If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 4 |
EFFECTIVE COMMUNICATION
|
Distinguishing word classes using stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
discussion
|
Chalkboard
Flash cards |
New Horizonsin English Book 4 students book Page 1-2
Teachers guide page 1 |
|
| 5 |
STUDY SKILLS
READING |
Study of works of literature: Setting in literature
Women Critical to Food Security |
By the end of the
lesson, the learner
should be able to:
Define setting correctly Discuss the various forms of setting Describe the setting in a given story |
Discussion
|
Chalkboard
Pre-reading activities |
New Horizonsin English Book 4 students book Page 5-7
Teachers guide page 2-3 |
||
| 6 |
GRAMMAR
|
Functions of nouns
|
By the end of the
lesson, the learner
should be able to:
Define nouns Discuss the functions of nouns correctly Use nouns to bring out different functions in sentences |
Discussing
Writing sentences |
Dictionary
|
New Horizons inEnglish Book 4 students book Page 7-9
Teachers guide page 5-7 |
||
| 7 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing Identify the importance of paraphrasing Paraphrase a given text correctly, neatly and legibly |
Writing
discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 10-11
Teachers guide page 7-8 |
||
| 8 |
INTENSIVE READING
EFFECTIVE COMMUNICATION |
PARLIAMENT OF OWLS by Adipo Sidang
Hot seating Labels with vague meanings |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
Chalkboard Charts |
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 2 |
Opener examination |
|||||||
| 5 |
STUDY SKILLS
|
Study of works of literature: Satire
|
By the end of the
lesson, the learner
should be able to:
Define satire Identify the techniques that help satire to be achieved including juxtaposition, hyperbole, irony and humour Identify and explain satire in a given text correctly |
Discussion
|
Samples of paragraphs with satire
|
New Horizons inEnglish Book 4 students book Page 17
Teachers guide page 10-11 |
||
| 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 8 |
EFFECTIVE COMMUNICATION
|
Word stress in English
|
By the end of the
lesson, the learner
should be able to:
Define word stress correctly Place stress on the correct syllables in words |
discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 27-28
Teachers guide page 17 |
||
| 3 | 1 |
STUDY SKILLS
READING |
Summary writing
Comprehension Medicinal value of the Lemon |
By the end of the
lesson, the learner
should be able to:
Summarize the given passage in not more than ninety words |
Discussion
Summarizing |
Chalkboards
Wall charts with short poems Pre-reading activities |
New Horizonsin English Book 4 students book Page 31
Teachers guide page 18 Demystifying poetry |
|
| 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 3 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Correctly punctuate titles of full-length publications Correctly punctuate titles of parts of publications Incorporate short quotations within the text of their work Set off long quotations |
Writing
discussion |
Chalkboard
Sample publications |
New Horizonsin English Book 4 students book Page 23-26
Teachers guide page 22-23 |
||
| 4 |
EFFECTIVE COMMUNICATION
STUDY SKILLS |
Word stress in English
Sentence stress
ROLE PLAY |
By the end of the
lesson, the learner
should be able to:
Identify the stress in homographs depending on how they are used in sentences Describe sentence stress Identify the stressed words in sentences given correctly |
Discussion
Pronunciation |
Chalkboard
|
New Horizonsin English Book 4 students book Page 45-46, 46-47
Teachers guide page 24-25 |
||
| 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 7 |
WRITING
|
Recipe
|
By the end of the
lesson, the learner
should be able to:
Explain what a recipe is Give clear instructions on how to prepare a particular meal Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample recipe |
New Horizonsin English Book 4 students book Page 39-44
Teachers guide page 30-31 |
||
| 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 4 | 1 |
INTENSIVE READING
GRAMMAR |
PARLIAMENT OF OWLS by Adipo Sidang
Gerunds |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
Dictionary |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 |
WRITING
|
Social writing: Instructions to friends and relatives
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need to acquire instructions-writing skills Write instructions to friends and relatives correctly Write neatly and legibly |
Writing
discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 73-74
Teachers guide page 37-38 |
||
| 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 5 |
INTENSIVE READING
EFFECTIVE COMMUNICATION |
PARLIAMENT OF OWLS by Adipo Sidang
-Acceptable speech habits, tone and interruption -Making oral reports: police statements |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
Chalkboard Class discussion |
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 6 |
STUDY SKILLS
INTENSIVE READING |
Study of works of literature: Some stylistic devices in literary works
PARLIAMENT OF OWLS by Adipo Sidang |
By the end of the
lesson, the learner
should be able to:
Define stylistic devices Define onomatopoeia, repetition, alliteration, irony, sarcasm, personification, and allusion Identify the defined stylistic devices in given texts |
Discussion
|
Chalkboard
Class discussion Sample context and essay questions and answers |
New Horizonsin English Book 4 students book Page 81-83
Teachers guide page 40-41 |
||
| 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 8 |
WRITING
|
Public writing: Letters of Inquiry
|
By the end of the
lesson, the learner
should be able to:
Define letters of inquiry and request Write letters of inquiry and request correctly Write neatly and legibly |
Writing
discussion |
Chalkboard
|
New Horizons inEnglish Book 4 students book Page 85-87
Teachers guide page 45-46 |
||
| 5 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 |
EFFECTIVE COMMUNICATION
STUDY SKILLS |
Word stress
Interpretive reading as a study skill |
By the end of the
lesson, the learner
should be able to:
Identify the words from a list given whose meaning and word class would change depending on stress placement |
Discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 88
Teachers guide page 47 |
||
