English Literature Scheme Form Four

Class:
W L NO TOPIC
Subject:
SUB-TOPIC OBJECTIVES/AIMS By the end of the lesson:
Term: .
TEACHERS/ PUPILS ACTIVITIES Listening Speaking Reading
Year: . TEACHING/LEARNING LEARNING RESOURCES RESOURCES

Audio tapes Head Start Secondary English Students Book 4 page 1 Teachers Book 4 page 1 Head Start Secondary English Students Book 4 pages 1-4 Teachers Book 4 page 2 Head Start Secondary English Students Book 4 pages 2-6 Teachers Book 4 pages 2-3 Head Start Secondary English Students Book 4 pages 6-9 Teachers Book 4 page 3 Head Start Secondary English Students Book 4 page 9 Teachers Book 4 page 4 Head Start Secondary English Students Book 4 page 10 Teachers Book 4 page 5
REMARKS
Listening and speaking
Reading
Verbal and nonverbal cues that enhance listening and speaking: Attitude towards school Study reading: SQ3R
The learner should be able to: use verbal and non-verbal cues effectively to discuss Achiengs attitude towards school. discuss how to make the most of their final year in school. The learner should be able to use the SURVEY and QUESTION techniques to study a given passage The learner should be able to: answer questions on set passage correctly. use the given vocabulary correctly
Reading Writing Speaking Silent reading Loud reading Writing Discussion Discussion Listening Writing
Extracts from prescribed list set book. Chart Dictionary Flash cards
Reading
Comprehension
Grammar
Nouns as subjects and objects
The learner should be able to identify whether a noun has been used as a subject or object in a sentence.
Writing
Paraphrasing
The learner should be able to paraphrase a given passage.
Discussion Listening Writing Role-play Discussion Reading
Extracts from literature set books Audio tapes from KIE Pictures Extracts from literature set books Charts Readers
Speaking
Close shave
The learner should be able to demonstrate ability to use verbal and non-verbal skills in narrating the story of Jonah The learner should be able to read the set chapters and analyze language and literary appreciation The learner should be able to use stress to distinguish word class.
7& 8 2 1
Reading
Intensive reading:
Reading Discussion Writing Silent reading Group work Speaking Listening
Stress to distinguish word class
Prescribed set books. Video and audio tapes from KIE Audio tapes Flash cards
Head Start Secondary English Students Book 4 pages 11-12 Teachers Book 4 pages 5-6
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Reading Answering questions

Extracts from prescribed set books Charts Supplementary readers for further reading Dictionary Chart on comprehension skills Audio tapes Readers Newspapers Magazines Extracts from prescribed set books Audio tapes from KIE Anthologies of poems Audio tapes from KIE Prescribed set books Audio and videotapes from KIE Prescribed literature set books Charts Literature set books Head Start Secondary English Students Book 4 page 12 Teachers Book 4 page 6 Head Start Secondary English Students Book 4 pages 13-16 Teachers Book 4 page 7
REMARKS
Reading
Reading skills: Study reading
The learner should be able to use the 3Rs to study a portion of their literature texts.
Reading
Comprehension
The learner should be able to answer comprehension questions on the set passage correctly
Reading Listening Speaking Writing
Speaking
Verbal and non verbal cues that enhance listening and speaking Nouns as complements
The learner should be able to use his/her verbal and non verbal cues to discuss contributions of great achievers to society. The learner should be able to identify and use noun complements correctly.
Discussion Listening Speaking Speaking Listening Reading Writing Reading aloud Silent reading Writing Discussion Reading Group work Writing
Grammar
Reading
7& 8
Reading
Intensive reading: Poetry Tone, mood and attitude Intensive reading:
The learner should be able to identify the tone, mood and attitude in a given poem. The learner should be able to read set chapters and analyze plot, themes, character traits and style.
Head Start Secondary English Students Book 4 page 16 Teachers Book 4 page 7 Head Start Secondary English Students Book 4 page 8 Teachers Book 4 pages 16-18 Teachers choice of poem
Writing
Punctuating titles of publications, quotations and headings
The learner should be able to punctuate titles of quotations, publications and headings appropriately
Discussion Listening Writing
Writing
Headings and subheadings
The learner should be able to use headings and sub-headings to organize text into readable sections.
Readers Newspapers Journals
Book titles Head Start Secondary English Students Book 4 page 18 Teachers Book 4 page 8 Head Start Secondary English Students Book 4 page 19 Teachers Book 4
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Reading Group work Discussion

Audio tapes Readers page 8 Head Start Secondary English Students Book 4 page 21 Teachers Book 4 page 9 Head Start Secondary English Students Book 4 pages 22-23 Teachers Book 4 page 10 Head Start Secondary English Students Book 4 pages 23-26 Teachers Book 4 page 11 Teachers choice from prescribed text.
REMARKS
Polite interruption and turn-taking
The learner should be able to demonstrate the etiquette of interrupting, disagreeing, turn- taking and paying attention. The learner should be able to use note making as a study skill.
Reading
Reading skills: Note making
Discussion Reading Writing
Prescribed literature set books Charts Supplementary readers for further reading Chart on comprehension skills Dictionary Anthologies of poems Audio and videotapes from KIE Prescribed set books Video and audio tapes from KIE Extracts from prescribed set books Audio tapes from KIE Charts Readers Newspapers Magazines
Reading
Comprehension
The learner should be able to answer questions on the given passage and use the vocabulary appropriately.
Reading aloud Silent reading Writing Discussion
Reading
Intensive reading: Analyzing themes and style in poems
The learner should be able to read the poem and analyze themes and aspects of style.
Discussion Recital Writing Presentation Reading Discussion Writing Speaking Listening Reading Writing Discussion Reading Writing
7& 8 4 1
Reading
Intensive reading:
Grammar
Interrogative pronouns
The learner should be able to read the assigned chapters and discuss language aspects as well as literary devices. The learner should be able to identify and use interrogative pronouns correctly in given exercises.
Writing
Recipes
The learner should be able to write a recipe using the appropriate style.
Use of tone to reveal attitude
The learner should be able to interpret and express attitude using tone.
Listening Group work Discussion
Audio tapes Anthologies of poems
Head Start Secondary English Students Book 4 pages 26-28 Teachers Book 4 pages 11-12 Head Start Secondary English Students Book 4 page 28 Teachers Book 4 page 12 Head Start Secondary English Students Book 4 page 30
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES

Teachers Book 4 page 13 Head Start Secondary English Students Book 4 pages 31-32 Teachers Book 4 page 13 Head Start Secondary English Students Book 4 pages 32-35 Teachers Book 4 pages 13-14 Teachers Book 4 from prescribed anthology
REMARKS
Reading
Reading skills: Critical reading
The learner should be able to apply their critical reading skills to read a given passage.
Reading Speaking Listening Writing Silent reading Discussion Writing
Prescribed literature set books Chart Supplementary readers for further reading Chart on comprehension skills Dictionary Anthologies of poems Audio tapes Prescribed literature set books Video and audio tapes from KIE Extracts from literature set books Audio tapes from KIE Newspapers Magazines Computers
Reading
Comprehension
The learner should be able to answer questions on a passage and use the vocabulary correctly.
Reading
Intensive reading: Poetry: Atmosphere Intensive reading:
The learner should be able to read a poem and identify the prevailing atmosphere projected The learner should be able to read the assigned sections and discuss grammar and literary devices.
Group work Writing Presentation Reading Discussion Writing Listening Speaking Reading Writing Discussion Listening Writing
7& 8
Reading
Grammar
Relative pronouns
The learner should be able to use relative pronouns in sentence building.
Writing
E-mail
The learner should be able to use email efficiently in communication.
Reading
Intensive reading: Themes and ideas
The learner should be able to analyze themes in prescribed texts.
Teaching Writing Listening Speaking Discussion
Prescribed literature set books Audio tapes from KIE Audio tapes
Listening and
Oral reports
The learner should be able to present
Head Start Secondary English Students Book 4 pages 35-38 Teachers Book 4 page 15 Head Start Secondary English Students Book 4 page 39 Teachers Book 4 page 15 Sample e-mail Head Start Secondary English Students Book 4 pages 39-41 Teachers Book 4 page 16 Head Start Secondary
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Reading Writing Presentation Reading Discussion Writing Presentation Discussion Writing Presentation Reading Discussion Writing Discussion Reading Writing

from KIE Readers Newspapers Magazines Readers Newspapers Magazines English Students Book 4 pages 42-43 Teachers Book 4 pages 16-17 Head Start Secondary English Students Book 4 pages 42-43 Teachers Book 4 pages 16-17 Teachers choice of poem
REMARKS
speaking
oral reports using proper pronunciation, stress, intonation and good organization. Oral reports The learner should be able to prepare and present a report on poverty eradication using acquired skills
Speaking
Reading
7& 8
Reading
Intensive reading: Poetry: Figurative language Intensive reading:
The learner should be able to read a poem and identify metaphors, similes and hyperbole. The learner should be able to read the assigned chapters and identify various language and literary devices
Anthologies of poems Prescribed literature set books Audio tapes from KIE Supplementary readers for further reading Dictionary Chart on comprehension skills Extracts from prescribed set books Audio tapes from KIE Readers Magazines
Reading
Comprehension
The learner should be able to answer set questions and use vocabulary correctly.
Grammar
Typical endings of adjectives
The learner should be able to form adjectives from the given suffixes and use them to form correct sentences.
Group work Writing Speaking Listening Speaking Writing
Images of poverty Head Start Secondary English Students Book 4 pages 44-48 Teachers Book 4 page 17 Head Start Secondary English Students Book 4 pages 48-49 Teachers Book 4 pages 18-19 Head Start Secondary English Students Book 4 pages 49-50 Teachers Book 4 pages 19-20 Head Start Secondary English Students Book 4 page 51 Teachers Book 4 page 20
Writing
Imaginative composition: As I left the room, I thanked God that I had access to a fax machine ) Proverbs
The learner should be able to write an imaginative composition using the given beginning
The learner should be able to list the features of a proverb
Listening Speaking Group work Field work
Oral literature readers Resource person Audio tapes
Class:
W L NO TOPIC
Subject:
SUB-TOPIC OBJECTIVES/AIMS By the end of the lesson: The learner should be able to distinguish between facts from opinions in a given passage
Term: .
TEACHERS/ PUPILS ACTIVITIES Listening Speaking Writing Recital Discussing Writing Reading Discussion Writing Reading Silent reading Writing

Extracts from prescribed set books Anthologies of poems Audio tapes Prescribed set books Video and audio tapes from KIE Supplementary readers for further reading chart on comprehension skills Dictionary Extracts from prescribed set books Audio tapes from KIE Extracts from prescribed set books Newspapers Magazines Oral literature readers Resource person Audio tapes Magazines Oral literature readers Chart Anthologies of poems Audio tapes Prescribed Head Start Secondary English Students Book 4 page 52 Teachers Book 4 page 21 Teachers choice from suitable text
REMARKS
Reading
Reading skills: Distinguishing facts from opinions Intensive reading: Symbolism
Reading
The learner should be able to read a poem and identify and explain the symbols used. The learner should be able to read the set chapters and discuss language, themes, style and characters
7& 8 7 1
Reading
Reading
Comprehension
The learner should be able to answer questions on the set passage and use vocabulary correctly.
Head Start Secondary English Students Book 4 pages 52-56 Teachers Book 4 pages 21-22
Grammar
Functions of adjectives
The learner should be able to use adjectives correctly.
Listening Speaking Reading Writing Discussion Reading Writing Discussion Reading Writing Field visits Discussion Listening Reading Writing Discussion Writing Presentation Group work
Head Start Secondary English Students Book 4 pages 56-58 Teachers Book 4 page 22 Head Start Secondary English Students Book 4 pages 58-59 Teachers Book 4 pages 22-23 Head Start Secondary English Students Book 4 page 59 Teachers Book 4 page 23 Head Start Secondary English Students Book 4 page 60 Teachers Book 4 page 23 Poem from a suitable text
Writing
Instructions
The learner should able to write instructions correctly.
Reading
Writing
Intensive reading: Oral literature Language in proverbs Imaginative composition: A rolling stone gathers no moss Rhythm and rhyme
The learner should be able to discuss the use of language in proverbs.
The learner should be able to write an imaginative composition to illustrate the proverb a rolling stone gathers no moss. The learner should be able to read a poem to bring out rhythm and rhyme appropriately. The learner should be able to read the
6 7&
Listening and speaking Reading
Intensive reading:
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Presentation Reading Speaking Listening Reading Writing Speaking Listening Reading Writing Speaking Listening Reading Writing

