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| ENGLISH FORM 3 SCHEMES OF WORK TERM 1 | ||||||||||
| 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 | |||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 7/8 | GRAMMAR
| 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 | ||||
| 3 | 1/2 | WRITING
| 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 | |||
| 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 | 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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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| 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 | 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | ||||
| 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 | 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 | |||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | ||||
| 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 · | ||||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | ||||
| 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 | ||||
| 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 | |||
| 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 | |||
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| 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 | ||||
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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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| 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 | ||||
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| 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 | |||||
| 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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