SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices - Meaning and Factors
Pathway Choices - Pathways and Requirements

By the end of the lesson, the learner should be able to:

-State the meaning of a Career Pathway
-Identify factors to consider in the selection of a pathway
-Draw a poster showing factors to consider in the selection of a pathway
-Acknowledge the factors to consider in the selection of a pathway

- The learner is guided to brainstorm the meaning of a career path
-The learner is guided to discuss factors to consider in the selection of a pathway
-Learners are guided in groups to draw a poster showing factors to consider in the selection of a pathway

Why is it important to learn about career paths?

- MENTOR Social Studies Learner's Book pg 1
-Chart
-Digital devices
- MENTOR Social Studies Learner's Book pg 2
-Computing devices

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pathway Choices - Social Sciences Requirements
Pathway Choices - Possible Tracks

By the end of the lesson, the learner should be able to:

-Examine requirements for Social Sciences pathway at senior school
-Create a chart showing Social Sciences pathway and the requirements
-Appreciate requirements for Social Sciences pathway at Senior School

- The learner is guided to examine requirements for Social Sciences pathway at senior school
-In groups, learners are guided to create and display charts showing social sciences pathway and the requirements

What are the requirements for Social Sciences pathway at senior school?

- MENTOR Social Studies Learner's Book pg 3
-Chart
-Computing devices
- MENTOR Social Studies Learner's Book pg 4

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career Support Systems - Meaning and Use

By the end of the lesson, the learner should be able to:

-Define the meaning of support systems
-Explore and use support systems for pre-career and other needs
-Describe the effective use of different support systems for pre-career and other needs
-Appreciate the value of support systems for pre-career and other needs

- The learner is guided to define support systems and also use support systems for pre-career and other needs
-Learners in groups are guided to describe effective use of different support systems for pre-career and other needs

What is a support system?

- MENTOR Social Studies Learner's Book pg 8
-Computing devices
-Chart

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT

Pre-career Support Systems - Challenges
Pre-career Support Systems - Solutions

By the end of the lesson, the learner should be able to:

-Identify challenges arising from existing support systems for pre-career and other needs
-Analyze challenges arising from existing support systems for pre-career and other needs
-Create a chart showing challenges arising from existing support systems for pre-career and other needs
-Desire to analyze challenges arising from existing support systems for pre-career and other needs

- The learner is guided to brainstorm on challenges arising from involvement in existing pre-career support system
-The learners in groups are guided to create charts showing challenges arising from involvement in existing pre-career support systems

What challenges arise from involvement in existing career support system?

- MENTOR Social Studies Learner's Book pg 9
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 11

- Oral questions -Oral report -Observation

SOCIAL STUDIES AND CAREER DEVELOPMENT
COMMUNITY SERVICE-LEARNING

Pre-career Support Systems - Career Mapping
Community Service-Learning Project - Problem Identification

By the end of the lesson, the learner should be able to:

-Define the term pre-career mapping
-Explain the significance of pre-career mapping for individual growth
-Demonstrate the significance of pre-career mapping for individual growth
-Appreciate the value of pre-career support systems

- The learner is guided to define pre-career mapping
-In groups, learners are guided to demonstrate the significance of pre-career mapping for individual growth

What is pre-career mapping?

- MENTOR Social Studies Learner's Book pg 11
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 12

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Problem Statement

By the end of the lesson, the learner should be able to:

-Identify a problem in the community
-Write a statement of the problem
-Demonstrate interest in addressing community problems
-Appreciate the need to analyze problems in the community

- Learner is guided to authenticate the problem/gap and write down the statement of the problem
-Learners in groups discuss the problem and validate its existence in the community

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 13
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Solution Design
Community Service-Learning Project - Planning

By the end of the lesson, the learner should be able to:

-Design a solution to the identified problem
-Discuss the solution to the identified problem
-Appreciate the need for a well thought out solution to community problems

- Learner is guided to search, discuss and agree on an appropriate solution/way forward to address the identified problem
-Learners note down the recommended/proposed solution

Why does one need a well thought out solution to a community problem?

