Word games Question and answer |
||
| 3 | Word Classes: Conjunctions – because, that, when, if, unless, and since | By the end of the lesson, the learner should be able to:
a. identify the listed conjunctions from a group of words, b. use the listedconjunctionscorrectly insentences, c. Appreciate thecorrect use ofconjunctions incommunication. |
3. How can onejoin two or moresentences?
|
The learner is guided to :
– search online and offline forexamples of the listed conjunctions, – create crossword puzzles and codewords featuring conjunctions, – create posters on heroes/heroinesusing sentences with conjunctionsand display them on the walls, – search for sentences withconjunctions from the internet, – Recite poems featuring conjunctions/ listen to songs and identify the conjunctions used. |
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 131-132
Skills in English P.B pg.130-133 |
Multiple choice task
Gap filling Role play Word games Question and answer |
|||
| 4 | Reading | Intensive Reading: Similes and metaphors | By the end of the lesson, the learner should be able to:
a. list the similes andmetaphors in a given shortstory, b. explain the similes andmetaphors used in theshort story, c. Acknowledge theimportance of similes andmetaphors incommunication. |
What makes
short stories Interesting?
Why should short stories be Read?
|
The learner is guided to:
– search online and offline formeanings of simile andmetaphor, – read a given short story andidentify the similes andmetaphors present, – in groups, discuss themeanings of the similes andmetaphors identified, – |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 132-134
Skills in English P.B pg.133-136 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 5 | Intensive Reading: Similes and metaphors | By the end of the lesson, the learner should be able to:
a. use similes and metaphorsin their own sentences, b. explain the similes andmetaphors used in theshort story, c. Acknowledge theimportance of similes andmetaphors incommunication. |
How can one write a short story? | The learner is guided to:
– discuss the relevance of thesimiles and metaphors in theshort story, – in pairs, list the similes andmetaphors they know, – Construct sentences using the similes and metaphors in the context of African heroes and heroines. |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 132-134
Skills in English P.B pg.133-136 |
Reading aloud
Dictation Question and answer Learner journals |
|||
| 7 | 1 | Writing | Creative Writing: Narrative Compositions | By the end of the lesson, the learner should be able to:
a. Recall a specific event,emotion or experiencethat affected themgreatly. b. plan a narrativecomposition usingprewriting techniques c. acknowledge the valueof quality narrativecompositions |
Why do we
enjoy reading Stories?
How can you make your composition Interesting?
|
The learner is guided to:
– Identify the parts of narrativecomposition. – Narrate events, feelings orexperiences that impacted them inpairs or small groups. – Plan a narrative composition in pairs or small groups.
|
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 135-136
Skills in English P.B pg.136-139
|
Learner journals
Peer assessment Dictation Writing assessment |
|
| 2 | Creative Writing: Narrative Compositions | By the end of the lesson, the learner should be able to:
a. Recall a specific event, emotion or experience that affected them greatly. b. create a narrativecomposition usingrevealing details c. acknowledge the valueof quality narrativecompositions |
Which event, excited you or made you sad recently? | The learner is guided to:
CSL – Write a narrative compositionindividually. – collaborate with peers to check each other’s work for: o Correctness of language o Relevance to the topic o Punctuation o Spelling – review their work individually andmake corrections where necessary, – publish their work by either: o Sharing it through email o Sharing it through social media o Pasting the work on posters |
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 135-136
Skills in English P.B pg.136-139
|
Learner journals
Peer assessment Dictation Writing assessment |
|||
| 3 | ART –Listening and speaking | Oral Presentations | By the end of the lesson, the learner should be able to:
a. identify the items in theformat of a speech, b. present a written speechusing effective speakingskills, c. Acknowledge theimportance of good speaking skills for effective communication. |
How can you make a speech presentation interesting? | The learner is guided to:
– search online and offline for theformat of a speech, – listen to or watch a recorded speechfrom a digital device, – identify the introduction, body andconclusion of the speech they havelistened to or watched, – |
Digital devices
Charts and realia Flash cards Charts and realia Word wheels Skills in English T.G pg. 137-142
Skills in English P.B pg.140-142 |
Oral reading
Role play Debates Oral discussion Written test Dialogues |
||
| 4 | Oral Presentations | By the end of the lesson, the learner should be able to:
a. identify the items in the format of a speech, b. prepare a short speech ona given topic, c. Acknowledge theimportance of good speaking skills for effective communication. |
What are some of the techniques for introducing or concluding a speech?
