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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 1 |
READING
|
Comprehension
The Great Revelation
Comprehension A slip not a Fall |
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
|
Secondary English Book 3 students book Page 84-86
Teachers guide page 82-83 |
|
| 3 | 2 |
READING
|
Comprehension
Global Warming
|
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
|
Secondary English Book 3 students book Page 96-98
Teachers guide page 94-96 |
|
| 3 | 3 |
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 |
|
| 3 | 4 |
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 |
|
| 4 | 1 |
GRAMMAR
|
Quantifiers: few, a few, little and a little.
|
By the end of the
lesson, the learner
should be able to:
Use the quantifiers few, a few, little and a little. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page86-88
Teachers guide page 84-85 |
|
| 4 | 2 |
GRAMMAR
|
Attributive and predicative use of adjectives
|
By the end of the
lesson, the learner
should be able to:
Distinguish between attributive and predicative use of adjectives Use adjectives attributively and predicatively in their own writing |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 98-100
Teachers guide pg 96-98 |
|
| 4 | 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 |
|
| 4 | 4 |
WRITING
STUDY SKILLS |
Messages of condolences
Recognize tone and attitude |
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 | 1 |
WRITING
LISTENING AND SPEAKING |
Imaginative compositions
Features of aetiological narratives |
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 |
|
| 5 | 2 |
LISTENING AND SPEAKING
STUDY SKILLS |
Giving and receiving instructions
Distinguish facts from opinions |
By the end of the
lesson, the learner
should be able to:
Explain good features of instructions Give effective instructions |
Writing
Discussion Reading |
Chalkboard
|
Secondary English Book 3 students book Page 82-83
Teachers guide page 79 |
|
| 5 | 3 |
STUDY SKILLS
LISTENING AND SPEAKING |
Reading aloud: interpretive reading
Debating |
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 Picture on students book 3 |
Secondary English Book 3 students book Page 93-95
Teachers guide page 92 |
|
| 5 | 4 |
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 | 1 |
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
|
|
| 6 | 2 |
INSTENSIVE READING
LISTENING AND SPEAKING |
PARLIAMENT OF OWLS by Adipo Sidang
Giving directions |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
Chalkboard Sketch map |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 3 |
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 |
|
| 6 | 4 |
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 | 1 |
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 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 3 |
LISTENING AND SPEAKING
STUDY SKILLS READING |
Non-verbal cues in communication
Character and characterization in literary works Comprehension Why monkeys live on trees |
By the end of the
lesson, the learner
should be able to:
Appreciate the need to dress properly Recognize aspects of appropriate dressing and grooming and how these are related to communication |
Writing
Discussion Reading |
Chalkboard
Newspaper cuttings on grooming Pre-reading activities |
Secondary English Book 3 students book Page 111
Teachers guide page 111 |
|
| 7 | 4 |
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 |
|
| 8 | 1 |
WRITING
|
Writing reports
|
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 |
Secondary English Book 3 students book Page118-119
Teachers guide page 119-120 |
|
| 8 | 2 |
INTENSIVE READING
LISTENING AND SPEAKING |
PARLIAMENT OF OWLS by Adipo Sidang
Hot-seating |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
chalkboard |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 4 |
STUDY SKILLS
|
How to read the short story
|
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 |
Secondary English Book 3 students book Page 122-124
Teachers guide page 122-123 |
|
| 9 | 1 |
READING
|
Comprehension
A precious Gift
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Appreciate the need not to discriminate against HIV infected people Appreciate the need to empathize with HIV infected people Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
Class discussion Teacher explanation Questions and answers |
Pre-reading activities
Posters with HIV/AIDS information |
Secondary English Book 3 students book Page 125
Teachers guide page 123-125 |
|
| 9 | 2 |
GRAMMAR
WRITING |
Differences among prepositions, conjunctions and adverb participles
Synopsis of a short story |
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
Chalkboard |
Secondary English Book 3 students book Page 126-128
Teachers guide page 125-128 |
|
| 9 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 4 |
STUDY SKILLS
|
How to participate in group discussions
|
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 |
|
| 10 | 1 |
LISTENING AND SPEAKING
READING |
How to speak in public
Comprehension Ozone |
By the end of the
lesson, the learner
should be able to:
Develop strategies in managing stage fright Stand before an audience Face an audience Use gestures appropriately Deliver an effective public speech |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 131-132
Teachers guide page 130-132 |
|
| 10 | 2 |
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 |
|
| 10 | 3 |
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 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
Your Name Comes Here