If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Reporting and opener exam |
|||||||
| 2 | 1 |
UNIT 1
LISTENING AND SPEAKING |
Stress
|
By the end of the
lesson, the learner
should be able to:
-Define word stress correctly -Identify stressed and unstressed syllables in words -Apply correct stress patterns when reading words aloud -Distinguish nouns/adjectives from verbs through stress |
-Q/A session on previous knowledge of syllables
-Teacher demonstration of stressed vs unstressed syllables using boldface examples -Partner practice reading Column A and B words with correct stress patterns -Guided practice distinguishing nouns/adjectives from verbs through stress -Role play conversation with stress on indicated syllables |
-Chalkboard
-Word cards with stress marks -Chart showing cv, ccv patterns -Audio recordings -Stress pattern examples |
KLB Secondary English Form 3, Page 1
|
|
| 2 | 2 |
Intensive Reading
LISTENING AND SPEAKING |
THE SAMARITAN by John Laraa
Intonation |
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
-Chalkboard with intonation marks -Sentence strips -Audio examples (if available) -Practice sheets -List of words for intonation practice |
THE SAMARITAN by John Laraa
|
|
| 2 | 3 |
UNIT 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 | 4 |
UNIT 3
LISTENING AND SPEAKING Intensive Reading |
Rhythm
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Define rhythm in poetry and identify its features -Analyze the distribution of stressed and unstressed syllables -Read poems aloud with correct rhythmic patterns -Explain how rhythm contributes to meaning in poetry |
-Group reading of "A Freedom Song" poem aloud
-Analysis of repetition, line length and stanza structure -Practice reading Blake's stanza with stress patterns -Discussion on rhythm's effect on poem's message -Individual practice with rhythmic reading |
-Poetry texts
-Chalkboard for stress marking -Audio recordings of poems -Copies of sample poems -Stress pattern charts Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 18
|
|
| 2 | 5 |
UNIT 4
LISTENING AND SPEAKING |
Alliteration
|
By the end of the
lesson, the learner
should be able to:
-Define alliteration and identify it in sentences -Create sentences using alliterative patterns -Explain the effect of alliteration in poetry -Distinguish between alliteration and assonance |
-Group reading of alliterative sentences aloud
-Identification of repeated consonant sounds -Practice creating alliterative sentences -Introduction to assonance with vowel sound repetition -Analysis of sound devices in poetry |
-Alliterative sentence examples
-Chalkboard for sound marking -Poetry samples with sound devices -Writing materials for creation -Audio examples if available |
KLB Secondary English Form 3, Page 29
|
|
| 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 |
UNIT 5
LISTENING AND SPEAKING |
Dilemma Stories
|
By the end of the
lesson, the learner
should be able to:
-Define dilemma stories and their characteristics -Identify moral choices in dilemma situations -Analyze the features of effective dilemma stories -Participate in discussions about moral dilemmas |
-Group discussion of personal dilemma situations
-Listening to "Nyakio and Kasuku" dilemma story -Analysis of story features and moral choices -Class discussion on different possible endings -Individual reflection on decision-making processes |
-Dilemma story texts
-Discussion guides -Question sheets for analysis -Materials for group work -Audio recordings if available |
KLB Secondary English Form 3, Page 38
|
|
| 2 | 8 |
GRAMMAR
|
Transitive and Intransitive Verbs
|
By the end of the
lesson, the learner
should be able to:
-Define transitive and intransitive verbs -Identify objects in sentences with transitive verbs -Distinguish between transitive and intransitive usage -Construct sentences using both verb types correctly |
-Language game competition on verb identification
-Systematic teaching of transitive verbs with objects -Practice with intransitive verbs and adverbials -Exercises classifying verbs as transitive/intransitive -Construction of sentences using target verbs |
-Verb classification charts
-Exercise worksheets -Game materials for competition -Sentence construction guides -Examples of both verb types |
KLB Secondary English Form 3, Page 45
|
|
| 3 | 1 |
WRITING
Intensive Reading |
Use of the Colon and the Semicolon & Writing Reminders
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Identify correct uses of colons and semicolons -Apply punctuation rules in sentence construction -Create personal reminders and journals effectively -Use varied punctuation for writing improvement |
-Teaching colon uses (lists, quotations, explanations)
-Practice with semicolon functions (joining clauses, series) -Exercises inserting correct punctuation -Creation of personal reminder lists and journal entries -Individual composition using varied punctuation marks |
-Punctuation rule charts
