{"id":55669,"date":"2024-12-13T06:31:54","date_gmt":"2024-12-13T03:31:54","guid":{"rendered":"https:\/\/newsblaze.co.ke\/?p=55669"},"modified":"2024-07-03T22:08:56","modified_gmt":"2024-07-03T19:08:56","slug":"form-4-updated-latest-schemes-of-work-for-english","status":"publish","type":"post","link":"https:\/\/newsblaze.co.ke\/form-4-updated-latest-schemes-of-work-for-english\/","title":{"rendered":"Form 4 Updated Latest Schemes of Work For English"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n
ENGLISH SCHEMES OF WORK FORM 4<\/strong><\/p>\n

TERM ONE<\/strong><\/td>\n<\/tr>\n

WEEK<\/strong><\/td>\nLESSON<\/strong><\/td>\nTOPIC<\/strong><\/td>\nSUB-TOPIC<\/strong><\/td>\nLESSON OBJECTIVES<\/strong><\/td>\nTEACHING\/LEARNING ACTIVITIES<\/strong><\/td>\nTEACHING\/LEARNING RESOURCES<\/strong><\/td>\nREFERENCES<\/strong><\/td>\nREMARKS<\/strong><\/td>\n<\/tr>\n
1<\/td>\n1-3<\/td>\nOPENING AND REVISION OF END YEAR EXAMINATION<\/i><\/b><\/em><\/strong><\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nGRAMMAR<\/td>\nFunctions of nouns<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define nouns<\/p>\n

\u00b7\u00a0Discuss the functions of nouns correctly<\/p>\n

\u00b7\u00a0Use nouns to bring out different functions in sentences<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 7-9<\/p>\n

\u00b7\u00a0Teachers guide page 5-7<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n6<\/td>\nWRITING<\/td>\nParaphrasing<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define paraphrasing<\/p>\n

\u00b7\u00a0Identify the importance of paraphrasing<\/p>\n

\u00b7\u00a0Paraphrase a given text correctly, neatly and legibly<\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 10-11<\/p>\n

\u00b7\u00a0Teachers guide page 7-8<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n7,8<\/td>\nINTENSIVE READING<\/td>\nA Doll’s House<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/p>\n

 <\/td>\n

\u00b7\u00a0Discussion<\/td>\nChalkboard<\/td>\n\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/tr>\n
2<\/b><\/strong><\/td>\n1<\/td>\nEFFECTIVE COMMUNICATION<\/td>\n <\/p>\n

Hot seating<\/p>\n

Labels with vague meanings<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Discuss the terms of reference of the scenario presented in the text<\/p>\n

\u00b7\u00a0Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text<\/p>\n

\u00b7\u00a0Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles<\/p>\n

\u00b7\u00a0Distinguish between labels that are straight-forward and the ones that are ambiguous<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Hot seating<\/td>\n

\u00b7\u00a0Chalkboard<\/p>\n

\u00b7\u00a0Charts<\/td>\n

\u00b7\u00a0New Horizons in English Book 4 students book Page 12-13<\/p>\n

\u00b7\u00a0Teachers guide page 9-10<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n2&3<\/td>\nSTUDY SKILLS<\/td>\nStudy of works of literature: Satire<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define satire<\/p>\n

\u00b7\u00a0Identify the techniques that help satire to be achieved including juxtaposition, hyperbole, irony and humour<\/p>\n

\u00b7\u00a0Identify and explain satire in a given text correctly<\/td>\n

\u00b7\u00a0Discussion<\/td>\n\u00b7\u00a0Samples of paragraphs with satire<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 17<\/p>\n

\u00b7\u00a0Teachers guide page 10-11<\/p>\n

\u00b7<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nREADING<\/td>\nLife on the Streets<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Describe some causes of street children<\/p>\n

\u00b7\u00a0Appreciate the importance of families<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Acquire and use new vocabulary<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 13-16<\/p>\n

\u00b7\u00a0Teachers guide page 11-13<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n6&7<\/td>\nGRAMMAR<\/td>\nInterrogative pronouns<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7<\/p>\n

\u00b7\u00a0Define interrogative pronouns<\/p>\n

\u00b7\u00a0Identify the interrogative pronouns in given sentences<\/p>\n

\u00b7\u00a0Use interrogative pronouns correctly in sentences<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 20-22<\/p>\n

