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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opener exams |
|||||||
| 2 | 1 |
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 |
|
| 2 | 2 |
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 | 3 |
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 | 4 |
WRITING
|
SUBSTITUTION IN WRITING
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Use a variety of sentence structures and vocabulary Substitute words for others in order to eliminate clumsiness and repetition. |
Discussing
Writing |
Writing
|
Secondary English Book 3 students book Page 8
Teachers guide page 7-8 |
|
| 2 | 5 |
Intensive reading
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 2 | 6 |
LISTENING AND SPEAKING
|
INTONATION
|
By the end of the
lesson, the learner
should be able to:
Use rising intonation correctly Use falling intonation correctly |
Students to work in pairs read given sentences as statement and as questions
|
chalkboard
|
Secondary English Book 3 students book Page 9-11
Teachers guide page 9 |
|
| 2 | 7 |
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 | 8 |
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 |
|
| 3 | 1 |
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 |
|
| 3 | 2 |
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 |
|
| 3 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 4 |
LISTENING AND SPEAKING
STUDY SKILLS |
Rhythm
Concentration techniques in reading |
By the end of the
lesson, the learner
should be able to:
Identify features of rhythm in a poem Appreciate the importance of using rhythm in poetry. Read a poem to bring out its rhythm. |
Reciting poems
Chanting |
Chalkboard
Poems on manila |
Secondary English Book 3 students book Page 18-20
Poems from East Africa Demystifying poetry |
|
| 3 | 5 |
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 |
|
| 3 | 6 |
WRITING
|
Transitional words that show contrast
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Identify transitional words that show contrast Correctly use the transitional words that show contrast |
Writing
discussion |
Chalkboard
|
Secondary English Book 3 students book Page 28
Teachers guide page 24-25 |
|
| 3 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 3 | 8 |
LISTENING AND SPEAKING
STUDY SKILLS |
Alliteration and assonance
Note-making |
By the end of the
lesson, the learner
should be able to:
Identify alliteration in poetry Identify assonance in poetry Explain use of alliteration in poetry Explain the use of assonance in poetry |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 29-31
Teachers guide page 26-28 |
|
| 4 | 1 |
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 |
|
| 4 | 2 |
LISTENING AND SPEAKING
|
Dilemma stories
|
By the end of the
lesson, the learner
should be able to:
|
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page
Teachers guide pa |
|
| 4 | 3 |
STUDY SKILLS
|
Studying a poem through an analysis of diction
|
By the end of the
lesson, the learner
should be able to:
Develop an interest in reading poetry Distinguish among the different kinds of vocabulary available to poets. Relate diction to the meaning of a poem. |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 40-41
Teachers guide pa |
|
| 4 | 4 |
READING
|
Comprehension
Citizens role in good governance
|
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
Teacher explanation |
Pre-reading activities
|
Secondary English Book 3 students book Page 43-45
Teachers guide page 39-40 |
|
| 4 | 5 |
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 |
|
| 4 | 6 |
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 |
|
| 4 | 7 |
WRITING
|
Use of the colon and the semi-colon, and writing reminders
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Demonstrate mastery in the use of the colon and the semicolon. Write reminders. |
Writing
discussion |
chalkboard
|
Secondary English Book 3 students book Page 48-50
Teachers guide page 45-46 |
|
| 4 | 8 |
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 |
|
| 5 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 5 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 5 | 3 |
READING
|
Comprehension
|
By the end of the
lesson, the learner
should be able to:
Appreciate their rights Appreciate their responsibilities Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
|
Chalkboard
|
Secondary English Book 3 students book Page 64-66
Teachers guide page 62 |
|
| 5 | 4 |
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 |
|
| 5 | 5 |
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 |
|
| 5 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 5 | 7 |
STUDY SKILLS
|
Recognize tone and attitude
|
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
|
Secondary English Book 3 students book Page 73-74
Teachers guide page 70-71 |
|
| 5 | 8 |
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 |
|
| 6 |
Midterm exam |
|||||||
| 7 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 2 |
LISTENING AND SPEAKING
|
Giving and receiving instructions
|
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 |
|
| 7 | 3 |
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 |
|
| 7 | 4 |
LISTENING AND SPEAKING
|
Debating
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of developing debating skills Participate in a debate and observe the conventions of debating |
discussion
|
Chalkboard
Picture on students book 3 |
