For use withyatmackinc.weebly.com/uploads/1/0/2/2/10224235/english_schemes… · which people...
Transcript of For use withyatmackinc.weebly.com/uploads/1/0/2/2/10224235/english_schemes… · which people...
42
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
English Form Two Schemes of Work: Term One
Listening and speaking
Reading
Grammar
Writing
Reading
/r/ and /l/ sounds
Comprehension
Collective nouns
Spellings
Close shave
The learner should be able to pronounce the sounds /r/ and /l/ correctly.
The learner should be able to answer questions on the given passage.
The learner should be able to use collective nouns with verbs.
The learner should be able to write commonly misspelt words correctly.
The learner should be able to discuss and list various ways in which people receive messages in their home areas.
• Listening• Speaking• Reading
• Loud reading• Silent reading• Discussion• Writing
• Listening• Reading• Speaking • Writing
• Listening• Reading• Speaking • Writing
• Discussion• Writing• Reading• Listening
1
2
3
4
5
WEE
K 1
Head Start Secondary English• Student’s Book 2
page 1• Teacher’s Book 2
page 1
Head Start Secondary English• Student’s Book 2
pages 1-4• Teacher’s Book 2
pages 1-2
Head Start Secondary English• Student’s Book 2
pages 4-6• Teacher’s Book 2
page 3
Head Start Secondary English• Student’s Book 2
pages 7-8• Teacher’s Book 2
page 4
Head Start Secondary English• Student’s Book 2
page 8• Teacher’s Book 2
page 4
• Audio tapes from KIE• Flash cards• Chart
• Supplementary readers for further reading
• Chart on comprehension skills
• Extracts from readers• Pictures• Audio tapes from KIE• Chart
• Audio tapes from KIE• Posters• Pictures
• Pictures• Supplementary
readers for further reading
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
43 NOT FOR SALE
English Form 2 Schemes of Work
Term 1
Listening and speaking
Reading
Writing
Grammar
Writing
Rhyme
Comprehension
Discussion
Compound nouns
Rhetorical paragraphs
The learner should be able to identify rhyme in poetry and explain its function.
The learner should be able to read the passage and state acceptable social habits.
The learner should be able to write a composition on solutions to anti-social behaviour.
The learner should be able to discuss compound nouns and their use in sentences.
The learner should be able to write out a coherent rhetorical paragraph.
• Choral reading • Recital• Discussion• Writing
• Discussion• Reading• Speaking • Writing
• Discussion • Reading• Writing
• Listening• Reading• Speaking • Writing
• Listening• Reading• Speaking • Writing
6
1
2
3
4
WEE
K 2
Head Start Secondary English• Student’s Book 2
page 9• Teacher’s Book 2
page 5
Head Start Secondary English• Student’s Book 2
pages 10-12• Teacher’s Book 2
page 5
Head Start Secondary English• Student’s Book 2
page 12• Teacher’s Book 2
page 6
Head Start Secondary English• Student’s Book 2
pages 12-14• Teacher’s Book 2
pages 6-7
Head Start Secondary English• Student’s Book 2
pages 14-15• Teacher’s Book 2
page 7
WEE
K 1
• Audio tapes from KIE• Anthology of poems• Chart
• Supplementary readers for further reading
• Chart on comprehension skills
• Pictures• Extracts from readers
• Extracts from readers• Audio tapes from KIE• Pictures
• Extracts from readers• Audio tapes from KIE• Charts
44
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
English Form 2 Schemes of Work
Term 1
Listening and speaking
Reading
Grammar
Writing
Listening and speaking
The learner should be able to identify an irregular rhyme pattern.
The learner should be able to answer questions correctly.
The learner should be able to use quantifier phrases correctly in sentences.
The learner should be able to develop a paragraph giving facts to support the points.
The learner should be able to discuss the characteristics of legends.
• Listening• Reading• Speaking • Reciting
• Listening• Reading• Discussion• Writing
• Listening• Reading• Speaking • Writing
• Listening• Reading• Speaking • Writing
• Listening• Reading• Discussing • Narrating
Irregular rhyme
Comprehension
Quantifier phrases
Paragraph development
Legends
5
6
1
2
3
WEE
K 3
Head Start Secondary English• Student’s Book 2
page 16• Teacher’s Book 2
page 7
Head Start Secondary English• Student’s Book 2
pages 16-19• Teacher’s Book 2
pages 8-9
Head Start Secondary English• Student’s Book 2
pages 20-21• Teacher’s Book 2
page 9
Head Start Secondary English• Student’s Book 2
pages 21-22• Teacher’s Book 2 pages 9-10
Head Start Secondary English• Student’s Book 2
page 23• Teacher’s Book 2
pages 10-11
WEE
K 2
• Audio tapes• Chart• Anthology of poems
• Supplementary readers for further reading
• Chart on comprehension skills
• Extracts from readers• Audio tapes from KIE• Pictures
• Extracts from readers• Chart
• Resource person• Readers
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
45 NOT FOR SALE
English Form 2 Schemes of Work
Term 1
Reading
Grammar
Writing
Listening and speaking
Reading
Comprehension
Possessive pronouns
Paragraph development
Themes in legends
Comprehension
The learner should be able to answer questions on the passage.
The learner should be able to use possessive correctly in sentences.
The learner should be able to develop a paragraph using reasons and examples.
The learner should be able to identify the recurrent themes in legends.
The learner should be able to answer questions on the given passage.
• Listening• Reading• Discussing • Narrating
• Listening• Reading• Speaking • Writing
• Listening• Reading• Speaking • Writing
• Reading aloud• Listening• Narrating
• Listening• Reading• Speaking • Writing
4
5
6
1
2WEE
K 4
Head Start Secondary English• Student’s Book 2
pages 23-26• Teacher’s Book 2
page 12
Head Start Secondary English• Student’s Book 2
pages 26-28• Teacher’s Book 2
pages 12-13
Head Start Secondary English• Student’s Book 2
pages 28-29• Teacher’s Book 2
pages 13-14
Head Start Secondary English• Student’s Book 2
page 30• Teacher’s Book 2
page 14
Head Start Secondary English• Student’s Book 2
pages 31-32• Teacher’s Book 2
page 15
WEE
K 3
• Supplementary readers for further reading
• Chart on comprehension skills
• Extracts from readers• Pictures• Audio tapes from KIE
• Extracts from readers• Pictures• Chart
• Readers• Resource person
• Supplementary readers
• Chart on comprehension skills
46
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
English Form 2 Schemes of Work
Term 1
Grammar
Writing
Listening and speaking
Reading
Grammar
Possessives as modifiers
Paragraph development
Dramatization
Comprehension
Interjections andQuotation marks
The learner should be able to identify possessives used as adjectives.
The learner should be able to develop a paragraph comparing and contrasting things, situations or people.
The learner should be able to read and dramatize the given play.
The learner should be able to answer questions on the given passage.
The learner should be able to use interjections and punctuate given speeches appropriately.
