HUMAN RIGHTS

Listening and Speaking

Polite Language: Telephone Etiquette

By the end of the lesson, the learner should be able to:

-Identify polite words and phrases in telephone conversations.
-Conduct a telephone conversation using polite words and expressions.
-Acknowledge the significance of etiquette in telephone conversations.

The learner is guided to:
-Listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device.
-Role-play a telephone dialogue on human rights using polite language.
-Match polite telephone conversation expressions with appropriate responses from the cards provided.
-Practise leaving and taking telephone messages over the phone using polite language on a caller card.

1. Why should one be polite when speaking over telephone? -2. How do we ensure politeness in a telephone conversion?

KLB Top Scholar pg. 1
-Digital devices
-Telephone
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Peer assessment

Listening and Speaking

Polite Language: Telephone Etiquette

By the end of the lesson, the learner should be able to:

-Identify polite words and phrases in telephone conversations.
-Conduct a telephone conversation using polite words and expressions.
-Acknowledge the significance of etiquette in telephone conversations.

The learner is guided to:
-Listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device.
-Role-play a telephone dialogue on human rights using polite language.
-Match polite telephone conversation expressions with appropriate responses from the cards provided.
-Practise leaving and taking telephone messages over the phone using polite language on a caller card.

1. Why should one be polite when speaking over telephone? -2. How do we ensure politeness in a telephone conversion?

KLB Top Scholar pg. 1
-Digital devices
-Telephone
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Peer assessment

Reading

Extensive Reading: Independent Reading

By the end of the lesson, the learner should be able to:

-Identify print and non-print texts that are interesting to read.
-Read a range of texts for information.
-Appreciate the importance of reading for enjoyment.

The learner is guided to:
-Skim through grade-appropriate print and electronic reading materials.
-Scan grade-appropriate print and electronic reading materials.
-Read materials on human rights at their pace within a specified period.
-Discuss what they have read.
-Write down the main ideas in the texts they have read.
-Use a dictionary to look up the meaning of vocabulary acquired from independent reading.
-Infer the meaning of words as used in the texts.

1. Why should one read widely? -2. What should one consider when selecting a reading text?

KLB Top Scholar pg. 5
-Library
-Digital devices
-Online fiction and non-fiction texts
-Dictionary
-Lesson notes

Observation -Oral questions -Reading logs -Assessment rubric

Reading

Extensive Reading: Independent Reading

By the end of the lesson, the learner should be able to:

-Identify print and non-print texts that are interesting to read.
-Read a range of texts for information.
-Appreciate the importance of reading for enjoyment.

The learner is guided to:
-Skim through grade-appropriate print and electronic reading materials.
-Scan grade-appropriate print and electronic reading materials.
-Read materials on human rights at their pace within a specified period.
-Discuss what they have read.
-Write down the main ideas in the texts they have read.
-Use a dictionary to look up the meaning of vocabulary acquired from independent reading.
-Infer the meaning of words as used in the texts.

1. Why should one read widely? -2. What should one consider when selecting a reading text?

KLB Top Scholar pg. 5
-Library
-Digital devices
-Online fiction and non-fiction texts
-Dictionary
-Lesson notes

Observation -Oral questions -Reading logs -Assessment rubric

Grammar in Use

Word Classes: Compound Nouns

By the end of the lesson, the learner should be able to:

-Identify compound nouns in a text.
-Use compound nouns in their singular and plural forms.
-Appreciate the importance of compound nouns in communication.

The learner is guided to:
-Listen to an audio recording on human rights.
-Identify the compound nouns used in the text.
-Categorise compound nouns into two-word or three-word nouns from a given list.
-Form separate and hyphenated compound nouns by combining two or more words.
-Form plurals of compound nouns from a completion table.
-Write sentences using compound nouns in their singular and plural forms.
-Search online and offline for more examples of compound nouns.
-Use compound nouns to form sentences from a substitution table.
-Assess the correctness of the sentences with peers.

1. Why should we use compound nouns when communicating?

KLB Top Scholar pg. 7
-Charts
-Digital devices
-Crossword puzzles
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use
Reading

Word Classes: Compound Nouns
Intensive Reading: Short Stories

By the end of the lesson, the learner should be able to:

-Identify compound nouns in a text.
-Use compound nouns in their singular and plural forms.
-Appreciate the importance of compound nouns in communication.

The learner is guided to:
-Listen to an audio recording on human rights.
-Identify the compound nouns used in the text.
-Categorise compound nouns into two-word or three-word nouns from a given list.
-Form separate and hyphenated compound nouns by combining two or more words.
-Form plurals of compound nouns from a completion table.
-Write sentences using compound nouns in their singular and plural forms.
-Search online and offline for more examples of compound nouns.
-Use compound nouns to form sentences from a substitution table.
-Assess the correctness of the sentences with peers.

