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SCHEME OF WORK
English
Grade 9 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
THEME: SOCIAL AND MEDIA. Listening and speaking.
Impromptu speeches.
By the end of the lesson, the learner should be able to:
-          Define the word impromptu speech.
Outline the procedure for preparing for an impromptu speech.
Appreciate the importance of following the correct procedure for preparing for an impromptu speech.
-          Search for the meaning of the term impromptu speech from the internet.
Listen to an impromptu speech made by the teacher.
Brainstorm on the procedure for preparing for an impromptu speech in small groups.
In what instances could one be called upon to make a speech without prior notice?
Skill
in English learner’s book
Pg 194-196
Dictionary.
Digital device.
Teacher’s guide.
-          Public speaking. Questions and answers.
1 2
Listening and speaking.
Reading.
Impromptu speeches.
Note making.
By the end of the lesson, the learner should be able to:
-          Make impromptu speech on a selected topic.
Record the speech.
Acknowledge the importance of excellent presentation skills in speech delivery.
-          Make an impromptu speech on a topic related to social and mass media.
Record the speech.
Discuss its strength and weaknesses in a plenary and suggest ways of improvement.
What makes an impromptu speech effective?
Skill
in English learner’s book
Pg 196
Video clips.
Audio visuals.
Teacher’s guide.
Skill in English learner’s book
Pg 196-198
Digital devices.
-          Oral discussions. Peer assessment. Questions and answer.
1 3
Reading.
Note making.
By the end of the lesson, the learner should be able to:
-          graphically prepare charts using their notes.
Use the notes, in groups to compose a poem.
Acknowledge the importance of note making for academic purpose.
-          Graphically prepare charts using the notes.
Exchange the charts for peer review and corrections.
Use the notes, in groups to compose a poem or a song and present it in class.
Why is it important to make notes?
Skill
in English learner’s book
Pg 198-201
Teacher’s guide.
-          Questions and answers. Oral discussions. Peer assessment.
1 4
Grammar in use.
Determiners, numerals and ordinals
By the end of the lesson, the learner should be able to:
-          Identify numerals and ordinals used as determiners in a text.
Use numerals and ordinals as determiners in sentences.
Appreciate the need for well-formed sentences in communication.
-          Search for ordinals such as first, second, third and numerals such as one, two, three from digital sources.
Recite poems with numerals and ordinals as others listen and pick out the target determiners.
In small groups, read short passages and underline numerals and ordinals used as determiners.
How are quantities of nouns expressed?
Skill in English learner’s book
Pg 201-204
Charts.
Digital device.
Dictionary.
Teacher’s guide.
-          Multiple choice. Short answers. Gap filling.
1 5
Grammar in use.
Reading.
Determiners, numerals and ordinals
Play: Project.
By the end of the lesson, the learner should be able to:
-          Mention objects in the school that could be modified using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Appreciate the need for well-formed sentences in communication.
-          State names of objects and events in the school that can be described using numerals and ordinals.
Construct sentences using numerals and ordinals as determiners.
Discuss the importance of well-formed sentences in communication.
Which objects in the school can be modified using numerals and ordinals.
Skill
in English learner’s book
Pg 204-205
Teacher’s guide.
Learner’s book.
Charts.
Dictionary.
Digital devices.
Skill in English learner’s book
Pg 205-208
Digital device.
-          Oral presentations. Questions and answers. Peer assessment.
2 1
Reading.
Play: Project.
By the end of the lesson, the learner should be able to:
-          Describe simple props and costumes that create mood and atmosphere.
Present dramatized parts of a play to an audience.
Appreciate the effectiveness of the performance in delivering the play’s message.
-          Rehearse with props and costumes.
Dramatize simple scenes for classmates while focusing on voice gestures and movements.
Discuss how to use role play and mime in the performance.
What makes a performance successful?
Skill in English learner’s book
Pg 208-209
Charts.
Teacher’s guide.
Digital device.
-          Roleplay. self-assessment. Questions and answers.
2 2
Writing.
Filling forms: application forms.
By the end of the lesson, the learner should be able to:
-          Recognize bursary and scholarship application forms from a list of forms.
Create a poster showing bursary and scholarship application forms.
Appreciate the importance of bursary and scholarship application forms.
-          In groups collect bursary and scholarship application forms from digital and print sources.
