English Schemes F2 Final.indd

42

LESSON OBJECTIVESLEARNING/TEACHING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with Head Start Secondary English

NOT FOR SALE

English Form Two Schemes of Work: Term One

Listening and speaking

Reading

Grammar

Writing

Reading

/r/ and /l/ sounds

Comprehension

Collective nouns

Spellings

Close shave

The learner should be able to pronounce the sounds /r/ and /l/ correctly.

The learner should be able to answer questions on the given passage.

The learner should be able to use collective nouns with verbs.

The learner should be able to write commonly misspelt words correctly.

The learner should be able to discuss and list various ways in which people receive messages in their home areas.

• Listening• Speaking• Reading

• Loud reading• Silent reading• Discussion• Writing

• Listening• Reading• Speaking • Writing


• Discussion• Writing• Reading• Listening

1

2

3

4

5

WEE

K 1

Head Start Secondary English• Student’s Book 2

page 1• Teacher’s Book 2

page 1


pages 1-4• Teacher’s Book 2

pages 1-2



page 3



page 4



page 4

• Audio tapes from KIE• Flash cards• Chart

• Supplementary readers for further reading

• Chart on comprehension skills

• Extracts from readers• Pictures• Audio tapes from KIE• Chart

• Audio tapes from KIE• Posters• Pictures

• Pictures• Supplementary

readers for further reading





43 NOT FOR SALE

English Form 2 Schemes of Work

Term 1


Reading

Writing

Grammar

Writing

Rhyme

Comprehension

Discussion

Compound nouns

Rhetorical paragraphs

The learner should be able to identify rhyme in poetry and explain its function.

The learner should be able to read the passage and state acceptable social habits.

The learner should be able to write a composition on solutions to anti-social behaviour.

The learner should be able to discuss compound nouns and their use in sentences.

The learner should be able to write out a coherent rhetorical paragraph.

• Choral reading • Recital• Discussion• Writing

• Discussion• Reading• Speaking • Writing

• Discussion • Reading• Writing



6

1

2

3

4

WEE

K 2



page 5



page 5



page 6



pages 6-7



page 7

WEE

K 1

• Audio tapes from KIE• Anthology of poems• Chart



• Pictures• Extracts from readers

• Extracts from readers• Audio tapes from KIE• Pictures

• Extracts from readers• Audio tapes from KIE• Charts

44





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Term 1


Reading

Grammar

Writing


The learner should be able to identify an irregular rhyme pattern.

The learner should be able to answer questions correctly.

The learner should be able to use quantifier phrases correctly in sentences.

The learner should be able to develop a paragraph giving facts to support the points.

The learner should be able to discuss the characteristics of legends.

• Listening• Reading• Speaking • Reciting

• Listening• Reading• Discussion• Writing



• Listening• Reading• Discussing • Narrating

Irregular rhyme

Comprehension

Quantifier phrases

Paragraph development

Legends

5

6

1

2

3

WEE

K 3



page 7



pages 8-9



page 9


pages 21-22• Teacher’s Book 2 pages 9-10



pages 10-11

WEE

K 2

• Audio tapes• Chart• Anthology of poems




• Extracts from readers• Chart

• Resource person• Readers





45 NOT FOR SALE


Term 1

Reading

Grammar

Writing


Reading

Comprehension

Possessive pronouns


Themes in legends

Comprehension

The learner should be able to answer questions on the passage.

The learner should be able to use possessive correctly in sentences.

The learner should be able to develop a paragraph using reasons and examples.

The learner should be able to identify the recurrent themes in legends.


• Listening• Reading• Discussing • Narrating



• Reading aloud• Listening• Narrating


4

5

6

1

2WEE

K 4



page 12



pages 12-13



pages 13-14



page 14



page 15

WEE

K 3



• Extracts from readers• Pictures• Audio tapes from KIE

• Extracts from readers• Pictures• Chart

• Readers• Resource person

• Supplementary readers


46





NOT FOR SALE


Term 1

Grammar

Writing


Reading

Grammar

Possessives as modifiers


Dramatization

Comprehension

Interjections andQuotation marks

The learner should be able to identify possessives used as adjectives.

The learner should be able to develop a paragraph comparing and contrasting things, situations or people.

The learner should be able to read and dramatize the given play.


The learner should be able to use interjections and punctuate given speeches appropriately.



