English Schemes F3 Final.indd

84

LESSON OBJECTIVESLEARNING/TEACHING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with Head Start Secondary English

NOT FOR SALE

Listening and speaking

Reading

Reading

Grammar

Writing

Symbol and symbolism

Reading skills:Study reading

Comprehension

Noun derivations

Cohesion

The learner should be able to identify and explain symbolism.

The learner should be able to explain the SQ3R (Survey, Question, Read, Recite, Review) skills.

The learner should be able to answer the questions after the passage and make sentences using vocabulary learnt.

The learner should be able to form noun derivations from words given and make correct sentences from the nouns formed.

The learner should be able to write cohesively using transitional words and phrases.

• Silent reading• Speaking• Listening

• Reading• Discussion• Listening• Writing

• Silent reading• Loud reading• Discussion• Writing

• Reading• Writing• Listening• Speaking

• Reading• Writing• Discussion

Head Start Secondary English• Student’s Book 3 page 1• Teacher’s Book 3

page 1

Head Start Secondary English• Student’s Book 3 pages 2-3• Teacher’s Book 3

page 2


pages 2-3


pages 3-5

Head Start Secondary English • Student’s Book 3 pages 9-10• Teacher’s Book 3 page 5

1

2

3

4

5

WEE

K 1

English Form Three Schemes of Work: Term One

• Audio tapes• Anthologies of poems• Readers

• Readers• Charts• Prescribed set books

• Supplementary readers for further reading

• Chart on comprehension skills

• Extracts from prescribed set books

• Audio tapes from KIE


• Chart• Audio tapes from KIE




85 NOT FOR SALE


Speaking

Reading


Reading

Reading

• Close shave• Let’s talk

Intensive reading:Introduction to Coming to Birth: background, author setting

Choice of register

SQ3R

Comprehension

The learner should be able to display creative and critical thinking abilities through talking on a given subject.

The learner should be able to discuss the background and setting of the novel and the characteristics of a novel and concerns of the text

The learner should be able to explain register and use it appropriately in speech.

The learner should be able to demonstrate their ability to use the SQ3R method.

The learner should be able to:• use new words correctly.• answer questions on passage.

• Listening• Speaking• Reading

• Discussion• Writing• Reading• Listening

• Silent reading• Reading aloud• Dramatization• Discussion

• Discussion• Reading• Writing• Listening

• Reading• Speaking• Discussion• Writing

Head Start Secondary English• Student’s Book 3 page 10• Teacher’s Book 3 page 5

Coming to Birthby Marjorie Oludhe Macgoye

Head Start Secondary English• Student’s Book 3 page 11 Audio/video clips• Teacher’s Book 3 page 6

One of the literature set books Head Start Secondary English • Student’s Book 3

page 13• Teacher’s Book 3 page 6


6

7 & 8

1

2

3

WEE

K 2

English Form 3 Schemes of Work

Term 1W

EEK

1

• Readers

• Prescribed set book• Pictures• Audio and videotapes

from KIE

• Audio tapes• Cartoons

• Prescribed literature set books

• Chart



86





NOT FOR SALE

Grammar

Writing

Reading

Reading


Reading

The learner should be able to write sentences or speak using words that avoid gender bias.

The learner should be able to choose words consciously and appropriately.

The learner should be able to understand and analyze the issues, style and theme in the poem.

The learner should be able to critically analyze plot, characters, themes and style in the novel.

The learner should be able to use sentence stress and intonation to create rhythm and meaning.

The learner should be able to:• explain the importance of note

taking as a study skill.• use it in their own studies.

• Reading• Speaking• Listening• Writing


• Discussion• Recitation• Role-play• Writing

• Reading aloud• Discussion• Note making

• Discussion• Reading• Listening

• Discussion• Reading• Listening• Writing


Library and non-library materialHead Start Secondary English • Student’s Book 3 pages 17-18• Teacher’s Book 3 pages 8-9

Teacher’s choice

Coming to Birth chapter 1

Head Start Secondary English • Student’s Book 3 pages 19-20• Teacher’s Book 3 pages 9-10

Portions of the set text

Gender-sensitive language

Choice of words

Intensive reading:Poetry

Intensive reading:Coming to Birth

Stress and intonation

Reading skills:Note taking

4

5

6

7 & 8

1

2

WEE

K 2


Term 1W

EEK

3

• Pictures• Extracts from

prescribed set books• Audio tapes from KIE

• Extracts from readers• Chart

• Anthologies of poems


• Video and audio tapes from KIE

• Audio tapes from KIE• Anthologies of poems• Charts





87 NOT FOR SALE


Reading

Speaking

Grammar

Writing

Reading

Comprehension

Public talk:‘If I were president for a day’

Pronouns and case

Recurrent words

Intensive reading:Coming to Birthchapter 1

The learner should be able to:• answer questions on passage.• use new words correctly.

