ENGLISH FORM ONE LESSON PLAN

FORM ONE LESSON PLAN TERM 1

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC: Trickster Narratives

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Identify the features of a trickster narrative.

(b)        Discuss the functions of a trickster narrative

T/L RESOURCES: Sample of a trickster narrative

 REFERENCES: Secondary English Bk 1 Pg 1-3

• 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 myth a trickster narrative. (b)   Tells the learners that they will be learning about trickster narratives.	(a)    Defines a legend. (b)   Listens and takes notes.
DEVELOPMENT   32    minutes	1. Narrates a trickster narrative to the learners. 2. Explains the features and functions of a trickster narrative. 3. Groups the learners. Gives the learners a sample trickster narrative h. Asks learners to identify the features of a trickster narrative 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 4        minutes	(a)    Asks them to narrate a trickster narrative 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 1                                          LISTENING AND SPEAKING Oral Literature Trickster Narratives

COMMENTS:

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FORM ONE LESSON PLAN TERM 1, 

SCHOOL: __________________________________________________   

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Silent Reading 1

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Develop techniques of silent reading.
• Identify the main points and the supporting materials in a text.

T/L RESOURCES: Posters, chalkboard demonstration of sitting postures

REFERENCES:  Secondary English Bk 1 Pg 3-4

• Head Start English Bk 1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Asks students to how they do their studies. (b)   Tells them that they would be learning how to develop good silent reading techniques.	(a)    Gives the features of summary. (b)   Listens and takes notes.
DEVELOPMENT 30 minutes	1.      Outlines the best silent reading study techniques for maximum concentration. 2.      Issues a handout with a passage to be read. 3.      Tells the learners to read it using the techniques explained and identify the main points as well as the supporting material. 4.      Summarizes the points to consider when preparing for silent reading	1.      Listens and takes notes. 2.      Reads the passage. 3.      Writes down the answers.   4.      Writes a summary.
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 1                                                                    STUDY SKILLS                                                                   Silent Reading

 

COMMENTS:

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FORM ONE LESSON PLAN TERM 1, 

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Karani and Kemunto

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 1 Pg 5

Head Start English Bk 1, New Integrated English Bk 1, 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 1                                                            READING  COMPREHENSION KARANI AND KEMUNTO

COMMENTS:

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FORM ONE LESSON PLAN TERM 1,

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Common and Proper Nouns

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define common and proper nouns.

(b)        Use common and proper nouns in sentences of their own.

T/L RESOURCES: Chart showing common and proper nouns

REFERENCES: Secondary English Bk 1 Pg 6-7

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Writes sentences with common and proper nouns. (b)   Asks learners to identify the common and proper nouns. (c)    Tells them that they will be learning common and proper nouns.	(a)    Reads the sentence. (b)   Identifies the common and proper nouns. (c)    Listens and takes notes.
DEVELOPMENT 30 minutes	1.      Writes more sentences. 2.      Explains more examples of common and proper nouns. 3.      Displays the chart with the common and proper nouns. 4.      Groups the learners and issues the handout with a paragraph. 5.      Asks learners identify the common and proper nouns.	1.      Identifies common and proper nouns. 2.      Listens and seeks clarification. 3.      Identifies their components. 4.      Identifies common and proper nouns. 5.      Uses the words in sentences.
CONCLUSION 5 minutes	(a)    Asks students to use common and proper nouns learnt in sentences. (b)   Gives an exercise.	(a)    Uses them in sentences. (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR COMON AND PROPER NOUNS

COMMENTS:

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FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Handwriting

OBJECTIVE: By the end of the lesson, the learner should be able to:

1. a) Write neatly and legibly.
2. b) Appreciate the importance of writing neatly.

T/L RESOURCES: Sample of good handwriting

 REFERENCES: Secondary English Bk 1 Pg 7-9

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Reviews the previous lesson. (b)   Tells the learners they are going to learn how to write using a good handwriting.	Listens and writes down notes.
DEVELOPMENT 32minutes	1. Explains the importance of good handwriting. 2. Asks students to write a passage using good handwriting. 3. Asks individual students to read the passages of their neighbours.	1. Listens and seeks clarification. Takes notes. 2. Writes down the passage. 3. Reads the passage
CONCLUSION 4 minutes	(a)    Gives an exercise.	(a)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                      FORM 1                                                        WRITING Handwriting

COMMENTS:

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FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Pronunciation of /l/ and /r/ sounds

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Pronounce the sounds /l/ and /r/ with distinction
• Write words in which the sounds /l/ and /r/ appear

T/L RESOURCES: Chart with minimal pairs of the sounds /l/ and /r/

REFERENCES:  Secondary English Bk 1 10-11

Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4        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 /l/ and /r/. 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 /l/ and /r/ sounds

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Silent Reading 2

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Develop techniques of silent reading.
• Identify the main points and the supporting materials in a text.

