ENGLISH LESSON PLANS
FORM TWO LESSON PLAN TERM 1, ………..
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION
SUB-TOPIC:Pronunciation and problematic sounds
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Identify words with problematic sounds
(b) Pronounce the words with problematic sounds correctly.
TEACHING/LEARNING RESOURCES:Chart with words with problematic sounds.
Flashcards containing words with problematic sounds.
REFERENCES:Secondary English Bk 2 Pg 1-2
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
Download more free unlimited English resources here: Educationnewshub.co.ke
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| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Writes two words with problematic sounds.
(b) Explain why some sounds are problematic. |
(a) Read the words aloud.
(b) Listens and asks for clarification. |
| DEVELOPMENT
32 minutes |
1. Writes some more words with problematic sounds.
2. Asks students to read sentences in which there are problematic sounds. 3. Shows the students flashcards and asks them to read the problematic words written and asks them to give other words with problematic sounds. |
1. Reads aloud the words.
2. Identifies the letters that bear the sound and gives examples of words. 3. Gives examples. 4. Reads the dialogue. |
| CONCLUSION
4 minutes |
(a) Asks the students to reread the words on the board.
(b) Writes the exercise on the chalkboard. |
(a) Rereads the words.
(b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
LISTENING AND SPEAKING PRONUNCIATION Pronunciation and Problematic Sounds |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2020
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: STUDY SKILLS
SUB-TOPIC:Scanning
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Define scanning.
- Scan a given passage for important details.
- List all the words in the passage that begin with letter ‘m’
T/L RESOURCES:Chalkboard
REFERENCES: Secondary English Bk 2Pg 4-6
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students what they understand by the word scanning.
(b) Tells them what scanning is. |
(a) Gives the features of summary.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Outlines the importance of scanning.
2. Issues a handout with a passage to be read. 3. Tells the learners to scan a given passage for specific information. 4. Tells learners to scan the passage again and write down all the words that begin with ‘m’
|
1. Listens and takes notes.
2. Reads the passage. 3. Writes down the answers.
4. Writes the words. |
| CONCLUSION
5 minutes |
(a) Asks some students to read aloud their answers to the question given earlier.
(b) Writes an exercise on the chalkboard. |
(a) Corrects the others.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
STUDY SKILLS Scanning |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/COMPREHENSION
SUB-TOPIC:A Worthy Prefect
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read the passage and respond to questions after it.
- Use new words in sentences of their own.
T/L RESOURCES: Picture on students’ book/ Dictionaries for reference
REFERENCES: Secondary English Bk 2Pg 4-5
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.
(b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books. |
(a) Listens and seeks clarification.
(b) Answers the questions asked. (c) Opens their books. |
| DEVELOPMENT
33 minutes |
1. Asks students to read the paragraphs in turns.
2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words. |
1. Reads the paragraphs.
2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
3 minutes |
1. Asks students to discuss the lessons they learn from the passage.
2. Gives an exercise. |
1. Discusses the lessons they learn from the passage.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
READING COMPREHENSION A WORTHY PREFECT |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WORD STUDY
SUB-TOPIC:Building Vocabulary
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Develop techniques of studying.
- Identify the main points and the supporting materials in a text.
T/L RESOURCES: Posters, chalkboard demonstration of sitting postures
REFERENCES: Secondary English Bk 2Pg 9-10
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students to mention some words that they commonly misspell.
(b) Tells them the reasons behind misspelling of words. |
(a) Gives the features of summary.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Read out a list of commonly misspelt words.
2. Tells learners to write them down in their exercise books. 3. Asks the learners to spell each word as they mark for one another. 4.Summarizes the points to consider when spelling words |
1. Listens.
2. Writes down the answers.
3. Mark for one another.
4.Listens and takes down notes |
| CONCLUSION
5 minutes |
1. Asks some students to give more commonly misspelt words.
2. Gives an exercise in the students’ textbook. |
1. Gives more commonly misspelt words.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WORD STUDY Commonly Misspelt Words |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Collective Nouns
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define a collective noun.
(b) Use collective nounsin sentences of their own.
T/L RESOURCES: Chart showing collective nouns
REFERENCES: Secondary English Bk 2Pg 6-7
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Writes a sentence with a collective noun.
(b) Asks learners to identify the collective noun. (c) Tells them that they will be learning collective nouns. |
(a) Reads the sentence.
(b) Identifies the collective noun. (c) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Writes more sentences.
2. Explains more examples of collective nouns. 3. Displays the chart with the phrases. 4. Groups the learners and issues the handout with a paragraph. 5. Asks learners identify the collective nouns. |
1. Identifies collective nouns.
2. Listens and seeks clarification. 3. Identifies their components. 4. Identifies collective nouns. 5. Uses the words in sentences. |
| CONCLUSION
5 minutes |
(a) Asks students to use collective nounslearnt in sentences.