The learner should be able to use verbal and non-verbal cues to present a 3-minute speech on the topic, ‘If I were president for a day’ effectively.

The learner should be able to use pronouns correctly.

The learner should be able to demonstrate the ability to use recurrent words appropriately.

The learner should be able to read analytically and identify themes, style and character traits.

• Silent reading• Note making• Discussion

• Role-play• Speaking• Listening• Note taking

• Reading• Listening• Writing

• Reading• Discussion• Writing

• Listening• Discussion• Presentation• Reading


Head Start Secondary English • Student’s Book 3 page 23• Teacher’s Book 3 page 12



Coming to Birth

3

4

5

6

7 & 8

WEE

K 3


Term 1



• Dictionary

• Audio tapes• Chart• Pictures

• Pictures• Extracts from

prescribed set books• Audio tapes from KIE

• Extracts from prescribed literature books

• Charts

• Prescribed set book• Video and audio

tapes from KIE

88





NOT FOR SALE


List of suitable wordsHead Start Secondary English • Student’s Book 3 page 27• Teacher’s Book 3 page 16

Head Start Secondary English • Student’s Book 3 pages 28-29 • Teacher’s Book 3 pages 16-17

Head Start Secondary English • Student’s Book 3 page 29 • Teacher’s Book 3 page 17

Head Start Secondary English • Student’s Book 3 pages 30-32 • Teacher’s Book 3 pages 17-19

Speaking

Writing


Reading

Reading

Close shave

Imaginative composition:‘My hobby’

Discussion:Media

Reading skills:Critical reading

Comprehension

The learner should be able to present arguments that demonstrate critical thinking.

The learner should be able to write an imaginative composition ‘My hobby’ using recurrent words.

The learner should be able to demonstrate ability to use discussion as an important life skill.

The learner should be able to explain critical reading and use it in reading their literature set books.

The learner should be able to:• answer set questions.• use new words correctly.

• Discussion• Listening

• Making words list• Discussion• Writing

• Discussion• Writing• Presentation

• Discussions• Reading• Writing


1

2

3

4

5


Term 1W

EEK

4


• Readers• Charts• Pictures

• Readers• Chart on the process

of discussion




• Dictionary




89 NOT FOR SALE


Reading

Reading

Grammar

Writing

Speaking

Reading

Intensive reading: Poetry


Demonstrative pronouns

Punctuation:Colon and semicolon

Close shave

Comprehension:Describing feelings

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

The learner should be able to critically read and analyze plot, characters, themes and style in chapter 2 of the novel, Coming to Birth.

The learner should be able to use demonstrative pronouns correctly.

The learner should demonstrate the ability to use the two punctuation marks correctly.

The learner should be able to tell similar stories to that of Naliaka.

The learner should be able to correctly use own words to describe feelings in given situations.

• Recitation• Dramatization• Listening• Writing• Discussion

• Reading• Listening• Dramatization• Note making


• Reading• Writing• Speaking• Listening

• Reading• Listening• Speaking

• Reading• Listening• Discussing• Writing

Teacher’s choice

Coming to BirthSuitable charts, posters


Samples of textsHead Start Secondary English • Student’s Book 3 page 34• Teacher’s Book 3 page 19


Sample paragraphs

6

7 & 8

1

2

3

4

WEE

K 5


Term 1W

EEK

4


• Prescribed set books• Video and audio tapes

from KIE


• Pictures• Audio tapes from KIE


• Charts

• Readers

• Dictionary• Readers

90





NOT FOR SALE

WEE

K 5


Term 1

5

6

7 & 8

1

2

3

Reading

Reading

Reading


Reading

Reading

Reading skills:Note making(The Budget)



Stress and rhythm in poetry

Reading skills:Inference

Comprehension

The learner should be able to read extensively and make notes on topic.

The learner should be able to critically analyze issues raised, themes and style in the given poem.

The learner should be able to critically analyze plot, character, themes and style in the novel.

The learner should be able to explain how rhythm is created in poetry.

The learner should be able to make inference from the literary texts being studied.

The learner should be able to answer vocabulary and comprehension questions correctly.

• Reading• Note making• Discussion• Presentation

• Reading• Reciting• Discussion• Writing

• Reading• Dramatization• Discussion• Note making

• Reciting• Reading aloud• Discussion



Newspaper extracts

Teachers’ choice

Coming to Birth




WEE

K 6



• Prescribed set book• Video and audio tapes

from KIE

• Audio tapes from KIE• Anthologies of poems

• Extracts from literature set books

• Chart



• Dictionary




91 NOT FOR SALE

For use with Head Start Secondary EnglishW

EEK

7


Term 1

4

5

6

7 & 8

1

2

Grammar

Writing

Reading

Reading


Reading

Transitive and intransitive verbs

Punctuation:Parenthesis and dash

Intensive reading:Poetry:I refuse to take your brotherly hand by H. Barlow


DramatizationHIV/AIDS test

Reading skills:Facts and opinions

The learner should be able to use transitive verbs correctly.

