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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
UNIT 1
LISTENING AND SPEAKING |
Stress
|
By the end of the
lesson, the learner
should be able to:
-Define word stress correctly -Identify stressed and unstressed syllables in words -Apply correct stress patterns when reading words aloud -Distinguish nouns/adjectives from verbs through stress |
-Q/A session on previous knowledge of syllables
-Teacher demonstration of stressed vs unstressed syllables using boldface examples -Partner practice reading Column A and B words with correct stress patterns -Guided practice distinguishing nouns/adjectives from verbs through stress -Role play conversation with stress on indicated syllables |
-Chalkboard
-Word cards with stress marks -Chart showing cv, ccv patterns -Audio recordings -Stress pattern examples |
KLB Secondary English Form 3, Page 1
|
|
| 1 | 2 |
READING
COMPREHENSION |
Study Skills: Study Reading
The Miracle of Adolescence |
By the end of the
lesson, the learner
should be able to:
-Describe the importance of proper reading posture -Explain guidelines for effective study reading -Apply active reading strategies during study sessions |
-Review of previous lesson through Q/A
-Analysis of reading posture pictures and discussion -Reading and discussion of study reading guidelines -Partner practice selecting topics and comparing summaries -Individual practice demonstrating correct reading posture |
-Pictures showing reading postures
-Sample textbooks -Study materials -Writing materials -Examples of good/poor reading habits -Comprehension passage -Question sheets -English dictionary -Chalkboard |
KLB Secondary English Form 3, Page 2
|
|
| 1 | 3 |
GRAMMAR
WRITING |
Common Ways of Forming Nouns
Substitution in Writing |
By the end of the
lesson, the learner
should be able to:
-Define the concept of noun formation -Identify endings used to form nouns (-er, -ee, -ness, -ship, -ism) -Apply correct spelling rules when adding noun endings -Use newly formed nouns in meaningful sentences |
-Warm-up identifying common nouns ending in -er
-Systematic teaching of five noun endings with examples -Completion of "If" song exercise with correct endings -Individual sentence construction using target nouns -Practice exercises with spelling rules and transformations |
-Chalkboard
-Word cards showing endings -Exercise worksheets -Dictionary -Sample sentences for analysis -Sample sentences on board -Rewriting materials -Examples of good/poor writing -Chalkboard for demonstrations |
KLB Secondary English Form 3, Pages 5-8
|
|
| 1 | 4 |
Intensive Reading
LISTENING AND SPEAKING |
FATHERS OF NATIONS by Paul B Vitta
Intonation |
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
Discussion |
Sample context and essay questions and answers
-Chalkboard with intonation marks -Sentence strips -Audio examples (if available) -Practice sheets -List of words for intonation practice |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 1 | 5 |
UNIT 2
READING COMPREHENSION GRAMMAR |
Study Skills: Techniques of Pre-reading
The Bitter Forbidden Fruit Gender Sensitive Language |
By the end of the
lesson, the learner
should be able to:
-Explain the importance of pre-reading or surveying -Apply systematic pre-reading strategies -Formulate questions before intensive reading -Use textual features to predict content |
-Comparison of reading to map study analogy
-Step-by-step teaching of pre-reading guidelines -Practice pre-reading with "The Bitter Forbidden Fruit" title -Formulation of prediction questions based on title and structure -Analysis of headings, subheadings and typographical aids |
-Sample textbooks
-Maps for analogy -Reading materials with clear headings -Question formulation sheets -Examples of effective pre-reading strategies -Comprehension passage -Discussion guide -Question sheets -Dictionary -Materials for group discussions -Chalkboard -Exercise worksheets -Examples of sexist vs neutral language -Reference materials on inclusive language -Practice sentences for transformation |
KLB Secondary English Form 3, Page 11
|
|
| 1 | 6-7 |
WRITING
Intensive Reading |
Use of Transitional Words that add Information
