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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
UNIT 8
LISTENING AND SPEAKING |
Interrupting Courteously
|
By the end of the
lesson, the learner
should be able to:
Define courteous interruption Identify appropriate times to interrupt Use polite expressions when interrupting Practice respectful interruption techniques |
Q/A on students' experiences with interrupting others
Discussion on when interruption is necessary Practice using courteous interruption phrases Role-play conversations with appropriate interruptions Group work on distinguishing good and poor interruption Peer evaluation of interruption techniques |
Chalkboard
Role-play scenarios Conversation scripts Evaluation sheets Audio equipment |
Excelling in English Book 4 Pages 85-86
Teachers Guide Pages 65-67 |
|
| 2 | 2 |
LISTENING AND SPEAKING
|
Interrupting Courteously
|
By the end of the
lesson, the learner
should be able to:
Define courteous interruption Identify appropriate times to interrupt Use polite expressions when interrupting Practice respectful interruption techniques |
Q/A on students' experiences with interrupting others
Discussion on when interruption is necessary Practice using courteous interruption phrases Role-play conversations with appropriate interruptions Group work on distinguishing good and poor interruption Peer evaluation of interruption techniques |
Chalkboard
Role-play scenarios Conversation scripts Evaluation sheets Audio equipment |
Excelling in English Book 4 Pages 85-86
Teachers Guide Pages 65-67 |
|
| 2 | 3 |
READING
|
Study Skills: Irony in Ordinary Life
|
By the end of the
lesson, the learner
should be able to:
Define irony and its types Distinguish verbal from situational irony Identify ironic situations in daily life Recognize sarcasm in spoken language |
Pre-reading discussion on unexpected situations
Reading examples of verbal and situational irony Analysis of ironic situations in literature and life Group sharing of personal ironic experiences Practice identifying sarcasm and ironic expressions Creation of ironic situation examples |
Chalkboard
Irony examples Literary excerpts Situation cards Expression charts |
Excelling in English Book 4 Pages 86-87
Teachers Guide Pages 67-69 |
|
| 2 | 4 |
READING
|
Study Skills: Irony in Ordinary Life
|
By the end of the
lesson, the learner
should be able to:
Define irony and its types Distinguish verbal from situational irony Identify ironic situations in daily life Recognize sarcasm in spoken language |
Pre-reading discussion on unexpected situations
Reading examples of verbal and situational irony Analysis of ironic situations in literature and life Group sharing of personal ironic experiences Practice identifying sarcasm and ironic expressions Creation of ironic situation examples |
Chalkboard
Irony examples Literary excerpts Situation cards Expression charts |
Excelling in English Book 4 Pages 86-87
Teachers Guide Pages 67-69 |
|
| 2 | 5 |
COMPREHENSION
|
Confronting the Energy Crisis
|
By the end of the
lesson, the learner
should be able to:
Appreciate energy conservation importance Answer comprehension questions correctly Understand technical vocabulary Identify solutions to environmental problems |
Pre-reading discussion on energy sources and crisis
Silent reading of "Confronting the Energy Crisis" passage Vocabulary building with technical terms Answering comprehension questions Group discussion on renewable energy solutions Note-making on energy conservation methods |
Chalkboard
Comprehension passage English dictionary Energy awareness charts Environmental posters |
Excelling in English Book 4 Pages 87-90
Teachers Guide Pages 69-71 English Dictionary |
|
| 2 | 6 |
COMPREHENSION
|
Confronting the Energy Crisis
|
By the end of the
lesson, the learner
should be able to:
Appreciate energy conservation importance Answer comprehension questions correctly Understand technical vocabulary Identify solutions to environmental problems |
Pre-reading discussion on energy sources and crisis
Silent reading of "Confronting the Energy Crisis" passage Vocabulary building with technical terms Answering comprehension questions Group discussion on renewable energy solutions Note-making on energy conservation methods |
Chalkboard
Comprehension passage English dictionary Energy awareness charts Environmental posters |
Excelling in English Book 4 Pages 87-90
Teachers Guide Pages 69-71 English Dictionary |
|
| 2 | 7 |
GRAMMAR
|
Functions of Conjunctions in Sentences
|
By the end of the
lesson, the learner
should be able to:
Define conjunctions and their types Identify coordinating, correlative and subordinating conjunctions Use conjunctions to link words, phrases and clauses Form compound and complex sentences |
Q/A review on sentence types
Introduction to three types of conjunctions Practice using coordinating conjunctions (and, but, or) Exercises with correlative conjunctions (both...and, either...or) Grammar drills with subordinating conjunctions Sentence combining and construction practice |
Chalkboard
Grammar charts Conjunction reference tables Sentence combining worksheets Dictionary |
Excelling in English Book 4 Pages 90-93
Teachers Guide Pages 71-73 |
|
| 2 | 8 |
GRAMMAR
|
Functions of Conjunctions in Sentences
|
By the end of the
lesson, the learner
should be able to:
Define conjunctions and their types Identify coordinating, correlative and subordinating conjunctions Use conjunctions to link words, phrases and clauses Form compound and complex sentences |
Q/A review on sentence types
Introduction to three types of conjunctions Practice using coordinating conjunctions (and, but, or) Exercises with correlative conjunctions (both...and, either...or) Grammar drills with subordinating conjunctions Sentence combining and construction practice |
Chalkboard
Grammar charts Conjunction reference tables Sentence combining worksheets Dictionary |
Excelling in English Book 4 Pages 90-93
Teachers Guide Pages 71-73 |
|
| 3 | 1 |
WRITING
|
Writing Faxes
|
By the end of the
lesson, the learner
should be able to:
Define fax and its purpose Identify essential information in faxes Use appropriate fax labels and formatting Write clear and concise fax messages |
Discussion on communication methods and fax usage
Introduction to fax structure and essential information Practice completing fax labels correctly Guided fax writing with proper formatting Peer review of draft faxes Final fax composition following business format |
Chalkboard
Sample fax formats Fax labels Business communication guidelines Practice templates |
Excelling in English Book 4 Pages 93-95
Teachers Guide Pages 73-75 |
|
| 3 | 2 |
WRITING
|
Writing Faxes
|
By the end of the
lesson, the learner
should be able to:
Define fax and its purpose Identify essential information in faxes Use appropriate fax labels and formatting Write clear and concise fax messages |
Discussion on communication methods and fax usage
Introduction to fax structure and essential information Practice completing fax labels correctly Guided fax writing with proper formatting Peer review of draft faxes Final fax composition following business format |
Chalkboard
Sample fax formats Fax labels Business communication guidelines Practice templates |
Excelling in English Book 4 Pages 93-95
Teachers Guide Pages 73-75 |
|
| 3 | 3 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 3 | 4 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 3 | 5 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 3 | 6 |
UNIT 9
LISTENING AND SPEAKING |
Disagreeing Politely
|
By the end of the
lesson, the learner
should be able to:
Define polite disagreement Identify appropriate language for disagreeing Apply conflict resolution strategies Practice respectful communication skills |
Q/A on students' experiences with disagreements
Reading and analysis of conversation showing rude disagreement Discussion on positive and negative effects of conflicts Practice using polite disagreement expressions Role-play conversations with respectful disagreement Group work on conflict management strategies |
Chalkboard
Conversation scripts Polite expression charts Role-play scenarios Conflict resolution guidelines |
Excelling in English Book 4 Pages 96-97
Teachers Guide Pages 75-77 |
|
| 3 | 7 |
LISTENING AND SPEAKING
|
Disagreeing Politely
|
By the end of the
lesson, the learner
should be able to:
Define polite disagreement Identify appropriate language for disagreeing Apply conflict resolution strategies Practice respectful communication skills |
Q/A on students' experiences with disagreements
Reading and analysis of conversation showing rude disagreement Discussion on positive and negative effects of conflicts Practice using polite disagreement expressions Role-play conversations with respectful disagreement Group work on conflict management strategies |
Chalkboard
Conversation scripts Polite expression charts Role-play scenarios Conflict resolution guidelines |
Excelling in English Book 4 Pages 96-97
Teachers Guide Pages 75-77 |
|
| 3 | 8 |
READING
|
Study Skills: Irony in Literature
|
By the end of the
lesson, the learner
should be able to:
Define irony in literary context Distinguish types of irony in literature Identify ironic situations in set books Analyze author's use of ironic techniques |
Pre-reading discussion on literary irony vs life irony
Reading examples of verbal, tragic, comic and dramatic irony Analysis of irony in "The Merchant of Venice" and set books Group identification of ironic situations in literature Practice recognizing irony of the absurd Application of irony analysis to current reading |
Chalkboard
Literary extracts Set books Irony analysis charts Examples from literature |
Excelling in English Book 4 Pages 97-99
Teachers Guide Pages 77-79 |
|
| 4 | 1 |
COMPREHENSION
|
The Meek Shall Inherit the Earth
|
By the end of the
lesson, the learner
should be able to:
Appreciate importance of humility Answer comprehension questions correctly Identify character traits through examples Understand moral and ethical lessons |
Pre-reading discussion on humility and leadership
Silent reading of "The Meek Shall Inherit the Earth" passage Vocabulary building with character description words Answering comprehension questions Group discussion on leadership qualities Analysis of Julius Nyerere's character examples |
Chalkboard
Comprehension passage English dictionary Leadership quality charts Character analysis sheets |
Excelling in English Book 4 Pages 99-102
Teachers Guide Pages 79-81 English Dictionary |
|
| 4 | 2 |
COMPREHENSION
|
The Meek Shall Inherit the Earth
|
By the end of the
lesson, the learner
should be able to:
Appreciate importance of humility Answer comprehension questions correctly Identify character traits through examples Understand moral and ethical lessons |
Pre-reading discussion on humility and leadership
Silent reading of "The Meek Shall Inherit the Earth" passage Vocabulary building with character description words Answering comprehension questions Group discussion on leadership qualities Analysis of Julius Nyerere's character examples |
Chalkboard
Comprehension passage English dictionary Leadership quality charts Character analysis sheets |
Excelling in English Book 4 Pages 99-102
Teachers Guide Pages 79-81 English Dictionary |
|
| 4 | 3 |
COMPREHENSION
|
The Meek Shall Inherit the Earth
|
By the end of the
lesson, the learner
should be able to:
Appreciate importance of humility Answer comprehension questions correctly Identify character traits through examples Understand moral and ethical lessons |
Pre-reading discussion on humility and leadership
Silent reading of "The Meek Shall Inherit the Earth" passage Vocabulary building with character description words Answering comprehension questions Group discussion on leadership qualities Analysis of Julius Nyerere's character examples |
Chalkboard
Comprehension passage English dictionary Leadership quality charts Character analysis sheets |
Excelling in English Book 4 Pages 99-102
Teachers Guide Pages 79-81 English Dictionary |
|
| 4 | 4 |
GRAMMAR
|
Noun Phrases as Subjects
|
By the end of the
lesson, the learner
should be able to:
Define noun phrases and their functions Identify noun phrases functioning as subjects Recognize subjects in different sentence positions Apply subject identification techniques |
Q/A review on noun phrase components
Introduction to subject function of noun phrases Practice identifying subjects before verbs Exercises with subjects in questions and complex sentences Grammar drills with tag questions and subject identification Sentence construction with various noun phrase subjects |
Chalkboard
Grammar charts Noun phrase examples Exercise worksheets Sentence pattern guides |
Excelling in English Book 4 Pages 102-104
Teachers Guide Pages 81-83 |
|
| 4 | 5 |
GRAMMAR
|
Noun Phrases as Subjects
|
By the end of the
lesson, the learner
should be able to:
Define noun phrases and their functions Identify noun phrases functioning as subjects Recognize subjects in different sentence positions Apply subject identification techniques |
Q/A review on noun phrase components
Introduction to subject function of noun phrases Practice identifying subjects before verbs Exercises with subjects in questions and complex sentences Grammar drills with tag questions and subject identification Sentence construction with various noun phrase subjects |
Chalkboard
Grammar charts Noun phrase examples Exercise worksheets Sentence pattern guides |
Excelling in English Book 4 Pages 102-104
Teachers Guide Pages 81-83 |
|
| 4 | 6 |
WRITING
|
Writing Instructions to Family and Friends
|
By the end of the
lesson, the learner
should be able to:
Identify characteristics of clear instructions Use appropriate language for informal instructions Apply logical sequencing in instruction writing Write clear and courteous instructions |
Discussion on importance of clear communication
Analysis of poorly written instructions Practice writing step-by-step instructions Peer review of instruction clarity Revision techniques for improving instruction quality Final instruction writing with practical scenarios |
Chalkboard
Sample instruction sets Clarity checklists Peer review sheets Practical scenarios |
Excelling in English Book 4 Pages 104-106
Teachers Guide Pages 83-85 |
|
| 4 | 7 |
WRITING
|
Writing Instructions to Family and Friends
|
By the end of the
lesson, the learner
should be able to:
Identify characteristics of clear instructions Use appropriate language for informal instructions Apply logical sequencing in instruction writing Write clear and courteous instructions |
Discussion on importance of clear communication
Analysis of poorly written instructions Practice writing step-by-step instructions Peer review of instruction clarity Revision techniques for improving instruction quality Final instruction writing with practical scenarios |
Chalkboard
Sample instruction sets Clarity checklists Peer review sheets Practical scenarios |
Excelling in English Book 4 Pages 104-106
Teachers Guide Pages 83-85 |
|
| 4 | 8 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 5 | 1 |
UNIT 10
LISTENING AND SPEAKING |
Negotiation Skills at Home
|
By the end of the
lesson, the learner
should be able to:
Define negotiation and its principles Distinguish good from bad negotiation skills Apply win-win negotiation strategies Practice respectful family communication |
Q/A on students' home negotiation experiences
Analysis of good vs bad negotiation conversations Discussion on negotiation principles and trust building Role-play family negotiation scenarios Group work on win-win situation creation Practice using give-and-take strategies |
Chalkboard
Negotiation scenario scripts Principle charts Role-play materials Communication guidelines |
Excelling in English Book 4 Pages 107-109
Teachers Guide Pages 85-87 |
|
| 5 | 2 |
LISTENING AND SPEAKING
|
Negotiation Skills at Home
|
By the end of the
lesson, the learner
should be able to:
Define negotiation and its principles Distinguish good from bad negotiation skills Apply win-win negotiation strategies Practice respectful family communication |
Q/A on students' home negotiation experiences
Analysis of good vs bad negotiation conversations Discussion on negotiation principles and trust building Role-play family negotiation scenarios Group work on win-win situation creation Practice using give-and-take strategies |
Chalkboard
Negotiation scenario scripts Principle charts Role-play materials Communication guidelines |
Excelling in English Book 4 Pages 107-109
Teachers Guide Pages 85-87 |
|
| 5 | 3 |
LISTENING AND SPEAKING
|
Negotiation Skills at Home
|
By the end of the
lesson, the learner
should be able to:
Define negotiation and its principles Distinguish good from bad negotiation skills Apply win-win negotiation strategies Practice respectful family communication |
Q/A on students' home negotiation experiences
Analysis of good vs bad negotiation conversations Discussion on negotiation principles and trust building Role-play family negotiation scenarios Group work on win-win situation creation Practice using give-and-take strategies |
Chalkboard
Negotiation scenario scripts Principle charts Role-play materials Communication guidelines |
Excelling in English Book 4 Pages 107-109
Teachers Guide Pages 85-87 |
|
| 5 | 4 |
READING
|
Study Skills: Figures of Speech
|
By the end of the
lesson, the learner
should be able to:
Define figures of speech and their purposes Identify seven types of figures of speech Distinguish between simile and metaphor Apply figure analysis to literary texts |
Pre-reading discussion on effective vs literal language
Introduction to simile, metaphor, personification, metonymy Study of hyperbole, litotes, and synecdoche Practice identifying figures in poetry and prose Group analysis of Shakespeare extract Application to students' own writing |
Chalkboard
Literary examples Figure of speech charts Poetry extracts Analysis worksheets |
Excelling in English Book 4 Pages 109-112
Teachers Guide Pages 87-89 |
|
| 5 | 5 |
READING
|
Study Skills: Figures of Speech
|
By the end of the
lesson, the learner
should be able to:
Define figures of speech and their purposes Identify seven types of figures of speech Distinguish between simile and metaphor Apply figure analysis to literary texts |
