Republic of Zambia

Ministry of Education

ENGLISH LANGUAGE
TEACHING MODULE
FORM 1-TERM THREE

Published by Curriculum Development Centre

Lusaka
2025

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 Republic of Zambia

Ministry of Education
Directorate of Curriculum Development

The Curriculum Development Centre

TEACHING MODULE
FORM 1
TERM THREE

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Contents
WRITERS ................................................................................................................................................... iv
PREFACE ................................................................................................................................................... vii
ACKOWLEDGEMENT ............................................................................................................................... viii
INTRODUCTION ........................................................................................................................................ ix
CHAPTER 1: FINANCIAL EDUCATION......................................................................................................... 1
LISTENING AND SPEAKING ........................................................................................................................ 1
TOPIC: DIRECTIONS ............................................................................................................................... 1
2.0. SUB-TOPIC: GIVING DIRECTIONS ............................................................................................... 1
TOPIC: COMPREHENSION.......................................................................................................................... 4
2.0. SUB-TOPIC: LISTENING COMPREHENSION .................................................................................... 5
COMPOSITION ........................................................................................................................................... 9
TOPIC: DESCRIPTIVE WRITING .................................................................................................................. 9
2.0. SUB-TOPIC: DESCRIBING AN OBJECT ....................................................................................... 10
STRUCTURE .............................................................................................................................................. 14
TOPIC: CONTRAST.................................................................................................................................... 14
2.0. SUB-TOPIC: Using ‘But’ and ‘Yet’ to Show Contrast in Sentences ..................................... 15
SUMMARY WRITING ............................................................................................................................... 18
TOPIC: SHORT MESSAGES ................................................................................................................... 18
2.0. SUB-TOPIC: SHORT MESSAGE SYSTEM (SMS)..................................................................... 19
CHAPTER 2: SPECIAL AND INCLUSIVE EDUCATION ................................................................................ 22
LISTENING AND SPEAKING ...................................................................................................................... 22
TOPIC: FIGURATIVE LANGUAGE .......................................................................................................... 22
2.0. SUB-TOPIC: PROVERBS ........................................................................................................ 23
COMPREHENSION ................................................................................................................................... 27
TOPIC: COMPREHENSION.................................................................................................................... 27
COMPOSITION ......................................................................................................................................... 31
TOPIC: PERSUASIVE WRITING ............................................................................................................. 31
2.0. SUB-TOPIC: An Argumentative Composition ..................................................................... 32
STRUCTURE .............................................................................................................................................. 36
TOPIC: CONDITION .............................................................................................................................. 36
SUMMARY WRITING ............................................................................................................................... 42
ADVERTISEMENTS ............................................................................................................................... 42

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 2.0. SUB-TOPIC: Types of Advertisements................................................................................. 43
CHAPTER 3: ENVIRONMENTAL HEALTH AND POLLUTION ..................................................................... 47
LISTENING AND SPEAKING ...................................................................................................................... 47
TOPIC: FIGURATIVE LANGUAGE .......................................................................................................... 47
TOPIC: READING COMPREHENSION ....................................................................................................... 51
COMPOSITION ......................................................................................................................................... 56
TOPIC: PERSUASIVE WRITING ............................................................................................................. 56
STRUCTURE .............................................................................................................................................. 60
TOPIC: ABILITY ..................................................................................................................................... 60
SUMMARY WRITING ............................................................................................................................... 63
TOPIC: NOTE SUMMARY .................................................................................................................... 63
CHAPTER 4: MENTAL HEALTH ................................................................................................................. 67
LISTENING AND SPEAKING ...................................................................................................................... 67
TOPIC TITLE: FIGURATIVE LANGUAGE: IDIOMATIC EXPRESSIONS .................................................... 67
TOPIC TITLE: READING COMPREHENSION .............................................................................................. 71
COMPOSITION ......................................................................................................................................... 77
TOPIC: DIARY WRITING ....................................................................................................................... 77
STRUCTURE .............................................................................................................................................. 81
TOPIC: THE GERUND AND THE PRESENT PARTICIPLE......................................................................... 81
2.0. SUB-TOPIC: Difference between Gerunds and Present Participles ................................... 82
STRUCTURE .............................................................................................................................................. 85
TOPIC: SENSE RELATIONS .................................................................................................................... 85
2.0. SUB-TOPIC 1: Synonyms and Antonyms ............................................................................. 86
SUB-TOPIC 2: Homonyms and Homophones ..................................................................................... 88
SUMMARY WRITING ............................................................................................................................... 91
TOPIC: SUMMARY ............................................................................................................................... 91
2.0. SUB-TOPIC: Tabulation Skills............................................................................................... 92
REFERENCES ............................................................................................................................................. 97
APPENDIX 1: SUGGESTED ANSWERS TO INTENSIVE READING PASSAGES ............................................ 98
APPENDIX 2: LESSON PLAN ................................................................................................................... 100

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CHAPTER 1: FINANCIAL EDUCATION

LISTENING AND SPEAKING

TOPIC: DIRECTIONS
1. INTRODUCTION
 Overview: Directions are instructions or guidelines that help individuals
navigate from one place to another or complete a specific task. They can be
given verbally, written down, or represented through symbols, maps, or
diagrams. Understanding and following directions is an essential skill in daily
life, as it ensures clarity, efficiency, and accuracy in movement and
communication. Whether used for travel, assembling objects, or executing
tasks, directions provide a structured way to achieve a goal. This topic, will
discuss how to give and ask for directions.
 General Competence(s):
- Communication:
 Use appropriate language (verbal and non-verbal) in different
situations
 Express oneself (spoken and written) clearly and effectively.
 Hook: What did you do when you needed to find a place but did not know its
location?

KEY TERMS / WORDS / VOCABULARY

 Directions: Instructions that guide someone to a specific location.
 Intersection: A point where two or more roads cross or meet.
 Landmark: A recognisable feature or structure that helps people identify a
location.

2.0. SUB-TOPIC: GIVING DIRECTIONS

 INTRODUCTION
Giving and asking for directions is an essential skill for effective
communication. Being able to give clear and accurate directions is an important
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 communication skill, whether one is helping someone find a location or
navigating a new place. In this topic, learners will learn common phrases and
vocabulary used for giving directions. They will also explore how to give
directions politely and ensure they are easy to understand.
 Specific Competence(s): Give directions
3.0. Learning activities:

Learning Activity 1: Using appropriate language to ask for

directions.
 Pair learners and introduce common phrases they can use when asking for directions.
Examples:
“Excuse me, how do I get to the bank?”
“Excuse” me, where is the nearest ATM or mobile money agent?”
"Excuse me, is there a market near here?”
 Explain that clear directions improve accessibility, prevent confusion, and save time,
especially in emergencies.

Learning Activity 2: Using appropriate language to give directions

 Learners practise giving directions using appropriate language.
Example:
“Go straight ahead until you reach the bank.”
“Turn left at the intersection and go past the post office.”
“Take the second turning on the right; the ATM is next to the
supermarket.”
“Walk past the pharmacy, and you will see the mobile money agent on
your left.”
 Learners take turns asking and giving directions using the dialogue
below.
- Organise a role-play where learners work in pairs.
Dialogue: Asking for Directions to a Mobile Money Agent

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 Waana: Excuse me, sir. Could you help me? I'm looking for the nearest mobile
money agent.
Stranger: Sure! Which mobile money service are you looking for?
Waana: I’m looking for an MTN mobile money agent.
Stranger: Oh, that’s easy. Walk straight down this road for about 200 meters,
then turn left at the supermarket. You’ll see a small shop with an MTN sign.
The agent is right there.
Waana: Thank you! Is it far from here?
Stranger: No, it’s just a five-minute walk.
Waana: Great! I really appreciate your help.
Stranger: You’re welcome! Have a good day.
Waana: You too!

 Peer assessment: allow partners to give feedback on pronunciation and clarity.

Project/Homework:
- Assign a project-based task where learners create a simple map of their
town or community and indicate any key financial institutions, mobile
money agents, shops, and markets.
- Learners to give an oral presentation on the map by describing how to
get to a bank, ATM, shop, or mobile money agent using proper
language.
Suggested Teaching and Learning Materials:
 Worksheets
 Maps
 Flashcards
 Charts
4. Expected Standard: Directions given appropriately

Assessment:
 Observe learners as they use appropriate language when asking for and
giving directions.
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  Learners should interpret maps correctly and give directions accurately.

Summary.
 Reinforce key phrases for asking for directions.
 Emphasise key phrases for giving directions.
 Giving clear and accurate directions is an important communication skill
whether one is helping someone find a location or navigating a new place.
 Encourage learners to use accurate phrases when giving directions in
everyday life.

TOPIC: COMPREHENSION
1. INTRODUCTION

 Overview: Comprehension is an active process of understanding spoken or

written information. It is important for real-life tasks, like following
instructions, having conversations, and interpreting information. This topic
focuses on building basic comprehension skills, especially listening. Learners
will practice listening to passages, identifying main ideas, and joining
discussions to improve their understanding.

 General Competence(s):
- Collaboration:
 Respect the views of group members while working together.
 Listen to other group members and make meaningful contribution to a
given task.
- Communication:
 Apply good Listening and Speaking Skills
- Analytical Thinking:
 Grasp and break down information and effectively share with others.
 Hook: Imagine trying to follow instructions in an emergency and
misunderstanding them.

KEY TERMS / WORDS / VOCABULARY

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  Comprehension: The ability to understand and interpret spoken or written
language.
 Listening: Actively paying attention to sounds and making sense of them.
 Retelling: Recounting a story or passage in one’s own words.
 Main Idea: The central point or message in a passage.
 Supporting Details: Facts or examples that explain or reinforce the main idea.

2.0. SUB-TOPIC: LISTENING COMPREHENSION

 INTRODUCTION:
Listening comprehension refers to the ability to understand spoken language. It
plays a crucial role in academic settings and daily communication. Through
listening comprehension, learners build vocabulary, develop critical thinking,
listening skills and gain knowledge. It enhances the capacity to follow
instructions, engage in discussions, and respond appropriately to spoken
information.

 Specific Competence(s): Listen and comprehend information.

3.0. Learning activities:

Activity 1: Listening to a read passage or information

 Explain to learners that listening requires concentration and the ability to filter main
ideas from supporting details.
 Read a story or informational passage.
 Tell learners to listen without writing.
 Tell learners to focus on the speaker, maintain silence, and mentally note key ideas.

Model Passage

“Kalulu and Suntwe: The Wisdom of the Calabash Bank”

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Long ago, in a quiet village nestled near the great Zambezi River, lived
two friends: Kalulu and Suntwe. Kalulu was quick, clever, and full of
charm, but he had a weakness—he loved spending money the moment
he earned it. Suntwe, on the other hand, was slow but wise in thought.
He believed in planning for the future.

One hot afternoon, the two friends sat under the shade of a baobab
tree, drinking sweet baobab juice and chatting.

Kalulu: Tapping his pouch "Ahhh, Suntwe, today I sold vegetables at

the market. Look how full my pouch is! Let’s go to the village feast and
spend it all!"

Suntwe: Chuckling softly "You’ve only just earned that money, Kalulu.
Don’t you think you should save some of it?"

Kalulu: Waving his paw "Save? For what? The feast is today, not
tomorrow!"

Suntwe: "Ah, my brother, what if it rains tomorrow and the river

floods? What if you fall sick or need to fix your roof? Money is like
millet—you save it during the harvest or you’ll starve in the dry
season."

But Kalulu was not one to listen. He skipped away happily, his pouch
jingling, while Suntwe slowly walked back to his hut, carrying a large
calabash with a tiny hole at the top. He called it his “Calabash Bank.”

Weeks passed. Kalulu spent freely at every dance, every feast, and
every drumming night. He bought new sandals, fancy gourds, and
roasted maize on every corner.

Then one season, the rains came too early and the fields were washed
away. The market was quiet. No one was buying vegetables, anymore.
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 Kalulu: Hungry and worried "Suntwe, my friend... do you have
anything to eat? My pouch is empty."

Suntwe: Opening his hut door slowly "Come in, Kalulu. I have
something for us."

Inside, Kalulu saw Suntwe’s calabash, now heavy and full. Suntwe
broke it open and inside were money, groundnuts, and dried fish—
everything a wise animal needed to survive the rainy season.

Kalulu: Ashamed "You were right, Suntwe. I danced while the drums
were beating, but I forgot the drums can stop. Will you teach me how to
use the Calabash Bank?"

Suntwe: Smiling "Of course, my friend. It is never too late to learn the
importance of saving."

From that day on, Kalulu learned to keep half of his earnings in a little
calabash, and though he still danced at the feast, he always had
something left when the music stopped.

3.0. Learning activities:

Activity 2: Discussing the passage

 Put learners in small groups and ask them to retell the story and discuss the main
subject.
- Learners to reconstruct the passage using their own words, identify the main
idea and supporting points. A few selected groups to present to the rest of the
class.
- Emphasise to learners that retelling helps reinforce memory and checking for
understanding.

Activity 3: Completing given table while passage is being read.

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  Give learners a table and ask them to fill it in during the second reading of the passage.
 Learners are expected to extract specific details and organise them logically.

Table

Character Action/Belief
Kalulu Kalulu loved to ________ money as soon as he
_______ it.
He went to every ________ and spent freely.
Hyena Hyena _______ his money in a ________ bank.
He believed money is like ________—you save it
during harvest.

Activity 4: Answering questions based on the read passage or

information
 After reading, learners will respond to both open and closed questions.
 Learners are expected to demonstrate understanding by recalling facts, making
inferences, and expressing opinions.
Comprehension Questions:

1. Where was the village in the story located?

2. What was Kalulu’s main weakness?
3. What natural disaster affected the village?
4. Why couldn’t Kalulu buy food during the rainy season?
5. What lesson did Kalulu learn from Suntwe by the end of the story?
6. In your opinion, why is it important to save money even when you have
plenty?

Suggested Teaching and Learning Materials:

 Model story
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  Pre-recorded story
4.0. Expected Standard: Information listened to and comprehended correctly.

Assessment:
- Observe maximum participation in the activities.
- Learners should demonstrate understanding of each learning activity
through the activities conducted.
- Learners to fill in a table while the passage is being read.
- Learners to answer comprehension questions based on the given
passage.

Summary:
 Comprehension is understanding spoken or written language.
 It is important for daily life and academic success.
 Listening comprehension involves paying attention, understanding, and
recalling spoken information.
 Saving information from listening helps in real-life problem-solving and
communication.

COMPOSITION

TOPIC: DESCRIPTIVE WRITING

1. INTRODUCTION
 Overview: Descriptive writing is an essential skill in both personal and professional
contexts, as it allows individuals to vividly convey experiences, emotions, and
observations to others. In real life, effective descriptive writing helps people
communicate more clearly and persuasively, whether it is in creative writing,
business reports, or everyday conversations. Descriptive writing plays a vital role in
real-life situations as it enhances the ability to communicate effectively and vividly.
There is a description of a person, an animal or an object.
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 This topic will look at a description of an object.
 General Competences:
- Communication:
 Express oneself (spoken and written) clearly and effectively.
- Emotional Intelligence:
 Communicate and relate effectively with others
- Creativity and innovation:
 Organise information and ideas
- Critical thinking
 Ensure opinions are based on facts
 Hook: How would you describe a K100 note to a friend from a foreign country?