Note down the common features of each type of the form.
In groups create a poster showing bursary and scholarship application forms.
What kind of document might you need to use if you are applying for a bursary for scholarship?
Skill in English learner’s book
Pg 209-211
Teacher’s guide.
Poster.
Samples bursary and scholarship forms.
Dictionary.
-          Oral discussion. Self-assessment. Questions and answers.
2 3
Writing.
Listening and speaking.
Filling forms: application forms.
Conversation skills: Job interview.
By the end of the lesson, the learner should be able to:
-          Fill in bursary and scholarship application forms while adhering to conventions.
Discuss the importance of giving accurate and sufficient information in scholarship application forms.
Value the importance of giving accurate and sufficient information in forms.
-          Fill in different forms that require data on issues such as social and mass media.
Share different filled in forms for peer observation and feedback.
Discuss as a plenary the importance of providing accurate data in forms.
Create a form in small groups.
Why is it important to fill in all parts of a form?
Skill in English learner’s book
Pg 211-213
Teacher’s guide.
Samples bursary and scholarship forms.
Charts.
Dictionary.
Pg 214-216
Video clips.
-          Self-assessment. Questions and answers. Oral discussion.
2 4
Listening and speaking.
Conversation skills: Job interview.
By the end of the lesson, the learner should be able to:
-          Identify possible questions that are commonly asked in a job interview.
Ask and answer appropriate questions in mock job interviews.
Recognize excellent interview skills as a positive step towards getting a job.
-          In groups, search online and offline for possible questions that are commonly asked in a job interview and write them down.
In pairs role play asking and answering questions in a mock job interview and record the session electronically or as a written dialogue.
Discuss how success in a job interview is a step towards generating income for the individual and the community.
Why is it important to prepare for a interview?
Skill
in English learner’s book
Pg 214-216
Charts.
Dictionary.
Digital device.
Teacher’s guide.
-          Oral interview. Peer assessment. Questions and answers. Short answers
2 5
Reading.
Extensive reading: Fiction.
By the end of the lesson, the learner should be able to:
-          Distinguish between fiction and non-fiction reading materials.
Select and read grade appropriate fiction materials.
Appreciate the importance of reading fiction for exposure.
-          Research on the differences between fiction and non-fiction materials and give examples of each.
Read self-selected fiction materials and use a graphic organize to write short summaries of the subject.
Which storybooks or plays have you read?
Skill in English learner’s book
Pg 217-220
Charts.
Teacher’s guide.
Dictionary.
-          Oral interview. Oral reading. Oral discussions. Short answers.
3 1
Reading.
Extensive reading: Fiction.
Grade-appropriate play: lessons learnt (Class reader)
By the end of the lesson, the learner should be able to:
-          Make a reader’s gallery by displaying the materiel read with a caption indicating its subject matter.
Keep a portfolio of the subject matter.
Appreciate the importance of reading fiction for exposure.
-          In groups make a reader’s gallery by displaying the material read with a caption indicating its subject matter.
Take photos of their display and keep a soft copy of the photo in their portfolio.
Discuss why reading fiction materials is important.
What makes a book interesting?
Skill in English learner’s book
Pg 220-221
Charts.
Teacher’s guide.
Dictionary.
Pg 224-226
Class reader.
-          Short answers. Oral interview. Self-assessment.
3 2
Reading.
Grade appropriate play: lessons learnt (Class reader)
By the end of the lesson, the learner should be able to:
-          Analyze the lessons learned from a play.
Relate the lessons learnt to real life experiences.
Perceive plays as sources of life lessons and entertainment.
-          Analyze the lessons elicited by pairs and relate them to real life experiences.
Use graphic organizers to summarize lessons learnt and present them in them in charts displayed on the wall for peer review.
Discuss the sections of a play that entertain and bring out lessons.
Which issues are addressed in a play?
Skill
in English learner’s book
Pg 226-227
Teacher’s guide.
Class reader.
Dictionary.
Charts.
-          Oral reading. Written exercise. Peer assessment.
3 3
Writing.
Mechanics of writing – spelling.
By the end of the lesson, the learner should be able to:
-          Define the word abbreviation.
Spell words for effective communication.
Acknowledge the importance of abbreviations in writing.
-          Watch demonstration clips and note the rules of abbreviation.
Discuss the rules of abbreviation and present them in charts in groups.
