ENGLISH FORM 3 SCHEMES OF WORK

TERM 1
WEEK LESSON TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/ REFERENCES REMARKS
ACTIVITIES TEACHING
RESOURCES
1 1 LISTENING STRESS By the end of the lesson, the Students reading  Readers  Secondary English
AND learner should be able to: words given in pairs  Pictures Book 3 students
SPEAKING Change roles after book Page 1-2
 Stress the appropriate first reading  Teachers Book page
syllables in words 1-2
 Appreciate the fact that  English dictionary
stress contributes to
meaning
2 STUDY Study reading By the end of the lesson, the  Writing  Demonstra  Secondary English
SKILLS learner should be able to:  Discussion tion of Book 3 students
-Choose the right place and  Reading sitting book Page 2-3
time to study postures.  Teachers guide page
-Develop techniques for  Chalkboard 2
concentration.  posters
-Identify the main points as
well as the supporting
materials.
3/4 READING Comprehension By the end of the lesson, the Reading  Pre-reading  Secondary English
The Miracle of learner should be able to: comprehension active Book 3 students
Adolescence  Read the passage silently  book Page 3-5
 Answer questions on the  ties  Teachers guide page
passage correctly. 2-4
 Show awareness of the
changes that take place
during adolescence.
5/6 GRAMMAR Common ways By the end of the lesson, the  Discussing  Dictionary  Secondary English
of forming nouns learner should be able to: Book 3 students
 Form nouns using common  Writing book Page 5-8
noun-forming suffixes sentences  Teachers guide page
 Use nouns bearing the 4-6
 relevant suffixes in
sentences.
7/8 WRITING SUBSTITUTION By the end of the lesson, the  Discussing Writing  Secondary English
IN WRITING learner should be able to:  Writing Book 3 students
 Write neatly and legibly book Page 8
 Use a variety of sentence
structures and vocabulary  Teachers guide page
 Substitute words for others 7-8
in order to eliminate
clumsiness and repetition.
2 1/2 Intensive By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
reading BLOSSOMS OF learner should be able to:  Discussing the Analysis SAVANNAH By Henry
THE SAVANNAH  Read the text background of DVDs ole Kulet
By Henry ole  Discuss he background of Blossoms of the  Sample  Teacher’s guidebook
Kulet the novel Savannah context
 Discuss the character traits,  Discussing the and essay
themes and style in the character traits, questions
novel themes and style and
 Write notes based on the in BLOSSOMS OF answers
novel THE SAVANNAH
By Henry ole
Kulet


3 LISTENING INTONATION By the end of the lesson, the  Students to work chalkboard  Secondary English
AND learner should be able to: in pairs read Book 3 students
SPEAKING  Use rising intonation given sentences book Page 9-11
correctly as statement and  Teachers guide page
 Use falling intonation as questions 9
correctly
4 STUDY Techniques of By the end of the lesson, the  reading chalkboard  Secondary English
SKILLS pre-reading learner should be able to: Book 3 students
 Survey reading materials book Page 11-12
 Formulate pre-reading  Teachers guide page
questions 10
5/6 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
The bitter learner should be able to: comprehension activities Book 3 students
 forbidden fruit  Read the passage silently  Writing book Page 12-14
 Answer questions on the  Discussion  Teachers guide page
passage correctly.  Reading 11-12
 Infer meaning of the new
words used
 Appreciate the need to
abstain from pre-marital
sex.
7/8 GRAMMAR Gender-sensitive By the end of the lesson, the  Discussing  Dictionary  Secondary English
language learner should be able to: Book 3 students
 Recognize gender biased  Writing book Page 14-16
language sentences  Teachers guide page
 Use gender-sensitive 12-13
language

3 1/2 WRITING Transitional By the end of the lesson, the  Writing chalkboard  Secondary English
words that add learner should be able to:  discussion Book 3 students
information  Write neatly and legibly book Page 16-17
 Recognize transitional  Teachers guide
words used in adding page14-15
information.
 Use transitional words used
in adding information
3/4 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole
Kulet

