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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 4 |
UNIT 1
LISTENING AND SPEAKING |
Distinguishing Word Classes using Stress
|
By the end of the
lesson, the learner
should be able to:
Define word stress correctly Identify stress patterns in homographs Distinguish between nouns, verbs and adjectives using stress Apply correct stress patterns in speech Practice pronunciation with proper stress placement |
Q/A session on previous knowledge of stress
Demonstration of stress patterns using word pairs Group practice reading word lists aloud Peer correction activities Role-play using stressed words in context |
Chalkboard
Word cards Audio recordings (if available) Pronunciation guide charts |
Excelling in English Form 4, Pages 1-3
|
|
| 1 | 5 |
READING
|
Study Skills: Note-Making
|
By the end of the
lesson, the learner
should be able to:
Define note-making and its importance Identify conventional abbreviations for note-making Apply note-making techniques to given passages Organize information using bullets, numbers and dashes Create personal abbreviation systems |
Review of previous note-making knowledge
Discussion of note-making challenges Demonstration of abbreviation techniques Guided practice with sample passages Individual note-making exercises |
Chalkboard
Sample passages Notebooks Abbreviation charts Stopwatch for timed exercises |
Excelling in English Form 4, Pages 2-4
|
|
| 1 | 6 |
READING
|
Study Skills: Note-Making
|
By the end of the
lesson, the learner
should be able to:
Define note-making and its importance Identify conventional abbreviations for note-making Apply note-making techniques to given passages Organize information using bullets, numbers and dashes Create personal abbreviation systems |
Review of previous note-making knowledge
Discussion of note-making challenges Demonstration of abbreviation techniques Guided practice with sample passages Individual note-making exercises |
Chalkboard
Sample passages Notebooks Abbreviation charts Stopwatch for timed exercises |
Excelling in English Form 4, Pages 2-4
|
|
| 1 | 7 |
COMPREHENSION
|
Kenya, my First Love
|
By the end of the
lesson, the learner
should be able to:
Analyze the theme of patriotism in the passage Identify transitional words and phrases Explain figurative language and expressions Answer comprehension questions accurately Summarize specific sections of the text |
Pre-reading discussion on patriotism
Silent reading of the passage Group discussions on main themes Question and answer sessions Vocabulary building exercises |
Comprehension passage
Question sheets Dictionaries Chalkboard Group work charts |
Excelling in English Form 4, Pages 5-7
|
|
| 1 | 8 |
GRAMMAR
|
Typical Endings of Adjectives
|
By the end of the
lesson, the learner
should be able to:
Define adjectives and their functions Identify common adjective endings (-able, -al, -ful, etc.) Form adjectives from given root words Apply spelling rules when adding adjective endings Construct sentences using formed adjectives |
Review of adjectives from previous classes
Demonstration of adjective formation patterns Individual and group exercises on word formation Sentence construction practice Peer assessment activities |
Chalkboard
Word formation charts Exercise worksheets Dictionaries Grammar reference books |
Excelling in English Form 4, Pages 7-9
|
|
| 2 | 1 |
WRITING
|
Writing Effective Paragraphs
|
By the end of the
lesson, the learner
should be able to:
Define paragraph structure and components Identify topic sentences and supporting sentences Use transitional words and phrases effectively Eliminate irrelevant sentences from paragraphs Write well-structured paragraphs on given topics |
Discussion on paragraph writing challenges
Analysis of sample paragraphs Identification of paragraph elements Guided paragraph writing practice Peer review and editing exercises |
Sample paragraphs
Writing materials Chalkboard Transitional words charts Editing checklists |
Excelling in English Form 4, Pages 9-11
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 4 |
UNIT 2
LISTENING AND SPEAKING |
Poverty Eradication
|
By the end of the
lesson, the learner
should be able to:
Identify stress patterns in word classes correctly Analyze causes of poverty from poetry Practice reading poetry with proper stress placement Demonstrate understanding of social issues through performance Apply stress rules to distinguish verbs from nouns |
Q/A session on poverty causes
Group reading of "We Rebel" poem with stress practice Discussion of poverty solutions from poem Peer correction of pronunciation errors Role-play scenarios using stressed words |
Chalkboard
Poetry text Word stress charts Group discussion sheets Performance props |
