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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1-2 |
opening and reporting |
|||||||
| 2 | 2 |
UNIT 16
READING |
Study Skills: Reading Newspapers and Magazines
|
By the end of the
lesson, the learner
should be able to:
-Describe the importance of reading newspapers and magazines for current information -Identify key sections and features of newspaper layout -Apply scanning and skimming techniques for effective reading -Practice critical reading skills for editorial evaluation |
-Review of previous lesson through Q/A
-Analysis of newspaper structure including headlines, front page, and sections -Guided practice in scanning for names, dates, and specific facts -Demonstration of skimming technique for main ideas -Critical reading exercise analyzing editorial opinions and evidence |
-Current newspapers and magazines
-Reading technique charts -Highlighters -Analysis worksheets -Chalkboard |
KLB Secondary English Form 3, Pages 149-150
|
|
| 2 | 3 |
READING
|
Study Skills: Reading Newspapers and Magazines
|
By the end of the
lesson, the learner
should be able to:
-Describe the importance of reading newspapers and magazines for current information -Identify key sections and features of newspaper layout -Apply scanning and skimming techniques for effective reading -Practice critical reading skills for editorial evaluation |
-Review of previous lesson through Q/A
-Analysis of newspaper structure including headlines, front page, and sections -Guided practice in scanning for names, dates, and specific facts -Demonstration of skimming technique for main ideas -Critical reading exercise analyzing editorial opinions and evidence |
-Current newspapers and magazines
-Reading technique charts -Highlighters -Analysis worksheets -Chalkboard |
KLB Secondary English Form 3, Pages 149-150
|
|
| 2 | 4 |
WRITING
|
Notification of Meetings
|
By the end of the
lesson, the learner
should be able to:
-Define the purpose and importance of formal meeting notifications -Identify essential components of meeting notices (title, date, time, venue, agenda) -Apply correct formal format for different types of meetings -Create effective and clear meeting notifications with proper agenda items |
-Analysis of sample meeting notification formats
-Teaching of formal notice structure and required components -Comparison of internal and external meeting notice formats -Guided practice using provided templates and examples -Individual composition of meeting notification for school club election |
-Sample meeting notices
-Meeting notification templates -Writing materials -Examples of AGM and regular meeting agendas -Chalkboard |
KLB Secondary English Form 3, Pages 154-155
|
|
| 2 | 5 |
WRITING
|
Notification of Meetings
|
By the end of the
lesson, the learner
should be able to:
-Define the purpose and importance of formal meeting notifications -Identify essential components of meeting notices (title, date, time, venue, agenda) -Apply correct formal format for different types of meetings -Create effective and clear meeting notifications with proper agenda items |
-Analysis of sample meeting notification formats
-Teaching of formal notice structure and required components -Comparison of internal and external meeting notice formats -Guided practice using provided templates and examples -Individual composition of meeting notification for school club election |
-Sample meeting notices
-Meeting notification templates -Writing materials -Examples of AGM and regular meeting agendas -Chalkboard |
KLB Secondary English Form 3, Pages 154-155
|
|
| 2 | 6 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 2 | 7 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 2 | 8 |
UNIT 17
LISTENING AND SPEAKING |
Retelling an Aetiological Story
|
By the end of the
lesson, the learner
should be able to:
-Define aetiological narratives and their characteristics -Analyze voice variation techniques in story delivery -Apply effective retelling strategies using gestures and expressions -Evaluate narrative performance through peer assessment |
-Group reading of "Why the Cheeks of the Cheetah are Stained with Tears"
-Discussion on voice usage, tone variation, and delivery techniques -Practice retelling story without text using personal attributes -Peer evaluation of storytelling effectiveness and improvement suggestions |
-Aetiological story text
-Voice technique charts -Evaluation forms -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 156-157
|
|
| 3 | 1 |
GRAMMAR
|
Conditional Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define conditional clauses and their functions in communication -Distinguish between real and unreal conditional situations -Apply various conditional conjunctions (if, unless, provided that, as long as) -Use appropriate tense forms in conditional constructions |
-Role-play activity using conditional statements in campaign promises
-Systematic teaching of real vs unreal conditions with examples -Practice exercises converting between different conditional forms -Sentence completion activities using various conditional conjunctions |
-Campaign scenario cards
-Grammar worksheets -Conditional clause charts -Exercise books -Chalkboard |
KLB Secondary English Form 3, Pages 161-163
|
|
| 3 | 2 |
GRAMMAR
|
