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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
UNIT 1
LISTENING AND SPEAKING READING COMPREHENSION |
Stress
Study Skills: Study Reading The Miracle of Adolescence |
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 -Describe the importance of proper reading posture -Explain guidelines for effective study reading -Apply active reading strategies during study sessions |
-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 -Review of previous lesson through Q/A -Analysis of reading posture pictures and discussion -Reading and discussion of study reading guidelines -Partner practice selecting topics and comparing summaries -Individual practice demonstrating correct reading posture |
-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 -Comprehension passage -Question sheets -English dictionary -Chalkboard |
KLB Secondary English Form 3, Page 1
KLB Secondary English Form 3, Page 2 |
|
| 2 | 3 |
GRAMMAR
WRITING |
Common Ways of Forming Nouns
Substitution in Writing |
By the end of the
lesson, the learner
should be able to:
-Define the concept of noun formation -Identify endings used to form nouns (-er, -ee, -ness, -ship, -ism) -Apply correct spelling rules when adding noun endings -Use newly formed nouns in meaningful sentences |
-Warm-up identifying common nouns ending in -er
-Systematic teaching of five noun endings with examples -Completion of "If" song exercise with correct endings -Individual sentence construction using target nouns -Practice exercises with spelling rules and transformations |
-Chalkboard
-Word cards showing endings -Exercise worksheets -Dictionary -Sample sentences for analysis -Sample sentences on board -Rewriting materials -Examples of good/poor writing -Chalkboard for demonstrations |
KLB Secondary English Form 3, Pages 5-8
|
|
| 2 | 4 |
Intensive Reading
LISTENING AND SPEAKING READING |
FATHERS OF NATIONS by Paul B Vitta
Intonation Study Skills: Techniques of Pre-reading |
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
Discussion |
Sample context and essay questions and answers
-Chalkboard with intonation marks -Sentence strips -Audio examples (if available) -Practice sheets -List of words for intonation practice -Sample textbooks -Maps for analogy -Reading materials with clear headings -Question formulation sheets -Examples of effective pre-reading strategies |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 2 | 5 |
UNIT 2
COMPREHENSION GRAMMAR |
The Bitter Forbidden Fruit
Gender Sensitive Language |
By the end of the
lesson, the learner
should be able to:
-Analyze the consequences of peer pressure on adolescents -Compare male and female perspectives on sexuality -Evaluate reasons for disappointing sexual experiences -Examine effects of premarital sex on relationships |
-Pre-reading predictions verification
-Guided reading of "The Bitter Forbidden Fruit" passage -Discussion of comprehension questions in groups -Analysis of Rosanne's experience and decision-making -Reflection on lessons about peer pressure and choices |
-Comprehension passage
-Discussion guide -Question sheets -Dictionary -Materials for group discussions -Chalkboard -Exercise worksheets -Examples of sexist vs neutral language -Reference materials on inclusive language -Practice sentences for transformation |
KLB Secondary English Form 3, Page 12
|
|
| 2 | 6 |
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 | 7 |
Intensive Reading
LISTENING AND SPEAKING |
FATHERS OF NATIONS by Paul B Vitta
Rhythm |
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
Discussion |
Sample context and essay questions and answers
-Poetry texts -Chalkboard for stress marking -Audio recordings of poems -Copies of sample poems -Stress pattern charts |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 2 | 8 |
UNIT 3
READING |
Study Skills: Concentration Techniques in Reading
|
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 |
-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 |
-Sample science textbook passages
-SQ3R method charts -Question formulation sheets -Note-taking materials -Practice reading materials |
KLB Secondary English Form 3, Page 20
|
|
| 3 | 1-2 |
COMPREHENSION
GRAMMAR |
Restoring Integrity in the Public Service
Case in Pronouns |
By the end of the
lesson, the learner
should be able to:
-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 -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 |
-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 -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 |
-Speech text
-Discussion guides -Question sheets -Examples of public service issues -Writing materials for responses -Pronoun case charts -Exercise worksheets -Sentence construction materials -Games for pronoun practice -Reference tables for cases |
KLB Secondary English Form 3, Page 22
