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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
UNIT 14: CALLING THE SHOTS
Listening & Speaking |
Effective Communication – Oral Literature Research: Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Define proverbs and explain their functions, characteristics and classification - Conduct a structured oral interview to collect proverbs from community resource persons - Interpret proverbs by explaining their literal and figurative meanings with situational examples - Demonstrate effective interviewing skills: questioning, active listening and courteous interaction |
- Learners read the Otieno-Ojuok-Nyar Nam interview on proverbs as a model
- Group discussion: functions of proverbs (discreet communication, moral teaching, imagery) - Pairs role-play an oral literature research interview collecting proverbs - Each group presents three proverbs in their first language with English translations and explanations |
- Interview model text
- Chalkboard - Proverb collection sheets - Audio recording device (if available) |
New Horizons in English 4, pg. 172–174
|
|
| 2 | 2 |
Listening & Speaking
|
Effective Communication – Oral Literature Research: Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Define proverbs and explain their functions, characteristics and classification - Conduct a structured oral interview to collect proverbs from community resource persons - Interpret proverbs by explaining their literal and figurative meanings with situational examples - Demonstrate effective interviewing skills: questioning, active listening and courteous interaction |
- Learners read the Otieno-Ojuok-Nyar Nam interview on proverbs as a model
- Group discussion: functions of proverbs (discreet communication, moral teaching, imagery) - Pairs role-play an oral literature research interview collecting proverbs - Each group presents three proverbs in their first language with English translations and explanations |
- Interview model text
- Chalkboard - Proverb collection sheets - Audio recording device (if available) |
New Horizons in English 4, pg. 172–174
|
|
| 2 | 3 |
Listening & Speaking
|
Effective Communication – Oral Literature Research: Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Define proverbs and explain their functions, characteristics and classification - Conduct a structured oral interview to collect proverbs from community resource persons - Interpret proverbs by explaining their literal and figurative meanings with situational examples - Demonstrate effective interviewing skills: questioning, active listening and courteous interaction |
- Learners read the Otieno-Ojuok-Nyar Nam interview on proverbs as a model
- Group discussion: functions of proverbs (discreet communication, moral teaching, imagery) - Pairs role-play an oral literature research interview collecting proverbs - Each group presents three proverbs in their first language with English translations and explanations |
- Interview model text
- Chalkboard - Proverb collection sheets - Audio recording device (if available) |
New Horizons in English 4, pg. 172–174
|
|
| 2 | 4 |
Listening & Speaking
|
Effective Communication – Oral Literature Research: Proverbs
|
By the end of the
lesson, the learner
should be able to:
- Define proverbs and explain their functions, characteristics and classification - Conduct a structured oral interview to collect proverbs from community resource persons - Interpret proverbs by explaining their literal and figurative meanings with situational examples - Demonstrate effective interviewing skills: questioning, active listening and courteous interaction |
- Learners read the Otieno-Ojuok-Nyar Nam interview on proverbs as a model
- Group discussion: functions of proverbs (discreet communication, moral teaching, imagery) - Pairs role-play an oral literature research interview collecting proverbs - Each group presents three proverbs in their first language with English translations and explanations |
- Interview model text
- Chalkboard - Proverb collection sheets - Audio recording device (if available) |
New Horizons in English 4, pg. 172–174
|
|
| 2 | 5 |
Reading
|
Reading – Point of View and Grandfather (Biography)
|
By the end of the
lesson, the learner
should be able to:
- Define first person, third person and objective points of view in narrative writing - Analyse the biographical passage "Grandfather" for characterisation and point of view - Explain vocabulary: fastidious, credentials, unorthodox, tonic, fuss, "lure for his grandchildren," "diverting the conversation" - Evaluate the writer's attitude towards his father using evidence from the passage |
In groups, learners are guided to:
- Teacher explains three narrative points of view with textbook examples - Silent reading of "Grandfather" passage - Vocabulary work: define words and phrases using context clues - Individual comprehension answers; class discussion on the writer's attitude and biographical features |
- Comprehension passage
- Dictionaries - Point-of-view reference chart - Question sheets |
New Horizons in English 4, pg. 173–177
|
|
| 2 | 6 |
Reading
|
Reading – Point of View and Grandfather (Biography)
|
By the end of the
lesson, the learner
should be able to:
- Define first person, third person and objective points of view in narrative writing - Analyse the biographical passage "Grandfather" for characterisation and point of view - Explain vocabulary: fastidious, credentials, unorthodox, tonic, fuss, "lure for his grandchildren," "diverting the conversation" - Evaluate the writer's attitude towards his father using evidence from the passage |
In groups, learners are guided to:
- Teacher explains three narrative points of view with textbook examples - Silent reading of "Grandfather" passage - Vocabulary work: define words and phrases using context clues - Individual comprehension answers; class discussion on the writer's attitude and biographical features |
- Comprehension passage
- Dictionaries - Point-of-view reference chart - Question sheets |
New Horizons in English 4, pg. 173–177
|
|
| 2 | 7 |
Reading
|
Reading – Point of View and Grandfather (Biography)
|
By the end of the
lesson, the learner
should be able to:
- Define first person, third person and objective points of view in narrative writing - Analyse the biographical passage "Grandfather" for characterisation and point of view - Explain vocabulary: fastidious, credentials, unorthodox, tonic, fuss, "lure for his grandchildren," "diverting the conversation" - Evaluate the writer's attitude towards his father using evidence from the passage |
In groups, learners are guided to:
- Teacher explains three narrative points of view with textbook examples - Silent reading of "Grandfather" passage - Vocabulary work: define words and phrases using context clues - Individual comprehension answers; class discussion on the writer's attitude and biographical features |
- Comprehension passage
- Dictionaries - Point-of-view reference chart - Question sheets |
New Horizons in English 4, pg. 173–177
|
|
| 2 | 8 |
Reading
|
Reading – Point of View and Grandfather (Biography)
|
By the end of the
lesson, the learner
should be able to:
- Define first person, third person and objective points of view in narrative writing - Analyse the biographical passage "Grandfather" for characterisation and point of view - Explain vocabulary: fastidious, credentials, unorthodox, tonic, fuss, "lure for his grandchildren," "diverting the conversation" - Evaluate the writer's attitude towards his father using evidence from the passage |
In groups, learners are guided to:
- Teacher explains three narrative points of view with textbook examples - Silent reading of "Grandfather" passage - Vocabulary work: define words and phrases using context clues - Individual comprehension answers; class discussion on the writer's attitude and biographical features |
- Comprehension passage
- Dictionaries - Point-of-view reference chart - Question sheets |
New Horizons in English 4, pg. 173–177
|
|
| 3 | 1 |
Comprehension
|
Comprehension – Women Call the Shots (Ekereero Ceremony)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the cultural significance of the Ekereero ceremony among the Abagusii community - Explain vocabulary: intricacies, entourage, reciprocate, comprise - Identify the sequence of events and protocols observed during the ceremony - Evaluate the role of women in traditional African ceremonies and its relevance to gender equity today |
- Pre-reading discussion on traditional ceremonies learners know about
- Silent reading of "Women Call the Shots" passage - Vocabulary work: define key words using context and dictionaries - Group discussion on the ceremony's significance; summary writing in not more than 100 words |
- Comprehension passage
- Dictionaries - Summary writing guides - Discussion question sheets |
New Horizons in English 4, pg. 177–179
|
|
| 3 | 2 |
Comprehension
|
