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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opener exams |
|||||||
| 2 | 1 |
UNIT 1
LISTENING AND SPEAKING READING |
Stress
Study Skills: Study Reading |
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 -Pictures showing reading postures -Sample textbooks -Study materials -Writing materials -Examples of good/poor reading habits |
KLB Secondary English Form 3, Page 1
|
|
| 2 | 2-3 |
COMPREHENSION
GRAMMAR WRITING |
The Miracle of Adolescence
Common Ways of Forming Nouns Substitution in Writing |
By the end of the
lesson, the learner
should be able to:
-Explain the concept of adolescence clearly -Identify the stages of sexual development -Analyze societal restrictions on adolescents -Interpret metaphors used in the passage -Define substitution as a cohesive device -Identify words that can replace repetitive elements -Use pronouns, "do," and "so" effectively for substitution -Apply substitution techniques in paragraph writing |
-Pre-reading discussion on adolescence experiences
-Silent reading of "The Miracle of Adolescence" passage -Guided answering of comprehension questions -Class discussion on adolescent challenges and support -Individual writing on personal adolescence experiences -Analysis of repetitive vs improved sentences -Teaching substitution using pronouns (they, it, one, some) -Practice exercises replacing repeated words -Rewriting paragraph about Margaret to remove repetition -Individual composition writing using substitution techniques |
-Comprehension passage
-Question sheets -English dictionary -Chalkboard -Writing materials -Word cards showing endings -Exercise worksheets -Dictionary -Sample sentences for analysis -Sample sentences on board -Exercise worksheets -Rewriting materials -Examples of good/poor writing -Chalkboard for demonstrations |
KLB Secondary English Form 3, Pages 3-5
KLB Secondary English Form 3, Page 8 |
|
| 2 | 4 |
Intensive Reading
LISTENING AND SPEAKING |
A SILENT SONG AND OTHER STORIES
Intonation |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
-Chalkboard with intonation marks -Sentence strips -Audio examples (if available) -Practice sheets -List of words for intonation practice |
A SILENT SONG AND OTHER STORIES
|
|
| 2 | 5 |
UNIT 2
READING COMPREHENSION |
Study Skills: Techniques of Pre-reading
The Bitter Forbidden Fruit |
By the end of the
lesson, the learner
should be able to:
-Explain the importance of pre-reading or surveying -Apply systematic pre-reading strategies -Formulate questions before intensive reading -Use textual features to predict content |
-Comparison of reading to map study analogy
-Step-by-step teaching of pre-reading guidelines -Practice pre-reading with "The Bitter Forbidden Fruit" title -Formulation of prediction questions based on title and structure -Analysis of headings, subheadings and typographical aids |
-Sample textbooks
-Maps for analogy -Reading materials with clear headings -Question formulation sheets -Examples of effective pre-reading strategies -Comprehension passage -Discussion guide -Question sheets -Dictionary -Materials for group discussions |
KLB Secondary English Form 3, Page 11
|
|
| 2 | 6 |
GRAMMAR
|
Gender Sensitive Language
|
By the end of the
lesson, the learner
should be able to:
-Define gender-sensitive language and its importance -Identify sexist language in pronouns and nouns -Rewrite sentences to remove gender bias -Apply gender-neutral alternatives in writing |
-Analysis of sexist pronoun examples
-Teaching methods to avoid gender bias (plural forms, second person) -Practice rewriting sentences with gender-neutral language -Exercise on replacing sexist terms with neutral alternatives -Discussion on professional titles and gender inclusivity |
-Chalkboard
-Exercise worksheets -Examples of sexist vs neutral language -Reference materials on inclusive language -Practice sentences for transformation |
KLB Secondary English Form 3, Page 14
|
|
| 2 | 7 |
WRITING
|
Use of Transitional Words that add Information
|
By the end of the
lesson, the learner
should be able to:
-Define transitional words and their functions -Identify transitional words that add information -Use transitional words to connect sentences and paragraphs -Apply transitional words in composition writing |
-Analysis of transitional words from "The Bitter Forbidden Fruit" passage
-Teaching transitional words (another, also, besides, moreover, furthermore) -Practice exercises inserting appropriate transitional words -Individual writing using transitional words for coherence -Composition on adolescent challenges using transitional words |
-Sample passages with transitional words
