Displaying items by tag: Schemes of Work
Tuesday, 25 May 2021 11:02
KLB Primary Science Pupil's Book for Standard 5 Schemes of Work Term 3 2020/2021
| WEEK | LESSON | TOPIC | SUB-TOPIC | LESSON OBJECTIVES | TEACHING ACTIVITIES | TEACHING RESOURCES | REFERENCES | REMARKS |
| 1 | OPENING AND REVISIONS | |||||||
| 2 | 1 | MAKING WORK EASIER | Balancing on a seesaw |
By the end of this topic, The learner should be able to:
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Primary Science Pupil's Book for Standard 5 | |
| 2 | Making and using a simple beam balance |
By the end of this topic, The learner should be able to:
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Primary Science Pupil's Book for Standard 5 | |||
| 3 | Compare mass of different materials |
By the end of this topic, The learner should be able to:
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Primary Science Pupil's Book for Standard 5 | |||
| 4-5 | Exercise |
By the end of this topic, The learner should be able to:
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Primary Science Pupil's Book for Standard 5 | ||||
| 3-7 | Classwork in door and out door | Classwork in door and out door |
By the end of this topic, The learner should be able to:
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Primary Science Pupil's Book for Standard 5 | ||
| 8 | PREPARATION FOR END TERM EXAMS | |||||||
| 9 | END TERM EXAMS AND CLOSING | |||||||
Published in
Form 3 Term 3 Schemes of Work 2020/2021
Tagged under
Tuesday, 25 May 2021 09:31
Inventor KLB Business Studies Schemes of Work Book 3 Term 3 2020/2021
| WEEK | LESSON | TOPIC | SUB-TOPIC | LESSON OBJECTIVES |
LEARNING/ TEACHING ACTIVITIES |
TEACHING RESOURCES |
REFERENCES | REMARKS |
| 1 | 1-2 | THE CASHBOOK |
Introduction Types of cash book Single column cash book Purpose of cash book |
By the end of the lesson, the learner should be able to;
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| 3-4 | THE CASHBOOK | The two-column cash-book |
By the end of the lesson, the learner should be able to:
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| 2 | 1-2 | THE CASHBOOK | Three-column cash book |
By the end of the lesson, the learner should be able to:
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| 3-4 | THE CASHBOOK |
Central entry Emerging issues |
By the end of the lesson, the learner should be able to:
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END OF SYLLABUS REVISION AND EXAMS |
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Published in
Form 3 Term 3 Schemes of Work 2020/2021
Tagged under
Tuesday, 25 May 2021 07:11
KLB Biology Schemes of Work Book 3 Term 3 2020/2021
| WEEK | LESSON | TOPIC/ SUB-TOPIC |
LESSON OBJECTIVES |
TEACHING ACTIVITIES | TEACHING MATERIALS | REFERENCES | REMARKS |
| 1 | 1 | Seed formation |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 97 |
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| 2 |
Fruit development |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 98 |
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| 3-4 | Classification of fruits. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 99 |
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| 5 | Placentation |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 100 |
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| 2 | 1-2 | Fruit and seed dispersal. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 102-103 |
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| 3-4 | Internal structure of fruits. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 104 |
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| 5 |
Sexual reproduction in animals. External fertilization |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 105 |
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| 3 | 1 | Internal fertilization |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 105 |
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| 2-3 |
Reproduction in mammals. Reproduction in human beings. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 105 |
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| 4 | Functions of parts of male reproduction system. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 106-108 |
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| 5 | Male reproduction system of an animal. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 108 |
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| 4 | 1-2 | Female reproduction system. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 108-110 |
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| 3 | Functions of parts of female reproduction system. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 108-110 |
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| 4 | Female reproduction system of a female animal. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 110 |
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| 5 |
The human sperm. Formation of ova. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 112-113 |
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| 5 | 1 | Fertilization process. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 113-114 |
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| 2 | Implantation. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 114 |
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| 3 | The placenta |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 115 |
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| 4 |
Role of the placenta. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 116 |
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| 5 | TEST | ||||||
| 6 | 1 | Pregnancy and hormones. |
By the end of the lesson, the learner should be able to:
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| 2 | Abortion, miscarriage, birth. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 117-119 |
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| 3 | Lactation and parental care. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 120 |
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| 4 | Secondary sexual characteristics. |
By the end of the lesson, the learner should be able to:
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| 5 | The menstrual cycle. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 121 |
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| 7 | 1 | 28-day menstrual cycle. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 122-123 |
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| 2-3 | Menopause, infertility and emerging issues. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 123 |
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| 4-5 |
Sexually Transmitted Infections & HIV/AIDS. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 123-125 |
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| 8 | 1 |
GROWTH & DEVELOPMENT. The concepts of growth and development. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 134 |
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| 2 | Measurement of growth. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 134 |
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| 3,4 | Growth phases. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 135 |
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| 5 | Intermittent growth curve. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 135 |
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| 9 | 1 | Structure of the seed. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 136 |
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| 2 | Longitudinal sections of monocots and dicots. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 136 |
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| 3 | Dormancy in seeds. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 137 |