literature set books Video and audio tapes from KIE Audio tapes Charts
REMARKS
assigned sections and identify and explain literary aspects.
Oral reports
The learner should be able to apply the oral reports preparation and presentation skills effectively.
Reading
Reading skills: Recognizing attitude and tone Comprehension
The learner should be able to distinguish between tone and attitude. The learner should be able to answer questions on the passage and use vocabulary correctly.
Audio tapes Anthologies of poems Supplementary readers for further reading Dictionary Chart on comprehension skills Extracts from literature set books Audio tapes from KIE Sample letters Magazines Newspapers Audio tapes Anthologies of poems Prescribed set book Video and audio tapes from KIE Oral literature readers Resource person Audio tapes Supplementary readers
Reading
Head Start Secondary English Students Book 4 page 61 Teachers Book 4 page 24 Head Start Secondary English Students Book 4 pages 61-62 Teachers Book 4 page 24 Head Start Secondary English Students Book 4 pages 62-65 Teachers Book 4 page 25 Head Start Secondary English Students Book 4 pages 66-68 Teachers Book 4 page 26 Head Start Secondary English Students Book 4 pages 68-69 Teachers Book 4 page 26 Poem from a suitable text
Grammar
Participle phrases
The learner should be able to use participle phrases correctly.
Speaking Listening Reading Writing Speaking Listening Reading Writing Reading aloud Discussion Writing Reading Discussion Writing Reading Listening Speaking Reading Listening
Writing
Letters of inquiry
The learner should be able to write letters of inquiry.
6 7& 8 9 1
Alliteration
Intensive reading:
The learner should be able to read a poem, identify alliteration and explain its effectiveness. The learner should be able to read selected sections and discuss language as well as literary devices. The learner should be able to discuss the features of a fable.
Hare and Tortoise
Reading
Comprehension
The learner should be able to answer the set questions and use the
Head Start Secondary English Students Book 4 page 70 Teachers Book 4 pages 27-28 Head Start Secondary English
Class:
W L NO TOPIC
Subject:
SUB-TOPIC OBJECTIVES/AIMS By the end of the lesson: vocabulary appropriately.
Term: .
TEACHERS/ PUPILS ACTIVITIES Speaking Writing

Dictionary Chart on comprehension skills Sample letters Newspapers Magazines Extracts from literature set books Audio tapes from KIE Readers Students Book 4 pages 70-72 Teachers Book 4 pages 28-29
REMARKS
Writing
Letters of inquiry
The learner should be able to write a letter of inquiry.
Grammar
Revision exercises
The learner should be able to answer the set questions correctly.
Reading Listening Speaking Writing Reading Writing
Head Start Secondary English Students Book 4 page 73 Teachers Book 4 page 30 Head Start Secondary English Students Book 4 pages 72-73 Teachers Book 4 page 29 Head Start Secondary English Students Book 4 pages 70-71 Teachers Book 4 page 28 Poem from a suitable text
Writing
Narrative
The learner should write his/her own version of the story Waiting for the village teacher to return. The learner should be able to read a poem and rewrite the non-standard English words and expressions in standard English The learner should be able to read assigned chapters and discuss the characters, themes and style.
Reading Writing Speaking Reading aloud Discussion Writing
Reading
Intensive reading: Non-standard English
Anthologies of poems Chart Dictionary Prescribed set book Audio and videotapes from KIE Audio tapes
7& 8
Reading
Reading Discussion Writing
10 1
Impromptu speeches Reading skills: Interpretive reading Comprehension
The learner should be able to prepare and present an impromptu speech. The learner should be able to apply interpretive reading effectively using the set play. The learner should be able to answer comprehension questions and use vocabulary correctly.
Discussion Listening Writing Role-play Listening Writing Reading Speaking Writing
Extracts from the set texts Supplementary readers for further reading Dictionary Chart on comprehension skills Extracts from
Reading
Head Start Secondary English Students Book 4 page 74 Teachers Book 4 page 30 Head Start Secondary English Students Book 4 pages 74-75 Teachers Book 4 page 31 Head Start Secondary English Students Book 4 pages 75-78 Teachers Book 4 page 31 Head Start Secondary
Grammar
Participle phrases
The learner should be able to use
Speaking
Class:
W L NO TOPIC
Subject:
SUB-TOPIC OBJECTIVES/AIMS By the end of the lesson: participle phrases appropriately.
Term: .
TEACHERS/ PUPILS ACTIVITIES Listening Reading Writing Speaking Listening Reading Writing Recital Discussion Writing Reading Discussion Writing

literature set books Audio tapes from KIE Readers English Students Book 4 pages 79-80 Teachers Book 4 pages 32-33 Head Start Secondary English Students Book 4 page 75 Teachers Book 4 page 32 Teachers choice of poem from suitable text
REMARKS
Speaking
Reading
Use of verbal and non-verbal cues in listening and speaking: Public talk Intensive reading: Irony and sarcasm
The learner should be able to use verbal and non-verbal cues to talk about people he/she did not like at first but grew to like them. The learner should be able to read a poem and discuss the use of irony and sarcasm. The learner should be able to read and discuss language and use literary devices in the literature set books.
7& 8
Reading
Anthologies of poems Audio tapes from KIE Prescribed set books Audio and videotapes from KIE
11 1 2 3 4 5 6 12 1 2 3 4 5 6
Class:
W L NO TOPIC
Subject:
Term: .
REMARKS
Term Two
Writing
Letters of request
The learner should be able to write letters of request as instructed.
Sample letters Newspapers Magazines
Role-play: Integrity
The learner should be able to display creativity and use correct pronunciation, stress and intonation, and non-verbal skills in the role-play on integrity.
Role-play Group work Speaking Listening
Audio and videotapes Readers Newspapers Magazines
Head Start Secondary English Students Book 4 page 81 Teachers Book 4 page 33 Head Start Secondary English Students Book 4 page 83 Teachers Book 4
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Role-play Reading Listening Writing

