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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING |
|||||||
| 1 | 3 |
UNIT 11
LISTENING AND SPEAKING |
Negotiation Skills in School
|
By the end of the
lesson, the learner
should be able to:
Apply negotiation principles in school context Select effective negotiating teams Practice formal negotiation procedures Demonstrate spokesperson skills |
Q/A review of home negotiation principles
Discussion on school negotiation scenarios Analysis of student-principal negotiation dialogue Practice selecting negotiating teams and spokespersons Role-play school-based negotiations Group evaluation of negotiation effectiveness |
Chalkboard
School negotiation scenarios Team selection criteria Spokesperson guidelines Evaluation rubrics |
Excelling in English Book 4 Pages 120-122
Teachers Guide Pages 95-97 |
|
| 1 | 4 |
READING
|
Study Skills: Literary Features
|
By the end of the
lesson, the learner
should be able to:
Define advanced literary features Identify oxymoron, paradox and rhetorical questions Recognize ambiguity and euphemism Apply literary feature analysis to texts |
Pre-reading review of basic figures of speech
Introduction to oxymoron and paradox concepts Study of rhetorical questions and their effects Analysis of ambiguity in literature and speech Examination of euphemism usage and purpose Practice identifying features in literary extracts |
Chalkboard
Literary feature examples Analysis charts Text extracts Feature identification guides |
Excelling in English Book 4 Pages 122-124
Teachers Guide Pages 97-99 |
|
| 1 | 5 |
COMPREHENSION
|
A Treasure we Must Preserve
|
By the end of the
lesson, the learner
should be able to:
Appreciate environmental conservation importance Answer comprehension questions correctly Identify literary devices in factual writing Understand water conservation urgency |
Pre-reading discussion on water scarcity and conservation
Silent reading of "A Treasure we Must Preserve" passage Vocabulary building with environmental terms Answering comprehension questions Group discussion on water conservation strategies Analysis of rhetorical devices in persuasive writing |
Chalkboard
Comprehension passage English dictionary Environmental awareness charts Conservation strategy guides |
Excelling in English Book 4 Pages 124-126
Teachers Guide Pages 99-101 English Dictionary |
|
| 1 | 6 |
COMPREHENSION
|
A Treasure we Must Preserve
|
By the end of the
lesson, the learner
should be able to:
Appreciate environmental conservation importance Answer comprehension questions correctly Identify literary devices in factual writing Understand water conservation urgency |
Pre-reading discussion on water scarcity and conservation
Silent reading of "A Treasure we Must Preserve" passage Vocabulary building with environmental terms Answering comprehension questions Group discussion on water conservation strategies Analysis of rhetorical devices in persuasive writing |
Chalkboard
Comprehension passage English dictionary Environmental awareness charts Conservation strategy guides |
Excelling in English Book 4 Pages 124-126
Teachers Guide Pages 99-101 English Dictionary |
|
| 1 | 7 |
GRAMMAR
|
Noun Phrase as Complement
|
By the end of the
lesson, the learner
should be able to:
Define subject and object complements Identify noun phrases as complements Distinguish complement types and functions Apply complement analysis in sentences |
Q/A review on previous noun phrase functions
Introduction to subject complement function Study of object complement characteristics Practice identifying complements with linking verbs Grammar exercises with complement vs adjective analysis Sentence construction using various complement types |
Chalkboard
Grammar charts Complement identification guides Exercise worksheets Linking verb lists |
Excelling in English Book 4 Pages 126-129
Teachers Guide Pages 101-103 |
|
| 1 | 8 |
WRITING
|
Letters of Request
|
By the end of the
lesson, the learner
should be able to:
Define request letters and their characteristics Identify persuasive techniques in requests Apply appropriate tone and style Use proper business letter format |
Discussion on difference between inquiry and request letters
Analysis of request letter content and style Study of persuasive language and self-presentation Practice writing bursary request letter Peer review focusing on persuasiveness and format Final request letter composition with proper format |
Chalkboard
Sample request letters Persuasive language guides Format templates Self-presentation strategies |
Excelling in English Book 4 Pages 129-131
Teachers Guide Pages 103-105 |
|
| 2 | 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
|
|
| 2 | 2 |
UNIT 12
LISTENING AND SPEAKING |
Negotiation Skills at Work
|
By the end of the
lesson, the learner
should be able to:
Apply negotiation principles in workplace context Practice professional communication skills Demonstrate compromise and diplomacy Use persuasive language effectively |
Q/A on students' experiences with workplace scenarios
Analysis of employee-manager negotiation dialogue Discussion on effective negotiation strategies Role-play workplace negotiation scenarios Practice using diplomatic language and compromise Group evaluation of negotiation effectiveness |
Chalkboard
Workplace scenario scripts Professional communication guides Role-play materials Evaluation rubrics |
Excelling in English Book 4 Pages 132-134
Teachers Guide Pages 105-107 |
|
| 2 | 3 |
READING
|
Study Skills: Symbolism
|
By the end of the
lesson, the learner
should be able to:
Define symbolism in literature Distinguish conventional from personal symbols Identify symbols in literary texts Interpret symbolic meanings in context |
Pre-reading discussion on symbols in daily life
Introduction to conventional vs personal symbols Analysis of symbols in "The River Between" and other texts Practice identifying symbols in poetry extracts Group interpretation of symbolic meanings Application of symbolism analysis to set books |
Chalkboard
Symbol examples and charts Poetry extracts Set books Analysis worksheets |
Excelling in English Book 4 Pages 134-136
Teachers Guide Pages 107-109 |
|
| 2 | 4 |
READING
|
Study Skills: Symbolism
|
By the end of the
lesson, the learner
should be able to:
Define symbolism in literature Distinguish conventional from personal symbols Identify symbols in literary texts Interpret symbolic meanings in context |
Pre-reading discussion on symbols in daily life
Introduction to conventional vs personal symbols Analysis of symbols in "The River Between" and other texts Practice identifying symbols in poetry extracts Group interpretation of symbolic meanings Application of symbolism analysis to set books |