T/L RESOURCES: Posters, chalkboard demonstration of sitting postures

REFERENCES:  Secondary English Bk 1 Pg 11-12

• Head Start English Bk 1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5        minutes	(a)    Asks students to how they do their studies. (b)   Tells them that they would be learning how to develop good silent reading techniques.	(a)    Gives the features of summary. (b)   Listens and takes notes.
DEVELOPMENT 30    minutes	1. Outlines the best silent reading study techniques for maximum concentration. 2. Issues a handout with a passage to be read. 3. Tells the learners to read it using the techniques explained and identify the main points as well as the supporting material. 4.Summarizes the points to consider when preparing for silent reading	1. Listens and takes notes. 2. Reads the passage. 3. Writes down the answers.   4. Writes a summary.
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 1                                                                    STUDY SKILLS                                                                   Silent Reading

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: The Sick Man

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 1 Pg 12

Head Start English Bk 1, New Integrated English Bk 1, 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 1                                                            READING  COMPREHENSION THE SICK MAN

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Concrete and abstract Nouns

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define concrete and abstract nouns.

(b)        Use concrete and abstract nouns in sentences of their own.

T/L RESOURCES: Chart showing concrete and abstract nouns

REFERENCES: Secondary English Bk 1 Pg 14-15

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5         minutes	(a)    Writes sentences with concrete and abstract nouns. (b)    Asks learners to identify the concrete and abstract nouns. (c)    Tells them that they will be learning concrete and abstract nouns.	(a)    Reads the sentence. (b)   Identifies the concrete and abstract nouns. (c)    Listens and takes notes.
DEVELOPMENT 30     minutes	1. Writes more sentences. 2. Explains more examples of concrete and abstract nouns. 3. Displays the chart with the concrete and abstract nouns. 4. Groups the learners and issues the handout with a paragraph. 5. Asks learners identify the concrete and abstract nouns.	1. Identifies concrete and abstract nouns. 2. Listens and seeks clarification. 3. Identifies their components. 4. Identifies concrete and abstract nouns. 5. Uses the words in sentences.
CONCLUSION 5minutes	(a)    Asks students to use concrete and abstract nouns learnt in sentences. (b)    Gives an exercise.	(a)    Uses them in sentences. (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR Concrete and Abstract Nouns

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC: Commonly Misspelt words

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Write neatly and legibly.
• Spell given words correctly.

T/L RESOURCES: Posters, chalkboard demonstration of sitting postures

REFERENCES:  Secondary English Bk 1 Pg 16

• Head Start English Bk 1, New Integrated English Bk 1, 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:

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FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Pronunciation of /i/ and /I/ sounds

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Pronounce the sounds /i/ and /I/ with distinction
• Write words in which the sounds /i/ and /I/ appear

T/L RESOURCES: Chart with minimal pairs of the sounds /i/ and /I/

REFERENCES:  Secondary English Bk 1 17-19

Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4         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 31    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 /i/ and /I/. 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 1                                                                    STUDY SKILLS                                                                   Pronunciation of /i/ and /I/ sounds

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Reading Aloud 1

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          Appreciate the need of developing good oral reading skills.

(b)          Explain the importance of understanding what they read aloud.

T/L RESOURCES: Sample instructions

 REFERENCES: Secondary English Bk 1 Pg 19-20

• Head Start English Bk1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4         minutes	1. Reviews the previous lesson. Asks the learners to prepare to read a text aloud. 2. Tells the learners that they will be learning how to read a given text aloud.	1. Prepares to give and receive instructions. 2. Listens and takes notes.
DEVELOPMENT 32minutes	1. Asks learners how to read a given text aloud. 2. Explains how one should read a given text aloud. 3. Groups the learners. Gives learners a question. Asks learners to read a given text aloud.	1. States how to give and receive instructions. 2. Listens and takes notes. Seeks clarification. 3. Reads.
CONCLUSION 4         minutes	(a)    Asks them to explain the ways of reading a given text aloud. (b) Writes the exercise on the chalkboard.	(a)    Explains the ways. (b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 1                                          STUDY SKILLS Reading Aloud 1

COMMENTS:

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FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Mlafi and Ndele

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 1 Pg 21-23

Head Start English Bk 1, New Integrated English Bk 1, 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 1                                                            READING  COMPREHENSION MLAFI AND NDELE

COMMENTS:

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FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Count and Non-count Nouns

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define count and non-count nouns.

(b)        Use count and non-count nouns in sentences of their own.