(b) Gives an exercise. |
(a) Uses them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM
GRAMMAR Collective Nouns |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Punctuation marks: Hyphen
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Write neatly and legibly.
- b) Demonstrate ability to use the hyphen correctly.
T/L RESOURCES: Sample sentences
REFERENCES: Secondary English Bk 2Pg39-41
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Reviews the previous lesson. Write some sentences on the chalkboard in which the hyphen has been used. Asks the learners to identify the hyphens | (a) Identifies the hyphens.
|
| DEVELOPMENT
32 minutes |
1. Explains the various uses of the hyphen.
2. Asks students to place hyphen appropriately in given sentences. 3. Groups the learners and gives them a passage. Asks them to use hyphens in the right places in the passage. 4. Asks individual students to say where hyphens should be placed. |
1. Listens and seeks clarification. Takes notes.
2. Puts hyphens in the appropriate places. 3. Identifies the places where hyphens should appear.
4. Says where hyphens should be |
| CONCLUSION
4 minutes |
(a) Gives an exercise. | (a) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
WRITING Punctuation Hyphens |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION
SUB-TOPIC:Silent Letters
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Identify silent letters in words correctly
(b) Read words with silent letters correctly.
TEACHING/LEARNING RESOURCES:Chart with words with silent letters.
Flashcards containing words with silent letters.
REFERENCES:Secondary English Bk 2 Pg 11-12
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Writes two words with silent letters.
(b) Explain why some letters are said to be silent in some words. |
(a) Read the words aloud.
(b) Listens and asks for clarification. |
| DEVELOPMENT
32 minutes |
1. Writes some more words with silent letters.
2. Asks students to read words in a list given in which there are silent letters. 3. Shows the students flashcards and asks them to read the words with silent letters written and asks them to give other words with silent letters. |
1. Reads aloud the words.
2. Identifies the words with silent letters in the list given. 3.Reads the words |
| CONCLUSION
4 minutes |
(a) Asks the students to reread the words on the board.
(b) Writes the exercise on the chalkboard. |
(a) Rereads the words.
(b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
LISTENING AND SPEAKING PRONUNCIATION Silent Letters |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: STUDY SKILLS
SUB-TOPIC:Skimming
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Define skimming.
- Skim a given passage for important details.
- List all the words in the passage that begin with letter ‘m’
T/L RESOURCES:Chalkboard
REFERENCES: Secondary English Bk 2 Pg 139-141
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students what they understand by the word skimming.
(b) Tells them what skimming is. |
(a) Gives the features of summary.
(b) Listens and takes notes. |
| DEVELOPMENT
30 inutes |
1. Outlines the importance of skimming.
2. Issues a handout with a passage to be read. 3. Tells the learners to skim a given passage for specific information. 4. Tells learners to skim the passage again and answer the questions given.
|
1. Listens and takes notes.
2. Reads the passage. 3. Writes down the answers.
4. Writesdown the answers. |
| CONCLUSION
5 minutes |
(a) Asks some students to read aloud their answers to the question given earlier.
(b) Writes an exercise on the chalkboard. |
(a) Corrects the others.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
STUDY SKILLS Skimming |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/COMPREHENSION
SUB-TOPIC:The Money Doubler
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read the passage and respond to questions after it.
- Use new words in sentences of their own.
T/L RESOURCES: Picture on students’ book/ Dictionaries for reference
REFERENCES: Secondary English Bk 2 Pg 25-27
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.
(b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books. |
(a) Listens and seeks clarification.
(b) Answers the questions asked. (c) Opens their books. |
| DEVELOPMENT
33 minutes |
1. Asks students to read the paragraphs in turns.
2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words. |
1. Reads the paragraphs.
2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
3 minutes |
1. Asks students to discuss the lessons they learn from the passage.
2. Gives an exercise. |
1. Discusses the lessons they learn from the passage.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
READING COMPREHENSION The Money Doubler |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WORD STUDY
SUB-TOPIC:Building Vocabulary
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Develop techniques of studying.
- Use given words to fill in a crossword puzzle.
T/L RESOURCES:Crossword puzzle
REFERENCES: Secondary English Bk 2 Pg
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
6 minutes |
(c) Asks students to draw the crossword puzzle.
(d) Tells them to fill it using words from the passage. |
(c) Draws the crossword puzzle.
(d) Fills it with words from the passage. |
| DEVELOPMENT
31 minutes |
1. Draw another crossword puzzle.
2. Formulate questions for the crossword puzzle. 3. Asks the learners to provide answers for the questions. 4. Asks learners to exchange the crossword puzzles with their neighbours and to try and fill them with appropriate answers |
1. Draws.
2.Formulates questions.