|
The learner is guided to:
– prepare a speech using the pointsgenerated above in small groups andpresent it in their small groups, – present the speech to the whole classas other learners provide feedback onthe non-verbal cues used, – Identify the speaking strategies that made each speech interesting. |
Digital devices
Charts and realia Flash cards Charts and realia Word wheels Skills in English T.G pg. 137-142 Skills in English P.B pg.140-142 |
Oral reading
Role play Debates Oral discussion Written test Dialogues |
|||
| 5 | Reading | Study Skills: Note Making | By the end of the lesson, the learner should be able to:
a. identify key pointsin a text, b. read a given text on art, c. Appreciate theimportance of notemaking in learning. |
How do we determine what to include in our notes during note making? | The learner is guided to:
– search online and offline on how tomake notes, – read a given text on art and identifythe key points, – identify verbal sign posts and sharewith peers, – |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 142-143
Skills in English P.B pg.142-146
|
Reading aloud
Dictation Question and answer Learner journals |
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| 8 | |||||||||
| 9 | 1 | Study Skills: Note Making | By the end of the lesson, the learner should be able to:
a. identify key points in a text, b. make notes from awritten text, c. Appreciate theimportance of notemaking in learning. |
What is the importance of note making?
|
The learner is guided to:
– make notes on the margin and peer review, – paraphrase the writer’s words, – jot down any ideas that a writer repeats, – in groups, discuss some of the words that are used to introduce key points in a piece of writing, – Rewrite or re-read their notes; reorganize into categories. – |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 142-143
Skills in English P.B pg.142-146 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 2 | Grammar in use | Word Classes: Determiners and Quantifiers | By the end of the lesson, the learner should be able to:
a. identify demonstrativesand quantifiers in agiven text, b. use demonstratives insentences for clarity ofcommunication, c. Appreciate theimportance ofdemonstratives andquantifierscommunication. |
Why do we use demonstratives and quantifiers? | The learner is guided to:
– identify quantifiers (few and many) and demonstratives (this, these and that and those), – point out various items that are at different distances, – determine the correct demonstratives to use in different circumstances, – |
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 144-145
Skills in English P.B pg.146-150 |
Multiple choice task
Gap filling Role play Word games Question and answer |
||
| 3 | Word Classes: Determiners and Quantifiers | By the end of the lesson, the learner should be able to:
a. identify plural forms of the demonstrative pronouns in pairs, b. differentiate between little and a little, c. Appreciate theimportance ofdemonstratives andquantifierscommunication. |
When do we use demonstratives and quantifiers?
|
The learner is guided to:
– generate the plural forms of the demonstrative pronouns in pairs, – demonstrate practically the differences in meaning in quantifiers such as little and a little amount of water, – generate sentences using various demonstratives and quantifiers, – Construct sentences using demonstrative and quantifiers from a substitution table. – |
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 144-145
Skills in English P.B pg.146-150 |
Multiple choice task
Gap filling Role play Word games Question and answer |
|||
| 4 | Reading | Intensive Reading: Short story | By the end of the lesson, the learner should be able to:
a. highlight the mainevents in the story, b. relate the events in theshort story to real life, c. Appreciate theimportance ofliterature in life. |
How do events flow logically in a story?