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| 4,5 | Seed germination. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 140 |
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| 10 | 1 | Epigeal germination. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 141 |
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| 2 | Hypogeal germination. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 141 |
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| 3 | Primary growth of a seedling. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 143 |
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| 4 | Region of growth in a root. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 144 |
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| 5 | Apical meristems. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 144 |
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| 11 | 1 | Secondary growth. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 145-146 |
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| 2 | Growth hormones. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 147 |
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| 3 | Apical dominance. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 147-148 |
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| 4 | Growth and development in insects. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 148-149 |
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| 5 | Role of hormones in insect growth. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 148- 149 |
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| 12-13 | SUMMATIVE ASSESSMENT TEST | ||||||
Published in
Form 3 Term 3 Schemes of Work 2020/2021
Tagged under
Monday, 24 May 2021 11:56
KLB History Book 3 Schemes of Work Form 3 Term 3 2020/2021
| WEEK | LESSON | TOPIC | SUB-TOPIC |
LESSON/SPECIFIC OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
TEACHING MATERIALS & RESOURCES |
REFERENCES | REMARKS |
| 1 | 1 | RISE OF AFRICAN NATIONALISM | Methods used by nationalists in South Africa |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 133 | ||
| 2 | Methods used by nationalists in South Africa |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 133 | ||||
| 3 | Challenges in the liberation struggle |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 134 | ||||
| 4 | Contribution of Nelson Mandela to the fight for freedom & democracy in South Africa. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 135 | ||||
| 2 | 1 |
LIVES & CONTRIBUTIONS OF KENYAN LEADERS. |
JOMO KENYATTA.Early life. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 136 | ||
| 2 | Kenyatta’s early political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 137 | ||||
| 3 | Kenyatta’s later political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 137-138 | ||||
| 4 | Kenyatta’s later political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 137-138 | ||||
| 3 | 1 |
DANIEL ARAP MOI Early life. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 140-141 | ||
| 2 | Moi’s early political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 140-141 | |||
| 3 | Moi’s later political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 142-143 | |||
| 4 | Moi’s later political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 142-143 | |||
| 4 | 1 |
Oginga Odinga Early life |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 144-146 | ||
| 2 | Odinga's Political Career |
By the end of the lesson, the learner should be able to:
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Biography | KLB Book 3 Page 144-146 | |||
| 3 | Odinga's Political Career |
By the end of the lesson, the learner should be able to:
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Biography | KLB Book 3 Page 144-146 | |||
| 4 |
THOMAS JOSEPH MBOYA.Early Life. |
By the end of the lesson, the learner should be able to:
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Biography | KLB Book 3 Page 147-149 | |||
| 5 | 1 | Tom Mboya’s Political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 147-149 | |||
| 2 | Tom Mboya’s Political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 147-149 | ||||
| 3 |
RONALD GEDION NGALA.Early Life & political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 150 | ||||
| 4 |
Early Life & political career. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 150 | ||||
| 6 | 1 |
THE FORMATION, STRUCTURE & FUNCTIONS OF THE GOVERNMENT OF KENYA. |
The Electoral process. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 152 | ||
| 2 | Voters & Election Candidates. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 152 | |||
| 3 |
. |
The structure & Functions of the Electoral Commission of Kenya |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 153 | ||
| 4 | The process of the formation of Government. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 154 | ||||
| 7 | 1 |
Structure and Functions of the Government of Kenya. |
The Legislature: Composition & Functions. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 155 | ||
| 2 | The Law making process. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 156-157 | ||||
| 3 | Parliamentary Supremacy. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 Page 156-157 | ||||
| 4 | CAT | |||||||
| 8 | 1 |
The Executive Arm.Composition & Powers |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 160-162 | |||
| 2 | The Cabinet. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 163-164 | ||||
| 3 | Functions of the cabinet |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 165-166 | ||||
| 4 | The Civil Service. |
By the end of the lesson, the learner should be able to:
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| 9 | 1 |
Provincial Administration The P.C. |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 167-168 | |||
| 2 |
The D.C The D.O |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 167-168 | ||||
| 3 |
The Chief and Assistant Chief The village elders |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 168-169 | ||||
| 4 | Functions of the Armed Forces |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 170-171 | ||||
| 10 | 1 | The Police |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 170-171 | |||
| 2 | The Prisons Department |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 170-171 | |||
| 3 | Challenges facing the police and prisons departments |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 170-171 | |||
| 4 |
The judiciary Chief Justice |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 172 | ||||
| 11 | 1 |
The Attorney General The Judicial Service Commission |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 172 | |||
| 2 | The court System in Kenya |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 172 | ||||
| 3 | Independence of the Judiciary |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 172 | ||||
| 4 | The rule of law and concept of natural justice |
By the end of the lesson, the learner should be able to:
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KLB Book 3 page 172 | ||||
| 12-13 | summative assessment test | |||||||
Published in
Form 3 Term 3 Schemes of Work 2020/2021
Monday, 24 May 2021 08:30
New Integrated English Book 3 Schemes of Work Terms 3 2020/2021
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEARNING ACTIVITIES | LEARNING/ TEACHING AIDS | REFERENCES | REMARKS |
| 1 |
REPORTING AND REVISION |
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| 2 | 1 | Listening And Speaking | Listening comprehension |
By the end of the lesson, the learner should be able to:
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New integrated English book 3 students book page 215 | |
| 2 | Study Skills |
