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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3-4 |
Listening & Speaking
Reading |
Effective Communication – Negotiation Skills
Reading – The Silent Scream: Ultrasound and the Abortion Debate |
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 - 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 |
- 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 - 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 |
- Chalkboard
- Negotiation scenario scripts - Mediation guidelines - Role-play evaluation rubrics - Comprehension passage - Dictionaries - Question sheets - Discussion guides |
New Horizons in English 4, pg. 183–186
New Horizons in English 4, pg. 186–188 |
|
| 2 | 5 |
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
|
|
| 2 | 6 |
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
|
|
| 2 | 7 |
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
|
|
| 2 | 8 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3-4 |
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
|
|
| 3 | 5 |
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
|
|
| 3 | 6 |
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
|
|
| 3 | 7 |
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
|
|
| 3 | 8 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3-4 |
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
|
|
| 4 | 5 |
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
|
|
| 4 | 6 |
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
|
|
| 4 | 7 |
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
|
|
| 4 | 8 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3-4 |
Comprehension
Grammar |
Comprehension – Plastics: Properties and Summary Practice
Grammar – Clauses: Substitution and Ellipsis |
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 - 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 |
- 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 - 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 |
- Comprehension passage
- Summary writing guides - Dictionaries - Peer review checklists - Chalkboard - Grammar charts (substitution types) - Exercise worksheets - Comprehension passages for ellipsis identification |
New Horizons in English 4, pg. 211–212
New Horizons in English 4, pg. 212–216 |
|
| 5 | 5 |
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
|
|
| 5 | 6 |
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
|
|
| 5 | 7 |
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
|
|
| 5 | 8 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3-4 |
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
|
|
| 6 | 5 |
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
|
|
| 6 | 6 |
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
|
|
| 6 | 7 |
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
|
|
| 6 | 8 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3-4 |
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
|
|
| 7 | 5 |
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
|
|
| 7 | 6 |
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
|
|
| 7 | 7 |
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
|
|
| 7 | 8 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3-4 |
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
|
|
| 8 | 5 |
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
|
|
| 8 | 6 |
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
|
|
| 8 | 7 |
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
|
|
| 8 | 8 |
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
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3-4 |
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
|
|
| 9 | 5 |
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
|
|
| 9 | 6 |
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
|
|
| 9 | 7 |
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
|
|
| 9 | 8 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3-4 |
Grammar
Writing |
Grammar – Sentence Types, Verb Classification, Noun Formation and Direct Speech
Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays |
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 - 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:
- 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 - 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
- Grammar exercise sheets - Passage extract (Brenda) - Dictionaries - Chalkboard - Composition planning templates - Set texts - Peer review checklists |
New Horizons in English 4, pg. 261–264
New Horizons in English 4, pg. 264–265 |
|
| 10 | 5 |
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
|
|
| 10 | 6 |
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
|
|
| 10 | 7 |
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
|
|
| 10 | 8 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3-4 |
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
|
|
| 11 | 5 |
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
|
|
| 11 | 6 |
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
|
|
| 11 | 7 |
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
|
|
| 11 | 8 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
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
|
|
| 12 | 3-4 |
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
|
|
| 12 | 5 |
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
|
|
| 12 | 6 |
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
|
|
| 12 | 7 |
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
|
|
| 12 | 8 |
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
|
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