1. Why should we use compound nouns when communicating?

KLB Top Scholar pg. 7
-Charts
-Digital devices
-Crossword puzzles
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 10
-Short story

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Short Stories

By the end of the lesson, the learner should be able to:

-Outline the sequence of events in a short story that they have read.
-Use contextual clues to infer the meanings of words.
-Answer direct and inferential questions from a short story.
-Acknowledge the role of reading in communication.

The learner is guided to:
-Predict events by focusing on the title and illustrations in a text.
-Silently read the short story.
-Infer contextual meanings of words based on the events in the story.
-Retell the story while citing issues on human rights.
-Role-play selected events and characters in the story.
-Work with peers to discuss the relationships between their own lives and those of characters in the text.

1. How can you predict the outcome of a story even before you read it? -2. How do you tell the meaning of unfamiliar words in a story?

KLB Top Scholar pg. 10
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written questions -Role play

Writing

Writing Legibly and Neatly

By the end of the lesson, the learner should be able to:

-Classify letters according to height differentials.
-Write a text, legibly and neatly.
-Advocate the need for legibility and neatness in writing.

The learner is guided to:
-Copy a provided passage and shape upper and lower case letters appropriately.
-Copy a provided passage and space letters, words and sentences correctly.
-Rewrite a provided text legibly and neatly.
-Cancel words or sentences neatly when composing a text.
-Split words that are joined appropriately.
-Write dictated sentences legibly and neatly.
-Write a narrative composition on human rights legibly and neatly.
-Cancel neatly upon making mistakes as they listen to the excerpt that is dictated.

1. Why should one write legibly and neatly? -2. What are the qualities of a good handwriting?

KLB Top Scholar pg. 14
-Lesson notes
-Writing materials
-Digital texts

Written exercise -Peer assessment -Self-assessment -Assessment rubrics

Writing

Writing Legibly and Neatly

By the end of the lesson, the learner should be able to:

-Classify letters according to height differentials.
-Write a text, legibly and neatly.
-Advocate the need for legibility and neatness in writing.

The learner is guided to:
-Copy a provided passage and shape upper and lower case letters appropriately.
-Copy a provided passage and space letters, words and sentences correctly.
-Rewrite a provided text legibly and neatly.
-Cancel words or sentences neatly when composing a text.
-Split words that are joined appropriately.
-Write dictated sentences legibly and neatly.
-Write a narrative composition on human rights legibly and neatly.
-Cancel neatly upon making mistakes as they listen to the excerpt that is dictated.

1. Why should one write legibly and neatly? -2. What are the qualities of a good handwriting?

KLB Top Scholar pg. 14
-Lesson notes
-Writing materials
-Digital texts

Written exercise -Peer assessment -Self-assessment -Assessment rubrics

SCIENTIFIC INNOVATIONS

Listening and Speaking

Oral Presentations: Songs

By the end of the lesson, the learner should be able to:

-Identify features of songs.
-Use performance techniques when singing.
-Write songs on a scientific innovation.
-Appreciate the role of songs in the society.

The learner is guided to:
-Watch recordings of songs from the Kenya drama and music festivals.
-Discuss the performance techniques that make the presentations appealing and make notes.
-Identify songs of their choice and present them to the rest of the class.
-Write songs on scientific innovations.
-Collaborate to recite and record the songs or poems.
-Watch the recordings and discuss the non-verbal aspects of the performance.

1. How can one improve the presentation of a song to make it interesting?

KLB Top Scholar pg. 17
-Video clips
-Digital devices
-English songs
-Lesson notes

Observation -Oral questions -Peer assessment -Checklists

Listening and Speaking

Oral Presentations: Songs

By the end of the lesson, the learner should be able to:

-Identify features of songs.
-Use performance techniques when singing.
-Write songs on a scientific innovation.
-Appreciate the role of songs in the society.

The learner is guided to:
-Watch recordings of songs from the Kenya drama and music festivals.
-Discuss the performance techniques that make the presentations appealing and make notes.
-Identify songs of their choice and present them to the rest of the class.
-Write songs on scientific innovations.
-Collaborate to recite and record the songs or poems.
-Watch the recordings and discuss the non-verbal aspects of the performance.

1. How can one improve the presentation of a song to make it interesting?

KLB Top Scholar pg. 17
-Video clips
-Digital devices
-English songs
-Lesson notes

Observation -Oral questions -Peer assessment -Checklists

Reading

Intensive Reading: Simple Poems

By the end of the lesson, the learner should be able to:

-Identify the persona in a given poem.
-Identify instances of repetition in a given poem.
-Explain what the poem is about.
-Appreciate the role of poems in communication.

