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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1-2 |
OPENING,SETTLING & REVISION OF END-TERM EXAM |
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| 3 | 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
|
|
| 3 | 2 |
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 |
|
| 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
|
|
| 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 |
GRAMMAR
WRITING |
Functions of adjectives in sentences
Reviews |
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
Chalkboard |
New Horizons in English Book 4 students book Page 107-110
Teachers guide page 59-61 |
|
| 4 | 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 | 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 |
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 |
|
| 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
|
|
| 6 | 1 |
INTENSIVE READING
GRAMMAR |
PARLIAMENT OF OWLS by Adipo Sidang
Adverbs- typical endings |
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
|
|
| 6 | 2 |
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 | 3 |
INTENSIVE READING
WRITING |
PARLIAMENT OF OWLS by Adipo Sidang
Questionnaires |
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 Sample questionnaires |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 1 |
INTENSIVE READING
READING COMPREHENSION |
PARLIAMENT OF OWLS by Adipo Sidang
Addicted to Love |
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
|
|
| 7 | 2 |
GRAMMAR
INTENSIVE READING |
Functions of prepositions
PARLIAMENT OF OWLS by Adipo Sidang |
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
Sample context and essay questions and answers |
New Horizons in English Book 4 students book Page 142-146
Teachers guide |
|
| 7 | 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 | 1 |
EFFECTIVE COMMUNICATION
ORAL LITERATURE |
Dialogue: Turn-taking to demonstrate empathy
Animal Folktales |
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
Chalkboards Wall charts with short poems |
New Horizons in English Book 4 students book Page 149-152
Teachers guide page 17 |
|
| 8 | 2 |
READING COMPREHENSION
INTENSIVE READING |
Clash of Cultures
PARLIAMENT OF OWLS by Adipo Sidang |
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
Sample context and essay questions and answers |
New Horizons in English Book 4 students book Page 152-155
Teachers guide English dictionary |
|
| 8 | 3 |
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 |
|
| 9-10 |
MID- TERM EXAM & BREAK |
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| 10 | 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 |
|
| 10 | 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 | 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 |
INTENSIVE READING
EFFECTIVE COMMUNICATION STUDY SKILLS |
PARLIAMENT OF OWLS by Adipo Sidang
An Oral Literature research Study of works of literature: Point of view |
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
|
|
| 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
|
|
| 12 | 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
|
|
| 12 | 2 |
INTENSIVE READING
WRITING |
PARLIAMENT OF OWLS by Adipo Sidang
Instructional writing: Curriculum Vitae I |
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 | 3 |
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
|
|
| 13 |
END-TERM EXAM |
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| 14 |
CLOSING |
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