\u00b7\u00a0Teachers guide page 13-15<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n8<\/td>\nIntensive Reading of the Short Stories Silent Song and Other Stories<\/td>\nIntensive Reading<\/td>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
By the end of the lesson, the learner should be able to:<\/p>\n

Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/td>\n

\u00b7\u00a0Discussing<\/p>\n

\u00b7\u00a0Reading<\/p>\n

\u00b7\u00a0Writing notes<\/td>\n

\u00b7\u00a0The anthology Silent Song and Other Stories<\/td>\n\u00b7\u00a0Setbooks<\/td>\n <\/td>\n<\/tr>\n
3<\/strong><\/td>\n1<\/td>\nWRITING<\/td>\nparaphrasing<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0\u00a0Appreciate the need for paraphrase<\/p>\n

\u00b7\u00a0Identify the characteristics of a paraphrase<\/p>\n

\u00b7\u00a0Write a paraphrase of a given passage neatly and legibly<\/p>\n

 <\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 10-11<\/p>\n

\u00b7\u00a0Teachers guide page 15<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n1,2<\/td>\nINTENSIVE READING<\/td>\nA Doll’s House<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n

\u00b7\u00a0Discussion<\/td>\n\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/tr>\n
 <\/td>\n3<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nWord stress in English<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define word stress correctly<\/p>\n

\u00b7\u00a0Place stress on the correct syllables in words<\/p>\n

 <\/td>\n

\u00b7\u00a0discussion<\/td>\n\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 27-28<\/p>\n

\u00b7\u00a0Teachers guide page 17<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nSTUDY SKILLS<\/td>\nSummary writing<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Summarize the \u00a0given passage in not more than ninety words<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Summarizing<\/td>\n

\u00b7\u00a0Chalkboards<\/p>\n

\u00b7\u00a0Wall charts with short poems<\/td>\n

\u00b7\u00a0New Horizons in English Book 4 students book Page 31<\/p>\n

\u00b7\u00a0Teachers guide page 18<\/p>\n

Demystifying poetry<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n7<\/td>\nREADING<\/td>\nComprehension<\/p>\n

Medicinal value of the Lemon<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the importance of the lemon<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 29-31<\/p>\n

\u00b7\u00a0Teachers guide page 19-20<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n8<\/td>\nGRAMMAR<\/td>\nRelative pronouns<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Identify relative pronouns<\/p>\n

\u00b7\u00a0Use relative pronouns in sentences correctly<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page35-39<\/p>\n

\u00b7\u00a0Teachers guide page 20-22<\/td>\n

 <\/td>\n<\/tr>\n
4<\/strong><\/td>\n1<\/td>\nWRITING<\/td>\nPunctuation in Titles of Publications, Quotations and Headings<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Correctly punctuate titles of full-length publications<\/p>\n

\u00b7\u00a0Correctly punctuate titles of parts of publications<\/p>\n

\u00b7\u00a0Incorporate short quotations within the text of their work<\/p>\n

\u00b7\u00a0Set off long quotations<\/p>\n

 <\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/p>\n

\u00b7\u00a0Sample publications<\/td>\n

\u00b7\u00a0New Horizons in English Book 4 students book Page 23-26<\/p>\n

\u00b7\u00a0Teachers guide page 22-23<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n2<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nWord stress in English<\/p>\n

Sentence stress<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Identify the stress in homographs depending on how they are used in sentences<\/p>\n

\u00b7\u00a0Describe sentence stress<\/p>\n

\u00b7\u00a0Identify the stressed words in sentences given correctly<\/p>\n

 <\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Pronunciation<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 45-46, 46-47<\/p>\n

\u00b7\u00a0Teachers guide page 24-25<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n3<\/td>\nSTUDY SKILLS<\/td>\nROLE PLAY<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the importance of good health<\/p>\n

\u00b7\u00a0Engage in role-play to elaborate on the topics given on health concerns<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Role play<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 46-47<\/p>\n

\u00b7\u00a0Teachers guide page \u00a025-26<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nREADING<\/td>\nComprehension<\/p>\n

A Global Village<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the effects of transportation and communication technology<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 47-49<\/p>\n

\u00b7\u00a0Teachers guide page 26-28<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n5<\/td>\nGRAMMAR<\/td>\nVerbs: Participial Phrases<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define participial phrases<\/p>\n