The learner is guided to:
-Read a given poem for enjoyment.
-Recite/rap and dramatise the given poem.
-Discuss the voice that speaks in the poem (the persona).
-Explain the words, phrases and sentences that help them to decipher the surface and deeper meaning of a poem.
-Relate the message in the poem with real life experiences.
-Work with peers to compose, type and share poems related to scientific innovations.
-Display their poems on a chart, a poster in class or on the school notice board.

1. How is a poem different from a passage? -2. How can you say what is in the poem in your own words?

KLB Top Scholar pg. 21
-Digital texts
-Charts
-Lesson notes

Observation -Oral questions -Written questions -Peer assessment

Reading

Intensive Reading: Simple Poems

By the end of the lesson, the learner should be able to:

-Identify the persona in a given poem.
-Identify instances of repetition in a given poem.
-Explain what the poem is about.
-Appreciate the role of poems in communication.

The learner is guided to:
-Read a given poem for enjoyment.
-Recite/rap and dramatise the given poem.
-Discuss the voice that speaks in the poem (the persona).
-Explain the words, phrases and sentences that help them to decipher the surface and deeper meaning of a poem.
-Relate the message in the poem with real life experiences.
-Work with peers to compose, type and share poems related to scientific innovations.
-Display their poems on a chart, a poster in class or on the school notice board.

1. How is a poem different from a passage? -2. How can you say what is in the poem in your own words?

KLB Top Scholar pg. 21
-Digital texts
-Charts
-Lesson notes

Observation -Oral questions -Written questions -Peer assessment

Grammar in Use

Word Classes: Collective Nouns

By the end of the lesson, the learner should be able to:

-Identify collective nouns from a text.
-Use singular and plural forms of collective nouns correctly in sentences.
-Appreciate the importance of collective nouns in communication.

The learner is guided to:
-List the collective nouns as they listen to an audio text.
-Identify collective nouns in a print text.
-Classify collective nouns according to people, animals or things.
-Discuss the plural forms of these nouns.
-Write correct sentences using collective nouns from substitution tables.
-Fill in blank spaces using the correct collective nouns.
-Fill in crossword puzzles using collective nouns.
-Search for more examples of collective nouns from print or non-print text.
-Collaborate to construct sentences using the collective nouns they have identified.

1. How do collective nouns form their plurals?

KLB Top Scholar pg. 24
-Lesson notes
-Teacher's Guide
-Digital devices
-Crossword puzzles

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Collective Nouns

By the end of the lesson, the learner should be able to:

-Identify collective nouns from a text.
-Use singular and plural forms of collective nouns correctly in sentences.
-Appreciate the importance of collective nouns in communication.

The learner is guided to:
-List the collective nouns as they listen to an audio text.
-Identify collective nouns in a print text.
-Classify collective nouns according to people, animals or things.
-Discuss the plural forms of these nouns.
-Write correct sentences using collective nouns from substitution tables.
-Fill in blank spaces using the correct collective nouns.
-Fill in crossword puzzles using collective nouns.
-Search for more examples of collective nouns from print or non-print text.
-Collaborate to construct sentences using the collective nouns they have identified.

1. How do collective nouns form their plurals?

KLB Top Scholar pg. 24
-Lesson notes
-Teacher's Guide
-Digital devices
-Crossword puzzles

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Short Story

By the end of the lesson, the learner should be able to:

-Identify the setting - time and place-of a short story.
-Highlight the episodes in the short story chronologically.
-Appreciate the differences in culture and setting.

The learner is guided to:
-Watch different places and times of the day and night from a digital device or written text.
-Read a short story and retell what they have read.
-Tease out the geographical setting, the historical period and the culture from which the story is based by looking at the words and elements used in the story.
-Work with peers to compare the setting and places in the short story to their own real life setting.
-Use their surroundings to describe the setting and place.
-Draw or take pictures of different settings at different times.

1. Which places would you like to visit? -2. Which time in history would you desire to live?

KLB Top Scholar pg. 28
-Digital devices
-Short story
-Lesson notes

Observation -Oral questions -Written questions -Drama

Reading
Writing

Intensive Reading: Short Story
Mechanics of Writing: Punctuation

By the end of the lesson, the learner should be able to:

-Identify the setting - time and place-of a short story.
-Highlight the episodes in the short story chronologically.
-Appreciate the differences in culture and setting.

The learner is guided to:
-Watch different places and times of the day and night from a digital device or written text.
-Read a short story and retell what they have read.
-Tease out the geographical setting, the historical period and the culture from which the story is based by looking at the words and elements used in the story.
-Work with peers to compare the setting and places in the short story to their own real life setting.
-Use their surroundings to describe the setting and place.
-Draw or take pictures of different settings at different times.