Spell words for effective communication.
What should you consider when splitting words at the end of a line?
Skill
in English learner’s book
Pg 227-230
Teacher’s guide.
Charts.
Flash cards.
Dictionary.
-          Reading aloud. Short answers. Peer assessment. Oral discussions.
3 4
Writing.
Listening and speaking.
Mechanics of writing – spelling.
Listening to respond. Expressing feelings.
By the end of the lesson, the learner should be able to:
-          Outline the rules of abbreviations in full.
Write common abbreviations in full.
Appreciate the importance of abbreviation in writing.
-          Discuss the rules of abbreviation and present them in charts in groups.
Copy the lists of abbreviation from print sources respectively in pairs.
Write a paragraph on how to make savings from income generating activities containing words to be abbreviated.
Assess the correctness of the paragraph in groups.
Which words do we normally abbreviate?
Skill
in English learner’s book
Pg 230-231
Teacher’s guide.
Charts.
Flash cards.
Dictionary.
Pg 232-233
-          Short answers. Oral discussions. Peer assessment.
3 5
Listening and speaking.
Listening to respond expressing feelings.
By the end of the lesson, the learner should be able to:
-          Find the meaning of subject matter.
Express their feelings towards the subject matter of a poem.
Value the importance of poem recitation for effective communication.
-          Search print sources for words and expressions used to describe feelings towards a poem.
In groups, recite selected poems and present their varied feelings towards each poem’s subject matter in details.
Discuss in plenary the importance of reciting poems with feelings.
Why is it important to recite poems with feelings?
Skill
in English learner’s book
Pg 233-234
Charts.
Teacher’s guide.
Dictionary.
-          Short answers. Oral discussions. Peer assessment.
4 1
Reading.
Intensive reading: comprehension strategies.
By the end of the lesson, the learner should be able to:
-          Find the meaning of clue.
Identify clues in the passage from which conclusions can be drawn.
Create a poster showing clues from which conclusions can be drawn.
Appreciate the skills of making inferences and drawing conclusions in independent reading.
-          Search for and read print and non-print passages on varied subjects like personal grooming.
Underline words, phrases or sentences that can serve as clues for making inferences or drawing conclusions as they read.
In groups, create a poster showing clues from which conclusions can be drawn.
Why is it important to summarize information from a text?
Skill
in English learner’s book
Pg 234-235
Charts.
Teacher’s guide.
Dictionary.
-          Oral reading. Oral discussions. Reading aloud.
4 2
Reading.
Intensive reading: comprehensive strategies.
By the end of the lesson, the learner should be able to:
-          Read a passage.
Summarize ideas in a passage.
Apply the skills of making inferences and drawing conclusions in independent reading.
-          Read a passage on good grooming and summarize the ideas in the passage.
Present their summaries on charts and present them in the classroom.
Participate in a gallery, walk and review peers’ summaries.
How can one draw conclusions from a text?
Skill
in English learner’s book
Pg 235-238
Teacher’s guide.
Charts.
Dictionary.
-          Peer assessment. Oral discussions. Questions and answer.
4 3
Grammar in use.
Phrasal verbs.
By the end of the lesson, the learner should be able to:
-          Define phrasal verbs.
Identify phrasal verbs formed from break, hang, run and turn in texts.
Form phrasal verbs form break, hang, run and turn.
Appreciate the importance of using phrasal verbs in spoken and written communication.
-          Search from print sources for phrasal verbs formed from break, hang, run and turn and compile them in a wordlist.
In groups, search for the meaning of the phrasal verbs identified from print dictionaries.
Form phrasal verbs from the given verbs.
How are phrasal verbs different from other verbs?
Skill
in English learner’s book
Pg 238-240
Teacher’s guide.
Charts.
Dictionary.
Pg 240-241
-          Peer assessment. Oral discussions. Oral presentation.
4 4
Personal grooming: Reading.
Play: characterization
By the end of the lesson, the learner should be able to:
-          Outline the clues for identifying traits of different characters in a play.
Read the play excerpt and identify traits of different characters.
Acknowledge the role of characterization in determining virtues and vices in the society.
-          Search from digital and print sources for clues in a play that one can use to identify a character trait for example: what the character does or says; or what is said about a character.
Brainstorm on the words and phrases used to describe characters and make a phrase book.
