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
Head Start Secondary English• Student’s Book 3 pages 4-6• Teacher’s Book 3
pages 2-3
Head Start Secondary English• Student’s Book 3 pages 6-8• Teacher’s Book 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
• Extracts from prescribed set books
• Chart• Audio tapes from KIE
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
85 NOT FOR SALE
For use with Head Start Secondary English
Speaking
Reading
Listening and speaking
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
Head Start Secondary English • Student’s Book 3 pages 13-14• Teacher’s Book 3 page 7
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
• Supplementary readers for further reading
• Chart on comprehension skills
86
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Grammar
Writing
Reading
Reading
Listening and speaking
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
• Reading• Speaking• Listening• Writing
• Discussion• Recitation• Role-play• Writing
• Reading aloud• Discussion• Note making
• Discussion• Reading• Listening
• Discussion• Reading• Listening• Writing
Head Start Secondary English • Student’s Book 3 pages 15-16• Teacher’s Book 3 page 8
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
English Form 3 Schemes of Work
Term 1W
EEK
3
• Pictures• Extracts from
prescribed set books• Audio tapes from KIE
• Extracts from readers• Chart
• Anthologies of poems
• Prescribed literature set books
• Video and audio tapes from KIE
• Audio tapes from KIE• Anthologies of poems• Charts
• Extracts from prescribed set books
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
87 NOT FOR SALE
For use with Head Start Secondary English
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 pages 21-23• Teacher’s Book 3 page 11
Head Start Secondary English • Student’s Book 3 page 23• Teacher’s Book 3 page 12
Head Start Secondary English • Student’s Book 3 pages 24-25• Teacher’s Book 3 pages 13-15
Head Start Secondary English • Student’s Book 3 page 26• Teacher’s Book 3 page 15
Coming to Birth
3
4
5
6
7 & 8
WEE
K 3
English Form 3 Schemes of Work
Term 1
• Supplementary readers for further reading
• Chart on comprehension skills
• 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
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Head Start Secondary English • Student’s Book 3 page 27• Teacher’s Book 3 page 16
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
Listening and speaking
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
• Reading• Writing• Listening• Speaking
1
2
3
4
5
English Form 3 Schemes of Work
Term 1W
EEK
4
• Supplementary readers for further reading
• Readers• Charts• Pictures
• Readers• Chart on the process
of discussion
• Extracts from prescribed set books
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
89 NOT FOR SALE
For use with Head Start Secondary English
Reading
Reading
Grammar
Writing
Speaking
Reading
Intensive reading: Poetry
Intensive reading:Coming to Birthchapter 2
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• Listening• Speaking
• Reading• Writing• Speaking• Listening
• Reading• Listening• Speaking
• Reading• Listening• Discussing• Writing
Teacher’s choice
Coming to BirthSuitable charts, posters
Head Start Secondary English • Student’s Book 3 page 33• Teacher’s Book 3 page 19
Samples of textsHead Start Secondary English • Student’s Book 3 page 34• Teacher’s Book 3 page 19
Head Start Secondary English • Student’s Book 3 page 35• Teacher’s Book 3 page 20
Sample paragraphs
6
7 & 8
1
2
3
4
WEE
K 5
English Form 3 Schemes of Work
Term 1W
EEK
4
• Anthologies of poems
• Prescribed set books• Video and audio tapes
from KIE
• Extracts from prescribed set books
• Pictures• Audio tapes from KIE
• Extracts from prescribed set books
• Charts
• Readers
• Dictionary• Readers
90
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
WEE
K 5
English Form 3 Schemes of Work
Term 1
5
6
7 & 8
1
2
3
Reading
Reading
Reading
Listening and speaking
Reading
Reading
Reading skills:Note making(The Budget)
Intensive reading:Poetry
Intensive reading:Coming to Birthchapter 2
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
• Reading• Writing• Listening• Speaking
• Reading• Writing• Listening• Speaking
Newspaper extracts
Teachers’ choice
Coming to Birth
Head Start Secondary English • Student’s Book 3 page 36• Teacher’s Book 3 page 20
Head Start Secondary English • Student’s Book 3 page 37• Teacher’s Book 3 page 21
Head Start Secondary English • Student’s Book 3 pages 38-40• Teacher’s Book 3 page 21
WEE
K 6
• Extracts from prescribed set books
• Anthologies of poems
• Prescribed set book• Video and audio tapes
from KIE
• Audio tapes from KIE• Anthologies of poems
• Extracts from literature set books
• Chart
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
91 NOT FOR SALE
For use with Head Start Secondary EnglishW
EEK
7
English Form 3 Schemes of Work
Term 1
4
5
6
7 & 8
1
2
Grammar
Writing
Reading
Reading
Listening and speaking
Reading
Transitive and intransitive verbs
Punctuation:Parenthesis and dash
Intensive reading:Poetry:I refuse to take your brotherly hand by H. Barlow
Intensive reading:Coming to Birthchapter 3
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 critically analyze plot, characters, themes and style in the novel.
