UNIT 15: SEEING EYE TO EYE

Listening & Speaking

Effective Communication – Negotiation Skills

By the end of the lesson, the learner should be able to:
- Define negotiation and distinguish it from blackmail and coercion
- Describe the four steps of negotiation: preparation, opening, bargaining and closing
- Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage)
- Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations

- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation
- Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints
- Mediation exercise: a third group mediates a stalemate using objectivity and neutral language

- Chalkboard
- Negotiation scenario scripts
- Mediation guidelines
- Role-play evaluation rubrics

New Horizons in English 4, pg. 183–186

Listening & Speaking

Effective Communication – Negotiation Skills

By the end of the lesson, the learner should be able to:
- Define negotiation and distinguish it from blackmail and coercion
- Describe the four steps of negotiation: preparation, opening, bargaining and closing
- Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage)
- Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations

- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation
- Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints
- Mediation exercise: a third group mediates a stalemate using objectivity and neutral language

- Chalkboard
- Negotiation scenario scripts
- Mediation guidelines
- Role-play evaluation rubrics

New Horizons in English 4, pg. 183–186

Listening & Speaking

Effective Communication – Negotiation Skills

By the end of the lesson, the learner should be able to:
- Define negotiation and distinguish it from blackmail and coercion
- Describe the four steps of negotiation: preparation, opening, bargaining and closing
- Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage)
- Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations

- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation
- Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints
- Mediation exercise: a third group mediates a stalemate using objectivity and neutral language

- Chalkboard
- Negotiation scenario scripts
- Mediation guidelines
- Role-play evaluation rubrics

New Horizons in English 4, pg. 183–186

Reading

Reading – The Silent Scream: Ultrasound and the Abortion Debate

By the end of the lesson, the learner should be able to:
- Analyse the writer's change of attitude towards abortion after encountering ultrasound technology
- Explain vocabulary in context: embryo, abortion, gauze, furore, escalated, cul-de-sac, impetus, musing
- Identify and explain the stances of pro-life and pro-choice groups as presented in the passage
- Evaluate the role of technology in shaping ethical and medical debates in society

- Pre-reading discussion on the meaning and ethics of abortion
- Silent reading of "The Silent Scream" passage
- Vocabulary building: learners define bolded words using context clues and dictionaries
- Individual comprehension answers; class discussion on how technology influenced the writer's conviction

- Comprehension passage
- Dictionaries
- Question sheets
- Discussion guides

New Horizons in English 4, pg. 186–188

Reading

Reading – The Silent Scream: Ultrasound and the Abortion Debate

By the end of the lesson, the learner should be able to:
- Analyse the writer's change of attitude towards abortion after encountering ultrasound technology
- Explain vocabulary in context: embryo, abortion, gauze, furore, escalated, cul-de-sac, impetus, musing
- Identify and explain the stances of pro-life and pro-choice groups as presented in the passage
- Evaluate the role of technology in shaping ethical and medical debates in society

- Pre-reading discussion on the meaning and ethics of abortion
- Silent reading of "The Silent Scream" passage
- Vocabulary building: learners define bolded words using context clues and dictionaries
- Individual comprehension answers; class discussion on how technology influenced the writer's conviction

- Comprehension passage
- Dictionaries
- Question sheets
- Discussion guides

New Horizons in English 4, pg. 186–188

Reading

Reading – The Silent Scream: Ultrasound and the Abortion Debate

By the end of the lesson, the learner should be able to:
- Analyse the writer's change of attitude towards abortion after encountering ultrasound technology
- Explain vocabulary in context: embryo, abortion, gauze, furore, escalated, cul-de-sac, impetus, musing
- Identify and explain the stances of pro-life and pro-choice groups as presented in the passage
- Evaluate the role of technology in shaping ethical and medical debates in society

- Pre-reading discussion on the meaning and ethics of abortion
- Silent reading of "The Silent Scream" passage
- Vocabulary building: learners define bolded words using context clues and dictionaries
- Individual comprehension answers; class discussion on how technology influenced the writer's conviction

- Comprehension passage
- Dictionaries
- Question sheets
- Discussion guides

New Horizons in English 4, pg. 186–188

Comprehension

Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary

By the end of the lesson, the learner should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing
- Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies
- Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108)
- Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds)

In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook
- Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression
- Group analysis: trace how the emissary builds up to the marriage request across three stages
- Class discussion on stylistic features, pace and cultural values; individual written responses

- Oral poetry text
- Oral poetry features chart
- Chalkboard
- Analysis worksheets

New Horizons in English 4, pg. 188–194

Comprehension

Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary

By the end of the lesson, the learner should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing
- Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies
- Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108)
- Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds)

In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook
- Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression
- Group analysis: trace how the emissary builds up to the marriage request across three stages
- Class discussion on stylistic features, pace and cultural values; individual written responses

- Oral poetry text
- Oral poetry features chart
- Chalkboard
- Analysis worksheets

New Horizons in English 4, pg. 188–194

Grammar

Grammar – Clauses: Sentence Connectors (Conjunctive Adverbs)

By the end of the lesson, the learner should be able to:
- Define conjunctive adverbs and distinguish them from coordinating and subordinating conjunctions
- Identify the functions of conjunctive adverbs: time, example, addition, contrast, comparison, emphasis, result
- Apply correct punctuation (semicolons and commas) when using conjunctive adverbs to link independent clauses
- Construct grammatical compound sentences using conjunctive adverbs in varied positions

- Teacher explains conjunctive adverbs with examples; compares them with coordinating/subordinating conjunctions
- Exercise 1: learners fill gaps with suitable conjunctive adverbs from a provided list
- Exercise 2: construct sentences illustrating each function (time, contrast, result, emphasis, etc.)
- Exercise 3: link simple sentences using conjunctive adverbs with correct punctuation; peer correction

- Chalkboard
- Conjunctive adverb list/chart
- Exercise worksheets
- Punctuation guide

New Horizons in English 4, pg. 194–196

Grammar

Grammar – Clauses: Sentence Connectors (Conjunctive Adverbs)

By the end of the lesson, the learner should be able to:
- Define conjunctive adverbs and distinguish them from coordinating and subordinating conjunctions
- Identify the functions of conjunctive adverbs: time, example, addition, contrast, comparison, emphasis, result
- Apply correct punctuation (semicolons and commas) when using conjunctive adverbs to link independent clauses
- Construct grammatical compound sentences using conjunctive adverbs in varied positions

- Teacher explains conjunctive adverbs with examples; compares them with coordinating/subordinating conjunctions
- Exercise 1: learners fill gaps with suitable conjunctive adverbs from a provided list
- Exercise 2: construct sentences illustrating each function (time, contrast, result, emphasis, etc.)
- Exercise 3: link simple sentences using conjunctive adverbs with correct punctuation; peer correction

- Chalkboard
- Conjunctive adverb list/chart
- Exercise worksheets
- Punctuation guide

New Horizons in English 4, pg. 194–196

Grammar

Grammar – Clauses: Sentence Connectors (Conjunctive Adverbs)

By the end of the lesson, the learner should be able to:
- Define conjunctive adverbs and distinguish them from coordinating and subordinating conjunctions
- Identify the functions of conjunctive adverbs: time, example, addition, contrast, comparison, emphasis, result
- Apply correct punctuation (semicolons and commas) when using conjunctive adverbs to link independent clauses
- Construct grammatical compound sentences using conjunctive adverbs in varied positions

- Teacher explains conjunctive adverbs with examples; compares them with coordinating/subordinating conjunctions
- Exercise 1: learners fill gaps with suitable conjunctive adverbs from a provided list
- Exercise 2: construct sentences illustrating each function (time, contrast, result, emphasis, etc.)
- Exercise 3: link simple sentences using conjunctive adverbs with correct punctuation; peer correction

- Chalkboard
- Conjunctive adverb list/chart
- Exercise worksheets
- Punctuation guide

New Horizons in English 4, pg. 194–196

Writing

Writing – The Curriculum Vitae & Idiomatic Expressions

By the end of the lesson, the learner should be able to:
- Define a curriculum vitae (CV) and explain its purpose as a marketing tool for employment
- Identify and organise the essential components of a CV: personal details, objective, education, experience, skills, activities, referees
- Distinguish between chronological and functional CV formats and select the appropriate layout
- Interpret idioms: "seeing eye to eye," "get it off my chest," "a change of heart," "touch and go" and use them in sentences related to negotiation or abortion themes

- Teacher explains CV content, presentation, layout and do's/don'ts using textbook models
- Learners examine sample chronological and functional CVs; identify strengths and weaknesses
- Individual activity: prepare a personal CV as a recent Form Four graduate (Exercise 1)
- Idiom activity: explain each idiom and construct sentences linking them to unit themes

- Chalkboard
- Sample CV formats (chronological and functional)
- Writing materials
- Idiom reference charts

New Horizons in English 4, pg. 197–206

Writing

Writing – The Curriculum Vitae & Idiomatic Expressions

By the end of the lesson, the learner should be able to:
- Define a curriculum vitae (CV) and explain its purpose as a marketing tool for employment
- Identify and organise the essential components of a CV: personal details, objective, education, experience, skills, activities, referees
- Distinguish between chronological and functional CV formats and select the appropriate layout
- Interpret idioms: "seeing eye to eye," "get it off my chest," "a change of heart," "touch and go" and use them in sentences related to negotiation or abortion themes