KEY TERMS / WORDS / VOCABULARY

 Description: A detailed explanation of how something looks, feels, or functions,
using specific words to create a clear image.
 Vivid: Clear, strong, and detailed, making descriptions more engaging and easier
to imagine.
 Sensory: Related to the five senses (sight, sound, smell, taste, and touch) used to
create rich descriptions.
 Object: A physical thing that can be seen and touched, often described by its
shape, size, colour, and texture.

2.0. SUB-TOPIC: DESCRIBING AN OBJECT

 INTRODUCTION
Describing an object involves using words to give a clear and detailed picture of
its appearance, texture, size, shape, colour, and other features. It helps the reader
or listener understand what the object looks like, feels like, or even how it is used.
Good descriptions use sensory details, such as how the object feels to the touch,
how it smells, or the sounds it makes. In this topic, learners will learn how to
describe objects clearly and effectively by using adjectives, comparisons, and
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 specific details. They will practice observing objects closely and choosing the
right words to make their descriptions more vivid. Learners will write or speak
about objects in a way that helps others imagine them easily.

 Specific Competence(s): Write a description of an object

 3.0. Learning activities:

Activity 1: Reading model descriptive compositions on objects.

 Divide learners into groups and provide them with a descriptive passage to read.
Alternatively, read the description to the class.

The Banking System and the Importance of Saving Money

A bank is a place where people trust their money to be kept safe and
secure. As you walk inside, the cool, refreshing air greets you, and the
atmosphere is calm and organised. The floors gleam under the bright
fluorescent lights, reflecting the polished surfaces of the counters and
walls. The scent of freshly cleaned tiles fills the space, and the sound of
hushed conversations blends with the soft clicking of keyboards and the
occasional ringing of a phone. People stand in organised queues, each
waiting for their turn at one of the counters. Some are depositing their
hard-earned money into their accounts, while others are withdrawing
cash for their daily needs.
Behind the high, polished counters, the bank workers sit professionally,
offering help with efficiency and a friendly smile. They process
transactions quickly, their fingers gliding over the keyboards as they
assist customers with their money matters. The rows of ATM machines
in the far corner provide another way for people to access their funds.
These machines, with their bright screens and easy-to-follow
instructions, allow customers to withdraw money at any time, without
waiting in line. On the walls, digital screens flash useful information,
offering advice on saving money and how it can grow over time
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 through the magic of interest. The bright, clear graphics highlight the
importance of saving and investing for a secure future. Banks play an
essential role in helping people safeguard their money, ensuring it
stays protected from theft or loss.
Saving money is a crucial step in preparing for the future. When people
consistently save, they can use the funds for important things, like
paying for education, handling emergencies, or even starting their own
business. Banks support this by adding a small amount to their savings
over time, a process known as earning interest. This growing balance
helps people live with greater peace of mind, knowing they have the
financial means to face unexpected challenges. In this way, banks play
a vital role in building a secure financial future for their customers.

 Explain to learners that descriptive writing uses sensory details, adjectives, and clear
structure. These should be pointed out to the learners as they read the text.

Activity 2: Discussing features of a descriptive composition.

 In groups, learners discuss essential elements of descriptive writing in the text (physical
appearance, size, colour, location, function)
 Learners identify descriptive features in the model text and discuss their effectiveness.
 Group leaders to present at least ten descriptive words used in the text.

Activity 3: Using appropriate descriptive language.

 Learners practise using nouns, adjectives, adverbs, and sensory words to describe at
least three objects of their choice.
Example:
i. Red pen.
ii. Clean/dirty floor.
iii. Big bag, etc.

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  In groups, learners complete a guided exercise in which they add simple descriptions
using more vivid language. E.g. adjectives …

Example:
Early in the morning, the market was already __________ with activity. Vendors arranged their
__________ fruits and vegetables neatly on wooden tables. A __________ woman bargained
with a seller over the price of tomatoes, while a __________ boy rushed past carrying
a basket of fish.

Activity 4: Writing short descriptive compositions of objects (e.g. mobile

money booth, ATM, bakery).
- Individually, learners complete a short guided descriptive composition.
Example:
In our office, we use a __________ (size/type) cash box to keep money
safe during the day. It is a __________ (type) metal box with a strong
lock and a __________ (quality) handle for carrying. The box is
painted in a __________ (colour) colour, which makes it easy to spot.
Even though it is a bit __________ (condition) from daily use, it is still
reliable. Its __________ (design/type) layout includes separate
compartments for different kinds of cash. The cash box is usually kept
in a __________ (location) place during working hours. When I open
it, I feel a __________ (taste/feeling) sense of control over our
finances. It gives me a __________ (quality) impression of how
organised we are. Every Friday, we clean it with a __________
(type/quality) cloth to keep it looking professional.
- Peer review and teacher feedback on descriptive clarity, vocabulary use, and
coherence should be given.
Suggested Teaching and Learning Materials:
 Model descriptive text
 Visual objects such as a money, cell phone, ATM card, mobile money booth

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  Chart showing descriptive words.

2. Expected Standard: Description of an object written correctly.

Assessment:
 Observe that every learner is able to identify descriptive words in texts.
 Learners to describe objects.

Summary
 Descriptive writing uses sensory details to create vivid mental images.
 Important features include structure (introduction, body, and conclusion) and
precise vocabulary.
 Practicing descriptive writing improves communication skills in everyday
interactions.

STRUCTURE

TOPIC: CONTRAST
1. INTRODUCTION
 Overview: Contrast is an important concept in the English language that helps
express differences between ideas, events, or situations. In writing and speaking,
contrast allows for clearer communication by highlighting opposing thoughts.
Understanding contrast helps one improve their sentence structure, express their
thoughts more effectively, and engage in meaningful conversations. This topic
will guide learners in using contrast correctly in both written and spoken
English.
 General Competences:
- Communication
 Use appropriate language (verbal and non-verbal) in different situations.
 Express oneself (spoken and written) clearly and effectively.
- Creativity and Innovation:
 Organise information and ideas effectively.
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 - Critical thinking
 Become more open minded towards different views
 Hook: How would you describe a situation where one thing is similar but
different from another?

KEY TERMS / WORDS / VOCABULARY:

 Contrast – A difference between two ideas.
 Conjunction – A word that connects sentences, other words or clauses
 Main Clause – A group of words that can stand on its own.
 Dependent Clause – A group of words that cannot stand on its own.
 Punctuation Mark – Symbols used in writing to clarify meaning and indicate
pauses.
 Opposing Ideas – Two statements that contradict each other.

2.0. SUB-TOPIC: Using ‘But’ and ‘Yet’ to Show Contrast in Sentences

 INTRODUCTION:
‘But’ and ‘Yet’ are conjunctions that are used to combine two contrasting ideas
in a sentence. Both conjunctions show contrast, but ‘yet’ often carries a stronger
sense of expectation or surprise. Learners will understand how these
conjunctions connect two opposing ideas, enhancing their writing and
communication skills. This topic is important in real-life situations as contrast is
commonly used in conversations, academic writing, and decision-making
processes. By mastering this skill, learners can express themselves more clearly
and effectively.
 Specific Competences:
 Use ‘but’ and ‘yet’ to show contrast in sentences.
3.0. Learning activities:

Activity 1: Discussing the use of ‘but’ and ‘yet’ in sentences

 Introduce ‘but’ and ‘yet’ with examples and discuss their usage in sentences.

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 a. ‘But’ introduces an unexpected or opposite idea.
Example:
Mutinta is smart but she doesn’t spend her money wisely.”
b. ‘Yet’ is similar to ‘but’ but can imply a stronger contrast or a
surprising twist.
Example:
“He had all the money needed, yet he failed to buy school
supplies.”
 Display sentence strips and charts with more example sentences.
 Learners examine given sentences and identify the role of ‘but’ and ‘yet’ in
connecting contrasting ideas.

Activity 2. Identifying the main clause and the clause showing contrast in
sentences
 Write at least five sentences, or display a chart, containing ‘but’ and ‘yet’ and
highlight the main clause and contrasting clause.
Example: He made a lot of money, yet he failed to save any of it.
Main clause: He made a lot of money.
Contrast clause: yet he failed to save any of it.
 In groups, learners will break down sentences into main and contrasting clauses
and discuss their meanings. Group leaders to present to the rest of the class.
 Explain that:
i. A main clause has a complete thought (e.g., “He trained every day”).
ii. A contrast clause introduces an unexpected idea (e.g., “but he lost the race.”).

Activity 3. Punctuating sentences containing ‘but’ or ‘yet’.

 Explain comma placement before ‘but’ and ‘yet’ and provide incorrect and correct
sentence examples.
i. ‘But’ usually doesn’t need a comma unless joining two independent clauses.
ii. ‘Yet’ often has a comma before it in formal writing.

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 Example: She wanted to purchase a new dress, yet she needed the money to
buy books.
iii. If the sentence has two complete thoughts, use a comma before ‘yet’
- In their groups learners correct punctuations to given sentences
and present to rest of the class.
Example:

a. He wanted to save money but he kept spending it on

unnecessary things.
b. She earns a good salary but she does not have a budget to
manage her expenses.
c. They invested in a business yet they did not make a profit
in the first year.
d. He planned to open a savings account yet he never visited
the bank to do so.

Activity 4. Constructing sentences using ‘but’ and ‘yet’

 Learners construct sentences using ‘but’ and ‘yet’ (encourage variety in sentence
structures).
Suggested Teaching and Learning Materials:
 Worksheets with sentences expressing contrast
 Table showing main clauses and dependent clauses
 Chart
2. Expected Standard: ‘but’ and ‘yet’ to show contrast in sentences used correctly.

Assessment
 Learners construct sentences using ‘but’ and ‘yet’ correctly.
 Learners correctly punctuate sentences with contrast conjunctions.
 Learners explain why ‘but’ or ‘yet’ is used in a given sentence.
 Class Project: As an after-class activity, learners select ten best written sentences,
write them on the chart and display on the classroom wall.
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 Summary
 ‘But’ and ‘yet’ are used to show contrast between two ideas in a sentence.
 A comma is usually placed before ‘yet.’
 ‘Yet’ often carries a stronger sense of contrast than ‘but.’
 Identifying the main clause and the contrast clause helps in constructing correct
sentences.
 Effective use of contrast makes communication clearer and more engaging.

SUMMARY WRITING
TOPIC: SHORT MESSAGES
1. INTRODUCTION
 Overview: Short messages are a quick and effective way to communicate
important information in everyday life. Whether sending reminders, invitations,
or urgent updates, short messages must be clear and to the point. In this topic,
learners will appreciate the purpose of short messages and how to write them
effectively using simple, concise language. They will also learn to use
abbreviations, symbols, and proper formatting to make messages easier to read.
By practicing different types of short messages for real-life situations, learners
will develop skills to communicate clearly and efficiently.
 General Competence(s):
- Communication:
 Express oneself (spoken and written) clearly and effectively.
 Express oneself using different media and symbols.
- Critical Thinking:
 Analyse texts to improve the ability to understand.
 Hook: Imagine you have only three words to send a congratulatory message to
your best friend or family member. What words would you choose to make sure
your message is clear and meaningful?

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 KEY TERMS / WORDS / VOCABULARY:
 Short Message System (SMS): A text messaging service that allows people to
send and receive short text messages on mobile devices.
 Abbreviations: Shortened forms of words or phrases used to save space in
SMS.
 Acronyms: A type of abbreviation formed from the initial letters of words,
often pronounced as a single word.
 Symbols: Special characters or pictograms used to represent words or emotions
in short messages.
 Concise: Expressing ideas in a clear and brief way, avoiding unnecessary
words.
 Clarity: The quality of being easy to understand, ensuring that the message is
not confusing.
 Recipient: The person who receives the SMS message.

2.0. SUB-TOPIC: SHORT MESSAGE SYSTEM (SMS)

 INTRODUCTION
SMS is a text messaging service that allows people to send and receive short
text messages on mobile devices. The key to writing an effective SMS is
keeping it short while ensuring clarity. This topic introduces learners to short
messages, focusing on Short Message System (SMS). It covers the importance
of concise communication, key elements of SMS, and how to compose effective
short messages. The ability to write clear and effective short messages is crucial
in daily life, including business communication, emergency alerts, and social
interactions.
 Specific Competence: Use Short Message System (SMS) in summary.
3.0. Learning activities:

Activity 1. Discussing Short Message System (SMS).

19
  In pairs/groups, learners analyse different SMS samples displayed on a chart (or written
on the chalkboard) and identify their key features.
Examples:
i. LOL – Laugh out loud
ii. OMG - Oh my God
iii. BRB - Be Right Back
iv. TY - Thank You
v. IDK - I Don’t Know
vi. TMI - Too Much Information
vii. CU - See You
viii. NVM - Never Mind
ix. YOLO - You Only Live Once
x. SMH - Shaking My Head
xi. TBH - To Be Honest
xii. FOMO - Fear Of Missing Out
Note: Sometimes emojis are also used to convey meaning.
 Explain that SMS:
i. usually has limited characters.
ii. should be concise and clear.
iii. should use appropriate language, depending on the recipient.
(formal and informal)
 Learners provide common abbreviations and symbols that are used to shorten messages
(e.g.,’ U’ for ‘you’, ‘BRB’ for ‘be right back’). Group representatives present to the rest
of the class.

Activity 2. Composing SMSs

 Provide learners with mobile phones or design phone interfaces on plain papers.
Learners practise writing SMS messages for different situations, such as advising a
friend to start a small business, reporting corruption, or confirming a meeting.
 Learners write at least three SMS messages using abbreviations, symbols, and clear
language.
20
 Example:
‘HT had a mtg meeting with tchrs @ sch 2day.’
 Provide content tips:
i. Use key information only (Who, What, Where, When, Why).
ii. Apply abbreviations appropriately (e.g., thx for thanks).
iii. Ensure the message remains understandable despite being short.
Suggested Teaching and Learning Materials:
 Cell phones
 Flip charts
 Plain paper

2. Expected Standard: Short Message System in summary used correctly.

Assessment
 Learners compose clear and concise SMS messages.
 Learners use abbreviations and symbols appropriately.
 Learners differentiate between formal and informal SMS writing.
 Group Project/Homework: Learners to create a collection of SMS
messages for various real-life situations. These should be displayed on a
chart in the classroom. Learners should be encouraged to add new SMS
shortcuts every time they discover any.

SUMMARY
 SMS is a Short Message System used for quick communication.
 Effective SMS writing requires conciseness, clarity, and appropriate
abbreviations.
 SMS has character limit which requires selecting key information carefully.
 SMS is used in various real-life contexts, including personal, business, and
emergency communication.
 Proper use of abbreviations and symbols ensures clarity in messaging.