Chalkboard
Symbol examples and charts Poetry extracts Set books Analysis worksheets |
Excelling in English Book 4 Pages 134-136
Teachers Guide Pages 107-109 |
|
| 2 | 5 |
COMPREHENSION
|
Air Pollution
|
By the end of the
lesson, the learner
should be able to:
Appreciate environmental conservation importance Answer comprehension questions correctly Understand technical environmental vocabulary Identify cause-effect relationships in texts |
Pre-reading discussion on air pollution causes and effects
Silent reading of "Air Pollution" passage Vocabulary building with environmental and scientific terms Answering comprehension questions Group discussion on pollution solutions Analysis of metaphors and technical language |
Chalkboard
Comprehension passage English dictionary Environmental awareness charts Scientific concept guides |
Excelling in English Book 4 Pages 136-138
Teachers Guide Pages 109-111 English Dictionary |
|
| 2 | 6 |
GRAMMAR
|
Participle Clauses
|
By the end of the
lesson, the learner
should be able to:
Define participle clauses and their structure Identify present and past participle clauses Use participle clauses as adjective modifiers Apply correct placement in sentences |
Q/A review on participle forms
Introduction to participle clause structure Practice identifying participle clauses in sentences Exercises on clause placement and punctuation Grammar drills with complex sentence construction Sentence combination using participle clauses |
Chalkboard
Grammar charts Participle reference guides Exercise worksheets Sentence construction materials |
Excelling in English Book 4 Pages 138-140
Teachers Guide Pages 111-113 |
|
| 2 | 7 |
WRITING
|
Writing Book Reviews
|
By the end of the
lesson, the learner
should be able to:
Define book reviews and their purpose Identify essential components of reviews Apply evaluation criteria systematically Write comprehensive and critical reviews |
Discussion on purpose and audience of book reviews
Analysis of anthology review structure and content Study of evaluation criteria for literary works Practice reviewing poetry anthologies or set books Peer review and feedback on draft reviews Final review writing with proper organization |
Chalkboard
Sample book reviews Evaluation criteria checklists Poetry anthologies Review writing guidelines |
Excelling in English Book 4 Pages 140-143
Teachers Guide Pages 113-115 |
|
| 2 | 8 |
Intensive Reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 1 |
UNIT 13
LISTENING AND SPEAKING |
Turn Taking
|
By the end of the
lesson, the learner
should be able to:
Identify turn-taking cues in conversation Practice courteous conversation entry Recognize pause meanings and timing Apply effective group discussion skills |
Q/A on students' group discussion experiences
Analysis of turn-taking clues and signals Practice recognizing completion points and pauses Group discussions with turn-taking observation Role-play conversations with multiple participants Evaluation of courteous communication techniques |
Chalkboard
Discussion topic cards Turn-taking observation sheets Group communication guides Timer for activities |
Excelling in English Book 4 Pages 144-145
Teachers Guide Pages 115-117 |
|
| 3 | 2 |
LISTENING AND SPEAKING
|
Turn Taking
|
By the end of the
lesson, the learner
should be able to:
Identify turn-taking cues in conversation Practice courteous conversation entry Recognize pause meanings and timing Apply effective group discussion skills |
Q/A on students' group discussion experiences
Analysis of turn-taking clues and signals Practice recognizing completion points and pauses Group discussions with turn-taking observation Role-play conversations with multiple participants Evaluation of courteous communication techniques |
Chalkboard
Discussion topic cards Turn-taking observation sheets Group communication guides Timer for activities |
Excelling in English Book 4 Pages 144-145
Teachers Guide Pages 115-117 |
|
| 3 | 3 |
READING
|
Study Skills: Studying the Novel
|
By the end of the
lesson, the learner
should be able to:
Define distinctive features of novels Identify elements of setting, plot, characters and themes Understand characterization techniques Analyze point of view in narrative |
Pre-reading discussion on favorite novels
Introduction to novel elements and structure Study of plot development and characterization methods Analysis of setting, themes, and point of view Practice applying novel analysis to set books Group sharing of novel analysis findings |
Chalkboard
Novel analysis charts Set books Plot diagram templates Character analysis worksheets |
Excelling in English Book 4 Pages 145-147
Teachers Guide Pages 117-119 |
|
| 3 | 4 |
COMPREHENSION
|
Yet Another Victim
|
By the end of the
lesson, the learner
should be able to:
Appreciate social and health awareness themes Answer comprehension questions accurately Understand character development through description Analyze narrative techniques and structure |
Pre-reading discussion on HIV/Aids impact on families
Silent reading of "Yet Another Victim" passage Vocabulary building with medical and emotional terms Answering comprehension questions Group analysis of character portrayal and social issues Discussion on narrative writing techniques |
Chalkboard
Comprehension passage English dictionary Character analysis charts Social awareness materials |
Excelling in English Book 4 Pages 147-149
Teachers Guide Pages 119-121 English Dictionary |
|
| 3 | 5 |
GRAMMAR
|
Gerunds
|
By the end of the
lesson, the learner
should be able to:
Define gerunds and their noun function Identify gerunds used as subjects and objects Distinguish gerunds from participles Apply gerunds correctly in sentence construction |
Q/A review on verb forms and functions
Introduction to gerunds as verbal nouns Practice identifying gerunds in subject and object positions Exercises distinguishing gerunds from participles Grammar drills with gerund formation and usage Sentence construction using various gerund functions |
Chalkboard
Grammar charts Gerund identification guides Exercise worksheets Verb form comparison charts |
Excelling in English Book 4 Pages 149-151
Teachers Guide Pages 121-123 |
|
| 3 | 6 |
WRITING
|
Expository/Explanatory Writing I
|
By the end of the
lesson, the learner
should be able to:
Define expository writing and its purposes Identify different forms of expository writing Apply factual presentation without personal opinions Write clear explanatory texts |
Discussion on different writing purposes and aims