T/L RESOURCES: Chart showing collective nouns

REFERENCES: Secondary English Bk 1 Pg 23-25

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 6         minutes	1. Writes sentences with count and non-count nouns. 2. Asks learners to identify the count and non-count nouns. 3. Tells them that they will be learning count and non-count nouns.	1. Reads the sentence. 2. Identifies the count and non-count nouns. 3. Listens and takes notes.
DEVELOPMENT 30     minutes	1. Writes more sentences. 2. Explains more examples of count and non-count nouns. 3.       Displays the chart with the count and non-count nouns. 4.      Groups the learners and issues the handout with a paragraph. 5.      Asks learners identify the count and non-count nouns.	1. Identifies count and non-count nouns. 2. Listens and seeks clarification. 3. Identifies their components. 4. Identifies count and non-count nouns. 5. Uses the words in sentences.
CONCLUSION 4         minutes	(a)    Asks students to use count and non-count nouns learnt in sentences. (b)    Gives an exercise.	(a)    Uses them in sentences. (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR Collective Nouns

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Narratives

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a) Write neatly and legibly

(b)  State the steps in writing a narrative.

(c) Follow the steps outlined in writing an imaginative composition.

T/L RESOURCES: Sample of a narrative

 REFERENCES:

• Head Start English Bk 1 Pg 25-26
• Teachers Book page 98

 

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Asks students whether they have ever written a narrative. 2. Explains what a narrative composition is. 3.Tells them that they are about to learn how to write a narrative composition	1. Says whether or not they have written a narrative. 2. Listens and seeks clarification. 3. Listens and takes notes.
DEVELOPMENT 30 minutes	1. Issues the sample of a narrative composition. 2. Asks students to list the elements of a narrative composition. 3. Groups the learners. Asks them to write a narrative composition on the topic given. 4. Asks learners to read aloud some of the narrative composition.	1. Reads the narrative imaginative composition letter. 2. Lists the elements. 3. Write the narrative.   4. Reads aloud the letter.
5 CONCLUSION	1. Asks students to outline the features of a narrative. 2. Gives an exercise.	1. Outlines the features. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3                                                          WRITING Narratives

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Pronunciation of /u/ and /u:/ sounds

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Pronounce the sounds /u/ and / u:/ with distinction
• Write words in which the sounds /u/ and /u:/ appear

T/L RESOURCES: Chart with minimal pairs of the sounds /u/ and /u:/

REFERENCES:  Secondary English Bk 1 17-19

Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 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 31 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 /u/ and /u:/. 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	(c)     Asks the students to reread the minimal pairs. (d)    Writes an exercise on the chalkboard.	(c)     Rereads the minimal pairs. (d)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 1                                                                    STUDY SKILLS                                                                   Pronunciation of /u/ and /u:/ sounds

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Reading Aloud 2

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          Appreciate the need of developing good oral reading skills.

(b)          Explain the importance of understanding what they read aloud.

T/L RESOURCES: Sample instructions

 REFERENCES: Secondary English Bk 1 Pg 19-20

• Head Start English Bk1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5         minutes	1. Reviews the previous lesson. Asks the learners to prepare to read a text aloud. 2. Tells the learners that they will be learning how to read a given text aloud.	1. Prepares to give and receive instructions. 2. Listens and takes notes.
DEVELOPMENT 32minutes	1. Asks learners how to read a given text aloud. 2. Explains how one should read a given text aloud. 3. Groups the learners. Gives learners a question. Asks learners to read a given text aloud.	1. States how to give and receive instructions. 2. Listens and takes notes. Seeks clarification. 3. Reads.
CONCLUSION 5         minutes	(b)    Asks them to explain the ways of reading a given text aloud. (b) Writes the exercise on the chalkboard.	(c)     Explains the ways. (d)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 1                                          STUDY SKILLS Reading Aloud 2

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Relating With Parents

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 1 Pg 29-31

Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4         minutes	1. Talks about the issue raised in the passage without letting them know they are about to read a passage. 2. Asks students question concerning the issue. 3.       Tells the students the passage they are about to read and asks them to open their course books.	1. Listens and seeks clarification. 2.       Answers the questions asked. 3.       Open 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. Asks students some questions on the passage. 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 1                                                            READING  COMPREHENSION RELATING WITH PARENTS

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Articles

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define an article.

(b)        Use articles in sentences of their own.

T/L RESOURCES: Chart showing articles

REFERENCES: Secondary English Bk 1 Pg 31-33

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Writes a sentence with articles. 2. Asks learners to identify the articles. 3. Tells them that they will be learning articles.	1. Reads the sentence. 2. Identifies the articles. 3. Listens and takes notes.
DEVELOPMENT 30     minutes	1. Writes more sentences. 2. Explains more examples of articles. 3. Displays the chart with the articles 4. Groups the learners and issues the handout with a paragraph. 5. Asks learners identify the articles.	1. Identifies articles. 2. Listens and seeks clarification. 3. Identifies their components. 4. Identifies articles. 5. Uses the words in sentences.
CONCLUSION 5 minutes	1. Asks students to use articles learnt in sentences. 2. Gives an exercise.	1. Uses them in sentences. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR Articles

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Use of a Comma

OBJECTIVE: By the end of the lesson, the learner should be able to:

1. a) Write neatly and legibly.
2. b) Demonstrate ability to use the comma correctly.

