ENGLISH FORM TWO LESSON PLANS

FORM TWO LESSON PLAN TERM 1

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION

SUB-TOPIC: Pronunciation and problematic sounds

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

(a) Identify words with problematic sounds

(b) Pronounce the words with problematic sounds correctly.

TEACHING/LEARNING RESOURCES: Chart with words with problematic sounds.

Flashcards containing words with problematic sounds.

REFERENCES: Secondary English Bk 2 Pg 1-2

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Writes two words with problematic sounds. (b)   Explain why some sounds are problematic.	(a)    Read the words aloud. (b)   Listens and asks for clarification.
DEVELOPMENT 32 minutes	1.      Writes some more words with problematic sounds. 2.      Asks students to read sentences in which there are problematic sounds. 3.      Shows the students flashcards and asks them to read the problematic words written and asks them to give other words with problematic sounds.	1.      Reads aloud the words. 2.      Identifies the letters that bear the sound and gives examples of words. 3.      Gives examples. 4.      Reads the dialogue.
CONCLUSION 4 minutes	(a)    Asks the students to reread the words on the board. (b)   Writes the exercise on the chalkboard.	(a)    Rereads the words. (b)   Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                  ENGLISH                                                    FORM 2 LISTENING AND SPEAKING PRONUNCIATION Pronunciation and Problematic Sounds

COMMENTS:

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FORM TWO LESSON PLAN TERM 1

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Scanning

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

• Define scanning.
• Scan a given passage for important details.
• List all the words in the passage that begin with letter ‘m’

T/L RESOURCES: Chalkboard

REFERENCES:  Secondary English Bk 2 Pg 4-6

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(a)    Asks students what they understand by the word scanning. (b)   Tells them what scanning is.	(a)    Gives the features of summary. (b)   Listens and takes notes.
DEVELOPMENT 30 minutes	1.      Outlines the importance of scanning. 2.      Issues a handout with a passage to be read. 3.      Tells the learners to scan a given passage for specific information. 4.      Tells learners to scan the passage again and write down all the words that begin with ‘m’	1.      Listens and takes notes. 2.      Reads the passage. 3.      Writes down the answers.   4.      Writes the words.
CONCLUSION 5 minutes	(a)    Asks some students to read aloud their answers to the question given earlier. (b)   Writes an exercise on the chalkboard.	(a)    Corrects the others.   (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2                                                                    STUDY SKILLS                                                                   Scanning

 

COMMENTS:

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FORM TWO LESSON PLAN TERM 1

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: A Worthy Prefect

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

• Read the passage and respond to questions after it.
• Use new words in sentences of their own.

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

REFERENCES: Secondary English Bk 2 Pg 4-5

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)   Asks students question concerning the issue. (c)    Tells the students the passage they are about to read and asks them to open their course books.	(a)    Listens and seeks clarification.   (b)   Answers the questions asked. (c)    Opens their books.
DEVELOPMENT 33 minutes	1.      Asks students to read the paragraphs in turns. 2.      Asks students to retell the passage in their own words. 3.      Asks students some questions on the passage. 4.      Identifies some new words and asks students to give their meanings and use in each in their own words.	1.      Reads the paragraphs. 2.      Retells the passage. 3.      Answers the questions. 4.      Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3 minutes	1.      Asks students to discuss the lessons they learn from the passage. 2.      Gives an exercise.	1.      Discusses the lessons they learn from the passage. 2.      Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                            READING  COMPREHENSION A WORTHY PREFECT

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC: Building Vocabulary

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

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

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

REFERENCES:  Secondary English Bk 2 Pg 9-10

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 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 TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Collective Nouns

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

(a)        Define a collective noun.

(b)        Use collective nouns in sentences of their own.