-Exercise worksheets -Writing materials -Examples of well-connected paragraphs -List of transitional words and phrases |
KLB Secondary English Form 3, Page 16
|
|
| 2 | 8 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 3 | 1 |
UNIT 3
LISTENING AND SPEAKING |
Rhythm
|
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 |
KLB Secondary English Form 3, Page 18
|
|
| 3 | 2-3 |
READING
COMPREHENSION |
Study Skills: Concentration Techniques in Reading
Restoring Integrity in the Public Service |
By the end of the
lesson, the learner
should be able to:
-Explain the SQ3R method of reading -Apply Survey, Question, Read, Record and Review techniques -Formulate effective questions before reading -Record answers without referring to text -Analyze the role of public service in society -Identify problems affecting Kenya's public service -Evaluate solutions for improving service delivery -Interpret rhetorical questions and their effects |
-Introduction to SQ3R method with explanation
-Practice surveying with "Kinetic Theory and Gas Laws" passage -Guided questioning and answer formulation -Individual practice of recording and reviewing answers -Assessment of comprehension improvement -Pre-reading discussion on public service experiences -Guided reading of Muthaura's speech -Group discussion on public service challenges -Analysis of rhetorical questions and their purpose -Individual reflection on civic responsibility |
-Sample science textbook passages
-SQ3R method charts -Question formulation sheets -Note-taking materials -Practice reading materials -Speech text -Discussion guides -Question sheets -Examples of public service issues -Writing materials for responses |
KLB Secondary English Form 3, Page 20
KLB Secondary English Form 3, Page 22 |
|
| 3 | 4 |
GRAMMAR
|
Case in Pronouns
|
By the end of the
lesson, the learner
should be able to:
-Define subjective, objective and possessive cases -Identify correct pronoun forms in different cases -Apply case rules with personal and relative pronouns -Use reflexive pronouns correctly in sentences |
-Interactive game with pronoun case forms
-Systematic teaching of subjective vs objective cases -Practice with relative pronouns (who/whom) -Exercises replacing nouns with appropriate pronouns -Construction of sentences using different pronoun cases |
-Pronoun case charts
-Exercise worksheets -Sentence construction materials -Games for pronoun practice -Reference tables for cases |
KLB Secondary English Form 3, Page 24
|
|
| 3 | 5 |
GRAMMAR
|
Case in Pronouns
|
By the end of the
lesson, the learner
should be able to:
-Define subjective, objective and possessive cases -Identify correct pronoun forms in different cases -Apply case rules with personal and relative pronouns -Use reflexive pronouns correctly in sentences |
-Interactive game with pronoun case forms
-Systematic teaching of subjective vs objective cases -Practice with relative pronouns (who/whom) -Exercises replacing nouns with appropriate pronouns -Construction of sentences using different pronoun cases |
-Pronoun case charts
-Exercise worksheets -Sentence construction materials -Games for pronoun practice -Reference tables for cases |
KLB Secondary English Form 3, Page 24
|
|
| 3 | 6 |
WRITING
Intensive Reading |
Use of Transitional Words expressing Contrast
A SILENT SONG AND OTHER STORIES |
By the end of the
lesson, the learner
should be able to:
-Define transitional words that express contrast -Identify contrast relationships in sentences -Use words like nevertheless, although, despite correctly -Apply contrast transitions in composition writing |
-Analysis of contrasting sentences and relationships
-Teaching transitional words (nevertheless, although, despite, however) -Practice exercises combining contrasting ideas -Individual writing on public service efficiency using contrast words -Peer review of compositions for transition usage |
-Sample contrasting sentences
-List of contrast transitional words -Exercise worksheets -Writing materials -Examples of well-structured contrasts Sample context and essay questions |
KLB Secondary English Form 3, Page 28
|
|
| 3 | 7 |
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
|
|
| 3 | 8 |
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
|
|
| 4 | 1 |
READING
|
Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of note-making while reading -Identify main points and separate them from details -Apply numbering and organization in notes -Create effective notes from textbook passages |
-Review of note-making principles from Book Two
-Reading "Water Quality in Eastern Africa" passage -Guided practice identifying main points vs details -Individual note-making on human activities and water quality -Comparison and evaluation of different note formats |
