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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
REVISION
English Paper 1 Revision English Paper 1 Revision |
Functional Writing
Cloze Test and Language Use |
By the end of the
lesson, the learner
should be able to:
- apply correct formats in functional writing tasks - use appropriate tone and style for different audiences - organize ideas logically and coherently - apply correct grammar, spelling, and punctuation in written work |
Teacher reviews common functional writing formats Learners attempt sample tasks Peer correction and guided feedback
|
Past papers, Sample formats, Functional writing guide
Past papers, English grammar books |
English Revision Papers
|
|
| 2 | 2 |
English Paper 1 Revision
English Paper 2 Revision |
Oral Skills
Comprehension Skills |
By the end of the
lesson, the learner
should be able to:
- identify and use sound patterns in oral genres - demonstrate correct intonation, stress, and pronunciation - practice listening, turn-taking, and polite interruption in conversations - apply oral skills in formal and informal settings (debates, speeches, discussions) |
Teacher models oral skills through examples Learners practice tongue twisters, role-plays, dialogues, and listening exercises Group activities such as debates and presentations
|
Past papers, Audio/visual aids
Past papers, comprehension passages |
English Revision Papers
|
|
| 2 | 3 |
English Paper 2 Revision
|
Literary Appreciation – Set Texts
Literary Appreciation – Oral Literature |
By the end of the
lesson, the learner
should be able to:
- identify themes, characters, and stylistic devices in excerpts - analyze relevance of issues raised in set texts - discuss moral lessons from extracts - respond to different types of literary questions |
Teacher explains approaches to drama and poetry questions Learners analyze excerpts from set texts Class discussion on themes and style
|
Set texts, past papers
Oral literature, past papers |
English Revision Papers
Set book |
|
| 2 | 4 |
English Paper 2 Revision
English Paper 3 Revision |
Grammar and Language Use
Imaginative Composition |
By the end of the
lesson, the learner
should be able to:
- apply grammar rules correctly in sentence transformation - use punctuation, connectors, phrasal verbs, and prepositions accurately - differentiate meanings in similar sentence structures - demonstrate accuracy in language exercises |
Teacher highlights common grammar challenges Learners attempt grammar exercises from past exams Peer correction and teacher-guided review
|
Grammar texts, past papers
Sample compositions, past papers |
English Revision Papers
|
|
| 2 | 5 |
English Paper 3 Revision
|
Compulsory Set Text Essay
Secondary Set Text Essay |
By the end of the
lesson, the learner
should be able to:
- analyze the compulsory set text in relation to themes, characters, and style - respond to essay-type questions using well-organized arguments - support points with relevant textual evidence - demonstrate accuracy in essay structure (introduction, body, conclusion) |
Teacher demonstrates how to approach set text essay questions Learners attempt past exam essays on the compulsory text Group discussion on themes, issues, and character traits
|
Set text, past papers
|
English Paper 3 Revision Guides
|
|
| 2 | 6 |
English Paper 1 Revision
|
Functional Writing
Cloze Test and Language Use |
By the end of the
lesson, the learner
should be able to:
- apply correct formats in functional writing tasks - use appropriate tone and style for different audiences - organize ideas logically and coherently - apply correct grammar, spelling, and punctuation in written work |
Teacher reviews common functional writing formats Learners attempt sample tasks Peer correction and guided feedback
|
Past papers, Sample formats, Functional writing guide
Past papers, English grammar books |
English Revision Papers
|
|
| 2 | 7 |
English Paper 1 Revision
|
Oral Skills
|
By the end of the
lesson, the learner
should be able to:
- identify and use sound patterns in oral genres - demonstrate correct intonation, stress, and pronunciation - practice listening, turn-taking, and polite interruption in conversations - apply oral skills in formal and informal settings (debates, speeches, discussions) |
