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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
LISTENING AND SPEAKING
|
Giving and receiving instructions
|
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 |
|
| 1 | 3 |
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 |
|
| 1 | 4 |
READING
|
Comprehension
The Great Revelation
|
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 |
|
| 1 | 5 |
READING
|
Comprehension
The Great Revelation
|
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 |
|
| 1 | 6 |
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 |
|
| 1 | 7 |
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 |
|
| 1 | 8 |
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 |
|
| 2 | 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
|
|
| 2 | 2 |
LISTENING AND SPEAKING
|
Debating
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of developing debating skills Participate in a debate and observe the conventions of debating |
discussion
|
Chalkboard
Picture on students book 3 |
Secondary English Book 3 students book Page 91-92
Teachers guide page 89 |
|
| 2 | 3 |
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 |
|
| 2 | 4 |
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 |
|
| 2 | 5 |
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 |
|
| 2 | 6 |
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 |
|
| 2 | 7 |
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 |
|
| 2 | 8 |
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 |
|
| 3 | 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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
INSTENSIVE 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 nove |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 3 | 5 |
INSTENSIVE 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 nove |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 3 | 6 |
LISTENING AND SPEAKING
|
Giving directions
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of clear and correct directions Give clear and correct directions. |
Discussion
|
Chalkboard
Sketch map |
Secondary English Book 3 students book Page 101
Teachers guide page 101 |
|
| 3 | 7 |
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 |
|
| 3 | 8 |
READING
|
Comprehension
The grand deception
|
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 104-106
Teachers guide page 105-107 |
|
| 4 | 1 |
GRAMMAR
|
Formation of adverbs
|
By the end of the
lesson, the learner
should be able to:
Recognize adverbs Form and use adverbs in sentences |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 106-108
Teachers guide page 108-109 |
|
| 4 | 2 |
GRAMMAR
|
Formation of adverbs
|
By the end of the
lesson, the learner
should be able to:
Recognize adverbs Form and use adverbs in sentences |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 106-108
Teachers guide page 108-109 |
|
| 4 | 3 |
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 |
|
| 4 | 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 |
|
| 4 | 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 novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 4 | 6 |
LISTENING AND SPEAKING
|
Non-verbal cues in communication
|
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 |
Secondary English Book 3 students book Page 111
Teachers guide page 111 |
|
| 4 | 7 |
STUDY SKILLS
|
Character and characterization in literary works
|
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
|
Secondary English Book 3 students book Page 111-113
Teachers guide page 112-113 |
|
| 4 | 8 |
READING
|
Comprehension
Why monkeys live on trees
|
By the end of the
lesson, the learner
should be able to:
Identify etiological narratives Describe characters in aetiological narratives Answer questions on the passage correctly. Learn and use new vocabulary |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 3 students book Page 114-116
Teachers guide page 114-116 |
|
| 5 | 1 |
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 |
|
| 5 | 2 |
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 |
|
| 5 | 3 |
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 |
|
| 5 | 4 |
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
|
|
| 5 | 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 novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 5 | 6 |
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 |
|
| 5 | 7 |
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 |
|
| 5 | 8 |
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 |
|
| 6 | 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 |
|
| 6 | 2 |
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 |
|
| 6 | 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 |
|
| 6 | 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 |
|
| 6 | 5 |
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 |
|
| 6 | 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 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
|
|
| 6 | 7 |
LISTENING AND SPEAKING
|
How to speak in public
|
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 |
|
| 6 | 8 |
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 |
|
| 7 | 1 |
READING
|
Comprehension
Ozone
|
By the end of the
lesson, the learner
should be able to:
Appreciate the danger posed by the depletion of the ozone layer Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
Reading
Pre-reading activities |
|
Secondary English Book 3 students book Page 134-136
Teachers guide page 134-135 |
|
| 7 | 2 |
READING
|
Comprehension
Ozone
|
By the end of the
lesson, the learner
should be able to:
Appreciate the danger posed by the depletion of the ozone layer Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
Reading
Pre-reading activities |
|
Secondary English Book 3 students book Page 134-136
Teachers guide page 134-135 |
|
| 7 | 3 |
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 |
|
| 7 | 4 |
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 |
|
| 7 | 5 |
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 |
|
| 7 | 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 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
|
|
| 7 | 7 |
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
|
|
| 7 | 8 |
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 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 |
THE SAMARITAN by john lara
|
|
| 8 | 1 |
LISTENING AND SPEAKING
|
Discussion based on a dilemma story
|
