If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 6 |
LISTENING AND SPEAKING
STUDY SKILLS |
STRESS
Study reading |
By the end of the
lesson, the learner
should be able to:
Stress the appropriate syllables in words Appreciate the fact that stress contributes to meaning |
Students reading words given in pairs
Change roles after first reading |
Readers
Pictures Demonstration of sitting postures. Chalkboard posters |
Secondary English Book 3 students book Page 1-2
Teachers Book page 1-2 English dictionary |
|
| 1 | 7 |
READING
|
Comprehension
The Miracle of Adolescence
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Show awareness of the changes that take place during adolescence. |
Reading comprehension
|
Pre-reading active
ties |
SecondaryEnglish Book 3 students book Page 3-5
Teachers guide page 2-4 |
|
| 1 | 8 |
READING
|
Comprehension
The Miracle of Adolescence
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Show awareness of the changes that take place during adolescence. |
Reading comprehension
|
Pre-reading active
ties |
SecondaryEnglish Book 3 students book Page 3-5
Teachers guide page 2-4 |
|
| 2 | 1 |
GRAMMAR
|
Common ways of forming nouns
|
By the end of the
lesson, the learner
should be able to:
Form nouns using common noun-forming suffixes Use nouns bearing the relevant suffixes in sentences. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 5-8
Teachers guide page 4-6 |
|
| 2 | 2 |
STUDY SKILLS
|
Techniques of pre-reading
|
By the end of the
lesson, the learner
should be able to:
Survey reading materials Formulate pre-reading questions |
Reading
|
chalkboard
|
Secondary English Book 3 students book Page 11-12
Teachers guide page 10 |
|
| 2 | 3 |
GRAMMAR
|
Gender-sensitive language
|
By the end of the
lesson, the learner
should be able to:
Recognize gender biased language Use gender-sensitive language |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 14-16
Teachers guide page 12-13 |
|
| 2 | 4 |
WRITING
|
Transitional words that add information
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Recognize transitional words used in adding information. Use transitional words used in adding information |
Writing
Discussion |
chalkboard
|
Secondary English Book 3 students book Page 16-17
Teachers guide page14-15 |
|
| 2 | 5 |
INTENSIVE READING
|
THE SAMARITAN by john lara
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 2 | 6 |
GRAMMAR
|
Case in pronouns
|
By the end of the
lesson, the learner
should be able to:
Identify pronouns in their various case forms. Use pronouns correctly in the various case forms. |
Discussing
Writing sentences Teacher explanation |
Dictionary
chalkboard |
Secondary English Book 3 students book Page 24-27
Teachers guide page 21 |
|
| 2 | 7 |
GRAMMAR
|
demonstratives
|
By the end of the
lesson, the learner
should be able to:
Recognize demonstrative words correctly Use demonstrative words correctly Mark agreement with demonstrative words correctly |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 34-36
Teachers guide page 31 |
|
| 2 | 8 |
GRAMMAR
|
Transitive and intransitive verbs
|
By the end of the
lesson, the learner
should be able to:
Distinguish between transitive and intransitive use of verbs. Construct sentences using verbs transitively and intransitively |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 45-48
Teachers guide page 4-6 |
|
| 3 | 1 |
GRAMMAR
|
Infinitives
|
By the end of the
lesson, the learner
should be able to:
Recognize infinitive uses of verbs Construct sentences using both the to-infinitive and the ing-infinitive. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 56-58
Teachers guide page 54-55 |
|
| 3 | 2 |
GRAMMAR
|
Infinitives
|
By the end of the
lesson, the learner
should be able to:
Recognize infinitive uses of verbs Construct sentences using both the to-infinitive and the ing-infinitive. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 56-58
Teachers guide page 54-55 |
|
| 3 | 3 |
GRAMMAR
|
Phrasal verbs and idiomatic expressions
|
By the end of the
lesson, the learner
should be able to:
Recognize phrasal verbs and idiomatic expressions Use phrasal verbs and idiomatic expressions correctly Appreciate the expressive value of this forms |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 66-69
Teachers guide page 63-64 |
|
| 3 | 4 |
LISTENING AND SPEAKING
|
Features of aetiological narratives
|
By the end of the
lesson, the learner
should be able to:
Role-play in etiological narratives Identify features of etiological narratives |
speaking
|
Chalkboard
|
Secondary English Book 3 students book Page 71-73
Teachers guide page 68-69 |
