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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 4 |
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
|
|
| 1 | 5 |
READING
COMPREHENSION |
Study Skills: Appreciating a Poem
HIV-The Emotional Journey |
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 -Health education passage -Emotional journey charts -Discussion guides on support -Question sheets -Materials for sensitive discussions |
KLB Secondary English Form 3, Page 53
|
|
| 1 | 6 |
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
|
|
| 1 | 7 |
WRITING
Intensive Reading |
Use of the Dash and Parentheses & Writing Personal Journals
THE SAMARITAN by John Laraa |
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
|
|
| 1 | 8 |
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
|
|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
GRAMMAR
WRITING |
Phrasal Verbs and Idiomatic Expressions
Writing Thank You and Congratulatory Messages |
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 -Sample message formats -Writing templates -Examples of good/poor messages -Stationery for letter writing -Peer review guidelines |
KLB Secondary English Form 3, Page 67
|
|
| 2 | 4 |
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 | 5 |
UNIT 8
LISTENING AND SPEAKING READING |
Features of Aetiological Narratives
Study Skills: Recognizing Tone and Attitude |
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 -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 71
|
|
| 2 | 6 |
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
|
|
| 2 | 7 |
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
|
|
| 2 | 8 |
WRITING
Intensive Reading |
Writing Messages of Condolences
THE SAMARITAN by John Laraa |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 80
|
|
| 3 | 1 |
UNIT 9
LISTENING AND SPEAKING |
Giving and Receiving Instructions
|
By the end of the
lesson, the learner
should be able to:
-Identify qualities of good instructions -Apply guidelines for giving clear directions -Practice following complex instructions accurately -Develop skills in seeking clarification |
-Discussion on experiences with instructions
-Practice giving instructions for specific tasks -Partner exercises on following and giving directions -Analysis of good vs poor instruction examples -Role play scenarios requiring clear instructions |
-Instruction examples (good/poor)
-Task cards for practice -Direction materials -Maps and diagrams -Role play scenarios |
KLB Secondary English Form 3, Page 82
|
|
| 3 | 2 |
READING
|
Study Skills: Distinguishing Facts from Opinions
|
By the end of the
lesson, the learner
should be able to:
-Define facts and opinions clearly -Identify signal words for opinions -Evaluate reliability of different statement types -Apply critical thinking to information assessment |
-Practice exercises distinguishing facts from opinions
-Analysis of signal words indicating opinions -Evaluation of statement reliability and evidence -Discussion on informed opinions vs unsupported claims -Critical assessment of media statements |
-Fact vs opinion worksheets
-Signal word lists -Media samples for analysis -Critical thinking guides -Reliability assessment tools |
KLB Secondary English Form 3, Page 83
|
|
| 3 | 3 |
COMPREHENSION
|
The Great Revelation
|
By the end of the
lesson, the learner
should be able to:
-Analyze allegorical meanings in narrative -Evaluate priorities and values in life -Examine the concept of spiritual vs material wealth -Discuss the importance of nurturing one's soul |
-Pre-reading discussion on life priorities
-Guided reading of the four wives allegory -Analysis of symbolic meanings of each wife -Discussion on material vs spiritual values -Individual reflection on personal priorities |
-Allegorical story text
-Symbol analysis charts -Discussion guides on values -Question sheets -Reflection materials |
KLB Secondary English Form 3, Page 84
|
|
| 3 | 4 |
GRAMMAR
WRITING |
Quantifiers: few, a few, little and a little
Writing Imaginative Compositions |
By the end of the
lesson, the learner
should be able to:
-Define quantifiers and their functions -Distinguish between count and non-count noun usage -Apply positive vs negative meanings correctly -Use comparative forms appropriately |
-Interactive exercises identifying count vs non-count nouns
-Practice with positive (a few, a little) vs negative (few, little) meanings -Sentence completion exercises with appropriate quantifiers -Comparison exercises using fewer/fewest and less/least -Context-based quantifier selection |
-Count/non-count noun charts
-Quantifier rule summaries -Completion exercises -Comparison materials -Context practice sheets -Creative writing guides -Sample imaginative texts -Character development worksheets -Suspense technique examples -Peer review criteria |
KLB Secondary English Form 3, Page 86
|
|
