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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
LISTENING AND SPEAKING
|
Disagreeing Politely
|
By the end of the
lesson, the learner
should be able to:
Understand techniques for resolving disagreements constructively -Apply polite language for expressing disagreement -Practice self-control and respectful communication -Demonstrate conflict management skills in conversations |
Analysis of inappropriate disagreement dialogue
-Study of guidelines for resolving disagreements -Practice using polite disagreement expressions -Role-play activities on conflict resolution |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 96-97
|
|
| 2 | 2-3 |
LISTENING AND SPEAKING
READING STUDY SKILLS |
Disagreeing Politely
Irony in Literature - Types and Analysis |
By the end of the
lesson, the learner
should be able to:
Understand techniques for resolving disagreements constructively -Apply polite language for expressing disagreement -Practice self-control and respectful communication -Demonstrate conflict management skills in conversations Define irony in literary contexts and its manifestations -Distinguish between verbal, tragic, comic, and dramatic irony -Identify ironic situations in literary works -Analyze irony of the absurd in modern literature |
Analysis of inappropriate disagreement dialogue
-Study of guidelines for resolving disagreements -Practice using polite disagreement expressions -Role-play activities on conflict resolution Review of irony from previous unit on ordinary life -Study of various types of irony in literature -Analysis of examples from set books and Shakespeare -Practice identifying irony in literary passages |
Text copies
-Chalkboard -Flash cards -Charts Set books -Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 96-97
Excelling in English Form 4, Pages 97-99 |
|
| 2 | 4 |
READING STUDY SKILLS
|
Irony in Literature - Types and Analysis
|
By the end of the
lesson, the learner
should be able to:
Define irony in literary contexts and its manifestations -Distinguish between verbal, tragic, comic, and dramatic irony -Identify ironic situations in literary works -Analyze irony of the absurd in modern literature |
Review of irony from previous unit on ordinary life
-Study of various types of irony in literature -Analysis of examples from set books and Shakespeare -Practice identifying irony in literary passages |
Set books
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 97-99
|
|
| 2 | 5 |
READING STUDY SKILLS
|
Irony in Literature - Types and Analysis
|
By the end of the
lesson, the learner
should be able to:
Define irony in literary contexts and its manifestations -Distinguish between verbal, tragic, comic, and dramatic irony -Identify ironic situations in literary works -Analyze irony of the absurd in modern literature |
Review of irony from previous unit on ordinary life
-Study of various types of irony in literature -Analysis of examples from set books and Shakespeare -Practice identifying irony in literary passages |
Set books
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 97-99
|
|
| 2 | 6 |
READING COMPREHENSION
|
The Meek Shall Inherit the Earth
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend text about humility and leadership -Identify examples of humble leadership qualities -Answer comprehension questions accurately -Analyze author's attitude towards different leadership styles |
Pre-reading discussion on humility as a virtue
-Silent reading of passage about Julius Nyerere -Vocabulary analysis and character study -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 99-102
|
|
| 2 | 7 |
READING COMPREHENSION
|
The Meek Shall Inherit the Earth
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend text about humility and leadership -Identify examples of humble leadership qualities -Answer comprehension questions accurately -Analyze author's attitude towards different leadership styles |
Pre-reading discussion on humility as a virtue
-Silent reading of passage about Julius Nyerere -Vocabulary analysis and character study -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 99-102
|
|
| 2 | 8 |
GRAMMAR
|
Noun Phrases as Subjects - Identification and Functions
|
By the end of the
lesson, the learner
should be able to:
Identify noun phrases functioning as subjects -Understand subject positioning in different sentence types -Apply subject-verb agreement with noun phrase subjects -Construct sentences with various noun phrase subjects |
Review of noun phrases from previous knowledge
-Study of subject function and positioning -Practice exercises in subject identification -Sentence construction and transformation activities |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 102-104
|
|
| 3 | 1 |
WRITING
|
Writing Instructions to Family and Friends
|
By the end of the
lesson, the learner
should be able to:
Write clear and unambiguous instructions -Apply logical sequencing in instructional writing -Use courteous and appropriate language -Ensure completeness and accuracy in instructions |
Discussion on importance of clear communication
-Analysis of unclear instruction examples -Study of guidelines for effective instructions -Practice writing instructions with peer review |
Sample instructions
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 104-106
|
|
| 3 | 2-3 |
WRITING
|
Writing Instructions to Family and Friends
|
By the end of the
lesson, the learner
should be able to:
Write clear and unambiguous instructions -Apply logical sequencing in instructional writing -Use courteous and appropriate language -Ensure completeness and accuracy in instructions |
Discussion on importance of clear communication
