| WEEK (S) | THEME/ CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| 1- 2 | THEME : PEOPLE They Touch Our Lives | 1 | LANGUAGE FOR INTERPERSONAL USE · Ask and respond politely to question LANGUAGE FOR INFORMATIONAL USE · Listen to conversation :give important details · Read article : scan for details LANGUAGE FOR AESTHETIC USE · Talk about elements of novel : characterization, theme, moral values, plot, setting | Grammar · The Simple Present Tense · Adjectives Sound System · Consonants - c /k/ as in ‘call’ - r /r/ as in ‘red’ Vocabulary · Base words | · ICT skills – using internet to look for information · Preparation for the Real World · Multiple Intelligences |
| | | 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in discussion LANGUAGE FOR INFORMATIONAL USE · Read an article : identify main ideas, details, contextual clues · Identify base words | ||
| | | 3 | LANGUAGE FOR INFORMATIONAL USE · Read an article : make inferences, draw conclusions · Write a description : expand notes | ||
| 3 &5 | Famous Leaders | 1 | LANGUAGE FOR INTERPERSONAL USE · Ask questions politely and respond appropriately LANGUAGE FOR INFORMATIONAL USE · Listen to a dialogue : scan for details · Read an article : scan for details · State words of similar meaning | Grammar · The Simple Past · Collective nouns Sound system · Consonants: - d /d/ as in ‘sand’ - dd /d/ as in ‘meddle’ Vocabulary · Synonyms | · Learning How To Learn · Values and citizenship · Multiple Intelligence |
| WEEK (S) | THEME/ CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| | | 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in discussion · Exchange ideas LANGUAGE FOR INFORMATIONAL USE · Reading an article : identify main ideas, details, contextual clues LANGUAGE FOR AESTHETIC USE · Describe characters in a novel: what the writer says about physical appearances and personalities | | |
| 3 | LANGUAGE FOR INFORMATIONAL USE · Read an article: make inferences, draw conclusions · Write a description : expand notes LANGUAGE FOR AESTHETIC USE · Give opinions on characters | ||||
| 6 – 7 | Healings Hands | 1 | LANGUAGE FOR INTERPERSONAL USE · Seek clarification LANGUAGE FOR INFORMATIONAL USE · Listen to a dialogue : give important details · Read a Web page : scan for details | Grammar · Personal Pronouns · Possessive Pronouns Sound System · Long vowel sound /æ/ as in ‘back’ · Short vowel sound /e/ as in /set/ Vocabulary · Prefixes – ‘inter’, ‘pre’ | · ICT skill · Multiple Intelligence - Interpersonal intelligence - Intrapersonal intelligence |
| | | 2 | LANGUAGE FOR INFORMATIONAL USE · Read web page : identify main ideas, details, contextual clues · Understand formation of prefixes LANGUAGE FOR AESTHETIC USE · Describe characters in a novel: what the character thinks, says or does | ||
| | | 3 | LANGUAGE FOR INFORMATIONAL USE · Write a brief description : Expand notes | | |
| WEEK (S) | THEME/ CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| 8 – 9 | THEME : PEOPLE AND SOCIAL ISSUES Making Friends | 1 | LANGUAGE FOR INTERPERSONAL USE · Greet and exchanging pleasantries LANGUAGE FOR INFORMATIONAL USE · Listen to dialogue : give important details · Read an article : scan for details · State words opposites in meaning | Grammar · Adverbs of time · Adverbs of place Sound System · Long vowel sound : /a/ as in ‘farm’ · Short vowel sound / Λ/ as in ‘must’ Vocabulary · Antonyms | · Multiple Intelligence · Knowledge Acquisition · Preparation for the real world |
| 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in conversation and discussions LANGUAGE INFORMATIONAL USE · Read an article : Identify main ideas, details, contextual clues LANGUAGE FOR AESTHETIC USE · Describe characters in a novel : what others say about the characters | ||||