T/L RESOURCES: Sample sentences

 REFERENCES: Secondary English Bk 1 Pg 33-35

• Head Start English Bk 1, New Integrated English Bk 1, 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 comma has been used. Asks the learners to identify the commas.	(a)    Identifies the commas.
DEVELOPMENT 32 minutes	1.      Explains the various uses of the comma. 2.      Asks students to place comma appropriately in given sentences. 3.      Groups the learners and gives them a passage. Asks them to use commas in the right places in the passage. 4.      Asks individual students to say where commas should be placed.	1.      Listens and seeks clarification. Takes notes. 2.      Puts commas in the appropriate places. 3.      Identifies the places where commas should appear.   4.      Says where commas should be
CONCLUSION 4 Minutes	Gives an exercise	Writes the exercise

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 2                                                          WRITING Punctuation Commas

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC: Riddles

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Identify the features of a riddle.

(b)        Discuss the functions of a riddle

T/L RESOURCES: Sample of a riddle

 REFERENCES: Secondary English Bk 1 Pg 36-38

• 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 riddle. (b)    Tells the learners that they will be learning about riddles.	(a)    Defines a riddle. (b)    Listens and takes notes.
DEVELOPMENT   30    minutes	1. Poses a riddle to the learners. 2. Explains the features and functions of a riddle. 3. Explains steps in a riddling session 4. Groups the learners. Gives the learners samples of riddles. Asks learners to identify the features of a riddle in them. 5. Asks learners present their projects.	1. Deciphers the riddle. 2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Presents their projects.
CONCLUSION 5        minutes	(a)    Asks them to pose riddles of their own. (b)     Gives them an exercise.	(a)    Pose their riddles. (b)   Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 1                                          LISTENING AND SPEAKING Oral Literature Riddles

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:  Speed Reading

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          Appreciate the need of developing speed reading skills.

(b)          Explain the importance of understanding what they read aloud.

T/L RESOURCES: Sample passage

 REFERENCES: Secondary English Bk 1 Pg 38-41

• Head Start English Bk1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	1. Reviews the previous lesson. Asks the learners to prepare to read a text fast. 2. Tells the learners that they will be learning how to read a given text with speed.	1. Prepares to give and receive instructions. 2. Listens and takes notes.
DEVELOPMENT 30 minutes	1. Asks learners how to read a given text with speed. 2. Explains how one should read a given text with speed. 3. Groups the learners. Gives learners a question. Asks learners to read a given text with speed.	1. States how to give and receive instructions. 2. Listens and takes notes. Seeks clarification. 3. Reads.
CONCLUSION 5 minutes	(a)    Asks them to explain the ways of reading a given text with speed. (b) Writes the exercise on the chalkboard.	(a)    Explains the ways. (b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 1                                          STUDY SKILLS Speed Reading

COMMENTS:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: What About This Child?

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 1 Pg 41-42

Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5         minutes	1. Talks about the issue raised in the passage without letting them know they are about to read a passage. 2. Asks students question concerning the issue. 4.       Tells the students the passage they are about to read and asks them to open their course books.	1. Listens and seeks clarification. 4.       Answers the questions asked. 5.       Open their books.
DEVELOPMENT 30 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 5 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 1                                                            READING  COMPREHENSION WHAT ABOUT THIS CHILD?

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Pronouns

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define a pronoun.

(b)        Use pronouns in sentences of their own.

T/L RESOURCES: Chart showing pronouns

REFERENCES: Secondary English Bk 1 Pg 43-44

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Writes a sentence with a pronoun. (b)    Asks learners to identify the pronouns. (c)    Tells them that they will be learning pronouns.	(a)    Reads the sentence. (b)   Identifies the pronouns. (c)    Listens and takes notes.
DEVELOPMENT 30     minutes	(a)    Writes more sentences. (b)    Explains more examples of pronouns. (c)    Displays the chart with the pronouns. (d)   Groups the learners and issues the handout with a paragraph. (e)   Asks learners identify the pronouns.	(a)    Identifies pronouns. (b)    Listens and seeks clarification. (c)    Identifies their components. (d)   Identifies pronouns. (e)   Uses the words in sentences.
CONCLUSION 5minutes	(a)    Asks students to use pronouns learnt in sentences. (b)    Gives an exercise.	(a)    Uses them in sentences. (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR Pronouns

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Final Punctuation Marks

OBJECTIVE: By the end of the lesson, the learner should be able to:

1. a) Write neatly and legibly.
2. b) Demonstrate ability to use the final punctuation marks.