Analysis of expository vs persuasive writing models Study of expository writing forms and techniques Practice writing process explanations and comparisons Peer review focusing on factual presentation Final expository writing on chosen topics |
Chalkboard
Writing purpose charts Expository writing models Topic selection guides Peer review sheets |
Excelling in English Book 4 Pages 151-154
Teachers Guide Pages 123-125 |
|
| 3 | 7 |
Intensive Reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 8 |
Intensive Reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 4 | 1 |
UNIT 14
LISTENING AND SPEAKING |
Barriers to Effective Listening
|
By the end of the
lesson, the learner
should be able to:
Identify common listening barriers Recognize personal listening challenges Apply strategies to overcome listening obstacles Practice focused attention techniques |
Q/A on listening expressions and experiences
Discussion on advantages of good listening skills Analysis of nine major listening barriers Self-assessment of personal listening habits Practice exercises for improving concentration Group strategies for overcoming listening challenges |
Chalkboard
Listening barrier charts Self-assessment questionnaires Concentration exercise materials Listening improvement guides |
Excelling in English Book 4 Pages 155-156
Teachers Guide Pages 125-127 |
|
| 4 | 2 |
READING
|
Study Skills: Studying a Play
|
By the end of the
lesson, the learner
should be able to:
Define dramatic elements and stage terminology Understand play interpretation techniques Apply visualization skills to script reading Analyze stage directions and their significance |
Pre-reading discussion on drama elements and performance
Introduction to stage layout and terminology Study of play interpretation methods Practice reading scripts with visualization Analysis of stage directions and dramatic techniques Application of play study skills to "An Enemy of the People" |
Chalkboard
Stage diagram templates Play scripts Drama terminology charts Visualization guides |
Excelling in English Book 4 Pages 156-159
Teachers Guide Pages 127-129 |
|
| 4 | 3 |
COMPREHENSION
|
A Shocking Discovery
|
By the end of the
lesson, the learner
should be able to:
Appreciate drama through character dialogue Answer comprehension questions correctly Understand dramatic irony and tension Analyze character traits through speech |
Pre-reading discussion on environmental issues in community
Reading dramatic extract from "An Enemy of the People" Vocabulary building with dramatic and technical terms Answering comprehension questions Group analysis of character development and irony Discussion on environmental responsibility themes |
Chalkboard
Dramatic extract English dictionary Character analysis sheets Environmental awareness charts |
Excelling in English Book 4 Pages 159-161
Teachers Guide Pages 129-131 English Dictionary |
|
| 4 | 4 |
GRAMMAR
|
Inversion in Statements and Questions
|
By the end of the
lesson, the learner
should be able to:
Define inversion and its types Identify subject-verb and subject-auxiliary inversion Apply inversion for emphasis and style Transform statements into questions using inversion |
Q/A review on sentence word order
Introduction to inversion types and purposes Practice with subject-verb inversion for emphasis Exercises on subject-auxiliary inversion in questions Grammar drills with inversion in statements Sentence transformation and construction practice |
Chalkboard
Grammar charts Inversion pattern guides Exercise worksheets Sentence transformation sheets |
Excelling in English Book 4 Pages 161-164
Teachers Guide Pages 131-133 |
|
| 4 | 5 |
WRITING
|
Expository Writing II
|
By the end of the
lesson, the learner
should be able to:
Apply advanced expository writing techniques Write for specific audiences and purposes Organize information logically and clearly Use appropriate language for explanatory texts |
Review of expository writing principles
Analysis of advanced expository techniques Practice writing for different audiences Development of complex expository pieces Peer review and editing of expository drafts Final expository writing on specialized topics |
Chalkboard
Advanced writing guides Audience analysis sheets Topic development materials Editing checklists |
Excelling in English Book 4 Pages 164-165
Teachers Guide Pages 133-135 |
|
| 4 | 6 |
WRITING
|
Expository Writing II
|
By the end of the
lesson, the learner
should be able to:
Apply advanced expository writing techniques Write for specific audiences and purposes Organize information logically and clearly Use appropriate language for explanatory texts |
Review of expository writing principles
Analysis of advanced expository techniques Practice writing for different audiences Development of complex expository pieces Peer review and editing of expository drafts Final expository writing on specialized topics |
Chalkboard
Advanced writing guides Audience analysis sheets Topic development materials Editing checklists |
Excelling in English Book 4 Pages 164-165
Teachers Guide Pages 133-135 |
|
| 4 | 7 |
Intensive Reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 4 | 8 |
UNIT 15
LISTENING AND SPEAKING |
Listening for Verbal Cues: Introduction and Identification
|
By the end of the
lesson, the learner
should be able to:
Define verbal cues and explain their importance in effective listening. Identify seven types of verbal cues including intonation, emphasis, and repetition. Recognize sign post words that guide listeners. Practice listening for verbal cues in spoken passages. |
Discussion on challenges in listening and note-taking. Teacher demonstration of different verbal cues with examples. Students listen to teacher read Activity 1 passage and identify verbal cues used. Group analysis of identified cues and their functions. Practice session using sign post words in speech.
|
Chalkboard, Notebooks, Pen and paper
|
Excelling in English Form 4 Students Book Pages 165-166, Teachers Guide Page 82-83
|
|
| 5 | 1 |
READING
|
Study Skills: Studying a Short Story Through Critical Reading
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of critical reading in literature study. Demonstrate questioning techniques while reading short stories. Apply prediction skills to anticipate story events. Practice creating mental pictures from literary descriptions. |
Group discussion reviewing short story techniques from Book Three (Activity 2). Teacher explanation of six critical reading strategies. Students practice asking questions about character behavior and plot connections. Guided practice in visualizing story scenes and characters. Exercise 1: Students study a story from "Half a Day and Other Stories" using provided guidelines.
