Form Three English Schemes of Work {Revised and Final}
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| ENGLISH FORM 3 SCHEMES OF WORK
TERM 1 |
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| WEEK | LESSON | TOPIC | SUB – TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS | ||
| 1 | 1 | LISTENING AND SPEAKING | STRESS | By the end of the lesson, the learner should be able to:
· Stress the appropriate syllables in words · Appreciate the fact that stress contributes to meaning |
Students reading words given in pairs
Change roles after first reading
|
· Readers
· Pictures |
· Secondary English Book 3 students book Page 1-2
· Teachers Book page 1-2 · English dictionary |
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| 2 | STUDY SKILLS | Study reading | By the end of the lesson, the learner should be able to:
-Choose the right place and time to study -Develop techniques for concentration. -Identify the main points as well as the supporting materials. |
· Writing
· Discussion · Reading |
· Demonstration of sitting postures.
· Chalkboard · posters |
· SecondaryEnglish Book 3 students book Page 2-3
· Teachers guide page 2 |
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| 3/4 | READING | Comprehension
The Miracle of Adolescence |
By the end of the lesson, the learner should be able to:
· Read the passage silently · Answer questions on the passage correctly. · Show awareness of the changes that take place during adolescence. |
Reading comprehension
|
· Pre-reading active
· · ties |
· SecondaryEnglish Book 3 students book Page 3-5
· Teachers guide page 2-4 |
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| 5/6 | GRAMMAR | Common ways of forming nouns | By the end of the lesson, the learner should be able to:
· Form nouns using common noun-forming suffixes · Use nouns bearing the relevant suffixes in sentences. |
· Discussing
· Writing sentences |
· Dictionary | · Secondary English Book 3 students book Page 5-8
· Teachers guide page 4-6 |
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| 7/8 | WRITING | SUBSTITUTION IN WRITING | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Use a variety of sentence structures and vocabulary · Substitute words for others in order to eliminate clumsiness and repetition. |
· Discussing
· Writing |
Writing
|
· Secondary English Book 3 students book Page 8
· Teachers guide page 7-8 |
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| 2 | 1/2 | Intensive reading |
THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 3 | LISTENING AND SPEAKING | INTONATION | By the end of the lesson, the learner should be able to:
· Use rising intonation correctly · Use falling intonation correctly |
· Students to work in pairs read given sentences as statement and as questions | chalkboard | · Secondary English Book 3 students book Page 9-11
· Teachers guide page 9 |
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| 4 | STUDY SKILLS | Techniques of pre-reading | By the end of the lesson, the learner should be able to:
· Survey reading materials · Formulate pre-reading questions |
· reading | chalkboard | · Secondary English Book 3 students book Page 11-12
· Teachers guide page 10 |
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| 5/6 | READING | Comprehension
The bitter forbidden fruit |
By the end of the lesson, the learner should be able to:
· Read the passage silently · Answer questions on the passage correctly. · Infer meaning of the new words used · Appreciate the need to abstain from pre-marital sex. |
· Reading comprehension
· Writing · Discussion · Reading |
· Pre-reading activities | · Secondary English Book 3 students book Page12-14
· Teachers guide page 11-12 |
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| 7/8 | GRAMMAR
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Gender-sensitive language | By the end of the lesson, the learner should be able to:
· Recognize gender biased language · Use gender-sensitive language
|
· Discussing
· Writing sentences |
· Dictionary | · Secondary English Book 3 students book Page 14-16
· Teachers guide page 12-13 |
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| 3 | 1/2 | WRITING
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Transitional words that add information | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Recognize transitional words used in adding information. · Use transitional words used in adding information |
· Writing
· discussion |
chalkboard | · Secondary English Book 3 students book Page 16-17
· Teachers guide page14-15 |
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| 3/4 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 5 | LISTENING AND SPEAKING | Rhythm | By the end of the lesson, the learner should be able to:
· Identify features of rhythm in a poem · Appreciate the importance of using rhythm in poetry. · Read a poem to bring out its rhythm. |
· Reciting poems
· chanting |
Chalkboard
Poems on manila |
· Secondary English Book 3 students book Page 18-20
· Poems from East Africa · Demystifying poetry |
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| 6 | STUDY SKILLS | Concentration techniques in reading | By the end of the lesson, the learner should be able to:
· Survey through learning material · Write pre-reading questions · Review the material just read. |
· reading | chalkboard | · Secondary English Book 3 students book Page 20-21
· Teachers guide page 18 |
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| 7/8 | READING | Comprehension
Restoring Integrity in the public service |
By the end of the lesson, the learner should be able to:
· Appreciate the importance of integrity in the public service · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · Secondary English Book 3 students book Page 21-24
· Teachers guide page 19 |
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| 4 | 1/2 | GRAMMAR | Case in pronouns | By the end of the lesson, the learner should be able to:
· Identify pronouns in their various case forms. · Use pronouns correctly in the various case forms. |
· Discussing
· Writing sentences |
· Dictionary