Comprehension – Women Call the Shots (Ekereero Ceremony)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the cultural significance of the Ekereero ceremony among the Abagusii community - Explain vocabulary: intricacies, entourage, reciprocate, comprise - Identify the sequence of events and protocols observed during the ceremony - Evaluate the role of women in traditional African ceremonies and its relevance to gender equity today |
- Pre-reading discussion on traditional ceremonies learners know about
- Silent reading of "Women Call the Shots" passage - Vocabulary work: define key words using context and dictionaries - Group discussion on the ceremony's significance; summary writing in not more than 100 words |
- Comprehension passage
- Dictionaries - Summary writing guides - Discussion question sheets |
New Horizons in English 4, pg. 177–179
|
|
| 3 | 3 |
Comprehension
|
Comprehension – Women Call the Shots (Ekereero Ceremony)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the cultural significance of the Ekereero ceremony among the Abagusii community - Explain vocabulary: intricacies, entourage, reciprocate, comprise - Identify the sequence of events and protocols observed during the ceremony - Evaluate the role of women in traditional African ceremonies and its relevance to gender equity today |
- Pre-reading discussion on traditional ceremonies learners know about
- Silent reading of "Women Call the Shots" passage - Vocabulary work: define key words using context and dictionaries - Group discussion on the ceremony's significance; summary writing in not more than 100 words |
- Comprehension passage
- Dictionaries - Summary writing guides - Discussion question sheets |
New Horizons in English 4, pg. 177–179
|
|
| 3 | 4 |
Comprehension
|
Comprehension – Women Call the Shots (Ekereero Ceremony)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the cultural significance of the Ekereero ceremony among the Abagusii community - Explain vocabulary: intricacies, entourage, reciprocate, comprise - Identify the sequence of events and protocols observed during the ceremony - Evaluate the role of women in traditional African ceremonies and its relevance to gender equity today |
- Pre-reading discussion on traditional ceremonies learners know about
- Silent reading of "Women Call the Shots" passage - Vocabulary work: define key words using context and dictionaries - Group discussion on the ceremony's significance; summary writing in not more than 100 words |
- Comprehension passage
- Dictionaries - Summary writing guides - Discussion question sheets |
New Horizons in English 4, pg. 177–179
|
|
| 3 | 5 |
Comprehension
|
Comprehension – Women Call the Shots (Ekereero Ceremony)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the cultural significance of the Ekereero ceremony among the Abagusii community - Explain vocabulary: intricacies, entourage, reciprocate, comprise - Identify the sequence of events and protocols observed during the ceremony - Evaluate the role of women in traditional African ceremonies and its relevance to gender equity today |
- Pre-reading discussion on traditional ceremonies learners know about
- Silent reading of "Women Call the Shots" passage - Vocabulary work: define key words using context and dictionaries - Group discussion on the ceremony's significance; summary writing in not more than 100 words |
- Comprehension passage
- Dictionaries - Summary writing guides - Discussion question sheets |
New Horizons in English 4, pg. 177–179
|
|
| 3 | 6 |
Grammar
|
Grammar – Clauses: Inversions
|
By the end of the
lesson, the learner
should be able to:
- Define inversion and distinguish defining from non-defining relative clauses - Invert sentences containing noun, adverb and adjective clauses while retaining meaning - Identify when inversions are used for emphasis and when they result in clumsy constructions - Apply clause inversion techniques to add variety and emphasis in formal and creative writing |
In groups, learners are guided to:
- Teacher explains clause types and inversion rules with examples on chalkboard - Exercise 1: identify adverb clauses and invert sentences to retain meaning - Exercise 2: supply suitable adjective clauses to complete sentences - Exercise 3: invert sentences beginning with the noun clause; peer correction |
- Chalkboard
- Grammar charts (clause types) - Exercise worksheets - Sentence strips |
New Horizons in English 4, pg. 179–181
|
|
| 3 | 7 |
Grammar
|
Grammar – Clauses: Inversions
|
By the end of the
lesson, the learner
should be able to:
- Define inversion and distinguish defining from non-defining relative clauses - Invert sentences containing noun, adverb and adjective clauses while retaining meaning - Identify when inversions are used for emphasis and when they result in clumsy constructions - Apply clause inversion techniques to add variety and emphasis in formal and creative writing |
In groups, learners are guided to:
- Teacher explains clause types and inversion rules with examples on chalkboard - Exercise 1: identify adverb clauses and invert sentences to retain meaning - Exercise 2: supply suitable adjective clauses to complete sentences - Exercise 3: invert sentences beginning with the noun clause; peer correction |
- Chalkboard
- Grammar charts (clause types) - Exercise worksheets - Sentence strips |
New Horizons in English 4, pg. 179–181
|
|
| 3 | 8 |
Grammar
|
Grammar – Clauses: Inversions
|
By the end of the
lesson, the learner
should be able to:
- Define inversion and distinguish defining from non-defining relative clauses - Invert sentences containing noun, adverb and adjective clauses while retaining meaning - Identify when inversions are used for emphasis and when they result in clumsy constructions - Apply clause inversion techniques to add variety and emphasis in formal and creative writing |
In groups, learners are guided to:
- Teacher explains clause types and inversion rules with examples on chalkboard - Exercise 1: identify adverb clauses and invert sentences to retain meaning - Exercise 2: supply suitable adjective clauses to complete sentences - Exercise 3: invert sentences beginning with the noun clause; peer correction |
- Chalkboard
- Grammar charts (clause types) - Exercise worksheets - Sentence strips |
New Horizons in English 4, pg. 179–181
|
|
| 4 | 1 |
Writing
|
Writing – Biographies & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define biography and distinguish it from autobiography (third person, detached, sometimes less detailed) - Organise factual information about a person's life into a coherent 300-word biographical account - Interpret idioms: "splitting hairs," "with a pinch of salt," "at arm's length," "calling the shots" - Write a biography of a well-known personality or a friend using correct biographical conventions |
- Teacher explains biography features using comparison table (biography vs autobiography)
- Learners plan a biography: select a subject, list key events, organise chronologically - Individual writing of a 300-word biography of a friend or historical figure - Idiom activity: explain each idiom and construct original sentences; link "calling the shots" to Passage 2 |
- Chalkboard
- Sample biographies - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 182
|
|
| 4 | 2 |
Writing
|
Writing – Biographies & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define biography and distinguish it from autobiography (third person, detached, sometimes less detailed) - Organise factual information about a person's life into a coherent 300-word biographical account - Interpret idioms: "splitting hairs," "with a pinch of salt," "at arm's length," "calling the shots" - Write a biography of a well-known personality or a friend using correct biographical conventions |
- Teacher explains biography features using comparison table (biography vs autobiography)
- Learners plan a biography: select a subject, list key events, organise chronologically - Individual writing of a 300-word biography of a friend or historical figure - Idiom activity: explain each idiom and construct original sentences; link "calling the shots" to Passage 2 |
- Chalkboard
- Sample biographies - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 182
|
|
| 4 | 3 |
Writing
|
Writing – Biographies & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define biography and distinguish it from autobiography (third person, detached, sometimes less detailed) - Organise factual information about a person's life into a coherent 300-word biographical account - Interpret idioms: "splitting hairs," "with a pinch of salt," "at arm's length," "calling the shots" - Write a biography of a well-known personality or a friend using correct biographical conventions |
- Teacher explains biography features using comparison table (biography vs autobiography)
- Learners plan a biography: select a subject, list key events, organise chronologically - Individual writing of a 300-word biography of a friend or historical figure - Idiom activity: explain each idiom and construct original sentences; link "calling the shots" to Passage 2 |
- Chalkboard
- Sample biographies - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 182
|
|
| 4 | 4 |
Writing
|