Pre-reading discussion on effective vs literal language
Introduction to simile, metaphor, personification, metonymy Study of hyperbole, litotes, and synecdoche Practice identifying figures in poetry and prose Group analysis of Shakespeare extract Application to students' own writing |
Chalkboard
Literary examples Figure of speech charts Poetry extracts Analysis worksheets |
Excelling in English Book 4 Pages 109-112
Teachers Guide Pages 87-89 |
|
| 5 | 6 |
COMPREHENSION
|
The Economic Cost of HIV/Aids
|
By the end of the
lesson, the learner
should be able to:
Appreciate economic impact of health issues Answer comprehension questions accurately Understand statistical information presentation Analyze cost-benefit arguments |
Pre-reading discussion on HIV/Aids impact on families
Silent reading of "The Economic Cost of HIV/Aids" passage Vocabulary building with economic and medical terms Answering comprehension questions Group analysis of statistics and economic arguments Discussion on healthcare economics |
Chalkboard
Comprehension passage English dictionary Statistical charts Economic concept guides |
Excelling in English Book 4 Pages 112-114
Teachers Guide Pages 89-91 English Dictionary |
|
| 5 | 7 |
COMPREHENSION
|
The Economic Cost of HIV/Aids
|
By the end of the
lesson, the learner
should be able to:
Appreciate economic impact of health issues Answer comprehension questions accurately Understand statistical information presentation Analyze cost-benefit arguments |
Pre-reading discussion on HIV/Aids impact on families
Silent reading of "The Economic Cost of HIV/Aids" passage Vocabulary building with economic and medical terms Answering comprehension questions Group analysis of statistics and economic arguments Discussion on healthcare economics |
Chalkboard
Comprehension passage English dictionary Statistical charts Economic concept guides |
Excelling in English Book 4 Pages 112-114
Teachers Guide Pages 89-91 English Dictionary |
|
| 5 | 8 |
GRAMMAR
|
Noun Phrase as Object
|
By the end of the
lesson, the learner
should be able to:
Define direct and indirect objects Identify noun phrases functioning as objects Distinguish between direct and indirect objects Apply object identification in sentence analysis |
Q/A review on sentence components
Introduction to direct object function and position Study of indirect object characteristics Practice identifying objects in active and passive sentences Grammar exercises with object transformations Sentence construction with various object types |
Chalkboard
Grammar charts Object identification guides Exercise worksheets Sentence transformation sheets |
Excelling in English Book 4 Pages 114-116
Teachers Guide Pages 91-93 |
|
| 6 | 1 |
WRITING
|
Letters of Inquiry
|
By the end of the
lesson, the learner
should be able to:
Define inquiry letters and their purpose Identify essential components of inquiry letters Apply appropriate formal language Use correct letter formats (blocked/indented) |
Discussion on when to write inquiry letters
Analysis of letter planning and organization Study of blocked and indented letter formats Practice writing inquiry letters with proper language Peer review of draft letters Final letter composition following business format |
Chalkboard
Sample inquiry letters Format templates Business writing guidelines Review checklists |
Excelling in English Book 4 Pages 116-119
Teachers Guide Pages 93-95 |
|
| 6 | 2 |
WRITING
|
Letters of Inquiry
|
By the end of the
lesson, the learner
should be able to:
Define inquiry letters and their purpose Identify essential components of inquiry letters Apply appropriate formal language Use correct letter formats (blocked/indented) |
Discussion on when to write inquiry letters
Analysis of letter planning and organization Study of blocked and indented letter formats Practice writing inquiry letters with proper language Peer review of draft letters Final letter composition following business format |
Chalkboard
Sample inquiry letters Format templates Business writing guidelines Review checklists |
Excelling in English Book 4 Pages 116-119
Teachers Guide Pages 93-95 |
|
| 6 | 3 |
WRITING
|
Letters of Inquiry
|
By the end of the
lesson, the learner
should be able to:
Define inquiry letters and their purpose Identify essential components of inquiry letters Apply appropriate formal language Use correct letter formats (blocked/indented) |
Discussion on when to write inquiry letters