-Sample textbook passages
-Note-making formats -Numbering and organization guides -Practice materials -Examples of good/poor notes |
KLB Secondary English Form 3, Page 31
|
|
| 4 | 2-3 |
COMPREHENSION
GRAMMAR |
Women Break from the Shackles of Tradition
Demonstratives |
By the end of the
lesson, the learner
should be able to:
-Analyze forms of discrimination against women -Evaluate the role of tradition in society -Identify symbols and their meanings in the text -Examine the concept of breaking from harmful traditions -Define demonstratives and their pointing function -Distinguish between this/these and that/those -Use demonstratives as determiners and pronouns -Apply agreement rules with demonstratives |
-Pre-reading discussion on gender roles and traditions
-Guided reading of Ngoya's speech from "Aminata" -Analysis of chicken soup as a symbol -Group discussion on tradition vs progress -Individual reflection on positive and harmful traditions -Interactive demonstration of near/far pointing -Practice with demonstrative determiners in noun phrases -Exercises using demonstratives as pronouns -Completion exercises with appropriate demonstrative forms -Poetry completion using demonstratives correctly |
-Drama excerpt text
-Discussion guides on gender issues -Question sheets -Materials for group work -Writing materials for reflection -Objects for demonstration -Exercise worksheets -Poetry completion materials -Distance markers for practice -Agreement rule charts |
KLB Secondary English Form 3, Page 32
KLB Secondary English Form 3, Page 34 |
|
| 4 | 4 |
WRITING
|
Use of Transitional Words that show Consequences, Causes and Effect
|
By the end of the
lesson, the learner
should be able to:
-Identify cause and effect relationships -Use transitional words like consequently, therefore, so -Apply cause-effect transitions in sentence combining -Write compositions using consequence transitions effectively |
-Analysis of cause-effect relationships in sentences
-Teaching transitional words (consequently, therefore, accordingly, so) -Practice exercises combining cause-effect sentences -Individual composition on road accidents using cause-effect transitions -Peer editing for effective transition usage |
-Cause-effect sentence examples
-List of consequence transitional words -Exercise worksheets -Writing materials -Sample compositions with good transitions |
KLB Secondary English Form 3, Page 36
|
|
| 4 | 5 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 4 | 6 |
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
|
|
| 4 | 7 |
READING
|
Study Skills: Studying a Poem through Analysis of Diction
|
By the end of the
lesson, the learner
should be able to:
-Define diction and its importance in poetry -Analyze word choice and its effects in poems -Apply systematic steps to study poetry -Evaluate the impact of diction on meaning |
-Reading "Simon the Cyrenian Speaks" poem
-Analysis of simple vs complex word choices -Systematic study of diction in "The Woman with Whom I Share my Husband" -Practice asking questions about poet's word choices -Individual analysis of diction effects |
-Poetry texts
-Diction analysis guides -Question formulation sheets -Examples of different diction types -Writing materials for analysis |
KLB Secondary English Form 3, Pages 40-41
|
|
| 4 | 8 |
COMPREHENSION
|
Citizens' Role in Good Governance
|
By the end of the
lesson, the learner
should be able to:
-Define good governance and its characteristics -Analyze citizens' responsibilities in governance -Evaluate the relationship between government and citizens -Examine solutions to governance challenges |
-Pre-reading discussion on community leadership
-Guided reading of governance passage -Analysis of citizen responsibilities and rights -Group discussion on improving governance -Individual writing on personal civic responsibilities |
-Governance passage text
-Discussion guides on civic duties -Question sheets -Examples of good/bad governance -Writing materials for responses |
KLB Secondary English Form 3, Page 43
|
|
| 5 | 1 |
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
|
|
| 5 | 2-3 |
GRAMMAR
WRITING Intensive Reading |
Transitive and Intransitive Verbs
Use of the Colon and the Semicolon & Writing Reminders A SILENT SONG AND OTHER STORIES |
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 -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 |
-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 -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 |
-Verb classification charts
