FORM FOUR LESSON PLAN TERM 1
SCHOOL:_______________________________________________
TCHR’S NAME: ______________CLASS: ___
DATE: ______________ DAY: _____________ WEEK: _________ .LESSON: ____
SKILL/TOPIC: READING/Oral Narratives
SUB-TOPIC: Human Tales
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read a human tale presented and answer questions on it.
- Give the features and functions of human tales.
T/LEARNING RESOURCES: Samples of human tales, audio presentation of human tales
REFERENCES: ORAL LITERATURE FOR SCHOOLS
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Tells a story set in the modern world about people.
(b) Asks students to identify the main character and their role. (c) Tells the learners that they will be learning human tales. |
(a) Listens to the story.
(b) Identifies the main character and its role. (c) Listens and takes notes. |
| DEVELOPMENT
33 minutes |
1. Explains the features and functions of the human tales.
2. Issues a handout containing human tale. 3. Asks students some questions on the tale. 4. Asks students to give the functions and features of the tale just read. |
1. Listens and seeks clarification. Takes notes too.
2. Reads the tale. 3. Answers the questions. 4. Gives the features and function of the read tale.. |
| CONCLUSION
3 minutes |
(a) Asks students to give the functions of human tales.
(b) Asks learners to state the features of human tales. |
(a) Gives the functions of human tales.
(b) States the features of human tales. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING Oral Narratives Human Tales
|
COMMENTS:
_________________________________________________________________
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FORM FOUR LESSON PLAN TERM 1, 202
SCHOOL: _______________________________________________
TCHR’S NAME: CLASS: 4
DATE: //202 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: LISTENING AND SPEAKING/ Turn Taking
SUB-TOPIC: Violations in Turn Taking
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Explain the common turn taking violations.
- Identify these violations in the conversations carried out in class.
T/L RESOURCES: Video presentation of turn-taking
REFERENCES: New Integrated Eng SB 4 PG 146, Head Start English Bk 4 pg 21-22
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
a) Reviews the previous lesson. Asks students the various ways of achieving smooth turn taking.
b) Tells them that they will be learning turn taking violations. |
a) States the various ways of achieving smooth turn taking.
b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Defines turn taking violations.
2. Asks students to suggest some violations in turn taking. Refers them to what they have discussed in the previous lessons. 3. Plays the audio. 4. Asks students to identify the turn taking violations evident in the audio. 5. Groups the learners and asks them to hold a short discussion. Key is the use of turn taking violations. |
1. Listens and seeks clarification. Takes notes.
2. Suggests some turn taking violations. 3. Listens to the audio. 4. Identifies the violations. 5. Holds a short discussion.
|
| CONCLUSION
4 minutes |
a) Asks some students to mention turn taking violations from the role plays.
b) Asks the students to suggest solutions to the violations. |
a) Mentions the violations.
b) Suggests solutions to the violations. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
LISTENING AND SPEAKING Turn Taking Violations in Turn Taking |
COMMENTS:
______________________________________________________________________________________________________________________________________________________
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: _______________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: READING/Oral Narratives
SUB-TOPIC: Devices used in Story Telling
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Explain the story telling devices a narrator use during a live performance.
- Discuss how they would perform selected sections of the narrative read.
T/L RESOURCES: Narrative to be read, PowerPoint presentation of devices used in story telling
REFERENCES:
Studying Oral Literature pg 14-18
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Asks students how storytellers usually make their stories captivating to the audience.
(b) Tells the learners that a story becomes captivating when the storytellers employs the (a) above. |
(a) Explains how the storytellers usually make their stories captivating to the audience.
(b) Listens and takes notes. |
| DEVELOPMENT
33 minutes |
1. Explains some devices used by narrators.
2. Asks students to explain other devices. 3. Issues a handout containing a narrative. 4. Asks students in group to discuss the devices to use in telling the story read. 5. Asks a group to recount the story using the devices discussed. |
1. Listens and seeks clarification. Takes notes too.
2. Explains other devices. 3. Reads the narrative. 4. Discusses the devices.
5. Retells the story. |
| CONCLUSION
3 minutes |
(a) Asks students to explain the storytelling devices used by the narrator during a live performance.
