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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
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 -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 |
-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 -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 |
-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
KLB Secondary English Form 3, Page 53 |
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 2 | 6 |
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
|
|
| 3 | 1-2 |
Intensive Reading
UNIT 7 LISTENING AND SPEAKING |
THE SAMARITAN by John Laraa
Aetiological Narratives |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play -Define aetiological stories and their purpose -Identify features of aetiological narratives -Analyze moral lessons in aetiological stories -Retell aetiological stories with appropriate expression |
Reading set text
Discussion -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 and answers
-Aetiological story texts -Discussion guides -Audio recordings if available -Story analysis charts -Materials for group storytelling |
THE SAMARITAN by John Laraa
KLB Secondary English Form 3, Page 61 |
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 6 |
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
|
|
| 4 | 1-2 |
WRITING
Intensive Reading |
Writing Thank You and Congratulatory Messages
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Identify occasions for thank you and congratulatory messages -Apply correct format for informal messages -Write sincere and appropriate content -Use courteous and warm tone in messages Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
-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 Reading set text Discussion |
-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
THE SAMARITAN by John Laraa |
|
| 4 | 3 |
UNIT 8
LISTENING AND SPEAKING |
Features of Aetiological Narratives
|
By the end of the
lesson, the learner
should be able to:
-Identify specific features of aetiological narratives -Analyze anthropomorphism in stories -Examine the use of fantasy elements -Evaluate character development in oral narratives |
-Performance reading of "Why the Giraffe has a Long Neck"
-Analysis of story features: anthropomorphism, fantasy, repetition -Discussion of character traits (Giraffe, Rhino, Man-Magician) -Examination of moral lessons and significance -Practice identifying aetiological story elements |
-Aetiological story texts for performance
-Character analysis charts -Feature identification guides -Discussion materials -Audio recordings if available |
KLB Secondary English Form 3, Page 71
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 4 | 6 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 1-2 |
WRITING
Intensive Reading |
Writing Messages of Condolences
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Identify appropriate occasions for condolence messages -Apply proper format and tone for sympathy letters -Write sincere and comforting content -Show respect and support for grieving families Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
-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 Reading set text Discussion |
-Sample condolence letter formats
-Writing guidelines for sensitive topics -Examples of appropriate/inappropriate messages -Stationery materials -Peer review criteria Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 80
THE SAMARITAN by John Laraa |
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 5 | 6 |
COMPREHENSION
|
The Great Revelation
|
By the end of the
lesson, the learner
should be able to:
-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 |
-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 |
-Allegorical story text
-Symbol analysis charts -Discussion guides on values -Question sheets -Reflection materials |
KLB Secondary English Form 3, Page 84
|
|
| 6 | 1-2 |
GRAMMAR
WRITING |
Quantifiers: few, a few, little and a little
Writing Imaginative Compositions |
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 -Apply techniques for creative story writing -Create compelling characters and settings -Develop suspense and conflict in narratives -Use descriptive language effectively |
-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 -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 |
-Count/non-count noun charts
-Quantifier rule summaries -Completion exercises -Comparison materials -Context practice sheets -Creative writing guides -Sample imaginative texts -Character development worksheets -Suspense technique examples -Peer review criteria |
KLB Secondary English Form 3, Page 86
KLB Secondary English Form 3, Page 88 |
|
| 6 | 3 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 6 | 6 |
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
|
|
| 7 | 1-2 |
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 | 3 |
WRITING
|
Writing Telegrams
|
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 |
KLB Secondary English Form 3, Page 100
|
|
| 7 | 4 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 7 | 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
|
|
| 8 |
Midterm |
|||||||
| 9 | 1-2 |
COMPREHENSION
GRAMMAR |
The Grand Deception
Formation of Adverbs |
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 -Identify rules for forming adverbs from adjectives -Apply spelling changes when adding -ly -Use directional adverb endings correctly -Practice adverb formation and usage |
-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 -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 |
-Dramatic excerpt text
-Character analysis materials -Satire and irony guides -Corruption discussion materials -Governance reflection sheets -Adverb formation charts -Spelling rule guides -Competitive game materials -Direction practice exercises -Gap-filling worksheets |
KLB Secondary English Form 3, Page 104
KLB Secondary English Form 3, Page 106 |
|
| 9 | 3 |
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
|
|
| 9 | 4 |
WRITING
|
Letters of Application
|
By the end of the
lesson, the learner
should be able to:
-Apply correct format for formal application letters -Write compelling content highlighting qualifications -Use appropriate professional tone -Practice responding to job advertisements |
-Analysis of application letter components
-Study of sample application letter format -Practice writing letters for specific job advertisements -Emphasis on qualification highlighting and professional tone -Peer review of application letter effectiveness |
-Application letter samples
-Job advertisement examples -Letter format templates -Professional writing guides -Peer review criteria |
KLB Secondary English Form 3, Page 108
|
|
| 9 | 5 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 9 | 6 |
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
|
|
| 10 | 1-2 |
READING
COMPREHENSION |
Character and Characterisation in Literary Works
Why Monkeys Live on Trees |
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 -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 |
-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 -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 |
-Literary text excerpts
-Character analysis charts -Characterisation method guides -Sample character studies -Story text for performance -Character analysis worksheets -Oral literature feature charts -Discussion guide questions |
KLB Secondary English Form 3, Pages 112-114
KLB Secondary English Form 3, Pages 114-117 |
|
| 10 | 3 |
GRAMMAR
|
Functions of Adverbs
|
By the end of the
lesson, the learner
should be able to:
-Identify adverbs functioning as adverbials (manner, time, place, frequency) -Distinguish adverbs used for modification of adjectives and other adverbs -Apply different types of adverbs appropriately in context -Form adverbs of manner from given adjectives |
-Practice exercises identifying adverb functions in sentences
-Teaching adverbs of manner, time, place, and frequency -Exercises on adverbs modifying adjectives and other adverbs -Creative activities describing actions using appropriate adverbs |
-Function identification worksheets
-Adverb classification charts -Practice sentence examples -Creative writing materials |
KLB Secondary English Form 3, Pages 117-118
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 10 | 6 |
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
|
|
| 11 | 1-2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 5 |
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
|
|
| 11 | 6 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
Your Name Comes Here