- Teacher explains CV content, presentation, layout and do's/don'ts using textbook models
- Learners examine sample chronological and functional CVs; identify strengths and weaknesses
- Individual activity: prepare a personal CV as a recent Form Four graduate (Exercise 1)
- Idiom activity: explain each idiom and construct sentences linking them to unit themes

- Chalkboard
- Sample CV formats (chronological and functional)
- Writing materials
- Idiom reference charts

New Horizons in English 4, pg. 197–206

Writing

Writing – The Curriculum Vitae & Idiomatic Expressions

By the end of the lesson, the learner should be able to:
- Define a curriculum vitae (CV) and explain its purpose as a marketing tool for employment
- Identify and organise the essential components of a CV: personal details, objective, education, experience, skills, activities, referees
- Distinguish between chronological and functional CV formats and select the appropriate layout
- Interpret idioms: "seeing eye to eye," "get it off my chest," "a change of heart," "touch and go" and use them in sentences related to negotiation or abortion themes

- Teacher explains CV content, presentation, layout and do's/don'ts using textbook models
- Learners examine sample chronological and functional CVs; identify strengths and weaknesses
- Individual activity: prepare a personal CV as a recent Form Four graduate (Exercise 1)
- Idiom activity: explain each idiom and construct sentences linking them to unit themes

- Chalkboard
- Sample CV formats (chronological and functional)
- Writing materials
- Idiom reference charts

New Horizons in English 4, pg. 197–206

Intensive Reading

Intensive Reading – The Samaritan by John Lara

By the end of the lesson, the learner should be able to:
- Read assigned sections of The Samaritan with attention to plot progression and turning points
- Analyse how conflict between characters drives the action of the play forward
- Identify the playwright's use of persuasion, negotiation and compromise as thematic elements
- Write structured notes comparing character responses to conflict for essay preparation

- Group reading of assigned section; learners identify key turning points and conflicts
- Paired discussion: how do characters negotiate or fail to negotiate in the play?
- Teacher-led thematic analysis linking the play's conflicts to real-life negotiation situations
- Individual note-making and practice paragraph response to a character-based essay question

- The Samaritan by John Lara
- Exercise books
- Sample essay questions
- Chalkboard

The Samaritan by John Lara; Excelling in English Form 4

Intensive Reading

Intensive Reading – The Samaritan by John Lara

By the end of the lesson, the learner should be able to:
- Read assigned sections of The Samaritan with attention to plot progression and turning points
- Analyse how conflict between characters drives the action of the play forward
- Identify the playwright's use of persuasion, negotiation and compromise as thematic elements
- Write structured notes comparing character responses to conflict for essay preparation

- Group reading of assigned section; learners identify key turning points and conflicts
- Paired discussion: how do characters negotiate or fail to negotiate in the play?
- Teacher-led thematic analysis linking the play's conflicts to real-life negotiation situations
- Individual note-making and practice paragraph response to a character-based essay question

- The Samaritan by John Lara
- Exercise books
- Sample essay questions
- Chalkboard

The Samaritan by John Lara; Excelling in English Form 4

UNIT 16: STANDING THE HEAT

Listening & Speaking

Effective Communication – Using Tone to Reveal Attitude

By the end of the lesson, the learner should be able to:
- Define tone and explain how it reveals a speaker's attitude in oral and recorded speech
- Identify the tone and attitude of the persona in the poem "Grass Will Grow" by Jonathan Kariara
- Demonstrate the connection between tone, word choice and emotional expression through oral reading
- Apply appropriate tone variation when reading poetry aloud to convey meaning and feeling effectively

- Teacher introduces tone-attitude connection with everyday examples
- Learners read "Grass Will Grow" poem aloud individually and in groups with expressive tone
- Class discussion on the persona's attitude towards death, madness and loss
- Group activity: identify specific words and images that create tone; practise reading with varied emotional tones

- Poem text ("Grass Will Grow")
- Chalkboard
- Audio equipment (if available)
- Tone-attitude analysis chart

New Horizons in English 4, pg. 207–208

Listening & Speaking

Effective Communication – Using Tone to Reveal Attitude

By the end of the lesson, the learner should be able to:
- Define tone and explain how it reveals a speaker's attitude in oral and recorded speech
- Identify the tone and attitude of the persona in the poem "Grass Will Grow" by Jonathan Kariara
- Demonstrate the connection between tone, word choice and emotional expression through oral reading
- Apply appropriate tone variation when reading poetry aloud to convey meaning and feeling effectively

- Teacher introduces tone-attitude connection with everyday examples
- Learners read "Grass Will Grow" poem aloud individually and in groups with expressive tone
- Class discussion on the persona's attitude towards death, madness and loss
- Group activity: identify specific words and images that create tone; practise reading with varied emotional tones

- Poem text ("Grass Will Grow")
- Chalkboard
- Audio equipment (if available)
- Tone-attitude analysis chart

New Horizons in English 4, pg. 207–208

Listening & Speaking

Effective Communication – Using Tone to Reveal Attitude

By the end of the lesson, the learner should be able to:
- Define tone and explain how it reveals a speaker's attitude in oral and recorded speech
- Identify the tone and attitude of the persona in the poem "Grass Will Grow" by Jonathan Kariara
- Demonstrate the connection between tone, word choice and emotional expression through oral reading
- Apply appropriate tone variation when reading poetry aloud to convey meaning and feeling effectively

- Teacher introduces tone-attitude connection with everyday examples
- Learners read "Grass Will Grow" poem aloud individually and in groups with expressive tone
- Class discussion on the persona's attitude towards death, madness and loss
- Group activity: identify specific words and images that create tone; practise reading with varied emotional tones

- Poem text ("Grass Will Grow")
- Chalkboard
- Audio equipment (if available)
- Tone-attitude analysis chart

New Horizons in English 4, pg. 207–208

Listening & Speaking

Effective Communication – Using Tone to Reveal Attitude

By the end of the lesson, the learner should be able to:
- Define tone and explain how it reveals a speaker's attitude in oral and recorded speech
- Identify the tone and attitude of the persona in the poem "Grass Will Grow" by Jonathan Kariara
- Demonstrate the connection between tone, word choice and emotional expression through oral reading
- Apply appropriate tone variation when reading poetry aloud to convey meaning and feeling effectively

- Teacher introduces tone-attitude connection with everyday examples
- Learners read "Grass Will Grow" poem aloud individually and in groups with expressive tone
- Class discussion on the persona's attitude towards death, madness and loss
- Group activity: identify specific words and images that create tone; practise reading with varied emotional tones

- Poem text ("Grass Will Grow")
- Chalkboard
- Audio equipment (if available)
- Tone-attitude analysis chart

New Horizons in English 4, pg. 207–208

Reading

Reading – Contrary Thermometers: Global Warming Debate

By the end of the lesson, the learner should be able to:
- Analyse the scientific passage on contradictory global warming data from satellites and surface thermometers
- Explain vocabulary: simulations, substantially, contrary behaviour, scepticism, asphalt effect, micro-climate, incorporated, launched, precipitation, non-linear
- Identify factors causing unexpected atmospheric temperature trends (ozone depletion, volcanic eruptions, urban heat islands)
- Evaluate the limitations of computer climate models and their implications for environmental policy

- Pre-reading discussion on global warming knowledge and concerns
- Silent reading of "Contrary Thermometers" passage
- Vocabulary work: learners define ten bolded words/phrases using context and dictionaries
- Individual comprehension answers; group discussion on effects of findings on industrial development and agriculture

- Comprehension passage
- Dictionaries
- Scientific diagrams (if available)
- Question worksheets

New Horizons in English 4, pg. 208–211

Reading

Reading – Contrary Thermometers: Global Warming Debate

By the end of the lesson, the learner should be able to:
- Analyse the scientific passage on contradictory global warming data from satellites and surface thermometers
- Explain vocabulary: simulations, substantially, contrary behaviour, scepticism, asphalt effect, micro-climate, incorporated, launched, precipitation, non-linear
- Identify factors causing unexpected atmospheric temperature trends (ozone depletion, volcanic eruptions, urban heat islands)
- Evaluate the limitations of computer climate models and their implications for environmental policy

- Pre-reading discussion on global warming knowledge and concerns
- Silent reading of "Contrary Thermometers" passage
- Vocabulary work: learners define ten bolded words/phrases using context and dictionaries
- Individual comprehension answers; group discussion on effects of findings on industrial development and agriculture

- Comprehension passage
- Dictionaries
- Scientific diagrams (if available)
- Question worksheets

New Horizons in English 4, pg. 208–211

Comprehension

Comprehension – Plastics: Properties and Summary Practice

By the end of the lesson, the learner should be able to:
- Analyse the advantages of plastics over traditional construction materials (metals, wood) as presented in the passage
- Identify the true role of plastics as supplements rather than universal substitutes for older materials
- Summarise the passage in not more than 120 words, selecting only essential information
- Apply summary skills: condensing, paraphrasing and eliminating non-essential detail within a strict word limit

In groups, learners are guided to:
- Silent reading of "Plastics" passage
- Class discussion: advantages and limitations of plastics vs traditional materials
- Teacher models summary technique: identifying key points, eliminating detail, paraphrasing
- Individual summary writing in not more than 120 words; peer review for accuracy and word count

- Comprehension passage
- Summary writing guides
- Dictionaries
- Peer review checklists