T/L RESOURCES: Chart showing collective nouns

REFERENCES: Secondary English Bk 2 Pg 6-7

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM                                                         GRAMMAR Collective Nouns

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Punctuation marks: Hyphen

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

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

T/L RESOURCES: Sample sentences

 REFERENCES: Secondary English Bk 2 Pg 39-41

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Reviews the previous lesson. Write some sentences on the chalkboard in which the hyphen has been used. Asks the learners to identify the hyphens	(a)    Identifies the hyphens.
DEVELOPMENT 32 minutes	1.      Explains the various uses of the hyphen. 2.      Asks students to place hyphen appropriately in given sentences. 3.      Groups the learners and gives them a passage. Asks them to use hyphens in the right places in the passage. 4.      Asks individual students to say where hyphens should be placed.	1.      Listens and seeks clarification. Takes notes. 2.      Puts hyphens in the appropriate places. 3.      Identifies the places where hyphens should appear.   4.      Says where hyphens should be
CONCLUSION 4 minutes	(a)    Gives an exercise.	(a)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 2                                                          WRITING Punctuation Hyphens

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION

SUB-TOPIC: Silent Letters

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

(a) Identify silent letters in words correctly

(b) Read words with silent letters correctly.

TEACHING/LEARNING RESOURCES: Chart with words with silent letters.

Flashcards containing words with silent letters.

REFERENCES: Secondary English Bk 2 Pg 11-12

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Writes two words with silent letters. (b)   Explain why some letters are said to be silent in some words.	(a)    Read the words aloud. (b)   Listens and asks for clarification.
DEVELOPMENT 32 minutes	1. Writes some more words with silent letters. 2. Asks students to read words in a list given in which there are silent letters. 3. Shows the students flashcards and asks them to read the words with silent letters written and asks them to give other words with silent letters.	1. Reads aloud the words. 2. Identifies the words with silent letters in the list given. 3.Reads the words
CONCLUSION 4 minutes	(a)    Asks the students to reread the words on the board. (b)   Writes the exercise on the chalkboard.	(a)    Rereads the words. (b)   Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                  ENGLISH                                                    FORM 2 LISTENING AND SPEAKING PRONUNCIATION Silent Letters

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Skimming

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

• Define skimming.
• Skim a given passage for important details.
• List all the words in the passage that begin with letter ‘m’

T/L RESOURCES: Chalkboard

REFERENCES:  Secondary English Bk 2 Pg 139-141

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5        minutes	(a)    Asks students what they understand by the word skimming. (b)   Tells them what skimming is.	(a)    Gives the features of summary. (b)   Listens and takes notes.
DEVELOPMENT 30    inutes	1. Outlines the importance of skimming. 2. Issues a handout with a passage to be read. 3. Tells the learners to skim a given passage for specific information. 4. Tells learners to skim the passage again and answer the questions given.	1. Listens and takes notes. 2. Reads the passage. 3. Writes down the answers.   4. Writes down the answers.
CONCLUSION 5        minutes	(a)    Asks some students to read aloud their answers to the question given earlier. (b)   Writes an exercise on the chalkboard.	(a)    Corrects the others.   (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2                                                                    STUDY SKILLS                                                                  Skimming

 

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: The Money Doubler

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

• Read the passage and respond to questions after it.
• Use new words in sentences of their own.

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

REFERENCES: Secondary English Bk 2 Pg 25-27

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)   Asks students question concerning the issue. (c)    Tells the students the passage they are about to read and asks them to open their course books.	(a)    Listens and seeks clarification.   (b)   Answers the questions asked. (c)    Opens their books.
DEVELOPMENT 33    minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3        minutes	1. Asks students to discuss the lessons they learn from the passage. 2. Gives an exercise.	1. Discusses the lessons they learn from the passage. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                            READING  COMPREHENSION The Money Doubler

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC: Building Vocabulary

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

• Develop techniques of studying.
• Use given words to fill in a crossword puzzle.