Writing – Biographies & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define biography and distinguish it from autobiography (third person, detached, sometimes less detailed) - Organise factual information about a person's life into a coherent 300-word biographical account - Interpret idioms: "splitting hairs," "with a pinch of salt," "at arm's length," "calling the shots" - Write a biography of a well-known personality or a friend using correct biographical conventions |
- Teacher explains biography features using comparison table (biography vs autobiography)
- Learners plan a biography: select a subject, list key events, organise chronologically - Individual writing of a 300-word biography of a friend or historical figure - Idiom activity: explain each idiom and construct original sentences; link "calling the shots" to Passage 2 |
- Chalkboard
- Sample biographies - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 182
|
|
| 4 | 5 |
Writing
|
Writing – Biographies & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define biography and distinguish it from autobiography (third person, detached, sometimes less detailed) - Organise factual information about a person's life into a coherent 300-word biographical account - Interpret idioms: "splitting hairs," "with a pinch of salt," "at arm's length," "calling the shots" - Write a biography of a well-known personality or a friend using correct biographical conventions |
- Teacher explains biography features using comparison table (biography vs autobiography)
- Learners plan a biography: select a subject, list key events, organise chronologically - Individual writing of a 300-word biography of a friend or historical figure - Idiom activity: explain each idiom and construct original sentences; link "calling the shots" to Passage 2 |
- Chalkboard
- Sample biographies - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 182
|
|
| 4 | 6 |
Writing
|
Writing – Biographies & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define biography and distinguish it from autobiography (third person, detached, sometimes less detailed) - Organise factual information about a person's life into a coherent 300-word biographical account - Interpret idioms: "splitting hairs," "with a pinch of salt," "at arm's length," "calling the shots" - Write a biography of a well-known personality or a friend using correct biographical conventions |
- Teacher explains biography features using comparison table (biography vs autobiography)
- Learners plan a biography: select a subject, list key events, organise chronologically - Individual writing of a 300-word biography of a friend or historical figure - Idiom activity: explain each idiom and construct original sentences; link "calling the shots" to Passage 2 |
- Chalkboard
- Sample biographies - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 182
|
|
| 4 | 7 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan with close attention to plot development - Analyse how the playwright develops central and supporting characters across scenes - Identify and discuss the use of stage directions, dialogue and dramatic techniques - Write well-organised notes linking character, theme and style for essay preparation |
- Learners read assigned section in groups; identify key plot developments
- Paired discussion: how central characters evolve across different scenes - Teacher-led analysis of stage directions and their contribution to meaning - Individual practice: write a paragraph response to a thematic essay question |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 4 | 8 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan with close attention to plot development - Analyse how the playwright develops central and supporting characters across scenes - Identify and discuss the use of stage directions, dialogue and dramatic techniques - Write well-organised notes linking character, theme and style for essay preparation |
- Learners read assigned section in groups; identify key plot developments
- Paired discussion: how central characters evolve across different scenes - Teacher-led analysis of stage directions and their contribution to meaning - Individual practice: write a paragraph response to a thematic essay question |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 5 | 1 |
UNIT 15: SEEING EYE TO EYE
Listening & Speaking |
Effective Communication – Negotiation Skills
|
By the end of the
lesson, the learner
should be able to:
- Define negotiation and distinguish it from blackmail and coercion - Describe the four steps of negotiation: preparation, opening, bargaining and closing - Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage) - Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations |
- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation - Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints - Mediation exercise: a third group mediates a stalemate using objectivity and neutral language |
- Chalkboard
- Negotiation scenario scripts - Mediation guidelines - Role-play evaluation rubrics |
New Horizons in English 4, pg. 183–186
|
|
| 5 | 2 |
Listening & Speaking
|
Effective Communication – Negotiation Skills
|
By the end of the
lesson, the learner
should be able to:
- Define negotiation and distinguish it from blackmail and coercion - Describe the four steps of negotiation: preparation, opening, bargaining and closing - Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage) - Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations |
- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation - Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints - Mediation exercise: a third group mediates a stalemate using objectivity and neutral language |
- Chalkboard
- Negotiation scenario scripts - Mediation guidelines - Role-play evaluation rubrics |
New Horizons in English 4, pg. 183–186
|
|
| 5 | 3 |
Listening & Speaking
|
Effective Communication – Negotiation Skills
|
By the end of the
lesson, the learner
should be able to:
- Define negotiation and distinguish it from blackmail and coercion - Describe the four steps of negotiation: preparation, opening, bargaining and closing - Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage) - Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations |
- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation - Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints - Mediation exercise: a third group mediates a stalemate using objectivity and neutral language |
- Chalkboard
- Negotiation scenario scripts - Mediation guidelines - Role-play evaluation rubrics |
New Horizons in English 4, pg. 183–186
|
|
| 5 | 4 |
Listening & Speaking
|
Effective Communication – Negotiation Skills
|
By the end of the
lesson, the learner
should be able to:
- Define negotiation and distinguish it from blackmail and coercion - Describe the four steps of negotiation: preparation, opening, bargaining and closing - Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage) - Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations |
- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation - Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints - Mediation exercise: a third group mediates a stalemate using objectivity and neutral language |
- Chalkboard
- Negotiation scenario scripts - Mediation guidelines - Role-play evaluation rubrics |
New Horizons in English 4, pg. 183–186
|
|
| 5 | 5 |
Listening & Speaking
|
Effective Communication – Negotiation Skills
|
By the end of the
lesson, the learner
should be able to:
- Define negotiation and distinguish it from blackmail and coercion - Describe the four steps of negotiation: preparation, opening, bargaining and closing - Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage) - Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations |
- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation - Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints - Mediation exercise: a third group mediates a stalemate using objectivity and neutral language |
- Chalkboard
- Negotiation scenario scripts - Mediation guidelines - Role-play evaluation rubrics |
New Horizons in English 4, pg. 183–186
|
|
| 5 | 6 |
Listening & Speaking
|
Effective Communication – Negotiation Skills
|
By the end of the
lesson, the learner
should be able to:
- Define negotiation and distinguish it from blackmail and coercion - Describe the four steps of negotiation: preparation, opening, bargaining and closing - Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage) - Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations |
- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation - Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints - Mediation exercise: a third group mediates a stalemate using objectivity and neutral language |
- Chalkboard
- Negotiation scenario scripts - Mediation guidelines - Role-play evaluation rubrics |
New Horizons in English 4, pg. 183–186
|
|
| 5 | 7 |
Listening & Speaking
|
Effective Communication – Negotiation Skills
|
By the end of the
lesson, the learner
should be able to:
- Define negotiation and distinguish it from blackmail and coercion - Describe the four steps of negotiation: preparation, opening, bargaining and closing - Demonstrate effective negotiation through structured role-play scenarios (peace, land, salary, marriage) - Apply give-and-take strategies and win-win principles to resolve conflicts in everyday situations |
- Teacher explains definition, characteristics and four steps of negotiation with examples
- Learners read the Somali peace talks case study as a model of successful negotiation - Group role-plays on assigned negotiation topics (peace, land disputes, salary, marriage) using provided hints - Mediation exercise: a third group mediates a stalemate using objectivity and neutral language |
- Chalkboard
- Negotiation scenario scripts - Mediation guidelines - Role-play evaluation rubrics |
New Horizons in English 4, pg. 183–186
|
|
| 5 | 8 |
Reading
|
Reading – The Silent Scream: Ultrasound and the Abortion Debate
|
By the end of the
lesson, the learner
should be able to:
- Analyse the writer's change of attitude towards abortion after encountering ultrasound technology - Explain vocabulary in context: embryo, abortion, gauze, furore, escalated, cul-de-sac, impetus, musing - Identify and explain the stances of pro-life and pro-choice groups as presented in the passage - Evaluate the role of technology in shaping ethical and medical debates in society |
- Pre-reading discussion on the meaning and ethics of abortion
- Silent reading of "The Silent Scream" passage - Vocabulary building: learners define bolded words using context clues and dictionaries - Individual comprehension answers; class discussion on how technology influenced the writer's conviction |
- Comprehension passage
- Dictionaries - Question sheets - Discussion guides |
New Horizons in English 4, pg. 186–188
|
|
| 6 | 1 |
Comprehension
|
Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary
|
By the end of the
lesson, the learner
should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing - Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies - Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108) - Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds) |
In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook - Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression - Group analysis: trace how the emissary builds up to the marriage request across three stages - Class discussion on stylistic features, pace and cultural values; individual written responses |
- Oral poetry text
- Oral poetry features chart - Chalkboard - Analysis worksheets |
New Horizons in English 4, pg. 188–194
|
|
| 6 | 2 |
Comprehension
|
Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary
|
By the end of the
lesson, the learner
should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing - Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies - Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108) - Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds) |
In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook - Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression - Group analysis: trace how the emissary builds up to the marriage request across three stages - Class discussion on stylistic features, pace and cultural values; individual written responses |
- Oral poetry text
- Oral poetry features chart - Chalkboard - Analysis worksheets |
New Horizons in English 4, pg. 188–194
|
|
| 6 | 3 |
Comprehension
|
Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary
|
By the end of the
lesson, the learner
should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing - Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies - Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108) - Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds) |
In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook - Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression - Group analysis: trace how the emissary builds up to the marriage request across three stages - Class discussion on stylistic features, pace and cultural values; individual written responses |
- Oral poetry text
- Oral poetry features chart - Chalkboard - Analysis worksheets |
New Horizons in English 4, pg. 188–194
|
|
| 6 | 4 |
Comprehension
|
Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary
|
By the end of the
lesson, the learner
should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing - Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies - Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108) - Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds) |
In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook - Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression - Group analysis: trace how the emissary builds up to the marriage request across three stages - Class discussion on stylistic features, pace and cultural values; individual written responses |
- Oral poetry text
- Oral poetry features chart - Chalkboard - Analysis worksheets |
New Horizons in English 4, pg. 188–194
|
|
| 6 | 5 |
Comprehension
|
Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary
|
By the end of the
lesson, the learner
should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing - Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies - Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108) - Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds) |
In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook - Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression - Group analysis: trace how the emissary builds up to the marriage request across three stages - Class discussion on stylistic features, pace and cultural values; individual written responses |
- Oral poetry text
- Oral poetry features chart - Chalkboard - Analysis worksheets |
New Horizons in English 4, pg. 188–194
|
|
| 6 | 6 |
Comprehension
|
Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary
|
By the end of the
lesson, the learner
should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing - Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies - Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108) - Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds) |
In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook - Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression - Group analysis: trace how the emissary builds up to the marriage request across three stages - Class discussion on stylistic features, pace and cultural values; individual written responses |
- Oral poetry text
- Oral poetry features chart - Chalkboard - Analysis worksheets |
New Horizons in English 4, pg. 188–194
|
|
| 6 | 7 |
Comprehension
|
Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary
|
By the end of the
lesson, the learner
should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing - Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies - Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108) - Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds) |
In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook - Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression - Group analysis: trace how the emissary builds up to the marriage request across three stages - Class discussion on stylistic features, pace and cultural values; individual written responses |
- Oral poetry text
- Oral poetry features chart - Chalkboard - Analysis worksheets |
New Horizons in English 4, pg. 188–194
|
|
| 6 | 8 |
Comprehension
|
Comprehension – Oral Poetry: Omukiga Bridegroom's Emissary
|
By the end of the
lesson, the learner
should be able to:
- Identify features of oral poetry in the poem: repetition, praise, imagery, audience involvement, rhythmic phrasing - Analyse the emissary's use of indirect language, praise and persuasion as negotiation strategies - Trace the build-up from hints of friendship (lines 1–15) through imagery of union (lines 30–45) to the explicit marriage request (lines 100–108) - Evaluate the cultural values of the community represented in the poem (respect for elders, gift-giving, communal bonds) |
In groups, learners are guided to:
- Teacher introduces forms of oral poetry (epic, ballad, lyric, panegyric) from textbook - Interpretive reading of "Omukiga Bridegroom's Emissary" aloud with emphasis and expression - Group analysis: trace how the emissary builds up to the marriage request across three stages - Class discussion on stylistic features, pace and cultural values; individual written responses |
- Oral poetry text
- Oral poetry features chart - Chalkboard - Analysis worksheets |
New Horizons in English 4, pg. 188–194
|
|
| 7 | 1 |
Grammar
|
Grammar – Clauses: Sentence Connectors (Conjunctive Adverbs)
|
By the end of the
lesson, the learner
should be able to:
- Define conjunctive adverbs and distinguish them from coordinating and subordinating conjunctions - Identify the functions of conjunctive adverbs: time, example, addition, contrast, comparison, emphasis, result - Apply correct punctuation (semicolons and commas) when using conjunctive adverbs to link independent clauses - Construct grammatical compound sentences using conjunctive adverbs in varied positions |