• Dramatization• Role-play



3

4

5

6

1

WEE

K 5



page 15



page 16



page 16



page 17



pages 17-18

WEE

K 4



• Model of stage• Supplementary

readers for further reading



• Extracts from readers• Pictures• Audio tape from KIE





47 NOT FOR SALE


Term 1


Reading

Grammar

Writing


Opening and closing formulas in oral narratives

Comprehension

Number and person

Punctuation: Apostrophe and hyphen

Irony in short stories

The learner should be able to list different opening formulas from the communities represented in the class.

The learner should be able to answer questions on the text.

The learner should be able to correctly use personal pronouns in given exercises correctly.

The learner should be able to use the correct punctuation marks in given exercises.

The learner should be able to define and identify irony in a short story.

• Listening• Speaking • Writing

• Listening• Expressive reading• Speaking • Writing

• Listening• Reading• Writing



2

3

4

5

6

WEE

K 5



page 19



page 21



pages 21-22



pages 22-23



page 23

• Chart• Oral literature readers



• Extracts from readers• Audio tapes from KIE• Pictures• Chart

• Extracts from readers• Charts• Audio tapes from KIE

• Anthology of short stories

• Audio tapes from KIE

48





NOT FOR SALE


Term 1

1

2

3

4

5

Writing

Reading

Speaking

Grammar

Writing

Irony

Comprehension

Discussion

Indefinite pronouns

Personal journal

The learner should be able to narrate and write a story with irony.


The learner should be able to demonstrate ability to think critically.

The learner should be able to use indefinite pronouns correctly in sentences.

The learner should be able to write a personal journal.

• Narration• Reading• Writing

• Reading aloud• Silent reading• Writing


• Reading • Speaking • Writing

• Reading• Discussing • Writing



page 24



page 25



page 26



page 26



page 26

WEE

K 6

• Pictures• Readers



• Chart on how to conduct a discussion

• Readers


• Extracts from personal journals

• Chart





49 NOT FOR SALE


Term 1W

EEK

6

Stress

Comprehension

Order of adjectives

Making lists

Etiquette: Table manners

The learner should be able to use stress correctly.

The learner should be able to answer questions on the passage correctly.

The learner should be able to use the correct order of adjectives in sentences.

The learner should be able to write shopping lists correctly.

The learner should be able to state acceptable behaviour at the dining table.

• Listening• Reading• Writing

• Reading • Listening• Writing

• Reading • Discussion• Writing

• Reading • Speaking• Writing

• Reading • Discussion• Writing• Dramatization



page 27



page 27



page 28



page 28



page 29

• Audio tapes from KIE• Resource person• Dictionary




• Real shopping lists• Chart

• Pictures• Extracts from readers

6

1

2

3

4

Speaking and listening

Reading

Grammar

Writing


WEE

K 7

50





NOT FOR SALE


Term 1

5

6

1

2

3

4

5

Poetry


Oral literature

Writing

Poetry

Study skills


‘A freedom song’ by Marjorie Oludhe Macgoye

Debate:Child labour

Trickster narratives

Discussion:Gender

‘Just a word’

Plays

Etiquette:Polite conversations

The learner should be able to discuss issues raised in poem.

The learner should be able to discuss child labour in the society.

The learner should be able to state the characteristics of a trickster story.

The learner should be able to write on the given topic.

The learner should be able to analyze the poem and discuss the issues raised in it.

The learner should be able to identify characteristics of a play.

The learner should be able to speak politely.

• Recitation• Dramatization• Listening• Writing

• Discussion• Reading• Writing

• Narration• Listening• Speaking• Writing

• Discussion• Listening• Writing

• Recitation • Dramatization• Writing• Discussion

• Reading • Writing• Listening

• Dramatization• Speaking• Listening

Poems from East Africa by Cook & Rubadiri

Teacher’s choice of texts

Teacher’s choice of texts

Teacher’s choice of materials


Redemption by David Mulwa

Teacher’s choice of conversation

• Audio tapes from KIE

• Chart on process of debating

• Resource person• Audio tapes from KIE

• Chart on process of discussion

• Readers on gender

• Flash cards• Pictures

• Model of a stage• Supplementary readers

• Audio tape from KIE• Readers• Chart• Pictures

WEE

K 7

WEE

K 8





51 NOT FOR SALE


Term 1

6

1

2

3

4

5

Poetry

Oral literature


Reading

Grammar

Writing

Song of the common man

Monster narratives

Listening comprehension

Comprehension

Various language aspects


The learner should be able to analyze and answer questions on the poem.

The learner should be able to state and explain characteristics of monster narratives.



The learner should be able to answer the given language questions.

The learner should be able to write paragraph with supporting reasons and examples.