3. Provides answers.
3. Fills the puzzle with appropriate answers |
| CONCLUSION
6 minutes |
1. Asks some students to give answers to their puzzles.
2. Gives an exercise in the students’ textbook. |
1. Listens and corrects the errors made.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
WORD STUDY Building vocabulary |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Compound Nouns
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define a compound noun.
(b) Use compound nounsin sentences of their own.
T/L RESOURCES: Chart showing compound nouns
REFERENCES: Secondary English Bk 2 Pg 8-9
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(d) Writes a sentence with a compound noun.
(e) Asks learners to identify the compound noun. (f) Tells them that they will be learning compound nouns |
(d) Reads the sentence.
(e) Identifies the compound noun (f) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
6. Writes more sentences.
7. Explains more examples of compound nouns. 8. Displays the chart with the compound nouns. 9. Groups the learners and issues the handout with a paragraph. 10. Asks learners identify the compound noun. |
6. Identifies compound nouns.
7. Listens and seeks clarification. 8. Identifies their components. 9. Identifies compound noun 10. Uses the words in sentences. |
| CONCLUSION
5 minutes |
(c) Asks students to use compound nounslearnt in sentences.
(d) Gives an exercise. |
(c) Uses them in sentences.
(d) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
GRAMMAR Compound Nouns |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Punctuation marks: Apostrophe
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Write neatly and legibly.
- b) Demonstrate ability to use the apostrophe correctly.
T/L RESOURCES: Sample sentences
REFERENCES: Secondary English Bk 2Pg40
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(b) Reviews the previous lesson. Write some sentences on the chalkboard in which the apostrophe has been used. Asks the learners to identify the apostrophes | (b) Identifies the apostrophe.
|
| DEVELOPMENT
32 minutes |
5. Explains the various uses of the apostrophe.
6. Asks students to place apostrophes appropriately in given sentences. 7. Groups the learners and gives them a passage. Asks them to use apostrophes in the right places in the passage. 8. Asks individual students to say where apostrophe should be placed. |
5. Listens and seeks clarification. Takes notes.
6. Puts apostrophe in the appropriate places. 7. Identifies the places where apostrophe should appear.
8. Says where apostrophes should be |
| CONCLUSION
4 minutes |
(b) Gives an exercise. | (b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
WRITING Punctuation Apostrophes |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING
SUB-TOPIC: Stress
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Stress the appropriate syllables in words correctly
(b) Demonstrate appreciation of the fact that stress contributes to meaning
T/L RESOURCES: Charts, blackboard
REFERENCES: Secondary English Bk 2 Pg 31-33
- Head Start EnglishBk 2
- New Integrated English Bk 2
- Teacher’s Book
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Reviews the previous lesson. Asks how speakers prepare to stress syllables in words appropriately.
(b) Tells the learners that they will be learning how to place stress in words correctly. |
(a) Explains how a speaker prepares to deliver a speech.
(b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Asks learners to read words after the teacher placing stress appropriately and correctly.
2. Explains how stress to identify the stressed syllables in words and how it shifts in words that have more than one meaning. 3. Groups the learners. Tell them to underline the stressed syllables in the words given. 4. Asks learners present their answers. |
1. States how they grabbed and kept the attention.
2. Listens and takes notes. Seeks clarification.
3. Discusses.
4. Presents their answers. |
| CONCLUSION
4 minutes |
a) Review how stress manifests itself in words.
b) Writes the exercise on the chalkboard. |
a) Explains the ways.
b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
LISTENING AND SPEAKING Stress How to put stress in words |
COMMENTS:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: STUDY SKILLS
SUB-TOPIC:Telephone Etiquette
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Demonstrate awareness of telephone etiquette
- Conduct a telephone conversation using etiquette
T/L RESOURCES:Mobile Phone
REFERENCES: Secondary English Bk 2 Pg 129-130
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students what they understand by the word telephone etiquette.
(b) Tells them what telephone etiquette is. |
(a) Gives the meaning of telephone etiquette.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Outlines the importance of telephone etiquette.
2. Issues a handout with a conversation that uses good telephone etiquette. 3. Tells the learners to identify indicators of a good telephone etiquette in the passage. 4.Tells learners to study a second conversation and identify indicators of bad telephone etiquette
|
1. Listens and takes notes.
2. Reads the passage. 3. Writes down the answers.
4. Writes down the indicators. |
| CONCLUSION
5 minutes |
(a) Asks some students to read aloud their answers to the question given earlier.
(b) Writes an exercise on the chalkboard. |
(a) Corrects the others.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
STUDY SKILLS Telephone Etiquette |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/COMPREHENSION
SUB-TOPIC:Celebrating Our Gender
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read the passage and respond to questions after it.
- Use new words in sentences of their own.
T/L RESOURCES: Picture on students’ book/ Dictionaries for reference
REFERENCES: Secondary English Bk 2 Pg 34-35
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.
