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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
opening and revision |
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| 2 | 3 |
UNIT 1
LISTENING AND SPEAKING READING |
Distinguishing Word Classes using Stress
Study Skills: Note-Making |
By the end of the
lesson, the learner
should be able to:
Define word stress correctly Identify stress patterns in homographs Distinguish between nouns, verbs and adjectives using stress Apply correct stress patterns in speech Practice pronunciation with proper stress placement |
In groups, learners are guided to:
Q/A session on previous knowledge of stress Demonstration of stress patterns using word pairs Group practice reading word lists aloud Peer correction activities Role-play using stressed words in context |
Chalkboard
Word cards Audio recordings (if available) Pronunciation guide charts Sample passages Notebooks Abbreviation charts Stopwatch for timed exercises |
Excelling in English Form 4, Pages 1-3
|
|
| 2 | 4 |
COMPREHENSION
GRAMMAR |
Kenya, my First Love
Typical Endings of Adjectives |
By the end of the
lesson, the learner
should be able to:
Analyze the theme of patriotism in the passage Identify transitional words and phrases Explain figurative language and expressions Answer comprehension questions accurately Summarize specific sections of the text |
In groups, learners are guided to:
Pre-reading discussion on patriotism Silent reading of the passage Group discussions on main themes Question and answer sessions Vocabulary building exercises |
Comprehension passage
Question sheets Dictionaries Chalkboard Group work charts Word formation charts Exercise worksheets Grammar reference books |
Excelling in English Form 4, Pages 5-7
|
|
| 3 | 1 |
WRITING
|
Writing Effective Paragraphs
|
By the end of the
lesson, the learner
should be able to:
Define paragraph structure and components Identify topic sentences and supporting sentences Use transitional words and phrases effectively Eliminate irrelevant sentences from paragraphs Write well-structured paragraphs on given topics |
In groups, learners are guided to:
Discussion on paragraph writing challenges Analysis of sample paragraphs Identification of paragraph elements Guided paragraph writing practice Peer review and editing exercises |
Sample paragraphs
Writing materials Chalkboard Transitional words charts Editing checklists |
Excelling in English Form 4, Pages 9-11
|
|
| 3 | 2 |
Intensive Reading
LISTENING AND SPEAKING |
A SILENT SONG AND OTHER STORIES
Poverty Eradication |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
In groups, learners are guided to:
Discussion Oral presentations Role playing |
Sample context and essay questions
Chalkboard Poetry text Word stress charts Group discussion sheets Performance props |
A SILENT SONG AND OTHER STORIES
|
|
| 3 |
opener Exam |
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| 4 | 1 |
UNIT 2
READING |
Study Skills: Study Reading and Critical Reading
|
By the end of the
lesson, the learner
should be able to:
Define study reading and critical reading techniques Apply study reading strategies to complex texts Distinguish between facts and opinions in writing Evaluate author's purpose and point of view Practice critical analysis of written materials |
In groups, learners are guided to:
Review of previous reading skills Demonstration of study reading techniques Guided practice with sample passages Group analysis of critical reading questions Individual application exercises |
Sample reading passages
Study technique guides Question sheets Dictionaries Analysis worksheets |
Excelling in English Form 4, Pages 13-15
|
|
| 4 | 2 |
COMPREHENSION
GRAMMAR |
Combating Poverty (Dialogue)
Functions of Adjectives |
By the end of the
lesson, the learner
should be able to:
Analyze character relationships in dialogue Identify economic causes and effects of poverty Evaluate proposed solutions to social problems Answer comprehension questions accurately Interpret figurative expressions in context |
In groups, learners are guided to:
Pre-reading discussion on poverty solutions Silent reading of dialogue passage Group analysis of character perspectives Question and answer sessions Vocabulary building activities |
Dialogue passage
Comprehension questions Character analysis sheets Dictionaries Discussion guides Chalkboard Grammar worksheets Function charts Example sentences Exercise sheets |
Excelling in English Form 4, Pages 15-18
|
|
| 4 | 3 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing and its importance Distinguish paraphrasing from summarizing Practice restating information in own words Maintain original meaning while changing expression Apply paraphrasing skills to given passages |