T/L RESOURCES: Crossword puzzle

REFERENCES:  Secondary English Bk 2 Pg

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 6        minutes	(c)    Asks students to draw the crossword puzzle. (d)   Tells them to fill it using words from the passage.	(c)    Draws the crossword puzzle. (d)   Fills it with words from the passage.
DEVELOPMENT 31    minutes	1. Draw another crossword puzzle. 2. Formulate questions for the crossword puzzle. 3. Asks the learners to provide answers for the questions. 4. Asks learners to exchange the crossword puzzles with their neighbours and to try and fill them with appropriate answers	1. Draws. 2. Formulates questions.   3. Provides answers.   3.      Fills the puzzle with appropriate answers
CONCLUSION 6        minutes	1. Asks some students to give answers to their puzzles. 2. Gives an exercise in the students’ textbook.	1. Listens and corrects the errors made. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2                                                                    WORD STUDY Building vocabulary

 

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Compound Nouns

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

(a)        Define a compound noun.

(b)        Use compound nouns in sentences of their own.

T/L RESOURCES: Chart showing compound nouns

REFERENCES: Secondary English Bk 2 Pg 8-9

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	(d)   Writes a sentence with a compound noun. (e)   Asks learners to identify the compound noun. (f)     Tells them that they will be learning compound nouns	(d)   Reads the sentence. (e)   Identifies the compound noun (f)     Listens and takes notes.
DEVELOPMENT 30 minutes	6.      Writes more sentences. 7.      Explains more examples of compound nouns. 8.      Displays the chart with the compound nouns. 9.      Groups the learners and issues the handout with a paragraph. 10.  Asks learners identify the compound noun.	6.      Identifies compound nouns. 7.      Listens and seeks clarification. 8.      Identifies their components. 9.      Identifies compound noun 10.  Uses the words in sentences.
CONCLUSION 5 minutes	(c)    Asks students to use compound nouns learnt in sentences. (d)   Gives an exercise.	(c)    Uses them in sentences. (d)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                         GRAMMAR Compound Nouns

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Punctuation marks: Apostrophe

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

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

T/L RESOURCES: Sample sentences

 REFERENCES: Secondary English Bk 2 Pg 40

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(b)   Reviews the previous lesson. Write some sentences on the chalkboard in which the apostrophe has been used. Asks the learners to identify the apostrophes	(b)   Identifies the apostrophe.
DEVELOPMENT 32 minutes	5.      Explains the various uses of the apostrophe. 6.      Asks students to place apostrophes appropriately in given sentences. 7.      Groups the learners and gives them a passage. Asks them to use apostrophes in the right places in the passage. 8.      Asks individual students to say where apostrophe should be placed.	5.      Listens and seeks clarification. Takes notes. 6.      Puts apostrophe in the appropriate places. 7.      Identifies the places where apostrophe should appear.   8.      Says where apostrophes should be
CONCLUSION 4 minutes	(b)   Gives an exercise.	(b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 2                                                          WRITING Punctuation Apostrophes

COMMENTS:

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FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING

SUB-TOPIC: Stress

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

(a)          Stress the appropriate syllables in words correctly

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

T/L RESOURCES: Charts, blackboard

 REFERENCES: Secondary English Bk 2 Pg 31-33

• Head Start English Bk 2
• New Integrated English Bk 2
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Reviews the previous lesson. Asks how speakers prepare to stress syllables in words appropriately. (b)    Tells the learners that they will be learning how to place stress in words correctly.	(a)    Explains how a speaker prepares to deliver a speech. (b)    Listens and takes notes.
DEVELOPMENT 32 minutes	1.       Asks learners to read words after the teacher placing stress appropriately and correctly. 2.       Explains how stress to identify the stressed syllables in words and how it shifts in words that have more than one meaning. 3.       Groups the learners. Tell them to underline the stressed syllables in the words given. 4.       Asks learners present their answers.	1.       States how they grabbed and kept the attention. 2.       Listens and takes notes. Seeks clarification.     3.       Discusses.   4.       Presents their answers.
CONCLUSION 4 minutes	a)       Review how stress manifests itself in words. b)       Writes the exercise on the chalkboard.	a)       Explains the ways. b)      Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 2                                          LISTENING AND SPEAKING Stress How to put stress in words

