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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
UNIT 1
LISTENING AND SPEAKING |
Stress
|
By the end of the
lesson, the learner
should be able to:
-Define word stress correctly -Identify stressed and unstressed syllables in words -Apply correct stress patterns when reading words aloud -Distinguish nouns/adjectives from verbs through stress |
-Q/A session on previous knowledge of syllables
-Teacher demonstration of stressed vs unstressed syllables using boldface examples -Partner practice reading Column A and B words with correct stress patterns -Guided practice distinguishing nouns/adjectives from verbs through stress -Role play conversation with stress on indicated syllables |
-Chalkboard
-Word cards with stress marks -Chart showing cv, ccv patterns -Audio recordings -Stress pattern examples |
KLB Secondary English Form 3, Page 1
|
|
| 2 | 2 |
READING
COMPREHENSION |
Study Skills: Study Reading
The Miracle of Adolescence |
By the end of the
lesson, the learner
should be able to:
-Describe the importance of proper reading posture -Explain guidelines for effective study reading -Apply active reading strategies during study sessions |
-Review of previous lesson through Q/A
-Analysis of reading posture pictures and discussion -Reading and discussion of study reading guidelines -Partner practice selecting topics and comparing summaries -Individual practice demonstrating correct reading posture |
-Pictures showing reading postures
-Sample textbooks -Study materials -Writing materials -Examples of good/poor reading habits -Comprehension passage -Question sheets -English dictionary -Chalkboard |
KLB Secondary English Form 3, Page 2
|
|
| 2 | 3 |
GRAMMAR
WRITING |
Common Ways of Forming Nouns
Substitution in Writing |
By the end of the
lesson, the learner
should be able to:
-Define the concept of noun formation -Identify endings used to form nouns (-er, -ee, -ness, -ship, -ism) -Apply correct spelling rules when adding noun endings -Use newly formed nouns in meaningful sentences |
-Warm-up identifying common nouns ending in -er
-Systematic teaching of five noun endings with examples -Completion of "If" song exercise with correct endings -Individual sentence construction using target nouns -Practice exercises with spelling rules and transformations |
-Chalkboard
-Word cards showing endings -Exercise worksheets -Dictionary -Sample sentences for analysis -Sample sentences on board -Rewriting materials -Examples of good/poor writing -Chalkboard for demonstrations |
KLB Secondary English Form 3, Pages 5-8
|
|
| 2 | 4 |
Intensive Reading
LISTENING AND SPEAKING READING |
THE SAMARITAN by John Laraa
Intonation Study Skills: Techniques of Pre-reading |
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
-Chalkboard with intonation marks -Sentence strips -Audio examples (if available) -Practice sheets -List of words for intonation practice -Sample textbooks -Maps for analogy -Reading materials with clear headings -Question formulation sheets -Examples of effective pre-reading strategies |
THE SAMARITAN by John Laraa
|
|
| 2 | 5 |
UNIT 2
COMPREHENSION GRAMMAR |
The Bitter Forbidden Fruit
Gender Sensitive Language |
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 -Chalkboard -Exercise worksheets -Examples of sexist vs neutral language -Reference materials on inclusive language -Practice sentences for transformation |
KLB Secondary English Form 3, Page 12
|
|
| 2 | 6 |
WRITING
Intensive Reading |
Use of Transitional Words that add Information
THE SAMARITAN by John Laraa |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 16
|
|
| 2 | 7 |
UNIT 3
LISTENING AND SPEAKING |
Rhythm
|
By the end of the
lesson, the learner
should be able to:
-Define rhythm in poetry and identify its features -Analyze the distribution of stressed and unstressed syllables -Read poems aloud with correct rhythmic patterns -Explain how rhythm contributes to meaning in poetry |
-Group reading of "A Freedom Song" poem aloud
-Analysis of repetition, line length and stanza structure -Practice reading Blake's stanza with stress patterns -Discussion on rhythm's effect on poem's message -Individual practice with rhythmic reading |
-Poetry texts
-Chalkboard for stress marking -Audio recordings of poems -Copies of sample poems -Stress pattern charts |
KLB Secondary English Form 3, Page 18
|
|
| 2 | 8 |
READING
|
Study Skills: Concentration Techniques in Reading
|
By the end of the
lesson, the learner
should be able to:
-Explain the SQ3R method of reading -Apply Survey, Question, Read, Record and Review techniques -Formulate effective questions before reading -Record answers without referring to text |
-Introduction to SQ3R method with explanation
-Practice surveying with "Kinetic Theory and Gas Laws" passage -Guided questioning and answer formulation -Individual practice of recording and reviewing answers -Assessment of comprehension improvement |
-Sample science textbook passages
-SQ3R method charts -Question formulation sheets -Note-taking materials -Practice reading materials |
