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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 2-1 |
GRAMMAR
|
Functions of nouns
|
By the end of the
lesson, the learner
should be able to:
Define nouns Discuss the functions of nouns correctly Use nouns to bring out different functions in sentences |
In groups, learners are guided to:
Discussing Writing sentences |
Dictionary
|
New Horizons inEnglish Book 4 students book Page 7-9
Teachers guide page 5-7 |
|
| 1 |
OPENING AND STAFF MEETING |
|||||||
| 1 | 3 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing Identify the importance of paraphrasing Paraphrase a given text correctly, neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 10-11
Teachers guide page 7-8 |
|
| 1 | 4 |
WRITING
|
Paraphrasing
|
By the end of the
lesson, the learner
should be able to:
Define paraphrasing Identify the importance of paraphrasing Paraphrase a given text correctly, neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
|
New Horizonsin English Book 4 students book Page 10-11
Teachers guide page 7-8 |
|
| 1 | 5 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 1 | 6 |
EFFECTIVE COMMUNICATION
|
Hot seating
Labels with vague meanings
|
By the end of the
lesson, the learner
should be able to:
Discuss the terms of reference of the scenario presented in the text Act out and dramatise the roles of the select committee members formed according to the scenario presented in the text Make a list of the labels around them on clothes, cutlery, medicine, phones and bottles |
In groups, learners are guided to:
Discussion Hot seating |
Chalkboard
Charts |
New Horizonsin English Book 4 students book Page 12-13
Teachers guide page 9-10 |
|
| 1 | 7 |
STUDY SKILLS
|
Study of works of literature: Satire
|
By the end of the
lesson, the learner
should be able to:
Define satire Identify the techniques that help satire to be achieved including juxtaposition, hyperbole, irony and humour Identify and explain satire in a given text correctly |
In groups, learners are guided to:
Discussion |
Samples of paragraphs with satire
|
New Horizons inEnglish Book 4 students book Page 17
Teachers guide page 10-11 |
|
| 1 | 8 |
WRITING
|
Punctuation in Titles of Publications, Quotations and Headings
|
By the end of the
lesson, the learner
should be able to:
Correctly punctuate titles of full-length publications Correctly punctuate titles of parts of publications Incorporate short quotations within the text of their work Set off long quotations |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Sample publications |
New Horizonsin English Book 4 students book Page 23-26
Teachers guide page 22-23 |
|
| 2 | 1 |
WRITING
|
Recipe
|
By the end of the
lesson, the learner
should be able to:
Explain what a recipe is Give clear instructions on how to prepare a particular meal Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Sample recipe |
New Horizonsin English Book 4 students book Page 39-44
Teachers guide page 30-31 |
|
| 2 | 2 |
WRITING
|
Recipe
|
By the end of the
lesson, the learner
should be able to:
Explain what a recipe is Give clear instructions on how to prepare a particular meal Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Sample recipe |
New Horizonsin English Book 4 students book Page 39-44
Teachers guide page 30-31 |
|
| 2 | 3 |
GRAMMAR
WRITING |
Gerunds
Social writing: Instructions to friends and relatives |
By the end of the
lesson, the learner
should be able to:
Define gerunds Identify gerunds in sentences Use gerunds correctly in sentences |
In groups, learners are guided to:
Discussing Writing sentences |
Dictionary
Chalkboard |
New Horizonsin English Book 4 students book Page 71-73
Teachers guide page 35-37 |
|
| 2 | 4 |
WRITING
|
Public writing: Letters of Inquiry
|
By the end of the
lesson, the learner
should be able to:
Define letters of inquiry and request Write letters of inquiry and request correctly Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
|
New Horizons inEnglish Book 4 students book Page 85-87
Teachers guide page 45-46 |
|
| 2 | 5 |
WRITING
|
Public writing: Letters of Inquiry
|
By the end of the
lesson, the learner
should be able to:
Define letters of inquiry and request Write letters of inquiry and request correctly Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
|
New Horizons inEnglish Book 4 students book Page 85-87
Teachers guide page 45-46 |
|
| 2 | 6 |
UNIT 15
LISTENING AND SPEAKING |
Discussion based on a Dilemma Story
|
By the end of the
lesson, the learner
should be able to:
-Apply effective discussion guidelines to complex moral situations -Analyze alternative solutions to ethical dilemmas -Demonstrate respectful disagreement and perspective-taking -Evaluate consequences of different choices in moral dilemmas |