|
Chalkboard, "Half a Day and Other Stories" textbook, Manila paper, Pencils
|
Excelling in English Form 4 Students Book Pages 166-169, Teachers Guide Page 83-84
|
|
| 5 | 2 |
COMPREHENSION
|
Diabetes and Its Treatment
|
By the end of the
lesson, the learner
should be able to:
Analyze informational text about diabetes and its management. Identify and explain figures of speech in medical writing. Summarize key information about diabetes symptoms and treatment. Answer comprehension questions demonstrating understanding of medical terminology. |
Pre-reading discussion about diabetes knowledge (Activity 3). Silent reading of "Diabetes and Its Treatment" passage. Teacher explanation of medical terminology and key concepts. Students work on comprehension questions individually. Group discussion of answers and medical advice presented.
|
Chalkboard, Diabetes passage handouts, Medical dictionaries, Chart showing diabetes types
|
Excelling in English Form 4 Students Book Pages 169-172, Teachers Guide Page 84-85
|
|
| 5 | 3 |
GRAMMAR
|
Inversion in Tag Questions: Formation and Usage
|
By the end of the
lesson, the learner
should be able to:
Define tag questions and explain their structure. Demonstrate subject-auxiliary inversion in tag formation. Apply rules for positive and negative tag formation. Practice using appropriate pronouns in tag questions. |
Teacher explanation of tag question formation rules with examples. Students practice Activity 4 with partners asking and answering tag questions. Guided practice forming tags for positive and negative statements. Exercise 3: Students add question tags to given statements. Exercise 4: Students construct statements for given tag questions.
|
Chalkboard, Grammar exercise sheets, Sentence strips for practice, Reference charts showing tag patterns
|
Excelling in English Form 4 Students Book Pages 172-175, Teachers Guide Page 85-86
|
|
| 5 | 4 |
GRAMMAR
|
Inversion in Tag Questions: Formation and Usage
|
By the end of the
lesson, the learner
should be able to:
Define tag questions and explain their structure. Demonstrate subject-auxiliary inversion in tag formation. Apply rules for positive and negative tag formation. Practice using appropriate pronouns in tag questions. |
Teacher explanation of tag question formation rules with examples. Students practice Activity 4 with partners asking and answering tag questions. Guided practice forming tags for positive and negative statements. Exercise 3: Students add question tags to given statements. Exercise 4: Students construct statements for given tag questions.
|
Chalkboard, Grammar exercise sheets, Sentence strips for practice, Reference charts showing tag patterns
|
Excelling in English Form 4 Students Book Pages 172-175, Teachers Guide Page 85-86
|
|
| 5 | 5 |
WRITING
|
Designing Questionnaires: Structure and Best Practices
|
By the end of the
lesson, the learner
should be able to:
Explain the purpose and importance of questionnaires in data collection. Demonstrate proper questionnaire structure including title, introduction, and sections. Apply principles of effective question design and sequencing. Practice creating different types of questions for specific research purposes. |
Group work on Activity 5: listing questions for school principal profile and drug abuse research. Teacher presentation of questionnaire design principles using sample questionnaire. Students analyze the sample questionnaire structure and content. Practice session designing questions for different research purposes. Exercise 6: Students design complete questionnaire using questions from beginning activities.
|
Chalkboard, Sample questionnaire handouts, Chart paper, Research topic examples, Questionnaire design checklist
|
Excelling in English Form 4 Students Book Pages 175-178, Teachers Guide Page 86-87
|
|
| 5 | 6 |
Intensive Reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 5 | 7 |
UNIT 16
LISTENING AND SPEAKING |
Empathetic and Non-empathetic Listening
|
By the end of the
lesson, the learner
should be able to:
Define empathetic listening and explain its importance. Distinguish between empathetic and non-empathetic listening behaviors. Demonstrate appropriate body language for empathetic listening. Practice paraphrasing and feedback techniques in listening. |
Discussion on personal listening experiences (Activity 1). Dramatization of conversations A and B between Ali/Suleiman and Ali/Bakari. Analysis of contrasting listening behaviors through role-play. Group discussion on effective listening strategies.
|
Chalkboard, Textbooks, Manila paper, Exercise books
|
Excelling in English Form 4 Students Book Pages 179-181, Teachers Guide Page 89-90
|
|
| 5 | 8 |
READING
|
Study Skills: Studying Poetry - Ways of Reading a Poem
|
By the end of the
lesson, the learner
should be able to:
Explain three different ways of reading poetry: close, responsive, and interpretive reading. Apply close reading techniques to analyze poem structure and language. Practice responsive reading by relating poems to personal experiences. Demonstrate interpretive reading through oral performance. |
Group sharing of previous poetry study experiences (Activity 4). Teacher explanation of three reading methods using "I see you" poem. Students practice close reading techniques on provided poem. Analysis of poem "To You" using different reading approaches.
|
Chalkboard, Poetry anthology, Textbooks, Manila paper
|
Excelling in English Form 4 Students Book Pages 182-185, Teachers Guide Page 90-91
|
|
| 6 | 1 |
COMPREHENSION
|
Loyalty in the Traditional African Community
|
By the end of the
lesson, the learner
should be able to:
Analyze text about traditional African social values and systems. Identify key features of communal land ownership and social security. Explain the concept of individual identity within community context. Answer comprehension questions demonstrating understanding of cultural practices. |
Pre-reading discussion on meaning and importance of loyalty (Activity 5). Silent reading of passage about traditional African community values. Teacher explanation of complex cultural concepts and terminology. Students work on comprehension questions individually then discuss answers in groups.