-Analysis of unclear instruction examples -Study of guidelines for effective instructions -Practice writing instructions with peer review |
Sample instructions
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 104-106
|
|
| 3 | 4 |
LISTENING AND SPEAKING
|
Negotiation Skills at Home
|
By the end of the
lesson, the learner
should be able to:
Understand principles of effective negotiation -Distinguish between good and bad negotiation techniques -Apply win-win strategies in family negotiations -Practice respectful and persuasive communication skills |
Analysis of good vs. bad negotiation dialogues
-Study of negotiation principles and strategies -Role-play practice in family negotiation scenarios -Discussion on building trust and finding common ground |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 107-109
|
|
| 3 | 5 |
LISTENING AND SPEAKING
|
Negotiation Skills at Home
|
By the end of the
lesson, the learner
should be able to:
Understand principles of effective negotiation -Distinguish between good and bad negotiation techniques -Apply win-win strategies in family negotiations -Practice respectful and persuasive communication skills |
Analysis of good vs. bad negotiation dialogues
-Study of negotiation principles and strategies -Role-play practice in family negotiation scenarios -Discussion on building trust and finding common ground |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 107-109
|
|
| 3 | 6 |
LISTENING AND SPEAKING
|
Negotiation Skills at Home
|
By the end of the
lesson, the learner
should be able to:
Understand principles of effective negotiation -Distinguish between good and bad negotiation techniques -Apply win-win strategies in family negotiations -Practice respectful and persuasive communication skills |
Analysis of good vs. bad negotiation dialogues
-Study of negotiation principles and strategies -Role-play practice in family negotiation scenarios -Discussion on building trust and finding common ground |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 107-109
|
|
| 3 | 7 |
READING STUDY SKILLS
|
Figures of Speech - Types and Usage
|
By the end of the
lesson, the learner
should be able to:
Identify and explain various figures of speech -Understand simile, metaphor, personification, and other devices -Analyze effectiveness of figurative language in literature -Apply knowledge of figures of speech in analysis |
Review of basic figures of speech knowledge
-Study of simile, metaphor, personification, metonymy, hyperbole, litotes, synecdoche -Analysis of Shakespeare extract from Macbeth -Practice identifying figures of speech in various texts |
Literary texts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 109-112
|
|
| 3 | 8 |
READING STUDY SKILLS
|
Figures of Speech - Types and Usage
|
By the end of the
lesson, the learner
should be able to:
Identify and explain various figures of speech -Understand simile, metaphor, personification, and other devices -Analyze effectiveness of figurative language in literature -Apply knowledge of figures of speech in analysis |
Review of basic figures of speech knowledge
-Study of simile, metaphor, personification, metonymy, hyperbole, litotes, synecdoche -Analysis of Shakespeare extract from Macbeth -Practice identifying figures of speech in various texts |
Literary texts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 109-112
|
|
| 4 | 1 |
READING COMPREHENSION
|
The Economic Cost of HIV/AIDS
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend statistical and economic analysis text -Identify economic arguments and supporting evidence -Answer comprehension questions accurately -Analyze use of statistics and financial projections |
Pre-reading discussion on economic impact of diseases
-Silent reading of "The Economic Cost of HIV/AIDS" -Vocabulary analysis focusing on economic terms -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 112-114
|
|
| 4 | 2-3 |
READING COMPREHENSION
GRAMMAR |
The Economic Cost of HIV/AIDS
Noun Phrase as Object - Direct and Indirect Objects |
By the end of the
lesson, the learner
should be able to:
Read and comprehend statistical and economic analysis text -Identify economic arguments and supporting evidence -Answer comprehension questions accurately -Analyze use of statistics and financial projections Identify direct and indirect objects in sentences -Distinguish between direct and indirect object functions -Apply correct positioning of objects in sentences -Transform active and passive voice constructions |
Pre-reading discussion on economic impact of diseases
-Silent reading of "The Economic Cost of HIV/AIDS" -Vocabulary analysis focusing on economic terms -Systematic answering of comprehension questions Review of object functions from previous knowledge -Study of direct and indirect object identification -Practice exercises in object recognition -Sentence construction and transformation activities |
Text copies
-Chalkboard -Exercise books -Dictionary Chalkboard -Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 112-114
Excelling in English Form 4, Pages 114-116 |
|
| 4 | 4 |
GRAMMAR
|
Noun Phrase as Object - Direct and Indirect Objects
|
By the end of the
lesson, the learner
should be able to:
Identify direct and indirect objects in sentences -Distinguish between direct and indirect object functions -Apply correct positioning of objects in sentences -Transform active and passive voice constructions |
Review of object functions from previous knowledge
-Study of direct and indirect object identification -Practice exercises in object recognition -Sentence construction and transformation activities |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 114-116
|
|
| 4 | 5 |
GRAMMAR
|
Noun Phrase as Object - Direct and Indirect Objects
|
By the end of the
lesson, the learner
