This slide shows our learning goals for today: we'll explore the unit theme, the key language skills we'll practice, and look at real Kenyan examples. First, the theme – G8 Theme 3, Pollution. We'll examine how waste ends up in the Nairobi River, why air quality in Nairobi matters, and the plastic litter problem in Mombasa. Along the way, we'll develop listening comprehension, work with primary auxiliaries, practice intensive reading, and produce functional writing pieces like reports and letters. If anything feels unclear, just raise your hand. We'll pause often to check understanding and make sure everyone is comfortable with the material.
Let's turn to today's listening task, Voices of Kenya, which will let us hear directly from a Nairobi resident about river pollution. First, we need to be comfortable with a few key words you'll hear in the audio: waste—unwanted material, smog—polluted air, and runoff—water that carries contaminants away from the land. Take a quick look at those terms on the slide; you'll hear each of them in the interview. While you listen, keep these questions in mind: What are the main sources of pollution mentioned? How does the resident describe the impact on the community? What solutions does she suggest? Press play and listen to the two‑minute interview. Focus on those key words and the questions we just highlighted.
Today we're focusing on primary auxiliaries—those little helper verbs that let us talk about ability, possibility, permission, obligation, and the future. The title here, "Grammar Focus: Primary Auxiliaries," tells us exactly what we'll explore. These bullet points list the main functions: expressing ability, possibility, permission, and obligation. For example, "can" shows ability, while "must" indicates obligation. Notice how each auxiliary is followed by the base form of a verb—that's the structure we always use. A Kenyan context example: "We must keep the river clean." Here, "must" expresses a strong obligation to protect our environment. To recap, primary auxiliaries help us talk about what we can do, what might happen, what we're allowed to do, and what we have to do, always placed before a base verb. Any questions before we move on?
Everyone, let's dive into our intensive reading on plastic pollution. First, we'll identify the main idea and the supporting details. At the bolded sentences – they usually carry the central message. Next, notice the table showing how much plastic waste was collected in Mombasa in 2023. These numbers help us understand the scale of the problem. Finally, we'll highlight key vocabulary such as "microplastics" and "landfill." Knowing these terms will make the comprehension questions easier. If anyone has a question about any of these points, feel free to raise your hand now.
Class, today we're going to create a persuasive poster about pollution. This kind of writing is called functional writing because it has a clear purpose—in this case, to raise awareness and inspire action. First, let's look at our target audience. As the slide shows, we're writing for our fellow students. That means we should use language that's relatable and keep the message short and impactful. Next, we need to use primary auxiliaries like 'should', 'must', and 'have to' to give advice and express obligation. For example, 'We must reduce plastic waste'. Finally, remember the structure: a catchy headline, the main message, and a clear call‑to‑action. This will guide the reader through the poster smoothly.