The learner should be able to use the parenthesis and dash correctly in writing.

Students will be able to critically analyze issues raised, style and themes in the poem.


The learner should be able to dramatize a given text.

The learner should be able to distinguish facts from opinions by analyzing evidence.

• Discussion• Reading• Writing• Listening

• Reading• Writing• Speaking• Listening

• Reciting• Reading• Speaking• Listening

• Discussion• Role-play• Dramatization• Writing

• Dramatization• Reading• Discussion• Listening

• Reading• Writing• Listening• Discussion


Head Start Secondary English • Student’s Book pages 44-45• Teacher’s Book 3 page 23

Poems from East Africa by Cook and Rubadiri

Coming to Birth



• Extracts from set books

• Dictionary• Audio tapes from KIE


• Chart

• Anthologies of poems for further reading

• Prescribed set book• Audio and videotapes

from KIE

• Readers• Pictures

• Extract from set books

• Chart

WEE

K 6

92





NOT FOR SALE

WEE

K 7


Term 1

3

4

5

6

7 & 8

Reading

Speaking

Grammar

Writing

Reading

Comprehension

Discussion

Transitive and intransitive verbs

Reminders


The learner should be able to answer comprehension questions and use vocabulary correctly.

The learner should be able to express his/her views on the issue of caring for people living with HIV/AIDS.

The learner should be able to use intransitive and transitive verbs correctly.

The learner should be able to write reminders correctly.



• Speaking• Listening• Writing

• Discussion• Listening• Writing

• Discussion• Role-play• Dramatization• Note making




Head Start Secondary English• Student’s Book 3 pages 52-53• Teacher’s Book 3 page 29

Coming to Birth


• Dictionary• Chart on

comprehension skills

• Chart on discussion procedure

• Pictures


• Dictionary• Audio tapes from KIE

• Reminders


from KIE




93 NOT FOR SALE


EEK

8


Term 1

1

2

3

4

5


Reading

Reading

Grammar

Writing

The learner should be able to state the features of a dilemma story.

The learner should be able to identify the writer’s tone and attitude through choice of words and expression.

The learner should be able to identify features of dilemma narratives.

The learner should be able to use phrasal verbs correctly.

The learner should be able to write a personal journal and explain the importance of keeping one.

• Discussion• Writing• Reporting• Note taking• Field work

• Listening• Speaking• Reading• Writing

• Narration• Discussion• Speaking• Listening

• Listening• Writing• Reading• Marking

• Discussions• Listening• Reading• Writing

Head Start Secondary English • Student’s Book 3 page 55• Teacher’s Book 3 pages 29-30





Dilemmanarratives

Writer’s tone and attitude

Dilemma narratives

Phrasal verbs: Particles

Personal journals

• Oral literature readers

• Audio tapes• Reasource person


• Resource person• Audio tapes from KIE• Oral literature

readers


• Dictionary of phrasal verbs


• Extracts of personal journals

• Charts

94





NOT FOR SALE

WEE

K 8

6

7 & 8

1

2

3

4

Speaking

Reading


Writing

Reading

Reading

Debate‘The Smoking ban’

Intensive reading:Coming to Birth chapter 4

Persuasive speech

Persuasive speech

Reading skills:Interpretive reading

Comprehension

Students will be able to read extensively and present arguments for or against the smoking ban

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

The learner should be able to identify features of a good speech and use them.

The learner should be able to write short speeches and present them to the class.

The learner should use interpretive reading through intonations and rhythms that portray intended meaning.

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

• Reading• Note making• Presentation• Discussion

• Reading• Role-play• Dramatization• Note making

• Discussion• Reading• Listening

• Reading• Listening• Speaking• Writing


• Reading aloud• Discussion• Writing

Extracts from the local newspapers

Coming to Birth


Extracts of good speeches, e.g. Martin Luther King’s – ‘I have a dream’


Head Start Secondary English • Student’s Book 3 pages 64-66

WEE

K 9

• Readers

• Literature set book• Video and audio

tapes from KIE

• Audio tapes• Readers

• Extracts from readers• Charts


• Charts


• Charts on comprehension skills

• Dictionary


Term 1




95 NOT FOR SALE


EEK

9


Term 1

5

6

7 & 8

1

2

Grammar

Writing

Reading

Speaking

Reading

Phrasal verbs:Idiomatic expressions

Notes of thanks, congratulations and condolence

Intensive reading:Coming to birth:chapter 4

Debate:‘Domestic violence’

Intensive reading:Character and characterization

The learner should be able to use phrasal verbs correctly.

The learner should be able to write their own notes covering the three areas.

The learner should be able to evaluate the plot, characters, style and themes in the novel.

The learner should be able to speak for or against the motion.

The learner should be able to analyze characters in literary texts.