• Dramatization• Discussion• Writing

• Dramatization• Speaking• Listening

• Listening• Speaking• Writing

• Reading• Writing• Speaking• Listening

• Reading• Writing



Teacher’s choice of monster narratives



page 29



page 30-31



pages 31-32



page 32

• Flash cards• Pictures• Poetry anthologies

• Oral literature readers• Pictures• Audio tapes

• Chart specifying listening

• Comprehension skills• Pictures



• Course book

• Extracts from readers• Audio tapes from KIE

WEE

K 8

WEE

K 9

52





NOT FOR SALE


Term 1

6

1

2

3

4

Writing


Reading

Speaking

Grammar

Personal journals

Tongue-twisters

Comprehension

Debate

Primary auxiliary verbs

The learner should be able to write personal journals on given topics.

The learner should be able to define tongue-twisters and state their functions.


The learner should be able to express his/her opinions backed by reasons.

The learner should be able to use primary auxiliary verbs correctly.

• Reading• Listening• Speaking• Writing



• Listening• Speaking




page 32



page 32

Head Start Secondary English • Student’s Book 2


pages 32-33



page 33



pages 33-34

• Extracts from personal journals

• Pictures• Chart

• Audio tapes• Flash cards



• Chart showing process of debating


WEE

K 9

WEE

K 1

0





53 NOT FOR SALE


Term 1

5

6

1

2

3

4

Writing


Library

Oral literature


Poetry

Invitations

Close shave

Extensive reading

Aetiological tales

Non-verbal cues

‘When you come’

The learner should be able to identify the characteristics of invitation cards.

The learner should be able to explain the trends of looking young or beautiful in modern society.

The learner should be able to write short reports on a given research topic.

The learner should be able to identify characteristics of explanatory tales.

The learner should be able to use appropriate cues in communication.

The learner should be able to discuss and analyze issues raised in the poem.

• Reading• Listening• Discussing• Writing


• Reading • Writing

• Narration• Discussion• Writing

• Reading• Listening

• Recitation• Discussion• Writing



page 34



page 34

Reference materials from library

Teacher’s choice of text



page 34


• Invitation cards• Readers


• Pictures

• Library• Chart showing

components of a report

• Oral literature readers• Audio tapes from KIE• Pictures


• Pictures• Poetry anthologies for

further reading

WEE

K 1

0W

EEK

11

54





NOT FOR SALE


Term 1

5

6

1

2

3

Reading

Reading

Grammar


Writing

Comprehension

Wordpower

Modal auxiliary verbs

Speechwork:Patriots

Telephone messages


The learner should be able to use a dictionary to look up new words and use them correctly in given exercises.

The learner should be able to use modal auxiliary verbs appropriately.

The learner should be able to discuss the patriots they know.

The learner should be able to correctly write telephone messages with all the useful details.



• Reading• Speaking• Writing


• Role-play• Dramatization



page 35



page 35



page 37



page 36



page 37



• Flash cards• Dictionary


• Readers

• Real telephone messages

• Chart

WEE

K 1

1W

EEK

12





55 NOT FOR SALE


Term 1

4

5

6

Speaking

Poetry

Writing

Close shave

‘Shaka the Zulu’

Poetry

The learner should be able to identify and explain the irony in the story.

The learner should be able to analyze the poem.

The learner should be able to write own hero poems.



• Listening• Discussion• Writing



page 37

Teacher’s resources

Students own resources

• Pictures• Readers for further

reading

• Readers for further reading

• Poetry anthologies

WEE

K 1

2

56





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English Form Two Schemes of Work: Term Two


Reading

Reading

Reading

Oral literature

Reading

Overstatement and understatement

Poetry: ‘Horn of my love’

Comprehension

Wordpower

Human narratives

Reading skills: Skimming

The learner should be able to define and identify understatement and overstatement.

The learner should be able to analyze the poem.


The learner should be able to give the meaning of new words and use them appropriately in sentences.

The learner should be able to identify characteristics of human narratives.

The learner should be able to skim a given passage and answer set questions.

• Expressive reading• Discussion• Listening

• Recital• Discussion• Writing



• Reading• Listening• Discussion


1

2

3

4

5

6

WEE

K 1



page 38

Relevant anthology



page 38Pictures of MandelaNewspaper articles



page 38

Teacher’s choice of resources

Teacher’s choice of passage

• Poetry anthologies• Pictures• Chart

• Poetry anthologies for further reading




• Oral literature readers• Resource person

• Extracts from readers• Audio tapes from KIE





57 NOT FOR SALE

Writing

Grammar

Reading

Writing

Writing

Oral literature

Sentence variety

Progressive aspect Past, present, future

Reading skills:Library reference materials

Filling forms

Sentence variety:Facts and statistics on HIV and AIDS

Monster narratives

The learner should be able to write short paragraphs using varied sentence structures.