KLB Secondary English Form 3, Page 20
|
|
| 3 | 1 |
COMPREHENSION
|
Restoring Integrity in the Public Service
|
By the end of the
lesson, the learner
should be able to:
-Analyze the role of public service in society -Identify problems affecting Kenya's public service -Evaluate solutions for improving service delivery -Interpret rhetorical questions and their effects |
-Pre-reading discussion on public service experiences
-Guided reading of Muthaura's speech -Group discussion on public service challenges -Analysis of rhetorical questions and their purpose -Individual reflection on civic responsibility |
-Speech text
-Discussion guides -Question sheets -Examples of public service issues -Writing materials for responses |
KLB Secondary English Form 3, Page 22
|
|
| 3 | 2 |
GRAMMAR
|
Case in Pronouns
|
By the end of the
lesson, the learner
should be able to:
-Define subjective, objective and possessive cases -Identify correct pronoun forms in different cases -Apply case rules with personal and relative pronouns -Use reflexive pronouns correctly in sentences |
-Interactive game with pronoun case forms
-Systematic teaching of subjective vs objective cases -Practice with relative pronouns (who/whom) -Exercises replacing nouns with appropriate pronouns -Construction of sentences using different pronoun cases |
-Pronoun case charts
-Exercise worksheets -Sentence construction materials -Games for pronoun practice -Reference tables for cases |
KLB Secondary English Form 3, Page 24
|
|
| 3 | 3 |
WRITING
Intensive Reading |
Use of Transitional Words expressing Contrast
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Define transitional words that express contrast -Identify contrast relationships in sentences -Use words like nevertheless, although, despite correctly -Apply contrast transitions in composition writing |
-Analysis of contrasting sentences and relationships
-Teaching transitional words (nevertheless, although, despite, however) -Practice exercises combining contrasting ideas -Individual writing on public service efficiency using contrast words -Peer review of compositions for transition usage |
-Sample contrasting sentences
-List of contrast transitional words -Exercise worksheets -Writing materials -Examples of well-structured contrasts Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 28
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
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
|
|
| 3 | 6 |
COMPREHENSION
GRAMMAR |
Women Break from the Shackles of Tradition
Demonstratives |
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 -Objects for demonstration -Exercise worksheets -Poetry completion materials -Distance markers for practice -Agreement rule charts |
KLB Secondary English Form 3, Page 32
|
|
| 3 | 7 |
WRITING
|
Use of Transitional Words that show Consequences, Causes and Effect
|
By the end of the
lesson, the learner
should be able to:
-Identify cause and effect relationships -Use transitional words like consequently, therefore, so -Apply cause-effect transitions in sentence combining -Write compositions using consequence transitions effectively |
-Analysis of cause-effect relationships in sentences
-Teaching transitional words (consequently, therefore, accordingly, so) -Practice exercises combining cause-effect sentences -Individual composition on road accidents using cause-effect transitions -Peer editing for effective transition usage |
-Cause-effect sentence examples
-List of consequence transitional words -Exercise worksheets -Writing materials -Sample compositions with good transitions |
KLB Secondary English Form 3, Page 36
|
|
| 3 | 8 |
Intensive Reading
LISTENING AND SPEAKING |
THE SAMARITAN by John Laraa
Dilemma Stories |
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
-Dilemma story texts -Discussion guides -Question sheets for analysis -Materials for group work -Audio recordings if available |
THE SAMARITAN by John Laraa
|
|
| 4 | 1 |
UNIT 5
READING |
Study Skills: Studying a Poem through Analysis of Diction
|
By the end of the
lesson, the learner
should be able to:
-Define diction and its importance in poetry -Analyze word choice and its effects in poems -Apply systematic steps to study poetry -Evaluate the impact of diction on meaning |
-Reading "Simon the Cyrenian Speaks" poem
-Analysis of simple vs complex word choices -Systematic study of diction in "The Woman with Whom I Share my Husband" -Practice asking questions about poet's word choices -Individual analysis of diction effects |
-Poetry texts
-Diction analysis guides -Question formulation sheets -Examples of different diction types -Writing materials for analysis |
KLB Secondary English Form 3, Pages 40-41
|
|
| 4 | 2 |
COMPREHENSION
|
Citizens' Role in Good Governance
|
By the end of the
lesson, the learner
should be able to:
-Define good governance and its characteristics -Analyze citizens' responsibilities in governance -Evaluate the relationship between government and citizens -Examine solutions to governance challenges |
-Pre-reading discussion on community leadership