| 3 | LANGUAGE FOR INTERPERSONAL USE · Write a letter for an advice LANGUAGE FOR INFORMATIONAL USE · Read an article : make inferences, move beyond the text | ||||
| 10 – 11 | Life’s Challenges | 1 | LANGUAGE FOR INTERPERSONAL USE · Talk about self, past experiences LANGUAGE FOR INFORMATIONAL USE · Listen to a talk : give important details | Grammar · Subject-verb agreement Sound System · Long vowel sound : /u/ as in ‘broom’ · Short vowel sound as in ‘look’ Vocabulary · Dictionary | · Thinking skills · Multiple intelligences · Future studies |
| | | 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in discussion · Exchange ideas and give opinions · Participate in discussion by giving and supporting opinions | ||
| WEEK (S) | THEME/ CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| | | | LANGUAGE FOR INFORMATIONAL USE · Read a report : identify main ideas, details, contextual clues | | |
| LANGUAGE FOR AESTHETIC USE · Describe physical setting ( place ) in a story | |||||
| | | 3 | LANGUAGE FOR INFORMATIONAL USE · Read report : make inferences, move beyond text · Interpret information from graphs · Write a report LANGUAGE FOR AESTHETIC USE · Make prediction | ||
| 13 – 14 | Fit For Life | 1 | LANGUAGE FOR INTERPERSONAL USE · Talk about self past experience LANGUAGE FOR INFORMATIONAL USE · Listen to a talk : give important details · Read magazine article : scan for details | Grammar · Future tense – resent continuos tense ‘going to’ and ‘will’ – ‘am’ , is “are + Verb + ing · Modals’ can, may , ight, must Sound System · Long vowel sound / З/ as in /fern/ · Short vowel sound / ə / as in ‘about’ Vocabulary · Gender nouns – feminine/masculine | · Preparation for the real world - Discussion and presentation of ideas. |
| 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in discussion · Participate in teachers-guide class discussion by agreeing and disagreeing politely LANGUAGE FOR INFORMATIONAL USE · Read a magazine article : identify cause and effect, make inferences · Write a text of a speech : expand notes LANGUAGE FOR AESTHETIC USE · Talk about social setting of a story ( Time , culture and place ) | ||||
| WEEK (S) | THEME/ CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| | | 3 | LANGUAGE FOR INFORMATIONAL USE · Read a magazines article: identify cause and effect, make inferences · Write a text of a speech : expand notes LANGUAGE FOR AESTHETIC USE · Relates values in a story to one’s life | | |
| 15 – 16 | THEME : ENVIRONMENT It’s raining, It’s pouring | 1 | LANGUAGE FOR INFORMATIONAL USE · Listen to an interview · Narrate orally the events that took place LANGUAGE FOR AESTHETIC USE · Role play an event in a day |
· Conjunctions- ‘and’, ‘but’, ‘or’, ‘so’ · Sequence connectors – first, next, the, finally Sound systems · Diphthongs : / ei/ as in ‘faint’ · / ai/ as in ‘dry’ Vocabulary · Thesaurus skills | · Thinking skills · ICT skill · Multiple Intelligence · Preparation for the real world |
| 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in discussion LANGUAGE FOR INFORMATIONAL USE · Read a news report : identify main ideas, details, contextual clues LANGUAGE FOR AESTHETIC USE · Talk about elements of plot ( event) | ||||
| 3 | LANGUAGE FOR INFORMATIONAL USE · Read a news report : identify cause and effect · Write an account : expand notes | ||||
| 17 – 18 | Stop The Flood | 1 | LANGUAGE FOR INTERPERSONAL USE · Relay phone messages orally to the people concerned LANGUAGE FOR INFORMATIONAL USE · Listen to radio talk : give important details · Read a speech : scan for details | Grammar · Phrasal verbs Sound system · Diphthongs - /əu/ as in grow’ Vocabulary · Suffixes – ment, -ness, -ion,-ship | · ICT skills · Preparation for the real world · ICT Skill |
| WEEK (S) | THEME/ CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| | | 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in a discussion LANGUAGE FOR INFORMATIONAL USE · Read a speech : identify main ideas, details, contextual clues LANGUAGE FOR AESTHETIC USE · Recognise elements in a plot ( sequence of events ) | | |