The learner should be able to use the past, present and future tense in sentences.

The learner should be able to correctly identify different types of reference materials in the library appropriately.

The learner should be able to fill forms correctly.

The learner should be able to use sentence variety to write on facts and statistics on HIV and AIDS.

The learner should be able state and explain the characteristics of monster narratives.


• Reading• Speaking• Writing• Listening

• Listening• Discussion • Writing


• Reading• Discussing• Writing


1

2

3

4

5

6

Samples of well written paragraphs



page 39

Head StartSecondary English• Student’s Book 2 page 215



page 40

NewspapersVideotapesMagazines

Sample monster narratives

WEE

K 2

• Extracts from readers• Pictures


• Library• Model of library

• Real forms• Chart

• Extracts from readers• Chart• Posters

• Oral literature readers• Resource person


Term 2

58





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Reading

Reading

Reading

Oral literature

Library

Rhyme

Intensive reading:Studying poetry

Telephone etiquette

Wordpower

Fables on greed

Extensive reading

The learner should be able to define ‘rhyme’ and ‘regular rhyme scheme’.

The learner should be able to analyze a given poem and answer set questions.

The learner should be able to answer questions on the set dialogues.

The learner should be able to give the meaning of words and use them correctly in sentences.

The learner should be able to identify and discuss moral lessons in fables.

The learner should be able to write a short report on a given topic of research.

• Reading aloud• Recital• Discussion• Writing

• Recitation• Reading• Writing• Discussion



• Narration• Role-play• Discussion• Writing


1

2

3

4

5

6

WEE

K 3



page 40

Sample poems



page 42



page 41

Teacher’s choice of narratives

Reference materials from school library

• Audio tapes from KIE• Chart• Poetry anthologies

• Anthologies of poems• Audio tapes from KIE• Chart


• Supplementary readers


• Oral literature readers• Chart• Resource person

• Chart showing faster reading and report writing skills


Term 2





59 NOT FOR SALE

Grammar

Writing

Oral literature

Poetry


Reading

Perfective aspect: past, present, future

Making notes

Explanatory narratives

Irony

Intonation

Reading skills:Encyclopedia

The learner should be able to use the past, present and future perfect tense correctly.

The learner should be able to make notes on the given passage.

The learner should be able to identify the characteristics of explanatory narratives.

The learner should be able to identify irony and explain its effectiveness in poetry.

The learner should be able to change the meaning of a sentence by using stress on different words.

The learner should be able to use an encyclopedia to write reports on given topics.

• Listening • Speaking• Reading• Writing

• Listening• Speaking• Reading• Writing

• Narration• Discussion• Writing




1

2

3

4

5

6

WEE

K 4



page 43



pages 43-44

Teacher’s collection of explanatory tales

Teacher’s choice of suitable poems



page 44

Head Start Secondary English• Student’s Book 2 page 215



• Oral literature readers• Audio tapes from KIE• Pictures

• Pictures• Anthologies of poems

• Audio tapes from KIE• Anthologies of poems

• Library• Encyclopaedias


Term 2

60





NOT FOR SALE

Reading

Reading

Reading

Poetry

Oral poetry

Grammar

Comprehension

Wordpower

Irony

‘Maji Maji’By Yussuf Kassam

War poems

Future time

The learner should be able to answer questions set on a given passage.

The learner should be able to give the meaning and use them appropriately in sentences.

The learner should be able to explain irony in situations presented.

The learner should be able to analyze and discuss issues in the poem.

The learner should be able to discuss the characteristics and functions of war poetry.

The learner should be able to use future tense appropriately.

• Silent reading • Discussion• Writing

• Reading • Speaking• Listening• Writing

• Speaking• Listening• Discussion




1

2

3

4

5

6

WEE

K 5

Head Start Secondary English • Student’s Book 2


pages 44-45



page 45

Samples of articles that show irony

Copy of the poem

Teacher’s collection of war poems



pages 45-46




• Anthologies of poems• Extracts from readers

• Anthologies of poems• Pictures

• Resource person• Oral literature readers



Term 2





61 NOT FOR SALE

Writing

Reading


Reading



Letters of apology

Intensive reading, poetry:‘I refuse to take your brotherly hand’

Discussion on corruption

Comprehension:Summary

Oral literature:Myths

Oral literature:Love songs

The learner should be able to write apology letters using the correct style and format.