5 LISTENING Rhythm By the end of the lesson, the  Reciting poems Chalkboard  Secondary English
AND learner should be able to:  chanting Book 3 students
 SPEAKING  Identify features of rhythm Poems on book Page 18-20
in a poem manila  Poems from East
 Appreciate the importance Africa
of using rhythm in poetry.  Demystifying poetry
 Read a poem to bring out
its rhythm.
6 STUDY Concentration By the end of the lesson, the  reading chalkboard  Secondary English
SKILLS techniques in learner should be able to: Book 3 students
reading  Survey through learning book Page 20-21
material  Teachers guide page
 Write pre-reading 18
questions
 Review the material just
read.
7/8 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Restoring learner should be able to: comprehension activities Book 3 students
Integrity in the  Appreciate the importance  book Page 21-24
public service of integrity in the public  Teachers guide page
service 19
 Answer questions on the
passage correctly.
 Infer meaning of the new
words used
4 1/2 GRAMMAR Case in pronouns By the end of the lesson, the  Discussing  Dictionary  Secondary English
learner should be able to:  chalkboard Book 3 students
 Identify pronouns in their  Writing book Page 24-27
various case forms. sentences  Teachers guide page
 Use pronouns correctly in 21
the various case forms.
3/4 WRITING Transitional By the end of the lesson, the  Writing Chalkboard  Secondary English
words that show learner should be able to:  discussion Book 3 students
contrast  Write neatly and legibly book Page 28
 Identify transitional words  Teachers guide page
that show contrast 24-25
 Correctly use the
transitional words that
show contrast
 5/6 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole
Kulet

7 LISTENING Alliteration and By the end of the lesson, the  Writing chalkboard  Secondary English
AND assonance learner should be able to:  Discussion Book 3 students
SPEAKING  Identify alliteration in  Reading book Page 29-31
poetry  Teachers guide page
 Identify assonance in 26-28
poetry
 Explain use of alliteration in
poetry
 Explain the use of
assonance in poetry
8 STUDY Note-making By the end of the lesson, the  Reading chalkboard  Secondary English
SKILLS learner should be able to:  Writing Book 3 students
 Distinguish main points book Page 31-32
from illustrations  Teachers guide page
 Organize the main points to 28
make notes
5 1/2 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Women break learner should be able to: comprehension activities Book 3 students
from shackles of  Appreciate the importance  book Page 32-34
traditions of gender equality  Teachers guide page
 Answer questions on the 29-31
passage correctly.
 Infer meaning of the new
words used
3/4 GRAMMAR demonstratives By the end of the lesson, the  Discussing  Dictionary  Secondary English
 learner should be able to: Book 3 students
 Recognize demonstrative  Writing book Page 34-36
words correctly sentences  Teachers guide page
 Use demonstrative words 31
correctly
 Mark agreement with
demonstrative words
correctly
5/6 WRITING Transitional By the end of the lesson, the  Writing chalkboard  Secondary English
words that show learner should be able to:  discussion Book 3 students
consequences,  Write neatly and legibly book Page 36-37
cause and effect  Identify transitional words  Teachers guide
that show consequences, page33-35
cause and effect.
 Use transitional words that
show consequences
correctly.
7/8 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole
Kulet

6 1 LISTENING Dilemma stories By the end of the lesson, the  Writing chalkboard  Secondary English
AND learner should be able to:  Discussion Book 3 students
SPEAKING   Reading book Page
 Teachers guide pa
2 STUDY Studying a poem By the end of the lesson, the  Writing chalkboard  Secondary English
SKILLS through an learner should be able to:  Discussion Book 3 students
analysis of  Develop an interest in  Reading book Page 40-41
diction reading poetry  Teachers guide pa
  Distinguish among the
different kinds of
vocabulary available to
poets.
 Relate diction to the
meaning of a poem.
3/4 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Citizens role in learner should be able to: comprehension activities Book 3 students
good  Read the passage silently  book Page 43-45
governance  Answer questions on the  Teachers guide page
passage correctly. 39-40
 Infer meaning of the new
words used
5/6 GRAMMAR Transitive and By the end of the lesson, the  Discussing  Dictionary  Secondary English
intransitive learner should be able to: Book 3 students
verbs  Distinguish between  Writing book Page 45-48
transitive and intransitive sentences  Teachers guide page
use of verbs. 4-6
 Construct sentences using
verbs transitively and
intransitively
7/8 WRITING Use of the colon By the end of the lesson, the  Writing chalkboard  Secondary English
and the semi- learner should be able to:  discussion Book 3 students
colon, and  Write neatly and legibly book Page 48-50
writing  Demonstrate mastery in  Teachers guide page
reminders the use of the colon and the 45-46
semicolon.
 Write reminders.
7   
MID-TERM EXAMS
8   

MID-TERM BREAK
9 BLOSSOMS By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
1/2 OF THE learner should be able to:  Discussing the Analysis SAVANNAH By Henry
SAVANNAH  Read the text background of DVDs ole Kulet
By Henry  Discuss the background of the novel  Sample  Teacher’s guidebook
ole Kulet the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel write notes based on in BLOSSOMS OF and
the novel THE SAVANNAH answers
By Henry ole
Kulet