Secondary English Book 3 students book Page 91-92
Teachers guide page 89 |
|
| 7 | 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 |
|
| 7 | 6 |
INSTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 7 |
STUDY SKILLS
|
Handling context questions
|
By the end of the
lesson, the learner
should be able to:
Place an extract in its context Answer context questions correctly |
reading
|
Chalkboard
Excerpts from novels |
Secondary English Book 3 students book Page 101-103
Teachers guide page 103-105 |
|
| 7 | 8 |
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 |
|
| 8 | 1 |
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 |
|
| 8 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 3 |
LISTENING AND SPEAKING
|
Non-verbal cues in communication
|
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 |
|
| 8 | 4 |
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 |
|
| 8 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 7 |
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 |
|
| 8 | 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9-10 |
End term exam |
|||||||
| 11 | 1 |
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 |
|
| 11 | 2 |
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 |
|
| 11 | 3 |
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 |
|
| 11 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 11 | 7 |
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 |
|
| 11 | 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12 | 1 |
LISTENING AND SPEAKING
|
Role playing
|
By the end of the
lesson, the learner
should be able to:
Role play an interview Play an interviewer |
discussion
|
chalkboard
|
Secondary English Book 3 students book Page 148-149
Teachers guide page 148-149 |
|
| 12 | 2 |
READING
WRITING |
Comprehension
Diet in HIV/AIDS Management
Notification of Meetings |
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of diet in HIV/AIDs management Answer questions on the passage correctly. Infer meaning of the new words used |
Reading comprehension
Teacher explanation Discussions |
Pre-reading activities
Chalkboard Sample |
Secondary English Book 3 students book Page 150-152
Teachers guide page 151-152 |
|
| 12 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12 | 5 |
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 |
|
| 12 | 6 |
WRITING
|
Creative story
|
By the end of the
lesson, the learner
should be able to:
Identify and explain the elements of a creative story. Write a creative story. Write neatly and legibly |
Writing
discussion |
Chalkboard
sample |
Secondary English Book 3 students book Page 163-164
Teachers guide page 163-164 |
|
| 12 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 12 | 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS by Adipo Sidang
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Discussion
|
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 13 | 1 |
STUDY SKILLS
|
Summary
|
By the end of the
lesson, the learner
should be able to:
Pick out the main points in a given passage Summarize the passage by reducing it to about a third of its length |
Critical reading
writing |
chalkboard
|
Secondary English Book 3 students book Page 167-169
Teachers guide page 166-168 |
|
| 13 | 2 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
Identify the features of an agenda for a meeting Write neatly and legibly Prepare an agenda for a meeting. |
Writing
discussion |
Chalkboard
sample agendum |
Secondary English Book 3 students book Page 172-173
Teachers guide page 172 |
|
| 13 | 3 |
LISTENING AND SPEAKING
STUDY SKILLS |
Using your voice effectively
How to write a book review |
By the end of the
lesson, the learner
should be able to:
Project their voices as they speak and read Articulate words distinctly |
speaking
|
chalkboard
sample review |
Secondary English Book 3 students book Page 174-175
Teachers guide page 173 |
|
| 13 | 4 |
GRAMMAR
|
Noun Clauses
|
By the end of the
lesson, the learner
should be able to:
Identify noun clauses Use noun clauses in sentences correctly |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 179-180
Teachers guide page 176-178 |
|
| 13 | 5 |
WRITING
|
Minutes
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Develop the skill of writing minutes Write minutes |
Writing
discussion |
Chalkboard
Sample minutes |
Secondary English Book 3 students book Page 180-183
Teachers guide page 178-179 |
|
| 13 | 6 |
LISTENING AND SPEAKING
|
Delivering a Speech and Listening Actively
|
By the end of the
lesson, the learner
should be able to:
Listen carefully to a variety of information Listen actively to the famous |
Reading
|
-Chalkboard
-Collected speeches |
Secondary English Book 3 students book Page 184-188
Teachers guide page 180 |
|
| 13 | 7 |
STUDY SKILLS
|
Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
Interpret exam instructions more accurately Analyze exam questions correctly |
Writing
Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 188-189
Teachers guide page 182 |
|
| 13 | 8 |
WRITING
|
The Argumentative Essay
|
By the end of the
lesson, the learner
should be able to:
Identify an argumentative essay in their reading Describe the structure of an argumentative essay Appreciate the style of an argumentative essay. Write neatly and legibly |
Writing
Discussion |
Chalkboard
sample |
Secondary English Book 3 students book Page 193-194
Teachers guide page 187-188 |
|
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