· chalkboard |
· Secondary English Book 3 students book Page 24-27
· Teachers guide page 21 |
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| 3/4 | WRITING | Transitional words that show contrast | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Identify transitional words that show contrast · Correctly use the transitional words that show contrast |
· Writing
· discussion |
Chalkboard | · Secondary English Book 3 students book Page 28
· Teachers guide page 24-25 |
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| 5/6 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 7 | LISTENING AND SPEAKING | Alliteration and assonance | By the end of the lesson, the learner should be able to:
· Identify alliteration in poetry · Identify assonance in poetry · Explain use of alliteration in poetry · Explain the use of assonance in poetry |
· Writing
· Discussion · Reading |
chalkboard | · Secondary English Book 3 students book Page 29-31
· Teachers guide page 26-28 |
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| 8 | STUDY SKILLS | Note-making | By the end of the lesson, the learner should be able to:
· Distinguish main points from illustrations · Organize the main points to make notes |
· Reading
· Writing |
chalkboard | · Secondary English Book 3 students book Page 31-32
· Teachers guide page 28 |
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| 5 | 1/2 | READING | Comprehension
Women break from shackles of traditions |
By the end of the lesson, the learner should be able to:
· Appreciate the importance of gender equality · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · Secondary English Book 3 students book Page 32-34
· Teachers guide page 29-31 |
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| 3/4 | GRAMMAR | demonstratives | By the end of the lesson, the learner should be able to:
· Recognize demonstrative words correctly · Use demonstrative words correctly · Mark agreement with demonstrative words correctly |
· Discussing
· Writing sentences |
· Dictionary | · Secondary English Book 3 students book Page 34-36
· Teachers guide page 31 |
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| 5/6 | WRITING | Transitional words that show consequences, cause and effect | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Identify transitional words that show consequences, cause and effect. · Use transitional words that show consequences correctly. |
· Writing
· discussion |
chalkboard | · Secondary English Book 3 students book Page 36-37
· Teachers guide page33-35 |
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| 7/8 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| · | · | · | · | |||||||
| 6 | 1 | LISTENING AND SPEAKING | Dilemma stories | By the end of the lesson, the learner should be able to:
· |
· Writing
· Discussion · Reading |
chalkboard | · Secondary English Book 3 students book Page
· Teachers guide pa |
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| 2 | STUDY SKILLS | Studying a poem through an analysis of diction | By the end of the lesson, the learner should be able to:
· Develop an interest in reading poetry · Distinguish among the different kinds of vocabulary available to poets. · Relate diction to the meaning of a poem. |
· Writing
· Discussion · Reading |
chalkboard | · Secondary English Book 3 students book Page 40-41
· Teachers guide pa |
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| 3/4 | READING | Comprehension
Citizens role in good governance |
By the end of the lesson, the learner should be able to:
· Read the passage silently · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · Secondary English Book 3 students book Page 43-45
· Teachers guide page 39-40 |
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| 5/6 | GRAMMAR | Transitive and intransitive verbs | By the end of the lesson, the learner should be able to:
· Distinguish between transitive and intransitive use of verbs. · Construct sentences using verbs transitively and intransitively |
· Discussing
· Writing sentences |
· Dictionary | · Secondary English Book 3 students book Page 45-48
· Teachers guide page 4-6 |
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| 7/8 | WRITING | Use of the colon and the semi-colon, and writing reminders | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Demonstrate mastery in the use of the colon and the semicolon. · Write reminders. |
· Writing
· discussion |
chalkboard | · Excelling in English Book 3 students book Page48-50
· Teachers guide page 45-47 |
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| 8 |
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| 9 |
1/2
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THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 3 | LISTENING AND SPEAKING | Features of dilemma story | By the end of the lesson, the learner should be able to:
· Discuss the features of a dilemma story re-tell a dilemma story |
· Story-telling | · chalkboard | · Secondary English Book 3 students book Page 51-52
· Teachers guide page 48-49 · Oral literature |
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| 4 | STUDY SKILLS | Appreciating a poem | By the end of the lesson, the learner should be able to:
· Identify the features of a poem systematically, analyze a poem. |
· Reciting poems
· reading |
· Reading
· Writing · Discussion |
· Secondary English Book 3 students book Page 51-52
· Teachers guide page 48-49 · Poems from East Africa |
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| 5/6 | READING | Comprehension
HIV The Emotional Journey |
By the end of the lesson, the learner should be able to:
· Appreciate the emotional experiences of HIV infected persons. · Read the passage silently · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · Secondary English Book 3 students book Page 55-56
· Teachers guide page 52-53 |
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| 7/8 | GRAMMAR | Infinitives | By the end of the lesson, the learner should be able to:
· Recognize infinitive uses of verbs · Construct sentences using both the to-infinitive and the ing-infinitive.