|
Chalkboard, Textbooks, Exercise books, Dictionary
|
Excelling in English Form 4 Students Book Pages 185-187, Teachers Guide Page 91-92
|
|
| 6 | 2 |
COMPREHENSION
|
Loyalty in the Traditional African Community
|
By the end of the
lesson, the learner
should be able to:
Analyze text about traditional African social values and systems. Identify key features of communal land ownership and social security. Explain the concept of individual identity within community context. Answer comprehension questions demonstrating understanding of cultural practices. |
Pre-reading discussion on meaning and importance of loyalty (Activity 5). Silent reading of passage about traditional African community values. Teacher explanation of complex cultural concepts and terminology. Students work on comprehension questions individually then discuss answers in groups.
|
Chalkboard, Textbooks, Exercise books, Dictionary
|
Excelling in English Form 4 Students Book Pages 185-187, Teachers Guide Page 91-92
|
|
| 6 | 3 |
GRAMMAR
|
Ways of Connecting Sentences
|
By the end of the
lesson, the learner
should be able to:
Demonstrate various methods of joining sentences including coordination and subordination. Apply relative pronouns to connect related sentences effectively. Use appositives to combine sentences and eliminate unnecessary words. Practice using participles to create sentence variety and flow. |
Review of coordination and subordination through practical examples (Activity 6). Teacher demonstration of relative pronouns, appositives, and participles in sentence connection. Guided practice with sentence combining exercises. Individual work on Exercises 4, 5, 6, and 7 with peer checking.
|
Chalkboard, Exercise books, Textbooks, Manila paper
|
Excelling in English Form 4 Students Book Pages 187-189, Teachers Guide Page 92-93
|
|
| 6 | 4 |
WRITING
|
Imaginative Compositions
|
By the end of the
lesson, the learner
should be able to:
Explain elements needed for effective imaginative writing including character, setting, and conflict. Analyze model story "Nyami Nyami" for imaginative writing techniques. Create captivating openings using different narrative techniques. Write imaginative compositions incorporating suspense, conflict resolution, and descriptive details. |
Analysis of story elements in the Nyami Nyami narrative. Discussion of techniques for creating convincing characters and settings. Practice writing different types of story openings (startling statements, descriptions, character remarks). Exercise 9: Students write imaginative narrative from different perspective with teacher guidance.
|
Chalkboard, Sample stories, Manila paper, Exercise books
|
Excelling in English Form 4 Students Book Pages 189-192, Teachers Guide Page 93-94
|
|
| 6 | 5 |
Intensive Reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 6 |
UNIT 17
LISTENING AND SPEAKING |
Critical Listening: Evaluating What You Hear
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of critical listening in daily life situations. Identify speaker motives and distinguish facts from opinions. Recognize personal biases that affect listening and interpretation. Apply critical listening skills to evaluate advertisements and speeches. |
Students share experiences with advertisements they found convincing or unconvincing (Activity 1). Teacher presentation of four key strategies for evaluating spoken messages. Practice with Activity 2: recalling and assessing previously heard speeches. Dramatization and evaluation of salesperson conversation (Activity 3).
|
Chalkboard, Sample advertisements, Exercise books, Newspapers
|
Excelling in English Form 4 Students Book Pages 193-194, Teachers Guide Page 94-95
|
|
| 6 | 7 |
READING
|
Study Skills: Imagery in Literature
|
By the end of the
lesson, the learner
should be able to:
Define imagery and explain its purpose in creating mental pictures. Distinguish between comparison, exaggeration, and contrast imagery types. Identify and analyze metaphors, similes, and allusions in literary texts. Apply knowledge of imagery to enhance understanding of literary works. |
Group analysis of sentence pairs showing vivid vs. plain expression (Activity 4). Teacher explanation of imagery types with examples from provided sentences. Practice identifying metaphors, similes, and allusions in various texts (Activity 5). Students create their own examples of different imagery types.
|
Chalkboard, Textbooks, Sample texts with imagery, Exercise books
|
Excelling in English Form 4 Students Book Pages 194-196, Teachers Guide Page 95-96
|
|
| 6 | 8 |
READING
|
Study Skills: Imagery in Literature
|
By the end of the
lesson, the learner
should be able to:
Define imagery and explain its purpose in creating mental pictures. Distinguish between comparison, exaggeration, and contrast imagery types. Identify and analyze metaphors, similes, and allusions in literary texts. Apply knowledge of imagery to enhance understanding of literary works. |
Group analysis of sentence pairs showing vivid vs. plain expression (Activity 4). Teacher explanation of imagery types with examples from provided sentences. Practice identifying metaphors, similes, and allusions in various texts (Activity 5). Students create their own examples of different imagery types.
|
Chalkboard, Textbooks, Sample texts with imagery, Exercise books
|
Excelling in English Form 4 Students Book Pages 194-196, Teachers Guide Page 95-96
|
|
| 7 | 1 |
COMPREHENSION
|
The Silent Killer: Understanding Hypertension
|
By the end of the
lesson, the learner
should be able to:
Analyze informational text about hypertension causes, symptoms, and effects. Identify medical terminology and explain technical concepts in simple terms. Summarize key information about blood pressure measurement and health risks. Demonstrate understanding through answering detailed comprehension questions. |
Pre-reading discussion about hypertension knowledge and experiences (Activity 6). Silent reading of "The Silent Killer" passage with focus on medical terminology. Teacher explanation of blood pressure concepts and measurement techniques. Students complete Exercise 1 questions individually followed by class discussion of answers.
|
Chalkboard, Textbooks, Medical diagrams, Dictionary
|
Excelling in English Form 4 Students Book Pages 196-197, Teachers Guide Page 96-97
|
|
| 7 | 2 |
GRAMMAR
|
Substitution: Avoiding Repetition in Writing
|
By the end of the
lesson, the learner
should be able to:
Define substitution and explain its role in avoiding repetition and clumsiness. Identify various substitution words including pronouns, demonstratives, and auxiliary verbs. Practice replacing repeated words with appropriate substitutes while maintaining clarity. Apply substitution techniques to improve writing style and flow. |
Partner work on rewriting sentences to eliminate repetition (Activity 7). Teacher demonstration of substitution using personal pronouns, demonstratives, and other substitute words. Analysis of literary extract identifying pronoun references (Exercise 2). Practice exercises on identifying and using various forms of substitution (Exercises 3, 4, 5).