should be able to:
Identify direct and indirect objects in sentences -Distinguish between direct and indirect object functions -Apply correct positioning of objects in sentences -Transform active and passive voice constructions |
Review of object functions from previous knowledge
-Study of direct and indirect object identification -Practice exercises in object recognition -Sentence construction and transformation activities |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 114-116
|
|
| 4 | 6 |
WRITING
|
Letters of Inquiry - Format and Language
|
By the end of the
lesson, the learner
should be able to:
Understand format and structure of inquiry letters -Apply appropriate business letter language -Write clear and specific inquiries -Use blocked and indented letter formats correctly |
Discussion on purpose and importance of inquiry letters
-Analysis of letter format examples (blocked vs. indented) -Study of appropriate business language and style -Practice writing inquiry letters with proper formatting |
Sample letters
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 116-119
|
|
| 4 | 7 |
WRITING
|
Letters of Inquiry - Format and Language
|
By the end of the
lesson, the learner
should be able to:
Understand format and structure of inquiry letters -Apply appropriate business letter language -Write clear and specific inquiries -Use blocked and indented letter formats correctly |
Discussion on purpose and importance of inquiry letters
-Analysis of letter format examples (blocked vs. indented) -Study of appropriate business language and style -Practice writing inquiry letters with proper formatting |
Sample letters
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 116-119
|
|
| 4 | 8 |
LISTENING AND SPEAKING
|
Negotiation Skills in School
|
By the end of the
lesson, the learner
should be able to:
Apply negotiation principles in school contexts -Demonstrate effective team negotiation strategies -Practice spokesperson and team coordination skills -Achieve win-win outcomes in educational negotiations |
Review of negotiation principles from previous unit
-Analysis of school trip negotiation dialogue -Role-play practice with negotiation team selection -Discussion on non-negotiable issues and compromise |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 120-122
|
|
| 5 | 1 |
READING STUDY SKILLS
|
Literary Features - Advanced Devices
|
By the end of the
lesson, the learner
should be able to:
Identify and explain oxymoron, paradox, and rhetorical questions -Understand ambiguity and euphemism in literature -Analyze effectiveness of literary devices -Apply knowledge in literary text analysis |
Study of oxymoron, paradox, rhetorical questions, ambiguity, and euphemism
-Analysis of examples and their effects -Practice identifying literary features in various texts -Discussion on purpose and impact of each device |
Literary texts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 122-124
|
|
| 5 | 2-3 |
READING STUDY SKILLS
|
Literary Features - Advanced Devices
|
By the end of the
lesson, the learner
should be able to:
Identify and explain oxymoron, paradox, and rhetorical questions -Understand ambiguity and euphemism in literature -Analyze effectiveness of literary devices -Apply knowledge in literary text analysis |
Study of oxymoron, paradox, rhetorical questions, ambiguity, and euphemism
-Analysis of examples and their effects -Practice identifying literary features in various texts -Discussion on purpose and impact of each device |
Literary texts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 122-124
|
|
| 5 | 4 |
READING COMPREHENSION
|
A Treasure We Must Preserve
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend environmental conservation text -Identify conservation strategies and solutions -Answer comprehension questions accurately -Analyze author's persuasive techniques and appeals |
Pre-reading discussion on water conservation and river protection
-Silent reading of "A Treasure We Must Preserve" -Vocabulary analysis and solution identification -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 124-126
|
|
| 5 | 5 |
READING COMPREHENSION
|
A Treasure We Must Preserve
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend environmental conservation text -Identify conservation strategies and solutions -Answer comprehension questions accurately -Analyze author's persuasive techniques and appeals |
Pre-reading discussion on water conservation and river protection
-Silent reading of "A Treasure We Must Preserve" -Vocabulary analysis and solution identification -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 124-126
|
|
| 5 | 6 |
READING COMPREHENSION
|
A Treasure We Must Preserve
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend environmental conservation text -Identify conservation strategies and solutions -Answer comprehension questions accurately -Analyze author's persuasive techniques and appeals |
Pre-reading discussion on water conservation and river protection
-Silent reading of "A Treasure We Must Preserve" -Vocabulary analysis and solution identification -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 124-126
|
|
| 5 | 7 |
GRAMMAR
|
Noun Phrase as Complement - Subject and Object Complements
|
By the end of the
lesson, the learner
should be able to:
Identify subject and object complements in sentences -Distinguish between complement types and their functions -Apply complement usage with linking verbs -Construct sentences with appropriate complements |
Review of complement functions from previous knowledge
-Study of subject and object complement identification -Practice exercises in complement recognition -Sentence construction and analysis activities |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 126-129
