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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 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 |
|
| 2 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Discussing
Writing sentences |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Discussing
Writing sentences |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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
|
Chalkboard
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 | 5 |
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 |
|
| 2 | 6 |
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 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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
|
Chalkboard
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 | 8 |
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 |
|
| 3 | 1 |
EFFECTIVE COMMUNICATION
|
Word stress in English
Sentence stress
|
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 |
|
| 3 | 2 |
STUDY SKILLS
|
ROLE PLAY
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of good health Engage in role-play to elaborate on the topics given on health concerns |
Discussion
Role play |
Chalkboard
|
New Horizonsin English Book 4 students book Page 46-47
Teachers guide page 25-26 |
|
| 3 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading aloud
Discussions |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading aloud
Discussions |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Chalkboard
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 7 |
GRAMMAR
|
Gerunds
|
By the end of the
lesson, the learner
should be able to:
Define gerunds Identify gerunds in sentences Use gerunds correctly in sentences |
Discussing
Writing sentences |
Dictionary
|
New Horizonsin English Book 4 students book Page 71-73
Teachers guide page 35-37 |
|
| 3 | 8 |
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 |
|
| 4 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 4 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 4 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 4 | 4 |
EFFECTIVE COMMUNICATION
STUDY SKILLS |
-Acceptable speech habits, tone and interruption
-Making oral reports: police statements
Study of works of literature: Some stylistic devices in literary works |
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 |
|
| 4 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 4 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 4 | 7 |
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 |
|
| 4 | 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
EFFECTIVE COMMUNICATION |
PARLIAMENT OF OWLS
Word stress |
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
Chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 5 | 2 |
STUDY SKILLS
|
Interpretive reading as a study skill
|
By the end of the
lesson, the learner
should be able to:
Appreciate the significance of interpretative reading as a study skill Identify the essential features of interpretive reading Apply interpretive reading skills |
Discussion
|
Chalkboard
|
New Horizons inEnglish Book 4 students book
Teachers guide page 48-49 |
|
| 5 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 5 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 5 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 5 | 6 |
WRITING
|
Faxes
|
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 |
|
| 5 | 7 |
EFFECTIVE COMMUNICATION
GRAMMAR |
DRAMATISATION: Use of tone to reveal attitude
Functions of adjectives in sentences |
By the end of the
lesson, the learner
should be able to:
Present a brief skit in class Use the appropriate tone to bring out the attitude in the various situations in the skit |
Discussion
Role play |
chalkboard
Dictionary |
New Horizons in English Book 4 students book Page 100
Teachers guide page 55-56 |
|
| 5 | 8 |
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 |
|
| 6 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 4 |
READING
GRAMMAR |
Comprehension
Using the Internet as an advertising medium
Position of adverbs in sentences |
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
Dictionary |
New Horizons English Book 4 students book Page 114-116
Teachers guide page 65-67 English dictionary |
|
| 6 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 8 |
INTENSIVE READING
GRAMMAR |
PARLIAMENT OF OWLS
Adverbs- typical endings |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
Dictionary |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 |
Midterm exam |
|||||||
| 8 |
Midterm |
|||||||
| 9 | 1 |
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 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 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 the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 5 |
READING COMPREHENSION
|
Addicted to Love
|
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
|
New Horizons in English Book 4 students book Page 136-139
Teachers guide English dictionary |
|
| 9 | 6 |
GRAMMAR
|
Functions of prepositions
|
By the end of the
lesson, the learner
should be able to:
Define prepositions Identify the functions of prepositions in given sentences Make sentences with prepositions that serve different functions |
Discussing
Writing sentences |
Dictionary
|
New Horizons in English Book 4 students book Page 142-146
Teachers guide |
|
| 9 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 8 |
INTENSIVE READING
EFFECTIVE COMMUNICATION |
PARLIAMENT OF OWLS
Dialogue: Turn-taking to demonstrate empathy |
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
Chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 10 | 1 |
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 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 10 | 3 |
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 |
|
| 10 | 4 |
EFFECTIVE COMMUNICATION
STUDY SKILLS |
Focus on speaking
Studying Oral Literature: Style in narratives |
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 |
|
| 10 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 10 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 10 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 10 | 8 |
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 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 2 |
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 |
|
| 11 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 6 |
INTENSIVE READING
WRITING |
PARLIAMENT OF OWLS
Instructional writing: Curriculum Vitae I |
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
Chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 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 |
|
| 12 |
End term exams |
|||||||
| 13 |
Marking end term exams |
|||||||
| 14 |
Closing school |
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Your Name Comes Here