• Discussion• Listening• Speaking• Writing

• Discussion• Note taking• Reading

• Reading• Discussion• Writing• Dramatization

• Discussion• Writing • Speaking

• Discussion• Reading• Writing


Head Start Secondary English • Student’s Book 3 pages 69-70• Teacher’s Book 3 page 36• Actual notes

Coming to Birth

Head Start Secondary English• Students Book 3 pages 64-65• Teacher’s Book 3 page 37


WEE

K 1

0

• Dictionary of phrasal verbs



• Notes of thanks, congratulations and condolence

• Charts


tapes from KIE

• Readers• Chart on process of

debating



96





NOT FOR SALE

WEE

K 1

0


Term 1

3

4

5

6

7 & 8


Reading

Grammar

Writing

Reading

End of term Assessment

Dilemma narrative

Comprehension

Pronouns:Gender sensitive wordsTransitive and intransitive verbs

Imaginative compositions:‘… As I watched the vehicle ….’

Intensive reading:Context questions

P1 ListeningP2 ReadingP3 Writing

The learner should be able to identify and explain features of a dilemma narrative.

The learner should be able to answer questions on the given passage and use vocabulary appropriately.

The learner should be able to answer set questions on the areas of grammar covered.

The learner should use the skills learned to write a story ending with the given words.

The learner should be able to answer context questions on set book.

The learner should be able to answer set questions in the three papers.

• Listening• Speaking• Writing • Field work

• Silent reading• Writing• Marking

• Reading• Writing• Marking

• Writing

• Reading silently• Writing

• Writing


Head Start Secondary English • Student’s Book 3 page 73• Teachers’ Book 3 page 39

Head Start Secondary English • Student’s Book 3 pages 75-76• Teachers’ Book 3 page 40


Coming to Birth

Internal end-of-term exams

WEE

K 1

1 &

12

• Oral literature readers• Resourse persons• Audio tapes






• Pictures

• Prescribed literature set book

• Textbooks




97 NOT FOR SALE


EEK

1

1

2

3

4

5


Reading

Reading

Reading

Writing

Role-play HIV/AIDS

Reading skills: Study reading

Reading skills:Close reading

Comprehension

Great leaders

The learner should be able to use hospital register as well as facial expressions and gestures appropriately.

The learner should be able to undertake a study and report on symptoms of HIV/AIDS and how voluntary testing and counselling are undertaken.

The learner should be able to identify the author’s intention in a literary text from the tone, mood and imagery.

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

The learner should be able to make notes on what makes a good leader and orally present them to the class.

• Group work• Role-play• Listening• Speaking


• Reading• Listening• Speaking


• Discussion• Note taking• Oral presentation

Head Start Secondary English • Student’s Book 3 page 77• Teacher’s Book 3

page 41

School libraryNewspapersJournals, etc

Coming to Birth


Picture of leadersHead Start Secondary English • Student’s Book 3 page 78• Teacher’s Book 3

page 42

English Form Three Schemes of Work: Term Two

• Audio tapes• Readers

• Readers• Charts• Posters

• Readers• Charts• Prescribed set books




• Chart on making notes

98





NOT FOR SALE

WEE

K 1

WEE

K 2


Term 2

6

7 & 8

1

2

3

4

Reading

Reading

Grammar

Writing

Reading


Wordpower


The infinitive

Telegraphs

Intensive reading:Tone and attitude in poetry

Rhythm in poetry

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

The learner should be able to analyze plot, themes, characters and style in the text.

The learner should be able to use the infinitive correctly in given exercises.

The learner should be able to use their summary and note taking skills to write telegraphs.

The learner should be able to:• answer questions on the poem.• analyze tone and attitude.

The learner should be able to identify rhythm in poetry and explain how it is achieved.


• Reading• Dramatization• Role-play• Writing• Discussion

• Speaking• Listening• Reading• Writing


• Expressive reading• Discussion• Writing

• Silent reading• Loud reading• Group discussion• Group reports


page 42

Coming to Birth


Actual telegramsHead Start Secondary English • Student’s Book 3 page 82• Teacher’s Book 3 page 45

Teacher’s choice


• Dictionary• Flash cards

• Prescribed set book• Audio and videotapes

from KIE

• Extracts from readers• Audio tapes from KIE

• Telegraphs• Chart

• Anthologies of poems• Audio tapes





99 NOT FOR SALE


EEK

2W

EEK

3

5

6

7 & 8

1

2

3

Reading

Reading

Reading


Grammar

Writing

Intensive reading:Recognizing tone and attitude(The Negro)

Comprehension: The Negro


Debate:(Mixed marriages)

The participle

Letters of application

The learner should be able to identify tone and attitude in a given poem.

The learner should be able to answer questions on the poem and analyze theme, style and issues raised.

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

The learner should be able to argue for or against mixed marriages.

The learner should be able to use the participle correctly in sentences.

The learner should be able to write a letter of application correctly.