| 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 |
UNIT 10
LISTENING AND SPEAKING READING |
Debating
Study Skills: Reading Aloud Interpretively |
By the end of the
lesson, the learner
should be able to:
-Identify benefits and rules of debating -Apply proper debating procedures and etiquette -Develop critical judgment and organized thinking -Practice working cooperatively in teams |
-Discussion on debating benefits and procedures
-Analysis of seating arrangement and roles -Practice debate on "Computers greatly improve our lives" -Team preparation and strategy development -Evaluation of debating performance and skills |
-Debating rules and procedures
-Seating arrangement diagrams -Topic preparation materials -Timing devices -Evaluation criteria -Texts for interpretive reading -Mood analysis guides -Voice coaching materials -Expression practice sheets -Audio examples if available |
KLB Secondary English Form 3, Page 91
|
|
| 3 | 7 |
COMPREHENSION
|
Global Warming
|
By the end of the
lesson, the learner
should be able to:
-Analyze causes and effects of global warming -Evaluate scientific evidence and data -Examine human activities' environmental impact -Discuss solutions to environmental challenges |
-Pre-reading discussion on environmental problems
-Guided reading of global warming passage -Analysis of greenhouse effect and human causes -Discussion on evidence of climate change -Individual reflection on environmental responsibility |
-Environmental science text
-Climate change data -Discussion guides -Scientific evidence materials -Environmental action plans |
KLB Secondary English Form 3, Page 96
|
|
| 3 | 8 |
GRAMMAR
|
Attributive and Predicative Use of Adjectives
|
By the end of the
lesson, the learner
should be able to:
-Define attributive and predicative adjective positions -Identify adjectives in different sentence positions -Apply correct adjective placement rules -Use adjectives effectively for description |
-Interactive identification of adjective positions
-Practice with attributive adjectives before nouns -Exercises with predicative adjectives after linking verbs -Analysis of adjectives in extended text passage -Sentence construction using both adjective types |
-Adjective position charts
-Sentence analysis materials -Practice worksheets -Extended text for analysis -Construction exercises |
KLB Secondary English Form 3, Page 98
|
|
| 4 | 1 |
WRITING
Intensive Reading |
Writing Telegrams
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Identify features and uses of telegrams -Apply concise and clear writing techniques -Use appropriate telegram format and style -Practice urgent message composition |
-Discussion on modern vs traditional communication
-Analysis of telegram features and limitations -Practice writing concise, clear messages -Exercises on urgent message scenarios -Cost-effectiveness and clarity balance |
-Sample telegram formats
-Cost calculation materials -Urgent message scenarios -Brevity practice exercises -Alternative communication comparisons Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 100
|
|
| 4 | 2 |
UNIT 11
LISTENING AND SPEAKING |
Giving Directions
|
By the end of the
lesson, the learner
should be able to:
-Apply qualities of good directions -Use landmarks and clear reference points -Practice giving precise step-by-step instructions -Develop skills in spatial communication |
-Discussion on experiences giving/receiving directions
-Analysis of good vs poor direction qualities -Practice giving directions to familiar places -Use of landmarks and clear reference points -Group exercises with location finding |
-Local area maps
-Landmark identification materials -Direction practice cards -Compass and positioning tools -Location description guides |
KLB Secondary English Form 3, Page 101
|
|
| 4 | 3 |
READING
|
Study Skills: Handling Context Questions in Examinations
|
By the end of the
lesson, the learner
should be able to:
-Apply strategies for context question analysis -Identify plot, character, and theme elements -Practice brief, focused answer techniques -Develop literary analysis skills |
-Analysis of "The Concubine" excerpt
-Practice with context question techniques -Character and theme identification exercises -Brief answer writing practice -Literary analysis skill development |
-Literary excerpt samples
-Context question examples -Character analysis guides -Answer technique guidelines -Literary analysis frameworks |
KLB Secondary English Form 3, Page 101
|
|
| 4 | 4 |
COMPREHENSION
GRAMMAR |
The Grand Deception
Formation of Adverbs |
By the end of the
lesson, the learner
should be able to:
-Analyze corruption and incompetence themes -Evaluate character motivations and actions -Examine social satire and irony -Discuss institutional failures |
-Pre-reading discussion on corruption in institutions