KLB Secondary English Form 3, Page 24 |
|
| 3 | 3 |
WRITING
Intensive Reading |
Use of Transitional Words expressing Contrast
FATHERS OF NATIONS by Paul B Vitta |
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 and answers |
KLB Secondary English Form 3, Page 28
|
|
| 3 | 4 |
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 | 5 |
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
|
|
| 3 | 6 |
COMPREHENSION
|
Women Break from the Shackles of Tradition
|
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 |
-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 |
-Drama excerpt text
-Discussion guides on gender issues -Question sheets -Materials for group work -Writing materials for reflection |
KLB Secondary English Form 3, Page 32
|
|
| 3 | 7 |
GRAMMAR
|
Demonstratives
|
By the end of the
lesson, the learner
should be able to:
-Define demonstratives and their pointing function -Distinguish between this/these and that/those -Use demonstratives as determiners and pronouns -Apply agreement rules with demonstratives |
-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 |
-Objects for demonstration
-Exercise worksheets -Poetry completion materials -Distance markers for practice -Agreement rule charts |
KLB Secondary English Form 3, Page 34
|
|
| 3 | 8 |
WRITING
Intensive Reading |
Use of Transitional Words that show Consequences, Causes and Effect
FATHERS OF NATIONS by Paul B Vitta |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 36
|
|
| 4 | 1-2 |
UNIT 5
LISTENING AND SPEAKING READING |
Dilemma Stories
Study Skills: Studying a Poem through Analysis of Diction |
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 -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 |
-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 -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 |
-Dilemma story texts
-Discussion guides -Question sheets for analysis -Materials for group work -Audio recordings if available -Poetry texts -Diction analysis guides -Question formulation sheets -Examples of different diction types -Writing materials for analysis |
KLB Secondary English Form 3, Page 38
KLB Secondary English Form 3, Pages 40-41 |
|
| 4 | 3 |
COMPREHENSION
GRAMMAR |
Citizens' Role in Good Governance
Transitive and Intransitive Verbs |
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 -Verb classification charts -Exercise worksheets -Game materials for competition -Sentence construction guides -Examples of both verb types |
KLB Secondary English Form 3, Page 43
|
|
| 4 | 4 |
WRITING
|
Use of the Colon and the Semicolon & Writing Reminders
|
By the end of the
lesson, the learner
should be able to:
-Identify correct uses of colons and semicolons -Apply punctuation rules in sentence construction -Create personal reminders and journals effectively -Use varied punctuation for writing improvement |
-Teaching colon uses (lists, quotations, explanations)
-Practice with semicolon functions (joining clauses, series) -Exercises inserting correct punctuation -Creation of personal reminder lists and journal entries -Individual composition using varied punctuation marks |
-Punctuation rule charts
-Exercise worksheets -Sample reminder formats -Journal writing guides -Examples of effective punctuation usage |
KLB Secondary English Form 3, Pages 48-50
|
|
| 4 | 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 novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 4 | 6 |
UNIT 6
LISTENING AND SPEAKING READING |
Features of Dilemma Stories
Study Skills: Appreciating a Poem |
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 -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 51
|
|
| 4 | 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
|
|
| 4 | 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
|
|
| 5 | 1-2 |
WRITING
Intensive Reading UNIT 7 LISTENING AND SPEAKING |
Use of the Dash and Parentheses & Writing Personal Journals
FATHERS OF NATIONS by Paul B Vitta Aetiological Narratives |
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 -Define aetiological stories and their purpose -Identify features of aetiological narratives -Analyze moral lessons in aetiological stories -Retell aetiological stories with appropriate expression |
-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 -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 |
-Punctuation rule charts
-Sample journal formats -Exercise worksheets -Personal writing guides -Examples of effective punctuation usage Sample context and essay questions and answers -Aetiological story texts -Discussion guides -Audio recordings if available -Story analysis charts -Materials for group storytelling |
KLB Secondary English Form 3, Page 60
KLB Secondary English Form 3, Page 61 |
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 5 | 6 |
WRITING
Intensive Reading |
Writing Thank You and Congratulatory Messages