Teacher models oral skills through examples Learners practice tongue twisters, role-plays, dialogues, and listening exercises Group activities such as debates and presentations
|
Past papers, Audio/visual aids
|
English Revision Papers
|
|
| 2 | 8 |
English Paper 2 Revision
|
Comprehension Skills
Literary Appreciation – Set Texts |
By the end of the
lesson, the learner
should be able to:
- read and interpret unseen passages - identify main and supporting ideas - analyze tone, style, and imagery - write concise and coherent summaries |
Teacher guides learners on comprehension strategies Learners attempt comprehension past paper questions Group work on summarizing and answering questions
|
Past papers, comprehension passages
Set texts, past papers |
English Revision Papers
|
|
| 3 | 1 |
English Paper 2 Revision
|
Literary Appreciation – Oral Literature
Grammar and Language Use |
By the end of the
lesson, the learner
should be able to:
- classify types of oral narratives and genres - identify features of oral literature (stylistic devices, performance aspects, moral lessons) - analyze questions from oral narratives and short stories |
Teacher explains oral narrative features Learners read oral texts and answer questions Peer discussion and oral presentation
|
Oral literature, past papers
Grammar texts, past papers |
English Revision Papers
Set book |
|
| 3 | 2 |
English Paper 3 Revision
|
Imaginative Composition
Compulsory Set Text Essay |
By the end of the
lesson, the learner
should be able to:
- write creative and coherent stories - apply correct grammar, punctuation, and paragraphing - develop engaging introductions and logical plots - demonstrate creativity in narrative, descriptive, or expository writing |
Teacher guides learners on approaches to imaginative composition Learners practice writing different types of essays (narrative, descriptive, expository, reflective) Peer review and correction of sample scripts
|
Sample compositions, past papers
Set text, past papers |
English Paper 3 Revision Guides
|
|
| 3 | 3 |
English Paper 3 Revision
English Paper 1 Revision |
Secondary Set Text Essay
Functional Writing |
By the end of the
lesson, the learner
should be able to:
- respond critically to essay questions on another set text (novel, drama, short stories) - compare issues across texts where applicable - express opinions and support them with textual evidence - write logically organized essays under exam conditions |
Teacher explains how to plan and write essays from other set texts Learners attempt sample essay questions Teacher-led marking and discussion of responses
|
Set text, past papers
Past papers, Sample formats, Functional writing guide |
English Paper 3 Revision paper
Students book |
|
| 3 | 4 |
English Paper 1 Revision
|
Cloze Test and Language Use
Oral Skills |
By the end of the
lesson, the learner
should be able to:
- select words that fit contextually in a passage - apply knowledge of grammar, vocabulary, and sentence structure - demonstrate cohesion and logical flow in filling blanks |
Teacher demonstrates cloze test strategies Learners attempt practice cloze passages Class review of responses with emphasis on grammar and vocabulary rules
|
Past papers, English grammar books
Past papers, Audio/visual aids |
English Revision Papers
|
|
| 3 | 5 |
English Paper 2 Revision
|
Comprehension Skills
Literary Appreciation – Set Texts |
By the end of the
lesson, the learner
should be able to:
- read and interpret unseen passages - identify main and supporting ideas - analyze tone, style, and imagery - write concise and coherent summaries |
Teacher guides learners on comprehension strategies Learners attempt comprehension past paper questions Group work on summarizing and answering questions
|
Past papers, comprehension passages
Set texts, past papers |
English Revision Papers
|
|
| 3 | 6 |
English Paper 2 Revision
|
Literary Appreciation – Oral Literature
|
By the end of the
lesson, the learner
should be able to:
- classify types of oral narratives and genres - identify features of oral literature (stylistic devices, performance aspects, moral lessons) - analyze questions from oral narratives and short stories |
Teacher explains oral narrative features Learners read oral texts and answer questions Peer discussion and oral presentation
|
Oral literature, past papers
|
English Revision Papers
Set book |
|
| 3 | 7 |