|
Chalkboard, Exercise books, Sample texts, Textbooks
|
Excelling in English Form 4 Students Book Pages 197-199, Teachers Guide Page 97-98
|
|
| 7-8 |
MID TERM EXAM AND HALF TERM |
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| 9 | 1 |
WRITING
|
Writing Autobiographies: Elements and Structure
|
By the end of the
lesson, the learner
should be able to:
Explain the definition and key elements of autobiography as nonfiction writing. Analyze chronological order, interesting details, and author's purpose in autobiographical writing. Examine the concept of autobiographical persona versus real person. Apply autobiography elements to write personal narrative about childhood memories. |
Group discussion on significant personal experiences worth highlighting (Activity 8). Teacher explanation of autobiography elements using Nelson Mandela extract as model. Analysis of Mandela's autobiography for chronological order, descriptive details, and cultural context. Exercise 6: Students write composition "Memories of My Childhood" incorporating autobiography elements.
|
Chalkboard, Autobiography excerpts, Exercise books, Manila paper
|
Excelling in English Form 4 Students Book Pages 199-202, Teachers Guide Page 98-99
|
|
| 9 | 2 |
Intensive Reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 3 |
UNIT 18
LISTENING AND SPEAKING |
Reciting Oral Poetry: Performance and Appreciation
|
By the end of the
lesson, the learner
should be able to:
Identify favorite oral poems and explain their personal significance. Understand meaning, pronunciation, and emotional content of oral poetry. Practice effective recitation using voice and body language. Evaluate oral poetry performances using appropriate criteria. |
Group sharing of favorite oral poems and reasons for preference (Activity 1). Individual preparation of poems focusing on meaning, pronunciation, and emotional impact (Activity 2). Class recitation of favorite poems with voice and body expression (Activity 3). Practice reciting provided poems "Who has Eyes but Does Not See?" and "Mother, give me peas" (Activity 4).
|
Chalkboard, Oral poetry collections, Exercise books, Performance space
|
Excelling in English Form 4 Students Book Pages 203-204, Teachers Guide Page 99-100
|
|
| 9 | 4 |
LISTENING AND SPEAKING
|
Reciting Oral Poetry: Performance and Appreciation
|
By the end of the
lesson, the learner
should be able to:
Identify favorite oral poems and explain their personal significance. Understand meaning, pronunciation, and emotional content of oral poetry. Practice effective recitation using voice and body language. Evaluate oral poetry performances using appropriate criteria. |
Group sharing of favorite oral poems and reasons for preference (Activity 1). Individual preparation of poems focusing on meaning, pronunciation, and emotional impact (Activity 2). Class recitation of favorite poems with voice and body expression (Activity 3). Practice reciting provided poems "Who has Eyes but Does Not See?" and "Mother, give me peas" (Activity 4).
|
Chalkboard, Oral poetry collections, Exercise books, Performance space
|
Excelling in English Form 4 Students Book Pages 203-204, Teachers Guide Page 99-100
|
|
| 9 | 5 |
READING
|
Study Skills: Studying Oral Literature - Poetry, Proverbs, and Narratives
|
By the end of the
lesson, the learner
should be able to:
Distinguish between oral and written poetry characteristics. Analyze oral poetry considering context, performance, and audience reaction. Study proverbs for figurative language, imagery, and cultural wisdom. Apply analytical techniques to understand oral narratives and their moral lessons. |
Group discussion on differences between oral and written poetry (Activity 5). Teacher explanation of oral poetry performance elements and assessment criteria. Study of "Beloved of My Mother" poem with performance analysis (Exercise 1). Analysis of proverb about snake, child, father, and mother examining imagery and cultural values (Exercise 2).
|
Chalkboard, Oral literature collections, Textbooks, Manila paper
|
Excelling in English Form 4 Students Book Pages 204-209, Teachers Guide Page 100-101
|
|
| 9 | 6 |
COMPREHENSION
|
Keeping a Monster at Bay: Cancer Prevention
|
By the end of the
lesson, the learner
should be able to:
Analyze informational text about cancer causes, prevention, and lifestyle factors. Identify medical terminology related to cancer and treatment. Summarize key prevention strategies including diet, exercise, and health screening. Demonstrate understanding of scientific concepts through comprehension questions. |
Group discussion on threatening diseases and cancer knowledge (Activity 7). Silent reading of cancer prevention passage with focus on scientific terminology. Teacher explanation of cancer development, carcinogens, and prevention strategies. Students complete Exercise 4 questions individually with class discussion of health implications.
|
Chalkboard, Textbooks, Health information materials, Dictionary
|
Excelling in English Form 4 Students Book Pages 210-213, Teachers Guide Page 101-102
|
|
| 9 | 7 |
GRAMMAR
|
Ellipsis: Omitting Obvious or Repeated Elements
|
By the end of the
lesson, the learner
should be able to:
Define ellipsis and explain its uses in avoiding repetition and stating obvious information. Identify where ellipsis can occur in sentences: beginning, middle, or end. Practice omitting repeated elements while maintaining sentence meaning and grammar. Apply ellipsis techniques to improve writing conciseness and style. |
Teacher explanation of ellipsis concept with clear examples of repetition and obvious element omission. Guided practice rewriting sentences to eliminate repetition (Exercise 5). Individual work omitting obvious elements without changing meaning (Exercise 6). Application exercise rewriting paragraph using ellipsis appropriately (Exercise 7).