|
· Discussing
· Writing sentences |
· Dictionary | · Secondary English Book 3 students book Page 56-58
· Teachers guide page 54-55 |
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| 10 | 1/2 | WRITING | The use of dash and parentheses, and writing personal journals | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Use the dash and parentheses correctly · Write personal journals. |
· Writing
· discussion |
Chalkboard
Sample journals |
· Secondary English Book 3 students book Page 58-60
· Teachers guide page 56-57 |
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| 3/4 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 5 | LISTENING AND SPEAKING | Aetiological narratives | By the end of the lesson, the learner should be able to:
· Listen and respond to information on etiological narrative. · Explain what an etiological story is. |
· Writing
· Discussion · Reading |
chalkboard | · Secondary English Book 3 students book Page 61-63
· Teachers guide page 59 |
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| 6 | STUDY SKILLS | Critical reading: looking for evidence | By the end of the lesson, the learner should be able to:
Read critically by identifying evidence Read critically by evaluating evidence. |
· Writing
· Discussion · Reading |
· Reading
· Writing · Discussion |
· Secondary English Book 3 students book Page 63-64
· Teachers guide page 60 |
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| 7/8 | READING | Comprehension
“Our rights and responsibilities” |
By the end of the lesson, the learner should be able to:
· Appreciate their rights · Appreciate their responsibilities · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 64-66
· Teachers guide page 62 |
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| 11 | 1/2 | GRAMMAR | Phrasal verbs and idiomatic expressions | By the end of the lesson, the learner should be able to:
· Recognize phrasal verbs and idiomatic expressions · Use phrasal verbs and idiomatic expressions correctly · Appreciate the expressive value of this forms |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 66-69
· Teachers guide page 63-64 |
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| 3/4 | WRITING | Thank you and congratulatory messages | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Write thank you messages · Write congratulatory messages |
· Writing
· discussion |
Chalkboard
Sample messages of thanks |
· SecondaryEnglish Book 3 students book Page 69-70
· Teachers guide page 66-67 |
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| 5/5 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading aloud | · Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 7 | LISTENING AND SPEAKING | Features of aetiological narratives | By the end of the lesson, the learner should be able to:
· Role-play in etiological narratives · Identify features of etiological narratives |
· speaking | Chalkboard | · SecondaryEnglish Book 3 students book Page 71-73
· Teachers guide page 68-69 |
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| 8 | STUDY SKILLS | Recognize tone and attitude | By the end of the lesson, the learner should be able to:
· Recognize and describe tone and attitude in a piece of writing |
· reciting | Chalkboard | · SecondaryEnglish Book 3 students book Page 73-74
· Teachers guide page 70-71 |
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| 12 | 1/2 | READING | Comprehension
A slip not a Fall |
By the end of the lesson, the learner should be able to:
· Appreciate the value of education. · Answer questions on the passage correctly. · Learn and use new vocabulary. |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 74-76
· Teachers guide page 72-73 |
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| 3/4 | GRAMMAR | Participles | By the end of the lesson, the learner should be able to:
· Recognize participles · Distinguish between verbal and adjectival participles · Use participles |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 76-80
· Teachers guide page 74-76 |
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| 5/6 | WRITING | Messages of condolences | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Appreciate the need to empathize with others. · Write messages of condolences |
· Writing
· discussion |
Chalkboard
Sample condolence messages |
· SecondaryEnglish Book 3 students book Page80-81
· Teachers guide page76-77 |
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| 7/8 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 13 | 1 | LISTENING AND SPEAKING | Giving and receiving instructions | By the end of the lesson, the learner should be able to:
· |
· Writing
· Discussion · Reading |
Chalkboard | · SecondaryEnglish Book 3 students book Page 82-83
· Teachers guide page 79 |
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| 2 | STUDY SKILLS | Distinguish facts from opinions | By the end of the lesson, the learner should be able to:
· Develop a critical attitude as they read or listen. · Distinguish between a fact and an opinion |
· Writing
· Discussion · Reading |
Chalkboard | · SecondaryEnglish Book 3 students book Page 83-84
· Teachers guide pag81-82 |
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| 3/4 | READING | Comprehension
The Great Revelation |