|
The learner is guided to:
– read a given short story, – discuss the main events in pairsor groups, – use a graphic organizer tohighlight the events in thestory, – |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 146-147
Skills in English P.B pg.151-154
|
Reading aloud
Dictation Question and answer Learner journals |
||
| 5 | Intensive Reading: Short story | By the end of the lesson, the learner should be able to:
a. highlight the main events in the story, b. identify the setting inthe short story, c. Appreciate theimportance ofliterature in life. |
Why is the setting of a story important to the reader? | The learner is guided to:
– research the meaning of settingfrom online and offline sourcesand make notes, – discuss the setting of the shortstory they have read in pairs orgroups, – Discuss how the events in the short story relate to real life in groups. |
Dictionary
Workbooks Newspaper Storybooks
Skills in English T.G pg. 146-147
Skills in English P.B pg.151-154
|
Reading aloud
Dictation Question and answer Learner journals |
|||
| 10 | 1 | Writing | Functional Writing: Thank you notes and Congratulatory notes | By the end of the lesson, the learner should be able to:
a. recognize the keyelements and layout of athank you note and acongratulatory note, b. use the correct format towrite a thank you note, c. Critique thank you notesand congratulatory notesfor correctness andrelevance. |
How are strong emotions expressed in writing?
|
The learner is guided to:
– list some of the occasions when wewrite a thank you note and acongratulatory note, – write a thank you note and acongratulatory note in pairs, – search for samples of a thank you note and a congratulatory note from the internet, newspapers, magazines and textbooks and read through them in pairs, – download a thank you note and a congratulatory note from the internet and read through them in pairs, |
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 148-149
Skills in English P.B pg.154-156
|
Learner journals
Peer assessment Dictation Writing assessment |
|
| 2 | Functional Writing: Thank you notes and Congratulatory notes | By the end of the lesson, the learner should be able to:
a. recognize the key elements and layout of a thank you note and a congratulatory note, b. write a congratulatorynote correctly, c. Critique thank you notesand congratulatory notesfor correctness andrelevance. |
Why should one write how they feel about something? | The learner is guided to:
– identify the key aspects (components)of a thank you note and acongratulatory note in small groups, – write a a thank you note and acongratulatory note individually or insmall groups, – paste the completed work on the wall, – conduct a gallery walk and give feedback for each other’s work |
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 148-149
Skills in English P.B pg.154-156 |
Learner journals
Peer assessment Dictation Writing assessment |
|||
| 3 | CHOOSING A CAREER | Conversational Skills: interviews | By the end of the lesson, the learner should be able to:
a. identify polite wordsand expressions in aradio or televisioninterview, b. use polite words andexpressions whenconducting aninterview, c. Appreciate the role ofinterviews inpresenting reality. |
Why is it important to use polite language during an interview? | The learner is guided to:
– Listen to a recorded or a role played interview and identify polite expressions used. For example, “I am sorry but…”; “your point is valid, but…”, – watch a video in which the speakers are engaged in a radio or television interview, – make a list of the verbal and non-verbal cues used by the speakers to express politeness, |
Digital devices
Charts and realia Flash cards Charts and realia Word wheels Skills in English T.G pg. 150-154
Skills in English P.B pg.157-158 |
Oral reading
Role play Debates Oral discussion Written test Dialogues |
||
| 4 | Conversational Skills: interviews | By the end of the lesson, the learner should be able to:
a. identify polite words and expressions in a radio or television interview, b. use polite words andexpressions whenconducting aninterview, c. Appreciate the role ofinterviews inpresenting reality. |
How do we show respect for others people’s opinion?
|
The learner is guided to:
– in pairs, conduct an interview onchoosing a career using politeexpressions, – search online and offline fortypical questions and answers ina radio or television interview, – Conduct a hot seating episodethat relates to experiences people go through in their various careers. |
Digital devices
Charts and realia Flash cards Charts and realia Word wheels Skills in English T.G pg. 150-154
Skills in English P.B pg.157-158
|
Oral reading
Role play Debates Oral discussion Written test Dialogues |
|||
| 5 | Reading | Extensive
Reading: Non- fiction |
By the end of the lesson, the learner should be able to:
a. identify print and non-print non-fictionmaterials that areinteresting to read, b. read a range of nonfiction materials forgeneral information, c. Appreciate theimportance of readingfor information. |
What is the importance of reading widely?