In groups, learners are guided to:
Discussion of paraphrasing challenges Analysis of original and paraphrased examples Guided paraphrasing practice Individual paraphrasing exercises Peer review and editing sessions |
Sample paragraphs
Paraphrasing guides Writing materials Dictionaries Editing checklists |
Excelling in English Form 4, Pages 21-22
|
|
| 4 | 4 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
In groups, learners are guided to:
Discussion Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 5 | 1 |
UNIT 3
LISTENING AND SPEAKING |
Using Tone to Express Different Emotions
|
By the end of the
lesson, the learner
should be able to:
Identify different types of tone (falling, rising, level, etc.) Demonstrate emotional expression through tone variation Practice conversation with appropriate tonal patterns Apply tone rules in various speaking contexts Recognize tone's role in meaning communication |
In groups, learners are guided to:
Group demonstration of emotional tones Practice conversations with tone variations Listening exercises with model speakers Peer correction of tonal patterns Role-play activities using different emotions |
Audio equipment (if available)
Conversation scripts Tone pattern charts Recording materials Practice dialogues |
Excelling in English Form 4, Pages 23-25
|
|
| 5 | 2 |
READING
|
Study Skills: Recognizing Attitude and Tone in Poetry
|
By the end of the
lesson, the learner
should be able to:
Define attitude and tone in literary context Analyze poet's attitude toward subject matter Identify words and phrases that reveal tone Distinguish between different tonal qualities Apply analytical skills to poem interpretation |
In groups, learners are guided to:
Reading and analysis of "The Shark" poem Group discussions on poetic attitude Identification of tone-revealing features Comparative analysis of different poems Practice reading with appropriate expression |
Poetry texts
Analysis worksheets Tone identification charts Group discussion guides Literary devices reference |
Excelling in English Form 4, Pages 25-27
|
|
| 5 | 3 |
READING
|
Study Skills: Recognizing Attitude and Tone in Poetry
|
By the end of the
lesson, the learner
should be able to:
Define attitude and tone in literary context Analyze poet's attitude toward subject matter Identify words and phrases that reveal tone Distinguish between different tonal qualities Apply analytical skills to poem interpretation |
In groups, learners are guided to:
Reading and analysis of "The Shark" poem Group discussions on poetic attitude Identification of tone-revealing features Comparative analysis of different poems Practice reading with appropriate expression |
Poetry texts
Analysis worksheets Tone identification charts Group discussion guides Literary devices reference |
Excelling in English Form 4, Pages 25-27
|
|
| 5 | 4 |
COMPREHENSION
|
Jacob's Journey from the "House of the Dead"
|
By the end of the
lesson, the learner
should be able to:
Analyze themes of addiction and recovery Identify stages of drug dependency and rehabilitation Evaluate proposed solutions for recovery Answer comprehension questions accurately Interpret social messages in the passage |
In groups, learners are guided to:
Pre-reading discussion on addiction issues Silent reading of the passage Group analysis of recovery stages Discussion of social responsibility Vocabulary development exercises |
Comprehension passage
Question sheets Social issues discussion guides Dictionaries Analysis charts |
Excelling in English Form 4, Pages 27-30
|
|
| 6 | 1 |
GRAMMAR
|
Typical Endings of Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify common adverb endings (-ly, -wise, -ward, etc.) Form adverbs from adjectives and other word classes Distinguish between adjectives and adverbs ending in -ly Apply spelling rules when forming adverbs Use formed adverbs correctly in sentences |
In groups, learners are guided to:
Review of adverb identification Demonstration of adverb formation patterns Practice exercises on word formation Sentence construction with adverbs Error correction activities |
Chalkboard
Word formation charts Grammar worksheets Example sentences Exercise sheets |
Excelling in English Form 4, Pages 30-32
|
|
| 6 | 2 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Apply correct punctuation for book titles and publications Distinguish between full-length and partial publications Use quotation marks appropriately Format short and long quotations correctly Apply capitalization rules for titles and headings |