New Horizons in English 4, pg. 211–212

Comprehension

Comprehension – Plastics: Properties and Summary Practice

By the end of the lesson, the learner should be able to:
- Analyse the advantages of plastics over traditional construction materials (metals, wood) as presented in the passage
- Identify the true role of plastics as supplements rather than universal substitutes for older materials
- Summarise the passage in not more than 120 words, selecting only essential information
- Apply summary skills: condensing, paraphrasing and eliminating non-essential detail within a strict word limit

In groups, learners are guided to:
- Silent reading of "Plastics" passage
- Class discussion: advantages and limitations of plastics vs traditional materials
- Teacher models summary technique: identifying key points, eliminating detail, paraphrasing
- Individual summary writing in not more than 120 words; peer review for accuracy and word count

- Comprehension passage
- Summary writing guides
- Dictionaries
- Peer review checklists

New Horizons in English 4, pg. 211–212

Grammar

Grammar – Clauses: Substitution and Ellipsis

By the end of the lesson, the learner should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types
- Define ellipsis and identify where words or clauses can be omitted without changing meaning
- Apply substitution and ellipsis to avoid repetition and improve sentence conciseness
- Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly

- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences
- Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause
- Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages

- Chalkboard
- Grammar charts (substitution types)
- Exercise worksheets
- Comprehension passages for ellipsis identification

New Horizons in English 4, pg. 212–216

Grammar

Grammar – Clauses: Substitution and Ellipsis

By the end of the lesson, the learner should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types
- Define ellipsis and identify where words or clauses can be omitted without changing meaning
- Apply substitution and ellipsis to avoid repetition and improve sentence conciseness
- Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly

- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences
- Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause
- Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages

- Chalkboard
- Grammar charts (substitution types)
- Exercise worksheets
- Comprehension passages for ellipsis identification

New Horizons in English 4, pg. 212–216

Grammar

Grammar – Clauses: Substitution and Ellipsis

By the end of the lesson, the learner should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types
- Define ellipsis and identify where words or clauses can be omitted without changing meaning
- Apply substitution and ellipsis to avoid repetition and improve sentence conciseness
- Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly

- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences
- Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause
- Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages

- Chalkboard
- Grammar charts (substitution types)
- Exercise worksheets
- Comprehension passages for ellipsis identification

New Horizons in English 4, pg. 212–216

Grammar

Grammar – Clauses: Substitution and Ellipsis

By the end of the lesson, the learner should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types
- Define ellipsis and identify where words or clauses can be omitted without changing meaning
- Apply substitution and ellipsis to avoid repetition and improve sentence conciseness
- Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly

- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences
- Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause
- Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages

- Chalkboard
- Grammar charts (substitution types)
- Exercise worksheets
- Comprehension passages for ellipsis identification

New Horizons in English 4, pg. 212–216

Writing

Writing – Speeches & Idiomatic Expressions

By the end of the lesson, the learner should be able to:
- Identify the three parts of a formal speech: introduction, body and conclusion, and their functions
- Analyse a model speech for structure, audience awareness, language register and persuasive techniques
- Write a 350-word speech as guest-of-honour at a former school's prize-giving day
- Interpret idioms: "can't stand the heat, get out of the kitchen," "in the heat of the moment," "nothing to write home about" and use them in original sentences

In groups, learners are guided to:
- Teacher explains speech structure (introduction, body, conclusion) using the Filipino women's speech as a model
- Class analysis: identify formal language, audience awareness and persuasive features in the model speech
- Individual writing of a 350-word prize-giving day speech with proper structure
- Idiom activity: explain five heat-related idioms and use each in grammatical sentences

- Model speech text
- Speech structure chart
- Writing materials
- Idiom reference charts

New Horizons in English 4, pg. 216–218

Writing

Writing – Speeches & Idiomatic Expressions

By the end of the lesson, the learner should be able to:
- Identify the three parts of a formal speech: introduction, body and conclusion, and their functions
- Analyse a model speech for structure, audience awareness, language register and persuasive techniques
- Write a 350-word speech as guest-of-honour at a former school's prize-giving day
- Interpret idioms: "can't stand the heat, get out of the kitchen," "in the heat of the moment," "nothing to write home about" and use them in original sentences

In groups, learners are guided to:
- Teacher explains speech structure (introduction, body, conclusion) using the Filipino women's speech as a model
- Class analysis: identify formal language, audience awareness and persuasive features in the model speech
- Individual writing of a 350-word prize-giving day speech with proper structure
- Idiom activity: explain five heat-related idioms and use each in grammatical sentences

- Model speech text
- Speech structure chart
- Writing materials
- Idiom reference charts

New Horizons in English 4, pg. 216–218

Writing

Writing – Speeches & Idiomatic Expressions

By the end of the lesson, the learner should be able to:
- Identify the three parts of a formal speech: introduction, body and conclusion, and their functions
- Analyse a model speech for structure, audience awareness, language register and persuasive techniques
- Write a 350-word speech as guest-of-honour at a former school's prize-giving day
- Interpret idioms: "can't stand the heat, get out of the kitchen," "in the heat of the moment," "nothing to write home about" and use them in original sentences

In groups, learners are guided to:
- Teacher explains speech structure (introduction, body, conclusion) using the Filipino women's speech as a model
- Class analysis: identify formal language, audience awareness and persuasive features in the model speech
- Individual writing of a 350-word prize-giving day speech with proper structure
- Idiom activity: explain five heat-related idioms and use each in grammatical sentences

- Model speech text
- Speech structure chart
- Writing materials
- Idiom reference charts

New Horizons in English 4, pg. 216–218

Writing

Writing – Speeches & Idiomatic Expressions

By the end of the lesson, the learner should be able to:
- Identify the three parts of a formal speech: introduction, body and conclusion, and their functions
- Analyse a model speech for structure, audience awareness, language register and persuasive techniques
- Write a 350-word speech as guest-of-honour at a former school's prize-giving day
- Interpret idioms: "can't stand the heat, get out of the kitchen," "in the heat of the moment," "nothing to write home about" and use them in original sentences

In groups, learners are guided to:
- Teacher explains speech structure (introduction, body, conclusion) using the Filipino women's speech as a model
- Class analysis: identify formal language, audience awareness and persuasive features in the model speech
- Individual writing of a 350-word prize-giving day speech with proper structure
- Idiom activity: explain five heat-related idioms and use each in grammatical sentences

- Model speech text
- Speech structure chart
- Writing materials
- Idiom reference charts

New Horizons in English 4, pg. 216–218

Writing

Writing – Speeches & Idiomatic Expressions

By the end of the lesson, the learner should be able to:
- Identify the three parts of a formal speech: introduction, body and conclusion, and their functions
- Analyse a model speech for structure, audience awareness, language register and persuasive techniques
- Write a 350-word speech as guest-of-honour at a former school's prize-giving day
- Interpret idioms: "can't stand the heat, get out of the kitchen," "in the heat of the moment," "nothing to write home about" and use them in original sentences

In groups, learners are guided to:
- Teacher explains speech structure (introduction, body, conclusion) using the Filipino women's speech as a model
- Class analysis: identify formal language, audience awareness and persuasive features in the model speech
- Individual writing of a 350-word prize-giving day speech with proper structure
- Idiom activity: explain five heat-related idioms and use each in grammatical sentences

- Model speech text
- Speech structure chart
- Writing materials
- Idiom reference charts

New Horizons in English 4, pg. 216–218

Writing

Writing – Speeches & Idiomatic Expressions

By the end of the lesson, the learner should be able to:
- Identify the three parts of a formal speech: introduction, body and conclusion, and their functions
- Analyse a model speech for structure, audience awareness, language register and persuasive techniques
- Write a 350-word speech as guest-of-honour at a former school's prize-giving day
- Interpret idioms: "can't stand the heat, get out of the kitchen," "in the heat of the moment," "nothing to write home about" and use them in original sentences

In groups, learners are guided to:
- Teacher explains speech structure (introduction, body, conclusion) using the Filipino women's speech as a model
- Class analysis: identify formal language, audience awareness and persuasive features in the model speech
- Individual writing of a 350-word prize-giving day speech with proper structure
- Idiom activity: explain five heat-related idioms and use each in grammatical sentences

- Model speech text
- Speech structure chart
- Writing materials
- Idiom reference charts

New Horizons in English 4, pg. 216–218

Intensive Reading

Intensive Reading – The Samaritan by John Lara

By the end of the lesson, the learner should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts
- Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes
- Evaluate how characters respond under pressure and what this reveals about their moral values
- Write a structured essay response linking character behaviour to thematic concerns in the play

In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments
- Class discussion: how do characters behave under pressure? What moral choices do they face?
- Teacher-led analysis of tone and dramatic irony in key scenes
- Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?"

- The Samaritan by John Lara
- Exercise books
- Sample essay questions
- Chalkboard

The Samaritan by John Lara; Excelling in English Form 4

Intensive Reading

Intensive Reading – The Samaritan by John Lara

By the end of the lesson, the learner should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts
- Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes
- Evaluate how characters respond under pressure and what this reveals about their moral values
- Write a structured essay response linking character behaviour to thematic concerns in the play

In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments
- Class discussion: how do characters behave under pressure? What moral choices do they face?
- Teacher-led analysis of tone and dramatic irony in key scenes
- Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?"