|
The learner is guided to:
– skim through print and electronicreading materials on careers, – discuss the general ideas withpeers, – scan print and electronic readingmaterials and identify key wordsand phrases,
|
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 154-156
Skills in English P.B pg.158-160
|
Reading aloud
Dictation Question and answer Learner journals |
||
| 11 | 1 | Extensive
Reading: Non- fiction |
By the end of the lesson, the learner should be able to:
a. identify print and non-print non-fiction materials that are interesting to read, b. read a range of nonfiction materials forgeneral information, c. Appreciate theimportance of readingfor information. |
What do you consider when selecting a reading text? | The learner is guided to:
– use a dictionary to look up themeaning of vocabulary acquiredduring independent reading, – read various texts on careers andnote the key points – Share with peers what he or she has read about. |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 154-156
Skills in English P.B pg.158-160
|
Reading aloud
Dictation Question and answer Learner journals |
||
| 2 | Grammar in use | Word Classes: Adverbs | By the end of the lesson, the learner should be able to:
a. identify adverbsformed fromadjectives insentences or a groupof words, b. form adverbs fromadjectives, c. Appreciate the valueof adverbs incommunication. |
Why do we form words from other words? | The learner is guided to :
– select adverbs formed from adjectivesfrom a print and non-print text, in pairs, – read a text on careers and identify theadverbs use, – construct sentences on different careersusing adverbs formed from adjectives, – select the correct forms of adverbs from asubstitution table, – |
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 156-159
Skills in English P.B pg.161-163 |
Multiple choice task
Gap filling Role play Word games Question and answer |
||
| 3 | Word Classes: Adverbs | By the end of the lesson, the learner should be able to:
a. identify adverbs formed from adjectives in sentences or a group of words, b. use adverbs formedfrom adjectives insentences, c. Appreciate the valueof adverbs incommunication. |
What are the functions of adverbs?
|
The learner is guided to :
– search the internet, newspapers ormagazine for examples of adverbs formedfrom adjectives, in small groups, – fill in blanks using adverbs formed fromadjectives, – compile a list of instructions usingadverbs formed from adjectives, – make a list of adverbs formed fromadjectives and display them on charts andposters, – compose short poems using adverbs formed from adjectives
|
Posters
Flashcards Charts Word wheels Skills in English T.G pg. 156-159
Skills in English P.B pg.161-163 |
Multiple choice task
Gap filling Role play Word games Question and answer |
|||
| 4 | Reading | Intensive Reading: Lessons Learnt | By the end of the lesson, the learner should be able to:
a. identify the lessonslearnt in a short story, b. relate the lessonslearnt in the shortstory to real life, c. Appreciate the role ofstories in addressingsocietal issues.
|
What issues in the society are addressed by stories?
|
The learner is guided to:
– listen or watch a story and identifymoral lessons that are brought outfrom a digital device, – read the short story and in pairsretell what they have read, – in groups, discuss the lessonslearnt by looking at the actions and the words used in the story, |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 159-161
Skills in English P.B pg.164-167 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 5 | Intensive Reading: Lessons Learnt | By the end of the lesson, the learner should be able to:
a. identify the lessons learnt in a short story, b. relate the lessonslearnt in the shortstory to real life, c. Appreciate the role ofstories in addressingsocietal issues.
|
How can one derive lessons from a short story? | The learner is guided to:
– discuss how different charactersbring out the lessons, – role play the episodes that carrythe main lessons in the short story, – make connections betweensituations in their own lives andthe episodes in the text, – Use the lessons learnt to write a composition and share it with peers. |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 159-161
Skills in English P.B pg.164-167 |
Reading aloud
Dictation Question and answer Learner journals |
|||
| 12 | 1 | Writing | Mechanics
of Writing: Prefixes and Suffixes |
By the end of the lesson, the learner should be able to:
a. identify words withprefixes and suffixesfrom a text, b. use prefixes andsuffixes correctly insentences, c. Acknowledge theinfluence of prefixesand suffixes onmeaning and formationof words. |
How can you tell the meaning of a word using a prefix?
|
The learner is guided to :
– read a text on careers whichfeatures words with prefixes andsuffixes from print and non-printsources, – write down words with suffixes andprefixes from the text, – formulate a table separating wordswith similar prefixes, roots andsuffixes in groups, – infer the meaning of a word fromprefixes, |
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 161-163
Skills in English P.B pg.167-169 |
Learner journals
Peer assessment Dictation Writing assessment |
|
| 2 | Mechanics
of Writing: Prefixes and Suffixes |
By the end of the lesson, the learner should be able to:
a. identify words with prefixes and suffixes from a text, b. use prefixes andsuffixes correctly insentences, c. Acknowledge theinfluence of prefixesand suffixes onmeaning and formationof words. |
Which words with suffixes and prefixes are confusing? | The learner is guided to :
– break down words into prefixes andsuffixes in groups, – listen to a dictated list of wordswith prefixes and suffixes and write -them down, – formulate sentences using wordswith prefixes and suffixes, – fill in blanks in a writing with thecorrect form of words with prefixesand suffixes, – Search for more examples of words with prefixes and suffixes from books, newspapers, internet among others, in small groups. |
Workbooks
Magazines Charts and realia Posters Sample compositions Skills in English T.G pg. 161-163
Skills in English P.B pg.167-169 |
Learner journals
Peer assessment Dictation Writing assessment |
|||
| 3 | MODERN FASHION | Listening
to Respond: Attitude |
By the end of the lesson, the learner should be able to:
a. explain the message in agiven song, b. use appropriate wordsand expressions toexpress their attitudetowards a given song, c. Appreciate how choiceof words affects thereader. |
What messages are found in songs? | The learner is guided to:
– listen to different songs from adigital device or non-electronicsources and describe themessages in them, – perform the songs in groups andbring out relevant emotions, – |
Digital devices
Charts and realia Flash cards Charts and realia Sample songs
Skills in English T.G pg. 164-168
Skills in English P.B pg.170-171
|
Oral reading
Role play Debates Oral discussion Written test Dialogues |
||
| 4 | Listening
to Respond: Attitude |
By the end of the lesson, the learner should be able to:
a. explain the message in a given song, b. use appropriate wordsand expressions toexpress their attitudetowards a given song, c. Appreciate how choiceof words affects thereader. |
What makes one like or dislike a song?
|
The learner is guided to:
– discuss issues highlighted in thesongs with those of their peers, – Use words and expressions to describe their feelings about various issues in the songs including modern fashion. |
Digital devices
Charts and realia Flash cards Charts and realia Sample songs
Skills in English T.G pg. 164-168
Skills in English P.B pg.170-171 |
Oral reading
Role play Debates Oral discussion Written test Dialogues |
|||
| 5 | Reading | Intensive Reading: Comprehension Strategies | By the end of the lesson, the learner should be able to:
a. identify mental imagesin a text correctly, b. use contextual clues toinfer information andmeanings of wordscorrectly in a text, c. Acknowledge the role ofcomprehension ineffectivecommunication. |
What do you remember most after reading a text? | The learner is guided to:
– read the passage on modern fashionand in pairs underline sentences thatcreate mental images, – read the passage on modern fashionin turns as they answer direct andinferential questions, – |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 168-170
Skills in English P.B pg.171-174 |
Reading aloud
Dictation Question and answer Learner journals |
||
| 13 | 1 | Intensive Reading: Comprehension Strategies | By the end of the lesson, the learner should be able to:
a. identify mental images in a text correctly, b. use contextual clues to infer information and meanings of words correctly in a text, c. Acknowledge the role of comprehension in effective communication. |
How do we get information from a text?
|
The learner is guided to:
– in pairs, infer the meaning of wordsand expressions using contextualclues, – In groups, present mental pictures from the text on charts and display them. |
Dictionary
Workbooks Newspaper Storybooks Skills in English T.G pg. 168-170
Skills in English P.B pg.171-174
|
Reading aloud
Dictation Question and answer Learner journals |
||
| 2-5 | |||||||||
| 14 |
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