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 3 pages 41-43• Teacher’s Book 3 pages 22-23
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
Head Start Secondary English • Student’s Book 3 pages 46-47• Teacher’s Book 3 pages 25-26
Head Start Secondary English • Student’s Book 3 page 47• Teacher’s Book 3 page 26
• Extracts from set books
• Dictionary• Audio tapes from KIE
• Extracts from set books
• 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
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
WEE
K 7
English Form 3 Schemes of Work
Term 1
3
4
5
6
7 & 8
Reading
Speaking
Grammar
Writing
Reading
Comprehension
Discussion
Transitive and intransitive verbs
Reminders
Intensive reading:Coming to Birthchapter 3
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.
The learner should be able to critically analyze plot, characters, themes and style in the novel.
• Reading• Writing• Listening• Speaking
• Speaking• Listening• Writing
• Discussion• Listening• Writing
• Discussion• Role-play• Dramatization• Note making
Head Start Secondary English • Student’s Book 3 pages 47-51• Teacher’s Book 3 pages 26-27
Head Start Secondary English • Student’s Book 3 page 51• Teacher’s Book 3 page 27
Head Start Secondary English • Student’s Book 3 pages 51-52• Teacher’s Book 3 page 28
Head Start Secondary English• Student’s Book 3 pages 52-53• Teacher’s Book 3 page 29
Coming to Birth
• Supplementary readers for further reading
• Dictionary• Chart on
comprehension skills
• Chart on discussion procedure
• Pictures
• Extracts from set books
• Dictionary• Audio tapes from KIE
• Reminders
• Prescribed set book• Video and audio tapes
from KIE
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
93 NOT FOR SALE
For use with Head Start Secondary EnglishW
EEK
8
English Form 3 Schemes of Work
Term 1
1
2
3
4
5
Listening and speaking
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
Head Start Secondary English • Student’s Book 3 pages 55-56• Teacher’s Book 3 page 31
Head Start Secondary English • Student’s Book 3 pages 56-58• Teacher’s Book 3 pages 29-30
Head Start Secondary English • Student’s Book 3 page 59• Teacher’s Book 3 page 32
Head Start Secondary English • Student’s Book 3 pages 60-61• Teacher’s Book 3 pages 32-33
Dilemmanarratives
Writer’s tone and attitude
Dilemma narratives
Phrasal verbs: Particles
Personal journals
• Oral literature readers
• Audio tapes• Reasource person
• Anthologies of poems
• Resource person• Audio tapes from KIE• Oral literature
readers
• Extracts from set books
• Dictionary of phrasal verbs
• Audio tapes from KIE
• Extracts of personal journals
• Charts
94
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
WEE
K 8
6
7 & 8
1
2
3
4
Speaking
Reading
Listening and speaking
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• Listening• Speaking• Writing
• Reading aloud• Discussion• Writing
Extracts from the local newspapers
Coming to Birth
Head Start Secondary English • Student’s Book 3 page 62• Teacher’s Book 3 page 33
Extracts of good speeches, e.g. Martin Luther King’s – ‘I have a dream’
Head Start Secondary English • Student’s Book 3 pages 63-64• Teacher’s Book 3 page 34
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
• Extracts from literature set books
• Charts
• Supplementary readers for further reading
• Charts on comprehension skills
• Dictionary
English Form 3 Schemes of Work
Term 1
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
95 NOT FOR SALE
For use with Head Start Secondary EnglishW
EEK
9
English Form 3 Schemes of Work
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 66-68• Teacher’s Book 3 pages 35-36
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
Head Start Secondary English • Student’s Book 3 pages 71-72• Teacher’s Book 3 page 37
WEE
K 1
0
• Dictionary of phrasal verbs
• Extracts from set books
• Audio tapes from KIE
• Notes of thanks, congratulations and condolence
• Charts
• Prescribed set book• Video and audio
tapes from KIE
• Readers• Chart on process of
debating
• Extracts from literature set books
• Audio tapes from KIE
96
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
WEE
K 1
0
English Form 3 Schemes of Work
Term 1
3
4
5
6
7 & 8
Listening and speaking
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• Teacher’s Book 3 page 37
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
Head Start Secondary English • Student’s Book 3 page 76• Teacher’s Book 3 page 40
Coming to Birth
Internal end-of-term exams
WEE
K 1
1 &
12
• Oral literature readers• Resourse persons• Audio tapes
• Supplementary readers for further reading
• Dictionary• Chart on
comprehension skills
• Extracts from set books
• Pictures• Audio tapes from KIE
• Pictures
• Prescribed literature set book
• Textbooks
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
97 NOT FOR SALE
For use with Head Start Secondary EnglishW
EEK
1
1
2
3
4
5
Listening and speaking
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• Speaking• Listening• Writing
• Reading• Listening• Speaking
• Reading• Listening• Speaking• Writing
• 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
Head Start Secondary English • Student’s Book 3 page 78• Teacher’s Book 3 page 42
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
• Supplementary readers for further reading
• Dictionary• Chart on
comprehension skills
• Chart on making notes
98
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
WEE
K 1
WEE
K 2
English Form 3 Schemes of Work
Term 2
6
7 & 8
1
2
3
4
Reading
Reading
Grammar
Writing
Reading
Listening and speaking
Wordpower
Intensive reading:Coming to Birthchapter 5
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.