21
  Care should be taken in the use of SMSs to avoid misunderstanding
information.

CHAPTER 2: SPECIAL AND INCLUSIVE EDUCATION

LISTENING AND SPEAKING

TOPIC: FIGURATIVE LANGUAGE
1.0. INTRODUCTION
 Overview: Figurative language refers to the use of words in a way that deviates
from the conventional order and meaning in order to convey a hidden meaning.
These include similes, metaphors, hyperbole, personification, idioms, proverbs
and many more. This topic, shall look at proverbs.

 General Competence(s):

- Communication
 Use appropriate language (verbal and non-verbal) in different situations.

 Hook: What do you call the sayings that elderly people use when admonishing,
advising, giving caution, consoling, or teaching life lessons?

KEY TERMS /WORDS/VOCABULARY

 Proverb: A proverb is a simple, traditional saying that expresses a perceived truth

based on common sense or experience.

 Metaphor: an implied comparison where you compare without using the word ‘as’ or
‘like’.
22
  Metaphorical: Something that uses a metaphor to convey a meaning or idea.

2.0. SUB-TOPIC: PROVERBS

 INTRODUCTION

Proverbs are well known sayings that offer guidance or advice while they also declare a
well-acknowledged fact or universal truth. Proverbs are often metaphorical and are an
example of formulaic language. They are a collection of generations of wisdom and
applies to life on earth.

 Specific Competence: Use proverbs in various social contexts

3.0. Learning Activities

Activity 1: Discussing proverbs

 Put Learners into small groups and ask them to do the following:
a. Discuss proverbs
b. Interpret their meanings
c. State the situations in which proverbs are applied.
Example: Honesty is the best policy
Meaning: It is always best to tell the truth, even if it is difficult.
Application: Use it when advising someone struggling with telling the truth.
iv. Group representatives to present their work and teacher to give guidance during
the discussion and explain further what proverbs are.
v. Proverbs are wise sayings that convey valuable lessons and insights.

Activity 2: Identifying situations when to use proverbs

vi. Group learners and assign them proverbs to interpret and identify situations
when to use them
vii. Monitor learners and give guidance that proverbs can be used in many contexts
and their meanings and applications can vary depending on the culture and
language in which they are used.

Examples:
23
1. When offering advice or guidance to someone, proverbs can be used to convey a
message in a concise and memorable way.
Example: Don’t count your chickens before they hatch.
Meaning: Don’t assume something will happen until it's confirmed.
2. Proverbs can be used to encourage and motivate someone to take action or
persevere through challenges.
Example: When the going gets tough, the tough get going.
Meaning: When faced with difficulties, strong people will work harder to overcome
them.
3. Proverbs can be used to warn someone of potential dangers or consequences.
Example: Beware of the wolf in sheep’s clothing.
Meaning: Be cautious of people who appear friendly, but may have ulterior
motives.
4. Proverbs can be used to teach children and adults alike valuable life lessons and
morals.
Example: Winners never quit and quitters never win.
Meaning: Success comes to those who persist and never give up, while those who
give up too easily never achieve victory.
5. Proverbs can be used to offer comfort and consolation to someone who is
experiencing difficulties or hardships.
Example: Time heals all wounds.
Meaning: With time, the pain and sadness will lessen.
6. Proverbs can be used to celebrate someone’s successes or achievements.
Example: The fruit of your labour is sweet.
Meaning: The rewards of your hard work are enjoyable and satisfying.
7. Proverbs can be used to describe a situation or circumstance in a vivid and
memorable way.
Example: It’s raining cats and dogs.
Meaning: It’s raining very heavily.
8. Proverbs can be used to add humour or wit to a conversation or situation.
Example: “Don’t cry over spilled milk.”

24
 Meaning: Don't waste time feeling sorry for something that's already happened and
can’t be changed.

Activity 3: Interpreting and using a variety of proverbs

 Group learners and ask them to interpret given proverbs:
1. A bird in the hand is worth two in the bush.
Meaning: It is better to appreciate what you already have than to take a risk to get
something more.
Interpretation: This proverb encourages people to be content with what they have and
not to gamble with uncertain outcomes.
2. Actions speak louder than words.
Meaning: What you do is more important than what you say.
Interpretation: This proverb highlights the importance of taking action and following
through on your commitments, rather than just talking about them.
1. All’s fair in love and war.
Meaning: In situations where emotions are high or the stakes are great, normal rules and
conventions may not apply.
Interpretation: This proverb suggests that in extreme circumstances, people may do
things they wouldn’t normally do, and that’s just the way it is.
2. An apple a day keeps the doctor away.
Meaning: Eating healthy foods can help prevent illnesses.
Interpretation: This proverb encourages people to take care of their physical health by
making healthy choices, like eating nutritious food.
3. Blood is thicker than water.
Meaning: Family ties are stronger than any other relationship.
Interpretation: This proverb highlights the importance of family bonds and suggests that
they should take priority over other relationships.
4. Give someone an inch and they’ll take a mile.
Meaning: If you give someone a small amount of freedom or power, they’ll likely take
advantage of it and try to take more.

25
 Interpretation: This proverb warns people against being too generous or permissive, as
it can lead to exploitation.
5. Practice what you preach.
Meaning: You should do what you advise others to do.
Interpretation: This proverb encourages people not to be hypocritical and to live by the
principles they claim to believe in.
6. Rome was not built in a day.
Meaning: Big things take time to accomplish.
Interpretation: This proverb encourages people to be patient and to recognise that
achieving great things requires time, effort, and perseverance.
7. The grass is always greener on the other side.
Meaning: People often think someone else’s situation is better than their own, but it is
not always true.
Interpretation: This proverb warns people against comparing themselves to others and
encourages them to appreciate what they have.
8. “When in Rome, do as the Romans do.”
Meaning: When you are in a different place or culture, you should try to fit in and do
things the way the locals do.
Interpretation: This proverb encourages people to be respectful of different cultures and
customs, and to adapt to new situations.

Activity 4: Researching on proverbs used in the local community

 Ask learners to research on proverbs used in the local community, providing

interpretations and situations when to use them.

Suggested Teaching and Learning Materials:

 Worksheets/Texts with proverbs

 Audios
3. Expected Standard: Proverbs in various social contexts used appropriately.

Assessment
26
  Pair learners and provide them with proverbs to interpret.
 Give learners situations and ask them to supply proverbs that could be used.

Summary

 Proverbs are well known sayings that offer guidance or advice.

 They also declare a well-acknowledged fact or universal truth.

 Proverbs are often metaphorical.

 They are a collection of generations of wisdom and applies to life on Earth.

 Different proverbs are used in different real-life situations.

COMPREHENSION
TOPIC: COMPREHENSION
[Link]
 Overview: Comprehension is a process of active engagement that leads to accurate
understanding and interpretation of what is heard or read. The importance of
comprehension lies in its application to real-life situations such as understanding
instructions, engaging in conversations, and interpreting information. Learners will read
passages, extract main ideas, and engage in discussions to enhance their understanding.
This topic exposes learners to the basic skills of comprehension, focusing on reading
comprehension.
 General Competence(s):
- Communication:
 Apply good reading skills.
- Critical thinking:
 Analyse texts to improve the ability to understand

 Hook: Is it possible for one to have knowledge of anything if they have no ability to
understand it?

KEY TERMS /WORDS/VOCABULARY

27
  Intensive reading: a kind of reading which involves carefully analysing and
understanding a text in detail.
 Comprehension: The ability to understand and grasp meaning of spoken or written
texts.
 Skimming: Reading something quickly so as to note only the important points.
 Scanning: Reading a text quickly in order to find specific information.
 Retelling: To tell again or in another form.

2.0. SUB-TOPIC: Reading Comprehension (Intensive reading)

 Introduction: The ability to read with understanding allows a learner to understand

other subjects in school. Learners need to develop skills in reading at a good speed,
answering questions, recalling details and understanding meaning of unfamiliar words.
This lesson gives an opportunity for the learner to practise and develop intensive
reading skills.
 Specific Competence: Read and comprehend information
3.0. Learning Activities

Activity 1: Intensive reading and comprehending various pieces of

information or texts.
 Ask learners to Skim through the passage to get the general idea
 Ask learners to read the passage
 Time learners to ensure that they read at a speed of 200 words per minute.
 Guide learners to avoid bad reading habits

Passage
1. Inclusive education is an approach that values diversity and promotes
the participation of all learners, regardless of their abilities or
disabilities. It involves creating a learning environment that is
welcoming, supportive, and challenging for all learners. Inclusive
education recognises that every learner has unique needs, interests, and
learning styles, and seeks to provide opportunities for all learners to
reach their full potential.
28
 2. One of the key principles of inclusive education is the concept of
Universal Design for Learning (UDL). UDL involves designing learning
experiences that are accessible and engaging for all learners, regardless
of their abilities or disabilities. This can involve using multimedia
materials, providing choices and options, and incorporating assistive
technology.
3. Inclusive education also requires teachers to be flexible and adaptable in
their teaching practices. This can involve differentiating instruction to
meet the diverse needs of learners, using assistive technology to support
learners with disabilities, and providing opportunities for learners to
take ownership of their learning.

Teaching Points:
 Divide the learners into groups and ask them to discuss the passage.
 Groups retell the details of the passage.
 Let Learners scan the passage and identify unfamiliar words. Inferences should be
drawn from the text
- Inclusive – welcoming all students, regardless of their abilities.
- Approach – a way or method of doing something.
- Diversity – variety; differences among people.
- Participation – involvement in an activity.
- Abilities – skills or talents.
- Disabilities – physical or mental conditions that limit activities.
- Environment – the surrounding conditions where learning takes place.
- Supportive – giving help or encouragement.
- Challenging – difficult in a way that tests ability.
- Unique – one of a kind; different from others.
- Learning styles – different ways people learn best.
- Potential – the ability to develop or succeed.

29
 - Universal Design for Learning (UDL) – an educational framework to improve
learning for all.
- Accessible – easy to use or reach for everyone.
- Engaging – interesting and able to keep attention.
- Multimedia – content using more than one form of media, like text, video, and sound.
 Ask Learners to aswer factual and inference questions given.

Questions:

1. What is the main goal of inclusive education?

A. To separate learners with disabilities from other students

B. To provide opportunities for all learners to reach their full potential
C. To focus only on academic achievement
D. To ignore the diverse needs of learners

2. What is Universal Design for Learning (UDL)?

A. A teaching method that focuses only on learners with disabilities

B. A learning environment that is welcoming and supportive for all learners
C. A design approach that involves creating learning experiences accessible and
engaging for all learners
D. A technology that helps learners with disabilities

3. What are some ways that teachers can create a welcoming and supportive learning
environment for learners with diverse needs?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. How can assistive technology be used to support learners with disabilities in the
classroom?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. What are some benefits of inclusive education for learners with and without disabilities?
30
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Describe a situation where a teacher might need to differentiate instruction to meet the
diverse needs of learners. What strategies might the teacher use to differentiate
instruction?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Suggested Teaching and Learning Materials:

 Passages
 Worksheet with vocabulary on passage
[Link] Standard: Information read and comprehended correctly.

ASSESSMENT

 Provide a comprehension passage and ask learners to answer the questions that follow.
 Observe learners’ participation in discussions.
 Check their ability to locate answers in the passage.
 Assess group work and engagement.

SUMMARY
 Intensive reading involves the detailed reading of texts.
 The two goals are to understand the text and learn language features through a
deliberate focus on these items.

COMPOSITION
TOPIC: PERSUASIVE WRITING
1.0. INTRODUCTION

31
Overview: Persuasive writing is a form of writing where the writer attempts to convince or
persuade the audience to adopt a particular point of view or take a specific action by
presenting logical reasoning, supporting evidence, and compelling arguments. It has the
goal of influencing the reader to adopt a certain opinion, ideas or complete an action.

This topic will look at an argumentative composition.

 General Competence(s):

- Communication:
 Effectively share one’s thoughts and emotions and understand others.

 Hook: What does it take to win an argument?

KEY TERMS /WORDS/VOCABULARY

Persuade: To induce someone to do something through reasoning or argument.

Agree: To have the same opinion about something.

Disagree: To have or express a different opinion.

Controversial: Giving rise or likely to give rise to controversy or public disagreement;

relating to or causing much discussion, disagreement, or argument.

Metaphor: is a figure of speech in which a word or phrase literally denoting one kind
of object or idea is used in place of another to suggest likeness or analogy between
them.

Analogy: is a comparison between one thing and another, typically for the purpose of
explanation or clarification.

Repetition: is a literary device that involves using the same word or phrase over and
over again in a piece of writing to emphasise a point or create a specific effect.

2.0. SUB-TOPIC: An Argumentative Composition

INTRODUCTION
Argumentative composition is a type of writing that aims to persuade or convince the
reader to adopt a particular point of view, take a specific action, or accept a certain

32
 claim. It involves presenting a claim or position, supporting it with evidence and
reasoning, and addressing potential counterarguments.
3.0. Learning Activities

Activity 1: Discussing features of an argumentative composition

 Distribute a passage to learners and ask them to read it.

Example:

The Inclusion Revolution: Why Special Education Belongs in the

Mainstream Classroom
For decades, learners with disabilities have been segregated from their
non-disabled peers, relegated to special education classrooms that
often lack the resources and support necessary for academic success.
However, this approach is not only ineffective but also unjust. It is time
to revolutionise the way we approach special education, embracing
inclusive education as the norm.
One of the primary arguments against inclusive education is that it
would be too difficult for learners with disabilities to keep up with their
non-disabled peers. However, this assumption is rooted in a flawed
understanding of disability and intelligence. Learners with disabilities
are not inherently less capable than their non-disabled peers; they
simply require different accommodations and support. By providing
these accommodations and support in the mainstream classroom, we
can ensure that learners with disabilities have equal access to
education.

Another argument against inclusive education is that it would be too

costly and logistically challenging to implement. However, this
argument ignores the long-term benefits of inclusive education. By
educating learners with disabilities alongside their non-disabled peers,
we can promote greater understanding, acceptance, and empathy. This,

33
 in turn, can lead to a more inclusive and equitable society, where
individuals with disabilities are valued and respected.

Furthermore, inclusive education is not only a moral imperative but

also a legal requirement. The Individuals with Disabilities Education
Act (IDEA) and Section 504 of the Rehabilitation Act mandate that
learners with disabilities have access to a free and appropriate public
education (FAPE) in the least restrictive environment (LRE). Inclusive
education is the most effective way to meet these requirements,
providing learners with disabilities with the support and
accommodations they need to succeed.
In conclusion, the time for inclusive education is now. By embracing
this approach, we can promote greater understanding, acceptance, and
empathy, while also ensuring that learners with disabilities have equal
access to education. It is our moral, legal, and educational
responsibility to make inclusive education a reality.

 Explain the key features of an argumentative composition with reference to the passage
read.
- Introduction: Introduces the topic, provides background information, and states the
claim.
- Main Body: Presents data, warrants, and backing to support the claim, addressing
potential counterarguments. Acknowledge and respond to opposing views.
- Conclusion: Summarises the main points, reiterates the claim, and provides a final
thought or call to action.

Tips for Writing an Effective Argumentative Composition:

- Choose a clear and focused topic.