Read the play excerpt and identify traits of different characters.
Which words or expressions can you use to describe one’s character?
Skill
in English learner’s book
Pg 241-242
Dictionaries.
Teacher’s guide.
Charts.
-          Oral presentation. Self-assessment. Peer assessments.
4 5
Reading.
Play characterization.
By the end of the lesson, the learner should be able to:
-          Identify clues from a play excerpt.
Use the clues to describe the characters in a play.
Appreciate the role of characterization in determining virtues and vices in society.
-          In groups, read sections of a play and identify the clues used to describe the traits of a character.
In groups, use the clues traits and display them in a gallery in form of character maps for peer review.
Dramatize a section of a play to highlight traits of some characters.
Why is characterization important?
Skill
in English learner’s book
Pg 245-247
Teacher’s guide.
Charts.
Dictionaries.
-          Role play. Self-assessment. Short answers.
5 1
Writing.
The writing process.
By the end of the lesson, the learner should be able to:
-          Outline the different stages of the writing process.
Analyse the different tasks involved in each step of the writing process.
Appreciate the importance of each of the stages in the writing process in crafting flawless dialogue.
-          Read the steps of the writing process.
In groups, discuss the different tasks involved in each stage of the writing process.
Brainstorm on different topics related to personal grooming, respect and life skills.
Why should you plan writing?
Skill
in English learner’s book
Pg 247
Teacher’s guide.
Charts.
Dictionaries.
Pg 247-250
-          Role play. Self-assessment. Peer assessments.
5 2
THEME: SEA TRAVEL. Listening and speaking.
Extensive listening: speeches.
By the end of the lesson, the learner should be able to:
-          Listen to different speeches.
Identify the issues addressed by different speeches listened to.
Appreciate the importance of getting information from varied sources.
-          Search for varied speeches on an issue of interest and listen to them for general information.
Listen to speeches on sea travel played out and identify the issues addressed by the different speeches.
Share the common theme identified to going consensus.
How can you ensure that you remember what you hear from a speech?
Skill
in English learner’s book
Pg 250-252
Teacher’s guide.
Dictionaries.
- Peer assessment. Oral discussion. Written questions.
5 3
Listening and speaking.
Extensive listening.
By the end of the lesson, the learner should be able to:
-          Listen to the speeches on tips for sea travel and more so island.
Take notes on the points made by different speaker on the issue.
Appreciate the importance of getting information from varied sources.
-          Listen to the speeches again and in pairs take notes on the points from each of the speeches.
In groups, compare the notes taken by different pairs and compile the recurrent points
Use the points noted from the same speeches to write and make a speech on the same theme.
How can you ensure that you remember what you hear from a speech?
Skill
in English learner’s book
Pg 252-253
Teacher’s guide.
Dictionaries.
Charts.
- Peer assessments. Oral discussion. Self-assessment.
5 4
Reading.
Intensive reading: visualizing and summarizing.
By the end of the lesson, the learner should be able to:
-          Read intensively the passage given.
Identify mental images created from a read passage.
Appreciate the role of visualization and summarization in enhancing understanding of a texts.
-          Search from print sources and list down the sensory words and expressions used to create mental images in a text.
Read a passage on interesting issues and in pairs pick out the sensory words or expressions and the mental images they create in a reader.
Identify mental images created from a read passage.
Which words or expressions appeal to the five senses?
Skill
in English learner’s book
Pg 253-256
Teacher’s guide.
Charts.
Dictionaries.
Pg 256-257
- Questions and answers. Oral reading. Peer assessments.
5 5
Grammar in use.
Sentences: Complex sentences.
By the end of the lesson, the learner should be able to:
-          Read different types of sentences provided.
Identify subordinating conjuctions in sentences.
Desire to use subordinating conjuctions in sentences.
-          Pick out subordinating conjuctions from a passage.
In groups, use the subordinating conjuctions to make sentences and display them on a chart.
Identify subordinating conjuctions in sentences.
What is the role of conjuctions in sentences?
Skill
in English learner’s book
Pg 257-258
Teacher’s guide.
Charts.
Dictionaries.
- Oral reading. Peer assessment. Self-assessment.
6 1
Grammar in use.
Sentences: Complex sentences.
By the end of the lesson, the learner should be able to:
-          Construct complex sentences using subordinating conjuctions learnt.