-Guided reading of governance passage -Analysis of citizen responsibilities and rights -Group discussion on improving governance -Individual writing on personal civic responsibilities |
-Governance passage text
-Discussion guides on civic duties -Question sheets -Examples of good/bad governance -Writing materials for responses |
KLB Secondary English Form 3, Page 43
|
|
| 4 | 3 |
GRAMMAR
|
Transitive and Intransitive Verbs
|
By the end of the
lesson, the learner
should be able to:
-Define transitive and intransitive verbs -Identify objects in sentences with transitive verbs -Distinguish between transitive and intransitive usage -Construct sentences using both verb types correctly |
-Language game competition on verb identification
-Systematic teaching of transitive verbs with objects -Practice with intransitive verbs and adverbials -Exercises classifying verbs as transitive/intransitive -Construction of sentences using target verbs |
-Verb classification charts
-Exercise worksheets -Game materials for competition -Sentence construction guides -Examples of both verb types |
KLB Secondary English Form 3, Page 45
|
|
| 4 | 4 |
WRITING
Intensive Reading |
Use of the Colon and the Semicolon & Writing Reminders
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Identify correct uses of colons and semicolons -Apply punctuation rules in sentence construction -Create personal reminders and journals effectively -Use varied punctuation for writing improvement |
-Teaching colon uses (lists, quotations, explanations)
-Practice with semicolon functions (joining clauses, series) -Exercises inserting correct punctuation -Creation of personal reminder lists and journal entries -Individual composition using varied punctuation marks |
-Punctuation rule charts
-Exercise worksheets -Sample reminder formats -Journal writing guides -Examples of effective punctuation usage Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 48-50
|
|
| 4 | 5 |
UNIT 6
LISTENING AND SPEAKING |
Features of Dilemma Stories
|
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 |
-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 |
-Dilemma story texts
-Feature analysis charts -Discussion guides -Audio recordings if available -Materials for group work |
KLB Secondary English Form 3, Page 51
|
|
| 4 | 6 |
READING
|
Study Skills: Appreciating a Poem
|
By the end of the
lesson, the learner
should be able to:
-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 |
-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 |
-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 53
|
|
| 4 | 7 |
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
|
|
| 4 | 8 |
GRAMMAR
WRITING |
Infinitives
Use of the Dash and Parentheses & Writing Personal Journals |
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 -Punctuation rule charts -Sample journal formats -Personal writing guides -Examples of effective punctuation usage |
KLB Secondary English Form 3, Page 58
|
|
| 5 | 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 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
|
|
| 5 | 2 |
UNIT 7
LISTENING AND SPEAKING READING |
Aetiological Narratives
Study Skills: Critical Reading - Looking for Evidence |
By the end of the
lesson, the learner
should be able to:
-Define aetiological stories and their purpose -Identify features of aetiological narratives -Analyze moral lessons in aetiological stories -Retell aetiological stories with appropriate expression |
-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 |
-Aetiological story texts
-Discussion guides -Audio recordings if available -Story analysis charts -Materials for group storytelling -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 61
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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 |
-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 |
-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
|
|
| 5 | 6 |
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
|
|
| 5 | 7 |
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
|
|
| 5 | 8 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 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 |
-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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 80
|
|
| 6 | 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
|
|
| 6 | 4 |
READING
COMPREHENSION |
Study Skills: Distinguishing Facts from Opinions
The Great Revelation |
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 -Allegorical story text -Symbol analysis charts -Discussion guides on values -Question sheets -Reflection materials |
KLB Secondary English Form 3, Page 83
|
|
| 6 | 5 |
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
|
|
| 6 | 6 |
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
|
|
| 6 | 7 |
Intensive Reading
LISTENING AND SPEAKING |
THE SAMARITAN by John Laraa
Debating |
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
-Debating rules and procedures -Seating arrangement diagrams -Topic preparation materials -Timing devices -Evaluation criteria |
THE SAMARITAN by John Laraa
|
|
| 6 | 8 |