T/L RESOURCES: Sample sentences

 REFERENCES: Secondary English Bk 1 Pg 44-45

• Head Start English Bk 1, New Integrated English Bk 1, 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 final punctuation marks has been used. Asks the learners to identify the final punctuation marks.	(b)   Identifies the final punctuation marks.
DEVELOPMENT 31     minutes	(a) Explains the various uses of the final punctuation marks. (b)    Asks students to place final punctuation marks appropriately in given sentences. (c)     Groups the learners and gives them a passage. Asks them to use final punctuation marks in the right places in the passage. (d)    Asks individual students to say where final punctuation marks should be placed.	(a)    Listens and seeks clarification. Takes notes. (b) Puts final punctuation marks in the appropriate places. (c) Identifies the places where final punctuation marks commas should appear. (d) Says where final punctuation marks should be
CONCLUSION 5 Minutes	Gives an exercise	Writes the exercise

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 1                                                          WRITING Punctuation Final punctuation Marks

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC: Commonly Confused Words

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Write neatly and legibly.
• Spell given words correctly.

T/L RESOURCES: Posters with commonly confused words

REFERENCES:  Secondary English Bk 1 Pg 41-47

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(c)    Asks students to mention some words that they commonly confuse. (d)   Tells them the reasons behind confusing of words.	(c)    Mention the words they commonly confuse. (d)   Listens and takes notes.
DEVELOPMENT 30 minutes	1. Read out a list of commonly confuse 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 confused words. 2. Gives an exercise in the students’ textbook.	1. Gives more commonly confused words. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3                                                                    WORD STUDY Commonly Confused Words

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Using the Library

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Identify different types of libraries
• Identify the materials found in a library
• Identify the different sections of a library.

T/L RESOURCES: Textbooks, library

REFERENCES:  Secondary English Bk 1 Pg 47-48

• Head Start English Bk 1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Asks students if they have visited the school library yet. (b)    Tells them that they would be learning how to use the library.	(a)    Says if they have visited the library. (b)    Listens and takes notes.
DEVELOPMENT 30     minutes	(a)    Outlines the different materials found in a library. (b)    Issues a handout with the different sections of a library. (c)    Explains to the learners the type of libraries that are there. (d)   Explains how to locate books in a library.	(a)    Listens and draws the layout of a library. (b)    Listens and writes down notes. (c)    Writes down the notes. (d)   Writes down.
CONCLUSION 5 minutes	(a)    Asks the learners to locate specific books in the library. (b)    Gives an exercise.	(a)    Locates the books. (b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 1                                                                    STUDY SKILLS                                                                  Using the Library

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Alfred Nobel – A Man of Contrasts

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 1 Pg 49-50

Head Start English Bk 1, New Integrated English Bk 1, 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	(a)    Asks students to read the paragraphs in turns. (b)   Asks students to retell the passage in their own words. (c)    Asks students some questions on the passage. (d)   Identifies some new words and asks students to give their meanings and use in each in their own words.	(a)    Reads the paragraphs. (b)    Retells the passage. (c)    Answers the questions. (d)   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 1                                                            READING  COMPREHENSION ALFRED NOBEL – A MAN OF CONTRASTS

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Verbs

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define a verb.

(b)        Use verbs in sentences of their own.

T/L RESOURCES: Chart showing verbs

REFERENCES: Secondary English Bk 1 Pg 50-54

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Writes a sentence with a verb. (b)    Asks learners to identify the verb. (c)    Tells them that they will be learning verbs.	(a)    Reads the sentence. (b)   Identifies the verb. (c)    Listens and takes notes.
DEVELOPMENT 30     minutes	(a)    Writes more sentences. (b)    Explains more examples of verbs. (c)    Displays the chart with the verbs. (d)   Groups the learners and issues the handout with a paragraph. (e)   Asks learners identify the verbs.	(a)    Identifies verbs. (b)   Listens and seeks clarification. (c)    Identifies their components. (d)   Identifies verbs. (e)   Uses the words in sentences.
CONCLUSION 5 minutes	(a)    Asks students to use verbs learnt in sentences. (b)    Gives an exercise.	(a)    Uses them in sentences. (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR Verbs

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Building Sentence skills

OBJECTIVE: By the end of the lesson, the learner should be able to:

1. a) Write neatly and legibly.
2. b) Recognize various types of sentence construction errors
3. c) Write properly constructed sentences

T/L RESOURCES: Sample sentences with construction errors

 REFERENCES: Secondary English Bk 1 Pg 54-55

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	Reviews the previous lesson. Write some sentences on the chalkboard in which there are construction errors. Asks the learners to identify the errors.	Identifies the errors.
DEVELOPMENT 32minutes	1. Explains the errors. 2. Asks students to construct sentences given correctly. 3. Groups the learners and gives them a passage. Asks them to identify construction errors in a given passage. 4. Asks individual students to identify the construction errors in the passage.	1. Listens and seeks clarification. 2. Takes notes. 3. Identifies the construction errors in the passage. 4.Identifies the construction errors
CONCLUSION 4 minutes	(f)     Gives an exercise.	(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                      FORM 1                                                        WRITING Building Sentence Skills

