DOYEN PUBLISHERS

PRIMARY SCHOOL
TEACHING & GUIDE NOTES

GRADE 5
ENGLISH
0780802443

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doyenpublishers@gmail.com
 First published 2026

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Table of Contents
NATIONAL GOALS OF EDUCATION IN KENYA ..................................................................................................... 7
LEARNING OUTCOMES FOR PRIMARY SCHOOL ............................................................................................... 9
ESSENCE STATEMENT ............................................................................................................................................... 10
SUBJECT GENERAL LEARNING OUTCOMES ..................................................................................................... 11
1. CHILD RIGHTS AND RESPONSIBILITIES ............................................................................................................. 12
1.1. Vocabulary related to child rights and responsibilities......................................................................................... 12
1.2. Using appropriate words, phrases and expressions .............................................................................................. 12
1.3. Sounds /ʌ/ and /ɑː ..................................................................................................................................................... 13
1.4. Use of reference materials when reading a text ..................................................................................................... 14
1.5. Listening for the main idea and specific details .................................................................................................... 14
1.6. Searching for a word in a dictionary ...................................................................................................................... 14
1.7. Demonstrative determiners ..................................................................................................................................... 15
1.8. Filling in forms ......................................................................................................................................................... 15
2. NATIONAL CELEBRATIONS ..................................................................................................................................... 17
2.1. Vocabulary related to national celebrations .......................................................................................................... 17
2.2. Sounds /p/ and /b/ ..................................................................................................................................................... 18
2.3. Using appropriate words, phrases and expressions .............................................................................................. 18
2.4. Interpreting a speaker’s feelings and emotions using non-verbal cues ............................................................... 19
2.5. Identifying characters, places and events in a story ............................................................................................. 19
2.6. Predicting events in a text ....................................................................................................................................... 19
2.7. Collective nouns ....................................................................................................................................................... 20
2.8. Reflexive pronouns ................................................................................................................................................... 20
2.9. Writing open-ended compositions .......................................................................................................................... 21
3. ETIQUETTE: TABLE MANNERS .............................................................................................................................. 22
3.1. Vocabulary related to etiquette and table manners .............................................................................................. 22
3.2. Polite words, phrases and expressions ................................................................................................................... 23
3.3. The sound /ɔɪ/............................................................................................................................................................ 23
3.4. Using appropriate words, phrases and expressions .............................................................................................. 23
3.5. Scanning and skimming texts for new words and information............................................................................ 24
3.6. Use of ‘too…to’ and ‘too…for’ ............................................................................................................................... 24
3.7. Use of must and should ............................................................................................................................................ 25
3.8. Joined/ cursive handwriting .................................................................................................................................... 25
3.9. Writing legibly and neatly ....................................................................................................................................... 26
4. ROAD ACCIDENTS: PREVENTION.......................................................................................................................... 27
4.1. Vocabulary related to road accidents and prevention .......................................................................................... 27
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 4.2. Word stress ............................................................................................................................................................... 28
4.3. Using appropriate words, phrases and expressions .............................................................................................. 28
4.4. Visuals ....................................................................................................................................................................... 29
4.5. Personal pronouns.................................................................................................................................................... 29
4.6. Possessive pronouns ................................................................................................................................................. 30
4.7. Replying to a friendly letter .................................................................................................................................... 30
5. TRADITIONAL FOODS ............................................................................................................................................... 32
5.1. Vocabulary related to traditional foods.................................................................................................................. 32
5.2. The sound /e/ ............................................................................................................................................................. 33
5.3. Displaying different emotions and feelings during an oral presentation ............................................................ 33
5.4. Using appropriate words, phrases and expressions .............................................................................................. 33
5.5. Fiction and non-fiction reading materials.............................................................................................................. 34
5.6. Selecting relevant reading materials from a collection of books .......................................................................... 34
5.7. Reading fluency ........................................................................................................................................................ 34
5.8. Comparatives and superlatives of regular adjectives ........................................................................................... 35
5.9. Comparatives and superlatives of irregular adjectives ........................................................................................ 36
5.10. Order of adjectives ................................................................................................................................................. 36
5.11. Writing a narrative composition ........................................................................................................................... 36
6. JOBS AND OCCUPATIONS ......................................................................................................................................... 38
6.1. Vocabulary related to jobs and occupations .......................................................................................................... 38
6.2. Sounds /f/ and /v/ ...................................................................................................................................................... 39
6.3. Intonation in statements and questions .................................................................................................................. 39
6.4. Using appropriate words, phrases and expressions .............................................................................................. 39
6.5. Using contextual clues to infer the meaning of words........................................................................................... 40
6.6. Determiners: Quantifiers ........................................................................................................................................ 40
6.7. Writing: Pictorial composition................................................................................................................................ 41
7. LEARNING THROUGH TECHNOLOGY ................................................................................................................. 42
7.1. Vocabulary related to learning through technology .............................................................................................. 42
7.2. Sounds /ɪə/ and /eɪ/ ................................................................................................................................................... 42
7.3. Listening interactively for effective communication ............................................................................................. 43
7.4. Using appropriate words, phrases and expressions .............................................................................................. 43