1. Which places would you like to visit? -2. Which time in history would you desire to live?

KLB Top Scholar pg. 28
-Digital devices
-Short story
-Lesson notes
KLB Top Scholar pg. 30
-Digital texts
-Reference materials

Observation -Oral questions -Written questions -Drama

Writing

Mechanics of Writing: Punctuation

By the end of the lesson, the learner should be able to:

-Punctuate a given text using commas, apostrophes, and capital letters correctly.
-Use the apostrophe, comma and capital letters appropriately in composition writing.
-Advocate the use of correct punctuation in writing.

The learner is guided to:
-Search online and offline on uses of the comma, apostrophe and capital letter.
-Read a given text and take note of the commas, apostrophes and capital letters used.
-Explain how the commas and the apostrophes are used in the text.
-Discuss the role of capital letters as used in various words or sentences in the passage.
-Punctuate a passage correctly using commas, apostrophes, or capital letters where necessary.
-Write a short composition on scientific innovations using capital letters, commas and apostrophes correctly.
-Assess each other's composition and discuss how the punctuation marks and capital letters have been used.
-Search for more uses of the apostrophe and brackets from books or the internet.

1. Why should a text be well punctuated? -2. How does wrong punctation affect writing?

KLB Top Scholar pg. 30
-Digital texts
-Lesson notes
-Reference materials

Observation -Oral questions -Written exercise -Peer assessment

POLLUTION

Listening and Speaking

Listening Comprehension

By the end of the lesson, the learner should be able to:

-Identify the main idea from a cause and effect text.
-Pinpoint specific information from a cause and effect text.
-Infer the meanings of unfamiliar words using context clues.
-Acknowledge the importance of listening for detail.

The learner is guided to:
-Listen to a cause and effect text on pollution being read by the teacher or from a digital device.
-Pick out the main idea from that cause and effect text.
-Respond to oral questions based on the text correctly.
-Identify and write down the ideas presented in the text.
-Orally answer questions based on the text.
-Make a list of unfamiliar words and practise pronouncing them.
-Give the meaning of specific words using context clues.
-Look up the meanings of unfamiliar words from an online or offline dictionary.
-Use given words to construct sentences.

1. What should one look for when listening to a text?

KLB Top Scholar pg. 35
-Digital devices
-Dictionary
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written questions -Peer assessment

Listening and Speaking

Listening Comprehension

By the end of the lesson, the learner should be able to:

-Identify the main idea from a cause and effect text.
-Pinpoint specific information from a cause and effect text.
-Infer the meanings of unfamiliar words using context clues.
-Acknowledge the importance of listening for detail.

The learner is guided to:
-Listen to a cause and effect text on pollution being read by the teacher or from a digital device.
-Pick out the main idea from that cause and effect text.
-Respond to oral questions based on the text correctly.
-Identify and write down the ideas presented in the text.
-Orally answer questions based on the text.
-Make a list of unfamiliar words and practise pronouncing them.
-Give the meaning of specific words using context clues.
-Look up the meanings of unfamiliar words from an online or offline dictionary.
-Use given words to construct sentences.

1. What should one look for when listening to a text?

KLB Top Scholar pg. 35
-Digital devices
-Dictionary
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written questions -Peer assessment

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:

-Answer questions based on a given text correctly.
-Infer meanings of words in a given text correctly.
-Acknowledge the importance of good reading skills reading in life.

The learner is guided to:
-Predict events by focusing on the title and illustrations in a text.
-Individually, silently read a passage on pollution so as to internalize the information.
-Read the passage aloud in turns as they answer the oral questions that are asked.
-Infer the meaning of given words using synonyms, contexts among others.
-Work with peers to recapture events in the text as they role play.
-Write answers to the questions given after the passage correctly.

1. How can one improve the way they read? -2. Which skills should one use in order to read effectively?

KLB Top Scholar pg. 37
-Dictionary
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written questions -Peer assessment

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:

-Answer questions based on a given text correctly.
-Infer meanings of words in a given text correctly.
-Acknowledge the importance of good reading skills reading in life.

The learner is guided to:
-Predict events by focusing on the title and illustrations in a text.
-Individually, silently read a passage on pollution so as to internalize the information.
-Read the passage aloud in turns as they answer the oral questions that are asked.
-Infer the meaning of given words using synonyms, contexts among others.
-Work with peers to recapture events in the text as they role play.
-Write answers to the questions given after the passage correctly.