Create a chart on complex sentences and display in class.
Desire to construct complex sentences using subordinating conjuctions learnt.
-          In groups, use the subordinating conjuctions learnt to construct complex sentences.
In groups, display the sentences learnt on a chart.
Use subordinating conjuctions to join parts of sentences in the substation table.
What is the role of conjuctions in sentences?
Skill
in English learner’s book
Pg 258-259
Teacher’s guide.
Dictionaries.
Charts.
- Self-assessment. Oral interview. Short answers.
6 2
Grammar in use.
Reading.
Sentences: Complex sentences.
Grade-appropriate play: style (Class reader)
By the end of the lesson, the learner should be able to:
-          Identify errors in disjointed sentences.
Correct disjointed sentences using the rule of subordinating conjuctions.
Desire to identify errors in disjointed sentences.
-          Practice punctuating complex sentences on current issues.
Review each other’s sentences by changing them into well-formed complex sentences.
How can one differentiate between a simple and a complex sentence?
Skill
in English learner’s book
Pg 260
Teacher’s guide.
Dictionaries.
Charts.
Pg 261-263
- Oral interview. Self-assessment. Peer assessment.
6 3
Reading.
Grade appropriate play: style (Class Reader)
By the end of the lesson, the learner should be able to:
-          Identify plays with instances of humour and monologue.
Dramatize instances of humour and monologue in a play.
Appreciate the role of humour and monologue in enriching a literary work.
-          Read episodes of the grade-appropriate play containing humour and monologue.
Dramatize the episodes in groups.
Discuss how humour and monologue make a play interesting and pass its message effectively.
What is the role of humour in a play?
Skill
in English learner’s book
Pg 263-265
Teacher’s guide.
Newspapers.
Dictionaries.
- Oral presentations. Self-assessment. Peer assessment. Roleplay.
6 4
Writing.
Creating writing: Idioms.
By the end of the lesson, the learner should be able to:
-          Identify idioms used in different contexts.
Explain the meaning of given idioms in different contexts.
Desire to use idioms in different contexts.
-          Use the print dictionaries to find the meaning of idioms.
In groups, fill sentences gaps with the most appropriate idioms.
Read short narrative essays containing given idioms.
What are idioms?
Skill
in English learner’s book
Pg 264-267
Teacher’s guide.
Dictionaries.
Charts.
-  Peer assessment. Oral presentations. Reading aloud. Self-assessment.
6 5
Writing.
Creative writing: Idioms.
By the end of the lesson, the learner should be able to:
-          Write down a variety of idioms on a chart.
Use a variety of idioms in writing narrative compositions.
Encourage peers to use idioms appropriately in speech and writing.
-          Write a narrative composition the given idioms.
In groups scan through compositions of each member and create a checklist of idioms used tallying them to find out the most popular.
Which idioms are you familiar with?
Skill in English learner’s book
Pg 267-268
Teacher’s guide.
Dictionaries.
Charts.
- Self-assessment. Reading aloud. Oral presentations.
7 1
SPORTS, WORLD CUP (Football) Listening and speaking.
Listening and speaking.
Intonation in sentences – question tags.
Intonation in sentences – question tags.
By the end of the lesson, the learner should be able to:
-          Write the correct form of question tags in sentences.
Read sentences with the correct form of question tags.
Realize the importance of question tags and correct intonation in communication.
-          Listen to a recording in which the speakers use question tags and correct sentence intonation.
In pairs, practice reading out sentences with question tags using the correct intonation.
Match affirmative and negative sentences to question tags provided in a list.
How can we improve our speaking skills?
Skill
in English learner’s book
Pg 269-271
Teacher’s guide.
Charts.
Dictionaries.
Pg 271-272
Digital device.
- Oral discussion. Peer assessment. Questions and answer
7 2
Reading.
Summarizing: argumentative texts (Grade appropriate text)
By the end of the lesson, the learner should be able to:
-          Pick out the main points discussed in a text.
Organize an outline of points into a coherent whole.
Appreciate the importance of good summary writing skills in writing.
-          Read argumentative texts based on the world cup from a book.
Select the main ideas.
Outline the supporting points from the text.
How do we write summaries?
Skill in English learner’s book
Pg 272-274
Teacher’s guide.
Dictionaries.
Charts.