|
| 3 | 5 |
STUDY SKILLS
READING |
Recognize tone and attitude
Comprehension A slip not a Fall |
By the end of the
lesson, the learner
should be able to:
Recognize and describe tone and attitude in a piece of writing |
Reciting
|
Chalkboard
Pre-reading activities |
Secondary English Book 3 students book Page 73-74
Teachers guide page 70-71 |
|
| 3 | 6 |
GRAMMAR
|
Participles
|
By the end of the
lesson, the learner
should be able to:
Recognize participles Distinguish between verbal and adjectival participles Use participles |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 76-80
Teachers guide page 74-76 |
|
| 3 | 7 |
GRAMMAR
|
Participles
|
By the end of the
lesson, the learner
should be able to:
Recognize participles Distinguish between verbal and adjectival participles Use participles |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 76-80
Teachers guide page 74-76 |
|
| 3 | 8 |
WRITING
|
Messages of condolences
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Appreciate the need to empathize with others. Write messages of condolences |
Writing
Discussion |
Chalkboard
Sample condolence messages |
Secondary English Book 3 students book Page80-81
Teachers guide page76-77 |
|
| 4 | 1 |
LISTENING AND SPEAKING
STUDY SKILLS |
Giving and receiving instructions
Distinguish facts from opinions |
By the end of the
lesson, the learner
should be able to:
Explain good features of instructions Give effective instructions |
Writing
Discussion Reading |
Chalkboard
|
Secondary English Book 3 students book Page 82-83
Teachers guide page 79 |
|
| 4 |
OPENER EXAM |
|||||||
| 4 | 7 |
READING
|
Comprehension
The Great Revelation
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need to pay attention to our spiritual needs. Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 3 students book Page 84-86
Teachers guide page 82-83 |
|
| 4 | 8 |
READING
|
Comprehension
The Great Revelation
|
By the end of the
lesson, the learner
should be able to:
Appreciate the need to pay attention to our spiritual needs. Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 3 students book Page 84-86
Teachers guide page 82-83 |
|
| 5 | 1 |
GRAMMAR
|
Quantifiers: few, a few, little and a little.
|
By the end of the
lesson, the learner
should be able to:
Use the quantifiers few, a few, little and a little. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page86-88
Teachers guide page 84-85 |
|
| 5 | 2 |
WRITING
LISTENING AND SPEAKING |
Imaginative compositions
Debating |
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Identify the features of an imaginative composition Demonstrate the ability to create suspense in a story |
Writing
Discussion |
chalkboard
Picture on students book 3 |
Secondary English Book 3 students book Page 88-89
Teachers guide page 86-87 |
|
| 5 | 3 |
STUDY SKILLS
|
Reading aloud: interpretive reading
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of interpretative reading Practice reading poems and passages interpretively |
Reading
|
Chalkboard
Written speeches |
Secondary English Book 3 students book Page 93-95
Teachers guide page 92 |
|
| 5 | 4 |
READING
|
Comprehension
Global Warming
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 3 students book Page 96-98
Teachers guide page 94-96 |
|
| 5 | 5 |
GRAMMAR
|
Attributive and predicative use of adjectives
|
By the end of the
lesson, the learner
should be able to:
Distinguish between attributive and predicative use of adjectives Use adjectives attributively and predicatively in their own writing |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 98-100
Teachers guide pg 96-98 |
|
| 5 | 6 |
WRITING
|
Telegrams
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Identify main features of telegram Compose an effective telegram message |
Writing
discussion |
Chalkboard
|
Secondary English Book 3 students book Page 100
Teachers guide page 99-100 |
|
| 5 | 7 |
WRITING
|
Telegrams
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Identify main features of telegram Compose an effective telegram message |
Writing
discussion |
Chalkboard
|
Secondary English Book 3 students book Page 100
Teachers guide page 99-100 |
|
| 5 | 8 |
POETRY
|
POETRY
|
By the end of the
lesson, the learner
should be able to:
Discuss poetic features in a poem |
Writing
Discussion Reading |
|
Understanding Poetry by Ezekiel Alembi
|
|
| 6 | 1 |
LISTENING AND SPEAKING
STUDY SKILLS |
Giving directions
Handling context questions |
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of clear and correct directions Give clear and correct directions. |
Discussion
|
Chalkboard
