MRS E.

DAITAI

ENGLISH SCHEME

FORM 4 TERM 1 2025

NEMBILA SECONDARY

DAITAI E
AIMS:
THE SYLLABUS SEEKS TO:
 -Reinforce and extend pupil’s knowledge of language skills in listening, speaking and writing so as to enable to participate in other school curriculum.
 -Further develop pupil’s linguistic knowledge and skills as differentiated from zjc level to “o” level to a point where they can communicate effectively and confidently with other speakers of english
 Equip students with such language skills as will help “o” level students to advance themselves in this modern world
 To stimulate and foster the creative writing talent in pupils
 Familiarise and prepare for english examinations at “o” level standard
 To help students to use english effectively when studying other academic subjects on the school curriculum
 Students to comprehend their understanding abilities given a passage
 Among other things, the “o” level syllabus also aims at promoting in pupils an awareness of:
 The usefulness of the english language as a medium of national and international communication.
 The values of effective language command and use for personal and national development.
 Develop reading abilities and skills that:-
 Are useful for everyday life such as reading instructions, newspapers, reports;
 Motivate pupils to develop a lifelong reading habit for enjoyment and knowledge;
 Become effective users of english in a place of work;
 Write different kinds of letters, notes and reports.
 Enhance the pupils’ skills of listening, speaking, reading and writing so as to enable them to meaningfully and creatively take part in the social, political and economic spheres of their country.
 Equip pupils with linguistic to help them advance themselves in the acquisition of vocational skills as well as make them linguistically relevant in society.
 Empower pupils with creative writing prowess.
 Expose pupils to diverse values of their society as well as those of other societies.
 Develop reading abilities to enhance a thorough understanding of various texts for purposes of responding to comprehension passages.
OBJECTIVES OF THE TERM
 By the end of the term, pupils should be able to:

 Construct correct English sentences orally and in writing [composition writing].

 Use appropriate language (registers) in different situations.

 Read a variety of texts for knowledge and recreation [enjoyment].

 Listen and understand texts or any form of communication in English.

 Write meaningfully on a variety of topics.

 Use skills acquired for creative writing or career identification.

 Summarize a given passage or text.

TOPICS TO BE COVERED
1) COMPREHENSION PASSAGES
2) SUMMARY WRITING
3) COMPOSITION WRITING
4) SUPPORTIVE LANGUAGE STRUCTURES AND SKILLS
 Aim: By the end of the week, learners should be able to: highlight their areas of weakness on both Paper 1 and Paper 2 and the tutor to map the road map
Topic Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
WK
1

HOUSE KEEPING By the end of the lesson, Tr’s Notes -Chalkboard -Tr welcomes pupils to the third  Communication
17 ISSUES pupils should be able to: and final term.
-organizing of -acquaint themselves with  Teamwork
/ Personal Insight -Syllabus -learners discuss and share
material requirements the requirements of “O”
01 Level English different weaknesses  Recall
National Syllabus -Chalks
/ -subject expectations -state areas they perceive -learners state the various areas
Pg 5 & 40  Time Mngmnt
25 for the final term to be their problematic of weakness
-listing of the areas that are -learners come up with a list of
-teacher expectations problematic
on key Zimsec areas
topics to be revised and tutor
-master the topic linkage
and chronological order
put in chronological order
O LEVEL ENGLISH By the end of the lesson, National Syllabus -Chalkboard -Teacher exposition on topic.  Outline The
Syllabus Breakdown pupils should be able to: Pg 40 -Chalks Syllabus
For The Term -outline the structure of the -Samples
“O” Level Paper 1 and state
-Class discussion on answering  Self Mngnt
Paper One Past Exam Qstn of essays
areas of weakness Papers paper one.
-Section A  Teamwork
Free Compositions -list components of section
B questions and state areas -Question -Tr explains the paper  Recall
-Section B
Guided Compositions
of weakness papers expectations.
-know the expectations  Time Mngmnt
when writing essays

O LEVEL ENGLISH By the end of the lesson, Tr’s File -Qstn -Teacher exposition on topic.  Critical `
Syllabus pupils should be able to: Thinking
Papers
Breakdown -describe the structure of the NationalSyllabus
“O” Level Paper 2 and state
-Class discussion on answering  Outline The
Paper Two For Pg40 -Samples paper two. Syllabus
areas of weakness
The Term of  Teamwork
Past Exam Qstn
-know the expectations of a
Papers
Summaries -Tr explains the paper
comprehensions expectations.  Time Mngmnt
-Comprehension
-Chalkboard
-describe how a summary is
written and state areas of
-Class discussions
-Summary writing weakness