The learner should be able to analyze the poem and the issues it raises.

The learner should be able to write on various types of corruption and suggest solutions to the problem.

The learner should be able to write a summary correctly.

The learner should be able to analyze and answer questions on a given myth.

The learner should be able to identify the features of love songs.

• Listening • Reading • Discussion• Writing

• Reading aloud• Discussion• Writing

• Discussion• Writing


• Reading• Speaking • Listening • Writing

• Speaking• Listening• Writing

1

2

3

4

5

6

WEE

K 6

• Real letters• Pictures• Chart

• Anthology of poems• Chart• Pictures

• Readers• Chart showing process

of discussion

• Chart on summary skills

• Oral literature readers• Resource person• Audio tapes

• Oral literature readers• Resource persons• Video tapes• Field visits• Audio tapes from KIE



page 46

Copy of the poem

Resources from the library

Sample passages

Teacher’s collection of myths



page 47


Term 2

62





NOT FOR SALE

Reading


Grammar


Writing

Reading

Comprehension

Oral literature:Love poetry

Adverbs of place and degree

Close shave

Summary

Reading skills:Interpreting data

The learner should be able to correctly answer questions on the passage.

The learner should be able to state the functions and characteristics of oral love poetry.

The learner should be able to use adverbs of place and degree appropriately.

The learner should be able to discuss the issue of language and communication as presented.

The learner should be able to write a summary on given passage.

The learner should be able to write paragraphs using data in a pie chart.


• Listening• Discussion• Writing

• Reading• Speaking• Listening• Writing

• Reading • Discussion• Narration


• Reading• Discussion• Writing

1

2

3

4

5

6

WEE

K 7



page 48

Teacher’s and student’s resources



page 49



page 50



page 50

Chart with pie chart



• Oral literature readers• Resource persons• Video tape• Field visits


• Chart showing discussion process


• Chart showing summary writing skills

• Chart showing data interpretation skills


Term 2





63 NOT FOR SALE


Reading

Reading

Grammar

Reading

Writing

Wedding songs

Comprehension

Wordpower

Comparatives and superlatives

Intensive reading:Themes in literature

Summary

The learner should be able to discuss the characteristics of wedding songs.

The learner should be able to read and answer questions set on the passage.

The learner should be able to give the meaning of new words and use them correctly in sentences.

The learner should be able to use comparatives and superlatives correctly.

The learner should be able to identify themes in a given text.

The learner should be able to write a summary on a given passage.

• Reading• Listening• Discussion


• Discussion• Writing




1

2

3

4

5

6

WEE

K 8



page 50



page 51



page 51



pages 51-52




page 52

• Oral literature readers• Resource persons• Video tapes• Audio tapes• Field visits





• Readers• Audio tapes from KIE

• Chart on summary writing skills

• Extracts from readers


Term 2

64





NOT FOR SALE



Study skills


Reading

Reading

Attitude:‘Spoiling our celebrations’

Work songs

Time management

Riddles

Comprehension

Wordpower

The learner should be able to identify and explain attitude in the given poem.

The learner should be able to identify features of work songs.

The learner should be able to prepare a personal timetable.

The learner should be able to identify characteristics of riddles and state their functions.

The learner should be able to answer set questions on the passage correctly.


• Reciting• Discussion• Listening• Writing

• Reciting• Discussion• Reading• Writing

• Discussion • Reading• Writing




1

2

3

4

5

6

WEE

K 9



page 53

Teacher’s collection of work songs

Sample timetable

Teacher’s resourcesStudent’s resources



pages 53-54



pages 53-54

• Poetry and anthologies for further reading

• Oral literature readers• Video tapes• Resource person• Field visits


• Resource person

• Oral literature readers• Audio tapes from KIE





Term 2





65 NOT FOR SALE

Grammar

Writing

Reading


Writing


Complex prepositions

Descriptive essay-processes

Intensive reading:‘Slum day’By J. Chaplin

Oral Poetry:Dirges

Imaginative composition:Abortion

Language in riddles

The learner should be able to use complex prepositions correctly.

The learner should be able to describe a familiar process, e.g. making ugali.

The learner should be able to discuss theme, style and content in the poetry.

The learner should be able to discuss features and functions of dirges.

The learner should be able to write an imaginative composition on the dangers of abortion.

The learner should be able to analyze language in riddles.



