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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 2 | 6 |
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
|
|
| 2 | 7 |
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
|
|
| 2 | 8 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
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
|
|
| 3 | 6 |
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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 4 | 3 |
UNIT 16
LISTENING AND SPEAKING READING |
Role Playing
Study Skills: Reading Newspapers and Magazines |
By the end of the
lesson, the learner
should be able to:
-Define role playing as a communication technique -Demonstrate effective interview preparation and questioning techniques -Apply courteous and professional interview conduct -Evaluate interview performance through peer feedback |
-Q/A session on previous knowledge of interviews
-Group discussion on choosing interviewees and preparation requirements -Teacher demonstration of effective interview opening and closing -Partner role play practice with reporter-mayor scenario -Class evaluation and feedback on interview performances |
-Chalkboard
-Interview scenario cards -Sample interview scripts -Notebooks and pens for props -Evaluation forms -Current newspapers and magazines -Reading technique charts -Highlighters -Analysis worksheets |
KLB Secondary English Form 3, Pages 148-149
|
|
| 4 | 4 |
COMPREHENSION
GRAMMAR |
Diet in HIV and AIDS Management
Adjective Phrases |
By the end of the
lesson, the learner
should be able to:
-Explain the relationship between malnutrition and HIV/AIDS progression -Analyze the effects of HIV on nutrient absorption and dietary needs -Identify appropriate foods and exercise for HIV/AIDS patients -Evaluate common dietary misconceptions for HIV patients |
-Pre-reading discussion on malnutrition effects on health
-Silent reading of "Diet in HIV and AIDS Management" passage -Guided answering of comprehension questions in groups -Class discussion on balanced diet components for HIV patients -Vocabulary exercise replacing words with synonyms |
-Comprehension passage
-Question sheets -English dictionary -Balanced diet charts -Chalkboard -Pictures for description activity -Grammar worksheets -Word cards showing degree adverbs -Sample letter for rewriting |
KLB Secondary English Form 3, Pages 150-152
|
|
| 4 | 5 |
WRITING
|
Notification of Meetings
|
By the end of the
lesson, the learner
should be able to:
-Define the purpose and importance of formal meeting notifications -Identify essential components of meeting notices (title, date, time, venue, agenda) -Apply correct formal format for different types of meetings -Create effective and clear meeting notifications with proper agenda items |
-Analysis of sample meeting notification formats
-Teaching of formal notice structure and required components -Comparison of internal and external meeting notice formats -Guided practice using provided templates and examples -Individual composition of meeting notification for school club election |
-Sample meeting notices
-Meeting notification templates -Writing materials -Examples of AGM and regular meeting agendas -Chalkboard |
KLB Secondary English Form 3, Pages 154-155
|
|
| 4 | 6 |
Intensive Reading
LISTENING AND SPEAKING |
A SILENT SONG AND OTHER STORIES
Retelling an Aetiological Story |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
-Aetiological story text -Voice technique charts -Evaluation forms -Audio recordings (if available) -Performance area |
A SILENT SONG AND OTHER STORIES
|
|
| 4 | 7 |
UNIT 17
READING |
Study Skills: Note-making in Preparation for Summary Writing
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and process of effective note-making -Apply systematic note-making techniques using bullets and numbering -Identify main ideas and supporting details in complex texts -Create organized notes for summary writing preparation |
-Review of previous lesson through Q/A session
-Teaching of note-making strategies and formatting techniques -Guided practice with "Ecological, Economic and Social Value of Forests" passage -Exercise in converting notes to paragraph form using transitional words |
-Sample texts for note-making
-Note-making templates -Highlighters and markers -Chalkboard -Practice worksheets |
KLB Secondary English Form 3, Pages 157-159
|
|
| 4 | 8 |
COMPREHENSION
GRAMMAR |
Akoko's Quest for Justice
Conditional Clauses |
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 |
-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 |
-Comprehension passage
-Character analysis charts -Question sheets -Dictionary -Discussion guides -Campaign scenario cards -Grammar worksheets -Conditional clause charts -Exercise books -Chalkboard |
KLB Secondary English Form 3, Pages 159-161
|
|
| 5 | 1 |
WRITING
|
Writing a Creative Story
|
By the end of the
lesson, the learner
should be able to:
-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 |
-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 |
-Story planning templates
-Character development sheets -Sample creative stories -Writing materials -Peer review forms |