-Guided reading of Gogol's "Government Inspector" excerpt -Analysis of character flaws and institutional problems -Discussion on irony and satirical elements -Individual reflection on good governance |
-Dramatic excerpt text
-Character analysis materials -Satire and irony guides -Corruption discussion materials -Governance reflection sheets -Adverb formation charts -Spelling rule guides -Competitive game materials -Direction practice exercises -Gap-filling worksheets |
KLB Secondary English Form 3, Page 104
|
|
| 4 | 5 |
WRITING
|
Letters of Application
|
By the end of the
lesson, the learner
should be able to:
-Apply correct format for formal application letters -Write compelling content highlighting qualifications -Use appropriate professional tone -Practice responding to job advertisements |
-Analysis of application letter components
-Study of sample application letter format -Practice writing letters for specific job advertisements -Emphasis on qualification highlighting and professional tone -Peer review of application letter effectiveness |
-Application letter samples
-Job advertisement examples -Letter format templates -Professional writing guides -Peer review criteria |
KLB Secondary English Form 3, Page 108
|
|
| 4 | 6 |
Intensive Reading
LISTENING AND SPEAKING |
THE SAMARITAN by John Laraa
Non-verbal Cues in Communication |
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
-Pictures of different dress styles -Professional dress examples -Scenario cards for role-play -Discussion guide sheets |
THE SAMARITAN by John Laraa
|
|
| 4 | 7 |
UNIT 12
READING |
Character and Characterisation in Literary Works
|
By the end of the
lesson, the learner
should be able to:
-Define character and characterisation in literary analysis -Identify different methods of character revelation in texts -Analyze character traits using textual evidence -Classify characters as major, minor, static or dynamic |
-Reading and analysis of "Bindeh's Gift" excerpt
-Group discussion on characterisation methods -Practice identifying character traits from actions, speech, and descriptions -Character classification exercises using textual examples |
-Literary text excerpts
-Character analysis charts -Characterisation method guides -Sample character studies |
KLB Secondary English Form 3, Pages 112-114
|
|
| 4 | 8 |
COMPREHENSION
|
Why Monkeys Live on Trees
|
By the end of the
lesson, the learner
should be able to:
-Analyze features of aetiological narratives -Identify character development and motivation in oral literature -Evaluate stylistic features and their effectiveness -Interpret moral lessons from traditional stories |
-Group reading performance of the monkey story
-Character analysis of Leopard and Monkey -Discussion of aetiological story features -Analysis of narrative techniques and their effectiveness |
-Story text for performance
-Character analysis worksheets -Oral literature feature charts -Discussion guide questions |
KLB Secondary English Form 3, Pages 114-117
|
|
| 5 | 1 |
GRAMMAR
|
Functions of Adverbs
|
By the end of the
lesson, the learner
should be able to:
-Identify adverbs functioning as adverbials (manner, time, place, frequency) -Distinguish adverbs used for modification of adjectives and other adverbs -Apply different types of adverbs appropriately in context -Form adverbs of manner from given adjectives |
-Practice exercises identifying adverb functions in sentences
-Teaching adverbs of manner, time, place, and frequency -Exercises on adverbs modifying adjectives and other adverbs -Creative activities describing actions using appropriate adverbs |
-Function identification worksheets
-Adverb classification charts -Practice sentence examples -Creative writing materials |
KLB Secondary English Form 3, Pages 117-118
|
|
| 5 | 2 |
WRITING
Intensive Reading LISTENING AND SPEAKING |
Writing Reports
THE SAMARITAN by John Laraa Role Playing |
By the end of the
lesson, the learner
should be able to:
-Identify the purpose and components of different types of reports -Apply systematic pre-writing activities for report preparation -Organize reports using introduction, body, conclusion, and recommendations -Demonstrate objective language and factual presentation in report writing |
-Discussion of report-writing situations and purposes
-Teaching report structure and organization -Practice with information gathering and analysis -Writing reports on given topics with peer review |
-Sample reports for analysis
-Report structure templates -Information gathering sheets -Assessment rubrics Sample context and essay questions and answers -Chalkboard -Interview scenario cards -Sample interview scripts -Notebooks and pens for props -Evaluation forms |
KLB Secondary English Form 3, Pages 118-119
|
|
| 5 | 3 |
UNIT 16
READING COMPREHENSION |
Study Skills: Reading Newspapers and Magazines
Diet in HIV and AIDS Management |
