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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 |
Opening and Revision of Exams |
|||||||
| 1 | 5 |
LISTENING AND SPEAKING
STUDY SKILLS |
Non-verbal cues in communication
Character and characterization in literary works |
By the end of the
lesson, the learner
should be able to:
Appreciate the need to dress properly Recognize aspects of appropriate dressing and grooming and how these are related to communication |
In groups, learners are guided to:
Writing Discussion Reading |
Chalkboard
Newspaper cuttings on grooming |
Secondary English Book 3 students book Page 111
Teachers guide page 111 |
|
| 1 | 6 |
READING
GRAMMAR |
Comprehension
Why monkeys live on trees
Functions of adverbs |
By the end of the
lesson, the learner
should be able to:
Identify etiological narratives Describe characters in aetiological narratives Answer questions on the passage correctly. Learn and use new vocabulary |
In groups, learners are guided to:
Reading comprehension |
Pre-reading activities
Dictionary |
Secondary English Book 3 students book Page 114-116
Teachers guide page 114-116 |
|
| 1 | 7 |
WRITING
|
Writing reports
|
By the end of the
lesson, the learner
should be able to:
Write a report Appreciate the importance of writing reports Explain the different parts of a report |
In groups, learners are guided to:
Writing Discussion |
Chalkboard
Sample report |
Secondary English Book 3 students book Page118-119
Teachers guide page 119-120 |
|
| 1 | 8 |
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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 2 | 1-2 |
LISTENING AND SPEAKING
STUDY SKILLS READING |
Hot-seating
How to read the short story Comprehension A precious Gift |
By the end of the
lesson, the learner
should be able to:
-Define hot-seating and set up hot-seating sessions -individually impersonate a main character in a play, a novel or short story Prepare to field questions about their character and role analyze and appreciate : The plot of a short story The characters in a short story The style of a short story The point of view of a short story The themes and experience of a short story |
In groups, learners are guided to:
Speaking Discussion Writing Discussion Reading |
chalkboard
Chalkboard A chart Pre-reading activities Posters with HIV/AIDS information |
Secondary English Book 3 students book Page 120-121
Teachers guide page 121-122 Secondary English Book 3 students book Page 122-124 Teachers guide page 122-123 |
|
| 2 | 3 |
GRAMMAR
|
Differences among prepositions, conjunctions and adverb participles
|
By the end of the
lesson, the learner
should be able to:
Correctly distinguish among prepositions, conjunctions and adverb participles Use prepositions, conjunctions and adverb participles correctly. |
In groups, learners are guided to:
Discussing Writing sentences |
Dictionary
|
Secondary English Book 3 students book Page 126-128
Teachers guide page 125-128 |
|
| 2 | 4 |
WRITING
|
Synopsis of a short story
|
By the end of the
lesson, the learner
should be able to:
Define synopsis Write a synopsis of a short story Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
|
Secondary English Book 3 students book Page 128-130
Teachers guide page 128-129 |
|
| 2 | 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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 2 | 6 |
LISTENING AND SPEAKING
|
How to speak in public
|
By the end of the
lesson, the learner
should be able to:
Develop strategies in managing stage fright Stand before an audience Face an audience Use gestures appropriately Deliver an effective public speech |
In groups, learners are guided to:
Writing Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 131-132
Teachers guide page 130-132 |
|
| 2 | 7 |
STUDY SKILLS
|
How to participate in group discussions
|
By the end of the
lesson, the learner
should be able to:
Organize themselves for a group discussion Prepare for group discussions Participate in group discussions |
In groups, learners are guided to:
Writing Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 132-134
Teachers guide page 132-133 |
|
| 2 | 8 |
READING
GRAMMAR |
Comprehension
Ozone
Correlative conjunctions |
By the end of the
lesson, the learner
should be able to:
Appreciate the danger posed by the depletion of the ozone layer Read the passage silently Answer questions on the passage correctly. Infer meaning of the new words used |
In groups, learners are guided to:
Reading Pre-reading activities |
Dictionary
|
Secondary English Book 3 students book Page 134-136
Teachers guide page 134-135 |
|
| 3 | 1-2 |
WRITING
INTENSIVE READING |
Speech
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
Develop an outline for a speech Choose an appropriate way of introducing a speech Do an appropriate build-up of a speech Choose an appropriate way of concluding a speech Write neatly and legibly Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
In groups, learners are guided to:
Writing discussion Reading set text Discussion |
Chalkboard
sample Sample context and essay questions and answers |
Secondary English Book 3 students book Page 138-139
Teachers guide page 137-138 THE SAMARITAN by John Laraa |
|
| 3 | 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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 3 | 4 |
LISTENING AND SPEAKING
|
Discussion based on a dilemma story
|
By the end of the
lesson, the learner
should be able to:
develop awareness of discussion etiquette Participate in a discussion effective |
In groups, learners are guided to:
discussion |
chalkboard
|
Secondary English Book 3 students book Page 140
Teachers guide page 139 |
|
| 3 | 5 |
WRITING
|
Argumentative essays
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of supporting one |
In groups, learners are guided to:
Writing Discussion |
Chalkboard
sample |
Secondary English Book 3 students book Page 147
Teachers guide page |
|
| 3 | 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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 3 | 7 |
LISTENING AND SPEAKING