English Paper 2 Revision
English Paper 3 Revision |
Grammar and Language Use
Imaginative Composition |
By the end of the
lesson, the learner
should be able to:
- apply grammar rules correctly in sentence transformation - use punctuation, connectors, phrasal verbs, and prepositions accurately - differentiate meanings in similar sentence structures - demonstrate accuracy in language exercises |
Teacher highlights common grammar challenges Learners attempt grammar exercises from past exams Peer correction and teacher-guided review
|
Grammar texts, past papers
Sample compositions, past papers |
English Revision Papers
|
|
| 3 | 8 |
English Paper 3 Revision
|
Compulsory Set Text Essay
Secondary Set Text Essay |
By the end of the
lesson, the learner
should be able to:
- analyze the compulsory set text in relation to themes, characters, and style - respond to essay-type questions using well-organized arguments - support points with relevant textual evidence - demonstrate accuracy in essay structure (introduction, body, conclusion) |
Teacher demonstrates how to approach set text essay questions Learners attempt past exam essays on the compulsory text Group discussion on themes, issues, and character traits
|
Set text, past papers
|
English Paper 3 Revision Guides
|
|
| 4 | 1 |
English Paper 1 Revision
|
Functional Writing
Cloze Test and Language Use |
By the end of the
lesson, the learner
should be able to:
- apply correct formats in functional writing tasks - use appropriate tone and style for different audiences - organize ideas logically and coherently - apply correct grammar, spelling, and punctuation in written work |
Teacher reviews common functional writing formats Learners attempt sample tasks Peer correction and guided feedback
|
Past papers, Sample formats, Functional writing guide
Past papers, English grammar books |
English Revision Papers
|
|
| 4 | 2 |
English Paper 1 Revision
English Paper 2 Revision |
Oral Skills
Comprehension Skills |
By the end of the
lesson, the learner
should be able to:
- identify and use sound patterns in oral genres - demonstrate correct intonation, stress, and pronunciation - practice listening, turn-taking, and polite interruption in conversations - apply oral skills in formal and informal settings (debates, speeches, discussions) |
Teacher models oral skills through examples Learners practice tongue twisters, role-plays, dialogues, and listening exercises Group activities such as debates and presentations
|
Past papers, Audio/visual aids
Past papers, comprehension passages |
English Revision Papers
|
|
| 4 | 3 |
English Paper 2 Revision
|
Literary Appreciation – Set Texts
Literary Appreciation – Oral Literature |
By the end of the
lesson, the learner
should be able to:
- identify themes, characters, and stylistic devices in excerpts - analyze relevance of issues raised in set texts - discuss moral lessons from extracts - respond to different types of literary questions |
Teacher explains approaches to drama and poetry questions Learners analyze excerpts from set texts Class discussion on themes and style
|
Set texts, past papers
Oral literature, past papers |
English Revision Papers
Set book |
|
| 4 | 4 |
English Paper 2 Revision
English Paper 3 Revision |
Grammar and Language Use
Imaginative Composition |
By the end of the
lesson, the learner
should be able to:
- apply grammar rules correctly in sentence transformation - use punctuation, connectors, phrasal verbs, and prepositions accurately - differentiate meanings in similar sentence structures - demonstrate accuracy in language exercises |
Teacher highlights common grammar challenges Learners attempt grammar exercises from past exams Peer correction and teacher-guided review
|
Grammar texts, past papers
Sample compositions, past papers |
English Revision Papers
|
|
| 4 | 5 |
English Paper 3 Revision
|
Compulsory Set Text Essay
|
By the end of the
lesson, the learner
should be able to:
- analyze the compulsory set text in relation to themes, characters, and style - respond to essay-type questions using well-organized arguments - support points with relevant textual evidence - demonstrate accuracy in essay structure (introduction, body, conclusion) |
Teacher demonstrates how to approach set text essay questions Learners attempt past exam essays on the compulsory text Group discussion on themes, issues, and character traits