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Define transitional words and their functions -Identify transitional words that add information -Use transitional words to connect sentences and paragraphs -Apply transitional words in composition writing 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 |
-Analysis of transitional words from "The Bitter Forbidden Fruit" passage
-Teaching transitional words (another, also, besides, moreover, furthermore) -Practice exercises inserting appropriate transitional words -Individual writing using transitional words for coherence -Composition on adolescent challenges using transitional words Reading set text Discussion |
-Sample passages with transitional words
-Exercise worksheets -Writing materials -Examples of well-connected paragraphs -List of transitional words and phrases Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 16
FATHERS OF NATIONS by Paul B Vitta |
|
| 1 | 8 |
UNIT 3
LISTENING AND SPEAKING |
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Define rhythm in poetry and identify its features -Analyze the distribution of stressed and unstressed syllables -Read poems aloud with correct rhythmic patterns -Explain how rhythm contributes to meaning in poetry |
-Group reading of "A Freedom Song" poem aloud
-Analysis of repetition, line length and stanza structure -Practice reading Blake's stanza with stress patterns -Discussion on rhythm's effect on poem's message -Individual practice with rhythmic reading |
-Poetry texts
-Chalkboard for stress marking -Audio recordings of poems -Copies of sample poems -Stress pattern charts |
KLB Secondary English Form 3, Page 18
|
|
| 2 | 1 |
READING
COMPREHENSION |
Study Skills: Concentration Techniques in Reading
Restoring Integrity in the Public Service |
By the end of the
lesson, the learner
should be able to:
-Explain the SQ3R method of reading -Apply Survey, Question, Read, Record and Review techniques -Formulate effective questions before reading -Record answers without referring to text |
-Introduction to SQ3R method with explanation
-Practice surveying with "Kinetic Theory and Gas Laws" passage -Guided questioning and answer formulation -Individual practice of recording and reviewing answers -Assessment of comprehension improvement |
-Sample science textbook passages
-SQ3R method charts -Question formulation sheets -Note-taking materials -Practice reading materials -Speech text -Discussion guides -Question sheets -Examples of public service issues -Writing materials for responses |
KLB Secondary English Form 3, Page 20
|
|
| 2 | 2 |
GRAMMAR
|
Case in Pronouns
|
By the end of the
lesson, the learner
should be able to:
-Define subjective, objective and possessive cases -Identify correct pronoun forms in different cases -Apply case rules with personal and relative pronouns -Use reflexive pronouns correctly in sentences |
-Interactive game with pronoun case forms
-Systematic teaching of subjective vs objective cases -Practice with relative pronouns (who/whom) -Exercises replacing nouns with appropriate pronouns -Construction of sentences using different pronoun cases |
-Pronoun case charts
-Exercise worksheets -Sentence construction materials -Games for pronoun practice -Reference tables for cases |
KLB Secondary English Form 3, Page 24
|
|
| 2 | 3 |
WRITING
|
Use of Transitional Words expressing Contrast
|
By the end of the
lesson, the learner
should be able to:
-Define transitional words that express contrast -Identify contrast relationships in sentences -Use words like nevertheless, although, despite correctly -Apply contrast transitions in composition writing |
-Analysis of contrasting sentences and relationships
-Teaching transitional words (nevertheless, although, despite, however) -Practice exercises combining contrasting ideas -Individual writing on public service efficiency using contrast words -Peer review of compositions for transition usage |
-Sample contrasting sentences
-List of contrast transitional words -Exercise worksheets -Writing materials -Examples of well-structured contrasts |
KLB Secondary English Form 3, Page 28
|
|
| 2-6 |
Series 1 Exams |
|||||||
| 6 | 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 |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 6 | 6-7 |
UNIT 4
LISTENING AND SPEAKING READING COMPREHENSION |
Alliteration
Study Skills: Note Making Women Break from the Shackles of Tradition |
By the end of the
lesson, the learner
