ENGLISH FORM FOUR LESSON PLANS

4 minutes

(b)   Asks students to identify the main character and their role.

(c)   Tells the learners that they will be learning human tales.

(b)   Identifies the main character and its role.

(c)   Listens and takes notes.

33 minutes

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.

2.      Reads the tale.

3.      Answers the questions.

4.      Gives the features and function of the read tale..

3 minutes

(b)   Asks learners to state the features of human tales.

(b)   States the features of human tales.

                                                           READING

Oral Narratives

  Human Tales

4 minutes

b)      Tells them that they will be learning turn taking violations.

b)      Listens and takes notes.

32 minutes

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.

2.      Suggests some turn taking violations.

3.      Listens to the audio.

4.      Identifies the violations.

5.      Holds a short discussion.

4 minutes

b)      Asks the students to suggest solutions to the violations.

b)      Suggests solutions to the violations.

                                                        LISTENING AND SPEAKING

Turn Taking

Violations in Turn Taking

4 minutes

(b)   Tells the learners that a story becomes captivating when the storytellers employs the (a) above.

(b)   Listens and takes notes.

33 minutes

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.

2.      Explains other devices.

3.      Reads the narrative.

4.      Discusses the devices.

5.      Retells the story.

3 minutes

(b)   Gives an exercise.

(b)   Writes the exercise.

                                                           READING

Oral Narratives

Devices used in Story Telling

4 minutes

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.

b)      Listens and takes notes.

c)      Mentions:

·         Haggling over the price of a dress.

·         Increasing salary/better conditions

·         resolving conflicts

32 minutes

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.

2.      Listens and takes notes.

3.      Discusses the situation.

4.      Haggles over the price.

5.      Identifies the stages and award the pair marks.

4 minutes

b)      Writes an exercise.

b)      Writes the exercise in their exercise book.

                                                        LISTENING AND SPEAKING

Negotiation Skills

Stages of Negotiation

4 minutes

(b)   Asks learners to give types of oral poetry.

(c)   Tells them that they will be learning religious poetry.

(b)   Gives:

·         Love poetry

·         Work poetry

·         Religious poetry

(c)   Listens and takes notes.

33 minutes

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.

2)      Explains other features and functions.

3)      Reads the religious poem.

4)      Discusses the features.

5)      Sings religious songs.

3 minutes

(b)   Gives the exercise.

(b)   Writes the exercise.

                                                           READING

Oral Poetry

Religious Poetry

5 minutes

(b)   Tells them that they would be learning how to write a summary effectively.

(b)   Listens and takes notes.

30 minutes

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.

2.      Reads the passage.

3.      Writes a draft in note form. Also summarizes the first question.

4.      Writes a summary.

5 minutes

(b)   Writes an exercise on the chalkboard.

(b)   Writes the exercise.

                                                                   READING

                                                                  Reading Skills

                                                                  Summarizing

4 minutes

b)      Tells them there is need to be an active listener in all the situations mentioned.

b)      Listens and takes notes.

32 minutes

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.

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.

4 minutes

b)      Writes an exercise.

b)      Writes the exercise in their exercise book.

                                                        LISTENING AND SPEAKING

Paying Attention/Listening

Techniques of Paying Attention

4 minutes

(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.

(b)   Answers the questions asked.

(c)   Opens their books.

33 minutes

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.

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.

3 minutes

(b)   Gives an exercise.

(b)   Writes the exercise.

                                                           READING

                                                COMPREHENSION

Abortion: Let Your Desires be Ruled by Reason

4 minutes

(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.

(b)   Answers the questions asked.

(c)   Opens their books.

33 minutes

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.

2.      Dramatizes the passage.

3.      Answers the questions.

4.      Gives the meanings of the words and use them in sentences of their own.

3 minutes

2.      Gives an exercise.

2.      Writes the exercise.

                                                           READING

                                                COMPREHENSION

Reading: The Best Way to Know

5 minutes

(b)   Tells them that they would be learning how to recognize attitude/tone in passages.

(b)   Listens and takes notes.

30 minutes

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.

2.      Reads the passage.

3.      Identifies tone.

4.      Explains the attitude.

5 minutes

(b)   Writes an exercise on the chalkboard.

(b)   Writes the exercise.

                                                                   READING

                                                                  Reading Skills

Recognizing Attitude and Tone

4 minutes

d)      Tells them that they will be learning turn taking violations.

d)      Listens and takes notes.

32 minutes

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.

7.      Suggests some turn taking violations.

8.      Listens to the audio.

9.      Identifies the violations.

10.  Holds a short discussion.

4 minutes

d)      Asks the students to suggest solutions to the violations.

d)      Suggests solutions to the violations.

                                                        LISTENING AND SPEAKING

Turn Taking

Violations in Turn Taking

4 minutes

(d)   Tells the learners that a story becomes captivating when the storytellers employs the (a) above.

(d)   Listens and takes notes.

33 minutes

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.

7.      Explains other devices.

8.      Reads the narrative.

9.      Discusses the devices.

10.  Retells the story.

3 minutes

(d)   Gives an exercise.

(d)   Writes the exercise.

                                                           READING

Oral Narratives

Devices used in Story Telling

4 minutes

(b)   Tells the learners that oral narratives usually have the features mentioned and that they play a role in the narratives.

(b)   Listens and takes notes.

33 minutes

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.

2.      Explains other features.

3.      Reads the narrative.

4.      Discusses the features.

3 minutes

(b)   Gives the exercise.

(b)   Writes the exercise.

                                                           READING

Oral Narratives

Textual Narrative Techniques

4 minutes

b)      Tells them that some speakers and even the audience can tell that some listeners are inattentive.

b)      Listens and takes notes.

32 minutes

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.

2.      Listens and seeks clarification. Takes notes.

3.      Watches the video.

4.      Identifies the signs of inactive listeners.

5.      Suggests the remedies.

4 minutes

b)      Writes an exercise.

b)      Writes the exercise in their exercise book.

                                                        LISTENING AND SPEAKING

Paying Attention/Listening

Signs of Inactive Audience

4 minutes

b)      Tells them that there are barriers.

b)      Listens and takes notes.

32 minutes

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.

2.      Discusses the barriers.

3.      Watches the video.

4.      Identifies the barriers and suggests the solutions to the barriers.

5.      Listens and takes notes.

4 minutes

b)      Writes an exercise.

b)      Writes the exercise in their exercise book.

                                                        LISTENING AND SPEAKING

Paying Attention/Listening

Barriers to Effective Listening

4 minutes

(b)   Tells the learners that they will be learning how to write a CV.

(b)   Listens and takes notes.

32 minutes

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.

2.      Mentions the features.

3.      Writes the CV.

4.      Reads aloud their CVs.

4 minutes

(b)   Gives an exercise.

(b)   Writes the exercise.

                                                           WRITING

Institutional Writing 

Curriculum Vitae

4 minutes

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.

b)      Identifies some styles used.

c)      Listens and takes notes.

33 minutes

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.

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.

3 minutes

b)      Gives the exercise.

b)      Writes the exercise.

                                                           READING

Oral Poetry

Structural and Stylistic Devices