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Problematic Sounds

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Write neatly and legibly.
• Pronounce the sounds /l/, /r/, /t/ and /d/ correctly
• Identify other sounds they find problematic

T/L RESOURCES: Posters with problematic sounds

REFERENCES:  Secondary English Bk 1 Pg 56-57

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Asks students to mention some problematic sounds. (b)    Tells them the reasons behind problematic sounds.	(a)    Mention the problematic sounds. (b)    Listens and takes notes.
DEVELOPMENT 30 minutes	1. Read out a list of problematic sounds. 2. Tells learners to write them down in their exercise books. 3. Asks the learners to pronounce problematic sounds. 4.Summarizes how to overcome the problem of problematic sounds	1. Listens. 2. Writes down the answers.     3. Pronounces the problematic sounds 4.Listens and takes down notes
CONCLUSION 5 minutes	1. Asks some students to give more problematic sounds. 2. Gives an exercise in the students’ textbook.	1. Gives more problematic sounds. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 1                                                                    WORD STUDY Problematic Sounds

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Using the Dictionary

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Familiarize themselves with the alphabetic order of words.
• Look up words easily in a dictionary.
• Use the dictionary effectively.

T/L RESOURCES: Textbooks, Dictionary

REFERENCES:  Secondary English Bk 1 Pg 57-58

• Head Start English Bk 1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4         minutes	(a)    Asks students if they have dictionaries. (b)    Tells them that they would be learning how to use the dictionary.	(a)    Says if they have dictionaries. (b)    Listens and takes notes.
DEVELOPMENT 31     minutes	(a)    Outlines the importance of the dictionary. (b)    Explains how to use (c)    Explains how to locate words in a dictionary.	(a)    Listens and writes down notes. (b)    Listens and writes down notes. (c)    Writes down the notes.
CONCLUSION 5         minutes	(a)    Asks the learners to locate specific words in their dictionaries. (b)    Gives an exercise.	(a)    Locates the words. (b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 1                                                                    STUDY SKILLS                                                                  Using the Dictionary

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Gender Violence and HIV/AIDS

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 1 Pg 58-59

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	(a)    Asks students to read the paragraphs in turns. (b)    Asks students to retell the passage in their own words. (c)    Asks students some questions on the passage. (d)   Identifies some new words and asks students to give their meanings and use in each in their own words.	(a)    Reads the paragraphs. (b)   Retells the passage. (c)    Answers the questions. (d)   Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 4 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 1                                                            READING  COMPREHENSION GENDER VIOLENCE AND HIV/AIDS

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: The Simple Past Tense

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Distinguish between regular and irregular verbs in the past tense.

(b)        Form the past tense of regular and irregular verbs

(c)        Use the past tense of regular and irregular verbs correctly.

T/L RESOURCES: Chart showing regular and irregular verbs in simple past tense

REFERENCES: Secondary English Bk 1 Pg 60-62 Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Writes two sentences with regular and irregular verbs in simple past tense. (b)    Asks learners to identify the regular and irregular verbs in simple past tense. (c)    Tells them that they will be learning regular and irregular verbs in simple past tense.	(a)    Reads the sentence. (b)   Identifies the regular and irregular verbs in simple past tense. (c)    Listens and takes notes.
DEVELOPMENT 30     minutes	(a)    Writes more sentences with regular and irregular verbs in simple past tense. (b)    Explains more examples of regular and irregular verbs in simple past tense. (c)    Displays the chart with regular and irregular verbs in simple past tense. (d)   Groups the learners and issues the handout with regular and irregular verbs in simple past tense. (e)   Asks learners identify the regular and irregular verbs in simple past tense.	(a)    Identifies regular and irregular verbs in simple past tense. (b)   Listens and seeks clarification. (c)    Identifies regular and irregular verbs in simple past tense. (d)   Identifies regular and irregular verbs in simple past tense. (e)   Uses the words in sentences.
CONCLUSION 5 minutes	(a)    Asks students to use regular and irregular verbs in simple past tense in sentences. (b)    Gives an exercise.	(a)    Uses them in sentences. (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR Regular and Irregular Verbs in Simple Past Tense

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Diaries

OBJECTIVE: By the end of the lesson, the learner should be able to:

1. a) Write neatly and legibly.
2. b) Demonstrate ability to write diaries.