|
Set text, past papers
|
English Paper 3 Revision Guides
|
|
| 4 | 6 |
English Paper 3 Revision
English Paper 1 Revision |
Secondary Set Text Essay
Functional Writing |
By the end of the
lesson, the learner
should be able to:
- respond critically to essay questions on another set text (novel, drama, short stories) - compare issues across texts where applicable - express opinions and support them with textual evidence - write logically organized essays under exam conditions |
Teacher explains how to plan and write essays from other set texts Learners attempt sample essay questions Teacher-led marking and discussion of responses
|
Set text, past papers
Past papers, Sample formats, Functional writing guide |
English Paper 3 Revision paper
Students book |
|
| 4 | 7 |
English Paper 1 Revision
|
Cloze Test and Language Use
Oral Skills |
By the end of the
lesson, the learner
should be able to:
- select words that fit contextually in a passage - apply knowledge of grammar, vocabulary, and sentence structure - demonstrate cohesion and logical flow in filling blanks |
Teacher demonstrates cloze test strategies Learners attempt practice cloze passages Class review of responses with emphasis on grammar and vocabulary rules
|
Past papers, English grammar books
Past papers, Audio/visual aids |
English Revision Papers
|
|
| 4 | 8 |
English Paper 2 Revision
|
Comprehension Skills
Literary Appreciation – Set Texts |
By the end of the
lesson, the learner
should be able to:
- read and interpret unseen passages - identify main and supporting ideas - analyze tone, style, and imagery - write concise and coherent summaries |
Teacher guides learners on comprehension strategies Learners attempt comprehension past paper questions Group work on summarizing and answering questions
|
Past papers, comprehension passages
Set texts, past papers |
English Revision Papers
|
|
| 5 | 1 |
English Paper 2 Revision
|
Literary Appreciation – Oral Literature
Grammar and Language Use |
By the end of the
lesson, the learner
should be able to:
- classify types of oral narratives and genres - identify features of oral literature (stylistic devices, performance aspects, moral lessons) - analyze questions from oral narratives and short stories |
Teacher explains oral narrative features Learners read oral texts and answer questions Peer discussion and oral presentation
|
Oral literature, past papers
Grammar texts, past papers |
English Revision Papers
Set book |
|
| 5 | 2 |
English Paper 3 Revision
|
Imaginative Composition
Compulsory Set Text Essay |
By the end of the
lesson, the learner
should be able to:
- write creative and coherent stories - apply correct grammar, punctuation, and paragraphing - develop engaging introductions and logical plots - demonstrate creativity in narrative, descriptive, or expository writing |
Teacher guides learners on approaches to imaginative composition Learners practice writing different types of essays (narrative, descriptive, expository, reflective) Peer review and correction of sample scripts
|
Sample compositions, past papers
Set text, past papers |
English Paper 3 Revision Guides
|
|
| 5 | 3 |
English Paper 3 Revision
English Paper 1 Revision |
Secondary Set Text Essay
Functional Writing |
By the end of the
lesson, the learner
should be able to:
- respond critically to essay questions on another set text (novel, drama, short stories) - compare issues across texts where applicable - express opinions and support them with textual evidence - write logically organized essays under exam conditions |
Teacher explains how to plan and write essays from other set texts Learners attempt sample essay questions Teacher-led marking and discussion of responses
|
Set text, past papers
Past papers, Sample formats, Functional writing guide |
English Paper 3 Revision paper
Students book |
|
| 5 | 4 |
English Paper 1 Revision
|
Cloze Test and Language Use
|
By the end of the
lesson, the learner
should be able to:
- select words that fit contextually in a passage - apply knowledge of grammar, vocabulary, and sentence structure - demonstrate cohesion and logical flow in filling blanks |
Teacher demonstrates cloze test strategies Learners attempt practice cloze passages Class review of responses with emphasis on grammar and vocabulary rules
|
Past papers, English grammar books