Conditional Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define conditional clauses and their functions in communication -Distinguish between real and unreal conditional situations -Apply various conditional conjunctions (if, unless, provided that, as long as) -Use appropriate tense forms in conditional constructions |
-Role-play activity using conditional statements in campaign promises
-Systematic teaching of real vs unreal conditions with examples -Practice exercises converting between different conditional forms -Sentence completion activities using various conditional conjunctions |
-Campaign scenario cards
-Grammar worksheets -Conditional clause charts -Exercise books -Chalkboard |
KLB Secondary English Form 3, Pages 161-163
|
|
| 3 | 3 |
WRITING
|
Writing a Creative Story
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of creative story writing -Apply pre-writing planning techniques for character and plot development -Create engaging conflicts and believable character interactions -Demonstrate effective use of setting, point of view, and narrative structure |
-Analysis of creative story elements and planning strategies
-Guided practice in character creation and conflict development -Individual story planning using provided frameworks -Writing practice on given titles with peer review sessions |
-Story planning templates
-Character development sheets -Sample creative stories -Writing materials -Peer review forms |
KLB Secondary English Form 3, Pages 163-165
|
|
| 3 | 4 |
WRITING
|
Writing a Creative Story
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of creative story writing -Apply pre-writing planning techniques for character and plot development -Create engaging conflicts and believable character interactions -Demonstrate effective use of setting, point of view, and narrative structure |
-Analysis of creative story elements and planning strategies
-Guided practice in character creation and conflict development -Individual story planning using provided frameworks -Writing practice on given titles with peer review sessions |
-Story planning templates
-Character development sheets -Sample creative stories -Writing materials -Peer review forms |
KLB Secondary English Form 3, Pages 163-165
|
|
| 3 | 5 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 3 | 6 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 3 | 7 |
UNIT 18
LISTENING AND SPEAKING |
Retelling a Dilemma Story
|
By the end of the
lesson, the learner
should be able to:
-Define dilemma stories and their moral significance -Apply interpretive reading techniques with appropriate pauses and intonation -Demonstrate effective retelling using personal expression and voice variation -Evaluate the overall significance and moral lessons of dilemma narratives |
-Group discussion on dilemma situations and moral choices
-Interpretive reading of "Midecha's Choice" with attention to delivery -Practice retelling dilemma stories emphasizing moral conflicts -Class discussion on significance of dilemma stories in moral education |
-Dilemma story texts
-Reading technique guides -Moral discussion prompts -Performance evaluation sheets -Chalkboard |
KLB Secondary English Form 3, Pages 165-167
|
|
| 3 | 8 |
LISTENING AND SPEAKING
|
Retelling a Dilemma Story
|
By the end of the
lesson, the learner
should be able to:
-Define dilemma stories and their moral significance -Apply interpretive reading techniques with appropriate pauses and intonation -Demonstrate effective retelling using personal expression and voice variation -Evaluate the overall significance and moral lessons of dilemma narratives |
-Group discussion on dilemma situations and moral choices
-Interpretive reading of "Midecha's Choice" with attention to delivery -Practice retelling dilemma stories emphasizing moral conflicts -Class discussion on significance of dilemma stories in moral education |
-Dilemma story texts
-Reading technique guides -Moral discussion prompts -Performance evaluation sheets -Chalkboard |
KLB Secondary English Form 3, Pages 165-167
|
|
| 4 | 1 |
GRAMMAR
|
Adjectival Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define adjectival clauses and their function as noun modifiers -Identify relative pronouns and their appropriate usage -Distinguish between essential and optional relative pronouns -Apply adjectival clauses effectively in sentence construction |
-Group identification of words modified by adjectival clauses
-Systematic teaching of relative pronouns (who, whose, which, that) -Practice exercises joining sentences with relative pronouns -Gap-filling activities using appropriate adjectival clauses |
-Sentence analysis worksheets
-Relative pronoun charts -Grammar exercise books -Example sentences -Chalkboard |
KLB Secondary English Form 3, Pages 171-172
|
|
| 4 | 2 |
GRAMMAR
|
Adjectival Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define adjectival clauses and their function as noun modifiers -Identify relative pronouns and their appropriate usage -Distinguish between essential and optional relative pronouns -Apply adjectival clauses effectively in sentence construction |
-Group identification of words modified by adjectival clauses
-Systematic teaching of relative pronouns (who, whose, which, that) -Practice exercises joining sentences with relative pronouns -Gap-filling activities using appropriate adjectival clauses |