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC: Telephone Etiquette

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

• Demonstrate awareness of telephone etiquette
• Conduct a telephone conversation using etiquette

T/L RESOURCES: Mobile Phone

REFERENCES:  Secondary English Bk 2 Pg 129-130

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5        minutes	(a)    Asks students what they understand by the word telephone etiquette. (b)   Tells them what telephone etiquette is.	(a)    Gives the meaning of telephone etiquette. (b)   Listens and takes notes.
DEVELOPMENT 30    minutes	1. Outlines the importance of telephone etiquette. 2. Issues a handout with a conversation that uses good telephone etiquette. 3. Tells the learners to identify indicators of a good telephone etiquette in the passage. 4.Tells learners to study a second conversation and identify indicators of bad telephone etiquette	1. Listens and takes notes. 2. Reads the passage. 3. Writes down the answers.   4. Writes down the indicators.
CONCLUSION 5        minutes	(a)    Asks some students to read aloud their answers to the question given earlier. (b)   Writes an exercise on the chalkboard.	(a)    Corrects the others.   (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2                                                                    STUDY SKILLS                                                                  Telephone Etiquette

 

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Celebrating Our Gender

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

• Read the passage and respond to questions after it.
• Use new words in sentences of their own.

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

REFERENCES: Secondary English Bk 2 Pg 34-35

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes	(a)    Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)   Asks students question concerning the issue. (c)    Tells the students the passage they are about to read and asks them to open their course books.	(a)    Listens and seeks clarification.   (b)   Answers the questions asked. (c)    Opens their books.
DEVELOPMENT 32    minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 4 minutes	1. Asks students to discuss the lessons they learn from the passage. 2. Gives an exercise.	1. Discusses the lessons they learn from the passage. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                            READING  COMPREHENSION Celebrating Our Gender

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Phrasal Quantifiers

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

(a)        Define a phrasal quantifier.

(b)        Use phrasal quantifier in sentences of their own.

T/L RESOURCES: Chart showing phrasal quantifiers

REFERENCES: Secondary English Bk 2 Pg 17-19

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                         GRAMMAR Phrasal Quantifiers

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Using Figurative Language

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

1. a) Write neatly and legibly.
2. b) Demonstrate ability to use figurative language in writing or speaking.

T/L RESOURCES: Sample sentences with figurative language

 REFERENCES: Secondary English Bk 2 Pg

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4 minutes 4        minutes	1. Reviews the previous lesson. Write some sentences on the chalkboard in which the figurative language has been used. Asks the learners to identify the figurative language	1. Identifies the hyphens.
DEVELOPMENT 32minutes	1. Explains the various uses of figurative language. 2. Asks students to use figurative language appropriately in given sentences. 3. Groups the learners and gives them a passage. Asks them to identify figurative language in the passage. 4. Asks individual students to identify the figures of speech in the passage.	1. Listens and seeks clarification. Takes notes. 2. Uses figurative language appropriately in sentences. 3. Identifies the figurative language in the passage.   4.Identifies the figurative language
CONCLUSION 4 minutes	(c)    Gives an exercise.	(c)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 2                                                          WRITING Using Figurative Language

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION

SUB-TOPIC: Words often mispronounced

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

(a) Identify words that are often mispronounced.

(b) Write them down correctly in phonetic transcription.

TEACHING/LEARNING RESOURCES: Chart with words with words often mispronounced.

Flashcards containing words with problematic sounds.