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 -Comprehension passage -Question sheets -English dictionary -Balanced diet charts |
KLB Secondary English Form 3, Pages 149-150
|
|
| 5 | 4 |
GRAMMAR
WRITING Intensive Reading |
Adjective Phrases
Notification of Meetings THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Define adjective phrases and their structural components -Identify single-word and multi-word adjective phrases in sentences -Apply correct placement of adverbs of degree (very, too, so, enough) -Use adjective phrases effectively in descriptive writing |
-Warm-up activity describing people using detailed adjective phrases
-Systematic teaching of adjective phrase structure with examples -Analysis of adverb placement before and after adjectives -Practice exercises identifying and creating adjective phrases -Letter rewriting exercise replacing adjective phrases with synonyms |
-Pictures for description activity
-Grammar worksheets -Word cards showing degree adverbs -Sample letter for rewriting -Chalkboard -Sample meeting notices -Meeting notification templates -Writing materials -Examples of AGM and regular meeting agendas Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 152-154
|
|
| 5 | 5 |
UNIT 17
LISTENING AND SPEAKING READING |
Retelling an Aetiological Story
Study Skills: Note-making in Preparation for Summary Writing |
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 -Sample texts for note-making -Note-making templates -Highlighters and markers -Chalkboard -Practice worksheets |
KLB Secondary English Form 3, Pages 156-157
|
|
| 5 | 6 |
COMPREHENSION
GRAMMAR WRITING |
Akoko's Quest for Justice
Conditional Clauses Writing a Creative Story |
By the end of the
lesson, the learner
should be able to:
-Analyze character development and motivation in literary texts -Examine themes of gender roles and justice in traditional society -Identify and interpret figures of speech in narrative contexts -Evaluate the author's attitude toward women's status in society |
-Pre-reading discussion on women's treatment in traditional communities
-Silent reading of "Akoko's Quest for Justice" excerpt -Guided analysis of Akoko's character traits and circumstances -Group discussion on gender themes and literary devices used |
-Comprehension passage
-Character analysis charts -Question sheets -Dictionary -Discussion guides -Campaign scenario cards -Grammar worksheets -Conditional clause charts -Exercise books -Chalkboard -Story planning templates -Character development sheets -Sample creative stories -Writing materials -Peer review forms |
KLB Secondary English Form 3, Pages 159-161
|
|
| 5 | 7 |
Intensive Reading
LISTENING AND SPEAKING |
THE SAMARITAN by John Laraa
Retelling a Dilemma Story |
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
-Dilemma story texts -Reading technique guides -Moral discussion prompts -Performance evaluation sheets -Chalkboard |
THE SAMARITAN by John Laraa
|
|
| 5 | 8 |
UNIT 18
READING COMPREHENSION |
Study Skills: Summary
The Technology of Iris Scans |
By the end of the
lesson, the learner
should be able to:
-Distinguish between note-making and continuous paragraph summary writing -Apply précis writing techniques to condense texts effectively -Identify thesis statements and topic sentences in paragraphs -Create coherent summaries using original wording and transitional expressions |
-Review of note-making vs summary writing differences
-Analysis of sample summary demonstrating effective condensation techniques -Guided practice summarizing "Career Development" passage -Individual summary writing exercise with peer comparison |
-Sample summary texts
-Summary writing guidelines -Practice passages -Comparison charts -Writing materials -Comprehension passage -Technical vocabulary lists -Question sheets -Discussion guides -Dictionary |
KLB Secondary English Form 3, Pages 167-169
|
|
| 6 | 1 |
GRAMMAR
WRITING |
Adjectival Clauses
The Agenda of a Meeting |
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 -Sample meeting agendas -Agenda templates -Meeting scenario cards -Writing materials -Format guidelines |
KLB Secondary English Form 3, Pages 171-172
|
|
| 6 | 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
|
|
| 6 | 3 |
UNIT 19
LISTENING AND SPEAKING READING |
Speeches: Using Your Voice Effectively
Study Skills: How to Write a Book Review |
By the end of the
lesson, the learner
should be able to:
-Identify techniques for effective voice usage in public speaking -Apply proper breathing, volume, and articulation in speech delivery -Demonstrate appropriate pace, pitch, and tone variation -Practice delivering speeches with confidence and clarity |
-Tongue twister practice for articulation improvement
-Analysis of effective voice techniques and speech delivery principles -Practice reading Mutesa's speech with voice variation and emphasis -Peer evaluation of speech delivery effectiveness |
-Tongue twisters