7.5. Reading for information .......................................................................................................................................... 44
7.6. Reading for pleasure ................................................................................................................................................ 44
7.7. Future time using will/shall ..................................................................................................................................... 44
7.8. Commas (,) ................................................................................................................................................................ 45
7.9. Double quotation marks (“ ”) ................................................................................................................................. 45
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8. THE FARM: CASH CROPS.......................................................................................................................................... 47
8.1. Vocabulary related to the farm and cash crops ..................................................................................................... 47
8.2. Sounds /k/ and /g/ ..................................................................................................................................................... 48
8.3. Using appropriate words, phrases and expressions .............................................................................................. 48
8.4. Reading fluently ....................................................................................................................................................... 48
8.5. Use of double imperatives........................................................................................................................................ 49
8.6. Question tags with the verb ‘to be’ ......................................................................................................................... 49
8.7. Writing a narrative composition............................................................................................................................. 50
8.8. Similes and proverbs ................................................................................................................................................ 50
9. COMMUNICABLE DISEASES .................................................................................................................................... 51
9.1. Vocabulary on communicable diseases .................................................................................................................. 51
9.2. The sound /h/ ............................................................................................................................................................ 52
9.3. Using appropriate words, phrases and expressions .............................................................................................. 52
9.4. Summarising the main points in a text................................................................................................................... 52
9.5. Focusing on detail when reading a text .................................................................................................................. 53
9.6. Adverbs of manner, time, place and frequency ..................................................................................................... 53
9.7. Use of could and would ............................................................................................................................................ 54
9.8. Use of ‘How many’ with could and would ............................................................................................................. 54
9.9. Apostrophe (’) ........................................................................................................................................................... 54
9.10. Exclamation mark (!) ............................................................................................................................................. 55
10. LEISURE TIME ACTIVITIES ................................................................................................................................... 56
10.1. Vocabulary related to leisure time activities ........................................................................................................ 56
10.2. Sounds /s/ and /z/ .................................................................................................................................................... 56
10.3. Using appropriate words, phrases and expressions ............................................................................................ 57
10.4. Interrupting politely during a conversation ........................................................................................................ 57
10.5. Responding to direct and inferential questions from a text ............................................................................... 57
10.6. Conjunctions ........................................................................................................................................................... 58
10.7. Descriptive composition ......................................................................................................................................... 58
11. SPORTS: APPRECIATING TALENTS...................................................................................................................... 60
11.1. Vocabulary on sports and appreciating talents.................................................................................................... 60
11.2. The sound /aɪ/.......................................................................................................................................................... 60
11.3. Using appropriate words, phrases and expressions ............................................................................................ 61
11.4. Listening fluency .................................................................................................................................................... 61
11.5. Relating ideas in the text to personal experiences ............................................................................................... 61
11.6. Creating mental images from the events, characters or places in a text ........................................................... 61
11.7. Use of interrogatives............................................................................................................................................... 62
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 11.8. Commonly misspelt words..................................................................................................................................... 62
11.9. Homophones ........................................................................................................................................................... 62
11.10. Homonyms ............................................................................................................................................................ 63
12. ENVIRONMENTAL POLLUTION ............................................................................................................................ 65
12.1. Vocabulary related environmental pollution ....................................................................................................... 65
12.2. Sounds /f/ and /v/ .................................................................................................................................................... 65
12.3. Using appropriate words, phrases and expressions ............................................................................................ 66
12.4. Making a speech ..................................................................................................................................................... 66
12.5. Speaking accurately, without hesitation and with expression ............................................................................ 67
12.6. Relating events and characters in a text to personal experiences ...................................................................... 67
12.7. Nouns which occur in singular or plural only ..................................................................................................... 67
12.8. Functional writing: Appointment diary ............................................................................................................... 68
12.9. Functional writing: Journal .................................................................................................................................. 68
13. MONEY: SAVINGS AND BANKING......................................................................................................................... 70
13.1. Vocabulary related to money, savings and banking ............................................................................................ 70
13.2. Sounds /m/, /n/ and /ŋ/ ........................................................................................................................................... 70
13.3. Using appropriate words, phrases and expressions ............................................................................................ 71
13.4. Intensive listening................................................................................................................................................... 71
13.5. Using comprehension strategies: previewing, skimming and scanning ............................................................ 72
13.6. Making notes on a topic ......................................................................................................................................... 72
13.7. Prepositions of time ................................................................................................................................................ 72
13.8. Prepositions of a place ........................................................................................................................................... 73
13.9. Prepositions of direction ........................................................................................................................................ 73
13.10. Words with double consonants ........................................................................................................................... 74
13.11. Words with double vowels ................................................................................................................................... 74