Excelling in English Form 4, Pages 12-13
|
|
| 2 | 5 |
READING
|
Study Skills: Study Reading and Critical Reading
|
By the end of the
lesson, the learner
should be able to:
Define study reading and critical reading techniques Apply study reading strategies to complex texts Distinguish between facts and opinions in writing Evaluate author's purpose and point of view Practice critical analysis of written materials |
Review of previous reading skills
Demonstration of study reading techniques Guided practice with sample passages Group analysis of critical reading questions Individual application exercises |
Sample reading passages
Study technique guides Question sheets Dictionaries Analysis worksheets |
Excelling in English Form 4, Pages 13-15
|
|
| 2 | 6 |
COMPREHENSION
|
Combating Poverty (Dialogue)
|
By the end of the
lesson, the learner
should be able to:
Analyze character relationships in dialogue Identify economic causes and effects of poverty Evaluate proposed solutions to social problems Answer comprehension questions accurately Interpret figurative expressions in context |
Pre-reading discussion on poverty solutions
Silent reading of dialogue passage Group analysis of character perspectives Question and answer sessions Vocabulary building activities |
Dialogue passage
Comprehension questions Character analysis sheets Dictionaries Discussion guides |
Excelling in English Form 4, Pages 15-18
|
|
| 2 | 7 |
COMPREHENSION
|
Combating Poverty (Dialogue)
|
By the end of the
lesson, the learner
should be able to:
Analyze character relationships in dialogue Identify economic causes and effects of poverty Evaluate proposed solutions to social problems Answer comprehension questions accurately Interpret figurative expressions in context |
Pre-reading discussion on poverty solutions
Silent reading of dialogue passage Group analysis of character perspectives Question and answer sessions Vocabulary building activities |
Dialogue passage
Comprehension questions Character analysis sheets Dictionaries Discussion guides |
Excelling in English Form 4, Pages 15-18
|
|
| 2 | 8 |
GRAMMAR
|
Functions of Adjectives
|
By the end of the
lesson, the learner
should be able to:
Define different functions of adjectives Identify adjectives as modifiers (premodifying and postmodifying) Use adjectives as nouns in sentences Apply adjectives as exclamations correctly Construct sentences demonstrating various adjective functions |
Review of adjective identification
Demonstration of adjective functions with examples Guided practice exercises Sentence construction activities Peer assessment of grammar usage |
Chalkboard
Grammar worksheets Function charts Example sentences Exercise sheets |
Excelling in English Form 4, Pages 18-21
|
|
| 3 | 1 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing and its importance Distinguish paraphrasing from summarizing Practice restating information in own words Maintain original meaning while changing expression Apply paraphrasing skills to given passages |
Discussion of paraphrasing challenges
Analysis of original and paraphrased examples Guided paraphrasing practice Individual paraphrasing exercises Peer review and editing sessions |
Sample paragraphs
Paraphrasing guides Writing materials Dictionaries Editing checklists |
Excelling in English Form 4, Pages 21-22
|
|
| 3 | 2 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing and its importance Distinguish paraphrasing from summarizing Practice restating information in own words Maintain original meaning while changing expression Apply paraphrasing skills to given passages |
Discussion of paraphrasing challenges
Analysis of original and paraphrased examples Guided paraphrasing practice Individual paraphrasing exercises Peer review and editing sessions |
Sample paragraphs
Paraphrasing guides Writing materials Dictionaries Editing checklists |
Excelling in English Form 4, Pages 21-22
|
|
| 3 | 3 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing and its importance Distinguish paraphrasing from summarizing Practice restating information in own words Maintain original meaning while changing expression Apply paraphrasing skills to given passages |
Discussion of paraphrasing challenges
Analysis of original and paraphrased examples Guided paraphrasing practice Individual paraphrasing exercises Peer review and editing sessions |
Sample paragraphs
Paraphrasing guides Writing materials Dictionaries Editing checklists |
Excelling in English Form 4, Pages 21-22
|
|
| 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 |
UNIT 3
LISTENING AND SPEAKING |
Using Tone to Express Different Emotions
|
By the end of the
lesson, the learner
should be able to:
Identify different types of tone (falling, rising, level, etc.) Demonstrate emotional expression through tone variation Practice conversation with appropriate tonal patterns Apply tone rules in various speaking contexts Recognize tone's role in meaning communication |
Group demonstration of emotional tones
Practice conversations with tone variations Listening exercises with model speakers Peer correction of tonal patterns Role-play activities using different emotions |
Audio equipment (if available)
Conversation scripts Tone pattern charts Recording materials Practice dialogues |
Excelling in English Form 4, Pages 23-25
|
|
| 3 | 6 |
LISTENING AND SPEAKING
|
Using Tone to Express Different Emotions
|
By the end of the
lesson, the learner
should be able to:
Identify different types of tone (falling, rising, level, etc.) Demonstrate emotional expression through tone variation Practice conversation with appropriate tonal patterns Apply tone rules in various speaking contexts Recognize tone's role in meaning communication |
Group demonstration of emotional tones
Practice conversations with tone variations Listening exercises with model speakers Peer correction of tonal patterns Role-play activities using different emotions |
Audio equipment (if available)
Conversation scripts Tone pattern charts Recording materials Practice dialogues |
Excelling in English Form 4, Pages 23-25
|
|
| 3 | 7 |
READING
|
Study Skills: Recognizing Attitude and Tone in Poetry
|
By the end of the
lesson, the learner
should be able to:
Define attitude and tone in literary context Analyze poet's attitude toward subject matter Identify words and phrases that reveal tone Distinguish between different tonal qualities Apply analytical skills to poem interpretation |
Reading and analysis of "The Shark" poem
Group discussions on poetic attitude Identification of tone-revealing features Comparative analysis of different poems Practice reading with appropriate expression |
Poetry texts
Analysis worksheets Tone identification charts Group discussion guides Literary devices reference |
Excelling in English Form 4, Pages 25-27
|
|
| 3 | 8 |
READING
|
Study Skills: Recognizing Attitude and Tone in Poetry
|
By the end of the
lesson, the learner
should be able to:
Define attitude and tone in literary context Analyze poet's attitude toward subject matter Identify words and phrases that reveal tone Distinguish between different tonal qualities Apply analytical skills to poem interpretation |
Reading and analysis of "The Shark" poem
Group discussions on poetic attitude Identification of tone-revealing features Comparative analysis of different poems Practice reading with appropriate expression |
Poetry texts
Analysis worksheets Tone identification charts Group discussion guides Literary devices reference |
Excelling in English Form 4, Pages 25-27
|
|
| 4 | 1 |
COMPREHENSION
|
Jacob's Journey from the "House of the Dead"
|
By the end of the
lesson, the learner
should be able to:
Analyze themes of addiction and recovery Identify stages of drug dependency and rehabilitation Evaluate proposed solutions for recovery Answer comprehension questions accurately Interpret social messages in the passage |
Pre-reading discussion on addiction issues
Silent reading of the passage Group analysis of recovery stages Discussion of social responsibility Vocabulary development exercises |
Comprehension passage
Question sheets Social issues discussion guides Dictionaries Analysis charts |
Excelling in English Form 4, Pages 27-30
|
|
| 4 | 2 |
COMPREHENSION
|
Jacob's Journey from the "House of the Dead"
|
By the end of the
lesson, the learner
should be able to:
Analyze themes of addiction and recovery Identify stages of drug dependency and rehabilitation Evaluate proposed solutions for recovery Answer comprehension questions accurately Interpret social messages in the passage |
Pre-reading discussion on addiction issues
Silent reading of the passage Group analysis of recovery stages Discussion of social responsibility Vocabulary development exercises |
Comprehension passage
Question sheets Social issues discussion guides Dictionaries Analysis charts |
Excelling in English Form 4, Pages 27-30
|
|
| 4 | 3 |
COMPREHENSION
|
Jacob's Journey from the "House of the Dead"
|
By the end of the
lesson, the learner
should be able to:
Analyze themes of addiction and recovery Identify stages of drug dependency and rehabilitation Evaluate proposed solutions for recovery Answer comprehension questions accurately Interpret social messages in the passage |
Pre-reading discussion on addiction issues
Silent reading of the passage Group analysis of recovery stages Discussion of social responsibility Vocabulary development exercises |
Comprehension passage