3 LISTENING Features of By the end of the lesson, the  Story-telling  chalkboard  Secondary English
AND dilemma story learner should be able to: Book 3 students
SPEAKING  Discuss the features of a book Page 51-52
dilemma story re-tell a  Teachers guide page
dilemma story 48-49
 Oral literature
4 STUDY Appreciating a By the end of the lesson, the  Reciting poems  Reading  Secondary English
SKILLS poem learner should be able to:  reading  Writing Book 3 students
 Identify the features of a  Discussion book Page 51-52
poem systematically,  Teachers guide page
analyze a poem. 48-49
 Poems from East
Africa
5/6 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
HIV The learner should be able to: comprehension activities Book 3 students
Emotional  Appreciate the emotional  book Page 55-56
Journey experiences of HIV infected  Teachers guide page
persons. 52-53
 Read the passage silently
 Answer questions on the
passage correctly.
 Infer meaning of the new
words used
7/8 GRAMMAR Infinitives By the end of the lesson, the  Discussing  Dictionary  Secondary English
 learner should be able to: Book 3 students
 Recognize infinitive uses of  Writing book Page 56-58
verbs sentences  Teachers guide page
 Construct sentences using 54-55
both the to-infinitive and
the ing-infinitive.

10 1/2 WRITING The use of dash By the end of the lesson, the  Writing Chalkboard  Secondary English
and learner should be able to:  discussion Sample journals Book 3 students
parentheses,  Write neatly and legibly book Page 58-60
and writing  Use the dash and  Teachers guide page
personal parentheses correctly 56-57
journals  Write personal journals.
3/4 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss the background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel write notes based on in BLOSSOMS OF and
the novel THE SAVANNAH answers
By Henry ole
Kulet

5 LISTENING Aetiological By the end of the lesson, the  Writing chalkboard  Secondary English
AND narratives learner should be able to:  Discussion Book 3 students
SPEAKING  Listen and respond to  Reading book Page 61-63
information on etiological  Teachers guide page
narrative. 59
 Explain what an etiological
story is.
6 STUDY Critical reading: By the end of the lesson, the  Writing  Reading  Secondary English
SKILLS looking for learner should be able to:  Discussion  Writing Book 3 students
evidence Read critically by identifying  Reading  Discussion book Page 63-64
evidence  Teachers guide page
Read critically by evaluating 60
 evidence.
7/8 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
“Our rights and learner should be able to: comprehension activities Book 3 students
responsibilities”  Appreciate their rights  book Page 64-66
 Appreciate their  Teachers guide page
responsibilities 62
 Answer questions on the
passage correctly.
 Infer meaning of the new
words used
11 1/2 GRAMMAR Phrasal verbs By the end of the lesson, the  Discussing  Dictionary  Secondary English
and idiomatic learner should be able to: Book 3 students
expressions  Recognize phrasal verbs  Writing book Page 66-69
and idiomatic expressions sentences  Teachers guide page
 Use phrasal verbs and 63-64
idiomatic expressions
correctly
 Appreciate the expressive
value of this forms
3/4 WRITING Thank you and By the end of the lesson, the  Writing Chalkboard  Secondary English
congratulatory learner should be able to:  discussion Sample Book 3 students
messages  Write neatly and legibly messages book Page 69-70
 Write thank you messages of thanks  Teachers guide page
 Write congratulatory 66-67
messages
5/5 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading aloud  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole 
Kulet

 7 LISTENING Features of By the end of the lesson, the  speaking Chalkboard  Secondary English
AND aetiological learner should be able to: Book 3 students
SPEAKING narratives  Role-play in etiological book Page 71-73
narratives  Teachers guide page
 Identify features of 68-69
etiological narratives
8 STUDY Recognize tone By the end of the lesson, the  reciting Chalkboard  Secondary English
SKILLS and attitude learner should be able to: Book 3 students
 Recognize and describe book Page 73-74
tone and attitude in a piece  Teachers guide page
of writing 70-71
12 1/2 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
A slip not a Fall learner should be able to: comprehension activities Book 3 students
 Appreciate the value of  book Page 74-76
education.  Teachers guide page
 Answer questions on the 72-73
passage correctly.
 Learn and use new
vocabulary.
3/4 GRAMMAR Participles By the end of the lesson, the  Discussing  Dictionary  Secondary English
learner should be able to: Book 3 students
 Recognize participles  Writing book Page 76-80
 Distinguish between verbal sentences  Teachers guide page
and adjectival participles 74-76
 Use participles
5/6 WRITING Messages of By the end of the lesson, the  Writing Chalkboard  Secondary English
condolences learner should be able to:  discussion Sample Book 3 students
 Write neatly and legibly condolence book Page80-81
 Appreciate the need to messages  Teachers guide
empathize with others. page76-77
 Write messages of
condolences
7/8 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel Discussing the context
  Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole
Kulet