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NATIONAL GOALS OF EDUCATION IN KENYA
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them.
They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people
acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which
enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life
of the nation.

2. Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the
smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution
following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are
required to support a growing economy. Kenya is building up a modern and independent economy which is in
need of an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development.
Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world.
We can only be part of this development if our education system is deliberately focused on the knowledge, skills
and attitudes that will prepare our young people for these changing global trends.

3. Promote individual development and self-fulfillment

Education should provide opportunities for the fullest development of individual talents and personality. It should
help children to develop their potential interests and abilities. A vital aspect of individual development is the
building of character.

4. Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition
of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

5. Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system
which provides equal educational opportunities for all. It should give all children varied and challenging
opportunities for collective activities and corporate social service irrespective of gender, ability or geographical
environment.

6. Promote respect for and development of Kenya’s rich and varied cultures.

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Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place
in contemporary society. Children should be able to blend the best of traditional values with the changing
requirements that must follow rapid development in order to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples
and nations. Education should therefore lead the youth of the country to accept membership of this international
community with all the obligations and responsibilities, rights and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection.

Education should inculcate in young people the value of good health in order for them to avoid indulging in
activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental
development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

«Extracted from the KICD Curriculum

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LEARNING OUTCOMES FOR PRIMARY SCHOOL
By the end of Primary Education, the learner should be able to:
a) Use verbal and or non-verbal cues to convey information in varied contexts. Encourages learners to
express themselves effectively in both spoken and non-verbal forms; like body language and facial
expressions, which is essential for effective communication in different situations.
b) Demonstrate mastery of number concepts to solve problems in day-to-day life. Focuses on ensuring
learners understand core mathematical concepts and are able to apply them in real-life contexts, which
helps with problem-solving and logical thinking.
c) Use appropriate social skills, moral and religious values to positively impact the society.
Emphasizes the importance of interpersonal skills, empathy and moral values, helping learners grow into
responsible and ethical individuals who contribute positively to society.
d) Develop individual talents and interests for self-efficacy. Encourages learners to explore their unique
interests and talents which helps boost confidence and fosters a sense of achievement and self-worth
e) Make informed decisions as local and global citizens of a diverse, democratic society in an
interdependent world. Prepares learners to be thoughtful, informed citizens who understand the global
context and their role in society, promoting responsibility, awareness and engagement.
f) Devise innovative strategies for environmental conservation and sustainability. Highlights the need
for learners to actively participate in the protection and preservation of the environment, fostering
sustainability and long-term ecological thinking.
g) Apply digital literacy skills for learning and enjoyment. Prepares learners to use technology
effectively for both learning and recreational purposes, which is a critical skill in today’s digital age.
h) Appreciate the country’s rich and diverse cultural heritage for harmonious living. Helps learners
appreciate and respect the rich cultural heritage of their country, promoting unity and peaceful
coexistence among diverse groups.

