| 1 | 1 | Grammar in Use | Phrasal Verbs | By the end of the sub strand, the learner should be able to; a) identify phrasal verbs correctly in a text | 1. How are phrasal verbs formed? | - read a text and isolate the phrasal verbs formed from make, pass and look - search the internet for more examples of the given phrasal verbs and list them on different flash cards | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Grammar in Use | Word Classes: Compound Sentences | By the end of the sub strand, the learner should be able to; a) identify compound sentences from texts | 1. Why do we join sentences? | - read a text on the need for consumer protection and identify the compound sentences - search online and offline for coordinating conjunctions to be used in constructing compound sentences, for example, but, or, and, so | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Grammar in Use | Sentences: Active and Passive Voice | By the end of the sub strand, the learner should be able to; a) identify sentences in the active and passive voice b) transform sentences from active to passive voice and vice versa | 1. Why should one use a variety of sentences? | - read print or non-print texts on the Olympics and underline active and passive sentences - change simple sentences from active to passive voice and vice versa | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Grammar in Use | Types of Sentences: Interrogative sentences | By the end of the sub strand, the learner should be able to; a) identify interrogative sentences and question tags from a text | 1. How do we ask questions? | - read a text online or offline on varied topics including tourist attraction sites in Africa - identify interrogative sentences such as WH- questions, Yes/ No questions and alternative questions - identify question tags from a given text and practise asking and answering them | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Grammar in Use | Types of Sentences: Interrogative sentences | By the end of the sub strand, the learner should be able to; a) use interrogative sentences and question tags in varied contexts b) appreciate the role of correctly framed questions in communication | 1. How do we answer questions? | - form interrogatives and tag questions and display them on a graphic organiser, with peers - use interrogatives in a role play relevant to the theme of tourism in Africa - read a dialogue featuring interrogatives and tag questions, with peers - search the internet for more examples of question tags and interrogatives | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Writing | Writing legibly and neatly | By the end of the sub strand, the learner should be able to; a) classify letters according to height differentials | 1. Why should one write legibly and neatly? | - copy a provided passage and shape upper and lower case lettters 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Writing legibly and neatly | By the end of the sub strand, the learner should be able to; a) write a text, legibly and neatly b) advocate the need for legibility and neatness in writing | 1. What are the qualities of a good handwriting? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Mechanics of Writing: Punctuation | By the end of the sub strand, the learner should be able to; a) punctuate a given text using commas, apostrophes, and capital letters correctly | 1. Why should a text be well punctuated? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Mechanics of Writing: Punctuation | By the end of the sub strand, the learner should be able to; a) use an apostrophe, commas and capital letters appropriately in composition writing b) advocate the use of correct punctuation in writing | 1. How does wrong punctation affect writing? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Paragraphing: Sequencing of Ideas | By the end of the sub strand, the learner should be able to; a) identify conjunctions used in a well formed paragraph | 1. Why is it important to use conjunctions in writing? | - look for conjuctions and their funtions in their immediate context from print and non-print text - read paragraphs that use conjunctions to sequence ideas from a book or online source | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Writing | Paragraphing: Sequencing of Ideas | By the end of the sub strand, the learner should be able to; a) use conjunctions to sequence and connect ideas correctly in a paragraph b) appreciate the role of conjunctions in communication | 1. Why is it important to use conjunctions in writing? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Writing | Paragraphing: Connectors of sequence | By the end of the sub strand, the learner should be able to; a) identify connectors of sequence from a given text | 1. How can a good paragraph be developed? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Writing | Paragraphing: Connectors of sequence | By the end of the sub strand, the learner should be able to; a) sequence ideas in a given paragraph b) appreciate the use of idea connectors for clarity in communication | 1. How can a good paragraph be developed? | - write paragraphs on consumer rights and responsibilities using connctors 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Writing | Functional Writing: Apology Letters | By the end of the sub strand, the learner should be able to; a) list the parts of a letter of apology | 1. Why do people write letters? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Writing | Functional Writing: Apology Letters | By the end of the sub strand, the learner should be able to; a) write a letter of apology based on a given context b) acknowledge the role of letter writing in communication | 1. Why do people write letters? | - 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 | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
