WEEK 8
Ending
Wee
IX
C ass
subject ENGLISH LANGUAGE
Réference ng IS nguage curncu um
Learning Indicator(s
B6.6.1.i.i.
performanceIndicator earners can rea aou c ear y, at a goo pace an Wit expression
B. Learners can determine the contextual meaning of words and phrases.
C. Learners can form and use adjective phrases correctly
e.g. this is a very beautiful flower.
[Link] can write short paragraphsto describe incidents.e.g.
accidents, fire outbreak,
E. Learners can construct complex sentences correctly
F. Learners can read and critique a variety of age - and level
appropriate books.
Teaching Learning Resources or car s, sentencecar s, ettercar san a cass I ran/
Core competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration
DAYS PHASE 1: PHASE 2: MAIN 40MlNS PHASE 3:
STARTER 10 MINS (New Learning Including REFLECTION
(Preparing The Assessment) IOMINS
Brain For Learning) (Learner And
Teacher
on ay Learners to play games, ORA LAN UA E Give learners task to
sing songs and recite (Presentation) complete whiles you go
rhymes. Give a model reading by reading a round to guide those
Students start in a line at short texts aloud. who don't understand.
the back of the Have pupils read aloud in pairs Give remedial
classroom and take and in small groups. learningto those who
one step forward for Let them write and read out short special help.
each question they speeches on given topics in groups.
answer correctly, Groups may read out their
sentence finished, or speeches to the class.
word guessed. Have learners select topics of
The first to the front interest from informational texts
wins read.
Help learnersto identifythe purpose
and audience of sample speeches.
Have learners visit the library to
research and plan their speeches.
ues ay P ay games an recite BREADING Give learners task to
rhymes that (Comprehension) complete whiles you go
learners are familiar Select a text for reading. Identify round to guide those
with to begin the words and phrasesand who don't understand.
systematically, guide Give remedial
lesson. learningto those who
learners to work out their
Ask learners meanings in context. special help.
questions to review Put learners into groups and give each
their understanding in group a set of words and phrasesto
the previous lesson. find their meanings. Each group
presents its work.
C,GRAMMAR Give learners task to
e nes ay rite own a coup e o complete whiles you go
words on cards. Make (Adjective Phrases)
sure
round to guide
by those
in context who don't
adjectivesidentify them in understand
Give remedial
Revise learners their
learners are familiar them in learning to those
with the words. and use special help. Who
sentences
Divide the class into phrase as a
adjective
groups. One person Introducethestructure with the
from each group grammatical
head.
comes up in front to adjective as house, a
strong
pick and act the E.g. a beautiful
word. adjective
The group to get the sentences with identify the
Provide
let learners
highest score wins! phrasesand
adjective
adjective
groups, learners form in
In the phrases
phrasesand use
sentences, Give learners task
complete whiles to
urs ay Learners to sing songs (Informative Writing)
by round to
yougo
writing process guide those
and recite familiar
rhymes Briefly revise therecall the stages and who don't understand
WE SHALL HAMMER having learners Give remedial
•We shall hammer with explain the relevance of each stage. learning to those
features and who
one hammer (learners a topic and special help.
to show one hand), Have learners select ideas.
brainstorm to generate to organize the
hammer with groups
Put them intodevelopment of
one hammer, hammer points for the
with one hammer we all paragraphs.
individually develop
do the same. Assign learners to
and then into
•We shall hammer with the points into outlines
two hammers, hammer a draft. peer-editing
with Let them do self and final
two hammers, and before finally presenting the
finished
hammer with two work. Learners present their
hammers we all work in groups.
do the same.
(continue to any desired
number
n ay ay games an recite [Link] CONVENTIONS Give learners taskto
rhymes that learners & GRAMMAR USAGE complete whiles you go
are familiar with to (Using Simple and round to guidethose
begin the lesson. CompoundSentences)Review the who don't understand.
Ask learners questions use of coordinators in Give remedial
to review their sentences. Learners write learning to those who
understanding in the examples of sentences containing special help.
previous lesson. coordinators.
Let learnersjoin pairs of simple
sentences into compound ones.
Introducecomplex sentences with
several examples.
Elicit similar sentences from learners
Learners play "popcorn
reading' game, The F,EXTENSIVE READING
rules are simple; One HavelearGöFöFöÄbö6kööfiéiF
student starts choice independently during
library period.
the
reading aloud and
Let learners write a
then calls out one-page Encourage them to
"popcorn" when they critical commentary
books read
based on the visit the local library
finish. This prompts to read and borrow
the next studentto Invite individualsto
work to the class for
present
their books
pick up where the feedback,
previous one left off.