By the end of the lesson, the learner should be able to:
· Appreciate the need to pay attention to our spiritual needs. · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 84-86
· Teachers guide page 82-83 |
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| 5/6 | GRAMMAR | Quantifiers: few, a few, little and a little. | By the end of the lesson, the learner should be able to:
· Use the quantifiers few, a few, little and a little. |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page86-88
· Teachers guide page 84-85 |
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| 7/8 | WRITING | Imaginative compositions | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Identify the features of an imaginative composition · Demonstrate the ability to create suspense in a story |
· Writing
· discussion |
chalkboard | · SecondaryEnglish Book 3 students book Page 88-89
· Teachers guide page 86-87 |
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| 7/8 | INTENSIVE READING
|
THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 1 | 1 | LISTENING AND SPEAKING | Debating | By the end of the lesson, the learner should be able to:
· Appreciate the importance of developing debating skills · Participate in a debate and observe the conventions of debating |
· discussion | Chalkboard
Picture on students book 3 |
· SecondaryEnglish Book 3 students book Page 91-92
· Teachers guide page 89 |
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| 2 | STUDY SKILLS | Reading aloud: interpretive reading | By the end of the lesson, the learner should be able to:
· Explain the meaning of interpretative reading · Practice reading poems and passages interpretively |
· Reading
· |
Chalkboard
Written speeches |
· SecondaryEnglish Book 3 students book Page 93-95
· Teachers guide page 92 |
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| 3/4 | READING | Comprehension
Global Warming |
By the end of the lesson, the learner should be able to:
· Read the passage silently · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 96-98
· Teachers guide page 94-96 |
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| 5/6 | GRAMMAR | Attributive and predicative use of adjectives | By the end of the lesson, the learner should be able to:
· Distinguish between attributive and predicative use of adjectives · Use adjectives attributively and predicatively in their own writing |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 98-100
· Teachers guide pg 96-98 · |
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| 7/8 | WRITING | Telegrams | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Identify main features of telegram · Compose an effective telegram message |
· Writing
· discussion |
Chalkboard | · SecondaryEnglish Book 3 students book Page 100
· Teachers guide page 99-100 |
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| 2 | 1/2 | POETRY | POETRY | Discuss poetic features in a poem | · Writing
· Discussion · Reading |
· Understanding Poetry by Ezekiel Alembi | ||||
| 3/4 | INSTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 5 | LISTENING AND SPEAKING | Giving directions | By the end of the lesson, the learner should be able to:
· Appreciate the importance of clear and correct directions · Give clear and correct directions. |
· Discussion | Chalkboard
Sketch map |
· SecondaryEnglish Book 3 students book Page 101
· Teachers guide page 101 |
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| 6 | STUDY SKILLS | Handling context questions | By the end of the lesson, the learner should be able to:
· Place an extract in its context · Answer context questions correctly |
· reading | Chalkboard
Excerpts from novels
|
· SecondaryEnglish Book 3 students book Page 101-103
· Teachers guide page 103-105 |
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| 7/8 | READING | Comprehension
The grand deception |
By the end of the lesson, the learner should be able to:
· Read the passage silently · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 104-106
· Teachers guide page 105-107 |
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| 3 | 1/2 | GRAMMAR | Formation of adverbs | By the end of the lesson, the learner should be able to:
· Recognize adverbs · Form and use adverbs in sentences |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 106-108
· Teachers guide page 108-109 |
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| 3/4 | WRITING | Letters of application | By the end of the lesson, the learner should be able to:
· Identify features of a good application letter · Write a good a[application letter |
· Writing
· discussion |
Chalkboard
Sample letters |
· SecondaryEnglish Book 3 students book Page108-110
· Teachers guide page 109-110 |
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| 5/6 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· The Pearl by John Steinback
· Teacher’s guidebook |
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| 7 | LISTENING AND SPEAKING | Non-verbal cues in communication | By the end of the lesson, the learner should be able to:
· Appreciate the need to dress properly · Recognize aspects of appropriate dressing and grooming and how these are related to communication |
· Writing
· Discussion · Reading |
Chalkboard
Newspaper cuttings on grooming |
