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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
EFFECTIVE COMMUNICATION
|
Distinguishing word classes using stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
In groups, learners are guided to:
discussion |
Chalkboard
Flash cards |
New Horizonsin English Book 4 students book Page 1-2
Teachers guide page 1 |
|
| 2 | 2 |
STUDY SKILLS
|
Study of works of literature: Setting in literature
|
By the end of the
lesson, the learner
should be able to:
Define setting correctly Discuss the various forms of setting Describe the setting in a given story |
In groups, learners are guided to:
Discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 5-7
Teachers guide page 2-3 |
|
| 2 | 3 |
READING
|
Women Critical to Food Security
|
By the end of the
lesson, the learner
should be able to:
Appreciate the role of women in production of food Answer questions on the passage correctly. Infer meaning of the new words used |
In groups, learners are guided to:
Reading comprehension |
Pre-reading activities
|
New Horizonsin English Book 4 students book Page 2-5
Teachers guide page 3-5 English dictionary |
|
| 2 | 4 |
GRAMMAR
|
Functions of nouns
|
By the end of the
lesson, the learner
should be able to:
Define nouns Discuss the functions of nouns correctly Use nouns to bring out different functions in sentences |
In groups, learners are guided to:
Discussing Writing sentences |
Dictionary
|
New Horizons inEnglish Book 4 students book Page 7-9
Teachers guide page 5-7 |
|
| 2 | 5 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing Identify the importance of paraphrasing Paraphrase a given text correctly, neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 10-11
Teachers guide page 7-8 |
|
| 3 | 1 |
EFFECTIVE COMMUNICATION
STUDY SKILLS |
Hot seating
Labels with vague meanings
Study of works of literature: Satire |
By the end of the
lesson, the learner
should be able to:
Discuss the terms of reference of the scenario presented in the text Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles |
In groups, learners are guided to:
Discussion Hot seating |
Chalkboard
Charts Samples of paragraphs with satire |
New Horizonsin English Book 4 students book Page 12-13
Teachers guide page 9-10 |
|
| 3 | 2 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 3 | 3 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 3 | 4 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 3 | 5 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 4 | 1 |
EFFECTIVE COMMUNICATION
|
Word stress in English
|
By the end of the
lesson, the learner
should be able to:
Define word stress correctly Place stress on the correct syllables in words |
In groups, learners are guided to:
discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 27-28
Teachers guide page 17 |
|
| 4 | 2 |
STUDY SKILLS
|
Summary writing
|
By the end of the
lesson, the learner
should be able to:
Summarize the given passage in not more than ninety words |
In groups, learners are guided to:
Discussion Summarizing |
Chalkboards
Wall charts with short poems |
New Horizonsin English Book 4 students book Page 31
Teachers guide page 18 Demystifying poetry |
|
| 4 | 3 |
READING
|
Comprehension
Medicinal value of the Lemon
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of the lemon Answer questions on the passage correctly. Infer meaning of the new words used |
In groups, learners are guided to:
Reading comprehension |
Pre-reading activities
|
New Horizonsin English Book 4 students book Page 29-31
Teachers guide page 19-20 English dictionary |
|
| 4 | 4 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 4 | 5 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Correctly punctuate titles of full-length publications Correctly punctuate titles of parts of publications Incorporate short quotations within the text of their work Set off long quotations |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Sample publications |
New Horizonsin English Book 4 students book Page 23-26
Teachers guide page 22-23 |
|
| 5 | 1 |
EFFECTIVE COMMUNICATION
|
Word stress in English
Sentence stress
|
By the end of the
lesson, the learner
should be able to:
Identify the stress in homographs depending on how they are used in sentences Describe sentence stress Identify the stressed words in sentences given correctly |
In groups, learners are guided to:
Discussion Pronunciation |
Chalkboard
|
New Horizonsin English Book 4 students book Page 45-46, 46-47
Teachers guide page 24-25 |
|
| 5 | 2 |
WRITING
|
Recipe
|
By the end of the
lesson, the learner
should be able to:
Explain what a recipe is Give clear instructions on how to prepare a particular meal Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Sample recipe |
New Horizonsin English Book 4 students book Page 39-44
Teachers guide page 30-31 |
|
| 5 | 3 |
GRAMMAR
|
Gerunds
|
By the end of the
lesson, the learner
should be able to:
Define gerunds Identify gerunds in sentences Use gerunds correctly in sentences |
In groups, learners are guided to:
Discussing Writing sentences |
Dictionary
|
New Horizonsin English Book 4 students book Page 71-73
Teachers guide page 35-37 |
|
| 5 | 4 |
WRITING
EFFECTIVE COMMUNICATION |
Social writing: Instructions to friends and relatives
-Acceptable speech habits, tone and interruption -Making oral reports: police statements |
By the end of the
lesson, the learner
should be able to:
Appreciate the need to acquire instructions-writing skills Write instructions to friends and relatives correctly Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Class discussion |
New Horizonsin English Book 4 students book Page 73-74