13 1 LISTENING Giving and By the end of the lesson, the  Writing Chalkboard  Secondary English
AND receiving learner should be able to:  Discussion Book 3 students
SPEAKING instructions   Reading book Page 82-83
 Teachers guide page
79
2 STUDY Distinguish facts By the end of the lesson, the  Writing Chalkboard  Secondary English
SKILLS from opinions learner should be able to:  Discussion Book 3 students
 Develop a critical attitude  Reading book Page 83-84
as they read or listen.  Teachers guide
 Distinguish between a fact pag81-82
and an opinion
3/4 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
The Great learner should be able to: comprehension activities Book 3 students
Revelation  Appreciate the need to pay  book Page 84-86
attention to our spiritual  Teachers guide page
needs. 82-83
 Answer questions on the
passage correctly.
 Infer meaning of the new
words used
5/6 GRAMMAR Quantifiers: few, By the end of the lesson, the  Discussing  Dictionary  Secondary English
a few, little and a learner should be able to: Book 3 students
little.  Use the quantifiers few, a  Writing book Page86-88
few, little and a little. sentences  Teachers guide page
84-85
7/8 WRITING Imaginative By the end of the lesson, the  Writing chalkboard  Secondary English
compositions learner should be able to:  discussion Book 3 students
 Write neatly and legibly book Page 88-89
 Identify the features of an  Teachers guide page
imaginative composition 86-87
  Demonstrate the ability to
create suspense in a story
7/8 INTENSIV BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
E THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
READING By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole
Kulet

   

END OF TERM EXAMS

&
CLOSING

 

TERM TWO
1 1 LISTENING Debating By the end of the lesson, the  discussion Chalkboard  Secondary English
AND learner should be able to: Picture on Book 3 students
SPEAKING  Appreciate the importance students book Page 91-92
of developing debating
book 3  Teachers guide page
skills 89
  Participate in a debate and
observe the conventions of
debating
2 STUDY Reading aloud: By the end of the lesson, the  Reading Chalkboard  Secondary English
SKILLS interpretive learner should be able to:  Written Book 3 students
reading  Explain the meaning of speeches book Page 93-95
interpretative reading  Teachers guide page
 Practice reading poems and 92
passages interpretively
3/4 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Global Warming learner should be able to: comprehension activities Book 3 students
 Read the passage silently  book Page 96-98
 Answer questions on the  Teachers guide page
passage correctly. 94-96
 Infer meaning of the new
words used
5/6 GRAMMAR Attributive and By the end of the lesson, the  Discussing  Dictionary  Secondary English
predicative use learner should be able to: Book 3 students
of adjectives  Distinguish between  Writing book Page 98-100
attributive and predicative sentences  Teachers guide pg
use of adjectives 96-98
 Use adjectives attributively 
and predicatively in their
own writing
7/8 WRITING Telegrams By the end of the lesson, the  Writing Chalkboard  Secondary English
learner should be able to:  discussion Book 3 students
 Write neatly and legibly book Page 100
 Identify main features of  Teachers guide page
telegram 99-100
 Compose an effective
telegram message
2 1/2 POETRY POETRY Discuss poetic features in a  Writing  Understanding
poem  Discussion Poetry by Ezekiel
 Reading Alembi
3/4 INSTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
 Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole
Kulet

5 LISTENING Giving directions By the end of the lesson, the  Discussion Chalkboard  Secondary English
AND learner should be able to: Sketch map Book 3 students
SPEAKING  Appreciate the importance book Page 101
of clear and correct  Teachers guide page
directions 101
 Give clear and correct
directions.
6 STUDY Handling context By the end of the lesson, the  reading Chalkboard  Secondary English
SKILLS questions learner should be able to: Excerpts from Book 3 students
 Place an extract in its novels book Page 101-103
context  Teachers guide page
 Answer context questions 103-105
correctly
7/8 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
The grand learner should be able to: comprehension activities Book 3 students
deception  Read the passage silently  book Page 104-106
 Answer questions on the  Teachers guide page
passage correctly. 105-107
 Infer meaning of the new
words used
3 1/2 GRAMMAR Formation of By the end of the lesson, the  Discussing  Dictionary  Secondary English
adverbs learner should be able to: Book 3 students
 Recognize adverbs  Writing book Page 106-108
 Form and use adverbs in sentences  Teachers guide page
sentences 108-109
3/4 WRITING Letters of By the end of the lesson, the  Writing Chalkboard  Secondary English
application learner should be able to:  discussion Sample letters Book 3 students
 Identify features of a good book Page108-110
 application letter  Teachers guide page
 Write a good a[application 109-110
letter
5/6 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole 
Kulet

