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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opening and Opener Cat |
|||||||
| 2 | 1 |
EFFECTIVE COMMUNICATION
|
Distinguishing word classes using stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
discussion
|
Chalkboard
Flash cards |
New Horizonsin English Book 4 students book Page 1-2
Teachers guide page 1 |
|
| 2 | 2 |
EFFECTIVE COMMUNICATION
|
Distinguishing word classes using stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
discussion
|
Chalkboard
Flash cards |
New Horizonsin English Book 4 students book Page 1-2
Teachers guide page 1 |
|
| 2 | 3 |
EFFECTIVE COMMUNICATION
|
Distinguishing word classes using stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
discussion
|
Chalkboard
Flash cards |
New Horizonsin English Book 4 students book Page 1-2
Teachers guide page 1 |
|
| 2 | 4 |
EFFECTIVE COMMUNICATION
|
Distinguishing word classes using stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
discussion
|
Chalkboard
Flash cards |
New Horizonsin English Book 4 students book Page 1-2
Teachers guide page 1 |
|
| 2 | 5 |
EFFECTIVE COMMUNICATION
|
Distinguishing word classes using stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
discussion
|
Chalkboard
Flash cards |
New Horizonsin English Book 4 students book Page 1-2
Teachers guide page 1 |
|
| 2 | 6 |
STUDY SKILLS
|
Study of works of literature: Setting in literature
|
By the end of the
lesson, the learner
should be able to:
Define setting correctly Discuss the various forms of setting Describe the setting in a given story |
Discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 5-7
Teachers guide page 2-3 |
|
| 2 | 7 |
STUDY SKILLS
|
Study of works of literature: Setting in literature
|
By the end of the
lesson, the learner
should be able to:
Define setting correctly Discuss the various forms of setting Describe the setting in a given story |
Discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 5-7
Teachers guide page 2-3 |
|
| 2 | 8 |
STUDY SKILLS
|
Study of works of literature: Setting in literature
|
By the end of the
lesson, the learner
should be able to:
Define setting correctly Discuss the various forms of setting Describe the setting in a given story |
Discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 5-7
Teachers guide page 2-3 |
|
| 3 | 1 |
READING
|
Women Critical to Food Security
|
By the end of the
lesson, the learner
should be able to:
Appreciate the role of women in production of food Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
New Horizonsin English Book 4 students book Page 2-5
Teachers guide page 3-5 English dictionary |
|
| 3 | 2 |
READING
|
Women Critical to Food Security
|
By the end of the
lesson, the learner
should be able to:
Appreciate the role of women in production of food Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
New Horizonsin English Book 4 students book Page 2-5
Teachers guide page 3-5 English dictionary |
|
| 3 | 3 |
READING
|
Women Critical to Food Security
|
By the end of the
lesson, the learner
should be able to:
Appreciate the role of women in production of food Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
New Horizonsin English Book 4 students book Page 2-5
Teachers guide page 3-5 English dictionary |
|
| 3 | 4 |
READING
|
Women Critical to Food Security
|
By the end of the
lesson, the learner
should be able to:
Appreciate the role of women in production of food Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
New Horizonsin English Book 4 students book Page 2-5
Teachers guide page 3-5 English dictionary |
|
| 3 | 5 |
GRAMMAR
|
Functions of nouns
|
By the end of the
lesson, the learner
should be able to:
Define nouns Discuss the functions of nouns correctly Use nouns to bring out different functions in sentences |
Discussing
Writing sentences |
Dictionary
|
New Horizons inEnglish Book 4 students book Page 7-9
Teachers guide page 5-7 |
|
| 3 | 6 |
GRAMMAR
|
Functions of nouns
|
By the end of the
lesson, the learner
should be able to:
Define nouns Discuss the functions of nouns correctly Use nouns to bring out different functions in sentences |
Discussing
Writing sentences |
Dictionary
|
New Horizons inEnglish Book 4 students book Page 7-9
Teachers guide page 5-7 |
|
| 3 | 7 |
GRAMMAR
|
Functions of nouns
|
By the end of the
lesson, the learner
should be able to:
Define nouns Discuss the functions of nouns correctly Use nouns to bring out different functions in sentences |
Discussing
Writing sentences |
Dictionary
|
New Horizons inEnglish Book 4 students book Page 7-9