• Listening• Reading• Speaking • Writing
• Listening• Reading• Speaking • Writing
• Dramatization• Role-play
• Listening• Reading• Speaking • Writing
• Listening• Reading• Speaking • Writing
3
4
5
6
1
WEE
K 5
Head Start Secondary English• Student’s Book 2
page 34• Teacher’s Book 2
page 15
Head Start Secondary English• Student’s Book 2
page 35• Teacher’s Book 2
page 16
Head Start Secondary English• Student’s Book 2
page 37• Teacher’s Book 2
page 16
Head Start Secondary English• Student’s Book 2
pages 39-41• Teacher’s Book 2
page 17
Head Start Secondary English• Student’s Book 2
pages 42-44• Teacher’s Book 2
pages 17-18
WEE
K 4
• Extracts from readers• Audio tapes from KIE• Pictures
• Extracts from readers• Chart
• Model of stage• Supplementary
readers for further reading
• Supplementary readers for further reading
• Chart on comprehension skills
• Extracts from readers• Pictures• Audio tape from KIE
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
47 NOT FOR SALE
English Form 2 Schemes of Work
Term 1
Listening and speaking
Reading
Grammar
Writing
Listening and speaking
Opening and closing formulas in oral narratives
Comprehension
Number and person
Punctuation: Apostrophe and hyphen
Irony in short stories
The learner should be able to list different opening formulas from the communities represented in the class.
The learner should be able to answer questions on the text.
The learner should be able to correctly use personal pronouns in given exercises correctly.
The learner should be able to use the correct punctuation marks in given exercises.
The learner should be able to define and identify irony in a short story.
• Listening• Speaking • Writing
• Listening• Expressive reading• Speaking • Writing
• Listening• Reading• Writing
• Listening• Reading• Speaking • Writing
• Listening• Speaking • Writing
2
3
4
5
6
WEE
K 5
Head Start Secondary English• Student’s Book 2
page 45• Teacher’s Book 2
page 19
Head Start Secondary English• Student’s Book 2
pages 45-47• Teacher’s Book 2
page 21
Head Start Secondary English• Student’s Book 2
pages 48-50• Teacher’s Book 2
pages 21-22
Head Start Secondary English• Student’s Book 2
pages 51-52• Teacher’s Book 2
pages 22-23
Head Start Secondary English• Student’s Book 2
page 51• Teacher’s Book 2
page 23
• Chart• Oral literature readers
• Supplementary readers for further reading
• Chart on comprehension skills
• Extracts from readers• Audio tapes from KIE• Pictures• Chart
• Extracts from readers• Charts• Audio tapes from KIE
• Anthology of short stories
• Audio tapes from KIE
48
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
English Form 2 Schemes of Work
Term 1
1
2
3
4
5
Writing
Reading
Speaking
Grammar
Writing
Irony
Comprehension
Discussion
Indefinite pronouns
Personal journal
The learner should be able to narrate and write a story with irony.
The learner should be able to answer questions on the given passage.
The learner should be able to demonstrate ability to think critically.
The learner should be able to use indefinite pronouns correctly in sentences.
The learner should be able to write a personal journal.
• Narration• Reading• Writing
• Reading aloud• Silent reading• Writing
• Listening• Speaking • Writing
• Reading • Speaking • Writing
• Reading• Discussing • Writing
Head Start Secondary English• Student’s Book 2
page 54• Teacher’s Book 2
page 24
Head Start Secondary English• Student’s Book 2
pages 54-57• Teacher’s Book 2
page 25
Head Start Secondary English• Student’s Book 2
page 57• Teacher’s Book 2
page 26
Head Start Secondary English• Student’s Book 2
pages 58-59• Teacher’s Book 2
page 26
Head Start Secondary English• Student’s Book 2
pages 59-60• Teacher’s Book 2
page 26
WEE
K 6
• Pictures• Readers
• Supplementary readers for further reading
• Chart on comprehension skills
• Chart on how to conduct a discussion
• Readers
• Extracts from readers• Pictures• Audio tapes from KIE
• Extracts from personal journals
• Chart
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
49 NOT FOR SALE
English Form 2 Schemes of Work
Term 1W
EEK
6
Stress
Comprehension
Order of adjectives
Making lists
Etiquette: Table manners
The learner should be able to use stress correctly.
The learner should be able to answer questions on the passage correctly.
The learner should be able to use the correct order of adjectives in sentences.
The learner should be able to write shopping lists correctly.
The learner should be able to state acceptable behaviour at the dining table.
• Listening• Reading• Writing
• Reading • Listening• Writing
• Reading • Discussion• Writing
• Reading • Speaking• Writing
• Reading • Discussion• Writing• Dramatization
Head Start Secondary English• Student’s Book 2
page 61• Teacher’s Book 2
page 27
Head Start Secondary English• Student’s Book 2
pages 61-64• Teacher’s Book 2
page 27
Head Start Secondary English• Student’s Book 2
pages 65-66• Teacher’s Book 2
page 28
Head Start Secondary English• Student’s Book 2
pages 66-67• Teacher’s Book 2
page 28
Head Start Secondary English• Student’s Book 2
page 67• Teacher’s Book 2
page 29
• Audio tapes from KIE• Resource person• Dictionary
• Supplementary readers for further reading
• Chart on comprehension skills
• Extracts from readers• Pictures• Audio tapes from KIE
• Real shopping lists• Chart
• Pictures• Extracts from readers
6
1
2
3
4
Speaking and listening
Reading
Grammar
Writing
Listening and speaking
WEE
K 7
50
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
English Form 2 Schemes of Work
Term 1
5
6
1
2
3
4
5
Poetry
Speaking and listening
Oral literature
Writing
Poetry
Study skills
Speaking and listening
‘A freedom song’ by Marjorie Oludhe Macgoye
Debate:Child labour
Trickster narratives
Discussion:Gender
‘Just a word’
Plays
Etiquette:Polite conversations
The learner should be able to discuss issues raised in poem.
The learner should be able to discuss child labour in the society.
The learner should be able to state the characteristics of a trickster story.
The learner should be able to write on the given topic.
The learner should be able to analyze the poem and discuss the issues raised in it.
The learner should be able to identify characteristics of a play.
The learner should be able to speak politely.
• Recitation• Dramatization• Listening• Writing
• Discussion• Reading• Writing
• Narration• Listening• Speaking• Writing
• Discussion• Listening• Writing
• Recitation • Dramatization• Writing• Discussion
• Reading • Writing• Listening
• Dramatization• Speaking• Listening
Poems from East Africa by Cook & Rubadiri
Teacher’s choice of texts
Teacher’s choice of texts
Teacher’s choice of materials
Poems from East Africa by Cook & Rubadiri
Redemption by David Mulwa
Teacher’s choice of conversation
• Audio tapes from KIE
• Chart on process of debating
• Resource person• Audio tapes from KIE
• Chart on process of discussion
• Readers on gender
• Flash cards• Pictures
• Model of a stage• Supplementary readers
• Audio tape from KIE• Readers• Chart• Pictures
WEE
K 7
WEE
K 8
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
51 NOT FOR SALE
English Form 2 Schemes of Work
Term 1
6
1
2
3
4
5
Poetry
Oral literature
Listening and speaking
Reading
Grammar
Writing
Song of the common man
Monster narratives
Listening comprehension
Comprehension
Various language aspects
Paragraph development
The learner should be able to analyze and answer questions on the poem.
The learner should be able to state and explain characteristics of monster narratives.
The learner should be able to answer questions on the given passage.
The learner should be able to answer questions on the given passage.