-Exercise worksheets -Game materials for competition -Sentence construction guides -Examples of both verb types -Punctuation rule charts -Exercise worksheets -Sample reminder formats -Journal writing guides -Examples of effective punctuation usage Sample context and essay questions |
KLB Secondary English Form 3, Page 45
KLB Secondary English Form 3, Pages 48-50 |
|
| 5 | 4 |
UNIT 6
LISTENING AND SPEAKING |
Features of Dilemma Stories
|
By the end of the
lesson, the learner
should be able to:
-Identify the main features of dilemma stories -Analyze moral issues presented in dilemma stories -Evaluate different choices in dilemma situations -Participate in debates about story outcomes |
-Group discussion of known dilemma stories
-Analysis of features: choices, moral issues, suspense, dialogue -Listening to "The Wise King" story -Group discussion on the king's dilemma and verdict -Individual retelling of the story in own words |
-Dilemma story texts
-Feature analysis charts -Discussion guides -Audio recordings if available -Materials for group work |
KLB Secondary English Form 3, Page 51
|
|
| 5 | 5 |
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
|
|
| 5 | 6 |
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
|
|
| 5 | 7 |
COMPREHENSION
|
HIV-The Emotional Journey
|
By the end of the
lesson, the learner
should be able to:
-Analyze the emotional stages of HIV diagnosis -Identify support strategies for HIV-positive individuals -Evaluate the role of family and community support -Examine ways to reduce stigma and discrimination |
-Pre-reading discussion on emotional experiences
-Guided reading of "HIV-The Emotional Journey" passage -Analysis of emotional stages: shock, denial, anger, fear, acceptance -Group discussion on support strategies -Individual reflection on compassionate responses |
-Health education passage
-Emotional journey charts -Discussion guides on support -Question sheets -Materials for sensitive discussions |
KLB Secondary English Form 3, Page 55
|
|
| 5 | 8 |
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
|
|
| 6 | 1 |
WRITING
|
Use of the Dash and Parentheses & Writing Personal Journals
|
By the end of the
lesson, the learner
should be able to:
-Apply correct uses of dashes in writing -Use parentheses to enclose explanatory material -Create effective personal journal entries -Apply varied punctuation for writing improvement |
-Teaching dash uses (dialogue breaks, emphasis, clarification)
-Practice with parentheses for explanations and translations -Analysis of sample journal entries -Creation of personal reminder lists and journal entries -Individual composition using advanced punctuation marks |
-Punctuation rule charts
-Sample journal formats -Exercise worksheets -Personal writing guides -Examples of effective punctuation usage |
KLB Secondary English Form 3, Page 60
|
|
| 6 | 2-3 |
Intensive Reading
UNIT 7 LISTENING AND SPEAKING |
A SILENT SONG AND OTHER STORIES
Aetiological Narratives |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story -Define aetiological stories and their purpose -Identify features of aetiological narratives -Analyze moral lessons in aetiological stories -Retell aetiological stories with appropriate expression |
Discussion
Oral presentations Role playing -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 |
Sample context and essay questions
-Aetiological story texts -Discussion guides -Audio recordings if available -Story analysis charts -Materials for group storytelling |
A SILENT SONG AND OTHER STORIES
KLB Secondary English Form 3, Page 61 |
|
| 6 | 4 |
READING
|
Study Skills: Critical Reading - Looking for Evidence
|
By the end of the
lesson, the learner
should be able to:
-Define critical reading and its importance -Identify evidence that supports claims in texts -Analyze author's choice of words for bias -Evaluate reliability of information sources |
-Analysis of tourism passage for evidence and claims
-Practice identifying supporting evidence for statements -Comparison of authors' attitudes through word choice -Exercises on distinguishing facts from opinions -Critical evaluation of text reliability |
-Sample texts with claims and evidence
-Analysis worksheets -Examples of biased vs neutral writing -Critical reading guides -Comparison texts on same topics |
KLB Secondary English Form 3, Page 63
|
|
| 6 | 5 |
COMPREHENSION
|
Our Rights and Responsibilities
|
By the end of the
lesson, the learner
should be able to:
-Analyze fundamental human rights and obligations -Evaluate the role of family and government in rights -Examine the balance between rights and responsibilities -Discuss protection of children's rights |
-Pre-reading discussion on human rights concepts