(b) Gives an exercise. |
(a) Explains the storytelling devices.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING Oral Narratives Devices used in Story Telling
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: _______________________________________________ TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: LISTENING AND SPEAKING/ Negotiation Skills
SUB-TOPIC: Stages of Negotiation
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Outline the stages of negotiation.
- Follow the steps outlined to carry negotiation on various situations.
T/L RESOURCES: Items to be bought during the role play, video demonstration of stages in negotiation
REFERENCES: New Integrated Eng SB 4 PG
Head Start English Bk 4 pg102-103
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
a) Asks students whether they have ever haggled over the price of things at the market.
b) Tells them the process of reaching the price agreeable is negotiation. c) Asks students to state other situations in which agreements can be reached while avoiding disputes. |
a) Says whether or not they have bargained.
b) Listens and takes notes. c) Mentions: · Haggling over the price of a dress. · Increasing salary/better conditions · resolving conflicts |
| DEVELOPMENT
32 minutes |
1. Explains some situations mentioned by students in part 1.
2. Outlines the stages in negotiation. 3. Groups the learners. Asks them to discuss a situation that involves negotiation. 4. Asks a pair to haggle over the prices of the items brought. 5. Asks students to identify the stages in the negotiation. |
1. Listens and seeks clarification. Takes notes.
2. Listens and takes notes. 3. Discusses the situation. 4. Haggles over the price. 5. Identifies the stages and award the pair marks. |
| CONCLUSION
4 minutes |
a) Asks students to outline the stages in negotiation.
b) Writes an exercise. |
a) Outlines the stages.
b) Writes the exercise in their exercise book. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
LISTENING AND SPEAKING Negotiation Skills Stages of Negotiation
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: _______________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: READING/ Oral Poetry
SUB-TOPIC: Religious Poetry
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read a religious song presented and answer questions on it.
- Explain the features and functions of religious songs.
T/L RESOURCES: Songs to be read, audio presentation of a religious oral poem
REFERENCES: Studying Oral Lit pg 68
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Defines oral poetry.
(b) Asks learners to give types of oral poetry.
(c) Tells them that they will be learning religious poetry. |
(a) Listens and seeks clarification.
(b) Gives: · Love poetry · Work poetry · Religious poetry (c) Listens and takes notes. |
| DEVELOPMENT
33 minutes |
1) Explains some features of religious poetry.
2) Asks students to explain other features and functions of the religious poetry. 3) Issues a handout containing a religious poem. 4) Asks students in group to discuss the features of religious poetry from the song read. 5) Asks students to sing any religious poetry. |
1) Listens and seeks clarification. Takes notes too.
2) Explains other features and functions. 3) Reads the religious poem. 4) Discusses the features. 5) Sings religious songs.
|
| CONCLUSION
3 minutes |
(a) Asks students to explain the features and function of the religious song sung in step 5 above.
(b) Gives the exercise. |
(a) Explains the features.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING Oral Poetry Religious Poetry
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________ TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: READING / Reading Skills
SUB-TOPIC: Summarizing
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Read a passage given and respond to questions on it.
- Summarize the passage read.
T/L RESOURCES: Articles and poems to be read
REFERENCES: New Integrated Eng SB 4 PG 239
Head Start English Bk 4 pg
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students to give the features of summary.
(b) Tells them that they would be learning how to write a summary effectively. |
(a) Gives the features of summary.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Outlines the steps in writing summary.
2. Issues a handout with a passage to be read. 3. Roups the learners. Writes 2 questions to be answered in note form. 4. Asks individuals to write summary using the points drafted in step 3 above. |
1. Listens and takes notes.
2. Reads the passage. 3. Writes a draft in note form. Also summarizes the first question. 4. Writes a summary. |
| CONCLUSION
5 minutes |
(a) Asks some students to read aloud their summaries.
(b) Writes an exercise on the chalkboard. |
(a) Corrects the others.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING Reading Skills Summarizing |
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: LISTENING AND SPEAKING/ Paying Attention/Listening
SUB-TOPIC: Techniques of Paying Attention
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Explain the techniques of ensuring active listening.