- Teacher explains conjunctive adverbs with examples; compares them with coordinating/subordinating conjunctions
- Exercise 1: learners fill gaps with suitable conjunctive adverbs from a provided list - Exercise 2: construct sentences illustrating each function (time, contrast, result, emphasis, etc.) - Exercise 3: link simple sentences using conjunctive adverbs with correct punctuation; peer correction |
- Chalkboard
- Conjunctive adverb list/chart - Exercise worksheets - Punctuation guide |
New Horizons in English 4, pg. 194–196
|
|
| 7 | 2 |
Grammar
|
Grammar – Clauses: Sentence Connectors (Conjunctive Adverbs)
|
By the end of the
lesson, the learner
should be able to:
- Define conjunctive adverbs and distinguish them from coordinating and subordinating conjunctions - Identify the functions of conjunctive adverbs: time, example, addition, contrast, comparison, emphasis, result - Apply correct punctuation (semicolons and commas) when using conjunctive adverbs to link independent clauses - Construct grammatical compound sentences using conjunctive adverbs in varied positions |
- Teacher explains conjunctive adverbs with examples; compares them with coordinating/subordinating conjunctions
- Exercise 1: learners fill gaps with suitable conjunctive adverbs from a provided list - Exercise 2: construct sentences illustrating each function (time, contrast, result, emphasis, etc.) - Exercise 3: link simple sentences using conjunctive adverbs with correct punctuation; peer correction |
- Chalkboard
- Conjunctive adverb list/chart - Exercise worksheets - Punctuation guide |
New Horizons in English 4, pg. 194–196
|
|
| 7 | 3 |
Grammar
|
Grammar – Clauses: Sentence Connectors (Conjunctive Adverbs)
|
By the end of the
lesson, the learner
should be able to:
- Define conjunctive adverbs and distinguish them from coordinating and subordinating conjunctions - Identify the functions of conjunctive adverbs: time, example, addition, contrast, comparison, emphasis, result - Apply correct punctuation (semicolons and commas) when using conjunctive adverbs to link independent clauses - Construct grammatical compound sentences using conjunctive adverbs in varied positions |
- Teacher explains conjunctive adverbs with examples; compares them with coordinating/subordinating conjunctions
- Exercise 1: learners fill gaps with suitable conjunctive adverbs from a provided list - Exercise 2: construct sentences illustrating each function (time, contrast, result, emphasis, etc.) - Exercise 3: link simple sentences using conjunctive adverbs with correct punctuation; peer correction |
- Chalkboard
- Conjunctive adverb list/chart - Exercise worksheets - Punctuation guide |
New Horizons in English 4, pg. 194–196
|
|
| 7 | 4 |
Grammar
|
Grammar – Clauses: Sentence Connectors (Conjunctive Adverbs)
|
By the end of the
lesson, the learner
should be able to:
- Define conjunctive adverbs and distinguish them from coordinating and subordinating conjunctions - Identify the functions of conjunctive adverbs: time, example, addition, contrast, comparison, emphasis, result - Apply correct punctuation (semicolons and commas) when using conjunctive adverbs to link independent clauses - Construct grammatical compound sentences using conjunctive adverbs in varied positions |
- Teacher explains conjunctive adverbs with examples; compares them with coordinating/subordinating conjunctions
- Exercise 1: learners fill gaps with suitable conjunctive adverbs from a provided list - Exercise 2: construct sentences illustrating each function (time, contrast, result, emphasis, etc.) - Exercise 3: link simple sentences using conjunctive adverbs with correct punctuation; peer correction |
- Chalkboard
- Conjunctive adverb list/chart - Exercise worksheets - Punctuation guide |
New Horizons in English 4, pg. 194–196
|
|
| 7 | 5 |
Writing
|
Writing – The Curriculum Vitae & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define a curriculum vitae (CV) and explain its purpose as a marketing tool for employment - Identify and organise the essential components of a CV: personal details, objective, education, experience, skills, activities, referees - Distinguish between chronological and functional CV formats and select the appropriate layout - Interpret idioms: "seeing eye to eye," "get it off my chest," "a change of heart," "touch and go" and use them in sentences related to negotiation or abortion themes |
- Teacher explains CV content, presentation, layout and do's/don'ts using textbook models
- Learners examine sample chronological and functional CVs; identify strengths and weaknesses - Individual activity: prepare a personal CV as a recent Form Four graduate (Exercise 1) - Idiom activity: explain each idiom and construct sentences linking them to unit themes |
- Chalkboard
- Sample CV formats (chronological and functional) - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 197–206
|
|
| 7 | 6 |
Writing
|
Writing – The Curriculum Vitae & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define a curriculum vitae (CV) and explain its purpose as a marketing tool for employment - Identify and organise the essential components of a CV: personal details, objective, education, experience, skills, activities, referees - Distinguish between chronological and functional CV formats and select the appropriate layout - Interpret idioms: "seeing eye to eye," "get it off my chest," "a change of heart," "touch and go" and use them in sentences related to negotiation or abortion themes |
- Teacher explains CV content, presentation, layout and do's/don'ts using textbook models
- Learners examine sample chronological and functional CVs; identify strengths and weaknesses - Individual activity: prepare a personal CV as a recent Form Four graduate (Exercise 1) - Idiom activity: explain each idiom and construct sentences linking them to unit themes |
- Chalkboard
- Sample CV formats (chronological and functional) - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 197–206
|
|
| 7 | 7 |
Writing
|
Writing – The Curriculum Vitae & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define a curriculum vitae (CV) and explain its purpose as a marketing tool for employment - Identify and organise the essential components of a CV: personal details, objective, education, experience, skills, activities, referees - Distinguish between chronological and functional CV formats and select the appropriate layout - Interpret idioms: "seeing eye to eye," "get it off my chest," "a change of heart," "touch and go" and use them in sentences related to negotiation or abortion themes |
- Teacher explains CV content, presentation, layout and do's/don'ts using textbook models
- Learners examine sample chronological and functional CVs; identify strengths and weaknesses - Individual activity: prepare a personal CV as a recent Form Four graduate (Exercise 1) - Idiom activity: explain each idiom and construct sentences linking them to unit themes |
- Chalkboard
- Sample CV formats (chronological and functional) - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 197–206
|
|
| 7 | 8 |
Writing
|
Writing – The Curriculum Vitae & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Define a curriculum vitae (CV) and explain its purpose as a marketing tool for employment - Identify and organise the essential components of a CV: personal details, objective, education, experience, skills, activities, referees - Distinguish between chronological and functional CV formats and select the appropriate layout - Interpret idioms: "seeing eye to eye," "get it off my chest," "a change of heart," "touch and go" and use them in sentences related to negotiation or abortion themes |
- Teacher explains CV content, presentation, layout and do's/don'ts using textbook models
- Learners examine sample chronological and functional CVs; identify strengths and weaknesses - Individual activity: prepare a personal CV as a recent Form Four graduate (Exercise 1) - Idiom activity: explain each idiom and construct sentences linking them to unit themes |
- Chalkboard
- Sample CV formats (chronological and functional) - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 197–206
|
|
| 8 | 1 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan with attention to plot progression and turning points - Analyse how conflict between characters drives the action of the play forward - Identify the playwright's use of persuasion, negotiation and compromise as thematic elements - Write structured notes comparing character responses to conflict for essay preparation |
- Group reading of assigned section; learners identify key turning points and conflicts
- Paired discussion: how do characters negotiate or fail to negotiate in the play? - Teacher-led thematic analysis linking the play's conflicts to real-life negotiation situations - Individual note-making and practice paragraph response to a character-based essay question |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 8 | 2 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan with attention to plot progression and turning points - Analyse how conflict between characters drives the action of the play forward - Identify the playwright's use of persuasion, negotiation and compromise as thematic elements - Write structured notes comparing character responses to conflict for essay preparation |