1. How can one improve the way they read? -2. Which skills should one use in order to read effectively?

KLB Top Scholar pg. 37
-Dictionary
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written questions -Peer assessment

Grammar in Use

Word Classes: Primary Auxiliaries

By the end of the lesson, the learner should be able to:

-Identify primary auxiliary verbs in a text.
-Use primary auxiliary verbs in sentences correctly.
-Appreciate the importance of primary auxiliary verbs in communication.

The learner is guided to:
-Identify primary auxiliary verbs from a text.
-Search for the functions of primary auxiliary verbs from the internet or text books.
-Individually write down sentences using each of the primary auxiliary verbs identified.
-Collaborate to write a short paragraph on environmental conservation using primary auxiliary verbs.
-Read out the paragraphs to the rest of the class.
-Fill in blank spaces in sentences given using the correct form of the primary auxiliary verbs.
-Engage in a question and answer session using primary auxiliary verbs.

1. What are the functions of verbs in sentences?

KLB Top Scholar pg. 39
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Primary Auxiliaries

By the end of the lesson, the learner should be able to:

-Identify primary auxiliary verbs in a text.
-Use primary auxiliary verbs in sentences correctly.
-Appreciate the importance of primary auxiliary verbs in communication.

The learner is guided to:
-Identify primary auxiliary verbs from a text.
-Search for the functions of primary auxiliary verbs from the internet or text books.
-Individually write down sentences using each of the primary auxiliary verbs identified.
-Collaborate to write a short paragraph on environmental conservation using primary auxiliary verbs.
-Read out the paragraphs to the rest of the class.
-Fill in blank spaces in sentences given using the correct form of the primary auxiliary verbs.
-Engage in a question and answer session using primary auxiliary verbs.

1. What are the functions of verbs in sentences?

KLB Top Scholar pg. 39
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Poetry

By the end of the lesson, the learner should be able to:

-Identify the aspects of structure in a given poem.
-Recognize the main ideas in a given poem.
-Recognize the role of poems in communicating values.

The learner is guided to:
-Search online and offline for the components of the structure of a poem; poet, number of stanzas, number of lines in a stanza.
-Read a given poem and identify the structure.
-Recite and dramatize the given poem.
-Explain the words, phrases and sentences in a poem that help them to decipher the surface and deeper meaning.
-Relate the message of the poem to real life.
-Identify topics of poems such as pollution, list the topics down and display them in charts.
-Compose, type and share a poem related to pollution, with peers.
-Display their poems in a portfolio/chart/class noticeboard.

1. What messages do poems convey?

KLB Top Scholar pg. 42
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Recitation -Peer assessment

Reading

Intensive Reading: Poetry

By the end of the lesson, the learner should be able to:

-Identify the aspects of structure in a given poem.
-Recognize the main ideas in a given poem.
-Recognize the role of poems in communicating values.

The learner is guided to:
-Search online and offline for the components of the structure of a poem; poet, number of stanzas, number of lines in a stanza.
-Read a given poem and identify the structure.
-Recite and dramatize the given poem.
-Explain the words, phrases and sentences in a poem that help them to decipher the surface and deeper meaning.
-Relate the message of the poem to real life.
-Identify topics of poems such as pollution, list the topics down and display them in charts.
-Compose, type and share a poem related to pollution, with peers.
-Display their poems in a portfolio/chart/class noticeboard.

1. What messages do poems convey?

KLB Top Scholar pg. 42
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Recitation -Peer assessment

Writing

Paragraphing: Sequencing of Ideas

By the end of the lesson, the learner should be able to:

-Identify conjunctions used in a well formed paragraph.
-Use conjunctions to sequence and connect ideas correctly in a paragraph.
-Appreciate the role of conjunctions in communication.

The learner is guided to:
-Look for conjunctions and their functions in their immediate context from print and non-print text.
-Read paragraphs that use conjunctions to sequence ideas from a book or online source.
-Combine sentences to form paragraphs using appropriate conjunctions.
-Rearrange jumbled sentences to form a cohesive paragraph using conjunctions.
-Use different conjunctions in a composition to show sequence of ideas.

1. Why is it important to use conjunctions in writing?

KLB Top Scholar pg. 44
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Writing
Listening and Speaking

Paragraphing: Sequencing of Ideas
Listening Comprehension: Selective Listening

By the end of the lesson, the learner should be able to:

-Identify conjunctions used in a well formed paragraph.
-Use conjunctions to sequence and connect ideas correctly in a paragraph.
-Appreciate the role of conjunctions in communication.

The learner is guided to:
-Look for conjunctions and their functions in their immediate context from print and non-print text.
-Read paragraphs that use conjunctions to sequence ideas from a book or online source.
-Combine sentences to form paragraphs using appropriate conjunctions.
-Rearrange jumbled sentences to form a cohesive paragraph using conjunctions.
-Use different conjunctions in a composition to show sequence of ideas.