- MENTOR Social Studies Learner's Book pg 14
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg 15

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Implementation I
Community Service-Learning Project - Implementation II

By the end of the lesson, the learner should be able to:

-Implement the plan to solve the problem
-Execute specific tasks in the implementation plan
-Value the importance of implementation in addressing community problems

- Learner is guided to implement the plan prudently to address the identified problem
-Learners execute the project activities according to the plan and keep evidence of work done

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 16
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING

Community Service-Learning Project - Report Writing

By the end of the lesson, the learner should be able to:

-Write a report on the concluded project
-Document the project implementation process
-Appreciate the importance of documentation in project implementation

- Learner is guided to reflect on the concluded project
-Learners submit a summary report/account to the CSL teacher
-Learners organize exhibition of project outcomes

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 17
-Computing devices
-Chart

- Oral questions -Oral report -Observation

COMMUNITY SERVICE-LEARNING
NATURAL AND HISTORIC BUILT ENVIRONMENTS

Community Service-Learning Project - Reflection
Topographical Maps - Human Activities

By the end of the lesson, the learner should be able to:

-Appreciate teamwork in addressing community problems
-Evaluate the impact of the project on the community
-Value the importance of community service

- Learner is guided to organize sharing of project outcomes for impacting others
-Learners reflect on the value of teamwork in addressing community problems

Why is reflection important in a project execution process?

- MENTOR Social Studies Learner's Book pg 18
-Computing devices
-Chart
- MENTOR Social Studies Learner's Book pg. 67
-Topographical map extracts
-Topographical map symbols
-Digital devices

- Oral questions -Oral report -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Human Activities on Maps
Topographical Maps - Enlarging Maps

By the end of the lesson, the learner should be able to:

-Analyze human activities on different topographical maps
-Describe how forestry and trading activities are represented on maps
-Value the importance of representing human activities on maps

- Learners study topographical map extracts of Oyugis and Kijabe
-In pairs, learners identify and describe human activities shown on the maps
-Learners discuss the ways human activities can be represented on topographical maps

How are human activities represented on topographical maps?

- MENTOR Social Studies Learner's Book pg. 69
-Topographical map extracts
-Chart paper
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 70
-Rulers
-Graph paper

- Oral questions -Written tests -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Reducing Maps

By the end of the lesson, the learner should be able to:

-Explain the process of reducing parts of a topographical map
-Use creative thinking skills to reduce parts of topographical maps
-Value the importance of map reduction

- Learners study the steps followed when reducing a section of a topographical map
-Learners measure the width and length of map areas to be reduced
-Learners practice reducing sections of topographical maps using a scale factor

How do we reduce sections of topographical maps?

- MENTOR Social Studies Learner's Book pg. 71
-Topographical map extracts
-Rulers
-Graph paper
-Drawing materials

- Practical assessment -Observation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Cross-sections
Topographical Maps - Cross-sections with Human Activities

By the end of the lesson, the learner should be able to:

-Explain the procedure for drawing cross-sections from topographical maps
-Illustrate cross-sections from topographical maps
-Appreciate the use of cross-sections in representing landforms

- Learners study the steps followed in drawing a cross-section from a topographical map
-Learners identify contours and heights on topographical maps
-Learners practice drawing cross-sections showing physical features

How do we draw cross-sections from topographical maps?

- MENTOR Social Studies Learner's Book pg. 72
-Topographical map extracts
-Graph paper
-Straight edge papers
-Drawing materials
- MENTOR Social Studies Learner's Book pg. 73
-Digital devices

- Practical assessment -Cross-section evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Topographical Maps - Practical Applications
Topographical Maps - Representation of Activities

By the end of the lesson, the learner should be able to:

-Draw sketch maps of local areas showing human activities
-Enlarge and reduce sections of sketch maps
-Apply mapping skills in real-life situations

- Learners draw sketch maps of the area around their school
-Learners identify parts of the sketch map to enlarge and reduce
-Learners practice enlarging and reducing selected parts of their sketch maps

How can we apply topographical map skills in real life?

- MENTOR Social Studies Learner's Book pg. 74
-Local area map
-Drawing materials
-Graph paper
-Rulers
- MENTOR Social Studies Learner's Book pg. 75
-Topographical maps
-Library resources
-Survey office resources

- Sketch map evaluation -Practical assessment -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Earth Movements

By the end of the lesson, the learner should be able to:

-Explore the types of earth movements in the environment
-Identify causes of earth movements
-Recognize the importance of earth movements in shaping landscapes

- Learners study pictures showing different types of earth movements
-In pairs, learners use blocks of wood to demonstrate horizontal and vertical movements
-Learners discuss what happens when these movements occur on the earth's surface

How do landforms influence human activities?