|
|
| 5 | 8 |
GRAMMAR
|
Noun Phrase as Complement - Subject and Object Complements
|
By the end of the
lesson, the learner
should be able to:
Identify subject and object complements in sentences -Distinguish between complement types and their functions -Apply complement usage with linking verbs -Construct sentences with appropriate complements |
Review of complement functions from previous knowledge
-Study of subject and object complement identification -Practice exercises in complement recognition -Sentence construction and analysis activities |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 126-129
|
|
| 6 | 1 |
WRITING
|
Letters of Request - Purpose and Style
|
By the end of the
lesson, the learner
should be able to:
Understand purpose and structure of request letters -Apply persuasive writing techniques in requests -Use appropriate tone and style for different requests -Write effective bursary and employment request letters |
Discussion on difference between inquiry and request letters
-Analysis of request letter style and persuasive techniques -Study of sample bursary request letter -Practice writing request letters with proper formatting |
Sample letters
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 129-131
|
|
| 6 | 2-3 |
WRITING
LISTENING AND SPEAKING |
Letters of Request - Purpose and Style
Negotiation Skills at Work |
By the end of the
lesson, the learner
should be able to:
Understand purpose and structure of request letters -Apply persuasive writing techniques in requests -Use appropriate tone and style for different requests -Write effective bursary and employment request letters Apply negotiation principles in workplace contexts -Demonstrate professional communication skills -Practice diplomatic and respectful negotiation techniques -Understand compromise and persuasion in employment settings |
Discussion on difference between inquiry and request letters
-Analysis of request letter style and persuasive techniques -Study of sample bursary request letter -Practice writing request letters with proper formatting Analysis of workplace negotiation dialogue -Study of effective negotiation strategies -Role-play practice with salary and promotion scenarios -Discussion on professional diplomacy and compromise |
Sample letters
-Chalkboard -Exercise books -Charts Text copies -Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 129-131
Excelling in English Form 4, Pages 132-134 |
|
| 6 | 4 |
LISTENING AND SPEAKING
|
Negotiation Skills at Work
|
By the end of the
lesson, the learner
should be able to:
Apply negotiation principles in workplace contexts -Demonstrate professional communication skills -Practice diplomatic and respectful negotiation techniques -Understand compromise and persuasion in employment settings |
Analysis of workplace negotiation dialogue
-Study of effective negotiation strategies -Role-play practice with salary and promotion scenarios -Discussion on professional diplomacy and compromise |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 132-134
|
|
| 6 | 5 |
LISTENING AND SPEAKING
|
Negotiation Skills at Work
|
By the end of the
lesson, the learner
should be able to:
Apply negotiation principles in workplace contexts -Demonstrate professional communication skills -Practice diplomatic and respectful negotiation techniques -Understand compromise and persuasion in employment settings |
Analysis of workplace negotiation dialogue
-Study of effective negotiation strategies -Role-play practice with salary and promotion scenarios -Discussion on professional diplomacy and compromise |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 132-134
|
|
| 6 | 6 |
READING STUDY SKILLS
|
Symbolism in Literature
|
By the end of the
lesson, the learner
should be able to:
Define symbolism and its functions in literature -Identify conventional and personal symbols -Analyze symbolic meanings in literary texts -Understand cultural and contextual significance of symbols |
Study of symbols in national and cultural contexts
-Analysis of symbolism in poetry examples -Practice identifying symbols in literary passages -Discussion on conventional vs. personal symbols |
Literary texts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 134-136
|
|
| 6 | 7 |
READING STUDY SKILLS
|
Symbolism in Literature
|
By the end of the
lesson, the learner
should be able to:
Define symbolism and its functions in literature -Identify conventional and personal symbols -Analyze symbolic meanings in literary texts -Understand cultural and contextual significance of symbols |
Study of symbols in national and cultural contexts
-Analysis of symbolism in poetry examples -Practice identifying symbols in literary passages -Discussion on conventional vs. personal symbols |
Literary texts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 134-136
|
|
| 6 | 8 |
READING COMPREHENSION
|
Air Pollution - Environmental Issues
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend scientific text about air pollution -Identify causes, effects, and solutions to pollution -Answer comprehension questions accurately -Analyze environmental problems and proposed remedies |
Pre-reading discussion on air pollution causes and effects
-Silent reading of "Air Pollution" passage -Vocabulary analysis focusing on environmental terms -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 136-138
|
|
| 7 | 1 |
GRAMMAR
|
Participle Clauses - Formation and Usage
|
By the end of the
lesson, the learner
should be able to:
Identify present and past participle clauses -Understand functions of participle clauses as adjectives -Apply correct placement of participle clauses -Construct complex sentences using participle clauses |
Review of participles from previous knowledge