• Reading aloud• Discussion


• Role-play• Dramatization• Discussion• Writing

• Debate• Discussion• Writing


• Reading• Writing

Copies of ‘The Negro’Head Start Secondary English • Student’s Book 3 page 86• Teacher’s Book 3 page 46


Coming to Birth

Students’ resources




Term 2







• Chart on process of debating

• Readers

• Extracts from readers• Pictures• Audio tapes from KIE

• Letters• Chart

100





NOT FOR SALE

WEE

K 3

4

5

6

7 & 8

1

Reading


Reading

Reading


Intensive reading: The characteristics of verse

Hot seating

Comprehension


Debate:Freedom of Press

The learner should be able to discuss the four characteristics of poetry.

The learner should be able to display their listening, speaking, discussion and critical thinking skills

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

The learner should be able to analyze plot, themes and style in the novel.

The learner should be able to argue for or against writers ridiculing government


• Group work• Discussion• Listening


• Reading• Role-play• Dramatization• Note making

• Debating• Listening• Writing



A Whispers story(newspaper cutting)Head Start Secondary English • Student’s Book 3 page 93• Teacher’s Book 3 page 50

Coming to Birth

Students’ own resources

WEE

K 4


Term 2

• Anthologies of poems• Audio tapes from KIE

• Chart• Readers





tapes from KIE

• Readers• Chart on debating

procedure




101 NOT FOR SALE


EEK

4

2

3

4

5

6

Grammar

Writing

Speaking


Reading

Adjectives quantifiers

Writing aSynopsis

Discussion:Illicit brew

Giving and receiving instructions

Intensive reading:Characterization

The learner should be able to correctly use quantities in the given exercises.

The learner should be able to write a synopsis on one of the literature set books they are studying.

The learner should be able to discuss the dangers of drinking alcohol.

The learner should be able to give instructions in given situations.

The learner should be able to discuss the character of:• Meja.• His boss.

• Explanation• Reading• Listening• Writing

• Reading• Discussion• Listening• Note taking

• Narration• Group work• Reporting• Reading

• Discussion• Reading• Speaking

• Reading• Role-play• Discussion• Writing



Newspaper cuttingsHead Start Secondary English • Student’s Book 3 page 99• Teacher’s Book 3 page 52




Term 2

• Extracts for readers• Pictures• Flash cards• Audio tapes from KIE


• Synopsis• Newspapers• Magazines


• Readers• Newspapers• Magazines

• Set of instructions• Readers• Magazines• Newspapers


• Readers• Audio tapes from KIE

102





NOT FOR SALE

WEE

K 5

7 & 8

1

2

3

4

Reading

Reading

Grammar

Writing



Comprehension

Attributive and predicative adjectives

Reports

Poetry dramatization

The learner should be able to analyze plot, character, themes and style in the novel.

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

The learner should be able to use attribute and predicative adjectives correctly.

The learner should be able to write a report correctly.

The learner should demonstrate understanding of the poem and dramatize it.

• Listening• Discussion• Dramatization• Making notes


• Reading• Speaking• Reading• Writing


• Silent reading• Loud reading• Discussion• Dramatization

Coming to Birth





WEE

K 4


Term 2


tapes from KIE






• Reports• Magazines• Journals

• Anthologies of poems• Charts• Videotapes from KIE




103 NOT FOR SALE


EEK

5

Reading

Reading

Reading


Grammar

Writing

Comprehension

Wordpower

Summary and commentary

Discussion:Computers

Functions of adverbs

Argumentative essay

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

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

The learner should be able to write a summary of chapter 7 of Coming to Birth.

The learner should be able to participate effectively in a discussion on how to protect school computers from viruses.

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

The learner should be able to write an argumentative essay based on the prescribed set books.



• Discussion• Presentation• Writing• Listening

• Reading• Explanation• Listening• Writing

• Discussion• Writing• Listening• Reading



Coming to Birth




5

6

7 & 8

1

2

3

WEE

K 6


Term 2




• Chart on summary writing guidelines

• Prescribed set books

• Chart on how to hold a discussion

• Newspapers• Magazines



• Prescribed set books• Audio tapes from KIE

104





NOT FOR SALE

WEE

K 6

Alliteration in poetry

Comprehension

Wordpower

Intensive reading:Drama:Introduction to the play

Formation of adverbs

Argumentative essay

The learner should be able to explain the effect of alliteration in poetry.

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

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

The learner should be able to list characteristics of the play and give the background to the writing.

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

The learner should be able to write an argumentative essay based on a given topic.

• Reading aloud• Listening• Speaking• Writing






Audio tapes



The Merchant of Venice



4

5

6

7 & 8

1

2


Reading

Reading

Reading

Grammar

Writing

WEE

K 7


Term 2

• Audio tapes• Anthologies of poems




• Model of stage• Prescribed literature

set books



• Prescribed set books• Audio tapes from KIE




105 NOT FOR SALE







3

4

5

6

7 & 8


Reading

Reading

Grammar

Reading:

Assonance in poetry

Comprehension

Wordpower

• Prepositions• Adverbs• Connectors

Intensive reading:The Merchant of VeniceAct 1 Scene 1

The learner should be able to explain the meaning and use of assonance in poetry.