(b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books. |
(a) Listens and seeks clarification.
(b) Answers the questions asked. (c) Opens their books. |
| DEVELOPMENT
32 minutes |
1. Asks students to read the paragraphs in turns.
2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words. |
1. Reads the paragraphs.
2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
4 minutes |
1. Asks students to discuss the lessons they learn from the passage.
2. Gives an exercise. |
1. Discusses the lessons they learn from the passage.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
READING COMPREHENSION Celebrating Our Gender |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Phrasal Quantifiers
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define a phrasal quantifier.
(b) Use phrasal quantifierin sentences of their own.
T/L RESOURCES: Chart showing phrasal quantifiers
REFERENCES: Secondary English Bk 2 Pg 17-19
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Writes a sentence with a phrasal quantifier.
(b) Asks learners to identify the phrasal quantifier. (c) Tells them that they will be learning phrasal quantifiers. |
(a) Reads the sentence.
(b) Identifies the phrasal quantifier. (c) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Writes more sentences.
2. Explainsmore examples of phrasal quantifiers. 3. Displays the chart with the phrasal quantifiers. 4. Groups the learners and issues the handout with a paragraph. 5. Asks learners identify the phrasal quantifier. |
1. Identifiesphrasal quantifier.
2. Listens and seeks clarification. 3. Identifies their components. 4. Identifiesphrasal quantifier. 5. Uses the words in sentences. |
| CONCLUSION
5 minutes |
(a) Asks students to use phrasal quantifier learnt in sentences.
(b) Gives an exercise. |
(a) Uses them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
GRAMMAR Phrasal Quantifiers |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Using Figurative Language
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Write neatly and legibly.
- b) Demonstrate ability to use figurative language in writing or speaking.
T/L RESOURCES: Sample sentenceswith figurative language
REFERENCES: Secondary English Bk 2Pg
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes 4 minutes |
1. Reviews the previous lesson. Write some sentences on the chalkboard in which the figurative language has been used. Asks the learners to identify the figurative language | 1. Identifies the hyphens.
|
| DEVELOPMENT
32minutes |
1. Explains the various uses of figurative language.
2. Asks students to usefigurative language appropriately in given sentences. 3. Groups the learners and gives them a passage. Asks them to identify figurative language in the passage. 4. Asks individual students to identify the figures of speech in the passage. |
1. Listens and seeks clarification. Takes notes.
2. Uses figurative language appropriately in sentences. 3. Identifies the figurative language in the passage.
4.Identifies the figurative language |
| CONCLUSION
4 minutes |
(c) Gives an exercise. | (c) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
WRITING Using Figurative Language |
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION
SUB-TOPIC:Words often mispronounced
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Identify words that are often mispronounced.
(b) Write them down correctly in phonetic transcription.
TEACHING/LEARNING RESOURCES:Chart with words with words often mispronounced.
Flashcards containing words with problematic sounds.
REFERENCES:Secondary English Bk 2 Pg 22-23
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Writes two words often mispronounced.
(b) Explain why some words are often mispronounced. |
(a) Read the words aloud.
(b) Listens and asks for clarification. |
| DEVELOPMENT
32minutes |
1. Writes some more words often mispronounced.
2. Asks students to read sentences in which there are words often mispronounced. 3. Shows the students flashcards and asks them to read the words often mispronounced written and asks them to give other words often mispronounced. |
1. Reads aloud the words.
2. Identifies the letters that bear the words often mispronounced and gives examples of words. 3. Gives examples. 4. Reads the words often mispronounced. |
| CONCLUSION
4 minutes |
(a) Asks the students to reread the words on the board.
(b) Writes the exercise on the chalkboard. |
(a) Rereads the words.
(b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
LISTENING AND SPEAKING PRONUNCIATION Words often mispronounced |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: ORAL SKILLS
SUB-TOPIC:Pronunciation of /p/ and /b/ sounds
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Pronounce the sounds /p/ and /b/ with distinction
- Write words in which the sounds /p/ and /b/ appear
T/L RESOURCES:Chart with minimal pairs of the sounds /p/ and /b/
REFERENCES: Secondary English Bk 2
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Write two words, one bearing each sound.
2. Demonstrate how the two sounds are produced. |
1. Reads the words aloud.
2. Listens and asks for clarification. |
| DEVELOPMENT
30 minutes |
1. Displays the chart and asks the learners to read aloud.
2. Explain that the words are minimal pairs. 3. Ask learners to give more examples of minimal pairs of /p/ and /b/. 4. Divide the class in pairs. 5.Shows the students the flashcards and asks them to write the word that differs in pronunciation with only one sound considering the sounds under study
|
1. Reads the minimal pairs aloud.
2. Takes notes and asks for clarification. 3. Gives examples. 4. Sits in pairs. 5.Writes the words after discussing |
| CONCLUSION
5minutes |
(a) Asks the students to reread the minimal pairs.