In groups, learners are guided to:
Demonstration of punctuation rules Analysis of correctly formatted examples Practice exercises with various publications Correction of formatting errors Application to student writing |
Sample publications
Punctuation guides Formatting examples Practice worksheets Style reference materials |
Excelling in English Form 4, Pages 32-34
|
|
| 6 | 3 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
In groups, learners are guided to:
Discussion Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 6 | 4 |
UNIT 4
LISTENING AND SPEAKING |
Features of Oral Poetry and Proverbs
|
By the end of the
lesson, the learner
should be able to:
Identify key features of oral poetry (repetition, rhythm, sound effects) Analyze proverbs and their structural characteristics Demonstrate performance techniques for oral literature Practice recitation with proper emphasis and audience participation |
In groups, learners are guided to:
Q/A session on oral poetry and proverbs knowledge Group performance of "We Raise the Wheat" poem Analysis of Luhyia folk song features Collection and performance of proverbs from multiple languages Practice of two-part proverb structure with audience response |
Chalkboard
Oral poetry texts Proverb collections Performance space Cultural examples from different communities |
Excelling in English Form 4, Pages 35-42
|
|
| 7 | 1 |
READING
|
Study Skills: Recognizing Mood in Poetry
|
By the end of the
lesson, the learner
should be able to:
Define mood in poetry and literature Identify words, themes and settings that create mood Analyze emotional responses to different poems Apply mood recognition skills to enhance poem interpretation |
In groups, learners are guided to:
Reading and analysis of "Those Winter Sundays" Group discussion on emotional responses and family relationships Comparative analysis with "My Papa's Waltz" Identification of mood-creating elements in both poems Practice reading with appropriate emotional expression |
Poetry texts
Mood analysis worksheets Emotional response charts Comparative analysis guides Discussion question sheets |
Excelling in English Form 4, Pages 40-43
|
|
| 7 | 2 |
COMPREHENSION
|
The Sweet Fruits of Obedience
|
By the end of the
lesson, the learner
should be able to:
Analyze arguments for the importance of obedience in society Evaluate benefits and consequences of following rules Assess the balance between obedience and critical thinking Answer comprehension questions with textual evidence |
In groups, learners are guided to:
Pre-reading discussion on rules, regulations and social order Silent reading of the passage Group analysis of traffic rules example and social harmony Discussion of when disobedience might be justified Vocabulary development and context analysis exercises |
Comprehension passage
Question sheets Social examples charts Dictionaries Argument analysis guides |
Excelling in English Form 4, Pages 43-45
|
|
| 7 | 3 |
COMPREHENSION
|
The Sweet Fruits of Obedience
|
By the end of the
lesson, the learner
should be able to:
Analyze arguments for the importance of obedience in society Evaluate benefits and consequences of following rules Assess the balance between obedience and critical thinking Answer comprehension questions with textual evidence |
In groups, learners are guided to:
Pre-reading discussion on rules, regulations and social order Silent reading of the passage Group analysis of traffic rules example and social harmony Discussion of when disobedience might be justified Vocabulary development and context analysis exercises |
Comprehension passage
Question sheets Social examples charts Dictionaries Argument analysis guides |
Excelling in English Form 4, Pages 43-45
|
|
| 7 | 4 |
GRAMMAR
|
Positions of Adverbs in Sentences
|
By the end of the
lesson, the learner
should be able to:
Identify different types of adverbs (manner, time, place, frequency, degree) Apply rules for appropriate adverb placement Recognize how adverb position changes sentence meaning Distinguish between adverbs and adjectives ending in -ly |
In groups, learners are guided to:
Demonstration of adverb types and their mobility Practice exercises moving adverbs to different sentence positions Analysis of meaning changes with position shifts (e.g., "only") Identification exercises distinguishing adverbs from adjectives Sentence construction and revision activities |
Chalkboard
Sentence manipulation exercises Grammar worksheets Adverb position charts Practice exercise sheets |
Excelling in English Form 4, Pages 45-47
|
|
| 8 |
midterm exam |
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| 8-9 |
midterm break |