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

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

The learner should be able to answer using prepositions, adverbs and connectors correctly.

The learner should be able to analyze plot, characters, themes and style in the play.

• Group work• Reading aloud• Speaking




• Dramatizing• Reading• Discussion• Note taking

WEE

K 7


Term 2

• Audio tapes• Anthologies of poems


• Charts on comprehension skills

• Dictionary• Flash cards• Pictures

• Extracts from readers• Audio tapes from KIE• Pictures

• Prescribed set books• Audio and videotapes

from KIE

106





NOT FOR SALE


VideotapeHead Start Secondary English • Student’s Book 3 pages 131-132• Teacher’s Book 3 pages 69-70




1

2

3

4

5

Writing


Reading

Reading

Grammar

Imaginative composition

Soliloquy

Comprehension

Wordpower

Correlative conjunctions either … or; neither… nor

The learner should be able to write imaginatively on a given topic.

The learner should be able to define ‘soliloquy’ and its importance in drama.

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

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

The learner should be able to use correlative conjunctions correctly.


• Listening• Watching• Skit• Explanation• Writing• Dramatization




WEE

K 8


Term 2

• Readers• Magazines• Newspapers





• Flash cards• Extracts from

literature set books• Audio tapes from KIE




107 NOT FOR SALE




Sample passages on handouts

‘I have a dream’ by Martin Luther King or any other suitable sample

Teacher’s resources

Library resources

Studying Oral Literature by Okumba Miruka

Sample narratives

6

7 & 8

1

2

3

4

5

6

Writing

Reading

Writing


Writing



Reading

Imaginative composition

Intensive reading:The Merchant of VeniceAct 1 Scene II

Summary writing

Speeches

Paragraphs

Speeches:HIV/AIDS

Aetiological narratives


The learner should be able to write imaginatively on a given topic.

The learner should be able to analyze plot, characters, themes and style of the play.

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

The learner should be able to list qualities of a powerful speech.

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

The learner should be able to make a speech on how people living with HIV/AIDS should be treated.

The learner should be able to explain what aetiological stories are.

The learner should be able to answer questions on aetiological narratives correctly.


• Dramatization• Reading• Writing• Listening

• Reading• Note making• Writing


• Reading• Listening• Writing


• Listening• Speaking• Narrating• Field work

• Reading• Discussion• Speaking• Writing

WEE

K 8

WEE

K 9


Term 2

• Readers• Newspapers• Magazines• Journals

• Prescribed set books• Video and audio

tapes from KIE

• Chart on how to write a summary

• Literature set books

• Audio tapes• Readers• Magazines



• Audio tapes• Newspapers• Magazines


• Resource person• Audio tapes

• Oral literature readers for further reading

108





NOT FOR SALE


Audio tapesHead Start Secondary English • Student’s Book 3 page 139• Teacher’s Book 3 pages 73-75




7 & 8

1

2

3

4

Reading


Reading

Grammar

Writing

Intensive reading:The Merchant of VeniceAct 1 Scene III

Aetiological stories

Comprehension

Rewriting sentences• Adverbs• Infinitives

versus conjunctions

Reports

The learner should be able to analyze the plot, characters, themes, and style in the play.

The learner should be able to discuss features of aetiological stories.

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

The learner should be able to rewrite sentences using adverbs, infinitives and conjunctions correctly.

The learner should be able to write reports as instructed.

• Dramatization• Role-play• Reading• Listening• Writing

• Reading• Narrating• Discussion




WEE

K 9

WEE

K 1

0


Term 2


tapes from KIE

• Audio tapes• Oral literature

readers






• Reports• Readers• Newspapers• Magazines




109 NOT FOR SALE



Suitable extract from newspapers, journals, etc


WEE

K 1

0


Term 2

5

6

7 & 8

Writing

Writing

Reading

Argumentative essays

Summary writing: pollution

Intensive reading:The Merchant of VeniceAct 2Scene 1Scene IIScene III

The learner should be able to write arguing for or against a given topic.

The learner should be able to write a summary as instructed.

The learner should be able to analyze themes, style, character and plot of the play.


• Reading• Note taking• Summary writing

• Dramatization• Reading• Discussion• Note making

WEE

K 1

1, 1

2, 1

3

REVISION AND ASSESSMENT OF PAPER 1, 2 AND 3



• Chart on summary writing procedures



110





NOT FOR SALE






Teacher’s choice

1

2

3

4

5

6


Reading

Reading


Grammar

Reading

Aetiological stories

Comprehension

Wordpower


Correlative conjunctions


The learner should demonstrate good narration skills and creative thinking.

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

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

The learner should be able to state the differences and similarities between tales from different communities presented in the class.