(b) Writes an exercise on the chalkboard. |
(a) Rereads the minimal pairs.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
STUDY SKILLS Pronunciation of /p/ and /b/ sounds |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/COMPREHENSION
SUB-TOPIC:World Environment Day
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read the passage and respond to questions after it.
- Use new words in sentences of their own.
T/L RESOURCES: Picture on students’ book/ Dictionaries for reference
REFERENCES: Secondary English Bk 2 Pg 45-47
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.
(b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books. |
(a) Listens and seeks clarification.
(b) Answers the questions asked. (c) Opens their books. |
| DEVELOPMENT
33 minutes |
1. Asks students to read the paragraphs in turns.
2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words. |
1. Reads the paragraphs.
2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
3 minutes |
1. Asks students to discuss the lessons they learn from the passage.
2. Gives an exercise. |
1. Discusses the lessons they learn from the passage.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
READING COMPREHENSION WORLD ENVIRONMENT DAY |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Possessives
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define a possessive.
(b) Use possessives in sentences of their own.
T/L RESOURCES: Chart showing possessives
REFERENCES: Secondary English Bk 2 Pg 36-37
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
1. Writes a sentence with a possessive.
2. Asks learners to identify the possessive. 3. Tells them that they will be learning possessives. |
1. Reads the sentence.
2. Identifies the possessive. 3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Writes more sentences.
2. Explains more examples of possessives. 3. Displays the chart with the possessives. 4. Groups the learners and issues the handout with a paragraph. 5. Asks learners identify the possessives. |
1. Identifies possessives.
2. Listens and seeks clarification. 3. Identifies their components. 4. Identifies possessives. 5. Uses the words in sentences. |
| CONCLUSION
5minutes |
(a) Asks students to use possessives learnt in sentences.
(b) Gives an exercise. |
(a) Uses them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM
GRAMMAR Possessives |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Invitation letters
OBJECTIVE: By the end of the lesson, the learner should be able to:
- a) Write neatly and legibly.
- b) Demonstrate ability to write invitation letters.
T/L RESOURCES: Sample sentences
REFERENCES: Secondary English Bk 2Pg19-21
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Reviews the previous lesson. Read a sample invitation letter in class | (a) Listens and asks for clarification.
|
| DEVELOPMENT
31 minutes |
1. Explains the format of an invitation letter.
2. Asks students to write notes on invitation letters. 3. Groups the learners and tells them to write an invitation letter following the format given. 4. Asks individual students to read their invitation letters. |
1. Listens and seeks clarification. Takes notes.
2. Writes down notes. 3. Discusses the question.
4. Reads out their invitation letters. |
| CONCLUSION
5minutes |
(a) Gives an exercise. | (a) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
WRITING Invitation Letters |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/COMPREHENSION
SUB-TOPIC:Who Will Speak Out?
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read the passage and respond to questions after it.
- Use new words in sentences of their own.
T/L RESOURCES: Picture on students’ book/ Dictionaries for reference
REFERENCES: Secondary English Bk 2 Pg14-17
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.
(b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books. |
(a) Listens and seeks clarification.
(b) Answers the questions asked. (c) Opens their books. |
| DEVELOPMENT
34 minutes |
1. Asks students to read the paragraphs in turns.
2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words. |
1. Reads the paragraphs.
2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
3 minutes |
1. Asks students to discuss the lessons they learn from the passage.
2. Gives an exercise. |
1. Discusses the lessons they learn from the passage.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
READING COMPREHENSION WHO WILL SPEAK OUT? |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WORD STUDY
SUB-TOPIC:Building Vocabulary
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Develop techniques of studying.
- Identify the main points and the supporting materials in a text.
T/L RESOURCES: Posters, chalkboard demonstration of sitting postures
REFERENCES: Secondary English Bk 2 Pg 9-10
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
7 minutes |
(a) Asks students to mention some words that they commonly misspell.
(b) Tells them the reasons behind misspelling of words. |
(a) Gives the features of summary.
(b) Listens and takes notes. |
| DEVELOPMENT
4 minutes |
1. Read out a list of commonly misspelt words.
2. Tells learners to write them down in their exercise books. 3. Asks the learners to spell each word as they mark for one another. 4.Summarizes the points to consider when spelling words |
1. Listens.
2. Writes down the answers.
3. Mark for one another.
4.Listens and takes down notes |
| CONCLUSION
7 minutes |
1. Asks some students to give more commonly misspelt words.
2. Gives an exercise in the students’ textbook. |
1. Gives more commonly misspelt words.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WORD STUDY Vocabulary |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Personal Pronouns
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define a personal pronoun.
(b) Use collective nouns in sentences of their own.