- The Samaritan by John Lara
- Exercise books
- Sample essay questions
- Chalkboard

The Samaritan by John Lara; Excelling in English Form 4

UNIT 18: MODEL KCSE PAPER 1

Listening & Speaking

Effective Communication – Oral Skills: Stress, Pronunciation and Sound Patterns

By the end of the lesson, the learner should be able to:
- Identify silent letters in English words and pronounce the words correctly (e.g., comb, knee, soften, heir, yacht)
- Determine whether initial sounds in sets of words are identical or different
- Create original tongue twisters by alternating specified pairs of sounds (p/b, k/g, r/l, tʃ/dʒ, f/v)
- Apply stress and pronunciation rules to improve clarity and confidence in spoken English

- Teacher dictates words; learners identify letters representing silent sounds
- Pair work: compare initial sounds in five word sets and determine if they are identical
- Group activity: create and perform original tongue twisters alternating given sound pairs
- Dialogue writing and dramatisation: a job-interview mishap scenario using appropriate diction, emphasis and emotion (anger, sympathy, remorse, forgiveness)

- Chalkboard
- Word lists (silent letters)
- Sound pair charts
- Dialogue format template

New Horizons in English 4, pg. 233–235

Listening & Speaking

Effective Communication – Oral Skills: Stress, Pronunciation and Sound Patterns

By the end of the lesson, the learner should be able to:
- Identify silent letters in English words and pronounce the words correctly (e.g., comb, knee, soften, heir, yacht)
- Determine whether initial sounds in sets of words are identical or different
- Create original tongue twisters by alternating specified pairs of sounds (p/b, k/g, r/l, tʃ/dʒ, f/v)
- Apply stress and pronunciation rules to improve clarity and confidence in spoken English

- Teacher dictates words; learners identify letters representing silent sounds
- Pair work: compare initial sounds in five word sets and determine if they are identical
- Group activity: create and perform original tongue twisters alternating given sound pairs
- Dialogue writing and dramatisation: a job-interview mishap scenario using appropriate diction, emphasis and emotion (anger, sympathy, remorse, forgiveness)

- Chalkboard
- Word lists (silent letters)
- Sound pair charts
- Dialogue format template

New Horizons in English 4, pg. 233–235

Listening & Speaking

Effective Communication – Oral Skills: Stress, Pronunciation and Sound Patterns

By the end of the lesson, the learner should be able to:
- Identify silent letters in English words and pronounce the words correctly (e.g., comb, knee, soften, heir, yacht)
- Determine whether initial sounds in sets of words are identical or different
- Create original tongue twisters by alternating specified pairs of sounds (p/b, k/g, r/l, tʃ/dʒ, f/v)
- Apply stress and pronunciation rules to improve clarity and confidence in spoken English

- Teacher dictates words; learners identify letters representing silent sounds
- Pair work: compare initial sounds in five word sets and determine if they are identical
- Group activity: create and perform original tongue twisters alternating given sound pairs
- Dialogue writing and dramatisation: a job-interview mishap scenario using appropriate diction, emphasis and emotion (anger, sympathy, remorse, forgiveness)

- Chalkboard
- Word lists (silent letters)
- Sound pair charts
- Dialogue format template

New Horizons in English 4, pg. 233–235

Reading

Reading – Functional Writing: Report Writing and Cloze Test Practice

By the end of the lesson, the learner should be able to:
- Identify the essential components of a formal report: title, introduction, findings, recommendations, signature
- Write a 300–400 word investigative report on refugee problems for UNHCR with clear recommendations
- Apply knowledge of word stress in homographs to complete a cloze passage accurately
- Distinguish between noun and verb stress patterns in homographs (e.g., project/proJECT, record/reCORD)

- Teacher explains report structure: title, terms of reference, findings, recommendations, signature block
- Individual writing: UNHCR report on refugee problems (300–400 words) with recommendations
- Cloze test practice: learners complete passage using appropriately stressed homographs from a word list
- Exercise: use homographs in sentences demonstrating both noun and verb stress patterns

- Report format template
- Cloze passage
- Homograph word list
- Writing materials

New Horizons in English 4, pg. 230–233

Reading

Reading – Functional Writing: Report Writing and Cloze Test Practice

By the end of the lesson, the learner should be able to:
- Identify the essential components of a formal report: title, introduction, findings, recommendations, signature
- Write a 300–400 word investigative report on refugee problems for UNHCR with clear recommendations
- Apply knowledge of word stress in homographs to complete a cloze passage accurately
- Distinguish between noun and verb stress patterns in homographs (e.g., project/proJECT, record/reCORD)

- Teacher explains report structure: title, terms of reference, findings, recommendations, signature block
- Individual writing: UNHCR report on refugee problems (300–400 words) with recommendations
- Cloze test practice: learners complete passage using appropriately stressed homographs from a word list
- Exercise: use homographs in sentences demonstrating both noun and verb stress patterns

- Report format template
- Cloze passage
- Homograph word list
- Writing materials

New Horizons in English 4, pg. 230–233

Reading

Reading – Functional Writing: Report Writing and Cloze Test Practice

By the end of the lesson, the learner should be able to:
- Identify the essential components of a formal report: title, introduction, findings, recommendations, signature
- Write a 300–400 word investigative report on refugee problems for UNHCR with clear recommendations
- Apply knowledge of word stress in homographs to complete a cloze passage accurately
- Distinguish between noun and verb stress patterns in homographs (e.g., project/proJECT, record/reCORD)

- Teacher explains report structure: title, terms of reference, findings, recommendations, signature block
- Individual writing: UNHCR report on refugee problems (300–400 words) with recommendations
- Cloze test practice: learners complete passage using appropriately stressed homographs from a word list
- Exercise: use homographs in sentences demonstrating both noun and verb stress patterns

- Report format template
- Cloze passage
- Homograph word list
- Writing materials

New Horizons in English 4, pg. 230–233

Comprehension

Comprehension – A Special Child: Biography of Cardinal Otunga

By the end of the lesson, the learner should be able to:
- Analyse the biographical passage for characterisation of Namisi and Cardinal Otunga with textual evidence
- Explain vocabulary: patriarch, emulation, robust, ailments, mêlée, embellishment
- Explain figurative expressions: "a pillar of strength," "the place stank to high heaven"
- Evaluate how the writers compare and contrast traditional African beliefs with modern/Christian practices

- Pre-reading discussion on naming traditions and their cultural significance
- Silent reading of "A Special Child" passage
- Vocabulary work: learners define six words and two figurative expressions using context
- Pair work: identify two instances comparing traditional and modern beliefs; individual comprehension answers covering character, theme and the significance of the name Odunga

- Comprehension passage
- Dictionaries
- Character analysis sheets
- Question worksheets

New Horizons in English 4, pg. 236–240

Comprehension

Comprehension – A Special Child: Biography of Cardinal Otunga

By the end of the lesson, the learner should be able to:
- Analyse the biographical passage for characterisation of Namisi and Cardinal Otunga with textual evidence
- Explain vocabulary: patriarch, emulation, robust, ailments, mêlée, embellishment
- Explain figurative expressions: "a pillar of strength," "the place stank to high heaven"
- Evaluate how the writers compare and contrast traditional African beliefs with modern/Christian practices

- Pre-reading discussion on naming traditions and their cultural significance
- Silent reading of "A Special Child" passage
- Vocabulary work: learners define six words and two figurative expressions using context
- Pair work: identify two instances comparing traditional and modern beliefs; individual comprehension answers covering character, theme and the significance of the name Odunga

- Comprehension passage
- Dictionaries
- Character analysis sheets
- Question worksheets

New Horizons in English 4, pg. 236–240

Grammar

Grammar – Pronouns, Verb Tenses, Adjectives and Question Tags

By the end of the lesson, the learner should be able to:
- Fill blanks with appropriate pronouns (personal, possessive, reflexive, demonstrative) in a cloze narrative
- Identify six simple present tense verb forms and grammatical features (adverbs, articles, conjunctions, compound sentences) in a paragraph
- Write grammatical sentences using comparative and superlative adjective forms correctly
- Form compound sentences using coordinating conjunctions and complete sentences with appropriate question tags

In groups, learners are guided to:
- Exercise: complete the camel-ride cloze passage with suitable pronouns
- Paragraph analysis: identify verb forms, adverbs, articles, conjunctions from the Milkah cleaning passage
- Adjective exercise: write eight sentences using comparative and superlative forms as instructed
- Sentence construction: form compound sentences with conjunctions; add correct question tags to five statements

- Chalkboard
- Grammar exercise sheets
- Cloze passages
- Adjective comparison charts

New Horizons in English 4, pg. 240–242

Grammar

Grammar – Pronouns, Verb Tenses, Adjectives and Question Tags

By the end of the lesson, the learner should be able to:
- Fill blanks with appropriate pronouns (personal, possessive, reflexive, demonstrative) in a cloze narrative
- Identify six simple present tense verb forms and grammatical features (adverbs, articles, conjunctions, compound sentences) in a paragraph
- Write grammatical sentences using comparative and superlative adjective forms correctly
- Form compound sentences using coordinating conjunctions and complete sentences with appropriate question tags

In groups, learners are guided to:
- Exercise: complete the camel-ride cloze passage with suitable pronouns
- Paragraph analysis: identify verb forms, adverbs, articles, conjunctions from the Milkah cleaning passage
- Adjective exercise: write eight sentences using comparative and superlative forms as instructed
- Sentence construction: form compound sentences with conjunctions; add correct question tags to five statements