• Recitation• Discussion• Listening• Writing

• Recitation• Discussion • Listening• Writing

• Reading• Dramatization• Discussion• Writing

• Discussion• Listening

1

2

3

4

5

6

WEE

K 1

0



page 54



page 54

Poems from East Africa page 33



page 132• Videotapes



page 55


• Extracts from readers• Pictures• Chart• Posters

• Pictures• Anthologies of poems

for further reading

• Oral literature readers• Audio tapes• Resource person• Video tapes

• Pictures• Chart• Posters• Readers

• Oral literature readers• Audio tapes from KIE


Term 2

66





NOT FOR SALE

Reading

Reading

Reading

Grammar

Reading

Writing

Comprehension

Wordpower

Intensive reading:Poetry

Subordinating conjunctions

Intensive reading:Short story

Descriptive essay: Static description

The learner should be able to correctly answer questions on the given the passage.

The learner should be able to identify and correctly use new words in sentences.

The learner should be able to analyze themes, style and content.

The learner should be able to answer questions on set exercises correctly.

The learner should be able to read a short story and analyze the plot, character and themes.

The learner should be able to write a descriptive composition correctly.



• Recital• Speaking• Listening• Writing




1

2

3

4

5

6

WEE

K 1

1


pages 133-136• Teacher’s Book 2 pages 55-57



page 55

Teacher’s choice



pages 56-57

Teacher’s choice of short stories



page 57




• Poetry anthologies• Pictures


• Anthology of short stories

• Extracts from readers• Pictures• Models


Term 2





67 NOT FOR SALE


Reading

Reading

Grammar

Writing

A marriage song

Comprehension

Wordpower

Auxiliary verbs Modal verbsVerbsVocabularyJoining sentences

Letters of apology

The learner should be able to classify the song and identify its characteristics.

The learner should be able to answer questions on passage.

The learner should be able to give the meaning and use words in sentences.

The learner should be able to use verbs, vocabulary and correctly join sentences.

The learner should be able to write an apology letter using the appropriate style and format.

• Reading• Discussion• Listening





1

2

3

4

5

WEE

K 1

2



page 58



page 58



page 58



page 59



page 60

• Oral literature readers• Video tape• Pictures• Audio tape



• Dictionary• Flash cards


• Real letter of apology• Chart


Term 2

68





NOT FOR SALE


WEE

K 1

2 A poetry anthology• Anthologies of poems for further reading

• Pictures


Term 2

Intensive reading:Poetry:‘A sudden storm’

Reading6 The learner should be able to analyze the style, themes and content of the poem.





69 NOT FOR SALE

WEE

K 1



page 60

Teacher’s choice of passage with suitable questions



page 61



page 61



page 62

• Chart showing key aspects of oral interview

• Audio tapes

• Extracts from readers• Chart on scanning

skills





• Dramatizing• Speaking• Listening

• Silent reading• Speaking• Writing


• Speaking • Listening• Reading• Writing

• Speaking• Listening

The learner should be able to carry out an oral interview.

The learner should be able to quickly pick out specific information from a passage.

The learner should be able to correctly answer questions set on the passage.

The learner should be able to give the meaning of words and use them correctly in sentences.

The learner should be able to tell others about people who annoy them or are difficult to please.

Oral interview

Reading skills:Scanning

Comprehension

Wordpower

Let’s talk


Reading

Reading

Reading

Speechwork

1

2

3

4

5

English Form Two Schemes of Work: Term Three

70





NOT FOR SALE

WEE

K 1



page 62



page 62

Relevant articles from newspapers periodicals, etc.



page 62



pages 63-64

• Extracts from readers• Pictures• Charts• Audio tapes from KIE

• Extracts from readers• Pictures

• Extracts from readers• Charts• Posters• Pictures




• Reading • Speaking• Listening• Writing

• Writing


• Reading aloud• Speaking• Listening• Field visits/field work


The learner should be able to use adverbial phrases correctly in sentences.

The learner should be able to write simple poems.

The learner should be able to write an imaginative composition on gender equality.

The learner should be able to state the characteristics of myths and pronounce words correctly.

The learner should be able to answer the questions set on the passage correctly.

Adverbial phrases

Poems

Imaginative composition:Gender equality

Creation myths

Comprehension

Grammar

Writing

Writing


Reading

6

1

2

3

4

WEE

K 2


Term 3





71 NOT FOR SALE


• Readers• Pictures


• Oral literature readers• Audio tapes• Resource person

• Readers• Chart on extensive

reading skills and report writing

• Pictures• Posters• Readers


• Reading • Speaking• Writing

• Reading • Listening• Speaking• Writing

• Narration • Listening• Speaking

• Reading • Listening• Discussion

• Speaking• Listening• Reading• Writing

The learner should be able to give meaning of new words and use them correctly in sentences.

