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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
EFFECTIVE COMMUNICATION
|
Distinguishing word classes using stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
discussion
|
Chalkboard
Flash cards |
New Horizonsin English Book 4 students book Page 1-2
Teachers guide page 1 |
|
| 2 | 2 |
STUDY SKILLS
|
Study of works of literature: Setting in literature
|
By the end of the
lesson, the learner
should be able to:
Define setting correctly Discuss the various forms of setting Describe the setting in a given story |
Discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 5-7
Teachers guide page 2-3 |
|
| 2 | 3 |
STUDY SKILLS
|
Study of works of literature: Setting in literature
|
By the end of the
lesson, the learner
should be able to:
Define setting correctly Discuss the various forms of setting Describe the setting in a given story |
Discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 5-7
Teachers guide page 2-3 |
|
| 2 | 4 |
READING
GRAMMAR |
Women Critical to Food Security
Functions of nouns |
By the end of the
lesson, the learner
should be able to:
Appreciate the role of women in production of food Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
Dictionary |
New Horizonsin English Book 4 students book Page 2-5
Teachers guide page 3-5 English dictionary |
|
| 2 | 5 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing Identify the importance of paraphrasing Paraphrase a given text correctly, neatly and legibly |
Writing
discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 10-11
Teachers guide page 7-8 |
|
| 2 | 6 |
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 |
|
| 2 | 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
|
|
| 2 | 8 |
EFFECTIVE COMMUNICATION
|
Hot seating
Labels with vague meanings
|
By the end of the
lesson, the learner
should be able to:
Discuss the terms of reference of the scenario presented in the text Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles |
Discussion
Hot seating |
Chalkboard
Charts |
New Horizonsin English Book 4 students book Page 12-13
Teachers guide page 9-10 |
|
| 3 | 1 |
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 |
|
| 3 | 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 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 6 |
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 | 7 |
STUDY SKILLS
|
Summary writing
|
By the end of the
lesson, the learner
should be able to:
Summarize the given passage in not more than ninety words |
Discussion
Summarizing |
Chalkboards
Wall charts with short poems |
New Horizonsin English Book 4 students book Page 31
Teachers guide page 18 Demystifying poetry |
|
| 3 | 8 |
READING
|
Comprehension
Medicinal value of the Lemon
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of the lemon Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
New Horizonsin English Book 4 students book Page 29-31
Teachers guide page 19-20 English dictionary |
|
| 4 | 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
|
|
| 4 | 2 |
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 | 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 | 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 |
|
| 4 | 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
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 4 | 8 |
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 |
|
| 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 4 |
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 |
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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 |
EFFECTIVE COMMUNICATION
|
-Acceptable speech habits, tone and interruption
-Making oral reports: police statements
|
By the end of the
lesson, the learner
should be able to:
Identify acceptable manners in speech Identify the words and expressions that are helpful and socially acceptable in speech Describe the features of a good oral report Practice making oral reports |
Discussion
Role play |
Chalkboard
Class discussion |
New Horizonsin English Book 4 students book Page 75-76
Teachers guide page 39-40 |
|
| 6 | 2 |
STUDY SKILLS
|
Study of works of literature: Some stylistic devices in literary works
|
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 |
New Horizonsin English Book 4 students book Page 81-83
Teachers guide page 40-41 |
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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 | 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 |
|
| 6 | 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
|
|
| 6 | 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 |
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 | 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
|
|
| 7 | 3 |
GRAMMAR
|
Functions of adjectives in sentences
|
By the end of the
lesson, the learner
should be able to:
Distinguish among functions of different kinds of adjectives Use coordinating, subordinating and correlative conjunctions correctly |
Discussing
Writing sentences |
Dictionary
|
New Horizons in English Book 4 students book Page 107-110
Teachers guide page 59-61 |
|
| 7 | 4 |
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 |
|
| 7 | 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
|
|
| 7 | 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 | 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
|
|
| 7 | 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
|
|
| 8 | 1 |