· SecondaryEnglish Book 3 students book Page 111
· Teachers guide page 111 |
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| 8 | STUDY SKILLS | Character and characterization in literary works
|
By the end of the lesson, the learner should be able to:
· Identify the different ways in which authors reveal their characters · Describe a character correctly |
· Writing
· Discussion · Reading |
chalkboard | · SecondaryEnglish Book 3 students book Page 111-113
· Teachers guide page 112-113 |
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| 4 | 1/2 | READING | Comprehension
Why monkeys live on trees |
By the end of the lesson, the learner should be able to:
· Identify etiological narratives · Describe characters in aetiological narratives · Answer questions on the passage correctly. · Learn and use new vocabulary |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 114-116
· Teachers guide page 114-116 |
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| 3/4 | GRAMMAR | Functions of adverbs | By the end of the lesson, the learner should be able to:
· Recognize the functions of adverbs · Use adverbs correctly |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 117-118
· Teachers guide page 116-119 |
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| 5/6 | WRITING | Writing reports | By the end of the lesson, the learner should be able to:
· Write a report · Appreciate the importance of writing reports · Explain the different parts of a report |
· Writing
· discussion |
Chalkboard
Sample report |
· SecondaryEnglish Book 3 students book Page118-119
· Teachers guide page 119-120 |
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| 7/8 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· The Pearl by John Steinback
· Teacher’s guidebook |
||||
| 5 | 1 | LISTENING AND SPEAKING | Hot-seating | By the end of the lesson, the learner should be able to:
-Define hot-seating and set up hot-seating sessions -individually impersonate a main character in a play, a novel or short story Prepare to field questions about their character and role |
· Speaking
· Discussion |
chalkboard | · SecondaryEnglish Book 3 students book Page 120-121
· Teachers guide page 121-122 |
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| 2 | STUDY SKILLS | How to read the short story | By the end of the lesson, the learner should be able to analyze and appreciate :
· The plot of a short story · The characters in a short story · The style of a short story · The point of view of a short story · The themes and experience of a short story |
· Writing
· Discussion · Reading |
Chalkboard
A chart |
· SecondaryEnglish Book 3 students book Page 122-124
· Teachers guide page 122-123 |
||||
| 3/4 | READING | Comprehension
A precious Gift |
By the end of the lesson, the learner should be able to:
· Read the passage silently · Appreciate the need not to discriminate against HIV infected people · Appreciate the need to empathize with HIV infected people · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities
· Posters with HIV/AIDS information |
· SecondaryEnglish Book 3 students book Page 125
· Teachers guide page 123-125 |
||||
| 5/6 | GRAMMAR | Differences among prepositions, conjunctions and adverb participles | By the end of the lesson, the learner should be able to:
· Correctly distinguish among prepositions, conjunctions and adverb participles · Use prepositions, conjunctions and adverb participles correctly. |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 126-128
· Teachers guide page 125-128 |
||||
| 7/8 | WRITING | Synopsis of a short story | By the end of the lesson, the learner should be able to:
· Define synopsis · Write a synopsis of a short story · Write neatly and legibly
|
· Writing
· discussion |
Chalkboard | · SecondaryEnglish Book 3 students book Page 128-130
· Teachers guide page 128-129 |
||||
| 6 | 1 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· The Pearl by John Steinback
· Teacher’s guidebook |
|||
| 2
|
LISTENING AND SPEAKING | How to speak in public | By the end of the lesson, the learner should be able to:
· Develop strategies in managing stage fright · Stand before an audience · Face an audience · Use gestures appropriately · Deliver an effective public speech |
· Writing
· Discussion · Reading |
chalkboard | · SecondaryEnglish Book 3 students book Page 131-132
· Teachers guide page 130-132 |
||||
| STUDY SKILLS | How to participate in group discussions | By the end of the lesson, the learner should be able to:
· Organize themselves for a group discussion · Prepare for group discussions · Participate in group discussions |
· Writing
· Discussion · Reading |
chalkboard | · SecondaryEnglish Book 3 students book Page 132-134
· Teachers guide page 132-133 |
|||||
| 3/4 | READING | Comprehension
Ozone |
By the end of the lesson, the learner should be able to:
· Appreciate the danger posed by the depletion of the ozone layer · Read the passage silently · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading
· Pre-reading activities
|
· | · SecondaryEnglish Book 3 students book Page 134-136
· Teachers guide page 134-135 |
||||
| 5/6 | GRAMMAR | Correlative conjunctions | By the end of the lesson, the learner should be able to:
· Recognize correlative conjunctions · Use correlative conjunctions correctly |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 136-138
· Teachers guide page 135-137 |
||||
| 7/8 | WRITING | Speech | By the end of the lesson, the learner should be able to:
· Develop an outline for a speech · Choose an appropriate way of introducing a speech · Do an appropriate build-up of a speech · Choose an appropriate way of concluding a speech · Write neatly and legibly
|
· Writing
· discussion |
Chalkboard
sample |
· SecondaryEnglish Book 3 students book Page 138-139
· Teachers guide page 137-138 |
||||
| 7 | 1 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· The Pearl by John Steinback
· Teacher’s guidebook |
|||
| 2 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· The Pearl by John Steinback
· Teacher’s guidebook |
||||
| 3
|
LISTENING AND SPEAKING | Discussion based on a dilemma story | By the end of the lesson, the learner should be able to:
· develop awareness of discussion etiquette · Participate in a discussion effective |
· discussion | chalkboard | · SecondaryEnglish Book 3 students book Page 140
· Teachers guide page 139 |
||||
| 4 | STUDY SKILLS | Improving one’s Vocabulary | By the end of the lesson, the learner should be able to:
· Appreciate the need to continually build their vocabulary · Identify ways of figuring out the meaning of a new word · Acquire and use new words |
· Reading | chalkboard | · SecondaryEnglish Book 3 students book Page 140-142
· Teachers guide page 140 · A good English dictionary |
||||
| 5/6 | READING | Comprehension
The return |
By the end of the lesson, the learner should be able to:
· Appreciate the resilience of the human spirit · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 143-144
· Teachers guide page 142-144 |
||||
| 7/8 | GRAMMAR | Prepositional phrases | By the end of the lesson, the learner should be able to:
· Identify prepositional phrases · Identify the functions of pp. ·
Use prepositional phrases correctly. |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page
· Teachers guide page |
||||
|
8
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· | · | · | |||||||
|
9
|
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· | · | · | ||||||
| 10 | 1/2 | WRITING | Argumentative essays | By the end of the lesson, the learner should be able to:
· Appreciate the importance of supporting one’s argument with sufficient evidence. · Master the components of an argumentative composition. · Write neatly and legibly
|
· Writing
· discussion |
Chalkboard
sample |
· SecondaryEnglish Book 3 students book Page 147
· Teachers guide page |
|||
| 3/4 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· The Pearl by John Steinback
· Teacher’s guidebook |
||||
| 5
|
LISTENING AND SPEAKING | Role playing | By the end of the lesson, the learner should be able to:
· Role play an interview · Play an interviewer’s role in gathering information |
· discussion | chalkboard | · SecondaryEnglish Book 3 students book Page 148-149
· Teachers guide page 148-149 |
||||
| 6 | STUDY SKILLS | Reading newspapers and magazines | By the end of the lesson, the learner should be able to:
· Demonstrate familiarity with different sections of a newspaper and magazine. · Read the different sections of a newspaper or magazine effectively. |
· Scanning
· skimming |
chalkboard | · SecondaryEnglish Book 3 students book Page 149-150
· Teachers guide page 150 · Newspapers and magazines |
||||
| 7/8 | READING | Comprehension
Diet in HIV/AIDS Management |
By the end of the lesson, the learner should be able to:
· Appreciate the importance of diet in HIV/AIDs management · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 150-152
· Teachers guide page 151-152 |
||||
| 11 | 1/2 | GRAMMAR | Adjective Phrases | By the end of the lesson, the learner should be able to:
· Recognize adjective phrases · Use adjective phrases in sentences correctly. |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 152-154
· Teachers guide page 152-155 |
|||
| 3/4 | WRITING | Notification of Meetings | By the end of the lesson, the learner should be able to:
· Appreciate the importance of sending our notices of meetings · Write a notice for a meeting · Write neatly and legibly |
· Writing
· discussion |
Chalkboard
sample |
· SecondaryEnglish Book 3 students book Page 154-155
· Teachers guide page 155 |
||||
| 5/6 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· The Pearl by John Steinback
· Teacher’s guidebook |
||||
| 7
|
LISTENING AND SPEAKING | Retelling an Aetiological Story | By the end of the lesson, the learner should be able to:
· Use voice/tone variation in storytelling · Use gestures in storytelling · Use facial expressions in storytelling |
· Narration
|
chalkboard | · SecondaryEnglish Book 3 students book Page 156-157
· Teachers guide page 156-157 |
||||
| 8 | STUDY SKILLS | Note-making in preparation for summary writing | By the end of the lesson, the learner should be able to:
· Identify the main points in a text · Present the points in note form. |
· Writing | chalkboard | · SecondaryEnglish Book 3 students book Page 157-159
· Teachers guide page 157-158 |
||||
| 12 | 1/2 | READING | Comprehension
Akoko’s Quest for Justice |
By the end of the lesson, the learner should be able to:
· Appreciate Akoko’s and by extension women’s quest for justice. · Answer questions on the passage correctly. · Learn and use new vocabulary. |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 159-161
· Teachers guide page 158-159 |
|||
| 3/4 | GRAMMAR | Conditional clauses | By the end of the lesson, the learner should be able to:
· Recognize conditional clauses. · Use conditional clauses correctly |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 161-163
· Teachers guide page 161-163 |
||||
| 5/6 | WRITING | Creative story | By the end of the lesson, the learner should be able to:
· Identify and explain the elements of a creative story. · Write a creative story. · Write neatly and legibly |
· Writing
· discussion |
Chalkboard
sample |
· SecondaryEnglish Book 3 students book Page 163-164
· Teachers guide page 163-164 |
||||
| 7/8 | INTENSIVE READING | THE PEARL By John Steinbeck
|
By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the novel · Discuss the character traits, themes and style in the novel · Write notes based on the novel |
· Reading set text
· Discussing the background of The Pearl · Discussing the character traits, themes and style in THE PEARL |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· The Pearl by John Steinback
· Teacher’s guidebook |
||||
| 13 | 1
|
LISTENING AND SPEAKING | Retelling a dilemma story | By the end of the lesson, the learner should be able to:
· Listen actively to a reading of a story. · Identify the dilemma in the story · Retell the story in their own words |
· narration | chalkboard | · SecondaryEnglish Book 3 students book Page 165-167
· Teachers guide page 165 |
|||
| 2 | STUDY SKILLS | summary | By the end of the lesson, the learner should be able to:
· Pick out the main points in a given passage · Summarize the passage by reducing it to about a third of its length · Write this condensed version in connected paragraphs |
· Critical reading
· writing |
chalkboard | · SecondaryEnglish Book 3 students book Page 167-169
· Teachers guide page 166-168 |
||||
| 3/4 | READING | Comprehension
The technology of iris scan |
By the end of the lesson, the learner should be able to:
· Explain how the technology of iris scan is used to identify people · Appreciate the merits and demerits of the technology · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 169-171
· Teachers guide page 168 |
||||
| 5/6 | GRAMMAR | Adjectival Clauses | By the end of the lesson, the learner should be able to:
· Recognize adjectival clauses · Use adjectival clauses in sentences correctly |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 171-172
· Teachers guide page 169-170 |
||||
| 7/8 | WRITING | The Agenda of a Meeting | By the end of the lesson, the learner should be able to:
· Identify the features of an agenda for a meeting · Write neatly and legibly · Prepare an agenda for a meeting. |
· Writing
· discussion |
Chalkboard
sample agendum |
· SecondaryEnglish Book 3 students book Page 172-173
· Teachers guide page 172 |
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|
|
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· | · | |||||||
|
|
|
· | · | · | ||||||
| 1 | 1 | INTENSIVE READING | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play · Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S HOUSE |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||
| 2 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 3 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 4 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 5
|
LISTENING AND SPEAKING | Using your voice effectively | By the end of the lesson, the learner should be able to:
· Project their voices as they speak and read · Articulate words distinctly |
· speaking | chalkboard | · SecondaryEnglish Book 3 students book Page 174-175
· Teachers guide page 173 |
||||
| 6 | STUDY SKILLS | How to write a book review | By the end of the lesson, the learner should be able to:
· Appreciate the nature and functions of book reviews |
· Discussion
· writing |
chalkboard
sample review |
· SecondaryEnglish Book 3 students book Page 176-177
· Teachers guide page 174 |
||||
| 78 | READING | Comprehension
Medical Innovations |
By the end of the lesson, the learner should be able to:
· Develop awareness in genetic engineering · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 177-179
· Teachers guide page 175 |
||||
| 2 | 1/2 | GRAMMAR | Noun Clauses | By the end of the lesson, the learner should be able to:
· Identify noun clauses · Use noun clauses in sentences correctly |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 179-180
· Teachers guide page 176-178 |
|||
| 3/4 | WRITING | Minutes | By the end of the lesson, the learner should be able to:
· Write neatly and legibly · Develop the skill of writing minutes · Write minutes |
· Writing
· discussion |
Chalkboard
Sample minutes |
· SecondaryEnglish Book 3 students book Page 180-183
· Teachers guide page 178-179 |
||||
| 3 | INTENSIVE READING | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play · Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
||||
| 4 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 5 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 6 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 7
|