should be able to:
-Define alliteration and identify it in sentences -Create sentences using alliterative patterns -Explain the effect of alliteration in poetry -Distinguish between alliteration and assonance -Analyze forms of discrimination against women -Evaluate the role of tradition in society -Identify symbols and their meanings in the text -Examine the concept of breaking from harmful traditions |
-Group reading of alliterative sentences aloud
-Identification of repeated consonant sounds -Practice creating alliterative sentences -Introduction to assonance with vowel sound repetition -Analysis of sound devices in poetry -Pre-reading discussion on gender roles and traditions -Guided reading of Ngoya's speech from "Aminata" -Analysis of chicken soup as a symbol -Group discussion on tradition vs progress -Individual reflection on positive and harmful traditions |
-Alliterative sentence examples
-Chalkboard for sound marking -Poetry samples with sound devices -Writing materials for creation -Audio examples if available -Sample textbook passages -Note-making formats -Numbering and organization guides -Practice materials -Examples of good/poor notes -Drama excerpt text -Discussion guides on gender issues -Question sheets -Materials for group work -Writing materials for reflection |
KLB Secondary English Form 3, Page 29
KLB Secondary English Form 3, Page 32 |
|
| 6 | 8 |
GRAMMAR
|
Demonstratives
|
By the end of the
lesson, the learner
should be able to:
-Define demonstratives and their pointing function -Distinguish between this/these and that/those -Use demonstratives as determiners and pronouns -Apply agreement rules with demonstratives |
-Interactive demonstration of near/far pointing
-Practice with demonstrative determiners in noun phrases -Exercises using demonstratives as pronouns -Completion exercises with appropriate demonstrative forms -Poetry completion using demonstratives correctly |
-Objects for demonstration
-Exercise worksheets -Poetry completion materials -Distance markers for practice -Agreement rule charts |
KLB Secondary English Form 3, Page 34
|
|
| 7 | 1 |
WRITING
|
Use of Transitional Words that show Consequences, Causes and Effect
|
By the end of the
lesson, the learner
should be able to:
-Identify cause and effect relationships -Use transitional words like consequently, therefore, so -Apply cause-effect transitions in sentence combining -Write compositions using consequence transitions effectively |
-Analysis of cause-effect relationships in sentences
-Teaching transitional words (consequently, therefore, accordingly, so) -Practice exercises combining cause-effect sentences -Individual composition on road accidents using cause-effect transitions -Peer editing for effective transition usage |
-Cause-effect sentence examples
-List of consequence transitional words -Exercise worksheets -Writing materials -Sample compositions with good transitions |
KLB Secondary English Form 3, Page 36
|
|
| 7 | 2 |
Intensive Reading
LISTENING AND SPEAKING |
FATHERS OF NATIONS by Paul B Vitta
Dilemma Stories |
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
Discussion |
Sample context and essay questions and answers
-Dilemma story texts -Discussion guides -Question sheets for analysis -Materials for group work -Audio recordings if available |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 7 | 3 |
UNIT 5
READING |
Study Skills: Studying a Poem through Analysis of Diction
|
By the end of the
lesson, the learner
should be able to:
-Define diction and its importance in poetry -Analyze word choice and its effects in poems -Apply systematic steps to study poetry -Evaluate the impact of diction on meaning |
-Reading "Simon the Cyrenian Speaks" poem
-Analysis of simple vs complex word choices -Systematic study of diction in "The Woman with Whom I Share my Husband" -Practice asking questions about poet's word choices -Individual analysis of diction effects |
-Poetry texts
-Diction analysis guides -Question formulation sheets -Examples of different diction types -Writing materials for analysis |
KLB Secondary English Form 3, Pages 40-41
|
|
| 7 | 4 |
COMPREHENSION
|
Citizens' Role in Good Governance
|
By the end of the
lesson, the learner
should be able to:
-Define good governance and its characteristics -Analyze citizens' responsibilities in governance -Evaluate the relationship between government and citizens -Examine solutions to governance challenges |
-Pre-reading discussion on community leadership
-Guided reading of governance passage -Analysis of citizen responsibilities and rights -Group discussion on improving governance -Individual writing on personal civic responsibilities |
-Governance passage text
-Discussion guides on civic duties -Question sheets -Examples of good/bad governance -Writing materials for responses |
KLB Secondary English Form 3, Page 43
|
|
| 7 | 5 |
GRAMMAR
|
Transitive and Intransitive Verbs
|
By the end of the
lesson, the learner
should be able to:
-Define transitive and intransitive verbs -Identify objects in sentences with transitive verbs -Distinguish between transitive and intransitive usage -Construct sentences using both verb types correctly |
-Language game competition on verb identification
-Systematic teaching of transitive verbs with objects -Practice with intransitive verbs and adverbials -Exercises classifying verbs as transitive/intransitive -Construction of sentences using target verbs |
-Verb classification charts
-Exercise worksheets -Game materials for competition -Sentence construction guides -Examples of both verb types |
KLB Secondary English Form 3, Page 45
|
|
| 7 | 6-7 |
WRITING
Intensive Reading UNIT 6 LISTENING AND SPEAKING |
Use of the Colon and the Semicolon & Writing Reminders
FATHERS OF NATIONS by Paul B Vitta Features of Dilemma Stories |
By the end of the
lesson, the learner
should be able to:
-Identify correct uses of colons and semicolons -Apply punctuation rules in sentence construction -Create personal reminders and journals effectively -Use varied punctuation for writing improvement -Identify the main features of dilemma stories -Analyze moral issues presented in dilemma stories -Evaluate different choices in dilemma situations -Participate in debates about story outcomes |
-Teaching colon uses (lists, quotations, explanations)
-Practice with semicolon functions (joining clauses, series) -Exercises inserting correct punctuation -Creation of personal reminder lists and journal entries -Individual composition using varied punctuation marks -Group discussion of known dilemma stories -Analysis of features: choices, moral issues, suspense, dialogue -Listening to "The Wise King" story -Group discussion on the king's dilemma and verdict -Individual retelling of the story in own words |
-Punctuation rule charts
-Exercise worksheets -Sample reminder formats -Journal writing guides -Examples of effective punctuation usage Sample context and essay questions and answers -Dilemma story texts -Feature analysis charts -Discussion guides -Audio recordings if available -Materials for group work |
KLB Secondary English Form 3, Pages 48-50
KLB Secondary English Form 3, Page 51 |
|
| 7 | 8 |
READING
|
Study Skills: Appreciating a Poem
|
By the end of the
lesson, the learner
should be able to:
-Apply systematic steps to analyze poetry -Examine language, sounds and meanings in poems -Identify themes, images and figures of speech -Evaluate personal response to poetry |
-Reading "I Want to Die While You Love Me" poem
-Step-by-step poetry analysis practice -Analysis of Shakespeare's sonnet on love -Discussion on poem appreciation techniques -Individual practice analyzing poem structure and meaning |
-Poetry texts
-Poetry analysis guides -Step-by-step analysis charts -Examples of different poetry types -Writing materials for analysis |
KLB Secondary English Form 3, Page 53
|
|
| 8 | 1 |
COMPREHENSION
|
HIV-The Emotional Journey
|
By the end of the
lesson, the learner
should be able to:
-Analyze the emotional stages of HIV diagnosis -Identify support strategies for HIV-positive individuals -Evaluate the role of family and community support -Examine ways to reduce stigma and discrimination |
-Pre-reading discussion on emotional experiences
-Guided reading of "HIV-The Emotional Journey" passage -Analysis of emotional stages: shock, denial, anger, fear, acceptance -Group discussion on support strategies -Individual reflection on compassionate responses |
-Health education passage
-Emotional journey charts -Discussion guides on support -Question sheets -Materials for sensitive discussions |
KLB Secondary English Form 3, Page 55
|
|
| 8 | 2 |
GRAMMAR
|
Infinitives
|
By the end of the
lesson, the learner
should be able to:
-Define bare infinitives and to-infinitives -Identify verbs followed by to-infinitives -Use -ing infinitives correctly after specific verbs -Apply infinitive forms appropriately in sentences |
-Analysis of infinitive forms in sample sentences
-Teaching verbs followed by to-infinitives (offer, plan, hope, agree) -Practice with -ing infinitives after verbs (avoid, enjoy, finish) -Completion exercises with correct infinitive forms -Construction of sentences using both infinitive types |
-Infinitive rule charts
-Verb classification lists -Exercise worksheets -Sentence completion materials -Examples of infinitive usage |
KLB Secondary English Form 3, Page 58
|
|
| 8 | 3 |
WRITING
Intensive Reading |
Use of the Dash and Parentheses & Writing Personal Journals
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Apply correct uses of dashes in writing -Use parentheses to enclose explanatory material -Create effective personal journal entries -Apply varied punctuation for writing improvement |
-Teaching dash uses (dialogue breaks, emphasis, clarification)
-Practice with parentheses for explanations and translations -Analysis of sample journal entries -Creation of personal reminder lists and journal entries -Individual composition using advanced punctuation marks |
-Punctuation rule charts
-Sample journal formats -Exercise worksheets -Personal writing guides -Examples of effective punctuation usage Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 60
|
|
| 8 | 4 |
UNIT 7
LISTENING AND SPEAKING |
Aetiological Narratives
|
By the end of the
lesson, the learner
should be able to:
-Define aetiological stories and their purpose -Identify features of aetiological narratives -Analyze moral lessons in aetiological stories -Retell aetiological stories with appropriate expression |
-Group reading of "The Vulture and the Hen" story
-Discussion on why stories are classified as aetiological -Analysis of story features and moral lessons -Individual sharing of known aetiological stories -Practice retelling stories with proper intonation |
-Aetiological story texts
-Discussion guides -Audio recordings if available -Story analysis charts -Materials for group storytelling |
KLB Secondary English Form 3, Page 61
|
|
| 8 | 5 |
READING
|
Study Skills: Critical Reading - Looking for Evidence
|
By the end of the
lesson, the learner
should be able to:
-Define critical reading and its importance -Identify evidence that supports claims in texts -Analyze author's choice of words for bias -Evaluate reliability of information sources |
-Analysis of tourism passage for evidence and claims
-Practice identifying supporting evidence for statements -Comparison of authors' attitudes through word choice -Exercises on distinguishing facts from opinions -Critical evaluation of text reliability |
-Sample texts with claims and evidence
-Analysis worksheets -Examples of biased vs neutral writing -Critical reading guides -Comparison texts on same topics |
KLB Secondary English Form 3, Page 63
|
|
| 8 | 6-7 |
COMPREHENSION
GRAMMAR |
Our Rights and Responsibilities
Phrasal Verbs and Idiomatic Expressions |
By the end of the
lesson, the learner
should be able to:
-Analyze fundamental human rights and obligations -Evaluate the role of family and government in rights -Examine the balance between rights and responsibilities -Discuss protection of children's rights -Define phrasal verbs and their non-literal meanings -Distinguish between transitive and intransitive phrasal verbs -Identify common idiomatic expressions -Use phrasal verbs and idioms correctly in context |
-Pre-reading discussion on human rights concepts
-Guided reading of rights and responsibilities passage -Analysis of different types of rights (life, education, expression) -Group discussion on rights vs responsibilities balance -Individual reflection on personal rights and duties -Analysis of phrasal verb examples and meanings -Practice replacing phrasal verbs with single-word equivalents -Exercises on transitive vs intransitive phrasal verb usage -Study of common idioms and their meanings -Construction of sentences using phrasal verbs and idioms |
-Human rights passage