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Identify occasions for thank you and congratulatory messages -Apply correct format for informal messages -Write sincere and appropriate content -Use courteous and warm tone in messages |
-Analysis of sample thank you and congratulatory letters
-Discussion on appropriate occasions for such messages -Practice writing thank you letters to teachers/relatives -Composition of congratulatory notes for achievements -Peer review of message content and tone |
-Sample message formats
-Writing templates -Examples of good/poor messages -Stationery for letter writing -Peer review guidelines Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 69
|
|
| 5 | 7 |
UNIT 8
LISTENING AND SPEAKING |
Features of Aetiological Narratives
|
By the end of the
lesson, the learner
should be able to:
-Identify specific features of aetiological narratives -Analyze anthropomorphism in stories -Examine the use of fantasy elements -Evaluate character development in oral narratives |
-Performance reading of "Why the Giraffe has a Long Neck"
-Analysis of story features: anthropomorphism, fantasy, repetition -Discussion of character traits (Giraffe, Rhino, Man-Magician) -Examination of moral lessons and significance -Practice identifying aetiological story elements |
-Aetiological story texts for performance
-Character analysis charts -Feature identification guides -Discussion materials -Audio recordings if available |
KLB Secondary English Form 3, Page 71
|
|
| 5 | 8 |
READING
|
Study Skills: Recognizing Tone and Attitude
|
By the end of the
lesson, the learner
should be able to:
-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 |
-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 |
-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 73
|
|
| 6 | 1-2 |
COMPREHENSION
GRAMMAR WRITING |
A Slip, Not a Fall
Participles Writing Messages of Condolences |
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 -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 |
-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 -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 |
-Personal development story text
-Character analysis materials -Discussion guides on choices -Question sheets -Reflection writing materials -Crossword puzzle materials -Participle rule charts -Poetry samples with participles -Exercise worksheets -Sentence transformation guides -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 74
KLB Secondary English Form 3, Page 76 |
|
| 6 | 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 novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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 |
-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 -Allegorical story text -Symbol analysis charts -Discussion guides on values -Question sheets -Reflection materials |
KLB Secondary English Form 3, Page 83
|
|
| 6 | 6 |
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
|
|
| 6 | 7 |
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
|
|
| 6 | 8 |
Intensive Reading
LISTENING AND SPEAKING |
FATHERS OF NATIONS by Paul B Vitta
Debating |
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
Discussion |
Sample context and essay questions and answers
-Debating rules and procedures -Seating arrangement diagrams -Topic preparation materials -Timing devices -Evaluation criteria |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 7 | 1-2 |
UNIT 10
READING COMPREHENSION |
Study Skills: Reading Aloud Interpretively
Global Warming |
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 -Analyze causes and effects of global warming -Evaluate scientific evidence and data -Examine human activities' environmental impact -Discuss solutions to environmental challenges |
-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 -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 |
-Texts for interpretive reading
-Mood analysis guides -Voice coaching materials -Expression practice sheets -Audio examples if available -Environmental science text -Climate change data -Discussion guides -Scientific evidence materials -Environmental action plans |
KLB Secondary English Form 3, Page 93
KLB Secondary English Form 3, Page 96 |
|
| 7 | 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
|
|
| 7 | 4 |
WRITING
Intensive Reading |
Writing Telegrams
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Identify features and uses of telegrams -Apply concise and clear writing techniques -Use appropriate telegram format and style -Practice urgent message composition |
-Discussion on modern vs traditional communication
-Analysis of telegram features and limitations -Practice writing concise, clear messages -Exercises on urgent message scenarios -Cost-effectiveness and clarity balance |
-Sample telegram formats