T/L RESOURCES: Sample diaries

 REFERENCES: Secondary English Bk 1 Pg 62-64

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Reviews the previous lesson. Read samples diaries in class	(a)    Listens and asks for clarification.
DEVELOPMENT 30    minutes	1. Explains the formats of diaries. 2. Asks students to write notes on diaries. 3. Groups the learners and tells them to write diaries following the format given. 4. Asks individual students to read their diaries.	1. Listens and seeks clarification. Takes notes. 2. Writes down notes. 3. Discusses the question.   4. Reads out their diaries.
CONCLUSION 5minutes	(a)    Gives an exercise.	(a)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 1                                                          WRITING Diaries

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Debate

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Appreciate the importance of having debating skills

(b)        Acquire debating skills.

(c)        Participate in debates.

T/L RESOURCES: Sample of a myth

 REFERENCES: Secondary English Bk 1 Pg 66-67

• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Reviews the previous lesson. Asks learners to explain the importance of debate. (b)    Tells the learners that they will be learning about debating skills.	(a)    Explains the importance. (b)   Listens and takes notes.
DEVELOPMENT   31    minutes	1. Outlines the importance of debate. 2. Explains the process of a debating session. 3. Groups the learners into two. Gives the learners a motion for debate. Asks learners to debate the motion according to the procedure outlined.	1. Listens and seeks for clarification. 2. Listens and takes notes. Seeks clarification. 3. Participates in debating the motion.
CONCLUSION 4 minutes	(a)    Asks them to prepare for a second motion. (b)     Gives them an exercise.	(a)    Prepares for the motion. (b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 1                                          LISTENING AND SPEAKING DEBATE

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Using the Dictionary 2

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Describe the various types of information found in a dictionary.
• Use the dictionary effectively.

T/L RESOURCES: Textbooks, Dictionary

REFERENCES:  Secondary English Bk 1 Pg 67-68

• Head Start English Bk 1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Asks students to discuss the types of information found in the dictionary. (b)    Tells them that they would be learning about types of information found in the dictionary.	(a)    Discusses the types of information found in dictionaries. (b)    Listens and takes notes.
DEVELOPMENT 30 minutes	(a)    Outlines the types of information found in the dictionary. (b)    Explains how to search for specific information. (c)    Demonstrates how to search for specific information in a dictionary.	(a)    Listens and writes down notes. (b)    Listens and writes down notes. (c)    Copies the actions of the teacher.
CONCLUSION 5 minutes	(a)    Asks the learners to search for specific information in their dictionaries. (b)    Gives an exercise.	(a)    Locates specific information. (b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 1                                                                    STUDY SKILLS                                                                  Using the Dictionary 2

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: The Worrying Drug Problem in Kenya

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Read the passage and respond to questions after it.

(b) Use new words in sentences of their own.

• Appreciate the dangers of drug abuse.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 1 Pg 68-70, 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	(a)    Asks students to read the paragraphs in turns. (b)    Asks students to retell the passage in their own words. (c)    Asks students some questions on the passage. (d)   Identifies some new words and asks students to give their meanings and use in each in their own words.	(a)    Reads the paragraphs. (b)   Retells the passage. (c)    Answers the questions. (d)   Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 4 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 1                                                            READING  COMPREHENSION THE WORRYING DRUG PROBLEM IN KENYA

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: The Continuous Aspect

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Master spelling rules of present and past participle verbs.

(b)        Use the continuous and the perfect aspects correctly.

T/L RESOURCES: Chart showing continuous aspect in sentences.

REFERENCES: Secondary English Bk 1 Pg 70-73

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Writes two sentences continuous aspect. (b)    Asks learners to identify the continuous aspect in the sentences. (c)     Tells them that they will be learning about continuous aspect in sentences.	(a)    Reads the sentence. (b)    Identifies the continuous aspect in sentences. (c)    Listens and takes notes.
DEVELOPMENT 30     minutes	(a)    Writes more sentences with continuous aspect. (b)    Explains more examples of continuous aspect in sentences. (c)    Displays the chart with continuous aspect in sentences. (d)   Groups the learners and issues the handout with continuous aspect in sentences. (e)   Asks learners identify the continuous aspect in sentences	(a)    Identifies the continuous aspect in sentences. (b)    Listens and seeks clarification. (c)    Identifies the continuous aspect in sentences. (d)   Identifies the continuous aspect in sentences. (e)   Uses the words in sentences.
CONCLUSION 5 minutes	(a)    Asks students to use continuous aspect in sentences. (b)    Gives an exercise.	(a)    Uses them in sentences. (b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR Continuous Aspect in Sentences

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Informal Letters

OBJECTIVE: By the end of the lesson, the learner should be able to:

1. a) Write neatly and legibly.
2. b) Demonstrate ability to write informal letters.