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| 9 | 2 |
WRITING
|
Recipes
|
By the end of the
lesson, the learner
should be able to:
Define the purpose and essential components of recipes Apply precise measurements and clear procedural language Organize instructions in logical chronological sequence Write complete, detailed recipes for specific number of servings |
In groups, learners are guided to:
Discussion of cooking experiences and favorite family dishes Analysis of sample recipe structure (mashed potatoes example) Practice with ingredient measurements and conversions Step-by-step method writing with precise instructions Peer review for clarity, completeness and accuracy |
Sample recipes
Measurement guides Writing materials Cooking terminology charts Recipe format templates |
Excelling in English Form 4, Pages 47-48
|
|
| 9 | 3 |
Intensive Reading
LISTENING AND SPEAKING |
A SILENT SONG AND OTHER STORIES
The use of Tone to reveal Attitude in Oral Poetry |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
In groups, learners are guided to:
Discussion Oral presentations Role playing |
Sample context and essay questions
Chalkboard Oral poem texts Audio recording device (if available) Community oral poetry collection |
A SILENT SONG AND OTHER STORIES
|
|
| 9 | 4 |
UNIT 5
READING |
Study Skills: Distinguishing Facts from Opinions
|
By the end of the
lesson, the learner
should be able to:
Define facts and opinions Identify characteristics of factual writing Recognize opinion-based writing features Distinguish facts from opinions in given texts |
In groups, learners are guided to:
Pre-reading discussion on fact vs opinion Reading and analysis of "Potassium" factual passage Identification of opinion statements within factual text Reading "Wildlife Conservation" opinion-based passage Group work on separating facts from opinions Practice exercises on fact-opinion identification |
Chalkboard
Sample factual and opinion texts Note-making materials Highlighters or colored pens |
Excelling in English Book 4 Pages 50-53
Teachers Guide Pages 36-38 |
|
| 10 | 1 |
COMPREHENSION
GRAMMAR |
Saying No to Garbage
Interrogative Pronouns |
By the end of the
lesson, the learner
should be able to:
Appreciate environmental conservation importance Answer comprehension questions correctly Infer meaning from context Identify literary devices in the passage |
In groups, learners are guided to:
Pre-reading discussion on garbage and environmental issues Silent reading of "Saying No to Garbage" passage Vocabulary building with new words Answering comprehension questions Group discussion on environmental solutions Writing exercises on paraphrasing |
Chalkboard
Comprehension passage English dictionary Environmental awareness charts Question worksheets Grammar charts Pronoun reference tables Exercise worksheets Dictionary |
Excelling in English Book 4 Pages 53-55
Teachers Guide Pages 38-40 English Dictionary |
|
| 10 | 2 |
WRITING
|
Writing Summaries I
|
By the end of the
lesson, the learner
should be able to:
Define summary and its purpose Identify main features of good summaries Practice condensing information effectively Write summaries in own words |
In groups, learners are guided to:
Discussion on summary characteristics Reading model summaries Practice identifying main ideas vs supporting details Guided summary writing from given passage Peer review of draft summaries Final summary writing on boxing passage with 100-word limit |
Chalkboard
Sample texts for summarizing Word count guidelines Rough paper for drafts Assessment rubrics |
Excelling in English Book 4 Pages 57-59
Teachers Guide Pages 42-44 |
|
| 10 | 3 |
Intensive Reading
LISTENING AND SPEAKING |
A SILENT SONG AND OTHER STORIES
Making Oral Reports |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
In groups, learners are guided to:
Discussion Oral presentations Role playing |
Sample context and essay questions
Chalkboard Role-play scenarios Sample police forms Audio recording device (if available) |
A SILENT SONG AND OTHER STORIES
|
|
| 10 | 4 |
UNIT 6
READING COMPREHENSION |
Study Skills: Responsive Reading
Malaria Control |
By the end of the
lesson, the learner
should be able to:
Define responsive reading concept Identify features of responsive reading Apply responsive reading to literary texts Keep reading diary for personal impressions |
In groups, learners are guided to:
Pre-reading discussion on confidence in literature reading Reading and analysis of responsive reading features Practice trusting personal feelings about texts Group sharing of reading experiences Introduction to keeping reading diaries Application of responsive reading to set books |