- Chalkboard
- Grammar exercise sheets
- Cloze passages
- Adjective comparison charts

New Horizons in English 4, pg. 240–242

Grammar

Grammar – Pronouns, Verb Tenses, Adjectives and Question Tags

By the end of the lesson, the learner should be able to:
- Fill blanks with appropriate pronouns (personal, possessive, reflexive, demonstrative) in a cloze narrative
- Identify six simple present tense verb forms and grammatical features (adverbs, articles, conjunctions, compound sentences) in a paragraph
- Write grammatical sentences using comparative and superlative adjective forms correctly
- Form compound sentences using coordinating conjunctions and complete sentences with appropriate question tags

In groups, learners are guided to:
- Exercise: complete the camel-ride cloze passage with suitable pronouns
- Paragraph analysis: identify verb forms, adverbs, articles, conjunctions from the Milkah cleaning passage
- Adjective exercise: write eight sentences using comparative and superlative forms as instructed
- Sentence construction: form compound sentences with conjunctions; add correct question tags to five statements

- Chalkboard
- Grammar exercise sheets
- Cloze passages
- Adjective comparison charts

New Horizons in English 4, pg. 240–242

Grammar

Grammar – Pronouns, Verb Tenses, Adjectives and Question Tags

By the end of the lesson, the learner should be able to:
- Fill blanks with appropriate pronouns (personal, possessive, reflexive, demonstrative) in a cloze narrative
- Identify six simple present tense verb forms and grammatical features (adverbs, articles, conjunctions, compound sentences) in a paragraph
- Write grammatical sentences using comparative and superlative adjective forms correctly
- Form compound sentences using coordinating conjunctions and complete sentences with appropriate question tags

In groups, learners are guided to:
- Exercise: complete the camel-ride cloze passage with suitable pronouns
- Paragraph analysis: identify verb forms, adverbs, articles, conjunctions from the Milkah cleaning passage
- Adjective exercise: write eight sentences using comparative and superlative forms as instructed
- Sentence construction: form compound sentences with conjunctions; add correct question tags to five statements

- Chalkboard
- Grammar exercise sheets
- Cloze passages
- Adjective comparison charts

New Horizons in English 4, pg. 240–242

Writing

Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays

By the end of the lesson, the learner should be able to:
- Write an imaginative composition of not more than 150 words with an urban setting ending with a given statement
- Write a 350-word essay on a set text theme (e.g., importance of the girl child in The River and the Source)
- Plan and organise essay arguments with an introduction, well-supported body paragraphs and a conclusion
- Apply idiomatic expressions and figurative language to enhance essay quality and persuasiveness

- Teacher reviews composition conventions: capitalisation, punctuation, paragraphing, ordering
- Guided planning: learners outline imaginative composition (urban setting, ending: "...living from hand to mouth")
- Individual writing of imaginative composition within 150-word limit
- Individual essay writing on a set text topic; peer review for argument structure, evidence use and language quality

- Chalkboard
- Composition planning templates
- Set text (The River and the Source)
- Peer review checklists

New Horizons in English 4, pg. 242–243

Writing

Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays

By the end of the lesson, the learner should be able to:
- Write an imaginative composition of not more than 150 words with an urban setting ending with a given statement
- Write a 350-word essay on a set text theme (e.g., importance of the girl child in The River and the Source)
- Plan and organise essay arguments with an introduction, well-supported body paragraphs and a conclusion
- Apply idiomatic expressions and figurative language to enhance essay quality and persuasiveness

- Teacher reviews composition conventions: capitalisation, punctuation, paragraphing, ordering
- Guided planning: learners outline imaginative composition (urban setting, ending: "...living from hand to mouth")
- Individual writing of imaginative composition within 150-word limit
- Individual essay writing on a set text topic; peer review for argument structure, evidence use and language quality

- Chalkboard
- Composition planning templates
- Set text (The River and the Source)
- Peer review checklists

New Horizons in English 4, pg. 242–243

Intensive Reading

Intensive Reading – The Samaritan by John Lara

By the end of the lesson, the learner should be able to:
- Read assigned sections of The Samaritan with attention to how the playwright builds towards the climax
- Analyse the moral dilemmas faced by characters and how their choices reveal thematic concerns
- Identify and discuss the playwright's use of foreshadowing, suspense and dramatic tension
- Write a practice essay integrating character analysis with thematic and stylistic discussion

In groups, learners are guided to:
- Group reading of assigned section focusing on moral dilemmas and character choices
- Class discussion: what choices do characters face? What do their decisions reveal?
- Teacher-led analysis of foreshadowing, suspense and dramatic tension with textual examples
- Individual timed essay: discuss how moral choices of a named character develop the theme of [chosen theme]

- The Samaritan by John Lara
- Exercise books
- Sample essay questions
- Chalkboard

The Samaritan by John Lara; Excelling in English Form 4

Intensive Reading

Intensive Reading – The Samaritan by John Lara

By the end of the lesson, the learner should be able to:
- Read assigned sections of The Samaritan with attention to how the playwright builds towards the climax
- Analyse the moral dilemmas faced by characters and how their choices reveal thematic concerns
- Identify and discuss the playwright's use of foreshadowing, suspense and dramatic tension
- Write a practice essay integrating character analysis with thematic and stylistic discussion

In groups, learners are guided to:
- Group reading of assigned section focusing on moral dilemmas and character choices
- Class discussion: what choices do characters face? What do their decisions reveal?
- Teacher-led analysis of foreshadowing, suspense and dramatic tension with textual examples
- Individual timed essay: discuss how moral choices of a named character develop the theme of [chosen theme]

- The Samaritan by John Lara
- Exercise books
- Sample essay questions
- Chalkboard

The Samaritan by John Lara; Excelling in English Form 4

UNIT 19: MODEL KCSE PAPER 2

Listening & Speaking

Effective Communication – Oral Skills: Homophones, Rhyme and Diction

By the end of the lesson, the learner should be able to:
- Identify homophones (words that sound alike but differ in spelling and meaning) and use them correctly in sentences
- Select rhyming word pairs from a given set and supply rhyming words to complete poem sections
- Provide suitable dialogue responses demonstrating appropriate tone (teacher-student scenario)
- Correct pronunciation and spelling errors in sentences to produce meaningful and grammatical statements

In groups, learners are guided to:
- Exercise: write homophones for given words (mail, sight, seen, ale, cue)
- Pair work: select four rhyming pairs from a word set; complete poem stanzas with rhyming words
- Dialogue activity: supply responses for a teacher-student conversation; describe tone and character
- Error correction: rewrite sentences correcting pronunciation-based spelling mistakes

- Chalkboard
- Homophone word lists
- Poem extract ("One Fishball")
- Dialogue format sheets

New Horizons in English 4, pg. 247–251

Listening & Speaking

Effective Communication – Oral Skills: Homophones, Rhyme and Diction

By the end of the lesson, the learner should be able to:
- Identify homophones (words that sound alike but differ in spelling and meaning) and use them correctly in sentences
- Select rhyming word pairs from a given set and supply rhyming words to complete poem sections
- Provide suitable dialogue responses demonstrating appropriate tone (teacher-student scenario)
- Correct pronunciation and spelling errors in sentences to produce meaningful and grammatical statements

In groups, learners are guided to:
- Exercise: write homophones for given words (mail, sight, seen, ale, cue)
- Pair work: select four rhyming pairs from a word set; complete poem stanzas with rhyming words
- Dialogue activity: supply responses for a teacher-student conversation; describe tone and character
- Error correction: rewrite sentences correcting pronunciation-based spelling mistakes

- Chalkboard
- Homophone word lists
- Poem extract ("One Fishball")
- Dialogue format sheets

New Horizons in English 4, pg. 247–251

Listening & Speaking

Effective Communication – Oral Skills: Homophones, Rhyme and Diction

By the end of the lesson, the learner should be able to:
- Identify homophones (words that sound alike but differ in spelling and meaning) and use them correctly in sentences
- Select rhyming word pairs from a given set and supply rhyming words to complete poem sections
- Provide suitable dialogue responses demonstrating appropriate tone (teacher-student scenario)
- Correct pronunciation and spelling errors in sentences to produce meaningful and grammatical statements

In groups, learners are guided to:
- Exercise: write homophones for given words (mail, sight, seen, ale, cue)
- Pair work: select four rhyming pairs from a word set; complete poem stanzas with rhyming words
- Dialogue activity: supply responses for a teacher-student conversation; describe tone and character
- Error correction: rewrite sentences correcting pronunciation-based spelling mistakes

- Chalkboard
- Homophone word lists
- Poem extract ("One Fishball")
- Dialogue format sheets

New Horizons in English 4, pg. 247–251

Listening & Speaking

Effective Communication – Oral Skills: Homophones, Rhyme and Diction

By the end of the lesson, the learner should be able to:
- Identify homophones (words that sound alike but differ in spelling and meaning) and use them correctly in sentences
- Select rhyming word pairs from a given set and supply rhyming words to complete poem sections
- Provide suitable dialogue responses demonstrating appropriate tone (teacher-student scenario)
- Correct pronunciation and spelling errors in sentences to produce meaningful and grammatical statements