-Cost calculation materials -Urgent message scenarios -Brevity practice exercises -Alternative communication comparisons Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 100
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 7 |
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
|
|
| 7 | 8 |
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
|
|
| 8 | 1-2 |
WRITING
Intensive Reading UNIT 12 LISTENING AND SPEAKING |
Letters of Application
FATHERS OF NATIONS by Paul B Vitta Non-verbal Cues in Communication |
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 -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 |
-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 -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 |
-Application letter samples
-Job advertisement examples -Letter format templates -Professional writing guides -Peer review criteria Sample context and essay questions and answers -Pictures of different dress styles -Professional dress examples -Scenario cards for role-play -Discussion guide sheets |
KLB Secondary English Form 3, Page 108
KLB Secondary English Form 3, Page 111 |
|
| 8 | 3 |
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
|
|
| 8 | 4 |
COMPREHENSION
GRAMMAR |
Why Monkeys Live on Trees
Functions of Adverbs |
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 -Function identification worksheets -Adverb classification charts -Practice sentence examples -Creative writing materials |
KLB Secondary English Form 3, Pages 114-117
|
|
| 8 | 5 |
WRITING
|
Writing Reports
|
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 |
KLB Secondary English Form 3, Pages 118-119
|
|
| 8 | 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 novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 8 | 7 |
UNIT 13
LISTENING AND SPEAKING READING |
Hot-Seating
How to Read the Short Story |
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 -Short story examples -Plot structure diagrams -Reading strategy guides -Analysis worksheets |
KLB Secondary English Form 3, Page 120
|
|
| 8 | 8 |
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
|
|
| 9 | 1-2 |
GRAMMAR
WRITING Intensive Reading |
Differences among Prepositions, Conjunctions and Adverb Particles
Writing a Synopsis FATHERS OF NATIONS by Paul B Vitta |
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 -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 differences through examples and usage patterns
-Practice exercises identifying word functions in context -Crossword puzzle completion with prepositions -Sentence analysis for correct classification -Teaching synopsis definition and purpose -Analysis of sample synopsis structure -Practice with plot diagram creation -Writing synopsis of chosen literary work with peer review |
-Grammar classification charts
-Function identification worksheets -Crossword puzzles -Practice sentence examples -Sample synopsis examples -Plot structure templates -Literary works for practice -Synopsis planning sheets Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 126-128
KLB Secondary English Form 3, Pages 128-130 |
|
| 9 | 3 |
UNIT 14
LISTENING AND SPEAKING |
How to Speak in Public
|
By the end of the
lesson, the learner
should be able to:
-Identify strategies for managing stage fright and nervousness -Apply proper standing, facing, and gesture techniques -Demonstrate appropriate eye contact and facial expressions -Present organized, audible speeches on given topics |
-Discussion of public speaking challenges and solutions
-Teaching proper posture, gestures, and presentation techniques -Practice managing stage fright through exercises -Individual speech presentations on student rights and responsibilities |
-Posture demonstration aids
-Speech topic cards -Presentation evaluation sheets -Stage/presentation area setup |
KLB Secondary English Form 3, Page 131
|
|
| 9 | 4 |
READING
|
How to Participate in Group Discussions
|
By the end of the
lesson, the learner
should be able to:
-Identify roles and duties of chairperson and secretary in discussions -Apply effective preparation strategies for group participation -Demonstrate courteous and constructive discussion techniques -Practice following discussion guidelines and etiquette |
-Teaching group discussion structure and roles
-Practice with topic selection and role assignment -Guided discussion on monitoring children's media consumption -Evaluation of discussion effectiveness and participation |
-Discussion topic lists
-Role description cards -Evaluation rubrics -Chairperson and secretary guides |
KLB Secondary English Form 3, Pages 132-134
|
|
| 9 |
mid term |
|||||||
| 9 | 6 |
COMPREHENSION
|
Ozone
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific information about ozone formation and depletion -Evaluate environmental threats and their global implications -Identify cause-and-effect relationships in environmental science -Discuss the importance of environmental protection measures |