• Listening• Speaking• Reading• Writing
• Reading• Dramatization• Role-play• Writing• Discussion
• Speaking• Listening• Reading• Writing
• Speaking• Listening• Reading• Writing
• Expressive reading• Discussion• Writing
• Silent reading• Loud reading• Group discussion• Group reports
Head Start Secondary English • Student’s Book 3 page 80• Teacher’s Book 3
page 42
Coming to Birth
Head Start Secondary English • Student’s Book 3 page 81• Teacher’s Book 3 page 43
Actual telegramsHead Start Secondary English • Student’s Book 3 page 82• Teacher’s Book 3 page 45
Teacher’s choice
Head Start Secondary English • Student’s Book 3 page 84• Teacher’s Book 3 pages 45-46
• 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
• Anthologies of poems• Audio tapes
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
99 NOT FOR SALE
For use with Head Start Secondary EnglishW
EEK
2W
EEK
3
5
6
7 & 8
1
2
3
Reading
Reading
Reading
Listening and speaking
Grammar
Writing
Intensive reading:Recognizing tone and attitude(The Negro)
Comprehension: The Negro
Intensive reading:Coming to Birthchapter 6
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
• Discussion• Listening• Writing
• Role-play• Dramatization• Discussion• Writing
• Debate• Discussion• Writing
• Listening• Speaking• Reading• Writing
• Reading• Writing
Copies of ‘The Negro’Head Start Secondary English • Student’s Book 3 page 86• Teacher’s Book 3 page 46
Head Start Secondary English • Student’s Book 3 pages 85-86• Teacher’s Book 3 page 46
Coming to Birth
Students’ resources
Head Start Secondary English • Student’s Book 3 pages 88-89• Teacher’s Book 3 page 48
Head Start Secondary English • Student’s Book 3 page 90• Teacher’s Book 3 pages 48-49
English Form 3 Schemes of Work
Term 2
• Anthologies of poems• Audio tapes
• Supplementary readers for further reading
• Dictionary• Chart on
comprehension skills
• Prescribed literature set books
• Video and audio tapes from KIE
• Chart on process of debating
• Readers
• Extracts from readers• Pictures• Audio tapes from KIE
• Letters• Chart
100
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
WEE
K 3
4
5
6
7 & 8
1
Reading
Listening and speaking
Reading
Reading
Listening and speaking
Intensive reading: The characteristics of verse
Hot seating
Comprehension
Intensive reading:Coming to Birthchapter 7
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
• Discussion• Reading• Writing
• Group work• Discussion• Listening
• Reading• Listening• Speaking• Writing
• Reading• Role-play• Dramatization• Note making
• Debating• Listening• Writing
Head Start Secondary English • Student’s Book 3 pages 91-92• Teacher’s Book 3 page 49
Head Start Secondary English • Student’s Book 3 pages 93-94• Teacher’s Book 3 page 49
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
English Form 3 Schemes of Work
Term 2
• Anthologies of poems• Audio tapes from KIE
• Chart• Readers
• Supplementary readers for further reading
• Dictionary• Chart on
comprehension skills
• Prescribed set book• Video and audio
tapes from KIE
• Readers• Chart on debating
procedure
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
101 NOT FOR SALE
For use with Head Start Secondary EnglishW
EEK
4
2
3
4
5
6
Grammar
Writing
Speaking
Listening and 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
Head Start Secondary English • Student’s Book 3 page 96• Teacher’s Book 3 page 51
Head Start Secondary English • Student’s Book 3 page 98• Teacher’s Book 3 page 52
Newspaper cuttingsHead Start Secondary English • Student’s Book 3 page 99• Teacher’s Book 3 page 52
Head Start Secondary English • Student’s Book 3 page 100• Teacher’s Book 3 page 53
Head Start Secondary English • Student’s Book 3 page 101• Teacher’s Book 3 page 53
English Form 3 Schemes of Work
Term 2
• Extracts for readers• Pictures• Flash cards• Audio tapes from KIE
• Prescribed literature set books
• Synopsis• Newspapers• Magazines
• Chart on discussion procedure
• Readers• Newspapers• Magazines
• Set of instructions• Readers• Magazines• Newspapers
• Prescribed literature set books
• Readers• Audio tapes from KIE
102
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
WEE
K 5
7 & 8
1
2
3
4
Reading
Reading
Grammar
Writing
Listening and speaking
Intensive reading:Coming to Birthchapter 7
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
• Listening• Speaking• Reading• Writing
• Reading• Speaking• Reading• Writing
• Reading• Discussion• Writing