The learner should be able to analyze characters in a given novel.

The learner should be able to use verb phrases correctly.

The learner should be able to list the characteristics of trickster narratives.

The learner should be able to give an oral report on a novel he/she has read.

The learner should be able to write an imaginative paragraph on a given topic.

Wordpower

Intensive reading:Characterization in a novel

Verb phrases

Trickster narratives

Extensive reading

Imaginative writing

Reading

Reading

Grammar

Reading

Reading

Writing

5

6

1

2

3

4


pages 154-155 • Teacher’s Book 2 pages 63-64

Novel of teacher’s choice

Head Start Secondary English• Student’s Book 2 page 157• Teacher’s Book 2 page 64

Sample trickster narrativesStudying Oral Literature by Okumba Miruka

Library resourcesTeacher’s own resources



page 64


Term 3W

EEK

2W

EEK

3

72





NOT FOR SALE

WEE

K 3



page 64

Teacher’s choice



page 65



page 65



page 65

Teacher’s choice/collection

• Speaking• Listening• Discussion






The learner should be able to tell stories where somebody was given an impossible task and how they dealt with it.

The learner should be able to discuss imagery as an aspect of style.

The learner should be able to list the differences between myth and legends.

The learner should be able to answer questions on the given passage correctly.


The learner should be able to answer questions set on the poem correctly.

Close shave


Myths and legends

Comprehension

Wordpower

Poetry/Intensive reading: (oppression)

Speaking

Reading


Reading

Reading

Reading

5

6

1

2

3

4



• Oral literature readers• Audio tapes




• Pictures• Chart

WEE

K 4


Term 3





73 NOT FOR SALE

WEE

K 4

Studying Oral Literature by Okumba Miruka

Head startSecondary English• Student’s Book 2


page 67



page 68


Teacher’s choice



page 68

• Oral literature readers• Resource person• Audio tapes• Pictures



• Readers

• Readers• Charts to outline plot,

character and themes







• Role-play• Dramatization• Reading • Discussion


The learner should be able to state and explain the characteristics of monster narratives.

The learner should be able to distinguish between defining and non-defining clauses.

The learner should be able to write imaginatively, creating credible characters.

The learner should be able to explain the importance of working in groups.

The learner should be able to analyze plot, characters and themes.

The learner should be able to answer questions on set passage.

Monster narratives

Relative clauses

Imaginative composition

Group work

Intensive reading:Novel

Comprehension


Grammar

Writing

Reading

Reading

Reading

5

6

1

2

3

4

WEE

K 5


Term 3

74





NOT FOR SALE



pages 69-70



page 70



page 71



page 71



page 72



• Pictures• Chart• Extracts from readers

• Anthologies of poems• Chart• Audio tapes


• Charts on comprehension skills






The learner should be able to give the meaning of words and use them appropriately in sentences.

The learner should be able to use adverbial clauses correctly.

The learner should be able to write a dialogue correctly.

The learner should be able to identify and use onomatopoeic words in writing.


Wordpower

Adverbial clauses

Dialogue unity

Onomatopoeia

Comprehension

Reading

Grammar

Writing


Reading

5

6

1

2

3

WEE

K 5

WEE

K 6


Term 3





75 NOT FOR SALE



page 73



page 73



page 73



page 74

Suitable bar graphs from varied sources

Teacher’s choice


• Chart providing guidance on discussion

• Readers

• Extracts from readers• Audio tapes from KIE• Chart

• Real letters• Extracts from readers



• Speaking• Listening• Writing






The learner should be able to discuss forms of bullying and ways of stopping it in schools.

The learner should be able to use compound sentences correctly.

The learner should be able to write a business letter using the correct format and style.

The learner should be able to interpret a given bar graph on HIV/AIDS prevalence.

The learner should be able to analyze the message in a given poem.

Wordpower

Bullying

Compound sentences

Business letters

Reading skills:Interpreting bar graphs


Reading

Speaking

Grammar

Writing

Reading

Reading

4

5

6

1

2

3

WEE

K 6

WEE

K 7


Term 3

76





NOT FOR SALE



page 75



page 75



page 75

Teacher’s choice of praise poem



page 76

• Audio tapes• Pictures• Chart




• Oral literature readers• Resource person• Video tapes• Audio tapes

• Extracts from readers• pictures• Audio tapes from KIE

• Listening• Speaking• Discussion





The learner should be able to draw similarities between puns and riddles and explain their characteristics.


The learner should be able to give meaning of new words and correctly use them in sentences.