7 LISTENING Non-verbal cues By the end of the lesson, the  Writing Chalkboard  Secondary English
AND in learner should be able to:  Discussion Newspaper Book 3 students
SPEAKING communication  Appreciate the need to  Reading cuttings on book Page 111
dress properly
grooming  Teachers guide page
 Recognize aspects of 111
appropriate dressing and
grooming and how these
are related to
communication
8 STUDY Character and By the end of the lesson, the  Writing chalkboard  Secondary English
SKILLS characterization learner should be able to:  Discussion Book 3 students
in literary works  Identify the different ways  Reading book Page 111-113
in which authors reveal  Teachers guide page
their characters 112-113
 Describe a character
correctly
4 1/2 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Why monkeys learner should be able to: comprehension activities Book 3 students
live on trees  Identify etiological  book Page 114-116
narratives  Teachers guide page
 Describe characters in 114-116
aetiological narratives
  Answer questions on the
passage correctly.
 Learn and use new
vocabulary
3/4 GRAMMAR Functions of By the end of the lesson, the  Discussing  Dictionary  Secondary English
adverbs learner should be able to: Book 3 students
 Recognize the functions of  Writing book Page 117-118
adverbs sentences  Teachers guide page
 Use adverbs correctly 116-119
5/6 WRITING Writing reports By the end of the lesson, the  Writing Chalkboard  Secondary English
learner should be able to:  discussion Sample report Book 3 students
 Write a report book Page118-119
 Appreciate the importance  Teachers guide page
of writing reports 119-120
 Explain the different parts
of a report
7/8 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole 
Kulet

5 1 LISTENING Hot-seating By the end of the lesson, the  Speaking chalkboard  Secondary English
AND learner should be able to:  Discussion Book 3 students
SPEAKING -Define hot-seating and set up book Page 120-121
hot-seating sessions  Teachers guide page
-individually impersonate a 121-122
main character in a play, a
novel or short story
Prepare to field questions about
their character and role
2 STUDY How to read the By the end of the lesson, the  Writing Chalkboard  Secondary English
SKILLS short story learner should be able to  Discussion A chart Book 3 students
analyze and appreciate :  Reading book Page 122-124
 The plot of a short story  Teachers guide page
 The characters in a short 122-123
story
 The style of a short story
 The point of view of a short
story
 The themes and experience
of a short story
3/4 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
A precious Gift learner should be able to: comprehension activities Book 3 students
 Read the passage silently   Posters book Page 125
 Appreciate the need not to with  Teachers guide page
discriminate against HIV HIV/AIDS 123-125
infected people informatio
 Appreciate the need to n
empathize with HIV
infected people
 Answer questions on the
passage correctly.
 Infer meaning of the new
words used
5/6 GRAMMAR Differences By the end of the lesson, the  Discussing  Dictionary  Secondary English
among learner should be able to: Book 3 students
prepositions,  Correctly distinguish  Writing book Page 126-128
conjunctions and among prepositions, sentences  Teachers guide page
adverb conjunctions and adverb 125-128
participles participles
 Use prepositions,
conjunctions and adverb
participles correctly.
7/8 WRITING Synopsis of a By the end of the lesson, the  Writing Chalkboard  Secondary English
short story learner should be able to:  discussion Book 3 students
 Define synopsis book Page 128-130
 Write a synopsis of a short  Teachers guide page
 story 128-129
 Write neatly and legibly

6 1 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole 
Kulet

2 LISTENING How to speak in By the end of the lesson, the  Writing chalkboard  Secondary English
AND public learner should be able to:  Discussion Book 3 students
SPEAKING  Develop strategies in  Reading book Page 131-132
managing stage fright  Teachers guide page
 Stand before an audience 130-132
 Face an audience
 Use gestures appropriately
 Deliver an effective public
speech
STUDY How to By the end of the lesson, the  Writing chalkboard  Secondary English
SKILLS participate in learner should be able to:  Discussion Book 3 students
group  Organize themselves for a  Reading book Page 132-134
discussions group discussion  Teachers guide page
 Prepare for group 132-133
discussions
 Participate in group
discussions
3/4 READING Comprehension By the end of the lesson, the  Reading   Secondary English
Ozone learner should be able to:  Pre-reading Book 3 students
 Appreciate the danger activities book Page 134-136
posed by the depletion of  Teachers guide page
the ozone layer 134-135
  Read the passage silently
 Answer questions on the
passage correctly.
 Infer meaning of the new
words used
5/6 GRAMMAR Correlative By the end of the lesson, the  Discussing  Dictionary  Secondary English
conjunctions learner should be able to: Book 3 students
 Recognize correlative  Writing book Page 136-138
conjunctions sentences  Teachers guide page
 Use correlative 135-137
conjunctions correctly
7/8 WRITING Speech By the end of the lesson, the  Writing Chalkboard  Secondary English
learner should be able to:  discussion sample Book 3 students
 Develop an outline for a book Page 138-139
speech  Teachers guide page
 Choose an appropriate way 137-138
of introducing a speech
 Do an appropriate build-up
of a speech
 Choose an appropriate way
of concluding a speech
 Write neatly and legibly