-identify different language

-Language Structures structures and state
problematic areas
 Aim: By the end of the week, learners should be able to: read, recall and apply comprehension question answering skills propounded by the tutor
Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
WK

COMPREHENSION By the end of the lesson, National Syllabus Dictionary INTRODUCTION: Tr Makes An Exposition  Reading
pupils should be able to: Pg 34 & 40 Of The Lesson.  Skimming
24 -Chalkboard LESSON DEVELOPMENT: Tr Demonstrates
-Reading and Answering -Apply Comprehension
-Chalks
/ Passage Qstns Questions answering Skills Zimsec Reading Skills
 Recalling
-Textbook Learners Skim Through The Passage. Tr Ask
01 -Read the given passage Nonember 2006 Questions To Attest Progress
/
-Use of own words in some fluently -Qstn Papers After Reading: Working Out Of Vocabulary In  Scanning
comprehension passages
-Respond correctly to passage- Groups Using Context And Dictionary
25 based questions using the New Words Written On The Chart An Stuck  Presenting
K.I.S.S method On The Wall. Information
-Learners are expected to Questions: Tr Demonstrates Answering Easy
precisely and correctly answer To Difficult Questions On Chalkboard:  Critical
passage-based questions. Q u i c k P e r u s i n g o n Worked Egs. Thinking
Learners Answer Questions From In Groups
And Report Back
 Time Mngmnt
LANGUAGE WORK By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION : Tr Introduces The  Critical
pupils should be able to: Pg 11 Concept Of Synonyms By Writing Many Thinking
-Chalks Words Meaning A Single Concept
Synonyms -Define the term -Textbook Allow Learners To Give Words They Know
[vocabulary] Synonym, Homonym, Past Exam Papers: -Qstn Papers With Same Meaning  Creativity
Word Meanings,
Homonyms Antonym, Pronoun, etc. LESSON DEVELOPMENT: Tr Demonstrate
Give One Word Synonyms Of Higher Level Words And
Antonyms -Use of synonyms, Meaning The Explains The Difference Between The Words  Self Mngmnt
Pronouns – Who, homonyms, antonyms, Same As... Use Of Microsoft Office Word Synonym
pronouns, etc in written Finder And The Dictionary To Work Them Out
Where, List, etc Learners Take Down As Many Words As They
Prepositions (comprehensions) and Can Find, Write Down In Their Notebooks
oral forms. WRITTEN WORK : Learners Construct
Own Sentences Using Words And Their
-construct own sentences Equivalent
using synonyms CONCLUSION: Tr E n c o u r a g e s O n
-write as many synonyms T h e U s e O f Synonyms In Comprehension
[paraphrasing] And Essay Writing.
as they can.
LANGUAGE WORK By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION: Teacher explains the  Critical
pupils should be able to: Pg 11 -Chalks importance of giving comprehension thinking
Tenses -put various verbs -Qstn Papers word meanings according to the
Zimsec Past Exam  Team work
(words) into their correct passage tense
-The Past Tense Papers Paper 2
tense forms. Word Meanings
-explain comprehension LESSON DEVELOPMENT:-Group  Creativity
-The Present Tense
word meanings with discussions on the past, present and
correct tenses future tense. Tr the give students words
from the passage to be put in their
equivalent tenses
-Written exercise
CONCLUSION: Tr emphasized on the
importance of giving vocabulary words
with their correct tenses [the
elimination and substitution theory]
 Aim: By the end of the week, learners should be able to: demarcate summary boundary, identify the demands of summary question and select relevant points
Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
WK
2