-Pre-reading discussion on environmental protection
-Guided reading of "Ozone" scientific passage -Analysis of ozone formation and depletion processes -Discussion of environmental implications and solutions |
-Scientific passage text
-Environmental diagrams -Cause-effect analysis charts -Vocabulary support materials |
KLB Secondary English Form 3, Pages 134-136
|
|
| 9 | 7 |
GRAMMAR
|
Correlative Conjunctions
|
By the end of the
lesson, the learner
should be able to:
-Identify correlative conjunction pairs and their functions -Apply both...and, either...or, neither...nor appropriately -Use not only...but also and if...then in complex sentences -Demonstrate parallel structure in correlative conjunction usage |
-Teaching correlative conjunction pairs through examples
-Practice with structured exercises using each pair -Completion of poetry exercise with appropriate correlatives -Sentence construction demonstrating parallel structure |
-Correlative conjunction charts
-Poetry completion exercises -Parallel structure examples -Practice worksheets |
KLB Secondary English Form 3, Pages 136-138
|
|
| 9 | 8 |
WRITING
Intensive Reading |
Writing a Speech
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Identify effective introduction, body, and conclusion techniques for speeches -Apply organizational strategies appropriate for speech purpose and audience -Use transitional words and emphasis techniques effectively -Demonstrate appropriate tone and language for speech writing |
-Teaching speech structure and organization techniques
-Analysis of effective introduction and conclusion methods -Practice writing speeches on HIV/AIDS awareness -Peer review and presentation of written speeches |
-Speech structure templates
-Sample speech examples -Topic assignment cards -Presentation evaluation forms Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 138-140
|
|
| 10 | 1-2 |
UNIT 15
LISTENING AND SPEAKING READING |
Discussion based on a Dilemma Story
Improving One's Vocabulary & Using the Dictionary |
By the end of the
lesson, the learner
should be able to:
-Apply effective discussion guidelines to complex moral situations -Analyze alternative solutions to ethical dilemmas -Demonstrate respectful disagreement and perspective-taking -Evaluate consequences of different choices in moral dilemmas -Apply multiple strategies for determining word meanings in context -Use dictionary effectively for word exploration and verification -Identify common prefixes and suffixes for vocabulary building -Create and maintain personal vocabulary development systems |
-Review of effective discussion techniques
-Revisiting Nyakio's dilemma story from Unit 5 -Group discussion on alternative responses to the dilemma -Analysis of dilemma story features and moral complexity -Teaching context clue strategies (definition, restatement, contrast, comparison) -Dictionary exploration with multiple-meaning words -Analysis of word parts (prefixes, suffixes, roots) -Vocabulary bank creation and maintenance practice |
-Dilemma story text
-Discussion guideline reminders -Alternative solution charts -Moral reasoning frameworks -Dictionaries for class use -Context clue identification worksheets -Prefix and suffix reference charts -Vocabulary bank templates |
KLB Secondary English Form 3, Page 140
KLB Secondary English Form 3, Pages 140-142 |
|
| 10 | 3 |
COMPREHENSION
|
The Return
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of displacement, betrayal, and social change -Evaluate character responses to difficult circumstances -Interpret symbolism and imagery in literary texts -Discuss the impact of time and change on human relationships |
-Pre-reading discussion on experiences of separation and return
-Guided reading of "The Return" excerpt -Character analysis of Kamau and his family dynamics -Discussion of themes including betrayal, change, and acceptance |
-Literary excerpt text
-Character relationship diagrams -Theme analysis worksheets -Symbolism identification guides |
KLB Secondary English Form 3, Pages 142-145
|
|
| 10 | 4 |
GRAMMAR
WRITING |
Prepositional Phrases
Writing Argumentative Essays |
By the end of the
lesson, the learner
should be able to:
-Identify prepositional phrases and their components -Distinguish between prepositional phrases functioning as adjectives and adverbs -Apply prepositional phrases to answer specific questions (where, when, how) -Use prepositional phrases effectively to enhance sentence structure |
-Teaching prepositional phrase identification and structure
-Practice distinguishing adjectival and adverbial functions -Exercises identifying questions answered by prepositional phrases -Sentence construction and enhancement using prepositional phrases |
-Prepositional phrase identification charts