- Conduct thorough research to gather evidence and data.
- Organise your ideas logically and clearly.
- Use persuasive language and rhetorical devices.
- Address potential counterarguments to strengthen your argument.
34
 Activity 2: Using appropriate language to express opinion in writing by agreeing
or disagreeing with controversial statements.

 Explain to the learners the kind of language to use when agreeing and disagreeing.

Expressing agreement Expressing disagreement

I strongly agree with the statement I respectfully disagree with the statement
because... because...

In my opinion, the poor suffer more While corruption is harmful, it affects

because they cannot afford to bribe everyone, not only the poor.
officials.

Indeed, corruption deprives the poor of In some cases, the rich may lose more
basic services like health and education. money through corrupt systems.

There is no doubt that corruption mostly I believe the effects of corruption are
affects the poor because... widespread and not limited
to a single group.

Activity 3: Writing an argumentative composition

 Divide learners in groups and assign them tasks in which they shall argue for or against
a given controversial statement.

Example: Inclusive education is the most effective way to support learners with disabilities.
Argue for or against this statement.

 Ask group representatives read the compositions to the class, after which a postmortem
is done to check the use of appropriate features of argumentative composition writing
taught.

Suggested Teaching and Learning Materials:

 Model persuasive composition

 Worksheets with expressions for argumentative
35
4.0. Expected Standard: An argumentative composition written appropriately.

Assessment

 Ask each group to write a composition using points gathered.

 Give homework for individual practice.

Summary
 Argumentative composition is a type of writing that aims to persuade or convince the
reader to adopt a particular point of view or accept a certain claim.
 It presents a claim or position.
 The writer supports the argument with evidence and reasoning.
 Argumentative composition addresses potential counterarguments.

STRUCTURE
TOPIC: CONDITION
1.0. INTRODUCTION

 Overview: Conditional sentences are an important aspect of language that enable us to

express hypothetical or uncertain situations and their potential consequences. They also
allow us to address the question ‘what if’, which makes them an important tool for
critical thinking, problem solving and effective communication. Conditional sentences
have two clauses that give a condition in the dependent clause and a result in the
independent clause. The conditional clause usually contains an ‘if’ statement.

This topic, will look at the types of conditional sentences and the tense changes that
apply in each of them.

 General Competence(s):

- Communication:
 Express oneself (spoken and written) clearly and effectively.
- Creativity and innovation

36
  Understand connection between seemingly unrelated subject matter.

 Hook: What would you do if you won a million Kwacha?

KEY TERMS /WORDS/VOCABULARY

 Condition: A situation that must exist before something else is possible or permitted.

 Likely/probable: Something that is likely to happen or be true; indicating a higher

degree of likelihood based on evidence or reasoning; having a good chance of
happening or being something.

 Unlikely/improbable: Not likely to be true or to happen; an unlikely outcome; not to

be reasonably expected.

 Impossible: Incapable of being or of occurring; cannot happen or be achieved.

 Main clause: the core part of the sentence that can stand alone.

 Conditional clause: part of the clause that describes a situation

2.0. SUB-TOPIC 1: Types of Condition

INTRODUCTION
Conditional sentences are sentences that express a condition and its corresponding
consequences. It consists of two clauses; the if-clause (or condition) and the main
clause (or consequence). There are several types of conditional sentences. This topic
will focus on the likely or probable condition, unlikely or improbable condition and the
impossible condition. These types of conditional sentences help us express different
degrees of possibility, hypothetical situations, and consequences.
 Specific Competence: Use conditional sentences

3.0. Learning Activities

Activity 1: Distinguishing the types of conditional sentences

 Display a chart with three conditional sentences.
 Divide learners into groups and ask them to discuss the differences they note in given
conditional sentences.
37
 Examples:
1. If you work hard, you will be successful.
2. If you worked hard, you would be successful.
3. If you had worked hard, you would have been successful.
 Explain the three types of conditional sentences.
Type 1: Likely/ Probable Condition (Future Possibilities)
Used to describe future possibilities or predictions.
If + present simple, will + base verb
Example: If Jimaima asks Inonge, she will help him.
Or: Inonge will help Jimaima if he asks her.
This means that Jimaima is likely to ask Inonge to help him.
Type 2: Unlikely/Improbable Condition (Present or Future Hypotheticals)
Used to describe hypothetical or uncertain situations in the present or future.
If + past simple, would + base verb
Example: If Jimaima asked Inonge, she would help him.
Or: Inonge would help Jimaima if he asked her.
This means that it is unlikely, or impropbable that Jimaima would ask Inonge to help
him.
Type 3: Impossible Condition (Past Hypotheticals)
Used to describe hypothetical or uncertain situations in the past.
If + past perfect, would have + past participle
Example: If Jimaima had asked Inonge, she would have helped him.
Or: Inonge would have helped Jimaima if he had asked her.
This means that Jimaima did not ask Inonge for help.
 Divide learners into pairs/groups and ask them to construct two sentences for each
type of condition.
 Ask group representatives to present their sentences to the class.

Exercise 1

Underline the conditional clause in each sentence:

1. If it stops raining, we will go to the park.

38
2. She wouldn’t have failed the test if she had studied harder.

3. If you apologise, he will forgive you.

4. If the sun sets, we will light the candles.

Exercise 2

Fill in the blanks with an appropriate conditional clause:

1. If I __________ (have) a million dollars, I would travel the world.

2. I will call you if __________ (something, happen).

3. __________ (study) hard, and you will pass your exams.

4. If they __________ (arrive) late, we will start without them.

Exercise 3

Match the condition (A) with the appropriate result (B):

If I were you, You’ll feel tired all day.

If they practice every day, they will win the competition.

If it had rained last night, I would apologise immediately.

If you don’t eat breakfast, we would have planted maize today.

Exercise 4

Rewrite the following using the correct conditional type:

1. You don’t help him, so he fails. (Type 3 conditional)

2. She joins the team, she becomes the best player. (Type 1 conditional)

3. I win the jackpot, I will buy a car. (Type 2 conditional)

Activity 2: Constructing sentences using the three types of conditions

 Ask learners to individually construct sentences using different types of

conditional sentences.

Suggested Teaching and Learning Materials:

39
  Worksheets with conditional sentences
 Charts
 Flashcards
 Matching table
4.0. Expected Standard: Conditional sentences used appropriately.

Assessment
 Learners distinguish types of conditionals.
 Learners match the conditional clause with the appropriate main clause.

Summary
 There are three types of conditional sentences.
 They express a condition and its corresponding consequence.
 They consist of two clauses; the if-clause (or condition) and the main clause (or
consequence).
 Conditional sentences help us express (meaning) different degrees of possibility,
hypothetical situations, and consequences in real life.
2.1. SUB-TOPIC 2: Tense Changes in Conditional Clause and Main Clause.

 INTRODUCTION

Conditional sentences often involve tense changes that help convey the degree of
possibility or hypothetical nature of the situation, and are essential in constructing
conditional sentences that accurately express the intended meaning.
 Specific Competence: Use appropriate tenses in conditional sentences.
[Link] Activities:

Activity 1: Distinguishing the tenses used in conditional sentences

 Explain the tense changes in conditional sentences:
Three types of conditional sentences
Type of condition If clause Main clause
If + Present Simple Future Simple
Type 1

40
 Likely or Probable If Jimaima asks Inonge, She will help him.
If he comes, I will speak to him.
If + Past Simple Would + Verb
Type 2
Unlikely or Improbable If Jimaima asked Inonge, She would help him.
If he came, I would speak to him.
If + Past Perfect Would + Present Perfect
Type 3
If Jimaima had asked Inonge, She would have helped him.
Impossible
If he had come, I would have spoken to him.

Activity 2: Constructing sentences using conditional tenses

 Divide learners into groups and ask them to construct sentences in the three conditional
sentence types applying the tense changes that apply to each type.

Examples:

1. If Bwalya comes, we will play football.

2. If Bwalya came, we would play football.
3. If Bwalya had come, we would have played football.
 Invite group representatives to present the sentences to the class and discuss.

HOMEWORK

 Ask learners to individually construct the three types of conditional sentences and
apply tense changes accordingly

Suggested Teaching and Learning Materials:

 Table with tense changes in sentences

 Worksheets with conditional sentences
 Flashcards
 Charts
4. Expected Standard: Appropriate tenses in conditional sentences used correctly.

Assessment
 Learners distinguish types of conditionals.
 Learners construct conditional sentences with appropriate tenses.
41
 SUMMARY
 Conditional sentences often involve tense changes that help convey the degree of
possibility or hypothetical nature of the situation.
 These are essential in constructing conditional sentences that accurately express our
intended meaning.
 First Conditional: If-clause: present simple → Main clause: future simple
 Second Conditional: If-clause: past simple → Main clause: would + base verb
 Third Conditional: If-clause: past perfect → Main clause: would + have + past
participle

SUMMARY WRITING
ADVERTISEMENTS
1.0. INTRODUCTION
 Overview: An advertisement is an announcement in a public medium promoting a
product, service or event or publicising a job vacancy. Advertising aims to present a
product or service in terms of utility, advantages and qualities of interest to the
consumers. This topic will look at types of advertisements and their importance in
real life.
 General Competence(s):
- Creativity and Innovation
 Organise information and ideas

 Hook: Why do some products sell more than others?

KEY TERMS /WORDS/VOCABULARY

 Announcement: A formal public statement about a fact, occurrence, or intention; a

public statement that is usually formal and has a specific purpose.

42
  Medium: Communication tools used to store and deliver information or data; a system
or channel through which a speaker or writer addresses their audience.

 Promoting: Encouraging people to like, buy, use, do, or support something; helping
sell a product, service … or make it more popular by advertising it or offering it at a
special price.

 Publicising: To make widely known to the public.

2.0. SUB-TOPIC: Types of Advertisements

 INTRODUCTION

Advertisements come in different forms. They can be print, broadcast, digital and
experiential, each with unique methods and examples like radio and television
commercials, social media advertisements, billboards, and email or short message
system campaigns.

 Specific Competences: Write advertisements

3.0. Learning Activities:

Activity 1: Discussing advertisement

 Divide learners in groups and ask them to discuss and reproduce their favourite
advertisements from radio or television.
 Invite group representatives to present the advertisements to the class.
 Provide a number of advertisements for groups to scrutinise the features:
Examples:
Advertisement 1: Inclusive Education Conference
Headline: "Join the Conversation: Inclusive Education for All"
Body: "Attend our conference to learn from experts and network
with educators, parents, and professionals passionate about
inclusive education. Register now!"

Advertisement 2: Autism-Friendly Resources

Headline: "Creating a More Autism-Friendly World"
43
 Body: "Our organization provides resources, support, and
education to help create a more autism-friendly community. Contact
us to learn more!"

Advertisement 3: Special Needs Support Group

Headline: "You're Not Alone: Join Our Support Group"
Body: "Our support group provides a safe space for families and
caregivers of individuals with special needs to connect, share, and
support one another. Join us!
 Invite group representatives to present the features observed from the
advertisements.
 Explain the features of an advertisement.

Example:

 Share the name of the item being advertised.

 What is the product and what does it do?
 A clear and compelling message.
 Emotional appeal, use persuasive language that will appeal to the customer.
 A targeted approach.
 Creative visuals.
 A strong call to action.
 Consistency across platforms.
 Adhering to legal and ethical standards

Activity 2: Discussing the purpose for advertising

 Divide learners into groups and ask them to discuss the importance of advertising.
 Invite group representatives to present to the class the importance of advertising.
 Discuss the purpose of advertising with learners:
Examples:
- Boosts sales.
44
 - Builds brand awareness.
- Introduces products.
- Helps retain customers.
- Announcing job vacancies
- Announcing an event
- Contributes to competitive advantage.
- Contributes to overall business success

Activity 3: Composing adverts in a given situation

 Divide learners into pairs/groups and ask them to compose adverts.
 Invite group representatives to present the composed adverts to the class
 Class to review each advert presented.
Examples:
Advertisement 1: Inclusive Pre-school

Learn, Play, Grow Together!

Our inclusive preschool welcomes children of all abilities! Our

experienced teachers provide a nurturing environment that fosters
social, emotional, and cognitive development. Contact us to schedule
a tour!
Advertisement 2: Special Education Services
Empowering Students with Special Needs
Our team of special education professionals provides individualised
support for students with autism, ADHD, and other learning
differences. Contact us to learn more about our services!

Advertisement 3: Inclusive Youth Camp

Youth Fun for All!
Our inclusive Youth camp offers a welcoming environment for
children of all abilities. Join us for arts, crafts, sports, and more!
Register now!

45
 Advertisement 4: Join the Debate Club – Speak Up, Stand Out!
Are you passionate about sharing ideas? Do you enjoy expressing
your opinions and standing your ground? Then the Debate Club is a
place for YOU! Sign up today with your English teacher.

Advertisement 5: Special Education Advocacy Services

Your Child’s Advocate
Our experienced advocates provide guidance and support to families
navigating the special education system. Contact us to learn more
about our services!

Suggested Teaching and Learning Materials:

 Sample adverts
 Newspapers/Magazines with adverts
 Worksheets showing adverts
 Charts with features of adverts
 Expected Standard: Advertisements written correctly.

Assessment

 Divide learners into groups and provide them situations for which they should
compose advertisements.
 Give homework to learners to compose adverts in given contexts.

SUMMARY
 Advertisement is an announcement in a public medium promoting a product, service or
event or publicising a job vacancy.
 Advertising aims to present a product or service in terms of utility, advantages and
qualities of interest to the consumers.
 Adverts must have a clear and compelling message.

46
 Emotional appeal, use persuasive language that will appeal to the customer.

CHAPTER 3: ENVIRONMENTAL HEALTH AND POLLUTION MANAGEMENT

LISTENING AND SPEAKING

TOPIC: FIGURATIVE LANGUAGE
1. INTRODUCTION:
 Overview: Figurative language refers to the use of words in a way that deviates
from the conventional order and meaning in order to convey a hidden meaning.
These include similes, metaphors, hyperbole, personification, idioms, proverbs
and many more. This topic, shall look at riddles.
 General Competence (s):
- Communication:
 use appropriate language (verbal non-verbal) in different situations
- Analytical thinking:
 Grasp and breakdown information to effectively share with others.
47
 - Critical thinking:
 Solve complex problems
 Hook: What has a bed but does not sleep and has a mouth but does not eat?

KEY TERMS/ WORDS/ VOCABULARY:

- Riddle: A statement or question with a hidden meaning
- Interpret: explain or understand the meaning of something
- Inference: drawing conclusions based on cues and hints.
- Cue: a hint or piece of information that’s helps solve a problem
- Pun: a play on words, often using repeated multiple sounds
- Double meaning: a word or phrase with multiple interpretation
- Word play: Using language in a playful way
- Deductive reasoning: Using logic to arrive at a solution/conclusion
- Literal language: exactly what it says
- Figurative language: uses metaphors, similes and symbolic expressions
- Brain teaser: a puzzle that challenges mental agility and logic.