|
English Revision Papers
|
|
| 5 | 5 |
English Paper 1 Revision
English Paper 2 Revision |
Oral Skills
Comprehension Skills |
By the end of the
lesson, the learner
should be able to:
- identify and use sound patterns in oral genres - demonstrate correct intonation, stress, and pronunciation - practice listening, turn-taking, and polite interruption in conversations - apply oral skills in formal and informal settings (debates, speeches, discussions) |
Teacher models oral skills through examples Learners practice tongue twisters, role-plays, dialogues, and listening exercises Group activities such as debates and presentations
|
Past papers, Audio/visual aids
Past papers, comprehension passages |
English Revision Papers
|
|
| 5 | 6 |
English Paper 2 Revision
|
Literary Appreciation – Set Texts
Literary Appreciation – Oral Literature |
By the end of the
lesson, the learner
should be able to:
- identify themes, characters, and stylistic devices in excerpts - analyze relevance of issues raised in set texts - discuss moral lessons from extracts - respond to different types of literary questions |
Teacher explains approaches to drama and poetry questions Learners analyze excerpts from set texts Class discussion on themes and style
|
Set texts, past papers
Oral literature, past papers |
English Revision Papers
Set book |
|
| 5 | 7 |
English Paper 2 Revision
English Paper 3 Revision |
Grammar and Language Use
Imaginative Composition |
By the end of the
lesson, the learner
should be able to:
- apply grammar rules correctly in sentence transformation - use punctuation, connectors, phrasal verbs, and prepositions accurately - differentiate meanings in similar sentence structures - demonstrate accuracy in language exercises |
Teacher highlights common grammar challenges Learners attempt grammar exercises from past exams Peer correction and teacher-guided review
|
Grammar texts, past papers
Sample compositions, past papers |
English Revision Papers
|
|
| 5 | 8 |
English Paper 3 Revision
|
Compulsory Set Text Essay
Secondary Set Text Essay |
By the end of the
lesson, the learner
should be able to:
- analyze the compulsory set text in relation to themes, characters, and style - respond to essay-type questions using well-organized arguments - support points with relevant textual evidence - demonstrate accuracy in essay structure (introduction, body, conclusion) |
Teacher demonstrates how to approach set text essay questions Learners attempt past exam essays on the compulsory text Group discussion on themes, issues, and character traits
|
Set text, past papers
|
English Paper 3 Revision Guides
|
|
| 6 | 1 |
English Paper 1 Revision
|
Functional Writing
Cloze Test and Language Use |
By the end of the
lesson, the learner
should be able to:
- apply correct formats in functional writing tasks - use appropriate tone and style for different audiences - organize ideas logically and coherently - apply correct grammar, spelling, and punctuation in written work |
Teacher reviews common functional writing formats Learners attempt sample tasks Peer correction and guided feedback
|
Past papers, Sample formats, Functional writing guide
Past papers, English grammar books |
English Revision Papers
|
|
| 6 | 2 |
English Paper 1 Revision
English Paper 2 Revision |
Oral Skills
Comprehension Skills |
By the end of the
lesson, the learner
should be able to:
- identify and use sound patterns in oral genres - demonstrate correct intonation, stress, and pronunciation - practice listening, turn-taking, and polite interruption in conversations - apply oral skills in formal and informal settings (debates, speeches, discussions) |
Teacher models oral skills through examples Learners practice tongue twisters, role-plays, dialogues, and listening exercises Group activities such as debates and presentations
|
Past papers, Audio/visual aids
Past papers, comprehension passages |
English Revision Papers
|
|
| 6 | 3 |
English Paper 2 Revision
|
Literary Appreciation – Set Texts
Literary Appreciation – Oral Literature |
By the end of the
lesson, the learner
should be able to:
- identify themes, characters, and stylistic devices in excerpts - analyze relevance of issues raised in set texts - discuss moral lessons from extracts - respond to different types of literary questions |