7 1 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole 
Kulet

2 INTENSIVE THE PEARL By By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING John Steinbeck learner should be able to:  Discussing the Analysis SAVANNAH By Henry
  Read the text background of DVDs ole Kulet
 Discuss he background of the novel  Sample  Teacher’s guidebook
the novel Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in THE PEARL and
 Write notes based on the answers
novel 
3 LISTENING Discussion based By the end of the lesson, the  discussion chalkboard  Secondary English
AND on a dilemma learner should be able to: Book 3 students
SPEAKING story  develop awareness of book Page 140
discussion etiquette  Teachers guide page
 Participate in a discussion 139
effective
4 STUDY Improving one’s By the end of the lesson, the  Reading chalkboard  Secondary English
SKILLS Vocabulary learner should be able to: Book 3 students
 Appreciate the need to book Page 140-142
continually build their  Teachers guide page
vocabulary 140
 Identify ways of figuring out  A good English
the meaning of a new word dictionary
 Acquire and use new words
5/6 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
The return learner should be able to: comprehension activities Book 3 students
 Appreciate the resilience of  book Page 143-144
the human spirit  Teachers guide page
 Answer questions on the 142-144
passage correctly.
 Infer meaning of the new
words used
7/8 GRAMMAR Prepositional By the end of the lesson, the  Discussing  Dictionary  Secondary English
phrases learner should be able to: Book 3 students
 Identify prepositional  Writing book Page
phrases sentences  Teachers guide page
 Identify the functions of pp.
 Use prepositional phrases
correctly.

MIDTERM EXAMS
   
8

  
9 MIDTERM BREAK

10 1/2 WRITING Argumentative By the end of the lesson, the  Writing Chalkboard  Secondary English
essays learner should be able to:  discussion sample Book 3 students
 Appreciate the importance book Page 147
of supporting one’s  Teachers guide page
argument with sufficient
evidence.
 Master the components of
an argumentative
composition.
 Write neatly and legibly

3/4 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole 
Kulet

5 LISTENING Role playing By the end of the lesson, the  discussion chalkboard  Secondary English
AND learner should be able to: Book 3 students
SPEAKING  Role play an interview book Page 148-149
 Play an interviewer’s role in  Teachers guide page
gathering information 148-149
 6 STUDY Reading By the end of the lesson, the  Scanning chalkboard  Secondary English
SKILLS newspapers and learner should be able to:  skimming Book 3 students
magazines  Demonstrate familiarity book Page 149-150
with different sections of a  Teachers guide page
newspaper and magazine. 150
 Read the different sections  Newspapers and
of a newspaper or magazines
magazine effectively.
7/8 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Diet in HIV/AIDS learner should be able to: comprehension activities Book 3 students
Management  Appreciate the importance  book Page 150-152
of diet in HIV/AIDs  Teachers guide page
management 151-152
 Answer questions on the
passage correctly.
 Infer meaning of the new
words used
11 1/2 GRAMMAR Adjective By the end of the lesson, the  Discussing  Dictionary  Secondary English
Phrases learner should be able to: Book 3 students
 Recognize adjective phrases  Writing book Page 152-154
 Use adjective phrases in sentences  Teachers guide page
sentences correctly. 152-155
3/4 WRITING Notification of By the end of the lesson, the  Writing Chalkboard  Secondary English
Meetings learner should be able to:  discussion sample Book 3 students
 Appreciate the importance book Page 154-155
of sending our notices of  Teachers guide page
meetings 155
 Write a notice for a
meeting
 Write neatly and legibly
5/6 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
 novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole 
Kulet