2.0. SUBTOPIC: Riddles

 INTRODUCTION
Riddles are statements or phrases that require thought and contemplation to decipher
their meaning, often using wordplay, puns, double meanings and other literary devices.
They typically have a hidden answer or solution that is not immediately apparent. They
are a fun and creative way to challenge your mind and test your problem-solving skills.
This topic will focus on riddles and their usage in various social contexts.
 Specific competence(s): Use riddles in various social contexts
3.0. Learning activities:

Activity 1: Discussing riddles

 Explain riddles- questions, statements or short poems that are meant to be puzzling
or tricky.
Examples of riddles with answers

48
 4. I am as clear as glass but polluted everyday by human actions, in a most harmful
way. What am I? Answer: water
5. I’m the result of fire activities, a gas so unkind, contributing to climate change,
leaving all behind. What am I? Answer: carbon dioxide.
6. I am a necessary process but often done with neglect. Leaving behind waste, a toxic
inspects. What am I? Answer: waste management
7. I’m a way to reduce waste, a practice so simple ad true. Helping to protect the
environment for you and me. What am I? Answer: recycling
8. I’m a natural disaster, caused by human neglect, a consequence of pollution, a
warring we must inspect. What am I? Answer: climate change
9. What has a key but never unlocks any door? Answer: Keyboard
10. What starts with an “E”, ends with an “E” but only contains one letter? Answer:
envelope.
 Divide learners into groups and ask them to discuss riddles they know.

Activity 2: Identifying situations when to use riddles.

 Ask learners to mention situations when to use riddles.
 Explain situations when to use riddles:
- Educational settings
- Entertainment
- Social interactions
- Cognitive development

Activity 3: Interpreting and using riddles

 Explain that riddles carry meaning. they should not be understood literally.
Example:
Question: What has an eye but cannot see?
Answer: a needle.
 Learners share their own riddles and interpret meaning.

Note: Some riddles may have several meanings or answers.

49
  Quiz: Divide learners into groups to interpret riddles.
 Learners to exchange riddles and solve them.

Activity 4: Researching on riddles used in local communities.

Project:
 Learners to collect riddles used in their communities.
 Learners create a collection of riddles with their meanings.
Suggested Teaching and Learning Materials:
 Worksheets with riddles
 Charts with riddles explained
 Flash cards with riddles
4.0. Expected standard: Riddles in various social contexts used correctly.

ASSESSMENT

 Provide guided practice by giving learners a riddle to provide meaning in pairs or small
groups.
 Allow learners to share their riddles with the class.
 Assess participation by observing learners’ engagement and involvement in the activity.
(pair or group).
 Learners to conduct a project of collecting riddles common in their communities.
 Learners to interpret riddles.

SUMMARY
 Riddles are statements or phrases that require thought and contemplation to decipher
their meaning, often using wordplay, puns, double meanings and other literary devices.
 They have a hidden answer or solution that is not immediately apparent.
 They are a fun and creative way to challenge the mind and test problem-solving skills.

50
TOPIC: READING COMPREHENSION
1.0. INTRODUCTION
 Overview: Comprehension is a process of active engagement that leads to accurate
understanding and interpretation of what is heard or read. The importance of
comprehension lies in its application to real-life situations such as understanding
instructions, engaging in conversations, and interpreting information. Learners will read
passages, extract main ideas, and engage in discussions to enhance their understanding.
This topic exposes learners to the basic skills of comprehension, focusing on reading
comprehension.
 General Competence(s):
- Communication:
 Apply good reading skills.
- Critical thinking:
 Analyse texts to improve the ability to understand

 Hook: Imagine reading something and not understanding anything?

KEY TERMS /WORDS/VOCABULARY

 Intensive reading: a kind of reading which involves carefully analysing and

understanding a text in detail.
 Comprehension: The ability to understand and grasp meaning of spoken or written
texts.
 Skimming: Reading something quickly so as to note only the important points.
 Scanning: Reading a text quickly in order to find specific information.
 Retelling: To tell again or in another form.

2.0. SUB-TOPIC: Reading Comprehension (Intensive reading)

 Introduction: The ability to read with understanding allows a learner to understand

other subjects in school. Learners need to develop skills in reading at a good speed,
answering questions, recalling details and understanding meaning of unfamiliar words.

51
 This lesson gives an opportunity for the learner to practise and develop intensive
reading skills.
 Specific Competence: Read and comprehend information
4.0. Learning Activities

Activity 1: Intensive reading and comprehending various pieces of

information or texts.
 Ask learners to Skim through the passage to get the general idea
 Ask learners to read the passage
 Time learners to ensure that they read at a speed of 200 words per minute.
 Guide learners to avoid bad reading habits

Passage
Environmental pollution
1. One of the biggest problems facing the world today, especially in big
cities and towns is environmental pollution. Pollution is the act of
making the air, water, soil, or the natural surrounding dirty or unclean.
2. In major industrial areas and big cities, cars, trains, aeroplanes and other
machines that run industries fill the air with carbon dioxide. This affects
life because it makes it difficult for people, animals and plants to
breathe. Badly polluted air can cause illness and even death.
3. Water is also being polluted in many ways. Many forms of rubbish are
dumped in rivers, dams and lakes. Since oil from ships and oil rigs,
makes water dangerously dirty, it kills fish and other living creatures in
water.
4. Soil is another part of the environment that has been polluted. The
overuse of pesticides and fertilisers pollutes the soil and makes it poor.
Therefore, farmers have to use even more chemicals to grow crops.
Other forms of pollution include throwing junk and litter around. This is
both dangerous to our health and ugly to look at.
5. The problem of the environmental pollution is both complicated and
serious. It is complicated because pollution is caused by things that
52
 benefit people. For example, smoke from cars, taxis, buses and trucks
cause a lot of air pollution. But these vehicles provide transportation for
millions of people and goods that need to go to different places.
Factories discharge chemicals that pollute the air, water and the soil too,
but factories provide jobs for people and produce goods that people
want. Fertilisers and pesticides can affect the soil, yet they are important
as we need them to grow crops. So, we all cause pollution in one way or
the other!
6. However, pollution can be and is being reduced in several ways.
Scientists are working together to find ways to reduce the amount of
pollution. For example, cars and other machines now discharge less
smoke because they are made differently. Since there are new laws that
prohibit factories from discharging smoke, there is less air pollution in
many countries. Most importantly, individuals and groups of people are
taking action to reduce pollution because they realise that this is the only
way to preserve the environment and the life on Earth.
(Adapted from the world book Encyclopaedia Vol.6 world book, Inc.,
page 329).
 Divide the learners into groups and ask them to discuss the passage.
 Groups retell the details of the passage.
 Learners scan the passage and identify unfamiliar words. Inferences should be drawn
from the text
Vocabulary
- Pollution: The process of making the environment dirty or harmful by adding harmful
substances to air, water, or land.
- Carbon dioxide: A gas produced by burning carbon and by respiration. It is released
by cars and factories and can be harmful in large amounts.
- Pesticides: Chemicals used to kill insects or pests that harm crops.
- Fertilisers: Substances added to soil to help plants grow better by providing nutrients.
- Discharge: To release or send out substances (like
Questions:
53
Use the information from the passage to answer the questions.
Choose the correct answer from among those given.
1. Paragraph 1. The most challenging problem being faced by the world is…
A. air
B. pollution
C. Soil
D. Water
2. Paragraph 2. The following fill the air with carbon dioxide except for one.
A. aeroplanes
B. Cars
C. Industries
D. Trains
3. Paragraph 2. The word “this” refers to …

A. animal and plants

B. carbon dioxide
C. machines
D. people
4. Find a word from the passage that means the same or nearly the same as the
following:

A. To throw unwanted things in a careless way, especially by leaving them

somewhere (para 3)
B. To give off or let out liquids or gases (para 5)
C. Gas produced when we breathe or use oxygen (para 2)
D. Chemicals used to kill pests on crops (para 4)
5. Paragraph 3. Fish and other creatures living in water are killed by

A. Dams and lakes

B. Dangerous dirty water
C. Forms of rubbish
D. Oil from ships

54
 6. Paragraph 4. The other non-chemical things that pollute the soil are….

A. Forms of pollution
B. Junk and litter
C. Pesticides and fertilisers
D. Use of pesticides
7. According to the passage, the environment includes:

A. air and natural elements

B. air and water only
C. air, water and soil
D. water and soil
8. Read these sentences and state if they are true or false.
A. Car users cause the most pollution
B. Everyone is guilty of pollution
C. Factories do not discharge harmful substances into the air
D. Factories provide employment for people.
E. Fertilisers and pesticides weaken the soil
F. Pollution is caused by things that people need.
9. Write down two ways in which pollution is being reduced in some countries.
i. ____________________________________________________________
____________________________________________________________
ii. _____________________________________________________________
_____________________________________________________________

Suggested Teaching and Learning Materials:

 Passages
 Worksheet with vocabulary on passage
4.0. Expected Standard: Information read and comprehended correctly.

ASSESSMENT

 Provide a comprehension passage and ask learners to answer the questions that follow.
55
  Observe learners’ participation in discussions.
 Check their ability to locate answers in the passage.
 Assess group work and engagement.

SUMMARY
 Intensive reading involves the detailed reading of texts.
 Understand the text
 Learn language features through a deliberate focus on the text.

COMPOSITION
TOPIC: PERSUASIVE WRITING
1.0. INTRODUCTION
 Overview: Persuasive writing is a form of writing where the writer attempts to
convince or persuade the audience to adopt a particular point of view or take a specific
action by presenting logical reasoning, supporting evidence, and compelling arguments.
It has the goal of influencing the reader to adopt a certain opinion, ideas or complete an
action.

This topic will look at discursive composition.

 General Competence(s):

- Communication:
 Effectively shares one’s thoughts and emotions and understand others.

 Hook: What if your job was to defend something you do not believe in?

KEY TERMS /WORDS/VOCABULARY

Persuade: To induce someone to do something through reasoning or argument.

Agree: To have the same opinion about something.

Disagree: To have or express a different opinion.

56
 Controversial: Giving rise or likely to give rise to controversy or public disagreement;
relating to or causing much discussion, disagreement, or argument.

Metaphor: is a figure of speech in which a word or phrase literally denoting one kind
of object or idea is used in place of another to suggest likeness or analogy between
them.

Analogy: is a comparison between one thing and another, typically for the purpose of
explanation or clarification.

Repetition: is a literary device that involves using the same word or phrase over and
over again in a piece of writing to emphasise a point or create a specific effect.
2.0. SUBTOPIC: Discursive Composition
INTRODUCTION
In a discursive Composition, the writer explores both sides of a topic and draws a conclusion.
The composition could be on opposing opinions, cause and effect, compare and contrast,
problem and solution, advantages and disadvantages or just exploratory.
 Specific competence(s): Write a discursive composition
3.0. Learning activities:

Activity 1: Discussing features of a discursive composition

 Provide a passage and ask learners to read.
Model discursive composition
The world is facing a serious problem of how to balance the need for
economic growth and how to protect the environment and manage
pollution. Pollution in all its forms has become a threat to human well-
being, with far reaching consequences for our planet. This composition
will explore the complex relationship between environmental health
and pollution management.
On one hand, economic growth is often seen as the key to improving
living standards and reducing poverty. However, the need for economic
growth has led to higher levels of pollution with devastating
consequences for environmental health. The World Health
57
 Organisation estimates that air pollution is responsible for seven
million deaths. Burning fossil fuels has lead climate change which
posse a serious threat to human societies.
On the other hand, some argue that environmental regulations and
pollution management can hold back economic growth and hinder
development. Enforcing and implementing environmental regulations
outweighs the benefits leading to reduced competitiveness and loss of
jobs. However, this perspective neglects the long term cost of
environmental degradation, which can have catastrophic consequences
for human heath ad the economy,
We can help to avoid this by adopting a more circular economy which
gives priority to recycling, reuse and reduction of waste. This can help
reduce pollution conserve natural resources and promote economic
growth. Government can also invest in clean technologies such as
renewable energy.
Furthermore, education and awareness raising campaigns can play an
important role in promoting environmental health and pollution
management.
I conclusion the pollution paradox is a complex challenge that requires
a comprehensive ad integrated approach. Y adopting a circular
economy, investing in clean technologies and promoting awareness we
ca mitigate the negative impact of pollution and promote environmental
health while supporting sustainable economic growth.
(Adapted from World Health Organisation 2018 Air Pollution)

 Ask learners to discuss the features of a discursive composition.

Example:
- balanced arguments
- clear topical issues
- logical presentation
- objectivity

58
 - analysis
- evaluation
- factual or evidence-based arguments

Activity 2: Using appropriate language to express different points of view

 Explain appropriate language to use in discursive composition such as:

On one hand, on the other hand, while, whereas, moreover, furthermore, on the
contrary…
E.g. Some say recycling is pointless. On the contrary, it reduces waste and saves
energy.
I am convinced without reasonable doubt that climate change is real.
On the one hand, economic growth is often seen as the key to improving living
standards and reducing poverty.

Activity 3: Writing a discursive composition

 Ask learners to write a discursive composition on a given topic.
Example:
Is there a relationship between environmental health and pollution management?
Suggested Teaching and Learning Materials:
 Model discursive essay
 Worksheets showing expressions used in discursive essays.
 Chart showing features of discursive essay.
4.0. Expected standard: Discursive composition written correctly.

ASSESSMENT
 Learners read a model discursive essay and discuss its features.
 Learners to write a discursive essay using appropriate language.

SUMMARY
 Discursive Composition explores both sides of a topic and draws a conclusion.

59
  It could express opposing opinions, cause and effect, compare and contrast, problem
and solution, advantages and disadvantages or just exploratory.
 A discursive essay uses appropriate words or expressions to transition from one point of
view to another.
 Discursive composition helps one think critically, see multiple sides of an issue, and
communicate their views clearly and respectfully.

STRUCTURE
TOPIC: ABILITY
1.0. INTRODUCTION
 Overview: Ability refers to the capacity to perform a specific task or function. It can
also refer to a natural talent or skill that someone or something possesses.
Understanding ability is important in real-life situations because it helps individuals to
talk about skills in conversations, explain past experiences, ask for or offer help. This
topic is valuable because it equips learners with essential language for everyday
communication, enabling them to confidently talk about what they or others can or
cannot do.
 General Competence (s)
 Communication:
 Express oneself (spoken and written) clearly and effectively
 Analytical thinking:
 Break down problem and evaluate solution
 Hook: Have you ever imagined not being able to do something that almost everyone
can easily do?

KEY TERMS/ WORDS/ VOCABULARY:

 Present: Current time, happening or existing now
 Past: A period of time that has already happened.
 Future: A period of time that has not yet happened
 Ability: Capacity to perform a specific task
60
2.0. SUBTOPIC: Expressing ability
INTRODUCTION
Expressing ability in English can be done using various grammatical structures and vocabulary.
Some of the common ways to express ability include using; can, could, be able to…
 Specific competence(s): Express ability in sentences
3.0. Learning activities

Activity 1: Discussing the use of ability in the present, past and future.
 Select a learner to perform a few tasks. (touch the board, close the window, ride a
bicycle, sing, spell a word, breath in, breath out …).
 Ask learners to use the word ‘can’ or ‘be able to’ to describe what their classmate is
able to do.
 Explain the different ways of expressing ability:
1. Can and be able to both express ability in the present but can is more
usual.
Can Be able to
I can plant flowers. I am able to plant flowers.
I can speak about climate change boldly. I am able to speak about climate change
boldly.
I can ride a bicycle. I am able to ride a bicycle.
I can make a biodigester. I am able to make a biodigester.