\u00b7\u00a0Identify them in sentences correctly<\/p>\n

\u00b7\u00a0Use participial phrases in sentences correctly<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 52-55<\/p>\n

\u00b7\u00a0Teachers guide page 28-30<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n6<\/td>\nWRITING<\/td>\nRecipe<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Explain what a recipe is<\/p>\n

\u00b7\u00a0Give clear instructions on how to prepare a particular meal<\/p>\n

\u00b7\u00a0Write neatly and legibly<\/p>\n

 <\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/p>\n

\u00b7\u00a0Sample recipe<\/td>\n

\u00b7\u00a0New Horizons in English Book 4 students book Page 39-44<\/p>\n

\u00b7\u00a0Teachers guide page 30-31<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n7<\/td>\nINTENSIVE \u00a0READING<\/td>\n <\/p>\n

A Doll’s House<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n

\u00b7\u00a0Reading set texts<\/p>\n

\u00b7\u00a0Discussing the issues raised<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

 <\/p>\n

 <\/td>\n

\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/td>\n<\/tr>\n
 <\/td>\n8<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nInterviews<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define an interview<\/p>\n

\u00b7\u00a0Describe the important things to be considered when conducting an interview<\/p>\n

\u00b7\u00a0Participate in a mock interview<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Role play<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 63-64<\/p>\n

\u00b7\u00a0Teachers guide page 32<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
5<\/b><\/strong><\/td>\n1<\/td>\nSTUDY SKILLS<\/td>\nDiscussion<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Discuss the reasons given in the given text as to why victims of rape do not report such cases<\/p>\n

\u00b7\u00a0Take down notes as they discuss<\/td>\n

\u00b7\u00a0Note taking<\/p>\n

\u00b7\u00a0Discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 64-65<\/p>\n

\u00b7\u00a0Teachers guide page 33<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n2<\/td>\nREADING<\/td>\nComprehension<\/p>\n

Mother Fails to Save Daughter from Rape<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the need for protecting girls from rapists<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 65-67<\/p>\n

\u00b7\u00a0Teachers guide page 33-35<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n3<\/td>\nGRAMMAR<\/td>\nGerunds<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define gerunds<\/p>\n

\u00b7\u00a0Identify gerunds in sentences<\/p>\n

\u00b7\u00a0Use gerunds correctly in sentences<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 71-73<\/p>\n

\u00b7\u00a0Teachers guide page 35-37<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n4<\/td>\nWRITING<\/td>\nSocial writing: Instructions to friends and relatives<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the need to acquire instructions-writing skills<\/p>\n

\u00b7\u00a0Write instructions to friends and relatives correctly<\/p>\n

\u00b7\u00a0Write neatly and legibly<\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 73-74<\/p>\n

\u00b7\u00a0Teachers guide page 37-38<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n5,6<\/td>\nINTENSIVE \u00a0READING<\/td>\n <\/p>\n

A Doll’s House<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n

\u00b7\u00a0Reading set texts<\/p>\n

\u00b7\u00a0Discussing the issues raised<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

 <\/p>\n

 <\/td>\n

\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/td>\n<\/tr>\n
 <\/td>\n7<\/td>\nEFFECTIVE COMMUNICATION<\/td>\n-Acceptable speech habits, tone and interruption<\/p>\n

-Making oral reports: police statements<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Identify acceptable manners in speech<\/p>\n

\u00b7\u00a0Identify the words and expressions that are helpful and socially acceptable in speech<\/p>\n

\u00b7\u00a0Describe the features of a good oral report<\/p>\n

\u00b7\u00a0Practice making oral reports<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Role play<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 75-76<\/p>\n

\u00b7\u00a0Teachers guide page 39-40<\/td>\n

 <\/td>\n<\/tr>\n
6<\/strong><\/td>\n8<\/td>\nSTUDY SKILLS<\/td>\nStudy of works of literature: Some stylistic devices in literary works<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define stylistic devices<\/p>\n

\u00b7\u00a0Define onomatopoeia, repetition, alliteration, irony, sarcasm, personification, and allusion<\/p>\n

\u00b7\u00a0Identify the defined stylistic devices in \u00a0given texts<\/td>\n

\u00b7\u00a0Discussion<\/td>\n\u00b7<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page \u00a081-83<\/p>\n

\u00b7\u00a0Teachers guide page 40-41<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n1<\/td>\nREADING<\/td>\nComprehension<\/p>\n