- Oral discussions. Questions and answers. Peer assessment.
7 3
Reading.
Summarizing: argumentative texts (Grade appropriate text)
By the end of the lesson, the learner should be able to:
-          Explain how to write summary of a text.
Summarize a text correctly in their own words.
Realize the importance of good summary writing skills in writing.
-          Write an initial summary of a text.
In groups, search for more examples of reading passages and practice summarizing them.
Search for facts, dates and important personalities related to football world-cup and share the information on the school notice board.
Why should we learn good summary writing skills?
Skill
in English learner’s book
Pg 275
Charts.
Teacher’s guide.
Dictionaries.
-  Oral presentation. Short answers. Peer assessment. Observation.
7 4
Grammar in use.
Sentences-Direct and indirect speech.
By the end of the lesson, the learner should be able to:
-          Read sentences with direct and indirect speech.
Differentiate between direct and indirect speech.
Desire to use direct and indirect speech correctly in communication.
-          Read provided sentences or paragraphs to learn how direct and indirect speech appear in writing.
Convert sentences written in direct speech into indirect speech and vice versa.
Differentiate between direct and indirect speech.
How do we report what others have said?
Skill
in English learner’s book
Pg 275-277
Charts.
Teacher’s guide.
Dictionaries.
Pg 277-279
- Oral presentation. Short answers. Peer assessment. Observation.
7 5
Reading.
Intensive reading: Play-Relating to real life (Class Reader)
By the end of the lesson, the learner should be able to:
-          Identify the characters in a play.
Discuss the various themes in a play.
Appreciate the beauty of performances of a literary text.
-          Read a prescribed play.
Identify the characters in a play.
Share out the roles of the various characters in a play.
Discuss the themes that are evident in the play.
What makes plays interesting?
Skill
in English learner’s book
Pg 279-282
Teacher’s guide.
Charts.
Dictionaries.
- Peer assessment. Oral discussions. Questions and answers.
8 1
Reading.
Intensive reading: Play-relating to real life (Class Reader)
By the end of the lesson, the learner should be able to:
-          Relate the characters and themes to real life.
Participate in a stage performance of a play.
Appreciate the beauty of performance of a literary text.
-          In groups, relate the characters and themes to real life.
Work in groups to rehearse the words and actions of the characters.
Search for information on the qualities of a good actor.
In groups participate in a stage performance of a play.
Why is it important for an actor to pronounce words correctly and speak audibly in a performance?
Skill
in English learner’s book
Pg 282-283
Teacher’s guide.
Charts.
- Role play. Self-assessment. Peer assessment. Observation.
8 2
Writing.
Descriptive writing (280-320 words)
By the end of the lesson, the learner should be able to:
-          Use the correct writing process to write a composition.
Spell words correctly in composition writing.
Appreciate the importance of creativity in writing.
-          Write sentences that describe things in the classroom using the five senses.
Write a composition on a topic related to the world cup.
Look at a set of pictures or items on the world cup provided by the teacher and write a descriptive composition based on these items.
What makes a story creative?
Skill
in English learner’s book
Pg 284-285
Teacher’s guide.
Charts.
Dictionaries.
Pg 285-287
Digital devices.
- Self-assessment. Peer assessment. Short answers
8 3
THEME TOURIST ATTRACTION SITES: WORLD Listening and speaking.
Oral reports: News-(Roleplay)
By the end of the lesson, the learner should be able to:
-          Read a short report within a specified number of minutes.
Analyze a recorded grade appropriate oral news report.
Appreciate the importance of fluency in news reports.
-          Watch a recorded grade appropriate news report on tourist attraction sites in the world.
Brainstorm in groups on importance of body language in reading an oral report.
Practice reciting famous speeches.
1.      Who is your favorite news presenter and why? What is an oral report?
Skill
in English learner’s book
Pg 289-291
Teacher’s guide.
Dictionaries.
-  Peer assessment. Self-assessment. observation. Short answers.
8 4
Listening and speaking.
Oral reports: News-(Roleplay)
By the end of the lesson, the learner should be able to:
-          Listen to an oral news report.
Apply the features of oral presentation for effective communication.
Acknowledge the importance of fluency in news report.
-          Listen to a recorded grade appropriate news report on tourist attraction sites in the world.
In small groups, prepare and roleplay short news reports on tourist attraction sites in the world.