-Study of participle clause formation and positioning -Practice exercises in participle clause identification -Sentence construction and combination activities |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 138-140
|
|
| 7 | 2-3 |
GRAMMAR
|
Participle Clauses - Formation and Usage
|
By the end of the
lesson, the learner
should be able to:
Identify present and past participle clauses -Understand functions of participle clauses as adjectives -Apply correct placement of participle clauses -Construct complex sentences using participle clauses |
Review of participles from previous knowledge
-Study of participle clause formation and positioning -Practice exercises in participle clause identification -Sentence construction and combination activities |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 138-140
|
|
| 7 | 4 |
WRITING
|
Writing Book Reviews - Structure and Analysis
|
By the end of the
lesson, the learner
should be able to:
Understand purpose and structure of book reviews -Apply criteria for evaluating literary works -Write comprehensive reviews of poetry anthologies -Use appropriate language for critical analysis |
Discussion on book review importance and audience
-Analysis of poetry anthology review example -Study of review criteria and evaluation guidelines -Practice writing book reviews with peer assessment |
Sample reviews
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 140-143
|
|
| 7 | 5 |
WRITING
|
Writing Book Reviews - Structure and Analysis
|
By the end of the
lesson, the learner
should be able to:
Understand purpose and structure of book reviews -Apply criteria for evaluating literary works -Write comprehensive reviews of poetry anthologies -Use appropriate language for critical analysis |
Discussion on book review importance and audience
-Analysis of poetry anthology review example -Study of review criteria and evaluation guidelines -Practice writing book reviews with peer assessment |
Sample reviews
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 140-143
|
|
| 7 | 6 |
WRITING
|
Writing Book Reviews - Structure and Analysis
|
By the end of the
lesson, the learner
should be able to:
Understand purpose and structure of book reviews -Apply criteria for evaluating literary works -Write comprehensive reviews of poetry anthologies -Use appropriate language for critical analysis |
Discussion on book review importance and audience
-Analysis of poetry anthology review example -Study of review criteria and evaluation guidelines -Practice writing book reviews with peer assessment |
Sample reviews
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 140-143
|
|
| 7 | 7 |
LISTENING AND SPEAKING
|
Turn-Taking in Conversations
|
By the end of the
lesson, the learner
should be able to:
Understand principles of effective turn-taking -Identify verbal and non-verbal cues for speaking -Practice courteous conversation management -Apply listening skills for appropriate timing |
Group discussion practice with turn-taking observation
-Analysis of conversation cues and signals -Study of pauses, body language, and vocal changes -Practice in managing multi-person conversations |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 144-145
|
|
| 7 | 8 |
LISTENING AND SPEAKING
|
Turn-Taking in Conversations
|
By the end of the
lesson, the learner
should be able to:
Understand principles of effective turn-taking -Identify verbal and non-verbal cues for speaking -Practice courteous conversation management -Apply listening skills for appropriate timing |
Group discussion practice with turn-taking observation
-Analysis of conversation cues and signals -Study of pauses, body language, and vocal changes -Practice in managing multi-person conversations |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 144-145
|
|
| 8 | 1 |
READING STUDY SKILLS
|
Studying the Novel - Distinctive Features
|
By the end of the
lesson, the learner
should be able to:
Identify distinctive features of novels vs. short stories -Understand setting, plot, characterization, and themes -Analyze point of view in narrative fiction -Apply novel study techniques effectively |
Review of novel elements from previous knowledge
-Study of setting, plot structure, and character development -Analysis of theme identification and point of view -Practice with novel analysis techniques |
Set novels
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 145-147
|
|
| 8 | 2-3 |
READING STUDY SKILLS
READING COMPREHENSION |
Studying the Novel - Distinctive Features
Yet Another Victim - HIV/AIDS Impact |
By the end of the
lesson, the learner
should be able to:
Identify distinctive features of novels vs. short stories -Understand setting, plot, characterization, and themes -Analyze point of view in narrative fiction -Apply novel study techniques effectively Read and comprehend narrative about HIV/AIDS effects -Identify social and personal consequences of disease -Answer comprehension questions accurately -Analyze character development and social issues |
Review of novel elements from previous knowledge
-Study of setting, plot structure, and character development -Analysis of theme identification and point of view -Practice with novel analysis techniques Pre-reading discussion on HIV/AIDS effects on families -Silent reading of "Yet Another Victim" passage -Character analysis and social impact discussion -Systematic answering of comprehension questions |
Set novels
-Chalkboard -Exercise books -Charts Text copies -Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 145-147
Excelling in English Form 4, Pages 147-149 |
|
| 8 | 4 |
READING COMPREHENSION
|
Yet Another Victim - HIV/AIDS Impact
