If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 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
|
|
| 2 | 2 |
READING
|
Study Skills: Study Reading
|
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 |
KLB Secondary English Form 3, Page 2
|
|
| 2 | 3 |
COMPREHENSION
|
The Miracle of Adolescence
|
By the end of the
lesson, the learner
should be able to:
-Explain the concept of adolescence clearly -Identify the stages of sexual development -Analyze societal restrictions on adolescents -Interpret metaphors used in the passage |
-Pre-reading discussion on adolescence experiences
-Silent reading of "The Miracle of Adolescence" passage -Guided answering of comprehension questions -Class discussion on adolescent challenges and support -Individual writing on personal adolescence experiences |
-Comprehension passage
-Question sheets -English dictionary -Chalkboard -Writing materials |
KLB Secondary English Form 3, Pages 3-5
|
|
| 2 | 4-5 |
GRAMMAR
WRITING Intensive Reading |
Common Ways of Forming Nouns
Substitution in Writing PARLIAMENT OF OWLS by Adipo Sidang |
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 -Define substitution as a cohesive device -Identify words that can replace repetitive elements -Use pronouns, "do," and "so" effectively for substitution -Apply substitution techniques in paragraph writing |
-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 -Analysis of repetitive vs improved sentences -Teaching substitution using pronouns (they, it, one, some) -Practice exercises replacing repeated words -Rewriting paragraph about Margaret to remove repetition -Individual composition writing using substitution techniques |
-Chalkboard
-Word cards showing endings -Exercise worksheets -Dictionary -Sample sentences for analysis -Sample sentences on board -Exercise worksheets -Rewriting materials -Examples of good/poor writing -Chalkboard for demonstrations Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 5-8
KLB Secondary English Form 3, Page 8 |
|
| 2 | 6 |
UNIT 2
LISTENING AND SPEAKING |
Intonation
|
By the end of the
lesson, the learner
should be able to:
-Define intonation and its importance in communication -Distinguish between rising and falling intonation -Apply correct intonation when asking questions -Use appropriate intonation to show emphasis |
-Demonstration of statement vs question intonation using sample sentence
-Teaching rising intonation functions with examples -Teaching falling intonation uses with practice -Partner practice reading sentences with marked intonation -Simultaneous reading exercises with different intonation patterns |
-Chalkboard with intonation marks
-Sentence strips -Audio examples (if available) -Practice sheets -List of words for intonation practice |
KLB Secondary English Form 3, Page 9
|
|
| 2 | 7 |
READING
|
Study Skills: Techniques of Pre-reading
|
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 |
KLB Secondary English Form 3, Page 11
|
|
| 2 | 8 |
COMPREHENSION
|
The Bitter Forbidden Fruit
|
By the end of the
lesson, the learner
should be able to:
-Analyze the consequences of peer pressure on adolescents -Compare male and female perspectives on sexuality -Evaluate reasons for disappointing sexual experiences -Examine effects of premarital sex on relationships |
-Pre-reading predictions verification
-Guided reading of "The Bitter Forbidden Fruit" passage -Discussion of comprehension questions in groups -Analysis of Rosanne's experience and decision-making -Reflection on lessons about peer pressure and choices |
-Comprehension passage
-Discussion guide -Question sheets -Dictionary -Materials for group discussions |
KLB Secondary English Form 3, Page 12
|
|
| 3 | 1 |
GRAMMAR
|
Gender Sensitive Language
|
By the end of the
lesson, the learner
should be able to:
-Define gender-sensitive language and its importance -Identify sexist language in pronouns and nouns -Rewrite sentences to remove gender bias -Apply gender-neutral alternatives in writing |
-Analysis of sexist pronoun examples
-Teaching methods to avoid gender bias (plural forms, second person) -Practice rewriting sentences with gender-neutral language -Exercise on replacing sexist terms with neutral alternatives -Discussion on professional titles and gender inclusivity |
-Chalkboard
-Exercise worksheets -Examples of sexist vs neutral language -Reference materials on inclusive language -Practice sentences for transformation |
KLB Secondary English Form 3, Page 14
|
|
| 3 | 2 |
WRITING
|
Use of Transitional Words that add Information
|
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 |
-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 |
-Sample passages with transitional words
-Exercise worksheets -Writing materials -Examples of well-connected paragraphs -List of transitional words and phrases |
KLB Secondary English Form 3, Page 16
|
|
| 3 | 3 |
WRITING
|
Use of Transitional Words that add Information
|
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 |
-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 |
-Sample passages with transitional words
-Exercise worksheets -Writing materials -Examples of well-connected paragraphs -List of transitional words and phrases |
KLB Secondary English Form 3, Page 16
|
|
| 3 | 4-5 |
Intensive Reading
UNIT 3 LISTENING AND SPEAKING |
PARLIAMENT OF OWLS by Adipo Sidang
Rhythm |
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 -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 |
Discussion
-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 |
Sample context and essay questions and answers
-Poetry texts -Chalkboard for stress marking -Audio recordings of poems -Copies of sample poems -Stress pattern charts |
PARLIAMENT OF OWLS by Adipo Sidang
KLB Secondary English Form 3, Page 18 |
|
| 3 | 6 |
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
|
|
| 3 | 7 |
READING
|
Study Skills: Concentration Techniques in Reading
|
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 |
KLB Secondary English Form 3, Page 20
|
|
| 3 | 8 |
COMPREHENSION
|
Restoring Integrity in the Public Service
|
By the end of the
lesson, the learner
should be able to:
-Analyze the role of public service in society -Identify problems affecting Kenya's public service -Evaluate solutions for improving service delivery -Interpret rhetorical questions and their effects |
-Pre-reading discussion on public service experiences
-Guided reading of Muthaura's speech -Group discussion on public service challenges -Analysis of rhetorical questions and their purpose -Individual reflection on civic responsibility |
-Speech text
-Discussion guides -Question sheets -Examples of public service issues -Writing materials for responses |
KLB Secondary English Form 3, Page 22
|
|
| 4 | 1 |
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
|
|
| 4 | 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
|
|
| 4 | 3 |
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
|
|
| 4 | 4-5 |
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
|
|
| 4 | 6 |
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
|
|
| 4 | 7 |
UNIT 4
LISTENING AND SPEAKING |
Alliteration
|
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 |
-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 |
-Alliterative sentence examples
-Chalkboard for sound marking -Poetry samples with sound devices -Writing materials for creation -Audio examples if available |
KLB Secondary English Form 3, Page 29
|
|
| 4 | 8 |
LISTENING AND SPEAKING
|
Alliteration
|
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 |
-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 |
-Alliterative sentence examples
-Chalkboard for sound marking -Poetry samples with sound devices -Writing materials for creation -Audio examples if available |
KLB Secondary English Form 3, Page 29
|
|
| 5 | 1 |
READING
|
Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of note-making while reading -Identify main points and separate them from details -Apply numbering and organization in notes -Create effective notes from textbook passages |
-Review of note-making principles from Book Two
-Reading "Water Quality in Eastern Africa" passage -Guided practice identifying main points vs details -Individual note-making on human activities and water quality -Comparison and evaluation of different note formats |
-Sample textbook passages
-Note-making formats -Numbering and organization guides -Practice materials -Examples of good/poor notes |
KLB Secondary English Form 3, Page 31
|
|
| 5 | 2 |
READING
|
Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of note-making while reading -Identify main points and separate them from details -Apply numbering and organization in notes -Create effective notes from textbook passages |
-Review of note-making principles from Book Two
-Reading "Water Quality in Eastern Africa" passage -Guided practice identifying main points vs details -Individual note-making on human activities and water quality -Comparison and evaluation of different note formats |
-Sample textbook passages
-Note-making formats -Numbering and organization guides -Practice materials -Examples of good/poor notes |
KLB Secondary English Form 3, Page 31
|
|
| 5 | 3 |
COMPREHENSION
|
Women Break from the Shackles of Tradition
|
By the end of the
lesson, the learner
should be able to:
-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 |
-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 |
-Drama excerpt text
-Discussion guides on gender issues -Question sheets -Materials for group work -Writing materials for reflection |
KLB Secondary English Form 3, Page 32
|
|
| 5 | 4-5 |
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
|
|
| 5 | 6 |
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
|
|
| 5 | 7 |
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
|
|
| 5 | 8 |
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
|
|
| 6 | 1 |
UNIT 5
LISTENING AND SPEAKING |
Dilemma Stories
|
By the end of the
lesson, the learner
should be able to:
-Define dilemma stories and their characteristics -Identify moral choices in dilemma situations -Analyze the features of effective dilemma stories -Participate in discussions about moral dilemmas |
-Group discussion of personal dilemma situations
-Listening to "Nyakio and Kasuku" dilemma story -Analysis of story features and moral choices -Class discussion on different possible endings -Individual reflection on decision-making processes |
-Dilemma story texts
-Discussion guides -Question sheets for analysis -Materials for group work -Audio recordings if available |
KLB Secondary English Form 3, Page 38
|
|
| 6 | 2 |
LISTENING AND SPEAKING
|
Dilemma Stories
|
By the end of the
lesson, the learner
should be able to:
-Define dilemma stories and their characteristics -Identify moral choices in dilemma situations -Analyze the features of effective dilemma stories -Participate in discussions about moral dilemmas |
-Group discussion of personal dilemma situations
-Listening to "Nyakio and Kasuku" dilemma story -Analysis of story features and moral choices -Class discussion on different possible endings -Individual reflection on decision-making processes |
-Dilemma story texts
-Discussion guides -Question sheets for analysis -Materials for group work -Audio recordings if available |
KLB Secondary English Form 3, Page 38
|
|
| 6 | 3 |
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
|
|
| 6 | 4-5 |
READING
COMPREHENSION |
Study Skills: Studying a Poem through Analysis of Diction
Citizens' Role in Good Governance |
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 -Define good governance and its characteristics -Analyze citizens' responsibilities in governance -Evaluate the relationship between government and citizens -Examine solutions to governance challenges |
-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 -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 |
-Poetry texts
-Diction analysis guides -Question formulation sheets -Examples of different diction types -Writing materials for analysis -Governance passage text -Discussion guides on civic duties -Question sheets -Examples of good/bad governance -Writing materials for responses |
KLB Secondary English Form 3, Pages 40-41
KLB Secondary English Form 3, Page 43 |
|
| 6 | 6 |
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
|
|
| 6 | 7 |
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
|
|
| 6 | 8 |
WRITING
|
Use of the Colon and the Semicolon & Writing Reminders
|
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 |
-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 |
-Punctuation rule charts
-Exercise worksheets -Sample reminder formats -Journal writing guides -Examples of effective punctuation usage |
KLB Secondary English Form 3, Pages 48-50
|
|
| 7 |
Mid term examination and hafterm break |
|||||||
| 8 | 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
|
|
| 8 | 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
|
|
| 8 | 3 |
UNIT 6
LISTENING AND SPEAKING |
Features of Dilemma Stories
|
By the end of the
lesson, the learner
should be able to:
-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 |
-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 |
-Dilemma story texts
-Feature analysis charts -Discussion guides -Audio recordings if available -Materials for group work |
KLB Secondary English Form 3, Page 51
|
|
| 8 | 4-5 |
LISTENING AND SPEAKING
READING |
Features of Dilemma Stories
Study Skills: Appreciating a Poem |
By the end of the
lesson, the learner
should be able to:
-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 -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 |
-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 -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 |
-Dilemma story texts
-Feature analysis charts -Discussion guides -Audio recordings if available -Materials for group work -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 51
KLB Secondary English Form 3, Page 53 |
|
| 8 | 6 |
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 | 7 |
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 | 8 |
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
|
|
| 9 | 1 |
WRITING
|
Use of the Dash and Parentheses & Writing Personal Journals
|