READING
|
Comprehension
Using the Internet as an advertising medium
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of the internet in people |
Reading comprehension
|
Pre-reading activities
|
New Horizons English Book 4 students book Page 114-116
Teachers guide page 65-67 English dictionary |
|
| 8 | 2 |
GRAMMAR
|
Position of adverbs in sentences
|
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
|
New Horizons English Book 4 students book Page 118-121
Teachers guide page67-68 |
|
| 8 | 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
|
|
| 8 | 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
|
|
| 8 | 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
|
|
| 8 | 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
|
|
| 8 | 7 |
GRAMMAR
|
Adverbs- typical endings
|
By the end of the
lesson, the learner
should be able to:
Identify the various typical endings of adverbs Form adverbs form given words using the typically endings discussed |
Discussing
Writing sentences |
Dictionary
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 8 |
WRITING
|
Expository writing
|
By the end of the
lesson, the learner
should be able to:
Write a good expository composition following the guidelines and the sample given |
Writing
discussion |
Chalkboard
|
New Horizons in English Book 4 students book Page 121-122
Teachers guide |
|
| 9 | 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
|
|
| 9 | 2 |
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 |
|
| 9 | 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 |
|
| 9 | 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
|
|
| 9 | 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 |
|
| 9 | 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
|
|
| 9 | 6-7 |
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
|
|
| 9-10 |
Midterm |
|||||||
| 10 | 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
|
|
| 10 | 3 |
EFFECTIVE COMMUNICATION
|
Dialogue: Turn-taking to demonstrate empathy
|
By the end of the
lesson, the learner
should be able to:
Identify the signals that indicate that a speaker is claiming a turn during a conversation Participate in a conversation effectively and ensuring that turn-taking rules are observed |
Discussion
Role play |
Chalkboard
|
New Horizons in English Book 4 students book Page 149-152
Teachers guide page 17 |
|
| 10 | 4 |
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 |
|
| 10 | 5 |
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 |
|
| 10 | 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
|
|
| 10 | 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
|
|
| 10 | 8 |
WRITING
|
Autobiography
|
By the end of the
lesson, the learner
should be able to:
Define an autobiography Write a good autobiography using the guidelines given by the teacher |
Writing
discussion |
Chalkboard
Sample publications |
New Horizons in English Book 4 students book Page 161
Teachers guide |
|
| 11 | 1 |
EFFECTIVE COMMUNICATION
|
Focus on speaking
|
By the end of the
lesson, the learner
should be able to:
Differentiate between formal and informal speech Discuss the situations where either could be used Write a formal speech of about three paragraphs on a topic of their choice |
Discussion
Pronunciation Speaking |
Chalkboard
|
New Horizons in English Book 4 students book Page 162-163
Teachers guide |
|
| 11 | 2 |
STUDY SKILLS
|
Studying Oral Literature: Style in narratives
|
By the end of the
lesson, the learner
should be able to:
Identify the important aspects of narratives that one should consider Outline the stylistic devices characteristic of narratives Answer the questions from the narrative |
Discussion
Role play |
Chalkboard
|
New Horizons in English Book 4 students book Page 166-168
Teachers guide Oral Literature for Schools |
|
| 11 | 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
|
|
| 11 | 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
|
|
| 11 | 5 |
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 |
|
| 11 | 6 |
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 |
|
| 11 | 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
|
|
| 11 | 8 |
EFFECTIVE COMMUNICATION
|
An Oral Literature research
|
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 |
|
| 12 | 1 |
STUDY SKILLS
|
Study of works of literature: Point of view
|
By the end of the
lesson, the learner
should be able to:
Discuss the various points of view used in literature, that is, first person, third person and objective points of view |
Note taking
Discussion |
Chalkboard
|
New Horizons in English Book 4 students book Page 173-175
Teachers guide |
|
| 12 | 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
|
|
| 12 | 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
|
|
| 12 | 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
|
|
| 12 | 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
|
|
| 12 | 6 |
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 |
|
| 12 | 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
|
|
| 12 | 8 |
EFFECTIVE COMMUNICATION
|
Negotiation skills
|
By the end of the
lesson, the learner
should be able to:
Outline the various situations one may require to use negotiation skills Describe the process of negotiation accurately Engage in a mock negotiation on any given topic |
Discussion
Role play |
Chalkboard
|
New Horizons in English Book 4 students book Page 183-185
Teachers guide |
|
| 14-16 |
End term |
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