KLB Secondary English Form 3, Pages 163-165
|
|
| 5 | 2 |
Intensive Reading
LISTENING AND SPEAKING |
A SILENT SONG AND OTHER STORIES
Retelling a Dilemma Story |
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
-Dilemma story texts -Reading technique guides -Moral discussion prompts -Performance evaluation sheets -Chalkboard |
A SILENT SONG AND OTHER STORIES
|
|
| 5 | 3 |
UNIT 18
READING |
Study Skills: Summary
|
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 |
KLB Secondary English Form 3, Pages 167-169
|
|
| 5 | 4 |
COMPREHENSION
GRAMMAR |
The Technology of Iris Scans
Adjectival Clauses |
By the end of the
lesson, the learner
should be able to:
-Analyze scientific and technological texts for main ideas -Evaluate arguments about security technology and its limitations -Examine the relationship between technology and privacy concerns -Interpret technical vocabulary in context |
-Pre-reading discussion on biometric technology and security measures
-Silent reading of "The Technology of Iris Scans" passage -Analysis of John Daugman's perspective on iris scanning technology -Group discussion on technology vs privacy debate |
-Comprehension passage
-Technical vocabulary lists -Question sheets -Discussion guides -Dictionary -Sentence analysis worksheets -Relative pronoun charts -Grammar exercise books -Example sentences -Chalkboard |
KLB Secondary English Form 3, Pages 169-171
|
|
| 5 | 5 |
WRITING
|
The Agenda of a Meeting
|
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 |
KLB Secondary English Form 3, Pages 172-174
|
|
| 5 | 6 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 5 | 7 |
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
|
|
| 5 | 8 |
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
|
|
| 6 | 1 |
COMPREHENSION
|
Medical Innovations
|
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 |
KLB Secondary English Form 3, Pages 177-179
|
|
| 6 | 2 |
COMPREHENSION
|
Medical Innovations
|
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 |
KLB Secondary English Form 3, Pages 177-179
|
|
| 6 | 3 |
GRAMMAR
|
Noun Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define noun clauses and their functions in sentence structure -Identify noun clauses as subjects and objects in sentences -Apply appropriate introductory words (what, that, whoever, whatever) -Use noun clauses effectively in complex sentence construction |
-Conversational practice using noun clauses as subjects and objects
-Systematic teaching of noun clause structure and functions -Analysis of introductory words and their specific uses -Practice exercises identifying and creating noun clauses |
-Conversation practice cards
-Grammar worksheets -Noun clause examples -Sentence construction exercises -Chalkboard |
KLB Secondary English Form 3, Pages 179-180
|
|
| 6 | 4 |
WRITING
|
Writing Minutes
|
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 |
-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 |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 6 | 5 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 6 | 6 |
UNIT 20
LISTENING AND SPEAKING |
Listening Actively and Delivering a Speech
|
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 |
KLB Secondary English Form 3, Pages 184-188
|
|
| 6 | 7 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
-Discussion of exam preparation challenges and strategies
-Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 6 | 8 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
-Discussion of exam preparation challenges and strategies
-Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
WRITING
|
The Argumentative Essay
|
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 |
KLB Secondary English Form 3, Pages 193-195
|
|
| 7 | 4 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
|
| 7 | 5 |
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
|
|
| 7 | 6 |
COMPREHENSION
|
Yes, Sir, I'm Fine
|
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 |
KLB Secondary English Form 3, Pages 197-199
|
|
| 7 | 7 |
GRAMMAR
WRITING |
Direct and Indirect Speech
Writing a Play |
By the end of the
lesson, the learner
should be able to:
-Define direct and indirect speech and their appropriate usage -Apply correct punctuation rules for direct speech quotations -Convert between direct and indirect speech using appropriate tense changes -Use reporting verbs and time/place reference changes accurately |
-Partner practice giving and reporting personal information
-Systematic teaching of direct speech punctuation and quotation marks -Analysis of tense changes, pronoun shifts, and time reference modifications -Practice exercises converting between direct and indirect speech forms |
-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 |
KLB Secondary English Form 3, Pages 199-203
|
|
| 7 | 8 |
Intensive Reading
|
A SILENT SONG AND OTHER STORIES
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss the background of the story Discuss the character traits, themes and style in the story Write notes based on the story |
Discussion
Oral presentations Role playing |
Sample context and essay questions
|
A SILENT SONG AND OTHER STORIES
|
Your Name Comes Here