-Function analysis worksheets -Sentence building exercises -Grammar reference materials -Argumentative essay templates -Evidence collection worksheets -Sample argumentative essays -Topic assignment cards |
KLB Secondary English Form 3, Pages 145-147
|
|
| 10 | 5 |
Intensive Reading
LISTENING AND SPEAKING |
FATHERS OF NATIONS by Paul B Vitta
Role Playing |
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
Discussion |
Sample context and essay questions and answers
-Chalkboard -Interview scenario cards -Sample interview scripts -Notebooks and pens for props -Evaluation forms |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 10 | 6 |
UNIT 16
READING COMPREHENSION |
Study Skills: Reading Newspapers and Magazines
Diet in HIV and AIDS Management |
By the end of the
lesson, the learner
should be able to:
-Describe the importance of reading newspapers and magazines for current information -Identify key sections and features of newspaper layout -Apply scanning and skimming techniques for effective reading -Practice critical reading skills for editorial evaluation |
-Review of previous lesson through Q/A
-Analysis of newspaper structure including headlines, front page, and sections -Guided practice in scanning for names, dates, and specific facts -Demonstration of skimming technique for main ideas -Critical reading exercise analyzing editorial opinions and evidence |
-Current newspapers and magazines
-Reading technique charts -Highlighters -Analysis worksheets -Chalkboard -Comprehension passage -Question sheets -English dictionary -Balanced diet charts |
KLB Secondary English Form 3, Pages 149-150
|
|
| 10 | 7 |
GRAMMAR
WRITING Intensive Reading |
Adjective Phrases
Notification of Meetings FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Define adjective phrases and their structural components -Identify single-word and multi-word adjective phrases in sentences -Apply correct placement of adverbs of degree (very, too, so, enough) -Use adjective phrases effectively in descriptive writing |
-Warm-up activity describing people using detailed adjective phrases
-Systematic teaching of adjective phrase structure with examples -Analysis of adverb placement before and after adjectives -Practice exercises identifying and creating adjective phrases -Letter rewriting exercise replacing adjective phrases with synonyms |
-Pictures for description activity
-Grammar worksheets -Word cards showing degree adverbs -Sample letter for rewriting -Chalkboard -Sample meeting notices -Meeting notification templates -Writing materials -Examples of AGM and regular meeting agendas Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 152-154
|
|
| 10 | 8 |
UNIT 17
LISTENING AND SPEAKING READING |
Retelling an Aetiological Story
Study Skills: Note-making in Preparation for Summary Writing |
By the end of the
lesson, the learner
should be able to:
-Define aetiological narratives and their characteristics -Analyze voice variation techniques in story delivery -Apply effective retelling strategies using gestures and expressions -Evaluate narrative performance through peer assessment |
-Group reading of "Why the Cheeks of the Cheetah are Stained with Tears"
-Discussion on voice usage, tone variation, and delivery techniques -Practice retelling story without text using personal attributes -Peer evaluation of storytelling effectiveness and improvement suggestions |
-Aetiological story text
-Voice technique charts -Evaluation forms -Audio recordings (if available) -Performance area -Sample texts for note-making -Note-making templates -Highlighters and markers -Chalkboard -Practice worksheets |
KLB Secondary English Form 3, Pages 156-157
|
|
| 11 | 1-2 |
COMPREHENSION
GRAMMAR WRITING Intensive Reading LISTENING AND SPEAKING |
Akoko's Quest for Justice
Conditional Clauses Writing a Creative Story FATHERS OF NATIONS by Paul B Vitta Retelling a Dilemma Story |
By the end of the
lesson, the learner
should be able to:
-Analyze character development and motivation in literary texts -Examine themes of gender roles and justice in traditional society -Identify and interpret figures of speech in narrative contexts -Evaluate the author's attitude toward women's status in society -Explain the essential elements of creative story writing -Apply pre-writing planning techniques for character and plot development -Create engaging conflicts and believable character interactions -Demonstrate effective use of setting, point of view, and narrative structure |
-Pre-reading discussion on women's treatment in traditional communities
-Silent reading of "Akoko's Quest for Justice" excerpt -Guided analysis of Akoko's character traits and circumstances -Group discussion on gender themes and literary devices used -Analysis of creative story elements and planning strategies -Guided practice in character creation and conflict development -Individual story planning using provided frameworks -Writing practice on given titles with peer review sessions |