Chalkboard
Literary texts Reading diaries/notebooks Set books Reading charts Comprehension passage English dictionary Health awareness charts Scientific diagrams |
Excelling in English Book 4 Pages 62-63
Teachers Guide Pages 47-49 |
|
| 11 | 1 |
GRAMMAR
|
Relative Pronouns
|
By the end of the
lesson, the learner
should be able to:
Define relative pronouns and their functions Identify the five relative pronouns Use relative pronouns to combine sentences Apply subject-verb agreement with relative pronouns |
In groups, learners are guided to:
Q/A review on types of pronouns Introduction to relative pronouns (who, whom, whose, which, that) Practice combining sentences using relative pronouns Exercises on identifying antecedents Grammar drills on subject-verb agreement Sentence construction and correction practice |
Chalkboard
Grammar charts Sentence combination worksheets Exercise sheets Dictionary |
Excelling in English Book 4 Pages 67-69
Teachers Guide Pages 51-53 |
|
| 11 | 2 |
WRITING
Intensive Reading |
Writing Summaries II
A SILENT SONG AND OTHER STORIES |
By the end of the
lesson, the learner
should be able to:
Apply advanced summary writing techniques Summarize dialogues and conversations Condense information within word limits Write coherent summaries of factual passages |
In groups, learners are guided to:
Review of summary writing basics Practice summarizing police statements Guided summary writing from complex passages Peer review and editing of summaries Final summary writing with 80-word limit Assessment and feedback on summary quality |
Chalkboard
Sample dialogues and passages Word count guidelines Rough paper for drafts Assessment rubrics Sample context and essay questions |
Excelling in English Book 4 Pages 69-70
Teachers Guide Pages 53-55 |
|
| 11 | 3 |
UNIT 7
LISTENING AND SPEAKING |
Oral Reports on Literary Topics
|
By the end of the
lesson, the learner
should be able to:
Identify components of literary analysis Make oral presentations on literary works Comment on setting, plot, characters and themes Use visual aids and appropriate gestures |
In groups, learners are guided to:
Q/A on students' favorite literary works Discussion on elements of literary analysis Practice oral reports on novels, plays and poems Group presentations with visual aids Peer evaluation of oral presentations Individual reporting on set books |
Chalkboard
Literary works Visual aids/pictures Presentation charts Set books |
Excelling in English Book 4 Pages 71-72
Teachers Guide Pages 55-57 |
|
| 11 |
Eid break |
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| 11 | 2 |
READING
COMPREHENSION |
Study Skills: Interpretive Reading
Vital Legacy |
By the end of the
lesson, the learner
should be able to:
Define interpretive reading as study skill Identify features of interpretive reading Apply interpretive reading to poetry Understand rhythm, intonation and meaning |
In groups, learners are guided to:
Pre-reading discussion on interpretive reading Reading "Letter from a Contract Worker" poem aloud Practice bringing out rhythms and intonations Analysis of repetition and emphasis in poetry Group work on interpretive reading techniques Individual practice with mirror reading |
Chalkboard
Poetry texts Audio equipment Mirrors (if available) Recording devices Comprehension passage English dictionary Medical awareness materials Debate guidelines |
Excelling in English Book 4 Pages 72-75
Teachers Guide Pages 57-59 |
|
| 11 | 3 |
GRAMMAR
WRITING |
Prepositions and Prepositional Phrases
Writing E-mails |
By the end of the
lesson, the learner
should be able to:
Define prepositions and their functions Identify simple and complex prepositions Use prepositions to express time and place Apply prepositional phrases as modifiers |
In groups, learners are guided to:
Q/A review on prepositions from previous forms Introduction to simple and complex prepositions Practice using prepositions for time and place meanings Exercises on prepositional phrases as modifiers Grammar drills on adjective-preposition combinations Sentence construction with prepositional phrases |
Chalkboard
Grammar charts Preposition reference tables Exercise worksheets Dictionary Sample e-mail formats Computer templates (if available) E-mail writing guidelines Practice sheets |
Excelling in English Book 4 Pages 78-81
Teachers Guide Pages 61-63 |
|
| 11 | 4 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
In groups, learners are guided to:
Discussion Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 12 |
Endterm Exam |
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| 13 |
Closing |
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