|
Chalkboard, Exercise books, Sample texts, Textbooks
|
Excelling in English Form 4 Students Book Pages 213-214, Teachers Guide Page 102-103
|
|
| 9 | 8 |
WRITING
|
Biographies: Writing About Others
|
By the end of the
lesson, the learner
should be able to:
Define biography and distinguish it from autobiography as nonfiction writing. Analyze biographical writing focusing on factual information, chronological order, and interesting details. Examine setting, time, and place in biographical accounts. Write biographical accounts incorporating proper structure and engaging narrative techniques. |
Group discussion on features to highlight when describing younger siblings or relatives (Activity 8). Study of Julius Nyerere biography excerpt analyzing setting, historical context, and descriptive details. Analysis of biographical writing techniques including dialogue, description, and cultural background (Exercise 8). Exercise 9: Students write short biographical account of person they know well focusing on birth and youth.
|
Chalkboard, Biography samples, Exercise books, Manila paper
|
Excelling in English Form 4 Students Book Pages 214-217, Teachers Guide Page 103-104
|
|
| 10 | 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
|
|
| 10 | 2 |
Intensive Reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 10 | 3 |
UNIT 19
LISTENING AND SPEAKING |
Using Proverbs in Speaking: Definition and Functions
|
By the end of the
lesson, the learner
should be able to:
Define proverbs and explain their characteristics as short statements giving practical advice. Identify the functions of proverbs in making speech colorful and conveying profound messages. Demonstrate understanding of proverbs as cultural expressions and conversation enhancers. Practice using proverbs appropriately in different speaking contexts. |
Group compilation of ten familiar proverbs and discussion of their usage contexts (Activity 1). Teacher explanation of proverbs as condensed, memorable statements with imagery and figurative language. Practice making brief speeches incorporating provided proverbs (Activity 2). Analysis of proverb usage in the hotel story through reading aloud and dramatization (Activity 3).
|
Chalkboard, Proverb collections, Exercise books, Manila paper
|
Excelling in English Form 4 Students Book Pages 218-220, Teachers Guide Page 109-110
|
|
| 10 | 4 |
READING
|
Study Skills: Character and Characterization
|
By the end of the
lesson, the learner
should be able to:
Explain the difference between character (imaginary creation) and real people in literature. Identify character traits as mental dispositions and modes of behavior rather than physical attributes. Classify characters as major/minor, protagonist/antagonist, and round/flat characters. Analyze how authors reveal character through actions, descriptions, speech, and comments. |
Group discussion on understanding of character and characterization with memorable literary examples (Activity 4). Analysis of Okonkwo passage from "Things Fall Apart" focusing on character traits revealed through behavior. Teacher explanation of character types: major/minor, round/flat, protagonist/antagonist. Study of character revelation methods using textbook examples and practice identification.
|
Chalkboard, "Things Fall Apart" excerpts, Textbooks, Exercise books
|
Excelling in English Form 4 Students Book Pages 220-224, Teachers Guide Page 110-111
|
|
| 10 | 5 |
COMPREHENSION
|
An Ancient Healing Science and Art: Acupuncture
|
By the end of the
lesson, the learner
should be able to:
Analyze informational text comparing Eastern and Western medical approaches. Identify key concepts about acupuncture as alternative healing method. Compare mechanistic Western medicine with holistic Eastern approaches to human health. Answer comprehension questions demonstrating understanding of medical concepts and cultural perspectives. |
Study of provided picture showing acupuncture treatment and discussion of treatment methods (Activity 5). Silent reading of acupuncture passage focusing on comparison between Eastern and Western medical philosophies. Teacher explanation of technical terminology and cultural differences in medical approaches. Students complete Exercise 3 questions individually followed by class discussion of medical concepts.
|
Chalkboard, Medical treatment images, Textbooks, Dictionary
|
Excelling in English Form 4 Students Book Pages 224-226, Teachers Guide Page 111-112
|
|
| 10 | 6 |
GRAMMAR
|
Identifying Sentence Faults: Agreement, Placement, and Comparisons
|
By the end of the
lesson, the learner
should be able to:
Identify and correct subject-verb agreement errors with correlative conjunctions and compound subjects. Recognize and fix misplaced modifiers including adverbs, phrases, and clauses. Apply rules for correct comparative and superlative constructions avoiding double comparatives. Eliminate unnecessary repetition and redundant expressions in sentences. |
Practice correcting subject-verb agreement errors in provided sentences (Activity 6). Teacher demonstration of rules for correlative conjunctions, appositive relationships, and compound subjects. Guided practice with misplaced modifier corrections (Activity 7). Individual work on comparison errors and redundancy elimination with peer checking.
|
Chalkboard, Grammar exercise sheets, Textbooks, Manila paper
|
Excelling in English Form 4 Students Book Pages 226-230, Teachers Guide Page 112-113
|
|
| 10 | 7 |
WRITING
|
Curriculum Vitae: Structure and Professional Presentation
|
By the end of the
lesson, the learner
should be able to:
Explain the purpose and importance of a well-structured CV in job applications. Identify essential components: personal details, career objectives, experience, education, skills, and referees. Demonstrate proper CV formatting for attractive, organized, and error-free presentation. Write a complete personal CV incorporating all necessary sections and professional standards. |
Group discussion on details prospective employers require from job applicants (Activity 8). Teacher explanation of CV components using sample CV as model for structure and content. Analysis of professional presentation standards including computer formatting and organization. Exercise 8: Students write complete personal CVs using discussed guidelines and proper formatting.
|
Chalkboard, Sample CVs, Exercise books, Manila paper
|
Excelling in English Form 4 Students Book Pages 230-233, Teachers Guide Page 113-114
|
|
| 10 | 8 |
WRITING
|
Curriculum Vitae: Structure and Professional Presentation
|
By the end of the
lesson, the learner
should be able to:
Explain the purpose and importance of a well-structured CV in job applications. Identify essential components: personal details, career objectives, experience, education, skills, and referees. Demonstrate proper CV formatting for attractive, organized, and error-free presentation. Write a complete personal CV incorporating all necessary sections and professional standards. |
Group discussion on details prospective employers require from job applicants (Activity 8). Teacher explanation of CV components using sample CV as model for structure and content. Analysis of professional presentation standards including computer formatting and organization. Exercise 8: Students write complete personal CVs using discussed guidelines and proper formatting.