The learner should be able to answer the questions set on praise poems correctly.

The learner should be able to write using complex sentences.

Puns

Comprehension

Wordpower

Praise poems

Clauses - complex sentences


Reading

Reading


Grammar

4

5

6

1

2

WEE

K 7

WEE

K 8


Term 3





77 NOT FOR SALE

Video tapes on abortionNewspaper articles

Head Start Secondary English• Student’s Book 2 page 187• Teacher’s Book 2

page 77

Studying Oral Literature by Okumba Miruka

Teacher’s resourcesExtracts for summary exercises



page 78



page 81

• Chart on debating process

• Readers

• Real letters• Chart• Readers



• Oral literature readers• Resource person• Audio tapes• Pictures





• Narration• Reading• Discussion• Writing• Field visits/work

• Reading• Note taking• Summary writing

• Reading• Speaking• Listening• Writing• Field visits/work


The learner should be able to argue for or against the motion:‘Abortion’ should be legalized.

The learner should be able to write a formal letter using the correct format and style.

The leaner should be able to answer questions on Lwanda Magere the legend.

The learner should be able to write summaries correctly.

The learner should be able to state features of a fable and create suspense in a story.


Debate:Abortion should be legalized

Formal letters

Legends

Summaries

Fables

Comprehension


Writing


Writing


Reading

3

4

5

6

1

2

WEE

K 8

WEE

K 9


Term 3

78





NOT FOR SALE



page 80

Student’s resources


page193• Teacher’s Book

page 81


pages 195• Teacher’s Book 2

page 82



pages 82-83



page 84



• Readers

• Extracts from readers• Pictures• Cartoons• Audio tapes from KIE

• Posters• Extracts from readers

• Readers• Anthologies of poems







• Reading silently• Reading aloud• Discussion



The learner should be able to argue for or against the motion …

The learner should be able to use active and passive voice appropriately.

The learner should be able to make a poster using the given guidelines.

The learner should be able to explain irony and its effectiveness in poetry.

The learner should be able to correctly answer question on the given passage.

Wordpower

Debate:Money is the root of all evils

Active and passive voice

Posters

Poetry: ‘Building the nation’

Comprehension

Reading


Grammar

Writing


Reading

3

4

5

6

1

2

WEE

K 9

WEE

K 1

0


Term 3





79 NOT FOR SALE



page 84




page 85

Sample advertsHead Start Secondary English• Student’s Book 2


page 85



page 86



• Readers


• Adverts• Extracts from readers

• Oral literature readers• Audio tapes





• Riddling session• Listening• Speaking


The learner should be able to demonstrate critical thinking skills.

The learner should be able to answer questions on active and passive voice appropriately.

The learner should be able to write advertisements following given guidelines.

The learner should be able to discuss the characteristics of riddles.

Wordpower

Debate: Mobile phones should be banned in public places


Advertisements

Riddles

Reading

Speaking

Grammar

Writing


3

4

5

6

1

WEE

K 1

0W

EEK

11


Term 3

80





NOT FOR SALE



page 86



page 86




pages 87-88



page 88




• Chart on process of debating

• Readers





• Reading• Speaking• Listening




The learner should be able to give meaning of new words and use them correctly in their own sentences.

The learner should be able to demonstrate critical thinking skills through debating the motion effectively.

The learner should be able to use active and passive voice correctly.

The learner should be able to use simple, compound and complex sentences correctly.

Comprehension

Wordpower

Debate:Modern technology has done more harm than good


Sentence varietySimple CompoundComplex

Reading

Reading


Grammar

Writing

2

3

4

5

6

WEE

K 1

1


Term 3





81 NOT FOR SALE

Samples of other similar storiesHead Start Secondary English• Student’s Book 2


page 89



page 90



page 90



page 91





• Letters• Charts• Extracts from readers

• Listening• Speaking• Narrating• Field visits/work


• Reading• Writing• Marking

• Speaking• Writing• Marking



The learner should be able to answer the questions on the given exercise correctly.

The learner should be able to write a formal letter using the correct style and format.

The origin of death

Comprehension

Relative clauses Passive/active forms Adverbial clauses

Formal letter


Reading

Grammar

Writing

1

2

3

4

WEE

K 1

2


Term 3

82





NOT FOR SALE





The learner should be able to write a dialogue as per instructions.

The learner should be able to skim through a passage for general information.

Dialogue

Reading skills:Skimming

Writing

Reading

5

6WEE

K 1

2



page 91


page 217


Term 3

English Schemes F2 Final.indd

Documents

Transcript of English Schemes F2 Final.indd