• Silent reading• Loud reading• Discussion• Dramatization
Coming to Birth
Head Start Secondary English • Student’s Book 3 page 101• Teacher’s Book 3 page 53
Head Start Secondary English • Student’s Book 3 page 101• Teacher’s Book 3 page 53
Head Start Secondary English • Student’s Book 3 page 106• Teacher’s Book 3 page 57
Head Start Secondary English• Student’s Book 3 page 109• Teacher’s Book 3 page 58
WEE
K 4
English Form 3 Schemes of Work
Term 2
• Prescribed set book• Video and audio
tapes from KIE
• Supplementary readers for further reading
• Dictionary• Chart on
comprehension skills
• Extracts from prescribed set books
• Audio tapes from KIE
• Reports• Magazines• Journals
• Anthologies of poems• Charts• Videotapes from KIE
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
103 NOT FOR SALE
For use with Head Start Secondary EnglishW
EEK
5
Reading
Reading
Reading
Listening and speaking
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.
• Reading• Discussion• Listening• Writing
• Reading• Discussion• Listening• Writing
• Discussion• Presentation• Writing• Listening
• Reading• Explanation• Listening• Writing
• Discussion• Writing• Listening• Reading
Head Start Secondary English • Student’s Book 3 page 110• Teacher’s Book 3 page 58
Head Start Secondary English • Student’s Book 3 page 112• Teacher’s Book 3 page 59
Coming to Birth
Head Start Secondary English • Student’s Book 3 page 113• Teacher’s Book 3 page 60
Head Start Secondary English • Student’s Book 3 page 113• Teacher’s Book 3 page 60
Head Start Secondary English • Student’s Book 3 pages 115-116• Teacher’s Book 3 page 61
5
6
7 & 8
1
2
3
WEE
K 6
English Form 3 Schemes of Work
Term 2
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
• Chart on summary writing guidelines
• Prescribed set books
• Chart on how to hold a discussion
• Newspapers• Magazines
• Extracts from prescribed set books
• Audio tapes from KIE
• Prescribed set books• Audio tapes from KIE
104
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
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
• Reading• Discussion• Writing
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
Audio tapes
Head Start Secondary English • Student’s Book 3 pages 118-120• Teacher’s Book 3 page 63
Head Start Secondary English • Student’s Book 3 page 120• Teacher’s Book 3 page 63
The Merchant of Venice
Head Start Secondary English • Student’s Book 3 pages 121-122• Teacher’s Book 3 pages 64-65
Head Start Secondary English • Student’s Book 3 page 123• Teacher’s Book 3 page 65
4
5
6
7 & 8
1
2
Listening and speaking
Reading
Reading
Reading
Grammar
Writing
WEE
K 7
English Form 3 Schemes of Work
Term 2
• Audio tapes• Anthologies of poems
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
• Model of stage• Prescribed literature
set books
• Extracts from literature set books
• Audio tapes from KIE
• Prescribed set books• Audio tapes from KIE
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
105 NOT FOR SALE
For use with Head Start Secondary English
Head Start Secondary English • Student’s Book 3 pages 124-125• Teacher’s Book 3 pages 65-66
Head Start Secondary English • Student’s Book 3 pages 125-127• Teacher’s Book 3 pages 67-68
Head Start Secondary English • Student’s Book 3 page 127• Teacher’s Book 3 page 67
Head Start Secondary English• Student’s Book 3 pages 128-129• Teacher’s Book 3 page 68
The Merchant of Venice
3
4
5
6
7 & 8
Listening and speaking
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
• Listening• Speaking• Reading• Writing
• Reading• Listening• Speaking• Writing
• Reading• Writing• Marking
• Dramatizing• Reading• Discussion• Note taking
WEE
K 7
English Form 3 Schemes of Work
Term 2
• Audio tapes• Anthologies of poems
• Supplementary readers for further reading
• 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
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Head Start Secondary English • Student’s Book 3 pages 129-130• Teacher’s Book 3 page 69
VideotapeHead Start Secondary English • Student’s Book 3 pages 131-132• Teacher’s Book 3 pages 69-70
Head Start Secondary English • Student’s Book 3 pages 132-133• Teacher’s Book 3 pages 70-71
Head Start Secondary English • Student’s Book 3 page 134• Teacher’s Book 3 pages 70-71
Head Start Secondary English • Student’s Book 3 pages 135-136• Teacher’s Book 3 pages 71-72
1
2
3
4
5
Writing
Listening and speaking
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.