REFERENCES: Secondary English Bk 2 Pg 22-23

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4        minutes	(a)    Writes two words often mispronounced. (b)   Explain why some words are often mispronounced.	(a)    Read the words aloud. (b)   Listens and asks for clarification.
DEVELOPMENT 32minutes	1. Writes some more words often mispronounced. 2. Asks students to read sentences in which there are words often mispronounced. 3. Shows the students flashcards and asks them to read the words often mispronounced written and asks them to give other words often mispronounced.	1. Reads aloud the words. 2. Identifies the letters that bear the words often mispronounced and gives examples of words. 3. Gives examples. 4. Reads the words often mispronounced.
CONCLUSION 4        minutes	(a)    Asks the students to reread the words on the board. (b)   Writes the exercise on the chalkboard.	(a)    Rereads the words. (b)   Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                  ENGLISH                                                    FORM 2 LISTENING AND SPEAKING PRONUNCIATION Words often mispronounced

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: ORAL SKILLS

SUB-TOPIC: Pronunciation of /p/ and /b/ sounds

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

• Pronounce the sounds /p/ and /b/ with distinction
• Write words in which the sounds /p/ and /b/ appear

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

REFERENCES:  Secondary English Bk 2

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5        minutes	1. Write two words, one bearing each sound. 2. Demonstrate how the two sounds are produced.	1. Reads the words aloud. 2. Listens and asks for clarification.
DEVELOPMENT 30    minutes	1. Displays the chart and asks the learners to read aloud. 2. Explain that the words are minimal pairs. 3. Ask learners to give more examples of minimal pairs of /p/ and /b/. 4. Divide the class in pairs. 5.Shows the students the flashcards and asks them to write the word that differs in pronunciation with only one sound considering the sounds under study	1. Reads the minimal pairs aloud. 2. Takes notes and asks for clarification. 3. Gives examples. 4. Sits in pairs. 5.Writes the words after discussing
CONCLUSION 5minutes	(a)    Asks the students to reread the minimal pairs. (b)   Writes an exercise on the chalkboard.	(a)    Rereads the minimal pairs.   (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2                                                                    STUDY SKILLS                                                                   Pronunciation of /p/ and /b/ sounds

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: World Environment Day

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

• Read the passage and respond to questions after it.
• Use new words in sentences of their own.

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

REFERENCES: Secondary English Bk 2 Pg 45-47

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4        minutes	(a)    Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)   Asks students question concerning the issue. (c)    Tells the students the passage they are about to read and asks them to open their course books.	(a)    Listens and seeks clarification.   (b)   Answers the questions asked. (c)    Opens their books.
DEVELOPMENT 33    minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3        minutes	1. Asks students to discuss the lessons they learn from the passage. 2. Gives an exercise.	1. Discusses the lessons they learn from the passage. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                            READING  COMPREHENSION WORLD ENVIRONMENT DAY

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Possessives

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

(a)        Define a possessive.

(b)        Use possessives in sentences of their own.

T/L RESOURCES: Chart showing possessives

REFERENCES: Secondary English Bk 2 Pg 36-37

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM                                                         GRAMMAR Possessives

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Invitation letters

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

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

T/L RESOURCES: Sample sentences

 REFERENCES: Secondary English Bk 2 Pg 19-21

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 2                                                          WRITING Invitation Letters

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Who Will Speak Out?

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

• Read the passage and respond to questions after it.
• Use new words in sentences of their own.

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

REFERENCES: Secondary English Bk 2 Pg 14-17

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4        minutes	(a)    Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)   Asks students question concerning the issue. (c)    Tells the students the passage they are about to read and asks them to open their course books.	(a)    Listens and seeks clarification.   (b)   Answers the questions asked. (c)    Opens their books.
DEVELOPMENT 34    minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3        minutes	1. Asks students to discuss the lessons they learn from the passage. 2. Gives an exercise.	1. Discusses the lessons they learn from the passage. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                            READING  COMPREHENSION WHO WILL SPEAK OUT?