|
Chalkboard, Sample CVs, Exercise books, Manila paper
|
Excelling in English Form 4 Students Book Pages 230-233, Teachers Guide Page 113-114
|
|
| 11 | 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
|
|
| 11 | 2 |
UNIT 20
LISTENING AND SPEAKING |
Impromptu Speeches: Spontaneous Speaking Skills
|
By the end of the
lesson, the learner
should be able to:
Define impromptu speeches as spontaneous communication with little prior preparation. Practice organizing thoughts and ideas while speaking without notes or scripts. Demonstrate confidence and clarity in unexpected speaking situations. Apply impromptu speaking skills to various social and formal contexts. |
Group practice with three impromptu speaking scenarios: introducing friends to family, giving congratulatory speech, and expressing condolences. Reading aloud passage about impromptu speech characteristics and importance of practice. Teacher guidance on managing nervousness and maintaining calm, confident appearance. Exercise 1: Students deliver two-minute impromptu speeches for specific school situations.
|
Chalkboard, Speaking scenarios, Exercise books, Stopwatch
|
Excelling in English Form 4 Students Book Pages 234-235, Teachers Guide Page 114-115
|
|
| 11 | 3 |
READING
|
Study Skills: Themes in Literature
|
By the end of the
lesson, the learner
should be able to:
Define theme as the main idea and underlying message of literary works. Identify various methods for discovering themes including title interpretation, author comments, and character analysis. Analyze "Piano and Drums" poem to understand cultural conflict themes. Apply theme identification techniques to different literary works using key symbols, images, and epigraphs. |
Group discussion on understanding of "theme" with examples from familiar literary works (Activity 2). Interpretive reading of "Piano and Drums" poem followed by group discussion of meaning (Activity 3). Teacher explanation of theme definition and eight methods for identifying themes in literature. Practice theme analysis using textbook examples and discussion of cultural conflict in African literature.
|
Chalkboard, Poetry anthology, Textbooks, Manila paper
|
Excelling in English Form 4 Students Book Pages 235-239, Teachers Guide Page 115-116
|
|
| 11 | 4 |
COMPREHENSION
|
We are Watching: Social Commentary Poetry
|
By the end of the
lesson, the learner
should be able to:
Analyze poem addressing corruption, favoritism, and social injustice in society. Identify literary devices including irony, symbolism, and repetition used for emphasis. Interpret metaphorical language and imagery related to corruption and its consequences. Demonstrate understanding of social commentary through poetry analysis and personal response. |
Pre-reading discussion on consequences of reaping where one has not sown (Activity 4). Close reading of "We are Watching" poem focusing on imagery of corruption and social injustice. Teacher explanation of metaphorical language including "communal jar," "potato," and "grease" symbolism. Students complete Exercise 3 questions analyzing literary devices, irony, and social commentary in the poem.
|
Chalkboard, Textbooks, Exercise books, Sample newspapers
|
Excelling in English Form 4 Students Book Pages 239-240, Teachers Guide Page 116-117
|
|
| 11 | 5 |
GRAMMAR
|
Creating Sentence Variety: Structure and Style
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of sentence variety in creating engaging, fresh writing style. Demonstrate techniques for varying phrase and clause arrangements to avoid monotony. Practice changing word order and sentence length for emphasis and improved rhythm. Apply transitional expressions to connect ideas smoothly between sentences and paragraphs. |
Analysis of monotonous paragraph identifying repetitive sentence structures (Activity 5). Teacher explanation of four techniques for achieving sentence variety with before/after examples. Guided practice revising sentences for improved arrangement, word order, and length variation. Exercises 4-7: Students rewrite paragraphs and sentences applying variety techniques and transitional expressions.
|
Chalkboard, Sample paragraphs, Exercise books, Textbooks
|
Excelling in English Form 4 Students Book Pages 240-243, Teachers Guide Page 117-118
|
|
| 11 | 6 |
GRAMMAR
|
Creating Sentence Variety: Structure and Style
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of sentence variety in creating engaging, fresh writing style. Demonstrate techniques for varying phrase and clause arrangements to avoid monotony. Practice changing word order and sentence length for emphasis and improved rhythm. Apply transitional expressions to connect ideas smoothly between sentences and paragraphs. |
Analysis of monotonous paragraph identifying repetitive sentence structures (Activity 5). Teacher explanation of four techniques for achieving sentence variety with before/after examples. Guided practice revising sentences for improved arrangement, word order, and length variation. Exercises 4-7: Students rewrite paragraphs and sentences applying variety techniques and transitional expressions.
|
Chalkboard, Sample paragraphs, Exercise books, Textbooks
|
Excelling in English Form 4 Students Book Pages 240-243, Teachers Guide Page 117-118
|
|
| 11 | 7 |
WRITING
|
Speeches in Institutions: Formal Speaking Preparation
|
By the end of the
lesson, the learner
should be able to:
Identify occasions for speech-making in institutional settings and their characteristics. Explain the importance of written speech preparation for confident, orderly delivery. Apply speech writing principles including focus on topic, purpose, audience, and research. Write formal speeches incorporating proper structure with introduction, body, and conclusion. |
Group discussion on speech-making occasions in school and characteristics of good speeches (Activity 6). Teacher explanation of speech writing process including audience analysis, research, and organizational patterns. Study of speech writing tips focusing on topic appropriateness, information gathering, and stimulating openings. Exercise 8: Students write farewell speeches for classmates incorporating experiences, lessons learned, advice, and appreciation.
|
Chalkboard, Speech examples, Exercise books, Manila paper
|
Excelling in English Form 4 Students Book Pages 243-244, Teachers Guide Page 118-119
|
|
| 11 | 8 |
Intensive Reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12-13 |
BUTERE CLUSTER, MARKING AND CLOSURE |
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