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend narrative about HIV/AIDS effects -Identify social and personal consequences of disease -Answer comprehension questions accurately -Analyze character development and social issues |
Pre-reading discussion on HIV/AIDS effects on families
-Silent reading of "Yet Another Victim" passage -Character analysis and social impact discussion -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 147-149
|
|
| 8 | 5 |
READING COMPREHENSION
|
Yet Another Victim - HIV/AIDS Impact
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend narrative about HIV/AIDS effects -Identify social and personal consequences of disease -Answer comprehension questions accurately -Analyze character development and social issues |
Pre-reading discussion on HIV/AIDS effects on families
-Silent reading of "Yet Another Victim" passage -Character analysis and social impact discussion -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 147-149
|
|
| 8 | 6 |
GRAMMAR
|
Gerunds - Formation and Functions
|
By the end of the
lesson, the learner
should be able to:
Identify gerunds and their functions in sentences -Distinguish between gerunds and participles -Use gerunds as subjects and objects correctly -Apply gerund forms in various sentence structures |
Review of -ing forms from previous knowledge
-Study of gerund identification and usage -Practice exercises in gerund vs. participle distinction -Sentence construction using gerunds |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 149-151
|
|
| 8 | 7 |
GRAMMAR
|
Gerunds - Formation and Functions
|
By the end of the
lesson, the learner
should be able to:
Identify gerunds and their functions in sentences -Distinguish between gerunds and participles -Use gerunds as subjects and objects correctly -Apply gerund forms in various sentence structures |
Review of -ing forms from previous knowledge
-Study of gerund identification and usage -Practice exercises in gerund vs. participle distinction -Sentence construction using gerunds |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 149-151
|
|
| 8 | 8 |
WRITING
|
Expository/Explanatory Writing I
|
By the end of the
lesson, the learner
should be able to:
Understand purpose and characteristics of expository writing -Distinguish between expository and persuasive writing -Apply factual presentation without personal opinion -Write clear explanatory paragraphs on chosen topics |
Discussion on expository writing vs. persuasive writing
-Analysis of factual vs. opinion-based writing examples -Study of expository writing forms and techniques -Practice writing explanatory paragraphs |
Sample texts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 151-154
|
|
| 9 |
Halfterm |
|||||||
| 10 | 1 |
LISTENING AND SPEAKING
|
Barriers to Effective Listening
|
By the end of the
lesson, the learner
should be able to:
Identify barriers that prevent effective listening -Understand difference between hearing and listening -Apply strategies to overcome listening obstacles -Develop concentration and attention skills |
Discussion on listening challenges and distractions
-Analysis of barriers to effective listening -Study of concentration techniques and attention span -Practice in overcoming listening difficulties |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 155-156
|
|
| 10 | 2-3 |
LISTENING AND SPEAKING
|
Barriers to Effective Listening
|
By the end of the
lesson, the learner
should be able to:
Identify barriers that prevent effective listening -Understand difference between hearing and listening -Apply strategies to overcome listening obstacles -Develop concentration and attention skills |
Discussion on listening challenges and distractions
-Analysis of barriers to effective listening -Study of concentration techniques and attention span -Practice in overcoming listening difficulties |
Text copies
-Chalkboard -Flash cards -Charts |
Excelling in English Form 4, Pages 155-156
|
|
| 10 | 4 |
READING STUDY SKILLS
|
Studying a Play - Interpretation Techniques
|
By the end of the
lesson, the learner
should be able to:
Understand elements of drama and stage directions -Apply visualization techniques for script reading -Analyze conflict, character motivation, and themes -Use critical and responsive reading approaches |
Study of play elements and stage terminology
-Analysis of script reading and visualization techniques -Practice with stage directions and character analysis -Application of critical reading strategies to drama |
Play scripts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 156-159
|
|
| 10 | 5 |
READING STUDY SKILLS
|
Studying a Play - Interpretation Techniques
|
By the end of the
lesson, the learner
should be able to:
Understand elements of drama and stage directions -Apply visualization techniques for script reading -Analyze conflict, character motivation, and themes -Use critical and responsive reading approaches |
Study of play elements and stage terminology
-Analysis of script reading and visualization techniques -Practice with stage directions and character analysis -Application of critical reading strategies to drama |
Play scripts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 156-159
|
|
| 10 | 6 |
READING STUDY SKILLS
|
Studying a Play - Interpretation Techniques
|
By the end of the
lesson, the learner
should be able to:
Understand elements of drama and stage directions -Apply visualization techniques for script reading -Analyze conflict, character motivation, and themes -Use critical and responsive reading approaches |
Study of play elements and stage terminology
-Analysis of script reading and visualization techniques -Practice with stage directions and character analysis -Application of critical reading strategies to drama |
Play scripts
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 156-159
|
|
| 10 | 7 |