Teachers guide page 5-7 |
|
| 3 | 8 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing Identify the importance of paraphrasing Paraphrase a given text correctly, neatly and legibly |
Writing
discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 10-11
Teachers guide page 7-8 |
|
| 4 | 1 |
EFFECTIVE COMMUNICATION
|
Hot seating
Labels with vague meanings
|
By the end of the
lesson, the learner
should be able to:
Discuss the terms of reference of the scenario presented in the text Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles |
Discussion
Hot seating |
Chalkboard
Charts |
New Horizonsin English Book 4 students book Page 12-13
Teachers guide page 9-10 |
|
| 4 | 2 |
EFFECTIVE COMMUNICATION
|
Hot seating
Labels with vague meanings
|
By the end of the
lesson, the learner
should be able to:
Discuss the terms of reference of the scenario presented in the text Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles |
Discussion
Hot seating |
Chalkboard
Charts |
New Horizonsin English Book 4 students book Page 12-13
Teachers guide page 9-10 |
|
| 4 | 3 |
EFFECTIVE COMMUNICATION
|
Hot seating
Labels with vague meanings
|
By the end of the
lesson, the learner
should be able to:
Discuss the terms of reference of the scenario presented in the text Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles |
Discussion
Hot seating |
Chalkboard
Charts |
New Horizonsin English Book 4 students book Page 12-13
Teachers guide page 9-10 |
|
| 4 | 4 |
EFFECTIVE COMMUNICATION
|
Hot seating
Labels with vague meanings
|
By the end of the
lesson, the learner
should be able to:
Discuss the terms of reference of the scenario presented in the text Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles |
Discussion
Hot seating |
Chalkboard
Charts |
New Horizonsin English Book 4 students book Page 12-13
Teachers guide page 9-10 |
|
| 4 | 5 |
EFFECTIVE COMMUNICATION
|
Hot seating
Labels with vague meanings
|
By the end of the
lesson, the learner
should be able to:
Discuss the terms of reference of the scenario presented in the text Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles |
Discussion
Hot seating |
Chalkboard
Charts |
New Horizonsin English Book 4 students book Page 12-13
Teachers guide page 9-10 |
|
| 4 | 6 |
EFFECTIVE COMMUNICATION
|
Hot seating
Labels with vague meanings
|
By the end of the
lesson, the learner
should be able to:
Discuss the terms of reference of the scenario presented in the text Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles |
Discussion
Hot seating |
Chalkboard
Charts |
New Horizonsin English Book 4 students book Page 12-13
Teachers guide page 9-10 |
|
| 4 | 7 |
STUDY SKILLS
|
Study of works of literature: Satire
|
By the end of the
lesson, the learner
should be able to:
Define satire Identify the techniques that help satire to be achieved including juxtaposition, hyperbole, irony and humour Identify and explain satire in a given text correctly |
Discussion
|
Samples of paragraphs with satire
|
New Horizons inEnglish Book 4 students book Page 17
Teachers guide page 10-11 |
|
| 4 | 8 |
STUDY SKILLS
|
Study of works of literature: Satire
|
By the end of the
lesson, the learner
should be able to:
Define satire Identify the techniques that help satire to be achieved including juxtaposition, hyperbole, irony and humour Identify and explain satire in a given text correctly |
Discussion
|
Samples of paragraphs with satire
|
New Horizons inEnglish Book 4 students book Page 17
Teachers guide page 10-11 |
|
| 5 | 1 |
EFFECTIVE COMMUNICATION
|
Word stress in English
|
By the end of the
lesson, the learner
should be able to:
Define word stress correctly Place stress on the correct syllables in words |
discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 27-28
Teachers guide page 17 |
|
| 5 | 2 |
EFFECTIVE COMMUNICATION
|
Word stress in English
|
By the end of the
lesson, the learner
should be able to:
Define word stress correctly Place stress on the correct syllables in words |
discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 27-28
Teachers guide page 17 |
|
| 5 | 3 |
EFFECTIVE COMMUNICATION
|
Word stress in English
|
By the end of the
lesson, the learner
should be able to:
Define word stress correctly Place stress on the correct syllables in words |
discussion
|
Chalkboard
|
New Horizonsin English Book 4 students book Page 27-28
Teachers guide page 17 |
|
| 5 | 4 |
STUDY SKILLS
|
Summary writing
|
By the end of the
lesson, the learner
should be able to:
Summarize the given passage in not more than ninety words |
Discussion
Summarizing |
Chalkboards