By the end of the
lesson, the learner
should be able to:
develop awareness of discussion etiquette Participate in a discussion effective |
discussion
|
chalkboard
|
Secondary English Book 3 students book Page 140
Teachers guide page 139 |
|
| 8 | 2 |
LISTENING AND SPEAKING
|
Discussion based on a dilemma story
|
By the end of the
lesson, the learner
should be able to:
develop awareness of discussion etiquette Participate in a discussion effective |
discussion
|
chalkboard
|
Secondary English Book 3 students book Page 140
Teachers guide page 139 |
|
| 8 | 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 |
|
| 8 | 4 |
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 |
|
| 8 | 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 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 |
THE SAMARITAN by john lara
|
|
| 8 | 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 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 |
THE SAMARITAN by john lara
|
|
| 8 | 7 |
LISTENING AND SPEAKING
READING |
Role playing
Comprehension Diet in HIV/AIDS Management |
By the end of the
lesson, the learner
should be able to:
Role play an interview Play an interviewer |
discussion
|
chalkboard
Pre-reading activities |
Secondary English Book 3 students book Page 148-149
Teachers guide page 148-149 |
|
| 8 | 8 |
WRITING
|
Notification of Meetings
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of sending our notices of meetings Write a notice for a meeting Write neatly and legibly |
Writing
Discussion |
Chalkboard
Sample |
Secondary English Book 3 students book Page 154-155
Teachers guide page 155 |
|
| 9 | 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 play |
Reading set text
Discussing the background of the play |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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 |
|
| 9 | 3-4 |
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 |
|
| 9 |
MIDTERM BREAK(26TH TO 29TH) |
|||||||
| 10 | 1 |
WRITING
|
Creative story
|
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 |
Secondary English Book 3 students book Page 163-164
Teachers guide page 163-164 |
|
| 10 | 2 |
WRITING
|
Creative story
|
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 |
Secondary English Book 3 students book Page 163-164
Teachers guide page 163-164 |
|
| 10 | 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 the play |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 10 | 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 the play |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 10 | 5 |
LISTENING AND SPEAKING
|
Retelling a dilemma story
|
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 |
|
| 10 | 6 |
STUDY SKILLS
|
Summary
|
By the end of the
lesson, the learner
should be able to:
Pick out the main points in a given passage Summarize the passage by reducing it to about a third of its length |
Critical reading
writing |
chalkboard
|
Secondary English Book 3 students book Page 167-169
Teachers guide page 166-168 |
|
| 10 | 7 |
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 |
|
| 10 | 8 |
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 | 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
|
|
| 11 | 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
|
|
| 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
|
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 Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 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 Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 8 |
LISTENING AND SPEAKING
|
Using your voice effectively
|
By the end of the
lesson, the learner
should be able to:
Project their voices as they speak and read Articulate words distinctly |
speaking
|
chalkboard
|
Secondary English Book 3 students book Page 174-175
Teachers guide page 173 |
|
| 12 | 1 |
STUDY SKILLS
|
How to write a book review
|
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 |
Secondary English Book 3 students book Page 176-177
Teachers guide page 174 |
|
| 12 | 2 |
READING
|
Comprehension
Medical Innovations
|
By the end of the
lesson, the learner
should be able to:
Develop awareness in genetic engineering Answer questions on the passage correctly |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 3 students book Page 177-179
Teachers guide page 175 |
|
| 12 | 3 |
GRAMMAR
|
Noun Clauses
|
By the end of the
lesson, the learner
should be able to:
Identify noun clauses Use noun clauses in sentences correctly |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 179-180
Teachers guide page 176-178 |
|
| 12 | 4 |
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 | 5 |
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 | 6 |
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 | 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
|
|
| 13 | 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
|
|
| 13 | 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
|
|
| 13 | 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
|
|
| 13 | 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
|
|
| 13 | 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
|
|
| 13 | 6 |
LISTENING AND SPEAKING
|
Delivering a Speech and Listening Actively
|
By the end of the
lesson, the learner
should be able to:
Listen carefully to a variety of information Listen actively to the famous |
Reading
|
-Chalkboard
-Collected speeches |
Secondary English Book 3 students book Page 184-188
Teachers guide page 180 |
|
| 13 | 7 |
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 |
|
| 13 | 8 |
WRITING
|
The Argumentative Essay
|
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 |
Secondary English Book 3 students book Page 193-194
Teachers guide page 187-188 |
|
| 14 | 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 ofFathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 14 | 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 ofFathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 14 | 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
|
|
| 14 | 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
|
|
| 14 | 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
|
|
| 14 | 6 |
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
|
|
| 14 | 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
|
|
| 14 | 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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