The learner should be able to answer the given language questions.
The learner should be able to write paragraph with supporting reasons and examples.
• Dramatization• Discussion• Writing
• Dramatization• Speaking• Listening
• Listening• Speaking• Writing
• Reading• Writing• Speaking• Listening
• Reading• Writing
• Listening• Speaking• Writing
Poems from East Africa by Cook & Rubadiri
Teacher’s choice of monster narratives
Head Start Secondary English• Student’s Book 2
page 68• Teacher’s Book 2
page 29
Head Start Secondary English• Student’s Book 2
pages 68-69• Teacher’s Book 2
page 30-31
Head Start Secondary English• Student’s Book 2
pages 69-70• Teacher’s Book 2
pages 31-32
Head Start Secondary English• Student’s Book 2
page 70• Teacher’s Book 2
page 32
• Flash cards• Pictures• Poetry anthologies
• Oral literature readers• Pictures• Audio tapes
• Chart specifying listening
• Comprehension skills• Pictures
• Supplementary readers for further reading
• Chart on comprehension skills
• Course book
• Extracts from readers• Audio tapes from KIE
WEE
K 8
WEE
K 9
52
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
English Form 2 Schemes of Work
Term 1
6
1
2
3
4
Writing
Listening and speaking
Reading
Speaking
Grammar
Personal journals
Tongue-twisters
Comprehension
Debate
Primary auxiliary verbs
The learner should be able to write personal journals on given topics.
The learner should be able to define tongue-twisters and state their functions.
The learner should be able to answer questions on the given passage.
The learner should be able to express his/her opinions backed by reasons.
The learner should be able to use primary auxiliary verbs correctly.
• Reading• Listening• Speaking• Writing
• Listening• Speaking• Writing
• Reading• Listening• Speaking• Writing
• Listening• Speaking
• Reading• Listening• Speaking• Writing
Head Start Secondary English• Student’s Book 2
page 70• Teacher’s Book 2
page 32
Head Start Secondary English• Student’s Book 2
page 71• Teacher’s Book 2
page 32
Head Start Secondary English • Student’s Book 2
pages 72-74• Teacher’s Book 2
pages 32-33
Head Start Secondary English• Student’s Book 2
page 76• Teacher’s Book 2
page 33
Head Start Secondary English• Student’s Book 2
pages 76-78• Teacher’s Book 2
pages 33-34
• Extracts from personal journals
• Pictures• Chart
• Audio tapes• Flash cards
• Supplementary readers for further reading
• Chart on comprehension skills
• Chart showing process of debating
• Extracts from readers• Audio tapes from KIE• Pictures
WEE
K 9
WEE
K 1
0
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
53 NOT FOR SALE
English Form 2 Schemes of Work
Term 1
5
6
1
2
3
4
Writing
Listening and speaking
Library
Oral literature
Listening and speaking
Poetry
Invitations
Close shave
Extensive reading
Aetiological tales
Non-verbal cues
‘When you come’
The learner should be able to identify the characteristics of invitation cards.
The learner should be able to explain the trends of looking young or beautiful in modern society.
The learner should be able to write short reports on a given research topic.
The learner should be able to identify characteristics of explanatory tales.
The learner should be able to use appropriate cues in communication.
The learner should be able to discuss and analyze issues raised in the poem.
• Reading• Listening• Discussing• Writing
• Reading• Listening• Speaking• Writing
• Reading • Writing
• Narration• Discussion• Writing
• Reading• Listening
• Recitation• Discussion• Writing
Head Start Secondary English• Student’s Book 2
page 78• Teacher’s Book 2
page 34
Head Start Secondary English• Student’s Book 2
page 79• Teacher’s Book 2
page 34
Reference materials from library
Teacher’s choice of text
Head Start Secondary English• Student’s Book 2
page 80• Teacher’s Book 2
page 34
Poems from East Africa by Cook & Rubadiri
• Invitation cards• Readers
• Supplementary readers for further reading
• Pictures
• Library• Chart showing
components of a report
• Oral literature readers• Audio tapes from KIE• Pictures
• Pictures• Readers
• Pictures• Poetry anthologies for
further reading
WEE
K 1
0W
EEK
11
54
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
English Form 2 Schemes of Work
Term 1
5
6
1
2
3
Reading
Reading
Grammar
Listening and speaking
Writing
Comprehension
Wordpower
Modal auxiliary verbs
Speechwork:Patriots
Telephone messages
The learner should be able to answer questions on the given passage.
The learner should be able to use a dictionary to look up new words and use them correctly in given exercises.
The learner should be able to use modal auxiliary verbs appropriately.
The learner should be able to discuss the patriots they know.
The learner should be able to correctly write telephone messages with all the useful details.
• Reading• Listening• Speaking• Writing
• Reading• Listening• Speaking• Writing
• Reading• Speaking• Writing
• Listening• Speaking
• Role-play• Dramatization
Head Start Secondary English• Student’s Book 2
pages 80-82• Teacher’s Book 2
page 35
Head Start Secondary English• Student’s Book 2
pages 82-83• Teacher’s Book 2
page 35
Head Start Secondary English• Student’s Book 2
pages 83-84• Teacher’s Book 2
page 37
Head Start Secondary English• Student’s Book 2
page 83• Teacher’s Book 2
page 36
Head Start Secondary English• Student’s Book 2
pages 86-87• Teacher’s Book 2
page 37
• Supplementary readers for further reading
• Chart on comprehension skills
• Flash cards• Dictionary
• Extracts from readers• Pictures• Audio tapes from KIE
• Readers
• Real telephone messages
• Chart
WEE
K 1
1W
EEK
12
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
55 NOT FOR SALE
English Form 2 Schemes of Work
Term 1
4
5
6
Speaking
Poetry
Writing
Close shave
‘Shaka the Zulu’
Poetry
The learner should be able to identify and explain the irony in the story.
The learner should be able to analyze the poem.
The learner should be able to write own hero poems.
• Listening• Speaking• Writing
• Listening• Speaking• Writing
• Listening• Discussion• Writing
Head Start Secondary English• Student’s Book 2
page 88• Teacher’s Book 2
page 37
Teacher’s resources
Students own resources
• Pictures• Readers for further
reading
• Readers for further reading
• Poetry anthologies
WEE
K 1
2
56
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
English Form Two Schemes of Work: Term Two
Listening and speaking
Reading
Reading
Reading
Oral literature
Reading
Overstatement and understatement
Poetry: ‘Horn of my love’
Comprehension
Wordpower
Human narratives
Reading skills: Skimming
The learner should be able to define and identify understatement and overstatement.
The learner should be able to analyze the poem.
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 appropriately in sentences.
The learner should be able to identify characteristics of human narratives.
The learner should be able to skim a given passage and answer set questions.
• Expressive reading• Discussion• Listening
• Recital• Discussion• Writing
• Reading• Listening• Speaking• Writing
• Reading• Listening• Speaking• Writing
• Reading• Listening• Discussion
• Reading• Speaking• Writing
1
2
3
4
5
6
WEE
K 1
Head Start Secondary English• Student’s Book 2
page 89• Teacher’s Book 2
page 38
Relevant anthology
Head Start Secondary English• Student’s Book 2
page 90• Teacher’s Book 2
page 38Pictures of MandelaNewspaper articles
Head Start Secondary English• Student’s Book 2
page 91• Teacher’s Book 2
page 38
Teacher’s choice of resources
Teacher’s choice of passage
• Poetry anthologies• Pictures• Chart
• Poetry anthologies for further reading
• Supplementary readers for further reading
• Chart on comprehension skills
• Flash cards• Dictionary
• Oral literature readers• Resource person
• Extracts from readers• Audio tapes from KIE
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
57 NOT FOR SALE
Writing
Grammar
Reading
Writing
Writing
Oral literature
Sentence variety
Progressive aspect Past, present, future
Reading skills:Library reference materials
Filling forms
Sentence variety:Facts and statistics on HIV and AIDS
Monster narratives
The learner should be able to write short paragraphs using varied sentence structures.
The learner should be able to use the past, present and future tense in sentences.
The learner should be able to correctly identify different types of reference materials in the library appropriately.
The learner should be able to fill forms correctly.
The learner should be able to use sentence variety to write on facts and statistics on HIV and AIDS.
The learner should be able state and explain the characteristics of monster narratives.
• Reading• Speaking• Writing
• Reading• Speaking• Writing• Listening
• Listening• Discussion • Writing
• Reading• Speaking• Writing• Listening
• Reading• Discussing• Writing
• Reading• Speaking• Writing• Listening
1
2
3
4
5
6
Samples of well written paragraphs
Head Start Secondary English• Student’s Book 2
pages 92-93• Teacher’s Book 2
page 39
Head StartSecondary English• Student’s Book 2 page 215
Head Start Secondary English• Student’s Book 2
page 94• Teacher’s Book 2
page 40
NewspapersVideotapesMagazines
Sample monster narratives
WEE
K 2
• Extracts from readers• Pictures
• Extracts from readers• Audio tapes from KIE• Pictures
• Library• Model of library
• Real forms• Chart
• Extracts from readers• Chart• Posters
• Oral literature readers• Resource person
English Form 2 Schemes of Work
Term 2
58
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Listening and speaking
Reading
Reading
Reading
Oral literature
Library
Rhyme
Intensive reading:Studying poetry
Telephone etiquette
Wordpower
Fables on greed
Extensive reading
The learner should be able to define ‘rhyme’ and ‘regular rhyme scheme’.
The learner should be able to analyze a given poem and answer set questions.
The learner should be able to answer questions on the set dialogues.
The learner should be able to give the meaning of words and use them correctly in sentences.
The learner should be able to identify and discuss moral lessons in fables.
The learner should be able to write a short report on a given topic of research.
• Reading aloud• Recital• Discussion• Writing
• Recitation• Reading• Writing• Discussion
• Reading• Speaking• Writing• Listening
• Reading• Speaking• Writing• Listening
• Narration• Role-play• Discussion• Writing
• Reading • Writing
1
2
3
4
5
6
WEE
K 3
Head Start Secondary English• Student’s Book 2
page 96• Teacher’s Book 2
page 40
Sample poems
Head Start Secondary English• Student’s Book 2
page 96• Teacher’s Book 2
page 42
Head Start Secondary English• Student’s Book 2
page 98• Teacher’s Book 2
page 41
Teacher’s choice of narratives
Reference materials from school library
• Audio tapes from KIE• Chart• Poetry anthologies
• Anthologies of poems• Audio tapes from KIE• Chart
• Chart on comprehension skills
• Supplementary readers
• Flash cards• Dictionary
• Oral literature readers• Chart• Resource person
• Chart showing faster reading and report writing skills
English Form 2 Schemes of Work
Term 2
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
59 NOT FOR SALE
Grammar
Writing
Oral literature
Poetry
Listening and speaking
Reading
Perfective aspect: past, present, future
Making notes
Explanatory narratives
Irony
Intonation
Reading skills:Encyclopedia
The learner should be able to use the past, present and future perfect tense correctly.
The learner should be able to make notes on the given passage.
The learner should be able to identify the characteristics of explanatory narratives.
The learner should be able to identify irony and explain its effectiveness in poetry.
The learner should be able to change the meaning of a sentence by using stress on different words.
The learner should be able to use an encyclopedia to write reports on given topics.
• Listening • Speaking• Reading• Writing
• Listening• Speaking• Reading• Writing
• Narration• Discussion• Writing
• Recitation• Discussion• Writing
• Reading• Listening• Speaking• Writing
• Reading• Writing
1
2
3
4
5
6
WEE
K 4
Head Start Secondary English• Student’s Book 2
pages 99-101• Teacher’s Book 2
page 43
Head Start Secondary English• Student’s Book 2
page 101• Teacher’s Book 2
pages 43-44
Teacher’s collection of explanatory tales
Teacher’s choice of suitable poems
Head Start Secondary English• Student’s Book 2
page 103• Teacher’s Book 2
page 44
Head Start Secondary English• Student’s Book 2 page 215
• Extracts from readers• Pictures• Audio tapes from KIE
• Extracts from readers• Chart
• Oral literature readers• Audio tapes from KIE• Pictures
• Pictures• Anthologies of poems
• Audio tapes from KIE• Anthologies of poems
• Library• Encyclopaedias
English Form 2 Schemes of Work
Term 2
60
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Reading
Reading
Reading
Poetry
Oral poetry
Grammar
Comprehension
Wordpower
Irony
‘Maji Maji’By Yussuf Kassam
War poems
Future time
The learner should be able to answer questions set on a given passage.
The learner should be able to give the meaning and use them appropriately in sentences.
The learner should be able to explain irony in situations presented.
The learner should be able to analyze and discuss issues in the poem.
The learner should be able to discuss the characteristics and functions of war poetry.
The learner should be able to use future tense appropriately.
• Silent reading • Discussion• Writing
• Reading • Speaking• Listening• Writing
• Speaking• Listening• Discussion
• Recitation• Discussion• Writing
• Recitation• Discussion• Writing
• Recitation• Discussion• Writing
1
2
3
4
5
6
WEE
K 5
Head Start Secondary English • Student’s Book 2
page 104• Teacher’s Book 2
pages 44-45
Head Start Secondary English• Student’s Book 2
page 106• Teacher’s Book 2
page 45
Samples of articles that show irony
Copy of the poem
Teacher’s collection of war poems
Head Start Secondary English• Student’s Book 2
page 107• Teacher’s Book 2
pages 45-46
• Supplementary readers for further reading
• Chart on comprehension skills
• Flash cards• Dictionary
• Anthologies of poems• Extracts from readers
• Anthologies of poems• Pictures
• Resource person• Oral literature readers
• Extracts from readers• Pictures• Audio tapes from KIE
English Form 2 Schemes of Work
Term 2
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
61 NOT FOR SALE
Writing
Reading
Listening and speaking
Reading
Listening and speaking
Listening and speaking
Letters of apology
Intensive reading, poetry:‘I refuse to take your brotherly hand’
Discussion on corruption
Comprehension:Summary
Oral literature:Myths
Oral literature:Love songs
The learner should be able to write apology letters using the correct style and format.
The learner should be able to analyze the poem and the issues it raises.
The learner should be able to write on various types of corruption and suggest solutions to the problem.
The learner should be able to write a summary correctly.
The learner should be able to analyze and answer questions on a given myth.
The learner should be able to identify the features of love songs.
• Listening • Reading • Discussion• Writing
• Reading aloud• Discussion• Writing
• Discussion• Writing
• Reading• Speaking• Writing
• Reading• Speaking • Listening • Writing
• Speaking• Listening• Writing
1
2
3
4
5
6
WEE
K 6
• Real letters• Pictures• Chart
• Anthology of poems• Chart• Pictures
• Readers• Chart showing process
of discussion
• Chart on summary skills
• Oral literature readers• Resource person• Audio tapes
• Oral literature readers• Resource persons• Video tapes• Field visits• Audio tapes from KIE
Head Start Secondary English• Student’s Book 2
page 110• Teacher’s Book 2
page 46
Copy of the poem
Resources from the library
Sample passages
Teacher’s collection of myths
Head Start Secondary English• Student’s Book 2
page 112• Teacher’s Book 2
page 47
English Form 2 Schemes of Work
Term 2
62
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Reading
Listening and speaking
Grammar
Listening and speaking
Writing
Reading
Comprehension
Oral literature:Love poetry
Adverbs of place and degree
Close shave
Summary
Reading skills:Interpreting data
The learner should be able to correctly answer questions on the passage.
The learner should be able to state the functions and characteristics of oral love poetry.
The learner should be able to use adverbs of place and degree appropriately.
The learner should be able to discuss the issue of language and communication as presented.
The learner should be able to write a summary on given passage.
The learner should be able to write paragraphs using data in a pie chart.
• Reading• Listening• Speaking• Writing
• Listening• Discussion• Writing
• Reading• Speaking• Listening• Writing
• Reading • Discussion• Narration
• Reading• Speaking• Listening• Writing
• Reading• Discussion• Writing
1
2
3
4
5
6
WEE
K 7
Head Start Secondary English• Student’s Book 2
pages 113-116• Teacher’s Book 2
page 48
Teacher’s and student’s resources
Head Start Secondary English• Student’s Book 2
page 117• Teacher’s Book 2
page 49
Head Start Secondary English• Student’s Book 2
page 119• Teacher’s Book 2
page 50
Head Start Secondary English• Student’s Book 2
pages 118-119• Teacher’s Book 2
page 50
Chart with pie chart
• Supplementary readers for further reading
• Chart on comprehension skills
• Oral literature readers• Resource persons• Video tape• Field visits
• Extracts from readers• Pictures• Audio tapes from KIE
• Chart showing discussion process
• Readers for further reading
• Chart showing summary writing skills
• Chart showing data interpretation skills
English Form 2 Schemes of Work
Term 2
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
63 NOT FOR SALE
Listening and speaking
Reading
Reading
Grammar
Reading
Writing
Wedding songs
Comprehension
Wordpower
Comparatives and superlatives
Intensive reading:Themes in literature
Summary
The learner should be able to discuss the characteristics of wedding songs.
The learner should be able to read and answer questions set 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 comparatives and superlatives correctly.
The learner should be able to identify themes in a given text.
The learner should be able to write a summary on a given passage.
• Reading• Listening• Discussion
• Reading• Speaking• Listening• Writing
• Discussion• Writing
• Reading• Writing
• Reading• Writing
• Reading• Writing
1
2
3
4
5
6
WEE
K 8
Head Start Secondary English• Student’s Book 2
page 120• Teacher’s Book 2
page 50
Head Start Secondary English• Student’s Book 2
page 121• Teacher’s Book 2
page 51
Head Start Secondary English• Student’s Book 2
page 123• Teacher’s Book 2
page 51
Head Start Secondary English• Student’s Book 2
pages 124-125• Teacher’s Book 2
pages 51-52
Teacher’s resources
Head Start Secondary English• Student’s Book 2
page 126• Teacher’s Book 2
page 52
• Oral literature readers• Resource persons• Video tapes• Audio tapes• Field visits
• Supplementary readers for further reading
• Chart on comprehension skills
• Flash cards• Dictionary
• Extracts from readers• Pictures• Audio tapes from KIE
• Readers• Audio tapes from KIE
• Chart on summary writing skills
• Extracts from readers
English Form 2 Schemes of Work
Term 2
64
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Listening and speaking
Listening and speaking
Study skills
Listening and speaking
Reading
Reading
Attitude:‘Spoiling our celebrations’
Work songs
Time management
Riddles
Comprehension
Wordpower
The learner should be able to identify and explain attitude in the given poem.
The learner should be able to identify features of work songs.
The learner should be able to prepare a personal timetable.
The learner should be able to identify characteristics of riddles and state their functions.
The learner should be able to answer set questions on the passage correctly.
The learner should be able to give the meaning of new words and use them correctly in sentences.
• Reciting• Discussion• Listening• Writing
• Reciting• Discussion• Reading• Writing
• Discussion • Reading• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
1
2
3
4
5
6
WEE
K 9
Head Start Secondary English• Student’s Book 2
page 127• Teacher’s Book 2
page 53
Teacher’s collection of work songs
Sample timetable
Teacher’s resourcesStudent’s resources
Head Start Secondary English• Student’s Book 2
page 128• Teacher’s Book 2
pages 53-54
Head Start Secondary English• Student’s Book 2
page 129• Teacher’s Book 2
pages 53-54
• Poetry and anthologies for further reading
• Oral literature readers• Video tapes• Resource person• Field visits
• Supplementary readers for further reading
• Resource person
• Oral literature readers• Audio tapes from KIE
• Supplementary readers for further reading
• Chart on comprehension skills
• Flash cards• Dictionary
English Form 2 Schemes of Work
Term 2
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
65 NOT FOR SALE
Grammar
Writing
Reading
Listening and speaking
Writing
Listening and speaking
Complex prepositions
Descriptive essay-processes
Intensive reading:‘Slum day’By J. Chaplin
Oral Poetry:Dirges
Imaginative composition:Abortion
Language in riddles
The learner should be able to use complex prepositions correctly.
The learner should be able to describe a familiar process, e.g. making ugali.
The learner should be able to discuss theme, style and content in the poetry.
The learner should be able to discuss features and functions of dirges.
The learner should be able to write an imaginative composition on the dangers of abortion.
The learner should be able to analyze language in riddles.
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Recitation• Discussion• Listening• Writing
• Recitation• Discussion • Listening• Writing
• Reading• Dramatization• Discussion• Writing
• Discussion• Listening
1
2
3
4
5
6
WEE
K 1
0
Head Start Secondary English• Student’s Book 2
page 130• Teacher’s Book 2
page 54
Head Start Secondary English• Student’s Book 2
page 133• Teacher’s Book 2
page 54
Poems from East Africa page 33
Teacher’s resources
Head Start Secondary English• Student’s Book 2
page 132• Videotapes
Head Start Secondary English• Student’s Book 2
page 133• Teacher’s Book 2
page 55
• Extracts from readers• Pictures• Audio tapes from KIE
• Extracts from readers• Pictures• Chart• Posters
• Pictures• Anthologies of poems
for further reading
• Oral literature readers• Audio tapes• Resource person• Video tapes
• Pictures• Chart• Posters• Readers
• Oral literature readers• Audio tapes from KIE
English Form 2 Schemes of Work
Term 2
66
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
Reading
Reading
Reading
Grammar
Reading
Writing
Comprehension
Wordpower
Intensive reading:Poetry
Subordinating conjunctions
Intensive reading:Short story
Descriptive essay: Static description
The learner should be able to correctly answer questions on the given the passage.
The learner should be able to identify and correctly use new words in sentences.
The learner should be able to analyze themes, style and content.
The learner should be able to answer questions on set exercises correctly.
The learner should be able to read a short story and analyze the plot, character and themes.
The learner should be able to write a descriptive composition correctly.
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Recital• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
1
2
3
4
5
6
WEE
K 1
1
Head Start Secondary English• Student’s Book 2
pages 133-136• Teacher’s Book 2 pages 55-57
Head Start Secondary English• Student’s Book 2
pages 133-136• Teacher’s Book 2
page 55
Teacher’s choice
Head Start Secondary English• Student’s Book 2
page 137• Teacher’s Book 2
pages 56-57
Teacher’s choice of short stories
Head Start Secondary English• Student’s Book 2
page 138• Teacher’s Book 2
page 57
• Supplementary readers for further reading
• Chart on comprehension skills
• Flash cards• Dictionary
• Poetry anthologies• Pictures
• Extracts from readers• Pictures• Audio tapes from KIE
• Anthology of short stories
• Extracts from readers• Pictures• Models
English Form 2 Schemes of Work
Term 2
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
67 NOT FOR SALE
Listening and speaking
Reading
Reading
Grammar
Writing
A marriage song
Comprehension
Wordpower
Auxiliary verbs Modal verbsVerbsVocabularyJoining sentences
Letters of apology
The learner should be able to classify the song and identify its characteristics.
The learner should be able to answer questions on passage.
The learner should be able to give the meaning and use words in sentences.
The learner should be able to use verbs, vocabulary and correctly join sentences.
The learner should be able to write an apology letter using the appropriate style and format.
• Reading• Discussion• Listening
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Writing
• Reading• Writing
1
2
3
4
5
WEE
K 1
2
Head Start Secondary English• Student’s Book 2
page 141• Teacher’s Book 2
page 58
Head Start Secondary English• Student’s Book 2
pages 141-143• Teacher’s Book 2
page 58
Head Start Secondary English• Student’s Book 2
page 143• Teacher’s Book 2
page 58
Head Start Secondary English• Student’s Book 2
page 144• Teacher’s Book 2
page 59
Head Start Secondary English• Student’s Book 2
page 145• Teacher’s Book 2
page 60
• Oral literature readers• Video tape• Pictures• Audio tape
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
• Extracts from readers• Pictures• Audio tapes from KIE
• Real letter of apology• Chart
English Form 2 Schemes of Work
Term 2
68
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
• Reading • Writing
WEE
K 1
2 A poetry anthology• Anthologies of poems for further reading
• Pictures
English Form 2 Schemes of Work
Term 2
Intensive reading:Poetry:‘A sudden storm’
Reading6 The learner should be able to analyze the style, themes and content of the poem.
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
69 NOT FOR SALE
WEE
K 1
Head Start Secondary English• Student’s Book 2
page 146• Teacher’s Book 2
page 60
Teacher’s choice of passage with suitable questions
Head Start Secondary English• Student’s Book 2
page 147• Teacher’s Book 2
page 61
Head Start Secondary English• Student’s Book 2
page 149• Teacher’s Book 2
page 61
Head Start Secondary English• Student’s Book 2
page 150• Teacher’s Book 2
page 62
• Chart showing key aspects of oral interview
• Audio tapes
• Extracts from readers• Chart on scanning
skills
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
• Readers for further reading
• Dramatizing• Speaking• Listening
• Silent reading• Speaking• Writing
• Reading• Speaking• Writing
• Speaking • Listening• Reading• Writing
• Speaking• Listening
The learner should be able to carry out an oral interview.
The learner should be able to quickly pick out specific information from a passage.
The learner should be able to correctly answer questions set on the passage.
The learner should be able to give the meaning of words and use them correctly in sentences.
The learner should be able to tell others about people who annoy them or are difficult to please.
Oral interview
Reading skills:Scanning
Comprehension
Wordpower
Let’s talk
Listening and speaking
Reading
Reading
Reading
Speechwork
1
2
3
4
5
English Form Two Schemes of Work: Term Three
70
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
WEE
K 1
Head Start Secondary English• Student’s Book 2
page 150• Teacher’s Book 2
page 62
Head Start Secondary English• Student’s Book 2
page 151• Teacher’s Book 2
page 62
Relevant articles from newspapers periodicals, etc.
Head Start Secondary English• Student’s Book 2
page 153• Teacher’s Book 2
page 62
Head Start Secondary English• Student’s Book 2
pages 154-155• Teacher’s Book 2
pages 63-64
• Extracts from readers• Pictures• Charts• Audio tapes from KIE
• Extracts from readers• Pictures
• Extracts from readers• Charts• Posters• Pictures
• Oral literature readers• Resource person• Audio tapes
• Supplementary readers for further reading
• Chart on comprehension skills
• Reading • Speaking• Listening• Writing
• Writing
• Discussion• Listening• Writing
• Reading aloud• Speaking• Listening• Field visits/field work
• Reading• Speaking• Listening• Writing
The learner should be able to use adverbial phrases correctly in sentences.
The learner should be able to write simple poems.
The learner should be able to write an imaginative composition on gender equality.
The learner should be able to state the characteristics of myths and pronounce words correctly.
The learner should be able to answer the questions set on the passage correctly.
Adverbial phrases
Poems
Imaginative composition:Gender equality
Creation myths
Comprehension
Grammar
Writing
Writing
Listening and speaking
Reading
6
1
2
3
4
WEE
K 2
English Form 2 Schemes of Work
Term 3
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
71 NOT FOR SALE
• Dictionary• Flash cards
• Readers• Pictures
• Extracts from readers• Pictures• Audio tapes from KIE
• Oral literature readers• Audio tapes• Resource person
• Readers• Chart on extensive
reading skills and report writing
• Pictures• Posters• Readers
• Reading• Speaking• Listening• Writing
• Reading • Speaking• Writing
• Reading • Listening• Speaking• Writing
• Narration • Listening• Speaking
• Reading • Listening• Discussion
• Speaking• Listening• Reading• Writing
The learner should be able to give meaning of new words and use them correctly in sentences.
The learner should be able to analyze characters in a given novel.
The learner should be able to use verb phrases correctly.
The learner should be able to list the characteristics of trickster narratives.
The learner should be able to give an oral report on a novel he/she has read.
The learner should be able to write an imaginative paragraph on a given topic.
Wordpower
Intensive reading:Characterization in a novel
Verb phrases
Trickster narratives
Extensive reading
Imaginative writing
Reading
Reading
Grammar
Reading
Reading
Writing
5
6
1
2
3
4
Head Start Secondary English• Student’s Book 2
pages 154-155 • Teacher’s Book 2 pages 63-64
Novel of teacher’s choice
Head Start Secondary English• Student’s Book 2 page 157• Teacher’s Book 2 page 64
Sample trickster narrativesStudying Oral Literature by Okumba Miruka
Library resourcesTeacher’s own resources
Head Start Secondary English• Student’s Book 2
page 158• Teacher’s Book 2
page 64
English Form 2 Schemes of Work
Term 3W
EEK
2W
EEK
3
72
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
WEE
K 3
Head Start Secondary English• Student’s Book 2
page 159• Teacher’s Book 2
page 64
Teacher’s choice
Head Start Secondary English• Student’s Book 2
page 160• Teacher’s Book 2
page 65
Head Start Secondary English• Student’s Book 2
pages 160-162• Teacher’s Book 2
page 65
Head Start Secondary English• Student’s Book 2
pages 162-163• Teacher’s Book 2
page 65
Teacher’s choice/collection
• Speaking• Listening• Discussion
• Reading• Speaking• Listening• Writing
• Discussion• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Recitation• Discussion• Writing
The learner should be able to tell stories where somebody was given an impossible task and how they dealt with it.
The learner should be able to discuss imagery as an aspect of style.
The learner should be able to list the differences between myth and legends.
The learner should be able to answer questions on the 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 answer questions set on the poem correctly.
Close shave
Intensive reading:Poetry
Myths and legends
Comprehension
Wordpower
Poetry/Intensive reading: (oppression)
Speaking
Reading
Listening and speaking
Reading
Reading
Reading
5
6
1
2
3
4
• Readers for further reading
• Anthologies of poems• Pictures
• Oral literature readers• Audio tapes
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
• Pictures• Chart
WEE
K 4
English Form 2 Schemes of Work
Term 3
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
73 NOT FOR SALE
WEE
K 4
Studying Oral Literature by Okumba Miruka
Head startSecondary English• Student’s Book 2
pages 163-165• Teacher’s Book 2
page 67
Head Start Secondary English• Student’s Book 2
pages 165-166• Teacher’s Book 2
page 68
Teacher’s resources
Teacher’s choice
Head Start Secondary English• Student’s Book 2
pages 168-170• Teacher’s Book 2
page 68
• Oral literature readers• Resource person• Audio tapes• Pictures
• Extracts from readers• Pictures• Audio tapes from KIE
• Pictures• Readers
• Readers
• Readers• Charts to outline plot,
character and themes
• Supplementary readers for further reading
• Chart on comprehension skills
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Role-play• Dramatization• Reading • Discussion
• Reading• Speaking• Listening• Writing
The learner should be able to state and explain the characteristics of monster narratives.
The learner should be able to distinguish between defining and non-defining clauses.
The learner should be able to write imaginatively, creating credible characters.
The learner should be able to explain the importance of working in groups.
The learner should be able to analyze plot, characters and themes.
The learner should be able to answer questions on set passage.
Monster narratives
Relative clauses
Imaginative composition
Group work
Intensive reading:Novel
Comprehension
Listening and speaking
Grammar
Writing
Reading
Reading
Reading
5
6
1
2
3
4
WEE
K 5
English Form 2 Schemes of Work
Term 3
74
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 2
page 170• Teacher’s Book 2
pages 69-70
Head Start Secondary English• Student’s Book 2
page 171• Teacher’s Book 2
page 70
Head Start Secondary English• Student’s Book 2
page 172• Teacher’s Book 2
page 71
Head Start Secondary English• Student’s Book 2
page 174• Teacher’s Book 2
page 71
Head Start Secondary English• Student’s Book 2
pages 175-177• Teacher’s Book 2
page 72
• Dictionary• Flash cards
• Extracts from readers• Pictures• Audio tapes from KIE
• Pictures• Chart• Extracts from readers
• Anthologies of poems• Chart• Audio tapes
• Supplementary readers for further reading
• Charts on comprehension skills
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Discussion• Listening• Writing
• Reading• Speaking• Listening• Writing
The learner should be able to give the meaning of words and use them appropriately in sentences.
The learner should be able to use adverbial clauses correctly.
The learner should be able to write a dialogue correctly.
The learner should be able to identify and use onomatopoeic words in writing.
The learner should be able to answer questions on the passage correctly.
Wordpower
Adverbial clauses
Dialogue unity
Onomatopoeia
Comprehension
Reading
Grammar
Writing
Speaking and listening
Reading
5
6
1
2
3
WEE
K 5
WEE
K 6
English Form 2 Schemes of Work
Term 3
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
75 NOT FOR SALE
Head Start Secondary English• Student’s Book 2
page 177• Teacher’s Book 2
page 73
Head Start Secondary English• Student’s Book 2
page 178• Teacher’s Book 2
page 73
Head Start Secondary English• Student’s Book 2
page 178• Teacher’s Book 2
page 73
Head Start Secondary English• Student’s Book 2
page 180• Teacher’s Book 2
page 74
Suitable bar graphs from varied sources
Teacher’s choice
• Dictionary• Flash cards
• Chart providing guidance on discussion
• Readers
• Extracts from readers• Audio tapes from KIE• Chart
• Real letters• Extracts from readers
• Anthologies of poems• Pictures
• Reading• Speaking• Listening• Writing
• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Recitation• Discussion• Writing
The learner should be able to give the meaning of new words and use them correctly in sentences.
The learner should be able to discuss forms of bullying and ways of stopping it in schools.
The learner should be able to use compound sentences correctly.
The learner should be able to write a business letter using the correct format and style.
The learner should be able to interpret a given bar graph on HIV/AIDS prevalence.
The learner should be able to analyze the message in a given poem.
Wordpower
Bullying
Compound sentences
Business letters
Reading skills:Interpreting bar graphs
Intensive reading:Poetry
Reading
Speaking
Grammar
Writing
Reading
Reading
4
5
6
1
2
3
WEE
K 6
WEE
K 7
English Form 2 Schemes of Work
Term 3
76
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 2
page 182• Teacher’s Book 2
page 75
Head Start Secondary English• Student’s Book 2
pages 182-184• Teacher’s Book 2
page 75
Head Start Secondary English• Student’s Book 2
page 184• Teacher’s Book 2
page 75
Teacher’s choice of praise poem
Head Start Secondary English• Student’s Book 2
pages 185-187• Teacher’s Book 2
page 76
• Audio tapes• Pictures• Chart
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
• Oral literature readers• Resource person• Video tapes• Audio tapes
• Extracts from readers• pictures• Audio tapes from KIE
• Listening• Speaking• Discussion
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
The learner should be able to draw similarities between puns and riddles and explain their characteristics.
The learner should be able to answer questions on the given passage correctly.
The learner should be able to give meaning of new words and correctly use them in sentences.
The learner should be able to answer the questions set on praise poems correctly.
The learner should be able to write using complex sentences.
Puns
Comprehension
Wordpower
Praise poems
Clauses - complex sentences
Listening and speaking
Reading
Reading
Listening and speaking
Grammar
4
5
6
1
2
WEE
K 7
WEE
K 8
English Form 2 Schemes of Work
Term 3
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
77 NOT FOR SALE
Video tapes on abortionNewspaper articles
Head Start Secondary English• Student’s Book 2 page 187• Teacher’s Book 2
page 77
Studying Oral Literature by Okumba Miruka
Teacher’s resourcesExtracts for summary exercises
Head Start Secondary English• Student’s Book 2
page 189• Teacher’s Book 2
page 78
Head Start Secondary English• Student’s Book 2
pages 189-191• Teacher’s Book 2
page 81
• Chart on debating process
• Readers
• Real letters• Chart• Readers
• Oral literature readers• Resource person• Audio tapes
• Extracts from readers• Chart
• Oral literature readers• Resource person• Audio tapes• Pictures
• Supplementary readers for further reading
• Chart on comprehension skills
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Narration• Reading• Discussion• Writing• Field visits/work
• Reading• Note taking• Summary writing
• Reading• Speaking• Listening• Writing• Field visits/work
• Reading• Speaking• Listening• Writing
The learner should be able to argue for or against the motion:‘Abortion’ should be legalized.
The learner should be able to write a formal letter using the correct format and style.
The leaner should be able to answer questions on Lwanda Magere the legend.
The learner should be able to write summaries correctly.
The learner should be able to state features of a fable and create suspense in a story.
The learner should be able to answer questions on the passage correctly.
Debate:Abortion should be legalized
Formal letters
Legends
Summaries
Fables
Comprehension
Listening and speaking
Writing
Listening and speaking
Writing
Listening and speaking
Reading
3
4
5
6
1
2
WEE
K 8
WEE
K 9
English Form 2 Schemes of Work
Term 3
78
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 2
page 192• Teacher’s Book 2
page 80
Student’s resources
Head Start Secondary English• Student’s Book 2
page193• Teacher’s Book
page 81
Head Start Secondary English• Student’s Book 2
pages 195• Teacher’s Book 2
page 82
Head Start Secondary English• Student’s Book 2
page 196• Teacher’s Book 2
pages 82-83
Head Start Secondary English• Student’s Book 2
pages 197-199• Teacher’s Book 2
page 84
• Dictionary• Flash cards
• Chart on debating process
• Readers
• Extracts from readers• Pictures• Cartoons• Audio tapes from KIE
• Posters• Extracts from readers
• Readers• Anthologies of poems
• Supplementary readers for further reading
• Chart on comprehension skills
• Reading• Speaking• Listening• Writing
• Listening• Speaking
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading silently• Reading aloud• Discussion
• Reading• Speaking• Listening• Writing
The learner should be able to give the meaning of new words and use them correctly in sentences.
The learner should be able to argue for or against the motion …
The learner should be able to use active and passive voice appropriately.
The learner should be able to make a poster using the given guidelines.
The learner should be able to explain irony and its effectiveness in poetry.
The learner should be able to correctly answer question on the given passage.
Wordpower
Debate:Money is the root of all evils
Active and passive voice
Posters
Poetry: ‘Building the nation’
Comprehension
Reading
Listening and speaking
Grammar
Writing
Listening and speaking
Reading
3
4
5
6
1
2
WEE
K 9
WEE
K 1
0
English Form 2 Schemes of Work
Term 3
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
79 NOT FOR SALE
Head Start Secondary English• Student’s Book 2
page 199• Teacher’s Book 2
page 84
Student’s resources
Head Start Secondary English• Student’s Book 2
page 200• Teacher’s Book 2
page 85
Sample advertsHead Start Secondary English• Student’s Book 2
page 202• Teacher’s Book 2
page 85
Head Start Secondary English• Student’s Book 2
page 204• Teacher’s Book 2
page 86
• Dictionary• Flash cards
• Chart on debating process
• Readers
• Extracts from readers• Pictures• Audio tapes from KIE
• Adverts• Extracts from readers
• Oral literature readers• Audio tapes
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Riddling session• Listening• Speaking
The learner should be able to give the meaning of new words and use them correctly in sentences.
The learner should be able to demonstrate critical thinking skills.
The learner should be able to answer questions on active and passive voice appropriately.
The learner should be able to write advertisements following given guidelines.
The learner should be able to discuss the characteristics of riddles.
Wordpower
Debate: Mobile phones should be banned in public places
Active and passive voice
Advertisements
Riddles
Reading
Speaking
Grammar
Writing
Listening and speaking
3
4
5
6
1
WEE
K 1
0W
EEK
11
English Form 2 Schemes of Work
Term 3
80
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 2
pages 204-206• Teacher’s Book 2
page 86
Head Start Secondary English• Student’s Book 2
page 206• Teacher’s Book 2
page 86
Student’s resources
Head Start Secondary English• Student’s Book 2
pages 207-208• Teacher’s Book 2
pages 87-88
Head Start Secondary English• Student’s Book 2
page 209• Teacher’s Book 2
page 88
• Supplementary readers for further reading
• Chart on comprehension skills
• Dictionary• Flash cards
• Chart on process of debating
• Readers
• Extracts from readers• Pictures• Audio tapes from KIE
• Extracts from readers• Chart
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening
• Reading• Speaking• Listening• Writing
• Reading• Speaking• Listening• Writing
The learner should be able to answer questions on the given passage correctly.
The learner should be able to give meaning of new words and use them correctly in their own sentences.
The learner should be able to demonstrate critical thinking skills through debating the motion effectively.
The learner should be able to use active and passive voice correctly.
The learner should be able to use simple, compound and complex sentences correctly.
Comprehension
Wordpower
Debate:Modern technology has done more harm than good
Active and passive voice
Sentence varietySimple CompoundComplex
Reading
Reading
Listening and speaking
Grammar
Writing
2
3
4
5
6
WEE
K 1
1
English Form 2 Schemes of Work
Term 3
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
81 NOT FOR SALE
Samples of other similar storiesHead Start Secondary English• Student’s Book 2
page 211• Teacher’s Book 2
page 89
Head Start Secondary English• Student’s Book 2
pages 211-213• Teacher’s Book 2
page 90
Head Start Secondary English• Student’s Book 2
pages 213-214• Teacher’s Book 2
page 90
Head Start Secondary English• Student’s Book 2
page 214• Teacher’s Book 2
page 91
• Oral literature readers• Resource person• Audio tapes
• Supplementary readers for further reading
• Chart on comprehension skills
• Extracts from readers• Pictures• Audio tapes from KIE
• Letters• Charts• Extracts from readers
• Listening• Speaking• Narrating• Field visits/work
• Reading• Speaking• Listening• Writing
• Reading• Writing• Marking
• Speaking• Writing• Marking
The learner should be able to answer questions on the passage.
The learner should be able to answer questions on the given passage correctly.
The learner should be able to answer the questions on the given exercise correctly.
The learner should be able to write a formal letter using the correct style and format.
The origin of death
Comprehension
Relative clauses Passive/active forms Adverbial clauses
Formal letter
Listening and speaking
Reading
Grammar
Writing
1
2
3
4
WEE
K 1
2
English Form 2 Schemes of Work
Term 3
82
LESSON OBJECTIVESLEARNING/TEACHING
ACTIVITIESLEARNING/TEACHING
RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC
For use with Head Start Secondary English
NOT FOR SALE
• Extracts from readers• Chart
• Extracts from readers• Chart
• Reading• Speaking• Listening• Writing
• Reading • Writing
The learner should be able to write a dialogue as per instructions.
The learner should be able to skim through a passage for general information.
Dialogue
Reading skills:Skimming
Writing
Reading
5
6WEE
K 1
2
Head Start Secondary English• Student’s Book 2
page 214• Teacher’s Book 2
page 91
Head Start Secondary English• Student’s Book 2
page 217
English Form 2 Schemes of Work
Term 3