UNIT 10
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
|
|
| 7 | 1 |
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 | 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
Intensive Reading |
Writing Telegrams
THE SAMARITAN by John Laraa |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Page 100
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 6 |
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 |
-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 -Adverb formation charts -Spelling rule guides -Competitive game materials -Direction practice exercises -Gap-filling worksheets |
KLB Secondary English Form 3, Page 104
|
|
| 7 | 7 |
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
|
|
| 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 |
Reading set text
Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 8 | 1 |
UNIT 12
LISTENING AND SPEAKING READING |
Non-verbal Cues in Communication
Character and Characterisation in Literary Works |
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 -Literary text excerpts -Character analysis charts -Characterisation method guides -Sample character studies |
KLB Secondary English Form 3, Page 111
|
|
| 8 | 2 |
COMPREHENSION
|
Why Monkeys Live on Trees
|
By the end of the
lesson, the learner
should be able to:
-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 |
-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 |
-Story text for performance
-Character analysis worksheets -Oral literature feature charts -Discussion guide questions |
KLB Secondary English Form 3, Pages 114-117
|
|
| 8 | 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
|
|
| 8 | 4 |
WRITING
Intensive Reading |
Writing Reports
THE SAMARITAN by John Laraa |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 118-119
|
|
| 8 | 5 |
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
|
|
| 8 | 6 |
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
|
|
| 8 | 7 |
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
|
|
| 8 | 8 |
GRAMMAR
WRITING |
Differences among Prepositions, Conjunctions and Adverb Particles
Writing a Synopsis |
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 -Sample synopsis examples -Plot structure templates -Literary works for practice -Synopsis planning sheets |
KLB Secondary English Form 3, Pages 126-128
|
|
| 9 | 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 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 | 2 |
UNIT 14
LISTENING AND SPEAKING |
How to Speak in Public
|
By the end of the
lesson, the learner
should be able to:
-Identify strategies for managing stage fright and nervousness -Apply proper standing, facing, and gesture techniques -Demonstrate appropriate eye contact and facial expressions -Present organized, audible speeches on given topics |
-Discussion of public speaking challenges and solutions
-Teaching proper posture, gestures, and presentation techniques -Practice managing stage fright through exercises -Individual speech presentations on student rights and responsibilities |
-Posture demonstration aids
-Speech topic cards -Presentation evaluation sheets -Stage/presentation area setup |
KLB Secondary English Form 3, Page 131
|
|
| 9 | 3 |
READING
COMPREHENSION |
How to Participate in Group Discussions
Ozone |
By the end of the
lesson, the learner
should be able to:
-Identify roles and duties of chairperson and secretary in discussions -Apply effective preparation strategies for group participation -Demonstrate courteous and constructive discussion techniques -Practice following discussion guidelines and etiquette |
-Teaching group discussion structure and roles
-Practice with topic selection and role assignment -Guided discussion on monitoring children's media consumption -Evaluation of discussion effectiveness and participation |
-Discussion topic lists
-Role description cards -Evaluation rubrics -Chairperson and secretary guides -Scientific passage text -Environmental diagrams -Cause-effect analysis charts -Vocabulary support materials |
KLB Secondary English Form 3, Pages 132-134
|
|
| 9 | 4 |
GRAMMAR
|
Correlative Conjunctions
|
By the end of the
lesson, the learner
should be able to:
-Identify correlative conjunction pairs and their functions -Apply both...and, either...or, neither...nor appropriately -Use not only...but also and if...then in complex sentences -Demonstrate parallel structure in correlative conjunction usage |
-Teaching correlative conjunction pairs through examples
-Practice with structured exercises using each pair -Completion of poetry exercise with appropriate correlatives -Sentence construction demonstrating parallel structure |
-Correlative conjunction charts
-Poetry completion exercises -Parallel structure examples -Practice worksheets |
KLB Secondary English Form 3, Pages 136-138
|
|
| 9 | 5 |
WRITING
Intensive Reading |
Writing a Speech
THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Identify effective introduction, body, and conclusion techniques for speeches -Apply organizational strategies appropriate for speech purpose and audience -Use transitional words and emphasis techniques effectively -Demonstrate appropriate tone and language for speech writing |