Supplementary readers for further reading Chart on comprehension skills Readers page 33 Head Start Secondary English Students Book 4 pages 83-88 Teachers Book 4 pages 34-35
REMARKS
Reading
Comprehension
The learner should be able to answer questions on the play correctly.
Speaking
Lets talk
The learner should be able to discuss ways in which he/she can celebrate his or her birthday. The learner should be able to use gerunds correctly.
Listening Speaking Reading Speaking Listening Writing Listening Speaking Reading Writing Reading Discussions Writing
Grammar
Gerunds
Writing
Reviews
The learner should be able to write a book review correctly.
Extracts from literature set books Audio tapes from KIE Sample reviews Newspapers Magazines Prescribed literature set book Audio and videotapes from KIE Extracts from set books Readers Charts Prescribed literature set books Audio and videotapes from KIE Oral literature readers Resource person Audio tapes Supplementary readers for further reading Chart on
Head Start Secondary English Students Book 4 page 88 Teachers Book 4 page 35 Head Start Secondary English Students Book 4 pages 89-90 Teachers Book 4 pages 35-36 Newspapers Samples of book reviews
7& 8
Reading
Intensive reading:
The learner should be able to read the prescribed section, identify and illustrate aspects of language and figurative expressions. The learner should be able to write and punctuate correctly.
Writing
Punctuation
Reading
Intensive reading: Studying a play: Layout of the play text
The learner should be able to distinguish between a play, poem and a novel.
Group work Writing Reading Marking Listening Speaking Reading Writing
Teachers choice of suitable exercises
Head Start Secondary English Students Book 4 pages 91-92 Teachers Book 4 page 37 Head Start Secondary English Students Book 4 page 94 Teachers Book 4 page 38 Head Start Secondary English Students Book 4 page 95
Oral poetry
The learner should be able to discuss the features of an oral poem.
Reading aloud Discussion Listening Reading aloud Silent reading Listening Writing
Reading
Comprehension
The learner should be able to answer questions on the passage
Class:
W L NO TOPIC
Subject:
Term: .

comprehension skills Dictionary Flash cards Teachers Book 4 page 39 Head Start Secondary English Students Book 4 page 97 Teachers Book 4 page 39 Head Start Secondary English Students Book 4 page 98 Teachers Book 4 page 35
REMARKS
Reading
Wordpower
The learner should be able to give the meaning of new words and use them correctly in sentences. The learner should be able to display understanding of issues raised in the passage.
Speaking
Lets talk
Listening Speaking Reading Writing Listening Speaking Reading
Readers
7& 8
Reading
Intensive reading:
The learner should be able to identify passages in which flashback is used and state the effectiveness of this device. The learner should be able to summarize a given passage as instructed. The learner should be able to write a book review as instructed.
Discussion Reading Writing
Writing
Summaries
Reading Listening Writing Oral account Reading Discussion
Writing
Reviews
Prescribed literature set book Audio and videotapes from KIE Extracts from literature set books Charts Sample reviews Extracts from literature set books
Listening and speaking Listening and speaking
Features of an oral poem Etiquette: Negotiation skills
The learner should be able to describe the features of an oral poem. The learner should be able to demonstrate good negotiation skills.
Listening Speaking Reading Discussion Listening Speaking Pair work Listening Speaking Reading Writing
Oral literature readers Audio tapes Audio tapes Charts Newspapers Magazines Dictionary Supplementary readers Chart on comprehension skills
Reading
Comprehension
The learner should be able to answer questions on the passage correctly.
Newspapers, magazines, journals Head Start Secondary English Students Book 4 pages 99100 Teachers Book 4 pages 36-37 Head Start Secondary English Students Book 4 page 100 Teachers Book 4 page 40 Head Start Secondary English Students Book 4 page 102 Teachers Book 4 page 41 Head Start Secondary English Students Book 4 pages 103106 Teachers Book 4 page 42
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Listening Speaking

Readers Newspapers Magazines Charts Prescribed literature set book Audio and videotapes from KIE Sample letters Magazines Newspapers Dictionary Flash cards Extracts from literature set books Audio tapes from KIE Prescribed literature set books Newspapers Head Start Secondary English Students Book 4 page 106 Teachers Book 4 page 43
REMARKS
Speaking
Use of verbal and non-verbal cues Family entertainment Intensive reading:
The learner should be able to use verbal and non-verbal cues to discuss forms of family entertainment. The learner should be able to identify and illustrate various aspects of grammar and literary devices in the novel. The learner should be able to respond to an official letter using the correct style and format. The learner should be able to give the meaning of new words and use them correctly in sentences. The learner should be able to place adverbs in the correct positions in sentences.
7& 8
Reading
Reading Listening Speaking Writing Listening Speaking Reading Writing Reading Listening Speaking Writing Reading Listening Speaking Writing Reading Listening Speaking Writing
Writing
Official letters
Sample letter
Reading
Wordpower
Grammar
Position of adverbs in sentences
Writing
Expository writing
The learner should be able to write an expository essay correctly.
5 6
Reading
Extensive reading
Discussion: Drug abuse
The learner should be able to gather information on a given topic from varied sources. The learner should be able to display discussion skills in handling the given topic The learner should be able to analyze language and literary aspects in the novel. The learner should be able to correctly explain the use of similes metaphor and hyperbole in a given
7& 8 5 1
Reading
Intensive reading:
Reading
Intensive reading: Poetry: Simile, Metaphor,
Reading Writing Discussion Discussion Reading aloud Group work Presentation Discussion Presentation Reading Writing Discussion Reading Writing
Readers
Readers Chart Newspapers Magazines Prescribed literature set book Audio tapes from KIE Anthologies of poems
Head Start Secondary English Students Book 4 page 104 Teachers Book 4 page 42 Head Start Secondary English Students Book 4 pages 106109 Teachers Book 4 page 43 Sample essays Newspapers, journals Head Start Secondary English Students Book 4 pages 109110 Teachers Book 4 pages 43-44 Library Newspapers, journals Internet Head Start Secondary English Students Book 4 page 111 Teachers Book 4 pages 44-45
Copy of letter from a contract worker
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Listening Speaking Reading Writing