| 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 6 |
WRITING
EFFECTIVE COMMUNICATION |
Faxes
DRAMATISATION: Use of tone to reveal attitude |
By the end of the
lesson, the learner
should be able to:
Appreciate the usefulness of faxes in communication State the features of a fax Write neatly and legibly |
Writing
discussion |
Chalkboard
|
New Horizons in English Book 4 students book Page 56-62
Teachers guide page 53-54 |
||
| 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 6 | 1 |
INTENSIVE READING
GRAMMAR |
PARLIAMENT OF OWLS by Adipo Sidang
Functions of adjectives in sentences |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
Dictionary |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 |
WRITING
|
Reviews
|
By the end of the
lesson, the learner
should be able to:
Describe the essential parts of a review Write a review correctly Write neatly and legibly |
Writing
discussion |
Chalkboard
|
New Horizons in English Book 4 students book Page 110-112
Teachers guide page 61-62 |
||
| 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 5 |
INTENSIVE READING
READING |
PARLIAMENT OF OWLS by Adipo Sidang
Comprehension Using the Internet as an advertising medium |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
Pre-reading activities |
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 6 |
GRAMMAR
INTENSIVE READING |
Position of adverbs in sentences
PARLIAMENT OF OWLS by Adipo Sidang |
By the end of the
lesson, the learner
should be able to:
Define adverbs Use adverbs in various positions in sentences correctly |
Discussing
Writing sentences |
Dictionary
Sample context and essay questions and answers |
New Horizons English Book 4 students book Page 118-121
Teachers guide page67-68 |
||
| 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 7 | 1 |
GRAMMAR
WRITING |
Adverbs- typical endings
Expository writing |
By the end of the
lesson, the learner
should be able to:
Identify the various typical endings of adverbs Form adverbs form given words using the typically endings discussed |
Discussing
Writing sentences |
Dictionary
Chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 3 |
WRITING
|
Questionnaires
|
By the end of the
lesson, the learner
should be able to:
Define a questionnaire Write a good question using the guidelines given by the teacher |
Writing
|
Chalkboard
Sample questionnaires |
New Horizons in English Book 4 students book Page 130-132
Teachers guide |
||
| 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 5 |
READING COMPREHENSION
GRAMMAR |
Addicted to Love
Functions of prepositions |
By the end of the
lesson, the learner
should be able to:
Appreciate the dangers of addiction to drugs Answer questions on the passage correctly. Acquire and use new vocabulary |
Reading comprehension
|
Pre-reading activities
Dictionary |
New Horizons in English Book 4 students book Page 136-139
Teachers guide English dictionary |
||
| 7-8 |
Midterm exam |
|||||||
| 9 |
Midterm break |
|||||||
| 10 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 |
INTENSIVE READING
EFFECTIVE COMMUNICATION |
PARLIAMENT OF OWLS by Adipo Sidang
Dialogue: Turn-taking to demonstrate empathy |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
Chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 3 |
ORAL LITERATURE
|
Animal Folktales
|
By the end of the
lesson, the learner
should be able to:
Discuss the characteristics of animal folktales Answer the questions from the animal folktale given correctly |
Narration
Discussion Reading |
Chalkboards
Wall charts with short poems |
New Horizons in English Book 4 students book Page 155-158
Oral Literature for Schools |
||
| 4 |
READING COMPREHENSION
|
Clash of Cultures
|
By the end of the
lesson, the learner
should be able to:
Appreciate the diverse cultures of the world Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
New Horizons in English Book 4 students book Page 152-155
Teachers guide English dictionary |
||
| 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 6 |
WRITING
EFFECTIVE COMMUNICATION |
Autobiography
Focus on speaking |
By the end of the
lesson, the learner
should be able to:
Define an autobiography Write a good autobiography using the guidelines given by the teacher |
Writing
discussion |
Chalkboard
Sample publications |
New Horizons in English Book 4 students book Page 161
Teachers guide |
||
| 7 |
STUDY SKILLS
|
Studying Oral Literature: Style in narratives
|
By the end of the
lesson, the learner
should be able to:
Identify the important aspects of narratives that one should consider Outline the stylistic devices characteristic of narratives Answer the questions from the narrative |
Discussion
Role play |
Chalkboard
|
New Horizons in English Book 4 students book Page 166-168
Teachers guide Oral Literature for Schools |
||
| 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 11 | 1 |
WRITING
|
Biographies
|
By the end of the
lesson, the learner
should be able to:
Define a biography Write a brief biography of a good friend of theirs Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample recipe |
New Horizons in English Book 4 students book Page 182
Teachers guide page 30-31 |
|
| 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 3 |
EFFECTIVE COMMUNICATION
STUDY SKILLS |
An Oral Literature research
Study of works of literature: Point of view |
By the end of the
lesson, the learner
should be able to:
Define proverbs correctly Outline the functions of proverbs as discussed in the conversation between Nyar Nam, Otieno and Ojuok Discuss the characteristics of prrovrerbs |
Discussion
Role play |
Chalkboard
|
New Horizons in English Book 4 students book Page 172-173
Teachers guide page 32 Oral Literature for Schools |
||
| 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 7 |
WRITING
|
Instructional writing: Curriculum Vitae I
|
By the end of the
lesson, the learner
should be able to:
Define a CV correctly Write a good own CV using the guidelines given by the teacher |
Writing
discussion |
Chalkboard
|
New Horizons in English Book 4 students book Page 197-206
Teachers guide |
||
| 8 |
INTENSIVE READING
EFFECTIVE COMMUNICATION |
PARLIAMENT OF OWLS by Adipo Sidang
Negotiation skills |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
Chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
|
||
| 12-13 |
End term exam |
|||||||
Your Name Comes Here