READING |
Role playing
Comprehension Diet in HIV/AIDS Management |
By the end of the
lesson, the learner
should be able to:
Role play an interview Play an interviewer |
In groups, learners are guided to:
discussion |
chalkboard
Pre-reading activities |
Secondary English Book 3 students book Page 148-149
Teachers guide page 148-149 |
|
| 3 | 8 |
WRITING
|
Notification of Meetings
|
By the end of the
lesson, the learner
should be able to:
Appreciate the importance of sending our notices of meetings Write a notice for a meeting Write neatly and legibly |
In groups, learners are guided to:
Writing Discussion |
Chalkboard
Sample |
Secondary English Book 3 students book Page 154-155
Teachers guide page 155 |
|
| 4 |
Mid-Term Exams |
|||||||
| 5 | 1-2 |
INTENSIVE READING
GRAMMAR |
THE SAMARITAN by John Laraa
Conditional clauses |
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 Recognize conditional clauses. Use conditional clauses correctly |
In groups, learners are guided to:
Reading set text Discussion Discussing Writing sentences |
Sample context and essay questions and answers
Dictionary |
THE SAMARITAN by John Laraa
Secondary English Book 3 students book Page 161-163 Teachers guide page 161-163 |
|
| 5 | 3 |
WRITING
|
Creative story
|
By the end of the
lesson, the learner
should be able to:
Identify and explain the elements of a creative story. Write a creative story. Write neatly and legibly |
In groups, learners are guided to:
Writing discussion |
Chalkboard
sample |
Secondary English Book 3 students book Page 163-164
Teachers guide page 163-164 |
|
| 5 | 4 |
INTENSIVE READING
LISTENING AND SPEAKING |
THE SAMARITAN by John Laraa
Retelling a dilemma story |
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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
chalkboard |
THE SAMARITAN by John Laraa
|
|
| 5 | 5 |
STUDY SKILLS
|
Summary
|
By the end of the
lesson, the learner
should be able to:
Pick out the main points in a given passage Summarize the passage by reducing it to about a third of its length |
In groups, learners are guided to:
Critical reading writing |
chalkboard
|
Secondary English Book 3 students book Page 167-169
Teachers guide page 166-168 |
|
| 5 | 6 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
Identify the features of an agenda for a meeting Write neatly and legibly Prepare an agenda for a meeting. |
In groups, learners are guided to:
Writing discussion |
Chalkboard
sample agendum |
Secondary English Book 3 students book Page 172-173
Teachers guide page 172 |
|
| 5 | 7 |
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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 5 | 8 |
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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 1-2 |
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 playDiscuss the character traits, themes and style in the play Write notes based on the play |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 3 |
LISTENING AND SPEAKING
STUDY SKILLS |
Using your voice effectively
How to write a book review |
By the end of the
lesson, the learner
should be able to:
Project their voices as they speak and read Articulate words distinctly |
In groups, learners are guided to:
speaking |
chalkboard
sample review |
Secondary English Book 3 students book Page 174-175
Teachers guide page 173 |
|
| 6 | 4 |
READING
GRAMMAR |
Comprehension
Medical Innovations
Noun Clauses |
By the end of the
lesson, the learner
should be able to:
Develop awareness in genetic engineering Answer questions on the passage correctly |
In groups, learners are guided to:
Reading comprehension |
Pre-reading activities
Dictionary |
Secondary English Book 3 students book Page 177-179
Teachers guide page 175 |
|
| 6 | 5 |
WRITING
|
Minutes
|
By the end of the
lesson, the learner
should be able to:
Write neatly and legibly Develop the skill of writing minutes Write minutes |
In groups, learners are guided to:
Writing discussion |
Chalkboard
Sample minutes |
Secondary English Book 3 students book Page 180-183
Teachers guide page 178-179 |
|
| 6 | 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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 7 |
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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 8 |
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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 7 | 1-2 |
INTENSIVE READING
INTENSIVE READING LISTENING AND SPEAKING |
THE SAMARITAN by John Laraa
THE SAMARITAN by John Laraa Delivering a Speech and Listening Actively |
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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
Sample context and essay questions and answers -Chalkboard -Collected speeches |
THE SAMARITAN by John Laraa
|
|
| 7 | 3 |
STUDY SKILLS
|
Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
Interpret exam instructions more accurately Analyze exam questions correctly |
In groups, learners are guided to:
Writing Discussion Reading |
chalkboard
|
Secondary English Book 3 students book Page 188-189
Teachers guide page 182 |
|
| 7 | 4 |
WRITING
|
The Argumentative Essay
|
By the end of the
lesson, the learner
should be able to:
Identify an argumentative essay in their reading Describe the structure of an argumentative essay Appreciate the style of an argumentative essay. Write neatly and legibly |
In groups, learners are guided to:
Writing Discussion |
Chalkboard
sample |
Secondary English Book 3 students book Page 193-194
Teachers guide page 187-188 |
|
| 7 | 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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 7 | 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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 7 | 7 |
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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 7 | 8 |
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 |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 8-9 |
End term Exams |
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