31 SUMMARY WRITING By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Exposes On The Lesson  Organizing
should be able to: Pg 9, 34 & 40 By Relating To The Previously Read Passage.
/ -Reading and Identifying -Chalks Tr Demonstrates On How To Identify PointsAs
-summarize a text by  Teamwork
01 Summary Qstn key -Textbook They Are From The Passage. Learners In Pairs
responding to given Zimsec
words. -Sample of Lift Out Points They Think Answer The
/ summary boundaries
Nonember 2006
summaries Question And Present Them.Tr Demonstrates
-Identifying summary  Leadership
25 points. -locate the main points
The Linking Of Points On The Chalkboard
And Learners In Groups, Link Up Points In A
-Following Summary required by the summary Continuous Prose
instructions e.g Groups’ Feedback And Discussion. Tr Giving  Creativity
boundary/demarcation,
question Notes To The Learners On How To Write A
and the word limit -write the summary of a Summary. Written Work: Learners Write A
passage in correct grammar, Given Summary As Individuals.
 Time Mngmnt
tense and spelling CONCLUSION: Emphasis On Word Count,
Use Of Words As They Are And Minimizing
Errors
LANGUAGE WORK By the end of the lesson, pupils National Chalkboard INTRODUCTION Tr: By Asking Learners  Critical
should be able to: Syllabus Pg 11 Questions Attesting Their Memory Thinking
Subject Verb Agreement -to define a subject and a verb & 32 LESSON DEVELOPMENT: Demonstration: Tr
Dictionary Demonstrate Subject Verb Agreement While
and or an object  Creativity
Learners Refer To Their Notebooks. Learners Use
-Subject -identify a subject, verb and an Step Ahead Bk Textbook Notes They Were Given In Previous Term.
-Verbs and Registers object in a sentence 4 Pg 53, Tr Demonstrates The How To Identify Subject,
-Registers (Actions -grasp the concept that each 117,173. Object And Verb In A Simple Sentence
Qstn Papers  Team Work
Reactions, Feelings) summary sentence must contain Report Back: Learners Present Their Sentences
the subject and a verb and or the Tr’s Notes Whole Class- Discussion Of Correct
object [Uses of Desert And Incorrectly Constructed Sentences
-work out subject-verb Trees] Written Work: Learners Write Down Sentences
From The Textbook  Communication
agreement in sentences
CONCLUSION: Tr Ask Questions To Attest
Understanding:
LANGUAGE WORK By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr i n t r o d u c e s the  Critical Thinking
should be able to: Pg 11 topic conent to learners
-Chalks
Sentence construction -construct simple and
Step Ahead Bk 3 -Textbook LESSON DEVELOPMENT: Tr Writes A
complex sentences using Number Of Words On The Chalkboard And  Team Work
Pronouns eg “I” Pg 35
conjunctive devices Read Them To The Learners; Demonstrating,
Prepositions eg “It” conjunctions Connectors And Modifiers
-construct different types of
Zimsec Learners Work Out The Modifiers And
Situational Conjunctions sentences, from simple to Nonember 2006 Connectors From Passage Previously Read
complex, using conjunctive Tr Demonstrate To The Learners On Using
Some Ways Of devices. The Dictionary To Work Out The Use Of  Communication
Beginning Sentences -use sentence connectors and Modifier In Sentences
modifiers to begin sentences Learners Write Written Work From The
Chalkboard As Taken From Teacher’s
Sentences Modifiers
Resource File
And Connectors
CONCLUSION: Tr Encourages Learners To
Look For The Usage Of c o n j u n c t i o n s a n d
Sentence Modifiers In Extensive Reading
 Aim: By the end of the week, learners should be able to: identify demands of different compositions and apply skills to write logical and coherent essays
Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
K3

COMPOSITION By the end of the lesson, pupils National -Chalkboard INTRODUCTION: Tr Introduces The Topic  Writing
should be able to: Syllabus Pg10, And Content To The Learners  Critical
07 Paper 1 Section A -Chalks
-To distinguish different types of 32, 40 Tr Demonstrates How To Write Different Essays. Thinking
-Free Compositions -Textbook
/ free compositions Step Ahead LESSON DEVELOPMENT: In Groups Learners
-Types of -Qstn Papers Highlight Their Favourite Essays
02 Compositions
-use different language Book 3 New Learners Take Turns In Expagoratting Their  Creativity
/ structures eg idioms, proverbs, Curriculum Pg Strenghts In Their Favourite Compositions
*Narrative (creative) adjectives, adverbs, etc in 15 CONCLUSION: Tr Emphasizes The Use Of  Communication
25 *Descriptive writing good compositions. Zimsec Past Different Linking Devises To Enable A Strong
*Argumentative - write coherent paragraphs Exam Papers Cohesive Of Points Thereby Enabling The Smooth  Recall
*Discursive through the use of paragraph Paper 1 Flow Of Compositions
indicators Written Composition
*Factual/Informative  Self Mngmnt