-Sample speeches -Voice technique charts -Audio examples (if available) -Evaluation forms -Sample book reviews -Review writing templates -Book evaluation criteria -Writing guidelines -Sample books |
KLB Secondary English Form 3, Pages 174-176
|
|
| 6 | 4 |
COMPREHENSION
|
Medical Innovations
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific texts about genetic engineering and cloning -Evaluate arguments for and against medical technological advances -Examine ethical considerations in medical innovation -Interpret complex scientific vocabulary and concepts |
-Pre-reading discussion on cloning and genetic engineering concepts
-Silent reading of "Medical Innovations" passage -Analysis of benefits and controversies surrounding cloning technology -Group discussion on medical ethics and future implications |
-Comprehension passage
-Scientific vocabulary guides -Question sheets -Ethics discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 177-179
|
|
| 6 | 5 |
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
|
|
| 6 | 6 |
WRITING
Intensive Reading |
Writing Minutes
THE SAMARITAN by John Laraa |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 180-184
|
|
| 6 | 7 |
UNIT 20
LISTENING AND SPEAKING |
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
-Teaching of active listening principles and distraction avoidance
-Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 6 | 8 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
-Discussion of exam preparation challenges and strategies
-Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 7 | 1 |
COMPREHENSION
GRAMMAR |
Governance
Compound-Complex Sentences |
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 -Sentence structure charts -Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 189-191
|
|
| 7 | 2 |
WRITING
|
The Argumentative Essay
|
By the end of the
lesson, the learner
should be able to:
-Explain the structure and purpose of argumentative essay writing -Apply persuasive techniques balancing emotional appeal and logical reasoning -Organize arguments effectively from least to most important -Create compelling conclusions that reinforce the central argument |
-Group practice arguing controversial topics using persuasive techniques
-Analysis of argumentative essay structure (introduction, body, conclusion) -Discussion of emotional vs logical appeals and their appropriate use -Individual essay writing on provided proposition with peer review |
-Controversial topic cards
-Argumentative essay samples -Persuasion technique guides -Essay planning templates -Writing materials |
KLB Secondary English Form 3, Pages 193-195
|
|
| 7 | 3 |
Intensive Reading
LISTENING AND SPEAKING READING |
THE SAMARITAN by John Laraa
Non-verbal Cues in Speaking Study Skills: Time Management in Exams |
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
-Scenario cards for role-play -Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard -Sample exam papers -Time management charts -Calculators for time division -Stopwatches or timers -Planning templates |
THE SAMARITAN by John Laraa
|
|
| 7 | 4 |
UNIT 21
COMPREHENSION GRAMMAR |
Yes, Sir, I'm Fine
Direct and Indirect Speech |
By the end of the
lesson, the learner
should be able to:
-Analyze themes of social inequality and economic disparity in poetry -Interpret irony and sarcasm in literary texts -Examine the relationship between political power and economic exploitation -Evaluate the poet's attitude toward corruption and social injustice |
-Pre-reading discussion on economic inequality and political relationships
-Silent reading and analysis of "Yes, Sir, I'm Fine" poem -Group discussion on irony, tone, and the persona's attitude -Analysis of vocabulary and expressions showing economic contrast |
-Poetry text
-Literary analysis guides -Question sheets -Vocabulary lists -Dictionary -Personal information practice cards -Punctuation reference charts -Grammar worksheets -Conversion exercise sheets -Chalkboard |
KLB Secondary English Form 3, Pages 197-199
|
|
| 7 | 5 |
WRITING
Intensive Reading |
Writing a Play
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of play writing and dramatic structure -Distinguish between stage directions and dialogue in script format -Apply proper formatting conventions for dramatic texts -Create engaging dramatic scenes with realistic character interactions |
-Analysis of play excerpt from "Aminata" showing stage directions and dialogue
-Discussion of play vs story differences and performance considerations -Study of stage direction formatting and character development techniques -Individual practice writing short dramatic scenes with proper formatting |
-Play excerpt samples
-Stage direction examples -Character development guides -Script formatting templates -Writing materials Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 203-205
|
Your Name Comes Here