T/L RESOURCES: Chart showing personal pronouns
REFERENCES: Secondary English Bk 2 Pg 47-50
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Writes a sentence with a personal pronoun.
2. Asks learners to identify the personal pronoun. 3. Tells them that they will be learning personal pronouns. |
1. Reads the sentence.
2. Identifies the personal pronoun. 3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Writes more sentences.
2. Explainsmore examples of personal pronouns. 3. Displays the chart with the personal pronouns. 4. Groups the learners and issues the handout with a paragraph. 5. Asks learners identify the personal pronouns. |
1. Identifiespersonal pronouns.
2. Listens and seeks clarification. 3. Identifies their components. 4. Identifiespersonal pronouns. 5. Uses the words in sentences. |
| CONCLUSION
5minutes |
(a) Asks students to use personal pronouns learnt in sentences.
(b) Gives an exercise. |
(a) Uses them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
GRAMMAR Personal Pronouns |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Descriptive writing
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) State the steps in writing a descriptive composition.
(b) Follow the steps outlined in writing a descriptive composition.
T/L RESOURCES: Sample a descriptive composition
REFERENCES: Secondary English Bk 2 Pg 50-51
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Asks students whether they have ever written a descriptive composition.
2. Explains what a descriptive composition is. 3.Tells them that they are about to learn how to write a descriptive composition |
1. Says whether or not they have written a descriptive composition.
2. Listens and seeks clarification. 3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Issues the sample descriptive composition.
2. Asks students to list the elements of a descriptive composition. 3. Groups the learners. Asks them to write a descriptive composition the topic given. 4. Asks learners to read aloud some of the descriptive composition. |
1. Reads the descriptive composition
2. Lists the elements. 3. Writes the descriptive composition.
4. Reads aloud the descriptive composition letter. |
| 5 CONCLUSION | 1. Asks students to outline the features of a descriptive composition.
2. Gives an exercise. |
1. Outlines the features.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING Descriptive Writing |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature
SUB-TOPIC:Features of a Legend
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Identify the features of a legend.
(b) Discuss the functions of a legend
T/L RESOURCES: Sample of a legend
REFERENCES: Secondary English Bk 2 Pg 74-75
- Oral Literature for Schools
- Teacher’s Book
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Reviews the previous lesson. Asks learners to define a legend.
(b) Tells the learners that they will be learning about legends. |
(a) Defines a legend.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Narrates a legend to the learners.
2. Explains the features and functions of a legend.
|
1. States how they grabbed and kept the attention.
2. Listens and takes notes. Seeks clarification.
|
| CONCLUSION
4 minutes |
(a) Asks them to narrate a legend of their own.
(b) Gives them an exercise. |
(a) Explains the ways.
(b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
LISTENING AND SPEAKING Oral Literature Legends |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: ORAL SKILLS
SUB-TOPIC:Different but similar sounding words
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Pronounce words with similar sounds correctly
- Differentiate between spellings of words with similar sounds
T/L RESOURCES:Chart with words with similar sounds but different meanings
REFERENCES: Secondary English Bk 2 52-53
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4minutes |
1. Write words with similar sounds but different meanings.
2. Demonstrate how the words are pronounced. |
1. Reads the words aloud.
2. Listens and asks for clarification. |
| DEVELOPMENT
31 minutes |
1. Displays the chart with words with similar sounds but different meanings and asks the learners to read aloud.
2. Explain that the words are homonyms. 3. Ask learners to give more examples words with similar sounds but different meanings. 4. Divide the class in pairs. 5.Shows the students the flashcards and asks them to write the words with similar sounds but different meanings
|
1. Reads the words with similar sounds but different meanings aloud.
2. Takes notes and asks for clarification. 3. Gives examples. 4. Sits in pairs. 5.Writes the words after discussing |
| CONCLUSION
5minutes |
(a) Asks the students to reread the words with similar sounds but different meanings.
(b) Writes an exercise on the chalkboard. |
(a) Rereads the words with similar sounds but different meanings
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
STUDY SKILLS Words With Similar sounds But Different In Meanings |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/COMPREHENSION
SUB-TOPIC:Effects Of Alcohol
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read the passage and respond to questions after it.
- Use new words in sentences of their own.
T/L RESOURCES: Picture on students’ book/ Dictionaries for reference
REFERENCES: Secondary English Bk 2 Pg 55-56
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.
(b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books. |
(a) Listens and seeks clarification.
(b) Answers the questions asked. (c) Opens their books. |
| DEVELOPMENT
32 minutes |
1. Asks students to read the paragraphs in turns.
2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words. |
1. Reads the paragraphs.
2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
3 minutes |
1. Asks students to discuss the lessons they learn from the passage.
2. Gives an exercise. |
1. Discusses the lessons they learn from the passage.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
READING COMPREHENSEFFECTS OF ALCOHOL |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: STUDY SKILLS
SUB-TOPIC:Note-taking
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read a passage given and respond to questions on it.