Ntanya<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 77-79<\/p>\n

\u00b7\u00a0Teachers guide page 41-43<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n2<\/td>\nGRAMMAR<\/td>\nRelative pronouns<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Identify relative pronouns<\/p>\n

\u00b7\u00a0Use relative pronouns in sentences correctly<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 67-6<\/p>\n

\u00b7\u00a0Teachers guide page43-54<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n3<\/td>\nWRITING<\/td>\nPublic writing: Letters of Inquiry and letters of request<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define letters of inquiry and request<\/p>\n

\u00b7\u00a0Write letters of inquiry and request correctly<\/p>\n

\u00b7\u00a0Write neatly and legibly<\/p>\n

 <\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 85-87<\/p>\n

\u00b7\u00a0Teachers guide page 45-46<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nINTENSIVE \u00a0READING<\/td>\n <\/p>\n

A Doll’s House<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n

\u00b7\u00a0Reading set texts<\/p>\n

\u00b7\u00a0Discussing the issues raised<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

 <\/p>\n

 <\/td>\n

\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/td>\n<\/tr>\n
 <\/td>\n5<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nWord stress<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Identify the words from a list given whose meaning and word class would change depending on stress placement<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 88<\/p>\n

\u00b7\u00a0Teachers guide page 47<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n6<\/td>\nSTUDY SKILLS<\/td>\nInterpretive reading as a study skill<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the significance of interpretative reading as a study skill<\/p>\n

\u00b7\u00a0Identify the essential features of interpretive reading<\/p>\n

\u00b7\u00a0Apply interpretive reading skills<\/td>\n

\u00b7\u00a0Discussion<\/td>\n\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book<\/p>\n

\u00b7\u00a0Teachers guide page 48-49<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n7<\/td>\nREADING<\/td>\nComprehension<\/p>\n

Off with the old, on with the new<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the value of generosity<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 89-92<\/p>\n

\u00b7\u00a0Teachers guide page 49-51<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n8<\/td>\nGRAMMAR<\/td>\nAdjectives + typical endings<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Identify and discuss the typical endings of adjectives in sentences<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 83-85<\/p>\n

\u00b7\u00a0Teachers guide page 51-53<\/td>\n

 <\/td>\n<\/tr>\n
7<\/strong><\/td>\n1<\/td>\nWRITING<\/td>\nFaxes and E-mails<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the usefulness of faxes \u00a0and e-mail in communication<\/p>\n

\u00b7\u00a0State the features of a fax and an e-mail<\/p>\n

\u00b7\u00a0Write neatly and legibly<\/p>\n

\u00b7<\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 56-62<\/p>\n

\u00b7\u00a0Teachers guide page 53-54<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n2,3<\/td>\nREADING<\/td>\nA Doll’s House<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n

\u00b7\u00a0Reading<\/p>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Writing<\/td>\n

Excerpts from the setbook<\/td>\n\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nDRAMATISATION: Use of tone to reveal attitude<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Present a brief skit \u00a0in class<\/p>\n

\u00b7\u00a0Use the appropriate tone to bring out the attitude in the various situations in the skit<\/p>\n

 <\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Role play<\/td>\n

chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 100<\/p>\n

\u00b7\u00a0Teachers guide page 55-56<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n5-8<\/td>\nHALF TERM BREAK<\/i><\/b><\/em><\/strong><\/td>\n<\/tr>\n
8<\/strong><\/td>\n1<\/td>\nWRITING<\/td>\nReviews<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Describe the essential parts of a review<\/p>\n

\u00b7\u00a0Write a review correctly<\/p>\n

\u00b7\u00a0Write neatly and legibly<\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 110-112<\/p>\n

\u00b7\u00a0Teachers guide page 61-62<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n2\/3<\/td>\nINTENSIVE \u00a0READING<\/td>\n <\/p>\n

A Doll’s House<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n

\u00b7\u00a0Reading set texts<\/p>\n

\u00b7\u00a0Discussing the issues raised<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Reading<\/p>\n

\u00b7\u00a0Writing<\/p>\n

 <\/p>\n

 <\/td>\n

\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nGROUP WORK<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Participate effectively in the group discussion based on the passage \u201cLeaving Home.\u201d<\/td>\n

\u00b7\u00a0Discussion<\/td>\n\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 113-114<\/p>\n