Supplementary readers for further reading Chart on comprehension skills Dictionary Flash cards Readers Newspapers Journals Magazines Extracts from literature set books Audio tapes from KIE Pictures Prescribed set books Chart
REMARKS
Reading
Hyperbole Comprehension
poem. The learner should be able to answer the set comprehension questions correctly.
Head Start Secondary English Students Book 4 page 111 Teachers Book 4 page 45
Reading
Wordpower
The learner should be able to define new words and use them correctly.
Discussion: Drug and substance abuse Functions of prepositions in sentences
Grammar
The learner should be able to display critical and analytical thinking in discussing solution to the problem of drugs. The learner should be able to use prepositions correctly.
Listening Speaking Reading Writing Listening Speaking Writing Reading Writing Listening Speaking Explanations Discussions Listening Writing Discussion Presentation Writing
Head Start Secondary English Students Book 4 page 114 Teachers Book 4 page 45 Head Start Secondary English Students Book 4 page 115 Teachers Book 4 page 45 Head Start Secondary English Students Book 4 page 115 Teachers Book 4 page 46
Writing
Expository writing
The learner should be able to write an expository essay correctly.
7& 8
Reading
Intensive reading:
The learner should be able to discuss the themes in the novel.
1 2
Writing
Book review
The learner should be able to write a review on a chosen text. The learner should be able to display listening comprehension skills by answering questions correctly The learner should be able to answer questions on the given passage correctly.
Reading
Listening comprehension: Getting lost in a big, foreign city Comprehension
Discussion Writing Reading Listening Reading Speaking Listening Reading Speaking Writing
Prescribed literature set book Audio and videotapes from KIE Book review samples Newspapers Audio tapes Chart Supplementary readers Chart on comprehension skills
One of the set books
Head Start Secondary English Students Book 4 page 120 Teachers Book 4 pages 48-49 Head Start Secondary English Students Book 4 pages 120123 Teachers Book 4 page 49
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Listening Speaking Reading Writing Listening Speaking Reading Writing Listening Reading Writing Reading Discussion Writing Presentation Discussion Explanation Group work Role-play Discussion Listening Speaking Listening Speaking Reading Writing

Dictionary Flash cards Head Start Secondary English Students Book 4 pages 122123 Teachers Book 4 pages 49-50 Head Start Secondary English Students Book 4 pages 124125 Teachers Book 4 pages 50-51 Head Start Secondary English Students Book 4 page 126 Teachers Book 4 page 51
REMARKS
Reading
Wordpower
The learner should be able to give the meanings of new words and use them correctly in sentences. The learner should be able to give use of conjunctions correctly.
Grammar
Functions of conjunctions
Writing
Expository writing
The learner should be able to write an expository essay based on the literature set books. The learner should be able to analyze the characters in terms of their roles and traits.
Extracts from prescribed set books Audio tapes from KIE Literature set books Chart Prescribed literature set book Audio and videotapes from KIE Anthologies of poems
7& 8
Reading
Intensive reading:
Reading
Intensive reading: Poetry: Oxymoron Pasradox Euphemism Hot seating
The learner should be able to identify and explain the given aspects of style.
Suitable poem
The learner should be able to display listening, speaking, critical thinking and analytical skills in discussion. The learner should be able to answer questions on the passage correctly.
Readers Newspapers Magazines Supplementary readers for further reading Charts on comprehension skills Dictionary Flash cards
Reading
Comprehension
Head Start Secondary English Students Book 4 page 127 Teachers Book 4 page 52 Head Start Secondary English Students Book 4 pages 127130 Teachers Book 4 page 53 Head Start Secondary English Students Book 4 pages 129130 Teachers Book 4 page 52 Head Start Secondary English Students Book 4 pages 130132 Teachers Book 4 page 53
Reading
Wordpower
The learner should be able to give the meanings of new words and use them correctly in sentences. The learner should be able to use inversions correctly.
Listening Speaking Reading Writing Listening Speaking Reading Writing
Grammar
Inversions
Extracts from literature set books Audio tapes from KIE
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Speaking Discussion Writing Reading Group work Discussion Writing Presentation

Sample questionnaires Magazines Newspapers Sample questionnaires Head Start Secondary English Students Book 4 page 132 Teachers Book 4 page 54
REMARKS
Writing
Questionnaires
The learner should be able to develop a questionnaire as instructed.
7& 8
Reading
Intensive reading:
The learner should be able to write an argumentative essay based on the novel.
Writing
Diaries
The learner should be able to write a diary as instructed.
Oral song
The learner should be able to read a poem using stress and intonation appropriately. The learner should be able to answer comprehension questions on the poem correctly.
Listening Speaking Reading Writing Reading aloud
Prescribed set book Audio and videotapes from KIE Sample diaries Charts Readers Oral literature readers Audio tapes Anthologies of poems for further reading Chart on comprehension skills Extracts from literature set books Audio tapes from KIE Prescribed literature set books Oral literature readers Audio tapes Resource person Prescribed set book Video and audio tapes from KIE
Sample diaries Teachers notes
Comprehension
Silent reading Writing Marking
Head Start Secondary English Students Book 4 page 134 Teachers Book 4 pages 54-55 Head Start Secondary English Students Book 4 pages 134136 Teachers Book 4 page 55 Head Start Secondary English Students Book 4 page 137 Teachers Book 4 page 56 Head Start Secondary English Students Book 4 page 137 Teachers Book 4 page 56 Head Start Secondary English Students Book 4 page 138 Teachers Book 4 pages 57-58
Grammar
Gerunds Adverbs Prepositions
The learner should be able to use gerunds, adverbs and prepositions correctly.
Reading Writing Marking
Writing
Expository writing
The learner should be able to write an expository essay correctly. The learner should be able to discuss the meaning and application of given proverbs.
Reading Writing Pair work Discussion Presentation Discussion Listening Reading Writing
Proverbs
7& 8
Reading
Intensive reading:
The learner should be able to write an expository essay based on the word.
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Discussion Writing Reading Listening Speaking Reading Writing

Sample curriculum vitae Charts Newspapers Supplementary readers for further reading Chart on comprehension skills Dictionary Flash cards Sample CVs
REMARKS
Writing
Curriculum vitae
The learner should be able to state the major components of a CV and write one. The learner should be able to answer the set questions on the passage.
Reading
Comprehension
Head Start Secondary English Students Book 4 pages 139142 Teachers Book 4 pages 58-59 Head Start Secondary English Students Book 4 pages 141142 Teachers Book 4 page 58 Head Start Secondary English Students Book 4 pages 142144 Teachers Book 4 page 59 Head Start Secondary English Students Book 4 page 144 Teachers Book 4 pages 59-60 Head Start Secondary English Students Book 4 page 145 Teachers Book 4 page 60
Reading
Wordpower
The learner should be able to know the meaning of new words and use them correctly in sentences. The learner should be able to use inversions correctly.
Listening Speaking Reading Writing Speaking Listening Reading Writing Pair work Discussion Writing Discussion Reading Writing Listening Speaking Reading Writing Discussion Recitation Discussion Role-play Group work Discussion Reading Writing
Grammar
Inversions
Prescribed set books Audio tapes from KIE Readers Magazines Newspapers Prescribed set book Charts Prescribed set book Audio and videotapes from KIE Anthologies of poems Audio tapes Readers Newspapers Magazines Journals Supplementary readers for further reading
Writing
Imaginative compositions Intensive reading: How to study a short story Intensive reading: (revision) Imagery Poetic language Proverbs Sound effects
The learner should be able to write a humorous composition The learner should be able to identify and explain the characteristics of a short story The learner should be able to explain the use of proverbs, imagery and poetic language using illustrations from the text. The learner should be able to read out a poem to illustrate sound effects. The learner should be able to display speaking and non-verbal skills to discuss noise pollution. The learner should be able to answer questions on the passage correctly.
Reading
7& 8
Reading
10 1 2
Listening and speaking Listening and speaking
Suitable poem from prescribed anthology Head Start Secondary English Students Book 4 pages 147148 Teachers Book 4 pages 60-61 Head Start Secondary English Students Book 4
Noise pollution
Reading
Comprehension
Class:
W L NO TOPIC
Subject:
Term: .