LANGUAGE WORK By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The  Critical
should be able to: Pg 11 -Chalks Topic And Content To The Learners. Tr Thinking
Adjectives -define adjectives -Textbook Demonstrates How To Make Use Of
-their importance in Step Ahead Bk 3  Creativity
-make use of adjectives both in oral Pg 76, 89, 97
Adjectives, Adverbs, To Make
descriptive essays and written work. Essays Interesting To Read
-their importance in -appreciate the importance of  Team Work
both oral and written adjectives when describing people, LESSON DEVELOPMENT: In Groups
things and places
work -define adverbs
learners select their topic to be
Adverbs -make use of adverbs both in oral discussed. Learners Take Turns In
-their importance in and written work. explaining the demands of topics Given
-appreciate the importance of By The Teacher On The Chalkboard.
descriptive essays
adverbs both oral and written work
-their importance in
both oral and written CONCLUSION: Tr emphasized the use of
work language structures in composition
writing

LANGUAGE WORK By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The  Critical
should be able to: Pg 10 -Chalks Topic And Content To The Learners Thinking
Idioms -Appreciate the importance of [Figurative
idioms both in written and oral work. -Dictionary Tr Demonstrates How To use idioms
[Idiophonic Phrases] Language]  Creativity
and proverbs
-Appreciate the importance of
Proverbs Pearson Longman  Team Work
proverbs both in written and oral LESSON DEVELOPMENT: In Groups
2000 Edition
[Proverbial phrases] work.
Pg 37,65,94
Learners write similes, idioms and
-make use of similes in descriptive
-importance of idioms essays
proverbs they know. Learners Take
and proverbs both in Pearson Longman Turns In explaining the meaning of each
oral and written work Active Dictionary idiom, proverbs in different essays
Similes & Pg A24-25
Exaggeration CONCLUSION: Tr emphasized the use
-their importance idioms, proverbs, similes and
when writing essays exaggeration both in oral and written
work (in this case when writing
descriptive compositions).
 Aim: By the end of the week, learners should be able to: demonstrate their technical kow-how and formalities of writing different types of guided essays
Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
WK
4

COMPOSITION By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION: Tr makes exposition of  Reading
Paper 1 Section B pupils should be able to: Pg 10, 40 -Chalks the lesson.  Critical
14 -with the aid of tr’s notes, Step Ahead Book Thinking
Guided Compositions -Textbook
/ write guided essays with 3  Describing
-Qstn Papers LESSON DEVELOPMENT: Tr demonstrates
02 *Speeches
correct format New Curriculum
on how to write different guided essays
/ -carry out a quick recap on Pg 7,  Observing
*Reports demands of guided essays 22,49,56,99,100,10 in correct tense, registers (tone),
25 *Memorandum -discuss on the ways to 1,148-149,216, punctautaion and correct format.  Analysing
*Articles interpret pictorial evidence 237
*Letters [Friendly and -decipher the meaning of the Step Ahead CONCLUSION: Tr emphasized the use of  Presenting Info
Business Letters and statistics on a graph, pie chart Book 4 New using own information [points] when
Registers – Tone] or table Curriculum Pg expanding the given points. This makes  Time Mngmnt
*CV Writing -describe what they see on the 60,144,153,187- the learner a credible thinker who do not
given pictorial information 188,197,198,199
rely on spoon feeding modus oparandi
LANGUAGE WORK By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION: Tr m a k e s a n e x p o s i t i o n  Critical
pupils should be able to: Pg 12 on the importance of direct and Thinking
-Chalks indirect speech in buttressing their
Direct Speech -define what is a direct speech
-Textbook essays with evidence.
-define what is an indirect Step Ahead Bk 1  Team Work
Tr Demonstrates the applicability of direct and
Indirect Speech speech Pg 144 Ex No 2, indirect speech in different free and guided
-highlight the importance of 151, 157, 175, compositions
direct and indirect speech 208 Ex No J LESSON DEVELOPMENT: Tr demonstrates the
both in oral and written importance of direct speech especially when
work quotting someone’s words eg from the Bible.
-appreciate the use of direct
speech when buttressing CONCLUSION: Tr emphasize the importance of
direct speech when providing evidence to make
their essays with facts eg
essays vivid and pregnanted with factual data.
from the Bible, textbooks,
etc.