• Reading• Writing
• Listening• Watching• Skit• Explanation• Writing• Dramatization
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
WEE
K 8
English Form 3 Schemes of Work
Term 2
• Readers• Magazines• Newspapers
• Prescribed literature set books
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards• Pictures
• Flash cards• Extracts from
literature set books• Audio tapes from KIE
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
107 NOT FOR SALE
For use with Head Start Secondary English
Head Start Secondary English • Student’s Book 3 page 137• Teacher’s Book 3 pages 72-73
The Merchant of Venice
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
Listening and speaking
Writing
Listening and speaking
Listening and speaking
Reading
Imaginative composition
Intensive reading:The Merchant of VeniceAct 1 Scene II
Summary writing
Speeches
Paragraphs
Speeches:HIV/AIDS
Aetiological narratives
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.
• Discussion• Listening• Writing
• Dramatization• Reading• Writing• Listening
• Reading• Note making• Writing
• Discussion• Listening• Writing
• Reading• Listening• Writing
• Speaking• Listening• Writing
• Listening• Speaking• Narrating• Field work
• Reading• Discussion• Speaking• Writing
WEE
K 8
WEE
K 9
English Form 3 Schemes of Work
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
• Extracts from literature set books
• Audio tapes from KIE
• Audio tapes• Newspapers• Magazines
• Oral literature readers
• Resource person• Audio tapes
• Oral literature readers for further reading
108
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
The Merchant of Venice
Audio tapesHead Start Secondary English • Student’s Book 3 page 139• Teacher’s Book 3 pages 73-75
Head Start Secondary English • Student’s Book 3 pages 139-142• Teacher’s Book 3 page 76
Head Start Secondary English • Student’s Book 3 pages 142-143• Teacher’s Book 3 page 76
Head Start Secondary English • Student’s Book 3 page 143• Teacher’s Book 3 page 77
7 & 8
1
2
3
4
Reading
Listening and speaking
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
• Reading• Writing• Marking
• Reading• Writing• Marking
• Reading• Writing• Marking
WEE
K 9
WEE
K 1
0
English Form 3 Schemes of Work
Term 2
• Prescribed set books• Video and audio
tapes from KIE
• Audio tapes• Oral literature
readers
• Supplementary readers for further reading
• Dictionary• Chart on
comprehension skills
• Extracts from literature set books
• Audio tapes from KIE
• Reports• Readers• Newspapers• Magazines
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
109 NOT FOR SALE
For use with Head Start Secondary English
Head Start Secondary English • Student’s Book 3 page 143• Teacher’s Book 3 page 77
Suitable extract from newspapers, journals, etc
The Merchant of Venice
WEE
K 1
0
English Form 3 Schemes of Work
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• Writing• Marking
• 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
• Prescribed literature set books
• Audio tapes from KIE
• Chart on summary writing procedures
• Prescribed literature set books
• Video and audio tapes from KIE
110
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Head Start Secondary English • Student’s Book 3 page 144• Teacher’s Book 3 pages 77-79
Head Start Secondary English • Student’s Book 3 pages 144-146• Teacher’s Book 3 page 79
Head Start Secondary English • Student’s Book 3 page 146• Teacher’s Book 3 page 80
Head Start Secondary English • Student’s Book 3 page 147• Teacher’s Book 3 page 80
Head Start Secondary English • Student’s Book 3 pages 147-149• Teacher’s Book 3 page 81
Teacher’s choice
1
2
3
4
5
6
Listening and speaking
Reading
Reading
Listening and speaking
Grammar
Reading
Aetiological stories
Comprehension
Wordpower
Aetiological narratives
Correlative conjunctions
Intensive reading:Poetry