-Guided reading of rights and responsibilities passage -Analysis of different types of rights (life, education, expression) -Group discussion on rights vs responsibilities balance -Individual reflection on personal rights and duties |
-Human rights passage
-Discussion guides on rights -Question sheets -Examples of rights violations -Materials for group analysis |
KLB Secondary English Form 3, Page 64
|
|
| 6 | 6 |
COMPREHENSION
|
Our Rights and Responsibilities
|
By the end of the
lesson, the learner
should be able to:
-Analyze fundamental human rights and obligations -Evaluate the role of family and government in rights -Examine the balance between rights and responsibilities -Discuss protection of children's rights |
-Pre-reading discussion on human rights concepts
-Guided reading of rights and responsibilities passage -Analysis of different types of rights (life, education, expression) -Group discussion on rights vs responsibilities balance -Individual reflection on personal rights and duties |
-Human rights passage
-Discussion guides on rights -Question sheets -Examples of rights violations -Materials for group analysis |
KLB Secondary English Form 3, Page 64
|
|
| 6 | 7 |
GRAMMAR
|
Phrasal Verbs and Idiomatic Expressions
|
By the end of the
lesson, the learner
should be able to:
-Define phrasal verbs and their non-literal meanings -Distinguish between transitive and intransitive phrasal verbs -Identify common idiomatic expressions -Use phrasal verbs and idioms correctly in context |
-Analysis of phrasal verb examples and meanings
-Practice replacing phrasal verbs with single-word equivalents -Exercises on transitive vs intransitive phrasal verb usage -Study of common idioms and their meanings -Construction of sentences using phrasal verbs and idioms |
-Phrasal verb reference lists
-Idiom dictionaries -Exercise worksheets -Context clue activities -Sentence construction materials |
KLB Secondary English Form 3, Page 67
|
|
| 6 | 8 |
WRITING
|
Writing Thank You and Congratulatory Messages
|
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 |
KLB Secondary English Form 3, Page 69
|
|
| 7 |
Midterm exams and break |
|||||||
| 8 | 1 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 8 | 2-3 |
UNIT 8
LISTENING AND SPEAKING READING |
Features of Aetiological Narratives
Study Skills: Recognizing Tone and Attitude |
By the end of the
lesson, the learner
should be able to:
-Identify specific features of aetiological narratives -Analyze anthropomorphism in stories -Examine the use of fantasy elements -Evaluate character development in oral narratives -Define tone and attitude in writing -Identify how word choice reveals author's attitude -Compare different tones in similar topics -Analyze the effect of tone on reader response |
-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 -Analysis of contrasting articles about street families -Practice identifying positive vs negative word choices -Comparison of authors' attitudes toward same subject -Exercises on recognizing bias through language -Discussion on how tone affects reader perception |
-Aetiological story texts for performance
-Character analysis charts -Feature identification guides -Discussion materials -Audio recordings if available -Contrasting text samples -Tone analysis worksheets -Word choice comparison charts -Examples of different tones -Analysis guides for attitude identification |
KLB Secondary English Form 3, Page 71
KLB Secondary English Form 3, Page 73 |
|
| 8 | 4 |
COMPREHENSION
|
A Slip, Not a Fall
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of personal growth and responsibility -Evaluate decision-making processes in adolescence -Examine consequences of choices on life direction -Discuss the importance of second chances |
-Pre-reading discussion on major life decisions
-Guided reading of Benson's story -Analysis of character development and life changes -Discussion on education vs immediate gratification -Individual reflection on learning from mistakes |
-Personal development story text
-Character analysis materials -Discussion guides on choices -Question sheets -Reflection writing materials |
KLB Secondary English Form 3, Page 74
|
|
| 8 | 5 |
GRAMMAR
|
Participles
|
By the end of the
lesson, the learner
should be able to:
-Define -ing and -ed participles -Distinguish between participial uses as verbs and adjectives -Apply correct participle forms in sentences -Identify participial usage in different contexts |
-Crossword puzzle activity with participle identification
-Systematic teaching of -ing participles (progressive, adjectival) -Practice with -ed participles (perfect, passive, adjectival) -Analysis of participles in poetry and dialogue -Sentence transformation exercises using participles |
-Crossword puzzle materials