- MENTOR Social Studies Learner's Book pg. 79
-Blocks of wood
-Pictures of landforms
-Marker pens
-Digital resources

- Oral questions -Observation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Horizontal Earth Movements
Internal Land Forming Processes - Vertical Earth Movements

By the end of the lesson, the learner should be able to:

-Describe horizontal earth movements
-Explain how tensional, compressional, and shear forces affect crustal rocks
-Appreciate how horizontal movements shape the landscape

- Learners study diagrams showing forces causing horizontal movements of crustal rocks
-Learners discuss what happens to crustal rocks when subjected to different forces
-Learners identify natural environments formed as a result of horizontal earth movements

What causes horizontal earth movements?

- MENTOR Social Studies Learner's Book pg. 80
-Diagrams of earth movements
-Clay or plasticine
-Digital resources
- MENTOR Social Studies Learner's Book pg. 81

- Oral questions -Demonstrations -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Causes of Earth Movements
Internal Land Forming Processes - Continental Drift Theory

By the end of the lesson, the learner should be able to:

-Identify causes of earth movements
-Explain how different factors lead to earth movements
-Appreciate the role of earth movements in landscape formation

- Learners study diagrams showing causes of earth movements such as molten magma, isostatic movement, and gravitational force
-In groups, learners draw diagrams showing causes of earth movements
-Learners match causes of earth movements with their explanations

What factors lead to earth movements?

- MENTOR Social Studies Learner's Book pg. 83
-Diagrams showing causes of earth movements
-Drawing materials
-Digital resources
- MENTOR Social Studies Learner's Book pg. 85
-Flow charts
-World maps

- Oral questions -Diagram evaluation -Matching exercise

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Plate Tectonics Theory

By the end of the lesson, the learner should be able to:

-Explain the theory of plate tectonics
-Describe the formation of continents according to plate tectonics theory
-Recognize the importance of plate tectonics in shaping the earth's surface

- Learners research on the plate tectonics theory using digital or print resources
-Learners make cut-outs from manila or cardboards to demonstrate plate tectonics theory
-Learners study a world map showing positions of major world plates

How does the plate tectonics theory explain the formation of continents?

- MENTOR Social Studies Learner's Book pg. 86
-World map showing major plates
-Cardboard or manila paper
-Digital resources
-Drawing materials

- Oral questions -Demonstration evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Rift Valley
Internal Land Forming Processes - Formation of Block Mountains

By the end of the lesson, the learner should be able to:

-Describe the formation of Rift Valley by tensional forces
-Illustrate the formation of Rift Valley
-Appreciate the role of faulting in the formation of Rift Valley

- Learners study diagrams showing the formation of Rift Valley by tensional forces
-Learners draw diagrams showing the stages in the formation of Rift Valley
-Learners discuss how Rift Valley is formed by tensional forces

How is the Rift Valley formed by tensional forces?

- MENTOR Social Studies Learner's Book pg. 88
-Diagrams showing formation of Rift Valley
-Drawing materials
-Clay or plasticine
-Digital resources
- MENTOR Social Studies Learner's Book pg. 89
-Old carton boxes
-Manila papers

- Oral questions -Diagram evaluation -Written tests

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Formation of Tilt Blocks
Internal Land Forming Processes - Formation of Escarpments

By the end of the lesson, the learner should be able to:

-Describe the formation of tilt blocks
-Illustrate the formation of tilt blocks
-Recognize the importance of faulting in the formation of tilt blocks

- Learners study diagrams showing the formation of tilt blocks
-Learners use the diagrams to illustrate the formation of tilt blocks
-Learners draw diagrams of tilt blocks to describe their formation

How are tilt blocks formed?

- MENTOR Social Studies Learner's Book pg. 90
-Diagrams showing formation of tilt blocks
-Drawing materials
-Clay or plasticine
-Diagrams showing formation of escarpments

- Oral questions -Diagram evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Types of Faults

By the end of the lesson, the learner should be able to:

-Identify different types of faults
-Describe the formation of normal faults, reverse faults, and anticlinal faults
-Appreciate the role of faulting in landscape formation

- Learners collect wooden blocks and demonstrate the formation of normal faults
-Learners use clay or plasticine to model different types of faults
-Learners watch video clips on the process of faulting in the environment

How are different types of faults formed?