| 3 | LANGUAGE FOR INFORMATIONAL USE · Read a speech : make inferences, draw conclusions · Write a report : expand notes LANGUAGE FOR AESTHETIC USE · Give one’s opinion of the story | ||||
| 19 – 20 | Nature’s Gift | 1 | LANGUAGE FOR INTERPERSONAL USE · Express hope and support · LANGUAGE FOR INFORMATIONAL USE · Listening to talk : give important details · Scan for details in texts read | Grammar · Preposition of Place · Preposition of show time and quantity Sound system : · Consonant clusters at the beginning of the words /str/ as in ‘straw’ · /sm/ as in ‘smart/ Vocabulary · One word for a group of words | · Knowledge Acquisition · Multiple Intelligences · Preparation for the real world |
| 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in discussion · Exchange ideas and give opinion LANGUAGE FOR INFORMATIONAL USE · Read poster: identify main ideas, details, contextual clues | ||||
| 3 | LANGUAGE FOR AESTHETIC USE · Read posters: identify cause and effect · Write a speech to express opinion : expand notes LANGUAGE FOR AESTHETIC USE · Talk about moral values in a story · Relate values to one’s life | ||||
| WEEK (S) | THEME/ CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| 23 – 24 | THEME : HEALTH Active and Health | 1 | LANGUAGE FOR INTERPERSONAL USE · Talk about self, interest · Enquire about services offered · Clarify the type of service offered LANGUAGE FOR INFORMATIONAL USE · Listen to a talk : give important details · Read advertisement : scan for details | Grammar · Positive and negative statements Sound system · Consonant clusters at the beginning of words /gr/ as in ‘grain’ · /tr/ as in ‘train’ Vocabulary · ICT terms | · ICT skills · Multiple Intelligence · Knowledge Acquisition |
| 2 | LANGUAGE FOR INTERPERSONAL USE · Fill out a service form LANGUAGE FOR INFORMATIONAL USE · Read advertisement : identify main ideas, details , contextual clues · LANGUAGE FOR AESTHETIC USE · Understand theme in a story | ||||
| 3 | LANGUAGE FOR INTERPERSONAL USE · Write a formal letter : use appropriate format LANGUAGE FOR INFORMATIONAL USE · Read advertisements: draw conclusion LANGUAGE FOR AESTHETIC USE · Relate themes in the story to one’s life | ||||
| 25 – 26 | Safety for one and all | 1 | LANGUAGE FOR INTERPERSONAL USE · Express appreciation LANGUAGE FOR INFORMATION USE · Listen to dialogue : give important details · Read an article : scan for details · Take part in discussion | Gammar · Comparison of adjectives - Regular form –er, -est, more, most - Irregular forms, -bad,better, worst Sound system · Consonat clusters at the beginning of words: /gl/ as in ‘glee’ · /pl/ as in ‘place’ Vocabulary · Homonyms | · ICT skills · Multiple Intelligence |
| WEEK (S) | THEME/ CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| | | 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in discussion · Exchange ideas and give opinions LANGUAGE FOR INFORMATIONAL USE · Read an article : identify main ideas, details, contextual clues | | |
| | | 3 | LANGUAGE FOR INTERPERSONAL USE · Ask for assistance LANGUAGE FOR INFORMATIONAL USE · Read an article : make inferences, draw conclusions LANGUAGE FOR AESTHETIC USE · Give one’s opinion of the characters · Relate moral values in the story to one’s life · | | |
| 27 – 28 | The Inner You | 1 | LANGUAGE FOR INTERPERSONAL USE · Ask for assistant LANGUAGE FOR INFORMATIONAL USE · Listen to a talk : give important details · Read an articles : scan for details | Grammar · Form negative adjectives, using prefixes –un, dis, im and non · Use articles with nouns Sound system · Consonants clusters at the end of the words: /sh/ as in ‘splash’ · /ch/ as in ‘such’ Vocabulary · Idioms | · Knowledge Acquisition · Multiple Intelligence |
| 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in discussion · Exchange ideas and give opinion LANGUAGE FOR INFORMATIONAL USE · Read an article : identify main ideas, details, contextual clues | ||||
| 3 | LANGUAGE FOR INTERPERSSONAL · Write a letter seeking permission : use appropriate format LANGUAGE FOR INFORMATION USE · Read an article : draw conclusions; make inferences | ||||
| WEEK (S) | THEME/ CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| | | | LANGUAGE FOR AESTHETIC USE · Revise FORM ONE poems: relate messages and values in the poems to one’s life | | |
| 29 – 30 | THEME : SCIENCE AND TECHNOLOGY Man and the sea | 1 | LANGUAGE FOR INFORMATIONAL USE · Listen to a dialogue : give important details | Grammar · Compare people or things that are the same using ‘as…..as’ · Compare people or things that are not the same using ‘not as ……as’ · The Present Continuous Tense Sound System · Consonant clusters at the end of the words /sk/, as kin ‘mask’ · /st/ as in ‘test’ Vocabulary · Similes | · Multiple Intelligence · Knowledge Acquisition |
| 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in a discussion · Exchange ideas and give opinions LANGUAGE FOR INFORMATIONAL USE · Read brochure : identify main ideas, details, contextual clues LANGUAGE FOR AESTHETIC USE · Revision of Form One short stories - Study sequence of events - Describe characterss | ||||
| 3 | LANGUAGE FOR INTERPERSONAL USE · Discuss plans to visit a place - Comparing - Deciding - Giving reasons for choice | ||||
| WEEK (S) | THEME/CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| 31 -32 | Oceans in Motion | 1 | LANGUAGE FOR INORMATIONAL USE · Listen to lecture : give important details · Read an article : scan for details, follow sequence of ideas | Grammar · Formation of plurals - Irregular plurals - Nouns with no change in number in the plural Sound system · Stress in worms Vocabulary · Homophones | · ICT Skill · Knowledge Acquisition · Multiple intelligence |
| | | 2 | LANGUAGE FOR INTERPERSONAL USE · Take part in discussion · Exchange ideas and give opinions · Participate in class discussion by : - disagreeing politely and giving opinion - defending one’s point of view – seeking clarification LANGUAGE FOR INFORMATIONAL USE · Read an article : identify main ideas, details, contextual clues LANGUAGE FOR AESTHETIC USE E · Revision of Form Two novels · - relate sequence of events (PLOT) · Describe characters based on what the writer tells us | ||
| | | 3 | LANGUAGE FOR INFORMATIONAL USE · Interpret information in a bar graph · Read an article : draw conclusions, make inferences · Write an explanation : expand notes | ||
| WEEK (S) | THEME/CHAPTER | LEVEL | LEARNING OUTCOMES | LANGUAGE ITEM | PEDAGOGICAL STRATEGIES |
| 33 - 34 | Treasures for the deep | 1 | LANGUAGE FOR INFORMATIONAL USE · Listen to lecture : give important details · Read a magazine article ; scan for details | Grammar · Punctuation - Capital letter - Full stop - Question mark comma - Apostrophe - Exclamation marks Sound System · Sentence stress and intonation Vocabulary · Homonyms | |
| 2 | LANGUAGE FOR INTERPERSONAL USE · Exchange ideas and give opinions · Take part in discussion LANGUAGE FOR INFORMATIONAL USE · Read a magazine article : identify main ideas, details, contextual clues LANGUAGE FOR AESTHETIC USE · Revise and answer questions on short stories and novels - Physical setting - Theme | ||||
| 3 | LANGUAGE FOR INTERPERSONAL USE · Write a letter for a foreign pen pal: expand notes, use appropriate format LANGUAGE FOR INFORMATIONAL USE · Make simple prediction · Read a magazine article : make inferences, make simple predictions | ||||
| REVISION | |||||
Sunday, January 15, 2012
Yearly Scheme of Work (Form 3) / 2012 - English Subject
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