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WORD STUDY

SUB-TOPIC: Building Vocabulary

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

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

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

REFERENCES:  Secondary English Bk 2 Pg 9-10

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 7        minutes	(a)    Asks students to mention some words that they commonly misspell. (b)   Tells them the reasons behind misspelling of words.	(a)    Gives the features of summary. (b)   Listens and takes notes.
DEVELOPMENT 4        minutes	1. Read out a list of commonly misspelt words. 2. Tells learners to write them down in their exercise books. 3. Asks the learners to spell each word as they mark for one another. 4.Summarizes the points to consider when spelling words	1. Listens. 2. Writes down the answers.   3. Mark for one another.   4.Listens and takes down notes
CONCLUSION 7        minutes	1. Asks some students to give more commonly misspelt words. 2. Gives an exercise in the students’ textbook.	1. Gives more commonly misspelt words. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 3                                                                    WORD STUDY Vocabulary

 

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Personal Pronouns

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

(a)        Define a personal pronoun.

(b)        Use collective nouns in sentences of their own.

T/L RESOURCES: Chart showing personal pronouns

REFERENCES: Secondary English Bk 2 Pg 47-50

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                         GRAMMAR Personal Pronouns

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Descriptive writing

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

(a)          State the steps in writing a descriptive composition.

(b)          Follow the steps outlined in writing a descriptive composition.

T/L RESOURCES: Sample a descriptive composition

 REFERENCES: Secondary English Bk 2 Pg 50-51

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

 

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3                                                          WRITING Descriptive Writing

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC: Features of a Legend

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

(a)          Identify the features of a legend.

(b)          Discuss the functions of a legend

T/L RESOURCES: Sample of a legend

 REFERENCES: Secondary English Bk 2 Pg 74-75

• Oral Literature for Schools
• Teacher’s Book

 

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4         minutes	(a)    Reviews the previous lesson. Asks learners to define a legend. (b)    Tells the learners that they will be learning about legends.	(a)    Defines a legend. (b)    Listens and takes notes.
DEVELOPMENT   30     minutes	1. Narrates a legend to the learners. 2.       Explains the features and functions of a legend. Groups the learners. Gives the learners a sample legend. Asks learners to identify the features of a legend in it. Asks learners present their projects.	1. States how they grabbed and kept the attention. 2.       Listens and takes notes. Seeks clarification. Discusses. Presents their projects.
CONCLUSION 4         minutes	(a)    Asks them to narrate a legend of their own. (b)     Gives them an exercise.	(a)    Explains the ways. (b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 2                                          LISTENING AND SPEAKING Oral Literature Legends

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: ORAL SKILLS

SUB-TOPIC: Different but similar sounding words

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

• Pronounce words with similar sounds correctly
• Differentiate between spellings of words with similar sounds

T/L RESOURCES: Chart with words with similar sounds but different meanings

REFERENCES:  Secondary English Bk 2 52-53

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 4minutes	1. Write words with similar sounds but different meanings. 2. Demonstrate how the words are pronounced.	1. Reads the words aloud. 2. Listens and asks for clarification.
DEVELOPMENT 31    minutes	1. Displays the chart with words with similar sounds but different meanings and asks the learners to read aloud. 2. Explain that the words are homonyms. 3. Ask learners to give more examples words with similar sounds but different meanings. 4. Divide the class in pairs. 5.Shows the students the flashcards and asks them to write the words with similar sounds but different meanings	1. Reads the words with similar sounds but different meanings aloud. 2. Takes notes and asks for clarification. 3. Gives examples. 4. Sits in pairs. 5.Writes the words after discussing
CONCLUSION 5minutes	(a)    Asks the students to reread the words with similar sounds but different meanings. (b)   Writes an exercise on the chalkboard.	(a)    Rereads the words with similar sounds but different meanings   (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2                                                                    STUDY SKILLS                                      Words With Similar sounds But Different In Meanings

 

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

 

FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Effects Of Alcohol

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

• Read the passage and respond to questions after it.
• Use new words in sentences of their own.