Teachers guide page 37-38 |
|
| 5 | 5 |
WRITING
|
Public writing: Letters of Inquiry
|
By the end of the
lesson, the learner
should be able to:
Define letters of inquiry and request Write letters of inquiry and request correctly Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
|
New Horizons inEnglish Book 4 students book Page 85-87
Teachers guide page 45-46 |
|
| 6 | 1 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 6 | 2 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 6 | 3 |
WRITING
EFFECTIVE COMMUNICATION |
Faxes
DRAMATISATION: Use of tone to reveal attitude |
By the end of the
lesson, the learner
should be able to:
Appreciate the usefulness of faxes in communication State the features of a fax Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
|
New Horizons in English Book 4 students book Page 56-62
Teachers guide page 53-54 |
|
| 6 | 4 |
GRAMMAR
|
Functions of adjectives in sentences
|
By the end of the
lesson, the learner
should be able to:
Distinguish among functions of different kinds of adjectives Use coordinating, subordinating and correlative conjunctions correctly |
In groups, learners are guided to:
Discussing Writing sentences |
Dictionary
|
New Horizons in English Book 4 students book Page 107-110
Teachers guide page 59-61 |
|
| 6 | 5 |
WRITING
GRAMMAR |
Reviews
Position of adverbs in sentences |
By the end of the
lesson, the learner
should be able to:
Describe the essential parts of a review Write a review correctly Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Dictionary |
New Horizons in English Book 4 students book Page 110-112
Teachers guide page 61-62 |
|
| 7 | 1 |
GRAMMAR
|
Adverbs- typical endings
|
By the end of the
lesson, the learner
should be able to:
Identify the various typical endings of adverbs Form adverbs form given words using the typically endings discussed |
In groups, learners are guided to:
Discussing Writing sentences |
Dictionary
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 2 |
WRITING
|
Expository writing
|
By the end of the
lesson, the learner
should be able to:
Write a good expository composition following the guidelines and the sample given |
In groups, learners are guided to:
Writing discussion |
Chalkboard
|
New Horizons in English Book 4 students book Page 121-122
Teachers guide |
|
| 7 | 3 |
WRITING
|
Questionnaires
|
By the end of the
lesson, the learner
should be able to:
Define a questionnaire Write a good question using the guidelines given by the teacher |
In groups, learners are guided to:
Writing |
Chalkboard
Sample questionnaires |
New Horizons in English Book 4 students book Page 130-132
Teachers guide |
|
| 7 | 4 |
READING COMPREHENSION
GRAMMAR |
Addicted to Love
Functions of prepositions |
By the end of the
lesson, the learner
should be able to:
Appreciate the dangers of addiction to drugs Answer questions on the passage correctly. Acquire and use new vocabulary |
In groups, learners are guided to:
Reading comprehension |
Pre-reading activities
Dictionary |
New Horizons in English Book 4 students book Page 136-139
Teachers guide English dictionary |
|
| 7 | 5 |
EFFECTIVE COMMUNICATION
|
Dialogue: Turn-taking to demonstrate empathy
|
By the end of the
lesson, the learner
should be able to:
Identify the signals that indicate that a speaker is claiming a turn during a conversation Participate in a conversation effectively and ensuring that turn-taking rules are observed |
In groups, learners are guided to:
Discussion Role play |
Chalkboard
|
New Horizons in English Book 4 students book Page 149-152
Teachers guide page 17 |
|
| 8 | 1 |
WRITING
|
Autobiography
|
By the end of the
lesson, the learner
should be able to:
Define an autobiography Write a good autobiography using the guidelines given by the teacher |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Sample publications |
New Horizons in English Book 4 students book Page 161
Teachers guide |
|
| 8 | 2 |
STUDY SKILLS
|
Studying Oral Literature: Style in narratives
|
By the end of the
lesson, the learner
should be able to:
Identify the important aspects of narratives that one should consider Outline the stylistic devices characteristic of narratives Answer the questions from the narrative |
In groups, learners are guided to:
Discussion Role play |
Chalkboard
|
New Horizons in English Book 4 students book Page 166-168
Teachers guide Oral Literature for Schools |
|
| 8 | 3 |
WRITING
|
Biographies
|
By the end of the
lesson, the learner
should be able to:
Define a biography Write a brief biography of a good friend of theirs Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Sample recipe |
New Horizons in English Book 4 students book Page 182
Teachers guide page 30-31 |
|
| 8 | 4 |
EFFECTIVE COMMUNICATION
WRITING |
An Oral Literature research
Instructional writing: Curriculum Vitae I |
By the end of the
lesson, the learner
should be able to:
Define proverbs correctly Outline the functions of proverbs as discussed in the conversation between Nyar Nam, Otieno and Ojuok Discuss the characteristics of prrovrerbs |
In groups, learners are guided to:
Discussion Role play |
Chalkboard
|
New Horizons in English Book 4 students book Page 172-173
Teachers guide page 32 Oral Literature for Schools |
|
| 8 | 5 |
EFFECTIVE COMMUNICATION
|
Negotiation skills
|
By the end of the
lesson, the learner
should be able to:
Outline the various situations one may require to use negotiation skills Describe the process of negotiation accurately Engage in a mock negotiation on any given topic |
In groups, learners are guided to:
Discussion Role play |
Chalkboard
|
New Horizons in English Book 4 students book Page 183-185
Teachers guide |
Your Name Comes Here