1. Why is it important to use conjunctions in writing?

KLB Top Scholar pg. 44
-Digital devices
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 47
-Audio recordings

Observation -Oral questions -Written exercise -Peer assessment

CONSUMER ROLES AND RESPONSIBILITIES

Listening and Speaking

Listening Comprehension: Selective Listening

By the end of the lesson, the learner should be able to:

-Distinguish between specific and general information from a listening text.
-Select specific information from a text.
-Listen and respond to texts appropriately.
-Emphasise the value of listening skills in communication.

The learner is guided to:
-Listen to an audio text on consumer roles and responsibilities and decide whether the information presented is specific or general.
-Search online for audio recordings and attentively listen for specific information.
-Role play a scene on roles and responsibilities of consumers to emphasise listening skills during communication.
-Listen to a passage on consumer roles and responsibilities and answer questions posed by the speaker.

1. Why is it important to get the main points from an oral text? -2. How can you ensure you capture the relevant information from a speaker?

KLB Top Scholar pg. 47
-Digital devices
-Audio recordings
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Written exercise

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:

-Identify reading strategies for use on given texts.
-Select main ideas and details from written texts.
-Acknowledge reading for main ideas and details as a comprehension skill.

The learner is guided to:
-Search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details.
-Read and underline the main ideas and details in texts on consumer roles and responsibilities and review each other's work.
-Work with peers to share ideas on how one can practically use the selected reading strategies.
-Fill in substitution tables with specific details from texts.
-Complete a mind map with focus on the main idea and details.

1. Why should one read for main ideas? -2. How can you improve your reading?

KLB Top Scholar pg. 49
-Digital devices
-Lesson notes
-Teacher's Guide
-Video clips

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:

-Identify reading strategies for use on given texts.
-Select main ideas and details from written texts.
-Acknowledge reading for main ideas and details as a comprehension skill.

The learner is guided to:
-Search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details.
-Read and underline the main ideas and details in texts on consumer roles and responsibilities and review each other's work.
-Work with peers to share ideas on how one can practically use the selected reading strategies.
-Fill in substitution tables with specific details from texts.
-Complete a mind map with focus on the main idea and details.

1. Why should one read for main ideas? -2. How can you improve your reading?

KLB Top Scholar pg. 49
-Digital devices
-Lesson notes
-Teacher's Guide
-Video clips

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Verbs and Tense

By the end of the lesson, the learner should be able to:

-Identify verbs in the simple present and simple past tense in a text.
-Write sentences using the simple present tense.
-Write sentences using the simple past tense.
-Advocate appropriate use of tense in communication.

The learner is guided to:
-Underline verbs in simple present and simple past tense in a text on consumer rights and responsibilities.
-Reflect on the formation of simple present and simple past tense form of verbs.
-Construct and share sentences on a variety of issues including consumer rights and responsibilities.
-Type the constructed sentences using a digital device or write them down in their exercise books.
-Search online or offline for verbs used in simple present and simple past tense from texts on consumer rights and responsibilities.
-Complete sentences using the correct tense of the given verbs.
-Create and display charts showing words in their simple present and past tense forms.
-Play language games using verbs in the present and past tense.

1. Why is correct use of tense important?

KLB Top Scholar pg. 53
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Verbs and Tense

By the end of the lesson, the learner should be able to:

-Identify verbs in the simple present and simple past tense in a text.
-Write sentences using the simple present tense.
-Write sentences using the simple past tense.
-Advocate appropriate use of tense in communication.

The learner is guided to:
-Underline verbs in simple present and simple past tense in a text on consumer rights and responsibilities.
-Reflect on the formation of simple present and simple past tense form of verbs.
-Construct and share sentences on a variety of issues including consumer rights and responsibilities.
-Type the constructed sentences using a digital device or write them down in their exercise books.
-Search online or offline for verbs used in simple present and simple past tense from texts on consumer rights and responsibilities.
-Complete sentences using the correct tense of the given verbs.
-Create and display charts showing words in their simple present and past tense forms.
-Play language games using verbs in the present and past tense.

1. Why is correct use of tense important?

KLB Top Scholar pg. 53
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Short Story

By the end of the lesson, the learner should be able to:

-Identify the characters in a short story.
-Use contextual clues to infer character traits of the characters in a short story.
-Acknowledge the role of characters in a short story.

The learner is guided to:
-With peers, read the short story and retell what they have read.
-Describe the traits of the characters in the short story using different adjectives.
-Compare and contrast the traits of the characters that appear in the short story.
-Role play the different characters and discuss their importance in the short story.
-Make connections between their own lives and those of characters in the text.