7 LISTENING Retelling an By the end of the lesson, the  Narration chalkboard  Secondary English
AND Aetiological learner should be able to: Book 3 students
SPEAKING Story  Use voice/tone variation in book Page 156-157
storytelling  Teachers guide page
 Use gestures in storytelling 156-157
 Use facial expressions in
storytelling
8 STUDY Note-making in By the end of the lesson, the  Writing chalkboard  Secondary English
SKILLS preparation for learner should be able to: Book 3 students
summary writing  Identify the main points in a book Page 157-159
text  Teachers guide page
 Present the points in note 157-158
form.
12 1/2 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Akoko’s Quest learner should be able to: comprehension activities Book 3 students
for Justice  Appreciate Akoko’s and by  book Page 159-161
extension women’s quest  Teachers guide page
for justice. 158-159
 Answer questions on the
passage correctly.
 Learn and use new
vocabulary.
3/4 GRAMMAR Conditional By the end of the lesson, the  Discussing  Dictionary  Secondary English
clauses learner should be able to: Book 3 students
 Recognize conditional  Writing book Page 161-163
clauses. sentences  Teachers guide page
 Use conditional clauses 161-163
correctly
5/6 WRITING Creative story By the end of the lesson, the  Writing Chalkboard  Secondary English
learner should be able to:  discussion sample Book 3 students
 Identify and explain the book Page 163-164
elements of a creative  Teachers guide page
 story. 163-164
 Write a creative story.
 Write neatly and legibly
7/8 INTENSIVE BLOSSOMS OF By the end of the lesson, the  Reading set text  Setbooks  BLOSSOMS OF THE
READING THE SAVANNAH learner should be able to:  Discussing the Analysis SAVANNAH By Henry
By Henry ole  Read the text background of DVDs ole Kulet
Kulet  Discuss he background of the novel  Sample  Teacher’s guidebook
the novel Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the themes and style questions
novel in BLOSSOMS OF and
 Write notes based on the THE SAVANNAH answers
novel By Henry ole 
Kulet

13 1 LISTENING Retelling a By the end of the lesson, the  narration chalkboard  Secondary English
AND dilemma story learner should be able to: Book 3 students
SPEAKING  Listen actively to a reading book Page 165-167
of a story.  Teachers guide page
 Identify the dilemma in the 165
story
 Retell the story in their own
words
2 STUDY summary By the end of the lesson, the  Critical reading chalkboard  Secondary English
SKILLS learner should be able to:  writing Book 3 students
 Pick out the main points in book Page 167-169
a given passage  Teachers guide page
 Summarize the passage by 166-168
reducing it to about a third
of its length
 Write this condensed
version in connected
paragraphs
3/4 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
The technology learner should be able to: comprehension activities Book 3 students
of iris scan  Explain how the technology  book Page 169-171
of iris scan is used to  Teachers guide page
 identify people 168
 Appreciate the merits and
demerits of the technology
 Answer questions on the
passage correctly.
 Infer meaning of the new
words used
5/6 GRAMMAR Adjectival By the end of the lesson, the  Discussing  Dictionary  Secondary English
Clauses learner should be able to: Book 3 students
 Recognize adjectival clauses  Writing book Page 171-172
 Use adjectival clauses in sentences  Teachers guide page
sentences correctly 169-170
7/8 WRITING The Agenda of a By the end of the lesson, the  Writing Chalkboard  Secondary English
Meeting learner should be able to:  discussion sample Book 3 students
 Identify the features of an agendum book Page 172-173
agenda for a meeting  Teachers guide page
 Write neatly and legibly 172
 Prepare an agenda for a
meeting.
 
END OF TERM EXAMS & CLOSING
  

TERM THREE
1 1 INTENSIVE A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
READING By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
 Write notes based on the in A DOLL’S and
play HOUSE answers

2 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
  Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
3 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
4 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
5 LISTENING Using your voice By the end of the lesson, the  speaking chalkboard  Secondary English
AND effectively learner should be able to: Book 3 students
SPEAKING  Project their voices as they book Page 174-175
speak and read  Teachers guide page
 Articulate words distinctly 173
6 STUDY How to write a By the end of the lesson, the  Discussion chalkboard  Secondary English
SKILLS book review learner should be able to:  writing sample Book 3 students
 Appreciate the nature and review book Page 176-177
functions of book reviews  Teachers guide page
174
78 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Medical learner should be able to: comprehension activities Book 3 students
 Innovations  Develop awareness in  book Page 177-179
genetic engineering  Teachers guide page
 Answer questions on the 175
passage correctly.
 Infer meaning of the new
words used
2 1/2 GRAMMAR Noun Clauses By the end of the lesson, the  Discussing  Dictionary  Secondary English
learner should be able to: Book 3 students
 Identify noun clauses  Writing book Page 179-180
 Use noun clauses in sentences  Teachers guide page
sentences correctly 176-178
3/4 WRITING Minutes By the end of the lesson, the  Writing Chalkboard  Secondary English
learner should be able to:  discussion Sample minutes Book 3 students
 Write neatly and legibly book Page 180-183
 Develop the skill of writing  Teachers guide page
minutes 178-179
 Write minutes
3 INTENSIVE A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
READING By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
 Write notes based on the in A DOLL’S and
play answers