-Sentence analysis worksheets
-Relative pronoun charts -Grammar exercise books -Example sentences -Chalkboard |
KLB Secondary English Form 3, Pages 171-172
|
|
| 4 | 3 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of formal meeting agendas -Identify the three main parts of meeting proceedings -Apply correct agenda formatting for different meeting types -Create well-organized agendas following conventional patterns |
-Discussion on meeting organization and agenda importance
-Analysis of sample agendas for regular and AGM meetings -Teaching of preliminary, substantive, and AOB agenda sections -Practice creating agenda for specified meeting scenarios |
-Sample meeting agendas
-Agenda templates -Meeting scenario cards -Writing materials -Format guidelines |
KLB Secondary English Form 3, Pages 172-174
|
|
| 4 | 4 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of formal meeting agendas -Identify the three main parts of meeting proceedings -Apply correct agenda formatting for different meeting types -Create well-organized agendas following conventional patterns |
-Discussion on meeting organization and agenda importance
-Analysis of sample agendas for regular and AGM meetings -Teaching of preliminary, substantive, and AOB agenda sections -Practice creating agenda for specified meeting scenarios |
-Sample meeting agendas
-Agenda templates -Meeting scenario cards -Writing materials -Format guidelines |
KLB Secondary English Form 3, Pages 172-174
|
|
| 4 | 5 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of formal meeting agendas -Identify the three main parts of meeting proceedings -Apply correct agenda formatting for different meeting types -Create well-organized agendas following conventional patterns |
-Discussion on meeting organization and agenda importance
-Analysis of sample agendas for regular and AGM meetings -Teaching of preliminary, substantive, and AOB agenda sections -Practice creating agenda for specified meeting scenarios |
-Sample meeting agendas
-Agenda templates -Meeting scenario cards -Writing materials -Format guidelines |
KLB Secondary English Form 3, Pages 172-174
|
|
| 4 | 6 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of formal meeting agendas -Identify the three main parts of meeting proceedings -Apply correct agenda formatting for different meeting types -Create well-organized agendas following conventional patterns |
-Discussion on meeting organization and agenda importance
-Analysis of sample agendas for regular and AGM meetings -Teaching of preliminary, substantive, and AOB agenda sections -Practice creating agenda for specified meeting scenarios |
-Sample meeting agendas
-Agenda templates -Meeting scenario cards -Writing materials -Format guidelines |
KLB Secondary English Form 3, Pages 172-174
|
|
| 4 | 7 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 4 | 8 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 5 | 1 |
UNIT 19
GRAMMAR |
Noun Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define noun clauses and their functions in sentence structure -Identify noun clauses as subjects and objects in sentences -Apply appropriate introductory words (what, that, whoever, whatever) -Use noun clauses effectively in complex sentence construction |
-Conversational practice using noun clauses as subjects and objects
-Systematic teaching of noun clause structure and functions -Analysis of introductory words and their specific uses -Practice exercises identifying and creating noun clauses |
-Conversation practice cards
-Grammar worksheets -Noun clause examples -Sentence construction exercises -Chalkboard |
KLB Secondary English Form 3, Pages 179-180
|
|
| 5 | 2 |
GRAMMAR
|
Noun Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define noun clauses and their functions in sentence structure -Identify noun clauses as subjects and objects in sentences -Apply appropriate introductory words (what, that, whoever, whatever) -Use noun clauses effectively in complex sentence construction |
-Conversational practice using noun clauses as subjects and objects
-Systematic teaching of noun clause structure and functions -Analysis of introductory words and their specific uses -Practice exercises identifying and creating noun clauses |
-Conversation practice cards
-Grammar worksheets -Noun clause examples -Sentence construction exercises -Chalkboard |
KLB Secondary English Form 3, Pages 179-180
|
|
| 5 | 3 |
GRAMMAR
|
Noun Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define noun clauses and their functions in sentence structure -Identify noun clauses as subjects and objects in sentences -Apply appropriate introductory words (what, that, whoever, whatever) -Use noun clauses effectively in complex sentence construction |
-Conversational practice using noun clauses as subjects and objects
-Systematic teaching of noun clause structure and functions -Analysis of introductory words and their specific uses -Practice exercises identifying and creating noun clauses |
-Conversation practice cards
-Grammar worksheets -Noun clause examples -Sentence construction exercises -Chalkboard |
KLB Secondary English Form 3, Pages 179-180
|
|
