If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
UNIT 15
LISTENING AND SPEAKING |
Discussion based on a Dilemma Story
|
By the end of the
lesson, the learner
should be able to:
-Apply effective discussion guidelines to complex moral situations -Analyze alternative solutions to ethical dilemmas -Demonstrate respectful disagreement and perspective-taking -Evaluate consequences of different choices in moral dilemmas |
-Review of effective discussion techniques
-Revisiting Nyakio's dilemma story from Unit 5 -Group discussion on alternative responses to the dilemma -Analysis of dilemma story features and moral complexity |
-Dilemma story text
-Discussion guideline reminders -Alternative solution charts -Moral reasoning frameworks |
KLB Secondary English Form 3, Page 140
|
|
| 1 | 2 |
LISTENING AND SPEAKING
|
Discussion based on a Dilemma Story
|
By the end of the
lesson, the learner
should be able to:
-Apply effective discussion guidelines to complex moral situations -Analyze alternative solutions to ethical dilemmas -Demonstrate respectful disagreement and perspective-taking -Evaluate consequences of different choices in moral dilemmas |
-Review of effective discussion techniques
-Revisiting Nyakio's dilemma story from Unit 5 -Group discussion on alternative responses to the dilemma -Analysis of dilemma story features and moral complexity |
-Dilemma story text
-Discussion guideline reminders -Alternative solution charts -Moral reasoning frameworks |
KLB Secondary English Form 3, Page 140
|
|
| 1 | 3 |
READING
|
Improving One's Vocabulary & Using the Dictionary
|
By the end of the
lesson, the learner
should be able to:
-Apply multiple strategies for determining word meanings in context -Use dictionary effectively for word exploration and verification -Identify common prefixes and suffixes for vocabulary building -Create and maintain personal vocabulary development systems |
-Teaching context clue strategies (definition, restatement, contrast, comparison)
-Dictionary exploration with multiple-meaning words -Analysis of word parts (prefixes, suffixes, roots) -Vocabulary bank creation and maintenance practice |
-Dictionaries for class use
-Context clue identification worksheets -Prefix and suffix reference charts -Vocabulary bank templates |
KLB Secondary English Form 3, Pages 140-142
|
|
| 1 | 4-5 |
READING
COMPREHENSION |
Improving One's Vocabulary & Using the Dictionary
The Return |
By the end of the
lesson, the learner
should be able to:
-Apply multiple strategies for determining word meanings in context -Use dictionary effectively for word exploration and verification -Identify common prefixes and suffixes for vocabulary building -Create and maintain personal vocabulary development systems -Analyze themes of displacement, betrayal, and social change -Evaluate character responses to difficult circumstances -Interpret symbolism and imagery in literary texts -Discuss the impact of time and change on human relationships |
-Teaching context clue strategies (definition, restatement, contrast, comparison)
-Dictionary exploration with multiple-meaning words -Analysis of word parts (prefixes, suffixes, roots) -Vocabulary bank creation and maintenance practice -Pre-reading discussion on experiences of separation and return -Guided reading of "The Return" excerpt -Character analysis of Kamau and his family dynamics -Discussion of themes including betrayal, change, and acceptance |
-Dictionaries for class use
-Context clue identification worksheets -Prefix and suffix reference charts -Vocabulary bank templates -Literary excerpt text -Character relationship diagrams -Theme analysis worksheets -Symbolism identification guides |
KLB Secondary English Form 3, Pages 140-142
KLB Secondary English Form 3, Pages 142-145 |
|
| 1 | 6 |
GRAMMAR
|
Prepositional Phrases
|
By the end of the
lesson, the learner
should be able to:
-Identify prepositional phrases and their components -Distinguish between prepositional phrases functioning as adjectives and adverbs -Apply prepositional phrases to answer specific questions (where, when, how) -Use prepositional phrases effectively to enhance sentence structure |
-Teaching prepositional phrase identification and structure
-Practice distinguishing adjectival and adverbial functions -Exercises identifying questions answered by prepositional phrases -Sentence construction and enhancement using prepositional phrases |
-Prepositional phrase identification charts
-Function analysis worksheets -Sentence building exercises -Grammar reference materials |
KLB Secondary English Form 3, Pages 145-147
|
|
| 1 | 7 |
GRAMMAR
|
Prepositional Phrases
|
By the end of the
lesson, the learner
should be able to:
-Identify prepositional phrases and their components -Distinguish between prepositional phrases functioning as adjectives and adverbs -Apply prepositional phrases to answer specific questions (where, when, how) -Use prepositional phrases effectively to enhance sentence structure |
-Teaching prepositional phrase identification and structure
-Practice distinguishing adjectival and adverbial functions -Exercises identifying questions answered by prepositional phrases -Sentence construction and enhancement using prepositional phrases |
-Prepositional phrase identification charts
-Function analysis worksheets -Sentence building exercises -Grammar reference materials |
KLB Secondary English Form 3, Pages 145-147
|
|
| 1 | 8 |
WRITING
|
Writing Argumentative Essays
|
By the end of the
lesson, the learner
should be able to:
-Identify essential components of argumentative essay structure -Apply strategies for developing convincing arguments with evidence -Use appropriate language and tone for persuasive writing -Demonstrate consideration of opposing viewpoints in arguments |
-Teaching argumentative essay structure (introduction, body, conclusion)
-Practice developing arguments with facts, figures, and examples -Analysis of effective argumentative techniques -Writing practice on topics like hard work and wealth, Kiswahili learning |
-Argumentative essay templates
-Evidence collection worksheets -Sample argumentative essays -Topic assignment cards |
KLB Secondary English Form 3, Pages 147-148
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 3 |
UNIT 16
LISTENING AND SPEAKING |
Role Playing
|
By the end of the
lesson, the learner
should be able to:
-Define role playing as a communication technique -Demonstrate effective interview preparation and questioning techniques -Apply courteous and professional interview conduct -Evaluate interview performance through peer feedback |
-Q/A session on previous knowledge of interviews
-Group discussion on choosing interviewees and preparation requirements -Teacher demonstration of effective interview opening and closing -Partner role play practice with reporter-mayor scenario -Class evaluation and feedback on interview performances |
-Chalkboard
-Interview scenario cards -Sample interview scripts -Notebooks and pens for props -Evaluation forms |
KLB Secondary English Form 3, Pages 148-149
|
|
| 2 | 4-5 |
READING
COMPREHENSION GRAMMAR |
Study Skills: Reading Newspapers and Magazines
Diet in HIV and AIDS Management Adjective Phrases |
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 -Explain the relationship between malnutrition and HIV/AIDS progression -Analyze the effects of HIV on nutrient absorption and dietary needs -Identify appropriate foods and exercise for HIV/AIDS patients -Evaluate common dietary misconceptions for HIV patients |
-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 -Pre-reading discussion on malnutrition effects on health -Silent reading of "Diet in HIV and AIDS Management" passage -Guided answering of comprehension questions in groups -Class discussion on balanced diet components for HIV patients -Vocabulary exercise replacing words with synonyms |
-Current newspapers and magazines
-Reading technique charts -Highlighters -Analysis worksheets -Chalkboard -Comprehension passage -Question sheets -English dictionary -Balanced diet charts -Chalkboard -Pictures for description activity -Grammar worksheets -Word cards showing degree adverbs -Sample letter for rewriting |
KLB Secondary English Form 3, Pages 149-150
KLB Secondary English Form 3, Pages 150-152 |
|
| 2 | 6 |
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 | 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 |
READING
|
Study Skills: Note-making in Preparation for Summary Writing
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and process of effective note-making -Apply systematic note-making techniques using bullets and numbering -Identify main ideas and supporting details in complex texts -Create organized notes for summary writing preparation |
-Review of previous lesson through Q/A session
-Teaching of note-making strategies and formatting techniques -Guided practice with "Ecological, Economic and Social Value of Forests" passage -Exercise in converting notes to paragraph form using transitional words |
-Sample texts for note-making
-Note-making templates -Highlighters and markers -Chalkboard -Practice worksheets |
KLB Secondary English Form 3, Pages 157-159
|
|
| 3 | 2 |
COMPREHENSION
|
Akoko's Quest for Justice
|
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 |
KLB Secondary English Form 3, Pages 159-161
|
|
| 3 | 3 |
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 | 4-5 |
WRITING
Intensive Reading |
Writing a Creative Story
THE SAMARITAN by John Laraa |