-Exercise worksheets -Sample reminder formats -Journal writing guides -Examples of effective punctuation usage Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 48-50
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
READING
|
Study Skills: Appreciating a Poem
|
By the end of the
lesson, the learner
should be able to:
-Apply systematic steps to analyze poetry -Examine language, sounds and meanings in poems -Identify themes, images and figures of speech -Evaluate personal response to poetry |
-Reading "I Want to Die While You Love Me" poem
-Step-by-step poetry analysis practice -Analysis of Shakespeare's sonnet on love -Discussion on poem appreciation techniques -Individual practice analyzing poem structure and meaning |
-Poetry texts
-Poetry analysis guides -Step-by-step analysis charts -Examples of different poetry types -Writing materials for analysis |
KLB Secondary English Form 3, Page 53
|
|
| 3 | 4 |
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
|
|
| 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 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
|
|
| 3 | 7 |
WRITING
Intensive Reading |
Writing Thank You and Congratulatory Messages
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Identify occasions for thank you and congratulatory messages -Apply correct format for informal messages -Write sincere and appropriate content -Use courteous and warm tone in messages |
-Analysis of sample thank you and congratulatory letters
-Discussion on appropriate occasions for such messages -Practice writing thank you letters to teachers/relatives -Composition of congratulatory notes for achievements -Peer review of message content and tone |
-Sample message formats
-Writing templates -Examples of good/poor messages -Stationery for letter writing -Peer review guidelines Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 69
|
|
| 3 | 8 |
UNIT 8
LISTENING AND SPEAKING |
Features of Aetiological Narratives
|
By the end of the
lesson, the learner
should be able to:
-Identify specific features of aetiological narratives -Analyze anthropomorphism in stories -Examine the use of fantasy elements -Evaluate character development in oral narratives |
-Performance reading of "Why the Giraffe has a Long Neck"
-Analysis of story features: anthropomorphism, fantasy, repetition -Discussion of character traits (Giraffe, Rhino, Man-Magician) -Examination of moral lessons and significance -Practice identifying aetiological story elements |
-Aetiological story texts for performance
-Character analysis charts -Feature identification guides -Discussion materials -Audio recordings if available |
KLB Secondary English Form 3, Page 71
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 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 |
UNIT 10
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 | 5 |
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 | 6 |
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 | 7 |
GRAMMAR
|
Formation of Adverbs
|
By the end of the
lesson, the learner
should be able to:
-Identify rules for forming adverbs from adjectives -Apply spelling changes when adding -ly -Use directional adverb endings correctly -Practice adverb formation and usage |
-Competitive word formation games
-Systematic teaching of -ly adverb formation -Practice with spelling changes (y to i + ly) -Exercises with directional endings (-wise, -ward, -ways) -Gap-filling exercises with appropriate adverbs |
-Adverb formation charts
-Spelling rule guides -Competitive game materials -Direction practice exercises -Gap-filling worksheets |
KLB Secondary English Form 3, Page 106
|
|
| 4 | 8 |
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
|
|
| 5 | 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
|
|
| 5 | 2 |
UNIT 12
LISTENING AND SPEAKING |
Non-verbal Cues in Communication
|
By the end of the
lesson, the learner
should be able to:
-Identify appropriate and inappropriate appearance for different occasions -Evaluate the impact of grooming and dressing on communication effectiveness -Apply appropriate dress codes for various professional situations |
-Group discussion on appropriate appearance for job interviews
-Role-play scenarios with Minister and inappropriately dressed journalists -Analysis of dress codes for different occasions -Discussion of objectionable and appropriate modes of dressing |
-Pictures of different dress styles
-Professional dress examples -Scenario cards for role-play -Discussion guide sheets |
KLB Secondary English Form 3, Page 111
|
|
| 5 | 3 |
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 | 4 |
WRITING
Intensive Reading |
Writing Reports
THE SAMARITAN by John Laraa |
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 |
KLB Secondary English Form 3, Pages 118-119
|
|
| 5 | 5 |
UNIT 13
WRITING |
Writing a Synopsis
|
By the end of the
lesson, the learner
should be able to:
-Define synopsis and distinguish it from conventional summary -Apply systematic planning approach for synopsis writing -Organize plot elements in logical sequence using present tense -Create concise but comprehensive plot summaries for literary works |
-Teaching synopsis definition and purpose
-Analysis of sample synopsis structure -Practice with plot diagram creation -Writing synopsis of chosen literary work with peer review |
-Sample synopsis examples
-Plot structure templates -Literary works for practice -Synopsis planning sheets |
KLB Secondary English Form 3, Pages 128-130
|
|
| 5 | 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
|
|
| 5 | 7 |
UNIT 14
LISTENING AND SPEAKING |
How to Speak in Public
|
By the end of the
lesson, the learner
should be able to:
-Identify strategies for managing stage fright and nervousness -Apply proper standing, facing, and gesture techniques -Demonstrate appropriate eye contact and facial expressions -Present organized, audible speeches on given topics |
-Discussion of public speaking challenges and solutions
-Teaching proper posture, gestures, and presentation techniques -Practice managing stage fright through exercises -Individual speech presentations on student rights and responsibilities |
-Posture demonstration aids
-Speech topic cards -Presentation evaluation sheets -Stage/presentation area setup |
KLB Secondary English Form 3, Page 131
|
|
| 5 | 8 |
GRAMMAR
|
Correlative Conjunctions
|
By the end of the
lesson, the learner
should be able to:
-Identify correlative conjunction pairs and their functions -Apply both...and, either...or, neither...nor appropriately -Use not only...but also and if...then in complex sentences -Demonstrate parallel structure in correlative conjunction usage |
-Teaching correlative conjunction pairs through examples
-Practice with structured exercises using each pair -Completion of poetry exercise with appropriate correlatives -Sentence construction demonstrating parallel structure |
-Correlative conjunction charts
-Poetry completion exercises -Parallel structure examples -Practice worksheets |
KLB Secondary English Form 3, Pages 136-138
|
|
| 6 | 1 |
WRITING
Intensive Reading |
Writing a Speech
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Identify effective introduction, body, and conclusion techniques for speeches -Apply organizational strategies appropriate for speech purpose and audience -Use transitional words and emphasis techniques effectively -Demonstrate appropriate tone and language for speech writing |
-Teaching speech structure and organization techniques
-Analysis of effective introduction and conclusion methods -Practice writing speeches on HIV/AIDS awareness -Peer review and presentation of written speeches |
-Speech structure templates
-Sample speech examples -Topic assignment cards -Presentation evaluation forms Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 138-140
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
READING
Intensive Reading |
Improving One's Vocabulary & Using the Dictionary
THE SAMARITAN by John Laraa |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 140-142
|
|
| 6 | 4 |
UNIT 16
GRAMMAR WRITING |
Adjective Phrases
Notification of Meetings |
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 |
KLB Secondary English Form 3, Pages 152-154
|
|
| 6 | 5 |
Intensive Reading
LISTENING AND SPEAKING |
THE SAMARITAN by John Laraa
Retelling an Aetiological 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
-Aetiological story text -Voice technique charts -Evaluation forms -Audio recordings (if available) -Performance area |
THE SAMARITAN by John Laraa
|
|
| 6 | 6 |
UNIT 17
GRAMMAR Intensive Reading |
Conditional Clauses
THE SAMARITAN by John Laraa |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 161-163
|
|
| 6 | 7 |
UNIT 18
LISTENING AND SPEAKING GRAMMAR |
Retelling a Dilemma Story
Adjectival Clauses |
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 -Sentence analysis worksheets -Relative pronoun charts -Grammar exercise books -Example sentences |
KLB Secondary English Form 3, Pages 165-167
|
|
| 6 | 8 |
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
|
|
| 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 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 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
|
|
| 7 | 5 |
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
|
|
| 7 | 6 |
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
|
|
| 7 | 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
|
|
| 7 | 8 |
Intensive Reading
LISTENING AND SPEAKING GRAMMAR Intensive Reading |
THE SAMARITAN by John Laraa
Non-verbal Cues in Speaking Direct and Indirect Speech 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
-Scenario cards for role-play -Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard -Personal information practice cards -Punctuation reference charts -Grammar worksheets -Conversion exercise sheets |
THE SAMARITAN by John Laraa
|
|
| 8-9 |
End term exam |
|||||||
Your Name Comes Here