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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
LISTENING AND SPEAKING
|
STRESS
|
By the end of the
lesson, the learner
should be able to:
Stress the appropriate syllables in words Appreciate the fact that stress contributes to meaning |
Students reading words given in pairs
Change roles after first reading |
Readers
Pictures |
Secondary English Book 3 students book Page 1-2
Teachers Book page 1-2 English dictionary |
|
| 2 | 2 |
STUDY SKILLS
|
Study reading
|
By the end of the
lesson, the learner
should be able to:
Choose the right place and time to study Develop techniques for concentration. Identify the main points as well as the supporting materials. |
Writing
Discussion Reading |
Demonstration of sitting postures.
Chalkboard posters |
SecondaryEnglish Book 3 students book Page 2-3
Teachers guide page 2 |
|
| 2 | 3 |
READING
|
Comprehension
The Miracle of Adolescence
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Show awareness of the changes that take place during adolescence. |
Reading comprehension
|
Pre-reading active
ties |
SecondaryEnglish Book 3 students book Page 3-5
Teachers guide page 2-4 |
|
| 2 | 4 |
GRAMMAR
WRITING |
Common ways of forming nouns
SUBSTITUTION IN WRITING |
By the end of the
lesson, the learner
should be able to:
Form nouns using common noun-forming suffixes Use nouns bearing the relevant suffixes in sentences. |
Discussing
Writing sentences |
Dictionary
Writing |
Secondary English Book 3 students book Page 5-8
Teachers guide page 4-6 |
|
| 2 | 5 |
Intensive reading
|
THE SAMARITAN by john lara
|
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 |
Reading set text
Discussing the background of THE SAMARITAN |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 2 | 6 |
LISTENING AND SPEAKING
STUDY SKILLS |
INTONATION
Techniques of pre-reading |
By the end of the
lesson, the learner
should be able to:
Use rising intonation correctly Use falling intonation correctly |
Students to work in pairs read given sentences as statement and as questions
|
chalkboard
|
Secondary English Book 3 students book Page 9-11
Teachers guide page 9 |
|
| 2 | 7 |
READING
|
Comprehension
The bitter forbidden fruit
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used Appreciate the need to abstain from pre-marital sex. |
Reading comprehension
Writing Discussion Reading |
Pre-reading activities
|
Secondary English Book 3 students book Page12-14
Teachers guide page 11-12 |
|
| 2 | 8 |
GRAMMAR
|
Gender-sensitive language
|
By the end of the
lesson, the learner
should be able to:
Recognize gender biased language Use gender-sensitive language |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 14-16
Teachers guide page 12-13 |
|
| 3 | 1 |
WRITING
|
Transitional words that add information
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Recognize transitional words used in adding information. Use transitional words used in adding information |
Writing
Discussion |
chalkboard
|
Secondary English Book 3 students book Page 16-17
Teachers guide page14-15 |
|
| 3 | 2 |
INTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by john lara
Rhythm |
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 |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers
Chalkboard Poems on manila |
THE SAMARITAN by john lara
|
|
| 3 | 3 |
STUDY SKILLS
READING |
Concentration techniques in reading
Comprehension Restoring Integrity in the public service |
By the end of the
lesson, the learner
should be able to:
Survey through learning material Write pre-reading questions Review the material just read. |
Reading
|
chalkboard
Pre-reading activities |
Secondary English Book 3 students book Page 20-21
Teachers guide page 18 |
|
| 3 | 4 |
GRAMMAR
WRITING |
Case in pronouns
Transitional words that show contrast |
By the end of the
lesson, the learner
should be able to:
Identify pronouns in their various case forms. Use pronouns correctly in the various case forms. |
Discussing
Writing sentences Teacher explanation |
Dictionary
chalkboard |
Secondary English Book 3 students book Page 24-27
Teachers guide page 21 |
|
| 3 | 5 |
INTENSIVE READING
|
THE SAMARITAN by john laraa
|
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 |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 3 | 6 |
LISTENING AND SPEAKING
STUDY SKILLS |
Alliteration and assonance
Note-making |
By the end of the
lesson, the learner
should be able to:
Identify alliteration in poetry Identify assonance in poetry Explain use of alliteration in poetry Explain the use of assonance in poetry |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 29-31
Teachers guide page 26-28 |
|
| 3 | 7 |
READING
|
Comprehension
Women break from shackles of traditions
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of gender equality Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
Teacher explanation |
Pre-reading activities
|
Secondary English Book 3 students book Page 32-34
Teachers guide page 29-31 |
|
| 3 | 8 |
GRAMMAR
LISTENING AND SPEAKING |
demonstratives
Dilemma stories |
By the end of the
lesson, the learner
should be able to:
Recognize demonstrative words correctly Use demonstrative words correctly Mark agreement with demonstrative words correctly |
Discussing
Writing sentences |
Dictionary
chalkboard |
Secondary English Book 3 students book Page 34-36
Teachers guide page 31 |
|
| 4 | 1 |
STUDY SKILLS
|
Studying a poem through an analysis of diction
|
By the end of the
lesson, the learner
should be able to:
Develop an interest in reading poetry Distinguish among the different kinds of vocabulary available to poets. Relate diction to the meaning of a poem. |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 40-41
Teachers guide pa |
|
| 4 | 2 |
READING
GRAMMAR |
Comprehension
Citizens role in good governance
Transitive and intransitive verbs |
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
Teacher explanation |
Pre-reading activities
Dictionary |
Secondary English Book 3 students book Page 43-45
Teachers guide page 39-40 |
|
| 4 | 3 |
WRITING
|
Use of the colon and the semi-colon, and writing reminders
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Demonstrate mastery in the use of the colon and the semicolon. Write reminders. |
Writing
discussion |
chalkboard
|
Secondary English Book 3 students book Page 48-50
Teachers guide page 45-46 |
|
| 4 | 4 |
LISTENING AND SPEAKING
STUDY SKILLS |
Features of dilemma story
Appreciating a poem |
By the end of the
lesson, the learner
should be able to:
Discuss the features of a dilemma story re-tell a dilemma story |
Story-telling
|
chalkboard
Reading Writing Discussion |
Secondary English Book 3 students book Page 51-52
Teachers guide page 48-49 Oral literature |
|
| 4 | 5 |
READING
|
Comprehension
HIV The Emotional Journey
|
By the end of the
lesson, the learner
should be able to:
Appreciate the emotional experiences of HIV infected persons. Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 3 students book Page 55-56
Teachers guide page 52-53 |
|
| 4 | 6 |
GRAMMAR
|
Infinitives
|
By the end of the
lesson, the learner
should be able to:
Recognize infinitive uses of verbs Construct sentences using both the to-infinitive and the ing-infinitive. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 56-58
Teachers guide page 54-55 |
|
| 4 | 7 |
WRITING
|
The use of dash and parentheses, and writing personal journals
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Use the dash and parentheses correctly Write personal journals. |
Writing
discussion |
Chalkboard
Sample journals |
Secondary English Book 3 students book Page 58-60
Teachers guide page 56-57 |
|
| 4 | 8 |
INTENSIVE READING
LISTENING AND SPEAKING STUDY SKILLS |
THE SAMARITAN by john lara
Aetiological narratives Critical reading: looking for evidence |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the novel Discuss the character traits, themes and style in the novel |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers
chalkboard |
THE SAMARITAN by john lara
|
|
| 5 | 1 |
READING
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Appreciate their rights Appreciate their responsibilities Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Chalkboard
|
Secondary English Book 3 students book Page 64-66
Teachers guide page 62 |
|
| 5 | 2 |
GRAMMAR
|
Phrasal verbs and idiomatic expressions
|
By the end of the
lesson, the learner
should be able to:
Recognize phrasal verbs and idiomatic expressions Use phrasal verbs and idiomatic expressions correctly Appreciate the expressive value of this forms |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 66-69
Teachers guide page 63-64 |
|
| 5 | 3 |
WRITING
|
Thank you and congratulatory messages
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Write thank you messages Write congratulatory messages |
Writing
discussion |
Chalkboard
Sample messages of thanks |
Secondary English Book 3 students book Page 69-70
Teachers guide page 66-67 |
|
| 5 | 4 |
INTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by john lara
Features of aetiological narratives |
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 |
Reading aloud
Discussing the background of the novel |
Sample context and essay questions and answers
Chalkboard |
THE SAMARITAN by john lara
|
|
| 5 | 5 |
STUDY SKILLS
READING |
Recognize tone and attitude
Comprehension A slip not a Fall |
By the end of the
lesson, the learner
should be able to:
Recognize and describe tone and attitude in a piece of writing |
Reciting
|
Chalkboard
Pre-reading activities |
Secondary English Book 3 students book Page 73-74
Teachers guide page 70-71 |
|
| 5 | 6 |
GRAMMAR
|
Participles
|
By the end of the
lesson, the learner
should be able to:
Recognize participles Distinguish between verbal and adjectival participles Use participles |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 76-80
Teachers guide page 74-76 |
|
| 5 | 7 |
WRITING
|
Messages of condolences
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Appreciate the need to empathize with others. Write messages of condolences |
Writing
Discussion |
Chalkboard
Sample condolence messages |
Secondary English Book 3 students book Page80-81
Teachers guide page76-77 |
|
| 5 | 8 |
INTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by john lara
Giving and receiving instructions |
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 |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers
Chalkboard |
THE SAMARITAN by john lara
|
|
| 6 | 1 |
STUDY SKILLS
|
Distinguish facts from opinions
|
By the end of the
lesson, the learner
should be able to:
Develop a critical attitude as they read or listen. Distinguish between a fact and an opinion |
Writing
Discussion Reading |
Chalkboard
|
Secondary English Book 3 students book Page 83-84
Teachers guide pag81-82 |
|
| 6 | 2 |
READING
GRAMMAR |
Comprehension
The Great Revelation
Quantifiers: few, a few, little and a little. |
By the end of the
lesson, the learner
should be able to:
Appreciate the need to pay attention to our spiritual needs. Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
Dictionary |
Secondary English Book 3 students book Page 84-86
Teachers guide page 82-83 |
|
| 6 | 3 |
WRITING
|
Imaginative compositions
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Identify the features of an imaginative composition Demonstrate the ability to create suspense in a story |
Writing
Discussion |
chalkboard
|
Secondary English Book 3 students book Page 88-89
Teachers guide page 86-87 |
|
| 6 | 4 |
INTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by john lara
Debating |
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 |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers
Chalkboard Picture on students book 3 |
THE SAMARITAN by john lara
|
|
| 6 | 5 |
STUDY SKILLS
|
Reading aloud: interpretive reading
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of interpretative reading Practice reading poems and passages interpretively |
Reading
|
Chalkboard
Written speeches |
Secondary English Book 3 students book Page 93-95
Teachers guide page 92 |
|
| 6 | 6 |
READING
GRAMMAR |
Comprehension
Global Warming
Attributive and predicative use of adjectives |
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
Dictionary |
Secondary English Book 3 students book Page 96-98
Teachers guide page 94-96 |
|
| 6 | 7 |
WRITING
|
Telegrams
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Identify main features of telegram Compose an effective telegram message |
Writing
discussion |
Chalkboard
|
Secondary English Book 3 students book Page 100
Teachers guide page 99-100 |
|
| 6 | 8 |
POETRY
|
POETRY
|
By the end of the
lesson, the learner
should be able to:
Discuss poetic features in a poem |
Writing
Discussion Reading |
|
Understanding Poetry by Ezekiel Alembi
|
|
| 7 | 1 |
INSTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by john lara
Giving directions |
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 |
Reading set text
Discussing the background of the nove |
Sample context and essay questions and answers
Chalkboard Sketch map |
THE SAMARITAN by john lara
|
|
| 7 | 2 |
STUDY SKILLS
|
Handling context questions
|
By the end of the
lesson, the learner
should be able to:
Place an extract in its context Answer context questions correctly |
reading
|
Chalkboard
Excerpts from novels |
Secondary English Book 3 students book Page 101-103
Teachers guide page 103-105 |
|
| 7 | 3 |
READING
GRAMMAR |
Comprehension
The grand deception
Formation of adverbs |
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
Dictionary |
Secondary English Book 3 students book Page 104-106
Teachers guide page 105-107 |
|
| 7 | 4 |
WRITING
|
Letters of application
|
By the end of the
lesson, the learner
should be able to:
Identify features of a good application letter Write a good a[application letter |
Writing
discussion |
Chalkboard
Sample letters |
Secondary English Book 3 students book Page108-110
Teachers guide page 109-110 |
|
| 7 | 5 |
INTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by john lara
Non-verbal cues in communication |
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 |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers
Chalkboard Newspaper cuttings on grooming |
THE SAMARITAN by john lara
|
|
| 7 | 6 |
STUDY SKILLS
READING |
Character and characterization in literary works
Comprehension Why monkeys live on trees |
By the end of the
lesson, the learner
should be able to:
Identify the different ways in which authors reveal their characters Describe a character correctly |
Writing
Discussion Reading |
chalkboard
Pre-reading activities |
Secondary English Book 3 students book Page 111-113
Teachers guide page 112-113 |
|
| 7 | 7 |
GRAMMAR
|
Functions of adverbs
|
By the end of the
lesson, the learner
should be able to:
Recognize the functions of adverbs Use adverbs correctly |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 117-118
Teachers guide page 116-119 |
|
| 7 | 8 |
WRITING
INTENSIVE READING |
Writing reports
THE SAMARITAN by john lara |
By the end of the
lesson, the learner
should be able to:
Write a report Appreciate the importance of writing reports Explain the different parts of a report |
Writing
Discussion |
Chalkboard
Sample report Sample context and essay questions and answers |
Secondary English Book 3 students book Page118-119
Teachers guide page 119-120 |
|
| 8 |
Mid term break |
|||||||
| 9 | 1 |
LISTENING AND SPEAKING
|
Hot-seating
|
By the end of the
lesson, the learner
should be able to:
-Define hot-seating and set up hot-seating sessions -individually impersonate a main character in a play, a novel or short story Prepare to field questions about their character and role |
Speaking
Discussion |
chalkboard
|
Secondary English Book 3 students book Page 120-121
Teachers guide page 121-122 |
|
| 9 | 2 |
STUDY SKILLS
READING |
How to read the short story
Comprehension A precious Gift |
By the end of the
lesson, the learner
should be able to:
analyze and appreciate : The plot of a short story The characters in a short story The style of a short story The point of view of a short story The themes and experience of a short story |
Writing
Discussion Reading |
Chalkboard
A chart Pre-reading activities Posters with HIV/AIDS information |
Secondary English Book 3 students book Page 122-124
Teachers guide page 122-123 |
|
| 9 | 3 |
GRAMMAR
|
Differences among prepositions, conjunctions and adverb participles
|
By the end of the
lesson, the learner
should be able to:
Correctly distinguish among prepositions, conjunctions and adverb participles Use prepositions, conjunctions and adverb participles correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 126-128
Teachers guide page 125-128 |
|
| 9 | 4 |
WRITING
|
Synopsis of a short story
|
By the end of the
lesson, the learner
should be able to:
Define synopsis Write a synopsis of a short story Write neatly and legibly |
Writing
discussion |
Chalkboard
|
Secondary English Book 3 students book Page 128-130
Teachers guide page 128-129 |
|
| 9 | 5 |
INTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by john lara
How to speak in public |
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 |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers
chalkboard |
THE SAMARITAN by john lara
|
|
| 9 | 6 |
STUDY SKILLS
READING |
How to participate in group discussions
Comprehension Ozone |
By the end of the
lesson, the learner
should be able to:
Organize themselves for a group discussion Prepare for group discussions Participate in group discussions |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 132-134
Teachers guide page 132-133 |
|
| 9 | 7 |
GRAMMAR
|
Correlative conjunctions
|
By the end of the
lesson, the learner
should be able to:
Recognize correlative conjunctions Use correlative conjunctions correctly |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 136-138
Teachers guide page 135-137 |
|
| 9 | 8 |
WRITING
|
Speech
|
By the end of the
lesson, the learner
should be able to:
Develop an outline for a speech Choose an appropriate way of introducing a speech Do an appropriate build-up of a speech Choose an appropriate way of concluding a speech Write neatly and legibly |
Writing
discussion |
Chalkboard
sample |
Secondary English Book 3 students book Page 138-139
Teachers guide page 137-138 |
|
| 10 | 1 |
INTENSIVE READING
|
THE SAMARITAN by john lara
|
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 |
Reading set text
Discussing the background of the novel. |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 10 | 2 |
INTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by john lara
Discussion based on a dilemma story |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of the play |
Sample context and essay questions and answers
chalkboard |
THE SAMARITAN by john lara
|
|
| 10 | 3 |
WRITING
|
Argumentative essays
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of supporting one |
Writing
Discussion |
Chalkboard
sample |
Secondary English Book 3 students book Page 147
Teachers guide page |
|
| 10 | 4 |
INTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by john lara
Role playing |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play |
Reading set text
Discussing the background of the play |
Sample context and essay questions and answers
chalkboard |
THE SAMARITAN by john lara
|
|
| 10 | 5 |
READING
WRITING |
Comprehension
Diet in HIV/AIDS Management
Notification of Meetings |
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of diet in HIV/AIDs management Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
Teacher explanation Discussions |
Pre-reading activities
Chalkboard Sample |
Secondary English Book 3 students book Page 150-152
Teachers guide page 151-152 |
|
| 10 | 6 |
INTENSIVE READING
|
THE SAMARITAN by john lara
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play |
Reading set text
Discussing the background of the play |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 10 | 7 |
GRAMMAR
|
Conditional clauses
|
By the end of the
lesson, the learner
should be able to:
Recognize conditional clauses. Use conditional clauses correctly |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 161-163
Teachers guide page 161-163 |
|
| 10 | 8 |
WRITING
INTENSIVE READING |
Creative story
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
Identify and explain the elements of a creative story. Write a creative story. Write neatly and legibly |
Writing
discussion |
Chalkboard
sample Sample context and essay questions and answers |
Secondary English Book 3 students book Page 163-164
Teachers guide page 163-164 |
|
| 11 | 1 |
LISTENING AND SPEAKING
STUDY SKILLS |
Retelling a dilemma story
Summary |
By the end of the
lesson, the learner
should be able to:
Listen actively to a reading of a story. Identify the dilemma in the story Retell the story in their own words |
narration
|
chalkboard
|
Secondary English Book 3 students book Page 165-167
Teachers guide page 165 |
|
| 11 | 2 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
Identify the features of an agenda for a meeting Write neatly and legibly Prepare an agenda for a meeting. |
Writing
discussion |
Chalkboard
sample agendum |
Secondary English Book 3 students book Page 172-173
Teachers guide page 172 |
|
| 11 | 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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 4 |
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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 6 |
INTENSIVE READING
LISTENING AND SPEAKING |
FATHERS OF NATIONS by Paul B Vitta
Using your voice effectively |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background Fathers of Nations |
Sample context and essay questions and answers
chalkboard |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 7 |
STUDY SKILLS
READING GRAMMAR |
How to write a book review
Comprehension Medical Innovations Noun Clauses |
By the end of the
lesson, the learner
should be able to:
Appreciate the nature and functions of book reviews |
Discussion
writing |
chalkboard
sample review Pre-reading activities Dictionary |
Secondary English Book 3 students book Page 176-177
Teachers guide page 174 |
|
| 11 | 8 |
WRITING
|
Minutes
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Develop the skill of writing minutes Write minutes |
Writing
discussion |
Chalkboard
Sample minutes |
Secondary English Book 3 students book Page 180-183
Teachers guide page 178-179 |
|
| 12 | 1 |
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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 12 | 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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 12 | 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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 12 | 4 |
INTENSIVE READING
LISTENING AND SPEAKING |
FATHERS OF NATIONS by Paul B Vitta
Delivering a Speech and Listening Actively |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers
-Chalkboard -Collected speeches |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 12 | 5 |
STUDY SKILLS
|
Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
Interpret exam instructions more accurately Analyze exam questions correctly |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 188-189
Teachers guide page 182 |
|
| 12 | 6 |
WRITING
INTENSIVE READING |
The Argumentative Essay
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
Identify an argumentative essay in their reading Describe the structure of an argumentative essay Appreciate the style of an argumentative essay. Write neatly and legibly |
Writing
Discussion |
Chalkboard
sample Sample context and essay questions and answers |
Secondary English Book 3 students book Page 193-194
Teachers guide page 187-188 |
|
| 12 | 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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 12 | 8 |
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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
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