In groups, learners are guided to:
-Review of effective discussion techniques -Revisiting Nyakio's dilemma story from Unit 5 -Group discussion on alternative responses to the dilemma -Analysis of dilemma story features and moral complexity |
-Dilemma story text
-Discussion guideline reminders -Alternative solution charts -Moral reasoning frameworks |
KLB Secondary English Form 3, Page 140
|
|
| 2 | 7 |
COMPREHENSION
|
The Return
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of displacement, betrayal, and social change -Evaluate character responses to difficult circumstances -Interpret symbolism and imagery in literary texts -Discuss the impact of time and change on human relationships |
In groups, learners are guided to:
-Pre-reading discussion on experiences of separation and return -Guided reading of "The Return" excerpt -Character analysis of Kamau and his family dynamics -Discussion of themes including betrayal, change, and acceptance |
-Literary excerpt text
-Character relationship diagrams -Theme analysis worksheets -Symbolism identification guides |
KLB Secondary English Form 3, Pages 142-145
|
|
| 2 | 8 |
COMPREHENSION
|
The Return
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of displacement, betrayal, and social change -Evaluate character responses to difficult circumstances -Interpret symbolism and imagery in literary texts -Discuss the impact of time and change on human relationships |
In groups, learners are guided to:
-Pre-reading discussion on experiences of separation and return -Guided reading of "The Return" excerpt -Character analysis of Kamau and his family dynamics -Discussion of themes including betrayal, change, and acceptance |
-Literary excerpt text
-Character relationship diagrams -Theme analysis worksheets -Symbolism identification guides |
KLB Secondary English Form 3, Pages 142-145
|
|
| 3 | 1 |
GRAMMAR
|
Prepositional Phrases
|
By the end of the
lesson, the learner
should be able to:
-Identify prepositional phrases and their components -Distinguish between prepositional phrases functioning as adjectives and adverbs -Apply prepositional phrases to answer specific questions (where, when, how) -Use prepositional phrases effectively to enhance sentence structure |
In groups, learners are guided to:
-Teaching prepositional phrase identification and structure -Practice distinguishing adjectival and adverbial functions -Exercises identifying questions answered by prepositional phrases -Sentence construction and enhancement using prepositional phrases |
-Prepositional phrase identification charts
-Function analysis worksheets -Sentence building exercises -Grammar reference materials |
KLB Secondary English Form 3, Pages 145-147
|
|
| 3 | 2 |
WRITING
|
Writing Argumentative Essays
|
By the end of the
lesson, the learner
should be able to:
-Identify essential components of argumentative essay structure -Apply strategies for developing convincing arguments with evidence -Use appropriate language and tone for persuasive writing -Demonstrate consideration of opposing viewpoints in arguments |
In groups, learners are guided to:
-Teaching argumentative essay structure (introduction, body, conclusion) -Practice developing arguments with facts, figures, and examples -Analysis of effective argumentative techniques -Writing practice on topics like hard work and wealth, Kiswahili learning |
-Argumentative essay templates
-Evidence collection worksheets -Sample argumentative essays -Topic assignment cards |
KLB Secondary English Form 3, Pages 147-148
|
|
| 3 | 3 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 3 | 4 |
UNIT 16
LISTENING AND SPEAKING |
Role Playing
|
By the end of the
lesson, the learner
should be able to:
-Define role playing as a communication technique -Demonstrate effective interview preparation and questioning techniques -Apply courteous and professional interview conduct -Evaluate interview performance through peer feedback |
In groups, learners are guided to:
-Q/A session on previous knowledge of interviews -Group discussion on choosing interviewees and preparation requirements -Teacher demonstration of effective interview opening and closing -Partner role play practice with reporter-mayor scenario -Class evaluation and feedback on interview performances |
-Chalkboard
-Interview scenario cards -Sample interview scripts -Notebooks and pens for props -Evaluation forms |
KLB Secondary English Form 3, Pages 148-149
|
|
| 3 | 5 |
READING
COMPREHENSION |
Study Skills: Reading Newspapers and Magazines
Diet in HIV and AIDS Management |
By the end of the
lesson, the learner
should be able to:
-Describe the importance of reading newspapers and magazines for current information -Identify key sections and features of newspaper layout -Apply scanning and skimming techniques for effective reading -Practice critical reading skills for editorial evaluation |
In groups, learners are guided to:
-Review of previous lesson through Q/A -Analysis of newspaper structure including headlines, front page, and sections -Guided practice in scanning for names, dates, and specific facts -Demonstration of skimming technique for main ideas -Critical reading exercise analyzing editorial opinions and evidence |
-Current newspapers and magazines
-Reading technique charts -Highlighters -Analysis worksheets -Chalkboard -Comprehension passage -Question sheets -English dictionary -Balanced diet charts |
KLB Secondary English Form 3, Pages 149-150
|
|
| 3 | 6 |
GRAMMAR
|
Adjective Phrases
|
By the end of the
lesson, the learner
should be able to:
-Define adjective phrases and their structural components -Identify single-word and multi-word adjective phrases in sentences -Apply correct placement of adverbs of degree (very, too, so, enough) -Use adjective phrases effectively in descriptive writing |
In groups, learners are guided to:
-Warm-up activity describing people using detailed adjective phrases -Systematic teaching of adjective phrase structure with examples -Analysis of adverb placement before and after adjectives -Practice exercises identifying and creating adjective phrases -Letter rewriting exercise replacing adjective phrases with synonyms |
-Pictures for description activity
-Grammar worksheets -Word cards showing degree adverbs -Sample letter for rewriting -Chalkboard |
KLB Secondary English Form 3, Pages 152-154
|
|
| 3 | 7 |
WRITING
|
Notification of Meetings
|
By the end of the
lesson, the learner
should be able to:
-Define the purpose and importance of formal meeting notifications -Identify essential components of meeting notices (title, date, time, venue, agenda) -Apply correct formal format for different types of meetings -Create effective and clear meeting notifications with proper agenda items |
In groups, learners are guided to:
-Analysis of sample meeting notification formats -Teaching of formal notice structure and required components -Comparison of internal and external meeting notice formats -Guided practice using provided templates and examples -Individual composition of meeting notification for school club election |
-Sample meeting notices
-Meeting notification templates -Writing materials -Examples of AGM and regular meeting agendas -Chalkboard |
KLB Secondary English Form 3, Pages 154-155
|
|
| 3 | 8 |
Intensive Reading
LISTENING AND SPEAKING |
FATHERS OF NATIONS by Paul B Vitta
Retelling an Aetiological Story |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
-Aetiological story text -Voice technique charts -Evaluation forms -Audio recordings (if available) -Performance area |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 4 | 1 |
UNIT 17
READING |
Study Skills: Note-making in Preparation for Summary Writing
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and process of effective note-making -Apply systematic note-making techniques using bullets and numbering -Identify main ideas and supporting details in complex texts -Create organized notes for summary writing preparation |
In groups, learners are guided to:
-Review of previous lesson through Q/A session -Teaching of note-making strategies and formatting techniques -Guided practice with "Ecological, Economic and Social Value of Forests" passage -Exercise in converting notes to paragraph form using transitional words |
-Sample texts for note-making
-Note-making templates -Highlighters and markers -Chalkboard -Practice worksheets |
KLB Secondary English Form 3, Pages 157-159
|
|
| 4 | 2 |
COMPREHENSION
GRAMMAR |
Akoko's Quest for Justice
Conditional Clauses |
By the end of the
lesson, the learner
should be able to:
-Analyze character development and motivation in literary texts -Examine themes of gender roles and justice in traditional society -Identify and interpret figures of speech in narrative contexts -Evaluate the author's attitude toward women's status in society |
In groups, learners are guided to:
-Pre-reading discussion on women's treatment in traditional communities -Silent reading of "Akoko's Quest for Justice" excerpt -Guided analysis of Akoko's character traits and circumstances -Group discussion on gender themes and literary devices used |
-Comprehension passage
-Character analysis charts -Question sheets -Dictionary -Discussion guides -Campaign scenario cards -Grammar worksheets -Conditional clause charts -Exercise books -Chalkboard |
KLB Secondary English Form 3, Pages 159-161
|
|
| 4 |
CAT 1 |
|||||||
| 5 | 1 |
WRITING
|
Writing a Creative Story
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of creative story writing -Apply pre-writing planning techniques for character and plot development -Create engaging conflicts and believable character interactions -Demonstrate effective use of setting, point of view, and narrative structure |
In groups, learners are guided to:
-Analysis of creative story elements and planning strategies -Guided practice in character creation and conflict development -Individual story planning using provided frameworks -Writing practice on given titles with peer review sessions |
-Story planning templates
-Character development sheets -Sample creative stories -Writing materials -Peer review forms |
KLB Secondary English Form 3, Pages 163-165
|
|
| 5 | 2 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 3 |
UNIT 18
LISTENING AND SPEAKING READING |
Retelling a Dilemma Story
Study Skills: Summary |
By the end of the
lesson, the learner
should be able to:
-Define dilemma stories and their moral significance -Apply interpretive reading techniques with appropriate pauses and intonation -Demonstrate effective retelling using personal expression and voice variation -Evaluate the overall significance and moral lessons of dilemma narratives |
In groups, learners are guided to:
-Group discussion on dilemma situations and moral choices -Interpretive reading of "Midecha's Choice" with attention to delivery -Practice retelling dilemma stories emphasizing moral conflicts -Class discussion on significance of dilemma stories in moral education |
-Dilemma story texts
-Reading technique guides -Moral discussion prompts -Performance evaluation sheets -Chalkboard -Sample summary texts -Summary writing guidelines -Practice passages -Comparison charts -Writing materials |
KLB Secondary English Form 3, Pages 165-167
|
|
| 5 | 4 |
COMPREHENSION
|
The Technology of Iris Scans
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific and technological texts for main ideas -Evaluate arguments about security technology and its limitations -Examine the relationship between technology and privacy concerns -Interpret technical vocabulary in context |
In groups, learners are guided to:
-Pre-reading discussion on biometric technology and security measures -Silent reading of "The Technology of Iris Scans" passage -Analysis of John Daugman's perspective on iris scanning technology -Group discussion on technology vs privacy debate |
-Comprehension passage
-Technical vocabulary lists -Question sheets -Discussion guides -Dictionary |
KLB Secondary English Form 3, Pages 169-171
|
|
| 5 | 5 |
GRAMMAR
|
Adjectival Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define adjectival clauses and their function as noun modifiers -Identify relative pronouns and their appropriate usage -Distinguish between essential and optional relative pronouns -Apply adjectival clauses effectively in sentence construction |
In groups, learners are guided to:
-Group identification of words modified by adjectival clauses -Systematic teaching of relative pronouns (who, whose, which, that) -Practice exercises joining sentences with relative pronouns -Gap-filling activities using appropriate adjectival clauses |
-Sentence analysis worksheets
-Relative pronoun charts -Grammar exercise books -Example sentences -Chalkboard |
KLB Secondary English Form 3, Pages 171-172
|
|
| 5 | 6 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of formal meeting agendas -Identify the three main parts of meeting proceedings -Apply correct agenda formatting for different meeting types -Create well-organized agendas following conventional patterns |
In groups, learners are guided to:
-Discussion on meeting organization and agenda importance -Analysis of sample agendas for regular and AGM meetings -Teaching of preliminary, substantive, and AOB agenda sections -Practice creating agenda for specified meeting scenarios |
-Sample meeting agendas
-Agenda templates -Meeting scenario cards -Writing materials -Format guidelines |
KLB Secondary English Form 3, Pages 172-174
|
|
| 5 | 7 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 8 |
UNIT 19
LISTENING AND SPEAKING |
Speeches: Using Your Voice Effectively
|
By the end of the
lesson, the learner
should be able to:
-Identify techniques for effective voice usage in public speaking -Apply proper breathing, volume, and articulation in speech delivery -Demonstrate appropriate pace, pitch, and tone variation -Practice delivering speeches with confidence and clarity |
In groups, learners are guided to:
-Tongue twister practice for articulation improvement -Analysis of effective voice techniques and speech delivery principles -Practice reading Mutesa's speech with voice variation and emphasis -Peer evaluation of speech delivery effectiveness |
-Tongue twisters
-Sample speeches -Voice technique charts -Audio examples (if available) -Evaluation forms |
KLB Secondary English Form 3, Pages 174-176
|
|
| 6 | 1 |
READING
|
Study Skills: How to Write a Book Review
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of effective book reviews -Identify essential components of book review format -Apply critical evaluation techniques for literary analysis -Create persuasive reviews that inform and recommend |
In groups, learners are guided to:
-Analysis of book review components and target audience -Study of sample book review for "The River and the Source" -Discussion of introduction, body, and conclusion elements -Practice writing review outline for familiar novel or play |
-Sample book reviews
-Review writing templates -Book evaluation criteria -Writing guidelines -Sample books |
KLB Secondary English Form 3, Pages 176-177
|
|
| 6 | 2 |
READING
|
Study Skills: How to Write a Book Review
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of effective book reviews -Identify essential components of book review format -Apply critical evaluation techniques for literary analysis -Create persuasive reviews that inform and recommend |
In groups, learners are guided to:
-Analysis of book review components and target audience -Study of sample book review for "The River and the Source" -Discussion of introduction, body, and conclusion elements -Practice writing review outline for familiar novel or play |
-Sample book reviews
-Review writing templates -Book evaluation criteria -Writing guidelines -Sample books |
KLB Secondary English Form 3, Pages 176-177
|
|
| 6 | 3 |
COMPREHENSION
|
Medical Innovations
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific texts about genetic engineering and cloning -Evaluate arguments for and against medical technological advances -Examine ethical considerations in medical innovation -Interpret complex scientific vocabulary and concepts |
In groups, learners are guided to:
-Pre-reading discussion on cloning and genetic engineering concepts -Silent reading of "Medical Innovations" passage -Analysis of benefits and controversies surrounding cloning technology -Group discussion on medical ethics and future implications |
-Comprehension passage
-Scientific vocabulary guides -Question sheets -Ethics discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 177-179
|
|
| 6 | 4 |
GRAMMAR
|
Noun Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define noun clauses and their functions in sentence structure -Identify noun clauses as subjects and objects in sentences -Apply appropriate introductory words (what, that, whoever, whatever) -Use noun clauses effectively in complex sentence construction |
In groups, learners are guided to:
-Conversational practice using noun clauses as subjects and objects -Systematic teaching of noun clause structure and functions -Analysis of introductory words and their specific uses -Practice exercises identifying and creating noun clauses |
-Conversation practice cards
-Grammar worksheets -Noun clause examples -Sentence construction exercises -Chalkboard |
KLB Secondary English Form 3, Pages 179-180
|
|
| 6 | 5 |
GRAMMAR
|
Noun Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define noun clauses and their functions in sentence structure -Identify noun clauses as subjects and objects in sentences -Apply appropriate introductory words (what, that, whoever, whatever) -Use noun clauses effectively in complex sentence construction |
In groups, learners are guided to:
-Conversational practice using noun clauses as subjects and objects -Systematic teaching of noun clause structure and functions -Analysis of introductory words and their specific uses -Practice exercises identifying and creating noun clauses |
-Conversation practice cards
-Grammar worksheets -Noun clause examples -Sentence construction exercises -Chalkboard |
KLB Secondary English Form 3, Pages 179-180
|
|
| 6 | 6 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
In groups, learners are guided to:
-Analysis of minute-taking purposes and legal significance -Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 6 | 7 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 6 | 8 |
UNIT 20
LISTENING AND SPEAKING |
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
In groups, learners are guided to:
-Teaching of active listening principles and distraction avoidance -Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 7 | 1 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
In groups, learners are guided to:
-Discussion of exam preparation challenges and strategies -Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 7 | 2 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
In groups, learners are guided to:
-Discussion of exam preparation challenges and strategies -Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 7 | 3 |
COMPREHENSION
|
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
In groups, learners are guided to:
-Pre-reading discussion on government performance and citizen expectations -Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 7 | 4 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
In groups, learners are guided to:
-Review of simple, compound, and complex sentence structures -Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 7 | 5 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
In groups, learners are guided to:
-Review of simple, compound, and complex sentence structures -Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 7 | 6 |
WRITING
|
The Argumentative Essay
|
By the end of the
lesson, the learner
should be able to:
-Explain the structure and purpose of argumentative essay writing -Apply persuasive techniques balancing emotional appeal and logical reasoning -Organize arguments effectively from least to most important -Create compelling conclusions that reinforce the central argument |
In groups, learners are guided to:
-Group practice arguing controversial topics using persuasive techniques -Analysis of argumentative essay structure (introduction, body, conclusion) -Discussion of emotional vs logical appeals and their appropriate use -Individual essay writing on provided proposition with peer review |
-Controversial topic cards
-Argumentative essay samples -Persuasion technique guides -Essay planning templates -Writing materials |
KLB Secondary English Form 3, Pages 193-195
|
|
| 7 | 7 |
Intensive Reading
LISTENING AND SPEAKING |
FATHERS OF NATIONS by Paul B Vitta
Non-verbal Cues in Speaking |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
-Scenario cards for role-play -Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 7 | 8 |
UNIT 21
READING |
Study Skills: Time Management in Exams
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of effective time management during examinations -Apply systematic time allocation strategies based on question weighting -Demonstrate proper exam preparation and execution techniques -Practice time distribution for planning, writing, and proofreading |
In groups, learners are guided to:
-Review of previous lesson through Q/A on study habits -Analysis of sample exam paper with time allocation practice -Discussion of question weighting and equal vs unequal mark distribution -Guided practice in dividing exam time according to question requirements |
-Sample exam papers
-Time management charts -Calculators for time division -Stopwatches or timers -Planning templates |
KLB Secondary English Form 3, Pages 195-197
|
|
| 8 | 1 |
COMPREHENSION
|
Yes, Sir, I'm Fine
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of social inequality and economic disparity in poetry -Interpret irony and sarcasm in literary texts -Examine the relationship between political power and economic exploitation -Evaluate the poet's attitude toward corruption and social injustice |
In groups, learners are guided to:
-Pre-reading discussion on economic inequality and political relationships -Silent reading and analysis of "Yes, Sir, I'm Fine" poem -Group discussion on irony, tone, and the persona's attitude -Analysis of vocabulary and expressions showing economic contrast |
-Poetry text
-Literary analysis guides -Question sheets -Vocabulary lists -Dictionary |
KLB Secondary English Form 3, Pages 197-199
|
|
| 8 | 2 |
GRAMMAR
WRITING |
Direct and Indirect Speech
Writing a Play |
By the end of the
lesson, the learner
should be able to:
-Define direct and indirect speech and their appropriate usage -Apply correct punctuation rules for direct speech quotations -Convert between direct and indirect speech using appropriate tense changes -Use reporting verbs and time/place reference changes accurately |
In groups, learners are guided to:
-Partner practice giving and reporting personal information -Systematic teaching of direct speech punctuation and quotation marks -Analysis of tense changes, pronoun shifts, and time reference modifications -Practice exercises converting between direct and indirect speech forms |
-Personal information practice cards
-Punctuation reference charts -Grammar worksheets -Conversion exercise sheets -Chalkboard -Play excerpt samples -Stage direction examples -Character development guides -Script formatting templates -Writing materials |
KLB Secondary English Form 3, Pages 199-203
|
|
| 8 | 3 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 8-9 |
END OF TERM ,MARKING AND CLOSING |
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