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ESSENCE STATEMENT
English occupies a central position as a global language of communication and exchange. It plays a critical role
in education, access to information, international trade, diplomacy, social interaction, science, technology, digital
communication, the internet and travel. As the world becomes increasingly interconnected, English continues to
serve as the international common tongue and remains the most widely learned foreign language across the globe.
Its widespread use makes it an indispensable tool for participation in both local and global communities.

In Kenya, English is learned as a second language and holds a unique and significant status as both an official
language and the medium of instruction from Grade Four onwards. Consequently, a strong foundation and
progressive mastery of English are essential for meaningful learning across all subjects in Junior and Upper
Primary School. Proficiency in the language enhances learners’ ability to comprehend content, express ideas
clearly and engage effectively in academic discourse.

Beyond the classroom, competence in English equips learners with the communication skills necessary to
participate appropriately and confidently in national and international arenas. It enables them to interact across
cultures, access global knowledge systems and contribute constructively to society. Proficiency in English is
therefore a key driver in the realization of the National Goals of Education, serving as a vital link to the global
community and a gateway to the worldwide information network.

For these reasons, the Upper Primary School learner must be systematically equipped with adequate and well-
developed oral, reading and writing competencies in the English language. These competencies empower learners
to think critically, communicate effectively and function competently in diverse communicative contexts, both
nationally and globally, thereby preparing them for lifelong learning and responsible citizenship.

In addition, the study of English nurtures creativity, imagination and ethical awareness through exposure to
diverse texts, cultures and perspectives. It fosters values such as respect for diversity, empathy and collaboration
as well as responsible communication in both spoken and written forms. By developing confidence, fluency and
accuracy in English, learners are better positioned to articulate their ideas, solve problems collaboratively and
adapt to the evolving demands of education, the workplace and society in the 21st century.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Primary Education, the learner should be able to:
1. Listen for the main idea and specific information from a variety of print and digital texts. It focuses
on developing attentive and purposeful listening skills that enable the learner to identify key ideas,
supporting details and relevant information from spoken, audio and multimedia texts. It equips learners to
follow instructions, understand discussions and respond appropriately in academic and everyday
communication contexts.

2. Speak, at the right speed, accurately and with expression on a variety of subjects and genres. It aims
to develop clear and confident oral communication by enabling learners to speak fluently with appropriate
pronunciation, intonation and pacing. It encourages effective expression of ideas, opinions and feelings
across different topics and text types while promoting confidence in formal and informal speaking
situations.

3. Read a variety of texts fluently, interpretively and with comprehension for lifelong learning. It
develops the learner’s ability to read with accuracy, understanding and critical awareness. It promotes
skills such as interpreting meaning, drawing inferences and evaluating information, thereby fostering a
culture of reading for knowledge acquisition, personal growth and lifelong learning.

4. Use grammatical forms to communicate ideas, opinions and emotions appropriately in different
settings. It enables learners to apply correct grammatical structures and conventions in both spoken and
written communication. It supports effective and appropriate language use across academic, social and
cultural contexts while enhancing clarity and coherence of expression.

5. Write texts for various purposes legibly, accurately, creatively and cohesively for self-expression. It
focuses on developing effective writing skills that allow learners to organise ideas logically and express
themselves clearly. It promotes creativity, accuracy and coherence in writing different text types for
academic, personal and functional purposes.

6. Apply Digital Literacy skills to enhance their language competency. It equips learners with the ability
to use digital tools, platforms and resources responsibly and effectively to support language learning. It
encourages accessing information, creating content and communicating through digital media while
developing critical thinking and safe online practices.

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1. CHILD RIGHTS AND RESPONSIBILITIES
1.1. Vocabulary related to child rights and responsibilities
1. Responsible – Being able to make good choices and take care of duties. For example: A responsible child
finishes homework on time.
2. Food – What people eat to stay healthy and strong. For example: Every child needs food to grow well.
3. Clothing – Things people wear to cover and protect their bodies. For example: Warm clothing keeps us safe
in cold weather.
4. Shelter – A safe place where people live and are protected. For example: A house gives shelter to a family.
5. Street – A public road where people walk or drive. For example: Children should not live on the street.
6. Duties – Tasks or responsibilities a person is expected to do. For example: Cleaning the classroom is one of
the class duties.
7. Discipline – Teaching good behavior and self-control. For example: Discipline helps children learn right from
wrong.
8. Rest – Time to relax and sleep to regain energy. For example: Children need enough rest every day.
9. Respect – Showing care and good manners to others. For example: We should respect our parents and teachers.
10. Needs – Things that are necessary for living. For example: Food and shelter are basic needs.
11. Abuse – Treating someone in a cruel or harmful way. For example: Child abuse is against the law.
12. Violence – Using force to hurt people or damage property. For example: Violence can cause serious harm.
13. Interests – Things that are important or beneficial to someone. For example: The teacher works in the best
interests of the child.
14. Harm – Damage or injury caused to someone. For example: Unsafe work can cause harm to children.
15. Rights – Freedoms and protections given by law. For example: Every child has the right to education.
16. Law – Rules made by the government that people must follow. For example: The law protects children from
child labour.
17. Freedom – The ability to act or think without unfair control. For example: Children have freedom to express
their ideas.
18. Safety – Being protected from danger or injury. For example: Helmets help keep children safe.
19. Unfairness – Treating people unequally or wrongly. For example: It is unfairness to deny a child education.
20. Education – Learning knowledge and skills in school. For example: Education helps children build a better
future.
21. Refuse – To say no or not accept something. For example: A child can refuse unsafe work.
22. Protect – To keep someone safe from harm. For example: Parents protect their children.
23. Rescue – To save someone from danger. For example: The police rescued the child from harm.
24. Citizen – A person who belongs to a country. For example: Every citizen must follow the law.
25. Justice – Fair treatment according to the law. For example: Justice helps protect children’s rights.
26. Community – A group of people living in the same area. For example: The community worked together to
help children.
27. Equality – Treating everyone fairly and the same. For example: Equality means boys and girls have the same
rights.
28. Prison – A place where people are kept as punishment for crimes. For example: Criminals may be sent to
prison.
29. Jail – A place where people are kept for a short time for breaking the law. For example: The thief was taken
to jail.
30. Adoption – Taking a child into a family legally. For example: The baby found a home through adoption.
31. Child Labour – Work done by children that is harmful or illegal. For example: Child labour prevents children
from going to school.

1.2. Using appropriate words, phrases and expressions

a) Fixed phrases: Groups of words used together with a specific meaning.
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 o above all – most importantly
o all right – okay; fine
o take care of – look after someone or something
o fall asleep – begin to sleep
b) Similes: Compare two things using “like” or “as” to make descriptions more vivid.
o work like a donkey – work very hard
o as busy as a bee – very busy
c) Idioms: Expressions with a meaning different from the literal words.
o in safe hands – being well looked after or protected
d) Proverbs: Short sayings that give advice or share a truth about life.
o All is well that ends well – a good ending makes up for any problems
o Actions speak louder than words – what you do is more important than what you say
e) Phrasal verbs: Verbs made up of a main verb + a preposition or adverb.
o breathe in – take air into your lungs
o care for – look after someone or something
o left behind – did not take something with you; stayed behind
Using these words and expressions correctly makes your speaking and writing more interesting and clear.

1.3. Sounds /ʌ/ and /ɑː

- The /ʌ/ sound is short.
- It appears in words like:
❖ bun
❖ fun
❖ cud
❖ hum
❖ son
❖ cut
❖ young
❖ some
❖ cup
❖ run
❖ sun
❖ mud
❖ luck
❖ bus
❖ hug
- The /ɑː/ sound is long.
- It appears in words like:
❖ barn
❖ car
❖ card
❖ far
❖ harm
❖ farm
❖ cart
❖ hard
❖ bark
❖ fast
❖ star

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 ❖ park
❖ father
❖ arm
❖ heart
- Tip: /ʌ/ is quick and short, while /ɑː/ is long and drawn out.
- Guide your learners to practice by reading these pairs to hear the difference:
o bun - barn
o fun - far
o cut - cart
o hum - harm
o son - farm
o mud - park
o luck - lack

1.4. Use of reference materials when reading a text

- Reference materials are books or resources that give extra information to help you understand a text.
- Examples include are dictionaries, thesauruses, encyclopedias, atlases and glossaries.
- Why we use them to:
o find the meaning of unfamiliar words
o check the spelling of words
o learn more about people, places, or events mentioned in a text
o find synonyms or antonyms for words
- Tips for using reference materials:
o Look up words or topics only when you really need to
o Use the index or table of contents to find information quickly
o Read the explanation carefully to make sure it fits the text
o Take notes of important points for easier understanding
- When reading a story or a text, try using a dictionary to check difficult words, or an atlas to locate a place
mentioned.

1.5. Listening for the main idea and specific details

- Listening carefully helps you understand what someone is saying and respond appropriately.
- The main idea is the most important point the speaker is trying to share. Ask yourself: “What is the speaker
mostly talking about?”
- Specific details are facts, examples, or explanations that support the main idea. They help you understand
the message more clearly.
- Tips for effective listening:
o Focus your attention on the speaker and avoid distractions
o Take notes of key points if needed
o Look for repeated words or phrases; they often signal the main idea
o Ask questions if something is unclear
o Summarize what you heard to make sure you understood correctly

1.6. Searching for a word in a dictionary

- Dictionaries are organized alphabetically, so knowing the correct spelling makes it much faster to find a word.
- Follow the steps below to search for a word in a dictionary:
a) Know the word you want to find - Identify the word you are looking for and its correct spelling.
b) Look at the first letter - Open the dictionary to the section that starts with the first letter of the word.

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 c) Check the next letters - Compare the second and third letters of your word with the words in the dictionary
to find the correct position.
d) Scan carefully - Move your eyes down the page in alphabetical order until you find the word.
e) Read the entry - Look at the meaning, pronunciation, part of speech and example sentences if available.
f) Take notes if needed - Write down the meaning or an example sentence to help you remember.

1.7. Demonstrative determiners

- Demonstrative determiners are words used before nouns to point out specific things.
- The common demonstrative determiners are:
❖ this – refers to one thing nearby
❖ that – refers to one thing far away
❖ these – refers to more than one thing nearby
❖ those – refers to more than one thing far away
- Examples:
o This book is mine.
o That car is fast.
o These apples are sweet.
o Those houses are old.
o That man rescued the child from the kidnappers.
o This family is rich.
o That boy is overworking at home.
- Use this/these for things close to you
- Use that/those for things far from you
- Guide the learners to look around your classroom or home and describe objects using demonstrative
determiners, e.g. This pen, that chair, these pencils, those books.

1.8. Filling in forms

- Filling in forms is something people do every day. You may be asked to fill in a form when you join a new
school.
- Forms are also used in hospitals, banks, hotels, post offices and many other places.
- When filling in a form, make sure that you:
• Understand what information is required before you start.
• Give correct and accurate information.
• Write clearly, neatly, and legibly.
• Ask for help if you are unsure about anything.
- Taking your time and checking your answers can help prevent mistakes.
- Guide your learners to fill the form below:

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2. NATIONAL CELEBRATIONS
2.1. Vocabulary related to national celebrations
1. Parade – A public procession to celebrate an event. For example: The parade on Independence Day was full
of colorful floats.
2. Guests – People invited to an event. For example: The school invited guests to the national celebration.
3. Heroes – Brave people admired for their actions. For example: Heroes of the nation are remembered on
Jamhuri Day.
4. Heroines – Brave women admired for their actions. For example: The heroines of freedom are honored every
year.
5. Leaders – People in charge or guiding others. For example: Leaders gave speeches during the national
ceremony.
6. Crowd – A large number of people gathered together. For example: The crowd cheered during the parade.
7. Security – Measures taken to keep people safe. For example: Security was tight during the national
celebration.
8. Custom – A traditional way of doing something. For example: It is a custom to raise the national flag on
Independence Day.
9. Ceremony – A formal event to mark a special occasion. For example: The ceremony included singing the
national anthem.
10. History – Knowledge of past events. For example: Children learn the history of their country in school.
11. Decorate – To make a place look attractive. For example: Students helped decorate the hall with ribbons.
12. Gather – To come together in one place. For example: People gather at the stadium to watch the parade.
13. Remember – To honor or think about past people or events. For example: We remember freedom fighters
every year.
14. Costumes – Special clothes worn for celebrations. For example: Children wore traditional costumes during
the festival.
15. Famous – Well-known. For example: Famous leaders are remembered for their contribution to the country.
16. Patriotic – Showing love for your country. For example: Singing the national anthem makes people feel
patriotic.
17. Citizens – People who belong to a country. For example: Citizens celebrate national holidays together.
18. National Anthem – A song honoring a country. For example: Everyone stood to sing the national anthem.
19. Concert – A performance of music for an audience. For example: There was a concert to entertain the crowd.
20. Event – Something planned for a special occasion. For example: Independence Day is an important national
event.
21. Entertain – To amuse or give enjoyment. For example: Performers entertained the crowd with songs and
dances.
22. Unity – Togetherness and harmony. For example: National celebrations promote unity among citizens.
23. Fireworks – Explosive displays used for celebration. For example: Fireworks lit up the sky during Jamhuri
Day.
24. Ribbons – Narrow strips of fabric used for decoration. For example: The hall was decorated with colorful
ribbons.
25. Memories – Things remembered from past experiences. For example: The parade created happy memories
for the children.
26. National Holidays – Special days to celebrate the country. For example: Labour Day and Jamhuri Day are
national holidays.
27. Jamhuri Day – Kenya’s Independence Day, celebrated on December 12. For example: Schools close for
Jamhuri Day celebrations.
28. Labour Day – A day to honor workers. For example: Labour Day is celebrated on May 1 every year.
29. Independence – Freedom from control by another country. For example: Kenya gained independence in 1963.

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30. Freedom Fighter – A person who fought for the country’s freedom. For example: Freedom fighters are honored
on national holidays.

2.2. Sounds /p/ and /b/

- The /p/ sound is a voiceless sound. This means your voice is not used.
- Examples of words with this sound are:
❖ pen
❖ pot
❖ pig
❖ pan
❖ cap
❖ map
❖ hop
❖ tap
❖ lip
❖ cup
- The /b/ sound is a voiced sound. This means your voice is used.
- Examples of words with this sound are:
❖ ball
❖ bat
❖ bag
❖ bed
❖ cab
❖ tub
❖ job
❖ bib
❖ web
❖ rub
- Guide your learners to practice saying these pairs:
o pat – bat
o pen – ben
o pan – ban
o cap – cab
o tap – tab
o rip – rib
o map – mob
o lap – lab
o cup – cub
o hop – hob
- When you place your hand on your throat, you will feel vibration when saying /b/ but not when saying /p/.

2.3. Using appropriate words, phrases and expressions

a) Fixed phrases:
o do your best – try as hard as you can. For example: Always do your best in class.
o come to an end – finish. For example: The lesson will come to an end soon.
o far away – at a long distance. For example: The school is far away from my home.
o enjoy yourself – have fun. For example: Enjoy yourself during the school holiday.
o go to sleep – begin sleeping. For example: Children should go to sleep early.
b) Similes:

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 o as happy as a king – very happy. For example: She felt as happy as a king on her birthday.
o as happy as a lark – very cheerful. For example: The boy was as happy as a lark when he won.
c) Idioms:
o just around the corner – happening very soon. For example: The holidays are just around the corner.
o with open arms – warmly and gladly. For example: The guests were welcomed with open arms.
d) Proverbs:
o Practice makes perfect – doing something many times helps you do it better. For example: Practice
makes perfect when learning to read.
e) Phrasal verbs:
o come along – go with someone. For example: Come along with me to the field.
o get away – escape or leave. For example: The thief tried to get away.
o move on – continue or go to the next thing. For example: Let us move on to the next question.