Teacher explains approaches to drama and poetry questions Learners analyze excerpts from set texts Class discussion on themes and style
|
Set texts, past papers
Oral literature, past papers |
English Revision Papers
Set book |
|
| 6 | 4 |
English Paper 2 Revision
|
Grammar and Language Use
|
By the end of the
lesson, the learner
should be able to:
- apply grammar rules correctly in sentence transformation - use punctuation, connectors, phrasal verbs, and prepositions accurately - differentiate meanings in similar sentence structures - demonstrate accuracy in language exercises |
Teacher highlights common grammar challenges Learners attempt grammar exercises from past exams Peer correction and teacher-guided review
|
Grammar texts, past papers
|
English Revision Papers
|
|
| 6 | 5 |
English Paper 3 Revision
|
Imaginative Composition
Compulsory Set Text Essay |
By the end of the
lesson, the learner
should be able to:
- write creative and coherent stories - apply correct grammar, punctuation, and paragraphing - develop engaging introductions and logical plots - demonstrate creativity in narrative, descriptive, or expository writing |
Teacher guides learners on approaches to imaginative composition Learners practice writing different types of essays (narrative, descriptive, expository, reflective) Peer review and correction of sample scripts
|
Sample compositions, past papers
Set text, past papers |
English Paper 3 Revision Guides
|
|
| 6 | 6 |
English Paper 3 Revision
English Paper 1 Revision |
Secondary Set Text Essay
Functional Writing |
By the end of the
lesson, the learner
should be able to:
- respond critically to essay questions on another set text (novel, drama, short stories) - compare issues across texts where applicable - express opinions and support them with textual evidence - write logically organized essays under exam conditions |
Teacher explains how to plan and write essays from other set texts Learners attempt sample essay questions Teacher-led marking and discussion of responses
|
Set text, past papers
Past papers, Sample formats, Functional writing guide |
English Paper 3 Revision paper
Students book |
|
| 6 | 7 |
English Paper 1 Revision
|
Cloze Test and Language Use
Oral Skills |
By the end of the
lesson, the learner
should be able to:
- select words that fit contextually in a passage - apply knowledge of grammar, vocabulary, and sentence structure - demonstrate cohesion and logical flow in filling blanks |
Teacher demonstrates cloze test strategies Learners attempt practice cloze passages Class review of responses with emphasis on grammar and vocabulary rules
|
Past papers, English grammar books
Past papers, Audio/visual aids |
English Revision Papers
|
|
| 6 | 8 |
English Paper 2 Revision
|
Comprehension Skills
Literary Appreciation – Set Texts |
By the end of the
lesson, the learner
should be able to:
- read and interpret unseen passages - identify main and supporting ideas - analyze tone, style, and imagery - write concise and coherent summaries |
Teacher guides learners on comprehension strategies Learners attempt comprehension past paper questions Group work on summarizing and answering questions
|
Past papers, comprehension passages
Set texts, past papers |
English Revision Papers
|
|
| 7 | 1 |
English Paper 2 Revision
|
Literary Appreciation – Oral Literature
Grammar and Language Use |
By the end of the
lesson, the learner
should be able to:
- classify types of oral narratives and genres - identify features of oral literature (stylistic devices, performance aspects, moral lessons) - analyze questions from oral narratives and short stories |
Teacher explains oral narrative features Learners read oral texts and answer questions Peer discussion and oral presentation
|
Oral literature, past papers
Grammar texts, past papers |
English Revision Papers
Set book |
|
| 7 | 2 |
English Paper 3 Revision
|
Imaginative Composition
Compulsory Set Text Essay |
By the end of the
lesson, the learner
should be able to:
- write creative and coherent stories - apply correct grammar, punctuation, and paragraphing - develop engaging introductions and logical plots - demonstrate creativity in narrative, descriptive, or expository writing |
Teacher guides learners on approaches to imaginative composition Learners practice writing different types of essays (narrative, descriptive, expository, reflective) Peer review and correction of sample scripts