In groups, learners are guided to:
- Exercise: write homophones for given words (mail, sight, seen, ale, cue)
- Pair work: select four rhyming pairs from a word set; complete poem stanzas with rhyming words
- Dialogue activity: supply responses for a teacher-student conversation; describe tone and character
- Error correction: rewrite sentences correcting pronunciation-based spelling mistakes

- Chalkboard
- Homophone word lists
- Poem extract ("One Fishball")
- Dialogue format sheets

New Horizons in English 4, pg. 247–251

Reading

Reading – The Hola Massacre: Historical Comprehension

By the end of the lesson, the learner should be able to:
- Analyse the historical passage for evidence of colonial brutality and political cover-ups
- Explain vocabulary and figurative expressions: "walking a tight rope," "sadistic treatment," "politics vanquished morality," "caught red-handed," "autopsy findings"
- Identify how Barbara Castle and D.N. Pritt exposed the cover-up using documentary evidence
- Evaluate the writer's intention and the attitude of colonial administrators towards African detainees

In groups, learners are guided to:
- Pre-reading discussion on Kenya's colonial history and the struggle for independence
- Silent reading of "The Hola Massacre" passage
- Vocabulary work: explain five figurative phrases using context and dictionaries
- Individual comprehension answers; class discussion on the role of parliament and press in exposing injustice

- Comprehension passage
- Dictionaries
- Historical context notes
- Question worksheets

New Horizons in English 4, pg. 252–256

Reading

Reading – The Hola Massacre: Historical Comprehension

By the end of the lesson, the learner should be able to:
- Analyse the historical passage for evidence of colonial brutality and political cover-ups
- Explain vocabulary and figurative expressions: "walking a tight rope," "sadistic treatment," "politics vanquished morality," "caught red-handed," "autopsy findings"
- Identify how Barbara Castle and D.N. Pritt exposed the cover-up using documentary evidence
- Evaluate the writer's intention and the attitude of colonial administrators towards African detainees

In groups, learners are guided to:
- Pre-reading discussion on Kenya's colonial history and the struggle for independence
- Silent reading of "The Hola Massacre" passage
- Vocabulary work: explain five figurative phrases using context and dictionaries
- Individual comprehension answers; class discussion on the role of parliament and press in exposing injustice

- Comprehension passage
- Dictionaries
- Historical context notes
- Question worksheets

New Horizons in English 4, pg. 252–256

Reading

Reading – The Hola Massacre: Historical Comprehension

By the end of the lesson, the learner should be able to:
- Analyse the historical passage for evidence of colonial brutality and political cover-ups
- Explain vocabulary and figurative expressions: "walking a tight rope," "sadistic treatment," "politics vanquished morality," "caught red-handed," "autopsy findings"
- Identify how Barbara Castle and D.N. Pritt exposed the cover-up using documentary evidence
- Evaluate the writer's intention and the attitude of colonial administrators towards African detainees

In groups, learners are guided to:
- Pre-reading discussion on Kenya's colonial history and the struggle for independence
- Silent reading of "The Hola Massacre" passage
- Vocabulary work: explain five figurative phrases using context and dictionaries
- Individual comprehension answers; class discussion on the role of parliament and press in exposing injustice

- Comprehension passage
- Dictionaries
- Historical context notes
- Question worksheets

New Horizons in English 4, pg. 252–256

Comprehension

Comprehension – Set Text Excerpt (The River and the Source) and Poetry Analysis

By the end of the lesson, the learner should be able to:
- Analyse the set text excerpt for character traits of Akoko and Otieno with textual illustrations
- Identify and explain stylistic features: simile, metaphor, imagery, rhetorical questions in the poem
- Interpret the poem's exploration of political corruption through metaphorical language ("sweet poison," "communal jar")
- Evaluate the mood and thematic concerns in both the prose excerpt and the poem

- Learners read the set text excerpt (Akoko's departure); identify character traits with evidence
- Class discussion on marriage, cultural values and women's rights in the excerpt
- Reading and analysis of the corruption poem: identify "he," "the fools," "the wise," "the game"
- Individual written responses to poetry questions covering metaphor, style and theme

- Set text excerpt
- Poetry text
- Dictionaries
- Analysis worksheets

New Horizons in English 4, pg. 256–261

Grammar

Grammar – Sentence Types, Verb Classification, Noun Formation and Direct Speech

By the end of the lesson, the learner should be able to:
- Identify simple, compound and complex sentences and locate topic and clincher sentences in a paragraph
- Classify verbs as transitive or intransitive and form nouns from given words using appropriate suffixes
- Replace underlined words with idiomatic expressions (e.g., "suffer the consequences" → "face the music")
- Rewrite a sentence with punctuation marks at different positions to create two different meanings using direct speech

In groups, learners are guided to:
- Exercise: identify sentence types from the Brenda passage; underline topic and clincher sentences
- Verb classification: label verbs as transitive/intransitive in four sentences; form nouns with suffixes
- Idiomatic expression replacement: substitute underlined words in three sentences with phrasal alternatives
- Punctuation exercise: rewrite "My mother said Kimeu is a born orator" with two different direct speech meanings

- Chalkboard
- Grammar exercise sheets
- Passage extract (Brenda)
- Dictionaries

New Horizons in English 4, pg. 261–264

Grammar

Grammar – Sentence Types, Verb Classification, Noun Formation and Direct Speech

By the end of the lesson, the learner should be able to:
- Identify simple, compound and complex sentences and locate topic and clincher sentences in a paragraph
- Classify verbs as transitive or intransitive and form nouns from given words using appropriate suffixes
- Replace underlined words with idiomatic expressions (e.g., "suffer the consequences" → "face the music")
- Rewrite a sentence with punctuation marks at different positions to create two different meanings using direct speech

In groups, learners are guided to:
- Exercise: identify sentence types from the Brenda passage; underline topic and clincher sentences
- Verb classification: label verbs as transitive/intransitive in four sentences; form nouns with suffixes
- Idiomatic expression replacement: substitute underlined words in three sentences with phrasal alternatives
- Punctuation exercise: rewrite "My mother said Kimeu is a born orator" with two different direct speech meanings

- Chalkboard
- Grammar exercise sheets
- Passage extract (Brenda)
- Dictionaries

New Horizons in English 4, pg. 261–264

Grammar

Grammar – Sentence Types, Verb Classification, Noun Formation and Direct Speech

By the end of the lesson, the learner should be able to:
- Identify simple, compound and complex sentences and locate topic and clincher sentences in a paragraph
- Classify verbs as transitive or intransitive and form nouns from given words using appropriate suffixes
- Replace underlined words with idiomatic expressions (e.g., "suffer the consequences" → "face the music")
- Rewrite a sentence with punctuation marks at different positions to create two different meanings using direct speech

In groups, learners are guided to:
- Exercise: identify sentence types from the Brenda passage; underline topic and clincher sentences
- Verb classification: label verbs as transitive/intransitive in four sentences; form nouns with suffixes
- Idiomatic expression replacement: substitute underlined words in three sentences with phrasal alternatives
- Punctuation exercise: rewrite "My mother said Kimeu is a born orator" with two different direct speech meanings

- Chalkboard
- Grammar exercise sheets
- Passage extract (Brenda)
- Dictionaries

New Horizons in English 4, pg. 261–264

Grammar

Grammar – Sentence Types, Verb Classification, Noun Formation and Direct Speech

By the end of the lesson, the learner should be able to:
- Identify simple, compound and complex sentences and locate topic and clincher sentences in a paragraph
- Classify verbs as transitive or intransitive and form nouns from given words using appropriate suffixes
- Replace underlined words with idiomatic expressions (e.g., "suffer the consequences" → "face the music")
- Rewrite a sentence with punctuation marks at different positions to create two different meanings using direct speech

In groups, learners are guided to:
- Exercise: identify sentence types from the Brenda passage; underline topic and clincher sentences
- Verb classification: label verbs as transitive/intransitive in four sentences; form nouns with suffixes
- Idiomatic expression replacement: substitute underlined words in three sentences with phrasal alternatives
- Punctuation exercise: rewrite "My mother said Kimeu is a born orator" with two different direct speech meanings

- Chalkboard
- Grammar exercise sheets
- Passage extract (Brenda)
- Dictionaries

New Horizons in English 4, pg. 261–264

Writing

Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays

By the end of the lesson, the learner should be able to:
- Write an imaginative composition beginning or ending with a given sentence, choosing an appropriate setting and tone
- Write an essay on a set text discussing a character as a representative of change in society
- Construct well-argued essays on optional texts with introduction, evidence-based body paragraphs and conclusion
- Apply idiomatic expressions effectively in essay writing to enhance expression and persuasion

In groups, learners are guided to:
- Teacher reviews essay planning strategies: brainstorming, outlining, selecting evidence
- Individual choice: write imaginative composition ("Life on the streets is not a bed of roses" OR ending "...I wish I had known")
- Set text essay: "Akoko is the representative of change in society" with evidence from The River and the Source
- Peer review focusing on argument coherence, textual evidence and idiomatic language use

- Chalkboard
- Composition planning templates
- Set texts
- Peer review checklists

New Horizons in English 4, pg. 264–265

Writing

Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays

By the end of the lesson, the learner should be able to:
- Write an imaginative composition beginning or ending with a given sentence, choosing an appropriate setting and tone
- Write an essay on a set text discussing a character as a representative of change in society
- Construct well-argued essays on optional texts with introduction, evidence-based body paragraphs and conclusion
- Apply idiomatic expressions effectively in essay writing to enhance expression and persuasion