\u00b7\u00a0Teachers guide page 63-64<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n5<\/td>\nSTUDY SKILLS<\/td>\nStudy of works of literature: Symbolism in literature<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define symbolism<\/p>\n

\u00b7\u00a0Identify the symbolism used in the passage \u201cThe Banister.\u201d<\/td>\n

\u00b7\u00a0Discussion<\/td>\n\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons English Book 4 students book Page 116-118<\/p>\n

\u00b7\u00a0Teachers guide page 64-65<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n6<\/td>\nREADING<\/td>\nComprehension<\/p>\n

Using the Internet as an advertising medium<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the importance of the internet in people\u2019s lives<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons English Book 4 students book Page 114-116<\/p>\n

\u00b7\u00a0Teachers guide page 65-67<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n7,8<\/td>\nGRAMMAR<\/td>\nPosition of adverbs in sentences<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define adverbs<\/p>\n

\u00b7\u00a0Use adverbs in various positions in sentences correctly<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons English Book 4 students book Page 118-121<\/p>\n

\u00b7\u00a0Teachers guide page67-68<\/td>\n

 <\/td>\n<\/tr>\n
9<\/strong><\/td>\n1<\/td>\nEFFECTIVE COMMUNICATION<\/td>\n-Oral Presentations<\/p>\n

-Study of works of literature: Plot and synopsis<\/p>\n

 <\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Write a short summary of one of the literature setbooks<\/p>\n

\u00b7\u00a0Give an oral presentation of the summary in the class without making reference to the text or exercise book<\/p>\n

\u00b7\u00a0Write a synopsis of one of the literary works being studied<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Oral presentation<\/td>\n

\u00b7\u00a0Chalkboard<\/p>\n

\u00b7\u00a0Flash cards<\/td>\n

\u00b7\u00a0New Horizons in English Book 4 students book Page 124-125<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n2<\/td>\nSTUDY SKILLS<\/td>\nSummary writing<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Read the passage entitled \u201cThe Benefits of Dancing\u201d and write a summary of about 50 words on the social benefits of attending dances<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Summary writing<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 128-129<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n3<\/td>\nREADING<\/td>\nRacism<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the dangers of racism<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 126-127<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nGRAMMAR<\/td>\nAdverbs- typical endings<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Identify the various typical endings of adverbs<\/p>\n

\u00b7\u00a0Form adverbs form given words using the typically endings discussed<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 129-130<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n5<\/td>\nWRITING<\/td>\nExpository writing<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Write a good expository composition following the guidelines and the sample given<\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 121-122<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n6,7<\/td>\nINTENSIVE READING<\/td>\nA Doll’s House<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/p>\n

 <\/td>\n

\u00b7\u00a0Discussion<\/td>\n\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/tr>\n
\u00a0<\/b><\/strong><\/td>\n8<\/td>\nWRITING<\/td>\n <\/p>\n

Questionnaires<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define a questionnaire<\/p>\n

\u00b7\u00a0Write a good question using the guidelines given by the teacher<\/td>\n

\u00b7\u00a0Writing<\/td>\n\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 130-132<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
10<\/b><\/strong><\/td>\n1<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nREADING POETRY<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Read the poem \u201cThe Village well loudly in chorus.<\/p>\n

\u00b7\u00a0Answer the questions from the poem correctly<\/td>\n

\u00b7\u00a0Reading<\/p>\n

\u00b7\u00a0Question and answers<\/td>\n

\u00b7\u00a0Charts<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 140-142<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

\u00b7\u00a0Understanding Poetry<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n2<\/td>\nREADING COMPREHENSION<\/td>\nAddicted to Love<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the dangers of addiction to drugs<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Acquire and use new vocabulary<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 136-139<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n3<\/td>\nGRAMMAR<\/td>\nFunctions of prepositions<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define prepositions<\/p>\n

\u00b7\u00a0Identify the functions of prepositions in given sentences<\/p>\n

\u00b7\u00a0Make sentences with prepositions that serve different functions<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 142-146<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n4<\/td>\nWRITING<\/td>\nCreative writing: Imaginative writing<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define creative writing<\/p>\n

\u00b7\u00a0Write a good imaginative composition<\/p>\n

 <\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0Discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 147-148<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n5<\/td>\nINTENSIVE READING<\/td>\nA Doll’s House<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n