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

REFERENCES: Secondary English Bk 2 Pg 55-56

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5        minutes	(a)    Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)   Asks students question concerning the issue. (c)    Tells the students the passage they are about to read and asks them to open their course books.	(a)    Listens and seeks clarification.   (b)   Answers the questions asked. (c)    Opens their books.
DEVELOPMENT 32    minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3        minutes	1. Asks students to discuss the lessons they learn from the passage. 2. Gives an exercise.	1. Discusses the lessons they learn from the passage. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                            READING  COMPREHENSEFFECTS OF ALCOHOL

COMMENTS:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: STUDY SKILLS

SUB-TOPIC:  Note-taking

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

• Read a passage given and respond to questions on it.
• Take notes effectively by using content words.

T/L RESOURCES: Articles and passage to be read

REFERENCES:  Secondary English Bk 2 Pg 75-76

• Head Start English Bk 2
• New Integrated English Bk 2
• Teacher’s Book

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5minutes	(a)    Asks students to give the features of note-taking. (b)   Tells them that they would be learning how to take notes effectively.	(a)    Gives the features of note-making. (b)   Listens and takes notes.
DEVELOPMENT 30    minutes	1. Outlines the steps in taking notes. 2.      Groups the learners. Writes 2 questions to be answered in note form. 3.      Asks individuals to write notes using the points drafted in step 1 above.	1. Listens and takes notes. 2.      Reads the passage. Writes a draft in note form. Writes notes from the passage.
CONCLUSION 5minutes	(a)    Asks some students to read aloud their notes. (b)   Writes an exercise on the chalkboard.	(a)    Corrects the others. (b)   Writes the exercise.

CHALKBOARD LAYOUT

Date                                                           ENGLISH                                                    FORM 2                                                                    READING                                                                   Reading Skills                                                                   Note-taking

 

 

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Indefinite Pronouns

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

(a)        Define an indefinite pronoun.

(b)        Use indefinite pronouns in sentences of their own.

T/L RESOURCES: Chart showing indefinite pronouns

REFERENCES: Secondary English Bk 2 Pg 57-59

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM                                                         GRAMMAR Indefinite Pronouns

COMMENTS:

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FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Creative Writing

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

(a)          Discuss the elements of a good imaginative composition

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

T/L RESOURCES: Sample an imaginative composition

 REFERENCES: Secondary English Bk 2 Pg 71-73

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

 

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3                                                          WRITING Creative Writing

COMMENTS:

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FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature

SUB-TOPIC: Myths

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

(a)          Identify the features of a myth.

(b)          Discuss the functions of a myth

T/L RESOURCES: Sample of a myth

 REFERENCES: Secondary English Bk 2 Pg 61-65

• Oral Literature for Schools
• Teacher’s Book

 

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5         minutes	(a)    Reviews the previous lesson. Asks learners to define a myth a legend. (b)    Tells the learners that they will be learning about myths.	(a)    Defines a legend. (b)    Listens and takes notes.
DEVELOPMENT   30     minutes	1. Narrates a legend to the learners. 2. Explains the features and functions of a myth. 3. Groups the learners. Gives the learners a sample myth. Asks learners to identify the features of a myth in it. 4. Asks learners present their projects.	1. States how they grabbed and kept the attention. 2. Listens and takes notes. Seeks clarification. 3. Discusses. 4. Presents their projects.
CONCLUSION 5         minutes	(a)    Asks them to narrate a myth of their own. (b)     Gives them an exercise.	(a)    Explains the ways. (b)    Writes the exercise in their exercise books.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                    FORM 2                                          LISTENING AND SPEAKING Oral Literature Myths

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: Information Technology (IT)

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

• Read the passage and respond to questions after it.
• Use new words in sentences of their own.

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

REFERENCES: Secondary English Bk 2 Pg 65-66

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5        minutes	(a)    Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)   Asks students question concerning the issue. (c)    Tells the students the passage they are about to read and asks them to open their course books.	(a)    Listens and seeks clarification.   (b)   Answers the questions asked. (c)    Opens their books.
DEVELOPMENT 32minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3        minutes	1. Asks students to discuss the lessons they learn from the passage. 2. Gives an exercise.	1. Discusses the lessons they learn from the passage. 2. Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM 2                                                            READING  COMPREHENSION Information Technology (IT)

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Primary Auxiliary Verbs

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

(a)        Define a primary auxiliary verb.