T/L RESOURCES: Sample diaries

 REFERENCES: Secondary English Bk 1 Pg 73-75

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 6         minutes	(a) Reviews the previous lesson. Read samples of informal letters in class.	(a)    Listens and asks for clarification.
DEVELOPMENT 31    minutes	1. Explains the formats of informal letters. 2. Asks students to write notes on informal letters. 3. Groups the learners and tells them to write informal letters following the format given. 4. Asks individual students to read their informal letters.	1. Listens and seeks clarification. Takes notes. 2. Writes down notes. 3. Discusses the question.   4. Reads out their informal letters.
CONCLUSION 5minutes	(a) Gives an exercise.	(a) Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 1                                                          WRITING Informal Letters

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Intonation

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)          Use appropriate intonation in sentences correctly

(b)          Demonstrate appreciation of the fact that intonation contributes to meaning

T/L RESOURCES: Charts, blackboard

 REFERENCES: Secondary English Bk 1 Pg 76-78

• Head Start English Bk 1
• New Integrated English Bk 1
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Reviews the previous lesson. Asks how speakers prepare to use intonation in sentences appropriately. (b)    Tells the learners that they will be learning how to use intonation in sentences correctly.	(a)    Explains how a speaker prepares to deliver a speech. (b)    Listens and takes notes.
DEVELOPMENT 32 minutes	1.       Asks learners to use intonation in sentences appropriately and correctly. 2.       Explains how stress to use intonation in sentences and what dictates when to use rising or falling intonation. 3.       Groups the learners. Tell them to indicate intonation in sentences given. 4.       Asks learners present their answers.	1.       Uses intonation in sentences appropriately. 2.       Listens and takes notes. Seeks clarification. 3.       Discusses. 4.       Presents their answers.
CONCLUSION 4 minutes	a)       Review what determines the intonation to use in sentences. b)       Writes the exercise on the chalkboard.	a)       Explains the ways. b)      Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 1                                          LISTENING AND SPEAKING Intonation

COMMENTS:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 3_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:  Studying Poetry 1

OBJECTIVE: By the end of the lesson, the learner should be able to:

• Recognize a poem when they see one.
• Appreciate the experience of a poem.
• Describe the identity of the persona in a poem.

T/L RESOURCES: Poems to be read

REFERENCES:  Secondary English Bk 3 Pg 78-80

• Understanding Poetry
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Asks students to give the features of a poem. (b)   Tells them that they would be learning about persona in a poem.	(a)    Gives the features of a poem. (b)   Listens and takes notes.
DEVELOPMENT 30    minutes	1. Reads through a given poem. 2.      Identifies the key words in the poem and explains their meanings. 3.      Explains who the persona is in a poem. 4.      Groups the learners. Gives them another poem and tells them to identify the persona in the poem. 5.      Asks the groups to present their findings.	1. Listens to the poem 2. Takes down notes. Discusses the poem and writes down the key words Presents their findings
CONCLUSION 5 minutes	(a)    Gives an exercise in the textbook.	(a)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 1                                                                    READING                                                                   Reading Skills Studying Poetry

 

COMMENTS:

……………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Disability is not Inability

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.
• Appreciate that disability is not inability.

T/L RESOURCES: Picture on students’ book/ Dictionaries for reference

REFERENCES: Secondary English Bk 1 Pg 80-82, 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	(a)    Asks students to read the paragraphs in turns. (b)    Asks students to retell the passage in their own words. (c)    Asks students some questions on the passage. (d)   Identifies some new words and asks students to give their meanings and use in each in their own words.	(a)    Reads the paragraphs. (b)   Retells the passage. (c)    Answers the questions. (d)   Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 4 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 1                                                            READING  COMPREHENSION DISABILITY IS NOT INABILITY

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM ONE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 1_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Adjectives

OBJECTIVE: By the end of the lesson, the learner should be able to:

(a)        Define an adjective.

(b)        Use adjectives in sentences of their own.

T/L RESOURCES: Chart showing adjectives

REFERENCES: Secondary English Bk 1 Pg 82-84

• Head Start English Bk 1, New Integrated English Bk 1, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Writes a sentence with an adjective. (b)    Asks learners to identify the adjective. (c)    Tells them that they will be learning adjectives.	(a)    Reads the sentence. (b)   Identifies the adjective. (c)    Listens and takes notes.
DEVELOPMENT 30     minutes	(a)    Writes more sentences. (b)    Explains more examples of adjectives. (c)     Displays the chart with the adjectives. (d)   Groups the learners and issues the handout with a paragraph. (e)   Asks learners identify the adjectives.	(a)    Identifies adjectives. (b)   Listens and seeks clarification. (c)    Identifies their components. (d)   Identifies adjectives. (e)   Uses the words in sentences.
CONCLUSION 5 minutes	(a)    Asks students to use adjectives learnt in sentences. (b)    Gives an exercise.	(a)    Uses them in sentences. (b)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 1                                                         GRAMMAR Adjectives

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________