Chart on comprehension skills Dictionary Flash cards pages 148-152 Teachers Book 4 page 62 Head Start Secondary English Students Book 4 pages 151152 Teachers Book 4 page 61 Head Start Secondary English Students Book 4 page 152 Teachers Book 4 page 62
REMARKS
Reading
Wordpower
The learner should be able to give the meanings of new words and use them correctly in sentences. The learner should be able to use verbal and non-verbal cues to express his/her views on conservation of the environment
Reading Speaking Listening Writing Group work Discussion Presentation
Speaking
Use of verbal and non-verbal cues Lets talk: Conservation on environment
Grammar
Substitution
The learner should be able to use substitution correctly in sentences.
Speaking Listening Reading Writing
Audio tapes Newspapers Magazines Journals Pictures on environmental conservation Extracts from literature set books Audio tapes from KIE Prescribed set book Audio and videotapes from KIE Extracts from literature set books Charts Readers Newspapers Magazines Supplementary readers Chart on comprehension skills Dictionary Flash cards Extracts from
Head Start Secondary English Students Book 4 pages 152153 Teachers Book 4 pages 62-63
7& 8
Reading
Intensive reading: Asides Dramatic Irony
The learner should be able to discuss asides and dramatic irony with illustrations from the text.
Reading Discussion Dramatization Writing Discussion Reading Writing Silent reading Loud reading Discussion Dramatization Discussion Reading Writing
11 1 2
Writing
Paragraphing
The learner should be able to write a paragraph as instructed. The learner should be able to practise dramatization skills
Teachers own resources
Dramatization: HIV/AIDS
Reading
Comprehension
Reading
Wordpower
The learner should be able to give the meanings of new words and use them correctly in sentences. The learner should be able to avoid
Grammar
Ellipsis
Listening Speaking Reading Writing Reading
Head Start Secondary English Students Book 4 page 155 Teachers Book 4 pages 63-64 Head Start Secondary English Students Book 4 pages 156160 Teachers Book 4 pages 64-65 Head Start Secondary English Students Book 4 page 159 Teachers Book 4 page 64 Head Start Secondary
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Speaking Listening Writing Listening Reading Writing Reading Group discussion Presentation Writing Discussion Writing Listening Speaking Reading Listening Speaking Reading Writing

literature set books Audio tapes from KIE Readers Magazines Journals Prescribed literature set book Audio and videotapes from KIE Sample recipes Audio tapes Charts Supplementary readers for further reading Chart on comprehension skills Dictionary Flash cards Chart on debating procedure Readers Newspapers Extracts Extracts from literature set books Audio tapes from KIE Prescribed set book Samples of recipes Head Start Secondary English Students Book 4 page 163 Teachers Book 4 page 66 Videotapes Head Start Secondary English Students Book 4 page 163 Teachers Book 4 page 67 Head Start Secondary English Students Book 4 page 165 Teachers Book 4 pages 66-67 Head Start Secondary English Students Book 4 page 166 Teachers Book 4 page 67 English Students Book 4 pages 160161 Teachers Book 4 page 65 Head Start Secondary English Students Book 4 pages 161162 Teachers Book 4 page 65
REMARKS
repetition in writing by using ellipsis.
Writing
Autobiography
The learner should be able to write an autobiography correctly.
7& 8
Reading
12 1 2
Writing Listening and speaking Reading
Intensive reading: allusion Rhetorical questions happier Recipes Pronunciation
The learner should be able to analyze the given aspects using illustrations from the text
The learner should be able to write a recipe as instructed. The learner should be able to pronounce given homophones correctly. The learner should be able to answer questions on the passage correctly.
Comprehension
Reading
Wordpower
The learner should be able to give the meanings of the new words and use them correctly sentences. The learner should be able to argue for or against the motion.
Speaking
Debate: Should abortion be legalized
Listening Speaking Reading Writing Listening Speaking Reading
Grammar
Sentence connectors
The learner should be able to state the types of connectors and use them correctly.
Listening Speaking Reading Writing Reading Discussion
Head Start Secondary English Students Book 4 pages 166168 Teachers Book 4 page 67
7& 8
Reading
Intensive reading: Symbolism
The learner should be able to analyze the given aspects with illustrations
Class:
W L NO TOPIC
Subject:
SUB-TOPIC OBJECTIVES/AIMS By the end of the lesson: from the text.
Term: .
TEACHERS/ PUPILS ACTIVITIES Writing

Audio and videotapes from KIE
REMARKS
Contrast Use of letters
Term Three
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Explanation Discussion Writing Silent reading Loud reading Reciting Discussion Listening Speaking Reading Writing