- Group reading of assigned section; learners identify key turning points and conflicts
- Paired discussion: how do characters negotiate or fail to negotiate in the play? - Teacher-led thematic analysis linking the play's conflicts to real-life negotiation situations - Individual note-making and practice paragraph response to a character-based essay question |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 8 | 3 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan with attention to plot progression and turning points - Analyse how conflict between characters drives the action of the play forward - Identify the playwright's use of persuasion, negotiation and compromise as thematic elements - Write structured notes comparing character responses to conflict for essay preparation |
- Group reading of assigned section; learners identify key turning points and conflicts
- Paired discussion: how do characters negotiate or fail to negotiate in the play? - Teacher-led thematic analysis linking the play's conflicts to real-life negotiation situations - Individual note-making and practice paragraph response to a character-based essay question |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 8 | 4 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan with attention to plot progression and turning points - Analyse how conflict between characters drives the action of the play forward - Identify the playwright's use of persuasion, negotiation and compromise as thematic elements - Write structured notes comparing character responses to conflict for essay preparation |
- Group reading of assigned section; learners identify key turning points and conflicts
- Paired discussion: how do characters negotiate or fail to negotiate in the play? - Teacher-led thematic analysis linking the play's conflicts to real-life negotiation situations - Individual note-making and practice paragraph response to a character-based essay question |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 8 | 5 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan with attention to plot progression and turning points - Analyse how conflict between characters drives the action of the play forward - Identify the playwright's use of persuasion, negotiation and compromise as thematic elements - Write structured notes comparing character responses to conflict for essay preparation |
- Group reading of assigned section; learners identify key turning points and conflicts
- Paired discussion: how do characters negotiate or fail to negotiate in the play? - Teacher-led thematic analysis linking the play's conflicts to real-life negotiation situations - Individual note-making and practice paragraph response to a character-based essay question |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 8 | 6 |
UNIT 16: STANDING THE HEAT
Listening & Speaking |
Effective Communication – Using Tone to Reveal Attitude
|
By the end of the
lesson, the learner
should be able to:
- Define tone and explain how it reveals a speaker's attitude in oral and recorded speech - Identify the tone and attitude of the persona in the poem "Grass Will Grow" by Jonathan Kariara - Demonstrate the connection between tone, word choice and emotional expression through oral reading - Apply appropriate tone variation when reading poetry aloud to convey meaning and feeling effectively |
- Teacher introduces tone-attitude connection with everyday examples
- Learners read "Grass Will Grow" poem aloud individually and in groups with expressive tone - Class discussion on the persona's attitude towards death, madness and loss - Group activity: identify specific words and images that create tone; practise reading with varied emotional tones |
- Poem text ("Grass Will Grow")
- Chalkboard - Audio equipment (if available) - Tone-attitude analysis chart |
New Horizons in English 4, pg. 207–208
|
|
| 8 | 7 |
Listening & Speaking
|
Effective Communication – Using Tone to Reveal Attitude
|
By the end of the
lesson, the learner
should be able to:
- Define tone and explain how it reveals a speaker's attitude in oral and recorded speech - Identify the tone and attitude of the persona in the poem "Grass Will Grow" by Jonathan Kariara - Demonstrate the connection between tone, word choice and emotional expression through oral reading - Apply appropriate tone variation when reading poetry aloud to convey meaning and feeling effectively |
- Teacher introduces tone-attitude connection with everyday examples
- Learners read "Grass Will Grow" poem aloud individually and in groups with expressive tone - Class discussion on the persona's attitude towards death, madness and loss - Group activity: identify specific words and images that create tone; practise reading with varied emotional tones |
- Poem text ("Grass Will Grow")
- Chalkboard - Audio equipment (if available) - Tone-attitude analysis chart |
New Horizons in English 4, pg. 207–208
|
|
| 8 | 6-8 |
Listening & Speaking
|
Effective Communication – Using Tone to Reveal Attitude
|
By the end of the
lesson, the learner
should be able to:
- Define tone and explain how it reveals a speaker's attitude in oral and recorded speech - Identify the tone and attitude of the persona in the poem "Grass Will Grow" by Jonathan Kariara - Demonstrate the connection between tone, word choice and emotional expression through oral reading - Apply appropriate tone variation when reading poetry aloud to convey meaning and feeling effectively |
- Teacher introduces tone-attitude connection with everyday examples
- Learners read "Grass Will Grow" poem aloud individually and in groups with expressive tone - Class discussion on the persona's attitude towards death, madness and loss - Group activity: identify specific words and images that create tone; practise reading with varied emotional tones |
- Poem text ("Grass Will Grow")
- Chalkboard - Audio equipment (if available) - Tone-attitude analysis chart |
New Horizons in English 4, pg. 207–208
|
|
| 9 |
MID-TERM BREAK |
|||||||
| 10 | 1 |
Reading
|
Reading – Contrary Thermometers: Global Warming Debate
|
By the end of the
lesson, the learner
should be able to:
- Analyse the scientific passage on contradictory global warming data from satellites and surface thermometers - Explain vocabulary: simulations, substantially, contrary behaviour, scepticism, asphalt effect, micro-climate, incorporated, launched, precipitation, non-linear - Identify factors causing unexpected atmospheric temperature trends (ozone depletion, volcanic eruptions, urban heat islands) - Evaluate the limitations of computer climate models and their implications for environmental policy |
- Pre-reading discussion on global warming knowledge and concerns
- Silent reading of "Contrary Thermometers" passage - Vocabulary work: learners define ten bolded words/phrases using context and dictionaries - Individual comprehension answers; group discussion on effects of findings on industrial development and agriculture |
- Comprehension passage
- Dictionaries - Scientific diagrams (if available) - Question worksheets |
New Horizons in English 4, pg. 208–211
|
|
| 10 | 2 |
Reading
|
Reading – Contrary Thermometers: Global Warming Debate
|
By the end of the
lesson, the learner
should be able to:
- Analyse the scientific passage on contradictory global warming data from satellites and surface thermometers - Explain vocabulary: simulations, substantially, contrary behaviour, scepticism, asphalt effect, micro-climate, incorporated, launched, precipitation, non-linear - Identify factors causing unexpected atmospheric temperature trends (ozone depletion, volcanic eruptions, urban heat islands) - Evaluate the limitations of computer climate models and their implications for environmental policy |
- Pre-reading discussion on global warming knowledge and concerns
- Silent reading of "Contrary Thermometers" passage - Vocabulary work: learners define ten bolded words/phrases using context and dictionaries - Individual comprehension answers; group discussion on effects of findings on industrial development and agriculture |
- Comprehension passage
- Dictionaries - Scientific diagrams (if available) - Question worksheets |
New Horizons in English 4, pg. 208–211
|
|
| 10 | 3 |
Reading
|
Reading – Contrary Thermometers: Global Warming Debate
|
By the end of the
lesson, the learner
should be able to:
- Analyse the scientific passage on contradictory global warming data from satellites and surface thermometers - Explain vocabulary: simulations, substantially, contrary behaviour, scepticism, asphalt effect, micro-climate, incorporated, launched, precipitation, non-linear - Identify factors causing unexpected atmospheric temperature trends (ozone depletion, volcanic eruptions, urban heat islands) - Evaluate the limitations of computer climate models and their implications for environmental policy |
- Pre-reading discussion on global warming knowledge and concerns