|
Sample compositions, past papers
Set text, past papers |
English Paper 3 Revision Guides
|
|
| 7 | 3 |
English Paper 3 Revision
|
Secondary Set Text Essay
|
By the end of the
lesson, the learner
should be able to:
- respond critically to essay questions on another set text (novel, drama, short stories) - compare issues across texts where applicable - express opinions and support them with textual evidence - write logically organized essays under exam conditions |
Teacher explains how to plan and write essays from other set texts Learners attempt sample essay questions Teacher-led marking and discussion of responses
|
Set text, past papers
|
English Paper 3 Revision paper
Students book |
|
| 7 | 4 |
English Paper 1 Revision
|
Functional Writing
Cloze Test and Language Use |
By the end of the
lesson, the learner
should be able to:
- apply correct formats in functional writing tasks - use appropriate tone and style for different audiences - organize ideas logically and coherently - apply correct grammar, spelling, and punctuation in written work |
Teacher reviews common functional writing formats Learners attempt sample tasks Peer correction and guided feedback
|
Past papers, Sample formats, Functional writing guide
Past papers, English grammar books |
English Revision Papers
|
|
| 7 | 5 |
English Paper 1 Revision
English Paper 2 Revision |
Oral Skills
Comprehension Skills |
By the end of the
lesson, the learner
should be able to:
- identify and use sound patterns in oral genres - demonstrate correct intonation, stress, and pronunciation - practice listening, turn-taking, and polite interruption in conversations - apply oral skills in formal and informal settings (debates, speeches, discussions) |
Teacher models oral skills through examples Learners practice tongue twisters, role-plays, dialogues, and listening exercises Group activities such as debates and presentations
|
Past papers, Audio/visual aids
Past papers, comprehension passages |
English Revision Papers
|
|
| 7 | 6 |
English Paper 2 Revision
|
Literary Appreciation – Set Texts
Literary Appreciation – Oral Literature |
By the end of the
lesson, the learner
should be able to:
- identify themes, characters, and stylistic devices in excerpts - analyze relevance of issues raised in set texts - discuss moral lessons from extracts - respond to different types of literary questions |
Teacher explains approaches to drama and poetry questions Learners analyze excerpts from set texts Class discussion on themes and style
|
Set texts, past papers
Oral literature, past papers |
English Revision Papers
Set book |
|
| 7 | 7 |
English Paper 2 Revision
English Paper 3 Revision |
Grammar and Language Use
Imaginative Composition |
By the end of the
lesson, the learner
should be able to:
- apply grammar rules correctly in sentence transformation - use punctuation, connectors, phrasal verbs, and prepositions accurately - differentiate meanings in similar sentence structures - demonstrate accuracy in language exercises |
Teacher highlights common grammar challenges Learners attempt grammar exercises from past exams Peer correction and teacher-guided review
|
Grammar texts, past papers
Sample compositions, past papers |
English Revision Papers
|
|
| 7 | 8 |
English Paper 3 Revision
|
Compulsory Set Text Essay
Secondary Set Text Essay |
By the end of the
lesson, the learner
should be able to:
- analyze the compulsory set text in relation to themes, characters, and style - respond to essay-type questions using well-organized arguments - support points with relevant textual evidence - demonstrate accuracy in essay structure (introduction, body, conclusion) |
Teacher demonstrates how to approach set text essay questions Learners attempt past exam essays on the compulsory text Group discussion on themes, issues, and character traits
|
Set text, past papers
|
English Paper 3 Revision Guides
|
|
| 8 | 1 |
UNIT 15: SEEING EYE TO EYE
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 |
- 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 - Comprehension passage - Dictionaries - Question sheets - Discussion guides |
New Horizons in English 4, pg. 183–186
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
Grammar
Writing |
Grammar – Clauses: Sentence Connectors (Conjunctive Adverbs)