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
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
• Narration• Discussion• Writing
• Listening• Speaking• Reading• Writing
• Recitation• Dramatization• Discussion• Writing
WEE
K 1
English Form Three Schemes of Work: Term Three
• Oral literature readers
• Audio tapes• Resource person
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
• Oral literature readers
• Audio tapes
• Extracts from literature set books
• Audio tapes from KIE
• Anthologies of poetry
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
111 NOT FOR SALE
For use with Head Start Secondary English
The Merchant of Venice
The Merchant of Venice
Head Start Secondary English • Student’s Book 3 page 149• Teacher’s Book 3 pages 81-82
Head Start Secondary English • Student’s Book 3 pages 151-153• Teacher’s Book 3 page 82
Head Start Secondary English • Student’s Book 3 page 151• Teacher’s Book 3 page 83
Head Start Secondary English • Student’s Book 3 page 153• Teacher’s Book 3 page 83
7 & 8
1
2
3
4
5
Reading
Listening and speaking
Writing
Listening and speaking
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
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
WEE
K 1
WEE
K 2
English Form 3 Schemes of Work
Term 3
• Prescribed set book• Video and audio tapes
from KIE
• Prescribed literature set books
• Anthologies of short stories
• Oral literature readers
• Audio tapes• Resource person
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
112
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Head Start Secondary English • Student’s Book 3 pages 154-155• Teacher’s Book 3 page 84
The Merchant of Venice
Introduction to East African Poetry
Head Start Secondary English • Student’s Book 3 pages 156-157• Teacher’s Book 3 page 84
Audio tapes (KIE)
Head Start Secondary English • Student’s Book 3 pages 159-160• Teacher’s Book 3 page 86
6
7 & 8
1
2
3
4
Grammar
Reading
Reading
Writing
Listening and speaking
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
• Reading• Writing• Listening• Speaking
• Reading• Writing• Listening• Speaking
• Group discussion• Silent reading• Recital
• Reading aloud• Silent reading• Writing• Discussion
WEE
K 2
English Form 3 Schemes of Work
Term 3W
EEK
3
• Extracts from literature set books
• Audio tapes from KIE
• Prescribed literature set book
• Video and audio tapes from KIE
• Anthologies of poems for further reading
• Audio tapes from KIE
• Anthologies of short stories
• Anthologies of poems• Videotapes on music
festivals elocution
• Supplementary readers for further reading
• Chart on comprehension skills
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
113 NOT FOR SALE
For use with Head Start Secondary English
Head Start Secondary English • Student’s Book 3 page 161• Teacher’s Book 3 pages 86-87
Newspaper extractsHead Start Secondary English • Student’s Book 3 page 162• Teacher’s Book 3 page 87
The Merchant of Venice
Sample letters
Head Start Secondary English• Student’s Book 3 pages 162-164• Teacher’s Book 3 page 88
5
6
7 & 8
1
2
Reading
Listening and speaking
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 give the meaning of new words and use them correctly in sentences.
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.
• Listening• Speaking• Reading• Writing
• Speaking • Listening• Writing
• Dramatization• Discussion• Note making• Listening
• Reading aloud• Discussion• Writing• Listening
• Listening• Speaking• Reading• Writing
WEE
K 3
English Form 3 Schemes of Work
Term 3W
EEK
4
• Dictionary• Flash cards
• Audio tapes• Newspapers• Magazines• Readers
• Prescribed literature set book
• Video and audio tapes from KIE
• Letters• Readers
• Extracts from readers• Audio tapes from KIE
114
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
3
4
5
6
7 & 8
Writing
Listening and speaking
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.