Wall charts with short poems |
New Horizonsin English Book 4 students book Page 31
Teachers guide page 18 Demystifying poetry |
|
| 5 | 5 |
STUDY SKILLS
|
Summary writing
|
By the end of the
lesson, the learner
should be able to:
Summarize the given passage in not more than ninety words |
Discussion
Summarizing |
Chalkboards
Wall charts with short poems |
New Horizonsin English Book 4 students book Page 31
Teachers guide page 18 Demystifying poetry |
|
| 5 | 6 |
STUDY SKILLS
|
Summary writing
|
By the end of the
lesson, the learner
should be able to:
Summarize the given passage in not more than ninety words |
Discussion
Summarizing |
Chalkboards
Wall charts with short poems |
New Horizonsin English Book 4 students book Page 31
Teachers guide page 18 Demystifying poetry |
|
| 5 | 7 |
STUDY SKILLS
|
Summary writing
|
By the end of the
lesson, the learner
should be able to:
Summarize the given passage in not more than ninety words |
Discussion
Summarizing |
Chalkboards
Wall charts with short poems |
New Horizonsin English Book 4 students book Page 31
Teachers guide page 18 Demystifying poetry |
|
| 5 | 8 |
STUDY SKILLS
|
Summary writing
|
By the end of the
lesson, the learner
should be able to:
Summarize the given passage in not more than ninety words |
Discussion
Summarizing |
Chalkboards
Wall charts with short poems |
New Horizonsin English Book 4 students book Page 31
Teachers guide page 18 Demystifying poetry |
|
| 6 | 1 |
READING
|
Comprehension
Medicinal value of the Lemon
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of the lemon Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
New Horizonsin English Book 4 students book Page 29-31
Teachers guide page 19-20 English dictionary |
|
| 6 | 2 |
READING
|
Comprehension
Medicinal value of the Lemon
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of the lemon Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
New Horizonsin English Book 4 students book Page 29-31
Teachers guide page 19-20 English dictionary |
|
| 6 | 3 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Correctly punctuate titles of full-length publications Correctly punctuate titles of parts of publications Incorporate short quotations within the text of their work Set off long quotations |
Writing
discussion |
Chalkboard
Sample publications |
New Horizonsin English Book 4 students book Page 23-26
Teachers guide page 22-23 |
|
| 6 | 4 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Correctly punctuate titles of full-length publications Correctly punctuate titles of parts of publications Incorporate short quotations within the text of their work Set off long quotations |
Writing
discussion |
Chalkboard
Sample publications |
New Horizonsin English Book 4 students book Page 23-26
Teachers guide page 22-23 |
|
| 6 | 5 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Correctly punctuate titles of full-length publications Correctly punctuate titles of parts of publications Incorporate short quotations within the text of their work Set off long quotations |
Writing
discussion |
Chalkboard
Sample publications |
New Horizonsin English Book 4 students book Page 23-26
Teachers guide page 22-23 |
|
| 6 | 6 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Correctly punctuate titles of full-length publications Correctly punctuate titles of parts of publications Incorporate short quotations within the text of their work Set off long quotations |
Writing
discussion |
Chalkboard
Sample publications |
New Horizonsin English Book 4 students book Page 23-26
Teachers guide page 22-23 |
|
| 6 | 7 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Correctly punctuate titles of full-length publications Correctly punctuate titles of parts of publications Incorporate short quotations within the text of their work Set off long quotations |
Writing
discussion |
Chalkboard
Sample publications |
New Horizonsin English Book 4 students book Page 23-26
Teachers guide page 22-23 |
|
| 6 | 8 |
EFFECTIVE COMMUNICATION
|
Word stress in English
Sentence stress
|
By the end of the
lesson, the learner
should be able to:
Identify the stress in homographs depending on how they are used in sentences Describe sentence stress Identify the stressed words in sentences given correctly |
Discussion
Pronunciation |
Chalkboard
|
New Horizonsin English Book 4 students book Page 45-46, 46-47
Teachers guide page 24-25 |
|
| 7 |
Mid Term Exam |
|||||||
| 8 |
Mid Term Break |
|||||||
| 9 | 1 |
STUDY SKILLS
|
ROLE PLAY
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of good health Engage in role-play to elaborate on the topics given on health concerns |