In groups, learners are guided to:
- Teacher reviews essay planning strategies: brainstorming, outlining, selecting evidence
- Individual choice: write imaginative composition ("Life on the streets is not a bed of roses" OR ending "...I wish I had known")
- Set text essay: "Akoko is the representative of change in society" with evidence from The River and the Source
- Peer review focusing on argument coherence, textual evidence and idiomatic language use

- Chalkboard
- Composition planning templates
- Set texts
- Peer review checklists

New Horizons in English 4, pg. 264–265

Writing

Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays

By the end of the lesson, the learner should be able to:
- Write an imaginative composition beginning or ending with a given sentence, choosing an appropriate setting and tone
- Write an essay on a set text discussing a character as a representative of change in society
- Construct well-argued essays on optional texts with introduction, evidence-based body paragraphs and conclusion
- Apply idiomatic expressions effectively in essay writing to enhance expression and persuasion

In groups, learners are guided to:
- Teacher reviews essay planning strategies: brainstorming, outlining, selecting evidence
- Individual choice: write imaginative composition ("Life on the streets is not a bed of roses" OR ending "...I wish I had known")
- Set text essay: "Akoko is the representative of change in society" with evidence from The River and the Source
- Peer review focusing on argument coherence, textual evidence and idiomatic language use

- Chalkboard
- Composition planning templates
- Set texts
- Peer review checklists

New Horizons in English 4, pg. 264–265

Intensive Reading

Intensive Reading – The Samaritan by John Lara

By the end of the lesson, the learner should be able to:
- Read final assigned sections of The Samaritan with attention to the play's denouement and resolution
- Evaluate the overall effectiveness of the playwright's characterisation across the entire play
- Analyse how the play's central themes are resolved or left open for audience interpretation
- Write a comprehensive revision essay synthesising character, theme and style across the full text

In groups, learners are guided to:
- Group reading of concluding section; discussion on how the play ends and its effectiveness
- Class debate: is the play's resolution satisfying? Does justice prevail?
- Teacher-led revision: major characters, themes and stylistic techniques across the entire play
- Individual comprehensive essay: "Discuss the effectiveness of characterisation in The Samaritan"

- The Samaritan by John Lara
- Exercise books
- Comprehensive revision notes
- Sample essay questions

The Samaritan by John Lara; Excelling in English Form 4

UNIT 20: MODEL KCSE PAPER 3

Listening & Speaking

Effective Communication – Oral Skills: Sound Identification, Stress and Minimal Pairs

By the end of the lesson, the learner should be able to:
- Identify the odd sound in groups of words sharing a common bolded sound (e.g., red, head, web vs sheep)
- Mark correct stress placement in two-syllable and multi-syllable words (e.g., TURNing, reMOTE, STATEly)
- Write words that rhyme with given words and compose pairs of sentences illustrating minimal pair differences
- Choose correct words from confusable pairs to complete sentences accurately (e.g., shores/chores, sin/sing, losses/looses)

- Exercise: identify the different sound in four groups of words with bolded sounds
- Stress marking: learners mark stress on six words and practise pronunciation in pairs
- Rhyme exercise: write one rhyming word for each of six given words
- Minimal pairs: write sentence pairs for lose/loose, cat/cut, use (v)/use (n), lamp/lump; complete sentences choosing correct confusable words

- Chalkboard
- Word lists
- Stress pattern charts
- Minimal pair exercise sheets

New Horizons in English 4, pg. 268–271

Listening & Speaking

Effective Communication – Oral Skills: Sound Identification, Stress and Minimal Pairs

By the end of the lesson, the learner should be able to:
- Identify the odd sound in groups of words sharing a common bolded sound (e.g., red, head, web vs sheep)
- Mark correct stress placement in two-syllable and multi-syllable words (e.g., TURNing, reMOTE, STATEly)
- Write words that rhyme with given words and compose pairs of sentences illustrating minimal pair differences
- Choose correct words from confusable pairs to complete sentences accurately (e.g., shores/chores, sin/sing, losses/looses)

- Exercise: identify the different sound in four groups of words with bolded sounds
- Stress marking: learners mark stress on six words and practise pronunciation in pairs
- Rhyme exercise: write one rhyming word for each of six given words
- Minimal pairs: write sentence pairs for lose/loose, cat/cut, use (v)/use (n), lamp/lump; complete sentences choosing correct confusable words

- Chalkboard
- Word lists
- Stress pattern charts
- Minimal pair exercise sheets

New Horizons in English 4, pg. 268–271

Listening & Speaking

Effective Communication – Oral Skills: Sound Identification, Stress and Minimal Pairs

By the end of the lesson, the learner should be able to:
- Identify the odd sound in groups of words sharing a common bolded sound (e.g., red, head, web vs sheep)
- Mark correct stress placement in two-syllable and multi-syllable words (e.g., TURNing, reMOTE, STATEly)
- Write words that rhyme with given words and compose pairs of sentences illustrating minimal pair differences
- Choose correct words from confusable pairs to complete sentences accurately (e.g., shores/chores, sin/sing, losses/looses)

- Exercise: identify the different sound in four groups of words with bolded sounds
- Stress marking: learners mark stress on six words and practise pronunciation in pairs
- Rhyme exercise: write one rhyming word for each of six given words
- Minimal pairs: write sentence pairs for lose/loose, cat/cut, use (v)/use (n), lamp/lump; complete sentences choosing correct confusable words

- Chalkboard
- Word lists
- Stress pattern charts
- Minimal pair exercise sheets

New Horizons in English 4, pg. 268–271

Listening & Speaking

Effective Communication – Oral Skills: Sound Identification, Stress and Minimal Pairs

By the end of the lesson, the learner should be able to:
- Identify the odd sound in groups of words sharing a common bolded sound (e.g., red, head, web vs sheep)
- Mark correct stress placement in two-syllable and multi-syllable words (e.g., TURNing, reMOTE, STATEly)
- Write words that rhyme with given words and compose pairs of sentences illustrating minimal pair differences
- Choose correct words from confusable pairs to complete sentences accurately (e.g., shores/chores, sin/sing, losses/looses)

- Exercise: identify the different sound in four groups of words with bolded sounds
- Stress marking: learners mark stress on six words and practise pronunciation in pairs
- Rhyme exercise: write one rhyming word for each of six given words
- Minimal pairs: write sentence pairs for lose/loose, cat/cut, use (v)/use (n), lamp/lump; complete sentences choosing correct confusable words

- Chalkboard
- Word lists
- Stress pattern charts
- Minimal pair exercise sheets

New Horizons in English 4, pg. 268–271

Listening & Speaking

Effective Communication – Oral Skills: Sound Identification, Stress and Minimal Pairs

By the end of the lesson, the learner should be able to:
- Identify the odd sound in groups of words sharing a common bolded sound (e.g., red, head, web vs sheep)
- Mark correct stress placement in two-syllable and multi-syllable words (e.g., TURNing, reMOTE, STATEly)
- Write words that rhyme with given words and compose pairs of sentences illustrating minimal pair differences
- Choose correct words from confusable pairs to complete sentences accurately (e.g., shores/chores, sin/sing, losses/looses)

- Exercise: identify the different sound in four groups of words with bolded sounds
- Stress marking: learners mark stress on six words and practise pronunciation in pairs
- Rhyme exercise: write one rhyming word for each of six given words
- Minimal pairs: write sentence pairs for lose/loose, cat/cut, use (v)/use (n), lamp/lump; complete sentences choosing correct confusable words

- Chalkboard
- Word lists
- Stress pattern charts
- Minimal pair exercise sheets

New Horizons in English 4, pg. 268–271

Reading

Reading – The Cruel World of Trade in Bush Meat: Wildlife Conservation

By the end of the lesson, the learner should be able to:
- Analyse the passage for evidence of the scale and methods of illegal bush-meat poaching in Tsavo
- Explain figurative expressions: "her lifeless eyes were glassy from the pain," "particularly depressing are some of the tactics used," "migrate in seasonal spirals," "tip of the iceberg"
- Identify instances of irony in the passage and evaluate the writer's attitude towards wildlife conservation
- Assess the effectiveness of the opening paragraph and the factors encouraging the illicit bush-meat trade

In groups, learners are guided to:
- Pre-reading discussion on wildlife conservation challenges in Kenya
- Silent reading of "The Cruel World of Trade in Bush Meat" passage
- Vocabulary work: explain four figurative expressions using context and dictionaries
- Individual comprehension answers; group discussion on irony, writer's attitude, conservation needs and judicial sentencing

- Comprehension passage
- Dictionaries
- Conservation awareness charts
- Question worksheets

New Horizons in English 4, pg. 271–277

Reading

Reading – The Cruel World of Trade in Bush Meat: Wildlife Conservation

By the end of the lesson, the learner should be able to:
- Analyse the passage for evidence of the scale and methods of illegal bush-meat poaching in Tsavo
- Explain figurative expressions: "her lifeless eyes were glassy from the pain," "particularly depressing are some of the tactics used," "migrate in seasonal spirals," "tip of the iceberg"
- Identify instances of irony in the passage and evaluate the writer's attitude towards wildlife conservation
- Assess the effectiveness of the opening paragraph and the factors encouraging the illicit bush-meat trade