\u00b7\u00a0Discussion<\/td>\n\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/tr>\n
 <\/td>\n6<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nDialogue: Turn-taking to demonstrate empathy<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Identify the signals that indicate that a speaker is claiming a turn during a conversation<\/p>\n

\u00b7\u00a0Participate in a conversation effectively and ensuring that turn-taking rules are observed<\/p>\n

 <\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Role play<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 149-152<\/p>\n

\u00b7\u00a0Teachers guide page 17<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n7<\/td>\nORAL LITERATURE<\/td>\nAnimal Folktales<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Discuss the characteristics of animal folktales<\/p>\n

\u00b7\u00a0Answer the questions from the animal folktale given correctly<\/td>\n

\u00b7\u00a0Narration<\/p>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Reading<\/p>\n

 <\/td>\n

\u00b7\u00a0Chalkboards<\/p>\n

\u00b7\u00a0Wall charts with short poems<\/td>\n

\u00b7\u00a0New Horizons in English Book 4 students book Page 155-158<\/p>\n

\u00b7\u00a0Oral Literature for Schools<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n8<\/td>\nREADING COMPREHENSION<\/td>\nClash of Cultures<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the diverse cultures of the world<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 152-155<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
11<\/b><\/strong><\/td>\n1<\/td>\nGRAMMAR<\/td>\nConjunctions: Functions in sentences<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define conjunctions<\/p>\n

\u00b7\u00a0Identify the functions of conjunctions in sentences<\/p>\n

\u00b7\u00a0Use conjunctions in sentences correctly<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 158-161<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n2<\/td>\nWRITING<\/td>\nAutobiography<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define an autobiography<\/p>\n

\u00b7\u00a0Write a good autobiography using the guidelines given by the teacher<\/p>\n

 <\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/p>\n

\u00b7\u00a0Sample publications<\/td>\n

\u00b7\u00a0New Horizons in English Book 4 students book Page 161<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n3<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nFocus on speaking<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Differentiate between formal and informal speech<\/p>\n

\u00b7\u00a0Discuss the situations where either could be used<\/p>\n

\u00b7\u00a0Write a formal speech of about three paragraphs on a topic of their choice<\/p>\n

 <\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Pronunciation<\/p>\n

\u00b7\u00a0Speaking<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 162-163<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nSTUDY SKILLS<\/td>\nStudying Oral Literature: Style in narratives<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Identify the important aspects of narratives that one should consider<\/p>\n

\u00b7\u00a0Outline the stylistic devices characteristic of narratives<\/p>\n

\u00b7\u00a0Answer the questions from the narrative \u201cHare and Elephant\u201d correctly<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Role play<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 166-168<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

\u00b7\u00a0Oral Literature for Schools<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n5<\/td>\nREADING<\/td>\nComprehension<\/p>\n

The Professional Touts<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the dangers of corruption<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 163-166<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n6<\/td>\nGRAMMAR<\/td>\nClauses: Inversions<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Differentiate between defining and non-defining clauses<\/p>\n

\u00b7\u00a0Use inversions with clauses correctly<\/p>\n

\u00b7\u00a0Identify the adverb clauses in given sentences correctly<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 179-181<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n7<\/td>\nWRITING<\/td>\nBiographies<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define a biography<\/p>\n

\u00b7\u00a0Write a brief biography of a good friend of theirs<\/p>\n

\u00b7\u00a0Write neatly and legibly<\/p>\n

 <\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/p>\n

\u00b7\u00a0Sample recipe<\/td>\n

\u00b7\u00a0New Horizons in English Book 4 students book Page 182<\/p>\n

\u00b7\u00a0Teachers guide page 30-31<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n8<\/td>\nINTENSIVE \u00a0READING<\/td>\n <\/p>\n

A Doll’s House<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n

\u00b7\u00a0Reading set texts<\/p>\n

\u00b7\u00a0Discussing the issues raised<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

 <\/p>\n

 <\/td>\n

\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/td>\n<\/tr>\n
12<\/b><\/strong><\/td>\n1<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nAn Oral Literature research Project<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define proverbs correctly<\/p>\n

\u00b7\u00a0Outline the functions of proverbs as discussed in the conversation between Nyar Nam, Otieno and Ojuok<\/p>\n

\u00b7\u00a0Discuss the characteristics of proverbs<\/p>\n

\u00b7\u00a0Give examples of proverbs from their community and translate them into English<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Role play<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 172-173<\/p>\n