Analysis of letter planning and organization Study of blocked and indented letter formats Practice writing inquiry letters with proper language Peer review of draft letters Final letter composition following business format |
Chalkboard
Sample inquiry letters Format templates Business writing guidelines Review checklists |
Excelling in English Book 4 Pages 116-119
Teachers Guide Pages 93-95 |
|
| 6 | 4 |
WRITING
|
Letters of Inquiry
|
By the end of the
lesson, the learner
should be able to:
Define inquiry letters and their purpose Identify essential components of inquiry letters Apply appropriate formal language Use correct letter formats (blocked/indented) |
Discussion on when to write inquiry letters
Analysis of letter planning and organization Study of blocked and indented letter formats Practice writing inquiry letters with proper language Peer review of draft letters Final letter composition following business format |
Chalkboard
Sample inquiry letters Format templates Business writing guidelines Review checklists |
Excelling in English Book 4 Pages 116-119
Teachers Guide Pages 93-95 |
|
| 6 | 5 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 6 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 7 |
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 |
|
| 6 | 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 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 |
|
| 7 | 1 |
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 |
|
| 7 | 2 |
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 |
|
| 7 | 3 |
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 |
|
| 7 | 4 |
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 |
|
| 7 | 5 |
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 |
|
| 7 | 6 |
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 |
|
| 7 | 7 |
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 |
|
| 7 | 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 |
|
| 8 | 1 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 8 | 2 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 8 | 3 |
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 |
|
| 8 | 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 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 |
|
| 8 | 5 |
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 |
|
| 8 | 6 |
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 |
|
| 8 | 7 |
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 |
|
| 8 | 8 |
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 |
|
| 9 | 1 |
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 |
|
| 9 | 2 |
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 |
|
| 9 | 3 |
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 |
|
| 9 | 4 |
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 |
|
| 9 | 5 |
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 |
|
| 9 | 6 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 9 | 7 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 9 | 8 |
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 |
|
| 10 | 1 |
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 |
|
| 10 | 2 |
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 |
|
| 10 | 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 |
|
| 10 | 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 |
|
| 10 | 5 |
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 |
|
| 10 | 6 |
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 |
|
| 10 | 7 |
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 |
|
| 10 | 8 |
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 |
|
| 11 | 1 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 11 | 2 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 11 | 3 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 11 | 4 |
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 |
|
| 11 | 5 |
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 |
|
| 11 | 6 |
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 |
|
| 11 | 7 |
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 |
|
| 11 | 8 |
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 |
|
| 12 | 1 |
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 |
|
| 12 | 2 |
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 |
|
| 12 | 3 |
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 |
|
| 12 | 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 |
|
| 12 | 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 |
|
| 12 | 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 |
|
| 12 | 7 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 12 | 8 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
Your Name Comes Here