| 5 | 4 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 5 | 5 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 5 | 6 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 5 | 7 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 5 | 8 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 1 |
UNIT 20
COMPREHENSION |
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
-Pre-reading discussion on government performance and citizen expectations
-Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 6 | 2 |
COMPREHENSION
|
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
-Pre-reading discussion on government performance and citizen expectations
-Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 6 | 3 |
COMPREHENSION
|
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
-Pre-reading discussion on government performance and citizen expectations
-Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 6 | 4 |
COMPREHENSION
|
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
-Pre-reading discussion on government performance and citizen expectations
-Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 6 | 5 |
COMPREHENSION
|
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
-Pre-reading discussion on government performance and citizen expectations
-Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 6 | 6 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
-Review of simple, compound, and complex sentence structures
-Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 6 | 7 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
-Review of simple, compound, and complex sentence structures
-Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 6 | 8 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
-Review of simple, compound, and complex sentence structures
-Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 7 | 1 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 7 | 2 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 7 | 3 |
UNIT 21
LISTENING AND SPEAKING |
Non-verbal Cues in Speaking
|
By the end of the
lesson, the learner
should be able to:
-Identify various non-verbal communication signals in listening and speaking -Demonstrate effective listening posture and facial expressions -Apply appropriate eye contact and body language in communication -Evaluate the impact of non-verbal cues on message effectiveness |
-Group discussion on scenarios involving poor listening behaviors
-Analysis of effective vs ineffective non-verbal listening cues -Practice sessions demonstrating proper sitting position and attention signals -Role-play exercises showing restlessness vs attentive listening behaviors |
-Scenario cards for role-play
-Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard |
KLB Secondary English Form 3, Pages 195
|
|
| 7 | 4 |
LISTENING AND SPEAKING
|
Non-verbal Cues in Speaking
|
By the end of the
lesson, the learner
should be able to:
-Identify various non-verbal communication signals in listening and speaking -Demonstrate effective listening posture and facial expressions -Apply appropriate eye contact and body language in communication -Evaluate the impact of non-verbal cues on message effectiveness |
-Group discussion on scenarios involving poor listening behaviors
-Analysis of effective vs ineffective non-verbal listening cues -Practice sessions demonstrating proper sitting position and attention signals -Role-play exercises showing restlessness vs attentive listening behaviors |
-Scenario cards for role-play
-Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard |
KLB Secondary English Form 3, Pages 195
|
|
| 7 | 5 |
GRAMMAR
|
Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
-Define direct and indirect speech and their appropriate usage -Apply correct punctuation rules for direct speech quotations -Convert between direct and indirect speech using appropriate tense changes -Use reporting verbs and time/place reference changes accurately |
-Partner practice giving and reporting personal information
-Systematic teaching of direct speech punctuation and quotation marks -Analysis of tense changes, pronoun shifts, and time reference modifications -Practice exercises converting between direct and indirect speech forms |
-Personal information practice cards
-Punctuation reference charts -Grammar worksheets -Conversion exercise sheets -Chalkboard |
KLB Secondary English Form 3, Pages 199-203
|
|
| 7 | 6 |
GRAMMAR
|
Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
-Define direct and indirect speech and their appropriate usage -Apply correct punctuation rules for direct speech quotations -Convert between direct and indirect speech using appropriate tense changes -Use reporting verbs and time/place reference changes accurately |
-Partner practice giving and reporting personal information
-Systematic teaching of direct speech punctuation and quotation marks -Analysis of tense changes, pronoun shifts, and time reference modifications -Practice exercises converting between direct and indirect speech forms |
-Personal information practice cards
-Punctuation reference charts -Grammar worksheets -Conversion exercise sheets -Chalkboard |
KLB Secondary English Form 3, Pages 199-203
|
|
| 7 | 7 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 7 | 7-8 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 8-9 |
end term exam |
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