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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 4 |
WRITING
|
SUBSTITUTION IN WRITING
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Use a variety of sentence structures and vocabulary Substitute words for others in order to eliminate clumsiness and repetition. |
Discussing
Writing |
Writing
|
Secondary English Book 3 students book Page 8
Teachers guide page 7-8 |
|
| 2 | 5 |
WRITING
|
SUBSTITUTION IN WRITING
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Use a variety of sentence structures and vocabulary Substitute words for others in order to eliminate clumsiness and repetition. |
Discussing
Writing |
Writing
|
Secondary English Book 3 students book Page 8
Teachers guide page 7-8 |
|
| 2 | 6 |
INTENSIVE READING
|
THE SAMARITAN by john lara
|
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
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 2 | 7 |
INTENSIVE READING
|
THE SAMARITAN by john lara
|
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
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 2 | 8 |
LISTENING AND SPEAKING
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
Identify features of rhythm in a poem Appreciate the importance of using rhythm in poetry. Read a poem to bring out its rhythm. |
Reciting poems
Chanting |
Chalkboard
Poems on manila |
Secondary English Book 3 students book Page 18-20
Poems from East Africa Demystifying poetry |
|
| 3 | 1 |
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 novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 3 | 2 |
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 novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 3 | 3 |
WRITING
|
Use of the colon and the semi-colon, and writing reminders
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Demonstrate mastery in the use of the colon and the semicolon. Write reminders. |
Writing
discussion |
chalkboard
|
Secondary English Book 3 students book Page 48-50
Teachers guide page 45-46 |
|
| 3 | 4 |
WRITING
|
Use of the colon and the semi-colon, and writing reminders
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Demonstrate mastery in the use of the colon and the semicolon. Write reminders. |
Writing
discussion |
chalkboard
|
Secondary English Book 3 students book Page 48-50
Teachers guide page 45-46 |
|
| 3 | 5 |
GRAMMAR
|
Infinitives
|
By the end of the
lesson, the learner
should be able to:
Recognize infinitive uses of verbs Construct sentences using both the to-infinitive and the ing-infinitive. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 56-58
Teachers guide page 54-55 |
|
| 3 | 6 |
GRAMMAR
|
Infinitives
|
By the end of the
lesson, the learner
should be able to:
Recognize infinitive uses of verbs Construct sentences using both the to-infinitive and the ing-infinitive. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 56-58
Teachers guide page 54-55 |
|
| 3 | 7 |
GRAMMAR
|
Phrasal verbs and idiomatic expressions
|
By the end of the
lesson, the learner
should be able to:
Recognize phrasal verbs and idiomatic expressions Use phrasal verbs and idiomatic expressions correctly Appreciate the expressive value of this forms |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 66-69
Teachers guide page 63-64 |
|
| 3 | 8 |
GRAMMAR
|
Phrasal verbs and idiomatic expressions
|
By the end of the
lesson, the learner
should be able to:
Recognize phrasal verbs and idiomatic expressions Use phrasal verbs and idiomatic expressions correctly Appreciate the expressive value of this forms |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 66-69
Teachers guide page 63-64 |
|
| 4 | 1 |
INTENSIVE READING
|
THE SAMARITAN by john lara
|
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 |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 4 | 2 |
INTENSIVE READING
|
THE SAMARITAN by john lara
|
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 |
Reading set text
Discussing the background of the novel |
Sample context and essay questions and answers |
THE SAMARITAN by john lara
|
|
| 4 | 3 |
GRAMMAR
|
Quantifiers: few, a few, little and a little.
|
By the end of the
lesson, the learner
should be able to:
Use the quantifiers few, a few, little and a little. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page86-88
Teachers guide page 84-85 |
|
| 4 | 4 |
GRAMMAR
|
Quantifiers: few, a few, little and a little.