• Listening• Speaking• Reading• Writing
• Role-play• Presentations of
speeches• Writing• Discussion
• Reading• Listening• Speaking• Writing
• Reading• Listening• Speaking• Writing
• Dramatization• Reading• Discussion• Listening
Head Start Secondary English • Student’s Book 3 page 164• Teacher’s Book 3 page 89
Head Start Secondary English • Student’s Book 3 page 167• Teacher’s Book 3 pages 89-90
Head Start Secondary English • Student’s Book 3 pages 168-169• Teacher’s Book 3 pages 90-91
Head Start Secondary English • Student’s Book 3 page 169• Teacher’s Book 3
page 90
The Merchant of Venice
WEE
K 4
English Form 3 Schemes of Work
Term 3
• Prescribed literature set book
• Audio tapes from KIE
• Audio and videotapes• Readers• Newspapers• Magazines
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
• Prescribed set book• Video and audio
tapes from KIE
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
115 NOT FOR SALE
For use with Head Start Secondary English
1
2
3
4
5
6
Writing
Grammar
Writing
Listening and speaking
Listening and speaking
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
• Reading• Listening• Speaking• Writing
• Speaking• Listening• Reading• Writing
• Speaking• Listening• Writing
• Listening• Writing• Reading• Discussion
• Listening• Speaking• Reading• Writing
Sample speechesMiscellaneous collection
Head Start Secondary English • Student’s Book 3 pages 170-172• Teacher’s Book 3 pages 91-92
Head Start Secondary English • Student’s Book 3 page 173• Teacher’s Book 3 page 92
Head Start Secondary English • Student’s Book 3 page 175• Teacher’s Book 3 page 93
Head Start Secondary English • Student’s Book 3 page 176• Teacher’s Book 3 page 93
Head Start Secondary English • Student’s Book 3 pages 177-178• Teacher’s Book 3
page 95
WEE
K 5
English Form 3 Schemes of Work
Term 3
• Readers• Magazines• Newspapers
• Extracts from literature set books
• Audio tapes from KIE
• Prescribed literature set books
• Chart on debating procedure
• Readers• Newspapers• Magazines
• Anthologies of poems
• Audio tapes
• Supplementary readers for further reading
• Chart on comprehension skills
116
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
7 & 8
1
2
3
4
Reading
Listening and speaking
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 critically analyze plot, characters, themes and style in the play.
The learner should be able to present a public talk on the given topic.
The learner should be able to give the meaning of new words and use them correctly in sentences.
The learner should be able to use 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
• Listening• Speaking• Reading• Writing
• Reading• Writing
• Discussion• Writing• Reading
The Merchant of Venice
Newspaper articlesStudent’s own
Head Start Secondary English • Student’s Book 3 page 179• Teacher’s Book 3 page 94
Head Start Secondary English • Student’s Book 3 page 180• Teacher’s Book 3 page 95
Sample of noticeHead Start Secondary English • Student’s Book 3 page 182• Teacher’s Book 3 page 97
WEE
K 5
WEE
K 6
English Form 3 Schemes of Work
Term 3
• Prescribed set books• Video and audio
tapes from KIE
• Readers• Magazines• Newspapers
• Dictionary• Flash cards• Chart
• Extracts from literature set books
• Pictures• Audio tapes from KIE
• Actual notification of meeting
• Newspapers
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
117 NOT FOR SALE
For use with Head Start Secondary English
5
6
7 & 8
1
2
3
Speaking
Listening and 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 critically analyze plot, characters, themes and style in the play.
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
• Discussion• Reading• Writing
• Reading• Writing• Listening• Speaking
Head Start Secondary English• Student’s Book 3 page 183• Teacher’s Book 3 page 97
Head Start Secondary English • Student’s Book 3 page 184• Teacher’s Book 3 page 97
The Merchant of Venice
Teacher’s choice
Head Start Secondary English • Student’s Book 3 page 184• Teacher’s Book 3 page 98
Head Start Secondary English • Student’s Book 3 page 187• Teacher’s Book 3 page 97
WEE
K 6
English Form 3 Schemes of Work
Term 3W
EEK
7
• Readers
• Chart on discussion procedure
• Audio tapes
• Prescribed literature set book
• Video and audio tape from KIE
• Readers
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
118
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
4
5
6
7 & 8
1
2
Listening and speaking
Grammar
Writing
Reading
Listening and speaking
Listening and speaking
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
• Reading• Writing
• Explanation• Speaking• Listening• Writing
• Discussions• Listening• Writing
• Speaking• Listening• Discussion
• Reading aloud• Dramatization• Discussion• Group work
Head Start Secondary English • Student’s Book 3 page 188• Teacher’s Book 3 page 99
