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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 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
|
|
| 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 |
Reading set texts
Discussing the issues raised |
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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 | 4-5 |
INTENSIVE READING
WRITING |
PARLIAMENT OF OWLS
Faxes |
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 Appreciate the usefulness of faxes in communication State the features of a fax Write neatly and legibly |
Reading set texts
Discussing the issues raised Writing discussion |
Sample context and essay questions and answers Chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
New Horizons in English Book 4 students book Page 56-62 Teachers guide page 53-54 |
|
| 2 | 6 |
EFFECTIVE COMMUNICATION
|
DRAMATISATION: Use of tone to reveal attitude
|
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
|
New Horizons in English Book 4 students book Page 100
Teachers guide page 55-56 |
|
| 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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 | 8 |
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 | 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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 4-5 |
INTENSIVE READING
GRAMMAR |
PARLIAMENT OF OWLS
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 Distinguish among functions of different kinds of adjectives Use coordinating, subordinating and correlative conjunctions correctly |
Reading set texts
Discussing the issues raised Discussing Writing sentences |
Sample context and essay questions and answers Dictionary |
PARLIAMENT OF OWLS by Adipo Sidang
New Horizons in English Book 4 students book Page 107-110 Teachers guide page 59-61 |
|
| 3 | 6 |
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 | 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
|
|
| 3 | 8 |
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
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 4 | 4-5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
Comprehension Using the Internet as an advertising medium |
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 Appreciate the importance of the internet in people |
Reading set texts
Discussing the issues raised Reading comprehension |
Sample context and essay questions and answers
Pre-reading activities |
PARLIAMENT OF OWLS by Adipo Sidang
New Horizons English Book 4 students book Page 114-116 Teachers guide page 65-67 English dictionary |
|
| 4 | 6 |
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 |
|
| 4 | 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
|
|
| 4 | 7-8 |
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
|
|
| 5 |
Openor exams |
|||||||
| 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:
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
|
|
| 6 | 4-5 |
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 Identify the various typical endings of adverbs Form adverbs form given words using the typically endings discussed |
Reading set texts
Discussing the issues raised Discussing Writing sentences |
Sample context and essay questions and answers
Dictionary |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 6 |
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 |
|
| 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
|
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
|
|
| 7 | 1 |
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 |
|
| 7 | 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 |
|
| 7 | 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 |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 4-5 |
INTENSIVE READING
READING COMPREHENSION |
PARLIAMENT OF OWLS
Addicted to Love |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Appreciate the dangers of addiction to drugs Answer questions on the passage correctly. Acquire and use new vocabulary |
Reading set texts
Discussing the issues raised Reading comprehension |
Sample context and essay questions and answers
Pre-reading activities |
PARLIAMENT OF OWLS by Adipo Sidang
New Horizons in English Book 4 students book Page 136-139 Teachers guide English dictionary |
|
| 7 | 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 |
|
| 7 | 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
|
|
| 7 | 8 |
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
|
|
| 8 | 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
|
|
| 8 | 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
|
|
| 8 | 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 |
|
| 8 | 4-5 |
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 |
|
| 8 | 6 |
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 |
|
| 8 | 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
|
|
| 8 | 7-8 |
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 |
Midterm exams |
|||||||
| 10 | 1 |
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 | 2 |
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 | 3 |
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 |
|
| 10 | 4-5 |
STUDY SKILLS
INTENSIVE READING |
Studying Oral Literature: Style in narratives
PARLIAMENT OF OWLS |
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 Analyze the setting, characters, roles, themes, style and language use in the set text |
Discussion
Role play Reading set texts Discussing the issues raised |
Chalkboard
Sample context and essay questions and answers |
New Horizons in English Book 4 students book Page 166-168
Teachers guide Oral Literature for Schools 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 |
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 | 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 |
|
| 11 | 2 |
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 | 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 | 4-5 |
INTENSIVE READING
EFFECTIVE COMMUNICATION |
PARLIAMENT OF OWLS
An Oral Literature research |
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 Define proverbs correctly Outline the functions of proverbs as discussed in the conversation between Nyar Nam, Otieno and Ojuok Discuss the characteristics of prrovrerbs |
Reading set texts
Discussing the issues raised Discussion Role play |
Sample context and essay questions and answers Chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
New Horizons in English Book 4 students book Page 172-173 Teachers guide page 32 Oral Literature for Schools |
|
| 11 | 6 |
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 |
|
| 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 |
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
|
|
| 12 | 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
|
|
| 12 | 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
|
|
| 12 | 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
|
|
| 12 | 4-5 |
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 Define a CV correctly Write a good own CV using the guidelines given by the teacher |
Reading set texts
Discussing the issues raised Writing discussion |
Sample context and essay questions and answers
Chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
New Horizons in English Book 4 students book Page 197-206 Teachers guide |
|
| 12 | 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
|
|
| 12 | 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
|
|
| 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 |
|
| 13-14 |
Endterm exams and closing |
|||||||
Your Name Comes Here