|
By the end of the
lesson, the learner
should be able to:
Use the quantifiers few, a few, little and a little. |
Discussing
Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page86-88
Teachers guide page 84-85 |
|
| 4 | 5 |
WRITING
|
Imaginative compositions
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Identify the features of an imaginative composition Demonstrate the ability to create suspense in a story |
Writing
Discussion |
chalkboard
|
Secondary English Book 3 students book Page 88-89
Teachers guide page 86-87 |
|
| 4 | 6 |
POETRY
|
POETRY
|
By the end of the
lesson, the learner
should be able to:
Discuss poetic features in a poem |
Writing
Discussion Reading |
|
Understanding Poetry by Ezekiel Alembi
|
|
| 4 | 7 |
POETRY
|
POETRY
|
By the end of the
lesson, the learner
should be able to:
Discuss poetic features in a poem |
Writing
Discussion Reading |
|
Understanding Poetry by Ezekiel Alembi
|
|
| 4 | 8 |
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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background ofFathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 1 |
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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 2 |
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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 4 |
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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 7 |
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 play Discuss the character traits, themes and style in the play Write notes based on the play |
Reading set text
Discussing the background of Fathers of Nations |
Sample context and essay questions and answers |
FATHERS OF NATIONS by Paul B Vitta
|
|
| 5 | 8 |
EFFECTIVE COMMUNICATION
|
Distinguishing word classes using stress
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
discussion
|
Chalkboard
Flash cards |
New Horizonsin English Book 4 students book Page 1-2
Teachers guide page 1 |
|
| 6 | 1 |
EFFECTIVE COMMUNICATION
|
Word stress in English
Sentence stress
|
By the end of the
lesson, the learner
should be able to:
Identify the stress in homographs depending on how they are used in sentences Describe sentence stress Identify the stressed words in sentences given correctly |
Discussion
Pronunciation |
Chalkboard
|
New Horizonsin English Book 4 students book Page 45-46, 46-47
Teachers guide page 24-25 |
|
| 6 | 2 |
STUDY SKILLS
|
ROLE PLAY
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of good health Engage in role-play to elaborate on the topics given on health concerns |
Discussion
Role play |
Chalkboard
|
New Horizonsin English Book 4 students book Page 46-47
Teachers guide page 25-26 |
|
| 6 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading aloud
Discussions |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading aloud
Discussions |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading aloud
Discussions |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading aloud
Discussions |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 6 | 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 1 |
STUDY SKILLS
|
Interpretive reading as a study skill
|
By the end of the
lesson, the learner
should be able to:
Appreciate the significance of interpretative reading as a study skill Identify the essential features of interpretive reading Apply interpretive reading skills |
Discussion
|
Chalkboard
|
New Horizons inEnglish Book 4 students book
Teachers guide page 48-49 |
|
| 7 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play Discuss character traits themes and styles in the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 6 |
GRAMMAR
|
Adverbs- typical endings
|
By the end of the
lesson, the learner
should be able to:
Identify the various typical endings of adverbs Form adverbs form given words using the typically endings discussed |
Discussing
Writing sentences |
Dictionary
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 7 | 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the play |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 8 | 7 |
ORAL LITERATURE
|
Animal Folktales
|
By the end of the
lesson, the learner
should be able to:
Discuss the characteristics of animal folktales Answer the questions from the animal folktale given correctly |
Narration
Discussion Reading |
Chalkboards
Wall charts with short poems |
New Horizons in English Book 4 students book Page 155-158
Oral Literature for Schools |
|
| 8 | 8 |
ORAL LITERATURE
|
Animal Folktales
|
By the end of the
lesson, the learner
should be able to:
Discuss the characteristics of animal folktales Answer the questions from the animal folktale given correctly |
Narration
Discussion Reading |
Chalkboards
Wall charts with short poems |
New Horizons in English Book 4 students book Page 155-158
Oral Literature for Schools |
|
| 9 | 1 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 2 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 3 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 4 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 5 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 6 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers
|
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 7 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
|
| 9 | 8 |
INTENSIVE READING
|
PARLIAMENT OF OWLS
|
By the end of the
lesson, the learner
should be able to:
Analyze the setting, characters, roles, themes, style and language use in the set text |
Reading set texts
Discussing the issues raised |
Sample context and essay questions and answers |
PARLIAMENT OF OWLS by Adipo Sidang
|
Your Name Comes Here