Question sheets Social issues discussion guides Dictionaries Analysis charts |
Excelling in English Form 4, Pages 27-30
|
|
| 4 | 4 |
COMPREHENSION
|
Jacob's Journey from the "House of the Dead"
|
By the end of the
lesson, the learner
should be able to:
Analyze themes of addiction and recovery Identify stages of drug dependency and rehabilitation Evaluate proposed solutions for recovery Answer comprehension questions accurately Interpret social messages in the passage |
Pre-reading discussion on addiction issues
Silent reading of the passage Group analysis of recovery stages Discussion of social responsibility Vocabulary development exercises |
Comprehension passage
Question sheets Social issues discussion guides Dictionaries Analysis charts |
Excelling in English Form 4, Pages 27-30
|
|
| 4 | 5 |
GRAMMAR
|
Typical Endings of Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify common adverb endings (-ly, -wise, -ward, etc.) Form adverbs from adjectives and other word classes Distinguish between adjectives and adverbs ending in -ly Apply spelling rules when forming adverbs Use formed adverbs correctly in sentences |
Review of adverb identification
Demonstration of adverb formation patterns Practice exercises on word formation Sentence construction with adverbs Error correction activities |
Chalkboard
Word formation charts Grammar worksheets Example sentences Exercise sheets |
Excelling in English Form 4, Pages 30-32
|
|
| 4 | 6 |
GRAMMAR
|
Typical Endings of Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify common adverb endings (-ly, -wise, -ward, etc.) Form adverbs from adjectives and other word classes Distinguish between adjectives and adverbs ending in -ly Apply spelling rules when forming adverbs Use formed adverbs correctly in sentences |
Review of adverb identification
Demonstration of adverb formation patterns Practice exercises on word formation Sentence construction with adverbs Error correction activities |
Chalkboard
Word formation charts Grammar worksheets Example sentences Exercise sheets |
Excelling in English Form 4, Pages 30-32
|
|
| 4 | 7 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Apply correct punctuation for book titles and publications Distinguish between full-length and partial publications Use quotation marks appropriately Format short and long quotations correctly Apply capitalization rules for titles and headings |
Demonstration of punctuation rules
Analysis of correctly formatted examples Practice exercises with various publications Correction of formatting errors Application to student writing |
Sample publications
Punctuation guides Formatting examples Practice worksheets Style reference materials |
Excelling in English Form 4, Pages 32-34
|
|
| 4 | 8 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Apply correct punctuation for book titles and publications Distinguish between full-length and partial publications Use quotation marks appropriately Format short and long quotations correctly Apply capitalization rules for titles and headings |
Demonstration of punctuation rules
Analysis of correctly formatted examples Practice exercises with various publications Correction of formatting errors Application to student writing |
Sample publications
Punctuation guides Formatting examples Practice worksheets Style reference materials |
Excelling in English Form 4, Pages 32-34
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 3 |
UNIT 4
LISTENING AND SPEAKING |
Features of Oral Poetry and Proverbs
|
By the end of the
lesson, the learner
should be able to:
Identify key features of oral poetry (repetition, rhythm, sound effects) Analyze proverbs and their structural characteristics Demonstrate performance techniques for oral literature Practice recitation with proper emphasis and audience participation |
Q/A session on oral poetry and proverbs knowledge
Group performance of "We Raise the Wheat" poem Analysis of Luhyia folk song features Collection and performance of proverbs from multiple languages Practice of two-part proverb structure with audience response |
Chalkboard
Oral poetry texts Proverb collections Performance space Cultural examples from different communities |
Excelling in English Form 4, Pages 35-42
|
|
| 5 | 4 |
LISTENING AND SPEAKING
|
Features of Oral Poetry and Proverbs
|
By the end of the
lesson, the learner
should be able to:
Identify key features of oral poetry (repetition, rhythm, sound effects) Analyze proverbs and their structural characteristics Demonstrate performance techniques for oral literature Practice recitation with proper emphasis and audience participation |
Q/A session on oral poetry and proverbs knowledge