The learner should be able to use correlative conjunctions correctly.

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

• Discussion• Narration• Role-play• Field work



• Narration• Discussion• Writing


• Recitation• Dramatization• Discussion• Writing

WEE

K 1

English Form Three Schemes of Work: Term Three


• Audio tapes• Resource person





• Audio tapes



• Anthologies of poetry




111 NOT FOR SALE








7 & 8

1

2

3

4

5

Reading


Writing


Reading

Reading

Intensive reading:The Merchant of VeniceAct 2Scene IVScene VScene VI

Debate:Motion based on set book

Short stories

Myths and aetiological stories

Comprehension

Wordpower

The learner should be able to critically analyze plot, characters, themes and style in the play.

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

The learner should be able to write a short story as instructed.

The learner should be able to distinguish between myths and aetiological stories.

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

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

• Dramatization• Discussion• Writing

• Discussion• Debating• Listening

• Discussion• Listening• Reading• Writing

• Narration• Listening• Speaking



WEE

K 1

WEE

K 2


Term 3


from KIE


• Anthologies of short stories


• Audio tapes• Resource person




112





NOT FOR SALE



Introduction to East African Poetry


Audio tapes (KIE)


6

7 & 8

1

2

3

4

Grammar

Reading

Reading

Writing


Reading

Prepositional and adjectival phrases

Intensive readingThe Merchant of VeniceAct 2Scene VIIScene VIIIScene IX

Intensive reading:Poetry (Irony) ‘They ran out of mud’

Short stories

Poetry recitation and close reading

Comprehension

The learner should be able to use prepositional and adjectival phrases correctly.

The learner should be able to analyze plot, characters, themes and style in the play.

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

The learner should be able to write a short story as instructed.

The learner should be able to:• recite a poem.• analyze themes and mood in a

poem.

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

• Listening• Reading• Speaking• Writing

• Dramatization• Discussion• Note making• Listening



• Group discussion• Silent reading• Recital

• Reading aloud• Silent reading• Writing• Discussion

WEE

K 2


Term 3W

EEK

3





• Anthologies of poems for further reading


• Anthologies of short stories

• Anthologies of poems• Videotapes on music

festivals elocution






113 NOT FOR SALE



Newspaper extractsHead Start Secondary English • Student’s Book 3 page 162• Teacher’s Book 3 page 87


Sample letters


5

6

7 & 8

1

2

Reading


Reading

Writing

Grammar

Wordpower

Impromptu speeches:Conflict

Intensive reading:The Merchant of VeniceAct 3Scene IScene II

Informal letters

Conditional clauses


The learner should be able to make an impromptu speech on conflicts and ways of resolving them.

The learner should will be able to critically analyze plot, characters, themes and style in the play.

The learner should be able to write informal letters correctly.

The learner should be able to use conditional clauses correctly.


• Speaking • Listening• Writing

• Dramatization• Discussion• Note making• Listening

• Reading aloud• Discussion• Writing• Listening


WEE

K 3


Term 3W

EEK

4


• Audio tapes• Newspapers• Magazines• Readers



• Letters• Readers

• Extracts from readers• Audio tapes from KIE

114





NOT FOR SALE

3

4

5

6

7 & 8

Writing


Reading

Reading

Reading

Play

Speech making

Comprehension

Wordpower

Intensive reading:The Merchant of VeniceAct 3Scene IIIScene IVScene V

The learner should be able to tell the difference between a play and a novel and write a play as instructed.

The learner should be able to make a speech as instructed.

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

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

The learner should be able to critically analyze plot, character, themes and style in the play.


• Role-play• Presentations of

speeches• Writing• Discussion



• Dramatization• Reading• Discussion• Listening





page 90


WEE

K 4


Term 3



• Audio and videotapes• Readers• Newspapers• Magazines





tapes from KIE




115 NOT FOR SALE


1

2

3

4

5

6

Writing

Grammar

Writing



Reading

Speeches

Adjectival clauses

Play

Debate:The mobile phone

Personification in poetry

Comprehension

The learner should be able to write and present short speeches as instructed.

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

The learner should be able to write a play script as instructed.

The learner should be able to argue for or against use of mobile phones in the community.

The learner should be able to define and explain the use of personification in poetry.

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

• Reading • Making speeches• Listening




• Listening• Writing• Reading• Discussion


Sample speechesMiscellaneous collection





Head Start Secondary English • Student’s Book 3 pages 177-178• Teacher’s Book 3

page 95

WEE

K 5


Term 3





• Chart on debating procedure

• Readers• Newspapers• Magazines


• Audio tapes



116





NOT FOR SALE

7 & 8

1

2

3

4

Reading


Reading

Grammar

Writing

Intensive reading:The Merchant of VeniceAct 4Scene IScene II

Public talk:Benefits of sports

Wordpower

Noun clauses

Notification of meeting


The learner should be able to present a public talk on the given topic.