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 Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
-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 Reading set text Discussion |
-Story planning templates
-Character development sheets -Sample creative stories -Writing materials -Peer review forms Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 163-165
THE SAMARITAN by John Laraa |
|
| 3 | 6 |
UNIT 18
LISTENING AND SPEAKING READING |
Retelling a Dilemma Story
Study Skills: Summary |
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 -Sample summary texts -Summary writing guidelines -Practice passages -Comparison charts -Writing materials |
KLB Secondary English Form 3, Pages 165-167
|
|
| 3 | 7 |
COMPREHENSION
|
The Technology of Iris Scans
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific and technological texts for main ideas -Evaluate arguments about security technology and its limitations -Examine the relationship between technology and privacy concerns -Interpret technical vocabulary in context |
-Pre-reading discussion on biometric technology and security measures
-Silent reading of "The Technology of Iris Scans" passage -Analysis of John Daugman's perspective on iris scanning technology -Group discussion on technology vs privacy debate |
-Comprehension passage
-Technical vocabulary lists -Question sheets -Discussion guides -Dictionary |
KLB Secondary English Form 3, Pages 169-171
|
|
| 3 | 8 |
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 | 1 |
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 | 2 |
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 | 3 |
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 | 4-5 |
UNIT 19
LISTENING AND SPEAKING |
Speeches: Using Your Voice Effectively
|
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 |
KLB Secondary English Form 3, Pages 174-176
|
|
| 4 | 6 |
READING
|
Study Skills: How to Write a Book Review
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of effective book reviews -Identify essential components of book review format -Apply critical evaluation techniques for literary analysis -Create persuasive reviews that inform and recommend |
-Analysis of book review components and target audience
-Study of sample book review for "The River and the Source" -Discussion of introduction, body, and conclusion elements -Practice writing review outline for familiar novel or play |
-Sample book reviews
-Review writing templates -Book evaluation criteria -Writing guidelines -Sample books |
KLB Secondary English Form 3, Pages 176-177
|
|
| 4 | 7 |
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
|
|
| 4 | 8 |
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
|
|
| 5 | 1 |
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 |
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 | 3-4 |
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 |
CAT ONE |
|||||||
| 6 | 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
|
|
| 6 | 2 |
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 | 3 |
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 | 4-5 |
READING
COMPREHENSION |
Study Skills: Understanding Exam Language
Governance |
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 -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 |
-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 -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 |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials -Comprehension passage -Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 188-189
KLB Secondary English Form 3, Pages 189-191 |
|
| 6 | 6 |
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 | 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 |
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 | 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
|
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 | 4-5 |
UNIT 21
LISTENING AND SPEAKING READING COMPREHENSION |
Non-verbal Cues in Speaking
Study Skills: Time Management in Exams Yes, Sir, I'm Fine |
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 -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 |
-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 -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 |
-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 -Poetry text -Literary analysis guides -Question sheets -Vocabulary lists -Dictionary |
KLB Secondary English Form 3, Pages 195
KLB Secondary English Form 3, Pages 197-199 |
|
| 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 |
WRITING
|
Writing a Play
|
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 |
KLB Secondary English Form 3, Pages 203-205
|
|
| 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 |
END TERM EXAMS |
|||||||
| 9 |
MARKING AND CLOSING |
|||||||
Your Name Comes Here