Sketch map Excerpts from novels |
Secondary English Book 3 students book Page 101
Teachers guide page 101 |
|
| 6 | 2 |
READING
|
Comprehension
The grand deception
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 3 students book Page 104-106
Teachers guide page 105-107 |
|
| 6 | 3 |
GRAMMAR
|
Formation of adverbs
|
By the end of the
lesson, the learner
should be able to:
Recognize adverbs Form and use adverbs in sentences |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 106-108
Teachers guide page 108-109 |
|
| 6 | 4 |
WRITING
|
Letters of application
|
By the end of the
lesson, the learner
should be able to:
Identify features of a good application letter Write a good a[application letter |
Writing
discussion |
Chalkboard
Sample letters |
Secondary English Book 3 students book Page108-110
Teachers guide page 109-110 |
|
| 6 | 5 |
WRITING
|
Letters of application
|
By the end of the
lesson, the learner
should be able to:
Identify features of a good application letter Write a good a[application letter |
Writing
discussion |
Chalkboard
Sample letters |
Secondary English Book 3 students book Page108-110
Teachers guide page 109-110 |
|
| 6 | 6 |
INTENSIVE READING
|
THE SAMARITAN by john lara
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 6 | 7 |
LISTENING AND SPEAKING
STUDY SKILLS |
Non-verbal cues in communication
Character and characterization in literary works |
By the end of the
lesson, the learner
should be able to:
Appreciate the need to dress properly Recognize aspects of appropriate dressing and grooming and how these are related to communication |
Writing
Discussion Reading |
Chalkboard
Newspaper cuttings on grooming |
Secondary English Book 3 students book Page 111
Teachers guide page 111 |
|
| 6 | 8 |
READING
|
Comprehension
Why monkeys live on trees
|
By the end of the
lesson, the learner
should be able to:
Identify etiological narratives Describe characters in aetiological narratives Answer questions on the passage correctly. Learn and use new vocabulary |
Reading comprehension
|
Pre-reading activities
|
Secondary English Book 3 students book Page 114-116
Teachers guide page 114-116 |
|
| 7 | 1 |
GRAMMAR
|
Functions of adverbs
|
By the end of the
lesson, the learner
should be able to:
Recognize the functions of adverbs Use adverbs correctly |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 117-118
Teachers guide page 116-119 |
|
| 7 |
MIDTERM EXAM |
|||||||
| 7 | 7 |
WRITING
|
Writing reports
|
By the end of the
lesson, the learner
should be able to:
Write a report Appreciate the importance of writing reports Explain the different parts of a report |
Writing
Discussion |
Chalkboard
Sample report |
Secondary English Book 3 students book Page118-119
Teachers guide page 119-120 |
|
| 7 | 8 |
INTENSIVE READING
|
THE SAMARITAN by john lara
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 8 |
MIDTERM BREAK |
|||||||
| 9 | 1 |
LISTENING AND SPEAKING
|
Hot-seating
|
By the end of the
lesson, the learner
should be able to:
-Define hot-seating and set up hot-seating sessions -individually impersonate a main character in a play, a novel or short story Prepare to field questions about their character and role |
Speaking
Discussion |
chalkboard
|
Secondary English Book 3 students book Page 120-121
Teachers guide page 121-122 |
|
| 9 | 2 |
STUDY SKILLS
|
How to read the short story
|
By the end of the
lesson, the learner
should be able to:
analyze and appreciate : The plot of a short story The characters in a short story The style of a short story The point of view of a short story The themes and experience of a short story |
Writing
Discussion Reading |
Chalkboard
A chart |
Secondary English Book 3 students book Page 122-124
Teachers guide page 122-123 |
|
| 9 | 3 |
READING
|
Comprehension
A precious Gift
|
By the end of the
lesson, the learner
should be able to:
Read the passage silently Appreciate the need not to discriminate against HIV infected people Appreciate the need to empathize with HIV infected people Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
Class discussion Teacher explanation Questions and answers |
Pre-reading activities
Posters with HIV/AIDS information |
Secondary English Book 3 students book Page 125
Teachers guide page 123-125 |
|
| 9 | 4 |
GRAMMAR
|
Differences among prepositions, conjunctions and adverb participles
|
By the end of the
lesson, the learner
should be able to:
Correctly distinguish among prepositions, conjunctions and adverb participles Use prepositions, conjunctions and adverb participles correctly. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 126-128
Teachers guide page 125-128 |