(b)        Use primary auxiliary verbs in sentences of their own.

T/L RESOURCES: Chart showing primary auxiliary verbs

REFERENCES: Secondary English Bk 2 Pg 67-68

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM                                                         GRAMMAR Primary auxiliary Verbs

COMMENTS:

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FORM THREE LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: WRITING

SUB-TOPIC: Descriptive writing: An Event

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

(a)          State the steps in writing a descriptive composition of an event.

(b)          Follow the steps outlined in writing a descriptive composition of an event.

T/L RESOURCES: Sample a descriptive composition of an event

 REFERENCES: Secondary English Bk 2 Pg 60

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

 

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

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                FORM 3                                                          WRITING Descriptive Writing: An Event

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: READING/COMPREHENSION

SUB-TOPIC: How I survived drug abuse

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

• Read the passage and respond to questions after it.
• Use new words in sentences of their own.

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

REFERENCES: Secondary English Bk 2 Pg 77-79

Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5        minutes	(a)    Talks about the issue raised in the passage without letting them know they are about to read a passage. (b)   Asks students question concerning the issue. (c)    Tells the students the passage they are about to read and asks them to open their course books.	(a)    Listens and seeks clarification.   (b)   Answers the questions asked. (c)    Opens their books.
DEVELOPMENT 32minutes	1. Asks students to read the paragraphs in turns. 2. Asks students to retell the passage in their own words. 3. Asks students some questions on the passage. 4. Identifies some new words and asks students to give their meanings and use in each in their own words.	1. Reads the paragraphs. 2. Retells the passage. 3. Answers the questions. 4. Gives the meanings of the words and use them in sentences of their own.
CONCLUSION 3        minutes	1. Asks students to discuss the lessons they learn from the passage. 2. Gives an exercise.	1. Discusses the lessons they learn from the passage. 2. Writes the exercise.

CHALKBOARD LAYOUT                   

Date                                                   ENGLISH                                                          FORM 2                                                            READING  COMPREHENSION HOW I SURVIVED DRUG ABUSE

COMMENTS:

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FORM TWO LESSON PLAN TERM 1, 2019

SCHOOL: __________________________________________________

TCHR’S NAME: ___________________________CLASS: FORM 2_______________

DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________

SKILL/TOPIC: GRAMMAR

SUB-TOPIC: Modal auxiliaries

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

(a)        Define a modal auxiliary.

(b)        Use a modal auxiliary in sentences of their own.

T/L RESOURCES: Chart showing collective nouns

REFERENCES: Secondary English Bk 2 Pg 68-71

• Head Start English Bk 2, New Integrated English Bk 2, Teacher’s Guides

PART/TIME	TEACHER’S ACTIVITES	LEARNER’S ACTIVITIES
INTRODUCTION 5 minutes	4        Writes a sentence with a modal auxiliary. 5        Asks learners to identify the modal auxiliary. 6        Tells them that they will be learning modal auxiliaries	7        Reads the sentence. 8        Identifies the modal auxiliary. 9        Listens and takes notes.
DEVELOPMENT 30 minutes	11.  Writes more sentences. 12.  Explains more examples of modal auxiliaries. 13.  Displays the chart with the modal auxiliaries. 14.  Groups the learners and issues the handout with a paragraph. 15.  Asks learners identify the modal auxiliaries	11.  Identifies modal auxiliaries. 12.  Listens and seeks clarification. 13.  Identifies their components. 14.  Identifies modal auxiliaries 15.  Uses the words in sentences.
CONCLUSION 5 minutes	(d)   Asks students to use modal auxiliaries learnt in sentences. (e)   Gives an exercise.	(f)     Uses them in sentences. (g)    Writes the exercise.

CHALKBOARD LAYOUT

Date                                                   ENGLISH                                                          FORM                                                         GRAMMAR Modal auxiliaries

COMMENTS:

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