Group performance of "We Raise the Wheat" poem Analysis of Luhyia folk song features Collection and performance of proverbs from multiple languages Practice of two-part proverb structure with audience response |
Chalkboard
Oral poetry texts Proverb collections Performance space Cultural examples from different communities |
Excelling in English Form 4, Pages 35-42
|
|
| 5 | 5 |
LISTENING AND SPEAKING
|
Features of Oral Poetry and Proverbs
|
By the end of the
lesson, the learner
should be able to:
Identify key features of oral poetry (repetition, rhythm, sound effects) Analyze proverbs and their structural characteristics Demonstrate performance techniques for oral literature Practice recitation with proper emphasis and audience participation |
Q/A session on oral poetry and proverbs knowledge
Group performance of "We Raise the Wheat" poem Analysis of Luhyia folk song features Collection and performance of proverbs from multiple languages Practice of two-part proverb structure with audience response |
Chalkboard
Oral poetry texts Proverb collections Performance space Cultural examples from different communities |
Excelling in English Form 4, Pages 35-42
|
|
| 5 | 6 |
READING
|
Study Skills: Recognizing Mood in Poetry
|
By the end of the
lesson, the learner
should be able to:
Define mood in poetry and literature Identify words, themes and settings that create mood Analyze emotional responses to different poems Apply mood recognition skills to enhance poem interpretation |
Reading and analysis of "Those Winter Sundays"
Group discussion on emotional responses and family relationships Comparative analysis with "My Papa's Waltz" Identification of mood-creating elements in both poems Practice reading with appropriate emotional expression |
Poetry texts
Mood analysis worksheets Emotional response charts Comparative analysis guides Discussion question sheets |
Excelling in English Form 4, Pages 40-43
|
|
| 5 | 7 |
READING
|
Study Skills: Recognizing Mood in Poetry
|
By the end of the
lesson, the learner
should be able to:
Define mood in poetry and literature Identify words, themes and settings that create mood Analyze emotional responses to different poems Apply mood recognition skills to enhance poem interpretation |
Reading and analysis of "Those Winter Sundays"
Group discussion on emotional responses and family relationships Comparative analysis with "My Papa's Waltz" Identification of mood-creating elements in both poems Practice reading with appropriate emotional expression |
Poetry texts
Mood analysis worksheets Emotional response charts Comparative analysis guides Discussion question sheets |
Excelling in English Form 4, Pages 40-43
|
|
| 5 | 8 |
COMPREHENSION
|
The Sweet Fruits of Obedience
|
By the end of the
lesson, the learner
should be able to:
Analyze arguments for the importance of obedience in society Evaluate benefits and consequences of following rules Assess the balance between obedience and critical thinking Answer comprehension questions with textual evidence |
Pre-reading discussion on rules, regulations and social order
Silent reading of the passage Group analysis of traffic rules example and social harmony Discussion of when disobedience might be justified Vocabulary development and context analysis exercises |
Comprehension passage
Question sheets Social examples charts Dictionaries Argument analysis guides |
Excelling in English Form 4, Pages 43-45
|
|
| 6 | 1 |
GRAMMAR
|
Positions of Adverbs in Sentences
|
By the end of the
lesson, the learner
should be able to:
Identify different types of adverbs (manner, time, place, frequency, degree) Apply rules for appropriate adverb placement Recognize how adverb position changes sentence meaning Distinguish between adverbs and adjectives ending in -ly |
Demonstration of adverb types and their mobility
Practice exercises moving adverbs to different sentence positions Analysis of meaning changes with position shifts (e.g., "only") Identification exercises distinguishing adverbs from adjectives Sentence construction and revision activities |
Chalkboard
Sentence manipulation exercises Grammar worksheets Adverb position charts Practice exercise sheets |
Excelling in English Form 4, Pages 45-47
|
|
| 6 | 2 |
GRAMMAR
|
Positions of Adverbs in Sentences
|
By the end of the
lesson, the learner
should be able to:
Identify different types of adverbs (manner, time, place, frequency, degree) Apply rules for appropriate adverb placement Recognize how adverb position changes sentence meaning Distinguish between adverbs and adjectives ending in -ly |
Demonstration of adverb types and their mobility
Practice exercises moving adverbs to different sentence positions Analysis of meaning changes with position shifts (e.g., "only") Identification exercises distinguishing adverbs from adjectives Sentence construction and revision activities |
