ENGLISH LESSON PLANS
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 1Pg 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, 20
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 1Pg 3-4
- Head Start EnglishBk 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 readingstudy 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: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 1Pg 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:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM ONE LESSON PLAN TERM 1, 2019
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 1Pg 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 nounslearnt 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:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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:
- a) Write neatly and legibly.
- b) Appreciate the importance of writing neatly.
T/L RESOURCES: Sample of good handwriting
REFERENCES: Secondary English Bk 1Pg7-9
- 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:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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 110-11
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 1Pg 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 nounsin sentences of their own.
T/L RESOURCES: Chart showing concrete and abstract nouns
REFERENCES: Secondary English Bk 1Pg 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. Identifiesconcrete and abstract nouns.
2. Listens and seeks clarification. 3. Identifies their components. 4. Identifiesconcrete and abstract nouns. 5. Uses the words in sentences. |
CONCLUSION
5minutes |
(a) Asks students to use concrete and abstract nounslearnt 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 1Pg 16
- Head Start English Bk 1, New Integrated English Bk1, Teacher’s Guides
PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
INTRODUCTION
5 minutes |
(a) Asks students to mention some words that they commonly misspell.
(b) Tells them the reasons behind misspelling of words. |
(a) Gives the features of summary.
(b) Listens and takes notes. |
DEVELOPMENT
30 minutes |
1. Read out a list of commonly misspelt words.
2. Tells learners to write them down in their exercise books. 3. Asks the learners to spell each word as they mark for one another. 4.Summarizes the points to consider when spelling words |
1. Listens.
2. Writes down the answers.
3. Mark for one another.
4.Listens and takes down notes |
CONCLUSION
5 minutes |
1. Asks some students to give more commonly misspelt words.
2. Gives an exercise in the students’ textbook. |
1. Gives more commonly misspelt words.
2. Writes the exercise. |
CHALKBOARD LAYOUT
Date ENGLISH FORM 3
WORD STUDY Commonly Misspelt Words |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
FORM 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 117-19
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:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
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:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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 nounsin 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 nounslearnt 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 narrativecomposition is. 3.Tells them that they are about to learn how to write a narrativecomposition |
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 ofa narrativecomposition.
2. Asks students to list the elements of a narrativecomposition. 3. Groups the learners. Asks them to write a narrativecomposition on the topic given. 4. Asks learners to read aloud some of the narrative composition. |
1. Reads the narrativeimaginative 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 117-19
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.
|
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 articleslearnt 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:
- a) Write neatly and legibly.
- 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 riddleto 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 ofriddles. 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 Pg43-44
- 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 pronounslearnt 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:
- a) Write neatly and legibly.
- 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 Bk1, 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 verbslearnt 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:
- a) Write neatly and legibly.
- b) Recognize various types of sentence construction errors
- c) Write properly constructed sentences
T/L RESOURCES: Sample sentences with construction errors
REFERENCES: Secondary English Bk 1 Pg54-55
- 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 Bk1, 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 60-62Teacher’s Guides
PART/TIME | TEACHER’S ACTIVITES | LEARNER’S ACTIVITIES |
INTRODUCTION
5 minutes |
(a) Writes two sentences with regular and irregularverbs 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 irregularverbs in simple past tense. |
(a) Reads the sentence.
(b) Identifies the regular and irregularverbs 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 irregularverbs in simple past tense. (d) Groups the learners and issues the handout with regular and irregularverbs in simple past tense. (e) Asks learners identify the regular and irregularverbs in simple past tense. |
(a) Identifies regular and irregular verbs in simple past tense.
(b) Listens and seeks clarification. (c) Identifies regular and irregularverbs in simple past tense. (d) Identifies regular and irregularverbs 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:
- a) Write neatly and legibly.
- b) Demonstrate ability to write diaries.
T/L RESOURCES: Sample diaries
REFERENCES: Secondary English Bk 1Pg62-64
- 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 samplesdiaries 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 usecontinuous 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:
- a) Write neatly and legibly.
- b) Demonstrate ability to write informal letters.
T/L RESOURCES: Sample diaries
REFERENCES: Secondary English Bk 1Pg73-75
- 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 samplesof 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 EnglishBk 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 sentencesappropriately and correctly.
2. Explains how stress to use intonation in sentencesand what dictates when to use rising or falling intonation. 3. Groups the learners. Tell them to indicate intonation in sentencesgiven. 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.
|
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 adjectiveslearnt in sentences.
(b) Gives an exercise. |
(a) Uses them in sentences.
(b) Writes the exercise. |
CHALKBOARD LAYOUT
Date ENGLISH FORM 1
GRAMMAR Adjectives |
COMMENTS:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________