READING COMPREHENSION
|
A Shocking Discovery - Environmental Drama
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend dramatic extract about environmental issues -Identify dramatic techniques and character development -Answer comprehension questions accurately -Analyze irony and character traits in drama |
Pre-reading discussion on environmental concerns
-Silent reading of "A Shocking Discovery" extract -Character analysis and dramatic technique study -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 159-161
|
|
| 10 | 8 |
READING COMPREHENSION
|
A Shocking Discovery - Environmental Drama
|
By the end of the
lesson, the learner
should be able to:
Read and comprehend dramatic extract about environmental issues -Identify dramatic techniques and character development -Answer comprehension questions accurately -Analyze irony and character traits in drama |
Pre-reading discussion on environmental concerns
-Silent reading of "A Shocking Discovery" extract -Character analysis and dramatic technique study -Systematic answering of comprehension questions |
Text copies
-Chalkboard -Exercise books -Dictionary |
Excelling in English Form 4, Pages 159-161
|
|
| 11 | 1 |
GRAMMAR
|
Inversion in Statements and Questions
|
By the end of the
lesson, the learner
should be able to:
Understand types of inversion in English -Apply subject-verb and subject-auxiliary inversion -Use inversion for emphasis and question formation -Construct sentences with appropriate word order |
Study of inversion types and their functions
-Practice with subject-verb inversion for emphasis -Analysis of question formation through inversion -Sentence construction and transformation exercises |
Chalkboard
-Wall charts -Exercise books -Dictionary |
Excelling in English Form 4, Pages 161-164
|
|
| 11 | 2-3 |
GRAMMAR
WRITING |
Inversion in Statements and Questions
Expository Writing II - Advanced Techniques |
By the end of the
lesson, the learner
should be able to:
Understand types of inversion in English -Apply subject-verb and subject-auxiliary inversion -Use inversion for emphasis and question formation -Construct sentences with appropriate word order Apply advanced expository writing techniques -Write organized essays with clear structure -Use appropriate language for target audience -Practice newspaper article and email writing formats |
Study of inversion types and their functions
-Practice with subject-verb inversion for emphasis -Analysis of question formation through inversion -Sentence construction and transformation exercises Review of expository writing principles -Study of essay organization and audience consideration -Practice writing newspaper articles and emails -Application of expository techniques to various formats |
Chalkboard
-Wall charts -Exercise books -Dictionary Sample articles -Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 161-164
Excelling in English Form 4, Pages 164 |
|
| 11 | 4 |
WRITING
|
Expository Writing II - Advanced Techniques
|
By the end of the
lesson, the learner
should be able to:
Apply advanced expository writing techniques -Write organized essays with clear structure -Use appropriate language for target audience -Practice newspaper article and email writing formats |
Review of expository writing principles
-Study of essay organization and audience consideration -Practice writing newspaper articles and emails -Application of expository techniques to various formats |
Sample articles
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 164
|
|
| 11 | 5 |
WRITING
|
Expository Writing II - Advanced Techniques
|
By the end of the
lesson, the learner
should be able to:
Apply advanced expository writing techniques -Write organized essays with clear structure -Use appropriate language for target audience -Practice newspaper article and email writing formats |
Review of expository writing principles
-Study of essay organization and audience consideration -Practice writing newspaper articles and emails -Application of expository techniques to various formats |
Sample articles
-Chalkboard -Exercise books -Charts |
Excelling in English Form 4, Pages 164
|
|
| 11 | 6 |
LISTENING AND SPEAKING
|
Listening for Verbal Cues and Sign Post Words
|
By the end of the
lesson, the learner
should be able to:
Define verbal cues and their importance in communication -Identify different types of verbal cues used by speakers -Recognize sign post words in spoken communication -Apply listening skills to identify speaker intentions |
Discussion on importance of listening skills
-Listening comprehension activity using the provided passage -Practice identifying intonation patterns and emphasis techniques -Role-play activities demonstrating different verbal cues -Analysis of verbal cues in the sample text |
Chalkboard
-Textbook -Exercise books -Teacher's voice for demonstration |
Excelling in English Form 4 Students Book Page 165
|
|
| 11 | 7 |
LISTENING AND SPEAKING
|
Listening for Verbal Cues and Sign Post Words
|
By the end of the
lesson, the learner
should be able to:
Define verbal cues and their importance in communication -Identify different types of verbal cues used by speakers -Recognize sign post words in spoken communication -Apply listening skills to identify speaker intentions |
Discussion on importance of listening skills
-Listening comprehension activity using the provided passage -Practice identifying intonation patterns and emphasis techniques -Role-play activities demonstrating different verbal cues -Analysis of verbal cues in the sample text |
Chalkboard
-Textbook -Exercise books -Teacher's voice for demonstration |
Excelling in English Form 4 Students Book Page 165
|
|
| 11 | 8 |
STUDY SKILLS
|
Studying a Short Story - Critical Reading and Analysis Techniques