|
| 9 | 5 |
WRITING
|
Synopsis of a short story
|
By the end of the
lesson, the learner
should be able to:
Define synopsis Write a synopsis of a short story Write neatly and legibly |
Writing
discussion |
Chalkboard
|
Secondary English Book 3 students book Page 128-130
Teachers guide page 128-129 |
|
| 9 | 6 |
LISTENING AND SPEAKING
|
How to speak in public
|
By the end of the
lesson, the learner
should be able to:
Develop strategies in managing stage fright Stand before an audience Face an audience Use gestures appropriately Deliver an effective public speech |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 131-132
Teachers guide page 130-132 |
|
| 9 | 7 |
STUDY SKILLS
|
How to participate in group discussions
|
By the end of the
lesson, the learner
should be able to:
Organize themselves for a group discussion Prepare for group discussions Participate in group discussions |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 132-134
Teachers guide page 132-133 |
|
| 9 | 8 |
READING
|
Comprehension
Ozone
|
By the end of the
lesson, the learner
should be able to:
Appreciate the danger posed by the depletion of the ozone layer Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
Reading
Pre-reading activities |
|
Secondary English Book 3 students book Page 134-136
Teachers guide page 134-135 |
|
| 10 | 1 |
GRAMMAR
|
Correlative conjunctions
|
By the end of the
lesson, the learner
should be able to:
Recognize correlative conjunctions Use correlative conjunctions correctly |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 136-138
Teachers guide page 135-137 |
|
| 10 | 2 |
WRITING
|
Speech
|
By the end of the
lesson, the learner
should be able to:
Develop an outline for a speech Choose an appropriate way of introducing a speech Do an appropriate build-up of a speech Choose an appropriate way of concluding a speech Write neatly and legibly |
Writing
discussion |
Chalkboard
sample |
Secondary English Book 3 students book Page 138-139
Teachers guide page 137-138 |
|
| 10 | 3 |
LISTENING AND SPEAKING
|
Discussion based on a dilemma story
|
By the end of the
lesson, the learner
should be able to:
develop awareness of discussion etiquette Participate in a discussion effective |
discussion
|
chalkboard
|
Secondary English Book 3 students book Page 140
Teachers guide page 139 |
|
| 10 | 4 |
WRITING
|
Argumentative essays
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of supporting one |
Writing
Discussion |
Chalkboard
sample |
Secondary English Book 3 students book Page 147
Teachers guide page |
|
| 10 | 5 |
LISTENING AND SPEAKING
READING |
Role playing
Comprehension Diet in HIV/AIDS Management |
By the end of the
lesson, the learner
should be able to:
Role play an interview Play an interviewer |
discussion
|
chalkboard
Pre-reading activities |
Secondary English Book 3 students book Page 148-149
Teachers guide page 148-149 |
|
| 10 | 6 |
WRITING
|
Notification of Meetings
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of sending our notices of meetings Write a notice for a meeting Write neatly and legibly |
Writing
Discussion |
Chalkboard
Sample |
Secondary English Book 3 students book Page 154-155
Teachers guide page 155 |
|
| 10 | 7 |
GRAMMAR
|
Conditional clauses
|
By the end of the
lesson, the learner
should be able to:
Recognize conditional clauses. Use conditional clauses correctly |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 161-163
Teachers guide page 161-163 |
|
| 10 | 8 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 1 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 2 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 3 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 4 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 5 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 6 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 7 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 8 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 12 | 1 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 12 |
END TERM EXAM |
|||||||
| 12 | 7 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background ofFathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 12 | 8 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background ofFathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 13 | 1 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 13 | 2 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 13 | 3 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 13 | 4 |
INTENSIVE READING
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
Your Name Comes Here