LANGUAGE WORK By the end of the lesson, National Syllabus -Chalkboard INTRODUCTION: Tr Introduces The Topic  Critical
pupils should be able to: Pg 12 And Content To The Learners Thinking
-Chalks Tr Demonstrates why punctuation marks are
Punctuation -list punctuation marks they -Textbook regarded as road signs in English department.
have mastered Zimsec Past Exam  Team Work
Paper Paper 2 -Qstn Papers LESSON DEVELOPMENT: In Groups Learners
use different punctuation marks with regard to
Nov 2008 Qstn 1e their appropriate usage.
-make use of different
Learners Take Turns In explaining how each
punctuation marks in written Step Ahead Bk 4 punctuation mark is used.
work. Pg 53 Qstn 2e (vi) CONCLUSION: Tr emphasized the importance on
the correct use of punctuation marks as they are
-appreciate the importance road signs in written English.
of punctuation marks as
road signs when writing
compositions
Aim: By the end of the week, learners should be able to: demonstrate their technical know-how grasped to tackle Comprehension & Summary Qstns, apply various
skills when answering Free and Guided Compositions whilst at the same time employing a wide range of Language Structures and Skills
Topic and Content Objectives Sources Media Teacher-Pupil Activities Competency Skills Evaluation
WK

By the end of the lesson, pupils National Dictionary INTRODUCTION: Tr Makes An Exposition  Reading
should be able to: Syllabus Pg 34 Of The Lesson.  Skimming
21 -Chalkboard LESSON DEVELOPMENT: Tr Demonstrates
-Apply Comprehension & 40
/ CLASS -Chalks Reading Skills
 Recalling
Questions answering Skills Learners Skim Through The Passage. Tr Ask
02 PRESENTATIONS -Read the given passage fluently Zimsec -Textbook
Questions To Attest Progress
/ -Respond correctly to passage- Nonember 2006 -Qstn Papers After Reading: Working Out Of Vocabulary In  Scanning
based questions using the Groups Using Context And Dictionary
25 K.I.S.S method New Words Written On The Chart An Stuck On  Presenting
COMPREHENSION The Wall. Information
-Learners are expected to
precisely and correctly answer Questions: Tr Demonstrates Answering Easy
passage-based questions. To Difficult Questions On Chalkboard:  Critical
Q u i c k P e r u s i n g o n Worked Egs. Thinking
Learners Answer Questions From In Groups
And Report Back
 Time Mngmnt
WINDING UP By the end of the lesson, pupils National Syllabus -Chalkboard INTRODUCTION: Tr Exposes On The Lesson  Organizing
should be able to: Pg 9, 34 & 40 By Relating To The Previously Read Passage.
-Chalks Tr Demonstrates On How To Identify PointsAs
-summarize a text by responding  Teamwork
CLASS -Textbook They Are From The Passage. Learners In Pairs
to given summary Zimsec
-Sample of Lift Out Points They Think Answer The
PRESENTATIONS boundaries/demarcation Nonember 2006
summaries Question And Present Them.Tr Demonstrates
-apply summary skils to The Linking Of Points On The Chalkboard  Leadership
And Learners In Groups, Link Up Points In A
locate the main points Continuous Prose
SUMMARY required by the summary Groups’ Feedback And Discussion. Tr Giving  Creativity
question Notes To The Learners On How To Write A
Summary. Written Work: Learners Write A
-write the summary of a Given Summary As Individuals.
passage in correct grammar,  Time Mngmnt
CONCLUSION: Emphasis On Word Count,
tense and spelling Use Of Words As They Are And Minimizing
Errors

WINDING UP By the end of the lesson, pupils National -Chalkboard INTRODUCTION: Tr Introduces The Topic  Writing
should be able to: Syllabus Pg10, And Content To The Learners  Critical
-Chalks Tr Demonstrates How To Write Different Essays.
-To distinguish different types of 32, 40 -Textbook Thinking
CLASS LESSON DEVELOPMENT: In Groups Learners
free compositions Step Ahead -Qstn Papers Highlight Their Favourite Essays
PRESENTATIONS -use different language Book 3 New Learners Take Turns In Expagoratting Their  Creativity
structures eg idioms, proverbs, Curriculum Pg Strenghts In Their Favourite Compositions
adjectives, adverbs, etc in 15 CONCLUSION: Tr Emphasizes The Use Of  Communication
COMPOSITIONS writing good compositions. Zimsec Past Different Linking Devises To Enable A Strong
AND - write coherent paragraphs Exam Papers Cohesive Of Points Thereby Enabling The Smooth  Recall
Flow Of Compositions
LANGUAGE SKILLS through the use of paragraph Paper 1
Written Composition
indicators  Self Mngmnt

 Team Work