- Demonstrate the ability to actively listen following the points explained.
T/L RESOURCES: Short speech to be read as others listen
REFERENCES:
Head Start English Bk 4 pg
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
a) Asks students to identify situations that call for active listening.
b) Tells them there is need to be an active listener in all the situations mentioned. |
a) Identifies the situations.
b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Asks students how they usually ensure they remain attentive throughout during a church sermon.
2. Explains other ways of ensuring active listening. 3. Takes a few minutes reading an article. 4. Asks students to identify the techniques of active listening displayed by the learners. |
1. Explains how they ensure they remain attentive during the sermon.
2. Listens and seeks clarification. Takes notes. 3. Listens to the article. Demonstrates the points in step 2. 4. Identifies the points considered and award the pair marks. |
| CONCLUSION
4 minutes |
a) Asks students to state the techniques of ensuring active listening.
b) Writes an exercise. |
a) States the techniques.
b) Writes the exercise in their exercise book. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
LISTENING AND SPEAKING Paying Attention/Listening Techniques of Paying Attention
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: READING/comprehension
SUB-TOPIC: Abortion: Let Your Desires be Ruled by Reason
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 the students’ book/ Dictionaries
REFERENCES:
Head Start English Bk 4 pg 163-165
| 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 in their words. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own. |
| CONCLUSION
3 minutes |
(a) Asks students to discuss the lessons they learn from the passage.
(b) Gives an exercise. |
(a) Discusses the lessons they learn from the passage.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING COMPREHENSION Abortion: Let Your Desires be Ruled by Reason |
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: READING/comprehension
SUB-TOPIC: Reading: The Best Way to Know
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 the students’ book/ Dictionaries
REFERENCES:
Head Start English Bk 4 pg 103-104
| 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 dramatize 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. Dramatizes 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 4
READING COMPREHENSION Reading: The Best Way to Know
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: READING / Reading Skills
SUB-TOPIC: Recognizing Attitude and Tone
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Make a list of positive, negative, neutral and ironic categories of tone/attitude words.
- Discuss the tone/attitude from the short passage read.
T/L RESOURCES: Passage to be read
REFERENCES: New Integrated Eng SB 4 PG 137-139
Head Start English Bk 4 pg 61-62
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
5 minutes |
(a) Asks students to list adjectives used to describe tone/attitude.
(b) Tells them that they would be learning how to recognize attitude/tone in passages. |
(a) Lists attitude/tone words.
(b) Listens and takes notes. |
| DEVELOPMENT
30 minutes |
1. Defines attitude and tone. Outlines the steps in recognizing attitude/tone.
2. Issues a handout with a passage to be read. 3. Groups the learners and asks them to identify the tone in the passage. 4. Asks individuals to explain the attitude in the passage. |
1. Listens and takes notes.
2. Reads the passage. 3. Identifies tone. 4. Explains the attitude. |
| CONCLUSION
5 minutes |
(a) Reads some explanations and asks students to identify the tone in each.
(b) Writes an exercise on the chalkboard. |
(a) Identifies the tone in the sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING Reading Skills Recognizing Attitude and Tone |
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: LISTENING AND SPEAKING/ Turn Taking
SUB-TOPIC: Violations in Turn Taking
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Explain the common turn taking violations.
- Identify these violations in the conversations carried out in class.
T/L RESOURCES: Audio
REFERENCES: New Integrated Eng SB 4 PG 146
Head Start English Bk 4 pg 21-22
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
c) Reviews the previous lesson. Asks students the various ways of achieving smooth turn taking.
d) Tells them that they will be learning turn taking violations. |
c) States the various ways of achieving smooth turn taking.
d) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
6. Defines turn taking violations.
7. Asks students to suggest some violations in turn taking. Refers them to what they have discussed in the previous lessons. 8. Plays the audio. 9. Asks students to identify the turn taking violations evident in the audio. 10. Groups the learners and asks them to hold a short discussion. Key is the use of turn taking violations. |
6. Listens and seeks clarification. Takes notes.
7. Suggests some turn taking violations. 8. Listens to the audio. 9. Identifies the violations. 10. Holds a short discussion.
|
| CONCLUSION
4 minutes |
c) Asks some students to mention turn taking violations from the role plays.
d) Asks the students to suggest solutions to the violations. |
c) Mentions the violations.
d) Suggests solutions to the violations. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
LISTENING AND SPEAKING Turn Taking Violations in Turn Taking
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: READING/Oral Narratives
SUB-TOPIC: Devices used in Story Telling
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Explain the story telling devices a narrator use during a live performance.
- Discuss how they would perform selected sections of the narrative read.
T/L RESOURCES: Narrative to be read
REFERENCES:
Studying Oral Literature pg 14-18
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(c) Asks students how storytellers usually make their stories captivating to the audience.
(d) Tells the learners that a story becomes captivating when the storytellers employs the (a) above. |
(c) Explains how the storytellers usually make their stories captivating to the audience.
(d) Listens and takes notes. |
| DEVELOPMENT
33 minutes |
6. Explains some devices used by narrators.
7. Asks students to explain other devices. 8. Issues a handout containing a narrative. 9. Asks students in group to discuss the devices to use in telling the story read. 10. Asks a group to recount the story using the devices discussed. |
6. Listens and seeks clarification. Takes notes too.
7. Explains other devices. 8. Reads the narrative. 9. Discusses the devices. 10. Retells the story. |
| CONCLUSION
3 minutes |
(c) Asks students to explain the storytelling devices used by the narrator during a live performance.
(d) Gives an exercise. |
(c) Explains the storytelling devices.
(d) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING Oral Narratives Devices used in Story Telling
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: READING/Oral Narratives
SUB-TOPIC: Textual Narrative Techniques
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Discuss the textual narrative techniques giving their functions.
- Identify the techniques from the narrative read.
T/L RESOURCES: Narrative to be read
REFERENCES:
Studying Oral Literature pg 19-20
New Integrated Eng SB 4 PG
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Asks students to give the common features of narratives.
(b) Tells the learners that oral narratives usually have the features mentioned and that they play a role in the narratives. |
(a) Gives the common features of narratives.
(b) Listens and takes notes. |
| DEVELOPMENT
33 minutes |
1. Explains some features of the oral narratives.
2. Asks students to explain other features. 3. Issues a handout containing a narrative. 4. Asks students in group to discuss the features of oral narratives evident in the story read. |
1. Listens and seeks clarification. Takes notes too.
2. Explains other features. 3. Reads the narrative. 4. Discusses the features.
|
| CONCLUSION
3 minutes |
(a) Asks students to explain the features of oral narratives
(b) Gives the exercise. |
(a) Explains the features.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING Oral Narratives Textual Narrative Techniques
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: LISTENING AND SPEAKING/ Paying Attention/Listening
SUB-TOPIC: Signs of Inactive Audience
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Discuss the signs of an inactive listener.
- Identify the above signs in a video played.
T/L RESOURCES: Video showing inactive listeners
REFERENCES: Excelling in Eng. Sb 4 pg
Head Start English Bk 4 pg
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
a) Reviews the previous lesson. Asks students to explain ways of ensuring active listening.
b) Tells them that some speakers and even the audience can tell that some listeners are inattentive. |
a) Explains the techniques.
b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Asks students how they usually tell that some students are inactive during the lessons.
2. Explains other signs of in active listening. 3. Plays the video. 4. Asks students to identify the signs of inactive listeners in the video watched. 5. Asks students to suggest remedies to the problems in 4 above. |
1. Gives some common signs of inattentive students.
2. Listens and seeks clarification. Takes notes. 3. Watches the video. 4. Identifies the signs of inactive listeners. 5. Suggests the remedies. |
| CONCLUSION
4 minutes |
a) Asks students to state the signs of inactive listening.
b) Writes an exercise. |
a) States the signs.
b) Writes the exercise in their exercise book. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
LISTENING AND SPEAKING Paying Attention/Listening Signs of Inactive Audience
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: LISTENING AND SPEAKING/ Paying Attention/Listening
SUB-TOPIC: Barriers to Effective Listening
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Discuss the factors that inhibit active listening.
