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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
UNIT 2
LISTENING AND SPEAKING |
Intonation
|
By the end of the
lesson, the learner
should be able to:
-Define intonation and its importance in communication -Distinguish between rising and falling intonation -Apply correct intonation when asking questions -Use appropriate intonation to show emphasis |
-Demonstration of statement vs question intonation using sample sentence
-Teaching rising intonation functions with examples -Teaching falling intonation uses with practice -Partner practice reading sentences with marked intonation -Simultaneous reading exercises with different intonation patterns |
-Chalkboard with intonation marks
-Sentence strips -Audio examples (if available) -Practice sheets -List of words for intonation practice |
KLB Secondary English Form 3, Page 9
|
|
| 1 | 2 |
READING
|
Study Skills: Techniques of Pre-reading
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of pre-reading or surveying -Apply systematic pre-reading strategies -Formulate questions before intensive reading -Use textual features to predict content |
-Comparison of reading to map study analogy
-Step-by-step teaching of pre-reading guidelines -Practice pre-reading with "The Bitter Forbidden Fruit" title -Formulation of prediction questions based on title and structure -Analysis of headings, subheadings and typographical aids |
-Sample textbooks
-Maps for analogy -Reading materials with clear headings -Question formulation sheets -Examples of effective pre-reading strategies |
KLB Secondary English Form 3, Page 11
|
|
| 1 | 3 |
READING
|
Study Skills: Techniques of Pre-reading
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of pre-reading or surveying -Apply systematic pre-reading strategies -Formulate questions before intensive reading -Use textual features to predict content |
-Comparison of reading to map study analogy
-Step-by-step teaching of pre-reading guidelines -Practice pre-reading with "The Bitter Forbidden Fruit" title -Formulation of prediction questions based on title and structure -Analysis of headings, subheadings and typographical aids |
-Sample textbooks
-Maps for analogy -Reading materials with clear headings -Question formulation sheets -Examples of effective pre-reading strategies |
KLB Secondary English Form 3, Page 11
|
|
| 1 | 4 |
COMPREHENSION
|
The Bitter Forbidden Fruit
|
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 |
KLB Secondary English Form 3, Page 12
|
|
| 1 | 5 |
GRAMMAR
|
Gender Sensitive Language
|
By the end of the
lesson, the learner
should be able to:
-Define gender-sensitive language and its importance -Identify sexist language in pronouns and nouns -Rewrite sentences to remove gender bias -Apply gender-neutral alternatives in writing |
-Analysis of sexist pronoun examples
-Teaching methods to avoid gender bias (plural forms, second person) -Practice rewriting sentences with gender-neutral language -Exercise on replacing sexist terms with neutral alternatives -Discussion on professional titles and gender inclusivity |
-Chalkboard
-Exercise worksheets -Examples of sexist vs neutral language -Reference materials on inclusive language -Practice sentences for transformation |
KLB Secondary English Form 3, Page 14
|
|
| 1 | 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
|
|
| 1 | 7 |
WRITING
|
Use of Transitional Words that add Information
|
By the end of the
lesson, the learner
should be able to:
-Define transitional words and their functions -Identify transitional words that add information -Use transitional words to connect sentences and paragraphs -Apply transitional words in composition writing |
-Analysis of transitional words from "The Bitter Forbidden Fruit" passage
-Teaching transitional words (another, also, besides, moreover, furthermore) -Practice exercises inserting appropriate transitional words -Individual writing using transitional words for coherence -Composition on adolescent challenges using transitional words |
-Sample passages with transitional words
-Exercise worksheets -Writing materials -Examples of well-connected paragraphs -List of transitional words and phrases |
KLB Secondary English Form 3, Page 16
|
|
| 1 | 8 |
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
|
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