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 |
KLB Secondary English Form 3, Page 60
|
|
| 9 | 2 |
WRITING
|
Use of the Dash and Parentheses & Writing Personal Journals
|
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 |
KLB Secondary English Form 3, Page 60
|
|
| 9 | 3 |
WRITING
|
Use of the Dash and Parentheses & Writing Personal Journals
|
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 |
KLB Secondary English Form 3, Page 60
|
|
| 9 | 4-5 |
Intensive Reading
UNIT 7 LISTENING AND SPEAKING |
PARLIAMENT OF OWLS by Adipo Sidang
Aetiological Narratives |
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 -Define aetiological stories and their purpose -Identify features of aetiological narratives -Analyze moral lessons in aetiological stories -Retell aetiological stories with appropriate expression |
Discussion
-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 |
Sample context and essay questions and answers
-Aetiological story texts -Discussion guides -Audio recordings if available -Story analysis charts -Materials for group storytelling |
PARLIAMENT OF OWLS by Adipo Sidang
KLB Secondary English Form 3, Page 61 |
|
| 9 | 6 |
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
|
|
| 9 | 7 |
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
|
|
| 9 | 8 |
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
|
|
| 10 | 1 |
COMPREHENSION
|
Our Rights and Responsibilities
|
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 |
-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 |
-Human rights passage
-Discussion guides on rights -Question sheets -Examples of rights violations -Materials for group analysis |
KLB Secondary English Form 3, Page 64
|
|
| 10 | 2 |
GRAMMAR
|
Phrasal Verbs and Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
-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 |
-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 |
-Phrasal verb reference lists
-Idiom dictionaries -Exercise worksheets -Context clue activities -Sentence construction materials |
KLB Secondary English Form 3, Page 67
|
|
| 10 | 3 |
GRAMMAR
|
Phrasal Verbs and Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
-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 |
-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 |
-Phrasal verb reference lists
-Idiom dictionaries -Exercise worksheets -Context clue activities -Sentence construction materials |
KLB Secondary English Form 3, Page 67
|
|
| 10 | 4-5 |
WRITING
|
Writing Thank You and Congratulatory Messages
|
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 |
KLB Secondary English Form 3, Page 69
|
|
| 10 | 6 |
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
|
|
| 10 | 7 |
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
|
|
| 10 | 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
|
|
| 11 | 1 |
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
|
|
| 11 | 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
|
|
| 11 | 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
|
|
| 11 | 4-5 |
GRAMMAR
|
Participles
|
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 |
KLB Secondary English Form 3, Page 76
|
|
| 11 | 6 |
WRITING
|
Writing Messages of Condolences
|
By the end of the
lesson, the learner
should be able to:
-Identify appropriate occasions for condolence messages -Apply proper format and tone for sympathy letters -Write sincere and comforting content -Show respect and support for grieving families |
-Analysis of sample condolence letters
-Discussion on appropriate content and tone -Practice writing condolences for different relationships -Guidelines on timing and delivery of condolence messages -Peer review of message sensitivity and appropriateness |
-Sample condolence letter formats
-Writing guidelines for sensitive topics -Examples of appropriate/inappropriate messages -Stationery materials -Peer review criteria |
KLB Secondary English Form 3, Page 80
|
|
| 11 | 7 |
WRITING
|
Writing Messages of Condolences
|
By the end of the
lesson, the learner
should be able to:
-Identify appropriate occasions for condolence messages -Apply proper format and tone for sympathy letters -Write sincere and comforting content -Show respect and support for grieving families |
-Analysis of sample condolence letters
-Discussion on appropriate content and tone -Practice writing condolences for different relationships -Guidelines on timing and delivery of condolence messages -Peer review of message sensitivity and appropriateness |
-Sample condolence letter formats
-Writing guidelines for sensitive topics -Examples of appropriate/inappropriate messages -Stationery materials -Peer review criteria |
KLB Secondary English Form 3, Page 80
|
|
| 11 | 8 |
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