-Comprehension passage
-Character analysis charts -Question sheets -Dictionary -Discussion guides -Campaign scenario cards -Grammar worksheets -Conditional clause charts -Exercise books -Chalkboard -Story planning templates -Character development sheets -Sample creative stories -Writing materials -Peer review forms Sample context and essay questions and answers -Dilemma story texts -Reading technique guides -Moral discussion prompts -Performance evaluation sheets -Chalkboard |
KLB Secondary English Form 3, Pages 159-161
KLB Secondary English Form 3, Pages 163-165 |
|
| 11 | 3 |
UNIT 18
READING COMPREHENSION |
Study Skills: Summary
The Technology of Iris Scans |
By the end of the
lesson, the learner
should be able to:
-Distinguish between note-making and continuous paragraph summary writing -Apply précis writing techniques to condense texts effectively -Identify thesis statements and topic sentences in paragraphs -Create coherent summaries using original wording and transitional expressions |
-Review of note-making vs summary writing differences
-Analysis of sample summary demonstrating effective condensation techniques -Guided practice summarizing "Career Development" passage -Individual summary writing exercise with peer comparison |
-Sample summary texts
-Summary writing guidelines -Practice passages -Comparison charts -Writing materials -Comprehension passage -Technical vocabulary lists -Question sheets -Discussion guides -Dictionary |
KLB Secondary English Form 3, Pages 167-169
|
|
| 11 | 4 |
GRAMMAR
|
Adjectival Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define adjectival clauses and their function as noun modifiers -Identify relative pronouns and their appropriate usage -Distinguish between essential and optional relative pronouns -Apply adjectival clauses effectively in sentence construction |
-Group identification of words modified by adjectival clauses
-Systematic teaching of relative pronouns (who, whose, which, that) -Practice exercises joining sentences with relative pronouns -Gap-filling activities using appropriate adjectival clauses |
-Sentence analysis worksheets
-Relative pronoun charts -Grammar exercise books -Example sentences -Chalkboard |
KLB Secondary English Form 3, Pages 171-172
|
|
| 11 | 5 |
WRITING
Intensive Reading |
The Agenda of a Meeting
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of formal meeting agendas -Identify the three main parts of meeting proceedings -Apply correct agenda formatting for different meeting types -Create well-organized agendas following conventional patterns |
-Discussion on meeting organization and agenda importance
-Analysis of sample agendas for regular and AGM meetings -Teaching of preliminary, substantive, and AOB agenda sections -Practice creating agenda for specified meeting scenarios |
-Sample meeting agendas
-Agenda templates -Meeting scenario cards -Writing materials -Format guidelines Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 172-174
|
|
| 11 | 6 |
UNIT 19
LISTENING AND SPEAKING |
Speeches: Using Your Voice Effectively
|
By the end of the
lesson, the learner
should be able to:
-Identify techniques for effective voice usage in public speaking -Apply proper breathing, volume, and articulation in speech delivery -Demonstrate appropriate pace, pitch, and tone variation -Practice delivering speeches with confidence and clarity |
-Tongue twister practice for articulation improvement
-Analysis of effective voice techniques and speech delivery principles -Practice reading Mutesa's speech with voice variation and emphasis -Peer evaluation of speech delivery effectiveness |
-Tongue twisters
-Sample speeches -Voice technique charts -Audio examples (if available) -Evaluation forms |
KLB Secondary English Form 3, Pages 174-176
|
|
| 11 | 7 |
READING
|
Study Skills: How to Write a Book Review
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of effective book reviews -Identify essential components of book review format -Apply critical evaluation techniques for literary analysis -Create persuasive reviews that inform and recommend |
-Analysis of book review components and target audience
-Study of sample book review for "The River and the Source" -Discussion of introduction, body, and conclusion elements -Practice writing review outline for familiar novel or play |
-Sample book reviews
-Review writing templates -Book evaluation criteria -Writing guidelines -Sample books |
KLB Secondary English Form 3, Pages 176-177
|
|
| 11 | 8 |
COMPREHENSION
GRAMMAR |
Medical Innovations
Noun Clauses |
By the end of the
lesson, the learner
should be able to:
-Analyze scientific texts about genetic engineering and cloning -Evaluate arguments for and against medical technological advances -Examine ethical considerations in medical innovation -Interpret complex scientific vocabulary and concepts |