Note: Can and be able to should not be used together.

Example
I can be able to come tomorrow. (Wrong)
Instead say
I am able to come tomorrow. Or I can come tomorrow. (Correct)
2. Shall and will be able to (used to express ability in the future)
Shall Will be able to
I shall plant flowers. I will be able to plant flowers.
I shall speak about climate change boldly. I will be able to speak about climate change boldly.
I shall ride a bicycle. I will be able to ride a bicycle.

61
 3. Could and Was/Were able to (used to express ability in the past).

Could Was/were able to

I could plant flowers. I was able to plant flowers.
They could plant flowers. They were able to plant flowers.
I could speak about climate change I was able to speak about climate change
boldly. boldly.
They could speak about climate change. They were able to speak about climate
change.
I could ride a bicycle. I was able to ride a bicycle.
They could ride a bicycle. They were able to ride a bicycle.

 Other Ways of Expressing Ability.

Instead of using can and be able to we can sometimes use
i. Know how to
Example:
I can plant flowers. I know how to plant flowers.
ii. Be capable of + verb + ing
Example:
He is able to plant flowers. He is capable of planting flowers.
 Divide learners into groups, distribute worksheets with sentences and ask them to
discuss and identify which sentence is expressing ability in the present, past and future.

Activity 2: Constructing sentences to express ability:

 Ask learners to construct sentences expressing ability in the present, past and future.
 Give learners worksheets to complete sentences expressing ability.
Example
Fill in the spaces using either can, could, be able to…
1. My brother…………………..............ride a bicycle.
62
2. She ……………… make shoes from plastics.
3. They …………….. Swim very well last year.
4. The government is ………………. Provide clean water.
Suggested Teaching and Learning Materials:
 Tables with expressions of ability.
 Worksheets with expressions of ability.
4.0. Expected standard: Ability in sentences expressed correctly

ASSESSMENT

 Learners discuss ways of expressing ability in the present, past and future.
 Learners construct sentences expressing ability using different expressions.

SUMMARY

 Ability refers to capacity to perform a specific task or function.

 It can also refer to a natural talent or skill that someone or something possesses.
 Expressing ability in English can be done using various grammatical structures and
vocabulary.
 Some of the common ways to express ability include using; can, could, able to, …
 Can and be able to should not be used together.

SUMMARY WRITING
TOPIC: NOTE SUMMARY
1.0. INTRODUCTION:
 Overview: A note summary is a set of points or notes obtained from a passage or an
oral source. It is a collection of all the important points. These points are listed. The
points do not need to be written in full sentences. Abbreviations may also be used.
 General Competence(s):

63
 - Creativity and Innovation:
 Organise information and ideas.
- Critical Thinking:
 Analyse texts, to improve the ability to understand
- Communication:
 Use appropriate language (verbal and non-verbal) in different situations
- Emotional intelligence:
 Communicate and relate with others effectively
 Hook: Did you know that sometimes the simplest notes hold the most important
information?

KEY TERMS /WORDS/VOCABULARY

 Notes: Writing in point form
 Prose: Writing in complete sentences in paragraphs
 Abbreviations: Shortened form of a word or phrase.
 Symbols: Something that stands for, represents, or suggests another
 Main ideas: key points, essential information
 Paraphrase: express the meaning of something using different words.

2.0. SUB-TOPIC: TYPES OF NOTE SUMMARIES

INTRODUCTION
Note summaries are either from an oral source or from a written source. If it is from an
oral source, it is called note taking. Note making is when notes are written from a
written source. This topic covers both note taking and note making.
 Specific competence(s): Write note summaries.
3.0. Learning activities:

Activity 1: Discussing the two types of note summaries.

 Pair learners and ask them to name sources of information.
Oral sources: Television, YOUTUBE videos, Radio, Speeches
Written sources: Newspapers, Articles, Journals, Magazines, Textbooks

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 Explain that we take notes from an oral source, while we make notes from a written
source i.e. Note making and Note taking.
Note making is the process of writing down important information in a short and
organised form for future reference from a written source.
Note taking is the process of quickly taking down information as you listen to an oral
source.

Activity 2: Discussing steps in note summary writing.

 Explain the steps to follow when writing note summaries:
Steps in note making
i. Reading passage (skimming)
ii. Study and understand the question,
iii. Pick points relevant to the question (scanning)
iv. Extract the main facts
v. Do not change words to alter meaning
vi. You may use bullets or number your points
vii. Use one complete point per bullet
viii. Paraphrasing- do not change the meaning of the text.
ix. Keep the original idea
x. If you are not able to paraphrase, lift from the text leaving out
elaborations and floral language
xi. Arrange your points in the order in which they appear in the text.
Steps in note taking
ii. Listen attentively
iii. Identify main ideas
iv. Use short forms, abbreviations, symbols
v. Stay organised (use headings, subheadings, numberings)
vi. Review and edit

Activity 3: Writing note summaries.

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  Ask learners to write note summaries from various sources paying particular attention
to the question.
Passage
Biodiversity
The importance of biodiversity is often overlooked bit it plays an important role
in maintaining the health of the planet. Biodiversity refers to the variety of
different species of plants, animals and microorganisms that live in an
ecosystem. It also includes the genetic diversity of ecosystems themselves.
Biodiversity is essential for maintaining the balance of [Link] ensures that
ecosystems are resilient to environmental changes and can recover from
disasters. Biodiversity also provides numerous benefits to humans, including
food, medicine, and clean air and water.
Despite its importance, biodiversity is facing numerous threats. Habitat
destruction, pollution, climate change, and overexploitation pf resources are all
major drivers of biodiversity loss. The consequences of biodiversity are far
reaching and can have significant impact on human well-being.
Use the following questions to make note summaries of the passage.
1. What is biodiversity?
2. Why is biodiversity important?
3. What are the benefits of biodiversity?
4. What are the threats to biodiversity?
5. What are the consequences of biodiversity loss?

Project

 Ask learners to take notes during church service or assembly.

Suggested Teaching and Learning Materials:

 Note summary passages

 Charts with features of note summary writing
 Model passage for short summary

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  Audio (reading/speech)
4.0. Expected standard: note summary written correctly.

ASSESSMENT

 Observe learners as lesson is progressing to monitor their progress and understanding of

note summary skills
 Learners to write note summaries by giving them individual exercise.

SUMMARY

 There are two types of note summaries which are note- making and note taking.
 Note making entails making note from a written source whereas note-taking entails
taking note from an oral source.

CHAPTER 4: MENTAL HEALTH

LISTENING AND SPEAKING

TOPIC TITLE: FIGURATIVE LANGUAGE: IDIOMATIC EXPRESSIONS
1.0. INTRODUCTION
 Overview: Figurative language refers to the use of words in a way that deviates
from the conventional order and meaning in order to convey a complicated
meaning. These include similes, metaphors, hyperbole, personification, idioms,
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 proverbs and many more. This topic, shall look at idiomatic expressions and their
importance in communication.
 General Competence (s):
- Communication:
 use appropriate language (verbal non-verbal) in different situations
- Analytical thinking:
 Grasp and breakdown information to effectively share with others.
- Critical thinking:
 Solve complex problems
 Hook: Do phrases such as ‘time flies’ or ‘it is raining cats and dogs’ make you
wonder?

KEY TERMS/ WORDS/ VOCABULARY:

 Similes: a figure of speech that directly compares two different things using the words
like or as.
 Metaphors: a figure of speech that makes an implicit or direct comparison between
two unrelated things by stating that one is the other.
 Personifications: a literary device that gives human qualities, emotions, or behaviours
to non-human entities, such as animals, objects, or ideas.
 Idiomatic expressions: phrases or sayings whose meanings are not immediately clear
from the individual words.

2.0. SUB-TOPIC: Idiomatic Expressions

 INTRODUCTION

An idiom is a phrase or expression with a figurative meaning that is not immediately

obvious from its literal words. Idioms add colour to conversations. Using idioms
effectively can make conversations more engaging, expressive and natural. This topic
will introduce idiomatic expressions, explore some common idioms and highlight their
importance in daily conversation, literature and cultural understanding.

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  Specific Competence(s): Use idiomatic expressions in speech.
3.0. Learning Activities:

Activity 1: Discussing idiomatic expressions

 Provide idiomatic expressions and ask learners to guess their meanings.

- break the ice
- hit the nail on the head
- it’s raining cats and dogs
- an egghead
- get on one’s nerves
 Reveal the meanings and explain what idiomatic expressions are and emphasise that
understanding them makes language more natural and engaging.
Example:
Break the ice
Meaning: Initiate a conversation or activity that helps people feel more comfortable,
especially in a social setting where there might be awkwardness or tension.
 Discuss how context can help uncover figurative language.
Example:
If someone says, “She spilled the beans” during a conversation about a planned surprise
party, context helps us understand that she revealed a secret, not actually dropped beans

Activity 2: Interpreting and using idiomatic expressions.

 Provide learners with idiomatic expressions and ask them to interpret.

Example
Idiom Meaning
Read between the lines Simple and very easy to do.
Jump on the bandwagon To start something with great enthusiasm and energy.
Keep your chin up To understand the hidden meaning behind something that is not directly

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 stated
Piece of cake To stay positive and optimistic even in tough situations.
Hit the ground running To join others in doing something popular or trending.

 Learners match the idiomatic expressions to their corresponding meaning.

 Clarify misconceptions about idioms to the learners.
- Do not take the literal meaning
- Consider context used
- Do not use them anyhow
- Idioms are not universal across languages; they are language specific.

Activity 3: Researching on idiomatic expressions used in the local community

 Ask learners to collect idiomatic expressions used in their community.

 Learners discuss the idioms collected from their community for presentation.
 Learners make presentations and explanations of the idiomatic expressions they have
researched on in the groups.
 Learners develop lists of idiomatic expression used in their local community.
 Clarify on any misconceptions about the presentations made.

Activity 4: Constructing sentences using idiomatic expressions orally.

 Ask learners to construct sentences using idiomatic expressions.

Examples:
1. He kicked the bucket just days before his retirement party.
2. She now calls the shots about who she talks to and when.

Suggested Teaching and Learning Materials

 Worksheets with idiomatic expressions

 Tables with idiomatic expressions

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  Short passage with idiomatic expressions
4.0. Expected Standard: Idiomatic expressions used in speech appropriately.

ASSESSMENT
Homework:
 Provide individual learners with short passages with idiomatic expressions and ask
them to interpret them for the next class.
 Ask learners to find five new idiomatic expressions and bring them to the next
class.
 Provide learners with idiomatic expressions and interpretations and ask learners to
match them.
 Learners match idiomatic expressions with the interpretations.

SUMMARY

 An idiom is a phrase or expression with a figurative meaning that is not

immediately obvious from its literal words.
 Using idioms effectively can make conversations more engaging, expressive and
natural.
 This topic introduced idiomatic expressions, explored some common idioms and
highlighted their importance in daily conversation.

TOPIC TITLE: READING COMPREHENSION

1.0 INTRODUCTION

 Overview: Comprehension is a process of active engagement that leads to accurate

understanding and interpretation of what is heard or read. The importance of
comprehension lies in its application to real-life situations such as understanding
instructions, engaging in conversations, and interpreting information. Learners will read

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 passages, extract main ideas, and engage in discussions to enhance their understanding.
This topic introduces learners to the basic skills of comprehension, focusing on reading
comprehension.
 General Competence(s):
- Creativity and innovation:
 Ask thoughtful questions; justify one’s reason and procedures
- Communication:
 Express oneself (spoken and written) clearly and effectively;
effectively share one’s thoughts and emotions and understand
others
- Critical thinking: Analyse texts to improve the ability to understand
 Hook: Did you know that success in reading is largely influenced by our
reading practice?

KEY TERMS /WORDS/VOCABULARY:

 Comprehension: the ability to read and understand
 Extensive reading: reading a variety of texts for pleasure.
 Plot: sequence of related events in a story
 Setting: place, time, lifestyle and weather depicted in a story
 Theme: Central idea in a story that reader wants to convey
 Characterisation: the process of painting a verbal picture on characters
directly and indirectly

2.0. SUB-TOPIC: EXTENSIVE READING

 INTRODUCTION
Extensive reading can be defined as reading done for pleasure or gaining general
understanding by focusing on a large volume of materials. The goal of extensive
reading is to expose learners to a wide range of texts, vocabulary, and sentence
structures in a natural context helping to improve reading fluency, language learning,
and overall confidence. To achieve the objective of extensive reading a rich collection
of books is needed both at home and at school.
 Specific Competence(s): Read a variety of texts extensively
3.0. Learning Activities:

Activity 1: Discussing reading mannerisms

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 Divide learners into groups and ask them to discuss adverse reading mannerisms (avoid
head movement, verbalising, whispering, finger or pen pointing of words)

Activity 2: Reading for enjoyment or information

 Ask learners to select books of choice from a collection and read.

Passage 1
A young woman named Tasha struggled silently for
years with anxiety and depression. She was known for
her bubbly personality, but beneath the surface, she
battled feelings of emptiness and overwhelming self-
doubt. After years of trying to manage on her own, she
reached her breaking point. One day, she confided in a
close friend, who encouraged her to seek help.
Taking that step wasn’t easy, but Tasha eventually
found support in therapy and began to explore
mindfulness practices. Her journey was not a quick one;
it took time, patience, and self-compassion. Little by
little, she learned to process her emotions and recognise
her triggers. Tasha also discovered the healing power of
creativity, channelling her thoughts into painting and
writing.
Her story reminds us that mental health struggles do not
define a person. Seeking help is a sign of strength, and
recovery is unique to each individual. It is important to
foster understanding, break the stigma, and create
spaces where people feel safe to share their struggles.

Passage 2
The Kingdom of Cheepa: A Tale of the Five Flames

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Once, in the heart of a lush and peaceful land, there lay
the Kingdom of Cheepa. Known for its beauty and
harmony, the kingdom was also governed by a
prophecy: “When the Five Flames of the heart are
extinguished, darkness will fall. Only one with strength,
kindness, and hope will reignite them to bring back the
light.”
The Five Flames represented important qualities that
helped people stay strong and connected: Courage,
Growth, Love, Power, and Hope. These flames were
kept alive on top of a great mountain by a group of
monks who dedicated their lives to protecting them. But
one day, a selfish and cruel warlord named Katenkana,
driven by anger and fear, extinguished the flames,
bringing sadness and despair to the kingdom. The sky
turned grey, the crops failed, and the people felt
hopeless.
In a quiet village lived Mutinta, a kind and caring
healer who helped anyone in need. Mutinta did not
know she was part of the prophecy, but she had a
special gift—a heart that was strong, even in the
toughest times. When Katenkana’s army attacked her
village, Mutinta stayed calm, helping the wounded and
comforting the scared. It was her courage and kindness
that caught the eye of Mulala, a mysterious stranger
who revealed himself as the last protector of the Five
Flames.
Mulala told Mutinta about the prophecy and asked her
to join him on a journey to rekindle the flames. Though
she was not sure she could succeed, Mutinta knew her
love for her people was stronger than her doubts.

74
Together, they set off to find the mountain where the
flames had once burned brightly.
The journey was difficult, testing Mutinta’s mind and
spirit. To reignite the Flame of Courage, she had to face
her own fears—memories of times when she had felt
weak and scared. For the Flame of Growth, she
travelled through the Forest of Time, where she
revisited painful moments of loss, but came out stronger
and wiser. Along the way, her connection with Mulala
grew into a deep friendship, and it was their shared love
that reignited the Flame of Love.
But the Flame of Power was the hardest challenge. As
Mutinta stood before it, she was tempted by the idea of
taking control of the kingdom, to make everything right
on her own. However, with her heart full of love and
understanding, chose instead to use her strength for the
good of others, knowing true power comes from helping,
not controlling.
Finally, they reached the Flame of Hope, but Mulala
had been captured by Katenkana. Mutinta was alone,
with the entire kingdom’s future resting on her. She felt
tired and sad, almost ready to give up. But then, she
remembered the people she had helped and how they
believed in her. Their courage and trust filled her heart
with hope. With this, she reignited the Flame of Hope,
bringing light back to the kingdom.
With the flames restored, Katenkana’s dark spell was
broken, and the kingdom began to heal. Mutinta was
celebrated as a hero, but she chose not to rule. Instead,
she continued her work as a healer, teaching others the
importance of kindness, self-care, and hope. Cheepa

75
 Kingdom flourished, inspired by Mutinta’s journey—a
reminder that with courage, growth, love, strength used
wisely, and a hopeful heart, even the darkest times
can be overcome.
(source: Unknown)

Questions while reading

 Encourage learners to interact with the text while reading.

- What is the protagonist fighting against?
- What do you think will happen at the end of the story?
- What emotions most dominate the main character?
- What was the conflict in the text?

Questions after reading

 Encourage learners to share their reading with others

- Which part of the plot did you enjoy the most?
- What is the setting of the story?
- What was the conflict in the story?

Activity 3: Discussing passage read

 Lead the discussion by asking questions about the stories and information read.
 Learners share by retelling stories or explaining the information read. (Stories could be
explained along themes, setting, plot, characters and characterisation and style)
Suggested Teaching and Learning materials:
 A collection of texts (newspapers, text books, magazines, novels, story books …)
 Exercise books for writing summaries
 Worksheets focused on specific skills
4.0. EXPECTED STANDARD: Variety of texts read extensively.

ASSESSMENT

76
  Ask Learners to continue reading a variety of texts and share their reading with the rest
of the class.
 Provide some more texts for learners to select from and ask them to read during their
free time and make summaries in readiness for sharing with whole class.

SUMMARY
 Extensive reading is regarded as reading a variety or large quantities of materials for
pleasure and information.
 Through reading widely, learners improve their ability to understand and interpret texts
more effectively.
 Exposure to varied language usage boosts confidence in both reading and speaking in
real life situations.

COMPOSITION
TOPIC: DIARY WRITING
1. INTRODUCTION

 Overview: Writing composition is about sharing your thoughts, ideas and stories in a
structured and creative way. It is not just about putting words together, but about
organising them to communicate effectively, entertain, inform or persuade. This topic
will explore diary writing.
 General Competence(s):

- Creativity and Innovation:

 Organise information and ideas
- Communication:
 Effectively share one’s thoughts and emotions and understand
others

 Hook: Have you ever had a moment when you wanted to capture your feelings,
thoughts, or experiences?

KEY TERMS /WORDS/VOCABULARY

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  Diary: a personal record where individuals write about their thoughts, feelings,
experiences, and daily events.
 Diary entry: a written record of personal thoughts, feelings, experiences, or events
from a specific day.
 Diary Writing: A personal and reflective activity used to record thoughts, feelings,
events, or experiences.

2.0. SUB-TOPIC: Introduction to Writing Diary Entries

 INTRODUCTION
Diary entries are a form of personal writing used to capture thoughts, feelings,
experiences, and daily events. A diary serves as a private space for self-expression and
reflection, often written in chronological order with dated entries. The diary helps
improve self-expression, emotional awareness and writing skills. Imagine reading your
diary years later and reliving your happiest moments, learning from your challenges, or
even laughing at your past self. This topic explores how a diary can become your new
best friend.
 Specific Competence(s): Write diary entries
3.0. Learning Activities:

Activity 1: Discussing the Diary.

 Ask learners if they know what a diary is and its use.

- A diary is a personal note book or journal where someone writes about
their thoughts, feelings and experiences.

 Ask them if they have ever kept a diary and what they think a diary is.
 Describe the diary and state its use and significance

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 Activity 2: Discussing the features of a diary
 Discuss the features with the class as follows:
- Date: the date when the entry is done (day, month, year).
- Salutation: this is the subject that the writer addresses his or her written
work to.
- In diary writing, the addressee is usually the diary.
- Main body: records what has been experienced or what needs to be
expressed. The main body can have several paragraphs depending on
what is being recorded.
- Conclusion: wraps up your reflections or thoughts for the day
- Personal tone: the writing is informal and reflective often resembling a
conversation with oneself.
- Chronological order: entries are typically recorded in the order in which
they happened.
- Descriptive language: often used to vividly capture experiences and
emotions
- Honesty and Authenticity: authentic expressions allowing individuals to
be true to themselves.
- Language and style: language used is usually casual and conversational,
without concern for grammar or structure.
- Confidentiality: a private space where one can freely express thoughts
and emotions without judgement.

Activity 3: Practising the recording of significant/memorable events or

experiences based on given notes.
 Ask learners to make entries of the activities of the week in their personal diaries.
A Day in My Life
Instructions:
a. Choose a week: select a week from the past month or a memorable week.
b. Write diary entries: write descriptive and reflective diary entries about the
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chosen week.
Include:
- What happened
- How you felt
- What you learned
- Any challenges or successes
Response
Monday, 1st April 2025
Dear Diary,
Today was such an eventful day! It started out pretty
ordinary, but everything changed when I got an unexpected
call from my best friend. She told me about a surprise
picnic she planned at the park, and of course, I couldn’t
say no.
The weather was perfect—clear skies, warm sun, and a
gentle breeze. We had so much fun chatting and laughing
over sandwiches and juice. At one point, I just sat there,
soaking in the moment, feeling so grateful for friends and
little adventures like this.
On the way back home, I couldn’t stop thinking about how
these simple moments make life special. I hope tomorrow
brings more surprises, big or small!
Goodnight, Diary.
Me.
 Ask learners to share their diary entries if they are comfortable with
it.
Suggested Teaching and Learning Materials:

 Worksheets with examples of diary entries (real or fiction)

 Blank notebooks or writing paper
 Prompts for diary writing

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  EXPECTED STANDARD: Diary entries written correctly

ASSESSMENT
Homework
 Learners write a diary entry for the next few days and reflect on how it feels to maintain
a diary.

SUMMARY
 Diary entries are a form of personal writing used to capture thoughts, feelings,
experiences, and daily events in real life.
 It serves as a private space for self-expression and reflection, often written in
chronological order with dated entries.
 It helps improve self-expression, emotional awareness and writing skills.

STRUCTURE
TOPIC: THE GERUND AND THE PRESENT PARTICIPLE
1. INTRODUCTION

 Overview: The Gerund and the Present Participle look identical but they have different
grammatical functions. It is their identical nature that brings about confusion. This topic
therefore, describes the gerund and the present participle, distinguishing them and
discussing their functions.
 General Competence(s):

- Communication:
 Express oneself (spoken and written) clearly and effectively.
 Use appropriate language (verbal and non-verbal) in different
situations.

 Hook: Did you know that forms of the same verb can mean two different things?

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 KEY TERMS /WORDS/VOCABULARY

 Gerund: a verb form that ends in –ing and functions as a noun in a sentence.
 Participle: form of a verb that is used as an adjective to describe or modify
nouns or pronouns.
 Present participle: form of a verb that ends in –ing and is used to describe or
modify nouns or pronouns
 Adjective: a word that describes or modifies a noun or pronoun, giving more
information about its qualities, quantity, or characteristics.
 Noun: a word that identifies a person, place, thing, idea, or concept.

2.0. SUB-TOPIC: Difference between Gerunds and Present Participles

INTRODUCTION
Gerunds and participles, though both derive from verbs and ending in -ing, have distinct
grammatical functions. Gerunds function as nouns while participles function as adjectives or
part of a verb tense. This topic describes the gerund and the present participle and shows their
functions in sentences.
 Specific Competence(s): Use gerunds and present participles in sentences.
[Link] Activities:

Activity 1: Discussing the difference between gerunds and present participles.

 Provide two sentences: one on gerunds and another on participles.

Examples:
Playing for a team is an honour. (Gerund)
He likes playing for the team. (Present participle)
 Ask learners to differentiate the meaning between the two sentences.
 Explain the difference between gerunds and participles.
 Explain functions of gerunds and participles.

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 - a gerund is that form of the verb which ends in –ing, and functions as a noun in
a sentence.
- It is the continuous form (-ing) of verb which works as a noun in a sentence.
Examples: Gerunds
i. Teaching is an interesting career. (subject of the verb)
ii. I love teaching. (object of the verb)
iii. He is passionate about teaching. (object of the preposition about).
iv. My passion is teaching. (subject complement).
v. Your teaching is amazing. (object of the possessive adjective your).
 Explain that the Present Participle is the form of a verb which ends in –ing and
functions as an adjective in a sentence.

Examples: Present participles

i. A charming lady gave me a lift. (adjective attributively used, modifying the noun lady).
ii. Passengers saw the burning train. (adjective modifying the noun train).
iii. The lesson was exciting. (adjective (subject complement) modifying the noun lesson).
iv. The driver kept me waiting. (adjective predicatively used, modifying the object)
 Explain that since a participle is a verb-adjective, it must be attached to a noun or
pronoun.

Example:

Entering the room, I found a doctor waiting for me. (adjective, referring to I)

Arriving late, Mary sat in the back row. (adjective, referring to Mary).

Activity 2: Constructing sentences using gerunds and present participles

 Ask learners to construct sentences using gerunds and present participles.

 Learners in pairs construct sentences and ask each other whether the verb + -ing used in
the constructed sentence is a gerund or a present participle.

83
  Ask learners to share their pair work to the rest of the class.
 Clarify any misconceptions about gerunds and the Present participle.

Example:
Fridah: Singing is a noble career. (Gerund or Present Participle?)
Handili: Jumping high, Museshyo hit his head against the ceiling. (Gerund or Present
Participle?)
Nora: Will you help me set up the baking pans, Precious? (Gerund or Present
Participle?)
Precious: Chibwika likes baking. (Gerund or Present Participle?)
Suggested Teaching and Learning Materials:
 Worksheets with expressions on gerunds and participles.
 Dialogue with expression on gerunds and participles.
 Think-Pair-Share
 Word cards

Expected Standard: Gerunds and Present Participles used in sentences correctly.

ASSESSMENT

 Learners identify gerunds and present participles in sentences.

 Learners use gerunds and present participles in dialogue.
 Learners construct sentences using gerunds or present participles.

SUMMARY
 Gerunds and participles, though both derive from verbs and ending in -ing, have
distinct grammatical functions.
 Gerunds function as nouns while participles function as adjectives or part of a verb
tense.
 Gerunds function as nouns in sentences while present participles function as
adjectives.

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STRUCTURE
TOPIC: SENSE RELATIONS
1.0. INTRODUCTION

 Overview: Sense relations in grammar refer to the relationships between words based
on their meanings. These sense relationships are important because they help us
understand how words interact within a language’s semantic system.
 General Competence(s):

- Creativity and Innovation:

 Understand connections between seemingly unrelated subject
matter
- Communication:
 Express oneself (spoken and written) clearly and effectively.

 Hook: Did you know that words relate to each other in different ways?

KEY TERMS /WORDS/VOCABULARY

 Sense relation: the relationships between words based on their meanings.

 Synonymy: the relationship between words with the same or nearly the same
meaning.
 Antonymy: relationship between words with opposite meanings.
 Homophones: words that sound the same but have different meanings and
spellings.
 Homonyms: words that share the same spelling and pronunciation but different
meaning.
 Synonym: a word whose meaning is the same as another.
 Antonym: a word which the opposite meaning of another word.

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2.0. SUB-TOPIC 1: Synonyms and Antonyms

INTRODUCTION

Words are the building blocks of language and understanding their relationship helps
communicate more effectively. Synonyms and antonyms are two key components of word
relations. By mastering synonyms and antonyms, we expand our vocabulary and enhance our
ability to convey emotions ideas and perspectives. This topic discusses synonyms and
antonyms and how they could be appropriately used in different contexts.

Specific Competence(s): Use synonyms and antonyms

3.0. Learning Activities:

Activity 1: Discussing synonyms and antonyms

 Discuss synonyms and antonyms:

- synonym is a word or a phrase that has the same or very similar meaning
to another word or phrase.
Example:
Fast – quick
Big - huge
- antonym is a word that has the opposite meaning of another word.
Example:
happy - sad
hot - cold.

Activity 2: Supplying synonyms and antonyms to given words

 Divide learners into groups and give them a table or worksheet with words.
Example:

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 Word Synonym Antonym
Little Small Big/Large
Hot
Happy
Loud
Fast
Kind
Clean

 Ask learners to supply synonyms or antonyms to given words.

 Ask group representatives to present their work to the class.
 Clarify any misconceptions about synonyms and antonyms.
Practice
Fridah: This house is big. Supply the synonym, Handili.
Handili: This house is (massive enormous, huge, large).
Nora: The baby has small hands. Supply the synonym, Precious.
Precious: The baby has (tiny, little, petite) hands.
Siaciwena: This examination is easy. Supply the antonym, Nawa.
Nawa: This examination is (difficult, hard, challenging).
Lazalo: Supply the antonym of strong, Estella.
Estella: The antonym of strong is (weak, or frail or fragile).
Suggested Teaching and Learning Materials:
 Worksheets with synonyms and antonyms
 Table with synonyms and antonyms
 Chart with dialogue with synonyms and antonyms
 Quiz on synonyms and antonyms
 Expected Standard: Synonyms and antonyms used correctly

ASSESSMENT
 Learners identify synonyms and antonyms and write the activity in their books.
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  Learners to fill in tables or supply synonyms and antonyms.

SUMMARY
 Synonyms and antonyms are two key components of word relations.
 Mastering synonyms and antonyms helps expand vocabulary and enhance ability to
convey emotions, ideas and perspectives.
 Synonyms and antonyms are important in understanding language in real life
situations.

SUB-TOPIC 2: Homonyms and Homophones

[Link]
Some words look or sound the same but have different meanings or uses. These are known as
homonyms and homophones, and they play an important role in both spoken and written
communication. Homonyms are words that share the same spelling or pronunciation but have
different meanings, while homophones are words that sound alike but are spelled differently
and also have different meanings. Learning to recognise and use these types of words correctly
helps improve clarity, avoid confusion, and enhance overall language skills. This topic will
focus on understanding homonyms and homophones and how to use them accurately in
everyday language.
 Specific Competence(s): Use Homonyms and Homophones
[Link] Activities:

Activity 1: Discussing Homonyms and Homophones

 Discuss homonyms and homophones:

- Homonyms are words that are spelled and pronounced the same, but
have different meanings.

Example:

bank as in riverbank vs. bank as in financial institution.

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refuse as in refusing to do something vs. refuse as in garbage.

 Homophones are words that sound the same but have different spellings and meanings.
Example:
flower and flour
bare and bear

Activity 2: Identifying different meanings of Homonyms and Homophones in

different contexts.

 Divide learners into groups and give them worksheets with different homonyms and
homophones
 Ask learners to provide meanings of the given homonyms and homophones.
 Learners identify meanings of given homonyms and homophones
Examples:

Homonyms

right (correct) vs. right (direction)

well (health) vs. well (water source)
watch (a time piece) vs. watch (to observe)
water (watering the garden) vs. water (liquid)

Homophones
stair/stare:
Stair: a single step in a staircase.
Stare: to look fixedly at something
Week/weak:
Week: any period of seven consecutive days.
Weak: lacking physical strength
See/sea:
See: to perceive or detect something with eyes
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 Sea: a large body of water

 Ask learners to present their work before the class.

 Ask learners to work in pairs and further identify meanings of given homonyms.
 Pairs give each other homonyms for meaning identification.
Example:
(scale (for weighing) and scale (for fish)
match (lighting match) and match (soccer match)
ring (circular piece of jewellery) and ring (sound of bell or phone)
seal (a marine animal) and seal (to close tightly).

Activity 3: Distinguishing meanings of given homophones

 Ask learners to distinguish meanings of given homophones using appropriate situations.

 Learners construct sentences to distinguish meanings of given homophones.
 Ask learners to share their work to the class.
1. She is wearing a _______(blue/blew) dress.
2. I will _______(mail/male) the letter tomorrow.
3. It is considered rude to_______(stare/stair) at people.
4. I asked for a ________(plain/plane) paper.
5. That beautiful dress is on_______(sale/sail)

Suggested Teaching and learning materials:

 Flashcards/printed cards for matching games

 Worksheets with words (homonyms and homophones)

[Link] Standard: Homonyms and Homophones used correctly.

ASSESSMENT
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  Learners identify meanings of homonyms and homophones.
 Leaners make charts for homonyms and homophones as homework.

SUMMARY
 Homonyms are words that share the same spelling or pronunciation but have
different meanings, while homophones are words that sound alike but are spelled
differently and also have different meanings.
 Learning to recognise and use these types of words correctly helps improve clarity,
avoid confusion, and enhance overall language skills.
 Homonyms and Homophones are important in real life situations as they help in
making communication clear and precise.

SUMMARY WRITING
TOPIC: SUMMARY

1.0. INTRODUCTION
 Overview: Summarising is a skill that is required for one purpose or another. A
summary is a brief and concise explanation or account of the main ideas or essential
points of a large text or event. A summary focuses on capturing the core meaning while
omitting unnecessary details, making it easier to understand the gist of the content.
 General Competence(s):
- Analytical Thinking:
 Grasp and breakdown information and effectively share with
others.
- Communication:
 Express oneself (spoken and written) clearly and effectively.
- Critical Thinking:
 Analyse texts to improve the ability to understand.
Hook: Have you ever read a long piece of writing but only remembered the key points.

KEY TERMS /WORDS/VOCABULARY

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 - Main idea: the central point or overall theme of the text that the summary focuses on.
- Paraphrasing: restating information in your own words while retaining the original
meaning
- Conciseness: the skill of expressing ideas briefly and without unnecessary words
- Key Points: specific pieces of information that are vital to understanding the text.
- Clarity: ensuring the summary is easy to understand and presents ideas logically
- Omission: removing less important information to keep the summary focused
- Context: maintaining the original meaning and tone while summarising the content

2.0. SUB-TOPIC: Tabulation Skills

INTRODUCTION
In order to focus on the most relevant information without unnecessary information,
data is better saved in tables. To do this requires that one has tabulation skills.
Tabulation skills play a significant role in summary writing as they help organise
information systematically. This topic explores tabulation skills and their significance
in data presentation.
 Specific Competence(s): Apply Tabulation skills
3.0. Learning Activities:

Activity 1: Interpreting given tables, charts, diagrams and graphs

 Ask learners why organising information is important in daily life
example: in school, business, research.
 Introduce tabulation as a method of organising information into rows and columns for
clarity and analysis.
 Pair learners and ask them to discuss how they make data easy to understand.
Example: a list of learners’ names and grades, class timetable

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 Distribution of Learners by Form

Form Four 10 %

Form Two Form One [VALUE]%

[VALUE]%

Form Three
[VALUE]%

 Provide pairs with pre-made tables containing information

Examples: sales figures, survey responses.
 Ask learners questions to interpret the tables, such as finding the totals, or comparisons.
 Discuss what makes tables easy or difficult to understand.

Activity 2: Writing summaries using information from tables, charts, diagrams

and graphs.

 Provide learners with tables, charts, diagrams and graphs and ask them to write
summaries from the given tables.
 In pairs, learners extract information from the given tables and make summaries.
 Learners share their work with class in form of presentations.
 Discuss strengths and areas for improvement in the summaries presented.

Sample Passage
A survey was conducted among 100 learners to understand their
favourite leisure activities. The results revealed that 40 learners
preferred reading books, 30 enjoyed watching movies, 20 loved playing
sports, and 10 chose painting. Interestingly, it was also noted that most
leaners who enjoyed reading books tended to spend more than 5 hours
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 per week on the activity, whereas movie lovers typically spent around 3
hours weekly.
Sample Summary
A survey of 100 learners showed that the most popular leisure activity
was reading (40%), followed by watching movies (30%), playing
sports (20%), and painting (10%). Reading enthusiasts spent over 5
hours weekly on their hobby, while movie watchers averaged 3 hours
per week.
Tabulated Information
Activity Number of learners Percentage Time Spent Weekly
Reading Books 40 40% More than 5 hours
Watching Movies 30 30% Around 3 hours
Playing Sports 20 20% -
Painting 10 10% -

Activity 3: Completing tables, charts, diagrams and graphs using information

from a passage

 Provide summary texts and charts to learners and divide them into groups.
 Ask learners to create tables and organise data, ensuring they include headings, labels
and clearing formatting.
 Each group displays their completed tables for the whole class to see.
 Discuss group work to identify strengths and areas for improvement in the table
structure and clarity.

Individual Work:

 Distribute summary passages to individual learners and ask them to summarise and
there after tabulate the summarised information in their books.

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 Summary Passage
Mental health is a vital aspect of overall well-being that
impacts how individuals think, feel, and behave in daily
life. According to a recent study, 1 in 5 adults worldwide
experience mental health challenges, with anxiety
disorders and depression being the most prevalent
conditions. Factors contributing to poor mental health
include stress, lack of social support, financial struggles,
and genetic predispositions.
The study also emphasized the importance of early
intervention and access to mental health resources.
Programs such as therapy, counseling, and mindfulness
practices have been shown to significantly improve mental
health outcomes. Additionally, creating awareness about
mental health can reduce stigma and encourage
individuals to seek help.
Globally, mental health initiatives are gaining momentum,
with governments and organizations advocating for better
policies, funding, and community outreach programs.
However, there remains a gap in accessibility, especially in
developing countries, where only 30% of those in need
have access to treatment.
Common mental health Causes
problems
1. 1.
2. 2.

 Learners read the passage at individual level, summarise and tabulate the summarised
information.
 Check individual tabulation skills and make comments.
 Display sample summary and tabulated information for learners to see.

95
Suggested Teaching and Learning Materials

 Worksheets with sample data sets

 Chart or digital tools like excel sheets.
 Samples of pre-made tables containing data.
 Summary passages/texts
4.0. Expected Standard: Tabulation skills applied correctly.

Assessment

 Ask individual learners to create a table using data from daily activities (e.g. smart
phone usage habits)
 Homework
Smartphone Usage Habits
A research study on smartphone usage habits revealed that
among 200 participants, 80 used smartphones for social
media, 50 for gaming, 40 for online learning, and 30 for
shopping. The study also found that social media users
spent the most time—an average of 4 hours daily—on their
phones, while online learners spent around 2 hours.
Gamers and shoppers averaged 3 hours each per day.

SUMMARY
 Emphasise the importance, purpose and process of tabulation
 Learners discuss when tabulation might be useful in real-life situations such as
budgeting or planning an activity.

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REFERENCES
Akombo, S., Karanja, B., Njoroge, L. & Mukunga, M. (2013). K.C.S.E. Golden Tips English
(2nd Ed). Kampala: Moran Publishers.
Curriculum Development Centre (1990). English 8 Pupil’s Book 2. Lusaka: ZEPH.

Elle MacArthur Foundation. 2019 completing picture: How the circular Economy Tackles
Climate Change

Felicity O. M. M. (2010). English Idioms in Use. UK: Cambridge University Press.

Fitikides, T. J. (2002). Common Mistakes in English with Exercises (6th Ed.). Malaysia:
Pearson Education Ltd.
Glencoe (2000). Grammar and Composition Handbook, High School 1. USA: McGraw-Hall.

Gunning, T.G. (2020). Creating Literacy Instruction for All Students. (10th ed.). Boston:
Pearson Education Inc.
Honig, B., Diamon, L. and Gutlohn, L. (2019). Teaching Reading Source Book. (3rd ed.)
California: Davidson of Academic Therapy Publication
Hurford, J. R., Heasley, B., Smith, M. B. (2007). Semantics A Coursebook (2nd Ed.). New
York: Cambridge University Press.

Individuals with Disabilities Education Act (IDEA). (2004).

Intergovernmental panel on climate change 2013

Section 504 of the Rehabilitation Act. (1973).

Strong, W. & Lester, M. (1997). Writer’s Choice: Grammar and Composition. USA: McGraw-
Hall

UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs
Education.

World health Organisation 2018 air pollution

Wren, P.C. and Martin, H. (2008). High School English Grammar and Composition. New
Delhi: S. Chand & Company Pvt. Ltd.
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APPENDIX 1: SUGGESTED ANSWERS TO INTENSIVE READING PASSAGES
Theme: Environmental Health (Module Two)
Comprehension Answers:
1. B
2. C
3. B
4.
a. dumbing/dumbed
b. discharge
c. carbon dioxide
d. pesticides
5. B
6. C
7. C
8.
a. True
b. True
c. False
d. True
e. True
9.
i. Cars and other machines are made differently so as to discharge less smoke.
ii. Laws that prohibit factories from discharging a lot of smoke.

Theme: Digital media Literacy (Module Two)

Comprehension Answers:
1. C
2. D
3. B
4. B
5. D
6. C
7. C
8.
i. Helps people to get jobs done and work faster.
ii. Helps business owners to sell products to people in other places.
9.
- Give low cost internet.
- Teaching programmes and…
- Better digital tools.
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Theme: Inclusive Education. (Module Three)
Comprehension Answers:
1. B
2. C
3. Teachers can create a welcoming and supportive learning environment by using
inclusive language, providing opportunities for student choice and autonomy, and
incorporating diverse perspectives and materials into the curriculum.
4. Assistive technology can be used to support students with disabilities by providing text-
to-speech software, speech-to-text software, and other tools that help students access
and engage with the curriculum.
5. Inclusive education can benefit students with and without disabilities by promoting
diversity, equity, and social justice, and by providing opportunities for students to
develop empathy, understanding, and relationships with peers from diverse
backgrounds.

Theme: Life Skills

Comprehension Answers:
1. D
2. C
3. B
4.
- People
- Literacy
- Cost
- Bills
5. B
6. B
7. C

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APPENDIX 2: LESSON PLAN
LESSON PLAN
SCHOOL: Mumpulumba Secondary School
NAME OF TEACHER: Museshyo DATE: 22/ 05/ 2025
CLASS: Form 1 B DURATION: 80 Minutes
TIME: 08:10-09:30 TOTAL NO. OF PUPILS: 43
SUBJECT: English Language
TOPIC: 1.3.3 DESCRIPTIVE WRITING
SUB-TOPIC: [Link] Describing a person, an animal or an object
GENERAL COMPETENCE(S): Critical thinking, Collaboration, Creativity Innovation, and
Communication
SPECIFIC COMPETENCES: [Link].1 Write a description of an object.
RATIONALE: This lesson is on Descriptive Writing and is particularly focused on describing
an object. Through brainstorming, exploration, and collaboration, learners will acquire a skill
of describing different objects correctly.
PRIOR KNOWLEDGE: Parts of speech; Nouns, adjectives, adverbs, figures of speech.
REFERENCES:
2024 English Language Secondary Education Ordinary Level Syllabus-Form 1-4
page….
 2025 English Language Form 1-4 Teaching Module page….
 Senior Secondary English Composition and Summary, Lazalo Sinkala
LEARNING ENVIRONMENT
Natural environment: Outside the classroom (school yard/community)
Artificial environment: Classroom, pens, books, desks)
Technological environment: Projector, Laptop.
TEACHING AND LEARNING MATERIALS/RESOURCES.
 Model descriptive text
 Visual objects such as a money, cell phone, ATM card, mobile money booth
 Chart showing descriptive words

EXPECTED STANDARD: Description of an object written correctly.

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LESSON PROGRESSION:
STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
INTRODUCTION  Ask learners how Describing a K100 note. Descriptive writing
5 Minutes they would explained correctly
describe a K100
note to a friend
from a foreign
country?

LESSON  Give out model Activity 1: Model

DEVELOPMENT descriptive Reading the model descriptions of an
35 Minutes passage of an description of an object. object read by all
object (ATM card, learners
Mobile money accordingly.
booth, desk…)
 Explain that Listen and take notes
descriptive
writing uses
sensory details,
adjectives and
clear structure.
Group learners and ask Activity 2: Features of descriptive
them to discuss features Discussing features of composition of an
of descriptive descriptive composition object discussed
composition (refer to the of an object. accordingly.
model description in the Features
module) Name of object, size,
colour, shape, material,
texture, weight, use or
purpose, condition of
object…

Explain appropriate Activity 3: Descriptive language

language used to describe Analysing appropriate used on an object
an object: descriptive language analysed.
used on an object.
Adjectives, nouns, verbs,
adverbs, sensory words. Take notes

Give group activity.

Use appropriate
language in describing
an object in groups
(activity in module).
EXERCISE Task learners to compose Activity 4: Descriptive
40 Minutes description of Compose descriptive compositions on the
Mumpulumba school. compositions on the school composed
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 school. accordingly.

HOMEWORK Task individual learnersIndividually, compose Descriptions of an

to compose descriptions descriptions of an object object written
of objects using
using appropriate correctly.
appropriate language. language.
CONCLUSION Ask learners what
To describe entails using Description of an
10 Minutes descriptive writing is and
words to give a clear and object written
the appropriate languagedetailed picture of its correctly.
used. appearance, texture, size,
shape, colour, and other
Emphasise the use of features.
appropriate language in Use appropriate
descriptive writing. language to describe.

LESSON EVALUATION:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………

102