Studying a play: A Doll's House by Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 3 | Reading |
Reading Comprehension: The Thoughts of a Tree |
By the end of the lesson, the learner should be able to:
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Head Start English Book 3 Page 168-170 | ||
| 4 | Reading | Word Study |
By the end of the lesson, the learner should be able to:
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| 5 | Grammar | Adjectival phrases |
By the end of the lesson, the learner should be able to:
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Head Start English Bk 3 Page 154-16 New integrated English book 3 students book page 314 Excelling in English book 3 students book page 152-153 |
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| 6 | Writing | Notifications of meetings |
By the end of the lesson, the learner should be able to:
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Head Start English Book 3 Page 182-183 New integrated English book 3 students book page 265 Excelling in English book 3 students book page 154 |
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| 7 | Reading | Intensive reading: A Doll's House by Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 8 | Reading | Intensive reading: A Doll's House by Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 3 | 1 | Writing | Notification meetings |
By the end of the lesson, the learner should be able to:
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Head Start English Bk 3 Page 182 Excelling in English book 3 students book page 152 New integrated English book 3 students book page 265 |
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| 2 | Listening and speaking | Listening and comprehension |
By the end of the lesson, the learner should be able to:
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| 3 | Speaking | Dilemma narratives |
By the end of the lesson, the learner should be able to:
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New integrated English book 3 students book page 295-298 Excelling in English book 3 students book page 51 |
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| 4 | Reading | Reading comprehension: Bahati |
By the end of the lesson, the learner should be able to:
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Head Start English Book 3 Page 184-187 | ||
| 5 | Reading | Building vocabulary |
By the end of the lesson, the learner should be able to:
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| 6 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, ACT 1 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 7 | Reading | Intensive reading: A Doll's House by Henrik Ibsen ACT 1 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 8 | Reading | Intensive reading: A Doll's House by Henrik Ibsen ACT 1 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 4 | 1 | Study skills | Library Book Report |
By the end of the lesson, the learner should be able to:
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| 2 | Study skills | Library Book Report |
By the end of the lesson, the learner should be able to:
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| 3 | Grammar | Conditional clauses |
By the end of the lesson, the learner should be able to:
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Head Start English Book 3 Page162-164 New integrated English book 3 students book page 140 Excelling in English book 3 students book page 161 |
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| 4 | Grammar | Unlikely and impossible conditions |
By the end of the lesson, the learner should be able to:
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Head Start English Book 3 Page 162-163 | ||
| 5 | Writing | Minute writing |
By the end of the lesson, the learner should be able to:
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New integrated English book 3 students book page 265 Excelling in English book 3 students book page 180 Head start English secondary book page 197 |
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| 6 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, ACT 1 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 7 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, ACT 1 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 5 | 1 | Grammar | Conditionals |
By the end of the lesson, the learner should be able to:
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Head Start English Book 3 Page 162-163 Excelling in English book 3 students book page 161-163 New integrated English book 3 students book page 140 |
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| 2 | Writing | Minutes |
By the end of the lesson, the learner should be able to:
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Head Start English Bk 3 Page 197-199 Excelling in English book 3 students book page 186 New integrated English book 3 students book page 265 |
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| 3 | Listening and speaking | Listening Comprehension |
By the end of the lesson, the learner should be able to:
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New integrated English book 3 students book page 258 |
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| 4 | Speaking | Arguments |
By the end of the lesson, the learner should be able to:
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Excelling in English book 3 students book page 186 Head start English secondary book page 115-116 New integrated English book 3 students book page 163-165 |
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| 5 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, ACT 2 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 6 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, ACT 2 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 7 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, ACT 3 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 8 | Study skills | Studying a play |
By the end of the lesson, the learner should be able to:
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Excelling in English book 3 students book page 203-204 Head start English secondary book page 125-126 New integrated English book 3 students book page 108 |
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| 6 | 1 | Reading | Reading comprehension: The Ship of the Desert |
By the end of the lesson, the learner should be able to:
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Head Start English Book 3 Page 193-195 | |
| 2 | Reading | Building vocabulary |
By the end of the lesson, the learner should be able to:
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| 3 | Grammar | Adjectival clauses |
By the end of the lesson, the learner should be able to:
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Head start English secondary book page 170 Excelling in English book 3 students book page 171 |
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| 4 | Grammar | Defining and non-defining clauses |
By the end of the lesson, the learner should be able to:
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Head Start English Book 3 Page 170-173 |
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| 5 | Writing | Minute writing |
By the end of the lesson, the learner should be able to:
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New integrated English book 3 students book page 276 Excelling in English book 3 students book page 180 Head start English secondary book page 197 |
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| 6 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, ACT 3 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 7 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, ACT 3 |
By the end of the lesson, the learner should be able to:
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A Doll’s House by Henrik Ibsen | ||