-Pre-reading discussion on cloning and genetic engineering concepts
-Silent reading of "Medical Innovations" passage -Analysis of benefits and controversies surrounding cloning technology -Group discussion on medical ethics and future implications |
-Comprehension passage
-Scientific vocabulary guides -Question sheets -Ethics discussion prompts -Dictionary -Conversation practice cards -Grammar worksheets -Noun clause examples -Sentence construction exercises -Chalkboard |
KLB Secondary English Form 3, Pages 177-179
|
|
| 12 | 1-2 |
WRITING
Intensive Reading |
Writing Minutes
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions 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 |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda Reading set text Discussion |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 180-184
FATHERS OF NATIONS by Paul B Vitta |
|
| 12 | 3 |
UNIT 20
LISTENING AND SPEAKING READING |
Listening Actively and Delivering a Speech
Study Skills: Understanding Exam Language |
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
-Teaching of active listening principles and distraction avoidance
-Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area -Exam instruction vocabulary lists -Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 184-188
|
|
| 12 | 4 |
COMPREHENSION
|
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
-Pre-reading discussion on government performance and citizen expectations
-Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 12 | 5 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
-Review of simple, compound, and complex sentence structures
-Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 12 | 6 |
WRITING
Intensive Reading |
The Argumentative Essay
FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Explain the structure and purpose of argumentative essay writing -Apply persuasive techniques balancing emotional appeal and logical reasoning -Organize arguments effectively from least to most important -Create compelling conclusions that reinforce the central argument |
-Group practice arguing controversial topics using persuasive techniques
-Analysis of argumentative essay structure (introduction, body, conclusion) -Discussion of emotional vs logical appeals and their appropriate use -Individual essay writing on provided proposition with peer review |
-Controversial topic cards
-Argumentative essay samples -Persuasion technique guides -Essay planning templates -Writing materials Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 193-195
|
|
| 12 | 7 |
UNIT 21
LISTENING AND SPEAKING READING |
Non-verbal Cues in Speaking
Study Skills: Time Management in Exams |
By the end of the
lesson, the learner
should be able to:
-Identify various non-verbal communication signals in listening and speaking -Demonstrate effective listening posture and facial expressions -Apply appropriate eye contact and body language in communication -Evaluate the impact of non-verbal cues on message effectiveness |
-Group discussion on scenarios involving poor listening behaviors
-Analysis of effective vs ineffective non-verbal listening cues -Practice sessions demonstrating proper sitting position and attention signals -Role-play exercises showing restlessness vs attentive listening behaviors |
-Scenario cards for role-play
-Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard -Sample exam papers -Time management charts -Calculators for time division -Stopwatches or timers -Planning templates |
KLB Secondary English Form 3, Pages 195
|
|
| 12 | 8 |
COMPREHENSION
GRAMMAR WRITING Intensive Reading |
Yes, Sir, I'm Fine
Direct and Indirect Speech Writing a Play FATHERS OF NATIONS by Paul B Vitta |
By the end of the
lesson, the learner
should be able to:
-Analyze themes of social inequality and economic disparity in poetry -Interpret irony and sarcasm in literary texts -Examine the relationship between political power and economic exploitation -Evaluate the poet's attitude toward corruption and social injustice |
-Pre-reading discussion on economic inequality and political relationships
-Silent reading and analysis of "Yes, Sir, I'm Fine" poem -Group discussion on irony, tone, and the persona's attitude -Analysis of vocabulary and expressions showing economic contrast |
-Poetry text
-Literary analysis guides -Question sheets -Vocabulary lists -Dictionary -Personal information practice cards -Punctuation reference charts -Grammar worksheets -Conversion exercise sheets -Chalkboard -Play excerpt samples -Stage direction examples -Character development guides -Script formatting templates -Writing materials Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 197-199
|
|
| 13 |
end term exams and closing of school |
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Your Name Comes Here