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SCHEME OF WORK
English
Grade 6 2025
TERM III
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 1
CITIZENSHIP

Listening and Speaking
Pronunciation and Vocabulary: Listening Comprehension (2 Lessons)
By the end of the lesson, the learner should be able to:

-Select words with the target sound from an oral narrative.
-Use vocabulary related to the theme in sentences correctly.
-Value the importance of listening attentively.
The learner is guided to:
-Listen to an oral narrative from a digital device or a text read by the teacher.
-Listen for specific information such as sounds: /ɪə/ as in tears, appear, rear, clear and severe from a text.
-Listen for the main idea from a text.
-Practice saying words with the sound /ɪə/.
-Infer the meaning of vocabulary and phrases using contextual clues.
-Answer oral questions based on listening comprehension.
Why should you listen keenly?
KLB English Grade 6 Learner's Book pg. 1
-Audio recordings
-Digital devices
-Charts
Observation -Oral questions -Peer assessment
1 2
Listening and Speaking
Reading
Pronunciation and Vocabulary: Listening Comprehension (2 Lessons)
Extensive Reading (2 lessons)
By the end of the lesson, the learner should be able to:

-Use proverbs, fixed phrases, idioms, and metaphors with straightforward meanings in oral communication.
-Listen for the main idea and specific details from an oral text.
-Value the importance of listening attentively.
The learner is guided to:
-Use digital and print resources to look up the meaning and spelling of words.
-Retell the story and record the narration on a digital device.
-Use expressions such as fixed phrases: play games, far away, believe it or not, do your best, burst into tears; similes: as hungry as a wolf, as greedy as a hyena; metaphors: The thief was a hyena, he was so greedy!; idioms: work like a dog, dog tired, work for peanuts, donkey work; proverbs: all work and no play makes Jack a dull boy.
Why should you pronounce words accurately?
KLB English Grade 6 Learner's Book pg. 2
-Audio recordings
-Digital devices
-Charts
KLB English Grade 6 Learner's Book pg. 5
-Dictionary
-Reference materials
Observation -Oral questions -Oral presentation
1 3
Reading
Grammar in Use
Extensive Reading (2 lessons)
Word Classes: Determiners (2 lessons)
By the end of the lesson, the learner should be able to:

-Use reference materials to find the required information.
-Judge the suitability of sample extensive reading materials.
-Appreciate the importance of reading widely for lifelong learning.
The learner is guided to:
-Create a crossword puzzle from the list of new words.
-Make notes on the information they have obtained.
-Share the information with peers through presentations.
Why do you read books?
KLB English Grade 6 Learner's Book pg. 7
-Dictionary
-Digital devices
-Reference materials
KLB English Grade 6 Learner's Book pg. 8
-Charts
-Online quizzes
Assessment rubric -Written questions -Peer assessment
1 4
Grammar in Use
Writing
Word Classes: Determiners (2 lessons)
Guided Writing: Filling in Forms (2 lessons)
By the end of the lesson, the learner should be able to:

-Use determiners in sentences correctly.
-Collaborate with peers to judge the correct use of determiners in sentences.
-Value the correct use of determiners in communication.
The learner is guided to:
-Make sentences using determiners from substitution tables.
-Correct the sentences constructed by a peer.
-Work in groups and determine the correctness of a sample of sentences.
Why should we give the exact amount of something?
KLB English Grade 6 Learner's Book pg. 9
-Charts
-Digital devices
-Worksheets
KLB English Grade 6 Learner's Book pg. 10
-Sample forms
-Internet
Peer assessment -Written exercises -Checklists
2 1
Writing
Listening and Speaking
Listening and Speaking
Guided Writing: Filling in Forms (2 lessons)
Pronunciation and Listening Comprehension (2 lessons)
Pronunciation and Listening Comprehension (2 lessons)
By the end of the lesson, the learner should be able to:

-Design a form to provide the required information.
-Advocate the importance of filling forms correctly.
-Demonstrate accuracy in filling forms.
The learner is guided to:
-Design a form with basic, personal, and why details in small groups.
-Exchange forms with other groups and fill them in.
-Review the completed forms for accuracy and completeness.
Why is it important to fill forms accurately and correctly?
KLB English Grade 6 Learner's Book pg. 11
-Sample forms
-Digital devices
-Internet
KLB English Grade 6 Learner's Book pg. 13
-Audio recordings
-Tongue twisters
KLB English Grade 6 Learner's Book pg. 15
-Charts with proverbs
Peer assessment -Self-assessment -Assessment rubrics
2 2
Reading
Intensive Reading (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify characters and events in a text for comprehension.
-Predict events in a text accurately.
-Answer factual and inferential questions correctly for comprehension.
The learner is guided to:
-Read a poem or story and identify the characters and events.
-Read a story of about 500 words and predict the events then answer factual and inferential questions.
-Read a poem of not more than six stanzas in small groups.
Why do we enjoy reading stories and poems?
KLB English Grade 6 Learner's Book pg. 17
-Story books
-Poetry books
-Digital devices
KLB English Grade 6 Learner's Book pg. 19
Observation -Oral questions -Written questions
2 3
Grammar in Use
Word Classes: Nouns (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify concrete and abstract nouns from a text.
-Use concrete and abstract nouns correctly in a variety of contexts.
-Appreciate the role of concrete and abstract nouns in communication.
The learner is guided to:
-Listen to a story, conversation or poem containing abstract nouns and concrete nouns.
-Collaborate to pick out concrete and abstract nouns from a story, conversation or poem.
-Work with peers to construct sentences using concrete and abstract nouns.
Which things can you see and touch in the classroom?
KLB English Grade 6 Learner's Book pg. 21
-Charts
-Digital devices
-Story books
KLB English Grade 6 Learner's Book pg. 22
-Manila paper
Observation -Oral questions -Written exercises
2 4
Writing
Listening and Speaking
Creative Writing: Narrative Compositions (2 lessons)
Pronunciation and Vocabulary (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify topics and possible ideas for open ended compositions.
-Organize ideas in a paragraph logically.
-Create an open-ended composition on a variety of themes.
The learner is guided to:
-List topics and possible ideas for open-ended compositions.
-Discuss in groups ideas and experiences on a given topic.
-Write down points to guide them in the writing of an open-ended composition on cultural and religious celebrations of about (160-200 words).
-Collaborate to create the first paragraph.
How can you make your composition interesting to read?
KLB English Grade 6 Learner's Book pg. 24
-Sample compositions
-Digital texts
-Writing guidelines
KLB English Grade 6 Learner's Book pg. 26
KLB English Grade 6 Learner's Book pg. 27
-Audio recordings
-Digital devices
-Charts
Observation -Written exercises -Peer assessment
3 1
Listening and Speaking
Reading
Pronunciation and Vocabulary (2 lessons)
Intensive Reading (2 lessons)
By the end of the lesson, the learner should be able to:

-Use polite words and phrases in a variety of contexts.
-Use a variety of similes, proverbs, idioms and fixed phrases in oral communication.
-Collaborate with peers to judge whether words or phrases have been used politely in a text.
The learner is guided to:
-Role-play a telephone conversation, with peers.
-Work with peers to use polite language to interrupt politely in sentences.
-Practice using expressions such as: fixed phrase: make friends, simile: as proud as a peacock, metaphor: Peter is a giraffe. He is so tall, idiom: feel at home, proverbs: charity begins at home, phrasal verb: pass by, look for, look at.
Why should we use polite words and phrases in a conversation?
KLB English Grade 6 Learner's Book pg. 29
-Audio recordings
-Digital devices
-Role-play scripts
KLB English Grade 6 Learner's Book pg. 31
-Story books
-Dictionary
Observation -Oral presentation -Checklists
3 2
Reading
Grammar in Use
Intensive Reading (2 lessons)
Use of Correlative Conjunctions (2 lessons)
By the end of the lesson, the learner should be able to:

-Infer the meaning of words, similes, proverbs, metaphors and idioms with straight forward meanings using contextual clues.
-Advocate the need to read intensively for lifelong learning.
-Demonstrate understanding of texts read.
The learner is guided to:
-Use a dictionary to check the meaning of unfamiliar words.
-Collaborate to create a crossword puzzle using vocabulary from the text in groups.
-Display the crossword puzzle on the classroom wall or school notice board.
How do you tell the meaning of unfamiliar words?
KLB English Grade 6 Learner's Book pg. 33
-Story books
-Dictionary
-Digital devices
KLB English Grade 6 Learner's Book pg. 34
-Charts
-Worksheets
Peer assessment -Written questions -Assessment rubric
3 3
Grammar in Use
Writing
Use of Correlative Conjunctions (2 lessons)
Mechanics of Writing (2 lessons)
By the end of the lesson, the learner should be able to:

-Use correlative conjunctions correctly in oral and written communication.
-Use the pattern show… nominal… how/where/who in sentences.
-Acknowledge the importance of using well-formed sentences in communication.
The learner is guided to:
-Fill in blanks in provided sentences to practice the use of the pattern how/where/who.
-Search for instances in which correlative conjunctions either…or/neither are used in newspapers or magazines or the internet.
-Create a dialogue using correlative conjunctions.
Which words do we use to show making a choice between two things?
KLB English Grade 6 Learner's Book pg. 35
-Newspapers
-Magazines
-Digital devices
KLB English Grade 6 Learner's Book pg. 36
Peer assessment -Written exercises -Checklists
3 4
Writing
Listening and Speaking
Listening and Speaking
Mechanics of Writing (2 lessons)
Pronunciation and Vocabulary: Sounds (2 lessons)
Pronunciation and Vocabulary: Sounds (2 lessons)
By the end of the lesson, the learner should be able to:

-Compose a story incorporating acronyms, abbreviations and numerals.
-Use similes, proverbs, metaphors and idioms with straight forward meanings in a composition.
-Judge correctness of abbreviations, numerals and acronyms used in a text.
The learner is guided to:
-Use expressions such as idioms, similes and metaphors correctly.
-Compose a story of about (150-200 words) incorporating common acronyms, abbreviations, numerals.
-Proofread the story with peers.
How do we write numerals?
KLB English Grade 6 Learner's Book pg. 37
-Sample compositions
-Digital devices
-Writing guidelines
KLB English Grade 6 Learner's Book pg. 39
-Audio recordings
-Charts
KLB English Grade 6 Learner's Book pg. 40
-Video recordings
Assessment rubric -Written exercises -Peer assessment
4 1
Reading
Intensive Reading: Visuals (2 lessons)
By the end of the lesson, the learner should be able to:

-Predict events from visuals.
-Create images from viewed, read or heard texts.
-Answer direct and inferential questions correctly for comprehension.
The learner is guided to:
-Read a variety of visuals related to the emergency rescue services.
-Make predictions about a story based on the visuals.
-Create a story from visuals and retell it.
How can we communicate without using words?
KLB English Grade 6 Learner's Book pg. 42
-Pictures
-Photographs
-Digital devices
KLB English Grade 6 Learner's Book pg. 44
-Videos
-Cartoons
Observation -Oral questions -Written questions
4 2
Grammar in Use
Word Classes: Pronouns (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify relative and indefinite pronouns in a text.
-Use relative and indefinite pronouns correctly in oral and written texts.
-Appreciate the role of pronouns in communication.
The learner is guided to:
-Identify relative pronouns such as 'that,' 'which' 'who,' 'whom,' and 'whose' from a text.
-Construct sentences using relative pronouns.
-Complete sentences on emergency rescue services featuring relative pronouns.
Which words do we use to refer to people or things without saying who or what they are exactly?
KLB English Grade 6 Learner's Book pg. 46
-Charts
-Digital devices
-Worksheets
KLB English Grade 6 Learner's Book pg. 48
-Posters
Observation -Oral questions -Written exercises
4 3
Writing
Listening and Speaking
Functional Writing: Letter of Invitation (2 lessons)
Pronunciation and Vocabulary (3 lessons)
By the end of the lesson, the learner should be able to:

-Identify the key features of a formal letter.
-Create a formal invitation letter using the correct format.
-Value the importance of correct letter format.
The learner is guided to:
-Go through a sample formal letter and identify its components.
-Search and download samples of formal letters online.
-Collaborate to plan a formal invitation letter.
Which kinds of letters do you write?
KLB English Grade 6 Learner's Book pg. 49
-Sample letters
-Digital devices
-Internet
KLB English Grade 6 Learner's Book pg. 50
KLB Top Scholar pg. 69
-Audio-visual recordings
-Dictionary
-Charts
Observation -Written exercises -Peer assessment
4 4
JOBS AND OCCUPATIONS - WORK ETHICS

Listening and Speaking
Reading
Pronunciation and Vocabulary (3 lessons)
Intensive Reading: Dialogue (2 lessons)
By the end of the lesson, the learner should be able to:

-Use vocabulary related to the theme in sentences correctly.
-Apply stress and intonation in questions, statements, and exclamatory sentences.
-Value the importance of stress and intonation in sentences.
The learner is guided to:
-Sing songs featuring stress and intonation.
-Form sentences using expressions such as fixed phrases: Take care of, have no idea, you never know; similes: As happy as king, as busy as a bee, work like a horse; metaphors: Wambui is a bee. She is so busy; idioms: Lay off, hand in, take over, deal with, strike while the iron is hot, go the extra mile; proverbs: Make hay while the sun shines, The sun does not wait for a king, Honesty is the best policy, Slow but sure wins the race, Jack of all trades, master of none; phrasal verbs: Grow up, take over, deal with, give up, go on.
Why should we pronounce sounds and words correctly? - -Why do we raise our voices when asking questions? - -How can you vary your voice to convey different meanings?
KLB Top Scholar pg. 69
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts
KLB Top Scholar pg. 73
-Storybooks
-Digital materials
-Flash cards
Observation -Oral questions -Peer Assessment -Checklists
5 1
Grammar in Use
Phrasal Quantifiers (2 lessons)
By the end of the lesson, the learner should be able to:

-Recognise phrasal quantifiers in oral and written contexts.
-Use phrasal quantifiers with countable and uncountable nouns correctly.
-Judge the correctness of phrasal quantifiers in sentences.
The learner is guided to:
-Work with peers to view a video or listen to an audio text on work ethics featuring phrasal quantifiers and identify them.
-Make sentences using phrasal quantifiers such as a lot of…, a pinch of… plenty of…, a number of, a crate of…
-Create charts and posters using phrasal quantifiers and share them on the school notice board or social media.
-Form sentences from a substitution table.
How do we tell countable nouns from uncountable ones? - -Which words are used to show the amount of something?
KLB Top Scholar pg. 77
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries
Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics
5 2
Writing
Listening and Speaking
Pictorial Compositions (2 lessons)
Pronunciation and Interactive Listening (3 lessons)
By the end of the lesson, the learner should be able to:

-Plan a composition in preparation for writing.
-Use appropriate words and expressions such as similes, metaphors, fixed phrases, phrasal verbs and idioms in written communication.
-Create a pictorial composition from visuals.
The learner is guided to:
-Collaborate to view a variety of pictures, illustrations, and other visuals in print and digital texts and discuss what is happening.
-View comic strips from newspapers and magazine columns.
-Use relevant fixed phrases: have no idea, similes: as happy as a king, metaphors: Wambui is a bee. She is so busy, idioms: go the extra mile, proverbs: the sun does not wait for a king and phrasal verbs: grow up in a composition.
-Collaborate to use visuals to compose a story of about (160-200 words).
How can you make others want to read your composition? - -What information do we obtain from pictures or visuals?
KLB Top Scholar pg. 80
-Sample compositions
-Pictures
-Illustrations
-Digital devices
-Dictionary
KLB Top Scholar pg. 83
-Audio-visual recordings
-Charts
Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics
5 3
TECHNOLOGY: SCIENTIFIC INNOVATIONS

Grammar in Use
Grammar in Use
Writing
Tense: Future Continuous Tense (2 lessons)
Punctuation Marks (The Comma and Double Quotation Marks) (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify sentences featuring future continuous tense in print and digital texts.
-Use future continuous tense in oral and written contexts correctly.
-Assess sentences for correctness and appropriateness of tense.
The learner is guided to:
-Ask the following questions to peers: What are you doing? What were you doing yesterday? What will you be doing tomorrow?
-View a map, globe, list of time zones, video or pictures of animals, plants, or people and describe what will probably happen next day starting with the words, they, he, and she, among others.
-Talk about activities in the past, present, and future time.
-Search the internet for examples of sentences expressing continuous tense.
What will you be doing next week? - -How do you show an action will take place tomorrow?
KLB Top Scholar pg. 92
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries
KLB Top Scholar pg. 94
Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics
5 4
Writing
Punctuation Marks (The Comma and Double Quotation Marks) (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify the comma and double quotation marks in a text.
-Use the comma and the double quotation marks correctly in oral and written texts.
-Collaborate with peers to determine the correct use of the comma and the double quotation marks.
The learner is guided to:
-Listen to a dictation of sentences, write the sentences and punctuate them appropriately.
-Collaborate to identify sentences in which the comma and the double quotation marks have been used.
-Recite a poem on scientific innovations paying attention to the use of the comma and the double quotation marks.
-Listen to an oral presentation and answer questions.
-Form sentences from a substitution table.
-Work with peers to construct and punctuate sentences correctly.
-Create a poster or power point presentation and display the work to another group.
Why should we punctuate our speech or writing correctly? - -Which punctuation marks do you use frequently?
KLB Top Scholar pg. 94
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries
Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics
6 1
PROPER USE OF LEISURE TIME

Writing
Creative Writing: Descriptive Composition (2 lessons)
By the end of the lesson, the learner should be able to:

-Use appropriate adjectives to describe a person, object or a place.
-Plan a descriptive composition in preparation for writing.
-Create a descriptive composition on a variety of topics.
The learner is guided to:
-Identify key points about an event such as a wedding ceremony, football match and dance, among others.
-Suggest people, events, places or objects that can be described in pairs.
-Plan a descriptive composition of about (160-200 words).
-Select and use appropriate expressions such as proverbs and idioms in a composition.
-Collaborate to write the introductory paragraph of the descriptive composition.
Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?
KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts
Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics
6 2
Writing
Reading
Grammar in Use
Creative Writing: Descriptive Composition (2 lessons)
Intensive Reading: Digital Stories (3 lessons)
Interrogatives (3 lessons)
By the end of the lesson, the learner should be able to:

-Create a descriptive composition on a variety of topics.
-Judge a descriptive composition for correctness of language, relevance to the topic, creativity and organisation of ideas.
The learner is guided to:
-Complete the descriptive composition.
-Proofread the composition with peers.
-Display the corrected composition in the classroom or share it over the internet, email or social media.
-Select and use appropriate expressions such as proverbs and idioms in a composition.
Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?
KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts
KLB Top Scholar pg. 139
-Storybooks
-Digital materials
KLB Top Scholar pg. 143
-Print materials
-Flash cards
-Dictionaries
Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics
6 3
SPORTS - INDOOR GAMES

Grammar in Use
Interrogatives (3 lessons)
By the end of the lesson, the learner should be able to:

-Use interrogatives correctly to express different meanings.
-Assess the appropriateness of interrogatives used in print and digital texts.
The learner is guided to:
-Create lists of interrogative sentences using words related to the theme.
-Type the list using a computer, laptop or tablet in groups and display his or her work to peers.
-Collaborate with peers to use interrogatives in sentences correctly.
How do you form questions? - -Why do we ask questions?
KLB Top Scholar pg. 143
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries
Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics
6 4
Writing
Spelling: Synonyms and Antonyms (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify synonyms and antonyms correctly for writing fluency.
-Use synonyms and antonyms correctly in sentences.
-Advocate the use of a rich vocabulary in writing.
The learner is guided to:
-Listen/watch a video recording on in-door games and identify words with synonyms and antonyms.
-Form sentences using synonyms and antonyms.
-Identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle.
-Display their work on posters.
How do you tell the meaning of unfamiliar words? - -Which are some of the words with same or opposite meaning?
KLB Top Scholar pg. 145
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries
Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics
7 1
Writing
Listening and Speaking
Spelling: Synonyms and Antonyms (2 lessons)
Pronunciation and Vocabulary (3 lessons)
By the end of the lesson, the learner should be able to:

-Use synonyms and antonyms correctly in sentences.
-Advocate the use of a rich vocabulary in writing.
The learner is guided to:
-Form sentences using synonyms and antonyms.
-Identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle.
-Display their work on posters.
How do you tell the meaning of unfamiliar words? - -Which are some of the words with same or opposite meaning?
KLB Top Scholar pg. 145
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries
KLB Top Scholar pg. 149
-Audio-visual recordings
-Dictionary
Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics
7 2
ENVIRONMENTAL CONSERVATION

Listening and Speaking
Listening and Speaking
Reading
Pronunciation and Vocabulary (3 lessons)
Intensive Reading (3 lessons)
By the end of the lesson, the learner should be able to:

-Make oral presentations such as speeches accurately, with minimal hesitations and with expressions.
-Use non-verbal cues appropriately to enhance fluency.
-Judge the appropriateness of non-verbal cues in a conversation or video recordings.
The learner is guided to:
-Listen for specific details such as: idioms: A drop in the ocean, add fuel to the fire, beat about the bush, the grass is always greener on the other side of the fence; proverbs: Prevention is better than cure; The best things in life are free, An apple never falls far from the tree; If you want to be happy for a year, plant a garden; If you want to be happy for life, plant a tree; phrasal Verbs: clean up, cut down, die out, dry up, cut down, die out.
-Speak on topics based on environmental conservation or content from other areas in class.
-Participate in mock interviews in small groups.
Why is it important to speak at the right speed, accurately, and with expression? - -How do our faces, hands, and eyes help us communicate better?
KLB Top Scholar pg. 149
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts
KLB Top Scholar pg. 152
-Storybooks
-Digital materials
Observation -Oral questions -Peer Assessment -Checklists
7 3
Reading
Intensive Reading (3 lessons)
By the end of the lesson, the learner should be able to:

-Use stress and rhythm correctly while reading lines and words in a poem or song.
-Respond to a reading text for comprehension.
-Advocate the importance of correct stress and rhythm in communication.
The learner is guided to:
-Answer direct and inferential questions from a comprehension passage.
-Create mental images by viewing pictures or events in a poem or song and comparing them to real-life situations.
-Infer the meaning of new words and expressions such as fixed phrases, proverbs, idioms, phrasal verbs and similes from the way they have been used in a text.
Why are songs and poems more enjoyable than reading a book? - -How can we tell what a story is about even before we read it?
KLB Top Scholar pg. 152
-Storybooks
-Digital materials
-Dictionary
-Charts
Observation -Oral questions -Reading logs -Assessment rubrics -Checklists
7 4
Grammar in Use
Question Tags (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify tag questions from a print or digital text for information.
-Form tag questions from verbs to be, verbs to have, verbs to do and modals.
-Use tag questions correctly in oral and written texts.
The learner is guided to:
-Identify the verbs to be, verbs to have, verbs to do and modals.
-Form tag questions using verbs to be, verbs to have, verbs to do and modals.
-Apply rules when forming tag questions, for example, a positive statement results in a negative tag question and vice versa.
-Search for examples of question tags on the web, with peers.
How do we form question tags? - -What is a question tag?
KLB Top Scholar pg. 154
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries
Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics
8 1
Writing
Functional Writing: Personal Journals (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify all the components of a personal journal.
-Use the correct format to create a personal journal.
-Judge the correctness sentences, relevance to the topic and the format of a personal journal.
The learner is guided to:
-Identify all the components of a personal journal.
-Read a sample personal journal.
-Create a personal journal for seven days.
-Peer-edit the personal journals – different pairs exchange their journals for editing.
-Revise personal journals.
-Display the personal journals in class, on the school notice board, internet among others.
Why do we keep journals and diaries? - -How do you record important occasions or dates in your life?
KLB Top Scholar pg. 156
-Sample journals
-Digital devices
-Dictionary
-Charts
Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics
8 2
MONEY - TRADE

Listening and Speaking
Listening and Speaking
Pronunciation and Vocabulary: Intensive Listening (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify proverbs from a text for effective communication.
-Listen for the main idea and specific details from a text.
-Use words and expressions such as similes, metaphors and proverbs containing selected sounds correctly.
The learner is guided to:
-Say the words in the box: product, import, safe, deal, export, save, stock, invest, service, consume, hike, currency, wholesale barter trade.
-Work in groups of six, stand in a line and do what the teacher will tell them.
-Listen to the teacher read or play a recording of the first paragraph of a story.
-Answer questions orally about the recording.
Why should we listen carefully? - -What messages do we obtain from similes and proverbs?
KLB Top Scholar pg. 159
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts
Observation -Oral questions -Peer Assessment -Checklists
8 3
Reading
Extensive Reading (2 lessons)
By the end of the lesson, the learner should be able to:

-Select appropriate reading texts from a library.
-Read a variety of texts for general information and enjoyment.
-Acknowledge the importance of reading widely for lifelong learning.
The learner is guided to:
-In groups, talk about the types of reading materials shown in the pictures.
-Look at the pictures again and identify the materials that can only be accessed using digital devices.
-In pairs, talk about what can be used as money apart from notes and coins.
-Read the first paragraph, the first line of other paragraphs and the last paragraph of a passage to get the main idea.
Why should we read a variety of materials? - -How do you identify the book you want to read?
KLB Top Scholar pg. 161
-Storybooks
-Digital materials
-Newspapers
-Magazines
-Dictionary
Observation -Oral questions -Reading logs -Assessment rubrics -Checklists
8 4
Grammar in Use
Writing
Writing
Prepositions (2 lessons)
Spelling: Affixes (2 lessons)
Spelling: Affixes (2 lessons)
By the end of the lesson, the learner should be able to:

-Identify prepositions correctly in oral and written texts.
-Use prepositions correctly in varied texts.
-Judge the appropriateness of prepositions used in various texts.
The learner is guided to:
-In groups, list words that give information about time, place and direction.
-Identify the prepositions in a dialogue.
-Complete sentences by filling in the blank space with the appropriate preposition.
-In pairs, use certain words in sentences that give information about time.
How do we describe where people or objects are? - -Which among the following words is not a preposition? (eat, please, outside, in, on, there, how, to, above)
KLB Top Scholar pg. 164
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries
KLB Top Scholar pg. 167
Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

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