1. What should one look for when reading a story? -2. What qualities do you admire in people?

KLB Top Scholar pg. 58
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Role play

Reading

Intensive Reading: Short Story

By the end of the lesson, the learner should be able to:

-Identify the characters in a short story.
-Use contextual clues to infer character traits of the characters in a short story.
-Acknowledge the role of characters in a short story.

The learner is guided to:
-With peers, read the short story and retell what they have read.
-Describe the traits of the characters in the short story using different adjectives.
-Compare and contrast the traits of the characters that appear in the short story.
-Role play the different characters and discuss their importance in the short story.
-Make connections between their own lives and those of characters in the text.

1. What should one look for when reading a story? -2. What qualities do you admire in people?

KLB Top Scholar pg. 58
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Role play

Writing

Paragraphing: Connectors of Sequence

By the end of the lesson, the learner should be able to:

-Identify connectors of sequence from a given text.
-Sequence ideas in a given paragraph.
-Appreciate the use of idea connectors for clarity in communication.

The learner is guided to:
-Read a given text on consumer rights and responsibilities and identify the connectors of sequence used.
-Search online and offline and list other connectors of sequence.
-With peers, construct sentences using the listed connectors of sequence.
-Write paragraphs on consumer rights and responsibilities using connectors of sequence.
-Read the paragraphs to their peers and discuss the use of the connectors.
-Collaborate to edit the paragraphs and peer review each other's work.

1. How can a good paragraph be developed?

KLB Top Scholar pg. 62
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Writing

Paragraphing: Connectors of Sequence

By the end of the lesson, the learner should be able to:

-Identify connectors of sequence from a given text.
-Sequence ideas in a given paragraph.
-Appreciate the use of idea connectors for clarity in communication.

The learner is guided to:
-Read a given text on consumer rights and responsibilities and identify the connectors of sequence used.
-Search online and offline and list other connectors of sequence.
-With peers, construct sentences using the listed connectors of sequence.
-Write paragraphs on consumer rights and responsibilities using connectors of sequence.
-Read the paragraphs to their peers and discuss the use of the connectors.
-Collaborate to edit the paragraphs and peer review each other's work.

1. How can a good paragraph be developed?

KLB Top Scholar pg. 62
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

RELATIONSHIPS: PEERS

Listening and Speaking

Pronunciation

By the end of the lesson, the learner should be able to:

-Identify words with sounds /ɒ/, /ͻ:/, /θ/ and /ð/ in a given text.
-Pronounce words that have target sounds correctly.
-Apply emphatic stress correctly in varied contexts.
-Acknowledge the role of correct pronunciation in communication.

The learner is guided to:
-Interact with an audio or video recording featuring vowel sounds /ɒ/ /ͻ:/ and consonant sounds /θ/ /ð/ from a digital device.
-List words that contain the mentioned sounds from print or digital texts.
-Pronounce the identified words correctly, with peers.
-Play word games involving the target sounds.
-With peers, search online and offline for the meaning of emphatic stress.
-Listen to a series of sentences and identify the stressed words.
-Collaborate to recite a poem and emphasise given words to bring out various meanings.
-Read sentences and stress given words appropriately.

1. How can one improve their pronunciation?

KLB Top Scholar pg. 65
-Digital devices
-Audio recordings
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Peer assessment -Checklists

Listening and Speaking
Reading

Pronunciation
Study Skills: Reference Materials

By the end of the lesson, the learner should be able to:

-Identify words with sounds /ɒ/, /ͻ:/, /θ/ and /ð/ in a given text.
-Pronounce words that have target sounds correctly.
-Apply emphatic stress correctly in varied contexts.
-Acknowledge the role of correct pronunciation in communication.

The learner is guided to:
-Interact with an audio or video recording featuring vowel sounds /ɒ/ /ͻ:/ and consonant sounds /θ/ /ð/ from a digital device.
-List words that contain the mentioned sounds from print or digital texts.
-Pronounce the identified words correctly, with peers.
-Play word games involving the target sounds.
-With peers, search online and offline for the meaning of emphatic stress.
-Listen to a series of sentences and identify the stressed words.
-Collaborate to recite a poem and emphasise given words to bring out various meanings.
-Read sentences and stress given words appropriately.

1. How can one improve their pronunciation?

KLB Top Scholar pg. 65
-Digital devices
-Audio recordings
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 69
-Dictionary
-Thesaurus
-Encyclopaedia

Observation -Oral questions -Peer assessment -Checklists

Reading

Study Skills: Reference Materials

By the end of the lesson, the learner should be able to:

-Select relevant reference materials for varied tasks.
-Use reference materials to obtain information on varied subjects.
-Acknowledge the role of reference materials in lifelong learning.