2.4. Interpreting a speaker’s feelings and emotions using non-verbal cues

- Non-verbal cues are messages we understand without words. They help us know how a speaker is feeling.
- Common non-verbal cues and what they show:
o Facial expressions – show emotions like happiness, sadness, anger or surprise.
o Eye contact – shows confidence, interest or honesty.
o Body posture – shows confidence or nervousness.
o Gestures – hand and body movements that add meaning.
o Tone of voice – shows feelings such as excitement, fear or calmness.
- Why interpreting non-verbal cues is important:
o It helps listeners understand the speaker’s message clearly.
o It improves communication and reduces misunderstanding.
o It helps listeners respond in the right way.
- Tips for listeners:
o Watch the speaker’s face and body movements.
o Listen carefully to changes in the speaker’s voice.
o Think about how the speaker’s actions match their words.

2.5. Identifying characters, places and events in a story

- Characters are the people, animals or creatures in a story. Main characters are the most important, while
minor characters support the story.
- Pay attention to their actions, words and feelings to understand them better.
- Places are the settings where the story happens. They can be real or imaginary such as a park, a castle or a
magical land.
- Noting the place helps you understand the mood and events of the story.
- Events are the important actions or happenings in the story. They usually follow a sequence: beginning,
middle and end.
- Identifying events helps you remember the story and understand its message.
- To understand a story well:
o Look for clues in the text about characters, places and events.
o Ask yourself: Who is involved? Where is it happening? What is happening?
o Summarize the story in your own words using these key points.

2.6. Predicting events in a text

- Predicting is guessing what might happen next in a story based on clues from the text.
- It helps you stay engaged and understand the story better.
- To make predictions:
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 o Look at the title, pictures and headings for hints.
o Pay attention to the characters’ actions, feelings and words.
o Notice any clues or patterns in the events so far.
- Predictions are useful because:
o They make reading more active and interesting.
o They help you think ahead and check if your guesses are correct.
o They improve comprehension and memory of the story.
- Tips for predicting:
o Pause while reading and ask: “What might happen next?”
o Use what you already know about similar stories or situations.
o Adjust your predictions as new information appears in the text.

2.7. Collective nouns

- A collective noun is a word that names a group of people, animals or things as a single unit.
- Examples of collective nouns are:
o People: team, class, family, audience, crew
o Animals: herd, flock, pack, swarm, pride
o Things: bunch, set, collection, fleet
- Look at these sentences:
• The team is practicing hard for the tournament.
• A flock of birds flew across the sky.
• Our class is going on a field trip tomorrow.
• The family gathered for a birthday celebration.
• A swarm of bees hovered around the flowers.
• The crew of the ship worked together to raise the sails.
• The pride of lions rested under the shade of a tree.
• A bunch of bananas was hanging from the tree.
• The audience clapped loudly at the end of the play.
• A pack of wolves roamed through the forest.
- A collective noun can take a singular or plural verb depending on whether the group is acting as one or as
individuals.
▪ Singular: The team is winning the match.
▪ Plural: The team are arguing among themselves.
- Use context to decide if the noun should be singular or plural.
- To identify, ask yourself: Is this word referring to a group as a whole? If yes, it is likely a collective noun.

2.8. Reflexive pronouns

- A reflexive pronoun is a word that refers back to the subject of the sentence. It shows that the subject does
something to itself.
- List of reflexive pronouns:
o Singular: myself, yourself, himself, herself, itself
o Plural: ourselves, yourselves, themselves
- Look at these sentences:
• I made myself a sandwich for lunch.
• She looked at herself in the mirror.
• He taught himself how to play the guitar.
• We prepared ourselves for the school play.
• The cat cleaned itself after eating.
• You should be proud of yourself for finishing the project.

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