Head Start Secondary English • Student’s Book 3 page 188• Teacher’s Book 3 page 99
Head Start Secondary English • Student’s Book 3 page 190• Teacher’s Book 3 page 100
Homestretch/Shreds of Tenderness/Half a Day and Other Stories
Teacher’s choice
Head Start Secondary English • Student’s Book 3 page 192• Teacher’s Book 3 page 101
WEE
K 7
WEE
K 8
English Form 3 Schemes of Work
Term 3
• Readers
• Extracts from literature set books
• Audio tapes from KIE
• Sample agenda for meeting
• Readers• Newspapers
• Prescribed literature set book
• Prescribed set books
• Anthology of poems• Audio tapes
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
119 NOT FOR SALE
For use with Head Start Secondary English
Head Start Secondary English • Student’s Book 3 pages 193-194• Teacher’s Book 3 page 101
Head Start Secondary English • Student’s Book 3 page 195• Teacher’s Book 3 page 101
Head Start Secondary English • Student’s Book 3 page 196• Teacher’s Book 3 page 102
Head Start Secondary English • Student’s Book 3 pages 197-198• Teacher’s Book 3 page 103
Homestretch/Shreds of Tenderness/Half a Day and Other Stories
• Listening• Speaking• Reading• Writing
• Discussion• Reading• Writing
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
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
English Form 3 Schemes of Work
Term 3
• Supplementary readers for further reading
• Chart on comprehesion skills
• Dictionary• Flash cards
• Extracts from literature set books
• Audio tapes from KIE
• Sample minutes• Magazines• Newspapers
• Prescribed literature set books
• Audio and videotapes from KIE
120
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Samples of letters
Head Start Secondary English • Student’s Book 3 page 202• Teacher’s Book 3 page 104
Head Start Secondary English • Student’s Book 3 pages 203-205• Teacher’s Book 3 page 105
Head Start Secondary English • Student’s Book 3 page 205• Teacher’s Book 3 page 105
Head Start Secondary English • Student’s Book 3 page 206• Teacher’s Book 3 page 105
• Discussion• Explanation• Listening• Writing
• Pair work• Speaking• Listening
• Discussion• Listening• Reading• Writing
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
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 give the meaning of new words and use them correctly in sentences.
The learner should be able to use direct and indirect speech correctly.
Formal letters(complaint)
Giving directions
Comprehension
Wordpower
Direct and indirect speech
Writing
Listening and speaking
Reading
Reading
Grammar
1
2
3
4
5
WEE
K 9
English Form 3 Schemes of Work
Term 3
• Sample letters• Readers
• Audio tapes• Pictures• Models
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards• Pictures
• Extracts from literature set books
• Audio tapes from KIE
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
121 NOT FOR SALE
For use with Head Start Secondary English
Head Start Secondary English • Student’s Book 3 page 210• Teacher’s Book 3 page 107
Homestretch/Shreds of Tenderness/Half a Day and Other Stories
Maps
Head Start Secondary English • Student’s Book 3 pages 212-214• Teacher’s Book 3 page 108
Head Start Secondary English • Student’s Book 3 page 214• Teacher’s Book 3 page 109
• Listening• Speaking• Reading• Writing
• Discussion• Listening• Reading• Writing
• Reading• Demonstration• Speaking• Listening
• Role-play• Dramatization• Listening• Reading• Writing
• Listening• Speaking• 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.
The learner should be able to give the meaning of new words and use them correctly in sentences.
Memorandum
Intensive reading:Homestretch chapter 3/Shreds of Tenderness/Half a Day and Other Stories
Giving directions
Comprehension
Wordpower
Writing
Reading
Listening and speaking
Reading
Reading
6
7 & 8
1
2
3
WEE
K 9
WEE
K 1
0
English Form 3 Schemes of Work
Term 3
• Sample in memorandum
• Readers• Magazines
• Prescribed literature set book
• Video and audio tapes from KIE
• Pictures• Audio tapes
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
122
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
4
5
6
7 & 8
Grammar
Writing
Listening and speaking
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• Reading• Writing
• Listening• Speaking• Reading• Writing
• Listening• Speaking• Writing
• Reading• Discussion• Writing
Head Start Secondary English • Student’s Book 3 page 214• Teacher’s Book 3 page 109
Head Start Secondary English • Student’s Book 3 page 215• Teacher’s Book 3 page 110
Teacher’s own resources
Homestretch/Shreds of Tenderness/Half a Day and Other Stories
END OF YEAR EXAMINATIONS
WEE
K 1
1 &
12
English Form 3 Schemes of Work
Term 3
• Extracts from literature set books
• Audio tapes from KIE
• Sample memorandum• Readers
• Prescribed literature set book
• Prescribed literature set book
• Video and audio tapes from KIE
WEE
K 1
0