\u00b7\u00a0Teachers guide page 32<\/p>\n

\u00b7\u00a0Oral Literature for Schools<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n2<\/td>\nSTUDY SKILLS<\/td>\nStudy of works of literature: Point of view<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Discuss the various points of view used in literature, that is, first person, third person and objective points of view<\/td>\n

\u00b7\u00a0Note taking<\/p>\n

\u00b7\u00a0Discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 173-175<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

 <\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n3<\/td>\nREADING<\/td>\nComprehension<\/p>\n

Grandfather<\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Appreciate the importance of respecting elders<\/p>\n

\u00b7\u00a0Answer questions on the passage correctly.<\/p>\n

\u00b7\u00a0Infer meaning of the new words used<\/td>\n

\u00b7\u00a0Reading comprehension<\/p>\n

 <\/td>\n

\u00b7\u00a0Pre-reading activities<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 174-177<\/p>\n

\u00b7\u00a0Teachers guide<\/p>\n

\u00b7\u00a0English dictionary<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n4<\/td>\nWRITING<\/td>\nSUMMARY<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Describe the ceremony of ekereero<\/em>\u00a0in the passage \u201cWomen Call the Shots\u201d in not more than 100 words<\/td>\n

\u00b7\u00a0Discussing<\/p>\n

 <\/p>\n

\u00b7\u00a0Writing sentences<\/td>\n

\u00b7\u00a0Dictionary<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 177-179<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n5<\/td>\nWRITING<\/td>\nInstructional writing: Curriculum Vitae I<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Define a CV correctly<\/p>\n

\u00b7\u00a0Write a good own CV using the guidelines given by the teacher<\/td>\n

\u00b7\u00a0Writing<\/p>\n

\u00b7\u00a0discussion<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 197-206<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
 <\/td>\n6,7<\/td>\nINTENSIVE \u00a0READING<\/td>\n <\/p>\n

A Doll’s House<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/td>\n

By the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Analyze the setting, characters, roles, themes, style and language use in the set text<\/td>\n

\u00b7\u00a0Reading set texts<\/p>\n

\u00b7\u00a0Discussing the issues raised<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

 <\/p>\n

 <\/td>\n

\u00b7\u00a0A Doll’s House<\/td>\n <\/td>\n<\/td>\n<\/tr>\n
 <\/td>\n8<\/td>\nEFFECTIVE COMMUNICATION<\/td>\nNegotiation skills<\/td>\nBy the end of the lesson, the learner should be able to:<\/p>\n

\u00b7\u00a0Outline the various situations one may require to use negotiation skills<\/p>\n

\u00b7\u00a0Describe the process of negotiation accurately<\/p>\n

\u00b7\u00a0Engage in a mock negotiation on any given topic<\/td>\n

\u00b7\u00a0Discussion<\/p>\n

\u00b7\u00a0Role play<\/td>\n

\u00b7\u00a0Chalkboard<\/td>\n\u00b7\u00a0New Horizons in English Book 4 students book Page 183-185<\/p>\n

\u00b7\u00a0Teachers guide<\/td>\n

 <\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

13<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0END TERM ONE EXAMINATIONS, MARKING AND CLOSING<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

ENGLISH SCHEMES OF WORK FORM 4 TERM ONE WEEK LESSON TOPIC SUB-TOPIC LESSON OBJECTIVES TEACHING\/LEARNING ACTIVITIES TEACHING\/LEARNING RESOURCES REFERENCES REMARKS 1 1-3 OPENING AND REVISION OF END YEAR EXAMINATION   4 GRAMMAR Functions of nouns By the end of the lesson, the learner should be able to: \u00b7\u00a0Define nouns \u00b7\u00a0Discuss the functions of nouns correctly […]<\/p>\n","protected":false},"author":18389,"featured_media":81060,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"tdm_status":"","tdm_grid_status":"","footnotes":""},"categories":[1583],"tags":[],"class_list":["post-55669","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teachers-resources"],"amp_enabled":true,"_links":{"self":[{"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/posts\/55669","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/users\/18389"}],"replies":[{"embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/comments?post=55669"}],"version-history":[{"count":0,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/posts\/55669\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/media\/81060"}],"wp:attachment":[{"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/media?parent=55669"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/categories?post=55669"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/tags?post=55669"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}