-Participle rule charts -Poetry samples with participles -Exercise worksheets -Sentence transformation guides |
KLB Secondary English Form 3, Page 76
|
|
| 8 | 6 |
WRITING
|
Writing Messages of Condolences
|
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 |
KLB Secondary English Form 3, Page 80
|
|
| 8 | 7 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 8 | 8 |
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
|
|
| 9 | 1 |
READING
|
Study Skills: Distinguishing Facts from Opinions
|
By the end of the
lesson, the learner
should be able to:
-Define facts and opinions clearly -Identify signal words for opinions -Evaluate reliability of different statement types -Apply critical thinking to information assessment |
-Practice exercises distinguishing facts from opinions
-Analysis of signal words indicating opinions -Evaluation of statement reliability and evidence -Discussion on informed opinions vs unsupported claims -Critical assessment of media statements |
-Fact vs opinion worksheets
-Signal word lists -Media samples for analysis -Critical thinking guides -Reliability assessment tools |
KLB Secondary English Form 3, Page 83
|
|
| 9 | 2-3 |
READING
COMPREHENSION |
Study Skills: Distinguishing Facts from Opinions
The Great Revelation |
By the end of the
lesson, the learner
should be able to:
-Define facts and opinions clearly -Identify signal words for opinions -Evaluate reliability of different statement types -Apply critical thinking to information assessment -Analyze allegorical meanings in narrative -Evaluate priorities and values in life -Examine the concept of spiritual vs material wealth -Discuss the importance of nurturing one's soul |
-Practice exercises distinguishing facts from opinions
-Analysis of signal words indicating opinions -Evaluation of statement reliability and evidence -Discussion on informed opinions vs unsupported claims -Critical assessment of media statements -Pre-reading discussion on life priorities -Guided reading of the four wives allegory -Analysis of symbolic meanings of each wife -Discussion on material vs spiritual values -Individual reflection on personal priorities |
-Fact vs opinion worksheets
-Signal word lists -Media samples for analysis -Critical thinking guides -Reliability assessment tools -Allegorical story text -Symbol analysis charts -Discussion guides on values -Question sheets -Reflection materials |
KLB Secondary English Form 3, Page 83
KLB Secondary English Form 3, Page 84 |
|
| 9 | 4 |
GRAMMAR
|
Quantifiers: few, a few, little and a little
|
By the end of the
lesson, the learner
should be able to:
-Define quantifiers and their functions -Distinguish between count and non-count noun usage -Apply positive vs negative meanings correctly -Use comparative forms appropriately |
-Interactive exercises identifying count vs non-count nouns
-Practice with positive (a few, a little) vs negative (few, little) meanings -Sentence completion exercises with appropriate quantifiers -Comparison exercises using fewer/fewest and less/least -Context-based quantifier selection |
-Count/non-count noun charts
-Quantifier rule summaries -Completion exercises -Comparison materials -Context practice sheets |
KLB Secondary English Form 3, Page 86
|
|
| 9 | 5 |
WRITING
|
Writing Imaginative Compositions
|
By the end of the
lesson, the learner
should be able to:
-Apply techniques for creative story writing -Create compelling characters and settings -Develop suspense and conflict in narratives -Use descriptive language effectively |
-Analysis of imaginative writing techniques
-Study of suspense creation from "A Grain of Wheat" excerpt -Practice developing characters and settings -Completion of story beginning with suspense -Peer review of creative writing attempts |
-Creative writing guides
-Sample imaginative texts -Character development worksheets -Suspense technique examples -Peer review criteria |
KLB Secondary English Form 3, Page 88
|
|
| 9 | 6 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 9 | 7 |
UNIT 10
LISTENING AND SPEAKING |
Debating
|
By the end of the
lesson, the learner
should be able to:
-Identify benefits and rules of debating -Apply proper debating procedures and etiquette -Develop critical judgment and organized thinking -Practice working cooperatively in teams |
-Discussion on debating benefits and procedures
-Analysis of seating arrangement and roles -Practice debate on "Computers greatly improve our lives" -Team preparation and strategy development -Evaluation of debating performance and skills |
-Debating rules and procedures
-Seating arrangement diagrams -Topic preparation materials -Timing devices -Evaluation criteria |
KLB Secondary English Form 3, Page 91
|
|
| 9 | 8 |
READING