| 8 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, ACT 3 |
By the end of the lesson, the learner should be able to:
|
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A Doll’s House by Henrik Ibsen | ||
| 7 | 1 | Listening and speaking | Listening comprehension | By the end of the lesson, the learner should be able to:
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| 2 | Study skills | Note-making |
By the end of the lesson, the learner should be able to:
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Excelling in English book 3 students book page 157 New integrated English book 3 students book page 148-149 |
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| 3 | Reading | Building vocabulary |
By the end of the lesson, the learner should be able to:
|
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|
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| 4 | Writing | Class report |
By the end of the lesson, the learner should be able to:
|
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|
New integrated English book 3 students book page 129 Excelling in English book 3 students book page118 Head start English secondary book page 106 |
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| 5 | Grammar | Noun-clauses |
By the end of the lesson, the learner should be able to:
|
|
|
Excelling in English book 3 students book page179 Head start English secondary book page 180 New integrated English book 3 students book page 54-57 |
||
| 6 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, Character and Characterization |
By the end of the lesson, the learner should be able to:
|
|
|
A Doll’s House by Henrik Ibsen | ||
| 7 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, Character and Characterization |
By the end of the lesson, the learner should be able to:
|
|
|
A Doll’s House by Henrik Ibsen | ||
| 8 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, Character and Characterization |
By the end of the lesson, the learner should be able to:
|
|
|
A Doll’s House by Henrik Ibsen | ||
| 8 | 1 | Writing | Memo |
By the end of the lesson, the learner should be able to:
|
|
|
New integrated English book 3 students book page 105 Head start English secondary book page 210 |
|
| 2 | Listening and speaking | Listening comprehension |
By the end of the lesson, the learner should be able to:
|
|
|
|
||
| 3 | Speaking | Role playing |
By the end of the lesson, the learner should be able to:
|
|
|
Head Start English Book 3 Page 77
Excelling in English book 3 students book page 148 |
||
| 4 | Reading | Reading comprehension: A Man They All Loved |
By the end of the lesson, the learner should be able to:
|
|
|
Head Start English Book 3 Page 203-206 | ||
| 5 | Reading | Building vocabulary |
By the end of the lesson, the learner should be able to:
|
|
|
Head start English secondary book page 187 | ||
| 6 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, Character and Characterization |
By the end of the lesson, the learner should be able to:
|
|
|
A Doll’s House by Henrik Ibsen | ||
| 7 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, Character and Characterization |
By the end of the lesson, the learner should be able to:
|
|
|
A Doll’s House by Henrik Ibsen | ||
| 8 | Reading | Intensive reading: A Doll's House by Henrik Ibsen, Character and Characterization |
By the end of the lesson, the learner should be able to:
|
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|
A Doll’s House by Henrik Ibsen | ||
| 9 | END TERM EXAMS AND CLOSING | |||||||
Published in
Form 3 Term 3 Schemes of Work 2020/2021
Tagged under
Monday, 24 May 2021 07:21
Longhorn Secondary Form 3 Computer Studies Schemes of Work Term 3 2020/2021
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/ TEACHING RESOURCES | REFRENCES | REMARKS |
| 1 | 1 | PROGRAMMING WITH VISUAL AIDS | Definition |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 122. | |
| 2 | PROGRAMMING | Visual basic tool box |
By the end of the lesson, the learner should be able to:
|
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|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 123. | ||
| 3-4 | Saving a visual project |
By the end of the lesson, the learner should be able to:
|
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|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 123. | |||
| 2 | 1 | Visual basic fundamental concepts |
By the end of the lesson, the learner should be able to:
|
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|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 136. | ||
| 2 | Mathematical operators |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 137. | |||
| 3-4 | Numeric strings and values |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 137. | |||
| 3 | 1 | Project Developments |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 145. | ||
| 2 | Project Developments |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 147. | |||
| 3-4 |
Case construct Looping Construct |
By the end of the lesson, the learner should be able to:
|
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|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 147. | |||
| 4 | 1 | Working with graphical objects |
By the end of the lesson, the learner should be able to:
|
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Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 150. | ||
| 2 | Working with graphical objects |
By the end of the lesson, the learner should be able to:
|
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Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 151 | |||
| 3-4 | Creating means and dialogue boxes |
By the end of the lesson, the learner should be able to:
|
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Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 151 | |||
| 5 | 1 | List boxes and control boxes |
By the end of the lesson, the learner should be able to:
|
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Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 161 | ||
| 2 | Visual basic data structures |
By the end of the lesson, the learner should be able to:
|
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|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 163 | |||
| 3-4 | Visual basic data structures |
By the end of the lesson, the learner should be able to:
|
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Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 161 | |||
| 6 | 1 | Data files |
By the end of the lesson, the learner should be able to:
|
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Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 187-189 | ||
| 2 | INTRODUCTION TO DATA BASE DESIGN | Definition |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 187-189 | ||
| 3-4 | Defining attributes |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 203-204 | |||
| 7 | 1 | File table structure |
By the end of the lesson, the learner should be able to:
|
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|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 217 | ||
| 2 | Enforcing Referential integrity |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 217 | |||
| 3-4 | Forms and commands |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 210 | |||
| 8 | 1 | Creating reports |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 211 | ||
| 2 | Automating database |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 212 | |||
| 3-4 | Automating database |
By the end of the lesson, the learner should be able to:
|
|
|
Longhorn Computer Studies by Mburu and Chemwa Bk.3 page 212 | |||
|
REVISION AND END TERM EXAMS |
||||||||
Published in
Form 3 Term 3 Schemes of Work 2020/2021
Tagged under
Friday, 21 May 2021 13:59
Certificate Geography Form 3 Geography Schemes of Work Term 3 2020/2021