Sample CV Newspapaers Magazines Audio tapes from KIE Anthologies of poems Supplemenatry readers for further reading Chart on comprehension skills Dictionary Flash cards Extracts from literature set books Audio tapes from KIE Sample biographies Newspapers Magazines Prescribed set book Audio and videotapes fromKIE Head Start Secondary English Students Book 4 page 169 Teachers Book 4 pages 68-69 Head Start Secondary English Students Book 4 page 171 Teachers Book 4 page 69 Head Start Secondary English Students Book 4 pages 173176 Teachers Book 4 page 70 Head Start Secondary English Students Book 4 page 175 Teachers Book 4 page 70 Head Start Secondary English Students Book 4 pages 176178 Teachers Book 4 pages 71-72 Head Start Secondary English Students Book 4 pages 178179 Teachers Book 4 page 72
REMARKS
Writing
Curriculum vitae
The learner should be able to write a CV using the correct style and format.
Poetry recitation
Reading
Comprehension
The learner should be able to use stress, intonation and non-verbal skills to enhance listening and speaking. The learner should be able to answer questions on the passage correctly.
Reading
Wordpower
The learner should be able to give the meanings of new words and use them correctly in sentences. The learner should be able to use question tags correctly.
Grammar
Question tags
Listening Speaking Reading Writing Group work Pair work Explanation Writing Listening Speaking Reading Writing Discussion Listening Reading Writing
Writing
Biography
The learner should be able to write a biography correctly.
7& 8
Reading
Intensive reading: (revision) Themes: Love and Prejudice/ friendship xenophobia Fortune Listening to speeches Comprehension
The learner should be able to explain the given themes using illustrations from the text.
The learner should be able to display good listening skills by answering questions correctly. The learner should be able to answer comprehension questions on the passage correctly.
Listening Speaking Discussion Listening Speaking Reading
Audio tapes Chart Supplementary readers Chart on
Head Start Secondary English Students Book 4 page 181 Teachers Book 4 pages 73-74 Head Start Secondary English Students Book 4
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Writing Listening Speaking Reading Writing Listening Speaking Reading Writing Reading aloud Discussion Listening Listening Speaking Writing Role-play Dramatization Discussions Writing Dramatization Silent reading Loud reading Discussions Writing Dramatization Group work Listening Writing

comprehension skills Dictionary Flash cards Extracts from literature set books Audio tapes from KIE Sample speeches Readers Newspapers Magazines Readers Newspapaers Magazines Prescribed set book Audio and videotapes from KIE Audio tapes Music festivals audio tapes on elocution Supplementary readers for further reading Chart on comprehension skills Dictionary Flash cards Extracts from literature set Head Start Secondary English Students Book 4 pages 189190 Teachers Book 4 page 77 Head Start Secondary English Students Book 4 pages 191193 Teachers Book 4 page 78 Head Start Secondary English Students Book 4 page 192 Teachers Book 4 page 78 Head Start Secondary English pages 181-185 Teachers Book 4 page 75 Head Start Secondary English Students Book 4 page 184 Teachers Book 4 page 74 Head Start Secondary English Students Book 4 pages 185186 Teachers Book 4 page 76 Head Start Secondary English Students Book 4 pages 186188 Teachers Book 4 pages 76-77 Head Start Secondary English Students Book 4 page 185 Teachers Book 4 page 76
REMARKS
Reading
Wordpower
The learner should be able to give the meanings of new words and use them correctly in sentences. The learner should be able to restructure sentences correctly.
Grammar
Sentence restructuring
Writing
Speeches
The learner should be able to identify features of a good speech.
Speaking
Debate: use of mobile phones in school Intensive reading: (revision) Themes: Disguise Destiny Justice Poetry dramatization
The learner should be able to argue for or against the given motion The learner should be able to explain the given themes using illustrations from the text.
7& 8
Reading
The learner should be able to display poetry dramatization skills and analyze the poem The learner should be able to answer the questions on the passage correctly.
Reading
Oral literature
Reading
Wordpower
The learner should be able to give the meanings of new words and expressions and use them. The learner should be able to avoid repetition by using pronouns
Grammar
Revision on pronouns
Speaking Listening Reading Writing Reading Writing
Class:
W L NO TOPIC
Subject:
SUB-TOPIC OBJECTIVES/AIMS By the end of the lesson: correctly.
Term: .
TEACHERS/ PUPILS ACTIVITIES Listening Speaking Listening Speaking Reading Writing Group work Presentation Writing Discussions Group work Presentations Writing Reading silently Writing

books Audio tapes from KIE Audio tapes Newspapers Magazines Audio tapes Dictionary Prescribed literature set book Audio and videotapes from KIE Supplementary readers for further reading Chart on comprehension skills Dictionary Extracts from prescribed set books Audio tapes from KIE Literature set books Newspapers Magazines Readers (literary and non-literary) Newspapers Magazines Readers Newspapers Journals Magazines Head Start Secondary English Students Book 4 pages 195198 Teachers Book 4 pages 80-81 Students Book 4 page 193 Teachers Book 4 page 79 Head Start Secondary English Students Book 4 page 194 Teachers Book 4 page 79 Head Start Secondary English Students Book 4 page 195 Teachers Book 4 page 80
REMARKS
Speeches
The learner should be able to make a speech using appropriate verbal and non-verbal cues. The learner should be able to pronounce words correctly. The learner should be able to analyze the given themes with illustrations from the text.
Pronunciation
7& 8
Reading
Intensive reading: (revision) Themes: Betrayal Materialism Extravagance Comprehension
Grammar
Writing
Restructuring sentences Question tags Connectors Paragraph writing Speeches
The learner should be able to use the given aspects of grammar correctly.
Reading Writing Marking
Head Start Secondary English Students Book 4 pages 198199 Teachers Book 4 pages 81-82 Head Start Secondary English Students Book 4 page 199 Teachers Book 4 page 82 Head Start Secondary English Students Book 4 page 200 Teachers Book 4 page 83 Head Start Secondary English Students Book 4 page 200 Teachers Book 4 pages 83-84
The learner should be able to write a speech in the appropriate style.
Reading Writing Reading Writing Marking Reading Writing
Revision
Writing a memo Cloze test
The learner should be able to answer set questions correctly.
Revision (test)
Writing a speech Listening
The learner should be able to: explain how to make a speech. list good listening skills.
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Reading Writing