Chalkboard
Sentence manipulation exercises Grammar worksheets Adverb position charts Practice exercise sheets |
Excelling in English Form 4, Pages 45-47
|
|
| 6 | 3 |
GRAMMAR
|
Positions of Adverbs in Sentences
|
By the end of the
lesson, the learner
should be able to:
Identify different types of adverbs (manner, time, place, frequency, degree) Apply rules for appropriate adverb placement Recognize how adverb position changes sentence meaning Distinguish between adverbs and adjectives ending in -ly |
Demonstration of adverb types and their mobility
Practice exercises moving adverbs to different sentence positions Analysis of meaning changes with position shifts (e.g., "only") Identification exercises distinguishing adverbs from adjectives Sentence construction and revision activities |
Chalkboard
Sentence manipulation exercises Grammar worksheets Adverb position charts Practice exercise sheets |
Excelling in English Form 4, Pages 45-47
|
|
| 6 | 4 |
GRAMMAR
|
Positions of Adverbs in Sentences
|
By the end of the
lesson, the learner
should be able to:
Identify different types of adverbs (manner, time, place, frequency, degree) Apply rules for appropriate adverb placement Recognize how adverb position changes sentence meaning Distinguish between adverbs and adjectives ending in -ly |
Demonstration of adverb types and their mobility
Practice exercises moving adverbs to different sentence positions Analysis of meaning changes with position shifts (e.g., "only") Identification exercises distinguishing adverbs from adjectives Sentence construction and revision activities |
Chalkboard
Sentence manipulation exercises Grammar worksheets Adverb position charts Practice exercise sheets |
Excelling in English Form 4, Pages 45-47
|
|
| 6 | 5 |
WRITING
|
Recipes
|
By the end of the
lesson, the learner
should be able to:
Define the purpose and essential components of recipes Apply precise measurements and clear procedural language Organize instructions in logical chronological sequence Write complete, detailed recipes for specific number of servings |
Discussion of cooking experiences and favorite family dishes
Analysis of sample recipe structure (mashed potatoes example) Practice with ingredient measurements and conversions Step-by-step method writing with precise instructions Peer review for clarity, completeness and accuracy |
Sample recipes
Measurement guides Writing materials Cooking terminology charts Recipe format templates |
Excelling in English Form 4, Pages 47-48
|
|
| 6 | 6 |
WRITING
|
Recipes
|
By the end of the
lesson, the learner
should be able to:
Define the purpose and essential components of recipes Apply precise measurements and clear procedural language Organize instructions in logical chronological sequence Write complete, detailed recipes for specific number of servings |
Discussion of cooking experiences and favorite family dishes
Analysis of sample recipe structure (mashed potatoes example) Practice with ingredient measurements and conversions Step-by-step method writing with precise instructions Peer review for clarity, completeness and accuracy |
Sample recipes
Measurement guides Writing materials Cooking terminology charts Recipe format templates |
Excelling in English Form 4, Pages 47-48
|
|
| 6 | 7 |
WRITING
|
Recipes
|
By the end of the
lesson, the learner
should be able to:
Define the purpose and essential components of recipes Apply precise measurements and clear procedural language Organize instructions in logical chronological sequence Write complete, detailed recipes for specific number of servings |
Discussion of cooking experiences and favorite family dishes
Analysis of sample recipe structure (mashed potatoes example) Practice with ingredient measurements and conversions Step-by-step method writing with precise instructions Peer review for clarity, completeness and accuracy |
Sample recipes
Measurement guides Writing materials Cooking terminology charts Recipe format templates |
Excelling in English Form 4, Pages 47-48
|
|
| 6 | 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
|
|
| 7 | 1 |
UNIT 5
LISTENING AND SPEAKING |
The use of Tone to reveal Attitude in Oral Poetry
|
By the end of the
lesson, the learner
should be able to:
Define tone in oral poetry Distinguish between tone in oral and written texts Identify how tone contributes to meaning in oral poems Perform oral poems with appropriate tone |
Q/A on students' knowledge of oral poetry
Group organization and performance of community oral poems Reading aloud "Death is a Witch" poem Discussion on tone differences between oral and written texts Practice emphasizing key words with rising and falling tones Analysis of persona's attitude towards death |