|
Study Skills: Reading Aloud Interpretively
|
By the end of the
lesson, the learner
should be able to:
-Apply steps for effective oral interpretation -Use voice effectively to convey meaning and mood -Prepare thoroughly for public reading -Express author's intentions through vocal delivery |
-Practice reading race passage with expression
-Step-by-step preparation for interpretive reading -Analysis of mood and meaning in prayer poem -Practice with dramatic prose excerpt -Development of vocal expression skills |
-Texts for interpretive reading
-Mood analysis guides -Voice coaching materials -Expression practice sheets -Audio examples if available |
KLB Secondary English Form 3, Page 93
|
|
| 10 | 1 |
COMPREHENSION
|
Global Warming
|
By the end of the
lesson, the learner
should be able to:
-Analyze causes and effects of global warming -Evaluate scientific evidence and data -Examine human activities' environmental impact -Discuss solutions to environmental challenges |
-Pre-reading discussion on environmental problems
-Guided reading of global warming passage -Analysis of greenhouse effect and human causes -Discussion on evidence of climate change -Individual reflection on environmental responsibility |
-Environmental science text
-Climate change data -Discussion guides -Scientific evidence materials -Environmental action plans |
KLB Secondary English Form 3, Page 96
|
|
| 10 | 2-3 |
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
|
|
| 10 | 4 |
WRITING
Intensive Reading |
Writing Telegrams
A SILENT SONG AND OTHER STORIES |
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 |
KLB Secondary English Form 3, Page 100
|
|
| 10 | 5 |
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
|
|
| 10 | 6 |
READING
|
Study Skills: Handling Context Questions in Examinations
|
By the end of the
lesson, the learner
should be able to:
-Apply strategies for context question analysis -Identify plot, character, and theme elements -Practice brief, focused answer techniques -Develop literary analysis skills |
-Analysis of "The Concubine" excerpt
-Practice with context question techniques -Character and theme identification exercises -Brief answer writing practice -Literary analysis skill development |
-Literary excerpt samples
-Context question examples -Character analysis guides -Answer technique guidelines -Literary analysis frameworks |
KLB Secondary English Form 3, Page 101
|
|
| 10 | 7 |
READING
|
Study Skills: Handling Context Questions in Examinations
|
By the end of the
lesson, the learner
should be able to:
-Apply strategies for context question analysis -Identify plot, character, and theme elements -Practice brief, focused answer techniques -Develop literary analysis skills |
-Analysis of "The Concubine" excerpt
-Practice with context question techniques -Character and theme identification exercises -Brief answer writing practice -Literary analysis skill development |
-Literary excerpt samples
-Context question examples -Character analysis guides -Answer technique guidelines -Literary analysis frameworks |
KLB Secondary English Form 3, Page 101
|
|
| 10 | 8 |
COMPREHENSION
|
The Grand Deception
|
By the end of the
lesson, the learner
should be able to:
-Analyze corruption and incompetence themes -Evaluate character motivations and actions -Examine social satire and irony -Discuss institutional failures |
-Pre-reading discussion on corruption in institutions
-Guided reading of Gogol's "Government Inspector" excerpt -Analysis of character flaws and institutional problems -Discussion on irony and satirical elements -Individual reflection on good governance |
-Dramatic excerpt text
-Character analysis materials -Satire and irony guides -Corruption discussion materials -Governance reflection sheets |
KLB Secondary English Form 3, Page 104
|
|
| 11 | 1 |
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
|
|
| 11 | 2-3 |
WRITING
Intensive Reading |
Letters of Application
A SILENT SONG AND OTHER STORIES |
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 Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
-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 Discussion Oral presentations Role playing |
-Application letter samples
-Job advertisement examples -Letter format templates -Professional writing guides -Peer review criteria Sample context and essay questions |
KLB Secondary English Form 3, Page 108
A SILENT SONG AND OTHER STORIES |
|
| 11 | 4 |
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
|
|
| 11 | 5 |
READING
|
Character and Characterisation in Literary Works
|
By the end of the
lesson, the learner
should be able to:
-Define character and characterisation in literary analysis -Identify different methods of character revelation in texts -Analyze character traits using textual evidence -Classify characters as major, minor, static or dynamic |
-Reading and analysis of "Bindeh's Gift" excerpt
-Group discussion on characterisation methods -Practice identifying character traits from actions, speech, and descriptions -Character classification exercises using textual examples |
-Literary text excerpts
-Character analysis charts -Characterisation method guides -Sample character studies |
KLB Secondary English Form 3, Pages 112-114
|
|
| 11 | 6 |
COMPREHENSION
|
Why Monkeys Live on Trees
|
By the end of the
lesson, the learner
should be able to:
-Analyze features of aetiological narratives -Identify character development and motivation in oral literature -Evaluate stylistic features and their effectiveness -Interpret moral lessons from traditional stories |
-Group reading performance of the monkey story
-Character analysis of Leopard and Monkey -Discussion of aetiological story features -Analysis of narrative techniques and their effectiveness |
-Story text for performance
-Character analysis worksheets -Oral literature feature charts -Discussion guide questions |
KLB Secondary English Form 3, Pages 114-117
|
|
| 11 | 7 |
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
|
|
| 11 | 8 |
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
|
|
| 12 | 1 |
WRITING
Intensive Reading |
Writing Reports
A SILENT SONG AND OTHER STORIES |
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 |
KLB Secondary English Form 3, Pages 118-119
|
|
| 12 | 2-3 |
UNIT 13
LISTENING AND SPEAKING |
Hot-Seating
|
By the end of the
lesson, the learner
should be able to:
-Define hot-seating and its purpose in character analysis -Impersonate literary characters by answering questions in character -Ask relevant questions to explore character motivations and actions -Demonstrate understanding of character development through role-play |
-Selection of main characters from set books
-Group preparation for character impersonation -Hot-seating sessions with volunteers fielding character questions -Analysis of character responses and motivations |
-Set books for reference
-Character preparation sheets -Question prompt cards -Hot-seat arrangement setup |
KLB Secondary English Form 3, Page 120
|
|
| 12 | 4 |
READING
|
How to Read the Short Story
|
By the end of the
lesson, the learner
should be able to:
-Identify key guidelines for effective short story reading -Apply systematic approach to initial and subsequent readings -Analyze plot structure, character development, and point of view -Evaluate style, tone, and thematic significance in short stories |
-Teaching systematic short story reading approach
-Practice with initial fast reading for story line and theme -Analysis of plot structure and character development -Discussion of narrative techniques and point of view |
-Short story examples
-Plot structure diagrams -Reading strategy guides -Analysis worksheets |
KLB Secondary English Form 3, Pages 122-124
|
|
| 12 | 5 |
COMPREHENSION
|
A Precious Gift
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of HIV/AIDS awareness and social stigma -Evaluate character responses to challenging life circumstances -Identify examples of discrimination and support in the text -Discuss the importance of education and understanding in health issues |
-Pre-reading discussion on HIV/AIDS stigma and support
-Guided reading of "A Precious Gift" passage -Character analysis of Mathai and his experiences -Discussion of social themes and contemporary relevance |
-Comprehension passage
-Discussion guide questions -Health awareness materials -Social issues analysis charts |
KLB Secondary English Form 3, Pages 124-126
|
|
| 12 | 6 |
GRAMMAR
|
Differences among Prepositions, Conjunctions and Adverb Particles
|
By the end of the
lesson, the learner
should be able to:
-Distinguish prepositions from subordinating conjunctions in usage -Identify adverb particles in phrasal verbs -Apply correct classification based on function in sentences -Use prepositions, conjunctions, and adverb particles appropriately |
-Teaching differences through examples and usage patterns
-Practice exercises identifying word functions in context -Crossword puzzle completion with prepositions -Sentence analysis for correct classification |
-Grammar classification charts
-Function identification worksheets -Crossword puzzles -Practice sentence examples |
KLB Secondary English Form 3, Pages 126-128
|
|
| 12 | 7 |
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
|
|
| 12 | 8 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 13 |
End term exams |
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