-Teaching speech structure and organization techniques
-Analysis of effective introduction and conclusion methods -Practice writing speeches on HIV/AIDS awareness -Peer review and presentation of written speeches |
-Speech structure templates
-Sample speech examples -Topic assignment cards -Presentation evaluation forms Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 138-140
|
|
| 9 | 6 |
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
|
|
| 9 | 7 |
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
|
|
| 9 | 8 |
WRITING
Intensive Reading LISTENING AND SPEAKING |
Notification of Meetings
THE SAMARITAN by John Laraa Retelling an Aetiological Story |
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 Sample context and essay questions and answers -Aetiological story text -Voice technique charts -Evaluation forms -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 154-155
|
|
| 10 | 1 |
UNIT 17
READING COMPREHENSION |
Study Skills: Note-making in Preparation for Summary Writing
Akoko's Quest for Justice |
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 -Comprehension passage -Character analysis charts -Question sheets -Dictionary -Discussion guides |
KLB Secondary English Form 3, Pages 157-159
|
|
| 10 | 2 |
GRAMMAR
WRITING Intensive Reading |
Conditional Clauses
Writing a Creative Story THE SAMARITAN by John Laraa |
By the end of the
lesson, the learner
should be able to:
-Define conditional clauses and their functions in communication -Distinguish between real and unreal conditional situations -Apply various conditional conjunctions (if, unless, provided that, as long as) -Use appropriate tense forms in conditional constructions |
-Role-play activity using conditional statements in campaign promises
-Systematic teaching of real vs unreal conditions with examples -Practice exercises converting between different conditional forms -Sentence completion activities using various conditional conjunctions |
-Campaign scenario cards
-Grammar worksheets -Conditional clause charts -Exercise books -Chalkboard -Story planning templates -Character development sheets -Sample creative stories -Writing materials -Peer review forms Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 161-163
|
|
| 10 | 3 |
UNIT 18
LISTENING AND SPEAKING READING |
Retelling a Dilemma Story
Study Skills: Summary |
By the end of the
lesson, the learner
should be able to:
-Define dilemma stories and their moral significance -Apply interpretive reading techniques with appropriate pauses and intonation -Demonstrate effective retelling using personal expression and voice variation -Evaluate the overall significance and moral lessons of dilemma narratives |
-Group discussion on dilemma situations and moral choices
-Interpretive reading of "Midecha's Choice" with attention to delivery -Practice retelling dilemma stories emphasizing moral conflicts -Class discussion on significance of dilemma stories in moral education |
-Dilemma story texts
-Reading technique guides -Moral discussion prompts -Performance evaluation sheets -Chalkboard -Sample summary texts -Summary writing guidelines -Practice passages -Comparison charts -Writing materials |
KLB Secondary English Form 3, Pages 165-167
|
|
| 10 | 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
|
|
| 10 | 5 |
WRITING
Intensive Reading |
The Agenda of a Meeting
THE SAMARITAN by John Laraa |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 172-174
|
|
| 10 | 6 |
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
|
|
| 10 | 7 |
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
|
|
| 10 | 8 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
WRITING
Intensive Reading |
Writing Minutes
THE SAMARITAN by John Laraa |
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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 180-184
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
READING
COMPREHENSION |
Study Skills: Understanding Exam Language
Governance |
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 -Comprehension passage -Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 188-189
|
|
| 11 | 5 |
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
|
|
| 11 | 6 |
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
|
|
| 11 | 7 |
Intensive Reading
LISTENING AND SPEAKING READING |
THE SAMARITAN by John Laraa
Non-verbal Cues in Speaking Study Skills: Time Management in Exams |
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
-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 |
THE SAMARITAN by John Laraa
|
|
| 11 | 8 |
UNIT 21
COMPREHENSION GRAMMAR WRITING Intensive Reading |
Yes, Sir, I'm Fine
Direct and Indirect Speech Writing a Play THE SAMARITAN by John Laraa |
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 -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 Sample context and essay questions and answers |
KLB Secondary English Form 3, Pages 197-199
|
|
| 12 |
End term exams |
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