- Take notes effectively by using content words.
T/L RESOURCES: Articles and passage to be read
REFERENCES: Secondary English Bk 2 Pg 75-76
- Head Start EnglishBk 2
- New Integrated English Bk 2
- Teacher’s Book
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5minutes |
(a) Asks students to give the features of note-taking.
(b) Tells them that they would be learning how to take notes effectively. |
(a) Gives the features of note-making.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Outlines the steps in taking notes.
2. Groups the learners. Writes 2 questions to be answered in note form. 3. Asks individuals to write notes using the points drafted in step 1 above. |
1. Listens and takes notes.
2. Reads the passage.
|
| CONCLUSION
5minutes |
(a) Asks some students to read aloud their notes.
(b) Writes an exercise on the chalkboard. |
(a) Corrects the others.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
READING Reading Skills Note-taking |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Indefinite Pronouns
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define an indefinite pronoun.
(b) Use indefinite pronounsin sentences of their own.
T/L RESOURCES: Chart showing indefinite pronouns
REFERENCES: Secondary English Bk 2 Pg 57-59
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
6 minutes |
1. Writes a sentence with an indefinite pronoun.
2. Asks learners to identify the indefinite pronoun. 3.Tells them that they will be learning indefinite pronouns |
1. Reads the sentence.
2. Identifies the indefinite pronoun. 3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Writes more sentences.
2. Explainsmore examples of indefinite pronouns. 3. Displays the chart with the indefinite pronouns. 4. Groups the learners and issues the handout with a paragraph. 5. Asks learners identify the indefinite pronouns. |
1. Identifiesindefinite pronouns.
2. Listens and seeks clarification. 3. Identifies their components. 4. Identifiesindefinite pronouns. 5. Uses the words in sentences. |
| CONCLUSION
4 minutes |
(a) Asks students to use indefinite pronouns learnt in sentences.
(b) Gives an exercise. |
(a) Uses them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM
GRAMMAR Indefinite Pronouns |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Creative Writing
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Discuss the elements of a good imaginative composition
(b) Follow the steps outlined in writing an imaginative composition.
T/L RESOURCES: Sample an imaginative composition
REFERENCES: Secondary English Bk 2 Pg 71-73
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Asks students whether they have ever written an imaginative composition.
2. Explains what an imaginative composition is. 3.Tells them that they are about to learn how to write an imaginative composition |
1. Says whether or not they have written an imaginative composition.
2. Listens and seeks clarification. 3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Issues the sample imaginative composition.
2. Asks students to list the elements of an imaginative composition. 3. Groups the learners. Asks them to write an imaginative composition on the topic given. 4. Asks learners to read aloud some of the imaginative composition. |
1. Reads the imaginative composition letter.
2. Lists the elements. 3. Write the imaginative composition.
4. Reads aloud the letter. |
| 5 CONCLUSION | 1. Asks students to outline the features of application letters.
2. Gives an exercise. |
1. Outlines the features.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING Creative Writing |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature
SUB-TOPIC:Myths
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Identify the features of a myth.
(b) Discuss the functions of a myth
T/L RESOURCES: Sample of a myth
REFERENCES: Secondary English Bk 2 Pg 61-65
- Oral Literature for Schools
- Teacher’s Book
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Reviews the previous lesson. Asks learners to define a myth a legend.
(b) Tells the learners that they will be learning about myths. |
(a) Defines a legend.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Narrates a legend to the learners.
2. Explainsthe features and functions of a myth. 3. Groups the learners. Gives the learners a sample myth. Asks learners to identify the features of a myth in it. 4. Asks learners present their projects. |
1. States how they grabbed and kept the attention.
2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Presents their projects. |
| CONCLUSION
5 minutes |
(a) Asks them to narrate a myth of their own.
(b) Gives them an exercise. |
(a) Explains the ways.
(b) Writes the exercise in their exercise books. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
LISTENING AND SPEAKING Oral Literature Myths |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/COMPREHENSION
SUB-TOPIC:Information Technology (IT)
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read the passage and respond to questions after it.
- Use new words in sentences of their own.
T/L RESOURCES: Picture on students’ book/ Dictionaries for reference
REFERENCES: Secondary English Bk 2 Pg 65-66
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.
(b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books. |
(a) Listens and seeks clarification.
(b) Answers the questions asked. (c) Opens their books. |
| DEVELOPMENT
32minutes |
1. Asks students to read the paragraphs in turns.
2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words. |
1. Reads the paragraphs.
2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
3 minutes |
1. Asks students to discuss the lessons they learn from the passage.
2. Gives an exercise. |
1. Discusses the lessons they learn from the passage.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
READING COMPREHENSION Information Technology (IT) |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Primary Auxiliary Verbs
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define a primary auxiliary verb.
(b) Use primary auxiliary verbsin sentences of their own.
T/L RESOURCES: Chart showing primary auxiliary verbs
REFERENCES: Secondary English Bk 2 Pg 67-68
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
6 minutes |
1. Writes a sentence with a primary auxiliary verb.
2. Asks learners to identify the primary auxiliary verb. 3. Tells them that they will be learning primary auxiliary verbs. |
1. Reads the sentence.
2. Identifies the collective noun. 3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Writes more sentences.
2. Explainsmore examples of primary auxiliary verbs. 3. Displays the chart with the primary auxiliary verbs. 4. Groups the learners and issues the handout with a paragraph. 5. Asks learners identify the primary auxiliary verbs. |
1. Identifiescollective nouns.
2. Listens and seeks clarification. 3. Identifies their components. 4. Identifiesprimary auxiliary verbs. 5. Uses the words in sentences. |
| CONCLUSION
4 minutes |
(a) Asks students to use primary auxiliary verbslearnt in sentences.
(b) Gives an exercise. |
(a) Uses them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM
GRAMMAR Primary auxiliary Verbs |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM THREE LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: WRITING
SUB-TOPIC:Descriptive writing: An Event
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) State the steps in writing a descriptive composition of an event.
(b) Follow the steps outlined in writing a descriptive compositionof an event.
T/L RESOURCES: Sample a descriptive compositionof an event
REFERENCES: Secondary English Bk 2 Pg 60
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
1. Asks students whether they have ever written a descriptive composition of an event.
2. Explains what a descriptive composition is. 3.Tells them that they are about to learn how to write a descriptive composition of an event |
1. Says whether or not they have written a descriptive composition.
2. Listens and seeks clarification. 3. Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Issues the sample descriptive composition of an event.
2. Asks students to list the elements of a descriptive composition. 3. Groups the learners. Asks them to write a descriptive composition of an event the topic given. 4. Asks learners to read aloud some of the descriptive composition of an event. |
1. Reads the descriptive composition
2. Lists the elements. 3. Writes the descriptive composition.
4. Reads aloud the descriptive composition letter. |
| 5 CONCLUSION | 1. Asks students to outline the features of a descriptive composition of an event.
2. Gives an exercise. |
1. Outlines the features.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 3
WRITING Descriptive Writing: An Event |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: READING/COMPREHENSION
SUB-TOPIC:How I survived drug abuse
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read the passage and respond to questions after it.
- Use new words in sentences of their own.
T/L RESOURCES: Picture on students’ book/ Dictionaries for reference
REFERENCES: Secondary English Bk 2 Pg 77-79
Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Talks about the issue raised in the passage without letting them know they are about to read a passage.
(b) Asks students question concerning the issue. (c) Tells the students the passage they are about to read and asks them to open their course books. |
(a) Listens and seeks clarification.
(b) Answers the questions asked. (c) Opens their books. |
| DEVELOPMENT
32minutes |
1. Asks students to read the paragraphs in turns.
2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words. |
1. Reads the paragraphs.
2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
3 minutes |
1. Asks students to discuss the lessons they learn from the passage.
2. Gives an exercise. |
1. Discusses the lessons they learn from the passage.
2. Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 2
READING COMPREHENSION HOW I SURVIVED DRUG ABUSE |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM TWO LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________
TCHR’S NAME: ___________________________CLASS: FORM 2_______________
DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________
SKILL/TOPIC: GRAMMAR
SUB-TOPIC:Modal auxiliaries
OBJECTIVE: By the end of the lesson, the learner should be able to:
(a) Define a modal auxiliary.
(b) Use a modal auxiliaryin sentences of their own.
T/L RESOURCES: Chart showing collective nouns
REFERENCES: Secondary English Bk 2 Pg 68-71
- Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
4 Writes a sentence with a modal auxiliary.
5 Asks learners to identify the modal auxiliary. 6 Tells them that they will be learning modal auxiliaries |
7 Reads the sentence.
8 Identifies the modal auxiliary. 9 Listens and takes notes. |
| DEVELOPMENT
30 minutes |
11. Writes more sentences.
12. Explains more examples of modal auxiliaries. 13. Displays the chart with the modal auxiliaries. 14. Groups the learners and issues the handout with a paragraph. 15. Asks learners identify the modal auxiliaries |
11. Identifies modal auxiliaries.
12. Listens and seeks clarification. 13. Identifies their components. 14. Identifies modal auxiliaries 15. Uses the words in sentences. |
| CONCLUSION
5 minutes |
(d) Asks students to use modal auxiliarieslearnt in sentences.
(e) Gives an exercise. |
(f) Uses them in sentences.
(g) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM
GRAMMAR Modal auxiliaries |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