LISTENING AND SPEAKING | Delivering a Speech and Listening Actively | By the end of the lesson, the learner should be able to:
· Listen carefully to a variety of information · Listen actively to the famous “I Have a Dream” speech by Martin Luther king Jr. · Read the speech interpretively · Deliver the speech effectively · Describe the different parts of the speech |
· Reading | -Chalkboard
-Collected speeches |
· SecondaryEnglish Book 3 students book Page 184-188
· Teachers guide page 180 |
||||
| 8 | STUDY SKILLS | Understanding Exam Language | By the end of the lesson, the learner should be able to:
· Interpret exam instructions more accurately · Analyse exam questions correctly |
· Writing
· Discussion · Reading |
chalkboard | · SecondaryEnglish Book 3 students book Page 188-189
· Teachers guide page 182 |
||||
| 3 | 1/2 | READING | Comprehension
Governance |
By the end of the lesson, the learner should be a
ble to: · Identify the general features of good governance · Answer questions on the passage correctly. · Learn and use new vocabulary |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 189-191
· Teachers guide page 184-185 |
|||
| 3/4 | GRAMMAR | Compound-complex sentences | By the end of the lesson, the learner should be able to:
· Identify a compound-complex sentence · Use compound complex sentences correctly |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 191-193
· Teachers guide page 186-187 |
||||
| 5/6 | WRITING | The Argumentative Essay | By the end of the lesson, the learner should be able to:
· Identify an argumentative essay in their reading · Describe the structure of an argumentative essay · Appreciate the style of an argumentative essay. · Write neatly and legibly
|
· Writing
· Discussion |
Chalkboard
sample |
· SecondaryEnglish Book 3 students book Page 193-194
· Teachers guide page 187-188 |
||||
| 7 | INTENSIVE READING | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play · Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
||||
| 8 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 4 | 1 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
||||
| 2 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 3
|
LISTENING AND SPEAKING | Non-verbal Cues in Listening | By the end of the lesson, the learner should be able to:
· Interpret non-verbal cues correctly · Use non-verbal cues in active listening |
· Speaking | chalkboard | · SecondaryEnglish Book 3 students book Page 195
· Teachers guide page 189 |
||||
| 4 | STUDY SKILLS | Time Management in exams | By the end of the lesson, the learner should be able to:
· Appreciate the need of time management in exams · Manage time in examinations effectively |
· Discussion | chalkboard | · SecondaryEnglish Book 3 students book Page 194-197
· Teachers guide page 190 |
||||
| 5/6 | READING | Comprehension
Yes Sir, I’m Fine |
By the end of the lesson, the learner should be able to:
· See the need to condemn exploitation in the society · Answer questions on the passage correctly. · Infer meaning of the new words used |
· Reading comprehension
· |
· Pre-reading activities | · SecondaryEnglish Book 3 students book Page 197-199
· Teachers guide page 191-193 |
||||
| 7/8 | GRAMMAR | Direct and Indirect Speech | By the end of the lesson, the learner should be able to:
· Distinguish between direct and indirect speech · Use direct speech correctly · Use indirect speech correctly |
· Discussing
· Writing sentences |
· Dictionary | · SecondaryEnglish Book 3 students book Page 199-203
· Teachers guide page 193-195 |
||||
| 5
|
|
· | · | · | ||||||
| 6 | 1/2 | WRITING | Writing a Play | By the end of the lesson, the learner should be able to:
· Identify the features of a play · Write neatly and legibly · Write a skit |
· Writing
· discussion |
Chalkboard
sample |
· SecondaryEnglish Book 3 students book Page 203-204
· Teachers guide page 195-196 |
|||
| 3/4 | INTENSIVE READING | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play
|
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers · |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
||||
| 5/6 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 7/8 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
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| 7 | 1/2 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
||||
| 3/4 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 5/6 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 7/8 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 8 | 1/2 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
||||
| 3/4 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 5/6 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By
· Teacher’s guidebook Henrik Ibsen |
|||||
| 7/8 | A DOLL’S HOUSE By Henrik Ibsen | By the end of the lesson, the learner should be able to:
· Read the text · Discuss he background of the play · Discuss the character traits, themes and style in the play Write notes based on the play |
· Reading set text
· Discussing the background of A Doll’s House · Discussing the character traits, themes and style in A DOLL’S |
· Setbooks Analysis DVDs
· Sample context and essay questions and answers |
· A DOLL’S HOUSE By Henrik Ibsen
· Teacher’s guidebook |
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| 9
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