Chalkboard
Oral poem texts Audio recording device (if available) Community oral poetry collection |
Excelling in English Book 4 Pages 49-50
Teachers Guide Pages 35-36 |
|
| 7 | 2 |
LISTENING AND SPEAKING
|
The use of Tone to reveal Attitude in Oral Poetry
|
By the end of the
lesson, the learner
should be able to:
Define tone in oral poetry Distinguish between tone in oral and written texts Identify how tone contributes to meaning in oral poems Perform oral poems with appropriate tone |
Q/A on students' knowledge of oral poetry
Group organization and performance of community oral poems Reading aloud "Death is a Witch" poem Discussion on tone differences between oral and written texts Practice emphasizing key words with rising and falling tones Analysis of persona's attitude towards death |
Chalkboard
Oral poem texts Audio recording device (if available) Community oral poetry collection |
Excelling in English Book 4 Pages 49-50
Teachers Guide Pages 35-36 |
|
| 7 | 3 |
READING
|
Study Skills: Distinguishing Facts from Opinions
|
By the end of the
lesson, the learner
should be able to:
Define facts and opinions Identify characteristics of factual writing Recognize opinion-based writing features Distinguish facts from opinions in given texts |
Pre-reading discussion on fact vs opinion
Reading and analysis of "Potassium" factual passage Identification of opinion statements within factual text Reading "Wildlife Conservation" opinion-based passage Group work on separating facts from opinions Practice exercises on fact-opinion identification |
Chalkboard
Sample factual and opinion texts Note-making materials Highlighters or colored pens |
Excelling in English Book 4 Pages 50-53
Teachers Guide Pages 36-38 |
|
| 7 | 4 |
COMPREHENSION
|
Saying No to Garbage
|
By the end of the
lesson, the learner
should be able to:
Appreciate environmental conservation importance Answer comprehension questions correctly Infer meaning from context Identify literary devices in the passage |
Pre-reading discussion on garbage and environmental issues
Silent reading of "Saying No to Garbage" passage Vocabulary building with new words Answering comprehension questions Group discussion on environmental solutions Writing exercises on paraphrasing |
Chalkboard
Comprehension passage English dictionary Environmental awareness charts Question worksheets |
Excelling in English Book 4 Pages 53-55
Teachers Guide Pages 38-40 English Dictionary |
|
| 7 | 5 |
GRAMMAR
|
Interrogative Pronouns
|
By the end of the
lesson, the learner
should be able to:
Define interrogative pronouns Identify the five interrogative pronouns Use interrogative pronouns correctly in questions Distinguish interrogative from relative pronouns |
Q/A review on types of pronouns
Introduction to interrogative pronouns (who, whose, whom, what, which) Practice forming questions with interrogative pronouns Exercises on distinguishing interrogative vs relative pronouns Grammar drills on formal vs informal usage Sentence construction practice |
Chalkboard
Grammar charts Pronoun reference tables Exercise worksheets Dictionary |
Excelling in English Book 4 Pages 55-57
Teachers Guide Pages 40-42 |
|
| 7 | 6 |
WRITING
|
Writing Summaries I
|
By the end of the
lesson, the learner
should be able to:
Define summary and its purpose Identify main features of good summaries Practice condensing information effectively Write summaries in own words |
Discussion on summary characteristics
Reading model summaries Practice identifying main ideas vs supporting details Guided summary writing from given passage Peer review of draft summaries Final summary writing on boxing passage with 100-word limit |
Chalkboard
Sample texts for summarizing Word count guidelines Rough paper for drafts Assessment rubrics |
Excelling in English Book 4 Pages 57-59
Teachers Guide Pages 42-44 |
|
| 7 | 7 |
WRITING
|
Writing Summaries I
|
By the end of the
lesson, the learner
should be able to:
Define summary and its purpose Identify main features of good summaries Practice condensing information effectively Write summaries in own words |
Discussion on summary characteristics
Reading model summaries Practice identifying main ideas vs supporting details Guided summary writing from given passage Peer review of draft summaries Final summary writing on boxing passage with 100-word limit |
Chalkboard
Sample texts for summarizing Word count guidelines Rough paper for drafts Assessment rubrics |
Excelling in English Book 4 Pages 57-59
Teachers Guide Pages 42-44 |
|
| 7 | 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
|
|
| 8 |
End term exams |
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| 9 |
School closing |
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