- MENTOR Social Studies Learner's Book pg. 91
-Wooden blocks
-Clay or plasticine
-Digital devices
-Video clips

- Oral questions -Model evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Internal Land Forming Processes - Effects of Faulting
Internal Land Forming Processes - Landscape and Human Activities

By the end of the lesson, the learner should be able to:

-Examine the effects of faulting to human activities
-Explain how faulting affects tourism, mining, economy, energy, and trading
-Appreciate the significance of faulting to human activities

- Learners research on the effects of faulting to human activities from internet or other relevant sources
-Learners role play presenting speeches on the significance of faulting to human activities
-Learners plan for Environmental Walk to create awareness on the significance of faulting

How does faulting affect human activities?

- MENTOR Social Studies Learner's Book pg. 92
-Digital resources
-Research materials
-Role play materials
- MENTOR Social Studies Learner's Book pg. 93
-Local environment
-Poster materials
-Chart paper
-Drawing materials

- Oral questions -Role play evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Identification
Multi-purpose River Projects in Africa - River Tana Projects

By the end of the lesson, the learner should be able to:

-Identify selected multi-purpose river projects on a map of Africa
-Locate major multi-purpose river projects in Africa
-Appreciate the importance of multi-purpose river projects

- Learners study pictures of multi-purpose river projects like Aswan High Dam
-Learners use relevant print resources or digital devices to search for information on major multi-purpose river projects in Africa
-Learners draw a sketch map of Africa and locate various multi-purpose river projects

How useful are multi-purpose river projects in society?

- MENTOR Social Studies Learner's Book pg. 97
-Map of Africa
-Digital devices
-Drawing materials
-Pictures of dams
- MENTOR Social Studies Learner's Book pg. 98
-Digital resources
-Pictures of River Tana

- Oral questions -Map work evaluation -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Aswan High Dam

By the end of the lesson, the learner should be able to:

-Outline the conditions that led to the establishment of Aswan High Dam
-Compare the establishment conditions of River Tana Projects and Aswan High Dam
-Appreciate the importance of considering various factors before establishing river projects

- Learners study a map of Africa showing the location of Aswan High Dam
-Learners draw or trace the map of Africa and locate the Aswan High Dam
-In groups, learners compare the conditions that led to the establishment of Aswan High Dam and River Tana Projects

What conditions led to the establishment of Aswan High Dam?

- MENTOR Social Studies Learner's Book pg. 98
-Map of Africa
-Drawing materials
-Digital resources
-Pictures of Aswan High Dam

- Oral questions -Comparison charts -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Economic Importance
Multi-purpose River Projects in Africa - Challenges

By the end of the lesson, the learner should be able to:

-Examine the economic importance of multi-purpose river projects in Africa
-Identify the benefits of multi-purpose river projects
-Appreciate the contribution of river projects to economic development

- Learners study pictures showing the usefulness of multi-purpose river projects
-Learners discuss how multi-purpose river projects contribute to fishing, hydroelectric power, industrialization, and agriculture
-Learners complete a table showing the economic importance of multi-purpose river projects

What are the economic benefits of multi-purpose river projects in Africa?

- MENTOR Social Studies Learner's Book pg. 99
-Pictures of river projects
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 100
-Pictures showing challenges

- Oral questions -Table completion assessment -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Multi-purpose River Projects in Africa - Solutions to Challenges
Multi-purpose River Projects in Africa - Importance to Society

By the end of the lesson, the learner should be able to:

-Design solutions to challenges facing multi-purpose river projects in Africa
-Explain how dredging and other interventions help address challenges
-Appreciate efforts to address challenges facing river projects

- Learners study pictures showing a dredger machine in a dam
-Learners discuss the role of dredgers in reducing siltation in multi-purpose river projects
-Learners analyze solutions proposed to address challenges facing river projects

How can challenges facing multi-purpose river projects be addressed?

- MENTOR Social Studies Learner's Book pg. 101
-Pictures of dredgers
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 102
-Speech writing materials

- Oral questions -Written assignments -Solution evaluation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Distinction

By the end of the lesson, the learner should be able to:

-Distinguish between management of the environment and conservation of the environment
-Explain the key differences between management and conservation
-Appreciate the importance of both management and conservation

- Learners study pictures showing management and conservation of the environment
-In groups, learners distinguish between management of the environment and conservation of the environment
-Learners discuss key differences and write them in their notebooks

Why is it important to conserve degraded environment?