-Discussion guides on rights -Question sheets -Examples of rights violations -Materials for group analysis -Phrasal verb reference lists -Idiom dictionaries -Exercise worksheets -Context clue activities -Sentence construction materials |
KLB Secondary English Form 3, Page 64
KLB Secondary English Form 3, Page 67 |
|
| 8 | 8 |
WRITING
Intensive Reading |
Writing Thank You and Congratulatory Messages
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Identify occasions for thank you and congratulatory messages -Apply correct format for informal messages -Write sincere and appropriate content -Use courteous and warm tone in messages |
-Analysis of sample thank you and congratulatory letters
-Discussion on appropriate occasions for such messages -Practice writing thank you letters to teachers/relatives -Composition of congratulatory notes for achievements -Peer review of message content and tone |
-Sample message formats
-Writing templates -Examples of good/poor messages -Stationery for letter writing -Peer review guidelines Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 69
|
|
| 9 | 1 |
UNIT 8
LISTENING AND SPEAKING |
Features of Aetiological Narratives
|
By the end of the
lesson, the learner
should be able to:
-Identify specific features of aetiological narratives -Analyze anthropomorphism in stories -Examine the use of fantasy elements -Evaluate character development in oral narratives |
-Performance reading of "Why the Giraffe has a Long Neck"
-Analysis of story features: anthropomorphism, fantasy, repetition -Discussion of character traits (Giraffe, Rhino, Man-Magician) -Examination of moral lessons and significance -Practice identifying aetiological story elements |
-Aetiological story texts for performance
-Character analysis charts -Feature identification guides -Discussion materials -Audio recordings if available |
KLB Secondary English Form 3, Page 71
|
|
| 9 | 2 |
READING
|
Study Skills: Recognizing Tone and Attitude
|
By the end of the
lesson, the learner
should be able to:
-Define tone and attitude in writing -Identify how word choice reveals author's attitude -Compare different tones in similar topics -Analyze the effect of tone on reader response |
-Analysis of contrasting articles about street families
-Practice identifying positive vs negative word choices -Comparison of authors' attitudes toward same subject -Exercises on recognizing bias through language -Discussion on how tone affects reader perception |
-Contrasting text samples
-Tone analysis worksheets -Word choice comparison charts -Examples of different tones -Analysis guides for attitude identification |
KLB Secondary English Form 3, Page 73
|
|
| 9 | 3 |
COMPREHENSION
|
A Slip, Not a Fall
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of personal growth and responsibility -Evaluate decision-making processes in adolescence -Examine consequences of choices on life direction -Discuss the importance of second chances |
-Pre-reading discussion on major life decisions
-Guided reading of Benson's story -Analysis of character development and life changes -Discussion on education vs immediate gratification -Individual reflection on learning from mistakes |
-Personal development story text
-Character analysis materials -Discussion guides on choices -Question sheets -Reflection writing materials |
KLB Secondary English Form 3, Page 74
|
|
| 9 | 4 |
GRAMMAR
WRITING Intensive Reading |
Participles
Writing Messages of Condolences FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Define -ing and -ed participles -Distinguish between participial uses as verbs and adjectives -Apply correct participle forms in sentences -Identify participial usage in different contexts |
-Crossword puzzle activity with participle identification
-Systematic teaching of -ing participles (progressive, adjectival) -Practice with -ed participles (perfect, passive, adjectival) -Analysis of participles in poetry and dialogue -Sentence transformation exercises using participles |
-Crossword puzzle materials
-Participle rule charts -Poetry samples with participles -Exercise worksheets -Sentence transformation guides -Sample condolence letter formats -Writing guidelines for sensitive topics -Examples of appropriate/inappropriate messages -Stationery materials -Peer review criteria Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 76
|
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