- Suggest the solutions to the barriers to effective listening.
T/L RESOURCES: Video showing barriers to effective listening.
REFERENCES: Excelling in Eng. Sb 4 pg 155-156
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
a) Reviews the previous lesson. Asks students to explain signs of inactive listeners.
b) Tells them that there are barriers. |
a) Explains the signs.
b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Explains some things that get in the way of listening.
2. Groups the learners. Asks them to discuss other barriers to effective listening. 3. Plays the video. 4. Asks students to identify the barriers to effective listening. As one group identifies the barrier the next group to suggest the ways of overcoming the barrier. 5. Explains the remedies to the barriers. |
1. Listens and seeks clarification. Takes notes.
2. Discusses the barriers. 3. Watches the video. 4. Identifies the barriers and suggests the solutions to the barriers. 5. Listens and takes notes. |
| CONCLUSION
4 minutes |
a) Asks students to state the barriers to effective listening.
b) Writes an exercise. |
a) States the barriers.
b) Writes the exercise in their exercise book. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
LISTENING AND SPEAKING Paying Attention/Listening Barriers to Effective Listening
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: WRITING/ Institutional Writing
SUB-TOPIC: Curriculum Vitae
OBJECTIVE: By the end of the lesson, the learner should be able to:
- Describe the features of a curriculum vitae.
- Write a curriculum vitae following the features described.
T/L RESOURCES: Sample CV
REFERENCES: New Integrated Eng SB 4 PG 178-182
Excelling in Eng. Sb 4 pg 230-233
Head Start English Bk 4 pg 169-170
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
(a) Explains the need for writing CV.
(b) Tells the learners that they will be learning how to write a CV. |
(a) Listens and seeks clarification.
(b) Listens and takes notes. |
| DEVELOPMENT
32 minutes |
1. Issues sample CV.
2. Asks students to mention the features of acv. 3. Asks students to individually write some sections of their CV. 4. Allows the students to read aloud their cvs. |
1. Reads the CV.
2. Mentions the features. 3. Writes the CV. 4. Reads aloud their CVs. |
| CONCLUSION
4 minutes |
(a) Asks students to state the features of a good CV.
(b) Gives an exercise. |
(a) States the features.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
WRITING Institutional Writing Curriculum Vitae |
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
FORM FOUR LESSON PLAN TERM 1, 2019
SCHOOL: __________________________________________________________
TCHR’S NAME: MR MURIITHI CLASS: 4 W
DATE: 07/01/2019 DAY: MONDAY WEEK: 2 .LESSON: 1
SKILL/TOPIC: READING/ Oral Poetry
SUB-TOPIC: Structural and Stylistic Devices
OBJECTIVE: By the end of the lesson, the learner should be able to:
| . |
- Explain the structural and stylistic devices used in oral poetry.
- Identify the structural and stylistic devices used in oral poems read.
T/L RESOURCES: Songs to be read
REFERENCES:
Studying Oral Lit pg 68
| PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
| INTRODUCTION
4 minutes |
a) Reads an oral poem aloud.
b) Asks students to identify the styles used in the song. c) Tells them that they will be learning stylistic devices used in oral poems. |
a) Listens to the oral poem.
b) Identifies some styles used. c) Listens and takes notes. |
| DEVELOPMENT
33 minutes |
1. Explains the common styles and structure in oral poems.
2. Issues a handout containing a song. 3. Identifies some styles used in the song. 4. Issues another handout. 5. Asks groups to present their work. |
1. Listens and seeks clarification. Takes notes.
2. Reads the song. 3. Identifies the other styles. Takes notes. 4. Discusses the structure and styles used in a group. 5. Presents their work. |
| CONCLUSION
3 minutes |
a) Asks students to explains the various styles used in oral poems.
b) Gives the exercise. |
a) Explains styles.
b) Writes the exercise. |
CHALKBOARD LAYOUT
| Date ENGLISH FORM 4
READING Oral Poetry Structural and Stylistic Devices
|
COMMENTS:
TAUGHT. GOOD RESPONSE FROM THE STUDENTS
