| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: Student should be able to: i. give specific information on what he/she has heard. ii. respond appropriately to the given instructions. iii. produce in writing what is heard. | The student should be able to: a) give specific information. b) Respond appropriately to given instructions. c) Reproduce in writing what is heard. | January | Week 3 | LISTENING FOR INFORMATION FROM DIFFERENT SOURCES | Listening for specific information | 7 | i)To introduce new vocabulary using a variety of techniques including language games and songs. ii) To tell the students what to do when they listen to a text. iii) To read the text (based on a variety of issues including challenges facing the youth in relation to women | i. To do the given task in pairs/ groups and
compare their work. ii. Students to demonstrate what they are instructed to do. | Recorded materials, texts on a variety of subjects from books/ journals Transparency films, over head projector | a. Is the student able to give specific information on what he/she has heard? | English For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: i. The student to be able to give a general opinion about a text he/she has read. ii. The student to be able to give a general summary/theme/ idea/meaning about a text heard? | The student should be able to give: 1. A general opinion about a text he/she has read. | February | Week 4 | LISTENING FOR INFORMATION FROM DIFFERENT SOURCES | Listening for general information | 7 | v. To organize class discussion to get
right answers. | i. Students in pairs/
groups to give their opinion about what they have heard. | Selected texts on a variety of subjects from mass media, books, films, recorded tapes, pictures, photographs songs, language games. Recorded material on a variety of texts including effects and impact of HIV/AIDS/STI, the plight of children working in mines, dealing with victims of drug abuse and prevention of road accidents. | 1. Is the student able to give a general opinion about a text he/she has read? | English For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: i. The student should be able to express opinions/ideas/ views orally. ii. the student should be able to present facts, ideas logically and fluently. | I.To express opinion/ideas/ views/orally. | March | Week 3 | USING APPROPRIATE LANGUAGE CONTENT AND STYLE IN SPEAKING | Participating in debates, dialogues interviews, impromptu speeches and discussion | 7 | i. To
demonstrate dialogues/interviews on current events. | i. Students, under the guidance of the teacher to
brainstorm
interview/dialogue
questions. ii. in groups to discuss the topic. iii. each group to present its work to the class. 2. Students in pairs to practise interviews/dialogues. 3.. Each student to write the issues discussed in a logical way. For debates 1. Students to brainstomi on a given topic. | Selected texts on a variety of subjects from mass media, books, films,
recorded tapes, pictures,
photographs songs, language games. Texts on a variety of issues. | 1. Is the student able to express opinions/ideas/ views orally? 2. Is the student able to present facts! ideas logically and fluently? | English For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: The student should be able to: a. respond to specific questions on a text read. b. to give general information on a text read. | The student should be able to: 1. respond to specific questions on a text read. 2. Give main ideas on what is read in summary form. | May | Week 1 | READING FOR INFORMATION FROM DIFFERENT SOURCES | Reading intensively for comprehension | 7 | i. Using texts on a variety of issues (including causes of environmental degradation, forms of child labour, ways of eliminating drug abuse and aspects of inequality) the
teacher to introduce new vocabulary, in meaningful contexts. | 2. Students to:
- be provided with a
copy of the text. - read the text silently and respond to set questions individually. | Selected texts from a variety of sources songs, language games. A variety of texts | Is the student able to respond to specific questions on a text read? | English For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |
| The student should have ability to: The student should be able to read a variety of books for information and pleasure. | The student should be able to read a variety of books for information and pleasure. | July | Week 1 | READING FOR INFORMATION FROM DIFFERENT SOURCES | Reading extensively | 7 | i. to identify independant reading levels of each student using profeciency test. ii. to award incentives/prizes to students who read more. | i. Each student to be given a book of her/his level.
ii. Students: -to read the books on their own. -to talk about books they have read in groups/as a class to share what they have read. -to write book reports. | Selected texts from a variety of sources songs, language games. A variety of texts | is the student able to read a variety of books for information and pleasure? | English For Secondary Schools, Students Book Form Three. By T.I.E | Remarks Written here |