The learner is guided to:
-Pick out various words from print and digital texts.
-Check the meanings and spellings of the words in a dictionary.
-Work with peers to look for the synonyms of various words from a thesaurus.
-Construct sentences using the given words.
-Give the antonyms of those words.
-Use an encyclopaedia to search for information on various topics.
-Create crossword puzzles using the antonyms and synonyms learnt and share with peers for review.

1. What is the importance of reference materials? -2. How can one use reference materials appropriately?

KLB Top Scholar pg. 69
-Dictionary
-Thesaurus
-Encyclopaedia
-Digital devices
-Lesson notes

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Adjectives

By the end of the lesson, the learner should be able to:

-Identify gradable and non-gradable adjectives from a text.
-Use gradable and the non-gradable adjectives in sentences.
-Value the need for correct use of adjectives in communication.

The learner is guided to:
-Search for and identify gradable and non-gradable adjectives from digital and print texts.
-Complete sentences on adjectives from a substitution table.
-Recite a poem featuring gradable and non-gradable adjectives.
-Construct sentences using gradable and non-gradable adjectives, with peers.
-Work with peers to fill crossword puzzles featuring gradable and non-gradable adjectives.

1. When is it necessary to describe a noun?

KLB Top Scholar pg. 72
-Digital devices
-Charts
-Crossword puzzles
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Adjectives

By the end of the lesson, the learner should be able to:

-Identify gradable and non-gradable adjectives from a text.
-Use gradable and the non-gradable adjectives in sentences.
-Value the need for correct use of adjectives in communication.

The learner is guided to:
-Search for and identify gradable and non-gradable adjectives from digital and print texts.
-Complete sentences on adjectives from a substitution table.
-Recite a poem featuring gradable and non-gradable adjectives.
-Construct sentences using gradable and non-gradable adjectives, with peers.
-Work with peers to fill crossword puzzles featuring gradable and non-gradable adjectives.

1. When is it necessary to describe a noun?

KLB Top Scholar pg. 72
-Digital devices
-Charts
-Crossword puzzles
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Short Story

By the end of the lesson, the learner should be able to:

-Identify dialogue and repetition in a short story.
-Explain the importance of repetition and dialogue in a short story.
-Acknowledge the role of dialogue and repetition in fiction writing.

The learner is guided to:
-Watch plays that have characters talking to one another and repeating certain lines or sentences from a digital device.
-Read a short story and work with peers to retell what they have read.
-Search online and offline for the importance of repetition and dialogue in a short story.
-Discuss the message in the dialogue in a short story.
-Role play a dialogue in the short story read.
-Describe how the dialogues bring out the traits of the different speakers.
-Make connections between their own lives and those of the characters in the short story.
-Write a short paragraph on the theme of 'peers' using repetition and dialogue appropriately.

1. What makes stories interesting to read?

KLB Top Scholar pg. 76
-Digital devices
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Written exercise

Reading

Intensive Reading: Short Story

By the end of the lesson, the learner should be able to:

-Identify dialogue and repetition in a short story.
-Explain the importance of repetition and dialogue in a short story.
-Acknowledge the role of dialogue and repetition in fiction writing.

The learner is guided to:
-Watch plays that have characters talking to one another and repeating certain lines or sentences from a digital device.
-Read a short story and work with peers to retell what they have read.
-Search online and offline for the importance of repetition and dialogue in a short story.
-Discuss the message in the dialogue in a short story.
-Role play a dialogue in the short story read.
-Describe how the dialogues bring out the traits of the different speakers.
-Make connections between their own lives and those of the characters in the short story.
-Write a short paragraph on the theme of 'peers' using repetition and dialogue appropriately.

1. What makes stories interesting to read?

KLB Top Scholar pg. 76
-Digital devices
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Written exercise

Writing

Functional Writing: Apology Letters

By the end of the lesson, the learner should be able to:

-List the parts of a letter of apology.
-Write a letter of apology based on a given context.
-Acknowledge the role of letter writing in communication.

The learner is guided to:
-Search online and offline for parts of a letter of apology.
-Listen to two conversations: one that constitutes an apology and another that doesn't, from a digital device.
-Discuss what makes the two conversations different.
-Read through a letter of apology and identify the different parts.
-Discuss the language and content of a letter of apology.
-Search for sample letters of apology from the internet, newspapers, magazines or books.
-Use the elements and layout of a formal letter plan and individually write a letter of apology.
-Collaborate to assess the correctness of the letters written by each learner.

1. Why do people write letters?

KLB Top Scholar pg. 78
-Digital devices
-Sample letters
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment