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RATIONALIZED GRADE 10 ENGLISHSCHEMES OF WORK FOR TERM 1
NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
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| Week | Lesson | Strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Questions | Learning Experiences | Learning Resources | Assessment Methods | Reflection |
| 1 | 1 | 1.1 Listening and Speaking | 1.1.1 Extensive Listening | By the end of the lesson, the learner should be able to listen collaboratively to record characters, places, and memorable events. | How can one gain the most through listening? | The learner is guided to listen collaboratively to recordings from contexts such as role plays and skits and then recount the characters, places, and memorable events. | Curriculum Design (2024) Pg 1; Audio recordings of skits | Oral Questions | |
| 2 | 1.2 Reading | 1.4.1 Reading Fluency (Previewing) | By the end of the lesson, the learner should be able to preview a text and make predictions about characters, people, and places. | 1. How can one make predictions about a text? | The learner is guided to collaboratively look at the text title and images (photographs, graphs) and predict what the text is about. | Curriculum Design (2024) Pg 5; Textbooks/Newspapers | Observation | ||
| 3 | 1.3 Grammar in Use | 1.3.1 Word Classes (Nouns) | By the end of the lesson, the learner should be able to classify count and non-count nouns in sentences. | How do we use naming words in communication? | The learner is guided to collaboratively list down all the count and non-count nouns from an audio or written text. | Curriculum Design (2024) Pg 8; Audio/Written texts | Written Exercises | ||
| 4 | 1.5 Writing | 1.5.1 Sentence Fluency | By the end of the lesson, the learner should be able to contrast well-written sentences with comma splices in a text. | What can make a sentence confusing to a reader? | The learner is guided to work together to contrast well-written sentences with comma splices in online and offline passages. | Curriculum Design (2024) Pg 11; Online/Offline passages | Peer Review | ||
| 2 | 1 | 1.1 Listening and Speaking | 1.1.2 Speaking: Etiquette | By the end of the lesson, the learner should be able to pick out target sounds and aspects of etiquette in oral texts. | Why is it important to observe etiquette? | The learner is guided to listen to an oral passage and identify the words with the sounds /v/ and /ɔ:/. | Curriculum Design (2024) Pg 3; Audio passages | Dictation | |
| 2 | 1.1 Listening and Speaking | 1.1.1 Extensive Listening | By the end of the lesson, the learner should be able to listen to a recording and pick key details for general information. | How can one gain the most through listening? | The learner is guided to conduct a hot seat based on a dialogue or story and recount characters, places, and events. | Curriculum Design (2024) Pg 1; Story dialogue scripts | Role Play | ||
| 3 | 1.2 Reading | 1.4.1 Reading Fluency (Skimming) | By the end of the lesson, the learner should be able to skim varied texts to obtain the gist. | Why is it necessary to read a text fluently? | The learner is guided to read a text right through to get a general idea while glossing over unknown words. | Curriculum Design (2024) Pg 5; Varied texts | Written Summary | ||
| 4 | 1.3 Grammar in Use | 1.3.1 Word Classes (Nouns) | By the end of the lesson, the learner should be able to use common and proper nouns in sentences. | How do we use naming words in communication? | The learner is guided to practice replacing a common noun with a proper noun with peers (e.g., “The man” to “Peter”). | Curriculum Design (2024) Pg 8; Substitution tables | Gap filling | ||
| 3 | 1 | 1.5 Writing | 1.5.1 Sentence Fluency | By the end of the lesson, the learner should be able to rewrite comma splices and run-on sentences for clear communication. | Why should we write complete sentences? | The learner is guided to rewrite comma splices and run-on sentences correctly and join sentences using coordinating conjunctions. | Curriculum Design (2024) Pg 11; Worksheets | Written Test | |
| 2 | 1.1 Listening and Speaking | 1.1.2 Speaking: Etiquette | By the end of the lesson, the learner should be able to use appropriate etiquette in telephone conversations. | Why is it important to observe etiquette? | The learner is guided to watch videos depicting etiquette in telephone conversations and list polite words/phrases used. | Curriculum Design (2024) Pg 3; Video clips | Observation | ||
| 3 | 1.1 Listening and Speaking | 1.1.1 Extensive Listening | By the end of the lesson, the learner should be able to recount a story or dialogue in an oral context for enjoyment. | How can one gain the most through listening? | The learner is guided to listen to and dramatize a dialogue between a hotel attendant and a customer in groups. | Curriculum Design (2024) Pg 1; Dialogue scripts | Dramatization | ||
| 4 | 1.2 Reading | 1.4.1 Reading Fluency (Scanning) | By the end of the lesson, the learner should be able to scan a text to obtain specific details. | Why is it necessary to read a text fluently? | The learner is guided to read a text rapidly to obtain specific details such as titles, sub-titles, and table of contents. | Curriculum Design (2024) Pg 5; Textbooks | Oral Questions | ||
| 4 | 1 | 1.3 Grammar in Use | 1.3.1 Word Classes (Pronouns) | By the end of the lesson, the learner should be able to recognize various types of pronouns in varied contexts. | Why is it important to determine how a word is used? | The learner is guided to brainstorm with peers the categories of pronouns: personal, reflexive, emphatic, reciprocal, etc. | Curriculum Design (2024) Pg 8; Charts | Observation | |
| 2 | 1.5 Writing | 1.5.1 Sentence Fluency | By the end of the lesson, the learner should be able to identify run-on lines in a text. | What can make a sentence confusing to a reader? | The learner is guided to collaboratively use word cards to identify run-on lines and discuss their impact on meaning. | Curriculum Design (2024) Pg 11; Word cards | Group Work | ||
| 3 | 1.1 Listening and Speaking | 1.1.2 Speaking: Etiquette | By the end of the lesson, the learner should be able to articulate the sounds /v/ and /ɔ:/ for effective communication. | Why is it important to observe etiquette? | The learner is guided to present minimal pairs featuring the target sounds and receive peer review. | Curriculum Design (2024) Pg 3; Minimal pair lists | Peer Review | ||
| 4 | 1.2 Reading | 1.4.1 Reading Fluency (Collocations) | By the end of the lesson, the learner should be able to predict how words collocate for effective communication. | Why is it necessary to read a text fluently? | The learner is guided to jointly determine how words in a text are used together (e.g., adverb + adjective, noun + noun). | Curriculum Design (2024) Pg 6; Texts with collocations | Written Exercises | ||
| 5 | 1 | 1.3 Grammar in Use | 1.3.1 Word Classes (Determiners) | By the end of the lesson, the learner should be able to differentiate the use of words as pronouns and determiners. | Why is it important to determine how a word is used? | The learner is guided to distinguish between usage (e.g., “that boy” – determiner vs. “that is new” – pronoun). | Curriculum Design (2024) Pg 9; Sentences | Written Test | |
| 2 | 1.5 Writing | 1.5.1 Sentence Fluency | By the end of the lesson, the learner should be able to value the importance of well-written sentences. | Why should we write complete sentences? | The learner is guided to exchange the sentences created (rewritten from run-ons/splices) for peer review. | Curriculum Design (2024) Pg 11; Student sentences | Peer Assessment | ||
| 3 | 1.1 Listening and Speaking | 1.1.2 Speaking: Etiquette | By the end of the lesson, the learner should be able to justify the need for accurate pronunciation and etiquette. | Why is it important to observe etiquette? | The learner is guided to role play a conversation between a receptionist and a guest or customer and seller observing etiquette. | Curriculum Design (2024) Pg 4; Role play cards | Role Play | ||
| 4 | 1.3 Grammar in Use | 1.3.1 Word Classes (Review) | By the end of the lesson, the learner should be able to use nouns, pronouns, and determiners in sentences. | How do we use naming words in communication? | The learner is guided to fill in a crossword puzzle with appropriate nouns, pronouns, and determiners. | Curriculum Design (2024) Pg 9; Crossword puzzles | Puzzle Completion | ||
| 6 | 1 | 2.1 Listening and Speaking | 2.1.1 Critical Listening | By the end of the lesson, the learner should be able to describe various forms of distractions to effective listening. | How can one gain the most out of a listening text? | The learner is guided to brainstorm on different forms of distractions and how to avoid them. | Curriculum Design (2024) Pg 13; Charts | Discussion | |
| 2 | 2.2 Reading | 2.2.1 Extensive Reading | By the end of the lesson, the learner should be able to select a text in preparation for reading. | Why should one carefully select the text to read? | The learner is guided to preview varied texts such as newspapers and magazines on the environment and select a suitable one. | Curriculum Design (2024) Pg 19; Newspapers/Magazines | Observation | ||
| 3 | 2.3 Grammar in Use | 2.3.1 Word Classes (Verbs) | By the end of the lesson, the learner should be able to identify main verbs and primary auxiliary verbs. | Why is tense and aspect important? | The learner is guided to pick out verbs to be, verbs to have, and verbs to do from a given text. | Curriculum Design (2024) Pg 21; Text on environment | Identification task | ||
| 4 | 2.5 Writing | 2.5.1 Mechanics of Writing (Spelling) | By the end of the lesson, the learner should be able to identify frequently misspelt words in written texts. | Why should we spell words correctly? | The learner is guided to search online or offline for frequently misspelt and easily confused words. | Curriculum Design (2024) Pg 24; Dictionaries | Dictation | ||
| 7 | 1 | 2.1 Listening and Speaking | 2.1.2 Conversational Skills | By the end of the lesson, the learner should be able to classify discourse markers used in texts. | How do discourse markers affect flow? | The learner is guided to select and group words that start, end, or change a topic from newspapers/radio. | Curriculum Design (2024) Pg 15; Recorded speeches | Classification task | |
| 2 | 2.1 Listening and Speaking | 2.1.1 Critical Listening | By the end of the lesson, the learner should be able to determine the speaker, context, and intention in oral texts. | Why is it important to listen to key points? | The learner is guided to listen to a variety of audio texts and identify the speaker, context, and intention. | Curriculum Design (2024) Pg 13; Audio clips | Oral Questions | ||
| 3 | 2.2 Reading | 2.2.1 Extensive Reading | By the end of the lesson, the learner should be able to read varied texts for enjoyment and general understanding. | What do we consider when selecting a text? | The learner is guided to read texts and relate events, persons, and places to real-life situations. | Curriculum Design (2024) Pg 19; Novels/Narratives | Reading Logs | ||
| 4 | 2.3 Grammar in Use | 2.3.1 Word Classes (Verbs) | By the end of the lesson, the learner should be able to inflect verbs appropriately to show tense and aspect. | Why is tense and aspect important? | The learner is guided to generate a list of verbs and change them from present to past tense. | Curriculum Design (2024) Pg 21; Verb charts | Written Exercises | ||
| 8 | MID-TERM | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | |
| 9 | 1 | 2.5 Writing | 2.5.1 Mechanics of Writing (Acronyms) | By the end of the lesson, the learner should be able to use abbreviations and acronyms in sentences. | Why do we use abbreviations? | The learner is guided to make sentences using abbreviations and acronyms and design charts featuring them. | Curriculum Design (2024) Pg 24; Charts | Project Work | |
| 2 | 2.1 Listening and Speaking | 2.1.2 Conversational Skills | By the end of the lesson, the learner should be able to articulate the sounds /ʌ/, /a:/ and /ɜ:/ for oral fluency. | Why does proper articulation matter? | The learner is guided to collaboratively recite poems or form minimal pairs with the target sounds. | Curriculum Design (2024) Pg 15; Poems | Oral Practice | ||
| 3 | 2.1 Listening and Speaking | 2.1.1 Critical Listening | By the end of the lesson, the learner should be able to select key points from an audio text. | Why is it important to listen to key points? | The learner is guided to listen to a variety of texts on the environment and pick out key points. | Curriculum Design (2024) Pg 13; Environmental texts | Note-taking | ||
| 4 | 2.2 Reading | 2.2.1 Extensive Reading | By the end of the lesson, the learner should be able to recognize the role of extensive reading in building vocabulary. | Why should one carefully select the text? | The learner is guided to summarize information read using pictures, mind maps, or posters. | Curriculum Design (2024) Pg 19; Art materials | Summary/Poster | ||
| 10 | 1 | 2.3 Grammar in Use | 2.3.1 Word Classes (Adverbs) | By the end of the lesson, the learner should be able to use adverbs of time, place, and manner in sentences. | Why is tense and aspect important? | The learner is guided to listen to an audio text and identify gradable and non-gradable adverbs. | Curriculum Design (2024) Pg 22; Audio text | Identification | |
| 2 | 2.5 Writing | 2.5.1 Mechanics of Writing (Affixes) | By the end of the lesson, the learner should be able to apply spelling rules to write words with affixes. | Why should we spell words correctly? | The learner is guided to make sentences using words with affixes and verbs with double consonants. | Curriculum Design (2024) Pg 24; Worksheets | Written Test | ||
| 3 | 2.1 Listening and Speaking | 2.1.2 Conversational Skills | By the end of the lesson, the learner should be able to use discourse markers to organize ideas. | How do discourse markers affect flow? | The learner is guided to role play a conversation using transitional words on conversational cards. | Curriculum Design (2024) Pg 16; Conversation cards | Role Play | ||
| 4 | 2.2 Reading | 2.2.1 Extensive Reading | By the end of the lesson, the learner should be able to prepare reading logs. | What do we consider when selecting a text? | The learner is guided to prepare and compare reading logs with peers based on the extensive reading done. | Curriculum Design (2024) Pg 19; Reading logs | Peer Review | ||
| 11 | 1 | 2.3 Grammar in Use | 2.3.1 Word Classes (Adverbs) | By the end of the lesson, the learner should be able to construct sentences with gradable and non-gradable adverbs. | Why is tense and aspect important? | The learner is guided to work with peers to construct sentences with adverbs of place and manner. | Curriculum Design (2024) Pg 22; Sentence strips | Group Work | |
| 2 | 2.5 Writing | 2.5.1 Mechanics of Writing (Confused Words) | By the end of the lesson, the learner should be able to use commonly misspelt and easily confused words. | Why should we spell words correctly? | The learner is guided to use frequently misspelt and easily confused words in short paragraphs. | Curriculum Design (2024) Pg 24; Paragraph writing | Written Assignment | ||
| 3 | 2.1 Listening and Speaking | 2.1.2 Conversational Skills | By the end of the lesson, the learner should be able to apply onomatopoeic words and idiophones in communication. | Why does proper articulation matter? | The learner is guided to use onomatopoeic words and idiophones in a storytelling session. | Curriculum Design (2024) Pg 17; Stories | Storytelling | ||
| 4 | 2.3 Grammar in Use | 2.3.1 Word Classes (Review) | By the end of the lesson, the learner should be able to acknowledge the role of verbs and adverbs in communicating. | Why is tense and aspect important? | The learner is guided to review regular and irregular verbs and construct sentences in present, past, and future progressive. | Curriculum Design (2024) Pg 22; Substitution table | Written Test | ||
| 12 | ALL | END TERM | ASSESSMENT | END TERM ONE ASSESSMENT | END TERM ONE ASSESSMENT | EXAMS |