In groups, learners are guided to:
- Pre-reading discussion on wildlife conservation challenges in Kenya
- Silent reading of "The Cruel World of Trade in Bush Meat" passage
- Vocabulary work: explain four figurative expressions using context and dictionaries
- Individual comprehension answers; group discussion on irony, writer's attitude, conservation needs and judicial sentencing

- Comprehension passage
- Dictionaries
- Conservation awareness charts
- Question worksheets

New Horizons in English 4, pg. 271–277

Reading

Reading – The Cruel World of Trade in Bush Meat: Wildlife Conservation

By the end of the lesson, the learner should be able to:
- Analyse the passage for evidence of the scale and methods of illegal bush-meat poaching in Tsavo
- Explain figurative expressions: "her lifeless eyes were glassy from the pain," "particularly depressing are some of the tactics used," "migrate in seasonal spirals," "tip of the iceberg"
- Identify instances of irony in the passage and evaluate the writer's attitude towards wildlife conservation
- Assess the effectiveness of the opening paragraph and the factors encouraging the illicit bush-meat trade

In groups, learners are guided to:
- Pre-reading discussion on wildlife conservation challenges in Kenya
- Silent reading of "The Cruel World of Trade in Bush Meat" passage
- Vocabulary work: explain four figurative expressions using context and dictionaries
- Individual comprehension answers; group discussion on irony, writer's attitude, conservation needs and judicial sentencing

- Comprehension passage
- Dictionaries
- Conservation awareness charts
- Question worksheets

New Horizons in English 4, pg. 271–277

Comprehension

Comprehension – Set Text Excerpt (Becky's Will) and Oral Poetry (Poem for a Camel)

By the end of the lesson, the learner should be able to:
- Analyse the set text excerpt for Becky's attitude towards her life, her children and the price of her choices
- Identify character traits of Becky and Vera with textual illustrations from the excerpt
- Identify features of oral poetry in "Poem for a Camel": refrain, vernacular expressions, rhetorical questions, imagery
- Explain the theme of the oral poem and evaluate the social value of oral poetry in African communities

In groups, learners are guided to:
- Reading of set text excerpt (Becky's will); discussion on Becky's bitterness and Vera's compassion
- Individual identification of character traits with specific textual evidence
- Interpretive reading of "Poem for a Camel" aloud; identification of oral poetry features
- Group analysis: theme, rhythm, vernacular use and proverb connection; individual written responses

- Set text excerpt
- Oral poem text
- Dictionaries
- Oral poetry features chart

New Horizons in English 4, pg. 277–283

Comprehension

Comprehension – Set Text Excerpt (Becky's Will) and Oral Poetry (Poem for a Camel)

By the end of the lesson, the learner should be able to:
- Analyse the set text excerpt for Becky's attitude towards her life, her children and the price of her choices
- Identify character traits of Becky and Vera with textual illustrations from the excerpt
- Identify features of oral poetry in "Poem for a Camel": refrain, vernacular expressions, rhetorical questions, imagery
- Explain the theme of the oral poem and evaluate the social value of oral poetry in African communities

In groups, learners are guided to:
- Reading of set text excerpt (Becky's will); discussion on Becky's bitterness and Vera's compassion
- Individual identification of character traits with specific textual evidence
- Interpretive reading of "Poem for a Camel" aloud; identification of oral poetry features
- Group analysis: theme, rhythm, vernacular use and proverb connection; individual written responses

- Set text excerpt
- Oral poem text
- Dictionaries
- Oral poetry features chart

New Horizons in English 4, pg. 277–283

Grammar

Grammar – Sentence Rewriting, Phrasal Verbs, Prepositions and Verb Forms

By the end of the lesson, the learner should be able to:
- Rewrite sentences according to specific instructions: reported speech, comparative transformation, combining with "little"
- Replace bolded words with phrasal verbs formed from given root words (e.g., "come" → turn up, "tolerate" → put up with)
- Fill blanks with correct prepositions in sentences about expenditure, specialisation and protection
- Use correct verb forms (gerunds, past participles, conditionals) to complete sentences grammatically

In groups, learners are guided to:
- Exercise: rewrite three sentences (reported speech, comparative, combining with "little")
- Phrasal verb replacement: substitute bolded words in three sentences with appropriate phrasal verbs
- Preposition exercise: complete three sentences with correct prepositions
- Verb form exercise: supply correct forms of drink, tread and invite in given sentence contexts

- Chalkboard
- Grammar exercise sheets
- Phrasal verb reference list
- Dictionaries

New Horizons in English 4, pg. 283–285

Grammar

Grammar – Sentence Rewriting, Phrasal Verbs, Prepositions and Verb Forms

By the end of the lesson, the learner should be able to:
- Rewrite sentences according to specific instructions: reported speech, comparative transformation, combining with "little"
- Replace bolded words with phrasal verbs formed from given root words (e.g., "come" → turn up, "tolerate" → put up with)
- Fill blanks with correct prepositions in sentences about expenditure, specialisation and protection
- Use correct verb forms (gerunds, past participles, conditionals) to complete sentences grammatically

In groups, learners are guided to:
- Exercise: rewrite three sentences (reported speech, comparative, combining with "little")
- Phrasal verb replacement: substitute bolded words in three sentences with appropriate phrasal verbs
- Preposition exercise: complete three sentences with correct prepositions
- Verb form exercise: supply correct forms of drink, tread and invite in given sentence contexts

- Chalkboard
- Grammar exercise sheets
- Phrasal verb reference list
- Dictionaries

New Horizons in English 4, pg. 283–285

Grammar

Grammar – Sentence Rewriting, Phrasal Verbs, Prepositions and Verb Forms

By the end of the lesson, the learner should be able to:
- Rewrite sentences according to specific instructions: reported speech, comparative transformation, combining with "little"
- Replace bolded words with phrasal verbs formed from given root words (e.g., "come" → turn up, "tolerate" → put up with)
- Fill blanks with correct prepositions in sentences about expenditure, specialisation and protection
- Use correct verb forms (gerunds, past participles, conditionals) to complete sentences grammatically

In groups, learners are guided to:
- Exercise: rewrite three sentences (reported speech, comparative, combining with "little")
- Phrasal verb replacement: substitute bolded words in three sentences with appropriate phrasal verbs
- Preposition exercise: complete three sentences with correct prepositions
- Verb form exercise: supply correct forms of drink, tread and invite in given sentence contexts

- Chalkboard
- Grammar exercise sheets
- Phrasal verb reference list
- Dictionaries

New Horizons in English 4, pg. 283–285

Writing

Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays

By the end of the lesson, the learner should be able to:
- Write an imaginative composition of 300–400 words illustrating a proverb or discussing a social issue with clear argument structure
- Write a set text essay discussing whether women characters are more impressive than men, referring to two male and two female characters
- Construct an optional text essay on thematic concerns with evidence from the play (e.g., Betrayal in the City)
- Use idiomatic expressions, proverbs and figurative language to strengthen essay arguments and enrich style

In groups, learners are guided to:
- Teacher reviews proverb-based and argumentative composition techniques
- Individual choice: illustrate "Better the devil you know..." OR discuss alcohol/cigarette billboard advertising near schools
- Set text essay with structured planning: introduction, four character analyses (two male, two female), conclusion
- Peer review focusing on balanced argument, textual evidence and effective use of idiomatic/figurative language

- Chalkboard
- Composition planning templates
- Set texts and optional texts
- Peer review checklists

New Horizons in English 4, pg. 285–286

Writing

Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays

By the end of the lesson, the learner should be able to:
- Write an imaginative composition of 300–400 words illustrating a proverb or discussing a social issue with clear argument structure
- Write a set text essay discussing whether women characters are more impressive than men, referring to two male and two female characters
- Construct an optional text essay on thematic concerns with evidence from the play (e.g., Betrayal in the City)
- Use idiomatic expressions, proverbs and figurative language to strengthen essay arguments and enrich style

In groups, learners are guided to:
- Teacher reviews proverb-based and argumentative composition techniques
- Individual choice: illustrate "Better the devil you know..." OR discuss alcohol/cigarette billboard advertising near schools
- Set text essay with structured planning: introduction, four character analyses (two male, two female), conclusion
- Peer review focusing on balanced argument, textual evidence and effective use of idiomatic/figurative language

- Chalkboard
- Composition planning templates
- Set texts and optional texts
- Peer review checklists

New Horizons in English 4, pg. 285–286

Writing

Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays

By the end of the lesson, the learner should be able to:
- Write an imaginative composition of 300–400 words illustrating a proverb or discussing a social issue with clear argument structure
- Write a set text essay discussing whether women characters are more impressive than men, referring to two male and two female characters
- Construct an optional text essay on thematic concerns with evidence from the play (e.g., Betrayal in the City)
- Use idiomatic expressions, proverbs and figurative language to strengthen essay arguments and enrich style

In groups, learners are guided to:
- Teacher reviews proverb-based and argumentative composition techniques
- Individual choice: illustrate "Better the devil you know..." OR discuss alcohol/cigarette billboard advertising near schools
- Set text essay with structured planning: introduction, four character analyses (two male, two female), conclusion
- Peer review focusing on balanced argument, textual evidence and effective use of idiomatic/figurative language

- Chalkboard
- Composition planning templates
- Set texts and optional texts
- Peer review checklists

New Horizons in English 4, pg. 285–286