Discussion
Role play |
Chalkboard
|
New Horizonsin English Book 4 students book Page 46-47
Teachers guide page 25-26 |
|
| 9 | 2 |
STUDY SKILLS
|
ROLE PLAY
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of good health Engage in role-play to elaborate on the topics given on health concerns |
Discussion
Role play |
Chalkboard
|
New Horizonsin English Book 4 students book Page 46-47
Teachers guide page 25-26 |
|
| 9 | 3 |
STUDY SKILLS
|
ROLE PLAY
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of good health Engage in role-play to elaborate on the topics given on health concerns |
Discussion
Role play |
Chalkboard
|
New Horizonsin English Book 4 students book Page 46-47
Teachers guide page 25-26 |
|
| 9 | 4 |
STUDY SKILLS
|
ROLE PLAY
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of good health Engage in role-play to elaborate on the topics given on health concerns |
Discussion
Role play |
Chalkboard
|
New Horizonsin English Book 4 students book Page 46-47
Teachers guide page 25-26 |
|
| 9 | 5 |
WRITING
|
Recipe
|
By the end of the
lesson, the learner
should be able to:
Explain what a recipe is Give clear instructions on how to prepare a particular meal Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample recipe |
New Horizonsin English Book 4 students book Page 39-44
Teachers guide page 30-31 |
|
| 9 | 6 |
WRITING
|
Recipe
|
By the end of the
lesson, the learner
should be able to:
Explain what a recipe is Give clear instructions on how to prepare a particular meal Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample recipe |
New Horizonsin English Book 4 students book Page 39-44
Teachers guide page 30-31 |
|
| 9 | 7 |
WRITING
|
Recipe
|
By the end of the
lesson, the learner
should be able to:
Explain what a recipe is Give clear instructions on how to prepare a particular meal Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample recipe |
New Horizonsin English Book 4 students book Page 39-44
Teachers guide page 30-31 |
|
| 9 | 8 |
WRITING
|
Recipe
|
By the end of the
lesson, the learner
should be able to:
Explain what a recipe is Give clear instructions on how to prepare a particular meal Write neatly and legibly |
Writing
discussion |
Chalkboard
Sample recipe |
New Horizonsin English Book 4 students book Page 39-44
Teachers guide page 30-31 |
|
| 10 | 1 |
GRAMMAR
|
Gerunds
|
By the end of the
lesson, the learner
should be able to:
Define gerunds Identify gerunds in sentences Use gerunds correctly in sentences |
Discussing
Writing sentences |
Dictionary
|
New Horizonsin English Book 4 students book Page 71-73
Teachers guide page 35-37 |
|
| 10 | 2 |
GRAMMAR
|
Gerunds
|
By the end of the
lesson, the learner
should be able to:
Define gerunds Identify gerunds in sentences Use gerunds correctly in sentences |
Discussing
Writing sentences |
Dictionary
|
New Horizonsin English Book 4 students book Page 71-73
Teachers guide page 35-37 |
|
| 10 | 3 |
GRAMMAR
|
Gerunds
|
By the end of the
lesson, the learner
should be able to:
Define gerunds Identify gerunds in sentences Use gerunds correctly in sentences |
Discussing
Writing sentences |
Dictionary
|
New Horizonsin English Book 4 students book Page 71-73
Teachers guide page 35-37 |
|
| 10 | 4 |
GRAMMAR
|
Gerunds
|
By the end of the
lesson, the learner
should be able to:
Define gerunds Identify gerunds in sentences Use gerunds correctly in sentences |
Discussing
Writing sentences |
Dictionary
|
New Horizonsin English Book 4 students book Page 71-73
Teachers guide page 35-37 |
|
| 10 | 5 |
WRITING
|
Social writing: Instructions to friends and relatives
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need to acquire instructions-writing skills Write instructions to friends and relatives correctly Write neatly and legibly |
Writing
discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 73-74
Teachers guide page 37-38 |
|
| 10 | 6 |
WRITING
|
Social writing: Instructions to friends and relatives
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need to acquire instructions-writing skills Write instructions to friends and relatives correctly Write neatly and legibly |
Writing
discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 73-74
Teachers guide page 37-38 |
|
| 10 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 10 | 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 1-8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12-13 |
End Term Exam and Closing |
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Your Name Comes Here