|
By the end of the
lesson, the learner
should be able to:
Define critical reading in literature study -Apply questioning techniques to short story analysis -Create mental pictures while reading literature -Practice responsive and close reading methods |
Discussion on previous short story reading experiences
-Practice asking analytical questions about characters and plot -Guided visualization exercises with descriptive passages -Close reading practice with selected passages -Drawing diagrams to represent plot structure and character relationships |
Chalkboard
-Textbook -Exercise books -Pencils for drawing diagrams |
Excelling in English Form 4 Students Book Page 166-169
|
|
| 12 | 1 |
READING COMPREHENSION
|
Diabetes and Its Treatment - Complete Analysis
|
By the end of the
lesson, the learner
should be able to:
Read and understand the diabetes passage comprehensively -Differentiate between Type 1 and Type 2 diabetes -Identify symptoms and management strategies for diabetes -Answer comprehension questions accurately |
Group discussion on diabetes awareness and vocabulary pre-teaching
-Silent reading of the complete diabetes passage -Group discussions on different types of diabetes and symptoms -Answering all comprehension questions individually -Practice inferring meaning of difficult medical terms |
Chalkboard
-Textbook -Exercise books -Dictionary |
Excelling in English Form 4 Students Book Page 169-172
|
|
| 12 | 2-3 |
READING COMPREHENSION
|
Diabetes and Its Treatment - Complete Analysis
|
By the end of the
lesson, the learner
should be able to:
Read and understand the diabetes passage comprehensively -Differentiate between Type 1 and Type 2 diabetes -Identify symptoms and management strategies for diabetes -Answer comprehension questions accurately |
Group discussion on diabetes awareness and vocabulary pre-teaching
-Silent reading of the complete diabetes passage -Group discussions on different types of diabetes and symptoms -Answering all comprehension questions individually -Practice inferring meaning of difficult medical terms |
Chalkboard
-Textbook -Exercise books -Dictionary |
Excelling in English Form 4 Students Book Page 169-172
|
|
| 12 | 4 |
GRAMMAR
|
Inversion in Tag Questions - Complete Coverage
|
By the end of the
lesson, the learner
should be able to:
Define tag questions and their components -Apply rules for forming tag questions correctly -Use appropriate auxiliary verbs and pronouns in tags -Handle imperative sentences with tag questions |
Introduction to tag questions through examples
-Practice forming tags for various statement types -Exercises on auxiliary verb usage and special cases -Role-play activities using tag questions in conversation -Creative writing and peer correction activities |
Chalkboard
-Textbook -Exercise books -Chalk |
Excelling in English Form 4 Students Book Page 172-175
|
|
| 12 | 5 |
GRAMMAR
|
Inversion in Tag Questions - Complete Coverage
|
By the end of the
lesson, the learner
should be able to:
Define tag questions and their components -Apply rules for forming tag questions correctly -Use appropriate auxiliary verbs and pronouns in tags -Handle imperative sentences with tag questions |
Introduction to tag questions through examples
-Practice forming tags for various statement types -Exercises on auxiliary verb usage and special cases -Role-play activities using tag questions in conversation -Creative writing and peer correction activities |
Chalkboard
-Textbook -Exercise books -Chalk |
Excelling in English Form 4 Students Book Page 172-175
|
|
| 12 | 6 |
GRAMMAR
|
Inversion in Tag Questions - Complete Coverage
|
By the end of the
lesson, the learner
should be able to:
Define tag questions and their components -Apply rules for forming tag questions correctly -Use appropriate auxiliary verbs and pronouns in tags -Handle imperative sentences with tag questions |
Introduction to tag questions through examples
-Practice forming tags for various statement types -Exercises on auxiliary verb usage and special cases -Role-play activities using tag questions in conversation -Creative writing and peer correction activities |
Chalkboard
-Textbook -Exercise books -Chalk |
Excelling in English Form 4 Students Book Page 172-175
|
|
| 12 | 7 |
WRITING
|
Designing Questionnaires - Complete Process
|
By the end of the
lesson, the learner
should be able to:
Define questionnaires and understand their uses -Structure questionnaires with appropriate sections -Write clear and unambiguous questions -Create complete questionnaires for specific purposes |
Discussion on questionnaire uses in research
-Analysis of the sample mathematics and science motivation questionnaire -Practice writing different types of questions and organizing sections -Designing questionnaires for school-related topics -Final formatting and group evaluation sessions |
Chalkboard
-Textbook -Exercise books -Pens/pencils |
Excelling in English Form 4 Students Book Page 175-178
|
|
| 12 | 8 |
WRITING
|
Designing Questionnaires - Complete Process
|
By the end of the
lesson, the learner
should be able to:
Define questionnaires and understand their uses -Structure questionnaires with appropriate sections -Write clear and unambiguous questions -Create complete questionnaires for specific purposes |
Discussion on questionnaire uses in research
-Analysis of the sample mathematics and science motivation questionnaire -Practice writing different types of questions and organizing sections -Designing questionnaires for school-related topics -Final formatting and group evaluation sessions |
Chalkboard
-Textbook -Exercise books -Pens/pencils |
Excelling in English Form 4 Students Book Page 175-178
|
|
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