| Certificate Geography Form 3 Geography Schemes of Work Term 3 2020/2021 | |||||||
| WK/NO. | L/NO. | TOPIC/SUB-TOPIC | LESSON OBJECTIVES | TEACHING/LEARNING ACTIVITIES | RESOURCES | REFERENCES | REMARKS |
| 1 | 1 |
ACTION OF WATER IN LIMESTONE AREAS Surface and underground water. |
By the end of the lesson, the learner should be able to: Describe processes leading to surface and underground water |
Probing questions on sources of water, infiltration of water, etc. Brief discussion. |
Certificate Geography Book III Pg. 154 | ||
| 2 | Occurrence of underground water. | Explain factors which affect the occurrence of underground water. Identify features resulting from underground water. Explain the importance of underground water. |
Exposition & explanations Probing questions |
Certificate Geography Book III Pg.155-8 | |||
| 3 | Significance of underground water. | Outline the significance of underground water | Brief discussion Probing questions |
Certificate Geography Book III Pg.158 | |||
| 4 | Karst landscape. | Describe development of Karst landscape | Explanation and illustrative diagrams | Certificate Geography Book III Pg.159 | |||
| 2 | 1 | Karst features. | Identify Karst features on the surface and underground. Explain the significance of Karst features |
Explanations and illustrative diagrams Q/A & brief discussion |
Certificate Geography Book III Pg.160-163 | ||
| 2 |
GLACIATION Types of glaciers |
Define the terms glaciation and glacier. Identify types of glaciers |
Brief discussion | Certificate Geography Book III Pg.164-5 | |||
| 3, 4 | Process of glaciation and resultant features | Describe the process of glacial erosion, transportation and deposition | Probing questions & drawing illustrative diagrams | Illustrative diagrams | Certificate Geography Book III Pg.166 | ||
| 3 | 1, 2 | Glaciation in highland areas | Identify features formed by glaciation in highland areas. Describe formation of features by glaciation in highlands. |
Expositions and explanations Drawing diagrams |
Illustrative diagrams | Certificate Geography Book III Pg.166-8 | |
| 3, 4 | Glaciation in lowland areas | Identify features formed by glaciation in lowland areas. Describe formation of features by glaciation in lowland. |
Expositions and explanations Drawing diagrams |
Illustrative diagrams | Certificate Geography Book III Pg.172-3 | ||
| 4 | 1 | Significance of glaciation | Highlight significance of glaciation | Q/A & brief discussion | Certificate Geography Book III Pg.175-6 | ||
| 2 |
SOIL Soil constituents |
Define the term soil. Describe composition of soil |
Q/A: review soil profile, soil structure etc. Brief discussion |
Certificate Geography Book III Pg.193-195 | |||
| 3, 4 | Soil formation | Explain processes through which soil is formed | Q/A: review weathering Detailed discussion & illustrative diagrams |
Certificate Geography Book III Pg.195-6 | |||
| 5 | 1 | Factors of soil formation | Explain factors influencing soil formation | Q/A & discussion | Certificate Geography Book III Pg.196-8 | ||
| 2 | Properties of soil | Identify characteristics of soil | Q/A & discussion & practical activities e.g. determining soil pH; water retention capacity, porosity, etc. | Certificate Geography Book III Pg.198-202 | |||
| 3, 4 | Soil degeneration within a locality | Identify types & causes of soil degeneration | Q/A : loss of soil fertility Detailed discussion Fieldwork |
||||
| 6 | 1 | Soil degeneration | Identify types & causes of soil degeneration in a specific area | Fieldwork | Certificate Geography Book III Pg.208-210 | ||
| 2 | Agents of soil degeneration | Identify agents of soil degeneration | Brainstorming Brief discussion |
Certificate Geography Book III Pg.210-11 | |||
| 3 | Effects of soil erosion | Outline effects of soil erosion | Brainstorming Brief discussion |
Certificate Geography Book III Pg.211-12 | |||
| 4 |
TYPES OF SOILS: Zonal order |
Identify types of soils in the zonal order State characteristics of various types of soils of the zonal order |
Exposition and explanations | Certificate Geography Book III Pg.212 | |||
| 7 | 1, 2 | A-zonal order | Identify A-zonal order soils State characteristics of various types of soils. |
Exposition and explanations | Certificate Geography Book III Pg.213 | ||
| 3, 4 | TEST & MID-TERM BREAK | ||||||
| 8 | 1 | Intra-zonal order | Identify types of soils of the intra-zonal order. State the characteristics of various intra-zonal order soils |
Exposition and explanations | Certificate Geography Book III Pg.214 | ||
| 2 | Soil conservation and management | Identify soil conservation & management measures | Brief discussion and assignment | Certificate Geography Book III Pg.215-8 | |||
| 3 |
AGRICULTURE: Factors influencing Agriculture |
Explain the factors influencing agriculture | Q/A : review various aspects of Agriculture, its importance etc. Probing questions on factors affecting Agriculture; biotic, edaphic, economic, climate, etc. |
Certificate Geography Book III Pg.223-8 | |||
| 4 | Types of Agriculture | Identify various types of farming methods and systems State the characteristics of each type of farming system and method. |
Q/A & detailed discussion Cite examples where each type of farming is successful |
Certificate Geography Book III Pg.229-238 | |||
| 9 | 1 | Tea farming in Kenya | Identify major tea-growing areas in Kenya State the conditions necessary for tea growing Describe cultivation, processing and marketing of tea in Kenya . Outline some achievements of KTDA Highlight some problems facing tea farming in Kenya |
Brainstorming Probing questions Brief discussion |
Certificate Geography Book III Pg.241-8 | ||
| 2 | Sugar cane growing in Kenya | Identify major Sugar cane-growing areas in Kenya State the conditions necessary for Sugar cane growing Describe cultivation, processing and marketing of Sugar cane in Kenya . Highlight some problems facing Sugar cane farming in Kenya |
Brainstorming Probing questions Brief discussion Assignments |
Certificate Geography Book III Pg.248-254 | |||
| 3 | Maize growing in Kenya | Identify major Maize-growing areas in Kenya State the conditions necessary for Maize growing Describe cultivation, processing and marketing of Maize in Kenya. Highlight some problems facing Maize farming in Kenya |
Brainstorming Probing questions Brief discussion |
Certificate Geography Book III Pg.254-260 | |||
| 4 | Cocoa in Ghana | Identify major Cocoa-growing areas in Ghana State the conditions necessary for Cocoa growing Describe cultivation, processing and marketing of Cocoa in Ghana. Highlight some problems facing Cocoa farming in Ghana |
Oral question, brief discussion & explanations | Certificate Geography Book III Pg.260-265 | |||
| 10 | 1 | Palm oil in Nigeria | Identify major Palm oil-growing areas in Nigeria State the conditions necessary for Palm oil growing in Nigeria Describe cultivation, processing and marketing of Palm oil in Nigeria. Highlight some problems facing Palm oil farming in Nigeria |
Brainstorming Probing questions Brief discussion |
Certificate Geography Book III Pg.265-269 | ||
| 2 | Coffee in Kenya | Identify major Coffee-growing areas in Kenya State the conditions necessary for Coffee growing Describe cultivation, processing and marketing of Coffee in Kenya. Highlight some problems facing Coffee farming in Kenya |
Q/A & detailed discussion & assignment | Certificate Geography Book III Pg.271-4 | |||
| 3 | Coffee in Brazil | Identify conditions favorable for coffee farming in Brazil Outline problems facing coffee farming in Brazil |
Q/A & explanation & assignment | Certificate Geography Book III Pg.274-5 | |||
| 4 | Wheat growing in Kenya and Canada | Identify conditions favoring wheat growing in Kenya & Canada | Q/A & explanation | Certificate Geography Book III Pg.277-282 | |||
| 11 | 1 | Horticulture in Kenya | Identify conditions favoring growing horticulture in Kenya Give examples of horticultural crops and their importance Describe marketing of horticultural crops in Kenya Highlight problems facing horticulture in Kenya |
Brainstorming Probing questions Brief discussion |
Certificate Geography Book III Pg.283 | ||
| 2 | Horticulture in the Netherlands | Identify conditions favoring growing horticulture in Netherlands Describe marketing of horticultural crops in Netherlands Highlight problems facing horticulture in Netherlands |
Probing questions Brief discussion |
Certificate Geography Book III Pg.288 | |||
| 3 | Commercial dairy & beef farming in Kenya & in Denmark. | Outline conditions favoring commercial dairy & beef farming in Kenya Identify dairy/beef cattle breeds reared in Kenya Identify problems facing commercial dairy & beef farming in Kenya and the response of the government to these problems. |
Probing questions Brief discussion Assignment |
Certificate Geography Book III Pg.290 | |||
| 4 | Beef farming In Argentina | Identify conditions favoring beef farming in Argentina Describe the organization of beef farms in Argentina |
Explanation Probing questions Discussion |
Certificate Geography Book III Pg.306 | |||
| 12-13 | END OF YEAR TEST | ||||||
Published in
Form 3 Term 3 Schemes of Work 2020/2021
Tagged under
Friday, 21 May 2021 12:46
KLB Form 3 CRE Schemes of Work Term 3 2020/2021
| KLB Form 3 CRE Schemes of Work Term 3 2020/2021 | |||||||
| WK/NO. | L/NO. | TOPIC / SUB-TOPIC | LESSON/SPECIFIC OBJECTIVES | TEACHING/LEARNING ACTIVITIES | MATERIALS / RESOURCES | REFERENCES | REMARKS |
| 1 | 1 |
JEREMIAH'S TEACHINGS ON SUFFERING AND HOPE Jeremiah's suffering and lamentations. |
Describe Jeremiah's suffering and lamentations | Jer. 17:14-18 Brief discussion |
The Bible | KLB BK III Pg.130-1 | |
| 2 | Jeremiah's suffering and lamentations. -People's mockery. -Torture. |
Describe Jeremiah's suffering and lamentations | Jer. 17:14-18 Oral questions Discussion |
KLB BK III Pg.132 | |||
| 3, 4 | Jeremiah's arrest, trial and imprisonment. | Describe Jeremiah's arrest, trail, his defense and consequential imprisonment. | Jer. 26: 237-38 Inference form the readings Narrations Q/A & discussion |
KLB BK III Pg.133 | |||
| 2 | 1 | Relevance of Jeremiah's sufferings and lamentations. | Apply Jeremiah's teachings on suffering and lamentations in Christian's lives today | Probing questions Brief discussion |
KLB BK III Pg.133-5 | ||
| 2-4 | Jeremiah's symbolic acts related to hope and restoration. | Identify Jeremiah's symbolic acts related to hope and restoration of Israelites. Relate symbolic acts of judgement and punishment to acts of hope and restoration |
Jer. 24:11 Q/A: review symbolic acts related to judgements and punishment |
KLB BK III Pg.135-7 | |||
| 3 | 1, 2 | The New Covenant. | Outline the characteristics of the New Covenant as foreseen by Jeremiah | Jer. 23: 5-6, 30-33 Q/A: Review the theme of the covenant between God and Abraham & Sinai covenant. Exposition of the New Covenant |
KLB BK III Pg.137-9 | ||
| 3 | Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians. -Jeremiah's call and suffering -Hypocrisy in worship |
Explain the relevance of Jeremiah's call and suffering and his teachings to Christians today. | Probing questions Brief discussion Assignment |
KLB BK III Pg.140 | |||
| 4 | Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians -Message of repentance -The new covenant |
Explain the relevance of Jeremiah's teaching on repentance and new covenant to Christian's today | Probing questions Brief discussion Assignment |
KLB BK III Pg.142 | |||
| 4 | 1 | Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians -Judgement -Hope and restoration |
Explain the relevance of Jeremiah's teaching on hope and restoration to Christian's today | Probing questions Brief discussion Assignment |
KLB BK III Pg.143 | ||
| 2 | Fulfillment and relevance of Jeremiah's teachings and prophecies to Christians -The righteous king. -The temple of Jerusalem. |
Explain the relevance of Jeremiah's teaching on hope, Temple and restoration to Christian's today | Probing questions Brief discussion Assignment |
KLB BK III Pg.144-5 | |||
| 3 |
NEHEMIAH Background to Nehemiah |
Outline his social and political backgrounds | Brief discussion Exposition |
KLB BK III Pg.146-150 | |||
| 4 | Nehemiah's religious background. | Identify religious practices observed by exiles in Babylon | Brief discussion Exposition |
KLB BK III Pg.150-3 | |||
| 5 | 1 | Religious practices during exile | Describe the religious practices observed before the exile | Exposition Narration |
KLB BK III Pg.153 | ||
| 2 | Religious practices after exile | Describe the religious practices observed after the exile | Q/A: To review practices before exile Exposition Narration |
KLB BK III Pg.154 | |||
| 3, 4 | The Call and Mission of Nehemiah | Describe the call and mission of Nehemiah | Brief discussion: the task ahead of Nehemiah | KLB BK III Pg. | |||
| 6 | 1, 2 | Prayer life of Nehemiah | Describe the prayer life of Nehemiah Highlight characteristics of his prayers |
Neh. 1: 5-11 Oral questions about prayer and fasting. Deductions from the Bible reading. |
KLB BK III Pg.157-161 | ||
| 3 | Importance of prayer in a Christians' life. | State the importance of prayer in Christians' life | Q/A & Brief discussion | KLB BK III Pg.160-2 | |||
| 4 | C.A.T & MID-TERM BREAK | ||||||
| 7 | 1 | ||||||
| 2, 3 | Nehemiah's character in leadership | Describe the character of Nehemiah as a good leader | Selected verses Oral questions Characters of a good leader Discussion Nehemiah's character as a leader |
KLB BK III Pg.162-4 | |||
| 4 | Nehemiah in Jerusalem | Describe the character of Nehemiah as a leader in Jerusalem | Brief discussion Narration |
KLB BK III Pg.165-6 | |||
| 8 | 1-2 | Problems experienced by Nehemiah. | Identify problems experienced by Nehemiah | Neh. 2: 19-20, 3-5, 5:1-13 Discuss inferences from the readings |
KLB BK III Pg.168-172 | ||
| 3-4 | Measures to redress the problems. | Explain Nehemiah's measures to redress the problem | KLB BK III Pg.173-4 | ||||
| 9 | 1 | Christian's lesson learnt from Nehemiah's experiences. | Outline lessons learnt from Nehemiah's experiences | Probing questions Give summary of qualities of good leadership |
KLB BK III Pg.174-7 | ||
| 2 | Christian's lesson learnt from Nehemiah's leadership. | Identify good qualities for good leadership as emulated from Nehemiah's life | Probing questions Brainstorming Give a summary of qualities of good leadership |
KLB BK III Pg.174-7 | |||
| 3-4 |
THE RESTORATION OF THE JEWISH COMMUNITY Renewal through the Mosaic Law |
Explain the significance of the Mosaic Law to the renewal of the Jews | Brief discussion Narration |
KLB BK III Pg.178-180 | |||
| 10 | 1-2 | The renewal of the Covenant | Describe the Renewal of the covenant between Israel's faith and the Yahweh | Neh. 9:1-37 Neh. 12:27-43 Narrations Oral questions Discussion |
KLB BK III Pg.181-2 | ||
| 3 | The Agreement | Identify the provisions of the agreement | Discussion Narration |
KLB BK III Pg.183 | |||
| 4 | Dedication of the wall of Jerusalem | Describe the dedication of the wall of Jerusalem | Discussion Narration |
KLB BK III Pg.184-5 | |||
| 11 | 1 | Nehemiah's reforms: -Temple reforms -About the Sabbath |
Give an outline of Nehemiah's reforms relating to the temple and Sabbath day | Neh. 13 Oral questions Probing questions Discussion |
KLB BK III Pg.185-8 | ||
| 2 | Nehemiah's reforms: -About foreigners -On inter-marriages |
Give an outline of Nehemiah's reforms about foreigners and inter-marriages | Neh. 13 Oral questions Discussion |
KLB BK III Pg.188-9 | |||
| 3-4 | Comparison of Nehemiah's experiences with the life of Jesus as depicted in Luke's Gospel | Compare Nehemiah's exemplary life as a reformer and leader with the life and teachings of Jesus as postulated in St. Luke's Gospel | Discussions & Q/A Points to consider: -Prayerfulness -Compassion -Reforms -Opposition Study questions and activities |
KLB BK III Pg.190-3 | |||
| SUMMATIVE ASSESSMENT TEST | |||||||
Published in
Form 3 Term 3 Schemes of Work 2020/2021
Friday, 21 May 2021 08:53
Secondary English Book Form 3 English Schemes of Work Term 3 2020/2021
| Secondary English Book Form 3 English Schemes of Work Term 3 2020/2021 | ||||||||
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEARNING/TEACHING ACTIVITIES | LEARNING/TEACHING RESOURCES | REFERENCES | REMARKS |
| 1 | 1 | INTENISIVE READING | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 2 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 3 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 4 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5 | LISTENING AND SPEAKING | Using your voice effectively |
By the end of the lesson, the learner should be able to:
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| 6 | STUDY SKILLS | How to write a book review |
By the end of the lesson, the learner should be able to:
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| 7/8 | READING | Comprehension medical innovations |
By the end of the lesson, the learner should be able to:
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| 2 | 1/2 | GRAMMAR | Noun clause |
By the end of the lesson, the learner should be able to:
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| 3/4 | WRITING | Minutes |
By the end of the lesson, the learner should be able to:
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| 3 | INTENSIVE READING | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 4 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 6 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7 | LISTENING AND SPEAKING | Delivering a speech and listening actively |
By the end of the lesson, the learner should be able to:
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| 8 | STUDY SKILLS | Understanding exam language |
By the end of the lesson, the learner should be able to:
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| 3 | 1/2 | READING | Comprehension Governance |
By the end of the lesson, the learner should be able to:
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| 3/4 | GRAMMAR | Compound-complex sentences |
By the end of the lesson, the learner should be able to:
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Dictionary |
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| 5/6 | WRITING | The argumentative essay |
By the end of the lesson, the learner should be able to:
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| 7 | INTENSIVE READING | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 8 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 4 | 1 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 2 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 3 | LISTENING AND SPEAKING | Non-verbal cues in listening |
By the end of the lesson, the learner should be able to:
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| 4 | STUDY SKILLS | Time management in exams |
By the end of the lesson, the learner should be able to:
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| 5/6 | READING | Comprehension Yes Sir, I'm Fine |
By the end of the lesson, the learner should be able to:
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| 7/8 | GRAMMAR | Direct and Indirect speech |
By the end of the lesson, the learner should be able to:
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| 5 |
MID-TERM EXAMS
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| 6 | 1/2 | WRITING |
Writing a play |
By the end of the lesson, the learner should be able to:
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| 3/4 | INTENSIVE READING | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5/6 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7/8 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7 | 1/2 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 3/4 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5/6 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7/8 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 8 | 1/2 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 3/4 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 5/6 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 7/8 | A DOLL'S HOUSE By Henrik Ibsen |
By the end of the lesson, the learner should be able to:
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| 9 |
END OF YEAR EXAMS & CLOSING |
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Published in
Form 3 Term 3 Schemes of Work 2020/2021
Friday, 21 May 2021 07:08
KCM & MWM Form 3 Kiswahili Schemes of Work Term 3 2020/2021
| KCM & MWM Form 3 Kiswahili Schemes of Work Term 3 2020/2021 | |||||||
| JUMA | KIPINDI | MADA KUU | MADA NDOGO | SHABAHA | NJIA ZA KUFUNDISHA | NYENZO | MAONI |
| 1 | 1 | Kusikiliza na kuzungumza. | Misimu na lakabu | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya misimu na lakabu. Kujadili umuhimu wao. Kutoa mifano ya lakabu na misimu. |
Maelezo |
KCM Uk.161-2 MWM Uk.119-20 |
|
| 2 | Kusikiliza na kuzungumza. Fasihi yetu. |
Lugha ya anthari na ufupisho katika ushairi | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya ufupisho na lugha ya nathari. Kufafanua umuhimu wa lugha ya ufupisho katika shairi. |
Maelezo Ufafanuzi Maswali na majibu Makundi Uhakiki Tajriba |
Kitabu teule | ||
| 3 | Ufahamu. | Kujali wenye ukimwi | Kufika mwisho wa somo, mwanafunzi aweze: Kusoma taarifa kwa ufasaha. Kujadili yaliyomo. Kueleza maana ya istilahi ngeni na msamiati. |
Maelezo Kuandika Maswali na majibu |
KCM Uk.166-67 MWM Uk.123 |
||
| 4-5 | Sarufi | Aina za virai | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza virai. Kueleza aina za virai. Kubaininisha virai mbalimbali katika sentensi |
Maelezo Ufafanuzi Maswali na majibu Makundi |
KCM Uk.166-67 MWM Uk.123 |
||
| 6 | Utunzi | Insha ya maelezo | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza ya kuzingatiwa wakati wa kuandika insha ya maelezo, Kuandika insha ya maelezo |
Maelezo Tajriba Maswali na majibu Maigizo Kuandika |
KCM Uk.170 MWM Uk.125 |
||
| 2 | 1-2 | Kusikiliza na kuzungumza. (Ufasaha wa lugha) |
Muhtasari: Usanifishaji wa lugha ya Kiswahili | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya Usanifishaji. Kufafanua sababu za kusanifisha lugha. Kujadili udhaifu katika usanifishaji. Kufupisha makala ilivyoagizwa. |
Maelezo Ufafanuzi Maswali na majibu Makundi Kufupisha Utafiti |
KCM Uk.167-169 MWM Uk.123-4 |
|
| 3-4 | Kusikiliza na kuzungumza. (Fasihi teule) |
Maudhui katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maudhui na dhamira Kueleza namna ya kuhakiki maudhui. Kufafanua mambo ya kuzingatia katika uchambuzi wa maudhui. |
Maelezo Ufafanuzi Mifano Majadiliano Makundi Uhakiki |
KCM Uk.169-70 MWM Uk.124-5 |
||
| 5-6 | Hadithi fupi | Wahusika katika hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kuchambua hadithi teule. Kueleza wahusika wanavyojipambanua kwa hadithi. |
Maelezo Majadiliano Tajriba Makundi Uhakiki |
Kitabu cha hadithi fupi | ||
| 3 | 1 | Kusikiliza na kuzungumza. | Maagizo na maelekezo | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya maagizo na maelekezo. Kufafanua umuhimu wa maagiza na maelekezo. Kuandika ripoti. |
Ufaraguzi Mifano Ufaraguzi Kazi mradi Kuandika |
KCM Uk.171 MWM Uk.125-7 |
|
| 2 | Ufahamu | Povu la sabuni | Kufika mwisho wa somo, mwanafunzi aweze: Kusoma kwa ufasaha na kujibu maswali. Kuzingatia mafunzo yaliyomo. |
Tajriba Mjadala Mufani Maigizo Usomaji |
KCM Uk.172-4 MWM Uk.128-9 Kamusi |
||
| 3-4 | Sarufi | Aina za vishazi | Kufika mwisho wa somo, mwanafunzi aweze: kuanisha vishazi. Kutunga sentensi kubainisha mabadiliko ya maneno. |
Uchunguzi Mifano Maelezo Ufafanuzi |
KCM Uk.179-81 MWM Uk.131-2 |
||
| 5-6 | Ufasaha wa lugha | Mwingiliano wa maneno | Kufika mwisho wa somo, mwanafunzi aweze: Kuainisha na kubainisha aina za maneno kutegemea matumizi. Kutunga sentensi kubainisha mabadiliko ya aina ya maneno. |
Uchunguzi Mifano Maelezo |
KCM Uk.177-9 MWM Uk.130 |
||
| 4 | 1-2 | Fasihi teule | Wahusika katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua nafasi ya mhusika. Kueleza uumbaji na uchoraji wa wahusika. Kupambanua aina za wahusika. Kueleza jinsi ya kuchambua wahusika. |
Maigizo Uchunguzi Mjadala Utazamaji Ufahamu Ufafanuzi Uhakiki |
Kitabu teule | |
| 3 | Utunzi | Haithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua hatua za kuandika hadithi fupi. Kuandika hadithi fupi. |
Mifano Majaribio Uchunguzi Majadiliano Vidokezo Maelezo Ufafanuzi |
Kitabu cha hadithi fupi kilichoteuliwa | ||
| 4 | Kusikiliza na kuzungumza. | Habari na ripoti za runinga na redio | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana, umuhimu na jinsi ya kutoa ripoti za redio na runinga. Kuainisha ripoti. |
Mifano Masimulizi Maelezo Ufahamu Mjadala |
KCM Uk.183 MWM Uk.133-5 |
||
| 5-6 | Fasihi yetu | Hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza fani ya lugha. Kufafanua umuhimu wa fani hizo. |
Kusoma Uchunguzi Ufafanuzi Mjadala Masimulizi Uchambuzi |
Kitabu cha hadithi fupi kilichoteuliwa | ||
| 5 | 1 | Ufahamu | Ripoti za michezo | Kufika mwisho wa somo, mwanafunzi aweze: Kusoma taarifa kwa ufasaha. Kueleza aina ya michezo. Kutoa mifano ya taarifa. |
Makundi Maelezo Utafiti Tajriba Usomaji |
KCM Uk.184-6 MWM Uk.135-6 Kamusi |
|
| 2-3 | Sarufi | Sentensi | Kufika mwisho wa somo, mwanafunzi aweze: Kuainisha sentensi. Kueleza sifa za sentensi. Kutoa mifano ya kila aina. |
Majadiliano Makundi Mifano Ufafanuzi Mazoezi |
KCM Uk.186-8 MWM Uk.137 |
||
| 4 | Kusikiliza na kuzungumza. Ufasaha wa lugha |
Lugha za ripoti na uandishi wake | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza jinsi ya kuwasilisha ripoti. Kueneza lugha ya ripoti. Kuandika ripoti maalumu. |
Utafiti Mifano Maelezo |
KCM Uk.188-9 MWM Uk.137-8 |
||
| 5-6 | Fasihi teule | Hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kubainisha na kueleza muundo na mtindo wa tamthilia. Kuhakiki muundo wa tamthilia. |
Maelezo Ufafanuzi Uhakiki Majadiliano Kuigiza |
Kitabu cha hadithi fupi kilichoteuliwa. | ||
| 6 | 1-2 | Utunzi | Insha ya ripoti | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza hatua za kuandika ripoti. Kuandika ripoti. |
Ufaraguzi Utafiti Kazi mradi kuandika |
KCM Uk.190 MWM Uk.138-9 |
|
| 3 | Kusikiliza na kuzungumza. | Mahakama | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua aina za mahakama na shughuli zao. Kutumia msamiati unaofaa wa mahakama kutunga sentensi. Kuendesha mazungumzo ya mahakama. |
Ziara Masimulizi Utafiti Maelezo Ufahamu Ufaraguzi |
KCM Uk.191 MWM Uk.139-42 |
||
| 4-5 | Fasihi yetu | Hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya maigizo. Kubainisha sura za sanaa za maonysho ya kawaida. |
Kuigiza Ziara Maelezo Masimulizi |
Kitabu cha hadithi fupi kilichoteuliwa | ||
| 6 | Ufahamu | Haki za binadamu | Kufika mwisho wa somo, mwanafunzi aweze: Kujibu maswali kwa usahihi. Kueleza ujumbe wa shairi. |
Kusoma Kukariri Maswali na majibu Maelezo |
KCM Uk.194-5 MWM Uk.143-4 Kamusi |
||
| 7 | 1 | Sarufi | Uchanganuzi wa sentensi kwa njia ya mishale | Kufika mwisho wa somo, mwanafunzi aweze: Kuchanganua sentensi kwa njia ya mishale au mistari. Kueleza muundo wa kikundi nomino (KN) na kikundi tenzi (KT). |
Maelezo Mifano Mazoezi |
KCM Uk.195-6 MWM Uk.143-4 |
|
| 2 | Kusikiliza na kuzungumza. Ufasaha wa lugha |
Muhtasari- haki za watoto | Kufika mwisho wa somo, mwanafunzi aweze: Kudondoa hoja muhimu. Kuandika muhtasari was kifungu. Kubainisha haki za watoto. |
Makundi Masimulizi Utatuzi wa mambo |
KCM Uk.196-8 MWM Uk.144 |
||
| 3-4 | Fasihi teule | Matumizi ya lugha katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza sifa za lugha katika tamthilia. Kutoa mifano ya matumizi ya lugha katika tamthilia. |
Kuigiza Uchunguzi Mifano Ufafanuzi Uhakiki |
Kitabu teule. | ||
| 5-6 | Kusikiliza na kuzungumza | Mialiko | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza umuhimu wa mialiko. Kupambanua sifa za mialiko. Kuainisha mialiko. |
Mifano Utafiti Vikundi Ufahamu Maelezo |
KCM Uk.201-2 MWM Uk.145-9 |
||
| 8 | 1-2 | Fasihi yetu | Hadithi fupi | Kufika mwisho wa somo, mwanafunzi aweze: Kutoa mifano ya maigizo. Kupambanua umuhimu wa maigizo. Kueleza jinsi ya kuchanganua maigizo. |
Ziara Utafiti Uchunguzi Uhakiki Maigizo |
Kitabu cha hadithi fupi kilichoteuliwa | |
| 3 | Ufahamu | Kumbukumbu za mkutano | Kufika mwisho wa somo, mwanafunzi aweze: Kusoma kumbukumbu. Kueleza maana za manen na vifungu. Kujibu maswali ya taarifa. |
Maswali na majibu Majadiliano Maelezo Kuigiza |
KCM Uk.204-6 MWM Uk.149-50 Kamusi |
||
| 4-5 | Sarufi | Uchanganuzi wa sentensi | Kufika mwisho wa somo, mwanafunzi aweze: Kubainisha dhana ya uchanganuzi. Kuchanganua sentensi kwa njia ya jedwali. |
Mazoezi Maelezo Ufafanuzi |
KCM Uk.206-8 MWM Uk.150-1 |
||
| 6 | Ufasaha wa lugha | Kumbukumbu | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza umuhimu wa kumbukumbu. Kupambanua sifa za kumbukumbu. Kujibu maswali. |
Dayolojia Mahojiano Ufafanuzi |
KCM Uk.208-9 MWM Uk.151-2 |
||
| 9 | 1-2 | Fasihi teule | Mafunzo katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya mafunzo. Kufafanua mbinu za wasanii kutoa mafunzo katika tamthilia. Kueleza mafunzo. |
Tajriba Mifano Mjadala Maelezo Ufafanuzi |
KCM Uk.209-10 MWM Uk.153-5 |
|
| 3-4 | Utunzi | Insha ya kumbukumbu | Kufika mwisho wa somo, mwanafunzi aweze: Kuandika kumbukumbu. Kufafanua ya kuzingatia unapoandika kumbukumbu. |
Maelezo Ugunduzi Majaribio Ufaraguzi Uhakiki |
KCM Uk.210 MWM Uk.153-8 |
||
| 5-6 | Kusikiliza na kuzungumza | Matangazo | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza sifa za matangazo katika redio na runinga. Kufafanua jinsi ya kuandaa matangazo. Kuhakiki na kuandaa matangazo. |
Maelezo Tajriba Majadiliano Ufaraguzi Uhakiki Ufahamu |
KCM Uk.211 MWM Uk.155-8 |
||
| 10 | 1 | Hadithi fupi | Mikusanyiko ya kazi za fasihi simulizi | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua umuhimu wa kukusanya na kuhifadhi kazi za fasihi simulizi. Kueleza njia za kuhifadhi kazi za fasihi simulizi. |
Maelezo Ufafanuzi Makundi Uhakiki |
Kitabu cha hadithi fupi kilichoteuliwa | |
| 2 | Ufahamu | Maji na uhai | Kufika mwisho wa somo, mwanafunzi aweze: Kusma taarifa kwa ufasaha. Kufafanua hali ya maji na umuhimu wake. Kujibu maswali ya taarifa kwa usahihi. |
Usomaji Tajriba Maswali na majibu Uvumbuzi Uchunguzi |
KCM Uk.213-5 MWM Uk.159-7 Kamusi |
||
| 3-4 | Sarufi | Uchanganuzi wa sentensi | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza maana ya uchanganuzi. Kuchanganua sentensi sahili, ambatano na changamano kwa njia ya michoro ya matawi. |
Maelezo Ufafanuzi Mifano Maswali na majibu Mazoezi |
KCM Uk.216-7 MWM Uk.161-6 |
||
| 5-6 | Ufasaha wa lugha | Matangazo | Kufika mwisho wa somo, mwanafunzi aweze: Kuandika tangazo la kuvutia kulingana na kichwa walichopewa. Kueleza sifa za matangazo ya maandishi. |
Maelezo Maswali na majibu Mkundi Tajriba |
KCM Uk.218 MWM Uk.166-7 |
||
| 11 | 1-2 | Fasihi teule | Tathmini katika tamthilia | Kufika mwisho wa somo, mwanafunzi aweze: Kueleza sifa za tamthini katika tamthilia. Kueleza namna ya kujibu maswali katika tamthilia. |
Maelezo Maswali na majibu Mkundi Tajriba |
Kitabu kilichoteuliwa | |
| 3-4 | Utunzi | Insha ya makala | Kufika mwisho wa somo, mwanafunzi aweze: Kufafanua maana ya makala ya kitaaluma. Kuandika insha ya kitaaluma kuhusu mada walitopewa kwa usahihi. |
Ufaraguzi Makundi Mahojiano Maelezo |
KCM Uk.220 MWM Uk.168 |
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| 12-13 | MTIHANI WA MWISHO WA MWAKA | ||||||
Published in
Form 3 Term 3 Schemes of Work 2020/2021