Anthologies of poems Audio tapes Chart on comprehension skills Prescribed literature set book Head Start Secondary English Students Book 4 pages 200201 Teachers Book 4 page 84 Homestretch/Shreds of Tenderness/Half a Day and Other Stories
REMARKS
Revision (test)
Poem (Infant Sorrow) Pronunciation
The learner should be able to answer set questions correctly.
7& 8
Reading
Revision (test)
Intensive reading: The River Between/ An Enemy of the People/ When the Sun Goes Down (revision) Characters Style Themes Dialogue
The learner should be able to analyze the given passage in terms of characters, style and themes.
Reading Discussion Writing
The learner should be able to use courteous language to complete the conversation. The learner should be able to respond appropriately to the questions.
Reading Writing Reading Writing
Audio tapes Newspapers Magazines Chart on comprehension skills Chart on comprehension skills Anthologies of poems for further reading Audio tapes from KIE Prescribed literature set books Audio tapes from KIE Newspapers Magazines Prescribed
Revision (test)
Comprehension
Revision (test)
Comprehension
The learner should be able to answer questions from the given passage correctly. The learner should be able to answer questions on the poem correctly.
Reading Writing
Revision (test)
Poetry Unto Thy Hands
Reading Writing
Revision (test)
Prepositions Rewriting sentences Phrasal verbs Writing: Conservation of the environment Intensive reading:
The learner should be able to answer the given questions correctly.
Reading Writing
Head Start Secondary English Students Book 4 page 201 Teachers Book 4 page 84 Head Start Secondary English Students Book 4 pages 202204 Teachers Book 4 page 85 Head Start Secondary English Students Book 4 pages 205207 Teachers Book 4 pages 86-87 Head Start Secondary English Students Book 4 pages 208209 Teachers Book 4 page 87 Head Start Secondary English Students Book 4 page 210 Teachers Book 4 page 87 Head Start Secondary English Students Book 4 page 211 Teachers Book 4 page 88
Revision (test)
7&
Reading
The learner should be able to write an expository essay on the given topic using the appropriate style and register. The learner should be able to write an
Reading Writing
Reading
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Group work Presentations

literature set book Audio and videotapes from KIE
REMARKS
Writing
Reading
Intensive reading: The River Between/ An Enemy of the People/ When the Sun Goes Down Character Style Themes Imaginative composition: It is more blessed to give than to receive Intensive reading: The attitude of the Christian character is to blame for the vengeful behaviour of Shylock
argumentative essay based on the set text.
The learner should be able to write an imaginative composition to illustrate the saying that, It is more blessed to give than to receive. The learner should be able to write an argumentative essay on the given topic.
Reading Writing
Readers Newspapers Magazines
Head Start Secondary English Students Book 4 page 211 Teachers Book 4 pages 88-89 Head Start Secondary English Students Book 4 page 211 Teachers Book 4 page 89
Reading Writing
Prescribed literature set book Audio and videotapes from KIE Prescribed literature set book Audio and videotapes from KIE
Reading
The River Between/ An Enemy of the People/When the Sun Goes Down
Intensive reading: Context questions: The River Between
The learner should be able to write an expository essay based on the set text.
Reading Writing
Reading
The learner should be able to answer questions on the given extract.
Reading Writing.
Reading
Intensive reading: Context questions: An Enemy of the People Intensive reading: Relevance of the novel to presentday Kenya Intensive reading:
The learner should be able to answer the questions on the extract
Reading Writing
Reading
The learner should be able to write an essay on the relevance of the novel.
Reading Writing
7&
Reading
The learner should be able to write an
Discussion
Prescribed literature set book Audio and videotapes from KIE Prescribed literature set book. Audio and videotapes from KIE. Prescribed literature set book. Audio and videotapes from KIE. Prescribed
The River Between/ An Enemy of the People
An Enemy of the People
The River Between
The River Between/ An
Class:
W L NO TOPIC
Subject:
Term: .
TEACHERS/ PUPILS ACTIVITIES Reading Writing Presentations

literature set book. Audio and videotapes from KIE.
REMARKS
The River Between/ An Enemy of the People/ When the Sun Goes Down
argumentative essay on the set text
Enemy of the People/When the Sun Goes Down
1 2 3 4 5 6 8 1 2 3 4 5 6 9 1 2 3 4 5 6 10 1 2 3 4 5 6 11 1 2 3 4 5 6 12 1 2
Class:
W L NO TOPIC
Subject:
Term: .
REMARKS
3 4 5 6

English Literature Scheme Form Four

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English Literature Scheme Form Four

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Class:

Year: . TEACHING/LEARNING LEARNING RESOURCES RESOURCES

Listening and speaking

Nouns as subjects and objects

The learner should be able to paraphrase a given passage.

Discussion Listening Writing Role-play Discussion Reading

Reading Discussion Writing Silent reading Group work Speaking Listening

Listening and speaking

Stress to distinguish word class

Year: . TEACHING/LEARNING LEARNING RESOURCES RESOURCES

Reading skills: Study reading

Reading Listening Speaking Writing

Intensive reading: Poetry Tone, mood and attitude Intensive reading:

Punctuating titles of publications, quotations and headings

Discussion Listening Writing

Headings and subheadings

Discussion Listening Writing

Readers Newspapers Journals

Year: . TEACHING/LEARNING LEARNING RESOURCES RESOURCES

Listening and speaking

Polite interruption and turn-taking

Reading skills: Note making

Discussion Reading Writing

Reading aloud Silent reading Writing Discussion

Intensive reading: Analyzing themes and style in poems

Listening and speaking

Use of tone to reveal attitude

Listening Group work Discussion

Audio tapes Anthologies of poems

Year: . TEACHING/LEARNING LEARNING RESOURCES RESOURCES

Reading skills: Critical reading

Reading Speaking Listening Writing Silent reading Discussion Writing

Intensive reading: Poetry: Atmosphere Intensive reading:

The learner should be able to use relative pronouns in sentence building.

The learner should be able to use email efficiently in communication.

Intensive reading: Themes and ideas

The learner should be able to analyze themes in prescribed texts.

Teaching Writing Listening Speaking Discussion

The learner should be able to present

Year: . TEACHING/LEARNING LEARNING RESOURCES RESOURCES

Intensive reading: Poetry: Figurative language Intensive reading:

Typical endings of adjectives

Group work Writing Speaking Listening Speaking Writing

Listening and speaking

The learner should be able to list the features of a proverb

Listening Speaking Group work Field work

Oral literature readers Resource person Audio tapes

Year: . TEACHING/LEARNING LEARNING RESOURCES RESOURCES

Reading skills: Distinguishing facts from opinions Intensive reading: Symbolism

The learner should be able to use adjectives correctly.

The learner should able to write instructions correctly.

The learner should be able to discuss the use of language in proverbs.

Listening and speaking Reading

Year: . TEACHING/LEARNING LEARNING RESOURCES RESOURCES

assigned sections and identify and explain literary aspects.

Listening and speaking

Reading skills: Recognizing attitude and tone Comprehension

The learner should be able to use participle phrases correctly.

The learner should be able to write letters of inquiry.

Listening and speaking Reading

Listening and speaking

Hare and Tortoise

Year: . TEACHING/LEARNING LEARNING RESOURCES RESOURCES