Writing – The Curriculum Vitae & Idiomatic Expressions |
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 - Sample CV formats (chronological and functional) - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 194–196
|
|
| 8 | 4 |
Intensive Reading
Listening & Speaking |
Intensive Reading – The Samaritan by John Lara
Effective Communication – Using Tone to Reveal Attitude |
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 - Poem text ("Grass Will Grow") - Chalkboard - Audio equipment (if available) - Tone-attitude analysis chart |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 8 | 5 |
UNIT 16: STANDING THE HEAT
Reading Comprehension |
Reading – Contrary Thermometers: Global Warming Debate
Comprehension – Plastics: Properties and Summary Practice |
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 - Summary writing guides - Peer review checklists |
New Horizons in English 4, pg. 208–211
|
|
| 8 | 6 |
Grammar
Writing |
Grammar – Clauses: Substitution and Ellipsis
Writing – Speeches & Idiomatic Expressions |
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 - Model speech text - Speech structure chart - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 212–216
|
|
| 8 | 7 |
Intensive Reading
Listening & Speaking |
Intensive Reading – The Samaritan by John Lara
Effective Communication – Oral Skills: Stress, Pronunciation and Sound Patterns |
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 - Chalkboard - Word lists (silent letters) - Sound pair charts - Dialogue format template |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 8 | 8 |
UNIT 18: MODEL KCSE PAPER 1
Reading Comprehension |
Reading – Functional Writing: Report Writing and Cloze Test Practice
Comprehension – A Special Child: Biography of Cardinal Otunga |
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 - Comprehension passage - Dictionaries - Character analysis sheets - Question worksheets |
New Horizons in English 4, pg. 230–233
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
Writing
Intensive Reading |
Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays
Intensive Reading – The Samaritan by John Lara |
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 - The Samaritan by John Lara - Exercise books - Sample essay questions - Chalkboard |
New Horizons in English 4, pg. 242–243
|
|
| 9 | 3 |
UNIT 19: MODEL KCSE PAPER 2
Listening & Speaking Reading |
Effective Communication – Oral Skills: Homophones, Rhyme and Diction
Reading – The Hola Massacre: Historical Comprehension |
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 - Comprehension passage - Dictionaries - Historical context notes - Question worksheets |
New Horizons in English 4, pg. 247–251
|
|
| 9 | 4 |
Comprehension
Grammar |
Comprehension – Set Text Excerpt (The River and the Source) and Poetry Analysis
Grammar – Sentence Types, Verb Classification, Noun Formation and Direct Speech |
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 - Chalkboard - Grammar exercise sheets - Passage extract (Brenda) - Dictionaries |
New Horizons in English 4, pg. 256–261
|
|
| 9 | 5 |
Writing
Intensive Reading |
Writing – Composition Practice: Imaginative, Set Text and Optional Text Essays
Intensive Reading – The Samaritan by John Lara |
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 - The Samaritan by John Lara - Exercise books - Comprehensive revision notes - Sample essay questions |
New Horizons in English 4, pg. 264–265
|
|
| 9 | 6 |
UNIT 20: MODEL KCSE PAPER 3
Listening & Speaking Reading |
Effective Communication – Oral Skills: Sound Identification, Stress and Minimal Pairs
Reading – The Cruel World of Trade in Bush Meat: Wildlife Conservation |
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 - Comprehension passage - Dictionaries - Conservation awareness charts - Question worksheets |
New Horizons in English 4, pg. 268–271
|
|
| 9 | 7 |
Comprehension
Grammar |
Comprehension – Set Text Excerpt (Becky's Will) and Oral Poetry (Poem for a Camel)
Grammar – Sentence Rewriting, Phrasal Verbs, Prepositions and Verb Forms |
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 - Chalkboard - Grammar exercise sheets - Phrasal verb reference list - Dictionaries |
New Horizons in English 4, pg. 277–283
|
|
| 9 | 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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