The learner should be able to use noun clauses correctly.

The learner should be able to write a notification of meeting using the correct style and format.

• Reading• Dramatization• Discussion• Writing

• Discussion• Presentation• Writing• Listening



• Discussion• Writing• Reading


Newspaper articlesStudent’s own



Sample of noticeHead Start Secondary English • Student’s Book 3 page 182• Teacher’s Book 3 page 97

WEE

K 5

WEE

K 6


Term 3


tapes from KIE


• Dictionary• Flash cards• Chart



• Actual notification of meeting

• Newspapers




117 NOT FOR SALE


5

6

7 & 8

1

2

3

Speaking


Reading

Writing

Reading

Reading

Close shave

Class discussion

Intensive reading:The Merchant of VeniceAct 5

Expository composition

Comprehension

Wordpower

The learner should be able to narrate stories as instructed.

The learner should be able to:• distinguish between a debate

and a discussion.• conduct discussions on the

given issues.


The learner should be able to write an expository essay.

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

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

• Role-play• Narrating• Listening

• Discussion• Listening• Writing• Presentation

• Dramatization• Reading• Writing

• Discussion• Writing• Reading






Teacher’s choice



WEE

K 6


Term 3W

EEK

7

• Readers


• Audio tapes


• Video and audio tape from KIE

• Readers




118





NOT FOR SALE

4

5

6

7 & 8

1

2


Grammar

Writing

Reading



Let’s talk

Compound, complex and compound complex sentence

Agenda

Intensive reading:Introduction and background to the optional literature set book: novel/play/short stories

Debate:Motion on a set book

Tone in poetry

The learner should be able to list the problems of orphaned children and offer solutions.

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

The learner should be able to write an agenda as instructed.

The learner should be able to explain the background to the novel and its relevance.

The learner should be able to argue for or against the set topic.

The learner should be able to discuss tone in poetry.

• Discussion• Listening• Speaking


• Explanation• Speaking• Listening• Writing

• Discussions• Listening• Writing

• Speaking• Listening• Discussion

• Reading aloud• Dramatization• Discussion• Group work




Homestretch/Shreds of Tenderness/Half a Day and Other Stories

Teacher’s choice


WEE

K 7

WEE

K 8


Term 3

• Readers



• Sample agenda for meeting

• Readers• Newspapers


• Prescribed set books

• Anthology of poems• Audio tapes




119 NOT FOR SALE












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

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

The learner should be able to use direct and indirect speech appropriately.

The learner should be able to write minutes as instructed.

The learner should be able to read the set chapters and analyze plot, themes characters and style

Comprehension

Wordpower

Direct and indirect speech

Minutes

Intensive reading:Homestretch chapters 1 & 2/Shreds of Tenderness/Half a Day and Other Stories

Reading

Reading

Grammar

Writing

Reading

3

4

5

6

7 & 8

WEE

K 8


Term 3


• Chart on comprehesion skills




• Sample minutes• Magazines• Newspapers


• Audio and videotapes from KIE

120





NOT FOR SALE

Samples of letters





• Discussion• Explanation• Listening• Writing

• Pair work• Speaking• Listening




The learner should be able to write letters of complaint

The learner should be able to give clear directions.

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


The learner should be able to use direct and indirect speech correctly.

Formal letters(complaint)

Giving directions

Comprehension

Wordpower

Direct and indirect speech

Writing


Reading

Reading

Grammar

1

2

3

4

5

WEE

K 9


Term 3

• Sample letters• Readers

• Audio tapes• Pictures• Models









121 NOT FOR SALE




Maps





• Reading• Demonstration• Speaking• Listening

• Role-play• Dramatization• Listening• Reading• Writing


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

The learner should be able to read and appreciate literary devices.

The learner should be able to give directions as instructed.

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


Memorandum

Intensive reading:Homestretch chapter 3/Shreds of Tenderness/Half a Day and Other Stories

Giving directions

Comprehension

Wordpower

Writing

Reading


Reading

Reading

6

7 & 8

1

2

3

WEE

K 9

WEE

K 1

0


Term 3

• Sample in memorandum

• Readers• Magazines



• Pictures• Audio tapes




122





NOT FOR SALE

4

5

6

7 & 8

Grammar

Writing


Reading

• Reported speech

• Direct speech• Conditional

clauses• Relative clauses

Memorandum

Debate on set book

Intensive reading:Homestretchchapters 4 & 5/Shreds of Tenderness/Half a Day and Other Stories

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

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

The learner should be able to argue for or against the given motion based on a literature set book.

The learner should be able to discuss plot, style, themes and character.



• Listening• Speaking• Writing




Teacher’s own resources


END OF YEAR EXAMINATIONS

WEE

K 1

1 &

12


Term 3



• Sample memorandum• Readers




WEE

K 1

0

English Schemes F3 Final.indd

Documents

Transcript of English Schemes F3 Final.indd