- MENTOR Social Studies Learner's Book pg. 105
-Pictures showing environmental management and conservation
-Digital resources
-Chart paper

- Oral questions -Written assignments -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Degradation Factors
Management and Conservation of the Environment - Effects of Degradation

By the end of the lesson, the learner should be able to:

-Explore factors that lead to degradation of the environment in the community
-Classify factors into human and natural causes
-Develop awareness on environmental degradation issues

- Learners study pictures showing environmental degradation
-Learners research on factors that lead to environmental degradation using digital and print resources
-Learners classify factors into human and natural causes

What factors lead to environmental degradation in our community?

- MENTOR Social Studies Learner's Book pg. 106
-Pictures showing environmental degradation
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 108
-Pictures showing effects of degradation

- Oral questions -Classification assessment -Written essays

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Conservation Measures
Management and Conservation of the Environment - Practical Applications

By the end of the lesson, the learner should be able to:

-Design measures to manage and conserve the environment in the community
-Explain different conservation approaches
-Appreciate the importance of conservation efforts

- Learners study pictures showing measures taken to manage and conserve the environment
-Learners design measures they would propose to community members on managing and conserving the environment
-Learners organize themselves in groups and choose activities to conserve the environment

What measures can we take to conserve our environment?

- MENTOR Social Studies Learner's Book pg. 109
-Pictures of conservation measures
-Digital resources
-Chart paper
- MENTOR Social Studies Learner's Book pg. 110
-Local materials for dustbins
-Tree seedlings
-Gardening tools

- Oral questions -Design evaluation -Group presentations

NATURAL AND HISTORIC BUILT ENVIRONMENTS

Management and Conservation of the Environment - Project Planning

By the end of the lesson, the learner should be able to:

-Plan for environmental conservation projects
-Identify environmental issues in the community
-Appreciate the importance of managing and conserving the environment

- Learners plan for projects on environmental issues like waste management, tree planting, pollution control, or soil conservation
-Learners identify specific actions to take in the school neighborhood
-Learners create posters to inform community members on proper environmental management

How can we implement environmental conservation projects?

- MENTOR Social Studies Learner's Book pg. 111
-Project planning materials
-Poster materials
-Digital resources

- Project plan evaluation -Poster assessment -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

World Heritage Sites in Africa - Identification
World Heritage Sites in Africa - Cultural Heritage

By the end of the lesson, the learner should be able to:

-Identify the selected world heritage sites in Africa
-Locate world heritage sites on a map of Africa
-Appreciate the existence of world heritage sites in Africa

- Learners read a story about various world heritage sites in Africa
-Learners identify five world heritage sites from the passage and name their locations
-Learners discuss the features of different world heritage sites

Why is it important to conserve the world heritage sites?

- MENTOR Social Studies Learner's Book pg. 112
-Map of Africa
-Digital resources
-Pictures of heritage sites
- MENTOR Social Studies Learner's Book pg. 113
-Song composition materials

- Oral questions -Identification assessment -Written assignments

NATURAL AND HISTORIC BUILT ENVIRONMENTS

World Heritage Sites in Africa - Conservation Measures
World Heritage Sites in Africa - Conservation Strategies

By the end of the lesson, the learner should be able to:

-Design measures to conserve the selected world heritage sites
-Explain how heritage sites can be preserved
-Appreciate efforts to conserve heritage sites

- Learners plan a field visit to a nearby heritage site or invite a resource person
-Learners find out measures used to conserve heritage sites
-Learners conduct clean-up sessions around heritage sites or plant seedlings

What measures can we take to conserve heritage sites?

- MENTOR Social Studies Learner's Book pg. 114
-Digital resources
-Field visit materials
-Clean-up materials
- MENTOR Social Studies Learner's Book pg. 115
-Poster materials
-Chart paper

- Oral questions -Field report evaluation -Observation

NATURAL AND HISTORIC BUILT ENVIRONMENTS

World Heritage Sites in Africa - Global Significance

By the end of the lesson, the learner should be able to:

-Recognize the global significance of Africa's world heritage sites
-Explain how heritage sites contribute to global understanding
-Appreciate Africa's contribution to world heritage

- Learners make cards about different world heritage sites in Africa
-Learners display the cards at the Social Studies corner
-Learners discuss the global significance of Africa's heritage sites

What is the global significance of Africa's heritage sites?

- MENTOR Social Studies Learner's Book pg. 116
-Card making materials
-Digital resources
-Pictures of heritage sites

- Card evaluation -Oral questions -Written assignments