Listen and critic others as they orally present reports.
When are you required to present an oral report?
Skill
in English learner’s book
Pg 291-292
Teacher’s guide.
Charts.
Dictionaries.
- Roleplay. Self-assessment. Oral presentation. Observation.
8 5
Reading.
Reading fluency.
By the end of the lesson, the learner should be able to:
-          Preview a text while ignoring unknown words.
Make predictions about the characters events and the message in a given text.
Advocate the role of reading fluency in communication.
-          Read the tittle, blurb of a text in pairs.
Read the first line of a paragraph or chapter to establish the subject.
Look for specific details from a text such as tittle, a word, a phrase in pairs.
In pairs, make predictions about events and the message.
How can you tell if a text is appropriate for reading?
Skill
in English learner’s book
Pg 292-293
Teacher’s guide.
Charts.
Pg 296-297
Dictionaries.
-  Self-assessment. Peer assessment. Oral presentations.
9 1
Grammar in use.
Sentences -Imperative commands, requests, -Exclamatory.
By the end of the lesson, the learner should be able to:
-          Read texts with imperative and exclamatory sentences.
Identify instances where imperative and exclamatory sentences are used correctly in printed handouts or online texts.
Appreciate the use of exclamatory and imperative sentences in spoken language.
-          Orally list the kinds of rules that they would want implemented in their school.
Identify and label sentence types in a given text.
Identify instances where imperative and exclamatory sentences are used correctly.
When do you use an exclamatory or an imperative sentence in school?
Skill
in English learner’s book
Pg 297-299
Teacher’s guide.
Dictionaries.
Charts.
- Oral presentations. Reading aloud. Self-assessment.
9 2
Grammar in use.
Sentences -Imperative commands, requests, -Exclamatory.
By the end of the lesson, the learner should be able to:
-          Use imperative and exclamatory sentences correctly in a text.
Punctuate given texts by use of the appropriate punctuation marks.
Appreciate the use of the exclamatory and imperative sentences in spoken language.
-          Construct imperative sentences as they respond to teacher’s questions.
In pairs, construct exclamatory sentences based on one of the characters in a text.
In pairs, punctuate given texts by use of the appropriate punctuation marks.
How do you decide whether to use an exclamation mark or a period at the end of a sentence?
Skill
in English learner’s book
Pg 299-300
Teacher’s guide.
Charts.
Dictionaries.
- Questions and answer. Reading aloud. Self-assessment. Observation.
9 3
Reading.
Intensive reading: Poems.
By the end of the lesson, the learner should be able to:
-          Read given grade appropriate poems about tourist attraction sites (world).
Explain why it is important to relate ideas leant in poems to real life.
Appreciate the need to relate ideas in poems to real life.
-          Read given grade appropriate poems about tourist attraction sites (World) for enjoyment.
Discuss the meaning of the poems in groups.
Explain why it is important to relate ideas learnt in poems to real life.
Why is it important to relate ideas read in works of art to real life?
Skill
in English learner’s book
Pg 300-303
Teacher’s guide.
Dictionaries.
Digital devices.
Skill in English learner’s book
Pg 303-304
Charts.
- Short answers. Self-assessment. Oral reading. Oral presentation.
9 4
Writing.
Emails.
By the end of the lesson, the learner should be able to:
-          Read emails from the internet and printed emails.
Identify the elements of email.
Acknowledge the importance of writing emails.
-          Write an email to any government road agency requesting for improvement of a network leading to a tourist attraction site near their school.
In pairs, exchange emails written to their friends.
Identify the parts of an email written to their friends.
Why do we write emails?
Skill
in English learner’s book
Pg 304-306
Teacher’s guide.
Dictionaries.
Charts.
Digital devices.
- Short answers. Peer assessment. Oral presentation.
9 5
Writing.
Emails.
By the end of the lesson, the learner should be able to:
-          Identify the parts of an email.
Apply the elements in writing an email.
Appreciate the importance of writing emails.
-          In groups, identify the parts of an email.
Learners to rework their emails to include any elements that missing.
Display some of the emails on the talking walls.
What is the difference between emails and letters?
Skill
in English learner’s book
Pg 306-308
Teacher’s guide.
Charts.
Dictionaries.
Digital devices.
- Oral presentation. Reading aloud. Self-assessment. Peer assessment.

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