4 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
5 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
 By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
6 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
7 LISTENING Delivering a By the end of the lesson, the  Reading -  Secondary English
AND Speech and learner should be able to: Chalkboard Book 3 students
SPEAKING Listening  Listen carefully to a variety -Collected book Page 184-188
Actively of information speeches  Teachers guide page
 Listen actively to the 180
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
8 STUDY Understanding By the end of the lesson, the  Writing chalkboard  Secondary English
SKILLS Exam Language learner should be able to:  Discussion Book 3 students
 Interpret exam instructions  Reading book Page 188-189
more accurately  Teachers guide page
 Analyse exam questions 182
correctly
3 1/2 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Governance learner should be a comprehension activities Book 3 students
ble to:  book Page 189-191
 Identify the general  Teachers guide page
features of good 184-185
governance
 Answer questions on the
passage correctly.
 Learn and use new
vocabulary
3/4 GRAMMAR Compound- By the end of the lesson, the  Discussing  Dictionary  Secondary English
complex learner should be able to: Book 3 students
sentences  Identify a compound-  Writing book Page 191-193
complex sentence sentences  Teachers guide page
 Use compound complex 186-187
sentences correctly
5/6 WRITING The By the end of the lesson, the  Writing Chalkboard  Secondary English
Argumentative learner should be able to:  Discussion sample Book 3 students
Essay  Identify an argumentative book Page 193-194
essay in their reading  Teachers guide page
 Describe the structure of an 187-188
argumentative essay
 Appreciate the style of an
argumentative essay.
 Write neatly and legibly

7 INTENSIVE A DOLL’S HOUSE
READING By Henrik Ibsen
8 A DOLL’S HOUSE
By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
 Write notes based on the in A DOLL’S and
play answers

By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
 By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
4 1 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
2 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
3 LISTENING Non-verbal Cues By the end of the lesson, the  Speaking chalkboard  Secondary English
AND in Listening learner should be able to: Book 3 students
SPEAKING  Interpret non-verbal cues book Page 195
correctly  Teachers guide page
 Use non-verbal cues in 189
active listening
4 STUDY Time By the end of the lesson, the  Discussion chalkboard  Secondary English
SKILLS Management in learner should be able to: Book 3 students
exams  Appreciate the need of time book Page 194-197
management in exams  Teachers guide page
 Manage time in 190
 examinations effectively
5/6 READING Comprehension By the end of the lesson, the  Reading  Pre-reading  Secondary English
Yes Sir, I’m Fine learner should be able to: comprehension activities Book 3 students
 See the need to condemn  book Page 197-199
exploitation in the society  Teachers guide page
 Answer questions on the 191-193
passage correctly.
 Infer meaning of the new
words used
7/8 GRAMMAR Direct and By the end of the lesson, the  Discussing  Dictionary  Secondary English
Indirect Speech learner should be able to: Book 3 students
 Distinguish between direct  Writing book Page 199-203
and indirect speech sentences  Teachers guide page
 Use direct speech correctly 193-195
 Use indirect speech
correctly
5   
MIDTERM EXAMS
6 1/2 WRITING Writing a Play By the end of the lesson, the  Writing Chalkboard  Secondary English
learner should be able to:  discussion sample Book 3 students
 Identify the features of a book Page 203-204
play  Teachers guide page
 Write neatly and legibly 195-196
 Write a skit
3/4 INTENSIVE A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
READING By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers

 5/6 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
7/8 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
7 1/2 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
3/4 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
 Write notes based on the play in A DOLL’S and
answers
5/6 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
7/8 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
8 1/2 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
3/4 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
 answers
5/6 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis  Teacher’s guidebook
 Read the text background of A DVDs Henrik Ibsen
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
7/8 A DOLL’S HOUSE By the end of the lesson, the  Reading set text  Setbooks  A DOLL’S HOUSE By
By Henrik Ibsen learner should be able to:  Discussing the Analysis Henrik Ibsen
 Read the text background of A DVDs  Teacher’s guidebook
 Discuss he background of Doll’s House  Sample
the play  Discussing the context
 Discuss the character traits, character traits, and essay
themes and style in the play themes and style questions
Write notes based on the play in A DOLL’S and
answers
9   

END OF YEAR EXAMS

&
CLOSING