- Silent reading of "Contrary Thermometers" passage - Vocabulary work: learners define ten bolded words/phrases using context and dictionaries - Individual comprehension answers; group discussion on effects of findings on industrial development and agriculture |
- Comprehension passage
- Dictionaries - Scientific diagrams (if available) - Question worksheets |
New Horizons in English 4, pg. 208–211
|
|
| 10 | 4 |
Reading
|
Reading – Contrary Thermometers: Global Warming Debate
|
By the end of the
lesson, the learner
should be able to:
- Analyse the scientific passage on contradictory global warming data from satellites and surface thermometers - Explain vocabulary: simulations, substantially, contrary behaviour, scepticism, asphalt effect, micro-climate, incorporated, launched, precipitation, non-linear - Identify factors causing unexpected atmospheric temperature trends (ozone depletion, volcanic eruptions, urban heat islands) - Evaluate the limitations of computer climate models and their implications for environmental policy |
- Pre-reading discussion on global warming knowledge and concerns
- Silent reading of "Contrary Thermometers" passage - Vocabulary work: learners define ten bolded words/phrases using context and dictionaries - Individual comprehension answers; group discussion on effects of findings on industrial development and agriculture |
- Comprehension passage
- Dictionaries - Scientific diagrams (if available) - Question worksheets |
New Horizons in English 4, pg. 208–211
|
|
| 10 | 5 |
Reading
|
Reading – Contrary Thermometers: Global Warming Debate
|
By the end of the
lesson, the learner
should be able to:
- Analyse the scientific passage on contradictory global warming data from satellites and surface thermometers - Explain vocabulary: simulations, substantially, contrary behaviour, scepticism, asphalt effect, micro-climate, incorporated, launched, precipitation, non-linear - Identify factors causing unexpected atmospheric temperature trends (ozone depletion, volcanic eruptions, urban heat islands) - Evaluate the limitations of computer climate models and their implications for environmental policy |
- Pre-reading discussion on global warming knowledge and concerns
- Silent reading of "Contrary Thermometers" passage - Vocabulary work: learners define ten bolded words/phrases using context and dictionaries - Individual comprehension answers; group discussion on effects of findings on industrial development and agriculture |
- Comprehension passage
- Dictionaries - Scientific diagrams (if available) - Question worksheets |
New Horizons in English 4, pg. 208–211
|
|
| 10 | 6 |
Reading
|
Reading – Contrary Thermometers: Global Warming Debate
|
By the end of the
lesson, the learner
should be able to:
- Analyse the scientific passage on contradictory global warming data from satellites and surface thermometers - Explain vocabulary: simulations, substantially, contrary behaviour, scepticism, asphalt effect, micro-climate, incorporated, launched, precipitation, non-linear - Identify factors causing unexpected atmospheric temperature trends (ozone depletion, volcanic eruptions, urban heat islands) - Evaluate the limitations of computer climate models and their implications for environmental policy |
- Pre-reading discussion on global warming knowledge and concerns
- Silent reading of "Contrary Thermometers" passage - Vocabulary work: learners define ten bolded words/phrases using context and dictionaries - Individual comprehension answers; group discussion on effects of findings on industrial development and agriculture |
- Comprehension passage
- Dictionaries - Scientific diagrams (if available) - Question worksheets |
New Horizons in English 4, pg. 208–211
|
|
| 10 | 7 |
Comprehension
|
Comprehension – Plastics: Properties and Summary Practice
|
By the end of the
lesson, the learner
should be able to:
- Analyse the advantages of plastics over traditional construction materials (metals, wood) as presented in the passage - Identify the true role of plastics as supplements rather than universal substitutes for older materials - Summarise the passage in not more than 120 words, selecting only essential information - Apply summary skills: condensing, paraphrasing and eliminating non-essential detail within a strict word limit |
In groups, learners are guided to:
- Silent reading of "Plastics" passage - Class discussion: advantages and limitations of plastics vs traditional materials - Teacher models summary technique: identifying key points, eliminating detail, paraphrasing - Individual summary writing in not more than 120 words; peer review for accuracy and word count |
- Comprehension passage
- Summary writing guides - Dictionaries - Peer review checklists |
New Horizons in English 4, pg. 211–212
|
|
| 10 | 8 |
Comprehension
|
Comprehension – Plastics: Properties and Summary Practice
|
By the end of the
lesson, the learner
should be able to:
- Analyse the advantages of plastics over traditional construction materials (metals, wood) as presented in the passage - Identify the true role of plastics as supplements rather than universal substitutes for older materials - Summarise the passage in not more than 120 words, selecting only essential information - Apply summary skills: condensing, paraphrasing and eliminating non-essential detail within a strict word limit |
In groups, learners are guided to:
- Silent reading of "Plastics" passage - Class discussion: advantages and limitations of plastics vs traditional materials - Teacher models summary technique: identifying key points, eliminating detail, paraphrasing - Individual summary writing in not more than 120 words; peer review for accuracy and word count |
- Comprehension passage
- Summary writing guides - Dictionaries - Peer review checklists |
New Horizons in English 4, pg. 211–212
|
|
| 11 | 1 |
Grammar
|
Grammar – Clauses: Substitution and Ellipsis
|
By the end of the
lesson, the learner
should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types - Define ellipsis and identify where words or clauses can be omitted without changing meaning - Apply substitution and ellipsis to avoid repetition and improve sentence conciseness - Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly |
- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences - Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause - Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages |
- Chalkboard
- Grammar charts (substitution types) - Exercise worksheets - Comprehension passages for ellipsis identification |
New Horizons in English 4, pg. 212–216
|
|
| 11 | 2 |
Grammar
|
Grammar – Clauses: Substitution and Ellipsis
|
By the end of the
lesson, the learner
should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types - Define ellipsis and identify where words or clauses can be omitted without changing meaning - Apply substitution and ellipsis to avoid repetition and improve sentence conciseness - Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly |
- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences - Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause - Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages |
- Chalkboard
- Grammar charts (substitution types) - Exercise worksheets - Comprehension passages for ellipsis identification |
New Horizons in English 4, pg. 212–216
|
|
| 11 | 3 |
Grammar
|
Grammar – Clauses: Substitution and Ellipsis
|
By the end of the
lesson, the learner
should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types - Define ellipsis and identify where words or clauses can be omitted without changing meaning - Apply substitution and ellipsis to avoid repetition and improve sentence conciseness - Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly |
- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences - Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause - Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages |
- Chalkboard
- Grammar charts (substitution types) - Exercise worksheets - Comprehension passages for ellipsis identification |
New Horizons in English 4, pg. 212–216
|
|
| 11 | 4 |
Grammar
|
Grammar – Clauses: Substitution and Ellipsis
|
By the end of the
lesson, the learner
should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types - Define ellipsis and identify where words or clauses can be omitted without changing meaning - Apply substitution and ellipsis to avoid repetition and improve sentence conciseness - Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly |
- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences - Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause - Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages |
- Chalkboard
- Grammar charts (substitution types) - Exercise worksheets - Comprehension passages for ellipsis identification |
New Horizons in English 4, pg. 212–216
|
|
| 11 | 5 |
Grammar
|
Grammar – Clauses: Substitution and Ellipsis
|
By the end of the
lesson, the learner
should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types - Define ellipsis and identify where words or clauses can be omitted without changing meaning - Apply substitution and ellipsis to avoid repetition and improve sentence conciseness - Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly |
- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences - Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause - Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages |
- Chalkboard
- Grammar charts (substitution types) - Exercise worksheets - Comprehension passages for ellipsis identification |
New Horizons in English 4, pg. 212–216
|
|
| 11 | 6 |
Grammar
|
Grammar – Clauses: Substitution and Ellipsis
|
By the end of the
lesson, the learner
should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types - Define ellipsis and identify where words or clauses can be omitted without changing meaning - Apply substitution and ellipsis to avoid repetition and improve sentence conciseness - Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly |
- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences - Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause - Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages |
- Chalkboard
- Grammar charts (substitution types) - Exercise worksheets - Comprehension passages for ellipsis identification |
New Horizons in English 4, pg. 212–216
|
|
| 11 | 7 |
Grammar
|
Grammar – Clauses: Substitution and Ellipsis
|
By the end of the
lesson, the learner
should be able to:
- Define substitution and identify nominal (one, ones, same), verbal (do, so) and clausal (so, not) substitution types - Define ellipsis and identify where words or clauses can be omitted without changing meaning - Apply substitution and ellipsis to avoid repetition and improve sentence conciseness - Construct sentences using clausal substitutes (so/not) and write ellipted responses to questions correctly |
- Teacher explains substitution types (nominal, verbal, clausal) with textbook examples
- Exercise 2: learners fill blanks with appropriate clausal substitutes (so/not) in ten sentences - Exercise 3a: write ellipted responses to five questions by omitting whole or part of the clause - Exercise 3b: rewrite ellipted responses in full without omission; identify ellipsis in comprehension passages |
- Chalkboard
- Grammar charts (substitution types) - Exercise worksheets - Comprehension passages for ellipsis identification |
New Horizons in English 4, pg. 212–216
|
|
| 11 | 8 |
Writing
|
Writing – Speeches & Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
- Identify the three parts of a formal speech: introduction, body and conclusion, and their functions - Analyse a model speech for structure, audience awareness, language register and persuasive techniques - Write a 350-word speech as guest-of-honour at a former school's prize-giving day - Interpret idioms: "can't stand the heat, get out of the kitchen," "in the heat of the moment," "nothing to write home about" and use them in original sentences |
In groups, learners are guided to:
- Teacher explains speech structure (introduction, body, conclusion) using the Filipino women's speech as a model - Class analysis: identify formal language, audience awareness and persuasive features in the model speech - Individual writing of a 350-word prize-giving day speech with proper structure - Idiom activity: explain five heat-related idioms and use each in grammatical sentences |
- Model speech text
- Speech structure chart - Writing materials - Idiom reference charts |
New Horizons in English 4, pg. 216–218
|
|
| 12 | 1 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts - Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes - Evaluate how characters respond under pressure and what this reveals about their moral values - Write a structured essay response linking character behaviour to thematic concerns in the play |
In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments - Class discussion: how do characters behave under pressure? What moral choices do they face? - Teacher-led analysis of tone and dramatic irony in key scenes - Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?" |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 12 | 2 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts - Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes - Evaluate how characters respond under pressure and what this reveals about their moral values - Write a structured essay response linking character behaviour to thematic concerns in the play |
In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments - Class discussion: how do characters behave under pressure? What moral choices do they face? - Teacher-led analysis of tone and dramatic irony in key scenes - Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?" |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 12 | 3 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts - Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes - Evaluate how characters respond under pressure and what this reveals about their moral values - Write a structured essay response linking character behaviour to thematic concerns in the play |
In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments - Class discussion: how do characters behave under pressure? What moral choices do they face? - Teacher-led analysis of tone and dramatic irony in key scenes - Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?" |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 12 | 4 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts - Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes - Evaluate how characters respond under pressure and what this reveals about their moral values - Write a structured essay response linking character behaviour to thematic concerns in the play |
In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments - Class discussion: how do characters behave under pressure? What moral choices do they face? - Teacher-led analysis of tone and dramatic irony in key scenes - Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?" |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 12 | 5 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts - Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes - Evaluate how characters respond under pressure and what this reveals about their moral values - Write a structured essay response linking character behaviour to thematic concerns in the play |
In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments - Class discussion: how do characters behave under pressure? What moral choices do they face? - Teacher-led analysis of tone and dramatic irony in key scenes - Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?" |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 12 | 6 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts - Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes - Evaluate how characters respond under pressure and what this reveals about their moral values - Write a structured essay response linking character behaviour to thematic concerns in the play |
In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments - Class discussion: how do characters behave under pressure? What moral choices do they face? - Teacher-led analysis of tone and dramatic irony in key scenes - Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?" |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 12 | 7 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts - Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes - Evaluate how characters respond under pressure and what this reveals about their moral values - Write a structured essay response linking character behaviour to thematic concerns in the play |
In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments - Class discussion: how do characters behave under pressure? What moral choices do they face? - Teacher-led analysis of tone and dramatic irony in key scenes - Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?" |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 12 | 1-8 |
Intensive Reading
|
Intensive Reading – The Samaritan by John Lara
|
By the end of the
lesson, the learner
should be able to:
- Read assigned sections of The Samaritan focusing on the climax and resolution of key conflicts - Analyse the playwright's use of tone, attitude and dramatic irony in pivotal scenes - Evaluate how characters respond under pressure and what this reveals about their moral values - Write a structured essay response linking character behaviour to thematic concerns in the play |
In groups, learners are guided to:
- Group reading of assigned section with focus on climactic moments - Class discussion: how do characters behave under pressure? What moral choices do they face? - Teacher-led analysis of tone and dramatic irony in key scenes - Individual timed essay practice: "How does the playwright use conflict to develop theme in The Samaritan?" |
- The Samaritan by John Lara
- Exercise books - Sample essay questions - Chalkboard |
The Samaritan by John Lara; Excelling in English Form 4
|
|
| 13 |
END OF TERM EXAMINATION |
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| 14 |
CLOSING FOR AUGUST HOLIDAY |
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